Journal articles: 'Vietnamese students'

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Tran, Anh Thi Kim. "Pupils and students’ ability to recognise and use Sino-Vietnamese." Science and Technology Development Journal 18, no. 2 (June 30, 2015): 5–15. http://dx.doi.org/10.32508/stdj.v18i2.1189.

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In this paper, we will not focus on the theory but pay attention to traits in practical activities of Sino-Vietnamese words in modern Vietnamese. The paper presents the appearance of Chinese characters in Vietnamese giving out the survey results so as to find pupils and students’ ability to recognise and use Sino-Vietnames to contribute data for the issue of Sino-Vietnamese position in modern Vietnamese.

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Thi Hang, MA Nguyen, and MA Nguyen Thi Hue. "SOME SOLUTIONS TO KEEP AND PROMOTE THE SPIRIT OF PATRIOTISM FOR VIETNAMESE STUDENTS TODAY." International Journal of Education Humanities and Social Science 05, no. 03 (2022): 113–18. http://dx.doi.org/10.54922/ijehss.2022.0390.

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The spirit of patriotism is the highest standard of morality and leading in the cultural and spiritual value system of the Vietnamese nation. Patriotism acts as a great endogenous motivation of the Vietnamese ethnic community, creating the unrivaled power in the resistance wars against foreign aggression and in the cause of building the country. Vietnamese youth in general and students in particular are the future generation of the country. Within the scope of the article, on the basis of the formation and development of Vietnam's national patriotic values, the authors raised the reality of patriotic education for students in order to give solutions to preserve and promote the spirit of patriotism for the Vietnamese students nowadays.

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Minh Sang, Nguyen. "Financial well-being of Vietnamese students." Investment Management and Financial Innovations 18, no. 4 (December 14, 2021): 355–65. http://dx.doi.org/10.21511/imfi.18(4).2021.29.

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This study aims to analyze financial well-being as well as the factors affecting the financial well-being of Vietnamese students. The study surveyed 658 students in Vietnam via email and Facebook groups with suitable survey subjects in the period from May to June, 2021. The study also collected demographic information and the status of independence or financial dependence of students participating in the survey in Vietnam. The study analyzes the direct and indirect effects of six groups of independent factors on the financial well-being of Vietnamese students through the PLS-SEM model. Empirical study results show that three factors, such as Financial Attitude, Financial Behavior, and Financial Self-Efficacy, have a direct impact, while two other factors, Financial Knowledge and Financial Skills, have an indirect impact on financial well-being of students in Vietnam. Although there are some limitations in the representative level of students participating in the survey, sampling methods and the number of respondents in the survey, the study achieved its research objectives. This study provides more empirical evidence and insights to the Ministry of Education and Training and economics universities in designing training programs that equip students with knowledge and skills to achieve financial well-being. AcknowledgmentThe author wishes to acknowledge support from the Banking University of Ho Chi Minh City. The author would like to thank all the lecturers and students for their support in sharing the survey, and the students who completed the survey. This study was made possible thanks to all valuable support from relevant stakeholders.

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Tran, Anh-Dao, and Hanna Ragnarsdottir. "Students of Vietnamese Heritage." International Journal of Bias, Identity and Diversities in Education 3, no. 2 (July 2018): 15–30. http://dx.doi.org/10.4018/ijbide.2018070102.

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Studies of immigrant students in upper secondary school in Iceland often highlight low attendance rates and early school departure. This article interrogates this view through an exploration of the perspectives of 13 students of Vietnamese heritage in two upper secondary schools. The article mobilizes multicultural education which sees education as inclusive, insisting on valuing diversity and equal opportunity regardless of gender, religion, belief, ethnicity, race, socioeconomic status, disability, or other statuses. Analysis of interviews shows that students, despite their positive feelings towards their teachers and their belief that their teachers were trying to do their best, understood that they were perceived to be deficient due to their lack of Icelandic language proficiency. Teachers' perceptions were thus limited, and they overlooked the students' academic and heritage resources that could have provided advantages in the learning process and contributed to student motivation and attainment.

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Dat, Van. "Validation of the Short Form of My Class Inventory Within the Vietnamese Educational Context." European Journal of Educational Research 11, no. 2 (April 15, 2022): 1037–45. http://dx.doi.org/10.12973/eu-jer.11.2.1037.

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Recently, researchers have paid more attention to the aspects of classroom learning environments because of their effects on students’ cognitive and effective outcomes. However, current literature reveals the lack of research that explores the factors of classroom environments in Vietnamese context. The present study, therefore, aims to validate the psychometric properties of the 25-items version of the My Class Inventory (MCI), translated into Vietnamese for 487 secondary school students. Factorial analysis showed an acceptable fit for the four-factors structure of the MCI – cohesiveness, competitiveness, satisfaction, and friction – to be appropriate for secondary school students. Internal consistency reliabilities of the general scales and four subscales were satisfactory. Results support the suitability of the MCI to assess students’ classroom environment within Vietnam’s educational context. The study recommended, among other things, that future studies should be conducted to explore the validity of the MCI on other samples of Vietnamese secondary students.

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Ninnes, Peter. "Language maintenance among Vietnamese-Australian students." Australian Review of Applied Linguistics 19, no. 2 (January 1, 1996): 115–38. http://dx.doi.org/10.1075/aral.19.2.06nin.

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Using the theoretical framework developed by Clyne this paper examines the factors influencing language maintenance among a cohort of secondary school students of Vietnamese ethnic background in Adelaide. It reports on a survey of 197 students who were asked (1) to estimate the extent to which, in Australia, they used Vietnamese when speaking to close others; how often these people used Vietnamese when speaking to them; and how often the students used Vietnamese in certain social contexts; and (2) to rate their ability in written and oral Vietnamese and written and oral English. Variables derived from these measures were then correlated with a number of other demographic, social, cultural and attitudinal factors in order to determine the major influences on language maintenance. Language use was greater with parents and grandparents than with members of the students’ own generation. Vietnamese language was used more in private and ethnic settings such as the home and community events than in public settings. Vietnamese language competence declined and English language competence increased with length of residence. Overall length of residence in Australia and age at which that residence commenced were more influential in language maintenance than ethnic identity or attitudes to cultural maintenance.

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Thanh Nguyen, Toan, Kenichi Kimura, and Yasuko Morinaga. "Homonegative Attitudes and their Correlates Among Vietnamese College Students." Psychological Reports 118, no. 3 (June 2016): 849–60. http://dx.doi.org/10.1177/0033294115627526.

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This study investigated sex differences in homonegativity and their correlates among 197 Vietnamese college students (males = 49, females = 148, M = 20.9 years, SD = 2.9) in Ho Chi Minh City. The survey included Vietnamese-language versions of four scales measuring attitudes toward homosexuality (ATHS), traditional masculinity ideology, knowledge of homosexuality, and contact experiences with homosexuals. An exploratory factor analysis indicated a 3-factor structure for the ATHS: Homonegativity, Tolerance, and Positive Images. Male respondents reported significantly higher scores on homonegativity. Traditional masculinity ideology was positively related to females’ homonegativity, but negatively correlated with tolerant attitudes of both males and females. Knowledge about homosexuality was negatively correlated with homonegativity. Media contact with homosexuals was negatively correlated with males’ homonegativity, but positively correlated with both females and males’ tolerant attitudes. Results suggest that future research develop a new scale to measure Vietnamese’s homonegativity and that media contact as well as ample and accurate knowledge about homosexuality can alter homonegativity.

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Stur, Heather. "“To Do Nothing Would be to Dig Our Own Graves: Student Activism in the Republic of Vietnam”." Journal of American-East Asian Relations 26, no. 3 (August 27, 2019): 285–317. http://dx.doi.org/10.1163/18765610-02603004.

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During the Vietnam War, South Vietnamese students were some of the most vocal activists asserting multiple visions for Vietnam’s future. Students’ attitudes spanned the political spectrum from staunchly anti-Communist to supportive of the National Liberation Front. Like young people throughout the world in the 1960s, students in South Vietnam embodied the spirit of the global Sixties as a hopeful moment in which the possibility of freedom energized those demanding political change. South Vietnam’s university students staged protests, wrote letters, and drew up plans of action that tried to unite the disparate political interests among the nation’s young people as politicians and generals in Saigon attempted to establish a viable national government. South Vietnamese government officials and U.S. advisors paid close attention to student activism hoping to identify and cultivate sources of support for the Saigon regime. While some students were willing to work with Americans, others argued that foreign intervention of any kind was bad for Vietnam. The Saigon government’s repressive tactics for dealing with political protest drove away students who otherwise might have supported it.

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Trinh, Lan Thi, Tu Cam Thi Nguyen, and Anh Ngoc Thi Nguyen. "Survey on secondary school student’ Sino-Vietnamese learning capabilities during in-class activities on philology." Vietnam Journal of Education 5, no. 2 (June 23, 2021): 50–56. http://dx.doi.org/10.52296/vje.2021.99.

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Sino-Vietnamese vocabulary is an important part of Vietnamese vocabulary. The ability to use Sino-Vietnamese vocabulary partially reflects one’s Vietnamese language competence; therefore, the ability to use Sino-Vietnamese vocabulary is an important element in the language ability of Vietnamese people in general, and secondary school students in particular. During in-class literature activities, secondary school students are equipped with Sino-Vietnamese vocabulary to a certain extent, but the effectiveness of using Sino-Vietnamese vocabulary in communication and in learning has yet to be fully evaluated. This article focuses on evaluating the ability to use Sino-Vietnamese vocabulary of secondary school students in Hanoi by using questionnaires and tests to obtain both subjective and objective data from the learner’s perspective. The survey results will be used as a practical premise to propose new teaching methods to develop Sino-Vietnamese language competence of secondary school students in Literature, in accordance with the 2018 General Education Curriculum.

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Trinh, Lan Thi, Tu Cam Thi Nguyen, and Anh Ngoc Thi Nguyen. "An Investigation into Secondary School Students’ Sino-Vietnamese Competence in Philology Learning Activities." Vietnam Journal of Education 5, no. 2 (June 29, 2021): 61–67. http://dx.doi.org/10.52296/vje.2021.91.

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Sino-Vietnamese vocabulary is an important part of Vietnamese vocabulary. The ability to use Sino-Vietnamese vocabulary partially reflects one’s Vietnamese language competence; therefore, the ability to use Sino-Vietnamese vocabulary is an important element in the language ability of Vietnamese people in general, and secondary school students in particular. During in-class literature activities, secondary school students are equipped with Sino-Vietnamese vocabulary to a certain extent, but the effectiveness of using Sino-Vietnamese vocabulary in communication and in learning has yet to be fully evaluated. This article focuses on evaluating the ability to use Sino-Vietnamese vocabulary of secondary school students in Hanoi by using questionnaires and tests to obtain both subjective and objective data from the learner’s perspective. The survey results will be used as a practical premise to propose new teaching methods to develop Sino-Vietnamese language competence of secondary school students in Literature, in accordance with the 2018 General Education Curriculum.

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Le, Huong, and Jade McKay. "Chinese and Vietnamese international students in Australia." International Journal of Educational Management 32, no. 7 (September 10, 2018): 1278–92. http://dx.doi.org/10.1108/ijem-08-2016-0180.

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Purpose The purpose of this paper is to examine the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning experiences and the reasons underlying their experience. Design/methodology/approach In total, 57 Chinese and Vietnamese international students participated in focus groups and interviews regarding their experiences of higher education and their suggestions for improvement. Findings The findings show that Chinese and Vietnamese students had varying levels of challenges and different progress in the adaptation process and that Chinese students were more vocal and less satisfied with their experience of higher education than Vietnamese students. This is due to the mismatch in their expectation and the actual experience and the cultural influence. Research limitations/implications The sample size is relatively small. This study only looked at Vietnamese and Chinese students in one university, which might have limitations in relation to subjectivity and bias. Practical implications The findings provide useful implications for educators, institutional leaders and support staff to improve facilities, teaching quality and service to students. Originality/value In the current era of internationalisation, commercialisation and mobility in institutions around the world, this study advances current research and provides timely insight into the experiential differences of the Chinese and Vietnamese student experience and their voice.

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Duan, Changming, and Paul Vu. "Acculturation of Vietnamese Students Living in or Away From Vietnamese Communities." Journal of Multicultural Counseling and Development 28, no. 4 (October 2000): 225–42. http://dx.doi.org/10.1002/j.2161-1912.2000.tb00617.x.

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Ngo, Huyen Thi, Alison Jane Pickard, and Geoff Walton. "Information literacy capabilities of upper secondary students: the case of Vietnam." Global Knowledge, Memory and Communication 68, no. 6/7 (September 2, 2019): 453–70. http://dx.doi.org/10.1108/gkmc-03-2019-0037.

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Purpose This paper aims to focus on investigating information literacy (IL) capabilities and IL self-assessment of Vietnam’s upper secondary students. Design/methodology/approach The investigation was conducted in two upper secondary schools in the country using a multiple-choice questionnaire. The questionnaire was based on the IL competency-level assessment toolkit of high schools in the USA, the tool for real-time assessment of IL, to measure students’ IL in terms of developing search strategies, evaluating information sources, using information ethically and using English to engage with information effectively. Findings The findings reveal that students’ IL has not been well equipped. There is a real need to work toward improving the IL capability of Vietnam’s upper secondary students. The findings also reveal gender differences in IL capabilities. Research limitations/implications The research used a closed-response questionnaire, which is considered appropriate to engage with Vietnamese high-school students, to explore students’ lower-level IL skills and their self-assessment rather than higher-level thinking competencies. Practical implications This research may help Vietnam’s educators understand high-school students’ IL competency and raise their awareness of the importance of IL to encourage the implementation of an IL programme. Originality/value This study contributes to the existing knowledge by adding substantially to current understanding of IL level of Vietnamese upper secondary students – a context which has not been explored to date. It also indicates gender inequality in IL capabilities.

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Tran, Nhan Thi Mai. "Promoting the effect of presentation skills - group discussion method in teaching Vietnamese literature to foreign students." Science and Technology Development Journal 16, no. 3 (September 30, 2013): 160–66. http://dx.doi.org/10.32508/stdj.v16i3.1656.

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Currently, in the training curriculum of Bachelor degree in Vietnamese Studies (for an audience of foreign students), Vietnamese Literature is one of the compulsory subjects. This is an interesting subject, but hard for foreign students due to limited language skills nad capacities. Therefore, how to motivate foreign students to excitedly learn Vietnamese Literature and thoroughly understand literary works of Vietnamese literature? This paper raises some experiences in the application of the group discussion method based on the hierarchical theory of Benjamin Bloom's thinking when we teach Vietnamese Literature to foreign students, particularly fulltime regular students (in the formal system) studying at the Faculty of Vietnamese Studies, University of Social Sciences and Humanities – Vietnam National University, Ho Chi Minh City. This method helps teachers to maximize the motto “learnercentered”, and also helps students to make effective use of P.O.W.E.R studying methods (initiated by Professor of Psychology Robert S. Feldman, University of Massachusetts) in order to promote active, positive and creative learning.

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Yeonsik Jeong. "Vietnamese Students in Tokyo, 1906-1909." Southeast Asian Review 24, no. 1 (February 2014): 1–43. http://dx.doi.org/10.21652/kaseas.24.1.201402.1.

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Kudinov, S. I., S. S. Kudinov, and Que Chi Ho Vo. "Axiological Background of Vietnamese Students Adaptability." RUDN Journal of Psychology and Pedagogics 15, no. 1 (2018): 38–52. http://dx.doi.org/10.22363/2313-1683-2018-15-1-38-52.

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Huong, Tran Thanh, and Le Van Cong. "Motivations of Vietnamese Students in Study Abroad: A Case of Vietnamese Graduate Students in the Philippines." International Research in Education 6, no. 1 (January 15, 2018): 14. http://dx.doi.org/10.5296/ire.v6i1.12245.

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This paper investigates the motivational factors of Vietnamese graduate students choose to study abroad and why they select the Philippines as their academic destination. Descriptive data using mixed method from 56 Vietnamese graduate students (VNGSs) in six universities in Metro Manila were collected through questionnaires and semi-structured interview. The findings reveal that VNGSs respectively identify “professional development”, “English improvement and “better educational quality” as the most important motivational factors to study abroad. The factors of affordable tuition fees and living costs, English speaking environment, convenience for travelling and the closeness of the Philippines are considered as very significant factors influence VNGSs’ coming to study in this country. From the findings, the paper discusses their implications for Vietnam graduate education.

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Anh, Lưu Tuấn. "Vietnamese Language Teaching For International Students in Vietnam Through Cultural Tourism Activities." International Journal of Social Sciences and Humanities Invention 6, no. 12 (December 27, 2019): 5774–81. http://dx.doi.org/10.18535/ijsshi/v6i12.05.

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At the present, there are many researches on Vietnamese language teaching methods for international students. However, the study on the organization of cultural tourism activities for international students as a visual teaching Vietnamese method is almost rare. This article approachs the Vietnamese language teaching for international students in Vietnam through cultural tourism activities not from the perspective of teaching language or linguistics but from the interdisciplinary research perspective. Therefore, the article has certain practical and scientific values contributing to the system of studies on teaching Vietnamese for international students in Vietnam. The article’s content emphasizes the cultural messenger role of Vietnamese language teachers who directly teach and guide tours for international students in their interactions with learners. At the same time, the article also develops a process for the application of cultural tourism activities in Vietnamese language teaching to international students. The research methods used in the article include method of system-structuralism, observation method, material analysis method and interdisciplinary research approach. They will be appropriately and flexibly applied in the article to clarify the points that the topic mention.

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Pham, Mai N. "Language attitudes of the Vietnamese in Melbourne." Australian Review of Applied Linguistics 21, no. 2 (January 1, 1998): 1–20. http://dx.doi.org/10.1075/aral.21.2.01pha.

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Abstract This study is an attempt to investigate language attitudes of the older and younger generations of Vietnamese bilingual adults in Melbourne, in relation to their ethnicity in the Australian context and in the light of the historical background of the Vietnamese immigrants in Australia. A survey of 165 Vietnamese bilingual adults and students in Melbourne was carried out to investigate their language use in private and public domains, their appraisal of English and Vietnamese, their attitudes towards Vietnamese language maintenance, acculturation, and the question of their ethnic identity in Australian society. The results of the findings reveal that there is a significant difference between adults and students in various aspects of their language attitudes. Overall their choice of language use in private and public domains varies with situations and interlocutors. Although both groups show positive attitudes towards the appraisal of Vietnamese, the maintenance of Vietnamese language and culture and the retaining of their ethnic identity, what is significant is that students demonstrate stronger positive attitudes than adults. With regard to factors that influence the maintenance of Vietnamese, while adults think that government language policy is the most important factor, students express their confidence in the ability of the Vietnamese themselves to maintain their language.

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Bui, Linh Thi Ngoc, and Vu Thuan Khuu. "Inquiry-based learning: an effective approach to teaching science aiming to develop students’ competencies." Vietnam Journal of Education 4, no. 1 (March 30, 2020): 61–68. http://dx.doi.org/10.52296/vje.2020.9.

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Competency-based learning is among major changes of 2018 in Vietnam’s school curriculum, where teaching and learning aim to help school students develop core qualities and competencies in order to be successful in school, life, and prospective workplace. As this educational approach is relatively unfamiliar to Vietnamese teachers, they may feel confused about appropriate teaching strategies allowing them to obtain the new teaching goals. This would be the case when teachers have to teach integrated subjects such as Science in lower-secondary education. This paper will elaborate why inquiry-based instruction could be an effective approach that enables secondary teachers to accomplish their professional work in terms of facilitating their students to develop core competencies and those in Science. Some recommendations on teacher education and training will be made to enhance the successful implementation of inquiry-based teaching in Vietnamese classrooms.

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Seo, Jeong Mok. "A Study on the Methodology of Strengthening Competencies of Vietnamese Students Studying in Korea." Korean Society of Culture and Convergence 44, no. 11 (November 30, 2022): 731–42. http://dx.doi.org/10.33645/cnc.2022.11.44.11.731.

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The purpose of this study is to present convergence majors and programs, and a systematic methodology for strengthening the competency of Vietnamese students studying in Korea. By applying this methodology, if Vietnamese students succeed in finding jobs or starting businesses in Korea or in Vietnam, a virtuous cycle which creates demands for new Vietnamese students can be established. The specific methods are as follows; first, academic guidance and career coaching by Vietnamese, second, the education of languages for specific purposes, third, the major of Vietnamese interpretation and translation, fourth, reverse study abroad system in Vietnam and credit exchange system with Vietnamese universities based on distance learning system, fifth, convergence majors with Vietnamese characteristics such as Southeast Asian studies and multinational tax accounting major, sixth, joint operation of online courses between Korean and foreign universities and a credit linkage system between the universities in both countries.

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Dao, Mai Thi Ngoc, and Anthony Thorpe. "What factors influence Vietnamese students’ choice of university?" International Journal of Educational Management 29, no. 5 (June 8, 2015): 666–81. http://dx.doi.org/10.1108/ijem-08-2014-0110.

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Purpose – The purpose of this paper is to report the factors that influence Vietnamese students’ choice of university in a little researched context where the effects of globalization and education reform are changing higher education. Design/methodology/approach – A quantitative survey was completed by 1,124 current or recently completed university students in Vietnam. Marketing approaches are drawn upon to inform the exploration and understanding of student choice and decision making. Findings – The factor analysed data showed the nine key factors influencing student decisions, in order of significance, as facilities and services, programme, price, offline information, opinions, online information, ways of communication, programme additions, and advertising. There are significant correlations in the Vietnamese context between the factors of price and facilities, and services and programme, and differences between genders and types of students in choosing a university. Research limitations/implications – Whilst this paper is a starting point, more research is needed in the Vietnamese context with deeper levels of analysis including the differences between types of universities and fields/disciplines, in addition to wider sampling. Practical implications – A greater understanding of the Vietnamese context helps to inform marketing practices in a country experiencing increasing competition in higher education. Social implications – Findings from studies in other contexts many not be directly transferrable to Vietnamese universities suggesting the need for a contextual understanding of these factors and a suitably nuanced marketing response. Originality/value – This paper identifies the need for cultural understanding of little researched contexts and calls for further research which does not assume all cultures and contexts will have the same underlying Vietnamese model of university choice.

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Nguyen, Linda, Andrea Chester, Anne Herbert, and Alison Lugg. "First Year Transition Through a Cultural Lens: Face Strategies of Vietnamese Students." Student Success 11, no. 2 (October 16, 2020): 82–90. http://dx.doi.org/10.5204/ssj.1675.

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While Vietnamese students continue to enrol in international branch university campuses in Vietnam, little is known about the Vietnamese first year transition into these institutions, especially from a cultural perspective. This article presents the findings of four case studies that explored the face strategies used by Vietnamese undergraduate business students in transition to an international branch campus based in Vietnam. The use of collectivist and individualist face strategies was examined in three phases: at commencement, mid-way and at the end of the first year of studies. The findings suggest that collectivist face strategies might not be employed as often as expected by Vietnamese first year students in this context even though they transition from a Confucian heritage culture. Understanding face strategies can help anticipate challenges of Vietnamese students studying in English-medium environments and inform culturally sensitive practices in teaching and learning.

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Stimpfl, Joseph, and Ngoc H. Bui. "I'd Rather Play the Saxophone: Conflicts in Identity Between Vietnamese Students and Their Parents." Ethnic Studies Review 19, no. 1 (February 1, 1996): 61–80. http://dx.doi.org/10.1525/esr.1996.19.1.61.

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Members of the Vietnamese community in Lincoln, Nebraska range in time of resettlement, background and experience in adjustment to their new home. The impact of cultural change and education on the Vietnamese youth in this community is of particular importance. The Vietnamese youth are under-examined in the areas of adjustment and identity formation. The effects of cultural conflict have profound impact on the future of Vietnamese youth. The following study presents an examination of the variables that may affect Vietnamese youth, specifically culture and education as factors in ethnic identity formation. It also presents how these factors can affect the relationship between students and parents.

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Tran, Thi Hoai Thu. "Perceived Impact of EMI on Students’ Language Proficiency in Vietnamese Tertiary EFL Contexts." IAFOR Journal of Education 9, no. 3 (June 11, 2021): 7–24. http://dx.doi.org/10.22492/ije.9.3.01.

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English as a Medium of Instruction (EMI) has been widely adopted at the tertiary level in non-English speaking countries and Vietnam is no exception. Vietnamese universities and the Vietnamese government have anticipated significant linguistic benefits for student outcomes through the implementation of EMI. Using a mixed-methods design of surveys, interviews, and focus groups with students and lecturers at six Vietnamese universities, this study investigates lecturer and student perceptions of the impacts of EMI on students’ language proficiency in Vietnam. The study indicates that both students and lecturers were optimistic about students’ language improvement. This study recommends some implications for students, lecturers, and further research regarding EMI in the Vietnamese EFL context. Among the recommendations to emerge from this study, assessment on students’ language ability before they commence EMI courses and lecturers’ adequate language competence for EMI programs should be considered.

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Tho, Alang. "Determinants of Vietnamese international student satisfaction in Taiwan universities." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 11, no. 1 (June 29, 2021): 89–100. http://dx.doi.org/10.46223/hcmcoujs.soci.en.11.1.1889.2021.

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This paper aims to explore factors impacting Vietnamese international students’ satisfaction in Taiwan universities. The study was based on a process design of two sub-studies. Study 1 was qualitative research with focus group discussion, and open-ended survey questions were applied to explore essential factors of Vietnamese international students’ perception of their satisfaction. Study 2 was a quantitative study in 20 Taiwan universities, in which 192 Vietnamese students participated to answer the formal questionnaires. In this Study 2, a statistical procedure was employed to analyze the data. The findings from Study 1 indicated that instructor, learning material and facility, dormitory services, and extracurricular activity constitute Vietnamese international students’ satisfaction in Taiwan universities. Findings from Study 2 showed that Vietnamese students are satisfied with these factors. While instructor, dormitory service, and extracurricular activity were considered strong predictors of these students’ satisfaction, learning material and facility were relatively low. Also, it found that scholarship-sponsored students had lower satisfaction than self-supporting students. These findings could provide theoretical and practical implication as it addresses the lack of research on international students’ satisfaction with universities in host countries. Also, practitioners could find interesting points from this paper to design marketing strategies for international student recruitment.

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Quy, Nguyen Cao. "DEVELOPING CRITICAL THINKING CAPACITY FOR VIETNAMESE STUDENTS." International Journal of Education Humanities and Social Science 05, no. 05 (2022): 39–45. http://dx.doi.org/10.54922/ijehss.2022.0437.

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Developing students' critical thinking capacity is an important part of the process of improving the quality of training in Vietnamese universities today. Critical thinking is one of the most vital skills that students need to be equipped with. The paper presents and analyzes some general theoretical issues concerning the development of critical thinking competency, as well as presents some limitations and disadvantages of critical thinking development, proposing practical solutions to promote the effectiveness of developing critical thinking capacity in Vietnamese students today.

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Pismennaya, E. E., S. V. Ryazantsev, Luong Dinh Hai, and G. N. Ochirova. "Quality of life and education in Russia as seen by Vietnamese students." Alma mater. Vestnik Vysshey Shkoly, no. 11 (November 2020): 20–28. http://dx.doi.org/10.20339/am.11-20.020.

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Examines the features of educational migration from Vietnam to Russian universities in the years of 1990–2020. Factors that hinder formation of stable attitudes and large-scale migration flows of Vietnamese youth to Russian universities are highlighted. Attitude of Vietnamese students to the quality of life and the quality of education in Russia is established on the basis of sociological methods. Identified the key issues in daily life of Vietnamese students during the COVID-19 pandemic. Recommendations are proposed for changing situation with position of Vietnamese students in the Russian labor market in terms of possibilities of their “settling” for permanent residence in Russia.

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Trang, Nguyen Minh. "Exploring University Students’ Politeness Via Vietnamese Students’ Emails of Requests." International Journal of Research in English Education 4, no. 3 (September 1, 2019): 84–99. http://dx.doi.org/10.29252/ijree.4.3.84.

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Quynh, Ho Thi Truc. "SOCIAL SUPPORT AMONG VIETNAMESE UNIVERSITY STUDENTS: EVIDENCE OF GENDER DIFFERENCES." Dalat University Journal of Science 12, no. 1 (May 11, 2021): 69. http://dx.doi.org/10.37569/dalatuniversity.12.1.777(2022).

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Social support is considered to be an important element of relationships. Previous studies have provided evidence that low social support is closely related to poor physical and mental health. Gender has an important influence on social support for university students; however, research on the level of social support and differences in social support by gender for Vietnamese university students is still lacking. The current study aims to investigate the level of social support and gender differences in social support for Vietnamese university students. A total of 859 Vietnamese university students have completed the Perceived Social Support Scale (PSSS). The results revealed that Vietnamese university students have a high level of social support and that male students have a lower level of social support than female students. Factors that may contribute to gender differences in social support are discussed. These findings have important implications for the development of interventions to provide gender-based social support.

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Ho, Tran Ngoc Anh. "DESIGNING SCALE TO EVALUATE THE VIETNAMESE GRAMMAR COMPENTENCE FOR ETHNIC MINORITY STUDENTS." UED Journal of Social Sciences, Humanities and Education 10, Special (September 27, 2020): 133–40. http://dx.doi.org/10.47393/jshe.v10ispecial.846.

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This article presents the concept of Vietnamese grammar competence and the process of designing the Vietnamese grammar compentence scale for ethnic minority students. Determining a grammar competence benchmark will help teachers to better communicate their knowledge to students and develop appropriate teaching strategies to develop learner competencies. Based on the actual situation of teaching Vietnamese as a second language, the standard for evaluating Vietnamese grammar competence is specifically described into 6 levels. Grammar competence is made up of 3 components: the ability to identify, analyze and use grammatical structures; capacity to identify and analyze semantic and pragmatic aspects of grammatical structures; ability to apply grammatical structures in specific communication contexts. Each component is subdivided into behavioral indicators and sets of performance criteria that meet those behavioral indicators. The scale after design is used as a basis for developing tools to assess the grammar competence of the ethnic minority students in Vietnamese language teaching.

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Van, Lai Thanh, and Le Hoang Duong. "Exploring Vietnamese university students’ perception of using Mobile Assisted Language Learning (MALL) to study English." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 12, no. 2 (October 18, 2022): 152–63. http://dx.doi.org/10.46223/hcmcoujs.soci.en.12.2.2298.2022.

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As a result of tremendous technological breakthroughs over the past several decades, there has been an unparalleled expansion of portable smart devices and mobile applications, especially for language learning purposes. Despite the amount of research on Mobile Assisted Language Learning (MALL), little is known about non-English major students’ perceptions of the usage of MALL in Vietnamese universities. Using both qualitative and quantitative research approaches, this study explores the perceptions of non-English major university students at a Vietnamese university regarding the usefulness and ease of use of MALL in English learning based on the Technology Acceptance Model (TAM). 219 first- and second-year students were given a questionnaire to collect data, which was then combined with qualitative data acquired from semi-structured interviews and critically examined and analyzed. The results suggest that the majority of students regard MALL to be beneficial in terms of vocabulary acquisition, pronunciation enhancement, and ease of use. Consequently, it is highly suggested that MALL be implemented in the context of English teaching and learning at Vietnam’s higher education institutions.

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Nguyen, Xuan-Truong. "Vietnamese American Students Negotiate Technology and Education." International Journal of Technology, Knowledge, and Society 7, no. 6 (2012): 45–58. http://dx.doi.org/10.18848/1832-3669/cgp/v07i06/56244.

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Nguyen, Ly, and Christopher Peterson. "Depressive Symptoms Among Vietnamese-American College Students." Journal of Social Psychology 133, no. 1 (February 1993): 65–71. http://dx.doi.org/10.1080/00224545.1993.9712119.

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Nguyen, My Linh Thi. "Vietnamese Students' Transitions in Study Abroad Programs." Australian Journal of Career Development 21, no. 3 (October 2012): 13–22. http://dx.doi.org/10.1177/103841621202100303.

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Rainey, Linda. "Career choice of Vietnamese Australian Tertiary Students." Australian Journal of Career Development 6, no. 1 (April 1997): 18–22. http://dx.doi.org/10.1177/103841629700600107.

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The process of career choice undertaken by Australian tertiary students from Vietnamese-speaking backgrounds is investigated and findings are compared to related research. The purpose was to provide an informed knowledge base for interventions that might affect the course participation and employment rates of these students. The survey results revealed that the process was culturally determined in some areas, but showed evidence of an individualistic awareness of self as independent decision-makers which was not described in the literature consulted.

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Leem, Ji-soo. "Comparison Perception, Satisfaction, and Learning Strategy of Korean and Vietnamese College Students in Online English Classes in Korea." Convergence English Language & Literature Association 7, no. 3 (December 31, 2022): 303–26. http://dx.doi.org/10.55986/cell.2022.7.3.303.

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This study explores to compare perception, satisfaction, and learning strategy according to the form of online English class for Korean and Vietnamese college students through frequencies analysis, cross tabulation analysis, and independent samples t-test. The result showed that Korean college students had a more positive perception on one-way English class, while Vietnamese college students had a more positive perception on two-way English class. Though most results of satisfaction area were not statistically significant between two online class types, foreign students wanted to take two-way English online class more than Korean students. Korean college students preferred to use self-regulated learning, while Vietnamese students mainly used communication with professors in learning strategy.

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Phuong, Nguyen Thi Thu, Vo Truong Nhu Ngoc, Le My Linh, Nguyen Minh Duc, Nguyen Thu Tra, and Le Quynh Anh. "Bruxism, Related Factors and Oral Health-Related Quality of Life Among Vietnamese Medical Students." International Journal of Environmental Research and Public Health 17, no. 20 (October 12, 2020): 7408. http://dx.doi.org/10.3390/ijerph17207408.

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Although bruxism is a common issue with a high prevalence, there has been a lack of epidemiological data about bruxism in Vietnam. This cross-sectional study aimed to determine the prevalence and associated factors of bruxism and its impact on oral health-related quality of life among Vietnamese medical students. Bruxism was assessed by the Bruxism Assessment Questionnaire. Temporomandibular disorders were clinically examined followed by the Diagnostic Criteria for Temporomandibular Disorders Axis I. Perceived stress, educational stress, and oral health-related quality of life were assessed using the Vietnamese version of Perceived Stress Scale 10, the Vietnamese version of the Educational Stress Scale for Adolescents, and the Vietnamese version of the 14-item Oral Health Impact Profile, respectively. The prevalence of bruxism, sleep bruxism, awake bruxism, and both conditions in Vietnamese medical students were 51.2%, 38.2%, 23.4%, and 10.4% respectively. Stress, temporomandibular joint pain, masticatory muscle pain, and tooth attrition were associated with the presence of bruxism. Vietnamese medical students were negatively affected by bruxism in terms of oral health-related quality of life.

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Lê, Elaine N. Y., and Sonia H. Ramrakhiani. "Know Family, Know Self: Exploring the Influence of Family on Vietnamese American College Students’ Experiences." JCSCORE 7, no. 1 (June 1, 2021): 83–116. http://dx.doi.org/10.15763/issn.2642-2387.2021.7.1.83-116.

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Much of the existing literature on Vietnamese Americans focuses on experiences of previous generations and does not capture the perspectives of the current generation of Vietnamese Americans, more specifically those who are college students. The present study examined the role of family influence on college experiences for Vietnamese American students. This study utilized qualitative methodology, analyzing data collected from semi-structured, in-person individual interviews conducted with six Vietnamese American college students (VACS) attending a large, predominantly white institution (PWI). Results from this study reveal not only how VACS construct meaning of their family influences and college experiences, but also how they come to understand their own Vietnamese American identity. Major findings from this study reveal that VACS exist between two worlds: the life of a second-generation immigrant Vietnamese American, and the life of an American college student. This article provides implications for higher education and student affairs practitioners to understand the unique experiences of this underrepresented and under-researched student population. Implications for further research are also discussed.

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Douglas, Cynthia M. "Culturally Responsive Education: Developing Lesson Plans for Vietnamese Students in the American Diaspora." Journal of International Students 5, no. 4 (October 1, 2015): 395–404. http://dx.doi.org/10.32674/jis.v5i4.403.

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This article focuses on the application of the philosophical principles of John Dewey and Culturally Responsive Education in the creation of lesson plans for Vietnamese students in the American Diaspora. Through a Fulbright-Hayes Program a group of teachers from the New York City Public School System and Long Island spent six weeks in Vietnam studying the language and culture in order to develop lesson plans that would address the needs of Vietnamese students in their classrooms. This study demonstrates the importance of teachers connecting with their students through the incorporation of sociocultural elements that translate to a culturally responsive curriculum, not just for students in the Vietnamese Diaspora but for all students.

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Quyen, Nguyen Thi. "VIETNAMESE EFL COLLEGE STUDENTS’ SENSITIVITY TO THE ENGLISH MASS-COUNT DISTINCTION." VNU Journal of Foreign Studies 38, no. 3 (June 30, 2022): 125. http://dx.doi.org/10.25073/2525-2445/vnufs.4848.

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This paper examines how Vietnamese learners of L2 English interpret the English mass-count distinction. In a picture-based judgment experiment, sixty-two college students learning English as their L2 made judgments that reflect their sensitivity to the English mass-count distinction and morphosyntax-semantics mappings. The findings indicate that Vietnamese learners of L2 English correctly based their judgments on number for count nouns (e.g., cup) and object-mass nouns (e.g., furniture), and on volume for substance-mass nouns (e.g., milk). In addition, Vietnamese learners performed at chance level with English flexible nouns, i.e., nouns that are interpreted as count in the presence of the plural marker -s and as mass in its absence. Furthermore, no significant correlation was found between learners’ L2 proficiency scores and their judgments. Taken together, these findings suggest that Vietnamese college students are insensitive to the morphosyntactic cues of English flexible nouns when interpreting their meaning. Such insensitivity might be due to L1 effects and can be independent of L2 proficiency.

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Thu Hang, Nguyen Thi, and Nguyen Tu Quyen. "FINANCIAL EDUCATION IN CONNECTION TO REAL LIFE FOR PRIMARY SCHOOL STUDENTS IN VIETNAM." International Journal of Education and Social Science Research 05, no. 02 (2022): 208–17. http://dx.doi.org/10.37500/ijessr.2022.5213.

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Financial education for students plays an important and necessary role in the trend of globalization and integration of the market economy. Many countries around the world have integrated financial education content into the curricula in schools, including primary schools. Vietnam is entering the early stages of curriculum and textbook reform. Therefore, financial education is one of the highlights that is integrated and implemented in many different subjects, aiming to develop the quality and competence of Vietnamese students. However, this is also the first time in the Vietnamese General Education Program that financial education content is clearly presented and integrated into multiple subjects and educational activities. Therefore, it is necessary to have comprehensive and systematic studies on this educational content to help teachers and schools understand in general and unify some common orientation issues. The article approaches the analysis of Vietnam’s new General Education Program and a number of relevant documents and policies to highlight the objectives, content, methods and forms of financial education for primary school students, thereby proposing a number of principles and recommendations for teachers and schools to implement appropriate and effective financial education integration.

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Tran, Vinh Thuy. "About the transmission of cultural knowledge in teaching Vietnamese to foreign students." Science and Technology Development Journal 16, no. 3 (September 30, 2013): 97–107. http://dx.doi.org/10.32508/stdj.v16i3.1650.

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This paper discusses the relationship between language and culture, the goals and the approaches to convey culture in language teaching in order to improve linguistic competence and intercultural communicative competence for learners. The paper also presents a number of methods and contents to convey culture in teaching Vietnamese for foreign learners; to clarify the socio-cultural communication information, the typical utterances or behavior patterns which are used in communication as well as cultural features which are reflected in Vietnamese vocabulary; and at higher step to assist students in naturally expressing this sociocultural knowledge in the Vietnamese language.

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Ho, Thi Truc Quynh, and The Hai Hoang. "SELF-ESTEEM AND DEPRESSION AMONG VIETNAMESE UNIVERSITY STUDENTS." UED Journal of Social Sciences, Humanities and Education 11, no. 1 (June 21, 2021): 113–21. http://dx.doi.org/10.47393/jshe.v11i1.927.

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Research and theories on gender differences in self-esteem and depression as well as the relationship between self-esteem and depression play an important role in the field of psychology. In the current study, we explore these two issues with Vietnamese university students. The levels of self-esteem and depression were assessed with a sample of 859 university students drawn from three universities in central Vietnam. The results showed that Vietnamese university students have moderate self-esteem and most do not suffer from depression. As expected, the male students reported significantly higher self-esteem than theirfemale fellows; however, the female students reported higher levels of depression than the male ones. The results also revealed that self-esteem was negatively correlated with depression. The research contributes to the understanding of the gender differences between the two mental health factors and the relationship between them among Vietnamese university students. These findings are important to the development of intervention strategies that help improve self-esteem and prevent depression in university students.

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Luong, Quynh Huong. "Code-switching in Vietnamese EFL Context: Attitudes of Vietnamese ELF Teachers, Educators, and Students." International Journal of Research in English Education 7, no. 1 (March 1, 2022): 1–15. http://dx.doi.org/10.52547/ijree.7.1.1.

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Ngoc, Nguyen Anh. "Applying Active Teaching Methods in Teaching for Students of Vietnamese studies in the Department of Linguistics and Literature of Ho Chi Minh City University of Education." Journal of Humanities and Education Development 4, no. 5 (2022): 10–14. http://dx.doi.org/10.22161/jhed.4.5.3.

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The Vietnamese studies major at the Department of Linguistics and Literature, Ho Chi Minh City University of Educationis a Scientology. Thisologyprovides basic, systematic, modern, and practical knowledge about Vietnamese studies…. especially about Vietnam tourism. The training of Vietnamese studies always strives to achieve positive effects to meet the needs of learners and the demand for human resources in society. To achieve these, lecturers have applied active teaching methods in teaching. Visualization, project teaching, and experiential teaching... are typical active teaching methods applied in teaching students of Vietnamese studies at the Department of Linguistics and Literature, Ho Chi Minh City University of Education now. The application of these methods received positive feedback from both lecturers and students. Lecturers are always encouraged to apply active teaching methods in teaching to both improve training quality and increase students' interest and capacity.

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Chu, Giao Thi Quynh, Truc Thi Thanh Nguyen, Duy Thi Minh Nguyen, and Nghia Tuan Nguyen. "Study tour for international students: the reality of organizing the Vietnamese Studies Program for the students of Nanyang technological university (Singapore)." Science and Technology Development Journal 19, no. 4 (December 31, 2016): 136–42. http://dx.doi.org/10.32508/stdj.v19i4.762.

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Based on the reality of organizing the Vietnamese studies program for students of Nanyang Technological University (NTU) in consecutive years, this paper presents one of the most successful models of study tours organized by the Faculty of Vietnamese Studies, University of Social Sciences and Humanities, Vietnam National University - Ho Chi Minh City. In addition, the paper also summarizes the feedback from NTU students who have directly participated in the course in recent years, thereby drawing some experiences in designing and organizing this kind of academic travel for international students in Vietnam currently.

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Duong, Minh-Quang. "Communication Efficacy and University Experiences of Vietnamese Students." Journal of Education and Training 3, no. 1 (February 16, 2016): 216. http://dx.doi.org/10.5296/jet.v3i1.8904.

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Communication efficacy is important especially during the process of seeking job and is essential to the success of both the student and the teacher in learning environment. This study explored the students’ communication efficacy in Vietnamese higher education, and how students’ communication efficacy was affected by university experience variables. A quantitative research method was used in the study; out of the 618 third-year students of 24 faculties and departments in the University of Social Sciences and Humanities - Vietnam National University Ho Chi Minh City responded to the study and were study participants. The finding of this study presents that students were moderated with their communication efficacy. The study also shows that of university experiences persistently exhibited significant positive effects on students’ communication efficacy. Recommendation of study was discussed.

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Dung, Phung Xuan, and Nguyen Quang Vinh. "A Survey of Dormitory Vietnamese University Students’ Lifestyle." International Journal of Educational Technology and Learning 12, no. 2 (May 6, 2022): 10–15. http://dx.doi.org/10.55217/101.v12i2.518.

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The research is conducted to explore the reality of cultural life of Vietnamese boarding students at a public university in Ho Chi Minh City, Vietnam. Thereby, the authors made recommendations for a proper cultural life in the educational setting, which helped to enhance the living and studying environment for boarders. A 73-item questionnaire for assessing the present state of boarders was delivered to 638 students who were living in a few dormitories in the city. The question items are about learning behaviours (20 items), living habits (22 items), communication habits (21 things), and relationships (10 items). The results indicated that boarding students are serious about obeying school rules, but they are uninterested in studying activities. They are also disciplined and participate well in mandatory activities, but do not actively get involved in community volunteer activities and spend little time on morning exercises. Furthermore, students at boarding schools communicate in ways that are consistent with the social trends, and their romantic relationships are within acceptable bounds. In addition, their family relationships are quite secure; boarders are frequently proud of their parents' profession and adhere to the school's policies. Based on legal foundation, practical basis, norms, consultation with experts, and student feedback, 27 contents have been chosen to establish a cultural life for boarding students.

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Lan Nguyen, Thi Thanh, David Alan Lee Krieger, Van Cuong Nguyen, and Julia Jiwon Shin. "The Family Migration of Vietnamese Students in Korea." OMNES: The Journal of Multicultural Society 12, no. 1 (January 31, 2022): 25–61. http://dx.doi.org/10.14431/omnes.2022.01.12.1.25.

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Journal articles on the topic 'Vietnamese students'

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