Academic literature on the topic 'Vietnamese undergraduate students'

An increasing number of people, especially university students, are presenting Peter Pan Syndrome in society. Peter Pan Syndrome is a concept used to characterize the person who refuses to comply with the characteristics of the adult when reaching adulthood. The people with Peter Pan Syndrome are immature in emotion, behavior, and cognition. The main objective is to investigate the perception of Peter Pan Syndrome and the level of Peter Pan Syndrome among university students. Convenience sampling was used to collect data from 400 undergraduate students (186 males and 214 females) from three universities in Vietnam. Descriptive and inferential statistics were used to analyze the data. The results revealed that the manifestations of Peter Pan Syndrome in students in three dimensions of emotion, behavior, and cognition. This study contributes to the general discussion underway about the definition of Peter Pan Syndrome and the symptoms of Peter Pan Syndrome. Future research should carefully consider the potential effects of Peter Pan Syndrome among undergraduate students to assist families and educators in developing appropriate education and coping strategies.

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.

STEM education in Vietnam is prioritized, yet effective learning may be difficult for students attending transnational universities. The purpose of this study is to examine the self-regulated learning experiences of STEM undergraduate students attending a collaborative transnational university in Vietnam. Challenges included English language instruction and STEM-specific terminology. Despite barriers to their learning, students describe strategies for navigating their learning process. Strategies included extensive rereading of the material, using Google to look up new terms/ideas or to translate words, asking instructors for translation, and reviewing online resources. Implications for practice include instructors providing more detailed feedback and guidance and leveraging technology use for learning.

Human sexual behavior research is a multidisciplinary endeavor that seeks to comprehend one of the most vital and complex aspects of our behavioral science. This study aimed to investigate Vietnamese university students' perception of sexual knowledge as well as the relationship between gender, academic year, and sexual orientation. The questionnaire was sent to 666 Vietnamese undergraduate students in four universities which 418 respondents were considered valid for research purposes. The study results showed that there was a significant difference among the four study groups of different (1) academic year; (2) sexual orientations; (3) gender and academic year level; (4) academic year and sexual orientation; (5) gender, academic year, and sexual orientation level when considered jointly on the variables of the three aspects of the Sex knowledge and Attitude Questionnaire II. However, there was no reciprocal relationship between (6) gender; (7) gender, and sexual orientation level. The findings of this study will have implications for school policies that attempt to promote and maintain a positive school climate in an effort to address the issue of sexuality education, including sexual knowledge.

This paper investigates the learning needs of students enrolled in an ESP course at the People’s Police University. A qualitative case study research design was employed through in-depth interviews with 20 undergraduate students. The findings show that the students perceived reading and writing as critical English skills needed for their future profession. The need to thoroughly understand the specialized subject matter in both English and Vietnamese was also reported. Also, the students wished to gain access to extra resources to assist their studying of ESP courses. The students experienced difficulties in mastering technical terms and specialization and comprehending online resources in English. Implications are made based on the findings. The study results would serve as a reference for language program managers, course designers, and English language instructors to enhance ESP courses’ quality in Vietnamese universities.

Experimental learning, often known as hands-on learning, is a kind of active learning that takes place in the classroom. Many institutions globally have utilized it to build educational programmes, and it is widely regarded as a best practice in the field. Specifically, the purpose of this research was to examine the feasibility and efficacy of improving students' capacity to design experiential learning events in order to better prepare them for the job. Participants in this research included a total of 470 participants, including 420 students, 50 lecturers and representatives from the Ho Chi Minh City University of Education's Youth Union and Students Association. They responded to seven questions regarding their ability to organize experiential learning activities for undergraduate students, as part of a broader questionnaire they completed. However, while both lecturers and students recognized the critical importance of abilities related to the organization of experiential learning activities, the findings of the study revealed that these abilities were not well designed or efficiently purposed for undergraduate students in the context of experiential learning. In order for students to improve their professional skills and gain more useful experience in the area of event planning, they should be encouraged and taught accordingly.

This study aims to find out how undergraduate English students at a Vietnamese institution felt about utilizing Kahoot to learn vocabulary. Using a sequential explanatory mixed-methods design, the study collected and analyzed quantitative and qualitative data from 53 first-year English major students. The participants in the study regarded the game to be enjoyable, although their involvement was not consistent throughout the trial. Interaction, engagement, focus, competition, and motivation were also essential characteristics that contributed to students' pleasant learning experiences and helped them enhance their vocabulary learning, particularly in terms of retention. Based on these important findings, certain recommendations have been made addressing the necessity to incorporate more digital-game-based activities into classroom education in order to motivate students better and maintain classroom engagement.

As part of a larger project, this study explores Vietnamese college students’ use and concepts of cohesive devices in writing. Cohesion is a crucial element that ties components of a text together. Although the use of cohesive devices in L2 writing has been investigated by a large body of research, there is no such study exploring the effects of L2 learners’ misconceptions of this word class. One hundred sixty-eight academic reports of totally 67,400 words written by Vietnamese final-year English-majored undergraduate students were collected for data analysis. An email invitation was sent, and 23 students accepted to participate in semi-structured interviews which were audio-recorded for analysis. The findings showed that the students employed references, conjunctions, and lexical items the most frequently in writing. Interestingly, the students’ cohesion use and errors had similar patterns. The transcript analysis showed that the students’ misconceptions of some language items and writing requirements affected their choice of cohesive devices. The current study gives implications for teaching and learning of this word class in L2 contexts.

The flipped classroom has been increasingly used in higher education worldwide, and more recently in developing countries. The pedagogy involves a ‘flip’ of direct instruction being conducted online prior to class and learning activities demanding higher order thinking occurring in subsequent, face-to-face classrooms. While the flipped classroom has been well-researched in Western countries such as the USA, the UK and Australia, little is known about the implementation of the flipped classroom in a developing country like Vietnam. Here, the flipped classroom poses challenges to teachers’ and students’ traditional perspectives of teaching and learning, and to levels of infrastructure and training. To date, no studies have examined the perspectives of, and learning experiences in the flipped classroom for Vietnamese English as Foreign Language (EFL) undergraduate students. This study was conducted to address this gap. This study explored undergraduate students’ perspectives, and their learning experiences, in one case study university in Vietnam. The university had mandated the use of the flipped classroom in EFL courses in 2015 and the major aim of this study was to investigate how students were dealing with the pedagogy. Utilising symbolic interactionism as the theoretical perspective, the study employed two data collection methods, interviews, and observations. Semi-structured interviews were conducted with 20 EFL students and five EFL teachers; 30 observations of students’ learning activities occurred in both online learning and face-to-face classes. Data were thematically analysed to explore EFL students’ perspectives and learning experiences within a flipped classroom environment, and to triangulate these with the perspectives of the teachers responsible for carrying out the flipped classroom model. The study revealed five important findings. First, students showed their preferences for surface learning over deep learning in the flipped classroom. Second, higher-achieving students were engaged in deeper learning, but lower-achieving students struggled to move beyond surface learning. Third, students revealed limited understandings of the demands of flipped classroom learning; what was required to engage effectively and its strategic goals in EFL education. Fourth, students expressed a range of beliefs about self-regulated and metacognitive strategies, but these revealed inconsistencies across the cohort. Fifth, there were a range of individual and contextual factors that affected students’ surface learning in the flipped classroom. This study has several implications for Vietnamese higher education institutions wishing to adopt EFL flipped classroom learning. These include raising institutional awareness for preparing the management change agenda, focusing on students’ learning approaches and skills needed for the flipped classroom, and providing ongoing professional development and support for teachers and curriculum designers regarding theories underpinning the flipped classroom.

碩士
樹德科技大學
經營管理研究所
101
Due to response to the globalization, internationalization of higher education in terms of attracting international students becomes a key agenda on higher education policies and part of national development plans. Taiwan’s education is admitted an outstanding higher education that provides opportunities for international students to study a wide variety of subjects. With the huge quantity of Vietnamese students studying in Taiwan currently, higher education institutions need to understand well their major customers’ thought to attract more and more Vietnamese students. However, many universities in Taiwan are paying more attention to English programs rather than providing the host country’s language. This study aims to determine the satisfaction levels of five aspects of campus life – curriculum, students, instructors, facilities, administration and finance by Vietnamese students at a private university in Taiwan. The interviews with 16 Vietnamese students are undertaken as data collection. The main findings show that the school has offered good conditions with such positive factors, such as low cost of living and tuition fees, modern facilities and friendly environment. However, the school has not paid enough attention to social programs since the negative factors exist, such as language barriers, the feeling of minority students and dissatisfaction, somewhat cause the students’ dissatisfaction of their studying. Based on the main finding, finally, certain experiences are learned to enhance student’s loyalty in choosing Taiwan higher education in the future toward Vietnamese students.

碩士
國立暨南國際大學
諮商心理與人力資源發展學系終身學習與人力資源發展研究所
106
Abstract This research aims to explore the experiences of Becoming Buddhist among Vietnamese undergraduate students. The cases of Hue University of Medicine and Pharmacy are taken as examples of study, and the qualitative interviewing method is adopted. The interviewees are undergraduates of Hue University of Medicine and Pharmacy who have converted to Buddhism for more than five years and have participated in various Buddhist activities. The researcher has four purposes listed as follows. The first purpose is to explore the reasons and motivations of Vietnamese undergraduates’ Buddhism beliefs. The second is to investigate the process and manner of their Buddhism beliefs. The third is to analyze the problems that Vietnamese undergraduates are faced with in their Buddhism beliefs and the ways they take to deal with the problems. The fourth is to understand the influences of Vietnamese undergraduates’ Buddhism beliefs. By investigating the backgrounds and process of eight Vietnamese undergraduates’ Buddhism beliefs, the researcher analyzes the reasons and motivations, the process and manner, of Vietnamese undergraduates’ Buddhism beliefs, the problems that they are faced with in their Buddhism beliefs and the ways they take to deal with the problems, and the influences of their Buddhism beliefs. Based on the purpose of the research, the analysis and interpretation of the collected data are concluded as follows. 1. The Buddhism beliefs of the undergraduates of Hue University of Medicine and Pharmacy in Vietnam originate from the religious directions and influences of their Buddhist parents, the impact of friends and traditions, or because of the specific event, which arouse these students’ interest and curiosity in Buddhism. 2. The motivations of the Buddhism beliefs of the undergraduates of Hue University of Medicine and Pharmacy are widely diverse, including the intentions to learn to deal with pressure, to promote self understanding, to cultivate compassion and sense of equality, to learn gratitude, to establish relationship, to take social responsibilities, and most important of all, to nurture their body and mind so as to serve the society. 3. The undergraduates of Hue University of Medicine and Pharmacy begin their process of Buddhism beliefs under the influences of families, and continue to set Buddhism beliefs as a goal under the influences of the environment and as a result of self-request of physical and mental growth. After gradually understanding the value of Buddhism in college, they then learn to relieve pressure and become more devout 4. The undergraduates of Hue University of Medicine and Pharmacy practice Buddhism beliefs by reciting the holy names of Amitàbha-Buddha, taking up meditation, following the commandments of vegetarians, and participating in various Buddhist activities. 5. In carrying out their Buddhism beliefs, the undergraduates of Hue University of Medicine and Pharmacy are faced with difficulties in being vegetarians and in participating in practice activities. 6. The way that the undergraduates of Hue University of Medicine and Pharmacy take in their Buddhism beliefs is silent self practice. With dharma always in mind, they try to correct deviation of body and mind, tone of speech, and behavior, and to actively improve their knowledge, thinking, and self-cultivation. They seek to break through difficulties by listening to, thinking about, and practice dharma. 7. The personal influences that Buddhism beliefs have on the undergraduates of Hue University of Medicine and Pharmacy are concluded as follows. Buddhism beliefs help them to improve their concept so as to enhance their physical and mental growth, to improve their behavior so as to refine personal qualities and character, to improve relationships, to feel the goodness of life, and finally, to improve their life so as to influence their family and friends to establish correct concepts of beliefs. 8. The influences that Buddhism beliefs have on the families of the undergraduates of Hue University of Medicine and Pharmacy are concluded as follows. Buddhism beliefs help to continue family attachment, to carry on kinship inheritance, to support and wait upon parents, to promote harmony among siblings, to learn the practice of Buddhism from one another, and to share the experiences in practicing Buddhism education. 9. The influences that the Buddhism beliefs of the undergraduates of Hue University of Medicine and Pharmacy have on the society are concluded as follows. Buddhism beliefs help the students to do their parts, to cultivate the qualities of enthusiasm and dependability, and to direct their friends toward correct belief concepts, and then, to promote social service such as helping others and saving people. Key words: Buddhism, Buddhism belief of Undergraduate students, Hue University of Medicine and Pharmacy

The present study aims to examine the effect of the combination of learning methods, in which diverse IT resources are applied to facilitate study activities of Vietnamese undergraduate students. The main focus of this study is that in the blended learning context of Vietnam education, the combination of various communication means such as F2F and traditional education technologies can enable the level of engagement of students with the blended courses. The study measured the level of students' engagement in the blended learning program, in which physical classrooms and different IT resources are implemented. The authors distinguish two kinds of IT resources: traditional education technologies and social media applications. It is proposed that while F2F classrooms and traditional education technologies can enable students' engagement, which leads to stronger satisfaction and motivation. Meanwhile, social media applications can intensify those relationships.

Work-integrated learning (WIL) has been found to be effective in developing graduate employability. Working part-time while undertaking undergraduate studies may produce similar effects; however, its contribution to the development of students' employability has not yet been examined adequately. Therefore, this chapter will report a study investigating 22 Vietnamese pre-service teachers' experiences of how working as teaching assistants in commercial English language centers has contributed to their employability. Content analysis of semi-structured interviews revealed that part-time work experience elevated the pre-service teachers' specialized knowledge and skills, equipped them with soft skills, expanded their social networks, enhanced their adaptability to different work cultures, and modified their teacher identity. The chapter calls for universities to award credits for part-time work experience as a type of WIL, develop a mechanism for integrating it into curricula, and help graduates evidence their work experience to their future employers.

Course EC320 “The Contemporary Economy of Japan” was taught by the author in Fall 2003 Semester for a total of fourteen American, Chinese, Korean, Vietnamese and Venezuelan undergraduate students who came to IES Tokyo to study Japanese language, culture, economics, social structure and politics among others. The subject of paper introduces the outline of Course EC320 and its teaching methodology such as collaborative learning approach and utilization of field studies, and discusses interests and motivations of the students in learning in general, and in writing semester reports, based on their performance, their comments, and the author’s observation.