Journal articles on the topic 'Vietnamese undergraduate students'
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Thu Huong, Dang Thi, Bui Thi Oanh, Pham Thi Kieu Oanh, and Luong Khanh Luong. "Using Facebook in Blended Learning in Vietnamese Undergraduate Students." Journal of Physics: Conference Series 1340 (October 2019): 012008. http://dx.doi.org/10.1088/1742-6596/1340/1/012008.
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Mai, Hanh My, Thanh Minh Vo, Xuan Thi Thanh Nguyen, and Vinh-Long Tran-Chi. "Vietnamese university students' perspective on Peter Pan Syndrome." International Journal of Ayurvedic Medicine 12, no. 3 (September 29, 2021): 576–82. http://dx.doi.org/10.47552/ijam.v12i3.2082.
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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.
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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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Yao, Christina W., Trentee Bush, Courtney Collins, Minerva Tuliao, Kaleb L. Briscoe, and Ngoc Lan Thi Dang. "Exploring STEM Undergraduate Self-Regulated Learning at a Vietnamese Transnational University." Journal of Comparative & International Higher Education 13, no. 1 (March 23, 2021): 6–21. http://dx.doi.org/10.32674/jcihe.v13i1.2203.
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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.
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et al., Pham. "Vietnamese undergraduate students’ perspectives on sexual knowledge, attitudes, and risky sexual behavior." International Journal of ADVANCED AND APPLIED SCIENCES 9, no. 1 (January 2022): 1–7. http://dx.doi.org/10.21833/ijaas.2022.01.001.
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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.
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Nhung, Le Thi Thuy, and Le Huong Hoa. "Needs analysis in ESP context: A case study of People’s Police University Students." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 11, no. 1 (June 29, 2021): 66–73. http://dx.doi.org/10.46223/hcmcoujs.soci.en.11.1.1438.2021.
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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.
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Ngo, Huong Thanh, and Thanh Dac Nguyen. "The Abilities Related to Organizing Experiential Learning Activities for Vietnamese Undergraduate Teacher Training Students." International Journal of Learning, Teaching and Educational Research 20, no. 9 (September 30, 2021): 222–35. http://dx.doi.org/10.26803/ijlter.20.9.13.
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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.
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Pham, Thach Ngoc, and Diem Thi Duong. "USING KAHOOT! IN VOCABULARY LEARNING: EVIDENCE FROM A VIETNAMESE HIGHER EDUCATION CONTEXT." VNU Journal of Foreign Studies 38, no. 3 (June 30, 2022): 138. http://dx.doi.org/10.25073/2525-2445/vnufs.4849.
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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.
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Bui, Hung Phu. "Vietnamese EFL Students’ Use and Misconceptions of Cohesive Devices in Writing." SAGE Open 12, no. 3 (July 2022): 215824402211269. http://dx.doi.org/10.1177/21582440221126993.
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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.
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Park, Hyunjin. "A Study on the Characteristics of Academic Self-Efficiency Among Vietnamese International Undergraduate Students." Korean Society of Culture and Convergence 43, no. 1 (January 31, 2021): 937–55. http://dx.doi.org/10.33645/cnc.2021.01.43.1.937.
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Le, Phuong N., Dao Thi Thu Hang, Pham Thi Ha, and Nguyen Thi Kieu Tien. "Learning English Rhetoric and Composition as A Vietnamese Student." International Journal of Higher Education 10, no. 2 (November 26, 2020): 108. http://dx.doi.org/10.5430/ijhe.v10n2p108.
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This study centers around Vietnamese students, with a comparison with East and Southeast Asian students who share the same cultural idea, at higher education level who want to acquire better writing skills in English in and out of academic settings. Since English is not the students' first language, they normally craft an essay from the vocabulary that they know. This is understandable, but a good piece of writing in standard American English is not supposed to be traced word by word. Understanding this fact in-depth and practicing it regularly is the core requirement for English major students. In return, they can join any workplace with their strong writing skills that they have to acquire during their undergraduate years, or more if they attend graduate schools. This group of students is known to be timid since they were raised in a collectivistic community in which many of them make their higher education choices based on firstly the current trend, then what is suitable for them. Thus, by making a bolder choice of declaring English as a major, double major, or minor, they could have better insight into English rhetoric and composition to apply them as a multi-meaning sign to their writings properly.
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Hau, Huu, Hoa Anh, Mai Hoang-Thi, and Thuy Van. "Factors Influencing Online Learner Performance During Coronavirus Disease Pandemic: A Case Study in Vietnamese Universities." European Journal of Educational Research 11, no. 3 (July 15, 2022): 1509–22. http://dx.doi.org/10.12973/eu-jer.11.3.1509.
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<p style="text-align: justify;">Vietnam has a reputation for being a successful nation in preventing the Coronavirus disease (COVID-19) outbreak in 2020, with a lower number of illnesses than other ASEAN countries. However, to ensure that students are safe and informed about the coronavirus outbreak, Vietnamese higher education has developed online learning (OL). During the COVID-19 epidemic, this paper explores the relationship between elements such as learning readiness, learning strategies, and learning performance in the Vietnamese OL setting. Four hundred undergraduate students were randomly selected from Hong Duc universities, and Saigon University participated in this study in different zones. Analyzed data has applied structural equation modeling (SEM) using partial least squares (SmartPLS-SEM). The findings found that Vietnamese students were much more likely to believe in interaction in OL, to feel comfortable using a computer with their computer efficacy, and to have confidence in communicating in the digital environment, all of which were important variables in assuring the success of using OL. The factors of “motivation” and “test preparation” show a poor relationship with learning performance. Therefore, the OL process in Vietnamese, on the other hand, needs to be more inventive, with a greater focus on lecturers' awareness and practice of online teaching pedagogies such as motivation, techniques, and test arrangement. During OL, students' readiness in terms of learning control, self-directed learning, and engagement must be considered and supported.</p>
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Nguyen Ngoc Quynh, Anh. "EMOTIONAL INTELLIGENCE OF HUE UNIVERSITY STUDENTS." UED Journal of Social Sciences, Humanities and Education 11, no. 2 (December 31, 2021): 35–43. http://dx.doi.org/10.47393/jshe.v11i2.974.
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Youth is the early period of adulthood and at a high risk of emotional vulnerability that can lead to mental illness. Literature has shown that emotional intelligence (EI) can reduce mental health problems among youth. Evidence has shown that about three million Vietnamese young people are experiencing mental health problems, but only 20% of them received necessary medical assistance and treatment. This study investigates EI among Vietnamese youth to promote effective and practical solutions to improve young people's mental health and emotional capacity in Vietnam. This is a cross-sectional school-based study using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) to assess emotional intelligence of students at Hue University. The findings reveal that students at Hue University had relatively high EI with good ability in well-being, self-control emotions, and building relationship with others. Maintaining relationships and reacting appropriately to others' feelings were the lowest ability. Students at the University of Education had better EI than those at other university institutes due to some EI aspects of the educational curriculum. Males were better than females in Self-control. There was no difference in EI between students from rural and urban areas. These findings suggest that the EI development program should be included in the education program for undergraduate students and focus on developingemotionality.
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Dung, Doan Thi Hue. "Crucial Factors that Affect Vietnamese Undergraduate Students' Motivation in Learning English as a Foreign Language." Universal Journal of Educational Research 8, no. 12B (December 2020): 8068–74. http://dx.doi.org/10.13189/ujer.2020.082608.
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Huynh, Hoang Huy, and Megan Adams. "Vietnamese teacher educators’ perceptions of silence during online English as a Foreign Language classes." Journal of Silence Studies in Education 1, no. 2 (July 10, 2022): 57–69. http://dx.doi.org/10.31763/jsse.v1i2.10.
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Teacher educators in university English as foreign language (EFL) classrooms often emphasise verbal communication alongside teacher-student relationships, students’ emotions, and the classroom climate. These factors all contribute to either encourage or discourage students’ willingness to communicate verbally (Butler, 2011). Yet, an area with limited research is understanding the teachers' perspectives of students' silence during online learning throughout the COVID-19 pandemic. Utilising Redmond et al.’s (2018) conceptual model of cognitive, behavioural, and emotional engagement in online learning, we examine how three undergraduate EFL teacher educators in Vietnam interpret students’ silence while teaching EFL through online Zoom classes. Drawing on three in-depth semi-structured interviews (n=3 hours), findings indicated that silence was experienced by the teacher educators in different ways; as a thinking/learning opportunity, an indication of teachers' uncertainty, and as conscious disengagement.
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Wang, Yanjun, Pei-Ling Wei, and Van Thanh Nguyen. "An Exploratory Intervention Program on Chinese Culture among CFL Students at a Vietnamese University." Education Sciences 12, no. 12 (December 2, 2022): 887. http://dx.doi.org/10.3390/educsci12120887.
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This article reports on a study of an intensive three-week culture intervention program, delivered via VooV Meeting (an online meeting platform) as an additional opportunity for CFL students at a Vietnamese university in December 2021. The primary aim was to explore students’ perceptions and experiences of learning about Chinese culture in a non-target language environment since the outbreak of the COVID-19 pandemic. Two hundred and nine mixed-level undergraduate CFL students participated in a survey administered via Google Forms. Overall results indicated that students valued the opportunity offered by this program to learn Chinese culture and acknowledged the importance of cultural study in CFL. There appeared to be different preferences among male and female students and the different year groups in choosing the contents and methods of cultural learning. Additionally, students expressed concerns about using technology in language and culture learning despite its benefits, especially in the absence of real-life human interactions and communications due to travel restrictions. One significant finding was that students recognised teachers’ essential role in learning culture. The survey results, in particular the participants’ responses to open-ended questions, are discussed in this paper. The understanding gained from this study is expected to provide Chinese language professionals and practitioners with insights and suggestions on how Chinese culture can be better integrated into CFL through appropriate and effective teaching strategies in a post-pandemic era.
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Huynh, Thi Lan, and Uyen Nu Thuy Nguyen. "Students’ Perceptions and Design Considerations of Flipped Interpreting Classroom." Theory and Practice in Language Studies 9, no. 9 (September 1, 2019): 1100. http://dx.doi.org/10.17507/tpls.0909.05.
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Digital technologies have become a driver of change that exerts tremendous impact across the disciplines, including education. The Flipped classroom model, carried out in a technology-enhanced environment, has been proven to bring educational innovations. However, in the Vietnamese educational context, the adoption of the flipped model in interpreting courses for undergraduate students has been hardly touched upon in the existing literature. This current study is, therefore, an attempt to examine English-majored students’ perceptions about this teaching model on Moodle Learning Management Platform and put forward some proposals in the design and implementation of the Flipped Interpreting course. The data were collected using both quantitative and qualitative methods, including a Likert-scale questionnaire and individual interviews. The results revealed that students had positive perceptions toward the adoption of Flipped model and Moodle platform. Analyzing the interconnection of three domains in CoI framework and the additional domain of Technology Use, the authors then offer further recommendations for effective implementation of the model in the EFL classroom context.
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Nhu, Ho Bich, and Dang Tan Tin. "Impacts of online formative assessment on EFL students’ writing achievement." SOCIAL SCIENCES 9, no. 1 (June 2, 2020): 55–69. http://dx.doi.org/10.46223/hcmcoujs.soci.en.9.1.271.2019.
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There have been a number of studies on the effects of formative assessment on Learning Management System on EFL writing achievement. Nevertheless, in the context of Vietnam, little research has been done on education technology that enhances online formative assessment in
teaching writing. In an attempt to further the previous research nationwide and worldwide, this study examined the impacts of formative assessment on students’ writing achievement in a writing course of Learning Management System Schoology. A quasi-experimental design was carried out among two groups of fifty undergraduate Vietnamese students over a fifteen-week writing course using the main activity named online discussion board. The data analysis from the writing test scores suggested that there was statistically significant difference between treatment group and control group of participants. It is recommended that teachers should employ online formative assessment in teaching writing to help improve writing achievement among EFL learners in Vietnam and similar contexts.
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Lai, Sue, Hiep-Hung Pham, Hong-Kong Nguyen, The-Cuong Nguyen, and Anh-Vinh Le. "Toward Sustainable Overseas Mobility of Vietnamese Students: Understanding Determinants of Attitudinal and Behavioral Loyalty in Students of Higher Education." Sustainability 11, no. 2 (January 14, 2019): 383. http://dx.doi.org/10.3390/su11020383.
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Research on internationalization in higher education has not shed enough light on how cross-border student mobility might contribute to the issue of sustainability. Given that a sustainable movement of loyal international students could help sustain the financial income, ranking, and prospective human resources of the host universities and countries, this study aims to investigate the mechanisms that lead to such loyalty. Specifically, this study adds to the literature by examining how switching cost interacts with disconfirmation and satisfaction in generating attitudinal and behavioral loyalty among international students. The study, surveying 410 Vietnamese students who are studying at either at the undergraduate or graduate level in 15 countries across the globe, first adopts confirmatory factor analysis (CFA) using software SAS 9.3 to evaluate if multiple fit indices, the standardized factor loading, and the average variance extracted scores are satisfactory. It then employs the Structural Equation Model (SEM) to test five hypotheses concerning the interaction between disconfirmation and satisfaction as well as among satisfaction, switching cost and behavioral/attitudinal loyalty. The results find that disconfirmation has both direct and indirect impact, while satisfaction only has a direct impact on attitudinal loyalty. Meanwhile, switching cost is found to have a direct impact on behavioral loyalty, but not on attitudinal loyalty. Based on these findings, the study proposes some theoretical and managerial implications for sustainability in general and sustainability of higher education in particular as well as direction for future studies.
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Supalak, Nakhornsri. "Comparative exploration of learning styles and teaching techniques between Thai and Vietnamese EFL students and instructors." Journal of Language and Cultural Education 4, no. 3 (September 1, 2016): 103–41. http://dx.doi.org/10.1515/jolace-2016-0028.
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AbstractLearning styles have been a particular focus of a number of researchers over the past decades. Findings from various studies researching into how students learn highlight significant relationships between learners’ styles of learning and their language learning processes and achievement. This research focuses on a comparative analysis of the preferences of English learning styles and teaching techniques perceived by students from Thailand and Vietnam, and the teaching styles and techniques practiced by their instructors. The purposes were 1) to investigate the learning styles and teaching techniques students from both countries preferred, 2) to investigate the compatibility of the teaching styles and techniques practiced by instructors and those preferred by the students, 3) to specify the learning styles and teaching techniques students with high level of English proficiency preferred, and 4) to investigate the similarities of Thai and Vietnamese students’ preferences for learning styles and teaching techniques. The sample consisted of two main groups: 1) undergraduate students from King Mongkut’s University of Technology North Bangkok (KMUTNB), Thailand and Thai Nguyen University (TNU), Vietnam and 2) English instructors from both institutions. The instruments employed comprised the Students’ Preferred English Learning Style and Teaching Technique Questionnaire and the Teachers’ Practiced English Teaching Style and Technique Questionnaire. The collected data were analyzed using arithmetic means and standard deviation. The findings can contribute to the curriculum development and assist teachers to teach outside their comfort level to match the students’ preferred learning styles. In addition, the findings could better promote the courses provided for students. By understanding the learning style make-up of the students enrolled in the courses, faculty can adjust their modes of content delivery to match student preferences and maximize student learning. Finally, this research could establish better understanding between language learning natures of people from Thailand and Vietnam.
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Nguyen, Huong Thi Ngoc. "EXPERIENCING THE INTEGRATION OF CRITICAL THINKING IN TEACHING LITERARY WORKS." Scientific Journal of Tra Vinh University 1, no. 2 (August 5, 2019): 165–78. http://dx.doi.org/10.35382/18594816.1.2.2019.168.
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This article illustrates the lecturer’s experience of integrating activities in teaching a literary work, particularly a story, to build critical thinking ability for students when learning British literature based on Bloom’s taxonomy. At first, six levels of Bloom’s taxonomy were introduced, explained to 65 junior students majoring in English. Then, the sample questions in six levels of the Vietnamese folk tale “Tam Cam” were given to students as an illustration of applying to make questions in six levels relating to the story. To develop critical thinking skill, students themselves experienced different classroom activities relating to questions in 6 levels and discussedissues through reading and analyzing one British work in their undergraduate program. It is the story “The lion, the witch and the wardrobe” by Clive Staples Lewis. The students reacted positively to questions to develop critical thinking when learning this work and most of them want more classroom practice in order to strengthen their ability to think critically. This piece of writing also expresses the lecturer’s reflection in developing critical thinking for students in teaching British literature, especially stories, using questions based on Bloom’s taxonomy.
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Parham, James B., Carmen C. Lewis, Cherie E. Fretwell, John G. Irwin, and Martie R. Schrimsher. "Influences on assertiveness: gender, national culture, and ethnicity." Journal of Management Development 34, no. 4 (April 13, 2015): 421–39. http://dx.doi.org/10.1108/jmd-09-2013-0113.
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Purpose – The purpose of this paper is to contribute to assertiveness research and assess the differences in assertiveness as it relates to gender, national culture, and ethnicity. Design/methodology/approach – The data for the study are from 231 undergraduate students majoring in business at one of four academic institutions: three in the USA and one in the Republic of Vietnam. Students completed the 30-item Rathus Assertiveness Schedule. Findings – This research suggests that individuals who are alike in level of education and status demonstrate similar levels of assertiveness, regardless of gender, national culture, or ethnicity. However, differences were seen as the data show white American males to be the most assertive, with African American females next. White females ranked third, followed by Vietnamese females, concluding with Vietnamese males. Research limitations/implications – Although the sample size is small, the intent of this research was never to have the subjects represent the general population in terms of the variables used. Instead, the authors attempted to control for gender, culture, and ethnicity variables by using a sample of college students who were similar in relation to education and social status. Future research could more fully research the findings from this study which suggest that African American women are more assertive than all other groups with the exception of white males. Originality/value – This study also gives credence to the suggestion that the global manager, in order to become more effective, needs to fully understand employee differences as represented by gender, national culture, and ethnicity.
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Nguyen, Thong Vi, and Nguyen Thi Thao Hien. "Conceptual Metaphor of Different Conventionality Levels from the Perspectives of Translatability Assessment and Translation Strategies." kata 24, no. 2 (December 6, 2022): 49–60. http://dx.doi.org/10.9744/kata.24.2.49-60.
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This study examines the Conceptual Metaphor Theory from an innovative perspective: translatability and translation strategy. The experiment recruited 239 undergraduate students of different translation training to evaluate the translatability of twelve sentences of different metaphor types before translating them into Vietnamese. Additionally, this study examines how students deal with metaphorical mapping images as well as grammatical and lexical refining attempts. The factorial ANOVA results (p=.02) indicate that the effect of metaphor types on translatability levels is conditional on translation training levels, despite the fact that the main effect is on metaphor types, not translation skill. Besides, twelve in-depth strategies to deal with the source sentences are identified, establishing a new model for metaphorical translation strategy. Chi-square analysis reveals associations between translation training levels and strategies (p<.01); and between metaphor types and strategies (p<.01). This study argues for the possibility that translation could be considered among conceptual metaphor's cognitive mechanisms.
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Ngo-Thi, Thuy-Trinh, Van-Son Huynh, Nhu-Thuyen Dang-Thi, Bao-Tran Nguyen-Duong, Thuy-Tien Vu-Nguyen, Gallayaporn Nantachai, Nguyen Nguyen Trong, and Vinh-Long Tran-Chi. "Mediation Effects of Premarital Sexual Permissiveness on the Relationship Between Expectations for Marriage and Marital Intention of Vietnamese Undergraduate Students." Psychology Research and Behavior Management Volume 15 (December 2022): 3513–30. http://dx.doi.org/10.2147/prbm.s387789.
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Thi, Thanh Tu Nguyen. "Vietnam-Japan Higher Education Cooperation in the First Two Decades of the 21st Century." International Journal of East Asian Studies 11, no. 1 (March 31, 2022): 23–33. http://dx.doi.org/10.22452/ijeas.vol11no1.3.
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Since diplomatic relations between Vietnam and Japan were officially established in September 1973, the relationship between the two countries has increasingly expanded and achieved outstanding achievements in many aspects of economy, socio-culture, science and technology, especially in the fields of education and training. At the higher education level, the two governments have been promoting cooperation programs and projects such as transnational education, exchange of students and lecturers. Additionally, every year, Japan offers more than one hundred scholarships to Vietnamese undergraduate, graduate, and doctoral students to study and research in Japan. These projects have significantly contributed to improving the quality of Vietnam’s higher education, helping Vietnam to train high-quality human resources for the country’s industrialization and modernization. In order to further stimulate higher education cooperation between the two countries, however, it is necessary to examine what has been accomplished so far and what problems remain, so as to propose recommendations that might enhance education cooperation between Vietnam and Japan in the coming years. The objective of this study is to briefly introduce the basis of higher education cooperation between Vietnam and Japan. It also seeks to analyze and assess the current situation and policy as well as achievements and challenges of higher education cooperation between the two countries over the past 20 years. Thenceforth, it proposes a number of recommendations for further strengthening higher education cooperation between Vietnam and Japan in the coming years.
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Dung, Le Hoang, and Le Tan Cuong. "Pivotal roles of teachers and students in enhancing an active learning environment." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 2, no. 1 (December 21, 2021): 19–38. http://dx.doi.org/10.46223/hcmcoujs.soci.en.11.2.1985.2021.
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The success of a language class does not simply depend on the students’ achievement of learning outcomes. However, this is mostly expected by educators who advocate applying outcome-based education. Indeed, it is how the teacher and the students within a class can create an environment where active learning is of greater importance. This paper discusses the results of a case study at a selected faculty. The data were collected from semi-structured interviews with 12 full-time teachers and staff and surveyed responses from 233 students taking an English undergraduate honors program at a selected public university in Ho Chi Minh City. This case study aims to analyze difficulties students and teachers encounter in building an active learning environment for a program. It also aims to identify the roles of teachers and students in doing so. As found in the study, major difficulties in building an active learning environment include the fixed curriculum, large class size, students’ low autonomy, limited learning resources, and the wide gap between teachers’ teaching activities and students’ expectations. In order to successfully create an active learning environment at Vietnamese universities, it is suggested that teachers should be more reasonably flexible, open-minded, and helpful throughout the teaching process, while students are expected to be more critical, self-directed, and disciplined in learning. Several major pedagogical implications for both teachers and students are also well elaborated.
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Thi Loan, Nguyen. "Investigating Direct Speaking Strategies of Non-English-Majored Students at a University in Dong Nai Province." International Journal of Asian Education 3, no. 3 (September 17, 2022): 172–96. http://dx.doi.org/10.46966/ijae.v3i3.297.
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English communication skills are now considered a passport-like requirement for students seeking a secure profession with a higher wage. Additionally, English proficiency is considered one of the variables affecting the success of foreign businesses investing in Vietnam and Vietnamese businesses looking to collaborate internationally to develop their brands into new markets abroad. The integration of various linguistic skills demonstrates the value of speaking. The main objective of this study was to investigate the frequency and importance of using direct speaking strategies by non-English-majored students at Dong Nai Technology University. The study involved 90 second-year undergraduate students at Dong Nai Technology University in Bien Hoa city, Dong Nai province. At the time of the study, the participants were 18-19 and had already attained elementary level. This research uses questionnaires and interviews using the SPSS application to analyze the main points relating to the research questions. According to research, direct speaking strategies significantly affect the English speaking skills of Dong Nai Technology University students. At the same time, the difficulties and orientations when learning speaking skills using direct speaking strategies were revealed in the study's conclusion. To maximize direct speaking strategies and advance the field of study, recommendations have been made for non-English-majored students.
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LOAN, NGUYEN THI. "Investigating Direct Speaking Strategies of Non-English-majored Students at a University in Dong Nai Province." Journal of English Language Teaching and Applied Linguistics 4, no. 3 (July 31, 2022): 81–105. http://dx.doi.org/10.32996/jeltal.2022.4.3.8.
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English communication skills are now considered a passport-like requirement for students seeking a secure profession with a higher wage. Additionally, English proficiency is thought to be one of the variables affecting the success of foreign businesses investing in Vietnam, as well as Vietnamese businesses looking to collaborate internationally to develop their brands into new markets abroad. The integration of various linguistic skills demonstrates the value of speaking. The main objective of this study was to investigate the frequency and importance of using direct speaking strategies by non-English-majored students at Dong Nai Technology University. The study involved 90 students who are second-year undergraduate students at Dong Nai Technology University in Bien Hoa city, Dong Nai province. At the time of the study, the participants were aged 18-19, and they had already attained elementary level. This research uses questionnaires and interviews by applying the SPSS application to analyze the main points relating to the research questions. According to research, direct speaking strategies significantly affect the English speaking skills of Dong Nai Technology University students. At the same time, the difficulties and orientations when learning speaking skills using direct speaking strategies were revealed in the conclusion of the study. To maximize direct speaking strategies and advance the field of study, recommendations have been made for non-English-majored students.
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Tuyet Mai, Nguyen Thi, and Nguyen Hoang Linh. "Antecedents of the Intention and Behavior Toward Purchase of Counterfeit Luxury Goods in an Emerging Economy: a Study of Young Vietnamese Consumers." Organizations and Markets in Emerging Economies 8, no. 2 (December 29, 2017): 207–24. http://dx.doi.org/10.15388/omee.2017.8.2.14189.
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This study examines some antecedents of the intention and behavior toward buying counterfeit luxury goods among young consumers in Vietnam, an Asian emerging economy. The data was obtained from university undergraduate students in Hanoi, the capital of Vietnam. The results of structural equation modeling show support for most of our hypotheses. The findings indicate that materialism (the centrality component) has positive impact on attitude toward purchase of counterfeit luxury goods. Attitude and subjective norm toward counterfeit luxury goods are found to be positively related to purchase intention, while perceived behavioral control is not found to have a direct impact on purchase intention. In addition, perceived behavioral control and purchase intention are found to be significant predictors of purchase behavior. The research findings are discussed and implications for managers and policy makers are provided.
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Nguyen, Phuong Nam T., Gert Rijlaarsdam, Tanja Janssen, and Wilfried Admiraal. "Effects of rhetorical text analysis on idea generation and text quality." ITL - International Journal of Applied Linguistics 171, no. 2 (July 15, 2019): 280–306. http://dx.doi.org/10.1075/itl.16013.rij.
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Abstract Producing a meaningful written discourse in a foreign language requires a high cognitive effort of EFL learners. They face challenges caused by L2 word or grammar-related difficulties, and also by the L2 genre and genre conventions that may be quite different from what they experienced in their L1. The present study focusses on the support offered to Vietnamese L2 writers to overcome these hindrances. An intensive four-week writing intervention was designed and tested to examine whether encouraging genre awareness via a short session of sample text analysis could empower students to conduct effective brainstorming for argumentative writing. In a pre-test post-test control group design with switching replications, with 66 EFL intermediate undergraduate participants, the study obtained four indicators of L2 argumentative writing quality: idea generation, productivity, global text quality and self-efficacy. The results showed that participants integrated the sample text analysis into the idea generation stage. They created significantly longer self-expressive free writing texts, perceived the generated ideas as more useful, and used more of these ideas in their argumentative texts composition, compared to students from the control condition (with teacher instruction only). No treatment effects were found for productivity, global quality of final text, and self-efficacy. Students in both control and treatment conditions generally showed a significant improvement on these variables.
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Bilsland, Christine, Leanne Carter, and Leigh N. Wood. "Work integrated learning internships in transnational education." Education + Training 61, no. 3 (March 11, 2019): 359–73. http://dx.doi.org/10.1108/et-07-2017-0094.
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Purpose Research into employability initiatives such as work integrated learning (WIL) in transnational education (TNE) is scarce, and the alumni voice in TNE is largely unreported. The purpose of this paper is to contribute to TNE research by investigating the value of internship electives in the TNE campus location. Design/methodology/approach A grounded theory approach employed semi-structured interviews with local business undergraduate alumni in Vietnam. Findings Internships were instrumental to local graduate employment transitions. University support of WIL internships was a valuable differentiator in the Vietnamese university context, where internships lack formal support mechanisms. Alumni regarded internships as transformational learning journeys, rather than simply as pathways to post-graduate jobs. Research limitations/implications The scope of the study was Vietnam. Findings imply the importance of incorporating local stakeholder perspectives into TNE, particularly regarding WIL. Practical implications Universities that operate in transnational environments must meet local stakeholder needs by providing authentic, industry-related learning activities. The findings support the integration of WIL internships into TNE programmes in Vietnam and further research relevant to other TNE contexts. Originality/value The study contributes to underdeveloped TNE research around employability in general, and more specifically about the particular value of internships in TNE campus locations. Alumni stakeholders constitute uniquely valuable feedback sources based on their shared experience as TNE students, interns and graduate employees in local work environments. Their insights enable universities to facilitate locally relevant learning outcomes.
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Ngoc, Phi Nguyen Tran, Phuong Nguyen Thi Thuy, Nhan Pham Nguyen Trong, Tuyen Vo Bich, and Lan Nguyen Mai. "Readiness of economics students for industry 4.0." International research journal of management, IT and social sciences 9, no. 3 (April 23, 2022): 340–53. http://dx.doi.org/10.21744/irjmis.v9n3.2068.
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The present study aimed to qualitatively investigate the readiness for The Fourth Industrial Revolution (Industry 4.0) of economics majors at Vietnam’s private universities. Initially, A survey questionnaire was built to collect data from 350 students majoring in economics at private universities in Vietnam. The rate of valid answers is 100% (N=350). Descriptive statistics and regression analysis were used to analyze quantitative data. Through the regression analysis, findings confirmed a research representative model which had previously hypothesized that perceptions, tech skills, and non-tech skills of Vietnamese economics majors are correlated to their readiness for Industry 4.0. The findings of this study suggest that higher education plays a crucial role in heightening undergraduates’ skills to gear up for their future careers during this disruptive development. The analysis results of the article can be used as a reference to increase college students' readiness toward IR 4.0, thereby ensuring the quality of students after graduation to meet the needs of society
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Manh Do, Hieu, and Huong Le Thu Phan. "Metacognitive Awareness of Reading Strategies on Second Language Vietnamese Undergraduates." Arab World English Journal 12, no. 1 (March 15, 2021): 90–112. http://dx.doi.org/10.24093/awej/vol12no1.7.
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Metacognitive awareness is considered a crucial factor in reading comprehension. In the present study, the quantitative research method was applied using descriptive statistics, T-test, and ANOVA to identify: (1) What is second language (L2) Vietnamese students’ metacognitive awareness of reading strategies? (2) Are there any significant differences between male and female L2 Vietnamese students in metacognitive awareness of reading strategies? (3) Are there any significant differences between good, medium, and poor L2 Vietnamese readers in metacognitive awareness of reading strategies? One hundred and twenty-three English-majored undergraduates of Hong Bang International University completed an online survey which discovers their frequencies of using problem-solving, global, and support reading strategies. They next took a comprehension test on the TOEIC format test, whose results were adopted to classify students into three levels, namely good, medium, and poor readers. Reading strategies usage mean scores were compared across three strategy types and these scores were collated between groups. Results showed; first, reading strategies were used in academic texts at medium frequency level with the high usage of problem-solving strategies, followed by medium usage of support and global reading strategies. Second, female readers showed a higher frequency of using support strategies than males did. Third, learners’ proficiency levels were found to predict the levels of metacognitive awareness in reading with high-reading-ability students applying reading strategies more frequently than poor-reading-ability ones. This is significant to indicate that instructors should integrate all three reading strategies in their teaching, especially, raising awareness of global and support reading strategies among Vietnamese learners.
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Ngoc Mai, Dang Vu, Nguyen Chi Mai, Dang Ha My, Dao Quynh Chau, and Vu Hoang Ngan. "The Influence of Economic Constraints on Decent Work Perception among Vietnamese Students: the Moderating Role of Proactive Personality." JOURNAL OF ECONOMICS, FINANCE AND MANAGEMENT STUDIES 05, no. 10 (October 20, 2022): 2980–86. http://dx.doi.org/10.47191/jefms/v5-i10-18.
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Based on the grounds of the Theory of Woking Psychology, this study examined the effect of economic constraints on decent work perception among undergraduates in Vietnam. The data was collected from 300 students coming from two of the biggest universities in Vietnam, mostly majoring in economics or engineering. Utilizing SEM methodology, this study discovered that economic constraints have a positive relation to decent work. The result also demonstrated the important role of proactive personality in moderating this relationship. The findings differ from previous studies, which showed a negative relationship between economic constraints and decent work. Nevertheless, this study offers reasonable explanations so that the results are acceptable in the context of Vietnam. Based on the primary findings, some recommendations are given in order to help college students increase their prospects of obtaining decent work.
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Long, Pham Duc, and Nguyen Thuy Nga. "Students' Evaluation on Field Trips as a Means to Prepare Graduate Employability at a Vietnamese University." Humanities and Social Sciences Letters 10, no. 2 (May 30, 2022): 198–212. http://dx.doi.org/10.18488/73.v10i2.3011.
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Field trips are regarded as significant extra-curricular activities to promote students' perceptions of preparedness for graduate employability. This study explored the effectiveness and satisfaction of field trips conducted in 2020 and 2021 by a Vietnamese public university from students' assessments. A total of 1,112 students who participated in thirteen trips were split into two groups: the first group of 70 respondents for the pilot survey questionnaire and 473 respondents for the structured survey questionnaire. The five-point Likert scales were utilized for two parts of the survey questionnaire. The first part was related to students' assessment of the field trips’ organization, and the latter was designed to test seven hypotheses. The results showed that the participants highly valued preparing for the field trips and support from enterprises and the university. The scales of factors were reliable after implementing reliability analysis, and three components were extracted from the findings from Exploratory Factor Analysis. It was noticeable that motivation stimulation was the most significant predictor for the students' enjoyment of field trips, followed by identity capital and knowledge advancement. Based on the study findings, Vietnamese universities are suggested to foster relationships with enterprises to implement similar field trips for university undergraduates.
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Huynh Trung, Chanh, and Viet Vo Van. "ATTITUDE AND MOTIVATION OF STUDENTS TOWARDS LEARNING ENGLISH: A STUDY AT NONG LAM UNIVERSITY." Journal of Science Educational Science 66, no. 5 (December 2021): 33–44. http://dx.doi.org/10.18173/2354-1075.2021-0234.
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The aims of this study were to examine attitudes and motivation of non-English major students towards learning English. The descriptive research design was applied. The Vietnamese questionnaire adapted from Gardner’s Attitudes\Motivation Test Battery (AMTB) was used as a tool to collect data. A convenient sample was chosen among undergraduates at Nong Lam University. The Statistical Package for Social Sciences (SPSS) version 22.0 software was used to analyze the data obtained from the questionnaire. The findings show that non-English major students have positive attitudes towards learning English and their motivation, including instrumental motivation and integrative motivation, was at high level. It’s recommended that teachers need to apply technique to maintain students’ integrative and instrumental motivation as well as develop students’ learning strategies and skills.
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Ngoc, Pham Thai Bao, and To Minh Thanh. "The Application of Conceptual Metaphors to Teaching English Idioms to English-majored Students in Viet Nam." Theory and Practice in Language Studies 9, no. 6 (June 1, 2019): 610. http://dx.doi.org/10.17507/tpls.0906.02.
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The discovery that several figurative idioms are semantically motivated by a common conceptual metaphor (CM) has opened up a path to more systematic and insightful learning. However, it was still unclear to what extent the elaboration of conceptual metaphors (CMs) could facilitate learners’ reception and production of idioms over time. To address this issue, a quasi-experiment was conducted, with the pre-test – post-test design, on a sample of 69 Vietnamese undergraduates. Results revealed that the explanation of CM was especially beneficial for the students’ idiom reception over time, and to a lesser extent for their use of idioms. Though not outstanding in the short term compared with the traditional method, this cognitive approach showed its relatively long-lasting value in terms of both idiom reception and production.
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Polyorat, Kawpong, and Sathira Tassanawat. "Country Branding: The Personality of Vietnam as a Brand." European Journal of Multidisciplinary Studies 6, no. 1 (June 10, 2017): 279. http://dx.doi.org/10.26417/ejms.v6i1.p279-284.
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Country as a brand reflects the marketing orientation to manage a country image to achieve the desired country position. Country personality is an important marketing strategy for this purpose. The present study attempts to examine the country personality of Vietnam, a major emerging Asian country. This exploratory study adopts Aaker’s (1997) brand personality framework to uncover the country personality of Vietnam. Data were collected with Thai undergraduate students. Results from a factor analysis reveal 9 dimensions of Vietnam’s country personality including competence, excitement, ruggedness, sophistication, new generation, down-to-earth, elegance, originality, and spiritedness. A number of theoretical and practical implications regarding country branding and country personality can be drawn from the study results.
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Ye, Rebecca. "Transnational Higher Education Strategies into and out of Singapore: Commodification and Consecration." TRaNS: Trans -Regional and -National Studies of Southeast Asia 4, no. 1 (November 24, 2015): 85–108. http://dx.doi.org/10.1017/trn.2015.14.
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AbstractThis article addresses transnational higher education strategies both to and from Singapore. It does so by focusing on outbound educational mobility from Singapore to the UK and inbound educational mobility from Vietnam to Singapore. Since the turn of the century, Singapore has pursued the agenda of developing itself as a regional hub for higher education, aspiring to be a Global Schoolhouse. Yet, while the number of international students grows in local universities, Singapore's academically brightest do not necessarily take advantage of higher educational opportunities within the shores of the city-state, with many traveling to universities overseas through a form of sponsored mobility. Using two case studies, I trace two logics of commodification and consecration as observed through the processes whereby individuals and institutions devise transnational higher education strategies into and out of Singapore. The first case study draws on interviews conducted with Singaporean undergraduates at Oxbridge while the second case focuses on Vietnamese students at two Singaporean universities. Together, the analysis from these cases uncovers the value for these Southeast Asian students in studying abroad and distinguishes between different types of routes that exist: one where students choose their own educational plans and another where students are chosen for a prestigious educational and occupational pathway. With increasing participation in mass higher education taking place across the region, the article outlines, through the site of Singapore, strategies of transnationalism employed by both individuals and institutions as a means of social differentiation.
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Perera, Charitha Harshani, Rajkishore Nayak, and Long Thang Van Nguyen. "The impact of subjective norms, eWOM and perceived brand credibility on brand equity: application to the higher education sector." International Journal of Educational Management 35, no. 1 (August 24, 2020): 63–74. http://dx.doi.org/10.1108/ijem-05-2020-0264.
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PurposeThe growing competitive environment in which higher education institutes are immersed has caused them to strengthen their competitive position of a brand and its equity in emerging countries. However, there are several contradictions between the empirically approved determinants and the dimensions of brand equity in higher education. The purpose of this paper is to investigate the structural relationship between subjective norms, electronic word-of-mouth (eWOM), perceived brand credibility and brand equity, taking cross-culturally comparisons between Sri Lanka, and Vietnam.Design/methodology/approachA survey was used to collect data from a sample of 800 undergraduates of private higher education institutions in Sri Lanka and Vietnam in 2019. These data were gathered using purposive sampling and analyzed using a structural equation model. A total of 768 questionnaires were considered valid. In testing the hypothesis and structure among the variables, structural equation modelling was used to determine the relationship between subjective norms, eWOM, perceived brand credibility and brand equity for the higher education institutes in emerging countries.FindingsFor the conceptual framework, the author found that this structural equation model complies with the empirical data. The structural equation model shows that subjective norms, eWOM and perceived brand credibility were significantly related to brand equity. Perceived brand credibility was found to be the mediating variable. Further, the location was found to moderate the relationship between perceived brand credibility and brand equity, highlighting that Vietnamese students are more relying on perceived brand credibility in creating brand equity than their Sri Lankan counterparts.Research limitations/implicationsThe study was conducted at private higher education institutes in Sri Lanka and Vietnam. Future research could benefit from perceptions of undergraduates in public higher education institutes. This study discusses the implications of developing branding strategies for higher education institutions.Originality/valueThe current research contributes to the services marketing and branding literature in the higher education context. The paper presents the crucial elements in building brand equity for higher education institutes to fill the existing gaps in higher education branding literature. The findings of the current study provide strategies to improve the higher education sector.
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Vo, Van-Loc. "Communication Skills among Business Undergraduate Students: Evidence from Vietnamese Students." INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES 28, no. 1-3 (January 1, 2020). http://dx.doi.org/10.31901/24566322.2020/28.1-3.1112.
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Phuong, Hoang Yen, Chi Minh Huyen Huynh, and Minh Hien Huynh. "EFL UNDERGRADUATE STUDENTS’ PERCEPTIONS TOWARD BLENDED TEACHING." European Journal of Education Studies 9, no. 5 (May 17, 2022). http://dx.doi.org/10.46827/ejes.v9i5.4289.
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While blended teaching is increasingly becoming popular in higher education all over the world, the concept has recently been paid attention to in Vietnam’s context. However, under the impact of the COVID-19 pandemic online teaching and blended teaching suddenly become a popular trend in Vietnamese higher education. Few studies have been conducted to explore topics related to blended learning in Vietnam and the current study was conducted to fill such a gap. This study focuses on exploring English-majored students’ perceptions toward the benefits and challenges of blended leaching in EFL classes. Participants included 440 English-majored students ranging from 18 to 22 years old coming from three study majors namely English Teacher Education, English Language Studies and English Interpretation and Translation in a multi-disciplinary university of 56 years old in Vietnam. Findings reveal that students perceived that blended learning offers them various benefits as well as some challenges. Suggestions are proposed to enhance blended learning for English-majored students in Vietnam and elsewhere.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0939/a.php" alt="Hit counter" /></p>
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Tuyen, Le Van, Huynh Thi An, and Tran Kim Hong. "STRATEGIES USED BY UNDERGRADUATE ENGLISH-MAJORED STUDENTS IN ORAL COMMUNICATION." VNU Journal of Foreign Studies 36, no. 1 (March 17, 2020). http://dx.doi.org/10.25073/2525-2445/vnufs.4506.
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Communication strategies (CSs) play a significant role in enabling EFL students to achieve a higher level of English proficiency and good ability in oral communication. Helping both EFL teachers and students be aware of CSs is essential in the Vietnamese context. This study, therefore, aimed to explore the most commonly used strategies in English oral communication among English-majored students at Ho Chi Minh City University of Technology (HUTECH)-Vietnam. Two instruments were employed to collect both qualitative and quantitative data, namely (1) the questionnaire and (2) the focus group with the participation of 213 English majored sophomores, juniors and seniors. The findings of the study revealed that the most commonly-used speaking strategies are ‘fluency-oriented’, ‘message reduction and alteration’, and ‘negotiation for meaning while speaking’, and that the students used achievement strategies more often than reduction ones; and the most commonly-used listening strategies are ‘negotiation for meaning while listening’, ‘non-verbal’ and ‘scanning’. The findings also revealed that there are no significant differences in the use of CSs among the three academic levels of students. It is expected that the findings of the study would partly contribute to the enhancement of communicative competence (CoC) and the use of CSs among students at HUTECH in particular and at the Vietnamese tertiary level in general.
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Huynh, Son Van, Thien-Thu Truong-Thi, Nhu-Thuyen Dang-Thi, and Vinh-Long Tran-Chi. "Mental Well-Being of Students of Pedagogy at Ho Chi Minh City: A Cross-Sectional Study." JOURNAL OF CLINICAL AND DIAGNOSTIC RESEARCH, 2021. http://dx.doi.org/10.7860/jcdr/2021/46941.15066.
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Introduction: The well-being of students refers to the psychological, cognitive, and social functioning of the life of students. The Vietnamese undergraduate students are under a great deal of burden and pressure, that makes examining their well-being more necessary than ever. Aim: To examine the Vietnamese Pedagogy students' well-being. Materials and Methods: This was a cross-sectional study from April 2018 to September 2018, on Four hundred and seventy-six students (128 males and 348 females) at the Ho Chi Minh City University of Education on completed paper-based questionnaires that included demographic items. Our research utilised the Mental Health Continuum Short Form in Vietnamese, which surveyed Vietnamese pedagogy undergraduates. The scale was developed with an aim of creating a brief self-rating assessment tool which accesses three components of well-being: emotional, social, and psychological. The emotional well-being subscale including 3 items is defined as positive effects/satisfaction with life. Social well-being includes social contribution, social integration, social actualisation, social acceptance, and social coherence. Finally, six items represent psychological well-being: self-acceptance, environmental mastery, positive relations with others, personal growth, autonomy, and purpose in life. To achieve this goal, descriptive statistics were used for describing the sample statistics and conclusion. The Statistical Package for the Social Sciences version 16.0 was used for data analysis. Frequency, percentage, mean score, and standard deviation were used to analyse descriptive and inferential statistics. Results: A convenience sample of 476 (response rate of 600 questionnaires distributed at 79.3%) Vietnamese students from the Ho Chi Minh City University of Education was studied which included 128 males (26.9%) and 348 females (73.1%). The majority of the participants (78.6%; n=372) were born in Ho Chi Minh City, and 21.4% (n=102) were born in other provinces of Vietnam. Regarding their academic year, 50.4% (n=240), 18.9% (n=90), 13.2% (n=63) and 17.5% (n=83) were respectively represents, sophomore, junior, and senior, respectively. The results indicated that Vietnamese Pedagogy students had a high level of psychological well-being (M=2.99, SD=1.12) and emotional well-being (M=2.96, SD=1.26), while their social well-being (M=2.40, SD=1.12) was medium. Conclusion: Pedagogy students in Vietnam had a high level of psychological well-being, emotional well-being, and medium level of social well-being. All results obtained after this research are indispensable to understand the pedagogy undergraduates’ well-being. This research was conducted with the notion that it would act as a stimulant in extending related work to improve pedagogy students' well-being.
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Thuy, Dang Thi Thanh, Tang Thi Thuy, and Trinh Van Minh. "Review of Self-directed Learning Readiness Assessments Among Undergraduate Students in the World and Lessons Learnt for Vietnam." VNU Journal of Science: Education Research 37, no. 2 (June 16, 2021). http://dx.doi.org/10.25073/2588-1159/vnuer.4524.
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This article aims to provide the selected findings of self-directed learning readiness assessment to undergraduate students in various countries. It also offers relevant recommendations for promoting self-directed learning to Vietnamese higher education institutions. Through desk study by analyzing articles and studies of self-directed study readiness assessment, the result shows that the level of self-direct learning readiness among undergraduate students is different due to the influence of mental, social and demographic variables. Some practical recommendations for higher education institutions, students, teachers and researchers are proposed to promote self-directed learning. It is expected that this study will partly contribute to promote the students’ initiative and creativity in learning associated with lifelong learning.
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Thuy, Dang Thi Thanh. "Development of Self-Directed Learning Readiness Scale for Vietnamese Undergraduates." VNU Journal of Science: Education Research, May 18, 2022. http://dx.doi.org/10.25073/2588-1159/vnuer.4596.
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This study aimed to develop a valid and reliable instrument to diagnose students’ attitudes, abilities and personality characteristics, necessary for self-directed learning among undergraduate students in Vietnam. The study was undergone into two stages including developing and testing the questionaire. Besides desk study, expert interview was utilized to 05 experts and 30 undergaraduate students in educational measurement to assess the content and construct validity of a number of items perceived to reflect self-directed learning readiness in the questionaire. At the same time, the software of SPSS 26.0 was utilized to ensure the validity and reliability of the scale after the testing stage with a sample 1200 students who are studying education science and natural science & technology. The research result showed that, Cronbach's alpha coefficients was above 0.8 and 42/42 questions have a total variable correlation of over 0.03, ensuring the reliability of the scale. That is expected to allow educators to assess and diagnose their students’ learning needs and their readiness for learning, thereby supporting the educators to implement teaching strategies that will best suit the students. Furthermore, the development of this scale will provide valuable data for curriculum development at the higher education institutions.
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Thu Ha, Nguyen. "The Development of Critical Thinking for Undergraduate Students: A Case Study in Vietnam." Asian Journal of Education and Social Studies, November 29, 2019, 1–9. http://dx.doi.org/10.9734/ajess/2019/v5i430156.
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In several decades recently, critical thinking is a high-ranked cognitive ability which plays a very important role in improving the effectiveness of teaching and learning activities. With the peculiarity of tertiary education which provides training and preparation for students before entering the career world of their choice, the development of critical thinking becomes more necessary and inevitable in order to perfect the students' learning and working ability. The development of critical thinking for students has been paid attention in Vietnamese education system to support students to better their thinking capability.
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Evans, Michelle J. "A STUDY OF ACADEMIC GENRE: EXPLORING WRITING IN ENGLISH FOR UNIVERSITY PURPOSES WITH VIETNAMESE STUDENTS." VNU Journal of Foreign Studies 35, no. 1 (February 18, 2019). http://dx.doi.org/10.25073/2525-2445/vnufs.4338.
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Higher Education students in Vietnam are increasingly expected to write in English for university and professional purposes. This study identified the written texts in English that postgraduates had written for university purposes and explored their perceptions of or attitudes towards these. Using a classification of university genres developed from the British Academic Written English (BAWE) Corpus, ten case study students showed how their experiences of genres at lower levels of education had been heavily standardised. At undergraduate levels, English-major students and students studying in English-medium instruction were expected to write a wider variety of genres. At postgraduate levels, however, students from all subject areas were also required to write some genres, especially scientific research reports in English. Students’ attitudes towards assignments were influenced by effort and achievement levels, and the extent to which they felt prepared to write the type of text required. A number of key writing challenges were identified by students via self-reports and think-aloud protocol methods. Many students felt unprepared to write the genres expected of them, including the need for academic vocabulary and critical thinking. Findings indicated that non-English major postgraduate students (especially those enrolled on science-based courses) could benefit from a genre-sensitive pedagogy at late undergraduate or early postgraduate level.
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Dang, Tin, and Quyen Le. "Learning Place Control: Vietnamese EFL Students’ Appreciation and Trust." International Journal of Language Education and Applied Linguistics, January 17, 2022, 56–63. http://dx.doi.org/10.15282/ijleal.v11i2.6597.
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Learners in the contemporary digital world tend to move from space to space during their learning process. However, transforming such spaces to effective learning places is not simple. This study aims to investigate Vietnamese EFL students’ appreciation for various learning spaces and their willingness in turning those spaces into places for learning purposes. The factors associated with this process are also explored. Employing a short questionnaire distributed to 226 undergraduate students and several follow up individual interviews, the study shows that most students travel across some spaces in their daily learning activities, but they do not try to control those spaces. They only appreciate their teacher-created and self-created solo learning spaces and accept these spaces as their learning places. They also agree that these are the spaces where they can best control their learning. These findings present a complex picture of students’ exercise of taking control in their learning. It appears that the initiation of their learning must start with trust and convenience in a learning space. The attempt to control a learning space does not start with careful considerations as often seen in autonomous learners. This emphasises the role of trust in nurturing and shaping learners’ capacity of space control for learning purposes.
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"Adapting the Ryff Scales of Psychological Well-being: a 28-Item Vietnamese Version for University Students." Tạp chí Khoa học Xã hội và Nhân văn (VNU Journal of Social Sciences and Humanities) 5, no. 2 (May 3, 2019): 176–97. http://dx.doi.org/10.33100/jossh5.2.calderon.etal.
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Research in psychological well-being and correlates to general health have blossomed in the last 20-25 years. However, little research exists in health and psychological well-being of the Vietnamese population, partially due to a lack of valid and reliable research instruments available in the Vietnamese language. This study aimed to produce a short, valid and reliable research instrument in Vietnamese to assess the psychological well-being of university students. The 54-item Ryff Scales of Psychological Well-being (RSPWB), a widely used and validated instrument, was the instrument of choice. A research questionnaire, which included the RSPWB, was translated and completed by 253 Vietnamese undergraduate students (18-27 years of age). Analyses included the use of partial least squares, structural equation modeling (PLS-SEM) - a second generation statistical technique for testing complex path models, to evaluate the validity and reliability of the 54 items. As a result of the research, the PLS-SEM analyses produced a multidimensional model with six factors (autonomy, environmental mastery, purpose in life, personal growth, positive relations with others, and self-acceptance) and 28 items that demonstrated good convergent and discriminant validity and reliability. Moreover, the 28-item Vietnamese version of the RSPWB supported the same multidimensional six-factor structure as proposed in the original RSPWB. In conclusion, the adapted 28-item Vietnamese version of the RSPWB is shorter in length, has good psychometric properties, and helps to fill a current gap of available research instruments for advancing the current understanding of psychological well-being and relationships to health in Vietnamese university students. Received !6th January 2019 ; Revised 15th April 2019; Accepted 23rd April 2019