Relevant bibliographies by topics / Vietnamese university

Academic literature on the topic 'Vietnamese university'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Vietnamese university"

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Van, Thuong Nguyen, Michael Tirant, Phuong Pham Thi Minh, Francesca Satolli, Claudio Feliciani, and Torello Lotti. "Vietnamese Dermatology." Open Access Macedonian Journal of Medical Sciences 7, no. 2 (January 28, 2019): 179–80. http://dx.doi.org/10.3889/oamjms.2019.131.

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BACKGROUND: The World Health Academy of Dermatology, the Vitiligo Research Foundation, the University of Parma-Italy and the University of Rome Guglielmo Marconi, Rome-Italy have successfully joined Vietnamese Dermatology Community in the ambitious project of positionìng Vietnam in the Dermatologic Olympus. AIM: The aim of our special issue is to present some pearls of the Vietnamese Dermatology devoted to the description of the national and hopefully international declining of traditional therapies. METHODS: We present 36 contributions from all academic hospitals of Vietnam reflecting the therapeutic strategies and every day's dermato-venereology practice in Vietnam. RESULTS: This special issue show the efficacy and safety of our Vietnamese approach continuously embracing the concept that "old and traditional is beautiful when safe, effective and cheap". CONCLUSION: Vietnamese Dermatology is deeply concerned with any possible marketing orientated lucrative therapies, thus emphasising the risk/benefits ratio of "old-traditional" versus "new" therapeutic strategies.
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Duong, Quang Minh. "University Experiences and Satisfaction of Vietnamese University Students." Journal of Studies in Education 5, no. 4 (September 27, 2015): 90. http://dx.doi.org/10.5296/jse.v5i4.8344.

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<p>Student satisfaction is an important part of the effort to market higher education successfully and learning programs, and an important factor in measuring the quality of learning approach. This study explored the student satisfaction in Vietnamese higher education, and how student satisfaction was affected by personal and university experience variables. A quantitative research method was used in the study; out of the 618 third-year students of 24 departments and faculties at in the University of Social Sciences and Humanities - Vietnam National University Ho Chi Minh City responded to the study and were study participants. The findings of this study show that students were moderately satisfied with their environment on campus. The study also shows that of university experiences had significant positive effects and personal variable had significant negative effects on student satisfaction. </p>
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Vershinina, Valeria V., Nadezhda V. Kolotova, and Nikita S. Kuklin. "The Vietnam cross days between MGIMO University and St Petersburg State University." Russian Journal of Vietnamese Studies 6, no. 2 (July 12, 2022): 90–98. http://dx.doi.org/10.54631/vs.2022.62-109180.

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The article surveys a scientific conference and a scientific-practical student seminar held in Moscow and in St Petersburg in the frameworks of the Vietnam Cross Days that were organized by MGIMO Vietnamese Students Association, the ASEAN Centre in cooperation with the Ho Chi Minh Institute of the Saint-Petersburg State University. Russian and Vietnamese speakers discussed a wide range of issues, including bilateral relations, growth and development of Vietnam, as well as the history, culture and language of this country.
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Hoc, Le Hieu, and Nguyen Duc Trong. "University–Industry Linkages in Promoting Technology Transfer: A Study of Vietnamese Technical and Engineering Universities." Science, Technology and Society 24, no. 1 (January 31, 2019): 73–100. http://dx.doi.org/10.1177/0971721818821796.

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Both university and industry are key actors of the national innovation system (NIS) of any country (OECD (1997) National Innovation Systems, OECD Publishing, Paris). Not only does the university or industry contribute to the knowledge production and transformation in the NIS as an individual actor but also the collaboration between these two institutions is increasingly a critical component of the NIS. This is truly illustrated either in developed countries or in developing ones. This article first reviews the current status of NIS in Vietnam to see the contribution of Vietnamese universities in knowledge transfer. Second, it describes the collaboration between university and industry in Vietnam by presenting the findings of a survey of 570 respondents, who are teaching at five Vietnamese technical and engineering universities to better understand the different types of university-industry (U–I) collaboration and motivations of and barriers to the university and industry linkage in Vietnam. Based on such findings, some recommendations to promote the university and industry linkage in research and technology transfer are proposed for the university, the industry and the government so that the Vietnam’s NIS will have more impact on economic development.
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Dinh, Dr Van Toan. "THE THIRD MISSION OF UNIVERSITIES: CONSTRAINTS AND POLICY RECOMMENDATIONS FOR THE CASE OF VIETNAM." International Journal of Management & Entrepreneurship Research 3, no. 4 (May 17, 2021): 144–53. http://dx.doi.org/10.51594/ijmer.v3i4.222.

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This article researches current practices of several Vietnamese universities to fulfill their third mission. Analyzing results of major activities (such as technology transfer, research commercialization, and entrepreneurship) in 9 universities in the North of Vietnam from 2013 to 2018, the article identifies the limitations and suggests a number of governance policies to support universities in fulfilling their third mission in Vietnam’s current context. Keywords: Third Mission, University, Entrepreneurial University, Technology Transfer, Commercialization.
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Reise, Carsten, and Luan Phan. "Sustainable Manufacturing in Vietnamese Engineering Education – Approaches from the Vietnamese-German University." Procedia CIRP 40 (2016): 341–46. http://dx.doi.org/10.1016/j.procir.2016.01.059.

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

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Currently, in the training curriculum of Bachelor degree in Vietnamese Studies (for an audience of foreign students), Vietnamese Literature is one of the compulsory subjects. This is an interesting subject, but hard for foreign students due to limited language skills nad capacities. Therefore, how to motivate foreign students to excitedly learn Vietnamese Literature and thoroughly understand literary works of Vietnamese literature? This paper raises some experiences in the application of the group discussion method based on the hierarchical theory of Benjamin Bloom's thinking when we teach Vietnamese Literature to foreign students, particularly fulltime regular students (in the formal system) studying at the Faculty of Vietnamese Studies, University of Social Sciences and Humanities – Vietnam National University, Ho Chi Minh City. This method helps teachers to maximize the motto “learnercentered”, and also helps students to make effective use of P.O.W.E.R studying methods (initiated by Professor of Psychology Robert S. Feldman, University of Massachusetts) in order to promote active, positive and creative learning.
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Dao, Mai Thi Ngoc, and Anthony Thorpe. "What factors influence Vietnamese students’ choice of university?" International Journal of Educational Management 29, no. 5 (June 8, 2015): 666–81. http://dx.doi.org/10.1108/ijem-08-2014-0110.

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Purpose – The purpose of this paper is to report the factors that influence Vietnamese students’ choice of university in a little researched context where the effects of globalization and education reform are changing higher education. Design/methodology/approach – A quantitative survey was completed by 1,124 current or recently completed university students in Vietnam. Marketing approaches are drawn upon to inform the exploration and understanding of student choice and decision making. Findings – The factor analysed data showed the nine key factors influencing student decisions, in order of significance, as facilities and services, programme, price, offline information, opinions, online information, ways of communication, programme additions, and advertising. There are significant correlations in the Vietnamese context between the factors of price and facilities, and services and programme, and differences between genders and types of students in choosing a university. Research limitations/implications – Whilst this paper is a starting point, more research is needed in the Vietnamese context with deeper levels of analysis including the differences between types of universities and fields/disciplines, in addition to wider sampling. Practical implications – A greater understanding of the Vietnamese context helps to inform marketing practices in a country experiencing increasing competition in higher education. Social implications – Findings from studies in other contexts many not be directly transferrable to Vietnamese universities suggesting the need for a contextual understanding of these factors and a suitably nuanced marketing response. Originality/value – This paper identifies the need for cultural understanding of little researched contexts and calls for further research which does not assume all cultures and contexts will have the same underlying Vietnamese model of university choice.
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Quynh, Ho Thi Truc. "SOCIAL SUPPORT AMONG VIETNAMESE UNIVERSITY STUDENTS: EVIDENCE OF GENDER DIFFERENCES." Dalat University Journal of Science 12, no. 1 (May 11, 2021): 69. http://dx.doi.org/10.37569/dalatuniversity.12.1.777(2022).

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Social support is considered to be an important element of relationships. Previous studies have provided evidence that low social support is closely related to poor physical and mental health. Gender has an important influence on social support for university students; however, research on the level of social support and differences in social support by gender for Vietnamese university students is still lacking. The current study aims to investigate the level of social support and gender differences in social support for Vietnamese university students. A total of 859 Vietnamese university students have completed the Perceived Social Support Scale (PSSS). The results revealed that Vietnamese university students have a high level of social support and that male students have a lower level of social support than female students. Factors that may contribute to gender differences in social support are discussed. These findings have important implications for the development of interventions to provide gender-based social support.
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Nguyen, Thi Thu Hoai. "Vietnamese studies training programs in Vietnam in the context of international integration: Reality and development orientation." Ministry of Science and Technology, Vietnam 64, no. 3 (December 20, 2022): 105–14. http://dx.doi.org/10.31276/vmostjossh.64(3).105-114.

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Vietnamese studies was launched as a training program in Vietnam in the last decade of the twentieth century at Da Lat University. Since 1994, Vietnamese studies has gradually become established as a highly applicable science in the context of international integration. After nearly 30 years, dozens of international and national seminars on research and training orientation have been organised to evaluate early achievements as well as shortcomings and limitations that need to be addressed. This study is based on an analysis of the development process to find answers to the fundamental problems of Vietnam so it can thereby perform its roles and missions well under the current context of international integration. Vietnamese studies is a subject built on general knowledge about Vietnam's geography, history, literature, people, and culture. This paper is aimed to answer what distinguishes Vietnamese studies from other social sciences and humanities disciplines; how should interdisciplinarity, rather than a mere addition to forming general knowledge, be clearly understood to carry out the true nature; and how should the Vietnamese studies training program organization be designed to meet the new requirements set by the integration context. To achieve the research objectives mentioned above, the historical - documentary method, and observation - interview method were used in this paper.
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Dissertations / Theses on the topic "Vietnamese university"

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Nguyen, Quy Khanh. "Vietnamese return skilled migrants and their reintegration in Vietnam /." [St. Lucia, Qld], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18234.pdf.

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Le, Thi Nguyet. "Blended learning in teaching English to Vietnamese university students from EFL lecturers' perspectives." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2574.

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With the rapid growth of Web 2.0 and information technology, blended learning - a combination of face-to-face and online learning - enables university lecturers to extend teaching and learning beyond the confines of their classrooms. The Government of the Socialist Republic of Vietnam recognised the importance of these innovations and mandated the use of information and communication technologies in higher education institutions. This directive overlapped with the Government’s policy to make English the major foreign language in the country in a response to globalisation given the springboard into the global economy English provides. As a result, two simultaneous, parallel movements are occurring in Vietnamese universities: (i) an upsurge in teaching English as a Foreign Language (EFL); and (ii) a focus on using blended learning (BL) for teaching and learning. This study investigated Vietnamese EFL lecturers’ perspectives of how well they were managing their implementation of BL in teaching English to non-English major students in Vietnamese universities. The principal aim of this research was to investigate how these lecturers were dealing with, coping with, or managing the mandated implementation of BL in their teaching. Semi-structured interviews occurred with twenty EFL lecturers from ten different universities in Vietnam. The findings revealed most of the EFL lecturers were not managing their implementation of BL in English teaching effectively while a very small number admitted their effective use of BL. Contributing to the lecturers’ implementation of BL were personal, institutional, and socio-cultural and economic factors. When the two major factors - personal and institutional - were positive, the lecturers could manage their implementation of BL effectively. The contributory socio-cultural and economic factors - especially the Confucian teaching tradition - hindered the quality of the lecturers’ implementation of BL. The study provides a framework for managing the implementation of BL effectively in English language education in Vietnamese universities.
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Hoang, Ngoc Tue. "EFL teachers' perceptions and experiences of blended learning in a Vietnamese university." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/83945/1/Ngoc%20Tue_Hoang_Thesis.pdf.

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This qualitative study investigates English as Foreign Language (EFL) teachers' perceptions and practices of blended learning in a Vietnamese university and influencing factors. Findings revealed that teachers have limited understandings and use of blended learning due to three primary influential factors: (i) the traditional teacher-centred pedagogy, (ii) institutional management and leadership styles, and (iii) fragmented knowledge of technological, pedagogical, and content knowledge (TPACK) for blended learning. To improve the take up and potential benefits of blended learning in EFL education in Vietnamese universities, this study proposes (i) a systematic understanding of blended learning concepts, (ii) a localised TPACK framework, and (iii) a model of teacher professional development program.
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Le, Minh Thi Vanawipha Pasandhanatorn. "Traditional postpartum practices among Vietnamese mothers : a study in anthi district, Hungyen province /." Abstract, 2004. http://mulinet3.li.mahidol.ac.th/thesis/2547/cd364/4537972.pdf.

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Tran, June [Verfasser]. "Enhancing Graduate employability: The perspectives of Vietnamese university students and graduates / June Tran." München : GRIN Verlag, 2014. http://d-nb.info/1183917937/34.

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Shaw, Jonathan. "Pragmatic dualism : socio-economic change, teachers and knowledge transfer to Vietnamese university curricula." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394255.

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Mai, Hoang Tran. "Associated risk factors in developing cervical cancer among Vietnamese women /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17858.pdf.

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Na, Pham Phu Quynh. "Error analysis in Vietnamese - English translation pedagogical implications /." View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/20242.

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Thesis (Ph.D.) -- University of Western Sydney, 2005.
"A thesis submitted to the School of Humanities and Languages of the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfillment for the requirements of the degree of Doctor of Philosophy, December 2005." Includes bibliographical references and appendices.
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Chinh, Nguyen Quoc. "The testing process in a Vietnamese university, an investigation of teachers' and students' perceptions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24217.pdf.

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Bui, Thi Hien. "EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2512.

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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.
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Books on the topic "Vietnamese university"

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Tiến, Phúc. Đường vào NUS: NUS from Vietnamese experiences. TP. Hò̂ Chí Minh: Truyền thống hợp điểm, 2008.

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University Boulevard. Ann Arbor, MI: Clock Tower Press, 2003.

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Crankshaw, R. W. Combat university class of '69. Madison, TN: Little Attic Press, 2001.

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Chow, Henry P. H. Socio-cultural and educational adaptation: A survey of Vietnamese-Canadian university students in Regina. Regina: University of Regina, Dept. of Sociology and Social Studies, 2005.

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Forging a fateful alliance: Michigan State University and the Vietnam War. East Lansing: Michigan State University Press, 1998.

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The chimes of freedom flashing: A personal history of the Vietnam anti-war movement and the 1960's. Washington, DC: TCA Press, 1996.

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Rads: The 1970 bombing of the Army Math Research Center at the University of Wisconsin and its aftermath. New York: HarperCollins Publishers, 1992.

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Lucas, Brad. Radicals, rhetoric, and the war: The University of Nevada in the wake of Kent State. New York: Palgrave Macmillan, 2006.

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Berkeley at war, the 1960s. New York: Oxford University Press, 1989.

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Berkeley at war, the 1960s. New York: Oxford University Press, 1990.

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Book chapters on the topic "Vietnamese university"

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Van Dao, Khanh, and Martin Hayden. "Vietnam’s Progress with Policies on University Governance, Management and Quality Assurance." In Reforming Vietnamese Higher Education, 37–50. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8918-4_3.

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Ngo, Mai Tuyet. "University Governance in Vietnam and East Asian Higher Education: Comparative Perspectives." In Reforming Vietnamese Higher Education, 51–74. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8918-4_4.

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Thuy Tran, Thuy Thi Bich. "Perceived Effectiveness of the Basic English Curriculum: Vietnamese University Graduates’ Perspectives." In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings, 101–15. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_9.

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Nguyen, Huong Thu, Ian Walkinshaw, and Hiep Hoa Pham. "EMI Programs in a Vietnamese University: Language, Pedagogy and Policy Issues." In English Medium Instruction in Higher Education in Asia-Pacific, 37–52. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51976-0_3.

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Hung, Phan Duy, and Nguyen Cong Minh. "Application of Fuzzy Logic in University Suggestion System for Vietnamese High School Students." In Future Data and Security Engineering, 656–64. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35653-8_44.

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Duong, Anh Son, and Kim Hanh Dung Vu. "Balancing Medical Needs and Economy Policy in the Covid-19 Pandemic: A Review of the Vietnamese Government Response." In Kobe University Monograph Series in Social Science Research, 79–107. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-4238-9_5.

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Vu, Ngoc Tung, and Do Na Chi. "Vietnamese University Students’ Motivation and Engagement with Participating in Extracurricular Activities to Develop Employability." In Graduate Employability Across Contexts, 227–44. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3959-4_12.

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Ngo, Xuan Minh. "(Re)Creating Listening Source Texts for a High-Stakes Standardized English Test at a Vietnamese University: Abandoning the Search in Vain." In Challenges in Language Testing Around the World, 317–25. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4232-3_23.

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Phước, Nguyễn Hữu. "The Philosophies and Development of a Free Education." In The Republic of Vietnam, 1955-1975, 93–104. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501745126.003.0009.

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This chapter traces the development of Vietnam's education system when the Republic of Vietnam (RVN) took over. At the time, the Ministry of Education (MOE) continued the French-style centralized educational system. Other developments included an overwhelming preponderance of college-preparatory high schools and a dichotomy of one system for technical agricultural schools and another for university in higher education. The chapter shows that it was during the early years of the RVN that the RVN's first educational guiding principle emerged, which was nationalism. However, education in general did not undergo significant changes for the newly formed republic, which faced multiple reorganizations and political realignments. The education system continued to be viewed as a legacy rather than a Vietnamese system that would serve the needs of Vietnamese society. This began to change in the 1950s, when it was established that Vietnamese education should be “nationalistic,” “humanistic,” and of “open mind for changes.”
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Bui, Thuy, Thi Thom Thom Nguyen, and An Duc Nguyen. "Vietnamese higher education language planning and university students’ career development." In English Tertiary Education in Vietnam, 54–67. Routledge, 2018. http://dx.doi.org/10.4324/9781315212098-5.

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Conference papers on the topic "Vietnamese university"

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Wang, Chia Nan, and Anh Phuong Le. "Assessing the Efficiency of Using Facebook Promoting Vietnamese University Brand." In the 2nd International Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3206185.3206208.

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Phong, Hoang Anh. "An Investigation Into the Effects of Mother Tongue on Vietnamese First-year English-majored Students' Writing Skills." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.003.

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ABSTRACT This research focused on finding the patterns of mother tongue interference in written English of first-year English-majored students at University of Languages and International Studies, Vietnam National University, Hanoi as well as discovering effective methods to mitigate them. It analyzed how much students are affected by Vietnamese, their mother tongue in terms of grammar, vocabulary and sentence conjunctions. The researcher examined 84 students’ questionaire and interviewed 9 random students. From the data collected, it can be seen that most students’ writings consisted of grammatical inaccuracies related to Vietnamese writing habits. Conversely, the frequency of lexical mistakes was quite low. In terms of sentence conjunctions, most students still forgot to use a comma before certain linking words. Based on the findings, it is advisable for students to ameliorate the Vietnamese influences by familiarizing themselves with native speakers’ thinking system with several tools such as books, TV shows and forums. Keywords: mother tongue, first language, interference, English-majored students
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Salosina, Irina V. "Area of comfort: Russian language training for Vietnamese students at technical university." In International Conference «Responsible Research and Innovation. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.02.112.

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Karabushckenko, Natalya B. "Coping Strategies Of Vietnamese And Russian Students Of An Internationally Oriented University." In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.18.

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Nga, Tran Thi. "ALTERNATIVE EDUCATIONAL ACTIVITIES TO ENHANCE YOUTH’S PARTICIPATION IN SOCIAL INNOVATION IN HIGHER EDUCATION: THE CASE STUDY OF “ACTIVE CITIZENS” PROGRAM BY BRITISH COUNCIL IN A VIETNAMESE UNIVERSITY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end072.

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"The paper will provide the overview and practices of embedding social innovation into higher education through extra-curriculum activities in Vietnamese universities. The paper argues that the educational experiences provided by “Active Citizens” program can provide the youth necessary global skills, mindset and hand-on experiences to engage youth to social innovation through their social action projects. The study also recognizes that most challenging issue in carrying out this kind of program is to sustain students’ engagement and their active investment in their initiatives. The study also sees great potentials for enhanced partnerships among university-community in terms of both professional and financial support for student’s projects. Finally, there are discussions on embedding social innovation into Vietnamese universities to serve for higher education’s third mission."
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Oanh, Hoang Thi Kim. "An Investigation into the Influences of Anxiety in Non-English Major Tertiary Learners’ Willingness to Communicate Orally in Vietnamese EFL Classrooms." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.7.

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This paper scrutinized the impact of foreign language anxiety on tertiary Vietnamese students’ willingness to communicate orally in EFL classrooms. The study had two research questions: 1) Which is the most common type of foreign language anxiety experienced by non – English tertiary Vietnamese students in EFL classrooms, and 2) What is the correlation between foreign language anxiety and Vietnamese students’ willingness to communicate orally in EFL classrooms. The data was collected from 176 non-English major tertiary students learning in a public university in Ho Chi Minh City by facilitating the Willingness to communicate Scale and Foreign Language Anxiety Scale. The study’s results analyzed in a quantitative descriptive approach indicated that communication apprehension was the most common type of anxiety experienced by the students in the English learning process. The study found that language anxiety negatively correlated with willingness to speak. It means the students were more anxious, they could not engage in the in-class communicative activities, which might affect their academic performance. The present paper hopes to provide educators and school managers who might encourage students’ readiness to join speaking activities in Vietnamese EFL classrooms with a comprehensive understanding of the influence of foreign language anxiety on students’ willingness to communicate.
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Maryska, Milos, Petr Doucek, and Lea Nedomova. "Comparison of Applicant's Results for Studies from Russia and Vietnam at the University of Economics, Prague." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3708.

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Aim/Purpose: The aim of this paper is analysis of applicants for study at the University of Economics, Prague (UEP) that are coming from foreign countries. The second aim is to learn the graduation rate of foreign students. Background: Knowledge about applicants results are important for changing entrance exams according to the changing situation in high school education systems and according to the changing requirements coming from teachers at UEP. The background question is, if the both components of entrance exams should have the same significance. Methodology: Entrance exams results were analysed for 2009-2016 period. We used standard statistics methods supported by the IBM SPSS tool and Microsoft Excel. All data were processed by way of Microsoft SQL Server. We analyzed the faculties that require Mathematics and English entrance exams. We are comparing mainly results of applicants from Russia and Vietnam. For graduation rate estimations the logit model approach has been applied. The data for our analysis came from UEP information systems and hard-copy applications and were then set anonymous. Contribution: Detailed analysis of situation at the UEP and guideline on how to process similar research at another universities. Paper offers comparison of Russian education system results in Mathematics and English with the education system of Vietnam. Further contribution is for Vietnamese potential applicants for study in the Czech Republic. Findings: Based on our analysis, we concluded that total number of applicants for studies was 109,996 students at the UEP during the analyzed period and applicants from Vietnam 1,686 and from Russia 7,227. For studies were accepted 717 applicants from Vietnam (42.5%) and 1,986 applicants from Russia (27.5%). We were also able to prove a slightly positive correlation between the number of points obtained for the English entrance exam and the mathematics entrance exam. However, this correlation goes slightly downhill over time. Further findings are from logit model of correlation between number of obtained points and successfully studies completion. The border for effective acceptance of students from this data set is approximately 170 obtained points in entrance exam. Recommendations for Practitioners : This analysis offers results of entrance exams on UEP from English and Mathematics. Recommendation could be held in comparison of education systems efficiency in Russia and Vietnam in these two areas with reflection requirements on students of economy at University of Economics, Prague. Recommendation for Researchers: The way of analysis, number of analyzed sample, final data and conclusions from this research. Using logit model for study success rate modeling. Offer for cooperation in analysis of entrance exams data queues. Impact on Society: Comparison of entrance exams results on University of Economics, Prague between Russian and Vietnamese applicants for study in the area of economics. Comparison of education systems effectiveness in Vietnam and in Russia in relation to economics studies in EU country. Future Research: Process this analysis in longer period and extend for another countries and nationalities. Next step planned for this is year is analysis of relation among results of Mock Entrance Exams – Entrance Exams – Study Results. This is long-term plan. In next 5 years, we should be able to answer question if there is some probability, that students failed during standard entrance exams when these students pass mock exams for example because he was in stress?
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Nguyen, Uyen Tran Tu, Yen Hoang Pham, and Thanh Thanh To. "Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.

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Student engagement plays a vital role in their performance in in-class activities. The importance of student engagement in a foreign language class has been proved in many prior studies. Most of them have mainly focused on students' and teachers’ perceptions towards student engagement in learning English. However, the current paper quantitively analyzed factors affecting student engagement and its correlation between variables. There are two research questions: 1) What factors influence non-English major tertiary students in Vietnamese EFL class; and 2) To what extent do those factors correlate with non-English major students’ engagement in English classrooms? The study’s questionnaire was delivered to 83 non-English major tertiary students studying in a public university in Ho Chi Minh City, Vietnam. The findings found that motivation made a more significant contribution to student engagement than the three others (e.g., teacher-student interaction, family engagement, and peer support for learning). In this paper, the correlations between student engagement and those factors were found to be significantly positive. Based on the results, the present study’s implication was that teachers and school managers should form a strong relationship with students’ parents to manage their learning process and share education opinions related to boosting student engagement in EFL classrooms. The study also suggested more future research investigating influences of student engagement with different methods to generalize this field.
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LAM, Trung, Bach LE, Tuan Hoang DINH, and Hieu VU. "Relationships of Marketing, Customer Satisfaction and Customer Loyalty – A Case Of Vietnamese Dairy Retail Stores in Ho Chi Minh City, Vietnam." In Proceedings of the First International Conference on Computing, Communication and Control System, I3CAC 2021, 7-8 June 2021, Bharath University, Chennai, India. EAI, 2021. http://dx.doi.org/10.4108/eai.7-6-2021.2308610.

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Truc, Nguyen Thụy Ngọc. "A Study on the use of Technology in Translation by HUFI English-majored Students." In 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.28.

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This study aims to investigate students’ use of technology for their translation needs and investigate which translation tools students use most often. The study is based on a survey of 50 students majoring in English Language in courses 09DHAV to courses 12DHAV of Ho Chi Minh City University of Food Industry (HUFI). They are representative of each school year, covering a variety of levels, genders helping to identify any trends or differences among student translators at different educational levels. This article analyses by quantitative method with the results of 20 questions including multiple-choice and essay written in English. The results show that students use a lot of technology and prefer to use their phones to translate Vietnamese-English. The tool using Google Translate was voted as the most used by students, followed is TFlat, SmartCat. The preference for using a phone over using a computer increased after the first and final years of school. Students in the early years also show a significant preference for Google Translate as their most used tool, but this preference is much lower for seniors.
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Reports on the topic "Vietnamese university"

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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