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Publication

A Qualitative Case Study into Exploring the Learning Styles and Learning Strategies of Non English Major Vietnamese College Students

( 2020)

Trương Thị Như Ngọc

Learning styles and learning strategies have long been studied because they can influence learners’ success and promote learners’ autonomy, particularly in language learning. However, most studies in this area are carried out in international contexts rather than locally. Thus, many false assumptions have been made about Asian learning styles in general and Vietnamese learners in particular, i.e. they are passive and group-oriented learners, and they tend to learn by rote and memorising knowledge. The case study represents an attempt to find out if first-year non-English majored collegiate learners in Vietnam are passive or active. The significant findings from semi-structured interviews with two first-year non-English-majored Vietnamese college students indicate that Vietnamese college students are not passive and rote learners and the reasons for their reticence in class relate to their learning styles and the nature of the questions asked by their teacher. Furthermore, whether Vietnamese college students are group-oriented or not is not clearly proven from the finding. It may also depend on the students’ personality and how they view learning in a group. For that reason, further research is necessary. As regards learning strategies, it is not always the rote learning approach that the students employ. They only resort to it for fear of having lower marks in the exam. They learn with understanding and use other strategies to help them memorise the knowledge.

Publication

Blogging for Collaborative Learning in the Writing Classroom

( 2020)

Vu Phi Ho Pham

;

Ngoc Hoang Vy Nguyen

The primarily qualitative analysis reported in this paper is to investigate how the students, in a student-centered pedagogical focus, perceive their own learning progress in e-peer feedback activities, including the effectiveness of the use of blogs for e-peer responses in an L2 writing class. Thirty-two second year Vietnamese students at a university in Ho Chi Minh City participated in a 15-week writing course. Data collection was from the 20-item questionnaire and eight semi-structured interviews. Results of the study revealed that when students perceived good progression in their writing skills when they got involved in e-peer feedback on the blog and their writing was longer after revisions. In addition, the students highly evaluated the use of blogs for e-peer feedback activities because of its usefulness and effectiveness.

Publication

Digital story telling with Puppet Pals to generate freshmen's enjoyment in English Speaking

( 2020)

Lê Huỳnh Hà Vân

Foreign language enjoyment (FLE), or positive emotions (PE) in foreign language learning (FLL), has been proven beneficial to foreign language (FL) learners in their FL acquisition process. However, over the past decade, few pieces of research have emphasized the relationship between Mobile-assisted language learning (MALL) applications and FLE. This research aims to investigate whether Digital Storytelling (DST) with Puppet Pals app, a short form of digital media production, brings about freshmen’s enjoyment in English speaking. Sixty-nine freshmen at Van Lang University (VLU), Ho Chi Minh City, Vietnam participated in this project for seven weeks. A mixed-method was used in combination with three data collection instruments: The Foreign Language Enjoyment Scale (FLES), video recordings observation notes, and a semi-structured interview. The results indicate that DST with Puppet Pals results in FLE. The findings contribute to research on FLE in practice and on MALL by demonstrating how to generate freshmen’s FLE in English oral practice in Vietnam context and offering strategies for learners to reach FLE with Puppet Pals and DST.

Publication

Factors Influencing Life-Long Learning: An Empirical Study of Young People in Vietnam

( 2020)

Lan NGUYEN

;

Phong LUU

;

Ha HO

This study, not only investigates the important role of lifelong learning in shaping young people’s knowledge and in maximizing their potential, but also aims to shed light on the influencing factors of lifelong learning of young people in Vietnam. The author applied STATA and SPSS to analyze quantitative data collected from questionnaires with 332 respondents aged between 19 years old and 24 years old. Based on a holistic review of literature, this study concludes that four driver factors affect young people’s lifelong learning ability, comprising: organizational culture, motivation, human resource development, and domestic private type of enterprise. The results emphasize the positivity of organizational culture, human resource development, and the nature of work, especially organizational culture and human resource development, which are dominant reasons for young people to maintain lifelong learning. The relationship between demographics and lifelong learning was tested and it indicated that male has a stronger interest in learning than female. The result of the study also shows the impact of different types of business sectors on employees’ learning intentions. It points out that the domestic private type of enterprise is the most effective factor that has a positive relationship with the lifelong learning of the individual

Publication

Factors Influencing Technology Adoption in Vietnam’s Educational System

( 2020)

Nga TRAN

;

Thanh LE

;

Lan NGUYEN

;

Linh HOANG

;

Thuy NGUYEN

This research aims to shed light on the technology adoption process and its drivers in the Vietnamese educational system. Research data was collected with an online questionnaire from more than 600 teachers in primary schools, secondary schools, high schools, colleges, and universities in Vietnam in 2020. Based on a holistic literature review, we develop a model of two extrinsic factors (global needs and school-infrastructure), and two intrinsic factors (teachers’ technological literacy and their beliefs), which are correlated with the teachers’ technological adoption. We measure the dependent variable by asking the teachers’ ability and their efficacy to implement technology in teaching according to a Likert scale. With the support of SPSS_22 and STATA_2015, we find that over 70% of changes in technology adoption are explained by the changes in four independent variables and three control variables related to age, gender, and teachinglevel of the teachers. Furthermore, these independent variables are significantly and positively associated with two dependent variables. However, a significant difference in technology integration ability can be seen among teachers’ gender, age, and school-level. Specifically, male teachers seem to adopt technology at schools than female teachers better, and university teachers have the lowest level of technology adoption compared to other school-level teachers.

Publication

Factors Influencing to The University Choice of High Schools Pupils – An Empirical Study of Lam Dong Province, Vietnam

( 2020)

Vũ Minh Hiếu

Higher education environment has changed dramatically and faced competitively. Right choice of a tertiary institution is very crucial for all of the students because the process of university choice is highly complex. This study explores the impacting factors on the decision of university choice among high-school pupils in Lam Dong Province, Vietnam. The secondary data has been collected and used from previous studies and the primary data is done through 7 experts, 3 in-depths structured interviews with 10 pupils, and 273 survey questionnaires with high-school pupils. The findings show that the university reputation, tuition fee, matriculation chance, employment opportunities, and influential individuals are factors that influence highs school pupils’ decision of university choice to study. Furthermore, recommendations for university administrators and related others and the limitations of this study have also been presented.

Publication

How Mall Helps Students Promote Their Learner Autonomy at Văn Lang University Through Out of Class Activities

( 2020)

Trần Thị Ngọc Linh

The rapid development of high technologies has brought EFL/ ESL teachers all over the world a lot of opportunities to experience new devices and applications which help educators or trainers improve their old existing teaching methodologies (Grammar-Translation Method, Direct Method, Audio-Lingual or Total Physical Response) and construct suitable ways such as using MALL because “The future is increasingly mobile, and it behoves us to reflect this in our teaching practice” as noted by Hockly (2013), known as a move approach to help both EFL/ ESL teachers and learners achieve benefits with positive reactions in their language practices that have been largely recorded for ages. This research paper, therefore, aims at presenting how MALL can help students to develop their learner autonomy at Van Lang University in Vietnam. The study was conducted within ten weeks with the participation of ninety-seven English majors in two academic classes at the pre-intermediate level. The data was collected with means of questionnaire, observation, interviews, and students’learning diaries. The findings indicated that the assistance of mobile devices associated with the platform “Google-classroom” known as a social networking learning management system engaged both social interaction and collaboration of students closely for outside class activities, and also depicted that their learner autonomy was significantly improved with amazing results including the awareness of students towards English practices outside the class increasingly, students’ readiness towards giving their feedback or reflection to the work of their classmates after class positively, the development of EFL learners’ confidence clearly, and so on. Nevertheless, some external and internal issues need to be examined carefully for better future research such as the lack of students’ technical expertise, learners’ different language learning styles, the lack of learners’ motivation, limited internet connection, costs for internet use, and the limitation of students’ communicative or collaborative skills.Tran Thi Ngoc Linh has been teaching English for tertiary students with more than 15 years. Her lectures include English for Tourism, English for Hospitality, English for Translation and Interpretation, English for Business Administration, English for Marketing, English for Teaching Methodology, Academic Skills, and Basic Skills in English. She has mostly worked for universities in the South of Vietnam such as School of Hospitality Management (VATC), HUTECH University, BinhDương University, HCMC University of Pedagogy, HongBang International University, and VanLang University. She has already graduated her MA degree in TESOL from Victoria University of Australia and an MBA degree from Open University of Malaysia. She has also been conducting her PhD study in TESOL at Hue University of Foreign Languages, Hue University, Vietnam. Her current research interests include areas of MALL, Learner autonomy, and ELT.

Publication

Impact of Task-Based vs. Presentation-Practice-Production Instructional Methods on Students’ Productivity Skills

( 2020)

Pham Vu Phi Ho

;

Do Thi Huyen

The article compares the impacts of two instructional methods— Presentation-Practice-Production and task-based language teaching—to understand if there are any differences between the two in terms of improving students’ productivity skills. Seventy-eight students at Van Lang University, Ho Chi Minh City, Vietnam participated in the study. Students in the control group were trained using the Presentation-Practice-Production method, while those in the experimental group were trained using the task-based instruction method. Data was collected pre-test and post-test in response to the three research questions. The findings indicated that the task-based instruction model had a great impact on students’ grammatical performance in both writing and speaking, but was not superior to the Presentation-Practice-Production model. New research results confirmed the effectiveness of both methods when teachers put significant effort into their instructional activities.

Publication

Improve Teaching Capacity at Private Universities in Ho Chi Minh City, Vietnam According to AUN-QA

( 2020)

Phan Quoc Lam

;

Vo Van Tuan

;

Duong Thi Thanh

The purpose of this study was to develop an approach to assessing the potential of teachers for the possibility of introducing quality standards of the educational process according to AUN-QA in the higher education system of Vietnam. A survey of teachers and managers of 6 private universities in Ho Chi Minh City was carried out, aimed at assessing the quality of university teachers and their potential to AUN-QA standards. The number of respondents was 172 teachers and 42 managers of the studied universities. Evaluation of the survey responses was made on a 4-point Likert scale. Using the SPSS 22.0 software package, statistical processing of the results of the questionnaire survey of teachers was carried out. By means of questionnaires, an assessment of the need (urgency) and the possibility of implementing measures aimed at increasing the teaching potential was carried out. A pedagogical experiment was carried out, which involved the passage of training for teachers in order to increase the pedagogical potential: the development of the theoretical base and practical skills in the application of teaching methods, such as Teaching simulation, Teaching case studies, Learning project, Teaching by situation, Lecture, Problem solving, Teaching in groups, Practical methods, experiments, Training method, review. The experiment involved 61 teachers from Van Lang University. According to the results of the experiment, a statistically significant increase in the level of methodological knowledge of teachers and skills for their implementation was revealed. The results obtained are of practical importance and can serve as a basis for solving numerous problems of higher education in the country. They can also be used to improve the quality of educational services, the effectiveness of reforms in the education system of Vietnam.

Publication

Intrinsic and Extrinsic Academic Motivation of Students in Teacher Education University of Ho Chi Minh City, Vietnam

( 2020)

Nang-Nguyen Huu

The Academic Motivation is divided into two types: Intrinsic Academic Motivation and the Extrinsic Academic Motivation. Academic motivation is one of the factors contributing to student achievement and academic success. This study was conducted to understand students’ Intrinsic Academic Motivation and Extrinsic Academic Motivation. The sample included 212 students (71 male and 141 female). The results of correlation analysis show that there is a positive correlation between students’ Intrinsic Academic Motivation and Extrinsic Academic Motivation. There is a gender difference in extrinsic academic motivation, in which female students have higher extrinsic academic motivation than male. There is no gender difference in intrinsic academic motivation. Findings also suggest that there is no difference in significance to major intrinsically and extrinsically academic motivation. Based on the above research results, the research team proposes future research directions and ways to promote students’ motivation.

Publication

Listening Learning Strategies Employed by English Majors at The Saigon International University

( 2020)

Châu Thanh Nhã

It is unarguable that listening is one of the most significant macro skills in the process of language acquisition and takes the vital part in communication. However, it requires learners to possess both language knowledge and contextual knowledge in order to achieve high effectiveness in learning this skill. Accordingly, learners are presumed to execute listening learning strategies to get a better understanding of what is being spoken. The study aimed to investigate English listening learning strategies unconsciously employed by English majors at The Saigon International University (SIU) and explore the students’ level of frequency of employing these strategies. The mixed-methods study was conducted with the participation of 115 undergraduate students majoring in English. The quantitative data collected from the questionnaire were processed by SPSS (19.0), whereas content analysis was employed to analyze the qualitative data obtained from the semi-structured interview. The findings showed that cognitive strategies were identified as the most dominant listening learning methods, followed metacognitive strategies and socio-affective strategies. Among the particular listening, the top five most common strategies included listening for main ideas first and then details, listening to different kinds of input, connecting prior knowledge to the existing information of the text, applying the learned vocabulary and grammar to comprehend the content, and choosing the suitable listening texts

Publication

Managing between private university’s joint training program and Vietnam business nowadays

( 2020)

Nguyễn Hữu Năng

Managing between Private University’s joint training program and Vietnam business is the main condition to constantly increase it’s quality education in trend of Knowledge Economic and International Economic Integration thoroughly. On the basic of the relation between private University’s joint training and business as well as it’s management program, this article shows some fundamental proposals to enhance them.

Publication

Nhận thức của sinh viên không chuyên ngữ đối với ứng dụng E Learning trong việc dạy và học tiếng Anh

( 2020)

Đinh Thị Triều Giang

Nghiên cứu này nhằm mục đích hiểu rõ suy nghĩ của sinh viên Đại học Văn Lang đối với việc học tiếng Anh qua hình thức trực truyến, cũng như đánh giá sự hiệu quả của hình thức E-Learning đối với việc dạy và học tiếng Anh tổng quát trong Trường Đại học Văn Lang.

Publication

Quality Assurance in Higher Education According to AUN QA: A Case Study of Private Universities

( 2020)

Vo Van Tuan

This study was conducted to assess the training quality assurance status of private universities in Ho Chi Minh City, Vietnam, according to AUN-QA. Based on that, we propose quality assurance solutions for private universities in Ho Chi Minh City.

Publication

Reflective Methods in exploring Vietnamese Student Teachers' Identity During a Practicum Placement

( 2020)

Lê Thùy Linh

The article presents the findings of a qualitative research project to explore the emergence of teacher identity of Vietnamese student teachers during a pre-service teacher training practicum placement. There were 9 pre-service teachers employing journal writing as a means to reflect their thoughts based on their observations within the period of 8 week practicum. In-depth interviews were also conducted in week 4 and at the end of the practicum to deeply understand their views of the formation of professional identity. Based on their reflective interviews and reflective journals, the process of forming their teaching confidence, sense of agency and critical consciousness was identified. By reflecting upon their teaching practicum and classroom observations, the student teachers expressed comprehensive aspects of their formation of teacher identity such as their beliefs and perceptions of the responsibilities as teachers, their teaching competencies and their active roles in professional development. Moreover, they also appreciated the experience of writing reflective journals about what they observed and what they did at school in the interaction with experienced teachers, colleagues and school students. The findings suggest recommendations for using qualitative research methods to examine teacher identity in the Vietnamese context and using reflective journals as an important and effective tool for student teachers’ professional development in pre-service training.

Publication

Students’ Evaluation on the Effects of Electronic Peer Responses in Writing

( 2020)

Nguyễn Ngọc Hoàng Vy

;

Prof. Dr. Vlasta Hus

The paper, part of a bigger project, is to investigate how the students, in a student-centered pedagogical focus, perceive their own learning progress in e-peer feedback activities, including the effectiveness of the use of blogs for e-peer responses in an L2 writing class. Thirty-two 2nd year Vietnamese students at a university in Ho Chi Minh City participated in a 15-week writing course. Data collection was from in-depth interviews, semi-structured interviews and end-of-course questionnaires. Results of the study revealed that when students themselves assessed their own writing its quality improved in both global and local areas; moreover, their writing was lengthier after revisions. In addition, the students highly evaluated the use of blogs for e-peer responses because of its usefulness and effectiveness for their writing improvement. The study will be helpful for instructors who would like to apply a popular online medium for their writing courses.

Publication

The Effects of Using Games on EFL Students’ Speaking Performances

( 2019)

Pham Vu Phi Ho

;

Nguyen Minh Thien

;

Nguyen Thi My An

;

Nguyen Ngoc Hoang Vy

This study investigated the effects of employing games on students’ speaking performances in the classroom. 74 non-English major students, 36 students from the Tourism and Travel Management and 38 from the Office Management major from Tra Vinh University, participated in the study. The control group was trained with the methods of P-P-P (presentation, practice, and production) while the experimental group was trained with the same process but using selective games in the learning processes. Data collection was from the pre- vs. post-tests, questionnaire and interviews for analysis. The findings revealed that using games in the speaking classrooms, the students were motivated in the learning process and their speaking skills improve remarkably. The current study suggested teachers in the research context to apply gaming activities as an effective method to improve students’ participation in the learning processes.

Publication

The Impacts of Task-based Instruction on Students’ Grammatical Performances in Speaking and Writing Skills: A quasi-experimental study

( 2021)

Vu Phi Ho Pham

;

Thi Huyen Do

Previous research studies were successful in employing Task-based instruction (TBI) to enhance students’ either speaking or writing skills or grammar knowledge. However, few research studies have investigated whether the TBI impacts students’ grammatical performance in both speaking and writing skills. The quasiexperimental research investigated the impacts of two instructional methods between presentation, practice, production (PPP), and Task-based instructions (TBI) to see if there are any differences in improving students’ productive skills. To answer the two research questions, data from the pre-test and post-test and the interviews were collected. One group was trained to learn Grammar with PPP, and the other was with TBI methods. The findings indicate that the TBI model had great impacts on students’ grammatical performances in speaking and writing skills, but it was not outperformed the PPP instruction. However, the TBI model's employment was recommended to the language teachers because it created many opportunities for the students to practice the language in the grammar classrooms, and the students were motivated to get involved in the classroom activities.

Publication

The Practical Perceptions of Vietnamese Lecturers and Students Towards Written Peer Feedback

( 2020)

Pham Vu Phi Ho

;

Nguyen Minh Thien

;

Ho Huyen Ly

;

Nguyen Ngoc Hoang Vy

Research studies have shown the benefits of employing written peer feedback (WPF) in classrooms around the world. However, implementing it appropriately in the classrooms is not consistent in the context of universities in Vietnam. The current paper explored the extent to which WPF had applied in the academic writing English classrooms at a university in Vietnam and the practical perceptions of the lecturers and students on this issue. 338 out of 996 students and three lecturers were participated to respond to the survey questionnaire and interviews for analysis. The study revealed that though WPF was carried out in most academic writing classrooms, the implementation was not sufficient to take full benefits of this kind of activity. The students were not sufficiently trained to use this activity appropriately. However, the students obtained highly positive perceptions towards the use of WPF in the classrooms because it provided students opportunities to learn from each other and improve their writing outcomes

Publication

Trường làng và thầy đồ: một tham khảo xưa cho cho đời sống giáo dục ngày nay

( 2020)

Huỳnh Bá Lộc

Dân gian Việt Nam có câu: “không thầy đố mày làm nên”. Câu này không muốn nói rằng người thầy có vai trò quyết định thành công của người học, mà muốn nói rằng, dù người học có thành công đến đâu, năng lực như thế nào, họ cũng từng phải cần ít nhất một người thầy dẫn dắt. Bởi lẽ, giáo dục không chỉ là truyền đạt một chiều mà còn là quá trình nhận diện cái phù hợp, đúng đắn. Lịch sử giáo dục Việt Nam cho thấy nhiều dữ liệu quan trọng về vai trò của người thầy trong tiến trình thành nhân của người học, đặc biệt là giai đoạn sơ khai của nền tảng giáo dục cơ sở với vai trò của trường làng và thầy đồ…

Journal Articles - Educational and Pedagogy - 2020

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