Journal Articles - Educational and Pedagogy - 2022

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  • Publication
    Barriers to corporate social responsibility practices in construction and roles of education and government support
    ( 2021)
    Hai Pham
    ;
    Tho Pham
    ;
    Chau Ngoc Dang
    Purpose This study aims to empirically investigate the impact of barriers (i.e. organizational and industrial barriers, corporate social responsibility (CSR) characteristics) on CSR practices and the roles of education and government support in mitigating these barriers. In addition, the positive effect of CSR practices on social sustainability performance (SSP) is examined. Design/methodology/approach A framework of hypotheses between barriers, CSR practices and SSP is established. Using a survey questionnaire, empirical data are collected from 17 construction firms in Vietnam. PLS-SEM is used to test the proposed hypotheses. Findings The results indicate that organizational and industrial barriers negatively affect CSR practices. This study also finds that education and training and government support could enable construction firms to reduce the impact of such barriers. Research limitations/implications The data are collected in Vietnam; thereby the findings are only applicable in developing countries. Further research should also be conducted in other countries to improve the generalizability of the theoretical framework. Practical implications The findings of this study suggest that construction firms could apply several strategies (e.g. providing their employees with CSR training and education; embedding CSR into their firm policy, mission and vision) to mitigate the impact of CSR barriers and, accordingly, ensure the success of adopting CSR practices. Originality/value This study is one of the first efforts in the construction industry that empirically investigates the impact of barriers on CSR practices and the moderating effects of training and education as well as government support.
  • Publication
    Developing A BERT Based Triple Classification Model Using Knowledge Graph Embedding for Question Answering System
    ( 2022)
    Phan Hồ Viết Trường
    The current BERT-based question answering systems use a question and a contextual text to find the answer. This causes the systems to return wrong answers or nothing if the text contains irrelevant contents with the input question. Besides, the systems haven’t answered yes-no and aggregate questions yet. Besides that, the systems only concentrate on the contents of text regardless of the relationship between entities in the corpus. This systems cannot validate the answer. In this paper, we presented a solution to solve these issues by using the BERT model and the knowledge graph to enhance a question answering system. We combined content-based and linked-based information for knowledge graph representation learning and classified triples into one of three classes such as base class, derived class, or non-existent class. We then used the BERT model to build two classifiers: BERT-based text classification for content information and BERT-based triple classification for link information. The former was able to make a contextual embedding vector for representing triples that were used to classify into the three above classes. The latter generated all path instances from all meta paths of a large heterogeneous information network by running the Motif Search method of Apache Spark on a distributed environment. After creating the path instances, we produced triples from these path instances. We made content-based information by converting triples into natural language text with labels and considered them as a text classification problem. Our proposed solution outperformed other embedding methods with an average accuracy of 92.34% on benchmark datasets and the Motif Finding algorithm with an average executive time improvement of 37% on the distributed environment.
  • Publication
    Difficulties and Some Solutions Suggest Learning English for Students of English Language Department, Sai Gon University
    ( 2021)
    Nguyen Thu Nguyet Minh
    English is a second language to become inseparable and compulsory in every college and university today. To learn a second language, a physical, intellectual and emotional involvement is needed to successfully send and interpret linguistic messages. However, compelling student not majoring in English to lean English as a subject while their jobs-to-be does not need English at all is a prominent reality. The students are forced to study in a stressful condition, therefore they always feel nervous and bored and the results reflects everything. This reality won’t exclude the studying environment in the Preschool Education Faculty in Sai Gon University. In this study, our objective is to investigate the handicap in English studying performance of students in the Preschool Education Faculty in Sai Gon University by pointing out the difficulties presented in the research as well as drawing solutions to fix these problems. We also propose some utilitarian references for related researchers especially aiming at students with low level. We select participating students randomly from among the students of the faculty of Preschool Education in the Saigon University to complete the questionnaire consisting of 10 questions. The students selected are seniors in order to narrow down the field studied. Results indicated that students find difficulties in learning English because of their low level and since English is a compusory subject, they are forced to study, consequently their performance is bad. Also, the results revealed that their teaching career in the future won’t need English, as a result, they are not interested and do not have motivation to study English. These results implicate that academic teachers should build an interesting classtime accompanying with good teaching method. Teachers’ attitude should be friendly so that students are able to immerse and absorb in an interesting class and they will advance in just a blink.
  • Publication
    Improving Non-Majored Freshmen's Speaking Fluency in the E-learning Environment through the MS-Teams
    ( 2022)
    Thi Ngoc Thach Phan
    ;
    Dinh Van Ho
    ;
    Thi Huynh Loc Nguyen
    Although online learning is a must in EFL teaching contexts nowadays, not all freshmen can make progress from it, especially in the English speaking skill. Therefore, this study aims to explore freshmen's online learning difficulties in English speaking skills and find out the solutions. The study involved about 120 non-English majors at some universities, including Nong Lam University, Banking University of Ho Chi Minh City, Industrial University of Ho Chi Minh City, Ho Chi Minh City University of Social Sciences and Humanities, Vietnamese National University - School of Medicine, International University, and Van Lang University in answering a questionnaire. The results showed that learning online does not bring more progress in English speaking skills than the offline learning mode. The results further indicated that although the students are familiar with the online learning mode, they still have problems during their learning, especially with their concentration and interaction. Findings are hoped to contribute to a better understanding of non-English majors' difficulties in the online environment. Then, a solution of adopting Miro integrated into Microsoft Teams is suggested to partly help enhance the students- students' interaction to increase the students' progress in speaking skills when learning online.
  • Publication
    Students’ Attitudes Towards The Application of Form Focused Instruction in The Communicative Classroom
    ( 2022)
    Lữ Đình Bảo
    Form-focused instruction (FFI) is an effective teaching technique for enhancing learners’ accurate oral performance. This action research aims at investigating the impacts of FFI in the communicative teaching context through students’ attitudes.
  • Publication
    Study on Factors Affecting Training Quality in Higher Education: Evidence from Students and Enterprises
    ( 2022)
    Lê Thị Hải Đường
    ;
    Nguyễn Đức Bảo Long
    ;
    Phan Lê Ngọc Châu
    The purpose of this study was to determine the factors that affect student satisfaction with training quality at the Corporate Finance Major, Finance Banking Faculty, Van Lang University (Major, Faculty, VLU). Another goal was to discover possible factors that affect enterprise satisfaction with the quality of training at the Corporate Finance Major. Finally, a recommendation to increase training quality was examined in the study. To achieve the following goals, qualitative research was used in combination with questionnaires and document reviews. The Higher Education Performance Model (HEdPERF) was applied with 512 responses to see the insights of student satisfaction. Luu Tien Dung (2013) model was applied with 214 responses to see the insights of enterprise satisfaction. The impact of student satisfaction on four factors (access, programme issues, lecturer’s qualification, facilities), enterprise satisfaction on four factors (soft skills, skills & professions, general and specialized knowledge, value added) were investigated in this study, and the findings revealed that they significantly mediated the relationship with the training quality of the Corporate Finance Major. The findings show that it is vital to improve the training quality to increase satisfaction and boost their academic abilities. With the framework from this study, policymakers, researchers, educators, and institutes can cooperate in developing and upgrading the general training quality at higher education institutions in Vietnam. Improving the training quality of a faculty will continue to be a challenge. Therefore, this is a topic that requires continuous research.
  • Publication
    The Challenges of Online Writing Learning via Microsoft Teams
    ( 2022)
    Bùi Thị Kim Loan
    The purpose of this study is to investigate the challenges that EFL learners at Van Lang university faced when they learned writing in an online course via Microsoft Teams. 96 third-year students from two classes were required to complete a 10-item questionnaire for their online 10-week writing course. The findings revealed that they faced nine kinds of challenges related to technical problems, lack of concentration, lack of interaction, time management, health problems, gaining knowledge, motivation, psychological problems, and collaboration. The study suggests some implications for teaching writing skills to EFL learners online through Microsoft Teams.
  • Publication
    The Effects of Trained Peer Feedback for High School Students
    ( 2021)
    Vu Phi Ho Phi Pham
    ;
    Truong Chinh Le
    ;
    The Hung Phan
    ;
    Ngoc Hoang Vy Nguyen
    Peer feedback is proved to be effective in helping enhance students' writing quality, but few studies were employed to train high school students to be better peer reviewers. The current study involved 64 grade-11 students in a province in Vietnam to see whether trained peer feedback could be effective for high school students. The experimental group was trained to conduct peer feedback, while the control group did it naturally. The semester lasted for 16 weeks. Data collection was from the pre-test, post-tests, and semi-structured interviews. The results revealed that the most common errors that the students committed were grammar (verbs, articles, repositions), followed by vocabulary (word order, word choice, word form), and mechanics (capitalization, spelling, punctuation). In addition, the students in the experimental group who received peer feedback training could significantly reduce the written errors in the post-test. The students obtained positive attitudes towards peer feedback activities in the writing classroom.
  • Publication
    The Reality of English Presentation Skills of English-majored Students in Vietnam
    ( 2022)
    Manh Tri Pham
    ;
    Duong Nhu Quynh Nguyen
    ;
    Thi Kim Chi Nguyen
    ;
    Hoang Ngoc Mai Nguyen
    ;
    Tran Anh Tien Hoang
    ;
    Vu Phi Ho Pham
    Presentation skills play an indispensable role in undergraduates’ education and developing their future careers because this skill assists college students in accomplishing a superior knowledge base and enhancing their public speaking. The study aims to measure English-majored students' reality at the Faculty of Foreign Languages of Van Lang University in Vietnam about speaking skills, especially presentation skills. The quantitative study has been carried out among 600 second-year, third-year, and four-year students at the Faculty of Foreign Languages of Van Lang University in Vietnam. The results of the research paper demonstrated that most students were not confident about their presentation skills because of making mistakes about vocabulary usage, grammar, fluency, and so on when giving presentations. EFL lecturers can consider the results to improve their teaching methods regarding speaking skills and find out more strategies to solve students' speaking challenges.
  • Publication
    Using TBLT Framework in Technology-mediated Environments to Enhance Students’ Vocabulary Retention and Interpreting Skills
    ( 2022)
    Huynh Mai Tu Dinh
    Interpretation is a demanding skill, especially for specific fields in business such as marketing, accounting, trading, etc. Students majoring in Business English Language at Van Lang University reported that they are faced with the dilemma of choosing the right definition for a keyword. This has prevented them from understanding and analyzing the message before rendering it into the target language. To remedy the problem, vocabulary quizzes were administered on the university's Learning Management System (LMS) platform. The focus is on enhancing vocabulary retention. The course followed the Tase-Based Language Teaching (TBLT) framework to maximize the comprehension of the context of the vocabulary and the students. Code-mixing was used to design vocabulary quizzes. The study is a quantitative experiment with the aim of finding a correlation between the use of TBLT and the improvement of students in their vocabulary retention. The results indicate that there is a direct and positive connection between them.
  • Publication
    Written Corrective Feedback Strategies Applied by Van Lang University’s EFL Lecturers in Teaching Online
    ( 2022)
    Huyen Uyen Nhi Nguyen
    ;
    Ly Nhat Tam Duong
    ;
    Vu Phi Ho Pham
    During the covid-19 pandemic, many changes occurred that disrupted our lives. Authors must adapt to survive, and learning through online platforms is a change that forces us to adapt to avoid disrupting the learning process. The primary goal of this research project is to investigate the WCF techniques used by 30 teachers while teaching writing English online. The research instrument sets comprised 16 questions, including open and closed ones. The study uses quantitative and qualitative methods. This research paper is a timely complement to the topic of WCF strategies. It will serve as a resource for many teachers who are unsure about using the WCF approach when teaching writing online.
  • Publication
    Xác định nhu cầu và năng lực sinh viên ngành bác sĩ đa khoa tại Trường Đại học Văn Lang trong tình hình mới
    ( 2022)
    Trần Nhật Phương
    ;
    Phan Thành Công
    ;
    Phạm Thị Việt Phương
    ;
    Nguyễn Hùng Vĩ
    The need of professional competences for medical students is increasing in Vietnam. This is challenges for traditional discipline-based medical programs in the establishment integrated curricular in medical schools to equip good skills and right attitude in practice for students. Throught a cross-sectional surveillance of of knowledge, skills and attitude, this article aims to survey the training needs and necessary competencies of general practitioners based on the actual requirements of recruitment and work in order to prepare well for the construction of the General Practitioner training program of the Van Lang University.