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Journal articles on the topic 'Vietnamese teacher'
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1
Huy, Nguyen Hoang Doan, Nguyen Ngoc Quynh Anh, and Bui Thanh Dieu. "Action Research in Vietnamese Schools as a Tool for Teacher Professional Development." International Research in Education 6, no. 2 (July 18, 2018): 15. http://dx.doi.org/10.5296/ire.v6i2.13037.
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Educational research skill which is considered as a component of professional development competence of Vietnamese teachers, is an indicator of the Vietnamese teacher professional competences standards approved by the Ministry of Education and Training. Many activities have been organizing to enhance the teacher research skills in Vietnamese schools. The article deals with the possibilities of the incorporation of action research – a form of educational research – into teacher professional development; shows a relative status of Vietnamese teachers’ competence on action research; and thus, proposes some orientations on promoting teacher professional development through developing action research skills in Vietnamese schools.
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Vu, Ngoc Tung, and Duc An Nguyen. "“Minority Students’ Experiences are Part of Our Life of Teaching”: Hierarchical Multiple Regressions of Vietnamese Teacher Autonomous Motivation and Teacher Engagement." Journal of Ethnic and Cultural Studies 9, no. 2 (May 21, 2022): 20–48. http://dx.doi.org/10.29333/ejecs/949.
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This article seeks to understand teacher autonomous motivation and teacher engagement of Vietnamese in-service teachers of English working with Vietnamese ethnic minority students, by presenting their voices and experiences as a hierarchical multiple regression analysis. Relying on the Self-Determination theory (Deci & Ryan, 1985), this quantitative study draws insights into Vietnamese K-12 English teachers of ethnic minority groups, when it comes to intrinsic, external, introjected, and identified motivation in support of their continuation of daily teaching activities and their further teaching professions. These aspects are likely to be translated into their sense of engagement in their professional contexts to different extents. Applying purposeful sampling for quantitative data collection, we primarily focus on drawing from the teachers’ self-rated competence to better explore a wide range of Vietnamese education insights regarding Vietnamese minority groups. Our findings, based on the multiple rounds of hierarchical multiple regression, suggest that teacher autonomous motivation and teacher engagement appear to be closely associated. Some relevant associations are found to occur under the influence of the teachers’ demographic backgrounds, including personal, familial, and educational experiences. Pedagogical implications are also presented at the end of our study, making way for future research to continue this important scholarship.
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Nguyen, Huong Thi Mai. "THE INFLUENCES OF ‘POWER DISTANCE’ ON PRE-SERVICE TEACHER LEARNING IN VIETNAM." Journal of Nusantara Studies (JONUS) 1, no. 2 (December 31, 2016): 38. http://dx.doi.org/10.24200/jonus.vol1iss2pp38-49.
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Globalisation has moved nations to take steps to meet the demands of an increasingly competitive employment market. The Vietnamese Government has introduced a number of initiatives to equip its labour force with the necessary knowledge and skills, one of which is requiring teachers to change their teaching methods toward constructivist pedagogies. This study focuses on pre-service teachers’ learning in Vietnam, where a ‘large power distance’ is widely practiced in education. This article reports on part of the action research study, showing the influences of ‘large power distance’ on pre-service teacher learning in Vietnam. The findings show that the ‘large power distance’ in Vietnamese culture generated both negative and positive influences during the teacher learning process. The findings contribute to the discussions about the role of teacher educators in promoting change for better education in Vietnam. Keywords: Constructivist pedagogies, power distance, pre-service teachers, teacher learning, Vietnamese teachers.Cite as: Nguyen, H.T.M. (2016). The influences of ‘power distance’ on pre-service teacher learning in Vietnam. Journal of Nusantara Studies, 1(2), 38-49.
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Hoang Le, Giang Nguyen. "Reflection on education equity in Vietnam: Teachers' and students' voices in an English tourism programme." Transitions: Journal of Transient Migration 3, no. 2 (October 1, 2019): 145–55. http://dx.doi.org/10.1386/tjtm_00004_1.
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Abstract In this article context, I recall my memories as a Vietnamese English for Tourism Purposes (ETP) programme teacher and a student who grappled with many inequities in the nationwide process of internationalization of higher education. The equity-related issues include the teacher's unpreparedness with the adoption of foreign curriculum, the teacher's lack of recognition of the local cultures, and the unfair treatment of the Vietnamese ETP interns in the workplace. I write this article in the role of a narrator, sharing my personal and professional experiences to give the status quo of ETP education in Vietnam and the various nuances that help unpack the realities of this situation. This reflective article intends to picture the inequities in Vietnamese higher education internationalization that both Vietnamese students and teachers encounter and to pave the road for further discussions to construct future scholarship and research.
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Bui, Linh Thi Ngoc, and Vu Thuan Khuu. "Inquiry-based learning: an effective approach to teaching science aiming to develop students’ competencies." Vietnam Journal of Education 4, no. 1 (March 30, 2020): 61–68. http://dx.doi.org/10.52296/vje.2020.9.
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Competency-based learning is among major changes of 2018 in Vietnam’s school curriculum, where teaching and learning aim to help school students develop core qualities and competencies in order to be successful in school, life, and prospective workplace. As this educational approach is relatively unfamiliar to Vietnamese teachers, they may feel confused about appropriate teaching strategies allowing them to obtain the new teaching goals. This would be the case when teachers have to teach integrated subjects such as Science in lower-secondary education. This paper will elaborate why inquiry-based instruction could be an effective approach that enables secondary teachers to accomplish their professional work in terms of facilitating their students to develop core competencies and those in Science. Some recommendations on teacher education and training will be made to enhance the successful implementation of inquiry-based teaching in Vietnamese classrooms.
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Nguyen, Yen Thi Xuan, Xuan Van Ha, and Ngoc Hai Tran. "Vietnamese Primary School Teachers’ Needs for Professional Development in Response to Curriculum Reform." Education Research International 2022 (April 20, 2022): 1–8. http://dx.doi.org/10.1155/2022/4585376.
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This qualitative study explored the needs for teacher professional development (PD) of Vietnamese primary school teachers. The participants of the study were ten teachers at ten different primary schools in a large city in Vietnam. The data included in-depth individual interviews with the participating teachers. Qualitative analysis of the interview transcripts revealed several interesting insights into the teachers’ perspectives on PD, their regular PD activities, and their needs for PD. All the teachers considered PD essential for their demanding teaching job. They reported having attended various PD programs and activities provided by their schools, and the department of education and training at the province and district levels. They also participated in several teacher professional learning communities available on the Internet. However, the teachers expressed a need for more PD programs and activities, especially in the context of curriculum reforms. Notably, they preferred to attend PD courses which were more practical and relevant to their work. In addition, they highly appreciated the hands-on activities and opportunities to interact with teacher trainers and educators. These findings were interpreted and discussed in relation to the sociocultural contexts of Vietnamese primary education. The study also discussed implications for PD course designers and teacher educators in Vietnamese primary school contexts and beyond.
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Le, Thi Ngoc Hien. "A Study on Code-Switching in Oral and Texting Interaction and Communication of University Lecturer and Students." International Journal of TESOL & Education 2, no. 3 (June 17, 2022): 149–66. http://dx.doi.org/10.54855/ijte.222310.
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Code-switching is a linguist phenomenon that has drawn the attention and several debates on its reasons and attitudes towards it. Sometimes, young adults make use of code-switching to show off, while some use it as a method of practicing English. However, university students use code-switching by accident or even as a habit when communicating with their lecturers. There is little research on code-switching in oral communication between university students and teachers in Vietnam, but code-switching in written communication is rare. This qualitative research mainly uses observation communication between an English teacher and non-English major students of three different levels, from beginner to pre-intermediate. Through analyzing observation and intimately interviewing teachers, the results show that both students at lower and higher-level code switch and the frequency they code-switch with Vietnamese teacher is more often than with foreign teacher, and code-switching in written communication is more than in oral communication. The main reasons for this phenomenon include the cultural influence, intimacy between teacher and students, and the limited English vocabulary. Teacher and students switch between English and Vietnamese in the classroom and between Vietnamese and English in texting communication so that the communications happen smoothly and effectively.
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Huong, Vu Thi Mai. "The role of schools during practicum in adapting to Vietnamese education innovation." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 01–15. http://dx.doi.org/10.18844/cjes.v16i1.5503.
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School is a crucial component in teacher training. Schools are also the places where pre – service teachers practice manipulations, career actions, capacity development and career sentiments. The innovation of Vietnamese general education from content to competency approach has led to many changes in the schools, thereby requiring teacher training to be linked to educational practices in every school. The schools have just played the role of a unit that evaluates and tests the training quality of the pedagogical universities, and at the same time provides practical educational knowledge and educational innovation to supplement the theoretical knowledge in school offenses. This research aims at determining the role of schools during training pre – service teachers in Vietnam. Data was collected through questionnaires involving 390 participants comprising student teachers, lecturers from pedagogy universities and mentors of schools in Vietnam. The results showed that, in Vietnam, schools are lacking initiative in coordinating with teacher training institutions. The role of schools is still limited; the schools need to promote the initiative and be more active in the relationship with pedagogical universities so that the effectiveness of teacher training is the highest, adapting to the innovations of current Vietnam education.
Keywords: practicum, role of schools, mentor, student teachers, pre-service teacher, teacher preparation
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Thu Thuy, Do Thi, and Tang Thi Thuy. "How does using feedback empower student metacognition and learning?" New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 386–95. http://dx.doi.org/10.18844/prosoc.v6i1.4191.
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Encouraging students to foster the learning styles and supporting them to strive with the challenges in education are responsibilities of teachers, especially in higher education where students are expected to master their current and lifelong learning. The study, therefore, investigates the impact of teacher feedback on student meta-cognition and explores the link between student achievements and their cognitive skills through a research done on 440 Vietnamese students from 40 universities and colleges in Vietnam. The findings show that only monitoring strongly affect the students’ academic achievement, meanwhile teacher feedback has no direct impact on the students’ results.
Keywords: Self-regulated learning (SRL), meta-cognition, teacher feedback, life-long learning, Vietnamese students.
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Vu, Tung Ngoc. "Examining Teacher Agency Among Teacher Educators: An Action Research In Vietnam." Australian Journal of Teacher Education 45, no. 7 (July 2020): 94–113. http://dx.doi.org/10.14221/ajte.2020v45n7.6.
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Teacher agency is an important topic in educational research, but its theoretical observations have not filtered down into practical Vietnamese teaching contexts. The action research project described here showcases a training-based intervention for teacher educators in various disciplines at eight universities in Vietnam. The intervention aimed to develop teaching skills and increase knowledge for teacher educators by helping them explore their students’ learning needs and facilitate their professional development. This study occurred within the context of changing Vietnamese political, cultural, economic, and social ways of being. Eight Vietnamese teacher educators of different cultural backgrounds, and working across a variety of subjects were invited to participate in the project. Two stages of research sought to help educators in higher education reflect on their exploration and perception of their teacher agency. The first stage involved training sessions that offered educators necessary knowledge and skills to exercise agency effectively. In the second stage, educators’ promotion of their agency in classrooms was analytically observed. Data collected included observation notes, reflective journals, and recordings from semi-structured interviews. Analysis of this data suggested that educators became more knowledgeable, intercultural, and inspirational agents in their classrooms after the educational intervention. Educators exhibited that the more positive attitudes, the more active participation. Conclusions discussed the benefits of fostering teacher agency and how this can be facilitated through professional development.
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Tan, Poh. "Vietnamese Consortium Fellowship." SFU Educational Review 12, no. 3 (December 16, 2019): 146–47. http://dx.doi.org/10.21810/sfuer.v12i3.1079.
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On August 7, 2019, Dr. Allan Mackinnon and the Faculty of Education welcomed back five Vietnamese Consortium Fellowship Program alumni and their spouses to share discussions on how the program impacted and influenced their role as a teacher in Vietnam.
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Nguyen, Van Hien, Vu Bich Hien Nguyen, Thi Mai Huong Vu, Thi Kim Hue Hoang, and Thi Minh Nguyet Nguyen. "Vietnamese Education System and Teacher Training: Focusing on Science Education." Asia-Pacific Science Education 6, no. 1 (July 2, 2020): 179–206. http://dx.doi.org/10.1163/23641177-bja10001.
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Abstract This article introduces the reader to past, current, and future trends in science teacher preparation and professional development in Vietnam. The authors rely on document analysis for data collection and focused analysis to describe the general education system and the mechanisms for teacher training in Vietnam from the past to the present. Research questions focused on exploring changes in the organization of the education system over time, identifying advances that have been made, and describing what challenges teacher education faces today. In addition, this paper offers a special focus on how Vietnamese pedagogy institutions are working to prepare new teachers. Finally, the authors describe how Vietnam is preparing to implement a new national general education program that will strongly affect all aspects of education, including training and retraining of teachers. The authors conclude by raising some important questions for future research and development.
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Quoc, Trinh, and Le Thanh. "English as a Foreign Language High School Teachers’ Expectations of Continuing Professional Development Activities." European Journal of English Language Studies 1, no. 1 (December 15, 2021): 25–35. http://dx.doi.org/10.12973/ejels.1.1.25.
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<p style="text-align: justify;">This paper investigated (1) English as a Foreign Language (EFL) teachers’ expectations of Continuing Professional Development (CPD) activities in a Vietnamese context, and (2) factors related to teacher demographics affecting their expectations of CPD activities. The study followed a mixed-methods approach, using a questionnaire to collect quantitative data from 224 Vietnamese EFL teachers, and individual semi-structured interviews to collect qualitative data from six teachers. The results revealed that among five domains in light of the Vietnamese English Teacher Competence Framework, including subject knowledge, pedagogical knowledge, learner knowledge, professional attitudes and values, and knowledge of teaching practice and context, the participants desired to learn about pedagogical knowledge the most (M=4.14). The study also indicated that factors related to age, teaching experience, and field of study at undergraduate level differentiated the teachers’ expectations of CPD activities. Basically, the younger and less experienced teachers desired to participate in the CPD activities more than their counterparts. Moreover, the teachers with degree in teaching EFL expressed their eagerness and willingness to participate in the CPD events more than those holding a degree in English Linguistics and Literature. This paper also suggested recommendations for further studies in the field of CPD.</p>
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Kunnari, Irma, Lai Jiang, and Siru Myllykoski-Laine. "Emvitet- project developing education 4.0 competencies - impacts and experiences during covid-19." Journal of Technical Education Science, no. 62 (February 28, 2021): 3–16. http://dx.doi.org/10.54644/jte62202152.
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The aim of this article is to describe the direct and potential impacts Erasmus+ Capacity Building Higher Education (CBHE) - Project called “Empowering Vietnamese VET teachers for transformation towards Education 4.0” (EMVITET)- after one year of implementation. Additionally, the survey findings also summarized the institutional and teachers’ personal experiences during the Covid-19 pandemic, which pushed Vietnamese institutions to rapidly transform their education to online environments. Qualitative data were collected with online questionnaires from six partner institutions and 35 teacher participants. The findings indicate that both individual teacher participants and partner institutions were given a boost to improve Education 4.0 competencies thanks to the participatory and collaborative approach of the EMVITET- project. The project was perceived as an useful external source for supporting the institutions’ management in organizing demanding online education during Covid-19 pandemic.
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Kunnari, Irma, Lai Jiang, and Siru Myllykoski-Laine. "Emvitet- project developing education 4.0 competencies - impacts and experiences during covid-19." Journal of Technical Education Science, no. 62 (February 28, 2021): 3–16. http://dx.doi.org/10.54644/jte.62.2021.52.
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The aim of this article is to describe the direct and potential impacts Erasmus+ Capacity Building Higher Education (CBHE) - Project called “Empowering Vietnamese VET teachers for transformation towards Education 4.0” (EMVITET)- after one year of implementation. Additionally, the survey findings also summarized the institutional and teachers’ personal experiences during the Covid-19 pandemic, which pushed Vietnamese institutions to rapidly transform their education to online environments. Qualitative data were collected with online questionnaires from six partner institutions and 35 teacher participants. The findings indicate that both individual teacher participants and partner institutions were given a boost to improve Education 4.0 competencies thanks to the participatory and collaborative approach of the EMVITET- project. The project was perceived as an useful external source for supporting the institutions’ management in organizing demanding online education during Covid-19 pandemic.
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Bui, Van Hong, and Do Van Dung. "Development of Vietnamese Vocational Education Teachers to adapt the Industrial Revolution 4.0." Asian Journal of Interdisciplinary Research 2, no. 4 (October 29, 2019): 1–7. http://dx.doi.org/10.34256/ajir1941.
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Teacher is always a key factor which determines training quality in general and vocational training quality of the Vocational Education System (VES) in particular. In face of strong influences from the fourth industrial revolution (IR 4.0), teacher is getting more important in training of human resources, especially qualification level and capacity to apply technology and innovate teaching methods. Based on the analysis for impacts of the IR 4.0 on VES, requirements for capacity of teachers and the reality on vocational education teachers (VETs) today, this article suggests some solutions to develop VETs to adapt to the IR 4.0 as a basis for development of teachers at vocational education institutions in Vietnam.
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Van Canh, Le. "Remapping the teacher knowledge-base of language teacher education: A Vietnamese perspective." Language Teaching Research 24, no. 1 (June 7, 2018): 71–81. http://dx.doi.org/10.1177/1362168818777525.
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Situated in the Vietnamese context, this article argues that rather than sideline knowledge of learners in favour of subject matter knowledge and pedagogical content knowledge as the basis of the knowledge base of LTE, prominence should be given to knowledge of learners if teachers’ competence to teach responsively is desired.
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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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Thi Hao, Nguyen, and Tran Thanh Huong. "Expected Qualities of Literature Graduates in the Perception of Vietnamese School Teachers." Global Journal of Educational Studies 4, no. 2 (December 26, 2018): 62. http://dx.doi.org/10.5296/gjes.v4i2.13993.
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This study aims to examine the expected qualities of teacher graduates from literature preparation programs, and the importance of these qualities to the classroom practice, according to the perceptions of school teachers. Two hundred eighteen (218) participants were conveniently selected from various schools in Ho Chi Minh City. Literature graduates from teacher preparation programs in 2017 are the subject to be reported by these participants. A 78-item researchers-constructed questionnaire was distributed by google form and hard copy. This questionnaire asked participants about the expected qualities of literature graduates and its importance to teaching practice in related to teacher graduates’ knowledge, instructional strategies, personal characteristics, and professional development. Results indicated that, there are 60 required qualities from literature graduates and all are perceived as “important” to school practice. Implications are drawn from the findings for teacher education and for further researchers.
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Coffey, Margaret. "Project J-Hawk: Leadership in English Language Teacher Education." Issues in Language Instruction 5 (January 10, 2018): 8. http://dx.doi.org/10.17161/ili.v5i0.7011.
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The University of Kansas (KU) Applied English Center (AEC) has twice been awarded a U.S. Department of State grant to host a program for Vietnamese high school teachers in 2014-15 (Cohort 1) and 2015-16 (Cohort 2). Each cohort had 13 teachers from gifted high schools, many in underserved provinces that have substantial ethnic minority populations. Officially titled the English Language and Teacher Education Program for Vietnamese Teachers of Gifted Students (VNTP), the program is commonly referred to as Project JHawk. It is sponsored by the U.S. Department of State Bureau of Educational and Cultural Affairs and administered by the U.S. Department of State – Hanoi Bureau. The idea for the program grew out of a connection made by former KU AEC Language Specialist Kellie Smith Herrod with U.S. Embassy Public Affairs Officer Michael Turner while Smith Herrod was in Vietnam as a Fulbright Scholar (2013-2014). Thanks to Turner’s vision and heroic efforts, this unique program was created.
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Coffey, Margaret. "Project J-Hawk: Leadership in English Language Teacher Education." Issues in Language Instruction 5, no. 1 (January 10, 2018): 8–14. http://dx.doi.org/10.17161/ili.v5i1.7011.
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The University of Kansas (KU) Applied English Center (AEC) has twice been awarded a U.S. Department of State grant to host a program for Vietnamese high school teachers in 2014-15 (Cohort 1) and 2015-16 (Cohort 2). Each cohort had 13 teachers from gifted high schools, many in underserved provinces that have substantial ethnic minority populations. Officially titled the English Language and Teacher Education Program for Vietnamese Teachers of Gifted Students (VNTP), the program is commonly referred to as Project JHawk. It is sponsored by the U.S. Department of State Bureau of Educational and Cultural Affairs and administered by the U.S. Department of State – Hanoi Bureau. The idea for the program grew out of a connection made by former KU AEC Language Specialist Kellie Smith Herrod with U.S. Embassy Public Affairs Officer Michael Turner while Smith Herrod was in Vietnam as a Fulbright Scholar (2013-2014). Thanks to Turner’s vision and heroic efforts, this unique program was created.
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Mai, Le Xuan, and Le Thanh Thao. "English Language Teaching Educational Change: A Retrospective Analysis of Teacher Professional Development." ELE Reviews: English Language Education Reviews 2, no. 2 (November 30, 2022): 74–95. http://dx.doi.org/10.22515/elereviews.v2i2.5271.
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The importance of English has demanded the introduction of English language teaching (ELT) educational reforms (ERs) in the Vietnamese context. However, the results of these reforms did not satisfy Vietnamese educators; as a result, many studies have explored the related issues, but almost none of them emphasized English as a foreign language (EFL) teachers’ perceptions of the necessities of the reforms. Accordingly, this current study was conducted to fill in the aforementioned gap. Driven by that emphasis, this qualitative study used semi-structured interviews as a data-collecting instrument. Regarding the studied sampling, six EFL high school teachers from Southwest Vietnam were recruited as the interviewees. According to the findings of the present study, teachers in Vietnam strongly perceived the need for ELT ERs. Besides, the reforms were fundamental to help catch up with the era of globalization. At the conclusion of the paper, some discussions focusing primarily on teacher training issues and educational implications, as well as suggestions for future research, were presented.
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Hai, Ngoc, Xuan Van, Vinh Anh, An Nhu, and Kien The. "Principal Leadership and Teacher Professional Development in a Vietnamese High School for Gifted Students: Perspectives into Practice." European Journal of Educational Research 10, no. 4 (October 15, 2021): 1839–51. http://dx.doi.org/10.12973/eu-jer.10.4.1839.
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<p style="text-align: justify;">Teacher professional development (TPD) is an important component of enhancing student learning and school education quality. Vietnamese Ministry of Education and Training is reforming education, including curricula, teaching methods, and textbooks. Many requirements have to been done to effectively implement the reform, and TPD is considered a significant contribution. Using data from an in-depth interview with the principal, teacher questionnaires, and school policy-related documents, this qualitative case-study research in a selected high school for gifted students in Central Vietnam aimed to find out how TPD had been implemented in response to education reforms in Vietnamese high schools. TPD was widely perceived and respected by the principal and teachers in this case study, and these positive perspectives were transferred into practice with numerous effectively employed TPD strategies at this high school for students’ enhanced learning and achievements.</p>
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Le, Huong Hoang. "English Language University Teachers’ Difficulties in Research Engagement: A Case Study in Vietnam." JEES (Journal of English Educators Society) 2, no. 2 (October 10, 2017): 91. http://dx.doi.org/10.21070/jees.v2i2.979.
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The study uses a qualitative case study framed within a socio-cultural framework to investigate Vietnamese English language university teachers’ difficulties in their research engagement. The study was conducted among 21 English language university teachers in Hong Duc University in Vietnam. Skype semi-structured interview was employed to collect necessary data to explore teacher participants’ perceived obstacles to research. The findings of the study show that there was a gap between Vietnamese authorities’ expectations of research outputs and the realities of English language university teachers’ research capabilities. Such gap has caused serious challenges to those teachers and prevented them from effectively engaging in research. On the one hand, Vietnamese authorities hope to increase universities’ research output to keep up with the international academic ranking. On the other hand, the working realities of university teachers hinder their engagement in research. However, no official investigation has been done to reduce such gap and the enforcement of research activity in universities has been taken for granted. In this sense, the significance of this study is an opportunity for English language university teachers to voice their opinions about the enforced nature of research activity in universities in Vietnam.
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Tuan, Duong Minh. "Vietnamese EFL Teachers’ Perceptions and Practices of Reflective Teaching as a Tool for Professional Development." REiLA : Journal of Research and Innovation in Language 3, no. 3 (December 28, 2021): 170–80. http://dx.doi.org/10.31849/reila.v3i3.7961.
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Growing professionally is considered a crucial goal that language teachers may wish to achieve in their teaching careers. Although tools for professional development can be varied in different contexts, reflective teaching as an essential and ongoing job is likely to be among the most common ones. The contributions of reflection on pursuing teacher professional development have been proved in numerous studies. However, research on the views and implementation of such a tool by EFL teachers in the Vietnamese context is insufficient. To narrow this gap, this descriptive study was conducted to investigate Vietnamese EFL teachers’ perceptions and practices of reflective teaching as a tool for teacher professional development. A mixed-methods design was employed to collect both quantitative and qualitative data for the study. Specifically, quantitative data were obtained through a questionnaire, and qualitative data were attained using a semi-structured interview. As regards participants, twenty-five university EFL teachers in the Mekong Delta of Vietnam participated in this study. The results indicated that the participants held positive perceptions towards reflective teaching and perceived it to be “very significant” to teacher professional development. Nevertheless, it was found that their overall level of reflective practices was identified as “average”. By comparison, a statistically significant difference between the participants’ perceptions and practices of reflective teaching was observed. The results also showed that the participants’ strategies of reflecting on their teaching practices were not diverse, with sharing classroom experiences with colleagues and conducting peer observation being the popularly used ones.
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Tran, Thuy-Hang Thi, and Tram Anh Bui. "Living in Transition to Teacher Education in Canada: Personal Reflections and Portraits of Two Vietnamese Female Doctoral Students." Journal of the International Society for Teacher Education 25, no. 2 (January 31, 2022): 26–40. http://dx.doi.org/10.26522/jiste.v25i2.3667.
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Living in transition while studying teacher education leads to multiple challenges for doctoral students as they situate themselves in the intersections with new sociocultural environments. The navigation process affects their personal and professional self-formation in constructing and reconstructing their multiple identities-making. In this paper, we, two Vietnamese female teachers, examine our life experience transitioning from Vietnamese to Canadian culture while pursuing our doctoral studies. The collaborative autobiography allows us to reflect, retell and relive our stories since we arrived in Canada. Through deconstructing our stories, we were amazed at the resonances of our tensions in new life-making experiences and perspective transformation in learning and conducting research. We hope our experiences are promising to shorten the gap in understanding experiences of those doctoral students composing life in similar education landscapes, which helps ease their difficulties and cultivate their academic and professional achievements. We also contribute more personal, social, cultural, and familial narratives to the dominant institutional narratives of Canadian teacher education.
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Phuong, Thi Thanh Huyen. "Feedback on Pronunciation: Vietnamese EFL Teachers’ Beliefs and Practice." SAGE Open 12, no. 3 (July 2022): 215824402211266. http://dx.doi.org/10.1177/21582440221126612.
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In EFL classrooms today, teachers are facing the challenge of helping their students improve their intelligibility in international communication in English. Feedback is one of the main ways through which teachers are performing the task. However, feedback on students’ English pronunciation has not received commensurate attention in EFL contexts. Aiming to shed some light on this essential but neglected aspect of English language teaching (ETL), this study examines the beliefs and practices of ten experienced teachers of English at a non-English-major university in Vietnam. Findings derived from semi-structured interviews and classroom observations show that teachers largely shared a strong belief in the importance of feedback in learners’ pronunciation development. Teachers were found to mainly focus on instant feedback rather than delayed feedback, and on individual errors rather than collective ones. Findings also indicated that teachers’ approaches to feedback provision diverged greatly, which were confined by their varying expectations in pronunciation pedagogy, different knowledge, and beliefs regarding how to correct, what to correct, and who would benefit from error correction. On the basis of the findings, implications for classroom practices and teacher training were discussed.
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Nguyen, Loi. "A Case Study of Vietnamese EFL Teachers’ Conception of Language Output and Interaction." Journal of Language and Education 6, no. 1 (March 31, 2020): 55–71. http://dx.doi.org/10.17323/jle.2020.9777.
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There exists a gap between what second language acquisition research has to say and what teachers do in the classroom. As part of an attempt to bridge this gap, this study is driven by the motive to understand how pedagogical innovations such as task-based language instruction can be influenced by teacher beliefs. Drawing on the perspective of research on teachers’ thinking which aims to inform language teaching pedagogy and teacher education, the study employed multiple data sources (focus group, lesson plan, and stimulated recall interview) to tap into the conception of six Vietnamese EFL instructors regarding language output and interaction. Cross-case analysis showed that most of the teachers geared language output and interaction activities towards achieving a targeted linguistic aim. Further analysis revealed that this view reflects a synthetic, product-oriented conception of teaching and learning by skill-building, and is in line with traditional approaches which emphasise transmission style and form instruction. This finding implies that constructivist perspectives on teaching such as task-based language instruction may run counter to teachers’ existing conception of teaching. The implementation of task-based instruction thus needs to consider negotiating between supporting teachers to focus on meaning and the need for form-focused instruction.
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Ngo, Xuan Minh. "A sociocultural perspective on second language writing teacher cognition: A Vietnamese teacher's narrative." System 78 (November 2018): 79–90. http://dx.doi.org/10.1016/j.system.2018.08.002.
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Thu Van, Nguyen Thi, Ly Tuan Phu, Dang Quynh Lien, and Nguyen Pham Phuong Khanh. "Cognitive Strategies for Teaching Reading in Primary School Teacher Training Curriculum in Vietnamese Context." International Journal of Innovative Science and Research Technology 5, no. 6 (July 3, 2020): 702–9. http://dx.doi.org/10.38124/ijisrt20jun467.
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This study aims to explore the effectiveness of cognitive reading strategies in primary school teacher training curriculum. Designed under the paradigm of a quasi-experimental research with the participation of an experimental and a control group, the current study seeks to investigate the impact of cognitive strategies training on students’ reading comprehension. Findings from the study showed that cognitive strategies training incorporated into a primary school teacher training course could improve pre-service teachers’ reading performance. It is concluded that students need more time and practice so that they can use their new strategies automatically at the procedural stage.
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Pham, Giang T., Sonja Pruitt-Lord, Catherine E. Snow, Yen Hoang Thi Nguyen, Ben Phạm, Thuy Bich Thi Dao, Ngoc Bich Thi Tran, Linh Thuy Pham, Hien Thu Hoang, and Quynh Diem Dam. "Identifying Developmental Language Disorder in Vietnamese Children." Journal of Speech, Language, and Hearing Research 62, no. 5 (May 21, 2019): 1452–67. http://dx.doi.org/10.1044/2019_jslhr-l-18-0305.
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Purpose Developmental language disorder (DLD), defined by low language performance despite otherwise normal development, can negatively impact children's social and academic outcomes. This study is the 1st to examine DLD in Vietnamese. To lay the foundation, we identified cases of DLD in Vietnam and explored language-specific characteristics of the disorder. Method Teacher ratings of 1,250 kindergarteners living in Hanoi, Vietnam, were used to recruit children with and without risk for DLD. One hundred four children completed direct measures of vocabulary and language sampling, and their parents completed in-depth surveys. We examined convergence and divergence across tasks to identify measures that could serve as reliable indicators of risk. Then, we compared performance on direct language measures across ability levels. Results There were positive associations between teacher and parent report and between report and direct language measures. Three groups were identified based on convergence across measures: DLD, some risk for DLD, and no risk. The DLD group performed lowest on measures of receptive and expressive vocabulary, mean length of utterance, and grammaticality. Although children with DLD exhibited a greater number of errors, the types of errors found were similar across DLD and No Risk groups. Conclusions Similar to rates found globally, 7% of the kindergarten population in Vietnam exhibited risk for DLD. Results highlight the importance of parent and teacher report and the value of multiple measures to identify DLD. We discuss potential clinical markers for DLD in the Vietnamese language and outline future directions.
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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." Journal of Information Technology Education: Research 15 (2016): 049–73. http://dx.doi.org/10.28945/2335.
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This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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Do, L. T. T., and A. T. L. Vu. "Praise as Classroom Communicative Reinforcing Device: Perceptions of Vietnamese University Students." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 12 (December 31, 2020): 57–71. http://dx.doi.org/10.31992/0869-3617-2020-29-12-57-71.
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One of the biggest challenges for teachers is to foster a positive learning environment in which students become motivated and engaged in classroom activities. Growing concerns have been shown about how evaluative praise functioned as a good reinforcer for students' achievement and desirable behaviour affects students' motivation to learn, depending on teachers' messages communicated with students. This study examined the impacts of different types of teacher praise upon university students' perceptions. Case study was employed to collect the data through observations and semi-structured interviews. The results highlighted that students perceived differently towards kinds of praise that they earned. They tended to respond to specific, verbal praise in a more positive way because of its explicit recognition and precise information about their contributions, hence it could make better their self-concept as well as help them keep motivated. Also, high-achievers sought for ability praise whereas low-achievers desired to draw effort praise from teachers. Educators would benefit these findings for the pedagogical purposes.
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Do, L. T. T., and A. T. L. Vu. "Praise as Classroom Communicative Reinforcing Device: Perceptions of Vietnamese University Students." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 12 (December 31, 2020): 57–71. http://dx.doi.org/10.31992/0869-3617-2020-29-12-57-71.
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One of the biggest challenges for teachers is to foster a positive learning environment in which students become motivated and engaged in classroom activities. Growing concerns have been shown about how evaluative praise functioned as a good reinforcer for students' achievement and desirable behaviour affects students' motivation to learn, depending on teachers' messages communicated with students. This study examined the impacts of different types of teacher praise upon university students' perceptions. Case study was employed to collect the data through observations and semi-structured interviews. The results highlighted that students perceived differently towards kinds of praise that they earned. They tended to respond to specific, verbal praise in a more positive way because of its explicit recognition and precise information about their contributions, hence it could make better their self-concept as well as help them keep motivated. Also, high-achievers sought for ability praise whereas low-achievers desired to draw effort praise from teachers. Educators would benefit these findings for the pedagogical purposes.
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Quan, Nguyen Hai. "Attributes of effective EFL teachers in Vietnamese context as perceived by students and teachers." Indonesian Journal of Applied Linguistics 11, no. 3 (January 31, 2022): 650–63. http://dx.doi.org/10.17509/ijal.v11i3.40592.
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Identifying characteristics of effective teachers has always been a topic of paramount importance. Accordingly, an extensive volume of theoretical endeavours and empirical research has been devoted to the investigation of typical attributes that effective teachers possess in diverse contexts. Yet, current understanding of the issue in Vietnamese setting remains limited. Given that perceptions about effective teachers’ qualities have been typically found to be highly context-bounded, gaining an insight into these attributes in this under-researched context is expected to provide a solid foundation for further attempts to improve the quality of teaching and learning. The present study responds to this pressing need by exploring the perceptions held by 200 learners and 22 teachers in a language school in Vietnam, employing questionnaires for collecting both quantitative and qualitative data. A theoretical framework adapted from Shulman’s (1986, 1987) model of teachers’ knowledge base was employed. Findings from the study revealed both convergence and mismatches in the perceptions held by the teacher and learner groups. As a whole, teachers, and learners convergently prioritised teachers’ subject matter content knowledge as most important, compared to pedagogical content knowledge and teachers’ identity and interactions with learners. Both groups also voted teachers’ ability to provide clear instructions and explanations as the most important pedagogical feature of effective teachers and uniformly downplayed the role of sociocultural knowledge and the ability to effectively use technology. More in-depth analyses, however, showed that teachers placed more importance over the pedagogical aspects of subject matter knowledge, language proficiency, and teaching methodology, whereas learners more appreciated the psychological and motivational aspects. In particular, the teacher participants highly valued the teachers’ ability of classroom management, material adaptation, and facilitating students’ engagement in learning activities. In contrast, qualities most desired by learners included a positive attitude towards the teaching career and teachers’ willingness to care, understand learners’ problems, encourage, and treat all students on a fair basis.
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Nguyen Hoang*, Phuong. "Cognitive Linguistics and Vietnamese Language Teaching." Noble International Journal of Social Sciences Research, no. 65 (October 20, 2021): 56–60. http://dx.doi.org/10.51550/nijssr.65.56.60.
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Vietnamese language teaching, or language teaching in general, is not out of serving the purpose of helping language learners understand, perceive and use that language the most accurately and efficiently as possible. In the process of the teacher’s teaching and the learners’ perceiving, there always appear the language barriers, the differences between the two languages, the two cultures that cause a lot of difficulties for both the learners and the teacher. This article proposes a method to deal with those difficulties, suggests some tips for language teaching based on the theory of Cognitive Linguistics in order to serve the best, the ultimate goal of language teaching and learning.
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Dao, Hao, and Jonathan Newton. "TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University." Canadian Journal of Applied Linguistics 24, no. 2 (May 31, 2021): 99–126. http://dx.doi.org/10.37213/cjal.2021.31371.
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This study investigated the relationship between the affordances for task-based teaching in a textbook and teachers’ awareness of and uptake of these affordances. Specifically, it compared and evaluated the communicativeness and task-likeness of activities in the textbook, New Cutting Edge, Elementary (Cunningham & Moore, 2005) and then contrasted these findings with classroom observation data on the way the activities were implemented by three Vietnamese English as a Foreign Language (EFL) teachers at a Vietnamese university. Interviews with the teachers provided further data on their implementation decisions. The analysis and evaluation of the textbook activities and how they were implemented adopted two coding frameworks, one for evaluating communicativeness (Littlewood, 2004) and the other for evaluating task-likeness (Ellis, 2018). The analysis of communicativeness revealed that while the textbook has a high proportion of activities with low communicative value, the task analysis showed that many of these activities are, in fact, either tasks or task-like. However, form-focused activities typically precede the tasks, which compromises the alignment of the textbook with TBLT. Data from classroom observations of three 90-minute lessons taught by each teacher showed that the teachers consistently reduced the communicativeness and task-likeness of the textbook activities, and replaced them with teacher-centered, explicit grammar explanation and drill practice. Stimulated recall interviews and follow-up semi-structured interviews revealed the teachers’ rationales for their practice, including their concern about the unsuitability of tasks for low proficiency students, exam pressure and time constraints, and their lack of awareness of the nature of language learning tasks.
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Keong, Tan, Choon, Nguyen, B.D., Lee, Kean Wah, and Kang, Hwa Choo. "The Impact of the Design Teams Approach on Preservice Teachers’ TPACK in the Vietnamese Context." Studies in English Language Teaching 8, no. 1 (February 24, 2020): p85. http://dx.doi.org/10.22158/selt.v8n1p85.
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This study aimed to examine the impact of the design teams approach on preservice teachers’ technological pedagogical and content knowledge (TPACK). Using a mixed-method design, the researcher implemented the investigation among 62 teacher candidates whose major was Primary English Teaching at a university of foreign language studies in Central Vietnam. All of the participants attended a course named “Technology in Education”, which was adapted based on Johnson’s design teams approach model (2014). The data were collected using pre- and post-TPACK Survey, a TPACK Rubric (TIAI) and semi-structured interviews. The findings indicated that this design teams approach had a significant impact on the participants’ TPACK, particularly its technology-related knowledge domains (TK, TPK, TCK, TPACK). The result was also confirmed by the teacher candidates’ positive responses about their perceptions towards this instructional approach.
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Thi To Khuyen, NGUYEN, NGUYEN Van Bien, Pei-Ling Lin, Jing Lin, and Chun-Yen Chang. "Measuring Teachers’ Perceptions to Sustain STEM Education Development." Sustainability 12, no. 4 (February 18, 2020): 1531. http://dx.doi.org/10.3390/su12041531.
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The 2030 Agenda for Sustainable Development emphasized teachers as the cornerstone for the betterment of education. Teachers’ practices are strongly affected by teachers’ perceptions. The purpose of this study was to identify teachers’ perceptions to sustain STEM education development, regarding STEM education, STEM competencies, and difficulties in STEM implementation. We collected the data from 186 Vietnamese teachers, including STEM sub-field teachers and no STEM sub-field teachers. We used a survey method to capture teachers’ perceptions of STEM education. The one-way ANOVA was employed to examine the differences in teachers’ perceptions of STEM education in terms of the categorization of teaching experience, education background, and teaching subjects. The quantitative analysis showed that most Vietnamese teachers had positive views on STEM education. The higher educational background teachers and science teachers have the highest statistically significant scores in (1) STEM education, (2) STEM competencies, and (3) difficulties in implementation. The novice teachers have more positive views of STEM education, in terms of a better understanding of STEM education and assessing STEM competencies as being more valuable. There are no statistically significant differences in teachers’ difficulties among teaching experience groups. These results provide valuable information to design effective teacher professional development to sustain STEM education.
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Schafer, John C. "Ngô Kha, Vietnam’s Civil Wars, and the Need for Forgiveness." Journal of Vietnamese Studies 13, no. 1 (2018): 1–41. http://dx.doi.org/10.1525/jvs.2018.13.1.1.
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This article describes Ngô Kha, a teacher, poet, army officer, and anti-government activist from Huế who was seized by undercover policemen in February, 1973, and never seen again. It describes his teaching, writing, friendship with Trịnh Công Sơn, and his antiwar activities, including his participation in a breakaway unit of the Sài Gòn army that fought Nguyễn Cao Kỳ’s forces in 1966. It highlights the sadness of Vietnam’s civil wars and the difficulty, in reconstructing wartime events, of finding unbiased sources. It concludes by proposing that “pure forgiveness,” discussed by the Vietnamese American writer Viet Thanh Nguyen, may be the only way to end perpetual war.
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Thuy, Pham Trut, and Le Thanh Thao. "University Students’ Preferable Types of Teacher Humor in English Classes." Vision: Journal for Language and Foreign Language Learning 10, no. 1 (October 29, 2021): 53–68. http://dx.doi.org/10.21580/vjv10i29096.
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The current study aimed to explore what types of teacher humor EFL students prefer in their classes. The study was designed as a mixed-method approach, using questionnaires and semi-structured interviews to collect data in two different Vietnamese universities. One hundred fifty-eight university students responded to the survey, and eight out of them were recruited as the participants for the interviews. The study results revealed that the types of jokes (M=4.41), riddles (M=4.08), and language play (M=4.15) were most favored. Besides, the participants' demographic information, including their gender and majors, affected their preferable types of teacher humor. Specifically, males showed more positive attitudes towards teacher humor than their counterparts. In terms of students’ majors, there were differences between non-English majors and English-majored students’ perceptions of irony, teasing, language play, visual and physical humor. Regarding the students’ positive attitudes towards teacher humor, EFL teachers should learn more about valuable strategies for using teacher humor in their classes due to the fact that they do not need to have a sense of humor to use it effectively.
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Nguyen, Buu Huan, Penny Haworth, and Sally Hansen. "Challenging ESP teacher beliefs about active learning in a Vietnamese university." Teacher Development 23, no. 3 (April 30, 2019): 345–65. http://dx.doi.org/10.1080/13664530.2019.1598481.
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Nam, Pham Sy, Hoa Anh Tuong, Robert Weinhandl, and Zsolt Lavicza. "Mathematics Teachers’ Professional Competence Component Model and Practices in Teaching the Linear Functional Concept—An Experimental Study." Mathematics 10, no. 21 (October 28, 2022): 4007. http://dx.doi.org/10.3390/math10214007.
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Teachers’ professional development is now widely regarded as a key determinant of school effectiveness and student achievement. However, Mathematics teachers in Vietnamese secondary schools face numerous challenges in their teaching practices, such as a lack of recourse assistance, a lack of innovational teaching policy, and difficulty in using real-life examples in teaching. This study aims to identify Mathematics teachers’ professional competence components and organize a workshop to support Vietnamese teachers to enhance professional development through experiment research. A total of 40 postgraduate students on the master’s course of Mathematics Education at Saigon University are involved in this study. To reach the study objectives, we conducted three research cycles of: (1) Reviews to identify the model of Mathematics teachers’ professional competence for suitability in the Vietnamese context; (2) Developing materials and organizing the workshop on designing lessons that teach linear functional concepts in Grade 8 (13-year-old students); (3) Feedback analysis through a qualitative study with a group focus interview of 40 workshop participants. Data collection was recorded, and typed transcripts and theme development were employed in data analysis. The findings outline four criteria that serve as the cornerstone of our concept of professional competences for Mathematics teachers: I. Mathematical Knowledge; II. Interpretation of the Official Mathematics Curriculum’s Intentions; III. Understanding of Students’ Thoughts; and IV. Design of Teaching. This model was applied in materials design for the workshop and was highly appreciated and got a high level of satisfaction from participants. These findings are expected to bring benefits for stakeholders who are Mathematics teachers in schools or involved in Mathematics teacher education in higher education.
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Phuc Thi Thanh Tran. "Participatory Learning and Teacher Follow-up Moves – An Investigation of Business English Classes in Vietnam." Middle East Journal of TEFL 2, no. 2 (December 30, 2022): 60–85. http://dx.doi.org/10.56498/441222022.
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This qualitative study, informed by sociocultural theory (Vygotsky, 1978), explores how classroom interaction effects learning potential. Specifically, it investigates the relationship between teacher follow-up moves and student learning opportunities in three business English classes at a Vietnamese university. By examining the functions and prospectiveness levels of teacher follow-up moves, the study provides a detailed analysis, interpretation and discussion of how different types of teacher follow-up moves and their respective levels of prospectiveness shape potentials and possibilities for student learning.
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Le, Phuong Thi, and Hien Thu Thi Pham. "Using Blended Learning in Teacher Training Programs: Perspectives of Pre-service Teachers." Journal of Educational and Social Research 11, no. 2 (March 5, 2021): 115. http://dx.doi.org/10.36941/jesr-2021-0035.
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Blended learning (the combination of face-to-face and online learning) has become increasingly favored in teacher education. This learning approach has been identified as an effective method of providing opportunities for pre-service teachers to work in both online and face-to-face environments. This paper employed a quantitative research design to explore the pre-service teachers’ perspectives regarding the use of blended learning in their training programs. This study surveyed 624 pre-service teachers in different fields at multiple universities with teacher training programs in Vietnam. The results revealed that pre-service teachers favored the blended learning method. In addition, teachers engaging in the blended learning approach used teaching methods and technologies appropriately. The study also investigated the relationship between online and face-to-face learning implemented in the blended learning approach. Compared to face-to-face or online learning alone, blended learning was observed to be more effective. In conclusion, Vietnamese pre-service teachers reacted positively and preferred the use of blended learning in their training programs.
Received: 13 November 2020 / Accepted: 19 January 2021 / Published: 5 March 2021
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Loi, Nguyen Van, and Chung Thi Thanh Hang. "English Proficiency Gain and Mediating Factors in Training: A Self-Evaluation of Vietnamese Pre-Service EFL Teachers." International Journal of Learning, Teaching and Educational Research 20, no. 1 (January 30, 2021): 22–47. http://dx.doi.org/10.26803/ijlter.20.1.2.
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Following the international language proficiency standards, Vietnam has recently set the advanced English proficiency (C1- CEFR) for teacher graduates from an English teacher education program. Considering regional differences, this standard setting has raised a concern about its feasibility. Therefore, this paper aims to report the language proficiency development of English teacher trainees at a Vietnamese university as an illustration and examine training factors that may influence this proficiency outcome. To this end, a mixed-method approach is used in which a self-report questionnaire is designed to collect the data on the trainees’ self-assessment of EP and their responses to the training factors. Also, a group interview is then conducted to obtain qualitative evidence that backed up the questionnaire results. The participants are 41 fourth-year EFL teacher students, seven of whom agreed to participate in the group interview. The results show that approximately 62.4% of the candidates self-assessed their level equivalent to the C1-advanced proficiency, while a significant percentages till desired additional language proficiency support. Their responses to the training factors reveal that they are overall satisfied with the effectiveness of English proficiency training. Noticeably, their proficiency scores positively correlate with their use of self-regulated learning strategies, which in turn correlated with the types of teaching and assessment activities during the training years. Their starting proficiency level also has a significant correlation to their proficiency gain at the end. These findings offer useful implications for preparing foreign language teachers in the context towards the general proficiency standards, and for understanding expectations versus realities regarding this issue.
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Duy Khang, Nguyễn. "From “Letter to a Teacher”: seeking the implied portraits of a good teacher. A Vietnamese father’s perspective." Problemy Wczesnej Edukacji 28, no. 1 (March 31, 2015): 128–39. http://dx.doi.org/10.5604/01.3001.0008.5677.
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This article aims at portraying the characteristics of a good teacher through “Letter to a Teacher” – the work of Lorenzo Milani and eight boys of “Barbiana” – from an Asian perspective. Beyond this discourse, the analysis has implied that a good teacher (1) gives constructive feedback, (2) has knowledge, (3) uses marks properly, (4) balances and satisfi es learners’ needs, (5) looks into the roots of problems, (6) cares for the learners, (7) limits inequality, (8) thinks critically and is responsible, and (9) communicates well in most cases.
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Thi, Thuy, and Viet-Hung Dinh. "Validating a Scale for Measuring Preschool Teachers’ Competence in Promoting Children’s Language Development in Vietnam: An Exploratory Factor Analysis." European Journal of Educational Research 11, no. 4 (October 15, 2022): 2167–79. http://dx.doi.org/10.12973/eu-jer.11.4.2167.
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<p style="text-align: justify;">The role of preschool teachers in supporting children’s language development is unquestionably substantial. To ensure the quality of preschool teachers’ performance in this specific task, various assessing instruments have been developed and justified in recent years. This study joins such efforts by investigating a new scale based on the “Framework for assessing preschool teacher competence in promoting children’s language development” proposed by a previous research. The scale’s psychometric properties are examined with a sample of 685 Vietnamese preschool teachers. The results supported the four-factor model suggested by the original authors and confirmed its reliability and validity. Finally, further usages of the scale are discussed.</p>
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Nguyen, Anh Thi, and Thi Ngoc Lien Nguyen. "Vietnamese EFL pre-service teachers’ perceptions of the quality of a training course on English Language Teacher Education." Can Tho University Journal of Science 13, no. 3 (November 30, 2021): 30–38. http://dx.doi.org/10.22144/ctu.jen.2021.038.
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The present study aims to investigate perceptions of pre-service teachers of English on the quality of a training course on English Language Teacher Education. Thirty-nine pre-service teachers who had just completed their training program at a university participated in the study. Data were collected through semi-structured interviews. The results show that the pre-service teachers on the whole showed a high level of satisfaction with the quality of the training course. However, the results indicate certain variances in the way the pre-service teachers responded to the issue of quality. The study also indicates suggestions proposed by pre-service teachers regarding how to help the university improve the quality of education and training as well as the services it offers. Accordingly, this study brings significant insights for related stakeholders in achieving a better quality for education.
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Nguyen, Thi Phuong Lan, and Quang Vu. "Alignment of Curriculum, Outcomes, and Standards in Vietnamese English Language Teacher Education." Literacy Information and Computer Education Journal 11, no. 2 (December 31, 2020): 3443–49. http://dx.doi.org/10.20533/licej.2040.2589.2020.0453.
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