Academic literature on the topic 'Vietnamese university students'
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Journal articles on the topic "Vietnamese university students"
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Duong, Quang Minh. "University Experiences and Satisfaction of Vietnamese University Students." Journal of Studies in Education 5, no. 4 (2015): 90. http://dx.doi.org/10.5296/jse.v5i4.8344.
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<p>Student satisfaction is an important part of the effort to market higher education successfully and learning programs, and an important factor in measuring the quality of learning approach. This study explored the student satisfaction in Vietnamese higher education, and how student satisfaction was affected by personal and university experience variables. A quantitative research method was used in the study; out of the 618 third-year students of 24 departments and faculties at in the University of Social Sciences and Humanities - Vietnam National University Ho Chi Minh City responded to the study and were study participants. The findings of this study show that students were moderately satisfied with their environment on campus. The study also shows that of university experiences had significant positive effects and personal variable had significant negative effects on student satisfaction. </p>
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Dao, Mai Thi Ngoc, and Anthony Thorpe. "What factors influence Vietnamese students’ choice of university?" International Journal of Educational Management 29, no. 5 (2015): 666–81. http://dx.doi.org/10.1108/ijem-08-2014-0110.
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Purpose – The purpose of this paper is to report the factors that influence Vietnamese students’ choice of university in a little researched context where the effects of globalization and education reform are changing higher education. Design/methodology/approach – A quantitative survey was completed by 1,124 current or recently completed university students in Vietnam. Marketing approaches are drawn upon to inform the exploration and understanding of student choice and decision making. Findings – The factor analysed data showed the nine key factors influencing student decisions, in order of significance, as facilities and services, programme, price, offline information, opinions, online information, ways of communication, programme additions, and advertising. There are significant correlations in the Vietnamese context between the factors of price and facilities, and services and programme, and differences between genders and types of students in choosing a university. Research limitations/implications – Whilst this paper is a starting point, more research is needed in the Vietnamese context with deeper levels of analysis including the differences between types of universities and fields/disciplines, in addition to wider sampling. Practical implications – A greater understanding of the Vietnamese context helps to inform marketing practices in a country experiencing increasing competition in higher education. Social implications – Findings from studies in other contexts many not be directly transferrable to Vietnamese universities suggesting the need for a contextual understanding of these factors and a suitably nuanced marketing response. Originality/value – This paper identifies the need for cultural understanding of little researched contexts and calls for further research which does not assume all cultures and contexts will have the same underlying Vietnamese model of university choice.
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Quynh, Ho Thi Truc. "SOCIAL SUPPORT AMONG VIETNAMESE UNIVERSITY STUDENTS: EVIDENCE OF GENDER DIFFERENCES." Dalat University Journal of Science 12, no. 1 (2021): 69. http://dx.doi.org/10.37569/dalatuniversity.12.1.777(2022).
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Social support is considered to be an important element of relationships. Previous studies have provided evidence that low social support is closely related to poor physical and mental health. Gender has an important influence on social support for university students; however, research on the level of social support and differences in social support by gender for Vietnamese university students is still lacking. The current study aims to investigate the level of social support and gender differences in social support for Vietnamese university students. A total of 859 Vietnamese university students have completed the Perceived Social Support Scale (PSSS). The results revealed that Vietnamese university students have a high level of social support and that male students have a lower level of social support than female students. Factors that may contribute to gender differences in social support are discussed. These findings have important implications for the development of interventions to provide gender-based social support.
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Tran, Nhan Thi Mai. "Promoting the effect of presentation skills - group discussion method in teaching Vietnamese literature to foreign students." Science and Technology Development Journal 16, no. 3 (2013): 160–66. http://dx.doi.org/10.32508/stdj.v16i3.1656.
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Currently, in the training curriculum of Bachelor degree in Vietnamese Studies (for an audience of foreign students), Vietnamese Literature is one of the compulsory subjects. This is an interesting subject, but hard for foreign students due to limited language skills nad capacities. Therefore, how to motivate foreign students to excitedly learn Vietnamese Literature and thoroughly understand literary works of Vietnamese literature? This paper raises some experiences in the application of the group discussion method based on the hierarchical theory of Benjamin Bloom's thinking when we teach Vietnamese Literature to foreign students, particularly fulltime regular students (in the formal system) studying at the Faculty of Vietnamese Studies, University of Social Sciences and Humanities – Vietnam National University, Ho Chi Minh City. This method helps teachers to maximize the motto “learnercentered”, and also helps students to make effective use of P.O.W.E.R studying methods (initiated by Professor of Psychology Robert S. Feldman, University of Massachusetts) in order to promote active, positive and creative learning.
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Minh Sang, Nguyen. "Financial well-being of Vietnamese students." Investment Management and Financial Innovations 18, no. 4 (2021): 355–65. http://dx.doi.org/10.21511/imfi.18(4).2021.29.
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This study aims to analyze financial well-being as well as the factors affecting the financial well-being of Vietnamese students. The study surveyed 658 students in Vietnam via email and Facebook groups with suitable survey subjects in the period from May to June, 2021. The study also collected demographic information and the status of independence or financial dependence of students participating in the survey in Vietnam. The study analyzes the direct and indirect effects of six groups of independent factors on the financial well-being of Vietnamese students through the PLS-SEM model. Empirical study results show that three factors, such as Financial Attitude, Financial Behavior, and Financial Self-Efficacy, have a direct impact, while two other factors, Financial Knowledge and Financial Skills, have an indirect impact on financial well-being of students in Vietnam. Although there are some limitations in the representative level of students participating in the survey, sampling methods and the number of respondents in the survey, the study achieved its research objectives. This study provides more empirical evidence and insights to the Ministry of Education and Training and economics universities in designing training programs that equip students with knowledge and skills to achieve financial well-being. AcknowledgmentThe author wishes to acknowledge support from the Banking University of Ho Chi Minh City. The author would like to thank all the lecturers and students for their support in sharing the survey, and the students who completed the survey. This study was made possible thanks to all valuable support from relevant stakeholders.
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Ho, Thi Truc Quynh, and The Hai Hoang. "SELF-ESTEEM AND DEPRESSION AMONG VIETNAMESE UNIVERSITY STUDENTS." UED Journal of Social Sciences, Humanities and Education 11, no. 1 (2021): 113–21. http://dx.doi.org/10.47393/jshe.v11i1.927.
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Research and theories on gender differences in self-esteem and depression as well as the relationship between self-esteem and depression play an important role in the field of psychology. In the current study, we explore these two issues with Vietnamese university students. The levels of self-esteem and depression were assessed with a sample of 859 university students drawn from three universities in central Vietnam. The results showed that Vietnamese university students have moderate self-esteem and most do not suffer from depression. As expected, the male students reported significantly higher self-esteem than theirfemale fellows; however, the female students reported higher levels of depression than the male ones. The results also revealed that self-esteem was negatively correlated with depression. The research contributes to the understanding of the gender differences between the two mental health factors and the relationship between them among Vietnamese university students. These findings are important to the development of intervention strategies that help improve self-esteem and prevent depression in university students.
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Trang, Nguyen Minh. "Exploring University Students’ Politeness Via Vietnamese Students’ Emails of Requests." International Journal of Research in English Education 4, no. 3 (2019): 84–99. http://dx.doi.org/10.29252/ijree.4.3.84.
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Duong, Minh-Quang. "Communication Efficacy and University Experiences of Vietnamese Students." Journal of Education and Training 3, no. 1 (2016): 216. http://dx.doi.org/10.5296/jet.v3i1.8904.
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<p>Communication efficacy is important especially during the process of seeking job and<strong> </strong>is essential to the success of both the student and the teacher in learning environment. This study explored the students’ communication efficacy in Vietnamese higher education, and how students’ communication efficacy was affected by university experience variables. A quantitative research method was used in the study; out of the 618 third-year students of 24 faculties and departments in the University of Social Sciences and Humanities - Vietnam National University Ho Chi Minh City responded to the study and were study participants. The finding of this study presents that students were moderated with their communication efficacy. The study also shows that of university experiences persistently exhibited significant positive effects on students’ communication efficacy. Recommendation of study was discussed.</p>
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Dung, Phung Xuan, and Nguyen Quang Vinh. "A Survey of Dormitory Vietnamese University Students’ Lifestyle." International Journal of Educational Technology and Learning 12, no. 2 (2022): 10–15. http://dx.doi.org/10.55217/101.v12i2.518.
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The research is conducted to explore the reality of cultural life of Vietnamese boarding students at a public university in Ho Chi Minh City, Vietnam. Thereby, the authors made recommendations for a proper cultural life in the educational setting, which helped to enhance the living and studying environment for boarders. A 73-item questionnaire for assessing the present state of boarders was delivered to 638 students who were living in a few dormitories in the city. The question items are about learning behaviours (20 items), living habits (22 items), communication habits (21 things), and relationships (10 items). The results indicated that boarding students are serious about obeying school rules, but they are uninterested in studying activities. They are also disciplined and participate well in mandatory activities, but do not actively get involved in community volunteer activities and spend little time on morning exercises. Furthermore, students at boarding schools communicate in ways that are consistent with the social trends, and their romantic relationships are within acceptable bounds. In addition, their family relationships are quite secure; boarders are frequently proud of their parents' profession and adhere to the school's policies. Based on legal foundation, practical basis, norms, consultation with experts, and student feedback, 27 contents have been chosen to establish a cultural life for boarding students.
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Mai, Hanh My, Thanh Minh Vo, Xuan Thi Thanh Nguyen, and Vinh-Long Tran-Chi. "Vietnamese university students' perspective on Peter Pan Syndrome." International Journal of Ayurvedic Medicine 12, no. 3 (2021): 576–82. http://dx.doi.org/10.47552/ijam.v12i3.2082.
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An increasing number of people, especially university students, are presenting Peter Pan Syndrome in society. Peter Pan Syndrome is a concept used to characterize the person who refuses to comply with the characteristics of the adult when reaching adulthood. The people with Peter Pan Syndrome are immature in emotion, behavior, and cognition. The main objective is to investigate the perception of Peter Pan Syndrome and the level of Peter Pan Syndrome among university students. Convenience sampling was used to collect data from 400 undergraduate students (186 males and 214 females) from three universities in Vietnam. Descriptive and inferential statistics were used to analyze the data. The results revealed that the manifestations of Peter Pan Syndrome in students in three dimensions of emotion, behavior, and cognition. This study contributes to the general discussion underway about the definition of Peter Pan Syndrome and the symptoms of Peter Pan Syndrome. Future research should carefully consider the potential effects of Peter Pan Syndrome among undergraduate students to assist families and educators in developing appropriate education and coping strategies.
Dissertations / Theses on the topic "Vietnamese university students"
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Luong, To Lan. "Vietnamese university students' academic motivation." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/384275.
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Since 2005, a comprehensive reform agenda has been implemented in Vietnam aimed at improving the quality of higher education and of university graduates. While there has been a rapid expansion in participation in higher education, there are strong concerns regarding the preparedness of students and their overall employability. Strategies have been identified to address these concerns; however, the issue of student motivation has not been considered. This study, guided by self-determination theory, addressed this gap by exploring Vietnamese university students’ motivation including both motivation for daily study and, more broadly, motivation to pursue university education.
Guided by self-determination theory, a macrotheory of motivation, and conducted at a high-ranking, multidisciplinary university in Hanoi, this study employed a convergent parallel mixed methods research design. A total of 678 first-year students were surveyed. The survey instrument, based on the Academic Motivation Scale (AMS) (Vallerand et al., 1992, 1993), collected data to (a) assess both quantity and quality of students’ ongoing motivation, (b) examine the effects of demographic characteristics on students’ ongoing motivation, and (c) test the psychometric properties of the AMS in the current sample. Additionally, 14 students from Years 2 to 4 participated in 1:1 interviews focusing on their motivation around undertaking university education, degree choice, and ongoing motivation for study.
The results of descriptive analysis of 648 surveys revealed that Vietnamese students in this study had relatively low levels of self-determination in their daily study. These students exhibited higher levels of extrinsic motivation than intrinsic motivation, and were most highly motivated to study for reasons relating to future employment, although many demonstrated levels of amotivation. A confirmatory factor analysis was carried out to assess the appropriateness of the AMS in assessing Vietnamese students’ motivation. The results revealed that the 7-factor AMS with 23 items out of the original 28 items fitted the data well. The revised AMS exhibited satisfactory levels of reliability and validity. The results of the MANOVA to investigate the effects of demographic characteristics on students’ ongoing motivation showed a complex combination to family (including educational background and financial capacity) as well as those related to the individual (including gender and major).
A thematic analysis of the interviews was used to investigate the relationship between students’ ongoing motivation and their original motivation for pursuing university education. This analysis supported results from previous studies and of the MANOVA. The students who were interviewed attended university for both economic and non-economic reasons. These students chose degree programs based on their own interests, family opinions, and social trends. The initial motivation for these students to attend university transformed into academic goals and influenced students’ motivation to a large extent. Many students reported a change in motivation between Year 1 and Year 2, and the first-year experience had an important role in understanding this change.
This study will make a significant contribution to theory as well as practice. The AMS has never been tested in Vietnam, and the reliability of its application in a collectivist culture is a substantial contribution to our understanding of self-determination theory. In practice, the findings of this thesis will enable administrators and educators to design appropriate measures to enhance students’ motivation and will contribute to the quality of the higher education experience. Given the context in which higher education in Vietnam exists, revealing the complex connections between the collectivist culture and individual motivation has potential to guide the reform agenda and, ultimately, contribute to student learning.<br>Thesis (Professional Doctorate)<br>Doctor of Education (EdD)<br>School Educ & Professional St<br>Arts, Education and Law<br>Full Text
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Le, Thi Nguyet. "Blended learning in teaching English to Vietnamese university students from EFL lecturers' perspectives." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2574.
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With the rapid growth of Web 2.0 and information technology, blended learning - a combination of face-to-face and online learning - enables university lecturers to extend teaching and learning beyond the confines of their classrooms. The Government of the Socialist Republic of Vietnam recognised the importance of these innovations and mandated the use of information and communication technologies in higher education institutions. This directive overlapped with the Government’s policy to make English the major foreign language in the country in a response to globalisation given the springboard into the global economy English provides. As a result, two simultaneous, parallel movements are occurring in Vietnamese universities: (i) an upsurge in teaching English as a Foreign Language (EFL); and (ii) a focus on using blended learning (BL) for teaching and learning.
This study investigated Vietnamese EFL lecturers’ perspectives of how well they were managing their implementation of BL in teaching English to non-English major students in Vietnamese universities. The principal aim of this research was to investigate how these lecturers were dealing with, coping with, or managing the mandated implementation of BL in their teaching. Semi-structured interviews occurred with twenty EFL lecturers from ten different universities in Vietnam.
The findings revealed most of the EFL lecturers were not managing their implementation of BL in English teaching effectively while a very small number admitted their effective use of BL. Contributing to the lecturers’ implementation of BL were personal, institutional, and socio-cultural and economic factors. When the two major factors - personal and institutional - were positive, the lecturers could manage their implementation of BL effectively. The contributory socio-cultural and economic factors - especially the Confucian teaching tradition - hindered the quality of the lecturers’ implementation of BL. The study provides a framework for managing the implementation of BL effectively in English language education in Vietnamese universities.
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Nguyen, Dung Thi. "Vietnamese Students' Translanguaging in a Bilingual Context: Communications within a Student Organization at a US University." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248528/.
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Today linguistic hybridity is often conceptualized as translanguaging. The present study of translanguaging was a linguistic ethnography, which meant investigating cultural issues as well as linguistic practices. The focus was on bilingual speakers of Vietnamese and English, two "named" languages that differ considerably in morphology, syntax, and orthography. This study, conducted over four and a half months, was situated in the Vietnamese Student Organization of a U.S. university, and it included 37 participants. The research was intended to answer two questions: what forms of translanguaging did these bilinguals use? and what reasons did they provide for instances of translanguaging? In capturing the language use of this community, my role was participant-observer, which entailed observing and audio-recording conversations in three kinds of settings: group meetings, social gatherings, and Facebook communications. Additional insights came from discourse-based interviews, focused on instances of translanguaging by 10 individuals.
In the group meetings and Facebook conversations, it was conventional for the major language to be English, whereas in the social gatherings it was Vietnamese. My attention in analyzing these interactions was on patterns of translanguaging that occurred within sentences and those occurring outside sentence boundaries. Overall, most translanguaging occurred intra-sententially, as single words from one language were segmented within a sentence being spoken or written in the other. As to extra-sentential forms, this translanguaging in the group meetings mainly took the form of Vietnamese honorifics, and Facebook conversations included some extra-sentential double postings. Participants provided reasons for translanguaging that included community factors, discourse-related factors, and individual-related factors. This inquiry provides further insights into the multi-competences of bilingual individuals. The Vietnamese-English bilinguals drew flexibly from their linguistic repertoires, merging two languages that are quite different. Use of hybridized language was conventional for them and was central to their practices. This linguistic hybridity was a mutuality—one of the ways in which these students were, in fact, a community.
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Nguyen, Thi Ngoc-Thuy. "Students' approaches to learning physics in a Vietnamese university, an investigation of teachers' and students' perceptions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0027/MQ37603.pdf.
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Tran, June [Verfasser]. "Enhancing Graduate employability: The perspectives of Vietnamese university students and graduates / June Tran." München : GRIN Verlag, 2014. http://d-nb.info/1183917937/34.
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Chinh, Nguyen Quoc. "The testing process in a Vietnamese university, an investigation of teachers' and students' perceptions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24217.pdf.
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Bui, Thi Hien. "EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2512.
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The flipped classroom has been increasingly used in higher education worldwide, and more recently in developing countries. The pedagogy involves a ‘flip’ of direct instruction being conducted online prior to class and learning activities demanding higher order thinking occurring in subsequent, face-to-face classrooms.
While the flipped classroom has been well-researched in Western countries such as the USA, the UK and Australia, little is known about the implementation of the flipped classroom in a developing country like Vietnam. Here, the flipped classroom poses challenges to teachers’ and students’ traditional perspectives of teaching and learning, and to levels of infrastructure and training. To date, no studies have examined the perspectives of, and learning experiences in the flipped classroom for Vietnamese English as Foreign Language (EFL) undergraduate students. This study was conducted to address this gap.
This study explored undergraduate students’ perspectives, and their learning experiences, in one case study university in Vietnam. The university had mandated the use of the flipped classroom in EFL courses in 2015 and the major aim of this study was to investigate how students were dealing with the pedagogy. Utilising symbolic interactionism as the theoretical perspective, the study employed two data collection methods, interviews, and observations. Semi-structured interviews were conducted with 20 EFL students and five EFL teachers; 30 observations of students’ learning activities occurred in both online learning and face-to-face classes. Data were thematically analysed to explore EFL students’ perspectives and learning experiences within a flipped classroom environment, and to triangulate these with the perspectives of the teachers responsible for carrying out the flipped classroom model.
The study revealed five important findings. First, students showed their preferences for surface learning over deep learning in the flipped classroom. Second, higher-achieving students were engaged in deeper learning, but lower-achieving students struggled to move beyond surface learning. Third, students revealed limited understandings of the demands of flipped classroom learning; what was required to engage effectively and its strategic goals in EFL education. Fourth, students expressed a range of beliefs about self-regulated and metacognitive strategies, but these revealed inconsistencies across the cohort. Fifth, there were a range of individual and contextual factors that affected students’ surface learning in the flipped classroom.
This study has several implications for Vietnamese higher education institutions wishing to adopt EFL flipped classroom learning. These include raising institutional awareness for preparing the management change agenda, focusing on students’ learning approaches and skills needed for the flipped classroom, and providing ongoing professional development and support for teachers and curriculum designers regarding theories underpinning the flipped classroom.
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Nguyen, Nga Ngoc. "An evaluation study of an English for academic purposes program in a Vietnamese university." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2464.
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English for academic purposes (EAP) pathway programs have boomed in Vietnam following a dramatic increase in English-medium instruction (EMI) university programs. These EAP programs are the pathway, and also the prerequisite, for students who fail to gain direct entry into the EMI programs. However, questions have arisen as to how well such EAP programs prepare students for future EMI study.
This study evaluated an EAP program offered by one Vietnamese public university. It was one of the first EAP programs established in the country and had been adapted from an overseas curriculum package. However, alarming failure rates in the final examination have prompted a need to evaluate the program, which to date has not occurred.
Using Stufflebeam’s (2014) Context, Input, Process and Product (CIPP) model, this study evaluated how well the program met the needs of its students via different aspects of teaching content, teaching materials, assessments, teaching and learning processes, and outcomes. To achieve both depth and breadth in evaluation, a mixed-methods approach was adopted. Quantitative data were collected at the start and the end of the program from two student questionnaires. Qualitative data were collected from documents related to the program; interviews with key participants (students, teachers, administrators) in the EAP program and the subsequent EMI program (students, lecturers).
The study identified four key areas of students’ needs which the program met with varying levels of success. The program generally assisted students to develop their general English proficiency and academic study skills. However, the program failed to meet their requirements for academic English skills, which in turn compromised two other important needs: to pass all examinations, especially the final examination; and to be ready for the EMI program. The study found that the lack of a comprehensive, contextualised investigation of students’ needs and its use of the International English Language Testing System (IELTS) as a driver of the curriculum contributed to its partial failure to meet students’ learning needs.
This study makes several significant contributions to knowledge. First, it is the first attempt to evaluate an EAP program in Vietnam, drawing on Stufflebeam’s (2014) CIPP model. The results in the study showed that this model was clearly an effective evaluation framework, likely to be applicable to other L2 education programs. Second, by conducting a comprehensive evaluation, the study provides evidence that could contribute to the improvement of the EAP program itself and other similar programs in Vietnam. Third, the study extends local and international understandings of EAP education in Vietnam and provides valuable insights for EAP policy makers and practitioners in Vietnam, and those in similar contexts. The study highlights the importance of systematic and comprehensive program evaluation in ensuring quality language education in Vietnam, especially when adopting curriculum from very different educational contexts.
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Nguyen, Ngan T. "West Wind Blows: Voices of Vietnamese Teachers and Students of English– A Case Study of Nha Trang University." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304001658.
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Minh, Doung Quang. "Teachers' and students' ideas about the use of multiple choice tests in physics, a study in a Vietnamese university." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0024/MQ37521.pdf.
Full textBooks on the topic "Vietnamese university students"
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Tiến, Phúc. Đường vào NUS: NUS from Vietnamese experiences. Truyền thống hợp điểm, 2008.
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Chow, Henry P. H. Socio-cultural and educational adaptation: A survey of Vietnamese-Canadian university students in Regina. University of Regina, Dept. of Sociology and Social Studies, 2005.
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Lucas, Brad. Radicals, rhetoric, and the war: The University of Nevada in the wake of Kent State. Palgrave Macmillan, 2006.
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Rads: The 1970 bombing of the Army Math Research Center at the University of Wisconsin and its aftermath. HarperCollins Publishers, 1992.
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Miura, Akiko. The food habits of Vietnamese college women at Oregon State University. 1998.
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Hollingsworth, Alan B. University Boulevard: A Novel. Norton & Company, Incorporated, W. W., 2004.
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Bates, Tom. Rads: The 1970 Bombing of the Army Math Research Center at the University of Wisconsin and Its Aftermath. HarperCollins Publishers, 1992.
Find full textBook chapters on the topic "Vietnamese university students"
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Hung, Phan Duy, and Nguyen Cong Minh. "Application of Fuzzy Logic in University Suggestion System for Vietnamese High School Students." In Future Data and Security Engineering. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35653-8_44.
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Vu, Ngoc Tung, and Do Na Chi. "Vietnamese University Students’ Motivation and Engagement with Participating in Extracurricular Activities to Develop Employability." In Graduate Employability Across Contexts. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3959-4_12.
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Bui, Thuy, Thi Thom Thom Nguyen, and An Duc Nguyen. "Vietnamese higher education language planning and university students’ career development." In English Tertiary Education in Vietnam. Routledge, 2018. http://dx.doi.org/10.4324/9781315212098-5.
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Nghia, Tran Le Huu, and Ly Thi Tran. "The value of undertaking university education in Vietnam." In Students’ Experiences of Teaching and Learning Reforms in Vietnamese Higher Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429400261-12.
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Nghia, Tran Le Huu, and Ly Thi Tran. "Facilitating the transition of first-year students into the university." In Students’ Experiences of Teaching and Learning Reforms in Vietnamese Higher Education. Routledge, 2020. http://dx.doi.org/10.4324/9780429400261-4.
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Tran, Minh Ngoc, Stephen Marshall, and Linda Hogg. "Doctoral Student Perceptions of Plagiarism." In Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8888-8.ch019.
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This chapter explores divergent views about plagiarism within the context of the internationalization of higher education and reports on a recent investigation of perceptions of plagiarism among Vietnamese and local doctoral students at a New Zealand university. Findings revealed that all the doctoral participants possessed substantial understanding of plagiarism, and their professional experiences as lecturers and tutors were a significant influence on their perspectives. While considering intentional plagiarism as a moral issue, a form of academic cheating, and a scholarly offence, they viewed unintentional plagiarism as a developmental and intercultural issue. Compared to their Vietnamese peers, New Zealand doctoral students had more academic publication experience and showed deeper awareness of scholarly impacts of plagiarism. The chapter concludes with recommendations that doctoral supervisors engage with individual students to learn about each one's background, understandings, and needs, so that they can better support doctoral students' apprenticeship into the scholarly community.
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Bang, Truong Cong, and Jennifer Archer. "Examining the motivation and achievement of Vietnamese university students as they undertake English classes." In English Tertiary Education in Vietnam. Routledge, 2018. http://dx.doi.org/10.4324/9781315212098-11.
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Fägersten, Kristy Beers. "A Case Study of a Distance Degree Program in Vietnam." In Cases on Professional Distance Education Degree Programs and Practices. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4486-1.ch009.
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The English Department at Högskolan Dalarna, Sweden, participates in a distance-learning program with the Faculty of Education at Vietnam National University. Students who enroll in this program are teachers of English at secondary or tertiary institutions, and will study half time for two years to complete a Master’s degree in English Linguistics. The distance program, adapted specifically to accommodate the Vietnamese students in terms of cultural differences as well as inexperience with distance methodology, is characterized by three design features: testing, technical training, and fostering a community of learners. The design of the courses also reflects a learner-centered approach that addresses common problem areas in distance education by promoting interactivity. Central to the overall program is the maintenance of different channels of communication, reflecting an effort to support the students academically and socially, both as individuals and members of a learning community. In this way, the effects of physical and cultural distances are minimized.
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Westermeyer, Joseph. "Opium and the People of Laos." In Dangerous Harvest. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195143201.003.0009.
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This chapter reflects several different studies conducted over 3 decades. The work in Laos was conducted over a single decade, 1965–1975. These studies began with data collection on opium production in Laos, proceeded to opium usage and its functions, then to an epidemiological study of opium addiction, and finally to clinical studies of opium addiction, its treatment, and course (Westermeyer 1982). During the period 1965–1975 (Westermeyer 1971) I spent a total of 3 years in Laos. The first 2 years involved work as a general physician (with the Public Health Division of USAID) and as a graduate student in anthropology. The final 12 months were spent over the period 1971–1975, with several visits of approximately 2 months each. These last visits were funded by grants from the University of Minnesota and consultations to the Ministries of Health and Social Welfare in Laos. Subsequently, I served as a consultant to the World Health Organization from 1977 to 1997. This role involved about 20 visits to Asia as a research consultant, curriculum developer, and speaker during a time when several countries of Asia were developing their own epidemiological studies and later treatment and prevention programs. During this time, I also had the opportunity to care for and study refugees from Southeast Asia who became addicted (or readdicted) to opium in the United States (Westermeyer, Lyfoung et al. 1989, 1991; Westermeyer and Chitasombat 1995). In Laos, minorities made up about half the population. To an extent greater than the ethnic Lao themselves, many minority groups were involved in opium production and commerce. Mountaineer minorities grew poppy: Akha, Hmong, Iu Mien, Khamu, Lisu, and the Tai tribes. Expatriate Asians and Europeans, living in towns along the Mekong River, conducted opium commerce; they included ethnic Chinese, Vietnamese, Thai, Cambodians, and French (usually referred to as Corsicans by other French people). Those groups straddling the borders of two or three different countries were in a unique position to smuggle opium, along with legitimate trade in raw products and manufactured goods. For example, the Iu Mien moved opium from Burma and Laos down into Thailand.
Conference papers on the topic "Vietnamese university students"
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Phong, Hoang Anh. "An Investigation Into the Effects of Mother Tongue on Vietnamese First-year English-majored Students' Writing Skills." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.003.
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ABSTRACT This research focused on finding the patterns of mother tongue interference in written English of first-year English-majored students at University of Languages and International Studies, Vietnam National University, Hanoi as well as discovering effective methods to mitigate them. It analyzed how much students are affected by Vietnamese, their mother tongue in terms of grammar, vocabulary and sentence conjunctions. The researcher examined 84 students’ questionaire and interviewed 9 random students. From the data collected, it can be seen that most students’ writings consisted of grammatical inaccuracies related to Vietnamese writing habits. Conversely, the frequency of lexical mistakes was quite low. In terms of sentence conjunctions, most students still forgot to use a comma before certain linking words. Based on the findings, it is advisable for students to ameliorate the Vietnamese influences by familiarizing themselves with native speakers’ thinking system with several tools such as books, TV shows and forums. Keywords: mother tongue, first language, interference, English-majored students
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Salosina, Irina V. "Area of comfort: Russian language training for Vietnamese students at technical university." In International Conference «Responsible Research and Innovation. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.02.112.
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Karabushckenko, Natalya B. "Coping Strategies Of Vietnamese And Russian Students Of An Internationally Oriented University." In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.18.
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Nguyen, Uyen Tran Tu, Yen Hoang Pham, and Thanh Thanh To. "Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.
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Student engagement plays a vital role in their performance in in-class activities. The importance of student engagement in a foreign language class has been proved in many prior studies. Most of them have mainly focused on students' and teachers’ perceptions towards student engagement in learning English. However, the current paper quantitively analyzed factors affecting student engagement and its correlation between variables. There are two research questions: 1) What factors influence non-English major tertiary students in Vietnamese EFL class; and 2) To what extent do those factors correlate with non-English major students’ engagement in English classrooms? The study’s questionnaire was delivered to 83 non-English major tertiary students studying in a public university in Ho Chi Minh City, Vietnam. The findings found that motivation made a more significant contribution to student engagement than the three others (e.g., teacher-student interaction, family engagement, and peer support for learning). In this paper, the correlations between student engagement and those factors were found to be significantly positive. Based on the results, the present study’s implication was that teachers and school managers should form a strong relationship with students’ parents to manage their learning process and share education opinions related to boosting student engagement in EFL classrooms. The study also suggested more future research investigating influences of student engagement with different methods to generalize this field.
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Oanh, Hoang Thi Kim. "An Investigation into the Influences of Anxiety in Non-English Major Tertiary Learners’ Willingness to Communicate Orally in Vietnamese EFL Classrooms." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.7.
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This paper scrutinized the impact of foreign language anxiety on tertiary Vietnamese students’ willingness to communicate orally in EFL classrooms. The study had two research questions: 1) Which is the most common type of foreign language anxiety experienced by non – English tertiary Vietnamese students in EFL classrooms, and 2) What is the correlation between foreign language anxiety and Vietnamese students’ willingness to communicate orally in EFL classrooms. The data was collected from 176 non-English major tertiary students learning in a public university in Ho Chi Minh City by facilitating the Willingness to communicate Scale and Foreign Language Anxiety Scale. The study’s results analyzed in a quantitative descriptive approach indicated that communication apprehension was the most common type of anxiety experienced by the students in the English learning process. The study found that language anxiety negatively correlated with willingness to speak. It means the students were more anxious, they could not engage in the in-class communicative activities, which might affect their academic performance. The present paper hopes to provide educators and school managers who might encourage students’ readiness to join speaking activities in Vietnamese EFL classrooms with a comprehensive understanding of the influence of foreign language anxiety on students’ willingness to communicate.
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Nga, Tran Thi. "ALTERNATIVE EDUCATIONAL ACTIVITIES TO ENHANCE YOUTH’S PARTICIPATION IN SOCIAL INNOVATION IN HIGHER EDUCATION: THE CASE STUDY OF “ACTIVE CITIZENS” PROGRAM BY BRITISH COUNCIL IN A VIETNAMESE UNIVERSITY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end072.
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"The paper will provide the overview and practices of embedding social innovation into higher education through extra-curriculum activities in Vietnamese universities. The paper argues that the educational experiences provided by “Active Citizens” program can provide the youth necessary global skills, mindset and hand-on experiences to engage youth to social innovation through their social action projects. The study also recognizes that most challenging issue in carrying out this kind of program is to sustain students’ engagement and their active investment in their initiatives. The study also sees great potentials for enhanced partnerships among university-community in terms of both professional and financial support for student’s projects. Finally, there are discussions on embedding social innovation into Vietnamese universities to serve for higher education’s third mission."
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Truc, Nguyen Thụy Ngọc. "A Study on the use of Technology in Translation by HUFI English-majored Students." In 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.28.
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This study aims to investigate students’ use of technology for their translation needs and investigate which translation tools students use most often. The study is based on a survey of 50 students majoring in English Language in courses 09DHAV to courses 12DHAV of Ho Chi Minh City University of Food Industry (HUFI). They are representative of each school year, covering a variety of levels, genders helping to identify any trends or differences among student translators at different educational levels. This article analyses by quantitative method with the results of 20 questions including multiple-choice and essay written in English. The results show that students use a lot of technology and prefer to use their phones to translate Vietnamese-English. The tool using Google Translate was voted as the most used by students, followed is TFlat, SmartCat. The preference for using a phone over using a computer increased after the first and final years of school. Students in the early years also show a significant preference for Google Translate as their most used tool, but this preference is much lower for seniors.
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Maryska, Milos, Petr Doucek, and Lea Nedomova. "Comparison of Applicant's Results for Studies from Russia and Vietnam at the University of Economics, Prague." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3708.
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Aim/Purpose: The aim of this paper is analysis of applicants for study at the University of Economics, Prague (UEP) that are coming from foreign countries. The second aim is to learn the graduation rate of foreign students. Background: Knowledge about applicants results are important for changing entrance exams according to the changing situation in high school education systems and according to the changing requirements coming from teachers at UEP. The background question is, if the both components of entrance exams should have the same significance. Methodology: Entrance exams results were analysed for 2009-2016 period. We used standard statistics methods supported by the IBM SPSS tool and Microsoft Excel. All data were processed by way of Microsoft SQL Server. We analyzed the faculties that require Mathematics and English entrance exams. We are comparing mainly results of applicants from Russia and Vietnam. For graduation rate estimations the logit model approach has been applied. The data for our analysis came from UEP information systems and hard-copy applications and were then set anonymous. Contribution: Detailed analysis of situation at the UEP and guideline on how to process similar research at another universities. Paper offers comparison of Russian education system results in Mathematics and English with the education system of Vietnam. Further contribution is for Vietnamese potential applicants for study in the Czech Republic. Findings: Based on our analysis, we concluded that total number of applicants for studies was 109,996 students at the UEP during the analyzed period and applicants from Vietnam 1,686 and from Russia 7,227. For studies were accepted 717 applicants from Vietnam (42.5%) and 1,986 applicants from Russia (27.5%). We were also able to prove a slightly positive correlation between the number of points obtained for the English entrance exam and the mathematics entrance exam. However, this correlation goes slightly downhill over time. Further findings are from logit model of correlation between number of obtained points and successfully studies completion. The border for effective acceptance of students from this data set is approximately 170 obtained points in entrance exam. Recommendations for Practitioners : This analysis offers results of entrance exams on UEP from English and Mathematics. Recommendation could be held in comparison of education systems efficiency in Russia and Vietnam in these two areas with reflection requirements on students of economy at University of Economics, Prague. Recommendation for Researchers: The way of analysis, number of analyzed sample, final data and conclusions from this research. Using logit model for study success rate modeling. Offer for cooperation in analysis of entrance exams data queues. Impact on Society: Comparison of entrance exams results on University of Economics, Prague between Russian and Vietnamese applicants for study in the area of economics. Comparison of education systems effectiveness in Vietnam and in Russia in relation to economics studies in EU country. Future Research: Process this analysis in longer period and extend for another countries and nationalities. Next step planned for this is year is analysis of relation among results of Mock Entrance Exams – Entrance Exams – Study Results. This is long-term plan. In next 5 years, we should be able to answer question if there is some probability, that students failed during standard entrance exams when these students pass mock exams for example because he was in stress?
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"Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3973.
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Aim/Purpose: This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background: The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vietnam. The BC course was implemented the FC model across the Royal Melbourne Institute of Technology (RMIT) University’s campuses. The idea of using this model was to adapt with changes in social and technological developments. Methodology: A comprehensive literature related to the common pedagogy in practice in Vietnam was provided. This helped the design team of the BC course to understand the characteristics of the Vietnamese students and subsequently, offer a suitable flipped model that improves student’s engagement. A proposed method of using the design thinking (DT) approach while flipping a BC class was underlined. Contribution: The outcome of this study assists national educators in Vietnam to confidently embrace the FC concept as a model for pedagogical modernisation and advocate the real need to provide a dynamic learning environment. Findings: The initial conclusion showed that there is an existence of preparation for student’s study, especially during post-class periods. Recommendations for Practitioners: It is vital to conduct a rigorous student’s need and their learning styles before designing learning contents that matches with course learning outcomes. Recommendation for Researchers: In order to increase student’s engagement with the course content and materials, educators and designers may explore a combination of multimedia, pictures and narrative sources to enrich learning sessions while simplifying theoretical concepts. Impact on Society: Utilizing advanced technologies in teaching gives students advantages to interact and gain other skills that meet the demands of potential employers.
Reports on the topic "Vietnamese university students"
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.