You are here
Articles
number: /2026
CIT number: 0
Number of views: 416
This study investigated the effectiveness of four concept based instructional (CBI) techniques - concept mapping, verbalization games, contextual clues, and visual strategies - integrated with task based instruction for enhancing Vietnamese EFL learners’ academic collocation knowledge and controlled productive ability. Seventy-three third-year English majors participated in a within-subject repeated measures sequential intervention across ten weeks. An Academic Collocation Test, a Vocabulary Knowledge Scale-Academic Collocation Test, and post-intervention interviews (n = 10) measured productive knowledge, knowledge depth, and learner perceptions, respectively. Results revealed substantial improvements with large effect sizes for overall performance and phase-specific gains. While techniques demonstrated differential gain trajectories, Friedman analysis confirmed equivalent post-test achievement across phases, complemented by mixed-effects modelling that attributes these differences to baseline variation rather than technique-specific effectiveness, suggesting the integrated model functions as a self-compensating system rather than any single technique driving outcomes. Knowledge depth progressed from recognition-level to productive use. Qualitative findings revealed universal recognition of collocation significance, divergent technique preferences, and sophisticated pedagogical insights. These findings support a multi-technique integrated approach with implications for collocation-focused instruction that emphasizes visual strategies and verbalization games within academic writing curricula in EFL contexts.
number: /2026
CIT number: 0
Number of views: 251
The study aims to examine how students’ social engagement develops across a sequence of task-based reading activities and to explore the indicators through which this engagement is expressed during classroom interaction. The five-week study involved 66 second-year English-major students at a Vietnamese university who participated in five collaborative reading tasks. Data collected from questionnaires administered after each task and follow-up interviews with ten selected students were analysed using both quantitative and qualitative approaches. The questionnaire results show that students’ social engagement gradually increased across the task sequence and became relatively stable in the later tasks. The interview findings further indicate that students’ engagement was manifested through different forms of collaboration, including helping peers solve task difficulties, sharing and discussing ideas about the reading texts, and providing encouragement during group work. These findings may offer insight into social engagement in EFL reading by showing both how it develops across task-based reading activities and how it is expressed through practical support, shared textual understanding, and emotional encouragement. The study also suggests that task design may shape opportunities for social engagement when reading activities require peer explanation, textual justification, and mutual support.
number: /2026
CIT number: 0
Number of views: 365
Grounded in Auerbach’s framework on leadership for school family partnerships, this study examines how leadership for partnerships is enacted with low socio-economic status (SES) families in Vietnam. It employs a qualitative case study design involving longitudinal fieldwork over two academic years at two primary schools in Ho Chi Minh City. Data collected from semi-structured interviews with 17 administrators and homeroom teachers, along with school and community observations, were analysed using deductive thematic analysis guided by Auerbach’s five dimensions of leadership. The findings reveal contrasting leadership practices. At Primary School X, informal leadership was exercised by veteran teachers, including grade-level leaders, whose professional authority and community ties positioned them as pivotal in guiding parent engagement. At Primary School Y, the formal school administration principal and vice-principals-actively mentored novice teachers in working with parents. Despite these differences, both schools reflected deficit views of low-SES parents’ capacities and selective structures of parent representation, which constrained opportunities for shared decision making. This study enriches Auerbach’s framework by demonstrating how formal and informal leadership roles are shaped by specific socio institutional conditions, while foregrounding the persistent tension between support and control in engaging low-SES families.
number: /2026
CIT number: 0
Number of views: 236
This study conducts a systematic comparative review of governance and quality assurance in transnational higher education in China and Vietnam. Drawing on 55 Scopus-indexed articles and following PRISMA guidelines, the analysis employs a three-level applied policy framework (macro, meso, micro) to synthesise how both countries, as East Asian developmental states, regulate cross-border education. The findings reveal a marked divergence in theoretical orientations and governance models. Chinese scholarship, reflecting a “Strategic Macro Governance” model, relies heavily on macro-organisational theories-particularly Institutional Logic and Bourdieu’s field concepts-to explain state sovereignty and the regulation of knowledge flows. In contrast, research on Vietnam, indicative of a “Centralised Operational” model, predominantly focuses on meso-level internal quality assurance mechanisms and micro-level issues such as academic staffing. Both countries confront a “double barrier” of English-Medium Instruction, where students must simultaneously cope with language demands and disciplinary content within Confucian learning cultures. The review identifies a theoretical opportunity to transfer robust macro-organisational frameworks developed in the Chinese context to deepen policy governance analysis in Vietnam, thereby informing more strategic and transparent transnational higher education governance in emerging economies.
number: /2026
CIT number: 0
Number of views: 310
Research self-efficacy (RSE) plays a crucial role in shaping students’ engagement, persistence, and performance in research-related activities, particularly at the postgraduate level. Recent research has not fully explained the reasons underlying gender differences in RSE or identified the specific aspects of RSE in which males and females differ. The present study addressed these gaps by combining socio-cognitive theory (SCT) with a gender perspective and using a mixed-methods sequential explanatory design to study gender differences in RSE among Vietnamese master’s students. The results showed that there were significant male-female differences in two dimensions: self-efficacy in research planning and self-efficacy in research skills and communication. The biggest differences were found in the areas that students perceived as requiring analytical, mathematical, or reasoning skills. The regression analysis showed that females’ RSE scores were lower than those of males. Sociocultural factors such as family encouragement, role models, and family-research conflict benefited men more than women. The study underscored the necessity of applying a gender perspective to contextualize SCT and the application of the mixed methods design to reveal the cognitions driving the gender disparities. Suggestions were provided to improve female students’ RSE in Vietnam and similar contexts.
number: /2026
CIT number: 0
Number of views: 254
Digital transformation has become a strategic priority in higher education worldwide, yet its success depends largely on how it is perceived and enacted by institutional stakeholders. This study explores the perceptions of teachers, students, administrative staff, and institutional leaders regarding digital transformation at a public university in Vietnam. Guided by Ecological Systems Theory, the research adopts a qualitative single-case study design to examine digital transformation as a multilevel institutional process. Data were collected through semi-structured interviews with 10 teachers, 6 administrative staff, and 5 institutional leaders, as well as four focus group discussions with 18 students. Thematic analysis revealed four overarching themes: digital transformation as institutional restructuring rather than mere technology adoption; human capacity and readiness as the critical determinant of success; persistent misalignment between digital systems and organizational processes; and tensions between innovation, control, and educational quality. The findings highlight digital transformation as a socio-organizational phenomenon shaped by interactions across individual, institutional, and policy contexts rather than a purely technological initiative. By providing a holistic multi-stakeholder perspective from an emerging higher education system, the study contributes to understanding how digital transformation is negotiated in practice and offers implications for policy, leadership, and capacity development in Vietnamese and comparable contexts.
number: /2026
CIT number: 0
Number of views: 227
In the context of global integration, Vietnam has implemented significant reforms in its English language teaching (ELT) to adopt modern teaching methods and improve learners’ communicative competence. The effectiveness of these reforms largely depends on teachers’ ability to adapt their teaching practices. This paper reviews EFL teachers’ cognitions and practices of professional development in the context of curriculum reforms in Vietnam. Adopting a systematic review approach, the study utilizes keyword-based searches across major academic databases (such as ERIC, JSTOR, Google Scholar and EBSCO). The study selects 21 academic papers which were peer-reviewed, conducted in the context of Vietnam and published from 2017 to 2024 across various journals and international conference proceedings. The findings from these studies are analysed and synthesized in terms of teachers’ perceptions, the use of innovative teaching methods, integration of information and communication technologies (ICT), and assessment practices. Results indicate a complex relationship between teachers’ beliefs and their teaching practices, showing both alignment and discrepancies. Overall, the findings highlight the need for professional development programs that address teachers’ specific needs and challenges, aiming to bridge the gap between educational policy and what actually takes place in the classroom.
number: /2026
CIT number: 0
Number of views: 255
The rapid expansion of artificial intelligence (AI) in higher education has created new opportunities for personalized learning, while also raising questions about how to effectively manage student engagement in AI-enabled environments. This study employs the Context-Input-Process-Output (CIPO) model to examine how organizational context, learner input, and instructional processes shape student engagement in an AI-integrated English course at a university in Vietnam. A mixed-methods design was used by combining survey data from 288 undergraduate students with semi-structured interviews with seven students. Quantitative results show that the model explains 78.2% of the variance in engagement, with Process factors, including instructor support and motivation to learn, being the strongest predictors, followed by contextual conditions such as policy clarity and digital infrastructure. Input factors, including attitudes towards AI and digital competence, are no longer statistically significant after controlling for the effects of context and teaching process. Qualitative results reinforce the above findings, suggesting that learning engagement depends less on students’ individual AI competences than on how instructors design AI-enabled tasks and the consistency of organizational regulations in guiding AI use. The study contributes to existing scholarship by showing that student engagement in AI-enabled English learning is a systemic outcome, determined primarily by pedagogical and contextual mechanisms. At the same time, the study proposes managerial recommendations to strengthen AI governance, enhance instructor capacity, and support learners in higher education in the Asia-Pacific region.
number: /2026
CIT number: 0
Number of views: 201
This article analyses the current state of early educational intervention for children with disabilities at private special education centres using a participatory approach. The study was conducted at 18 centres in 5 provinces representing different regions of the country, employing a combination of questionnaire surveys, in-depth interviews, and observation. The results show that the centres have established relatively complete procedures for diagnosis, planning, and intervention implementation; however, parental involvement is limited, the level of personalization in plans is not high, coordination between families and centres is inconsistent, and post-intervention monitoring is not standardized. Based on this, the article proposes specific solutions to enhance stakeholder participation, improve family-school coordination, and refine post-intervention evaluation mechanisms, contributing to increased effectiveness and sustainability of early childhood education interventions in private institutions in Vietnam.