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number: /2026
CIT number: 0
Number of views: 61
The study aimed to explore effective strategies to enhance students’ reading habits at Dechencholing Higher Secondary School. Quantitative data were collected from 54 participants, while qualitative data were gathered from 12 interviewees, including students from Classes X A and E. Descriptive statistical analysis was used for the quantitative data, while the qualitative data were analyzed thematically. Following the baseline data analysis, two intervention strategies were implemented: Our Time To Enjoy Reading (OTTER) and Self-Indulgence. These strategies were applied to both classes over nine weeks. The findings indicate that these strategies significantly strengthened and elevated the students’ reading habits. Furthermore, the study revealed that students could spend more than one hour reading with proper interventions. However, the study recommends allocating specific time during class hours and formulating a strong policy to promote reading before students can consistently develop the habit.
number: /2026
CIT number: 0
Number of views: 47
Language is a very powerful tool in the classroom. It has the power to build or destroy students both emotionally and psychologically. The present study investigated the teachers’ use of language on students’ emotion. The study employed convergent mixed methods guided by a pragmatic paradigm. The data were collected through survey, interview and classroom observations from three schools in Samtse dzongkhag (district). Quantitative data were analysed using SPSS version 23, and thematic analysis was used to analyse qualitative data (Braun & Clark, 2018). The finding revealed that positive language used by teachers have a positive impact on students’ emotions, as well as their behaviour, motivation, and cognitive abilities. In contrast, the teacher’s negative use of language has a detrimental impact on the students’ emotions, conduct, and cognitive ability. The findings also highlighted that student prefer polite language. Based on the findings, it was recommended that teachers must be aware of the importance and necessity of using positive language. Without this consideration, schools may produce students who are emotionally, psychologically or cognitively unsound.
number: /2026
CIT number: 0
Number of views: 49
This article examines the theoretical basis and potential applications of artificial intelligence (AI) in station-based learning for primary education in Vietnam. Using a literature review approach, relevant studies on AI in education and station-based learning were collected, analyzed, and synthesized to identify trends, benefits, and challenges. The analysis highlights AI’s capacity to support teachers in designing lesson plans, personalizing learning tasks, creating interactive learning stations, and monitoring students’ progress within station-based learning. These functions are considered in relation to the requirements of Vietnam’s 2018 General Education Program. The paper also identifies barriers to effective implementation, including limited infrastructure, insufficient teacher training, and concerns regarding ethics and data privacy. Recommendations are proposed to enhance feasibility and sustainability, including developing localized AI tools tailored to the Vietnamese curriculum and station-based learning, investing in technological infrastructure, strengthening teachers’ digital and pedagogical competencies, and establishing legal frameworks for ethical AI use. By clarifying opportunities and constraints, the study contributes to the theoretical foundation for integrating AI into station-based learning. It emphasizes the need for context-appropriate applications that promote autonomy, creativity, and inclusivity in primary classrooms while ensuring alignment with national educational reform.
number: /2026
CIT number: 0
Number of views: 52
Effective teacher professional development has been well documented as a key facilitator of teacher change by providing teachers with opportunities to develop their professional competencies. A transformative teacher professional development program not only enhances teacher growth, ensuring effective teaching practices, but also fosters a culture of lifelong learning, which is a necessary foundation for addressing the dynamic educational evolution. Given that critical role, there is an extensive body of studies researching the relationship between teacher professional development and teacher change in various educational contexts worldwide. This paper was conducted to provide a review of research on how teacher change occurs as a result of teachers’ participation in professional development activities. Specifically, this review presents changes that teachers have undergone in their behavioral, cognitive, and affective domains following teacher professional development engagement and the mechanism of the change process. Drawing on systematic analyses of original studies in different international settings, the review points out professional development initiatives that facilitate meaningful changes among teachers from diverse global educational contexts, which can inform recommendations for optimizing teacher professional development programs to enhance professional growth and instructional quality in local settings.
number: /2026
CIT number: 0
Number of views: 56
Willingness to communicate (WTC), a key construct in second language acquisition (SLA), has been widely studied globally, but its investigation in Vietnam remains limited. Given the socio-cultural and educational characteristics of Vietnam, understanding WTC is crucial for improving English teaching and learning outcomes. However, existing studies in the Vietnamese EFL context remain fragmented, methodologically constrained, and have paid limited attention to the dynamic and context sensitive nature of WTC. This integrative literature review explores research on WTC in the Vietnamese English as a foreign language (EFL) context, examining trends, findings, pedagogical implications, and limitations. Through a systematic analysis of 11 empirical studies conducted from 2016 to 2024, this review identifies three major research trends: (1) investigations into how WTC develops among Vietnamese EFL learners, (2) interactions between WTC and individual, contextual, and socio-cultural factors, and (3) strategies employed by teachers to enhance student’ WTC. The findings highlight internal factors such as self-perceived competence, confidence, and anxiety, as well as external influences like classroom environment, task types, and teacher strategies. Despite these contributions, existing research faces methodological constraints, including reliance on self-reported data, small sample sizes, and a predominant focus on urban tertiary contexts. Additionally, limited attention has been given to the dynamic nature of WTC, particularly its fluctuations during task performance. The review underscores the need for more diverse methodologies, longitudinal studies, and pedagogical interventions tailored to the Vietnamese context. Recommendations for future research and practical strategies for fostering WTC in Vietnamese EFL classrooms are proposed.
number: /2026
CIT number: 0
Number of views: 59
Doctoral research projects require not only methodological expertise but also project management competencies that enable timely and effective progress. This study applies Andragogy to examine how Vietnamese PhD students conceptualize, apply, and experience challenges in developing research project management skills. A two phase qualitative design was employed, including systematic document analysis and semi-structured interviews with 15 Vietnamese doctoral students at universities in the southern Vietnam. The findings reveal that students typically acquire project management competencies reactively after encountering delays and that autonomy alone is insufficient without structured guidance. Prior professional experience supports adaptation, but a lack of mentorship, heavy workloads, and overly theoretical training remain barriers. Students consistently reported greater engagement when exposed to experiential and problem based approaches aligned with Andragogical principles. This study contributes by bridging adult learning theory and project management in doctoral education, an intersection rarely explored. It offers three practical implications: the need for early orientation, structured yet flexible supervisory frameworks, and milestone-based training tailored to research stages. These insights inform ongoing doctoral reforms in Vietnam and extend international debates on strengthening research capacity through Andragogical approaches.
number: /2026
CIT number: 0
Number of views: 34
This article presents a comprehensive approach to integrating constructivist teaching methods with the use of multimedia in mathematics education. The paper focuses on developing and applying a new concept: constructivist video clips, to create an effective tool that supports the teaching and learning process. By analyzing the theoretical foundations of constructivism and multimedia in teaching Mathematics, we established specific criteria for selecting and creating these video clips. The research also proposes several methods for teachers to produce these clips themselves. A key outcome of this study is the development of a pilot library of constructivist video clips for 10th-grade mathematics lessons, according to the 2018 General Education Program. Additionally, we designed suggested uses for these video clips in specific teaching situations. This research not only provides a theoretical framework but also offers practical potential, pioneering a new direction for applying technology in education. The constructed library of video clips serves as a crucial initial step, laying the groundwork for its further completion and expansion to cover the entire curriculum, ultimately contributing to greater effectiveness and engagement in mathematics learning for students.
number: /2026
CIT number: 0
Number of views: 43
Developing assessment tools for conducting self-assessment and peer assessment-as well as organizing various forms of these assessments must align with the cognitive and psychological characteristics of primary school pupils. Such tools should limit the use of written information and instead increase the use of intuitive, visually appealing icons that represent teaching content. Using icons for self-assessment and peer assessment is fully consistent with the psychological characteristics of primary school pupils. This research introduces a process for designing and using icons to support self assessment and peer assessment. Researchers designed 213 icons across six topics in the Third-grade Natural and Social Sciences Subject to serve pupils in conducting these assessments. Additionally, the study experimentally applied the designed icons to support self- and peer-assessment during the instruction of each lesson within the selected topics. Experimental results show that the icons-designed based on the subject matter of Third-grade Natural and Social education-are highly suitable for use in self-assessment and peer assessment when implemented in practice. During assessment activities, the diversity of icons tailored to thematic content enhances pupils’ interest and enthusiasm as they engage in self- and peer-assessment.
number: /2026
CIT number: 0
Number of views: 34
This paper focuses on analyzing the status of the Russian language in Vietnam following the collapse of the Soviet Union (SU) in 1991. By drawing on a qualitative synthesis of 17 purposively selected secondary sources opted mainly for their direct pertinence to Russian language education in Vietnam and their coverage of the post-1991 period-the paper combines policy discourse analysis and historical comparison to examine the changing status of Russian. The findings first indicate that Russian has transitioned its function from a “language of power” to a “specialized language” operating within several core strategic areas. It is also suggested that the language’s decline in universal status was inevitable, stemming from the geopolitical crisis and the fundamental shift in the Vietnam-Russia cooperation model from “ask-and-aid” to “market-driven”. Nevertheless, Russian has successfully repositioned itself as a strategic linguistic asset, secured by the framework of the Comprehensive Strategic Partnership (CSP) and evident across three key domains: security-defense, energy-economy, and culture. Overall, the current status of Russian in Vietnam is qualitatively sustainable due to robust bilateral relations and high-level political commitments, yet quantitatively limited by its inherent difficult-ness and fierce competition from dominant global languages. Most importantly, the paper also highlights the need to design training programs that integrate specialized vocabulary, technical communication skills, and cultural understanding, closely linked to professional contexts and strategic applications.
number: /2026
CIT number: 0
Number of views: 65
The use of code-switching (CS) has been increasingly acknowledged as an effective teaching approach in English as a Foreign Language (EFL) classrooms, especially for students with limited language proficiency. Yet, little is known about how learners in rural areas of Vietnam perceive this practice. This study investigates the perceptions of first-year non-English major students in the Mekong Delta regarding their teachers’ use of CS, with a particular focus on its pedagogical, affective, and sociocultural functions. An explanatory sequential mixed-methods design was employed, involving a questionnaire completed by 116 university freshmen (A1-A2 CEFR levels), followed by semi structured interviews with 13 purposively selected participants. Quantitative data indicated generally positive student perceptions of teachers’ CS, with the sociocultural function receiving the highest ratings, followed closely by pedagogical and affective roles. Thematic analysis of interview data supported these findings and revealed that CS was perceived as a helpful strategy for clarifying complex content, reducing anxiety, and contextualizing learning within students’ lived experiences. Students also emphasized the importance of balanced language use, recommending approximately 70-80% English and 20-30% Vietnamese instruction. Perceptions were influenced by factors such as proficiency level, prior English exposure, learning preferences, and long-term goals. The findings underscore the need for context-sensitive instructional practices and suggest that strategic use of CS may enhance learner engagement and comprehension in under-resourced educational settings. Pedagogical implications, limitations, and directions for future research are discussed.