VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

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number: /2026 CIT number: 0 Number of views: 392
Research on Willingness to Communicate in the Vietnamese Context: Trends, Findings, Implications, and Limitations
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: 265
Applying Andragogy to Enhance Research Project Management among Vietnamese PhD Students

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: 319
The Deployment of Constructive Video Clips in Teaching Mathematics for High School Students

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: 340
Designing and Using Icons for Primary Pupils’ Performance Self-Assessment and Peer Assessment in the Third-Grade Natural and Social Sciences Subject to Meet Educational Innovation Requirements
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: 443
The Status of the Russian Language in Vietnam after 1991: From the Language of Power in the Socialist Era to a Specialized Language in Core Strategic Areas

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: 320
Suburban Vietnamese EFL Freshmen’s Perceptions of Teachers’ Classroom Code-Switching: A Mixed-Methods Study
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.
number: /2025 CIT number: 0 Number of views: 440
Examining the Relationship Between School Culture and Teachers’ Professional Learning: A Case Study on Primary School Teachers in Phu Quoc City, Kien Giang Province
This study examines the relationship between school culture and teacher professional learning, among primary school teachers in Phu Quoc, Kien Giang province. Using a quantitative correlational research design, data were collected from 424 primary teachers across 11 schools through a survey. School culture was assessed using the School Culture Survey by Gruenert and Valentine (1998), which evaluates six dimensions: collaborative leadership, teacher collaboration, professional development, unity of purpose, collegial support, and learning partnership. Teacher professional learning was measured using the short form of the Expectancy-Value-Cost for Professional Development Scale by Osman and Warner (2020), covering expectancy for success, task value, and perceived cost. The instruments were translated and validated in Vietnamese, with Cronbach’s alpha exceeding 0.70 for all factors. This study underscores the importance of fostering a positive school culture that supports teacher professional growth. By emphasizing professional development, collaboration, and reducing barriers, school leaders can enhance teaching quality and student outcomes. These findings contribute to the literature on teacher professional learning and offer practical implications for policymakers and educators in designing effective professional development programs.
number: /2025 CIT number: 0 Number of views: 403
Non-English Majors’ Perceptions Towards Using Task-Based Approach in Learning English Vocabulary: A Case Study at Nong Lam University
The task-based approach (TBA) has emerged as one of the most effective methodologies for teaching English in English as a Foreign Language (EFL) contexts. By emphasizing the completion of meaningful tasks, this approach enables learners to use the target language in communicative, contextually appropriate situations. Compared to traditional methods such as grammar-translation or rote memorization, task-based instruction fosters greater learner engagement, autonomy, and long-term language development (Amer & Demirel, 2020). In Vietnam, the adoption of this approach is gradually gaining attention among both English language instructors and university students.This study explores the perceptions of non-English major students toward the use of the task-based approach in learning English vocabulary. Conducted at Nong Lam University (NLU), Vietnam, the research involved a sample of 120 students randomly selected from four first-year classes. A mixed-methods design was employed, incorporating a questionnaire and semi-structured interviews to gather both quantitative and qualitative data. The findings reveal that a majority of students reported increased motivation, improved confidence, and greater participation in classroom activities when vocabulary instruction was delivered through task-based methods. Students also appreciated the practical nature of the approach and its relevance to real-life communication. Based on these results, the study offers pedagogical implications for enhancing vocabulary instruction at NLU and informing broader curriculum development in Vietnamese EFL settings.
number: /2025 CIT number: 0 Number of views: 417
A Study on the Policy and Governance of “New Model Universities” in Vietnam: Focusing on Vietnam-Japan University
Owing to “Đổi Mới” in 1986, Vietnam has been striving to improve higher education. Transnational higher education (TNHE) has been diversifying with higher education internationalization, while Vietnam has entered the global higher education market as a receiver country. Adopting the “Higher Education Reform Agenda 2006--2020” (HERA) in 2005 and participating in the WTO in 2017, the Vietnamese government and foreign governments established “New Model Universities”, which have been obtaining financial support from different governments, the World Bank, and the Asian Development Bank (ADB). As “international joint universities”, these universities are also regarded as public universities instead of private universities. This paper aims to explore Vietnam-Japan University through historical analysis, document analysis, and field research. Three interviews, with two members of Vietnam- Japan University and one Japanese researcher, were conducted in January and June 2024. This paper aims (1) to discuss the establishment and development from the context of Vietnamese higher education development and the perspective of stable geopolitics; (2) to compare new model universities and explore the governance issues of Vietnam-Japan University; and (3) to provide implications for Taiwan.
number: /2025 CIT number: 0 Number of views: 391
Impacts of extra Tuition on education - research in Vietnam

The transition exams between educational levels have always garnered significant attention from the public, particularly among parents of final-year students, the students themselves, and educators. In Vietnam, the transition exam is regarded as one of the most challenging among all-level transition exams within the Vietnamese education system. This study involved a large number of participants. To achieve this goal, the study employs both qualitative and quantitative methods to collect and analyze the viewpoints of all the stakeholders involved. The results revealed that 100% of the final-year students participated in extra tuition within school, and 64.9% engaged in supplementary classes outside of school; 94.8% of teachers offered supplementary teaching outside school, and 100% of Mathematics and Literature teachers conducted supplementary classes in school; all parents enrolled their children in supplementary classes, even though only 59.8% of them believed it was necessary for their children to participate. These outcomes highlight certain contradictions in the decision-making process regarding extra Tuition for students and their parents.