VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

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number: /2026 CIT number: 0 Number of views: 38
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Assessing AI Readiness in Teaching English Writing at the Tertiary Level: A Case Study of FPT University
The advent of artificial intelligence (AI) has opened up not only useful learning tools for students but also a whole new horizon for teachers. However, there are also many hidden aspects of using AI in education that we don’t fully understand. This study, conducted at FPT University with 17 English lecturers, investigated whether lecturers were willing and flexible in applying AI to teaching academic writing in English. This is a qualitative study, focusing on understanding the thinking and habits of using AI in building academic writing lesson plans. The results show that, although most lecturers are familiar with common tools such as ChatGPT or Grammarly, the use of AI in the classroom is still limited and only goes as far as correcting grammar errors. More importantly, the study also reveals a significant gap that needs further exploration regarding the awareness of using AI among some lecturers who currently feel they are not yet proficient with the technology. Furthermore, ethical concerns regarding the use of AI also pose potential risks to academic integrity, as students are currently unaware of the consequences of over-reliance on AI in academic writing. This study applies the AI-TPACK assessment framework to gather in-depth empirical insights into the challenges of integrating artificial intelligence into writing instruction in higher education. The results show that effective AI integration requires faculty to have a strong grasp of pedagogical theory, the ability to assess the learning environment, and thus make the most appropriate choices to create the most holistic learning space. In addition, supportive policies from the university and professional training sessions on the use of AI tools also play a significant role in improving the quality of university teaching today.
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The Systematic Review on Assessing Learning Outcomes of Secondary School Students Oriented Towards Competency Approach
This study provides a comprehensive overview and systematization of the theoretical framework for Assessing Learning Outcomes (ALO) oriented towards the Competency Approach (CA), aiming to provide a robust foundation for general education reform. ALO based on CA is defined as a systematic pedagogical process focusing on the student’s ability to mobilize and apply integrated knowledge, skills, and attitudes to solve real-world problems. Unlike traditional content-based assessment that merely ranks academic retention, this approach prioritizes learner progress through multidimensional evaluation. The research analyses five constituent components to propose a structured theoretical framework, including six crucial objectives focused on feedback and growth, and ten core requirements that emphasize process-based integration and qualitative feedback. Furthermore, the study delineates specific content areas and a synergy of five methods and six primary tools, such as rubrics and portfolios. This framework serves as a scientific baseline for implementing assessment activities that align with global standards while addressing the specific needs of the Vietnamese educational context.
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Reconceptualising Teacher Professional Identity in Primary School Context: A Review of Personal, Organisational, and Technological Dimensions
Artificial intelligence (AI), is entering schools at the same time as many education systems are asking teachers to enact competency oriented and learner-centred reform. These developments affect more than classroom technique. They touch teachers’ professional identity: how teachers understand their expertise, exercise judgement, sustain care, and remain accountable for children’s development in changing institutional and technological conditions. This literature review synthesises scholarship on primary teacher professional identity across personal, organisational, and technological dimensions. The review draws on empirical studies, systematic reviews, theoretical works, academic books, and authoritative policy documents. The results show that primary teacher identity is formed through the interaction of self efficacy, motivation, agency, emotion, care, leadership, collaborative professional culture, and critical engagement with AI. AI is analysed as a socio-technical condition that can support teachers when it reduces routine work, extends access to resources, and enables professional reflection, but can also weaken autonomy when it standardises judgement, intensifies surveillance, or obscures ethical responsibility. Sustainable AI integration in primary education requires more than technical training. It requires identity-sensitive teacher education, instructional leadership, communities of practice, and human-centred governance that protect the relational, developmental, and moral purposes of primary teaching.
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Pedagogical Challenges of Formative E-Assessment in Vietnam’s Tertiary Education
Recently, the adoption of e-learning in tertiary education in Vietnam has been phenomenal, necessitating a critical investigation into e-assessment practices. Across the country, the prevalence and diversity of formative e-assessment (FE) have raised quality concerns among teachers. This study, therefore, identifies the pedagogical challenges and proposes some practical solutions to maintain the quality of FE following the principles of validity, reliability, authenticity, practicality, and washback. Qualitative data were gathered through in depth interviews with thirteen teachers and open-ended questionnaire responses from 103 lecturers across various institutions. Thematic analysis revealed major challenges including students’ lack of academic integrity, over-reliance on AI-enhanced tools, the nature of test task design, types of assignments, teachers’ lack of institutional guidance, teachers’ delayed feedback, time pressure for students, and varied levels of contributions in groupwork. In response to these pedagogical challenges, lecturers insisted on the need for professional development in FE design, proctoring, grading, and giving feedback. There were also calls for alternatives to conventional FE assignments, relevant and meaningful task design to meet the demands of the real world while informing students’ proper attitudes towards AI use.
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ChatGPT in Academic Writing: Factors Shaping Vietnamese English Majors’ Ethical Perceptions - A Sequential Explanatory Mixed-Methods Study
The rapid integration of ChatGPT into education has raised questions about students’ perceptions of its ethical use, particularly in higher education. This study-grounded in the Theory of Planned Behaviour, Technology Acceptance Model and Cultural-Historical Activity Theory (CHAT) investigated how English majors at a university in the Mekong Delta, Vietnam perceive the ethical use of ChatGPT in academic writing and the factors shaping these perceptions. A sequential explanatory mixed-methods design was employed, including a survey of 95 final-year English majors, followed by in-depth semi structured interviews with three purposively selected participants. Three interviews were conducted to provide explanatory insights into the quantitative patterns. The results indicated that students held favourable perceptions of ethical ChatGPT use in academic writing. Quantitative results indicated that attitudes, perceived behavioural control and perceived risks significantly shaped students’ ethical perceptions, while qualitative interviews were used to explain how these factors operated in students’ actual learning practices. The findings were interpreted using constructs drawn from TPB, TAM and CHAT particularly attitudes, perceived behavioural control and perceived usefulness. They emphasized the importance of verifying outputs but also highlighted the absence of institutional training. The study contributes to ongoing discussions and helpful implications of ChatGPT in academic writing by highlighting the need for structured guidance to promote ethical and effective use of ChatGPT into university learning.
number: /2026 CIT number: 0 Number of views: 42
Perceived Influence of AI-mediated Tools on Writing Autonomy among Non-English Major University Students
Artificial intelligence (AI) has become increasingly prevalent in today’s world, transforming the landscape of worldwide education in recent years. A large body of research has delved into the implementation of AI in educational contexts as well as its effect on teaching and learning outcomes, especially in foreign language education. This paper aims to examine AI’s influence on non-English major students’ autonomous writing, focusing on behavioural dimensions derived from Zimmerman’s model of self-regulated learning (Zimmerman, 1989), including goal setting, planning, self-monitoring, and self-assessment. To collect data for analysis, a survey was carried out among non-English major students across several universities in Ho Chi Minh City. Data were analysed using correlation and multiple regression to examine the relationship between students’ engagement with AI and different dimensions of writing autonomy. Despite its reliance on self-reported data, the findings revealed a strong positive association between AI engagement and learners’ autonomy in self-assessment, while the reverse was true for the other constructs of autonomy: goal setting, planning, and self-monitoring, with perceived autonomy in planning showing the strongest negative association with AI engagement.
number: /2026 CIT number: 0 Number of views: 499
Debate Technique and Teacher Encouragement as Pedagogical Strategies to Enhance Speaking Confidence in Vietnamese College English as a Foreign Language Learners
This study investigates how structured debate and teacher encouragement contribute to speaking confidence among Vietnamese English as a Foreign Language (EFL) college learners. Conducted over 15 weeks with 80 students in two intact classes at a public college in Southern Vietnam, the study adopted a mixed-methods design combining speaking tests, questionnaires, and reflection journals. Quantitative analyses included paired-samples t-tests and regression modeling, while qualitative reflections provided complementary insights. Findings showed a substantial increase in speaking confidence from pre- to post-test (Cohen’s d = 1.27). Regression analysis indicated that debate (B = 0.429, β = 0.496, p < 0.001) had the strongest association with students’ post-test confidence, followed by teacher encouragement (B = 0.194, β = 0.211, p = 0.037). Debate was reported to help students construct arguments and manage peer interaction under pressure, while encouragement reduced fear of reprimand and fostered a safer classroom environment. Interactive tasks and individualized adjustments were positively perceived but not significantly correlated with confidence. These results highlight the value of participatory, constructivist strategies in fostering learner confidence. Limitations include the one-group pre-/post-test design, single-site sample, and the dual role of the researcher as instructor and assessor, although the post-test was rated independently with a high interrater reliability (ICC = 0.97). Future studies should employ multi-site, controlled designs with external or blinded raters and develop multi-item validated measures of encouragement and debate participation.
number: /2026 CIT number: 0 Number of views: 294
Developing Basic Calculation Skills for Students with Intellectual Disabilities Through Counting Strategies in Inclusive Settings

Basic calculation skills are essential for early mathematical learning; however, many students with intellectual disabilities experience persistent difficulties in mastering basic addition and subtraction. This study examined the effectiveness of structured counting strategies in improving calculation skills among first-grade students with intellectual disabilities in inclusive school settings. A 12-week intervention was implemented with eight students, supported by their classroom teachers, who received targeted training on five core counting strategies for addition and subtraction within 10. Instruction was delivered through individualized sessions using concrete and pictorial materials. Student performance was assessed before and after the intervention, and teachers’ use of counting strategies was also documented. Results showed substantial improvement in students’ calculation accuracy. Prior to the intervention, most students performed at very low levels (0-20% accuracy). After 12 weeks, five students achieved high proficiency levels (90-100% accuracy) in addition, and four students reached similar levels in subtraction. Strategies such as count-all and count-on from the first addend produced the greatest gains, while count-back remained the most challenging. Teachers also demonstrated increased frequency and flexibility in applying counting strategies. The findings suggest that explicit instruction in counting strategies can effectively support basic calculation development for students with intellectual disabilities and provide practical implications for teacher training and inclusive mathematics instruction.

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Theoretical Issues in Mathematics Readiness Preparation for First Grade in Kindergarten Children

The transition from preschool to primary education entails a critical shift from informal, play-based experiences to structured academic instruction, requiring careful preparation to ensure children’s readiness. Within this process, mathematics occupies a central role as both an abstract and practical discipline, characterized by logical rigor and precision while simultaneously offering indispensable tools for reasoning, scientific inquiry, and everyday problem-solving. Mathematical knowledge and methodologies not only support the acquisition of core mathematical competencies but also serve as foundational resources for learning across disciplines. Consequently, fostering mathematical readiness has become a pivotal objective of early childhood education. This article explores both theoretical perspectives and practical challenges associated with preparing kindergarten children for Grade 1 mathematics learning. Special attention is given to the foundational factors that shape children’s readiness, including cognitive, affective, and contextual dimensions. Methodologically, the study employs a comprehensive literature review of both national and international research to identify critical factors, highlight existing gaps, and synthesize effective practices. Based on this analysis, the article proposes a set of strategies aimed at equipping young learners to approach Grade 1 mathematics with confidence, curiosity, and enthusiasm, thereby contributing to a smoother and more effective transition into formal schooling.