VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

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number: /2026 CIT number: 0 Number of views: 250
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number: /2026 CIT number: 0 Number of views: 192
EFL Teachers’ Cognitions and Practices of Professional Development in The Context of Curriculum Reform in Vietnam
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: 212
Managing Student Engagement in AI-supported English Learning: A CIPO Analysis at a Vietnamese University
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: 173
The Current Situation of Early Educational Intervention for Children with Disabilities in Non-public Special Education Centers Under a Participatory Approach
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.
number: /2026 CIT number: 0 Number of views: 165
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number: /2026 CIT number: 0 Number of views: 260
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.
number: /2026 CIT number: 0 Number of views: 209
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.

number: /2026 CIT number: 0 Number of views: 605
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: 547
English-major Students’ Perception of the Impact of Cultural Barriers on Intercultural Communicative Competence

Intercultural communicative competence (ICC) is a crucial skill for English-major students in today’s globalized world. This study investigates the intercultural communicative competence of English major students by examining their self-perceptions and the cultural barriers that hinder its development. Guided by Chen and Young’s (2012) ICC model, the research focuses on three core dimensions of ICC: cognitive, affective, and behavioural, integrating insights from existing literature to contextualize and interpret the findings. While ICC fosters adaptability and effective communication across cultural boundaries, students often face challenges such as fear of making mistakes, limited exposure to multicultural environments, language difficulties, cultural bias, and stereotypes. A quantitative research design was employed, using a 30-item questionnaire to collect data from 60 participants. The findings provide insights into students’ awareness of cultural obstacles and how these challenges affect their intercultural interactions. The study also offers practical implications for educators and curriculum designers in developing strategies to enhance students’ intercultural competence. By addressing these issues, the research contributes to improving English language education and preparing students for academic and professional success in multicultural environments.

number: /2026 CIT number: 0 Number of views: 612
Key Skills and Competences for Lifelong Learners in the Artificial Intelligence Era

This article identifies and conceptualizes key competences essential for lifelong learners to engage critically, ethically, and effectively within AI mediated environments. In the age of artificial intelligence (AI), lifelong learning must be reimagined to meet the demand for multi-dimensional competences. This study moves beyond traditional skill-based frameworks by highlighting critical awareness, relational intelligence, and future-oriented responsibility as key competencies. Grounded in connectivism, affordance theory, and transformative learning, this study conceptualizes Human-AI learning interaction across three interconnected domains including grounding personal agency, navigating human-AI relationships, and envisioning transformative futures. Methodologically, the study is informed by a comprehensive synthesis of theoretical literature, policy documents, and recent empirical research across education, technology, and lifelong learning. The article contributes a theoretically grounded and forward-looking model to inform lifelong learning policy, pedagogy, and learner development in the AI era.