Articles

The transition from traditional (face-to-face) to online learning mode presents challenges and barriers to students globally. Reports on this issue during the pandemic show the various effects of barriers to online learning on their academic achievement. Some researchers have been interested in this issue. However, specific research on the group of students majoring in social sciences is still limited. To fill this research gap, this paper aims to build a theoretical framework on barriers to students’ learning in the online environment through a review of research papers, thereby examining the relationship between barriers and students’ academic achievement. The barriers identified in this study are Social Interaction, Academic Skills, Technical Skills, Learner Motivation, Time and Support for Studies. The Snowball sampling method was used, and the Google Forms application designed the questionnaire for data collection. The analytical data set included 482 records collected over 32 days from April 5th to May 6th, 2021. The results show the difference in demographic conditions in terms of the academic year, learning conditions, gender and region with the identified barriers. The study results show that most female students are guaranteed to fully meet the requirements of online learning in the context of COVID-19. However, the results of online learning are still affected, and the main reason is the time and support for learning activities. Through the findings, the research has contributed to strengthening the knowledge about the relationship between barriers and academic performance among students majoring in social sciences in the online learning environment. The research results can be a reference source so that educational administrators, teachers and related stakeholders such as parents, enterprises and the community will propose solutions to issues affecting the students’ learning effectiveness and outcomes.

Recently, Vietnam has undergone a strong transformation from the knowledge-centered to the capacity development-oriented teaching approach. In the capacity development-oriented teaching approach, individuals’ strengths and weaknesses are specially focused on. In order to maximize the students’ strengths and overcome their weaknesses, the utilization of the theory of Multiple Intelligences (MI) of the American psychologist Gardner in teaching is the most appropriate. MI theory suggests that any individual possesses one of the eight types of intelligence: linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalistic intelligence. Teachers need to arouse every student’s passion and excitement; teachers need to have encouraging activities to maximize students’ ability. In this article, we focus on researching the role of teachers, offering a variety of assessment forms, as well as illustrating examples of applying MI theory in teaching primary mathematics. Specifically, we also provide methods to develop MI. This article surveyed 83 students, 23 teachers about the utilization of MI theory in teaching. The article also investigated the case study of 8 students having different highly developed intelligences. Through experimental investigation, data processing, the result shows that MI teaching method has more obvious advantages than the traditional teaching ones. MI teaching is one of the best methods to help develop the strengths of students.

This study is an attempt to investigate EFL students’ attitudes towards grammar teaching in a high school in Vietnam. To complete the study, 80 tenth graders participated in the study. Data were collected from a five Likert-scale questionnaire and focus group interview. The results indicate that high school students were aware of the importance of grammar and grammar learning and they also favored teachercentered teaching methods relating to grammatical knowledge. From the findings, many pedagogical recommendations are put forward.

Vietnam’s 2018 general educational curriculum was developed on the premise that learners in the twenty-first century need to be prepared with generic skills in order to fulfill the requirements of society and the workforce. The evaluation of these key competencies in a classroom environment, on the other hand, has received very little attention in the literature. The aim of this article, which is based on the most recent research work by ACER and ATC21S, is to create a framework for assessing the general competence of secondary school students for use by secondary school instructors. Since then, it has facilitated the creation of assessment procedures and tools for problemsolving activities that require students to exhibit problem-solving and creativity, as well as collaboration and communication.