VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

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number: /2025 CIT number: 0 Number of views: 532
From Criteria to Challenges: Unpacking Hiring Practices in Vietnamese English Language Centers

This study critically analyzes the employment practices of English language schools in Vietnam, including their selection criteria, recruitment processes, and the challenges they present, as well as their impact on educational quality. According to statistics from 18 centers nationwide, the findings are that all the centers require candidates to possess IELTS or TESOL certification, 75% prefer candidates with at least a Bachelor’s degree, and 85% prefer native English speakers. Formal interviews (used by 90% of the centers), teaching demonstrations (70%), and written examinations (50%) are standard tools used for selection. Large-scale concerns identified during the recruitment process include difficulties in recruiting highly qualified native speakers (90%), evaluating teaching capability effectively (65%), and navigating complex visa requirements (85%). Statistical methods, such as ANOVA, Chi-square tests, and Pearson correlation, were employed to determine the relationships between institution size, location, and program type, as well as recruitment preferences and issues. Findings show that centers with higher staff are more likely to prefer in-house speakers, city centers experience more visa-related problems, and programs that offer special studies are more selective in their hiring practices. The study emphasizes the need for tighter regulatory directions and more equitable recruitment processes to ensure improved English language teaching (ELT) quality in Vietnam. The study also recommends future research on the connection between recruitment policies and pedagogical quality.

number: /2025 CIT number: 0 Number of views: 496
Exploring the Intersection of Skin Health Rights and Educational Access for Learners with Albinism in Nemamwa Growth Point, Zimbabwe

This study explores the skin health rights of learners with albinism in Nemamwa Growth Point, Zimbabwe, focusing on the challenges they face and potential solutions to enhance their access to skincare and health services. Every Zimbabwean, including learners with albinism, has the right to health as enshrined in the Constitution of Zimbabwe, Section 76 (1). In this qualitative study, we employed a content analysis method. The research was conducted in two rural schools in Nemamwa Growth Point. Participants included four learners with albinism, reflecting gender balance and allowing for an exploration of gender-specific experiences. Additionally, two community leaders, two teachers, two parents (one male and one female), and representatives from two non-governmental organizations (one male and one female) were included. These participants were aged between 12 and 45, with some having albinism and others not. All participants resided in the Nemamwa area. Data were generated through focus group discussions. Ethical considerations, such as informed consent and parental permission, were observed. One key finding revealed that learners with albinism experience heightened vulnerability due to the lack of accessible skin health resources. Based on this finding, the study recommends the implementation of targeted health education programs that address the specific skin needs of learners with albinism.

number: /2024 CIT number: 0 Number of views: 750
Effectiveness of 7E Instructional Model in Teaching Factors Affecting Rate of Chemical Reaction for Grade Nine Chemistry
This study was designed to explore the effectiveness of the 7E instructional model in teaching the concept of factors affecting the rate of chemical reaction to ninth-grade chemistry students in one of the schools in Bhutan. The research design was quasi-experimental, and the study was conducted over a month. Quantitative data was collected from 62 students using convenience sampling, with 31 students each in the experimental and control groups. In addition, a purposeful sampling method was used to gather qualitative data from six students specifically chosen from the experimental group. Quantitative data for the study was obtained using the test and survey questionnaires, whereas qualitative data was collected using semistructured interviews. The test scores underwent descriptive and inferential analysis, while the survey questionnaires were subjected to mean and standard deviation calculations. Thematic analysis was used to analyze the semi-structured interviews. The study found a significant mean difference in the academic scores of students in chemistry when taught using the 7E instructional model compared to the lecture method. Likewise, the study found students exhibited positive attitudes toward chemistry when exposed to the 7E instructional model. Moreover, the study revealed a significant strong correlation between students’ attitudes and test scores. The findings suggest that the 7E instructional model enhances students’ academic performance and fosters a more positive attitude toward learning chemistry. The researchers recommend adopting the 7E instructional model, as it offers a more engaging learning experience that enhances students’ understanding and application of scientific concepts.
number: /2024 CIT number: 0 Number of views: 654
Enhancing Students’ Competency-Based Question Handling Skills through Problem-Based Learning: Action Research
This action research investigated the effectiveness of Problembased learning (PBL) in enhancing students’ competency-based question handling skills in the unique context of Yebilaptsa Middle Secondary School. This study employed a quasi-experiment mixed-methods design, incorporating pre-tests, post-tests, and student interviews to examine the impact of PBL on students’ abilities to comprehend and respond to competency-based questions. A total of 48 grade ten students participated in this study, with 24 students assigned to the experimental group (EG) and 24 to the control group (CG). The findings revealed that despite an initial lack of significant differences in pre-test scores (p = .679) between the CG and EG, the PBL strategy can led to statistically significant (p = .001) improvements in the EG. Similarly, the qualitative findings also supported quantitative findings, highlighting the value of PBL in encouraging greater comprehension, teamwork, and long-term memory of information. While the study provides valuable information into the potential of PBL in addressing students’ challenges with competency-based questions, the study admits its limitations, including the small sample size and single-site focus. Nevertheless, the study adds to the discourse on studentcentered learning strategies and provides foundations for continued further research on PBL in a range of educational contexts. This AR concludes with implications and recommendations for future studies.
number: /2024 CIT number: 0 Number of views: 1,202
Challenges and Best Practices in Implementing AUN-QA Standards in Higher Education Institutions
The implementation of quality assurance mechanisms in higher education institutions is crucial for providing high-quality education and meeting societal needs. The ASEAN University Network-Quality Assurance (AUN-QA) framework is instrumental in promoting quality enhancement and international recognition for higher education programs in ASEAN member countries. This study analyzes information from 20 scholarly articles published in Scopus and Google Scholar indexed journals, focusing on AUN-QA-related content. The findings partially elucidate the reasons for higher education institutions’ adoption of AUN-QA and shed light on the challenges they face during its implementation. Additionally, the research provides insights into the key preparations universities need to undertake to effectively implement AUNQA standards. The results suggest that while universities adopt AUN-QA to improve their academic programs and enhance international collaboration, they encounter significant administrative and cultural challenges. Despite these obstacles, the AUN-QA framework fosters a culture of continuous improvement and student-centered learning, contributing to higher educational quality and international competitiveness. This study provides valuable insights for universities preparing to implement AUN-QA standards, emphasizing the critical role of strategic planning and stakeholder engagement in addressing implementation challenges and optimizing.
number: /2024 CIT number: 0 Number of views: 640
Fostering Intercultural Communication Competencies through a CALL Global Citizenship Course, as Perceived by EFL Teachers
Global citizenship and competences certificate was a course provided by Education New Zealand to improve EFL teachers’ understanding and awareness of intercultural communication competencies (ICC). The course was conducted and delivered online both asynchronously and synchronously with the support of platforms, computers, and the Internet. This present article aimed to investigate how that course could enhance or hinder EFL teachers’ intercultural communication competences (ICC) from their perspectives. A total of 29 EFL teachers who came from four different countries (i.e., Vietnam, New Zealand, Thailand, and Japan) participated in the semi-structured interviews to share their perceptions regarding ICC. The interview data was analyzed thematically. As a result, the findings revealed that the teachers had unforgetable experience in terms of ICC. They had much better awareness and understanding of ICC and its components. Besides, they believed that what had been vague about ICC before was clarified when they had chances to read materials, watch videos, and more importantly discuss issues with the facilitators and the international and national peers. More interestingly, what they highly valued from the course was the informal discussions about different personal, academic, and professional issues among people from different cultures. Moreover, the EFL teachers confirmed that the CALL course was an effective way for them to learn cultures, connect with the world, and develop learning communities. Finally, those teachers hoped to integrate the content learnt from the course and the way the course was delivered into their own EFL teaching although they identified several challenges such as their learners’ proficiency, the packed schedule from the curriculum, and the facilities.
number: /2024 CIT number: 0 Number of views: 702
The Use of GeoGebra Software in Learning Quadratic Function Graph to Improve Mathematics Learning Outcomes of First-Year High school Students
GeoGebra’s interactive and dynamic nature is a valuable tool for enhancing mathematics learning outcomes by improving students’ understanding, engagement, and mathematical abilities, particularly in quadratic functions. By integrating algebraic and graphical representations and supporting exploration and problem-solving, GeoGebra helps make abstract mathematical concepts more concrete and accessible to learners. This research aims to determine the impact of GeoGebra as a learning medium on student learning outcomes related to quadratic function graph material. A quantitative research method was used, with first-year students from Al-Falah Islamic High School as participants. The instrument consists of validated test questions to measure student learning outcomes. The research design used is a One-Shot Case Study, a type of pre-experimental design. Based on data analysis, the t-test results show that the calculated t-value (11.571) is greater than the tabulated t-value (2.074). Therefore, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted, indicating that using GeoGebra as a learning medium for quadratic functions helps students achieve proficiency in their mathematics learning outcomes.
number: /2024 CIT number: 0 Number of views: 1,190
Curriculum Reform and Teacher Motivation: The Case of Bangladesh
The Bangladesh education system is undergoing a transformational phase with the introduction of the National Curriculum 2022 (NC 2022). This research investigated teachers’ motivation to implement the NC 2022 in Dhaka city, focusing on its alignment with student development, suitability for the Bangladeshi context, and implementation challenges. This study used semi-structured interviews with fourteen grade 6 and 7 teachers from public and private secondary schools in Dhaka city, each having over five years of teaching experience and training in the new curriculum. The research explored teacher views through the lens of Everett Roger’s Diffusion of Innovation and Hertzberg’s two-factor theory, considering motivator and hygiene factors influencing implementation. Teachers recognized the curriculum’s potential for skill development and global adaptation but highlighted practical challenges, including resource constraints, heavy workload, and classroom environment issues. They also expressed concerns about the implementation procedures and economic struggles affecting their motivation. Despite perceived positive impacts on student involvement and analytical thinking, challenges such as large class sizes hindered willingness to contribute. Teachers emphasized the importance of school readiness and infrastructural improvements for successful implementation of the new curriculum. This study emphasizes the need for policy and administrative adaptations to ensure the effective implementation of NC 2022.
number: /2024 CIT number: 0 Number of views: 790
Using Output Tasks to Improve 11th Graders’ English Vocabulary: An Action Research Project
The study adopted an action research design to investigate the effectiveness of output tasks in increasing vocabulary for grade-11 students at a high school in Vinh Phuc Province, Vietnam. The study was conducted for 40 participants whose English proficiency was assessed at the levels of A2 or B1. In the study, several output tasks, mostly creative ones that involved prompting students to actively use their vocabulary in spoken or written production, were incorporated into the lessons using the textbook Tiếng Anh 11- Global Success. To assess the impact of the output tasks, the researcher employed multiple data collection tools. Pre-and post-study tests assessed improvement in the students’ vocabulary knowledge, while questionnaires mainly explored their attitudes towards the implemented activities and vocabulary learning. The teacher’s observation also helped provide valuable insights into students’ engagement and learning progress. After the two action research cycles, the results revealed that the students made satisfactory progress in their English vocabulary. The results also indicated that the students held positive attitudes towards the output activities in particular and vocabulary learning in general. This study, therefore, has pedagogical implications for the use of output tasks in facilitating English-as-a-foreign-language (EFL) vocabulary acquisition.
number: /2024 CIT number: 0 Number of views: 6,257
The Education Compass: Navigating Beyond the North of PISA, TIMSS, and PIRLS
Global learning measurement systems such as Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), and Programme for International Student Assessment (PISA) have been widely used to compare the educational performance of different countries. However, these systems have some limitations that need to be considered. After analyzing 1,265 research articles on such measurement agendas, this article highlights blind spots and blackspots surrounding largescale metrics’ development, measurement, and implications. This commentary article emphasizes that essential factors about culture and diversity have yet to be included in such metrics, leading to monochrome paintings of the global education landscape rather than mosaics. Overall, we advocate for a strategic shift in developing and adopting such global measurement agendas.