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number: /2026
CIT number: 0
Number of views: 661
Language is a very powerful tool in the classroom. It has the power to build or destroy students both emotionally and psychologically. The present study investigated the teachers’ use of language on students’ emotion. The study employed convergent mixed methods guided by a pragmatic paradigm. The data were collected through survey, interview and classroom observations from three schools in Samtse dzongkhag (district). Quantitative data were analysed using SPSS version 23, and thematic analysis was used to analyse qualitative data (Braun & Clark, 2018). The finding revealed that positive language used by teachers have a positive impact on students’ emotions, as well as their behaviour, motivation, and cognitive abilities. In contrast, the teacher’s negative use of language has a detrimental impact on the students’ emotions, conduct, and cognitive ability. The findings also highlighted that student prefer polite language. Based on the findings, it was recommended that teachers must be aware of the importance and necessity of using positive language. Without this consideration, schools may produce students who are emotionally, psychologically or cognitively unsound.
number: /2026
CIT number: 0
Number of views: 557
This article examines the theoretical basis and potential applications of artificial intelligence (AI) in station-based learning for primary education in Vietnam. Using a literature review approach, relevant studies on AI in education and station-based learning were collected, analyzed, and synthesized to identify trends, benefits, and challenges. The analysis highlights AI’s capacity to support teachers in designing lesson plans, personalizing learning tasks, creating interactive learning stations, and monitoring students’ progress within station-based learning. These functions are considered in relation to the requirements of Vietnam’s 2018 General Education Program. The paper also identifies barriers to effective implementation, including limited infrastructure, insufficient teacher training, and concerns regarding ethics and data privacy. Recommendations are proposed to enhance feasibility and sustainability, including developing localized AI tools tailored to the Vietnamese curriculum and station-based learning, investing in technological infrastructure, strengthening teachers’ digital and pedagogical competencies, and establishing legal frameworks for ethical AI use. By clarifying opportunities and constraints, the study contributes to the theoretical foundation for integrating AI into station-based learning. It emphasizes the need for context-appropriate applications that promote autonomy, creativity, and inclusivity in primary classrooms while ensuring alignment with national educational reform.
number: /2026
CIT number: 0
Number of views: 594
Effective teacher professional development has been well documented as a key facilitator of teacher change by providing teachers with opportunities to develop their professional competencies. A transformative teacher professional development program not only enhances teacher growth, ensuring effective teaching practices, but also fosters a culture of lifelong learning, which is a necessary foundation for addressing the dynamic educational evolution. Given that critical role, there is an extensive body of studies researching the relationship between teacher professional development and teacher change in various educational contexts worldwide. This paper was conducted to provide a review of research on how teacher change occurs as a result of teachers’ participation in professional development activities. Specifically, this review presents changes that teachers have undergone in their behavioral, cognitive, and affective domains following teacher professional development engagement and the mechanism of the change process. Drawing on systematic analyses of original studies in different international settings, the review points out professional development initiatives that facilitate meaningful changes among teachers from diverse global educational contexts, which can inform recommendations for optimizing teacher professional development programs to enhance professional growth and instructional quality in local settings.
number: /2026
CIT number: 0
Number of views: 830
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: /2025
CIT number: 0
Number of views: 489
Cultural practices significantly influence behaviors within communities, often conflicting with human rights and dignity, which social work aims to promote. This study was conducted in three districts of Arusha and involved 299 children aged 10-17 years from primary and secondary schools. The objective of this study was to assess the impact of community cultural practices on child sexual assault (CSA). Using a mixed-methods approach, the study revealed that traditional beliefs, witchcraft, and poor parenting skills contribute to the ongoing prevalence of CSA. The community tends to view sexual activity as normal and often responds to incidents in traditional ways, frequently concealing perpetrators. CSA cases are typically reported only if the victim suffers severe harm or if the incident comes to public attention, resulting in inadequate support for victims, including medical care. The findings underscore the necessity for comprehensive community sensitization to promote positive change. Child protection actors must collaborate effectively, providing essential resources, both financial and human, to increase child protection efforts. By addressing these cultural practices, the community can work toward reducing the rates of child sexual assault and ensuring that victims receive the support they need
number: /2025
CIT number: 0
Number of views: 508
Understanding mathematical concepts is a critical component of mathematics education. However, students’ conceptual understanding remains relatively low, particularly with respect to topics related to reflection transformation. One instructional approach that may enhance students’ comprehension is the integration of Kerawang Gayo ethnomathematics. This study aims to evaluate the effect of using instruction based on Kerawang Gayo ethnomathematics to improve students’ understanding of mathematical concepts, specifically reflection transformation. The research employed a preexperimental design with a one-group pretest-posttest model. The population consisted of all ninth-grade students at a junior high school in Banda Aceh during the 2024-2025 academic year. A total of 28 students were selected as the sample via purposive sampling. The research instrument was a written test comprising five long-answer problems on reflection transformation. The data were analyzed via the Wilcoxon signed-rank test, followed by N-Gain analysis. The results indicated an improvement in students’ conceptual understanding following the intervention, with an average N-Gain score of 0.604, which was categorized as moderate. These findings suggest that instruction incorporating Kerawang Gayo ethnomathematics may serve as an effective alternative for enhancing students’ understanding of mathematical concepts.
number: /2025
CIT number: 0
Number of views: 565
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: 567
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: 561
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: 539
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.