VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

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number: /2026 CIT number: 0 Number of views: 633
The Status of the Russian Language in Vietnam after 1991: From the Language of Power in the Socialist Era to a Specialized Language in Core Strategic Areas

This paper focuses on analyzing the status of the Russian language in Vietnam following the collapse of the Soviet Union (SU) in 1991. By drawing on a qualitative synthesis of 17 purposively selected secondary sources opted mainly for their direct pertinence to Russian language education in Vietnam and their coverage of the post-1991 period-the paper combines policy discourse analysis and historical comparison to examine the changing status of Russian. The findings first indicate that Russian has transitioned its function from a “language of power” to a “specialized language” operating within several core strategic areas. It is also suggested that the language’s decline in universal status was inevitable, stemming from the geopolitical crisis and the fundamental shift in the Vietnam-Russia cooperation model from “ask-and-aid” to “market-driven”. Nevertheless, Russian has successfully repositioned itself as a strategic linguistic asset, secured by the framework of the Comprehensive Strategic Partnership (CSP) and evident across three key domains: security-defense, energy-economy, and culture. Overall, the current status of Russian in Vietnam is qualitatively sustainable due to robust bilateral relations and high-level political commitments, yet quantitatively limited by its inherent difficult-ness and fierce competition from dominant global languages. Most importantly, the paper also highlights the need to design training programs that integrate specialized vocabulary, technical communication skills, and cultural understanding, closely linked to professional contexts and strategic applications.

number: /2026 CIT number: 0 Number of views: 531
Suburban Vietnamese EFL Freshmen’s Perceptions of Teachers’ Classroom Code-Switching: A Mixed-Methods Study
The use of code-switching (CS) has been increasingly acknowledged as an effective teaching approach in English as a Foreign Language (EFL) classrooms, especially for students with limited language proficiency. Yet, little is known about how learners in rural areas of Vietnam perceive this practice. This study investigates the perceptions of first-year non-English major students in the Mekong Delta regarding their teachers’ use of CS, with a particular focus on its pedagogical, affective, and sociocultural functions. An explanatory sequential mixed-methods design was employed, involving a questionnaire completed by 116 university freshmen (A1-A2 CEFR levels), followed by semi structured interviews with 13 purposively selected participants. Quantitative data indicated generally positive student perceptions of teachers’ CS, with the sociocultural function receiving the highest ratings, followed closely by pedagogical and affective roles. Thematic analysis of interview data supported these findings and revealed that CS was perceived as a helpful strategy for clarifying complex content, reducing anxiety, and contextualizing learning within students’ lived experiences. Students also emphasized the importance of balanced language use, recommending approximately 70-80% English and 20-30% Vietnamese instruction. Perceptions were influenced by factors such as proficiency level, prior English exposure, learning preferences, and long-term goals. The findings underscore the need for context-sensitive instructional practices and suggest that strategic use of CS may enhance learner engagement and comprehension in under-resourced educational settings. Pedagogical implications, limitations, and directions for future research are discussed.
number: /2026 CIT number: 0 Number of views: 458
Exploring Effective Strategies to Enhance Students’ Reading Habits of Dechencholing Higher Secondary School
The study aimed to explore effective strategies to enhance students’ reading habits at Dechencholing Higher Secondary School. Quantitative data were collected from 54 participants, while qualitative data were gathered from 12 interviewees, including students from Classes X A and E. Descriptive statistical analysis was used for the quantitative data, while the qualitative data were analyzed thematically. Following the baseline data analysis, two intervention strategies were implemented: Our Time To Enjoy Reading (OTTER) and Self-Indulgence. These strategies were applied to both classes over nine weeks. The findings indicate that these strategies significantly strengthened and elevated the students’ reading habits. Furthermore, the study revealed that students could spend more than one hour reading with proper interventions. However, the study recommends allocating specific time during class hours and formulating a strong policy to promote reading before students can consistently develop the habit.
number: /2026 CIT number: 0 Number of views: 648
Impact of Teachers’ use of Language on Students’ Emotion

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: /2025 CIT number: 0 Number of views: 544
A Study on the Policy and Governance of “New Model Universities” in Vietnam: Focusing on Vietnam-Japan University
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: 524
Impacts of extra Tuition on education - research in Vietnam

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.

number: /2025 CIT number: 0 Number of views: 473
Community Cultural Practices and Their Impact in Fighting Child Sexual Assaults
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: 495
Weaving culture into Mathematics: How does integrating Kerawang Gayo ethnomathematics affect the concept of teaching reflections in junior high school?
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: 547
Non-English Majors’ Perceptions Towards Using Task-Based Approach in Learning English Vocabulary: A Case Study at Nong Lam University
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: 551
Examining the Relationship Between School Culture and Teachers’ Professional Learning: A Case Study on Primary School Teachers in Phu Quoc City, Kien Giang Province
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.