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number: /2023
CIT number: 0
Number of views: 990
The use of technology and applications in education has continued to increase over the last few decades, and many studies show the effectiveness of using technology in teaching and learning. The central question in the present research is how Vietnamese teachers and students use Google products, as a new technology solution, to transform teaching and learning as well as to motivate students’ learning. By selecting a public school in Ha Noi and a private school in Ho Chi Minh City with 31 teachers and 112 students, the present research investigated students’ and teachers’ attitudes toward using technology in the classroom as well as their practices using Chromebooks and Google Workspace for their teaching and learning activities. The results showed that both students and teachers had positive attitudes toward using technology in the classroom. One of the most important findings is that teachers and students find Chromebooks and Google Workspace for Education as valuable tools. Teachers expressed their interests in using Chromebooks mostly because Chromebooks consist of many applications that teachers can use for different purposes such as online teaching, assessment and classroom management. Within the scope of the pilot program, teachers also recognised that the use of Google Solutions have a positive effect on students’ learning. Students perceived that Chromebooks are great for their learning and they are willing to introduce Chromebooks to their friends. Using Google applications give students more opportunities to collaborate and communicate with their peers as well as to solve the problems during their learning. The result also shows that there are differences in students’ motivation to learn Math before and after the pilot program.
number: /2023
CIT number: 0
Number of views: 1,023
With the advancement of digital technology, online learning is no longer merely a potential learning method to enable a diverse range of learners’ access to education, but is increasingly becoming a crucial learning method at every school level. The majority of research problems and challenges regarding online learning stems from the question of how learners obtain and maintain positive learning motivation in online learning settings. This study seeks to examine the situational motivation of high school students enrolled in continuing education programs via online learning in Vietnam, thereby examining the differences by genders, groups, online learning duration, and online learning programs. The snowball sampling method was utilized, and the questionnaire was designed using the Google Forms tool. The data set for analysis includes 633 records collected between September 17 and October 10, 2021. The study’s findings investigated the situational motivation of continuing education learners in online learning in Vietnam, in which: Situational Motivation Scales varied in factors of Intrinsic Motivation, Identified Regulation, External Regulation, and Amotivation. In addition, the research findings indicate disparities of situational motivation in online learning between male and female learners, by school grades, by learning time, and by learning program. Firstly, the results reveal that there is a difference by gender and duration of online learning between three factors of Intrinsic Motivation, Identified Regulation, External Regulation, and Amotivation. Secondly, the results by school grades show differences in factors within the same grades as well as disparities across grades in the same factor. Third, the findings for SMS of learners enrolled in an online learning program suggest that there is a difference by subject in the same factor and a difference in a subject with various factors. Therefore, these findings are expected to provide critical evidence for academics studying learner motivation in general, and online learners in particular. Furthermore, the findings can help educators and teachers better understand the situational motivation of continuing education learners in the online learning environment, in order to have effective pedagogical and psychological measures in place to encourage effective online learning, increase the quality of online teaching and learning, and move learners toward self-determination.
number: /2023
CIT number: 0
Number of views: 1,127
Research and analyze the definitions of AI chatbots, the basic architecture of intelligent chatbots, international publications on the application of AI Chatbots in teaching, through the theoretical research method as a scientific basis to perfect AI chatbots scripting process in teaching. The focus of the study is also novelty, the author’s new contribution is through the study of the digitization of chemical databases, the compatibility between AI chatbots and the proposed content of chemistry teaching. From there, the process of building AI Chatbot scenarios in teaching subjects in general and chemistry in particular is proposed to contribute to the development of students’ self-study, self-control and self-discovery capacity. Thanks to this AI chatbot scripting process, with a new teaching medium, the new teacher is the AI chatbot virtual assistant, making teaching easier.
number: /2023
CIT number: 0
Number of views: 1,005
Virtual reality technology (VR) was growing strongly and applied in education in general and special education in particular. Many studies have shown the benefits of using virtual reality in the education of children with disabilities. By using experimental methods and case studies, the article presents in detail how to conduct as well as the results of 09 experimental sessions for 02 students with Attention Deficit – Hyperactivity Disorder (ADHD) in Hanoi. Experimental results show that both children showed improvement in concentration at the end of the sessions, but 09 training sessions are too short because each session lasts for only 7-20 minutes; therefore, it is not enough to conclude the progress for 02 children with ADHD. Hence, this study proposes that a longer experimental period is needed in combination with educational therapies for children with ADHD. Additionally, VRapeutic software also needs to be further improved in both quality and price adjustment in order to match with the Vietnamese context.
number: /2023
CIT number: 0
Number of views: 978
number: /2023
CIT number: 0
Number of views: 917
This study explored the experiences of 13 core teachers of Enhancing Teacher Education Program when supporting their peers to fulfill online learning courses via the learning management system. It used a qualitative and interpretive methodological approach through semi-structured interviews to investigate the forms and factors affecting peer support in online learning. Research findings showed two forms of peer support via online and offline modalities. Exploring enabling factors for peer support in online learning is a great support of local administrative agencies and school leaders, core teachers’ personal experiences and reputations. However, core teachers identified a number of challenges including the limited digital skills and low learning motivation of recipients, core teachers’ heavy workload, and unreasonable compensation. These research findings contribute to the knowledge of teacher professional development and put forward recommendations to improve the online training courses and the work of core teachers in Vietnam.
number: /2023
CIT number: 0
Number of views: 2,113
The study explores students' perceptions of the effectiveness of PowerPoint used by their tutors for teaching and learning at a teacher education college in Bhutan. The study adopts the theory of social constructivism as the foundation for inquiry, employing an embedded mixed method design. A total of 250 students from all academic programs responded to the survey questionnaire. To gather qualitative data, four focus group discussions were conducted, with each group consisting of seven participants, selected through purposive sampling. The key findings indicate that PowerPoint is perceived as an effective teaching and learning tool when it is pedagogically wellconstructed, incorporating interactive student activities and group discussions. The study highlights the need for further enhancement and refinement of tutors' capacity in terms of PowerPoint design, creativity, and the use of interactive tools and features. The findings also underscore the importance of establishing a formal student feedback system to evaluate tutors' PowerPoint design, use of physical ambience, and teaching pedagogy for effective teaching and learning. The study recommends enhancing tutors' knowledge and skills in PowerPoint through professional development programs, as well as advocating for further research in this field.
number: /2023
CIT number: 0
Number of views: 1,276
Research on English writing skills has been a significant focus in the field of English language teaching and learning. Previous studies have emphasized the importance of writing skills in language acquisition, while also highlighting the challenges students face in developing these skills. This study takes a fresh perspective by investigating the level of apprehension in essay writing and identifying factors that negatively impact the English writing abilities of English-major students at a university in Ho Chi Minh City. A total of 135 third-year English-major students completed a questionnaire, and 10 students participated in semi-structured interviews. Descriptive statistics were employed to analyze the questionnaire data using SPSS. The findings revealed a relatively high level of essay writing apprehension among third-year English-major students. The study further identified various factors, including teachers, students, and the course itself, that contribute to this apprehension. The data from the semi-structured interviews provided additional insights to support these findings. Based on the study's outcomes, recommendations are offered to enhance the teaching and learning of writing skills.
number: /2023
CIT number: 0
Number of views: 3,242
English-medium instruction (EMI) has been considered a key strategy in internationalizing the education system in many countries. Its popularity has brought both benefits and drawbacks to the learners. This study was aimed at investigating the positive and negative effects of EMI programs at a university in North Central Vietnam from students’ perspectives. The study involved 137 participants, who were studying in an English as medium instruction program in a university in Vietnam. An explanatory mixed-methods approach was used in data collection through a questionnaire and follow-up interviews. From the data analysis, it was found that EMI courses benefited their learners in terms of job opportunities, English language proficiency, and social skills. However, the results also indicated that EMI students faced many difficulties relating to teaching and learning methodology and psychological issues during their learning process. Different pedagogical implications are put forward to improve the quality of EMI programs in the Vietnamese context.
number: /2023
CIT number: 0
Number of views: 1,305
The Approaches and Study Skills Inventory for Students (ASSIST) is an important instrument to measure students’ approaches to learning. However, the construct validity of the measurement used is not always sufficiently evaluated. The aim of this study was to examine the construct validity of ASSIST with 1155 Senior One students studying in 17 Malaysian Independent Chinese Secondary Schools (MICSS). The Rasch model was employed, focusing on local independence, dimensionality and measurement invariance analyses. The results confirmed the three-factor structure of ASSIST and supported the unidimensionality of the three scales. There was also no evidence of a violation of the principle of local independence for all pairs of item residuals and negligible evidence of differential item functioning (DIF) on gender and course. These results indicate that ASSIST has good construct validity and can be used as a tool for measuring students’ approaches to learning. Using the Rasch model, measures are of an interval scale, and empirical evidence about the item clusters, dimensionality and measurement invariance can be determined. Additionally, issues pertaining to dimensionality, item dependency and non-equivalency across subgroups can be detected at an early stage of the instrument development to be addressed properly in the subsequent instrument administration.