Educational Studies

In this study, the efficacy of educational technology tools in enhancing speaking skills was explored through a quasi-experimental design involving 84 IT freshmen. Employing tools such as FORVO (FV), YouGlish (YG), and Oxford Advanced Learners' Dictionary (OALD) 8th edition, the research compared the speaking abilities of students using these technologies (experimental group) against those taught through traditional methods (control group).

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This research investigates the impact of changing educational environment on five overseas students’ autonomous learning in Australia. Using the learning ecology framework, the study examines the correlation between changes in the learning environment and the degree of autonomy achieved by the learners.

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This qualitative study delves into EFL teachers’ strategies for promoting inclusivity in language assessment through their utilization of alternative approaches to accounting for students’ diverse sociocultural backgrounds, language learning experiences, and levels of proficiency.

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This research article explores the potential of active learning pedagogies to enhance student engagement, knowledge retention, and essential skill development in higher education. These learner-centered approaches, such as experiential, project-based, and inquiry-based learning, contrast with traditional lecture-based methods that prioritize passive information transfer.

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The paper explores how university financial autonomy policy information is presented and emphasized in various online newspapers using Agenda-Setting Theory and Framing Theory in the field of communication. The study analyzed 289 journalistic works from three newspapers, namely Giao duc and Thoi dai Online Newspaper, Giao duc Vietnam Online Magazine, and Dan tri Online Newspaper, covering the period from July 2017 to December 2020.

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The study aims to compare the use of strategic management accounting (SMA) by organizational structure (level of autonomy, year of establishment, and student size) of Vietnamese public universities. Survey data was collected from 142 accountants of Vietnamese public higher education institutions through questionnaires and regression analysis using SPSS 22 software.

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The study highlights the importance of beliefs in EFL teaching and learning and provides meaningful contributions to undergraduate preservice teachers, teachers and teacher educators to enhance the quality of teaching EFL to young learners in Vietnam in particular, and in other EFL contexts in general.

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This study investigates the use of online educational game applications in teaching English grammar at Binh Tri 2 Primary School. The participants of the study were 64 fifth grade students and six teachers. A mixed-method design was used in this study to collect quantitative data via questionnaire for students and qualitative data via semistructured interview for English teachers.

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The study aims at examining EFL teachers’ perceptions on their roles and how they occupy these roles in project-based learning at a Vietnamese state university. Narrative interviews were employed to collect qualitative data with the participation of five teachers at the Faculty of Foreign Languages at Ho Chi Minh City University of Technology and Education.

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The present paper aims to explore the conception of culture within higher education settings in Vietnam. On the one hand, the study investigates the perception on culture of administration, faculty, staff, and students of Dalat University.

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This research paper examines the determinants of plagiarism intentions among university students through the lens of the extended Theory of Planned Behaviour. The study conducted an online survey using convenience sampling with participants from Vietnamese and foreign universities, yielding 406 responses between April 11 and mid-May 2022.

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This research delves into the realm of language learning strategies (LLSs) among 116 Vietnamese and Indonesian university students majoring in English and English Language Education. Utilizing Rebecca Oxford's Strategy Inventory for Language Learning (SILL) with a quantitative approach, the study aims to unravel the connections between culture and language learning strategies.

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This study is thus poised to augment the scholarly discourse on ESP pedagogy, underscoring its relevance and contextual nuances within the educational landscape of Vietnam. The results generally indicate the transfer of the teachers’ cognitions into their practices.

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The study employed the quantitative approach through a questionnaire. The findings of the study reveal that learners have to confront certain barriers regarding the policy, curriculum and applicability along with the opportunities to develop and foster competency.

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The study was conducted to explore the awareness, level of participation, and experiences of pre-service teachers of English in 03 Community Service Learning (CSL) activities at Quy Nhon University, namely Green Summer Activitiy, Peer-Teaching Activity, and Teaching Assistant Activity.

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The roles of the teacher and students in online language classes have been a well-researched area, yielding various insights into the potentials of online technologies and the need for a consideration of redefining classroom roles. Drawing on a case study, for particularities, this paper presents the results of an exploratory investigation into the development of classroom roles in an EFL Listening class integrating online technologies at a university.

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The study also addresses challenges, such as idiomatic expressions and tool limitations, emphasizing the pivotal role of training programs in addressing issues, educating users, and enhancing tools. In conclusion, the research advocates for an educational shift, urging programs to foster critical thinking.

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The study was therefore conducted to gain more insights into EFL teaching practices at Vietnamese high schools under the influences of the NHSGE English tests. Two main aspects of EFL teaching, including “what and how teachers teach” in the centralized educational context of Vietnam would be explored.

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The study aimed to evaluate the current campus waste management practices and provide suitable suggestions. As a result, feasible and suitable alternatives that identify specific and locally relevant prospects for waste reduction, reuse, and recycling can emerge, constituting a significant stride towards environmentally sustainable and health-conscious educational institutions.

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This study examines the implementation of the case study method in teaching National Defense - Security Education in Ho Chi Minh City high schools. A survey of 50 teachers and 200 students from three high schools reveals that while the case study method has been introduced, its application remains limited, with an average score of 3.19.

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