English Learning Strategies of Economics-majored Students at Banking University of Ho Chi Minh City

The purpose of this research paper is to look into the current situation of using learning strategies and the key factors that influence English learning strategies of tertiary students who major in economics at Banking University of Ho Chi Minh City. On the basis of Oxford’s (1990) theory on language learning strategies, the study conducted a questionnaire survey with the participation of 300 students. The results show that economics-majored students use English learning strategies at a relatively high frequency, with the metacognitive strategies group having the highest frequency; the groups of affective strategies and compensation strategies have the lowest frequency of use. It also draws a conlusion that individual factors such as gender, grade level, and major do not appear to have a significant impact on students' use of English learning strategies. There are no significant differences between male and female students, between students of all grades, and between students of different majors in the frequency of using English learning strategies.

Quality Culture and Internal Quality Assurance in Higher Education Institution

Internal quality assurance is an important management tool in higher education. World-class universities have established and developed their internal quality assurance system together with buiding and developing the institutional quality culture. Research and practice from many universities worldwide showed that there are good connections between quality culture and internal quality assurance. This paper aims to analyse and evaluate the relationship between internal quality assurance and quality culture in the international higher education context. Consequently, the outcomes of the study are recommendations for the establishment and development of the quality culture together with the development of the internal quality assurance system for Vietnamese higher education institutions.

A Model for Successful Professional Learning Communities to Meet the Requirement of Vietnam Education Renovation

Teachers working in rural areas need professional and teaching skills support. This study was conducted at the Lower Secondary (NTLS) School in Ha Noi. This research pointed out 2 issues of policy of Professional Learning Communities to the teachers and the professional development for teachers towards PLCs at NTTS. This paper shows how to implement policies regarding the professional development of teachers in the NTLS. The results show that the NTLS has performed professional development work such as directing the development and implementation of school education plans and professional training activities. PCLs is the target of the teachers at NTTS developing teaching profession.

The effectiveness of Applied Behavior Analysis training program for intervention teachers in Vietnam

Applied Behaviour Analysis (ABA) is demonstrated as the most efficacious intervention for autism spectrum disorder (ASD) in many pieces of paper (Stahmer, 2011). However, ABA has been neither officially educated in Vietnam nor studied to examine the ability of intervention teachers. In order to enhance the quality of intervention teachers in specialized centers, a basic training program was conducted, including a two-week tutorial and a three-month supervised practicum. One hundred thirty-one intervention teachers in Vietnam participated in this training, which comprised general knowledge, fundamental skills, and on-site practicing. The finding indicated that the knowledge about ABA is limited; there are differences between staff with different specialties. The training has a positive impact on raising awareness of ABA even though it was a short-period program. These findings serve as the foundation for introducing evidence-based methods such as ABA into practice for ASD and other developmental disorders in Vietnam.

Machine Learning and Applications in Education Science Research

The article presents an overview of the application of machine learning techniques in education science research. The research process shows the use of technology in learning and teaching, collecting information, analyzing and processing data to provide high-accuracy answers or advice in solving educational issues is the trend and strength in education science research. Through this, the group of authors make recommendations on some research directions in the field of education approaching international publications.

Integrated Teaching Competency Framework for General Education Program: Suggestions and Recommendations for Natural Science Teachers

This article investigated the general structure of teaching competencies and integrated teaching competencies of natural science teachers in high school education, the actual situation of integrated teaching in Vietnam and some other countries in the world, and the designing of assessment templates to recognize difficulties of natural science teachers in integrated teaching. It is shown that natural science teachers are facing various challenges in integrated teaching: a lack of professional knowledge and skills in building integrated topics and teaching with this approach, problems in putting integrated teaching techniques into practice. On this foundation, the article presents a procedure for building an integrated teaching competency framework for natural science teachers, then proposes such a framework. This framework consists of 4 competencies and ten criteria with detailed indicators. Natural science teachers can use this framework to develop tools (checklists, rating scales, or questionnaires) to assess their integrated teaching quality and their “colleagues”, henceforth fostering their competencies as required by the General Education Program.

The Innovation of Bachelor Geographical Pedagogical Curriculum: an Approach from Geography General Education, 2018ter 2018 in Vietnam

The purpose of this study is to point out the significant improvements of the Geography Education Curriculum 2018 compared to the 2006 ones in Vietnam. The research result is the analysis of Geography Education Curriculum improvements with scientific bases to explain them. To achieve this goal, theoretical research, practical experience summarization, consulting with experts to design geographic education programs are the main used methods. Research results contribute to the training and retraining of Geography teachers to meet the requirements of Vietnamese Geography Education innovation. Besides, it directs the improvement of training geography teacher-student curriculum.

Enhancing the Employability of Students Undertaking English Language and Linguistics Programs in Vietnam

This study addresses the development of employability skills among English-major graduates to facilitate their transition from university to the workplace. Contemporary research has pinpointed that universities fail to sufficiently prepare their students in terms of professional knowledge and work-related skills. There is also a mismatch between the focus of academic programs and the demands and requirements from potential employers regarding graduates’ performance. Drawing on the document analysis and simple descriptive statistics of the undergraduate English language/linguistics program descriptions of six distinct universities located across Vietnam, this study aims to explore the extent to which English-major students are empowered with employability skills and provide recommendations for promoting these skills. Findings show that there is a substantial shift in reconsidering the imbalance between theoretical and practical components in the program design. The programs also exhibit certain degrees of preparation for students’ employability through the curricular integration of generic skills such as critical thinking, public speaking, presentation skills, communication skills and research skills. This study reiterates the significance of promoting work-related skills and strengthening university-industry partnerships in designing academic programs and providing English-major students with hands-on experience.

Educational Benefits of Kahoot! in Enhancing Skills: Investigating Students’ Perspectives

This study focuses on exploring the contribution of Kahoot! to students’ skill enhancement. We set out to determine students’ perceived judgments on how much their skills have improved as a result of using Kahoot! inside classrooms. Deviating from several related research, we not only looked at the effects of playing Kahoot! games but also of creating Kahoot! games. Using a survey that takes Bloom’s taxonomy as its theoretical foundations, we elicited judgments from 95 university freshmen, sophomores, and juniors. Students’ self-reports were analyzed using a series of one-way repeated measures ANOVA, which reveals a number of interesting results. First, students reported significant skill improvement when they played Kahoot! during class and even more so when they themselves were involved in the creation of Kahoot! games. Second, not all of the examined skills are subject to the same degree of improvements, leaving some room for educators to ponder how they can use gamification to effectively develop students’ comprehensive skill set. Thirdly, freshmen and juniors reported the highest amount of skill improvements, indicating that certain game-based applications might be helpful for only certain groups of students. Taken together, we suggest that Kahoot! games can be utilized in classrooms for both knowledge enhancement and effective skill improvement.

Impacts of Total Physical Response on Young Learners’ Vocabulary Ability

This study aimed to investigate the impacts of total physical response (TPR) method on the fourth graders’ vocabulary ability and their perceptions toward this method. This study was conducted at Luong The Vinh Primary school. There were 30 students participating in this study and they were divided into two groups: 15 students in experimental group (EG) and 15 students in control group (CG). The students in the experimental group were taught with TPR while students in the control one with grammar translation method. A mixed method was employed consisting of quantitative and qualitative approaches. Qualitative data were from the interviews to get feedback of students’ perception and advantages and disadvantages they faced when TPR was implemented in teaching vocabulary in their classroom. Quantitative data were from the questionnaire, scores of the pretest and posttest to check the impact of TPR on students’ vocabulary ability. The study revealed that the EG had better vocabulary learning ability than the CG. They not only remembered vocabulary better but also understood the meaning of the words more easily. It also showed that students had positive perceptions in learning vocabulary through TPR. In addition, the result from the interviews also revealed a limitation that it was sometimes not suitable especially for some outstanding students in the class. The results shed light on the impact of TPR on young learners’ vocabulary ability and perceptions toward TPR and provide some valuable features for further research studies that relate to TPR method in teaching vocabulary for young learners.