Education
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Ấn phẩmAnalyzing the impacts of students’ perception on the e-learning motivation at Vietnam National University of Agriculture(2025) Nguyen, Thi Bich Thuan; Nguyen, Thi Huong GiangThe study was conducted to evaluate the impact of student’s perception on e-learning motivation using a case study at the Vietnam National University of Agriculture. The study used an online survey to collect data from 278 students. The Structural Equation Modeling using AMOS package was applied to analyze influencing factors. The results revealed that students' perception of readiness for E-learning (H1: ß = 0.138, P= 0.023), perception of E-learning benefits (H2: ß = 0.315, P= 0.00), and perception of E-learning effectiveness (H3: ß = 0.443, P= 0.00) all have significant positive impacts on their motivation. These findings highlight the importance of enhancing students’ perceptions of E-Learning to foster more effective and engaging E-learning experiences.- Ấn phẩmThe impact of ChatGPT on students’ self-directed foreign language learning(2024) Nguyen, Quang AnhThe integration of GenerativeArtificial Intelligence (GenAI) technologies into educational environments has become an important area of research. The potential of GenAI to support traditional learning methods by offering opportunities for personalized and self-directed learning is substantial. This study aims to empirically assess the effectiveness of ChatGPT as a learning support tool in undergraduate French language classes. Various assessment methods were used, such as multiple choice tests, essays, and direct communication. Additionally, interviews were conducted to gather further insight.The average post-test scores of students in the experimental group increased significantly, supporting the hypothesis that ChatGPT enhances grammar learning. The integration of ChatGPT in education, particularly in foreign language teaching, demonstrates tangible benefits in enhancing learning outcomes and fostering self-directed learning. ChatGPT has a positive impact on students’ SDL abilities, making them more engaged and autonomous in their foreign language learning process. It differentiates the technology-enhanced learning approach from traditional methods. Further empirical evaluation is recommended to gain deeper insights into ChatGPT’s impact on education and training.
- Ấn phẩmThe effects of flipped classroom on learners’ autonomy: A case study in a Vietnam University(2025) Nguyen, Thi Lan Phuong; Phan, Tu LanThis study aims to explore the relationship between the flipped classroom, nowadays a widely used teaching method in various educational settings, and learner autonomy in English language classrooms. To fulfill the research objectives, the study adopts the qualitative method approach using action research carried out in six Business English classes at Thuongmai University and in-depth interviews with six teachers in the form of focus groups and 20 students in individual interviews. Research findings indicate that by flipping the learning procedure, asking students to approach knowledge on their own by studying videos and referring to learning material before attending classes, the flipped model contributes to raising all the five levels in the autonomy model suggested by Nunan (1997), which are awareness, involvement, intervention, creation and transcendence. Therefore, this teaching method should be promoted to improve leaner autonomy, which is believed to enhance English proficiency. Some implications have been highlighted to teachers, students and education administrators so that this method can be applied more effectively in English language classrooms.
- Ấn phẩmTeaching Vietnamese as a heritage language: Reality and prospects(2025) Nguyen, Duc LongVietnamese has a complex sociopolitical history that shaped its role both within Vietnam and across its diasporic communities. The literature review suggests that Vietnamese studies are getting more attention globally, however more studies should be done in the non-Western communities. The paper goes on presenting attempts in teaching Vietnamese as a heritage language from Western and Asian teaching contexts. Interactive, culturally meaningful activities may get higher motivation and better retention. These approaches also advance broader goals of identity and inclusion: students feel their bicultural background is an asset rather than a barrier. Cultural events play a key role in using Vietnamese to share stories and receive communal recognition. Vietnamese can be taught as a heritage language applying concrete, learner-centered strategies with supportive policies, personalizing content, stimulating multiple senses, and connecting students to the Vietnamese-speaking community to preserve linguistic skills and cultural pride. Textbooks and readers specifically designed for heritage learners should include bilingualglossaries, cultural notes, and illustrations that reflect the learners’ context.
- Ấn phẩmAssessing teachers’ readiness for AI-driven XR integration: Scale development and multigroup validation in ethnic minority boarding high schools in Viet Nam(2026) Phi, Dinh Khuong; Lam, Thuy DuongThis study proposes and validates the Teachers' Readiness for AI-Driven XR Integration (TRAXRI) model to examine the determinants of teachers' readiness to adopt artificial intelligence (AI) and extended reality (XR) technologies in ethnic minority boarding high schools in Viet Nam. Grounded in the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) and extended with pedagogical and ethical dimensions, the model includes six exogenous constructs—performance expectancy, effort expectancy, facilitating conditions, attitude toward AI–XR, self-efficacy, and ethical & privacy awareness—that predict teachers' readiness for AI-driven XR integration (RI). Data were collected from 1740 upper-secondary teachers working in ethnic minority boarding high schools across Viet Nam and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that attitude toward AI–XR, performance expectancy, and self-efficacy are the strongest predictors of readiness, while ethical & privacy awareness also demonstrates a significant emerging influence. Multi-group analysis further supports the model's stability across teacher subgroups (e.g., gender, teaching experience, and regional context). The findings advance the literature by extending UTAUT2 into AI–XR pedagogical readiness in resource-constrained, culturally specific schooling contexts, and by foregrounding the ethical dimension of AI–XR adoption. Policy implications highlight the need for pedagogically grounded, ethically informed, and context-sensitive capacity-building strategies to support AI–XR integration in ethnic minority boarding high schools, aligning with Sustainable Development Goal 4 (Quality Education) and Viet Nam's digital transformation agenda.
- Ấn phẩmTeaching English in rural Vietnam: How EFL teachers define themselves?(2025) Ngo, Huy Tu; Do, Thi Dung; Nguyen, Luu Lan AnhRural areas in Vietnam often face challenges such as limited resources, lower levels of English proficiency among students, and fewer professional development opportunities for teachers, making the role of English as a Foreign Language (EFL) educators in these regions both vital and demanding. This study explores the professional identities of K-12 EFL teachers in rural areas of Vietnam. Using a qualitative approach and drawing on Conceptual Metaphor Theory, data were collected through metaphor elicitation from 24 EFL teachers currently working in rural Vietnam. Metaphor analysis was employed to analyse the collected metaphors. The study highlights how participants perceive and construct their professional identities within the unique socio-cultural and educational challenges of rural contexts. Six umbrella metaphors emerged as central to their experiences: teacher as a motivator, a ferry, a cultural ambassador, a seed sower, a juggler in a circus, and a home. This research adds to a deeper understanding of rural EFL teachers’ identities, providing insights for educators and policymakers to improve teacher retention and support systems in underserved regions.