Schools In Vietnam Research Articles

Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers

This study investigates Vietnamese EFL teachers’ beliefs and practices regarding oral corrective feedback, exploring and seeking to explain some of the relationships between beliefs and classroom practices. Data were collected in primary schools in Vietnam, and consist of 24 classroom observations and interviews with six teachers. Overall, the teachers showed high levels of awareness of the benefits of oral corrective feedback. They nominated pronunciation errors as the most important target for correction in the primary context. In practice, although pronunciation and grammar accounted for the majority of the total errors, leading to the majority of total feedback moves, the frequency of feedback per error was much higher for vocabulary errors. Prompts were reported by teachers to be more effective and more favourable than reformulations, but this preference was not reflected in the classroom observations, in which a large number of didactic recasts were used. The observed discrepancies are interpreted in relation to contextual factors and the influence of different sets of beliefs on practices. It was also noted that the linguistic realizations of these teachers’ feedback moves contained some inaccuracies. Implications for educational practice are discussed.

Developing Task-based Lessons from PPP Lessons: A Case of Primary English Textbooks in Vietnam

This article provides an account of how presentation-practice-production (PPP) textbook lessons were turned into task-based lessons which were then implemented in three Grade 4 classrooms in primary schools in Vietnam. This account seeks to address a topic of considerable practical value for teachers interested in teaching with tasks, namely, how PPP lessons can be adapted for task-based teaching. The article outlines lesson redesign and key steps in the process. Reflections on the lesson design and implementation provide implications for teachers and teacher educators.

Experimental evaluation of a school-based mental health literacy program in two Southeast Asian nations.

Low mental health literacy (MHL) is a particular challenge in many low and middle-income countries (LMIC). School-based MHL programs hold promise to increase MHL but lack rigorous research assessing their effectiveness in LMIC. The present study evaluated a school-based MHL program, the "Mental Health & High School Curriculum Guide" ("The Guide"), implemented separately in two different contexts in Southeast Asia (Vietnam and Cambodia) following adaptations made by the research team. Participants were 80 teachers and 2,539 students from 20 schools in Vietnam (Study 1), and 67 teachers and 275 students in one school in Cambodia (Study 2). In Vietnam, teachers/classrooms were randomized to either The Guide MHL program or a treatment-as-usual control condition, with teachers in the intervention condition receiving a 3-day training in The Guide and implementing the 6-module curriculum in their classrooms. In Cambodia, school staff were randomized to either receive The Guide training or to the control condition; four teachers who received the training implemented the curriculum in select classrooms. In both studies, teachers' and students' mental health knowledge and attitudes were assessed at baseline and following completion of the classroom curriculum. In Vietnam, 6 of 7 program effects for teachers were significant with some large effects (e.g., teacher Recognition of Mental Health Disorders, R2=.36); effects for both of the student outcomes were significant, but small. Results were similar in Cambodia, with 6 of 9 program effects significant favoring the treatment group; effect sizes in Cambodia were smaller than in Vietnam for teachers/staff but larger for students. Findings suggest that with limited adaptation, a teacher-delivered MHL intervention can produce measurable increases in MHL among teachers and students in two Southeast Asian countries. These results support the value of school-based MHL training provided via an inexpensive and teacher-friendly program, embedding MHL into classrooms. Some small effect sizes suggest the importance of additional development and research targeting these particular components.

Evolution of clinical pharmacy practice and pharmacy education in Taiwan, Vietnam, and Indonesia: A narrative review

AbstractIn this narrative review, we trace the evolution of health care, clinical pharmacy practice, and pharmacy education in Taiwan and two Southeast Asian countries, Vietnam and Indonesia. In evaluating the current health‐care systems and progress toward health‐care reform, we review the major changes that have impacted pharmacy practice and pharmacy education in each of these countries. The lack of qualified and well‐trained pharmacists has been identified as one of the key barriers to advancement of clinical pharmacy in this region. This shortage is based on a number of factors which include having a pharmacy education system that needs reform and expansion to adequately meet the growing demands of global public health. Many initiatives from organizations such as the World Health Organization, the International Pharmaceutical Federation, and the Federation of Asian Pharmaceutical Associations have influenced the advancement of global pharmacy practice and education. Moreover, we highlight key legislative changes that have impacted clinical pharmacy development in these countries and discuss how foreign policy changes in Taiwan have increased its collaboration with foreign pharmacy schools in Vietnam and Indonesia. Understanding the history and progress of clinical pharmacy education in these countries is important to help shape future collaborations that advance pharmacy practice and improve global health.

Exploring Vietnamese Students’ Participation and Perceptions of Science Classroom Environment in STEM Education Context

One of the concerns for applying STEM education in the classroom is students’ participation. In this study, the Engagement and Participation in Classroom – Science (EPIC-S) questionnaire was applied to explore Vietnamese students’ participation behaviors and their perceptions of the science classroom environment. The main goal of our study was to investigate the impact of students’ classroom participation on their perceptions of the science classroom environment as assessed by the EPIC-S questionnaire. Our survey was conducted on 884 students in some public secondary schools in Vietnam and the collected data was analyzed using SPSS 20. Students were classified into two groups-verbal and silent- based on how they participated in several facets of the science classroom environment. We found no statistically significant difference between these two groups in their perception of the relationship with the teacher. Nevertheless, there are differences in their perceptions of peer support, fear of embarrassment, and teacher openness. Our results will contribute to the theoretical background for STEM education in Vietnam

Enhancing EVIEW Programming Development in Economic Practice Classrooms 4.0 through a Deviation from Proportional Growth (DPG) Analysis

Enhancing Eview program development as well as extended programs in economic analysis in the 21st century is extremely necessary for university students during practical business lessons. Furthermore, Eview program development will help students apply their theoretical knowledge to make inferences based on logic and trends from given sets of data as well as complete their course project. This article conducts extensive program analysis of Eview software to help students gain the ability to aggregate and analyze big data to meet the extremely diverse economic development seen nowadays. The article builds a specific segment program based on DPG analysis for a case of four developed countries and builds up 32 specific steps for students to complete all stages from theory to practice. It also examines student feedback on their experience in learning in the economic practice classrooms 4.0 at 32 Business school in Vietnam.

BUILDING THE CAPACITY FRAMEWORK OF A PROFESSIONAL LEADER FOR PRIMARY SCHOOL

Teaching activities at Primary Schools in Vietnam are being strongly shifted to the orientation of developing student competencies. Especially, from the 2020-2021 school year, primary schools will implement

Enhancing Mathematical Communication in the Classroom: A Case Study

Mathematical communication competence was mentioned the first time in the Mathematics curriculum of Vietnam, which was published in 2018. It includes different skills such as listening, reading, presenting, expressing mathematical ideas, and knowing how to use mathematical language to communicate, discuss interaction with other people. The problem is how to organize teaching to promote mathematical communication. In 2004, Radford and Demers based on the theory of Zones of Proximal Development [12] to develop a teaching strategy called the fourth strategy [9]. This teaching strategy has seven steps; it provides groups of the student with different activities to discuss, exchange, review their learning products. We have adopted this teaching strategy in a teaching situation about the concept of function in junior high school in Vietnam. Twelve students who participated in our study case worked in pairs. This teaching process focused on each group of two students reviewing products of another and basing on comments from other groups to improve their products. Furthermore, our teaching situation puts students in front of the various representations of function and thus enhances the use of mathematical language and mathematical communication for students. The results of our study showed that the teaching strategy of Radford and Demers increased students' mathematical communication. Lessons drawn from the study are that this strategy is really an effective teaching method if teachers assign open problems that stimulate the curiosities of students; in the classroom, they feel free and confident in discussion; if these conditions are met, students who learn in this approach will acquire and reinforce the knowledge as a result of a mathematical communication process.

Community perceptions as a source of knowledge for transforming teaching and teacher education in Vietnam

ABSTRACT Rather than being confined to academic knowledge provided by university-based programmes, there are calls for teacher education to embrace the knowledge situated within local communities. Drawing on the theories of community knowledge in teaching and teacher education, this paper reports the results of a study that explores community members’ perceptions of teachers, teaching and teacher education in Vietnam. Using in-depth interviews, the study considered the perceptions and experiences of 20 community members in a large Vietnamese city. The results imply that community members consider K-12 school teachers’ knowledge to be inadequate, criticising the pedagogical practices of these teachers as ‘traditional’ and ‘inflexible’. The challenges confronting K-12 schools in Vietnam are, according to the participants, partly caused by the existing policies and practices of teacher education. Suggestions for addressing these concerns through collaboration between community members, teacher educators, teacher candidates and K-12 teachers with the aim of transforming teaching and teacher education within Vietnam are discussed and implications for future research considered.

Inclusive Education for Students with Autism Spectrum Disorder in Elementary Schools in Vietnam: The Current Situation and Solutions

In Vietnam, the number of children identified as experiencing autism spectrum disorder (ASD) has rapidly increased. Inclusive education (IE) has been implemented with children with ASD for more than 20 years. The effectiveness with which IE has been implemented to date with children with ASD has previously not been assessed. In this study, we examined (a) the implementation of IE for children with ASD in elementary schools, (b) family and community participation in IE, and (c) factors affecting IE. A mixed-method research design was employed that included surveys and interviews. Surveys included multiple-choice questions on a broad range of IE practices. Ten professionals, community leaders, and school leaders, 263 teachers, and 114 parents of elementary-age children with ASD in Hanoi and Ha Giang participated in the study. Results revealed there were a number of children with ASD who were not attending elementary school. Where IE was implemented for children with ASD, teachers and families often did not receive adequate training and support, thus discouraging their efforts. Participants expressed a desire for more clearly articulated IE practices, training for teachers and families, and cross-disciplinary collaboration.

Decision Sciences in Education: The STEMtech Model to Create Stem Products at High Schools in Vietnam

In the recent digital age, Decision Science plays an important role in many areas, including Education. Among the Educational trends that serve the fourth industrial revolution, STEM Education has been demonstrating its superiority through various studies from Europe to Asia. This study applies the STEMTech model, a model that connects the fields of Science, Technology, Engineering, and Mathematics to create products with a central technological factor, to create STEM products in the context of High Schools in Vietnam. We first design the survey questionnaires and distribute the questionnaires to respondents to get our survey done. We then carry out a quantitative analysis to evaluate rubric and find positive feedback from students, the model provides a new approach to teaching in High Schools in the industrial age 4.0, helps students create STEM products and have a dynamic and creative learning environment, and helps teachers to create modern tools and approaches. The real-life applications of the STEM products show the suitability, vitality, and potential of applying the STEMTech model when it comes to teaching.

Investigating Informational Texts Teaching and Learning in Developing Countries: The Case of Vietnamese High Schools

Reading comprehension of informational texts has been largely debated and introduced at all levels of education across western countries. However, it has not received enough attention in developing countries including Vietnam. This paper aims to investigate the procedure of reading and comprehension of informational texts in high schools in Vietnam. The study surveyed 588 teachers and 2744 high school students across all regions of Vietnam. The survey questionnaires asked teachers and students’ opinions on the teaching and learning of informational texts. Through statistical analysis with Excel sheets, the results show that the part of informational texts in the curriculum was small when compared with literary texts. This shows that there is very little requirement of teaching and learning informational text in high schools which results in students’ limited ability in reading informational text. The findings also suggest that understanding and reading informational texts have been contended as essential to the educational performance of students. The research also revealed that both teachers and students need to be more prepared in the classrooms to teach and learn informational texts. It is recommended that Vietnamese general education curricula should include a greater amount of informational texts in textbooks and instruction on informational texts should be given more attention to improve students’ understanding.

Extra-Curricular Activities Improved Reproductive Health Knowledge of Ethnic Minority High School Students in Vietnam

Objective: To assess the effectiveness of extra-curricular activities in improving reproductive health knowledge of ethnic minority students in mountainous areas in Vietnam. Materials and methods: The study was conducted on 400 ethnic minority students at Dien Bien Dong Ethnic Minority High School in Vietnam. The selected healthy students with a similar mix of study results and grades were divided into two groups: a control group had no the extra-curricular activities on reproductive health, and an experimental group participated extra-curricular activities on reproductive health. The extra-curricular activities were designed as a series of seminars on numerous reproductive health contents. The retention of reproductive health knowledge was then evaluated by a test containing multiple-choice and single-choice questions. Results: Results showed that the percentage of students who did not correctly understand puberty signs, ovulation time during menstrual cycle, contraceptive method use and sexually transmitted diseases in the control group ranged from 34.5% - 83.5%. Despite the fact that the ethnic minority high school students' knowledge of reproductive health was poor, the percentage of students who fully understood puberty signs, ovulation time during menstrual cycle, contraceptive method use and sexually transmitted diseases significantly increased and reached at least 90% after attending extra-curricular activities on reproductive health (p < 0.05). Conclusion: The ethnic minority high school students' knowledge of reproductive health was relatively poor. Extra-curricular activities markedly increased the knowledge of many reproductive health aspects. These findings suggest that it is necessary to improve the knowledge of reproductive health for ethnic minority high school students in mountainous areas in Vietnam, and that extra-curricular activities organized as seminars are effective and suitable to provide and retain students' knowledge of reproductive health.

Factors Influencing the Career Decision Making Process in Secondary School in Vietnam

The purpose of this study is to reveal the stages of career decision making process and emphasizes the influencing factors in each period of secondary students at the time of enrollment in Vocational and Technical Education Institutes (VTE). The analysis of documents reveals that career decision making process consists of four stages: (1) needs identification; (2) information search; (3) evaluation of alternatives; and (4) choices. Different factors impact each stage, such as personal interest, expectations &amp; ability (self-motivated, academic performance; self-efficacy); family context (income/finance, geographical location, experiences); Schools’ career ready (career counselor’s orientation, teacher’s recommendation, career aspirations); professional educational system (quality of VTE training and employments; career transition); social - economic (study fees, career prospects, career value; national trend of labor market; and the mass media). This study suggests that the above factors play a crucial role in designing suitable policies and career ready program for secondary students in the Vietnamese context

Integrating Nature Conservation and Biodiversity Education in Teaching in General schools in Vietnam

Conservation of nature and biodiversity is the responsibility of the whole society, of all management agencies and of individuals, each of whom needs to be aware of their roles and actions that contribute to nature and biodiversity conservation. The education of nature and biodiversity conservation for school students contributes to creating responsible citizens in the future. On the basis of analyzing a number of key concepts such as nature and biodiversity conservation; general analysis of the situation of biodiversity in Vietnam and degradation, in this article, we introduce some integrated methods, teaching methods and techniques to integrate nature and biodiversity conservation education into teaching in secondary schools in Vietnam which contributes to the development of knowledge and skills on nature and biodiversity conservation for secondary school students.

Return on Education in Two Major Vietnamese Cities

To maintain its sustainable productivity growth, Vietnam needs to upgrade its education system. Although studies have examined the return on schooling in Vietnam, none have focused on Hanoi (the capital) or Ho Chi Minh (the biggest economy), which differ markedly from the rest of the country in terms of their levels of education and development. We address this gap in the literature using an extended version of the classic Mincerian human capital equation and data from the latest Vietnam Household Living Standard Survey (2016). The Heckman two-stage method is used to address selection bias. In the two cities, there is no wage premium for people with a general education. Thus, workers need to earn at least a vocational degree to increase their wages significantly over those of people with a general education. In general, Ho Chi Minh offers higher salaries (4.45%) and tends to reward experience, whereas Hanoi pays more for an additional year of education (1.95%). Therefore, Vietnam should promote vocational education and develop a more open, flexible system that is less dependent on credential hiring, especially in the public sector. Lastly, we highlight the need to study returns on sustainable education in specific economic regions in Vietnam.

Forecasting the Number of Children and Students Attending to School in Vietnam – The Interest in Gender Difference

Gender is considered as one of the important factors influencing the development of society, relating to many fields such as economy, politics, culture, education, etc. For the past years, Vietnam has actively promoted the gender equality, including the adjustment of the gender gap between the number of the children born throughout the years. However, the forecast results of the number of the children and students attending to school in Vietnam showed that there was quite large gender gap between boys and girls. This leads to the imbalance of gender; as a result, the assurance of the conditions for the education development becomes a challenge. Based on the analysis of the forecast results, the paper mentioned the responsibility of the education managers on the issue of the gender gap in the development of education and sustainable development.

Research on developing and utilizing a set of standards on the assurance of inclusive education quality for students with disabilities in general schools in Vietnam

Although inclusive education has been implemented for over 20 years in Vietnam, the assurance of inclusive education quality for students with disabilities in general schools has not recognized either theoretical or practical perspectives. Little research has been done, focusing on just one or a few sides of this issue. Therefore, it is high time to do research on developing and utilizing a set of standards on the assurance of inclusive education quality for students with disabilities in general schools in Vietnam. The paper’s contents show some research results of a bilateral international cooperation project between Hanoi National University of Education, San Marcos University, and Missouri University (USA) from 2012 to 2016, in which the author of this paper was the project manager, and also refer to a number of related studies of other authors in the field. Based on the theoretical and practical results of the research, we have developed and suggested a set which includes eight criteria with 45 items to be used in general schools in Vietnam.

Slow learners in mathematics classes: the experience of Vietnamese primary education

ABSTRACTThe issue of slow learners has remained a concern for educators due to the burdens on school systems and the social and academic consequences to the learners themselves. An understanding of learning behaviours and cognitive characteristics of slow learners together with their social and educational environment facilitates appropriate intervention strategies. This paper reports part of the findings from a three-year study conducted to identify and support slow learners in learning mathematics at primary schools in Vietnam. Findings indicate both home- and school-based barriers to the academic success of slow-learning students, which highlights the need for individualised support and tailored teaching.

Pilot Results of a Handbook: Prevention Skills of Sexual-Abuse for Primary Students

Child sexual abuse is currently a social condemnation in Vietnam (Giang, T. V., Nguyen, L. B. H. &amp; Nguyen, P. N. L., 2016). Many educational programs on how to prevent and practice prevention skills against child sexual abuse have been introduced and gained some significant achievements. This article reports the findings on the results of piloting a skill handbook developed for primary students on how to prevent child sexual abuse. The prevention skills were designed as stories and situations. To determine the practicality and effectiveness of the handbook, we collected the opinions of 160 primary students, 35 primary teachers and experts in psychology and education in Ho Chi Minh city. Pilot results showed that 75.1% of the participating students believed that the handbook was “very good” and “good” For educational, experts and primary teachers, 28.6% rated the handbook to be very good and 71.4% to be good. Based on the results, further research has been suggested so that the handbook can be published for use in primary schools in Vietnam in the coming time.