Vietnamese High School Students Research Articles

The Engaged Living Of Vietnamese High School Students: Accessed from the Social and Emotional Health Perspective

The Engaged Living Of Vietnamese High School Students: Accessed from the Social and Emotional Health Perspective

An Exploration in Social and Emotional Health of Vietnamese High School Students

Social and emotional health (SEH) aims to promote academic success and create school well-being. SEH has not been studied in Vietnam. This article focused on exploring the SEH of Vietnamese high school students because of the high-risk level in mental health that appeared in this group. The study was carried out using a qualitative case study approach to interviewing 74 students, 12 teachers, 7 school administrators, and 4 school counselors. We interpreted four features of SEH's expression of Vietnamese students: (1) Confident but lack of individual perspectives, (2) Respectful but lack of listening and empathy in school relationships, (3) Balanced but lack of authentic perception of emotions and effective emotional management, (4) Satisfied but lack of sustainability and action. This study has broadened our understanding of external behaviours and current limitations in the young people’s SEH from their perspectives in a developing Southeast Asian country to promote positive psychological development in school-based prevention programs.

Perceptions of Vietnamese EFL High School Teachers and Students towards English as a Lingua Franca

The purpose of this study is to identify the perceptions of Vietnamese EFL in-service teachers and students from gifted versus non-gifted high schools towards English as a lingua franca (ELF). In this quantitative study, a questionnaire was utilized to collect data that was then analyzed using descriptive and inferential statistics. The results show that both Vietnamese high school EFL teachers and students had positive perceptions towards ELF in general and towards each of the dimensions of ELF in particular. Additionally, there were some statistically significant differences between the perceptions of sub-groups of Vietnamese EFL teachers and students from gifted versus non-gifted high schools. The study contributes to the literature of the field and assists policymakers when it comes to formulating policy to enhance English communication skills at the high school level, particularly in the Vietnamese context. In addition, the current study is beneficial for teachers and learners to have an insight into how they should teach and learn English to communicate effectively.

High-school students’ perception of the American War through literature: a case study from Hồ Chí Minh City, Vietnam

ABSTRACT The present case study explores the reception of American War literature among Vietnamese high-school students. In April and May 2020, seventy-seven seventeen-year-old students from Lê Hồng Phong High School for the Gifted (Hồ Chí Minh City) participated in this study by answering Google form surveys about literary texts that form part of the Vietnamese national curriculum. The main findings show that 86% of the students deem it necessary to study literary works about the American War because of the historical and documentary value they provide. A vast majority of participants (95%) would be interested in reading literary texts written by American authors to learn about the war from a transnational perspective. This would require an alternative approach to the teaching of the American War in general, and its literary works in particular, with a revision of the national curriculum to include a wider variety of texts and authors.

Nomophobia and Stress among Vietnamese High School Students in Covid-19 Pandemic: A Mediation Model of Loneliness

Nomophobia is rising among high school students, especially in light of the Covid-19 pandemic, such as social distancing, long-term online learning, and lack of social support. Many studies have also shown that students with high levels of nomophobia have a higher risk of stress. However, very few researchers are interested in studying loneliness as a mediation factor for the relationship between nomophobia and stress . This study investigated whether the loneliness factor is a mediator in the r

The Role of Loneliness and Self-Control to the Association between Nomophobia and Depression Symptoms Among Vietnamese High School Students

The Role of Loneliness and Self-Control to the Association between Nomophobia and Depression Symptoms Among Vietnamese High School Students

Using Determinants for Determining Extreme Values of a Function of One Variable, Two Variables and Three Variables

Finding the maximum and minimum values of a function is essential in high school math. However, Vietnamese high school students have only been taught how to find the extreme values of a function of 1 variable. Seeing the extreme values of a function of 2 and 3 variables is a difficult problem for students. Using the determinants, our aim in this paper is to show the necessary and sufficient conditions for a continuous and differentiable function (1 variable, two variables, and three variables) to reach its maximum over a specified domain. Furthermore, our method can be used to find the extremes of n-variable differentiable functions.

Research on the framework of mathematics self-study capabilities of Vietnamese high school students

In general, self-study is one of the most promoting factors contributing to learning efficiency. In this report, the objective aims to build a framework of the math self-study ability of high school students. The research methodology relates to theoretical analysis through domestic and foreign studies on the overall students' ability and Mathematics self-study capabilities; the interview includes 52 subjects (8 education experts and 44 maths teachers teaching in high schools). The final result indicates that the competency framework proposed is appropriate, necessary, and feasible for students to study on their own, helping to improve the student’s math performance. In detail, the basic competencies are Motivation, awareness, and attitude of Mathematics self-study, Knowledge of self-study in Mathematics; the Ability to generate self-study in the specific content of Mathematics.

ENGLISH LANGUAGE TEACHERS' PRACTICES OF DEVELOPING DISCOURSE COMPETENCE THROUGH SPEAKING SKILLS FOR GRADE 10 STUDENTS: A CASE STUDY

Being one of the compulsory foreign languages in Vietnam and recently regarded as one of the requirements for higher education enlistment, English has received growing attention from Vietnam high school students (Nguyen, 2021). In Circular 32 (2018), the Vietnam Ministry of Education and Training [MOET] officially recognised communicative competence as the primary outcome of the English National Program of which Discourse Competence (DC) is a crucial component (MOET, 2018). Although the program aims to achieve the outcome with more emphasis on listening and speaking skills, Vietnamese high school students remain to struggle to form extended spoken discourse (Le, 2011). With the view to gaining insights into the actual state of cultivating DC through speaking skills in students, the study investigates four Grade 10 teachers with varied backgrounds and teaching styles in a private school awarded twice by the MOET for educational reforms and their attempts to integrate CLT in the English language teaching curriculum. After conducting the interviews and classroom observation, the findings imply that teachers devised a combination of approaches that had implicit impacts on different aspects of DC-based on students' English proficiency while preserving their teaching philosophies. Such innovativeness could suggest a rudimentary framework for teaching and teacher training programs regarding fostering DC in speaking for EFL students.

Relationships of excessive internet use with depression, anxiety, and sleep quality among high school students in northern Vietnam

PurposeTo examine the associations of excessive internet use with depression, anxiety, and sleep quality among high school students in northern Vietnam, a country experiencing rapid economic growth. Design and methodsA cross-sectional study was conducted in a high school in northern Vietnam from July to September 2019. Symptoms of depression and anxiety were respectively assessed using the Center for Epidemiological Studies Depression Scale and the Vietnamese Anxiety Scale. Sleep quality was measured using the Pittsburgh Sleep Quality Index. Internet use and demographic characteristics were obtained using structured questionnaires. A multiple logistic regression was performed. ResultsIn total, 678 participants with an average age of 16.1 (standard deviation 0.9) years were included. Nearly one-third of the adolescents (30.7%) exhibited excessive internet use (> 4 h/day), 19.6% experienced depressive symptoms, 14.5% presented anxiety symptoms, and 58.8% reported poor sleep quality. Compared to non-excessive internet users, excessive internet users (> 4 h/day) experienced significantly higher levels of depressive symptoms (p = .001), anxiety (p = .008), and poorer sleep quality (p < .001). Students who were female and with fair/poor self-rated health experienced higher depression, anxiety, and poor sleep quality (p < .05). After adjusting for demographic and health-related factors, students with excessive internet use were 58% more likely to experience poor sleep quality (odds ratio, 1.58, 95% confidence interval [1.06, 2.35]). ConclusionsExcessive internet use in Vietnamese high school students was significantly associated with poor sleep quality, but not with depression or anxiety.

High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion

This study employed an explanatory sequential mixed-methods research design to examine the beliefs of Vietnamese EFL students concerning oral corrective feedback (CF) and the role of some individual differences in these beliefs. The data consisted of questionnaires completed by 250 Vietnamese high school students and follow-up interviews with 15 of them. Exploratory factor analysis revealed six latent factors underlying students’ beliefs about CF, namely, (1) output-prompting CF and eliciting recasts, (2) desire for CF, (3) non-verbal cues, (4) important errors, (5) input-providing CF, and (6) less important errors. Descriptive statistics and thematic analysis of the interviews showed that students were positive about CF. They liked both input-providing CF and output-prompting CF for all error types. Metalinguistic feedback was the most strongly preferred, while clarification request was the least preferred. Further statistical analyses revealed some interesting relationships between students’ beliefs about CF and their gender, English learning motivation, and self-rated introversion/extraversion. Females were more positive about CF than males, and extraverted females were more positive about input-providing CF than introverted females. Also, students learning English for exams were more positive about CF than those learning English for communication. Pedagogical implications for effective feedback provision in EFL contexts are discussed.

Reproductive Health Education for Vietnamese High School Students in the Current Context

The article has analyzed the importance of productive health education and its goals, contents, methods and forms of this education for students of high schools. The authors have employed a survey to investigate the current situation of productive health education for high school students in the Norther Central of Vietnam. Data collected from the research have been analyzed statistically, thus are highly reliable, which creates a solid foundation for these following suggestions and recommendations: (1) increase the awareness of teachers, students and relevant stakeholders about the significance of productive health education for students at high school; (2) Renovating the content, methods, and forms of productive health education to meet the requirements in terms of psychology and personalities of high school students and specific conditions of each school; (3) Fostering the competence of teachers at high schools, especially the capacity of teaching productive health education; (4) Increasing investment into facilities and productive health education programs at high schools) to improve the effectiveness of reproductive health education for high school students in today's context.

Vietnamese High School Students’ Perception of Body Compassion

ABSTRACT Body compassion is primarily influenced by both the multifaceted architecture of body image and self-compassion. Therefore, this paper aims to investigate the level of perception of body compassion among Vietnamese students at high school. A group of 396 Vietnamese high school students (121 males and 275 females) participated in a survey. They finished the body compassion scale, which included: Defuse, Common Humanity, Acceptance. The results found that regarding the body compassion towards research scores, the body compassion of females was found to have higher than males. Moreover, body compassion grade 11 had higher scores than grade 10 and grade 12. High school students who had gone through the research showed that Grade 12 would be interested in the Acceptance subscale. In contrast, grades 10 and 11 would be interested in defusion, and common humanity.

Knowledge and attitudes of Vietnamese high school students towards cardiopulmonary resuscitation: Results from a pilot student-led cross-country bystander training workshop

Objectives: This is a first-of-its-kind cross-country collaboration between medical students from Singapore and Vietnam in conducting a cardiopulmonary resuscitation (CPR) workshop for Vietnamese high school students. Our objective was to assess the effectiveness of CPR training in improving students’ knowledge and attitudes towards CPR. Methods: The CPR workshop was conducted using active learning methods, including interactive lecture session, games, small group demonstration and hands-on practice on the mannequin. Knowledge and attitudes towards CPR were studied using a standardised questionnaire administered at three time points: before the workshop (TP1), immediately after the workshop (TP2) and three months after the workshop (TP3). Results: There was an improvement in the median knowledge score from 6.5/14 at TP1 to 13/14 at TP2 ( p&lt;0.001) which was sustained at TP3 (10/14). Willingness and confidence in performing CPR on strangers increased from TP1 to TP2. From TP2 to TP3, however, there was a decrease in willingness to perform CPR on all groups, though confidence in performing CPR remained high at TP3. The most-cited concern about performing CPR was a lack of skills and knowledge. Most participants picked formal training courses to increase confidence in performing CPR. Conclusions: The CPR training was effective in improving the knowledge and attitudes of high school students towards CPR. Our study supports expanding this workshop to train more students in basic cardiac life support in the community and further collaboration internationally between medical schools in order to increase the number of students in the community competent in performing CPR.

Vietnamese High School Students’ Perception of Mental Health Literacy

ABSTRACT Literacy in mental health includes the ability to identify specific disorders; the ability to find information on mental health; awareness about risk factors and causes, available self-treatment and care; and attitudes which encourage identification and effective assistance. High school students, with solid yet inconsistent growth both physically and mentally, are a critical stage of development. In addition, most psychological disorders typically occur around the age of 14 years. However, few studies, especially in Vietnam, have considered the mental health literacy of high school learners. The goal of this research was to examine and analyze the mental health literacy of Vietnamese high school students. A cross-sectional study utilizing Mental Health Literacy Scale was conducted with 580 high school students. Vietnamese high school students did not have full understanding of mental health disorders despite their willingness to search for information about mental illness

Insights into EFL Teachers’ and Students’ Perspectives on Communicative Skills Represented in English Textbooks

Course books play an integral part in the process of teaching and learning in general and that of English language teaching and learning. Additionally, it is vital to choose appropriate course books for students to develop their communicative skills. In the context of Vietnam, the new English textbooks for high school students have been designed in an attempt to enhance the communication competence among Vietnamese high school students. Within such a context, this study aims at exploring EFL teachers and students’ perspectives on communicative skills represented in the new English textbooks grade 10. This study involved 42 students in answering a questionnaire and 5 teachers in responding the interview questions. The findings indicated that the new English textbooks grade 10 could improve their communicative skills. Specifically, the activities designed in the textbooks reinforced the communicative skills among students. Furthermore, language provided in the textbooks is appropriate and conducive for students, and the subject and content could aid students’ communicative skills. Such preliminary findings are hoped to contribute to a better understanding of the new English textbooks in English language learning in Vietnamese context.

The competency-based school counseling model in high schools: A Vietnamese case

The article discusses the assessed results of a competency-based school counseling model for Vietnamese high school students. This is a qualitative case study research using semi-structured in-depth interviews to explore the experience and feedbacks of the participants about the proposed model. The five groups of participants are: high school students, parents, teachers, school counselors, and school managers. Based on the thematic analysis, four key themes relating to the participants’ experience and feedback were identified from informant responses. The findings suggest that the proposed model assessed appeared to be necessary, feasible and responsive to the new requirements of the Vietnamese 2018-general educational program. However, to meet the participants’ expectations, the model must orient more clearly on how to consolidate highly qualified school counselors and ensure the requirements of facilities and professional policies. Overall, through a trial and assessment process by the participants, the proposed model meets the requirements of developing three core competencies for Vietnamese students, as well as clearly showing the implementation process and coordinated effectively in school counseling work. This is an achievement for the field of school counseling in Vietnam.

EFL students as creative writers

This article aims to share the author’s mini-action research in using some creative writing activities with Vietnamese high school students to examine how creative these EFL students could be in their writing of English and how useful creative writing can be to them. Three teaching activities were tried out as warmers with two groups of students in three different English sessions within two weeks. The outcome showed that these high school students were able to write creatively and their products could contribute to consolidating the benefits of creative activities in enhancing students’ mental and emotional development as advocated in various EFL contexts (Avramenko et al., 2018; Maloney, 2019; Manara, 2015; Pawliczak, 2015; Rippey, 2014; Şenel, 2018).

Attitudes toward the Use of Project-Based Learning: A Case Study of Vietnamese High School Students

It is universally acknowledged that project-based learning (PBL) plays a fundamental role in language teaching and the learning process. In some developed countries with advanced education, PBL has been applied to language teaching and learning widely and effectively. However, in the context of Vietnam, PBL is unlikely to be viewed as an integral approach to enhance students’ self-directed abilities in their learning. This paper aimed at investigating EFL high school students’ attitudes towards PBL when they implemented PBL with the new English textbooks at Bui Thi Xuan High School in Vietnam. This study involved one hundred and fifty-five EFL high school students in answering the questionnaire and forty students in responding to semi-structured interview questions. The quantitative data were processed by SPSS in terms of descriptive statistics (means, standard deviation, and frequency), and content analysis was used for analyzing the qualitative data. The findings of the study showed that EFL high school students expressed positive attitudes (i.e. cognition, affection, and behavior) toward PBL. The data from the semi-structured interview were coded and analyzed to make the results of the study clearer. These preliminary findings are hoped to contribute to a better understanding of the current perspectives of applying PBL into language learning in the Vietnamese context so that practical implications should be made in order to enhance the quality of teaching in English language education in Da Lat specifically and Vietnam in general.

Attitudes toward the Use of Project-Based Learning: A Case Study of Vietnamese High School Students

It is universally acknowledged that project-based learning (PBL) plays a fundamental role in language teaching and the learning process. In some developed countries with advanced education, PBL has been applied to language teaching and learning widely and effectively. However, in the context of Vietnam, PBL is unlikely to be viewed as an integral approach to enhance students’ self-directed abilities in their learning. This paper aimed at investigating EFL high school students’ attitudes towards PBL when they implemented PBL with the new English textbooks at Bui Thi Xuan High School in Vietnam. This study involved one hundred and fifty-five EFL high school students in answering the questionnaire and forty students in responding to semi-structured interview questions. The quantitative data were processed by SPSS in terms of descriptive statistics (means, standard deviation, and frequency), and content analysis was used for analyzing the qualitative data. The findings of the study showed that EFL high school students expressed positive attitudes (i.e. cognition, affection, and behavior) toward PBL. The data from the semi-structured interview were coded and analyzed to make the results of the study clearer. These preliminary findings are hoped to contribute to a better understanding of the current perspectives of applying PBL into language learning in the Vietnamese context so that practical implications should be made in order to enhance the quality of teaching in English language education in Da Lat specifically and Vietnam in general.