Vietnamese Students Research Articles

Enhancing Political Awareness Among Vietnamese Students Today

Enhancing Political Awareness Among Vietnamese Students Today

The role of entrepreneurship orientation in forming students' entrepreneurial intention through entrepreneurial education

Entrepreneurship is a global phenomenon because it contributes to economic growth, maintenance of social stability, and reduced unemployment. However, the role of entrepreneurial orientation in Vietnamese universities remains blurred. This study aims to understand the role of university education in shaping the entrepreneurial intention of Vietnamese students through entrepreneurial orientation, perceived desirability, and perceived feasibility. The PLS-SEM technique with SmartPLS 4 software tested the research model and hypotheses. The data set was collected from May 2023 to June 2023 via Google Forms with 411 respondents. The results show that entrepreneurial education has the most decisive impact on perceived desirability, followed by perceived feasibility, and both of these factors have a substantial impact on entrepreneurial orientation and entrepreneurial intention. Based on the results, the research has suggested practical implications that enhance entrepreneurial intention and promote the development of Vietnam's economy.

Determinants of Grit in English Learning: A Qualitative Study on Vietnamese Students’ External and Internal Influences

This study delves into understanding the determinants of grit in English learning among Vietnamese students, highlighting both external and internal factors. Utilizing qualitative interviews, the research engaged with a cohort of 15 students, aiming to unearth the intricate interplay of influences that bolster their commitment and persistence in English studies. External factors emerged prominently, with teacher influence playing a significant role. Teachers’ motivational techniques, personalized feedback, and the establishment of a nurturing learning environment were underscored as pivotal in shaping students’ determination. On the internal facet, personal goals and aspirations, self-efficacy, intrinsic curiosity for the language, adaptive learning strategies, peer comparisons, and reflective self-assessment were identified as central elements. Insights from Constructivism and Socio-Cultural Theory were instrumental in interpreting the findings, revealing how individual experiences intersect with broader societal and cultural narratives. The study uncovered that while personal motivations and aspirations drive the students, they are simultaneously influenced by societal values, especially in the Vietnamese context, where education is deeply revered. This research contributes to the growing body of knowledge on grit in educational settings, shedding light on the unique cultural and individual determinants in the context of Vietnamese students learning English.

Applying the stroke extraction method in learning Chinese characters for Vietnamese students

Applying the stroke extraction method in learning Chinese characters for Vietnamese students

Hepatitis B screening and knowledge among Chinese and Vietnamese students in Australia.

Research has shown that there are significant gaps in hepatitis B knowledge among migrant communities who are at risk of hepatitis B, such as Chinese and Vietnamese communities. Many students studying within Australia come from countries with high prevalence of hepatitis B. However, there is very little research examining hepatitis B knowledge, screening, or vaccination among university students in Australia or worldwide. The aim of this paper was to measure both levels of and demographic differences in hepatitis B screening and knowledge among Chinese and Vietnamese students in Australia. Online surveys were completed by 112 Chinese- and 95 Vietnamese-identifying students in Australia, measuring knowledge of hepatitis B, engagement in screening and vaccination, and demographic characteristics. Results show that although engagement in screening and vaccination for hepatitis B was high, there were significant gaps in knowledge around transmission of hepatitis B. There were also some key demographic differences in screening and knowledge. For instance, those born in Australia were more likely to have been screened compared to those born Mainland China, Hong Kong, or Vietnam. Chinese students born in Australia had lower levels of knowledge compared to those born in Mainland China or Hong Kong. Among both samples, knowing someone living with hepatitis B was associated with higher levels of knowledge. Findings underscore the need for education-based interventions to address the significant gaps that exist in knowledge around hepatitis B, with a specific need for culturally appropriate resources in a range of languages to cater to the diverse communities who may be at risk of hepatitis B.

How to develop modelling competence for Vietnamese students

Developing modeling competence is an educational objective in many countries such as “SEP 2: Developing and Using Models” in Next Generation Science Standards (NGSS). In Vietnam, the new physics-education curriculum has clearly defined the key learning outcomes, including modeling-competence elements as well. Experiencing modelling cycle is an effective way to develop modelling competence for students. Our recent work studies which tool is suitable for students and how to integrate this tool in modelling activities. This paper presents the use of Coach 7 modelling software to investigate common physics phenomenon of oscillations, shows feasibility and effectiveness of these activities via tryout.

“Becoming a trilingual learner may be harder than I thought!”: Difficulties encountered by Vietnamese French-major students when studying English as a foreign language

This study delves into the intricate dynamics of trilingual education, focusing primarily on Vietnamese students majoring in French and simultaneously learning English as a foreign language. Themes emerging from the semi-structured interviews encompass dual linguistic socialization, constructing knowledge through French while learning English, perceived insufficiencies in real-world English exposure, language interference, and the profound role Vietnamese plays in third language acquisition. Additionally, motivational aspects, perceived hierarchies of languages, cultural isolation, cognitive space struggles, institutional prioritizations, and the interplay of cultural identities come to the fore. Utilizing the frameworks of Sociocultural Theory, Constructivist Theory, and Input Hypothesis, the research contextualizes these themes, uncovering the challenges and enrichments of this trilingual journey. The study's implications suggest the necessity for tailored pedagogical strategies and support systems for trilingual learners. This work contributes significantly to the growing discourse on multilingual education, providing educators, policymakers, and learners with valuable perspectives.

Vietnamese University Students’ Perceptions in Learning English Using ChatGPT

ChatGPT, a generative AI tool, has garnered significant interest due to its advanced capability to perform intricate tasks since it became available to the public. Numerous educators have conducted study on the sophisticated instrument in providing possible advantages for language instruction and acquisition. It is essential to comprehend the attitudes and experiences of students towards developing technologies in order to effectively integrate them into language learning contexts, as technology innovations continue to influence educational landscapes. This study aims to evaluate the attitudes of Vietnamese university students towards utilizing ChatGPT as a means to enhance their English learning. Additionally, it seeks to examine their perspectives of the benefits and drawbacks associated with ChatGPT. The study involved the collection of data from a sample of 100 undergraduate Vietnamese students. The data was obtained by the administration of a questionnaire that included items rated on a 5-point Likert scale. The study’s findings indicate that students perceive ChatGPT as a valuable tool for enhancing their English language learning. However, it is crucial to prioritize the aspect of information security going forward. Collaboration among policymakers, technology experts, academics, and educators is essential to explore the safe and efficient integration of ChatGPT and other developing generative AI tools into English teaching and learning.

Investigating the Acceptance of Kahoot! for Warm-up Activities: A Case Study in Higher Education in Vietnam

Gamification has been applied in language education by many educators all over the world. Kahoot!, known as a gamified learning platform, has a positive effect on English language education when it is utilized as a useful teaching tool in educational institutions. Despite multiple attempts to assess this gamified tool, not much research has concentrated on how well Vietnamese students accept the use of Kahoot! for warm-up activities. Employing a 22-item questionnaire using a five-point Likert scale and a semi-structured interview with the participants of 175 university students, the study aims to explore students' acceptance of using Kahoot! for warm-up activities. The survey questionnaire was created using the technology acceptance model (TAM) as the fundamental framework to investigate students' acceptance of using Kahoot! for warm-up activities. Results indicate that participating students highly appreciated and were satisfied with the use of Kahoot! for warm-up activities because of its pedagogical benefits. It is to suggest practical implications for language educators in using Kahoot! for warm-up activities in different educational settings.

Factors influencing carbon-labeled product purchase intentions: A case study in Vietnam

This study aims to examine university students’ intention to purchase carbon-labeled products in Can Tho City, Vietnam, as well as the main reasons driving the desire to purchase carbon-labeled products. A survey was conducted using quantitative analytic methodologies, and 234 students’ responses were obtained using Google Forms during the third quarter of 2023. Before surveying student participants, ten educational experts crafted and reviewed a questionnaire. The questionnaire had three sections. Structural equation modeling (SEM) and SPSS are used to assess the data. This study analyzed independent variables such as sustainable consumption habits, the green halo effect, carbon label visibility, and climate consciousness to consider their impact on the dependent variable of purchase intention. To guarantee the dependability of these variables, Cronbach’s Alpha was employed with a threshold set at 0.60. The findings demonstrate Vietnamese students’ comparatively low level of understanding regarding carbon labeling. Only 45.7% of the 234 survey participants claimed to have heard of carbon labels, compared to 54.3% who said they had never heard of them. Furthermore, sustainable consumption habits and the green halo effect directly impact the intentions to purchase carbon-labeled products, in which sustainable consumer habits play the most critical role. Carbon label visibility and climate consciousness do not directly influence the intention to buy, but these factors contribute to increasing purchase intention.

TEACHING SPEAKING SKILLS TO VIETNAMESE LEARNERS OF RUSSIAN AS A MEDIUM OF INSTRUCTION

In research on foreign language teaching methods, particularly those for foreigners, the teaching and learning of macro language skills (listening, speaking, reading, and writing) are often emphasized and considered as a prerequisite task in the training process. Speaking is considered as one of the skills that cause many difficulties for Vietnamese students studying Russian. Russian linguists value speaking skills as both a means of instruction and an outcome of the training process. The article explores the role of speaking skills as a means of teaching Russian, and describes the steps in the learning process, accompanied by illustrated exercises in order to realize the teaching and learning outcomes. This study is based on the research by modern Russian linguists on the process of teaching Russian speaking skills as a foreign language.

Factors Affecting the Intention to Study a Master's Degree Abroad of Vietnamese Students and Recommendations

Recently, there has been an annual increase in the number of masters in Vietnam. In contrast, universities in Vietnam do not recruit enough master's students to meet the set goals. This is due, in part, to the fact that students frequently pursue master's degrees abroad. This study aimed to determine the factors influencing students' intentions to pursue a master's degree abroad in engineering and economics. The proposed research model is based on Ajzen's Theory of Planned Behavior (TPB) (1991), developed from the previous Theory of Reasoned Action in 1975, and incorporates related studies. This model includes the factors that influence the intention to study for a master's degree—attitude, subjective norm, perceived behavioral control, communication, reasonable cost, and career opportunities—and the factors that influence the attitude to study for a master's degree. 434 valid samples for analysis, conducted several methods, including Cronbach's Alpha test, EFA, CFA, and SEM, to affirm the reliability of the measurement scale and the appropriateness of the variables in the research model. Based on the research results, we identify the influencing factors that underlie the article's recommendations.

EFL Students' Perceptions of E-learning Tools’ Effects on Students’ Engagement in English Speaking Skill Online Classes

This paper aims to explore Vietnamese students' perceptions of the effects of e-learning tools on student engagement in English-speaking skills online classes. With a survey design and a mixed-method approach, the study investigated 100 participants, including sophomores and juniors, at the Faculty of English Linguistics and Literature, the University of Social Sciences and Humanities, Vietnam National University of Ho Chi Minh City. Descriptive statistics and qualitative data gleaned from a questionnaire and 10 semi-structured interviews were analyzed using SPSS and thematic analysis. Findings show e-learning tools enhance student engagement by facilitating speaking discussion, evoking comfort, and contributing to students’ investment in the tasks. On the contrary, e-learning tools hinder student engagement by causing boredom, stress, and distraction. The study results suggest pedagogical implications for teachers in the design of more engaging English-speaking online lessons. Further, faculty and school leaders can consider the research findings when revising and updating their curriculum to meet the increasing demands of online learning and teaching, with learners' engagement as the centrality. Future research can delve more into inferential statistics on the effects of online classes on students' engagement in English speaking, listening, reading, or writing skills.

Entrepreneurial readiness of Vietnamese pedagogical student females

The number of students in Vietnam who start their own businesses is on the rise; therefore, it is necessary to conduct this research in order to determine the factors that influence the preparation of female students for business ownership and management. The study participants were selected using a technique known as convenience sampling. In July and August of 2021, the required data collection for the analysis occurred. Two hundred forty-four female students attending one of four institutions in Ho Chi Minh City, Vietnam, filled out the questionnaire. According to the findings of this study, academic year, major, and parental business license did not significantly impact female students' entrepreneurial preparedness. A further reality is that a person's readiness to engage in entrepreneurial activity was impacted by their knowledge of entrepreneurship, social norms, and behavioral control. There were differences in the ways in which criteria associated with permanent residences, such as central, province, and district, influence the entrepreneurial readiness of female students. The key finding highlights that characteristics significantly influence female students' readiness for entrepreneurship, distinguishing the impact of demographic factors on this preparedness. The outcomes offer valuable insights for female college students aspiring to become entrepreneurs and underscore the importance of further research to assess entrepreneurial readiness among Vietnamese students comprehensively.

An initial assessment of status of post-COVID-19 symptoms in Vietnamese students

A cross-sectional descriptive study through the online survey was conducted within a month to describe the status of post-COVID-19 symptoms, quality of life, and related factors among Vietnamese students. The questionnaire consists of three main parts: Part 1: Personal information; Part 2: The post-COVID-19 symptoms; and Part 3: EQ-5D. 402 Vietnamese students over 18 years old had complete responses. Surprisingly, up to 78% of the total reported experiencing at least one post-COVID-19 symptom. Of these, the most reported symptoms were neurological (66.17%). Digestive symptoms were relatively uncommon with only 14.18%. Regarding the quality of life, some reported problems with pain and discomfort (25.62%), and anxiety (37.56%). Self-rated health was a related factor to both the status of post-COVID-19 symptoms and quality of life. These findings suggested that more studies are needed to explore potential treatments for alleviating symptoms and improving the quality of life in recovered patients in the future.

How Self-esteem Mediates the Relationship between Passive Social Network Use and Hedonic Well-Being: The Comparison of Taiwanese and Vietnamese Students

How Self-esteem Mediates the Relationship between Passive Social Network Use and Hedonic Well-Being: The Comparison of Taiwanese and Vietnamese Students

Awareness of Digital Transformation, Satisfaction, and Intention to Learn Online Through the E-Learning System Among Vietnamese Students: A Case Study at Tra Vinh University

Awareness of Digital Transformation, Satisfaction, and Intention to Learn Online Through the E-Learning System Among Vietnamese Students: A Case Study at Tra Vinh University

Developing self-learning abilities for students in the context of the Covid-19 pandemic: A case study in Vietnam

The COVID-19 pandemic has drastically changed educational settings around the world, making a drastic shift to online learning. This health crisis affected schools and the educational systems in developing countries like Vietnam in a major way as they struggled with problems because variations existed at levels of technology availability, readiness for distance. This research aims to discuss the development of self-learning abilities in Vietnamese students during the pandemic. It will emphasize how the students cope with online learning, how effective were the digital platforms for it, and the systems that helped bring about this change. This is a mixed-method study that incorporates quantitative data in the form of student and teacher surveys as well as qualitative insights derived from interviews and foci groups. This methodology would enable to provide a comprehensive understanding of student experiences and challenges faced by students while adapting to self-learning. The findings report on a plethora of adaptive strategies employed by the students and successes and challenges. The major challenges are with respect to the discrepancies in accessibility to digital tools, varying levels of self-motivation as well as the need to be better online pedagogies. However, in the midst of all these challenges, so many students showed outstanding adaptability and resilience in self-learning development skills. The research firmly draws the conclusion that the pandemic has proven a catalytic effect over significant educational shifts in Vietnam, and practice reorientation must require robust digital infrastructure, equivalent learning resources accessible to all students as well as new pedagogical appropriateness interventions. The findings of this study inform the policymakers and the educators in every capacity in charting their future education strategies not only for Vietnam but also for other similar setups across the world.

Nâng cao hiểu biết tài chính cá nhân từ việc cải thiện thái độ tài chính và hành vi tài chính của sinh viên Việt Nam

In addition to financial knowledge, financial attitudes and financial behaviors are two components creating financial knowledge for people- which is one of the important factors contributing to the satisfaction about financial decisions throughout life. To assess the situation, the study conducted online questionnaire survey with 4,140 students randomly selected from universities across the country in 2021. The questionnair comprised of 2 groups of questions on financial attitudes and 3 groups of questions on financial behavior of Vietnamese students. The results from descriptive statistics show that Vietnamese students have quite good financial attitudes and behaviors, adapting to the requirements of modern life. However, the poor financial knowledge of Vietnamese students has significantly affected their financial attitudes and behaviors. Therefore, it is neccesary to develop a financial education program in Vietnm in order to improve spending control, savings, debt and personal financial planning for students

Social cognitive career theory and higher education students’ entrepreneurial intention: The role of perceived educational support and perceived entrepreneurial opportunity

PURPOSE: This study aims to integrate insights from the Socio-Cognitive Career Theory (SCCT) and entrepreneurship literature to develop a research framework of how perceived entrepreneurial opportunities (PEO) and perceived educational support (PES) shape the progression of entrepreneurial self-efficacy (ESE) and entrepreneurial career interests (ECI). Additionally, this study investigates whether ECI mediates the effects of PEO and PES on entrepreneurial intention (EI) and how PEO and PES moderate the effects of ESE and ECI on EI. METHODOLOGY: A sample of 888 university students was recruited from Vietnam. Cronbach’s alpha and confirmatory factor analyses were adopted to test the reliability and validity of the scales. Structural equation modeling (SEM) is then used to test formulated hypotheses. FINDINGS: The current study demonstrates that ESE and ECI directly trigger EI. Although PES and PEO did not directly impact EI, their influence on EI was mediated through ESE and ECI. In addition, PEO was found to act as a positive catalyst for the transformation of ESE and ECI into EI. The greater the entrepreneurial opportunities students perceive, the more likely they are to convert ESE and ECI into intentions to become entrepreneurs. IMPLICATIONS: This study makes a significant contribution by emphasizing the relevance of the SCCT framework in understanding entrepreneurship and brings to the forefront the role of PES and PEO in shaping the progression of ESE, ECI and, ultimately, EI. In addition, the findings of this study provide practical implications for nascent entrepreneurs, entrepreneurship educators, and policymakers. ORIGINALITY AND VALUE: This study is one of the first to investigate the role of PEO and PES in the development of Vietnamese students’ SES, ECI and, ultimately, their intention to engage in entrepreneurship.