Vietnamese University Students Research Articles

Enhancing Teachers' Competency In Using Video Games To Boost Students' English Vocabulary And Learning Motivation

In Vietnam, a significant number of university and college students are avid gamers, leading the author to recognize the potential of video games in motivating them to learn English. However, there is limited research on teachers' perspectives in this area. Hence, the author decides to conduct action research to explore how teachers can enhance their skills to effectively incorporate video games into their classes. This study involved 16 teachers and 24 students from the author's school. The teachers were surveyed through interviews and questionnaires, while the students were tasked with playing a selected video game. Combining the teachers' feedback with the author's observations of student progress yielded satisfactory results. The findings demonstrated that there was a substantial change in the students' vocabulary learning performance and increased motivation between the pre- and post-tests. The results of this study suggest that using video games in English classrooms can improve students' motivation and glossary achievements among Vietnamese university students.

Using Blended Learning with eduAI to Improve Vietnamese University Students' Learning Experiences

Using Blended Learning with eduAI to Improve Vietnamese University Students' Learning Experiences

Identifying Sources of English-Speaking Self-Efficacy among Vietnamese EFL University Learners

Current research shows that self-efficacy plays a crucial role in academic success. Therefore, understanding how learners perceive their self-efficacy can lead to more positive and realistic views on learning foreign languages, especially in improving English-speaking skills. This study focuses on identifying the sources of self-efficacy in English speaking among 203 Vietnamese university students and examining its connection with their speaking performance. Data were gathered using a structured questionnaire for quantitative analysis and a speaking test to assess speaking skills. The results reveal that the students generally had strong self-efficacy in English speaking, with emotional and physical experiences being the main contributors to their self-efficacy. Furthermore, a positive correlation was found between their self-efficacy in speaking English and their actual speaking performance. These findings significantly illuminate how self-efficacy influences speaking performance in the context of language learning.

The Impact of Company Field Trips and Representative Image on Students’ CSR Knowledge Sharing Intentions

This study examines the effect of company field trips on Vietnamese university students’ corporate social responsibility (CSR) awareness and their intentions to share CSR-related content. Utilizing pre- and postvisit surveys among 136 students, the research reveals that these trips significantly enhance students’ understanding of CSR, particularly its ethical dimensions, and encourage them to share CSR information through social media and word-of-mouth. The research also finds that the perceived image of the company representative plays a critical role in shaping students’ intentions to disseminate CSR information, with complex interactions affecting their overall CSR perceptions. These findings underscore the importance of field trips in CSR education and suggest that both companies and educational institutions should focus on ethical and legal aspects of CSR communication to maximize its impact.

Menstruation-Related Symptoms and Associated Factors among Female University Students in Vietnam

Menstruation and menstrual-related symptoms, stress, and lifestyle factors can significantly affect the health and academic lives of university students. This study aimed to explore menstruation-related symptoms and associated factors among female university students in Vietnam. This study used a cross-sectional design. Data from 349 students were analyzed for menstrual and menstrual-related symptoms using the Menstrual Distress Questionnaire (MDQ). We found that 92.0% and 98.9% of the students had menstrual-related symptoms in the pre- and intra-menstrual phases, respectively. The most common symptoms in each phase were backache (71.1%) in the pre-menstrual phase and fatigue (90.3%) in the intra-menstrual phase. Menstruation-related symptoms were associated with stress. These results contribute significantly to our understanding of menstrual health among Vietnamese university students. These findings imply the need to strengthen support systems for university students, especially by providing proper information about menstruation and managing stress.

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.

Perceptions of University Students Regarding the Implementation of Translation as a Teaching Strategy

Translation has historically been a subject of debate in the field of English education. It has been widely disregarded as a legitimate endeavor for language practice and enhancement. Despite the opposition of many language educators, the prevailing view on the use of translation in language classrooms is gradually shifting. Increasingly, experts are recognizing the beneficial role that the first language plays in English Language Teaching (ELT). This topic has been deliberated in the context of language pedagogical techniques. The primary objective of this study was to examine the utilization of translation as a learning approach by Vietnamese English learners in their pursuit of acquiring proficiency in the English language. It is also important to identify the translation mechanisms that students employ during the learning process. To do this, the study utilized the quantitative approach, involving 120 Vietnamese university students who are learning English as a foreign language. Subsequent data analysis and statistical calculations demonstrated that language learners employed a diverse range of learning strategies pertaining to translation in order to comprehend, retain, and generate English, regardless of whether their teachers opposed such practices.

Fintech literacy and digital entrepreneurial intention: Mediator and Moderator Effect

Our paper contributes to the nascent field of digital entrepreneurship by proposing a model linking students’ Fintech literacy to digital entrepreneurial intention based on the application of the Theory of Planned Behaviour. Structural equation modelling (SEM) with bootstrapping method was used to examine the relationships between variables from a sample of 466 Vietnamese university students. The findings reveal that personal attitude towards digital entrepreneurship and perceived behavioural control are the key determinants of digital entrepreneurial intention. Three Fintech literacy dimensions (namely blockchain, crowdfunding, and AI literacy) are found to directly affect digital entrepreneurial intention. Furthermore, the mediating roles of attitude towards digital entrepreneurship and perceived behavioural control are empirically supported. Family business background can increase the impacts of Fintech literacy on Digital entrepreneurial intention. This study provides empirical evidence in the field of digital entrepreneurship in a developing transition economy. Research suggests recommendations to promote digital entrepreneurship intention among students.

Passive social network usage and life satisfaction among Vietnamese university students: a moderated mediation model of self-esteem and gender

Purpose This study aims to investigate the role of self-esteem in mediating the relationship between passive social networking usage (PSNU) and life satisfaction, as well as whether the relationships between PSNU and self-esteem/life satisfaction as well as self-esteem and life satisfaction vary by gender. Design/methodology/approach This research is conducted in compliance with the ethical standards of the American Psychological Association’s study on a subject of 304 students. Study participants are invited to participate in the survey by completing the anonymous questionnaire regarding passive social network usage, self-esteem and life satisfaction. Findings The findings indicate that self-esteem mediated the relationship between PSNU and life satisfaction. Furthermore, gender moderated the self-esteem and life satisfaction relationship, and such an effect was stronger for females than males. Research limitations/implications This study, adopting a cross-sectional design and self-report scale, examined the relationship between PSNU and life satisfaction. However, the short study duration hindered establishing a cause-and-effect relationship. Credibility concerns arose from participant-induced noise variables in the self-report scale. Future research should use diverse methods to validate underlying mechanisms. Despite limitations, the study revealed self-esteem as a mediating factor, alleviating the negative impact of PSNU on life satisfaction. Both male and female users are encouraged to engage in self-education, valuing their self-esteem for heightened life satisfaction. Originality/value These findings contribute to the understanding of how passive social network usage predicts life satisfaction (mediating effect of self-esteem) based on social comparison theory and when self-esteem increases life satisfaction (moderating effect of gender) based on social role theory of gender differences.

Academic motivation and academic satisfaction: a moderated mediation model of academic engagement and academic self-efficacy

PurposeThis study aims to investigate the conditional indirect effect of academic self-efficacy in the interplay between academic motivation and academic satisfaction through academic engagement among university students.Design/methodology/approachA cross-sectional study was performed on 1,638 Vietnamese university students (31.9% males and 68.1% females) aged 16 to 36 (Mean = 20.06, SD = 1.428). The participants filled out a questionnaire with the Vietnam versions of the General Self-Efficacy Scale, Academic Motivation Scale, Academic Life Satisfaction Scale and Academic Engagement Scale. Model 4 and Model 7 in the PROCESS macro were used for the mediation analysis and the moderated mediation analysis.FindingsResults showed that the indirect effect of academic engagement on the academic motivation-academic satisfaction link was significant. Furthermore, academic self-efficacy moderated this indirect effect. The indirect effect was stronger among students with high academic self-efficacy and weaker among students with low academic self-efficacy.Originality/valueThis study’s findings contribute to educational research on academic satisfaction and can be used by institutions of higher education and educators to enhance academic satisfaction among university students.

Practice Beyond the Classroom: Vietnamese University Students' Perception of Using Songs to Learn English

English songs are believed to be a helpful tool in teaching and learning English. Literature shows that the use of this vigorous tool not only facilitates students’ language development, but also enlarges their knowledge and motivation to learn. While applying songs in teaching has been widely studied, little is known about what learners think of this practice. The present study was therefore conducted to address this question. The study had a participation of 49 students majoring in English at Can Tho University, Vietnam. Using a questionnaire to survey learners’ opinion, the study found that Vietnamese university students have a positive attitude and high motivation towards listening to English songs in their study outside the classroom. Students’ preference regarding trendy songs and favorite singers and listening challenges were also identified and discussed. The study suggests a number of implications that add to the current literature on songs and their application in education.

Online Learning During the COVID-19 Pandemic: A Multiperspectival Narrative of Vietnamese University Students

Online Learning During the COVID-19 Pandemic: A Multiperspectival Narrative of Vietnamese University Students

Comparison of Korean and Vietnamese University Students in Blended English Classes

This study was conducted to compare and analyze the perceptions, satisfaction, and learning strategies of Korean and Vietnamese university students in blended English classes. Vietnamese students had higher negative perception than Korean students for blended English classes, indicating the use of relatively complex methods in blended English classes was a burden on foreign learners. There was a statistically significant difference in the instructor's lecture items in the satisfaction of blended English classes. This suggested that the role of instructors in English classes was very crucial. In learning strategies, interacting with an instructor appeared as a common learning strategy. This further revealed the importance of interaction between instructors and students. In addition, cross-analysis revealed that the rate of using learning strategies in non-native learners was relatively evenly distributed compared with Korean language users. This demonstrated that foreigners who had to pursue classes in a language other than their mother tongue tended to use all the strategies they could for successful learning.
 As the demand for blended learning is increasing, instructors need to develop suitable teaching materials, curriculum, and textbooks so that learners can use blended English classes more effectively when learning English. This will require support from higher education institutions, such as providing training programs for instructors, or developing special classes tailored to students pursuing blended English classes.

Changes in Vietnamese University Students’ Attitudes towards English Reading via an Extensive Reading Project: A Tri-Component Model Analysis

Whether or not extensive reading transforms Vietnamese university students’ attitudes towards reading using a tri-component analysis model is an uncharted area. This study delved into the reading attitudes of English majors concerning their cognitive, conative, and affective dimensions through a two-month extensive reading (ER) project. Participants were composed of 26 first-year students at a large urban university in Vietnam. Research instruments included a pre-project questionnaire, a post-project questionnaire and book records. The findings revealed a positive change in the students’ reading attitudes, characterized by reinforced belief in the benefits of reading, heightened positive feelings, and an increased intent to read. Recommendations for practice and further research were provided and discussed.

Implementing E-portfolios in English Speaking Assessment: Vietnamese Students’ Perspectives

English speaking is an essential skill that university students need to develop, particularly those studying in non-native English-speaking countries. However, research has shown that traditional assessment methods such as standardized tests and oral exams may not always accurately capture students' speaking ability, which highlights the need for alternative assessment methods that can better evaluate students' language proficiency. E-portfolio assessment is one such alternative that has emerged as a promising method. Therefore, this study seeks to explore the perspectives of 268 Vietnamese university students on the use of e-portfolios for English-speaking assessment through a survey questionnaire. The findings reveal students’ positive attitudes towards the application of e-portfolios in speaking assessment in terms of washback and self-regulated learning. The study also delves deeper into the potential of e-portfolio assessment for English-speaking proficiency in Vietnamese higher education. It hopes to contribute to pedagogical implications to improve the efficacy of teaching and learning English speaking in Vietnamese higher education with regard to the use of e-portfolios.

베트남 대학생들의 가정배경, 학교경험 및 학업효능감이 학업성취에 미치는 영향

[Purpose] This study examined the impact of family background, school experience, and academic efficacy on academic achievement of college students in Vietnam.
 [Methods] A research model was derived based on previous research, and data was collected from 415 respondents through an online survey conducted in Vietnam in December 2022, and the collected data was analyzed using SPSS 22 and AMOS 25 software. This study used frequency, descriptive statistics, structural equation model analysis, and mediating variable processing techniques as data analysis methods.
 [Results] Family background was found to have a statistically significant effect on the school experience, academic efficacy, and academic achievement of Vietnamese college students. And academic efficacy was found to have a statistically significant effect on academic achievement. Additionally, academic efficacy was found to play a statistically significant mediating role in the relationship between family background and academic achievement. On the other hand, academic experience among school experiences was found to have a statistically significant impact on academic achievement, but non-academic experience was found to have no statistically significant impact on academic achievement. And school experience did not appear to play a statistically significant mediating role in the relationship between family background and academic achievement.
 [Conclusion] The results of this study contribute to the academic literature and provide information to educators, especially academic counselors in Vietnamese higher education institutions, about the mediating role of academic efficacy in the relationship between family background and academic achievement. Educators need to consider ways to offset the influence of family background on academic achievement by examining the mediating role of universities.

Do resilience and social support buffer Vietnamese college students’ mental health during the COVID-19 pandemic? A pilot study

ABSTRACT This pilot study aimed to investigate college students’ mental health during the peak of COVID-19 pandemic in Vietnam and its associated factors, such as resilience and perceived social support. A total of 101 college students completed an online survey on Qualtrics in the last quarter of 2021, when Vietnam was under social distancing measures. The results show that, at the peak of the pandemic, more than 80% of college students in the study reported at least mild depression, with very high prevalence of mild and moderate depression (39.44% and 30.99% respectively). Resilience and perceived social support were associated with each other, and both were found to buffer students’ mental health, yet resilience became an insignificant predictor when other covariates were added to the linear regression model. This pilot study prepares for the development of the larger study to develop resilience training programme for college students to cope with emergency situations.

Exploring Vietnamese University Students' Acquisition and Development of Graduate Employability Capital

This study reports on the extent to which Vietnamese higher education students perceived employability capital. Drawing on the theory of Tomlinson (2017) [1], we investigated their levels of capital by using two primary sources of quantitative and qualitative data, thus informing the students’ lived experiences and voices behind their preparation for the future career. Findings showed that the students perceived forms of capital very differently and acknowledged all forms of capital are crucial and supporting each other for the sake of work readiness. Conclusions and implications are also presented at the end of the manuscript.

Exploring attitudes to research involving human subjects among Vietnamese university students: establishing a prospective longitudinal mixed-methods student cohort at the University of Medicine and Pharmacy at Ho Chi Minh City

Research capacity is increasing in low- and middle-income countries (LMICs), with progressive development in the range and complexity of studies being undertaken, often in collaboration with high-income country partners. Although senior local stakeholders are typically involved in ensuring that research is conducted according to accepted standards for ethical and scientific quality, to date there has been little exploration of the views of younger generations around the ethics of research involving human subjects. We present our protocol to establish a longitudinal mixed-methods student cohort at the University of Medicine and Pharmacy at Ho Chi Minh City, Vietnam, that is investigating students’ views around the ethics of clinical and public-health oriented research. We use a synergistic approach involving initial deliberative engagement activities (e.g. science cafes, debates) to inform participants about complex concepts, prior to formal quantitative and qualitative methods (surveys, focus group discussions and in-depth interviews) that are designed to explore the students’ views in detail. We focus in particular on dengue, as an example of a locally relevant disease, and probe students’ thoughts on such themes as appropriate remuneration for research participants, involvement of vulnerable groups, use of human challenge trials in LMICs etc. A snapshot of the cohort and its activities after one year is also presented; among 429 active students, primarily from the Faculty of Medicine, the proportions of male and female students were similar, the majority were from southern or central Vietnam where dengue is endemic, and available data indicates the cohort to be representative of the expected spectrum of socioeconomic groups. The cohort provides a unique resource to investigate the views of young people on medical ethics, an important but hitherto underrepresented group in such discussions. Feedback indicates a clear interest in contributing thoughts and ideas to the development of clinical research in Vietnam.

Exploring the Influence of Gender and L1 Conceptual Transfer on English Prepositional Usage

This study explores how gender and first language (L1) conceptual transfer influence the use of English prepositions among 50 Vietnamese university students aged 18 to 25, enrolled in an English language program. The participants' comprehension of English prepositions in terms of usage, meaning, and context was assessed using pre- and post-tests consisting of 20 multiple-choice questions. The data analysis employed descriptive and inferential statistics, including chi-square tests and independent samples t-tests. Both the pre- and post-test results revealed a moderate level of English prepositional usage, with all participants displaying improvement. Female participants performed slightly better than males on the post-test, while there were no notable gender differences in pre-test scores. In both tests, participants with high levels of L1 conceptual transfer performed significantly poorer compared to those with low levels. These findings highlight the significant role of L1 conceptual transfer in the English prepositional usage of Vietnamese language learners, while suggesting a minor impact of gender. Further research is needed to delve deeper into this relationship. The results emphasize the importance of addressing L1 conceptual transfer in English language instruction, specifically regarding prepositions, within the context of Vietnam.