Pub Date : 2023-04-25DOI: 10.25073/2588-1159/vnuer.4717
Lưu Hớn Vũ
The article uses the questionnaire survey method, surveying the use of strategies for learning Chinese reading skills of 187 students majoring in Chinese language at the Ho Chi Minh City University of Foreign Languages - Information Technology. The survey results show that: Students have a high frequency of using strategies for learning reading skills, in which the cognitive strategies and the metacognitive strategies have a high frequency of using them. Socio-affective strategies have moderate frequency of use. There is no difference in the use of reading strategies in terms of demographic factors (gender, region). There exists a positive correlation between the cognitive strategy group and the socio-affective strategies with the students’ reading skills learning outcomes, there is no correlation between the metacognitive strategies and the students’ reading skills learning outcomes. From the above research results, the article made some recommendations in teaching Chinese reading skills to Vietnamese students.
{"title":"Chinese Reading Learning Strategies of Vietnamese Students","authors":"Lưu Hớn Vũ","doi":"10.25073/2588-1159/vnuer.4717","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4717","url":null,"abstract":"The article uses the questionnaire survey method, surveying the use of strategies for learning Chinese reading skills of 187 students majoring in Chinese language at the Ho Chi Minh City University of Foreign Languages - Information Technology. The survey results show that: Students have a high frequency of using strategies for learning reading skills, in which the cognitive strategies and the metacognitive strategies have a high frequency of using them. Socio-affective strategies have moderate frequency of use. There is no difference in the use of reading strategies in terms of demographic factors (gender, region). There exists a positive correlation between the cognitive strategy group and the socio-affective strategies with the students’ reading skills learning outcomes, there is no correlation between the metacognitive strategies and the students’ reading skills learning outcomes. From the above research results, the article made some recommendations in teaching Chinese reading skills to Vietnamese students.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131640903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.25073/2588-1159/vnuer.4661
Nguyễn Thị Phương Vy, Vũ Phương Liên, L. T. Hưng
Science competence is one of the most vital learning outcomes of Natural Science subjects in general education. The research presents a guideline to develop assessment criteria/toolkits following the science competence components containing science awareness, science inquiry, and scientific problem-solving. A topic titled "how to classify mixtures and separate the mixture" in natural science six is presented to illustrate the guideline. A deep interview method was applied with thirteen natural science teachers to gather information about teachers' perceptions and practices in teaching and assessing activities to support students in enhancing their science competence. Feedback from teachers about the proposed guidelines was also collected. The research results created a picture of implementing Natural Science subjects in secondary schools with information about the challenges and needs of teachers to improve the issues. This paper is expected to provide teachers have more valuable tools in the innovation phase toward competence-based teaching and assessment.
{"title":"Science Competence Assessment at Middle School: Teacher's Perception and Practice","authors":"Nguyễn Thị Phương Vy, Vũ Phương Liên, L. T. Hưng","doi":"10.25073/2588-1159/vnuer.4661","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4661","url":null,"abstract":"Science competence is one of the most vital learning outcomes of Natural Science subjects in general education. The research presents a guideline to develop assessment criteria/toolkits following the science competence components containing science awareness, science inquiry, and scientific problem-solving. A topic titled \"how to classify mixtures and separate the mixture\" in natural science six is presented to illustrate the guideline. A deep interview method was applied with thirteen natural science teachers to gather information about teachers' perceptions and practices in teaching and assessing activities to support students in enhancing their science competence. Feedback from teachers about the proposed guidelines was also collected. The research results created a picture of implementing Natural Science subjects in secondary schools with information about the challenges and needs of teachers to improve the issues. This paper is expected to provide teachers have more valuable tools in the innovation phase toward competence-based teaching and assessment.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130471041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-23DOI: 10.25073/2588-1159/vnuer.4687
Tran Thi Thu Ngan, L. Ha
This study investigated the information literacy in the digital environment of university students from Vietnam. A survey was developed to collect quantitative data from self-assessment on information literacy of 328 students from different majors of teachers’ training at VNU University of Education. Using descriptive statistical methods for the data analysis, the study showed that the students were proficient in accessing and processing basic information types in the digital environment, and had the ability to apply information and communication technology to their learning and in daily activities, such as using Microsoft office applications, tools for searching information to solve learning tasks, using email and social networks for communication, information exchange and other ordinary purposes. Students were aware of the importance of safety and information security in the digital environment. However, creativity with digital information and emotional intelligence were not highly self-assessed. Students still had limitations in applying the information obtained from the digital environment to solve problems they faced in real life.
{"title":"An Assessment of Information Literacy of Students in Digital Learning Environment","authors":"Tran Thi Thu Ngan, L. Ha","doi":"10.25073/2588-1159/vnuer.4687","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4687","url":null,"abstract":"This study investigated the information literacy in the digital environment of university students from Vietnam. A survey was developed to collect quantitative data from self-assessment on information literacy of 328 students from different majors of teachers’ training at VNU University of Education. Using descriptive statistical methods for the data analysis, the study showed that the students were proficient in accessing and processing basic information types in the digital environment, and had the ability to apply information and communication technology to their learning and in daily activities, such as using Microsoft office applications, tools for searching information to solve learning tasks, using email and social networks for communication, information exchange and other ordinary purposes. Students were aware of the importance of safety and information security in the digital environment. However, creativity with digital information and emotional intelligence were not highly self-assessed. Students still had limitations in applying the information obtained from the digital environment to solve problems they faced in real life.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123402978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-21DOI: 10.25073/2588-1159/vnuer.4690
Hoang Thi Hong
Competence-based teaching model is a popular trend to replace traditional teaching in modern education. However, up to now, there has not been a competence approach model that provides a detailed and specific set of tools to help design and implement engineering training to achieve the desired learning outcomes like the “CDIO” (Conceive Design Implement Operate) approach. The papers used the experimental research method with the sample of 90 students (of whom 47 students were in the experimental class students and 43 students were in the control class) for the module "Electronic internship". It applied the teaching model with the positive teaching method through the process of organizing teaching and learning activities towards CDIO approach. It used the methods of testing F-test, T-test of independent variables on the learning performance of students including midterm and final grades through SPSS 20 software. The experimental class had higher results than the control class, and at the same time the Effect size of the experimental class was 0.7 higher than that of the control class (J. Cohen, 1998). That proves that experimental brings efficiency in teaching and learning. This result initially affirms that the use of CDIO-based teaching methods is valuable for teaching and learning in engineering training in general and in Electrical and Electronic Engineering Technology in particular.
{"title":"Teaching Towards “CDIO” Approach on Students of Electrical-Electronic Engineering Technology: A Case Study","authors":"Hoang Thi Hong","doi":"10.25073/2588-1159/vnuer.4690","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4690","url":null,"abstract":"Competence-based teaching model is a popular trend to replace traditional teaching in modern education. However, up to now, there has not been a competence approach model that provides a detailed and specific set of tools to help design and implement engineering training to achieve the desired learning outcomes like the “CDIO” (Conceive Design Implement Operate) approach. The papers used the experimental research method with the sample of 90 students (of whom 47 students were in the experimental class students and 43 students were in the control class) for the module \"Electronic internship\". It applied the teaching model with the positive teaching method through the process of organizing teaching and learning activities towards CDIO approach. It used the methods of testing F-test, T-test of independent variables on the learning performance of students including midterm and final grades through SPSS 20 software. The experimental class had higher results than the control class, and at the same time the Effect size of the experimental class was 0.7 higher than that of the control class (J. Cohen, 1998). That proves that experimental brings efficiency in teaching and learning. This result initially affirms that the use of CDIO-based teaching methods is valuable for teaching and learning in engineering training in general and in Electrical and Electronic Engineering Technology in particular.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129727035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-21DOI: 10.25073/2588-1159/vnuer.4727
Dương Mỹ Thẩm, N. Vy
Learner autonomy is deemed as one of the long-term goals in English language teaching and learning in the 21st century; nevertheless, that students are ready for learner autonomy varies from one context to another. Furthermore, learner autonomy is variously perceived in different contexts. This research aims to explore non-English majors’ readiness for learner autonomy concerning self-awareness, self-efficacy, and motivation in a college in Ho Chi Minh City, Vietnam. The quantitative approach was employed for data collection. A cohort of 134 students was involved in partaking in answering a closed-ended questionnaire. The collected data were statistically analyzed in terms of mean and standard deviation. The results unraveled that the participants were highly ready for learner autonomy. They were aware of learner autonomy and had high self-efficacy and motivation for their own English learning. The preliminary findings are expected to bring theoretical and practical contributions to students’ readiness for learner autonomy in this research context and other similar ones.
{"title":"The Students’ Readiness for Learner Autonomy in English Language Learning","authors":"Dương Mỹ Thẩm, N. Vy","doi":"10.25073/2588-1159/vnuer.4727","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4727","url":null,"abstract":"Learner autonomy is deemed as one of the long-term goals in English language teaching and learning in the 21st century; nevertheless, that students are ready for learner autonomy varies from one context to another. Furthermore, learner autonomy is variously perceived in different contexts. This research aims to explore non-English majors’ readiness for learner autonomy concerning self-awareness, self-efficacy, and motivation in a college in Ho Chi Minh City, Vietnam. The quantitative approach was employed for data collection. A cohort of 134 students was involved in partaking in answering a closed-ended questionnaire. The collected data were statistically analyzed in terms of mean and standard deviation. The results unraveled that the participants were highly ready for learner autonomy. They were aware of learner autonomy and had high self-efficacy and motivation for their own English learning. The preliminary findings are expected to bring theoretical and practical contributions to students’ readiness for learner autonomy in this research context and other similar ones.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133406584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-21DOI: 10.25073/2588-1159/vnuer.4721
Nguyen Hoang Doan Huy, Pham Thi Thanh Hai
Teacher professional development is considered as one of the important stages of improving the quality of education; Accordingly, teacher professional development assessment also needs to be researched and applied effectively to ensure its contribution to the improvement of teachers’ quality. This study uses the document analysis based on international articles retrieved from databases such as ScienceDirect, Scopus, Google Scholar... on the issue of teacher professional development assessment. Research results show that a number of works have proposed assessment standards, assessment forms and other recommendations necessary to help not only recognize the results of professional development that teachers achieve, thereby helping to further improve the respective professional development process. The analysis also shows that there is currently a major shortage in the development and validation of teacher professional development assessment toolkits, especially in the context of Vietnam. Based on the observations related to international practice on assessment and development of instruments to evaluate teacher professional development, the author proposes a number of recommendations to develop Vietnamese teacher professional development evaluation instruments.
{"title":"Evaluation of Teacher Professional Development - International Experiences and Recommendations for Vietnam","authors":"Nguyen Hoang Doan Huy, Pham Thi Thanh Hai","doi":"10.25073/2588-1159/vnuer.4721","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4721","url":null,"abstract":"Teacher professional development is considered as one of the important stages of improving the quality of education; Accordingly, teacher professional development assessment also needs to be researched and applied effectively to ensure its contribution to the improvement of teachers’ quality. This study uses the document analysis based on international articles retrieved from databases such as ScienceDirect, Scopus, Google Scholar... on the issue of teacher professional development assessment. Research results show that a number of works have proposed assessment standards, assessment forms and other recommendations necessary to help not only recognize the results of professional development that teachers achieve, thereby helping to further improve the respective professional development process. The analysis also shows that there is currently a major shortage in the development and validation of teacher professional development assessment toolkits, especially in the context of Vietnam. Based on the observations related to international practice on assessment and development of instruments to evaluate teacher professional development, the author proposes a number of recommendations to develop Vietnamese teacher professional development evaluation instruments.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127587267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-19DOI: 10.25073/2588-1159/vnuer.4723
Bùi Thị Anh Phương, Bui Thi Van Anh
Blended learning has been widely applied in Vietnamese higher education in recent years. In blended learning, student satisfaction is regarded as a decisive factor in assessing whether blended learning courses are successful or not. This paper assesses the students' satisfaction with a blended English language learning course and with four groups of criteria, including course contents, teaching methods, exercises on LMS (Learning Management System), and assessment tasks. An online survey with 250 students from a Vietnamese university reveals that students have a high level of satisfaction with the course and other criteria. Furthermore, a strong linear relationship has been identified between the overall satisfaction of the whole course and the students’ progress after the course. The findings are expected to promote and improve blended learning practices in Vietnam universities with practical implications for course developers and other stakeholders.
{"title":"Student Satisfaction with Blended Learning: An Online Survey in a Vietnamese University","authors":"Bùi Thị Anh Phương, Bui Thi Van Anh","doi":"10.25073/2588-1159/vnuer.4723","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4723","url":null,"abstract":"Blended learning has been widely applied in Vietnamese higher education in recent years. In blended learning, student satisfaction is regarded as a decisive factor in assessing whether blended learning courses are successful or not. This paper assesses the students' satisfaction with a blended English language learning course and with four groups of criteria, including course contents, teaching methods, exercises on LMS (Learning Management System), and assessment tasks. An online survey with 250 students from a Vietnamese university reveals that students have a high level of satisfaction with the course and other criteria. Furthermore, a strong linear relationship has been identified between the overall satisfaction of the whole course and the students’ progress after the course. The findings are expected to promote and improve blended learning practices in Vietnam universities with practical implications for course developers and other stakeholders.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121508300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-19DOI: 10.25073/2588-1159/vnuer.4703
Le Hoang Thai Thuong, Duong Tham My
Technology continues to create new avenues for inspiring language learners. Unlocking the vast potential of technology requires institutions, teachers, students, and communities to collaborate to determine how it can be optimally implemented in a particular setting. This study aimed to determine how sophomores majoring in English at Ho Chi Minh University of Foreign Languages and Information Technology (HUFLIT) thought about using mobile applications through mobile devices to improve their English listening skills. 101 English major students at HUFLIT participated in the mixed-methods study. Using the mixed-methods research design with a survey questionnaire as the primary data collecting instrument, the study obtained significant findings and accomplished its objectives. The findings from both quantitative and qualitative data indicate that the majority of participants had positive sentiments regarding the use of mobile applications inside and outside the classroom. This study also revealed that most English majors agreed that listening practice through mobile applications could improve their listening skills. In addition, although the participants accepted that the mobile devices contained a lot of distractions while using, they still held positive attitudes towards the use of mobile applications and continued using them to practice their English listening skills.
{"title":"Students’ Attitudes Towards Mobile Applications in Learning English Listening Skills at Ho Chi Minh University of Foreign Languages and Information Technology","authors":"Le Hoang Thai Thuong, Duong Tham My","doi":"10.25073/2588-1159/vnuer.4703","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4703","url":null,"abstract":"Technology continues to create new avenues for inspiring language learners. Unlocking the vast potential of technology requires institutions, teachers, students, and communities to collaborate to determine how it can be optimally implemented in a particular setting. This study aimed to determine how sophomores majoring in English at Ho Chi Minh University of Foreign Languages and Information Technology (HUFLIT) thought about using mobile applications through mobile devices to improve their English listening skills. 101 English major students at HUFLIT participated in the mixed-methods study. Using the mixed-methods research design with a survey questionnaire as the primary data collecting instrument, the study obtained significant findings and accomplished its objectives. The findings from both quantitative and qualitative data indicate that the majority of participants had positive sentiments regarding the use of mobile applications inside and outside the classroom. This study also revealed that most English majors agreed that listening practice through mobile applications could improve their listening skills. In addition, although the participants accepted that the mobile devices contained a lot of distractions while using, they still held positive attitudes towards the use of mobile applications and continued using them to practice their English listening skills.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129589954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-13DOI: 10.25073/2588-1159/vnuer.4731
Bui Vu Anh, N. T. Hang
Improving accountability in university autonomy is a trend of countries with advanced university governance in the world. The higher the degree of autonomy, the higher the transparency and accountability of activities in educational institutions is required. This brings sustainability to the autonomy mechanism, giving stakeholders confidence in the educational institution itself. On December 28, 2017, the Ministry of Education and Training issued Circular 36/2017/TT-BGDDT promulgating the Regulation on public implementation for education and training institutions under the national education system. This Circular requires educational institutions to publicize information about their commitment to education quality and actual education quality, resources for education quality assurance, financial revenues and expenditures (collectively referred to as quality assurance information) on their websites in June every year. To assess the quality of accountability of higher education institutions through this disclosure mechanism, the authors have studied the status of information disclosure of 107 Vietnamese higher education institutions. The evaluation is focused on the timeliness, completeness, transparency in publicizing the quality of education information. The research results show that there is a clear difference in public implementation, which is reflected in 3 main results: First: There is irregularity and incompleteness of the implementation of accountability, the number of non-implementation rate is quite high. Second: The disclosure of information is fully implemented by some groups of universities only. The results of One-Way ANOVA test on the mean difference between groups of universities showed that there was a difference with statistical significance p < 0.05. This proves that there is a difference between the groups of universities studied in the implementation of accountability through the mechanism of quality assurance information disclosure.
{"title":"Assessment of Responsibilities of Universities through Quality Assurance Information Published","authors":"Bui Vu Anh, N. T. Hang","doi":"10.25073/2588-1159/vnuer.4731","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4731","url":null,"abstract":"Improving accountability in university autonomy is a trend of countries with advanced university governance in the world. The higher the degree of autonomy, the higher the transparency and accountability of activities in educational institutions is required. This brings sustainability to the autonomy mechanism, giving stakeholders confidence in the educational institution itself. On December 28, 2017, the Ministry of Education and Training issued Circular 36/2017/TT-BGDDT promulgating the Regulation on public implementation for education and training institutions under the national education system. This Circular requires educational institutions to publicize information about their commitment to education quality and actual education quality, resources for education quality assurance, financial revenues and expenditures (collectively referred to as quality assurance information) on their websites in June every year. To assess the quality of accountability of higher education institutions through this disclosure mechanism, the authors have studied the status of information disclosure of 107 Vietnamese higher education institutions. The evaluation is focused on the timeliness, completeness, transparency in publicizing the quality of education information. The research results show that there is a clear difference in public implementation, which is reflected in 3 main results: First: There is irregularity and incompleteness of the implementation of accountability, the number of non-implementation rate is quite high. Second: The disclosure of information is fully implemented by some groups of universities only. The results of One-Way ANOVA test on the mean difference between groups of universities showed that there was a difference with statistical significance p < 0.05. This proves that there is a difference between the groups of universities studied in the implementation of accountability through the mechanism of quality assurance information disclosure.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132913626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-10DOI: 10.25073/2588-1159/vnuer.4571
Nguyen Trung Cang
English learners’ autonomy plays an integral role in developing lifelong learning skills for college students in the country's development and international integration. Improving learners’ autonomy requires many efforts not only from students but also from the teachers. The research was conducted in the Mekong Delta with the participation of 75 English teachers teaching at Can Tho university, Dong Thap university, Kien Giang university, and Kien Giang college to investigate activities the teachers use to develop learners’ autonomy. The result reveals that the teachers usually encourage students, and create interactive activities to help students develop autonomy, and the teachers indicate that these activities effectively affect students’ autonomy development. The research also shows that learning techniques and challenging task delivery are not frequently taken into consideration.
{"title":"Investigating Teachers’ Activities in Developing English-majored Students’ Autonomy at Universities in the Mekong Delta","authors":"Nguyen Trung Cang","doi":"10.25073/2588-1159/vnuer.4571","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4571","url":null,"abstract":"English learners’ autonomy plays an integral role in developing lifelong learning skills for college students in the country's development and international integration. Improving learners’ autonomy requires many efforts not only from students but also from the teachers. The research was conducted in the Mekong Delta with the participation of 75 English teachers teaching at Can Tho university, Dong Thap university, Kien Giang university, and Kien Giang college to investigate activities the teachers use to develop learners’ autonomy. The result reveals that the teachers usually encourage students, and create interactive activities to help students develop autonomy, and the teachers indicate that these activities effectively affect students’ autonomy development. The research also shows that learning techniques and challenging task delivery are not frequently taken into consideration.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129959810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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