Pub Date : 2022-11-21DOI: 10.25073/2588-1159/vnuer.4719
Doan Nguyet Linh, K. Tsuji, Yui Tsuchida, Jun Nomura
What is the status of lesson study in Vietnam and Japan? Is there a significant difference between the teaching experience of secondary school teachers and how they perceive the relevance of lesson study to their professional development in Vietnam and Japan? The mentioned questions were explored by collecting data from high school teachers (n = 197) in Vietnam and Japan through questionnaires. Descriptive statistics are used to analyze the data. The results show that the involvement of secondary school teachers in lesson study and the contribution related to their professional development is very high. It can also be seen that there are significant differences between the teaching experience of secondary school teachers and how they perceive the relevance of lesson study to their professional development. The findings suggest that relevant education policies and appropriate funding need to be implemented to ensure that professional learning communities remain vibrant in both Vietnam and Japan. This is the key to enhancing secondary teacher competence, which can lead to higher student learning outcomes.
{"title":"Status of Lesson Study in School: Case of Vietnam and Japan","authors":"Doan Nguyet Linh, K. Tsuji, Yui Tsuchida, Jun Nomura","doi":"10.25073/2588-1159/vnuer.4719","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4719","url":null,"abstract":"What is the status of lesson study in Vietnam and Japan? Is there a significant difference between the teaching experience of secondary school teachers and how they perceive the relevance of lesson study to their professional development in Vietnam and Japan? The mentioned questions were explored by collecting data from high school teachers (n = 197) in Vietnam and Japan through questionnaires. Descriptive statistics are used to analyze the data. The results show that the involvement of secondary school teachers in lesson study and the contribution related to their professional development is very high. It can also be seen that there are significant differences between the teaching experience of secondary school teachers and how they perceive the relevance of lesson study to their professional development. The findings suggest that relevant education policies and appropriate funding need to be implemented to ensure that professional learning communities remain vibrant in both Vietnam and Japan. This is the key to enhancing secondary teacher competence, which can lead to higher student learning outcomes.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114653465","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 : 2022-11-18DOI: 10.25073/2588-1159/vnuer.4677
O. S. Oyelekan, Hauwa Salihu
There have been series of advocacies all over the world to prepare future scientists who would take up the challenge of eradicating environmental pollution through the deployment of scientific knowledge such as green chemistry. This study investigated teachers’ knowledge of green chemistry in Kwara State, Nigeria. The Green Chemistry Knowledge Questionnaire (GCKQ) was used to collect the data. Answers were provided to the research questions using the mean and percentage, while the research hypotheses were subjected to t-Test and ANOVA. Findings from the study revealed that the teachers’ knowledge of green chemistry was high and significantly higher among experienced teachers. It is recommended that the chemistry teachers should endeavor to pass green chemistry ideas to the students and that the experienced chemistry teachers should carry the less experienced teachers along in the course of passing across the knowledge of green chemistry.
{"title":"Teachers’ Knowledge of Green Chemistry in Senior Secondary Schools in Kwara State, Nigeria","authors":"O. S. Oyelekan, Hauwa Salihu","doi":"10.25073/2588-1159/vnuer.4677","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4677","url":null,"abstract":"There have been series of advocacies all over the world to prepare future scientists who would take up the challenge of eradicating environmental pollution through the deployment of scientific knowledge such as green chemistry. This study investigated teachers’ knowledge of green chemistry in Kwara State, Nigeria. The Green Chemistry Knowledge Questionnaire (GCKQ) was used to collect the data. Answers were provided to the research questions using the mean and percentage, while the research hypotheses were subjected to t-Test and ANOVA. Findings from the study revealed that the teachers’ knowledge of green chemistry was high and significantly higher among experienced teachers. It is recommended that the chemistry teachers should endeavor to pass green chemistry ideas to the students and that the experienced chemistry teachers should carry the less experienced teachers along in the course of passing across the knowledge of green chemistry.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125127300","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 : 2022-11-18DOI: 10.25073/2588-1159/vnuer.4617
Phan Hoang Linh
Although teaching and learning English as a Foreign Language (EFL) has reached the post-method era, which means no single method is considered the best way of teaching, the use of translation and first language (L1) instruction remain a much avoided element in many English classrooms. Nevertheless, current studies in Vietnam have shown that both teachers and students are supportive of, or at least not against the idea of moderately using L1 in EFL classes. This study aims at further exploring the effectiveness of translation as a pedagogic tool in an EFL class for Vietnamese non-English majored students. After comparing the students’ performance after learning through translation method and other methods with no use of L1, it seems that the students who were taught using translation tasks were able to use items of vocabulary and language structures they have just learned more frequently and precisely. It was also discovered that the act of translating not only provided the students with more learning opportunities but also enabled the teacher to monitor the students’ progress more closely. Despite being a preliminary work, this study hopes to contribute as an evidence supporting the use of translation as part of a multi-section lesson of EFL.
{"title":"The Effects of Translation as a Pedagogical Tool in Teaching Non-english Majored Students","authors":"Phan Hoang Linh","doi":"10.25073/2588-1159/vnuer.4617","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4617","url":null,"abstract":"Although teaching and learning English as a Foreign Language (EFL) has reached the post-method era, which means no single method is considered the best way of teaching, the use of translation and first language (L1) instruction remain a much avoided element in many English classrooms. Nevertheless, current studies in Vietnam have shown that both teachers and students are supportive of, or at least not against the idea of moderately using L1 in EFL classes. This study aims at further exploring the effectiveness of translation as a pedagogic tool in an EFL class for Vietnamese non-English majored students. After comparing the students’ performance after learning through translation method and other methods with no use of L1, it seems that the students who were taught using translation tasks were able to use items of vocabulary and language structures they have just learned more frequently and precisely. It was also discovered that the act of translating not only provided the students with more learning opportunities but also enabled the teacher to monitor the students’ progress more closely. Despite being a preliminary work, this study hopes to contribute as an evidence supporting the use of translation as part of a multi-section lesson of EFL.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126341564","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 : 2022-11-11DOI: 10.25073/2588-1159/vnuer.4641
Tran Quoc Thao, Nguyen Lan Phuong, Dương Mỹ Thẩm
This paper reports high school teachers’ attitudes toward English as a lingua franca (ELF) and their classroom EFL teaching practices in a province in Vietnam. This mixed-methods study involved 109 high school teachers from 11 high schools in answering the questionnaires, and 22 of them were invited for semi-structured interviews. The findings indicated that high school teachers had positive attitudes toward ELF in three attitude components, including cognitive, affective, and behavioral attitudes. Additionally, they integrated activities for the promotion of ELF to their students in relation to eight sub-variables from cultural knowledge, vocabulary, pronunciation, and grammar to four language skills of students. Although facing difficulties in designing activities for ELF promotion, high school teachers still tried their best to introduce the existence of ELF and help their students accessible to the use of ELF in language learning. This study featured some limitations, but it can be of reference for the research context and other similar ones.
{"title":"Vietnamese Teachers’ Attitudes Toward English as a Lingua Franca (ELF) and Classroom EFL Teaching Practices","authors":"Tran Quoc Thao, Nguyen Lan Phuong, Dương Mỹ Thẩm","doi":"10.25073/2588-1159/vnuer.4641","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4641","url":null,"abstract":"This paper reports high school teachers’ attitudes toward English as a lingua franca (ELF) and their classroom EFL teaching practices in a province in Vietnam. This mixed-methods study involved 109 high school teachers from 11 high schools in answering the questionnaires, and 22 of them were invited for semi-structured interviews. The findings indicated that high school teachers had positive attitudes toward ELF in three attitude components, including cognitive, affective, and behavioral attitudes. Additionally, they integrated activities for the promotion of ELF to their students in relation to eight sub-variables from cultural knowledge, vocabulary, pronunciation, and grammar to four language skills of students. Although facing difficulties in designing activities for ELF promotion, high school teachers still tried their best to introduce the existence of ELF and help their students accessible to the use of ELF in language learning. This study featured some limitations, but it can be of reference for the research context and other similar ones.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128537078","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 : 2022-10-31DOI: 10.25073/2588-1159/vnuer.4659
Nguyen Thi Tu Anh, N. X. Huy
Nurturing emotion and evoking compassion or empathy for learners has been an important task of education. Of the four pillars of education for the 21st century proposed by UNESCO, the two pillars (namely “learning to be” and “learning to live together”) are closely related to the matter of developing Emotional Intelligence (EI) for learners. The mission of education is therefore not only to impart knowledge and practice skills to students but also to help them develop their personalities, be rich in soul, and contribute to the community. This article discusses issues related to the concept and the role of EI in their life, work, and future. It also analyzes other aspects such as organizing training, innovating teaching methods, and creating an educational environment to foster EI for learners in the Vietnamese higher education context.
{"title":"Developing Emotional Intelligence for Education Innovation in Schools","authors":"Nguyen Thi Tu Anh, N. X. Huy","doi":"10.25073/2588-1159/vnuer.4659","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4659","url":null,"abstract":"Nurturing emotion and evoking compassion or empathy for learners has been an important task of education. Of the four pillars of education for the 21st century proposed by UNESCO, the two pillars (namely “learning to be” and “learning to live together”) are closely related to the matter of developing Emotional Intelligence (EI) for learners. The mission of education is therefore not only to impart knowledge and practice skills to students but also to help them develop their personalities, be rich in soul, and contribute to the community. This article discusses issues related to the concept and the role of EI in their life, work, and future. It also analyzes other aspects such as organizing training, innovating teaching methods, and creating an educational environment to foster EI for learners in the Vietnamese higher education context.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129226453","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 : 2022-10-03DOI: 10.25073/2588-1159/vnuer.4711
Dang The Long
Technical and Vocational Education and Training (TVET) plays a crucial role in the structure and philosophy of Vietnam’s education, contributing significantly to the training of human resources with practical knowledge and technical skills, which well aligns with the policy orientation of the national economic development. After having transferred the governance to the Ministry of Labour, Invalids and Social Affairs, TVET now has a relatively solid legal frameworks and initial stable development. However, the quality of TVET teachers is still not as high as expected. This study, through a case study, with both qualitative and quantitative methods, argues that although sufficient in quantity, TVET teachers are is still weak in quality. Most teachers meet both professional qualifications and additional requirements in English and Information Technology, but their ability to use and apply these skills in the teaching is limited. The survey also shows that TVET institutions are doing a better job of managing teachers than attracting and providing necessary professional development for their teachers.
{"title":"The Teacher Development: The Case Study of A Local Polytechnic Vocational College","authors":"Dang The Long","doi":"10.25073/2588-1159/vnuer.4711","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4711","url":null,"abstract":"Technical and Vocational Education and Training (TVET) plays a crucial role in the structure and philosophy of Vietnam’s education, contributing significantly to the training of human resources with practical knowledge and technical skills, which well aligns with the policy orientation of the national economic development. After having transferred the governance to the Ministry of Labour, Invalids and Social Affairs, TVET now has a relatively solid legal frameworks and initial stable development. However, the quality of TVET teachers is still not as high as expected. This study, through a case study, with both qualitative and quantitative methods, argues that although sufficient in quantity, TVET teachers are is still weak in quality. Most teachers meet both professional qualifications and additional requirements in English and Information Technology, but their ability to use and apply these skills in the teaching is limited. The survey also shows that TVET institutions are doing a better job of managing teachers than attracting and providing necessary professional development for their teachers.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"200 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116506281","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 : 2022-09-26DOI: 10.25073/2588-1159/vnuer.4705
Pham Cong Hiep, P. Duy
Early detection of student performance factors is essential for universities to develop supportive academic initiatives that suit individual students. This study examines four academic factors, including Grade Point Average (GPA) from Grade 12, GPA of courses taken from the university, course load, and previous course failure in the university, to ascertain the relationship between these factors and course performance. Academic study records of 9048 semesterly student performance in 2021 from an English-speaking international university in Vietnam were quantitatively examined to test the developed theoretical model. The results found a significant correlation between all factors except current course load and student performance. Though such data has been commonly stored in institutional student record systems, the developed academically-based predictive system can provide value to student-support activities and decision-making to enhance student performance early.
{"title":"Predictive Model of Student Learning Outcomes","authors":"Pham Cong Hiep, P. Duy","doi":"10.25073/2588-1159/vnuer.4705","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4705","url":null,"abstract":"Early detection of student performance factors is essential for universities to develop supportive academic initiatives that suit individual students. This study examines four academic factors, including Grade Point Average (GPA) from Grade 12, GPA of courses taken from the university, course load, and previous course failure in the university, to ascertain the relationship between these factors and course performance. Academic study records of 9048 semesterly student performance in 2021 from an English-speaking international university in Vietnam were quantitatively examined to test the developed theoretical model. The results found a significant correlation between all factors except current course load and student performance. Though such data has been commonly stored in institutional student record systems, the developed academically-based predictive system can provide value to student-support activities and decision-making to enhance student performance early.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131698047","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 : 2022-09-22DOI: 10.25073/2588-1159/vnuer.4702
Bùi Thị Anh Phương
Vocabulary assessment plays a ctitical role in language education for EFL learners, educators and researchers. The article introduces and analyzes four English receptive vocabulary tests of high frequency words, including Vocabulary Levels Test, Vocabulary Size Test, Computer Adaptive Test of Size and Strength and New General Service List Test. Based on the review of the four tests, it provides practical suggestions for choosing an appropriate test to assess the vocabulary knowledge of EFL learners in Vietnam as well as implications for building new vocabulary tests to meet the demand of English language teaching and learning practices as well as the research needs in the field of language education in Vietnam.
{"title":"A Review on Vocabulary Tests of High Frequency English Words","authors":"Bùi Thị Anh Phương","doi":"10.25073/2588-1159/vnuer.4702","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4702","url":null,"abstract":"Vocabulary assessment plays a ctitical role in language education for EFL learners, educators and researchers. The article introduces and analyzes four English receptive vocabulary tests of high frequency words, including Vocabulary Levels Test, Vocabulary Size Test, Computer Adaptive Test of Size and Strength and New General Service List Test. Based on the review of the four tests, it provides practical suggestions for choosing an appropriate test to assess the vocabulary knowledge of EFL learners in Vietnam as well as implications for building new vocabulary tests to meet the demand of English language teaching and learning practices as well as the research needs in the field of language education in Vietnam.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115625400","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 : 2022-09-21DOI: 10.25073/2588-1159/vnuer.4649
Nguyen Thi Huong Nhai
By reviewing previous studies on foreign lecturers and foreign lecturers management, this paper aims at exploring experiences in managing foreign lecturers from an international perspective, which can be applied to higher education institutions (HEIs) in Vietnam. These experiences are expected to attract more foreign lecturers and utilize them successfully, which in turn improves the quality of training, scientific research and international integration of HEIs in Vietnam. To accomplish these purposes, this study has used the method of reviewing documents related to foreign lecturers and managing foreign lecturers. The results of this article demonstrate increasingly important roles of foreign lecturers in HEIs, the diverse difficulties they encounter when working there, as well as various factors motivating them to come to these institutions. By summarizing the experiences of managing foreign lecturers in reviewing countries, the article proposes some policy suggestions and solutions for managing foreign lecturers in HEIs in Vietnam.
{"title":"Foreign Lecturers Management in Higher Education Institutions: International Experiences and Suggestions","authors":"Nguyen Thi Huong Nhai","doi":"10.25073/2588-1159/vnuer.4649","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4649","url":null,"abstract":"By reviewing previous studies on foreign lecturers and foreign lecturers management, this paper aims at exploring experiences in managing foreign lecturers from an international perspective, which can be applied to higher education institutions (HEIs) in Vietnam. These experiences are expected to attract more foreign lecturers and utilize them successfully, which in turn improves the quality of training, scientific research and international integration of HEIs in Vietnam. To accomplish these purposes, this study has used the method of reviewing documents related to foreign lecturers and managing foreign lecturers. The results of this article demonstrate increasingly important roles of foreign lecturers in HEIs, the diverse difficulties they encounter when working there, as well as various factors motivating them to come to these institutions. By summarizing the experiences of managing foreign lecturers in reviewing countries, the article proposes some policy suggestions and solutions for managing foreign lecturers in HEIs in Vietnam.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132626153","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 : 2022-09-06DOI: 10.25073/2588-1159/vnuer.4662
Nguyễn Thị Phương Vy, L. T. Hưng, N. Hoài, Nguyen Hoang Yen
The Covid 19 pandemic strongly impacted every aspect of life, including education. With technology support, Courses gradually shift to online or blended learning forms, including teaching and assessment activities. The current situation creates challenges for teachers and pedagogical students. Using the systematic review method, the article proposes a framework to evaluate the readiness of teachers to perform assessment activities in the digital context. Four factors are mentioned, including: i) Understanding of digital assessment; ii) Confidence in performing digital assessment skills; iii) Feeling in the digital assessment experience; and iv) Belief in the effectiveness of the digital assessment. Research on the components of digital assessment readiness contributes a basis for further studies on developing the tools to assess the readiness to use the digital assessment platforms for teachers and pedagogical students.
{"title":"Teacher's Readiness to Implement Digital Assessment Activities","authors":"Nguyễn Thị Phương Vy, L. T. Hưng, N. Hoài, Nguyen Hoang Yen","doi":"10.25073/2588-1159/vnuer.4662","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4662","url":null,"abstract":"The Covid 19 pandemic strongly impacted every aspect of life, including education. With technology support, Courses gradually shift to online or blended learning forms, including teaching and assessment activities. The current situation creates challenges for teachers and pedagogical students. Using the systematic review method, the article proposes a framework to evaluate the readiness of teachers to perform assessment activities in the digital context. Four factors are mentioned, including: i) Understanding of digital assessment; ii) Confidence in performing digital assessment skills; iii) Feeling in the digital assessment experience; and iv) Belief in the effectiveness of the digital assessment. Research on the components of digital assessment readiness contributes a basis for further studies on developing the tools to assess the readiness to use the digital assessment platforms for teachers and pedagogical students.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126535929","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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