Vietnam Journal of Education

A Scoping Review on Psychological Capital and Its Impact on Academic Outcomes

2025-06-24T12:56:45+00:00

Psychological Capital (PsyCap) is an emerging construct in positive psychology that has garnered significant attention in organizational and academic contexts. While extensively studied in workplace settings, PsyCap’s relevance in academic environments is increasingly recognized, as it influences students’ motivation, engagement, and academic success. This literature review synthesizes the conceptual framework of PsyCap, its components, antecedents, and consequences, and examines its impact on academic outcomes through a review of related empirical studies. Studies in the Scopus database were searched, and a total of 16 studies were included in this review. Drawing on studies employing cross-sectional and longitudinal designs, the review highlights PsyCap’s function as a mediator, direct predictor, and occasional moderator in linking psychosocial factors (e.g., teacher-student relationships, parent-child relationships, positive emotions, school climate, personality traits) to academic outcomes, typically measured by grade point average (GPA) or cumulative grade point average (CGPA). Grounded in theoretical frameworks such as Self-Determination Theory, Broaden-and-Build Theory, and Conservation of Resources Theory, the findings confirm PsyCap’s capacity to translate supportive environments into enhanced performance while mitigating challenges like stress and burnout. Theoretical implications extend PsyCap frameworks to educational contexts, while practical recommendations advocate for PsyCap-focused interventions, supportive relationships, and positive school climates. Policy implications emphasize curriculum integration and teacher training. Future research should prioritize longitudinal designs, diverse samples, and multi-method approaches to enhance causal inferences and applicability, reinforcing PsyCap’s transformative potential in optimizing student success.

A Journey of Method and Mindset: Embracing Qualitative Research in Education

2025-03-27T02:06:38+00:00

This editorial introduces the Special Issue “Qualitative Journeys: Reflecting on Educational Research and New Horizons,” which brings together seven original articles that showcase the richness and relevance of qualitative inquiry in educational research, particularly in the Vietnamese context. The paper traces the historical development and global expansion of qualitative research, advocating for its reimagining as not just a methodological approach but a mindset - one that embraces complexity, context, and the lived experiences of educational actors. Despite its marginalization in policy and research environments dominated by quantitative paradigms, qualitative inquiry is receiving growing attention from Vietnamese researchers. The seven contributions are organized into three thematic strands: (1) theoretical advancement in qualitative methodology, including explorations of autoethnography and design-based research; (2) reflective accounts of conducting qualitative research, such as narrative inquiry and personal research journeys; and (3) contextual applications and emerging practices, ranging from digital storytelling and naturalistic inquiry to teaching qualitative methods in quantitatively oriented doctoral programmes. Collectively, these papers offer methodological insights, practical guidance, and critical reflections that aim to support a broader, more diverse engagement with qualitative research in education.

Applying Cognitive Linguistics to Enhance Vietnamese English-Major Undergraduates’ Learning of English Modal Verbs

2025-03-05T09:34:57+00:00

English modal verbs (EMV) have long been regarded as a challenge for English as a Foreign Language (EFL) learners, partly due to the widely used conventional speech act teaching method. The Cognitive Linguistics approach, which is believed to offer a more systematic explanation of English modals, has been introduced and applied to the teaching of English modal verbs in various international contexts. In this study, the researchers aim to investigate the perceptions and attitudes of Vietnamese EFL learners toward the application of Cognitive Linguistics at the tertiary education level, and whether this approach can improve their performance in using modal verbs through a Cognitive Linguistics intervention. To achieve the research objectives, two tests (pretest and post-test), questionnaires, and semi-structured interviews were conducted with 18 Vietnamese English-major undergraduates. Analyzed using SPSS 26, the research findings revealed a significant improvement in the students’ performance in using English modals following the intervention. Additionally, the participants reported that the systematic explanation of modal verbs enhanced their ability to distinguish between social and logical functions of EMV more effectively than traditional methods. Ultimately, this study provides valuable insights into the perception of modal verbs among Vietnamese EFL learners, with implications for English language teaching and curriculum design.

Transforming TESOL Practices through Cognitive Psychology: A Collaborative Action Research Study on Working Memory and Growth Mindset

2025-03-05T08:50:09+00:00

The current collaborative action research investigates the application of cognitive psychology principles in enhancing language learning in secondary English classrooms. It emphasizes how teachers, with a better understanding of cognitive processes, can implement strategies informed by cognitive psychology to improve student learning outcomes. Focusing on a single teacher and a cohort of secondary school learners in Grade 7 over the course of one semester, the study integrates action research in promoting teacher critical reflection. Cognitive and educational psychology principles are translated into practical strategies related to course planning, syllabi, lead-in activities, feedback, and learning-focused assessments. The findings suggest that teacher understanding about cognitive and educational psychological factors such as attention, working memory and growth mindset can play a critical role in enhancing language learning. For students, these strategies lead to improved engagement, greater agency and test anxiety alleviation. For the teacher, a deeper understanding of cognitive principles provides greater control over the teaching process and facilitates the development of effective teaching strategies. This research underscores the critical and practical role of collaborations between researchers and TESOL practitioners in comprehending cognitive factors to effectively implement learner-centered teaching methods and activities, thereby cultivating a highly responsive and impactful learning environment.

An Investigation into the Application of Artificial Intelligence for Language Teaching and Learning in Vietnam

2025-06-23T01:33:08+00:00

This study investigates teachers and students’ usage of artificial intelligence (AI) in language teaching and learning in Vietnam. Descriptive, correlational, and linear regression analyses are utilised to explore and compare perspectives of about 200 teachers and 700 students from eight universities in Vietnam on the usefulness of using AI in their teaching and learning of foreign languages. The findings show that there are very few differences in the views of both groups on the issue and that AI tools’ use for testing has the strongest impacts on language teaching and learning. However, teachers and learners’ AI competencies do not have any impact on their perceived usefulness of AI-powered tools. The study results are significant in the country’s discussion on how to use AI effectively for education in general and for language teaching and learning in particular.

The Role of Nonverbal Communication in Enhancing Reading Comprehension for EFL Students in Vietnamese Classrooms

2025-05-08T03:29:16+00:00

Nonverbal communication, including gestures, facial expressions, eye contact, and body movements, serves as a valuable tool in English as a Foreign Language classrooms by reinforcing language comprehension and fostering an engaging learning environment. This study explores the role of nonverbal communication in enhancing reading comprehension among Vietnamese students learning English as a Foreign Language. A mixed-methods approach is employed, incorporating both quantitative and qualitative data gathered through observations and student questionnaires in the English as a Foreign Language classroom setting at a Vietnamese university. The findings indicate that gestures and facial expressions are particularly effective in aiding vocabulary comprehension and interpreting the emotional tone of reading material. Eye contact and body movements contributed significantly to maintaining focus and creating a supportive atmosphere that encourages student participation. These insights suggest that integrating nonverbal communication strategies into reading instruction can make language more accessible and relatable, enhancing students’ comprehension and engagement. This study underscores the importance of nonverbal cues in English as a Foreign Language pedagogy and offers recommendations for further research on nonverbal communication’s role across different language learning skills.