Vietnam Journal of Education

Challenges and Strategies in Managing Disruptive Behaviours: Insights from Vietnamese Novice EFL Teachers

Anh Thuc Nguyen — 2024-12-14

Classroom management is crucial in fostering positive interactions and minimising disruptions to support student learning. However, it is common for novice teachers to face significant challenges in managing disruptive behaviours due to limited training and experience, impacting their teaching effectiveness and job satisfaction. In Vietnam, these challenges are heightened by the new competency-based curricula and students' limited opportunities to use English outside the classroom, which can reduce learner engagement and increase disruptive behaviours. This study explores the perceptions and strategies of Vietnamese novice EFL teachers in managing disruptive behaviours in secondary school classrooms. Using a qualitative design, data were collected from 14 novice teachers in secondary schools across Vietnam through reflective journals and semi-structured interviews. The findings indicate that novice EFL teachers frequently encounter disruptive behaviours, such as lack of concentration, chatting, incomplete homework, and off-task activities, which can hinder their teaching effectiveness. Additionally, the surveyed teachers primarily relied on teacher-centred strategies to maintain control, occasionally adopting student-centred approaches and, in some cases, passive strategies. The findings suggest some implications for enhancing classroom management training to combine theoretical and practical application, while also increasing support from experienced teachers and school administrators. Such support could equip novice teachers with the tools necessary for effective classroom management in EFL settings.

English Majors’ Application of English Language Skills in Part-Time Jobs: A Quantitative Study

Nhung Thuy Thi Le — 2024-12-15

Working part-time while studying is common among Vietnamese university students, particularly English majors seeking both income and practical experience in a market with growing demand for proficient English speakers. This study examines how English majors apply their language skills in part-time jobs, focusing on the types of skills used, the frequency of their application, and the perceived benefits and challenges of using English in the workplace. Based on an online quantitative survey of 82 English majors at a university in Ho Chi Minh City, the findings reveal that the students utilized a wide range of English skills in their part-time jobs, varying usage by job context. The participants identified vital benefits, such as improved communication skills and enhanced employability, alongside challenges, including stress, competition, and navigating linguistic and cultural nuances. The study highlights the intricate relationship between academic training and real-world application, emphasizing the need for context-specific language education that bridges theoretical learning with workplace demands. It provides valuable insights into how part-time work can enhance students’ language proficiency and career readiness, offering a pathway to succeed in an increasingly globalized job market.

A Research Review on Curriculum for English Language Teacher Education: A Bibliometric Analysis from Scopus Database

Lien Hong Thi Do — 2024-12-13

The widespread influence of English as an international language in the age of globalization has brought about substantial transformations in English language teacher education (ELTE) curricula and spurred increased research on this subject. However, a comprehensive analysis of the research status of ELTE curricula is still absent. To address this gap, the current study employs bibliometric analysis, a method for exploring and analyzing large volumes of scientific data, to construct an intellectual structure of research on the topic. Using data retrieved from the Scopus Database, comprising 267 publications, the study involves bibliometric analyses such as citation, co-authorship, and keyword co-occurrence. The results indicate a noteworthy increase in research volume over the last five years, with a predominant presence of publications from the Global North in terms of geographical distribution. Additionally, the most cited works primarily focus on innovative pedagogical methods in ELTE. Notably, the study identifies 10 clusters of topics representing newly emerged themes in ELTE curricula research. The findings underscore the significance of investigating ELTE curricula, positioning it as a promising research area. Therefore, this study is recommended as a foundational resource for future researchers exploring related subjects.

Enhancing Teacher Professional Development through Project-Based Learning in Vietnamese Kindergartens

Kinh Thi Kieu — 2024-12-14

Project based learning (PBL) has been increasingly recognized as an effective approach to enhance teacher professional development, fostering innovative teaching practices and student-centered learning environments. This study investigates the integration of PBL in Vietnamese kindergartens and its influence on teacher professional development. Employing the new teacher professional development framework, the research initially conducted a questionnaire survey with 272 preschool teachers nationwide, followed by in-depth interviews with 11 teachers. The study examines the motivations behind PBL adoption, the implementation process, challenges encountered, and the effectiveness of PBL compared to traditional teaching methods. Through these data collection methods, the research reveals that PBL offers significant opportunities for professional growth and development, including enhanced pedagogical skills, increased student engagement, and a more learner-centered approach. Despite challenges such as limited resources and a lack of familiarity with PBL, teachers reported positive experiences and a willingness to continue integrating PBL into their classrooms.

Investigating the Effects of Different Distance Learning Modalities on Student Academic Performance in Technology Education Programs

Michael Calago — 2024-12-15

The rise of online distance learning has necessitated investigations into its effectiveness across various educational contexts. This study examines the academic performance of students enrolled in technology education programs across three distinct learning modalities: synchronous, asynchronous, and blended. The study aims to determine if significant differences in academic performance exist among these modalities and how they vary across different assessment types (formative, performance-based, and examination). Forty-five students were equally divided into three groups, each experiencing one of the learning modalities. A non-parametric Kruskal-Wallis test was employed to analyze the academic performance data. The results indicated significant differences in student performance across the three learning modalities, particularly in formative assessments where blended learning yielded significantly higher scores compared to synchronous and asynchronous modalities. The superior performance in the blended learning modality was consistent across performance-based tests and examinations. Notably, the highest academic performance was observed in the students who engaged in blended learning and were assessed through performance-based tests. Asynchronous learning consistently resulted in lower performance across all assessment types. These findings suggest that blended learning may be a more effective pedagogical approach in technology education, facilitating enhanced academic performance compared to purely synchronous or asynchronous online learning environments.

Book Review: “Factors Influencing the Research Productivity of Academics in Vietnam” by Dr. Nguyen Huu Quy (University of Foreign Language Studies - The University of Danang)

Ly Tran — 2024-12-14

Research is key to innovation and development of a country. Research is often a core component of a contemporary university, together with teaching and learning and services. Research productivity is also integral to university ranking and reputation.

What are the key enabling and inhibiting factors to the research productivity of academics?

This is a burning question that universities across different regions of the world are trying to answer.

Dr Nguyễn Hữu Quý’s book entitled Factors Influencing the Research Productivity of Academics in Vietnam, published by the Vietnam Education Publishing House addresses the above crucial question in the context of Vietnam.