VNU Journal of Science: Education Research最新文献_第10页

Assessing Self-regulated Learning Skills of Teacher Education Students at VNU University of Education VNU师范大学师范生自主学习能力评估

VNU Journal of Science: Education Research Pub Date : 2022-02-18 DOI: 10.25073/2588-1159/vnuer.4593

L. Ha

{"title":"Assessing Self-regulated Learning Skills of Teacher Education Students at VNU University of Education","authors":"L. Ha","doi":"10.25073/2588-1159/vnuer.4593","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4593","url":null,"abstract":"This article present the output of a quantitative study on self-regulated learning (SRL) of pre-service teacher students at VNU University of Education. Based on a literature review of both theoritical and imperical researches on SRL, a conceptual framework of SRL has been defined for developing a students’self - assessing questionnaire on SRL skills. Data of 809 respondents, who were VNU University of Education’s pre-service teacher students, were analyzed for this report. The outputs of descriptive statistics showed that all the investigated SRL skills of the students were limited, with the average mean scores of four SRL strategies ran between 3 and 4 (within the 1-5 Likert scale). Among various SRL skills being surveyed, the students assessed themselves better in keeping efforts and being persistent in targeting their study goals. Meanwhiles, a considerable ratio of respondents was reported to be lack of independent learning skills such as setting goals and plans for their own study, self monitoring and regulating their learning techniques. Besides, the percentage of students with limited ambition and self-efficacy in studying was also noteworthy, which may become a warning for various stakeholders, especially the university’s lecturers, the student union and clubs to focus on appropriate solutions and activities to promote students’ SRL.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130486908","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}

引用次数: 0

English Learning Strategies of Economics-majored Students at Banking University of Ho Chi Minh City 胡志明市银行大学经济学专业学生的英语学习策略

VNU Journal of Science: Education Research Pub Date : 2022-01-14 DOI: 10.25073/2588-1159/vnuer.4582

Lưu Hớn Vũ, Le Quoc Tuan, T. P. Anh, Nguyen Thi Phuong Truc

引用次数: 0

Quality Culture and Internal Quality Assurance in Higher Education Institution 高等院校的质量文化与内部质量保证

VNU Journal of Science: Education Research Pub Date : 2021-12-28 DOI: 10.25073/2588-1159/vnuer.4614

Ta Thi Thu Hien, N. Hương

引用次数: 1

The effectiveness of Applied Behavior Analysis training program for intervention teachers in Vietnam 越南干预教师应用行为分析培训计划的成效

VNU Journal of Science: Education Research Pub Date : 2021-12-09 DOI: 10.25073/2588-1159/vnuer.4603

Tran Van Cong, Phuong Thi Tuyet Nguyen, Hue Thi Hoang

引用次数: 0

A Model for Successful Professional Learning Communities to Meet the Requirement of Vietnam Education Renovation 满足越南教育改革要求的成功专业学习社区模式

VNU Journal of Science: Education Research Pub Date : 2021-12-09 DOI: 10.25073/2588-1159/vnuer.4612

Pham Thi Thanh Hai, Doan Nguyen Linh, T. Kusakabe

引用次数: 0

Integrated Teaching Competency Framework for General Education Program: Suggestions and Recommendations for Natural Science Teachers 通识教育课程综合教学能力架构:对自然科学教师的建议与建议

VNU Journal of Science: Education Research Pub Date : 2021-11-30 DOI: 10.25073/2588-1159/vnuer.4609

Vu Thi Thu Hoai

{"title":"Integrated Teaching Competency Framework for General Education Program: Suggestions and Recommendations for Natural Science Teachers","authors":"Vu Thi Thu Hoai","doi":"10.25073/2588-1159/vnuer.4609","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4609","url":null,"abstract":"This article investigated the general structure of teaching competencies and integrated teaching competencies of natural science teachers in high school education, the actual situation of integrated teaching in Vietnam and some other countries in the world, and the designing of assessment templates to recognize difficulties of natural science teachers in integrated teaching. It is shown that natural science teachers are facing various challenges in integrated teaching: a lack of professional knowledge and skills in building integrated topics and teaching with this approach, problems in putting integrated teaching techniques into practice. On this foundation, the article presents a procedure for building an integrated teaching competency framework for natural science teachers, then proposes such a framework. This framework consists of 4 competencies and ten criteria with detailed indicators. Natural science teachers can use this framework to develop tools (checklists, rating scales, or questionnaires) to assess their integrated teaching quality and their “colleagues”, henceforth fostering their competencies as required by the General Education Program. \u0000 ","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127384638","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}

引用次数: 1

The Innovation of Bachelor Geographical Pedagogical Curriculum: an Approach from Geography General Education, 2018ter 2018 in Vietnam 基于地理通识教育的本科地理教学课程创新研究(2018ter - 2018

VNU Journal of Science: Education Research Pub Date : 2021-11-15 DOI: 10.25073/2588-1159/vnuer.4531

Hà Văn Thắng, Phạm Thị Bình

引用次数: 0

Educational Benefits of Kahoot! in Enhancing Skills: Investigating Students’ Perspectives Kahoot的教育效益!提高技能:调查学生的观点

VNU Journal of Science: Education Research Pub Date : 2021-11-10 DOI: 10.25073/2588-1159/vnuer.4558

Le Nguyen Ai Nhan, K. Trang, N. T. Quyen

{"title":"Educational Benefits of Kahoot! in Enhancing Skills: Investigating Students’ Perspectives","authors":"Le Nguyen Ai Nhan, K. Trang, N. T. Quyen","doi":"10.25073/2588-1159/vnuer.4558","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4558","url":null,"abstract":"This study focuses on exploring the contribution of Kahoot! to students’ skill enhancement. We set out to determine students’ perceived judgments on how much their skills have improved as a result of using Kahoot! inside classrooms. Deviating from several related research, we not only looked at the effects of playing Kahoot! games but also of creating Kahoot! games. Using a survey that takes Bloom’s taxonomy as its theoretical foundations, we elicited judgments from 95 university freshmen, sophomores, and juniors. Students’ self-reports were analyzed using a series of one-way repeated measures ANOVA, which reveals a number of interesting results. First, students reported significant skill improvement when they played Kahoot! during class and even more so when they themselves were involved in the creation of Kahoot! games. Second, not all of the examined skills are subject to the same degree of improvements, leaving some room for educators to ponder how they can use gamification to effectively develop students’ comprehensive skill set. Thirdly, freshmen and juniors reported the highest amount of skill improvements, indicating that certain game-based applications might be helpful for only certain groups of students. Taken together, we suggest that Kahoot! games can be utilized in classrooms for both knowledge enhancement and effective skill improvement.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114668486","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}

引用次数: 1

Enhancing the Employability of Students Undertaking English Language and Linguistics Programs in Vietnam 提高越南英语语言和语言学专业学生的就业能力

VNU Journal of Science: Education Research Pub Date : 2021-11-10 DOI: 10.25073/2588-1159/vnuer.4588

Huy Cuong Pham

{"title":"Enhancing the Employability of Students Undertaking English Language and Linguistics Programs in Vietnam","authors":"Huy Cuong Pham","doi":"10.25073/2588-1159/vnuer.4588","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4588","url":null,"abstract":"This study addresses the development of employability skills among English-major graduates to facilitate their transition from university to the workplace. Contemporary research has pinpointed that universities fail to sufficiently prepare their students in terms of professional knowledge and work-related skills. There is also a mismatch between the focus of academic programs and the demands and requirements from potential employers regarding graduates’ performance. Drawing on the document analysis and simple descriptive statistics of the undergraduate English language/linguistics program descriptions of six distinct universities located across Vietnam, this study aims to explore the extent to which English-major students are empowered with employability skills and provide recommendations for promoting these skills. Findings show that there is a substantial shift in reconsidering the imbalance between theoretical and practical components in the program design. The programs also exhibit certain degrees of preparation for students’ employability through the curricular integration of generic skills such as critical thinking, public speaking, presentation skills, communication skills and research skills. This study reiterates the significance of promoting work-related skills and strengthening university-industry partnerships in designing academic programs and providing English-major students with hands-on experience.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"CE-29 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114122474","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}

引用次数: 2

Impacts of Total Physical Response on Young Learners’ Vocabulary Ability 全身反应对幼儿词汇能力的影响

VNU Journal of Science: Education Research Pub Date : 2021-11-10 DOI: 10.25073/2588-1159/vnuer.4573

Nguyen Trung Cang, Le Thi Quynh Diem, Le Quang Thien

{"title":"Impacts of Total Physical Response on Young Learners’ Vocabulary Ability","authors":"Nguyen Trung Cang, Le Thi Quynh Diem, Le Quang Thien","doi":"10.25073/2588-1159/vnuer.4573","DOIUrl":"https://doi.org/10.25073/2588-1159/vnuer.4573","url":null,"abstract":"This study aimed to investigate the impacts of total physical response (TPR) method on the fourth graders’ vocabulary ability and their perceptions toward this method. This study was conducted at Luong The Vinh Primary school. There were 30 students participating in this study and they were divided into two groups: 15 students in experimental group (EG) and 15 students in control group (CG). The students in the experimental group were taught with TPR while students in the control one with grammar translation method. A mixed method was employed consisting of quantitative and qualitative approaches. Qualitative data were from the interviews to get feedback of students’ perception and advantages and disadvantages they faced when TPR was implemented in teaching vocabulary in their classroom. Quantitative data were from the questionnaire, scores of the pretest and posttest to check the impact of TPR on students’ vocabulary ability. The study revealed that the EG had better vocabulary learning ability than the CG. They not only remembered vocabulary better but also understood the meaning of the words more easily. It also showed that students had positive perceptions in learning vocabulary through TPR. In addition, the result from the interviews also revealed a limitation that it was sometimes not suitable especially for some outstanding students in the class. The results shed light on the impact of TPR on young learners’ vocabulary ability and perceptions toward TPR and provide some valuable features for further research studies that relate to TPR method in teaching vocabulary for young learners.","PeriodicalId":111674,"journal":{"name":"VNU Journal of Science: Education Research","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130110305","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}

引用次数: 0