In the 21st century, evaluation in education has been paid great attention and the evaluation models in education which were created in the 20th century have been further developed and widely applied in educational evaluation. The paper provides readers with comprehensive discussions on the four well-known evaluation models in education: Tyler’s objective model, Stake’s responsive model, Scriven’s goal free model and Stufebeam’s CIPP model. These models have a long history and have been thoroughly developed over time. The application of these four models is found in many felds of evaluation, but mostly in educational program evaluation. In order to help educational evaluators have better and deeper understandings of the four models, the paper presents the nature of the models, the characteristics of the models, as well as discusses strengths and weaknesses of each model.

Background and Purpose: Early 21st century saw great changes in all fields of life due to the COVID-19 pandemic. Education worldwide has to suffer from many difficulties when schools are forced to close down for safety. In Vietnam, online teaching has been applied in most of cities and provinces where COVID-19 pandemic has been serious. The implementation of remote teaching in a large quantity of schools was first seen in 2021. However, not many studies have been found on massive immediate online teaching. Due to the fact that a thorough understanding of online teaching in English language teaching is necessary for better online teaching to be delivered in the near future, this study aims to investigate English teachers’ attitudes towards online teaching and their challenges.   Methodology: This study was designed as a qualitative case study. Nine English teachers from the primary schools and high schools were invited to participate in the semi-interviews. The research instrument used was the in-depth interviews, in which the questions were adapted from the previous studies. Data were generated using codes and analysed in themes.   Findings: The findings revealed that COVID-19 is the main factor forcing English teachers to equip themselves with knowledge and skills for online teaching. It was found that English teachers in Vietnam were reluctant to conduct remote language teaching due to the lack of knowledge and skills of integrating technology in education, facilities, teaching condition, and parents’ interference.   Contributions: The study concludes that English teachers in Vietnam experience hardship with the remote teaching and their challenges. With such understanding, it is suggested that instant support for teachers and continuous training should be provided to reduce the hardship and improve teachers’ skills in conducting online teaching.   Keywords: English teaching, online teaching, teachers’ attitude, teacher training, educational technology.   Cite as: Vo, T. K. A. (2022). English teachers’ attitude and challenges in facing immediate online teaching: A case study in Vietnam. Journal of Nusantara Studies, 7(2), 495-511. http://dx.doi.org/10.24200/jonus.vol7iss2pp495-511

The study investigated the effectiveness of Action Research Course, one of the five component courses of the in-service English teacher training program implemented by National Foreign Language 2020 Project in Vietnam. The primary purpose of the course is to help in-service teachers of English develop the ability to do action research in their teaching context. How effective the course is, what alternative strategies can be used for the implementation of the course, what problems prevent the course from meeting the need of the course’s participants, and what improvements should be made were examined in this study. The evaluation on the implementation of the Action Research applies Context, Input, Process and Product (CIPP) model, which is developed by Stuffflebeam to assess strengths and weaknesses of the course for accountability and improvement. A total of 30 in-service teachers of English were interviewed and course documents were reviewed to generate data. Data analysis reveals that the course is effective to develop in-service teachers’ ability to do action research though improvements should be made to textbook and practice session of the course.Keywords: Action research, CIPP model, evaluation, in-service teacher training, The National Foreign Language 2020 projectCite as: Anh, V.T.K. (2017). Evaluating the implementation of Action Research Course in an in-service teacher training program in Vietnam. Journal of Nusantara Studies, 2(2), 88-97.

Objective: The aim of this paper was to describe work motivation of medical staffs and analyze some related factors. Materials and methods: The study was conducted in internal medicine departments of Kien Giang General Hospital on 384 subjects. Results and Discussion: Regarding the work motivation of medical staffs, the percentage of health workers with good motivation at work accounts for a fairly high rate of 72.9%. The highest achievement aspiration score (average 4.03 points versus maximum 5 points) the lowest was the motivation from recognition of achievement (3.76 points on average).The proportion of good comments about management and supervision factors of medical staff were lowest while satisfaction with management regime and remuneration policy is highest (53.4% and 81.2% respectively).In terms of some related factors to the work motivation of medical staff, positive attitude towards the prevention of the COVID-19 epidemic, good work motivation was 82.2% higher than that of the group of employees who werestill afraid of the disease: 69.6% (OR=2.01; p<0.05).The group that was satisfied with their personal income, the rate of good work motivation was significantly higher than the group of unsatisfied employees (OR= 3.11; p<0.001). Doctors had a higher percentage of good motivation than groups of nurses and technicians (OR = 3.03; p < 0.001). The group that was satisfied with the working conditions had a higher rate of good work motivation than those who were not satisfied with the working conditions (OR=6.59; p<0.001). The group that is satisfied with the management regime and policies, the rate of good work motivation is much higher than the unsatisfied group of employees (OR=17.92; p<0.001). The group with a positive attitude (supporting) work management and supervision had significantly higher rate of good work motivation than the group of employees with a negative attitude (OR=7.57; p< 0.001). Conclusion: The percentage of employees with good work motivation was quite high. The factors related to the strongest work motivation were meeting personal aspirations and interests, the responsibility for work and acceptance of the hospital’s management regime. The epidemic has affected the work motivation of medical staff (at the onset of the COVID-19 epidemic). Bangladesh Journal of Medical Science Vol. 22 No. 01 January’23 Page : 121-127

COVID-19 pandemic has been widely spread to most countries in the world and its sudden appearance has seriously impacted the global education. The paper presents findings of a case study which investigated how English teachers responded to the new teaching context in the centre of Vietnam. How ready they were to deal with the abrupt switch from normal teaching to online teaching was presented in the article. The research employed the mixed method with a survey and in-depth interviews as the main instruments. Teachers of English from primary schools to high schools in the centre of Vietnam were invited for the survey. As revealed from the survey, these teachers of English were not well-prepared for sudden online teaching and the level of readiness varied according to the school levels. It is, therefore, recommended that teachers of English should update themselves with strategies used in online teaching, IT skills through training and self-study.