An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam

Pham, Thinh Ngoc; Bui, Lien Thi Phuong

doi:10.1186/s40468-019-0091-x

Cited by 22 publications

(17 citation statements)

References 76 publications

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“…The results, obtained from CFA, were satisfactory: root mean square error of approximation = 0.045 < 0.060; standardized root mean square residual = 0.014 < 0.080; and Comparative Fit Index (CFI) = 0.996 < 0.950 [42,43]. The internal consistency (a = 0.865), CR (0.86), and AVE (0.47) of the unidimensional measurement of 4P-FCV-19S were satisfactory and within the threshold [44][45][46]. The responses of 4P-FCV-19S were recoded into "not afraid, " "moderately afraid, " and "severely afraid.…”

Section: Fearmentioning

confidence: 94%

Determinants of Generalized Anxiety, Depression, and Subjective Sleep Quality among University Students during COVID-19 Pandemic in Bangladesh

Shovo¹,

Ahammed²,

Khan³

et al. 2021

DSAHMJ

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The aim of this study was to determine the risk factors associated with generalized anxiety, depression, and subjective sleep quality among university students during the Coronavirus Disease 2019 (COVID-19) pandemic in Bangladesh. Data for this web-based cross-sectional study were collected from 1317 university students from 49 universities using a self-administered e-questionnaire in the last week of April 2020. Findings suggest that university students have been experiencing heightened generalized anxiety (51%), depression (45.9%), and poor subjective sleep quality (27.1%). Results also indicate that university students were severely frightened about COVID-19. The severity of fear and geographical locations were the key determinants in shaping the state of mind as well as subjective sleep quality of university students. It is, therefore, strongly recommended to initiate not only effective strategies to reduce the transmission of COVID-19 but also a strict monitoring mechanism to detect the presence of mental ailments among university students, and to offer necessary supports through family, community, and institutional agencies to curb psychological problems, especially during this unprecedented health emergency.

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Section: Fearmentioning

confidence: 94%

Determinants of Generalized Anxiety, Depression, and Subjective Sleep Quality among University Students during COVID-19 Pandemic in Bangladesh

Shovo¹,

Ahammed²,

Khan³

et al. 2021

DSAHMJ

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“…Confucian values, in relation to the form and content of education system in present-day Vietnam, have still remained clearly evident (Pham, 2010;Pham & Bui, 2019;Truong et al, 2017). The influence of Confucian values is found through the acquisition of information when students passively receive transmitted knowledge from their teachers and do not take initiatives in taking responsibilities for their own learning.…”

Section: Posits Thatmentioning

confidence: 99%

“…In an attempt to explore the effectiveness of online peer comments using Facebook, Ho et al (2020) find out that e-PF enhances the overall writing quality and might replace the existence of traditional paperbased feedback; however, details on how students develop their writing skills and which aspects of writing students make more improvements are not covered in the study. As Confucian intellectual content has been deeply embedded in the teaching and learning in Vietnam (Pham, 2010;Pham & Bui, 2019;Truong et al, 2017)-for example, the high social status of teachers still abundantly remains high and students prefer obeying what teachers impart without addressing questions, it is important to explore the benefits of e-PF in writing and the opportunities for reflective thinking under the influence of Confucian values.…”

Section: Introductionmentioning

confidence: 99%

Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context

et al. 2020

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Electronic peer feedback (e-PF) has offered a number of benefits to English as a foreign language (EFL) students’ academic writing competence and reflective thinking. However, little research has been conducted to examine whether e-PF can be incorporated in Confucian heritage culture (CHC) contexts. With a sample of 40 Vietnamese university students, the purpose of this study was threefold: (a) to explore whether e-PF improved students’ global and local features of EFL academic writing; (b) to investigate whether e-PF provoked students’ reflective thinking; and (c) to determine whether the two core principles of Confucian values, namely, the concept of face and power distance influenced the implementation of e-PF. Data were collected through pre- and post-questionnaires, e-PF content, and reflective logs. The qualitative and quantitative results showed that e-PF improved the quality of global and local writing aspects. Using e-PF also espoused both e-PF providers and receivers to develop reflective thinking by heightening their cognitive processes. Students were found to overcome the Confucian cultural barriers to get engaged in giving and receiving critique from their peers. The study, therefore, adds to the existing knowledge about the significance of e-PF in improving students’ writing skills and nurturing reflective thinking in CHC cultures.

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“…For example, the system that promoted scholars to state mandarins was thought to affect the national economy and society because it produced people who were good at letters and literature rather than administration (Ly, 2015). Some of the negative legacies of Confucianism influencing contemporary Vietnamese higher education have been "the lack of curriculum covering practical or technological skills, its looking down on manual work" (Pham & Fry, 2004, p. 201), and the overfocus on tests and examination Pham & Bui, 2019; T. T. Tran, 2013aTran, , 2013b; T. T. T. . The hierarchy between teachers and students, and seniors and juniors, together with face-saving practices, has restrained the critical contributions of the lower-powered towards higher-powered people, affecting the development of higher education (Tran, Tran, Nguyen, & Ngo, 2020).…”

Section: Political Domination and Its Effects On Vietnamese Higher Educationmentioning

confidence: 99%

“…First, service learning has been a response to the desire for higher education reform. To address the critiques that higher education curricula is too theory, content, and exam oriented Pham & Bui, 2019;T. T. Tran, 2013aT.…”

Section: Vietnamese Universitiesmentioning

confidence: 99%

Contextualising Service Learning for Vietnamese Higher Education

Nguyen¹

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The term ‘service learning’ has appeared on the horizon of Vietnamese higher education in the past few decades and is one among a wide range of pedagogical approaches that have been imported from the West. ‘Looking outward’ (Nguyen & Tran, 2017), especially to the West, is a legacy of long-lasting foreign domination that has shaped political and social changes in Viet Nam. Despite its Western roots, the service learning approach also appears to have accommodated Vietnamese ideological influences associated with creating a more capable workforce, fulfilling socialist responsibilities, and cultivating Confucian moral values. This form of experiential learning is expected to respond to the dreams of the nation by producing young graduates who possess the expertise and ethics to meet Ho Chi Minh’s socialist ideology ‘Vừa hồng, vừa chuyên’ (Both socialist-minded and professionally competent), who are better prepared for a modernised and globalised workforce. Driven by these ideologies, service learning has become increasingly popular in Vietnamese universities. Yet, despite the widespread adoption of the approach, the contextualisation of service learning is underexplored in academic research. This study aims to address the research gap by investigating the inception, challenges and opportunities, and implications for the growth and expansion of service learning in Vietnamese context. This multisite case study, which involved participants from four universities in Viet Nam, employed an interpretivist paradigm and Kuan-Hsing Chen’s (2010) Asia as Method as theoretical orientations. An interpretivist lens enabled an exploration of the subjective experiences of those who have been involved in service learning projects and the meanings they construct. Meanwhile, Asia as Method highlighted the specificity of the local context and offered a more radical edge to an interpretivist lens, particularly in terms of proposing changes to service learning in Vietnamese higher education. A reflexive thematic analysis (Braun & Clarke, 2019) of interview, document, and observation data revealed three distinguishing features of service learning in Vietnamese higher education: the importance of communities as a means for educational change, the challenges associated with navigating power relationships, and the significance of benevolence as moral value. My findings suggested important implications for policy development and service learning practices in Vietnamese higher education. In order to bridge the gap in literature on service learning in a socialist, communist, and Southeast Asian developing country, a framework for institutionalising service learning in Viet Nam is proposed, together with a set of tactics to support practitioners to sustain their service learning initiatives. I envisage that the framework will serve as a reference point for service learning initiatives in universities in the wider Asian region, particularly those with a Confucian heritage, ex-colonised territories, and developing countries.

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An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam

Cited by 22 publications

References 76 publications

Determinants of Generalized Anxiety, Depression, and Subjective Sleep Quality among University Students during COVID-19 Pandemic in Bangladesh

Determinants of Generalized Anxiety, Depression, and Subjective Sleep Quality among University Students during COVID-19 Pandemic in Bangladesh

Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context

Contextualising Service Learning for Vietnamese Higher Education

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