Learning Strategies and Teaching Methods in Thai and Vietnamese Universities

Abstract

The main purpose of this research is to investigate language learning strategy use of Vietnamese and Thai university students using Oxford's Strategy Inventory for Language Learning (SILL). One main objective of the research was to compare different six aspects of language learning strategies (memory, cognitive, compensation, metacognitive, affective, and social) between Thai and Vietnamese students. The main research question was to learn about learning strategies Thai and Vietnamese university students used. The data of research were collected from 116 English major Thai university students and 174 English major Vietnamese students, using the SILL developed by Oxford (1990) as the instrument and interviews from 16 lecturers from Vietnam and Thailand. The findings revealed statistically significant differences in memory, cognitive, affective, and social strategies between Thai and Vietnamese students. The interview data were used to gain insight into the findings of the questionnaires. The findings of the research can be beneficial to teachers and educators who are involved in the education of both countries, providing better understanding of different aspects of language learning strategies used in learning English.

Organizing activities for students of chemistry pedagogy to research according to the CDIO approach in Vietnam

“…Vietnam has made significant improvements to its educational system in order to satisfy the demands of an expanding economy and a society that is becoming increasingly based on knowledge (Albright, 2022). Out of all the approaches being tested and used in Vietnam's universities for chemistry education, the CDIO approach has shown to have especially promising potential (Tieocharoen & Rimkeeratikul, 2019). The fundamental science of chemistry is vital to a wide range of disciplines including environmental science, materials science, pharmaceuticals and many more.…”

“…Vietnam's educational sector is undergoing major reforms to meet the needs of a developing economy and a knowledge-based society (Albright, 2022). The CDIO approach is promising in chemistry pedagogy at Vietnamese universities (Tieocharoen & Rimkeeratikul, 2019). Chemical science is essential to pharmaceuticals, environmental science and materials technology.…”