Encouraging students to foster the learning styles and supporting them to strive with the challenges in education are responsibilities of teachers, especially in higher education where students are expected to master their current and... more
Encouraging students to foster the learning styles and supporting them to strive with the challenges in education are responsibilities of teachers, especially in higher education where students are expected to master their current and lifelong learning. The study, therefore, investigates the impact of teacher feedback on student meta-cognition and explores the link between student achievements and their cognitive skills through a research done on 440 Vietnamese students from 40 universities and colleges in Vietnam. The findings show that only monitoring strongly affect the students' academic achievement, meanwhile teacher feedback has no direct impact on the students' results.
This poster summarises a study into how Vietnamese students apply critical thinking when studying in the UK. The participants were all Vietnamese students at one UK university. This study was a qualitative longitudinal study involving... more
This poster summarises a study into how Vietnamese students apply critical thinking when studying in the UK. The participants were all Vietnamese students at one UK university. This study was a qualitative longitudinal study involving successive focus groups three months apart. In these, the participants were asked to share their critical thinking experiences in Vietnam and discuss how they used this understanding in the UK. They also shared their personal experiences of the difficulties of studying here and how they overcame them. These students also gave very insightful suggestions to the university for improving teaching methods in the future. We discovered that it is simplistic to see Western teaching styles as more universally discursive than in Vietnam. We also discovered that lecturers are valued as sources of validation of students' knowledge and facilitators of discussions as much or more than presenters of knowledge. The participants informed us that discursive activities and written tasks facilitated critical thinking and that more interactive sessions based on and focused on prompts were greatly appreciated.
Acknowledgements are a widely used genre in academic discourse to express gratitude towards various types of assistance and contribution of individuals and institutions, and they have been reported to be contextually and culturally... more
Acknowledgements are a widely used genre in academic discourse to express gratitude towards various types of assistance and contribution of individuals and institutions, and they have been reported to be contextually and culturally interwoven. Despite a number of acknowledgement studies in various settings, little is known of how these texts are composed by EFL writers in Vietnam and whether or not the culture has any influence on the composition of acknowledgements as reported in previous studies of acknowledgements. Following Hyland's (2004) and Hyland and Tse's (2004) frameworks, this study investigates the generic structures and linguistic elements of acknowledgements in 202 TESOL master's theses written by Vietnamese postgraduates. The findings were compared with those in the literature to explore cross-cultural variations in acknowledgement writing. Semi-structured interviews were also conducted with actual thesis writers. The results revealed that these writers generally followed Hyland's (2004) three-tier structure of writing thesis acknowledgements, but they were frank and less reserved in expressing their gratitude than their Chinese-speaking counterparts. Moreover, socio-cultural expectations, personal dispositions, and individual writing styles mainly affected their move constructions, inclusions of acknowledgees and linguistic choices.
การศึกษาและทำความเข้าใจถึงตัวตน (self) และการปรับตัวของนิสิต นักศึกษาชาวต่างชาติในประเทศไทยถือเป็นสิ่งที่สำคัญยิ่งต่อการพัฒนาและการเปลี่ยนแปลงของสถาบันการศึกษาของไทยสำหรับการเข้าสู่ประชาคมอาเซียน... more
Studying and understanding of self and adaptation of foreign students in Thailand is significant to develop and change Thailand’s education in ASEAN participation. Thus, this article aims to study about self of Vietnamese students in Burapha University, and self-expression and adaptation of Vietnamese students after they reached into the new environment in Burapha University. Both of purposes use the framework of symbolic interaction to explain the self of Vietnamese students in Burapha University. Besides, the article found that Vietnamese students had relationship in their particular group. It was appeared 2 groups of their selves; firstly, self-expression in Vietnamese students’ group in which difference of areas and taste of each person. Then, they moved to the new environment, so they combined to a unique group under “Nationalitiness” contribute and rely on each other. Secondly, self-expression of social self emerged from interaction between Vietnamese students and other groups. The expression of Vietnamese students’ selves base on nationalitiness and certain group through symbolic system such as clothing, language, and group’s combination. Finally, Vietnamese students adapted themselves following the environments, interaction to others, and times.
The study was conducted to explore challenges Vietnamese postgraduate students were confronted with during their intercultural adaptation process in Taiwan. The participants (N = 28) were administered an open-ended questionnaire, probing... more
The study was conducted to explore challenges Vietnamese postgraduate students were confronted with during their intercultural adaptation process in Taiwan. The participants (N = 28) were administered an open-ended questionnaire, probing into different aspects of their intercultural adjustment, namely academic, psychological and sociocultural issues. Findings indicated regarding academic life, the sojourn students encountered language barriers (both in English and Chinese), new pedagogical approach, examination and publication pressure. Other adjustment problems involved daily communication with the local, unfamiliar diet, homesickness, perceived discrimination, and few activities for international students. Implications for relevant stakeholders were discussed.
A győri székhelyű Közlekedési és Távközlési Főiskolát (KTMF) 1968-ban alapították. Az első években Budapesten és Szegeden is működtek oktatási egységek, amelyek négy ütemben települtek a székhelyre. 1977-re a teljes főiskola Győrben... more
A győri székhelyű Közlekedési és Távközlési Főiskolát (KTMF) 1968-ban
alapították. Az első években Budapesten és Szegeden is működtek oktatási egységek,
amelyek négy ütemben települtek a székhelyre. 1977-re a teljes főiskola Győrben költözött. Előadásomban azt vizsgálom milyen lehetőségei voltak a szocialista
államberendezkedésben egy frissen alakult, formálódó főiskolának a nemzetközi
kapcsolatok terén? Milyen szocialista országokban működő intézményekkel keresték a
kapcsolatokat, ezek milyen formában nyilvánultak meg? Mennyire volt intenzív a kapcsolat? Nyugati viszonylatban milyen lehetőségekkel rendelkezett az intézmény?
Forrásként elsősorban a főiskola Főigazgatói Hivatalának iktatott iratait használtam,
másodsorban a főiskolai évkönyveket, intézménytörténeteket.
A KTMF indulásakor nemzetközi kapcsolatok szempontjából főként az akkori szocialista tábor, illetve a harmadik világ országai jöhettek szóba. Az első évek anyagának feldolgozása alapján főként az egykori Német Demokratikus Köztársaság irányába kerestek kapcsolatokat a főiskola vezetői. Kevésbé voltak intenzívek a kapcsolatok a Szovjetunió vonatkozásában. A kapitalista nyugatra elsősorban szakmai vásárokra, konferenciákra jutott el néhány oktató.
Ezek a korai kapcsolatok elsősorban mérnökszakmai és oktatásmódszertani eredményeket hoztak és későbbi tudományos együttműködések alapjait teremtették meg.
Books are the invaluable, colossal storage of mankind’s immense scholarship and are still commonly perceived as a more reliable source of knowledge even in this age of digitized information. Extensive reading is often promoted as being... more
Books are the invaluable, colossal storage of mankind’s immense scholarship and are still commonly perceived as a more reliable source of knowledge even in this age of digitized information. Extensive reading is often promoted as being vital to cognitive development, especially for students in primary and secondary education. While it could now be considered common knowledge that reading is highly beneficial, reading habits vary among individuals in the same culture and receiving the same public education. This could be due to demographic variations and differences in socioeconomic status, or other factors such as family background and education. Despite the ample literature on reading habits, there still exists a lack of holistic approach with empirical results concerning the reciprocal interactions of reading and its relevant affecting factors. This data article presents a dataset of 1676 responses to the survey “Studying reading habits and preferences” of junior high school stude...
Writing in English is difficult for multilingual learners, and this is not an exception for Vietnamese students who learnt English as-a-foreign-language (EFL). However, few studies have been conducted on how these learners learnt this... more
Writing in English is difficult for multilingual learners, and this is not an exception for Vietnamese students who learnt English as-a-foreign-language (EFL). However, few studies have been conducted on how these learners learnt this skill at their up-secondary schools (U-SS). This study thus plans to explore how 335 Vietnamese students at a U-SS perceived the importance of EFL writing, how they learnt it and what difficulties and expectations/suggestions they had in making the learning of this skill effectively. Employing a 5-point Likert-scale survey, open-ended questions and a focus-group interview, the study found these learners' awareness of the significance of this skill for their future betterment. Moreover, similar to students in other EFL settings, these students learnt this skill for learning other language skills, and their teachers did not have enough time to teach and provide feedback on their writing. However, their positive attitudes and how to learn this skill were greatly influenced by their teachers and educational conditions. These findings are therefore expected to shed more light on learners' perspectives in learning EFL writing at the U-SS level so that relevant support can be provided to help the learning of this skill in Vietnam and in similar EFL contexts.
This article examines the language practices of Vietnamese students in Taiwan in relation to their social connectedness across different contact zones. Data were obtained from interviews with Vietnamese students of English-medium... more
This article examines the language practices of Vietnamese students in Taiwan in relation to their social connectedness across different contact zones. Data were obtained from interviews with Vietnamese students of English-medium programmes in Taiwanese universities. Findings suggest that the students, in managing their English and Chinese in interactions with people of diverse language backgrounds, shaped their social imaginary of their position in relation to these people. It is observed that proficiency in Chinese was significant for them to establish their connectedness with local people and the host society. Implications for better assisting international students in non-Anglophone countries are then suggested.
