Asian Journal of Educational Sciences

Exploring students’ English language learning strategies at Ho Chi Minh City University of Physical Education and Sports

Cam Quynh Truong, Thi Dieu Trang Huynh, Thi Minh Hien Tran

This study explores the language learning strategies employed by students at Ho Chi Minh City University of Physical Education and Sports, using both quantitative and qualitative approach grounded in Oxford’s (1990) Strategy Inventory for Language Learning (SILL). Data were initially collected by surveying 342 students, followed by in-depth interviews with 20 purposefully selected participants to gain a richer understanding of their strategy use. Thematic analysis revealed a strong preference for memory and metacognitive strategies, while cognitive and affective strategies were used less frequently. These findings offer concrete insights into how target students employ language learning strategies, with a particular preference for metacognitive and memory strategies due to limited study time and exam-focused instruction. Qualitative data further revealed that motivation, perceived language needs, and personal goals strongly influenced strategy use. Based on these findings, the study recommends incorporating strategy-based instruction into the curriculum, with a focus on raising awareness of practical strategies and linking them to students’ real-life goals. These results inform English language educators and curriculum developers in designing more context-sensitive and goal-oriented English programs for students in Vietnam’s physical education and sports specialized institutions.

Managing Experiential Activities for Primary School Students: A Literature Review in The Current Context of Educational Reform in Vietnam

Bao Tran Do, Xuan Tao Nguyen

This study aims to systematizetheoretical foundations, identify research gaps, and propose directions for further studies on experiential activity management in primary schools by applying theoretical methods. The findings indicate that most previous research has focused on the roles, contents, and forms of experiential activities, while research on the comprehensive management of these activities remains limited. The study suggests developing a more comprehensive and systematic management process for experiential activities in primary schools. At the same time, it also proposes strengthening digital technology applied and developing a competency framework to organize experiential activities at the school level, which would improve quality and efficiency of these activities in the current context of educational reform in Vietnam.

Assessing the effectiveness of diagnostic testing and formative feedback to address learning deficiencies in inorganic chemistry

Elmer A. Irene, Ruel H. Amascual

Learning deficiencies in inorganic chemistry remain a persistent challenge among pre-service science teachers, particularly in conceptually demanding topics that require both content mastery and higher-order thinking skills (HOTS). This study assessed the effectiveness of integrating diagnostic testing and formative feedback in addressing learning deficiencies among Bachelor of Secondary Education major in Science students enrolled in an introductory inorganic chemistry course. Guided by Cognitive Load Theory and Conceptual Change Theory, the study employed a one-group pretest-posttest action research design involving 66 students. A 35-item diagnostic pretest and parallel posttest were administered, while weekly diagnostic quizzes and formative feedback sessions were used to identify misconceptions and provide targeted instructional support. Results revealed significant improvements across all inorganic chemistry topics following the intervention (p < .001). The largest gains were observed in Coordination Compounds (14.24% to 90.30%) and Acids, Bases and Salts (26.97% to 93.94%). Higher-order thinking skills also improved substantially, increasing from 5.15% to 64.85%, although they remained lower than content-focused areas. Overall, students demonstrated marked gains in conceptual understanding and academic performance. The findings suggest that integrating diagnostic assessment with formative feedback is an effective strategy for identifying misconceptions, reducing learning deficiencies, and improving learning outcomes in inorganic chemistry. The study highlights the value of diagnostic-feedback cycles as an evidence-based instructional approach for strengthening content mastery and supporting the development of higher-order thinking skills among pre-service science teachers.