Dong Thap University Journal Science - 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 an equivalent posttest were administered to measure students' learning gains. Over the intervention, weekly diagnostic quizzes were conducted to identify students' misconceptions and learning difficulties, and the results were used to provide formative feedback and 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.

An Investigation into The Implementation of An English Language Preparation Program for Preschool Children in Kindergartens in Cao Lanh Ward, Dong Thap Province

Anh Nguyet Le

This study examines the implementation of an English Language Preparation program for preschool children in kindergartens in Cao Lanh Ward, Vietnam. Using a descriptive survey design, data were collected from 32 preschool administrators, 70 teachers, and 143 parents through structured questionnaires. Quantitative data were analyzed using descriptive statistics, while qualitative responses were organized into broad thematic categories. The study explores stakeholders’ perceptions of program implementation, supporting conditions, and perceived challenges. The findings indicate that the program has been implemented for a considerable period in most kindergartens and is delivered with a consistent time allocation. Stakeholders generally expressed positive attitudes toward early English exposure, particularly regarding its role in fostering children's interest, enjoyment, and social interaction. Parents also reported high levels of children's enthusiasm and spontaneous use of English at home. Despite these positive perceptions, several persistent challenges were identified, including shortages of qualified teaching staff, inadequate facilities and instructional materials, and limited opportunities for teachers’ professional development, particularly in developmentally appropriate pedagogy and assessment practices. However, these findings should be interpreted with caution, as stakeholders’ perceptions do not provide direct evidence of instructional quality, program effectiveness, or children's English language development. The findings suggest that although the program has received broad stakeholder support, its long-term quality and sustainability depend on stronger institutional support, targeted professional development for teachers, and enhanced collaboration between schools and families.

Comparing Learners’ Perceptions of AI-Enabled Writing Feedback and Human Teacher Feedback in IELTS Writing Preparation

Quoc Khanh Nguyen

This study investigated International English Language Testing System (IELTS) Writing learners’ perceptions of AI-enabled writing feedback and human teacher feedback in relation to perceived writing improvement, IELTS Writing areas, and trust. Using an explanatory sequential mixed-methods design, questionnaire data were collected from 130 learners at a private IELTS teaching center in Ho Chi Minh City, Vietnam, and follow-up interviews were conducted with eight purposively selected participants. The questionnaire used a paired-source structure, enabling learners to evaluate AI feedback and human teacher feedback across parallel IELTS Writing dimensions. Quantitative data were analyzed in RStudio through reliability analysis, descriptive statistics, paired-samples t-tests, and Cohen’s dz, while interview data were analyzed in QualCoder using hybrid deductive–inductive thematic analysis. The findings showed no significant difference between AI feedback and human teacher feedback in overall perceived writing improvement. However, AI feedback was rated higher for grammar correction, vocabulary improvement, and revision speed, whereas human teacher feedback was rated higher for coherence and cohesion, task response, idea development, and trust. The integrated findings indicate differentiated, task-sensitive perceptions of the two feedback sources and perceived complementarity in how some learners combined them, although the study did not evaluate objective writing outcomes.

Perspectives of Administrators and Teachers on Factors Affecting STEM Professional Development Management in Primary Schools in the Mekong Delta

Thi Mai Huong Vu, Van Ngoan Trinh, Tuan Khanh Vo

This study examined administrators’ and teachers’ perceptions of the factors affecting the management of professional development for primary school teachers’ STEM teaching competencies in the Mekong Delta, Vietnam. The paper reports the quantitative phase of a mixed-methods study and employed a cross-sectional survey of 1,100 participants, including 350 school administrators and 750 primary school teachers. The 64-item instrument covered eight factor groups: teachers’ competencies, awareness, and attitudes; administrators’ management capacity and commitment; facilities and technological infrastructure; organizational culture and coordination mechanisms; education policies; support from teacher education institutions and experts; parents, communities, and local authorities; and international integration, digital transformation, Industry 4.0, and artificial intelligence. The scales demonstrated acceptable reliability, with Cronbach’s alpha coefficients ranging from 0.751 to 0.772. Data were analyzed using descriptive statistics and independent-samples t-tests. The findings indicated that all eight factor groups were perceived to exert a high level of influence, with overall mean scores ranging narrowly from 3.77 to 3.78. Nevertheless, administrators consistently reported substantially higher ratings than teachers: factor-level means ranged from 4.35 to 4.38 among administrators, compared with 3.49 to 3.50 among teachers. Areas of shared concern included a weak culture of professional knowledge sharing, limited inspirational leadership, insufficient safety conditions for STEM practice, restricted decentralization, inadequate post-professional-development expert support, and unstable school-community collaboration. The study recommends need-based management, stronger instructional leadership, professional learning communities, sustained follow-up support, and regional partnership networks to enhance the effectiveness of STEM teacher professional development in primary schools.

Bridging the Mission–Implementation Gap: Evidence from a Public Law University in Vietnam

Phuoc Son Le

Mission, vision, educational philosophy, and core values (MVPG) are important components of strategic governance in higher education institutions. However, many universities encounter challenges in translating these institutional commitments into governance practices. This study examines the MVPG operationalisation at a public specialized law university in Vietnam (hereafter referred to as the Law University). A qualitative case study design was employed using documentary analysis of six external evaluation reports and the university’s strategic development plan, spanning from 2018 to 2025. The findings reveal several implementation gaps, including the absence of a formalised educational philosophy, limited governance mechanisms for monitoring MVPG implementation, insufficient integration of MVPG into performance measurement systems, and challenges in evidence-based accountability. Thereby, a Four-Pillar Governance Framework comprising institutionalisation, strategic alignment, quality assurance integration, and accountability is proposed. The study demonstrates how institutional statements can function as governance instruments rather than merely symbolic declarations and provides practical implications for strengthening strategic coherence, quality assurance, and accountability in higher education institutions.

Teachers’ Perceptions of Using Digital Learning Materials in Teaching Speaking and Listening Skills Based on Speech Etiquette to Grade 2 Students

Ngoc Hien Nguyen, Nguyen Bich Thy Bui

In the context of educational digital transformation, digital learning materials play an increasingly important role in supporting language instruction in primary schools. This study investigates the current use of digital learning materials in teaching Speaking and Listening skills based on speech etiquette to Grade 2 students. A survey was conducted with 150 Grade 2 teachers from public and private primary schools in Ho Chi Minh City, Vietnam. In addition, a semi-structured interview was conducted with 14 teachers. The findings reveal that teachers hold highly positive perceptions of the importance of digital learning materials and frequently integrate PowerPoint presentations, instructional videos, and visual resources into speech etiquette lessons. However, classroom implementation remains limited to teacher-directed activities, while interactive digital resources are used less frequently. Teachers also reported several challenges, including limited instructional time, insufficient digital design skills, a lack of professional training, and difficulties accessing suitable teaching resources. The study highlights the need for systematic professional development and comprehensive multimedia digital learning materials to better support the teaching of speech etiquette.

International Models of Student Tracking into Vocational Pathways after Lower Secondary Education: Lessons for Vietnam

Van Dat Tran, Pham Ngoc Thien Nguyen, Huynh Thuan Nguyen, Minh Vu Tran

Student tracking into technical and vocational education and training (TVET) pathways following lower secondary education is increasingly recognized as a strategic approach to strengthening workforce development, facilitating school-to-work transitions, and driving sustainable economic growth. However, designing tracking systems that balance educational efficiency with social equity remains a significant policy challenge. Thus, this study identifies, compares, and evaluates major international models of TVET student tracking to derive transferable policy insights for Vietnam's post-Grade 9 education reforms. Using a qualitative comparative policy analysis approach, we synthesized peer-reviewed literature, international organization reports, and official policy documents. Findings reveal that successful tracking systems across diverse contexts consistently exhibit five core features: coherent governance, robust school–industry partnerships, comprehensive career guidance, flexible and permeable pathways, and tight alignment with labor market needs. Rather than replicating a single model, Vietnam should adapt these institutional principles to its specific socio-economic and cultural context. Ultimately, this study contributes to the comparative TVET literature and provides actionable, evidence-based recommendations to enhance governance, employer engagement, pathway flexibility, and lifelong learning in Vietnam.