HNUE Journal of Science Hanoi National University of Education
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AN INVESTIGATION INTO ENGLISH VOCABULARY AND LEXICAL ACTIVITIES IN “GLOBAL SUCCESS” ENGLISH TEXTBOOKS (GRADE 3, 6, 10)
Get PDFVocabulary plays a crucial role in English textbooks, and evaluating its suitability is essential for effective teaching and learning. With various English textbook series currently in use in the Vietnamese educational context, assessing their effectiveness remains critical. However, there exists a scarcity of published studies that evaluate the recently introduced English coursebook series, “Global Success.” This research focuses on the vocabulary system and language activities in the Global Success 3, 6, and 10 textbooks used within the 2018 Vietnamese National Curriculum with the aim of identifying the vocabulary levels required for each grade, based on the British National Corpus (BNC)/Corpus of Contemporary American English (COCA) list of high-frequency words, the Academic Word List (AWL), and the Common European Framework of Reference for Languages (CEFR). Additionally, the study examines the diversity of language activity types in the textbooks based on Jack C. Richards\u27 (2006) classification “Communicative language teaching today”. The research employs a quantitative and corpus-based approach to analyze the vocabulary and language activities in the textbooks. The findings show that Global Success 3 had the most vocabulary included in 1000 frequency words, the academic vocabulary in the three course books of the Global Success series was remarkably low, and there is an abundance of advanced lexical resources. Moreover, a lack of communicative activities in the book “Global Success 10” has been detected in this study. Based on these findings, the researcher proposes several recommendations for improving the quality of the textbooks, ultimately improving vocabulary teaching and learning in Vietnam, including simplifying the text for low-level students, including more academic words in teaching vocabulary using the Academic Word List (AWL), and enhancing communicative practice activities.Vocabulary plays a crucial role in English textbooks, and evaluating its suitability is essential for effective teaching and learning. With various English textbook series currently in use in the Vietnamese educational context, assessing their effectiveness remains critical. However, there exists a scarcity of published studies that evaluate the recently introduced English coursebook series, “Global Success.” This research focuses on the vocabulary system and language activities in the Global Success 3, 6, and 10 textbooks used within the 2018 Vietnamese National Curriculum with the aim of identifying the vocabulary levels required for each grade, based on the British National Corpus (BNC)/Corpus of Contemporary American English (COCA) list of high-frequency words, the Academic Word List (AWL), and the Common European Framework of Reference for Languages (CEFR). Additionally, the study examines the diversity of language activity types in the textbooks based on Jack C. Richards\u27 (2006) classification “Communicative language teaching today”. The research employs a quantitative and corpus-based approach to analyze the vocabulary and language activities in the textbooks. The findings show that Global Success 3 had the most vocabulary included in 1000 frequency words, the academic vocabulary in the three course books of the Global Success series was remarkably low, and there is an abundance of advanced lexical resources. Moreover, a lack of communicative activities in the book “Global Success 10” has been detected in this study. Based on these findings, the researcher proposes several recommendations for improving the quality of the textbooks, ultimately improving vocabulary teaching and learning in Vietnam, including simplifying the text for low-level students, including more academic words in teaching vocabulary using the Academic Word List (AWL), and enhancing communicative practice activities
LEVERAGING CHATGPT TO ENHANCE TASK RESPONSE AND GRAMMATICAL RANGE AND ACCURACY IN IELTS ESSAY WRITING
Get PDFArtificial intelligence (AI) has influenced traditional learning programs by providing individualized, interactive, and effective learning experiences. Among these advancements, ChatGPT, a cutting-edge AI language model, has emerged as a powerful tool for effectively promoting creative learning environments. This study examines the effectiveness of ChatGPT in improving IELTS essay writing scores, focusing on task response, and grammatical range and accuracy. Using a pre-test and post-test design, alongside interviews, the research evaluates students\u27 writing performance and attitudes toward using AI in their writing practice. Results suggest significant improvements in students\u27 scores, particularly in grammatical accuracy, and highlight positive attitudes toward ChatGPT as a supplementary writing tool.Artificial intelligence (AI) has influenced traditional learning programs by providing individualized, interactive, and effective learning experiences. Among these advancements, ChatGPT, a cutting-edge AI language model, has emerged as a powerful tool for effectively promoting creative learning environments. This study examines the effectiveness of ChatGPT in improving IELTS essay writing scores, focusing on task response, and grammatical range and accuracy. Using a pre-test and post-test design, alongside interviews, the research evaluates students\u27 writing performance and attitudes toward using AI in their writing practice. Results suggest significant improvements in students\u27 scores, particularly in grammatical accuracy, and highlight positive attitudes toward ChatGPT as a supplementary writing tool
EFL STUDENTS’ CHALLENGES IN WRITING VSTEP ESSAYS
Get PDFThis paper reports the results of a study on the challenges Vietnamese English-major students face in academic writing. The study investigated students’ problems, especially with writing discussion essays in the Vietnamese Standardization Test of English Proficiency (VSTEP), and the internal factors causing these problems. Both quantitative and qualitative methods were used in this study. The participants’ writing performance (n = 40) was examined against four criteria of the VSTEP writing test: task fulfillment, organization, vocabulary, and grammar. The internal factors causing writing problems were identified through semi-structured interviews with five students. The results indicated that the participants struggled most with organizing ideas, task fulfillment, and lexical employment. The least challenging criterion was grammar. In addition, four key factors were found to be the sources of writing problems: limited background knowledge, lack of writing practice, high writing anxiety, and low motivation. The study also suggests pedagogical implications for improving the quality of teaching and learning academic writing in Vietnam and similar contexts.This paper reports the results of a study on the challenges Vietnamese English-major students face in academic writing. The study investigated students’ problems, especially with writing discussion essays in the Vietnamese Standardization Test of English Proficiency (VSTEP), and the internal factors causing these problems. Both quantitative and qualitative methods were used in this study. The participants’ writing performance (n = 40) was examined against four criteria of the VSTEP writing test: task fulfillment, organization, vocabulary, and grammar. The internal factors causing writing problems were identified through semi-structured interviews with five students. The results indicated that the participants struggled most with organizing ideas, task fulfillment, and lexical employment. The least challenging criterion was grammar. In addition, four key factors were found to be the sources of writing problems: limited background knowledge, lack of writing practice, high writing anxiety, and low motivation. The study also suggests pedagogical implications for improving the quality of teaching and learning academic writing in Vietnam and similar contexts
FACTORS INFLUENCING PRESCHOOL TEACHERS\u27 BEHAVIORAL INTENTIONS TO USE AI FOR SUPPORTING CHILDREN WITH SPEECH DELAYS: A STRUCTURAL EQUATION MODELING APPROACH
Get PDFThis study explores the factors influencing preschool teachers\u27 behavioral intentions to use artificial intelligence (AI) to support children with speech delays. Grounded in the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), the research analyzes factors such as performance expectancy, effort expectancy, social influence, facilitating conditions, attitude toward technology, and difficulty in adapting to new technology. To this end, 355 preschool teachers were surveyed. The findings reveal that social influence, effort expectancy, and concerns about losing direct interaction have the most significant impact on teachers\u27 behavioral intentions. In contrast, performance expectancy does not have a significant effect on the intention to use AI. This study sheds light on the drivers and barriers to AI adoption in early childhood education, with implications for supporting children with speech delays.This study explores the factors influencing preschool teachers\u27 behavioral intentions to use artificial intelligence (AI) to support children with speech delays. Grounded in the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), the research analyzes factors such as performance expectancy, effort expectancy, social influence, facilitating conditions, attitude toward technology, and difficulty in adapting to new technology. To this end, 355 preschool teachers were surveyed. The findings reveal that social influence, effort expectancy, and concerns about losing direct interaction have the most significant impact on teachers\u27 behavioral intentions. In contrast, performance expectancy does not have a significant effect on the intention to use AI. This study sheds light on the drivers and barriers to AI adoption in early childhood education, with implications for supporting children with speech delays
DEVELOPING TEACHERS\u27 PSYCHOLOGICAL CAPITAL: A STUDY FROM THE PERSPECTIVE OF BUILDING A SUPPORTIVE WORKING ENVIRONMENT
Get PDFNghiên cứu này sử dụng phương pháp phân tích – tổng hợp tài liệu, hệ thống hóa lí thuyết, đánh giá và so sánh lí thuyết nhằm làm rõ khái niệm nguồn lực tâm lí (Psychological Capital - PsyCap), nguồn lực tâm lí của giáo viên và môi trường làm việc hỗ trợ, từ đó xác định mối quan hệ giữa các yếu tố này trong bối cảnh giáo dục hiện nay. Kết quả nghiên cứu chỉ ra rằng một môi trường làm việc hỗ trợ, bao gồm chính sách phát triển nghề nghiệp, giảm tải áp lực công việc và xây dựng văn hóa tổ chức tích cực, có tác động đáng kể đến sự phát triển PsyCap của giáo viên. Đồng thời, vai trò của lãnh đạo nhà trường được xác định là yếu tố then chốt trong việc định hướng, trao quyền, tạo động lực và duy trì một môi trường làm việc tích cực, qua đó nâng cao các thành tố của PsyCap như hy vọng, tự tin, khả năng phục hồi và lạc quan. Trong bối cảnh chuyển đổi số, lãnh đạo nhà trường cần có chiến lược phù hợp để hỗ trợ giáo viên thích ứng với công nghệ, đổi mới phương pháp giảng dạy và tối ưu hóa nguồn lực nhân sự. Kết quả nghiên cứu góp phần cung cấp cơ sở khoa học và thực tiễn cho các nhà quản lí giáo dục trong việc xây dựng môi trường làm việc hiệu quả, hướng tới phát triển bền vững đội ngũ giáo viên và nâng cao chất lượng giáo dục.This study employs document analysis and synthesis, theoretical systematization, theoretical evaluation, and comparative analysis to elucidate the concepts of psychological capital (PsyCap), teachers\u27 psychological capital, and a supportive working environment, thereby examining the relationships among these factors within the current educational context. The findings indicate that a supportive working environment-encompassing career development policies, workload reduction, and the cultivation of a positive organizational culture-plays a crucial role in enhancing teachers\u27 PsyCap. Additionally, school leadership is identified as a key determinant in providing direction, empowerment, motivation, and sustaining a positive work environment, thereby fostering PsyCap components such as hope, self-efficacy, resilience, and optimism. In the era of digital transformation, school leaders must adopt strategic approaches to support teachers in adapting to technological advancements, innovating teaching methodologies, and optimizing human resources. This study contributes to the scientific and practical foundation for educational administrators in designing effective working environments, promoting sustainable teacher development, and enhancing overall educational quality
TEACHING MUSIC ONLINE AT NATIONAL UNIVERSITY OF ARTS EDUCATION
Get PDFHình thức dạy học trực tuyến đã trở nên phổ biến từ giai đoạn đại dịch Covid-19 đến nay. Đối với dạy học âm nhạc theo hình thức trực tuyến, vấn đề quan trọng nhất là đảm bảo chất lượng âm thanh truyền tải giữa người dạy và người học. Bên cạnh đó là việc bao quát không gian thực hành của người học và phần thị phạm của người dạy. Bằng các phương pháp nghiên cứu lí thuyết, khảo sát thực tiễn và thực nghiệm, bài báo nêu lên kết quả nghiên cứu những mô hình, phương pháp thực hiện cụ thể từ việc xây dựng cơ sở dữ liệu dạy học cho đến việc sử dụng thiết bị, phần mềm phù hợp cho quá trình dạy học nhằm đạt được chất lượng truyền âm thanh tốt nhất trong những điều kiện cụ thể nhằm nâng cao hiệu quả của dạy học âm nhạc trực tuyến. Những giải pháp đề ra trong kết quả nghiên cứu sau khi tiến hành thực nghiệm tại Khoa Sư phạm Âm nhạc, Khoa Piano và Thanh nhạc của Trường Đại học Sư phạm Nghệ thuật Trung ương trong giai đoạn từ năm 2020 - 2024 đã cho thấy tính khả thi của hình thức dạy học âm nhạc trực tuyến khi có những sự chuẩn bị chu đáo từ phương tiện cho đến kiến thức, kĩ năng của người dạy và người học.Online teaching has become popular since the Covid-19 pandemic. For online music teaching, the most important issue is to ensure the quality of sound transmitted between teachers and students. In online music teaching, the most important issue is to ensure the quality of sound transmission between teachers and students. Using theoretical research methods, practical surveys and experiments, the article presents the research findings on specific models and implementation methods, from building a teaching database to using appropriate equipment and software for the teaching process to achieve the best sound transmission quality in specific conditions, to improve the effectiveness of online music teaching. Solutions tested at the Faculty of Music Pedagogy, Piano and Vocal Faculty of the Central University of Art Education in the period from 2020 to 2024 have shown the feasibility of online music teaching with careful preparations from the means to the knowledge and skills of teachers and learners. The quality of sound transmission in online music teaching hours has been improved, improving teaching effectiveness
DEVELOPING MATHEMATICAL COMMUNICATION COMPETENCE FOR PRIMARY SCHOOL STUDENTS THROUGH MATHEMATICS-THEMED COMIC STORIES
Get PDFNăng lực giao tiếp toán học là một trong năm năng lực thành phần của năng lực toán học được quy định trong Chương trình Giáo dục phổ thông môn Toán 2018, đóng vai trò then chốt trong việc phát triển tư duy, khả năng tiếp thu và lập luận, diễn đạt ý tưởng toán học của học sinh tiểu học. Bài báo trình bày về việc phát triển năng lực giao tiếp toán học cho học sinh tiểu học thông qua việc thiết kế và xây dựng truyện tranh có nội dung toán học. Nghiên cứu tập trung phân tích cơ sở lí luận, đưa ra các nguyên tắc, quy trình trong quá trình thiết kế và minh họa truyện tranh có nội dung toán học, trong đó nhấn mạnh tính trực quan, sinh động, phù hợp với đặc điểm tâm lí, nhận thức và khả năng tư duy của học sinh tiểu học. Việc ứng dụng truyện tranh có nội dung toán học sẽ mang lại những hiệu quả rõ rệt trong việc phát triển năng lực giao tiếp toán học của học sinh tiểu học, đồng thời tạo dựng môi trường học tập tích cực, khơi dậy hứng thú và sự yêu thích của học sinh đối với môn Toán.Mathematical communication competence is one of the five core components of mathematical competence as outlined in the 2018 Vietnamese General Education Mathematics Curriculum. It plays a pivotal role in developing primary school students’ mathematical thinking, comprehension, reasoning, and expression of mathematical ideas. This paper presents the design and development of mathematics-themed comics to foster mathematical communication competence among primary students. The study focuses on the theoretical foundations and proposes principles and procedures for designing and illustrating comics that incorporate mathematical content. It emphasizes the importance of visual appeal, vividness, and alignment with the cognitive, psychological, and developmentalcharacteristics of primary learners. The integration of mathematics-themed comics into instruction demonstrates significant effectiveness in enhancing primary students’ mathematical communication competence. Simultaneously, it fosters a positivelearning environment that stimulates students’ interest and enjoyment in learning mathematics
POETIC FEATURES IN CHILDREN\u27S STORIES AND PEDAGOGICAL STRATEGIES FOR TEACHING READING COMPREHENSION IN PRIMARY SCHOOL
Get PDFBài viết phân tích đặc điểm của truyện mang chất thơ – thể loại kết hợp giữa yếu tố tự sự và chất thơ, rất phù hợp với học sinh tiểu học. Với cấu trúc đơn giản, hình ảnh sinh động, ngôn từ dễ nhớ, truyện mang chất thơ không chỉ hấp dẫn trẻ em mà còn có giá trị thẩm mĩ và giáo dục cao. Trên cơ sở đó, bài viết đề xuất một số biện pháp sư phạm nhằm hướng dẫn học sinh đọc hiểu thể loại truyện này, qua đó góp phần phát triển năng lực ngôn ngữ, tư duy hình tượng và cảm thụ văn học. Các phương pháp như đọc diễn cảm, đóng vai, minh họa bằng tranh và liên hệ với thực tiễn đời sống sẽ giúp học sinh khám phá chiều sâu giá trị nghệ thuật trong văn bản.This article analyzes the linguistic characteristics of narrative stories with poetic elements - a genre that merges storytelling with poetic language - particularly suitable for primary school students. With a simple structure, vivid imagery, and memorable language, such stories are not only engaging for children but also rich in aesthetic and educational value. The article proposes several pedagogical methods to guide students in reading comprehension of this genre, contributing to the development of linguistic competence, figurative thinking, and literary sensitivity. Techniques such as expressive reading, role-playing, illustrative drawing, and connections to real-life contexts enable students to deeply appreciate the artistic values embedded in the texts
STATION-BASED LEARNING TO ENHANCE THE COMPETENCY OF PROBLEM-SOLVING AND CREATIVITY FOR PRIMARY STUDENTS IN VIETNAM
Get PDFStation-based Learning (SBL) is an instructional process that engages students in sequential learning activities at different stations, thereby enhancing their collaborative skills, critical thinking, and creativity. In the context of primary education reform in Vietnam, which focuses on competency-based education aimed at developing students’ core qualities and competencies, SBL plays a pivotal role in fostering students’ competency of problem-solving and creativity. However, designing and implementing SBL effectively to nurture this competency remains a challenge that attracts considerable attention from educators and researchers. This conceptual paper aims to analyze the theoretical foundations of SBL and clarify its relationship with the enhancement of the competency of problem-solving and creativity. The findings are expected to provide a theoretical basis and pedagogical implications for improving teaching practices in Vietnamese primary education.Station-based Learning (SBL) is an instructional process that engages students in sequential learning activities at different stations, thereby enhancing their collaborative skills, critical thinking, and creativity. In the context of primary education reform in Vietnam, which focuses on competency-based education aimed at developing students’ core qualities and competencies, SBL plays a pivotal role in fostering students’ competency of problem-solving and creativity. However, designing and implementing SBL effectively to nurture this competency remains a challenge that attracts considerable attention from educators and researchers. This conceptual paper aims to analyze the theoretical foundations of SBL and clarify its relationship with the enhancement of the competency of problem-solving and creativity. The findings are expected to provide a theoretical basis and pedagogical implications for improving teaching practices in Vietnamese primary education
SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS OF EXPERIENTIAL LEARNING: AN ANALYSIS BASED ON THE SCOPUS DATABASE
Get PDFExperiential Learning (EL) is a learner-centered learning pedagogical approach that emphasizes learning through hands-on experience and direct action, rather than the passive acquisition of knowledge from instructors or textbooks. Learners engage in hands-on activities, subsequently reflecting on, analyzing, and deriving lessons from those experiences to build knowledge and skills. This study adopts a bibliometric approach to analyze 1,632 documents retrieved from the Scopus database, utilizing VOSviewer and the R package Bibliometrix to systematically examine research trends in experiential learning within the field of education from 1980 to 2024. The analysis identifies key research themes, leading authors, influential sources, and highly cited publications, while also examining publication output, growth trajectories, and the global geographical distribution of scholarly works on experiential learning in the field of education. The results indicate that the number of studies on this topic has increased significantly, especially between 2014 and 2024, and originating primarily from the United States and other developed countries, with scientific articles serving as the predominant format. Key research trends include technology integration, the application of virtual reality (AR), and digital simulations in education, particularly in STEM education.Experiential Learning (EL) is a learner-centered learning pedagogical approach that emphasizes learning through hands-on experience and direct action, rather than the passive acquisition of knowledge from instructors or textbooks. Learners engage in hands-on activities, subsequently reflecting on, analyzing, and deriving lessons from those experiences to build knowledge and skills. This study adopts a bibliometric approach to analyze 1,632 documents retrieved from the Scopus database, utilizing VOSviewer and the R package Bibliometrix to systematically examine research trends in experiential learning within the field of education from 1980 to 2024. The analysis identifies key research themes, leading authors, influential sources, and highly cited publications, while also examining publication output, growth trajectories, and the global geographical distribution of scholarly works on experiential learning in the field of education. The results indicate that the number of studies on this topic has increased significantly, especially between 2014 and 2024, and originating primarily from the United States and other developed countries, with scientific articles serving as the predominant format. Key research trends include technology integration, the application of virtual reality (AR), and digital simulations in education, particularly in STEM education