Getting to Grade 10 in Vietnam: does an employment boom discourage schooling?

Coxhead, Ian; Vuong, Nguyen Dinh Tuan; Nguyen, Phong Thanh

doi:10.1080/09645292.2022.2068138

Cited by 5 publications

(6 citation statements)

References 41 publications

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“…Finally, the "Desire" category results reconfirm that Vietnamese learners' demonstrated an inclination towards defining and pursuing individualized goals, presumably molded by Vietnam's conventional educational structure (Vu, 2021). Concurrently, the findings exhibit a task-oriented approach endemic to Vietnamese learners, likely echoing the ingrained scholarly diligence promoted by the country's academic ethos (Coxhead et al, 2022). Furthermore, the results recognize Vietnamese learners' resilience and problem-solving capabilities, potentially cultivated by the country's distinctive socio-cultural fabric (Le et al, 2020).…”

Section: Empowering Vietnamese Efl Learners At Tertiary Level…mentioning

confidence: 67%

“…Granting learners autonomous decision-making in learning activities could enhance motivation and engagement, fostering autonomy. This sense of responsibility mirrors the Vietnamese cultural emphasis on academic commitment (Coxhead et al, 2022), potentially contributing to the participants' recognition of the role of responsibility in enhancing LA. Also, the results highlight the importance of learner choice and study flexibility.…”

Section: Discussionmentioning

confidence: 81%

“…Intrinsic motivation, underpinned by personal interest, facilitates autonomous behaviors (Rheinberg, 2020), empowering learners to personalize their learning trajectory (Rheinberg, 2020). Given the strong Vietnamese societal emphasis on academic accomplishment (Coxhead et al, 2022), harnessing intrinsic motivation proves vital in bolstering learner autonomy and enhancing engagement and perseverance in language learning (Nguyen et al, 2019).…”

Section: Empowering Vietnamese Efl Learners At Tertiary Level…mentioning

confidence: 99%

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Empowering Vietnamese EFL Learners at Tertiary Level: Investigating Factors Shaping Learner Autonomy in English Language Acquisition

Nguyen

et al. 2022

Vis. J. Lang. Foreign Lang. Learn.

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This study scrutinizes the viewpoints of Vietnamese students studying English as a Foreign Language (EFL) regarding determinants impacting their autonomy in English language acquisition. Data was amassed from 117 Vietnamese EFL learners attending a university in Vietnam by using a survey-based methodology. The survey instrument, comprising Likert-type items, was predicated on well-established conceptual frameworks derived from antecedent studies. The study unveiled multiple key influences on learner autonomy, incorporating voluntariness, learner choice, adaptability in study alternatives, peer collaboration, and beliefs about the educator’s role, motivation, capabilities, and independence. These determinants underscore the significance of learners’ active participation, personal agency, social interactions, nurturing learning ecosystems, intrinsic motivation, efficacious learning strategies, and learner empowerment in cultivating learner autonomy. The implications gleaned from these results emphasize the necessity for pedagogical stratagems that encourage voluntariness, learner choice, peer collaboration, teacher backing, motivation, skill enhancement, and learner agency within English language educational environments. These pedagogical stratagems would better equip learners for the autonomous journey of English language acquisition, thereby enhancing the overall efficiency of English language education in the Vietnamese context.

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Section: Empowering Vietnamese Efl Learners At Tertiary Level…mentioning

confidence: 67%

Section: Discussionmentioning

confidence: 81%

Section: Empowering Vietnamese Efl Learners At Tertiary Level…mentioning

confidence: 99%

See 1 more Smart Citation

Empowering Vietnamese EFL Learners at Tertiary Level: Investigating Factors Shaping Learner Autonomy in English Language Acquisition

Nguyen

et al. 2022

Vis. J. Lang. Foreign Lang. Learn.

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“…The narrowing of the educational gap between regions, besides facilities, is also the uneven level of students (Pham, 2021;Coxhead et al, 2022). The Ministry of Education is making an effort to close this gap in various ways.…”

Section: Discussion and Limitationsmentioning

confidence: 99%

Teachers' Self-efficacy and Job Pressure in Response to general requirements in the new educational curriculum in Vietnam

Ngoc Le

2024

RISE

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Teachers' self-efficacy perception has played an important role in supporting them in adapting well to new changes at work. One hundred fifty-eight high school Vietnamese teachers voluntarily participated in this study. Teachers' self-efficacy scale was used in this study. The scale was translated into Vietnamese, and quantitative data was collected via online questionnaires. Qualitative data was gathered during open-ended questions about teachers' specific pressure from changes in the general education curriculum in Vietnam integrated into the survey. Factor analysis confirmed the appropriateness of the teacher's self-efficacy scale in the context of Vietnamese teachers. The pressure decreased when teachers had confidence in the effectiveness of the strategies used in teaching. In addition, three other specific items were found that caused pressure on teachers regarding the changing of the new curriculum. The conclusions have contributed practical significance to studies of teachers' self-efficacy in the multicultural context. These have also made a theoretical contribution to the studies on teachers' self-efficacy in the new requirements that need to be met in changes in educational programs.

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“…The returns to education in Vietnam increased dramatically during the period of economic reform and reached the highest rate in the mid‐2000s (Coxhead et al., 2022). Phan and Coxhead (2013) first mentioned that returns to education in Vietnam have decreased since 2003.…”

Section: Literature Reviewmentioning

confidence: 99%

The returns to education and wage penalty from overeducation: New evidence from Vietnam

Tran

Paweenawat

2023

Bulletin of Econ Res

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This study intends to estimate the rate of returns to education in Vietnam, the distributive effects of education on wages, and the wage penalty from the incidence of overeducation in the Vietnamese labor market during 2004–2016. This study employs a pseudo‐panel approach to address omitted variables bias and the unconditional quantile regression to identify the heterogeneity of returns to education across the income distribution. Our main finding indicates that the estimated rate of returns to education in Vietnam is approximately 6.5%, showing a downward bias from previous estimates. The returns vary across wage distributions, where a lower rate of return is observed in lower quantiles and a higher rate among those individuals at the higher quantiles. The returns to education have declined since 2008, confirming the oversupply of highly educated workers in the Vietnamese labor market with an estimated wage penalty of 17%. Government assistance measures are needed to reduce the overeducation and the wage penalty issues in the Vietnamese labor market.

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Getting to Grade 10 in Vietnam: does an employment boom discourage schooling?

Cited by 5 publications

References 41 publications

Empowering Vietnamese EFL Learners at Tertiary Level: Investigating Factors Shaping Learner Autonomy in English Language Acquisition

Empowering Vietnamese EFL Learners at Tertiary Level: Investigating Factors Shaping Learner Autonomy in English Language Acquisition

Teachers' Self-efficacy and Job Pressure in Response to general requirements in the new educational curriculum in Vietnam

The returns to education and wage penalty from overeducation: New evidence from Vietnam

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