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This study aims to investigate the current status and requirements concerning self-studying Chinese idioms among third- and fourth-year students at Ho Chi Minh City University of Education. The research team conducted surveys among 50 third-year students (K47) and 50 fourth-year students (K46) to gather data. The survey questions were designed to explore students' selfassessment of their proficiency in using Chinese idioms, their retention and utilization levels of idioms, and their demand for an online self-study resource. The results indicate a prevailing lack of confidence among the majority of students in both cohorts regarding their ability to comprehend and apply Chinese idioms. Additionally, there is a noticeable desire for an online idiom database to facilitate their self-study endeavors. This study underscores the pressing need of students for effective resources and strategies to improve their Chinese idiom proficiency. The identification of these needs presents an opportunity for educational institutions and online learning platforms to develop tailored solutions that cater to students' requirements, thereby enhancing the efficacy of Chinese idiom learning. By shedding light on the current challenges and demands of students in self-studying Chinese idioms, this research contributes to the ongoing discourse on language education and learning strategies. Furthermore, the study proposes practical solutions aimed at addressing these needs, thereby offering valuable insights for educators, curriculum developers, and educational technology providers. [ABSTRACT FROM AUTHOR]

This study provides an exhaustive overview of the Virtual Learning Environment (VLE) system adopted by Ho Chi Minh City University of Education (HCMUE). The system, which caters to multiple forms of training and education, is detailed with descriptions of its interface, functionalities, and a selection of offered courses. While the VLE system has proven its mettle by enhancing the teacher-student interaction and overall learning experience, certain challenges persist, such as limited real-time interaction. The second part of the study delves into an empirical investigation conducted among Chinese language students. Using a structured questionnaire, the research examines five pivotal dimensions affecting online learning efficiency: student, teacher, curriculum, environment, and equipment factors. Data collected from 196 valid responses was processed to provide insights. The analysis aims to bridge the identified gaps and further bolster the effectiveness of online learning at the university. [ABSTRACT FROM AUTHOR]