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In the dynamic academic landscape of the 21st century, the imperative to equip engineering students with robust critical reading skills, in tandem with their technical expertise, has come to the forefront. Recognizing the intrinsic value of critical thinking and reading in cultivating an ethos of lifelong learning among future engineers, this study endeavors to shed light on efficacious methodologies for augmenting critical reading competencies, grounded in the lived experiences of students. Utilizing a phenomenographic methodology, this research aims to explore the mechanisms through which engineering students from Malaysia and Vietnam develop their critical reading skills. The study engaged eight engineering students from both Malaysia and Vietnam, selected based on their demonstrated proficiency in critical reading, as evidenced by scores from a critical reading assessment aligned with the PISA Reading Framework. Through in-depth, phenomenographic semi-structured interviews, the research sought to uncover the strategies and practices these students employ to bolster their critical reading abilities. The findings illuminate a diverse array of approaches to enhancing critical reading skills, including the adoption of specific reading strategies, engagement in extensive and collaborative reading practices, and the maintenance of a positive reading disposition. Notably, the study also identifies that variations in the application and effectiveness of these strategies are influenced by factors such as students' academic progression, cultural contexts, and educational backgrounds. These insights contribute to a nuanced understanding of the multifaceted nature of critical reading skill development among engineering students, offering valuable perspectives for educators, curriculum designers, and policymakers aiming to foster critical analytical skills in STEM education. [ABSTRACT FROM AUTHOR]

The Senior Community Service Employment Program (SCSEP) is a U.S.-based job-training program that serves unemployed workers aged 55 and older with incomes at or below 125% of the federal poverty level. While federal funds are set aside to serve Asian workers in SCSEP, little is known about their characteristics and experiences. In response, this pilot study aimed to document the health, well-being, and experiences of older Asian SCSEP participants in Massachusetts through the completion of a survey. Respondents (N = 39) ranged in age from 58 to 73 and identified as either Chinese (72%) or Vietnamese (28%). All were immigrants, and almost all spoke a language other than English at home. Most reported "good" health as well as financial difficulties. They also stated that their supervisors in their placements were supportive. On average, respondents noted moderate interest in searching for a paid job after exiting SCSEP, although more reported interest in searching for a volunteer role. Key to the success of this study was a robust collaboration with a local human services organization with strong ties to the Chinese and Vietnamese communities. The findings highlight the importance of this growing group of older workers. [ABSTRACT FROM AUTHOR]

In this study, we analyzed student participation and success in a college-level Calculus I course that utilized standards-based grading. By measuring the level to which students participate in this class structure, we were able to use a clustering algorithm that revealed multiple groupings of students that were distinct based on activity throughout the semester. Additionally, we analyzed student progress, defined as the number of graded activities successfully completed each week. We found that students who progressed steadily throughout the semester, and thus had lower variability in the number of completed activities per week, tended to receive a higher overall grade. Students whose progress was less consistent, and thus exhibited higher variability in weekly activities completed, tended to receive a lower grade. Overall, this shows a relationship between understanding the expectations in standards-based grading and succeeding in a course. [ABSTRACT FROM AUTHOR]

Problem: Visual racism refers to both the underrepresentation and inappropriate representation of darker skin types in medical education. By not teaching medical students and resident physicians to recognize common conditions in darker skin, it perpetuates biases that contribute to healthcare disparities for racial and ethnic minoritized groups. In this paper we describe our efforts to engage in institutional anti-racism work by addressing imbalances in representation of darker skin types in visual teaching images within our institution's curriculum. Intervention: We initially surveyed preclinical medical students regarding their perceptions of skin color representation in two courses. Researchers recorded the skin types of all teaching photographs in these courses in 2020. We then provided feedback and education to faculty, proposing that they increase brown and black skin color representation in educational content. During 2021, we reviewed the same courses and surveyed students again to ascertain the implementation and impact of our proposal. Context: We applied our intervention to two courses, Host & Defense (H&D) and Skin, Muscle, Bone, and Joint (SMBJ) since both courses utilize a large number of teaching images. Impact: From 2020 to 2021, both H&D and SMBJ significantly increased the proportion of visual teaching images that included darker skin types, with an increase from 28% to 42% in H&D and 20% to 30% in SMBJ. Significantly more students in the courses' 2021 iterations (73% in H&D, 93% in SMBJ) felt that lectures had appropriate representations of darker skin types when compared to students who took the course in 2020 (8% in H&D, 51% in SMBJ). Students in 2021 felt more confident in recognizing dermatological signs and symptoms in patients with darker skin than students in 2020. The majority of students in both 2020 and 2021 reported wanting to see a gradient of skin types for every dermatological condition discussed. Lessons learned: Our work suggests that addressing visual racism can be achieved partly by setting expectations for increased visual representation, collaborating across educational departments, and establishing clear metrics for assessing implementation. Future interventions will require a continual feedback loop of monitoring learning material, assessing faculty and student perception, refining resources, and recommending revisions to improve visual representation across the entire curriculum. [ABSTRACT FROM AUTHOR]

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The current paper examined the impact of perceived service quality (PSQ) and patient complaint (PC) on patient satisfaction (PS). The study was carried out at the highest-level hospital, Vietnam. The self-administered questionnaire was distributed to inpatients who were used in health service in April 2018. The SPSS (version 25.0) statistical software was used for the data analysis. The confirmatory factor analysis was performed for the structural equation modeling, using the Amos 25.0 program. Findings suggest PSQ direct influence on PC and PS; PC influences PS. Complaints handling should consider when improving service quality to increase satisfaction. [ABSTRACT FROM AUTHOR]

This article responds to scholarly calls to engage with diaspora in the context of transnational educational mobilities in global higher education. It maintains that transnational academic mobilities produce a particular kind of academic diaspora, that is often valued by both home and host countries but in ways that vary and serve different interests and aspirations. While the contrasting perspectives on brain circulation and brain drain persist, what this article argues is that systemic inequalities are (re)produced through the processes of transnational academic mobilities, which privilege the mobility of some and not others, and at the same time under-value the home-grown academics and overseas-trained academics that return home. The current diaspora politics is located within this complex, hierarchical, and dynamic cultural, political and economic space. In particular, it pinpoints how the promoted desirability of diasporic brains and talents in policy and practice has co3ntinued to reproduce and consolidate academic inequalities. The article then argues for place-based/at home transnationality, seeing it as productive counter position to help reduce inequalities. The article employs self-study research and is informed by a bricolage of data on Vietnam and its Vietnamese transnational academic diasporas gathered at different points in time and in different contexts. [ABSTRACT FROM AUTHOR]

There are legal requirements for a bank to be officially listed on the Vietnam stock exchange; hence by the end of 2020, Vietnam's banking industry had 43% of banks officially listed on the stock exchange and 57% of banks not officially listed. Accordingly, the difference between these two groups of banks is clear. This study aims to find empirical evidence for a one-way relationship between corporate social responsibility expenditure (CSRE) and the financial performance of Vietnamese commercial banks. In addition, the study also looks for the influence of each component of CSRE, including Community, Government, and Employee Responsibility, on the financial performance of listed and unlisted banks. Using the Generalized Method of Moments (GMM) controlling for heteroscedasticity, serial correlation, and endogeneity effects, the research results of the study show that CSRE as a cost reduces the bank's financial efficiency; however, social responsibility spending with the community is a positive factor that increases the bank's financial efficiency through creating an image and good impression with society and customers. Especially significantly stronger for commercial banks that have been officially listed on the stock exchange. Research results show the need to strengthen CSR implementation in the banking industry. [ABSTRACT FROM AUTHOR]

Data sparsity is one of the challenges for low-resource language pairs in Neural Machine Translation (NMT). Previous works have presented different approaches for data augmentation, but they mostly require additional resources and obtain low-quality dummy data in the low-resource issue. This paper proposes a simple and effective novel for generating synthetic bilingual data without using external resources as in previous approaches. Moreover, some works recently have shown that multilingual translation or transfer learning can boost the translation quality in low-resource situations. However, for logographic languages such as Chinese or Japanese, this approach is still limited due to the differences in translation units in the vocabularies. Although Japanese texts contain Kanji characters that are derived from Chinese characters, and they are quite homologous in sharp and meaning, the word orders in the sentences of these languages have a big divergence. Our study will investigate these impacts in machine translation. In addition, a combined pre-trained model is also leveraged to demonstrate the efficacy of translation tasks in the more high-resource scenario. Our experiments present performance improvements up to +6.2 and +7.8 BLEU scores over bilingual baseline systems on two low-resource translation tasks from Chinese to Vietnamese and Japanese to Vietnamese. [ABSTRACT FROM AUTHOR]

This systematic review investigated small-group Tier 2 interventions to improve oral language or reading outcomes for children during preschool and early primary school years. Literature published from 2008 was searched and 152 papers selected for full-text review; 55 studies were included. Three strength of evidence assessment tools identified a shortlist of six interventions with relatively strong evidence: (a) Early Reading Intervention; (b) Lonigan and Philips (2016) Unnamed needs-aligned intervention; (c) PHAB+WIST (PHAST)/PHAB+RAVE-O; (d) Read Well-Aligned intervention; (e) Ryder and colleagues' (2008) Unnamed Phonological Awareness and Phonics intervention; and (f) Story Friends. Investigation of intervention componentry found common characteristics included 3–5 students, 4–5 sessions per week, minimum 11-week duration, content covering a combination of skills, modelling and explicit instruction, and trained personnel. Shortlisted interventions provide a useful foundation to guide further interventions and inform educators and policymakers seeking to implement effective evidence-based interventions in the early years of schooling. [ABSTRACT FROM AUTHOR]

The present paper applies a modified gravity model to examine the relationship between global economic sanctions (GES) and global value chains (GVC) by using a dyad panel dataset of 38 developed and 28 developing countries during the 2005–2015 period and the rich and updated database of the Global Sanction Database version 2 (Felbermayr, G., A. Kirilakha, C. Syropoulos, E. Yalcin, and Y. V. Yotov. 2020. "The Global Sanctions Data Base." European Economic Review 129: 1–23. doi:; Kirilakha, A., G. Felbermayr, C. Syropoulos, E. Yalcin, and Y. V. Yotov. 2021. The Global Sanctions Data Base: An update that includes the years of the Trump presidency. The Research Handbook on Economic Sanctions, Edited by Peter AG van Bergeijk.). GVC participation is classified into the source of the value-added as incorporated in exports, looking both backward and forward from the view of a reference country. With distinct econometric techniques and empirical estimation strategies, our empirical results document a negative association between GESs and GVC, including backward and forward linkages. This marginal effect of sanction on backward GVC is more sizable than those on forward GVC. Furthermore, the GES-GVC nexus is only evident in the case of developing countries, while the effects of sanctions are found to be small or statistically insignificant in the developed countries. However, these marginal effects of sanctions become less sizable if the target country develops a well-developed institutional system. [ABSTRACT FROM AUTHOR]

Poverty reduction has become a top goal in the socio-economic development strategies of countries and a topic of interest for researchers. A number of prior empirical studies have identified the importance of financial inclusion to poverty reduction. However, most of these studies assess the effect of financial inclusion on income poverty reduction. There are relatively few studies evaluating the impact of financial inclusion, especially in terms of household use of financial products and services, on multidimensional poverty reduction. This study uses a multivariate probit model with a dataset from Vietnam to estimate the effect of financial inclusion in terms of household use of financial products and services and other factors on multidimensional poverty. The results show that financial inclusion reduces multidimensional poverty. Specifically, households owning bank accounts, having savings at banks, using debit cards, credit cards, or investing in stocks or bonds are less likely to fall into multidimensional poverty. Based on the findings, we provide several recommendations for policymakers to increase the level of households' use of financial products and services. [ABSTRACT FROM AUTHOR]

The study aims to provide empirical evidence for a one-way relationship between corporate environmental responsibility (CER) and financial performance (FP) in the banking industry, with special consideration into the moderating role of legal regulations and ownership structures. Net interest margin (NIM), return on assets (ROA), return on equity (ROE) are selected to measure FP while the content analysis method is adopted to examine CER. The study used regression analysis with the two-step system generalised method of moments (Sys-GMM) on a sample of 29 Vietnamese commercial banks from 2012 to 2019, and the positive impacts of CER on banks' FP were identified. Analysis of these data revealed that listed banks have a higher level of information disclosure than unlisted banks, but the positive relationship between CER and FP is weaker in listed banks. Similarly, while state-owned banks have a higher degree of disclosure than privately-controlled banks, the relationship between their CER and FP is weaker. The paper also provides some recommendations and suggests future research implications. [ABSTRACT FROM AUTHOR]

Participation in the global value chain (GVC) is defined as the value added contained in exports, looking both backward and forward from a reference nation. This article applies the gravity model to investigate the effects of the regime-wide rules of origin (RoO), including diagonal cumulation, de minimis, and self-certification requirements, on GVC participation with 40,568 observations covering 61 countries from 2005–2015. Our main finding is that the liberal RoO can help upgrade both types of GVC participation. [ABSTRACT FROM AUTHOR]

As healthcare costs continue to rise, healthcare consumers expect service quality to improve. The aim of this study was to investigate the influence of Total Quality Management by a healthcare facility on perceived service quality and patient satisfaction. A self-completion questionnaire was submitted to inpatients who were treated in April 2018 at a tertiary-level hospital in Vietnam. There were 516 respondents. The Statistical Package for the Social Sciences (SPSS) ver. 25.0 and Amos ver. 25.0 programmes were used for frequency and descriptive statistical analysis, and structural equation modelling, respectively. Total Quality Management had a significant effect on perceived service quality and patient satisfaction; perceived service quality had a positive influence on patient satisfaction. We used Total Quality Management and perceived service quality to develop a model showing that both factors directly influenced patient satisfaction. The work has significant implications for healthcare organizations; they may wish to consider these factors when engaging in strategic planning aimed at improving customer satisfaction. Those responsible for ensuring service quality should consider these factors. [ABSTRACT FROM AUTHOR]

This essay comprises multiple sets of dialogues between us as colleagues and friends as we revisit the question of the status of English as a global language. Through the metaphor 'multiple classrooms of life', we share reflections and narratives arising out of our experiences with English that are embedded in our professional work, scholarship, pedagogy and creative interests. Our discussion encompasses a range of artefacts, including excerpts from our diaries, poems, vignettes, visuals, letters, songs and anecdotes. This amalgam of materials represents our personal engagement with English, as distinct from treating the spread of English simply as a metanarrative played out at a remove from personal experience. We reconstruct 'sparkle moments' arising from personal encounters and social interactions that have caused us to reflect on the role of English in our lives. We thus focus on ideology as personally felt and lived from within and through inter-personal interactions. [ABSTRACT FROM AUTHOR]

This article is about 'global south' actors and global south--global south interactions in the context of the internationalization of higher education (IHE), with a focus on a Vietnamese university and the mobilities of students moving through this educational space. It discusses in what ways this university sees its multilayered association with the Philippines as a bridge, a catalyst that could fulfill its aspirations for internationalization which is largely attached to English, 'the West', the idea of 'the West', and becoming global. The article shows how the participation in and consumption of such aspirations/desires by new IHE players could reproduce and widen social inequalities between and within 'global south' actors but also bring about (unexpected) possibilities and transformations in a context of considerable educational mediocrity. It points to the contradictions inherent in these developments and the ways in which these developments may feed into uneven access to and experiences of IHE. [ABSTRACT FROM AUTHOR]

While the educational literature mentions several obstacles affecting the effectiveness of collaborative learning (CL), they have often been investigated through the perceptions of only one actor, either teachers or students. Therefore, some sources of obstacles that teachers and students encounter may not have been revealed. In this study, 19 teachers and 23 students in different disciplines at a pre-service teacher education faculty at a university in Vietnam were interviewed. In total, 47% of the teachers taught science subjects and 53% taught social subjects; 35% of the students majored in science subjects, 57% in social subjects, and 8% in primary education. With regard to study cohorts, 22% of the students were in the first and second year while 78% were in the third and fourth year of their four-year bachelor’s programme. These programmes produce qualified teachers for primary and secondary schools nationwide. Based on grounded theory analysis, four common obstacles to collaboration were identified: students’ lack of collaborative skills, free-riding, competence status, and friendship. Furthermore, the results showed three interrelated antecedents that contribute to these obstacles. Central to the antecedents is the strong focus of the teachers on the cognitive aspects of CL, which led the participating teachers to neglect the collaborative aspects of CL. These antecedents were demonstrated in the ways teachers set CL goals, provided instruction, and assessed student collaboration. This study may be useful for educators, designers, and researchers to foster the quality of student collaboration. [ABSTRACT FROM AUTHOR]

Available and flexible choice of methods for screening and detecting β-thalassemia (β-thal) can promote control of thalassemia in developing countries. In this study, two methods, the amplification refractory mutation system-polymerase chain reaction (ARMS-PCR) and reverse dot-blot hybridization assays were developed to detect common β-thal mutations in 244 thalassemia patients and 152 healthy people in North Vietnam. The most common mutation was codon 26 (G>A), also known as Hb E (HBB: c.79G>A), accounting for 26.4% of the total studied chromosomes, followed by codons 41/42 (-TCTT) (HBB: c.126_129delCTTT) and codon 17 (A>T) (HBB: c.c.52A>T), accounting for 19.4 and 16.4%, respectively. In addition, codon 95 (+A) (HBB: c.c.287_288insA) that is known as the Vietnamese mutation, accounted for 0.6%. Moreover, the heterozygous state of the four mutations was also found in healthy people, of which Hb E was again the most common mutation with a frequency 3.0%. The results of this study provide available methods and indicative data for preventive and control strategies concerning the genetic diagnosis of thalassemia. [ABSTRACT FROM AUTHOR]

Although many cross-sectional studies have examined bullying experiences and correlated factors among adolescents in schools, relatively little is known about the extent to which bullying roles are stable or fluid over time. This short-term quantitative longitudinal study in Vietnam examined temporal patterns and predictors of bullying roles over an academic year. A total of 1424 middle and high school students aged 12-17 years completed two anonymous, self-administered questionnaires six months apart in 2014 and 2015. Young people were classified into different bullying roles as follow: not-involved (38.9%), victims only (24%), bullies only (6.6%), and bully-victims (40.4%) across the two times. About 60% of all surveyed students experienced bullying either as victim, bully, or bully-victim during the year. Of these students, nearly three in four indicated unstable bullying roles over time. Multivariate multinomial logistic regressions indicated factors ranging from individual (age, gender, and mental health) to family (social support, parental supervision and monitoring, witnessing parental violence, and conflict with siblings), school (perceived social support, teachers' attempt to stop bullying at school), and peers (social support, students' attempt to stop bullying at school) have significant associations with levels of bullying involvement. Implications for bullying prevention programs nationally and internationally are discussed. [ABSTRACT FROM AUTHOR]

The internationalization of higher education globally continues to grow more and more towards commercialization and neoliberalism paths, despite growing concerns about the underlying consequences. Building further on our work and using Saudi Arabia as a national case, this article critically investigates how and in what ways the Saudi government's desire to internationalize its higher education system has overlooked the many problems associated with its English-only policy, and the neoliberal shaping of social and economic pressures. The article also demonstrates the paradoxical messages concerning internationalization success, strategies, and visions conveyed by the Saudi government and by several institutions from English-speaking countries in response to Saudi Arabia's aspiration for internationalization of its higher education. We draw on several data sources in this article, specifically: (1) the Colleges of Excellence (CoE) project documents – a major Saudi government's initiative to restructure the technical and vocational education system; (2) Several publicly available news items released by technical and vocational colleges from Canada and the UK as well as by the UK government in relation to their participation in Saudi Arabia's CoE project; and (3) publicly available news items published in a number of key local Saudi newspapers regarding various aspects of the CoE project. [ABSTRACT FROM AUTHOR]

This article is located in the debates concerning the continued problems underlying the cultural politics of English-speaking Western countries’ Teaching English to Speakers of Other Languages (TESOL) programmes and ‘Western’ pedagogies. It examines two Saudi TESOL teachers’ pedagogical enactments in their home teaching contexts after returning from their Western-based TESOL programmes. It aims to obtain insights into questions of knowledge construction, pedagogy and training in Western TESOL programmes and their impacts on these teachers’ teaching in Saudi settings. We argue that these teachers have never been passive in the entire process nor have they been naïve about the cultural politics of TESOL. They have appeared to proactively take advantage of being trained in the West to teach effectively and to appropriate their given privileged status in the home contexts. They have also appeared to do so with awareness and with a strong sense of agency. This very aspect of agency, as we argue, deserves substantial scholarly attention in future research. We also argue that to move beyond the mindset that positions periphery teachers at the receiving end of Western TESOL training and as the recipient of Western TESOL pedagogical experiments, it is no longer valid to assume the enlightening and educating role of such training. [ABSTRACT FROM PUBLISHER]

“Learner-centred” and “teacher as facilitator,” among the most influential concepts (re)shaping education over the past decades, are often represented as bringing democratic participation, equality, and empowerment to learners and helping transform and liberate societies. At the same time, these concepts are constructed in binary terms with “teacher-centred” and “teacher as authority” projecting the two ends as being mutually exclusive. Drawing on data collected through interviews and scholarly works from teachers teaching Humanities and Teaching English to Speakers of Other Languages (TESOL) in Asian and English-speaking Western universities, this article examines their positionings, mode, and form of critique/criticality of learner-centred education. It demonstrates in what ways equality as the starting point (Ranciere) is not embedded in how learner-centred education has largely been promoted in these contexts. As well, while Ranciere’s concepts of equality and dissensus may empower those seen as marginalised and disadvantaged, these concepts fail to acknowledge the multiplicities and dynamics of positions of those presupposed to be “powerful” and “privileged.” [ABSTRACT FROM PUBLISHER]

A novel and time-saving method to prepare a Brønsted acidic ionic liquid, 1-carboxymethyl-3-methylimidazolium hydrogen sulfate ([CMI][HSO4]), in high yield and purity was performed under microwave irradiation. The ionic liquid showed an incomparable catalytic efficiency in the microwave-accelerated esterification of arenecarboxylic acids. Moreover, its ability of being recovered and reused many times without loss of activity has made [CMI][HSO4] more favorable from the viewpoint of green chemistry. [ABSTRACT FROM AUTHOR]

The seasonal variations of Cd, Pb, and Cu in the water, sediments, and freshwater fish (Hypophthalmichthys molitrix,Cirrhinus molitorella, andOreochromis mossambicus) of four lakes in Hanoi, Vietnam, were investigated. Samples for analysis were taken four times from April 2010 to March 2011. The levels in water were lower than the Vietnamese standards, except for Pb, but they were all much higher than the Canadian standards for protection of aquatic life; in the sediments, they were higher than world average levels. Bioaccumulation of the three metals in fish was site-dependent and species-dependent, but correlations of their levels in fish to those in water and sediments were weak. Levels of Pb in fish exceeded those of the UK and the WHO standards, and the recommended values of Vietnam for human consumption. Overall, the results show that the lakes are polluted with these metals, and consumption of high quantities of fish from them may be problematic. The outcome of this research helps to establish background data for future monitoring. [ABSTRACT FROM PUBLISHER]

The English language is significant to the internationalisation of higher education worldwide. Countries in Asia are proactive in appropriating English for their national interests, while paying attention to associated national cultural identity issues. This article examines the ways in which the role of English is interpreted and justified in different countries in Asia, with a particular focus on Japan, as these nations attempt to internationalise their higher education within the broader processes of regionalisation and globalisation and their own nationalist discourse. Through critical analyses and discussions of Japan's two major government initiatives, the Action Plan 2003 to ‘Cultivate Japanese with English Abilities’ and the ‘Global 30’ Project 2008, the article investigates how cultural national identities are shaped, are altered and are put ‘at risk’ in policies and practices for the internationalisation of higher education and the overemphasis on English. It argues for the importance of understanding the intersections of English language policy, the internationalisation of higher education and national cultural identity and also considers how the over-promotion of English in the case of Japan has been energetically driven by the nation building agenda that tends to undermine local languages and what this might mean for internationalisation. [ABSTRACT FROM AUTHOR]

The increasing demand for competent users of English in the era of globalisation has had a significant impact on English Language Teaching (ELT) in Bangladesh. Among a number of changes to improve the quality of ELT, teachers of English have been encouraged, even required, to adopt a communicative language teaching (CLT) approach. To facilitate the successful implementation of these changes, besides introducing local training programmes to familiarise teachers with CLT, teachers of English from Bangladesh have also been sent overseas, especially to the English-speaking West, for further training. Drawing on a qualitative research study, this paper discusses the pedagogical concerns of Bangladeshi English teachers, including those who are Western-trained, in relation to their teaching of English. It also investigates their perceptions of the politics of the Western Teachers of English to Speakers of Other Languages (TESOL) industry associated with problems of pedagogical ethics and appropriacy. Based on the findings and discussions, recommendations are offered for enhancing the quality of ELT in Bangladesh and strategically responding to the commercialised hegemonic but necessary “evil” of TESOL training. [ABSTRACT FROM AUTHOR]

The identity formation of Australian-trained Vietnamese teachers of English is explored by looking at their experiences as TESOL (teaching English to speakers of other languages) students in Australia and as teachers of English in Vietnam. On the one hand, the paper consolidates the understanding of identity in relation to difference and multiplicity; on the other hand, it challenges the views of identity as being always changing, fragmented and having no sense of core or wholeness. It shows that a strong sense of a Vietnamese national/cultural identity is consistently constructed and confirmed by these teachers, despite their global mobility, and their being simultaneously ‘here’ and ‘there’. This understanding of identity has implications for TESOL teacher training. [ABSTRACT FROM AUTHOR]

While recent debates on morality in English language teaching (ELT) tend to focus on how certain Western ethical and moral issues are related to other cultures, how non-Western teachers negotiate their identity with regard to morality has hardly been examined. This paper explores processes of identity formation of Vietnamese teachers of English and aims to offer a qualitative analysis of the nature of Vietnamese teacher identity constructions and the relations between the various (personal, professional and moral) identity discourses. More generally, the paper seeks to achieve a culturally grounded understanding of teacher identity discourse. The study indicates that the Vietnamese participants' understanding of the role of morality persists despite being teachers of English, a foreign language. It also shows how deeply rooted this commitment to being a moral guide as teachers is in Vietnamese society and how it both puts pressures on teachers and simultaneously makes them feel proud and compelled to demonstrate morality. It further demonstrates how these teachers' attachment to this moral role is related to their negotiation and reconstitution of values and identities, particularly in the teaching of international English. [ABSTRACT FROM AUTHOR]

This study investigates the impact of oil price fluctuations on trade, including the exports and imports of goods and services, fuel exports and fuel imports. For this purpose, we employed a Pooled Mean Group estimator on the autoregressive distributed lag (PMG–ARDL) model. This approach helps investigate the short-run and long-run effects of oil price changes on trade indicators considering the difference of convergence path across countries while handling problems of endogeneity. This study examines a strongly balanced panel dataset of 34 OECD countries over the 26 years from 1995 to 2020. Overall, the findings indicate that rising oil prices have a positive and significant impact on all trade indicators. The results are consistent with the immediate and persistent influence of oil price fluctuations on trade. Nevertheless, the effects of other explanatory variables on trade vary across different trade indicators and in the short and long runs. From a policy perspective, it is vital to comprehend the appropriate policy responses to oil price changes to achieve the expected trade outcomes. [ABSTRACT FROM AUTHOR]