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Fluency development is one of the prominent components of a well-balanced language course. In particular, speaking fluency interests second language (L2) researchers who have continuously tried to look for the finest approach for helping L2 learners attain a certain level of fluency to achieve effective communication. To this end, the primary purpose of this research is to explore what factors affect English-speaking fluency and what strategies can effectively boost its development among a cohort of Vietnamese university students. The participants were 142 English majors who filled out a questionnaire measuring their perceived self-efficacy concerning English-speaking fluency. Four teachers and six students joined the semi-structured interviews. Quantitative and qualitative data revealed that the most influential factors were linguistic elements, followed by performance, and affective factors. The most effective strategy for enhancing fluency was task repetition. Notably, the findings revealed a mismatch between teachers' and students' understandings of speaking fluency, which may negatively impact the achievement of fluent speech. Based on these results, pedagogical implications are discussed for English teachers and students regarding fluency development.

From a linguistic perspective it seems intuitive that a strong link would exist between the study of linguistics and critical thinking (CT). After all, linguistics is about making sense of language analysis, which contributes to the enhancement of CT while CT, in reciprocation, enables meaningful analysis. Yet this link has virtually never been clearly defined or made explicit either in studies on linguistics teaching and learning or in those on CT development. This paper explores the relationship between linguistics study and CT in the Vietnamese context from the perspectives of undergraduate English Linguistics students and their lecturers, with a view to improving both students' linguistics study and their CT. Drawing on data collected in questionnaires and interviews at a public university in Vietnam, the findings of the study reveal a variety of aspects of linguistics tasks and classroom activities where the link is significant as well as a range of specific CT skills and dispositions that are related to linguistics teaching and learning. In general, the students and the lecturers showed a positive attitude towards the integration of CT into linguistics teaching and learning, but challenges and barriers to this integration were identified. The study suggests the use of problem-solving tasks and open-ended questions for fostering the reciprocal relationship between linguistics study and CT.

This study contributes to a more nuanced understanding of student engagement in online learning by exploring the effects of salient online learning environment conditions on student engagement and the motivational pathways through which they affect engagement. Survey data were collected from 351 undergraduate students enrolled in various online undergraduate programs at a large open university in Vietnam. Results of structural equation modelling revealed that course clarity and task relevance had significant indirect effects on students' behavioural, cognitive, and affective engagement via their expectancy and task value beliefs. Teacher support was found to have indirect effect on student engagement only via expectancy beliefs whereas student connectedness predicted neither students' motivation nor engagement in online learning. Results of the study are discussed in light of existing theoretical and empirical evidence on the intricate relationships between learning environment, motivation, and student engagement. Implications for practice are also offered to help create an online learning environment that has potential to foster student engagement and alleviate disengagement and dropout.

Writing skills are not easy to develop in English language learning, especially when online learning is being implemented amid the COVID-19 pandemic. In order to improve students' writing skills, as well as increase students' autonomy, peer assessment is often adopted. The article presents findings of the research conducted in late 2021 on students' perceptions towards the use of peer assessment in an online English writing class in Vietnam. The research applied a mixed method model with a questionnaire and an interview as the instruments. The questionnaire has 18 items divided into 4 parts: students' personal information, students' attitudes towards peer assessment, advantages of peer assessment, and disadvantages of peer assessment. The participants were 97 English as a Foreign Language (EFL) students who experienced one semester studying "Advanced Writing Skills" in online classes. The findings of the research revealed that students had negative attitudes towards the application of peer assessment to improve writing skills and they shared ideas of advantages and disadvantages of peer assessment. It is recommended that specific guidelines on how to do peer assessment with samples should be provided before teachers implement this teaching technique in class. In addition, in online classes, teachers need to be aware of making students familiar with peer assessment, as well as in the virtual environment.

Teaching English through idioms and proverbs is one of the ways to help students' better understanding the use of English. Therefore, the purpose of this study was to determine the frequency, interest and learning style of idioms and proverbs among first-year students at University of Khanh Hoa, Khanh Hoa province, Vietnam. It is hypothesized that teaching of idioms and proverbs increase students' vocabulary, help them understand grammar and sentence structure, grasp the meaning and culture of English, and finally use English naturally and confidently. This study adopted a quantitative strategy to answer research questions by employing descriptive analysis based on survey data collected between August 2022 and April 2023, at University of Khanh Hoa, Khanh Hoa province, Vietnam. A sample of 83 first-year English language students majoring in English and 14 English lecturers at University of Khanh Hoa, Khanh Hoa Province participated in the survey organized through Google Form. The data was analyzed by collating the participants' responses in tabular forms showing the number, frequency and the percentage of responses for each option, and help understand their opinion and perception. A comparative approach was also taken to differentiate the learning of English idioms and proverbs with the methods used in the Vietnamese language. The findings revealed that students with better English proficiency of listening, speaking, reading and writing skills; a good learning environment and a good knowledge of culture and history learnt English proverbs and idioms more quickly. It is suggested that teachers need to teach idioms and proverbs combined with illustrations to promote students' critical thinking.

The main objective of this study was to compare the effectiveness of three STEM approaches in implementing STEM activities in lower secondary school students based on knowledge and scientific creativity. A pre-posttest experimental design was adapted. Six classes with almost similar learning conditions were randomly selected and each class was assigned as a group, in which two groups followed the Stand-alone engineering design approach, two adopted the 5E-EDP approach, and two classes used the Jigsaw learning approach. The data were collected from the tests before and after the experiments and were statistically analyzed. The findings revealed that these three approaches enhanced the students' gains in both knowledge and scientific creativity. Despite the overall progress, there existed a statistical difference among these models in their effects on the students' knowledge and scientific creativity. While 5E-EDP and Jigsaw learning approach were proven to make substantial progress in these factors, the Stand-alone engineering design scored less significance. The study also showed that there was a statistical difference between the Stand-alone engineering design approach and Jigsaw learning approach. The respective second approach formed a foundation for better performance of the students' knowledge and scientific creativity compared to the first one. Each approachhas its own value in enhancing students' knowledge and scientific creativity. The result of this study could be a hint for STEM educators to apply appropriate methods in similar contexts to boost achievements.

In Vietnam, STEM-based teaching approaches have been recommended for schools since 2018 with the integration of multiple courses in schools. Teachers' perspectives on integrated STEM education, and how to design a STEM lesson that supports students' learning are critical for ensuring that an integrated STEM curriculum is to be implemented successfully. This paper aims to describe a study examining STEM education practices in teaching Mathematics, in particular "Trigonometry ratio of an acute angle" in Vietnam. This study utilized mixed methods approaches with three phases: the first stage employed a quantitative phase to examine Vietnamese teachers' perspectives on STEM education. The second phase was an experiment on teaching while applying STEM education to design and organize a mathematics lesson, and the third, final phase, was to employ a qualitative study to explore the Vietnamese students' experiences of STEM education connected with real-world problem-solving and 21st-century skills development. A total of 47 teachers and 85 students participated in this study and data was collected from multiple research tools such as questionnaires and semi-structured interviews. Findings showed Vietnamese teachers' perspectives on the necessity and importance of applying STEM education practices; however, they reported facing numerous challenges. A lesson designed as a STEM education application and the students' feedback in relation to real-world problems. Learning outcomes connected with 21st-century skills in this study were expected to provide further knowledge for further discussions and practices to enhance teaching and learning STEM and mathematics education in Vietnam.

Situated against the increasingly popular role of English and the internationalization of higher education, English as a medium of instruction (EMI) has become an observable phenomenon in Vietnamese tertiary education. However, there is still a dearth of studies looking at how EMI is viewed and understood by students from different disciplines. This study aims to investigate the attitude of university students majoring in natural sciences and social sciences towards EMI. By exploring the students' attitudes towards EMI, the study attempts to explain the challenges they encountered. Data were collected using questionnaires administered to 215 university students, including a group of 103 natural science students and another group of 112 social science students. The data highlight significant attitudinal differences between these two groups of students. Those majoring in natural sciences were recognizably satisfied with more obviously-defined learning intentions in EMI classes, whereas those majoring in social sciences were more concerned about their levels of concrete achievement in English proficiency. Based on the study findings, it is implied that lecturers should develop an informed EMI pedagogical competence and assist students in developing discipline-relevant EMI learning strategies.

Aim/Purpose: The study aims to analyze the elements/factors that impact students' augmented reality/virtual reality (AR/VR) adoption through their behavior in Vietnamese higher education. In particular, the research demonstrates the influences of and relationships between multiple goals, learner experience, and barriers to adopting AR/VR. Background: The widespread adoption of digital transformation in numerous industries demonstrates its prospects and potential for growth. Many cutting-edge technologies, including AR and VR, have been included in educational activities because they have the potential to elevate academic standards across numerous colleges. However, their implementation and practice within higher education appear confusing to lecturers, organizations, and, in particular, students. Their innovative nature and differences are the fundamental causes. Hence, thoroughly elaborating the elements that impact the adoption of students -- the target audience -- through investigating the behavior if these factors are crucial to ensure the benefits of AR/VR are leveraged while the implementation procedures are enhanced. Methodology: By integrating earlier research, the research proposes a theoretical framework to explore how learners of AR/VR adopt these technologies. Discussion group interviews with professionals, namely four lecturers at Vietnam universities, were conducted. The professionals adjusted elements and changed the scales in order to optimize them in accordance with the context of Vietnamese universities. Additionally, the authors surveyed 200 students whose responses were transformed into numerical data. SmartPLS-SEM 4.0.9.3 software was used to test whether specific hypotheses were accepted or rejected. Contribution: The research holds immense significance as it employs customer behavior as the foundational theory to construct a proposed model delineating the influence of learner experience on multiple goals and AR/VR adoption. Moreover, the study's findings empower educational establishments to strategically allocate resources toward enhancing student experiences, aligning with learner goals, and consequently augmenting the adoption of AR/VR technologies. Findings: Regarding the relationship between learner experience and multiple goals, the findings indicate that convenience experience greatly impacts academic goals and social goals. Immersive experience also has a remarkable influence on academic goals, social goals, and practical goals. As regards the impact of multiple goals on AR/VR adoption, the research reveals that academic, social, and practical goals have a significant effect on such adoption. Concerning the correlation between learner experience and AR/VR adoption, it can be seen that usage experience and entertainment experience have a beneficial effect on such adoption. Recommendations for Practitioners: In terms of practical contributions, educational organizations in Vietnam can use the research during AR/VR implementation processes to maximize the benefits of AR/VR in education. Recommendation for Researchers: The authors conduct a theoretical research framework for the adoption of AR/VR technology into Vietnam's higher education digital platform. The research approaches a different aspect in the context of higher education, which considers students as customers based on prior research on customer behaviors through multiple goals and learner experiences to evaluate their impacts on the AR/VR adoption of students. Impact on Society: AR/VR has achieved extensive utilization and widespread acclaim across various sectors, notably education. Within the context of higher education institutions, the integration of AR/VR applications not only has advantages but also presents associated challenges. Therefore, the present inquiry was undertaken to elucidate the determinants influencing students' receptiveness toward AR/VR utilization. Educational establishments can leverage the insights gained from analyzing the learner experience and multifaceted objectives of, as well as impediments to, AR/VR assimilation to enhance favorable elements and mitigate unfavorable aspects during the process of AR/VR implementation. The overarching objective is to elevate the degree of AR/VR adoption among students. Future Research: Further research can consult the customer behavior approach regarding technological adoption in educational contexts. In addition, apart from adoption, dependent variables can be studied, such as satisfaction with or decision to use AR/VR in future research.

The first year at university is critical to students' later academic development. The first year, however, is also the time when students are most vulnerable to disengagement and dropout. Therefore, identifying students most at risk of disengagement as well as the classroom environment factors that drive or undermine student classroom engagement in the first year plays a crucial role in preventing dropout in later years. This study makes a contribution in this regard by taking a person-oriented approach to discovering profiles of students with different configurations of classroom engagement and examining the classroom factors that determine the classification of students into such profiles. Latent profile analysis of self-report data from 413 first-year university students in Vietnam reveals three profiles of student engagement, namely highly engaged (N = 75), moderately engaged (N = 230), and minimally engaged (N = 108). Multinomial logistic regressions further reveal three classroom environment factors including peer support, provision of choice, and task relevance that predict the likelihood of student membership in the three profiles. The study findings offer useful implications for the development of instructional strategies and the manipulation of classroom environment factors that have potential to promote first-year student engagement in the classroom.

Among the sharp development of modern technology, mobile learning (M-learning) appears as the significant mark of technological revolution 4.0. It has seen that the exponential expansion of mobile devices accompanied their smart functions to support learners' learning everywhere and every time. Thus, mobile-assisted language learning (MALL) is believed to serve learners' English knowledge. Although learning through mobile devices is expected to apply appropriately to teaching and learning, teachers' attitudes towards mobile learning need to be assessed seriously. This writing is to present EFL learners' psychological preparation to perceive English mobile learning application at University X through a survey on 69 EFL teachers by questionnaire, including ten statements within 10 minutes. The investigation is carried out in the second semester of the school year 2018-2019. The qualitative approach was used to collect and analyze data, and findings showed that teachers have positive attitudes towards M-learning and its application at University X can be accepted firmly.

With both the quantitative and qualitative data from 628 responses to a set of questionnaire collected from the undergraduates of three educational institutions in central Vietnam, this study analyzed learners' needs of "intercultural communication competence" (ICC) related to their studying of English for tourism purposes and future occupations. The methodology used for data analysis including semi-structured interviews, and the questionnaire. The findings showed that the students preferred intercultural language learning activities referring to authentic materials and real-life experience. The results also revealed the participants' great needs of various ICC attitudes and regular tasks in tourism workplaces. Particularly, they had positive attitudes in intercultural communication, and higher needs of tasks for improving discourse and behavioural competences more than other ICC dimensions. The study has implications for tourism learners, educators and related stakeholders to raise their awareness in learning, teaching and developing this long-lasting competence.

Student disengagement and dropout have been a concern among higher education institutions that adopt a mass lecture mode of knowledge delivery. Lack of student-student and student-teacher interactions is the primary reason causing student engagement to suffer. Recently, the widespread use of social networking sites such as Facebook has prompted researchers and educators to explore the use of this online platform to promote student engagement. Drawing on the development-in-sociocultural context perspective of student engagement, the current study contributes to this line of research by examining the indirect effect of perceived pedagogical affordance of Facebook on students' cognitive engagement with knowledge sharing behaviour as a mediator and knowledge sharing self-efficacy as a moderator. Results of the moderated mediation analysis of the Rasch-calibrated self-report data from 399 higher education students revealed that the indirect effect of perceived pedagogical affordance of Facebook on cognitive engagement through knowledge sharing behaviour was significant among students who had moderate to strong confidence in knowledge sharing, but not significant among those with low confidence. The study findings inform educators of appropriate instructional approaches to leveraging students' self-efficacy in knowledge sharing and fostering a knowledge sharing culture that has potential to enhance students' cognitive engagement in higher education.

Together with the rapid growth of blended courses implemented in higher education, instructors and researchers are keen on exploring the efficient models of blended learning (BL) to enhance students' achievement. While many BL theoretical models exist, robust empirical evidence confirming instructors' strategies and implementation is still scarce, particularly the possible differences as a function of disciplines. To address this lack of evidence, a qualitative study was conducted among 29 instructors in a large public university in Vietnam. Employing the Content-Construction-Communication framework as the guiding lens, the present study conducted semi-structured interviews to capture how instructors in hard and soft disciplines designed and implemented their blended courses. The findings revealed that instructors from hard and soft sciences shared both similarities and differences in their instructional strategies. Similar aspects included the alignment of course objectives with learning activities design and assessment, recognition of the importance of students' individual learning and collaborative learning, and responsiveness regarding students' questions. Yet, differences were observed in the design of both individual and collaborative online activities and instructors' online facilitation. Thus, the results provide a clear picture of different BL designs, which can be helpful for instructional designers and policies aimed at professional development support for successful BL implementation.

The present study examines the mediating role of parental burnout in the relationship between students' behavior problems and academic outcomes and whether this mediating process is moderated by parents' self-compassion (PSC). This study was designed according to a cross-sectional study model, and includes 821 Vietnamese primary students (M[subscript age] = 9.98, SD = 0.889) completing behavior problems questionnaires. The parents completed parental burnout and the PSC questionnaires. The school office reported academic outcomes. Main findings include: (1) Student's behavior problems have a direct negative influence on academic outcomes; (2) the mediating role of parental burnout was significant; (3) the moderating role of PSC was also significant. This study suggests that students' behavior problems increase parental burnout, reducing academic outcomes. Next, higher self-compassion protected parents from the negative effect of children's behavior problems. The results of this study are meaningful for developing interventions, which help improve parents' mental health and children's positive outcomes.

The purpose of this study is to explore students' motivation towards science learning at different grade levels and to investigate whether inductive reasoning can contribute to an explanation of science motivation. The study conducted a cross-sectional assessment in six public schools in Vietnam with a total population of 813 students from the 5th, 7th, 9th, 10th and 11th grades. Students completed instruments in either paper-and-pencil or online administration modes. An adapted science motivation questionnaire comprised five subscales for self-efficacy, active learning strategies, science learning value, achievement goals and learning environment stimulation. An inductive reasoning test consisted of four subtests: figure series completion, figure analogies, number analogies and number series completion. The results of confirmatory factor analyses and Rasch model measurement showed that the instruments were adequate fit models, both the science motivation questionnaire (RMSEA=0.054, CFI=0.919, SRMR=0.055) and inductive reasoning test (RMSEA=0.038, CFI=0.902, SRMR=0.044). We found that students' scores gradually fell grade by grade in science motivation throughout the grade cohorts. Particularly, students' motivation dropped noticeably on the self-efficacy and active learning strategies subscales. No gender difference was found between males and females in science motivation. Although a positive correlation was observed between inductive reasoning and motivation across grade levels, multi-model Bayesian inference suggested that other factors, such as age, science performance and parental involvement, were better predictors of students' science motivation. Furthermore, a path analysis showed that inductive reasoning has an indirect effect on science motivation through a science performance variable. The implications for enhancing science motivation are also discussed.

Facebook has been used not only as a popular social network service among college students but also as a platform for promoting learning and teaching effectiveness in different subject areas. While previous studies have demonstrated the utility of Facebook for enhancing student engagement, little is known about whether there are different profiles of students with different engagement patterns in the Facebook learning environment. Adopting a person-centred approach, we aim to fill this gap in the current study by identifying unobserved sub-populations of students with respect to their engagement patterns in the Facebook as a supplemental learning platform. Latent profile analysis revealed three engagement profiles, a "minimally engaged," a "moderately engaged," and a "highly engaged" profile. Results also suggested that academic disciplines and teacher involvement in the Facebook learning activities were significant predictors of student membership in the three engagement profiles. Our findings offer implications for the design and delivery of Facebook learning activities that cater to different groups of learners with different learning needs.

We studied a community cluster of 25 mpox cases in Vietnam caused by emerging monkeypox virus sublineage C.1 and imported into Vietnam through 2 independent events; 1 major cluster carried a novel APOBEC3-like mutation. Three patients died; all had advanced HIV coinfection. Viral evolution and its potential consequences should be closely monitored. [ABSTRACT FROM AUTHOR]

Teaching adult learners is not an easy mission for instructors. Among many factors affecting adult learners' learning, motivation seems to be the most significant. Studies on adult learners' motivation, especially on Vietnamese ones who pursue political science programs to become leaders in government offices and in the private sector, are still limited. Accordingly, this current study was conducted to investigate what motivates adult learners to be successful in their learning. Forty-six instructors who have worked with adult learners in political science programs for at least five years participated in this study to provide their perceptions of adult learners' reasons for taking an advanced political science course. A sixteen-item questionnaire was used to collect the quantitative data on teachers' perception of learners' motivators, and two focus group interviews were conducted to gain an in-depth understanding of the motivators stimulating learners to get involved and thrive in their study program. According to the survey results, the instructor participants perceived the desire to serve the community and the country and the trust of beloved people as the primary motivators for encouraging adult learners to continue their learning. Additionally, personal advancement and self-interest were also believed to have a remarkable impact on adult learners' learning motivation. The research context contributes to an explanation of why these motivators were highly perceived as adult learners' motivators. The results also stated the important role of institutional support for them to stay focused on their learning and foster the values of their school comeback.

Internationalization of higher education programs has become more diverse in non-Western countries but there has been a paucity of studies exploring these at-home initiatives of internationalization, particularly using business students' experience. This article reports a qualitative study that investigated 18 Vietnamese business students, majoring in marketing and international business, for their motivations of pursuing an elite internationalized university program. The results showed that business students were motivated by several foreign elements embedded in these programs: English language instruction, foreign certificate/degree, international teachers and friends, among others. The motivations were influenced by their rational self-interest and opinions of third parties and were practically driven by the motive of enhancing their employability. The article discusses the findings in relation to the current socio-cultural and educational context of Vietnam and provides practical implications for sustainable implementation of these business programs on the principle of meeting students-as-customers' learning needs and expectations.

The integration of cross-cultural communication in Vietnam has constantly increased since this nation officially became a member of regional and international organizations such as ASEAN and WTO. This has driven Vietnam to integrating with many worldwide nations in various areas of science, technology, economics, and cultures. English language, therefore, has obviously been a bridge for cross-cultural communication thanks to its worldwide lingua franca (Brown, 1994). For these reasons, raising intercultural communicative competence (ICC) in English language curriculum has been emphasized in most Vietnamese university contexts. This study aims to investigate students' perceptions to cultivating intercultural competence activities developed from previous scholars via a qualitative case study. The study deployed students' reflection and open-ended questionnaire to sixty Vietnamese English-majored freshmen. The findings revealed that the student participants experienced positive knowledge, skills of interacting, and attitudes to ICC activities. Possible measures were implied for effective ICC cultivation.

It is undeniable that the existence of internationalization has given a great deal of influences within various fields of worldwide nations, namely science, technology, economics, politics, and even education. One of its obvious results is the emergence of intercultural communication and English language has then become as a bridge for cross-cultural communication, thanks to its worldwide lingua franca. For these reasons, Intercultural Communication Competence (ICC) should be more concerned in English Language Teaching (ELT) tertiary contexts. Although ICC in ELT has been long discussed in the previous studies of Vietnamese tertiary contexts, its investigations are revealed differently and separately with regard to its theoretical analysis in this context or its practices in English classrooms. This study aims to gain an in-depth understanding on this issue by investigating English teachers' perceptions and practices on ICC in ELT in the context of Vietnamese southern tertiary institutions. The study uses a mixed method, namely a survey questionnaire and interviews to English lecturers from six southern universities in Vietnam. The findings of the study reveal the positive attitudes of English lecturers on ICC in ELT, but certain challenges confronted by their implementations have been highlighted. As a result, some possible measures to enhance ICC engagement in ELT in this context are proposed.

Teachers play key roles in advancing the use of mobile devices for language learning in both formal and informal settings. However, in contexts where top-down educational policies are prevalent, the roles of teachers are usually overemphasized while learners--the end-users of educational technologies remain largely ignored. Less understood is what roles students expect teachers to play in facilitating their acceptance of mobile-assisted language learning. This study was conducted in an attempt to fill this gap using the extended technology acceptance model (TAM). Survey data from 293 higher education learners of English in Vietnam were analyzed by the Rasch-based path model. Results indicated that students showed stronger desire for teachers' orientation toward appropriate use of mobile resources for language learning both inside and outside the classroom than teachers' demonstration of mobile-assisted language learning activities in the classroom. The findings offer useful implications for teachers, researchers, and language education policy makers in fostering the use of mobile devices for language learning.

This article examines tourists' experiences based on a content analysis of 23,640 online TripAdvisor reviews on the Cu Chi tunnels, one of the most well-known dark tourist sites in Vietnam. Using the netnography approach, we found that most online reviews are from inbound tourists. We identified several factors that impact tourists' perceptions, including tourists' underground experience, the content of war history, the tour guide's narrative talents, tourists' experience shooting weapons on-site, and the relative size of the crowd. Both positive and negative experiences were grouped into a few common categories. Based on our analysis, we observed that the current improvement of service quality, programmes, and presentations is not enough to transform tourists' experiences at the site. Rather, we discovered that the tourist also needs to be a co-creator of the experience. We draw out the findings to delineate their theoretical value and make inferences for the site management before concluding with a discussion of the study's limitations and suggestions for future research. [ABSTRACT FROM AUTHOR]

Background Vietnam's healthcare system offers limited services and facilities for older adults. This study explored the perceptions of health and social care workers regarding geriatric care issues, their impact on older adults and the potential of collaboration for enhancing older adults' health and well-being. Methods This qualitative case study employed 27 focus group discussions and two in-depth interviews with 174 participants in Thua Thien Hue Province, Vietnam. An inductive thematic analysis was conducted. Results According to the participants, the major challenges that hindered geriatric care consisted of caregiver and care recipient issues, which were identified to constrain care accessibility, resulting in decreased physical, mental and social health. Across different settings and professions, collaboration was considered a routine and natural aspect of daily work. It was perceived that establishing and strengthening collaboration could facilitate improvement in health and social welfare services through the prioritization of needs and enhancement of caregiver skills and training. Conclusions Collaboration was viewed as ad hoc but indispensable for addressing the identified geriatric care issues that could improve the general health and well-being of older adults. The findings indicate a need for better collaboration in Vietnam, achieved through defined guidelines, training and improved interprofessional education and practice. [ABSTRACT FROM AUTHOR]

Control of variables strategy (CVS) is a core scientific reasoning skill related to domain-general experimentation for evaluating an experimental system and deducing valid conclusions. This study aims to develop, validate, and explore latent factors predicting item difficulty in the test, measuring CVS in physics for high school students. The original test contains 24 items related to mechanics, thermodynamics, and electricity. It measures three CVS subskills: identifying controlled experiments, interpreting the controlled experiment outcome, and understanding confounded experiments' determinacy. The study assessed 470 10th, 11th, and 12th-grade students from 9 public high schools in the southern province of An Giang (Vietnam). All test items fit the data well according to the Rasch model measurement, in which the three-dimensional model fit better than did the unidimensional one. Differential item functioning analysis indicated no statistically significant differences between genders in any items. Furthermore, we found that item difficulty depended on the subskills but was not affected by physics-related content or the number of independent variables. The test showed the potential to serve as a measurement tool for assessing CVS in basic physics at the upper secondary education level.

Objectives: To evaluate a co-designed intervention using digital resources "Vietnam Cancer Caring Coping" (V-CCC) on the health literacy, depression, and quality of life of caregivers supporting a cancer patient in oncology hospitals in Vietnam. Methods: A pre-post quantitative evaluation with adult cancer caregivers across regional Oncology hospitals in Vietnam (Ho Chi Minh City, Da Nang, Can Tho, and Hue). Participants completed baseline and follow-up measures of health literacy (HLS-SF12) depression (PHQ-9) and Health-related Quality of Life (5Q-5D-5L). Participants accessed and reviewed V-CCC for a 2-week period. Results: Two hundred and thirty-four caregivers completed pre and post-tests. Most participants were female (n = 143, 61%), married (n = 165, 70%), aged 18–44 (n = 155, 66%), lived rurally (n = 157, 67%). All health literacy scores of participants in post-intervention were significantly higher than that in pre-intervention across all domain's healthcare, disease prevention, and health promotion as well as the total score (p < 0.001). A significant reduction in the proportion of caregivers reporting PHQ-9 moderately severe/severe depression post-intervention was demonstrated (10.2 vs. 6.1%, respectively (p ≤ 0.001). No significant differences were observed pre and post-intervention across four 5Q-5D-5L health dimensions: mobility, self-care, usual activities, and pain/discomfort. Regarding anxiety/depression as measured by 5Q-5D-5L the proportion of participants who reported having moderate, severe, and extreme problems in pre- and post-intervention was statistically significant (32 vs. 24%), respectively (p = 0.0028). Conclusion: Co-designed digital resources can reduce health literacy inequities and improve psychological outcomes for cancer caregivers. [ABSTRACT FROM AUTHOR]

The study aimed to determine how changes in land cover and surface water are being made using stratified objectoriented analysis based on the interpretation of remote sensing images. It is the first step toward managing the region’s annual land-use inventories projects. The study used Sentinel-2 images from 2019 through 2021 to delineate the changing urban land cover in the Ninh Kieu District, Can Tho City, Viet Nam. The study used QGIS software to interpret the images and eCognition software to classify the objects based on the NDBI, NDVI, and NDWI indices. The interpretation results were checked for the accuracy, and the land cover was changed over the years. The results show that urban land cover changes with the increase of urban land and the decrease of vegetation land used for urban land, while water surface area inwards decreased from 2019 to 2020 but increased in 2021. Maps of the current state of the urban land covers in the study area were delineated. The interpretation results contribute to the preliminary method by using satellite images for the annual land use inventory project in the region, even though some difficulties still exist and need to be modified. [ABSTRACT FROM AUTHOR]

Guided by the Social Vocation of Territory (SVT) framework, this research delves into the challenges encountered by Community-Based Tourism (CBT) initiatives in Vietnam, using Quang village as a focal point. Conducted through two fieldwork expeditions spanning 2019 to 2022, the study unveils key hurdles, including elite capture, social exclusion, disruption of community solidarity, and an increased burden on rural women. Aligned with the SVT framework, these findings emphasize the potential risk of undermining social cohesion when tourism overlooks local realities and norms. This research underscores the significance of adopting a community development perspective, offering insights to assess tourism's impact on the social fabric. The current work advocates for implementing flexible, context-conscious CBT approaches grounded in a realistic understanding of local sociocultural dynamics. [ABSTRACT FROM AUTHOR]

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Antibiotic resistance (AR) rates in Vietnam are among the highest in Asia, and recent infections due to multi-drug resistance in the country have caused thousands of deaths each year. This study investigated a Vietnamese community's preferences for antibiotic treatment and its knowledge and attitudes regarding antibiotics. A discrete choice experiment-based survey was developed and administered to the population of interest. The respondents were given sociodemographic-, knowledge- and attitude-related items and 17 pairs of choice tasks. Two hypothetical options were included in each choice task. Latent class analysis was conducted to determine the differences among the respondents' preferences. Among 1,014 respondents, 805 (79.4%) gave valid questionnaires. A three-latent-class model with four covariates (age, healthcare-related education or career, occupation, and attitude classifications) was used in the analysis. All five attributes significantly influenced the respondents' decisions. The majority, including young employed respondents with non-healthcare-related work or education, found treatment failure more important. Older respondents who had healthcare-related education/careers and/or appropriate antibiotic use- and antibiotics resistance-related attitudes, regarded contribution to antibiotic resistance as an important attribute in selecting antibiotic treatments. Unemployed individuals with correct knowledge identified the cost of antibiotic treatment as the most essential decision-making factor. Findings suggest minimal antibiotic impact on resistance; only 7.83% view it as amajor concern. The respondents exhibited substantial preference heterogeneity, and the general Vietnamese public had poor knowledge of and attitudes toward antibiotic use and antibiotic resistance. This study emphasizes the need for individual responsibility for antibiotic resistance and appropriate antibiotic use. [ABSTRACT FROM AUTHOR]

(1) Background: Pediatric urinary tract infections (UTIs) pose significant challenges due to drug-resistant Escherichia coli (E. coli) strains. This study utilizes whole-genome sequencing to analyze temporal trends in antibiotic resistance genes (ARGs) in clinical E. coli isolates from pediatric UTI cases in central Vietnam. (2) Methods: We conducted whole-genome sequencing on 71 E. coli isolates collected from pediatric UTI patients between 2018 and 2020. ARGs were identified, and their prevalence over time was analyzed. Statistical tests were used to correlate ARG presence with antibiotic resistance. (3) Results: Of the 47 E. coli isolates with complete data, 40 distinct ARGs were identified, with a median of 10 resistance genes per isolate. A significant increase in the total number of ARGs per isolate was observed over time, from an average of 8.88 before June 2019 to 11.63 after. Notably, the prevalence of the aadA2 gene (aminoglycoside resistance) rose from 0% to 26.7%, and that of the blaNDM-5 gene (beta-lactam and carbapenem resistance) increased from 0% to 23.3%. Key correlations include blaEC with cephalosporin resistance, blaNDM-5 with carbapenem resistance, and sul2 with sulfamethoxazole/trimethoprim resistance. (4) Conclusions: Whole-genome sequencing reveals complex and evolving antibiotic resistance patterns in pediatric E. coli UTIs in central Vietnam, with a marked increase in ARG prevalence over time. Continuous surveillance and targeted treatments are essential to address these trends. Understanding genetic foundations is crucial for effective intervention strategies. [ABSTRACT FROM AUTHOR]

In the digital age, firms should continually innovate and adapt to remain competitive and enhance performance. Innovation and adaptation require firms to take a holistic approach to their corporate structuring to ensure efficiency and effectiveness to stay competitive. This study examines how corporate restructuring impacts firm performance in Vietnam. We then investigate the moderating role of digital transformation in the corporate restructuring–firm performance nexus. We use content analysis, with a focus on particular terms, including "digitalization," "big data," "cloud computing," "blockchain," and "information technology" for 11 years, from 2011 to 2021. The frequency index from these keywords is developed to proxy the digital transformation for the Vietnamese listed firms. A final sample includes 118 Vietnamese listed firms with sufficient data for the analysis using the generalized method of moments (GMM) approach. The results indicate that corporate restructuring, including financial, portfolio, and operational restructuring, has a negative effect on firm performance in Vietnam. Digital transformation also negatively affects firm performance. However, corporate restructuring implemented in conjunction with digital transformation improves the performance of Vietnamese listed firms. These findings largely remain unchanged across various robustness analyses. [ABSTRACT FROM AUTHOR]

Vietnam has transitioned from one of the poorest countries globally into a middle-income nation in three decades since the 1986 Economic Renovation (Doi Moi). However, this economic reform miracle has been widely supported by extensive urbanization and industrialization, leading to severe deterioration in environmental quality. While the effect of economic growth on environmental degradation has been extensively investigated, previous studies on Vietnam have largely ignored the role of urbanization and industrialization, the two key pillars in supporting economic growth in Vietnam. As such, this study focuses on the effect of urbanization and industrialization on environmental quality from 1985 to 2021 using the ARDL estimation. Our overall finding confirms that urbanization in Vietnam leads to further environmental degradation in the short run. However, this negative effect disappears in the long run. However, industrialization deteriorates environmental quality in both the short- and long-run. Our empirical results confirm the validity of the environmental Kuznets curve (EKC) hypothesis in the presence of urbanization and industrialization in the Vietnamese context in the long run, implying that Vietnam's environmental quality may be improved in the long run when a certain income level is met. These findings imply that the Vietnamese government should reconsider the priority of its industrialization strategy to ensure that sustainable economic growth is not at the expense of environmental quality in the long run. [ABSTRACT FROM AUTHOR]

This article reports a study that explored how at-home international education, known as advanced programs, offered by Vietnamese universities contributes to students' employability and career prospects. Data included 30 interviews with third- and fourth-year students, two institutional reports, and a national report on the progress of these programs after 10 years of implementation. The data were analyzed using a content-analysis approach. The results showed that advanced programs could help students develop human capital, expand their social network, enrich cultural understanding via mobility, enhance their career adaptability, and develop professional identity. However, despite quality learning outcomes, approximately one-third of graduates appeared not to successfully secure relevant employment within a year post-graduation. This article explains possible factors causing the gap between students' employability and employment outcomes and suggests ways to fill the gap.

Vietnam has 11 Biosphere Reserves (BRs) designated by UNESCO where evaluation of management effectiveness plays an important role to promote sustainability for these areas. We propose a set of indicators suitable to Vietnam's social-ecological conditions based on the IUCN concepts of management effectiveness and the consultation dialogues with relevant BR stakeholders. This set includes 58 indicators, 20 headline indicators according to 6 management elements of BR: Context, Planning, Inputs, Process, Outputs and Outcomes. Management effectiveness value is divided into 5 levels (0, 25, 50, 75, 100) and thereafter categorised into 4 ranges according to the corresponding value (Very low: 0–25 points; Low: 25–50 points; Average: 50–75 points; High: 75–100 points) with the higher the value, the greater the effectiveness. Based on the indicators, we evaluated the management effectiveness of Cu Lao Cham-Hoi An BR (designated in 2009). The results of evaluating management effectiveness for this BR have determined that the overall management effectiveness for the whole BR is 78.2 out of 100 scores, equivalent to high management effectiveness. Results for management elements: element 1 (Context-85.8 score), element 2 (Planning-83.5 score), element 3 (Inputs-73.4 score), element 4 (Process-76.3 score), element 5 (Outputs-68.3 score) and element 6 (Outcomes-81.9 score). Although the indicators presented a useful analysis of management effectiveness in this particular case, owing the diversity of BRs in Vietnam in terms of socio-ecological conditions, total area, governance model and administration, caution should be applied in the treatment and/or selection of these indicators for all BR cases and the 58 indicators should be used as a guide for each specific BR. [ABSTRACT FROM AUTHOR]

Background: Lumpy skin disease (LSD) is caused by a virus belonging to the genus Capripoxvirus, exhibiting clinical symptoms ranging from mild signs to the development of nodules. LSD emerged in Asia and Southeast Asia, including Vietnam, in October 2020 and has since spread throughout the region, resulting in productivity and economic losses. Aim: This study aimed to investigate the virus-causing papular dermatitis in cattle from the Mekong Delta region of Vietnam by analyzing its GPCR gene and assessing its evolutionary relationship with sequences in the GenBank database. Methods: Blood samples (n = 180) were collected from cattle farms in Ben Tre, Tien Giang, and Tra Vinh provinces. PCR targeting the P32 antigen gene was utilized to detect LSDV presence, and GPCR gene amplification was performed to assess genetic variability. Results: LSDV was detected in 8.33% (15/180) of the samples using PCR targeting the P32 antigen gene. Each sample that tested positive for LSDV demonstrated complete amplification of the GPCR gene. Sequence alignments and phylogenetic analyses of the GPCR gene revealed that Mekong Delta LSDV isolates shared genetic similarities and possessed a 12-nucleotide insertion comparable to strains from China in 2019 and Northern Vietnam in 2020. Conclusion: This study provides preliminary insights into the molecular characteristics of LSDV in cattle from the Mekong Delta region of Vietnam. The observed genetic relatedness to other LSDV sequences from Asia and Southeast Asia underscores the importance of regional surveillance and control measures. These findings contribute to the development of effective strategies for LSDV control and prevention. [ABSTRACT FROM AUTHOR]

Diorygma sp. is a native crustose-lichen in Vietnam. A mycobiont of this lichen was isolated, then cultivated. The present study described the isolation and structural elucidation of two new guaiane-type sesquiterpenes, namely diorygmones A-B. Their absolute chemical structures were elucidated by extensive 1D and 2D NMR analysis, high-resolution mass spectroscopy, electronic circular dichroism (ECD), and comparisons with the literatures. Compounds 1 and 2 were evaluated for cytotoxic activity against HepG2 cell line. [ABSTRACT FROM AUTHOR]

Introduction: In Viet Nam, key populations (KPs) face barriers accessing HIV services. Virtual platforms can be leveraged to increase access for KPs, including for HIV self‐testing (HIVST). This study compares reach and effectiveness of a web‐based HIVST intervention from pilot to scale‐up in Viet Nam. Methods: A mixed‐methods explanatory sequential design used cross‐sectional and thematic analysis. The pilot launched in Can Tho in November 2020, followed by Hanoi and Nghe An in April 2021. Scale‐up included Can Tho and Nghe An, with 21 novel provinces from April to December 2022. After risk assessment, participants registered on the website, receiving HIVST (OraQuick®) by courier, peer educator or self‐pick‐up. Test result reporting and completing satisfaction surveys were encouraged. Intervention reach was measured through numbers accessing the testing, disaggregated by demographics, and proportion of individuals reporting self‐testing post‐registration. Effectiveness was measured through numbers reporting self‐test results, testing positive and linking to care, and testing negative and using HIVST to manage pre‐exposure prophylaxis (PrEP) use. Thematic content analysis of free‐text responses from the satisfaction survey synthesized quantitative outcomes. Results: In total, 17,589 participants registered on the HIVST website; 11,332 individuals ordered 13,334 tests. Participants were generally young, aged <25 years (4309/11,332, 38.0%), male (9418/11,332, 83.1%) and men who have sex with men (6437/11,332, 56.8%). Nearly half were first‐time testers (5069/11,332, 44.9%). Scale‐up participants were two times more likely to be assigned female at birth (scale‐up; 1595/8436, 18.9% compared to pilot; 392/3727, 10.5%, p < 0.001). Fewer test results were reported in scale‐up compared with pilot (pilot: 3129/4140, 75.6%, scale‐up: 5811/9194, 63.2%, p < 0.001). 6.3% of all tests were reactive (pilot: 176/3129, 5.6% reactive compared to scale‐up: 385/5811, 6.6% reactive, p = 0.063); of which most linked to care (509/522, 97.5%). One‐fifth of participants with a negative test initiated or continued PrEP (pilot; 19.8%, scale‐up; 18.5%, p = 0.124). Thematic analysis suggested that community delivery models increased programmatic reach. Live chat may also be a suitable proxy for staff support to increase result reporting. Conclusions: Web‐based self‐testing in Viet Nam reached people at elevated risk of HIV, facilitating uptake of anti‐retroviral treatment and direct linkage to PrEP initiations. Further innovations such as the use of social‐network testing services and incorporating features powered by artificial intelligence could increase the effectiveness and efficiency of the approach. [ABSTRACT FROM AUTHOR]

Motivation: Vulnerability to poverty derives from adverse shocks and adaptive capacity. To alleviate poverty, policy‐makers must understand sources of vulnerability, household coping strategies, and the effectiveness of current insurance. Vietnam is an important case due to the many hazards that rural households face and the inadequacy of social safety nets. Purpose: This article investigates the role of adverse shocks on vulnerability, coping strategies, and recovery of households in rural Vietnam. Approach and methods: Using a unique panel data set from Vietnam Access to Resources Household Surveys (VARHSs) during 2008–2016, I first estimate and deconstruct sources of vulnerability. To examine household behaviour when coping with adverse shocks, I use a multivariate probit model; to investigate whether coping strategies help households recover from shocks, I use a multinominal probit model. Finally, I evaluate the effectiveness of existing risk‐management mechanisms. Findings: The average rural household in Vietnam experiences a 72% decrease in utility due to shocks. Idiosyncratic shocks contribute 32% of the loss. Rural households are highly dependent on informal coping, such as reducing food consumption, withdrawing savings, taking children out of school or selling capital assets. Household savings allow the wealthiest households to recover; but for low‐income households, consumption has to be cut, which depletes human capital development and prevents recovery. Policy implications: Rural Vietnamese need more public support to cope with and recover from shocks. Because idiosyncratic shocks hit households hard, public support should focus on alleviating their impacts. Expanding health insurance to all rural households should be a priority. Households suffer less in areas with higher levels of economic development, so economic growth is a defence against shocks. More roads and links to towns and more irrigation would help. [ABSTRACT FROM AUTHOR]

Background: The use of antibiotics in children is influenced by the knowledge, attitudes, and behaviors of caregivers, especially mothers. Objective: This study aimed to assess the knowledge, attitudes, and practices regarding antibiotic use for children among mothers with children under 5 years old in rural areas of northern Vietnam. Methods: This research utilized a cross-sectional descriptive design with a self-administered questionnaire targeting mothers with children under 5 years old in two communes in Hai Duong province and two communes in Hung Yen province. Data collection was conducted from March to April 2023. Chi-square tests and multivariable regression analyses were employed to explore the relationship between the demographic characteristics of mothers and their knowledge, attitudes, and antibiotic use behaviors. Results: The majority of mothers exhibited inadequate knowledge (86.2%), inappropriate attitudes (73.8%), and incorrect antibiotic use behavior (73%). Mothers with university-level education or higher had better knowledge (QR = 4.98; 95% CI: 2.58-9.64) and more correct behaviors (QR = 2.32; 95% CI: 1.31-4.13) in antibiotic use. Mothers with an income higher than 20 million VND exhibited more appropriate attitudes (QR = 5.74; 95% CI: 2.76-11.93) and more correct behaviors (QR = 6.33; 95% CI: 3.18-12.61) regarding antibiotic use. Conclusion: The majority of mothers possess incorrect knowledge, improper attitudes, and irrational antibiotic use behaviors. This calls for continuous interventions and collaborations between healthcare professionals and the community, particularly parents, to enhance the understanding of rational antibiotic use. [ABSTRACT FROM AUTHOR]

Value Stream Mapping (VSM) is a key tool in Lean Manufacturing (LM) that helps identify opportunities for process improvement. This research aims to propose an integrated method using LM tools (such as Kanban, VSM, Pareto chart, and Supplier Input Process Output Customer) and Arena simulation to improve the productivity of the production line through reducing lead time, inventory time, including Raw Material (RM) time and Work In Progress (WIP) time and enhancing Process Cycle Efficiency (PCE) ratio. To begin the process, a Pareto chart is employed to identify the main product of the organization. Subsequently, a current VSM is constructed to identify any waste in the production line. The Kanban tool is then used to propose appropriate remedies to improve the manufacturing process. To validate the efficiency of the production capacity in future VSM, Arena simulation is executed by determining Takt Time. Lastly, a future VSM is formulated based on the suggested improvements, and an appraisal is conducted to provide recommendations for prospective enhancements. A real case study of a furniture company in Vietnam is performed to demonstrate the effectiveness of the proposed method. The results reveal impressive benefits, including a 92% reduction in lead time and a corresponding 92% increase in PCE. Additionally, there is a substantial reduction of around 90% in WIP time, while RM time is completely eliminated, resulting in a 100% reduction. These findings highlight the efficacy of the proposed approach and the importance of VSM and other Lean tools in achieving process optimization. [ABSTRACT FROM AUTHOR]

Vietnam has achieved significant economic growth, poverty reduction, and social transformation since its 1986 major economic reform. However, industrialization, a key pillar supporting this achievement, has resulted in massive domestic migration from certain parts of the country into industrialized provinces mainly located in the south of Vietnam, leading to various challenges for society. This study investigates the effects of the characteristics of Vietnamese households and their heads, environmental factors, and living conditions of the households in the regions where they have decided to leave behind for a migration decision on domestic migration. Our study also compares the migration trends in the past decade using the Vietnamese Household Living Standard Surveys (VHLSS) in 2010 and 2020, together with a logit model. We find that the average probability that a household and their members migrate is about 10 per cent in 2010, reduced to approximately 6.8 per cent in 2020. Our empirical findings also confirm that a migration decision is strongly associated with the characteristics of the households and their heads, particularly for the household size and the educational level of the household head. The average radiation and rainfall are also associated with a migration decision. Weather temperature, water sources, and electricity supply also play an essential role in Vietnamese households' migration decisions. Policy implications have emerged based on these empirical findings that the Vietnamese government should consider. [ABSTRACT FROM AUTHOR]