Vocational guidance plays an important role in career orientation for secondary students. Before entering the secondary school graduation exam, schools around the country start to organize career counseling. This urgent issue drives parents, teachers, and students up the wall, especially students are the learners who directly suffer from this consequence leading to students’ mental health issues. The study aim is to find out the optimal solution that helps students overcome the high pressure of vocational counseling before the graduation exam. In this inquiry, quantitative research is the best method to focus on surveying students’ awareness based on comparative research which is typical research, and via this exploration to evaluate the research object comprehensively. The comparative research is applied in this article to discover the differences between vocational guidance before and after the 10th-grade entrance exam towards poorer and lower-scoring students. This study is put into operation at Chu Van An secondary school – in Binh Duong province – academic year 2023-2024 and the students of grade 9 are research objects which are chosen to answer survey questions. According to survey tables, more than 93.3% of students with poorer and lower scores select vocational guidance after the secondary school graduation exam and 6.7% of students take the reverse one. What we need to think about is whether this way of present career counseling is feasible

Based on previous surveys, it is evident that Food Technology students at Thu Dau Mot University face challenges in learning English, such as limited vocabulary, weak grammar, inaccurate pronunciation, and poor listening and speaking skills. These can lead to declining academic performance and restricted career opportunities. The paper highlights the potential of Artificial Intelligence (AI) in overcoming these challenges. AI tools like Gemini Google can provide personalized learning experiences, improve interaction with the language, and offer immediate feedback. Gemini is specifically chosen due to its free access, Vietnamese interface, and support for over 40 languages. This study demonstrates that Gemini is an effective tool for undergraduate students, particularly those in Food Technology who have weak English backgrounds, to improve their English skills. Gemini improves vocabulary, grammar, speaking, listening, pronunciation, reading, and writing. It offers simple instructions and ideas in both English and Vietnamese, making it ideal for beginners, selflearners, and people with limited English proficiency. Unlike traditional learning, Gemini provides access at any time and from any location, as well as the ability to overcome shyness and blunders. Gemini's large, up-to-date database and user-friendly interface enable personalized learning paths and can be paired with other methods for best language learning. The study also proposes various strategies for utilizing Gemini Google to improve English learning effectiveness in areas like vocabulary, grammar, listening, speaking, reading, writing, and creating a positive learning environment. Furthermore, Gemini's value extends beyond languages, offering assistance in a variety of other areas.

English language proficiency is crucial for academic and professional success, with effective communication skills playing a pivotal role. Collaborative teaching methods, particularly group work, can significantly enhance students' creativity, evaluation, synthesis, analysis, and comparison, as well as problem-solving, essential for developing collaborative abilities. Furthermore, non-English major students often struggle to develop their speaking skills due to limited practice opportunities. This study addresses this challenge by implementing group-work activities in an English as a Foreign Language (EFL) classroom. A mixed-methods approach was used to gather data including quantitative data collected through a questionnaire administered to 71 non-major students at Dong Nai Technology University and qualitative data came from semi-structured interviews. The results showed that group work significantly improved students' fluency, coherence, and confidence. Students reported increased motivation and engagement in speaking activities. These findings suggest that group-work activities effectively enhance speaking skills for non-English major students.

International integration not only brings opportunities but also challenges for teaching and learning English. Like other universities, Thu Dau Mot University focuses on teaching English for non-majored students of different faculties to meet the curriculum as well as provide knowledge for them to be confident when communicating. However, teaching English to non-majors still faces a lot of difficulties due to a number of factors. This study aims to understand the attitudes of non-English major students toward learning English at TDMU. Quantitative methods are used through survey questionnaires related to students' attitudes toward learning English and factors affecting students' attitudes toward learning English, and also finding out their wishes when participating in English learning activities in class. The questionnaire was sent to 190 students of different levels (levels 3-5). The results of the study show that most students are aware of the importance of learning English but they are not highly motivated to learn. According to the analysis results, students do not have a positive attitude towards learning English for the following reasons: They haven't spent time studying because they have to work part-time job for paying tuition fee; The purpose of using this language after graduation has not been determined, and they haven’t found a suitable learning method. From these findings, some solutions have been discussed to improve students' English learning attitudes, help lecturers make appropriate adjustments to improve students' learning outcomes and meet the standards school output as well as meet the needs of society.

Binh Duong Province is one of the leading regions in Vietnam in attracting foreign investment, with thousands of expatriates living and working in the province. The demand for an international education environment (in-country study abroad) among parents and students in the province is increasing. Additionally, the current globalization trend and international integration demand a high-quality workforce with adaptability and international integration skills, requiring educational institutions to innovate to keep up with the rapidly changing society. Given the situation and trends, establishing an international high school under Thu Dau Mot University (TDMU) is necessary to meet the demand for high-quality human resources in Binh Duong Province, serving the economic, social development, and international integration of the province, the Southeast region, and the whole country. Furthermore, the establishment of an international high school by TDMU also contributes to enhancing TDMU’s position, image, and reputation within the national and international education systems. This article analyzes the strengths, weaknesses, challenges, and opportunities of TDMU in establishing an international high school, thereby providing implementation directions in the context of the economic and social situation in Binh Duong Province.

The article explores the influence of the mother tongue (Vietnamese) on practicing to develop first-year students’ English writing skills at Thu Dau Mot University. Analytical data was collected from 100 first-year students majoring in English Language at the Faculty of Foreign Languages - Thu Dau Mot University. Research results show that students are still greatly influenced by Vietnamese (first language) in the process of practicing English writing skills. Among the students surveyed, up to 58.4% said they were still influenced by the way of thinking in Vietnamese, and then switched to English to follow the writing style of Vietnamese. … The remaining % said they had practiced writing in English through many writing activities at English centers and had practiced writing through thinking in English. The rest of the article proposes some solutions to help students overcome the above barriers to develop effective writing skills.

This research examines the scholarly literature on technology-based language learning published in the Computer Assisted Language Learning journal-one of the key journals in the field from 1990 to 2019. The researcher randomly selected 30 articles from 257 articles found in this journal during a thirty-year period (one article each year) to analyze the research method trends and the learner types focused in those studies. Results showed that mixed-method research has been more popular in recent years, and this may help academics better understand the connections between classroom environments and technology-enhanced language acquisition. For quantitative analysis, tests and Liker-scale questionnaires are the most used instruments, whereas interviews are the most common approach for qualitative analysis in mixed-method publications. Additionally, when it came to learning levels, researchers focused their attention on college and university students, but they paid no attention to pre-schoolers.

Currently, to make human life more convenient and easier, many utility services have been provided. Among them, online food ordering applications with high coverage and diverse forms become prominent. This research aims to examine the factors influencing the intention of using online food ordering applications among students in Ho Chi Minh City. Using a multivariate linear regression model and the Ordinary Least Squares method (OLS), the research team analyzed primary data based on 120 valid survey sheets collected from students studying in HCMC. The research results indicate that there are seven factors influencing the intention to use (ITU) online food ordering applications, including: (1) Ease of use (EOU), (2) Convenience (CV), (3) Aesthetic appeal (AA), (4) Price expectations (PE), (5) Social influence (SI), (6) Perceived risk (PR), and (7) Habits (HB). Among them, the three factors with the greatest impact on the students’ intention are ease of use, aesthetic appeal, and social influence. Based on the test results, the study proposes a management implication to help food delivery service providers enhance service quality, suggest development directions, and make suitable strategies for potential target customers. Keywords: food delivery service providers, food ordering applications, management implication, students’ intention

Physical Education plays an important role in improving health and physical development, contributing to fostering personality, and meeting comprehensive educational requirements for students. This is one of the contents of comprehensive education of learners' personality in schools in general and elementary schools in particular. It can be carried out in many ways, teaching physical education is the most basic and important ways. The article presents an overview of the theoretical system of physical education activities for students in primary schools to affirm the Party and State's policy views on physical education for the youth and children generation is completely correct, plays an extremely important role in the development of each individual and contributes to improving the quality of society.

ABSTRACT The world’s financial market has recently suffered from many fluctuations due to currency changes and the crisis, especially after the bank collapsed in the United States, cryptocurrencies have become one of the leading choices made by many investors in the world. It is undoubted that the development of cryptocurrency is an inevitable trend in society's future. In that context, updating knowledge about the general development trend of the financial market as well as about the cryptocurrency system is indispensable for everyone, especially young people - the generation that holds the global economy's future. Therefore, it is urgent to present and educate the cryptocurrency framework to college students. If there is no action taken, economics instructors will run the risk their students are left back in this flourishing and endlessly changeable economy. To start the educational story about cryptocurrency, it is crucial to define the measurements of students' awareness about the medium ahead of teaching-related materials. The data of the study are collected from 355 survey samples conducted by students in Ho Chi Minh City. The survey consists of 15 questions using various scales, designed by the researchers and using MS Excel 2016 for quantitative analysis, including using percentages, frequencies. The results show that the students' awareness is still low despite the significance of knowing about cryptocurrency. But they are also gradually realizing the necessity of things and are willing to improve their own knowledge of this aspect. Keywords: education, cryptocurrencies, students’ perceptions

E-learning has many exceptional advantages in teaching and training, and it has been applied in many universities and colleges in Dong Nai with a variety of scopes and levels; especially at a time with the motto "learning everywhere at any time", Dong Nai province sees this as a good opportunity to accelerate digital transformation in education. Simultaneously, underlining that online teaching is not only a temporary solution during epidemic seasons, but also an important way to improve educational quality. The research is carried out to examine the realities of online training in higher education in order to satisfy the demands of society's need for high-quality human resources. In addition, lecturer questionnaire and student questionnaire design would be used to collect quantitative data to answer research questions through the employment of questionnaire. The survey result showed that an average score of 4.03 to 4.19 with the “agree” level in student survey and another 4.19 to 4.29 in lecturer survey. It is indicated that the attitudes of students and lecturers on the survey items are very similar through two surveys. As a result, e-learning plays an important role in conveying the knowledge to all students at anytime and anywhere.

In the accelerating pace of globalization and internationalization of trade, professionals from a wide range of organizations believed that English as an international language, which is a way of thinking, researching and practicing, was used in almost all areas of life, study, and work. That’s why the study's foremost objectives were to comprehend reading learning strategies used by English-majored students at Thu Dau Mot University. A quantitative method was used to conduct the research with a questionnaire divided into four parts. The subjects of this study are 100 English majors from the Faculty of Foreign Languages at Thu Dau Mot University. According to the results, the majority of students agree with the difficulties faced when learning English reading. Likewise, students also subscribe that they also use some reading learning strategies such as extensive reading strategy, the phonics strategy, the whole language strategy, reading comprehension strategy and vocabulary building strategy. Moreover, some solutions, such as the function of the word in the sentence, the main gist, guessing the unfamiliar word and reading aloud are recommended to them to read more effectively and improve their reading ability. Ultimately, some recommendations are made in the hope of helping both teachers and students. Keywords: challenges, English reading, reading learning strategies, Thu Dau Mot University

An academic advisor is a person who orients, advises, and monitors the learning and training activities of students in academic credit system activities to help students achieve their training goals in academic credit system. From that, it can be understood that academic advising activities are the work of consultants and supports for students. This article presents the role of the academic advising team at the university, thereby conducting a survey, analyzing and evaluating the current state of Thu Dau Mot University managers and lecturers’ perceptions of the importance of academic advisors to contribute to improving the training quality under the academic credit system.

This study aims to investigate students’ common errors in Vietnamese-English translation. For the objectives, 70 first-year students at Foreign Trade University – Ho Chi Minh campus, were invited to participate in this study. To identify students’ errors in Vietnamese-English translation, the participants were asked to complete five weekly assignments. The results revealed that students made grammatical, lexical, and spelling errors. The causes of these observed errors were also indicated, which included the difference between English and Vietnamese, inadequate culture background, students’ insufficient linguistic competence in English language and Vietnamese language, lack of cultural background knowledge, students’ inappropriate translation strategies, interference of Vietnamese, misunderstanding, and students’ carelessness. In addition, some suggestions were offered in the light of the findings identified in the study to help students improve their translation ability.

Thu Dau Mot University is one of the main public education institutions in the South-Eastern region of Vietnam. The vision of the university is to adopt innovative teaching methodologies to improve education quality and attract more students. Thu Dau Mot University envisions becoming a smart university as one of its long-term strategies in order to be aligned with the smart city orientation of Binh Duong province. The paper evaluates the potential of buiding Thu Dau Mot university model by SWOT analysis. It’s results will serve as a reference for Thu Dau Mot university’s leaders to identifying where are the strengths, the weakenesses, the opportunities and the threats in their process of smart university development. Finally, the paper has provided recommendations to Thu Dau Mot university for becoming a smart university.

This study only deals with the range of functions of speech acts that the English language may serve all with a view to raise teachers’ and students’ awareness of the roles that the communicative intentions, the utterance functions and the interactive context play in the acquisition of language in general and in develoing students’ communicative competence in particular. With the aims beforehand, the study tries to analyse and present speech acts and implications for teaching and learning these aspects effectively. With reference to speech acts and their linguistic functions in the English language, this study can serve as a reference material for those who are interested in carrying out more research in this field.

The patriotic activities of teachers, students, and pupils in the temporarily occupied regions of Long An – Kien Tuong were a particularly important part of the open political struggle on enemy territory during the resistance against the United States. Immediately after the 1954 Geneva Agreement, many schools in Long An – Kien Tuong established revolutionary bases. Some teachers mobilized colleagues, students, and the public to fight against anti-communist activities, forced conscription, and to demand civil rights and democracy. In subsequent years, Long An – Kien Tuong became the site of numerous diverse and creative struggles (rallies, demonstrations, leafleting, journalism, cultural activities...), attracting the participation of many educators and students. Some teachers and students actively participated in armed and covert operations, displaying many heroic acts of combat and sacrifice. Alongside activities in liberated areas, the struggle of teachers and students in the temporarily occupied regions of Long An – Kien Tuong contributed distinctive values, enhancing the illustrious history and tradition of Long An province's education sector today.

This study which entitles “Learners’ Attitudes towards the Project Works in promoting English learner autonomy: a Case Study at Foreign Trade University-Ho Chi Minh Campus” was conducted with the following objectives: (1) to investigate students’ attitudes towards the use of project works to enhance their autonomous learning in an English speaking class; (2) to find out to what extent students believe that using project works can promote their autonomous learning; and (3) to figure out difficulties that learners have during the time they conduct Video making project. The study population was 73 second-year students who took the course English listening and speaking 2. An open-ended questionnaire and semi-structured interview were employed as research instruments for data collection. The result firstly shows that the students have positive attitudes towards the use of project works in English class that may have enhanced their autonomous learning. Then, it reveals students’ preference in having more project works to do in their English classes. Nonetheless, using project works’ evaluation as one of criteria for course assessment is a controversial issue among these students. In addition, students’ interest in utilizing information technology devices is remarked as one of the significant findings in this study. Furthermore, some difficulties when conducting projects are found including time constraints, teamwork conflicts, cultural differences and technology problems. In short, because of students’ positive attitudes toward Video making project in enhancing their autonomous learning, it is suggested that teachers should consider applying the project in their language teaching.

International students’ experiences are a major concern for universities and educational researchers. Globally, Vietnam is a top source country for international students but little is known about their experience. This study explores the everyday experiences of 10 Vietnamese master’s students from a New Zealand university through a series of semi-structured in-depth interviews. A qualitative approach enabled me to capture the essential meanings of the participants’ experiences and understand what it was like to be Vietnamese students in New Zealand. In academic settings, the students initially struggled to deal with a range of problems related to language and communication. These made them feel overwhelmed and bewildered. During these formative months, many of them experienced language difficulties. These difficulties forced them to learn to deal with challenges and become independent. This research helps universities become more aware of the experience of foreign students studying at the host universities, and thereby take measures to support them in their studies and daily life.

This paper aims to identify the English-learning motivation of Thu Dau Mot University’s students. Based on the questionnaire, the data for analysis were collected from more than 100 students of different majors studying non-majored English at Thu Dau Mot University’s Foreign Language Center. The findings show that students have relatively positive learning motivation. In the relationship between learning achievement and motivation, the motive that comes from the students’ desire to get a better job occupies 58.4% of all the students surveyed because they believe it is essential and decisive to ensure their future income (applying for a job to earn money), and motivation to integrate into modern world life (because English is a global language: 40.4%) are the factors affecting students’ achievement.

In this study, we examine students at Thu Dau Mot University specializing in Food Technology’s speaking and listening skills in English. We conducted a survey on 59 students majoring in Food Technology using the questionnaire approach. Students struggle to develop macro-English abilities like speaking and listening, as seen by their responses. mastering English grammar, vocabulary, and other micro-skills might be challenging. The findings indicate that significant obstacles to learning listening and speaking skills include a lousy sound system, a lack of a communicative context, a limited vocabulary, a lack of cultural understanding, and a fear of making mistakes in communication. The findings also demonstrate that students’ limited exposure to English and weak phonological skills are to blame for their difficulty acquiring pronunciation. Many words are long and complicated, making learning and recalling word parts like verbs, nouns, and adjectives challenging. Many words are also difficult to pronounce. Learning the grammar of verbs and articles is challenging for students. When the challenges are solved, this research aims to effective foreign language learning.

Almajiri are students’ in an ancient Islamic system of teaching. This paper assesses food security, personal hygiene, living condition, and violence in Almajiri. Survey using questionnaire and analysed descriptive statistics, and x2 at p < 0.05 were used. Most schools were donated (66.7%), and minority (33.3%) were self-owned. Schools were built by zinc (33.3%), mud (33.3%), and modern (33.3%). There are urinals in all the schools (100.0%), overcrowding (100.0%), 66.7% have windows and doors, (33.3%) have no windows and doors. 66.% of the schools have mats for sitting, 33.3% have chairs. Risks found are: open defecation (33.3%), and nearby water (66.7%). Majority of students stay for 4 months before returning home (66.7%), and significant portion of them return after graduation (33.3%). Pertaining personal hygiene 66.7% of the students’ wear shoes, 33.3% didn’t wear; 66.7% have cleaned clothes, 33.3% dirty clothes, there was no water at (66.7%) of the schools, 33.3% have water. 66.7% wash hands after toilet, none wash hands before eating. On food security for Almajiri, 66.7% eat once, 33.3% eat twice. They eat Tuwo (33.3%) Gari, Tuwo (33.3%), and unspecified food (33.3%); source of food includes begging (33.3%), external labor (33.3%), and home (33.3%). Types of violence encountered are: weapon use (33.3%), fight (33.3%), and flogging (33.3%). Majority (66.7%) like western education, and (33.3%) replied no. All students are feeling their condition psychologically; some are at SS1 (33.3%), JSSI (33.3%), and (33.3%) never attend western school. Poor health determinants exist in Almajiri students in Sokoto.

Plagiarism is a very common problem in many universities. A lot of students plagiarize unconsciously because they don't understand the concept. The study will clarify the concept of plagiarism, as well as ways for universities to help their students avoid the habit of plagiarism. The aim of this study is to explore Thu Dau Mot University Students Knowledge about the seriousness of Plagiarism; Find out the most common types of plagiarism committed by students; Analyzing and finding out the possible common reason a student unintentionally commits plagiarism. In terms of purposes of the study, to answer the research question and based on the background of previous studies, in this study, one hundred students in different majors - Freshman students to senior students are taken as samples. The results of this study showed that the majority of students are aware of plagiarism and the consequences of plagiarizing, plagiarism is fairly common on campus and students are aware of it. The study indicates that plagiarism does exist at Thu Dau Mot University and students are willing to take the risk of plagiarizing, regardless of knowing that it is unacceptable. It also confirms that plagiarism is common amongst students across all departments at Thu Dau Mot University, Binh Duong Province, Vietnam.

The aim of the study is to investigate the errors in writing of non- English major students at Thu Dau Mot University. This study focused on paragraphs because the researcher has found that diverse errors in students’ paragraphs and wants to improve their writing skill. Seventy-four English paragraphs were written by 74 non-English major students coming from different academic majors at Thu Dau Mot University. All of the errors in the paragraphs were identified, synthesized and classified into various categorizations. The findings of the study show that the most frequently committed errors were tense, spellings, singular/plural form, prepositions, word order, fragment. On the basis of these results, many recommendations and pedagogical implications were suggested to help EFL lecturers with some teaching strategies that will reduce problems regarding writing English paragraphs among English learners.