Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE)
Cuong Huy Pham
Ho Chi Minh City University of Economics and Finance
Education

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Rural students’ perspectives of blended learning educational reform in Malaysia Soo Kum Yoke; Nur Izzah Jamil; Faizah Abd Majid; Cuong Huy Pham; Siti Nur Aleesah Mohd Rosley
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.37114

Abstract

Blended learning has become increasingly important in education reform, especially after the COVID-19 pandemic. This case study examines how rural students perceive blended learning towards education reform in Malaysia through a semi-structured interview with 20 students from a selected rural school in Malaysia. Thematic analysis applied to the research found that students had positive views of blended learning, appreciating its flexibility, potential to ensure equitable education, and ability to motivate learning, besides contributing to better educational outcomes and supporting government efforts to reform education. However, students identified several challenges to the implementation of blended learning, such as difficulty focusing on online lessons, unstable internet, and limited comprehension of blended learning. There were mixed responses to the necessity of education reform, with the majority opting for unnecessary or unsure. Hence, this study recommends a versatile learning model integrating online and face-to-face education to better support rural students and ensure an inclusive, equitable, and effective education system.
Vietnamese secondary school EFL students’ motivation and attitudes toward using ChatGPT for vocabulary learning Thuan Anh Pham; Cuong Huy Pham
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38603

Abstract

The escalating adoption of artificial intelligence (AI) in language education, particularly ChatGPT, has drastically altered vocabulary teaching and learning practices in secondary schools in Vietnam, where rote learning and teacher-centered approaches are common norms. This study examines secondary school students’ motivation and attitudes toward using ChatGPT for vocabulary development. A mixed-methods design was employed, drawing on a survey with 208 ninth-grade students and semi-structured interviews with eight of the respondents. The survey data revealed the students’ moderate degrees of motivation to use ChatGPT, with extrinsic motivation surpassing intrinsic motivation. Their attitudes were generally positive, showing relatively high enjoyment and low anxiety in utilizing ChatGPT for vocabulary learning. The students considered ChatGPT a useful and convenient resource and expressed willingness to continue using it despite their concerns over its reliability and the risk of over-reliance. The interview data augmented these patterns, highlighting ChatGPT’s interactivity and flexibility while emphasizing the continued importance of teachers’ classroom support. This study provides corroborating evidence for ChatGPT as a versatile complementary tool for vocabulary learning that fosters learners’ motivation and positive attitudes. However, its adoption requires careful integration with teacher guidance and AI literacy training.
Co-Authors Faizah Abd Majid Nur Izzah Jamil Siti Nur Aleesah Mohd Rosley Soo Kum Yoke Thuan Anh Pham