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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE)
Thien-Vu Giang
Ho Chi Minh City University of Education
Education

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Writing challenges and support for elementary students: facial emotions study Nguyen Thi Xuan Yen; Nguyen-Bich-Thy Bui; Thien-Vu Giang
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.v15i3.33688

Abstract

Writing is one of the first basic skills that promote successful learning and mental health of elementary students. The 2018 Vietnamese curriculum reform has created challenges in the formation and practice of writing skills of lower elementary students. The primary research questions address: i) the key cognitive challenges in students’ writing performance; ii) the emotional experiences associated with writing tasks; and iii) the instructional strategies employed to enhance writing skills. Using a mixed-methods study design on 159 students and 12 teachers, through writing tests, facial action coding system (FACS) and semi-structured interviews, we recorded important insights. The findings showed that second-grade students demonstrated a higher significant advancement in writing. First-grade students mainly exhibit positive emotions with writing tasks. In contrast, second-grade students experience a higher prevalence of negative emotions. This shift suggests that as academic expectations increase, students have greater stress and emotional challenges, necessitating supportive interventions. This study’s findings can contribute to the national curriculum development, guide effective teaching practices, and contribute to wider discussions on educational reform within the Vietnamese context.
Bridging the training–practice gap in social-emotional learning of pre-service teachers Duc-Hoi Dinh; Thien-Vu Giang; Van-Son Huynh
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.35843

Abstract

To successfully embed the social-emotionallearning (SEL) model in the education sector, pre-service teachers must prepare for social-emotional competence (SEC). Unfortunately, studies on how pre-service teachers were trained and developed their SEC before practicing the SEL model in the teaching profession are lacking. This study focuses on discovering how to train and develop SEC for pre-service teachers within the framework of teacher undergraduate training programs in Vietnam, a developing country in Southeast Asia. We employed a convergent parallel mixed-method approach, utilizing both quantitative data (n=650) and qualitative data (n=23), which were subsequently integrated during the interpretation phase to derive comprehensive results. Our findings revealed that the current pre-service teachers had an average level of SEC, which was limited by: i) confusion in understanding SEC and SEL concepts; ii) the lack of professional supervision in undergraduate training; and iii) the unguaranteed need to foster SEC self-development and SEL-based practice training courses. These themes highlight the need to change the administrative policy in undergraduate teacher training programs to support and supervise the development of pre-service teachers’ SEL-based knowledge and practice in developing countries.
Co-Authors Duc-Hoi Dinh Nguyen Thi Xuan Yen Nguyen-Bich-Thy Bui Van-Son Huynh