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All Journal International Journal of Evaluation and Research in Education (IJERE)
Thuan Quy Nguyen
Dong Thap University
Education

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ChatGPT integration in Chinese language pedagogy: a Vietnamese multi-institutional study Phuoc Tai Nguyen; Hung Thanh Nguyen; Thuan Quy Nguyen
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.v15i2.37760

Abstract

This study investigates ChatGPT integration effectiveness in Chinese language education across three Vietnamese universities involving 350 students and 45 instructors. Using mixed-methods analysis, quantitative surveys revealed 78.3% improved learning motivation with artificial intelligence (AI)-enhanced personalized learning, while 82.1% valued immediate feedback capabilities. Significant disciplinary variations emerged: traditional medicine students demonstrated highest acceptance rates (M=4.3, SD=0.7) compared to translation studies students (M=3.7, SD=1.0), F(2, 347)=15.8, p<0.001. AI literacy was strongly associated with learning effectiveness (r=0.67, p<0.001), accounting for 45% of outcome variance. Qualitative analysis identified human-AI interactive negotiation competence (HAINC) development as critical, with 91% of instructors emphasizing systematic training needs. Despite benefits, 64.7% expressed human interaction concerns, revealing fundamental pedagogical tensions requiring collaborative human-AI frameworks. Findings provide evidence-based guidance for implementing discipline-responsive AI systems in Vietnamese higher education while maintaining pedagogical authenticity and addressing technological literacy gaps.
Bringing the flipped classroom to Marxist-Leninist philosophy: evidence from teaching Indian medical students in Vietnam Phuoc Tai Nguyen; Thanh Hung Nguyen; Thuan Quy Nguyen
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39649

Abstract

This study tests whether a flipped classroom model supported by digital technologies improves learning outcomes in a compulsory Marxist-Leninist philosophy course taught in English to Indian medical students at Can Tho University of Medicine and Pharmacy (CTUMP), Vietnam, and, more importantly, why it does so. Flipped learning has been evaluated extensively in science, engineering, and language education, but almost never in political theory, and rarely with international, non-native-speaking cohorts enrolled in compulsory ideological coursework. Most evaluations also assume, rather than measure, the psychological pathway linking digital preparation to higher-order thinking. A convergent mixed-methods design assigned 420 Indian students to an experimental group (EG) (n=210) taught through a learning management system (LMS), micro-learning videos, pre-class formative quizzes, and interaction-intensive class sessions, or to a control group (CG) (n=210) receiving lecture-based instruction. Validated scales measured digital learning access (DLA), cognitive load barriers (CLB), self-regulated learning (SRL), classroom interaction (CLA), critical thinking ability (CTA), and technology/learning analytics acceptance (TLA). Independent-samples t-tests favored the EG on every construct (d=.96-1.74), and bootstrapped mediation analysis showed that CLA carried 55.8% of the effect of DLA on critical thinking, with the largest gains among students entering with lower grade point averages (GPA). CLA, and not digital exposure by itself, is the principal mechanism through which technology-enhanced preparation raises higher-order thinking. The model offers an evidence-based and equity-enhancing route for political theory instruction in international medical education.
Co-Authors Hung Thanh Nguyen Phuoc Tai Nguyen Thanh Hung Nguyen