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p-Index From 2021 - 2026
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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Pham Duc Thuan
Hoa Lu University
Humanities Education Library & Information Science Social Sciences Other

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Exploring benefits of applying Google Workspace for Education in English as a foreign language classroom Pham Duc Thuan; Nguyen Thi Hong Hanh
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.27215

Abstract

The application of technology in language classrooms is widely believed to benefit learners. In the context of teaching and learning English as a foreign language (EFL) for high school students in Vietnam, there are few studies on the benefits of applying Google Workspace for Education (GWE). This small-scale qualitative study seeks to explore the benefits of applying GWE as a technological solution in the EFL classroom with high school students. The participants were eight eleventh graders in the north of Vietnam learning English in evening classes at an English center. To collect data, the students were interviewed. The qualitative data was analyzed based on themes. The results indicated that the benefits of applying GWE were evident in enhanced attitude and motivation for learning and improved learning skills. Based on the results of this study, it is recommended that Google tools be utilized for English language learning and instruction.
Investigating university students’ use of language learning strategies in learning English: a case study in Vietnam Pham Duc Thuan; Nguyen Thi Hong Hanh
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.25093

Abstract

This research examines the use of language learning strategies (LLSs) among 440 university students at a Vietnamese institution, with the objective of identifying overarching patterns of strategy utilization, exploring gender-based disparities, and analyzing variances between academic year levels. The strategy inventory for language learning (SILL) served as the data collecting instrument, assessing six kinds of strategies: memory, cognitive, compensating, metacognitive, emotive, and social. Descriptive statistics indicated that students exhibited moderate-to-high levels of strategy use, with social strategies being the most prevalent and cognitive methods the least employed. Independent samples t-tests revealed no significant gender differences in strategy categories, however one-way analysis of variance or ANOVA findings showed substantial increases in strategy use by year level, with fourth-year students exhibiting the greatest usage. These results emphasize the collaborative learning inclinations within the Vietnamese English as a foreign language (EFL) environment and accentuate the progressive nature of method use. The study enhances current research by providing fresh insights from Vietnam and underscores the need for ongoing strategy training, especially for younger students. Constraints include dependence on self-reported data and a singular institutional emphasis. Future study should use mixed methodologies and larger samples to enhance comprehension of LLS utilization in diverse contexts.
Vietnamese EFL students’ use of grammar learning strategies: patterns, performance, and pedagogical implications Pham Duc Thuan; Pham Thi Tam
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35922

Abstract

There is a scarcity of research regarding the application of grammar learning strategies (GLS) in English-as-a-foreign-language (EFL) contexts. This study evaluates the use of GLS among 257 Vietnamese EFL students by analyzing their preferences, differences, and correlations with grammar performance. Data for the study were collected using the grammar learning strategy inventory (GLSI) and a grammar test. Descriptive statistics, independent samples tests, and Pearson correlation tests were utilized to examine strategy usage levels, gender and year-level differences, as well as correlations with grammar test scores. The results indicate a significant prevalence of GLS usage (overall mean of 3.5811) and social strategies were identified as the most frequently employed with a mean of 3.7245. No notable differences in strategy utilization were observed between genders or academic year levels, indicating a uniformity within the Vietnamese educational framework. Weak yet statistically significant correlations were observed between grammar test results with metacognitive strategies (r=0.179, p<0.01), affective strategies (r=0.123, p<0.05) and social strategies (r=0.114, p<0.05), suggesting that GLS contribute to grammar mastery, although they are not the sole determinants of success. Findings suggest integrating collaborative and metacognitive strategies into English grammar instruction to help foster more strategic and independent grammar learning habits among university learners.
Co-Authors Nguyen Thi Hong Hanh Pham Thi Tam