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All Journal International Journal of Evaluation and Research in Education (IJERE) IJoLE: International Journal of Language Education
Nguyen, Ai Nhan
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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University Students Perceiving the Complexity of Legal Lexicological Derivations: A Linguistic and Pedagogical Analysis Nguyen, Ai Nhan; Vu, Tuan Van; Le, Thuy Thanh
International Journal of Language Education Vol. 9, No. 1, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.71712

Abstract

Legal language is characterized by its specialized lexicology, often formed through derivational processes such as affixation, nominalization, and semantic derivation, making legal texts more challenging to understand. This research examined how university students majoring in legal English linguistics recognize, interpret, and manage the complicated nature of legal vocabulary derivations while acquiring legal English. The study employed a mixed-methods approach, using a researched-made questionnaire with forty Likert scale items and semi-structured interviews to examine students' viewpoints regarding the derivational complexity of legal vocabulary. It emphasized critical areas of student challenges, such as differentiating between plain and legal meanings, comprehending nominalized phrases, and managing the cognitive strain associated with these derived concepts. Besides, the study also explored students' strategies to overcome these challenges, such as breaking down words into their root forms, using context clues, and referencing dictionaries. The results highlighted significant gaps in students' ability to fully grasp the nuances of legal derivations, suggesting the need for more targeted pedagogical strategies in legal English instruction. The study concluded with recommendations for improving vocabulary teaching to enhance learners’ comprehension, retention, and application of legal terms, focusing on addressing the derivational complexities that hinder students' understanding of legal texts. The findings would be resourceful greatly to those who are involved in the linguistics field, especially in legal English teaching and learning in an English as a foreign language country.
University students’ perceptions on developing constructivist learning approach in classroom settings Doan, Cuc Thi; Vu, Tuan Van; Nguyen, Ai Nhan
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.35117

Abstract

This study investigated tertiary students’ perceptions regarding constructivist learning in the context of higher education in Vietnam. It aimed to examine the general perceptions of university students towards constructivist learning and the effects of constructivist learning on students’ learning outcomes. It also examined the conditions that make students more likely to embrace or resist these approaches. The study evaluated the engagement of students in problem-solving activities through the use of constructivist learning methods. A mixed-methods approach was employed, combining both quantitative and qualitative data. Specifically, the study involved a survey of 384 students from Hanoi Law University, using a researcher-made Likert-scale questionnaire and semi-structured interviews of 20 students from the sample. While descriptive and inferential statistics were used to analyze the quantitative data, the qualitative data were thematically analyzed for common themes and patterns. The results indicate that although the participants acknowledge the benefits of constructivist methods, particularly in fostering critical thinking and problem-solving, there is still uncertainty about their ability to engage in a self-directed learning approach. The findings suggest that while the constructivist approach has been recognized, practical efforts have not been made in teaching practices, teacher training, and assessment methods to create an interactive, student-centered learning environment in Vietnam.
Co-Authors Doan, Cuc Thi Le, Thuy Thanh Vu, Tuan Van