Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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All Journal Lentera Hukum International Journal of Contemporary Studies in Education
Nguyen, Thuong
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Other

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Food Safety in the Protection of the Right to Consumer: Access to International Law and Vietnamese Law Thuong, Nguyen Thi Hoai; Nguyen, Thuong
Lentera Hukum Vol. 11 No. 3 (2024): LENTERA HUKUM
Publisher : University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/ejlh.v11i3.48001

Abstract

This right to safe food is one of consumers' most important fundamental rights. This issue is directly related to human health and life, the preservation and development of the human race, and the process of international development and integration. Ensuring food safety is currently a topic that has been paid attention to internationally as well as nationally. On a global scale, food safety issues are a significant concern addressed by the world community through many signed international agreements and conventions on ensuring food hygiene and safety. In Vietnam, food safety is one of the most urgent issues in the context of economic development and world integration, which garners concern from the whole society. Although the Vietnamese government has gradually improved the legal system regulating food safety, the situation regarding violations of food safety laws is still quite complicated. The article addresses the need to ensure the right to food safety to consumers, and analyzes the provisions of international and Vietnamese law on this right. From there, recommendations are proposed to countries to improve efficiency in ensuring food safety for consumers.KEYWORDS: Food safety, Right to use safe food, International law, Vietnamese law.
English-majored Students’ Self-directed Learning Strategies for taking English Certificates in the fulfillment of Program Outcome Standards Nguyen, Thuong; Tran Manh, Dai
International Journal of Contemporary Studies in Education Vol. 5 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v5i1.1906

Abstract

Purpose – This study investigates English-majored students’ perceptions of self-directed learning (SDL) strategies used to prepare for English certification exams within Vietnam’s credit-based higher education system, which requires increased learner autonomy. It aims to determine the extent of SDL engagement and identify factors influencing the effectiveness of these strategies. Methodology – A mixed-method design was employed. Quantitative data were collected through a structured questionnaire administered to English-major students (sample size not specified), followed by qualitative data from semi-structured interviews with selected participants. The instruments examined SDL behaviors, frequency of strategy use, motivation, and challenges. Data were analyzed using descriptive statistics for survey responses and thematic analysis for interview data. Findings – Results indicate varied levels of SDL engagement. Approximately half of the students reported actively applying SDL strategies, while many used them only occasionally, reflecting uneven commitment to certification preparation inside and outside the classroom. Key factors affecting effectiveness include motivation, use of appropriate learning strategies, and procrastination. Interview findings highlight the need for improved self-regulation skills, stronger student–teacher and peer interactions, and greater institutional and external support. These findings suggest that enhancing structured guidance and support systems can improve SDL outcomes and certification success. Novelty – The study contributes empirical evidence on SDL practices specific to English certification preparation within Vietnam’s credit-based system, integrating both quantitative trends and qualitative insights. Significance – The findings benefit language educators, curriculum designers, university administrators, and students by informing policies and pedagogical approaches that foster effective autonomous learning.
Co-Authors Thuong, Nguyen Thi Hoai Tran Manh, Dai