This mixed-methods study examines how fourth-year English majors at Thu Dau Mot University engage in Zalo-based classroom discussions. Using a convergent parallel design, data were collected through a questionnaire (N = 112) and semi-structured interviews (N = 8) to explore behavioral, cognitive, and emotional dimensions of engagement. Findings reveal that Zalo is primarily used for task coordination and passive monitoring, with limited proactive discussion. Students value its functions for planning and language accuracy but perceive discussions as low in intellectual depth. Emotionally, Zalo fosters social connection and comfort in interacting with peers and lecturers but also introduces pressure to keep up and reluctance to express dissent. The study highlights Zalo’s dual role as a facilitator of convenience and a constraint on deeper learning, suggesting the need for intentional instructional design to promote critical thinking and inclusive dialogue.

Undergraduate research is widely recognized as a meaningful practice that develops students’ critical thinking, problem‑solving, and science identity, yet student engagement remains uneven due to multiple factors. To address this issue, this mixed-methods study examines undergraduate students’ engagement in research at a Vietnamese university, focusing on their attitudes, perceived support, and intentions to participate. Survey data (N = 164) and interviews (N = 8) reveal a clear divide between students’ positive views of research outcomes and their ambivalence toward the research process. Although students believe lecturers are supportive, they report low comfort in seeking help, limited peer encouragement, and little awareness of institutional research policies. Students express moderate intention to conduct a research project but show strong reluctance toward presenting or publishing their work. The qualitative findings highlight psychological barriers, unclear pathways, and an outcome-oriented mindset. The study argues that current support structures are passive and insufficient. Institutions should implement more visible, structured mentorship to strengthen students’ confidence and foster a more active undergraduate research culture.

Abstract This study examines how ChatGPT influences high school students’ cognitive and behavioral engagement in Physics learning, drawing on survey data from 251 students at Vo Minh Duc High School in Ho Chi Minh City. Although generative AI is increasingly adopted in education, little is known about how Vietnamese students use ChatGPT in a cognitively demanding subject like Physics-representing a notable research gapin a cognitively demanding subject like Physics, which represents a notable research gap. Using a mixed-methods design, the study explores how students employ ChatGPT, how they perceive its usefulness and reliability, and how its use shapes learning behaviors. Findings indicate that students commonly use ChatGPT as a self-study aid and perceive it as helpful for understanding complex concepts, yet many express concerns about accuracy and show signs of overreliance when using the tool without guidance. The study highlights the dual impact of ChatGPT-supporting learning while potentially reducing independent thinking-and contributes evidence potentially reducing independent thinking and contributes evidence to inform AI literacy development, teacher training, and pedagogical frameworks for responsible integration of generative AI in secondary education.

The study aims to explore factors influencing middle school students' motivation to learn. Instead of assuming a general decline in motivation, it objectively examines the issue through research, identifying key influences such as curriculum difficulty, teaching methods, and external pressures. By analyzing survey data from eighth-grade students at Chu Van An Middle School, the study provides evidence-based insights into the challenges affecting student engagement in learning. This research aims to identify the factors affecting the learning motivation of middle school students to help them become more engaged in their studies. In this study, the author designed a survey questionnaire of 8 questions combined with a quantitative method to identify the factors causing a lack of interest in learning among middle school students. The survey was conducted at Chu Van An Middle School in Binh Duong Province. The survey participants were 375 eighth-grade students in the 2024-2025 academic year. According to the survey, 184 male students felt uninterested in learning due to various factors, accounting for 49.07%; 157 female students, accounting for 41.87%; and 34 students of other genders, accounting for 9.07%. Given this situation, it is urgent to propose feasible solutions to help students regain interest in learning.