The study aims to investigate the learning attitude of Chinese-major students who are studying non-major English at Thu Dau Mot University toward non-major English language learning. By surveying 95 randomly selected Chinese language students from Courses D21TQ and D22TQ, it was found that the majority of students had a normal attitude towards learning non-major English, accounting for 76%, while students had a normal interest in learning, accounting for 75.8%, and the biggest difficulty was learning English vocabulary, accounting for 70.8%. The article proposes solutions such as innovating teaching methods, enhancing vocabulary practice, enhancing communication skills and supporting students to learn proactively, and also contributes useful suggestions to improve the quality of teaching and learning non-major English at Thu Dau Mot University.

The study investigates the challenges faced by Food Technology students at Thu Dau Mot University in mastering English reading and writing skills. The findings reveal that limited vocabulary and grammar knowledge significantly hinder students' proficiency in these areas. For reading, students struggle with insufficient vocabulary, poor comprehension strategies, and a lack of background knowledge, making it difficult to understand texts, identify main ideas, and interpret references. Similarly, writing is affected by challenges such as improper grammar usage, insufficient vocabulary, awkward phrasing, and issues with sentence construction. Mistakes in punctuation, spelling, and word order further reduce the quality of written work, limiting students’ ability to express ideas clearly and cohesively. These difficulties stem from a combination of linguistic limitations, lack of exposure to English, and insufficient support in structured learning strategies. The study highlights the urgent need for targeted interventions to address these challenges. Proposed solutions include vocabulary enhancement exercises, grammar-focused sessions, structured reading techniques, and writing workshops. Additionally, integrating modern tools like AI-powered learning applications can provide personalized feedback and improve overall proficiency. By adopting these strategies, students can gradually overcome their difficulties, enhancing their reading and writing skills to meet both academic and professional demands. The findings emphasize the importance of consistent practice and tailored learning approaches in language development.

The application of Artificial Intelligence (AI) in education is rapidly transforming the teaching and learning landscape in Vietnam. AI technology is being integrated into various educational platforms to provide personalized learning experiences, support educators, and enhance the overall efficiency of the education system. In Vietnam, AI is utilized to develop adaptive learning programs, intelligent tutoring systems, and automated administrative processes. AI-powered tools such as virtual teaching assistants and chatbots are also being employed to offer real-time support and feedback to students. Furthermore, AI-driven data analytics is used to monitor and improve student performance and engagement levels. AI assists teachers in automating grading, reducing assessment time, and enabling speech recognition systems to evaluate students’ English-speaking skills. These innovations contribute to a more dynamic, interactive, and inclusive educational environment. However, challenges such as data privacy concerns, the digital divide, and the demand for a skilled workforce remain significant. Addressing these issues is crucial for the sustainable integration of AI into Vietnam’s education sector.

Digital transformation in education is an inevitable trend and has been increasingly promoted in Vietnam over the past few years. The application of digital games in mathematics instruction not only alleviates students’ stress and pressure but also fosters engagement and motivation in the learning process. This paper clarifies key concepts related to digital games as well as presents a set of principles and a design process for digital games using the web-based application Pink Cat Games. Based on a proposed four-step process, the paper illustrates the design of a digital game integrated with the mathematics curriculum for second grade. The findings of this research are to provide practical guidance for teachers in designing digital educational games, thereby augmenting the effectiveness of their pedagogical practices.

This study explores the motivation and challenges faced by English majored students at Thu Dau Mot University when learning with native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). Using a quantitative approach, a structured questionnaire was distributed to 50 participants to gather data on their experiences, preferences, and perceptions. The findings showed that students were positively motivated to learn English with both NESTs and NNESTs, although the sources of motivation differed. While NESTs are appreciated for their native pronunciation, interactive teaching methods, and cultural authenticity, NNESTs are valued for their clear explanations, shared language background, and supportive attitudes. The study also highlights challenges associated with each teacher group. It was found that students struggled with understanding native accents and feel intimidated by the fluency of NESTs, while they experienced limited cultural exposure and pronunciation variation with NNESTs. The results suggest that a balanced and inclusive approach to English language teaching - drawing from the advantages of both teacher types - can enhance the quality of language education in Vietnamese contexts.

Effective English communication remains a significant challenge for non-English major students at many Vietnamese universities, often hindering their academic and professional development. This study explores the key difficulties faced by non-English majors at Thu Dau Mot University in English communication and their engagement in classroom speaking activities. Using a mixed-methods approach, the study collected data from 100 students through questionnaires and interviews. The findings reveal four primary challenges: limited vocabulary, pronunciation difficulties, overreliance on the native language, and lack of confidence. These issues not only affect students’ ability to express themselves in English but also reduce their participation in classroom activities. Despite these obstacles, the study found that active engagement in speaking activities positively impacts students’ learning outcomes, highlighting the importance of supportive and interactive teaching methods. Engagement varied, with students demonstrating greater participation in structured activities than in spontaneous speaking tasks. Based on the findings, the study provides recommendations for fostering a more engaging and effective learning environment.

In this study, the Wave Optics chapter, which is part of the General Physics A2 course for first-year Electrical Engineering students at Thu Dau Mot university, will be taught using the KWL (Know-Want to know-Learned) strategy. Creating a three-step KWL instructional process for four major Wave Optics chapter topics, creating learning scenarios that use the KWL strategy, and evaluating the technique's effects on students' critical thinking, active learning, and knowledge retention are all parts of the research objectives. Both qualitative and quantitative data analysis techniques are used in this study. Two classes were chosen at random: the experimental group (49 students) was taught using the KWL strategy, while the control group (49 students) followed a traditional instructional method. Data were collected through test scores, post-lesson surveys, and classroom observations. The findings show that the experimental group achieved an average score of 7.31, higher than the control group’s 6.13. Post-lesson surveys indicated that all 15 evaluation criteria reached a "Good" level, with mean scores ranging from 4.24 to 4.54. Students responded positively, expressing enjoyment in being able to ask questions, synthesize information, and engage more deeply in learning. The study confirms that the KWL technique is an effective teaching method that enhances instructional quality and promotes students’ active learning skills. This strategy holds potential for broader application across other STEM subjects to maximize learner-centered knowledge acquisition.

This is a descriptive study to find out students’ awareness about the benefits and harm that they have experienced from using the AI tools during their learning process. The study was founded on a survey and an interview among majored-English students at Thu Dau Mot University. The data was then This descriptive study aims at finding out students’ awareness about the benefits and harm that they have experienced from using AI tools during their learning process. A four-section survey including open and closed-ended questions was sent out, and 193 majored-English students at Thu Dau Mot University responded randomly. The striking finding is that although students preferred AI tools to support their learning, they themselves accepted the benefits gained and the challenges faced were just a little over the average. In particular, the participants confirmed that AI tools contribute much to the fast speed of their academic work completion, but AI also makes them passively think, become inflexible, and somewhat limit the ability to equip knowledge for their English language competence.

Mathematics education contributes to the formation and development of students' key qualities, general abilities and mathematical abilities. In particular, the ability to solve mathematical problems is one of the core elements of mathematical ability, helping students develop key knowledge and skills and creating opportunities for students to experience and apply practical mathematics. The study proposes some measures to foster students' mathematical problem-solving capacity in teaching the topic "Algebra" (Math 10). Teaching practice shows that the proposed measures are appropriate and feasible, initially contributing to improving the quality of teaching and meeting the goals of educational innovation specified in the General Education Program math pass 2018.

This study is aimed to get a thorough insight into the students’ beliefs as well as the effectiveness of the use of Direct Reading and Thinking Activity (DR-TA) in teaching and learning reading comprehension. The result, by that way, wishes to enhance better concurrence and implementation among teachers and educators. The subjects are 8 Pre-Intermediate non-English majored students at the Foreign Language Center- Institute of Foreign Language Training of Thu Dau Mot University. The instruments used are questionnaires, interviews and the scores of final tests.

Athletes often need to have good English skills to communicate with foreigners for different purposes. As known, many athletes are not able to speak English fluently. To enhance the national athletes’ English proficiency, the governmental institutions arrange various English courses for them. This study reflects the long-term (over seven years) teaching process of English to the athletes in terms of the English course content, namely General English and Sports English, topics, local teacher vs foreign teacher, teaching methods, evaluation criteria, implementation of visual means and AI. The study results are based on the teachers’ observational method and students’ feedback. Most students liked the English course because they could speak English through discussions and conversations and learn new vocabulary, including General English and Sports English (ESP). The students liked the lessons’ topics (e.g. hotel/restaurant reservation, shopping, ordering food, and sports injuries) which were usually taught using PPTs, handouts, Youtube, and Kahoot. AI as ChatGPT, Perplexity, Grammarly, Alexa, etc. was recently implemented in the teaching of athletes as well, facilitating the teaching and learning process and making it more effective and fun. Most athlete students were satisfied to have both a local and foreign teacher for the former could provide explanations in Chinese and the latter could help them to overcome the language barrier and gain confidence in speaking English. Most of the athlete students were motivated to improve their English to communicate internationally.

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.

This study examines the use of Role-play in teaching business culture. The participants are 105 senior English majors at Thu Dau Mot University in Vietnam in the first semester of the 2024-2025 school year. This study investigates the perception of senior English majors toward the advantages and disadvantages of Role-play in the business culture courses and collects suggestions to improve this activity. One Questionnaire of Role-play is conducted at the end of the course to record the students’ overall perceptions and suggestions towards the application of Role-play during their study. The results of the Questionnaire show that the students are strongly interested in the use of Role-play during their course.

Vocational guidance plays an important role in career orientation for secondary students. Before entering the secondary school graduation exam, schools around the country start to organize career counseling. This urgent issue drives parents, teachers, and students up the wall, especially students are the learners who directly suffer from this consequence leading to students’ mental health issues. The study aim is to find out the optimal solution that helps students overcome the high pressure of vocational counseling before the graduation exam. In this inquiry, quantitative research is the best method to focus on surveying students’ awareness based on comparative research which is typical research, and via this exploration to evaluate the research object comprehensively. The comparative research is applied in this article to discover the differences between vocational guidance before and after the 10th-grade entrance exam towards poorer and lower-scoring students. This study is put into operation at Chu Van An secondary school – in Binh Duong province – academic year 2023-2024 and the students of grade 9 are research objects which are chosen to answer survey questions. According to survey tables, more than 93.3% of students with poorer and lower scores select vocational guidance after the secondary school graduation exam and 6.7% of students take the reverse one. What we need to think about is whether this way of present career counseling is feasible

Based on previous surveys, it is evident that Food Technology students at Thu Dau Mot University face challenges in learning English, such as limited vocabulary, weak grammar, inaccurate pronunciation, and poor listening and speaking skills. These can lead to declining academic performance and restricted career opportunities. The paper highlights the potential of Artificial Intelligence (AI) in overcoming these challenges. AI tools like Gemini Google can provide personalized learning experiences, improve interaction with the language, and offer immediate feedback. Gemini is specifically chosen due to its free access, Vietnamese interface, and support for over 40 languages. This study demonstrates that Gemini is an effective tool for undergraduate students, particularly those in Food Technology who have weak English backgrounds, to improve their English skills. Gemini improves vocabulary, grammar, speaking, listening, pronunciation, reading, and writing. It offers simple instructions and ideas in both English and Vietnamese, making it ideal for beginners, selflearners, and people with limited English proficiency. Unlike traditional learning, Gemini provides access at any time and from any location, as well as the ability to overcome shyness and blunders. Gemini's large, up-to-date database and user-friendly interface enable personalized learning paths and can be paired with other methods for best language learning. The study also proposes various strategies for utilizing Gemini Google to improve English learning effectiveness in areas like vocabulary, grammar, listening, speaking, reading, writing, and creating a positive learning environment. Furthermore, Gemini's value extends beyond languages, offering assistance in a variety of other areas.

English language proficiency is crucial for academic and professional success, with effective communication skills playing a pivotal role. Collaborative teaching methods, particularly group work, can significantly enhance students' creativity, evaluation, synthesis, analysis, and comparison, as well as problem-solving, essential for developing collaborative abilities. Furthermore, non-English major students often struggle to develop their speaking skills due to limited practice opportunities. This study addresses this challenge by implementing group-work activities in an English as a Foreign Language (EFL) classroom. A mixed-methods approach was used to gather data including quantitative data collected through a questionnaire administered to 71 non-major students at Dong Nai Technology University and qualitative data came from semi-structured interviews. The results showed that group work significantly improved students' fluency, coherence, and confidence. Students reported increased motivation and engagement in speaking activities. These findings suggest that group-work activities effectively enhance speaking skills for non-English major students.

International integration not only brings opportunities but also challenges for teaching and learning English. Like other universities, Thu Dau Mot University focuses on teaching English for non-majored students of different faculties to meet the curriculum as well as provide knowledge for them to be confident when communicating. However, teaching English to non-majors still faces a lot of difficulties due to a number of factors. This study aims to understand the attitudes of non-English major students toward learning English at TDMU. Quantitative methods are used through survey questionnaires related to students' attitudes toward learning English and factors affecting students' attitudes toward learning English, and also finding out their wishes when participating in English learning activities in class. The questionnaire was sent to 190 students of different levels (levels 3-5). The results of the study show that most students are aware of the importance of learning English but they are not highly motivated to learn. According to the analysis results, students do not have a positive attitude towards learning English for the following reasons: They haven't spent time studying because they have to work part-time job for paying tuition fee; The purpose of using this language after graduation has not been determined, and they haven’t found a suitable learning method. From these findings, some solutions have been discussed to improve students' English learning attitudes, help lecturers make appropriate adjustments to improve students' learning outcomes and meet the standards school output as well as meet the needs of society.

Binh Duong Province is one of the leading regions in Vietnam in attracting foreign investment, with thousands of expatriates living and working in the province. The demand for an international education environment (in-country study abroad) among parents and students in the province is increasing. Additionally, the current globalization trend and international integration demand a high-quality workforce with adaptability and international integration skills, requiring educational institutions to innovate to keep up with the rapidly changing society. Given the situation and trends, establishing an international high school under Thu Dau Mot University (TDMU) is necessary to meet the demand for high-quality human resources in Binh Duong Province, serving the economic, social development, and international integration of the province, the Southeast region, and the whole country. Furthermore, the establishment of an international high school by TDMU also contributes to enhancing TDMU’s position, image, and reputation within the national and international education systems. This article analyzes the strengths, weaknesses, challenges, and opportunities of TDMU in establishing an international high school, thereby providing implementation directions in the context of the economic and social situation in Binh Duong Province.

The article explores the influence of the mother tongue (Vietnamese) on practicing to develop first-year students’ English writing skills at Thu Dau Mot University. Analytical data was collected from 100 first-year students majoring in English Language at the Faculty of Foreign Languages - Thu Dau Mot University. Research results show that students are still greatly influenced by Vietnamese (first language) in the process of practicing English writing skills. Among the students surveyed, up to 58.4% said they were still influenced by the way of thinking in Vietnamese, and then switched to English to follow the writing style of Vietnamese. … The remaining % said they had practiced writing in English through many writing activities at English centers and had practiced writing through thinking in English. The rest of the article proposes some solutions to help students overcome the above barriers to develop effective writing skills.

This research examines the scholarly literature on technology-based language learning published in the Computer Assisted Language Learning journal-one of the key journals in the field from 1990 to 2019. The researcher randomly selected 30 articles from 257 articles found in this journal during a thirty-year period (one article each year) to analyze the research method trends and the learner types focused in those studies. Results showed that mixed-method research has been more popular in recent years, and this may help academics better understand the connections between classroom environments and technology-enhanced language acquisition. For quantitative analysis, tests and Liker-scale questionnaires are the most used instruments, whereas interviews are the most common approach for qualitative analysis in mixed-method publications. Additionally, when it came to learning levels, researchers focused their attention on college and university students, but they paid no attention to pre-schoolers.

Currently, to make human life more convenient and easier, many utility services have been provided. Among them, online food ordering applications with high coverage and diverse forms become prominent. This research aims to examine the factors influencing the intention of using online food ordering applications among students in Ho Chi Minh City. Using a multivariate linear regression model and the Ordinary Least Squares method (OLS), the research team analyzed primary data based on 120 valid survey sheets collected from students studying in HCMC. The research results indicate that there are seven factors influencing the intention to use (ITU) online food ordering applications, including: (1) Ease of use (EOU), (2) Convenience (CV), (3) Aesthetic appeal (AA), (4) Price expectations (PE), (5) Social influence (SI), (6) Perceived risk (PR), and (7) Habits (HB). Among them, the three factors with the greatest impact on the students’ intention are ease of use, aesthetic appeal, and social influence. Based on the test results, the study proposes a management implication to help food delivery service providers enhance service quality, suggest development directions, and make suitable strategies for potential target customers. Keywords: food delivery service providers, food ordering applications, management implication, students’ intention

Physical Education plays an important role in improving health and physical development, contributing to fostering personality, and meeting comprehensive educational requirements for students. This is one of the contents of comprehensive education of learners' personality in schools in general and elementary schools in particular. It can be carried out in many ways, teaching physical education is the most basic and important ways. The article presents an overview of the theoretical system of physical education activities for students in primary schools to affirm the Party and State's policy views on physical education for the youth and children generation is completely correct, plays an extremely important role in the development of each individual and contributes to improving the quality of society.

ABSTRACT The world’s financial market has recently suffered from many fluctuations due to currency changes and the crisis, especially after the bank collapsed in the United States, cryptocurrencies have become one of the leading choices made by many investors in the world. It is undoubted that the development of cryptocurrency is an inevitable trend in society's future. In that context, updating knowledge about the general development trend of the financial market as well as about the cryptocurrency system is indispensable for everyone, especially young people - the generation that holds the global economy's future. Therefore, it is urgent to present and educate the cryptocurrency framework to college students. If there is no action taken, economics instructors will run the risk their students are left back in this flourishing and endlessly changeable economy. To start the educational story about cryptocurrency, it is crucial to define the measurements of students' awareness about the medium ahead of teaching-related materials. The data of the study are collected from 355 survey samples conducted by students in Ho Chi Minh City. The survey consists of 15 questions using various scales, designed by the researchers and using MS Excel 2016 for quantitative analysis, including using percentages, frequencies. The results show that the students' awareness is still low despite the significance of knowing about cryptocurrency. But they are also gradually realizing the necessity of things and are willing to improve their own knowledge of this aspect. Keywords: education, cryptocurrencies, students’ perceptions

E-learning has many exceptional advantages in teaching and training, and it has been applied in many universities and colleges in Dong Nai with a variety of scopes and levels; especially at a time with the motto "learning everywhere at any time", Dong Nai province sees this as a good opportunity to accelerate digital transformation in education. Simultaneously, underlining that online teaching is not only a temporary solution during epidemic seasons, but also an important way to improve educational quality. The research is carried out to examine the realities of online training in higher education in order to satisfy the demands of society's need for high-quality human resources. In addition, lecturer questionnaire and student questionnaire design would be used to collect quantitative data to answer research questions through the employment of questionnaire. The survey result showed that an average score of 4.03 to 4.19 with the “agree” level in student survey and another 4.19 to 4.29 in lecturer survey. It is indicated that the attitudes of students and lecturers on the survey items are very similar through two surveys. As a result, e-learning plays an important role in conveying the knowledge to all students at anytime and anywhere.