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Implementation of the 6E-STEAM Learning Model Based on Nosiala Pale Local Wisdom: Analysis of Learning Outcomes and Student Motivation and Engagement Profiles

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This study aims to analyze learning outcomes and describe the motivation and engagement profiles of students following the implementation of the 6E-STEAM learning model based on the local wisdom of Nosiala Pale in biology instruction. The study employed a quantitative approach in a single control class using a pretest-posttest design for learning outcomes and a posttest to assess students’ motivation and engagement profiles. The study participants consisted of 28 students in the Biology Education Program who were taking the Conservation Biology course. Data were collected using a 30-item multiple-choice test to measure learning outcomes, as well as a questionnaire to measure students’ learning motivation and engagement. Data were analyzed using descriptive statistics, a paired-sample t-test, and N-gain analysis. The results showed that the average pre-test score was 67.38, while the average post-test score was 79.16. The results of the paired-sample t-test indicated a significant difference between the pre-test and post-test learning outcomes (t = -10.981; p < 0.001). The average N-gain value of 0.480, or 47.95%, falls into the moderate category. Meanwhile, student learning motivation falls into the very high category with an average score of 4.31, and student engagement falls into the high category with an average score of 3.94. These findings indicate that the implementation of the 6E-STEAM learning model based on Nosiala local wisdom is effective in improving student learning outcomes to a moderate level and is supported by high levels of student learning motivation and engagement.

Learning Motivation and Enhancement Strategies for Future Teachers: A Study of the Current Situation at the Faculty of Pedagogy, Thu Dau Mot University

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Learning motivation plays a key role in improving training quality and shaping professional attitudes among future teachers. This article focuses on examining the current state of learning motivation among students of the Faculty of Pedagogy, Thu Dau Mot University, and evaluating the motivation-enhancement strategies currently being implemented. The study employed a quantitative method through a questionnaire survey of 150 students in the Faculty of Pedagogy. The findings show that most students have fairly good and good levels of learning motivation, in which intrinsic motivation, including love for the profession and the desire for personal development, is more dominant than external motivation. However, the study also identifies several barriers affecting motivation, such as pressure from the training program, limited self-study skills, and the influence of factors in the academic environment. Regarding enhancement strategies, the survey results indicate that students highly appreciate the role of innovating teaching methods and practical experiential activities. Nevertheless, the implementation of support measures from the university and lecturers remains inconsistent in some stages, especially in personalizing training pathways and providing professional psychological support. Based on the analysis of the current situation, the article proposes several enhancement strategies, including renewing forms of interaction between lecturers and students, improving the digital learning environment, and developing specialized career-counseling programs. These findings provide practical grounds for educational managers at Thu Dau Mot University to adjust policies and training methods in order to maximize the potential of pedagogy students.

Exploring The Impacts of online Game-Based Applications on Enhancing Learning Motivation among Primary School Students

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This study investigates the impact of online game-based applications (OGBA) on enhancing learning motivation among primary students in English as a Foreign Language (EFL) classrooms in Vietnam. Although digital game-based learning has been widely associated with increased engagement, limited research has systematically examined its motivational mechanisms within primary-level EFL contexts in developing countries. Drawing upon Self-Determination Theory and Flow Theory, this study employed a convergent mixed-methods design involving 50 Grade 5 students and three teachers over a 12-week instructional intervention. Quantitative data were collected through a validated Likert-scale questionnaire measuring five motivational dimensions, while qualitative insights were obtained from semi-structured interviews and classroom observations. Descriptive and thematic analyses revealed consistently high levels of student motivation, particularly in interest, participation, and perceived competence. Students reported increased concentration, confidence, and willingness to engage when OGBA platforms such as Kahoot and Wordwall were integrated into instruction. However, moderate challenges related to time constraints, competitive pressure, and technological issues were also identified. The findings suggest that OGBA can effectively strengthen intrinsic and identified forms of motivation when pedagogically aligned with learning objectives. This study contributes context-sensitive evidence to the growing literature on digital game-based learning in primary EFL education and offers practical implications for sustainable technology integration in similar educational settings.

Using Gamified Vocabulary Instruction to Enhance Young Learners’ Motivation in English Learning at a Foreign Language Center in Ca Mau

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This study investigates the effects of gamified vocabulary instruction on the motivation of young EFL learners at a foreign language center in Ca Mau, Vietnam. Although vocabulary learning is essential in EFL contexts, instructional practices in many Vietnamese language centers continue to rely heavily on repetition, translation, and rote memorization, which often fail to sustain learners’ motivation. To address this issue, a ten-week gamified instructional program was implemented, integrating game elements such as points, badges, leaderboards, and collaborative activities into vocabulary lessons. Data were collected through a post-intervention questionnaire measuring learners’ enjoyment, engagement, effort, and perceived usefulness of the activities, supplemented by semi-structured interviews to gain qualitative insights into learners’ experiences. Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed to identify recurring motivational patterns. The study aims to provide empirical evidence on the motivational impact of gamified vocabulary instruction and to contribute to the limited research on gamification in provincial EFL contexts in Vietnam. The findings are expected to offer practical implications for language teachers and institutions seeking to enhance learner motivation through more interactive and engaging instructional approaches.

Using Kahoot! To Enhance English Learning For 8th Graders at Nguyen Thai Binh Secondary School in Ho Chi Minh City, Vietnam

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This study explores the impact of Kahoot!, a game-based learning platform, on enhancing English learning among 8th-grade students at Nguyen Thai Binh Secondary School, Ho Chi Minh City, Vietnam. In response to the increasing integration of educational technology and the shift toward learner-centered pedagogy, the research investigates how Kahoot influences students’ motivation, engagement, and academic achievement, particularly in the areas of vocabulary and grammar.

A mixed-methods approach was adopted, combining quantitative data from questionnaires administered to 40 students and qualitative data from semi-structured interviews. Descriptive statistical techniques were used to analyze students’ perceptions of motivation, engagement, and language development, while thematic analysis was applied to the qualitative responses.

The findings indicate that Kahoot significantly enhances students’ learning motivation by fostering enjoyment, interest, and confidence in English learning. Student engagement improved markedly, with learners demonstrating increased participation and attentiveness during classroom activities. Furthermore, Kahoot contributed to measurable gains in vocabulary acquisition and grammar proficiency through interactive tasks and real-time feedback. Despite minor technical barriers, such as unstable internet and limited device access, students generally regarded Kahoot as an effective and enjoyable educational tool.

The Motivations of Non-English Major Students: A Case Study at a Private University in Ho Chi Minh City

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Motivation is considered as attitudes toward the teacher, students, coursework, curriculum-related activities, and all other elements of the state in which a language is taught. This definition of motivation in language learning emphasizes that it is a complex concept because motivation is not only the cognitive attitude of the learner but also related to many other factors, such as teachers, curriculum, and other elements of the learning environment (Gardner, 1985). This study aims to identify the motivations of second-year non-English major students at a private university in Ho Chi Minh City and the factors that significantly influence their learning motivation. Data were collected from 200 students through a questionnaire, which was developed based on the results of group interviews with 10 students. The research applied a mix-methods approach. The findings indicate that extrinsic motivation strongly influences students’ language learning, with factors as job opportunity, learning environment, and teaching method having a positive impact. Based on these findings, the study proposes strategies to leverage extrinsic motivation to enhance students’ learning outcomes.

The Feasibility and Practicality of Learning Multimedia Based on Whiteboard Animation of Momentum and Impulse towards First Grade of Senior High School Student Learning Motivation

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Physics is one of highly difficult material study, so student tend to have low study motivation. This research aims to enhance study motivation also describe the feasibility and practicality of using Whiteboard Animation to first grade of senior high school student towards impulse and momentum. Method of this study is Research and Development (R&D) with 4D models (Define, Design, Develop, and Disseminate). This research was conducted untill the test of feasibility and practicality of using Whiteboard Animation towards student learning motivation. The result of this study shows that multimedia based on Whiteboard Animation of impulse and momentum material is stated very feasible to use, which is shown an average of 87% (very feasible) by material expert and 84% (very feasible) by media expert. The developed multimedia was attained high response of students on field testing, which is shown an average of 89% (very practical). The result of practicality test based on student response also stated that the developed multimedia is very interesting and potential to enhance the student learning enterest. Thus, multimedia based on Whiteboard Animation of impuls and momentum material is very feasible and practical to enhance student learning motivation.