Articles

The Relationship between Teacher Support and First-Year EFL Students’ Attitudes toward Autonomous Learning: Evidence from a Vietnamese University

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Learner autonomy is widely regarded as a central goal of foreign language education, yet first-year students in Vietnamese higher education frequently enter university with strong habits of teacher dependency formed during exam-oriented secondary schooling. Grounded in Self-Determination Theory, this article examined the relationship between perceived teacher support and attitudes toward autonomous learning among first-year English as a Foreign Language (EFL) students at Industrial University of Ho Chi Minh City (IUH). Using an explanatory sequential mixed-methods design, quantitative data were collected from 202 first-year students through a questionnaire measuring three dimensions of attitude (cognitive, affective, behavioral) and three dimensions of teacher support (autonomy support, structure, involvement), followed by semi-structured interviews with 10 participants. Results indicated that students held moderately positive attitudes toward autonomous learning and perceived moderate levels of teacher support, with a strong, statistically significant positive correlation between the two constructs (r = .766, p < .001). Teacher support correlated most strongly with behavioral attitudes (r = .598), followed by affective (r = .565) and cognitive attitudes (r = .546). Qualitative findings converged with the quantitative results, showing that students associated supportive teaching with guided self-discovery rather than direct answers, while consistently identifying the need for more explicit instruction in learning strategies. The findings suggest that teacher support and learner autonomy are complementary rather than opposing forces, and that first-year EFL programs would benefit from embedding explicit strategy instruction within teacher-supportive pedagogy. Implications for EFL pedagogy, teacher training, and future research in non-English-major contexts are discussed.

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.

Human Resource Management Development in the Face of Covid-19 Pandemic

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The novel coronavirus, COVID-19 pandemic, has caused numerous unprecedented changes recorded globally in all spheres of life especially in the work place. This has implications and influences on the companies and human resource management (HRM). Organizations have had to respond speedily by reviewing many operational matters and strategies so as to be able to manage the effects of the pandemic. Human resource management (HRM) plays the essential role of helping organisations navigate through both the iffy present and unpredictable future caused by the pandemic lockdown by managing people to cope with stress and to continue working, even remotely, when applicable, so that businesses can go on with their operations. This paper embraced analytical discussion of secondary data and using self-determination theory as its theoretical framework, it assessed the implication of HRM; having knowledge of the effects of autonomy, competence, and interrelatedness in their dealings with employees on sustained HRM development in the pandemic era. The aim of this research is to look into notable human resource management practices developed in the quest to accommodate and tackle the magnitude of HRM challenges faced by organizations during the COVID-19 pandemic and the challenges encountered by employers and employees in imbibing them. The research recommended that HRM should help employees in their quest to develop their competences through trainings, consulting, and coaching as this will help in accomplishing the organizations’ goals and vision in the post COVID-19 pandemic era. An empirical research in this area is advocated to aid long-term HR policy.