| Author(s) | Year Sort ascending | Type | Keyword | Keyword | Title | Key Message | Details |
|---|---|---|---|---|---|---|---|
| Dang | 2024 | Article | learner autonomy | culture | Cultural and situational constraints on undergraduate students’ performance of learner autonomy in EFL learning | Learner autonomy is mediated by personal, situational, and cultural factors. | Dang, 2024 |
| Ho, Dang, Nguyen | 2023 | Article | learner autonomy | parental support | Parents’ Contributions to Vietnamese English as a Foreign Language Students’ Perceptions of Learner Autonomy | This study reveals a positive correlation between high school EFL students' perceptions of learner autonomy and their perceived parental support, emphasizing the crucial role of parents in fostering independent learning and highlighting the need for further research into this relationship. | Ho, Dang, & Nguyen, 2023 |
| Ho, Dang | 2019 | Article | formative assessment | online discussion board | Impacts of Online Formative Assessment on EFL Students’ Writing Achievement | This study demonstrates that using online formative assessment via the Schoology platform significantly improves EFL students’ writing achievement in Vietnam, highlighting the potential of educational technology to enhance writing instruction in similar contexts. | Ho & Dang, 2019 |
| Dang, Robertson | 2010 | Article | learning engagement pattern | asynchronous | Pedagogical lessons from students’ participation in Web 2.0 | There are three patterns of learning engagement in the asynchronous learning space like the discussion forum, namely task-oriented, content-oriented, and community-oriented types of participation. | Dang & Robertson, 2010 |
| Dang | 2010 | Article | learner autonomy | culture | Learner autonomy in EFL studies in Vietnam: A discussion from socio-cultural perspective | The popular philosophy of educational practices in Vietnam is more associated with absorbing and memorizing than experimenting and producing knowledge. Communicative language teaching method and student-centered approach in second language training have not consistently been reported to be effective, given various situational problems such as big-size class, rigorous test-oriented system, and heavy learning workload. A student can become passive if he/she is framed in a locally so-called well-disciplined environment; however, he/she can become active and more involved in a learning process if he/she is adequately encouraged to participate in. |
Dang, 2010 |
| Dang, Robertson | 2010 | Article | learning engagement | virtual learning space | Impacts of learning management system on learner autonomy in EFL learning | The virtual learning space promotes students' ability to initiate, monitor, and evaluate their learning process. | Dang & Robertson, 2010 |
| Dang, Robertson | 2010 | Article | e-behavior | virtual learning engagement | E-behaviors and e-community formation: An investigation on Vietnamese EFL students | Students tend to prefer to use synchronous communication modes and expect instant responses regardless of how often they go online. The development of online educational communities needs a lot of support, reinforcement, and nurture from the facilitators and real life connections. |
Dang & Robertson, 2010 |
| Dang | 2008 | Article | topic interest | goal orientation | Topic interest and goal orientation: An investigation on middle school EFL students in Vietnam | There are two types of goal orientation, namely mastery and performance. Topic interest includes individual interest and situational interest. The topics most interested by middle school students are holiday, science and technology, important people, and lifestyle. |
Dang, 2008 |