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The ultimate goals of education and training are the development of learners' learning outcomes. The prospect of achieving high academic results should function as a driving force for students to be engaged in learning. Recognition of the factors affecting their learning satisfaction should facilitate their learning process, especially in online learning environments such as Massive Open Online Courses (MOOCs). The purpose of this study was to examine the interactions among students' characteristics, their perceived values of self-regulated learning (SRL) strategies, satisfaction and academic performances. A mixed-methods design was employed to investigate the issue under exploration. The 227 surveyed responses were collected from English majors who had experience in MOOCs and were studying at a private university in Can Tho city in the Mekong Delta, Vietnam. Data from the survey was analysed with the Statistical Package for the Social Sciences (SPSS) 25 for the correlations between their characteristics and the quantitative variables, while Partial Least Squares Structural Equation Modelling (PLS-SEM) was performed to examine the perceived effects of self-regulated learning (SRL) strategies on their satisfaction and academic outcomes. Qualitative data was collected through open-ended survey questions and analysed based on thematic analysis guidelines. The results revealed that SRL strategies such as strategic planning, time management, environment structuring, and help-seeking positively influenced both student satisfaction and academic performance. Notably, the study identified flexible learning time, self-paced learning, and the ability to choose study locations as significant factors enhancing student satisfaction. Conversely, limited social interaction, poor internet connectivity, and low motivation were found to be demotivating factors. Additionally, the study highlighted the importance of gender and prior online learning experience in shaping students' satisfaction and performance in MOOCs. While gender showed no significant correlation with SRL strategies, satisfaction, or academic performance, prior experience in online learning environments, such as the number of completed MOOC courses, was significantly correlated with better academic outcomes. However, a weak negative correlation between students' academic years and their satisfaction was observed, suggesting that more advanced students might face increased academic pressure and higher expectations, leading to lower satisfaction levels. The research underscores the critical role of SRL strategies in facilitating effective learning in MOOCs, especially in the context of English major students who often lack direct interaction with instructors and peers. Training students in SRL strategies can help them better manage their learning processes, overcome challenges, and achieve their academic goals. This study contributes to the understanding of how student characteristics and SRL strategies affect learning in online environments and suggests practical implications for enhancing MOOC experiences. Future research should investigate additional SRL strategies and include a larger, more diverse sample to provide a more comprehensive understanding of their impact on student satisfaction and academic performance in MOOCs. Furthermore, exploring the specific challenges faced by different academic disciplines in MOOCs could offer more tailored solutions to improve online learning experiences.

This qualitative study explored the possibility of implementing the happy school model (HSM) in the context of Vietnamese higher education, with a focus on the socio-cultural perspectives of nine tertiary English as a foreign language (EFL) teachers at different career stages. Through semi-structured interviews, thematic analysis, and theoretical underpinning by constructivist paradigm and humanistic education theory, the study illuminated multifaceted insights. Key themes emerged, including aligning the HSM with holistic student development, recognizing challenges and potential benefits, balancing traditional Confucian values, and adapting the model to Vietnam's unique socio-cultural and economic landscape. The findings provide valuable guidance for educational innovation in Vietnam, highlighting complexities of aligning a new educational paradigm with existing practices and cultural norms. While the study's focus on a specific cultural context and limited participant pool presents certain limitations, the insights offer rich contributions to the broader global dialogue on education and human development. Future research directions and practical implications are also discussed, making this study a valuable resource for educators, policymakers, and researchers interested in the intersection of universal educational principles and specific cultural contexts like Vietnam.

This study investigated how teachers perceived the benefits and difficulties of implementing a Lesson Study (LS) in the context of English language teaching at a university in Vietnam. The data were collected from six teachers through semi-structured interviews. To analyze the data, two addressing themes (teachers' perceived benefits and teachers' perceived difficulties) were focused on while implementing LS. The results generally showed that the teachers believed that LS brought them three benefits: encouraging teachers' exchange activities and helping them deepen knowledge of lesson content, understanding students' learning activities and working processes, and promoting teachers' motivation in pursuing their continuous professional development (CPD). Regarding teachers' perceived difficulties in LS implementation, they reported lacking confidence in actively implementing LS activities. Additionally, they had difficulties in time management and encountered problems reaching a consensus for joint work due to the influence of muti-faceted aspects. Accordingly, the study provides pedagogical implications for related stakeholders (teachers, students, and policymakers) regarding LS implementation issues contributing to the success of LS implementation in Vietnam and other similar contexts.

This study explores the impact of gender on the preferred English language learning strategies of self-perceived introverted students in Vietnam, given the burgeoning role of English as an international lingua franca. A mixed-methods approach, involving survey questionnaires and follow-up interviews, was utilized to gather both quantitative and qualitative data from a cohort of 68 English major undergraduates, 29 of whom self-identified as introverted via the Myers-Briggs Type Indicator (MBTI). The investigation provides a comprehensive understanding of the preferred language learning strategies among introverted learners, and specifically examines how gender influences these strategic choices. The results reveal that gender does not present significant differences in the preferred English language learning strategies of self-perceived introverted individuals. Regardless of gender, introverted language learners demonstrate a tendency towards compensation learning strategies, with specific strategies such as deductive reasoning, organizing physical environs, and error rectification receiving almost identical responses from both male and female participants. These findings suggest that the role of personality traits, such as introversion, should be considered in tailoring pedagogical approaches to meet individual learning preferences and needs. Further research is needed to explore this area in greater depth and to examine its broader implications for English language teaching pedagogy.

Understanding the role of English language acquisition in developing the socioeconomic status of Vietnam forms the backdrop for this study, which seeks to shed light on the potential benefits of technology-assisted vocabulary learning. Based on this context, this study employed a mixed method of quantitative and qualitative design attempting to investigate the vocabulary development of college students (n=23) who were treated by the use of Memrise (Experimental group) in combination with a traditional teaching method compared to their counterparts (n=24) who were taught by a traditional teaching method (TTM) (Control group) without the use of this application. Students' thoughts about the benefits and challenges of Memrise for their vocabulary learning after the treatment were also investigated. The study yielded noteworthy results on multiple fronts. Quantitatively, data collected from the vocabulary post-tests showed that the experimental group significantly outperformed the control group in their vocabulary scores. Qualitatively, interview data indicated that Memrise positively impacted students' motivation and interest for vocabulary learning, suggesting its effectiveness in addressing the particular problems of engagement and retention in vocabulary acquisition. However, there were logistical challenges, particularly in rural settings. Factors like unstable internet connections and inadequate mobile devices adversely affected the quality of learning experiences with Memrise. By focusing on these elements, this study highlights key pedagogical implications and underscores the value of technological interventions in language learning, offering insights into addressing infrastructure barriers and tailoring e-learning methods to diverse learning environments and needs.

Reflective teaching plays a crucial role in the field of education though its intricacies in particular cultural contexts like Vietnam are still little understood. This study aims to investigate reflective teaching practices in more detail within the context of Vietnamese education. This study used a qualitative methodology and semi-structured interviews with twelve Vietnamese teachers, each representing a different stage of their careers to shed light on the many forms of in-action reflective practices and their implementation, benefits, drawbacks and even cultural influences. The results of this in-depth investigation provided an overview of the wide range of in-action reflective practices that are actively used in the classroom. The enhancement of adaptive teaching methodologies and the bolstering of student engagement are prominent among the many advantages that were noted. Teaching in the Vietnamese context also presents unique challenges. Teachers often struggle with the demands of multitasking, the complexities of navigating uncertainties in real-time classroom scenarios and the predominant challenge of managing large class sizes. Moreover, it was surprising to learn how many Vietnamese cultural, social and educational factors influenced teacher understanding and use of in-action reflection. The understanding of reflective teaching practices is enhanced by the research findings which also have broad implications for areas such as instructional strategies, teacher preparation programmes, academic research perspectives and even the development of educational policies. The study strongly emphasizes the pressing need for more context-specific investigations into reflective teaching and underscores the indispensable role of reflection in fostering an environment conducive to effective teaching and learning.

Abstract Jeju Volcanic Island is the largest island in South Korea and is considered a continental shelf intraplate volcanic island. In this study, MELTS, a powerful program for modeling magmatic evolution processes, was applied to simulate the fractional crystallization process of the low-alumina alkaline volcanic rock suite on Jeju Island. MELTS modeling was conducted at many isobaric pressures ranging from 2.0 GPa to 0.1 GPa, different oxygen fugacities (fO2) from FMQ-3 to FMQ + 3, and different H2O contents. The results demonstrate that the most suitable fractionation model for the Jeju low-alumina alkaline magma involves a pressure of 0.2 GPa to 0.1 GPa and an oxygen fugacity close to the FMQ buffer. Additionally, an H2O content of 0.5 wt.% is the most consistent with the evolution trend and mineral composition of the natural rock suite on Jeju Island. Although MELTS possesses several limitations in terms of the stability of calibration, such as spinel overestimation and a lack of experiments on hydrous minerals (which should be improved), MELTS performs well in terms of temperature and pressure prediction and in terms of the assessment of other factors of the fractional crystallization process on Jeju Island. Consequently, to evaluate a magmatic process in a particular region, MELTS should be combined with other analyses and not relied upon independently.

This qualitative study explored the perspectives of Vietnamese English as a Foreign Language (EFL) teachers on the implementation of competency-based assessment (CBA) within the higher education context. Amidst the global shift towards competency-based education, this research aimed to understand how instructors in Vietnam navigate the challenges and opportunities presented by CBA, focusing on its impact on teaching practices and student learning. The objective of this study was to examine the adaptations and responses of EFL teachers to the implementation of CBA, identifying how these adaptations influence teaching effectiveness and student learning experiences. Employing semi-structured interviews with 10 EFL teachers from two institutions, the study was grounded in constructivist and social constructivist theoretical frameworks, facilitating a nuanced exploration of the participants' experiences. The findings revealed several key themes: significant challenges in transitioning to CBA, including adapting to new methodologies and a lack of resources; the transformative potential of CBA for enhancing student engagement and learning outcomes; the need for targeted professional development to bridge the gap between theoretical knowledge and practical implementation skills; and the role of CBA in fostering critical thinking, problem-solving skills, student autonomy, and inclusivity. Additionally, the study highlighted the complexities of providing effective, individualized feedback within CBA frameworks. The discussion underscores the importance of these findings in informing the development of more effective competency-based educational strategies and highlights recommendations for enhancing teacher training and assessment design to better support competency development. These insights contribute to the discourse on competency-based language education, suggesting implications for policy, practice, and future research. By highlighting the specific challenges and strategies employed by Vietnamese EFL teachers, this study offers valuable perspectives for instructors, policymakers, and researchers aiming to advance the implementation of competency-based assessment in language education globally.

Social-emotional capacity is considered a fundamental capacity for personal development of each person and each age group. For students of early childhood education, social - emotional capacity not only helps students have many advantages in learning but also creates good conditions to develop their careers in the future. The article presents the current state of social-emotional capacity of 448 first - year students majoring in Preschool education in the provinces of Lang Son, Nghe An, Hue, and Da Nang. The study used the social - emotional capacity questionnaire developed by Zhou and Ee (2012). The results show that the social - emotional capacity of first-year students of early childhood education is quite low and uneven among the components of this capacity. At the same time, the current study proposes three solutions to improve students' social - emotional capacity.

This study investigated the effects of L2 pronunciation instruction on speech intelligibility and fluency, the relationship between intelligibility and fluency, and the extent to which utterance fluency can predict perceived fluency. Participants were 30 beginning adult EFL learners who received either segmental or suprasegmental instruction. Oral data included monologues recorded at the beginning and end of an 8-week course. Speech segments were transcribed for intelligibility and rated on a 1000-point scale for fluency by 11 native speakers. They were also coded and analyzed for transcription errors and utterance fluency measures. Quantitative analyses did not reveal significant changes in intelligibility or perceived fluency as the result of instruction. However, the suprasegmental group seemed to show an upward trend in speech rate, which was found to strongly predict perceived fluency. The findings further our understanding.

The objective of this study was to investigate the mental disturbances among COVID-19 survivors while also examining their quality of life. A retrospective cohort study was conducted among COVID-19 survivors in northern Vietnam. Anxiety, depression, insomnia, cognitive impairment, and quality of life were assessed using the Patient Health Questionnaire-9, Generalized Anxiety Disorder-7, Pittsburgh Sleep Quality Index, Mini-Cog, and Short Form-8 (SF-8), respectively. Information regarding COVID and post-COVID conditions was retrospectively collected through direct interviews. Ordinal logistic regression was employed to identify factors associated with the severity of depression and anxiety; binary logistic regression was used to identify factors associated with the presence of sleep disturbance and cognitive impairment, and linear regression was utilized to identify factors associated with the mental and physical components of the SF-8. A total of 1596 participants were included in this study, with the prevalence of depression, anxiety, sleep disturbance, and cognitive impairment being 8.7%, 16.9%, 23.4%, and 5.6%, respectively. Experiencing discrimination during COVID-19 infection and post-COVID syndrome were both linked to long-term outcomes of depression, anxiety, and insomnia and were also related to a decline in the quality of life. Our study provided initial insights into the mental outcomes and quality of life among COVID-19 survivors over an extended period, with stigmatization and post-COVID syndrome identified as the primary associated factors. A longitudinal study with random sampling, a control group, and measures to better control recall bias is recommended.

Abstract Background Vietnam’s primary mechanism of achieving sustainable funding for universal health coverage (UHC) and financial protection has been through its social health insurance (SHI) scheme. Steady progress towards access has been made and by 2020, over 90% of the population were enrolled in SHI. In 2022, as part of a larger transition towards the increased domestic financing of healthcare, tuberculosis (TB) services were integrated into SHI. This change required people with TB to use SHI for treatment at district-level facilities or to pay out of pocket for services. This study was conducted in preparation for this transition. It aimed to understand more about uninsured people with TB, assess the feasibility of enrolling them into SHI, and identify the barriers they faced in this process. Methods A mixed-method case study was conducted using a convergent parallel design between November 2018 and January 2022 in ten districts of Hanoi and Ho Chi Minh City, Vietnam. Quantitative data were collected through a pilot intervention that aimed to facilitate SHI enrollment for uninsured individuals with TB. Descriptive statistics were calculated. Qualitative interviews were conducted with 34 participants, who were purposively sampled for maximum variation. Qualitative data were analyzed through an inductive approach and themes were identified through framework analysis. Quantitative and qualitative data sources were triangulated. Results We attempted to enroll 115 uninsured people with TB into SHI; 76.5% were able to enroll. On average, it took 34.5 days to obtain a SHI card and it cost USD 66 per household. The themes indicated that a lack of knowledge, high costs for annual premiums, and the household-based registration requirement were barriers to SHI enrollment. Participants indicated that alternative enrolment mechanisms and greater procedural flexibility, particularly for undocumented people, is required to achieve full population coverage with SHI in urban centers. Conclusions Significant addressable barriers to SHI enrolment for people affected by TB were identified. A quarter of individuals remained unable to enroll after receiving enhanced support due to lack of required documentation. The experience gained during this health financing transition is relevant for other middle-income countries as they address the provision of financial protection for the treatment of infectious diseases.

Background This study delves into the cultural portrayal of teachers in Vietnam, a subject critical to understanding the broader role of educators in shaping societal and educational values. Through an analysis of song lyrics, the research aims to uncover how the professional identity of teachers is reflected and shaped within the unique cultural context of Vietnam. Methods A qualitative approach underpins this study, utilizing theoretical frameworks such as Constructivist Grounded Theory, Sociocultural Theory, Symbolic Interactionism, and Hermeneutic Phenomenology. Twelve Vietnamese songs specifically about teachers were selected for analysis. These songs were carefully chosen to provide a diverse and representative sample of the cultural portrayal of teachers in Vietnam. The project spanned from January 1 st until February 21 st, 2024. Results The analysis revealed several key themes that collectively characterize the professional identity of Vietnamese teachers. These include ‘Sacrifice and Dedication,’ highlighting the commitment and perseverance of teachers; ‘Respect and Reverence,’ reflecting the deep societal respect for the teaching profession; ‘Nurturing and Inspiration,’ depicting teachers as cultivators of dreams and moral values; ‘Enduring Impact and Memory,’ emphasizing the long-lasting influence of teachers on their students; ‘Teacher as a Guiding Figure,’ portraying the role of teachers as key moral and cultural guides; and ‘Emotional Connection and Affection,’ underlining the deep emotional bonds between teachers and students. Conclusions The study’s findings underscore the significant role of cultural and emotional factors in shaping the professional identity of teachers in Vietnam. These themes highlight the multifaceted role of teachers that transcends academic teaching, involving personal development, cultural transmission, and emotional nurturing. The implications of these findings are far-reaching, suggesting that educational policies and teacher education programs need to consider these cultural and emotional dimensions. Additionally, the study highlights the power of cultural artifacts, like music, in reflecting and shaping societal values and professional identities.

The ability to self-regulate learning in Massive Open Online Courses (MOOCs) plays a crucial role in the success of learners. Previous studies indicated the positive impact of self-regulated learning (SRL) strategies on students’ learning behaviours and academic outcomes in massive open online courses (MOOCs), yet empirical studies on the impact of an SRL strategy intervention during their learning in MOOCs on these strategies are still scarce. The purpose of this study was to investigate the impact of a self-regulated learning strategy intervention on students’ SRL skills and explore their perspectives of the intervention after being taught the SRL strategies during their learning in MOOCs. The study was designed as a convergent parallel mixed methods approach in which the quantitative phase of the study employed pre- and post-questionnaire surveys to assess students’ self-regulated learning abilities before and after the intervention, while semi-structured interviews were used in the qualitative phase to address students’ perspectives of the effectiveness of the treatment. SPSS 25 was run to analyse the quantitative data from the surveys, and thematic analysis was employed for the qualitative data. The results indicated an increase in students’ goal-setting and environmental structuring abilities, whereas the interviews underscored the importance of the intervention for students’ learning in MOOCs.

AbstractThis qualitative study investigates the impact of the Japanese comic series ‘Doraemon’ on the maturity process of Vietnamese teenagers. Employing semi-structured interviews with nine Vietnamese adolescents, the research explores how this popular media influences cognitive, moral, social, and cultural development. The thematic analysis reveals four key findings: the enhancement of problem-solving skills and creativity, the development of moral reasoning and ethical decision-making, the shaping of social relationships and emotional intelligence, and the influence on cultural identity and global perspective. The study finds that ‘Doraemon’ inspires creative thinking and innovative problem-solving, resonating with developmental psychology theories on cognitive growth during adolescence. It also plays a crucial role in moral development, presenting complex ethical dilemmas that encourage reflective thinking. Furthermore, ‘Doraemon’ positively impacts social and emotional skills, aiding in the development of empathy and effective management of social relationships. Lastly, it fosters a broader understanding of cultural diversity, influencing the participants’ global outlook and cultural identity. This research contributes to the understanding of how specific media content can influence adolescent development in diverse cultural contexts. It highlights the potential of comics as tools for cognitive and moral development, social and emotional learning, and in fostering global cultural awareness. The findings have implications for educators, media producers, and policymakers in considering the role of media in adolescent development.

AbstractThe primary objective of this investigation is to attain a profound understanding of the favored English language acquisition strategies of self-identified extroverted learners in Vietnam. Employing a mixed-methods paradigm, the study used both survey questionnaires and qualitative interviews to gather data. The research participants, majoring in English, were instructed to self-determine their extroversion inclination based on the Myers–Briggs Type Indicator (MBTI). The sample encompassed 17 self-proclaimed extroverted students, with a deliberately selected subset partaking in the qualitative interview segment. Quantitative data were analyzed using descriptive statistics to understand extroverted students’ preferences for different strategies. The qualitative data were further analyzed through thematic analysis, providing comprehensive perspectives on the students’ experiences and proclivities. Findings revealed that extroverted students favored cognitive, compensatory and metacognitive approaches. The implications of this research bear significant importance for language education, particularly in regions where English proficiency is paramount for economic competitiveness and scholarly achievement. By discerning the preferred learning strategies of extroverted students, teachers can devise captivating lessons, administer targeted feedback and advocate efficacious techniques that nurture self-awareness, growth and evolution. This may culminate in a more personalized and effective language learning experience, intensifying motivation and success in language acquisition. The study contributes to the overarching knowledge and apprehension of language learning, offering valuable insights for future research in the discipline.

Abstract This study investigated the ability of a sarcopenia screening test to predict mortality among cancer inpatients. We conducted a prospective study of patients admitted to the oncology ward of a teaching hospital in southern Taiwan. Over a 5‐month period, 82 patients were enrolled for evaluation and were followed for 3 years. All participants received a comprehensive assessment at the time of admission, including Eastern Cooperative Oncology Group (ECOG) performance status, cognitive ability, nutrition index, body mass index, and short physical performance battery (SPPB). Age, ECOG performance status, dementia, SPPB score, and albumin level were associated with sarcopenia. Of the enrolled participants, 53 (64.6%) were diagnosed with sarcopenia. Patients with sarcopenia were associated with worse overall survival (OS) than patients without sarcopenia (28.8% vs. 82%, p = 0.01). Metastasis (hazard ratio [HR]: 5.166; 95% confidence interval [CI]: 1.358–19.656) and albumin level (HR: 4.346; 95% CI: 1.493–12.654) were independent and significant predictors of OS for the whole study population. Age was a predictor of 2‐year all‐cause mortality among patients aged ≥65 years but not among those aged

Vulvovaginitis is a prevalent gynaecological ailment worldwide, often attributed to bacteria, Candida fungi, or Trichomonas. The synergistic action of antifungal agents and essential oils can enhance the efficacy against pathogenic microorganisms. In this study, a simultaneous quantitative method for determining clotrimazole and eugenol in a laboratory-compounded gel product was developed using high-performance liquid chromatography with a photodiode array detector (HPLC-PDA). The HPLC-PDA system utilised in this study was the Shimadzu LC- 20AD, with a HiQ Sil RP C18 HS column (250 x 4.6 mm, 5 µm), and a mobile phase consisting of methanol-water in an 80:20 (v/v) ratio, employing isocratic elution at a flow rate of 1.0 ml/min. The injection volume was set at 20 µl, and detection was performed at a wavelength of 229.0 nm. The analytical procedure was validated in accordance with ASEAN guidelines for the validation of analytical procedures, successfully meeting the criteria for specificity, accuracy, system suitability, repeatability, intermediate precision, and linearity within the concentration range of 2.25 to 36.00 ppm for eugenol and 12.00 to 200.00 ppm for clotrimazole. Subsequently, this validated procedure was applied to quantify the clotrimazole and eugenol content in bulk materials and three different lots of gel products. The results for clotrimazole and eugenol content in both the raw materials and the gel product lots fell within an acceptable range, with deviations of less than ±10% compared to the labelled content.

This study delves into the intricate dynamics of trilingual education, focusing primarily on Vietnamese students majoring in French and simultaneously learning English as a foreign language. Themes emerging from the semi-structured interviews encompass dual linguistic socialization, constructing knowledge through French while learning English, perceived insufficiencies in real-world English exposure, language interference, and the profound role Vietnamese plays in third language acquisition. Additionally, motivational aspects, perceived hierarchies of languages, cultural isolation, cognitive space struggles, institutional prioritizations, and the interplay of cultural identities come to the fore. Utilizing the frameworks of Sociocultural Theory, Constructivist Theory, and Input Hypothesis, the research contextualizes these themes, uncovering the challenges and enrichments of this trilingual journey. The study's implications suggest the necessity for tailored pedagogical strategies and support systems for trilingual learners. This work contributes significantly to the growing discourse on multilingual education, providing educators, policymakers, and learners with valuable perspectives.

Abstract Background Globally, most people with multidrug-resistant tuberculosis (MDR-TB) and their households experience catastrophic costs of illness, diagnosis, and care. However, the factors associated with experiencing catastrophic costs are poorly understood. This study aimed to identify risk factors associated with catastrophic costs incurrence among MDR-TB-affected households in Ho Chi Minh City (HCMC), Viet Nam. Methods Between October 2020 and April 2022, data were collected using a locally-adapted, longitudinal WHO TB Patient Cost Survey in ten districts of HCMC. Ninety-four people with MDR-TB being treated with a nine-month TB regimen were surveyed at three time points: after two weeks of treatment initiation, completion of the intensive phase and the end of the treatment (approximately five and 10 months post-treatment initiation respectively). The catastrophic costs threshold was defined as total TB-related costs exceeding 20% of annual pre-TB household income. Logistic regression was used to identify variables associated with experiencing catastrophic costs. A sensitivity analysis examined the prevalence of catastrophic costs using alternative thresholds and cost estimation approaches. Results Most participants (81/93 [87%]) experienced catastrophic costs despite the majority 86/93 (93%) receiving economic support through existing social protection schemes. Among participant households experiencing and not experiencing catastrophic costs, median household income was similar before MDR-TB treatment. However, by the end of MDR-TB treatment, median household income was lower (258 [IQR: 0–516] USD vs. 656 [IQR: 462–989] USD; p = 0.003), and median income loss was higher (2838 [IQR: 1548–5418] USD vs. 301 [IQR: 0–824] USD; p

The ingested foreign body is a very unusual etiology of liver abscess. This clinical scenario is infrequently reported in the literature. A 66-year-old male patient presented to the hospital because of abdominal pain along with 7 days of right upper quadrant pain and intermittent low-grade fever. He was living in an epidemiological area of Fasciola infection. Physical examination showed right hypochondria tenderness without guarding or rebounding. Laboratory results were significant for leukocytosis, predominant neutrophils, and increased inflammatory markers. The liver function tests were within normal limits. Abdominal ultrasonography and CT scan were consistent with a hepatic abscess spread from segment 4B to segment 3. The patient was preliminarily diagnosed with a parasitic hepatic abscess. After management with fluid infusion and antibiotics, the patient was discharged in stable condition. Two weeks later, on the follow-up visit, the patient reported intermittent low-grade fever had persisted. After consulting the CT scan, an abnormal high-attenuation linear structure was identified inside the liver lesion, which is suspected of being a foreign body. Laparoscopic surgery was performed, and a fishbone was removed from the abscess cavity. Perforation was not found in the stomach, duodenum, or in the bowel. One week later, their condition was fully resolved. Liver abscess due to a foreign body should be suspected when a patient has radiology findings suggestive of an abscess, but the clinical presentation does not indicate the common etiologies. Meticulous observation on abdominal CT scans or ultrasonography can help with diagnosis and guide treatment.

This research investigates the effectiveness of utilizing analytic rubrics in peer-assessment (PA) and self-assessment (SA) methodologies to enhance the proficiency of English as a Foreign Language (EFL) students' essay writing skills in the Vietnamese context. It further contributes to the existing body of literature regarding formative assessment and its potential to improve student learning outcomes. A total of 44 university students, all English majors, were divided into two distinct groups, each consisting of 22 participants. One group applied analytic rubrics for SA, while the other used the same tool for PA. The writing performance of the two groups was assessed and compared in pre and post-tests. The findings revealed no significant difference between the SA and PA groups in the pre-test. However, in the post-test, the SA group demonstrated significantly superior performance compared to the PA group, with noticeable improvements across all evaluated criteria. Moreover, these results showed that the use of analytic rubrics in SA and PA methods positively impacted the EFL students' writing skills, particularly in the areas of content and language use. This has practical implications for teachers, curriculum developers, and policymakers in designing and implementing formative assessment strategies for EFL learners. Further research is needed to examine the long-term effects of employing analytic rubrics, and to understand the potential influence of other contextual factors on student learning outcomes.

The purpose of this inquiry was to examine the degrees of reflective teaching (RT) amongst English as a foreign language (EFL) teachers working at a private language center in the Mekong Delta of Vietnam, and to provide suggestions for its successful implementation. A mixed-methods approach was employed, integrating a quantitative survey and a qualitative interview. The results evinced that although the majority of participants perceived themselves as being involved in RT practices, their self-reported levels did not consistently correlate with their actual practices. Most teachers were categorized as contextual levels, with only a minor number attaining the dialectical level. In the meantime, a few teachers were classified under the technical level. Demographic information had an insignificant impact. The results imply that supplementary professional development (PD) opportunities could be advantageous for EFL teachers in the area to enhance their RT skills. Despite being conducted in a solitary English language center, the findings of this study may have far-reaching implications for EFL teachers in other developing nations.

Emotional intelligence (EI) plays a critical role in English learning, as it fosters a better understanding of language nuances, enhances learner motivation, and improves communication skills, thereby leading to a more effective and enriching learning experience. However, the impact of EI on English language acquisition among Vietnamese learners remains underexplored creating a gap in educational studies. This study aimed to investigate the Vietnamese students' perspectives of the impacts of EI on their second language acquisition (SLA). A mixed-methods approach was employed combining quantitative data collected through a questionnaire and qualitative data obtained from semi-structured interviews. The study involved 105 English-major students selected through convenience sampling. The findings revealed a positive correlation between EI and SLA, with characteristics such as motivation, self-confidence, interpersonal skills, a goal-oriented mindset, and emotional openness significantly impacting language learning outcomes. These findings have implications for language learning theory, pedagogy, and curriculum development, emphasizing the need to address learners' emotional well-being and incorporate EI skills within language learning contexts. By integrating these elements, educators can create a conducive learning environment that enhances both linguistic and emotional competencies.

Stability and cytotoxicity of PEGylated Au NPs is crucial for biomedical application. In this study, we have focused on thermal stability of PEGylated Au NPs at 4 and 37 °C and after sterilization in autoclave. Gold nanoparticles were prepared by direct sputtering of gold into PEG and PEG-NH2. Transmission electron microscopy revealed that NPs exhibit a spherical shape with average dimensions 3.8 nm for both AuNP_PEG and AuNP_PEG-NH2. The single LSPR band at wavelength of 509 nm also confirmed presence of spherical Au NPs in both cases. Moreover, according to UV–Vis spectra, the Au NPs were overall stable during aging or thermal stressing and even after sterilization in autoclave. Based on gel electrophoresis results, the higher density of functionalizing ligands and the higher stability is assumed on AuNP_PEG-NH2. Changes in concentration of gold did not occur after thermal stress or with aging. pH values have to be adjusted to be suitable for bioapplications – original pH values are either too alkaline (AuNP_PEG-NH2, pH 10) or too acidic (AuNP_PEG, pH 5). Cytotoxicity was tested on human osteoblasts and fibroblasts. Overall, both Au NPs have shown good cytocompatibility either freshly prepared or even after Au NPs′ sterilization in the autoclave. Prepared Au NP dispersions were also examined for their antiviral activity, however no significant effect was observed. We have synthesized highly stable, non-cytotoxic PEGylated Au NPs, which are ready for preclinical testing.

Surface water quality (SWQ) has been degraded in the Mekong River Basin under increasing pressures of population growth, economic development, and global climate change. This study employed the comprehensive water pollution index (CWPI) to assess the spatio-temporal variation of SWQ in the downstream Mekong River estuaries. Eight water quality parameters were measured between 2005 and 2021 at 21 sampling sites downstream of the Mekong River. These parameters included total suspended solids (TSS), biological oxygen demand (BOD5), chemical oxygen demand (COD), ammonia (N-NH4+), nitrate (N-NO3-), phosphate (P-PO43-), iron (Fe), and total coliform. Most of the monitoring locations in the estuaries of Ham Luong, Cua Dai, Ba Lai, and Co Chien exhibited slightly to moderately polluted conditions, as indicated by the CWPI values ranging from 0.67-2.91, 0.41-2.20, 0.27-3.02, and 0.37-2.95, respectively. TSS and Fe concentrations consistently exceeded the allowable limits, while the majority of values for N-NH4+, N-NO3-, P-PO43-, and coliform remained within acceptable thresholds. Additionally, parameters indicative of organic pollution, namely BOD5 and COD, displayed a noticeable upward trend between 2005 and 2021. SWQ exhibited significant spatial and temporal variations with TSS, organic matter, nutrients, and iron being the main areas of concern. These findings can provide guidance to policymakers involved in the assessment and enhancement of water quality in the presence of pollutant compounds that lead to a decline in water quality.

Abstract This research investigates the effectiveness of utilizing analytic rubrics in peer-assessment (PA) and self-assessment (SA) methodologies to enhance the proficiency of English as a Foreign Language (EFL) students’ essay writing skills in the Vietnamese context. It further contributes to the existing body of literature regarding formative assessment and its potential to improve student learning outcomes. A total of 44 university students, all English majors, were divided into two distinct groups, each consisting of 22 participants. One group applied analytic rubrics for SA, while the other used the same tool for PA. The writing performance of the two groups was assessed and compared in pre and post-tests. The findings revealed no significant difference between the SA and PA groups in the pre-test. However, in the post-test, the SA group demonstrated significantly superior performance compared to the PA group, with noticeable improvements across all evaluated criteria. Moreover, these results showed that the use of analytic rubrics in SA and PA methods positively impacted the EFL students’ writing skills, particularly in the areas of content and language use. This has practical implications for teachers, curriculum developers, and policymakers in designing and implementing formative assessment strategies for EFL learners. Further research is needed to examine the long-term effects of employing analytic rubrics, and to understand the potential influence of other contextual factors on student learning outcomes.