Heritage protection in International Law and Nacional Law: insights into the case of Vietnam

The main subject of this Article is to analyse heritage protection under international law and Vietnamese law. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) is the main agency tasked with safeguarding culture of humanity and unifying the nations to cooperate with each other to achieve the reach of heritage protection. The core widely-recognised UNESCO international instruments of the (UNESCO) provide a framework of international cultural heritage law. In light of the existing international law on heritage protection, the Article provides insights into Vietnamese legislation on the same subject matter. The Article also points out existing flaws in the Vietnam’s legal system of cultural heritage. Even though the Government of Vietnam has adopted a holistic approach in pursuit of the protection and promotion of cultural heritage and traditional values, lack of care and insufficient supports to communities and artists have caused challenges and difficulties to the Vietnamese Government and the needs for reform in the law-making and enforcement processes to redress the balance between heritage protection and economic development demands

The efforts to respond to climate change and implementation of the Sustainable Development Goals (SDGs) from the hardest-affected countries: Vietnam case analysis

Climate change is rapidly becoming one of the foremost crises of humanity, effects of which are particularly observable in developing countries. Economic underdevelopment or weak economies have somewhat limited the adaptation to rapid climate change of these countries, exposing them to continuous difficulties in different spheres of life. Despite accomplishing significant achievements in responding to climate change and safeguarding human rights, due to the impacts of globalization and other domestic problems, Vietnam still faces significant difficulties and challenges in striving to respond to climate change and comprehensively achieve the sustainable development goals. In light of this, the authors will provide insights into significant issues from a legal perspective, in particular: (i) assessing the impact of climate change on developing countries development and Vietnam; (ii) analysing international and Vietnamese legal frameworks in response to climate change; (iii) analysing challenges faced by developing countries and Vietnam in the process of implementing measures to respond to climate change and the implementation of the SDGs; and (iv) proposing solutions that Vietnam needs to focus on in the future

ONLINE LEARNING AND ITS POTENTIAL IN DEVELOPING EFL LEARNER AUTONOMY: ENGLISH-MAJORED STUDENTS' PERCEPTIONS

Learner autonomy is now regarded as a desirable goal in tertiary education as it is found to comply with learner-centered approaches and enable students to pursue life-long learning (Sinclair, 2000a; Ciekanski, 2007). In the time of COVID-19 pandemic, the essential to conduct in-depth investigations into leaner autotomy and online learning has become more urgent, especially in the context of a university in Vietnam. This quantitative research responded to such a pressing call by exploring two aspects: (1) the students’ perception of online learning, and (3) the potentiality of online learning for developing learner autonomy. Quantitative data were collected through questionnaires administered to 199 English-majored students in the context of a university in Mekong Delta. The results revealed that the students possessed positive perceptions toward online learning. Furthermore, the potentiality of online learning was explored including the ability of (1) planning learning experience, (2) evaluating learning performance, (3) determining learning goals, (4) self-controlling learning process, (5) taking responsibility for learning decision. Last but not least, this study expected that the proposed pedagogical implications will contribute to the innovation of promoting learner autonomy in online learning in the context of a university in the Mekong Delta of Vietnam.  Article visualizations

ENGLISH TEACHERS’ QUESTIONS IN A VIETNAMESE HIGH SCHOOL READING CLASSROOM

Recently, developing students’ thinking, especially critical thinking (CT), has become a hot issue. Critical thinking has been claimed to have an important impact on learners’ reading comprehension because it can help them analyze, evaluate, construct their thinking, solving problems and reasoning (Ennis, 1989). However, the extent that teachers’ classroom activities contribute to developing students’ critical thinking has rarely been researched. The current case study was conducted with six EFL high school teachers and 10 reading lessons in Vietnam to explore the teachers’ use of questions and to analyze if these questions could facilitate the students’ critical thinking. Classroom observations and the cognitive domain of Bloom’s taxonomy were adapted as the research instruments. The study results reveal common types of questions are often used by high school teachers in their reading lessons. Suggestions are made on types of questions that teachers should function more in their class in order to enhance students’ critical thinking

EFL TEACHERS’ STRATEGIES AND CHALLENGES IN PROMOTING HIGH SCHOOL STUDENTS’ AUTONOMY IN VOCABULARY LEARNING

Learner autonomy is now regarded as a desirable objective in language teaching. The objective of the study was to identify ELT teachers’ strategies in promoting EFL high school students’ autonomy in vocabulary learning. Besides, this research attempts to find out the challenges that ELT high school teachers employ in promoting EFL students’ autonomy in vocabulary learning. A questionnaire and an interview were used in this study to find out the strategies adopted by the teachers in the current research as well as the challenges they face. The findings of this study revealed that English language teachers frequently promoted autonomous learners in their classrooms. They usually implemented different teaching strategies, which can be categorized into three groups involving students in a student-centered atmosphere; playing various roles in the classroom; and equipping students with the strategies to learn vocabulary. Additionally, the results demonstrated that teachers faced challenges such as learners' lack of independent learning abilities, rules and regulations implemented in schools, and teachers' lack of fundamental ways to promote autonomous learning. Finally, it is hoped that the proposed pedagogical implications will contribute to the innovation of promoting learner autonomy in vocabulary learning in the context of high school in the Mekong Delta of Vietnam.  Article visualizations

ENGLISH TEACHERS’ QUESTIONS IN A VIETNAMESE HIGH SCHOOL READING CLASSROOM

Recently, developing students’ thinking, especially critical thinking (CT), has become a hot issue. Critical thinking has been claimed to have an important impact on learners’ reading comprehension because it can help them analyze, evaluate, construct their thinking, solving problems and reasoning (Ennis, 1989). However, the extent that teachers’ classroom activities contribute to developing students’ critical thinking has rarely been researched. The current case study was conducted with six EFL high school teachers and 10 reading lessons in Vietnam to explore the teachers’ use of questions and to analyze if these questions could facilitate the students’ critical thinking. Classroom observations and the cognitive domain of Bloom’s taxonomy were adapted as the research instruments. The study results reveal common types of questions are often used by high school teachers in their reading lessons. Suggestions are made on types of questions that teachers should function more in their class in order to enhance students’ critical thinking

Dairy Value Chain In Vietnam: Evidences from Bavi Area

Dairy farming, in Vietnam, existed in the early twentieth century thanks to the favorable natural advantage. During many difficult periods, the Vietnam’s dairy industry has developed constantly and contributed significantly to the food needs ensuring. However, Vietnam’s dairy industry still could not satisfy the domestic milk demand. Retail milk prices in Vietnam are very high, whereas the price of milk sold by the dairy farmers is very low. The cause stems from the control of dairy companies in the quantity and quality of milk. Moreover, that control caused an imbalance in the profits and benefits of each actor in the dairy value chain. This study, hence, finds out the distribution of benefits, costs, value-added among the actors, and problems in the practical management in dairy milk value chain with specific focus on Bavi as the case study

Ocean economic and cultural benefit perceptions as stakeholders’ constraints for supporting preservation policies: A cross-national investigation

Effective stakeholder engagement and inclusive governance are essential for effective and equitable ocean management. However, few cross-national studies have been conducted to examine how stakeholders’ economic and cultural benefit perceptions influence their support level for policies focused on ocean preservation. The current study aims to fill this gap by employing the Bayesian Mindsponge Framework (BMF) analytics on a dataset of 709 stakeholders from 42 countries, a part of the MaCoBioS project funded by the European Commission H2020. We found that economic and cultural benefit perceptions are generally negatively associated with the policy support level. Regarding economic aspects, stakeholders considering transportation and shipping, renewable energy generation, and oil and gas provision as the most crucial benefits their countries’ oceans provide tend to obtain less support for policies focusing on ocean preservation. Meanwhile, for cultural aspects, perceiving recreation and tourism, aesthetic pleasure, mental health and well-being support, and sense of identity provision as the most important benefits provided by the country’s ocean are negatively associated with the policy support level. The perceived economic, cultural, and environmental tradeoffs when supporting policies focused on ocean preservation were discussed. Recommendations for improving the effective management of multi-use marine space are also provided to reduce the perceived competing interests among stakeholders

STUDY ON LEARNING AUTONOMY STRATEGIES FOR ENGLISH SPEAKING SKILLS OF HIGH-QUALITY FIRST-YEAR STUDENTS, SCHOOL OF FOREIGN LANGUAGES, CAN THO UNIVERSITY, VIETNAM

This study examined the challenges of self-studying English-speaking skills for first-year English studies majors at Can Tho University. The study aimed to answer questions such as: What self-study strategies can first-year students majoring in high-quality English at School of Foreign Languages at Can Tho University apply to develop speaking skills? The target audience was 96 English studies majors who have studied speaking and listening at Can Tho University. A questionnaire and an interview with 13 students were used to collect data for this study. In order to support the quantitative data, a questionnaire was used, while an interview was used for the qualitative data. This study aimed to find out the difficulties encountered by students, thereby proposing solutions to overcome them and improve the quality of their learning autonomy or self-studying English-speaking skills.  Article visualizations