Tuesday, 11:12 27-04-2021

A Discussion on the Experiences of Teaching Vietnamese Language to Foreign Students at the Academy of Journalism and Communication

News Tuesday, 11:12 27-04-2021

In the current context of integration and cooperation, the exchange of students among countries become inevitable. More and more foreigners and international students come to Vietnam to work and to learn. Therefore, teaching Vietnamese language to foreigners has become very popular. This is a new and challenging task for Vietnamese teachers. However, for the lecturers at the Academy of Journalism and Communication, the teaching of Vietnamese language has been conducted for some time. As a lecturer, who both studies and practises teaching Vietnamese language, the author shares her experiences in teaching Vietnamese language to international students at the Academy in the last few years.


Source: Journal of Political Theory and Communications, no 4 (2019).

An investigation into how Vietnamese university students in Hanoi experience cyberbullying on social media

Abstract: This dissertation presents a mixed-methods investigation into the nature, consequences, and coping strategies related to cyberbullying among Vietnamese university students in Hanoi. Addressing a significant gap in research, this study adopted a sequential explanatory design, utilizing a quantitative survey (N=226) to assess prevalence and trends, followed by in-depth qualitative interviews (N=8) to provide nuanced contextual understanding. The research was theoretically grounded in the Social-Ecological Model and General Strain Theory. The findings establish cyberbullying as a pervasive phenomenon, with the most common forms being verbal harassment (57.2%) and reputational harm (51.8%). Lived experiences were critically shaped by the digital context, with anonymity, public visibility, and power imbalances (rooted in social influence) significantly amplifying victims’ distress. The study reveals that the perceived consequences are severe and holistic, extending beyond psychological impacts (chronic anxiety, insomnia) to significant academic disruption (decline in performance, withdrawal from studies) and social isolation. In response, students primarily relied on informal social support and avoidance strategies. A key finding, however, is the perceived ineffectiveness of these coping mechanisms, which provided emotional relief but failed to secure tangible solutions or accountability. This highlights a critical deficit in formal institutional support. In conclusion, this research provides empirical evidence that cyberbullying acts as a serious systemic stressor in the Vietnamese higher education context. The findings underscore an urgent need for universities and policymakers to implement formal accountability measures, alongside culturally sensitive support and prevention programs, to safeguard the well-being and academic success of students.