llcttt1994dientu@gmail.com 
02438348033 Reading Books in the Era of Digital Communication in Vietnam
In the 21st century of digital technology and the rapid development of science and technology, and the explosion of the internet, “reading online” instead of “reading hard-copy books” has become very popular. It is widely argued that this is a revolution in the reading culture because readers with smart and internet-connected devices can read any books that they want without having to go to the bookstore or the library. Is this a good development, which brings several advantages for the audience, saving their time and distance in the future? Is the use of the new device with new “online reading” effective and sustainable? These are the questions that the author aims to answer in his article.
Source: Journal of Political Theory and Communications, no 4 (2019).
Related Posts
- The Meaning of the Manuscript “Correcting the Working Habits” to the Enhancement of Ethical Quality of the Party Members and Cadres
- Reality of Accessing 10 Rules of Moral Conduct among Media Students and Recommendations
- A Discussion on the Experiences of Teaching Vietnamese Language to Foreign Students at the Academy of Journalism and Communication
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.
Comment