The Causes of Passiveness in Learning of Vietnamese Students
Main Article Content
Abstract
Abstract: This article deals with the passive learning style adopted by many students in the higher education system in Vietnam. This learning style is claimed as no longer inappropriate, or even dangerous for the development of students in the contemporary society, especially at work and in life after graduation. One of the common explanations for this passiveness is the cultural features of the Confucian heritage culture which is claimed to shape students’ learning style. Many scholars hold a negative view on this “cultural” learning style. By looking at different claims and assertions on different education stakeholders, including students themselves, their families, the educational management system, policy makers and university lecturers, this article investigates in depth the issue of existing problems in the system relating to students’ study. It concludes that there are evidences of cultural factors affecting student learning in class, but the decisive factors affecting students’ learning style come from the educational system. With the existing situation in the higher education system in Vietnam, students will continue to adopt the passive learning style, even though they want to adopt it or not. Much work needs to be done for the system before it is hoped that students can be able to develop their autonomous and independent learning and researching style.
Keywords: Higher education, learning style, Vietnam, Vietnamese students, passiveness.References
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[9] Holliday, A., Appropriate methodology and social context. 1994, Cambridge: Cambridge University press.
[10] Bond, M., The handbook of Chinese psychology. 1996, Hong Kong: Oxford University Press.
[11] Subramaniam, G., Confronting Asian concerns in engaging learners to online education. International Education Studies, 2008. 1(4): p. 10-18.
[12] Nguyen Tuong Hung, Vietnam: Cultural background for ESL/EFL teachers. Review of Vietnamese Studies, 2002. 2(1): p. 1-6
[13] Gramsci, A., Prison notebooks. Further Selections from the Prison Notebooks, Electric Book Company Ltd, London, 1999.
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[17] Littlewood, W., Do Asian Students really Want to Listen and Obey. ELT Journal, 2000. 54(1): p. 31-36.
[18] Phan Le Ha, Teaching English as an international language: Identity, resistance and negotiation. 2008, Clevedon, UK: Multilingual Matters Ltd.
[19] Oliver, D.E., Higher Education Challenges in Developing Countries: the Case of Vietnam. International Journal of Educational Policy, Research and Practice, 2004. June 22, 2004: p. 1-9.
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[21] Vietnamnet. Students Declaim Against Poor University Facilities. 2009 [cited 2009 16 Dec 2009]; Available from: http://www.lookatvietnam.com/2009/06/students-declaim-against-poor-university-facilities.html.
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[34] Tran Thi Tuyet, Governance in higher education in Vietnam – A move toward decentralization and its practical problems. Journal of Asian Public Policy, 2014 forthcoming.
[35] Hayden, M., The legislative and regulatory environment of higher education in Vietnam. 2005, Washington DC: The World Bank.
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[39] Vu Ngoc Hai, Recognising challenges, opportunities and requirements for Vietnam education in globalizing era in Comparative Education (Nhận diện thách thức, cơ hội, và yêu cầu đối với giáo dục Việt nam trong bối cảnh toàn cầu hóa). 2009, Centre for International Education, Culture Exchange and Research: Ho Chi Minh city. p. 10.
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[42] Hoang Tuy, Educational Crisis: Reasons and Solutions in Globalization Challenges in Comparative Education. 2009, Centre for International Education, Culture Exchange and Research: Ho Chi Minh city. p. 9.
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[46] Dapice, D., et al., Choosing Success: The Lessons of East and Southeast Asia and Vietnam’s Future. 2008, Harvard University: Cambridge. p. 56.
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