DIGITAL TRANSFORMATION IN EDUCATION:

PERCEPTION, ACTION AND PROSPECT

Proceedings of the 3rd International Conference
on Innovation in Learning Instruction and Teacher Education – ILITE 3

Hanoi, December 9th & 10th 2023

ĐỔI MỚI SÁNG TẠO TRONG DẠY HỌC

VÀ ĐÀO TẠO GIÁO VIÊN
Chủ đề: Chuyển đổi số trong giáo dục: nhận thức, hành động và triển vọng

NHÀ XUẤT BẢN ĐẠI HỌC SƯ PHẠM

 Co-organization
Hanoi National University of Education, Vietnam
UNESCO Chair in Reorienting Education towards Sustainability, York University (Canada)
University of Bayreuth (Germany)
University of Cologne (Germany)
National Taiwan Normal University

Sponsors
National Foundation for Science and Technology Development
VIN Innovation Fund

2
 STEERING COMMITTEE
(Decision No. 2722/QĐ-ĐHSPHN, date 3rd July 2023)
1. Prof. Dr. Nguyen Van Minh, President, HNUE
2. Assoc. Prof. Dr. Nguyen Van Trao, Vice President, HNUE
3. Assoc. Prof. Dr. Nguyen Van Hien, Vice President, HNUE
4. Assoc. Prof. Dr. Nguyen Duc Son, Vice President, HNUE
5. Assoc. Prof. Dr. Duong Minh Lam, Head, Office for Science and Technology Management, HNUE
6. Dr. Nguyen Nhat Tan, Head, Office for Political and Student Affairs, HNUE
7. Dr. Dinh Minh Hang, Head, President’s Office, HNUE
8. MA. Bui Duc Nam, Head, Financial Office, HNUE
9. MA. Nguyen Xuan Tuyen, Head, Office for Infrastructure and Facility Management, HNUE

ORGANIZING COMMITTEE
(Decision No. 2722/QĐ-ĐHSPHN, date 3rd July 2023)
1. Prof. Dr. Nguyen Van Minh, President, HNUE
2. Assoc. Prof. Dr. Nguyen Van Trao, Vice President, HNUE
3. Assoc. Prof. Dr. Duong Minh Lam, Head, Office for Science and Technology Management, HNUE
4. Dr. Nguyen Nhat Tan, Head, Office for Political and Student Affairs, HNUE
5. Dr. Dinh Minh Hang, Head, President’s Office, HNUE
6. MA. Bui Duc Nam, Head, Financial Office, HNUE
7. MA. Nguyen Xuan Tuyen, Head, Office for Infrastructure and Facility Management, HNUE
8. Dr. Tran Ba Trinh, Head, Office for Academic Affairs, HNUE
9. MSc. Nguyen Duy Hai, Center for Information Technology, HNUE
10. Mr. Bui Cong Khoang, Vice Head, Security Office, HNUE
11. Dr. Ho Cong Luu, Vice Head, President’s Office, HNUE
12. Dr. Le Xuan Quang, Vice Director, University of Education Publisher, HNUE
13. Assoc. Prof. Dr. Nguyen Hoai Nam, Dean, Faculty of Technological Education, HNUE
14. Assoc. Prof. Dr. Nguyen Van Bien, Director, Center for Research and Teacher Professional Development, HNUE
15. Assoc. Prof. Dr. Hoang Hai Ha, Vice Head, Office for Science and Technology Management, HNUE

3
 INTERNATIONAL SCIENTIFIC ADVISORS AND REVIEWERS
Prof. Dr. Samia Khan
Prof. Dr. Timothy Teo
Prof. Dr. Chun Yen Chang
Prof. Dr. Gabriele Schruefer
Prof. Dr. Sonya Martin
Prof. Dr. Tetsuo Kuramoto
Prof. Dr. Nguyen Van Minh
Prof. Dr. Do Viet Hung
Prof. Dr. Do Huong Tra
Prof.Dr. Nguyen Thi Hoang Yen
Assoc. Prof. Dr. Tony Longland
Prof. Dr. Alfred Flint
Assoc. Prof. Dr. Shit Fun Chew
Prof. Dr. Shkuan Hsu
Assoc. Prof. Dr. Nguyen Van Trao
Assoc. Prof. Dr. Nguyen Duc Son
Assoc. Prof. Dr. Nguyen Van Bien
Assoc. Prof. Dr. Do Van Doat
Assoc. Prof. Dr. Nguyen Hoai Nam
Assoc. Prof. Dr. Tran Thi Le Thu
Assoc. Prof. Dr. Nguyen Thi Mai Huong
Assoc. Prof. Dr. Nguyen Thi Mai Hoa
Dr Nguyen Thi Minh Hue
Dr Vu Thi Thao
Dr Hang Duong Bich
Dr. Jan Springob
Dr. Le Tuan Anh
Dr. Tran Ba Trinh
Dr. Ngo Vu Thu Hang
Dr. Nguyen Thi Huong Lan
Dr. Bui Thi Thu Huyen
4
University of British Columbia
The Chinese University of Hong Kong
National Taiwan Normal University
University of Bayreuth
Seoul National University
Shizuoka University
Hanoi National University of Education
Hanoi National University of Education
Hanoi National University of Education
National Academy of Education Management, Vietnam
University of New South Wales
Rostock University
National Institute of Education
National Taiwan University
Hanoi National University of Education
Hanoi National University of Education
Hanoi National University of Education
Hanoi National University of Education
Hanoi National University of Education
Hanoi National University of Education
ULIS, Vietnam National University
University of New South Wales
Monash University
University of New South Wales
Arizona State University
University of Cologne
Hanoi National University of Education
Hanoi National University of Education
Hanoi National University of Education
Hanoi National University of Education
Hanoi National University of Education
 WELCOME REMARKS
Prof. Dr. Nguyen Van Minh
President, Hanoi National University of Education

Dear distinguished guests, ladies and gentlemen,

As the President of Hanoi National University of Education, it is my distinct honor to
extend a warm and gracious welcome to each and every one of you as we gather here for
the Third International Scientific Conference on "Digital Transformation in Education:
Perception, Action, and Prospect."
We take immense pride in looking back at the success of the previous two editions of
the Innovation in Learning Instruction and Teacher Education (ILITE) conference held in 2019
and 2021, which focused on "Innovation in Learning and Teaching." These events provided
an exceptional platform for knowledge sharing, fruitful discussions, and the establishment of
valuable connections within the educational community. We witnessed the enthusiastic
participation of educators, researchers, and passionate individuals in the field of education
from all around the world.
This year’s theme, "Digital Transformation in Education: Perception, Action, and
Prospect," reflects the evolving landscape of education in the digital age and the imperative
to adapt to these profound changes. We convene during a pivotal period when the role of
technology in education is more significant than ever, and the need to harness it for
the improvement of learning is both crucial and pressing.
In the age of digital revolution, we are confronted with significant challenges and
opportunities. The digital transformation in education demands a keen understanding of
the changing ways in which students learn and necessitates our willingness to adapt to meet
their needs. We hope that this third conference will continue inspiring and drive critical
discussions about how digital transformation can make education more effective and relevant
in the 21st century.
On this occasion, we are deeply appreciative the collaborative efforts that have made
this event possible. We wish to express our gratitude to our esteemed partners and co-organizers
from Australia, China, Germany, and the UK for their invaluable support and contributions. It is
through such international cooperation that we can collectively strive towards advancing
education in the digital era.
We would also like to extend our heartfelt appreciation to all participants, keynote speakers,
and presenters. Your presence and contributions are instrumental in enriching the discourse on
digital transformation in education. We look forward to the exchange of knowledge,
the formation of collaborative bonds, and the cultivation of innovative ideas that will shape
the future of education.
We express our profound gratitude for the presence and participation of you today, and we
hope that this conference will provide valuable insights and learning opportunities for all of us.
Once again, we would like to extend a warm welcome to the ILITE conference for the third time
and we wish you all a productive and meaningful experience in the days ahead.
Thank you!

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 FOREWORD

The International Conference on Innovation in Learning Instruction and Teacher Education

(ILITE) is a prestigious biannual event hosted by the Hanoi National University of Education
(HNUE, Vietnam), creating an international forum networking scholars, educators, and policy-
makers across the world to share our knowledge, and look to the better future of education.
In December 2023, Hanoi National University of Education (HNUE), University of
Cologne, University of Bayreuth, University of Huddersfield, University of New South Wales,
and National Taiwan Normal University, with the generous support of the VIN Innovation
Foundation, and Education and Digital Technology Development Center (HNUE), continues to
organize the 3rd edition of ILITE under the theme: “Digital transformation in Education:
perception, action and prospect”. The Conference offers us a chance to share perceptions and
perspectives on digital transformation in education; innovations in school models and
governance, learning contents, teaching methods and assessment (at all levels); and reform of
pre– and in-service teacher education in the context of digital transformation.
The Conference unites researchers, academics, professionals, and educational science
experts from across the globe. Around 300 participants from a wide range of countries,
including Australia, Cambodia, China, Japan, Singapore, Germany, South Korea, Indonesia,
the US, the UK, and Vietnam, took part in the event. The Conference consists of 8 keynote
speeches, 33 oral presentations, and nearly 200 abstract submissions. After two rounds of
anonymous reviews, 45 full papers have been selected to publish in the Conference Proceedings
and Asia-Pacific Science Education (Brill). Conference papers focus on the following issues:
– Perceptions and perspectives on digital transformation in education in the world;
– Trends, opportunities, challenges and solutions for educational innovation in the digital
era: modern learning content, teaching methods and techniques; competence of students
and teachers; digital competence and digital pedagogy;
– Smart education, smart school and educational technology;
– Digital transformation in modern school: Developing school curricula to develop student
competence; educational coordination between family, school, and society; international,
intercultural, and interdisciplinary in teaching; building schools for sustainable
development;
– Education management and teacher development policy in the context of digital
transformation;
– Digital transformation in applied psychology (clinical psychology, school psychology...);
– STEAM education (Science, Technology, Engineering, Arts, and Mathematics) from
preschools to high schools;
– Prospects of digital transformation in education.
This proceedings is an excellent reference book contributing to the most recent scientific
knowledge known in the field of teaching and education. The views and opinions expressed in
the papers are solely those of the authors and do not necessarily reflect the positinons of the
Conference Organizing Institutions or other entilies.

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 TABLE OF CONTENT

Page

WELCOME REMARKS
Prof. Dr. Nguyen Van Minh 5
President, Hanoi National University of Education
FOREWORD 6
PART 1: DIGITAL TRANSFORMATION IN EDUCATION - THEORY AND PRACTICAL EXPERIENCES 11
GEOGRAPHY TEACHERS’ PERSPECTIVES ON GEOGRAPHY TEACHING IN THE DIGITALITY
12
Veronika Eckstein, Kati Barthmann, Gabriele Schrüfer
INTEGRATING ICT TOOLS IN PRAGMATICS COURSE: ENHANCING 21ST CENTURY LEARNING AND STUDENTS’ ATTITUDES
28
Ngo Quynh Trang, Nguyen Dieu Huong
EMERGING TRENDS OF DIGITAL TRANSFORMATION IN HIGHER EDUCATION: A VIETNAMESE PERSPECTIVE
40
Nam Danh Nguyen
THE AWARENESS AND READINESS FOR DIGITAL TRANSFORMATION OF HIGHER EDUCATION – THE DATASET OF
PRE-SERVICE TEACHERS IN VIETNAM 53
Vu Thi Mai Huong, Dao Thi Minh Chau
ENHANCING STUDENT ENGAGEMENT AND LANGUAGE DEVELOPMENT IN ENGLISH LANGUAGE CLASSROOMS
THROUGH GAMIFICATION: A CASE STUDY OF TECHNOLOGY INTEGRATION 68
Thai Thi Cam Trang, Nguyen Quoc Tri
THE EFFECTS OF DIGITAL LEARNING AND TEACHING METHOD ON STUDENTS’ LEARNING OUTCOMES: A CASE STUDY IN
PHYSICS COURSE 80
Ngo Van Thien
EFFECTIVENESS OF USING TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE ON TEACHING OF THE HUMAN
CIRCULATORY SYSTEM TO PRIMARY SCIENCE STUDENTS 96
Geraldine Kar Pin Lam, Shit Fun Chew
OPTIMIZING ONLINE COURSE ASSESSMENT TO CURATE STUDENT LEARNING
114
Tran Tuyen
PROMOTING DIGITAL TECHNOLOGY IN TEACHING AND LEARNING ENGLISH SPEAKING SKILL AT THE PEOPLE’S POLICE
ACADEMY: CHALLENGES AND SOLUTIONS 127
Nguyen Dieu Linh
TECHNOLOGY IN MUSIC EDUCATION AND TRAINING IN HO CHI MINH CITY
138
Nguyen Thi My Liem
DESIGN PROPOSAL: SHAPING STUDENTS' COGNITIVE PROCESS IN JUDGING OPPOSING CLIMATE CHANGE VIEWS
FROM ONLINE VIDEOS 150
Nguyen Phuong Le

7
HELPING THE PROFESSIONAL DEVELOPMENT OF TEACHERS IN REMOTE AND FAR-FLUNG LOCATIONS: RECORDING
AND UPLOADING LESSONS USING THE SWIVL C ROBOT 163
Anthony Ryan
BUILDING SCHOOL CULTURE IN THE CONTEXT OF DIGITAL TRANSFORMATION IN VIETNAM –
A SYSTEMATIC REVIEW APPROACH 171
Nguyen Thi Huyen Thuong
PART 2: PRE-SERVICE AND IN-SERVICE TEACHER TRAINING 180
THE BLENDED LEARNING MODEL IN PROFESSIONAL DEVELOPMENT FOR TEACHERS: A CASE STUDY OF LOWER
SECONDARY SCHOOL TEACHERS PARTICIPATING IN A TRAINING COURSE ON TEACHING HISTORY AND GEOGRAPHY
181
IN GIA LAI AND TAY NINH PROVINCES
Ha Van Thang, Nguyen Hoang Thien
INFORMATION AND DATA MINING CAPACITY OF STUDENTS – A CASE STUDY AT HANOI NATIONAL UNIVERSITY OF
EDUCATION 193
Tieu Thi My Hong, Pham Thi Thanh Thuy
EFFECTS OF THE FLIPPED CLASSROOM APPROACH ON PRESERVICE MATHEMATICS TEACHERS’ TEAMWORK AND
TECHNOLOGY SKILLS 207
Xayaphet Keodavan, Nguyen Duc Hong, Tran Kiem Minh
PRIMARY SCHOOL TEACHERS’ LEVEL OF RESPONSIVENESS TO THE COMPETENCY FRAMEWORK ON APPLYING
INFORMATION TECHNOLOGY IN HISTORY AND GEOGRAPHY TEACHING: A CASE STUDY IN THE CENTRAL HIGHLANDS
217
REGION, VIETNAM
Nguyen Manh Huong, Le Thi Thuy An
DESIGNING A TOOLKIT TO ASSESS THE COMPETENCY OF APPLYING INFORMATION TECHNOLOGY IN TEACHING
AMONG HISTORY PEDAGOGY STUDENTS IN THE CONTEXT OF DIGITAL TRANSFORMATION IN EDUCATION 228
Dang Thi Thuy Dung, Nguyen Thi The Binh
FACTORS AFFECTING THE READINESS OF PRIMARY SCHOOL TEACHERS IN IMPLEMENTING STEM EDUCATION
IN SOME VIETNAM'S CENTRAL PROVINCES 238
Duong Thi Minh Hoang, Phan Duc Duy, Nguyen Thi Dieu Phuong
THE COMPETENCY OF LEARNER AUTONOMY IN PEDAGOGICAL PRACTICE COURSES OF PRIMARY EDUCATION STUDENTS
IN THE DIGITAL TRANSFORMATION CONTEXT IN VIETNAM 249
Vu Thi Lan Anh, Duong Giang Thien Huong, Ha Thi Lan Hương
COMPARATIVE STUDY OF TEACHERS’ PERCEPTIONS ON STEM EDUCATION IN LAOS AND VIETNAM
266
Sipheng Phummaxaythong, Tuong Duy Hai, Duong Xuan Quy , Nguyen Thi Hao
NOVICE TEACHERS’ PROFESSIONAL COMPETENCIES: EXPLORING PERCEPTIONS OF EDUCATIONAL ADMINISTRATORS
IN PRIVATE SCHOOLS
278
Nguyen Phuong Thao, Tran Thi Thanh Thuy, Pham Van Hieu, Nguyen Tu Linh, Do Thi Xuan May
Nguyen Thi Thuong Thao, Trung Thi Ninh, Doan Thi Thanh Phuong
PRESCHOOL TEACHERS' AWARENESS OF PROBLEM-SOLVING SKILLS EDUCATION FOR 5-6 YEAR-OLD CHILDREN
IN STEAM EDUCATION ACTIVITIES 288
Dang Ut Phuong, Hoang Quy Tinh, Dinh Lan Anh

8
PART 3: INNOVATION IN TEACHING METHODS 299
USING AN ONLINE THREE-TIER DIAGNOSTIC TEST TO IDENTIFY HIGH SCHOOL STUDENTS' MISCONCEPTIONS
ABOUT EVOLUTION 300
Pham Thi Phuong Anh, Phan Duc Duy, Nguyen Thi Dieu Phuong
ENHANCING TECHNOLOGY COMPETENCE OF PRIMARY STUDENTS THROUGH STEAM LESSONS APPLYING DESIGN
THINKING PROCESS: A PRE-EXPERIMENTAL STUDY IN VIETNAM 313
Nguyen Hong Duong, Nguyen Hoai Nam, Ta Thanh Trung
UTILIZING THE 5E AND EDP PROCESSES IN STEAM EDUCATION ACTIVITIES TO DEVELOP PROBLEM-SOLVING SKILLS
FOR 5-6 YEARS OLD PRESCHOOLERS 329
Dang Ut Phuong, Dinh Lan Anh
A DISCOURSE ANALYSIS COMPARISON OF THE OPINION SECTION IN ENGLISH AND VIETNAMESE ON TWO ONLINE
NEWSPAPERS: THE WASHINGTON POST AND VNEXPRESS 342
Nguyen Dieu Huong, Nguyen Thi Kim Ngan
EFFECTIVENESS OF USING TPCK IN ADDRESSING THE MISCONCEPTIONS OF THE HUMAN RESPIRATORY SYSTEM
TO PRIMARY SIX STUDENTS 355
Sirui Xiao, Shit Fun Chew
DESIGNING ACTIVITIES AIMED AT DEVELOPING FOURTH GRADERS’ SCIENTIFIC VOCABULARY IN THE DIRECTION OF
LEARNING THROUGH PLAY IN THE SCIENCE SUBJECT 373
Pham Phuong Anh, Bui Le Anh Phuong
DIFFICULTIES IN TEACHING ENGLISH SPEAKING SKILLS AND SUGGESTING SOLUTIONS
WITH READING PROGRESS APPLICATION 388
Nguyen Thi Mien
ORGANIZING STEM-ORIENTED TEACHING ON THE THEME OF PLANT IN SCIENCE AND SOCIAL STUDIES
FOR ELEMENTARY SCHOOL STUDENTS 403
Do Hong Cuong, Pham Viet Quynh, Phan Thi Hong The
APPLYING MICRO-TEACHING IN FOSTERING INTEGRATED TEACHING COMPETENCE OF PRE-SERVICE SCIENCE
TEACHERS AT LOWER SECONDARY SCHOOL – CASE STUDY AT HO CHI MINH CITY UNIVERSITY OF EDUCATION 416
Nguyen Thi Hao, Do Huong Tra, Nguyen Anh Thuan
DESIGNING AND USING VIRTUAL RELICS IN TEACHING VIETNAMESE HISTORY FOR GRADE 10 STUDENTS
TO MEET THE REQUIREMENTS OF THE CURRENT EDUCATION INNOVATION 434
Nguyen Duc Toan
DETERMINING THE FRAMEWORK OF COGNITION AND HISTORICAL THINKING COMPETENCE FOR HIGHSCHOOL STUDENTS
WHEN TEACHING HISTORY IN THE CONTEXT OF INDUSTRY 4.0 442
Nhu Thi Phuong Lan
DESIGNING CHATBOT TO SUPPORT STUDENTS IN PHYSICS TEACHING
453
Tuong Duy Hai, Tran Ngoc Chat, Tran Hai Nam

9
PART 4: NEW TRENDS IN HIGHER EDUCATION 471
BRIDGING BOUNDARIEN: DEFINING AND DISCUSSING THE POTENTIALS OF A CROSS-PHASE APPROACH
FOR A FUTURE-ORIENTED TEACHER EDUCATION 472
Jan Springob, Dagmar M. Benincasa, Ina Berninger
FACTORS AFFECTING THE QUALITY OF HIGHER EDUCATION SERVICES IN VIETNAM
489
Vu Thi Ha, Dinh Thi Hai Hau
STUDENTS’ PREFERENCE OF TEACHING STYLES OF BIOCHEMISTRY AND PHYSIOLOGY COURSES POST-COVID-19
502
Shit Fun Chew
ASSESSING THE VALUE OF E-PORTFOLIOS IN HIGHER EDUCATION ON STUDENTS METACOGNITIVE AWARENESS:
A CASE STUDY ANALYSIS 517
Thai Hoai Minh, Nguyen Minh Tuan
SOLUTIONS TO PROMOTE DIGITAL TRANSFORMATION IN MUSIC TRAINING: A CASE STUDY OF THE FACULTY OF ARTS
(HANOI NATIONAL UNIVERSITY OF EDUCATION) 530
Cao Sy Anh Tung
INNOVATIONS IN TRAINING HISTORY TEACHERS AT HANOI NATIONAL UNIVERSITY OF EDUCATION
THROUGH THE APPLICATION OF E-LEARNING: A CASE STUDY OF WORLD CIVILIZATION COURSE 542
Pham Thi Thanh Huyen, Nguyen Thi Phuong Thanh, Tong Thi Quynh Huong, Vu Duc Liem, Ninh Xuan Thao
PROMOTING THE DEVELOPMENT OF CREATIVE THINKING COMPETENCE OF VIETNAMESE LECTURERS AND STUDENTS
ON THE BASIS OF DIGITAL TRANSFORMATION IN HIGHER EDUCATION 558
Nguyen Giang Lam
QUALITY REQUIREMENTS FOR UNIVERSITY LECTURERS IN THE CONTEXT OF DIGITAL TRANSFORMATION
570
Nguyen Ngoc Tung
NEGATIVE FACTORS INFLUENCING LEARNER AUTONOMY IN ENGLISH VOCABULARY LEARNING:
A STUDY AT HO CHI MINH CITY COLLEGE OF TRANSPORT 582
Le Ho Minh Giang
VOCATIONAL COLLEGES AND ENTERPRISES PARTNERSHIP IN INFORMATION TECHNOLOGY LABOUR FORCE TRAINING –
A REVIEW FROM VIETNAM AND INTERNATIONAL MODELS 592
Vu Chi Thanh, Hoang Thi Kim Hue
THANKS TO THE CONTRIBUTORS AND SPONSORS 603

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 DESIGNING ACTIVITIES AIMED AT DEVELOPING FOURTH GRADERS’
SCIENTIFIC VOCABULARY IN THE DIRECTION OF LEARNING
THROUGH PLAY IN THE SCIENCE SUBJECT

In the 21st century, people in general and students in particular need to acquire knowledge
about technology and scientific issues to effectively study and work in modern life (Turiman et
al., 2012). To do that, they need to have abilities to read and deeply understand scientific books,
newspapers, and documents, which requires them to have strong scientific vocabulary (SV).
In primary schools, although developing students’ vocabulary is one of the requirements of
the Vietnamese subject, the number of words and sample sentences students obtained in word
and sentence – practicing lessons is too limited (Le PN & Dang KN, 2006) and it needs to be
improved in other subjects and educational activities (Luong TDL, 2015).
When it comes to the Science subject, SV is essential for students to understand, explain,
present, simulate experiments and natural phenomena, which are the requirements of special
competencies in the Science Education Curriculum (MOETb, 2018). In fact, students usually
work with a large number of scientific texts from textbooks or documents supplied by teachers
in order to explore scientific insights such as natural scientific phenomena or experiment guides.
Therefore, the Science subject has many advantages in developing students’ SV. At the same
time, expanding SV in this subject is also a mandatory requirement for students to study science

*
Corresponding Author: Bui Le Anh Phuong; Email Address: buileanhphuong25599@gmail.com
1
Ho Chi Minh City University of Education, Vietnam
2
National Dong Hwa University, Taiwan

373
effectively. However, Science lessons mostly focus on providing scientific knowledge, which
has not really helped students expand their SV to meet their own needs. To address this
challenge, teachers can integrate developing students’ SV in the Science subject by organizing
appropriate learning activities.
According to Esra Akdogan (2017) and VVOB (2018), play is the foundation for students’
learning. Through play, students have the chance to interact and connect with their peers and
surroundings. Play is a fun and meaningful way of learning, promoting active participation and
creating opportunities for students to experience and enhance social interaction. When it comes
to SV learning in the Science subject, learning activities designed in the direction of learning
through play (LTP) encourage students to use their SV and knowledge more positively, which
not only develops their vocabulary but also their scientific and interpersonal skills.
Based on the aforementioned reasons, this paper studies about designing activities aimed at
developing fourth graders’ scientific vocabulary in the direction of learning through play in the
Science subject to help students enhance their SV, such as improving their memory of SV, skills
to use words to make sentences, write essays, express, and conduct social communication.

According to Le Phuong Nga & Dang Kim Nga (2006), Hoang Thi Tuyet (2012), when
teaching lessons about enhancing vocabulary, teachers have to not only help students interpret
words, systematize vocabulary to enrich their vocabulary but also develop their abilities to use
words to make sentences, write essays, and conduct social communication. Therefore, learning
activities should be designed suitably to meet the final purpose of developing students’ SV,
which is expanding their abilities to use scientific words in making sentences in both speaking
and writing forms.

To develop primary students’ SV, teachers have to follow five main principles: (i)
communication, (ii) integration, (iii) intuition, (iv) ensuring the system of words and sentences,
(v) ensuring consistency between contents and grammatical forms (Le PN & Dang KN 2006).

When considering the development of primary students’ SV, various methods have been
proposed:
– Scaffolding teaching: The essence of the scaffolding perspective is to provide students
with temporary supports to trigger them achieve their independent problem solving abilities
(Padmadewi & Artini, 2019; Van de Pol, Mercer & Volman, 2019). In terms of applying
scaffolding teaching to develop students’ SV in the Science, teachers can give students
modeling activities, provoking questions, learning aids, and teacher-student interaction to help
students gradually build their abilities to develop their SV by themselves. Infact, scaffolding is
not just a teaching method, it is a teaching perspective and orientation that has been expressed in
teaching methods of vocabulary development, such as:
+ Analyzing language: Teachers can guide students to discover the meaning of words
through analyzing each word’s meaning making up the word or using pictures and gesture,
asking questions, using synonyms or antonyms, using dictionary, giving examples, guessing the
meaning of words based on contexts (Gibbon, 2006; Le PN & Dang KN, 2006; Hoang TT,
2012).

374
 + Model training: Teachers can guide students to find or create scientififc words related to
the same topic or vocabulary by mimicing the methods instructed by teachers or textbooks (Le
PN & Dang KN, 2006).
+ Communication: The ultimate goal of expanding vocabulary for students is helping them
to be able to use vocabulary to write and speak in communication. Therefore, teachers need to
create communication environments in which students’ SV is promoted. For example: Teachers
can ask students to make sentences using newly learned words, practice listening, reading,
speaking and writing words in various contexts (Le PN & Dang KN, 2006; Hoang TT, 2012;
Pham PA, 2014).
– Knowledge networks: This is a form of connecting vocabulary in a lesson, a topic, or a
level based on the content relationships of the words. Teachers can guide students to build
knowledge networks based on three aspects: the concept of the science topic, experience life
and previously taught scientific words (Sharolyn , 2012; Hoang TT, 2012).
– Frayer model: Frayer model is a visual graphical organization tool helping students select
and organize words related to a scientific concept including its definition, characteristics, and
examples (Lopez, Cummins, 2009; Estacio & Martinez, 2017).
– Mind-mapping: A mind map is a sketch in which the main categories radiate from a
central content and the smaller categories are described as branches of larger categories (Budd,
2004; Adodo, 2013). When teaching the Science subject, teachers can ask students to build
mind-mapping to search and systematize scientific words on a certain science topic.
Additionally, in reviewing activities, teachers can also guide students to design their own mind
maps to systematize vocabulary as well as scientific knowledge they have learned. Through
students’ mind maps, teachers can evaluate their acquisition of SV as well as scientific
knowledge.
Especially, one of the effective methods that should be paid more attention, according to
Esra Akdogan (2017), is organizing game-based learning activities. By incorporating play into
the learning process, students can engage with scientific concepts in a fun, comfortable and
interactive way, leading to a deeper understanding and retention of SV.

Vygotsky (1978) proposed the theory of the zone of proximal development (ZPD): “It is the
distance between the actual developmental level as determined by independent problem solving
and the level of potential development as determined through problem solving under adult
guidance or in collaboration with more capable peers”. He emphasized that focusing on what
students have already achieved does not make sense when it comes to learning. Instead, we
should concentrate on developing what students have the potential to achieve when they interact
with people in their environment and collaborate with their peers. ZPD applies to the
relationship between instruction and development. After going through a learning process, skills
that children can only perform with help soon become independent skills (Bodrova and Leong,
2007).
Based on Vygotsky’s theory, Berk & Winsler (1995), Weisberg et al., (2013), Parker &
Thomsen (2019), VVOB (2022) has proposed ideas for organizing play-based learning
activities. Central to these ideas is the collaboration between teachers and students in
constructing knowledge. Learning environments are intentionally designed to maximize
opportunities for active participation, social interaction, experimentation, and interest in
learning. They found that during LTP, children reach out to ZPD, in which they can complete
certain learning tasks with the guidance of their friends or teachers, which may be difficult to
accomplish alone. In other words, children require specific conditions to perform tasks at a
higher level than their current abilities allow.

375
 Regarding Weisberg et al., (2013), Parker & Thomsen (2019), LTP is described as
combining playful child directed activities with guided learning objectives from teachers. In
other words, LTP is an educational approach in which students can interact, experience, explore
and solve problems in a fun and exciting learning environment (VVOB, 2018). Play activities
are connected with learning goals to develop children’s qualities and abilities. Play is not just
limited to games with rules, it includes a wide variety of activities and experiences that students
are free to explore. These activities are usually directed by teachers, but sometimes initiated by
students (VVOB, 2018; Parker &Thomsen, 2019).
In this paper, LTP in primary schools means meaningful learning activities that make
elementary students interested, motivate them to actively participate. In these activities, they
will have many opportunities for experimentation, social interaction and creativity.

Drawing upon the work of Zosh (2017), Parker &Thomsen (2019), and DTEA - DPE -
VVOB (2022) about play-based learning activities in primary schools, the paper proposes that
teachers should focus on five main characteristics when organizing learning activities in the
direction of LTP, which are interest, active participation, meaning, social interaction, and
experimentation.

According to DTEA - DPE - VVOB (2022), there are four popular types of LTP applied in
realistic primary classes:
– Free play: Students initiate, organize, and control activities without teachers’
participation, such as students’ activities during recess.
– Directed play: Teachers initiate and support oriented activities to guide students to
actively participate. Teachers can help students by setting up a play environment, participating
in playing with students, asking questions, giving suggestions, and providing examples. With
directed play, teachers can help students achieve specific learning goals.
– Learning through games: Pre-designed activities with rules and regulations, but students
still enjoy playing, such as Sudoku, Uno, and Chess.
– Learning through teachers’ detailed, specific instruction, and control: Activities that
are designed by teachers with a certain structure. Teachers set learning goals, provide detailed
frameworks and instructions for students to follow.
Among these four types, directed play is emphasized the most, which clearly shows the
teachers’ organizational tasks and the students’ initiative, activeness, and creativity.

The benefits of LTP in fostering children’s holistic development and learning have been
demonstrated by many researchers such as Vygotsky (1986), Mihaljevic (2005), Hill (2010),
Kefaloukos & Bobis (2011), Stagnitti et al., (2016), Danniels & Pyle (2018). According to
them, LTP supports mathematics, language literacy, and science competencies (Parker &
Thomsen, 2019). Especially, I-Jung (2005) highlights the advantages of using games in
language learning, which include placing the learner at the center of the learning process,
encouraging creative and spontaneous use of language, and fostering a participatory attitude
among learners (Akdogan, 2017).
When it comes to developing vocabulary for elementary students in the direction of LTP,
Mei (2000), Huyen (2003) identified the advantages of using games to learn vocabulary in the
classroom: (i) Games add relaxation and fun, so the learners retain words more easily;

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(ii) Games involve friendly competition, so it keeps learners interested and motivated;
(iii) Vocabulary games bring real world context to the classroom. Similarly, Akdogan (2017)
demonstrated that using game activities can have a positive impact on developing new
vocabulary acquisition and other abilities in primary school students.
Several projects have demonstrated that learning activities designed in the direction of
LTP benefit students’ vocabulary in Language subjects. However, there are only a few articles
to date on applying LTP in the Science subject to integrate enhancing primary students’ SV
(Hong & Diamond, 2012; Guo et al., 2016; Rumper et al., 2021), especially in Vietnam with
fourth graders, which is the concentration of this paper.

To clarify the research problems, the authors aim to answer the following questions:
1. What principles should teachers pay attention to when designing learning activities
aimed at developing primary students’ SV in the direction of LTP in the Science subject?
2. What procedures should teachers follow to design learning activities aimed at
developing primary students’ SV in the direction of LTP in the Science subject?
3. Do activities designed in the direction of LTP have a positive impact on fourth graders’
SV?

To answer the proposed questions, in this research, the authors used theoretical research,
quasi-experimental, and statistical methods:

The article analyzes several documents to clarify missions, principles and methods for
primary students’ SV development as well as the theoretical background, characteristics, and
principles of LTP. After that, the paper proposes principles and procedures for designing
activities to enhance students’ SV in the direction of LTP.

After designing learning activities in the direction of LTP, the authors conduct a
pedagogical quasi-experiment with a test for 30 students in grade 4/X at TSN Primary School to
check the scientificity, reasonableness and feasibility of designing learning activities in the
direction of LTP.

Statistical methods in educational scientific research were used to analyze the results
obtained through the test. After collecting the data, the author used the SPSS software to
summarize and verify the experimental results.

Based on a comparison of the principles for expanding primary students’ vocabulary in the
Vietnamese subject (Le PN & Dang KN, 2006; Hoang TT, 2012), developing students’ SV in
Science subjects (Hong & Diamond, 2012; Pham PA, 2014; Luong DL, 2015; Guo et al., 2016;
Rumper et al., 2021) and the principles for organizing LTP (DTEA - DPE - VVOB, 2022), the
authors propose some principles teachers should focus on when applying LTP to develop
primary students’ SV in the Science subject:

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 Choosing suitable scientific vocabulary to ensure the goals of the Science subject
Before implementing SV development for students, teachers need to ensure the
requirements about building and enhancing specific qualities and abilities of the Science
subject, including exploring new scientific knowledge, practice, conducting experiments, and
appling acquired knowledge and skills to solve real-world problems (MOEb, 2018). Put it
another way, teachers need to choose scientific words helping students to understand scientific
contents when interacting with materials including texts, audio, video, pictures, and diagrams as
well as students can use them to explain, present, simulate experiments and natural
phenomenon.
Connecting learning through play to the goal of developing scientific vocabulary
Play activities need to be attached to the goal of developing SV of the lesson or topic to
become real learning activities, otherwise they are merely play activities. To secure this
principle, teachers have to identify knowledge and skills about SV that students need to acquire,
such as interpreting words, systematizing vocabulary and using words to make sentences, write
essays. Thereby, choosing suitable methods, techniques, and ideas about play activities for
students and classroom context to achieve teaching goals.
Encouraging student’s autonomy
Language is both a subject and a tool for communication (Hoang Thi Tuyet, 2012).
Therefore, to help students master SV, teachers need to give them opportunities to actively
practice to use their vocabulary to express their ideas, hear and be heard, discuss and debate
with other classmates, explain about their choices, and share about what they learnt.
Effectively manage classroom
When applying LTP, the classroom becomes more lively. Students are able to move, talk,
and interact more freely. To manage the classroom effectively, teachers should create a
classroom culture that promotes effective collaboration, mutual respect, and engagement. The
classroom environment should encompass both moments of order and focus, as well as times of
activity and exploration to meet all learning objectives. Teachers should encourage students to
participate in classroom management activities. By sharing responsibilities with the teachers,
students can increase their autonomy and cooperation with both their teachers and peers. This
helps to create a more manageable and effective classroom environment.
Arrange an active and effective learning environment
An active and effective learning environment is a space in which learning tools and
facilities are set up purposely to stimulate students’ curiosity, which gives them some
suggestions on how to appropriately play and learn. To meet these requirements, teachers need
to provide diverse learning equipment, tools, and materials, which are suitable to achieve the
goals of the lesson. Teachers can also decorate the class attractively with pictures, boards,
slogans or learning products of students.

Step 1: Identifying the content and requirements of the lesson

Initially, teachers need to base on the 2018 Science Eduaction Curriculum (MOEb, 2018) to
clarify educational content and requirements of the lesson including scientific knowledge and
skills that students need to acquire.
Step 2: Building scientific vocabulary for the activity
Based on the identified educational content and requirements of the lesson, teachers build
suitable SV for the lesson. SV refers to words that need to be explained and used in each lesson
to help students better understand the lesson content. When selecting word materials, teachers

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need to ensure accuracy, scientific relevance, and organize storage according to lessons and
topics for easy lookup and application.
Step 3: Designing activities aimed at developing students’ SV in the direction of LTP
The authors design learning activities with the structure of six contents as follows:
– The activity’s name: The name of the activity should provide a hint about what the
activity is about and how it will work.
– Requirements of the activity: Teachers need to clearly clarify requirements of natural
science competencies and those of SV in learning activities that students need to acquire.
– Types of LTP: Teachers need to clarify what types of LTP are being applied and its
characteristics in the activity.
– Preparations for the activity: Teachers need to clearly define the time, place and
teaching materials needed for the activity.
– The process of organizing the activity: Teachers need to help students to understand the
tasks of the activity.
– Expected learning products: To evaluate the development of students’ SV, teachers
need to anticipate students’ products based on the SV development goals in each activity.

In this study, 13 learning activities in the direction of LTP are designed for the “Sound”
topic to develop fourth graders’ SV:

As is highlighted in the table 1, among the learning activities, 8/13 (61,54%) activities are
directed play activities, while 1/13 (7,69%) belongs to learning through games and learning
through instruction activities. Additionally, free play activities stand at 2/12 (16,67%).
Regarding DTEA - DPE - VVOB (2022), directed play is the type that teachers need to pay
attention since it emphasizes teachers’ organizational tasks and students’ initiative, activeness,
and creativity, which was concentrated in these activities. Additionally, all activities were
designed with five main characteristics of LTP in primary schools, including interest, active
participation, meaning, social interaction, and experimentation.

Due to the article’s limit, the authors only give an illustrative example about designing
some activities aimed at developing students’ SV in the direction of LTP in teaching a science
lesson belonging to the “Sound” topic. The activities includes seven contents mentioned in the
section 3.1.2.

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 After identifying the “Sound” topic and its requirements (Step 1), the authors choose
necessary scientific vocabulary students need to deeply understand this topic (Step 2).
a. Scientific vocabulary for teaching the “Sound” topic

The above vocabulary list is explained based on some dictionaries (Cambridge Dictionary
website, Hoang P, 2003; Westphal, 2009). This is essential scientific vocabulary students need
to learn so that they can deeply understand, explain, present phenomena, and simulate
experiments related to “Sound” such as presenting real-life examples or doing experiments to
illustrate how sound is created, giving evidence that sound can travel through gases, liquids, and
solids, and presenting the benefits of sound in life.
b. Illustration
Content: SOUND IN LIFE
HARMFUL EFFECTS OF NOISE AND WAYS TO LIMIT THEM
A. Requirements:
A.1. Natural science competencies:
– Students can list harmful effects of noise on people’s lives.
– Students can list some measures to limit noise for themselves and those around them.
A.2. Scientific vocabulary:
– Students can list and interpret some words indicating harmful effects of noise on people’s
lives: headache, earache, insomnia sleep, irritability, loss of concentration,...
– Students can write complete sentences to present some measures to limit noise for
themselves and those around them.
B. Type of LTP: Directed play
– Teaching methods: Group discussion, learning game.
– Teaching techniques: Jigsaw.
C. Preparations:
– Teacher: Videos about harmful effects of noise and measures to limit it.

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 – Student: A3 papers to draw mind maps.
– Place: In the classroom
D. Organizing the activity:
D.1. Harmful effects of noise (Start up)
– Teacher introduces the game “Who is faster?”: In 3 minutes, students discuss in groups 4,
find and write briefly words indicating the harmful effects of noise. The group that can find 3 to
4 words the fastest will raise their hand to win points.
(Expected words: headache, earache, insomnia sleep, irritability,...)
– Teacher invites 1 or 2 groups to come to the front of the class to conduct the game “I am a
good guesser”: In turn, each member of the group uses words and actions to describe the
meaning and characteristics so that other students can guess the words that the group listed.
Students can use dictionary and teacher can give an example: This is a state where we have a
pain in our head that makes us uncomfortable  headache.
– The group introduces words they found, the other groups and teacher will comment.
Then, students will watch a video about the harmful effects of noise to add more information.
– Teacher raises the problem: Noise has a very bad effect on people’s lives. So how do we
limit the noise for yourself and those around us?
D.2. Measures to limit noise (Learn new knowledge)
Round 1: Expert groups:
– Teacher divides the class into 6 groups:
+ Group 1 and 2: Discuss and find measures to limit noise at home.
+ Group 3 and 4: Discuss and find measures to limit noise at school.
+ Group 5 and 6: Discuss and find measures to limit noise in public places.
Round 2: Jigsaw groups:
– Teacher disbands the old groups in round 1 and forms the new ones. Each new group has
to have enough members from the 6 old groups.
– Teacher raises a new mission: Discuss and find measures to limit noise in people’s life in
the form of mind map. From the mind map, the groups will write complete sentences which
include subject and predicate about how to limit noise in people’s life.
– Teacher invites some groups present their sentences in front of the class. Other groups
and teacher will comment. Then, students will watch a video about measures to limit noise in
people’s life to add more information to their mind maps and sentences.
D.3. Solving problems (Practical application)
– Teacher raises some following realistic situations:
+ There are two students who are talking privately in class during the Math lesson (Group 3
and 5).
+ It’s already late, but your neighbor is still singing karaoke loudly (Group 1 and 6).
+ There are some students joking loudly in the Ho Chi Minh Museum (Group 2 and 4).
– Teacher raises a new mission: Discuss and find measures to solve these above problems.
Then creating a play illustrating measures the group discussed.
– With each situation, teacher invites one group perform their play in front of the class.
Other groups and teacher will comment.
E. Expected learning products:
– Words indicating the harmful effects of noise.
– Mind maps about measures to limit noise in people’s life.
– Complete sentences about how to limit noise in people’s life.
c. Analyzing the activity
* Characteristics of students’ SV development

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 – In the D.1 activity, students systematize words indicating harmful effects of noise such
as headache, earache, insomnia sleep, irritability, loss of concentration,... After that, students
interpret these words through speech and actions with the help of dictionary.
– In the D.2 activity, students list words to describe methods to reduce noise in people’s
life in the form of mind map such as build thick wall, use noise-proof doors, or plant trees.
Then, students use these words to make sentences, for example: We need to plan many trees
around our house to limit noise.
– In the D.3 activity, students use words describing methods to reduce noise in people’s
life they found in the D.2 activity. In this kind of activity, students work in group to solve
problems teacher required and perform solutions through a play they write.
* Characteristics of learning through play
– Interest: Students participate in learning games and group competitions, they also have
chances to demonstrate their abilities to express and illustrate their words and sentences or their
unique opinions.
– Meaning and experimentation: Students use their language skills to interpret new
words, write complete sentences, find and illustrate possible methods to solve problems teacher
raised through their creative plays.
– Active participation and social interaction: Students actively discuss in groups, move
between groups to solve learning missions, share results for each other and conduct realistic
conversations through their plays.
3.2.2. Experimental research
3.2.2.1. Research design
After designing and organizing learning activities aimed at developing students’ SV in the
direction of LTP when teaching the “Sound” content in the Science subject for 30 students in
grade 4/X at TSN Primary School, the authors conducted a test to evaluate students’ scientific
knowledge and SV. There are 8 questions in the test, which are designed according to 3 levels
as guided by the Circular 27 (MOEc, 2020), which correspond to three vocabulary abilities
including:
 Level 1: Recognize, repeat or describe learned contents and apply them directly to solve
some familiar situations and problems in learning (Interpret words and systematize vocabulary).
 Level 2: Connect and arrange some learned content to solve problems with similar
content (Use vocabulary to make simple sentences).
 Level 3: Applying learned content to solve some new problems or give reasonable
feedback in learning and life (Use vocabulary to resolve real problems).
The test was built on a matrix with the following levels:

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 It can be seen in the table 2 that requirements of using vocabulary positively account for
5/10 (50%) vocabulary-systematizing and words-interpreting requiremens make up for 3/10
(30%) and 2/10 (20%) respectively. Regarding missons of developing primary students’ SV
mentioned above in 2.1.1, students need to enhance not only their skills to interpret words and
systematize vocabulary but also their abilities to use words to make sentences, write essays,
express ideas and conduct social communication, which is the most important purpose of
teaching vocabulary-developing lessons. Therefore, the paper divided 50% of the test score to
requirements of using vocabulary positively and 50% to the remaining requirements.
Based on the goals and contents of the 2018 Science and Literature Education Curriculums
(MOEa, b, 2018), and in accordance with the Circular 27 (MOEc, 2020) on assessing primary
students, the researchers classified the test results into the following three levels:
 Level 1 – Not completed: The test scores less than 5 points.
 Level 2 – Completed: The test scores between 5 and 8.5 points.
 Level 3 – Well done: The test scores between 9 and 10 points.
3.2.2.2. Research results
To evaluate the impact of designed learning activities on students’ SV, the authors used
SPSS to analyze the results obtained after the students took the test. The results is illustrated in
these following tables:

As explicitly highlighted in the tables, the Sig value is 0.000, which is less than 0.05. This
indicates that the average score of the students is not equal to 5. In fact, the Mean value is 9.433,
which is greater than 5. This demonstrates that learning activities the paper designed helped
students complete and well complete the test (getting 5 points and above). In other words,
learning activities designed in the direction of LTP have a positive impact on the students’ SV
development in general.
To evaluate more clearly the effect of LTP on each specific vocabulary skills, the article
also analyzed each group of questions related to each vocabulary ability on a 10-point scale and
got the following results:

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 In the table 5, nearly 87% of students have good word-interpreting skills, while students
systematizing vocabulary effectively account for 93.33%. 90% belongs to those using their
vocabulary to make make sentences, write paragraphs, and solve real problems positively. The
figures for students interpreting, systematizing, and applying words in the completed level are
13.33%, 6.67%, and 10% respectively. Notably, no student failed in any of these vocabulary
skills.
It can be seen that LTP has a positive impact on each vocabulary competency of students.
In LTP activities, students have many opportunities to actively participate in social interaction,
which help them practice using their SV to make sentences, write paragraphs, and even conduct
realistic conversations to solve problems occurring often in their life. In other words, through
LTP, students do not just simply interpret and systematize words to gain more new scientific
words but they learn how to use them in a meaningful way. As a result, around 90% of students
can use their SV efficiently.
The article summarizes the results of the test in this bar chart below:

Well done Completed Not completed

As can be seen in the chart 1, 76.67% of students finished the test well, while 23.33%
belonged to those completing it with usual scores. And there was no student failing the test. In
terms of 23.33% of students completing the test in the completed level, after analyzing their test,
the author found that most of them were close to the well done level. However, they lost still
encountered some mistakes in spelling, punctuation, and expression, which made them loose
their scores in the test.

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 In conclusion, the paper gives positive results similar to previous studies (Hong &
Diamond, 2012; Guo et al., 2016; Akdogan, 2017; VVOB, 2018; Rumper et al., 2021) about the
effectiveness of LTP in enhancing students’ vocabulary not only in Language subjects but also
in Science subjects. Particularly, designing activities in the direction of LTP in the Science
subject makes a contribution to fourth graders’ SV development, including their word-
interpreting, voacbulary-systemarizing skills and especially, their abilities to use vocabulary to
make sentences, write paragraphs as well as express their ideas and conduct social
communication effectively. Therefore, designing and organizing suitable learning activities in
the direction of LTP when teaching science lessons in particular and other subjects in general is
a task that need to be conducted on a regular basis to enhance primary students’ SV, especially
in the context that students need to learn with multimodal texts to gain scientific insights to
study and work in modern life (Turiman et al., 2012; MOEa, 2018).
However, the evaluation process has shown that after taking part in LTP activities, a
specific number of fourth graders still made some mistakes in spelling, punctuation, and
expression. Therefore, the authors suggest that when designing learning activities in the
direction of LTP to develop primary students’ vocabulary, teachers need to pay attention to
dictation practice for students because using SV to make sentences or write paragraphs can only
achieve effective communication which means expressing exactly contents students want to
reveal when they write correctly grammar.

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– MSc. Pham Phuong Anh is a lecturer of the Primary Education Department, Ho Chi
Minh City University of Pedagogy, Vietnam. She takes responsibility in teaching subjects
related to Theory and Methodology of Teaching Science in Primary school, Apply Ict in
teaching in primary schools, Pedagogical competency of primary teacher. Her research focuses
on developing scientific literacy for primary students, improving Science teaching competency
for teachers in primary schools, and integrated teaching in Science subject.
Phone: 0908255311
Email: anhpp@hcmue.edu.vn
– BSc. Bui Le Anh Phuong received his Bachelor of Primary Education degree with an
honor class from the Primary Education Department of Ho Chi Minh city University of
Education (Vietnam) in 2021. He has been a primary teacher at Tan Son Nhi Primary School,
Tan Phu District, Ho Chi Minh City for two years. Currently, he is studying his Master’s Degree
of Education at National Dong Hwa University, Taiwan. His research interest includes
methodology of teaching Vietnamese language for primary students, assessing their language
abilities, thus strengthening teaching competencies for teachers. The integration of language
learning into Science lessons is another aim of his analysis. To date, he has published four
scientific articles on primary education.

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 PART 4: NEW TRENDS IN HIGHER EDUCATION

THANKS TO THE CONTRIBUTORS AND SPONSORS

Hanoi National University of Education, accompanied by the University of Bayreuth, the

University of Cologne, the University of Huddersfield, the University of New South Wales and,
the National Taiwan Normal University, the Vingroup Innovation Foundation and the EDC,
organize the third ILITE Conference. The conference offers us a chance to share perceptions,
theoretical and practical perspectives on the digital transformation in education. The organizing
committee extends its heartfelt gratitude to sponsors and partners for their invaluable support in
enabling the realization of the third Conference.
Prof. Dr. Stefan Leible, Prof. Dr. Alfred Flint, Prof. Dr. Timothy Teo, Prof. Dr. Gabriele
Schrüfer, Prof. Dr. Soyna Martin, Prof. Dr. Shkuan Hsu, Assoc. Prof. Dr. Hoa Nguyen, Assoc.
Prof. Dr. Nguyen Van Bien, Assoc. Prof. Dr. Tony Loughland, Assoc. Prof. Dr. Nguyen Thi
Mai Huong, Assoc. Prof. Dr. Shit Fun Chew, Assoc. Prof. Dr. Bui Thi Lam, Assoc. Prof. Dr.
Nguyen Van Hien, Assoc. Prof. Dr. Nguyen Thuy Nga, Assoc. Prof. Dr. Duong Giang Thien
Huong, Assoc. Prof. Dr. Tran Thi Le Thu, Assoc. Prof. Dr. Nguyen Hoai Nam, Dr. Jan
Springob, Dr. Nguyen Phuong Chi, Dr. Bui Thi Thu Huyen, Dr. Ngo Vu Thu Hang, Dr. Hang
Duong, Dr. Trinh Tran, Dr. Ben Pham, Dr. Ta Hoang Mai Anh, Dr. Vu Thi Mai Huong,
Dr. Nguyen Phuong Thao, Dr. Hoang Thi Kim Hue, Dr. Nguyen Thi Huong Lan, Dr. Nguyen
Nam Phuong, Dr Pham Thi Ngoc Quynh, etc. are thanked and complimented for their enormous
effort and effective contribution to patiently reviewing and editing conference papers, as well as
making the Conference agenda.
You as participants are thanked for all your great support, and for many fruitful discussions
and scientific interactions at the Conference.

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 PROCEEDINGS OF THE 3RD INTERNATIONAL CONFERENCE ON INNOVATION IN LEARNING INSTRUCTION AND TEACHER EDUCATION – ILITE 3

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Chịu trách nhiệm xuất bản: Responsible for publishing:

Giám đốc: NGUYỄN BÁ CƯỜNG Director – Editor in chief: NGUYEN BA CUONG

Chịu trách nhiệm nội dung: Responsible for content:

Phó Tổng biên tập: ỨNG QUỐC CHỈNH Deputy editor in chief: UNG QUOC CHINH

Biên tập viên: VŨ THỊ MAI HUỆ – LƯƠNG MINH HẰNG Editors: VU THI MAI HUE – LUONG MINH HANG

Thiết kế sách: NGUYỄN NĂNG HƯNG – NGUYỄN NGUYỆT NGA Book designers: NGUYEN NANG HUNG – NGUYEN NGUYET NGA
NGUYỄN ĐỨC HUY – ĐỖ THANH KIÊN NGUYEN DUC HUY – DO THANH KIEN

Trình bày bìa: ĐỖ THANH KIÊN Cover designer: DO THANH KIEN

PROCEEDINGS OF THE 3RD INTERNATIONAL CONFERENCE ON INNOVATION

IN LEARNING INSTRUCTION AND TEACHER EDUCATION – ILITE 3

ISBN 978-604-54-5451-0

In 300 cuốn, khổ 19 x 26,5cm,
tại Công ty Cổ phần In và Truyền thông Hợp Phát
Địa chỉ: Khu công nghiệp Thạch Thất – Quốc Oai,
thị trấn Quốc Oai, huyện Quốc Oai, TP. Hà Nội
Số xác nhận đăng kí xuất bản: 3944-2023/CXBIPH/01-219/ĐHSP
Quyết định xuất bản số: 1517/QĐ-NXBĐHSP ngày 22/11/2023
In xong và nộp lưu chiểu Quý IV năm 2023.
Print 300 copies, size 19 x 26,5cm, at Hop Phat Printing and
Communication Joint Stock Company (Hop Phat Inprico J.S.C)
Address: Industrial Park Thach That - Quoc Oai, Quoc Oai Town,
Quoc Oai District, Hanoi
Publishing registration No.: 3944-2023/CXBIPH/01-219/ĐHSP
Decision of Publishing No.: 1517/QĐ-NXBĐHSP dated 22nd November 2023
Printed and released in the fourth quarter of 2023.

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