Vu Phi Ho Pham
Biographic Data
| ID | 1112046 |
|---|---|
| NAME | Vu Phi Ho Pham |
| GIVEN NAMES | Vu Phi Ho |
| FAMILY NAME | Pham |
| SIGNATURE | PHAM V P H |
| AFFILIATIONS | Van Lang University |
| ORCID | 0000-0001-7459-8509 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The role of teacher and peer feedback in shaping student writing revisions
This study compared feedback from teachers and trained peers on how EFL students revised their work in an undergraduate writing course. Two intact classes of second-year English majors, at a university in Ho Chi Minh City, Vietnam, received either teacher feedback (n = 38) or peer feedback (n = 39) over three drafting cycles. Revisions were categorized as feedback-based, partly feedback-based, or independent, and interviews with 20 students exami…
Students’ Reflections on Distance Education at a Vietnamese University
Distance education has become increasingly prevalent in higher education to meet diverse student needs and technological advancement, with Learning Management Systems (LMSs) serving as the primary platform for online learning activities. The present study investigated undergraduate learners’ reflections on distant learning offered by a public university in Hanoi, Vietnam. A mixed-methods approach with a survey questionnaire based on Gibbs’ reflec…
The Incorporation of Facebook-Based Peer Comments Into Writing Revisions
This study determined the degree to which students used peer feedback from Facebook to revise their writing papers and explored the students’ perspectives on a framework of using a social network for peer commentaries. The study enrolled two intact groups, 40 students in the control group and 32 students in the experimental group, at a university in Ho Chi Minh City, Vietnam. The student’s initial and final drafts, peer reviews, and semi-structur…
The Impacts of Collaborative Writing on Individual Writing Skills
Teaching Writing in Vietnam’s Secondary and High Schools
The current study adopted features of a survey research design to examine the EFL high school teachers’ beliefs about writing and its teaching, their actual classroom practices, and the interplays between their beliefs and practices in the realm of EFL writing instruction. A sample of seventy-six EFL teachers from the eight selected high schools situated in Ho Chi Minh City was recruited for the current survey. The beliefs and practices of EFL wr…
The Effects of Collaborative Writing on Students' Writing Fluency
Collaborative writing is widely researched for its effects on students' writing accuracy; however, previous research studies fail to prove its effects on students' writing fluency. Also, none of the previous studies have investigated the framework for students to compose argumentative essays collaboratively. The purpose of this article is to fill these gaps. Sixty-two sophomore English-major students at a university in Ho Chi Minh city, Vietnam, …
The Practical Perceptions of Vietnamese Lecturers and Students Towards Written Peer Feedback
Research studies have shown the benefits of employing written peer feedback (WPF) in classrooms around the world. However, implementing it appropriately in the classrooms is not consistent in the context of universities in Vietnam. The current paper explored the extent to which WPF had applied in the academic writing English classrooms at a university in Vietnam and the practical perceptions of the lecturers and students on this issue. 338 out of…
The Effects of the Process Approach on High School Students’ Writing Performances
Quite a few research studies have been conducted to investigate whether the writing process approach has any effects on students’ writing quality in higher education. However, few studies have been conducted at a talented high school in a remote area in Vietnam to see whether it works in the same manner where students’ writing skills in paragraph levels were very low. The purpose of this study is to examine the effects of the process approach on …
The Effects of Collaborative Writing on Students' Writing Fluency
Collaborative writing is widely researched for its effects on students' writing accuracy; however, previous research studies fail to prove its effects on students' writing fluency. Also, none of the previous studies have investigated the framework for students to compose argumentative essays collaboratively. The purpose of this article is to fill these gaps. Sixty-two sophomore English-major students at a university in Ho Chi Minh city, Vietnam, …
The Practical Perceptions of Vietnamese Lecturers and Students Towards Written Peer Feedback
Research studies have shown the benefits of employing written peer feedback (WPF) in classrooms around the world. However, implementing it appropriately in the classrooms is not consistent in the context of universities in Vietnam. The current paper explored the extent to which WPF had applied in the academic writing English classrooms at a university in Vietnam and the practical perceptions of the lecturers and students on this issue. 338 out of…
The Effects of the Process Approach on High School Students’ Writing Performances
Quite a few research studies have been conducted to investigate whether the writing process approach has any effects on students’ writing quality in higher education. However, few studies have been conducted at a talented high school in a remote area in Vietnam to see whether it works in the same manner where students’ writing skills in paragraph levels were very low. The purpose of this study is to examine the effects of the process approach on …
Teaching Writing in Vietnam’s Secondary and High Schools
The current study adopted features of a survey research design to examine the EFL high school teachers’ beliefs about writing and its teaching, their actual classroom practices, and the interplays between their beliefs and practices in the realm of EFL writing instruction. A sample of seventy-six EFL teachers from the eight selected high schools situated in Ho Chi Minh City was recruited for the current survey. The beliefs and practices of EFL wr…
The Effects of Collaborative Writing on Students' Writing Fluency
Collaborative writing is widely researched for its effects on students' writing accuracy; however, previous research studies fail to prove its effects on students' writing fluency. Also, none of the previous studies have investigated the framework for students to compose argumentative essays collaboratively. The purpose of this article is to fill these gaps. Sixty-two sophomore English-major students at a university in Ho Chi Minh city, Vietnam, …
The Incorporation of Facebook-Based Peer Comments Into Writing Revisions
This study determined the degree to which students used peer feedback from Facebook to revise their writing papers and explored the students’ perspectives on a framework of using a social network for peer commentaries. The study enrolled two intact groups, 40 students in the control group and 32 students in the experimental group, at a university in Ho Chi Minh City, Vietnam. The student’s initial and final drafts, peer reviews, and semi-structur…
The Impacts of Collaborative Writing on Individual Writing Skills
Students’ Reflections on Distance Education at a Vietnamese University
Distance education has become increasingly prevalent in higher education to meet diverse student needs and technological advancement, with Learning Management Systems (LMSs) serving as the primary platform for online learning activities. The present study investigated undergraduate learners’ reflections on distant learning offered by a public university in Hanoi, Vietnam. A mixed-methods approach with a survey questionnaire based on Gibbs’ reflec…
The role of teacher and peer feedback in shaping student writing revisions
This study compared feedback from teachers and trained peers on how EFL students revised their work in an undergraduate writing course. Two intact classes of second-year English majors, at a university in Ho Chi Minh City, Vietnam, received either teacher feedback (n = 38) or peer feedback (n = 39) over three drafting cycles. Revisions were categorized as feedback-based, partly feedback-based, or independent, and interviews with 20 students exami…
Mathematics education (6 works) · Pedagogy (6 works) · Psychology (6 works) · EFL/ESL Teaching and Learning (5 works) · Computer Science (4 works) · Innovative Teaching and Learning Methods (4 works) · Academic writing (3 works) · Discourse Analysis in Language Studies (3 works) · Linguistics (3 works) · Peer feedback (3 works)