https://dthujs.vn/index.php/dthujs Tạp chí Khoa học Đại học Đồng Tháp Dong Thap University Journal of Science vi-VN Tạp chí Khoa học Đại học Đồng Tháp 0866-7675 https://dthujs.vn/index.php/dthujs/article/view/2582 This study mapped the knowledge structure and thematic trends in research on project-based learning in early childhood education through a scientometric analysis of 100 publications from the Scopus database (1970–2023). The results showed a substantial increase in publication volume after 2014, with contributions originating predominantly from Western nations. A co-citation analysis identified three principal knowledge foundations: (1) the progressive educational philosophies of Dewey and Vygotsky; (2) the practical implementation of the 'Project Approach' articulated by Katz and Helm; and (3) contemporary integrations with STEM/STEAM education and robotics, as advanced by researchers such as Bers and Clements. Accordingly, research themes shifted from a focus on foundational pedagogical principles toward specific applications in STEM, robotics, and sustainable development. By delineating the relevant field's intellectual architecture and identifying research gaps, this investigation offers a valuable knowledge map. These findings establish a foundation for future inquiries and provide strategic directions for researchers, educators, and policymakers to support the theoretical and practical development of project-based learning at the early childhood level. Tran Viet Nhi Nguyen Tuan Vinh Copyright (c) 2026 Tạp chí Khoa học Đại học Đồng Tháp https://creativecommons.org/licenses/by-nc/4.0 15 3 1 16 10.52714/dthu.15.3.2026.1781 https://dthujs.vn/index.php/dthujs/article/view/2632 This quasi-experimental study examines the effectiveness of Quizizz in supporting primary school pupils’ English vocabulary learning in the Mekong Delta. A total of 64 fifth-graders participated in a 14-week intervention using Quizizz to practice and consolidate target vocabulary. Data were collected through pre- and post-tests, survey questionnaires, and a teacher interview. Quantitative analysis revealed statistically significant gains in students’ vocabulary performance, while qualitative findings indicated higher levels of motivation, engagement, and positive attitudes toward the platform. The interviewed teacher also reported improved vocabulary retention and greater student enthusiasm during lessons. The study affirms the pedagogical potential of Quizizz for enhancing vocabulary acquisition in young learners and provides empirical evidence for its integration into English language teaching in under-resourced contexts. Le Thi Truc Le Le Hong Phuong Thao Copyright (c) 2026 Tạp chí Khoa học Đại học Đồng Tháp https://creativecommons.org/licenses/by-nc/4.0 15 3 17 33 10.52714/dthu.15.3.2026.1782 https://dthujs.vn/index.php/dthujs/article/view/2637 As Vietnam undergoes rapid economic transformation, upgrading quality of workplace training with adult learning approaches has become imperative. This conceptual review examines the relevance and applicability of Andragogy, Malcolm Knowles’ foundational theory, in Vietnamese organizations. A systematic literature search was conducted across Scopus, Web of Science, ERIC, and Google Scholar (2021–2025), followed by PRISMA-consistent appraisal of methodological transparency, peer-review status, and plausibility of replication. The synthesis shows that internationally, Andragogical designs consistently enhance learner engagement, satisfaction, and training transfer, while adoption in Vietnam remains limited due to hierarchical culture, resource constraints, and uneven organizational readiness. To address these gaps, the study develops a hypothesized causal mapping of barriers, mediators, and opportunities, and thereby proposes a three-level conceptual framework (policy–organization–trainer/learner). The contribution is threefold: (1) theoretically, by clarifying how cultural and structural factors mediate the transfer of Andragogy into non-Western contexts; (2) practically, by offering a framework for policymakers and enterprises to align incentives, build readiness, and upskill trainers; and (3) methodologically, by highlighting the need for longitudinal and sector-comparative research beyond descriptive case studies. Embedding Andragogy in sequenced, context-sensitive interventions is essential to building a workforce adaptable, motivated, and globally competitive. Nguyen Song Hao Copyright (c) 2026 Tạp chí Khoa học Đại học Đồng Tháp https://creativecommons.org/licenses/by-nc/4.0 15 3 34 43 10.52714/dthu.15.3.2026.1783 https://dthujs.vn/index.php/dthujs/article/view/2642 This study examines the effects of project-based learning (PBL) on the attitudes of Vietnamese university students in non-English major as well as their receptive English abilities (listening and reading). After a 15-week PBL intervention, a quantitative method including pre- and post-tests as well as an attitude survey revealed significant improvements in total receptive skill scores. Additionally, students expressed increased involvement and favorable sentiments toward group and independent study. These results show how well PBL works to improve language proficiency and attitudes toward learning, making it a strong substitute for conventional approaches. With ramifications for curriculum design worldwide, this study offers empirical support for PBL effects on non-English majors' receptive abilities in an EFL environment. The study underscores the role of student-centered pedagogies like PBL in developing comprehensive language proficiency for learners outside English-specialized disciplines. Pham Quang Binh Tran Thi Kim Quy Copyright (c) 2026 Tạp chí Khoa học Đại học Đồng Tháp https://creativecommons.org/licenses/by-nc/4.0 15 3 44 57 10.52714/dthu.15.3.2026.1784 https://dthujs.vn/index.php/dthujs/article/view/2656 Developing English communication skills is crucial for primary school children and role-play is seen as an effective method to achieve this goal. However, how to apply role-play effectively in English classes remains a challenge. The study aims to investigate primary school teachers’ use of role-plays and explore how English teachers use role-plays to develop primary students’ English communication skills in the English classrooms. A mixed-methods design was employed, using surveys with 103 English teachers, semi-structured interviews with 6 teachers, and classroom observations with 6 teachers at primary schools in An Giang province. Based on the data collected from classroom observations, teacher interviews, and survey responses, the findings revealed that most teachers employed effective strategies when using role-play in teaching to develop primary students’ English communication skills in English classrooms. The findings can contribute to a more comprehensive understanding of the role of role-plays in addressing the challenges and opportunities presented by globalization in education and beyond. Thus, pedagogical implications can be suggested for the need to support English teaching in the curriculum and to develop primary students’ English communication skills at primary schools in An Giang province, as well as in Vietnam. Phan Ngoc Thach Tran Quang Trung Copyright (c) 2026 Tạp chí Khoa học Đại học Đồng Tháp https://creativecommons.org/licenses/by-nc/4.0 15 3 58 72 10.52714/dthu.15.3.2026.1785 https://dthujs.vn/index.php/dthujs/article/view/2673 This study investigates the impact of job-related projects on the English-speaking skills among students at An Giang Vocational College. Action research was applied in this study. Participants were 70 freshmen from this vocational college. Data were primarily collected through a pre-test and a post-test on English-speaking skills. Additionally, a survey questionnaire was conducted to investigate participants' perceptions about the implemented approach. The results showed that participants’ English-speaking skills significantly improved, with the mean score increasing from 6.57 points in the pre-test to 7.73 points in the post-test. A t-test analysis (SPSS) revealed a statistically significant difference between the test mean scores. Additionally, the survey questionnaire indicated that participants highly valued the implemented approach in providing opportunities to use English in job-based situations and cultivate other skills essential for career environments. However, for better impacts on English-speaking performance and learning engagement among participants from vocational schools, the study offers recommendations for future research within the Vietnamese context and in other countries. Do Minh Hung Le Viet Phu Copyright (c) 2026 Tạp chí Khoa học Đại học Đồng Tháp https://creativecommons.org/licenses/by-nc/4.0 15 3 73 90 10.52714/dthu.15.3.2026.1786 https://dthujs.vn/index.php/dthujs/article/view/2659 This study explores the correlation between student academic boredom and learning outcomes among undergraduates at Nong Lam University. It is to investigate how those five dimensions of state boredom—Disengagement, Agitated Affect, Inattention, Dysphoric Affect and Time Perception—relate to students’ GPA. Quantitative technique was applied to collect data from 2,587 students through validated structured questionnaires and later analyzed by SPSS version 22.0. Participants were a sample of 2,587 undergraduate students enrolled at Nong Lam University, Ho Chi Minh City, Vietnam. The findings revealed a moderate level of boredom among participants, and highlights a strong interrelationship among emotional states (agitation, dysphoria, and disengagement) and cognitive factors (inattention and time perception). The strong positive correlations suggest that the higher levels of agitation and emotional distress participants experience, the more likely they feel disengaged, inattentive and distorted in their perception of time. However weak the negative correlations between each boredom dimension and GPA are, they indicate that while these emotional and cognitive challenges themselves do not significantly impact GPA, they collectively act as a barrier to the students’ academic performance. Vo Van Viet ThS Phan Thị Lan Anh ThS Nguyễn Liên Hương Ths Ngô Phan Lan Dung Copyright (c) 2026 Tạp chí Khoa học Đại học Đồng Tháp https://creativecommons.org/licenses/by-nc/4.0 15 3 91 105 10.52714/dthu.15.3.2026.1787 https://dthujs.vn/index.php/dthujs/article/view/2844 This article presents the results of a literature review on the management of admission activities for transfer training programs at universities. It aims to synthesize empirical research findings to identify trends, knowledge gaps, and propose practical solutions and future research directions. Based on the collection, screening, and analysis of relevant scientific studies, the results show that the management of transfer admissions is a complex administrative activity influenced by both macro and micro factors. Current empirical studies are mainly case studies, which provide realistic insights at the institutional level but lack generalizability. Thereby, four major knowledge gaps are identified: the lack of comparative studies between different types of institutions; limited research on the application of Industry 4.0 technologies (Big Data, AI); insufficient attention to learners’ experiences; and the absence of in-depth analyses regarding the specific characteristics of transfer learners. Based on these findings, the article proposes managerial implications related to digital transformation, professional communication, and strategic partnerships, and suggests four new research directions to fill the identified gaps. Tran Thuy Nhu Phuong Copyright (c) 2026 Tạp chí Khoa học Đại học Đồng Tháp https://creativecommons.org/licenses/by-nc/4.0 15 3 106 120 10.52714/dthu.15.3.2026.1788