Speaker
Description
This study explores how traditional Confucian values influence the academic confidence of female students in Vietnamese language classrooms. Cultural expectations of modesty, obedience, and restraint—especially as expressed through “Công Dung Ngôn Hạnh” (Skillfulness, Gracefulness, Appropriate Speech, and Moral Conduct)—continue to shape students’ behaviors, self-expression, and participation in language learning environments. While these values may foster respectful conduct, they can also suppress students’ willingness to speak, ask questions, or take initiative in communicative settings.
Adopting a mixed-methods approach, this research combines quantitative surveys and qualitative interviews with female learners at the School of Foreign Languages, Can Tho University. It aims to explore how Confucian values influence students’ self-perception and classroom engagement, as well as how they navigate the cultural tension between traditional gender expectations and the communicative demands of modern language education.
The study aims to inform culturally responsive pedagogical strategies that foster female learners' confidence and autonomy in language learning environments.
Biography
My name is Nguyen Ngo Linh Phung. I hold a Bachelor's degree in English Language from Can Tho University and am currently pursuing a Master's degree in English Linguistics at the same institution. In addition, I am studying Chinese Language at Ho Chi Minh City Open University.
I have experience teaching Chinese as a foreign language, and my academic interests include language education, learner identity, gender roles, and cultural influences in the classroom. As someone who grew up in a Confucian-influenced context, I am especially interested in how traditional values—particularly “Công Dung Ngôn Hạnh” (Skillfulness, Gracefulness, Appropriate Speech, and Moral Conduct)—shape female students’ confidence and participation in language learning.
Through my research, I hope to contribute to more inclusive and culturally responsive teaching practices that support female learners in balancing traditional and modern academic expectations.
