NAVIGATING DUAL ROLES: NARRATIVES OF ENGLISH MAJORED SENIORS BALANCING PRACTICUM EXPERIENCE AND THESIS WRITING AT TAY DO UNIVERSITY, VIETNAM
##semicolon##
https://doi.org/10.46827/ejel.v11i1.6518##semicolon##
dual roles##common.commaListSeparator## practicum experience##common.commaListSeparator## thesis writing摘要
As graduation approaches, students often have to simultaneously fulfill practicum obligations and write their dissertations, leading to increased pressure and role conflict. This study aims to examine how English- majored senior experience and manage their dual roles in a daily context. Using a qualitative narrative approach, 6 English-majored Seniors participated in semi-structured interviews and kept reflection journals during the period of managing these two burdens. The collected data were analyzed thematically to reveal common experiences and individual differences. The analysis demonstrated that managing dual roles is not a skill that can be mastered in a short period but rather a developmental process. They are influenced by emotions, health, personal expectations, and perceptions. Participants reported difficulties encountered, moments of effective adaptation coexisting with feelings of overload and burnout. The research findings also highlight the role of self-awareness and social network support in helping students rebuild their sense of autonomy. By focusing on students’ real-world experiences, this study provides insights into the psychological and practical challenges of managing dual roles, while emphasizing the need for more flexible and empathetic institutional support systems.
Article visualizations:
##submission.citations##
Astin, A. W. (1993). What matters in college? Four critical years revisited. Jossey-Bass. https://doi.org/10.2307/1176821
Beehr, T. A., & Glazer, S. (2005). Organizational role stress. In J. Barling, E. K. Kelloway, & M. R. Frone (Eds.), Handbook of work stress (pp. 7–33). Sage Publications. Retrieved from https://sk.sagepub.com/hnbk/edvol/hdbk_workstress/chpt/organizational-role-stress#_
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
Biddle, B. J. (1986). Recent developments in role theory. Annual Review of Sociology, 12, 67–92. https://doi.org/10.1146/annurev.so.12.080186.000435
Britton, B. K., & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83(3), 405–410. https://doi.org/10.1037/0022-0663.83.3.405
Bui, T. M. T. (2024). Self-regulation strategies among Vietnamese students in flipped classroom contexts. Journal of Educational Psychology and Learning, 18(2), 45–60. Retrieved from https://www.iier.org.au/iier34/bui.pdf
Chamorro-Premuzic, T., & Furnham, A. (2005). Personality and intellectual competence. Psychology Press. Retrieved from https://psycnet.apa.org/record/2005-02456-000
Chase, S. E. (2005). Narrative inquiry: Multiple lenses, approaches, voices. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 651–679). Sage Publications. Retrieved from https://psycnet.apa.org/record/2005-07735-025
Cinamon, R. G., & Rich, Y. (2002). Gender differences in the importance of work and family roles: Implications for work–family conflict. Sex Roles, 47(11–12), 531–541. https://doi.org/10.1023/A:1022021804846
Clandinin, D. J., & Connelly, F. M. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14. https://doi.org/10.3102/0013189X019005002
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press. Retrieved from https://link.springer.com/book/10.1007/978-1-4899-2271-7
Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Retrieved from https://www.researchgate.net/publication/233895975_Subjective_task_value_and_the_eccles_et_al_model_of_achievement-related_choices
Farrell, T. S. C. (2008). Reflective practice in the professional development of teachers of adult English language learners. CAELA Network. Retrieved from https://www.teslontario.org/uploads/research/ReflectivePracticeFinalWeb%20Farrell.pdf
Folkman, S., & Lazarus, R. S. (1985). If it changes it must be a process: Study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 48(1), 150–170. https://doi.org/10.1037/0022-3514.48.1.150
Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. Routledge Falmer. Retrieved from https://books.google.ro/books/about/E_learning_in_the_21st_Century.html?id=wRQnQtUUTXoC&redir_esc=y
Gault, J., Leach, E., & Duey, M. (2010). Effects of business internships on job marketability: The employers’ perspective. Education + Training, 52(1), 76–88. https://doi.org/10.1108/00400911011017690
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125. https://doi.org/10.3102/0091732X025001099
Goode, W. J. (1960). A theory of role strain. American Sociological Review, 25(4), 483–496. https://doi.org/10.2307/2092933
Greenhaus, J. H., & Beutell, N. J. (1985). Sources of conflict between work and family roles. Academy of Management Review, 10(1), 76–88. https://doi.org/10.5465/amr.1985.4277352
Hoang Phuong, Y., & Ho, T. P. (2023). English major undergraduates’ unsatisfactory practicum experience: A case study in Vietnam. Vietnam Journal of Education, 7(1), 38–47. https://doi.org/10.52296/vje.2023.244
Johnson, K. E., & Golombek, P. R. (2002). Teachers’ narrative inquiry as professional development. Cambridge University Press. Retrieved from https://doi.org/10.15446/profile.v19n2.65692
Kahn, R. L., Wolfe, D. M., Quinn, R. P., Snoek, J. D., & Rosenthal, R. A. (1964). Organizational stress: Studies in role conflict and ambiguity. John Wiley & Sons. Retrieved from https://psycnet.apa.org/record/1965-08866-000
Katz, D., & Kahn, R. L. (1978). The social psychology of organizations (2nd ed.). Wiley. Retrieved from https://ia601401.us.archive.org/34/items/in.ernet.dli.2015.139013/2015.139013.The-Social-Psychology-Of-Organizations.pdf
Le, H. M. (2025). Thinking with stories: The potential of narrative inquiry for Vietnamese education research. Vietnam Journal of Education, 9 (Special Issue), 146–155. https://doi.org/10.52296/vje.2025.445
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79–122. https://doi.org/10.1006/jvbe.1994.1027
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705
Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students’ time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760–768. https://doi.org/10.1037/0022-0663.82.4.760
Marks, S. R. (1977). Multiple roles and role strain: Some notes on human energy, time and commitment. American Sociological Review, 42(6), 921–936. https://doi.org/10.2307/2094577
Misra, R., & McKean, M. (2000). College students’ academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies, 16(1), 41–51. Retrieved from https://www.researchgate.net/publication/209835950_College_students'academic_stress_and_its_relation_to_their_anxiety_time_management_and_leisure_satisfaction
Nguyen, T. H. (2021). Narrative inquiry and reflective practices of EFL teachers in Vietnam. Asian Journal of Applied Linguistics, 8(2), 123–135.
Nguyen, T. T., & Doan, M. H. (2021). Employability challenges of English majors in Vietnam: A curriculum–industry mismatch perspective. Journal of Language and Education, 7(3), 88–101.
Nora, A., & Crisp, G. (2007). Mentoring students: Conceptualizing and validating the multi-dimensions of a support system. Journal of College Student Retention, 9(3), 337–356. https://doi.org/10.2190/CS.9.3.e
Onwuegbuzie, A. J. (1997). Writing a research proposal: The role of library anxiety, statistics anxiety, and composition anxiety. Library & Information Science Research, 19(1), 5–33. https://doi.org/10.1016/S0740-8188(97)90003-7
Patzak, A., Zhang, X., & Vytasek, J. (2025). Boosting productivity and well-being through time management: Evidence-based strategies for higher education and workforce development. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1623228
Peeters, M. C. W., Montgomery, A. J., Bakker, A. B., & Schaufeli, W. B. (2005). Balancing work and home: How job and home demands are related to burnout. International Journal of Stress Management, 12(1), 43–61. https://doi.org/10.1037/1072-5245.12.1.43
Phuong, T. T. H., Tran, N. Q., & Vo, M. T. (2023). Unsatisfactory internship experiences of English major students: A case study in Vietnam. International Journal of Language Education, 7(4), 210–225. https://doi.org/10.52296/vje.2023.244
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Rizzo, J. R., House, R. J., & Lirtzman, S. I. (1970). Role conflict and ambiguity in complex organizations. Administrative Science Quarterly, 15(2), 150–163. https://doi.org/10.2307/2391486
Robles, M. M. (2012). Executive perceptions of the top 10 soft skills needed in today’s workplace. Business Communication Quarterly, 75(4), 453–465. https://doi.org/10.1177/1080569912460400
Salmela-Aro, K., Kiuru, N., Pietikäinen, M., & Jokela, J. (2009). Does school matter? The role of school context in adolescents’ school-related burnout. European Psychologist, 13(1), 12–23. https://doi.org/10.1027/1016-9040.13.1.12
Wilson, K. (2021). Developing effective time management skills in higher education students. Journal of Learning Strategies, 9(2), 55–68.
Wisker, G. (2005). The good supervisor: Supervising postgraduate and undergraduate research for doctoral theses and dissertations. Palgrave Macmillan. Retrieved from https://philpapers.org/rec/WISTGS
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
下載
出版日期
期號
分類
授權條款
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
