Research Results in Vietnam

External factors of learning ability emphasize that the process of self-control of learning activities is very important for students to perfect their control ability and this ability is influenced by the teaching method of the teacher, so in educational institutions, teachers must proactively plan teaching to guide students' control activities. The purpose is to provide learners with opportunities to experience and empower them to learn knowledge independently. Internal factors are a psychological attribute of humans, the author mentions a lot about self-confidence, self-confidence helps learners patiently pursue learning opportunities [88]. In addition, Taylor and Candy focused on simulating and identifying the signs of learning ability that are revealed. These studies aim to find ways to influence learners to help them facilitate the learning process [88], [105].

N. . Rubakin in his work “ How to learn by yourself ” emphasized the role of positive attitude in acquiring knowledge of students. The author believes that in order for students to be active and proactive in the learning process, it is necessary to educate the right motivation for learning [63]. All methods of self-discovery of knowledge are generally called learning methods. Each individual must organize his or her own learning to suit practical conditions. People learn in their own way but often exchange knowledge with each other, also known as “general discussion” to disseminate their learning methods to others. The author has assessed the important role of specialized knowledge which is very necessary in life because each person needs a profession to live and create wealth for society to survive. Therefore, in order to distinguish the problems that often occur around, people need learning. Learning helps people know how to compare knowledge in books and reality in life. The author also deeply analyzed the relationship between TH and the individual characteristics. The acquisition of knowledge in life requires struggle and overcoming difficulties to have glory, at the same time, having talent but not practicing and studying, talent will not develop. He emphasized the role of TH's positive attitude in acquiring knowledge of students. The author pointed out the key points in TH, summarized his own learning experiences and proposed a scientific basis for TH activities. According to him, just ask yourself questions and find ways to answer them. That is TH and to achieve TH results, in addition to

To educate students on the right motivation in learning, it is necessary to form and develop learning skills and methods [63].

Learners cannot be provided with all the knowledge they need to use for their entire life. To do so, they must learn for life. Therefore, TH plays an important role in enhancing cognitive activity and intellectual performance.

N. Khvesenhia, M. Sacovich in the work " Methods of teaching economic subjects " affirmed: According to the nature of teaching theory, students' learning includes the entire learning environment organized by teachers with the goal of self-training for learners. Learning is a learning activity that takes place without the direct participation of teachers [41].

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In the book “Organizing self-study work of university students ”, .. Goroxepxki summarized his personal work experience in universities and made a number of recommendations on university students' study methods on several basic issues: listening and taking notes of lectures; reading and writing documents; preparing seminars; doing research assignments and graduation theses; preparing for tests and exams; organizing mental labor and work plans [26].

. D. Levitov pointed out some basic psychological components of comprehension, these components are interrelated with each other, if there is a lack of active learning of students, they will not meet the training requirements. That is, in the learning process, learners must be self-aware, proactive, and actively acquire knowledge. In the psychological components of comprehension, the author also mentioned: attitudes and thinking processes, memorization to acquire knowledge play an important role [44].

PV Exipov studied the practice of students outside of class hours and said: Practice is the learning that students do without the direct guidance of teachers. In which, students must voluntarily reach the set goals. In his research, the author also proposed a method to stimulate practice activities for students: in the teaching process, teachers can raise a series of problems and ask students to complete them within a certain period of time [24].

Famous Japanese educator Tsunesaburo Makiguchi in his work

“Education for Creative Living” emphasizes the process of guiding TH of the person.

learning. The author has placed the responsibility of learning on the learner himself, no one can do it for the learner himself. The school, through pedagogical actions, trains learners in self-learning abilities and methods. The purpose of education is to guide the learning process and place the responsibility of learning on each learner. The motivation of education is to stimulate learners to create value to achieve happiness for themselves and the community [51].

From the above studies, it can be seen that foreign authors have been interested in studying the learning activities of students. The studies have contributed to affirming the great role of learning in improving learning efficiency, at the same time, the authors have also pointed out the learning skills and the role of teachers in enhancing the active learning in learners, but what is the active learning and the learning ability of learners and how to foster them, not many researchers have mentioned. Therefore, fostering the learning ability is very necessary and directly affects the learning of learners.

1.1.2. Research results in Vietnam

Inheriting the research of authors around the world, the issue of competence has received the attention of domestic authors such as: Tran Ba Hoanh [32], Nguyen Canh Toan [72], Phan Trong Luan [47], Thai Duy Tuyen [77], Trinh Quoc Lap [43], who have researched the theoretical basis of promoting students' positivity and self-reliance in learning, and considered this one of the main tasks of teachers in the teaching process.

Nguyen Canh Toan and his colleagues studied the guidance of primary school students through the teaching materials through the work "The teaching - self-study process" . The group of authors discussed the issue of "teachers teaching - students self-studying" according to the student-centered method. In addition, the group of authors pointed out the characteristics of primary school students, which are to think for themselves, be passionate, persistent, and not afraid of difficulties to master a certain scientific field. The author also divided primary school students into two levels: guided primary school students and complete primary school students, then gave signs to distinguish these two levels specifically: Level 1: Guided primary school students mean that there is an information exchange relationship between teachers and students in the form of reflecting on questions, answering questions, doing exercises, and grading exercises, but students must be proactive. Level 2: Complete primary school students mean that without the help of the teacher, the students learn independently.

Overcome learning difficulties by brainstorming, trying things out for yourself, observing for yourself, and also meeting others to discuss [72].

Thai Duy Tuyen's studies discussed the problem of TH through the work "Traditional and innovative teaching methods" [79]. When studying the nature of TH, author Thai Duy Tuyen listed the activities that must be included in the TH process such as observation, comparison, analysis, synthesis, and skill training. At the same time, the author also paid attention to the motivation and feelings of the TH person, but only stopped at the concept of action and did not specifically analyze and describe how TH actions take place. Based on the TH forms that the author proposed, later studies have inherited and proposed new TH forms, suitable for conditions and circumstances [77]. In the work "Cultivating students' self-study capacity", the author guided teachers to enhance students' TH activities. "Teachers play the role of organizers, guides, and helpers. The higher the grade, the less the teacher's role, until the student can fully take charge of his/her own learning", the author also affirmed "Classroom activities do not only need to be organized when studying at home but also need to value the independent activities of students even during class time". However, with the current surge in knowledge sources, learning with books cannot meet the needs of each individual learner [78].

Emphasizing the role of TH in general and NLTH in particular in training and developing human resources, Phan Trong Luan in the article "Self-study is a golden key to education" raised the nature of TH, the conditions of TH and the education of NLTH of students, thereby demonstrating the role of TH in the development process of the country [47].

When discussing the concept of TH, author Tran Ba Hoanh also listed the signs of TH learners such as: Active and proactive learners, finding knowledge and experience by their own actions, expressing themselves. TH is putting oneself in a learning situation, in a research position, handling situations, solving problems, testing solutions. He affirmed that TH belongs to the process of personalizing learning [32].

The article "Developing self-study capacity in the context of Vietnam" by Trinh Quoc Lap argues that self-study capacity is not only a quality for people in the world.

Western and in essence, Asian students are not without self-regulated learning, the education system in Asian countries has not created enough conditions for students to develop self-regulated learning, the author's research results have proven that in the context of Vietnam, self-regulated learning can be developed through the application of self-regulated learning [43].

Author Phan Thi Hong Vinh, when researching self-study, stated that it is necessary to have a correct understanding of the meaning and role of learning; of the content and methods of learning, and of the factors affecting learning outcomes. The author clearly identified that a correct understanding of learning plays a role in guiding, controlling, and adjusting learning attitudes, motivating students to strive to overcome difficulties and complete learning tasks [56 .

Author Ton Quang Cuong when studying the organization of self-study activities for students in teaching needs to "perform according to designed tasks with clear specifications on goals, content, testing, evaluation, under the guidance of methods but without direct involvement of the teacher" and in essence, teaching is the act of us accompanying the learner so that the learner can do something [18]. The author has identified the role of the learner as a companion to the learner and the teacher plays the role of a method guide for the learner to carry out goals, content, self-test, and evaluate the results of self-study.

Author Dang Thanh Hung believes that "self-study is independent learning, not directly dependent on the teacher" and is carried out completely voluntarily by the learner due to his or her own needs, interests or interests [35]. The author's point of view is different from the authors presented above because TH is independent learning, not directly dependent on the teacher. The learner decides on his or her own learning and learning outcomes.

Currently, in Vietnam, in general education, the concept of NLTH is continuing to be researched and perfected. Author Dinh Quang Bao and his colleagues have isolated NLTH as a "subset" of general NL that is concretized: NLTH is a part of general NL. Thus, NLTH exists commonly in people with NL, who are able to perform activities. However, the level of expression of NLTH depends on each individual. In addition, the author has focused on mentioning NLTH expressed in Physics, which is concretized as follows: Determining learning tasks with

Take into account previous learning results and orient your efforts while studying Physics. Set detailed and specific learning goals, especially improving weak points in Physics. Evaluate and adjust your Physics study plan. Form your own way of studying Physics. Find sources of documents suitable for different learning purposes and tasks when studying Physics. Be proficient in using the library, selecting documents and creating folders suitable for each Physics topic. Record information read in appropriate forms that are convenient for memorization, use, and supplementation when necessary. Set your own learning problems; Self-recognize and adjust your own mistakes and limitations in the process of studying Physics. Reflect on your own learning methods, draw experiences to be able to share and apply to other situations. Outline and adjust your learning methods to improve the quality of studying Physics. These are manifestations of the learning skills required of a person who knows how to maintain and build learning ability [5].

In the above research contents on TH, Vietnamese authors have a common view that TH is an independent learning process of the learner and listed signs to identify people with TH ability, but TH is influenced by factors that have not been clarified.

Measures to foster and develop students' learning ability have been studied by Nguyen Gia Cau [11], Nguyen Duan [21], Cao Xuan Phan [60], Thai Duy Tuyen [78], ... When students correctly determine their own learning motivation, have the ability to self-manage their learning, have a positive attitude in activities to be able to work independently, adjust their learning activities, evaluate their own learning results and work cooperatively with others, that is a manifestation of people with learning ability, to do so, specific measures are needed. Thai Duy Tuyen raised three issues that need to be focused on solving: Building learning motivation for learners; Working with books; Listening and taking notes when listening to lectures in the spirit of learning [77] [79]. Nguyen Gia Cau has put forward some basic theoretical premises on learning ability, learning activities, and some measures to foster students' learning ability [11]; proposed measures to organize students to work with textbooks according to a two-stage process, each stage consisting of five steps [21]. Cao Xuan Phan mentioned the components of textbooks, the organization of textbook teaching, the current situation of textbooks and proposed two solutions.

There are groups of solutions that contribute to improving the quality of teaching TH for specialized high schools, so applying those groups of solutions to high schools will encounter certain difficulties [60].

Regarding the assessment of learners' competence, author Nguyen Cong Khanh, in his conference report, proposed a common core competence framework for high school students, including two groups of core competences: Cognitive competence group and non-cognitive competence group, in which cognitive competence is in the cognitive competence group [38]. Pham Thi Hong Tu and Bi Thi Minh Thu have proposed teaching methods aimed at developing learners' competence. The authors also believe that student assessment must also be carried out in the direction of developing learners' competence [75].

The issue of NL and NLTH has also been studied in depth in some doctoral theses by Nguyen Duan [20], Pham Dinh Khuong [40], Luong Viet Manh [47], Ngo Dieu Nga [55], Ha Thi Thuy [70], Do Thi Phuong Thao [67], Nguyen Thi Lan Ngoc [56]. Most of the theses mention NLTH and propose measures to develop this NL for students in some specific subjects or study the design process, technical requirements of NLTH instruction materials, thereby training skills to form NLTH of students. Luong Viet Manh has proposed some solutions to contribute to the formation and development of NLTH for students in Physics teaching such as: Designing and using study sheets in Physics teaching in the direction of forming and developing learning NLTH for students, the author also proposed contents to foster experimental skills for students, organizing study groups to create an environment to practice Physics NLTH skills for students. The author also organized for students to self-assess their learning outcomes with the support of IT [50]. Ha Thi Thuy defined project-based teaching, the manifestations of learning competence are: attitude, personality, skills; the author built the relationship between the characteristics of project-based teaching and the manifestations of learning competence. At the same time, the author is interested in the assessment toolkit on learning competence that has been built and used in educational research since the end of the 20th century, however, each tool has its own advantages and disadvantages, the variables given in the toolkit are different, depending on the person who built the toolkit defines the concept of learning competence in which aspect. These are important orientations for the process and organization of project-based teaching to improve students' learning competence [70]. Ngo Dieu Nga has specified the theoretical basis for

Building teaching situations in the direction of developing mathematical thinking and mastering knowledge and scientific and technical thinking. The author has built a system of teaching situations in the direction of developing mathematical thinking and proposed a test plan for 8th grade students in general secondary schools when teaching the Photogrammetry section [55]. Pham Dinh Khuong has studied the structure of mathematical thinking, the specific manifestations of mathematical thinking of high school students, especially thinking skills, and the impact of the teaching process (QTDH) on the learning process of students in teaching mathematics in high schools. The author has proposed solutions in teaching mathematics in the direction of developing mathematical thinking for students. The article has contributed to improving the effectiveness of QTDH [40]. Nguyen Duan has analyzed the current situation of using the method of working with textbooks by general teachers, which is still limited in terms of effectiveness and frequency of use. The author has proposed a process for organizing students to work with textbooks in teaching Biology in high schools in the direction of fostering students' thinking ability [20]. Do Thi Phuong Thao has studied the learning activities in some active teaching methods, the concepts of learning, Math learning skills, assessing the level of Math learning skills of primary school pedagogical university students, the process of organizing training and developing Math learning skills for primary school pedagogical university students, and surveying the current status of Math learning skills of primary school pedagogical university students. Proposing measures to develop Math learning skills for primary school pedagogical university students [67]. Nguyen Thi Lan Ngoc's thesis has proposed three measures to foster math learning skills for high school students after the author has provided a table to evaluate the behavioral indicators of the component skills of math learning skills [56].

In general, in scientific articles and theses, the authors have researched general theoretical issues about NL and NLTH, from which they have proposed a system of measures to foster NLTH of students. This is a valuable source of documents to guide the research on fostering NLTH of students in teaching Physics at our high school.

Through the above studies on NL and NLTH by domestic and foreign authors, we realize that education has shifted from an academic education, heavily theoretical, far from reality to an education that focuses on forming NL, promoting the initiative and creativity of learners. However, to foster students' NLTH, especially NLTH, it is necessary to propose specific measures and apply them.

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