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NAVIGATING LEADERSHIP AND IDENTITY: A 
QUALITATIVE EXPLORATION OF CLASS MONITOR ROLES 

AMONG VIETNAMESE ENGLISH-MAJORED STUDENTS 
 

Le Thanh Thao1*, Nguyen Dinh Phan2, Ho Thanh Vy3, Nguyen Thanh Hieu Vy4, & To Thi Kim Tho5 
1,2,3,4,5 Can Tho University, Can Tho City, Vietnam 

 
thaole@ctu.edu.vn 

 

ABSTRACT 

This qualitative study delves into the impacts of taking on the role of a class monitor among 
Vietnamese English-majored students, focusing on the nuanced experiences and growth 
trajectories stemming from this leadership position. Conducted within two higher education 
institutions in Mekong Delta, the research employed semi-structured interviews to capture 
the voices and narratives of 15 participants. Grounded in the Constructivist Grounded 
Theory and the Phenomenological Approach, the study unearthed several pivotal themes. 
These included feelings of empowerment through leadership responsibilities, the intricate 
balancing act of cultural mediation and dual identities, enhancement of English 
communication skills, the evolution of prioritization skills, profound introspective journeys 
towards self-realization, and a deep-seated desire to inspire and create a lasting legacy. The 
findings not only shed light on the multifaceted impacts of the class monitor role but also 
underscore the transformative potential of such positions in fostering personal and 
academic growth. The study contributes uniquely to the discourse on student leadership, 
offering educators, policymakers, and institutions a deeper understanding of the experiences 
and challenges faced by student leaders in a Vietnamese context. It emphasizes the 
importance of recognizing and harnessing the profound personal and collective journeys 
these roles can initiate.  

Keywords: Class Monitors, Leadership, Qualitative Exploration, Vietnamese English Students 

INTRODUCTION 

The educational journey of a student is marked by myriad experiences, both academic 
and non-academic, that contribute to their holistic development. Among these, taking up 
leadership roles within the classroom context offers a unique opportunity for students to 
cultivate interpersonal skills, a sense of responsibility, and a broader perspective towards 
their learning environment (Swaffield, 2008). In the context of the Vietnamese educational 
system, the role of a class monitor is a prominent leadership position within the classroom. 
Often, the class monitor is tasked with administrative duties, maintaining discipline, liaising 
between the students and the teacher, and sometimes, representing the class in school-wide 
activities. 

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Historically, leadership roles such as the class monitor have been observed to provide 
students with a sense of purpose (Wallin, 2003), improved self-esteem (Wong et al., 2012), 
and an opportunity to develop life skills that are not explicitly taught in the curriculum 
(Blackwell et al., 2007). The acquisition of these skills is crucial for students as they navigate 
their way through higher education and eventually, the workforce. Especially in the domain 
of English-majored students in Vietnam, where effective communication, teamwork, and 
leadership are essential components of their academic and professional journey, 
understanding the impacts of such roles becomes even more critical. 

Despite its significance, there is a lacuna in the literature regarding the specific impacts 
of the role of class monitor on the personal and academic growth of Vietnamese English-
majored students. This study aims to fill this gap by providing a qualitative exploration into 
the experiences, challenges, and benefits that come with being a class monitor, and how it 
influences the holistic growth of these students. Through in-depth interviews, personal 
narratives, and observations, this research seeks to shed light on an often-overlooked aspect 
of student life and its long-term implications. 

Several studies have indicated that student leadership roles foster personal growth. 
Skills such as time management, responsibility, problem-solving, and interpersonal 
communication are frequently cultivated when students assume leadership roles (Chen et 
al., 2019). These positions push students out of their comfort zones, encouraging them to 
face challenges head-on, often translating to improved self-esteem and confidence (Ross, 
2015). 

In many Asian educational settings, the role of the class monitor is deeply rooted in 
tradition (Poole, 2016). Unlike western student leadership roles like student council 
members, class monitors usually handle administrative duties and are the link between 
teachers and students (Marzano et al., 2003). This position not only imparts a sense of 
responsibility but also allows students to gain insights into classroom management, a skill 
rarely acquired by students in other roles. 

For English-majored students, particularly in non-native English-speaking countries 
like Vietnam, leadership roles provide an additional platform to hone their language skills 
(Bodewig et al., 2014). Engaging in tasks such as organizing events, representing the class, 
or communicating between peers and teachers necessitates the use of English, facilitating 
practical language application. 

In the Vietnamese context, respect for authority and collectivist values play a 
significant role in classroom dynamics (Truong et al., 2017). The class monitor, thus, 
becomes an embodiment of these cultural values, making their role all the more crucial. Their 
position is not just administrative but also cultural, ensuring harmony and respect within 
the classroom. 

While there exists considerable research on student leadership and its impacts, very 
few studies delve deep into the role of class monitors, especially within the Vietnamese 
context. Moreover, the specific experiences of English-majored students, given their unique 
academic demands and challenges, are scarcely documented. Understanding the role of class 
monitors, particularly among Vietnamese English-majored students, requires a nuanced 
approach. The available literature provides a foundation by emphasizing the general benefits 

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of student leadership. However, the specificity of the class monitor’s role in Vietnam, 
combined with the unique challenges and opportunities presented to English-majored 
students, suggests a compelling need for this study. 

METHODS 

Research Design 

The current study adopts an exploratory qualitative research design to delve deeply 
into the lived experiences of Vietnamese English-majored students who have taken on the 
role of class monitor. Qualitative research, inherently explorative in nature, seeks to 
understand human behavior and the reasons that govern such behavior. This approach is 
especially apt for this study as it allows for rich, detailed insights into the personal and 
academic impacts of being a class monitor, something which quantitative methods might 
overlook (Creswell & Poth, 2016). 

Underpinning this research design are two critical theoretical frameworks: 
Constructivist Grounded Theory (CGT) and Phenomenological Approach (PA). Introduced by 
Charmaz (2006), CGT, on the one hand, posits that reality is constructed by individual 
experiences and interactions, emphasizing the subjective interplay between researcher and 
participant. This perspective aligns well with the study’s objective to understand the unique 
experiences of each student. CGT also facilitates the development of a theory ‘grounded’ in 
the data, making it particularly useful for areas with limited pre-existing theoretical 
foundations. On the other hand, PA centers on describing the commonalities of the lived 
experience about a phenomenon (Creswell & Poth, 2016). By adopting a phenomenological 
lens, the study seeks to understand the essence of the experience of being a class monitor, 
capturing the shared experiences and emotions among the participants. 

In employing these frameworks, the research embraces an interpretive paradigm, 
acknowledging the subjective interplay of individual experiences and broader social 
constructs. Through this design, it is anticipated that the study will not only shed light on the 
impacts of the role of class monitor on Vietnamese English-majored students but also 
contribute to the broader discourse on student leadership roles in varied cultural and 
academic contexts. 

Participants 

The participants of this study comprised 15 English-majored students from two 
renowned higher education institutions situated in Mekong Delta region of Vietnam. These 
participants were carefully selected to encompass a diverse range of experiences and 
perspectives related to the role of the class monitor. Among the participants, 7 of them were 
currently undertaking the duties of a class monitor, while the remaining 8 had previously 
held the position in their academic journey. This mix ensured that the study captured both 
contemporary reflections and retrospective insights. 

To ensure representativeness and diversity, participants were chosen from different 
academic years and backgrounds, reflecting both male and female students. The rationale 
behind selecting participants from two institutions was to acknowledge potential variations 
in institutional culture, practices, or experiences, thereby enriching the study’s findings. 

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Ethical considerations played a pivotal role in the selection and engagement of the 
participants. Before the commencement of the study, ethical approval was obtained from the 
respective higher education institutions and the research review board. In line with ethical 
research practices, all participants were provided with an information sheet detailing the 
study’s purpose, methods, and potential implications. They were also informed of their 
rights, including the right to withdraw at any point without repercussions. Written informed 
consent was obtained from each participant, ensuring they were participating voluntarily 
and with full knowledge of the study’s nature. Additionally, to maintain confidentiality, 
pseudonyms were used in all study outputs, and any identifiable information was thoroughly 
anonymized. 

Moreover, to address potential power dynamics and reduce potential biases, the 
interviews were conducted in a neutral location, ensuring that the participants felt 
comfortable and safe sharing their experiences and views. Participants were also reassured 
that their responses would not have any impact on their academic or institutional standing, 
emphasizing the study’s primary objective of understanding their unique experiences 
without any external judgments or repercussions. 

Data Collection 

The primary tool of data collection for this study was semi-structured interviews. This 
format was chosen due to its ability to explore the depth and nuances of participants’ 
experiences while retaining a structured approach to ensure that vital topics were covered. 

Before the main data collection phase, a pilot study was conducted. This pilot involved 
interviewing two English-majored students, who had previously served as class monitors, 
from one of the institutions in the Mekong Delta. The primary aim of the pilot was to assess 
the clarity, relevance, and flow of the interview questions. Based on feedback from the pilot 
study and preliminary data analysis, revisions were made to refine and enhance the 
interview guide. 

Some of the revised questions included: 

• “Can you describe a typical day or week in your role as a class monitor?” 

• “How has the role of class monitor influenced your personal and academic 
growth?” 

• “What challenges did you face while serving as a class monitor, and how did you 
overcome them?” 

• “In what ways did the role allow you to interact or communicate in English more 
frequently?” 

• “How do you perceive the importance of the class monitor role within the cultural 
context of the Mekong Delta and Vietnam as a whole?” 

Each interview lasted approximately 45 minutes to an hour. To ensure a comfortable 
environment for the participants and facilitate open communication, the interviews were 

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conducted in quiet, neutral locations within the respective educational institutions. 
Recognizing the cultural and linguistic comfort of the participants, all interviews were 
conducted in Vietnamese. This choice was pivotal in allowing participants to express their 
feelings, experiences, and perceptions more naturally and in-depth. 

To ensure data accuracy and facilitate subsequent analysis, all interviews were audio-
recorded with the explicit consent of the participants. These recordings were then 
transcribed verbatim, forming the primary dataset for the study. Participants were also 
given the opportunity to review and amend their transcripts, ensuring that their views and 
experiences were captured accurately. 

Data Analysis 

To make sense of the rich qualitative data collected from the interviews, a thematic 
analysis approach was employed. Thematic analysis is a flexible and widely used method in 
qualitative research that facilitates the identification, examination, and interpretation of 
patterns or “themes” within the data. This method is particularly suited for exploring diverse 
individual experiences and perceptions, like those encountered in this study. The process 
commenced with an initial familiarization phase where the researcher immersed themselves 
in the data by reading and re-reading the interview transcripts. This thorough engagement 
helped in gaining a holistic sense of the participants’ narratives and experiences. During this 
phase, initial ideas and patterns were noted down, setting the stage for the subsequent steps. 

Following familiarization, an initial set of codes was generated. These codes were 
fundamental units of meaning, often a word or a short phrase, that captured the essence of 
the participants’ statements. The coding process was both inductive, stemming from the data 
itself, and deductive, guided by the research questions and theoretical frameworks. Once 
coding was completed, the next step involved searching for themes by clustering related 
codes together. Themes were broader units of meaning that captured an essential aspect of 
the data relevant to the research question. After identifying potential themes, they were 
reviewed in two main phases. The first phase involved checking the themes against the coded 
data extracts to ensure they formed a coherent pattern. In the second phase, the validity of 
individual themes was assessed concerning the entire dataset. Upon satisfactory review, the 
final step was defining and naming the themes. This involved fine-tuning the specifics of each 
theme, determining the overarching narrative, and ensuring that the theme’s name was 
descriptive and captured its essence. 

Throughout the data analysis process, reflexivity was maintained, where the 
researcher continuously reflected on their role, potential biases, and influence on the 
research outcomes. The iterative nature of thematic analysis meant that the researcher 
frequently revisited earlier steps to refine codes or themes as the analysis progressed. By the 
end of this rigorous process, a comprehensive understanding of the impacts of taking on the 
role of a class monitor on Vietnamese English-majored students was achieved. 
  

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RESULTS 

Empowerment Through Leadership Responsibilities  

A salient theme that emerged from the analysis was the “Empowerment Through 
Leadership Responsibilities”. A significant majority, with 12 out of 15 participants, 
expressed feelings of empowerment and growth resulting directly from their responsibilities 
as class monitors. 

Nguyen, one of the participants, articulated this sentiment by stating, “Being a class 
monitor was not just about administrative duties for me. It was a journey of understanding my 
potential, my strengths, and even my weaknesses. I felt empowered every time I could resolve a 
class issue or when I successfully represented my classmates in front of the faculty.” Similarly, 
Linh shared, “In my role, I often had to communicate between teachers and students, mediate 
disagreements, and even lead certain class activities. This leadership gave me a sense of 
empowerment, making me realize that I could make a difference, no matter how small.” 

These expressions align seamlessly with the CGT. Participants, through their 
interactions and experiences, constructed their own reality of what it meant to be a class 
monitor. For many, like Nguyen and Linh, this reality was framed around empowerment, 
personal growth, and the development of a leadership identity. They were not just fulfilling 
duties; they were navigating a journey of self-discovery and potential realization. 

Further delving into the PA, it is evident that the feeling of empowerment was not an 
isolated or individual sentiment. Instead, it represented a shared lived experience among the 
participants. The role of a class monitor became a transformative phase in their academic 
journey, leading them towards a newfound sense of self and purpose. 

Cultural Mediation and the Balance of Dual Identities  

Another prominent theme that arose from the interviews was “Cultural Mediation and 
the Balance of Dual Identities.” This theme was echoed by 10 out of the 15 participants who 
described their experiences as class monitors as being caught between the cultural 
expectations of traditional Vietnamese values and the modern demands of English-majored 
academic pursuits. 

Phuong expressed this tension by noting, “Being an English major often meant adopting 
a more global perspective, questioning, and sometimes even challenging established norms. 
However, as a class monitor, I had to respect and uphold our traditional Vietnamese values, 
especially when communicating with teachers or resolving class conflicts.” On a similar note, 
Bao reflected, “I felt like I was always balancing two worlds. One where I was a budding English 
scholar, engaging in debates and discussions, and the other, where I was a representative of 
traditional student values, ensuring respect and harmony in our class.” 

Drawing from the CGT, it is evident that participants, like Phuong and Bao, were 
constantly constructing and reconstructing their identities in response to the dynamic 
interplay of cultural expectations and academic demands. The role of a class monitor forced 
them into a space where they had to mediate between these two often conflicting identities, 
forging a unique reality that balanced both worlds. 

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Using the PA, it is clear that this experience was not merely individualistic but was a 
shared phenomenon among the participants. The dual identities, shaped by the intersection 
of Vietnamese culture and English-majored pursuits, created a common lived experience. 
This experience was marked by the continuous negotiation of boundaries, roles, and 
identities, making the role of a class monitor a complex yet enriching journey. 

Enhanced Interpersonal Skills and Empathetic Growth  

A further distinct theme identified from the interviews was the “Enhanced 
Interpersonal Skills and Empathetic Growth.” This sentiment was reiterated by 11 of the 15 
participants, who believed that their tenure as class monitors significantly developed their 
interpersonal skills, especially their ability to understand and empathize with their peers. 

Trang shared her experience by saying, “As a class monitor, I was often the first point 
of contact for many of my classmates when they faced challenges. This experience made me 
more patient, taught me to listen actively, and to empathize with their situations.” Minh, 
reflecting on his tenure, commented, “There were instances where I had to mediate 
disagreements among classmates. These moments, although challenging, made me more 
attuned to different perspectives and honed my skills in conflict resolution.” 

Interpreting these experiences through the lens of CGT, it is evident that the continuous 
interactions and challenges faced by class monitors, such as Trang and Minh, acted as 
catalysts in shaping their perception and understanding of interpersonal dynamics. The role 
demanded not just administrative diligence but also a deep understanding and empathy 
towards peers. These experiences, over time, constructed a nuanced understanding of 
human behavior and enriched their interpersonal toolkit. 

Considering the PA, this enhanced empathetic growth was not an isolated feeling but a 
collective lived experience among the participants. The act of constantly engaging with, 
understanding, and sometimes mediating between peers created a shared journey of 
personal growth. This journey was punctuated with moments of realization, learning, and a 
deeper appreciation of the diverse tapestry of human emotions and responses. 

Development of Effective Communication Skills in English  

Another pivotal theme that surfaced during the interviews was the “Development of 
Effective Communication Skills in English.” This aspect was echoed by 9 out of the 15 
participants, who felt that their roles as class monitors granted them ample opportunities to 
practice and hone their English communication skills in real-life scenarios. 

Duc commented, “Though we were in Vietnam, as an English major, many of our class 
discussions, presentations, and even some administrative tasks were conducted in English. 
Being a class monitor meant I was often at the forefront of these activities, giving me 
invaluable practice and confidence in my English speaking abilities.” Similarly, Thu added, 
“Whether it was presenting a point to the faculty or communicating class feedback, I had to 
articulate my thoughts clearly in English. Over time, this constant practice made me more 
fluent and confident.” 

Exploring these insights through the CGT, it becomes apparent that participants like 
Duc and Thu were not just passive learners of the English language. Instead, they actively 

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constructed their linguistic competencies by leveraging the real-world, authentic 
opportunities that the class monitor role presented. Every interaction, presentation, or 
feedback session became a building block in their evolving English communication skills. 

From the standpoint of the PA, this development of English communication skills can 
be seen as a shared journey among the participants. The lived experience of being an English-
majored student in Vietnam, combined with the responsibilities of a class monitor, created a 
collective narrative of linguistic growth, challenges, and achievements. 

Sense of Legacy and the Desire to Inspire  

An intriguing theme that emerged from the data was the “Sense of Legacy and the 
Desire to Inspire.” This sentiment was reflected by 8 out of the 15 participants who believed 
that their roles as class monitors gave them not only a platform to lead but also an 
opportunity to inspire younger cohorts and leave a lasting impact on their academic 
community. 

Chi noted, “One of the most fulfilling aspects of being a class monitor was knowing that 
my actions and decisions could inspire younger students. I always tried to set a positive 
example, hoping that future class monitors could look up to and maybe even emulate.” 
Reflecting on the ripple effect of his leadership, Tan added, “During my tenure, I initiated a 
mentorship program for our class. Seeing it being adopted by subsequent batches and 
knowing I had a role in that legacy is deeply gratifying.” 

Viewing these reflections through the CGT, it is evident that participants like Chi and 
Tan actively shaped their roles beyond mere administrative responsibilities. Through their 
initiatives and actions, they constructed a broader role for themselves—one that was rooted 
in mentorship, guidance, and the desire to leave a positive legacy for subsequent classes. 

Diving deeper with the PA, it is clear that this aspiration to inspire and create a legacy 
was a shared lived experience. The responsibility of being a class monitor transformed from 
a position of leadership to a position of influence for many participants. This transformation 
was marked by a conscious effort to leave an indelible mark, to inspire, and to pave the way 
for future generations. 

Challenge of Time Management and the Evolution of Prioritization Skills  

Yet another significant theme that materialized from the participants’ narratives was 
the “Challenge of Time Management and the Evolution of Prioritization Skills.” This theme 
resonated with 13 out of the 15 participants, who consistently expressed that their roles as 
class monitors compelled them to juggle various tasks, which, in turn, refined their time 
management and prioritization abilities. 

Hai shared, “There were days when I felt overwhelmed with the dual responsibilities of 
academic work and class monitor duties. Over time, I developed a system to prioritize tasks, 
allocate time, and ensure everything was done efficiently.” An echoed sentiment came from 
Lan, who mentioned, “The role taught me the value of time. Balancing studies with the duties 
of a class monitor was not easy, but it honed my ability to prioritize tasks, delegate when 
necessary, and make efficient use of available hours.” 

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Drawing insights from the CGT, it becomes evident that participants like Hai and Lan 
were not merely adapting to the demands of the role. Instead, they were reconstructing their 
approaches to time, tasks, and responsibilities. The challenges they faced acted as stimuli, 
pushing them to evolve and develop robust time management strategies tailored to their 
unique situations. 

When viewed through the PA, this theme stands out as a collective lived experience 
among participants. The pressures and demands of being class monitors created a shared 
journey of navigating time constraints, making tough decisions, and eventually mastering 
the art of juggling various responsibilities. This shared experience emerged as a cornerstone 
in their academic and personal growth. 

Discovery of Authentic Self and the Reaffirmation of Purpose  

An unexpected yet profoundly significant theme that unveiled itself through the 
interviews was the “Discovery of Authentic Self and the Reaffirmation of Purpose.” This 
theme was uniquely profound, resonating deeply with 6 out of the 15 participants. These 
participants felt that their tenure as class monitors acted as a mirror, reflecting their true 
selves and reinforcing their greater purpose in life. 

Quyen, reflecting on her journey, said, “Being a class monitor was like a journey of self-
discovery for me. Beyond the tasks and responsibilities, it made me question and understand 
who I truly was, what I valued, and what I wanted to achieve in life.” Tien added depth to this 
sentiment, noting, “The role, with all its ups and downs, made me confront myself. It was like 
a crucible that distilled my essence, making me realize my true passions and the path I 
genuinely wanted to embark on.” 

Interpreting these introspective narratives through the CGT, it is palpable that roles 
such as class monitors are not just about external responsibilities. For participants like 
Quyen and Tien, the role became a transformative experience, prompting introspection, self-
questioning, and ultimately leading to a richer understanding of their authentic selves. Their 
experiences as class monitors provided them with opportunities and challenges that acted 
as catalysts for deeper self-reflection and construction of personal narratives. 

Drawing on the PA, this theme, while not universally experienced by all, was a deeply 
shared and resonating experience among the participants who echoed it. The role of the class 
monitor was not merely a leadership position but a transformative phase where their 
external experiences fostered internal journeys of self-discovery, bringing them closer to 
their true selves and life’s purpose. 

DISCUSSION 

Empowerment Through Leadership Responsibilities  

The theme of “Empowerment Through Leadership Responsibilities” observed in our 
study finds resonance in a broad spectrum of literature, especially those focused on student 
leadership roles. Historically, leadership roles within academic settings have been linked to 
heightened senses of responsibility, empowerment, and personal growth (Cardiff et al., 
2018). However, what stands out in our findings is the depth and breadth with which these 
feelings of empowerment are expressed and experienced by the participants. 

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Many prior studies, such as those by Thompson (2014), have highlighted the benefits 
of student leadership roles in fostering a sense of responsibility and contributing to skill 
development. Yet, the narrative of empowerment, as revealed in our study, goes beyond this 
conventional understanding. The participants, like Nguyen and Linh, described their journey 
not just in terms of acquired skills or tasks performed, but as a holistic experience of self-
discovery, potential realization, and personal growth. 

While Hairon and Dimmock (2012) found that student leadership roles in some Asian 
educational contexts primarily focus on administrative duties with limited avenues for 
empowerment, our study contrasts this by showcasing how Vietnamese English-majored 
students transform these roles into platforms of empowerment. This divergence can be 
attributed to the CGT, where participants, shaped by their unique experiences and 
interactions, redefine what the role of a class monitor signifies to them. 

Moreover, the shared essence of empowerment, as emphasized by the PA, further 
distinguishes our findings. Previous research often paints student leadership experiences as 
individual journeys (Kouzes & Posner, 2018). However, our study underscores the collective 
lived experience of empowerment among class monitors, suggesting a communal narrative 
that transcends individual experiences. 

Cultural Mediation and the Balance of Dual Identities  

The “Cultural Mediation and the Balance of Dual Identities” theme uncovers a complex 
layer of experiences, which although evident in some strands of research, has rarely been 
explored with such depth in the context of Vietnamese English-majored students. Previous 
studies have occasionally touched upon the dual identities that students grapple with, 
especially in contexts where global education paradigms intersect with deep-rooted local 
cultures (Kadiwal & Durrani, 2018). However, the cultural mediation aspect, especially in 
the role of class monitors, unveils a nuanced dynamic unique to this study. 

In the broader academic discourse, many scholars, such as Rhoads and Valadez (2016), 
have emphasized the challenges and advantages of balancing dual identities, especially in 
multicultural educational settings. Yet, Phuong’s and Bao’s experiences reveal a more 
intricate dance of identity negotiation, particularly amplified by their roles as class monitors 
in the Vietnamese context. Their experiences highlight not just the balancing act but also the 
continuous identity construction and reconstruction, as posited by the CGT. 

Moreover, while Howard (2003) did suggest that students in Asia often face a tug-of-
war between traditional values and global educational aspirations, our study illuminates 
how this dynamic manifests uniquely for class monitors. They are not just students 
navigating these dualities; they are leaders entrusted with the responsibility of upholding 
traditional values while simultaneously embodying the spirit of their modern academic 
pursuits. 

Furthermore, the shared essence of this experience, as emphasized by the PA, adds 
another dimension to our findings. Whereas many studies often depict the balancing of dual 
identities as a solitary journey (Harklau, 2003; Torres et al., 2009), our research accentuates 
its collective nature among the class monitors. This shared narrative of identity negotiation, 

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boundary-setting, and cultural mediation underscores a communal experience that extends 
beyond individual introspections. 

Enhanced Interpersonal Skills and Empathetic Growth  

The emergence of “Enhanced Interpersonal Skills and Empathetic Growth” as a central 
theme aligns with a body of research emphasizing the significance of leadership roles in 
fostering interpersonal growth. Various studies, for instance, Goffee and Jones (2015), have 
suggested that leadership positions, especially in academic settings, can lead to enriched 
interpersonal understanding and the development of conflict resolution skills. Our study, 
however, delves deeper into these dynamics, elucidating the unique interplay between these 
roles and empathetic growth among Vietnamese English-majored students. 

While earlier research like Xu et al. (2019) has noted that student leadership roles often 
lead to improved interpersonal skills, the depth of empathetic growth as highlighted by our 
participants, especially Trang and Minh, adds a fresh perspective. Their narratives suggest 
that the class monitor role is not just about leadership or problem-solving; it is about 
understanding, connecting, and growing with their peers on a deeply emotional level. This 
profound connection and growth, as conceptualized through the CGT, emphasize the 
transformative nature of their experiences. 

Furthermore, the collective essence of this empathetic journey, underscored by the PA, 
presents a departure from many earlier studies. While Patterson (2012) have hinted at the 
shared experiences of student leaders, our study emphasizes the collective empathetic 
growth journey experienced by class monitors. This shared narrative offers a richer 
understanding of the intertwined nature of leadership, interpersonal dynamics, and 
collective growth. 

Development of Effective Communication Skills in English  

The emergence of “Development of Effective Communication Skills in English” as a 
prominent theme brings to the fore the practical implications of leadership roles in linguistic 
development, especially in non-native English contexts like Vietnam. In the realm of 
academic literature, several studies, such as those by Ismail and Al Allaq (2019), have 
underlined the pivotal role of authentic experiences in enhancing linguistic proficiency. 
However, our study, with its unique setting and demographic, adds a fresh layer of 
understanding to this discourse. 

Previous research, such as that by Askildson et al. (2013), underscores the importance 
of authentic engagement in improving English proficiency. Still, the role of class monitors, as 
exemplified by Duc and Thu, provides a novel lens to appreciate this dynamic. Instead of 
mere classroom engagements, these students were at the crossroads of administrative 
responsibilities, peer interactions, and academic demands, all of which were often navigated 
in English. Their narratives, through the lens of the CGT, highlight that their linguistic 
proficiency was not a static skill but an evolving competency, honed and refined through 
genuine interactions and responsibilities. 

Contrastingly, while Wood (2017) have documented the isolated journeys of students 
in developing English communication skills in non-native settings, our study, through the PA, 

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suggests a communal narrative. The shared experience of leveraging the class monitor role 
to enhance English skills indicates a collective journey of linguistic growth, challenges, and 
triumphs. 

Sense of Legacy and the Desire to Inspire  

The emergence of the theme “Sense of Legacy and the Desire to Inspire” accentuates a 
dimension of student leadership that, while recognized, is often under-explored in academic 
research. The idea that student leadership roles can transcend their immediate 
responsibilities and become platforms for long-lasting impact is echoed in some literature 
(e.g., Love & Estanek, 2004), but it gains unique significance in our study, especially in the 
context of Vietnamese English-majored students. 

Various studies, like Hamdani (2018), have acknowledged that leadership roles often 
instill a sense of responsibility in students. However, Chi’s and Tan’s narratives illuminate a 
deeper emotional connection to the role, suggesting a genuine aspiration to impact future 
generations positively. This depth of purpose, as understood through the CGT, indicates that 
these students are not merely responding to their immediate roles but are proactively 
constructing a larger, more impactful narrative for themselves, one that emphasizes legacy 
and inspiration. 

While Bowman (2007) have discussed the individual aspirations of students in 
leadership roles to inspire peers, our study, rooted in the PA, underscores the collective 
nature of this aspiration. The desire to inspire, to leave a legacy, is not an isolated journey 
but a shared ambition among many class monitors. Their collective narrative emphasizes a 
transformation, where the role shifts from being a simple administrative duty to a broader 
platform for mentorship, guidance, and lasting influence. 

Challenge of Time Management and the Evolution of Prioritization Skills  

The emergence of “Challenge of Time Management and the Evolution of Prioritization 
Skills” in our study touches upon a universal theme often associated with leadership roles. 
Time management and prioritization are frequently cited in the literature as crucial skills 
honed through leadership experiences (Daft, 2014). However, our study unveils a more 
intricate relationship between these skills and the role of a class monitor, especially within 
the context of Vietnamese English-majored students. 

Previous research, like that of Coleman and Glover (2010), highlighted how academic 
leadership roles often foster better time management skills in students. Yet, the narratives 
of our participants, particularly those of Hai and Lan, deepen this discourse by emphasizing 
not just the acquisition of time management skills but the evolution of a strategic, adaptive 
approach to managing multiple responsibilities. This adaptive nature of skill development is 
further corroborated by the CGT, suggesting that these students were not just passively 
learning but actively constructing and refining their approaches to time management. 

Moreover, while Benjamin and O’reilly (2011) did suggest that student leaders often 
experience an enhanced ability to prioritize tasks, our study brings forth the challenges that 
catalyze this skill development. The constant juggling, decision-making, and responsibility 
navigation painted a vivid picture of the pressures class monitors face. Yet, it is these very 

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pressures, as articulated by our participants, that precipitate the honing of their 
prioritization skills. 

Furthermore, the shared nature of this experience, as spotlighted by the PA, provides 
another layer of understanding. It suggests that this is not just an individual struggle but a 
communal narrative shared by class monitors. The collective journey of navigating 
challenges, evolving strategies, and mastering time management and prioritization becomes 
a defining experience in their academic trajectory. 

Discovery of Authentic Self and the Reaffirmation of Purpose  

The emergence of the theme “Discovery of Authentic Self and the Reaffirmation of 
Purpose” carves out a niche within academic discourse on student leadership roles. While 
literature has often alluded to leadership roles fostering personal growth (Baron & Parent, 
2015), our findings emphasize a deeper, more introspective journey catalyzed by the class 
monitor role, particularly among Vietnamese English-majored students. 

Historically, scholars like Day et al. (2021) have discussed how leadership positions 
can serve as platforms for personal development. However, the introspective journey 
described by participants like Quyen and Tien delineates a more profound transformation 
than traditionally depicted. Their narratives suggest that the class monitor role is not just a 
leadership position; it is a pathway to self-realization, a catalyst for introspection, and a 
mirror reflecting one’s deepest values and aspirations. This intricate relationship between 
external responsibilities and internal reflections is further contextualized by the CGT, 
showcasing the active construction and understanding of their personal narratives in 
response to their leadership experiences. 

While Quinlan (2014) have explored how leadership roles in academic settings can 
align with students’ broader life goals, our study delves into the depths of this alignment. It 
is not just about realizing career ambitions or honing skills for the future; it is about 
understanding oneself, identifying core values, and charting out a purposeful life trajectory. 
This profound journey of self-discovery and reaffirmation, while rooted in individual 
experiences, emerges as a collective narrative, as suggested by the PA. It presents a 
communal introspection where the role of a class monitor becomes a conduit for shared 
experiences of self-realization. 

CONCLUSION 

This part consists of two (2) sub-parts: conclusion of the article and suggestions or 
recommendations from the research. Conclude your article critically and logically based on 
the research findings. Please be careful in generalizing the results. You should also state your 
research limitation in these parts. Generally, the conclusion should explain how the research 
has moved the body of scientific knowledge forward. In suggestion, please describe your 
recommendation for further studies regarding your research implication. 

This research embarked on an exploration into the multifaceted impacts of assuming 
the role of a class monitor on Vietnamese English-majored students, delving into the 
personal, academic, and developmental implications of such a leadership position. Situated 
within the academic milieu of higher education institutions in the Mekong Delta of Vietnam, 

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the study aimed to capture the nuanced experiences, challenges, and growth trajectories of 
these student leaders. 

Utilizing a qualitative approach, the study employed semi-structured interviews as its 
primary data collection tool, ensuring a rich and in-depth understanding of the participants’ 
perspectives. The underlying theoretical frameworks, namely the CGT and the PA, provided 
the scaffolding for interpreting, understanding, and presenting the lived experiences of these 
students. These methodologies not only facilitated a rigorous exploration of the subject but 
also ensured that the voices and narratives of the participants remained at the forefront. 

Our findings unveiled a tapestry of experiences and insights. From feelings of 
empowerment through leadership responsibilities to the intricate dance of cultural 
mediation and balancing dual identities, the narratives shed light on the myriad ways the 
role influenced these students. Additionally, themes like the development of effective 
communication skills in English and the evolution of prioritization skills underscored the 
practical and transformative impacts of their roles. Yet, perhaps the most profound 
revelations were those of introspective journeys—whether it was the discovery of one’s 
authentic self or the deep-seated desire to inspire and leave a lasting legacy. 

The findings of this research have profound implications, both academically and 
practically, for educators, policymakers, and institutions of higher education, especially 
within the Vietnamese context. First and foremost, the understanding that leadership roles, 
such as class monitors, go beyond administrative responsibilities to catalyze personal 
growth and self-discovery suggests that institutions need to view and frame these roles as 
pivotal developmental opportunities. By doing so, they can better support and guide 
students, ensuring that they fully harness the transformative potential these roles offer. 

The theme of cultural mediation and balancing dual identities sheds light on the unique 
challenges faced by English-majored students in Vietnam. This implies that educators should 
be cognizant of these cultural dynamics, tailoring their pedagogical approaches to recognize 
and address the dualities their students navigate. Further, institutions might consider 
providing training or workshops focused on bridging these cultural gaps, facilitating 
smoother academic and personal journeys for their students. Additionally, the evident 
enhancement in English communication skills among class monitors underscores the 
invaluable role of authentic, real-world practice in linguistic development. This points to the 
need for curricula that integrates more real-life interactions, presentations, and leadership 
opportunities in English, thereby accelerating students’ linguistic proficiency and 
confidence. 

Furthermore, the deeply introspective journeys of self-realization and purpose 
reaffirmation highlight the significance of reflective practices in education. Institutions and 
educators might benefit from integrating more reflective components—like journals, 
mentorship programs, or group discussions—into their curricula, ensuring that students 
have structured opportunities to introspect, discover, and grow. Lastly, the shared 
experiences of time management challenges and the subsequent evolution of prioritization 
skills emphasize the importance of providing students with opportunities to face and 
navigate real-world challenges. This suggests that experiential learning, coupled with 
adequate support systems, can be instrumental in equipping students with critical life skills. 

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Given the rich insights unearthed in this research, there are several avenues for further 
exploration that can deepen our understanding of the impacts of leadership roles on 
students. It would be valuable for subsequent studies to explore similar themes in different 
academic disciplines within Vietnam, providing a broader picture of how leadership roles 
influence students across diverse fields of study. Additionally, a comparative study between 
Vietnamese institutions and those in other Southeast Asian countries could offer a more 
comprehensive perspective on the cultural and educational dynamics at play. Longitudinal 
studies following class monitors over several years, post their tenure, could provide insights 
into the long-term impacts and transformations induced by such roles. Given the profound 
introspective journeys highlighted in this study, it might also be worthwhile to delve deeper 
into the psychological and emotional facets of these experiences, possibly employing 
methodologies like narrative inquiry or even psychoanalytic approaches. Lastly, considering 
the evident linguistic benefits of the class monitor role, studies focusing exclusively on the 
interplay between leadership responsibilities and language acquisition could further 
elucidate this dynamic. 

While this study provides valuable insights into the impacts of leadership roles on 
Vietnamese English-majored students, it is not without its limitations. Firstly, the research 
was confined to two higher education institutions in the Mekong Delta, potentially limiting 
the generalizability of the findings to broader contexts or regions within Vietnam. The 
sample size, consisting of 15 participants, while adequate for a qualitative study, may not 
capture the full diversity of experiences and perspectives that a larger cohort might reveal. 
Additionally, the study relied solely on semi-structured interviews for data collection. While 
this method offers depth, it might have benefited from the inclusion of other qualitative 
methods, such as observations or focus groups, to triangulate and enrich the data. The 
retrospective nature of some participants’ reflections could also introduce elements of recall 
bias, potentially influencing the authenticity of their recollections. Furthermore, the study’s 
scope, focused primarily on English-majored students, might not encompass the nuanced 
experiences of students from other academic disciplines. These limitations should be 
considered when interpreting the findings and should serve as points of consideration for 
future research endeavors in this area. 

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