VietTESOL International Convention 2026

Research on task engagement has suggested that personally meaningful and interactionally demanding tasks may influence the quality of collaborative communication and language use. At the same time, repeated task performance has been shown to support the development of communicative efficiency, collaborative regulation, and procedural control. However, relatively little research has explored...

Since 2024, many universities in Vietnam have started adapting to new policies regarding the use of Generative Artificial Intelligence (GenAI) in teaching. However, most discussions and guidelines still focus heavily on the public education sector (Cong-Lem et al., 2024). At the same time, private English language centers play a massive role in teaching English to a wide range of learners in...

Over the past decades, higher education has become more globalised, leading to the increasing need to run more and more EMI (English as a medium of instruction) courses. This not only helps universities to increase their global rankings but also helps students to be better prepared for the competitive global job market (Ahmed, 2025; Polyakova et. al., 2022). That is why even in the countries...

This study compares advanced English-major students’ applications of feedback generated by ChatGPT and Microsoft Copilot in improving language use in college writing essays. It aims to compare the differences across four aspects of language use, lexical accuracy, grammatical accuracy, vocabulary range, and sentence complexity after using ChatGPT and Microsoft Copilot feedback in the students’...

Recent advances in artificial intelligence have expanded the use of generative models such as ChatGPT in language assessment. However, there remains a relative lack of empirical research investigating whether these systems can produce consistent and reliable scores comparable to certified human examiners, particularly in contexts where English is increasingly positioned as a second language....

While recent studies on artificial intelligence in language education have largely focused on learners’ perceptions and attitudes, limited attention has been paid to how students actually respond to different sources of feedback during the revision process. Adopting a qualitative-dominant approach, this study aims to explore how EFL students revise their academic writing after receiving...

As universities globally emphasize international academic publishing, producing quality academic writing has become imperative for EFL learners. Within this domain, lexical richness serves as a critical indicator of writing proficiency and scholarly credibility. This study adopts a corpus-based approach to investigate the lexical richness of English majors at the University of Danang,...

This paper analyses twelve Vietnamese public apologies from 2021 to 2026, six by commercial entities and six by Key Opinion Leaders (KOLs) in Vietnam - using Beaudin's (2018) expanded apology taxonomy, Murphy's (2015) revised felicity conditions, Fairclough's (1992) Critical Discourse Analysis, and Brown and Levinson's (1987) Politeness Theory. Four findings emerge. First, participant...

ABSTRACT:
Sleep is a universal human experience, yet its meanings are shaped by culture and expressed through language (Lakoff & Johnson, 1980; Kövecses, 2010). This study, grounded in Conceptual Metaphor Theory, examined how sleep was metaphorically conceptualized through Vietnamese and English idioms and how these conceptualizations reflected cultural values. A corpus comprising 54...

The Korean Culture Wave or Hallyu, has long been considered as a soft power for constructing national image. To explore Hallyu, researchers adopted corpus linguistics methods to examine representations of Hallyu in various discourse. However, these studies differ in their corpora, time periods, and analytical focus, which makes direct comparison difficult. Also, no review of the corpus-based...

It is widely acknowledged that in order to achieve high levels of proficiency in an L2, learners
need to master highly pervasive formulaic sequences, such as collocations (e.g., Siyanova-
Chanturia & Pellicer-Sánchez, 2019). Research has shown that L2 collocations appear to be
challenging for L2 learners (e.g., Boers et al., 2014) and that several factors (i.e., frequency,
transparency,...

Abstract: This study investigates the use of stylistic devices in English advertisements for Samsung’s electronic products to identify common stylistic patterns and their persuasive functions. The research is theoretically grounded in Galperin’s (1977) stylistic framework and Leech’s (1969) theory of foregrounding. A qualitative approach supported by descriptive quantitative analysis was...

Within the context of globalization, English has become the dominant language in engineering, placing significant pressure on authors to compress dense complex academic knowledge into restricted 150-250 words in abstracts. While previous studies have largely investigated syntactic complexity, especially the exploration of the internal syntactic structures of noun phrases, this study aims to...

The rapid adoption of generative AI tools, particularly ChatGPT and Gemini, has fundamentally changed how students learn English. This study examines how Vietnamese non-English majors integrate these tools into their daily language learning and investigates their understanding of academic integrity. Using a quantitative survey design, we collected data from 200 non-English major undergraduates...

The integration of artificial intelligence (AI) into education has become increasingly prevalent in recent years, with tools such as ChatGPT providing significant support for many academic activities, particularly in English writing. Although these tools show considerable potential for enhancing writing performance, learners’ acceptance of ChatGPT-generated recommendations in writing should be...

This small-scale classroom study explored how authentic materials could be adapted into higher-order reading tasks for gifted EFL high school students in Vietnam. Gifted learners often need more challenging activities than standard textbooks provide, yet teachers in Vietnam have few research-based examples to draw on when working with them. The researcher therefore developed a framework based...

Engaging in academic research is an important part of tertiary teachers’ ongoing professional development, and the emergence of generative AI-driven tools has changed the way the research is conducted. While recent studies have focused mainly on the uses and impacts of generative AI (GenAI) on English language teaching and learning, there remains a significant gap in exploring teachers’...

As Vietnam gradually changes English from a foreign language to a second language, English classes need to become more practical, interactive, and communication-focused for young learners. This paper explores how Artificial Intelligence (AI) tools and multilingual arts activities can help create an ESL-oriented classroom for Grade 6 students at a lower secondary school in Vietnam.
The study...

In the era of rapid scientific and technological advancement, artificial intelligence (AI) has become an integral part of both everyday life and education. In the field of language teaching and learning, AI has recently enhanced the diversity and effectiveness of both online and face-to-face lessons. At a university in Hanoi, AI is regarded as a supportive tool that helps students tackle...

Vietnam is currently repositioning English from a foreign language (EFL) to a second language (ESL) within its national education system, and pressing questions have followed about how this shift should translate into actual classroom practice, particularly in the teaching of Listening and Speaking. AI-assisted instruction is often put forward as one way of meeting the new demands, yet...

The use of artificial intelligence (AI) in education has increased considerably in recent years, and so has its adoption in language education. This article discusses how AI can serve as a co-teacher in a human-AI co-teaching model, where human teachers and AI collaborate to provide effective instruction that supports student learning. The article employs a qualitative literature review to...

This empirical study explores the pedagogical potential of Generative AI (GenAI) as an immediate feedback tool to enhance the linguistic complexity and professional relevance of writing outputs among low-proficiency technical students after an instructional delay. The study focused on the "City Description" writing task from Unit 5 of the English File Pre-intermediate curriculum, a standard...

This study investigates the extent to which artificial intelligence can support the scoring and feedback of English creative writing produced by learners aged 11 to 14 in international and private schools in Vietnam, particularly Hanoi. In this context, creative writing is increasingly valued for its role in developing students’ expressive, imaginative, and competitive writing abilities, yet...

The transition to higher education requires freshmen to develop autonomous learning habits, particularly self-study defined as a self-directed process where students take primary responsibility for planning, monitoring, and evaluating their own learning. However, managing academic time remains a significant challenge for new students. This study investigates how technology can alleviate this...

The integration of artificial intelligence (AI) technologies into English language teaching has increasingly transformed EFL writing instruction, particularly through AI writing assistants such as ChatGPT, Grammarly, and QuillBot. This study examines the influence of AI writing assistants on academic writing improvement through the mediating role of AI-enhanced learner autonomy among high...

As Vietnam moves toward a more ESL-oriented approach to English education, writing instruction in higher education is increasingly expected to promote learner autonomy and critical engagement with feedback. At the same time, artificial intelligence tools are becoming widely used as sources of writing feedback, offering fast and accessible support for students. Drawing on formative feedback and...

This research investigates how learning supported by artificial intelligence (AI) is transforming how university students in Vietnam view and utilize English, shifting it from being a foreign language to a second language. The study was conducted with students from the Faculty of Foreign Languages at Hai Phong University and examines the impact of AI-driven tools such as ChatGPT, Grammarly,...

The integration of artificial intelligence (AI) into Content and Language Integrated Learning (CLIL) has gained increasing attention as an innovative approach to fostering deep learning in English as a Foreign Language (EFL) science classrooms. This study examined the effectiveness of AI-supported CLIL instruction—utilizing AI chatbots and interactive platforms—in improving students’ science...

The rapid emergence of Artificial Intelligence (AI) in English language teaching has transformed the dynamics of feedback and interaction in EFL classrooms. Beyond its well-documented role in improving linguistic accuracy and writing fluency, AI-mediated feedback holds promise for shaping learners’ effective and communicative dimensions, particularly their Willingness to Communicate (WTC)....

This study explores the use of AI-mediated monologue speaking activities in promoting learner agency within a university context that is gradually shifting from English as a Foreign Language (EFL) to English as a Second Language (ESL). Although artificial intelligence has recently attracted increasing attention in language education, there remains limited research on how AI tools support...

ABSTRACT
This study investigated the effectiveness of Gizmo, an AI-integrated application, in fostering students’ English reading comprehension skills at a high school in Thai Nguyen, Vietnam. The study aimed to examine students’ current reading difficulties, evaluate the impact of Gizmo on students’ reading performance, and explore students’ attitudes toward AI-assisted learning tools. The...

The research project explored how AI-enhanced tech could help with English speaking assessments for sixth graders in a Google Digital Classroom, using an Action Research methodology at a lower secondary school in Hanoi, Vietnam. Practical problems that led to this study were the inability to individually provide students with written feedback on their speaking skills; low confidence and...

This study explores the application of artificial intelligence (AI) tools to enhance speaking skills among high school EFL learners. Speaking remains one of the most challenging skills for students, who often lack authentic practice opportunities and confidence in traditional settings. By integrating specific AI-powered generative platforms (e.g., ChatGPT) and speech recognition applications...

Keywords: AIM Model, artificial intelligence (AI), mind mapping, explicit instruction, English vocabulary learning
ABSTRACT
This study investigates the AIM Model, which integrates artificial intelligence (AI), mind mapping, and explicit instruction in teaching English vocabulary to Grade 12 students at Tuy Phuoc No. 3 High School. The study arose from a context in which vocabulary learning...

As Vietnam repositions English from a foreign language subject toward a more functional second language within educational establishments, classroom practices must increasingly support meaningful communication, learner autonomy, and adaptive language use. Project-based learning (PBL) has been widely regarded as a key feature in competency-based English education owing to its emphasis on...

First-year non-English majors are under more pressure to use English for discipline-based academic instruction due to the expansion of EMI-oriented programs. This study reports an action research experiment conducted in the classroom that transformed an ESP course into an ESP-to-EMI curriculum pathway for first-year accounting students. In order to meet the needs of disciplinary communication,...

In response to the calls to integrate the changing sociolinguistic landscape of the English language into pedagogical strategies, educational textbooks emerge as a powerful tool for equipping learners with proficiency in diverse English varieties and intercultural communicative competencies. This study undertakes an evaluative examination of how two English textbook series designed for...

In the rapidly evolving 21st-century labor market, higher education must equip graduates with adaptable skill sets to ensure professional competitiveness. Recognizing that entrepreneurial competence is not limited to business majors, language pedagogy must evolve to help English language learners develop these essential skills. This study investigates the entrepreneurial competencies of...

This study investigated English teachers’ motivation in implementing gamification in language classrooms through the lens of Self-Determination Theory (SDT). It aimed to explore how different types of motivation influenced teachers’ use of gamification and to identify the internal and external factors shaping these motivational patterns. A qualitative research design was adopted, involving...

Developing functional writing skills remains a challenge for many English-major students, who often struggle with grammatical accuracy, lexical choice, and communicative appropriateness in authentic contexts. This study investigates the effectiveness of an auction-based approach in enhancing English majors’ functional writing skills through the integration of gamification, collaborative...

Mobile-Assisted Language Learning (MALL) has become an integral part of modern language education. This mixed-methods study examined the perceptions of third-year English-major students at the University of Foreign Languages, Hue University, regarding the use of mobile devices for autonomous English vocabulary learning. Data were collected from 202 valid questionnaires and eight interviews....

Abstract
Interaction in foreign language classrooms, particularly in English language teaching, plays a pivotal role in shaping both instructional effectiveness and learners’ communicative competence. In recent years, the rapid development of information technology has created new opportunities for educators to enhance the quality of online instruction. English language teachers can now...

Name: Lèo Văn Mắn
Teacher of English at Cò Nòi High School, Son La Province, Vietnam
Email: manleo788@gmail.com
Phone number: 0962864788
Applying AI Writing Assistants to Improve English Writing Skills and Learner Autonomy among Vietnamese High School Students

As Vietnam moves toward a more communicative and learner-centered English education model, the integration of artificial...

As Vietnam’s English education increasingly moves toward a second-language-oriented model, learners need not only lexical knowledge but also the ability to interpret figurative expressions in culturally appropriate ways. Among these, English animal idioms denoting human personality remain challenging for Vietnamese ESL learners because their meanings are shaped by culturally embedded...

This study details an action research initiative that combines experiential learning activities with the STEAM model to improve English speaking and presentation skills for 10th-grade students through interdisciplinary themes. Recognizing that high schoolers often struggle with pronunciation, structural organization, and communicative confidence, this classroom methodology transitions from...

Vocabulary plays a central role in second language acquisition, yet in many Vietnamese classrooms instruction continues to rely on rote memorization, with limited opportunities for meaningful use. This study aimed to evaluate the effectiveness of Gen-AI-assisted Digital Multimodal Composing (DMC) tasks in improving vocabulary knowledge among Grade 9 EFL students in Vietnam and to explore...

This study explores the application of the PEEL/PETAL framework to enhance paragraph writing skills for Grade 10 students using the Global Success curriculum. Addressing common challenges such as fragmented ideas and lack of coherence in Vietnamese EFL classrooms, the initiative was implemented during the 2025–2026 academic year. Methodologically, the research employed a mixed-methods...

In light of the growing use of AI tools, should educators consider returning to traditional examinations? AI technologies have significantly reshaped higher education, particularly in how assessments are designed and evaluated to verify student authorship, maintain originality, and ensure students demonstrate genuine understanding of their submissions. Forming reliable judgments about student...

The context in which the implementation of the ESL model is becoming an urgent requirement for educational institutions in Vietnam (with at least 20% of educational institutions nationwide planning to implement ESL) necessitates significant innovation in policies, learning materials, and the learning environment. This research focuses on analyzing the feasibility of applying the Flipped...

Vocabulary, which is vital for second/foreign language (L2) learning, has recently gained traction in L2 research. However, most research focuses on vocabulary learning from different modes of input while textbooks, a potential source for L2 vocabulary learning, especially in English as a foreign language (EFL) contexts, receive scant attention. Even less attention is paid to textbooks in...

The emergence of advanced artificial intelligence (AI) tools is rapidly redefining the boundaries and practices of English language classrooms around the world. There have been many studies focusing on teachers’ perceptions of AI-supported learning and their readiness to integrate AI and digital technologies into their classroom practices. However, there remains a gap in understanding EFL...

Work-Integrated Learning (WIL) is essential for bridging the gap between language education and employability. However, empirical evaluations of how WIL is systematically integrated into undergraduate language curricula in Vietnam remain limited. This study aims to assess the current state of its implementation in the Bachelor of English Language programme at Hanoi University of Science and...

As Vietnam repositions English from a foreign to a second language, programmes that integrate content and language are expanding rapidly in primary schools, placing complex new demands on teachers who must assess subject knowledge and language development at the same time. Teachers' capacity to design, enact, and interpret such assessment-often termed assessment literacy-remains poorly...

Vietnam's national plan (2025–2035) to reposition English from a foreign to a second language assumes a transition led mainly by formal schooling. Yet recent survey evidence suggests English has already entered everyday Vietnamese communication through informal, peer-mediated channels, especially among Generation Z. This study draws on a quantitative survey of 401 Vietnamese Gen Z students...

Teacher authority plays a central role in tertiary EFL classrooms; however, this concept remains difficult to define as it involves both institutional control and pedagogical relationships. On one hand, authority helps teachers guide learning, manage classroom activities and assess students. On the other hand, EFL classes demand interaction, risk-taking, and active language use from learners....

This narrative inquiry uncovers how four Vietnamese university lecturers narrate their professional investment in preparing to become EMI lecturers against the policy backdrop of Vietnam’s transition from EFL to ESL. The study focuses on two groups of lecturers with different investment trajectories: two EFL lecturers who invest in MBA/DBA-related qualifications to expand their disciplinary...

This qualitative interview study examines how linguistic insecurity shapes the emotional experiences and professional identities of nine high school EFL teachers in Vietnam’s Central Highlands amid growing pressure to teach English through English. Situated in a resource-constrained region where many students are from ethnic minority communities and have limited exposure to English outside the...

While research on Global Englishes in Vietnam has focused heavily on well-resourced urban universities and policy analysis, the beliefs of stakeholders at regional universities - especially where English-major education is only just emerging - remain under-examined. This qualitative case study explores the Global Englishes beliefs of 11 first-year students and 9 lecturers in a newly...

In the new era of artificial intelligence (AI), teachers, in general, are expected to adapt to both pedagogical and technological changes. While many previous studies have mainly focused on the effectiveness, readiness or perceptions of using AI in education, the emotional dimension of AI integration is still overlooked, and particularly in English Language Teaching (ELT) contexts in Vietnam....

Increasing access to the Internet results in teachers and parents expect students to achieve high level of English proficiency through self-directed learning with high-tech tools. However, even when students have overcome first level, they still face second level of digital divide. Without digital literacy, the process of self-learning is ineffective and limited. In Vietnam, emerging research...

Professional development for English teachers is a long journey with multiple turns. One of the most effective professional learning is being an active member of a community of practice and involved in academic events. However, most teachers are overwhelmed with new ideas and struggle to turn this professional learning into sustainable practices. This practice-oriented oral presentation...

Vietnam’s 2018 General Education Curriculum emphasizes communicative competence and authentic language use in English education. However, students in many rural and mountainous contexts still have limited opportunities to use English meaningfully beyond formal classrooms.
This presentation introduces a school-wide initiative at Nguyen Hue High School, Lao Cai, aimed at building an English...

English is currently expanding beyond the borders of EFL classrooms in Vietnam. Therefore, English teachers in Vietnam are required to be equipped with practical techniques to foster intelligible, confident communication among their learners. However, pronunciation has long been described as the “Cinderella” of language teaching, often receiving less attention than grammar and vocabulary...

As intercultural competence has become increasingly important in English language education, many EFL programs have begun integrating culture-related activities into language skills courses. Drawing on intercultural approaches to language learning, this study reports on a mixed-methods exploratory study investigating English-major students’ perceptions of culture-integrated activities across a...

Responding to the 2018 Vietnamese curriculum reform, which emphasizes students’ competences and moral development across subjects, this study explored the factors influencing high school EFL teachers’ integration of moral values into EFL teaching through the lens of Basil Bernstein’s theory of pedagogic discourse. Using a qualitative research design, the study employed semi-structured...

Many university students can prepare a speech or memorize a script, but they still struggle when the paper is no longer enough. Some read every word. Others memorize so heavily that they freeze when they lose a line. This presentation shares a seven-session public speaking course that helped English majors rely less on full scripts and deliver short speeches with a clearer voice, better...

This study reports on Phase 1 of a study on university EFL lecturers’ andragogical competency at one tertiary ELT institution in Phnom Penh, the capital of Cambodia. ‘Andragogy’ emerged in the mid-nineteenth century in Europe to focus on methodologies in teaching adult learners. The concept was later expanded and has become a foundational framework in adult education, workplace training,...

Computer-Assisted Language Learning (CALL) has become increasingly significant in contemporary EFL contexts due to the rapid growth of digital learning platforms, tools, and mobile applications. Nevertheless, selecting an appropriate digital tool to support the teaching and learning process requires strategic and systematic evaluation to ensure pedagogical effectiveness and the achievement of...

In the language classroom, rapid feedback is vital for student growth, yet manual grading often causes a "feedback lag" that hinders learning momentum. This poster presentation showcases ZipGrade, a budget-friendly mobile application that transforms any smartphone or tablet into an instant optical scanner. By eliminating the need for expensive, proprietary hardware, ZipGrade allows educators...

Blended learning, which intergrates the strengths of traditional classroom activities and online learning, has increasingly gained prominence in global education and training in this modern world. This study investigates the role of blended learning in fostering learner autonomy and increasing engagement among first-year non-English major students at the University of Transport Technology...

Medical students, regardless of their proficiency levels, often struggle with learning and retaining specialized medical terminology, particularly in English for Medical Purposes (EMP) courses. Wright, Betteridge, and Buckby (2006) suggested that language games can effectively support communication and learner engagement across different learning contexts. Based on this view, a small-scale...

Mixed-level classrooms remain a persistent and well-documented challenge in Vietnamese EFL contexts, particularly among second-year non-English major students in teacher education programs. In these settings, speaking activities often result in unequal participation, with more proficient students dominating interaction while others remain silent or disengaged.
This presentation shares a...

Brain-based learning has been widely discussed in educational research; however, empirical studies on the application of these principles in foreign language classrooms remain limited, particularly in the context of Japanese language teaching in Vietnamese higher education. Most previous studies have primarily focused on presenting the theoretical framework of brain-based learning, while...

Long-turn second-language (L2) speaking requires learners to sustain real-time conceptualisation, formulation, articulation, and monitoring, with lexical retrieval playing a central role in maintaining fluency (Kormos, 2006; Levelt, 1989; Segalowitz, 2010). This repeated-measures correlational study examined whether breakdown fluency in time-pressured monologic speaking was better explained by...

As English increasingly circulates through learners’ digitally mediated everyday lives, a key challenge in school-based English education is not exposure itself, but how to connect classroom learning more meaningfully with students’ out-of-class English engagement. This study investigates whether classroom-linked mobile learning, defined here as teacher-designed, mobile-mediated tasks...

As Vietnam pushes for educational reform, high school English teaching is being asked to shift away from a strict test-focused routine and start working towards building real communicative skills and global citizenship. But honestly, most students still treat English as just another foreign language, drilling grammar rules and feeling unsure when it comes to actual conversations—especially if...

In Vietnamese English teacher education contexts, pre-service teachers have limited opportunities to engage with the wider international ELT community and to access current pedagogical discussions beyond textbooks and lectures. The increasing availability of open educational resources (OER) such as webinars, talks, interviews, and online lectures by leading ELT scholars offers new...

As Vietnam moves toward the 2025 National High School Graduation Examination reforms, English teachers are being asked to rethink how well classroom materials prepare students for the revised reading format. While Tiếng Anh 12 Global Success offers a solid basis for Grade 12 instruction, some of its reading tasks do not yet align closely with the demands of the new MOET exam, which places...

Developing communicative aptitude for English among young learners is a pivotal objective in primary education, particularly in circumstances where students are exposed to considerable language input but still struggle to use it effectively and confidently. Despite the implementation of communicative curricula as well as modern and standard textbooks, many grade 1 – 2 students remain reluctant...

This poster presentation illustrates a teaching experience from a high school in the countryside of Gia Lai Province, Viet Nam. In many speaking activities, students often understood the lesson content but still hesitated to use English. Some students stayed silent, avoided answering, or only produced a few short sentences because they were afraid of making mistakes or being judged by...

Despite years of formal English instruction, many Vietnamese students still struggle to use English confidently beyond examination settings, reflecting the gap between language learning and authentic language use in many EFL classrooms. This study explores how ESL-oriented models and activities can help create an English-use ecosystem that encourages meaningful communication in real-world...

As language learning increasingly extends beyond classroom instruction, mobile applications offer new possibilities for learner autonomy and independent practice. However, access to learning apps alone does not guarantee effective self-regulated learning. This presentation reports a mixed-methods study of university students’ self-regulated learning strategies in mobile-assisted foreign...

Empathy is increasingly recognized as a key component of effective doctor–patient communication because it contributes to patient satisfaction, trust, and treatment adherence. However, for medical students learning English as a foreign language, expressing empathy appropriately in clinical interactions may present additional linguistic and communicative challenges. This study investigated the...

Vietnam’s ongoing shift toward an emerging ESL model is reshaping how English is used in higher education, particularly in specialized courses taught through English-medium instruction. As universities align with the national vision for English education from 2025 to 2035 and beyond, students are increasingly expected not only to master English proficiency but also to learn disciplinary...

Problem-solution essays are often considered difficult for students to write, as they require organizing the essay logically, identifying relevant problems, and suggesting appropriate solutions. While AI-assisted writing in general has attracted attention from many scholars recently, limited research has examined specifically ChatGPT's use in supporting problem–solution essays. The purpose of...

This study addresses the underexplored role of ChatGPT in theme-focused writing, particularly cultural topics, by examining its impact on writing self-efficacy among 160 Vietnamese EFL undergraduates in an English Culture course. A questionnaire adapted from the Second Language Writer Self-Efficacy Scale (Teng et al., 2018) was administered before and after ChatGPT use to measure changes in...

Based on the Initiation–Response–Feedback (IRF) model proposed by Sinclair and Coulthard (1975), this study aims to analyse classroom interaction patterns and classroom interaction facilitation strategies used in English-speaking lessons. The study involved the voluntary participation of four pre-service teachers (PSTs) who were conducting their teaching practicum at an upper-secondary school...

This paper discusses the realisation of the primary ideas of the Content and Language Integrated Learning in classroom discourse through qualitative analysis of lesson scripts to observe how the four dimensions of Content, Communication, Cognition, and Culture model are reflected in interactional data across lower secondary grades at a private school in Da Nang. Overall, the analysis shows...

The purpose of this study is to examine the impact of Content and Language Integrated Learning (CLIL) on the English competency and learning motivation of non-English-majored university students. The growing significance of English in higher education and professional contexts calls for creative teaching methods to foster learners’ communicative competence and engagement. CLIL is a method of...

This study explores the intricate relationship between digital language practices and transnational identity negotiation by examining code-switching (CS) among Vietnamese vlog influencers residing abroad. Grounded in a qualitative descriptive framework and Digital Discourse Analysis, the research investigates a specialized multimodal corpus comprising 15 to 25 YouTube vlogs from three to five...

The transition from EFL to ESL within the higher education sector, particularly in specialized institutions or academies in Vietnam, represents a significant turning point requiring extensive structural and administrative adjustments. This presentation explores collaborative management strategies developed to implement the ‘Language Community’ model within the context of officer training at a...

This study is based on the researcher’s realization that students in a particular context struggled with written production, despite possessing strong English skills in general. In response to this, the researcher decided to investigate the errors that they make in their academic writing to provide practical suggestions. As such, this study aimed to explore the common errors in academic...

For EFL students, writing skills function as an indispensable tool to consolidate grammatical knowledge, broaden lexical resources, and enhance overall language proficiency. This study aims to analyze the frequent types of errors in paragraph writing among first-year EFL students, thereby suggesting pedagogical interventions to mitigate these issues. A mixed-methods approach was employed,...

Abstract

Drawing on George Lakoff and Mark Johnson’s Conceptual Metaphor Theory (1980, 2003), this study explores the use of conceptual metaphors in political discourse through an analysis of speeches delivered by Theresa May. The corpus consists of 20 speeches collected from major international media platforms, including BBC, [The...

ABSTRACT:
This study investigated the conceptualization of love through metaphorical language used by Hanoi Pedagogical University 2 (HPU2) students on social media. Drawing on Conceptual Metaphor Theory (CMT) and Critical Metaphor Analysis (CMA), the research examined love-related expressions collected from Facebook, Instagram, and TikTok. Employing a mixed-method approach, the study...

In today’s globalized world, developing intercultural competence has become an essential goal of language education. This presentation explores how connected classrooms can support the development of intercultural communicative competence (ICC) among English as a Foreign Language (EFL) learners. Through digital technologies and online collaboration platforms, students can interact with peers...

The context of globalization requires Vietnamese higher education to undergo substantial transformation, as reflected in Decision No. 2371/QĐ-TTg issued by the Prime Minister on the implementation of English as a second language in schools for the 2025-2035 period. In response to this macro-level policy, Thanh Dong University has launched an institutional project emphasizing a shift from the...

In the context of increasing international integration, English-speaking competence has become essential for cadets to communicate professionally, access technical materials, and participate in international training programs. However, speaking remains one of the most challenging skills due to learners’ limitations in vocabulary, grammar, pronunciation, confidence, and opportunities for...

In many Vietnamese EFL school settings, English is still mainly treated as a classroom subject rather than a natural part of students’ daily lives. As a result, students often rely on mental translation from their mother tongue in familiar English-speaking situations. To reposition English as a functional second language (L2), it must be integrated into the subconscious. This study evaluates...

In this presentation we will briefly review research literature on creativity and language teaching, drawing especially from Creativity in Language Teaching (Jones & Richards, 2016). We will consider the qualities of creative teaching, as well as why teaching creatively may facilitate the acquisition of a foreign language.

We will then briefly review the conclusions of Chappell's...

Intercultural communicative competence is an important component in an English language program. One of the suggested techniques to cultivate this competence in classroom contexts is culture bump analysis. According to Archer (1996, pp. 170- 171), a culture bump occurs “when an individual from one culture finds himself or herself in a different, strange or uncomfortable situation when...

English for Specific Purposes (ESP) is playing an increasingly vital role in higher education in Vietnam, particularly at medical and public health institutions where students are required to use English to access international research, participate in global conferences, and work in integrated healthcare environments. However, ESP instruction at the Hanoi University of Public Health (HUPH)...

The increasing use of generative artificial intelligence (AI) tools is transforming how students approach writing tasks in both IELTS and academic writing classrooms. Many teachers have observed that students rely on AI-generated content to complete assignments, often resulting in linguistically accurate but cognitively shallow writing. This shift raises important pedagogical questions about...

This presentation reports key findings of a research project conducted through continuous classroom observations as part of the DipTESOL course, focusing on ways to deal with emergent language in a Young Learner ESL classroom within the framework of modern CLT, TBL and CLIL principles widely applied in language centres and bilingual/international schools across Vietnam. The research is...

Listening is one of the most challenging skills for EFL learners, especially at lower levels, where authentic materials often feel too fast or complex. Teachers also face difficulties in creating effective worksheets that balance comprehension with engagement. This session presents an innovative solution: using AI tools such as automated transcription and language models to design video...

In the context of policy shifts from EFL toward CLIL and EMI in Vietnamese higher education, an English for Specific Purposes (ESP) course for Cultural Studies students faces a twofold demand: to develop academic language proficiency, while at the same time delivering disciplinary content that carries a strong regional identity. However, existing publications on CLIL in Vietnamese tertiary...

Intercultural competence (IC) has become an increasingly important goal in EFL education (Xu et al., 2025), yet opportunities for learners to develop IC through meaningful cultural engagement remain limited, particularly in extracurricular contexts. Arts-based approaches to language learning offer a promising avenue for bridging this gap, as they position learners as active participants in...

The growing use of artificial intelligence (AI) in higher education is changing the way teachers plan lessons, design assessments, create learning materials, and engage in professional learning. While AI offers significant opportunities, many educators remain uncertain about how to use these tools responsibly. Questions related to academic integrity, data privacy, transparency, and the...

Geography courses taught in English often focus on factual knowledge, including physical features, regional characteristics, and demographic patterns. While such knowledge is important, it may not fully support the development of intercultural understanding among English language learners. In increasingly interconnected societies, students need opportunities to explore how geography shapes...

This study explores the use of Liveworksheets, Videoscribe, Padlet and Gnomio applications to enhance students' self-study after school. A total of 360 high school students from Gia Lai province participated in the research. Quantitative data were collected through questionnaires, surveys, experimental research, and observations. The findings reveal that students have positive attitudes...

As translation students increasingly use AI tools, unstructured use may encourage overdependence and weaken learners’ analytical, evaluative, and decision-making abilities. In response, this study reports the development and classroom implementation of a specialized GPT-based chatbot, “Legal Translation Tutor EN↔VI”, designed to support English–Vietnamese legal translation training. The...

Amid rapid educational innovation and the increasing use of digital technology, developing integrated digital learning resources has become essential for promoting inclusive education. This study aims to develop CLIL-based learning videos for Grade 10, 11 Geography that integrate English subtitles and sign language to ensure equitable access to knowledge and support students’ foreign language...

Teaching with digital learning tools has highlighted the role of personalized environments in second language acquisition. This study investigates the effectiveness of custom-built applications, developed through Artificial Intelligence platforms such as Gemini, Google AI Studio in enhancing ESL and EFL skills among high school students in mountainous areas. The primary objective is to...

Developing students' knowledge of culture and intercultural communicative compentence (ICC) has long been recognzied as pivotal in language teaching. However, research across different contexts indicated that these important aspects continued to be undervalued and overlooked in teaching practice. Previous research has also proven that unless the teachers strongly believe in these pedagogical...

This research explores the effectiveness of utilizing "picture diaries" to enhance simple English sentence-writing skills among fourth-grade learners. Conducted at a primary School in Tay Ninh Province, the initiative addresses persistent challenges such as limited vocabulary, grammatical errors, and low student engagement in traditional writing tasks. Rooted in Dual Coding Theory, the...

As Vietnam implements its national roadmap (2025–2035) to reposition English from a Foreign Language (EFL) to a Second Language (ESL), developing Grade 3 speaking skills faces significant methodological challenges. This paper addresses the common misconception that merely increasing speaking practice improves proficiency, a mindset that often leads to linguistic "fossilization".
The study...

Reading comprehension remains a persistent challenge for many lower secondary students in English as a Foreign Language (EFL) contexts due to limited vocabulary knowledge, pronunciation difficulties, and low learning motivation. In response to the growing integration of technology-enhanced learning in education, this study investigates the effectiveness of audiobook-assisted instruction in...

The transition from EFL to ESL in schools in Vietnam underscores the increasing importance of preschool education in providing initial English exposure and communicative preparedness before the children enter primary education. This presentation reports on the development of a three-tier system of preschool English materials for 3-6 year olds in the emerging context of ESL-oriented schooling,...

This study explores the challenges encountered in undergraduate thesis supervision and how dialogic feedback supports students’ thesis writing skills. Using a qualitative multiple case study, the research involved four supervisors and six students in an English education context. Data were collected through semi-structured interviews, reflective journals, and students’ multiple thesis drafts,...

Since English has become a global language, English-as-a-Second-Language (ESL) classrooms has been transforming from being traditionally homogeneous to more modernly heterogeneous. Therefore, the new model called 'Differentiated Instruction (DI)' has been proposed to cope with the challenges of teaching such diverse classrooms. DI was originally influenced by two learning...

At many universities, learning English through project-based learning is no longer strange to students, especially at universities of foreign languages. This study will examine the difficulties in implementing English magazine project (EMA) by third-year English majors at School of Foreign Languages - Thai Nguyen University. The participants were 30 third-year English students. Data for the...

This study investigates the digital competence of primary English teachers working in disadvantaged contexts in Northern Vietnam, in the context of ongoing educational digital transformation and the implementation of English as a compulsory subject from Grade 1. Drawing on the European Digital Competence Framework for Educators (DigCompEdu), the study adopts a mixed-methods approach combining...

This study investigates the implementation of an enhanced Think – Pair – Share framework (e-TPS) to improve primary students’ vocabulary retention and communicative competence in alignment with the ongoing digital transformation in education. As English is increasingly repositioned as a second language in Vietnam, there is a growing need for innovative, technology-integrated pedagogical...

In the context of transitioning from English as a Foreign Language (EFL) to a Second Language (ESL) in Vietnam, students in remote border areas often face significant barriers to English acquisition, including low motivation and limited exposure. Purpose: This study aims to investigate the impact of diversifying pedagogical approaches—specifically through multimodal instruction, game-based...

In the era of English as a Lingua Franca (ELF), native-speakerist ideologies continue to undermine many Expanding Circle learners’ readiness to use English for authentic communication. This study examined whether acceptance of one’s own English variety functions as a critical psychological bridge between the Ideal L2 Self and willingness to communicate (WTC) in ELF settings. Drawing on the L2...

The rapid rise of short-form video platforms has transformed language learning practices, positioning edutainment as a dominant mode of informal microlearning. While such platforms are widely believed to enhance learner engagement and accessibility, their impact on deep language acquisition remains underexplored and theoretically contested. This study investigates whether edutainment-based...

In many Vietnamese public primary classrooms, limited communicative use of English stems less from curriculum design than from entrenched interaction patterns that position students as passive respondents. By Grade 5, learners have accumulated years of formal instruction, yet spontaneous English use remains minimal. This classroom-based action research examined whether systematically...

Graded news is widely used to support extensive reading, yet simplification may reshape the phraseological patterns that make news discourse efficient to process, especially frequent four-word lexical bundles. However, few studies have directly compared graded and authentic versions of the same stories to show how simplification changes the frequency, structure, and function of such bundles....

The research aimed to examine how well tutorial videos could aid in developing the pronunciation skills of Cambodian EFL learners and to explore their perceptions of this learning method. Data collection employed both quantitative (pre-test and post-test) and qualitative (semi-structure interview) were used to figure out the significant difference between both groups and learners perceptions...

This study investigated the effects of pragmatic instruction on EFL students’ pragmatic awareness and written production of refusals in English. The study employed a quasi-experimental one-group pre-test–post-test design involving 34 Grade 11 students at a high school in Da Lat, Vietnam. Data were collected through Written Discourse Completion Tests (WDCTs) and written reflection tasks...

This quasi-experimental study investigates the effects of structured reading discussions on reading comprehension and critical thinking among 70 Grade 11 gifted EFL students at Hung Vuong High School for the Gifted in Gia Lai Province, Vietnam, during the 2025-2026 academic year. Over a ten-week intervention, the experimental group engaged in peer-led interpretive discussions, while the...

Abstract
Against the backdrop of the “IELTS craze” in Vietnam and the rapid integration of generative AI into language education, this study examines Vietnamese EFL preservice teachers’ perceptions of the validity of using ChatGPT to assess IELTS Writing Task 2. Guided by Kane’s (2013) argument-based validation framework and Hattie and Timperley’s (2007) model of effective feedback, two...

Despite the profound impacts of Artificial Intelligence (AI) on English language education, empirical research on AI-integrated language learning platforms remains limited. This case study investigates first-year EFL student perspectives on the perceived usefulness, ease of use, and vocabulary-expanding impact of an AI-assisted reading platform – Readovation. Utilizing an Explanatory...

Abstract: This study explores EFL students’ perceptions of exam-oriented learning at Bac Lieu University, using Bloom’s Taxonomy encompassing cognitive, affective, and psychomotor domains as a framework. Employing a mixed-methods approach, quantitative data were collected from 150 non-English majors enrolled in modules of General English via a structured questionnaire, while qualitative...

Abstract
This study explores English as a Foreign Language (EFL) students’ perceptions of implementing Project-Based Learning (PBL) in teaching translation at Dong Nai University. As translation education increasingly emphasizes practical application and learner-centered approaches, PBL has become a promising method for improving translation competence, collaboration, and critical thinking....

In recent years, online learning platforms have been increasingly integrated into university English courses to promote learner autonomy beyond traditional classroom settings. However, empirical research exploring students' perceptions of such platforms as mandatory coursework components in Vietnamese higher education remains limited. Addressing this gap, the study investigates first- and...

Due to the characteristics of teenage learners, there is a need for EFL teachers to use classroom discipline strategies to address misbehavior that those learners might have in the classroom. This study focuses on a particular form of misbehavior, namely a lack of engagement in classroom activities, at a language center in Ho Chi Minh City. The research design employed is a mixed-methods...

In recent years, the popularity of online teaching has risen dramatically, across the globe, including in Vietnam. While numerous studies have examined interaction patterns in either online or face-to-face settings, few have compared how the same teachers conduct their teaching activities across both modes. Consequently, the present study investigated how EFL teachers at a Vietnamese public...

Speaking in English is a complicated and challenging skill among the Vietnamese young learners of English as a foreign language (EFL) who are taking the Cambridge Young Learners English (YLE) examinations where they have to provide spontaneous answers in time limitations. To expand on the speaking practice beyond the teacher-led activities, the current study investigated the perception of EFL...

Speaking tasks play a central role in communicative language teaching as they provide learners with opportunities to practice oral interaction and develop communicative competence. In many EFL contexts, however, the effectiveness of speaking instruction depends largely on how teachers implement textbook tasks in actual classroom settings. Although textbooks remain the primary instructional...

Amid accelerating globalization, English is increasingly repositioned from a foreign language to a functional second language, yet the effectiveness of teacher professional development in enabling this shift remains uneven. This study investigates how professional development influences EFL-to-ESL repositioning and its alignment with internationalized education and workplace demands across...

Recent research in EFL learning shows that Vietnamese students often struggle to balance academic expectations with the need for appropriate social language when communicating with teachers. In an effort to sound suitably formal, students frequently rely on translation tools to draft their emails, which can prevent them from developing authentic language skills. However, as student-teacher...

The transition to the new General Education Curriculum requires students to develop autonomous learning skills, yet many high schoolers remain passive and lack confidence in speaking due to limited class time. This presentation explores the integration of Generative Artificial Intelligence (GenAI) tools to foster self-directed English learning in an EFL context. Utilizing a quasi-experimental...

Digital learning platforms have become increasingly prevalent in English language education in Vietnam. However, concerns remain regarding their effectiveness in enhancing learning outcomes and learner engagement, particularly in low-resourced teaching contexts. This study investigated the effectiveness of IELTS eHub, a technology-enhanced self-paced platform developed for IELTS learners, in...

In the transition from EFL to ESL, standardized test preparation often remains highly teacher-centered, leading to passive rote learning and limited learner autonomy. To address this issue, a practice-oriented pedagogical shift was implemented in a high-target test preparation class. Moving away from traditional lecture-based methods, the instructor introduced a peer-teaching model in which...

Compulsory English courses in Vietnamese technical universities face a structural tension that has proven difficult to resolve through conventional means. Engineering undergraduates, for whom English occupies an obligatory rather than vocational role in the curriculum, tend to disengage from assessment processes that offer delayed, uniform feedback with little responsiveness to individual...

Abstract:
As Vietnam transitions from an EFL to an ESL paradigm (2025–2035), non-English majors at provincial technical universities often face heightened affective barriers and low intrinsic motivation when engaging with complex English technical texts. This action research investigates the implementation of the Reading for Emotion (RfE) model integrated with multimodal pedagogical resources...

In the foundational years of primary education, the "human touch" remains the cornerstone of effective English language learning. This presentation proposes a pedagogical model for the Vietnamese context where Artificial Intelligence (AI) functions strictly as a supportive tool, while the teacher’s role as a mentor and emotional anchor is elevated. Unlike secondary or adult learners, primary...

In the foundational years of primary education, the "human touch" remains the cornerstone of effective English language learning. This presentation proposes a pedagogical model for the Vietnamese context where Artificial Intelligence (AI) functions strictly as a supportive tool, while the teacher’s role as a mentor and emotional anchor is elevated. Unlike secondary or adult learners, primary...

Previous research in different educational settings has demonstrated that incorporating issues such as power, inequality, and social justice in the classroom can help students develop greater intercultural understanding, reduce prejudice, and become more aware of unfair social systems (Hammer, 2015; Deardorff & Arasaratnam-Smith, 2017). Based on this idea, the current qualitative study...

Although the Japanese government has long emphasized the necessity of reforming English education in response to an increasingly internationalized society, English learning in many Japanese contexts has remained centered on examinations, textbook exercises, and decontextualized language practice, with limited opportunities for meaningful social communication. This presentation explores how...

Learning English at university is no longer limited to classroom instruction; students are now expected to take greater responsibility for their own learning outside class. However, limited research has explored how Vietnamese students use learning strategies to support autonomy outside the classroom. To address this gap, this study examines the relationship between language learning...

Brainstorming is widely used as a scaffolded technique to help generate and organize ideas. This study set out to investigate the difficulties the third-year English majors face in meeting the requirements of the Task Response criterion in IELTS Academic writing Task 2, and examine their evaluation of brainstorming in improving the Task Response criterion. Questionnaires using Likert scales...

Content and Language Integrated Learning (CLIL) has been viewed as an innovative approach to equip students with both competencies and language skills. However, efficient use of CLIL requires specialized training to overcome relevant challenges. This paper aims at exploring the perceptions of English pre-service teachers on different aspects of CLIL including its opportunities, challenges and...

The present study explored the Vocabulary Learning Strategies used by students of the University of Danang by using the VLS taxonomy proposed by Schmitt (1997). Comparisons were made to compare the VLS usage among students of English majors and non-English majors, as well as students from different academic years. A questionnaire was used to gather data from the population, which was adopted...

The present study investigates upper secondary school students’ perceived anxiety and its impact on their learning to write in English in classroom settings at a high school in Hue City, Vietnam. The research adopts a convergent mixed-methods design. Quantitative data are collected through an adapted version of Cheng’s (2004) Second Language Writing Anxiety Inventory (SLWAI), while qualitative...

Project-Based Learning (PBL) has long been integrated into tertiary EFL/ESL classrooms as an active and practical learning approach. In Vietnam, this trend aligns with Decision 2371/QĐ‑TTg, which approves the national project to make English a second language in schools for the period 2025–2030, thereby placing greater emphasis on effective, student‑centred English teaching pedagogy. Although...

Google AI Studio allows teachers to build language-learning apps customized to the national English curriculum and students’ proficiency levels; however, little research on the effectiveness of these applications has been done. This study examines how SimplEnglish, a teacher-developed, curriculum-aligned, AI-powered application, improves 10th-grade students’ language knowledge and skills. The...

This study investigates the role of Project-Based Learning (PBL) in promoting career-oriented professional development among undergraduate students majoring in Vietnamese Studies at a Vietnamese university. The research explores how project-based activities contribute to the development of English communicative competence and employability skills in higher education contexts. The study was...

This thesis examines how repeated speaking activities may influence willingness to communicate (WTC) in a small EFL classroom. The study was conducted with four Grade 2 learners aged 7–8 in a Polish primary school using Learning Lands 2. The intervention lasted about two months and included five repeated speaking activity types: Free-topic Speaking, Information-gap, Supported Role-play,...

Building confidence in spoken English remains a major challenge for many EFL learners, especially those in rural and mountainous areas where opportunities for meaningful communication are limited. This study explores how short video-recording tasks supported by artificial intelligence (AI) tools can help students improve both their speaking performance and confidence.

The project was...

This study explores the use of artificial intelligence (AI), particularly ChatGPT and Gemini, in creating infographics to support English teaching and learning. In many English classes, students often have difficulty remembering vocabulary, grammar, and language structures because lessons are usually presented in large amounts of text and separated pieces of information. To address this issue,...

The integration of technology into English language teaching has created new opportunities for learners to develop language skills in more flexible and engaging ways. This paper explores the use of the FLYER application as a supplementary tool for teaching and learning English among Vietnamese high school students. The study focuses on how the application supports learner autonomy, increases...

In response to the digital transformation in education and the requirements of the 2018 General Education Curriculum, this initiative aims to improve Grade 11 students’ English writing skills through the “AI Writing Assistant Classroom” model. Many students at Nguyen Duy Thi High School faced difficulties in grammar, vocabulary, coherence, and idea development due to limited timely feedback in...

This paper explores the potential of mobile and mobile-assisted language learning (MALL) applications in enhancing English-speaking skill for students at Vietnamese People's Police Colleges, using social constructivism as the theoretical framework. While previous studies have primarily evaluated the general effectiveness of individual apps on speaking skill, there remains a lack of...

Traditional vocabulary instruction in Vietnamese primary EFL classrooms often relies on textbook-based approaches that may limit young learners’ engagement and classroom participation. With the increasing integration of Artificial Intelligence (AI) and STEAM education, innovative classroom practices can provide more interactive and learner-centered learning experiences for primary...

English clubs are widely recognized as valuable extracurricular environments for promoting students’ communicative competence. However, in many Vietnamese high schools, English club activities are often organized informally and lack clear pedagogical direction, which may limit their effectiveness in improving students’ speaking skills. This study investigates how cultural and event-based...

This poster presentation explores the integration of artificial intelligence (AI) voice bots, or callbots, as an innovative tool in CALL to address the persistent challenges of limited speaking practice and high anxiety in EFL contexts. While traditional classroom settings often struggle to provide individualized oral practice, interactive automated voice agents offer an accessible, low-stakes...

As Artificial Intelligence (AI) increasingly influences language education, its practical integration into flipped classroom models in EFL contexts remains limited, particularly in Vietnam. Drawing on flipped learning principles and learner autonomy theory, this study explores how AI can enhance pre-class preparation and support student-centred learning. AI tools were used to generate...

This study investigates the effectiveness of using reading portfolios to develop grade 11 students’ learner autonomy and improve reading comprehension in English at a high school in Bac Ninh. The research was conducted in response to the increasing emphasis on learner autonomy and the growing importance of reading comprehension in the 2025 High School Graduation Examination. The study...

Peer feedback is a powerful means of enhancing academic writing, yet many EFL students still lack the literacy needed to provide and use feedback constructively (Weng et al., 2024; Zhang & Mao, 2023). In this study, peer feedback literacy is defined as students’ abilities to evaluate peers’ paragraphs using suggested criteria, make helpful judgments, and generate comments that lead to...

According to Decision No. 2371/QD-TTg approving the Project “Making English a Second Language in Schools in the period 2025–2035, with a vision to 2045,” this emphasizes the need to improve English proficiency as an effective communication tool in learning and careers. Meanwhile, expressing ideas fluently is a major challenge that students, especially those in high school, currently encounter...

In the context of Vietnam’s national project to promote English as a second language in schools by 2035, English-medium instruction (EMI) has been increasingly implemented in primary education to increase students’ exposure to English through academic subjects. However, limited research has examined how to effectively teach abstract concepts while simultaneously enhancing young learners’ oral...

This study shares an ongoing classroom practice that aims to maximize students’ speaking opportunities during English skills lessons for a Grade 7 class of 24 students at a private school in Hanoi, Vietnam. In many Global Success lessons, students often spend most of the class time completing reading and listening tasks, so there is not much time left for interaction or speaking practice. To...

Motivation is a key factor influencing students’ willingness to communicate in English and their engagement in language learning. However, many learners in Intensive English Programs often demonstrate low motivation to speak English due to fear of making mistakes, lack of confidence, and limited opportunities for self-reflection on their learning experiences. While numerous instructional...

This research aims to explore students’ perceptions of using AI chatbots to increase their willingness to communicate in EFL speaking classes at a private university in Yogyakarta. In these classes, many students demonstrate low confidence and hesitation in using English during classroom interactions, resulting in passive participation in speaking activities. Furthermore, limited academic...

Second language (L2) pragmatics has been identified to be underrepresented in EFL textbooks and generally neglected in English as a foreign language (EFL) teaching curriculums and teacher training programs despite its well-established status in L2 teaching research. Adopting a repeated measures design, this study examines the effectiveness of a training workshop designed to enhance EFL...

The growing availability of generative artificial intelligence (GenAI) tools has created new opportunities for extending language learning beyond the classroom. This action research study investigated the use of Microsoft Copilot as a speaking partner to improve students’ productive use and retention of newly learned vocabulary in a university level Listening and Speaking course. The...

As Vietnam undergoes a strategic transition in language policy, repositioning English from a Foreign Language (EFL) to a Second Language (ESL), the impact extends beyond pedagogical frameworks into the realm of cultural psychology. This study investigates how English majors at HPUni negotiate their cultural identity amidst this linguistic shift. While the EFL paradigm often positions English...

This proposed study investigates how Vietnamese doctoral candidates in English language teaching (ELT) construct ESL-oriented self-positioning as an adaptive practice within shifting professional contexts. While English in Vietnam has traditionally been framed as a foreign language, its expanding role in academic and professional domains increasingly calls for an ESL reconsideration. Drawing...

This study evaluates the appropriateness of the faculty-made “English Book for Pharmaceutical Students” by analyzing its pedagogical complexity and gathering feedback from current users. The research utilizes two primary assessment methods: a detailed readability and terminology analysis of the textbook’s units and a survey of 26 pharmaceutical students regarding their learning experience....

In the context of the 2018 General Education Curriculum in Vietnam, integrating local cultural values into STEAM education has emerged as a vital approach to enhancing language proficiency and national identity. This study evaluates the impact of "The Roots of Our Land," a cultural STEAM project, on high school students' learning motivation in the light of Keller’s ARCS model (Attention,...

While offering students formative feedback on their writing is an effective way to facilitate writing development, it remains one of the most labor-intensive tasks for language teachers. Recent advancements in generative artificial intelligence (GenAI) offer a promising solution. GenAI now can function as an automated writing evaluation tool capable of delivering high-quality formative...

This study investigates how evaluative language is used in English for International Tourism coursebook – the official teaching material for students at a Vietnamese university. Adopting Appraisal Theory developed by James R. Martin and Peter R. R. White (2005), the study employed a mixed-method approach with the quantitative and qualitative analysis of 30 reading texts belonging to four...

Evaluative Language in English Travel Blogs about Vietnam:
An Appraisal-Based Analysis

Hoa Thi Quynh Nguyen:
University of Foreign Language Studies, The University of Danang: ntqhoa@ufl.udn.vn
Linh Thi My Vo:
University of Foreign Language Studies, The University of Danang: vtmlinh@ufl.udn.vn
corresponding author:
Abstract:
Despite growing scholarly interest in tourism...

Evaluative Language in English Travel Blogs about Vietnam:
An Appraisal-Based Analysis

Hoa Thi Quynh Nguyen:
University of Foreign Language Studies, The University of Danang: ntqhoa@ufl.udn.vn
Linh Thi My Vo:
University of Foreign Language Studies, The University of Danang: vtmlinh@ufl.udn.vn
corresponding author:
Abstract:
Despite growing scholarly interest in tourism...

Evaluative Language in English Travel Blogs about Vietnam:
An Appraisal-Based Analysis

Hoa Thi Quynh Nguyen:
University of Foreign Language Studies, The University of Danang: ntqhoa@ufl.udn.vn
Linh Thi My Vo:
University of Foreign Language Studies, The University of Danang: vtmlinh@ufl.udn.vn
corresponding author:
Abstract:
Despite growing scholarly interest in tourism...

Abstract
The rapid integration of artificial intelligence (AI) technologies into language education has created new opportunities for learners to practice speaking independently and regulate their own learning processes. Despite the increasing use of AI-powered tools in English language learning, limited research has examined how AI-assisted self-regulated learning strategies relate to...

Speaking skills constitute a fundamental component of effective English communication. Nevertheless, even English-major students often struggle to achieve high oral proficiency. Previous studies have identified various challenges in speaking development and proposed different pedagogical interventions to improve learners’ performance. However, the need for effective, autonomous, and...

Previous studies have focused on single speech acts of either apologies or responses to apologies; however, it is the exchanges of the pragmatic acts of apology-response strategies which help maintain social relationships. This research aims to find out the exchanges in English film conversations. Theoretically, the conceptual framework includes the pragmatic acts by Mey (2013), exchanges by...

This study investigated whether form-focused instruction within a Task-Based Language Teaching (TBLT) framework enhances acquisition of the English third-person singular -s beyond task engagement alone. While TBLT has been widely advocated for communicative language teaching, debates persist over whether and how explicit grammar instruction should be integrated, particularly regarding its...

Since the EU’s promotion of multilingualism in the 1990s, Content and Language Integrated Learning (CLIL) has gained global momentum, and Vietnam has been no exception. Although Decision 1400/QĐ-TTg (2008) and its 2025 extension prioritise bilingual instruction and teacher training, classroom investigations reveal that instructional quality remains limited because teachers lack CLIL-specific...

Recognizing the growing importance of digital skills in education, particularly in EFL contexts, this study aims to investigate EFL high school students’ perceptions of their digital competence in relation to the Vietnamese National Digital Competence Framework for Learners (Circular 02/2025/TT-BGDĐT). This framework comprises six domains: Data and Information Literacy, Communication and...

As digital technologies become increasingly present in early childhood education, understanding how teachers integrate these tools within play-based language learning environments has become essential. This qualitative study explores EFL preschool teachers’ perceptions and classroom practices regarding the use of digital technology in play-based learning contexts.
Data were collected through...

With the backdrop of Vietnam’s broader transition from English as a foreign language to English as a second language, this collaborative autoethnography explores nuances in understanding EMI readiness perceived by lecturers/ teachers in higher education settings. We, two Vietnamese practitioners involved in different stages of EMI through teaching and curriculum building at private...

In the digital era, pre-service teachers should master the Technological Pedagogical Content Knowledge (TPACK) framework to meet 21st-century educational demands. However, there is a significant lack of research on how pre-service teachers perceive their readiness across all seven TPACK domains in the Vietnamese EFL context, specifically at HUFLIS. This study aims to explore these teachers'...

Abstract
Artificial Intelligence (AI) integration into English for Specific Purposes (ESP) education is becoming increasingly prevalent in Vietnam and other countries. This study investigated Vietnamese university students’ readiness and beliefs regarding AI-powered applications for ESP vocabulary development, in relation to their attitudes and behavioral intentions. A mixed-methods design...

Language instruction in Vietnam is currently undergoing a strategic shift to reposition English from a foreign language (EFL) to a second language (ESL), a transition that necessitates a robust emotional infrastructure to support authentic, high-stakes communication. While national policy mandates increasingly emphasize proficiency targets and English-mediated instruction, a notable “research...

Generative artificial intelligence is reshaping language education, yet many pre-service teachers initially utilize it as a basic search engine rather than a collaborative pedagogical partner. This mixed-methods case study investigates how seven pre-service English teachers at a Vietnamese university conceptualize and practice prompt engineering to design communicative speaking tasks....

Teaching English in the “New era” in Vietnam requires English teachers to have both a good command of the subject matter and Artificial Intelligence (AI)-based tools and their applications. This study aims to investigate pre-service English teachers’ integration of AI-based tools into English instruction, focusing on their readiness level and factors affecting their integration. Employing a...

This study examines student motivations and expectations for attending collaborative transnational universities (TNUs) in Vietnam. Using a constructivist grounded theory methodology, the researchers seek to find out factors influencing and motivating students to attend a collaborative TNU in Vietnam. To strengthen the credibility of the emerging theory through theoretical sampling, data were...

This study explores how English-majored students at a C1 proficiency level (CEFR) at a university in Hanoi employed a set of required sub-skills and what difficulties they encountered during their news-report assignment. The assignment comprises four entries, each consisting of four components: news evaluation, notes of main ideas, summary, and reflection. Both quantitative and qualitative...

Oral corrective feedback plays a central role in enhancing learners’ speaking proficiency in English as a Foreign Language and Second Language classrooms. However, mismatches between teachers’ feedback practices and students’ expectations may reduce the effectiveness of speaking instruction. This study investigates teachers’ and students’ perceptions regarding oral corrective feedback in...

This study aims to investigate the challenges and barriers to the effective integration of artificial intelligence (AI) tools in English language teaching within a Vietnamese higher education context. The research adopted a quantitative design, using a structured questionnaire administered to 50 English teachers at the School of Languages and Tourism, Hanoi University of Industry. The findings...

This study investigates the perceived effectiveness of online resources in improving English listening skills among English-major students at the Academy of Policy and Development (APD), Vietnam. The research aims to identify the types of online resources commonly used by students, evaluate their perceived effectiveness in listening development, and explore the main difficulties learners...

This study explores the relationship between pre-service EFL teachers’ questioning techniques and students’ critical thinking as manifested in classroom interaction in a Vietnamese high school context. Adopting a qualitative case study design, the research draws on classroom discourse analysis of video-recorded lessons taught by three pre-service teachers during their practicum, complemented...

The study investigates the role of teacher questioning in English as a Foreign Language (EFL) classrooms and its impact on student task performance at high schools in Dong Thap Province, Vietnam. Based on Bloom’s Revised Taxonomy and Constructivist theory, the study explores teachers’ perceptions, the frequency and range of teacher questioning strategies employed, and the effects on student...

Digital Game-based Learning (DGBL) has received increasing attention in English language education due to its potential to promote active learning and enhance student engagement. Despite this growing interest, English teaching in Vietnamese high schools continues to be predominantly teacher-centered and strongly driven by high-stakes examinations, which may limit the integration of innovative...

Willingness to Communicate (WTC) has emerged as a pivotal construct in second language (L2) acquisition, particularly in English as a Foreign Language (EFL) contexts where learners’ classroom participation is often constrained by psychological and sociocultural factors. This study explores Vietnamese EFL students’ perceptions of the factors influencing their WTC in English classrooms. Seven...

Recent years have seen the rapid emergence of generative artificial intelligence (AI), including tools such as ChatGPT, Gemini, and QuillBot, which have noticeably transformed English language education. Besides helping teachers prepare lessons, design materials, and provide feedback, this emergence also raises important questions about how university EFL lecturers perceive their professional...

ABSTRACT
Learner engagement is widely acknowledged as a critical determinant of effective online English as a Foreign Language (EFL) education; however, sustaining active participation in virtual classrooms remains a major challenge. Despite extensive research on online learning, studies investigating factors influencing learner engagement from both teachers’ and students’ perspectives,...

In the context of the Fourth Industrial Revolution, integrating artificial intelligence, particularly ChatGPT, into English teaching and learning has become more crucial than ever. For first-year English-major students, speaking is considered as one of the most challenging skills, and Personalized ChatGPT, functioning as a 24/7 virtual tutor, provides a useful interactive environment for...

This study examines a Flipped Mastery instructional model integrated with the Global Speak mobile application, focusing on grammar accuracy and speaking fluency among non-English-majored Grade 10 students at a gifted high school in northern Vietnam. Participants comprised over 70 learners from Physics and Literature tracks, with proficiency ranging from A2 to B1 — a population whose...

Continuous professional development is vital for educators, yet independent self-study often leads to procrastination and limited practical application. Grounded in Social Constructivist theory and the concept of Communities of Practice, this presentation introduces a Collaborative Pedagogical Growth Framework designed to enhance teaching practices and foster a sustainable community of...

Formative assessment is essential for enhancing learner progress, yet its implementation in face-to-face large classes often presents practical difficulties. Gamified learning platforms such as Quizizz and Classpoint have emerged as potential tools to address these challenges by increasing student engagement and providing immediate feedback. While previous research has examined these tools...

The shift toward English as a second language necessitates pedagogical paradigms that empower learners and foster active engagement, particularly in secondary education. This action research investigates the efficacy of integrating multimedia-enhanced, station-based learning to promote learner autonomy and vocabulary acquisition among junior high school students. Recognizing the limitations of...

As Vietnam transitions from an EFL to an ESL context, fostering learner autonomy has become crucial in higher education. This presentation explores the integration of Artificial Intelligence writing assistants to promote self-directed learning among Vietnamese university students. Based on the sociocultural theory of learning and the concept of learner agency, the study investigates how...

Learner autonomy has long been acknowledged as a key factor enabling learners to take control of their learning and adjust effectively to new linguistic contexts. As Vietnam gradually moves toward more ESL-oriented language education, increasing attention has been paid to technology-enhanced learning that extends English use beyond classroom instruction. This study investigates how the Global...

Many classrooms face issues like boring lessons, low student participation, and repetitive textbook structures. When students lose interest, teachers often find it hard to stay motivated. This presentation introduces four fun and practical activities—Gallery Walk, Writing a Story, Board Game, and Head Up!—designed to keep students active and engaged. These activities offer many ways to engage...

ABSTRACT:
This study examined the representation of the transgender community in the U.S. online news headlines, using Critical Discourse Analysis (CDA). Guided by Norman Fairclough’s Three-Dimensional Model, the research analyzed both linguistic features and underlying ideologies on the transgender community in the U.S. in headlines from six major outlets, including CNN, Fox News, ABC...

In many remote ethnic minority schools in Vietnam, English is still mainly taught for tests and textbook completion rather than for real communication. For students in geographically disadvantaged communities, this often creates a disconnect between classroom learning and daily life. This presentation reflects on how English was reimagined as a more meaningful tool for communication,...

This study explores the relationship between foreign language speaking anxiety and speaking performance among English as a Foreign Language (EFL) learners, grounded in the Foreign Language Classroom Anxiety Scale (FLCAS). It specifically examines the effects of three core dimensions—communication apprehension, fear of negative evaluation, and test anxiety—while investigating the mediating role...

In recent years, Social–Emotional Learning (SEL) has been increasingly recognized as a key factor supporting students’ engagement and communication in English as a Foreign Language (EFL) classrooms. However, in many Vietnamese university contexts, SEL remains implicitly present rather than explicitly integrated into teaching practices. This study explores the awareness, experiences, and...

As Viet Nam moves towards repositioning English from a foreign language to a functional second language, teachers need classroom practices that help learners use English not only as a subject, but also as a tool for learning, participation, feedback, and self-regulation. This talk reports on a small classroom-based action research project with B1-level secondary learners in Viet Nam, in which...

Young Vietnamese learners often study English as a school subject but have limited opportunities to use the language meaningfully in everyday contexts. This lack of regular speaking practice may affect children’s willingness to communicate, confidence, and ability to respond spontaneously in English. As English education in Vietnam increasingly emphasizes communication and real-life language...

In Vietnam, English education has long operated within the English as a Foreign Language paradigm, where learners have limited opportunities to engage in authentic communication. Consequently, many students demonstrate strong knowledge of linguistic forms but lack confidence and fluency in real-world interaction. This paper examines how artificial intelligence (AI) can be leveraged to address...

As English teaching in Vietnam continues to evolve toward an English-as-a-Second-Language (ESL) orientation in response to current educational directions, many classrooms are gradually moving toward more communication-oriented goals. However, in everyday practice, English is still often taught as a subject, and students may find it difficult to use the language beyond familiar classroom...

Bilingual education is frequently invoked in policy discourse as if it denoted a stable and self-evident educational model. In practice, however, policies described as bilingual may refer to English expansion, English-medium instruction, compulsory second-language learning, or a wider language-in-education settlement. This article examines this ambiguity through a comparative policy analysis...

This study examines how English education in a non-English-major university context can move beyond language acquisition to support disciplinary knowledge co-construction. Grounded in sociocultural theory and English for Specific Purposes (ESP) pedagogy, the research investigates recent reforms at the National Economics University (NEU), Vietnam, including the shift from General English to...

As Vietnam continues to reposition English from a foreign language to a second language, schools face the challenge of creating meaningful opportunities for students to use English beyond the classroom. While many initiatives focus primarily on English lessons, fewer studies have examined how a whole-school approach can contribute to the development of a second-language environment in primary...

In the context of educational reform and global integration, English teaching in Vietnamese high schools needs to move beyond exam-oriented instruction toward the development of communicative competence and real-life language use. Although English has traditionally been taught mainly as a school subject, the 2018 General Education Curriculum emphasizes competency-based education, learner...

In the context of comprehensive international integration, transitioning the English teaching and learning paradigm from "English as a Foreign Language" (EFL) to "English as a Second Language" (ESL) has become a pressing requirement in higher education. The key to realizing this paradigm shift lies in cultivating Learner Agency. This study explores the current situation of learner agency among...

In many Vietnamese classrooms, English is still predominantly taught as a foreign language, with a strong emphasis on grammatical accuracy and examination performance, despite its increasing role in digital communication and everyday interaction. This shift suggests that English is gradually functioning as a second language, requiring a reconsideration of current English language teaching...

This case study investigates the potential of a home-based language immersion approach to assist Vietnamese young learners in transitioning from the acquisition of English as a foreign language to the preparation for English-medium education. The teacher developed a year-long home practice scheme for learners aged 5–10 in an online supplemental English class. This scheme combines extensive...

Navigating complex discussions around Diversity, Equity, and Inclusion (DEI) can be daunting for university EFL learners due to language barriers and cultural contexts. To address this challenge, this poster presentation explores a novel instructional approach that employs acronym pedagogy as a cognitive and motivational anchor to promote an inclusive classroom culture.

Initially, the...

In many Vietnamese primary schools, English is often taught as an academic subject with limited opportunities for authentic communication. As a result, students may acquire vocabulary and grammar knowledge but lack confidence and motivation to use English in real communication. This presentation explores how school-based English Clubs can bridge the gap between learning English and living...

Global Englishes research has expanded rapidly across applied linguistics, sociolinguistics, English language teaching, and English-medium instruction, yet its broader intellectual structure remains insufficiently mapped. This study provides a bibliometric analysis of Global Englishes research in language education published between 1999 and 2026.
Drawing on 738 Web of Science-indexed...

Assessment design is an important practice in education because it provides information about students’ learning achievement and helps teachers make decisions about teaching and learning. However, many assessment practices still focus mainly on whether students have achieved specific learning outcomes, rather than how their learning develops over time. As a result, assessment often becomes a...

As English education in Vietnam is increasingly expected to support academic communication and responsible source use, university students need explicit instruction in transforming source texts accurately, independently, and ethically. However, many EFL students still approach paraphrasing as synonym replacement, which may result in patchwriting, meaning distortion, and weak integration of...

The rapid proliferation of Generative AI (GenAI), such as ChatGPT and Gemini, has significantly disrupted English as a Foreign Language (EFL) assessment, sparking widespread concerns over academic integrity and plagiarism. Traditional institutional responses often lean towards restrictive policies or reliance on unreliable AI detection tools, which paradoxically hinder learners' digital...

Teaching English to young learners is most effective when learning is simple, engaging, and enjoyable. While ready-made songs and chants are widely used in primary classrooms, they may not always fully meet learners’ specific needs. This presentation explores how combining ready-made materials with teacher-created songs and chants can enhance language learning in more flexible and meaningful...

This study investigates the effectiveness of personalized AI-generated vocabulary infographics in improving vocabulary retention and learner engagement among Vietnamese upper-secondary EFL students. Drawing on Dual-Coding Theory and the Affective Filter Hypothesis, the study explored whether contextualized visual materials generated from students’ real-life photographs could facilitate more...

This paper examines how one Vietnamese EFL university teacher narrates the relationship between research engagement and researcher identity. In Vietnamese higher education, research has increasingly become part of teachers’ responsibilities, yet engagement in research does not necessarily lead to a stable sense of being a researcher. This issue is especially relevant for EFL teachers, whose...

English teaching implementation and assessment in Vietnam have always been controversial, from primary schools to university institutions, and have become even more prominent due to the desire to make English a second language in Vietnam. Despite communicative competence being treasured thanks to the current situation and updated policy, high-stakes testing such as midterm and final...

Textual clarity remains a major challenge in EFL descriptive writing, as many learners produce grammatically acceptable sentences without developing ideas in a way that is clear, vivid, and easy to follow. Building on earlier quantitative findings showing that Metacognitive Strategy Instruction (MSI) integrated with the explicit teaching of Minor Supporting Sentences (MSS) improved students’...

In recent years, AI has been changing the way ESL students learn languages, especially in vocabulary learning. However, many ESL students still use AI tools to learn vocabulary ineffectively. Therefore, this study explores ESL students' perceptions of using ChatGPT specifically for vocabulary development. Grounded by the Technology Acceptance Model (TAM), the research employs a mixed-methods...

The rapid integration of artificial intelligence (AI) into education is reshaping how teachers learn, teach, and develop professionally. While the Technological Pedagogical Content Knowledge (TPACK) framework has long guided research on teachers’ integration of technology, it has been critiqued for underrepresenting the affective and human dimensions of teaching. In response, the emerging...

Gamification has recently gained increasing attention in English language teaching due to its potential to enhance learner motivation and classroom engagement. In Vietnamese secondary EFL classrooms, however, vocabulary lessons are often taught through repetition and translation-based activities, which may limit students’ participation and communicative use of language. Hadfield (1999)...

In many rural classrooms in Vietnam, primary students have very limited opportunities to practice speaking English. In my own teaching context, large class sizes and short lesson time mean that not every child can speak, and many become hesitant or lack confidence when using English. At the same time, most students do not have personal digital devices, so solutions that rely on mobile phones...

The debate over the use of code-switching in EFL and ESL contexts has grown increasingly significant, particularly for EFL countries seeking to progress towards ESL. However, the existing literature has not offered a cross-contextual synthesis. Consequently, this paper aims to fill the gap by investigating how teacher code-switching differs in functions between EFL and ESL high school...

Academic reading, particularly in the Mekong Delta, is often seen by freshmen as an overwhelming and repetitive process, resulting in low engagement and poor comprehension among students. This study examines the implementation of Gamified Digital Storytelling (GDS) to transform EFL reading into a more immersive, second-language-like environment. Interactive platforms like Genially or Nearpod...

With the implementation of the unified textbook policy in the 2026-2027 school year, Global Success series transitions from a market leader to Vietnam's national standard for English education. This milestone presents an opportunity to evaluate and refine the curriculum’s alignment with the gender equality goals of the 2018 General Education Program. This study contributes to the examination...

As Vietnam undergoes a strategic transition from EFL to ESL, military educational institutions face a critical challenge: the lack of an immersive environment for students to practice communication. This action research investigates the efficacy of leveraging Generative AI tools, specifically voice-interactive chatbots, to create an active language-learning environment for novice learners at a...

Advances in Artificial Intelligence (AI) have transformed tertiary education, yet the long-term impact of Generative AI (Gen-AI) on autonomous academic vocabulary acquisition in English-Medium Instruction (EMI) remains unclear. Therefore, grounded in the self-directed learning framework, this study aimed to investigate the perceptions of Vietnamese EMI undergraduates regarding the influence of...

In the context of globalization and rapid digital transformation in higher education, universities are increasingly expected to equip students with competencies that enhance both global readiness and employability. However, limited research has examined how different forms of foreign language learning contribute to employability outcomes through the development of global readiness. This study...

As English increasingly functions beyond the traditional classroom in many EFL contexts, the demand for accessible, authentic materials that support real-world language engagement has grown considerably. News-based instruction has long been valued in EFL and ESL contexts for its potential to develop reading, writing, speaking, and listening skills, while also promoting critical thinking and...

This study investigates the use of hedging strategies in English-language natural disaster news reports published by Vietnam News during the 2024–2025 period. The objective of the research is to identify the specific linguistic forms used as hedging devices and to analyze their pragmatic functions by comparing how these strategies shift across different chronological phases of a disaster....

This presentation explores the often-unrecognized language-support practices of Vietnamese university content lecturers teaching disciplinary courses through English-medium instruction. While content lecturers may not identify as English teachers, they frequently make pedagogical decisions that help students access disciplinary knowledge through English. These practices may include explaining...

As English plays an increasingly important role in education, many high school students continue to struggle to learn the language. This study aims to examine students’ mindset orientations, identify major challenges in learning English, and explore the patterns between these orientations and students’ responses to these challenges in Dak Lak Province. Using a mixed-methods approach, the study...

The integration of digital platforms in language learning has become a prevalent approach in modern education. This study explores the perceptions and practices of high school students using the Duolingo application for English vocabulary learning. The study examined key factors that contribute to the platform's appeal and effectiveness, such as its gamified learning environment, ease of...

The call for student-centeredness in English language as foreign language (EFL) education has reshaped expectations of teacher roles in their classrooms. However, limited research has examined how pre-service EFL teachers translate their pedagogical beliefs about teacher roles into actual classroom practice. This study aims to delve into EFL pre-service teachers' perceptions of teacher roles,...

Artificial intelligence is increasingly shaping how learners engage with English language learning through personalized support, immediate feedback, and self-directed learning opportunities. As AI becomes more integrated into educational settings, educators face the challenge of promoting learner autonomy while maintaining meaningful pedagogical practices and human interaction. This...

This presentation examines how Vietnamese university content lecturers negotiate the boundary between teaching disciplinary content and supporting students’ English use in English-medium courses. It addresses a recurring tension in higher education: content lecturers are expected to teach through English, yet many may not identify as English teachers or view grammar correction, pronunciation...

This research paper investigates: (1) the impact of an out-of-class extended interview project on the communicative competence of non-English major students, specifically fluency, accuracy, and lexical resource; (2) the extent to which learner autonomy shifts from English as a Foreign Language (EFL) to English as a Second Language (ESL) through authentic experiences. Utilizing a...

In line with the growing emphasis on reflective practices in teacher education programs, this study aims to investigate the influence of using Gibbs Reflective Cycle on pre-service teachers’ reflective capacity through qualitative intervention research. A qualitative intervention was employed in which participants were required to write two self-reflections on their teaching practices in two...

This study investigates the integration of Artificial Intelligence (AI) tools and VideoScribe to improve bilingual teaching and learning capacity in Biology at high schools. A total of 320 students and 20 Biology teachers from several high schools in Gia Lai province participated in the research. Both qualitative and quantitative data were collected through surveys, classroom observations,...

This replication study explores whether an eight‑week, workshop‑based intervention on coherence and cohesion can produce consistent gains in IELTS‑style academic writing when delivered across two parallel eleventh‑grade English‑specialised classes. Both classes participated in the study. Over eight weeks, both groups received identical intervention consisting of five 60–75‑minute workshops....

This study explores the effectiveness of integrating lexical mapping and cognitive reading strategies to enhance intensive reading comprehension among Grade 12 Vietnamese EFL students preparing for the National High School Graduation Examination. In response to increasing demands for higher-order reading skills in examination-oriented contexts, many students continue to experience difficulties...

In recent years, the application of gamified learning platforms has become essential in teaching and learning English. One of the powerful gamified learning platforms is Quizizz. The aim of this research is to explore the effectiveness of Quizizz in learning English vocabulary. Vocabulary plays an important part in four English skills: listening, speaking, reading and writing. Its limitation...

Although coherence is widely regarded as a key component of effective argumentative writing, instruction in many Vietnamese EFL contexts continues to emphasize grammatical accuracy and overall essay structure more than the management of information flow across clauses and discourse units. Previous studies on Vietnamese EFL writing have mainly examined cohesion and structural organization,...

This study investigates the pedagogical integration of AI-based feedback systems in high school writing instruction, focusing on their impact on learners’ writing performance and autonomy. Grounded in Sociocultural Theory, Constructivism, and Self-Regulated Learning, the research proposes the AI-Scaffolded Autonomous Writing (A-SAW) model as a framework for integrating ChatGPT-supported...

As Vietnam transitions from an EFL to an ESL context, pre-service teacher education must extend beyond traditional university modules to cultivate highly adaptable educators. Grounded in experiential learning theory, this presentation explores the multifaceted professional development journey of a pre-service teacher bridging the gap between pedagogical theory and real-world practice.
The...

This presentation introduces the R.A.I.S.E-U.P. approach, a structured pedagogical framework designed to embed critical thinking explicitly into short story analysis in EFL classrooms. The approach transforms critical thinking from an abstract educational goal into a sequence of practical learning stages that guide students through reflective questioning, analytical interpretation, synthesis...

Recent educational reforms have emphasized the need for interdisciplinary and technology-enhanced approaches that promote deep learning in English language education. Grounded in constructivist perspectives on Content and Language Integrated Learning (CLIL) and deeper learning theory, this study examines the impact of Digital CLIL on students’ higher-order thinking, authentic communication,...

In Vietnam’s current shift from EFL to ESL, secondary school teachers constantly battle a stark reality: trying to foster authentic communication within a rigid, limited timeframe. This classroom-based research examines how integrating targeted digital learning materials into a blended model can practically expand learning beyond the traditional school bell. Over one academic semester, a...

This study investigates how digital learning tools can meaningfully support L2 development in Vietnam’s public high school English classrooms as the nation moves toward an ESL‑oriented educational future. Grounded in classroom observations and teacher reflections from multiple high schools, the study examines how online platforms, blended learning models, and mobile‑supported activities...

In response to the growing demand for digital competence in the 21st century and the ongoing transformation of education in Vietnam, developing students’ digital skills has become a key objective in high school English teaching. This study investigates the integration of project-based learning (PBL) with digital tools to enhance students’ digital competence alongside their language abilities....

The growing role of English as a medium of instruction (EMI) has been repositioning English language teaching (ELT), including an inevitable shift from purely language-focused instruction to the integration of EMI into ELT. This study examines the effectiveness of integrating interdisciplinary content from geography and physics into teaching the topic of "Green Energy" through an empirical...

This paper reports on a classroom-based research project that investigates the feasibility of integrating English into subject learning in a Vietnamese high school context. Although recent educational policies in Vietnam emphasize the importance of transforming English into a second language, in practice English is still largely taught as an academic subject rather than used as a medium for...

This paper examines the integration of Massive Open Online Courses (MOOCs) and MOOC Camps in language classrooms within a higher education institution, focusing on academic recognition and implementation. Using a quantitative descriptive-survey design, data were collected from 19 English language educators across nine campuses through a structured questionnaire and analyzed using frequency,...

This study explores the integration of resources from the Nobel Prize Museum with Artificial Intelligence (AI) tools in STEM and English reading lessons for secondary school students. The research was carried out with 184 students through interdisciplinary learning activities combining science, technology, and language education. Nobel Prize stories, scientific discoveries, and educational...

Onomastics has not been systematically included into the English as a foreign language curriculum in Vietnam. This might lead to learners missing chances to gain intercultural competency. This project aims to provide a paradigm for embedding onomastics in EFL curricula and evaluate its influence on cultural awareness and vocabulary retention . The research used a sequential mixed design, and...

This research explores the integration of STEAM into English 8 to address persistent ELT challenges, particularly low student engagement and limited communicative competence. Centered on the Global Success 8 textbook, this study implements STEAM project-based learning through the 5E instructional model — Engage, Explore, Explain, Elaborate, and Evaluate. Rather than treating English as just...

TS. Nguyễn Viết Dũng
Khoa Ngoại ngữ - Học viện Cảnh sát nhân dân
Điện thoại: 0932637668
Email: dungnv1909@gmail.com

Abstract: In the context of rapid digital transformation and growing international cooperation in law enforcement, English proficiency, particularly English for specific purposes (ESP), has become an essential requirement for officers of the People’s Public Security forces...

Integrating Technology into Second Language Learning: A Case Study at the People’s Police Academy

TS. Nguyễn Viết Dũng
Khoa Ngoại ngữ - Học viện Cảnh sát nhân dân
Điện thoại: 0932637668
Email: dungnv1909@gmail.com

Abstract: In the context of rapid digital transformation and growing international cooperation in law enforcement, English proficiency, particularly English for specific...

In the context of the growing tourism industry in Northwest Vietnam, particularly the development of community-based tourism and the increasing number of international visitors, English communication skills have become essential for vocational tourism students. However, English teaching at many vocational colleges in Vietnam still focuses mainly on grammar and general language knowledge, while...

In the context of repositioning English from a foreign language to a second language, ethnic minority students in Vietnam’s northern mountainous region face significant challenges related to cultural disconnect and low learning motivation. This study investigates the role of intercultural competence in this repositioning process. The mixed-methods research was carried out at Tan Trao...

This study examines how EFL learners and GPT-4 tend to interpret opaque English idioms in balanced ambiguous contexts, where both literal and figurative readings may still remain possible. Idioms are important in everyday communication, yet they are often difficult for foreign language learners because of semantic opacity and cultural specificity. Although there is growing attention to...

As Vietnam moves toward repositioning English from a foreign language to a second-language-oriented model, learners are increasingly expected to develop not only grammatical accuracy and lexical range but also conceptual fluency in English. Within Cognitive Linguistics, cognitive metonymy is understood as a fundamental mechanism through which speakers access one conceptual entity via another...

This research focuses on the analysis of lexical cohesive devices in all the reading texts in the Tiếng Anh 12 textbook, which is compiled by Vietnam Education Publishing House according to the “General Education Program: English Subject Program” under Circular 32/2018/TT-BGDĐT dated December 26, 2018, by the Ministry of Education and Training. Qualitative descriptive method was used in...

The increasing emphasis on communicative language teaching in English as a Foreign Language (EFL) education has highlighted the need for effective classroom practices that support the development of communicative competence. Among these practices, oral presentations are widely used; however, their contribution to different components of communicative competence remains underexplored in the...

Content and Language Integrated Learning (CLIL) has emerged as a promising dual-focused educational approach in Vietnam, where English teachers strive to integrate specialized subject content with ESL development. This study investigates the challenges encountered by English teachers in designing ESL-oriented Content and Language Integrated Learning (CLIL) lesson plans at a grammar school in...

This study investigates the effectiveness of Electronic Visual Feedback (EVF) using Praat software in improving English intonation among English-major students at a public university in central Viet Nam. Ten English-major students participated voluntarily in a three-week pre-experimental intervention involving a pre-test and a post-test. During the intervention, participants compared and...

Assessment remains one of the most underexplored aspects of Content and Language Integrated Learning (CLIL). Although there have been certain endeavors to uncover what should be assessed, how assessment should be conducted, and complex issues associated with CLIL assessment, the existing literature is still somewhat fragmented and has yet to offer a holistic, evidence-based account of...

Localization of media products, especially of games, is becoming increasingly prevalent in promoting a country's culture to the global market. However, the issue of transferring the cultural elements imbued in a product from language to language is still often overlooked. As such, this study is investigating the translation methods used to translate culturally specific items (CSIs) in the game...

Language acquisition is a complex process, incorporating both objective and affective factors. EFL to ESL transition is not possible without overcoming and embracing English as a part of one’s identity. However, affective factors can hinder this process. One of such known affective factors is usually referred to as foreign language anxiety (FLA). Iizuka (2011, p.11) discussed three dimensions...

Recent developments in AI technology can provide L2 learners with immediate personalized guidance during the writing process; however, concerns persist regarding the accuracy, limited pedagogical depth, and potential overreliance on AI-generated feedback. This literature review seeks to examine the existing body of research on how L2 learners engage with AI-generated feedback in L2/FL writing,...

This research examines the linguistic strategies employed in English and Vietnamese NIVEA cosmetic advertisements for women on YouTube through a qualitative comparative approach grounded in Fairclough’s three-dimensional model of Critical Discourse Analysis and Sharifian’s Cultural Linguistics framework. Drawing on 20 advertisements (10 English, 10 Vietnamese), the analysis is supported by...

ABSTRACT
Idioms are considered one of the most challenging aspects of literary translation because their meanings are often figurative, culturally specific, and difficult to translate literally. This study investigates the strategies used in translating English idioms into Vietnamese in Harry Potter and the Goblet of Fire and its Vietnamese version Harry Potter và Chiếc Cốc Lửa. The...

Paraphrasing is a vital academic skill for comprehension, source integration, and avoiding plagiarism. This study investigated a multi-strategy, learner-centered approach to paraphrasing instruction in IELTS preparation at Dong Nai University with 75 fourth-year students targeting Band 6.5–7.0. Over four weeks, instruction combined strategy training, guided practice, collaboration, and...

Rapid development of AI-driven translation tools are reshaping how translation is taught and practiced, creating both opportunities and uncertainties for translator training. This study explores English?majored undergraduates’ perspectives on the benefits and challenges of AI for translation learning and practice, and on what they need to prepare for their future career. Using a mixed?methods...

Learning medical vocabulary poses significant challenges for students in English for Medical Purposes (EMP) courses due to the complexity and volume of specialized terminology. This study explores the challenges faced by medical students in learning English medical vocabulary and the strategies they employ at Thai Binh University of Medicine and Pharmacy.
A descriptive mixed-methods design...

Learning medical vocabulary poses significant challenges for students in English for Medical Purposes (EMP) courses due to the complexity and volume of specialized terminology. This study explores the challenges faced by medical students in learning English medical vocabulary and the strategies they employ at Thai Binh University of Medicine and Pharmacy.
A descriptive mixed-methods design...

Abstract
As Vietnam repositions English from a foreign language (EFL) to a second language (ESL), understanding how learners process language through communicative approaches becomes essential. This quantitative survey study investigates the perceptual learning-style preferences of 300 EFL learners in Communicative Language Teaching (CLT) classes at a Vietnamese police college (The People’s...

The rapid expansion of English-medium instruction (EMI) in Vietnamese higher education has reshaped lecturers’ professional roles and classroom practices. While previous EMI studies have mainly focused on teacher identity and pedagogical challenges, limited attention has been paid to how lecturers dynamically self-position themselves in multilingual EMI classrooms. This qualitative study aims...

Lexical inference is widely recognized as a crucial strategy for reading comprehension, yet its application in disadvantaged educational contexts remains under-explored. This case study investigated English teachers’ and students’ perceptions, self-reported practices, and pedagogical challenges regarding lexical inference strategies in reading lessons at a non-specialized high school in rural...

Both students and teachers are often unaware of the highly significant and interrelated mind-body connection, which plays a pivotal role in the effectiveness of learning and overall health. In typical classrooms, students often exhibit signs of self-defeating lifestyle-related habits that can inhibit learning, memory, and long-term goal achievement. For example, online and social media...

Academic writing assessment is crucial for students who want to know their proficiency level and improve based on the feedback. Due to the high demand, the number of learners requesting analytic scores and direct feedback from teachers has increased, putting pressure on teachers’ workload. In response, many researchers have applied LLMs to this process, which reduces the burden of English...

This study examines change management and human resource development (HRD) at the University of Foreign Language Studies, University of Danang (UFLS-UD) within the context of Vietnam's national roadmap to transition English from a Foreign Language (EFL) to a Second Language (ESL). Following Notice No. 45-TB/TGV and Decision 2371/QĐ-TTg, the research utilizes Kotter’s 8-Step Change Model and...

Preparing preservice kindergarten teachers for teaching English to young learners (EYL) is increasingly challenged by the need to integrate technology and innovative pedagogical practices, particularly in early childhood contexts. The research aimed to explore how microteaching, enhanced with digital tools, fosters professional growth for Vietnamese preschool university students. Twenty-two...

Improving willingness to communicate (WTC) has received great attention from second language teachers and educators, as it is the threshold to actual communicative behaviors. Grounded in Task-Based Language Teaching and mindfulness-based intervention theories, this quasi-experimental study evaluates the effectiveness of an innovative Mindfulness-Integrated Task-Based Language Teaching (MIT)...

Mobile-assisted language learning has become increasingly common in English education due to the growing use of smartphones and educational applications among lower secondary school students. In Vietnam’s changing educational context, mobile technologies provide students with more opportunities to practice English beyond the traditional classroom. This poster presentation reports on a...

This study examines the realization of interpersonal meanings across IMRaD sections in social science research articles, with a specific focus on mood choices. Using Systemic Functional Linguistics, particularly the interpersonal metafunction, the study analyzes how declarative, interrogative, and imperative clauses are employed to establish writer-reader relationships, present knowledge, and...

This study investigates factors influencing EFL lecturers’ adoption of AI tools in writing assessment in a Vietnamese university context. While prior research has emphasized perceived usefulness and ease of use as key predictors of technology adoption, findings from this mixed-methods study challenge this assumption. Data collected from 60 EFL lecturers through a structured questionnaire and...

This study looks at how multiple intelligences (MI) affect speaking strategy use among English majors at a Vietnamese university. It uses a mixed-methods approach, combining questionnaire data on students’ MI profiles and reported strategies with qualitative insights from semi-structured interviews. The results show that interpersonal and intrapersonal intelligences are the most prominent...

This study evaluates the washback effect of the Vietnamese National High School Graduation Examination (NHSGE) on English grammar teaching for 12th-grade students through a case study at one private upper-secondary school in Vietnam. Data were collected from five teachers and 85 twelfth graders using questionnaires, semi-structured in-depth interviews, observations of six grammar lessons, and...

As Vietnam advances toward its 2026 roadmap for transforming English language education, the shift toward ESL instruction imposes profound professional and emotional demands on educators. Grounded in the Policy Enactment theory of Ball and the Teacher Agency framework of Biesta, this presentation explores the interplay between affective labour and pedagogical resistance within the Vietnamese...

The rapid development of information and communication technology (ICT) has transformed English language teaching; however, teacher education programs in Vietnam often struggle to prepare pre-service teachers adequately. This study investigates the needs of English pre-service teachers regarding the curriculum for the course Application of ICT in English Language Teaching. Using a...

The rapid development of information and communication technology (ICT) has transformed English language teaching; however, teacher education programs in Vietnam often struggle to prepare pre-service teachers adequately. This study investigates the needs of English pre-service teachers regarding the curriculum for the course Application of ICT in English Language Teaching. Using a...

English teaching and learning in Vietnam has gained increasing attention in response to globalization and socio-economic development. The Ministry of Education and Training (MOET) has introduced professional development programs which have been directed toward improving teacher quality, including both novice and experienced teachers, limited attention has been given to the unique challenges...

Artificial Intelligence (AI) is rapidly transforming educational practices and creating new opportunities for innovation in English language teaching and learning. However, many educators still use AI primarily for isolated tasks rather than as an integrated system that supports teaching, assessment, content creation, and professional development. This paper explores practical approaches to...

Teaching oral skills in English is one of the greatest challenges in Vietnam, especially teaching students in regional areas of central Vietnam. The positive effects of Peer Learning (PL) and Reflective Learning (RL) in teaching English have been widely reported, however little research attention has focused on integrating Reflective and Peer Learning into lessons to develop oracy skills for...

In the context of Vietnam’s ongoing educational reform and the effort to reposition English from a foreign language to a second language, creating authentic English-use environments has become a key priority in high school education, especially in rural areas where students have limited opportunities for real communication. This study investigates the implementation of interdisciplinary...

Contemporary English song lyrics provide rich linguistic evidence of how emotional experience is cognitively structured through embodied figurative meaning. Drawing on Cognitive Linguistics, particularly Image Schema Theory, this study investigates how love and loss are conceptualized through three recurrent embodied schemas: PATH, CONTAINER, and FORCE. Previous studies on...

Abstract
In the context of digital transformation in education and the rapid advancement of Artificial Intelligence (AI), the integration of intelligent learning platforms into foreign language education has become increasingly widespread. This study examines the application of Quizizz AI to support English for Specific Purposes (ESP) learning among students at Ho Chi Minh City Technical and...

Politeness is a fundamental dimension of human communication, shaping how speakers negotiate face, manage social relationships, and exercise power. Talent competition programs such as American Idol offer a rich, naturalistic corpus of spoken English in which judges, contestants, and hosts continuously navigate asymmetrical power dynamics through strategic linguistic choices. Drawing on Brown...

Teacher identity is viewed as a continuously evolving construct that is influenced by both internal and external factors. This qualitative research, therefore, analyzes how pre-service teachers navigate cultural challenges, language barriers, and pedagogical differences to gradually develop their professional identity during their international teaching practicum in Thailand. A qualitative...

As Vietnam moves from traditional EFL models toward an ESL-oriented future, teachers are increasingly being asked to help students use English more actively, confidently, and meaningfully both inside and outside the classroom. This transition reflects changing educational priorities that emphasize communication, interaction, collaboration, authentic language use, and the growing role of...

The rapid adoption of AI tools by university students has raised concerns about academic integrity, yet less attention has been paid to how AI simultaneously affects student comprehension and teacher sense?making, particularly in English?medium instruction (EMI) contexts. This practitioner inquiry explores one teacher’s observations of students’ AI use in a seminar assignment within a...

The development of accurate English pronunciation remains a significant challenge for many primary school students in English as a Foreign Language (EFL) contexts.

This study explores primary school teachers’ perceptions of implementing story-based shadowing as a strategy for improving English pronunciation among young learners. Specifically, it examines teachers’ views regarding the...

This study investigates the effects of integrating Problem-Based Learning and generative artificial intelligence on EFL speaking development through AI-assisted video creation. Conducted in a private university in Southern Vietnam, the study involved 40 undergraduate EFL students. Participants completed a project in which they created a 90-second English video using HeyGen based on a...

There has always been a discrepancy in technology application among teachers in rural and urban schools. Therefore, professional development (PD) relevant to teachers in rural schools can improve the application of technology in their classrooms. This research aims to formulate a PD proposal for technology applications in rural schools by exploring teachers’ preferences for PD and the...

Drawing on Stoller’s (2006) theoretical foundation for project-based language teaching, Long’s (2015) and Ellis’s (2003) principles of task-based language teaching, and Thomas’s (2017) research on technology-mediated project-based language learning, this presentation argues that academic integrity is best supported through process-oriented project design that makes language development visible...

Within the evolving landscape of English language education, the repositioning of English from a foreign language to a second language requires learners to develop greater independence in managing their learning beyond the classroom. In this context, fostering learner autonomy in reading becomes increasingly important. This study explores the potential of e-portfolios as a pedagogical tool to...

In English as a Foreign Language (EFL) classrooms, student learning is shaped not only by instructional strategies but also by the quality of teacher-student psychological interaction. In lower secondary classrooms, where adolescents undergo rapid cognitive, emotional, and social development, publicly corrective or emotionally unsupportive teacher responses may heighten anxiety and impede...

The rapid advancement of Artificial Intelligence has significantly transformed the landscape of English Language Teaching, particularly in the development of writing skills. This study provides a quantitative investigation into the readiness of English majors to integrate intelligent digital tools into their academic writing process. Grounded in the Technology Acceptance Model, the research...

Reading comprehension is an essential skill for vocational students, as it enables them to access professional knowledge and technical materials. This study explores the use of reading strategies among second-year non-English-major students at a vocational college in Vietnam. Data were collected from 53 students and several lecturers through questionnaires and interviews. The findings show...

As Vietnam deepens its international integration, the Government has issued Decision 2371/QĐ-TTg, titled “Making English a Second Language in Schools for the period 2025-2035, with a vision to 2045.” Nevertheless, limited research has addressed the role of pre-service teachers - a pivotal workforce in the policy’s implementation. This study seeks to examine their perspectives on the...

Willingness to communicate (WTC) is widely regarded as central to second language acquisition, yet its dynamic nature remains theoretically under-explained. Although recent research documents moment-to-moment fluctuation in WTC, most approaches continue to rely on variable-based, linear models, treating WTC as the outcome of discrete predictors. Even within Complex Dynamic Systems Theory...

The introduction of Vietnam’s new National Foreign Language Proficiency Framework has created an urgent need to reconsider the current VSTEP 3–5 test format, which was originally developed under earlier foreign language proficiency descriptors and traditional paper-based assessment practices. This paper examines the limitations of the existing test format in addressing emerging requirements...

This mixed-methods study explores the relationship between automated writing evaluation tools (AWE), such as ChatGPT, LexiCheck, and QuillBot, learner autonomy, and writing proficiency among 110 sophomore EFL students at a private university in Southern Vietnam. The participants were at an intermediate proficiency level and had primarily surface-level prior experience with AWE tools. The...

Reflection-on-action is considered one of the most crucial elements in foreign language teacher training, especially after microteaching sessions, as it assists pre-service teachers to evaluate the effectiveness and improve their professional competence. However, in spite of its potential benefits, students may encounter various difficulties during the reflection process. Currently, there is...

In the current landscape of EFL higher education in Vietnam, university lecturers are increasingly required to manage extensive administrative responsibilities, quality assurance procedures, and institutional reporting tasks alongside their teaching duties. Such demands often constrain opportunities for meaningful pedagogical engagement and contribute to emotional exhaustion, reduced...

Nguyen Thi Bich Thao, FPT Highschool Quy Nhon, Gia Lai Province
Nguyen Tien Phung, Office of Testing and Quality Assurance, Quy Nhon University

This study investigates the relationship between students’ multiple intelligence (MI) profiles and their use of language learning strategies (LLSs) among 150 tenth-grade students at FPT High school Quy Nhon in Gia Lai Province. The research...

Foreign language anxiety (FLA) remains a psychological barrier for non-English majored undergraduate students, often hindering their speaking performance, language acquisition, and overall academic engagement. Grounded in Krashen’s Affective Filter Hypothesis and the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, this study investigates the relationship between...

Religion is a very important aspect in expressing the cultural characteristics and ingrained traditions of each nation. You see it in many aspects of life, the street names being a very clear manifestation of this element. This study aims at analyzing and comparing the religious elements in the urban spaces of two cities with different histories and religions. We used statistical and...

Amid growing policy efforts to reposition English from a foreign language to a second language in Vietnam, the education system is pursuing reforms that extend English beyond language classrooms into broader subject teaching. While this shift reflects aspirations for stronger English competence and global integration, it also raises important questions about systemic readiness to sustain such...

Abstract: As Vietnam deepens its global integration and pursues digital transformation, the national education system is witnessing a strategic shift from English as a Foreign Language (EFL) to English as a Second Language (ESL). This transition is particularly significant for public security training institutions, where English language competence has evolved from an academic requirement into...

In the context of the growing implementation of English-medium instruction (EMI) in Vietnamese higher education, English is increasingly repositioned from a foreign-language subject to a medium for disciplinary learning. This study investigates the language-related and academic learning challenges experienced by non-English-major undergraduate students enrolled in the EMI International...

In the context of the growing implementation of English-medium instruction (EMI) in Vietnamese higher education, English is increasingly repositioned from a foreign-language subject to a medium for disciplinary learning. This study investigates the language-related and academic learning challenges experienced by non-English-major undergraduate students enrolled in the EMI International...

This article looks at the changing position of English in Vietnam, from a foreign language toward something closer to a second language. The issue has become much more visible in recent years because the wording of national policy has shifted in a fairly direct way. Earlier documents focused mainly on improving the teaching and learning of foreign languages. Newer ones go further and speak of...

While the global spread of English has sparked extensive debate in applied linguistics, few studies explore how national policies in Expanding Circle contexts conceptualize the shift from English as a Foreign Language (EFL) to English as a Second Language (ESL). This paper examines Vietnam’s emerging policy trajectory, which seeks to reposition English from a discrete classroom subject to a...

As Vietnam moves toward repositioning English from a foreign language to a more functionally embedded second language within education, important questions arise regarding the extent to which current teaching materials reflect this transition. Although the 2018 General Education Program emphasizes communicative competence, intercultural communication, and the practical use of English in global...

One of the key differences between ESL and EFL contexts is the role assigned to English literature in the curriculum. While ESL settings frequently use literary texts to promote critical thinking, cultural understanding, and language development, literature has traditionally played a far more limited pedagogical role in many EFL classrooms.

As English education evolves in contexts such as...

As English becomes increasingly important in Vietnam’s education, employment, media, and global integration, students should not only learn English as a language skill but also critically examine what English means in their own lives. In the context of Vietnam’s gradual repositioning of English from a foreign language to a second language, English education needs to move beyond linguistic...

Abstract:
English in many EFL contexts is often positioned as an academic subject associated with grammar mastery, examinations, and language proficiency. However, in literature classrooms where inquiry, interpretation, and creative expression are emphasized, English may function differently as a medium for meaning-making and personal expression. This classroom-based qualitative study...

In the context of globalization and digital transformation, English proficiency has become an essential competency for university graduates, including students in creative and applied arts disciplines. However, for non-English majors at the University of Industrial Fine Arts in Vietnam, English is still largely perceived as a supplementary academic subject rather than a professional...

Low-level learners frequently experience grammar as isolated forms rather than meaningful communication, which may reduce learner engagement and motivation. As English is increasingly viewed as a tool for interaction and expression rather than only a school subject, grammar practice also needs to become more communicative and meaningful. Comics can support this shift through engaging learning...

In alignment with the VietTESOL 2026 theme, "Repositioning English: From Foreign to Second Language," this poster advocates for a critical structural reform in Cambodia’s high-stakes assessment. Currently, English is an elective subject in the Grade 12 national examination, and despite being a core curricular skill, listening remains unassessed. This creates a significant mismatch that...

Abstract
Vocabulary acquisition remains a fundamental component of language proficiency and plays a critical role in Vietnam's strategic transition from the English as a Foreign Language (EFL) to the English as a Second Language (ESL) framework. Within this evolving educational macro-context, high school students frequently struggle with dense lexical input, often relying on rote...

As publication pressure becomes increasingly prevalent across Vietnamese higher education, it is essential to understand how lecturers perceive and respond to these demands, which can support sustainable academic work and research engagement. This qualitative case study explores Vietnamese EFL lecturers’ experiences of research agency under publication pressure, focusing on how they negotiate...

As English classrooms in Viet Nam and comparable contexts move from EFL toward ESL-oriented learning environments, classroom management must be reconsidered as part of language pedagogy rather than as a separate system of behavior control. This practice-oriented presentation examines how Restorative Practices can support TESOL classrooms by strengthening belonging, participation,...

This research investigates how senior English Language Teaching (ELT) students at a university in Hanoi, Vietnam, view the use of Scenario-Based Assessment (SBA) in cultivating Language Assessment Literacy (LAL) and two 21st-century skills within a Language assessment course. Specifically, the study analyzed how two scenario-based assignments were perceived to influence the development of...

As Vietnam is becoming more globalized, the importance of English language education on intercultural communicative competence (ICC) has been increasingly emphasized, especially at lower secondary level. This small-scale study investigates the ways in which English teachers in Thot Not District, Can Tho City, embed cultural content into their English lessons in order to develop their students’...

Artificial intelligence-powered language learning applications have become increasingly popular in English language education; however, limited research has examined how self-regulated learning behaviors influence learning outcomes in AI-assisted pronunciation practice. Guided by Zimmerman’s Self-Regulated Learning (SRL) framework, this study investigates the relationship between learner...

Abstract
To implement the project "Developing English as a Second Language in Schools for the 2025–2035 Period, with a Vision to 2045," Vinh University of Technology Education has initiated a systematic research roadmap to reposition English from a foreign language (EFL) to a second language (ESL). This article identifies the theoretical foundations of ESL teaching and learning, analyzes the...

This study investigates the impact of structured speed-reading instruction on reading fluency and discourse-level comprehension among 60 Grade 12 ethnic minority students at a Vietnamese boarding school. Employing a quasi-experimental pretest-posttest design, the 12-week intervention integrated skimming, scanning, chunking, and timed reading into regular English lessons for the experimental...

Cultural barriers have been widely recognized as a major challenge to adult EFL learners’ engagement with extensive viewing of English-language audiovisual materials. Although prior research has examined the impact of cultural distance on comprehension and motivation, there remains limited empirical evidence on how learners strategically respond to these barriers. This study investigates the...

Vietnam’s national plan to reposition English as a second language by 2035 raises an urgent question for school-based ELT: do current instructional models prepare learners for meaningful communication, or do they reinforce the very EFL grammar-orientation the policy seeks to overcome? Drawing on English as a Lingua Franca scholarship and washback theory, this quantitative case study examines...

Transnational education in Master of TESOL (MTESOL) programs has increasingly gained popularity in recent years. Although these programs enable their graduates to develop professionally with internationally recognized credentials, students’ learning experiences may vary. Because positive student engagement is believed to contribute to the success of tertiary transnational education, several...

This study investigates student-related factors influencing teachers’ translanguaging decisions in Vietnamese EFL university classrooms. While previous studies have mainly examined translanguaging practices, perceptions, and pedagogical functions, limited attention has been paid to how specific student-related classroom factors shape teachers’ decisions to use translanguaging during classroom...

The rapid expansion of English-Medium Instruction (EMI) in Vietnamese higher education has created both opportunities and challenges for students learning academic content through English. This mixed-methods study investigates students’ experiences and perceptions of EMI courses at a Vietnamese university, with particular attention to linguistic challenges, classroom participation, and...

This research investigated how EFL students of a private university in Yogyakarta, Indonesia, expressed their identities in EFL creative writing on digital platforms. Although research on EFL learning have discussed the use of digital platforms in language learning, they did not explore students’ identities in creative writing in the digital era. This qualitative research involved eighteen...

The increasing use of AI-powered technologies in English language education has created new opportunities and challenges for L2 writing instruction in Vietnamese high schools. As Vietnam gradually moves toward a more ESL-oriented educational environment, understanding students’ perceptions of AI-assisted writing tools has become increasingly important for effective technology integration in...

Collaboration has been a fundamental requirement in many social activities. Therefore, to help students be effectively prepared for the labour market and social integration, collaborative work has been integrated into learning programs at the university. Research has long proven that effective collaboration promotes students' academic and social educational outcomes. Through various...

The increasing implementation of English-Medium Instruction (EMI) in Vietnamese higher education has transformed classroom dynamics and raised concerns regarding the quality of interaction between lecturers and students, as well as among peers. Grounded in sociocultural theory and interactionist perspectives on language learning, this study explores students’ perceptions of interaction in EMI...

This study investigates students’ readiness for learning through English in an English for Specific Purposes (ESP) context, in light of Vietnam’s transition toward using English as a Second Language (ESL) in higher education. The study was conducted with 93 first-year students enrolled in a high-quality program at a Vietnamese university, where English is used as the primary medium of...

The growing emphasis on learner-centered education in Vietnam has stimulated increasing interest in Open Educational Resources (OER) and open pedagogical practices in higher education. Nevertheless, the adoption of open textbooks remains limited and largely instructor-driven, with minimal student involvement, particularly in economics education, where learning materials require continual...

This study examines the role of teachers in enhancing students’ learning motivation within language classrooms. Drawing upon Self-Determination Theory, which conceptualizes motivation in terms of autonomy, competence, and relatedness, the research explores the extent to which teachers’ instructional practices and interpersonal behaviors contribute to learners’ motivational development. The...

Teachers’ engagement in professional development has been considered an important driver of educational development because of its positive results. Research has demonstrated that participating in professional development can transform teachers’ minds, behaviors, and feelings, enabling them to become better versions. In the context of the transition from EFL to ESL in Vietnam, EFL teachers’...

This paper reports on the Teacher Activity Group (TAG) Phase 2 project, funded by the British Council and implemented by International House London in partnership with Hanoi Pedagogical University 2. The study investigates the effectiveness of TAGs as a model for sustainable, context-sensitive professional development for English teachers in underserved provinces of Vietnam. Drawing on...

Standardized teaching materials are increasingly introduced in higher education to improve consistency and accountability. In EFL programs, however, such resources may reshape professional autonomy and teacher agency. This study examines these dynamics in a General English program for non-English majors at a Vietnamese university, where lecturers recently shifted from preparing their own...

Vietnam is currently undergoing a systemic shift in English language education, moving from a traditional EFL model toward an ESL framework. This transition demands significant changes in pedagogical practices, yet implementation success hinges largely on the underlying beliefs and professional agency of the teachers involved. This research-oriented oral presentation explores teacher cognition...

In many Vietnamese lower secondary schools, English is taught as a subject rather than a mode of communication. This study investigates teacher practices promoting an ESL-oriented classroom and examines their effects on the confidence and fluency of secondary students. The study was conducted with 30 English teachers from 20 lower secondary schools in Thai Nguyen and observed 160 students in...

Professional development plays a crucial role in supporting teachers to implement curriculum reforms effectively, particularly in the context of outcome-based teaching and learning (OBTL) under Vietnam’s 2018 General Education program. Although previous studies have examined OBTL implementation, most have focused on higher education, leaving limited research on Vietnamese EFL high school...

Given Vietnam's ongoing efforts to elevate English from a foreign language to a second language with wider educational and social applications, English teachers are expected to embrace more extensive professional duties. Current dialogue surrounding ESL-oriented reform tends to focus primarily on student learning outcomes, curriculum innovation, and national language policy, while teachers’...

As teaching becomes increasingly demanding in the age of rapid technological change, teacher social–emotional competence (SEC) has emerged as a critical factor in promoting teacher well-being, effective instruction, and positive learning environments. Despite growing international interest in Social–Emotional Learning (SEL), empirical evidence on EFL teachers’ SEC in Vietnam remains...

Teacher well-being has emerged as a critical concern in contemporary education, particularly in high-demand institutional settings such as military colleges. This study examines the relationship between workload, mental health, and sustainable professional practices among English language instructors working in a Vietnamese military college context. Drawing on a mixed-methods approach, the...

As Vietnam moves toward repositioning English from a foreign language to a functional medium of communication, a critical gap remains between policy aspirations and classroom realities, particularly in public primary education. This paper argues that the transformation from EFL to ESL-oriented practice cannot rely solely on curriculum reform or methodological innovation, but requires a...

The project to make English a second language in Vietnamese schools creates an urgent need to innovate teaching methods toward developing communicative competence, enhancing the application of technology, personalizing learning, and creating an environment for using the foreign language both inside and outside the classroom. However, students’ speaking performance in high school is still poor....

In response to global integration, the Vietnamese government launched a pivotal initiative to establish English as a second language in schools (2025–2035). While this policy marks a significant shift for the national education system, how teachers actually interpret these mandates remains under-researched. Grounded in sense-making theory, this qualitative study examines how teachers’...

Bilingual education has emerged as a prevalent educational framework in numerous countries, including several Asian nations like Vietnam. Institutions implementing bilingual programs are predominantly required to enforce an English-only policy in EFL classrooms, which may pose challenges for students in comprehending English instruction. This issue may pose a challenge for students with lower...

The implementation of the General Education English Curriculum has brought an important change to English language teaching in Vietnam. The curriculum emphasizes significantly on communicative competence, learner-centered teaching, and the integration of language skills. However, the success of this reform largely depends on how teachers interpret and implement the curriculum in their actual...

Vietnam is transitioning from teaching English as a foreign language (EFL) toward using it as a second language (ESL) in public schools by 2035, yet the gap between national policy and classroom realities remains significant. This study examined public lower secondary school English teachers’ perspectives on EFL versus ESL curriculum orientation in Can Tho, Vietnam. Semi-structured interviews...

Along with the rapid development of information technology, language teaching is no longer just about knowledge. Instead, teachers need to develop skills to guide students towards lifelong learning. Sustainable development goals (SDGs) have been mentioned in education including teaching and learning English as a foreign language in Vietnam. However, how to integrate SDGs into teaching has been...

Mobile-Assisted Language Learning (MALL) has become increasingly common in English language classrooms due to the widespread availability of smartphones. In many institutions, teachers have already integrated mobile technologies into their teaching practices; however, there is still limited understanding of how these practices influence student engagement and motivation. This study...

Teaching English Reading Like Vietnamese Through Cardlish
Author: B.A. Phan Thị Màu
Institution: Phuoc An No. 1 Primary School, Gia Lai Province
Implementation Period: School Year 2025–2026
Abstract
In response to Decision No. 2371/QĐ-TTg on promoting English as a second language in schools, establishing a strong phonics foundation for primary students is essential. This study reports an...

In many Vietnamese primary classrooms, English is still treated mainly as a subject to be learned rather than a language to think, explore, and learn with. As Vietnam moves toward expanding English from an EFL subject to a functional language for learning and then ESL, schools need practical pathways that can bring English into content lessons without overwhelming teachers or young learners....

This study examines the role of artificial intelligence (AI) in supporting learner autonomy among English students in public high schools in suburban Hanoi, Vietnam. With the rapid development of AI-powered tools such as chatbots, translation systems, pronunciation apps, and adaptive learning platforms, students now have greater opportunities to learn English independently beyond the...

Mixed-ability English classrooms present a persistent challenge for upper-secondary teachers, particularly in Grade 10, where students enter high school with varied levels of vocabulary, grammar, confidence, and communicative competence. This poster presents the AIM Model as a practical framework for designing AI-supported tiered tasks in mixed-ability English classes. AIM stands for Adapt...

In the era of digital transformation in education and the rapid advancement of Artificial Intelligence (AI), the integration of AI-powered tools into English language teaching has emerged as a promising approach to enhancing students’ communicative competence and academic performance. This study investigates the effectiveness of AI-assisted learning in improving English presentation skills...

Reading competence is fundamental for language acquisition, yet high school students often struggle with traditional, text-heavy curricula. This study investigates the efficacy of integrating storybooks as a pedagogical tool to improve reading competence. Employing a quasi-experimental design, the research involved 48 students divided into control and experimental groups. Over an 8-week...

Formative assessment has been increasingly recognized as an effective approach to enhance communicative competence in English as a Second Language (ESL) classrooms. This article investigates the application of several common formative assessment strategies in English classes at Hanoi University of Civil Engineering and examines their impact on the ongoing development of students’ communicative...

As English transitions from a foreign language subject into a second language embedded in daily life, the pressure on educators to design richer, more responsive learning experiences has never been greater. Artificial intelligence offers remarkable potential to support this shift, but only when teachers know how to direct it effectively. This presentation argues that the quality of...

The proliferation of technology has brought about students’ using AI tools for language learning and academic support. This study aims to investigate the correlation between students’ writing proficiency and their purposes for using AI in writing skills. To collect data, 80 English-major freshmen participated in a 9-item questionnaire designed with 5-scale Likert, accompanied by a CEFR...

This study investigated the development of speaking and listening self-efficacy among first-year tertiary students in a private Japanese university. 67 students in three classes were administered a 16-item questionnaire focused on speaking and listening self-efficacy at the beginning and end of an academic year. Follow-up interviews were held with ten of the learners. These interviewees were...

Grounded in the L2 Motivational Self System and "Internationalization at Home" (IaH) principles, this study explores the motivational impact of short-term intercultural engagement. While long-term study abroad is well-researched, a significant research gap exists regarding whether brief, low-stakes classroom interventions can yield similar psychological benefits. This research involved 130...

Graduation internships represent a vital bridge between academic instruction and professional practice for students majoring in English linguistics and literature. These placements offer essential opportunities for learners to apply their academic knowledge in real-world settings, thereby enhancing their professional competencies and developing necessary soft skills for their future careers....

Several studies have reported the increasing difficulties that Vietnamese EFL learners experience when reading texts, especially those related to unknown vocabulary, excessive mental effort, and limited reading comprehension performance (P. H. Nguyen, 2024). Drawing upon Cognitive Load Theory (Sweller, 1988), the study examined the effects of AI-assisted vocabulary support on cognitive load...

This study mainly focuses on the effect of Communicative Language Teaching (CLT) on improving students’ English-speaking ability and perceptions through an experimental study in a lower secondary school. The study employed a mixed-methods experimental design that collected and analyzed quantitative and qualitative data. There were three collection instruments: an oral test, a questionnaire on...

In recent years, the application of gamification to enhance students’ interest in English learning has received more attention, and this technique has been found to support students’ language skills and vocabulary. However, while extensive studies have been carried out on the connection between gamification and motivation or students’ engagement, there remains a significant gap in the...

English plays a crucial role in education and international integration; however, Vietnam’s English proficiency level is currently moderate and ranks around the middle among Asian countries. Vocabulary is an essential component of language learning, and although there are many methods for vocabulary learning, spaced repetition has been proven effective in numerous international studies. In...