Description
Doctoral Forum
In today's research environment, publishing scientific articles in reputable journals, particularly those indexed in Scopus Q1 and Q2, is vital for increasing the visibility, credibility, and impact of academic work. This presentation aims to offer a clear and practical guide on the essential steps to prepare, write, and select appropriate journals for successful publication. The process...
Teachers' emotions play a crucial part in language teachers' identities, classroom practices, and professional growth (Hubers, 2020; Huang et al., 2020; Gkonou & Miller, 2021). However, there is little research on teachers' emotions during ELT reform in Vietnam, especially in the case of ethnic minority teachers. Employing phenomenological study as a research design, the proposed study aims to...
This study aims to explore the motivations of second-career EFL teachers (SCETs) for pursuing doctoral studies in English language teaching (ELT). While teacher motivation has been extensively studied at the entry level of the profession, limited attention has been given to experienced educators who transition into ELT from other fields and later choose to pursue doctoral-level study. This...
This paper aims at enhancing teaching English as a second language; it examines the application of Systemic Functional Linguistics (SFL) to teaching academic writing for learners of English as a second language (L2), addressing limitations of traditional grammar-based pedagogies that isolate language from its context of use. Grounded in Halliday’s (1985) metafunctional framework- ideational,...
This workshop gives clear, practical advice on winning PhD scholarships in Applied Linguistics and TESOL. Two recent awardees—one at the University of Warwick (UK) and one at The Education University of Hong Kong — compare their application experiences in both systems. Topics include identifying supervisors, matching research ideas to funding priorities, drafting a proposal, and writing a...
This study explores how Vietnamese preservice teachers develop their professional identity during the teaching practicum. Professional identity is how teachers see themselves and their roles in education. It is shaped by personal beliefs, teaching activities, and the environment around them. In Vietnam, teaching practicum is an important part of teacher education, but many preservice teachers...
English-medium Instruction (EMI) has gained considerable attention in Vietnamese higher education as part of internationalization efforts, yet its implementation is hindered by persistent linguistic and pedagogical challenges. This study aims to investigate Vietnamese university teachers’ perceptions, classroom practices, and reflections on pedagogical translanguaging (PT) - a purposeful...
This study examined how EFL teachers’ critical reflection triggered transformative teaching practices in a Vietnamese higher education context. This qualitative research employing a phenomenological approach was conducted with the participation of three EFL tertiary teachers in the Mekong Delta region through semi-structured interviews. These three participants, who come from different...
