VietTESOL International Convention 2025

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 begins with choosing a meaningful and relevant research topic, followed by surveying potential journals that match the study’s scope and audience. It then focuses on evaluating journals based on important metrics such as CiteScore, SCImago Journal Rank (SJR), and quartile rankings (Q1, Q2), which reflect the journal’s reputation and influence. Attendees will get a comprehensive grasp of a structured approach that improves their chances of manuscript acceptance and publication in high-quality journals. The conclusion stresses the importance of thorough preparation, strict compliance with journal guidelines, and building professional networks to support the publication process. This comprehensive guidance helps researchers navigate the complexities of scientific publishing, ultimately advancing their academic careers and contributing valuable knowledge to their fields.

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 investigate the emotional experiences of Khmer EFL teachers during ELT reform in Vietnam. Using in-depth semi-structured interviews, reflection journals, the research will examine teachers' emotional narratives in three different phases: past, present, and future based on the Dynamic Systems Model of Role Identity (DSMRI) and Bronfenbrenner’s Ecological Systems Theory. The study is expected to provide deep understanding to explore what emotions Khmer EFL teachers experience, how they navigate these emotions, and which factors influence them. The finding of this study might enhance teacher support, inform curriculum policy, and foster a more emotionally supportive and effective teaching environment.
Key words: Khmer EFL teachers, curriculum reform,emotions, teachers' identities, professional growth.

Vocabulary taught in isolation often fails to stick. In our teaching across public secondary schools and English centres, we have observed that students, especially teenagers, struggle to retain and apply new vocabulary when learning from disconnected word lists. They need engaging and sustainable ways to develop lexical competence for both academic and everyday communication. This interactive workshop introduces two powerful, classroom-tested strategies that foster long-term vocabulary retention by embedding new words in meaningful contexts: Story-Based Input and Collocation Clusters. These approaches are grounded in research on contextualized and meaningful vocabulary learning (Nation, 2001; Schmitt, 2008), which shows that words are better retained when taught within rich, communicative contexts. With Story-Based Input, vocabulary is brought to life through engaging narratives, helping students infer meaning, strengthen memory through imagery, and use new words naturally. Meanwhile, Collocation Clusters enable students to internalize natural word combinations—an essential skill for fluent speaking and writing. We implemented these strategies over a full academic year with secondary-level learners at Hoa Hieu 1 Secondary School and Olympia English Center. Results showed a 35% improvement in vocabulary retention and 82% of students reporting greater confidence in vocabulary use. Workshop participants will experience both techniques through hands-on activities, analyze authentic student work, and leave with practical tools for immediate classroom application.

Many secondary school learners struggle with English spelling, pronunciation, and word forms—not because they are weak students, but because they never received a solid phonics foundation. From Wrong to Right: Sound, Spell & Say Confidently is a 90-minute workshop that provides teachers with a pronunciation “repair kit” to help learners make sense of English sounds, spelling patterns, and word stress using three key tools: the Color Vowel Chart, phonics-based decoding strategies, and the interactive IPA chart. Through classroom-tested activities, teachers will learn how to connect pronunciation with vocabulary development and grammar awareness—especially helpful for exam preparation and writing accuracy. The workshop also equips learners to self-correct common errors in speaking and spelling, and better understand word forms like noun–verb pairs and adjective–adverb shifts. The session is especially relevant to teachers working in low-resource or mixed-level classrooms, and those seeking to integrate pronunciation into communicative teaching without overwhelming students. By the end, participants will walk away with concrete tools they can apply immediately across lessons in vocabulary, writing, and speaking.

In response to the growing demand for educational innovation and digital transformation in Vietnam’s English language teaching, this study investigates how artificial intelligence (AI) tools can support teachers with classroom management and improve student outcomes. The research involved over 240 secondary and high school students in Hai Duong and Dak Lak provinces. A range of AI-integrated tools were incorporated into English lessons during the school year 2023-2024 and 2024-2025. Using action research combining quantitative and qualitative methods, the study collected data through observation, student feedback, and learning performance before and after implementation. Results show that students became more engaged, accountable, and confident in communication. The findings suggest that with careful adaptation, AI tools can make English learning more interactive and relevant, while also preparing learners with digital competencies. These insights offer participants attending this presentation practical strategies, critical reflections and authors’ experience to ensure successful implementation, creating a positive learning environment for students at all levels of education.

The term ‘sustainability’ has been defined in various ways. In ELT, ‘sustainability’ is coined to encompass “the knowledge, skills and attitudes we need in order to ensure a fairer, brighter future for people and the natural world” (Bilsborough, 2002, p. 4). As educators, we are responsible for guiding our students to acquire the skills necessary for success in their careers and as members of society. Incorporating sustainability into our English lessons can encourage students to actively participate in their English language learning as well as offering them the chance to cultivate sustainable living practices, become responsible citizens, and take an active role in influencing their environments. This workshop aims to provide the participants with key concepts related to ‘sustainability’, including different aspects of the term together with the reasons for integrating it in the English class. More importantly, the workshop will introduce to the participants the Cambridge Sustainability Framework for ELT to help them create suitable activities in their class. The trainer will also share with the participants several sustainability-promoting activities that she collected during her exchange program in the US. Finally, the participants will be provided with practical activities they can use in their class and be invited to take part in one sustainability-enhancing activity. This is an interactive workshop suitable for teachers of all grade levels, where they can interact in hands-on activities and share their experience.

English is proclaimed to be a compulsory foreign language subject for all students nationwide from primary level onwards (MOET, 2018). However, the domination of grammar-translation method (Nguyen & Pham, 2019) and grammar-oriented exams (Tran & Le, 2020) in English language education has turned students into those who may succeed in doing tests but struggle to communicate meaningfully after seven to ten years of its learning (Vo & Ngo, 2021). To make the teaching of grammar interesting and meaningful and develop communicative competence in which language users shows their grammatical fluency and appropriateness, grammar instruction should be integrated in teaching language skills. In other words, students are provided with opportunities to use proper grammar structures in appropriate contexts (Ellis, 1990) which center on students’ own lives (Ellis, 2016; Nation & Macalister, 2021). Self-formulating grammar rules enables students to remember better and more effectively. In this workshop, some strategies and activities associated with contextual teaching (Pienemann, 2019; Nassaji & Fotos, 2017) are proposed to improve primary and secondary students’ grammar fluency and accuracy, thus, make their English learning purposeful and communicative. Plus, at the end of the workshop, the floor for discussion will be open to vary the activities to serve teaching grammar of different levels.

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 qualitative, cross-sectional inquiry adopts a multiple case study design to examine how motivational factors interact at a specific point in time to shape these teachers’ academic pursuits. Participants include two SCETs: one mid-career teacher with six years and one late-career teacher with eleven years of ELT experience. Both transitioned from other professional backgrounds into ELT, bringing diverse experiences to their pursuit of doctoral education. Data will be collected through in-depth, semi-structured interviews and document analysis. In addition to the reflective statements submitted as part of their doctoral applications, the study will analyze their doctoral research proposals with participants’ informed consent, focusing on how their chosen topics reveal underlying motivations related to their professional and academic trajectories. Acknowledging the complex interplay of SCET's experiences, the study is guided by Complex Dynamic Systems Theory (CDST) (Diane Larsen-Freeman, 2017). CDST provides a powerful lens for tracing the factors that lead to motivation in response to interactions among individual histories, institutional environments, and broader sociocultural contexts. Using thematic analysis, the findings are expected to contribute to a deeper understanding of SCETs’ motivations and offer practical implications for ELT doctoral recruitment, supervision, and program design.

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, interpersonal, and textual - the study proposes a genre-based approach that enables learners to develop meaning-making resources appropriate to academic discourse communities. Using a qualitative methodology, the study analyzes model texts, curriculum materials, and student writing produced within SFL-informed writing programs. Instruction focuses on key linguistic features including nominalization, theme–rheme structure, cohesion, modality, and genre stagging, all of which contribute to textual coherence and academic stance. Preliminary findings suggest that this approach increases learners’ functional awareness of language and improves their ability to construct context-sensitive, disciplinary texts as one of the most necessary ways. The paper argues for embedding SFL theory and pedagogy in teacher education as a principled framework for L2 academic writing instruction.
Keywords: Systemic Functional Linguistics, academic writing, L2 English learners, genre pedagogy, theme–rheme, textual metafunction, teacher education

Last year, I gave a keynote speech on contextualizing Artificial Intelligence (AI) in lesson planning for adult English Language Learners (ELLs). The focus of this workshop is on another essential aspect of AI literacy: understanding the critical “how” of teaching and learning effectively with AI. Widespread adoption of AI as a tool to aid teachers and students in language acquisition is rising exponentially, especially as more chatbots incorporate Large Language Model (LLM) technology into their interface. Yet, AI in the ELL space too often feels like hocus-pocus - only people with certain skill sets can harness its power to be able to teach or to learn. However, by learning to use a Feedback Loop, teachers and students can shift the dynamic from AI as the authority to interrogating it as a tool that needs constant supervision and correction. This process teaches teachers and students to maintain control over their learning by demanding transparency, questioning decisions, and not accepting AI’s first response. We can implement this Feedback Loop: prompt AI to produce something >> AI responds >> check AI’s answer and prompt it to assess itself >> AI improves its response >> implement AI’s product, checking it again. Being in control of this Feedback Loop builds teachers’ and students’ confidence, critical engagement, and language acuity, all while demystifying AI use. Feedback Loops are Formative and scaffolded, so this learning process is not graded. This workshop is supported by research on AI literacy in broad ELL and specific Vietnamese contexts.

This interactive workshop shows how simple drama activities and artificial intelligence tools can help English for Specific Purposes (ESP) learners speak English with confidence in workplace settings such as tourism, hospitality, job interviews, and engineering. Speaking with confidence is not just about learning more words; it comes from practical, engaging practice in real situations. Backed by research, drama-based role plays prove effective at boosting skill and motivation. Based on sociocultural theory and the Read-Personalize-Glance method, a clear three-step approach, participants will practice scenarios that mirror professional conversations, use ChatGPT to create custom dialogues, and rehearse to deepen fluency and lower anxiety. Attendees will learn to turn textbook and workplace tasks into lively speaking activities, see how artificial intelligence can model pronunciation and give rapid feedback, and adapt materials for classrooms with limited technology using printable handouts or offline recordings. Through group planning, teachers will customize these strategies for their own classes. By combining drama and artificial intelligence, this workshop gives educators ready-to-use methods that build learner agency, confidence and clarity, skills vital for success in today’s global workforce.

The presenter will engage participants in an interactive workshop designed to introduce simple, low-tech games for boosting student engagement. It’s geared toward teachers who will be working with students from high school through university students. The focus of the workshop is incorporating fun ways to practice listening and speaking skills. The participants will be introduced to and have an opportunity to play several simple, low-tech games. The main objective is to give English language teachers some tools for teaching with limited resources. The workshop will cover: How to keep students engaged in fun ways while completing English lessons. How to add kinesthetic elements to learning. How to boost whole class engagement while practicing critical listening and speaking skills. The workshop will include the modeling, explanation, and reflection upon the game strategies. Overall, this will be a fun interactive workshop designed to provide teachers with some tools for increasing student engagement during English classes.

This workshop will provide participants with a background on contemporary practices in English language, teaching, including practices related to educational technology enhanced through AI and social engagement practices associated with what is often called the digital wild. These kinds of practices are what users across the Internet do when they are engaging with one another in social media and other Internet based platforms Some of these topics will include gaming and game vacation, digital storytelling, fanfiction, using aspects of popular culture and among others, these practices have been used to support The movement that is happening across Vietnam right now around using English as a medium of instruction by creating engaging in meaningful interactive, immersive experiences Around any topic and in any discipline, we can help make learning more meaningful and compelling the workshop will focus on a variety of practical hands-on skills, as well as an opportunity to reflect on how we may adjust our instruction in the future as future technologies and associated social and communication practices emerge.

This interactive workshop helps educators make intentional, pedagogically sound decisions when integrating technology into their teaching practice. Instead of simply substituting traditional methods with digital tools, participants will explore how to evaluate and apply technologies that enhance and transform student learning. Grounded in the PICRAT model and current research in educational technology, the session guides participants in critically analyzing the impact of tools on engagement, creativity, and learner autonomy. Participants will use this framework to co-design a context-specific lesson plan suitable for online, blended, or face-to-face instruction that aligns with clear learning goals. By the end of the session, attendees will have a practical, classroom-ready example of technology integration that supports meaningful, amplified, or transformative use.

What can go wrong if cultural study is excluded from EFL curriculum? For one thing, students are less able to identify problematic communication among groups. According to faculty, students in Vietnam are not always motivated to use English outside of exams or job needs. A 2024 article about Vietnamese tertiary learners’ intercultural competence supports the idea of integrating cultural content to enhance the entrepreneurial capabilities and employability of new graduates in the 21st century. This includes blending approaches such as AI and ESP to prepare students for global interactions. The workshop goal is to equip teachers with engaging strategies and topics to help students navigate global English communication and cultural expectations in academic, professional, and everyday settings. The workshop audience comprises professionals who are confident in classroom management but seek training in the following areas: advice on incorporating intercultural competence into the curriculum; strategies and activities for integrating intercultural learning with other SLA approaches; and insights into international standards for English teaching. The workshop aims to engage the audience in a blended lesson incorporating AI and games with content-based instruction to enhance intercultural learning. Participants will discover that intercultural competence can be improved among Vietnamese university students who lack foreign interaction. Participants can join an optional WhatsApp focus group where discussions and rubrics will be used to evaluate learning.

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 strong statement of purpose. Attendees will leave with concrete steps and resources to strengthen their own scholarship applications.

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 face difficulties such as unclear roles, limited support from mentors, and differences between university training and school practice.
To better understand this process, the study uses a mixed-methods sequential explanatory design. First, surveys will be given to around 200 final-year preservice teachers before and after their practicum to find patterns in their identity development. Then, a smaller group will take part in interviews and write personal stories about their experiences. The study is guided by Ecological Systems Theory (Bronfenbrenner, 1979) and Cultural-Historical Activity Theory (Engeström, 2001), which help explain how identity is influenced by both the teaching context and the actions of student teachers.
The findings are expected to provide insights into how identity is built during practicum and suggest ways to improve mentor support, university-school collaboration, and practicum design in Vietnam’s teacher education programs.

Vocabulary taught in isolation often fails to stick. In our teaching across public secondary schools and English centres, we have observed that students, especially teenagers, struggle to retain and apply new vocabulary when learning from disconnected word lists. They need engaging and sustainable ways to develop lexical competence for both academic and everyday communication. This interactive workshop introduces two powerful, classroom-tested strategies that foster long-term vocabulary retention by embedding new words in meaningful contexts: Story-Based Input and Collocation Clusters. These approaches are grounded in research on contextualized and meaningful vocabulary learning (Nation, 2001; Schmitt, 2008), which shows that words are better retained when taught within rich, communicative contexts. With Story-Based Input, vocabulary is brought to life through engaging narratives, helping students infer meaning, strengthen memory through imagery, and use new words naturally. Meanwhile, Collocation Clusters enable students to internalize natural word combinations—an essential skill for fluent speaking and writing. We implemented these strategies over a full academic year with secondary-level learners at Hoa Hieu 1 Secondary School and Olympia English Center. Results showed a 35% improvement in vocabulary retention and 82% of students reporting greater confidence in vocabulary use. Workshop participants will experience both techniques through hands-on activities, analyze authentic student work, and leave with practical tools for immediate classroom application.

Many secondary school learners struggle with English spelling, pronunciation, and word forms—not because they are weak students, but because they never received a solid phonics foundation. From Wrong to Right: Sound, Spell & Say Confidently is a 90-minute workshop that provides teachers with a pronunciation “repair kit” to help learners make sense of English sounds, spelling patterns, and word stress using three key tools: the Color Vowel Chart, phonics-based decoding strategies, and the interactive IPA chart. Through classroom-tested activities, teachers will learn how to connect pronunciation with vocabulary development and grammar awareness—especially helpful for exam preparation and writing accuracy. The workshop also equips learners to self-correct common errors in speaking and spelling, and better understand word forms like noun–verb pairs and adjective–adverb shifts. The session is especially relevant to teachers working in low-resource or mixed-level classrooms, and those seeking to integrate pronunciation into communicative teaching without overwhelming students. By the end, participants will walk away with concrete tools they can apply immediately across lessons in vocabulary, writing, and speaking.

In response to the growing demand for educational innovation and digital transformation in Vietnam’s English language teaching, this study investigates how artificial intelligence (AI) tools can support teachers with classroom management and improve student outcomes. The research involved over 240 secondary and high school students in Hai Duong and Dak Lak provinces. A range of AI-integrated tools were incorporated into English lessons during the school year 2023-2024 and 2024-2025. Using action research combining quantitative and qualitative methods, the study collected data through observation, student feedback, and learning performance before and after implementation. Results show that students became more engaged, accountable, and confident in communication. The findings suggest that with careful adaptation, AI tools can make English learning more interactive and relevant, while also preparing learners with digital competencies. These insights offer participants attending this presentation practical strategies, critical reflections and authors’ experience to ensure successful implementation, creating a positive learning environment for students at all levels of education.

The term ‘sustainability’ has been defined in various ways. In ELT, ‘sustainability’ is coined to encompass “the knowledge, skills and attitudes we need in order to ensure a fairer, brighter future for people and the natural world” (Bilsborough, 2002, p. 4). As educators, we are responsible for guiding our students to acquire the skills necessary for success in their careers and as members of society. Incorporating sustainability into our English lessons can encourage students to actively participate in their English language learning as well as offering them the chance to cultivate sustainable living practices, become responsible citizens, and take an active role in influencing their environments. This workshop aims to provide the participants with key concepts related to ‘sustainability’, including different aspects of the term together with the reasons for integrating it in the English class. More importantly, the workshop will introduce to the participants the Cambridge Sustainability Framework for ELT to help them create suitable activities in their class. The trainer will also share with the participants several sustainability-promoting activities that she collected during her exchange program in the US. Finally, the participants will be provided with practical activities they can use in their class and be invited to take part in one sustainability-enhancing activity. This is an interactive workshop suitable for teachers of all grade levels, where they can interact in hands-on activities and share their experience.

English is proclaimed to be a compulsory foreign language subject for all students nationwide from primary level onwards (MOET, 2018). However, the domination of grammar-translation method (Nguyen & Pham, 2019) and grammar-oriented exams (Tran & Le, 2020) in English language education has turned students into those who may succeed in doing tests but struggle to communicate meaningfully after seven to ten years of its learning (Vo & Ngo, 2021). To make the teaching of grammar interesting and meaningful and develop communicative competence in which language users shows their grammatical fluency and appropriateness, grammar instruction should be integrated in teaching language skills. In other words, students are provided with opportunities to use proper grammar structures in appropriate contexts (Ellis, 1990) which center on students’ own lives (Ellis, 2016; Nation & Macalister, 2021). Self-formulating grammar rules enables students to remember better and more effectively. In this workshop, some strategies and activities associated with contextual teaching (Pienemann, 2019; Nassaji & Fotos, 2017) are proposed to improve primary and secondary students’ grammar fluency and accuracy, thus, make their English learning purposeful and communicative. Plus, at the end of the workshop, the floor for discussion will be open to vary the activities to serve teaching grammar of different levels.

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 pedagogical approach allowing strategic use of students’ first language (L1) to support comprehension and engagement with academic content - in response to linguistic and pedagogical issues. By employing a mixed method design, the research integrates semi-structured interviews, classroom observations, stimulated recall interviews, and student surveys to capture a holistic view of PT in EMI classes. Participants includes six EMI teachers, each with a minimum of two years’ teaching experience across diverse disciplines, and 120 students enrolling in their respective classes. Data collection follows an interview-observe-recall-survey cycle, focusing on teachers’ perceptions, observed PT strategies, reflective rationales, and students’ evaluations. The findings aim to elucidate EMI lecturers’ perceptions regarding the pedagogical value and limitations of PT, identify potential discrepancies between their perceptions and actual classroom practices, and evaluate the impact of PT strategies on student learning and engagement. This study contributes valuable insights that can inform EMI policy decisions and aids in designing professional development aligned with teachers’ specific contexts. However, the modest size of the participant limits the generalizability of the findings. Overall, the research highlights the pivotal role of PT as an adaptive pedagogical strategy aligning internationalization goals within Vietnamese EMI tertiary contexts.

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 universities, have several years of experience in teaching English, and they all implement critical reflection in their teaching. Matsuo’s (2017) framework of critical reflection with problem posing, preconceived assumptions, and double-loop learning would be employed for considering teachers’ transformative teaching practices. The findings on transformative teaching practices would be recognized as adapting from Mezirow’s (1991) ten phases of transformative learning, including disorienting dilemma, self-examination, critical assessment, recognition, exploration, planning, knowledge and skill acquisition, provisional trying of roles, building competence, and confidence and reintegration. The study result will foster teacher professional development by demonstrating how critical reflection supports transformative teaching practices. Furthermore, the essential role of critical reflection in pedagogical development is emphasized by teachers’ issue recognition and gearing their minds towards improving teaching quality.
Keywords: Critical reflection, transformative teaching practices, EFL teaching, professional development.

Last year, I gave a keynote speech on contextualizing Artificial Intelligence (AI) in lesson planning for adult English Language Learners (ELLs). The focus of this workshop is on another essential aspect of AI literacy: understanding the critical “how” of teaching and learning effectively with AI. Widespread adoption of AI as a tool to aid teachers and students in language acquisition is rising exponentially, especially as more chatbots incorporate Large Language Model (LLM) technology into their interface. Yet, AI in the ELL space too often feels like hocus-pocus - only people with certain skill sets can harness its power to be able to teach or to learn. However, by learning to use a Feedback Loop, teachers and students can shift the dynamic from AI as the authority to interrogating it as a tool that needs constant supervision and correction. This process teaches teachers and students to maintain control over their learning by demanding transparency, questioning decisions, and not accepting AI’s first response. We can implement this Feedback Loop: prompt AI to produce something >> AI responds >> check AI’s answer and prompt it to assess itself >> AI improves its response >> implement AI’s product, checking it again. Being in control of this Feedback Loop builds teachers’ and students’ confidence, critical engagement, and language acuity, all while demystifying AI use. Feedback Loops are Formative and scaffolded, so this learning process is not graded. This workshop is supported by research on AI literacy in broad ELL and specific Vietnamese contexts.

This interactive workshop shows how simple drama activities and artificial intelligence tools can help English for Specific Purposes (ESP) learners speak English with confidence in workplace settings such as tourism, hospitality, job interviews, and engineering. Speaking with confidence is not just about learning more words; it comes from practical, engaging practice in real situations. Backed by research, drama-based role plays prove effective at boosting skill and motivation. Based on sociocultural theory and the Read-Personalize-Glance method, a clear three-step approach, participants will practice scenarios that mirror professional conversations, use ChatGPT to create custom dialogues, and rehearse to deepen fluency and lower anxiety. Attendees will learn to turn textbook and workplace tasks into lively speaking activities, see how artificial intelligence can model pronunciation and give rapid feedback, and adapt materials for classrooms with limited technology using printable handouts or offline recordings. Through group planning, teachers will customize these strategies for their own classes. By combining drama and artificial intelligence, this workshop gives educators ready-to-use methods that build learner agency, confidence and clarity, skills vital for success in today’s global workforce.

The presenter will engage participants in an interactive workshop designed to introduce simple, low-tech games for boosting student engagement. It’s geared toward teachers who will be working with students from high school through university students. The focus of the workshop is incorporating fun ways to practice listening and speaking skills. The participants will be introduced to and have an opportunity to play several simple, low-tech games. The main objective is to give English language teachers some tools for teaching with limited resources. The workshop will cover: How to keep students engaged in fun ways while completing English lessons. How to add kinesthetic elements to learning. How to boost whole class engagement while practicing critical listening and speaking skills. The workshop will include the modeling, explanation, and reflection upon the game strategies. Overall, this will be a fun interactive workshop designed to provide teachers with some tools for increasing student engagement during English classes.

This workshop will provide participants with a background on contemporary practices in English language, teaching, including practices related to educational technology enhanced through AI and social engagement practices associated with what is often called the digital wild. These kinds of practices are what users across the Internet do when they are engaging with one another in social media and other Internet based platforms Some of these topics will include gaming and game vacation, digital storytelling, fanfiction, using aspects of popular culture and among others, these practices have been used to support The movement that is happening across Vietnam right now around using English as a medium of instruction by creating engaging in meaningful interactive, immersive experiences Around any topic and in any discipline, we can help make learning more meaningful and compelling the workshop will focus on a variety of practical hands-on skills, as well as an opportunity to reflect on how we may adjust our instruction in the future as future technologies and associated social and communication practices emerge.

This interactive workshop helps educators make intentional, pedagogically sound decisions when integrating technology into their teaching practice. Instead of simply substituting traditional methods with digital tools, participants will explore how to evaluate and apply technologies that enhance and transform student learning. Grounded in the PICRAT model and current research in educational technology, the session guides participants in critically analyzing the impact of tools on engagement, creativity, and learner autonomy. Participants will use this framework to co-design a context-specific lesson plan suitable for online, blended, or face-to-face instruction that aligns with clear learning goals. By the end of the session, attendees will have a practical, classroom-ready example of technology integration that supports meaningful, amplified, or transformative use.

What can go wrong if cultural study is excluded from EFL curriculum? For one thing, students are less able to identify problematic communication among groups. According to faculty, students in Vietnam are not always motivated to use English outside of exams or job needs. A 2024 article about Vietnamese tertiary learners’ intercultural competence supports the idea of integrating cultural content to enhance the entrepreneurial capabilities and employability of new graduates in the 21st century. This includes blending approaches such as AI and ESP to prepare students for global interactions. The workshop goal is to equip teachers with engaging strategies and topics to help students navigate global English communication and cultural expectations in academic, professional, and everyday settings. The workshop audience comprises professionals who are confident in classroom management but seek training in the following areas: advice on incorporating intercultural competence into the curriculum; strategies and activities for integrating intercultural learning with other SLA approaches; and insights into international standards for English teaching. The workshop aims to engage the audience in a blended lesson incorporating AI and games with content-based instruction to enhance intercultural learning. Participants will discover that intercultural competence can be improved among Vietnamese university students who lack foreign interaction. Participants can join an optional WhatsApp focus group where discussions and rubrics will be used to evaluate learning.

This keynote will address issues related to innovation and ethics in English language education. Innovation in language education often brings to mind concerns of inefficiency and digital waste, resulting from new approaches to preparation for technology use that is in a constant state of change as well as a constant demand for the newest available forms of technology. The decisions related to these innovative practices involve many ethical challenges. Often using the resources that are already available along with moderately adapted approaches to training can be much more effective than introducing wholly new approaches. By recognizing the valuable components already existing in your teaching ecosystem, you can dramatically improve the potential of innovative interventions while also increasing sustainability. These innovative practices may involve some emerging technologies such as artificial intelligence and virtual reality within established pedagogical practices that should be familiar to language teachers. The presenter will share his thoughts on these topics and provide examples.

This study explores how students and teachers at a public high school in Ho Chi Minh City have responded to the revised National English Exam 2025. With a mixed-methods survey design, data were collected from 91 students and 9 teachers to examine both the difficulties they encountered and the strategies they adopted to cope with the new exam format. The findings reveal that students struggled primarily with limited vocabulary, test-related anxiety, and unfamiliar question types, while teachers faced difficulties related to instructional time, material availability, and uneven student readiness. Despite these difficulties, both groups demonstrated adaptability— students adjusted their study habits and content focus, while teachers revised instruction, assessments, and materials. By incorporating both perspectives, the study sheds light on how school-based actors interpret and respond to top-down exam reforms, a dimension that has received limited empirical attention in Vietnam. The in-depth findings offer empirical support for washback theory, assessment-driven learning, and self-regulated learning, and point to the need for greater institutional support to facilitate effective adaptation in high-stakes testing environments.
Keywords: National English Exam, exam reform, washback effect, assessment driven learning, self-regulated learning, student and teacher adaptation, high-stakes testing.

This presentation invites participants on a journey into the heart of meaningful language education, where adaptive expertise is the gold-standard of teachers’ professional practice. Rooted in Vietnam’s Foreign Language Teacher Competencies (FLTC) (BGDĐT, 2020), the session draws on several chapters in "Vietnam’s Foreign Language Teacher Competencies in Practice" series to explore how ELTs can rise to the challenges of a changing world. By blending creativity with principled action, adaptive expertise enables teachers to not only survive but thrive—responding to diverse learner needs, fostering equity, and teaching English as a global lingua franca with vision and heart. Like bamboo in a grove—flexible, resilient, and deeply rooted in local soil—teachers grow stronger together, supported by the FLTC as a shared foundation for professional practice.

Using teacher stories, we will explore how sustainable and globally-ready ELT is made possible through reflective practice, communities of support, and commitment to local relevance. Teachers are not passive implementers of curricula; they are active, resilient change agents. This session is a call to courage, to curiosity, and to care— and an invitation to grow as adaptive experts for the good of Vietnam’s teachers and learners.

Each student possesses unique qualities, making each special. To unlock and unleash students' potential, teachers can gift students adaptive learning, which can assist students in accomplishing mastery in each lesson before processing to the next, motivate students to enjoy the quantity and quality of learning, and engage students in class and outside-class activities. Moreover, data-driven technology allows teachers to adapt their teaching to match students' needs and make students' more self-directed, open to feedback, and resilient in learning (Kurt, 2020; EdSurge, 2020). Besides, adaptive learning also assists teachers in getting golden opportunities to reflect on teaching practices, show students better trust, and influence students' learning and development. Therefore, this presentation will explore the three pillars - adaptive content, adaptive sequence, and adaptive assessment- benefits, principles, and teaching methods of adaptive learning. At the end of the presentation, the participants will take away with the best hint for applying this method in their real classrooms which make the teaching and learning more practical.

Within the framework of comprehensive reform in general education in Vietnam, enhancing the quality of English language instruction has emerged as a vital goal. An approach being employed is Content and Language Integrated Learning (CLIL) in English language education. This study employs a mixed-methods approach, integrating quantitative and qualitative research, to assess the current implementation status, evaluate effectiveness, and propose modifications for the application of CLIL in 10th-grade English instruction, as perceived by teachers and students at three Vietnamese high schools. The research findings indicate a different utilization of CLIL among schools, combined with an inequality in the integration of the four components of the 4Cs framework. Although most students recognized the beneficial effects of CLIL on their engagement and learning confidence, only a minority felt entirely assured during participation in activities. Additionally, the research highlights an effective CLIL method consisting of five key elements and recommends strategies to establish a psychologically secure learning environment. Effective implementation of the CLIL approach necessitates the enhancement of teacher training, the development of specialized resources, the improvement of evaluation systems, and the creation of favorable learning settings. Future studies should broaden the scope and create CLIL models tailored to various regions of Vietnam.

This research investigates assessment practices in English-Medium Instruction (EMI) classrooms within universities in Ho Chi Minh City (HCMC), Vietnam. With the increasing adoption of EMI in Vietnamese higher education, particularly in non-English-major disciplines, the role of assessment in supporting student learning and evaluating performance becomes critical. Using a mixed-methods approach, data were collected from a diverse sample of EMI lecturers and students across multiple universities in HCMC. Quantitative data were gathered through structured questionnaires and achievement surveys, while qualitative insights were obtained from semi-structured interviews and classroom observations. This triangulated methodology allowed for a comprehensive understanding of both the explicit assessment strategies and the implicit beliefs and challenges underlying their implementation. Preliminary findings reveal a wide range of assessment practices, with a heavy reliance on traditional testing methods such as midterms and finals, often with limited adaptation for language support. Lecturers reported varying degrees of confidence and training in EMI assessment, influencing how they design and evaluate student performance. Classroom observations suggest a mismatch in some cases between assessment formats and students’ language proficiency, potentially impacting learning outcomes. Moreover, the data indicate that students tend to perform better in courses where assessment practices are clearly communicated and aligned with both content and language objectives. The research contributes to the understanding of EMI pedagogy in the Vietnamese context and highlights the need for more systematic training and support for lecturers in assessment literacy. It also suggests implications for policy and practice aimed at enhancing the fairness and effectiveness of EMI assessment in higher education.

This study tested the falsifiable and null hypotheses of Yanagisawa and Webb’s (2021) statistical model ILH Plus which aimed to predict the effectiveness of incidental vocabulary learning activities. According to this model, learning activities with a higher ILH-Plus score will produce larger vocabulary gain than those with a lower ILH-Plus score, with other factors in the activities being equal (falsifiable hypothesis) or regardless of other factors not included in the model (null hypothesis). To this end, the study employed two counter-balanced pretest-posttest experiements to gauge the vocabulary gain out of 20 non-words from a gap-filling (ILH-Plus score of 38.6 points) and a sentence-writing task (ILH-Plus score of 45.6 points), which shared the same amount of time-on-task (Experiment 1, N = 70, to test the falsifiable hypothesis), and to assess the learning outcome out of the same 20 non-words, but from a sentence-writing and a composition-writing task (ILH-Plus score of 53.6 points) and without the above time-on-task control (Experiment 2, N = 64, to test the null hypothesis). A meaning-recall test was administered after each experiment to measure lexical uptake and two weeks later for vocabulary retention. The results from both experiments showed that all learning activities yielded sizeable vocabulary gains, but in a descending order of the gain size as Composition-writing > Sentence-writing > Gap-filling, regardless of the time-on-task control. Therefore, both hypotheses were supported, suggesting that ILH Plus is indeed a reliable predictor for the effectiveness of incidental vocabulary learning activities and can be used to inform vocabulary instruction.

In an effort to integrate the Positive Emotion, Engagement, Relationship, Meaning in Life, and Accomplishment (PERMA) model into teaching English speaking and create a harmonious English learning environment, this study sought validation of PERMA-based lessons from experts in English as a Foreign Language (EFL) and English for Medical Purposes (EMP) teaching and learning. A general lesson plan was sent to an EFL professor in China, and a seminar presenting related theories was conducted for EMP lecturers at a university of medicine and pharmacy in Can Tho City, Vietnam, with data collected through an open-ended questionnaire. The findings reveal that the PERMA-based lessons embody the values of the PERMA model, demonstrating their effectiveness in teaching English speaking. Subsequently, another study evaluated the effects of these lessons on students’ speaking performance and well-being. The results confirmed that this type of lesson can enhance students’ speaking performance and strengthen their learning well-being. Based on these findings, this workshop aims to share and guide other language teachers in creating their own PERMA-based lessons so that their students’ learning well-being and performance can be improved.

According to Khalil and Kholofelo Semono-Eke (2020), teaching methodology significantly impacts students’ learning process, so EFL teachers should flexibly adjust their teaching styles to enhance their performance. To examine lecturers’ adjustment of applying instructional strategies between the face-to-face and online teaching environment, this study investigated how often EFL university lecturers in the Mekong Delta employ different instructional strategies in face-to-face and online teaching. Twenty-eight EFL lecturers participated in a questionnaire with 25 instructional strategies derived from different English language teaching methods. The findings showed that lecturers tend to apply both traditional and communicative strategies in their teaching practice. Most of the suggested strategies are employed more often in face-to-face teaching rather than online teaching, except that Question-and-answer, Problem-solving, and Independent learning are utilized more frequently in online teaching. At the same time, Think-pair-share and Solve-pair-share have the same level of use in the two environments. The findings also indicated that the project is the least often used strategy, while the most often used strategy is Question-and-answer.

Learning engagement correlates with important educational outcomes, including academic achievement and satisfaction. However, the choice and implementation of an effective method that can improve learning engagement has not yet been finalized. In practice, mind-mapping has long been used by teachers to create, visualize, arrange, and expand ideas in order to facilitate the teaching and learning process. The present study aims to investigate EFL teachers’ perceptions towards the implementation of mind-mapping for enhancing learning engagement and study the common mind-mapping strategies used in EFL classes for enhancing learning engagement.
The research design used in this study is a mix-methods research approach. A sample of 75 EFL teachers was selected randomly from the foreign language centers of Can Tho city. This study employed two major instruments to explore the above- mentioned. (1) The questionnaire was administered to find out EFL teachers’ perceptions towards the implementation of mind-mapping for enhancing learning engagement. Then, (2) semi structured interview was conducted to explore the common mind-mapping strategies used in EFL classes for enhancing learning engagement. The data collected from the questionnaire was analyzed by using SPSS software. The findings of the study reveal that EFL teachers at foreign language centers use mind-mapping activities in the classroom that are essential in promoting learners' participation in all behavioral, cognitive, and emotional aspects. In addition, difficulties in implementing mind-mapping activities in the classroom were discovered, such as time constraints and overcoming passive learning attitudes of learners.

Developing effective business communication skills is a pressing need for university students in English as a Second Language (ESL) contexts, particularly in light of increasing global workplace demands. This research explores how project-based learning (PBL) can be implemented in a Business Communication course to foster practical communication competence among undergraduates in Foreign Trade University of Vietnam (FTU). Employing a mixed methods design, the study collected data from pre- and post-intervention assessments, student surveys, and in-depth interviews with both students and the instructor. Findings indicated marked improvements in students’ ability to communicate in professional settings, especially in writing emails, delivering presentations, and conducting negotiations. Most participants reported increased engagement and motivation, although some encountered initial challenges related to autonomy and collaborative learning structures. The instructor observed higher levels of classroom interaction and noted the need for consistent scaffolding. The study offers empirical support for PBL as a contextually relevant and effective approach for improving business English proficiency in TESOL programs. It also highlights the importance of institutional backing to ensure sustainable implementation.

This study explores the application of scenario-based assessment in the testing practices of theoretical subjects at a university level, focusing on its effectiveness in evaluating students' higher-order thinking skills—specifically, the abilities to evaluate and synthesize information as outlined in Bloom's taxonomy. Drawing on both quantitative and qualitative data collected through questionnaires and semi-structured interviews, the research captures university teachers’ perceptions and experiences regarding the appropriateness and impact of using scenarios in assessments. The findings reveal that teachers generally view scenario-based assessment as a meaningful and practical approach to measuring complex cognitive skills, with many highlighting its capacity to promote deeper learning, contextual understanding, and critical reflection. The study contributes to current discourse on innovative assessment methods in higher education and offers implications for enhancing the design of assessments in theoretical disciplines.

Language assessment literacy (LAL) is a foundational competency for pre-service teachers of English, particularly in the context of Vietnam’s Curriculum 2018, which emphasizes learner-centered approaches and balanced formative and summative assessment. Despite its importance, limited research has explored Vietnamese pre-service teachers’ confidence and preparedness in LAL. This study addresses this gap by investigating self-perceived confidence levels and the factors influencing LAL among Vietnamese pre-service English teachers. Employing a mixed-methods approach, data were collected from 103 pre-service teachers through a validated questionnaire, complemented by in-depth interviews with eight participants. Quantitative findings indicate that participants generally report high confidence in their assessment knowledge and skills. Qualitative analysis reveals that their beliefs and practices are aligned with the learner-centered assessment principles advocated by Curriculum 2018. Notably, the study identifies teaching experience and formal training as the most significant influences on assessment confidence, while also highlighting the complex interplay of personal and contextual factors that can both support and challenge practical assessment implementation. The novelty of this research lies in its comprehensive mapping of LAL within the specific context of Curriculum 2018, providing new insights into the readiness of future English teachers in Vietnam. The findings underscore the urgent need for targeted institutional support to further develop assessment literacy and enhance professional competencies. This research fills a critical gap in the literature and offers actionable recommendations for teacher education policy and practice in the era of educational reform in Vietnam and similar contexts.

Keywords
Language assessment literacy; pre-service teachers; Curriculum 2018; English language teaching; Vietnam; formative assessment; summative assessment; teacher education.

This study explores what EFL learners actually do during group work and identifies factors influencing their collaborative performance. The participants included 150 English-major students from Can Tho University. They completed a 38-item questionnaire grounded in five key aspects of effective group work: positive interdependence, face-to-face interaction, individual responsibility, interpersonal and small group skills, and group reflection. Responses were rated on a five-point Likert scale, and mean scores were calculated to assess the frequency of behaviors. Semi-structured interviews were also conducted to gain deeper insights into students’ experiences. Findings revealed that students most frequently emphasized individual responsibility and that face-to-face interaction was the least practiced. A significant challenge was the tendency to use Vietnamese during discussions, which limited English practice. Other issues included low motivation, lack of confidence, and unfamiliarity with group members. To enhance the effectiveness of group work, we recommend designing clear, engaging tasks, promoting the use of English, and providing training to develop collaborative skills.

This study investigates the relationship between learning motivation, learner autonomy, engagement, and learning strategies and English proficiency among Vietnamese university students, grounded in the Expectancy-Value Theory. A quantitative survey was conducted with 125 non-English-major students at a Vietnamese university, utilizing a structured questionnaire to collect data on psychological and behavioral factors. The data were analyzed using Cronbach’s Alpha to assess scale reliability, Exploratory Factor Analysis to identify factor structures, and linear regression to examine the influence of each factor on English proficiency. The findings reveal that all four factors significantly impact English proficiency, with learning motivation and learner autonomy demonstrating the strongest effects, followed by engagement and learning strategies. The study also explores variations in these factors across gender and academic year, providing insights into how student characteristics shape language learning outcomes. These results highlight the pivotal role of psychological and behavioral factors in effective language acquisition and offer evidence-based insights for integrating these elements into curriculum design and pedagogical practices. The findings provide actionable implications for language educators and university administrators, enabling the development of tailored English language support programs to enhance student outcomes. By addressing motivational and autonomous learning needs, this research contributes to improving English proficiency in Vietnamese higher education, supporting students’ integration into global academic and professional contexts.

This study explores the perspectives of Vietnamese English Language Teaching (ELT) teachers on a localized-MOOC introduced through the Teaching English Localization project by the British Council in 2024. The study details the design, implementation, and evaluation of this localized-MOOC. Data were collected via a survey of 107 teacher trainees and interviews with 10 teachers. The study employs Guskey's Model of Professional Development Evaluation (2000) to analyze data on the course's relevance, effectiveness, and alignment with local teaching practices. Key findings indicate that teachers shared positive attitudes toward the localized content. The design, combining asynchronous MOOC platform contents with synchronous facilitator sharing sessions, was particularly effective. Teachers reported increased confidence and enhanced skills in designing student activities. Their professional development needs were well addressed through the localization approach. Additionally, participant trainees' voices in sharing sessions with colleagues made contents more contextually relevant. The findings underscore the importance of thoughtful design, thorough preparation, facilitators' critical role, and robust educational specialist support. Situated within the literature on localizing MOOCs in English education, the study contributes to discussions about effectively adapting global educational resources to local contexts for sustainable professional development.

Keywords: MOOC, English Language Teaching, globalisation, localisation, sustainable professional development, Vietnam.

The positive effects of implementing Reflective Learning activities in Teaching English to Speakers of Other Languages (TESOL) have been widely reported. However few researchers study how educators design a lesson with learning activities that scaffold students of English as a Second Language (ESL) to reflect on their reading of exemplars. Personas, fictional representations of real users of products, are widely used by educators in developing a lesson plan for teaching students. Holistic Personas, a fictional character with five dimensions (factual, personality, intelligence, knowledge and cognitive process), present users of a learning application can be exemplars for TESOL. Through qualitative action research collective-case study of 65 first-year students and 87 second-year students in Vietnam between 2018 and 2025, we demonstrate how Holistic Personas and Reflective concepts can integrate into a lesson of four types of leaning activities: “experience activities, shared activities, guided activities and independent activities” (Nation & Macalister, 2019) to teach writing skills to students of ESL. Our leaning activities are grounded in Vygotsky’s social constructive learning theory and the Nation & Yamamoto (2012)’s four strands of a balanced language course. Our findings reveal that Holistic Personas are effective exemplars to scaffold reflective learning and to motivate students to learn to write in English every day, outside classrooms, for a period of ten weeks. Reflecting on our experiences we discuss practical implications of our study.

In response to the growing demand for educational innovation and digital transformation in Vietnam’s English language teaching, this study investigates how artificial intelligence (AI) tools can support teachers with classroom management and improve student outcomes. The research involved over 240 secondary and high school students in Hai Duong and Dak Lak provinces. A range of AI-integrated tools were incorporated into English lessons during the school years 2023-2024 and 2024-2025. Using action research combining quantitative and qualitative methods, the study collected data through observation, student feedback, and learning performance before and after implementation. Results show that students became more engaged, accountable, and confident in communication. The findings suggest that with careful adaptation, AI tools can make English learning more interactive and relevant while also preparing learners with digital competencies. This presentation will offer participants attending this presentation practical strategies, critical reflections, and the authors’ experience to ensure successful implementation, creating a positive learning environment for students and an active sharing community for dedicated teachers.

This study explores Vietnamese Generation Z students’ awareness of linguistic sexism in English from a cultural perspective shaped by Confucian gender ideology. It also examines how these traditional norms may influence learners’ acceptance or resistance toward inclusive language use and the gender stereotypes it seeks to challenge. The research was conducted in non-English-majored classes at Foreign Trade University, Ho Chi Minh City Campus with a mixed-methods approach, combining data from student surveys and classroom-based observations. Findings revealed a moderate level of awareness among students, with their perceptions influenced by a combination of factors, including gender, academic background, cultural upbringing, and prior exposure to global or inclusive discourses. While Confucian gender norms contributed to resistant or passive attitudes, many learners responded positively when inclusive language was introduced through contextually appropriate approaches. The study contributes to a more culturally responsive and globally informed ELT approach that fosters both critical language awareness and gender-sensitive communication, in alignment with values of global citizenship and sustainable language education.

Keywords: Linguistic sexism; ELT; Generation Z; Confucian gender ideology

The number of people speaking English worldwide has surged from millions to billions over the past five centuries, resulting in English being used more often than not as the global language (as in the theories of Global Englishes). This has challenged any overemphasis on native-like competence in assessing learners’ pronunciation. Intelligibility – the speaker’s capacity to be understood across interlocutors of diverse linguistic backgrounds in global contexts – has proved a more relevant benchmark. Despite its relevance, little research has been done to explore teachers’ understanding of intelligibility, their attempts to implement it in pronunciation assessment practices, and the challenges facing them. Seeking to address these gaps, this qualitative study investigated higher education teachers’ perceptions of intelligibility-based assessment. Semi-structured interviews were conducted with six pronunciation university teachers selected through convenience sampling. Thematic analysis revealed that all participants acknowledged the role of intelligibility in successful communication, evidenced in their efforts to shift focus of assessment onto mutual comprehension rather than on absolute accuracy. Additionally, they articulated considerable concerns about the scarcity of Global-Englishes-oriented training and resources and about the institutional pressures to comply with conventional accuracy-focused assessment criteria. Underscoring the needs for innovations in pronunciation assessment and instruction, the study recommended that professional training in intelligibility-based assessment be provided, pronunciation resources featuring different varieties of English be utilized, and existing curricula be refined to better integrate intelligibility into pronunciation assessment practices. Theoretically, this study contributes to the growing body of literature on reformed pronunciation assessment in Global-Englishes contexts amidst the era of globalization.

This study investigates the integration of sustainability into English Language Teaching (ELT) through Project-Based Language Teaching (PBLT) in a 10th-grade classroom. As the need for globally competent English learners (ELs) increases, aligning language education with sustainability goals becomes crucial. PBLT serves as an effective pedagogical framework, focusing on real-world, collaborative projects that enhance linguistic proficiency while fostering global awareness and engagement with sustainable practices.
The research is grounded in experiential learning and constructivist theories, emphasizing the importance of authentic tasks in developing critical thinking, problem-solving, and collaboration skills. Through PBLT, students work on projects related to family dynamics, community involvement, and environmental issues, allowing them to apply language skills in meaningful contexts. These projects not only improve language proficiency but also encourage responsible engagement with sustainability-related topics.
The study further explores the integration of PBLT into curriculum design, student assessment, and classroom management. Assessment strategies, such as rubrics and peer/self-assessments, are used to track students' progress and ensure the achievement of both linguistic and sustainability outcomes. By incorporating PBLT, teachers can create a learner-centered environment that motivates students to take ownership of their learning while addressing global challenges.
This research concludes with evidence-based recommendations for educators, providing practical insights on how to implement PBLT effectively, cultivate globally responsible learners, and promote sustainability in language classrooms.

This study explores the academic, linguistic, cultural, and social challenges faced by international medical students enrolled in an English-Medium Instruction (EMI) program in Vietnam, as well as the strategies they employed to adapt and succeed. Fourteen students participated in semi-structured interviews, providing qualitative insights into their lived experiences. Findings revealed that participants encountered considerable academic difficulties, including the complexity of medical terminology, fast-paced lecture delivery, and teaching methods that were unfamiliar compared to their home countries’ education systems. Language barriers not only hindered academic comprehension but also affected classroom participation and social integration. Cultural challenges, such as adjusting to indirect communication styles and hierarchical classroom dynamics, further complicated their adaptation process. Nevertheless, students demonstrated resilience through coping mechanisms such as self-directed learning, peer collaboration, time management, and engagement with institutional resources. Notably, they reported significant personal growth, including increased independence and intercultural competence. However, the study also identified gaps in institutional support, particularly in terms of faculty members’ limited intercultural teaching skills and responsiveness to international students’ needs. Recommendations included the development of tailored language support programs, culturally responsive pedagogy, peer mentorship initiatives, and accessible mental health services. By focusing on the Vietnamese context, this research contributes to the understanding of EMI experiences in the Global South and offers practical implications for enhancing international medical education in non-Western settings.

Artificial intelligence (AI)-powered tools are increasingly used to support EFL writing, yet little is known about students’ acceptance of specific platforms like DeepSeek. This study, based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), explores how international students perceive and use DeepSeek in academic writing tasks. Using a mixed-methods design, the study surveyed 200 students and conducted four semi-structured interviews at a public university in Vietnam.

Findings show a moderate level of acceptance, especially for tasks such as brainstorming, outlining, and revising. Key factors influencing adoption include performance expectancy, effort expectancy, facilitating conditions, and hedonic motivation. Meanwhile, social influence, price value, and habit were identified as barriers. Qualitative data enrich these insights, revealing both enthusiasm and skepticism about AI assistance in writing.

The study contributes to growing research on AI in language education by providing empirical evidence of DeepSeek’s potential in EFL contexts. It offers practical implications for educators and developers seeking to enhance learner engagement and overcome obstacles to AI integration in writing instruction.

Learning-oriented assessment (LOA) has emerged as a significant trend in modern language assessment, undergoing continuous refinement and now supported by a well-established body of research. This study examines the application of various dimensions of Purpura's (2022) Learning-Oriented Assessment (LOA) framework within the context of a Language Assessment (LA) course for pre-service English teachers in Vietnam. Aiming to address the gap in applying LOA in core teacher training courses in general and language assessment courses at the tertiary level in Vietnam in particular, an explanatory sequential mixed-method research design was employed. Specifically, a questionnaire with five-point Likert type scale and 58 items was first conducted with 130 students who are pre-service teachers at the University of Languages and International Studies (ULIS) and studied the LA course in 2024 to elaborate their perspectives on the level of eight LOA dimensions integrated in the LA course assessment activities. In addition, semi-structured interviews with seven students were then employed to further explore their reasons for negative perceptions in the survey results. The findings reveal that students perceive varying degrees of clarity in the realization of LOA dimensions in terms of assessment tasks. While socio-interaction and proficiency dimensions are perceived to be generally well-integrated, the interviewed students report some slight inconsistencies in other dimensions. The findings underscore the importance of revising the LA course to adjust and improve some perceived problems in the LA course to foster a higher level of pre-service teachers’ language assessment competence. Accordingly, some measures to embed modern technology and better instruction procedures in designing assessments have been suggested to be included in future course revisions.

Abstract:
This study investigates how university lecturers balance teaching, administrative duties, and doctoral studies. Grounded in narrative inquiry, we conducted in‐depth, semi‐structured interviews with eight full‐time lecturers enrolled in doctoral studies. Participants hold diverse academic roles encompassing teaching and administrative duties, while also navigating doctoral studies. Data collection focused on their lived experiences, personal narratives, and reflections on institutional expectations. Through thematic analysis, four major themes emerged: (1) balancing teaching loads and managerial responsibilities with research and writing demands; (2) accessing and leveraging both formal (e.g., teaching‐load reductions, academic mentorship) and informal (e.g., peer collaboration, family support) institutional resources; (3) evolving professional identity and sense of agency as “teacher‐scholars,” emphasizing the shift from content delivery to knowledge generation; and (4) coping strategies for maintaining personal well‐being, including time‐management techniques and mental health practices. Findings underscore the importance of a supportive, cross‐institutional ecosystem—aligned with sustainability and global competence goals—in enabling lecturers to thrive in dual roles. Recommendations for professional‐development initiatives include flexible workload arrangements, structured mentorship networks, and targeted research‐skill workshops. These insights offer guidance for policymakers and university administrators seeking to foster sustainable, competence‐oriented career pathways for lecturer‐researchers.

Keywords: narrative inquiry; doctoral studies; professional development; lecturer identities; sustainability; global competence; higher education.

Anxiety while speaking English has long been perceived as one of the factors that hinder the speaking skills of students and present a number of challenges for students in communication within the classroom and real-life contexts. Thus, the objective of this research was to examine non-English majors’ level of anxiety while speaking English, its effects on their speaking competence, and the coping strategies for speaking anxiety. Using a mixed -methods explanatory sequential design, this study was conducted on a sample of 191 freshmen and sophomore non-English majors. Data were collected through questionnaires, audio recordings of students’ speaking performance during an in-class test, and semi-structured interviews. The finding revealed that students’ perceived level of speaking anxiety varied from moderate to high. Fear of negative evaluation emerged as a more influential factor than trait anxiety, even though its impact remained consistent at a moderate level. Besides that, the influence of speaking anxiety was evident in students’ speaking through limited lexical diversity, a high occurrence of filled and unfilled pauses that affected fluency, and constraints in their accurate and fluent speech, as well as an overuse of their first language (L1) during second language (L2) production. Moreover, students’ fear of speaking English contributed to a decline in their motivation to learn English, though some students demonstrated resilience by focusing on the long-term benefits of English proficiency Further detrimental consequences of speaking anxiety were identified, alongside a number of coping strategies students employed to decrease the level of speaking anxiety. The study concludes by offering some pedagogical implications for both teachers and students in terms of overcoming speaking anxiety in classroom activities as well as directions for future research.

In today's globalized world, intercultural competence (IC) is a useful skill for English as a foreign language (EFL) learners to acquire in order to understand and communicate with people of other cultures. This study explores the use of argumentative writing as a useful tool for the development of IC in the EFL classroom. Based on celebrated theories by Byram (1997) and Deardorff (2006), the study explains noteworthy concepts from previous research and also offers actual classroom practical strategies.
The study adopts a mixed-methods design, collecting data from the students' writing tasks, reflections, and interviews with the teachers in three Vietnamese EFL classrooms. The results show that the use of debate topics, comparison of cultural attitudes, and scaffolding the students with reflective writing tasks can advance both their language development and awareness of other cultures. Yet some students found it difficult to discuss sensitive topics or were ignorant of other cultures, showing the need for careful planning on the teachers' behalf.
This research offers much-needed insight as it combines theory and classroom practice. The research stresses the importance of the teacher in creating a positive and welcoming classroom environment. The research also offers concrete suggestions for teachers who wish to use argumentative writing to improve English language proficiency as well as intercultural sensitivity among students.

Completing graduation theses for inexperienced English-major seniors is a challenging journey, especially within a tight deadline. This study dives into students’ lived experiences of motivation and growth through the lens of phenomenology and Self-Determination Theory. Four in-depth interviews with two male and two female students, each supervised by a different lecturer, revealed the problems they faced and how they addressed the challenges. All four students faced similar difficulties during their thesis completion, including time pressure, a 10-credit thesis (a factor that affected their GPA and degree classification), and a lack of research experience, which initially caused confusion and worry. However, with a viable schedule set by supervisors and their support via digital communication tools, the students developed their autonomy and competence through self-learning, utilizing resources such as YouTube, websites on data analysis software like SPSS, and learning from their peers. Despite the pressures, the students demonstrated self-regulation to overcome challenges and reach their goal. Notably, one student transformed from initial tensions to a passion for research and now aims to pursue a master’s degree following her graduation. The findings highlight that supervisors’ timely support and the use of digital tools are key to easing pressures and boosting skills. This paper suggests that students should proactively join research groups to gain experience and prepare for their thesis journey, and convenient communication channels should be chosen for more effective support to help students thrive.

Teaching young learners (YLs) to speak English freely, smoothly, and spontaneously is the ultimate objective of EFL instruction. Drama activities are among the strategies used to help YLs improve their English-speaking abilities. Therefore, the purpose of this study was to investigate how EFL teachers view the advantages and difficulties of employing drama activities to teach YLs how to speak English. This study was conducted in Vietnam at a private kindergarten system (PKS). Thirty-two English teachers who taught English there participated in the research. To guarantee the validity and reliability of the study, a mixed-method research design was used, collecting both quantitative and qualitative data. Three instruments—questionnaires, interviews, and observations—were used to gather data. Descriptive statistics and content analysis were used to analyze the data. According to the study's findings, drama activities were commonly used in bilingual classrooms. Teachers also found that using drama exercises helped YLs' English-speaking abilities, but they also faced several difficulties involving students, teachers, and the environment. It is anticipated that this study will clarify how speaking skills instruction is implemented for YLs in this setting and in other kindergartens generally.

Keywords: Speaking skills, drama activities, young learners, bilingual classes, Vietnamese context

In recent years, there has been a growing interest among elderly individuals in learning English, driven by motivations such as enhancing cognitive function, engaging in social interactions with peers, and acquiring practical communication skills for travel or maintaining relationships with family members abroad. This demographic represents a valuable target group for English language education in Vietnam. To meet their learning needs effectively, it is essential to explore teaching methodologies tailored to the unique challenges faced by elderly learners.

This study examines the use of Task-Based Language Teaching (TBLT) in teaching English conversation skills to elderly learners, with a focus on the integration of Top Notch Fundamentals videos as a key tool for facilitating task-based activities. A mixed-methods research design, combining both qualitative and quantitative approaches, was employed to assess the perspectives of both elderly learners and teachers on the effectiveness of this method. Data were collected through semi-structured interviews, questionnaires, and classroom observations from 79 elderly learners and 12 teachers at three campuses of English Town, an English language center in Ho Chi Minh City.

The findings suggest that incorporating Top Notch Fundamentals videos into the TBLT approach significantly enhances the learning experience by providing engaging and contextually relevant tasks. This combination proves to be an effective and practical method for teaching English conversation to elderly learners. Based on these results, it is recommended that English teachers consider using Top Notch Fundamentals videos as a valuable tool within a TBLT framework to create dynamic, interactive, and effective lessons for elderly learners.

As AI writing assistants become standard in language education, Vietnamese students learning English writing skills increasingly rely on automated feedback without developing critical evaluation skills, creating an urgent need for pedagogical intervention. This ongoing mixed-methods study addresses the gap between widespread AI tool adoption and English language learners' ability to evaluate AI suggestions critically by developing criteria for assessing AI feedback appropriateness in second language writing contexts. Forty-five intermediate Vietnamese ESL students are participating in a six-week intervention teaching the CLEAR framework (Context, Language, Evidence, Accuracy, Relevance) for evaluating AI feedback, with data collection including pre/post writing samples, think-aloud protocols, and interviews exploring decision-making processes. Preliminary observations suggest students initially accept AI suggestions without critical evaluation, and the study aims to determine whether explicit instruction improves students' ability to evaluate AI feedback critically and examine the relationship between critical evaluation skills and English writing quality development. This research will provide immediately applicable classroom materials including assessment rubrics, training modules, and activities for developing Vietnamese English learners' AI literacy, offering educators a structured approach to guide students in evaluating AI feedback while preserving learner agency and cultural identity.

This proposed study aims to investigate teacher trainees’ perceptions of the advantages and difficulties they experience during their teaching practicum and to gather their suggestions for improving practicum effectiveness. Recognizing the practicum as a pivotal component of teacher education, the research will employ a mixed-methods approach, utilizing questionnaires and focus group discussions to collect data from around 200 TEFL teacher trainees at Quy Nhon University. The study seeks to identify common advantages that trainees perceive and the challenges they encounter in their teaching practicum. Furthermore, the research will solicit trainees’ recommendations for enhancing the practicum experience. By systematically analyzing these perspectives, the study will provide evidence-based suggestions for policymakers and teacher educators to design more effective practicum programs. The anticipated findings are expected to contribute to the ongoing development of teacher education in Vietnam, ultimately supporting the preparation of competent and confident future school teachers of the English language.

Idioms play a crucial role in language competence and cultural significance. In Vietnam, however, idioms have significantly been underestimated by both the teachers and learners, particularly at the tertiary level. Previous studies found that Vietnamese teachers rely on rote memorization in teaching idioms, making the lessons ineffective and tedious. Etymological Elaboration, coined by Boers, Eyckmans, and Stengers in 2007, has emerged as a novel instructional approach to teaching idioms and idiomatic phrases. This method involves breaking down the components of an idiom, exploring its origin and history, and understanding its figurative meaning. This research investigated its effect on teaching idioms to Vietnamese students by conducting a mixed-method study, including idiom tests and interviews. The participants are 40 senior students in a local public school in Vietnam. They were students from two classes, which were likewise assigned as treatment group and control group. The treatment group received idioms with Etymological Elaboration, while the control group learned idioms by rote. Moreover, three local teachers were interviewed to understand their attitudes toward idiom teaching and etymological elaboration as an instructional method. The results revealed that Etymological Elaboration helped students learn and remember better than those who only learned by rote. Furthermore, the interviewees all expressed their positive perspectives on Etymological Elaboration. This new instructional method generally benefits learning, teaching, and motivating students.

The role of advanced technology in education has come to the forefront, especially in learning a second language. Applying mobile-assisted language learning to review new words allows learners and teachers more time to practice face-to-face in class. This experiential study aims to investigate the effect of using Quizlet as homework on vocabulary acquisition in a Vietnamese secondary school. This study was conducted in a Vietnamese secondary school with 118 students in grade 8 who were divided into 2 groups: the experimental group (N = 59) and the control group (N = 59). Participants in the experimental group experienced using Quizlet for 4 weeks with teachers’ instructions while learners in the control group reviewed new words in the conventional way at home. Learners were required to do a pre-test in advance and a post-test after the four-week intervention. Furthermore, learners’ long-lasting learning of new words was measured through delayed-tests after 4 weeks of post-intervention. The findings showed that learners in both groups made great progress in vocabulary acquisition; however, learners who used Quizlet as homework had higher scores on the post-test than those who did not. Moreover, the results of the delayed-test indicated that learners using Quizlet at home to review new words had better scores. Regarding learners’ attitudes towards Quizlet, the majority of participants demonstrated an interest and preference for using this educational learning app. This research sheds new light on the application of Quizlet – an educational language learning app as an assignment to enhance secondary learners’ vocabulary knowledge.

Achieving proficiency in writing is essential for securing high scores in the IELTS exam, yet self-directed practice often lacks immediate, personalized, and detailed feedback, leading to persistent errors, stagnant progress, and diminished motivation. This mixed-methods study aims to investigate the impact of ChatGPT-generated corrective feedback on fostering learner autonomy among tertiary students enrolled in an IELTS writing course. Employing an experimental design, the study utilizes the Learner Autonomy Perception Questionnaire to collect quantitative data for pre-test and post-test on components of learner autonomy, including belief about teachers’ role, metacognitive knowledge, and metacognitive skills. Complementing this, semi-structured interviews provide qualitative insights into students’ experiences with AI-generated feedback, exploring its efficacy and limitations. Results suggest that ChatGPT’s corrective feedback significantly enhances learners’ autonomy in IELTS writing by offering timely, targeted guidance. However, challenges such as occasionally inaccurate or biased feedback and the risk of over-reliance on AI tools were noted. These findings highlight practical implications for integrating AI-driven feedback into writing instruction, emphasizing the need for balanced implementation to support learner autonomy while mitigating potential drawbacks. The study contributes to the growing discourse on AI’s role in language education, offering recommendations for educators to optimize AI tools in fostering independent learning.

Self-access centers (SACs) are spaces that provide opportunities and resources for language learning. Ideally, these are tailored to the needs of learners and offer pathways for more effective and autonomous learning. Beyond supporting learner autonomy, SACs also contribute significantly to global readiness by fostering intercultural competence and equipping learners with the skills needed to engage in multilingual and multicultural environments. While scholars and educators have emphasized these principles for decades, in practice, SACs often fail to live up to them. Some common issues for SACs include: learners being forced to attend them; lack of space; difficulty developing the expertise to run them effectively; and institutions deeming them too expensive to maintain. In Vietnam, SACs remain uncommon due in part to resource constraints, limited expertise, and an educational culture that prioritizes structured guidance over learner autonomy. However, with careful planning, these problems can be avoided. Indeed, by adopting the guiding principle of sustainability, a SAC can be established ecologically and on a relatively small scale. In this presentation, the speakers will first discuss practical steps for establishing a sustainable SAC. Then, drawing on the literature on SACs, ecology, and learner autonomy, as well as their own professional experience, they will share insights on common challenges with running a SAC and strategic ways to overcome them. The speakers will conclude with a discussion of the practicality of a sustainable SAC for those universities hoping to (re)start one, followed by an opportunity for attendees to share their experiences and perspectives.

This paper introduces the idiodynamic method as a dynamic, moment-by-moment research tool that captures fluctuations in learners’ affective and cognitive states during L2 use. Rooted in complex dynamic systems theory (CDST), the method enables second-by-second self-assessment and visualization of learner experiences, including motivation, willingness to communicate (WTC), anxiety, enjoyment, fluency, and perceived competence. Synthesizing recent empirical studies, the paper demonstrates how this method supports reflective pedagogical practices and helps teachers respond to learners’ real-time emotional and cognitive needs. It highlights the method’s potential to enhance learner agency, emotional awareness, and engagement through classroom-based reflection. Practical and technological innovations, including a custom-built digital rating tool, are also discussed to illustrate its accessibility and scalability. Limitations related to introspective burden, contextual variability, and implementation are considered. Overall, this paper affirms the pedagogical value of viewing language learners not as fixed profiles but as evolving, situated individuals, whose engagement shifts from moment to moment, and whose learning benefits from responsive, data-informed teaching.

This study explores the integration of voice-dubbing techniques as an innovative approach to improving English speaking skills among primary grade 2 students in rural Thanh Hoa province, Vietnam. These learners, who study English as a second language, often face difficulties in pronunciation, fluency, and speaking confidence. By utilizing familiar children’s media in a voice-dubbing context, the study introduces an engaging, low-anxiety learning method that enhances oral communication. The implementation involved guided dubbing sessions where students practiced mimicking native speech, focusing on intonation, rhythm, and emotion. Data was collected through pre- and post-assessments of students' speaking performance, along with interviews and classroom observations. Results revealed marked improvements in pronunciation accuracy, fluency, and learner confidence. Positive feedback from both teachers and students further confirmed the effectiveness and enjoyment of this approach.The findings suggest that voice dubbing can be a practical, low-cost, and motivating strategy for young EFL learners in under-resourced contexts. This paper offers practical insights for educators seeking to incorporate creative, student-centered techniques into primary English instruction.

This study explores and compares EFL teachers’ beliefs about two instructional strategies - Graphic Organizers (GOs) and Questioning Strategies (QS) - in teaching reading. While research highlights their benefits, little is known about teachers' perceptions of their effectiveness and implementation challenges. Given that reading comprehension is vital in Vietnam’s EFL curriculum, understanding these beliefs is crucial. Using a sequential mixed-methods approach, data were collected from 104 EFL teachers via questionnaires and eight semi-structured interviews. Findings indicate that teachers view both strategies positively, recognizing GOs for structuring complex texts and QS for fostering critical thinking. However, beginning teachers reported concerns about the time and effort required to implement GOs effectively. Qualitative findings highlight the value of integrating GOs and QS to meet diverse learners’ needs. The study also proposes a decision-making model linking teachers’ beliefs with strategy implementation, offering a framework for effective instruction. Implications emphasize the need for professional development on reflective practices and practical training. Recommendations are provided for instructional designers, administrators, and policymakers to support teachers in adopting effective reading strategies aligned with students’ needs and curricular goals.

This study explores the impact of teacher-student English interaction beyond the classroom on high school students’ speaking proficiency, participation, and attitudes toward language learning. Conducted at Hung Vuong High School for the Gifted in Gia Lai, the research involved a Grade 10 class divided into an experimental group—exposed to English-only communication both inside and outside the classroom—and a control group that interacted in English only during lessons. Over eight weeks, data were collected through pre- and post-speaking tests, surveys, semi-structured interviews, and classroom observations. The findings reveal that students in the experimental group showed significantly greater improvements in speaking fluency, vocabulary use, participation frequency, and willingness to communicate in English. Survey and interview data further indicated positive shifts in learners’ confidence, motivation, and reduction in speaking anxiety. Despite initial challenges, most students gradually adapted to the immersive environment. The study concludes that extending English interaction beyond formal instruction helps bridge the gap between passive knowledge and active use, reinforcing both linguistic and affective aspects of language learning. Recommendations are provided for integrating natural English interactions into homeroom sessions, extracurricular activities, and informal teacher-student communication to enhance long-term language acquisition and learner engagement.
Keywords: English-only interaction, teacher-student communication, speaking fluency, learner engagement, language learning attitude, high school students, immersive learning.

Research on second language (L2) learners' engagement highlights the critical role of emotional engagement in task performance and language development; however, empirical evidence remains limited, particularly from a text-driven perspective within task-based language teaching (TBLT) (Tomlinson, 2018, 2023). This mixed-methods study investigates the emotional engagement of Vietnamese EFL learners during two text-driven, task-based lessons designed with reference to specific text genres. The study involved a speaking and a writing task, in which learners engaged in problem-solving activities based on texts across two three-stage lessons. Quantitative data were collected via a post-task questionnaire and analyzed using SPSS v.29, involving 33 English-major students. In addition, semi-structured interviews with eight voluntary participants explored factors influencing emotional engagement, and observational data were used to triangulate the findings. Descriptive statistics indicated high levels of emotional engagement, characterized by strong enjoyment and low anxiety. Thematic analysis revealed key contributing factors, including visual prompts during the pre-task phase, text processing activities, appropriately challenging cognitive demands, and peer monitoring. These findings suggest that well-designed, text-driven tasks can enhance emotional engagement and thereby support language acquisition in EFL contexts.

Maintaining vocabulary retention and promoting long-term memory are essential goals in K-12 English Language Teaching (ELT), particularly in contexts where students struggle with passive memorization techniques. This study explores the use of Magical Flashcards - a visual and interactive tool grounded in cognitive learning theory and gamified learning - to enhance EFL learners’ lexical recall. Implemented by two English teachers across three schools in Dak Lak Province, the intervention involved over 160 students participating in color-coded, image-supported flashcard activities that combined repetition, peer collaboration, and game-based tasks. Data collected from vocabulary quizzes, formative assessments, and final tests during the 2024-2025 academic year revealed significant improvements in vocabulary retention, classroom engagement, and language application. The use of Magical Flashcards strengthened lexical memory and increased learner motivation through visual stimuli and social interaction. These findings highlight the practical benefits of incorporating multimodal tools in vocabulary instruction. Future directions include digital versions and AI-assisted personalization to extend the approach across diverse educational contexts.

This study explores the influence of ChatGPT on the development of metacognitive strategies and writing motivation among EFL learners. The research involved 120 second-year English majors at Lac Hong University in Vietnam, all of whom were enrolled in Essay Writing courses and demonstrated intermediate proficiency levels (B1-B2 in CEFR). Employing a mixed-methods approach, the study required participants to complete two academic writing tasks: one without technological support and another utilizing ChatGPT. These tasks were supplemented by pre- and post-task surveys and guided reflections to assess planning, monitoring, and revision behaviors. Findings revealed that the use of ChatGPT contributed to more effective planning and substantive revisions, especially among higher-proficiency students. Conversely, lower-proficiency learners exhibited a decline in active monitoring and reflective engagement, suggesting a potential dependency on AI-generated outputs. While overall confidence in writing increased, participants expressed ambivalence regarding issues of authorship and overreliance on AI assistance. In response to these insights, the study introduces the S.M.A.R.T. AI framework - an instructional model designed to Support metacognition, Monitor motivation, Align tool use with proficiency, Reinforce autonomy, and Train critical AI literacy. This framework aims to foster responsible, strategic integration of AI technologies within EFL academic writing pedagogy.

The use of checklists in English as a Foreign Language (EFL) writing instruction has gained attention as an effective tool for guiding students through the writing process. In the context of Vietnamese grade-10 students using the textbook Global Success, teaching writing often faces a number of difficulties regarding the requirements of the writing tasks and the linkage between the tasks and the language learned in the units. This study employed a qualitative research design to explore student perceptions and practices regarding the use of checklists in writing. Data were collected through an open-ended questionnaire, which was translated into and answered in Vietnamese. Forty-two participants completed the questionnaire. A thematic analysis was conducted to identify recurring themes and patterns in students' experiences and perspectives. The results reveal that learners' perceptions are positive when feedback is clear and helps them identify areas for improvement. While the existing assessment criteria are generally viewed as adequate and aligned with standards such as IELTS, there is a desire for more specific content examples and feedback that encourages deeper thinking rather than just superficial checking. The study also provides guidelines and pedagogical suggestions for language teachers and learners to effectively utilize checklists, along with recommendations for textbook writers. Some difficulties in using checklists in teaching writing are also addressed.

This study investigates the effectiveness of project-based learning (PBL) in developing communicative competence—identified as a core disciplinary skill—in Vietnamese high school English education. Implemented at a specialized high school, the study redesigned textbook “Project” activities into real-life tasks such as media campaigns, career interviews, and video production, aiming to cultivate authentic English usage and learner motivation. A mixed-methods approach was employed, with data collected from 113 students through Likert-scale self-assessment questionnaires and student products. Seven data tables were constructed and analyzed using SPSS, achieving high internal consistency (Cronbach’s Alpha = 0.948). Communicative competence was assessed according to CEFR’s tripartite framework: linguistic (M=3.58), sociolinguistic (M=3.80), and pragmatic competence (M=3.58). Students reported clear gains in vocabulary, grammar, pronunciation, discourse organization, and interactional strategies. Motivation also increased, with post-project engagement averaging M=3.98 across behavioral, affective, and attitudinal dimensions. The findings affirm that embedding communication goals into contextualized PBL tasks significantly strengthens students’ English proficiency, autonomy, and engagement. Notably, the research offers detailed quantitative evidence supporting the role of PBL in developing all three dimensions of communicative competence, positioning it as a viable model for enhancing disciplinary core skills in alignment with Vietnam’s 2018 General Education Curriculum.

Teaching writing to multilingual learners at a time when ChatGPT dominates is an enormous challenge as writing educators well know. How can teachers help to improve the English language and critical thinking skills of students when there is now an app that can do it all for them? This presentation will begin by sharing preliminary research data on AI usage of students collected at an English medium university in Vietnam. It will then go on to include six specific strategies which have been used successfully by professors to improve student engagement in writing tasks and improve their critical thinking skills. These strategies include the following: (1) use of multiple drafts and grading rubrics which include ‘response to feedback’ at a high percentage; (2) assigning writing tasks that require students’ firsthand experience of collecting information to be used as evidence; (3) use of in-class writing tasks that allow students to bring in one page of handwritten notes; (4) assigning writing tasks that focus on a local issue in the community that ChatGPT will have difficulty responding to; (5) designing writing tasks that require hand-written annotation of a reading and its use as evidence; (6) giving students writing tasks that require analysis through a ‘theoretical lens’ to address a local issue. Having been given real life examples that have worked well in the university classroom in Vietnam, participants will leave this presentation with a series of strategies to use immediately in their own classroom.

This study explores the listening challenges experienced by non-English major students at a Vietnamese university, specifically in the context of B1-level VSTEP-oriented instruction. The VSTEP exam plays an increasingly vital role in Vietnam’s higher education system, as it is often used to assess students’ English proficiency for graduation and job placement. However, despite its significance, limited research has examined the specific difficulties learners face in developing listening skills aligned with this standardized test. This study addresses that gap by investigating the perceptions of 180 university students across all undergraduate years enrolled in the General English 3 (XH025) course during the 2024–2025 academic year. Using a qualitative case study approach, data were collected through a Google Form survey comprising 25 open-ended questions. These questions were organized into five thematic clusters: linguistic, cognitive, affective, material-related, and instructional challenges. Thematic analysis was employed to identify recurring patterns in the students’ responses. Findings revealed that learners commonly struggled with understanding fast speech, unfamiliar vocabulary, and complex grammatical structures. Many participants reported difficulty distinguishing individual words in rapid speech and comprehending diverse English accents—especially when recordings were played only once, as is typical in VSTEP exams. Cognitive challenges included poor memory retention and difficulty inferring implied meanings. Affective factors such as listening anxiety, lack of confidence, and discouragement further hindered performance. In addition, students raised concerns about the textbook being overly difficult and not sufficiently reflective of the actual VSTEP format. They also noted that while classroom instruction included some effective techniques, it occasionally lacked practical listening strategies—such as extended listening time, peer discussions, and scaffolded support before and after listening tasks. These findings highlight the need for targeted pedagogical adjustments to better support learners’ development of test-oriented listening skills. Adapting teaching strategies and materials to more closely meet students’ actual needs could enhance both listening comprehension and confidence in high-stakes test contexts like the VSTEP.

Despite its well-established role in second language (L2) teaching research, L2 pragmatics remains underrepresented in EFL textbooks and largely overlooked in teaching curricula and teacher training programs. This study employs a repeated measures design to evaluate the effectiveness of a professional development (PD) workshop on L2 pragmatics instruction for Vietnamese EFL high school teachers. Its impact was assessed through pre- and post-training questionnaires completed by 43 participants. The results indicate that the workshop positively influenced teachers’ awareness and knowledge of L2 pragmatics and its instruction. This allows them to begin practising the design of activities that integrate L2 pragmatics into their English lessons. This presentation highlights examples of teachers' self-designed activities for integrating L2 pragmatics into their lessons, underscoring the need for further professional development to ensure its systematic and principled inclusion in EFL classrooms.

This interactive session supports English teacher development by introducing effective, research-based multisensory strategies for teaching English structures to very young learners. Drawing on foundational theories of child development and language acquisition (Piaget, 1970; Scott & Ytreberg, 1990; Donaldson, 1978), the session highlights key characteristics of very young learners such as limited attention spans and a strong reliance on sensory input which have direct implications for instructional planning. Participants will explore how engaging multiple senses including visual, auditory, tactile, olfactory, and gustatory can significantly enhance language comprehension and retention. Theoretical insights are connected to classroom practices such as Total Physical Response, visual storytelling, sensory play, and music-based activities (Asher, 1977; Ćirković-Miladinović et al., 2023; Fidyaningrum et al., 2021). These methods not only support language learning but also contribute to learners’ motor skills, collaboration, and confidence. Designed to enhance teachers' instructional flexibility and creativity, the session provides a practical toolkit of adaptable, classroom-ready strategies. English teachers will engage in demonstrations, reflect on their own teaching contexts, and discuss implementation techniques with peers. Attendees will leave with actionable ideas and renewed insight into how sensory-informed instruction can strengthen very young learners' grasp of English structures while enriching their own teaching practice.

In today’s globalized tertiary education landscape, supporting linguistic diversity and positive learning experiences is a pressing challenge. Understanding how different instructional language approaches affect learner tension is crucial, as it significantly impacts language acquisition and academic success. This mixed-method research aims to examine how different instructional language approaches influence the learning tension of tertiary students. Using the Foreign Language Classroom Anxiety Scale (FLCAS) among 52 English-majored students, this study seeks to investigate learner tension across 3 different instructional contexts: English-only, translanguaging, and first language-focused. Additionally, qualitative data collected from 15 semi-structured interviews aims to provide in-depth insights into their tensional experiences in each instructional context. Findings from quantitative data indicated that English-only instructional context has significantly higher tension than the other two, with translanguaging higher than first language-focused. Findings from qualitative data also highlighted several emotional impacts and academic concerns of different instructional language approaches in tertiary classrooms. These findings inform evidence-based pedagogical strategies to mitigate anxiety and enhance learning for multilingual students in tertiary classrooms, offering practical recommendations for implementing tension-reducing, multilingual instructional approaches.

This study investigates the effectiveness of mnemonic acrostics (MAs) as a vocabulary learning strategy (VLS) to enhance vocabulary retention among Vietnamese B1-level English learners, while also exploring learners’ perceptions of the strategy. Using a mixed-methods approach, the research involved 60 participants from a private English center in a southern Vietnamese city. A quasi-experimental design was implemented, consisting of a pre-test, post-test, and a post-intervention survey to evaluate the impact of MAs on vocabulary acquisition and retention. The findings reveal that MAs significantly enhance vocabulary retention, particularly for higher-level CEFR vocabulary items (B2 and C2 levels). While traditional methods continue to play a vital role in language instruction, students reported frequent use of MAs and described them as engaging, accessible, and highly effective for learning and remembering new words. These positive perceptions suggest that MAs can serve as a valuable supplement to existing vocabulary teaching techniques. The study recommends that language educators integrate MAs into their instruction, ideally with the support of digital tools to increase learner engagement and personalization. It also emphasizes the importance of aligning strategies with students’ learning preferences. Further research with more diverse and larger samples over extended periods is recommended to validate and expand upon these findings.

Keywords: mnemonic acrostics, mnemonic devices, vocabulary, vocabulary acquisition, vocabulary learning strategies, vocabulary retention

This study investigates the effects of integrating Task-Based Instruction (TBI) and Concept-Based Instruction (CBI) activities on Vietnamese EFL university students’ academic collocation learning. Adopting a quasi-experimental design, seventy-three participants were divided into two groups: an Integrated Group (n = 42), which received a combination of TBI and CBI activities, and a Comparison Group (n = 31), which received only Task-Based Language Teaching (TBLT). Pre-test results from the Academic Collocation Test (ACT) (α = .916) confirmed the two groups were initially equivalent and had limited knowledge of academic collocations. Post-intervention findings showed that while both groups made significant progress, the Integrated Group outperformed the TBLT Group (M = 38.17 vs. M = 26.19), indicating that combining conceptually oriented and task-based activities was more effective in enhancing collocational proficiency. The results suggest that integrated instructional activities provide a stronger foundation for academic vocabulary development and have practical implications for improving EFL pedagogy in academic writing contexts.
Keywords: Academic collocations; Task-Based Language Teaching; Concept-Based Instruction; integrated instruction; second language acquisition

This study analyzes the impact of Vietnamese university students’ expectancy beliefs on their achievement in English. Anchored on the motivation expectancy-value theory (Eccles & Wigfield, 2002), the study is based on data from 1,207 non-English major students enrolled in compulsory English classes from three universities in Ho Chi Minh City.

This study emphasizes the construct regarding expectancy of success. Correlational analysis was performed in order to determine how students’ expectancy beliefs influenced their performance on end-of-semester English examinations. Results indicate a notable positive correlation: students with higher expectancies of success in English did score higher on English tests. This finding indicates that students’ confidence with regards to performing relevant tasks is highly determinant of their achievement.

These results emphasize the need to review English language teaching methods in the context of higher education in Vietnam. Educators can facilitate stronger and more enduring motivation towards learning by positively influencing students’ expectancies. Recommended practices include providing feedback that fosters the expectation of success, setting optimally challenging milestones, and acknowledging student effort and progress to enhance confidence and perseverance.

The focus of the research contributes to the existing attempts to improve students’ motivation in the context of English as a foreign language in Southeast Asia. By focusing on expectancy as one of the prime determinants of academic performance, this study provides practical guidance grounded in empirical research for teachers, curriculum developers, and educational policymakers on how to motivate students and enable them to succeed through informed teaching strategies.

This study explores multifaceted approaches to enhancing the well-being of individuals with disabilities through inclusive interventions. It identifies unique challenges faced by this population and emphasizes the necessity of tailored strategies addressing their physical, emotional, and social needs. Utilizing a qualitative methodology, the study draws on in-depth interviews with professionals and case studies from successful interventions implemented at St. Paul’s Day Training Centre and Bethel Early Intervention Centre. These real-life success stories illustrate how individuals have thrived due to these programs. The research highlights several key areas of focus: community support fostering social integration; adapted physical activities promoting health and well-being; inclusive education enhancing academic and social outcomes; vocational training improving employability; and technological innovations increasing accessibility and independence. Each intervention is examined in detail through participatory action research and collaborative program design involving stakeholders in development and implementation processes. The findings underscore the critical need for fostering environments that promote agency, dignity, and equitable opportunities for all individuals with disabilities. The implications of this study advocate for continued research and practice to ensure diverse needs are met while emphasizing that individuals with disabilities are valuable contributors to society. By prioritizing inclusive practices across various domains—such as education, employment, community engagement, physical activities, and technological innovation—society can create a future where diversity is celebrated and equitable opportunities are accessible to all.

The 21st century has witnessed a significant transformation in technology and science. Gradually, Google Translate has gained popularity thanks to its usefulness to users. As a result, learners, including English-major students, take advantage of this tool in their language learning. Grounded in relevant studies in integrating machine translation into education, this study investigates how English-major students at a university in the Mekong Delta use and perceive their use of Google Translate to understand their practices and their views on the benefits and drawbacks of this tool. Data were collected via a mixed-methods approach: a survey (n = 203) and a semi-structured interview (n = 10) conducted on third-year English-majored students. The findings indicated that students frequently use Google Translate when learning translation for various purposes, mostly for translating individual words rather than whole sentences. They usually use GT during the initial stage of the translation process. Additionally, students reported some benefits of Google Translate, such as free access, user-friendliness, speediness, diverse functionalities and enhanced translation efficiency. However, some noticeable drawbacks revolved around machine dependence that may potentially diminish vocabulary retention and deduction of meaning, and hinder translators’ originality. Students also demonstrated the need to regulate their use of Google Translate. The study suggested students selectively leverage Google Translate’s benefits while addressing its potential drawbacks, and not without the teachers’ role in giving strategic guidelines.

In recent years, critical thinking has been increasingly recognized as a vital component in English language teaching, especially in contexts where English is taught as a foreign language (EFL). However, its practical implementation in classroom settings remains inconsistent, particularly in countries like Vietnam, where traditional, exam-oriented teaching methods often prevail. This study aims to explore the perceptions and experiences of in-service TESOL teachers regarding critical thinking in Vietnamese EFL classrooms. It seeks to understand how these educators define critical thinking, and how they integrate it into their teaching practices. Using a qualitative research design, semi-structured interviews were conducted with a purposively selected group of in-service TESOL teachers currently teaching English in tertiary institutions across Vietnam. The data were analyzed thematically to identify recurring patterns, perceptions, and strategies related to the promotion of critical thinking in EFL instruction. The findings reveal a generally positive attitude among teachers toward the value of critical thinking, with most participants associating it with skills such as analysis, evaluation, independent thinking, and problem-solving. However, several barriers to effective implementation were also identified, including limited time, rigid curricula, large class sizes, and students' lack of familiarity with critical thinking tasks. Teachers also highlighted the need for more professional development opportunities and institutional support to foster a more critical-thinking-oriented learning environment. This study contributes to the growing body of research on critical thinking in language education and provides practical insights for policymakers, teacher educators, and curriculum developers seeking to promote higher-order thinking skills in Vietnamese EFL contexts.

In the era of globalization and rapid technological advancement, language education must go beyond grammar and vocabulary to cultivate essential 21st-century skills such as critical thinking, collaboration, creativity, and communication. Task-Based Language Teaching (TBLT) and Project-Based Language Teaching (PBLT) have emerged as effective approaches that align with these educational priorities. By engaging learners in meaningful, goal-oriented tasks and extended, interdisciplinary projects, both methods create opportunities for authentic language use while simultaneously developing transferable skills.

TBLT emphasizes problem-solving, negotiation, and interaction through tasks that mirror real-life communication. PBLT expands this by involving learners in multi-phase projects that require research, planning, teamwork, and presentation—skills critical for success in academic, social, and professional contexts. These approaches foster learner autonomy, promote deeper engagement, and encourage learners to take responsibility for their own learning. Moreover, they enable teachers to integrate technology, cultural awareness, and cross-curricular content into language instruction.

This abstract explores how TBLT and PBLT contribute to the development of 21st-century competencies in language learners. It highlights pedagogical principles, classroom practices, and the challenges of implementation. Ultimately, the paper advocates for a shift toward more dynamic, learner-centered teaching practices that prepare students not only to use English effectively but also to thrive in an interconnected and fast-changing world.

In the globalization era, communicative competence is essential for L2 learners to interact appropriately across socio-cultural contexts. However, one of its core components, pragmatic competence, has been underemphasized in previous Vietnamese EFL textbooks, limiting students’ ability to use English effectively in real-world situations. To determine how a newly published series addresses this gap to support learners’ global readiness, this study examines pragmatic content in the 'Everyday English' sections of the 'Global Success' series for upper-secondary students. Using document analysis, it investigates three key aspects: (1) the range and distribution of speech acts, (2) contextual and metapragmatic information, and (3) the design of pragmatic tasks. Findings reveal positive developments with a wider variety of speech acts, more diverse contexts, consistent metapragmatic input, and well-structured basic tasks. However, these elements remain unevenly distributed and often lack in-depth explanation or opportunities for higher-order thinking. As a result, although the series equips students with rich linguistic resources, it does not fully prepare them for the complexity of intercultural communication. The study offers implications for textbook developers and educators seeking to improve ELT materials and enhance students’ communicative competence.

While a lot of innovations have been made in English Linguistics and Literature (ELL) programs in Vietnam, many ELL programs in this country continue to prioritize the language-learner-centered over language-user-centered approach. This showcases a significant research gap in evaluating how these programs meet the real-world language needs of students. This study examines the misalignment between curriculum content and the goal of fostering students as active English users, a disconnect that restricts their opportunities to engage in meaningful communication beyond academic settings. To address this issue, the study employs a qualitative case study design, centered on an ELL program at a Vietnamese English-medium instruction (EMI) university. Data is gathered through document analysis—including syllabi, textbooks, and assessment criteria—and semi-structured interviews with the academic management, lecturers, and students. The analysis is guided by Critical Applied Linguistics, offering a lens through which to critique the ideological assumptions and power structures that shape language education. The study expects to uncover curricular and pedagogical patterns that frame students primarily as language learners, with a focus on content mastery and linguistic accuracy, rather than as communicative agents capable of navigating diverse social and cultural contexts. This study aims to promote a shift toward a language-user-centered curriculum, one that incorporates communicative activities, intercultural competence, and student agency. Such reform would better equip ELL graduates for global English use and contribute to a more inclusive and contextually responsive approach to English education in Vietnam.

This study examines the impact of AI on educational inequality in EFL learning between urban (Hanoi) and rural (Tuyen Quang) areas in Vietnam during 2023-2025. As AI transforms EFL education through personalized tools like speech recognition and adaptive learning platforms, its potential to bridge or widen the urban-rural educational gap remains underexplored. This research addresses three key questions: How does AI influence EFL learning outcomes in urban versus rural settings? What barriers hinder AI implementation in rural EFL education? What practical solutions can optimize AI use to reduce educational disparities? Using a mixed-methods approach, the study combines quantitative surveys of 500 students and 50 teachers across 10 schools with qualitative interviews to explore experiences and challenges. Data will be analyzed using statistical methods and thematic analysis to identify technological, infrastructural, and teacher-training barriers, particularly in rural areas with limited digital access. The study aims to propose strategies, such as offline AI platforms and teacher training programs, to enhance equitable EFL education. By addressing digital inequality, this research contributes to equitable EFL education and aligns with global sustainable development goals, offering insights for policymakers and educators to foster inclusive AI integration in EFL teaching across diverse regional contexts in Vietnam.

This study investigates the challenges encountered and coping strategies experienced by a Vietnamese pre-service EFL teacher when implementing Task-Based Language Teaching (TBLT) in a high school practicum context. The research problem addresses the gap between TBLT principles and the realities of traditional, exam-oriented classrooms in Vietnam, where communicative approaches remain underutilized despite policy-level endorsement. Grounded in Gibbs’ Reflective Cycle and Second Language Acquisition (SLA) theories, this self-reflective study was conducted over six TBLT-integrated lessons delivered to three Grade 11 classes during a 12-week practicum period. Data were collected via reflection journals, semi-structured interviews with students, and informal discussions with supervising and peer teachers. Thematic analysis was employed to identify emerging challenges and adaptive responses. Results reveal major barriers such as limited student readiness, rigid curricula, technological constraints, and difficulties in transitioning from teacher-centered to student-centered roles. To navigate these issues, several strategies were developed, including adjusting task complexity, scaffolding student performance, encouraging peer collaboration, and seeking mentor support. The findings suggest that reflective teaching plays a pivotal role in bridging theory and practice. The study recommends that teacher education programs integrate structured reflective practice to prepare future teachers for context-sensitive implementation of TBLT. This research contributes to the growing body of literature on learner-centered instruction in Asian secondary education and provides practical insights for EFL educators, trainers, and policymakers seeking to reform teaching practices in alignment with communicative language teaching goals.

This quantitative survey research investigates the lesson planning practice and competence of English as a Foreign Language (EFL) teachers in Vietnam. Data were collected from 143 EFL teachers who were currently teaching at various primary, secondary and high schools in Vietnam. Both descriptive and inferential statistical analyses were conducted to explore the participants’ overall level of (i) lesson planning competence (i.e.,Emergent, Competent, Expert; MOET, 202018), (ii) their lesson planning habits (i.e., ability to identify students’ characteristics and contextual factors, formulate learning objectives, design assessment activities, sequence and organize instructional activities, etc.), (iii) the typical challenges that teachers faced during the lesson planning process they encountered, and the potential relationships between these factors. Findings highlighted that most teachers were highly competent at lesson planning (M=4.0; SD= .58). Of the different sub-skills of lesson planning, teachers felt most confident about selecting and sequencing lesson activities (M= 4.17) and least confident about formulating lesson objectives (M=3.94) and reflecting after the lesson (M=3.98). It is also not surprising to find out that teachers mostly used ready-made lesson plans that go with the textbooks (69.2%) and materials from the Internet (61.5%). The most commonly listed challenges among teachers were large and heterogeneous class (81.1%) and limited class time (57.3%). The study had important implications for targeted professional development programs and institutional support aimed at fostering more effective lesson planning practices. It also prompted teachers to rethink their planning stance and engage with research-informed materials like the FLTC Book series to elevate their competence.

Keywords: EFL teachers, lesson planning, professional development, Vietnam, quantitative research

Recently, Social Emotional Learning (SEL) has been the topic discussed at a lot academic forums. SEL is generally defined as a process that helps individuals develop the skills to understand and manage their emotions, build positive relationships, make responsible decisions, and achieve positive outcomes (CASEL, 2020). Research has proved that SEL helps improve students’ academic performance, enhance their well-being, promote stronger relationships, and achieve greater success in life (Tran et. al. 2024). Currently, SEL is incorporated into the curriculum through activities and lessons (Coli et. al., 2024). Research has shown that SEL can also be integrated into various subjects. This study was carried out at a university in Ha Noi, Vietnam. The subjects were 65 first-year English-majored students, and the researcher as the teacher who worked with these students. The study aims to (a) introduce how SEL can be integrated into the course College Writing and (b) explore both students’ and the teacher’s feedback on the effectiveness of this SEL integration. The teacher observed her students during the process, and students were asked to write their reflections at the end of the course on the effectiveness of SEL integration. The findings have revealed that both students and the teacher found this integration benefited students considerably. SEL skills integration enhanced students’ ability to stay focused, learn and manage their time efficiently. In addition, they also learned to manage their stress and build resilience when working together. SEL integration in completing the final assignment for the course promoted students’ empathy, communication, and collaboration.
Keywords: Social Emotional Learning (SEL)

This study investigates the level of English-speaking anxiety among high school students in An Giang Province, and explores its major causes from their perceptions. Employing a 18-item, Likert-scale questionnaire developed by Gökhan and Nurdan (2014), while qualitative data were obtained through semi-structured interviews. The findings revealed that students experienced a moderate level of English-speaking anxiety. Descriptive statistics showed that females reported a higher level compared to their male counterparts. Qualitative results further highlighted that speaking was perceived as the most anxiety-provoking skills among four English language skills. Key factors contributing to students' anxiety included speaking without preparation, fear of negative evaluation, and test anxiety. Although students considered teachers’ error correction as an essential part of the foreign language learning process, the manner in which corrections were delivered significantly influenced their anxiety levels. The study offered practical implications for EFL students, teachers, and administrative educators, underscoring the need for effective and proactive strategies to reduce speaking anxiety and minimize its adverse effects on students' academic performance.

Teaching and learning English is not simply the delivery of knowledge, but it also needs to follow specific standards. The set of learning outcome standards is an important tool for evaluating the quality of language teaching. This study examines the alignment of teaching English with the learning outcome standards at a college in Ho Chi Minh City. The teaching of English focuses on teaching methods, curriculum content, the teaching modes, testing and assessment, and facilities. These fields are investigated through a mixed-method approach. The study utilizes surveys with 50 non-English-major students and interviews with 15 students, four language teachers, and one quality assurance staff. Quantitative results from student surveys, triangulated with interview findings, indicated a need for improvement in the curriculum content, teaching methods, and testing and assessment. Also, qualitative findings from interviews provide deeper insights and suggestions for improvement. The study contributes to the existing literature of teaching English to meet outcome standards at the research site and similar institutions.
Keywords: non-English-major students, outcome standards, content, testing and assessment; methods

The study investigates how Vietnam’s four official tourism slogans and logos (2001-present) construct national identity through discursive and visual strategies under the lens of Orientalism. Drawing on Multimodal-Critical Discourse Analysis approach, informed by Edward Said’s foundational theory and contemporary tourism discourse literature, the study asks (1) What linguistic and visual features in Vietnam’s official tourism slogans and logos (2001-present) reflect Orientalist discourses? and (2) How do these features contribute to constructing Vietnam’s national image within the global tourism context?
The analysis reveals how lexical items such as “hidden”, “timeless”, and “charm” in combination with visual signifiers like lotus motifs, brushstroke typography, and depictions of smiling women in traditional costumes co-produce a romanticized and essentialized representation of Vietnam. These semiotic resources collectively position Vietnam as an exotic destination. The findings underscore a recurring reliance on aestheticization, temporal detachment, and gendered exoticism, which linguistically and visually reinforce entrenched East-West binaries in postcolonial discourse. By situating Vietnam’s tourism discourse within broader ideological frameworks, the paper contributes to critical debates on national image-making and cultural representation in global tourism media.
Keywords: tourism slogans and logos, Orientalism, Multimodal-Critical Discourse Analysis, tourism discourse, national image-making

The Mekong Delta Teachers Engaging with TeachingEnglish project—one of three British Council localisation initiatives in Vietnam—aimed to enhance the sustainability and global relevance of English language teaching across Ben Tre, Can Tho, Dong Thap, and Hau Giang provinces. Reaching nearly 400 teachers through MOOCs, webinars, and professional learning networks, the project was grounded in Wenger’s (1998) theory of Communities of Practice (CoP), which views professional learning as a process of social participation and shared meaning-making.

We contextualised global TeachingEnglish resources for local classrooms, enabling teachers to implement project-based learning, formative assessment, pronunciation strategies, and gender-responsive pedagogy. Teachers reported increased confidence, creativity, and ownership in developing student-centred practices.

Our findings show that the application of CoP theory was pivotal in sustaining teacher development. Online communities—growing from 466 to over 1,300 members on Facebook and Zalo—provided platforms for meaningful peer exchange, reflective dialogue, and collaborative problem-solving. These CoPs nurtured a professional identity grounded in shared experiences and continuous learning, affirming the role of community in long-term pedagogical transformation.

This session will explore how aligning CoP principles with localised teaching innovations empowered teachers to better foster students’ communication, intercultural competence, and critical thinking—preparing them for an interconnected world.

In the context of deepening international integration, the technical universities have implemented the teaching of specialized courses in English and French to enhance students' global competitiveness. This paper presents the results of a survey and evaluation of the practical implementation of foreign-language specialized programs at the university, highlighting notable achievements such as improving accessibilities to international materials and technologies, increasing opportunities for careers and further studies abroad, and the development of soft skills and specialized language competencies. In addition, the paper identifies several key challenges, including language barriers, inconsistent entry-level proficiency among students, a lack of appropriate learning materials, and limited environments for foreign language practice. Based on practical analysis, the authors propose a comprehensive set of solutions, including innovative teaching methods, enhanced teacher training, the application of digital technology and AI, expanded international cooperation, and the development of a positive and supportive learning environment for students.

This study reviews the literature on the concept of personalized learning to distinguish it from other similar terms namely individualization and differentiation, to investigate its main elements including learning needs, interests, and student voice and choice, and to discuss the possible benefits of these elements and their relation with personalized learning. First, a general search on Google Scholar was conducted. Later, citation searching strategy was used to find more relevant publications. Third, berrypicking techniques were applied as new information appeared with new research directions. Last, extra searches were carried out to look for missing information. Fifty-two publications were selected based on their up-to-dateness, reliability, quality, and relevance, and analyzed using thematic analysis. It shows that personalized learning is the learning paradigm with a higher degree of flexibility and allows students to have more autonomy and agency. With its flexible learning pathways, the shifting learning needs can possibly be addressed. Furthermore, learning needs identified from both students’ and experts’ perspectives in the process of personalized learning are possibly real needs. The interests of students are identified and worked with to make them a learning object. Students are given voices and choices to make their learning environments optimal for everyone, and the learning process can be improved substantially.

This research explores the efficacy of integrating the Quizlet application as an intervention to improve English vocabulary proficiency among first-year English majors. The study evaluates Quizlet's impact on vocabulary acquisition in reading skills. Thirty-two participants were involved in the survey research. Data collection methods included questionnaires and learning journals to assess vocabulary knowledge and participants' perceptions of Quizlet's effectiveness and usability. Quantitative analysis and qualitative feedback provided a nuanced understanding of students' experiences with Quizlet. The findings of this research demonstrate a notable improvement in vocabulary proficiency among students. Additionally, participants expressed positive attitudes towards Quizlet, emphasizing its user-friendly interface, interactive features, and motivational benefits. This research contributes valuable insights into the potential of technology-enhanced learning tools, such as Quizlet, to enhance language learning outcomes in higher education contexts. By bridging theory and practice, this study offers practical recommendations for integrating Quizlet into English language curriculum design, with implications for pedagogical approaches prioritizing learner engagement and autonomy.

In Vietnam, the TOEIC test has become an essential benchmark for assessing English proficiency, especially for non-English majors who are preparing for graduation and future employment. This study explores the impact of reading test-taking strategies on the TOEIC performance of EFL learners at Nguyen Tat Thanh University, where TOEIC scores play a vital role in determining students’ academic and professional readiness. A mixed-methods approach was employed, involving 50 non-English major students majoring in Business Administration, with English proficiency ranging from A2 to B1. Data collection included a structured questionnaire designed to examine the use of five categories of reading test-taking strategies: memory, cognitive, compensatory, metacognitive, and affective. Additionally, semi-structured interviews were conducted with five selected students to gain deeper insights into their strategy use and perceptions during TOEIC reading tasks. The results revealed a dominant use of memory and compensatory strategies, which helped students manage unfamiliar vocabulary and time constraints. Although metacognitive strategies were used less frequently, they were strongly correlated with better test performance. Interview data further highlighted that students who consciously employed strategic reading approaches generally achieved higher scores. The study recommends that TOEIC preparation courses at Nguyen Tat Thanh University incorporate explicit instruction on strategic reading, particularly metacognitive strategies to improve students' test-taking efficiency and confidence under pressure.
TOEIC Reading, Test-Taking Strategies, EFL Learners, Metacognitive Strategies

This study examined the relationship between EFL learners’ mindsets - defined as their beliefs regarding the malleability of language learning intelligence - and their levels of English oral communication anxiety (EOCA). The research employed a quantitative approach, utilizing a Likert-scale questionnaire to collect data from a sample of 200 non-English-majored students at a university in Da Nang. Multiple regression analyses were conducted to explore the predictive power of learners’ mindsets on their EOCA levels. The findings revealed a significant relationship between mindset orientation and anxiety levels. Specifically, students who endorsed a fixed mindset - believing that their language learning ability is innate and unchangeable - reported significantly higher levels of EOCA compared to those with a growth mindset, who believed their abilities could improve through effort and practice. These findings offer empirical support for the theoretical alignment between mindset theory and the affective dimensions of foreign language learning, particularly anxiety. The study not only contributes to the growing body of literature on psychological factors in language learning but also highlights the importance of fostering adaptive beliefs in educational contexts to reduce anxiety and enhance communicative confidence. Implications for pedagogical decisions and suggestions for future research are also put forward.
Keywords: language mindsets, English oral communication anxiety, EFL learners

Vietnam has shown an active role in fostering national and regional integration through open-door economic, political and educational policies, one of which is the promotion of English teaching as a foreign language (EFL) at all levels. However, in the context of deep integration between the East and the West, the ability to use English as a lingua franca is never sufficient to prepare students to become global citizens. It is intercultural communicative competence (ICC) that proves to be an important determiner and should be incorporated into teaching and learning English in Vietnam (Vo, 2017). This study investigates how Vietnamese EFL teachers at tertiary level perceive the importance of ICC in English language education, how they integrate ICC into their classroom, and the challenges of cultural incorporation in Vietnam. To achieve the research purposes, both quantitative and qualitative methods were employed, which collected responses from 63 lecturers across the country via questionnaires and in-depth interviews with nine of them. The findings reveal that the teachers are highly aware of the ICC concept and perceive it as an integral part of English teaching. A large number of them have already incorporated ICC in classroom activities to some extent. However, there are still many challenges related to time, experiences, resources and curriculum, so practical recommendations are also pointed out to encourage Vietnamese lecturers’ widespread incorporation of ICC.

Key words: Intercultural communicative competence (ICC), English teaching, Vietnam, tertiary level

The proverb, “If you want to go fast, go alone. If you want to go far, go together,” illustrates the value of working together to achieve lasting success. In this presentation, I discuss basic differences between Professional Learning Networks (PLNs) and Communities of Practice (COPs) and advocate for creating small, informal, close networks before expanding to larger, more structured professional development communities. Some goals of beginning networking in less formal, intimate groups are to build language confidence, develop vocabulary, and grow comfortable discussing education best practices. In small groups, members can exercise their talents through mentoring and collaboration, question new ideas, and give and receive nurturing feedback. By starting small and expanding later, educators, particularly those working in low resource environments, feel less isolated and can see their efforts legitimized by other educators who may or may not share similar contexts. Information sharing widens each member’s circle of knowledge and experience gradually, which can lead to specific study groups, action research groups, mini-conferences, and of course, larger Communities of Practice. Resources from the U.S. State Department English Language Fellow Program Trainer of Trainers materials are included for reference.

This study explores Vietnamese adult EFL learners’ perceptions of teachers’ translanguaging practices in online classrooms, focusing on the translanguaging effect on learners’ cognitive comprehension, emotional engagement, classroom participation, autonomy, and critical thinking. A mixed-methods approach was employed to gather data from 55 adult learners via structured questionnaires and semi-structured interviews. The results indicate that students typically see translanguaging favorably, highlighting its contribution to improving grammar, vocabulary, and cultural comprehension, while also helping to reduce anxiety and promote greater emotional engagement. However, advanced learners feel apprehensive that too much reliance on their mother tongue may prevent the development of fluency and spontaneous thoughts in English. The research emphasizes the importance of strategic and appropriate implementation of translanguaging practices. While translanguaging can give considerable benefits in terms of comprehension and engagement in online English classes, it must be carefully balanced with the goal of language immersion. Teacher training and institutional policies play a crucial role in ensuring that translanguaging is implemented effectively and in harmony with the aims of English language acquisition.

In today’s fast-evolving world, resilience has become an essential trait for overcoming obstacles-especially for Vietnamese students, who navigate immense academic pressures shaped by Confucian traditions and a highly competitive, exam-focused education system. This study explored the relationship between Adversity Quotient® (AQ), a recognized measure of resilience, and academic performance among 236 high school students in Hanoi. The descriptive results revealed that most students exhibited moderately low to moderate AQ, with notably lower scores in the Ownership and Reach dimensions and moderate scores in Control and Endurance. Notably, male students demonstrated higher overall AQ and outperformed females in all dimensions except Ownership, while grade-level differences were generally insignificant apart from Ownership. Importantly, the analysis uncovered a moderate positive correlation between AQ and GPA, with the Reach and Endurance components showing the strongest links to academic performance. Regression results further highlighted that AQ explained 15.6% of the variance in academic performance, underscoring its role as a meaningful predictor of achievement in Vietnam’s demanding educational environment. These insights point to the urgent need for schools to integrate resilience-building programs into their curricula and to provide targeted support that equips students with effective coping strategies, tailored to the distinctive challenges of Vietnam’s exam-oriented, collectivist culture.
Keywords: Adversity Quotient, academic performance, resilience, Vietnamese students

This study examines the effectiveness of three Artificial Intelligence (AI) tools, namely Gemini, ChatGPT, and NotebookLM, in enhancing vocabulary acquisition for English language learners preparing for the International English Language Testing System (IELTS) examination. Grounded in the author’s direct hands-on implementation and focused classroom observations, this paper offers a comparative reflection on how these tools specifically address common vocabulary challenges encountered by IELTS test-takers. By exploring the distinct features and functionalities of each tool, the research investigates their applications with key vocabulary learning strategies, including contextualization, the generation of synonyms and antonyms, collocations, and error correction. Furthermore, a detailed analysis will highlight the respective benefits and limitations of each in terms of accuracy, adaptability, and user interface. This study is supposed to ultimately reveal how each tool possesses unique strengths and weaknesses in facilitating learner autonomy and cultivating personalized learning paths. While also addressing practical challenges such as equitable access, this study provides practical suggestions for integrating AI tools into ELT curricula responsibly, thereby contributing to English language education that fosters global competence.

Keywords: AI in ELT, IELTS Vocabulary, Language Learning Tools

The TeachingEnglish Localisation in Vietnam Project, developed through a collaboration between the British Council and VietTESOL, addresses the persistent challenge of limited access to professional development (CPD) for English teachers across Vietnam, particularly in remote and underserved areas.
The initiative seeks to build a more equitable, sustainable, and community-driven CPD model by applying the PDCA (Plan–Do–Check–Act) framework to guide project management and continuous improvement. Throughout the project, over 1,500 teachers participated, with a 96.6% satisfaction rate and qualitative feedback indicating increased confidence, motivation, and professional connectedness.
This presentation will highlight key strategies used to foster scalable and sustainable teacher development communities, with a particular focus on the Act Phase—a follow-up initiative conducted in 2025, building on the foundations laid by the project in 2024. In this phase, four TeachingEnglish Ambassadors were selected to lead weekly Facebook discussions, quarterly livestreams, and thematic webinars. These activities cultivated a vibrant, teacher-led community with active peer engagement through comments, discussions, and shared practices, resulting in a community membership increase to 1,800 within just over a month.

Automated feedback on second language (L2) writing has increasingly gained in popularity with the advent of several automated writing evaluation (AWE) programs and AI-powered writing tools. However, research into the impact of automated feedback on L2 writing has produced inconclusive findings, and there is a dearth of empirical evidence on the comparative effects of automated versus teacher feedback on students’ writing performance and psychology, as well as on teachers’ feedback practices. With an aim to generate significant pedagogical implications for L2 writing instruction and learning, the current study is a systematic review of relevant research related to the comparison between teacher and automated feedback. Adopting a systematic approach to reviewing the studies in this line of inquiry, this research analyses 20 Scopus-indexed papers, focusing on the four themes of feedback conditions, focus of comparison, the comparative effects of different feedback conditions on L2 learners’ writing performance, and the effects of AWE feedback on teachers’ feedback practices. Major trends emerge from the systematic review, including the facilitative effects of the combined feedback condition (either hybrid or sandwiched) on students’ writing quality and accuracy gains in L2 composition. Students were also found to engage differentially with different feedback modes, but exhibited more positive perceptions of teacher feedback than automated feedback. The main implication identifies the combined use of teacher and automated feedback as an optimal feedback condition so that the shortcomings of one feedback source are offset by the strengths of the other.

The commercial EFL textbooks follow the trend of integrating language skills and critical thinking skills as seen in Pathways 3: Reading, Writing and Critical Thinking (Second Edition) textbook written by Blass, Vargo, and Folse (2013) used for the second-year students at Faculty of English, University of Foreign Language Studies – The University of Danang. This study aims to investigate the second-year students’ perceptions of the effectiveness of using critical thinking skills into improving reading comprehension. Based on the framework of critical thinking framework developed by Paul and Elder (2006) and the provided critical thinking skills embedded in the textbook, this study is designed to be quantitative by conducting a questionnaire among 120 second-year students at the end of the school year to find out the results. The findings suggest that students consider the critical thinking skills in the textbook to be moderately to highly effective in enhancing their reading comprehension. The study offers insights into critical thinking skills by adapting the textbook to more effectively enhance EFL reading comprehension.

This study investigates the perceptions of English-as-a-Foreign-Language (EFL) students regarding the use of open educational resources (OER) for self-directed speaking practice. It examines the current state of OER usage, students’ attitudes toward using OER for self-directed English speaking practice, and the benefits and challenges they experience. Employing a mixed-method research design, the study involved 150 English-major students at a public university in Central Vietnam and used questionnaires and semi-structured interviews as data collection tools. The findings reveal that most students had experience in using OER and held positive attitudes toward practicing speaking skills through various OER platforms. In terms of the benefits of using OER for self-directed speaking practice, the results show that using OER helps students improve various aspects of their speaking skills, such as pronunciation, grammar, and vocabulary, and overcome both linguistic and non-linguistic challenges in learning speaking skills. The study also identifies several challenges students face when using OER to practice speaking skills, including difficulties with self-regulation, confusion in selecting OER sources suited to their proficiency level, and the lack of detailed feedback. These findings provide valuable insights for both EFL teachers and students to effectively utilize OER for speaking instruction and self-directed speaking practice.

Differentiated instruction has gained increasing prominence in Vietnamese education policy and discourse; however, limited empirical evidence exists regarding its classroom-level implementation, particularly in English as a Foreign Language (EFL) settings. In response to the growing needs for inclusive practices amid high-stakes English instruction, this qualitative multiple-case study explores how EFL teachers at the lower secondary level perceive differentiated instruction in their classrooms. Grounded in Tomlinson’s (2014) differentiation framework, the study examined teachers’ understandings, perceived benefits, and challenges related to this approach by employing semi-structured interviews with seven teachers from varied institutional settings in a major city in Vietnam. An inductive thematic analysis was conducted to explore the key emerging patterns in teachers’ responses. Findings revealed that most teachers primarily conceptualised differentiated instruction through readiness-based and proficiency grouping, with minimal emphasis on learners’ interests, learning profiles, or curricular differentiation across content, process, product, and environment. While most participants recognised the potential of differentiated instruction to foster student engagement and develop teacher professionalism, they cited considerable constraints such as time pressure, classroom management demands, rigid curriculum structures, parental expectations, and insufficient institutional and/or systemic support. The study underscores the importance of sustained, context-sensitive professional development on differentiated instruction and calls for stronger and more effective collaboration among teachers, school leaders, policymakers, and education authorities to facilitate the effective implementation of differentiated instruction. These findings offer practical implications for advancing equity-oriented instruction and supporting Vietnamese EFL teachers in creating more flexible, responsive, and inclusive language classrooms.

Part of preparing Vietnamese learners of English for ‘global readiness’ is to equip them with strong English skills in their target specialised fields of endeavour. This paper will present English for Specific Purposes (ESP) in a way that is not commonly seen in Vietnam, but which is in alignment with views of ESP internationally. In Vietnamese contexts ESP is often considered to be essentially ‘General English + specialized vocabulary’. Indeed, this is certainly how many (perhaps the majority) of Vietnamese ESP teachers perceive their job and their approach to teaching ESP. In this presentation I will not address the issue of specialised vocabulary, but rather I will focus on several other key dimensions through which ESP should also be considered. These include the notion of ‘discourse community’; genres; specialised grammar; types of talk; interpersonal communication; and intercultural communication. My purpose is to make a strong argument that shows the limitations of understanding ESP solely in terms of specialised vocabulary and, conversely, the advantages of expanding one’s view of ESP to include a range of dimensions that in fact also contribute significantly to ESP’s essential qualities.

This study investigates the influence of artistic learning spaces on the motivation of Business English students at the University of Economics Ho Chi Minh City (UEH). A total of 65 undergraduate students participated in an online survey that examined their perceptions of key aesthetic elements, including spatial design, natural greenery, flexible furniture, harmonious color schemes, and ambient sound, as well as the overall impact of these factors on their learning motivation. The survey instrument was adapted from prior research by Shitao Jin (2022) and Bin Dayel et al. (2018), and was modified to reflect the distinct characteristics of the art-integrated educational environment at UEH. Data were collected via Google Forms and analyzed using SPSS (Version 26).

Findings reveal that students hold highly positive attitudes toward art-enhanced learning environments. Participants reported that such spaces significantly reduced stress, enhanced comfort, and contributed to a heightened sense of creativity, motivation, and academic engagement. Furthermore, the results underscore the role of artistic elements in fostering extrinsic motivation, as evidenced by students’ perceptions of improved concentration and academic performance in aesthetically enriched settings. These outcomes suggest that integrating artistic features into university learning environments not only supports students’ emotional well-being but also positively influences their academic outcomes and overall engagement.

This literature review investigates the potential of the flipped classroom approach to improve reading skills among non-English major university students in English as a Foreign Language (EFL) contexts. It synthesizes findings from recent international and regional studies that explore the integration of pre-class digital learning with in-class active engagement in developing reading comprehension, alongside related areas such as vocabulary acquisition and learner autonomy. The review identifies various instructional strategies—such as video lectures, digital reading platforms, and task-based learning activities—that contribute to more effective and engaging reading instruction. It also highlights challenges including disparities in digital literacy, inconsistent instructional design, and limited access to technological resources. Moreover, the review examines the roles of teacher readiness and institutional support in the successful implementation of flipped classrooms. By identifying current gaps in the literature—especially in longitudinal studies and context-specific evaluations—this review offers valuable insights for educators, curriculum designers, and researchers seeking to enhance EFL reading pedagogy for non-English majors in higher education.

The integration of Artificial Intelligence (AI) into language education offers promising opportunities to enhance communicative competence, especially in EFL contexts where authentic speaking practice is limited. This study examines the pedagogical application of ChatGPT - a generative AI language model - as a tool to support English speaking skills among Grade 9 students at Tay Son Secondary and High School, Vietnam.
Aligned with the Global Success curriculum, the 15-week classroom-based initiative incorporated ChatGPT into project-based speaking activities. Students engaged with the AI to practice dialogues, receive real-time feedback, and generate ideas for oral tasks. Data from pre - and post-tests, surveys (n=90), and teacher interviews (n=5) were analyzed using SPSS.
Findings indicate statistically significant improvement in fluency, pronunciation, and lexical-grammatical use, with average speaking scores increasing from 5.4 to 7.5 (p < 0.05). Additionally, 75% of students reported enhanced idea generation, 72% felt more confident in speaking, and 80% of teachers acknowledged ChatGPT’s value in promoting learner autonomy and engagement.
This study underscores ChatGPT’s potential as a scalable, effective tool for personalizing speaking instruction in EFL classrooms. It contributes to the growing body of research advocating for AI-enhanced pedagogy and supports the implementation of Vietnam’s 2018 General Education Program through competency-based learning.

This study examines the effectiveness of project-based assessments in evaluating student learning outcomes in English language teaching at undergraduate level. By analyzing various case studies and student feedback, we identify key advantages of this assessment format, including enhanced collaboration, critical thinking, and practical application of language skills. Project activities encourage students to engage with the material actively, fostering a deeper understanding of language uses and cultural contexts. However, the research also highlights several drawbacks, such as disparities in individual contributions, difficulties in group dynamics, and challenges in objectively assessing each student's performance. Additionally, the dependence on interpersonal skills can sometimes overshadow language proficiency. This study aims to provide educators with a balanced perspective on utilizing projects as a formative assessment tool, suggesting strategies to mitigate identified challenges while maximizing the benefits. Ultimately, the findings contribute to the ongoing studies on effective assessment practices in language education, advocating for a more inclusive approach that accommodates diverse learning styles and promotes collaborative learning environments.

This pre-experimental study investigated the use of an AI-based tool, ChatGPT, to enhance Vietnamese undergraduates’ use of collocations in academic writing. Thirty-two students participated in a seven-week intervention, in which they received instructions on academic writing, collocational use and how to interact with ChatGPT. The data collection instruments included pretests and posttests, ChatGPT-student conversations and a post-intervention questionnaire. Quantitative analysis revealed statistically significant improvements in students’ use of collocations in academic writing, especially regarding their production of verb-noun and adjective-noun subtypes. Additionally, most participants showed a positive perception of the ChatGPT application in terms of its usefulness and ease of use, and also reported an intention to integrate ChatGPT into their writing practice in the future. These findings suggest that ChatGPT can serve as a practical tool to develop students’ collocational competence in particular and lexical resources in general, ensuring their progress in academic writing. However, it is important to note that the application should be accompanied by critical evaluation of ChatGPT-generated content as well as technological and language experts’ supervision. The study also offers some implications for future AI-based pedagogical practices.

Critical thinking has become an essential skill in the field of English language teaching education, where teachers are expected not only to master the language but also to foster analytical and reflective skills in their students. This study explores pre-service TESOL teachers’ understanding and experiences with critical thinking during their teacher training at An Giang University. Adopting a qualitative case study approach, this research involved pre-service TESOL students using a narrative frame and in-depth interviews with eight participants. Data were collected through a narrative frame and in-depth interviews to highlight participants’ understanding, teaching experiences, and factors influencing critical thinking in their training programs. Furthermore, the findings indicate that most participants held a basic knowledge of critical thinking, often associating it with questioning, analyzing, and expressing independent opinions. However, their experiences applying critical thinking varied considerably, with many reporting limited opportunities to practice it in classroom settings. There are several factors that impacted their teaching activity, including facilitating factors: practice and habit of questioning; learning and teaching environment; student engagement; and exploring students’ knowledge, and hindering factors: limited formal preparation; instructional and curriculum constraints; and time or resources challenges. This study highlights the need for more explicit integration of critical thinking into TESOL curricula at the university level. It also suggests that teacher educators should model critical thinking strategies and create learning environments that encourage questioning and reflection. By equipping pre-service teachers with the understanding and practical tools to apply critical thinking, this research contributes to the growing body of literature on critical thinking in language teacher education. It offers practical implications for curriculum design, pedagogy, and policy in the Vietnamese context.

This study investigates how undergraduate students engage with English Medium Instruction (EMI) and how their language use influences content learning in a Vietnamese university context. Employing a mixed-methods design, the study combines survey data from 72 EMI students with interviews from 15 students and 3 lecturers, along with classroom observations. The findings reveal varying levels of behavioral, emotional, and cognitive engagement, closely related to students’ English proficiency and classroom language practices. Although English is the official medium of instruction, many students rely on their first language to support understanding, particularly during peer discussions and independent study. Translanguaging emerged as a common and effective strategy that enables students to access content and collaborate more confidently. However, strict English-only policies in some EMI settings may limit student participation and learning. This study offers practical recommendations for TESOL educators, EMI lecturers, and curriculum designers, including language-aware pedagogy, scaffolded content delivery, and flexible multilingual strategies that promote more inclusive and effective learning environments in EMI classrooms.

In the context of language education, teacher personalities play a crucial role in shaping the learning environment, influencing student interaction, instructional methods, and the overall learning experiences. This qualitative study, employing semi-structured interviews as primary data collections tools, represents an attempt to explore students’ attitudes towards their teachers with distinct DISC personality profiles: Dominance (D), Influence (I), Steadiness (S), and Conscientiousness (C). Reflexive thematic analysis of the interview data revealed a range of student responses, including both positive and negative attitudes. The participants’ openness in expressing their views offered rich insights into these contradictory perceptions, some of which were unexpectedly revealing. These informative findings underscore the importance of understanding students’ attitudes in relation to long-term language learning and highlight how teachers’ DISC personalities can significantly affect students’ emotions, engagement, and motivation. This study contributes to a more holistic understanding of student-teacher dynamics in language education by offering in-dept insights into the influence of DISC personality traits among teachers.
Keywords: DISC, Dominance (D), Influence (I), Steadiness (S), and Conscientiousness (C), teachers’ personality, students’ attitudes, student interaction.

The shift toward student-centered learning has become a growing priority in Vietnamese higher education, particularly in efforts to foster learner autonomy and active engagement. Despite this pedagogical shift, many non-English major students continue to display passive learning behaviors in English classrooms. This study aims to investigate the roles students are expected to undertake in a student-centered English learning environment and examines the extent to which these roles are actually enacted in practice. The research was conducted at Vietnam National University - Ho Chi Minh City. Data were collected through a survey of 190 non-English major students and in-depth interviews with 15 English teachers. The study identifies six core student roles within the student-centered framework: knowledge constructor, self-directed learner, collaborator, reflective learner, problem solver, and active participant. Findings reveal a significant mismatch between teachers’ expectations and students’ actual engagement. While instructors emphasize the importance of learner responsibility and participation, students often remain reliant on teacher direction and exhibit limited autonomy in their learning processes. Many students lack awareness of their expected roles in a student-centered context. The study highlights the need to enhance student awareness of their roles in English language learning and proposes practical strategies to bridge the gap between pedagogical intention and classroom reality. These include redesigning instructional methods, integrating reflective learning activities, and fostering learner responsibility in non-major English programs.
Keywords: student-centered approach, learner roles, non-English majors, English education, learner responsibility

Grounded in the usage-based linguistic framework which considers inter-individual variation as an inherent feature of language use and production, this study attempted to explore what linguistic complexity measures significantly differed among individual learners of similar learning conditions and how these variations were comparable to the differences in essay quality. The study analyzed 56 IELTS Task 2 essays written by five Vietnamese learners enrolled in an IELTS Preparation Course, capturing inter-learner variations in all three key dimensions of complexity, i.e. lexical complexity, syntactic complexity, and discoursal complexity which were operationalized by a wide range of computational indices. Statistical analyses exhibited significant differences in complexity measures across learners, especially in lexical control and discoursal cohesion. However, comparisons with human ratings revealed inconsistent relationships. While inter-learner variations were found to be well aligned with differences in human judgement in in certain complexity, they failed to fully explain the score differences across all learner pairs. These findings underscore the need for personalized instruction since learners develop linguistic complexity in diverse and individual ways. Furthermore, the study highlights the importance of integrating complexity analytic assessment with rubric-based holistic assessment.

This study investigates the factors contributing to presentation anxiety among English-majored students at Hanoi University of Science and Technology (HUST), particularly within the context of theoretical linguistics courses. A mixed-method approach was adopted, combining quantitative data collected from a 23-item Likert-scale questionnaire completed by 63 students enrolled in the English Phonetics and Phonology course, and qualitative data gathered through open-ended responses and classroom observations. Factor analysis revealed two major sources of worry: fear of negative evaluation and anxiety over the act of presenting itself. In response to these anxieties, students reported using a variety of coping strategies, most commonly thorough preparation, self-reassurance techniques, and, in some cases, creative personal methods such as looking straight into the audience to assert dominance. Notably, many strategies cited were short-term and emotionally focused, rather than long-term skill-building approaches. The findings suggest that educators should foster a supportive learning environment, provide further support for specialized knowledge, and encourage the use of sustainable strategies to help students manage their anxiety more effectively. This study contributes to a deeper understanding of presentation-related anxiety in academic contexts and offers practical implications for both teachers and learners.

Mastering and applying Vietnam’s 2018 Foreign Language Education Curriculum (FLEC) is a foundational competency in the first domain of the Foreign Language Teacher Competency Framework. This study investigates the practical implementation of FLEC through the lived experiences of ten in-service teachers and the perspectives of pre-service teachers, gathered via semi-structured interviews and an analysis of 54 course assignments. These assignments demonstrate how pre-service teachers integrate FLEC into language teaching and assessment tasks. The findings illustrate common classroom scenarios in which FLEC is applied and identify key challenges both teacher groups face in interpreting and operationalizing its competency-based learning outcomes—especially in contexts of large class sizes and a test-driven educational culture. The study underscores the urgent need for clearer instructional guidance, context-responsive training, and locally grounded examples to support mainstream teachers in adopting FLEC's communicative, competency-based approach. It concludes that with collaborative planning and classroom-aligned tools, FLEC can be more effectively integrated into practice, contributing to a more sustainable shift toward competency-based language education in Vietnam.

In the context of increasing globalization and digital transformation in education, virtual exchange (VE) has emerged as a promising pedagogical approach to foster intercultural communicative competence (ICC) among students, particularly in English as a Foreign Language (EFL) settings. Despite the growing interest in virtual exchange programs, there is a lack of robust research that examines how such initiatives influence the development of ICC among secondary EFL learners. To bridge this gap, this mixed methods study explores the impact of virtual, cross-cultural classrooms on the development of ICC among 60 secondary EFL students. Drawing on data from an ICC questionnaire grounded in Byram’s ICC model and follow-up interviews, findings reveal notable development across four ICC domains: attitudes, knowledge, skills, and awareness/behavior. The study highlights the potential of VE to support inclusive pedagogy and foster more equitable, engaging English language learning experiences—especially for students in remote or underserved areas. Key implications for practice and policy are discussed, along with limitations that inform directions for future research.

What happens when EFL students run their own presentation event - complete with MCs, a media team, and peer speakers? In this session, you will hear how a simple classroom initiative called MiniTalks: Your Voice Matters transformed nervous students into confident communicators by giving them both the microphone and the responsibility.
Designed as a mock presentation workshop to prepare students for final assessments, MiniTalks goes far beyond speaking practice. Students not only present their own ideas but also take on real roles - hosting the event, managing slides, handling timekeeping, and offering peer feedback. The result? A dynamic, low-pressure platform where students feel seen, supported, and genuinely empowered.
This student-led format simulates the experience of organizing and participating in a professional event, helping learners build soft skills such as teamwork, leadership, time management, and public speaking - all within the safety of the classroom. The result was a noticeable boost in learner engagement, peer connection, and emotional safety. Informal reflections and feedback showed a noticeable increase in student confidence, engagement, and willingness to take risks in English.
Participants will walk away with practical ideas for adapting this model to their own contexts - especially in large or low-confidence EFL classrooms. Aligned with SDG 4.7, this project promotes inclusive and empowering learning environments where students grow in both language and life. If you’re looking to boost learner voice, agency, and motivation, this session is for you.

Test preparation is a major concern in Vietnam’s EFL classrooms, particularly in intensive English programs (IEPs) where proficiency exams are used to assess linguistic competence. Traditional test-prep approaches often rely heavily on teacher-generated materials, resulting in high workload for educators and limited learner autonomy. This presentation introduces a practical, student-centered model for sustainable test preparation that leverages group-based project work and coursebook content.

The approach tasks students with co-creating Aptis-style reading, writing, listening, and speaking tasks in small collaborative groups. Drawing directly from textbook chapters and class readings, students use familiar material to analyze real Aptis tasks, generate their own versions, and facilitate peer-led practice sessions. Rather than passively consuming practice materials, they actively engage with course content through the lens of test design. These projects encourage deeper task awareness, strengthen collaboration and critical thinking skills, and significantly reduce teacher preparation time.

Drawing on real classroom implementation in a university IEP context, the presenter will share specific steps used to scaffold these projects, including task modeling, group role assignment, and peer feedback cycles.

Participants will gain insight into a low-cost, high-engagement model that reinforces textbook learning while building test readiness. The session concludes with practical takeaways and recommendations for integrating group-designed, coursebook-based assessment activities into regular test-prep routines.

Effective writing instruction is essential for English as a Foreign Language (EFL) learners, particularly those preparing for high-stakes exams like the IELTS. Although previous research has indicated that prewriting discussions can enhance writing performance, limited studies have explored their effectiveness within the Vietnamese EFL context, especially in comparison to task-based instruction. This study addresses that gap by examining the effects of prewriting discussions on writing performance and learner perceptions among EFL students at a private English language center in Vinh Long Province, Vietnam, during the 2024–2025 academic year. Using a mixed-methods experimental design, 55 B1-level undergraduate students were randomly assigned to either an experimental group (prewriting discussions) or a control group (task-based instruction). Writing performance was assessed using IELTS Writing Task 2 pre- and post-tests. In addition, student perceptions were gathered through questionnaires and semi-structured interviews. Quantitative findings showed that the experimental group outperformed the control group in overall writing scores, particularly in the areas of task achievement and coherence and cohesion. Qualitative results supported these outcomes, revealing that students found prewriting discussions valuable for idea generation, text organization, and boosting writing confidence. Many participants also expressed a preference for collaborative planning over individual approaches. These findings highlight the cognitive and affective benefits of incorporating structured peer-based prewriting discussions into EFL writing instruction. The study offers practical implications for enhancing IELTS preparation and improving writing pedagogy in Vietnamese EFL classrooms.

Keywords: prewriting discussions, EFL writing, IELTS preparation, peer collaboration, writing performance, Vietnam

In recent years, extensive research has focused on the use of teachers’ oral corrective feedback to help students improve their speaking skills, particularly from the perspectives of teachers or university students. However, little research has explored students’ perspectives, especially late-teen students at private language institutions. This study addresses this research gap by investigating late-teen students’ perceptions of the use of immediate and delayed feedback in IELTS speaking classes. Conducted in two Vietnamese private institutions, this study employed semi-structured interviews with 15 students, examining how immediate and delayed feedback impact their academic speaking performance. The findings indicate that while students value the instant clarity of immediate feedback, they also appreciate the opportunity for self-monitoring and the non-disruptive nature of delayed feedback. This highlights their innate expectation of respect in the classroom. Furthermore, individual preferences are influenced by learning styles, confidence levels, and prior exposure to teachers’ feedback techniques. Some students find immediate feedback particularly efficient when learning new lessons, as it facilitates retention. In contrast, delayed feedback is preferred when teachers review homework, allowing for students’ self-reflection. These findings suggest that a combination of both types of feedback may enhance speaking proficiency and learner engagement in IELTS preparation.

Grammar plays a crucial role in English language teaching and serves as one of the foundations for effective communication in English; however, teaching grammar is still a challenging task to teachers. Rooted in the communicative approach, the research aims to examine how integrating board games into grammar instruction impacts students’ motivation, anxiety levels, and willingness to apply grammatical structures in communication. Data were collected through student and teacher questionnaires as well as classroom observations across multiple English lessons involving board game-based activities. The results revealed that the majority of students felt more motivated and engaged during grammar lessons when board games were used. Notably, many students reported reduced anxiety and a greater willingness to use English sentence structures in real-life speaking tasks. Teachers also observed increased student participation and more frequent peer interactions, suggesting that board games foster a supportive learning environment. Furthermore, the interactive nature of board games encouraged the practical application of grammar rules, moving beyond rote memorization to meaningful communication. These findings support the notion that board games can serve as an effective and enjoyable medium for grammar instruction, particularly in lower-secondary classrooms.

In contemporary language pedagogy, fostering both linguistic proficiency and intercultural competence is crucial. This presentation introduces Project-Based Language Teaching (PBLT) as a dynamic and relevant approach to achieve these twin goals, grounded in communicative language teaching principles and constructivist learning theories. It specifically explores how educators can leverage special occasions such as Tet, Halloween, Valentine's Day, International Women's Day, and so on to design engaging projects which require students to research cultural values, collaboratively plan, and use the target language authentically for communicative purposes, such as creating presentations or performances.
The session will detail how such projects enhance vocabulary, grammar, and communicative fluency while simultaneously deepening students' understanding of cultural nuances. Sufficient evidence from classroom applications, including student work samples and project frameworks, will be shared to illustrate the efficacy of this practice. Actionable strategies for implementing similar culturally-rich projects will be showcased, with recommendations for adapting tasks for various proficiency levels and managing project logistics. The presentation concludes by advocating for PBLT as a powerful tool to make language learning more meaningful and relevant, particularly within the Vietnamese EFL context and for the VietTESOL International Convention 2025's focus on innovative teaching.

How can we help Young Learners develop awareness of their learning and take greater responsibility for their progress? This presentation explores the power of self-reflection through exit tickets - short written or spoken responses completed at the end of a lesson (Main, 2022). While often overlooked, these simple tools can encourage language development, promote learner autonomy and support more informed teaching decisions (Basco, 2021; Fowler et al., 2019; Rodriguez et al., 2024). The presentation draws on real classroom examples from the speaker’s own teaching experience in Vietnam, working with a variety of age groups and levels in young learner contexts. These examples show how exit tickets can be successfully adapted even for low-level or mixed-ability classes. A range of inclusive paper and digital formats will be shared, including visual supports, sentence starters and drawing prompts, ensuring that all learners can access reflection in a way that suits their needs. The presentation also highlights how exit tickets align with Assessment for Learning principles (Black et al., 2003; Wiliam, 2013), particularly in creating opportunities for student voice and timely feedback. When used thoughtfully, exit tickets become a powerful tool for differentiation, helping teachers adjust instruction and support based on individual learners’ reflections (Fowler et al., 2019; Main, 2022).

This theoretical paper explores the application of Conceptual Metaphor Theory (CMT) as a cognitive and pedagogical framework for vocabulary instruction in English Language Teaching (ELT). Grounded in the revolutionary work of Lakoff and Johnson (1980), the study argues that metaphors are not merely rhetorical devices but fundamental cognitive structures that shape how learners understand and retain new vocabulary. Focusing on the multidimensional nature of word meaning, including denotative, connotative meaning, the paper examines how metaphorical thinking supports deeper semantic awareness and meaningful vocabulary acquisition. Through the recognition of conceptual metaphors, learners can map meaning from a familiar source domain to a less familiar target domain, facilitating a more intuitive understanding of abstract or complex vocabulary. This conceptual metaphorical mapping not only enhances retention but also supports the expansion of learners' lexical repertoire by enabling them to infer and internalize new words across different contexts. The paper proposes a theoretical model for integrating conceptual metaphor into vocabulary teaching, as well as discussing the pedagogical implications for curriculum design and teacher education. Finally, it calls for further empirical research to validate and refine the proposed framework.

Nowadays, as English is increasingly promoted as a second language in Vietnam, the demand for effective writing instruction among university students has grown significantly. Along with that, the integration of AI tools (ChatGPT, Copilot, Gemini, etc.) in many educational institutions is becoming more and more common. This study aims to explore students’ perceptions when teachers make use of ChatGPT, an AI-powered writing assistant, in combination with the mind mapping technique to support non-English major students in leveraging their writing skills. This qualitative exploratory action research employs needs analysis, open-ended questionnaires, in-depth interviews, and classroom observations to gather data. The study involves 45 pre-intermediate non-English major students from the Foreign Language Center at Ho Chi Minh City University of Education, who were preparing for the VSTEP exam in a two-month intensive training course.
The findings indicate that students have positive attitudes toward the combined use of mind mapping and ChatGPT, emphasizing how this integration creates a supportive and motivating learning environment that significantly improves their writing abilities, particularly in argumentative essays. Students appreciated ChatGPT for its assistance with grammar, vocabulary, coherence, and idea organization, while the mindmapping strategy was valued as an effective method for brainstorming ideas, structuring arguments, and enhancing critical thinking. The integration of the two elements can efficiently scaffold the writing process, boosting learning motivation and promoting learner autonomy. Further research is needed on how much AI tools impact deeper learning behaviors and the development of clear ethical frameworks to guide their use in educational settings.
Keywords: Mind Mapping technique, ChatGPT, writing Skills, students’ perception, scaffold

Grounded in Sociocultural Theory, this study investigated how teachers and tenth-grade students perceive five teacher roles: Instructor, Facilitator, Resource, Assessor, and Co-learner in promoting learner autonomy in English speaking skills among tenth-grade students in one high school in Vietnam. The study used a convergent design of mixed methods to gather data from 4 English teachers and 475 tenth-grade students. The comparison between 2 sets of perceptions showed that both teachers and students acknowledged the role of Resource for their contributions to the development of learner autonomy by giving personalized learning materials suited to their students’ interests and proficiency levels. The differences lie in the remaining roles. The survey results revealed that students highly preferred teacher roles characterized by accompaniment, feedback, and direct support. Specifically, the Co-learner role was perceived as a source of motivation and reassurance during speaking practice. The Assessor role reflected students’ need for detailed feedback to guide self-adjustment. However, interview findings showed that teachers prioritized the roles of Instructor and Facilitator. These roles emphasise strategic guidance, instructional material design, and learning plan development. This divergence highlights a gap between students’ expectations and teachers’ perspectives regarding the promotion of learner autonomy in speaking. While teachers focused on “providing learning tools”, students expressed a desire to “be accompanied and heard“. The study recommends that teachers flexibly integrate these roles to promote students’ learner autonomy.
Keywords: learner autonomy, teacher roles, English speaking skills, 10th-grade students

For students at the University of Fire Prevention and Fighting (UFPF), English for Specific Purposes (ESP) plays a vital role in the context of international integration as it enables them to access international materials, technical standards and the latest research in the field. Moreover, using professional English helps students communicate effectively in international work environments, participate in training programs and professional seminars related to fire safety and emergency response. Nonetheless, ESP instruction still poses numerous challenges for teachers at the university. This paper attempts to analyze the major challenges faced by ESP teachers and to propose supportive strategies to address these issues. Data collected through semi-structured interviews with 10 ESP teachers working at UFPF were analyzed using a content analysis approach. The results revealed that academic content knowledge, professional development, and pedagogical strategies are the main problems that ESP teachers have been facing. Teachers’ recommendations for improving the effectiveness of teaching ESP focus on optimizing pedagogical strategies for students across various educational programs, creating learning activities toward student-centered paradigm, and increasing university support for ESP teacher training programs. The findings of this study could help EFL teachers and university become aware of the problems in teaching ESP and come up with several recommendations to enhance the quality of ESP teaching and learning.
Key words: English for Specific purposes (ESP), teacher perception, teaching problems, pedagogical strategies, Fire prevention, fire fighting

This study investigates the effectiveness of gamified storytelling tasks in enhancing long-turn speaking performance and discourse coherence among Taiwanese high school learners of English as a Foreign Language (EFL). Grounded in constructivist pedagogy, the research explores how gamification, when integrated with prompt-based narrative activities, supports learners in producing extended and logically structured spoken responses. A quasi-experimental pre- and post-test control group design was employed with 10th-grade students (n = 79) from a private high school in Taiwan. The experimental group participated in a six-week intervention consisting of weekly gamified storytelling activities. These tasks were systematically designed based on task-based learning principles and gamification theory, incorporating time-limited speech, random image prompts, coherence-focused point systems, and peer-based evaluation to scaffold extended oral production. The control group received traditional teacher-led speaking instruction without gamified elements. Data were collected through audio-recorded speaking tasks and evaluated using CEFR-based rating scales, focusing specifically on coherence and cohesion. Supplementary classroom observations and student feedback surveys were analysed to triangulate findings. Results indicate that students in the experimental group demonstrated statistically significant improvement in the organisation of their long-turn speaking, particularly in their use of discourse markers, sequencing language, and topic development. Additionally, students reported increased engagement and greater confidence in producing extended oral output. These findings support the use of gamified narrative-based instruction as an effective pedagogical strategy for developing discourse-level speaking competence in secondary EFL education.

Keywords: EFL speaking proficiency, long-turn speaking, coherence and cohesion, gamified storytelling, constructivist pedagogy, secondary education

This ongoing action research investigates the impact of Engnovate, a Vietnam-developed AI-powered tool, on enhancing the pronunciation of dental fricatives (/θ/ and /ð/) among 65 English freshmen at the University of Transport, Ho Chi Minh City. A two-month training program is being implemented, focusing on these challenging sounds while integrating Engnovate’s real-time feedback. Participants’ pronunciation progress is assessed through tailored pre- and post-test recordings, acoustically analyzed using Praat for segmental accuracy. This quantitative phase is followed by qualitative data collection via reflective feedback through Google Forms. Preliminary findings, based on initial acoustic analysis and early qualitative responses, suggest improved articulation and increased phonetic awareness. These early outcomes highlight Engnovate’s practical potential in promoting learner autonomy in EFL pronunciation learning. Implications for integrating AI-driven tools into phonetic training, as well as future research directions, will be further explored. The study is expected to open pathways for applying similar AI-based tools to other challenging sounds in diverse EFL contexts.

This study investigates the impact of mobile Virtual Reality (VR) applications (specifically Mondly VR and ImmerseMe) on English speaking skills and communication confidence among English-major students at FPT University, Vietnam. Despite the growing interest in VR for language education, empirical evidence regarding its specific effects on speaking proficiency and learner confidence in the Vietnamese context, particularly with accessible mobile VR platforms, remains limited. Employing a mixed-methods approach, the quantitative phase involved a quasi-experimental design comparing a VR intervention group with a traditional instruction control group to assess improvements in pronunciation, fluency, grammar, and vocabulary. Pre and post-intervention speaking tests, as well as self-efficacy questionnaires, were administered to measure changes in speaking skills and confidence levels. Concurrently, the qualitative phase utilized semi-structured interviews and focus groups to explore students' perceptions, experiences, and the factors influencing their engagement and motivation when using mobile VR for speaking practice. Initial findings are expected to reveal significant improvements in various aspects of speaking skills and enhanced communication confidence within the VR intervention group. Furthermore, the qualitative data aims to uncover the unique affordances and challenges associated with integrating mobile VR into autonomous language learning, providing insights into user acceptance and pedagogical implications. This research contributes to the burgeoning literature on technology-enhanced language learning, offering valuable consequences for educators and curriculum developers seeking to leverage accessible VR technologies to foster effective English speaking proficiency and greater learner autonomy in a developing country context.
Keywords: Mobile VR, English Speaking Skills, Communication Confidence, ELT, Technology-Enhanced Language Learning.

Vocabulary is essential for language learning; however, it requires significant effort and investment. An increasing number of vocabulary learning strategies have emerged, with spaced repetition being among the most effective. This method requires learners to retrieve new words at increasing intervals. With digital technologies, this method can be integrated into mobile devices, leading to more active and less stressful learning processes. However, studies examining particular mobile applications for vocabulary learning remain limited, particularly within the Vietnamese context. Therefore, this study investigates the use of Anki, a spaced-repetition flashcard application, on vocabulary acquisition of tenth-grade students. Drawing on Ebbinghaus's Forgetting Curve theory and employing Action Research methodology, this study examines how systematic spaced repetition enhances vocabulary retention [1]. Participants include forty tenth-grade students at pre-intermediate level. Quantitative data were collected through pre-tests and post-tests, while qualitative data were gathered through questionnaires and interviews. Results showed that Anki not only improved students' vocabulary acquisition but also significantly boosted their motivation and language confidence. The findings indicate several important implications for applying mobile technologies in language learning, especially vocabulary acquisition. This study contributes to understanding how spaced repetition applications can enhance vocabulary learning effectiveness and student engagement in EFL contexts.

Using the results of a recent review commissioned by the British Council into the changes seen in English language teaching and teacher education over the last 10 years, this presentation highlights some of the key developments and trends during that period and implications drawn from these to inform future practice. The findings have now been used to support the reshaping of the descriptions of teacher competencies and the Professional Practices outlined in the British Council’s Continuous Professional Development (CPD) Framework for teachers. The presentation will cover the purposes for the review, the methodology used, and the key findings from the global survey. It then shows how these findings were used to review and revise the current CPD Framework and the rationale for the changes. It concludes with practical scenarios and suggestions as to how the revised CPD Framework might be used by ELT practitioners, both teachers and teacher educators.

The Happy School Models have gained international recognition for integrating student well-being with academic excellence. In Vietnam, an increasing number of schools have self-identified as Happy Schools; however, scholarly understanding of this phenomenon remains limited. This systematic literature review, based on library research and website analysis, examines the most widely recognized Happy School Models globally before providing an overview of Happy Schools in Vietnam. Initial findings indicate that the 3P Happy School Framework (UNESCO), the Culture of School Improvement Model, and the Well-being School Model are among the most influential frameworks worldwide. Research suggests that Happy Schools foster a positive learning environment, enhance emotional intelligence, and improve academic performance. In Vietnam, 20 Happy Schools have been identified, all of which are private, bilingual, and globally oriented. Most of these schools seek to integrate well-being education, bilingualism, and global citizenship education, raising complex yet significant questions regarding curriculum design, pedagogical practices, and assessment approaches. This review addresses a gap in the literature on bilingual education and the emotional turn in second language education, providing a theoretical foundation for future empirical research on Happy Schools.

This study investigates the effectiveness of sustainability-themed English for Specific Purposes (ESP) instruction in enhancing the debate skills of B2-level students at Hanoi University. Grounded in communicative language teaching and content-based instruction, the course integrated global sustainability issues – such as climate change, renewable energy, and urban planning – into structured debate activities. Using a mixed-methods case study design, the research analyzed pre- and post-course debate performance scores, student feedback surveys and classroom observations over 12 weeks. Quantitative results revealed statistically significant improvements in students’ argumentation, fluency, and vocabulary usage. Qualitative findings indicated high levels of engagement, increased confidence in public speaking, and a deeper understanding of sustainability topics. Classroom observations confirmed active participation and skill development through scaffolded practice and peer collaboration. The study concludes that sustainability-themed ESP instruction, when combined with debate, enhances language proficiency and cultivates critical thinking and global awareness. Implications for curriculum design suggest that thematically rich, dialogic approaches can transform ESP instruction into a platform for interdisciplinary learning and communicative competence.

This study explores the effectiveness of Automated Essay Scoring (AES) technology in enhancing the writing skills of English-major students at the University of Foreign Language Studies, University of Danang. Twenty participants were asked to compose a written response to a test question, followed by revising their papers based on feedback provided by the AES tool, PaperRater. The errors identified and corrected in the students’ responses were analyzed both quantitatively and qualitatively to assess the impact of AES feedback on writing skill improvement. The findings indicate that feedback from PaperRater led to significant improvements in spelling, grammar, and academic vocabulary. Additionally, other areas such as style and word choice also showed notable enhancement in the revised drafts. These results suggest that AES technology can effectively contribute to the development of students’ writing abilities, providing empirical support for existing research on similar technologies in language educational contexts. Furthermore, recommendations for incorporating AES technology into teaching and self-study activities aimed at improving English writing skills are also provided.

This study explores the application of E-portfolios as a pedagogical method to enhance students’ writing skills in blended learning. As digital technologies increasingly reshape education, E-portfolios offer a dynamic platform for students to collect, reflect on, and showcase their writing progress over time. Blended learning, which combines offline learning with online learning, provides the ideal context for implementing writing E-portfolios, fostering both independent learning and teacher-guided feedback.
The research investigates the effectiveness of E-portfolios in improving students’ writing proficiency and their attitude towards this method. Through a mixed-method approach involving assessing tests, student surveys, and student interviews, the study examines how the process of drafting, receiving feedback, and revising through E-portfolios contributes to a fully-developed learning writing process. Findings indicate that students demonstrate improved fluency, greater awareness of the writing process, and positive attitude towards using E-portfolios. Moreover, the digital format encourages writing collaborative learning and timely feedback, key elements in writing development.
This study argues that E-portfolios not only support the acquisition of writing skills but also align well with the principles of blended learning, promoting flexibility, reflection, and continuous assessment. The study concludes by offering practical recommendations for educators seeking to integrate E-portfolios into writing instruction and calls for further research into long-term impacts on student learning outcomes.
Key words: E-Portfolios, Writing Skills, High School Students, Blended Learning

In Vietnam, English-medium instruction (EMI) is appreciated as an innovative strategy to improve education and conform to international standards (MOET, 2008). Students learn English in a specialized setting, which is likely to increase flexibility and employability, yet poses the risks of L1 attrition. Proficiency in English is a prerequisite for participation in global academic discourse. (British Council,2020). EMI classrooms that incorporate both English and the local language pose various pedagogical and sociolinguistic challenges. As reported by García & Wei (2014), many teachers encounter difficulties in EMI classrooms. Chen (2023) underscores the importance of English listening skills in comprehending EMI lectures, resulting in advantages like improved language proficiency and increased career prospects. This study examines the effects of balancing English and local language use in Vietnamese EMI classrooms on sustainable teaching practices, student involvement, and the preservation of cultural and linguistic identity. Mixed-method data (N=120 surveys, 15 interviews, classroom observations) from a private university (March-May 2025) were analyzed via SPSS. Preliminary findings show that the EMI model in Vietnam embraces a blended methodology, effectively balancing English and Vietnamese to enhance students’ understanding. 55% of teachers suggest further training in EMI methodologies to enhance their instructional effectiveness and code-switching techniques. Surprisingly, IT & medical students tend to adapt more effectively to EMI. The learning outcomes are enhanced by the integration of local Vietnamese culture into EMI, as shown by over 80% of students. In addition, sixty percent of students believe that their English communication skills have significantly improved through EMI instruction. Governments and schools should prioritize providing resources and support for better English learning programs. Educators should focus on creating bilingual lessons with Vietnamese contextual examples alongside video lessons that integrate local cultural imagery to boost students' engagement.

Virtual Exchange refers to collaborative online learning experiences that connect students from various linguistic and cultural backgrounds across the globe using different technologies under the guidance of educators (O’Dowd, 2017). This study explores how a Virtual Exchange program enhanced the intercultural communicative competence and global readiness in a group of Vietnamese high school students.
The program engaged 35 Vietnamese high school students and over 40 peers from Belarus, Bangladesh, Turkey, and India. Students participated in a range of synchronous and asynchronous activities including video-based discussions and live video conferences. Student-selected topics such as “Youth Culture” and “Student Mental Health” served as springboards for intercultural dialogue and social engagement (Brilli & Byram, 2021). For this qualitative study, data were collected from a focused subset of ten Vietnamese participants (aged 16, English level: B1) through student reflections.
Initial findings indicated that student participants exhibited notable improvements in language use, communication abilities, and self-confidence. Students also demonstrated emotional development, personal progress, and a greater understanding of global issues like mental health as well as the value of cross-cultural friendship and empathy. Problems with self-expression and language barriers were also mentioned.
This study emphasizes the potential of Virtual Exchange as a sustainable alternative to traditional exchange programs, particularly in contexts where physical mobility is limited. The findings offer valuable insights for language education, global competence development, and virtual pedagogies aimed at preparing learners for active participation in an interconnected world.

This interactive workshop introduces practical strategies for integrating eco-literacy and global citizenship into English language instruction through task-based language teaching (TBLT). Aligned with the United Nations Sustainable Development Goals (SDGs), the session showcases how secondary EFL learners can meaningfully engage with environmental issues while developing communicative competence. Participants will explore a classroom-tested project framework where students investigate local environmental problems—such as plastic waste, air pollution, or water conservation—and collaborate to propose solutions in English. Tasks involve research, interviewing, digital storytelling, and public presentations, promoting both language output and real-world relevance. Throughout the process, learners develop a sense of responsibility as global citizens and critical thinkers. The session features hands-on activities, including the design of task sequences, student role cards, and assessment rubrics tailored for eco-themed projects. Sample student work and teacher reflections from actual Vietnamese classrooms will be shared to demonstrate feasibility and impact. By the end of the workshop, participants will leave with adaptable project templates, task design strategies, and assessment tools to implement sustainability-themed TBLT in their own contexts. This workshop aims to empower educators to foster both linguistic and civic growth in the EFL classroom through relevant, action-oriented learning.

This qualitative multiple case study investigates how classroom experiences shape professional identity development among EFL pre-service teachers in Vietnam. The research uses the Dynamic Systems Model of Role Identity framework to address critical gaps in understanding how different teaching experiences contribute to identity formation and how EFL pre-service teachers manage professional tensions. The study invites five EFL pre-service teachers with at least one year of paid teaching experience. The data were collected through semi-structured interviews and visual illustrations. Thematic analysis revealed significant transformations across four identity components: professional self-concept, belief systems, purposes and goals, and pedagogical practices. Findings demonstrate that critical incidents emerged as primary catalysts for identity transformation, particularly encounters with student disengagement, diverse learning needs, and classroom management challenges. These experiences triggered three key transformation mechanisms: cognitive dissonance when classroom realities contradicted initial beliefs, reflective practice that enabled meaning-making from difficult situations, and adaptive integration of theoretical knowledge and real classroom scenarios. Unlike traditional practicum research, this study examines paid teaching positions where EFL pre-service teachers navigate dual roles as a student and a fully responsible professional. The research has several practical implications: creating meaningful classroom experiences in teacher education programs, facilitating multi-level reflection, addressing theory-practice gaps, supporting adaptive teaching approaches, and fostering resilient professional identities. These findings offer strategies to improve pre-service teacher education and support professional identity development in EFL contexts.

Intercultural communication focuses on the exchange of information among various cultures and social groups, encompassing individuals with diverse religious, social, ethnic, and educational backgrounds. This research article explores the impact of volunteer work experience on English as a Foreign Language (EFL) students’ intercultural communication skills at a university in Vietnam. The study aims to understand how engaging in volunteer activities enhances students' ability to interact effectively across cultures, thereby contributing to their overall language proficiency and cultural awareness. The quantitative method was conducted through experimental convention and questionnaires with the participation of students majoring in English at a university in the Mekong Delta, Vietnam. Data was collected through surveys involving 65 EFL students who participated in various volunteer programs and activities. The findings indicate that volunteer work experiences significantly help students boost their intercultural communication skills, fostering greater empathy, adaptability, and confidence in interpersonal communication in general.

This research explores the integration of Education for Sustainable Development (ESD) into English for Specific Purposes (ESP), with a focus on an English for Business program at a Vietnamese university. As Vietnam strives to align its educational practices with the United Nations Sustainable Development Goals (SDGs), embedding ESD within ESP emerges as both a pedagogical challenge and an opportunity for innovation. The study investigates how SDGs can be meaningfully incorporated into business-oriented English instruction. Employing a qualitative case study approach, including curriculum analysis and student focus group interviews, the research uncovers effective strategies for integrating ESD principles into ESP content. The findings suggest that this integration not only strengthens students’ language competence but also nurtures critical thinking, ethical sensitivity, and a global perspective—competencies vital for future business professionals in a sustainable world. The article concludes with practical recommendations for educators and curriculum designers aiming to bridge language education and sustainability in a contextually responsive and pedagogically sound manner.

This study explores how language policy-driven professional development (PD) programs shape the agency of English as a Foreign Language (EFL) school teachers in Vietnam, focusing on the Mekong Delta. While PD is widely used to implement national language policies, its impact on teacher agency remains underexplored, particularly in under-resourced and contextually diverse educational settings. Guided by the ecological model of teacher agency, this explanatory sequential mixed-methods study surveyed 312 EFL school teachers and conducted in-depth interviews with six purposefully selected participants. Quantitative findings revealed high levels of perceived agency across iterational, practical-evaluative, and projective dimensions. Qualitative insights highlighted contextual differences: rural teachers demonstrated adaptability amid limited resources, whereas urban teachers integrated PD content using technology-enhanced practices. Novice teachers were more likely to adopt policy-driven methods directly, while experienced teachers critically filtered and adapted them. The study identifies three dynamic sources of agency: (1) professional histories and beliefs (iterational), which influenced teachers' interpretation of PD; (2) situated reasoning and moral commitment in addressing institutional constraints (practical-evaluative); and (3) aspirations for student empowerment and professional growth (projective). These sources interacted dynamically, enabling teachers to enact agency in pedagogically meaningful and context-sensitive ways. The study proposes an emergent framework that reconceptualizes teacher agency as a cyclical and adaptive process shaped by personal, institutional, and policy-driven forces. This framework contributes to understanding teacher agency in centralized education systems, and a key implication is the need for PD programs that are flexible, reflective, and responsive to teachers’ professional identities and local realities.

Situated within the growing discourse on teacher well-being and holistic education, this study investigates how pre-service English teachers in a Vietnamese university understand Social and Emotional Learning (SEL), value its components, and anticipate its relevance to both their current roles as students and their future roles as educators. A questionnaire survey built on CASEL 5 framework was administered to 128 pre-service teachers to explore their awareness of SEL competencies, their access to formal SEL training, and their perceived impact of SEL on their academic experience.
Findings indicate that pre-service teachers recognise a number of SEL practices as essential not only for themselves in their academic journey but also for shaping effective and empathetic teaching practices that promote the well-being of their future students. Many participants also expressed a strong desire for formal training on SEL so as to build inclusive and student-centered English classrooms. This is critical to their future teaching profession in an increasingly high-pressure educational context.
The study advocates embedding SEL principles throughout pedagogical training, which proves vital for fostering reflective, emotionally intelligent teachers capable of supporting both their learners and themselves.

Keywords: Pre-service teachers, Social and Emotional Learning, CASEL 5 framework

The growing interest in AI integration in education calls for a deeper understanding of how teachers exercise their agency in using AI tools for instructional purposes. While existing studies highlight the potential of AI in language teaching, further research is needed to explore how teachers navigate personal, pedagogical, and institutional factors when adopting such technologies. Against this backdrop, this study examined the agency of EFL lecturers in the Mekong Delta in using AI in teaching. Grounded in the Teacher Ecological Agency (TEA) model and the Transforming Teachers’ Roles and Agencies Framework, an explanatory sequential mixed methods design was employed. A questionnaire was administered to 24 lecturers, followed by interviews with 5 participants. Quantitative results showed that lecturers' prior experiences and future aspirations strongly influenced their use of AI. Qualitative findings revealed the challenges faced by lecturers, including infrastructure limitations, concerns about student over-reliance on AI, and the need for formal guidelines and differentiated professional development. The study suggests that promoting AI use requires targeted professional development and clearer institutional policies that support teachers’ long-term growth and autonomy.

This exploratory inquiry, grounded in Sociocultural Theory, investigates the evolving role of Artificial Intelligence (AI) tools as new "cultural tools" within Vietnamese-English translation pedagogy for English as a Foreign Language (EFL) students. The study examines how AI integration reshapes "mediated action" in the translation process and its impact on student development within collaborative learning environments. Data were collected through a mixed-methods approach, utilizing AI-based translation tests, traditional paper-based tests, and semi-structured interviews to gain in-depth insights. Findings reveal that under the lecturers’ guidence, 61 EFL students readily adopt AI applications (e.g., Gemini, ChatGPT, DeepL) in their translation activities, valuing these tools to enhance speed, reduce grammatical errors, and produce closer to native-like quality versions. However, this reliance cultivates increasing dependency on AI support, often hindering students' ability to translate effectively without technological aid. Consequently, critical thinking, problem-solving, and traditional handwriting skills appear to deteriorate. The results underscore the continued indispensable role of instructor guidance in navigating AI integration to foster balanced skill development and prevent over-reliance.

The integration of Artificial Intelligence (AI) into higher education necessitates a critical re-evaluation of pedagogical paradigms, particularly within humanities disciplines such as English Language Studies. This study investigates the evolving roles and functions of lecturers as perceived by undergraduate English Language Studies (ELS) students in an AI-pervasive academic environment. Addressing a significant lacuna in current research, the study specifically aims to: (1) identify perceived shifts in lecturers' roles from traditional knowledge providers to "AI navigators"; (2) examine student expectations for lecturer competencies and support in AI-enhanced learning contexts; and (3) explore variations in these perceptions across distinct subfields of English Language Studies (i.e., language skills, linguistics, literature, applied linguistics/ESP, and critical thinking). Employing a mixed-methods sequential explanatory design, data will be collected through quantitative surveys (N=302) and subsequent qualitative semi-structured interviews. The survey instrument will capture perceptions on role changes, AI integration, student expectations, human-centric support, and ethical AI literacy. Qualitative data will provide in-depth insights into these perceptions. This research draws upon the Human-AI Pedagogical Partnership model, the Digital Role Reframing Framework, and Critical AI Literacy perspectives. Anticipated findings can illuminate how students view lecturers as facilitators of human-centered learning, curators of AI-supported content, mentors in critical thinking, and guides for responsible AI use. The study is poised to offer significant contributions by providing empirically grounded pedagogical recommendations for English language educators, informing curriculum development and institutional policy on AI integration, and advancing theoretical understanding of lecturer-AI-student dynamics in higher education.

This study presents the application of an AI-integrated sustainable project in English education between 100 students in Gang Thep High School and APEITIO Gymnasium Agros in Cyprus, focusing on Sustainable Development Goals (SDG) 3: Good Health and Well-being, and SDG 13: Climate Action. By embedding real-world sustainability challenges into English language learning, students engage in meaningful, interdisciplinary tasks that enhance both language proficiency and global awareness. The project employs AI tools to support research, data analysis, and content creation, enabling learners to explore the intersection of climate change and public health. Through collaborative activities such as discussions, presentations, and digital storytelling, students develop critical thinking, creativity, and communication skills. English serves as the platform for inquiry and action, promoting deeper engagement with pressing global issues. The integration of AI enhances accessibility, personalization, and innovation in learning. This approach not only supports the development of 21st-century competencies but also empowers students to become informed, responsible global citizens capable of contributing to sustainable solutions for people and the planet.
Key words: sustainable, interdisciplinary, global awareness, 21st century competences.

Research suggests that readable input can foster both reading comprehension and incidental vocabulary uptake. The construct of text readability is often operationalized by Krashen’s idea of i+1 (i.e., the text readability should be just one level above learners’ current L2 proficiency) and by the 95%-98% lexical coverage (i.e., the proportion of known words in a text that fosters understanding). To examine how well English textbooks in Vietnam accommodate this learning affordance, the present study measured the readability of the reading texts in Global Success textbooks. Using Text Inspector and RANGE programs as corpus-based analytical tools, this study gauged the Gunning Fog index for the text readability, the frequency-based (K1-25 BNC/COCA) and proficiency-based (CEFR A1-to-C2) vocabulary profiles of those texts as well as the frequency of in-text encounters with novel words. Results showed that though the Gunning Fog index consistently increased from Grade 3 (2.71) to Grade 12 textbooks (12.92), this score generally far exceeded the target L2 proficiency level for each grade. As for the lexical profile, while those of primary-level texts often aligned with their CEFR A1 standard, those for the secondary levels went far beyond their A2 and B1 targets. Many texts failed to provide L2 learners with the 95% and 98% lexical coverage, thus obstructing their reading comprehension and incidental vocabulary learning. As very few novel words reoccurred at least six times within and across those texts, this further impeded their incidental lexical uptake. These findings altogether provide valuable implications for both reading instruction and textbook design.

Keywords: Text readability; Lexical profiles; Reading comprehension; Incidental vocabulary learning; Frequency of word encounters

This study investigates the attitudes, habits, and perceptions of high school students in Vinh Phuc province regarding the use of ChatGPT in English language learning. A total of 120 students participated in the research. Data were collected through a 4-point Likert scale questionnaire adapted from Ho, P. X. P. (2024), administered online via Google Forms. The study aimed to understand how students integrate ChatGPT into their English learning routines and how they perceive its effectiveness. The quantitative data from the tests were analyzed using SPSS 22, which helped identify the statistical significance of the results. The findings highlight that students generally have positive attitudes toward ChatGPT, recognizing its efficacy in tasks such as translation, grammar checking, paraphrasing, and writing. Most students reported using the tool to quickly solve difficulties they encountered while learning English, especially in writing assignments and vocabulary usage. The study also found that while ChatGPT offers practical support, its use tends to be more solution-oriented rather than skill-development focused. This suggests a need for further guidance on how to use AI tools to enhance long-term language competence. The research contributes to the growing body of literature on artificial intelligence in education and provides insights for teachers, policymakers, and curriculum designers on the responsible integration of AI in language classrooms.
Key words: AI, ChatGPT, learner motivation, autonomous learning, attitudes

Vietnamese upper-secondary students continue to struggle with listening skills due to grammar-focused instruction, poor phonological awareness, short attention spans, and limited short-term memory. Interactive videos, as multimodal learning tools, have shown promise in supporting L2 listening development by integrating both bottom-up and top-down processing. Grounded in Cognitive Load Theory and the Cognitive Theory of Multimedia Learning, this study employed interactive videos with embedded questions and pre-/post-listening tasks via Nearpod to optimize cognitive load and foster learner engagement. While research has primarily explored interactive videos’ impact on listening performance, few studies have addressed how text difficulty influences both performance and participation. This study adopted a pre-experimental within-subjects longitudinal design conducted over three weeks, with six guided sessions involving 35 Grade 11 non-English majors in Vietnam, all at CEFR B1 level. Listening materials (CEFR B1–B2) were selected from reputable ELT textbooks. Text difficulty was assessed using Coh-Metrix indices (narrativity, syntactic simplicity, word concreteness, cohesion, Flesch Reading Ease, type-token ratio, speech rate), and task item readability was standardized using Cathoven. Materials were sequenced to gradually increase in difficulty from Week 1 to Week 3. Repeated-measures ANOVA revealed similar patterns for both performance scores and participation rates: significant increases from Week 1 to Week 2, followed by significant decreases from Week 2 to Week 3. However, no significant differences were found between Week 1 and Week 3. Analysis confirmed that Week 3 materials were significantly more complex. Findings highlight the importance of aligning text difficulty with learner proficiency in interactive video-based listening instruction.

As teachers, we need to keep learning to ride and lead changes rather than let changes rain down on us. Teacher learning is a lifelong, joyful process of both teaching and becoming (identity construction), which brings fresh perspectives, energy, and purpose to our work. Grounded in Sociocultural learning theory and the author's extensive research and practices in Vietnamese context, this presentation introduces seven principles of teacher learning, including creating safe spaces for growth, learning through collaboration, valuing diversity, and using reflection and action research to guide meaningful change. We will explore what hinders us from learning from our students, ourselves, colleagues and communities, and suggest practical strategies to unlock our learning potentials to improve our teaching, stay engaged, avoid burnout, and adapt effectively to constant change. This session aims to empower teachers to take ownership of their learning journeys and inspire others along the way for better lessons, and for better lives.

This study explores how Vietnamese EFL teachers implement translanguaging strategies in general English classrooms and examines their pedagogical functions in enhancing language learning and student engagement. While translanguaging has been acknowledged as an effective approach to support multilingual learners’ cognitive and communicative development, limited empirical research has examined how EFL teachers consciously or unconsciously apply it in practice. Employing a qualitative approach, the study combined classroom video recordings and stimulated recall interviews with ten EFL teachers to capture authentic language use and teacher reflections. The findings revealed that translanguaging was strategically employed to support students’ comprehension, facilitate interaction with course materials, manage classroom activities, and foster interpersonal relationships. Factors influencing these practices included teaching experience, curriculum demands, limited student proficiency, and the complexity of lesson content. The study highlights the pedagogical value of translanguaging and emphasizes the need for teacher professional development in contexts where monolingual ideologies are still dominant.
Keywords: pedagogical translanguaging, EFL teachers,classroom practices.

This study explores the impact of portfolio writing on the development of academic skills among third-year English-majored students in a content-based course titled American Culture and Society. The course integrates language practice and content learning, emphasizing critical reading, academic writing, and research skills. Portfolios were used as weekly essay assignments, requiring students to write reflective and analytical responses to cultural topics discussed in class over a 17-week semester. Employing an action research approach, the study involved 30 students and utilized learner reflection notes and instructor’s observation logs as data sources. Findings indicate that portfolio writing significantly improved students’ English writing skills—particularly in vocabulary use, idea organization, and use of idiomatic expressions. Moreover, students reported enhanced reading comprehension and a deeper understanding of American cultural issues. The portfolio process also fostered research-related competencies, including information synthesis and source evaluation. The study suggests that integrating portfolio writing into content courses can effectively support both language development and academic skill-building.

Simulation, in the context of teaching and learning, is a scenario provided by the teacher in which each student is assigned a role to take on in a group. These scenarios are derived from real-life situations in which students work together to achieve the learning outcome. Similarly, debates also focus on issues that arise from real-life situations. These two teaching methods offer a variety of academic benefits for ESL students, such as developing listening, note-taking, teamwork, and research skills. Additionally, they foster critical thinking, a necessary 21st-century skill. Some of these critical thinking skills include analytical thinking, reasoned judgment, reflective thinking, and decision-making, as illustrated by Bloom’s Taxonomy.

By moving from small group simulations to full-class debates, critical thinking skills can progress from lower-order thinking skills, such as understanding and applying information, to higher-order thinking skills, such as analyzing arguments and evaluating opposing viewpoints. This presentation will cover the implementation of simulations and debates across two semesters of ESL classes at a Japanese university. The planning, implementation, and outcomes of the lessons will be explained, along with student feedback and teacher impressions.

In English language education, systems thinking encourages educators and learners to view English language as a complex, interconnected system rather than a series of isolated skills. It emphasizes how core components of language - such as grammar, vocabulary, phonology, and discourse - interact and support one another in real-world communication. This approach promotes holistic learning, critical thinking, and practical language application. As global challenges grow in complexity, English language education must evolve to foster substantiality and equip learners with the tools not only to communicate effectively but also to think systemically. This presentation explores how systems thinking can be practically and meaningfully integrated into both English language teaching and curricula, using the classroom as a microcosm for exploring real-world systems. Drawing on recent research and classroom implementations, the session explores how learners can meaningfully engage with global issues such as climate change, migration, food security, etc. while building English language proficiency, intercultural competence, and global awareness. Participants will be introduced to a flexible framework for designing sustainability-focused lessons that apply systems thinking concepts—such as feedback loops, dynamic relationships, and stakeholder analysis—to authentic language tasks. Importantly, they will become familiar with practical tools such as causal loop diagrams, visual mapping, and interactive simulations that support students in drawing connections between linguistic elements, real-world contexts, and broader global systems. By the end of the session, participants will be equipped with strategies to enhance language instruction while cultivating students’ systems thinking and global understanding.

Understanding and measuring student workload in higher education is essential for informing effective curriculum development and supporting student success. However, the accurate assessment of workload remains complex, as it encompasses both contact hours and independent learning, shaped by various pedagogical and institutional factors. This study investigates student workload in an English major program at a public university in Ho Chi Minh City, using a mixed-methods approach that combines both quantitative and qualitative data. The research tools include desk-based workload estimations, end-of-semester questionnaires with 80 students and 8 academics, 68 student-maintained weekly logbooks, and a focus group discussion with 20 students. The findings reveal key influences on perceived workload, such as course structure, instructional strategies, and assessment design. Notably, there is a marked disparity between students’ reported workload and faculty expectations, suggesting the need for more student-centered workload planning. Drawing on cross-institutional comparisons, the study explores how integrating systematic workload assessment into curriculum development can enhance educational quality, promote equity, and foster student well-being. Recommendations are proposed to help institutions align academic demands with realistic student capacities, contributing to more sustainable and responsive higher education practices.

In the context of an increasingly interconnected world, language education should not only equip learners with linguistic competence but also with the values and skills necessary to become responsible global citizens. This presentation explores how service learning—an approach that combines academic instruction with community engagement—can be integrated into English Language Teaching (ELT) to foster global citizenship education (GCE).
Through concrete examples, I will demonstrate how Vietnamese learners can use English meaningfully by engaging in local service projects that address global issues, such as environmental protection, cultural preservation, or health education. These projects are further enhanced by the use of educational technology (Zoom, Padlet, Flipgrid) and participation in cross-border classroom collaborations with students from countries like Japan, the Philippines, or India.
I argue that such integration helps students develop not only language proficiency but also critical thinking, intercultural competence, and a sense of social responsibility. Participants will also learn strategies to overcome challenges such as lack of infrastructure or intercultural misunderstandings. By bridging the gap between classroom and community, between the local and the global, ELT can become a powerful driver of transformative learning.

This is to present a hands-on approach to adding sustainability into English lessons without relying on digital devices. Over eight weeks, mixed-ability primary classes explored local environmental issues, created English posters for plastic reduction, and staged a "green market day" (of sorts...) that required the use of real 'transactional' language. Because each classroom had just one projector, the projects depended on printouts, everyday objects, and community interviews to develop both language use and critical thinking. Speaking-rubric data showed a noticeable gain in fluency (as well as lexical range), while learner (our students') diaries showed autonomy (meaning that they were able to complete most tasks themselves due to the fun/unusual nature of the activity) and eco-awareness. The session will walk participants step-by-step through lesson sequences, sample worksheets, and quick assessment tools, which are all refined through daily practice at my English centres. Attendees will leave with a reusable project template (which I find very valuable), ideas for managing large classes, and tips for aligning eco-literacy tasks with the UN Sustainable Development Goals, and all of that at no extra tech budget required! I'll be delivering in an energetic, audience-friendly (of course!) style, and this oral presentation fits the strand "sustainability in curricula".

As a response to the technology-supported education trend in English language teaching, Native was developed in the US to support international teachers and IELTS takers in Speaking, solidifying AI's role as a socio-educational tool rather than an isolated solution. Aiming to investigate the interactions of this teacher-mediated technology in generating feedback for speaking, this mixed-method study explores the interplay between the agency and autonomy of the teacher in providing facilitation for student engagement through the design and interpretation of AI feedback. Through active usage of Native, 4 Vietnamese IELTS instructors are selected as primary participants, while their students (28 learners) are the secondary participants. The study goes through multiple stages, tracking perceptions of the learner after the teacher’s introduction of mediation strategies. The data is collected with the use of quantitative instruments (questionnaires and app-generated Speaking score) to reveal motivation and perceptions among students and qualitative methods, using semi-structured interviews, reflective journals, and observations, to present the chosen pedagogical methods and learners’ reflective processes. As teacher agency and dynamics in deploying technology-enhanced strategies in language teaching are still under-explored, results of this research confirm that teachers play a key role in improving productivity and efficiency of Native, allowing for seamless integration and further development. Also, students’ engagement in assignments increases as a reaction to teachers’ instructional strategies and the prompt AI-generated feedback. Finally, this shows that AI does not replace but complements teachers’ role in language teaching, though more research should be done to confirm these initial findings and observations.

Speaking is one of the most important yet challenging skills for EFL learners in Vietnam. Among various approaches to improving speaking performance, AI voice chatbots have emerged as a promising technology-enhanced language learning (TELL) tool. In particular, ChatGPT’s voice mode offers personalized learning experiences and native-like conversations, which may address common difficulties in English speaking development. While previous studies have examined the role of AI voice chatbots in language learning, few have investigated the effectiveness of ChatGPT voice mode in real classroom contexts. This study explores the impact of ChatGPT voice mode on the speaking skills of Vietnamese EFL learners at an English center and examines learners’ perceptions of this technology integration. An action research design was employed, with a 5-week intervention using ChatGPT. Quantitative data were collected from pre- and post-tests that assessed four speaking components: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. Qualitative data were gathered through semi-structured interviews. Results indicated improvement across all four speaking components. Participants reported that practicing with ChatGPT voice mode supported their speaking through frequent speaking opportunities, corrective feedback, and answer modelling. They also appreciated the low-pressure, motivating environment and the human-like interaction created. However, challenges, including the need to repeat prompts and the constraints of the paid premium version, were identified. Overall, this study contributes to the growing body of research on AI in language education and offers practical insights into how voice-based chatbots like ChatGPT can enhance speaking skills in Vietnamese EFL contexts.

Accurate pronunciation is a critical component of effective communication, and the tendency to neglect final consonant sounds can lead to misunderstandings in spoken English. Despite extensive research on pronunciation challenges in EFL contexts, the integration of the shadowing technique supported by digital platforms like eJOY remains underexplored, particularly in Vietnam. This study investigates the effectiveness of utilizing the shadowing technique via eJOY to enhance final sound pronunciation among Vietnamese adult EFL learners. Conducted over two months as part of an action research project in a communication class, the study involved ten adult learners at A2–B1 proficiency levels. The eJOY platform—an AI-powered language learning tool—was selected for its automatic speech recognition, real-time feedback, and user-friendly shadowing features. Data collection included pre- and post-tests to assess pronunciation accuracy, weekly recordings to monitor changes in students’ pronunciation and provide timely instructional support, and a post-intervention questionnaire to gather learners’ perceptions and experiences. Findings revealed notable improvement in students' ability to articulate some particular final sounds. Additionally, the integration of eJOY fostered a motivational environment, enhancing learners' confidence and persistence. These findings highlight the potential of integrating digital tools like eJOY into pronunciation instruction, offering EFL educators a practical, technology-enhanced approach to address persistent articulation challenges.

In this increasingly integrated world, commercial and tourism activities across country-boundaries have flourished at an unprecedented level, which requires more intercultural understanding for successful communication. The field of intercultural communication has been of interest to linguists for recent decades considering the interwoven relationship between language and culture. However, the number of studies on these topics is still low, especially those using the corpus linguistics approach. This study attempts to investigate the expectations and cultural orientations reflected in the written reviews by English-speaking travellers from the UK, the US and Australian to Vietnam, in comparison with local Vietnamese people. To achieve the research purpose, two comparable corpora of travellers’ hotel reviews extracted from the website Tripadvisor were built, one is in Vietnamese language that acts as the base to compare with English language corpus (including three English varieties, British, American and Australian English). In terms of methods, both quantitative and qualitative analysis are used with the support of various functions of the SketchEngine software. In the end, the study finds out key concerned semantic topics and significant cultural orientations between Vietnamese and English-speaking travellers, which are related to the concept of low context/ high context (Hall, 1976), masculinity/ femininity, individualism/ collectivism, uncertainty avoidance and short-term/ long-term orientation (Hofstede, 1980).

Key words: Traveller’s reviews, expectations, cultural orientations, language patterns, Vietnamese, English

Many English-language learners often unavoidably suffer from anxiety while performing speaking activities, particularly in giving an oral presentation, owing to a variety of factors. This study aims to examine the relationship between EFL learners’ five basic personality tendencies (Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness to Experience) and their speaking anxiety experienced by UFLS English-majored second-year students, and it also proposes some possible solutions for individuals to overcome their anxiety. To achieve these targets, 124 sophomores majoring in English were invited to complete a questionnaire about their personality types and feelings during oral presentations. The data was collected quantitatively and analyzed using the Microsoft Office Excel program with Real Statistics add-ins to determine the internal consistency and correlations between personality traits and anxiety levels. The results revealed clear patterns: Extraversion exhibited a strong negative correlation with speaking anxiety, indicating that extraverted students are more confident and less anxious during oral tasks. In contrast, Neuroticism was positively associated with higher anxiety levels, with learners frequently experiencing physical tensions, fear of judgment, and underperformance. The remaining traits, Agreeableness, Conscientiousness, and Openness, showed moderate relationships with speaking anxiety. Based on these findings, the study suggests tailored strategies to reduce speaking anxiety for each personality type. The research highlights the importance of integrating personality-aware methods in EFL teaching to create a supportive environment and improve students’ oral performance and confidence.

Keywords: personality tendency, anxiety, speaking, oral presentations

The rapid pace of socio-economic and technological transformation has amplified the urgency for reskilling initiatives, educational reform, and multistakeholder collaboration to support sustainable and future-ready career systems. Responding to this global shift, this study focuses on how Vietnamese EFL lecturers integrate employability into English language curricula in higher education to promote graduates’ career sustainability. Despite growing attention to employability, significant challenges persist. These include students’ limited self-directed learning skills; lecturers’ pedagogical constraints and lack of experience in delivering employability-oriented instruction; institutional limitations such as inadequate resources and professional development opportunities; and weak collaboration between higher education institutions (HEIs) and external stakeholders.
To address these limitations, this study aims to propose a conceptual framework for integrating employability into English language curricula through the collaboration of HEIs, EFL lecturers, students, and employers. The central research question is: What are the essential and interconnected components of a conceptual framework that can guide the collaborative integration of employability into English language curricula in higher education? A review of the literature identifies three core components of the proposed framework: (i) the integration of career sustainability theory with Tomlinson’s (2017) Graduate Employability Capital Model to guide the development of graduate career sustainability; (ii) pedagogical strategies for embedding employability through stakeholder collaboration; and (iii) the creation of dynamic, cooperative learning environments to facilitate integration. Further empirical and longitudinal research is needed to validate the framework and evaluate its long-term impact on curriculum innovation and graduate employability outcomes.

Making the sometimes dry and complex SDGs come alive for university students is a serious challenge for any English language teacher. To do this effectively in English requires a robust and carefully thought-out CLIL approach; one that utilizes a wide range of strategies and accommodates diverse learning styles. A course of this kind must be designed to make the sustainable goals resonate at a personal level and motivate students to overcome the vocabulary and cognitive obstacles that they will encounter. CLIL teachers of the SDGs have the advantage of a vast array of sources for what is a highly interdisciplinary topic. These include informational and inspirational-type videos made for students of every age and level as well as hundreds of highly informative and fun-to-use and vocabulary-rich infographics. On the other hand, the massive amount of information available, some of which includes specialized vocabulary, can result in a serious overload for students and as such, the instructor must be able to recalibrate assignments and tasks. This presentation is based on the presenter's decade-long efforts to tackle and overcome these problems while creating an SDG-based course that combines all of the skills, especially reading and listening. It does this by turning each of the core SDGs into mini projects that are carefully scaffolded and utilize a wide range of carefully selected up-to-date EFL-friendly websites and videos. Finally too, it incorporates, when necessary, selected L1 texts and information while still maintaining the core principles of the CLIL approach.

This study investigated Vietnamese education managers’ readiness to adopt information and communication technology (ICT) tools in language testing and assessment. It aimed to explore their attitudes, preparedness, and the challenges they face in integrating ICT-based assessments within higher education institutions. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT) by Venkatesh et al. (2003), the study examined how performance expectancy, effort expectancy, social influence, and facilitating conditions shape managerial readiness. A purposive sampling strategy was used to conduct an exploratory survey with 40 managers from various universities to identify general trends in attitudes and readiness. Semi-structured interviews were then conducted with eight managers to gain deeper insights into their experiences and barriers. Quantitative data were analyzed descriptively, and qualitative data were thematically coded using UTAUT constructs. The findings show that positive attitudes are driven by perceived benefits of ICT in enhancing validity, transparency, and efficiency in assessment. However, readiness levels vary significantly due to gaps in digital literacy, infrastructure, and training. Key challenges include financial constraints, limited technical support, resistance to change, and unsupportive organizational cultures. These insights provide practical recommendations for policymakers and institutional leaders to address systemic barriers and promote effective ICT adoption in language assessment management.
Keywords: ICT adoption, Language assessment, Managerial readiness, UTAUT, Higher education in Vietnam.

Teacher talk plays a vital role in shaping classroom interaction and providing language input in EFL settings, particularly in low-level, mixed-ability classes. However, many teachers lack systematic methods to evaluate and improve their interactional practices. This workshop introduces the SETT (Self-Evaluation of Teacher Talk) framework as a practical and reflective tool to analyze teacher-student interactions and align teacher talk with pedagogical goals. Drawing on data from Teaching Practice module in the MA TESOL course of Ulster University, participants will explore the four SETT interaction modes (managerial, materials, skills and systems, and classroom context) and learn how specific features such as scaffolding, display questions, and extended teacher turns influence student participation. The workshop is divided into two interactive phases. In the first phase, participants will examine authentic video extracts and transcripts to identify key interactional features using the SETT framework. In the second phase, participants will engage in activities to analyse and reflect on several real teacher talk extracts. By the end of the session, participants will gain practical skills in using SETT to reflect on and enhance their own teaching, foster more student-centered communication, and create richer learning opportunities in their EFL classrooms. This session is ideal for pre-service teachers, in-service teachers and teacher trainers seeking research-based, practical tools to develop professional awareness and improve learner engagement through interactional competence .

This workshop introduces a sustainable and practical approach to improving students’ pronunciation and intonation in Vietnamese EFL classrooms, particularly in rural or under-resourced areas, through the use of short (1–3 minute), context-rich video clips. Designed for secondary school English teachers, the session draws on communicative language teaching principles (Richards & Rodgers, 2014) and learner autonomy theory (Benson, 2011) to demonstrate how video can model natural speech patterns, stress, and rhythm in real-life communication.
Participants will explore how to guide students to analyze, imitate, and practice selected video segments using low-cost or free tools such as YouTube, Flip, and mobile-based applications with voice feedback or automatic captioning, supporting learner agency through meaningful digital affordances (Lai & Gu, 2021). Strategies for scaffolding peer feedback and encouraging learner reflection will also be covered.
The session includes a hands-on component where participants collaboratively design a mini-lesson using authentic video content and develop a peer-feedback framework suitable for their own classroom context. Through small-group discussion and simulation, they will engage with practical challenges and generate adaptable, sustainable outputs.
This workshop contributes to post-pandemic innovation in ELT by leveraging digital resources, including emerging AI-assisted tools, to improve speaking instruction (Godwin-Jones, 2020), while addressing long-term accessibility. It is particularly relevant for teachers, trainers, and curriculum designers seeking to empower learners and enhance oral communication skills through purposeful use of video.

Abstract
This think piece contributes to qualitative inquiry and teacher professional development by introducing collaborative feedback poetry as a theoretically grounded, pedagogically innovative approach to literature reviewing. Co-authored by a professor and a postgraduate student transitioning into early-career academia, the paper explores how poetic inquiry fosters teacher autonomy, identity formation, and professional agency through affective, polyvocal engagement with academic texts. Rather than relying solely on summary or critique, this method invites educators in higher education to respond creatively and emotionally, surfacing personal and social concerns such as belonging, exclusion, and positionality, drawing on the work of Prendergast (2006), Morrissey (2016), and Jack & Illingworth (2024). Through dialogic and reflective writing, both authors experienced mutual learning and intercultural exchange, demonstrating vigour as conceptualized by Faulkner (2016) and reinforcing the value of subjectivity and voice in scholarly development. The paper positions collaborative feedback poetry as a developmental and ethical tool for reimagining literature reviewing as emotionally resonant and identity-affirming, thereby empowering teachers as creative and agentive knowledge producers.
Keywords: teacher identity, agency, poetic inquiry, literature review, higher education

This study investigates how Vietnamese EFL high school teachers align their pedagogical beliefs with classroom practices amid the ongoing English language curriculum reform. Grounded in Teacher Cognition Theory and Sociocultural Theory, the research explores the dynamic relationship between teachers’ professional development, beliefs, and instructional behaviors. Adopting a mixed-methods approach, the study collected data from 120 EFL teachers across multiple provinces using surveys and semi-structured interviews. Results reveal that while the majority of teachers demonstrate awareness of the importance of continuous professional learning and express enthusiasm for innovation, a significant gap persists between their espoused beliefs and classroom practices. Common obstacles include limited access to localized professional development opportunities, lack of institutional support, and insufficient time and resources. Furthermore, reform-related pressures sometimes lead to surface-level compliance rather than meaningful pedagogical change. This research highlights the importance of context-sensitive PD programs that bridge the divide between policy and practice and empower teachers to implement sustainable improvements. Implications are discussed in relation to designing effective PD strategies that respond to the complex realities faced by Vietnamese teachers in both urban and rural educational settings.

Teacher resilience has gained prominence in educational research due to its critical role in supporting teachers’ well-being, effectiveness, and retention in challenging school contexts. This systematic review identifies and synthesizes effective strategies for enhancing teacher resilience across diverse educational settings. Analyzing 34 peer-reviewed articles published between 2018 and 2025 and indexed in Scopus and SSCI journals, this study adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for criteria identification, data selection, and analysis procedures. The findings reveal four key categories of resilience strategies including (1) Intrapersonal strategies (i.e., emotional regulation, identity development, and cognitive reframing to promote adaptability); (2) Interpersonal strategies (i.e., peer collaboration, supportive leadership, family understanding and strong personal networks); (3) Professional strategies (i.e., reflective practice, pedagogical flexibility, continuous learning to sustain motivation and competence); and (4) Structural strategies (i.e., school culture, workload management, and policy support to create enabling environments). These findings highlight the complex interplay between individual attributes and contextual factors in cultivating teacher resilience. Practical implications suggest that fostering resilience requires not only individual effort but also systemic support from school cultures and leadership. This review offers actionable insights for educators, school leaders, and policymakers aiming to develop environments that nurture teacher resilience and ultimately enhance educational outcomes.

All aspects of life have been revolutionized thanks to the development in information technology, which is regarded as Industrial Revolution 4.0 (IR 4.0). The era of industrial revolution has gradually reduced the gap between digital and physical world. This new paradigm in educational context, including University of Economics and Technologies for Industries (UNETI), in which it focuses on the innovation and maximizes the use of information, internet and technology. The IR 4.0 brings many opportunities for innovative research and classroom practices which can subsequently accelerate and optimize teachers’ productivity and students’ learning outcomes. Professional teachers must be aware of and adapt themselves to this development. As a result, a new curriculum has been set at the teaching context of UNETI with the use of LIFE from National Geographic Learning and SPEAKOUT from Pearson as the Main Textbooks used for Basic English Subjects for different majors. This paper is based on the importance of redesigning curriculum in line with the IR 4.0 with those books in accordance with examines UNETI students’ attitude towards using those teaching materials as the main textbooks. Moreover, some possible challenges would be emphasized as well.

AI chatbots are increasingly used in language learning, yet research reveals key limitations that must be addressed to enhance their pedagogical value. Many chatbots lack pragmatic and contextual understanding, limiting learners’ development of pragmatic competence (Lee et al., 2024). Their language output sometimes has awkward phrasing or unnatural responses (Li et al., 2022; Voss & Waring, 2024). Additionally, limited personalization and adaptive interaction can lead to shallow conversations and decreased learner engagement (Bibauw et al., 2020). Most also provide minimal corrective feedback and rarely support form-focused instruction, key factors in second language acquisition (Bibauw et al., 2020; Shin et al., 2024).

To address these gaps, this project introduces a chatbot designed to support communicative competence through task-based interaction. The system guides learners through meaningful tasks while offering occasional corrective feedback and drawing attention to form. The chatbot’s design follows principles from Task-Based Language Teaching (TBLT), including Ellis’s (2005) task criteria, González-Lloret and Ortega’s (2014) guidance on technology-mediated TBLT, and Robinson and Gilabert’s (2007) task sequencing based on the Cognition Hypothesis. In addition, programming the chatbot to offer appropriate feedback and engage in negotiation of meaning requires careful tuning of large language model (LLM) outputs to simulate teacher-like interaction.

This presentation will highlight: (1) key considerations for designing chatbot-mediated tasks, (2) examples of AI-integrated tasks with learner data analysis, and (3) practical suggestions for teachers interested in creating or adapting chatbot-based activities. We also explore implications for future development in language learning technology.

Rubrics are a common instrument for scoring students’ language performance. Developing scoring rubrics is a crucial step in assessing language proficiency, particularly the assessment of speaking and writing skills. Scoring rubrics should be designed in such a way that they accurately reflect the different components of the language competence and the levels of performance being targeted in these skills. Despite the adoption of communicative language competence, the development of the National Foreign Language Competence Framework (KNLNN), and the significant time allocation for teaching speaking, writing, and productive projects lessons in almost all the popular English textbooks, over the last few decades, teachers of English in Vietnamese schools have not received adequate training on rubric developments. They also may not have access to high-quality rubrics applicable for their contexts.
This workshop capitalizes on such a gap in the language assessment practices of Vietnamese teachers of English. The initial part of the workshop will briefly investigate the participants’ experience and opinions on rubric designing, followed by a concise review of necessary theories for constructing language assessment goals and rubrics. The primary focus of the workshop will be on practical illustrations of the mentioned theories, with established rubrics ready to be applied for high school English speaking and writing lessons in Vietnam, and the practical activities in which participants will design speaking and writing rubrics in alignment with the Vietnamese English curriculum.

This study aims to develop and validate a scale to measure the work readiness of pre-service English as a Foreign Language (EFL) teachers in Vietnam, addressing the need for a contextually relevant tool to assess their preparedness for professional environments. The scale was developed through a qualitative synthesis of data from: (i) relevant literature; and (ii) in-depth interviews with nine potential employers (i.e., school principals, program manager, language center managers) to understand the qualities and skills expected of pre-service EFL teachers in Vietnamese context. To validate the scale, a questionnaire was distributed to 245 pre-service EFL teachers from three teacher training institutions in northern Vietnam. Data analysis using exploratory and confirmatory factor analysis revealed a final scale consisting of 48 items measuring four dimensions: personal characteristics, knowledge of the organization, teaching competence, and interpersonal capabilities. The validated scale holds significant implications for teacher training institutions and pre-service teachers, providing a framework to evaluate and enhance readiness for the workplace. Additionally, it informs the development of targeted training programs that align with employer expectations in the Vietnamese educational context.

This study investigates English majors’ perceptions of domestic field trips as part of their language education at Saigon University. Employing a mixed-methods approach, data were collected from 270 students through a questionnaire, followed by semi-structured interviews with selected participants. The research explores how students perceive the role of domestic field trips within their academic program, particularly in enhancing their language learning experience. It also examines the benefits and limitations students associate with these trips, with a focus on opportunities for authentic language practice and professional development. Quantitative findings from the questionnaire reveal that the majority of student regard field trips as valuable experiences that foster language use in real-world contexts, promote cultural awareness, and enhance their overall motivation to learn. Qualitative insights from survey responses and interviews provide deeper perspectives, highlighting students’ appreciation for the trips’ contribution to practical skills and career orientation. Nevertheless, several challenges were identified, including logistical difficulties, inconsistent levels of student engagement, and limited access to speaking opportunities during activities. These findings underscore the potential of experiential learning outside the classroom and offer pedagogical implications for integrating well-structured, field-based components into English language education programs at the tertiary level.

This study investigates the EFL teachers’ perceptions of the significance and difficulties of participating in the interactions in the Communities of Practice (CoPs). The study employed a mixed-method survey design. The participants of the study were 100 EFL secondary school teachers chosen randomly from nearly 500 EFL secondary school teachers in Tien Giang Province, the Mekong Delta chosen randomly. An online 5-point Likert scale questionnaire was used to gather data from 100 teachers. Semi-structured interviews with four randomly chosen participants were also done to supplement the data. Thematic analysis was used to look at qualitative responses, while SPSS was used to analyze quantitative data for descriptive statistics. The results show that the participants value the participation in the interactions in CoPs for improving their pedagogical understanding, resolving critical issues in the classroom, and seeking professional growth. However, time restraints, information overload, and the restricted applicability of common knowledge are some of the major challenges they also encounter. Even though participants had positive perceptions of CoPs, resolving these issues is crucial to utilizing CoP interactions to their full potential for teacher professional development.

Reflective teaching (RT) has long been recognized as a cornerstone of teacher professional development (PD), and recent years have witnessed growing interest in lesson study (LS) as a collaborative model to support RT and sustained instructional improvement. This research explores the transformative experiences of English as foreign language (EFL) tertiary teachers in Vietnamese higher education through the integration of LS as a tool of RT. Employing a phenomenological research design and drawing on Mezirow’s (1997) transformative learning theory, the study examines the cognitive, and emotional dimensions of teacher transformation, emphasizing the interplay among reflection-in-action, reflection-on-action, and reflection-for-action. The study is planned to be conducted over two semesters, with each semester including two LS cycles and covering an eight-week period at a private university in the Mekong Delta. Six EFL teachers (two early-career, two mid-career, and two late-career) will participate in these two cycles. Data will be collected through in-depth phenomenological interviews, reflective journals, researcher field notes, and LS artifacts. The findings aim to illuminate the essence of teacher transformation through LS as a reflective and dialogic practice, offering insights into sustainable PD models aligned with Vietnam's educational reform agenda. This research seeks to contribute to the discourse on RT and LS by providing evidence of their synergistic potential to foster teacher agency, teaching quality, collaborative environment, and pedagogical renewal in EFL contexts.

This paper reports on a case study on cultivating communities of practice (CoP) among Cambodian EFL professionals, adopting Keuk’s (2015) CoP model, at one ELT tertiary institution in Phnom Penh, a capital of Cambodia. This study, conducted in two phases, aimed to find out the EFL professionals’ needs for enhancing their professional practices and their responses to the needs in the form of communities of practice. The study reveals that the teachers perceive the significance of professional development for teaching and strong need for it. The common professional development activities include reading books, journals and web resources; joining workshops, podcasts, webinars, and conferences, joining textbook selection and curriculum development; and engaging in teacher inquiry or action research. The EFL professionals who participated in CoP activities demonstrated improved teaching competence and enhanced learning quality. This case study has unlocked the considerable potential of CoP for developing EFL professional practices.

Online Teaching & Learning (OTL), a new trend in the digital education age, has been largely developing all over the world for over twenty years. Universities have tried their best to make break-through in online education; however, they must encounter challenges in implementing online courses as well as understanding the psychological factors that impact learners' experiences. This case study investigates the cognition and motivation of English as a Foreign Language (EFL) students in the context of online classroom engagement. The main study objective is to assist instructors in identifying how EFL students perceive and manifest in Online Learning (OL) environment, investigating negative and positive factors and evaluating cognitive effect on engagement motivation, providing recommendations for instructors to optimize participation motivation by adjusting OTL styles accordingly, and contributing to OTL theory. The qualitative research methodology is mainly applied to this study consisting of interview, observation, document analysis, and questionnaire to explore how EFL students experience their cognitive processes and motivational levels when participating in online classrooms. The data will be collected and analyzed through the statistical tool “SPSS” to draw the relationships between variables. The findings reveal (1) cognitive-behavioral psychological aspects in OL participation; (2) motivational factors opening a new TESOL perspective in OL quality; (3) students’ cognition and engagement motivation in the Language Management System; (4) OTL insights and practical issues; (5) Opportunities for instructors to adjust and optimize the OTL activities based on students' cognitive foundations. The outstanding novelty significantly contributes to improving the EFL-learning quality in online classrooms and provides instructors or educators with practical recommendations to foster students’ motivation and engagement in OL environment.

Professional development (PD) plays an important role in shaping teachers’ professional identity and enhancing their teaching skills. One avenue for PD is formal education. In recent years, enrolling in transnational postgraduate degrees has become increasingly common among English language teachers in Vietnam due to their international recognition and perceived value. Taking the form of an autoethnography, this paper explores my learning experience as a student in a Master of TESOL program jointly offered by a Vietnamese and an Australian university. As students invest a significant time and financial resources in transnational programs, understanding their experiences is essential to inform efforts to improve the quality of student learning. By reflecting on my lived experiences and consulting relevant artefacts (e.g., text messages, diary, study notes, and feedback from lecturers), this paper investigates how interactions with peers, lecturers, tutors, administrative staff, and unit convenors positively influenced my learning experience. My study shows that such interactions can help postgraduate students better understand assessment tasks, enhance the quality of their assessment, and manage time pressures more effectively. The findings of this study can inform providers and managers of transnational education programs in their efforts to enhance student learning experience.

Keywords: professional development, transnational education program, student experience, postgraduate studies, higher education

Teacher-to-teacher (T-T) feedback plays a pivotal role in supporting teacher professional development (TPD). However, there is a paucity of research on T-T feedback practices and their influence on teacher education, particularly within Vietnamese school settings. This study, therefore, is motivated to explore how in-service school teachers engage in T-T feedback practices and how teachers perceive the impacts of T-T feedback on their professional growth. Data were gathered through online questionnaires distributed via Google Forms. Descriptive statistics were used to analyze the quantitative data, while content analysis was employed to interpret qualitative responses. The findings show that T-T feedback was commonly practiced among the surveyed teachers across different school levels, with most teachers engaging in both giving and receiving T-T feedback. Additionally, T-T feedback was perceived as valuable for enhancing reflective and instructional practices, teacher collaboration, self-efficacy, job satisfaction, student achievement, and ongoing professional growth. However, perceptions concerning its role in developing leadership capacity varied, possibly due to teacher confidence levels or school cultures. To fully leverage T-T feedback as a tool for sustainable professional development, the study highlights the need to cultivate a trusting and open culture and to provide professional learning opportunities that enhance teachers’ skills and confidence in T-T feedback practices.
Keywords: teacher-to-teacher (T-T) feedback, feedback practices, impacts of feedback, teacher professional development (TPD), in-service school teachers

This study investigates factors influencing low the English speaking proficiency among Secondary-level Learners. Although communicative competence is increasingly emphasized in English language teaching, many young learners continue to face barriers that affect their ability to speak confidently. Using a quantitative approach, the research involved a structured questionnaire completed by 200 grade 9 students along with 4 teachers of English. Data were collected through surveys with students and teachers from a secondary school. The results show the need for more interactive teaching methods, a supportive learning environment, and better policies that focus on speaking skills. The study gives suggestions to help teachers and school leaders improve students’ English-speaking ability.

Accompanied by the astounding pace of advancements in information communication technology (ICT), the twenty-first century has observed an immense impact of ICT on education by large, particularly in language education wordly. The Ministry of Education and Training of Vietnam has emphasized the crucial role of ICT in enhancing the quality of English language teaching (ELT). English teachers and English pre-service teachers are expected to develop and demonstrate their ICT competence in ELT. This study investigates the ICT competence in ELT of fourth-year English majors at Hai Phong University (HPUni). The research aims to explore their attitudes toward the application of ICT in ELT, their ICT competence in ELT, and factors affecting their ICT competence in ELT, from which recommendations are proposed to improve their ICT competence in ELT. Both quantitative and qualitative methods were employed, including surveys and interviews with 80 English pre-service teachers. The findings reveal that most participants showed a positive attitude towards technology integration in ELT and their remarkable ICT application competence in ELT, thanks to the course of ICT in ELT at HPUni. Internal and external factors influencing their ICT competence were uncovered, with the dominance of internal factors. The study highlighted the need for enhanced teacher training programs that focus on pedagogically sound and innovative uses of IT in language teaching. Recommendations are provided for curriculum designers, teacher educators, and policymakers to better prepare future English teachers for the digital age.

In the context of the digital era, Vietnam's general education management system is experiencing significant and rapid transformation. This study investigates both the opportunities and challenges posed by the digitization of education governance. On the one hand, digital technologies offer numerous advantages such as enhanced data collection and utilization, increased administrative efficiency, and more effective tools for monitoring and evaluation. On the other hand, the system faces several obstacles, including uneven digital infrastructure, insufficient digital skills among educational leaders, and gaps in policy implementation. Using document analysis and a thorough review of current strategies and practices, the paper proposes strategic orientations to foster innovation in educational management. These include improving digital literacy across all levels, investing in technological infrastructure, promoting digital leadership, and developing flexible, technology-integrated management models. The findings highlight the importance of visionary and proactive leadership, inter-sector collaboration, and coherent policy-making in ensuring sustainable digital transformation. This research contributes to the academic discussion on education reform and provides practical recommendations for policymakers, administrators, and educators aiming to modernize Vietnam’s general education management in the digital age.

It is crucial to gain insights into the pivotal role of professional identity in shaping teachers’ long-term efficacy and commitment, and understanding how it is formed during initial teacher education. However, limited research has examined how contextual elements within the teaching practicum shape EFL student-teachers' evolving beliefs and identities, particularly in the Vietnamese setting. To this end, the study aimed to explore how teaching practicum experiences influence the beliefs, ultimately moderating the professional identity formation of four Vietnamese EFL student-teachers during their teaching practicum. Drawing upon qualitative data from interviews and reflective teaching journals, a thematic analysis presented four key context-related factors that inform these developments: mentorship and support, peer collaboration, classroom management experiences, and student interactions. Findings suggest that the practicum functions as a crucial environment in which student-teachers' beliefs are refined, and their professional identities are accordingly constructed. These contextual components generate critical learning opportunities that prepare them for the complexities of the upcoming teaching profession. The study underscores the importance of comprehensive teacher education programs emphasizing student-teacher mentorship, collaborative practice, and authentic classroom engagement. Such initiatives are essential for maintaining adaptable beliefs and professional identities, equipping student-teachers to meet the demands of their future early careers effectively.

Vietnam’s 2018 English Curriculum aims to reform English language education by introducing a competency-based, communicative approach. However, in underdeveloped regions such as the Mekong Delta, the effectiveness of this top-down policy depends not only on its implementation but also on teachers’ understanding of its core principles. This study employs a quantitative research design to investigate the accuracy, depth, and nature of curriculum knowledge among secondary EFL teachers, based on survey data. Findings indicate that while a majority of teachers demonstrate a sound understanding of the curriculum, a minority exhibit limited comprehension and hold misconceptions. These results suggest that apparent policy compliance may mask underlying misunderstandings. The study concludes with recommendations to enhance the effectiveness of curriculum implementation through targeted professional development and support.
Keywords: Curriculum Implementation, Competency-Based Education, Understanding, English Curriculum, EFL teachers.

This mixed-methods study investigated the impact of training courses on pedagogy for in-service EFL teachers via their responses and use of knowledge in practice. It used an explanatory sequential design and was conceptually grounded in Guskey’s (2002) model for evaluating professional development. 171 in-service EFL teachers working in public primary, secondary, high schools, and private schools from 13 cities, mostly in the Mekong Delta, completed an online survey. Nine teachers participated in online semi-structured interviews. Research participants are mostly experienced - about 63.7% have worked for over 10 years. They were academically qualified with Bachelor’s and/or Master’s degrees. All had experienced several training courses on pedagogy. The findings showed that pedagogy-focused professional development courses significantly influence the teaching profession. Most teachers reported high satisfaction with the course content, increased confidence in teaching, and meaningful improvements. Many respondents are also willing to participate in future training. However, several challenges emerged. The courses should be scheduled in the summer, in teachers’ living places, tailored more to teachers’ needs and interests, instead of too many theories. Most teachers look for online and offline courses focusing on AI applications and teaching strategies, with more demos, and with follow-up support. Courses should be more often, but the participant numbers should not be too large. Virtual courses should be recorded and provided at the end. This study aims to propose evidence-based recommendations for enhancing future training programs.

While teacher identity construction has received a lot of attention from researchers, the topic of identity tensions experienced by teachers across diverse teaching contexts, especially teachers of languages has remained rather under-explored. This comprehensive review paper investigates the conflicts arising during the actual practice of language teachers. The primary objectives of this review is to examine the origins and the characteristics of identity tensions experienced by language teachers. By synthesising the main findings from multiple theoretical perspectives and empirical studies, this paper aims to contribute to the inadequate literature about teacher identity tensions and inform further studies in Vietnamese education setting. A systematic research was conducted across an extensive collection of scholarly publications. The analysis covers various contexts of English language teaching practices. Key findings suggest that identity tensions that language teachers encounter include the tension in role changing from student to teacher, the conflict between desired and actual support given to students and conflicting conceptions in teaching. These tensions stem from language-anxiety factors such as language anxiety of teachers, teacher’s expectations toward English proficiency of students and the tension in teaching particular language skill. Findings from this review imply the necessity for further comprehensive studies in order to find out roots and characteristics of language teachers’ identity tensions unique to the context of Vietnam, as well as personal coping strategies and institutional supports that follow.

Teachers’ mindsets toward research act as a catalyst for professional development in English language teaching. While there were theories of mindset in language teaching and case studies into educational research practices, the field lacks a comprehensive synthesis of how educators conceptualize research engagement. Addressing this gap, this study aims to both examine mindsets about research, drawing on dual theoretical lenses including the mindset framework (Dweck, 2006) and the teacher-research nexus (Borg, 2013), and demonstrate emerging trends in this field, such as participatory action research and influential factors on research productivity and engagement. The 12 peer-reviewed papers (8 empirical studies on trends and 4 theoretical works) were sourced from academic databases like Google Scholar and Scopus (2019 – 2025), employing a snowball sampling with keywords “research mindset”, “research practice”, and “research engagement” in the TESOL context. After a thematic analysis, the data were categorized into two themes: 1) the negotiation of teacher-researcher identities through mindset frameworks, and 2) contextual enablers and barriers to research engagement. The analysis revealed the role of growth mindsets in sustaining research engagement, uncovered critical mediators of research implementation, and offered guidance for teacher educators and administrators in fostering inquiry cultures.

This study explores the motivations influencing Vietnamese Khmer EFL teachers in the Mekong Delta to pursue English teaching as a career. Despite extensive research on motivational factors in teaching career choice, a majority of studies focus on individual influences and employ quantitative methods, often ignoring cultural and contextual aspects that is argued to have much impact teacher motivation. Drawing on Self-Determination theory, the current study examined how intrinsic, altruistic, and extrinsic factors affected their career choice within the sociocultural context of the Khmer ethnic community. Through a qualitative approach, semi-structured interviews were conducted with four Khmer EFL teachers, comprising two male and two female participants with different teaching experiences. The findings showed that intrinsic motivations, such as passion for the English language and confidence in linguistic competence, were key factors in career choice. Among male teachers, altruistic motivations, rooted in Khmer Buddhist cultural values, were significant and driven by a belief that teaching provided better opportunities for Khmer children. In contrast, female teachers developed altruistic motivations over time. To enhance motivation and retention among Khmer Vietnamese EFL teachers, policies should strengthen altruistic commitment by integrating Khmer Buddhist values into teacher training programs, along with improving extrinsic incentives like job stability and social recognition.

With the emphasis on career-oriented education, the Personal Professional Portfolio has been introduced as an assessment task in the Career Development course for English language major students at a university in Vietnam. Aiming to prepare students for future employment, the Personal Professional Portfolio adopts a learner-centered approach that combines reflection, practical skill-building, and self-directed learning. However, given the relatively recent implementation of this assignment, little research has been conducted on students’ and lecturesr’ attitudes towards the Personal Professional Portfolio and its perceived effectiveness. Accordingly, this study aims to: (1) investigate the senior students and lecturers’ attitudes towards the Personal Professional Portfolio assignment as an assessment and a means for career development, and (2) collect their suggestions for improving its application. To achieve these aims, the researcher employed a mixed-methods approach, utilizing both questionnaires and semi-structured interviews. The findings reveal that most students and lecturers responded positively to the Personal Professional Portfolio, recognizing its value in promoting students’ self-reflection, clarifying career goals, and developing essential skills. Nevertheless, issues such as time constraints and lack of skills and experiences were reported. Based on these results, several recommendations for students, teachers, and course designers are proposed to enhance the effectiveness of the PPP in future implementation.

This study explored pre-service English teachers’ perceptions of digital assessment during their training period, focusing on its effectiveness, feasibility, and relevance in their teaching and learning context. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) framework, the study investigated how these future educators view the factors shaping their engagement with digital assessment. Using a purposive sampling technique, 85 English language teacher education students at a northern Vietnamese university were selected to participate. Data were collected through a 25-item questionnaire and semi-structured interviews with eight participants, analyzed using descriptive statistics and thematic analysis. The findings reveal that five key factors, performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioral intentions, shape their perceptions of digital assessment. Facilitating conditions emerged as the most influential factor, while performance expectancy had the least impact. The participants viewed digital assessment as beneficial, especially for improving student engagement and instructional efficiency, but raised concerns about data privacy, technical reliability, and academic dishonesty. These findings underscore the need for comprehensive digital infrastructure, targeted training programs, and real-world practice opportunities in teacher education to support pre-service teachers’ effective use of digital assessment in future classrooms.
Keywords: Digital Assessment, Pre-service Teachers, English Language Education, UTAUT Framework

In Vietnam’s dynamic ELT landscape, online Communities of Practice (CoPs) have become essential spaces for professional development. This collaborative autoethnography examines how two in-service English teachers’ sustained participation in an online CoP by VietTESOL shapes their reflective teaching practices either before, during, or after lessons. Drawing on Wenger (1998)’s CoP framework - characterized by mutual engagement, a shared repertoire, and a joint enterprise - and Grushka et al. (2005)’s categorization of reflection-for-action, reflection-in-action, and reflection-on-action, the teachers will maintain eight weeks of reflective journals, conduct dyadic interviews, and gather online CoP artifacts such as shared resources and forum discussions. Through independent and joint thematic coding, the study explores how the interplay of these CoP dimensions influences teaching practices, ranging from pre-class and immediate pedagogical adjustments to post-lesson critical reflection, and deepens teachers’ sense of shared purpose. Expected outcomes include enhanced in-action responsiveness informed by collective insights, a richer repertoire of reflective tools for on-action analysis, and the co-construction of professional identities marked by increased self-efficacy and agency. Methodologically, the research demonstrates the power of multi-voiced autoethnography to capture the intertwined processes of reflective growth within online teacher communities.

As concerns over teacher well-being increase across English teaching contexts, it is imperative to pursue sustainability beyond pedagogy and into teacher development. Addressing this need, this work explores how mindfulness-informed perspectives can deepen sustainable professional development for ELT teachers through structured reflective portfolios.
We draw data from portfolios submitted for the course “Professional Development for Language Teachers”, where both in-service and pre-service TESOL teachers learn and practice strategies recommended by Richards & Farrell (2005). We adopt Langerian mindfulness (Langer, 2014) to examine reflections across five portfolio components: teacher identity and teaching philosophy, critical incidents analysis, observation report, workshop evaluation, and end-of-course reflection.
Although the course involves no explicit mindfulness training, emergent themes in these portfolios show participants’ engagement in mindful noticing: detailing decision-making process during or about classroom experiences, exploring latent beliefs and understanding of pedagogy versus teaching realities, reporting shifts in self-awareness. Such findings suggest that a structured portfolio, as a product of task-based approach towards professional development, creates a space that encourages experiential processing and identity formation - mindfulness-informed practice essential to a sustainable teaching career.
The study connects sustainable professional development and teacher education with mindfulness-informed practice by examining how structured reflection supports growth in emotional dealings, teacher identity formations and agency positioning. We argue to reimagine portfolio as not merely an assessment tool but also as a mindfulness-informed means to foster sustainable professional development. A reflective portfolio, then, supports mindful inquiry for professional and individual growth, promoting teacher well-being and long-term engagement in the profession.

Since its introduction in 2006, Dweck’s mindset theory (i.e., growth and fixed mindset) has attracted considerable scholarly attention. Despite its proven significance in improving one’s outcomes, especially in the face of setbacks, its emergence in English language learning and teaching invites further research. This scoping review, adopting PCC-based protocol (i.e., Population, Concept, and Context), aims to comprehensively understand how English teachers’ mindsets have been studied, informing future research directions. A Boolean search query, including “mind”, “teach”, and “English” as key terms, was developed, tailored, and applied to four databases (i.e., Scopus, WoS, ProQuest, ERIC), yielding 1001 records published between 2006 and 2025. Against the predetermined criteria, both researchers screened independently and resolved discrepancies through discussion. The researchers identified forty eligible articles and jointly constructed a data-charting table, determining critical data to be extracted for further analysis and reporting. Document analysis revealed that past research employed various approaches to studying teacher mindsets, and the number of studies accelerated from 2021 to 2025. Additionally, despite the compliance with Dweck’s conceptualization of mindsets, the studies varied in their focused domains (i.e., general intelligence, teaching ability, and students’ ability). The studies showed several research themes concerning the influence of teachers’ mindsets on their technology integration and use, identity formation and change, professional learning and development, instructional practices, and their emotions. The review reveals methodological and contextual gaps (e.g., scarcity of longitudinal design and voices from pre-service teachers), and research prospects are discussed.

Research shows the positive Impact of AI on enhancing students’ intercultural communication competence at the University Level. This presentation suggests the importance of intercultural instruction through two main aims. The first is to introduce participants to strategies and tasks that bring intercultural interactions to life through AI in online teaching environments. The second aim is for participants to gain awareness of how bias, prejudice, and discrimination become problematic when intercultural competence is missing from English language learning. Discussions will focus on teachers’ need to emphasize careful selection, planning, and implementation of lessons due to AI’s limitations, such as an inability to get the subtle aspects of human communication and issues about biases in AI training data. The audience is expected to consist of instructors experienced in classroom management and lesson delivery but seeking training in communicative and student-centered methodologies, support in using technology for blended and online learning, and insights into international standards for English teaching and testing (especially IELTS). Handouts containing brief exercises will be distributed during the presentation and will be used to evaluate the audience’s participation.

With English-medium instruction (EMI) serving as a fundamental approach in the internationalization of Vietnamese higher education, especially within the health sciences, the partnership between English instructors and medical professors is pivotal to the success of the program. This paper examines a case study of an English Medium Instruction (EMI) medical program at a Vietnamese university that accommodates a varied student demographic, including overseas students from India. This study examines how collaborative instruction between English language educators and medical topic lecturers benefits students across several disciplines, including anatomy, physiology, pathology, microbiology, pharmacology, surgery, and public health.

This research analyzes approaches of collaborative curriculum preparation, course execution, and formative evaluation, emphasizing the achievements and obstacles of interdisciplinary collaboration. The results indicate that successful English Medium Instruction (EMI) in medicine necessitates aligned pedagogical objectives, a mutual comprehension of disciplinary linguistic requirements, and organized communication between language and subject instructors. The study underscores the significance of institutional support, continuous professional growth, and sustainability in practice.

This research presents a paradigm for sustained interdisciplinary instruction in EMI medical programs, including guidelines for institutions aiming to enhance student results and program coherence. This corresponds with VietTESOL 2025’s emphasis on innovation, sustainable development, and global integration in English language instruction and education.

As EFL curricula evolve with the adoption of new textbooks, understanding how teachers navigate these changes is critical to ensuring effective implementation and instructional success. However, there remains a research gap in the area of EFL teachers’ preparedness and the need for professional development to use newly introduced textbooks successfully, especially in high school settings. This study aims to explore the extent to which teacher preparedness, professional development, and institutional support influence the integration of the Global Success textbooks into high school EFL curricula. For this study, a mixed-methods design is utilized, integrating quantitative survey data with qualitative insights derived from semi-structured interviews. Findings show that while teachers report confidence in their content knowledge and teaching strategies, they struggle with differentiating textbook materials to meet students’ diverse needs and regulating classroom dynamics. Qualitative results underscore the demand for ongoing, practical professional development and sufficient institutional support to overcome these challenges. These findings have contributed to a greater understanding of the important need for adapting curriculum, teacher training, resources, and institutional support to fit teachers’ practical realities and have important implications for curriculum developers, teacher educators, and policymakers aiming at enhancing textbook integration and teaching quality in EFL contexts.

In recent years, teacher professional development has become a major focus in English as a Foreign Language (EFL) education, especially in Vietnam, where it supports efforts to enhance teaching quality. However, limited research has explored how in-service EFL teachers in Vietnam’s economically disadvantaged provinces respond to professional development programs. Grounded in Guskey’s (2000) framework for evaluating professional development, this mixed-method study investigates in-service EFL teachers’ responses to professional development under Vietnam’s National Foreign Language Project (2017–2025) in the Mekong Delta, Ninh Thuan, and Binh Phuoc. The study explores their satisfaction with the professional development training, their acquired knowledge and skills, and their classroom application of new skills. Quantitative data from 121 online survey respondents indicated high satisfaction, particularly with the trainers’ expertise, course objectives, and training methods. Qualitative data from written responses by six teachers revealed gains in teaching methods, lesson planning, technology integration, and assessment, with some also mentioning critical thinking and translanguaging. Teachers reported adapting these to fit local teaching contexts, though challenges such as students’ low English proficiency remained. These findings provide insights for program designers, teacher educators, and policymakers seeking to enhance the relevance and effectiveness of future professional development in under-resourced regions.

Internships play a vital role in bridging the gap between academic training and professional practice for English Linguistics major students. They are great opportunities for students to apply the knowledge in real-world settings, enhance professional competencies, and develop essential soft skills for future careers. The research aims to examine and explore the effectiveness of the internship of English Liguistics and Literature major students from the perspectives of stakeholders.Data were collected through surveys of students participating in internships, internship guidance reports from advisors, and interviews with representatives of internship institutions. The findings revealed that most interns experienced a dynamic and professional working environment that fostered their growth in linguistic competence and interpersonal skills. High satisfaction scores were recorded in areas such as workplace integration, equipment and facilities, mentorship support, and task relevance. Nonetheless, the study also explored several challenges, including initial adaptation difficulties, inconsistent work schedules, limited exposure to specialized tasks, and a lack of real-world experience. Based on these insights, the study offered significant recommendations for improving the internship programs and supporting students’ academic and career development.

Amid ongoing educational reform and globalization, teacher professional capacity is pivotal to achieve equitable and high-quality education. This study examines the impact of Professional Training Programs (PTPs) under the National Foreign Language Project (NFLP) on in-service EFL teachers’ self-efficacy across three key domains: instructional strategies, classroom management, and student engagement, focusing on Mekong Delta region of Vietnam. Guided by the Bandura’s Social Cognitive Theory of teacher self-efficacy and Tschannen-Moran and Hoy’s Teacher Efficacy Framework, a mixed-methods design was used. Quantitative data were gathered from 81 teachers through a bilingual questionnaire with high internal reliability (Cronbach’s Alpha = .97). Qualitative data were collected through semi-structured interviews with 10 teachers from both ethnic majority and minority groups. Results indicate substantial gains in teacher self-efficacy following PTPs’ participation, particularly among female teachers from rural and ethnic minority backgrounds. The main aspects supporting these improvements are training that is contextually relevant, pedagogically innovative, and institutionally supported. The study concludes that efficiently-constructed PTPs contribute to improved teaching practices, teacher autonomy, and professional identity, aligning with the United Nations’ Sustainable Development Goals (SDGs), particularly SDGs 4, 5, 8, and 10. Despite challenges such as uneven access and limited follow-up support, inclusive and equity-oriented PTPs can empower teachers as agents of change and promote sustainable, future-oriented EFL education. The study emphasizes the necessity of practical and well-designed professional development to raise teaching standards and bridge educational inequities in Vietnam.

Key words: Professional Training Programs, Self-Efficacy, In-service EFL Teachers, Teacher Development

This presentation explores how pronunciation-focused interventions, rooted in phonological awareness and enhanced through game-based learning, can help Vietnamese learners tackle key PTE Academic Speaking tasks, including Read Aloud, Repeat Sentence, and Answer Short Question. Drawing from my experience as a teacher trainer and test-prep instructor, I argue that traditional “repeat-after-me” drills fall short in preparing students for automated scoring systems that prioritize stress, intonation, and vowel clarity.
Grounded in Gillon’s (2004) research on phonological awareness, the Color Vowel Chart (Taylor & Thompson, 2012), and game-based learning theory (Gee, 2003), this session showcases how playful activities – from sound-symbolic dice games to rapid-response IPA drills – can build muscle memory and vocal confidence in high-pressure test scenarios. Rather than teaching to the test, the approach helps learners outsmart it by internalizing speech patterns valued by the algorithm.
The talk will provide sample classroom-tested activities, discuss their alignment with scoring rubrics, and examine the “human vs machine” dilemma in pronunciation scoring. Expect research, laughs, and a reminder that sound science doesn’t have to sound boring.

English (ISO 639-3: eng) belongs to the Indo-European language family, while Vietnamese (ISO 639-3: vie) is part of the Austroasiatic family. Despite both languages possessing complex phonetic and phonological systems, they diverge considerably in syllable structure, sound distribution, and acoustic features. This study aims to analyze and contrast these systems from both theoretical and practical perspectives, particularly with regard to pronunciation instruction and language teacher education. Employing a mixed-methods approach, the study combines a survey of 300 first-year English language education majors across three major dialect regions of Vietnam with experimental phonetic analysis. Speech recordings from fifteen randomly selected participants (five from each region) were collected in a controlled environment. Key acoustic parameters, including fundamental frequency (F0), formant values, and duration, were extracted using phonetic software (e.g., Praat) and further analyzed and visualized using R programming. The results reveal distinct cross-linguistic phonetic contrasts and highlight common learner difficulties. These findings provide a foundation for developing more effective strategies for teaching English pronunciation to Vietnamese learners and contribute to the broader field of contrastive phonetics.

This study investigates how socio-cultural factors shape the emotional experiences of Vietnamese tertiary EFL teachers, with a focus on their lifelong engagement with English, particularly in oral communication. Employing a qualitatively-driven mixed methods design, the research involved two phases: initial and exploratory questionnaires, followed by semi-structured interviews and reflective journals. The quantitative data provided an overview of emotional patterns over time, while the qualitative findings offered deeper insight into how emotions were shaped and reshaped across various social and cultural contexts. The results reveal that teachers’ emotional experiences in speaking English were not isolated or purely individual, but deeply embedded in broader socio-cultural influences throughout different stages of their lives. These included early exposure to English in the family, language learning experiences in secondary and tertiary education, professional classroom practice, and participation in academic settings such as conferences. Across all these contexts, emotions were found to be fluid, evolving, and constructed through ongoing interactions with institutional expectations, cultural values, and interpersonal dynamics. The study highlights the need to view teacher emotions as socially and contextually grounded, and it calls for teacher education programs to provide more culturally responsive and emotionally supportive training that equips educators to navigate the emotional demands of English oral communication across diverse professional and learning environments.

In an increasingly globalized world, the significance of bilingual education has drawn much attention of educational institutions, especially those accommodating international students. The present study investigates Cambodian students’ impacts of the bilingual-medium instruction (BMI) on their learning performance at a Vietnamese Medical College (VNMC). The BMI aims to enhance their educational experience by providing its instruction in both Vietnamese and English. Using VNMC as a research setting, this case study collects data via semi-structured interviews for ten Cambodian students taking a medical degree program at this college. The collected data reveals several benefits of the BMP including improved language proficiency, enhanced comprehension of course contents, increased confidence in effective communication skills, and preparation for global healthcare practice. However, challenges such as language proficiency gap, cognitive load, and cultural differences are transparently identified. These findings underscore the importance of tailored support mechanisms within the BMI to address the diverse needs of international students effectively. They also contribute valuable insights into the effectiveness of the BMI in fostering academic success among international medical students. The study provides valuable recommendations for optimizing the re-design of the BMI for international students and provides comparable recommendations for further studies.

The current case study aims to explore the impact of Culturally Responsive Pedagogy (CRP) on Vietnamese EFL learners’ engagement in oral activities, as well as the challenges that EFL teachers may encounter when implementing CRP in their EFL multicultural classrooms. Data were collected through semi-structured interviews with five Vietnamese students at a Taiwanese university and two Taiwanese EFL teachers. The findings show that Vietnamese students are more willing to engage and actively interact with classmates from diverse cultural backgrounds when their own cultural identities are acknowledge and culturally relevant topics are integrated into lessons. These activities enhance students’ sense of inclusion and help boost their confidence, motivation and willingness to participate, while also reducing hesitation. Although teachers recognise the benefits of CRP, they encounter barriers as well. This study finally addresses existing gaps in CRP principle-based research by offering practical strategies to help foster inclusive and engaging EFL instruction. It underscores the need for culturally responsive classrooms that support students’ linguistic and intercultural development.

Vocabulary knowledge plays a crucial role in the development of language skills and overall English proficiency among EFL learners. In Vietnam, the General Education English Curriculum (GEEC), introduced by the Ministry of Education and Training (MoET) in 2018, expects students to acquire about 2,500 words across primary to upper secondary levels (Van Van, 2022). However, the GEEC does not specify which words learners should know at each stage. This study aims to develop the Vietnamese Learners’ Essential Lexicon (VLEX) - a list of 3,000 key lexical items for students up to the Upper-secondary level. This list is compiled by synthesizing data from two types of sources: (1) seven frequency-based wordlists, which are developed from large corpora using frequency counts and represent the words that learners should know, and (2) three knowledge-based wordlists, which are based on learner corpora or large-scale vocabulary testing and reflect the words that learners actually know at various proficiency levels. The integration of frequency-based and knowledge-based approaches enables a more balanced and realistic picture of learners’ lexical needs.
To validate the VLEX, its coverage was tested across four corpora reflecting widely used materials in Vietnam: (1) MoET-approved textbooks, (2) international ESL textbooks for young learners, (3) Cambridge English exam preparation resources, and (4) official national exams. Results show that the VLEX consistently outperforms its ten source lists in lexical coverage across all corpora. These findings suggest that the VLEX is a more effective and context-appropriate vocabulary resource for curriculum planning, teaching, and assessment in Vietnamese EFL education.

Writing proficiency is a major determinant of students’ success in tertiary education, and Written Corrective Feedback (WCF) is therefore employed to enhance it. Despite being well-researched, studies in this area are primarily quantitative and focus on isolated types of feedback and immediate effects on lower-order grammatical features (e.g., accuracy). This results in limited findings on other subtypes of linguistic competency, like vocabulary, or on the long-term effects of WCF. Current literature also lacks sufficient comprehensive reviews comparing the effects of various correction strategies on the same targeted feature, thereby unable to provide a broader understanding. Furthermore, individual variables affecting feedback are relatively under-researched (Li & Vuono, 2019), despite their impactful influence. Therefore, this integrative review, grounded in the Socio-cognitive model, bridges these gaps by synthesising 21 primary sources and presenting them under generalisable themes.

Findings reaffirm the superior effectiveness of direct feedback in enhancing grammatical accuracy. Meanwhile, metalinguistic correction is optimal for developing sustainable procedural knowledge of grammar and vocabulary. Individual cognitive factors (e.g., language aptitude) influence how effective feedback is, yet the impact increases when other linguistic and contextual factors are considered. Overall, this review offers practitioners guidance to strategically match feedback types with targeted linguistic features. It also highlights a research-informed list of individual, linguistic and contextual factors to consider. This actionable resource would ensure teachers can customise implementation and avoid the one-size-fits-all approach to correction. The research implications promote equitable education through differentiating instruction to meet diverse learning styles and developing implicit knowledge that facilitates lifelong learning.

Mastery of vocabulary is fundamental to language development and directly influences learners’ reading comprehension. While vocabulary learning is essential, many students encounter challenges in personalizing their learning due to limited access to supportive tools or techniques. The integration of digital learning platforms and artificial intelligence (AI) presents new possibilities for addressing this issue. The combination of Quizlet and ChatGPT 3.5 (free version) provides a promising way to support vocabulary learning. However, there is still limited research, especially in Vietnam, on how students view this kind of AI-assisted learning. This study aims to explore how 107 intermediate-level students at a university in Ho Chi Minh City perceive the use of Quizlet with the help of ChatGPT 3.5 for learning vocabulary in reading comprehension. A mixed-methods design was used to collect data through a structured questionnaire based on the Technology Acceptance Model (TAM), which included both Likert-scale items and open-ended questions. The quantitative findings showed that students generally had positive perceptions toward the ease of use and usefulness of combining Quizlet with ChatGPT. Qualitative insights revealed that learners found the integration beneficial for providing quick support, relevant parts of speech and word meanings, and more personalized vocabulary contexts compared to traditional learning methods. These results highlight the educational value of incorporating AI tools into vocabulary learning.
Keywords: artificial intelligence, ChatGPT, Quizlet, TAM, vocabulary learning
(214 words)

Assessing EFL writing is one of the most challenging tasks in language assessment, particularly for novice raters. While performance testing has gained popularity, concerns remain about whether teachers can reliably apply rating scales. Rater severity and leniency are common issues, but most studies focus on in-service teachers. Few have explored pre-service teachers, especially in Vietnam, where research on this topic is scarce. This study addresses that gap by investigating rater severity among 10 pre-service teachers from a Vietnamese institution as they rated 20 student writing scripts. A quantitative approach was used, with analysis conducted via ACER ConQuest. Logit measures, fit statistics, discrimination indices, and point-biserial correlations were computed. Results showed that the rating scale functioned generally well in this context. While intra-rater reliability was high, inter-rater reliability was low, indicating inconsistent scoring among raters. The raters displayed a balanced mix of severity and leniency, and they could distinguish between score categories. However, their scores did not always align with the actual writing quality. These findings suggest the need for improved rater training. Pre-service teacher education should include practical rating activities, while institutions should prioritize training on scoring practices, rating scale use, and using software for analysis to identify rater errors and enhance rating consistency and accuracy.

This study discovered the effectiveness of the EAP Talk platform in enhancing the speaking performance of secondary school students. The study involved speaking tests provided by the platform and testing students using the app, thus aiming to assess their speaking performance utilizing the platform’s features. A total of 30 Grade 8 students participated in an eight-week program, during which they used the EAP Talk platform to practice speaking English. To evaluate the impact, pre-and post-tests, mainly speaking questions provided by the app, were conducted to measure their speaking performance. In addition, pre- and post-questionnaires are administered to gather data on students’ earlier perceptions of speaking skills and their feedback on their experiences using the platform. The findings illustrated a subtle improvement in speaking performance, with students gaining more insights on enhancing their speaking skills by getting breakdown scores on specific, IELTS-based criteria. Thus, they found ways to improve their speaking skills. The survey results also compared students’ perception of English speaking before and after using the platform, showing that the app helped them improve their speaking skills. Based on these results, we recommend the EAP Talk be an application that can enhance speaking performance among secondary school students.

Learn how ChatGPT’s voice features, Gemini Live, and Gliglish generate realistic dialogues, role-play prompts, and pronunciation activities for classrooms with limited technology. In this 30-minute session, you will watch each tool produce dynamic speaking tasks, learn which tool works best when Internet access is unreliable, and see how to turn artificial intelligence content into printable handouts or offline audio files. You will get easy-to-use comparisons of the three platforms, discover ready-made prompts for class and homework, and practice writing simple prompts of your own. The session will show you how to adjust activities for different class sizes and levels, from large groups to one-on-one tutorials. In addition, you will see tips for troubleshooting common issues and questions. By the end, you will have clear, hands-on examples and simple guides to integrate into your teaching, helping your students practice speaking more often and gain confidence no matter your teaching context or environment.

In the AI era, Quizizz has become a popular learning, teaching, and assessment tool in English for Specific Purposes (ESP) classrooms, particularly for medical students. This study examined students' perceptions of using Quizizz for learning and assessment at the university level. A cross-sectional survey was conducted with 30 third-year medical students. The results indicate that most students were satisfied with Quizizz in ESP instruction, finding it engaging and recreational, although internet connectivity issues posed a challenge. While they perceived the platform as effective for enhancing ESP reading comprehension, vocabulary acquisition, and exam review/consolidation, its utility for improving writing and listening skills was seen as limited. Notably, more than 10% of participants disagreed that Quizizz promoted equity in testing. In conclusion, Quizizz serves as a valuable complementary tool in the ESP classroom but cannot fully replace traditional assessment methods. It is recommended that the tool incorporate more features to better support assessment validity and that further research into ESP for medical students be conducted.

One well-documented barrier to language learners’ speaking performance is anxiety—a daunting experience that must be navigated. Accordingly, initiatives have been undertaken to resolve the problem with the aim of improving students’ confidence and reducing their anxiety levels. With the rapid integration of AI into teaching, the conventional methods namely increasing speaking opportunities and creating a supportive environment has been transformed to become more engaging and, hopefully, more effective. In line with this notion, this study seeks to investigate students' perceptions following their exposure to AI chatbot-guided support, specifically to gather feedback regarding their foreign language anxiety (FLA). Eight participants took part in this study, with a qualitative approach to have their thoughts collected via regular in-depth interviews. Findings from thematic analysis show that although students have acknowledged the importance of familiarity and enhanced frequency in using the tool to improve their confidence, factors regarding limited vocabulary, unfamiliar topics, speed, fear of making mistakes, technical issues and privacy concerns could influence their anxiety levels during conversations with AI technologies. The findings of the present study make a significant contribution to the ongoing scholarly discourse on artificial intelligence and personalized learning, helping educators gain insights into the psychology of learners.

Learning no longer confines itself to the four walls of a classroom; instead, learners are now seen to traverse various learning spaces interchangeably. Thanks to the advancement of technology, virtual learning spaces promise to bring many benefits to learners; however, studies about how learners navigate among these spaces, especially in out-of-class learning contexts, still need to be made more evident. The current research explores the virtual learning spaces that EFL learners traveled to and the factors that made them stay and learn under the theoretical framework of Lai and Gu (2011), addressing this gap. The study used a mixed-method research design to collect data from a survey of 189 English majors at a public university and semi-structured group interviews with 15 students selected from that group. The findings indicated that EFL learners' primary motivations for visiting virtual learning spaces, ranked from most to least popular, were affective, resource, and goal commitment purposes. They prioritized the spaces suggested by their peers and teachers but only learned when they gained some attachment to them. These results implied that out-of-class learning with technology has significant potential for individual learning and therefore, the learning efforts in those spaces should be actively supported and integrated right from the classroom settings, rather than solely left for students to navigate and manage on their own.

In the context of increasing demands for sustainable and globally ready graduates, this study explores how Project-Based Learning (PBL) fosters employability among non-English-major students enrolled in English for Specific Purposes (ESP) courses at a business university in central Vietnam. Anchored in a moderated mediation framework, the research examines the mechanism through which project-based learning enhances students’ employability, with career adaptability serving as a mediator and perceived labor market conditions as a moderator. Data from 339 undergraduates were analyzed using Structural Equation Modeling (SEM). Results reveal that project-based learning not only directly enhances employability but also does so indirectly by cultivating career adaptability—a crucial 21st-century skill for navigating complex and evolving job markets. Additionally, students who perceive the labor market as dynamic and competitive gain stronger employability outcomes through increased adaptability. These findings underscore the transformative potential of project-based learning in English language education as a vehicle for sustainable skills development and career preparedness. The study contributes to the discourse on ELT innovation by advocating for integrative pedagogies that align language instruction with real-world competencies, equipping learners to thrive in a globally interconnected workforce.

This study investigates the effectiveness of TikTok teaching videos in enhancing the pronunciation of initial consonant clusters among non-English-major students at FPT Polytechnic School. Employing a quantitative experimental design, thirty students were divided into two groups: an experimental group received pronunciation instruction through curated TikTok videos, while a control group followed traditional classroom-based methods. Pre-tests and post-tests were administered to assess students' pronunciation accuracy of targeted consonant clusters. The findings reveal that the experimental group demonstrated greater improvement in pronunciation compared to the control group. These results suggest that integrating short-form video platforms like TikTok into language instruction can serve as a practical and engaging supplement to traditional pronunciation teaching methods, particularly for learners in vocational education settings.

This study investigates the influence of Confucian values on the communication styles of Vietnamese English-major students and examines how their experiences with learning English may contribute to changes in communicative behaviors and cultural identity. Situated within the context of globalization and increasing intercultural interaction, the research aims to explore the complex interplay between traditional cultural norms and the communicative demands of English as an international language. A mixed-methods approach is employed, beginning with a questionnaire distributed to English-major students at a university in the Mekong Delta to identify general trends in cultural perceptions and communicative adaptation. This is followed by semi-structured interviews offering deeper insights into students’ experiences and opinions on improving cross-cultural communication. Preliminary expectations suggest that Confucian values such as hierarchy, modesty, and indirectness still significantly shape students' communication. However, exposure to English encourages more open, assertive interaction styles. The study highlights the importance of culturally responsive pedagogy and offers practical recommendations for improving English instruction to better equip students for effective and adaptive communication in global contexts.

The presence of AI has dramatically changed the landscape of English writing learning with unprecedented support for students to overcome difficulties encountered in the learning of this challenging skill. Despite extensive research on AI in higher education, studies investigating AI usage in English writing remain scarce. This study discovers Vietnamese undergraduates’ perceptions of AI usage in learning English academic writing skills using a statistical survey followed by an in-depth semi-structured interview. Descriptive analysis revealed Chat GPT and Google Translate to be most popular and helpful in learning English writing skills in an academic context, as perceived by students. Participants also show a strong agreement on the benefits offered by these AI tools including support in the formation of ideas, brainstorm and outline organisation as well as checking with grammar and suggestion for more highly academic vocabulary use. The interview discovered participants’ diverse viewpoints regarding how AI tools help them deal with different learning difficulties in learning English academic writing. Despite enormous benefits offered by AI tools, students are also aware of their negative influences concerning overdependence on technological support and academic integrity in tertiary education. The study recommends that AI tools allow tremendous support for educational purposes, but more guidelines and checking tools should be applied to minimize its unwanted impacts.

Since 2022, British Council Viet Nam has collaborated with UK and Vietnamese ELT institutions and teachers from DOETs across Viet Nam piloting an innovative form of professional Communities of Practice, Teacher Activity Groups (TAGs). This initiative is based on previous research (Borg, Lightfoot, Gholkar 2020) into the impact of TAGs around the globe as an effective model for teacher CPD. It aligns with the National Foreign Language Project’s (NFLP) goal of supporting foreign language teacher practice and innovation, with teachers being encouraged to connect with professional networks, particularly through Communities of Practice. In this symposium, we will showcase the research, practice and impact of this initiative and introduce the models currently being implemented by three UK/VN partnerships in collaboration with teachers and teacher educators across seven DOETs. The first presentation [ID#1405] details the use of TAGs to reach and impact teachers in remote areas via online delivery modes, outlining the challenges inherent in that approach. The second presentation [ID#1382] reflects on the importance of identifying and developing the capacity and confidence of core teachers, supporting them in their transition to effective teacher facilitators. In the final presentation [ID#1391] we explore how experiential learning through local museum-based experiential activities can contribute to the professional development of participating TAG teachers while also enriching students’ language skills. Through presentations and discussion among the three project research teams, we shall explore both the impact and challenges of how TAGs could be scaled up in Viet Nam through sustainable collaboration between key ELT stakeholders.

Teacher Activity Groups: A Sustainable Model for English Teacher Professional Development in Local Vietnamese Contexts #1405
Author: ThiHongNhat Nguyen
Co-author: Charlotte Thompson
This study reports findings from an ongoing Teacher Activity Groups (TAGs) project, a transformative local professional development model designed to support Vietnamese core teachers to become confident peer leaders. This British Council-funded project was collaboratively implemented by International House London, UK, and Hanoi Pedagogical University, Vietnam. Sixty core teachers from Nghe An and Yen Bai provinces completed pre-training competency surveys and participated in five-day online orientation training to begin their journey to become TAG leaders. Over one year, these teacher leaders facilitated local TAG sessions addressing real classroom issues and supporting colleagues' daily teaching practices. TAG leaders received ongoing feedback and material development support from university trainers throughout implementation. Data analysis employed Schön's (1987) reflective practice theory and Wenger's (1998) communities of practice framework, examining pre- and post-training survey data from sixty teachers and twenty reflective narratives. Initial findings indicate that teacher leaders reported feeling better-prepared for facilitator roles and successfully addressed local teaching needs through TAG implementation. They demonstrated enhanced professional knowledge, positive attitudes, and expanded professional networks. However, connecting teacher groups across different schools remained challenging. Implementation barriers included time constraints from heavy workloads, varying readiness for leadership roles, and technical infrastructure limitations. Despite these challenges, the TAG model successfully established sustainable, locally-responsive professional development. We conclude by discussing these implementation barriers and suggesting institutional support strategies for achieving scalable impact in similar contexts.

From Teacher to Teacher Facilitator: Reflections and Possible Ways Forward #1382
Authors: Mai Nguyen, Quynh-Nhu Phan, Thi Thanh Huyen Phan
This paper reports on a cross-country collaboration between teacher educators from the UK and Vietnam in supporting 135 English language teachers in Huế and Bến Tre to work in teacher activity groups (TAGs). Grounded in the core reflection approach to teacher learning (Korthagen & Nuijten, 2022) and British Council’s Continuous Professional Development (CPD) framework, the project aims to build teachers’ capacity as TAG facilitators through a set of eight competencies and encouraging teachers to reflect on their professional and personal strengths. Our central question is: To what extent does participation in TAG facilitator sessions influence teacher identity development, particularly in the transition from teacher to teacher facilitator?
Drawing on qualitative survey responses and written reflections, the findings reveal that teacher identity development in the transition to TAG facilitator involves a dynamic process. It begins with coming to terms with the new role of leading professional meetings, overcoming the initial lack of confidence in their facilitation abilities. The second stage involves reorienting oneself to the emerging TAG facilitator role, as they evaluate their development needs and begin incorporating the facilitator role into their professional journey. The third stage is competency development, where they work together to develop their facilitation skills, building on their existing pedagogical knowledge and skills. Challenges were also encountered regarding varied levels of teacher participation and engagement in TAG facilitator sessions, and differences in teachers’ awareness of and readiness for the facilitator role. We conclude by discussing these challenges and suggesting possible ways forward.

Fostering Teacher Professional Development and Student Language Growth through Museum-Based Experiential Activities #1391
Authors: Huyen Ngo, Chuyen Nguyen
This presentation shares findings on how experiential learning in a local cultural museum can contribute to the professional development of participating teachers while enriching students’ language skills. The study focuses on a museum-based project involving 40 lower secondary students (aged 13–14) and two accompanying teachers, situated within the British Council-funded collaborative Teacher Activity Group (TAG) project Teaching English Multilingually through Art. The teachers and students participated in a learning excursion to the Museum of Cultures of Vietnam’s Ethnic Groups, where students engaged in three activities: (1) listening to guided tours delivered in English, (2) participating in a traditional beeswax painting workshop, and (3) engaging in an ethnic-themed game conducted in English. Data were collected through observations and semi-structured interviews, and thematic analysis revealed how these context-rich, hands-on activities enhanced students’ English language skills and engagement. For the teachers, active participation in the excursion provided valuable opportunities to observe innovative arts-based pedagogy, reflect on integrating local culture into language teaching, and collaborate with peers. This study highlights how teacher involvement as participants in experiential learning projects can foster reflective practice and contribute meaningfully to ongoing professional development, aligned with broader TAG objectives of teacher collaboration and pedagogical innovation. The museum-based component also illustrates how community-embedded initiatives can extend beyond the classroom to co-construct learning opportunities that are both pedagogically sound and locally relevant.

This qualitative study investigates how CLIL teachers in Vietnam perceive and practice translanguaging, with particular attention to their understanding of students and the implications for the Foreign Language Teacher Competency Framework (ETCF). Drawing on in-depth interviews with 42 CLIL teachers from various education contexts in Vietnam, the study applies Flavell’s framework of metacognitive knowledge to explore how teachers reflect on their understandings of translanguaging and classroom practices.
Findings reveal that teachers widely use translanguaging to support students’ comprehension of complex content, especially in times of limited English language proficiency. Translanguaging is also employed to build rapport, manage classrooms, and foster inclusion, particularly for students from disadvantaged backgrounds. However, many teachers expressed discomfort about overusing Vietnamese, as they often view it as a sign of professional weakness rather than a pedagogical choice. The strict English-only policies in some private institutions also created tensions, limiting teachers’ ability to respond flexibly to student needs.
The study highlights a gap between policy expectations and classroom realities. It argues that to align with the ETCF and promote effective CLIL teaching, professional development should help teachers view translanguaging not as a fallback, but as a pedagogical approach that values learners’ linguistic resources.

Research shows that translanguaging can be a pedagogical tool to foster foreign/second language (L2) acquisition. However, most of these studies often focus on the values of translanguaging in such general classroom functions as explaining abstract concepts, managing the classroom or building teacher-and-students rapport, but not in generating L2 learning affordances. The present study filled this gap. To this end, it first video-recorded an English-as-a-Foreign-Language grammar lesson at a lower-secondary school in Vietnam and then used the psychological and social lenses from the field of SLA to unfold how translanguaging in this lesson created L2 learning affordances or impediments during focus-on-formS, incidental and planned focus-on-form activities. The validity of these learning affordances/impediments were triangulated using evidence from retrospective interviews with the teacher and students involved in those translanguaging episodes. Collected data was iteratively coded by two experienced L2 instructors/researchers using content analysis with an almost perfect Kappa’s inter-rater agreement of .97 (p < .001). The results showed that this teacher often used translanguaging to draw students’ attention to the target grammar point (noticing and attention), negotiate its form and meaning (form-meaning mapping), give relevant feedback (error correction) as well as make teacher and student talk more comprehensible (modified input and output), which all, as students themselves acknowledged in the follow-up interviews, fostered grammatical uptake and retention. There were only a few instances in which students found the teacher’s translanguaging unnecessary, but they did perceive the pedagogical intention behind this practice. These findings offer valuable implications for translanguaging practice in L2 instruction.

In Vietnam, English language teachers, especially those serving ethnic minority students, often face unique challenges: Limited confidence in their own English proficiency, pressure to meet national language benchmarks, and expectation to teach through English-only methods. Yet in linguistically diverse classrooms, these approaches can marginalize both teachers and learners. This session explores how translanguaging can be a transformative pedagogical and professional tool in the ethnically and linguistically diverse classrooms. Drawing on research literature, interviews with Vietnamese teachers teaching in ethnic minority settings, and several chapters from a new series “Vietnam’s Foreign Language Teacher Competencies in Practice,” the presentation will highlight three interconnected benefits of translanguaging. First, it supports teachers with limited foreign language proficiency by allowing them to scaffold instruction using students’ home languages, improving classroom communication and instructional effectiveness. Second, it enhances equity for ethnic minority students by affirming their linguistic identities and creating more inclusive learning environments. Third, it builds teacher self-efficacy and professional confidence by shifting professional identity from “deficient speaker” to “multilingual facilitator.” Participants will engage with real teacher voices, explore questions for professional reflection, and consider how to implement translanguaging strategies within their own teaching and teacher education contexts.

Multi-level classrooms where students differ in both grade levels and English proficiency are a common challenge, especially in private centers or tutoring settings. This presentation shares a practical, tech-integrated model for multi-level English recovery, designed to help teachers simultaneously rebuild foundational skills for diverse groups of students. The model is grounded in differentiated instruction theory (Tomlinson, 2001) and personalized EdTech-supported learning (Means et al., 2014). Using scaffolded review tasks, micro-assessments, and personalized learning paths, teachers can effectively coordinate instruction and reduce pressure when managing mixed-ability groups. Classroom data from 60 students aged 8–14, all of whom had significant learning gaps, demonstrates substantial improvement across four English skills after 3–5 months. Participants will explore strategies for multi-level class management, task assignment using digital tools, and a replicable teaching model developed and applied in Vietnam.

Keywords: multi-level classrooms, differentiated instruction, technology integration, learning gap recovery, english for struggling learners

This workshop presents an experiential approach to English language teaching through the English Fair model implemented in Thai Nguyen City between 2017 and 2025. The model integrates creative activities such as artistic performances, themed conversation corners, film dubbing contest, team-based 21st - century skills games, and project-based learning for primary and lower-secondary students. Grounded in experiential learning theory (Kolb, 1984) and Communicative Language Teaching, this approach aims to promote engagement, contextualized language use, and learner motivation.
Participants will first be introduced to key features, design principles, and implementation outcomes of the English Fair model, including its alignment with 21st-century skills and learner-centered pedagogies. Next, participants will engage in hands-on group tasks to design their own English Fair activity or booth, choosing a theme and planning interactive tasks that suit their learners’ context.
Through simulation and collaborative creation, participants will gain practical insights into integrating experiential learning into English instruction with limited resources. The workshop will conclude with group presentations and feedback, highlighting replicable strategies and ideas.
This session is ideal for teachers, curriculum designers, and school leaders interested in learner-centered innovation and community-based English teaching models. The workshop fosters professional exchange and supports the adaptation of the English Fair approach to various Vietnamese and international educational contexts.

This abstract presents a creative application of Content and Language Integrated Learning (CLIL) for Vietnamese primary students by combining English language instruction with hands-on activities inspired by art and STEM education. In today's fast-paced, technology-driven world where student anxiety is increasingly common, educators face a pressing question: how can we genuinely engage Generation Z learners and support their overall development?
This project responds to that challenge by helping students use English not just as a subject, but as a tool for real communication. Through collaborative tasks and meaningful interactions, students build both language skills and confidence while also developing cross-cultural awareness. Activities involve simple, everyday materials like cardboard and recycled items, encouraging creativity, sustainability, and active learning. Cutting, gluing, and building are more than just fun, they strengthen fine motor skills, teamwork, and problem-solving.
What began as a classroom initiative has grown into an international project, connecting hundreds of students across 25 countries. This global reach has allowed children to see the real-world value of what they're learning and to see themselves as part of a wider, interconnected world.
Offered as an interactive workshop, this session will share practical classroom strategies that are low-cost, high-impact, and deeply joyful. Participants will leave with adaptable tools they can use to re-engage young learners, spark curiosity, and make learning both meaningful and memorable.

This study explores the use of pair-work and group-work activities as effective strategies to motivate students and enhance their English learning results. Pair and group work, characterized by interaction, collaboration, and learner-centeredness, are widely recognized for their potential to increase student engagement, promote communicative competence, support active learning (Johnson, Johnson, & Smith, 1998; Richards & Rodgers, 2014). These collaborative strategies then help create a dynamic and inclusive classroom environment where students take greater responsibility for their learning (Brown, 2001; Slavin, 1995). Delivered in a workshop format with theoretical insights and practical classroom applications, the presentation will showcase examples of pair and group activities implemented with 398 university students and discuss on how to adapt to various teaching contexts and learner needs. The session aims to equip participants with insights and hands-on ideas for integrating these interactive methods into their own teaching practices, echoing Vygotsky’s (1978) sociocultural theory which emphasizes the importance of social interaction in cognitive development.

In the past, pronunciation was often considered a secondary skill, merely a weak imitation of other linguistic abilities. It was expected to be integrated into other language skills, particularly in speaking and reading tasks, rather than being explicitly taught (Howlader, 2010; Shah, Othman, & Senom, 2017). However, as English continues to play an important role in global communication, effective pronunciation instruction is paramount for developing learners’ confidence and intelligibility. This workshop aims to empower EFL educators with engaging and practical techniques to enhance pronunciation instruction’s dynamism and effectiveness in their language classrooms. Specifically, the workshop will introduce how to combine tongue twisters with shadowing exercises to facilitate pronunciation teaching and learning. By incorporating these methods into their teaching practices, educators can foster enthusiasm and motivation among both themselves and their students. Finally, participants will acquire hands-on strategies to integrate pronunciation into their lessons in a manner that is both enjoyable and pedagogically sound.

Motivation and strong connections between learners, their classmates, and teachers serve as essential anchors that sustain students on their learning journeys. Yet how can teachers foster deeper motivation and cultivate a close-knit community in EFL settings?
This interactive workshop introduces participants to practical strategies grounded in Self-Determination Theory (SDT), which highlights the importance of fulfilling students' needs for autonomy, competence, and relatedness. Through a series of hands-on activities, participants will explore how to design autonomy-supportive tasks, deliver competence-building feedback, and foster a sense of belonging within their classrooms.
Real-world examples, collaborative discussions, and reflection exercises will guide attendees in adapting these strategies to their own teaching contexts. By the end of the workshop, participants will leave equipped with a practical toolkit of techniques to enhance student motivation and classroom connectedness in meaningful and sustainable ways.

Reading comprehension plays a vital role in academic success and lifelong learning (Frey, Fisher, & Lapp, 2012), helping language learners build vocabulary, understand grammar, and develop critical thinking skills. Despite its importance, many Vietnamese students struggle to comprehend written texts effectively. This workshop introduces reciprocal teaching which is a research-based instructional strategy designed to improve students’ reading comprehension through structured, student-led dialogue. It centers around four key strategies: predicting, questioning, clarifying, and summarizing. This method not only supports understanding of texts but also fosters metacognitive skills, encourages active engagement, and builds learner autonomy. In this interactive workshop, teachers will be introduced to the principles of reciprocal teaching and explore its benefits for diverse learners. Participants will have the opportunity to experience each step of the strategy through guided practice, collaborative group work, and classroom simulations. The workshop is especially suitable for educators who wish to diversify their reading instruction and promote deeper comprehension in their students. By the end of the session, participants will gain practical tools and insights to effectively integrate reciprocal teaching into their daily teaching routines.

Critical thinking in a more globalized world is an essential competence that allows EFL learners to engage in international communication, solve real issues of the world, and contribute to sustainable development. This workshop aims to provide EFL teachers with useful and applicable strategies for integrating critical thinking into language teaching, building both language skills and global competences. Grounded in task-based language teaching and task-based learning, the workshop begins with the demonstration of class practices utilizing critical thinking activity such as task ranking, reason questions, discussions and reflection in textbook-based lessons. These examples reveal ways in which critical thinking can spark learners' enthusiasm, interaction, and problem-solving abilities even if resources are inadequate. Challenges like student resistance, language barriers, and time constraint will also be brought up, along with useful suggestions to overcome them. Educators who attend this session will be learning from model tasks and creating their own critical thinking questions or activities to use in their own classrooms in groups. By the end of the session, they will be equipped with practical tools that can be used to implement in their classrooms, increase confidence to facilitate and engage students in critical thinking, global competence, and learner autonomy. This workshop aims to facilitate teachers as change agents who would be equipped to integrate sustainability and 21st-century competencies into their practice of teaching English towards more meaningful and diverse learning contexts.

While English-speaking clubs have long served as a complementary platform for language learners, participants often remain passive, limiting the potential for meaningful engagement. As a result, learning outcomes tend to mirror those of traditional classroom settings. This workshop introduces a model in which club members gradually take on leadership roles in planning and facilitating sessions. Activities such as debates, peer-led games, and participant-designed events are used to promote a sense of ownership and agency. This shift encourages not only learner autonomy, but also learner agency - the ability of learners to make choices, influence the learning process, and take meaningful action within their learning community.
This approach draws on theories of learner autonomy (Little, 1991) and learner agency (Benson, 2011). Drawing from over a year of co-hosting a mixed-level English club, the presenter demonstrates how this model fosters higher engagement and more sustained language use among participants. In this workshop, attendees will take part in a hands-on task to co-design a learner-led club session tailored to their own teaching context. They will reflect on potential roles, challenges, and strategies to implement learner-driven initiatives effectively.
Attendees will leave with a practical, adaptable framework for transforming club participants into empowered co-creators of their learning experience. This session is particularly relevant for educators working in low-resource, community-based, or blended learning environments.

Vocabulary taught in isolation often fails to stick. In our teaching across public secondary schools and English centres, we have observed that students, especially teenagers, struggle to retain and apply new vocabulary when learning from disconnected word lists. They need engaging and sustainable ways to develop lexical competence for both academic and everyday communication.
This interactive workshop introduces two powerful, classroom-tested strategies that foster long-term vocabulary retention by embedding new words in meaningful contexts: Story-Based Input and Collocation Clusters. These approaches are grounded in research on contextualized and meaningful vocabulary learning (Nation, 2001; Schmitt, 2008), which shows that words are better retained when taught within rich, communicative contexts.
With Story-Based Input, vocabulary is brought to life through engaging narratives, helping students infer meaning, strengthen memory through imagery, and use new words naturally. Meanwhile, Collocation Clusters enable students to internalize natural word combinations—an essential skill for fluent speaking and writing.
We implemented these strategies over a full academic year with secondary-level learners at Hoa Hieu 1 Secondary School and Olympia English Center. Results showed a 35% improvement in vocabulary retention and 82% of students reporting greater confidence in vocabulary use.
Workshop participants will experience both techniques through hands-on activities, analyze authentic student work, and leave with practical tools for immediate classroom application.
Keywords: vocabulary retention, collocation clusters, story-based learning, contextual learning, communicative language teaching, secondary students, student engagement

The purpose of this research is to examine how affects the independence of learners at a Vietnamese university who are studying English. The study uses a combined research strategy, incorporating both a questionnaire completed by the participants themselves and interviews. This allows for the gathering of information on the students' opinions, viewpoints, and interactions with when it's employed as a resource for learning a language. The results demonstrated that meaningfully promotes student self-direction in education by enabling individual learning paths, rapid evaluation of work, and expanded access to linguistic content. Conversely, it presents difficulties; in particular, responses which are generally applicable and misunderstandings that might impair productive learning experiences. The study stresses that educators must incorporate artificial intelligence platforms such as as supporting tools in conjunction with customary teaching methodologies to fully leverage them in language instruction. Suggestions for future academic exploration and teaching approaches are presented as well, focusing on the distinct considerations of Vietnamese students of English in their language acquisition procedures.

There is no denying that there are quite a few English classes where learners feel rather unmotivated to engage in tasks or activities. There are, however, a few pedagogical techniques and practical tips where we teachers can create materials which would pique learners' curiosity continuously, challenge them appropriately, and upgrade their competence systematically. These are what we will explore and examine together in this workshop. The workshop will begin with a quick, fun warm-up activity to allow the participants to meet their fellow practitioners and prepare for the session. There will be one practical activity for every language skill (speaking, writing, reading, and listening) in which all participants have to collaborate with peers. Every activity is subsequently examined carefully and collectively so as to understand why and how they could motivate our learners to participate in such tasks eagerly, cultivate a culture of autonomy skillfully, and promote a sense agency seamlessly. All four activities displayed in the workshop are adaptable to various ages of learners as well as proficiency levels to make the workshop more accessible to teachers from different backgrounds. The workshop will culminate with a summary of activities, the benefits they provide, and a reflection task where all participants will walk away equipped with new ideas and food for thought.

Multisensory pedagogy has gained recognition as an effective framework for language education, utilizing integrated sensory modalities to optimize cognitive processing and learning outcomes. Grounded in cognitive psychology and second language acquisition research (M.g., Mayer, 2009; Shams & Seitz, 2008), this approach systematically engages visual, auditory, kinesthetic, and tactile channels to enhance linguistic comprehension and retention. The presentation examines core theoretical principles from dual coding theory (Paivio, 1986) and embodied cognition (Wilson, 2002), demonstrating their application through innovative instructional strategies including multimodal storytelling, sensory-based pronunciation drills, and kinesthetic grammar activities.
Current empirical studies (Macedonia & Knösche, 2011; Tellier, 2008) substantiate the efficacy of multisensory techniques in facilitating deeper lexical encoding and grammatical understanding while addressing diverse learner needs. Participants will explore evidence-based methodologies for developing context-appropriate multisensory activities across various proficiency levels and instructional settings. The session concludes with practical guidelines for implementing these approaches while maintaining curricular alignment and assessment validity.

Despite innovations in ELT, many EFL classrooms in Vietnam still utilize a form-focused grammar instruction, primarily relying on explicit rule presentation and mechanical drills. Research shows that such conventional methods may limit learners’ communicative competence and ability to use grammar meaningfully (Ellis, 2006). Accordingly, this interactive workshop encourages a shift toward more contextualized and sustainable grammar teaching, emphasizing authentic communication and real-world language use.
Designed for teachers in mainstream schools and English language centers, this workshop proposes a conceptual framework, S.U.S.T.A.I.N., representing seven practical strategies for incorporating grammar instruction into communicative tasks and authentic contexts with meaningful technology integration. This framework is grounded in significant studies on Sociocultural Theory (Vygotsky, 1978), Communicative Competence (Canale & Swain, 1980), Task-Based Language Teaching (Ellis, 2003), and Sustainability in ELT (Garton & Graves, 2014). Through active engagement in hands-on tasks and classroom-tested teaching practices, participants will learn how to scaffold grammar instruction through more meaningful and authentic activities and adapt coursebook content effectively. This workshop will primarily focus on teaching demonstrations, lesson planning, and insightful discussions on the key concepts, offering participants a deeper understanding of the framework principles.
By the end of the session, participants will gain pedagogical insights needed to move from isolated grammar teaching to a more integrated, communicative approach, enabling them to design and implement learner-centered and meaningful grammar lessons. Thus, they will be equipped with adaptable strategies and dynamic teaching practices essential for contextualized grammar instruction, fostering more engaging and enduring learning experiences in the classroom.

This initiative explores the integration of storytelling into English language classrooms to enhance vocabulary acquisition, communication, listening, reading, and writing skills among primary school students. Recognizing the limitations of traditional rote learning methods, the project applies storytelling as a dynamic and engaging teaching strategy that mirrors natural language acquisition. Through vivid narratives, students are exposed to new vocabulary in context, encouraged to express themselves creatively, and motivated to participate actively in class activities. The initiative includes a structured implementation process comprising thematic vocabulary introduction, interactive storytelling sessions, post-story reinforcement activities, and continual evaluation. Real-world applications of this model were demonstrated in Grades 2 and 5 at Lac Hong Bilingual School, with stories such as Froggy Gets Dressed and The Colour Monster, which yielded significant improvements in student engagement, language proficiency, and emotional intelligence. Evaluation data showed measurable gains in students’ confidence, language retention, and communication skills, affirming the model’s educational and social effectiveness. This method also proves cost-effective and sustainable, utilizing free resources and recycled materials. The project is deemed highly applicable for broader educational contexts and has been officially recognized as an innovative teaching initiative by the Dong Nai Department of Education and Training.

Teaching reading involves helping students learn to read words correctly, understand their meaning, and think carefully about texts in a clear and organized way. This workshop will start by inviting participants to share their own experiences and challenges in teaching reading, creating a space for open discussion and mutual learning. Next, the workshop will introduce the main parts of a reading lesson, which include pre-reading, during-reading, and post-reading stages. For each stage, participants will learn practical and effective techniques to use in their classrooms. For example, KWL charts help students activate their prior knowledge before reading (Ogle, 1986). Guided reading sessions support small groups of students with different reading levels (Fountas & Pinnell, 1996). Reciprocal teaching encourages students to summarize, ask questions, clarify points, and make predictions to improve understanding (Palincsar & Brown, 1986). The workshop will be very interactive, involving group discussions and hands-on activities, so participants can share ideas and learn from each other’s experiences. This training is especially useful for teachers, literacy coaches, and curriculum planners who want to develop better strategies for teaching reading and helping their students succeed.

This presentation reports initial findings of a British Council funded research project addressing the challenges of teaching linguistic minority students in rural Vietnam and evaluating the effectiveness of Teacher Activity Groups (TAGs) as a professional development approach. TAGs brought together primary English language (ELT) and generalist teachers to create multilingual, inclusive, language-aware teaching strategies. Recognizing the need for improved teacher training in multilingual education, the project positioned ELT teachers, with their expertise in additional language learning, as key agents in reducing language barriers and fostering multilingualism. ELT teachers underwent training on multilingualism, the role of language in education, and TAG facilitation, enabling them to lead collaborative efforts to tackle multilingual teaching challenges across the curriculum. The project involved 15 ELT teachers, 30 generalist teachers, and 5 teacher educators, and we collected data with interviews, TAG meeting observations, and reflective journals. In this presentation, we will share snapshots of the training we designed for the English language teachers and we will share the initial findings and reflections on the project. Ultimately, we would like to promote our proposal of teachers of English as agents of multilingualism to a wider audience of teachers in Vietnam.

This workshop focuses on harnessing the potential of digital tools to promote independent learning in university-level English language teaching. Through an interactive, hands-on approach, participants will explore Aspire, a new digital learning platform developed by Learnlight and Oxford University Press. The session begins with a practical demonstration of how Aspire can be used to support learner autonomy, showcasing its features and educational potential. Participants will then engage in designing their own learning tasks that incorporate Aspire, tailoring them to suit their teaching context and student needs. This design activity encourages educators to reflect on how such digital tools can supplement and enhance traditional teaching methods. The workshop concludes with a discussion on the broader implications of using platforms like Aspire to foster not only student independence but also essential global skills such as communication, collaboration, and critical thinking. Together, we will examine both the opportunities and challenges that come with integrating digital resources into English language education, especially in the context of preparing students for an increasingly connected and technology-driven world. Ultimately, this session aims to empower teachers with practical strategies and insights to make their instruction more engaging, effective, and future-ready.

In response to the 2018 General English Curriculum in Vietnam, which emphasizes intercultural understanding, textbook evaluation has become increasingly important. This study examines cultural contents in the most widely adopted English textbook for sixth graders in Vietnam based on three frameworks (Byram’s 1993, adapted from Cortazzi & Jin’s 1999, and Trimodal Cultural Integration Model (TCIM)) and evaluates the textbook's alignment with national curriculum objectives in terms of cultural integration. The study employed a mixed-methods approach, analyzing activities across both volumes through content analysis, conducted using the three above frameworks, and statistical analysis to quantify the distribution of cultural contents. The analysis revealed that 56.34% of textbook activities include cultural content, with a strong emphasis on Source Culture, which comprises 82.2% of all cultural instances. In contrast, Target Culture and International Culture are underrepresented, respectively accounting for only 6.7% and 7.9%. Socialization and life cycle content were most frequently integrated (145 activities), while cultural activities were primarily delivered through direct instruction and practice (Group 1: Integrated cultural engagement: 56.5%). Although the textbook aligns well with the curriculum’s goal of fostering national cultural pride, its limited representation of global cultures suggests a shortfall in promoting comprehensive Intercultural Communication Competence. The study recommends diversifying cultural sources and enhancing teacher professional development to foster cultural awareness and intercultural sensitivity. These insights have implications for textbook development, classroom practice, and educational policy, and contribute to the broader understanding of cultural integration in ELT materials in Vietnam.

Keywords: cultural contents, cultural integration, English textbooks, textbook analysis

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 a high school in Central Vietnam. Qualitative data were collected from four classroom observations with audio recordings and semi-structured interviews with individual teachers. The results indicate that the IRF model was consistently observed throughout the lessons, with teaching exchanges predominating, followed by boundary exchanges and student-initiated exchanges. Within teaching exchanges, all types of free exchanges were identified, with eliciting exchanges occurring most frequently, suggesting teacher-dominated classrooms. Among bound exchanges, re-initiation (i) was the most common, followed by re-initiation (ii), repeat, reinforce, and listing. In addition, variations such as semi-complete (Initiation-Response) and incomplete (Initiation-Feedback) patterns were also identified. Regarding classroom interaction facilitation strategies, the PSTs' perceptions and practices were not always aligned. While they commonly used display questions, they acknowledged the importance of referential questions in promoting classroom interaction. In terms of feedback, they recognized the value of positive feedback in facilitating classroom interaction and mainly employed it. As for corrective feedback, they often used explicit and input-providing types, despite perceiving implicit and output-prompting feedback as more effective. This paper concludes with practical implications for pre-service teachers, teacher educators, and curriculum developers in enhancing classroom interaction management skills within teacher training programs.

Keywords: classroom interaction, IRF model, facilitation strategies, pre-service teachers

Abstract
The prevalence of using Artificial Intelligence-Powered (AI) Tools, which are designed to generate, process an array of input data and provide desired outcomes for users, has sparked heated discussions on its ethical concern and potential impacts on learners’ abilities to create their original writing essays. This research aims to explore advantages and disadvantages of AI tools in the context of the academic writing learning process in Vietnamese EFL students. The study employed mixed-method approaches which involved quantitative questionnaires to gather data from 30 Vietnamese EFL learners, followed by context-based interviews with 5 language instructors. While facilitating the process of idea generation for multiple academic topics with useful insight brainstorming as well as enhancing efficiency, AI tools also ignites concerns over plagiarism, ethical implications and overreliance driven by AI-based productivity tools. This research also emphasises the importance of authentic human intelligence, creativeness and critical thinking in academic writing. The study suggests that language instructors should promote awareness about writing integrity and self-reflective writing approaches for their students, encouraging learners to produce writing assignments and express their personal identity through their own insights.
Keywords: Artificial Intelligence (AI), AI tools, Authenticity, Creativeness, EFL learners

In recent years, the relevance of English teaching at the university level to professional practice has come under growing scrutiny, particularly in terms of fast technological change and globalized communications. While most of the research addressed the issue of the gap between English for General Purposes (EGP) and English for Specific Purposes (ESP) curricula and workplace requirements, few studies attempted to look into graduates’ perspectives on how such skills transfer into actual job performance. This preliminary qualitative study investigates how recent graduates apply English skills acquired during their university education in various professional contexts and examines the challenges they encounter in doing so. Semi-structured interviews will be conducted with ten graduates working across multiple industries to explore three main issues: the perceived mismatch between academic English instruction and the communicative demands of the modern workplace, the specific limitations of current English for General Purposes (EGP) and English for Specific Purposes (ESP) training, and graduate-informed suggestions for curriculum reform. Special emphasis is placed on emerging requirements such as intercultural communication, digital correspondence, and flexible language use in dynamic environments. By highlighting the voices of graduates, this study offers a timely and context-sensitive contribution to ongoing discussions about language education and employability. The findings are expected to inform future curriculum design that better supports learners in meeting the complex and evolving realities of workplace communication.

Keywords: Curriculum alignment, Digital Communication, English for Specific Purposes (ESP), University English Skills, Graduate Perceptions, Workplace Language Skills.

With the hope of equipping English language students for their entry into the future career paths, this research investigates the core and interpersonal skills that students and employers consider vital to graduate employability. As such, it seeks to identify any perceptual mismatches of skills between stakeholders and uncover any potential gaps between what employers expect from English graduates and what they actually perceive from student performance. To provide robust and context-relevant insights, this paper invites the participation of 100 English majors across universities and 13 employers from sectoral institutions. For rich data collection, it utilizes the interwoven power of questionnaires to gain an overview of students’ employability, followed by interviews working on the nuances. Findings from the research denote that the contemporary labor market is looking for well-rounded human resources with a high acquisition of both core skills and interpersonal skills. Emerging insights also uncover an overall alignment between what employers seek and what they perceive in students, with few improvements suggested for better interpersonal skills. To this end, the paper delves into the underlying dynamics of students’ proficiency and sheds some light on the anticipated market trends. Suggesting that employability is intricate, the paper calls for collective actions from graduating students, university administrators, and prospective employers to bring about transformative outcomes.

In today’s super-connected world, powered by the Internet and social networking platforms, online teacher communities are flourishing for the exchange of ideas, experiences, and resources. However, it remains a challenge to ensure engagement and foster meaningful collaboration. This study explores how to maintain support professional development, motivation, and peer collaboration among English teachers in Vietnam, using The English Teacher Project as a case study. The research examines five years of group initiatives, including designing mock tests for the National Secondary Education Exam and organizing professional webinars and additional non-professional activities. Data include group interaction records, reflective journals from administrators, and informal surveys with over 100 group members. Findings suggest that voluntary, peer-led activities significantly enhance engagement and contribute to teaching motivation. The group’s success is attributed to shared values, enthusiastic leadership, and the strategic use of accessible digital platforms. The presentation concludes with practical strategies for managing similar teacher communities and addressing common operational challenges in sustaining professional development.

Vocabulary is essential in learning a new language. It really helps learners to learn grammar as well as understanding contexts in reading, listening and speaking. If they don't understand the meaning of the words in a text, they find it difficult to read and comprehend it. Students of all ages have better reading comprehension when they have a strong vocabulary. Students' comprehension of the material improves with increased word knowledge. Effective vocabulary instruction is crucial, especially for students who learn and think in unique ways. Therefore, if you have a problem teaching vocabulary, this presentation is right for you. In this presentation, you will discover how to teach vocabulary directly using clear definitions, fun exercises, and regular exposure. It includes playing vocabulary games, using visual aids like graphic organizers, and allowing learners to see and use new terms in authentic contexts which are all parts of this technique. This presentation is recommended for teachers teaching children and teens.

The previous global studies have explored the transformative potential of generative AI in English language education through real-world examples of diverse global contexts and from K12 to University. The senior researchers and educators have shared their innovative, collaborative AI pedagogies to support students learning English. The Vietnamese government has mandated national foreign language development projects and updated diverse policies of teaching English as a second language to foster students’ English skills. The paper reveals the results of an analysis of speaking skills among remote-area students by a critical use of GenAI, contributing to productively enhancing students’ English-speaking skills. However, these students have faced significant challenges compared to urban-area students. The paper first aims to explore students' challenges. Then, it examines students' use of GenAI to enhance their speaking skills beyond the teacher's instructions and lessons. Data was collected through 20 face-to-face interview participants, 30 to 45 minutes. The interviews, after transcribing and translation (from Vietnamese to English), were analyzed by NVivo 12 for a systematic analysis. The findings of the study show the main themes: (1) the necessity of introducing and training the use of digital tools and GenAI; (2) the importance of evaluation and assessment; (3) the necessary support from schools and teachers; and (4) a review on the national language and policy planning. Discussions and recommendations are valuable references for the Ministry of Education and Training and governmental authorities to reconsider the national language development projects throughout the years to prepare for effective students' literacy and speaking skills.

This qualitative study examines the emotions and emotion regulation strategies of Vietnamese undergraduate students majoring in Primary English Language Teaching during a six-week practicum in primary schools in Hue City. Drawing on Yin’s (2016) Teacher Emotion Framework and Gross’s (1998) Process Model of Emotion Regulation, the research explores how pre-service teachers experience and manage a complex range of emotions in real classroom contexts. Data were collected through in-depth, semi-structured interviews with 20 final-year students. Findings reveal that participants experienced a spectrum of emotions, including positive feelings such as joy, pride, and fulfillment, alongside negative emotions like anxiety, frustration, and self-doubt. Many reported mixed emotions, with love for teaching coexisting with stress and pressure to meet expectations. These emotional experiences were shaped by factors such as student behavior, mentor support, classroom management challenges, and the school environment. To regulate negative emotions, participants primarily employed cognitive reappraisal, emotional sharing with peers, and reflective journaling. The study underscores the emotional complexity of the practicum experience and advocates for enhanced emotional support and training within teacher education programs for future primary English teachers in Vietnam.

The study demonstrates the effectiveness of task-based learning tasks that are not only suitable for mixed-ability students but also save the teacher’s time by utilizing ChatGPT to enhance English speaking skills for students in Grade Four at Dinh Van 1 Primary School in Lam Dong Province. The study included guidance on writing effective prompts to design speaking tasks, several sample prompts, and strategies for implementing ChatGPT suggestions for speaking tasks in the classroom. Pre-tests, post-tests, and observations were used. Seventy-one students in the fourth grade were assigned to the experimental group, while 34 students were assigned to the control group. The research results demonstrate the significant impact of task-based learning using ChatGPT on groups of students at various levels of English speaking skills.

The Mekong Delta, one of the world’s most climate-vulnerable regions, faces increasing environmental challenges. However, many undergraduate students in this region remain disengaged from local ecological issues, despite their direct stake as residents. This study investigates how place-based education (PBE) can be integrated into English language teaching (ELT) to foster students’ sense of place and environmental awareness. The research involves English majors at Can Tho University participating in a spatial storytelling intervention titled “Mapping Identity: Narrating a Place-Based Personal Story.” This activity encourages students to reflect on the personal significance of local places, annotate digital maps with meaningful locations, and share autobiographical stories in English.
Adopting a qualitative action research design, the study collects data through student narratives, map annotations, group discussions, and pre-/post-intervention reflections. Findings are expected to reveal that engaging with place-based storytelling not only enhances students’ English language skills but also deepens their emotional and cognitive connection to their local environment. Furthermore, shared mapping and dialogue are expected to foster a collective awareness of environmental responsibilities and regional identity.
This research highlights the transformative potential of PBE within ELT contexts, especially in ecologically sensitive areas. By linking language learning with personal and environmental narratives, educators can empower students to become more critically aware, culturally rooted, and ecologically responsible. The study offers practical implications for curriculum design in EFL settings aiming to cultivate sustainability-oriented citizenship through language education.

In today’s modern society, the development of artificial intelligence and digital technologies has not only led to dramatic changes in people’s lives, but also affects the way people read and value literature. This paper revisits American literature to explore how family relationships are represented through language. Using the framework of Critical Discourse Analysis (CDA), the study focuses on the relational values of lexis in which words are used to explicate power and ideology among characters. Two representative novels are selected for analysis: Little Women by Louisa May Alcott and The Corrections by Jonathan Franzen. By examining how language is used in conversations within families, the paper explores how literature assists us in understanding emotions, responsibilities, and values within the home. The study also argues that, despite a fast-changing world shaped by technology, literature continues to offer meaningful insights into human relationships and social life.

With the rapid growth of artificial intelligence in education, ChatGPT has become a widely used tool among students for learning and language practice. This study explores the attitudes of lower secondary students (grades 6 to 9) toward the use of ChatGPT in their learning activities. Using a mixed-methods approach, data were collected through a survey of 256 students, complemented by in-depth interviews with selected participants. The research focused on students’ awareness of ChatGPT, frequency and purposes of use, digital competencies, and their views on both its benefits and potential risks. The findings revealed that many students used ChatGPT to support language learning, complete homework, and seek information. However, notable differences were observed in students’ understanding of the tool’s limitations, as well as in their critical thinking skills when evaluating AI-generated content. The study also highlighted the important role of digital literacy and school support in promoting thoughtful and responsible use of ChatGPT among students. Based on these results, the paper proposes several practical recommendations to guide students in using ChatGPT effectively and safely. These include teacher-led instruction, classroom discussions about AI use, and enhanced collaboration between schools and families to support students in the digital age.

The Foreign Language Competency Framework (MOET, 2020) identifies teachers’ ability to situate teaching within context, which puts an emphasis on the importance of teachers’ reflective competence. Reflection habits, therefore, should be cultivated as early as possible during pre-service training.
This study evaluates the level of reflection exhibited in reflective essays of pre-service teachers of English in a university in Hanoi. A rubric adapted from the Assessment Tools by Fleck (2012) was used to score and categorise 70 essays into four levels: descriptive, dialogic, transformative and critical reflection. Findings show that though these essays provide valuable data which portray a developmental journey in teaching competence of pre-service teachers, a lot more would need to be done to place their reflection quality of these essays at transformative and critical levels. Hindrances holding most of pre-service teachers back at descriptive and dialogic reflection levels involved their heavy reliance on their intuition, past experience, peers’ and the lecturer’s comments when reflecting. Also, pre-service teachers tended to focus on how the incident reflected in the essay left impacts on themselves (as a teacher) rather than on students’ learning.
These results imply that reflective practice should not be treated as a “trendy” approach to teacher education but a way to enhance teaching quality and foster professional growth. Cultivating a habit of in-depth reflection in teachers should start as early as possible in teacher education programs. By maximising the opportunities for pre-service teachers to practise teaching and doing structured reflection, an improvement of teaching quality can be observed.

Keywords: reflective essay, pre-service teachers, descriptive reflection, dialogic reflection, transformative reflection, critical reflection

Research on motivation and emotion in English language learning has been conducted in various contexts; however, the links between emotions and motivation have not been sufficiently explored. This study aims to reflect the relationships between students’ emotions and motivation in the Vietnamese tertiary learning contexts, and these reciprocal relations were reflected by students themselves. The study was conducted with a qualitative perspective using students’ written narratives. Participants in this study were second-year university students. The results of this study also indicated that teachers as mediators played an important role in shaping and changing students’ emotions. It seemed that teachers’ actions and words affected the turning of students’ negative emotions into positive energy and positive engagement. The findings also showed that teachers’ encouragement brought hope to their students. Supportive interpersonal interactions in the social context seemed to play a role in constructing emotions in a language learning setting. As a result, those positive emotions enhanced students’ self-efficacy and motivated them to study.

Interaction has been considered a crucial factor that facilitates learning activities in EFL classrooms. Many studies have been conducted to investigate the impact of classroom interaction on teaching and learning languages and then several reviews have been written on its influences. To gain deeper insights into the use of Foreign Language Interaction Analysis System (FLINT) in examining classroom interactions, this paper aims to review previous studies that employed FLINT as a framework. The study followed the systematic review approach with 10 qualified studies selected from various available resources. The results showed that most of the studies mainly focused on finding out the preferable interaction patterns used by the teacher. The majority of the studies revealed that EFL classroom interaction was dominated by teacher talk. It is recommended that further examination on the factors that determine classroom interaction in EFL contexts should be conducted. Moreover, both perspectives of teacher and students regarding interaction could be further researched to build an interactive learning environment.
Key words: FLINT, classroom interaction, teacher talk, student talk

As the integration of AI tools in language education is getting more popular, understanding their impact on descriptive writing tasks is essential for EFL educators. This study addresses the limited research on the use of AI in enhancing idea generation, specifically within the Vietnamese high school context. Grounded in the frameworks of Second Language Acquisition (SLA) and Computer-Assisted Language Learning (CALL), this mixed-method study investigates the effects of ChatGPT on the writing skills of 30 tenth-grade students through a Wilcoxon signed-rank test methodology.
Participants had to complete a pre-test writing assessment, utilize ChatGPT for brainstorming, and finish with a post-test to measure improvements in their descriptive writing abilities. Complementing the quantitative data, qualitative interviews were used to explore students’ experiences and perceptions regarding the efficacy of AI in their writing processes. Results included insights into the factors influencing student engagement and creativity when using AI tools, highlighting the cultural and contextual elements that shape their learning experiences.
These findings will offer valuable implications for EFL educators, facilitating a deeper understanding of how technology can support L2 writing development and enhance student engagement in descriptive tasks. Ultimately, the study aims to contribute to the evolving landscape of ELT by promoting effective practices that prepare students for a globalized world.

Keywords: ChatGPT, descriptive writing, English language teaching, idea generation, Vietnamese high school students

While L2 learners’ willingness to communicate has received significant attention in SLA research, much of the focus remains confined to classroom-based contexts. This study qualitatively explored what affected the willingness to communicate of Vietnamese undergraduate English majors during a short-term overseas field trip, an immersive setting not commonly examined in existing research. Seven students volunteered for interviews from a batch of 48 English majors who participated in the same credit-bearing short-term field trip abroad, providing an experience-aligned sample for the study. This study employed thematic analysis with a deductive coding approach, drawing on categories of WTC influences identified in earlier research. The data revealed that students’ willingness to communicate was shaped by a dynamic interplay of factors. Cultural factors, such as prior knowledge and curiosity about the host culture, generally enhanced willingness to communicate. Psychological and linguistic factors showed mixed influences, with personality, attitudes and self-assessed language competence either supporting or hindering engagement depending on context. In contrast, physical factors such as fatigue, travel discomfort, and irregular schedules were reported to have had a negative influence. While these categories guided the initial coding, additional influences related to group conversation dynamics also emerged, highlighting the complexity of L2 communication in immersive contexts. The findings suggest a need for pre-departure training to build students’ cultural awareness and communicative confidence. Additionally, study-abroad program design should also feature manageable schedules, and varied interaction formats to better support learners’ willingness to communicate.

The instruction of English as a Foreign Language (EFL) is confronted with both opportunities and challenges as a result of the accelerated evolution of digital technologies and Artificial Intelligence (AI). This presentation documents a professional development program that is designed to improve the digital and AI competencies of EFL instructors in order to facilitate technology-enhanced instruction. The program combines practical training with theoretical foundations, thereby allowing educators to effectively evaluate and integrate AI tools into their teaching practices. The data obtained from surveys and qualitative interviews with participating instructors reveals that there are common challenges, such as limited digital literacy and technological apprehension, as well as effective strategies for overcoming these barriers. The significance of customised training programs that incorporate instructors' aptitude, skills, and attitudes towards AI technologies is underscored by the results. In order to facilitate the successful integration of technology and cultivate digital competence among EFL instructors, practical, context-appropriate professional development plans are recommended.

The International English Language Testing System (IELTS) is an important requirement to evaluate English proficiency in Vietnam. There is a need to have strategies that help students improve their scores in different skills, especially speaking skills. This quasi - study focuses on the effects of implementing Cooperative Principle on IELTS students’ speaking performance and the extent that students obey the four maxims of Cooperative Principle during the IELTS speaking test. 24 students from a language center in the Mekong Delta were divided in two groups, namely experimental and control groups. The treatment was in eight sessions, each lasted 90 minutes. The data from the pre-test and post-test show significantly improvement of students from the experimental group. This is recorded statistically significant improvement in all criteria, showing that the intervention to be more effective than using the traditional method. The findings reveal the positive correlation between students’ speaking performance and the number of the instances of maxims students follow. Pedagogical implications for IELTS teachers, students and further research are made.