International Journal of TESOL & Education
The mission of the IJTE (ISSN: 2768-4563) is to contribute to the literature on instruction by publishing high-quality studies in the areas of TESOL, Education, Language and linguistics, Computer-Assisted Language Learning (CALL), m-learning, e-learning, curriculum development, learning environments, translation and interpretation, teacher education, educational technology, educational developments, quality assurance in education, cultural studies, and other learning-instruction issues. As a peer-reviewed journal, one of our priorities is to ensure high standards of publishing. Publication ethics is an important concern and editors, peer-reviewers and authors should pay great attention to meeting ethical standards. Open Access Policy IJTE aims to increase visibility and make easier use of open access scientific papers. Readers and their institutions are supported for online access without asking for any royalty, personal information, or log-in details. According to the open-access policy of our journal, all readers are permitted to read, download, copy, distribute, print, link and search our articles with no charge. For Editors of IJTE To ensure editorial ethics, editors are careful not to discriminate against authors with respect to gender, religious or political beliefs, ethnic or geographical origin and handle all articles/submissions, in the same way, so as to assess academic merit only. Every submission to the IJTE will be evaluated in the same way and ethical complaints will be subject to reasonable procedures as follows; Any unethical behavior or misconduct reported to or noticed by editors will be thoroughly investigated. Identification of the violation will entail further procedures. Any suspicious case will be taken seriously and the editors should make an initial decision. If the initial decision of the editor approves unethical behavior or misconduct, all the evidence will be collected and further negotiated with a group of editorial board members formed to deal with the case. In case of minor misconduct, the editor will keep the group small and the editor will give the author the chance to respond. If there is serious misconduct, then the employers of the accused may needed to be notified of the case. The involvement of the employer should be decided as a result of an investigation and consultation with editorial board members and experts. Consequences of ethical violation or misconduct may include informing or educating the author or reviewer where there appears to be a misunderstanding or misapplication of acceptable standards. Further, a strongly worded letter may e issued to the author or reviewer covering the misconduct and as a warning to future behavior. If the case is very serious and the editorial board members decide to do so, formal notice or even an editorial detailing the misconduct may be published. If the case requires, a formal letter may be sent to the head of the author’s or reviewer’s department or funding agency. And in case the violation or misconduct is out of reach of editorial board members and requires further investigation, then the case and outcome may be reported to a professional organization or higher authority for further investigation and action. For Reviewers of IJTE Reviewers should review the manuscripts in an objective way and in a timely manner so that they can contribute to the decision-making process, and assist in improving the quality of the published paper. They should maintain the confidentiality of any information supplied by the editor or the author and not retain or copy the manuscript. The reviewers are responsible for alerting the editor to any published or submitted content that is substantially similar to that under review. They should be aware of any potential conflicts of interest (financial, institutional, collaborative, or other relationships between the reviewer and author) and alert the editor to these if necessary withdrawing their services for that manuscript. For Authors of IJTE Authors should maintain accurate records of data associated with their submitted manuscript and provide access to these data on reasonable request. They should keep the data associated with their manuscript in a suitable repository for sharing and further use by others where appropriate and where allowed by employers, funding bodies, and others interested in the data. Authors must confirm/assert that the manuscript as submitted is not under consideration or accepted for publication elsewhere. Where portions of the content overlap with published or submitted content, those sources must be acknowledged and cited. Additionally, authors must provide the editor with a copy of any submitted manuscript that might contain overlapping or closely related content. Authors must confirm that all the work in the submitted manuscript is original and acknowledge and cite content reproduced from other sources. The author's responsible for obtaining permission to reproduce any content from other sources. Authors should ensure that any studies involving human or animal subjects conform to national, local, and institutional laws and requirements (e.g., WMA Declaration of Helsinki, NIH Policy on Use of Laboratory Animals, EU Directive on Use of Animals) and confirm that approval has been sought and obtained where appropriate. Authors should obtain express permission from human subjects and respect their privacy. Authors should notify our editors promptly if a significant error in their publication is identified. They shall cooperate with the editor and publisher to publish an erratum, addendum, corrigendum notice, or retract the paper, where this is deemed necessary. Brief Information: Country of Publication: Texas, United States Publisher: ICTE Press Youtube: Youtube Channel Open Access: Yes ISSN: 2768-4563 Frequency: 4 issues per year Publication Dates: February, May, August, and November Language: English Scope: TESOL, Languages & Linguistics, Education, Pedagogies & Language Teaching, Translation & Interpretation, Cultural studies, Quality Assurance in Education Article Processing Charges: $70 Types of Journal: Academic/Scholarly Journals Indexed: Google Scholar, ORCID, Crossref, DOI, Semantic Scholar, Library of Congress, Mendeley, PKP PN, LOCKSS, CLOCKSS, ROAD, EuroPub, J-Gate Policy: Double blind peer review Plagiarism check: Turnitin Contact & Submission e-mail: editor@i-jte.org; publishing@i-cte.org
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes. Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
A Study on the Effectiveness of Moodle E-Assessment at a Private University in Ho Chi Minh City
Moodle-based assessment, a widely used form of e-assessment, offers a comprehensive list of assessment tools and features that support student-centered teaching and has been increasingly adopted in Vietnam, especially since the COVID-19 pandemic. This study aimed at examining the effectiveness of Moodle-based assessment in final exams within the Faculty of Foreign Languages, HCMC University of Foreign Languages – Information Technology (HUFLIT). The study involved the participation of 1558 students from the Faculty of Foreign Languages. A mixed-methods approach, incorporating a 5-point Likert-scale questionnaire and focus group interviews, was employed to collect the data. The results revealed a high level of effectiveness of Moodle-based assessment in final exams across four aspects: reliability, validity, practicality, and acceptability. Alongside its benefits, one of the most common challenges students face is the risk of academic dishonesty and technical difficulties with Moodle-based final exams. From the findings, some pedagogical conclusions were drawn to increase the overall effectiveness of Moodle-based final exams while simultaneously addressing and minimizing their inherent constraints.
Moodle-based assessment, effectiveness, final exams
Copyright (c) 2026 Chau Thuc Quyen, Vo Thi Bich Phuong https://creativecommons.org/licenses/by/4.0
The washback effect of EOP speaking tests on students’ self-regulated learning
In English for Occupational Purposes (EOP) contexts, speaking assessments play a crucial role in shaping not only language proficiency but also learner behavior. While test washback has been extensively studied in academic exams like IELTS or TOEFL, little attention has been given to its impact on self-regulated learning (SRL) within EOP programs. This study investigates the washback effects of EOP speaking tests on students’ SRL at a public university in Vietnam. Using a mixed-methods approach, the study collected 265 valid questionnaires from 700 second-year students and conducted semi-structured interviews with 45 of them. The findings revealed that EOP speaking tests exerted significant washback effects on SRL across three core areas: learning attitude, approach, and habit. While many students reported increased motivation, greater metacognitive awareness, and improved study behaviors, others experienced test anxiety, relied on rote memorization, and narrowly focused on predicted test content. These findings support prior research on the dual nature of washback and extend it to the underexplored context of EOP speaking. They also highlight the importance of learner perceptions and contextual factors in mediating assessment impact. The study contributes new insights into how speaking tests can both enhance and limit learner autonomy in EOP programs.
washback effect, self-regulated learning, EOP speaking tests, assessments
Copyright (c) 2026 Nguyen Thuy Nga, Nguyen Thanh Trung https://creativecommons.org/licenses/by/4.0
Using Task-Based Language Teaching to Improve English Speaking Fluency: An Action Research Study with Vietnamese Non-English-Majored University Students
This action research project investigated the effectiveness of Task-Based Language Teaching (TBLT) in improving the speaking fluency of 28 non-English major, first-year university students in Vietnam. The study involved a 10-week intervention where students engaged in communicative tasks designed to promote authentic language use. Data were collected through classroom observations, teacher checklists, and informal student discussions. To assess fluency, specific indicators such as speech rate, pauses, and repetitions were examined. The findings revealed that TBLT positively impacted students' speaking fluency, as evidenced by improvements in speech rate, pauses, and repetitions. Students also expressed positive perceptions of TBLT, emphasizing the benefits of pre-task planning, collaborative work, and a focus on meaning over form. The study suggests that TBLT might be an effective approach for enhancing spoken fluency among university students, particularly those with prior grammatical knowledge but limited communicative practice.
Task-Based Language Teaching, speaking fluency, non-English major university students
Copyright (c) 2025 Pham Thanh Su https://creativecommons.org/licenses/by/4.0
A contrastive analysis of the Conceptual Metaphor "finance is fluid” in Vietnamese and English electronic news
This study conducts a contrastive analysis of the conceptual metaphor “finance is fluid” in Vietnamese and English electronic news, based on a dataset of 200 metaphorical expressions (100 per language) collected from online financial articles. Employing the framework of Conceptual Metaphor Theory (Lakoff & Johnson, 1980) and the Metaphor Identification Procedure (MIP) by the Pragglejaz Group (2007), the research systematically identifies and categorizes metaphorical language mapping financial concepts onto fluid dynamics. Two main cognitive models are established: (1) “financial situation is the state of liquid” accounting for 57% of Vietnamese and 55% of English cases, and (2) “supplying finance is supplying liquid” comprising 43% and 45% respectively. Key expressions such as “ngập” (flooded), “chảy” (flow), and “bơm” (pump) in Vietnamese, and “drown,” “flow,” and “pump” in English, illustrate both universal and culture-specific metaphorical patterns. The findings reveal subtle differences in linguistic choices but a shared cognitive mapping across both languages. Importantly, the study discusses concrete implications for TESOL, highlighting how awareness of metaphorical structures can enhance learners’ comprehension, translation, and communication of financial concepts in multilingual contexts.
conceptual metaphor; mapping; finance; fluid; teaching & learning
Copyright (c) 2025 Nguyen Luu Diep Anh https://creativecommons.org/licenses/by/4.0
The application of project-based learning in English for a Basic Marketing class to enhance Oral presentation skills at Ho Chi Minh City University of Industry and Trade (HUIT)
This research aimed to investigate the efficacy of problem-based learning (PBL) and students' perspectives regarding its application in a fundamental marketing course at the Ho Chi Minh City University of Industry and Trade. The experimental class has 41 third-year participants. To achieve the study's goal, a combination of research methods was employed, including pre- and post-course tests, surveys, interviews with ten students, and observations of Basic Marketing classes at the university. The data analysis revealed that students who engaged in PBL demonstrated notable enhancements in their oral presentation abilities, as seen by their post-test scores. Students generally have a favorable view of project-based learning (PBL) in the classroom, largely due to its potential to make lessons more engaging and improve their oral presentation skills; however, obstacles related to time and resources arise during the implementation of PBL activities. This study provided a modest contribution to educational implications for educators and future research in the same domain.
Project-based learning, students’ perception, effectiveness
Copyright (c) 2025 Ngo Thi Ngoc Hanh, Tran Vu Diem Thuy https://creativecommons.org/licenses/by/4.0
Book Review: AI-Powered Education: Innovative Teaching Strategies to Elevate Student Learning
This book review sheds light on how AI-Powered Education: Innovative Teaching Strategies to Elevate Student Learning can offer interested teachers some practical tips and steps to integrate AI into their teaching. The book includes different inter-disciplinary lessons that can be adjusted to fit into someone's context. The review does not examine theories but tries to unearth the most significant messaging of the book. Magruder, K. J., Cavallo, A. M., & Clark, A. M. (Eds). (2025). AI-Powered Education: Innovative Teaching Strategies to Elevate Student Learning. Mavs Open Press Open Educational Resources. 50. https://mavmatrix.uta.edu/oer_mavsopenpress/50 Reviewed by Ashley Rodriguez, Texas Tech University, U.S.
Copyright (c) 2025 Ashley Rodriguez https://creativecommons.org/licenses/by/4.0
Utility and Essentiality of the Process Approach to English Writing at Tertiary-level Education in Bangladesh
This research explores the utility and essentiality of the process approach to teaching and learning English writing at the tertiary level in Bangladesh. A mixed-methods approach was employed. Through a survey questionnaire, quantitative data were collected from 36 teacher candidates pursuing an M.A. in TESOL at four universities in Dhaka. The qualitative data were gathered through interviews with 6 teacher-candidates and 4 teacher-educators. The finding reveals that almost all teacher-candidates (TCs) find the process approach useful and essential for improving writing. The process approach leads the TCs to think deeply and critically as well as revise and edit their texts recursively. The identical perception among teacher-educators (TEs) is that writing should be taught as a process — whereby students should inform themselves and pre-write, write, and rewrite — to advance writing and (meta)cognition. This research presents several recommendations to enhance students’ writing.
Process approach, L2 writing, thinking, revising, tertiary-level, education
Copyright (c) 2025 Srejon Datta https://creativecommons.org/licenses/by/4.0
Sequencing Research Writing and Research Methodology Courses: Implications from Students’ Course Evaluation
The purpose of this study is to examine if there are any significant differences in Research Writing course evaluation made by English Linguistics (EL) students learning Research Writing (RW) before Research Methodology (RM) (group 1) and those learning RW after RM (group 2) at the International University – Vietnam National University (IU-VNU), from which students' perceptions towards the sequencing of the two courses are discovered. Initially, a questionnaire was designed to collect the RW course evaluation from 119 EL students in both groups. Subsequently, the Mann-Whitney U test was employed to identify which questionnaire items showed significant differences between group 1 and group 2 responses, from which interview prompts were developed to elicit interviewees’ perceptions of RM-RW course sequencing in both groups. The study revealed that four items showed significant differences between group 1 and group 2’s evaluations. Moreover, all interviewees perceived that taking RW after RM helped facilitate RW learning more than taking RW before RM. These findings may suggest that RW should be required to learn after RM to improve the performance of IU EL students in the RW course.
Copyright (c) 2025 Nguyen Hoang Quynh Anh, Dao Nguyen Anh Duc https://creativecommons.org/licenses/by/4.0
The Effects of English Films on Learning English Speaking Skills: A Case Study at a Private University
While using films in English language learning is not a new idea, there is limited research on how films specifically affect speaking skills in EFL university contexts. The present study aimed to investigate the impact of English films on students’ speaking performance. Conducted at a private university’s English department, the research involved 112 English majors for a survey and semi-structured interviews with four students and four teachers. This study was conducted with a mixed-method approach to explore how much English films enhanced the speaking skills in terms of vocabulary and pronunciation, while improvements in fluency and confidence were reported to a lesser extent. Some challenges were identified, consisting of difficulty understanding unfamiliar accents, fast-paced dialogue, and cultural references. Both students and teachers had positive attitudes toward using films to improve English speaking skills, and offered implications that well-chosen film materials can enrich speaking instruction and encourage students to move beyond the traditional learning approaches.
English films, English speaking skills, motivation, language learning
Copyright (c) 2025 Ho Minh Hoang, Le Thi Ngoc Diep https://creativecommons.org/licenses/by/4.0
Exploring the Organization of Consecutive Group-Work Activities in English Lessons: A Case Study at a Public University
Group work is considered a practical pedagogical method applied at all educational levels, especially in fostering students' collaboration, learner autonomy, and engagement in language learning. However, how to implement group work activities efficiently depends on various factors, among which the teacher’s role is centered as a designer, organizer, and facilitator. This study presents a groupwork application in classroom management technique, in which students are grouped once and remain in fixed groups for all English course activities throughout the semester. The method has been implemented on multiple occasions with consistently positive outcomes. A qualitative study was later conducted through interviews with nine students and two teachers following the application of this technique during a semester-long English course. The findings indicate that fixed group structures fostered the students’ engagement, responsibility, and teamwork skills. Based on the results, the study offers practical recommendations for organizing and sustaining effective group work in English language classrooms to enhance student participation and learning outcomes.
Group work, classroom activities, enhance, English lessons
Copyright (c) 2025 Le Duc Hanh, Nguyen Thi Le Thuy https://creativecommons.org/licenses/by/4.0
Teachers’ Perspectives on Using Performance Tasks for Teaching and Assessing English Reading
This study examines the blame game among three key agents—parents, teachers, and students—with academic and disciplinary issues in the Nepalese context. In Nepal, no substantial studies have been conducted on this issue. The researcher adopted qualitative and narrative inquiry to examine and analyze participants lived experiences. The participants were five teachers, three students, and three parents. The findings suggest that parents’ consistent involvement in their children’s education yields positive outcomes. However, teachers are sometimes not supported by administrators and teachers also need motivation in the same way students aspire to. It is recommended that parents sacrifice certain things for their child’s education. Teachers must seek better ways to keep students engaged in productive activities, and schools must take the initiative to build a good rapport with parents and the community for the well-being of all their members. Students, parents, teachers, and school administrators should work in collaboration to achieve their common goals.
Copyright (c) 2025 Silpa Limbu https://creativecommons.org/licenses/by/4.0
The Role Immersive Technology in Creating Rich Affordance Environment for ELT
In contemporary educational contexts, the application of immersive technologies (VR, AR, and MR) in English Language Teaching (ELT) has gained significant attention. Thus, the aim of this literature review is to investigate the benefits of these technologies in creating rich affordance environments for language learning within ELT via the theoretical frameworks of affordances and sociocultural theory. This review synthesizes recent research on the impact of VR, AR, and MR on language acquisition, emphasizing their established benefits in enhancing engagement and interactivity. The analysis of current studies via the lens of Socio-cultural theory reveals that immersive technologies effectively support the process of creating meaningful and contextualized learning experiences. This review intends to offer insights to educators and researchers who want to utilize immersive technologies to design language learning experiences that are engaging, successful, and aligned with current pedagogical approaches.
immersive technology, English Language Teaching, affordance, socio-cultural theory
Copyright (c) 2025 Ngo Nguyen Thien Duyen, To Thi Kieu Oanh https://creativecommons.org/licenses/by/4.0
An investigation into the Interrelationship between Foreign Language Enjoyment, Foreign Language Classroom Anxiety, and HUFLIT Students’ Performance
Language learners experience both enjoyment and anxiety in foreign language classrooms, and these emotions can significantly impact learning outcomes, especially in contexts where international English certificates are required for graduation. This study was conducted to explore students’ levels of Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) when learning English. The study involved 98 students from HUFLIT. A questionnaire in the form of a 5-point Likert scale, including 57 items, was administered to the students. The results revealed that a high level of FLE and an average level of FLCA were experienced during learning. In addition, among the factors of FLE, namely FLE personal, FLE social, FLE teacher appreciation, FLE teacher appreciation was proved to have the strongest impact on learners' FLE. Finally, students’ personal actions in struggling with anxiety were shown to be the element that caused the highest level of anxiety. Based on the results, several pedagogical implications were drawn to help maximize students’ enjoyment and minimize their anxiety in learning English.
Foreign language enjoyment, foreign language classroom anxiety, performance
Copyright (c) 2025 Vo Thi Bich Phuong https://creativecommons.org/licenses/by/4.0
Self-Report and Student-Report Nonverbal Teacher Immediacy (NTI) in College EFL Speaking Classes
Teacher immediacy, or affinity-seeking tactics (both verbal and non-verbal) that teachers use to create a supportive and friendly learning environment for learners, is particularly relevant to EFL speaking classes with a focus on communication. This research looks into whether there is a discrepancy between how teachers and their students perceive nonverbal teacher immediacy behaviors in a Vietnamese higher-education context. Four teachers and 138 first-year EFL students from eight English-speaking skills classes at a Vietnamese college were recruited. Data analysis of students’ and teachers’ questionnaires and narrative analysis of teachers’ interviews highlight that although the two perspectives share some similarity regarding posture, eye contact, and smiling, more prominent disparities are present in other nonverbal behaviors. The research contributes to existing literature, as well as informs teachers, teacher educators, and other stakeholders about the importance of nonverbal teacher immediacy in EFL and broader contexts.
Copyright (c) 2025 Pham Hoang Dan https://creativecommons.org/licenses/by/4.0
Employing Dictogloss as a Cooperative Learning Approach to Enhance Language Acquisition among Non-English Majors at a Vietnamese University
This study was carried out to explore the effectiveness of implementing Dictogloss as a cooperative learning (CL) method in language acquisition. A mixed-method approach was employed, utilizing a survey questionnaire with 145 students, focus-group interviews with 15 students, and teacher diaries from 3 teachers. The results show that using Dictogloss as a cooperative learning strategy positively impacts students' perceived English language proficiency, motivation, and engagement. The research highlights the importance of comprehensively implementing Dictogloss as a teaching and learning method in the long term. Also, the study recommends incorporating Dictogloss into language curricula to provide substantial benefits for learners. This study hopefully contributes to the language teaching and learning method within the context of higher education in Vietnam and suggests that such an approach could be beneficial for English learners to enhance their learning outcomes.
cooperative learning, dictogloss, second language acquisition
Copyright (c) 2025 Ngo Thi Minh Hai https://creativecommons.org/licenses/by/4.0
Enhancing EFL Speaking Skills through Peer Assessment: A Case Study at Tay Nguyen University
This study examines the role of peer assessment in developing English speaking skills among second-year English majors at Tay Nguyen University. Using surveys for 80 students and interviews with 12 students, the research gathered insights into students’ experiences and perceptions towards peer assessment. Findings indicate that peer assessment enhances self-awareness, motivation, and key speaking components such as pronunciation, vocabulary, and fluency. However, challenges emerged, including unclear rubrics, unhelpful feedback, and hesitation in peer interaction. To address these issues, the study suggests applying well-defined criteria, offering training in peer evaluation, and fostering a supportive classroom environment. These results provide practical implications for EFL educators seeking to promote communicative competence through collaborative learning. Additionally, the study highlights the need for continued research into the long-term effects of peer assessment and its relevance to other language skills to help educators refine strategies that support both individual progress and peer-based learning.
Peer assessment, EFL education, speaking skills, collaborative learning
Copyright (c) 2025 Le Thi Hong Van, Pham Thi Thanh Xuan, Than Thi Hien Giang, Nguyen Ngoc Gia Han https://creativecommons.org/licenses/by/4.0
The Benefits and Challenges of AI Translation Tools in Translation Education at the Tertiary Level: A Systematic Review
The growth of AI-powered technologies has highlighted transformative impacts. This study presents a systematic review of the benefits and challenges of AI translation tools in tertiary-level translation education. It aims to identify how they support and hinder students and teachers. The data were extracted from 20 peer-reviewed articles (2014-2024) on six academic databases, using standardization and thematic synthesis based on the PRISMA guidelines. The qualitative findings revealed eight core benefits: enhanced translation efficiency, improved vocabulary and grammar, post-editing support, increased learner motivation, professional and technical preparedness, accessibility and inclusion, reflective learning and personalization, and teacher support and pedagogical innovation; and seven key challenges: overreliance on AI, contextual inaccuracies, digital inequity, insufficient training and pedagogical gaps, ethical and privacy concerns, usability issues for senior lecturers, and lack of institutional support and curriculum integration. Valuable insights and recommendations were then offered to refine translation pedagogy with effective AI tool integration.
Copyright (c) 2025 Nguyen Thi Nhu Ngoc, Tran Thanh Truc, Nguyen Ngoc Hoang An, Lam Hoang Phat, Nguyen Hua My San, Tran Nguyen Anh Thu https://creativecommons.org/licenses/by/4.0
English as Medium Instruction (EMI) and Educational Inequality: Perspectives of Students and Teachers at Tertiary Level in Bangladesh
Though English is considered one of the most prestigious languages, reliance on EMI increases educational gaps. Recent studies have shown that EMI is becoming more widespread in universities, but there is a lot we remain unaware of regarding the challenges students and teachers have when attempting to close this gap in knowledge. The purpose of the study is to investigate the perceptions of students and teachers towards educational inequality in classes. A mixed method was adopted, and a survey of 50 students and an interview with 10 teachers were conducted. This study's findings revealed students' acquaintance with educational disparity in English-led learning and teachers' challenges due to inequality among the students. These findings also suggest the need for a better teaching and learning environment by giving recommendations. This research highlights the need to build inclusive EMI classrooms through interventions and instructional practices to close achievement gaps.
classroom equality, educational challenges, educational system, English language practice, tertiary education
Copyright (c) 2025 Nushrat Mahjabeen https://creativecommons.org/licenses/by/4.0
Language and Knowledge Content Gaps in Students’ Academic Writing: A Case Study in University of Science and Technology- The University of Da Nang
This study aims to identify and bridge the major language and knowledge gaps existing in their IELTS writing task 2. A collection of 202 essays made by engineering freshmen at the University of Technology- The University of Da Nang (DUT-UDN) is interpreted and organized into two strata: (i) lexico-grammar and (ii) knowledge content stratum. The descriptive and qualitative analysis of the collected data reveals that there is a tremendous number of grammatical errors, such as tenses, conjunctions, prepositions, and others, as well as wrong word use or lexical errors on account of word-by-word translation. Particularly, this study sheds light on the challenges of a persistent absence of experience and real-world knowledge in supporting techniques to offer solid persuasion to readers within a cross-cultural perspective. It is concluded that besides teaching grammatical and lexical ranges, introducing, practicing, and reinforcing argumentation, critical reasoning, typical exemplifying, quoting, and citing statistical evidence techniques are also essential in academic essays.
Language and Knowledge Content Gaps, Academic Writing, Cross-Cultural Perspective
Copyright (c) 2025 Nguyen Thi Tu Trinh https://creativecommons.org/licenses/by/4.0
Lecturers’ Perceptions of the Quality Assurance System for General English Teaching Programs in Vietnamese Higher Education
Understanding lecturers’ perceptions of Quality Assurance (QA) is vital for improving English language programs. Despite growing attention to QA in higher education, limited research explores how lecturers view its implementation. This study addresses that gap by examining QA practices in General English Teaching programs at two universities in Ho Chi Minh City, Vietnam (HEI1 and HEI2). Using an explanatory mixed-methods approach, data were collected through questionnaires, interviews, and document analysis. Findings showed that lecturers from both institutions acknowledged QA efforts in curriculum design, teaching, assessment, staff development, and facilities. However, HEI2 consistently scored higher across most criteria. Qualitative insights highlighted HEI2’s strengths in placement testing, workload design, staff training, and technology use. The study suggests HEI1 could benefit from benchmarking these practices. By involving lecturers, the research contributes to understanding QA implementation and offers practical recommendations for enhancing English programs in Vietnamese higher education.
quality assurance, General English Teaching Program, higher education, lecturers’ perception
Copyright (c) 2025 Quach Thi To Nu, Nguyen Loc https://creativecommons.org/licenses/by/4.0
Students’ Perceptions of AI Language Models as Virtual Assistants in Learning Writing- A Case Study at a Tertiary Institution
Research trends in AI language models for writing assistance are increasing, yet a gap exists concerning their impact on language learning, especially in Vietnam, as well as stakeholder attitudes. This study explores perceptions of 147 students, mainly English majors at Van Lang University, regarding AI tools such as ChatGPT, Poe, and Gemini in English writing. Combining quantitative and qualitative analysis through the use of questionnaires and in-depth interviews, the research found a generally favorable student attitude, recognizing AI's accessibility and flexibility. However, concerns about over-reliance and accuracy were identified. Highlighting implications for effective AI integration in Vietnamese writing pedagogy, this study contributes to understanding student perspectives on this evolving educational technology.
AI language models, virtual assistant, learning writing
Copyright (c) 2025 Pham Ngoc Thai Binh, Tran Thi Mai https://creativecommons.org/licenses/by/4.0
Teaching EFL Vocabulary through Analyzing the Structure of Words Coupled with Using Crossword Puzzles
In the EFL milieu, plenty of studies have reported the usefulness of some vocabulary-building techniques. Among them, teaching incorporating either the crossword or mnemonics has been widely implemented in various language settings. Empirical evidence supports the value of such a teaching method. Nonetheless, using both the devices in tandem deserves attention and further investigation. In the current research, two groups of EFL majors in a junior college in Taiwan were recruited to receive either traditional lecture-based instruction or teaching aided by both the crossword and mnemonics. Data analysis demonstrates significant inter-group differences in the learning outcome, favorable to the latter group, and the questionnaire responses exhibit the students’ approval of this experimental technique. The findings of the research mean more to EFL teaching in Taiwan, as Mandarin Chinese, the medium of instruction in schools, is by far different from English, making it more difficult to learn English as L2.
mnemonics, word structure diagram, crossword puzzle, vocabulary acquisition, memory
Copyright (c) 2025 Yu-Chi Yang https://creativecommons.org/licenses/by/4.0
Complexity, Fluency, and Accuracy in Written Works of Vietnamese Learners of English: A Replication Study
Recent studies applying Dynamic Systems Theory (DST) have shown language acquisition's non-linear, indiscrete, chaotic, and highly context-dependent nature. However, limited research has explored these dynamics in English as a Foreign Language (EFL) context. To evaluate DST’s applicability in EFL settings, this study partially replicates Larsen-Freeman’s (2006) investigation by tracking the language development of four upper-intermediate Vietnamese EFL learners. The study employed the Dynamic Description approach, in which the participants were required to take written tests every three weeks over three months. Their performance across four dimensions - accuracy, fluency, lexical complexity, and syntactic complexity- was examined through both quantitative and qualitative analyses. Although the findings revealed similarities with the original study, the learners’ development trajectories differed, proving that the learners were interacting with their surrounding EFL context. These findings underscore the significance of learning contexts on language acquisition and offer valuable insights into more context-sensitive teaching practices.
Dynamic System Theory (DST), environment interaction, time-series design, language assessment
Copyright (c) 2025 Dinh Thao Nguyen https://creativecommons.org/licenses/by/4.0
Factors Affecting the Outcomes of a Teacher Training Program in Competency-Based Student Assessment In Vietnam
The study was conducted to examine the factors influencing the outcomes of a training programme designed for secondary and high school teachers in Northern midland and mountainous provinces. Based on the analysis, the researchers proposed recommendations for enhancing the effectiveness of teacher professional development programmes. Data were collected through a questionnaire with 1422 responses from core secondary and high school teachers in seven northern provinces of Vietnam (Vinh Phuc, Phu Tho, Tuyen Quang, Ha Giang, Yen Bai, Lao Cai, and Bac Giang). These teachers have completed a training module on assessment and testing. It was obvious from the investigation that male teachers from non-ethnic majority groups outperformed female teachers and teachers from ethnic minority communities in terms of the results they achieved for the training practices. Furthermore, the linear regression analysis indicated that the following factors: organizing of training, assessment methods, training materials and training contents, affected the training quality from the highest to the lowest, respectively. The paper concludes with some recommendations to address the constraints and improve the quality of training programmes for high school teachers so that they can meet the needs of education innovation in the coming years.
Affecting factors, training outcomes, assessment, Competency-based education, Vietnam
Copyright (c) 2025 Nguyen Thi Hong Nhat, Le Ha Thanh, Bui Minh Duc https://creativecommons.org/licenses/by/4.0
Augmented Reality in English Language Teaching: A Literature Review on Catering to Diverse Learning Styles
In contemporary educational contexts, the application of Augmented Reality (AR) in English Language Teaching (ELT) has gained significant attention. Thus, the aim of this literature review is to investigate the benefits of AR in accommodating diverse learning styles and individual learner needs within ELT. AR's multisensory features cater effectively to visual, auditory, and kinesthetic learners, enhancing engagement and motivation while promoting inclusivity. For visual learners, AR offers interactive visuals and 3D models; auditory learners benefit from pronunciation guides and immersive dialogues, while kinesthetic learners engage through hands-on interaction with virtual elements. The analysis, grounded in the Universal Design for Learning (UDL) framework, highlights AR's potential in providing equitable learning opportunities. This review synthesizes current research and intends to offer insights to educators and developers who want to utilize Augmented Reality to design language learning experiences that are effective, engaging, successful, and inclusive. It synthesizes current research findings to achieve this goal.
Copyright (c) 2025 Ngo Nguyen Thien Duyen, Vo Trong Nghia https://creativecommons.org/licenses/by/4.0
Students’ Challenges in Employing AI Tools in Legal Writing
Artificial Intelligence (AI) has recently provided English learners with various interactive alternatives in classes. However, limited research has been conducted into the use of AI in English for specific purposes (ESP), especially Legal English. This paper investigates challenges students face when incorporating AI tools into Legal English Writing, stemming from either the tools themselves or their compatibility with Legal English. Forty-two undergraduate students of Legal English at the Ho Chi Minh City University of Law completed a structured questionnaire to gather quantitative data on their obstacles. The findings revealed that the primary challenges include overreliance on AI tools, educational ethics regarding plagiarism, and reduced creativity. These thoughtful insights shed light on pedagogical implications, helping guide students to use AI tools responsibly and effectively. The study also contributes to further research on AI in ESP, calling for deeper investigation to improve students’ legal writing and other general purposes.
Artificial Intelligence (AI), Artificial Intelligence Tools, Legal English, Legal Writing.
Copyright (c) 2025 Pham Thi Thuy Dung, Luong Minh Hieu https://creativecommons.org/licenses/by/4.0
IELTS Washback as a High-Stakes Test on Student Learning: A Hierarchical Modelling Study at a Vietnamese University
IELTS has been considered a high-stakes test in the Vietnamese context when its results apply to various purposes. Also, many universities in Vietnam have adopted the IELTS test as the requirement for students to graduate, which may negatively affect their learning. This study aimed to investigate these effects by identifying the mechanism between test factors and the washback of the IELTS test on students' psychological and behavioral aspects of learning. With the involvement of 228 participants, quantitative questionnaires were distributed to collect the data. Then, a hierarchical model was established and analyzed by using the PLS-SEM approach. The findings showed students considered the test utility the most important factor, compared to test stakes and difficulty, because, in the research context, the use of the test received more attention from students. Additionally, within the aspects of learning, learning motivation, and restricted learning were significantly influenced by the washback of the test due to the fact that students were motivated to learn for the test. Finally, the study suggested that test factors played significant roles in predicting the washback of the IELTS test on student learning.
Copyright (c) 2025 Nguyen Thanh Minh https://creativecommons.org/licenses/by/4.0
The Practice of ChatGPT in English Teaching and Learning in Vietnam: A Systematic Review
The purpose of the research is to explore the practice of using ChatGPT in teaching and learning English in the context of Vietnam based on a systematic review of 12 selected studies from 2023 to 2024, which were retrieved from journals such as International Journal of TESOL & Education, AsiaCALL Online Journal, Teaching English with Technology, European Journal of Alternative Education Studies, International Journal of Learning, Teaching and Educational Research, International Journal of Language Instruction, and Kognisi: Jurnal Ilmu Keguruan via Google Scholar. The detailed analysis focuses on the benefits, challenges, and issues of the use of ChatGPT in English teaching and learning in the context of Vietnam. The findings indicate that the deployment of ChatGPT greatly contributes to language education, namely the facilitation of students’ and teachers’ work. Nevertheless, there remain unsolved issues regarding academic dishonesty, plagiarism, sole reliance upon the tool’s function, the appropriateness of the information it offers. It is suggested that there should be training or guidance for teachers and students to use ChatGPT properly, balanced integration of the tool with teachers’ consideration, and so forth. The review article provides valuable references and pedagogical recommendations for future research papers about ChatGPT’s use in English language education.
Copyright (c) 2025 Pham Manh Tri, Cao Thi Xuan Tu https://creativecommons.org/licenses/by/4.0
English Language Anxiety in Higher Education: A Case Study of Spanish Students
This article examines the anxiety of French-speaking students in the Spanish Department at the University of Yaoundé I (Cameroon) while learning English. We used quantitative and qualitative methods. The theoretical framework adopted for this study is the Affective Filter Hypothesis developed by Krashen (2009). The results showed that anxiety is a barrier that negatively affects the learning of English by French-speaking students. Several factors were found to be at the root of this anxiety: language typology, language level, the influence of French, personality, the reactions of others, and beliefs. We also found that students were anxious about learning Spanish, but this anxiety affected them positively. The paper suggests that learners should be in permanent contact with the English language, teachers and students should develop language tolerance by focusing on the message, not the language form, and teachers should include digital technologies to lower anxiety.
Copyright (c) 2024 Sokeng Piewo Stéphane Céleste, Manfred Njolaï Nsirim https://creativecommons.org/licenses/by/4.0
Analysis of State Changes in English Causative Constructions: Insights from Construction Grammar
This research aims to explore how English causative constructions convey changes in state, using the frameworks of Construction Grammar and Radical Construction Grammar. The 310 English language samples were selected based on their relevance to illustrating transitions caused by internal or external factors, sourced from reliable texts, diverse contexts, varied grammatical constructions, and common usage patterns. Through a thorough examination of syntax and semantics, the study aims to illustrate how causative constructions effectively capture dynamic processes and cognitive perceptions. Emphasis is placed on the roles of the agent and patient, with the analysis seeking to uncover how these structures deal with causality and, crucially, changes in state. The findings show that causative structures in English mainly depict physical changes, although there is still a significant representation of emotional and mental changes. This analysis reveals the universal and language-specific aspects of causative constructions and provides insights into how they are used in everyday conversations and cognitive activities.
Causative Constructions, Change-of-State, Construction Grammar, Cognitive Processes
Copyright (c) 2024 Tran Quang Hai https://creativecommons.org/licenses/by/4.0