ICTE Conference Proceedings (ICTEP) (ISSN: 2834-0000) is an Open Access Journal to publish the papers presented at the International Conference of TESOL & Education, and other related conferences in language education. It focuses on the teaching practices of language teachers and educators in Asian contexts. The themes vary based on the conference theme each year but relate to Teaching English to Speakers of Other Languages (TESOL) & Education. All papers and books submitted to the ICTEP will undergo double-blind peer reviews. Book submissions are also considered for publication. All proceedings and book publications will be assigned ISBN, ISSN, Volume, and DOIs. Indexing All articles in these proceedings are submitted for indexation in Google Scholar, Crossref, Semantic Scholar, ResearchGate, DOI, LOCKSS, and CLOCKSS. Free Access In order to increase the visibility of this conference and of the papers from its participants, this conference has chosen to sponsor the online publication of the conference papers. Therefore, all conference papers can be read and downloaded for free; no subscription or other payment is required. Copyright The copyright of all articles published in these proceedings 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 these proceedings 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. For more information, please refer to the Open Access and User Licenses section in the Atlantis Press Open Access & Article Sharing policy. DOIs Each article that is published in these proceedings is assigned a Digital Object Identifier (DOI). DOIs are standardized digital identities that can be used to cite and link to electronic content. A DOI is guaranteed to never change, so can be used as a persistent identifier to permanently link to an electronic article no matter where it is stored. More information on how to cite and use DOIs can be found here.
Authors retain copyright and grant the picte 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 proceedings' 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 proceedings. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process.
English Majors’ and Non-English Majors’ Perceptions and Readiness For AI-Assisted Learning in English Language Courses: An Exploratory Study
This mixed-methods study aims to investigate the perceptions and readiness for AI-triggered English learning across 40 first-year English majors and 40 first-year non-English majors at HUFLIT University, Vietnam. The quantitative findings reported strong evidence of PU, PEOU, and BI, implying substantial readiness for AI integration. Qualitative findings were more homogeneous and demonstrated five overarching themes: the convenience and accessibility of integral enabling factors; digital literacy and confidence; hindrance factors, including accuracy concerns and over-reliance; a need for institutional support and ethical guidelines; and a desire for better AI functionality. The results indicate that AI readiness at the first-year level depends more on digital exposure and institutional support than on a student’s academic major. The research provides empirical substance from a little-studied Vietnamese higher education setting and highlights the importance of integrating AI-related policies that are pedagogically justified and ethically responsible.
Copyright (c) 2025 Nguyen Thi Kim Tuyen, Nguyen Thi Thuy Diem , Trinh Duc Dong https://creativecommons.org/licenses/by/4.0
Examining the Impact of AI-Assisted Preparation on Vietnamese EFL Learners' Willingness to Communicate in English
Recent developments in artificial intelligence (AI) have enhanced its ability to support learners’ spoken communication. However, research on the viability of text-based chatbots as aids for speaking preparation remains limited. The study aims to investigate whether a ChatGPT-supported preparation process for speaking enhances 42 Vietnamese English-major students’ willingness to communicate (WTC) in spoken English during a classroom session and to explore its benefits and challenges. Using a mixed-methods design with surveys and thematic analysis, the study found that students’ WTC improved significantly after the ChatGPT-assisted preparation process. However, no significant correlation was identified between students’ post-WTC and post-survey self-confidence. Despite having concerns about AI-generated content, students mostly utilized ChatGPT for brainstorming and language assistance. Additionally, idea quality and language usage were perceived to be enhanced after using AI. These findings highlight the potential of AI as a complementary learning tool to support spoken communication, with teacher guidance and support.
Copyright (c) 2025 Dao Le Trong Nhan https://creativecommons.org/licenses/by/4.0
The Effects of Shadowing Technique on Students' Pronunciation of -ED Ending Sounds: The Case of Saigon University
The shadowing technique has been recognized as an effective learning method for enhancing listening and speaking skills. However, research on the effects of shadowing on ending sounds, especially the -ed ending, has been limited. This research investigated the English Major Juniors’ perception of using the shadowing technique for the -ed ending sound pronunciation. Employing an explanatory sequential mixed-methods design, the study combined qualitative and quantitative methods and collected data through an online survey (213 participants) and semi-structured interviews (10 students). The results showed that the majority of students experienced positive cognitive and psychological effects from using the shadowing technique to improve the pronunciation of -ed ending. In contrast, they had negative emotional effects from this method. Additionally, the main difficulty identified was an interaction between performance factors and the forgetting of past-tense rules.
Copyright (c) 2025 Dang Vu Minh Thu, Phan Le Hien Mai, Tran Thi Diem My https://creativecommons.org/licenses/by/4.0
Duolingo and Speaking Skills: Bridging the Gap to Personalized Learning for English Majors at Hanoi University of Industry
The use of artificial intelligence (AI) in education has experienced a boom among both teachers and learners in recent years, particularly in the field of English teaching and learning. This study explores how Duolingo has the potential to bridge the gap between traditional language instruction and individualized learning experiences - speaking skills in particular - for English-major students at Hanoi University of Industry. Thanks to the functions of these tools, students could receive instant feedback, tailored pronunciation practice, and interactive conversation simulations. The study focuses on the advantages of AI in enhancing fluency, accuracy, and confidence, using a mixed-method approach, including questionnaires and interviews, to evaluate the effectiveness of this AI-powered tool. The application of AI in the development of English language teaching presents promising opportunities and offers suggestions for future prospects in teaching speaking skills.
Copyright (c) 2025 Doan Quang Dung, Le Thu Huong https://creativecommons.org/licenses/by/4.0
The Effectiveness of Applying AI to Online Teaching English: From Students and Teachers’ Perspectives
This study explores the applicability of Artificial Intelligence (AI) tools in teaching English online to university students participating in a case study at a University in Ho Chi Minh City. With the growing integration of AI in education, particularly in English Language Teaching (ELT), tools such as ChatGPT, Grammarly, and AI-based feedback systems are presented as ways to make teaching more effective and engaging for learners. This mixed-methods study examined how English lecturers use AI in online teaching and how students perceive it, particularly regarding motivation, independence, and adaptability. While instructors acknowledged that time efficiency and lesson plans were more effective with AI, students realized they were more engaged and had to learn independently, even though they had to adapt to it at first. This paper offers a rare local insight into Vietnamese higher education, highlighting both the opportunities and challenges of using AI in online ELT, and provides practical suggestions for teachers and institutions to apply AI responsibly to improve teaching quality.
Copyright (c) 2025 Vo Thi Quynh Nga, Tran Kieu My An https://creativecommons.org/licenses/by/4.0
Assessing the Strengths and Weaknesses in English Language Students’ Presentation Skills
Students’ presentation skills have recently received greater attention from educators and researchers. Much research has been done, focusing on the challenges without analysing both the strengths and weaknesses. This study addresses this issue by examining the presentation performance of 114 English-major students at a university in Vietnam. Students' actual presentations were rated by ten lecturers using a detailed rubric that captured linguistic and nonlinguistic dimensions. Data from observation were analyzed across pronunciation, intonation, vocabulary, grammar, fluency, content organization, visual design, and nonverbal communication. Findings reveal that students generally perform well in pronunciation, vocabulary use, visual slide design, and nonverbal communication, but they struggle with fluency, grammatical accuracy, and the structuring of introductions and conclusions. The present study identifies implications for educators and policymakers in developing presentation pedagogy and refining ESL curriculum design in Vietnam.
Copyright (c) 2025 Tran Kieu My An, Pham Thi Tu Nguyen, Nguyen Nhat Binh, Tran Hai My https://creativecommons.org/licenses/by/4.0
Psychological Factors Affecting English Presentation Skills: Problems and Solutions
In higher education, presentation is a skill that students must master and perform in most subjects. Among the various factors that influence the success of a presentation, psychological aspects often play a crucial role, particularly when learners present in a foreign language, such as English. Therefore, this study was conducted to explore the problems and solutions related to psychological factors that students often encounter when giving English presentations. This study employed both quantitative and qualitative research methods, with 80 students responding to the questionnaire and 20 selected for in-depth interviews. Findings reveal that students are primarily influenced by their own shyness, lack of confidence, and Anxiety when delivering presentations in front of the class. Interestingly, they remained motivated throughout the learning process, thanks to teacher support and positive peer feedback during presentation activities. Regarding the methods students often use to overcome the above-mentioned psychological barriers, the most common is to prepare carefully and practice presentations regularly. Through this study, teachers should be aware of students' presentation difficulties and employ various teaching strategies to mitigate students' psychological problems during class participation, thereby helping them achieve their best results in their studies.
Copyright (c) 2025 Phan Thi Ngoc Le https://creativecommons.org/licenses/by/4.0
Generative AI tools in designing MCQs for English language examinations: Insights from Lecturers
This study examines ChatGPT's ability to generate syntax-based sentence transformation multiple-choice questions (MCQs) using the syntactic types listed in the ReParaphrased classification framework. These include: Negation Switching (NS), Diathesis Alternation (DA), Subordination and Nesting Changes (SNC), Coordination Changes (CC), and Ellipsis (Ell). Using a quantitative approach, the researchers aim to provide personal insights into designing exam questions based on the content of B1 Empower. A statistical analysis of 120 AI-generated test items was conducted to identify the frequency and distribution of each syntactic transformation type, highlighting the favored patterns in the generated dataset. The findings suggest that ChatGPT tended to create test items using tactics with a clear pattern of transformation, such as SNC and NS, while showing less favor for tactics that require more nuanced contextual understanding, such as Ell and CC. In addition, AI could create questions quickly and effectively; however, some problems remained, including semantic distortions and awkward forms, such as double negatives or passives. This result highlights the crucial role of human intervention in proofreading and refining AI-generated questions to ensure the accuracy and relevance of the dataset items.
Copyright (c) 2025 Vu Thi Kim Chi, Nguyen Trinh To Anh, Vo Dao Vuong Co https://creativecommons.org/licenses/by/4.0
Reading Strategy Use and Reading Performance Among Secondary School EFL Learners
Employing reading strategies has been linked to reading comprehension; however, limited research has examined strategy preferences across proficiency groups and identified which strategies could predict reading outcomes among secondary school students in Vietnamese contexts. This study investigated 124 Grade 7 students at a secondary school in Dong Nai province. A mixed-methods design was employed, utilizing Mokhtari and Sheorey’s (2002) Survey of Reading Strategies, a VSTEP A2 reading test, and semi-structured interviews (n = 8). The study revealed the following results. First, most participants favored problem-solving strategies. While both successful groups showed stronger preference for global reading strategies, the unsuccessful group chose support strategies. Interview data revealed five factors behind strategy selections, including emotions, cognition, time, strategy adaptation, and reading preferences. Second, multiple regression analysis revealed that global reading strategies were positively associated with reading outcomes.
Copyright (c) 2025 Nguyen Ngoc Bich Huong, Tran Quoc Thao https://creativecommons.org/licenses/by/4.0
Exploring Self-Learning of Nursing Students at VNUHCM through Camera-Integrated Translation Technology: Perceptions and Insights
This study examined the relationship between camera-integrated translation technology and self-directed learning, and explored differences in perceptions across gender groups. A survey with 66 participants and 18 questions provided data for analysis using ANOVA and multiple linear regression analyzes. The results showed a strong connection between translation technology and self-directed learning, which means the integrated camera translation application has a positive impact on autonomy. Moreover, as expected, there are no differences in perception between genders regarding function, which is in line with previous studies. Last but not least, the research highlights the most affecting factor, which underscores the importance of focus and contextual relevance in improving translation-assisted learning. This study offers a valuable in-depth analysis of the perceptions and attitudes of both learners and instructors. Based on the mentioned perception, the writer offers implications for a pedagogical approach, including suitable classroom activities and the enhancement of supportive tools. Other suggestions, due to limitations including scale, plot survey, and descriptive data, are also mentioned for further research.
Copyright (c) 2025 Le Minh Trung https://creativecommons.org/licenses/by/4.0
An SFG Analysis of Process Types in the Textbook English for Finance and Banking 2
The purpose of this study is to analyze the clause types in English for Finance and Banking 2 by Majorie Rosenberg (2012). Ten reading comprehension articles from the book are the sources of the statistics. Halliday and Mathiessen's transitivity system (2014) serves as the foundation for the theoretical framework for data analysis. The paper uses a qualitative descriptive method. The study's findings identify four main types of processes used in reading collections: material, mental, relational, and verbal. Therefore, it is recommended that English textbooks for specific purposes be written to ensure minimum linguistic standards in accordance with international norms.
Copyright (c) 2025 Nguyen Thi Thanh Hoa https://creativecommons.org/licenses/by/4.0
Evaluating ChatGPT’s Reliability in Grading Writing Assignments on the EOP Learning Platform
As Artificial Intelligence (AI) is being used more and more in education, utilizing AI to grade the writing of students is a concern for trustworthiness. Using a mixed-methods research design that combines both quantitative and qualitative data collection tools -questionnaires and semi-structured interviews - this study investigates the reliability of using ChatGPT to mark students' writing assignments on the EOP online learning platform (https://eop.edu.vn/) compared with human evaluators at the School of Languages and Tourism, Hanoi University of Industry. The findings provide the advantages and limitations of AI-supported grading, highlighting the accuracy, consistency, and alignment with human grading criteria of AI grading. The attitudes of teachers toward AI scoring are also examined in this paper to determine its accuracy. Recommendations for enhancing AI scoring systems to enable more effective and fairer assessments are provided based on the findings. The research contributes to the academic literature on the use of AI in education, emphasizing the importance of sustaining the enhancement of AI-driven evaluation tools to enable effective and fairer online learning.
Copyright (c) 2025 Tran Yen Van, Le Thi Huong Giang https://creativecommons.org/licenses/by/4.0
Adapting coursebook speaking activities for critical thinking development among non-native speakers
Critical thinking (CT), a core component of 21st-century skills, has gained significant attention in English language teaching (ELT), especially within the context of Teaching English to Speakers of Other Languages (TESOL). Recognizing its relevance not only as a life skill but also as a language learning strategy, this study investigates the application of higher-order thinking skills (HOTS) activities in English language classrooms. The research process included a brief literature review on 21st-century skills in language education, followed by an analysis of a selected course book to identify opportunities for CT integration. Modified tasks were then designed to enhance both language use and cognitive engagement. Following implementation, a questionnaire and T-test analysis were conducted with 66 students to assess their perceptions of CT development and spoken English proficiency. Additionally, follow-up interviews were conducted with 7 students to provide a more in-depth investigation. Findings suggest that incorporating HOTS-based activities not only fosters learners' critical thinking skills (CTS) but also leads to noticeable improvements in their speaking performance. Therefore, such activities are recommended for wider use in English language classes.
Copyright (c) 2025 Nguyen Thi Van Khanh, Ta Thi Bich Lien https://creativecommons.org/licenses/by/4.0
Vocabulary Acquisition based on Personal Learning Pace
The quasi-experimental study investigates the use of Flippity, an interactive online platform, to enhance vocabulary acquisition among 62 non-English major undergraduate students at Thai Nguyen University of Education. The research addresses a gap in the literature by focusing on the effectiveness of Flippity for Vocabulary learning at the undergraduate level. The study evaluates the impact of personalized, game-based learning on vocabulary retention through home-based practice. Results show significant improvements in the vocabulary proficiency of the experimental group using Flippity, demonstrating that the platform effectively supports vocabulary learning. These findings suggest that Flippity can be a valuable resource for educators, providing a flexible and engaging tool for improving vocabulary acquisition in home environments.
Copyright (c) 2024 Nguyen Nam Khanh, Tran Nam Phuong, Tran Thi Thu Hoai https://creativecommons.org/licenses/by/4.0
Students’ Perspective on Applying AI in English Learning and Teaching – A Study at UEH
With the rapid advancement of technology, the integration of high-tech tools, particularly artificial intelligence (AI), into language learning and teaching has become increasingly popular. This surge is accompanied by numerous studies exploring the evolving roles of teachers and the effective application of AI in English instruction. This research explored students' perspectives on AI in English learning and its use by teachers at the University of Economics Ho Chi Minh City (UEH). Using a mixed-method approach, data was gathered through a questionnaire survey and in-depth interviews with 50 first-year students majoring in Accounting, Finance, and International Business. The findings indicate that students hold realistic and well-balanced views on teachers' use of AI in English teaching, showing appropriate attitudes toward its classroom application. The results suggest that English teachers should adopt AI sensibly and creatively to maximize its potential benefits while avoiding over-reliance on this powerful tool.
Copyright (c) 2024 Duong Thi Thuy Uyen, Nguyen Manh Hieu https://creativecommons.org/licenses/by/4.0
The Effectiveness of ChatGPT in Students’ Practicing Writing Skills: A Study at HCM UPES
The research was conducted at Ho Chi Minh City University of Physical Education and Sports (HCM UPES) to bridge the gap about the application of AI tool - ChatGPT in students’ practice of writing skills in the physical education university context. The study tried to apply ChatGPT in a seven-week writing practicum. The researcher, who is also the lecturer in charge of English module two, introduced and guided students to use ChatGPT when they conducted their writing task in four units. Students then answered the questions in the survey and took part in face-to-face interviews about using ChatGPT when they practiced writing skills. Data for the research was collected from students’ test results (before and after ChatGPT was put into use), students’ feedback through surveys and face-to-face interviews. The results showed that using ChatGPT positively affected UPES students’ practice of writing skills. This result created more motivation for lecturers to conduct further research and introduce and apply AI technologies to students in their teaching practice.
Copyright (c) 2024 Truong Cam Quynh, Tran Thi Minh Hien https://creativecommons.org/licenses/by/4.0
Abstracts of the 4th International Conference of TESOL & Education
Theme: Implementations of AI Tools for Language Teaching and Learning Conference Overview: The 4th ICTE and VLTESOL conference is set to focus on the theme of “Implementations of AI Tools for Language Teaching and Learning.” The event will take place on 16 & 17 August. Van Lang University, Ho Chi Minh City, Vietnam Abstract Submissions: The conference received a remarkable number of 121 abstract submissions. These submissions were contributed by 217 authors from 18 different countries, showcasing a global interest in the conference theme. Countries Represented: Japan Australia China Thailand Malaysia Philippines South Korea Indonesia Nepal United Arab Emirates Hong Kong USA Cambodia France Taiwan Rwanda Spain Vietnam Edited Book Chapters: The edited book chapters, to be published by IGI Global Publisher, received 57 proposal submissions. All notifications were sent to authors. Paper Submissions and Review Process: Full papers submitted to the ICTE Conference Proceedings, International Journal of TESOL & Education, and International Journal of Language Instruction have been subjected to rigorous double-blind peer reviews. Some papers were rejected as they did not meet the standards of our journal publication. Conference Program: The Conference program is ready for you to check your presentation slot. Please visit the conference program page to find your presentation details. Looking Forward: The conference promises to be an exciting and insightful event, providing a platform for the exchange of innovative ideas and research findings. We are eager to welcome participants and attendees to the conference and look forward to productive discussions and networking opportunities.
Copyright (c) 2024 in-chief editor https://creativecommons.org/licenses/by/4.0
Utilizing Technology to Assess English Learning Outcomes of Students Based on a Competency-based Approach
This study addresses the research gap in the integration of technology in evaluating English language learning outcomes, aiming to improve efficiency, accuracy, and flexibility in competency-based assessments. The research employs a mixed-methods approach, using quantitative data from online assessments. Participants included educators and learners engaged in English language programs across various educational institutions. The findings indicate that adaptive learning technologies significantly enhance accessibility, scalability, and student engagement in English language assessments. However, challenges such as technological limitations, data privacy issues, and the need for comprehensive teacher training are highlighted. This research underscores the potential of technology to transform competency-based English language proficiency examinations while offering practical insights for educational institutions, policymakers, and ed-tech companies to optimize these advancements effectively.
Copyright (c) 2024 Duong Thi Thu Huyen https://creativecommons.org/licenses/by/4.0
In-service teacher’s perceptions toward teaching collocation to intermediate EFL learner’s productive skills
Collocations play a crucial role in second language learning and teaching, especially in relation to writing and speaking skills. The existing studies examine teachers' more personal and subjective views in using collocations to teach productive skills. Moreover, previous studies have been limited to discovering possible teaching approaches to assist teachers in effectively teaching collocations at the intermediate level. The current study aims to investigate teachers' perceptions of the challenges of teaching collocations to enhance EFL learners’ productive skills at the intermediate level. To get optimal results, twenty in-service teachers who are pursuing master’s degrees in English linguistics contribute to answering the research questionnaire. The study’s findings indicate that collocations are important for students to generate the English language, and most teachers found it difficult to teach their learners to use collocations accurately in writing and speaking skills. Furthermore, the researchers found the limitations and suggestions to conduct in future research about teaching collocation.
Copyright (c) 2024 Truong Ngoc Khanh Van, Van Cong Hoang Truong https://creativecommons.org/licenses/by/4.0
Overdetermination of businesswomen in the British press: a corpus-based approach in critical discourse analysis
Within the strand of critical discourse analysis (CDA), research on media portrayal of individuals is prevalent, with the scope having been expanded beyond such subjects as refugees or asylum seekers, but also the breadth of research having been enhanced with larger datasets under the corpus-based approach. This study, utilizing both corpus-based quantitative analysis as well as qualitative analysis, focuses on the depiction of businesswomen in the British press. The corpus comprises business-related articles from The Guardian published in 2017 and 2018, gathered through website crawling. As for qualitative analysis, those articles are examined under the category of overdetermination Kress van Leeuwen’s social actor framework (2008) combined with the metaphor identification procedure (MIP) by Pragglejaz Group (2007). The results show that businesswomen are represented in different social practices, such as maritime, fighting, racing, and climbing. Based on these results, the portrayal of businesswomen in the media is sketched and suggested with further implications.
Copyright (c) 2024 Nguyen Thi Ngoc Thao https://creativecommons.org/licenses/by/4.0
Exploring Self-Determination Theory in ELT: A Content Analysis of Research Trends between 2020 and 2024
This study aims to seek recent research trends in the applicability of Self-Determination Theory (SDT) to English language teaching (ELT) by reviewing the literature on this new approach to studying learner motivation, which plays a crucial role in language acquisition. The subject of the study is a series of related articles collected between 2020 and 2024, and the data is gathered from fifty selected articles during this period. The method employed for data analysis is content analysis approach, which helps identify themes and common trends throughout the articles’ contents. The findings reveal various trends in applying SDT to foster learner motivation in ELT, including trends in research topics, methods, and noteworthy new themes in the applicability of SDT and its six sub-theories to ELT. These provide insights into the great potential of SDT in ELT research. The paper also has implications for new research ideas of learner motivation with STD.
Copyright (c) 2024 Ha Thanh Bich Loan https://creativecommons.org/licenses/by/4.0
Postgraduate EFL Students’ Use of Hedging Strategies in Academic Writing
In academic writing, hedging strategies help writers state uncertain scientific claims accurately, avoid personal responsibility and build better writer-reader relationships by addressing the need for deference and cooperation in gaining reader ratification. In Vietnam, little research investigates the hedging strategies employed by postgraduate students in academic writing. Therefore, the present study aims to investigate Vietnamese postgraduate students' use of hedging strategies in academic writing. The data were extracted from 30 written assignments in an academic writing course within a Master's program. The hedging strategies were analyzed and compared based on frequency, distribution, variety, and contextual use, employing Hyland's definition and taxonomy of hedging strategies. The findings revealed that postgraduate EFL students rely heavily on modal verbs, while nouns are the least favored. The findings suggest a need for further instructions and practice assignments on the use of hedging strategies in academic writing.
Copyright (c) 2024 Tran The Phi, Le Ngoc An https://creativecommons.org/licenses/by/4.0
A Study of Vietnamese Slang Used by Students in Daily Conversations
Slang is unofficial language and is typically used by specific social groups in casual situations. The young generation widely uses slang, but it may cause a struggle for many people. Therefore, studies on slang may be useful for linguists who want to discover new language trends and non-linguists who want to better understand the youth. This study investigates the use of Vietnamese slang among students at Vietnam National University, Hanoi. It aims to identify the frequency of using slang in the students' daily conversations, the most common types of slang used, and factors that affect the students' use of slang. Data was collected through a survey questionnaire with a sample of 300 students. The findings reveal that students use slang in their daily lives. The study also came up with a list of the most commonly used slang of the participants and explored the ways these expressions are formed. The researcher aims to find out factors affecting the students’ use of slang. On that basis, some suggestions relating to the use of slang have been made.
Copyright (c) 2024 Nguyen Thi To Hoa https://creativecommons.org/licenses/by/4.0
The Influences of Task-based Approach on Young Adult Learners’ Listening Comprehension
This study aimed to explore the effect of the Task-based method on the learners’ attitudes toward learning listening skills using this approach. In this paper, thirty university students who are at the intermediate level learned the Task-based method in classes at Van Lang University, and after that, they expressed their minds in the questionnaire so as to explore whether this type of teaching could help them improve or not. What is really important here is their attitudes in completing the listening tasks as well as indicating their views by responding to the questionnaire. Additionally, the specific descriptive data provided in this paper after collecting their responses are yielded to reach the planned targets at the end. More specifically, students held positive attitudes towards the Task-based approach in developing listening skills and believed it was useful in enhancing their listening competencies. The task-based approach to listening will help the teacher select a more compatible method for every class in the foreseeable future.
Copyright (c) 2024 Tran Thanh Phuong, Ngo Nhat Phuong Quynh https://creativecommons.org/licenses/by/4.0
Challenges Encountered by the First-Year Students in English Writing Paragraphs
By and large, writing plays a vital part in acquiring English proficiency. Especially in tertiary education, students usually experience various challenges and difficulties in writing English. Therefore, this study aimed to identify the significant writing challenges reported by first-year English major students at Van Lang University. The researcher can explore the writing challenges from the students’ perspectives by employing the semi-structured interview using the qualitative method. Thirty Faculty of Foreign Languages students participated in the semi-structured interviews to collect data for the study. The findings reflected that the use of vocabulary was the most challenging factor for students from good to poor English writing competencies. Spelling and grammar were also significant challenges encountered by most students with low-level writing competencies. Meanwhile, punctuation was the students' least challenge when writing a paragraph. This study will make some important contributions to the deep understanding of the writing challenges struggled by EFL students. Identifying the major writing challenges enables the teachers to explore effective teaching methods and classroom activities to facilitate the students’ writing processes.
Nonverbal Cues in Teaching Foreign Language for Vietnamese Higher Education Learners
This research focuses on how nonverbal signals affect engagement in university English classrooms in Vietnam. The major obstacles that Vietnamese colleges still need to overcome include large class sizes with plenty of students with different English proficiency levels, inadequate teacher preparation, and outdated teaching methods that lower students' engagement. Qualitative data was gathered via document analysis, student interviews, and classroom observations of two classes comprising 40 non-English major students who come from different regions of Vietnam and their instructors at the Foreign Language Center of Nong Lam University. The results indicate that nonverbal cues significantly improve student comprehension and involvement, fostering a more inclusive and dynamic educational atmosphere. Enhancing non-verbal communication provides Vietnamese instructors with an efficient means to impart English and intercultural communication knowledge. This work adds to the domain of foreign language instruction, specifically the English language, and underscores the significance of non-verbal communication in improving pedagogical approaches.
Copyright (c) 2024 Dinh Thao Thuy Duong, Ha Yen Nhi https://creativecommons.org/licenses/by/4.0
Themes and Language Style in Advertising Slogans of Vietnamese Banks and American Banks
Advertising slogans are important in branding companies and attracting customers. Businesses emphasize global thinking but tailor actions to local preferences, initiating advertisers to consider local culture when crafting advertising slogans. However, studies on advertising slogans are not abundant. This study used a qualitative approach to analyze and compare 50 Vietnamese and 69 American banks' advertising slogans in three aspects: themes, vocabulary, and syntax. Unlike previous multimodal studies on advertisements, this research highlighted the impact of culture on advertising, namely the influence of collectivism/individualism and high/low-context culture on advertising themes, vocabulary, and syntaxes. The study identified one similarity and three differences in the themes and pinpointed distinct words and syntax in these two groups of advertising slogans. Hopefully, the research will provide a deeper understanding of cultural influence on advertising so that advertising professionals can avoid potential cultural crashes in multi–national working environments.
Copyright (c) 2024 Cao Huong Thanh https://creativecommons.org/licenses/by/4.0
The Analysis of Implicatures in Vietnamese Local Brand Slogans
These days, it is evident that advertisements have become increasingly creative and accompanied by slogans that are meaningful as well as attractive. Therefore, the paper focuses on analyzing implicatures in the Vietnamese local brands’ slogans, particularly those incorporating the terms “Việt” or “Việt Nam,” with the purpose of finding out what type of implicature of each slogan as well as implied meanings and shared points between them. Based on the framework of the pragmatic identity approach of Erisha (2016), there were three main stages, starting with collecting slogans, analyzing them, and presenting the results. After researching, the author found five slogans that include the words “Việt” or Việt Nam.” The study reveals that the slogans all express several of the same ideas, including top-notch products, care for customers, and deep-rooted respect for Vietnamese values and traditions.
Copyright (c) 2024 Ha Yen Nhi, Dinh Thao Thuy Duong https://creativecommons.org/licenses/by/4.0
Students’ Perceptions of the Pros and Cons of Theme-based Instruction in English Classes
Researchers have investigated theme-based instruction to guarantee the efficacy of language acquisition and disciplinary content in the modern educational setting. In light of this, this study aimed to examine social science students' perceptions of both the pros and cons of theme-based instruction in their English classes. To address the research issues, I used a combination of quantitative and qualitative methods, such as questionnaires and interviews with 100 social science students at Vietnam National University regarding the use of theme-based learning in the classroom. According to research findings, students' attitudes towards this approach in the course were positive in relation to three key areas: disciplinary knowledge in the social sciences, language acquisition abilities, and learning attitude. Additionally, the research revealed some main challenges students faced when theme-based instruction was implemented in language classrooms, particularly the lack of social science knowledge and the habit of using the mother tongue during class. I hope these findings will serve as the foundation for strategies that best support social science students' English language learning.
Copyright (c) 2024 Phan Thi Ngoc Le https://creativecommons.org/licenses/by/4.0
The Influence of the ChatterKid App on the English-speaking Skills of Tertiary Students
Educators around the world have employed different technology-based learning tools to smooth the studying experience of learners in various fields. English teaching is no exception because English is an international communication tool that is used in many countries and communities. English speaking is considered to be one of the most challenging skills that requires mastery to be fluent in English. Numerous studies have examined the advantages and drawbacks of using technology to teach English-speaking skills. However, the number of studies focusing on the ChatterKid app is limited. Based on the mentioned facts, this study was implemented to evaluate the influence of using the ChatterKid app on students’ speaking skills at Thai Nguyen University of Education in Vietnam. Ninety first-year students participated in this quasi-experimental study for 12 weeks. The tests and questionnaire were applied to collect data; SPSS analyzed the data to draw the conclusion for the study. The findings indicated that the ChatterKid app significantly improved the speaking level of students, especially fluency, and students had positive attitudes towards the use of this app.
Copyright (c) 2024 Tran Thi Nam Phuong https://creativecommons.org/licenses/by/4.0