The International Journal of Language Studies (ISSN : 3078 - 2244)
The International Journal of Language Studies (ISSN ; 3078 - 2244) is a prestigious peer-reviewed journal committed to the advancement and dissemination of cutting-edge research in the multifaceted field of language studies. We strive to be a leading platform for the exploration and discussion of linguistic phenomena and their applications in various contexts. Scope and Focus: Linguistics: We publish articles that delve into the theoretical and applied aspects of linguistics, covering syntax, semantics, phonology, morphology, and pragmatics. Our aim is to highlight novel theoretical perspectives and empirical findings that push the boundaries of our understanding of language structure and function. Language Acquisition: Research on both first and second language acquisition is a core focus. We welcome studies that examine the cognitive, social, and educational processes involved in language learning, including the development of language skills in different age groups and contexts. Language Teaching: We are dedicated to advancing methodologies and practices in language teaching and pedagogy. Submissions that offer insights into innovative teaching strategies, curriculum design, and the use of technology in language education are highly encouraged. Sociolinguistics: Articles exploring the relationship between language and society, including language variation, language change, language policy, and multilingualism, are central to our journal. We aim to provide a platform for research that addresses the social dimensions of language use and its impact on communities. Applied Linguistics: We publish research that applies linguistic theory to practical problems and real-world issues. This includes studies on language assessment, language in professional contexts, and language intervention strategies. Goals and Objectives: Fostering Scholarly Dialogue: IJLS seeks to create a forum for researchers, educators, and practitioners to engage in meaningful discussions and exchanges about contemporary issues and advancements in language studies. Promoting Global Understanding: By providing access to high-quality, peer-reviewed research, we aim to contribute to a deeper global understanding of language phenomena and their implications for communication, culture, and education. Supporting Innovation: We are committed to showcasing innovative research and methodologies that challenge existing paradigms and offer new perspectives on language-related issues. Our editorial team, composed of leading experts in the field, ensures that every submission undergoes a rigorous peer-review process to maintain the highest standards of academic excellence. We are dedicated to making valuable research accessible to a global audience and advancing the field of language studies.
Copyright: © The Author(s), 2024. Published by IJLS. This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited.
Beyond Acceptance: Exploring the Complexities of ChatGPT Integration in Vietnamese EFL Higher Education
This qualitative study explores Vietnamese EFL teachers’ perspectives on using ChatGPT in language education, employing the Technology Acceptance Model (TAM) as a theoretical framework. Through ten semi-structured interviews with Vietnamese teachers, the study explores the interplay between perceived usefulness, perceived ease of use, and teachers’ attitudes towards ChatGPT. The findings reveal a nuanced picture of initial hesitation and evolving perceptions, highlighting both the potential benefits and challenges of integrating AI into teaching practices. While teachers recognized ChatGPT’s potential for time-saving, idea generation, and language support, they also expressed concerns about accuracy, ethical implications, and the need to balance AI’s capabilities with human guidance and critical thinking. The study underscores the importance of contextual factors, cultural sensitivity, and ongoing dialogue in navigating the complexities of AI adoption in education. The insights generated from this research contribute to a deeper understanding of the factors influencing technology acceptance among educators and offer valuable implications for the development of effective strategies for AI integration in language classrooms and beyond.
Copyright (c) 2026 Tuyet-Nhung Thi Nguyen, Ngoc-Tai Huynh (Author) http://creativecommons.org/licenses/by/4.0
THE EFFECTIVENESS OF USING VIDEO CLIPS IN ENHANCING ENGLISH VOCABULARY ACQUISITION FOR YOUNG LANGUAGE LEARNERS AT A FOREIGN LANGUAGE CENTER IN DONG NAI
This study adopted a mixed-method research design to gain a comprehensive understanding of how the convenient samples—12 teachers at a foreign language center in Dong Nai—perceived (i) the effectiveness of video clips integrated into teaching English vocabulary to their Vietnamese young language learners, aged from 8 to 10, (ii) the features of video clips crucial in enhancing the learners’ English vocabulary acquisition, and (iii) the challenges facing the teachers when giving video-based instruction. Data were gathered quantitatively from 12 responses to a teacher structured questionnaire, and qualitatively from 12 class observations, done by the teachers themselves using Structured Checklist, and 6 face-to-face interviews, using Semi-Structured Interview Guide. Results from the study strongly supported video-based English vocabulary instruction thanks to its clear native pronunciation for learners’ repetition and imitation, multimodal input with auditory and visual cues for learners’ improved listening and oral skills, longer retention, better recall and application of new vocabulary in contextualized situations. They emphasized careful video selection and thoughtful instruction to maximize the benefits of video clips integration in teaching English vocabulary to Vietnamese young learners at any foreign language center and minimize their unavoidable challenges.
Copyright (c) 2025 Kim Dung Nguyen Thi, Minh Thanh To (Author) http://creativecommons.org/licenses/by/4.0
Listening Anxiety as a Disruption of Real-Time Processing in EFL Learning
Listening comprehension is increasingly conceptualized in the applied linguistic context as a complex, real-time cognitive process that operates within strict time constraints. Despite its central role in second and foreign language proficiency, listening remains a persistent source of difficulty for many learners of English as a Foreign Language (EFL). Recent studies have become interested in affective variables, especially anxiety, as a key determinant of language performance, but listening anxiety has been underexamined topic, and researchers have tended to study it in terms of outcome measures such as test scores. This type of method provides little information about how anxiety operates during the listening process itself. The cognitive-affective, process-based approach, which is taken in this paper, has redefined the concept of listening anxiety as an interference with real-time processing when listening in foreign languages. Referring to psycholinguistic theories of online understanding and cognitive theory of anxiety, this paper contends that listening anxiety poses a competition due to barriers on limited cognitive resources, attentional regulation, working memory overload, and disrupted coordination of bottom-up and top-down processing. These interruptions predispose the learners to a cascading breakdown in comprehension under temporal pressure. The study also adds to the current trends in applied linguistics that emphasize dynamic, learner-centered, and mechanism-based explanations of language learning by refocusing analytical attention on the mechanisms of listening, rather than its outcome. The article contributes to a sophisticated conceptualization of listening anxiety in EFL situations and highlights the need for further research on listening anxiety as an integral component of real-time listening rather than as a peripheral affective variable.
Copyright (c) 2025 Huynh Thi Kim Anh (Author) http://creativecommons.org/licenses/by/4.0
A CONTRASTIVE STUDY OF THEMATIC PROGRESSION IN ACADEMIC ESSAYS WRITTEN BY ENGLISH MAJORS AND IELTS CANDIDATES
Thematic progression refers to how themes relate with each other and with rhemes to construct a text. The present study explores what kinds of thematic patterns were deployed in IELTS essays in the light of Functional Grammar. 30 IELTS essays written by English-majored students at Quang Nam university and 30 sample essays with band scores of 7.0-7.5 were selected as data for text analysis. The descriptive and comparative methods as well as qualitative and quantitative approaches were used to give a detailed description of thematic progression based on McCarthy (1991)’s model with a view to identifying similarities and differences between two group essays. The findings reveal that three types of thematic patterns: constant, linear, and derived were realized in the essays, of which the writers displayed a greater tendency towards employing constant patterns. However, it is noticeable that there were significant differences regarding the use of linear patterns and derived patterns traceable to the level of language proficiency of the writers. It is hoped that the findings of the study will provide insights into the nature of thematic progression, whereby IELTS test-takers can make good use of thematic patterns for completing their IELTS essays successfully.
Copyright (c) 2025 Nguyen Thi Trung (Author) http://creativecommons.org/licenses/by/4.0
An acoustic analysis of English-majored students’ errors in pronouncing plural nouns and third-person singular simple-present verbs: A case study
This quantitative study examines how 25 Vietnamese university English majors pronounce the word-final /s/ or /z/ in plurals and third-person singular simple-present verbs. Recruited via convenience and stratified samplings, the students completed three speaking tasks, producing 2,136 tokens for analysis and revealing two primary error types: dropping (74%) and mispronouncing (26%). Acoustic analysis using Praat (waveforms, spectrograms, spectral slices) interpreted that systematic mispronunciations often traceable to erroneous patterns in penultimate sounds. By providing an acoustic-phonetic diagnostic basis and concrete instructional strategies, the study empowers TESOL teachers with evidence-based practices to detect and assess word-final /s/ and /z/ errors hardly perceived by human ears, and remediate them, thereby improving accuracy and fluency in speaking English as a foreign language.
Copyright (c) 2025 Phuong Nhi Le, Minh Thanh To (Author) http://creativecommons.org/licenses/by/4.0
Reconceptualizing Dictation-Based Listening for Young EFL Learners: A Cognitive–Phonological Perspective
Dictation has been viewed as a mechanical for a long time, accuracy-oriented classroom activity, and as such, it has received limited attention in communicative approaches to English language teaching. However, researchers and practitioners have begun to reconsider dictation as a form of listening practice, particularly in relation to bottom-up processing and phonological awareness. In spite of this new interest, little theorizing has been done on dictation-based listening among young EFL learners, particularly regarding the developmental nature of learners. This paper aims to explore dictation-based listening for young learners of English as a foreign language (EFL) from a cognitive-phonological perspective, adopting the conceptualist perspective rather than an empirically designed study to explore how dictation activities can facilitate listening comprehension through the involvement of processes such as phonological decoding, attention, working memory, and sound-meaning mapping. It also argues that dictation becomes pedagogically meaningful only when tasks are developmentally calibrated and appropriately scaffolded. As a conceptual contribution, the paper offers a theoretically grounded reconsideration of dictation within EFL listening instruction. It discusses implications for the design of developmentally appropriate dictation tasks and suggests directions for future empirical research, including investigations into technology- and AI-assisted dictation for young EFL learners.
dictation-based listening; cognitive processing; phonological awareness; young EFL learners; listening comprehension; developmental pedagogy; English as a foreign language
Copyright (c) 2025 Kim Anh Huynh Thi (Author) http://creativecommons.org/licenses/by/4.0
TRAINING COMMUNICATION SKILLS IN ENGLISH FOR EMPLOYEES IN SOFTWARE COMPANIES IN HO CHI MINH CITY – VIETNAM
In the context of globalization and the rapid expansion of Vietnam’s software industry, English communication competence has become an indispensable requirement for information technology professionals. This study examines the current status, challenges, and training practices related to English communication skills among employees working in software companies in Ho Chi Minh City, Vietnam. Data were collected through a questionnaire survey administered to 330 employees occupying various roles, including software developers, testers, business analysts, and product managers. The findings reveal several critical issues, such as unequal access to English training opportunities, an imbalance in skill development with a predominant focus on speaking over writing, and a limited availability of English for Specific Purposes (ESP) programs tailored to the software industry. Based on these findings, the study proposes a set of practical recommendations aimed at enhancing the effectiveness and sustainability of English communication skills training in software enterprises in Ho Chi Minh City, Vietnam.
Copyright (c) 2025 Nguyen Thanh Duong (Author) http://creativecommons.org/licenses/by/4.0
Exploring app-based autonomous English vocabulary learning: strategies, motivation and challenges among Vietnamese learners
Abstract This study investigated how Vietnamese university students engaged in autonomous English vocabulary learning through mobile applications, with particular attention to learning strategies, motivation and engagement, and perceived challenges. Adopting a mixed-methods design, quantitative data were collected from 88 undergraduate students via a structured questionnaire, while qualitative insights were obtained through semi-structured interviews with 10 participants. Descriptive statistical analysis revealed that students reported positive attitudes toward vocabulary-learning applications and moderate levels of autonomous engagement. Repetition-based strategies and app-guided review were used most frequently, whereas deeper strategies such as contextual application and self-testing were employed less consistently. Motivation was largely exam-oriented and fluctuated according to academic workload, leading to unstable engagement over time. Qualitative findings further indicated that limited self-regulation skills, cognitive overload, and time constraints hindered sustained autonomous learning. The integration of quantitative and qualitative results suggests that while mobile applications offer valuable support for vocabulary learning, their effectiveness depends largely on learners’ strategic awareness and capacity for self-regulated learning. The study highlights the need for pedagogical and institutional support to foster sustainable autonomous vocabulary learning in mobile-mediated environments.
Keywords: autonomous learning, English vocabulary learning, mobile-assisted language learning, university students, Vietnam
Copyright (c) 2025 Thuong Bui Thi Mong (Author) http://creativecommons.org/licenses/by/4.0
Motivational Strategies for Reducing Oral Presentation Anxiety among EFL University Students: A Mixed-Methods Study
One of the major factors that negatively influences the learning output of English as a Foreign Language (EFL) students, particularly in the case of public universities with restricted communicative practice opportunities, is still the anxiety connected with oral presentations. The combined qualitative and quantitative investigation investigates the causes of oral presentation anxiety in Vietnamese EFL learners and, at the same time, studies the role of motivational techniques in anxiety reduction and boosting of students’ confidence. Quantitative information was generated using questionnaires given to 187 undergraduate students at a public university, and qualitative information was obtained with the help of semi-structured interviews with 10 EFL teachers and observations made in the classroom. Based on these results, it shows that presentation anxiety in students is mainly connected with language limitations and fear of being negatively evaluated, and there are few available practice opportunities in large-group situations. As the research suggests, a number of motivational factors, including cooperative learning, positive reinforcement, and purposeful practice, are critical to reducing anxiety and increasing confidence in speaking. The research draws attention to pedagogical matters that can support positive class climates, as well as the promotion of student-centred pedagogy to improve oral presentation performance in EFL.
EFL learners, mixed methods, motivational strategies, oral presentation anxiety, Vietnamese higher education
Copyright (c) 2025 My Truong Thi Trieu (Author) http://creativecommons.org/licenses/by/4.0
Exploring the Role of Self-Directed Learning in the Development of Lifelong Learning Competences among English Studies Students
Self-directed learning (SDL) is increasingly recognised as central to the development of lifelong learning competences (LLCs) in higher education. However, qualitative evidence remains limited regarding how English Studies students enact SDL in practice, how contextual conditions shape these processes, and how SDL contributes to competence development over time. Guided by Knowles’ theory of andragogy, Self-Determination Theory, and Zimmerman’s self-regulated learning model, this study adopts an interpretivist qualitative case study design. Semi-structured interviews were conducted with undergraduate English Studies students and instructors at a Vietnamese university and analysed using Braun and Clarke’s thematic analysis. Analysis was guided by a focused framework comprising four SDL practices involving goal-setting and planning; strategy use and monitoring; help-seeking and resource management; and reflection and self-evaluation and four lifelong learning competences: autonomy, adaptability, critical thinking, and reflective capacity. The findings show that students conceptualised SDL as an active, responsibility-driven process and enacted it through personalised planning, strategic learning behaviours, and selective use of digital and social resources. Goal-setting and planning emerged as the most dominant SDL practice, while reflection was frequently triggered by assessment and feedback rather than by deeper identity-oriented inquiry. SDL engagement was strongly shaped by contextual conditions, including instructional scaffolding, assessment design, feedback practices, digital tools, and time constraints. Students perceived sustained engagement in SDL as contributing to the development of autonomy, adaptability, critical thinking, and reflective capacity, though these competences developed unevenly. Overall, the study demonstrates that SDL and lifelong learning competences evolve through the dynamic interaction of learner agency and contextual support rather than through individual effort alone. The findings highlight the need for structured yet autonomy-supportive learning environments to foster sustainable self-directed learning in English Studies programmes.
English Studies, learner autonomy, lifelong learning competences, qualitative research, self-directed learning, thematic analysis
Copyright (c) 2025 Uyen Tran Ho Phuong (Author) http://creativecommons.org/licenses/by/4.0
Young learners’ attitudes toward dictation-based listening practice: Evidence from a Vietnamese EFL context
The integration of dictation-based listening has been acknowledged not only as a traditional language learning method but also as a contemporary focus in second language acquisition due to its potential for developing listening, vocabulary, and spelling skills. Although this instructional approach has demonstrated effectiveness, empirical research examining the perceptions of young learners towards dictation-based listening, particularly within the Southeast Asian context, remains limited. This paper addresses this gap by exploring the attitudes of Vietnamese EFL young learners at a private English school toward the use of dictation-based listening exercises. A mixed-methods approach was employed, combining quantitative data from a structured questionnaire (n = 100) with qualitative information gathered through semi-structured interviews (n = 15). The attitudinal framework was developed using Gardner’s (1985) Attitude/Motivation Test Battery (AMTB) and Ajzen’s (1991) Theory of Planned Behavior (TPB), focusing on cognitive, affective, and behavioral aspects of attitude. The findings indicate that the majority of learners held positive attitudes across all three dimensions. Cognitively, students recognized the value of dictation as a tool for improving vocabulary and listening skills. Affectively, they expressed enjoyment, despite experiencing slight anxiety when encountering unfamiliar words. Behaviorally, most students showed regular involvement and a desire to continue with dictation-based practice. The research provides empirical evidence supporting the use of dictation as a valid method in EFL curricula for young learners. It also emphasizes the importance of learner-based adjustments, such as modifying speech rate and using engaging content, to optimize the student experience. These results offer beneficial pedagogical implications for language teachers and administrators interested in incorporating effective listening instruction at introductory levels.
Methods of translating metaphors from English to Vietnamese in the business textbook “Blue Ocean Strategy”
This study investigates the translation of metaphors from English to Vietnamese in the business textbook Blue Ocean Strategy (Kim & Mauborgne, 2005) and its Vietnamese edition, Chiến lược đại dương xanh (Kim & Mauborgne, 2007). Business discourse frequently employs metaphors to simplify complex strategic concepts, making their effective translation crucial for global audiences. Using a comparative textual analysis grounded in Conceptual Metaphor Theory (CMT) by Lakoff and Johnson (1980) and Newmark’s (1981) taxonomy of translation procedures, this research identifies and categorizes the metaphors used in the original text and analyzes the methods employed in their Vietnamese translation. The findings indicate a strong prevalence of structural (39%) and ontological (34%) metaphors in the source text, demonstrating the authors’ reliance on these types of figurative language to frame abstract business concepts. The dominant translation methods were Direct Image Reproduction (54%) and Conversion to Sense (39%), reflecting a dual approach: preserving original imagery where culturally acceptable and prioritizing clarity where direct translation might lead to ambiguity or cultural irrelevance. The study highlights key translation challenges, including conceptual complexity, cultural divergence, and the trade-off between conciseness and clarity. Recommendations are provided to enhance the translation of metaphors in future business texts for Vietnamese readers, emphasizing the strategic and varied application of translation procedures.
Metaphor, metaphor translation, Blue Ocean Strategy, Conceptual Metaphor Theory, Newmark (1981), business discourse.
Copyright (c) 2025 Tao Thanh Quyen (Author) http://creativecommons.org/licenses/by/4.0
Bridging Tech and Language Pedagogy: A Review of Integrating Information Technology in Foreign Language Education (HCMUE Press, 2025)
Integrating Information Technology in Foreign Language Education by Tran Tin Nghi and Ly Cong Khanh (2025) is a timely and substantive contribution to how technology can be meaningfully embedded in language teaching. It stands out among CALL and TELL resources by coupling clear theory with classroom-ready exemplars situated in Vietnamese higher education, a context often underrepresented in the mainstream literature (Bax, 2003). The authors advance a persuasive thesis: technology is not a bolt-on accessory but a transformative lever that reshapes pedagogy and learner experience. In doing so, they align with the TPACK view that effective tech integration requires the intertwining of technological, pedagogical, and content knowledge, and they echo SAMR’s call to move beyond substitution toward redesign and redefinition of tasks (Mishra & Koehler, 2006; Romrell et al., 2014). These frameworks provide a useful yardstick for readers to gauge their own practice and underscore the book’s emphasis on principled, not merely enthusiastic, adoption.
Copyright (c) 2025 Bang Truong (Author) http://creativecommons.org/licenses/by/4.0
Conceptualizing global warming through metaphors in environmental discourse
Language is a primary means by which humans comprehend global warming. This cognitive phenomenon employs metaphors, rhetoric, and other cognitive frameworks to facilitate reasoning. This study examines the role of metaphor in conceptualizing global warming in contemporary English environmental discourse, drawing on Conceptual Metaphor Theory, Critical Metaphor Analysis, and Framing Theory. 30 key environmental communication pieces and reports from BBC Environment, The Guardian, National Geographic, and NASA Climate News (2019–2024) were analyzed. With the Metaphor Identification Procedure, the qualitative analysis identified four metaphorical patterns: GLOBAL WARMING IS A DISEASE, WAR, FIRE, and MORAL PUNISHMENT. These metaphors affect people’s emotions, morality, and cognitive understanding of global warming. The study found that metaphorical framing can increase environmental awareness but also reinforce anthropocentric and crisis-based worldviews. The work enables cognitive linguistics, ecolinguistics, and environmental discourse research to collaborate through metaphor, which mediates knowledge and generates meaning in the context of global warming communication.
Copyright (c) 2025 Thi Thuy Linh Dao (Author) http://creativecommons.org/licenses/by/4.0
Recent changes and variations in the Vietnamese language used by young people in Vietnam
This study investigates recent changes and variations in the Vietnamese language as used by young people, focusing on the influence of globalization, digital communication, and social media. A quantitative approach was adopted through an online survey of 100 participants aged 15–30 from different regions of Vietnam. Data were analyzed using descriptive statistics and content analysis to identify new slang, hybrid expressions, and grammatical innovations. Findings show that over 80% of respondents frequently use slang or newly coined words, with social media platforms—particularly TikTok and Facebook—emerging as the primary sources of linguistic innovation. English loanwords such as chill, flex, and slay, alongside modified Vietnamese forms like “khum” and “toang”, demonstrate a dynamic process of lexical creativity. Results also reveal that 68% of respondents recognize a generational language gap, and while many view linguistic change positively, they maintain respect for traditional Vietnamese. The study concludes that Vietnamese youth language reflects a balance between cultural preservation and global integration, illustrating the vitality and adaptability of Vietnamese in the digital era.
Copyright (c) 2025 Man Mai (Author) http://creativecommons.org/licenses/by/4.0
Vietnamese First-Year Students’ Perceptions of Cultural Issues in Peer Feedback in Writing Classrooms
Cultural issues should be considered when doing peer feedback in writing classrooms. However, there have been very few studies on these issues because researchers mainly focus on the effectiveness of peer feedback in writing teaching and learning. From this gap, the current study aims to explore the perceptions of Vietnamese first-year students about cultural issues in peer feedback in writing classrooms. The participants of the study were 178 first-year students at the University of Finance - Marketing, Ho Chi Minh City, Vietnam. They are non-English major students from four classes, two classes majoring in "Business Administration", and the other two majoring in "Finance - Banking". The researcher implemented peer feedback in these classes and then collected data by questionnaire and intervew. The finding revealed that most of the students had encountered some cultural issues during peer feedback activity, such as collectivism, high power distance, and the concept of face. However, most of them asserted that although these cultural issues had a great influence on their thinking, they did not generally constrain much on peer feedback in their writing classes, and they could overcome these issues and benefit from peer feedback in learning writing.
Cultural issues, Peer feedback, Writing classrooms
Copyright (c) 2025 Dinh Nguyen (Author) http://creativecommons.org/licenses/by/4.0
The Impact of Metacognitive Strategies on Listening Comprehension in EFL Contexts: A Literature Review
Listening is a central yet often neglected component of English as a Foreign Language (EFL) instruction. Many learners struggle with comprehension because classroom practices frequently emphasize grammar and vocabulary rather than listening development. In response, researchers have underscored the importance of strategy use, with metacognitive strategies – planning, monitoring, and evaluating – emerging as especially effective. This paper reviews literature on the impact of metacognitive strategies on EFL listening comprehension. Empirical research shows that these strategies improve learners’ understanding, confidence, and autonomy by making listening an active, self-regulated process. Classroom practices such as reflective activities and the Metacognitive Pedagogical Sequence demonstrate their effectiveness, though challenges like limited awareness and time constraints remain. Overall, metacognitive strategies provide a valuable pathway to stronger listening skills and greater learner independence.
Copyright (c) 2025 Anh Nguyen Thi Quynh (Author) http://creativecommons.org/licenses/by/4.0
DIFFICULTIES OF LEARNING LISTENING COMPREHENSION FACED BY 1ST-YEAR ENGLISH MAJOR STUDENTS AT DONG NAI UNIVERSITY
This study investigated the difficulties in English listening comprehension experienced by first-year English major students at Dong Nai University. Employing a quantitative approach, the research explored various factors impacting listening skills, including background knowledge, vocabulary, physical setting, psychological and pronunciation challenges. The findings reveal that students encounter a very high extent of difficulties across all examined categories. Key challenges identified include pervasive listening anxiety, difficulties maintaining concentration, and struggles with diverse English accents, intonation changes, and rapid speech rates. Furthermore, suboptimal physical learning conditions such as poor audio quality, background noise, and the inability to replay materials significantly impede comprehension. Lexical limitations, encompassing both general and specialized vocabulary, coupled with insufficient topical and cultural background knowledge, also present substantial barriers. These results strongly reject the null hypothesis that students do not experience significant challenges and robustly support the alternative hypothesis that a wide range of difficulties are encountered. The study underscores the complex interplay of internal and external factors hindering listening comprehension among these learners, providing crucial insights for developing targeted pedagogical interventions to enhance their listening proficiency.
Copyright (c) 2025 Anh Nguyen Thi Chau, Tram Le Nguyen Bao (Author) http://creativecommons.org/licenses/by/4.0
THE EFFECTS OF ELECTRONIC FLASHCARDS (QUIZLET) ON VOCABULARY LEARNING OF 5TH GRADERS AT TRINH HOAI DUC PRIMARY SCHOOL
This study investigates the effectiveness of electronic flashcards, specifically Quizlet, in improving vocabulary acquisition among fifth-grade students at Trinh Hoai Duc Primary School. Employing a quasi-experimental design with two intact classes, the research compared an experimental group (n = 51) using Quizlet-based vocabulary learning and a control group (n = 49) following traditional methods. Pre-test and post-test assessments measured vocabulary knowledge, and a post-intervention questionnaire explored learners’ perceptions of using Quizlet. Results revealed no significant difference at the pre-test stage (t(98) = 1.408, p = .162), confirming group equivalence. However, post-test scores showed a statistically significant improvement in favor of the Quizlet group (t(98) = −5.879, p < .001; M difference = 0.565, 95% CI [−0.755, −0.374]). Questionnaire responses indicated strong positive attitudes toward Quizlet, with mean ratings ranging from 4.59 to 4.86 on a 5-point scale, highlighting its effectiveness, ease of use, and motivational impact. These findings provide empirical support for integrating electronic flashcards into primary English instruction to enhance vocabulary learning outcomes and learner engagement.
Copyright (c) 2025 Anh Nguyen Thi Chau, Giang Truong Thi Quynh (Author) http://creativecommons.org/licenses/by/4.0
ENHANCING VOCABULARY RETENTION THROUGH GAMIFIED LEARNING: EVIDENCE FROM VIETNAMESE EFL SECONDARY CLASSROOMS
This study investigates the impact of gamified vocabulary education on vocabulary memory among Grade 7 EFL students in a Vietnamese secondary school. Conventional rote learning techniques rarely guarantee long-term retention, even if they frequently result in short-term memory. This study examines whether gamification enhances the long-term memory consolidation of lexical items by integrating constructivism, behaviorism, self-determination theory, and cognitive load theory. With 55 students split into an experimental group (n = 29) and a control group (n = 26), a quasi-experimental design was used. Over the course of a 16-week semester, both groups studied the same target vocabulary; however, the experimental group utilized gamified activities, including Quizizz, Kahoot!, Wordwall, and Blooket, while the control group employed traditional note-taking and repetition techniques. The experimental group performed significantly better than the control group on both posttest and delayed posttest measures, as indicated by the results of paired-samples and independent-samples t-tests. According to these results, gamification enhances vocabulary acquisition right away and promotes long-term retention. The possibility of incorporating gamified technologies into EFL vocabulary training to enhance student learning outcomes is highlighted by its pedagogical implications. Future research directions and limitations are also covered.
Copyright (c) 2025 Anh Nguyen Thi Chau, Dieu Luong Thi Huyen (Author) http://creativecommons.org/licenses/by/4.0
THE IMPACTS OF THE GRAMMAR – TRANSLATION METHOD ON NON-ENGLISH MAJORS’ GRAMMATICAL COMPETENCE AND LEARNING MOTIVATION: A CASE STUDY AT DONG NAI TECHNICAL COLLEGE
This article explores the influence of the Grammar-Translation Method (GTM) on non-English majors’ grammatical competence and learning motivation at Dong Nai Technical College. The purpose of this study is to determine how effectively the Grammar–Translation Method (GTM) enhances learners’ grammatical proficiency and shapes their attitudes and motivation in the process of learning English grammar. Grounded in theories of second language acquisition and functional-pragmatic translation, the research situates GTM as a method that continues to hold pedagogical value in English as a Foreign Language (EFL) contexts. A quasi-experimental design using quantitative approaches was applied, involving control and experimental groups. Data were gathered through pre-tests and post-tests to assess grammatical gains and through questionnaires to measure learners’ motivational changes. Statistical analyses, including paired and independent t-tests, were employed to interpret the results. The findings reveal that GTM significantly improved students’ grammatical accuracy while fostering confidence, engagement, and positive motivation. These outcomes suggest that GTM can complement communicative approaches by reinforcing accuracy-based learning and supporting learner motivation. The study contributes to EFL pedagogy by reaffirming GTM’s relevance in technical education and offering insights for teachers and curriculum developers seeking to balance form-focused instruction with motivational teaching practices.
Copyright (c) 2025 Anh Nguyen Thi Chau, Nhi Kieu Thi Yen (Author) http://creativecommons.org/licenses/by/4.0
EXPLORING ENGLISH LISTENING DIFFICULTIES AMONG VOCATIONAL FRESHMEN: A CASE STUDY AT LILAMA 2 COLLEGE
This study investigates the difficulties faced by first-year vocational students at LILAMA 2 International Technology College in acquiring English listening skills. Using a questionnaire distributed to 163 freshmen from various technical majors, the study examines four main areas of challenge: linguistic, psychological, pedagogical, and environmental/technical factors. Descriptive statistics and Cronbach’s Alpha analysis were used to identify key problem areas. Results indicate that fast speech, limited vocabulary, and background noise were the most frequently reported issues. Psychological factors such as anxiety and lack of confidence also significantly hindered listening comprehension. In contrast, students were generally satisfied with teaching methods and materials. Based on these findings, the paper suggests practical strategies such as using authentic listening resources, offering emotional support in class, and improving classroom audio quality. The study provides insights for English teachers and administrators in vocational settings, aiming to improve students’ listening proficiency through more targeted instructional support.
Copyright (c) 2025 Anh Nguyễn, Dr. Nguyen Thi Chau Anh (Author) http://creativecommons.org/licenses/by/4.0
UNDERSTANDING PERCEPTIONS AND PRACTICES OF TRANSLATION COMPETENCE AMONG SENIOR ENGLISH-MAJOR STUDENTS AT NGUYEN TAT THANH UNIVERSITY
This study delves into the translation competence of seminar students at Nguyen Tat Thanh University, offering a dual perspective from both experienced translation instructors and the students themselves. Employing a robust methodological framework that included in-depth surveys and comprehensive interviews, the research aimed to capture a nuanced understanding of their experiences. Data collected from 80 students provided critical insights into their perceptions of the current translation course, the specific challenges they encountered throughout its progression, and their perspectives on the pedagogical approaches utilized by Translation-majored faculty. Furthermore, the study also solicited valuable recommendations for future course enhancement. The findings illuminate several key areas of difficulty for students, primarily identifying lexical deficiencies, inadequate grammatical proficiency, and struggles with sentence construction as significant hurdles. Students also reported considerable challenges in comprehending implicit meaning within diverse contextual frameworks, highlighting the complexity of genuine translation. Notwithstanding these pervasive difficulties, a notable majority of students expressed general satisfaction with their perceived translation competence, suggesting a degree of confidence despite the identified obstacles. In response to these findings, the instructors offered a range of actionable recommendations, focused on optimizing the course design and implementing targeted improvements to foster enhanced translation competence among future cohorts.
Copyright (c) 2025 Long Thanh Nguyen (Author) http://creativecommons.org/licenses/by/4.0
USING MIND MAPS TO ENHANCE GRAMMATICAL COMPETENCE: A CASE STUDY OF SIXTH-GRADE STUDENTS IN A VIETNAMESE ENGLISH CENTER
Teaching of grammar to young learners of the English language often lacks adequate interactivity, thus creating difficulties for students in understanding and remembering abstract concepts. To address this challenge, the present study examines the use of mind maps as a visual learning tool to enhance grammatical competence. A quantitative experimental design with a pre-test and post-test used as instruments was employed. Fifty-eight sixth-grade students participated in the study, and the experimental group was exposed to teaching through mind maps, and the control group was exposed to traditional forms of teaching. The data of the research was collected through grammar tests and then statistically analyzed through SPSS software, utilizing both descriptive statistics and inferential tests, namely independent and paired samples t-tests. It was found that the experimental group scored significantly higher than the control group, and thus, the use of mind maps in grammar teaching was successful in enhancing students' grammatical competence. This work adds value to the area of EFL pedagogy through the use of visual-spatial tools in order to make grammar learning more sensible and meaningful for young students.
Copyright (c) 2025 Nguyen Thi Chau Anh, Nguyen Thuy Hanh Thao (Author) http://creativecommons.org/licenses/by/4.0
ENHANCING STUDENTS’ ACQUISITION OF ADJECTIVE ORDER IN WRITING BASIC SENTENCES BY APPLYING COMMUNICATIVE TRANSLATION ACTIVITIES: A CASE STUDY AT NEW LIFE IMMIGRATION LANGUAGE CENTER
This study explores the effectiveness of Communicative Translation Activities (CTAs) as pedagogical tools for enhancing non-native English learners’ understanding and use of Adjective Order (AO) in English-to-Vietnamese translation. Based on two main assumptions, the research posits that CTAs improve learners’ English proficiency, cognitive engagement, and mastery of grammatical structures such as Adjective Phrases (APs). Conducted at the New Life Immigration (NLI) Foreign Language Centre (FLC), where the researcher is affiliated, the study employed a quantitative design involving direct observation, questionnaires, and CTA-based lesson plans. Two groups of adult learners, matched for English proficiency, participated in a seven-week instructional intervention. Data collected through grammar tests, translation tasks, and learner questionnaires were analysed using descriptive and inferential statistics as well as thematic analysis. The findings indicate that CTAs significantly enhance learners’ ability to recall and apply AO structures, increase their engagement, and improve communicative fluency, thereby confirming the pedagogical value of translation-based instruction in foreign language learning.
Translation-based instruction, Communicative Translation Activities (CTAs) , Adjective Order (AO) , Adjective Phrases (APs)., quantitative design, New Life Immigration (NLI) Foreign Language Centre (FLC)
Copyright (c) 2025 Nguyen Minh Tri , Nguyen Thi Chau Anh (Author) http://creativecommons.org/licenses/by/4.0
The Impact of Technology-Enhanced Vocabulary Learning Strategy Training on Reading Performance
Recently, there has been a growing enthusiasm for the impact of vocabulary learning strategies (VLSs) on students’ learning outcomes. This interest stems from the fact that most learners exhibit considerable difficulties in the comprehension and retention of language vocabulary, which really impedes their language proficiency in a variety of language aspects such as reading comprehension. By the same token, technology-enhanced learning has significantly caused a paradigmatic shift in the educational landscape as it offered learners unparalleled opportunities that could positively contribute to their educational success. Therefore, the current study aimed to examine the transformative effect of technology-enhanced vocabulary learning strategy training on reading performance of Moroccan high school students. Aiming toward this purpose, a quasi-experiment with a pretest-posttest non-randomized control-group design has been orchestrated to evaluate outcomes. The sample of the study encompassed two pre-formed intact classes. One of the classes was assigned as an experimental group (n = 30) and the other one as a control group (n = 30). To determine whether there was any significant difference between the two groups, the independent samples t-test was employed. The results revealed that participants in the experimental group outperformed their counterparts in the control group with respect to overall reading performance. The results also showed that participants in the experimental group achieved higher mean score in manifesting the ability to comprehend and identify meaning of the unknown vocabulary presented in the reading passage. However, the results disclosed that the two groups displayed equal performance in terms of showing ability in understanding facts and ideas stated in the reading text. Based on the findings, some pedagogical implications are discussed.
Vocabulary learning strategies, reading performance, technology-enhanced VLS training
Copyright (c) 2025 Said Ouzbair, Bouchaib Benzehaf, Hicham Zyad (Author) http://creativecommons.org/licenses/by/4.0
EXPLORING THE EFFECTIVENESS OF GENERATIVE AI TOOLS IN ENHANCING ENGLISH SPEAKING SKILLS AMONG NON-ENGLISH MAJOR STUDENTS AT NGHE AN UNIVERSITY
The integration of generative AI (GenAI) tools into language learning has gained increasing attention for its potential to support skill development, particularly in speaking. However, empirical research on its effectiveness among non-English major learners remains limited. This study investigates the effectiveness of GenAI tools in enhancing English speaking skills among non-English major students at Nghe An University. A mixed-methods research design was adopted, incorporating a quasi-experimental pre-test/post-test approach and qualitative data collection through interviews and classroom observations. A total of 60 participants were divided into control and experimental groups, with the experimental group engaging in AI-assisted speaking tasks over an eight-week period. Quantitative findings revealed significant improvements in fluency and lexical resource among the experimental group (p < .01). Qualitative data further indicated reduced speaking anxiety, increased student engagement, and high perceived usefulness of GenAI tools. Nevertheless, challenges such as overreliance on AI-generated responses and limited contextual nuance were also observed. The study demonstrates that GenAI tools, when used with appropriate pedagogical scaffolding, can effectively enhance English speaking performance in EFL learners. These findings highlight the potential of GenAI in language education and underscore the need for mindful integration into classroom practices.
Copyright (c) 2025 Van Thuy Nguy, Nguyen Thi Hoai Ly, Duong Thi Ha Le (Author) http://creativecommons.org/licenses/by/4.0
AN ANALYSIS OF LEXICAL COLLOCATION ERRORS IN ACADEMIC IELTS WRITING TASK 2 BY VIETNAMESE STUDENTS IN AN ENGLISH CENTER
This study investigates the use of lexical collocations in IELTS Writing Task 2 by Vietnamese high school students, combining both corpus-based analysis and learner perceptions to gain a comprehensive understanding of common collocational issues. Adopting a mixed-methods approach, the research analyzed 50 student essays, yielding over 1,200 collocations, with a focus on identifying frequently occurring lexical collocation errors and categorizing them into distinct subtypes based on [1]. In parallel, semi-structured interviews with seven students were conducted to explore their awareness of collocation use, the challenges they encountered, and their beliefs about contributing factors to such errors. The quantitative findings revealed that verb–noun collocations were not only the most common but also the most error-prone, with many instances reflecting negative transfer from Vietnamese or overgeneralization. Other frequent issues included unnatural adjective–noun combinations and incorrect prepositional usage. Interview data further highlighted students’ limited confidence in using collocations, as well as recurring challenges such as insufficient lexical exposure, lack of explicit instruction, and over-reliance on literal translation strategies. Despite these difficulties, most participants recognized the importance of collocations in academic writing and expressed a desire for more structured support in learning them. These findings suggest several pedagogical implications, including the need for more focused instruction on collocations, contextualized practice, and corrective feedback. The study contributes to the growing body of research on L2 lexical competence and offers practical recommendations for improving collocational teaching in IELTS preparation courses.
Copyright (c) 2025 Thanh Tam Tran (Author) http://creativecommons.org/licenses/by/4.0
TOWARDS THE NOMINATION FEATURE OF HISTORICAL CULTURAL TOPONYM SYSTEM IN HANOI CAPITAL, VIETNAM
Toponymy is a study branch of the field of nomination category in theoretical linguistic research. Toponymy research is the process of surveying and compiling two major and important issues: 1) Surveying the profound structure of a toponymy complex including lexical structure, syntactic relations, and linguistic origins that make up a complete toponymy complex; 2) Statistics of the nominating (naming) system, surveying semantic characteristics, thereby selecting the characteristic naming methods that appear in a toponymy complex. This paper attempt to focus on examining the method of identifying characteristics and characteristics of groups of meanings of the Hanoi system of historical and cultural toponyms. From there, we point out the cultural aspects contained in the meanings of each group in Hanoi capital historical and cultural toponyms system. During the process, we utilize knowledge related to semantics and identification in language to take into consideration towards the issue. In addition, the criteria and knowledge in the field of etymology are also considered one of the important factors in tracing the origin of words, contributing to the handling of semantic problems because the group of place names of ethnic minority origin and place names of Chinese origin, foreign languages and ethnic minority languages account for a fairly large proportion of the research corpus.
Copyright (c) 2025 Tang Minh Chau (Author) http://creativecommons.org/licenses/by/4.0
AN ANALYSIS ON IRANIAN EFL LEARNERS’ PROSPECTS TOWARD BILINGUALISM
The 21st century has seen significant scholarly interest in the benefits of bilingualism and foreign language learning at both individual and societal levels. Bilingualism, defined as the capability to use two languages proficiently, is increasingly prevalent due to global mobility and cross-cultural interactions. This study explores the perceptions of bilingualism among 20 young adult Iranian EFL learners at a state-run university. Data were collected through semi-structured interviews incorporating both closed and open-ended questions to ensure triangulation and reliability of findings. Participants were asked specifically about how bilingualism impacts their identity, emotions, personality, mental abilities, cognitive processes, and intelligence. Results indicated strongly positive attitudes towards bilingualism, with learners highlighting benefits such as improved cognitive skills, increased mental flexibility, enhanced personal identity, and emotional stability. The findings underscore bilingualism as a valuable asset in personal development and academic contexts, supporting the promotion of bilingual education programs.
Copyright (c) 2025 Dr. Jamshid Mashhadi, Dr.Mostafa Naraghizadeh (Author) http://creativecommons.org/licenses/by/4.0