The International Journal of Language Studies (ISSN : 3078 - 2244)
type: channel
description: The International Journal of Language Studies (ISSN 3078-2244) is a peer-reviewed, open-access journal advancing research across linguistics, applied linguistics, TESOL, sociolinguistics, psycholinguistics, corpus linguistics, and language policy. Published quarterly under a Creative Commons Attribution (CC BY 4.0) license, the journal assigns a Crossref DOI to every article and makes all content freely available to a global readership.
publisher: Open Knowledge
language: en
publication name: The International Journal of Language Studies (ISSN : 3078 - 2244)
issn: 3078-2244
copyright: Copyright: © The Author(s), 2026. 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.
items: Navigating the AI Revolution
items: Between Assertion and Submission:
items: Integrating Extracurricular Activities into English Language Teaching in Higher Education
items: Exploring Language Contact Influences on Vietnamese Use among English Majors at Nghe An University
items: Cultural Conceptualisations in Visual Artifacts of Vietnamese EFL Materials
items: Beyond Acceptance
items: The Effectiveness of Using Video Clips in Enhancing English Vocabulary Acquisition for Young Language Learners at a Foreign Language Center in Dong Nai, Vietnam
items: Listening Anxiety as a Disruption of Real-Time Processing in EFL Learning
items: A Contrastive Study of Thematic Progression in Academic Essays Written by English Majors and IELTS Candidates
items: An acoustic analysis of English-majored students’ errors in pronouncing plural nouns and third-person singular simple-present verbs
items: Reconceptualizing Dictation-Based Listening for Young EFL Learners
items: Training Communication Skills in English for Employees in Software Companies in Ho Chi Minh City – Vietnam
items: Exploring app-based autonomous English vocabulary learning
items: Motivational Strategies for Reducing Oral Presentation Anxiety among EFL University Students
items: Exploring the Role of Self-Directed Learning in the Development of Lifelong Learning Competences among English Studies Students
items: Young Learners’ Attitudes toward Dictation-Based Listening Practice
items: Methods of translating metaphors from English to Vietnamese in the business textbook “Blue Ocean Strategy”
items: Bridging Tech and Language Pedagogy
items: Conceptualizing global warming through metaphors in environmental discourse
items: Recent changes and variations in the Vietnamese language used by young people in Vietnam
items: Vietnamese First-Year Students’ Perceptions of Cultural Issues in Peer Feedback in Writing Classrooms
items: The Impact of Metacognitive Strategies on Listening Comprehension in EFL Contexts
items: Difficulties of Learning Listening Comprehension Faced by 1st-year English Major Students at Dong Nai University
items: The Effects of Electronic Flashcards (Quizlet) on Vocabulary Learning of 5th Graders at Trinh Hoai Duc Primary School
items: Enhancing Vocabulary Retention through Gamified Learning
items: The Impacts of the Grammar-Translation Method on Non-English Majors’ Grammatical Competence and Learning Motivation
items: Exploring English Listening Difficulties among Vocational Freshmen
items: Understanding Perceptions and Practices of Translation Competence among Senior English-Major Students at Nguyen Tat Thanh University
items: Using Mind Maps to Enhance Grammatical Competence
items: Enhancing Students’ Acquisition of Adjective Order in Writing Basic Sentences by Applying Communicative Translation Activities

Navigating the AI Revolution
type: item
description: The rapid diffusion of Generative AI tools into Vietnamese higher education has outpaced coherent institutional policy development, raising challenges for culminating academic work such as the graduation thesis (Khóa luận tốt nghiệp); accordingly, this study examines the motivations, functional practices, and academic-integrity perceptions shaping GenAI adoption by final-year business students writing graduation theses at Foreign Trade University, Ho Chi Minh City Campus, using an explanatory sequential mixed-methods design that combined an anonymous online survey (N ≥ 200, stratified across International Business, Business Administration, and Finance & Banking) with semi-structured interviews (5 - 8 students and 3 - 4 supervisors), with instruments anchored in an integrated Technology Acceptance Model / Theory of Planned Behavior lens, finding that GenAI engagement during thesis work was mainstream and intensive, with motivations dominated by time pressure (M = 4.42, SD = 0.68), English-language anxiety (M = 4.15, SD = 0.72), and efficiency (M = 3.98, SD = 0.81), while intrinsic disengagement (M = 2.10) was broadly rejected, and revealing a graded risk pattern in which grammar correction was perceived ethical by 96.5% and practised by 94.2%, uncredited paraphrasing by 62.1%/58.4%, direct AI copying by 14.8%/18.2%, and AI-fabricated citation use by 8.5%/22.1% - a striking 13.6-point inversion at the highest-stakes tier; FTU-HCMC should therefore adopt a Responsible AI Use Policy grounded in mandatory disclosure and shift toward process-based assessment through viva voce defences, milestone logs, and continuous supervisor checkpoints that safeguard academic integrity while accommodating productive GenAI use.
subject: Articles
  topic: section
subject: Generative AI
  topic: keywords
subject: Academic Integrity
  topic: keywords
subject: Student Motivations
  topic: keywords
subject: Higher Education in Vietnam
  topic: keywords
subject: Business Students
  topic: keywords
subject: Undergraduate Thesis
  topic: keywords
creator: Hoang Thi Thanh Nga
rights: Copyright (c) 2026 Hoang Thi Thanh Nga (Author) http://creativecommons.org/licenses/by/4.0
date: 2026-04-26
publication date: 2026-04-26
starting page: 51
ending page: 64
doi: 10.60087/ijls.v3.n1.005

Between Assertion and Submission:
type: item
description: The study examines gendered discourse in Chimamanda Ngozi Adichie's Americanah (2013). Itemploys speech acts theory Searle (1969) and Feminist pragmatics Lakoff (1975) and Tannen (1990) to analyse 15 utterances from the novel through a qualitative discourse paradigm. While previous studies addressed race, identity, and diaspora in the novel, no study has conducted systematic utterance-level pragmatic analysis of how gendered power has enacted in its dialogue. The analysis shows how directives, assertives, commissives and suppressed speech acts distribute illocutionary authority in gendered discourse. The findings demonstrate that male characters claim epistemic authority through unhedged assertions and indirect commands, while female characters habitually hedge, suppress, or retract their speech acts. Ifemelu's pragmatic deference is situational rather than essential. These patterns are shaped by race, class, and cultural location. The study implies that feminist pragmatics offers a productive methodological bridge between literary analysis and linguistic inquiry. Future research should extend the corpus to other Adichie's novels.
subject: Articles
  topic: section
subject: student engagement
  topic: keywords
subject: EFL writing
  topic: keywords
subject: argumentative essay
  topic: keywords
subject: repeated measures
  topic: keywords
subject: time-series design
  topic: keywords
creator: Yassin Alhomidy
rights: Copyright (c) 2026 Yassin Alhomidy (Author) https://creativecommons.org/licenses/by/4.0/
date: 2026-06-25
publication date: 2026-06-25
starting page: 19
ending page: 38
doi: 10.60087/ijls.vol3.n2.002

Integrating Extracurricular Activities into English Language Teaching in Higher Education
type: item
description: In the modern academic landscape, universities are starting to cast their gaze beyond the classroom, as the demand for English proficiency grows in higher education. Nowadays, extra-curricular activities are considered as valuable supplements to formal English language teaching (ELT). This review investigates the contribution of these activities to the students' English learning at the university level as well as the implications for UEF. Based on research published between 2000 and 2025, it compiles the scholarly work on the definition of extracurricular activities, their roles, benefits and challenges. The present discussion is based on the use of central theories, including the Experiential Learning Theory, Situated Learning Theory, Self‑Determination Theory and Intercultural Communicative Competence. The research indicates that English clubs, debates, cultural exchange projects, volunteer work and public speaking opportunities provide authentic opportunities for students to engage in language, to become independent learners, to remain motivated, and to develop intercultural and professional skills. At the same time, issues like limited time, lack of resources, and uneven participation continue to pose difficulties. Overall, the review indicates that the provision of extracurricular activities should be perceived as a component of the broader ELT context and not an add-on. It concludes with suggestions for the ways in which UEF can maximize the effectiveness of its extra-curricular programs to enhance student engagement, language development, employability and learning outcomes.
subject: Articles
  topic: section
subject: Extracurricular activities; English language teaching; higher education; learner autonomy; intercultural communicative competence; student engagement
  topic: keywords
creator: Tran Thi Dung
rights: Copyright (c) 2026 Dung Tran (Author) http://creativecommons.org/licenses/by/4.0
date: 2026-04-26
publication date: 2026-04-26
starting page: 38
ending page: 50
doi: 10.60087/ijls.v3.n1.004

Exploring Language Contact Influences on Vietnamese Use among English Majors at Nghe An University
type: item
description: This study analyzes the impact of language contact on the Vietnamese language practices of English majors at Nghe An University in the context of global integration. A mixed-methods approach was employed, combining quantitative surveys (124 students) and qualitative interviews to examine how language contact influences students’ use of Vietnamese in daily communication. Findings reveal that students frequently mix English with Vietnamese in academic settings and on social media; lexical borrowing and creative online language use are widespread, reflecting the strong influence of language contact. The study proposes strategies to safeguard Vietnamese in the era of globalization through bilingual education policies, reinforcement of linguistic norms, and encouragement for students to simultaneously develop foreign language competence while preserving the purity and cultural value of Vietnamese.
subject: Articles
  topic: section
subject: Language contact, linguistic behavior, bilingualism, code-switching, Vietnamese identity.
  topic: keywords
creator: Nguy Van Thuy
rights: Copyright (c) 2026 Van Thuy Nguy (Author) http://creativecommons.org/licenses/by/4.0
date: 2026-04-26
publication date: 2026-04-26
starting page: 29
ending page: 37
doi: 10.60087/ijls.v3.n1.003

Cultural Conceptualisations in Visual Artifacts of Vietnamese EFL Materials
type: item
description: This study investigates the role of visual artifacts in an academic English listening and speaking textbook commonly used in Vietnamese EFL contexts, employing the framework of cultural linguistics as proposed by Sharifian (2017). Drawing on the concepts of cultural schemas and cultural conceptualisations, the analysis examines how visuals, such as representations of urbanisation in architecture-themed units or environmental degradation in ecology-focused sections, embody Western-centric ideologies, often marginalising Vietnamese cultural categories like collectivist harmony or ecological balance, rooted in Confucian and agrarian traditions. Utilising multimodal discourse analysis (Kress & van Leeuwen, 2006) on selected visuals and qualitative surveys with 37 Vietnamese university students, the research identifies intercultural mismatches that hinder metacultural competence, potentially leading to pragmatic failures in cross-cultural communication. Findings suggest that supplementing these visuals with localised elements, such as depictions of Vietnamese communal festivals or rural landscapes, can enhance learners’ ability to negotiate distributed cognition across linguistic boundaries. Implications for ELT materials design underscore the need for glocalised approaches in non-native speaker contexts, aligning with recent scholarship on visual semiotics in Asian EFL textbooks (e.g., Chen, 2010).
subject: Articles
  topic: section
subject: Cultural conceptualisations; Cultural linguistics; Visual artifacts; Metacultural competence.
  topic: keywords
creator: Nguyen Minh Nam Anh
rights: Copyright (c) 2026 Minh Nam Anh Nguyen (Author) http://creativecommons.org/licenses/by/4.0
date: 2026-04-26
publication date: 2026-04-26
starting page: 12
ending page: 28
doi: 10.60087/ijls.v3.n1.002

Beyond Acceptance
type: item
description: 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.
subject: Articles
  topic: section
subject: ChatGPT
  topic: keywords
subject: Technology Acceptance Model (TAM)
  topic: keywords
subject: Vietnamese EFL Teachers
  topic: keywords
subject: Perceptions and Experiences
  topic: keywords
subject: Language Education
  topic: keywords
creator: Tuyet-Nhung Thi Nguyen
creator: Ngoc-Tai Huynh
rights: Copyright (c) 2026 Tuyet-Nhung Thi Nguyen, Ngoc-Tai Huynh (Author) http://creativecommons.org/licenses/by/4.0
date: 2026-04-26
publication date: 2026-04-26
starting page: 1
ending page: 11
doi: 10.60087/ijls.v3.n1.001

The Effectiveness of Using Video Clips in Enhancing English Vocabulary Acquisition for Young Language Learners at a Foreign Language Center in Dong Nai, Vietnam
type: item
description: 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.
subject: Articles
  topic: section
subject: video clips
  topic: keywords
subject: young language learners
  topic: keywords
subject: English vocabulary acquisition
  topic: keywords
subject: video-based instruction
  topic: keywords
subject: foreign language centers
  topic: keywords
creator: Kim Dung Nguyen Thi
creator: Minh Thanh To
rights: Copyright (c) 2025 Kim Dung Nguyen Thi, Minh Thanh To (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-12-25
publication date: 2025-12-25
starting page: 70
ending page: 81
doi: 10.60087/ijls.v2.n4.008

Listening Anxiety as a Disruption of Real-Time Processing in EFL Learning
type: item
description: 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.
subject: Articles
  topic: section
subject: Listening anxiety
  topic: keywords
subject: real-time processing
  topic: keywords
subject: EFL listening
  topic: keywords
subject: cognitive–affective interaction
  topic: keywords
subject: applied linguistics
  topic: keywords
subject: TESOL
  topic: keywords
creator: Huynh Thi Kim Anh
rights: Copyright (c) 2025 Huynh Thi Kim Anh (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-12-25
publication date: 2025-12-25
starting page: 61
ending page: 69
doi: 10.60087/ijls.v2.n4.007

A Contrastive Study of Thematic Progression in Academic Essays Written by English Majors and IELTS Candidates
type: item
description: 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.
subject: Articles
  topic: section
subject: Theme
  topic: keywords
subject: thematic progression
  topic: keywords
subject: constant pattern
  topic: keywords
subject: linear pattern
  topic: keywords
subject: derived pattern
  topic: keywords
creator: Nguyen Thi Trung
rights: Copyright (c) 2025 Nguyen Thi Trung (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 54
ending page: 60
doi: 10.60087/ijls.v2.n4.006

An acoustic analysis of English-majored students’ errors in pronouncing plural nouns and third-person singular simple-present verbs
type: item
description: 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.
subject: Articles
  topic: section
subject: acoustic analysis
  topic: keywords
subject: error analysis
  topic: keywords
subject: cognitive phonetics
  topic: keywords
subject: classroom-applicable practices
  topic: keywords
creator: Phuong Nhi Le
creator: Minh Thanh To
rights: Copyright (c) 2025 Phuong Nhi Le, Minh Thanh To (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-12-25
publication date: 2025-12-25
starting page: 42
ending page: 53
doi: 10.60087/ijls.v2.n4.005

Reconceptualizing Dictation-Based Listening for Young EFL Learners
type: item
description: 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.
subject: Articles
  topic: section
subject: dictation-based listening; cognitive processing; phonological awareness; young EFL learners; listening comprehension; developmental pedagogy; English as a foreign language
  topic: keywords
creator: Huynh Thi Kim Anh
rights: Copyright (c) 2025 Kim Anh Huynh Thi (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-12-25
publication date: 2025-12-25
starting page: 32
ending page: 41
doi: 10.60087/ijls.v2.n4.004

Training Communication Skills in English for Employees in Software Companies in Ho Chi Minh City – Vietnam
type: item
description: 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.
subject: Articles
  topic: section
subject: English communication skills
  topic: keywords
subject: English for Specific Purposes
  topic: keywords
subject: software industry
  topic: keywords
subject: Ho Chi Minh City
  topic: keywords
creator: Nguyen Thanh Duong
creator: Hoang Thi Thanh Nga
creator: Nguyen Quynh Trang
creator: Nguyen Ngoc Tam
rights: Copyright (c) 2025 Nguyen Thanh Duong (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-09-15
publication date: 2025-09-15
starting page: 62
ending page: 67
doi: 10.60087/ijls.v2.n3.009

Exploring app-based autonomous English vocabulary learning
type: item
description: 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.
subject: Articles
  topic: section
subject: Keywords: autonomous learning, English vocabulary learning, mobile-assisted language learning, university students, Vietnam
  topic: keywords
creator: Thuong Bui Thi Mong
rights: Copyright (c) 2025 Thuong Bui Thi Mong (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-12-25
publication date: 2025-12-25
starting page: 24
ending page: 31
doi: 10.60087/ijls.v2.n4.003

Motivational Strategies for Reducing Oral Presentation Anxiety among EFL University Students
type: item
description: 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.
subject: Articles
  topic: section
subject: EFL learners, mixed methods, motivational strategies, oral presentation anxiety, Vietnamese higher education
  topic: keywords
creator: My Truong Thi Trieu
rights: Copyright (c) 2025 My Truong Thi Trieu (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-12-25
publication date: 2025-12-25
starting page: 15
ending page: 23
doi: 10.60087/ijls.v2.n4.002

Exploring the Role of Self-Directed Learning in the Development of Lifelong Learning Competences among English Studies Students
type: item
description: 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…
subject: Articles
  topic: section
subject: English Studies, learner autonomy, lifelong learning competences, qualitative research, self-directed learning, thematic analysis
  topic: keywords
creator: Uyen Tran Ho Phuong
rights: Copyright (c) 2025 Uyen Tran Ho Phuong (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-12-25
publication date: 2025-12-25
starting page: 1
ending page: 14
doi: 10.60087/ijls.v2.n4.001

Young Learners’ Attitudes toward Dictation-Based Listening Practice
type: item
description: 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.
subject: Articles
  topic: section
subject: Dictation-based listening
  topic: keywords
subject: young learners
  topic: keywords
subject: attitudes
  topic: keywords
subject: EFL
  topic: keywords
subject: Vietnam
  topic: keywords
subject: AMTB
  topic: keywords
subject: TPB
  topic: keywords
creator: Huynh Thi Kim Anh
rights: Copyright (c) 2025 Huynh Thi Kim Anh (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-09-15
publication date: 2025-09-15
starting page: 54
ending page: 61
doi: 10.60087/ijls.v2.n3.008

Methods of translating metaphors from English to Vietnamese in the business textbook “Blue Ocean Strategy”
type: item
description: 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.
subject: Articles
  topic: section
subject: Metaphor, metaphor translation, Blue Ocean Strategy, Conceptual Metaphor Theory, Newmark (1981), business discourse.
  topic: keywords
creator: Tao Thanh Quyen
rights: Copyright (c) 2025 Tao Thanh Quyen (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-09-15
publication date: 2025-09-15
starting page: 38
ending page: 43
doi: 10.60087/ijls.v2.n3.006

Bridging Tech and Language Pedagogy
type: item
description: 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.
subject: Articles
  topic: section
creator: Truong Cong Bang
rights: Copyright (c) 2025 Bang Truong (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-09-15
publication date: 2025-09-15
starting page: 35
ending page: 37
doi: 10.60087/ijls.v2.n3.005

Conceptualizing global warming through metaphors in environmental discourse
type: item
description: 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.
subject: Articles
  topic: section
subject: metaphors
  topic: keywords
subject: global warming
  topic: keywords
subject: environmental discourse
  topic: keywords
creator: Dao Thi Thuy Linh
rights: Copyright (c) 2025 Thi Thuy Linh Dao (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-09-15
publication date: 2025-09-15
starting page: 26
ending page: 34
doi: 10.60087/ijls.v2.n3.004

Recent changes and variations in the Vietnamese language used by young people in Vietnam
type: item
description: 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.
subject: Articles
  topic: section
subject: Vietnamese youth language
  topic: keywords
subject: slang
  topic: keywords
subject: language variation
  topic: keywords
subject: digital communication
  topic: keywords
subject: linguistic change
  topic: keywords
subject: globalization
  topic: keywords
creator: Mai Thi Minh Man
rights: Copyright (c) 2025 Man Mai (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-11-05
publication date: 2025-11-05
starting page: 18
ending page: 25
doi: 10.60087/ijls.v2.n3.003

Vietnamese First-Year Students’ Perceptions of Cultural Issues in Peer Feedback in Writing Classrooms
type: item
description: 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.
subject: Articles
  topic: section
subject: Cultural issues, Peer feedback, Writing classrooms
  topic: keywords
creator: Thi Gia Dinh Nguyen
rights: Copyright (c) 2025 Dinh Nguyen (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-09-15
publication date: 2025-09-15
starting page: 44
ending page: 53
doi: 10.60087/ijls.v2.n3.007

The Impact of Metacognitive Strategies on Listening Comprehension in EFL Contexts
type: item
description: 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.
subject: Articles
  topic: section
subject: Metacognitive strategies
  topic: keywords
subject: listening comprehension
  topic: keywords
subject: English as a Foreign Language (EFL)
  topic: keywords
subject: language pedagogy
  topic: keywords
creator: Nguyen Thi Quynh Anh
rights: Copyright (c) 2025 Anh Nguyen Thi Quynh (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-10-16
publication date: 2025-10-16
starting page: 1
ending page: 4
doi: 10.60087/ijls.v2.n3.001

Difficulties of Learning Listening Comprehension Faced by 1st-year English Major Students at Dong Nai University
type: item
description: 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.
subject: Articles
  topic: section
subject: Listening
  topic: keywords
subject: Listening comprehension
  topic: keywords
subject: listening difficulties
  topic: keywords
subject: Dong Nai University
  topic: keywords
creator: Le Nguyen Bao Tram
creator: Nguyen Thi Chau Anh
rights: Copyright (c) 2025 Anh Nguyen Thi Chau, Tram Le Nguyen Bao (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-05-10
publication date: 2025-05-10
starting page: 98
ending page: 110
doi: 10.60087/ijls.v2.n2.010

The Effects of Electronic Flashcards (Quizlet) on Vocabulary Learning of 5th Graders at Trinh Hoai Duc Primary School
type: item
description: 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.
subject: Articles
  topic: section
subject: electronic flashcards
  topic: keywords
subject: Quizlet
  topic: keywords
subject: vocabulary learning
  topic: keywords
subject: primary education
  topic: keywords
subject: digital learning tools
  topic: keywords
creator: Truong Thi Quynh Giang
creator: Nguyen Thi Chau Anh
rights: Copyright (c) 2025 Anh Nguyen Thi Chau, Giang Truong Thi Quynh (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-05-10
publication date: 2025-05-10
starting page: 129
ending page: 134
doi: 10.60087/ijls.v2.n2.012

Enhancing Vocabulary Retention through Gamified Learning
type: item
description: 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.
subject: Articles
  topic: section
subject: Gamification
  topic: keywords
subject: vocabulary retention
  topic: keywords
subject: EFL
  topic: keywords
subject: secondary school
  topic: keywords
subject: quasi-experimental design
  topic: keywords
creator: Luong Thi Huyen Dieu
creator: Nguyen Thi Chau Anh
rights: Copyright (c) 2025 Anh Nguyen Thi Chau, Dieu Luong Thi Huyen (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-05-10
publication date: 2025-05-10
starting page: 111
ending page: 128
doi: 10.60087/ijls.v2.n2.011

The Impacts of the Grammar-Translation Method on Non-English Majors’ Grammatical Competence and Learning Motivation
type: item
description: 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.
subject: Articles
  topic: section
subject: Grammar-Translation Method (GTM)
  topic: keywords
subject: grammatical competence
  topic: keywords
subject: learning motivation
  topic: keywords
subject: non-English majors
  topic: keywords
subject: English as a Foreign Language (EFL)
  topic: keywords
subject: language pedagogy
  topic: keywords
creator: Kieu Thi Yen Nhi
creator: Nguyen Thi Chau Anh
rights: Copyright (c) 2025 Anh Nguyen Thi Chau, Nhi Kieu Thi Yen (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-05-10
publication date: 2025-05-10
starting page: 85
ending page: 97
doi: 10.60087/ijls.v2.n2.009

Exploring English Listening Difficulties among Vocational Freshmen
type: item
description: 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.
subject: Articles
  topic: section
subject: Vocational students
  topic: keywords
subject: English listening skills
  topic: keywords
subject: linguistic barriers
  topic: keywords
subject: psychological factors
  topic: keywords
subject: SPSS analysis
  topic: keywords
subject: teaching improvement
  topic: keywords
creator: Le Thi Hang Nga
creator: Nguyen Thi Chau Anh
rights: Copyright (c) 2025 Anh Nguyễn, Dr. Nguyen Thi Chau Anh (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-07-24
publication date: 2025-07-24
starting page: 70
ending page: 77
doi: 10.60087/ijls.v2.n2.007

Understanding Perceptions and Practices of Translation Competence among Senior English-Major Students at Nguyen Tat Thanh University
type: item
description: 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.
subject: Articles
  topic: section
subject: Translation competence
  topic: keywords
subject: translation instruction
  topic: keywords
subject: student perception
  topic: keywords
subject: pedagogical challenges
  topic: keywords
subject: Vietnamese universities
  topic: keywords
creator: Hong Thi Nguyen
creator: Long Thanh Nguyen
rights: Copyright (c) 2025 Long Thanh Nguyen (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-10-09
publication date: 2025-10-09
starting page: 61
ending page: 69
doi: 10.60087/ijls.v2.n2.006

Using Mind Maps to Enhance Grammatical Competence
type: item
description: 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.
subject: Articles
  topic: section
subject: Grammatical Competence
  topic: keywords
subject: Mind Maps
  topic: keywords
subject: young learners
  topic: keywords
subject: English Centre
  topic: keywords
subject: EFL
  topic: keywords
creator: Nguyen Thuy Hanh Thao
creator: Nguyen Thi Chau Anh
rights: Copyright (c) 2025 Nguyen Thi Chau Anh, Nguyen Thuy Hanh Thao (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-05-10
publication date: 2025-05-10
starting page: 78
ending page: 84
doi: 10.60087/ijls.v2.n2.008

Enhancing Students’ Acquisition of Adjective Order in Writing Basic Sentences by Applying Communicative Translation Activities
type: item
description: 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.
subject: Articles
  topic: section
subject:
  topic: keywords
  value: Translation-based instruction, Communicative Translation Activities (CTAs) , Adjective Order (AO) , Adjective Phrases (APs)., quantitative design, New Life Immigration (NLI) Foreign Language Centre (FLC)
creator: Nguyen Minh Tri
creator: Nguyen Thi Chau Anh
rights: Copyright (c) 2025 Nguyen Minh Tri , Nguyen Thi Chau Anh (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-05-10
publication date: 2025-05-10
starting page: 135
ending page: 143
doi: 10.60087/ijls.v2.n2.013