The International Journal of Language Studies (ISSN : 3078 - 2244)
type: channel
description: 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 exchan…
publisher: Open Knowledge
language: en
publication name: The International Journal of Language Studies (ISSN : 3078 - 2244)
issn: 3078-2244
copyright: 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.
items: Young learners’ attitudes toward dictation-based listening practice: Evidence from a Vietnamese EFL context
items: Methods of translating metaphors from English to Vietnamese in the business textbook “Blue Ocean Strategy”
items: Bridging Tech and Language Pedagogy: A Review of Integrating Information Technology in Foreign Language Education (HCMUE Press, 2025)
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: A Literature Review
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: EVIDENCE FROM VIETNAMESE EFL SECONDARY CLASSROOMS
items: THE IMPACTS OF THE GRAMMAR – TRANSLATION METHOD ON NON-ENGLISH MAJORS’ GRAMMATICAL COMPETENCE AND LEARNING MOTIVATION: A CASE STUDY AT DONG NAI TECHNICAL COLLEGE
items: EXPLORING ENGLISH LISTENING DIFFICULTIES AMONG VOCATIONAL FRESHMEN: A CASE STUDY AT LILAMA 2 COLLEGE
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: A CASE STUDY OF SIXTH-GRADE STUDENTS IN A VIETNAMESE ENGLISH CENTER
items: ENHANCING STUDENTS’ ACQUISITION OF ADJECTIVE ORDER IN WRITING BASIC SENTENCES BY APPLYING COMMUNICATIVE TRANSLATION ACTIVITIES: A CASE STUDY AT NEW LIFE IMMIGRATION LANGUAGE CENTER
items: The Impact of Technology-Enhanced Vocabulary Learning Strategy Training on Reading Performance
items: EXPLORING THE EFFECTIVENESS OF GENERATIVE AI TOOLS IN ENHANCING ENGLISH SPEAKING SKILLS AMONG NON-ENGLISH MAJOR STUDENTS AT NGHE AN UNIVERSITY
items: AN ANALYSIS OF LEXICAL COLLOCATION ERRORS IN ACADEMIC IELTS WRITING TASK 2 BY VIETNAMESE STUDENTS IN AN ENGLISH CENTER
items: TOWARDS THE NOMINATION FEATURE OF HISTORICAL CULTURAL TOPONYM SYSTEM IN HANOI CAPITAL, VIETNAM
items: AN ANALYSIS ON IRANIAN EFL LEARNERS’ PROSPECTS TOWARD BILINGUALISM
items: THE EFFECTIVENESS OF THE LIFE PRE-INTERMEDIATE COURSEBOOK IN PROMOTING CULTURAL AWARENESS AND LANGUAGE LEARNING WITHIN SPECIFIC CONTEXT OF HO CHI MINH CITY UNIVERSITY OF INDUSTRY AND TRADE
items: English Majors’ Perceptions of AI-generated Feedback versus Peer Feedback in Writing Skill Class at SaiGon University
items: Factors Influencing English Learning Motivation Among Non-English Major Students: A Case Study at Ho Chi Minh City University of Industry and Trade
items: Common Errors in Paragraph Writing Among Vietnamese EFL Undergraduate Students: A Case Study
items: Motivation in English Language Learning: A Critical Review of General and Medical English Among Doctors in Ho Chi Minh City
items: INTERCULTURAL COMMUNICATIVE COMPETENCE FOR HIGH SCHOOL EFL LEARNERS: A CASE STUDY OF ENGLISH 10 FRIENDS GLOBAL TEXTBOOK
items: Cross-lingual Search Intent Understanding Framework Based on Multi-modal User Behavior
items: Assessing the effectiveness of self-regulation in learningbasic English among non-major students at Ho Chi MinhCity University of Industry and Trade
items: English-Major Students’ Perspectives On The Active Learning Approach For Developing Speaking Skills At a University in Dalat
items: Exploring the Evolution and Integration of LMS in Blended Learning: A Case Study of MyELT LMS in Vietnamese EFL Education

Young learners’ attitudes toward dictation-based listening practice: Evidence from a Vietnamese EFL context
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: Kim Anh Huynh Thi
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: Thanh Quyen Tao
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: A Review of Integrating Information Technology in Foreign Language Education (HCMUE Press, 2025)
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: Bang Truong
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: Thi Thuy Linh Dao
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: Man Mai
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: 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: A Literature Review
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: Anh Nguyen Thi Quynh
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: Tram Le Nguyen Bao
creator: Anh Nguyen Thi Chau
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: Giang Truong Thi Quynh
creator: Anh Nguyen Thi Chau
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: EVIDENCE FROM VIETNAMESE EFL SECONDARY CLASSROOMS
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: Dieu Luong Thi Huyen
creator: Anh Nguyen Thi Chau
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: A CASE STUDY AT DONG NAI TECHNICAL COLLEGE
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: Nhi Kieu Thi Yen
creator: Anh Nguyen Thi Chau
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: A CASE STUDY AT LILAMA 2 COLLEGE
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: Anh Nguyen Thi Chau
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: Long Thanh Nguyen
creator: Hong Thi 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: A CASE STUDY OF SIXTH-GRADE STUDENTS IN A VIETNAMESE ENGLISH CENTER
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: Thuy Hanh Thao Nguyen
creator: Anh Nguyen
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: A CASE STUDY AT NEW LIFE IMMIGRATION LANGUAGE CENTER
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: Anh Nguyen
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

The Impact of Technology-Enhanced Vocabulary Learning Strategy Training on Reading Performance
type: item
description: 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.
subject: Articles
  topic: section
subject: Vocabulary learning strategies, reading performance, technology-enhanced VLS training
  topic: keywords
creator: Said Ouzbair
creator: Bouchaib Benzehaf
creator: Hicham Zyad
rights: Copyright (c) 2025 Said Ouzbair, Bouchaib Benzehaf, Hicham Zyad (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 5
ending page: 17
doi: 10.60087/ijls.v2.n3.002

EXPLORING THE EFFECTIVENESS OF GENERATIVE AI TOOLS IN ENHANCING ENGLISH SPEAKING SKILLS AMONG NON-ENGLISH MAJOR STUDENTS AT NGHE AN UNIVERSITY
type: item
description: 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.
subject: Articles
  topic: section
subject: Generative AI
  topic: keywords
subject: English Speaking Skills
  topic: keywords
subject: Non-English Major Students
  topic: keywords
subject: EFL (English as a Foreign Language)
  topic: keywords
subject: ChatGPT-Assisted Learning
  topic: keywords
creator: Van Thuy Nguy
creator: Nguyen Thi Hoai Ly
creator: Duong Thi Ha Le
rights: Copyright (c) 2025 Van Thuy Nguy, Nguyen Thi Hoai Ly, Duong Thi Ha Le (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-05-10
publication date: 2025-05-10
starting page: 55
ending page: 60
doi: 10.60087/ijls.v2.n2.005

AN ANALYSIS OF LEXICAL COLLOCATION ERRORS IN ACADEMIC IELTS WRITING TASK 2 BY VIETNAMESE STUDENTS IN AN ENGLISH CENTER
type: item
description: 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.
subject: Articles
  topic: section
subject: lexical collocation
  topic: keywords
subject: collocation errors
  topic: keywords
subject: IELTS Writing Task 2
  topic: keywords
subject: Vietnamese EFL learners
  topic: keywords
subject: second language writing
  topic: keywords
subject: vocabulary instruction
  topic: keywords
creator: Thanh Tam Tran
rights: Copyright (c) 2025 Thanh Tam Tran (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-05-10
publication date: 2025-05-10
starting page: 31
ending page: 54
doi: 10.60087/ijls.v2.n2.004

TOWARDS THE NOMINATION FEATURE OF HISTORICAL CULTURAL TOPONYM SYSTEM IN HANOI CAPITAL, VIETNAM
type: item
description: 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.
subject: Articles
  topic: section
subject: Nomination
  topic: keywords
subject: toponymy
  topic: keywords
subject: Hanoi hisctorical cultural toponyms
  topic: keywords
subject: sementics
  topic: keywords
subject: etymology
  topic: keywords
creator: Chau Tang Minh
rights: Copyright (c) 2025 Tang Minh Chau (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-05-10
publication date: 2025-05-10
starting page: 18
ending page: 22
doi: 10.60087/ijls.v2.n2.002

AN ANALYSIS ON IRANIAN EFL LEARNERS’ PROSPECTS TOWARD BILINGUALISM
type: item
description: 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.
subject: Articles
  topic: section
subject: Bilingualism
  topic: keywords
subject: Cognition
  topic: keywords
subject: Identity
  topic: keywords
subject: Monolingual
  topic: keywords
subject: Prospect
  topic: keywords
creator: Jamshid Mashhadi
creator: Mostafa Naraghizadeh
rights: Copyright (c) 2025 Dr. Jamshid Mashhadi, Dr.Mostafa Naraghizadeh (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-05-10
publication date: 2025-05-10
starting page: 23
ending page: 30
doi: 10.60087/ijls.v2.n2.003

THE EFFECTIVENESS OF THE LIFE PRE-INTERMEDIATE COURSEBOOK IN PROMOTING CULTURAL AWARENESS AND LANGUAGE LEARNING WITHIN SPECIFIC CONTEXT OF HO CHI MINH CITY UNIVERSITY OF INDUSTRY AND TRADE
type: item
description: This study investigates the effectiveness of the “Life Pre-intermediate Coursebook” (Vietnam Edition) in enhancing cultural awareness and language learning among non-English major students at Ho Chi Minh City University of Industry and Trade (HUIT). English proficiency is essential in Vietnam, where it is a compulsory subject in the education system. Coursebooks are vital tools for language acquisition; however, their selection and evaluation can be challenging. The research adopts a mixed-methods approach, collecting both quantitative and qualitative data from 235 students and five teachers to analyze the coursebook's impact on language skills and cultural understanding. The findings reveal that while the coursebook is valued for its global topics and authentic materials, there are concerns regarding its limited cultural relevance to Vietnamese students and an imbalance in the development of language skills. Specifically, students and teachers expressed a need for more culturally relevant content and identified issues with the reading and writing sections of the book. Reading materials were viewed as lengthy and inconsistent, while writing instruction lacked adequate guidance and feedback. The study highlights the importance of evaluating coursebooks and the necessity of adapting materials to meet the specific cultural and pedagogical needs of Vietnamese learners.
subject: Articles
  topic: section
subject: Coursebook evaluation, English language learning, Cultural awareness, Language skill development, HUIT learners
  topic: keywords
creator: Nhung Le
rights: Copyright (c) 2025 Nhung, Le Phuong Khanh (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-05-10
publication date: 2025-05-10
starting page: 1
ending page: 17
doi: 10.60087/ijls.v2.n2.001

English Majors’ Perceptions of AI-generated Feedback versus Peer Feedback in Writing Skill Class at SaiGon University
type: item
description: In the era of technology, there have been significant shifts between traditional and modern environments in education. The study aims to explore the benefits and drawbacks of AI-powered feedback in comparison with peer feedback in writing skills under SGU English majors’ perspectives. Mixed-method research was conducted via online survey and in-depth interviews with 45 English major students at Saigon University. The findings showed positive attitudes toward both kinds of feedback tools. However, AI feedback was preferred for academic writing improvement in terms of supporting linguistic elements such as vocabulary and grammar, while peer feedback was chosen for critical thinking skills and interpersonal skills. The study also received strong agreement on the combination of both tools for their best use in developing writing.
subject: Articles
  topic: section
subject: AI-generated feedback, Peer feedback, L2 writing
  topic: keywords
creator: Nu Nhu Linh Nguyen
creator: Thi Nhat Uyen Huynh
creator: Le Kim Tuyen Pham
rights: Copyright (c) 2025 Nu Nhu Linh Nguyen, Thi Nhat Uyen Huynh, Le Kim Tuyen Pham (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-03-19
publication date: 2025-03-19
doi: 10.60087/pxgwv428

Factors Influencing English Learning Motivation Among Non-English Major Students: A Case Study at Ho Chi Minh City University of Industry and Trade
type: item
description: This study explores the factors influencing English learning motivation among non-English major students at Ho Chi Minh City University of Industry and Trade (HUIT). Employing a mixed-methods approach, the research integrates quantitative surveys and qualitative interviews to examine motivational dynamics within this specific educational context. Findings reveal that motivation is shaped by career aspirations, teaching methods, parental support, and cultural engagement, with variations across age, gender, and proficiency levels. Younger students prioritize immediate academic and career goals, while older students focus on long-term benefits. Female students exhibit stronger cultural motivations, and high-proficiency students demonstrate robust intrinsic drive. Recommendations include tailored instruction, enhanced teacher training, supportive environments, parental engagement, career-oriented programs, and targeted interventions for low-proficiency learners. These insights contribute to understanding motivation in second language acquisition (SLA) and offer practical strategies for improving English education at HUIT and similar institutions.
subject: Articles
  topic: section
subject: EFL writing
  topic: keywords
subject: error analysis
  topic: keywords
subject: grammatical errors
  topic: keywords
subject: Vietnamese learners
  topic: keywords
subject: pedagogy
  topic: keywords
creator: Nguyen Thi Ngoc Thu
rights: Copyright (c) 2025 Nguyen Thi Ngoc Thu (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-03-15
publication date: 2025-03-15
starting page: 26
ending page: 33
doi: 10.60087/ijls.v2.n1.004

Common Errors in Paragraph Writing Among Vietnamese EFL Undergraduate Students: A Case Study
type: item
description: This study examines common errors in paragraph writing among undergraduate students at Ho Chi Minh City University of Industry and Trade (HUIT), Vietnam, within the context of English as a Foreign Language (EFL) education. Employing a mixed-methods approach, the research identifies error types, explores their causes from student and lecturer perspectives, and proposes instructional strategies to enhance writing proficiency. Data were collected via surveys, interviews, and analysis of written assignments from HUIT students enrolled in General English courses. Findings reveal that grammatical errors, particularly article misuse and incorrect verb forms, dominate, followed by lexical, spelling, and punctuation errors. Causes include interlingual transfer from Vietnamese, carelessness, and inadequate learning. The study underscores the need for targeted pedagogical interventions, such as explicit grammar instruction and vocabulary development, to address these challenges. Implications for EFL teaching in Vietnam emphasize error analysis as a tool for improving writing skills, contributing to broader communicative competence.
subject: Articles
  topic: section
subject: EFL writing
  topic: keywords
subject: error analysis
  topic: keywords
subject: grammatical errors
  topic: keywords
subject: Vietnamese learners
  topic: keywords
subject: pedagogy
  topic: keywords
creator: Phan Kim Thuan
rights: Copyright (c) 2025 Phan Kim Thuan (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-03-15
publication date: 2025-03-15
starting page: 28
ending page: 25
doi: 10.60087/ijls.v2.n1.003

Motivation in English Language Learning: A Critical Review of General and Medical English Among Doctors in Ho Chi Minh City
type: item
description: This critical review examines the motivational factors influencing English language learning among medical professionals in Ho Chi Minh City, Vietnam, focusing on both General English (GE) and English for Medical Purposes (EMP). Drawing on a mixed-methods study involving 104 medical doctors who graduated within the past three years, the paper explores the levels and types of motivation, the differences between GE and EMP learning motivations, and the factors that drive or hinder motivation. The findings reveal that instrumental (INS) and integrative (INT) motivations are the primary drivers, with extrinsic (EXT) and intrinsic (INR) motivations playing moderate roles. The study highlights the significant impact of career development, educational purposes, and cultural understanding on motivation, while identifying challenges related to classroom environments, teaching methods, and time constraints. This paper critically evaluates these findings, situates them within the broader literature on language learning motivation, and offers recommendations for improving English language education for medical professionals.
subject: Articles
  topic: section
subject: Motivation
  topic: keywords
subject: English Language Learning
  topic: keywords
subject: Medical Professionals
  topic: keywords
subject: General English (GE)
  topic: keywords
subject: English for Medical Purposes (EMP)
  topic: keywords
creator: Anh Trang Hoang Nguyen
rights: Copyright (c) 2025 Anh Trang Hoang Nguyen (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-03-15
publication date: 2025-03-15
starting page: 12
ending page: 17
doi: 10.60087/ijls.v2.n1.002

INTERCULTURAL COMMUNICATIVE COMPETENCE FOR HIGH SCHOOL EFL LEARNERS: A CASE STUDY OF ENGLISH 10 FRIENDS GLOBAL TEXTBOOK
type: item
description: Living in a globalized world nowadays requires individuals to possess the ability to communicate across cultures. Therefore, acquiring intercultural communicative competence is more important in this day and age than ever before. In ELT (English language teaching) contexts, developing learners’ competence in intercultural communication has been gaining much attention from educators, teachers and researchers. Such stakeholders believe that textbooks are tools that equip learners with diverse cultural backgrounds. Given the critical role of fostering learners’ intercultural communicative competence through the use of textbooks, this study aims to investigate the representation of cultural elements in English 10 Friends Global Textbook. The study used descriptive analysis approach, together with the use of two frameworks proposed by Cortazzi and Jin (1999) and Yuen (2011) in its data collection and analysis. The findings showed that foreign cultural elements presented in the textbook outnumbered local ones, which indicated that English 10 Friends Global Textbook had the potential to develop students’ intercultural communicative competence. Some pedagogical implications are also discussed in this study.
subject: Articles
  topic: section
subject: intercultural communication
  topic: keywords
subject: intercultural communicative competence
  topic: keywords
subject: high school EFL learners
  topic: keywords
subject: English 10 Friends Global
  topic: keywords
creator: Qui Tran
rights: Copyright (c) 2025 Qui Tran-Van (Author) http://creativecommons.org/licenses/by/4.0
date: 2025-03-15
publication date: 2025-03-15
starting page: 1
ending page: 11
doi: 10.60087/ijls.v2.n1.001

Cross-lingual Search Intent Understanding Framework Based on Multi-modal User Behavior
type: item
description: This paper proposes a novel cross-lingual search intent understanding framework leveraging multi-modal user behavior analysis. With the increasing complexity of network traffic and the diversity of user behaviors across languages, traditional approaches often struggle to capture and interpret user search intent in multilingual contexts accurately. Our framework integrates multiple behavioral signals, including query patterns, click sequences, and temporal dynamics, through a sophisticated neural tensor network architecture. The system employs a dual-encoder structure with shared parameters to maintain semantic consistency across languages while incorporating a dynamic behavior sequence learning mechanism to capture temporal dependencies. Experimental evaluation was conducted on a large-scale dataset comprising over 6 million user interactions across four language pairs (EN-ZH, EN-ES, EN-FR, EN-DE) collected over six months. The framework significantly improves over baseline methods, demonstrating an average cross-lingual accuracy of 0.923 and behavior prediction precision of 0.891. Ablation studies reveal the critical role of multi-head attention mechanisms and temporal modeling in maintaining system performance. The framework retains real-time processing capabilities with an average latency of 45ms per request under standard load conditions. Our research advances the field of cross-lingual information retrieval by introducing a practical approach to integrating behavioral signals with linguistic features, providing valuable insights for developing more sophisticated multilingual search systems.
subject: Articles
  topic: section
subject: Cross-lingual Information Retrieval
  topic: keywords
subject: Multi-modal Learning Analytics
  topic: keywords
subject: User Behavior Analysis
  topic: keywords
subject: Neural Tensor Networks
  topic: keywords
creator: Jiayi Wang
creator: Qiwen Zhao
creator: Yue Xi
rights: Copyright (c) 2024 Jiayi Wang, Qiwen Zhao, Yue Xi (Author) http://creativecommons.org/licenses/by/4.0
date: 2024-12-01
publication date: 2024-12-01
starting page: 65
ending page: 73
doi: 10.60087/ijls.v1.n2.007

Assessing the effectiveness of self-regulation in learningbasic English among non-major students at Ho Chi MinhCity University of Industry and Trade
type: item
description: Self-regulated learning (SRL) is crucial in language acquisition, especially for non-major students enrolled in English as an optional course. This research examines the self-regulated learning (SRL) capacities of 227 non-major students in English at Ho Chi Minh City University of Industry and Trade, utilizing a mixed-methods methodology to collect quantitative and qualitative data. Questionnaires gathered quantitative data by evaluating students' viewpoints and actions across the three phases of self-regulated learning: forethought, performance, and self-reflection. Additionally, semi-structured interviews with seven individuals provided enhanced qualitative insights. The findings revealed that students held positive perceptions of their self-regulated learning (SRL) skills, and they discovered significant correlations between SRL aspects and basic English results. These findings highlight the significance of self-regulated learning (SRL) in improving language acquisition and provide potential avenues for focused interventions to bolster students' self-regulation in English education.
subject: Articles
  topic: section
subject: Self-regulated learning (SRL)
  topic: keywords
subject: non-major students
  topic: keywords
subject: English language acquisition
  topic: keywords
subject: forethought phase
  topic: keywords
subject: mixed-methods research
  topic: keywords
creator: Hanh Ngo
rights: Copyright (c) 2023 Ngo Thi Ngoc Hanh (Author) http://creativecommons.org/licenses/by/4.0
date: 2023-03-15
publication date: 2023-03-15
starting page: 96
ending page: 106
doi: 10.60087/ijls.v1.n1.010

English-Major Students’ Perspectives On The Active Learning Approach For Developing Speaking Skills At a University in Dalat
type: item
description: The Active Learning Approach (ALA) has been considered a significant promise in language teaching due to its potentials in developing learners’ communicative competence. To understand how this approach works in the Vietnamese tertiary context, this study aimed to explore the perspectives of second-year English majors at a university in Da Lat regarding the effectiveness of ALA and what aspects of its application that influenced their perspectives. The study utilized a mixed-method approach, including surveys, semi-structured interviews, and class observations. The findings reveal students’ positive perceptions of ALA, especially regarding the think-pair-share activity. Main factors influencing their positive perspectives included intrinsic motivation, individual traits, past experiences with ALA, and classroom dynamics. However, several challenges in applying ALA in this context need to be addressed for the approach to reach its full potential in teaching and learning English speaking skills.
subject: Articles
  topic: section
subject: Active Learning Approach
  topic: keywords
subject: English-Major Students
  topic: keywords
subject: Speaking Skills
  topic: keywords
subject: Perspectives
  topic: keywords
subject: Vietnamese Tertiary Education
  topic: keywords
creator: Thị Thuỳ My Nguyễn
rights: Copyright (c) 2024 Nguyễn Thị Thuỳ My (Author) http://creativecommons.org/licenses/by/4.0
date: 2024-12-22
publication date: 2024-12-22
starting page: 44
ending page: 64
doi: 10.60087/ijls.v1.n2.006

Exploring the Evolution and Integration of LMS in Blended Learning: A Case Study of MyELT LMS in Vietnamese EFL Education
type: item
description: Learning Management Systems (LMS) have revolutionized educational landscapes worldwide, integrating seamlessly into blended learning models to enhance learner engagement and academic performance. This article reviews the evolution of LMS, their pedagogical underpinnings, and their integration into blended learning, using MyELT LMS as a case study in Vietnamese EFL education. Drawing insights from existing literature and case studies, the article highlights MyELT's implementation at the Ho Chi Minh City University of Industry and Trade (HUIT). Key findings showcase the efficacy of LMS in improving learner outcomes, challenges encountered, and recommendations for optimization.
subject: Articles
  topic: section
subject: LMS, Blended Learning
  topic: keywords
subject: EFL
  topic: keywords
creator: Giang Binh Nguyen
rights: Copyright (c) 2024 Giang Binh Nguyen (Author) http://creativecommons.org/licenses/by/4.0
date: 2024-12-01
publication date: 2024-12-01
starting page: 36
ending page: 43
doi: 10.60087/07xwca88