Archives

  • Language Assessment in the Age of Generative AI: Validity, Feedback, and Integrity
    Vol. 3 No. 2 (2026)

    This issue will examine how generative artificial intelligence is reshaping the design, interpretation, and use of language assessment. It welcomes research on validity, reliability, fairness, transparency, automated scoring, AI-supported feedback, assessment literacy, and the changing relationship between machine-generated evidence and human judgment.

    Particular attention will be given to authentic performance, academic integrity, explainability, bias, data protection, and responsible implementation across classroom, institutional, and high-stakes settings. Contributions should connect technological possibilities with established principles of educational measurement and ethical assessment practice.

  • Technology-Enhanced English Language Learning: Tools, Classrooms, and Learner Development
    Vol. 1 No. 1 (2024)

    This inaugural issue brings together ten classroom-based studies of technology-enhanced and learner-centred English language education. The contributions examine flipped learning, ICT-supported reading and vocabulary instruction, blended grammar learning through a learning management system, game-based activities with Kahoot!, multimedia-supported speaking, and animated video for young learners, alongside research on listening, pronunciation, vocabulary retention, and self-regulated learning.

    Taken together, the studies present CALL as a set of pedagogical decisions rather than a collection of tools. They foreground alignment between technology, learning objectives, classroom context, and learner needs while documenting practical opportunities and constraints in Vietnamese schools and universities.

  • Motivation, Intercultural Learning, Writing Development, and AI-Mediated Feedback
    Vol. 2 No. 1 (2025)

    This issue examines four closely connected dimensions of English language learning: intercultural communicative competence, learner motivation, academic writing development, and feedback. Across five articles, the contributors investigate textbook-based cultural learning, motivation in general and medical English, factors shaping engagement among non-English majors, recurrent paragraph-writing errors, and students' perceptions of AI-generated versus peer feedback.

    The studies emphasize that effective language learning depends on the interaction of cognitive, affective, cultural, and instructional factors. The issue offers context-sensitive evidence for designing curricula, feedback practices, and learning environments that support both language development and sustained learner engagement.

  • Language, Culture, Metaphor, and Pedagogical Practice Across Contexts
    Vol. 2 No. 3 (2025)

    This issue brings together nine contributions on language learning, language change, metaphor, culture, translation, and professional communication. The articles examine metacognitive listening strategies, technology-enhanced vocabulary learning, contemporary Vietnamese usage, environmental metaphor, information technology in language education, metaphor translation, cultural dimensions of peer feedback, dictation-based listening, and workplace English communication.

    The collection demonstrates how linguistic form and meaning are shaped by cognitive strategies, cultural contexts, digital resources, and communicative purposes. Its range of empirical studies, reviews, and applied analyses supports a cross-context understanding of language education and language use without implying a policy focus that is not central to the issue.

  • AI, Cultural Conceptualization, and Human Agency in Language Education
    Vol. 3 No. 1 (2026)

    This issue examines how artificial intelligence, cultural meaning, language contact, and learner participation intersect in contemporary language education. Its five articles address the complexities of ChatGPT integration in Vietnamese higher education, cultural conceptualizations in EFL materials, contact-induced influences on Vietnamese use, extracurricular activities in university English teaching, and the motivations and integrity concerns associated with generative AI use in graduation theses.

    The collection places human agency at the centre of technological and cultural change. It invites readers to consider how educators and learners negotiate authorship, judgment, identity, participation, and academic responsibility while working across AI-mediated, multilingual, and institutionally diverse learning environments.

  • Language Learning, Intercultural Communication, and AI-Enabled Information Systems
    Vol. 1 No. 2 (2024)

    This issue connects language education with intercultural experience and emerging information technologies. Its seven articles address large-language-model-supported search reranking, cross-lingual and multimodal search intent, public-speaking performance, culture shock, barriers to intercultural communication, learning-management-system use in blended EFL education, and active learning for speaking development.

    The collection shows that contemporary language studies extend across classrooms, digital platforms, and intercultural settings. It highlights how communication, learner participation, cultural adjustment, and intelligent information systems jointly shape access to meaning and the development of language-related competencies.

  • Language Competence, Cultural Learning, and Technology-Enhanced Pedagogy
    Vol. 2 No. 2 (2025)

    This issue presents thirteen studies spanning language competence, cultural learning, and classroom pedagogy. Topics include cultural awareness in coursebooks, historical toponyms, bilingualism, lexical collocation, translation competence, listening difficulties, grammar development, vocabulary learning, and the use of generative AI, mind maps, gamification, electronic flashcards, and communicative translation activities.

    Rather than treating innovation as technology alone, the collection shows how instructional methods, cultural content, digital tools, and learner difficulties interact across age groups and educational settings. It provides evidence for selecting pedagogical approaches according to specific linguistic objectives and local learning conditions.

  • Learner Agency, Affect, and Language Development in EFL Contexts
    Vol. 2 No. 4 (2025)

    This issue focuses on the learner-related, affective, cognitive, and linguistic processes that shape English development. Its core articles investigate self-directed learning and lifelong-learning competence, motivational strategies for reducing presentation anxiety, app-based autonomous vocabulary learning, cognitive-phonological approaches to dictation, acoustic patterns in English morphology, thematic progression in academic writing, listening anxiety, and video-supported vocabulary acquisition.

    Across these studies, language development emerges from the interaction of learner agency, emotion, cognitive processing, linguistic form, and carefully selected instructional resources. The revised theme reflects the published evidence and avoids presenting AI-driven personalization or “cyborg” pedagogy as the organizing framework when those concepts are not substantively represented in the issue.