VietTESOL International Convention Proceedings
VietTESOL International Convention Proceedings is a comprehensive collection of scholarly papers presented at VietTESOL International Convention Series. This publication serves as a vital resource for the academic and professional community, showcasing innovative research, cutting-edge developments, and thoughtful discussions across a wide range of topics in English language education and English language teacher education. Manuscripts submitted to the Proceedings undergo a rigorous double-blind peer review and editorial process, ensuring that each paper meets the high standards of academic integrity, originality, and relevance before it is published.
Investigation into Essays Generated by ChatGPT: Strengths and Weaknesses
The use of artificial intelligence (AI) in various fields, especially language education has been on the rise in recent years. One such application is the generation of text through chatbots that mimic human conversation. Both teachers and students can employ AI in teaching and learning languages in general and writing in particular. In this study, we evaluate the essays written by ChatGPT, an AI language model developed by OpenAI. Four criteria are picked from IELTS writing band score descriptors, namely Task-responding, Coherence and Cohesion, Lexical Resource and Grammatical Range and Accuracy. The results showed that while ChatGPT essays had some positive aspects, such as coherence/cohesion and correct grammar, they lacked lexical variety and diverse grammatical structures. Furthermore, the essays generated by ChatGPT fell short of originality and critical thinking. Therefore, we recommend that ChatGPT essays should be used as a tool for assistance and not as a replacement for human writing. Following the analysis, some recommendations are given to both teachers and students.
SECTION 1: AI TECHNOLOGY IN LANGUAGE LEARNING AND ASSESSMENT
artificial intelligence, ChatGPT, essay writing
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Enhancing English Learning for Gen Z through AI Music Composition
The integration of artificial intelligence (AI) into educational practices has sparked a paradigm shift in language teaching methodologies, particularly for Gen Z learners. This study examines the application of AI-driven music composition tools in enhancing English learning among Gen Z students. Combining linguistic creativity with technological innovation, AI music composition offers an immersive, collaborative, and personalized learning experience. This article discusses the pedagogical benefits, challenges, and practical classroom implementation of AI music composition in English language learning. A structured, seven-week instructional framework is presented to demonstrate how AI tools can be leveraged to foster language skills, creativity, and student engagement. Recommendations for overcoming limitations and ensuring ethical use of AI in educational contexts are also provided.
SECTION 2: TECHNOLOGY AND PEDAGOGICAL INNOVATION
Using ChatGPT to Develop Students’ IELTS Speaking Skill in an IELTS Course
The emergence of ChatGPT is a valuable opportunity to revolutionize the development of teaching and learning materials for language learning. Despite the potential benefits of integrating ChatGPT into IELTS Speaking, there is a notable gap in research regarding its practical application in this domain. Existing studies have not specifically addressed the edges and challenges of applying ChatGPT in IELTS Speaking courses. To apply ChatGPT more effectively in IELTS speaking, we conducted this action research, aiming at shedding light on (i) students’ perspectives towards the application of ChatGPT in their IELTS Speaking skills, and (ii) teachers’ reflection on the process of using ChatGPT in developing IELTS Speaking materials. Three collection instruments, namely questionnaire, interview, and teaching journal, were used. Results showed students’ remarkably positive responses to ChatGPT application. It not only helped teachers make helpful in-class resources, scaffolding students in terms of outline, vocabulary, ideas, and sample answers, but also provided students with valuable self-study aid, which was claimed to be straight to the point, time-saving, and responsive. Challenges for students and teachers were also revealed since ChatGPTbased materials could be overwhelming for some students unless adapted appropriately by teachers. Regarding suggestions, teachers were advised to select and adapt the materials suggested by ChatGPT carefully and develop the skill to write effective prompts. Additionally, when using ChatGPT for selfstudy, students should practice their own learning autonomy, paraphrase the suggested ideas, and use the materials as input in a critical way instead of copying the answers and eventually depending on AI.
technological pedagogical content knowledge
Evaluating the Impact of AI Chatbots on Student Learning Outcomes at the Diplomatic Academy of Vietnam
This study rigorously assesses the impact of Artificial Intelligence (AI) integration, specifically through chatbots, on student learning outcomes at the Diplomatic Academy of Vietnam. Employing a mixed-methods approach, the research systematically investigates how these AI tools affect language proficiency, critical thinking abilities, and student engagement among 520 undergraduate students enrolled in diplomatic training courses across various disciplines, including international relations, economics, communication, and linguistics. The analysis is grounded in several educational theories: Constructivist Learning Theory underscores the interactive, student-centered learning experiences enabled by chatbots; the Technology Acceptance Model (TAM) explains their adoption based on perceived usefulness and ease of use; Self-Determination Theory (SDT) evaluates how chatbots influence students’ motivation by supporting autonomy, competence, and relatedness; and Cognitive Load Theory assesses how chatbots help manage cognitive effort, enhancing comprehension and retention. Findings from pre- and post-tests reveal statistically significant improvements in student performance, while surveys and interviews highlight increased engagement and confidence in using AI-driven learning tools. However, challenges such as feedback accuracy limitations, technical constraints, and concerns about over-reliance on AI are also noted. This study provides evidence-based insights into the benefits and challenges of AI chatbots in diplomatic education, offering strategies for balancing AI-driven and traditional teaching methods to optimize learning. By addressing the gap in research on AI’s role in specialized education, this paper contributes valuable recommendations for enhancing curriculum design and AI adoption in higher education, particularly in fields requiring critical thinking and professional communication skills.
Engaging with AI: Exploring ChatGPT’s Role in Self-Regulation and Pre-Writing Stage
Traditional English Language Teaching (ELT) methods often struggle to meet the diverse needs and learning preferences of students, resulting in limited engagement and suboptimal learning outcomes. However, in today’s rapidly evolving digital landscape, ELT practices have been transformed using generative AI tools to cater to the diverse needs and learning styles of students. The tools enhance student engagement, personalised learning pathways, and improve learning outcomes. By integrating generative AI tools into teaching practice, students can engage in quality writing. This article delves into the benefits of using ChatGPT among undergraduate students. In the pre-writing stage, ChatGPT is useful for the students to brainstorm and outline their work. Using the self-regulated learning theory (SRLT), educators can create prompts tailored to specific learning outcomes, encouraging learners to elaborate on their thoughts and practice critical thinking. Moreover, while writing, these tools can also suggest alternative word choices, synonyms, and sentence structures while functioning as a grammar and mechanics checker. Despite the advantages of ChatGPT, ethical considerations involving ChatGPT are discussed.
Understanding The Barriers to Proficiency: A Mixed-Methods Approach of Freshmen English Majors’ Experiences with Pronunciation
The final target of language learning is the full acquisition of the language, including the high level of pronunciation proficiency. Even though everyone realizes its importance, there are many freshmen English majors who still find it difficult to achieve English pronunciation proficiency which is described as a fundamental component of effective communication. To scrutinize the learning experiences of freshman English majors with their pronunciation in tertiary education, this study employed a mixed-methods approach, collecting data from both surveys and interviews. There are three elements that the study aimed to explore (1) the obstacles that freshmen English majors encounter in trying to master English pronunciation, (2) learners’ engagement with teaching methods in the classroom, and (3) learners’ perceptions of their learning barriers. The study contended that there must have existed a range of internal and external barriers to learners’ pronunciation acquisition as it had shown in the results of qualitative and quantitative data. A strong preference for more interactive and practice oriented instructions was recommended by the participants. The findings highlight a need for more targeted pedagogical approaches that cater to the specific needs of the students. The findings may contribute to improving English pronunciation instruction, boosting students’ confidence in spoken English, and creating a more supportive learning environment.
SECTION 3: LEARNER NEEDS, PERCEPTIONS, AND CHALLENGES
Professional Development Needs of Language Teachers in Online Teaching Contexts
The popularity of online teaching and learning has led to significant changes in the educational landscape, particularly in the primary school contexts where both teachers and young learners are found to experience some challenges in their adaptation to this new mode. The situation calls for teachers to enhance the knowledge and skills necessary for effective online instruction. The current study aimed to explore the professional development (PD) needs of primary school language teachers in online teaching contexts and how they identify these needs through reflexive and interactive positionings. This qualitative case study drew on data from semi-structured interviews with five in-service teachers who were responsible for delivering online courses in primary schools. Findings from thematic analysis indicate that teachers expressed their needs for a deeper understanding of the psychological, physical and behavioural aspects of pupils in the online learning setting as these aspects were not as explicit as in traditional classrooms. In addition, the participants were interested in techniques to facilitate personalised learning and strategies to communicate with students’ parents. These needs are closely connected with how teachers position themselves, their students and parents. Discussions and implications of the study focus on the significance of incorporating teachers’ voices in the development of effective professional training programmes and students’ age-related characteristics as a learning resource for teachers.
SECTION 4: TEACHING PRACTICES AND TEACHER DEVELOPMENT
Trialing the Use of a Pre-Discussion Monologue Task as a Platform for Intersubjectivity in a Paired Discussion Task
Eliciting specific behaviors in speaking tests can be complex. This is especially so in peer-to-peer tests in which control over the flow of interaction is left up to the students. This paper outlines a testing approach designed to promote intersubjectivity, including the ability to signal the contextual relevance of a conversational turn, as well as engaging with, and expansion of a partner’s ideas, in an English as a Foreign Language (EFL) paired speaking test. The test, intended as a diagnostic tool to assess speakers’ interactional competence (IC), was trialed with first-year students at a Japanese university. In response to video-delivered prompts, each speaker gave a monologue to their partner. Following this, the speakers engaged in a thematically related discussion task. Both the monologues and paired discussion were transcribed and analyzed to investigate the extent to which themes from the monologues were integrated into the discussion and served as a platform for both the contextualization of ideas, and a springboard for further topic expansion. In addition to giving insights into the prior English learning experience of Japanese first year university students obtained from a questionnaire, the paper evaluates the overall efficacy of the monologue stage. While the monologue stage did not actively promote the desired behaviors, there were positive observations related to the discussion stage itself and the video-delivered format. The paper aims to provide insights into the efficacy of pre-discussion monologues and potentially allow other educators to adapt the overall task design and delivery method to their own contexts.
Vietnamese Transnational Higher Education Students’ Perceptions, Challenges, and Opportunities in Adopting AI to Improve Speaking Skills
This study aims to examine the students’ perspectives on the challenges and opportunities of using artificial intelligence (AI) in improving speaking abilities in transnational higher education (TNE) programs in Vietnam. The participants consisted of thirty English as a Foreign Language (EFL) students who were enrolled in three Transnational Education (TNE) programs at a public institution in Vietnam. The study employed a qualitative case study research design, using diaries and semi-structured interviews, to achieve its objectives. Thematic analysis was adopted to discover the emerging themes in the written diaries. Subsequently, semi-structured interviews were conducted with chosen students based on the identified themes. The findings revealed that Vietnamese students in the TNE program displayed a preference for utilizing AI tools to enhance their speaking skills due to limited teacher feedback. They were generally satisfied with using these AI tools to practice their English. The results also indicated that students encountered certain constraints when utilizing AI aids, including a lack of applicable feedback and few model examples. Furthermore, the participants had the perception that artificial intelligence is incapable of replacing teachers. Finally, the findings indicated a need to improve the available resources in AI products to facilitate the enhancement of students’ speaking abilities within the TNE context
Harnessing the Power of AI for Innovative Teaching and Testing
In the contemporary educational landscape, the integration of Artificial Intelligence (AI) represents a pivotal shift toward innovative teaching and testing methodologies. This article explores the multifaceted ways in which AI can enhance pedagogical practices, from personalized learning experiences to the automation of assessments that allow educators to allocate more time to student engagement. However, the discussion extends beyond mere technological advancements; it also encompasses the ethical implications of utilizing AI in educational settings. By examining potential biases in AI algorithms and the impact of data privacy on student information, this article underscores the importance of establishing ethical guidelines to govern the deployment of these technologies. Ultimately, this explores AI’s transformative potential in education while emphasizing the necessity of ethical considerations to foster a responsible and inclusive learning environment.
The Effects of AI Tool Integration on English for Specific Purposes Learning in Logistics Education
Learning English for Specific Purposes (ESP) is more than just learning a language. It includes basic skills like writing, reading, listening, and speaking, together with special terms and knowledge from specific areas. In the field of business and economics, ESP courses often need students to do tasks like giving presentations and writing essays. These tasks require a lot of self-study outside the class, and students often struggle because they don’t have enough helpful tools. This study looks at 56 logistics students who were studying ESP at a university. AI tools were used as a part of their learning process to help them. The research used both qualitative and quantitative methods to see how using AI tools affected students’ learning and their opinions about these tools. The results indicate a substantial improvement in students’ scores, providing empirical support for the effectiveness of AI tools in enhancing ESP learning. Also, students had a positive attitude toward these tools, showing they liked and used them as helpful resources for learning by themselves. This study suggests that AI tools should not be seen as cheating but as helpers for students to learn on their own. With AI technology, students can learn ESP independently, improving their language skills and becoming better at self-directed learning
Google Translate’s Performance in Translating Commercial Contracts: A Linguistics Errors Analysis
The study investigates the effectiveness of Google Translate (GT) in translating five commercial contracts from English to Vietnamese, focusing on the identification and analysis of linguistic errors. Translations of five commercial contracts were selected for data analysis due to their variety in terms of purpose, length, and linguistic complexity, all of which offer an extensive basis for assessing translation performance. A systematic approach was employed to assess translation quality, utilizing quantitative methods to classify errors into categories including Sense (SENS), Terminology (TERM), Clarity (CL), and Reference Documents (RD). The findings reveal that TERM errors are the most prevalent, accounting for 30.91% of total errors, followed by CL errors at 19.39%. The study highlights GT’s challenges in accurately interpreting technical terms and maintaining clarity, which are crucial for legal documents. It emphasizes the necessity of post-editing by human translators to enhance translation accuracy and reliability.
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Utilizing the Jigsaw Technique to Help Students Overcome Common Grammatical Errors in Writing
Writing remains a challenge for English as a Foreign Language (EFL) learners worldwide, particularly for Vietnamese learners. One approach that has shown promise in improving writing skills is cooperative learning, which has been widely recognized for its effectiveness in writing instruction. However, despite its benefits, little research has specifically examined how the Jigsaw technique — a well-known cooperative learning strategy — impacts grammar issues in EFL writing. Therefore, to evaluate the effects of the proposed strategy, eighty-two English majors from two Writing 1 classes were chosen, with one class designated as experimental group and the other as control group. Both groups initially performed a pre-test to assess their equivalence, after which the experimental group received an innovative strategy called the Jigsaw technique, and the control group was taught using traditional instruction. After the two-week treatment, both groups underwent a post-test. The results indicated a notable reduction in grammatical errors and a positive engagement among students in the experimental group compared to those in the control group. Therefore, this not only demonstrates the beneficial influence of the Jigsaw technique in assisting EFL learners in overcoming ordinary grammatical mistakes in writing, but it also contributes to improving their participation. Furthermore, our study, carried out at the tertiary level, focuses on the innovation of teaching writing. As a result, the optimistic findings encourage instructors and practitioners to confidently apply the Jigsaw technique in the educational setting to enhance learners’ writing performance.
Reshaping Japanese Students’ Global Mindset for Global Engagement
Over a decade has passed since the Ministry of Education, Culture, Sports, Science and Technology (MEXT) introduced the concept of promoting Global Human Resources to enhance Japan’s global competitiveness. However, despite ongoing efforts, there remains a significant gap between the government’s goals and the realities of classroom English education. Key elements of Global Human Resources (MEXT, 2012) include: 1) language and communication skills; 2) initiative and proactivity; and 3) an understanding of different cultures and Japanese identity. In practice, however, students often struggle with English proficiency, primarily due to a traditional education system that emphasizes rote memorization over communication and critical thinking skills This paper examines the disconnect between policy and classroom practices, drawing on existing literature and data to analyze how current educational approaches hinder Japan’s global competitiveness. It highlights the critical role of teacher training in overcoming these challenges, proposing that professional development is necessary to equip teachers with the skills to foster a communicative, student-centered approach to learning. In addition, the paper will present practical pedagogical recommendations, such as revising curriculum frameworks (Bloom et al., 1956, 2002) and incorporating more interactive, communicative teaching methods (Long, 1996). By aligning educational practices with global needs, Japan can better prepare students to thrive as global citizens, ultimately strengthening the country’s position on the world stage.
Integrating the 4Cs in EFL Business Speaking: A Reflection
This paper reflects on the integration of the Four Cs — Critical Thinking, Communication, Collaboration, and Creativity — into an English as a Foreign Language (EFL) Business Speaking course. Through structured tools such as the Member Duties Chart, Weekly Project Task Assignment Sheet, and End-of-Term Negotiation Project, students engaged in activities that simulated real-world business interactions. This reflection discusses the challenges, benefits, and pedagogical implications of incorporating 21st century skills into EFL instruction. The paper offers insights for teachers seeking to enhance business communication courses through a skills-based approach.
Bridging the Material Gap: A Practical Approach to AI-Generated Exercises
English language teachers often face challenges adapting generic (commercial) textbooks to meet the specific needs of their classes, particularly in terms of vocabulary and grammar. The advent of AI offers a powerful (effective) solution for creating customized teaching materials aligned with course objectives. This article explores practical methods for leveraging the free AI tool Poe to efficiently generate tailored exercises. Step-by-step instructions cover data sourcing, personalizing AI tools, structuring knowledge bases, and writing effective prompts. These strategies empower educators to integrate AI into their teaching practices, enabling the creation of precise and effective materials suited to diverse classroom needs. Through questionnaire conducted in the workshop, this approach can be further explored.
Enhancing IELTS Writing with AI: Practical Applications and Considerations
The integration of artificial intelligence (AI) tools into IELTS writing instruction offers educators innovative ways to address common classroom challenges. This practice-based article highlights how tools such as ChatGPT, Quizlet, IdeaGene2, and MarkMyEssay can be effectively used to enhance essential writing skills, including idea generation, vocabulary expansion, grammar accuracy, and comprehension of assessment criteria. Through practical activities like AI-assisted brainstorming, vocabulary building exercises, and essay drafting, educators can help students produce coherent, accurate, and well-structured writing. The article provides step-by-step guidance on incorporating these technologies into classroom practices, emphasizing their ability to streamline feedback, foster student autonomy, and enrich the overall learning experience. It also addresses potential challenges, such as over-reliance on AI and the importance of critically evaluating its feedback. By blending AI-driven tools with teacher-led instruction, educators can create engaging and effective writing lessons tailored to the specific requirements of IELTS preparation. This article serves as a resource for teachers seeking to harness AI’s potential to empower students and improve their writing proficiency.
Students' Perceptions of English Academic Writing: A Needs Analysis of EAP in Vietnam
Despite the growing demand for academic writing instruction of EFL/ESL learners and the pivotal role of needs analysis in curriculum development, limited research as a needs analysis of EAP writing courses at tertiary level has been conducted in Vietnam EFL context. This research aims to investigate the perceptions and needs regarding EAP writing among ELT major students at a university in Vietnam. The study employs the mixed method design with a survey of 42 students, followed by semi-structured interviews with 5 students from the same group. The findings reveal the students’ insufficient understanding of academic writing, particularly in terms of academic genres, citation styles, and reading-related skills. In addition, when writing academic assignments, the students encountered several issues such as lacking vocabulary, inappropriate word choice, lacking ideas, and writing incoherent paragraphs, which were partially addressed by the IELTS writing courses they took and self-studying. Reading and engaging with academic literature were also deemed challenging by the students, yet hardly was a measure taken to enhance the skills. These results suggest that the English Department should develop a separate EAP writing course following the IELTS ones. The EAP writing course will focus on unique features of academic writing, academic vocabulary and structures, the relation between reading and writing, as well as the skills of reading and working with academic literature.
Research Writing in the AI Generation: Rethinking Pedagogies, Practices, and Perspectives
The purpose of this keynote conceptual article is to discuss how technological innovation interacts with research practices. It focuses on the effects Artificial Intelligence (AI) has on research writing. The essay analyses various ways through which AI technologies could enhance efficiency via automation of mundane tasks, allowing academics to concentrate on creativity and analytics. It also discusses matters of academic integrity in the forefront of plagiarism. Promoting the implementation of regulations is necessary to harmonise the benefits of AI with the need to retain critical thinking skills. Pedagogical changes are needed to allow integrating AI practices into the academic curriculum by striking a balance between conventional pedagogical approaches that converse with the capabilities of AI. A pressing point from the study is the need to further enhance AI literacy and its proper usage so as to navigate the dynamic terrain of research. The conclusion stresses that thorough regulation and human oversight will still be required to make sure that the emergent use of AI inculcates improvements in academic work without its integrity being spoiled.
The Current Practices of Teaching and Learning ESP at a Sport University in Vietnam
In recent years, the field of English for Specific Purposes (ESP) has become one of the primary topics in English language teaching and research. In the educational setting, ESP forms an essential component in the university course as it is designed to provide students with the language and communication skills required for particular fields and occupational or academic purposes. The purpose of this paper was to identify the current practices of teaching and learning ESP for sport students. Lecturers of English and the first-year students undertaking undergraduate courses in Physical Education, Sport Coaching and Sport Management were involved in this research. The data were collected in semester 2 of the academic year 2023-2024 while ESP classes were being conducted. The qualitative method was utilized in this study through the analysis of documentation, classroom observations, one-on-one interviews with lecturers of English and students. The findings revealed a number of problems lecturers and students encountered, including the use of text-book, teaching methods, lack of vocabulary, and dependence on Google Translate. Based on the evidence drawn from this research, recommendations were proposed with an emphasis on the use of technology and ChatGPT to enhance the quality of teaching and learning ESP.
The Impact of Formative Assessment Factors on Students’ Motivation in the Age of Artificial Intelligence: A Case Study in a Vietnamese Higher Education Institution
Motivation is an influential factor in the teaching-learning situations (Filgona et al., 2020); moreover, it is a key determinant of effective learning outcomes. In learning, formative assessment provides teachers with more frequent evidence of students’ mastery of standards, it helps them make useful instructional decisions. In this way, formative assessment is designed to improve students’ academic progress (Stiggins, 2005). This paper aims to investigate how formative assessment influences students’ motivation at a university in Vietnam amid the backdrop of artificial intelligence (AI) integration in education. A theoretical framework of formative assessment and motivation in learning was used in this descriptive study. Employing a quantitative approach, the study utilizes a questionnaire to collect data from 402 students of the Faculty of Foreign Languages at this university. The research explores students’ experiences and perceptions regarding formative assessment and AI-supported feedback mechanisms. Preliminary findings indicated students’ motivation were influenced by six factors relating to formative assessment, namely Feedback, Peer assessment, Classroom activities, Use of AI, Teacher’s role, and Learning environment. These six factors collectively enhance students’ motivation by cultivating active participation, self-directed learning, and a belief in improvement - essential elements for consistent academic progress and achievement, in which such factors as Use of AI, Teacher’s role, and Classroom activities have the highest positive impacts on students’ motivation. The study also offers some recommendations on formative assessment to promote motivation in learning of students of the Faculty of Foreign Languages at the university.
A Case Study on Teaching Reading Online with the Support of Canvas and Zoom
COVID 19 has disastrous effects on the whole world; however, it has made a great contribution to teaching methodology. Almost all teachers have to change their normal teaching methods into online teaching because their students cannot come to class. Likewise, the author was assigned to teach a Reading class without providing students with their course books and other materials in advance, so she was really worried about whether she could carry out all activities like in a traditional class or not, interacting with her students, assigning and marking their homework. She came up with a new idea and she decided to carry out case study to see it effectiveness. In the case study, a Learning Management System named Canvas, CALL, Zoom and other applications such as Quizlet were applied to ensure the quality of her class and stimulate her students’ interests in each online lesson. The findings, after 5 months, showed that with the support of these pieces of technology, not only could she run her class very smoothly, but she could also see her students’ excitement in every lesson and their progress. As a consequence, the author is writing this article to address problems arising in and discuss the benefits of such technology in teaching and Reading online and share with other educators the way she combined these tools and ran her class in order to gain these significant achievements.
Strand 2: Teaching Methods and Applied Linguistics
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Discourse Analysis: A Methodological Tool for an EFL Course: The Case of IELTS Test Preparation
This paper aims to illustrate what discourse analysis is and how it can contribute to our learning and teaching practical English usage. Firstly, we provide an overview of discourse, discourse analysis, and discourse structure. Secondly, we address the practicalities of how to apply discourse analysis to English language teaching, providing readers with a workable example using one particular approach to teaching a practical English course, say, an IELTS preparation class. In this case, discourse analysis is actually a methodological tool, which easily lends itself to the investigations of textual and linguistic properties and language skills development in an IELTS preparation course.
Online Learning and Teaching British-American Literature for Third-Year Students of F.O.E at H.N.U.E. during Covid-19 Time – Actual Situation and Solution
Online learning and teaching platforms have offered effective alternatives to traditional classrooms, especially during the outbreak of corona virus recently. At Hanoi National University of Education, a variety of online tools and sites have been employed providing lecturers and students with virtual space to upload lectures, video clips, assignments, tests as well as perform numerous interactive activities with a view to engaging students in the online courses. We conducted a research into the actual situation of online learning and teaching in British – American Literature course from students’ perspectives. The findings indicated that H.N.U.E students were relatively well equipped with required facilities and skills for online learning. Students’ attitude towards the study in virtual classrooms was positive and they highly appreciated the benefits and effectiveness of online learning and teaching tools for the literature course. Also, we have proposed several solutions to deal with the challenges which both students and lecturers faced during this process.
The Impacts of the Flipped Classroom Model on Teaching IELTS Writing Skills
This paper is based on a small-scale qualitative research project in a private educational context in Vietnam which aimed to investigate the effectiveness of the flipped classroom model as an innovative approach to preparing students for the IELTS Writing test. Previously, the lion’s share of the teaching time was used to deliver the content of the lesson, and only a small amount of time was dedicated to practice and discussion. The learners had low level of engagement, and their performance progressed negligibly. This innovation was intended to combat the problems of time constraints and students’ disengagement in teaching IELTS writing by flipping part of the class home for the students to self-study. This approach freed up more class-time for practice and interaction, and thus allow the teacher to tackle knowledge at a much deeper level and increase the students’ engagement significantly.
Teaching Grammar to Young Learners: A Functional Approach Example
Grammar has played a central position in language teaching and it has been changing significantly for the past few decades. At the era of post-method, teachers can select various classroom procedures and language content to meet the communication needs of the learners. One frequent question that teachers ask is how to teach grammar to young learners. Some argue that young learners should be exposed to a natural language environment and acquire language through activities. Others propose that explicit teaching of grammar is necessary for learners in non-native language environment. The controversies put language teachers in a challenging situation of continuously identifying what and how to teach. This paper focuses on some design principles for grammar teaching to young learners and classroom examples to support teachers’ decisions in applying functional grammar effectively to young learners in Vietnamese contexts. It first critically examines theoretical controversies in grammar teaching, young learners, and the learning contexts. Then it presents examples of classroom activities as illustrations.
An Ecological Approach to Second Language Acquisition: Family as an English Language Learning Community
In the world of applied linguistics, there is a growing interest among researchers in studying second language acquisition (SLA) as an ecological phenomenon, meaning the focus of SLA studies has shifted from the language classroom to other social contexts beyond the classroom. This ecological approach provides researchers with a whole new perspective in understanding language learning beyond the classroom that offers an insight into the way how a community can promote language learning among its members and become a learning system. Adopting Palfreyman’s ecological approach to language learning, this paper is aimed at exploring a family functioning as an English language learning community in an EFL context. To reach the aforementioned objective, online interviews were employed in the study with four participants, who are members of a Vietnamese family. The findings provided an analytical description of the chosen family as a demonstration showing how Palfreyman’s theories work in practice, focusing on the autonomous role of each family member in contributing and receiving learning resources. Despite some miscommunications due to the age difference, the interviewed family is overall an excellent example of a family functioning as a learning community, which can serve as a role model for other families in the same EFL context to promote better English language learning. The study offers interesting implications in the area of SLA: EFL learners should be aware of their language learning opportunities and take advantage of available resources for the sake of a mutually supportive environment for English learning in the family.
An Investigation into Cohesion Errors in VSTEP Writing Tests of the Second Year EFL Students
VSTEP, the first-ever Vietnamese standardized test of English proficiency, was nationally released in March 2015 and considered a graduation requirement at some universities in Vietnam. The tests evaluate students’ four language skills namely listening, speaking, reading, and writing skills. Especially, task 2 writing tests are marked based on cohesion criteria which contribute to the overall meaning of the text. However, a few research studies have been conducted to investigate cohesion mistakes in VSTEP writing papers, which have a far-reaching effect on candidates’ writing scores. Therefore, the purpose of this study is to analyze and examine cohesion mistakes related to transition signals and references in academic writing. Eighty VSTEP essay writing tests of the second year EFL students at the University of foreign language studies – the University of Danang were collected randomly. Data collection then was analyzed to see what types of cohesion mistakes students made and the frequency of errors. The study makes use of both qualitative and quantitative information employing a descriptive method. A framework by Halliday and Hassan (1976) was adopted to analyze the data. In terms of transition signals-related mistakes, the findings reveal that those common ones are repetition, overuse, or lack of transition signals, even misuse of linking devices inadequate meaning and formal register. Also, unclear referencing and misuse of reference are found. Based on the findings, some implications and suggestions on cohesion teaching and cohesion self-check strategies when doing the VSTEP writing test were put forward.
An Investigation into The Teachers’ Feedback to Students’ Answers in Lectures from TOEFL iBT
For those Vietnamese lecturers whose feedbacks are restricted to a limited number of expressions, using appropriate feedbacks can be challenging. This may also reduce students’ cooperative efforts in developing the interactive lectures. This paper aimed to examine the syntactic, semantic and pragmatic features of teachers’ feedback in lectures in English and the students’ expectation of these feedbacks. The descriptive study was based on a theoretical framework of Functional grammar, theory of speech act, epistemic modality and politeness. The data collection was conducted with 400 instances of teachers’ feedback quoted from transcripts of lecture extracts of TOEFL iBT and a questionnaire for 120 students at Tay Nguyen University, Vietnam. The former was to discover features of teachers’ feedback in terms of syntax, epistemic modality and politeness principles. The latter was designed for the analysis of students’ perception of teachers’ feedback. The study reveals, in view of clause as exchange, clause as message, and speech act theory, that most of the teachers’ feedback occurred in forms of truncated declarative sentence as a Theme or Rheme with discourse functions as confirming the validity of the students’ answers, encouraging, complimenting the students, correcting and modifying their answers. The study also found that most students expected teachers’ instructive and encouraging feedback with the correction rather than just a compliment. Based on the research findings, some implications for teachers’ feedback in teaching and learning in English are suggested.
An Investigation into Grammatical Metaphor in IELTS Writing Tests
Grammatical metaphor is a significant concept in linguistics introduced by Halliday (1985). It has been pervasive in many studies, both theoretical for discovering subterms ideational, interpersonal and textual grammatical metaphors and practical for analyzing, understanding and especially for writing academic discourses. This study aims at exploring metafunctions of grammatical metaphor expressions and their application frequency in IELTS writing tests. Based on the Functional Grammar advanced by Halliday (1985) as a framework, the study analyzes grammatical metaphor expressions used in a source of samples collected from about 230 IELTS writing tests including sample tests. These grammatical metaphor expressions are categorized into three metafunctions of ideational, interpersonal and textual to examine their application frequency in the writing tests. The results show a significant difference in the usage frequency of the three metafunctions of grammatical metaphors in the writing test papers. Interpersonal is mainly used in IELTS test writing while the application of ideational and textual grammatical metaphor is low. The findings suggest some possible ways of exploiting grammatical metaphors to improving writing skill for IELTS tests.