International Journal of TESOL & Education
Aims and Scope The International Journal of TESOL & Education (IJTE) (ISSN: 2768-4563) is an international, peer-reviewed, open-access journal dedicated to advancing scholarship in language teaching, learning, and education. IJTE publishes original, high-quality research that contributes to theory, practice, and policy in the fields of TESOL and education across diverse global contexts. The journal welcomes submissions from researchers, educators, and practitioners worldwide, and is particularly committed to representing the perspectives and experiences of the global TESOL and language education community. IJTE serves as a forum for scholarly exchange across geographic, linguistic, and cultural boundaries, reflecting the inherently international nature of language teaching and learning. Topics covered include, but are not limited to: Teaching English to Speakers of Other Languages (TESOL) Language and linguistics Pedagogies and language teaching Computer-Assisted Language Learning (CALL) Mobile learning (m-learning) and e-learning Curriculum development and learning environments Teacher education and professional development Educational technology Translation and interpretation Cultural studies in education Quality assurance in education Educational developments and policy IJTE publishes research that employs a wide range of methodological approaches, including qualitative, quantitative, and mixed-methods designs. Conceptual and review articles of exceptional scholarly merit are also considered. International Scope and Authorship As an international journal, IJTE is committed to publishing research that reflects the global diversity of the TESOL and education research community. The journal actively seeks contributions from scholars across all world regions, including but not limited to Asia, Europe, the Middle East, Africa, Latin America, North America, and Oceania. To ensure that published research reflects genuine international scholarly participation, IJTE requires all authors to: Provide their full institutional affiliation, including institution name, city, and country; Register and include a valid ORCID iD — a free, persistent digital identifier that verifies authorship and enables readers and indexing bodies to confirm authors' publication records and disciplinary expertise. Authors without an ORCID iD must register at orcid.org before submission; Include a brief Author Biography (2–4 sentences) at the end of each manuscript, stating each author's institutional affiliation, research interests, and relevant scholarly background. The Editorial Board of IJTE reflects the journal's international character, with members drawn from institutions across multiple world regions. The Board's composition is reviewed periodically to ensure continued alignment with the journal's international scope and the geographic diversity of its authorship and readership. Authors are responsible for ensuring that their contributions represent original scholarly work that falls clearly within the journal's scope and demonstrates engagement with the current international literature in TESOL and education. Manuscripts that do not reflect awareness of the relevant international research community will be returned without peer review.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes. Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
EFL Teacher Educators’ Perspectives on Embedding Social-Emotional Learning into EFL Teacher Education in Vietnam
Social-emotional learning (SEL) has received growing attention, but little is known about how it is understood and enacted in EFL teacher education in Vietnam. This qualitative study examined how five EFL teacher educators at a Vietnamese pedagogical university perceived and enacted SEL. Data from semi-structured interviews were analyzed thematically. Most were unfamiliar with SEL as a formal framework; however, they considered its principles relevant to Vietnamese values, effective teaching, and students’ development. They reported modelling SEL-related skills, using group work and extracurricular activities, and including these skills in assessment. These practices, however, were mostly based on experience and were not explicitly connected to SEL. Major reported barriers included limited training, time, resources, large classes, and insufficient institutional support. Participants suggested integrating SEL into existing courses, providing professional development, and strengthening collaboration. The study shows that teacher educators are willing to adopt SEL but need clear guidance and sustained institutional support.
Copyright (c) 2026 Tran Thi Yen, Nguyen Thi Mai Huong https://creativecommons.org/licenses/by/4.0
Lexical and Syntactic Complexity across Adjacent IELTS Writing Task 2 Band Levels: A Corpus-Based Study
Lexical and syntactic complexity are important indicators of second language writing proficiency, particularly in assessment-oriented contexts such as IELTS Writing Task 2. However, limited attention has examined whether selected complexity measures can distinguish closely related IELTS band levels. A small-scale learner corpus of 30 essays, with 10 essays per band level, was analyzed quantitatively. Lexical diversity was measured using the Measure of Textual Lexical Diversity (MTLD), lexical sophistication was operationalized as the percentage of Academic Word List (AWL) items, and syntactic complexity was assessed through mean sentence length (MSL). One-way ANOVA showed a significant difference in lexical diversity, whereas AWL percentage and MSL showed non-significant upward trends. Post-hoc comparisons indicated that the significant MTLD difference occurred between Bands 6 and 8 rather than between immediately adjacent bands. Because the corpus consists of band-labeled instructional essays, the findings should be interpreted as exploratory rather than generalizable evidence of IELTS band distinctions.
Copyright (c) 2026 Truong Van Uyen https://creativecommons.org/licenses/by/4.0
English-Majored Students’ Perceptions of Using 4English for Reading Comprehension Development: A Case Study at Van Lang University
Although 4English, a mobile application, has gained attention for helping learners develop four language skills, few studies of 4English have been done. The main objective of this study is to explore English-majored students’ perceptions of using 4English application to develop reading comprehension skills. The study involved 53 English-majored students at Van Lang University (VLU) adopting 4English to improve English reading comprehension. Data was collected through a survey completed by all participants and semi-structured interviews with five volunteers from the questionnaire respondents for in-depth insights. The findings revealed the participants’ positive attitudes towards the application such as broadening their vocabulary, improving their ability to recognize more words in a sentence and supporting their perceived improvements in reading skills. Additionally, some challenges were identified including advanced vocabulary challenges, interface limitations and financial barriers. Consequently, 4English is recommended as an effective auxiliary tool for reinforcing reading skills beyond the classroom.
Copyright (c) 2026 Loi Gia An, Nguyen Ngoc Man Nhi, Truong Phu Sy https://creativecommons.org/licenses/by/4.0
Navigating the AI Turn: Framework for Responsible AI Integration in Language Education
As generative artificial intelligence (GenAI) revolutionizes the teaching and learning of language, the discipline faces two challenges: to avoid the traps of superficial technological replacement and to proactively defend academic integrity and learner autonomy. This paper addresses this conflict by asking two important questions: (1) pedagogical conditions that favor the development of profound language skills in AI rather than superficial language skills; (2) organizations can promote responsible use while cultivating critical thinking. To address these questions, this paper proposes the Framework for Responsible AI Integration in Language Education (FRAILE). This unifying model incorporates recent empirical research to offer a comprehensive structural response to the AI disruption. This presentation introduces a new AI Task Typology to enable cognitive engagement within the FRAILE.
Copyright (c) 2026 Pham Vu Phi Ho, Willy Ardian Renandya https://creativecommons.org/licenses/by/4.0
YouGlish as a Tool for Enhancing English Pronunciation: Students' Perceptions at a University in Hanoi
This study investigates the university students’ perceptions of using YouGlish, an innovative ICT tool, to enhance their English pronunciation. Using a mixed-methods approach, the current research explores students’ overall perceptions of the tool, including its benefits and challenges. Data were collected within a group of 150 first-year students through a structured survey, supplemented by in-depth interviews with randomly selected respondents. The results highlight YouGlish’s potential to enhance learners’ pronunciation accuracy, raise their awareness of diverse English accents, and support autonomous learning. However, challenges related to technical issues, such as Internet connectivity and inconsistent video quality, as well as diverse accents, were also reported. Despite these limitations, the study concludes that YouGlish is a valuable resource for fostering engagement and motivation, offering learners an interactive, context-rich, and practical approach to mastering English pronunciation.
Copyright (c) 2026 Nguyen Minh Ngoc, Nguyen Thi Minh Huyen https://creativecommons.org/licenses/by/4.0
Vietnamese EFL Learners’ Perceptions of Abilities and Challenges of Learner Autonomy
Learner autonomy is a common requirement for all Vietnamese university students. However, to become a successful English autonomous learner, the students are required to perform several tasks, namely setting learning objectives, making learning plans, taking advantage of useful learning resources, having high learning motivation, adjusting their learning strategies, and interacting with others. The present survey study used one online questionnaire to investigate Van Lang University’s English amajor’s perceptions of abilities and challenges of learner autonomy in English learning. Convenience sampling strategy was employed to include 57 students, who confirmed several abilities and very few challenges of learning autonomously. The reported learner autonomy level ranged from moderate to high, with the strongest ability in using the Internet (M= 3.84) and the weakest in self-evaluation (M= 3.51). The results have practical implications for local EFL lecturers and students. The lecturers are recommended to provide explicit training in self-evaluation strategies and material selection. Students are advised to utilize all mental, physical, and psychological resources to study English more effectively.
Copyright (c) 2026 Duong Thanh Hung Duc https://creativecommons.org/licenses/by/4.0
EFL teacher agency in the era of digital transformation: A multiple-case study in Vietnam
The purpose of this case study was to explore how EFL teachers in Vietnam enacted their agency in the digital transformation era. Drawing on the ecological model of teacher agency, this study employed a qualitative multiple-case design with the participation of three teachers and the data sources of semi-structured interviews and classroom observations.The study shows that the teachers’ agency was influenced by their past experiences, current conditions and aspirations for the future. Their early challenges with digital tools, professional identities, and the Covid-19 pandemic hindered their technological adoption while peer support and reflective practices enabled them to develop their digital competence. The teachers adapted their textbooks, utilized digital platforms (e.g., Quizlet, Padlet, Kahoot) and shifted their roles from knowledge transmitters to facilitators in their teaching practices. The adaptations made by the teachers also created more active, collaborative, self-directed and learner-centered practices among the students. These findings illustrate important implications for teacher agency in the era of digital transformation, highlighting the active roles of teachers in adopting technologies to improve students’ learning outcomes.
Copyright (c) 2026 Ho Thi Nhu Uyen https://creativecommons.org/licenses/by/4.0
Assessing L2 Student Writing in the AI Era: A Systematic Review on Challenges and Best Practices
This paper aims to provide a systematic review of the existing literature on the effects of AI on L2 (ESL/EFL) student writing and assessment. A comprehensive search was conducted through ScienceDirect, ERIC and Taylor & Francis Online, providing qualitative analysis of three major themes: the effects of AI on L2 writing, challenges in identifying AI-generated content, and practices for adapting writing assessment. PRISMA 2020 guidelines and the CASP checklist were used to select appropriate articles and assess validity, relevance and ethical issues. The review included 20 studies published between 2023 and 2025. The results show that AI offers numerous advantages, such as giving individualized feedback and support, improving writing quality and helpfully assisting the grading processes. However, issues related to academic integrity, originality and the difficulties in distinguishing between AI-created writing and student-written work have emerged. The paper proposes best practices for integrating AI into assessment frameworks in which academic integrity is still maintained while AI is utilized to improve learning outcomes.
Copyright (c) 2026 Dau Thi Thanh Luy, Lam Thuy Trang https://creativecommons.org/licenses/by/4.0
Call to Action: Translingual Writing Pedagogy and Students’ Perceptions in Nepali Multicultural Classrooms
In Nepal, an English-only policy is dominant in most EFL classrooms of public schools. Moreover, English is taught as a subject rather than a language. Therefore, there is a strong need to conduct research on how this policy has impacted students' cognitive and linguistic skills in public schools. Studies on students’ perceptions and experiences have been inadequate in Nepal because qualitative research on translingual pedagogy has not been a priority. Therefore, this study investigates the improvements and impacts of translingual writing (code-meshing) at Nepal’s community schools. To address this gap, a qualitative research method was adopted, particularly through observations and focus group discussions with students. The data was collected from eight tenth graders and one EFL teacher. The research site was a public, basic school (grades 1-8) in Dhankuta. The study demonstrates that students completed their English assignments and participated in conversations when they were permitted to code-mesh between Nepali and English whenever permitted. This practice implies that a translingual approach provides EFL students with a conducive environment in which to write and speak more confidently, drawing on multiple linguistic sources.
Copyright (c) 2026 Samar Limbu https://creativecommons.org/licenses/by/4.0
A Study on the Effectiveness of Moodle E-Assessment at a Private University in Ho Chi Minh City
Moodle-based assessment, a widely used form of e-assessment, offers a comprehensive list of assessment tools and features that support student-centered teaching and has been increasingly adopted in Vietnam, especially since the COVID-19 pandemic. This study aimed at examining the effectiveness of Moodle-based assessment in final exams within the Faculty of Foreign Languages, HCMC University of Foreign Languages – Information Technology (HUFLIT). The study involved the participation of 1558 students from the Faculty of Foreign Languages. A mixed-methods approach, incorporating a 5-point Likert-scale questionnaire and focus group interviews, was employed to collect the data. The results revealed a high level of effectiveness of Moodle-based assessment in final exams across four aspects: reliability, validity, practicality, and acceptability. Alongside its benefits, one of the most common challenges students face is the risk of academic dishonesty and technical difficulties with Moodle-based final exams. From the findings, some pedagogical conclusions were drawn to increase the overall effectiveness of Moodle-based final exams while simultaneously addressing and minimizing their inherent constraints.
Copyright (c) 2026 Chau Thuc Quyen, Vo Thi Bich Phuong https://creativecommons.org/licenses/by/4.0
The washback effect of EOP speaking tests on students’ self-regulated learning
In English for Occupational Purposes (EOP) contexts, speaking assessments play a crucial role in shaping not only language proficiency but also learner behavior. While test washback has been extensively studied in academic exams like IELTS or TOEFL, little attention has been given to its impact on self-regulated learning (SRL) within EOP programs. This study investigates the washback effects of EOP speaking tests on students’ SRL at a public university in Vietnam. Using a mixed-methods approach, the study collected 265 valid questionnaires from 700 second-year students and conducted semi-structured interviews with 45 of them. The findings revealed that EOP speaking tests exerted significant washback effects on SRL across three core areas: learning attitude, approach, and habit. While many students reported increased motivation, greater metacognitive awareness, and improved study behaviors, others experienced test anxiety, relied on rote memorization, and narrowly focused on predicted test content. These findings support prior research on the dual nature of washback and extend it to the underexplored context of EOP speaking. They also highlight the importance of learner perceptions and contextual factors in mediating assessment impact. The study contributes new insights into how speaking tests can both enhance and limit learner autonomy in EOP programs.
Copyright (c) 2026 Nguyen Thuy Nga, Nguyen Thanh Trung https://creativecommons.org/licenses/by/4.0
Tertiary English Lecturers’ Perspectives on Technology Integration in Vietnamese Language Classrooms– A Case Study in Vietnam
This research examines the incorporation of technology within foreign language teaching in Vietnam, assessing its advantages and existing obstacles. A mixed-methods approach was employed, gathering data from 50 English lecturers at the tertiary level during the second semester of the 2024–2025 academic year. The study used questionnaires, semi-structured interviews with fifteen participants chosen for specific reasons, and a review of relevant academic literature. The findings indicate the advantages of using technology in language teaching. Specifically, instructors reported a decreased workload, while students showed increased engagement and improved learning outcomes. In addition to these benefits, the study shows significant challenges, such as inadequate access to necessary learning resources and limited digital literacy among the participants. This study specifies how workload pressure constrains lecturers’ transition from basic to advanced tools in Vietnamese universities.
Copyright (c) 2026 Vuong Thi Hai Yen, Nguyen Trung Hieu https://creativecommons.org/licenses/by/4.0
Using Task-Based Language Teaching to Improve English Speaking Fluency: An Action Research Study with Vietnamese Non-English-Majored University Students
This action research project investigated the effectiveness of Task-Based Language Teaching (TBLT) in improving the speaking fluency of 28 non-English major, first-year university students in Vietnam. The study involved a 10-week intervention where students engaged in communicative tasks designed to promote authentic language use. Data were collected through classroom observations, teacher checklists, and informal student discussions. To assess fluency, specific indicators such as speech rate, pauses, and repetitions were examined. The findings revealed that TBLT positively impacted students' speaking fluency, as evidenced by improvements in speech rate, pauses, and repetitions. Students also expressed positive perceptions of TBLT, emphasizing the benefits of pre-task planning, collaborative work, and a focus on meaning over form. The study suggests that TBLT might be an effective approach for enhancing spoken fluency among university students, particularly those with prior grammatical knowledge but limited communicative practice.
Copyright (c) 2025 Pham Thanh Su https://creativecommons.org/licenses/by/4.0
Utilizing TikTok in Improving English Skills: A Case Study of Vietnamese University Students
This study aims to explore the role of the social media platform TikTok in improving the English skills of Vietnamese university students. Data were collected through a cross-sectional survey completed by 105 student participants from universities across Vietnam, from the north to the south of the country. The study focused on students’ perceptions of TikTok's role in enhancing their listening, speaking, reading, and writing skills, as well as its influence on their motivation and confidence in using English for daily communication. The results showed that most students considered TikTok an effective platform for improving their English, with the greatest improvements reported in speaking and listening skills. In addition, students’ motivation and confidence in using English were significantly increased after using TikTok to practice. Findings suggest that social media platforms such as TikTok can support formal English language education and enhance learner engagement outside traditional classrooms.
Copyright (c) 2026 Do Thi Yen Linh, Huynh Nhut Khoa https://creativecommons.org/licenses/by/4.0
A contrastive analysis of the Conceptual Metaphor "finance is fluid” in Vietnamese and English electronic news
This study conducts a contrastive analysis of the conceptual metaphor “finance is fluid” in Vietnamese and English electronic news, based on a dataset of 200 metaphorical expressions (100 per language) collected from online financial articles. Employing the framework of Conceptual Metaphor Theory (Lakoff & Johnson, 1980) and the Metaphor Identification Procedure (MIP) by the Pragglejaz Group (2007), the research systematically identifies and categorizes metaphorical language mapping financial concepts onto fluid dynamics. Two main cognitive models are established: (1) “financial situation is the state of liquid” accounting for 57% of Vietnamese and 55% of English cases, and (2) “supplying finance is supplying liquid” comprising 43% and 45% respectively. Key expressions such as “ngập” (flooded), “chảy” (flow), and “bơm” (pump) in Vietnamese, and “drown,” “flow,” and “pump” in English, illustrate both universal and culture-specific metaphorical patterns. The findings reveal subtle differences in linguistic choices but a shared cognitive mapping across both languages. Importantly, the study discusses concrete implications for TESOL, highlighting how awareness of metaphorical structures can enhance learners’ comprehension, translation, and communication of financial concepts in multilingual contexts.
Copyright (c) 2025 Nguyen Luu Diep Anh https://creativecommons.org/licenses/by/4.0
The application of project-based learning in English for a Basic Marketing class to enhance Oral presentation skills at Ho Chi Minh City University of Industry and Trade (HUIT)
This research aimed to investigate the efficacy of problem-based learning (PBL) and students' perspectives regarding its application in a fundamental marketing course at the Ho Chi Minh City University of Industry and Trade. The experimental class has 41 third-year participants. To achieve the study's goal, a combination of research methods was employed, including pre- and post-course tests, surveys, interviews with ten students, and observations of Basic Marketing classes at the university. The data analysis revealed that students who engaged in PBL demonstrated notable enhancements in their oral presentation abilities, as seen by their post-test scores. Students generally have a favorable view of project-based learning (PBL) in the classroom, largely due to its potential to make lessons more engaging and improve their oral presentation skills; however, obstacles related to time and resources arise during the implementation of PBL activities. This study provided a modest contribution to educational implications for educators and future research in the same domain.
Copyright (c) 2025 Ngo Thi Ngoc Hanh, Tran Vu Diem Thuy https://creativecommons.org/licenses/by/4.0
Book Review: AI-Powered Education: Innovative Teaching Strategies to Elevate Student Learning
This book review sheds light on how AI-Powered Education: Innovative Teaching Strategies to Elevate Student Learning can offer interested teachers some practical tips and steps to integrate AI into their teaching. The book includes different inter-disciplinary lessons that can be adjusted to fit into someone's context. The review does not examine theories but tries to unearth the most significant messaging of the book. Magruder, K. J., Cavallo, A. M., & Clark, A. M. (Eds). (2025). AI-Powered Education: Innovative Teaching Strategies to Elevate Student Learning. Mavs Open Press Open Educational Resources. 50. https://mavmatrix.uta.edu/oer_mavsopenpress/50 Reviewed by Ashley Rodriguez, Texas Tech University, U.S.
Copyright (c) 2025 Ashley Rodriguez https://creativecommons.org/licenses/by/4.0
Utility and Essentiality of the Process Approach to English Writing at Tertiary-level Education in Bangladesh
This research explores the utility and essentiality of the process approach to teaching and learning English writing at the tertiary level in Bangladesh. A mixed-methods approach was employed. Through a survey questionnaire, quantitative data were collected from 36 teacher candidates pursuing an M.A. in TESOL at four universities in Dhaka. The qualitative data were gathered through interviews with 6 teacher-candidates and 4 teacher-educators. The finding reveals that almost all teacher-candidates (TCs) find the process approach useful and essential for improving writing. The process approach leads the TCs to think deeply and critically as well as revise and edit their texts recursively. The identical perception among teacher-educators (TEs) is that writing should be taught as a process — whereby students should inform themselves and pre-write, write, and rewrite — to advance writing and (meta)cognition. This research presents several recommendations to enhance students’ writing.
Copyright (c) 2025 Srejon Datta https://creativecommons.org/licenses/by/4.0
Sequencing Research Writing and Research Methodology Courses: Implications from Students’ Course Evaluation
The purpose of this study is to examine if there are any significant differences in Research Writing course evaluation made by English Linguistics (EL) students learning Research Writing (RW) before Research Methodology (RM) (group 1) and those learning RW after RM (group 2) at the International University – Vietnam National University (IU-VNU), from which students' perceptions towards the sequencing of the two courses are discovered. Initially, a questionnaire was designed to collect the RW course evaluation from 119 EL students in both groups. Subsequently, the Mann-Whitney U test was employed to identify which questionnaire items showed significant differences between group 1 and group 2 responses, from which interview prompts were developed to elicit interviewees’ perceptions of RM-RW course sequencing in both groups. The study revealed that four items showed significant differences between group 1 and group 2’s evaluations. Moreover, all interviewees perceived that taking RW after RM helped facilitate RW learning more than taking RW before RM. These findings may suggest that RW should be required to learn after RM to improve the performance of IU EL students in the RW course.
Copyright (c) 2025 Nguyen Hoang Quynh Anh, Dao Nguyen Anh Duc https://creativecommons.org/licenses/by/4.0
The Effects of English Films on Learning English Speaking Skills: A Case Study at a Private University
While using films in English language learning is not a new idea, there is limited research on how films specifically affect speaking skills in EFL university contexts. The present study aimed to investigate the impact of English films on students’ speaking performance. Conducted at a private university’s English department, the research involved 112 English majors for a survey and semi-structured interviews with four students and four teachers. This study was conducted with a mixed-method approach to explore how much English films enhanced the speaking skills in terms of vocabulary and pronunciation, while improvements in fluency and confidence were reported to a lesser extent. Some challenges were identified, consisting of difficulty understanding unfamiliar accents, fast-paced dialogue, and cultural references. Both students and teachers had positive attitudes toward using films to improve English speaking skills, and offered implications that well-chosen film materials can enrich speaking instruction and encourage students to move beyond the traditional learning approaches.
Copyright (c) 2025 Ho Minh Hoang, Le Thi Ngoc Diep https://creativecommons.org/licenses/by/4.0
Exploring the Organization of Consecutive Group-Work Activities in English Lessons: A Case Study at a Public University
Group work is considered a practical pedagogical method applied at all educational levels, especially in fostering students' collaboration, learner autonomy, and engagement in language learning. However, how to implement group work activities efficiently depends on various factors, among which the teacher’s role is centered as a designer, organizer, and facilitator. This study presents a groupwork application in classroom management technique, in which students are grouped once and remain in fixed groups for all English course activities throughout the semester. The method has been implemented on multiple occasions with consistently positive outcomes. A qualitative study was later conducted through interviews with nine students and two teachers following the application of this technique during a semester-long English course. The findings indicate that fixed group structures fostered the students’ engagement, responsibility, and teamwork skills. Based on the results, the study offers practical recommendations for organizing and sustaining effective group work in English language classrooms to enhance student participation and learning outcomes.
Copyright (c) 2025 Le Duc Hanh, Nguyen Thi Le Thuy https://creativecommons.org/licenses/by/4.0
Teachers’ Perspectives on Using Performance Tasks for Teaching and Assessing English Reading
This study examines the blame game among three key agents—parents, teachers, and students—with academic and disciplinary issues in the Nepalese context. In Nepal, no substantial studies have been conducted on this issue. The researcher adopted qualitative and narrative inquiry to examine and analyze participants lived experiences. The participants were five teachers, three students, and three parents. The findings suggest that parents’ consistent involvement in their children’s education yields positive outcomes. However, teachers are sometimes not supported by administrators and teachers also need motivation in the same way students aspire to. It is recommended that parents sacrifice certain things for their child’s education. Teachers must seek better ways to keep students engaged in productive activities, and schools must take the initiative to build a good rapport with parents and the community for the well-being of all their members. Students, parents, teachers, and school administrators should work in collaboration to achieve their common goals.
Copyright (c) 2025 Silpa Limbu https://creativecommons.org/licenses/by/4.0
The Role Immersive Technology in Creating Rich Affordance Environment for ELT
In contemporary educational contexts, the application of immersive technologies (VR, AR, and MR) in English Language Teaching (ELT) has gained significant attention. Thus, the aim of this literature review is to investigate the benefits of these technologies in creating rich affordance environments for language learning within ELT via the theoretical frameworks of affordances and sociocultural theory. This review synthesizes recent research on the impact of VR, AR, and MR on language acquisition, emphasizing their established benefits in enhancing engagement and interactivity. The analysis of current studies via the lens of Socio-cultural theory reveals that immersive technologies effectively support the process of creating meaningful and contextualized learning experiences. This review intends to offer insights to educators and researchers who want to utilize immersive technologies to design language learning experiences that are engaging, successful, and aligned with current pedagogical approaches.
Copyright (c) 2025 Ngo Nguyen Thien Duyen, To Thi Kieu Oanh https://creativecommons.org/licenses/by/4.0
An investigation into the Interrelationship between Foreign Language Enjoyment, Foreign Language Classroom Anxiety, and HUFLIT Students’ Performance
Language learners experience both enjoyment and anxiety in foreign language classrooms, and these emotions can significantly impact learning outcomes, especially in contexts where international English certificates are required for graduation. This study was conducted to explore students’ levels of Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) when learning English. The study involved 98 students from HUFLIT. A questionnaire in the form of a 5-point Likert scale, including 57 items, was administered to the students. The results revealed that a high level of FLE and an average level of FLCA were experienced during learning. In addition, among the factors of FLE, namely FLE personal, FLE social, FLE teacher appreciation, FLE teacher appreciation was proved to have the strongest impact on learners' FLE. Finally, students’ personal actions in struggling with anxiety were shown to be the element that caused the highest level of anxiety. Based on the results, several pedagogical implications were drawn to help maximize students’ enjoyment and minimize their anxiety in learning English.
Copyright (c) 2025 Vo Thi Bich Phuong https://creativecommons.org/licenses/by/4.0
Self-Report and Student-Report Nonverbal Teacher Immediacy (NTI) in College EFL Speaking Classes
Teacher immediacy, or affinity-seeking tactics (both verbal and non-verbal) that teachers use to create a supportive and friendly learning environment for learners, is particularly relevant to EFL speaking classes with a focus on communication. This research looks into whether there is a discrepancy between how teachers and their students perceive nonverbal teacher immediacy behaviors in a Vietnamese higher-education context. Four teachers and 138 first-year EFL students from eight English-speaking skills classes at a Vietnamese college were recruited. Data analysis of students’ and teachers’ questionnaires and narrative analysis of teachers’ interviews highlight that although the two perspectives share some similarity regarding posture, eye contact, and smiling, more prominent disparities are present in other nonverbal behaviors. The research contributes to existing literature, as well as informs teachers, teacher educators, and other stakeholders about the importance of nonverbal teacher immediacy in EFL and broader contexts.
Copyright (c) 2025 Pham Hoang Dan https://creativecommons.org/licenses/by/4.0
Utilizing the Big Book to Facilitate Indonesian EFL Young Learners' Literacy
This study investigates how Big Books promote literacy development in young Indonesian EFL learners. It used a qualitative method and descriptive case study research design with twenty fifth-grade kids from a primary school in Semarang, Central Java. Data were gathered through classroom observations, semi-structured interviews with the teacher and chosen pupils, and an examination of teaching materials and pupils’ work. The findings show that Big Book-based training improves student engagement by providing engaging and dynamic learning experiences. Multimodal features, such as expanded texts and visual graphics, improve reading comprehension by allowing for a variety of meaning-making processes. Teacher mediation through dialogic reading and scaffolding has a substantial impact on literacy development. Furthermore, culturally sensitive content boosts learner motivation and contextual knowledge. Based on sociocultural, multimodal, and emergent literacy perspectives, the study emphasizes literacy as a socially mediated activity. It provides both practical and theoretical insights into effective literacy instruction for young learners in EFL settings.
Copyright (c) 2026 Siti Mariam, Catur Kepirianto, Sayyidatul Fadlilah https://creativecommons.org/licenses/by/4.0
Employing Dictogloss as a Cooperative Learning Approach to Enhance Language Acquisition among Non-English Majors at a Vietnamese University
This study was carried out to explore the effectiveness of implementing Dictogloss as a cooperative learning (CL) method in language acquisition. A mixed-method approach was employed, utilizing a survey questionnaire with 145 students, focus-group interviews with 15 students, and teacher diaries from 3 teachers. The results show that using Dictogloss as a cooperative learning strategy positively impacts students' perceived English language proficiency, motivation, and engagement. The research highlights the importance of comprehensively implementing Dictogloss as a teaching and learning method in the long term. Also, the study recommends incorporating Dictogloss into language curricula to provide substantial benefits for learners. This study hopefully contributes to the language teaching and learning method within the context of higher education in Vietnam and suggests that such an approach could be beneficial for English learners to enhance their learning outcomes.
Copyright (c) 2025 Ngo Thi Minh Hai https://creativecommons.org/licenses/by/4.0
Enhancing EFL Speaking Skills through Peer Assessment: A Case Study at Tay Nguyen University
This study examines the role of peer assessment in developing English speaking skills among second-year English majors at Tay Nguyen University. Using surveys for 80 students and interviews with 12 students, the research gathered insights into students’ experiences and perceptions towards peer assessment. Findings indicate that peer assessment enhances self-awareness, motivation, and key speaking components such as pronunciation, vocabulary, and fluency. However, challenges emerged, including unclear rubrics, unhelpful feedback, and hesitation in peer interaction. To address these issues, the study suggests applying well-defined criteria, offering training in peer evaluation, and fostering a supportive classroom environment. These results provide practical implications for EFL educators seeking to promote communicative competence through collaborative learning. Additionally, the study highlights the need for continued research into the long-term effects of peer assessment and its relevance to other language skills to help educators refine strategies that support both individual progress and peer-based learning.
Copyright (c) 2025 Le Thi Hong Van, Pham Thi Thanh Xuan, Than Thi Hien Giang, Nguyen Ngoc Gia Han https://creativecommons.org/licenses/by/4.0
The Benefits and Challenges of AI Translation Tools in Translation Education at the Tertiary Level: A Systematic Review
The growth of AI-powered technologies has highlighted transformative impacts. This study presents a systematic review of the benefits and challenges of AI translation tools in tertiary-level translation education. It aims to identify how they support and hinder students and teachers. The data were extracted from 20 peer-reviewed articles (2014-2024) on six academic databases, using standardization and thematic synthesis based on the PRISMA guidelines. The qualitative findings revealed eight core benefits: enhanced translation efficiency, improved vocabulary and grammar, post-editing support, increased learner motivation, professional and technical preparedness, accessibility and inclusion, reflective learning and personalization, and teacher support and pedagogical innovation; and seven key challenges: overreliance on AI, contextual inaccuracies, digital inequity, insufficient training and pedagogical gaps, ethical and privacy concerns, usability issues for senior lecturers, and lack of institutional support and curriculum integration. Valuable insights and recommendations were then offered to refine translation pedagogy with effective AI tool integration.
Copyright (c) 2025 Nguyen Thi Nhu Ngoc, Tran Thanh Truc, Nguyen Ngoc Hoang An, Lam Hoang Phat, Nguyen Hua My San, Tran Nguyen Anh Thu https://creativecommons.org/licenses/by/4.0
English as Medium Instruction (EMI) and Educational Inequality: Perspectives of Students and Teachers at Tertiary Level in Bangladesh
Though English is considered one of the most prestigious languages, reliance on EMI increases educational gaps. Recent studies have shown that EMI is becoming more widespread in universities, but there is a lot we remain unaware of regarding the challenges students and teachers have when attempting to close this gap in knowledge. The purpose of the study is to investigate the perceptions of students and teachers towards educational inequality in classes. A mixed method was adopted, and a survey of 50 students and an interview with 10 teachers were conducted. This study's findings revealed students' acquaintance with educational disparity in English-led learning and teachers' challenges due to inequality among the students. These findings also suggest the need for a better teaching and learning environment by giving recommendations. This research highlights the need to build inclusive EMI classrooms through interventions and instructional practices to close achievement gaps.
Copyright (c) 2025 Nushrat Mahjabeen https://creativecommons.org/licenses/by/4.0