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VIETTESOL INTERNATIONAL CONVENTION 2024

Asia/Ho_Chi_Minh
UEH

UEH

279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City
Description

Artificial Intelligence (AI) has gradually confirmed itself to be a transformative force, reshaping how we interact with language in contemporary life. This is particularly evident in English Language Education, where AI, powered by advanced language models like ChatGPT and Copilot, is revolutionizing students’ learning practices of goal setting, management, and self-evaluation. AI is also reforming teachers’ conventions of lesson delivery, activity organization, collaboration facilitation, and students’ learning achievement measurements.

Advanced language models can now provide learners with personalized tools that can analyze their linguistic strengths and weaknesses, aiding in the formulation of language learning goals. AI-driven systems can also offer tailored exercises and real-time feedback, allowing students to navigate their language acquisition at their own pace efficiently. The transformative impact extends to self-evaluation, where AI-powered assessments provide insightful analyses of language proficiency, guiding students in identifying areas for improvement and celebrating achievements. AI can be employed as a personalized language companion, available round-the-clock to support any self-directed learning initiative. The integration of AI in language education empowers students to take charge of their learning journey, fostering a sense of autonomy and motivation. AI has significantly contributed to the shaping of a dynamic and adaptive educational landscape that caters to the unique needs of each English language learner.

In addition, teaching practices are undergoing a transformative shift. Adaptive learning platforms offer educators tools to tailor content to individual student needs, fostering a more personalized and effective teaching approach. AI-driven systems can assist teachers in creating engaging and dynamic learning experiences. Interactions among learners are enhanced through AI-powered tools that promote real-time communication and seamless collaboration among students and educators, transcending traditional classroom boundaries. AI also contributes to a paradigm shift in how learning achievements are measured, moving beyond standardized tests to more holistic assessments that consider individual progress, creativity, and critical thinking skills. As AI continues to evolve, its integration into educational practices reshapes the roles of teachers and students, fostering a more adaptive, collaborative, and student-centered learning environment.

Vietnam Association of English Language Teaching and Research (VTA), in collaboration with the National Foreign Language Project (NFLP) and UEH University, will hold the annual VietTESOL International Convention at UEH University, Ho Chi Minh City from July 26th to July 28th, 2024.  The convention will explore the influential role played by AI in the dynamic landscape of formal and informal language learning realms in Vietnam and beyond. It will delve into the possibilities and applicability of AI-driven tools in paving the way for immersive and flexible learning experiences, breaking down geographical barriers and providing access to high-quality language education anytime, anywhere.

We welcome new and contemporary research and practices to unravel the multifaceted impact of AI and technology on English language education. Participants will engage in discussions surrounding curriculum design, student management, teaching methods, assessment, professional development, and classroom climates. The convention aims to shape the future of language education, where AI and language models are integral components of a dynamic and inclusive learning ecosystem. The proposal submissions to the convention are categorized into three strands: 

Strand 1: AI Technology
●  Online Teaching and Learning
●  Blended Learning 
●  Distance Education
●  Technologies and AI-Powered Technologies
●  Technology and Learner Autonomy Development
●  Technology-Enhanced Testing and Assessment
●  Mobile-Assisted Language Learning

Strand 2: Teaching Methods and Applied Linguistics
●  Language Skills Teaching
●  Language Aspects Teaching
●  English Linguistics and Educational Linguistics Teaching
●  Intercultural Competence in Language Teaching and Learning
●  Global Englishes 
●  Translanguaging 
●  English for Specific Purposes (ESP)
●  Content and Language Integrated Learning (CLIL)
●  English as a Medium of Instruction (EMI)
●  Task and Project-Based Language Teaching (TBLT/PBLT)
●  Second Language Acquisition (SLA)
●  Translation and Interpretation
●  Testing and Assessment
●  Curriculum Development
●  Classroom Management
●  Learning Motivation, Engagement, and Learner Autonomy
●  Corpus Linguistics
●  Computational Linguistics
●  Outcome-Based Education
●  Policies on Language Teaching and Learning

Strand 3. Professional Development
●  In-service Teacher Education
●  Teacher Training for the Digital Age
●  Professional Development
●  Communities of Practice (CoP)
●  Practical Teaching Contemplation
●  Teacher Identity and Autonomy

Please visit the call for abstracts for further information.

Registration
Contributed Projects Looking for Funding
Presenter's Confirmation (For Speakers of the Presentations Only)
    • 8:00 AM 8:30 AM
      Registration 30m Main Lobby of Building B1

      Main Lobby of Building B1

      UEH

      279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

      Pre-Convention Workshop and Doctoral Forum Convention

    • 8:30 AM 10:20 AM
      Doctoral Forum: 01 B1-203

      B1-203

      UEH

      279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

      Doctoral Forum

      • 8:30 AM
        Training Needs for Research Publication Capacity – An Insight from EFL University Lecturers 30m B1-203

        B1-203

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        Undertaking research and getting it published at a peer-reviewed journal have become important criteria in the ranking of the universities globally (Azmi, 2006) and in accessing university lecturers annually (Palpanadan et al., 2018). These activities can be a challenging but rewarding process to researchers in any fields of study ( Busse et al., 2021). However, issues on training needs in research publication are understudied in the contexts of Vietnamese higher education, especially in ELT. This study aimed to gain an insight into challenges that EFL lecturers at a university in Vietnam face in getting their research published in peer- review journals, and then identify the training needs to foster their research- publication capacity. From a qualitatively- driven mixed methods approach, the data were collected via a questionnaire survey and semi-structured interviews. The findings drawn from a thematic analysis reveal that the participants of all ages and genders had a limited number of research publications annually because of many hurdles including lack of practical experience in conducting research and in writing research papers, limited knowledge and information about the process of research publication. These hurdles also imply their training needs, and propose training programs should be in the in-house forms such as team projects, hand-on workshops. An insightful understanding about these challenges and training needs recommends the management and support mechanisms to stakeholders so that they can strengthen their prevailing services and develop appropriate training programs to enhance EFL university lecturers’ research publication capacity.

        Speaker: Thiên Thư Tất
      • 9:00 AM
        Transition Time 10m B1-203 (UEH)

        B1-203

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City
      • 9:10 AM
        Exploring EFL University Lecturers' Assessment Identity in the Mekong Delta: Insights from Interviews 30m B1-203

        B1-203

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        This qualitative study investigates the assessment identity of EFL university lecturers in the Mekong Delta of Vietnam, drawing upon the framework of assessment identity dimensions proposed by Looney et al. (2017). Through semi-structured interviews with ten lecturers across various disciplines, the research examines how these dimensions manifest in their beliefs, practices, and challenges regarding classroom assessment. Thematic analysis of the interview data revealed a multifaceted nature of assessment identity, encompassing beliefs about assessment purposes, methods, and intended outcomes, as well as perceived roles and responsibilities as assessors, aligning with Looney's framework. The findings highlight a variety of perspectives on assessment purposes, techniques, and expected results, as well as variations in lecturers' perceived roles and responsibilities as assessors. Notably, the study sheds light on how institutional policies and pedagogical approaches employed in EFL classrooms shape lecturers' assessment identities in this specific context. The results reveal discrepancies in lecturers' knowledge and convictions about assessment aims and methods, as well as varying levels of confidence in implementing diverse assessment strategies. Furthermore, emotions such as motivation, frustration, and satisfaction emerged as influential factors affecting lecturers' assessment practices. The implications of this study are relevant for teacher training programs and educational policymaking, aiming to promote effective assessment practices that support student learning outcomes in the unique context of universities in the Mekong Delta of Vietnam.
        Keywords: assessment identity, EFL university lecturers, classroom assessment, qualitative study, thematic analysis.

        Speaker: Ms Ly Thi Bich Phuong
      • 9:40 AM
        Transition Time 10m B1-203 (UEH)

        B1-203

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City
      • 9:50 AM
        Constructive Alignment Approach: A Rubric for Assessment of Consecutive Interpretation Competences in English-Vietnamese Interpretation Training 30m B1-203

        B1-203

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        Measuring levels of achievement of programme learning outcomes is a requirement for quality assurance of outcome-based study programmes. Thanks to their positive characteristics, assessment rubrics is strongly recommended by programme quality assessors as a tool to help measure levels of achievement of programme learning outcomes in higher education. This presentation is prepared based on some domestic and international studies related to training of competences for interpretation with English as the source language, developing and using assessment rubrics for assessment of student learning outcomes in accordance with the constructive alignment approach in education, and the presenter’s experiences in teaching interpretation courses in an English studies programme at a state university in Vietnam as well as his experiences as a freelance interpreter providing interpretation services for international events in Vietnam. The presentation recommends an analytic assessment rubric for assessment of consecutive interpretation competences in English-Vietnamese interpretation training applicable in higher education institutions in Vietnam. This assessment rubric is composed of 4 criteria, namely listening comprehension, memory, reproduction, and soft skills, and 4 level of assessment, namely below average, average, above average, and good achievement. The descriptors of this assessment rubric reflect the intents of the learning outcomes of a course on consecutive interpretation skills. Taking into consideration theoretical and practical components, this presentation aims to support the outcome-based education for interpretation in EFL study programmes.

        Speaker: Mr Lam Dao (Can Tho University)
    • 8:30 AM 11:30 AM
      Pre-Convention Workshops: 01

      Pre-Convention Workshops Morning

      • 8:30 AM
        Embracing Artificial Intelligence in English Language Teaching 3h B1-307 (UEH)

        B1-307

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        This workshop is designed for teachers of all skill levels, aiming to integrate Artificial Intelligence (AI) into their teaching practices effectively. The workshop begins with an overview of the evolution of AI, providing participants with a foundational understanding of various AI technologies and exploring ethical considerations for responsible use in the classroom. Attendees will learn to apply integration frameworks like SAMR and TPACK to enhance language learning. They will develop skills to critically evaluate and choose appropriate AI tools, ensuring alignment with instructional goals while prioritizing accessibility and inclusivity. The workshop will also teach participants to use AI for personalized learning, introducing technologies like Natural Language Processing, chatbots, and adaptive learning to support diverse learner needs. Participants will learn how to use AI to enhance social, teaching, and cognitive presence within the Community of Inquiry model. They will explore AI tools for formative and summative assessments, emphasizing performance-based evaluations and efficient feedback. Additionally, the workshop will cover integrating AI tools to facilitate seamless collaboration and enhance the learning experience in online settings.

        Speaker: Justin Shewell (Arizona State University)
      • 8:30 AM
        How to Leverage OPEN Courses for Professional Development 3h B1-309 (UEH)

        B1-309

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        The workshop serves as a guiding beacon for individuals seeking strategic pathways to enhance their skill sets and career trajectories. The session unfolds with a comprehensive introduction to the OPEN scholarship, offering participants insights into the ethos and expansive opportunities that characterize the OPEN educational ecosystem. It sets the stage for an in-depth exploration of how OPEN Alumni, as seasoned professionals and contributors to diverse fields, play a pivotal role in enriching the learning experience. The workshop navigates through the nuanced dynamics of leveraging OPEN courses, focusing on the symbiotic relationship between the educational platform and its alumni community. Participants will gain practical insights into accessing and maximizing OPEN courses, with a particular emphasis on collaborative learning strategies facilitated by OPEN Alumni. Central to the workshop is an exploration of collaborative initiatives pioneered by OPEN Alumni. Through initiatives like mentorship programs, knowledge-sharing forums, and collaborative projects, participants will glean strategies to forge meaningful connections within the OPEN community, amplifying the impact of their professional development journey. In essence, this workshop offers a roadmap for participants to not only navigate OPEN courses effectively but to harness the wealth of knowledge and experience within the OPEN Alumni network. By the workshop's conclusion, participants will be equipped with actionable insights and a renewed perspective on how to strategically leverage OPEN courses for continuous and impactful professional development through active engagement with the OPEN Alumni community.

        Speakers: Hanh Nguyen (RELO), Ms Loan Vu Thanh (FPT University)
      • 8:30 AM
        TeachSmart Wand-ers: AI & ICT Wonders for EFL Wizards 3h B1-305 (UEH)

        B1-305

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        In the era of the technology boom, teaching English has seemingly become as magical as wielding a wizard's wand in the classroom. However, amidst the plethora of continuously evolving ICT tools and AI supports, even the most magical wand can become overwhelmed. This workshop offers a hands-on approach to simplifying this digital abundance for novice teachers. Participants will first engage with an AI tool named ARI to prompt lesson plans. By engineering specific prompts, teachers will learn to streamline the lesson planning process and integrate AI to create PowerPoint slides efficiently. The workshop will then introduce three user-friendly platforms for effective classroom management. Additionally, teachers will explore how to design interactive activities using Edpuzzle for listening practices, ChatterPix for speaking exercises, and Padlet AI for enhancing writing skills. Unlocking the magic of these innovative tools will transform classrooms into enchanting learning environments. This event promises a transformative journey into the realm of educational magic, equipping teachers with the technology to cast spells of knowledge and creativity, enhancing teaching practices and student engagement to new heights.

        Speakers: Trương Thị Thu Trang (Thai Binh Duong University, Nha Trang), Tam Ngo (FPT Polytechnic Hanoi - FPT University)
      • 8:30 AM
        Transforming English Language Education in Vietnam: Empowering the Learning Experience with Project Based Learning 3h B1-306 (UEH)

        B1-306

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        What exactly is the difference between Project Based Learning (PBL) and merely doing a project in class? During this hands-on workshop, the presenters will introduce a comprehensive 8-week online training course designed in conjunction with the U.S. Embassy’s Regional English Language Office and the Ministry of Education and Training to emphasize the essential knowledge, skills, and resources required to successfully implement PBL in English language classrooms throughout Vietnam. Participants will explore the benefits of PBL, including working with authentic, culturally relevant contexts, engaging in collaborative inquiry, and using reflection and critical thinking skills. They will dive deeper into what is needed to craft an effective and meaningful driving question for students to engage with to provide the basis for their PBL unit. Educators will learn to integrate local contexts into project design, creating learning experiences that connect with learners to enrich the educational landscape of Vietnam. The workshop facilitators will offer practical strategies and tools to integrate PBL into existing curricula. By understanding project design principles, educators will acquire skills to create learning experiences that foster inquiry, collaboration, and authentic problem-solving.

        Speakers: Crystal Bock Thiessen (University of Nebraska-Lincoln), Summer Peixoto (English Language Programs)
      • 8:30 AM
        Using English Teaching Forum Content to Support Your Teaching 3h B1-205 (UEH)

        B1-205

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        Participants in the workshop will become familiar with the various types of content that is offered in each issue of English Teaching Forum, a peer-reviewed, practice-based journal published four times a year by the U.S. Department of State. Attendees will try a selection of sample activities from the journal and explore ways to make use of them for their students’ particular needs. Emphasis will be placed on techniques for adapting activities for specific goals and contexts; the workshop will also include discussions of possibilities for employing AI tools to enhance the activities. Attendees can expect to come away from the workshop with new practices that they can put to use in the classroom and an understanding of how Forum can serve as a source of fresh teaching ideas related to language learning, cross-cultural understanding, critical thinking, media literacy, and more. Woven into the workshop, led by the editor of Forum, will be tips for those who are interested in submitting articles of their own for publication.

        Speaker: Tom Glass (U. S. Department of State)
      • 8:30 AM
        Utilizing AI Voice Chatbots to Enhance the Effectiveness of Teaching Speaking Skills Among Primary Students 3h B1-204 (UEH)

        B1-204

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        This research explores the application of artificial intelligence (AI) voice chatbots in enhancing the effectiveness of teaching speaking skills among primary students. The research investigates the potential of AI-driven conversational agents to support and improve the oral language abilities of young learners within a classroom setting. By integrating AI voice chatbots into the teaching process, the study aims to provide personalized, interactive, and engaging language practice that can supplement traditional teaching methods. Through a mixed-methods approach, combining quantitative assessments of speaking proficiency and qualitative analyses of student engagement and feedback, the study evaluates the impact of AI chatbots on students' speaking skills development. The findings reveal that AI voice chatbots offer a valuable tool for educators, facilitating increased speaking practice, immediate feedback, and adaptive learning experiences tailored to individual student needs. The research hopes to contribute to the field of educational technology by demonstrating the effectiveness of AI in language education and offering practical insights for the implementation of AI chatbots in primary education.

        Speaker: Huyen Trang (Ulis)
      • 8:30 AM
        Writing activities to build Engagement in TEFL 3h B1-308 (UEH)

        B1-308

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        In this workshop, participants will learn about using writing activities to drive a learner’s engagement with the writing skill. The purpose of these activities is not to address writing accuracy or correctness. Rather, it is to build learners’ affinity for the writing process so that they may view writing as a meaningful tool for communication and expression, and not simply a chore for academic tasks. By building this affinity, a learner may also increase their enjoyment and passion with this skill, which may in turn lead to favorable outcomes with writing development over-all. This workshop will focus on two activities: Dialogue journaling and freewriting.

        Speaker: Antonio Losavio (English Language Fellow)
    • 10:20 AM 10:40 AM
      Morning Tea Break 20m B1-2 and B1-3

      B1-2 and B1-3

      UEH

      279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City
    • 10:40 AM 11:50 AM
      Doctoral Forum: 02 B1-203

      B1-203

      UEH

      279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

      Doctoral Forum

      • 10:40 AM
        Teachers as “Public Practitioners”: An Ethnographic Study of English Teachers in Primary Schools in Vietnam 30m B1-203

        B1-203

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        My research is based on a year-long ethnographic study in several primary schools in Vietnam to understand how English Teachers live and breathe their job everyday at school. The study attempted to understand the teachers’ work from their perspective and on their terms. The underlying ontology is a social one (a Social Ontology), which views the teachers as a social, public unit who teach the way those around them teach based on a public, mutual understanding and interpretation that makes up their lifeworld at their schools and beyond (social group, community etc.). The main ethnographic method used were ‘Participant observation’ and ‘Ethnographic fieldnotes’. ‘Participant observation’ helped me get into the ‘role’ of the teachers and understand their ‘lifeworld’ and what they impute their way of teaching to on a daily basis. This involved me teaching English in schools as well, but in a way I imagined the English Teachers taught. ‘Ethnographic fieldnotes’ helped me record the teachers’ daily lives in a way that was rich and ‘thick’. I drew from literary techniques to help make the teachers’ daily lives at school ‘pop out’ of the page in ways that preserve the feel of being there. This presentation will share some findings from the study and calls for a re-evaluation of how we look at researching English Language Teaching inside a school setting. The key is seeing teachers as “Public Practitioners”.

        Speaker: Mr Thanh Cong Nguyen (University of Stirling)
      • 11:10 AM
        Transition Time 10m B1-203 (UEH)

        B1-203

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City
      • 11:20 AM
        ChatGPT Adoption’s Impact on EFL Learners’ Writing Skill: An Experimental at a University in the South of Vietnam 30m B1-203

        B1-203

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        Among the advent of technological era 4.0, individuals have grown conflicted over the rise of generative artificial intelligence (ChatGPT), and controversies are prevalent among academics, educators, researchers, and the general public. Current writing was to describe procedure of ChatGPT experimental investigated within 5 weeks to experience writing skill on 36-EFL-sophomore experimental group, while 35 left belongs to the controlled group were taught by course book. The participants were enrolling full-time in social majors at a university in the South of Vietnam. Quantitative method was applied to collect data from pre-test and post-test; Independent Samples Test belongs to ANOVA of SPSS algorithms were used to analyze the research data. The questionnaire was synthetized to interpret the experimental users’ attitudes towards AI adoption in writing skill learning. The findings demonstrated ChatGPT’s significant impact on EFL students' improvement in their writing skill through the EFL experimental participants’ final scores from the post-test after the experimental under their positive acceptance to using AI in teaching writing in tertiary education. Lastly, study’s reccomedations and limitations would be highlighted for AI policies in mordern language higher education at the ultimate component of the paper.

        Speaker: Dr Vo Thuy Linh (Sai Gon University)
    • 11:50 AM 1:00 PM
      Lunch Break 1h 10m Not Included

      Not Included

    • 1:00 PM 1:45 PM
      Doctoral Forum: Keynote B1-203

      B1-203

      UEH

      279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

      Doctoral Forum

      • 1:00 PM
        Critical Thinking Practice and Development in Teacher Education: Current Challenges and Next Steps 45m B1-203

        B1-203

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        Our research explores the understandings about critical thinking (CT) and approaches in CT practice and development (CTP&D) among teachers and students in initial teacher education programs. The analysis is informed by an adapted version of Halonen’s (1995) CT model, which encompasses dispositions, cognition, and metacognition, and Bredo’s (2000) concept of interactional constructivism.

        Our findings reveal a gap between participants’ reported understanding of CT and their CTP&D approaches in the classroom. While teachers and students articulated a wide set of beliefs and understandings about CT key components, their actual classroom practices were linked to a narrow set. Despite this gap, instances of teacher-generated questions and student-student exploratory talk provided valuable, albeit limited, opportunities for CTP&D. Building on these insights, our recommendations prior to 2023 emphasised the need to align classroom practices with the theoretical foundations of CT. We advocated for targeted interventions in teacher education courses to enhance pre-service teachers' understandings and approaches in the practice and development of CT.

        Today, teachers and students face a new challenge in the form of Artificial Intelligence (AI). There is an urgent need to empower educators to cultivate critical thinkers capable of thriving in a technologically advanced world by linking CTP&D and AI literacy development. As such, this keynote presentation underscores the imperative to align pedagogical practices with the evolving technological landscape, ensuring that educators are well-equipped to meet the challenges of tomorrow.

        Speakers: Dr Trang Nguyen (Victorian Institute of Technology), Dr Anna Podorova (Monash University)
    • 1:25 PM 4:40 PM
      Pre-Convention Workshops: 02

      Pre-Convention Workshops Morning

      • 1:30 PM
        Embracing Artificial Intelligence in English Language Teaching 3h B1-307 (UEH)

        B1-307

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        This workshop is designed for teachers of all skill levels, aiming to integrate Artificial Intelligence (AI) into their teaching practices effectively. The workshop begins with an overview of the evolution of AI, providing participants with a foundational understanding of various AI technologies and exploring ethical considerations for responsible use in the classroom. Attendees will learn to apply integration frameworks like SAMR and TPACK to enhance language learning. They will develop skills to critically evaluate and choose appropriate AI tools, ensuring alignment with instructional goals while prioritizing accessibility and inclusivity. The workshop will also teach participants to use AI for personalized learning, introducing technologies like Natural Language Processing, chatbots, and adaptive learning to support diverse learner needs. Participants will learn how to use AI to enhance social, teaching, and cognitive presence within the Community of Inquiry model. They will explore AI tools for formative and summative assessments, emphasizing performance-based evaluations and efficient feedback. Additionally, the workshop will cover integrating AI tools to facilitate seamless collaboration and enhance the learning experience in online settings.

        Speaker: Justin Shewell (Arizona State University)
      • 1:30 PM
        TeachSmart Wand-ers: AI & ICT Wonders for EFL Wizards 3h B1-305 (UEH)

        B1-305

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        In the era of the technology boom, teaching English has seemingly become as magical as wielding a wizard's wand in the classroom. However, amidst the plethora of continuously evolving ICT tools and AI supports, even the most magical wand can become overwhelmed. This workshop offers a hands-on approach to simplifying this digital abundance for novice teachers. Participants will first engage with an AI tool named ARI to prompt lesson plans. By engineering specific prompts, teachers will learn to streamline the lesson planning process and integrate AI to create PowerPoint slides efficiently. The workshop will then introduce three user-friendly platforms for effective classroom management. Additionally, teachers will explore how to design interactive activities using Edpuzzle for listening practices, ChatterPix for speaking exercises, and Padlet AI for enhancing writing skills. Unlocking the magic of these innovative tools will transform classrooms into enchanting learning environments. This event promises a transformative journey into the realm of educational magic, equipping teachers with the technology to cast spells of knowledge and creativity, enhancing teaching practices and student engagement to new heights.

        Speakers: Trương Thị Thu Trang (Thai Binh Duong University, Nha Trang), Tam Ngo (FPT Polytechnic Hanoi - FPT University)
      • 1:30 PM
        Transforming English Language Education in Vietnam: Empowering the Learning Experience with Project Based Learning 3h B1-306 (UEH)

        B1-306

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        What exactly is the difference between Project Based Learning (PBL) and merely doing a project in class? During this hands-on workshop, the presenters will introduce a comprehensive 8-week online training course designed in conjunction with the U.S. Embassy’s Regional English Language Office and the Ministry of Education and Training to emphasize the essential knowledge, skills, and resources required to successfully implement PBL in English language classrooms throughout Vietnam. Participants will explore the benefits of PBL, including working with authentic, culturally relevant contexts, engaging in collaborative inquiry, and using reflection and critical thinking skills. They will dive deeper into what is needed to craft an effective and meaningful driving question for students to engage with to provide the basis for their PBL unit. Educators will learn to integrate local contexts into project design, creating learning experiences that connect with learners to enrich the educational landscape of Vietnam. The workshop facilitators will offer practical strategies and tools to integrate PBL into existing curricula. By understanding project design principles, educators will acquire skills to create learning experiences that foster inquiry, collaboration, and authentic problem-solving.

        Speakers: Crystal Bock Thiessen (University of Nebraska-Lincoln), Summer Peixoto (English Language Programs)
      • 1:30 PM
        Using English Teaching Forum Content to Support Your Teaching 3h B1-205 (UEH)

        B1-205

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        Participants in the workshop will become familiar with the various types of content that is offered in each issue of English Teaching Forum, a peer-reviewed, practice-based journal published four times a year by the U.S. Department of State. Attendees will try a selection of sample activities from the journal and explore ways to make use of them for their students’ particular needs. Emphasis will be placed on techniques for adapting activities for specific goals and contexts; the workshop will also include discussions of possibilities for employing AI tools to enhance the activities. Attendees can expect to come away from the workshop with new practices that they can put to use in the classroom and an understanding of how Forum can serve as a source of fresh teaching ideas related to language learning, cross-cultural understanding, critical thinking, media literacy, and more. Woven into the workshop, led by the editor of Forum, will be tips for those who are interested in submitting articles of their own for publication.

        Speaker: Tom Glass (U. S. Department of State)
      • 1:30 PM
        Utilizing AI Voice Chatbots to Enhance the Effectiveness of Teaching Speaking Skills Among Primary Students 3h B1-204 (UEH)

        B1-204

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        This research explores the application of artificial intelligence (AI) voice chatbots in enhancing the effectiveness of teaching speaking skills among primary students. The research investigates the potential of AI-driven conversational agents to support and improve the oral language abilities of young learners within a classroom setting. By integrating AI voice chatbots into the teaching process, the study aims to provide personalized, interactive, and engaging language practice that can supplement traditional teaching methods. Through a mixed-methods approach, combining quantitative assessments of speaking proficiency and qualitative analyses of student engagement and feedback, the study evaluates the impact of AI chatbots on students' speaking skills development. The findings reveal that AI voice chatbots offer a valuable tool for educators, facilitating increased speaking practice, immediate feedback, and adaptive learning experiences tailored to individual student needs. The research hopes to contribute to the field of educational technology by demonstrating the effectiveness of AI in language education and offering practical insights for the implementation of AI chatbots in primary education.

        Speaker: Huyen Trang (Ulis)
      • 1:30 PM
        Writing activities to build Engagement in TEFL 3h B1-308 (UEH)

        B1-308

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        In this workshop, participants will learn about using writing activities to drive a learner’s engagement with the writing skill. The purpose of these activities is not to address writing accuracy or correctness. Rather, it is to build learners’ affinity for the writing process so that they may view writing as a meaningful tool for communication and expression, and not simply a chore for academic tasks. By building this affinity, a learner may also increase their enjoyment and passion with this skill, which may in turn lead to favorable outcomes with writing development over-all. This workshop will focus on two activities: Dialogue journaling and freewriting.

        Speaker: Antonio Losavio (English Language Fellow)
    • 1:45 PM 1:55 PM
      Transition Time 10m
    • 1:55 PM 3:05 PM
      Doctoral Forum: 04 B1-203

      B1-203

      UEH

      279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

      Doctoral Forum

      • 1:55 PM
        Vietnamese EFL Teacher Change Through Professional Development: A Mixed Methods Study 30m B1-203

        B1-203

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        Teacher professional development is always a critical component in driving educational change. Effective professional development empowers teachers to embrace change, resulting in enhanced teaching effectiveness and improved educational quality. There has been a growing body of research dedicated to understanding professional development for teachers across different contexts worldwide and its consequential teacher change. Nevertheless, there is a notable scarcity of studies focusing on teacher change experienced by Vietnamese EFL tertiary teachers following their participation in professional development activities. The present study aims to address this research gap by examining teacher change among Vietnamese EFL teachers at three universities in the Mekong Delta. Using a mixed-methods research design, combining questionnaires and semi-structured interviews, the research will delve into the changes that the participants have experienced as a result of their participation in professional development, the mechanisms of the change process, and its influential factors. It is expected that the findings of study will yield profound insights into the practices of teacher professional development and teacher change among Vietnamese EFL teachers. Based on the research findings, stakeholders can evaluate the effectiveness of current teacher professional development initiatives and make informed decisions regarding future professional development for Vietnamese EFL teachers.

        Speaker: Hoang Yen Cao (CTU- UEH)
      • 2:25 PM
        Transition Time 10m B1-203 (UEH)

        B1-203

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City
      • 2:35 PM
        Exploring the Impact of AI Technology on Online and Blended Learning in Distance Education: A Focus on Learner Autonomy Development and Assessment 30m B1-203

        B1-203

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        This research aims to investigate the transformative potential of artificial intelligence (AI) technology in the context of online teaching and learning, particularly within blended and distance education settings. Focusing on the intersection of AI technology and learner autonomy development, as well as technology-enhanced testing and assessment, the study seeks to explore the implications of AI-powered technologies for enhancing educational experiences and outcomes. Drawing upon existing literature and empirical analysis, this research offers insights into the integration of AI technology in mobile-assisted language learning (MALL) environments, with a specific focus on its impact on learner autonomy, assessment practices, and pedagogical strategies. The findings of this study aim to inform educators, policymakers, and practitioners about the potential benefits and challenges associated with the adoption of AI technology in online and blended learning contexts, with implications for enhancing student engagement, learning outcomes, and overall educational effectiveness.

        Speaker: Prof. Cherry June Maridable (Hochiminh University of Industry and Trade)
    • 3:05 PM 3:25 PM
      Afternoon Tea Break 20m B1-2 and B1-3

      B1-2 and B1-3

      UEH

      279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City
    • 3:25 PM 4:35 PM
      Doctoral Forum: 05 B1-203

      B1-203

      UEH

      279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

      Doctoral Forum

      • 3:25 PM
        Exploring EFL Teachers’ Perceptions of New Textbook Utilization in High School Settings 30m B1-203

        B1-203

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        This study looks into the viewpoints of EFL High school teachers on the benefits and challenges of using new textbooks in high school classrooms. This study will use a designed questionnaire instrument administered to 40 EFL high school teachers to investigate the complex elements impacting the adoption, implementation, and efficacy of new textbooks in the EFL classroom. This study provides a thorough grasp of the complex dynamics surrounding textbook utilization by concentrating on both the benefits and challenges perceived by teachers. The findings provide useful information about the possible benefits of new textbook adoption, such as greater pedagogical tools, updated content, and increased student involvement. The report also cites problems such as reluctance to change, alignment with curriculum objectives, and resource restrictions. By explaining these characteristics, this study makes actionable recommendations for educational stakeholders, curriculum creators, and legislators to improve the incorporation of new textbooks into high school English language instruction. Finally, the study seeks to promote informed decision-making and the continuing improvement of EFL instruction in high school settings.

        Speaker: Lâm Kỳ Nhân
      • 3:55 PM
        Transition Time 10m B1-203 (UEH)

        B1-203

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City
      • 4:05 PM
        An Investigation into Logico-Semantic Relations of Expansion in Congruent and Incongruent Expressions 30m B1-203

        B1-203

        UEH

        279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City

        The system of expansion plays an important part in developing on the experiential meanings of clause through the elaboration, extension and enhancement of its meaning. This paper attempts to describe the logico-semantic relation of expansion in English and Vietnamese clause complexes in the light of Systemic Functional Linguistics (SFL). Based on 200 samples containing the phenomenon of expansion in scientific texts, publicism texts and literary texts in English and Vietnamese, this paper uses descriptive, qualitative and quantitative methods to describe the processed data, interprete the analyzed data and find out the logico-semantic relation of expansion in English and Vietnamese clause complexes. By doing so, the paper points out the similarities and differences in the structure of the phenomenon of expansion in both languages and proposes the application of the phenomenon of expansion in language teaching to improve reading, writing and text construction skills.

        Keywords: Systemic Functional Linguistics, expansion, logico-semantic relations, elaboration, extension, enhancement.

        Speaker: Ms Tuyết Nhung Giã Thị (Teacher at University of Science and Education - DN University)
    • 7:00 AM 8:40 AM
      Registration 1h 40m Conference Hall (The Adora Grandview)

      Conference Hall

      The Adora Grandview

      421 Ngo Gia Tu, Ward 9, District 5, Ho Chi Minh City
    • 8:40 AM 9:30 AM
      Opening Ceremony 50m Crystal Hall (The Adora Grandview)

      Crystal Hall

      The Adora Grandview

      421 Ngo Gia Tu, Ward 9, District 5, Ho Chi Minh City
    • 9:30 AM 10:20 AM
      Keynote Speech: 01 Crystal Hall (The Adora Grandview)

      Crystal Hall

      The Adora Grandview

      421 Ngo Gia Tu, Ward 9, District 5, Ho Chi Minh City
      • 9:30 AM
        Revolutionizing Language Learning with Artificial Intelligence 50m

        The advent of Generative Artificial Intelligence (AI) has as much potential to change education now as the Internet did in the late 1990’s. This technology promises numerous benefits, from personalized learning experiences to enhanced administrative efficiency. However, it also presents a host of potential pitfalls, including ethical concerns, data privacy issues, and the risk of over-reliance on automated systems. This keynote presentation will delve into the essence of AI, providing a clear understanding of what it is and how it functions. It will explore the multifaceted ways AI may impact both teachers and students, highlighting the opportunities for innovation in pedagogy and curriculum design. The presentation will also address the challenges educators might face in integrating AI into their classrooms, offering practical strategies to navigate these complexities. Attendees will gain insights into leveraging AI to enhance student engagement, tailor instruction to individual needs, and streamline educational processes. By the end of this session, participants will be equipped with the knowledge and tools to effectively harness the power of AI, ensuring it serves as a valuable asset rather than a disruptive force in their classroom.

        Speaker: Dr Justin Shewell (Arizona State University)
    • 10:20 AM 10:40 AM
      Morning Tea Break 20m Conference Hall (The Adora Grandview)

      Conference Hall

      The Adora Grandview

      421 Ngo Gia Tu, Ward 9, District 5, Ho Chi Minh City
    • 10:40 AM 11:30 AM
      Keynote Speech: 02 Crystal Hall (The Adora Grandview)

      Crystal Hall

      The Adora Grandview

      421 Ngo Gia Tu, Ward 9, District 5, Ho Chi Minh City
      • 10:40 AM
        Research Writing in the AI Generation: Rethinking Pedagogies, Practices, and Perspectives 50m

        The era of AI represents a paradigm shift in research writing, prompting a rethinking of pedagogies, methods, and views. This presentation delves into the rapidly expanding environment of AI tools for research, which is challenging traditional conceptions of knowledge sharing. As the pace of "Knowledge Doubling" accelerates, scholars face the challenge of distinguishing between human-authored information and AI-generated material, provoking contemplation on the changing role of technology in academia. While AI technologies are extremely useful in improving grammar and structure, they cannot replace the nuanced skills and critical thinking required for scholarly writing. Furthermore, ethical concerns loom big, as relying on AI risks reducing students' autonomy and evaluative abilities. As the educational landscape transforms, the discourse expands to contemplate alternative dissertation formats and pedagogical approaches that reconcile AI's utility with academic integrity. Ultimately, this discourse underscores the imperative for scholars to navigate the creative tension between automation and originality, anticipating and mitigating the long-term implications of AI on scholarly communication and equitable access to research tools.

        Speaker: Prof. Long Nguyen (The University of Danang - University of Foreign Language Studies)
    • 11:30 AM 11:40 AM
      Travel Time 10m UEH (Walking to)

      UEH

      Walking to

      Walking from The Adora Grandview to UEH at 279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City
    • 11:40 AM 1:00 PM
      Lunch and Break 1h 20m B1-4, B1-5, B1-7, and B1-8

      B1-4, B1-5, B1-7, and B1-8

      UEH

      279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City
    • 1:00 PM 1:30 PM
      Parallel Oral Presentations: 01
      • 1:00 PM
        "AI-Tailored Lesson Plans: Enhancing Listening and Speaking Skills for Gifted High School Students" 30m B1-803

        B1-803

        UEH

        This article explores artificial intelligence's (AI) potential to revolutionize high school listening and speaking instruction. AI offers a unique solution by generating diverse listening and speaking activities tailored to specific speech scripts. Activities like true/false statements, gap-filling exercises, and simulations cater to various learning styles and difficulty levels, actively engaging students. Notably, AI personalizes tasks to challenge gifted students.

        Furthermore, AI automates time-consuming tasks like answer key creation. This frees teachers for lesson customization and providing individualized student support. AI also leverages authentic speech scripts, immersing students in real-world language and improving comprehension and fluency. Real-time feedback through AI analysis further strengthens learning.

        Teacher oversight remains crucial for ensuring the quality of AI-generated tasks. This article aims to provide recommendations for successful AI integration, maximizing its potential to create engaging learning environments where gifted high school students can excel in listening and speaking skills.

        Speaker: Triet Cong Dinh (LY Tu Trong high school for the gifted, Cantho city)
      • 1:00 PM
        Academic Integrity in AI Age: Mitigating AI-Assisted Cheating 30m B1-405

        B1-405

        UEH

        The explosion of artificial intelligence (AI) in recent years has pronouncedly marked an unprecedentedly dynamic age of technology integration into English language learning. The undeniable roles of AI technology in language learning, which includes providing personalized learning, enhancing learners’ autonomy and motivation as well as fostering collaboration and accessibility, have been well emphasized in recent literature. However, opportunities go with challenges when it comes to the matter of academic integrity. It has, in fact, challenged educators when students abuse AI-assisted tools for cheating. This paper is going to, firstly, cast a look into the opportunities and challenges of using AI technology in language learning at universities and colleges before giving an in-depth discussion on the prevention of academic dishonesty. Related recommendations involve constructing a rigorous schemes and procedures, designing high-order thinking tasks, educating students about AI tools coupled with raising ethical awareness, and utilizing various methods and tools to detect cheating. Once challenges have been well addressed, AI-assisted learning tools are here with its vast range of benefits for learners to enjoy.

        Keywords: AI technology, AI-assisted learning tools, AI-assisted cheating, academic integrity, academic dishonesty

        Speaker: Ms Le Thi Hong Phuc (Banking Academy of Vietnam)
      • 1:00 PM
        CALL Software and Learner Autonomy Development: A Case Study in Vietnam Context 30m B1-507

        B1-507

        UEH

        This study investigates the roles of computer-assisted language learning (CALL) app in enhancing EFL listening comprehension and developing learner autonomy. Thus, 30 students learning General English at Phan Thiet University were recruited. The students were randomly in the Experimental Group (EG) who learned EFL listening by using CALL app to watch English movies, do transcription tasks, and use options on the platform to finish the tasks, and Control Group (CG) learning with traditional listening comprehension tasks on Google classroom. The experiment lasted in 10 weeks, and its results were measured with t-test and repeated measures of ANOVA. The students in the EG displayed development in listening performance with better results on the posttest than those in CG. Besides, findings from interviews showed that learner autonomy in EG group improved. The research also offers some implications in applying CALL software to booster listening performance and learner autonomy.

        Speaker: Dung Nguyen (Ho Chi Minh City Open University)
      • 1:00 PM
        Digital Tools in Project-Based Group Assessments: Insights from Tertiary EFL Students' Experiences 30m B1-807

        B1-807

        UEH

        With the transition from a traditional to an authentic assessment approach, project-based group assessment has become increasingly popular in EFL tertiary courses as it evaluates both students' content knowledge and practical real-world skills such as problem-solving, critical thinking, and collaboration. To achieve the target outcomes of the group assignment, students have to actively engage in teamwork throughout the project, from resource sharing, project planning, task delegation, PowerPoint preparation, and video editing up to the final presentation. Since Generation Z - students are digital natives, Internet-based tools are essential in facilitating this collaboration. This sequential explanatory mixed-methods study, which employed questionnaires and semi-structured interviews as research instruments, explored the digital platforms usage of 196 English-major students across three tertiary institutions with the focus on the impacts of these tools on their collaborative skills throughout the project process. The research findings showed that students preferred certain digital tools, including Zalo chat groups, Google Meet, Google Docs, and Canva, which helped to increase communication efficiency and promote collaborations across virtual environments. However, some difficulties were identified regarding monitoring students' individual contributions, misunderstanding due to lack of face-to-face interaction, fear of missing out (FOMO), and technology fatigue. Hence, this study offers some instructional recommendations for enhancing the digital tool application to address these challenges.
        Keywords: digital tools, group assessment, collaborative skills

        Speakers: Mrs Phuong Thi Tieu Le (Nong Lam University - Ho Chi Minh City), Mrs Diem Nguyen (University of Finance - Marketing), Mrs Nghia Pham (Lac Hong University)
      • 1:00 PM
        Echoes of Innovation: A Narrative Exploration of Integrating Generative Artificial Intelligence into EFL Material Preparation 30m B1-705

        B1-705

        UEH

        In the present era characterized by rapid technological advancements, the integration of Generative Artificial Intelligence (GenAI) has increasingly been recognized as a promising intervention in English as a Foreign Language (EFL) teaching practices. With respect to material preparation, the integration of GenAI presents a host of opportunities and challenges that warrant further exploration and investigation. This study reports the lived experience of an EFL teacher from a private center in the Mekong Delta region while integrating GenAI into the preparation of teaching materials. Specifically, the study aims to delve deeply into the processes, benefits, and challenges associated with this innovative application. The proposed qualitative research employs a narrative inquiry method, collecting data from a combination of document analysis and an in-depth interview. Through the lens of narrative inquiry, the study seeks to get insights into the integration of GenAI in EFL material preparation, shedding light on its implications for pedagogy, professional development, and the future of language education.

        Speakers: Le Pham, Long Nguyen Thi Thanh
      • 1:00 PM
        EFL Lecturers’ Challenges And Suggested Solutions for Assessment in the AI Age 30m B1-808

        B1-808

        UEH

        As the era of Artificial Intelligence (AI) continues to spread, educators worldwide are confronted with the necessity to adapt their teaching methodologies and assessment practices to accommodate technological advancements. This qualitative study explores the challenges encountered by English as a Foreign Language (EFL) lecturers in the Mekong Delta region of Vietnam regarding assessment in the AI age. Through in-depth interviews with six experienced lecturers from three universities, this research figures out the various obstacles faced by educators in assessing their students in the boom of AI-driven tools. Typical concerns related to maintaining authenticity in assessments, ensuring fairness and equity, and navigating the integration of AI technologies into traditional assessment frameworks. Additionally, lecturers highlight the importance of preserving human judgment and subjective evaluation in language assessment, despite the allure of AI-driven solutions. Drawing from their rich pedagogical experiences, the participants offer insightful suggestions and strategies to address these challenges effectively.

        Speaker: Hoang Yen Phuong (Can Tho University)
      • 1:00 PM
        Empowering Vocabulary Learning: The Synergy of Self-Directed Learning and Digital Literacy 30m B1-508

        B1-508

        UEH

        This study investigates the intersection of self-directed learning and technology, which heralds a new age in vocabulary development. Utilizing a mixed-methods approach, the study administered surveys to 80 students and then conducted interviews with a subset of 06 students and 03 lecturers. The findings, which are based on the theoretical frameworks of digital literacy and self-directed learning, highlight the transformative potential of these techniques for vocabulary acquisition. The results underscore the efficacy of self-directed learning strategies in fostering autonomous vocabulary development. Furthermore, equipping learners with digital literacy skills emerges as a pivotal strategy, amplifying the benefits of autonomous vocabulary learning. The study calls for an integrated approach that takes advantage of the synergy between self-directed learning and digital literacy to open up new opportunities for vocabulary development in the contemporary educational landscape.

        Speaker: Nguyen Thi Thuy Linh (Can Tho University)
      • 1:00 PM
        Enhancing EFL University Students' Self-Assessment Skills in Writing Essays Using Copilot 30m B1-702

        B1-702

        UEH

        Self-assessment stands as a pivotal skill for EFL (English as a Foreign Language) students, essential for fostering independence in the contemporary era dominated by information and technology. This study delves into the transformative potential of integrating AI tools, particularly Copilot, to bolster EFL learners' self-assessment proficiencies. Grounded in the premise that self-assessment profoundly influences academic performance and writing competencies, this research aligns with prior studies indicating the inadequacy of conventional feedback mechanisms without intrinsic self-assessment capabilities. Leveraging the technological landscape, this study examines the viability of AI interventions in cultivating EFL students' self-assessment aptitude. Conducted over 16 weeks within a university setting, this experimental study involved 87 non-major English students. Employing quantitative and qualitative methodologies, the study evaluates the efficacy of integrating Copilot in enhancing students' self-assessment skills and academic performance. The quantitative analysis reveals a statistically significant improvement in both self-assessment abilities and academic outcomes, establishing a positive correlation. Complementing these findings, qualitative data highlights students' favorable perceptions towards the AI-driven intervention, indicating its potential as an innovative pedagogical approach. The findings underscore the utility of AI tools as catalysts for advancing EFL pedagogy, particularly in the domain of testing and assessment. This research contributes to the growing body of literature advocating for the integration of technology-enhanced learning methodologies in language education. EFL educators are encouraged to embrace AI interventions as viable means to augment students' self-assessment competencies, thereby fostering a more empowered and self-directed learning paradigm.

        Speaker: Ms Thanh Diệu Phạm (Active Learning Center)
      • 1:00 PM
        Enhancing English Learning for Gen Z through AI Music Composition 30m B1-706

        B1-706

        UEH

        In the age of digital natives, teaching strategies require innovation to effectively engage Generation Z learners. This presentation explores the integration of Artificial Intelligence (AI) in English classrooms, specifically through the lens of music composition, to enhance learning experiences and outcomes for Gen Z students. We will delve into the advantages and disadvantages of utilizing AI tools for composing music, an approach that not only captivates students but also enriches their linguistic and creative skills.
        The discussion begins by defining the characteristics of Gen Z learners, emphasizing their familiarity with technology and preference for interactive learning environments (Poláková and Klimova, 2019). Then it examines the pros and cons of using AI in music composition, highlighting its role in enhancing student engagement and creativity while also considering the risks of decreased originality and dependency on technology (Keita, 2023).
        Practical insights will be offered through examples of free AI songwriting tools. These platforms not only allow students to write lyrics and compose music but also provide opportunities for English practice through lyric development and collaborative projects.
        Furthermore, the presentation will share firsthand experiences from classrooms that have incorporated these AI tools, discussing the achievements and challenges faced. These anecdotes will provide a realistic view of the implementation process and its impact on student motivation and learning.
        Concluding the session, we will provide actionable suggestions for English teachers aiming to implement similar AI-powered music activities in their classrooms.

        Speakers: Ms Thu Ha Cao Thi Hong (The National College of Education Ho Chi Minh City), Ms Ha Nguyen Thi Thanh (The National College of Education Ho Chi Minh City)
      • 1:00 PM
        Evaluation of a Testing Approach Intended to Assess Japanese University Students’ Interactional Competence 30m B1-804

        B1-804

        UEH

        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 presentation will detail and evaluate the steps taken to refine a peer-to-peer speaking test intended for Japanese university students. The paired speaking test was created with the intent to elicit and assess student production of key skills and behaviors related to interactional competence in English. The presentation will focus on how the task design has been amended over time in an attempt to incorporate ideas such as patterns of interaction (Galaczi, 2008), intersubjectivity (Burch and Kley, 2020; Lam, 2018), and Galaczi and Taylor’s (2018) construct of interactional competence into task design and assessment. How these ideas are represented in task types, and the efficacy of those tasks in eliciting the desired behaviors from test takers will be evaluated using selected excerpts and general data from student performances. Results from a questionnaire related to speaking experiences in Japanese high schools that was completed by first year students from three Japanese universities will also be used to give supplementary contextual insight into aspects of task design and student performances. Strengths and weaknesses of past iterations of the test, as well as the current approach will be discussed to hopefully serve as a useful reference for other teachers and researchers who are interested in utilizing peer-to-peer speaking tests to measure interactional competence.

        Speaker: Hamish Smith
      • 1:00 PM
        Exploiting Loora in Speaking Learning beyond the Classroom: Voices from EFL Learners 30m B1-802

        B1-802

        UEH

        Loora, a recently developed Artificial Intelligence (AI)-driven language learning tool, acts as a personal AI tutor for English speaking in dialogues and receives feedback. Drawing on the experiences of English as a Foreign Language (EFL) learners outside the traditional classroom setting, the research, therefore, explores the effectiveness, challenges, and opportunities presented by Loora. The study employed questionnaires and semi-structured interviews as the main instruments to collect the data from 20 participants. According to preliminary results, Loora has a great deal of promise for promoting student autonomy and ongoing language development by offering quick and customized feedback in speaking practice. The research also emphasizes the necessity for additional investigation to deal with potential drawbacks and to maximize the use of AI tools like Loora in language learning. It implies that Loora can be used as a complementary tool to use along with the traditional classroom to shed light on the process of English speaking. Additionally, this study adds to the expanding corpus of research on the application of AI to language acquisition and offers insightful information to language learners, educators, and AI developers.

        Speaker: Thanh Nguyen Phuong (Hanoi Pedagogical University 2)
      • 1:00 PM
        Exploring the Integration of AI in EFL Education: Perceptions of Vietnamese Teachers on ChatGPT’s Role in Collaborative Writing and Literary Studies 30m B1-701

        B1-701

        UEH

        This study investigates Vietnamese tertiary English as a Foreign Language (EFL) teachers’ perceptions of the use of ChatGPT in collaborative writing tasks. Amidst the growing integration of artificial intelligence (AI) in education, understanding educators’ views on such technologies is crucial, especially in EFL contexts. The study also explores how AI tools like ChatGPT may impact the teaching of literary studies and discourse analysis. Employing a qualitative research design, the study involved semi-structured interviews with nine Vietnamese EFL teachers from two institutions, representing various career stages: novice, mid-career, and near-end. The analysis was guided by the Technology Acceptance Model (TAM) and Constructivist Learning Theory, offering a dual theoretical perspective on the findings. The results revealed three key themes: the perceived effectiveness of ChatGPT in enhancing collaborative skills, challenges in integrating ChatGPT, and the impact on teacher-student dynamics. Teachers across different career stages recognized the potential benefits of ChatGPT in facilitating student engagement and collaborative writing. Additionally, they reflected on the potential of ChatGPT to support and enrich literary and discursive studies within the EFL curriculum. However, concerns were raised about the challenges in integrating AI into existing teaching methodologies and the potential for over-reliance on technology. The study also highlighted a shift in teacher-student dynamics, with teachers adopting more facilitative roles in the AI-enhanced learning environment. These findings underscore the need for professional development and curriculum redesign to effectively integrate AI in EFL settings, including considerations for its application in literary and discursive education.

        Speaker: Thanh Thao Le (Can Tho University)
      • 1:00 PM
        How to Chat with ChatGPT: Insights from EFL Lecturers 30m B1-704

        B1-704

        UEH

        ChatGPT, an AI chatbot capable of generating responses based on conversational interactions, holds promise as a tool for enhancing English language teaching and learning. Success in utilizing ChatGPT depends on the formulation and delivery of prompts to the chatbot. This qualitative study explores the experiences of English-as-a-Foreign-Language (EFL) lecturers to understand effective interaction strategies with ChatGPT. With the participation of ten lecturers at a public university in central Vietnam, who have experienced integrating ChatGPT into their teaching practices, the study investigates how EFL lecturers formulate prompts to elicit high-quality responses. Data were collected through semi-structured in-depth interviews conducted both online and face-to-face. The findings highlight a consensus among these EFL lecturers that the specificity of prompts directly correlates with the quality of responses. Moreover, the interviews indicated that there were varied approaches employed by these lecturers in engaging with ChatGPT, ranging from one-way requests to two-way critical discussions. While some lecturers perceive ChatGPT primarily as an information provider, responding to imperative sentences and direct inquiries, others view it as a collaborative assistant, capable of interactive communication. For those who adopt a collaborative stance, interaction with ChatGPT extends beyond mere request-response manners; they engage in constructive criticism when dissatisfied with ChatGPT-generated responses, thereby refining subsequent outputs. Throughout the presentation, exemplars of prompts utilized by the lecturers will be showcased, providing tangible illustrations of effective interaction strategies with ChatGPT in English language teaching contexts.

        Speaker: Lien Cao (University of Foreign Languages and International Studies, Hue University)
      • 1:00 PM
        Impacts of Generative Artificial Intelligence Chatbots and Prompt Types on Students’ Technology Acceptance 30m B1-509

        B1-509

        UEH

        Generative Artificial Intelligence (GAI) chatbots, including Chat GPT and Gemini, are increasingly integrated into student writing assistance. This study investigates the influence of these chatbots and different prompt types on students’ technology acceptance. Data will be collected from student participants interacting with the GAI chatbots and analyzed using SPSS. Students’ technology acceptance will be measured by the Technology Acceptance Scale. Participants of the four treatment groups will interact with (1) writing samples by Chat GPT, (2) correction and writing samples by Chat GPT, (3) writing samples by Gemini, and (4) correction and writing samples by Gemini. Additionally, there will be a control group receiving no treatments. Findings are expected to elucidate the effectiveness of the GAI chatbots and prompt types on students’ technology acceptance, providing teachers and students alike with valuable and strategic insights into optimizing writing instruction and performance.

        Speakers: Van Thanh Phan (University of Economics, Ho Chi Minh City), Ms Hoang Kim Ngan Vo (Ho Chi Minh City Open University)
      • 1:00 PM
        Improving English Speaking Skills for English Majors Using Canvas LMS 30m B1-805

        B1-805

        UEH

        It's evident that many Vietnamese students struggle with English speaking skills. This study investigates the effectiveness of utilizing the Canvas Learning Management System (LMS) to enhance English speaking proficiency among second-year English majors. Through a mixed-method approach, the research evaluates the impact of Canvas-integrated activities on students' speaking abilities and explores their effectiveness. Tailored speaking tasks, including virtual discussions, presentations, and video-recorded assignments, are implemented in Canvas modules to promote authentic communication and facilitate peer interaction. Pre- and post-speaking tests demonstrate statistically significant improvements in students' fluency, accuracy, and confidence levels. Qualitative and quantitative data from surveys and learning journals reveal students' appreciation for the convenience, flexibility, and engagement afforded by the online platform. They also highlight the benefits of structured feedback mechanisms embedded within Canvas, contributing to reflective learning processes and language development. Overall, the findings underscore the positive impact of integrating speaking tasks within the Canvas LMS for English majors. This research contributes to the discourse on technology-enhanced blended learning, emphasizing the potential of LMS platforms like Canvas in advancing English language education.

        Speakers: Thao Huong Thi Dang (Phenikaa University), Ms Nga Thanh Bui (Phenikaa University)
      • 1:00 PM
        Online English Language Teaching: Identifying Teachers’ Needs and Perceptions of Continuous Professional Development Activities 30m B1-204

        B1-204

        UEH

        Online English Language Teaching (ELT), defined as practices and/or processes of teaching and learning the English language on virtual platforms that provide ‘unique and irreplaceable learning opportunities’ (Burbules & Callister, 2000, p. 277), has gained prevalence across various educational settings. In line with the global trend, Vietnam has seen a notable rise in online ELT classes in both public and private sectors. This surge aligns with increased governmental investment in digital education, notably outlined in the NFLP2020 Project and HERA. However, despite this growth, challenges persist in implementing and optimizing online ELT. To provide a comprehensive understanding within the Vietnamese context, it’s essential to examine the digital provision of ELT in public K-12 schools. This evaluation aims to offer insights and recommendations for language policies, catering to stakeholders at provincial and national levels.

        In this presentation, we specifically focus on identifying (a) teachers’ needs about online ELT and (b) their perceptions of CPD activities designed for online ELT. We adopted a mixed-method design, using a survey and semi-structured interviews to investigate these two focal areas. For teachers’ needs, we followed the Technological Pedagogical Content Knowledge framework-(TPACK) (Mishra & Koehler, 2006), and thus modified existing TPACK surveys to investigate teachers’ needs in the context of Vietnam. Interviews were then conducted to gather more details of teachers’ needs observed in the survey results. For teachers’ perceptions of CPD for online ELT, we adopted the INSPIRE framework—Impactful, Needs-based, Sustained, Peer-collaborative, Reflective, and Evaluated (Richardson & Díaz Maggioli, 2018) to evaluate teachers’ views of CPD activities.

        The survey results from 481 English teachers at three levels (primary, secondary, and high schools) showed teachers' high self-ratings of their TPACK knowledge. However, the interviews revealed a contrasting picture in which teachers reported numerous needs related to online ELT in all aspects of TPACK. The needs were not only concerned with Technology, Pedagogy, and Content (i.e., English proficiency) but also went beyond the TPACK aspects. They included, for example, insufficient infrastructure for online ELT, teachers’ and learners’ well-being in online ELT, parent’s involvement, institutional support, and online ELT policies. The results also showed that while teachers’ needs were addressed to a certain extent, they did not seem to generate long-term impacts. Regarding teachers’ perceptions of CPD, the teachers’ interview accounts demonstrate that the CPD activities for online ELT that the focal teachers attended were generally effective as they were, to varied extents, needs-based, impactful, and sustained. There was, however, considerable variation regarding the in-practice and peer-collaborative features and to what extent they were reflective and evaluative. While these two characteristics could be found in longer-term CPD events (e.g., those that span several sessions or are month- or semester-long), they were largely missing in short-term and one-off activities. Based on these results, we provide some suggestions regarding (a) how to prepare teachers for the transition to online ELT and (b) the kinds and the design of CPD that English teachers in Vietnam identify as needing.

        Speakers: Dr Phung Dao (University of Cambridge, United Kingdom), Dr Mai Nguyen (Manchester Metropolitan University)
      • 1:00 PM
        Student Perspectives on 21st Century Skills in Business English Speaking: Case Studies on the 4C's 30m B1-806

        B1-806

        UEH

        The demand for proficient English language skills, along with essential 21st-century competencies, has grown significantly due to globalization and rapid technological advancements. This presentation explores the integration of 21st-century skills—specifically, communication, collaboration, critical thinking, and creativity (the 4C's)—into business English speaking courses from the perspective of students. This research investigates how students perceive the development and application of these skills within the context of their business English speaking courses. Each case study provides insights into the effectiveness of strategies employed to enhance the 4C's and their impact on students' language proficiency and readiness for the globalized workforce. Drawing on qualitative data collected through surveys, interviews, and classroom observations, this presentation examines students' attitudes, experiences, and reflections regarding the integration of the 4C's into their language learning journey. The study analyzes data from 56 students enrolled in an English for Business Speaking course, highlighting key themes and patterns emerging from student perspectives while identifying strengths, challenges, and areas for improvement. Furthermore, this presentation discusses practical implications for educators and institutions seeking to enhance their English for Occupational Purposes (EOP) programs. By showcasing successful approaches and lessons learned from the case studies, this research aims to provide actionable insights and best practices for empowering learners to thrive in today's dynamic and interconnected business environments.

        Speaker: Ha Le Thi (Lac Hong University)
      • 1:00 PM
        Students' Perceptions of English Academic Writing: A Needs Analysis of EAP in Vietnam 30m B1-801

        B1-801

        UEH

        Despite the growing demand for academic writing instruction of EFL/ESL learners and the pivotal role of needs analysis in curriculum development, no comprehensive needs analysis of EAP writing has been conducted in Vietnam EFL context. Furthermore, there has been limited exploration into students' understanding of English academic writing and the development of this skill during the writing courses for the International English Language Testing System (IELTS). Therefore, the present study aims to investigate the perceptions and needs regarding English academic writing among ELT major students who previously attended 2 IELTS writing courses 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 English 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 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 which focuses 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.

        Speaker: Hoang Yen Ly
      • 1:00 PM
        Tapping into CLIL: Integrating Language Objectives in EMI for Enhanced Proficiency 30m B1-407

        B1-407

        UEH

        English Medium Instruction (EMI) is on the rise as a key strategy to internationalize the education system in Vietnam. This is evident in the growing number of international schools and international programs at higher education institutions as well as K-12 schools where subjects are taught in English. Despite EMI being often defined as strictly content-driven and not language-driven, many students choose to enroll in EMI programs hoping to improve their English proficiency, an outcome that a number of institutions either explicitly or implicitly promise. This trend raises critical questions: does mere exposure to subjects in English guarantee English language acquisition? If not, what measures must an EMI program adopt to realize the goal of enhancing students' English language skills?

        This presentation argues that EMI programs should integrate language objectives into their curricula and advocates for implementing Content and Language Integrated Learning (CLIL) methodology to facilitate the delivery of these language objectives. The presentation commences with a brief theoretical review of EMI and CLIL, subsequently analyzing a case study of a virtual K-12 international school in Vietnam. This case study will underscore how CLIL practices are woven into all aspects of the program, from curriculum development, teacher training, assessment, English Language Development programs, and other learning enhancement services. Toward the end, the speakers will reflect on the successes and challenges encountered in the implementation of CLIL within the EMI context, offering insights from the perspectives of both administrators and teachers.

        Speakers: Ms Lien-Huong Nguyen (Institution for Research on Education and Knowledge Transfer, Thanh Do University), Hương Phùng (Ivy Global School)
      • 1:00 PM
        Teachers’ and Learners’ Beliefs about Task-Based Language Teaching: A Systematic Review 30m B1-203

        B1-203

        UEH

        Teacher/learner beliefs, as an individual difference (ID) variable, is one of the most frequently studied factors in Task-Based Language Teaching (TBLT) research. Despite a relatively large number of studies investigating teachers’ and learners’ beliefs about TBLT, there is a lack of synthesis on this topic. Therefore, this chapter provides a systematic review of studies on learner/teacher beliefs in the context of TBLT. This review aims to identify the foci, conceptualisation, operationalisation of beliefs in TBLT, methodological characteristics, and major themes in the findings reported in TBLT studies on beliefs. The results show that there is a lack and/or variation in the conceptualisation and operationalisation of the concept of beliefs. Additionally, studies have focused more on teachers’ beliefs about TBLT as compared to those of learners. The results also revealed methodological issues (e.g., lack of some important background information about the participants and the study’s context; lack of conceptualising the construct of belief; focusing dominantly on English as a target language; dominantly adopting the normative approach over the contextual approach; lack of clear and rigorus procedure for analying data, designing, and validating data collection tools). Despite these issues, the results show that TBLT research on beliefs appears to head toward an appropriate direction, adopting multi-method approaches, and using diverse data collection tools. Also, the results show a promising picture for adopting and implementingof TBLT in diverse contexts from both teachers’ and learners’ perspectives. However, multiple issues still need to be addressed in a long run.

        Speaker: Phung Dao (University of Cambridge, United Kingdom)
      • 1:00 PM
        The Effects of Teaching Conjunctions on the Cohesion of EFL Students’ Compositions 30m B1-406

        B1-406

        UEH

        A well-written work is not only grammatically correct but also cohesive and coherent. Conjunctions are fundamental to the cohesion of a text and should be taught in writing classes. This study presents findings from an investigation into students’ attitudes towards learning and employing conjunctions in writing and the effects of conjunctions teaching on EFL students' capacity for written production. The study used a mixed-methods approach that combined qualitative and quantitative design. The first phase included a questionnaire with 62 students responding to find out how they felt about learning and using conjunctions at their schools. The students demonstrated an understanding of the significance of conjunctions in writing and a willingness to be taught conjunctions. Then, to reach the primary goal of the study, the second phase with the help of pre-post tests was conducted to determine whether introducing conjunctions to students would improve their ability to produce cohesive texts. 50 participants were students who were taking an extra English course at a center in HCM City. Finally, descriptive statistics and paired and independent sample t-tests were used to analyze and report the data. It is evident from the results that the mean scores increased between the pre- and post-test. More critically, it is clear that the individuals' post-test conjunction density significantly improved. Based on the findings, the study made several recommendations for teachers and students regarding learning and teaching conjunctions. The work laid the path for later research on incorporating other cohesion-related elements into the training of other language skills.

        Keywords: L2 writing; cohesion; conjunctions; EFL students

        Speaker: Ms Đăng Trương (Nguyen Tat Thanh University)
      • 1:00 PM
        The Effects of Using Digital Technology on Vocabulary Knowledge of EFL Students 30m B1-707

        B1-707

        UEH

        Numerous researchers have been seeking ways of assisting educators, teachers, and learners of the English language in turning strategies research into practice. How to suit different learning styles and apply vocabulary learning strategies has also been in the flow. This paper presents an experimental study to investigate the effects of using digital technology on the vocabulary knowledge of ELF students. Three main specific instruments for vocabulary learning were applied in the experiment: Kahoot!, making video clips, and Podcasts. A vocabulary test and a vocabulary learning questionnaire were administered at the beginning and the end of the instruction to elicit the participants’ background information, vocabulary learning styles, and applied vocabulary learning strategies after participating in the program. The effectiveness of the strategies was examined by comparing the pre-test and the post-test data. Correlation, t-test, and test reliability analyses demonstrated that a significant improvement in vocabulary knowledge was obtained by the experimental group over the control group. The results of these questionnaires support the conclusion that the above strategies had a positive effect on students’ vocabulary knowledge and encouraged the students’ interest and motivation. From the findings of this study, implications and suggestions were given to help teachers and students in teaching and learning English vocabulary and future EFL classrooms as well.

        Speaker: Ms Hiền Lê (Khoa Ngoại ngữ- Trường Đại học Công nghiệp Việt Trì)
      • 1:00 PM
        The Impact of Technology in Education on Learner Motivation: A Content Analysis on Research Trends 30m B1-408

        B1-408

        UEH

        Motivation in education plays a crucial role in enhancing learning outcomes. In the Digital Age, learners benefit from teaching approaches using technology. Accordingly, a growing number of studies on embedding technology in education have been conducted. This paper aims to seek research trends in the impact of technology in education on learner motivation in the articles from a journal of research on technology in education. The articles were selected based on three criteria: (1) a framework for research on motivation (self-determination theory): motivation, self-determination, autonomy, competence, and relatedness; (2) articles published in the early 2020s (between 2020 and 2024); and (3) three constraints: titles, abstracts, and the authors’ keywords. The method employed in this paper is a summative content analysis, which allows for exploring emerging themes or common trends. The findings reveal the significance of integrating technology into education to enhance learner motivation as well as provide insights into research trends on technology in education in general and its impact on learner motivation in particular.

        Keywords: learner motivation, self-determination, technology, commonalities, research trends

        Speaker: Ms Loan Ha (Can Tho University, UEH University)
      • 1:00 PM
        The Impacts of Technology on Learner Autonomy and Language Proficiency Development: A Learner’s Narrative 30m B1-703

        B1-703

        UEH

        Because of technology's pivotal role in contemporary language education, this research aims to investigate its effects on learner autonomy and language proficiency development in English language learning. Drawing upon the experiences of a learner in an international school in Hanoi, the research adopts the narrative inquiry methodology to capture the participant's engagement with technology-mediated language learning. The study elucidates intrinsic motivational factors, autonomy support, and relatedness within digital learning environments by applying the Self-Determination Theory and the Community of Inquiry framework to analyze the multifaceted impacts of technology on learner autonomy and language proficiency development. Key findings emphasize the importance of fostering self-directed practice, cultivating collaborative learning experiences, developing digital literacy skills, embracing innovative pedagogical approaches, and fostering a culture of lifelong learning in technology-enhanced language education. The research contributes to the field by offering practical recommendations for educators and policymakers on harnessing technology's potential in promoting learner autonomy and proficiency development. Furthermore, it highlights the need for further study to explore the evolving landscape of technology-mediated language learning and its implications for educational practice and policy.

        Speaker: Ms Van Anh Cao
      • 1:00 PM
        The Practice of ESL/EFL Teaching and Learning amid The Prevalence of Generative Artificial Intelligence: A Scoping Review 30m B1-506

        B1-506

        UEH

        Generative Artificial Intelligence (GenAI) has emerged as a promising tool for education, especially teaching English as a Second/Foreign Language (ESL/EFL). However, few research has been investigated in how it is practically integrated in ESL/EFL instructions due to the novelty of GenAI. To address this gap, this study employed the scoping review framework to identify and synthesise 22 articles published from the end of 2022 onwards, which explore the impact of GenAI on ESL/EFL practices. The findings suggest that attempts have been made to examine the impacts of GenAI in ESL/ESL practices from the educational users’ perspectives, and its effectiveness in enhancing the learning and teaching’s experiences and outcomes. The identified themes among the studies are: 1) the users’ perceptions, 2) benefits and 3) challenges of adopting GenAI in teaching and learning practices, 4) and recommendations for integrating GenAI tools in language education. Finally, implications for further research and pedagogical directions are also discussed.

        Speaker: Hanh Nguyen Ly (University of Nottingham Malaysia)
      • 1:00 PM
        Using AI-Generated Songs to Reduce Fossilized Errors in Adult L2 Learners 30m B1-409

        B1-409

        UEH

        This study explores the effectiveness of AI-generated songs in remedying fossilized errors, persistent pronunciation errors that challenge adult English language learners (N=46) despite extended exposure to the target language. Utilizing a quasi-experimental design, the study evaluates the impact of AI-developed songs tailored to address specific phonemic deficiencies. Participants who have developed fossilized errors are allocated into experimental and control groups. The experimental cohort undergoes instruction augmented by AI-generated songs, while the control group adheres to conventional pronunciation teaching methodologies. Pronunciation improvement is assessed through pre- and post-tests, concentrating on the accuracy of targeted phonemes.

        The findings demonstrate a significant reduction in fossilized errors and a heightened proficiency in articulating individual sounds among participants exposed to AI-generated songs, compared to the control group. Furthermore, the study investigates the influence of individual preferences for songs and singing on the efficacy of this pedagogical approach. Qualitative insights gleaned from semi-structured learner interviews shed light on the motivational impact of AI-generated songs on pronunciation practice, underscoring their potential as a catalyst for pedagogical innovation. Ultimately, these findings contribute to the refinement of pronunciation instruction methodologies for adult learners, emphasizing the instrumental role of AI technology in language education.

        Speakers: Xuan Phuong Trang Dao (Ho Chi Minh City University of Education), Ms Truc Nguyen Ho Thanh (Ho Chi Minh City University of Education)
      • 1:00 PM
        Using Twee-Generated Activities to Reinforce Vocabulary for EFL Learners at a High School in Vietnam 30m B1-708

        B1-708

        UEH

        Twee is a powerful educational tool that utilizes artificial intelligence to generate exercises and activities that are customized to meet the needs of individual students. In this action research project, the author employed Twee as an assistant to create tasks such as definition matching, sentences completion using target words and communicative situations. These activities served as an intervention to help reinforce lexical items that students encountered when learning with the textbook Tiếng Anh 11 Global Success. Forty high school students, whose English proficiency was evaluated at the A2 or B1 level, participated in the study. Data were gathered using pre- and post-study vocabulary proficiency tests, questionnaires, and the teacher’s observation. According to the results of the four-stage action research cycle, the participants showed satisfactory growth in their English vocabulary. Positive attitudes towards Twee-generated activities were also revealed. This study, therefore, has pedagogical implications for the use of Twee as an effective tool in supporting vocabulary acquisition for EFL learners.

        Speaker: Thi Hong Thuy Le
      • 1:00 PM
        What Should Be Learnt from Essays Generated by ChatGPT?: An IELTS-Based Approach 30m B1-505

        B1-505

        UEH

        The use of artificial intelligence (AI) in various fields 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 Chat GPT, an AI language model developed by OpenAI. The four criteria are picked from IELTS writing bandscore descriptors, namely Task-responding, Coherence and cohesion, Lexical resource and Grammatical range and accuracy. The results showed that while Chat GPT essays had some positive aspects, such as coherence/cohesion and correct grammar, they lacked lexical variety and diverse grammatical structures. Furthermore, the essays genereated by ChatGPT fell short of originality and critical thinking. Therefore, we recommend that Chat GPT 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.

        Speakers: Nhan Do Thanh (Can Tho University), Ms Anh Tran Tu (Can Tho University)
    • 1:30 PM 1:40 PM
      Transition Time 10m
    • 1:40 PM 2:10 PM
      Parallel Oral Presentations: 02
      • 1:40 PM
        A Contrastive Study of Attitudinal Resources in Comments Given by Judges in “American Idol” and “Vietnam Idol” 30m B1-808

        B1-808

        UEH

        This study employed Appraisal Theory in a contrastive analysis of Attitudinal resources in comments given by judges of American Idol and Vietnam Idol. The data for analysis consists of 100 comments (50 in American Idol and 50 Vietnam Idol) randomly collected from online websites. The overall purpose was to find out the similarities and differences between the two languages in terms of Attitudinal resources namely Affect, Judgement and Appreciation. The study is carried out through the adoption of quantitative, qualitative, analytic, synthetic, and descriptive methods.
        The results indicate that the three categories of Attitudinal resources all appear in both American judges’ comments and Vietnamese ones. It was found that both languages tend to use more Appreciation than the other two Attitudinal resources- Affect and Judgement. Similarly, the judges in the two languages prefer expressing their own feelings and emotions towards or happening in programme to showing the feelings and emotions of other people. Another similarity is that the American judges and Vietnamese judges incline to evaluate human behavior explicitly via lexical items containing judgment resources. Besides, the tendency towards the use of positive assessment dominates negative assessment in CAJs and CVJs. In spite of these board similarities between the two languages, a number of differences were observed. In terms of Affect resources, while Dis/inclination in CVJs account for the least percentage of Affect resources, In/security is the lowest in percentage in CAJs. Additionally, as regards the use of Judgement resources, Normality in CAJs is more predominant than that of CVJs, so Normality value ranks the second in CAJs while this value accounts for the third rate in CVJs.
        It is hopefully expected that the result of the study will provide useful knowledge of evaluative language related to give comments, opinions, viewpoints, or feedbacks to put it into practice in teaching and learning English as well as the daily communication.

        Speaker: Mr Thu Văn
      • 1:40 PM
        A Qualitative Study on EFL Learners' Perception of Using ChatGPT for Academic Essay Writing 30m B1-406

        B1-406

        UEH

        This research presents a qualitative study on the perceptions of English as a Foreign Language (EFL) learners—specifically 14 university students—regarding the use of ChatGPT for academic essay writing. Amidst the burgeoning integration of AI in education, this study explores how these learners perceive the efficacy, challenges, and ethical issues of employing ChatGPT in their writing processes. Employing semi-structured interviews to gain insights into learners' experiences, the study indicated that the learners valued ChatGPT for its ability to facilitate their idea generation, enhance essay structure, and improve their linguistic accuracy, thereby enriching the learning experience. However, concerns were also raised about potential overreliance on ChatGPT, which could impact academic integrity and personal writing styles. The study underscores the need for the balanced integration of AI tools in educational settings, suggesting that while ChatGPT can significantly support the learning process, it should be used to complement, not replace, traditional learning methods. The results contribute to the ongoing discourse on the pedagogical implications of AI in language education, offering critical perspectives for educators, policymakers, and curriculum developers to foster technological proficiency while encouraging critical thinking skills among learners.

        Speaker: Phuc Nguyen Thanh (Can Tho University)
      • 1:40 PM
        AI-Infused Role-Play: Empowering Teachers and Elevating Learning for Low-Level Students 30m B1-408

        B1-408

        UEH

        Role playing is a classroom teaching technique that motivates students to actively engage in learning English. This allows foreign language learners to practice the target language in realistic contexts, reducing stress and shyness (Tompkins, 1988), thereby enhancing communicative competence. However, organizing and carrying out role-play activities, especially in low-level English classes, can present significant challenges for both students and teachers. These learners may struggle with limited language proficiency. For teachers, adapting role-play activities to suit the needs of low-level learners requires careful planning and consideration. Here, Artificial Intelligence (AI) technology emerges as a valuable ally. This presentation explores the potential of AI to address those obstacles associated with role-play in English teaching and learning.
        Beginning with an overview of role-play's theoretical foundations, the presentation introduces the applications of AI in enhancing role-play activities. It then highlights the benefits of integrating AI into role-play for both teachers and students. Moreover, it offers practical strategies for the effective implementation of AI-infused role-play, including tool selection and methodological considerations. Through the discussion, the presentation aims to provide insights and best practices for leveraging AI to empower teachers and elevate learning experiences for low-level students.

        Speakers: Ms Hà Nguyễn Thị Thanh (The National College of Education Ho Chi Minh City), Ms Thu Hà Cao Thị Hồng (The National College of Education Ho Chi Minh City)
      • 1:40 PM
        Applying the View of Word Grammar on Teaching Syntax for Major English Students 30m B1-707

        B1-707

        UEH

        Word Grammar developed by Richard Hudson is a branch of cognitive linguistics. Word Grammar shows grammatical relations or functions by explicit labels, e.g.: subject, object, indirect object and adjunct, etc. It considers a language as a network of knowledge, linking concepts about words, their meanings, etc. On the other hand, words are the nodes that hold the ‘language” part of the human network together. Labeled networks are controversial even within linguistics because the labels themselves need an explanation or analysis. The paper refered to applying this theory on syntax lessons for major English students at University of Foreign Language Studies - The University of Da Nang, Viet Nam. We conducted the study with two first – year students groups studying general English skills. To clarify this study, the data from these two classes were collected for analyzing linguistic perspectives in the view of Word Grammar. The paper used descriptive, analytic, synthetic, comparative and contrastive methods with 50 students to find out the findings of advantages and difficulties when this view was used to teach syntax lessons in English, and especialy in English – Vietnamese translating and interpreting.

        Speaker: Thi Thuy Oanh Tran (University of Foreign Language Studies - The University of Da Nang)
      • 1:40 PM
        Beyond the Textbook: Enhancing English Reading Skills with Jigsaw and Collaborative Board Mural.co 30m B1-701

        B1-701

        UEH

        Strong reading comprehension skills are crucial for English as a Foreign Language (EFL) learners. This study investigates students' perceptions of a learning approach that integrates the Jigsaw reading method with the dynamic, open-source digital collaborative board, Mural.co. The goal is to determine if this approach creates a more engaging and collaborative environment for EFL reading skill development compared to traditional methods. The design of this study employs a descriptive quantitative approach, using questionnaires (Likert scales) and interview questions as the instrumentations. The research focuses on a sample of 36 second-year students from Vinh University's Foreign Languages Department. Results indicate a highly positive student response, demonstrating the strategy's significant impact on reading comprehension across various topics. Additionally, the combined use of the Jigsaw reading method and Mural.co fosters collaboration, teamwork, and a positive learning experience, despite initial challenges with navigating the platform. Students found Mural.co's visuals and functions highly engaging. These findings suggest that this innovative approach offers educators a valuable tool to enhance both EFL reading comprehension and collaborative learning, leading to improved student outcomes.

        Speaker: Linh Le (Vinh University)
      • 1:40 PM
        Developing Medical Students’ Engagement and Collaboration in Learning English through AI-Embedded Padlet: A Novel Approach 30m B1-705

        B1-705

        UEH

        This study investigates the effectiveness of Padlet, an interactive AI-embedded digital platform, in enhancing English Engagement and Collaboration among medical students in the Central Highlands of Vietnam. With English becoming increasingly vital in the medical field, tailored pedagogical methods are essential. Therefore, Padlet serves as a supplementary tool to traditional language instruction, providing students with a collaborative environment for language practice through various functions such as brainstorming, discussions, and peer feedback.

        Using a mixed-methods approach, incorporating quantitative assessments and qualitative feedback, the research examines Padlet's impact on medical students' English proficiency, confidence levels, and engagement in language learning activities. The findings indicate that Padlet fosters active participation, peer interaction, and reflective learning experiences, contributing to the improvement of English proficiency among medical students.

        The implications of these findings for language teaching pedagogy in medical education contexts are also discussed, along with recommendations for future research and practical implementation strategies towards creating dynamic and collaborative language learning environments, particularly in the medicine fields, to better prepare students for effective communication in professional settings.

        Speakers: Dr Thi Hong Van Le (Tay Nguyen University), Ngoc Gia Han Nguyen (Buon Ma Thuot Medical University)
      • 1:40 PM
        Effectiveness of the Online Emotional Intelligence Course at a Vietnamese Higher Education Institution 30m B1-509

        B1-509

        UEH

        The study examines the efficacy of the Emotional Intelligence (EI) and Social Development course that is incorporated into the curriculum at the University of Languages and International Studies (ULIS). To assess the effectiveness of an online emotional course, this research examines its advantages and disadvantages. A literature review on the concepts of EI courses and mindfulness is initially provided to establish the framework for the study. Following this, the course instructors' perceptions of the merits and demerits of this course will be investigated using a qualitative research design and semi-structured interviews. During the data collection process, the research respondents held candid conversations about their personal experiences and perspectives while instructing the online EI course at ULIS. The presenter will therefore present the findings of this study. This research offers the data clustered by the development of two major emerging themes namely the advantages of online emotional intelligence course and the disadvantages of online emotional intelligence course. Every theme encompasses six subthemes, which are as follows: Innovative teaching programme; Awaken the inner values of students; Renew and complete course instructors' personal and professional growth; Students' learning process difficulties; Technological inconvenience; Restrictions in interpersonal interactions and mindfulness activities practices. The speaker will also share some suggestions for future online EI courses. This study represents only a portion of the research on EI courses. However, it is hoped that the evaluation of an online EI would attract greater interest.

        Speaker: Ms Minh Anh Bui
      • 1:40 PM
        EFL Teachers’ Self-Reported Perceptions and Practices of Embedding Moral Values in the Context of Vietnamese High Schools 30m B1-708

        B1-708

        UEH

        In today’s complex and interconnected world, individuals and institutions often encounter dilemmas where clear ethical guidance is indispensable. Educational standards are on the rise, emphasizing the development of both learners’ competencies and moral qualities. In the context of Vietnamese high schools, along with an increase in reported moral degradation, the implementation of the new English curriculum mandates teachers not only to teach language but also to integrate moral values into lessons. This study aims to examine English as a Foreign Language (EFL) teachers’ perceptions and their self-reported practices of teaching moral values across several high schools in the Mekong Delta. Employing a mixed-methods approach, thirty EFL teachers from three provinces participated in the study. Data were collected through questionnaires containing both closed and open-ended questions. Then, quantitative data were analyzed quantitatively using Microsoft Excel and SPSS version 20 and the qualitative ones were processed using thematic analysis. The findings indicated teachers’ high level of awareness on the importance of integrating moral values into EFL lessons. Notably, although no significant differences were recognized among teachers’ perceptions regarding gender, workplace, level of education, and years of teaching experience; their self-reported practices were significantly different in terms of the duration of their teaching experience and the workplace. These findings were qualitatively supported, leading to discernible pedagogical implications.

        Speaker: Hoa Nien Nguyen Thi
      • 1:40 PM
        Embracing AI in ESL Instruction in Some Northen Vietnamese Universities: Opportunities and Challenges 30m B1-807

        B1-807

        UEH

        The integration of Artificial Intelligence (AI) technologies into English as a Second Language (ESL) instruction presents both promising opportunities and notable challenges. This article explores the evolving landscape of ESL education in the AI era, focusing on how AI-driven innovations are reshaping teaching methodologies and learning experiences. Through an analysis of current research, case studies, and emerging trends, this article identifies key opportunities afforded by AI, including personalized learning, adaptive assessment, and enhanced language practice through chatbots and virtual tutors. Moreover, it examines the potential of AI to facilitate language acquisition by providing real-time feedback, generating tailored learning materials, and supporting language comprehension and production. However, amidst these opportunities, significant challenges persist, ranging from technological barriers and access disparities to concerns about data privacy, algorithmic bias, and the erosion of human interaction in language learning environments. This article critically evaluates these challenges and underscores the importance of adopting a balanced approach that harnesses the benefits of AI while mitigating its potential drawbacks. Additionally, it emphasizes the role of language teachers in navigating the ethical considerations surrounding AI integration in ESL instruction, including promoting digital literacy, fostering critical thinking skills, and cultivating cultural sensitivity. By addressing these opportunities and challenges, this article aims to inform stakeholders in ESL education about the implications of AI and guide future research and practice towards maximizing the potential of AI in advancing language learning outcomes in diverse contexts.

        Speaker: Mrs Thi Thanh Thuy Pham
      • 1:40 PM
        Enhancing Intercultural Competence among Vietnamese English Majors Using AI-Assisted Learning Activities 30m B1-804

        B1-804

        UEH

        This practice-oriented presentation explores the integration of AI-assisted learning activities into the language and culture curriculum to enhance intercultural competence among Vietnamese English majors. The presentation aims to introduce and discuss practical, AI-powered activities that can be easily incorporated into the existing teaching and learning environment in Vietnamese universities.
        The presentation focuses on three main types of AI-assisted learning activities: (1) AI-powered cultural quizzes and games that test students' knowledge of cultures, customs, and traditions; (2) AI-generated cultural case studies that present realistic scenarios and prompt students to analyze cultural aspects and propose solutions for effective intercultural communication; and (3) AI-assisted cultural project presentations that require students to research and present specific aspects of cultures using AI-powered presentation tools.
        The presenter will share their experience in designing, implementing, and evaluating the effectiveness of these AI-assisted learning activities in their own teaching practice. The presentation will also discuss the potential benefits and challenges of using AI-powered tools and strategies to foster cultural self-awareness and intercultural competence among Vietnamese English majors.
        Attendees will gain insights into how AI-assisted learning activities can be readily integrated into the current curriculum, enhancing students' understanding and appreciation of their own culture while developing intercultural communication skills. The presentation contributes to the growing discussion on the application of AI in language education, particularly in the Vietnamese context, and provides actionable ideas and strategies for language educators seeking to enhance intercultural competence through innovative teaching approaches.

        Speaker: Ms Hang Nguyen (Vietnam Aviation Academy)
      • 1:40 PM
        Evaluating the Impact of AI Chatbots on Student Learning Outcomes at the Diplomatic Academy of Vietnam 30m B1-507

        B1-507

        UEH

        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 within diplomatic training courses. 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; and Self-Determination Theory (SDT) assesses how chatbots influence students' motivation by supporting autonomy, competence, and relatedness. Additionally, Cognitive Load Theory is applied to evaluate how chatbots help manage the cognitive load of learners, thereby enhancing comprehension and retention of information. The study combines quantitative assessments of academic performance with qualitative feedback from students and instructors to evaluate the effectiveness of these AI-enhanced learning environments. This comprehensive analysis identifies specific pedagogical benefits and challenges posed by AI integration, guiding the optimization of teaching methodologies and curriculum development in diplomatic education. Practical outcomes include strategies for effectively implementing AI tools in curriculum design and insights into balancing AI-driven and traditional teaching methods to maximize educational outcomes. This paper contributes valuable, evidence-based recommendations for leveraging AI to improve teaching and learning effectiveness in higher education, particularly within specialized fields such as diplomacy.

        Speaker: Dr Thi Thanh Lien Tran (Diplomatic Academy of Vietnam)
      • 1:40 PM
        Evaluating the Syllable Count Feature of a Mobile Application Designed to Track L2 Spoken Fluency 30m B1-805

        B1-805

        UEH

        Spoken fluency—the ease and speed of speech—is important for maintaining listeners’ attention (Lennon, 2000). It also influences scores on tests evaluating second language speaking skills (Ogawa, 2022). Despite its significance, educators currently lack a convenient way to track students' fluency. The app we built is designed for in-class use for the 3-2-1 activity–a modified version of Maurice’s (1983) 4-3-2, a well-known fluency activity based on skill acquisition theory. During the activity, students deliver three iterations of their monologues for three minutes, two minutes, and one minute. While speakers deliver their monologues, the app records speakers’ speech. One of its functions is to count the number of syllables in speakers’ speech. Once it counts syllables, the app calculates untrimmed speech rate (i.e., the average number of syllables per minute without omitting disfluencies). Currently, first-year university students in our classes use the app at a private, co-edu university in Tokyo, Japan with proficiency from B1 to C1 on the CEFR. Three syllable counting methods—pitch analysis, Apple’s speech-to-text, and WhisperX’s speech-to-text—are evaluated to determine the extent to which they report the correct number of syllables in classroom settings when compared to our human-calculation. 84 participants recorded their 1-minute in-class monologues across four months. Using Bland-Altman analysis, results show that WhisperX’s speech-to-text is in most agreement with researchers’ human-based syllable count. Additionally, the syllable count appear more accurate for highly fluent students compared to less fluent students. Moving forward the results will help us to improve the app’s performance.

        Speakers: Ms Heather Woodward (Rikkyo University), Mr Joshua Rappeneker (Rikkyo University)
      • 1:40 PM
        Exploring the Efficacy of Generative AI Tools in Literature Search for English Language Education: A Pilot Study 30m B1-405

        B1-405

        UEH

        Generative AI, such as ChatGPT, has garnered significant attention in the field of English language education due to its remarkable ability to comprehend and generate content based on user input. These generative tools extend their utility beyond content creation and lesson planning to support various research endeavors. However, despite the widespread application of these tools, their effectiveness in facilitating literature searches, a crucial task in ELT research, remains largely unexplored.

        This pilot exploratory study aims to address this gap by investigating the efficacy of five common AI tools/versions in suggesting keywords and search strings for the topic of generative AI in English language education on the Scopus database. The examined tools include ChatGPT 3.5 (free version), ChatGPT 4 (paid version), Gemini (Google), Claude, and Pi AI. Through our investigation, we observed distinct advantages and limitations among these tools.

        In terms of keyword recommendations, ChatGPT 4 demonstrates a comprehensive focus on themed content, while Gemini proves particularly adept at suggesting overarching concepts. Claude excels in capturing synonyms effectively. When constructing search strings on Scopus, Claude emerges as the most comprehensive tool, followed by Gemini. However, ChatGPT 3.5 and 4 versions were found to be less effective in formulating search strings on Scopus.

        The implications of these findings for ELT researchers and educators are discussed, highlighting the importance of understanding the strengths and limitations of different AI tools in conducting literature searches effectively.

        Keywords: Generative AI, Literature search, English language education, Keyword recommendations, AI tool effectiveness, Scopus database

        Speaker: Cong Lem Ngo (Dalat University & Monash University)
      • 1:40 PM
        Insights into Teachers' Practices and Attitudes of Classroom-based Assessment in Viet Nam 30m B1-204

        B1-204

        UEH

        This paper reports on a project which explored the classroom-based assessment practices and attitudes towards assessment of English language teachers in Viet Nam. The practices were viewed through the prism of Language Assessment Literacy and a sociocultural perspective informed data collection and analysis.
        A mixed-methods approach to data collection was adopted. A questionnaire was completed by 2 566 teachers from both urban and rural areas. Teachers working in all four stages of education in Viet Nam completed the online survey. The survey covered three broad areas: the teachers’ experiences of assessment when they were language learners, the teachers’ experiences of assessment training in both initial teacher training and in-service courses, and, finally, their current assessment practices. Teachers from both public and private institutions completed the survey. Qualitative data were collected through classroom-observation with follow-up interviews and focus-group discussions (FGD). Eight teachers from all four levels of education were observed and both public and private institutions were represented. To develop an understanding of the thinking behind the assessment activities deployed the teachers were interviewed as a follow-up to the observations. The FGD participants discussed their assessment practices and how assessment activities were created and implemented.
        Following discussion of the data collection process the paper will present key findings and conclude with the introduction of a set of on-line training materials which were created to respond to the training needs raised by the participants.

        Speaker: Quynh Nguyen Thi Ngoc (VNU University of Languages and International Studies)
      • 1:40 PM
        Privilege and Prejudice in Private Online English Teaching: Discourses in School-Owned Recruitment Websites 30m B1-505

        B1-505

        UEH

        Numerous studies have analyzed various aspects of English language teaching to uncover discriminatory employment practices within the field. However, there is a gap in the research regarding the discourses present in school-managed teacher recruitment websites (TRWs), particularly in the field of private online language education (POLE). This study aims to address this gap by investigating how the preferred online English teacher is characterized and what benefits they are promised when visiting these webpages. Using critical discourse analysis, the author analyzed the textual elements of 32 TRWs of online English schools operating in six major markets in Asia. The findings reveal that although a few schools show signs of relatively fair policies and emphasize professional qualifications, most of them appear to exploit native-speakerism through their application requirements and compensation policies that often favor only some groups. The implications emphasize the benefits of creating equitable employment opportunities and professionalizing POLE by leveraging the qualifications and experience of teachers from diverse backgrounds, while ensuring fair compensation. Finally, this study provides practical strategies for present and prospective online teachers on how to take advantage of the opportunities of digital language work while contributing to the attainment of equity in the industry.

        Speaker: Ephraim Domingo (Asia University (Tokyo))
      • 1:40 PM
        ProWritingAid: An AI-Powered Writing Tool to Improve First-Year English-Majored Students’ English Writing Skills 30m B1-506

        B1-506

        UEH

        The purpose of this research is to investigate the effectiveness of using ProWritingAid website towards 70 Vietnamese first-year English-majored students’ writing skills. In this study, students were asked to use the website to assist their writing learning process. A mixed-method design combining both quantitative and qualitative approach was employed to collect the data for the study. Quantitative data was obtained through pre-and post-tests and questionnaires to measure the students’ English writing skills and their perceptions after applying ProWritingAid in learning writing. Qualitative data was gained through classroom observations and interviews. The findings of the research revealed that using the writing-assisted tool had a beneficial impact on the students’ writing ability. The results of paired t-test showed a significant difference between the average test results of experimental group and control group which means that ProWritingAid is an effective tool to improve the students’ writing skills. The students’ positive responses from surveys, interviews and observations during the learning process also showed this way facilitated their writing learning as the tool helped them detect, learn, fix their errors and revise the content.

        Speaker: Mai Du (Hong Duc University)
      • 1:40 PM
        Students’ Acceptance and Practices of Utilizing ChatGPT to Learn Writing 30m B1-508

        B1-508

        UEH

        This paper presents a qualitative study on students’ acceptance and practices regarding the integration of ChatGPT, a generative AI-propelled tool for learning Writing skills. The study suggests that while students generally acknowledge the potential benefits of ChatGPT in enhancing writing skills, their acceptance and utilization of the tool are influenced by various factors. Despite the rapid rise in popularity, there is limited research on these factors to see how students perceive and utilize ChatGPT to learn Writing. The current qualitative research tries to address this gap. Data comes from survey questionnaires, supplemented by thematic analysis from semi-structured interviews to gain deep insights into students’ learning experiences. The findings show students’ positive attitudes towards ChatGPT, with many highlighting its usefulness and potential to customize diverse learning needs. Furthermore, by leveraging these insights, educators and stakeholders can harness the full potential of ChatGPT to optimize learning outcomes and personalize students’ learning experiences, thus leading to practical recommendations for its effective implementation.

        Speaker: Ms Nguyen Trang Nhung (Hanoi Pedagogical University 2)
      • 1:40 PM
        Teachers' Perceptions and Practices towards Communicative Language Teaching: A Case Study in a Vietnamese University 30m B1-803

        B1-803

        UEH

        Communicative Language Teaching (CLT) is one of the most researched, advocated as well as debated teaching approaches in English Language Teaching (ELT), given its potentials for developing learners’ communicative competence in an increasingly globalized world as well as the complexity, blurredness, and wide range of CLT’s conceptual constructs and practices (Mangubhai et al., 2007). Though many previous studies have discussed sociocultural mismatches when CLT is applied to Asian contexts, there has been a lack of studies exploring how CLT is employed and adapted to suit different local contexts. In one of such attempts, this study aims to investigate teachers’ perceptions and practices towards Communicative Language Teaching in a Vietnamese university. Following post-structural perspectives of language, culture, identity, this study is designed as a case study, using classroom observations and semi-structured interviews as main data collection methods, and Conversation Analysis and thematic analysis as data analysis methods. Findings from the study help to unpack the teachers’ attitudes towards CLT and how they conduct their teaching approaches in relation to CLT. The study also explores the theoretical power of post-structural perspectives of language, culture, and identity in explaining these perceptions and practices, so that implications for a more in-depth and comprehensive conceptual framework of CLT can be further explored in future research.

        Speaker: Hai Anh Nguyen (Hanoi University of Science and Technology)
      • 1:40 PM
        Teachers' Perspectives on the Use of the Duolingo Application to Enhance Students' Language Learning Proficiency 30m B1-704

        B1-704

        UEH

        In this modern era, the development of science, technology and artificial intelligence is creating huge breakthroughs. The applications of artificial intelligence are driving progress in various fields, especially the education sector. The application of artificial intelligence to subjects today is of great interest to everyone, especially English. It helps learners provide instant feedback and customize learning content based on each learner's ability and progress. It facilitates more effective learning and increases learner motivation. This research investigates teachers' perspectives on the use of the Duolingo application to enhance students' language learning proficiency. Through interviews with educators from various educational settings, we gather and analyze opinions, assessments of effectiveness, and challenges when integrating Duolingo into teaching practices. The findings reveal a diversity of viewpoints among teachers regarding this application. While some educators appreciate Duolingo's interactive capabilities and flexibility in promoting students' learning progress, others express concerns about its use as a primary instructional tool. Specific challenges, including time management, individualized feedback, and student motivation, are also highlighted. These analyses provide insights into how Duolingo is implemented in educational contexts and offer a basis for developing effective teaching strategies in the future. The study also proposes potential approaches to optimize the integration of Duolingo into instructional programs, aiming to maximize students' language learning proficiency.

        Speakers: Huong Lien (Lien Huong), Thao Trinh Duc (Duc Thao), Trung Bui Dac (Dac Trung)
      • 1:40 PM
        Teaching English in the Digital Age: Potentials of ChatGPT for Giving Feedback to Technical Students' Writing Products 30m B1-703

        B1-703

        UEH

        In this Era of the Industrial Revolution 4.0, the integration of technology in education has become increasingly prevalent, leading to the changes in various aspects of the teaching and learning practices. One notable example is the use of Artificial Intelligent to support undergraduate students in developing their academic writing.  This study aims to apply SWOT analysis framework to examine the strengths, weaknesses, opportunities and threasts associated with the use of ChatGPT as an feedback-providing tool in a writing course for technical students. Thirty samples are examined to compare the comments provided by teachers with those generated by AI and evaluate the accuracy and effectiveness of the AI-generated feedback. The findings emphasize the need for a balanced and thoughtful approach, leveraging the strengths of ChatGPT while addressing its limitations and ethical considerations. The study is expected to help educational practitioners harness the potential of technology to enhance the feedback process, ultimately foster a more effective and engaging learning environment.

        Speakers: Huong Vu Lan, Mrs Phuong Bui Thi Kim
      • 1:40 PM
        The Application of JeopardyLabs in EFL Classroom 30m B1-706

        B1-706

        UEH

        In our modern world, applying digital usage is no longer a trend, but one of the top priorities in education, especially in English language teaching. More and more EFL teachers nowadays are utilizing cutting-edge digital tools and strategies in their teaching methods to help learners achieve better results. Gamification for learning is a strategy used increasingly by teachers all over the world to positively impact student’s engagement and collaboration, which allows them to learn more efficiently. This research discusses the use of JeopardyLabs – a free game quiz template site perfect for teachers and students in EFL classroom at English Department, Hanoi University. From students’ feedback as well as teacher’s observation, JeopardyLabs has proved to be effective in creating a motivational learning environment for learners. The research also offers some detailed examples of how the site can be used in different skill-based classes and some tips to maximize its benefits so that teachers who would like to try the idea can apply successfully in their own classes.

        Speaker: Thu-Hoai Nguyen (Hanoi University)
      • 1:40 PM
        The Current Practices of Teaching and Learning ESP at a Sport University in Vietnam 30m B1-801

        B1-801

        UEH

        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. All the six lecturers of English and the first-year students undertaking undergraduate courses in 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 course design, teaching methodology, knowledge about the subject matter, students’ English proficiency level, 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.
        Keywords: ESP, problems, technology, ChatGPT, ESP teaching and learning

        Speaker: Dr Huu Doan
      • 1:40 PM
        The Impacts of Gamification on ESL/EFL Learning: A Systematic Review 30m B1-407

        B1-407

        UEH

        Gamification in digital environments has been advocated as a pleasurable and entertaining approach to support the ESL/EFL learning context and bridge the gap between students' learning and educational practices. This comprehensive review examines 39 publications spanning from 2014 to 2023 to explore the impact of gamification on ESL/EFL learners' academic performance, motivation, and engagement. The analysis reveals that gamified ESL/EFL environments are perceived as enjoyable, engaging, and motivating, fostering positive learning experiences. These experiences correlate with improved academic performance and increased motivation among students. Additionally, the review identifies key trends and effective gamification strategies that have yielded successful learning outcomes. This study offers valuable insights for educators and developers seeking to integrate gamification into ESL/EFL curricula. Specific recommendations derived from the findings can inform the design and implementation of gamified learning experiences across diverse educational levels within the ESL/EFL context.

        Speakers: Ms Tran Nguyen Thi Bao (Can Giuoc High School-Long An Department of Education and Training), Mr Khanh Pham Van (Ho Chi City City University of Technology and Education)
      • 1:40 PM
        The Use of Google Translate in Translating Commercial Contracts: Translation Quality Assessment 30m B1-409

        B1-409

        UEH

        Google Translate is a machine translation service developed by Google to translate text, documents and websites from one language into another. Since its introduction in 2006, Google Translate has gained its popularity by providing translation support for 133 languages worldwide. People working in different domains nowadays tend to rely on this tool for translation of materials but the quality of translation produced by Google Translate is not guaranteed. This study explores the quality of translation produced by Google Translate (GT) by examining its translations of commercial contracts from English into Vietnamese. The study employs content analysis as a qualitative research method for data analysis. The GT’s translations are analysed based on different categories. The findings show that GT generates both lexical and syntactic mistranslations including common words with uncommon meanings, archaic words, vague words, synonyms, technical terms, and formal words. Although GT has several limitations in translating the commercial contracts, it can maintain the overall level of formality of the documents. The study has implications for language students, teachers, and course developers in making better use of GT in studying and teaching translation courses while minimizing its drawbacks. The findings indicate the important role of human translators and the need for quality assessment in translation. The study suggests a combination of GT and human translators in translation practice so as to enhance the quality of translation

        Speaker: Ms Le Thanh Truc Pham (Ho Chi Minh University of Banking)
      • 1:40 PM
        Unlocking Undergraduate Students’ Potential: Transforming Communication Education with Artificial Intelligence (AI) Innovation 30m B1-702

        B1-702

        UEH

        In the past, 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, the ELT practices have been transformed using generative AI tools such as ChatGPT and Copilot to cater to the diverse needs and learning styles of students. These tools enhance student engagement, personalized learning pathways, and improved learning outcomes. By integrating generative AI tools into teaching practice, students have the opportunities to engage in quality writing and interactive conversation practice. This presentation delves into the benefits of using generative AI tools such as ChatGPT and Copilot in communication education teaching among undergraduate students. The generative AI tools are useful for the students to brainstorm and outline their speeches. While writing, these tools can also suggest alternative words choices, synonyms, and sentence structures and also act as grammar and mechanics checker. On the other hand, for speaking, the students can converse with these tools in immersive simulated of real-world communication scenarios, practicing their communication skills in speech presentations. Lecturers can create prompts tailored to specific learning objectives, encouraging them to elaborate on their thoughts and practice critical thinking. Despite all of the advantages of generative AI tools, ethical considerations surrounding the use of generative AI tools and the importance of scaffolding process for students in communication education are addressed.

        Speaker: Dr Visyalini Selvadurai (Sunway University)
      • 1:40 PM
        Using ChatGPT to Develop Students' IELTS Speaking Skill in an IELTS Course 30m B1-203

        B1-203

        UEH

        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 sheding light on 1/ students’ perspectives towards the application of ChatGPT in their IELTS Speaking skill, and 2/ 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 ChatGPT-based 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 self-study, 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.

        Speakers: Phuc Nguyen (Faculty of Foreign Languages, Hanoi University of Science and Technology), Trang Nguyen (University of Languages and International Studies (ULIS), Vietnam National University – Hanoi (VNU))
      • 1:40 PM
        Using Process Genre Approach to Teach Method Section of Research Papers to Vietnamese Undergraduates 30m B1-806

        B1-806

        UEH

        The main objective of this study is to find out whether the process genre approach is better than the product approach to teaching method section of research papers to university students in Vietnam. In this study, a non-equivalent control group experimental design with pretest and posttest was used to determine the effects of the process genre approach on students’ method section writing ability in terms of the content, organization, language use, and mechanics use between the control group and experimental group. In the experiment, 65 participants (third-year students, majoring in English) were placed into one experimental group (20 students) and one control group (45 students). Two groups were instructed by the same lecturer during one semester of 45 periods (theory, practice, and assessment). The experimental group was required to receive the process genre approach; whereas the control group received the existing program through the product approach. This study showed that after the treatment, the results revealed a significant difference in the means of posttest scores on most of the aspects of method section writing between the two groups except content and organization aspects. For this reason, we can conclude that the process genre approach positively affects most of the aspects of method section of a research paper compared to the product approach except content and organization aspects.
        Keywords: Process genre approach, Vietnamese Undergraduates, method section writing, research paper

        Speaker: Dr Tuyen Thanh Kim (Nguyen Thi Minh Khai Gifted High School, Soc Trang province)
      • 1:40 PM
        Visual Images of Medical Textbooks in E-Learning Environments: A Multimodal Discourse Analysis 30m B1-802

        B1-802

        UEH

        In the continuous development of Discourse Analysis theory, the Multimodal Discourse Analysis method is a new research direction for e-learning environments, interested in communication signals other than language such as pictures, colors of performances and languages. The theory of Systemic Functional Linguistics by Kress and van Leeuwen leads to an important advance in discourse research associated with visual signals. In language teaching and creating materials for English as Foreign Language (EFL) with the advent of the information age, visual images play a motivational role in supporting the effectiveness of teaching materials and stimulate students’ interest to learn language in more creative ways. This study investigates the representation mode of fifteen visual images in a medical textbook proposed by using the framework from Kress and van Leeuwen. In the whole, applying the image analysis framework of Multimodal Discourse Analysis method to image signal analysis of medical textbook discourse shows the importance of images as a meaning-making resource in e-learning environments.
        Keywords: multimodal discourse analysis, visual images, medical textbook, e-learning environments

        Speaker: Ngoc Pham Bich (Haiphong University of Medicine and Pharmacy)
    • 2:10 PM 2:20 PM
      Transition Time 10m
    • 2:20 PM 2:50 PM
      Parallel Oral Presentations: 03
      • 2:20 PM
        A Contrastive Study of Thematic Progression in Academic Essays Written by English Majors and IELTS Candidates 30m B1-702

        B1-702

        UEH

        Thematic progression represents the way themes relate with each other and with rhemes in organizing a text. The present study explores what kinds of thematic patterns were deployed in IELTS essays in the light of Functional Grammar. 30 IELTS essays written by English-majored students at Quang Nam university and 30 sample essays with band scores of 7.0-7.5 were selected as data for text analysis. The descriptive and comparative methods as well as qualitative and quantitative approaches were used to give a detailed description of thematic progression based on McCarthy (1991)’s model with a view to identifying similarities and differences between two group essays. The findings reveal that three types of thematic patterns: constant, linear, and derived were realized in the essays, of which the writers displayed a greater tendency towards employing constant patterns. However, it is noticeable that there were significant differences regarding the use of linear patterns and derived patterns traceable to the level of language proficiency of the writers. It is hoped that the findings of the study will provide insights into the nature of thematic progression, whereby IELTS test-takers can make good use of thematic patterns for completing their IELTS essays successfully.

        Speaker: Dr Trung Nguyen Thi (Quang Nam University)
      • 2:20 PM
        Applying NLP (Neuro-Linguistic Programming) in English Teaching to Enhance Students’ Reading and Listening Skills 30m B1-507

        B1-507

        UEH

        The objective of this study was to improve the listening and reading skills of Grade 12 students by implementing activities based on the principles of neurolinguistics programming. Instruments included pre-post tests for EFL listening and reading skills; the participants of the study were sixty Grade 12 students at Hung Vuong High School for the Gifted, Gia Lai province. This study used a quasi-experimental design with two groups: the experimental group was taught utilizing some neurolinguistics programming pillars-based activities, while the control group was taught using regular teaching methods. The findings demonstrated a significant enhancement in the listening and reading skills of the students in the experimental group and they outperformed their peers in the control group in these skills. It was recommended that some neurolinguistics programming pillars-based activities should be used in EFL teaching and learning to enhance EFL listening and reading skills. In addition, EFL learners should be offered EFL listening and reading courses that incorporate activities based on the principles of neurolinguistics programming.
        Keywords: Some neurolinguistics programming pillars-based activities, listening skills, reading skills, Grade 12 students.

        Speakers: Hanh Tran (Hung Vuong High School for the gifted), Ms Hường Nguyễn (Beverly Education), Ms Thanh Tạ (Beverly Education)
      • 2:20 PM
        Climate Action and English Language Teaching: A Vietnamese Case Study 30m B1-204

        B1-204

        UEH

        This oral presentation explores how an online climate crisis and ELT programme funded by the British Council Viet Nam successfully developed awareness of the climate crisis among a group of Vietnamese teachers, master trainers and teacher trainers in order to promote a changemaker mindset among Vietnamese secondary school students. By reflecting on the project’s findings, we intend to suggest why and how Vietnamese English language teachers can integrate climate education into their English language classes. The presentation is divided into two halves. The first half explains the process of developing the project and reveals findings of our mixed methods review of its success. It also presents a rationale for the project’s structure. The second half presents some of the synchronous and asynchronous tasks used to deliver the project’s learning objectives. We begin by setting the global and local context of climate crisis education in ELT and describe the structure of this 10-week intervention, illustrating how asynchronous content supported weekly live sessions delivered by an expert ELT climate education trainer. We consider the relative value of the different elements of this blend of delivery methods and ways in which we aimed to maximise learning impact. The presentation then shares examples of practical tasks, including ways in which existing mainstream ELT coursebooks can be adapted quickly and easily to incorporate student-centered climate crisis content, in order to focus school students on their role in tackling the climate crisis.

        Speakers: Thao Huong Thi Dang (Phenikaa University), Mr Neil Harris (CELT Centre for English Language Teaching Cardiff)
      • 2:20 PM
        Comparing The Comprehensibility of Input Provided By EFL Teachers at an English Language Center 30m B1-704

        B1-704

        UEH

        This study delves into the comprehensibility of input provided by English as a Foreign Language (EFL) teachers at an English language center in Vietnam, focusing on young learners in the Mekong Delta. Employing a mixed-methods design, the study compares the comprehensibility of input delivered by a Vietnamese and a foreign EFL teacher, considering both quantitative and qualitative data. The investigation, involving 19 students aged 8 to 12, reveals that both teachers effectively tailor their instruction to ensure understanding, as evidenced by positive student attitudes towards their teaching strategies and styles. The study underscores the importance of the comprehensibility of language input, especially teacher talk while helping students feel comfortable seeking clarification and participation. While both Vietnamese and foreign teachers demonstrate proficiency in making input comprehensible, differences emerge in the use of gestures and visual aids, with the Vietnamese teacher relying less on technological devices, but more on translanguaging for demonstration. Nevertheless, both teachers effectively utilize body language and gestures to enhance noticing, contributing significantly to the students’ second language acquisition. Overall, the project emphasizes the pivotal role of EFL teachers in providing comprehensible input in EFL classrooms, which fosters students’ positive attitudes towards learning and promotes interactive language acquisition experiences.
        Key words: EFL, SLA, L2, input, comprehensibility of input, teacher talk, gestures, visual aids, technological devices, translanguaging

        Speakers: Ms My Quynh Kiem (SunUni Academy - Dong Da, Ha Noi), Ms Lan Vi Le (Viet My English Language Center - Ninh Kieu, Can Tho), Ms Hong Phuong Nguyen (Cay Duong High School - Phung Hiep, Hau Giang)
      • 2:20 PM
        Empowering Creativity: Assessing the Impact of Inquiry-Based Learning in Vietnamese Writing Classes 30m B1-805

        B1-805

        UEH

        Inquiry-Based Learning (IBL) is regarded as a viable option as it embraces the writing process and promotes creativity. This study examines the effects of incorporating IBL instruction in order to enhance creativity in writing classes specifically within the framework of Vietnam. The study comprised secondary school students, approximately 13 years old, who were divided into two distinct groups. The control group in the public school received instruction using a conventional design material, while the experimental group received IBL writing instruction, characterized by a student-centered and self-driven approach that incorporated questioning. Both groups underwent a pre-test and post-test before and after the implementation of IBL in the writing class. Furthermore, the collected qualitative data from observation of the experiment group were examined and identified into common themes to pinpoint difficulties in implementing IBL. This research has the potential to inform educators and policymakers about the advantages and limitations of implementing IBL in order to promote creativity in the context of writing education in Vietnam.

        Speakers: Phạm Bình, Mrs Uyên Nguyễn Thị Thảo
      • 2:20 PM
        Expert Language Learning: 3 Lessons From Highly Succesful Learners 30m B1-506

        B1-506

        UEH

        In this presentation, we will review lessons drawn from the literature on polyglots, or, expert language learners, i.e., adult learners who have acquired 6 or more languages (Hyltenstam 2021).

        Although many people are aware of such expert language learners, they have only recently started to attract serious. attention in the research literature on language learning and teaching (Anderson 2022). This is perhaps because these sorts of learners have long been viewed as outliers: as people who just have a “gift” for language learning, and who therefore have no useful lessons to impart to more ordinary language learners and teachers (Erard 2019).

        Research on expert learning suggests that although exceptional learners may have “gifts”, they nevertheless become exceptional just like everyone else: through practice (Stobart 2014). In particular, the kind of practice that expert language learners do is intensive (Kaufmann 2003), purposeful (Stobart 2014), and aims towards convivial engagement with native speakers (Anderson 2022).

        In this presentation, I will attempt to show how these types of practice used by expert language learners may be applied usefully to everyday TESOL classroom pedagogy.

        Speaker: Nathan Cohen (British Council)
      • 2:20 PM
        Exploring Challenges Faced by International Students in English-Medium Instruction Programs: Insights from Vietnamese Students in Taiwan 30m B1-806

        B1-806

        UEH

        This study investigates the challenges encountered by international students, with a focus on Vietnamese students, within English-Medium Instruction (EMI) classrooms in the contemporary higher education landscape. Utilizing a rigorous qualitative approach, the research meticulously conducts and analyzes open-ended interviews with a carefully selected sample of 10 international students enrolled in EMI programs in Taiwan. Furthermore, employing Latent Dirichlet Allocation (LDA), a probabilistic topic modeling technique widely used in Text Analysis, the study aims to uncover the nuanced complexities of the edges then challenges faced by these students during their academic journey. The findings interpret several key hurdles, including language barriers hindering the comprehension of specialized terminology and concepts, cultural disparities impacting social interactions, and diverse levels of engagement among the student body. Additionally, varying teacher management styles within EMI classrooms emerge as influential factors shaping the learning environment. Drawing from these insights, the study provides recommendations aimed at enhancing support services and encouraging a more insightful and conducive learning environment for international students and furnishes some empirical screenplays for higher education’s classroom development, in EMI programs.

        Speaker: Hien Thanh Vo (National Chengchi University)
      • 2:20 PM
        Exploring Mindsets about EFL Speaking: A Survey on Vietnamese Students at a University 30m B1-804

        B1-804

        UEH

        Language mindsets - beliefs about whether an individual’s language learning ability is immutable or malleable - have received much attention in psychology and education research due to its crucial role for learners’ motivation and achievement in foreign language learning. Despite this, research on the language mindsets pertaining to specific linguistic skills has been underexplored. This study aims to fill this gap by focusing on what patterns of mindsets Vietnamese tertiary students endorse about EFL speaking. The study employed a mixed-methods approach with a sample of 186 non-majored English undergraduates at a public university. The quantitative data were collected through a language mindset inventory with 18 items, using a 6-point Likert scale. The questionnaire was delivered to the EFL university students via online Google forms. Purposive sampling was used to gather qualitative data through interviews. The findings revealed that a majority of university-level students endorsed a growth mindset about EFL speaking while one third held a mixed mindset. The study implies that foreign language pedagogy should foster growth mindsets, while cultivating mixed mindsets among students.

        Speaker: Nguyen Nhi
      • 2:20 PM
        Exploring Vietnamese EFL Students' Mastery of Common Academic Collocations 30m B1-509

        B1-509

        UEH

        This study examines the knowledge and competence of English as a Foreign Language (EFL) learners in Vietnam regarding frequently used academic collocations in the English language. The research involved 76 undergraduate students, aged 20 to 21, majoring in English, comprising 21 males and 55 females. Participants completed a test consisting of 50 academic collocations carefully curated from widely used academic texts and expert-approved lists. Descriptive statistical analysis of the test results revealed a significant deficiency in the participants' mastery of academic collocations. This finding highlights the pressing need for tailored instructional approaches specifically designed to enhance EFL learners' proficiency in academic collocations. Drawing upon relevant literature and research in the field, this paper proposes instructional strategies and recommendations aimed at improving students' knowledge and appropriate use of academic collocations in the English language.

        Speaker: Thị Diễm My Võ (School of Foreign Languages, Can Tho University)
      • 2:20 PM
        Factors Affect Self-Confidence Among Disadvantaged Pupils 30m B1-505

        B1-505

        UEH

        This quantitative study investigates the role of self-confidence in English language learning outcomes among disadvantaged children. Grounded in the self-efficacy theory, the research explores how pedagogical factors influence self-confidence in English acquisition among 162 elementary school-aged children from socioeconomically disadvantaged backgrounds, including orphans. The findings reveal no significant influence of teaching content, teaching methods, or instructional materials on self-confidence in disadvantaged children's English learning. Instead, teacher-related factors, particularly engagement and professional conduct, emerge as key determinants of student self-confidence. The study highlights a crucial link: increased teacher engagement and professionalism lead to a significant increase in self-confidence among disadvantaged students, suggesting a potentially greater return on investment in teacher training and development compared to expensive pedagogical resources. These findings hold significant policy implications for enhancing educational quality within lower socio-economic groups, aligning with the SDGs' goals. The government may achieve a greater impact by prioritizing investments in teacher education and development rather than solely focusing on expensive teaching materials.

        Speaker: Ms My Tran
      • 2:20 PM
        Factors Influencing Low-Achieving High School Students’ Motivation in Learning English: A Case Study 30m B1-802

        B1-802

        UEH

        Teachers, educators, and researchers have broadly reckoned that motivation is one of the most important elements contributing to EFL students’ academic performance and achievement. However, students’ low-achievement, particularly how it is connected to motivation, as an unusual phenomenon still remains under-investigated. Therefore, this study, using Ryan’s and Deci’s (1985) Self-determination Theory as the theoretical framework, works with four EFL low-achieving high school students and aims to find out factors affecting their motivation in learning English which may shape their current learning outcomes. This research is designed as a cross-sectional case study employing semi-structured interviews as the instrument of data collection. Findings figure out that EFL low-achieving high school students’ motivation in learning English is strongly affected by not only external factors but also internal factors. On the one hand, external factors include institutional, parental, teacher-related, peer-related and socio-cultural factors. Internal factors, on the other hand, consist of the need of knowledge acquisition, the need of achievement, and personal interests. Subsequently, it is indicated that external factors have more significant effects on EFL low-achieving high school students’ motivation in learning English than internal factors do. Pedagogical implications are also proposed for stakeholders to address the identified factors.

        Key words: motivation, low-achieving students, SLA, external factors, internal factors

        Speakers: Minh Trường Nguyễn (Mỹ Phước High School, Mang Thít District, Vĩnh Long Province), Nhật Hào Phan
      • 2:20 PM
        Grammar Consciousness-Raising Tasks: Inductive vs. Deductive Learning 30m B1-705

        B1-705

        UEH

        Research shows that grammar consciousness-raising tasks (GCT) can foster L2 grammar uptake and retention. However, no research has compared the relative effects of two typical learning processes in GCT – inductive and deductive learning. The present study aims to fill this gap. To this end, it employed a counter-balanced classroom-based pretest-posttest-delayed-posttest research design to gauge the learning gain of declarative knowledge about the difference in the form, meaning and use between “there isn’t any…” and “there is no…” and between active and passive voice. In their intact classes, two groups of upper-intermediate EFL learners in a high school in Vietnam (N = 109) took turns either to use an inductive GCT to unpack the difference between “there isn’t any…” and “there is no…” and then use a deductive GCT to do the same, but for active and passive voice or the other way around. A control group (n = 53) was also incorporated in this experiment to gauge test-taking effects. Grammar gain was measured by a self-report test conducted right after each task (grammar uptake) and one month later (grammar retention). Each report was then rated by two independent raters using the same marking rubric. Their agreement rate was very high (k = .99, p < .0001). The inductive GCT was consistently found to yield far better grammar uptake and retention than the deductive one. Post-treatment focus-group interviews also indicated learner preference of the former over and above the latter. These findings together provide useful implications for instructional practice.

        Speakers: Chi Duc Nguyen (VNU University of Languages and International Studies, Vietnam National University, Hanoi), Xuan Tho Pham (University of Languages and International Studies, Vietnam National University - Hanoi)
      • 2:20 PM
        Groupwork Activities in Developing Speaking Skills among EFL Tenth-Graders in Quang Ngai Province 30m B1-808

        B1-808

        UEH

        In recent years, groupwork activities have gained popularity as an important technique for improving students' English language proficiency, particularly in speaking skills. In reality, it is an essential ability for learning any language. However, most EFL students have difficulty enhancing their oral skills. The purpose of this research was to examine the effects of groupwork activities on the English-speaking skills of 10th grade students. Sixty tenth-graders from a high school in Quang Ngai Province were divided into two groups: the control group and the experimental group. Also, speaking tests, a questionnaire, and semi-structured interviews provided more data for the study. The findings showed that there was a significant difference in speaking skills between the control group and the experimental group. Besides, the majority of the experimental group participants had positive perceptions towards learning and enhancing their speaking skills through groupwork activities. Implications, limitations, and suggestions for further studies are addressed based on the findings of the study.
        Keywords: Groupwork activities, tenth-graders, speaking skills.

        Speaker: Tran Thi Ngoc Quynh (HUYNH THUC KHANG HIGH SCHOOL, QUANG NGAI DEPARTMENT OF EDUCATION AND TRAINING)
      • 2:20 PM
        Implementing a Virtual Writing Center in the Era of Generative AI: A Pilot Project 30m B1-807

        B1-807

        UEH

        Writing centers have become an essential component of higher education, offering invaluable writing support for students and faculty across disciplines. By providing one-on-one consultations, workshops, and online resources, writing centers empower writers to develop their critical thinking, research, and communication skills. However, their presence in Vietnamese universities remains limited, often due to physical space constraints or limited resources. Furthermore, the evolving digital landscape necessitates exploring innovative solutions to enhance student writing skills.

        This presentation introduces a pilot virtual writing center (vnVC) as a potential model for Vietnamese universities to address these challenges. We will delve into the project's setup, core activities, and initial outcomes, with a particular focus on how generative AI (GenAI) empowers the writing support process. This session is specifically designed for Vietnamese university educators seeking practical solutions to elevate student writing. It offers valuable insights into the future of writing support, where human expertise seamlessly integrates with the power of GenAI to create a more effective learning environment for students.

        Speakers: Huy Phung (Thai Nguyen University), Ms Huong Ta (Thai Nguyen University)
      • 2:20 PM
        Inquiry-Based Learning in ESL Classroom: Benefits and Strategies 30m B1-408

        B1-408

        UEH

        Inquiry-Based Learning (IBL) is a student-centered approach to teaching that encourages learners to actively explore and investigate the world around them (Scholl, 2023). It is a natural way to learn a second language and allow students much more control of their learning experiences with the help and guidance from teachers. In IBL, students ask their own questions, develop the hypotheses, and conduct their own research to learn new concepts and skills. IBL can be used to introduce any topic or theme from textbooks, and adapted to meet the needs of all learners. On the other hand, studies have shown that inquiry-based learning improve critical thinking skills, problem-solving and creativity. This presentation will provide an overview of the IBL approach, its benefits for both teachers and students, and the commonly used IBL models in the classrooms. The presentation will be of benefits for teachers of various levels who are seeking a more student-centered teaching methods.

        Speaker: Mr Ya Koy (Teacher trainer)
      • 2:20 PM
        Interpersonal Metaphor in Research Articles About Law and Applications in Teaching Legal English 30m B1-409

        B1-409

        UEH

        With an increasing focus on effective communication in legal discourse, understanding the role of interpersonal metaphor becomes imperative, particularly in teaching Legal English. In this paper, the utilization of interpersonal metaphor within research articles pertaining to law will be investigated through the theoretical framework of Systemic Functional Grammar (SFG). This study delves into the intricate ways in which interpersonal metaphor operates within the discourse of legal research articles. The main purpose of the study is to identify and classify various types of interpersonal metaphors commonly employed in law research articles. Through this research, the paper seeks to contribute to both theoretical understanding and pedagogical practices in the teaching of Legal English. The paper will also offer valuable insights into how aspects of systemic functional grammar can be effectively applied to enhance legal English proficiency and facilitate clearer communication within the legal profession. Besides, from the study results, the paper will recommend teaching methodologies in order to foster the development of students' linguistic and rhetorical skills necessary for effective communication within legal contexts.

        Speaker: Mr Linh Nguyen (Miss)
      • 2:20 PM
        Lexical Profiles in Reading Texts of Eight English Textbooks 8 in Vietnam: A Corpus-Based Comparison 30m B1-706

        B1-706

        UEH

        In the context of teaching English as a foreign language, textbooks serve as pivotal resources, particularly for reading materials, offering learners a primary source of lexical input. Additionally, the Ministry of Education and Training (MOET) has approved many textbooks for teachers and learners to choose from. Thus, it becomes imperative to align the vocabulary level with students' language proficiency to ensure that reading texts effectively facilitate comprehension and vocabulary acquisition. This study aims to create a corpus of 130 reading texts from 8 eighth-grade English textbooks approved by the MOET to form a basic comparison of lexical profiles. The operational measures for comparison involved lexical coverage and CEFR levels, with 14-15 metrics calculated. Utilizing the BNC-COCA-25 available on https://www.lextutor.ca/ and the Text Inspector tool, the results revealed that students need to have different vocabulary sizes for each textbook to achieve 95% and 98% coverage of reading texts. Moreover, each textbook presents a different CEFR level, indicating suitability for varying groups of students. These findings emphasize the significance of educators in customizing reading materials to enhance learning effectiveness and overall comprehension.

        Speakers: Mơ Võ Thị Hằng, Nguyen Phuong Linh, Ninh Vũ Thị
      • 2:20 PM
        Redefining the Meaning of EFL “Reading” in the New Digital Paradigm 30m B1-508

        B1-508

        UEH

        In recent years, a range of new digital technologies and websites such as Quizlet and Extensive Reading (ER) Central have given instructors an array of new methods for helping students read more effectively, especially in all areas related to vocabulary acquisition and retention. Despite widespread adoption of these new tools, however, the default notion of “reading” remains largely unchanged and still can be defined as scanning and interacting with a block of continuous text on either paper or a screen. In the real world, however, a significant portion of the English text seen or consumed by students’ eyes outside of formal education, is in a non-traditional format. These include infographics, advertisements and posters as well as captions embedded in a movie or in a video-based platform such as Youtube, Tiktok and Instagram. Given this reality, it may be argued that both curriculum creators and instructors need to confront this new paradigm by expanding the meaning of a “reading” source to include these new types of text-based content in reading classes. This presentation will detail how videos with exportable closed captions, infographics with a combination of text and images, and other forms of non-traditional written content can be effectively and seamlessly integrated into a required university reading course focusing on environmental issues and sustainability.

        Speaker: Mr Michael Furmanovsky (Ryukoku University)
      • 2:20 PM
        Submitting Speaking Videos via Zalo Group as a Way to Reduce the Anxiety of Speaking 30m B1-701

        B1-701

        UEH

        Many students always have butterflies in their stomach upon being called to make an impromptu speech or give an immediate oral answer to a question given by their teacher. Taking that matter into consideration, the author has conducted action research in her own class of 40 students who are targeting at B1 CEFR level. This research paper is to recommend the using of speaking video submission via Zalo group as homework after speaking lessons. The finding shows that almost all students feel less nervous and more prepared when they are allowed to hand in their speaking assignments through the Zalo group. Moreover, the employment of vocabulary learnt in the speaking answers helps them to remember the words better while making mind-map summary of samples gives them a chance to summarize and synthesize given information, turning them into their own talks.

        KEY WORDS: speaking videos, anxiety, B1 CEFR level, oral answer

        Speaker: Ms Thi Hang Pham (ULIS (University of Languages and International Studies))
      • 2:20 PM
        Teachers' Oral Corrective Feedback on Learners' Speaking Proficency: A Case Study of an English Center 30m B1-803

        B1-803

        UEH

        Corrective feedback is crucial in the process of language instruction and acquisition. This study examines the use of oral corrective feedback in enhancing English as a Foreign Language (EFL) learners' speaking abilities at an English language center. Recognizing the pivotal role of oral corrective feedback in language acquisition, the study aims to identify the most frequently used feedback strategies by teachers and assess their impact on EFL learners' uptake. Utilizing a case study approach, the study collected data via classroom observations and interaction analysis. These methods facilitated an in-depth examination of the real-time teacher – student interactions focusing on the learners’ immediate responses to various types of corrective feedback, including recasts, explicit correction, elicitation, and metalinguistic feedback. The findings revealed teachers’ significant reliance on recasts despite their varied effectiveness. Teachers’ explicit error correction and metalinguistic feedback, however, were identified as more impactful, leading to higher levels of student engagement and error correction. These results highlighted the importance of teachers’ utilization of flexible oral corrective feedback approaches in response to learners’ different needs and proficiency levels in teaching and learning EFL speaking.

        Speakers: Huu Nghi Tran, Bao Ngan Tran, Huyen Tran Pham Thi, Tien Dung Hoang
      • 2:20 PM
        Teachers' Roles in Fostering Learner Autonomy: A Case Study in EFL Blended-Learning Classes 30m B1-801

        B1-801

        UEH

        Autonomy is not an inborn ability and it is believed that learners must be instructed to be autonomous learners. Therefore, in the enhancement of language learner autonomy, teachers are believed to play crucial and indispensable roles. Though the topic of teachers’ roles in fostering learner autonomy has been investigated in a variety of language learning settings with a variety of language learners, very little has been known about the context of blended learning. This multiple-case study explores teachers’ roles in fostering learner autonomy in the context of EFL blended-learning classes at a college in Hanoi. The researcher employs three different instruments for data collection, including teachers’ reflections, interviews, and class observations. The employment of three data collection instruments creates a triangulation of data, which ensures the accuracy and reliability of the research results. The results reveal a discrepancy between teachers’ perceptions and actual practices of teachers’ roles in fostering learner autonomy. New findings related to teachers’ perceived roles can also be found among the teacher participants. This research is conducted with the hope of raising teachers’ awareness of their vital roles and calling for proper solutions to existing problems in enhancing learner autonomy in the context of EFL blended learning.

        Speaker: Ms Hanh Nguyen Thi Thuy
      • 2:20 PM
        Teachers' Use of Corrective Feedback and Students’ Uptake in EFL Speaking Lessons at a High School in Mekong Delta 30m B1-708

        B1-708

        UEH

        Corrective feedback holds a crucial position in language teaching and learning, yet there remains a scarcity of research examining how teachers implement corrective feedback in relation to students' speaking performances and their uptake. Delving into the intricate dynamics of teachers’ corrective feedback and its consequential impact on students' uptake, this study presents a descriptive study utilizing qualitative approach to shed light on the strategies employed by teachers to provide corrective feedback on students' speaking performances, as well as the extent to which students respond to this feedback within an English as a Foreign Language (EFL) context. The research was conducted through observations of the instructional practices of three teachers along with the responses of one hundred and one students at a public high school in the Mekong Delta region. The results highlight that recasting and explicit correction were the most frequently used techniques. It also indicates that explicit correction, metalinguistic feedback, repetition, and clarification requests prove effective in facilitating students' error recognition. Through this exploration, the study not only provides insights into the specific techniques employed in EFL teaching but also underscores the broader implications for pedagogical practices in language education.
        Keywords: oral corrective feedback, uptake, recast, high school

        Speakers: Ms Thanh_Ngoc Thi Tran, Ms Truc_Ly Thanh Tran, Ms Viet_Thuy Tran Vo
      • 2:20 PM
        Teaching Self-Regulated Learning Strategies to EFL Students In MOOCS: A Case Study in Vietnam 30m B1-203

        B1-203

        UEH

        Self-regulated learning (SRL) strategies have been well documented in the literature in the field of psychology, and their roles have been evolving in education, especially in online learning. Yet there is a dearth of research on the effects of an SRL training intervention on students’ learning outcomes. The study aims at investigating this issue in MOOCs. The study employed a randomized experimental design with a control and an experimental group. Pre- and post-training survey questionnaires were used to examine students’ perceived effects of SRL strategies on their speaking performance while reflective journals were collected to explore their employment of the taught SRL strategies in their learning in a MOOC-based learning environment. SPSS 25 was performed for quantitative data from the surveys and thematic analysis was deployed for qualitative data. The results indicated a positively significant relationship between the EFL students’ SRL strategies and their speaking final-course grades, whereas reflective journals highlighted the dynamic nature of SRL, underlining how students actively engage with, adapt, and refine strategies to optimize their learning in MOOCs. This study adds a theoretical contribution to the need of training SRL skills to students regardless of learning platforms, and provides a practical guideline to the implementation of teaching SRL strategies to students’ learning in MOOCs.

        Speaker: Cao Tuong Dinh (FPT university)
      • 2:20 PM
        The Effects of Using AI Tools to Integrate Ethnic Cultural Stories into the New High School ELT Textbooks’ Reading Materials 30m B1-405

        B1-405

        UEH

        Although the lack of ethnic cultural representation in the new high school ELT textbooks has received significant attention from researchers, solutions have yet to be proposed, leaving the task to textbook authors and EFL teachers. To bridge this gap, this study aims to examine the effects of using AI tools to integrate ethnic cultural stories into the textbooks’ reading materials. Drawing on the data collected from 165 students at Tu Mo Rong Ethnic Boarding High School in Kon Tum Province through surveys and focus group discussions, this study indicates the integration of ethnic cultural stories into the new high school ELT textbooks’ reading materials improves students’ reading skills and expands their vocabulary. Furthermore, this fosters students’ motivation and engagement in learning English. This study contributes significantly to advancing inclusive pedagogy and promoting more equitable and engaging English language education experiences for students, especially those from ethnic groups. The implications and limitations of the study are also addressed.

        Speaker: Mr Văn Dương Mai (Tu Mo Rong Ethnic Boarding High School)
      • 2:20 PM
        The Emergence of Complexity, Fluency, and Accuracy in Written Works of Vietnamese Learners of English: A Replication Study 30m B1-703

        B1-703

        UEH

        By seeing language as a complex, dynamic system, Larsen-Freeman’s (2006) study conducted with five Chinese learners of English in the USA showed the non-linear, indiscrete, chaotic and highly context-dependent nature of language acquisition. However, research has also demonstrated that different learning environments lead to variability in language development. To evaluate the reliability and generalisability of Larsen-Freeman’s findings, a partial replication study was conducted with four upper-intermediate Vietnamese learners of English, changing the context of investigation from ESL to EFL. The study employed the Dynamic Description approach in which the participants took written tests every three weeks over three months. All of the tests were collected and learners’ four indices of accuracy, fluency, lexical complexity and syntactic complexity were analysed quantitatively and qualitatively through language measures. Although the research findings revealed similarities with Larsen-Freeman’s (2006) study, the learners’ developmental paths differed from the original study and there was also evidence showing that the learners were interacting with their surrounding EFL context. The study outcomes provide crucial implications for language assessment practices.

        Speaker: Ms Nguyên Thảo Đinh (Đồng Nai University)
      • 2:20 PM
        The Impact of New Generation School (NGS) in Education Development in Cambodia 30m B1-406

        B1-406

        UEH

        This poster session explores the development of Cambodia's education system, particularly since the introduction of the New Generation Schools (NGS) program in 2015. Led by the Ministry of Education, the NGS program aims to reform the system, enhance educational quality, and modernize teaching and learning through innovative school programs.
        Using a desk review methodology, this poster will delve into the program's activities, achievements, and ongoing challenges. By attending, participants will gain valuable insights into the Ministry of Education's efforts to improve education through the NGS program. While initially receiving government support, NGS schools have actively sought to build trust with parents to ensure long-term sustainability after three years of operation. A key distinction between NGS and traditional public schools lies in their program duration. NGS schools offer full-day programs, unlike the half-day schedule in standard public schools. This interactive session will showcase the practical experiences of NGS schools that have been operating since 2015. Participants will learn from four Cambodian NGS schools and gain valuable knowledge applicable to their own educational contexts.

        Speaker: Mr Dara Heng (The Global Child Organization)
      • 2:20 PM
        The Influence of the PERMA Model on EMP Student's English Speaking Performance 30m B1-707

        B1-707

        UEH

        Since student wellbeing is gaining more attention in ELT, it is important to investigate how to tackle this rising concern in English learning, especially in productive skills such as speaking. This is how the PERMA model proposed by Seligman (2000, 2002, 2009, 2011) impressed ELT researchers. Consequently, being part of a bigger project, this study addressed the extent to which the five aspects of the PERMA model influenced EMP (English for Medical Purposes) students' speaking performance. The study took place in a university of Medicine and Pharmacy in the Mekong Delta with 675 students responding to the questionnaire. Aside from that, 06 voluntary students were interviewed to provide triangulated data for the study. The results indicated that the PERMA model influenced EMP students' speaking performance to a medium and above level. The rankings ranged from high to low with Accomplishment, Positive emotion, Engagement, Relationship, and Meaning in life. It was recommended that EMP lecturers take this into consideration when teaching English speaking to their EMP students. Eventually, this finding served as a reference to the construction of PERMA-based learning activities applied in English speaking lessons of the EMP courses in the later phase of the bigger project.

        Speaker: Tra-My Thi Ly (Can Tho University of Medicine and Pharmacy)
      • 2:20 PM
        Why is L2 Pragmatics a Neglected Area in EFL Teaching? Uncovered Stories from Vietnamese Teachers 30m B1-407

        B1-407

        UEH

        Despite receiving more attention and obtaining a well-established status in second language (L2) teaching research during the last three decades, L2 pragmatics remains an excluded topic in English as a foreign language (EFL) teaching in many investigated contexts. Adopting a qualitative case study design, this paper examines what seven EFL teachers from different Vietnamese high schools perceive about L2 pragmatics and instructional pragmatics and reflect on their teacher preparation programs in these regards. The findings reveal that the participating teachers were not taught about L2 pragmatics and instructional pragmatics during their professional education, resulting in their little content and pedagogical knowledge of L2 pragmatics. This leads to their general exclusion of L2 pragmatics teaching in their classroom practices. The uncovered stories from these teachers provide essential implications for teacher education programs in Vietnam and its similar contexts. Importantly, they add more understanding to the relationship of teachers’ knowledge and their practices of L2 pragmatics teaching, a current understudied research area with specific reference to teacher cognition of L2 pragmatics.

        Speaker: Dr Anh Ton-Nu (University of Economics Ho Chi Minh City)
    • 2:50 PM 3:00 PM
      Transition Time 10m
    • 3:00 PM 3:45 PM
      Posters B1-12A [Zones 1-2-3]

      B1-12A [Zones 1-2-3]

      UEH

      279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City
      • 3:00 PM
        "Culture Exchange": A Community of Practice to Enhance English Communication Skills and Promote Vietnamese Culture 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        With the goal of assisting university students in my local community of Nam Tu Liem District, Hanoi in utilizing authentic English in real-life contexts, I have successfully established a community of practice through my signature “Culture Exchange” events. This initiative is known as a free and creative learning environment for enhancing the English communication and cross-cultural skills of our local students, while also showcasing Vietnamese culture to foreign visitors.

        To date, our team has organized approximately 50 culture exchange events over the past six years. These events have attracted over 250 inspiring foreign guests from diverse countries such as the U.S., the U.K., Australia, Hong Kong, Japan, and more. "Culture Exchange" has thus become a regular social gathering where Vietnamese students can hone their communicative English skills and introduce their foreign friends to unique aspects of Vietnamese culture, including local cuisine, handicrafts, and dance performances.

        At the VietTESOL International Convention 2024, as the project leader, I will provide an overview of my community of practice, covering its inception, planning, staffing, recruitment of foreign guests and Vietnamese participants, implementation, and personal insights gained from developing this community project.

        Speaker: Quynh Da Huong Nguyen (VietTESOL Association)
      • 3:00 PM
        A Comparative Analysis of Formative Feedback Provided by ChatGPT and Human Evaluators in EFL Writing 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        Delivering formative feedback on EFL students’ writing is an effective method for fostering their writing skills (Graham, Harris, & Hebert, 2011; MacArthur, 2016). Recent advancements in artificial intelligence (AI), such as ChatGPT, could serve as a tool for automated writing assessment, potentially amplifying the volume of feedback students receive and easing the workload for teachers who must frequently provide feedback to sizable classes. This study investigates the feasibility of using generative AI, specifically ChatGPT, as a source of formative feedback for writing instruction, comparing its efficacy with human evaluators. The research examines feedback provided by ChatGPT and human raters on essays written by EFL students who were supposed to achieve a B2 level of proficiency (CEFR). The research analyzed Fifty pieces of human-generated formative feedback and fifty pieces of AI-generated formative feedback for the same essays. The evaluation focuses on five key aspects of feedback quality: adherence to criteria, clarity of suggestions for improvement, accuracy, prioritization of essential writing elements, and delivery in a supportive tone. The comparison of descriptive statistics and effect sizes revealed that well-trained human raters demonstrated higher quality feedback compared to ChatGPT. Despite this finding, the accessibility and generally acceptable quality of feedback obtained through ChatGPT suggest that generative AI could remain beneficial in specific contexts, such as for initial drafts or in situations where access to highly trained raters is limited.

        Speaker: Hoang Do Trong (University of Languages and International Studies)
      • 3:00 PM
        A Convenient New Method for Annotating English Phonetic Transcriptions 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        English spelling and Japanese spelling are not phonetic. This means that the written form of a word and its pronunciation do not always match. When encountering a new English word, readers should avoid guessing the pronunciation based on experience and instead use a dictionary to find the correct pronunciation in order to read words correctly. Similarly, in Japanese, the Kanji characters cannot be read just by looking at them. To address this issue, the Japanese use Furigana, a method of writing phonetic readings above the characters, making it convenient for reading without frequent dictionary lookups. This presentation will propose a solution to improve this problem by cleverly marking IPA (International Phonetic Alphabet) above English words, similar to how Furigana is placed above Kanji in Japanese. This method can be applied in textbooks to make English texts more accessible and comprehensible. Learners can also take effective notes on how to pronounce new words after hearing them.

        Speaker: Tien Dung Hoang
      • 3:00 PM
        A Review of Using Padlet to Improve College Students’ Writing Performance 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        Writing is one of the basic skills that a language learner is supposed to perform well in order to master the language. Hence, writing well is professed as an important indicator for students’ successful academic achievement. In the development of language learning and teaching, the issue of how to achieve success in the writing skill has always drawn attention to a great number of scholars, researchers, teachers and students, from novices to experts. The last decade witnesses and applies tremendous changes in language teaching and learning thanks to the advances in technology. Padlet, a digital notice board with a rich media space to enhance education communication via collaborative writing and peer review, has been considered an effective assisted tool in teaching writing among L2 learners. This paper, thus, serves as a review of using Padlet to improve college students’ writing performance, thereby, recommends appropriate and efficient approaches in teaching writing at the Faculty of Foreign Languages & Oriental Studies, Yersin University. The findings show that it has never been easier and faster for teachers and students to use Padlet as an interactive board as long as there is the Internet and an Internet-connected device. From the interaction via this online board, collaborative writing and peer review will help improve learners' writing skills. In addition, other features such as the colorful backgrounds, images, icons, reactions all make it an attractive and user-friendly app compared to other conventional tools.
        KEY WORDS: writing; writing performance; Padlet; collaborative writing; peer review

        Speaker: Thi Dieu Duyen Le (Yersin University of Dalat)
      • 3:00 PM
        A Review on Automated Writing Evaluation Tools in Language Learning and Teaching 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        Automated writing evaluation (AWE) has gained ground in ESL/EFL writing instruction due to its instructional features, such as the immediate automated writing score system and the diagnostic corrective feedback in real time for individual written manuscripts. However, little is known about how the automated feedback provided by the AWE program affects students' writing performance in an authentic classroom and how to effectively use it to enhance students' writing performance, particularly among undergraduate ESL/EFL students. The purpose of this paper is to provide a literature review-based overview of the investigation into the efficacy of automated feedback. The review also provides some implications for applying AWE in different contexts, especially in Yersin University setting. The conclusion emphasizes the need for future research to explore the long-term internalized impact of the embedded use of automated feedback and an advanced teaching method on the improvement of students' overall writing performance and analytic writing scores.
        KEY WORDS AWE, writing performance, corrective feedback, scoring

        Speaker: Thong Nguyen Vi (Yersin University of Dalat)
      • 3:00 PM
        A Study on Utilizing AI Tools to Enhance High School Students' Writing Self-Assessment 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        The application of technology, particularly Artificial Intelligence (AI) tools, is becoming more popular and significant in education. This study aims to investigate the effectiveness of integrating AI tools to enhance the writing self-assessment process among high school students. Writing self-assessment is a crucial component of developing students’ writing skills and fostering metacognitive awareness. However, because of prejudices, lack of expertise, or inadequate feedback, students frequently find it difficult to assess various dimensions of writing, including grammar, coherence, and organization accurately. By providing objective and personalized feedback, utilizing AI technologies offers an innovative way to address these obstacles. A mixed-methods approach is employed to analyze writing samples and explore students’ attitudes toward using AI experiences. Forty high-school students aged from fourteen to eighteen, studying A2 English level will be chosen randomly to take part in this study. Moreover, students also participate in self-check and peer-check tasks that help them gain a deeper understanding of their writing strengths and weaknesses by comparing their self-assessments with AI-generated feedback. Students demonstrate increased confidence in their ability to evaluate their writing accurately and effectively. Ultimately, this research contributes to the field of educational technology innovatively to enhance students’ writing skills and self-assessment.

        Speaker: Ms Thi Thanh Dung Dang (English teacher, Thames UK English Center)
      • 3:00 PM
        Academic and Student Use of Learning Management System at National Economic University: Implications for Blended - Learning Quality in the Post – Covid 19 Era. 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        In order to improve teaching and learning quality, National Economics University implemented Blended Learning from 10 Feb 2020 for all levels. Over 800 NEU lecturers have been trained since that day to run LMS software for their online teaching, and now, there are over 25.000 students at all levels to participate in Blended Learning. However, to date, there has been very little subsequent investigation into the quality of the system or the use made of the support structures provided. This paper presents findings from an institutional survey investigating the use of NEU’s LMS system by academic staff and students in their learning and teaching in the post – pandemic era. It was expected that feedback would relate to technical and infrastructure issues, but instead, the survey elicited responses primarily on how the internal LMS system has been used in teaching and learning after the pandemic officially ended, indicating that quality control in incorporating LMS for Blended Learning is a major issue for the University. Student opinions appear to reflect more the use of the system in their learning context while academic staff responses are more focused on lesson planning, teaching and administrative issues. The findings in this paper have implications for quality teaching and learning with technology, and the way in which tertiary institutions could support academic staff and students in their pursuit of the right mix to maximise this new hybrid teaching methodology and the resources put in to develop the system.

        Speaker: Thu Nguyễn (National Economics University)
      • 3:00 PM
        An Investigation into Teachers’ Promotion of Student-Centered Learning in EFL Speaking Classes at Ethnic Minority Boarding High Schools in Gia Lai Province 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        This research aims to explore EFL teachers’ perceptions of applying student-centered learning (SCL) within English speaking classes offered at boarding high schools serving ethnic minority students in Gia Lai province. The main objective of this research is to gain a comprehensive understanding of how EFL teachers conceptualize, implement, and are influenced by SCL in their teaching practices. The study employed a qualitative approach, including questionnaires, observations, and interviews with eight EFL teachers. Results show that 100% teachers support SCL principles, such as promoting student autonomy and collaborative learning. However, challenges like varying students' English proficiency levels, limited teaching and learning resources, and constraints imposed by prevailing curriculum requirements hinder teachers’ full SCL integration in classrooms. The findings emphasize the need for better support and resources from school leaders and staff, as well as the provision of professional development opportunities and curriculum guidance. The study not only provides insights into the multifaceted nature of SCL implementation but also contributes valuable insights to EFL teaching and learning in ethnic minority boarding high schools, stressing the importance of effective SCL implementation in EFL teaching context.

        Speaker: Ms Suong Huynh Thi Tuyet
      • 3:00 PM
        Applying the Method of Content and Language Integrated Learning (CLIL) in Teaching English 6 in Thai Nguyen Secondary School, Nha Trang City 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        This paper discusses the practice of applying the method of Content and Language Integrated Learning (CLIL) to teach English for the 6th grade students at Thai Nguyen secondary school, Nha Trang city, Khanh Hoa province, Vietnam. Basing on the literature review of CLIL, the research with such methodologies of classroom observation, conducting surveys and interviews, has reviewed the process of applying CLIL method in teaching English for the 176 6th grade students at Thai Nguyen secondary school in Nha Trang city, Khanh Hoa province for 2 school years (2021-2022, 2022-2023). The participant students' ability to use English, with the specific components of listening - speaking - reading - writing all have certain progress. After applying the CLIL method to teaching English for 6th grade students at Thai Nguyen secondary school in Nha Trang city, Khanh Hoa province, about 85% of students achieved results of 7 points or more in the end-of-year exam. This paper emphasizes on explaining the CLIL framework and principles, considering their difficulties to run in the classrooms. A number of measures for a better implementation of CLIL in the English lessons at middle schools is expected to give to enhance student competence for Khanh Hoa province in particular, Vietnam education in general.
        Key words: teaching methods, Content and Language Integrated Learning (CLIL), 6th grade students, Nha Trang city, Khanh Hoa province.

        Speaker: Ms Phương Nhã Nguyễn Vũ
      • 3:00 PM
        Approaches to Deal with Challenges in Teaching English in Vietnam and Make School a Happy Home 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        The purpose of this abstract is to talk about some challenges in teaching English in Viet Nam namely overcrowded classrooms, mixing English levels of students, different expectations of students for future career choice, lack of real English speaking environment for students to swim which is responsible for low-proficiency learners in Vietnam, especially for those living in rural areas. The talk then turns to an account of how to measure these issues by designing task-based language teaching (TBLT), combined with some ingenious techniques. In fact, these approaches work effectively in my school and inspire many teachers from school to apply. The outcomes of these approaches are products to protect environment such as wasted bins and dirty walls in the school decorated appealingly and become slogans to make people aware of their responsibilities to protect environment. This abstract then is followed by considering key implementation options to motivate students to use English as a tool to deal with global issues, helps them to get critical thinking. The talk concludes by pointing out how some hand-on experiences and approach are especially suited to make school a happy place with passionate teachers. “What salt is to food, passion is to teaching” (Kavita Bhupta Ghosh).

        Speaker: Nhung nguyễn
      • 3:00 PM
        Artificial Intelligence in Education: Enhancing Learner Autonomy for the Digital Age 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        Learner autonomy is widely accepted as an important goal in education, with the virtuous expectation that students will learn to take increasing responsibility for their own learning. However, the theory and literature relating to learner autonomy in language education developed rather in isolation from general educational theory, and despite some affinities with student-centred or constructivist learning, there has been little interface with mainstream educational technology. But with the growth of online learning, virtual learning environments, educational technology has primarily been identified with tutorial or program learning. As a result, there has been a shift of focus to resources and tools for more open and autonomous learning. This paper explores the intersection of learner autonomy and educational technology, highlighting the potential of digital tools in fostering a more autonomous learning environment. The paper further discusses the implications of this shift for educators and policy makers, emphasizing the need for a re-evaluation of pedagogical strategies and curriculum design. It concludes by calling for more research into effective ways of integrating technology in the classroom to promote learner autonomy. This is crucial in preparing students for the 21st century, where skills such as critical thinking, problem-solving, and self-directed learning are increasingly important.

        Speaker: Nhung Pham
      • 3:00 PM
        Blended Learning 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        The blended learning modality has become increasingly popular in recent years, as educators seek to combine the best features of traditional face-to-face instruction with the flexibility and convenience of online learning. One important benefit of blended learning is that it helps students to become more engaged and more actively involved in their own learning. It provides students with greater autonomy and control over their learning process. They are empowered to take charge of their own learning, and this helps to build their confidence and self-esteem. The use of blended learning can be a powerful tool for teachers. It can allow for the development of customized learning paths for students, and personalized attention that is tailor-made for an individual’s specific needs. However, to be successful, blended learning must be customized, personalized, and adapted to individual student needs. Teachers must carefully design and deliver instructional materials that are relevant and engaging for each student in order to achieve the best results. In conclusion, blended learning is a very effective way of teaching and learning. It offers students flexibility, greater control over their own learning and improved engagement, all of which help to facilitate successful learning outcomes. In addition, it also empowers teachers to take control of their classroom instruction, creates more opportunities for student involvement and offers greater student learning achievements. As technology continues to improve, it is likely that blended learning will become an even more popular and widely used approach to education.

        Speaker: Ms Ha Le
      • 3:00 PM
        Boosting Student Engagement in Self-Paced Learning through AI 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        Today’s education students are increasingly digitally savvy, accustomed to technology being woven into every facet of their lives. They expect the same from their learning experiences. Traditional classrooms, while still vital, are no longer the only avenue for knowledge acquisition. The rise of self-paced e-learning courses post-Covid is a testament to this shift, enabling students to learn according to their own schedules. But how can we ensure these learning experiences remain engaging, personalized, and effective? The answer lies in Artificial Intelligence (AI).
        AI is a powerful tool that’s reshaping our approach to education, especially in the realm of self-paced learning. AI brings immersion to self-paced learning. AI can transform static course materials into dynamic, interactive content. With AI, students receive immediate, constructive feedback based on their responses and interactions, promoting understanding and continuous improvement. AI can even provide feedback on open-text answers, guiding students towards more comprehensive and thoughtful responses.
        AI’s potential to revolutionize the education space goes beyond merely enhancing student engagement. It’s about transforming the educational landscape to allow for greater scalability and more authentic assessment methods, without imposing an overwhelming workload on educators or requiring costly new platforms. AI can help to make assessments more authentic, relevant, and indicative of a student’s grasp of the subject matter.
        In a nutshell, AI not only empowers educators to better manage their time but also enables them to provide a richer, more personalized learning experience for their students. In the educational realm, integrating AI into self-paced learning can help students take more ownership of their learning journey, boosting engagement, comprehension, and ultimately, academic success.
        The future of higher education is undoubtedly intertwined with AI. As we look ahead, the challenge lies not in whether we should use AI, but how we can harness its potential to enhance the educational journey of every student. With AI, we have the opportunity to make self-paced learning more than just a convenient alternative to traditional classrooms—it can be a personalized, engaging, and highly effective learning journey.

        Speaker: Dung Lê Thị Ngoc (Thot Not Secondary school)
      • 3:00 PM
        Boosting Writing and Speaking Skills in High Schools Using AI Tutors 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        This study explores the application of Artificial Intelligence (AI) tools to enhance English writing and speaking skills among high school students. Conducted with 82 participants from two high schools, the research investigates how AI can serve as both a facilitator and an innovator in language learning. The methodology involved the integration of AI-driven applications in regular English lessons, focusing on interactive tasks that promote linguistic accuracy and fluency. Students engaged with AI for a period of three months, during which their progress in writing and speaking was monitored and assessed through a series of formative assessments. The results indicate a noticeable improvement in both the complexity of students' language use and their confidence in employing new vocabulary and grammatical structures. These findings suggest that AI can significantly contribute to language acquisition, offering personalized learning experiences that are both scalable and effective. The study underscores the potential of AI to transform traditional language education, making a compelling case for its broader adoption in school curricula.

        Speakers: Lien Bui Thi (Ngo Gia Tu High School), Ms Dinh Pham Thi (Ngo Gia Tu High School), Ms Van Le Anh (Vo Van Kiet High School)
      • 3:00 PM
        Challenges in Teaching English to Elementary School Students in Hung Yen Province and Some Solutions 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        English is considered the international language of communication. Mastery of English opens doors for communication with people from various countries and territories around the world. In an increasingly globalized world, the demand for employees proficient in English in international companies and fields such as tourism, business, and technology is rapidly increasing. Learning English has become an indispensable necessity for personal development. Especially for elementary school students, learning and using English is more emphasized than ever. Learning English from an early age brings many benefits to students, helping them develop critical thinking, communication, and international integration skills. However, teaching English to elementary school students also encounters many challenges. In this article, the author aims to thoroughly understand the difficult challenges in teaching English to elementary school students in general and first-grade students in Hung Yen province in particular, while providing some solutions to create opportunities and foster creativity for teachers.
        Key words: Teaching English, English learning methods, First-grade students, Teaching content.

        Speaker: Ms Thị Huyền Đỗ (Đại học Sư Phạm kỹ thuật Hưng yên)
      • 3:00 PM
        Challenges of Speaking English as a Second Language for Third-Year English Students At Faculty of Languages-Souphanouvong University (Academic year 2022-2023) 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        The aim of this study was to investigate the main challenges of speaking English as a second language. The population in this study was 21 students who were currently studying English in their third year and were chosen as the sample group for the academic year 2022-2023. The sampling was selected by convenience sampling. The data was collected through the use of a questionnaire, and a quantitative method was applied. The study included five areas such as challenges related to pronunciation, word stress, lack of vocabulary, grammar, and mother tongue habits.

        The findings revealed in the study that the main challenges that third-year English students faced in speaking English were challenges related to a lack of vocabulary. As the results showed from the data analysis, the mean value was 3.51 and the S.D. was 0.843. It also depended on opinions that students lacked the vocabulary to carry on their conversation and were worried to use a new word because they were afraid of making mistakes.

        Speaker: Sisoury Phommaseng (Souphanouvong University)
      • 3:00 PM
        ChatGPT & Gemini in University English Lesson Planning: Potential and Pedagogical Alignment 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        Advanced chatbots like ChatGPT and Gemini present exciting new avenues for educators, sparking curiosity about their potential in streamlining lesson planning for university-level English skills instruction. This study delves into this potential, with the researcher using ChatGPT and Gemini to generate a sample of 30 lesson plans tailored to diverse English courses for English Teaching Education majors at Vinh University. Taguette qualitative analysis software was used to scrutinize the AI-generated plans, specifically examining their alignment with established TESOL methodologies and best practices. Initial findings reveal that these chatbots demonstrate a remarkable capacity to produce lesson plans mirroring common pedagogical structures and activities. Moreover, the plans often position teachers as facilitators, aligning with constructivist approaches. However, the integration of technology-enhanced learning specifically for language skills development appears to be an area where refinement is needed. This study offers TESOL practitioners valuable insights into the strengths and potential limitations of effectively integrating AI tools within their university English classrooms.

        Speaker: Linh Le (Vinh University)
      • 3:00 PM
        Common Mistakes in Pronunciation among Students at the English for Specific Purposes Department, Hanoi University 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        When learning English as a second language in a nation with a wide variety of races and cultures, the influence of the native tongue is nearly inevitable. Both the performance and communicative competence of the learners have been negatively impacted by this influence. This paper was written for students at the English for Specific Purposes Department (ESPD), Hanoi University, who want to improve their learning of English Pronunciation. As an English lecturer, the writer wishes to learn more about aspects that influence language learners when they know how to speak English. Therefore, the study focused on some common pronunciation errors that EPSD students make when they talk to English by analysing 120 recordings for the students’ mid-term test. Some common pronunciation errors have been found, including consonant endings, vowel stress and tones. The study also shares some tips for learners to improve their English pronunciation. Hopefully, this study will be a helpful reference source for lecturers and learners at ESPD, Hanoi University and other schools.

        Speakers: Mrs Hien Ta Thi Thanh, Mrs Trang Ngo Thi Thu
      • 3:00 PM
        Cross-Cultural Educational Material Development: Collaboration between VietTESOL K12 & Nottingham Trent University in PRELIM 3 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        This presentation illustrates the lifespan of the British Council funded Prelim 3 collaboration between members of the VietTESOL K-12SiG and academic staff from Nottingham Trent University (NTU) in the United Kingdom. In this third, much longer phase of the Partnered Remote Language Improvement Project, the focus shifted away from classroom language and teaching techniques to the production of context specific teaching materials. Uniquely among the 25 partnerships, the decision was taken to maximize the opportunities for cross-cultural learning and facilitate contributions from the eventual end-users by creating a flat hierarchy of autonomous teams each responsible for part of the final materials pack.
        By looking at the actions taken at different stages of the project we will show how communication channels were established and maintained, how the overarching theme was decided upon, the piloting and production of the materials themselves. In addition, we will consider the emergent learning for both partners with regard to expectations before and during the project, exchange of information and work patterns (both day to day and across the year).
        The concluding sections will suggest ways that motivation and momentum can be maintained on projects running for longer periods of time and showcase some of the materials produced.

        Speakers: Thinh Nguyen, Dr Vân Thì Hồng Lê (Tây nguyên University)
      • 3:00 PM
        Develop Students' Self-Study in English after School through Liveworksheets, Videoscribe, Padlet and Gnomio 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        This study explores the use of Liveworksheets, Videoscribe, Padlet and Gnomio applications to enhance students' self-study after school. A total of 360 high school students from Binh Dinh province participated in the research. Quantitative data were collected through questionnaires, surveys, experimental research, and observations. The findings reveal that students have positive attitudes towards using Liveworksheets, Videoscribe, Padlet and Gnomio in learning English online. These tools increase their interest in learning, facilitate knowledge absorption, and offer opportunities to develop language and soft skills while studying alone. In addition, the applications boost weak and shy students' confidence, self-discipline, diligence, focus, and motivation to complete learning tasks. As a result, students develop self-learning abilities. This study contributes to the digitalization of teaching and learning practices, particularly in online EFL classrooms. The paper provides teachers and students with a practical reference source that helps reduce stress and pressure from online teaching and learning. Furthermore, this study reveals the benefits and new opportunities of online teaching and studying, which makes it extremely interesting for both teachers and students. The findings of this study are significant for EFL educators who aim to develop students’ self-study in online learning environments.

        Speaker: Nguyen Thi Ha (Nguyen Thi Ha)
      • 3:00 PM
        Developing the Speaking Skills of Vietnamese Non-English University Students through Video Dubbing 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        The utilization of video dubbing within English language instruction has gained considerable popularity in contemporary English classrooms. This study is an investigation of the effectiveness of video dubbing and learners’ perceptions towards this language learning tool beyond the classroom. The study sample comprised 105 non-English majors attending two English B1 classes at a public university in Vietnam. The two classes were divided into a control group and an experimental group (56 and 49 students accordingly). The experimental group was guided to practice video dubbing outside the classroom, while the control group was taught the speaking skills using the traditional approach. The results indicated that both groups’ performance was improved, with the experimental cohort showing notably greater enhancement compared to the traditional group. The results also revealed positive attitudes among students who participated in the video dubbing experiment, emphasizing the potential of using this technique beyond conventional classroom. Through these insights, some suggestions and recommendations have been provided in order to optimize students’ English skills by dubbing videos.

        Speakers: Trang Do, Huong Luu Thi (Hanoi Pedagogical University 2)
      • 3:00 PM
        Digital Transformation in E-Learning Eeducation at Hung Vuong High School for The Gifted in Gia Lai Province 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        Digital transformation has emerged as a critical strategy across various sectors, including education, aiming to leverage technology to revolutionize learning experiences. This study investigates the digital transformation in e-learning education at Hung Vuong High School for the Gifted in Gia Lai province, Vietnam, against the backdrop of the global shift towards digitalization and the accelerated adoption of online education. The research objectives include exploring the digital transformation tools utilized in e-learning education, examining teachers' perceptions of these tools, and assessing students' preferences for e-learning over traditional teaching methods. Through a qualitative approach supplemented by descriptive and quantitative techniques, data were collected via online surveys and interviews from 15 English teachers and 200 grade 12 students. The findings reveal insights into the implementation of digital transformation at Hung Vuong High School, highlighting its benefits such as personalized learning, enhanced accessibility, increased engagement, and the development of collaborative skills. Challenges identified include teacher training and ensuring equitable access to technology. These findings emphasize the importance of digital transformation in creating future-oriented learning environments that empower students to thrive in the 21st century. Further research is recommended to explore effective strategies for integrating technology across different subjects and tailoring e-learning experiences for optimal student outcomes.
        Keywords: Digital transformation, future-oriented learning environments, e-learning experiences

        Speakers: Quyen Dao, Ms Binh Nguyen, Ms Thu Ho
      • 3:00 PM
        EFL High School Students' Perceptions of the Advantages and Difficulties of Blended Learning 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        Blended learning, an instructional approach that combines traditional face-to-face instruction with online learning activities, has garnered increasing attention in educational contexts. This study explores the perceptions of 70 English as a Foreign Language (EFL) high school students in the Mekong Delta regarding the advantages and difficulties associated with blended learning. Employing a mixed-methods design, data was collected through surveys and interviews to provide a comprehensive understanding of students' perspectives. The findings reveal a multifaceted view among EFL high school students regarding blended learning. While many students perceive advantages such as flexibility in pacing, access to a variety of resources, and opportunities for self-directed learning, they also encounter challenges including technological issues, difficulties in time management, and a lack of direct teacher support. Additionally, individual differences in learning preferences and technological proficiency significantly influence students' experiences with blended learning. These insights contribute to the ongoing discourse on effective implementation of blended learning in EFL high school settings. By understanding students' perceptions, educators can better design and implement blended learning environments that cater to diverse learning needs while mitigating potential challenges. The implications of this study extend to curriculum design, teacher training, and educational policy aimed at optimizing the integration of technology in language learning contexts.

        Speaker: Thanh_Ngoc Thi Tran
      • 3:00 PM
        EFL Pre-Service Teachers' Perception of Continuing Professional Development: A Case Study in Vietnam 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        This study investigated EFL pre-service teachers’ perceptions of the importance of continuing professional development (CPD) activities. One hundred and ten EFL pre-service teachers at a university in Vietnam volunteered to participate in this study. A questionnaire was employed to collect quantitative data. The results generally showed that pre-service teachers were highly aware of the importance of CPD activities. Specifically, the results indicated that pre-service teachers strongly believed in the significance of CPD activities in (1) raising awareness of strengths and weaknesses, (2) acquiring new knowledge, (3) solving a particular problem, (4) upgrading skills due to changes in society or the field, (5) advancing one’s career and (6) finding fulfillment in one’s work to prevent burnout. Accordingly, the study provides possible suggestions and implications for teachers and other related stakeholders regarding implementing CPD activities for their career development.

        Speaker: Thuy Vi Le Vu
      • 3:00 PM
        EFL Secondary School Teachers’ Perceptions of Implementing the English Curriculum 2018 in Ben Tre Province. 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        Competency-based education (CBE) changes are being implemented by educational systems across the world. Since 2013, Vietnam's government has also embraced CBE as part of a broader education reform. The worldwide concept of CBE has been extensively embraced and re-framed in a variety of educational contexts, but putting the reform into practice locally (for example, teachers in schools) is never an easy process. This research explores how EFL secondary school teachers understood the English curriculum 2018 based on the General Education Curriculum 2018 to support competence development at secondary schools in Ben Tre province. The study uses surveys and interviews with 90 secondary school teachers to shed light on the key factors which affect their perceptions of implementing the English curriculum 2018. The survey and ineterviews results indicate that teachers expressed high support with the curriculum. The key elements influencing the efficacy of the curriculum include the teacher training, materials, teaching and learning facilities, assessment, and management support. The findings of this study will know how teachers perceive and use the competency-based curriculum, including how to improve teaching methods, raise student achievement, influence policy choices and influence policy-making, educational practices, and EFL teachers’ professional development.

        Speaker: Hoàng Minh Lê (Bến Tre Department of Education and Training)
      • 3:00 PM
        EFL Seniors’ Perception of the Utilisation of TikTok in Their English Vocabulary Learning 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        The explosion of the COVID-19 pandemic has led to the emergence of numerous online learning platforms. The advancement of current technology has been a breakthrough and a foundation for all sectors, including education (Johnson, 2020). Social media and technological advancements are the building blocks for individuals wishing to pursue their studies (Smith, 2021; Nur, 2022). Among these platforms, TikTok has become increasingly popular among young adults who share videos encompassing a wide range of content, from entertainment to educational materials. In recent years, TikTok has gained recognition as a valuable tool for vocabulary acquisition, as many language teachers and pupils leverage the app to enhance their language proficiency. Vocabulary plays a crucial role in language acquisition, and learners can make notable improvements through this helpful tool. This study examines senior students' perceptions regarding using TikTok in learning English vocabulary and explores how TikTok videos contribute to expanding one's English vocabulary. A quantitative approach was employed, and the online questionnaire was delivered via Google Forms. A total of 106 participants, who were final-year students majoring in English from the Faculty of Foreign Languages at An Giang University, took part in the study. The findings reveal that students are positive about using TikTok for learning English vocabulary, and that TikTok could become a helpful and convenient tool to support students in learning English vocabulary. Furthermore, students acknowledge that TikTok offers various features and options that facilitate the expansion of their English vocabulary.

        Speakers: Mr Phat Truong (An Giang University - VNU HCM), Ms Trang Ly (An Giang University - Vietnam National University Ho Chi Minh City)
      • 3:00 PM
        EFL Teachers’ Expectations and Satisfaction about Professional Development Activities in a Foreign Language Center in Soc Trang City 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        Professional development (PD) plays a vital role in maintaining and developing teachers’ qualities and competences; however, how to make PD more effective in relation to EFL teachers’ expectations and examine their satisfaction levels of PD activities organized in a foreign language center have still been a matter of much concern by administrators, researchers, and teachers as well. This study therefore aims to investigate EFL teachers’ expectations and their satisfaction levels of the PD activities that they have attended. This study was conducted with both quantitative and qualitative methods of research using questionnaires and interviews, which were employed to give the answers to the mentioned research questions. The study involved 50 teachers at an English Language Center, in Soc Trang City, Vietnam. Results showed that EFL teachers have high expectations of (1) PD content which especially focuses on improving lesson planning and students’ outcomes, and learning how to create a supportive learning environment; (2) coherence of PD with teachers’ needs and students’ needs and interests; (3) opportunities for active learning such as observing more experienced teachers or being mentored by experts; and (4) duration of PD which should be on-going throughout the year and allow participants have more time to practice new skills. Findings also revealed that EFL teachers have been satisfied with (1) the PD content, (2) the coherence, and (3) the duration of PD. Based on the main findings, some recommendations are made for improving PD qualities.

        Speakers: Yen Lieu, Mrs Thao Nguyen
      • 3:00 PM
        EFL University Teachers’ Perceptions Towards the Use of ChatGPT in Designing Language Tests 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        To date, it seems that the emergence of ChatGPT, an AI (Artificial Intelligence) language model, offers a unique function of language test design efficiently and effectively. However, English as a Foreign Language (EFL) educators’ perceptions of this technology, particularly in generating test items, have been scarcely explored. This study, therefore, employed questionnaires and semi-structured interviews to gather data from a sample of eight EFL teachers at a Vietnamese university regarding the application of ChatGPT in the design of language tests. The findings show diverse perceptions among participants toward ChatGPT, ranging from enthusiasm for time efficiency and requirements satisfaction to concerns about the test items’ quality and potential biases in the generated content. These findings contribute to our understanding of the complexities surrounding the adoption of this AI chatbot and assist language teachers, curriculum developers, and educational policymakers seeking to leverage ChatGPT in the design of language tests.

        Speakers: Huong Luu Thi (Hanoi Pedagogical University 2), Ms Tuong Le Van (Hanoi Pedagogical University 2)
      • 3:00 PM
        Empower High School Teachers in Quang Nam Mountainous Areas in AI-Assisted Reading Task Design 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        In an effort to improve English education quality in Quang Nam province to align with the 2018 general education program, particular focus is directed towards teaching and learning English in areas inhabited by ethnic minority communities where English simply holds the position of a tertiary language. The whole world is embracing a powerful wave from ChatGPT, Google Bard, BingAI to other AI-assisted tools. Education cannot stand on the sidelines of that technology whirlwind. Through this study, as individuals who frequently work with and accompany English-teaching colleagues in the province, our objective is to assist teachers in 14 isolated mountain schools in swiftly accessing and staying current with modern technological advancements. The integration of AI and technology is anticipated to serve as a valuable tool for teaching, easing teachers burdens and challenges in implementing the new general education program.The research paper will elaborate on employing AI to create a spectrum of Reading exercises for high school students, spanning from simple to complex levels. Numerous illustrations aligned with textbook themes will be included. Furthermore, potential risks associated with technology bots will be highlighted to equip teachers with beneficial and secure experiences.

        Speaker: Duong Le (Nguyen Trai High School)
      • 3:00 PM
        Engaging All Students in A Small Group Activity Using Boop! Boop! 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        Student engagement is a significant challenge faced by many teachers. If learners are not paying attention and do not become engaged in their work, then learning simply cannot take place. We hope that teachers find it empowering to learn that engagement can be consciously crafted and generated—there are specific actions that teachers can take to positively impact learner engagement (Mercer & Dornyei, page 157). Therefore, the Boop! Boop! Activity was designed to help. It is a practice activity for small groups that is easy to implement. After students form small groups, the teacher assigns each group a small exercise (such as writing, reading, or asking questions). When the teacher says "Boop! Boop!", the groups pass their exercise to the next group. It can be easily integrated with textbook activities, and students do not need their own textbooks. After applying this Boop! Boop! Activity can find that students are highly enthusiastic about participating and having fun.

        Speaker: Ms Somchay Makesavanh (Souphanouvong University)
      • 3:00 PM
        English Pronunciation Learning: Views From the EFL Freshmen 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        English has become an indispensable medium for global information sharing and interconnections. However, despite years of English education in high school, the majority of Vietnamese students still struggle with effective English communication. Pronunciation stands out as one of the significant factors contributing to this issue. Indeed, intelligible pronunciation has always been a challenge for EFL learners, especially Vietnamese students. While English pronunciation has gained attention in Vietnam, there remains a noticeable gap in understanding it from the learner's perspective. This study investigates the perceptions of 129 English-majored freshmen at An Giang University towards learning English pronunciation. A mixed method using a survey and a semi-structured interview was designed to collect both quantitative and qualitative data. Through an analysis of the participants' perceptions, attitudes, and experiences, the research explores their understanding of pronunciation’s importance, self-perceived proficiency, motivations, and challenges in learning pronunciation. By shedding light on students' views on pronunciation learning, this study is expected to inform language educators and stakeholders in better addressing the specific needs and preferences of EFL freshmen, and subsequently propose some possible solutions to enhance the effectiveness and quality of English pronunciation instruction in EFL settings.

        Speaker: Truc Ly (An Giang University, VNU HCMC)
      • 3:00 PM
        Enhancing 12th Graders' Reading Skills with Diagrams GPT at Tay Tra High School 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        In my research, "Students’ Perceptions of Using Internet Applications for English Learning at Tay Tra High School", published in the VietTESOL 2022 International Convention Proceedings, I explored the advantages of applying technology in education, specifically Internet applications, to enhance the English proficiency of students. Recently, Artificial Intelligence (AI) applications such as ChatGPT, Claude, and Copilot have become prevalent in educational settings, so this prompts me to investigate the potential use of these AI applications at my local school. Consequently, my research involved using Diagrams in ChatGPT to create mind maps for reviewing reading lessons for 12th graders at Tay Tra High School. By designing mind maps for reading lessons in Units 14 and 15 of the textbook, we experimented with integrating Diagrams in ChatGPT into the lessons to improve student's reading skills. Following this, students participated in tests and completed questionnaires to assess the effectiveness of Diagrams GPT's use in enhancing Reading skills for 12th Graders at Tay Tra High School. Additionally, the study aimed to identify the challenges of applying Diagrams GPT in practice at Tay Tra High School in Tra Bong—a remote district of Quang Ngai province. The findings will offer teachers suggestions on utilizing AI applications for English teaching. As a result, students are better supported in learning English efficiently through the teachers' innovative use of AI applications.

        Speaker: Thi Minh Hien Nguyen (Tay Tra High School, Quang Ngai Department of Education and Training)
      • 3:00 PM
        Enhancing Collaborative Reading: Applying the Hypothesis Tool to Foster Interactive Learning Among Third-Year University Students 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        Hypothesis is a non-profit organization's open-source platform that facilitates dialogue across all Web material, allowing for a deep and integrated engagement that goes far beyond testing out older commenting technologies.
        Hypothesis tool is used as a facilitator of interactive and collaborative reading experiences for third-year university students. With a focus on enhancing reading skills, the study delves into the utilization of the Hypothesis annotation platform to promote heightened engagement and support online information sharing within group reading activities. The research methodology involved using questionnaires, observing and analyzing the impact of the tool on student interaction and comprehension levels.

        Findings reveal a notable increase in the level of interaction and collaboration among students as they utilize the Hypothesis tool to annotate and discuss materials. Through collaborative annotation, students actively engage in critical discussions, share insights, and co-construct knowledge, leading to deeper comprehension and a more enriching academic experience. The study sheds light on the potential of the Hypothesis tool to transform traditional reading practices into dynamic, interactive learning environments, positively impacting the reading skills development of third-year university students.

        Speaker: Huong Trinh
      • 3:00 PM
        Enhancing Student Engagement and Activeness in Review Lessons through a Gamification Gallery 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        Review lessons often face challenges in maintaining student engagement, a critical element for effective learning. To tackle this issue, I have been using the "Gamification Gallery" in my K-12 classes. This method not only integrates gamification into the classroom but also empowers students to create their own games, fostering a deeply interactive and stimulating learning environment.
        Students are encouraged to design and develop their games based on the curriculum, thereby enhancing their understanding and retention of the material through active participation. This method allows students to engage creatively with the content, adding a layer of personal investment and interest to the review process. By enabling learners to take charge of how they review content, the "Gamification Gallery" promotes collaboration, creativity, and competition, all within a structured educational framework.
        The poster will (1) demonstrate how to implement Gamification Gallery in review sessions (2) clarify how other teachers can personalize this model in their lessons; and (3) conclude with an analysis of its effectiveness through both qualitative and quantitative assessments.

        Speaker: Nhan Tran
      • 3:00 PM
        Enhancing Students’ Speaking Performance through a Mock Interview Project 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        Over the past years, using projects in teaching has been widely used in language classrooms. Research has proved that project-based language teaching successfully helps improve learners’ language skills through meaningful learning activities or simulations (Noraisah et al.,2017) in which students collaborate to solve real-life problems (Sheppard and Stoller, 1995; Stoller, 2002; and Tessama, 2005). Also, project-based learning benefits students of different proficiency levels because it offers various roles and types of work throughout the process. This study was carried out at a university in Hanoi, Vietnam. The subjects of the study were first-year English-majored students. The study aims to (a) introduce a model of a mock interview project to help first-year English major students improve their speaking skills and get ready for the speaking test, (b) explore both teachers’ and students’ feedback on the effectiveness of this mock interview project, and (c) elicit suggested ideas from both teachers and students to improve this project. 48 students from two groups of first-year English-majored students were asked to give feedback on the mock interview project. Interviews with three other teachers were also exploited to get a deeper understanding. The findings have revealed that both teachers and students found this project not only improved students’ language skills, especially speaking skills but also increased their confidence in their preparation for the final speaking exams. In addition, students’ other soft skills such as collaboration, teamwork and negotiation skills were also reported to improve significantly.
        Keywords: project-based instruction, project work, simulation

        Speaker: Hai Hoang Thi Hong (University of Languages and International Studies)
      • 3:00 PM
        Enhancing Vocabulary Acquisition: 10 Effective Activities for Memorable Word Encounters 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        Vocabulary is the cornerstone of language learning, and building a strong lexicon is essential for successful communication. As linguist David Wilkins noted, "Without grammar, little can be conveyed. Without vocabulary, nothing can be conveyed."
        Acquiring new vocabulary requires some memorization, and learners must also be able to use their newly memorized words in communicative ways in the correct contexts. Teachers need to give students opportunities to encounter target words and phrases repeatedly and support their use in real-world situations in order to establish a well-rounded learning environment.
        The more times a person is exposed to a word, the more likely and quicker they will be to reproduce it on demand, especially if exposures are spaced apart (Criado, 2009; Nation, 2013; Kornmeier et al., 2014).
        Numerous engaging, useful, hands-on activities have been implemented and shown effective in a variety of school settings to support long-term vocabulary retention. These activities assist students in encountering and internalizing new words on multiple levels, including form (spoken, written, and its component affixes and stem), meaning (underlying concept, particular instantiations, and associations), and usage (collocations, grammatical patterns, and constraints on its use), which are called layers of information that one must learn in order to truly know a word.
        This presentation attempts to satisfy participants with the exciting world of vocabulary building in natural and memorable ways, thus to harbor a stress-free ESL atmosphere which leads to students’ successful growth and eagerness to continue their language learning.

        Speakers: Dao Thuy Nga, Lê Thị Thủy
      • 3:00 PM
        Exploring Open AI in Making Videos: Opportunities and Challenges 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        The rapid expansion of artificial intelligence (AI) creates opportunities for any teachers dealing with digital technologies in modern education. The use of AI can offer the potential benefits as well as assist teachers in creating teaching resources in order to ease the burden of workload.However, there are also potential challenges that must be addressed when integrating AI into lessons. This research aims to explore the opportunities and challenges of using AI in making videos .The author provides an overview of the current state of AI in teaching and learning and the potential impact on teacher roles and students’ interactions. The paper also compared traditional videos and AI videos . Fifteen videos based on the curriculum were shown to 34 students in the English lessons.The tool used to assess videos is the principles of the Cognitive Theory of Multimedia Learning (CTML) that includes three modules: transcription, engagement and reinforcement. In the assessment step, a mixed method approach was adopded and combined with teacher assessments. The findings of the current study will contribute to our understanding of current state of language teacher that AI has the potential to transform learning outcome into videos but it needs to be caution.
        Keywords: Artificial Intelligence ( AI), making videos, benefits, challenges

        Speaker: Mrs Dung Le (Than Nhan Trung Secondary School)
      • 3:00 PM
        Exploring Teachers’ Application of ChatGPT in Designing Tests at a Rural High School 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        The use of ChatGPT, an AI-powered application, has garnered significant attention in language teaching these years. However, optimizing its benefits requires a clear pedagogical approach. This study was conducted with the primary purpose of discovering the use of chatGPT by English teachers at a rural high school for test preparation. While there have already been several studies of the effectiveness as well as the challenges of applying chatGPT for high school teachers in the world, few have specifically targeted upper secondary teachers, especially in a rural area of Vietnam. To address this gap, this exploratory research aims to investigate the high school teachers’ integration of chatGPT in designing tests specifically aligning with the 2025 GCSE format. The research, involving 10 female English teachers, reveals varying levels of integration and satisfaction with chatGPT. The data for this study was obtained by gathering information from a questionnaire and in-depth interviews. Excel descriptive statistics was used to illustrate the mean, mode, median in age, number of working years and level of computing skills, etc. The interview aimed to discover the experience of teachers in using chatGPT to design tests and their attitudes. It was deduced from the findings that there were a minority of them using chatGPT, however, the interest and determination expressed by some teachers suggested a prospect for broader adoption in the future. This is consistent with the notion that incorporating technology typically follows a gradual process, where initial adopters lead the path for wider adoption and implementation.

        Speaker: Hoa Nguyen (Vinh Phuc department of Education and Training)
      • 3:00 PM
        Exploring the Effect of AI Integration in CLIL Instruction for Secondary Students in Vietnam 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        In the digital age, integration of artificial intelligence (AI) into Content and Language Integrated Learning (CLIL) classes is gaining traction as a means to promote learner autonomy. This study investigates the effects of AI integration on learner autonomy in a CLIL language program at a secondary school, involving forty-five EFL seventh-graders. Data were collected through surveys and interviews, revealing unanimous student enthusiasm for CLIL lessons with AI. Benefits reported include improved subject understanding, enhanced English proficiency, and the development of self-directed learning skills. The findings contribute to the discourse on AI in education, emphasizing its potential to enrich CLIL experiences and foster learner autonomy in secondary education. Furthermore, they contribute to the ongoing discourse on the role of AI in educational innovation.

        Speakers: Ngoc Vu Duong (Tay Son Secondary and High school (Lam Dong Department of Education and Training)), Ms Ngoc Quynh Tran (Huynh Thuc Khang High School (Quang Ngai Department of Education and Training))
      • 3:00 PM
        Exploring the Influence of Biographies on Vietnamese EFL Novice Teachers’ Beliefs and Practices 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        Research on teachers’ life stories have demonstrated the notable impact that life experiences have on what teachers think and do (Borg, 2003); yet, in English as a Foreign Language (EFL) contexts, this impact is relatively. This paper draws on biographical data from a larger project investigating the relationship between the beliefs of five Vietnamese EFL novice teachers and their implementation of communicative language teaching (CLT) in their secondary school classrooms. It specifically focuses on how their life stories influenced their current knowledge and practices in relation to teaching EFL. The biographical data was derived from semi-structured interviews, and classroom observations followed by stimulated recall interviews. Data analyses revealed the strong influence that school-based language learning, teacher education, and the socio-cultural context in which they lived and taught had on their beliefs about teaching and learning English. It also highlighted how these beliefs changed as they transitioned from university to emerge as novice teachers. The findings further demonstrate how teaching in classrooms challenged their beliefs about the value of a more communicative approach to teaching a second language, subsequently changing their practices to accommodate this shift in beliefs.

        Speaker: Dr Ngo Nguyen (An Giang University)
      • 3:00 PM
        Exploring the Perceptions of EFL Teachers in the Mekong Delta on Integrating ChatGPT in Teaching Activities: A Multi-Case Study 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        The integration of ChatGPT in English as a Foreign Language (EFL) teaching presents both opportunities and challenges in the educational landscape of Vietnam, particularly in the Mekong Delta region. While global research acknowledges its potential, there remains a dearth of studies focusing on its implementation within this specific context. To address this gap, an exploratory multi-case study was conducted, aiming to elucidate EFL teachers' perceptions regarding ChatGPT integration in the Mekong Delta's diverse educational settings. Drawing upon Appraisal Theory and previous research, a cross-sectional survey utilizing an online questionnaire was employed to gauge EFL teachers’ awareness, practices, evaluations, and recommendations concerning ChatGPT utilization. The study, encompassing 60 EFL teachers from various educational levels across ten provinces, utilized convenient sampling methods. Results revealed that while EFL teachers recognized ChatGPT’s value in enhancing teaching activities, its integration into the classroom remained moderate. Nonetheless, a prevailing positive evaluation of its effectiveness was noted alongside recognition of associated challenges. Additionally, ethical considerations emerged as a significant factor, necessitating careful attention and support mechanisms for ethical and effective utilization. This study contributes to the discourse surrounding ChatGPT integration in EFL education, particularly within the Mekong Delta. Its findings underscore the importance of tailored support structures and ethical considerations to maximize the benefits of ChatGPT while addressing potential challenges in its implementation.

        Speakers: Ms Huynh Nguyen Thi Thuy (Can Tho University), Ms Ngan Cam Hong (Can Tho University), Mrs Van Le Thi Hong (Tay Nguyen University)
      • 3:00 PM
        Exploring the Use of Hedging in Argumentative Essays by Vietnamese IELTS Learners: A Corpus Analysis and Instructor Insights 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        One of the notable distinctions between Vietnamese learners and native English speakers lies in their approach to argumentative essays. Vietnamese learners tend to employ assertive language, often backed by personal anecdotes and hypothetical scenarios. Academic writing, on the other hand, necessitates the use of hedging and cautious language to effectively convey opinions. To investigate this disparity among IELTS learners, a corpus analysis was combined with interviews with experienced instructors to shed light on Vietnamese IELTS learners' use of hedges. This involved analyzing three distinct corpora: essays from Vietnamese L2 learners of IELTS, compositions by L1 college students, and model IELTS essays penned by Chinese authors. Insights were also gathered through interviews with seasoned IELTS instructors. The findings indicated that Vietnamese students tend to overuse hedges compared to model essays and native speakers. Additionally, these learners have a more limited repertoire of hedges and tend to overuse them in their writing, which could potentially weaken their arguments. This could be due to cultural influences on Vietnamese L2 writing, a lack of exposure to academic writing, or persuasive essays. Instructors also highlighted that the IELTS curriculum does not explicitly teach hedging, leading to learners being unfamiliar with the concept and possibly misusing it.

        Speaker: Dung H. Dinh
      • 3:00 PM
        Factors Affecting Student Satisfaction with English Course of Joint Programs - A Case Study at National Economics University, Vietnam 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        This study focused on factors affecting student satisfaction with English foundation course belonging to a specific partnership program so-called International Bachelor of Finance and Accounting (BIFA) at National Economics University in Vietnam. The data collection tool was questionnaire with 293 first year and second year students of BIFA. Results indicated that the strongest factor to measure student satisfaction with English course was related to teachers, which was followed by personal experiences, administrative staff and university facilities. Noticeably, the dissatisfactory factors were related to incompatibility between test questions and teaching content, students’ limited trust in English’ role in future life prosperity, inaccurate and non-detailed explanation from administrative staff and poor lightful room. Then, it was proposed that the program managers should improve students’ critical thinking skills about test content and acquired lessons and consult them about English value in students’ future life prosperity. By that way, student satisfaction with the English course is expected to improve more comprehensively

        Speaker: Le Thuy Linh (National Economics University)
      • 3:00 PM
        Factors Affecting Translation Skills and Recommendations to Strengthen Translation Skills for EFL Students 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        This study investigates the factors that affect students' translation skills and their recommendations to improve their translation competence in the digital age. The purpose of this study is to analyze and comprehend the challenges as well as difficulties that influence their translation skills during the translation process and to propose advice on their new learning methods. Although many scholars have investigated this topic in the past generation, these studies may need to be updated over time. This thesis employs a qualitative research method with semi-structured interviews to explore students' perspectives on the factors influencing their translation skills as well as their strategies to pass these factors in today's development era. Data collection tools include interviews with questions to eight students who participated in the study and analysis based on their views. The research findings indicate that students all agreed they have been relying heavily on many references, including electronic devices and many websites, in their academic environment. However, they still have a proper perception of self-study and self-discovery of knowledge through hard work. The topic contributes significantly to the translation field of the factors that affect students' translation skills in the technology era today and suggestions to enhance the efficiency of translation learning and practice in universities as well as to enable them to meet the job requirements after graduation.

        Speakers: Mr Phap Tran (An Giang University - VNU HCM), Ms Trang Ly (An Giang University - VNU HCM)
      • 3:00 PM
        Formative Assessment on Students’ Motivation in Learning in the Age of Artificial Intelligence 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        As education evolves in the age of Artificial Intelligence (AI), understanding its impact on students’ motivation becomes imperative. Formative assessment plays a crucial role in providing valuable information about students’ progress and areas where they may need additional support or intervention. This paper aims to investigate how formative assessment influences students’ motivation at Tay Nguyen University amidst the backdrop of AI integration in education. A theoretical framework of assessment and motivation was used in this descriptive study. Employing a mixed-methods approach, the study utilizes a questionnaire and interviews to collect data from 260 students of the Faculty of Foreign Languages at Tay Nguyen University. The research explores students' experiences and perceptions regarding formative assessment and AI-supported feedback mechanisms. Preliminary findings indicate students’ appreciation of the importance of formative assessment, a positive correlation between formative assessment and students’ motivation. This assessment fosters active learning, self-regulation, and continuous improvement. Moreover, AI-driven feedback mechanisms enhance the immediacy and relevance of assessments, leading to heightened student engagement. The study also offers some recommendations on formative assessment to promote motivation in learning of students of the Faculty of Foreign Languages at Tay Nguyen University.

        Speakers: Mrs Lien Nguyen Thi My (Tay Nguyen University), Mr Phuoc Pham Van (Tay Nguyen University), Mrs Hoa Ha Le Hong (Tay Nguyen University), Mrs Tu Tran Le Thanh Tu (Tay Nguyen University)
      • 3:00 PM
        Improving English Skills with AI Language Games 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        This study explores how AI-powered language games can enhance English learning among high school students. Over a six-month period, 250 students at Nguyen Thai Hoc High School in Binh Dinh province used these games as part of their English curriculum. The games were designed to adapt to individual learning speeds and make the educational process enjoyable. We assessed students' improvements in vocabulary, reading, and speaking skills through tests conducted before and after the games were used. Additionally, we gathered feedback from students and teachers about their experiences with the games. Results showed that students made significant progress in their English abilities; they were able to read faster, understand more, and speak more fluently. Students also reported greater enjoyment and engagement in learning English. Teachers observed that the games increased student participation and helped improve retention of language skills. These findings suggest that incorporating interactive, game-based learning tools in language education can significantly enhance student motivation and academic performance, advocating for their broader use in educational settings.

        Speaker: Ms Le Pham (Pham Thi My Le, Head of Foreign Language Department, Nguyen Thai Học High School, Binh Dinh Province, Vietnam. I lead the development of English language curriculum and teacher training programs, with a particular interest in integrating artificial intelligence to enhance pedagogical effectiveness in secondary education.)
      • 3:00 PM
        Improving Listening, Speaking, Reading and Writing Skills by Using Mind Map for EFL Young Learners 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        The study will focus on using Mind Map helping fourth-grade students at Dinh Van 1 Primary School in Lam Dong improve their Listening, Speaking, Reading, and Writing skills.
        Listening and Speaking are the two most important skills for EFL Young Learners to learn English. It is a subject with giant and unfamiliar knowledge. Mind Map can be an effective and helpful tool. The purpose of this study is that Mind Map is considered a self-study tool to enhance young learners Listening and Speaking Skills, as well as Reading and Writing Skills. Thanks to the tool, students can learn words, and take words and sentences easily. Questionnaire survey and the pre-and post-test were carried out with 109 fourth-grade students to find out the effectiveness of Mind Map in Listening, Speaking, Reading, and Writing Skills. Four Skills in Listening, Speaking, Reading, and Writing showed that using Mind Map brings a great result in teaching and learning English.

        Speaker: Van Thi Tuy Tran (Dinh Van 1 Primary School)
      • 3:00 PM
        Improving Young Learners’ Motivation in Reading and Vocabulary Learning Through Authentic Materials 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        The study explored how the use of authentic materials promoted learners’ motivation, improved reading skills and increased the volume of vocabulary in young learners. The study involved 46 fifth-graders who are taught reading with real-life materials like emails and letters, post cards, advertisements and graded readers, besides the compulsory textbook, over the course of one semester. Both quantitative and qualitative data collected from pre-tests and post-tests, class observations and teacher interviews were analysed. Data showed that reading materials from authentic sources led to young learners’ greater interest and more willingness to participate in the lessons. In addition, it was also revealed that there was significant improvement in 87% and 92 % of the students as regards reading comprehension and vocabulary scores respectively. The findings suggest that if authentic materials are properly used with well-designed tasks and elaborate teacher’s guidance, young learners’ motivation to learn and their language knowledge and skills can be considerably enhanced.

        Key words: young leaners, authentic materials, motivation

        Speaker: Linh Can (University of Languages and International Studies - Vietnam National University, Hanoi)
      • 3:00 PM
        Integrating Chat GPT into the Teaching Process to Enhance Writing Skills for 10th-Grade Students 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        In an attempt to improve high school students’ English writing skills, the research aimed to seek the answers to the two questions: (1) To what extent does the use of Chat GPT boost the English writing skills of high school students? (2) What are high school students’ attitudes toward Chat GPT? To find the answers to these questions, a quasi-experimental research was carried out. The subjects of the study, 160 students in Hai Duong Province were divided into two groups, one assigned as the control group that received the traditional teaching method and the other constituting the experimental group utilizing Chat GPT in creating writing prompts, correcting mistakes, editing assignments, analyzing essays, and et al. In addition, tests were given to participants to compare their English proficiency improvement before and following the experiment. The post-course questionnaire was also given to assess students’ attitudes toward the use of Chat GPT.
        The results of the study showed that Chat GPT enhanced students’ English writing skills. The students of the experimental group could write English better than those of the control group. In addition, the results of the study also revealed that the majority of the students in the experimental group had positive attitudes toward Chat GPT. It would be claimed that most of them enjoyed getting involved in Chat GPT and hoped to continue to make use of the assistance of AI in their English studying.

        Speaker: Thi Kim Anh Nguyen (Teacher of English)
      • 3:00 PM
        Introducing Several Padlet's AI Features for Enhanced Learning through Content Creation and Collaboration 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        Padlet is a popular digital whiteboard where teachers and students can share ideas and work together in language classrooms. Padlet has recently offered new features using artificial intelligence (AI) to make learning and teaching even better.
        There are 8 options to create lessons with AI such as Lesson plan, Classroom activities list, Timeline of events, Reading list, Map of historical events, Assessment polls, Rubric and Custom board. This poster especially presents several ideas using AI in Padlet to use in language classes using several practical ideas in teaching speaking, reading and writing skills. First, the tool AI art studio is to spark students' imaginations with the activity Describe It, Draw It. They have exciting opportunities to describe a picture they want to see and Padlet's AI will bring it to real life. This helps them write better and think critically. Second, the tool Timeline of events will help students create different pictures and text they can read later. Choose the level of students, provide some information and period of time, then AI in Padlet will generate pictures, videos and texts of the topic given. Finally, the activity Read & Chat is to create reading passages about any topics. Students can then turn them into speaking activities, chatting and discussing what they have learned. It's a great way to work together and to enhance learning among students.

        Speaker: Nhut Tran
      • 3:00 PM
        Investigating Multiple Intelligence Profiles of EFL Learners: A Study at a University in Vietnam 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        The study aims to investigate EFL learners' Multiple Intelligences (MI) profiles at a tertiary setting in Vietnam. To fulfill the aim, the study was carried out at a Vietnamese university with the participation of 203 first-year non-English majors. The data for the study was collected through a 5-Likert scale MI Inventory for students. The data were analyzed using descriptive statistics and independent samples t-test analysis in SPSS software. The findings revealed that the most prominent intelligences among respondents were Intrapersonal, Visual/Spatial, and Bodily-Kinesthetic, while the Verbal/Linguistic and Logical-Mathematical intelligences ranked the lowest. Gender differences were observed in Verbal/Linguistic, Musical, and Intrapersonal domains, but no significant differences were found concerning age. This study highlights the importance of considering learners' individual MI profiles and applications of MI theory in EFL teaching and learning.

        Speaker: Ms Thanh Nguyen
      • 3:00 PM
        Leveraging Microsoft Forms to Amplify Listening Skills in K-12 Students 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        In the age of Artificial Intelligence, educational technology has become a vital tool in enhancing the learning experience for students worldwide. Microsoft Forms, a versatile online survey and quiz tool, has shown promising potential in augmenting the listening skills of K-12 students. This abstract outlines a study that explores the effectiveness of Microsoft Forms in developing auditory comprehension among young learners.

        The study employs a qualitative approach, integrating Microsoft Forms into English language listening exercises. The platform’s real-time feedback and interactive design allow for immediate assessment and personalized learning paths, catering to the diverse proficiency levels within young learners. By incorporating video clips, comprehension questions, and collaborative tasks within Forms, teachers can create a dynamic and engaging learning environment.

        Preliminary results indicate a significant improvement in students’ ability to comprehend and interpret spoken English. The data suggests that the integration of Microsoft Forms not only enhances listening skills but also fosters a more inclusive and adaptive educational setting. The outcomes provide insights into the future of language learning with Microsoft Forms.

        Speaker: Vo Thanh (Teacher)
      • 3:00 PM
        Love, Pigeons, and UFOs: Using Short Films in an EFL Class 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        Incorporating films into the language learning classes has been found to be motivating for students. Films serve as educational tools that can be used for a variety of pedagogical purposes (Kalra, 2017; Khan, 2015, Curtis, 2003; Lofgreen & Brown, 1981). However, the time necessary to devote to using films in class is prohibitive for many teachers who have curricular constraints such as textbook requirements and other tasks. Short films are an excellent alternative to bring film into classes and provide many of the pedagogical opportunities that full-length films provide without the time commitments required to view such films. In addition, there is easy access to short films as YouTube and other video hosting services provide an endless amount of videos with more being added daily. Short films can be used as standalone lessons, supplemental lessons, or warmer activities. The short films can be utilized to practice and improve the four skills or introduce cultural content. Short films also offer a great opportunity to help foster soft skills through collaborative tasks. This poster presentation will present a variety of methods for using short films in an intermediate Listening and Speaking class at a Japanese university.

        Speaker: John Alexander
      • 3:00 PM
        Needs Analysis into Students' Expectation of Translation Courses: A Case Study at National Economics University, Business English Majors 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        Needs analysis would contribute to the improvement of course design, instructional
        material, implementation, and evaluation adjustments to meet learners' needs. As students' requirements may change over time due to the dynamic characteristics of populations and circumstances, this study was conducted to identify the current needs of Business English students in the translation courses offered by the Faculty of Foreign Languages, NEU. The quantitative data was collected through a survey of 110 Business English students. Findings revealed that students’ needs focus on five dimensions of a translation course. Students show their extreme interest in acquiring skills of a translator. The majority of respondents felt that the course was
        necessary and desired to take it with longer hours per weekly classes. Materials related to professional and real-life translation fields were considered important. Also, students mostly enjoyed content focused on translation knowledge and techniques, with a preference for the business genre. Most participants preferred personal translation assignments and take-home exercises, while group evaluations were the least favored. Based on these findings, it is recommended to organize additional translation activities outside regular class hours. The materials and the lectures provided bylecturers should focus on practical and professional translation knowledge. Group activities should also be promoted, and evaluation methods could be expanded to include language proficiency assessments.

        Speaker: Le Thuy Linh (National Economics University)
      • 3:00 PM
        Online LMS Homework and Students’ Autonomy 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        For the past few years, non-English majored students at a university have studied English in class and done online LMS homework every week. The fact reinforces the autonomy of students while accomplishing online tasks and shortens the time of face-to-face teaching and learning. The study aims at investigating students’ autonomy in finishing weekly online exercises during the semester. Key research methods include assigning homework, checking their accomplishments every week and giving comments in direct class lessons. Results showed that the majority of students were diligent and managed to finish the online homework on time; however, a few of them could not make it for their own reasons. By the end of the research, pedagogical implications are going to be proposed in language teaching and learning.

        Speakers: Mrs Thuy Pham Thi Thanh (Hanoi National University of Education), Mrs Nga Ha Hong (Hanoi National University of Education)
      • 3:00 PM
        Primary School Learners' Perceptions of Learning Community Activities in English as Foreign Language Classrooms 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        In the context of teaching and learning English with learners’ competence-based approach, in order to develop students’ language skills and competence and to meet their current needs in English learning in multilevel classroom, it is undeniable that learning community is to support its most integral member that is the independent learner. This study investigates the perceptions of 100 primary school students with the aim of better understanding the appropriateness and effectiveness of learning community in their English as a Foreign Language (EFL) classes in Tien Tan primary school. Using mixed methods, data were collected by means of a questionnaire, semi-structured interview and group discussion. Quantitative data complement qualitative data to provide more valid and reliable results. The research reveals that the majority of the students expressed strong interest in learning community conducted in their classes. This study also finds out the learners’ perceived difficulties in taking part in learning community that had their source in learners’ learning styles, abilities and classroom environment. Recommendations to learners, teachers, administrators and parents for overcoming these difficulties including collaboration, self-assessment, classroom organization and administrative policy.

        Speaker: Huong Nguyen Thi Thu (MA)
      • 3:00 PM
        Reshaping Learning Mindsets of Japanese Students for Global Competitiveness 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        It’s been more than a decade since the Ministry of Education, Culture, Sports, Science and Technology (MEXT) established the concept of Promotion of Global Human Resources (MEXT, 2012), which was an urgent issue to enhance Japan’s competitiveness in the global arena. The term ‘Global Human Resources’ is still vague and controversial; however, when we examine the progress of Japanese learners’ English competency, it hasn’t been successful. When we take a look at the three principles of Global Human Resources, the following are the three key elements of Global Human Resources: 1) language and communication skills; 2) initiative and proactivity; and 3) understanding of different cultures and Japanese identity. There are certain gaps between what the government aims to pursue and the real classroom situations. By enhancing English education for Japanese students and fostering a global mindset, Japan can effectively increase its competitiveness on the world stage. The key lies in transforming the traditional education system to align with the demands of a rapidly changing society.

        Speaker: Ms Manami Sato (Kyoto University of Advanced Science)
      • 3:00 PM
        Scaffolding to Build up Learner Autonomy Development by Applying Technology in Blended Learning Method 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        In the era of technology development, a revolution in English has been implemented. As a result, two significant questions are raised. First, “with the same teaching duration allotted as previous, what can English teachers do to create great changes?”. Secondly, “How can these teachers scaffold their students to keep up with these changes?”. Therefore, teachers need a new method - blended learning in which teachers can scaffold students to be autonomous to practise English outside classrooms with the support of technology like Learning Management System, videos, voice messages, ... Applying the perspective to teaching practice, my students at Pacific College before had got considerable achievements: more confident, autonomous and proactive in English using. Furthermore, they achieved great results in Cambridge and IELTS exams - more than 60% secondary students are at A2/B1 level and around 70% of high school ones are at B1/B2/C1 level. Now, by applying the method to public students at Luong Dinh Cua High school, my students increase their interests in learning English and their scores are improved greatly just after three months. In this report, I will present how I scaffold to build up autonomy development for these students based on their psychology, school conditions and educational regulations. The principle is that my approach should be difficult enough to challenge the students but also interesting and simple enough to keep them going on and not giving up.

        Speaker: Thuy Le
      • 3:00 PM
        Some Experiences in Holding English Club Effectively for Secondary Students 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        Learning English and applying it into a variety of contexts are of the great importance thing. We teachers, thus, are longing for searching and implementing good ways for students to immerse into English. Holding English club regularly is one of the wonderful ways for secondary students to use English naturally and practically. However, the number of studies on having English club outside the class is still modest, especially in rural areas. This study is an attempt to give some experiences in holding English club activities effectively. The investigation was conducted by using a questionnaire, interviews and through observation of an English club organization. The results revealed that applying some ways in holding English club have positive result in students’ learning English. Some experiences in holding English club for secondary students are expected to be a source of meaningful instruction for those working in the field of EFL teaching and learning. It is recommended that teachers instruct and facilitate secondary students in holding English club efficiently.

        Speaker: Mrs Phuong Nguyen
      • 3:00 PM
        Student and Teacher Perceptions of Streaming First-Year English-Majored Students 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        Over the past years, first-year English-majored students tend to vary greatly in terms of their levels of English language proficiency. This is due to the availability of different enrolment schemes. Therefore, streaming students according to their levels seems to be a solution to group students appropriately. Streaming has been popularly used in English language teaching; however, its effectiveness remains highly debated (Mansor et al, 2016; Joyce, 2010). This study was carried out at a university in Hanoi, Vietnam. The subjects of the study were first-year English-majored students who were streamed into different classes, based on their levels of language proficiency. The study aims (a) to explore the student and teacher perceptions of the current streaming practice and (b)to find out the advantages and disadvantages of streaming. A survey was distributed to 52 students from two groups of first-year English-majored students to explore their perceptions about the streaming. Interviews with three other teachers were also exploited to get a deeper understanding. The findings have revealed that both teachers and students found streaming was beneficial for both learning and teaching. Even in a streamed class, students also learned a lot from their peers. Teachers also found their teaching more effective when delivering their lesson plans to groups of students who didn’t differ too much in their levels of language proficiency.
        Keywords: streaming, streaming practice

        Speaker: Hai Hoang Thi Hong (University of Languages and International Studies)
      • 3:00 PM
        Students’ Perspectives on Creating Videos in Learning English 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        Currently, the integration of Information and Communication Technology (ICT) in K–12 schools is becoming increasingly common. In this paper, students are provided with ICT tools to produce their own digital projects, such as creating videos as an alternative to written assignments. The action research is carried out in a seventh-grade class consisting of approximately 15 students for 10 weeks. Pre- and post-interviews were performed to get students' perspectives on their experience of creating videos using Renderforest. The paper findings demonstrate that this strategy not only improves students' ability to communicate effectively but also fosters increased levels of creativity and active participation in their English language acquisition. Additionally, they can probably cultivate a more profound comprehension of the language and establish a stronger emotional connection with the topic. Nevertheless, a constraint of the study is the necessity for internet access and electronic devices, which parents should authorize.
        Key terms: Information and Communication Technology (ICT), students' perspectives, K-12, digital projects

        Speaker: Ms Lien Nguyen (THPT Diễn Châu 4)
      • 3:00 PM
        Supervising Teaching Activities Through Professional Learning Communities in Primary Schools: Principles’ and Teachers’ Perspectives 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        Teachers always need professional and teaching skills support. Improving supervision of teaching activities through professional learning communities in school is of great concern to educational authorities worldwide in general and particularly in Vietnam. This study investigates the understanding of teaching activities through professional learning communities in 25 Primary Schools, Ha Nam province from the perspectives of principles and teachers. Using mixed methods, data were collected by means of a questionnaire, semi-structured interview and group discussion. The research revealed that the majority of principles and teachers shared their interests in using professional learning communities to supervise teaching activities. Evidence from the study showed that the majority of primary schools runs a good model of professional learning communities such as directing the development and implementation of school education plans and professional training activities. The study also showed that teachers wanted to develop teaching profession through professional learning communities. Implementation of professional development policies towards successful professional learning communities will be positioned, which might in time contribute to the improvement of policy, planning of a comprehensive reform of the basic education system in Vietnam.

        Speaker: Huong Nguyen Thi Thu (MA)
      • 3:00 PM
        Teachers' Perceptions of the Paraphrasing Tool - QuillBot in Supporting Teaching English Writing to Students at Some Lower Secondary Schools in Thai Nguyen City, Vietnam 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        In the modern era, the development of science, technology and artificial intelligence is creating enormous breakthroughs. The applications of artificial intelligence are driving progress in the economy, transportation, health, especially in education and many other fields, opening up promising prospects for the future. Therefore, the application of artificial intelligence technology in English is no longer far away to help learners understand languages more easily. In the realm of English language learning, the Paraphrasing Tool - QuillBot emerges as a transformative resource, harnessing the power of artificial intelligence to facilitate language acquisition. This study examines teachers' perceptions of the Paraphrasing Tool - QuillBot in supporting teaching English writing to students. The research method uses a survey questionnaire. The purpose of this study is to examine teachers' perceptions of the Paraphrasing Tool - QuillBot in supporting English writing teaching for students at some lower secondary schools in Thai Nguyen city. There were 60 teachers of English participating in the research. Through interviews and surveys, insights into teachers' experiences and attitudes towards QuillBot are explored. Findings reveal that teachers recognize QuillBot as a valuable resource for enhancing students' writing skills and promoting language fluency. Additionally, tseachers acknowledge QuillBot's potential to facilitate personalized learning experiences and support students of diverse proficiency levels.

        Speakers: Trung Bui Dac (Dac Trung), Thao Trinh Duc (Duc Thao)
      • 3:00 PM
        Teachers’ Strategies in Incorporating Higher-Order Thinking Skills in Reading Classes 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        Higher-order thinking skills (HOTS) are one of the most essential skills that students must gain in school to solve complex problems in their daily life. Moreover, HOTS have been mentioned in education including teaching and learning English as a foreign language in Vietnam. However, how to integrate HOTS into teaching, particularly reading skill, has been one of the greatest concerns of EFL high school teachers in the current context. Therefore, the study was carried out to explore teachers’ strategies in incorporating HOTS in reading classes. Questionnaires, classroom observations, and semi-structured interviews were employed to collect data from eighty high school teachers. Quantitative data were analyzed using descriptive statistics while the data from the qualitative were codes and analyzed in themes. The findings of the research indicate that the strategies in applying HOTS in reading were playing games, making predictions, modeling, structuring the classroom, asking questions and giving feedback. Pedagogical implications for teachers and school administrators are presented.

        Speaker: Nguyen Yen
      • 3:00 PM
        Teaching in Confucian Culture: International Lecturers’ Experiences in English-Medium-Instruction (EMI) Classrooms in Vietnamese 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        This study aims to investigate the international lecturers’ experiences including their difficulties and strategies to accommodate their teaching in the Confucian culture. Qualitative data was elicited from individual interviews with ten international lecturers, both native and non-native English speakers, at five universities in the North of Vietnam.
        Results disclosed international lecturers’ obstacles in engaging students during lessons. No matter how long they had been teaching in Vietnam, they all struggled with encouraging students to raise questions and actively take part in classroom activities. They admitted that the cultural differences in teaching and learning styles prevented them from adopting their preferred teaching methodology. The lecturers employed various strategies to enhance students' lesson comprehension, classroom interaction, and learning motivation such as humor, making questions, requiring students’ lesson preparation, and merging lessons with assessment preparations. However, they had to admit their moderate success in motivating students, making interactive lessons, and checking student’s understanding.
        It is suggested that apart from language competence and academic expertise, foreign lecturers should enhance their cultural knowledge of the host countries to adapt their teaching to the local context.

        Speaker: Ms Thi Huyen Trang Nguyen (Vietnam Maritime University)
      • 3:00 PM
        The Application AI and DiD Website for Enhancing Native-Like English Speaking. 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        This paper explores the application of artificial intelligence (AI) and the DiD (Digital in Design) website in supporting non-native English speakers to achieve native-like proficiency in spoken English. This research papper was conducted with 90 students in classes 11A4 and 11A6. Through a interest-based analysis of AI language learning tools and the DiD website, the study assesses their impact on student engagement and tone improvement. The findings reveal that students demonstrate heightened enthusiasm towards learning English and exhibit noticeable enhancements in their speaking tone. The integration of AI technologies and the DiD website offers modified learning experiences, real-time feedback, and interactive practice sessions, fostering a conducive environment for language acquisition. These results emphasize the potential of AI in revolutionizing language education, particularly in promoting native-like proficiency in spoken English among students. Moreover, participants demonstrate distinguished improvements in voice modulation and intonation, likely native speaker patterns. These findings emphasize the effectiveness of combining AI technologies and DiD platforms in fostering authentic language acquisition experiences, particularly in achieving native-like proficiency in spoken English.

        Speaker: Ms My Tran (Bac Lieu High School)
      • 3:00 PM
        The Appropriateness of Using AI in EFL Writing from Teachers' and Students' Perceptions 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        The increasing prevalence of Artificial Intelligence (AI) has brought both opportunities and challenges in higher education sector. In EFL writing, teachers’ concern regarding students’ use of Generative AI is growing, though it is undeniable that Generative AI might offer both positive and negative impacts on the writing process. Employing a mixed-method approach, this study investigates and compares English-major students’ (n = 120) and teachers’ (n = 26) perceptions towards the acceptable use of Generative AI (ChatGPT 3.5) in six writing stages, namely brainstorming, outlining, writing, revising, feedback and evaluating. Results from questionnaire and semi-structured interviews reveal that the levels of AI appropriateness judged by teachers and students differ significantly in four out of six writing stages, except brainstorming and outlining. This disparity mainly stemmed from the teachers’ fear of ethical issues and overreliance on such tools, while students’ favor of AI tools results from laziness and lack of awareness. The findings emphasize the need of ethics education in writing and institutions’ strict regulations on the use of Generative AI in EFL teaching and learning.
        Keyword: EFL writing, Generative AI, ChatGPT

        Speakers: Linh Nguyen (Vietnam Maritime University), Dr Thu Nguyen (Vietnam Maritime University)
      • 3:00 PM
        The Effects of Mindmeister on Idea Generation in English Essay Writing: Empirical Evidence from High School Students 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        Using Information Communication Technology tools to enhance learners’ idea generation through the mindmap in English essay writing has widely been applied in many private Vietnamese institutions. Many teachers also use this method in their blended classes to help learners generate ideas in English essays and be more confident in their writing skill. This study aimed to examine how the MindMeister application influenced students on idea generation in English essay writing. In addition, it sought to find out how high school students perceived when they apply MindMeister application to generating ideas in English essay writing. To achieve the goal, the study was carried out with the participation of 60 students from grade 11 in a high school in Quang Ngai Province. These participants were experimental group. Three research instruments were employed including a writing test, a questionnaire, and an interview. The data were collected using mixed method: the quantitative data were obtained from a pre-test and post-test on idea generation whereas the qualitative ones were from a questionnaire and an interview. The collected data were analyzed in terms of descriptive statistics with the use of SPSS. The findings suggested that both idea generation skill in English essay writing and the number of ideas in English Essay in the experimental one improved after twelve weeks. As a consequence, the post-test of the experimental group increased significantly compared to the pre-test. Additionally, most participants held clear perceptions toward learning and improving their idea generation in English essays via the MindMeister application. Based on such findings, the researcher proposed several implications focusing on the teaching and learning of idea generation for high school students.
        Keywords: MindMeister application, mindmap, idea generation, English essay writing

        Speaker: Dung Nguyen (TRUONG THPT TRA BONG)
      • 3:00 PM
        The Impact of the Marketization of English on Parents' Attitudes toward Their Young Children Learning English 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        This study investigated the parents' attitudes towards students' English language learning under the impact of marketization of English at some Primary schools in Khoai Chau district, Hung Yen province. 115 parents and 4 leaders in primary schools participated in the research. The data for the study was collected by these instruments: survey questionnaires for parents and interview of 4 school leaders in the primary schools in Khoai Chau district, Hung Yen province. The research answers 3 questions: (1) How are your parents’ attitudes towards children’s learning English at primary schools? (2) What do private education companies use to marketize English to young children at primary schools? (3) What impacts do those strategies have on parents' attitudes towards students' English language learning? Results of the study showed that the parents expressed a general positive view about importance of early English language in Viet Nam contexts. It is stated that parents and schools have had some impacts by marketization of English in Hung yen context. The findings have implications for policy makers, early children educators, parents, primary English language teachers and general public .

        Speaker: Ms Đỗ Thị Huyền (Đại học Sư Phạm kỹ thuật Hưng yên)
      • 3:00 PM
        The Impacts of Infographic on EFL Students’ Paragraph Writing Performance 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        In Vietnam, writing is considered the most challenging skill by English as a Foreign Language (EFL) students. These students encounter various kinds of problems in their writing process, from generating ideas to revising their tasks. Previous studies reveal that infographics could bring students numerous benefits regarding their writing performance. The present study was conducted to examine the impacts of infographics on EFL students’ paragraph writing performance and investigate their attitudes toward using infographics in learning English writing. This research followed a mixed-method design, which lasted 15 weeks and was conducted with the participants of 80 EFL tenth-grade students in a high school context. Three research instruments namely the writing tests (pre-and post-test), questionnaires, and semi-structured interviews were employed in this study. The findings showed an improvement in EFL students’ paragraph writing performance after they had experienced the infographic. Moreover, the majority of EFL students also showed their highly positive attitudes towards using infographics in learning English writing. Finally, the suggested pedagogical implications of using infographics in learning English writing are hoped to contribute to the innovation of teaching writing in the context of high school in the Mekong Delta of Vietnam.

        Speakers: Nguyen Thi Thu Thao, Lieu Ngoc Kieu Yen
      • 3:00 PM
        The Role of ChatGPT in ESP Instruction: A Qualitative Analysis through Library Research 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        With the rapid growth of Artificial Intelligence (AI) technologies, ChatGPT emerges as a promising tool in language education. This paper endeavors to clarify the multifaceted contributions of ChatGPT to ESP instruction by focusing on its potential benefits, challenges and pedagogical implications. Library research is used to synthesize insights and identify key themes relevant to the integration of ChatGPT in ESP contexts through a review of scholarly literature in language learning, technology – enhanced instruction and ESP pedagogy from peer – reviewed articles, books as well as educational reports. Preliminary findings show that ChatGPT is a valuable tool for personalized language teaching which can enable learning experiences tailored for learners and allow learners to engage in authentic language usage relevant to their fields. Furthermore, ChatGPT can provide instant feedback and generate contextually appropriate responses for language practice and skill development. Nevertheless, challenges related to the integration of ChatGPT in ESP instruction such as accuracy, cultural sensitivity, ethical usage, interpersonal interaction and communicative competence all need careful consideration. Qualitative analysis is also used in this paper to investigate the potential role of ChatGPT in ESP pedagody which leads to further research on identified challenges as well as the integration of ChatGPT and ESP instruction.

        Speaker: Thi Dung Hanh Pham
      • 3:00 PM
        The Survey about High School Students' Attitude toward Their IELTS Learning 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        This study investigated the students' attitude towards their' English ielts learning at some high schools in Khoai Chau district, Hung Yen province. 115 grade 10 students in high schools participated in the research. The data for the study was collected by these instruments: survey questionnaires for students and interview of some students in high schools in Khoai Chau district, Hung Yen province. The research answers 3 questions: (1) How are your students’ attitude towards their learning English IELTS at high schools? (2) What impacts do students have on their attitude towards their learning English ielts ? Results of the study showed that the students expressed a general positive view about importance of early learning English ielts in Viet Nam contexts. It is stated that students and schools have had some impacts by university exam policies of Learning English ielts in Hung yen context. The findings have implications for policy makers, early children educators, parents, high school English language teachers and general public

        Speaker: Ms Đỗ Thị Huyền (Đại học Sư Phạm kỹ thuật Hưng yên)
      • 3:00 PM
        Tips to Help Students Overcome New Word Pronunciation Challenges 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        When it comes to pronouncing vocabulary, students find it hard to articulate and start to stutter every time they are asked to read. Learning how to pronounce new words at school tends to promote short-term memorization rather than long-term retention, as new words acquired through learning at school may be quickly forgotten when they are at home. Therefore, an introduction of IPA (International Phonetic Alphabet) to students at the beginning of the new school year is a must-teach. This system is quite difficult for students to understand when they are first introduced, so teachers have to make it explicit and simple by using some Vietnamese sounds, which are equivalent to the sound of IPA transcription systems for English. For instance, the sound /ə/ is equivalent to /ơ/ in Vietnamese. The pragmatic approach to aiding students in confronting the fear of pronouncing new words is that teachers only transcribe the variation of the sound, not all the sounds in a word. The word “television” is an example.
        ɪ ʒə
        For example: ˈTelevision
        When students are guided on how to transcribe new words and pronounce them by linking vowels to consonants, they begin to get involved in reading new words confidently and fluently.

        Speaker: Mr Khánh Luân Trần
      • 3:00 PM
        TNE Students’ Perceptions of Using Artificial Intelligence Technology in Speaking Skills 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        This study aims to examine the students' perspectives on the use of artificial intelligence (AI) to enhance 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 research design, including diaries and individual interviews, to achieve its objectives. Thematic analysis was implemented to discover the emerged themes in the written diaries. Subsequently, individual interviews were conducted with chosen students based on the identified themes. The data analysis revealed that Vietnamese students in the TNE program displayed a preference for utilizing AI tools to enhance their speaking skills due to the absence of teacher feedback. They were generally satisfied with using these AI technologies to practice their English. Nevertheless, 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 have 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.

        Speakers: Ms Thuỳ Linh Nguyễn, Thị Thuỳ Dương Nguyễn
      • 3:00 PM
        Towards Closing the Language and Culture Competences through Global Classroom 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        In the context of a globalized society, it is necessary to educate the young learners with both knowledge and soft skills. Global classroom allows students to gain international experiences without leaving country. It is a great opportunity to put their knowledge into practice. They can make short, virtual projects, learn about new cultures and gain incredible soft skills. In addition, global classoom will fill in the gap between language competences and culture understandings. This study investigates the impact of a global classroom on both enhancing English language competence and broadening foreign culture for students in EFL class and examines factors affecting students’ competences , motivation and global mindset among junior students. Specifically, 34 students took part in analyzing data.The author used experimental research with a control group( class A1) and an experimental group( class A2). The results indicated that students participated in the global classroom express multipculture associated with soft skills , along with high collaborative work, holding their desire international joinings. By interacting with peers from other countries and participating in collaborative projects, students may become more aware of diverse career opportunities and gain insights into the skills and competencies required for global classroom.

        Keywords: Junior students, global classroom, culture , language competence

        Speaker: Mrs Dung Le (Than Nhan Trung Secondary School)
      • 3:00 PM
        TWEE - a Powerful Tweaking Tool for English Language Teachers 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        In the realm of English language education, technology has become an essential component of instructional practices, providing innovative methods to enhance teaching and learning. This abstract looks at TWEE, a versatile and effective adjusting tool built exclusively for English language teachers.
        TWEE is a software application designed to satisfy the specific demands of language educators, offering them a comprehensive toolkit for improving educational materials and classroom activities. The study describes how TWEE empowers 50 English language teachers to adjust and refine instructional resources, such as creating questions for any YouTube video in just a few seconds, generating dialogues, stories, letters or articles on any topic and for any level, quickly creating multiple choice questions, open questions, and True/False statements, brainstorming vocabulary related to the topic and create fill-in-the-gap and open-the-brackets exercises, and multimedia content to optimize student engagement and comprehension. This research also delves into TWEE's features and functions, emphasizing its usefulness in altering and customizing language content for a wide range of learner needs and skill levels.

        Key words: Tweaking, adjusting, instructional resources, optimize, generating

        Speaker: Mai Doan Le (Gang Thep High School)
      • 3:00 PM
        Understanding the Barriers to Proficiency: A Mixed-Methods Approach of Freshman English Majors’ Experiences with Pronunciation 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        Pronunciation skills are fundamental for effective communication and successful language acquisition. However, freshman English majors often struggle to master English pronunciation. Using a mixed-methods approach, this study combines quantitative analysis of surveys with qualitative data from interviews to examine the obstacles that freshman English majors encounter while trying to master English pronunciation, recognizing the importance of strong pronunciation skills for effective communication and language acquisition. Through semi-structured interview and surveys, the research will explore into the personalized learning experiences of freshman English majors with pronunciation. The study will investigate student perspectives on the specific difficulties they encounter, their engagement with current teaching methods in pronunciation classes, and any factors they perceive as hindering their progress. By analyzing the rich qualitative data collected from these interviews and quantitative data from surveys, the research aims to identify key themes and factors impacting pronunciation acquisition among this student population. These insights will be used to develop targeted pedagogical approaches that cater to the specific needs of freshman English majors. Ultimately, the goal is to enhance pronunciation skills, foster greater confidence in spoken English and cultivate a more supportive and effective learning environment for pronunciation acquisition.

        Speakers: Trang Trần (Ho Chi Minh City Open University), Mr Duy Nguyễn Vũ Anh (Van Hien University), Ms Liễu Đinh Trần Thúy (Ho Chi Minh City Open University)
      • 3:00 PM
        Unlocking Teaching Practice though Self-Reflection: An Insight from Pre-Service Teachers 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        Being a future teacher, a pre-service teacher needs practicing using different approaches, methods as well as techniques so that s/he can succeed in her/ his teaching career later on. It is a fact that pre-service teachers are often curious about what they have just done, whether it is good enough or not, what points they should improve for the next lesson. During teaching practice, a class of 30-gifted students has been required to reflect their own teaching via looking back the photos or videos, reading feedback checklist and comments from the teacher and classmates and then writing self-reflection. This action research aims to explore the effect of self-reflection on pre-service teachers, which focuses on answering the question “What do pre-service teachers’ perceptions on self-refection?”. A survey questionnaire, observation checklist, self-reflection and interviews have been used to collect the data. The results show that pre-service teachers are aware of the significance of self-reflection in teaching practice and have positive attitude in using self-reflection in the future. In accordance with the findings, some pedagogical implications have been suggested about using self-reflection to promote teachers’ teaching career, contributing to enhance the quality of teacher professional development.
        Key words: pre-service teachers, self-reflection, professional development

        Speaker: Nguyen Dang (Vinh University)
      • 3:00 PM
        Using AI Tools to Facilitate Students' Process of acquiring Vocabulary 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        Yen bai, located in the North West of Vietnam, is a mountainous province where a majority of the students seem to demonstrate low motivation towards English learning, especially vocabulary expansion. In this action research project, the authors have utilised some AI tools (Chat GPT, Magic School, Canva) to optimize students’ vocabulary learning efficiency. In other words, students are given the opportunities to learn and memorize vocabulary in a more enjoyable, meaningful and convenient manner. The research was conducted during the first semester of the academic year 2023-2024 and involved the voluntary participation of 180 tenth-grade students from Nguyen Hue Upper Secondary School and Hoang Quoc Viet High School. The authors have combined ChatGPT, Magic School, and Canva to create educational video clips (encoded with QR codes) in which students are provided with not only pronunciation, illustrated images and contextual meanings of the words but also specific examples to facilitate easier memorization. To measure the effectiveness and feasibility of the research project, three instruments were employed: pre and post vocabulary tests, and student feedback surveys on the vocabulary learning video clips. The obtained results have proved that the video clips created by AI tools have helped students remember more words, and students have shown greater interest in learning vocabulary. Hopefully, this research will be helpful to other schools and educational institutions.
        Keywords: AI tools, Chat GPT, Magic School, Canva, motivation, memorization, vocabulary learning video clips.

        Speakers: Ms Huong Tran, Ms Hang Nguyen
      • 3:00 PM
        Using AI Tools to Improve Students’ Speaking Skills 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        One of the major problems in teaching speaking skills is the lack of practice outside the classroom. This study focuses on the use of AI Tools to create an English-speaking environment for students. The research was conducted during 10 weeks among 48 first-year students at University of Economics and Business, Vietnam National University, Hanoi. They were asked to use FLOW Speak and Talkpal AI to practice speaking at home, and they had to take photos of their progresses as shown on the applications or websites. The data were collected by means of students' interviews, document analysis of their pictures and comparisons of test results. The findings show that the incorporation of AI tools motivates students to speak English more and improves their fluency as well as confidence.

        Speaker: Ms Hanh Nguyen (University of Languages and International Studies)
      • 3:00 PM
        Using Chat GPT in the Writing of the Undergraduate Research Thesis: A Case Study 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        The introduction of Chat GPT as a learning tool, is not without its controversy in the area of writing. Chat GPT assists students to improve their writing by analyzing basic compositional functions: grammar, punctuation, spelling, vocabulary, and sentence structure. However, teachers have concerns about the misuse of Chat GPT. The blatant and willful use of Chat GPT, without conducting the research or knowing how to edit. Teachers are at-a-lost as to how to control plagiarism, how to teach editing, and teach critical thinking skills, that scientific research demands.
        This case study analyzed the use of Chat GPT with two groups of three undergraduate fourth-year students. The experimental group was instructed in the use of Chat GPT to improve the following sections of the undergraduate research thesis: (Abstract, Introduction, Literature Review, and Conclusion). The control group did not receive Chat GPT instruction, nor did they use Chat GPT to revise their thesis.
        The presenters will provide examples and analysis on: 1. The advantages of writing the undergraduate thesis using and not using Chat GPT. 2. How to deal with plagiarism. 3. Examples of editing by both groups. 4. What sections were improved with the use of Chat GPT. The presenters will share the students’ reflections on the use of Chat GPT. The presenters will also provide strategies on how to instruct students on the ethics of using AI tools, and the merits of critical thinking skills.

        Speaker: Thi Minh Phuong Nguyen
      • 3:00 PM
        Using Formative AI to Organize TESOL Classroom Activities 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        The advancement of AI has helped to liven up the classroom atmosphere for digital native students. This research focuses on the use of the website www.formative.com to create and organize TESOL activities. The study was conducted during 10 weeks among 45 first-year students of University of Economics and Business, Vietnam National University, Hanoi. The results were obtained from the teacher’s classroom observation, as well as students’ assignments and written feedback. The research points out that Formative AI is useful for teaching English since it can generate interactive contents and tailored learning options which motivate students to participate more in the lessons.

        Speaker: Hanh Nguyen
      • 3:00 PM
        Using Machine Translation in English-Vietnamese Translation: Perspectives from English-Vietnamese Translation Major Students 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        This qualitative research, involving 15 English-Vietnamese translation majors, utilizes interviews to investigate how students use Machine Translation (MT) tools. The study is motivated by the need to gain practical insights and reflections on current translation training trends. It meticulously examines various MT tools, emphasizing the necessity of a thoughtful approach within training programs. While Google Translate remains prevalent, exploration of alternatives like ChatGPT reveals a changing tech landscape, emphasizing the necessity for a delicate tool balance. The benefits include efficient handling of extensive texts and the introduction of novel translation approaches. However, a critical perspective underscores the importance of nuanced language understanding to prevent oversimplification of translation. The study also addresses challenges, such as idiomatic expressions and tool limitations, emphasizing the pivotal role of training programs in addressing issues, educating users, and enhancing tools. In conclusion, the research advocates for an educational shift, urging programs to foster critical thinking. The challenges articulated by students not only contribute to the academic discourse but also serve as a guide for collaborations between academia and industry, thereby better preparing students for the evolving tech landscape.

        Speaker: Phuong Tran (ENGLISH FACULTY, HUE UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES)
      • 3:00 PM
        Using Project-Based Teaching to Enhance Students’ Speaking Skills 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        The present study entitled “Using Project-based teaching to enhance students’ speaking skills” was conducted to address two issues: exploring the students’ attitudes toward the implementation of Project-based teaching in their English lessons and the impacts of using Project-based teaching on students’ English speaking. The instruments employed for data collection and analysis of the study included two tests, a questionnaire and an interview with six students. Research findings showed that the students had positive attitudes towards the use of Project-based teaching in their English lessons. It also revealed that Project-based teaching was beneficial to help students improve their language competencies. Based on the findings, some implications would be suggested for both the teacher and the students. With all this information, this study is expected to be significant to both teachers and students in teaching and learning English speaking skills.
        Keywords: Project-based teaching, speaking skills, language competencies

        Speaker: Nguyen Duyen
      • 3:00 PM
        Using Quizlet as Blended Learning in English Classroom in A Rural Area 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        Blended learning, an educational approach that combines traditional face-to-face instruction with online learning activities and resources, integrates various learning modalities such as in-person lectures, group discussions, digital simulations, and interactive online content. Quizlet, an online learning platform, provides a diverse array of study tools and resources for students and educators. This study aims to investigate the impact of implementing Quizlet as a component of the blended learning approach in a rural high school setting in Vietnam. The participants consisted of two groups of students from the author’s school. Throughout the trial, the treatment group experienced blended learning lessons incorporating Quizlet, while the control group did not. Pre-tests and post-tests were administered to evaluate learners' language competencies. Following the experiment, the post-test results indicated elevated levels of language competence among participants in the treatment group compared to the control group. These findings suggest that students exposed to blended learning lessons supplemented with Quizlet exhibit superior learning outcomes.

        Speaker: Thuy Tran
      • 3:00 PM
        Utilizing Flipgrid App to Improve 10 Graders' Pronunciation at My Hao High School 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        The purpose of this study was to see if the video discussion and sharing app Flipgrid could help students improve their pronunciation skills. This was an action research experiment undertaken in an English class to see if using Flipgrid may assist students in improving their pronunciation. Forty students from a class at a high school in Hung Yen were chosen to participate in the study in order to achieve this goal. All participants were from class 10A5, had the same linguistic background, and were taught by the same teacher. The two data-gathering instruments are the class observation and the questionnaire. The teaching strategy was divided into two periods. The first eight weeks were used for the pronunciation of sound clusters; and the other eight weeks, the second period, were for practising the stress of words.
        This study investigated the effects of using Flipgrid for intermediate students in a 10th grade group and their attitude towards this app. From the results of 8-week practice concerning the themes of language and looking back at parts of the textbook 10 and questionnaire answer analysis, it is obvious that the use of Flipgrid in practising pronunciation with 10th grade students is really effective. Additionally, almost all the participants and respondents agreed on some advantages of Flipgrid, such as encouraging confidence and self-study, creating chance for students to record and listen to their own voice, which made students feel interested and relaxed when studying.

        Speaker: Ms Thi Ngung Nguyen (My Hao High School)
      • 3:00 PM
        Utilizing Websites and Applications in Improving English Grammar Competencies for High School Students 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        With a view to increasing high school students' understanding and application of English grammar rules, the research aimed to seek the answers to the two questions: (1) To what extent do websites and applications boost high school students’ capacity of using English grammar? (2) What are high school students’ attitudes toward those websites and applications? To find the answers to the above questions, a quasi-experimental research was carried out. The subjects of the study, 160 students in Hai Duong Province in Viet Nam were divided into two groups, one assigned as the control group that received the traditional teaching method and the other constituting the experimental group that was asked to spend time practicing English through some websites and apps namely Learn English Grammar, Johnny Grammar Word Challenge, English Grammar Book, Grammar Express Super Edition, English Grammar Exercises, Oxford Grammar and Punctuation, and et al. To find out the results a mixed-method approach was employed, combining quantitative analysis of pre- and post-assessment scores with qualitative data gathered through a post-course questionnaire.
        The data analysis reveals that the above applications and websites assist high school students to master English grammar and study English with higher motivation. What is more, the students make a lot of progress in studying English, resulting in their having a good command of four English skills. Some pedagogical implications are also mentioned, so other language teachers should make full use of Information Technology when teaching English to their students.

        Speaker: Ms Thi Thuy Pham (Teacher of English)
      • 3:00 PM
        VietTESOL Massive Open Online Courses (VMOOCS): Valuable Professional Development Opportunities for Teachers 45m B1-12A [Zone 3]

        B1-12A [Zone 3]

        UEH

        VMOOCs (VietTESOL Massive Open Online Courses) is a professional development group of VietTESOL, established in 2021 with the mission of providing facilitated MOOCs (Massive Open Online Courses) to VietTESOL members. To date, eight VMOOCs have been successfully conducted, each attracting an average of 500-700 participants, notably with the first course boasting over 1000 registered enrollees. These VMOOCs are adapted from relevant courses within the OPEN (Online Professional English Network) program sponsored by the US Department of State, selected based on the needs analysis of VietTESOL members.

        The organizing team and key members of VMOOCs are accomplished alumni of the OPEN program, driven by a shared commitment to fostering a vibrant teaching and learning community.

        At VietTESOL International Convention 2024, a brief overview of VMOOCs development process, from planning, staffing, quality management, facilitator and participant recruitment, as well as implementation and evaluation will be presented.

        Additionally, the VMOOCs organizing team will share valuable insights gained from delivering effective online courses, highlighting enhancements made in content, assessment, support services, interaction, engagement, and collaboration opportunities.

        Speakers: Tram Nguyen (VietTESOL Association), Binh Nguyen, Huong Nguyen (VietTESOL Association), Quynh Da Huong Nguyen (Amazing YOU), Thinh Nguyen (Ha Long University)
      • 3:00 PM
        Vocabulary Demand of an EFL Textbook and Secondary School Students’ Lexical Knowledge 45m B1-12A [Zone 2]

        B1-12A [Zone 2]

        UEH

        Looking at textbook evaluation from a corpus linguistics perspective, this study examined the vocabulary in an international EFL textbook currently in use at a secondary school in Hanoi, Vietnam and measured the vocabulary knowledge of 150 high school students who were using this book in their English course. The corpus analysis showed that 2,000 word-families and 3,000 word-families were needed to reach 93% and 97% of the whole textbook corpus, respectively. Scores on Webb, Sasao, and Ballance’s (2017) Updated Vocabulary Levels Test revealed that the majority of the students had already mastered only the most frequent 1,000, but not the and 2,000 and 3,000 words, and thus would only be able to achieve adequate comprehension of the texts with the help of teachers.

        Speaker: Giang Nguyen Hoang
      • 3:00 PM
        “What Do We Do with AI?”: Perspectives of Pre-Service Teachers 45m B1-12A [Zone 1]

        B1-12A [Zone 1]

        UEH

        Artificial Intelligence (AI) has been widely utilized these days by not only students but also teachers. For pre-service teachers, they are playing the role of a student and a future teacher, so the question is that what they are doing with AI as a student and what they are preparing for their own career with the help of AI. The study aims to answer those two research questions. A survey questionnaire, followed by interviews have been used to collect the data. 176 pre-service students have already taken part in the study. The results show that pre-service teachers have frequently used AI for their own learning and future teaching with some common functions such as getting the suggestions for teachers’ questions, paraphrasing, getting teaching ideas or prompts, creating images, checking writing, designing tests, etc. In light of the findings, some pedagogical implications have been suggested about using AI to promote pre-service teachers’ learning and future teaching, contributing to enhance the quality of English teaching and learning.
        Key words: pre-service teachers, AI, functions, English teaching and learning

        Speaker: Nguyen Dang (Vinh University)
    • 3:00 PM 3:45 PM
      Tea Break 45m B1-12A

      B1-12A

      UEH

      279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City
    • 3:00 PM 3:45 PM
      Technology Fair B1-12A [Zone 4]

      B1-12A [Zone 4]

      UEH

      279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City
      • 3:00 PM
        Analyzing the CEFR of Vocabulary and Rewording Appropriately 45m

        The Common European Framework of Reference for Languages (CEFR) is an international standard for describing language ability. It describes language ability on a six-point scale, from A1 for beginners, up to C2 for those who have mastered a language. This makes it easy for anyone involved in language teaching and testing, such as teachers or learners, to see the level of different qualifications. It also means that employers and educational institutions can easily compare our qualifications to other exams in their country.
        Therefore, when teaching and testing English, teachers need to be sure of the outcome level. They must adopt the language appropriately based on the learners’ ability. Otherwise, students may get bored while learning things that are too simple or suffer from stress when not comprehending complicated contexts.
        Using different tools or websites to analyze and reword sentences or passages is a practical solution for both teachers and learners. The paper offers some ways to analyze language and rephrase the text easily and effectively by using some websites, namely: https://www.englishprofile.org/, https://rewordify.com/, https://www.ref-n-write.com/paraphrasing-tool/. It also facilitates how to do it with the help of AI, especially ChatGPT. In addition, the paper provides some sources of information based on A2- C1 scales for reference to syllabus designers, test developers, and material writers. Teachers may also utilize and adapt them for their own classrooms while learners can use them to improve their vocabulary and practice writing skills.
        Key words: analyze the CEFR, reword, websites

        Speaker: Ms Bích Huệ Hoàng Thị (participant)
      • 3:00 PM
        Capcut's Text-to-Speech Technology in English Education 45m

        In modern language teaching, the incorporation of technology has become critical for creating meaningful and engaging learning experiences, particularly for second-language learners. As Santos (2019) correctly asserts, employing technology as a teaching tool is critical for keeping students motivated and interested outside of the classroom. This abstract highlights the integration of Capcut's text-to-speech technology into English education, emphasizing its significance in enhancing learning experiences for students. In areas where access to foreign language educators is limited, especially in underserved areas, innovative tools like Capcut bridge the gap by offering authentic listening sources.

        Furthermore, in this technology fair, the author will showcase a complete overview of the literature and practical examples, demonstrating how Capcut text-to-speech improves language acquisition by aiding listening comprehension, vocabulary development, and pronunciation practice. It examines the role of Capcut in fostering interactive learning environments, enabling educators to assign engaging homework and reinforce language skills through multimedia content.

        By empowering students to develop proficiency in all four language skills—listening, speaking, reading, and writing—Capcut text-to-speech emerges as a promising solution to bridge the gap in English education and promote inclusivity in language learning.

        Speaker: Mrs Hue Pham Thi
      • 3:00 PM
        Corpus versus AI Tools for Enhancing Natural Collocations in Student Vocabulary Practice 45m

        Mastering idiomatic collocations is necessary for English-major students striving towards fluency and proficiency (Sinclair, 1991; Nation, 2001; Durrant & Schmitt, 2010). The Corpus of Contemporary American English (COCA) serves as a suitable tool in this pursuit, offering educators and students a wide array of resources for honing their language skills. Set within the dynamic environment of a Technology Fair, this presentation will demonstrate the multifaceted features of COCA and its potential in fostering idiomatic expressions. Attendees will explore six distinct methods of leveraging COCA’s vast database, ranging from pinpoint searches for phrases and strings to comprehensive text analyses. Emphasis will be placed on using COCA in activities that help generate idiomatic collocations, thereby enhancing students’ lexical repertoire. Additionally, insights will be shared on designing vocabulary activities that facilitate the cultivation of word phrases and collocations. Furthermore, this presentation will include a comparative analysis of COCA with available AI tools, specifically ChatGPT, evaluating their effectiveness and recommending optimal strategies for language instruction.

        Speakers: Thi Hong Ha Nguyen (Hue University of Foreign Languages and International Studies), Van An Nguyen Thi (Hue University of Foreign languages and International Studies)
      • 3:00 PM
        Embracing Innovation: The Impact of New Technologies on High School Testing and Assessment 45m

        The landscape of testing and assessment in high school is undergoing a profound transformation fueled by the integration of cutting-edge technologies. This abstract explores the burgeoning advancements that are reshaping how educators evaluate student progress and learning outcomes.
        There are digital platforms leveraging artificial intelligence (AI) algorithms to create adaptive and personalized assessment experiences. These platforms dynamically adjust questions based on students' responses, providing instant feedback and tailoring the assessment to individual learning needs.
        The emergence of virtual reality (VR) and augmented reality (AR) technologies introduces immersive assessment possibilities. Students can now step into virtual environments to apply knowledge in simulated real-world scenarios, enhancing their problem-solving and critical-thinking skills.
        Furthermore, the utilization of data analytics offers educators invaluable insights into student performance trends. Predictive analytics algorithms identify potential areas of struggle early on, enabling timely interventions to support student success. This approach empowers educators to make informed decisions regarding curriculum design and individualized learning paths.
        Online testing platforms have become indispensable tools which provide flexibility and accessibility, allowing students to undertake assessments from any location. High-stakes exams can now be securely administered online, removing geographical barriers and streamlining the assessment process.
        In conclusion, the integration of AI, VR, AR, and data analytics is revolutionizing high school testing and assessment. These technologies hold the promise of personalized learning experiences, enhanced critical skills development, and valuable insights for educators, ultimately empowering students to reach their full potential.

        Speaker: Phan Thái Thị Lệ Thu
      • 3:00 PM
        Enhancing Learner Autonomy Through the Utilization of Edpuzzle for Video-Based Teaching 45m

        In contemporary language education, catering to individual learning styles is paramount, necessitating the cultivation of learner autonomy (LA). The concept of LA, deeply rooted in self-directed learning, has gained prominence in recent years. Learners are increasingly recognized for their capacity for detachment, critical reflection, and decision-making (Xhaferi and Xhaferi, 2011). Empowering students to take ownership of their learning journey fosters a sense of purpose and relevance, ultimately nurturing a positive attitude towards learning.
        To foster learner autonomy, educators must curate enriching learning environments. Utilizing multimedia resources such as video content has emerged as an effective strategy in this endeavor (Vural, 2013). Video materials not only facilitate self-discovery but also inspire learners to explore independently. Edpuzzle, a versatile web-based tool, offers educators the opportunity to seamlessly integrate interactive elements into online videos.
        In this technology fair, the author will showcase the potential of Edpuzzle in enhancing learner autonomy through video-based teaching. Attendees will be guided through the process of leveraging video sources via Edpuzzle, including video creation and the incorporation of comprehension questions. Furthermore, participants will receive practical instruction on establishing virtual classrooms, assigning tasks, and monitoring learner progress.

        Speaker: Tra Luong (VietTesol)
      • 3:00 PM
        Incorporating Different Artificial Intelligence Powered Tools to Generate Well-Written, Visually Stunning and Time-Saving Educational Materials 45m

        The recent decade has witnessed the rise of multiple Artificial Intelligence (hereinafter AI) powered tools in education, with the mission of alleviating the teacher’s workload and enhancing the students’ learning experience. However, this results in a problem: There are too many tools out there. Which one is the best and the best for which specific purposes? From the speakers’ experiences as an English language teacher and an online material developer, we discover that it is the combination of different AI-powered tools: one for content development, one for automatic quiz generators, and one for making visual aids that will bring the finest materials. In the upcoming tech fair, we are eager to share our step-by-step guidelines to incorporate four main AI tools that can well support Vietnamese K-12 teachers. These are ChatGPT, Magic School, Canva-AI, and Quizzi-AI. Within five simple steps, participants will learn (1) the main strength of each AI tool, (2) how to ask AI tools detailed questions to generate the best possible output, and (3) the sequence to use the AI tools to successfully create worksheets and quizzes. After the presentation, English language teachers can obtain new knowledge and skills of using AI to produce high-quality educational materials in a short period of time.

        Speakers: Ms Lan Ngoc Pham, Ms Hong Minh Nguyen
      • 3:00 PM
        Innovative Learning Material and Test Designs with ChatGPT 45m

        The integration of artificial intelligence (AI) into educational practices is revolutionizing teaching methodologies and assessment strategies. This paper explores the utilization of ChatGPT, an advanced AI language model developed by OpenAI, to create dynamic learning materials and innovative test designs in language education. Our study is structured into two sections: theoretical aspects and practical applications of employing ChatGPT in language education.
        In the theoretical section, we discuss ChatGPT’s technical capabilities, emphasizing its ability to generate human-like text, which is crucial for creating context-rich educational content. Practical implementations include developing conversational exercises that simulate real-life interactions, thus better preparing students for practical language usage. Furthermore, the role of ChatGPT in test design is examined, demonstrating how AI can assist in creating diverse question types that align with learning objectives and cater to different proficiency levels.
        In the practical section, we detail how ChatGPT is used to create tests with various types of questions that are appropriate for students' learning levels and the curriculum's goals. We illustrate how to to create dynamic learning materials effectively to meet curriculum requirements using ChatGPT and discuss how ChatGPT suppors teachers in assessing student performance.
        Overall, this paper aims to provide educators and practitioners with a comprehensive understanding of how AI, particularly ChatGPT, can be seamlessly integrated into language education to enhance learning experiences and assess student performance effectively.
        Key words: ChatGPT, learning materials, test designs

        Speakers: Ms Bích Huệ Hoàng Thị (participant), Ms Thu Phượng Nguyễn Thị (participant)
      • 3:00 PM
        To Plan or Not to Plan: AI Makes the Question Obsolete with Twinkl's ARI 45m

        In the rapidly evolving landscape of educational technology, artificial intelligence (AI) is transforming how educators approach lesson planning and resource creation. This presentation delves into the innovative capabilities of ARI, an AI system integrated into Twinkl’s suite of digital resources. ARI empowers educators to effortlessly create customized lesson plans, worksheets, and assessments tailored to diverse educational needs. Utilizing AI-driven prompts and filters—such as Planning, Writing, Quizzes and Assessment, In-class Tools, Teacher Admin, and more—educators can enhance their methodologies with unprecedented precision and creativity. Each prompt activates intuitive pop-ups, guiding users through a streamlined and flexible content creation process. The materials generated are downloadable and editable, facilitating continuous adaptation to specific learning units and student needs. Set in a technology-equipped environment at a TESOL conference, this demonstration will offer hands-on experiences with ARI’s functionality. Participants will engage in interactive explorations, from generating supportive classroom materials to innovative applications for leadership and teacher support. Furthermore, this session will discuss how Twinkl, a globally trusted UK-based educational publisher serving over 14 million professionals across more than 200 countries, utilizes AI to significantly enhance the educational experience. This integration demonstrates the extensive reach and impact of Twinkl’s resources, propelling educational practices into a new era of digital innovation.

        Speaker: Trương Thị Thu Trang (Thai Binh Duong University, Nha Trang)
      • 3:00 PM
        Using AI Technologies to Enhance Grade 10 Students' Vocabulary 45m

        This study explores a multimedia approach to enhance vocabulary acquisition in educational settings through the integration of AI technologies - Copilot (C) and Speechelo (S) to create talking flashcards with a view to enhancing traditional Flashcards (F) in educational settings. Copilot generates visual representations of vocabulary collected from Global Success 10, reinforcing word meanings and contextualizing concepts. Speechelo converts texts into spoken language, catering to auditory learners and facilitating comprehension through multi-modal input. Using a mixed-methods approach, the study combines quantitative analysis of vocabulary retention rates with qualitative feedback from students. Pre- and post-assessments measure the multimedia intervention's impact on vocabulary acquisition. Results demonstrate significant improvements in vocabulary retention and comprehension among students exposed to the multimedia materials. Qualitative feedback emphasizes heightened engagement and enthusiasm. By integrating AI technologies with traditional methods, this research presents a promising approach to enhancing vocabulary acquisition in Grade 10 English classrooms. It provides a dynamic platform for students to develop essential language skills, advancing innovative pedagogical practices for academic success and lifelong learning.
        Keywords: Multimedia approach, AI technologies, Copilot, Speechelo, Flashcards

        Speaker: Linh Vu
      • 3:00 PM
        Using An Effective Digital Tool in ELT Mixed-Classroom 45m

        Teaching English in the 21st century requires a strong foundation of digital skills. Many ELT teachers have amassed a vast toolbox of digital tools to support their classes. As an educational technology expert like Frederik deHaan reminds us, "The best technology is the teacher." This means that the best teacher knows the best tool to use to support their work. This session aims to share practical experience with all participants on differentiating lessons to cater to the needs of mixed-level classrooms in the ELT context. Dffit will be used as a demonstration tool, and participants will have a chance to share their experiences of using the tool to adapt it to their classrooms. By the end of the session, participants will gain valuable insights to improve their lessons for mixed-level classrooms and learn strategies to support slower learners. The speaker will also share experiences using Diffit to support a mixed-level class in Cambodia, providing participants with a unique perspective on student needs in Cambodia to compare to their own classrooms.

        Speaker: Dara Heng (The Global Child Organization)
      • 3:00 PM
        Using Canva App to Enhance Speaking Skill for Ha Thuong Primary Pupils 45m

        Hà Thượng is a mountainous commune of Đại Từ District, Thái Nguyên Province. Hence, ethnic minority pupils lack of English speaking environment. Canva App helps them to have a chance to enlarge their speaking skill when they talk with AI Presenters via D-ID AI Presenters being connected with Canva App. Teachers have explored advantages of Canva as an online teaching tool which helps them to convert text to speech as well as picking a presenter or uploading your own, adding your text and our plug-in will generate an AI presenter in moments. The aim of the research is to find out the effectiveness of applying Canva App to improve speaking skill for primary pupils. The study was conducted in the second semester among 30 fifth-graders at Hà Thượng Primary School in Ha Thuong Commune, Dai Tu District, Thai Nguyen Province. The results were obtained from the teacher’s observation and a questionnaire which participants were asked to fill in after 5 months. The study indicates that applying Canva App is necessary for teaching speaking skill because of encouraging pupils to speaking more English fluently and naturally.
        Keywords: English speaking skill, Canva, D-ID AI Presenters, research

        Speaker: Van Anh Duong Thi (Ha Thuong Primary School)
    • 3:45 PM 3:55 PM
      Transition Time 10m
    • 3:55 PM 4:25 PM
      Parallel Oral Presentations: 04
      • 3:55 PM
        An Investigation into Foreign Language Speaking Anxiety in English Classrooms at Tertiary Level 30m B1-806

        B1-806

        UEH

        Nowadays, learning a foreign language is very important, especially English; it becomes one of the most important languages for people to communicate in the global. Students are required to be able to use this language well to meet the requirements and expectations of both institutions and society. However, it is not really easy for all of them to communicate English fluently after graduation. The aim of this study is to investigate the levels of foreign language speaking anxiety (FLSA) and find out the factors causing FLSA in English classrooms at Yersin University of Dalat, Vietnam (Henceforth called YUD). The study employed quantitative and qualitative research design. 5 English teachers and 200 non-English majored students of YUD participated in the study. The instruments used for data collection were the questionnaire and the semi-structured interview. For analyzing the collected data, content analysis and descriptive statistics were used. The findings of the study revealed that students experienced a high level of FLSA and six major factors that caused FLSA were teachers’ manner, lack of language knowledge, lack of confidence, preparation, and feeling of shyness, fear of negative attitudes, inability to express idea factor, and fear of making mistakes.

        Speaker: Tien Dang (Ngoc Cat)
      • 3:55 PM
        Embracing Media and Information Literacy in Teaching L2 Reading: Towards Strong Readers in the AI Era 30m B1-802

        B1-802

        UEH

        As we enter the AI era, with the prevailing of digital information in English, Generation Z learners must not only read for information but also critically evaluate diverse media messages. This paper proposes that current foci of teaching L2 reading skills such as understanding specific details, main ideas, and vocabulary in context, are essential but insufficient. They do not fully equip L2 readers with the critical thinking skills necessary to advance in English reading and engage with the world. Grounded on a design thinking approach, this study employs a concurrent transformative mixed method research design, incorporating in-depth interviews and survey questionnaires. It explores the reading needs and challenges of secondary and high school students and examines the teaching practices and motivational strategies used by English teachers. The findings indicate a significant deficiency in media and information literacy skills among students, underscoring an urgent need for teaching reading methodologies that promote both safe exploration of information and access to credible sources for personal and academic development. The paper discusses the creation of prototypes that integrate media and information literacy into teaching L2 reading skills , aiming to develop proficient, motivated, and critically engaged readers. This shift is a vital step to help L2 students move from learning to read to reading to learn, empowering them to independently and effectively navigate and interpret the information in English.

        Speaker: Dr Huong Quynh Tran (Hanoi National University of Education)
      • 3:55 PM
        Exploring Technology-Enhanced Testing and Assessment in English Language Education 30m B1-707

        B1-707

        UEH

        In the ever-evolving landscape of English language education, the integration of technology into testing and assessment practices has emerged as a promising avenue for enhancing the efficacy and efficiency of evaluation processes. This study aims to investigate the utilization of Technology-Enhanced Testing and Assessment (TETA) within the Vietnamese context, addressing potential research gaps and offering insights for future exploration.

        Drawing upon a diverse sample of language educators and learners, this research examines the current state of TETA implementation in Vietnam, focusing on the utilization of digital tools and platforms for both formative and summative assessment purposes. Data collection methods include surveys, interviews, and classroom observations, allowing for a comprehensive analysis of the challenges, opportunities, and emerging trends in TETA adoption.

        Preliminary findings suggest a growing interest in TETA among educators, driven by its potential to provide timely feedback, support differentiated instruction, and accommodate diverse learner needs. However, notable gaps exist in terms of pedagogical training, infrastructure support, and assessment validity assurance.

        Based on the findings, this study offers suggestions for enhancing TETA integration in Vietnamese English language classrooms, including targeted professional development initiatives, infrastructure investments, and collaboration opportunities among stakeholders. By addressing these recommendations, educators and policymakers can harness the transformative potential of technology to promote more equitable and effective language learning outcomes in Vietnam.

        Speaker: Hanh Nguyen (Hanoi National University of Education)
      • 3:55 PM
        Flipped Learning in a Linguistics Classroom for Pre-Service Teachers: A Proposed Pattern and Learners’ Perspectives 30m B1-805

        B1-805

        UEH

        Flipped learning commonly refers to a pedagogical approach aiming to promote active learning, thus giving learners the chance to generate their own knowledge. This paper aims to propose a pattern with concrete steps for employing flipped learning in a linguistic classroom at a university in central Vietnam. Besides, learners’ perspectives regarded the employment of the flipped learning pattern are explored through a survey with both closed- and open-ended questions. The paper is expected to display learners’ feedback regarding the benefits gained and the challenges encountered with flipped classrooms, and thus suggest the issues that should be considered to optimize the application of flipped learning in language classrooms in general and linguistics classrooms in particular.

        Speakers: Mr Loc Le Huu (Foreign Languages Department, Quy Nhon University), Ms Nhung Huynh Thi Cam (Foreign Languages Department, Quy Nhon University)
      • 3:55 PM
        Improving Students’ Speaking Skill and Participation through Interactive Activities 30m B1-803

        B1-803

        UEH

        English is not only a complusory subject at high school but also a means of communication for students to become global citizens. Therefore, teachers have been trying to innovate their lessons to ensure that their students will be good at both lexical items and four macro skills. These are also requirements of the new National Curriculum of gaining characteristics and competence, especially communicative competence. The aim of this experience is to suggest some ways to improve students’ speaking skills as well as their active participation in the lessons. An experiment was carried out among eighty-seven high school students from two classes. They answered the survey and questionnaires before and after the experiment. The survey was desinged with the same content (before and after experiment) to assess the students’ participation. The pre-questionnaire and the post-questionnaires were designed with different content to assign the learners’ active participation in activities before and after applying interactive activities. To access students’ improvement of speaking skill, students’ oral tests which were about the same topics were recorded before and after application.
        During the experiment, two these groups were taught with interactive activites. The data indicated that the groups obtained better results in active engagement and speaking skill after applying interactive activities. Based on the research findings, implications for English language teachers and students were also proposed.

        Speaker: Thanh Duong
      • 3:55 PM
        Portfolios in an EMI Academic Writing Course for Korean EFL Graduate Students 30m B1-708

        B1-708

        UEH

        Portfolios have been utilized in the teaching and learning of English of speakers of other languages as a tool for process-based writing and as an alternative for traditional assessment (Burner, 2014). A portfolio is commonly referred to as a dossier which enables learners to engage in self-directed learning through self-reflection (Lam, 2020). While extensive research has been conducted on the implementation of portfolios in EFL writing, limited attention has been given to their use for graduate students in a Korean EFL (English as a foreign language) EMI (English-mediated instruction) context. This study aims to address this gap by examining portfolios as a means to enhance the awareness of EFL writers at the graduate school level and to facilitate autonomous learning. A case study will be conducted on a singular course which focused on academic English writing for graduate students, majoring in applied linguistics. The context will be extensively delineated, starting with implementation specifics and logistics, such as data collection, reflection, and evaluation. Pedagogical choices made concerning procedures and the selection of portfolio topics will be discussed. In addition, practical classroom considerations regarding implementation will be examined, along with their implications for EMI courses at the graduate school level.

        References
        Burner, T. (2014). The potential formative benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature. Studies in Educational Evaluation, 43, 139-149.
        Lam, R. (2020). Writing portfolio assessment in practice: Individual, institutional, and systemic issues, Pedagogies: An International Journal, 15(3), 169-182.

        Speaker: Hikyoung Lee (Korea University)
      • 3:55 PM
        Translanguaging in a Linguistic Course: From Learner's Perspectives 30m B1-801

        B1-801

        UEH

        MacSwan (2017) claims that translanguaging is a new term in bilingual education that advocates the heteroglossia language ideology and has value in its own right. Despite the popularity of translanguaging in the course of Morphology and Syntax in English, its effectiveness fails to meet the expectations of all stakeholders. The researchers found that the number of students who fail to fully understand the lessons is high. Therefore, a study has been conducted to dig into the cause of this incident. Findings initially figure out that specialised terms in English and overloaded linguistic content are the core reasons for all improper performance. An online survey with both Likert-type items and open-ended questions was administered to collect data from English-major students in their third year at Ho Chi Minh University of Banking (HUB), Faculty of Foreign Languages (FFL). In addition, qualitative data were obtained from in-depth interviews with eight students from the same group. The paper is a practical contribution to improve the learning efficiency and knowledge acquisition of students when studying Morphology and Syntax at HUB.

        Speakers: Ms Nghi Dao, Ms Anh Bui, Mr Duy Nguyen, Ms Tran Truong, Ms Trang Nguyen
      • 3:55 PM
        Vietnamese EFL Pre-Service Teachers’ Perceived Benefits and Challenges of Implementing Project-Based Approach in EFL Classrooms 30m B1-804

        B1-804

        UEH

        The study investigates the perceptions of Vietnamese EFL pre-service teachers regarding the implementation of PBA in EFL classrooms, focusing on ten pre-service teachers of English situated in the Mekong Delta region of Southern Vietnam. Based on qualitative data gathered from semi-structured interviews, the study aims to examine the pre-service teachers’ perceived benefits and challenges associated with implementing PBA. The findings of the study reveal that the pre-service teachers had positive views that PBA has great impacts on students’ language proficiency enhancement, student motivation, critical thinking, collaboration, and teaching competence development. However, the findings also indicate pre-service teachers’ perceptions of challenges if PBA is implemented such as time constraints, classroom management difficulties, challenges of diverse activities and assessment. By shedding light on these elements, the research contributes to a deeper understanding of the complexities involved in implementing PBA in the Vietnamese EFL context, with implications for educational policies and practices.

        Speaker: Duyen Nguyen
      • 3:55 PM
        Weaving Social Emotional Learning into Classroom through English Textbooks for K12 Students in Vietnam 30m B1-807

        B1-807

        UEH

        According to UNESCO's Learning: The Treasure within (1996), lifelong education is based on four pillars including learning to know, learning to do, learning to live together and learning to be. A number of studies suggest that together with helping learners to reduce emotional distress, the acquisition of social and emotional skills contributed to better academic performance and improved attitudes and behaviours.

        For decades, much of the focus of language education in Vietnam has been directed towards the enhancement of academic performances for learners rather than the explicit growth of their social and emotional skills (Nguyen,2020). Although the National General Education Curriculum (GEC - 2018) has identified a list of attributes and core competences, the level to which social emotional learning (SEL) is integrated in language lessons still seems blurred. This context highlights the need to improve SEL competence for both teachers and learners.

        In this research, the authors explore SEL framework on both theoretical and practical dimensions. A definition of SEL framework and its importance in maintaining students’ well-being in the 21st century is presented. The alignment of SEL components with the attributes and core competencies in GEC proves that SEL is feasible at school policy level. Examples from a series of English textbooks for K12 students – Global Success are taken to illustrate how SEL is embedded at classroom level. The authors also provide suggestions for SEL intervention techniques in English lessons to encourage teachers’ social emotional teaching competence.

        Speakers: Phuong Nguyen (VNU - University of Languages and International Studies), Ms Thuy Tran (VNU - University of Languages and International Studies)
    • 3:55 PM 4:55 PM
      VietTESOL SIGs Meeting 1h B1-808

      B1-808

      UEH

      This is the annual meeting of all special interest groups (SIGs) from VietTESOL Association. The meeting is for shaping up future directions of SIGs and improving our connections. The meeting starts with an introduction of VietTESOL board members of directors. It then continues with an overview of VietTESOL SIGs. Some references of designing SIGs are presented, and the discussion is initiated. The meeting concludes with a networking session to strengthen the cohesion of SIGs members. Leaders, co-leaders, core members, members of all SIGs are welcomed. Any individual interested in VietTESOL SIGs and activities of SIGs are particularly welcomed.

      Speaker: Dr Tin Dang (VietTESOL Association)
    • 3:55 PM 4:55 PM
      Workshops: 01
      • 3:55 PM
        Bridging the Material Gap: A Practical Approach to AI-Generated Exercises 1h B1-706

        B1-706

        UEH

        A lack of suitable materials in English teaching has always been one of the most challenging issues that teachers face. Textbooks generally provide a consistent framework and bundles of activities that guide instruction, but they are not one-size-fits-all and invariably require alignment to specific classes, which is both time and labour intensive. Incompatibilities between textbooks and student cohorts are numerous, but they are generally rooted in two general domains: vocabulary and grammar incompatibility.
        The AI revolution unleashed the possibility to develop teaching materials which support specific curriculums or teaching styles, offering teachers the opportunity to design customised activities based on their course objectives and needs. However, many teachers are still struggling to utilise AI in their work. This workshop, therefore, aims to demonstrate techniques and showcase step-by-step instructions to capitalise on a free AI tool, Poe, to help teachers make highly effective materials. Taking into account the need to generate exercises with matching levels of vocabulary and grammar, the instructions will include suggesting data sources, personalising an AI tool, structuring its knowledge base, and writing prompts. This workshop is suitable for all teachers who want to incorporate AI into their course. Teachers who attend the workshop will come away with tips for using prompts to generate relevant exercises based on a new AI model, enabling them to tailor teaching materials for their specific needs.

        Speakers: Daniel Newbury (Ibaraki Prefectural University of Health Sciences), Duc Vo (VNUK Institute for Research and Executive Education, The University of Danang), Jacob Petersen (Iwate University), Ms Thu-Anh Pham (IELTS NINE)
      • 3:55 PM
        Can ChatGPT Support Teachers in Task Design? 1h B1-703

        B1-703

        UEH

        The new English Textbook Global Success Grade 10 has been employed for two academic years. Although there have been a number of changes in the content and tasks, several parts of the book need adapting, such as vocabulary tasks, linkage of grammatical points across the lessons within a unit, and model paragraphs, essays, speeches for productive skills. The readily available of ChatGPT offers valuable resources for English language teachers. The study aims to identify some limitations of the textbook and suggest practical solutions for textbook adaption and designing tasks with ChatGPT. It also provides some guidelines and pedagogical suggestions for language teachers and learners to effectively utilize ChatGPT, along with some recommendations for textbook writers. Some limitations of using ChatGPT in language teaching, such as refining the generated tasks and language by ChatGPT, are also addressed.
        Participants can get engaged in four tasks using ChatGPT to adapt the textbook and design new tasks. Task 1 involves creating a wordlist with different aspects namely, parts of speech, phonetic transcriptions, meanings, and examples. Tasks 2 and 3 focus on creating a linkage between language and grammatical points introduced in the unit with modal paragraphs/essays/speeches. Task 4 introduces activities for roleplays in the communication and culture part.

        Keywords: ChatGPT, textbook, textbook adaption, task design

        Speakers: Ms Thi Lam Tra Dinh (Le Quy Don High School for the Gifted), Ms Cao Thi Thu Hong Ha (Le Quy Don High School for the Gifted), Ms Thi Thanh Nha Tran (Le Quy Don High School for the Gifted)
      • 3:55 PM
        Creative Catalysts: Integrating ICT Tools to Enhance Everyday Teaching Activities in the Age of AI 1h B1-705

        B1-705

        UEH

        Addressing student disengagement, this workshop introduces innovative strategies to integrate ICT tools and AI into everyday classroom tasks. It builds on research that shows how routine activities can lead to boredom and demonstrates how technology can make these activities more engaging. Participants will engage with AI-powered gamification platforms to energise traditional teaching activities like pictionary, board races, dice games and so on. They will also explore collaborative online platforms for group projects and receive peer feedback. The session features live demonstrations and interactive discussions, providing practical insights into using ICT and AI to revitalise classroom activities.
        Strategies for integrating technology to enhance student engagement and motivation.
        Practical tips for effectively managing and facilitating technology-enhanced learning experiences.
        An innovative mindset for adapting familiar activities to leverage the benefits of ICT tools and AI support.
        By infusing everyday teaching activities with ICT tools and AI support, educators can create dynamic and personalised learning environments that spark student engagement and achievement in the digital age.

        Speakers: Uyen Tran (Vietnam National University), Ms Thu Trang Truong (Thai Binh Duong University)
      • 3:55 PM
        Empowering Learners to Become Global Citizens through TBLT/PBLT and SDGs 1h B1-409

        B1-409

        UEH

        This workshop will initially explore the fundamental components of Task-Based Language Teaching and Project Based Language Teaching. It will then segue into a brief explanation of sustainable development goals (SDGs) in ELT and how their skillful incorporation into our tasks as well as projects may enhance learners' language/skills and create global citizens.

        Subsequently, participants will look at a few practical tips on how to consider simple yet significant factors in designing proper tasks/projects for a variety of age ranges and language proficiencies. Each factor will be concisely discussed and explicitly demonstrated later.

        Following this, participants will ponder over their teaching context and whether they have tried similar tasks/projects with their learners. They will share their ideas with fellow teachers and provide feedback to one another.

        Ultimately, participants will have a chance to work in pairs/groups to think of a certain group of learners (age/level) and devise their own task/project based on the criteria examined earlier. A few pairs/groups will finally share their task/project with the entire audience.

        The session will draw to an end with a succinct summary and address participants' possible questions.

        Speaker: Mr Amir Esmaeili (CB Centres)
      • 3:55 PM
        Engaging Students and Exploiting the Power of AI in English Language Teaching 1h B1-203

        B1-203

        UEH

        The emergence of Artificial Intelligence (AI) has revolutionized various sectors, and education is no exception. As AI technology continues to evolve, its potential to enhance student engagement and learning outcomes in English Language Teaching (ELT) becomes increasingly evident. Traditionally, maintaining student motivation can be challenging. However, AI offers a range of tools and applications that can address these challenges and create a more dynamic and interactive learning environment. Driven by recent advancements in AI, this presentation explores its potential to enhance student engagement and learning outcomes in ELT. We will discuss the challenges of maintaining student motivation and engagement and highlight how AI can address these challenges. The presentation will introduce a selection of practical AI tools, which offer interactive activities and personalized learning experiences, that teachers can integrate into their classrooms. These tools will encompass areas such as vocabulary building, grammar practice, and pronunciation. Real-world examples and hands-on activities will be provided to demonstrate the effectiveness of AI in promoting learner motivation and fostering a more engaging English language learning experience.

        Speakers: Mrs Trang Le Thi Huyen (Duc Linh High School), Lieu Dinh Tran Thuy (Ho Chi Minh City Open University), Mrs Trang Tran Xuan (Ho Chi Minh CIty Open University)
      • 3:55 PM
        Enhancing English Education for Mixed-Ability Students: Practical Strategies and Insights 1h B1-702

        B1-702

        UEH

        This abstract presents the expertise and experience of an English educator with over a decade of teaching in public and private schools. The focus of the presentation is on addressing the challenges posed by mixed-ability students in the classroom. Through extensive research and practical experience, the presenter has developed effective strategies to tackle this issue. The strategies have been successfully implemented in Cambodia and are believed to have applicability in other countries like Vietnam.
        The presenter seeks to share their expertise with the Ministry of Education in Vietnam, aiming to contribute to finding solutions and improving the quality of English education. The presentation promises to offer invaluable insights for educators, policymakers, and practitioners. It will provide practical solutions that can be readily implemented in classrooms, ensuring enhanced English education for all students.
        The presenter's strong belief in the value of their experience and expertise makes them eager to participate in the conference and contribute to the knowledge and success of the attendees. Their presentation aims to empower educators with effective strategies, enlighten policymakers on practical solutions, and equip practitioners with the tools to improve the overall quality of English education.

        Speaker: Ravy Soth (Education)
      • 3:55 PM
        Enhancing IELTS Writing with AI: Practical Applications and Considerations 1h B1-408

        B1-408

        UEH

        AI tools are redefining English Language Teaching, especially in IELTS writing test preparation, with their ability to provide instant feedback, detailed explanations, and innovative assessment techniques (Alam, 2021; Kuhail et al., 2023). With that in mind, this workshop aims to explore how AI can transform IELTS writing instruction, making it highly relevant for IELTS instructors, curriculum developers, and ed-tech professionals. With an emphasis on the Vietnamese EFL context and through interactive activities, participants will engage with AI technologies like ChatGPT, Google Bard, and Bing AI and discover their applications in lesson planning, classroom activities, and evaluation. The workshop will conclude with a critical examination of AI's limitations, aiming to foster a balanced understanding of technology integration in language education. Attendees will leave equipped with practical skills for leveraging AI in IELTS writing instruction and insights into navigating the challenges of technology-enhanced teaching.

        Speakers: Hoang Le-Khanh (Ho Chi Minh City University of Economics and Finance), Mr Khoa Do (National College of Education, Ho Chi Minh City)
      • 3:55 PM
        Fostering Idea Development Skills in Academic Writing for English Majors: A Practical Approach for High School Gifted Students with The Assistance of ChatGPT 1h B1-407

        B1-407

        UEH

        In the realm of English language studies, the cultivation of idea development skills is paramount for producing quality academic writing. Despite its significance, many students, particularly those majoring in English, often struggle with generating and articulating compelling ideas. This thesis paper addresses this challenge by presenting practical techniques aimed at enhancing idea development skills among high school gifted students majoring in English. Drawing upon both qualitative and quantitative methodologies, this research emphasizes a pragmatic approach to improving writing quality, transcending mere theoretical discourse. Leveraging the assistance of advanced language models, particularly ChatGPT, this study proposes innovative methods such as stakeholder analysis, discussion clocks, and effective use of examples to stimulate and refine students' ideation processes. The scope of this paper focuses on high school students enrolled in gifted English programs, acknowledging the unique educational context and heightened academic expectations within this demographic. By offering practical strategies grounded in real-world application rather than abstract theories, this research aims to empower English majors with the tools necessary to excel in academic writing, ultimately fostering a generation of skilled communicators capable of producing impactful written work.

        Keywords: Idea development, academic writing, English majors,,practical approach, ChatGPT, stakeholder analysis, discussion clocks

        Speakers: Hoang Ry Ngo (Le Thanh Tong High School for the Gifted, Hoi An, Quang Nam), Mrs My Dung Tran (Le Khiet High School for the Gifted, Quang Ngai)
      • 3:55 PM
        Harnessing the Power of AI and Digital Tools to Foster Learner Autonomy in ELT 1h B1-204

        B1-204

        UEH

        With the rapid advancement of technology, particularly Artificial Intelligence (AI), educators are presented with innovative opportunities to enhance teaching methodologies. AI and digital tools have been proven to foster learner autonomy by providing immediate feedback, personalised learning pathways as well as offering tailored content and adaptive learning experiences. While the abundance of learning tools offers exciting possibilities, many teachers lack the training to integrate them effectively to enhance learner autonomy. This workshop addresses this gap by demonstrating how AI tools can empower students to take charge of their own learning by delving into two key areas. First, participants would be instructed to use Speech Analyzer tools to enhance student autonomy in developing speaking skills through self-assessment and targeted practice. At the subsequent stage, the workshop will showcase the utilization of Classkick to facilitate interactive and personalized learning experiences in various learning contexts. At the end of the workshop, participants will be able to possess the skills and knowledge about some AI tools, practise using them and understand how to integrate them into their teaching, thereby fostering learner autonomy and empowering students on their language learning journey.

        Speakers: Hong Pham Thi (Hanoi University of Industry), Mr Hoang Ngo Le Nhat (Phan Boi Chau High School, Khanh Hoa Province), Ms Hong Tran Thi (Le Hong Phong High School for the Gifted, Nam Dinh Province)
      • 3:55 PM
        Integrating Automated Essay Scoring in Writing Courses: Utilizing SCORE Right for Effective Assessment and Feedback 1h B1-405

        B1-405

        UEH

        Evaluating student essays accurately and providing high-quality feedback is crucial for the teaching and learning of writing skills. However, many educators frequently find this responsibility challenging, due to packed schedules and a heavy workload. To address this issue, automated essay scoring is perceived as a viable solution to this challenge (Shermis & Barrera, 2002; Shermis & Burstein, 2003; Shermis et al., 2003; Page, 2003). The aim of this technology workshop is to introduce how SCORE Right, an automated scoring engine, can be integrated as a part of formative assessment in writing courses. Specifically, this session will offer findings of a case study in which students’ essays were scored by this scoring tool. Further, the presenter will then provide step-by-step guides for how to use SCORE Right to grade IELTS Writing (Academic Module) Task 1 & Task 2. Simultaneously, strategies for utilizing the feedback given by the tool to improve students performance will be discussed in this workshop.

        Speaker: Hai Nguyen-Le (Right Education)
      • 3:55 PM
        Notion 101: Crafting Lesson Plans for Engaging Young Learners 1h B1-509

        B1-509

        UEH

        In the era marked by rapid technological advancements, the integration of technology into education has become increasingly ubiquitous, especially in language teaching and learning. Notion, developed by Notion Labs, Inc., is a web application designed for productivity and note-taking, catering to the needs of educators, students, and professionals with its diverse organizational features. Beyond conventional note-taking, Notion's adaptability renders it suitable for a wide range of educational and professional settings (Haan, 2024). This workshop aims to introduce Notion app as a transformative tool for enhancing lesson planning efficiency and effectiveness, particularly targeting language center teachers for young learners. Rooted in instructional design and educational technology principles, the session emphasizes the significance of innovative approaches in teaching practice. Drawing on Richards (1998) and Bailey's (1996) insights, the workshop highlights the role of lesson plans as guiding frameworks for teachers to navigate instructional challenges and ensure coherence in learning experiences. By exploring Notion's customizable features and collaborative functions, participants will discover how to tailor lesson plans to engage young learners while aligning with curriculum objectives. Through practical demonstrations and discussions, attendees will learn how to integrate Notion seamlessly into their lesson planning process, from setting objectives to incorporating multimedia resources. The workshop also addresses considerations for effective implementation, emphasizing the structured approach necessary for incorporating information and communication technologies, as highlighted by Abdurahimovna (2020). Ultimately, participants will leave equipped with the knowledge and strategies to leverage Notion for fostering creativity, collaboration, and student-centered learning in their classrooms.

        Speakers: Tường Duy Lâm, Ms Bao Nghi Huynh
      • 3:55 PM
        Practical Strategies for Differeniated Instruction in Teaching Mixed Ability Classes 1h B1-506

        B1-506

        UEH

        Teaching a large group of students has always been a daunting task on the side of teachers who would like to achieve enriched learning outcomes. It is crucial to understand that individual learners may have different levels of interest, motivation, needs, and ability which can affect the way they respond to instructions and ultimately how much they learn through SLA. Therefore, as teachers, it is important to identify these differences in order to make the learning process responsive to learners needs. This workshop revolves around some practical techniques that teachers could apply while teaching a group of learners from all walks of life which is known as mixed ability classes how to collect responses from students or questioning techniques and engaging activities for teaching language systems (lexical sets). A variety in the types of working groups, and an open discussion of the class situation will help to deal with some of the difficulties that are present in mixed ability classes. The aim of these strategies is to create a positive working environment, which is all part of ensuring better learning. The trainer will introduce four to five engaging plus hands-on activities that could facilitate teaching as well as learning for both teachers and pupils in mixed-ability classes. He will also elaborate on 4 ways of differentiation in instruction accompanied by engaging activities. Questioning techniques, engaging picture description activity, pass it on game.

        Speaker: Hamed Hashemian (Le Quy Don secondary & High school)
      • 3:55 PM
        Speak or Stay Silent: Book Creator - a Comprehensive Website to Unlock Students’ Oral Proficiency 1h B1-701

        B1-701

        UEH

        In Vietnamese academic settings, the majority of students often struggle to involve themselves in oral activities in English classes. Penny Ur (2024) highlights several reasons for this, including shyness, difficulty in finding things to say, low participation rates, and a tendency to use their first language (L1). In real classroom scenarios, it is evident that learners’ reluctance to communicate English stems from their fear of being judged about their mispronunciations, repetition or nonfluency by high-proficient students.

        This workshop aims to enhance students’ confidence in speaking English by utilizing the website “Book creator” which offers a platform for both individuals and peer groups to craft their own stories and incorporate their authentic voices to narrate these stories in English. Students can comment or correct their peers’ mistakes anonymously, so less-advanced learners will be more willing to expose themselves to speaking English more frequently. Another notable feature of this website is its capability for students to video themselves directly, allowing them to share their own stories in English as if they were in the classroom setting. Wonderful as this website is, it cannot overshadow the role of teacher in terms of giving prompt pronunciation correction through voice or texting features for students or tailoring project-based speaking activities. In conclusion, the combination of “Book Creator” and teachers will create a dynamic and interactive learning environment that promotes speaking confidence and proficiency among their students.

        Speakers: Mr Nhat Tay Tran, Ms Thị Hương Lan Lương
      • 3:55 PM
        Teaching as Mentoring in the 21st Century 1h B1-406

        B1-406

        UEH

        Mentorship is a developmental relationship in which a more experienced person helps and supports the less experienced one to reach specific goals. Why teachers as mentors? This workshop will point out the effectiveness and benefits of Teachers as Mentors in English language teaching by helping teachers to dig out their potential by not just only teaching but also being teachers as mentors to change from routine/traditional ways of teaching to new effective practical methods in teaching English in the 21st Century contexts. For instance, Skill-based Active Learning through advice, leadership, guidance, coaching, scaffolding, and inductive approach. Moreover, with practical solutions, the workshop will pick up common issues in the traditional classroom. Participants are expected to be aware of mentors’ roles and able to mentor their students after joining this session. There will be two practical activities related to the Teachers as Mentors for the participants to practice.

        Speaker: Mr Sopheak Ngo (Community of Practice Siem Reap, Cambodia)
      • 3:55 PM
        Teaching Grammar Communicatively for Sixth Graders 1h B1-507

        B1-507

        UEH

        There is a reality that after many years of studying English at school, Vietnamese students cannot apply their linguistic ability to real-life situations. This study focuses on teaching grammar communicatively for sixth graders. The main objective focuses on the development of communicative grammatical competence. The participants were 45 grade-sixth students at a rural school district, Quang Binh province in the school year 2023 - 2024. The results were obtained from the teacher's observation and 3 tests which students were asked to finish after 5 months of the first semester.
        The results indicate that students find it easier to practice the target grammar feature under “real operating conditions.” This report will offer ideas for teaching grammar communicatively in class and suggest further research and ongoing questions related to effectively using teaching grammar communicatively.

        Speaker: Ms Hanh Cao (Teacher of English)
      • 3:55 PM
        Three Cognitive Psychology Principles to Promote Language Learning 1h B1-508

        B1-508

        UEH

        Keeping students’ learning in the focus, teachers with better understanding of how learning and memory work can apply strategies informed by cognitive psychology to help their students to learn English even better. This workshop will be beneficial to teachers of teenagers and young adults with adoptions of Content and Language Integrated Learning (CLIL) or teachers of high-stake tests like IELTS or TOEFL. This workshop will briefly introduce three Cognitive Psychology principles namely Elaboration, Retrieval-Spaced practice and Interleaving and how they can be translated into simple classroom strategies regarding course schedules, syllabi, lead-in activities, feedback, test and assignments. Participants are then divided into different groups based on their teaching contexts to discuss how each principle can be applied to their own language class. Participants also have opportunities to discuss some learning myths such as repetitive practice, learning one-thing-at-a-time, errorless learning. After this workshop, being equipped with research-based and tested knowledge about cognitive activities, participants can reflect on their own practice and tailor their current classroom teachings to best serve learning.

        Speaker: Ms Ha Le (Foreign Trade University)
      • 3:55 PM
        Tired of Giving Feedback for Learners: Strategies for Learners to Improve IELTS Speaking Using Talk-to-GPT 1h B1-505

        B1-505

        UEH

        Integrating modern technologies is essential in today's ever-evolving educational landscape to create engaging and personalized learning experiences. This workshop addresses the common challenge faced by English language educators: the fatigue associated with providing feedback on learners' IELTS speaking practice. Drawing upon innovative strategies, this session introduces the integration of Talk-to-GPT technology as a powerful tool for learner improvement. Attendees will explore how this AI-driven approach not only alleviates feedback burden but also empowers learners to enhance their speaking skills independently. This workshop focuses on the strategies of using the Voice mode in the ChatGPT app to revolutionize the practice of IELTS Speaking Skills for learners at home.
        By the end of the session, participants will be able to:
        - be aware of some principles and considerations in using prompts/questions to chat with ChatGPT
        - use prompts/questions effectively to chat with ChatGPT using voice commands to ask for feedback for their IELTS Speaking Answers

        Speaker: Phước Đạt Trần (INS English Center)
    • 4:55 PM 5:05 PM
      Transition Time 10m
    • 5:55 PM 6:45 PM
      Break Time 50m
    • 6:45 PM 9:00 PM
      Gala Dinner 2h 15m Main Hall (City Convention Center)

      Main Hall

      City Convention Center

      272 Vo Thi Sau, Ward 7, District 3, Ho Chi Minh City
    • 7:00 AM 8:00 AM
      Registration 1h B1-Lobby

      B1-Lobby

      UEH

      279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City
    • 8:00 AM 8:50 AM
      Keynote Speech: 03 B1-302 & B1-205

      B1-302 & B1-205

      UEH

      279 Nguyen Tri Phuong, Ward 5, District 10, Ho Chi Minh City
      • 8:00 AM
        Artificial Intelligence in English Language Teaching: Preparing for the Future 50m

        The discussion around how AI will impact every field of human activity has gained traction and urgency following the recent developments in conversational AI, such as ChatGPT and similar large language models (LLMs). These, in turn, have led to the release of other AI-powered tools that can rapidly generate language, images, and computer code with remarkable ease.

        There is increasing recognition that ‘These emerging technologies present immediate - as well as far-reaching - opportunities, challenges and risks to education systems’ (UNESCO, 2023). However, ‘In the specific case of Artificial Intelligence applied to the field of education, the body of research and recommendations is somewhat limited and the issue needs to be better explored…’ (UNESCO, 2022).
        Artificial Intelligence promises to reshape how we teach, learn and assess English. It offers new possibilities for enhancing our practice, but also raises ethical and practical questions. How is artificial intelligence being used for English language teaching (ELT/L) and learning globally? Where is the research being conducted and with who? Will ELT be impacted more than other disciplines? What are the opportunities, issues, and challenges? How can we deploy this technology effectively and responsibly in our field?

        Join us for a stimulating session, as we delve into this rapidly evolving landscape. You will hear the latest findings from our first-of-its-kind research on AI in ELT and discuss the practical implications for us as teachers and teacher educators.

        Speaker: Dr Adam Edmett (British Council)
    • 8:50 AM 9:00 AM
      Transition Time 10m
    • 9:00 AM 9:30 AM
      Parallel Oral Presentations: 05
      • 9:00 AM
        "The Effect of Group Work on Learning Engagement and Autonomy Among College Students" 30m B1-805

        B1-805

        UEH

        This study investigates the effect of group work on learning engagement and autonomy among college students, focusing on 80 participants divided equally into two classes. One class engaged exclusively in group work, while the other followed traditional individualistic teaching methods. The research employed a combination of survey and interview methods to gather both quantitative and qualitative data regarding students' engagement and autonomy. Quantitative data were collected through a series of standardized surveys administered at the beginning and end of the semester, measuring levels of engagement and autonomous learning behaviors. Qualitative data were obtained from semi-structured interviews, providing deeper insights into students' perceptions and experiences of learning in their respective environments. Results indicate that students in the group work class reported significantly higher levels of engagement and autonomy. They displayed greater involvement in learning activities and more proactive in managing their educational tasks. Interviews highlighted that group work fostered a sense of shared responsibility and motivation among students, which contributed to their increased autonomy. The findings suggest that incorporating group work into college courses can enhance students' engagement and autonomy, offering valuable implications for educational strategies aimed at improving student outcomes and satisfaction in higher education settings.
        Keywords: group work, learning engagement, learner autonomy, higher education, collaborative learnin

        Speaker: Ngoc Bui (teacher)
      • 9:00 AM
        A Study on the Effectiveness of Shadowing Technique for Beginning-Level EFL Learners 30m B1-807

        B1-807

        UEH

        The importance of word stress in language learning has been widely recognized, as it contributes to effective communication and comprehension. However, previous studies have primarily focused on how the shadowing technique aids in improving listening and speaking skills. This study aims to measure improvement in word stress among beginning-level EFL learners using shadowing technique and explore their perceptions towards this approach.
        A total of 20 Taiwanese participants were involved in this study and underwent a three-week practice period. The participants’ performance and perceptions were evaluated through a pretest, posttest, and a survey. Additionally, the effectiveness of the pedagogical treatment was assessed using a pair-sample T-test.
        The results reveal that there was a significant difference between the pretest and posttest, suggesting that students made significant progress in their word stress after the treatment. Additionally, a majority of participants exhibited a positive perception towards the shadowing technique. These findings have important implications for EFL language teachers, providing them with valuable insights into the application of the shadowing technique for both beginning-level learners and those at higher levels.

        Speaker: Vo Duy Tan (National Kaohsiung University of Science and Technology)
      • 9:00 AM
        An Investigation into English Education Students’ Obstacles in Designing Lesson Plans at School of Foreign Languages, Thai Nguyen University 30m B1-701

        B1-701

        UEH

        Lesson plans have been widely recognized as an integral part of teacher preparations and offered numerous merits for teachers. Howerver, they are considered significant burdens for a great number of teachers, particularly, student teachers and novice ones. This study aimed to examine the obstacles English teacher students encoutered in designing their lesson plans. The participants of the study embraced 50 fourth-year students majoring in English teacher education at a university in Vietnam. Questionnaire and documentary analysis were employed as the data sources of the study. The data was analyzed quantitatively with the use of SPSS, version 27 for descriptive statistics. The results revealed the teacher students’ great difficulties in writing their lesson plans regarding unclear objectives; teaching procedure with insufficient, inappropriate teaching steps and time allocation for each activity/task; and various formats of a lesson plan. Additionally, the other influential factors such as textbooks and topics hindered the students in designing a good lesson plan. The research study implies further investigations into teacher students’ challenges in planning lessons in future inquiries.

        Speakers: Mr Viet Nguyen Hai (School of Foreign Languages, Thai Nguyen University), Mrs Hang Le Thi (School of Foreign Languages, Thai Nguyen University)
      • 9:00 AM
        Comparing the Effect of Direct Correction versus Metalinguistic Correction Feedback on Young Learners’ Accuracy in EFL Writing 30m B1-409

        B1-409

        UEH

        Abstract
        Teacher feedback plays a crucial role in fostering learning within EFL classrooms. This study was conducted to investigate the impact of two different types of feedback, direct correction, and metalinguistic correction, on the writing accuracy of young EFL learners. The research involved eleven EFL learners, aged between 13 and 14, from a private center in the Mekong Delta of Vietnam. The participants were divided randomly into two groups, one receiving direct correction and the other group treated with metalinguistic correction. The treatment spanned six sessions over three weeks, with four writing tasks in total. The genre of these writing tasks is telling a story through 3 given pictures with at least 35 words. The initial and final writing tasks served as the pretest and posttest, respectively. The other two writing tasks served as the treatment of the study. During the treatment, students were given corrective feedback in two types, namely direct correction and metalinguistic feedback. This study focused on seven specific linguistic elements (punctuation, capitalization, spelling, singular-plural form, subject-verb agreement, tense, and article usage) when assessing the students' writing before and after the treatment. The findings showed that both types of feedback had improvements in the students' writing accuracy. Interestingly, the results suggested that metalinguistic correction feedback had a more significant impact on enhancing writing accuracy compared to direct correction feedback.

        Speakers: Hong Thi Khanh Van, Nguyen Ngoc Anh, Nguyen Thi Diem Hong, Tong Tan Đat
      • 9:00 AM
        Do Foreign Language Policies in Vietnam Align with Economic Policies? A Lesson Should be Learned 30m B1-806

        B1-806

        UEH

        Decision 4068/QĐ-BGDĐT, issued on 28 November 2023, states that English is no longer a compulsory test in the national exams. This has raised critical doubt in the population in general about the need to learn a foreign language at schools in Vietnam. A bigger question raised is whether foreign language policies support economic development. In order to answer the question, this article reviews the foreign language policies in Vietnam from 1945 to the present, as well as the economic growth using analysis, synthesis and comparison methods. The findings show that there were misconnections in the development of those policies, as well as a waste of human resources during the period. This article introduces the term "economics of language" to argue for the need for an overall foreign language framework for economic development in Vietnam. It also suggests a look at the bigger picture for English learning and teaching in Vietnam.

        Speaker: Mr Ket Mai (IE&Co English Centres)
      • 9:00 AM
        Enactment of the Communicative and Task-Based Language Teaching Curriculum in an ‘Advantaged’ Area in Vietnam 30m B1-406

        B1-406

        UEH

        This interpretive multiple case study investigated how EFL teachers perceived and enacted the communicative and task-based language teaching curriculum and explored the influences that conditioned these processes in an urban upper-secondary school in Vietnam. The study adopted cultural-historical activity theory as its theoretical lens to shed light on the complex and dynamic interactions among individual teachers’ perceptions, practices and the social context of their work. Qualitative data were generated through multiple interviews, classroom observations and documentations over seven months. The findings revealed that the teachers aspired and struggled to enact the curriculum within the pull of the status quo. The enactment processes were non-static, dynamic and highly individualised through the teachers’ agentive engagement in the negotiation process between the old and new practices. The study identified a wide range of inter-related influences from personal, school, and broader socio-cultural contexts of teachers’ work that conditioned the teachers’ experiences of the curriculum reform. The paper concludes with the implications for language policy planning and for the implementation of teacher support in response to curriculum change.

        Speaker: Dr Tram Phan Do Quynh (Hue University of Foreign Languages)
      • 9:00 AM
        English for Contemporary Topics: Students’ Gains from News-Sharing Activities 30m B1-804

        B1-804

        UEH

        The study explores how the use of news-sharing activities promotes the development of content knowledge, multi-language skills and critical thinking skills for first-year English-majored students. The study focused on the course ‘English for Contemporary Topics’, which involved employing news related to six current topics to reach expected learning outcomes. Each news-sharing session consists of three stages: preparation, in-class performance and reflection. Both quantitative and qualitative data collected from survey questionnaires and class observations were analyzed. Data showed that students could assess the reliability of Internet sources and the authenticity of news articles, identify main ideas and supporting details, produce an oral and written summary, and write a critical reflection. In addition, students could gain insights into such contemporary topics as Education, Media and Communication, Environment, Science and Technology, Culture and Lifestyles, and Global Issues. However, it was also found that most students had a tendency to use their mother tongue and read aloud the news rather than share it orally. The findings also suggest that besides the well-designed tasks, the instructor's clearer guidance and stricter monitoring are needed to encourage students’ natural English-speaking abilities.
        Key words: News-Sharing Activities, Content knowledge, Critical Thinking Skills, Language Skills

        Speaker: Ms Bùi Thị Ánh Dương (University of Languages and International Studies, VNU)
      • 9:00 AM
        English-Majored Students’ Expectations and Intercultural Profile Prior to a Cultural Course 30m B1-803

        B1-803

        UEH

        This study aims to investigate the perceptions and expectations of English-majored students prior to their participation in an obligatory culture-related course in their curriculum. Employing semi-structured interviews with fifteen third-year students at a public university in Vietnam, the study showed that students perceived the importance of the course for communication and their future careers. While holding positive attitudes towards other cultures, students admitted having limited knowledge of cultures and feeling unconfident in conversing with people from different cultural backgrounds. They expected classroom activities to involve more teachers’ support, more practice sessions (such as talks or critical incidents) and direct exchange with people of other cultures. From the findings, implications and recommendations for the design and implementation of the course were given.

        Speaker: Ms Thi Bich Ngoc Nguyen (Thai Nguyen University)
      • 9:00 AM
        Enhancing Classic Literature Accessibility for English Learners: A Readability and Vocabulary Analysis 30m B1-507

        B1-507

        UEH

        Encouraging extensive reading as a habit with graded resources has strengthened multilingual abilities and language development (Tran & Long, 2021; Ovilia & Asfina, 2022; Mori & Calder, 2017), especially for EFL and ESL learners (He, 2017). Classic literature remains educationally valuable despite the influences of modern media (Zhou & Zhang, 2019), including promoting vocabulary, comprehension, critical thinking, and intercultural competence (Proctor et al., 2005; Slavin & Cheung, 2005; Lee et al., 2013). Furthermore, studying classic literature not only provides cultural insights (Felser et al., 2003) but aids L2 learners in developing transfer skills (Lim & Christianson, 2012), which leads to improved language proficiency (Kaku-MacDonald et al., 2020). However, classic literature does not provide readability based on learners' reading proficiency levels. Although adaptations exist to cater to different reading levels, they represent alternate versions, preventing readers from directly experiencing the original author's textual styles. Therefore, to enhance the accessibility of classic literary works to learners with diverse English proficiency levels, this study aims to evaluate the readability levels of classic literature by implementing the Flesh Reading Ease Score formula (Flesch, 1948) based on factors such as sentence and word length. Furthermore, the vocabulary level is assessed by comparing it against the CEFR-graded wordlist, enabling the determination of its suitability for learners with different proficiency levels. By employing readability and vocabulary analysis, educators can ensure students engage with classic literature at the appropriate level, maintaining literary merit with literature while enhancing language acquisition and literary appreciation skills.

        Speaker: Tsai-Yuan Huang (National Kaohsiung University of Science and Technology)
      • 9:00 AM
        Experience of Developing Vietnamese Standardized Test Bank of English Proficiency Level 3 to 5 at People’s Security Academy 30m B1-405

        B1-405

        UEH

        This paper aims at presenting experience of building an English test question bank in accordance with the 6-level Foreign Language Competency Framework for Vietnam, and in alignment with the Common European Framework of Reference for Languages (CEFR) and other English proficiency frameworks and assessment tools. Nine steps were involved in the test construction and four out of nine major steps are vital. English language lecturers who served as content specialists were asked to design test specification and exam matrix based on regulations of the Ministry of Education and Training. Four skill areas: listening, speaking, reading, and writing were targeted as the test construct. At this juncture, the content specialists were required to write test items in accordance with the test specification. Next, content assessment specialists assessed the test items in terms of question content, instructions and question format to ensure compliance with the requirements of the test specification. After receiving assessment, the authors directly edits the questions. Then the test items constructed were determined for their validity and reliability. Finally, a standard setting was carried out. Based on the theory of English proficiency assessment methods, the building, testing and assessing of the quality of the test bank have been conducted scientifically and procedurally. The result has been bringing up positive and innovative effects in foreign language testing at the Academy. In terms of validity and reliability, the VSTEP was of statistical significance, that is, it could be aligned with the CEFR levels and measure test takers’ English proficiency at a specific CEFR level. The current findings provide useful insights for test developers or researchers who wish to design proficiency tests in alignment with the CEFR. Also, a number of recommendations to effectively implement foreign language training and testing to meet the needs of international integration are also proposed.

        Speaker: Ms Nga Dang Nghiem Thu (People''s Security Academy)
      • 9:00 AM
        Exploring EFL Teachers’ Perceptions and Practices of Using Multimodal Texts in Teaching Writing 30m B1-408

        B1-408

        UEH

        This qualitative study examines English as a Foreign Language (EFL) teachers’ perceptions and practices of using multimodal texts in teaching writing to EFL students at a Vietnamese university in Mekong Delta. Through in-depth interviews and classroom observations, the research explores the perceptions, practices, experiences, and challenges faced by EFL teachers in utilizing multimodal texts in their writing instructions. Drawing upon multimodal and constructivist theories, the study delves into the context of EFL teaching writing in Mekong Delta. It aims to explore EFL teachers’ perceptions and practices in using multimodal texts including visuals, audios and digital texts in their teaching writing classrooms. The expected outcomes will reveal EFL teachers’ perceptions align with their practices in using multimodal texts in teaching writing and promoting student engagement, creativity, and language proficiency. Additionally, the study is expected to uncover the importance of teacher training, pedagogical flexibility, and technology integration in successful use of multimodal texts in writing instructions. The research will contribute to the existing literature on EFL pedagogy by offering insights into perceptions and instructional practices that support writing development among EFL learners in Vietnam. Recommendations for curriculum design, teacher professional development, and future research directions are discussed.

        Huong Xuan Ho is now a lecturer at the Faculty of Foreign Languages – Nam Can Tho University – Vietnam. She holds an MA in Principles and Language Teaching Education from Can Tho University – Vietnam and now she is a PhD student in Principles and Language Teaching Education at Can Tho University – Vietnam. She has experiences in teaching English for EFL students for seven years and now she has worked as an English lecturer at Nam Can Tho University – Vietnam for over three years.

        Speaker: Ms Huong Ho
      • 9:00 AM
        Exploring the Efficacy of ChatGPT Integration on EFL Writing: A Study with Vietnamese Undergraduate Students 30m B1-704

        B1-704

        UEH

        Research exploring the integration of ChatGPT in L2 teaching and learning has proliferated. As technology continues to shape language education, there is a growing need to critically examine how innovative tools like ChatGPT contribute to the linguistic development of L2 learners. While existing studies have offered insights into learners' perceptions of ChatGPT in writing classrooms (e.g., Yan, 2023; Kwon et al., 2023), questions persist regarding concrete assessments of its impact on L2 writing development. To fill this gap, this study aims to investigate how ChatGPT enhances EFL undergraduate students' academic writing abilities at a university in Central Vietnam.

        A mixed-methods quasi-experimental study (Creswell & Clark, 2011) with the pretest, posttest, and delayed posttest design, involving 60 Vietnamese undergraduate students, was conducted to explore the impact of using ChatGPT 3.5 for feedback and revision on their writing performance. Two intact classes were randomly assigned to a control and a treatment group who received identical writing instructions, with the latter being trained in ChatGPT use for seven weeks, focusing on the feedback they received for vocabulary and grammar of their essays, using the prompt provided. Screen recordings of students interacting with ChatGPT for feedback and revision were also documented.

        Writing development was measured by syntactic and lexical complexity and fluency in EFL learners’ writings over three stages. Repeated measures ANOVA was used for quantitative analysis. Furthermore, a questionnaire examining the participants’ perceptions of ChatGPT was conducted. Semi-structured interviews and screen recordings of students' interaction with ChatGPT were analyzed for qualitative data.

        Speaker: Trang Ho (University of Economics, The university of Danang)
      • 9:00 AM
        How Teachers’ Assessment Practices Support Students' Self-Regulation in English Language Development 30m B1-802

        B1-802

        UEH

        The current literature has highlighted that self-regulated learning (SRL) is a significant factor contributing to student learning. In language education, SRL potentially allows learners to articulate their learning goals, collect learning evidence, interpret this evidence, reflect on the feedback, and take further actions to close the learning gaps to the intended goals (Andrade et al., 2019; 2017; Cao; 2023; Xiao & Yang, 2019). However, how this potential can be afforded through teachers' assessment practices in exam-dominated contexts, such as in Vietnam, remains under-explored. This paper fills this gap by examining how teachers’ assessment practices can support students’ SRL strategies in their English language development. Qualitative analysis from 88 student reflection papers and 14 focus interviews with students who are pre-service teachers at two public teacher training universities reveals contrasting findings. Students whose teachers used formative assessment, including giving feedback, and clarifying clear learning goals toward language development, tended to become more self-regulated learners. For students whose teachers predominantly employed testing practices focusing on form, the results were less favorable. Therefore, this study suggests that integrating formative assessment strategies into language education can effectively foster self-regulated learning among students, ultimately enhancing their English language proficiency.

        Speakers: Dr Phương Thị Hồng Cao (Khoa Tiếng Anh, ĐH Sư Phạm Hà Nội), Mr Thọ Xuân Phạm
      • 9:00 AM
        Investigating the Effectiveness of the Integrated Language Skills Approach on Speaking Skills of 10th Grade High School Students in Gia Lai Province 30m B1-509

        B1-509

        UEH

        This study investigates the impact of integrating listening with speaking skills on 10th-grade students' speaking improvement at Le Loi High School in Gia Lai province. The research seeks to provide insights into English language teaching and learning practices, particularly within the framework of the Communicative Language Teaching (CLT) and the Integrated Language Skills Approach (ILSA) as outlined in the Program of General Education 2018 by the MOET in Vietnam. Employing a mixed-method approach, questionnaires and interviews were utilized as data collection instruments. A total of 239 10th-grade students responded to the questionnaire, with twenty-four of them subsequently participating in interview. Data analysis including statistical analysis and content analysis methods, aimed at exploring students' perceptions of listening and speaking classes, the effectiveness of teaching methodologies such as CLT, Task-Based Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL), and the challenges the students encountered during these classes. This study sheds light on the effectiveness of ILSA in motivating students to engage in real-life English communication and improving speaking skills among 10th-grade students, although challenges such as shyness and limited vocabulary hinder their interaction during classes. The research findings indicate that some activities implemented by teachers, including TBLT, CLT, and CLIL, are effective in enhancing students' English language proficiency and communication skills.

        Speakers: Uyen Nguyen Thi Ngoc, Mr Dung Phan Anh, Ms Kieu Nguyen Thi Thuy, Quyen Dao Nguyen Tieu
      • 9:00 AM
        Revisiting World Englishes: A Critical Review with Relevance and Implications for High School English Teaching 30m