VIETTESOL INTERNATIONAL CONVENTION 2024

26 Jul 2024, 08:00 → 28 Jul 2024, 13:00 Asia/Ho_Chi_Minh

UEH

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.

Friday, 26 July

08:00 Registration

Pre-Convention Workshop and Doctoral Forum Convention

Doctoral Forum: 01

Doctoral Forum

1 Training Needs for Research Publication Capacity – An Insight from EFL University Lecturers

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

09:00 Transition Time

2 Exploring EFL University Lecturers' Assessment Identity in the Mekong Delta: Insights from Interviews

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

09:40 Transition Time

3 Constructive Alignment Approach: A Rubric for Assessment of Consecutive Interpretation Competences in English-Vietnamese Interpretation Training

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)

Pre-Convention Workshops: 01

Pre-Convention Workshops Morning

4 Embracing Artificial Intelligence in English Language Teaching

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)

5 How to Leverage OPEN Courses for Professional Development

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)

6 TeachSmart Wand-ers: AI & ICT Wonders for EFL Wizards

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)

7 Transforming English Language Education in Vietnam: Empowering the Learning Experience with Project Based Learning

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 Using English Teaching Forum Content to Support Your Teaching

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)

9 Writing activities to build Engagement in TEFL

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 Morning Tea Break

Doctoral Forum: 02

Doctoral Forum

10 Teachers as “Public Practitioners”: An Ethnographic Study of English Teachers in Primary Schools in Vietnam

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 Transition Time

11 ChatGPT Adoption’s Impact on EFL Learners’ Writing Skill: An Experimental at a University in the South of Vietnam

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 Lunch Break

Doctoral Forum: Keynote

Doctoral Forum

12 Critical Thinking Practice and Development in Teacher Education: Current Challenges and Next Steps

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)

Pre-Convention Workshops: 02

Pre-Convention Workshops Morning

13 Embracing Artificial Intelligence in English Language Teaching

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)

14 TeachSmart Wand-ers: AI & ICT Wonders for EFL Wizards

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)

15 Transforming English Language Education in Vietnam: Empowering the Learning Experience with Project Based Learning

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)

16 Using English Teaching Forum Content to Support Your Teaching

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)

17 Writing activities to build Engagement in TEFL

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)

13:45 Transition Time

Doctoral Forum: 04

Doctoral Forum

18 Vietnamese EFL Teacher Change Through Professional Development: A Mixed Methods Study

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)

14:25 Transition Time

19 Exploring the Impact of AI Technology on Online and Blended Learning in Distance Education: A Focus on Learner Autonomy Development and Assessment

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)

15:05 Afternoon Tea Break

Doctoral Forum: 05

Doctoral Forum

20 Exploring EFL Teachers’ Perceptions of New Textbook Utilization in High School Settings

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

15:55 Transition Time

21 An Investigation into Logico-Semantic Relations of Expansion in Congruent and Incongruent Expressions

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)

Saturday, 27 July

07:00 Registration

08:40 Opening Ceremony

Keynote Speech: 01

22 Revolutionizing Language Learning with Artificial Intelligence

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 Morning Tea Break

Keynote Speech: 02

23 Research Writing in the AI Generation: Rethinking Pedagogies, Practices, and Perspectives

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 Travel Time

11:40 Lunch and Break

Parallel Oral Presentations: 01

24 "AI-Tailored Lesson Plans: Enhancing Listening and Speaking Skills for Gifted High School Students"

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)

25 Academic Integrity in AI Age: Mitigating AI-Assisted Cheating

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)

26 CALL Software and Learner Autonomy Development: A Case Study in Vietnam Context

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)

27 Digital Tools in Project-Based Group Assessments: Insights from Tertiary EFL Students' Experiences

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)

28 Echoes of Innovation: A Narrative Exploration of Integrating Generative Artificial Intelligence into EFL Material Preparation

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

VIC2024.B1-705.2707.PHAM LE.pptx

29 EFL Lecturers’ Challenges And Suggested Solutions for Assessment in the AI Age

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)

30 Empowering Vocabulary Learning: The Synergy of Self-Directed Learning and Digital Literacy

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)

31 Enhancing EFL University Students' Self-Assessment Skills in Writing Essays Using Copilot

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)

32 Enhancing English Learning for Gen Z through AI Music Composition

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)

33 Evaluation of a Testing Approach Intended to Assess Japanese University Students’ Interactional Competence

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

34 Exploiting Loora in Speaking Learning beyond the Classroom: Voices from EFL Learners

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)

35 Exploring the Integration of AI in EFL Education: Perceptions of Vietnamese Teachers on ChatGPT’s Role in Collaborative Writing and Literary Studies

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)

36 How to Chat with ChatGPT: Insights from EFL Lecturers

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)

37 Impacts of Generative Artificial Intelligence Chatbots and Prompt Types on Students’ Technology Acceptance

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)

38 Improving English Speaking Skills for English Majors Using Canvas LMS

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)

39 Online English Language Teaching: Identifying Teachers’ Needs and Perceptions of Continuous Professional Development Activities

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)

40 Student Perspectives on 21st Century Skills in Business English Speaking: Case Studies on the 4C's

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)

41 Students' Perceptions of English Academic Writing: A Needs Analysis of EAP in Vietnam

Despite the growing demand for academic writing instruction of EFL/ESL learners and the pivotal role of needs analysis in curriculum development, 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

42 Tapping into CLIL: Integrating Language Objectives in EMI for Enhanced Proficiency

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)

43 The Effects of Teaching Conjunctions on the Cohesion of EFL Students’ Compositions

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)

44 The Effects of Using Digital Technology on Vocabulary Knowledge of EFL Students

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)

45 The Impact of Technology in Education on Learner Motivation: A Content Analysis on Research Trends

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)

46 The Impacts of Technology on Learner Autonomy and Language Proficiency Development: A Learner’s Narrative

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

47 The Practice of ESL/EFL Teaching and Learning amid The Prevalence of Generative Artificial Intelligence: A Scoping Review

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)

48 Using AI-Generated Songs to Reduce Fossilized Errors in Adult L2 Learners

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)

49 Using Twee-Generated Activities to Reinforce Vocabulary for EFL Learners at a High School in Vietnam

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

50 What Should Be Learnt from Essays Generated by ChatGPT?: An IELTS-Based Approach

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)

13:30 Transition Time

Parallel Oral Presentations: 02

51 A Contrastive Study of Attitudinal Resources in Comments Given by Judges in “American Idol” and “Vietnam Idol”

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

52 A Qualitative Study on EFL Learners' Perception of Using ChatGPT for Academic Essay Writing

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)

53 AI-Infused Role-Play: Empowering Teachers and Elevating Learning for Low-Level Students

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)

54 Applying the View of Word Grammar on Teaching Syntax for Major English Students

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)

55 Developing Medical Students’ Engagement and Collaboration in Learning English through AI-Embedded Padlet: A Novel Approach

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)

56 Effectiveness of the Online Emotional Intelligence Course at a Vietnamese Higher Education Institution

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

57 EFL Teachers’ Self-Reported Perceptions and Practices of Embedding Moral Values in the Context of Vietnamese High Schools

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

58 Embracing AI in ESL Instruction in Some Northen Vietnamese Universities: Opportunities and Challenges

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

59 Enhancing Intercultural Competence among Vietnamese English Majors Using AI-Assisted Learning Activities

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)

60 Evaluating the Impact of AI Chatbots on Student Learning Outcomes at the Diplomatic Academy of Vietnam

This study rigorously assesses the impact of Artificial Intelligence (AI) integration, specifically through chatbots, on student learning outcomes at the Diplomatic Academy of Vietnam. Employing a mixed-methods approach, the research systematically investigates how these AI tools affect language proficiency, critical thinking abilities, and student engagement 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)

Viettesol _ Evaluating the Impact of AI Chatbots on Student Learning Outcomes at the Diplomatic Academy of Vietnam.pptx.pdf

61 Evaluating the Syllable Count Feature of a Mobile Application Designed to Track L2 Spoken Fluency

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)

62 Insights into Teachers' Practices and Attitudes of Classroom-based Assessment in Viet Nam

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)

63 Privilege and Prejudice in Private Online English Teaching: Discourses in School-Owned Recruitment Websites

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))

64 Students’ Acceptance and Practices of Utilizing ChatGPT to Learn Writing

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)

65 Teachers' Perceptions and Practices towards Communicative Language Teaching: A Case Study in a Vietnamese University

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)

66 Teachers' Perspectives on the Use of the Duolingo Application to Enhance Students' Language Learning Proficiency

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)

67 Teaching English in the Digital Age: Potentials of ChatGPT for Giving Feedback to Technical Students' Writing Products

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

68 The Application of JeopardyLabs in EFL Classroom

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)

69 The Current Practices of Teaching and Learning ESP at a Sport University in Vietnam

In recent years, the field of English for Specific Purposes (ESP) has become one of the primary topics in English language teaching and research. In the educational setting, ESP forms an essential component in the university course as it is designed to provide students with the language and communication skills required for particular fields and occupational or academic purposes. The purpose of this paper was to identify the current practices of teaching and learning ESP for sport students. 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

70 The Impacts of Gamification on ESL/EFL Learning: A Systematic Review

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)

71 The Use of Google Translate in Translating Commercial Contracts: Translation Quality Assessment

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)

72 Unlocking Undergraduate Students’ Potential: Transforming Communication Education with Artificial Intelligence (AI) Innovation

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)

73 Using ChatGPT to Develop Students' IELTS Speaking Skill in an IELTS Course

The emergence of ChatGPT is a valuable opportunity to revolutionize the development of teaching and learning materials for language learning. Despite the potential benefits of integrating ChatGPT into IELTS Speaking, there is a notable gap in research regarding its practical application in this domain. Existing studies have not specifically addressed the edges and challenges of applying ChatGPT in IELTS Speaking courses. To apply chatGPT more effectively in IELTS speaking, we conducted this action research, aiming at 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))

74 Using Process Genre Approach to Teach Method Section of Research Papers to Vietnamese Undergraduates

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)

75 Visual Images of Medical Textbooks in E-Learning Environments: A Multimodal Discourse Analysis

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)

14:10 Transition Time

Parallel Oral Presentations: 03

76 A Contrastive Study of Thematic Progression in Academic Essays Written by English Majors and IELTS Candidates

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)

77 Applying NLP (Neuro-Linguistic Programming) in English Teaching to Enhance Students’ Reading and Listening Skills

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)

78 Climate Action and English Language Teaching: A Vietnamese Case Study

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)

79 Comparing The Comprehensibility of Input Provided By EFL Teachers at an English Language Center

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)

80 Empowering Creativity: Assessing the Impact of Inquiry-Based Learning in Vietnamese Writing Classes

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

81 Expert Language Learning: 3 Lessons From Highly Succesful Learners

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)

82 Exploring Challenges Faced by International Students in English-Medium Instruction Programs: Insights from Vietnamese Students in Taiwan

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)

FREDE WU - Exploring Challenges Faced by International Students in English-Medium Instruction Programs Insights from Vietnamese Students in Taiwan.pptx

83 Exploring Mindsets about EFL Speaking: A Survey on Vietnamese Students at a University

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

84 Exploring Vietnamese EFL Students' Mastery of Common Academic Collocations

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)

85 Factors Affect Self-Confidence Among Disadvantaged Pupils

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

86 Factors Influencing Low-Achieving High School Students’ Motivation in Learning English: A Case Study

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

VietTESOL2024-Factors Influencing Vietnamese Low-Achieving Students' Motivation in Learning.pdf

87 Grammar Consciousness-Raising Tasks: Inductive vs. Deductive Learning

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)

88 Groupwork Activities in Developing Speaking Skills among EFL Tenth-Graders in Quang Ngai Province

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)

89 Implementing a Virtual Writing Center in the Era of Generative AI: A Pilot Project

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), Dr Diem Hoang (Thai Nguyen University), Ms Huong Ta (Thai Nguyen University), Ms Linh Nguyen (Thai Nguyen University), Dr Minh Nguyen (Thai Nguyen University)

90 Inquiry-Based Learning in ESL Classroom: Benefits and Strategies

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)

91 Interpersonal Metaphor in Research Articles About Law and Applications in Teaching Legal English

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)

92 Lexical Profiles in Reading Texts of Eight English Textbooks 8 in Vietnam: A Corpus-Based Comparison

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

93 Redefining the Meaning of EFL “Reading” in the New Digital Paradigm

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)

Furmanovsky-Viettesol Powerpoint (Reading).pdf

94 Submitting Speaking Videos via Zalo Group as a Way to Reduce the Anxiety of Speaking

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))

95 Teachers' Oral Corrective Feedback on Learners' Speaking Proficency: A Case Study of an English Center

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

102_OP03-20_VIC2024.pptx

96 Teachers' Roles in Fostering Learner Autonomy: A Case Study in EFL Blended-Learning Classes

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

97 Teachers' Use of Corrective Feedback and Students’ Uptake in EFL Speaking Lessons at a High School in Mekong Delta

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

98 Teaching Self-Regulated Learning Strategies to EFL Students In MOOCS: A Case Study in Vietnam

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)

99 The Effects of Using AI Tools to Integrate Ethnic Cultural Stories into the New High School ELT Textbooks’ Reading Materials

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)

100 The Emergence of Complexity, Fluency, and Accuracy in Written Works of Vietnamese Learners of English: A Replication Study

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)

101 The Impact of New Generation School (NGS) in Education Development in Cambodia

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)

Using Diffit tool to teach mix-level classroom

102 The Influence of the PERMA Model on EMP Student's English Speaking Performance

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)

103 Why is L2 Pragmatics a Neglected Area in EFL Teaching? Uncovered Stories from Vietnamese Teachers

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)

14:50 Transition Time

Posters

104 "Culture Exchange": A Community of Practice to Enhance English Communication Skills and Promote Vietnamese Culture

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)

105 A Comparative Analysis of Formative Feedback Provided by ChatGPT and Human Evaluators in EFL Writing

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)

106 A Convenient New Method for Annotating English Phonetic Transcriptions

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

VIC2024.81.HoangTienDung.pdf

107 A Review of Using Padlet to Improve College Students’ Writing Performance

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)

108 A Review on Automated Writing Evaluation Tools in Language Learning and Teaching

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)

109 A Study on Utilizing AI Tools to Enhance High School Students' Writing Self-Assessment

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)

VIC 2024 POSTER - DANG THI THANH DUNG.pdf

110 Academic and Student Use of Learning Management System at National Economic University: Implications for Blended - Learning Quality in the Post – Covid 19 Era.

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)

111 An Investigation into Foreign Language Speaking Anxiety in English Classrooms at Tertiary Level

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)

112 An Investigation into Teachers’ Promotion of Student-Centered Learning in EFL Speaking Classes at Ethnic Minority Boarding High Schools in Gia Lai Province

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

113 Applying the Method of Content and Language Integrated Learning (CLIL) in Teaching English 6 in Thai Nguyen Secondary School, Nha Trang City

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

114 Approaches to Deal with Challenges in Teaching English in Vietnam and Make School a Happy Home

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

115 Artificial Intelligence in Education: Enhancing Learner Autonomy for the Digital Age

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

116 Blended Learning

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

117 Boosting Student Engagement in Self-Paced Learning through AI

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)

118 Boosting Writing and Speaking Skills in High Schools Using AI Tutors

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)

119 Challenges in Teaching English to Elementary School Students in Hung Yen Province and Some Solutions

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)

120 Challenges of Speaking English as a Second Language for Third-Year English Students At Faculty of Languages-Souphanouvong University (Academic year 2022-2023)

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)

121 ChatGPT & Gemini in University English Lesson Planning: Potential and Pedagogical Alignment

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)

122 Common Mistakes in Pronunciation among Students at the English for Specific Purposes Department, Hanoi University

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

123 Cross-Cultural Educational Material Development: Collaboration between VietTESOL K12 & Nottingham Trent University in PRELIM 3

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)

124 Develop Students' Self-Study in English after School through Liveworksheets, Videoscribe, Padlet and Gnomio

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)

125 Developing the Speaking Skills of Vietnamese Non-English University Students through Video Dubbing

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)

126 Digital Transformation in E-Learning Eeducation at Hung Vuong High School for The Gifted in Gia Lai Province

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

127 EFL High School Students' Perceptions of the Advantages and Difficulties of Blended Learning

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

128 EFL Pre-Service Teachers' Perception of Continuing Professional Development: A Case Study in Vietnam

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

129 EFL Secondary School Teachers’ Perceptions of Implementing the English Curriculum 2018 in Ben Tre Province.

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)

130 EFL Seniors’ Perception of the Utilisation of TikTok in Their English Vocabulary Learning

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)

131 EFL Teachers’ Expectations and Satisfaction about Professional Development Activities in a Foreign Language Center in Soc Trang City

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

132 EFL University Teachers’ Perceptions Towards the Use of ChatGPT in Designing Language Tests

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)

133 Empower High School Teachers in Quang Nam Mountainous Areas in AI-Assisted Reading Task Design

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)

134 Engaging All Students in A Small Group Activity Using Boop! Boop!

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)

135 English Pronunciation Learning: Views From the EFL Freshmen

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)

136 Enhancing 12th Graders' Reading Skills with Diagrams GPT at Tay Tra High School

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)

137 Enhancing Collaborative Reading: Applying the Hypothesis Tool to Foster Interactive Learning Among Third-Year University Students

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

138 Enhancing Student Engagement and Activeness in Review Lessons through a Gamification Gallery

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

139 Enhancing Students’ Speaking Performance through a Mock Interview Project

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)

140 Enhancing Vocabulary Acquisition: 10 Effective Activities for Memorable Word Encounters

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

141 Exploring Open AI in Making Videos: Opportunities and Challenges

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)

142 Exploring Teachers’ Application of ChatGPT in Designing Tests at a Rural High School

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)

143 Exploring the Effect of AI Integration in CLIL Instruction for Secondary Students in Vietnam

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))

144 Exploring the Influence of Biographies on Vietnamese EFL Novice Teachers’ Beliefs and Practices

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)

145 Exploring the Perceptions of EFL Teachers in the Mekong Delta on Integrating ChatGPT in Teaching Activities: A Multi-Case Study

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)

146 Exploring the Use of Hedging in Argumentative Essays by Vietnamese IELTS Learners: A Corpus Analysis and Instructor Insights

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

147 Factors Affecting Student Satisfaction with English Course of Joint Programs - A Case Study at National Economics University, Vietnam

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)

148 Factors Affecting Translation Skills and Recommendations to Strengthen Translation Skills for EFL Students

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)

149 Formative Assessment on Students’ Motivation in Learning in the Age of Artificial Intelligence

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)

150 Gamification and Learner Motivation in Vocabulary Acquisition

The integration of gamification into language teaching has gained an increasing popularity over the last decades, creating numerous opportunities for learners to improve language proficiency. Although much attention has been devoted to gamification, few focus on learners vocabulary acquisition and motivation. To bridge these gaps, the present study aims at (1) examining the development of EFL learners’ vocabulary range by gamification and (2) investigating if the implementation of games enhances learners’ motivation. Seventy students were divided into a control with no exposure to gamifying learning and an experimental group experienced the use of gamification. Quantitative method was employed to collect data from pre and post-test while qualitative was adopted to explore the learners’ motivation through interviews. The findings demonstrated that when students were exposed to game-based learning, they outperformed the control group in terms of vocabulary acquisition and motivation. Such findings imply that gamification has potentials in language teaching settings for improving learning motivation and boosting vocabulary expansion.

Speaker: Duong Ngoc Nguyen

151 Improving English Skills with AI Language Games

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.)

152 Improving Listening, Speaking, Reading and Writing Skills by Using Mind Map for EFL Young Learners

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)

153 Improving Young Learners’ Motivation in Reading and Vocabulary Learning Through Authentic Materials

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)

154 Integrating Chat GPT into the Teaching Process to Enhance Writing Skills for 10th-Grade Students

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)

155 Introducing Several Padlet's AI Features for Enhanced Learning through Content Creation and Collaboration

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

156 Investigating Multiple Intelligence Profiles of EFL Learners: A Study at a University in Vietnam

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

157 Leveraging Microsoft Forms to Amplify Listening Skills in K-12 Students

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)

158 Love, Pigeons, and UFOs: Using Short Films in an EFL Class

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

159 Needs Analysis into Students' Expectation of Translation Courses: A Case Study at National Economics University, Business English Majors

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)

160 Online LMS Homework and Students’ Autonomy

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)

161 Primary School Learners' Perceptions of Learning Community Activities in English as Foreign Language Classrooms

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)

162 Reshaping Learning Mindsets of Japanese Students for Global Competitiveness

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)

163 Scaffolding to Build up Learner Autonomy Development by Applying Technology in Blended Learning Method

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

164 Some Experiences in Holding English Club Effectively for Secondary Students

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

165 Student and Teacher Perceptions of Streaming First-Year English-Majored Students

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)

166 Students’ Perspectives on Creating Videos in Learning English

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)

167 Supervising Teaching Activities Through Professional Learning Communities in Primary Schools: Principles’ and Teachers’ Perspectives

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)

168 Teachers' Perceptions of the Paraphrasing Tool - QuillBot in Supporting Teaching English Writing to Students at Some Lower Secondary Schools in Thai Nguyen City, Vietnam

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)

169 Teachers’ Strategies in Incorporating Higher-Order Thinking Skills in Reading Classes

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

170 Teaching in Confucian Culture: International Lecturers’ Experiences in English-Medium-Instruction (EMI) Classrooms in Vietnamese

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)

171 The Application AI and DiD Website for Enhancing Native-Like English Speaking.

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)

172 The Appropriateness of Using AI in EFL Writing from Teachers' and Students' Perceptions

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)

VIC2024.68.Nguyen Thi Thao Linh.pdf

173 The Effects of Mindmeister on Idea Generation in English Essay Writing: Empirical Evidence from High School Students

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)

174 The Impact of the Marketization of English on Parents' Attitudes toward Their Young Children Learning English

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)

175 The Impacts of Infographic on EFL Students’ Paragraph Writing Performance

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

176 The Role of ChatGPT in ESP Instruction: A Qualitative Analysis through Library Research

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

177 The Survey about High School Students' Attitude toward Their IELTS Learning

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)

178 Tips to Help Students Overcome New Word Pronunciation Challenges

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

179 TNE Students’ Perceptions of Using Artificial Intelligence Technology in Speaking Skills

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

180 Towards Closing the Language and Culture Competences through Global Classroom

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)

181 TWEE - a Powerful Tweaking Tool for English Language Teachers

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)

182 Understanding the Barriers to Proficiency: A Mixed-Methods Approach of Freshman English Majors’ Experiences with Pronunciation

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)

183 Unlocking Teaching Practice though Self-Reflection: An Insight from Pre-Service Teachers

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)

184 Using AI Tools to Facilitate Students' Process of acquiring Vocabulary

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

185 Using AI Tools to Improve Students’ Speaking Skills

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)

186 Using Chat GPT in the Writing of the Undergraduate Research Thesis: A Case Study

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

187 Using Formative AI to Organize TESOL Classroom Activities

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

188 Using Machine Translation in English-Vietnamese Translation: Perspectives from English-Vietnamese Translation Major Students

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)

189 Using Project-Based Teaching to Enhance Students’ Speaking Skills

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

190 Using Quizlet as Blended Learning in English Classroom in A Rural Area

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

191 Utilizing Flipgrid App to Improve 10 Graders' Pronunciation at My Hao High School

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)

192 Utilizing Websites and Applications in Improving English Grammar Competencies for High School Students

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)

193 VietTESOL Massive Open Online Courses (VMOOCS): Valuable Professional Development Opportunities for Teachers

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)

194 Vocabulary Demand of an EFL Textbook and Secondary School Students’ Lexical Knowledge

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

195 “What Do We Do with AI?”: Perspectives of Pre-Service Teachers

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)

15:00 Tea Break

Technology Fair

196 Analyzing the CEFR of Vocabulary and Rewording Appropriately

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)

197 Capcut's Text-to-Speech Technology in English Education

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

198 Corpus versus AI Tools for Enhancing Natural Collocations in Student Vocabulary Practice

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)

199 Embracing Innovation: The Impact of New Technologies on High School Testing and Assessment

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

200 Enhancing Learner Autonomy Through the Utilization of Edpuzzle for Video-Based Teaching

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)

201 Incorporating Different Artificial Intelligence Powered Tools to Generate Well-Written, Visually Stunning and Time-Saving Educational Materials

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

202 Innovative Learning Material and Test Designs with ChatGPT

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)

203 To Plan or Not to Plan: AI Makes the Question Obsolete with Twinkl's ARI

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)

204 Using AI Technologies to Enhance Grade 10 Students' Vocabulary

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

205 Using An Effective Digital Tool in ELT Mixed-Classroom

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)

206 Using Canva App to Enhance Speaking Skill for Ha Thuong Primary Pupils

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)

15:45 Transition Time

Parallel Oral Presentations: 04

207 Embracing Media and Information Literacy in Teaching L2 Reading: Towards Strong Readers in the AI Era

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)

208 Exploring Technology-Enhanced Testing and Assessment in English Language Education

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)

209 Flipped Learning in a Linguistics Classroom for Pre-Service Teachers: A Proposed Pattern and Learners’ Perspectives

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)

VIC2024_Loc_Nhung.pptx

210 Improving Students’ Speaking Skill and Participation through Interactive Activities

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

211 Portfolios in an EMI Academic Writing Course for Korean EFL Graduate Students

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)

212 Teachers’ and Learners’ Beliefs about Task-Based Language Teaching: A Systematic Review

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)

213 Translanguaging in a Linguistic Course: From Learner's Perspectives

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

214 Vietnamese EFL Pre-Service Teachers’ Perceived Benefits and Challenges of Implementing Project-Based Approach in EFL Classrooms

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

215 Weaving Social Emotional Learning into Classroom through English Textbooks for K12 Students in Vietnam

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)

216 VietTESOL SIGs Meeting

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)

Workshops: 01

217 Bridging the Material Gap: A Practical Approach to AI-Generated Exercises

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)

218 Can ChatGPT Support Teachers in Task Design?

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)

219 Creative Catalysts: Integrating ICT Tools to Enhance Everyday Teaching Activities in the Age of AI

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)

220 Empowering Learners to Become Global Citizens through TBLT/PBLT and SDGs

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)

221 Engaging Students and Exploiting the Power of AI in English Language Teaching

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)

222 Enhancing English Education for Mixed-Ability Students: Practical Strategies and Insights

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)

223 Enhancing IELTS Writing with AI: Practical Applications and Considerations

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)

224 Fostering Idea Development Skills in Academic Writing for English Majors: A Practical Approach for High School Gifted Students with The Assistance of ChatGPT

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)

225 Harnessing the Power of AI and Digital Tools to Foster Learner Autonomy in ELT

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)

226 Integrating Automated Essay Scoring in Writing Courses: Utilizing SCORE Right for Effective Assessment and Feedback

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)

227 Notion 101: Crafting Lesson Plans for Engaging Young Learners

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

228 Practical Strategies for Differeniated Instruction in Teaching Mixed Ability Classes

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)

229 Speak or Stay Silent: Book Creator - a Comprehensive Website to Unlock Students’ Oral Proficiency

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

230 Teaching as Mentoring in the 21st Century

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)

231 Teaching Grammar Communicatively for Sixth Graders

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)

232 Three Cognitive Psychology Principles to Promote Language Learning

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)

233 Tired of Giving Feedback for Learners: Strategies for Learners to Improve IELTS Speaking Using Talk-to-GPT

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)

16:55 Transition Time

Featured Presentations

234 Artificial Intelligence and the Future of our Role as Teachers in Society

Artificial intelligence has rapidly evolved since the coining of the term AI in 1956. With the advent of generative A.I., and its impact on all industries including translation and education, we are now at a point where teachers must confront this technology head on, so that we can prepare our schools and communities for the changes A.I. will bring. In this presentation, we will highlight the role of teachers as the vanguard for adapting our societies to technological changes. This keynote will also highlight how technology has already disrupted long held assumptions about age limits in language learning, and how these disruptions may create new opportunities for future success in language learning. Using the speaker’s own research, this speaker will share implications from two adult learners with successful acquisition of native pronunciation. For these learners, personal interest, joy, and positive identity development were more significant drivers of success than any instrumental motivation. The speaker will discuss these implications and how they may be addressed by developments in A.I. technology.  Finally, this keynote will invite all participants at VietTESOL International Convention 2024 to consider how they can use knowledge gained about A.I. at this year’s conference to address implications for their own communities, and to aid our communities to adapt successfully to this brave new world.

Speaker: Antonio Losavio (English Language Fellow)

235 Enhancing Student Engagement and Inquiry Through Project-Based Learning in the Age of AI

How can we authentically engage students in learning in an era of easily accessible artificial intelligence (AI)? Project Based Learning (PBL), an instructional method where students learn by actively engaging in real-world and meaningful projects, empowers students to collaborate, communicate, and reach beyond mere AI-generated responses. Vietnam’s Ministry of Education has recognized the power of PBL for transformative learning, initiating a new national curriculum using PBL to move toward student-centered learning in today’s 21st-century classroom. This session will explore the benefits of PBL and its potential for enhancing student-centered education in Vietnam. Presenters will identify how educators can create engaging, effective, and inclusive learning experiences by integrating culturally relevant practices with sustained inquiry and investigation. The presentation will lead participants to think more deeply about PBL and how it might be applied across diverse educational contexts throughout Vietnam, fostering critical thinking, collaboration, and real-world problem-solving skills. Participants will leave the session with a clearer understanding of PBL and its benefits, practical strategies for implementing culturally relevant PBL projects, and resources to support their efforts.

Speakers: Crystal Bock Thiessen (University of Nebraska-Lincoln), Ms Summer Peixoto (English Language Programs)

236 Leveraging the Power of AI for Innovative Teaching and Testing

This presentation delves into the transformative potential of AI platforms in revolutionizing the creation of teaching and testing content within English language education. The increasing integration of artificial intelligence in educational settings offers educators unprecedented opportunities to tailor content to individual learning needs, enhance engagement, and optimize assessment processes. This presentation explores the utilization of platforms such as Twee, Chat GPT, and Audyo in generating dynamic learning materials that cater to diverse learning styles and proficiency levels.

Drawing on empirical evidence and pedagogical theory, the presenter will showcase the efficacy of AI-driven content creation in fostering language acquisition, critical thinking, and communicative competence among learners. Furthermore, the presenter will highlight the innovative features of platforms that facilitate adaptive learning pathways, real-time feedback mechanisms, and data-driven insights for instructional design refinement.

The presentation will also address ethical considerations and practical implications associated with the integration of AI platforms in educational contexts, emphasizing the importance of maintaining learner autonomy, privacy, and inclusivity.

Through this exploration, participants will gain valuable insights into harnessing the potential of AI platforms to enhance teaching and testing practices, foster learner engagement, and optimize educational outcomes in English language education.

Speaker: Dieter Bruhn (RELO - U.S. Embassy, Ha Noi)

237 Making Hay While the Sun Shines: Doing Emotional Labour and Harvesting Emotional Capital in ELT

Drawing on the metaphor of ‘Head, hands and heart’ we can view language teaching (and learning) as involving thinking, doing, and feeling. While the first two of these processes are well embedded in ELT, less attention has been paid to the third – feeling. When our field has attended to emotions in ELT, it has focused on a narrow range of emotions, and notably learner anxiety. But we are seeing an ‘emotional/affective turn’ in applied linguistics (White 2018) reflected in with growing interesting in learner engagement, positive psychology, well-being, mindfulness, flow, and in understanding the full range of emotions in play in the classroom. Allied with this is increased awareness of teacher emotions and teacher burnout, an issue that was greatly heightened during the Covid pandemic.
In this talk, we will discuss our emotional labour and explore practical ways to engage more actively with the emotional life of the classroom and attend to our emotional work as language teachers, with the aim of building rather than diminishing our emotional capital.

Speaker: Prof. Jonathan Newton (Victoria University of Wellington)

238 Publishing in English Language Teaching Academic Journals

English Teaching Forum is a quarterly journal supporting the teaching of English around the world through the publication of innovative, practical ideas. It is published by the U.S. Department of State. Over 60,000 copies of the journal are distributed in more than 100 countries. The publication accepts submissions from English language teachers around the world and most of the authors published in English Teaching Forum are classroom teachers. Join the Editor-in-Chief of the English Teaching Forum to learn how editors choose and review articles for publication. Get practical tips on how to submit your work and find out what happens behind the scenes. Whether you're new to publishing or want to improve your skills, this session gives you inside knowledge from the editorial review board. Don't miss this chance to understand the process and contribute to English language teaching discussions globally.

Speaker: Tom Glass (U. S. Department of State)

239 Teacher Professional Learning to Enhance ESL/EFL Teachers’ Pronunciation Pedagogy

Recent research shows that many ESL/EFL teachers overlooked the explicit teaching of pronunciation in their English classes and that their pronunciation teaching was ad hoc, usually in response to individual learners’ pronunciation errors through recasts and/or prompts. This body of work has also demonstrated a lack of initial training and professional learning opportunities in pronunciation pedagogy leading to the teachers being unconfident teaching pronunciation. Although leading scholars of the field have argued for the facilitative role of professional learning to teachers’ pronunciation pedagogy, limited research has been done to describe and understand how teachers translate into practice the pronunciation pedagogy knowledge they receive from professional learning activities. In this talk, I will reflect on my four years doing research at Victoria University of Wellington New Zealand, which led to my PhD degree in Applied Linguistics and five articles published in peer-reviewed journals. First, I will describe what motivated me to do my PhD in New Zealand. Then, I will present how I designed and conducted my research, discuss the main findings from each of the two phases of the project, and outline the way in which the phase 1 findings informed a teacher professional learning intervention which was carried out in phase 2 of the research. Finally, I will conclude by discussing the limitations and directions for future research.

Speaker: Dr Loc Nguyen (University of Economics Ho Chi Minh City (UEH))

240 Using ChatGPT for Second Language Writing: Pitfalls and Potentials

Recent advances in artificial intelligence have given rise to the use of chatbots as a viable tool for language learning. One such tool is ChatGPT, which engages users in natural and human-like interactive experiences. While ChatGPT has the potential to be an effective tutor and source of language input, some academics have expressed concerns about its impact on writing pedagogy and academic integrity. Thus, this tech review aims to explore the potential benefits and challenges of using ChatGPT for second language (L2) writing. This review concludes with some recommendations for L2 writing classroom practices.

Speaker: Prof. Jessie Barrot (National University Philippines)

17:55 Break Time

18:45 Gala Dinner

Sunday, 28 July

07:00 Registration

Keynote Speech: 03

241 Artificial Intelligence in English Language Teaching: Preparing for the Future

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)

08:50 Transition Time

Parallel Oral Presentations: 05

242 "The Effect of Group Work on Learning Engagement and Autonomy Among College Students"

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)

243 A Study on the Effectiveness of Shadowing Technique for Beginning-Level EFL Learners

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)

244 An Investigation into English Education Students’ Obstacles in Designing Lesson Plans at School of Foreign Languages, Thai Nguyen University

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)

245 Comparing the Effect of Direct Correction versus Metalinguistic Correction Feedback on Young Learners’ Accuracy in EFL Writing

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

246 Do Foreign Language Policies in Vietnam Align with Economic Policies? A Lesson Should be Learned

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)

247 Enactment of the Communicative and Task-Based Language Teaching Curriculum in an ‘Advantaged’ Area in Vietnam

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)

248 English for Contemporary Topics: Students’ Gains from News-Sharing Activities

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)

249 English-Majored Students’ Expectations and Intercultural Profile Prior to a Cultural Course

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)

250 Enhancing Classic Literature Accessibility for English Learners: A Readability and Vocabulary Analysis

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)

251 Experience of Developing Vietnamese Standardized Test Bank of English Proficiency Level 3 to 5 at People’s Security Academy

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)

252 Exploring EFL Teachers’ Perceptions and Practices of Using Multimodal Texts in Teaching Writing

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

253 Exploring the Efficacy of ChatGPT Integration on EFL Writing: A Study with Vietnamese Undergraduate Students

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)

254 How Teachers’ Assessment Practices Support Students' Self-Regulation in English Language Development

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

255 Investigating the Effectiveness of the Integrated Language Skills Approach on Speaking Skills of 10th Grade High School Students in Gia Lai Province

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

256 Revisiting World Englishes: A Critical Review with Relevance and Implications for High School English Teaching

It is widely recognised that the dominant status of English as a global language has engendered the emergence of new English varieties, thereby challenging the conventional association of English language teaching with a monolingual inclination towards General American or Received Pronunciation. This necessitates the adjustment of teaching practices based on a proper understanding of the dynamics inherent in World Englishes. This article seeks to delve into the discourse surrounding World Englishes through a critical review of three key articles: Mukminatien (2012), Bhowmik (2015), and Tsang (2019). In particular, culturally specific elements, native-non-native dichotomy and the intelligibility criterion are the focal points of attention. A reflection of those aspects on the teaching of English in a high school context reveals the tendency to uphold the tenets of native-speakerism with a monocentric approach to ELT. Through a critical lens, the article postulates the multifaceted implications of World Englishes for the selection and adaptation of instructional materials, and the teaching and assessment of oral communication.

Speaker: Cao Thi Phuong Anh

257 Strategies for Developing Ideas in Writing Essay for the Gifted Students in the National Exam

Writing is a momentous skill because it necessitates perfect grammar and content or ideas. Especially, writing in national excellent student exams is considered one of the extremely important parts that determine a student's success or failure. The study examines a multitude of elements related to essay writing including the challenges that students are facing when preparing to write essays and presents feasible strategies to assist students in overcoming those challenges. Through a qualitative approach supplemented by descriptive and quantitative techniques, data were collected via surveys and interviews from 35 grade 11 students during 15 weeks of the second semester of school year. The findings reveal insights into the implementation of writing strategies at Nguyễn Bỉnh Khiêm High School for the gifted, highlighting its benefits with writing strategies such as such as best application each type of task requirement, analysis and integration of the ideas related to the topic by the teacher before beginning to write. Additionally, the research results also support the teachers of English at High schools for the Gifted in effectively applying those strategies to writing skills and creating more opportunities for writing practice that yield the best results for students.
Keywords: writing skills, strategies, challenges.

Speaker: Mr Nguyễn Cường

258 Teacher Talk in the EFL Classroom: A Study of a Teacher at a Private English Center

This paper investigates the multi-faceted features of Teacher Talk. Additionally, this research explores their influence on language acquisition outcomes among young learners. This study was designed as a case study research, using observations and interviews to collect data. Conducted at a private English center in Can Tho City, Vietnam, the study involved an EFL teacher and two young learners as primary participants. A 90-minute EFL classroom session was first videotaped, followed by transcription for analysis. Subsequently, interviews were conducted with the teacher and two students, and transcribed for further analysis and discussion. The study identified several features of teacher talk that either enhanced or hindered student engagement and learning. Constructive elements such as positive feedback, confirmation checks, waiting time, strategic language choice, direct error correction, and scaffolding were found to enhance student engagement and language acquisition. Conversely, detrimental features including excessive teacher talking time (TTT), interruptions, and overuse of turn completion were observed to impede the learning process. The findings underscored the importance of employing mindful and reflective communication strategies to create effective and inclusive learning environments.

Speaker: Ngoc Nguyen

Teacher Talk in the EFL Classroom A Study of a Teacher at a Private English Center.pptx

259 The Attitudes of Ethnic Minority Boarding High School Students towards Project Based Learning

This study aimed to examine the attitudes of ethnic minority students towards project based learning. The participants in this study were 235 ethnic minority students in grade 10 of Lam Dong Ethnic Minority Boarding School and Southern inter-district Ethnic Minority Boarding School. In this study, the author employed a questionnaire with 19 Likert scale questions and 5 semi-structured interview questions to collect data. Then, quantitative data is processed by SPSS software in the form of descriptive statistics while qualitative data is recorded for content analysis. Research results indicated that most ethnic minority students in grade 10 at Lam Dong Ethnic Minority Boarding School and Southern inter-district Ethnic Minority Boarding School expressed a positive attitude towards project-based learning. At the same time, the students also stated various problems and obstacles they encountered while dealing with this method such as project time constraints, lack of teamwork skills, lack of technology skills and limited budget. The author hoped that the early findings of this research would beneficial to the development of the quality of English learning through this study in Lam Dong Ethnic Minority Boarding School and Southern inter-district Ethnic Minority Boarding School in particular and in other high schools in Vietnam in general.

Speaker: Huong Nguyen

260 The Effectiveness of Flipped Classrooms in Enhancing Students’ Debate Skills

Traditional classrooms have long been criticized for creating passive students’ attitudes. This study aims to investigate the effects of flipped classrooms in enhancing students' attitudes in both the classroom settings and debate sessions. The research involved 66 undergraduate Linguistics major students at International University, VNU-HCMC. The participants watched the video clips of each lesson designed by the lecturers before each class. Weekly quizzes were provided as part of the process and a post-study survey using Google Forms was given to measure the students’ perceptions on the flipped classroom approach. The findings revealed positive results towards students' motivation, engagement, and the usefulness of the flipped classrooms. This research contributes to the growing body of literature on innovative pedagogical methods in debate skills education, specifically emphasizing the effectiveness of the flipped classroom model.

Speakers: Ms Tram Nguyen Thi Mai (International University), Ngoc Nguyen Le Bao (International University)

261 The Effects of Using AI Tools on Learning of English for Specific Purposes by Logistics Students

Learning English for Specific Purposes (ESP) transcends traditional language acquisition, encompassing both fundamental language skills—writing, reading, listening, and speaking—and domain-specific terminology and knowledge. Within the realm of business and economics, ESP courses demand assessments such as presentations and essays, necessitating extensive self-study outside the classroom. The absence of adequate support tools poses a formidable challenge for students undertaking these tasks. This paper presents a case study conducted with 56 logistics students enrolled in a university ESP course, wherein AI tools were integrated as effective aids during their learning journey. Employing a mixed-method approach, the study examines the impact of AI integration on students' academic performance and their perception of these innovative learning applications. The findings reveal a significant improvement in the academic scores of the participants, indicative of the efficacy of AI tools in enhancing ESP learning outcomes. Moreover, the study underscores the positive attitude exhibited by students towards the integration of AI tools, highlighting their acceptance and utilization as valuable resources for autonomous language learning. The study advocates for the repositioning of AI tools not as means of academic dishonesty but rather as facilitators of self-directed learning. By leveraging AI technologies, students are empowered to engage in independent language acquisition, thereby enriching their ESP proficiency and fostering a culture of self-reliant learning.

Speaker: Mr Minh Trí Nguyễn (University of Economics Ho Chi Minh City)

262 The Influence of Project-Based Learning on First-Year Students Language Proficiency and Learning Motivation

The increased adoption of project-based learning (PBL) has opened up numerous opportunities for language instructors and EFL students from non-English major backgrounds, enabling them to utilize languages as a tool to pursue their career aspirations. This research aims to investigate the potential of PBL in enabling students to practice language skills and increase learning motivation within the context of their respective majors, as perceived by the learners themselves. Participants involved 43 first-year students majoring in Information Technology and Marketing at a university in Ho Chi Minh City. Data collection included interviews and surveys conducted after an 8-week course that utilized a semi-structured project. The results revealed that the majority of students held a positive view toward the implementation of project works. Throughout the project, students noted improvements in their writing and reading skills, while the other two skills received comparatively less focus. Additionally, the findings indicated that students experienced increased motivation within their majors and developed employability skills such as information searching, critical reading, and collaborative work. Based on these findings, the study presents educational implications for PBL instructors and suggests potential avenues for further research in this field, both within Vietnam and internationally.

Speaker: Quý Trần Thị Kim (Posts and Telecommunications Institute of Technology)

263 The Teaching of English Grammar Based on Comprehension: A Case of Adjectival and Adverbial Modifiers

The presenters will demonstrate that English grammar, made comprehensible to the learners by explaining the empirical nature of grammatical principles, can reduce the learners' burden to learn English. This rational way of learning grammar will help the learners who have learned somehow to listen or speak by means of communicative approach, to brush up their English for better reading or writing.
In many Asian countries, English is taught as a foreign language. In this EFL environment, English is learned in a communicative way. Of course, this helps the learners in the initial stage, but if the learners need to read or write advanced English, a good command of grammar, together with expanded vocabulary, is essential. However, English grammar nowadays is still taught in the framework of traditional grammar, which, based on the 19th century prescriptive grammar, merely sets grammatical rules with no explanation of whys. Therefore, the learners have no choice but to cram themselves with a host of rules without understanding or asking themselves why. This grueling, but fruitless way of learning is a heavy burden to the learners, and the rules learned by heart will not last long.
The presenters will demonstrate a way of making grammar comprehensible to the learners by adopting some principles of the current scientific studies of grammar, such as generative or cognitive grammar: with an instance of two kinds of modifiers, adjectival and adverbial and by focusing on adjacency.

Speaker: Prof. Masashi Kawashima (Graduate School of Social and Cultural Science)

264 The Use of Epistemic Modality in Argumentative Writing by English-Majored Students at a University in Vietnam

This paper aims to explore the epistemic modality markers in argumentative writing. The data for the study is 50 essays written on education by English-majored students. Both the quantitative and qualitative approaches were employed to discover the participants’ use of the linguistic devices to convey epistemic modality in terms of degrees of commitment and categories of devices. The findings reveal that epistemic modality is popular in this writing genre, with approximately one-third of the sentences in the data being epistemically modalized. It is obviously seen that the shade of probability and epistemic modal verbs are preferably utilized by the student writers to convey their personal attitudes and opinions to the topic question. The analysis of epistemic devices in the data also suggests speakers’ interest in using epistemic lexical verbs and adjectives to realize certainty and epistemic modals to denote probability. Finally, pedagogical implications for making better use of epistemic modality in students’ argumentative writing are put forward.

Speaker: Mrs Nguyễn Trang (Hanoi Law University)

265 Towards a Framework for Evaluating Hybrid CLIL Program for Children

Teaching English via content subjects has become popular, particularly at the primary school level in Vietnam while the upsurge of different hybrid learning models in recent years has also been linked to English language teaching. This research aimed to construct a toolkit for evaluating hybrid CLIL programs for primary school students. The authors hypothesized that a hybrid CLIL program would require a multi-layered framework to evaluate its overall goals (Context), plans and resources (Input), activities or components (Process), and outcomes or objectives (Product). Specific aspects for the evaluation would include (1) the level and impact of technology integration, (2) the extent to which principles of CLIL methodology are adhered to, and (3) whether inputs and processes facilitate children’s language acquisition and be aligned to principles of teaching English to young learners. The triangulation of data from content analysis of relevant literature, focus group interviews with the hybrid CLIL program managers and curriculum developers, and interviews with educational specialists and experts has yielded two products: an evaluation framework with multi-layered components, and a set of data collection tools including questionnaires and semi-structured interviews for program stakeholders and classroom observation checklists. The toolkit would provide guidelines for CLIL curriculum developers and English teacher trainer experts to ensure the quality assurance of the program.

Speakers: Dr Huong Quynh Tran (Hanoi National University of Education), Huong Nguyen (ULIS - VNU), Nhung Nguyen Thi Hong (University of Languages and International Studies, Vietnam National University Hanoi), Phuc Nguyen (University of Languages and International Studies), Thi Hieu Thuy Tran (VNU University of Languages and International Studies)

266 Transitioning to University: The Interplay between Learners' Emotions and Identities in English Language Learning

Research has shown that diverse factors contribute to the shaping of learner identity, encompassing from macro and micro contexts to temporal context change and personal factors. Emotions, in particular, emerge as a pivotal informational source in the cultivation of an individual's perception of oneself. Our study is contextualized in the emotion-packed transition from rural high schools to a major urban university of language learners. This can be even more intense as participants engaged in English as Medium Instruction (EMI) settings. This study, therefore, seeks understanding of processes of L2-related identity construction and how emotions are mediated in that formation process. Five students participated in interviews designed to understand their past, present and future dimensions of English learning experiences and how these dimensions are intertwined through the process of narrative construction in participants' retrospective reflection of their learning experiences and emotions. We demonstrate that it is not their proficiency in English that plays the pivotal role in shaping EFL personal orientations to English and their identity as English learners, but their emotions, social and environmental affordances, and individuals’ agency. On the other hand, language users and successful multilingual learners construct and negotiate between achievement emotions, micro-social practices, and future goals. The study also provides insights to the understanding of the interplay between learner’s identity and emotion and calls for social-emotional teaching and learning across educational levels.

Speaker: Trinh Nguyen

267 Using Classroom Languages to Maximize Students’ English-Speaking Time in Primary English Classrooms

The issue of increasing the amount of time spent listening, speaking, and using English is always one of the top concerns of English teachers, especially primary school English teachers when our students need more knowledge, boldness, or confidence in communicating in English. In this situation, using classroom language effectively in primary English classrooms facilitates daily communication and immerses students in English, providing them with continuous exposure and practice. The report will include an analysis of the purpose and current situation of the classroom and the frequency of using English in classroom activities. From there, we provide solutions that teachers can directly apply to their classrooms, focusing on teachers' use of words, phrases, commands and announcement patterns. In addition, the author also provides some essential tips to call for students' attention and responses in the most natural way. The presenting solutions can be applied effectively in elementary English classes with differences in student levels or students in many different learning conditions without fear of being affected by objective factors. With high applicability, the report will help teachers manage their classrooms effectively and create a perfect English learning environment for students to improve their fluency and confidence in using the language naturally and appropriately.

Speaker: Mrs Pham Thi Kim Khanh

268 Utilizing Project-Based Learning Approach in Core English Course Assisted by ChatGPT

Teaching methods encompass a wide array of strategies, techniques, and approaches employed by educators and teachers to facilitate learning and foster students’ engagement. Project-based learning is one of the other approaches that are encouraged to be implemented in the 21st century since it emphasizes using real-world, hands-on learning experiences that require students to practice critical thinking, problem solving, collaboration, and communication. Moreover, this approach is much different from a teacher-centered approach because students are actively involved in all aspects of the projects and more likely to be motivated and engaged throughout the project. This presentation explores the integration of project-based learning approach into Core English course for university students with the assistance of ChatGPT. The attendees will learn how the speakers propose the incorporation of ChatGPT, an advanced language model, as a supportive tool within the project-based learning framework, such as providing suggested topics for the project, guidance, linguistic support to students throughout the project phases, evaluation and assessment for teachers. Furthermore, participants will perceive the process of producing the project for students by getting help from ChatGPT and the examples of the students’ tasks in Core English course. In conclusion, this presentation will be highly beneficial for teachers who aim to utilize project-based learning approach in their classrooms and require help from ChatGPT. For recommendations, teachers and educators should apply this approach with their students because it represents the evolution of education in this century to empower and motivate learners. Therefore, they can also use ChatGPT as an assistant.

Speakers: Ms Meyly Seang (Battambang Teacher Education College, National University of Battambang), Ms Marylin Cheath (COERR Language Skills Center / National University of Battambang)

269 Vietnamese English: Evolution, Variation, and Identity

Existing studies on English in Vietnam mainly focus on English usage by Vietnamese learners, or the English speech by highly proficient and bilingual Vietnamese abroad, with limited research on the characteristics of Vietnamese English as an emerging variety and its connection to speakers’ identity. To address this gap, the current study explored Vietnamese English spoken by various individuals in Hue City, Vietnam, and examined how linguistic features intersect with identity at regional (Hue), national (Vietnam), and global (World Englishes) levels. Using a community-engaged sociolinguistic approach, we recorded interactions with residents from diverse backgrounds, age groups, and proficiency levels in their environments, such as shops, hotels, tourist sites, and cafés in Hue. This resulted in 150 audio/video samples. Analysis focuses on speech features like accent, vocabulary, and grammar, and the interaction content, including perspectives on English and Huế Vietnamese.
Findings reveal core features of Vietnamese English. Phonologically, influences from Vietnamese (e.g., final consonant reduction) and dominant World Englishes (e.g., rhoticity) are evident. Lexically, loanwords, calques, and culturally significant terms appear, particularly from food, tourism, and heritage domains. Grammatically, copula omission, non-standard verb agreement, and irregular plurals are notable. Pragmatically, politeness strategies and discourse markers of World Englishes are observed. Regarding identity, our data show how English is used as a “technology of the self”. Specifically, many participants’ use of English reflects their individual agency, continuous self-improvement, and the delegation of responsibility for personal well-being onto the individuals.
This study contributes to understanding Vietnamese English's linguistic features and its role in identity construction, shedding light on its distinctiveness and intersections with broader sociocultural contexts.

Speaker: Mai Nguyen (Manchester Metropolitan University)

09:30 Transition Time

Parallel Oral Presentations: 06

270 A Study on the Effects of Teacher-Student Proximity in Lectures on Classroom Participation of FFL Students

The current state of classroom management in Vietnamese universities presents a notable situation. There are more than 30 students in a classroom, and the teacher plays a main role in giving presentations in lectures, which leads to a decrease in students’ participation and difficulty in classroom management. This creates a need for effective classroom management strategies to mitigate the students’ disruptive behaviors and improve classroom participation. This research aims to directly address this need by investigating the impact of teacher-student proximity on student engagement in lectures at Saigon University. Focusing specifically on behavioral participation, the study explores how strategically adjusting physical space can influence student involvement in the classroom. Additionally, it delves into student perceptions of teacher proximity control to understand how students experience this aspect of classroom management. The study employs a mixed methods design. Data on the effect of proximity on participation was examined through observation of six lectures. Student opinions regarding teacher-student proximity were collected through a survey administered to 182 undergraduates at Saigon University. The findings reveal that the surveyed undergraduates are aware of teacher-student proximity and its effect on their participation. Observations showed a pattern of increased participation and decreased student disruption with closer proximity. Notably, the students preferred a central position when implementing teacher-student proximity. This study contributes to the academic discourse by examining students' viewpoints on different categories and investigating the effect of Teacher-student on student participation. The research recommends the preparation for the pre-service teacher, particularly in enhancing classroom management.

Speakers: Ms Minh Nguyễn Phương Tân (Sai Gon University), Mr Nguyen Minh Duc (Sai Gon University)

271 Applying Artificial Intelligence in Teaching and Learning English Writing Skills for Students at Tertiarry Level

As the world undergoes a transformation driven by the 4th industrial revolution, particularly artificial intelligence (AI), is exerting a profound impact on all aspects of human lives. AI is now becoming a trend in education in general and foreign languages in particular, especially English. When researching trends and new challenges from AI for English teaching and learning, scientists have specifically identified 7 trends, among which the exploitation of digital resources related to the 4 skills (listening, speaking, reading, writing) are the first ones listed. Among the four English language skills, writing stands out as the cornerstone for lifelong learning. Researchers have consistently emphasized writing's role as a tool for self-expression, communication, information interpretation, experience documentation, and effective learning. Studies have demonstrated AI's potential to enhance learners' writing proficiency, elevate the quality of written work, foster learner engagement, and enrich the overall learning experience. Kose and Alan's (2015) research findings further corroborate the positive impact of AI in writing classes, highlighting a significant boost in students' performance during academic writing tasks. Despite the apparent benefits, teachers and students must also consider the potential risks associated with implementing AI in teaching and learning English writing skills. Overdependence on AI can potentially hinder learners’ critical thinking and creativity, impeding their grasp of the true essence of English writing. This study aims at investigating both benefits and drawbacks of applying AI in teaching and learning English writing skills for students at tertiarry level, then proposing some solutions to enhance this work in the future.

Speaker: Mrs Nhung Truong (People's Public Security University of Technology and Logistics)

272 Applying Chatbots in Teaching Specific Grammatical Points of English

In such digital era nowadays, “Chatbots” or artificially intelligent conversational tools are so familiar, which are the automatically new tools designed to interact humans and computers. It is clearly known that the tool of chatbot system is very effective in marketing and launching new products. Using chatbot as a tool of learning with logical sequences of cognition has attracted a lot of attention from many foreign language educators.
This research is conducted to apply AI chatbot for assisting students to learn a specific knowledge in English. The research also discusses students‘ interests and engagements, and performances in two ways of learning: with and without the help of AI chatbot via the case of teaching some English prepositions. 164 students were selected and divided into experimental and control groups (82 students for each respectively). The purpose of this empirical experiment is to check whether or not the AI chatbot is effective and useful for promoting students‘ performance and engagement in learning a specific grammatical point of English.
With the preliminary results, the students benefit a lot from a new learning experience with the use AI chatbot in teaching. Most of them perceived AI chatbot tools as an essential part of their learning process. The AI chatbot also generates excitement and fun for their learning. The research may open up a field for language teachers to explore and apply for their teaching in the digital era.

Speaker: Thu Nguyen

273 Applying Corpus Linguistics to English Textbook Evaluation

This study adopts a corpus linguistics approach to evaluate the lexical content of two sets of textbooks currently used in Vietnamese secondary schools, focusing on the analysis of individual words and phrasal verbs. We conducted a comprehensive analysis of the vocabulary from grades 6 through 9 in each textbook series, ranking words according to their frequency levels based on the BNC/COCA lists (Nation, 2017). Additionally, phrasal verbs were identified and classified into six proficiency levels from A1 to C2, following the categorization in the English Vocabulary Profile (EVP) published by Cambridge University Press. This methodology allows for a detailed and quantifiable comparison of the lexical resources provided by each textbook set, highlighting both common and unique lexical items and their complexities. Given the significant role of teachers in textbook selection as guided by Circular 27/2023/TT-BGDĐT from the Vietnamese Minister of Education and Training, the insights from this research can support educators in making informed decisions about textbook selection based on detailed lexical analyses.

Speaker: Giang Nguyen Hoang

274 Autonomous Language Learning with Duolingo: Experiences from Three Primary School Students

As artificial intelligence (AI) becomes increasingly integrated into language pedagogy, it provides opportunities for scaffolded language learning that are accessible anytime and anywhere. The Duolingo application, leveraging a robust AI tool, extends language learning beyond traditional classrooms. This qualitative study investigates the current utilization of Duolingo for learning various foreign languages among three primary students. Data collected from participant interviews and screenshots of their device screens were thematically coded using NVIVO software. Findings suggest that learners actively engage with Duolingo's gamification features, primarily driven by personal interests despite external influences from family and friends. Moreover, learners exhibit high levels of engagement and satisfaction with the application's learning features. These results provide insights into the self-directed language learning experiences of primary school students outside formal educational contexts.

Speaker: Dr Thi Ha Anh Nguyen (Hanoi Pedagogical University 2)

275 Classroom Management: Why Experienced Teachers Do What They Do

The success of a course might very much depend on the capability of the teacher to create and manage a class. The students whose teacher possesses good control of the class and expresses care tend to achieve more in terms of cognitive ability, and they also feel more positive toward the subject (Brok, et al., 2004). However, the issue with the bad behavior of students in the classroom is a major reason why teachers feel ill at ease working as an educator (Lewis, et al., 2008). Thus, it is apparent that classroom management is vital for teachers who desire the best outcomes for both their students and themselves. This presentation aims to highlight common classroom management issues observed in classes taught by novice teachers and provide some possible solutions to each of the issues. This session is recommended for novice teachers and teacher trainees.

Speakers: Mr Norint Srey (Institute of Foreign Languages, Royal University of Phnom Penh), Ms Choranay Nun (Australian Centre for Education)

Norint & Choranay-VietTESOL 2024.pptx

276 Code-Switching in Speaking Classes

In EFL classrooms in general and English Speaking classes in particular, there is a debate about whether code-switching is helpful or harmful for student acquisition. Some teachers see it as a barrier while other educators think it can be beneficial in the English language learning process for EFL students. This research examines how code-switching can assist EFL earners in learning English in a speaking class context. Several studies have reported that code-switching is popular among ELF students since it serves as a communication tool. However, the students’ perception and usage are underrepresented. This investigation looks into how 80 EFL students of grade 11 at a Vietnamese high school perceive code-switching in speaking classes. The survey includes both multiple-choice and open-ended questions. It examines how EFL learners at different proficiency levels identify the common trends in students’ perception and the reasons and experiences of students related to code-switching in speaking classes. The results show that beginners and intermediate learners tend to see code-switching in light of using it in order to bridge the lexical gap between their native language and English when speaking. Advanced learners are comfortable with code-switching. However, the results are that they rarely use it. The study suggests that educators can strategically utilize code-switching to support learners, at beginner and intermediate levels.

Speaker: Huong Hoang (Yen Lac 2 High School)

277 Contextualisation in the EFL Classroom: Teacher’s Competences in Diversifying and Setting Up the Contexts

Viewing language as an interconnected system of language skills and knowledge, Holism in EFL teaching utilizes contextualisation to provide learners with opportunities to practice various language skills and linguistics components in authentic communicative contexts. Contextualisation, thus, promotes effective language acquisition and proficiency via dynamic and engaging learning environments. This presentation reports the findings of a case study in which a group of EFL classroom teachers reflected on how they had utilized classroom contextualisation. Limited use of diversified contexts and ineffective teacher talk were noticeable reasons for their unsatisfied performance in creating and sustaining interaction during the process of the contextual set-up. The findings suggest that EFL classroom teachers should take advantage of various forms of contexts for authentic and meaningful use of the taught language and should know how to elicit a lead-in to a context as a strategy to enhance classroom interaction.

Speaker: Sinh Ha (PTC Language Center, Nha Trang)

278 Developing EFL Learners’ Pragmatic Competence through a Blended Learning Paradigm

In the age of globalization, EFL (English as a Foreign Language) teachers have been designated to combine EFL education and aspects of intercultural competency. However, the literature on the subject indicates that acquiring pragmatic competence remains a top objective for EFL learners globally. This research describes how a blended learning strategy was used to teach pragmatic competency in an EFL context. This research which applied quasi-experimental design attempted to investigate the impact of a blended learning paradigm on participants' levels of pragmatic competence. The study included 37 junior high school pupils. The control group included 19 people, while the experimental group included 18. The primary outcomes revealed that the four-week blended learning model had a statistically significant impact on participants' levels of pragmatic competence; specifically, the experimental group participants outperformed the control group participants on the posttest. This indicates that foreign language teachers are strongly encouraged to prioritize the integration of classroom instruction and the use of interactive websites (blended learning) as a means of developing language learners' pragmatic abilities.

Speaker: Phuong Vo Mai (Ha Tinh University)

279 Developing Linguistic Capital in Language Learning

The concept of linguistic capital is pivotal within the sphere of sociolinguistics and has significant implications for the language learning process. Originating from Bourdieu's broader sociological framework which delineates various forms of capital—economic, social, cultural, and symbolic—linguistic capital specifically refers to the mastery of and facility with language that confers power and status within a given social sphere (Bourdieu, 1991). This study explores the nuances of linguistic capital, its relevance and application within the context of language learning at Hanoi Pedagogical University 2, and strategies used by English majors for leveraging this form of capital to enhance language acquisition and pedagogical outcomes.

Speaker: Ms Hoa Do (HPU2)

280 EFL Teachers’ and English Majors’ Perceptions of English for Tourism Courses at Quy Nhon University

English is crucial for keeping up with rapid technological and global changes. However, solely possessing English language skills is insufficient for undergraduates to meet the demands of the twenty-first century. Therefore, the function of English in meeting learners’ occupational goals becomes essential. This study explores EFL teachers’ and English majors’ perceptions of English for Tourism courses at Quy Nhon University’s Department of Foreign Languages. It covers students’ enhancement of communication skills in English, course materials, teaching methods, and difficulties. It involved 5 EFL teachers and 145 second and third-year English majors. Data was gathered via the questionnaire from all 145 students, followed by interviews with 5 EFL teachers and 15 students. Both qualitative and quantitative analyses were conducted on the data collected. Results indicated significant agreement between students’ and teachers’ perceptions across four categories. Both groups agreed on the enhancement of students’ communication skills and the effectiveness of course materials. Regarding teaching methods, they recognized the value of diverse approaches, bilingualism, prompt feedback, knowledge transmission, and practice time. However, teachers emphasized the need for students to engage in more independent learning, while students generally found the provided information sufficient. Teachers identified difficulties stemming from both instructors and students, whereas students did not share this view. The research significantly enhances the quality of English for Tourism programs at Quy Nhon University and adds valuable insights to the field of ESP education. Furthermore, its findings can offer assistance to other educational institutions dealing with comparable difficulties.

Speaker: Ms Phuong Nguyen

281 Enhancing EFL Learners’ Memory in Vocabulary Learning

Undoubtedly, vocabulary is regarded as a cornerstone of foreign language learning as it is central to achieving proficiency in any foreign language. According to Wilkins (2004), while without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed. In fact, vocabulary acquisition still remains one of the biggest challenges to a vast number of EFL learners at beginner-English levels in Vietnam when they struggle to memorize the learned lexical items, let alone use them in communication. This action research aims at exploring how EFL learners at level A2 at University of Engineering and Technology, a university member of Vietnam National University, Hanoi had learned vocabulary before their English courses at university. More importantly, it also involves the investigation of how effective teacher-guided in-class and after-school activities were in enhancing learners’ memory in vocabulary learning. The research was conducted for 2 consecutive English courses lasting 15 weeks each with a group of 38 non-English majors at level A2. The findings revealed that before taking the English courses, 93% of the surveyed participants had relied on rote learning while a modest percentage had actively practiced new vocabulary in context by making full sentences and composing short paragraphs. The results also indicated that such activities as memory games, dictation, translation, making full sentences, paragraph writing and identifying key words in texts proved their effectiveness when being conducted in class rather than at home, which highlight teacher’s crucial role in guiding and motiving learners in their vocabulary learning journey.

Speaker: Ms Phuc Nguyen (University of Languages and International Studies)

282 Enhancing Massive Open Online Courses for Teachers through a Professional Community of Practice

Since the onset of the COVID pandemic, the significance of online teacher training courses has amplified, acting as essential tools for educators to engage in continuous professional development. Notably, the professional community of practice also plays a pivotal role in the development of teachers. This collaborative initiative between VMOOCs (VietTESOL) and British Council seeks to deliver high-quality facilitated massive online courses tailored to the Vietnamese educational context.
The project aims to create a community of practice to support teachers in: technical issues, applying and sharing the knowledge in Vietnamese context and fostering teachers’ motivation in online courses. The project unfolds in three key stages: Pre-MOOCs activities, While-MOOCs activities, and Post-MOOCs activities. During the first phase, the VMOOCs team compiles materials and prepares media campaigns. While MOOCs are happening, VietTESOL provides Zalo groups and online meetings to facilitate in-depth knowledge acquisition and peer learning. After MOOCs, teachers are provided with opportunities to share their newly acquired knowledge and experiences with others in their workplaces. During this session, VMOOCs team will include our plan, report on the initial stage, and share the lessons learned to prepare for the upcoming stage.

Speaker: Ms Tram Nguyen

283 Enhancing Task-Based Language Teaching: Engaging Film Student Learning Materials

This research focuses on identifying the most effective teaching methods using Task-Based Language Teaching to create English learning materials for specific contexts, such as English for Specific Purposes (ESP). Some units are designed using authentic materials and Artificial Intelligent generated applications. This approach encourages student engagement and autonomy by presenting them with real-world tasks that require a reasoning gap (Nunan, 2004) and cognitive process classification (Willis and Willis, 2007). This study employs Task-Reference Teaching (Bygate (2016); Tavakoli and Jones (2018)) which aims to prepare and evaluate students after each unit. Participants were surveyed using questionnaires to measure their satisfaction and success with these real-world tasks. Data collection involved gathering students' perceptions of their satisfaction levels in completing the tasks and comparing them with feedback checklists provided after each unit. Initial data analysis indicates that 58% of participants found the learning materials aligned with their expectations, 48.1% expressed satisfaction with the quality of the learning materials, and 74.1% reported ease of access to the materials. The insights and deductions derived from this study aim to underscore the significant influence of students' perceptions and achievements in learning through these materials, thus it will shed lights to teaching practices using Task-Based Language Teaching.
Keywords: real-world tasks, reasoning gap, cognitive process classification, Task-Reference Teaching, feedback checklist

Speaker: Emanuella Christine Natalia Mau (Universitas Multimedia Nusantara)

284 Evaluating the Pedagogic Approach of an English Textbook in the Digital Age: Teachers’ Perspectives

Teaching materials significantly influence both the content and pedagogical methods employed by teachers, especially in the 21st century when teachers have to design innovative instruction to face the age of digital learning. Life coursebooks by National Geographic Learning are used in many universities in Vietnam with the expectation that they will assist learners in developing their communication skills and critical thinking in a global community. This study aims to examine teachers’ perspectives on the pedagogic approach underlying the textbook “Life Pre-intermediate” within the context of digitalization. Data were collected from fourteen EFL teachers who have been teaching this textbook at four universities in Ho Chi Minh City. A qualitative research design was employed through semi-structured interviews whose transcripts were coded and analyzed using thematic content analysis. The results show the strengths and weaknesses of the textbook from teachers’ evaluation. A great number of activities in the textbook personalized tasks for students’ engagement, challenged the students, provided opportunities for revisions, and fostered students’ cultural awareness. More importantly, the textbook incorporated blended activities that stimulated student interests and promoted independent learning with the online self-regulated learning system, MyELT. However, the study also identified limitations in the coursebook regarding skill coverage, activity diversity, teacher guidance, cultural relevance, and student preferences and experiences. These findings can serve as valuable insights for teachers and educators, enabling them to gain a comprehensive understanding of the textbook and make necessary adjustments to align with their specific teaching contexts, particularly in the digital age.

Speakers: Huyen Nguyen (Nong Lam University Ho Chi Minh City), Ms Phuoc Le (Industrial University of Ho Chi Minh City), Phuong Le (Nong Lam University Ho Chi Minh City), Ms Khoa Doan (Ho Chi Minh City Open University), Ms Tran Nguyen (Ho Chi Minh City University of Industry and Trade)

285 Examining EFL Student Preferences for Teacher Oral Feedback on Group Presentation in Public Speaking Classes

This study aims to examine how EFL teachers give oral feedback on group presentations in public speaking classes and what the students’ preferences are for teacher oral feedback. The study also aims to reveal why students have such preferences. The research was conducted at a public university in the Mekong Delta. The research data was obtained by employing surveys using questionnaires and interviews. The questionnaires were done by 60 English-majored third-year students, and six students took part in the interview. The findings of the study reveal that EFL teachers give both affective and corrective oral feedback at the end of student group presentations, and the majority of these feedback was corrective. The results also indicate that students preferences for teacher oral feedback were Explicit and Recast. Students were also found to be fond of affective feedback because it makes them feel more confident and motivated in doing public speaking in their class.

Speaker: Thao Mai (Dong Thap University)

286 Exploring Strategies for Promoting Engagement in EFL Primary Classrooms: Insights from Vietnamese Teachers

This study delves into the strategies employed by English as a Foreign Language (EFL) primary school teachers to promote engagement among young learners, exploring variations across different dimensions of learner engagement. Six EFL teachers from diverse primary schools in Vietnam participated in the study. Their approaches to fostering engagement were examined through a combination of classroom observation, stimulated recalls, and semi-structured interviews. Two 35-40-minute videos capturing whole-class interactions for each teacher were analyzed. Findings reveal a diverse range of strategies utilized by teachers to enhance various dimensions of engagement. However, emphasis was predominantly placed on behavioral and emotional dimensions, with comparatively less attention directed towards other components. These results offer insights into the practices employed by teachers to cultivate engagement among young learners in primary school classrooms and underscore the importance of raising awareness regarding the balanced utilization of strategies across all dimensions of engagement.

Speaker: Trang Bui (An Giang University, Vietnam National University Ho Chi Minh City, Vietnam)

287 Exploring the Dynamics of English Learning Motivation among Vietnamese Learners: Insights on Age, Gender, and Proficiency

This study examines the effect of age, gender, and English proficiency on the attitudes and motivation of Vietnamese learners towards learning English. It explores the connection between these factors and learners’ educational experiences using a mixed-methods approach. Dörnyei and Gardner have conducted extensive research on students' attitudes and motivations towards learning English. Their research, especially Dörnyei (1998, 2005, 2007) and Gardner et al. (1972, 2003), have highlighted the importance of positive attitudes and strong motivation for language learning success, and has provided valuable insights into the factors that influence language learners' motivation. This study is based significantly on their research. The data was collected by interviewing and surveying Vietnamese adult English learners who are above 18 years old with a total of roughly 160 survey respondents and 8 interviewees. According to data analysis, age has an impact on Vietnamese learners’ attitudes and motivation, with younger students exhibiting stronger intrinsic motivation and older students displaying a variety of extrinsic motives. Gender differences impact preferences in learning styles. As English skills improve, motivation grows, emphasising the need for gradual progress. The findings of this study have implications for curriculum designers, educators and policymakers as they inform age-sensitive teaching, gender-inclusive methods, and supportive environments for enhanced language learning.
Keywords: attitudes, motivation, English language learning, Vietnamese learners

Speaker: Thi Huong Thao Nguyen

288 Gamified Learning: Impact on EFL Speaking Proficiency in Taiwanese High School Students

This experimental study investigates the efficacy of integrating gamification techniques to enhance English as a Foreign Language (EFL) speaking proficiency among 10th-grade students. Anchored within constructivist pedagogy, the study aims to examine the impact of gamified language learning activities on students' speaking competence, motivational orientation, and levels of engagement. Employing a pre- and post-test control group design, participants from an affiliated high school in Taiwan are closely allocated to either experimental or control groups. While the experimental group immerses in gamified speaking exercises, the control group receives traditional teaching approaches. Data collection encompasses pre- and post-intervention speaking proficiency assessments, motivational inquiries, and detailed observations of student participation. Initial findings indicate noteworthy enhancements in speaking proficiency and heightened motivational states among participants in the experimental group. These preliminary outcomes underscore the promising potential of gamification as a potent pedagogical strategy for fostering language acquisition and bolstering learning outcomes in secondary education contexts.

Keywords: EFL speaking proficiency, gamification, constructivist pedagogy, motivation, engagement

Speaker: Mr Phat Hau Loi (Tunghai University, Taiwan)

289 Making and Using Flashcards in Teaching Vocabulary for Students in High Schools

The study was conducted to investigate the effect of making and using flashcards on teaching English vocabulary for students in high schools. Flashcards is considered as a helpful media in teaching vocabulary because of its benefits. However, this strategy of teaching is not popular with students in high school since it often takes time and there is a lack of flashcard sets for this stage of education. In this study, the researcher formulates 2 problems:“ How to instruct students to make flashcards by themselves and how to use flashcards in teaching and learning English vocabulary for students in high schools”. The experimental group in the study is 36 students of grade 11 in a high school. The data from vocabulary tests, questionnaires, and students’ reflections were analyzed using both quantitative and qualitative methods. The result of the study in application of making and using flashcards in teaching vocabulary for students of eleventh grade are: students have made their own sets of flashcards for 10 units in English 11 and their average score after the implementation of using flashcards has improved. The students in experimental group admitted that they could memorize the words easier, be more motivated to learn English and understand vocabulary easily. Therefore, it is analystically concluded that the implementation of making and using flashcards in teaching and learning vocabrulary for eleventh grade students in the experimental high school is effective and flashcards is also recommended to teach vocabulary for students in other high schools.

Speaker: Mrs Huệ Lê Thị Minh

290 Non-Native English Teachers’ Perspectives at a University in Southern Vietnam on Larry Smith's Assumptions about Global English

This study investigates the perspectives of non-native English teachers at a small university in Southern Việt Nam regarding their agreement and disagreement to Larry Smith's three assumptions of English as a global lingua franca: 1) Learners do not need to internalize the cultural norms of native speakers of English, 2) The ownership of English as an international language becomes "de-nationalized," and 3) The educational goal of learning English is to enable learners to communicate their ideas and cultures to others. It adopts survey questionnaires and semi-structured interviews to the informants. The findings indicate a cognitive controversy of English teaching as a global lingua franca of today.
Specifically, the preliminary analysis points out a complexity of informants' perspectives on Smith's assumptions. Some agree to Smith by emphasizing the emergent practical use of global English. Some others advocate for a balanced approach that incorporates both native English proficiency and global communicative competence. Notably, however, while there is broad acknowledgment of the emergence and importance of cultural inclusivity aiming at effective cross-cultural communication in English, some informants sound unassertive to Smith's assumptions and tend to conserve the tendency of teaching English in a model emphasizing the norms of the native speaker’s language.

Speaker: Ms Ngọc Mai Phạm (Long An University of Economics and Industry)

291 Peer Feedback and Learner Autonomy in English Speaking Proficiency

Providing feedback has long been recognized as being a crucial part of language teaching and learning over the last few decades. Although studies on feedback provision abound in literature, few focus on learner autonomy and English speaking ability. The current study aimed to bridge the research gaps by investigating the impact of peer feedback on learner autonomy in English speaking proficiency. This study involved two groups of 60 English major sophomores, with the experimental group engaging peer assessment, while the control group was exposed to conventional teacher feedback. Quantitative data were collected through pre- and post – speaking test to examine the effectiveness of peer feedback on English speaking proficiency. Qualitative method was adopted to investigate participants’ perceptions about the correlation between peer feedback and English speaking ability. Results reveal that participants in the experimental group demonstrated greater improvements in learner autonomy and speaking proficiency compared to the control group.

Speaker: Duong Ngoc Nguyen

292 The Feminist Critical Discourse Analysis in Emma Watson’s Speech at the International Forum on the Heforshe Campaign at the UN

This research delves into Emma Watson's influential speech at the United Nations in 2014 as part of the HeforShe campaign, employing Critical Discourse Analysis (CDA) and Feminist Critical Discourse Analysis (FCDA) as theoretical frameworks and methodological approaches. It examines the interconnectedness of power, ideology, language, and social context within the discourse. The study begins with a comprehensive exposition of CDA and FCDA theoretical frameworks, followed by an evaluation of the HeforShe campaign's influence on the speech. Utilizing Fairclough's CDA, discourse tactics in the speech are analyzed through stages of description, interpretation, and explanation. Emma's speech is analysed for its linguistic proficiency, strategic use of pronouns, modalities, sentence modes, connectives, and repetition, aligning with FCDA principles. Moreover, the speech's contextual analysis reveals advancements and persisting challenges in gender equality, emphasizing the importance of global initiatives like HeForShe. Emma's speech serves as a potent instrument for advocating gender equality, particularly targeting male involvement in addressing the issue.

Speaker: Ms Vân Anh Nguyễn

293 The Use of Scaffolding Strategy in Improving High School Students’ Writing Ability

The 2018 Educational Program put higher requirements on students’ writing ability: students can create new text for different purposes and audiences using the knowledge of language and culture they have learned. In fact, writing is a difficult skill requiring both a firm foundation of language structures and rich ideas, which turn out to be a tough challenge for students, especially low-achieving ones. How can teachers support and promote students' knowledge construction and meaningful learning, stimulate their interest, and improve their English writing levels? Based on the observation and interview, the students are not motivated to follow the writing class with the current strategy applied by the teacher, and they also have poor ability to write letters and opinion essays in English. This classroom action research is conducted on 72 eleventh graders in the form of cycles: (1) planning the action, (2) implementing the action, (3) observing the action, and (4) analysis and reflecting. The research involves an investigation into scaffolding theory in the background of "Zone of Proximal Development," evaluates the impacts of scaffolding on students’ writing ability, and discusses in detail the steps of scaffolding applied in high school writing lessons. The findings outlined eight characteristics of scaffolding (McKenzie, 1999) and indicated the impacts of applying scaffolding strategy on improving students’ writing ability as well as creating momentum in learning writing in a student-centered teaching model. Ultimately, some teaching inspirations and suggestions are provided to improve the effects of teaching writing to high school students.

Speaker: Dang Hoang Tuan

294 Unveiling the Students’ Benefits and Challenges in Service-Learning in Higher Education: A Literature Review

Service-learning is an increasingly popular method in higher education, from which educational stakeholders, especially students, may benefit in various aspects. The students who participate in service-learning programs can improve their academic performance, civic participation, as well as career development. However, they also face some specific challenges. The present study, therefore, aims at exploring (1) the learning theories underpinning service-learning; (2) the positive potential with which service-learning can provide students such as academic achievement, civic engagement and social responsibility, and fostered essential skills; and (3) the obstacles faced by the student volunteers, namely time constraints, transportation hurdles, students’ engagement and commitment. By synthesizing the findings in a number of existing research, this review seeks to assist educators in creating well-managed service-learning programs that optimize student advantages and reduce potential issues, ultimately contributing to the development of well-rounded graduates prepared to be not only proficient in their majors but also socially responsible and engaged citizens.

Speaker: Ms Hien Hoang Thi Ngoc (Ho Chi Minh City University of Economics and Finance)

295 Utilizing the Jigsaw Technique to Help Students Overcome Common Grammatical Errors in Writing

Writing remains a challenge for English as a Foreign Language (EFL) learners worldwide, especially for Vietnamese learners. The efficacy of cooperative learning has been demonstrated in the writing teaching and learning process. However, limited research has examined the particular impact of the Jigsaw technique on grammar issues in EFL writing. Thus, to evaluate the effects of the proposed strategy, 84 English majors enrolled in the Writing 1 class were randomly chosen and separated into control and experimental groups. Both groups performed a pre-test, after which the control group received traditional instruction and the experimental group was taught using the Jigsaw technique. After the intervention, both groups underwent a post-test. The results indicate a notable reduction in writing errors and a positive attitude towards the Jigsaw technique among students in the experimental group compared to those in the control group. Therefore, this not only demonstrates the beneficial influence of the Jigsaw technique in assisting EFL learners to overcome ordinary grammatical errors in writing but also helps with improving their attitudes towards this strategy. Our study at the tertiary level focuses on the innovation of teaching writing, and the findings encourage instructors and practitioners to confidently apply the Jigsaw technique in the classroom to enhance learners’ writing performance.

Speaker: Thi Duyen Anh Pham

296 Vietnamese EFL Lecturers’ Favored Instructional Strategies for Teaching Productive Skills in Online and Face-To-Face Environments

This study investigates the instructional strategies preferred by Vietnamese EFL lecturers in both online and face-to-face teaching environments, focusing on the teaching of productive skills. Thirty-eight lecturers from various universities in Vietnam participated, responding to a questionnaire comprising 29 close-ended questions detailing instructional strategies and one open-ended question. Quantitative analysis employing descriptive statistics and qualitative analysis using content analysis were conducted on the collected data. The findings reveal that describing pictures is the most favored strategy in both teaching environments while group discussion is much more favorable in face-to-face than in online teaching. Additionally, certain strategies are preferred in the face-to-face over instruction online setting, but only two strategies are preferred in online teaching. Participants also suggested some interactive games to make the teaching environments more interesting. These findings illuminate EFL lecturers' preferences in selecting instructional strategies for different teaching contexts and underscore implications for popular instructional approaches in teaching English productive skills in Vietnam.

Speaker: Anh Phuong Dang (-Vietnam National University; School of Foreign Language, Can Tho University Ho Chi Minh city - Campus in Ben Tre)

297 “DasMatalino at DasMatatag”: Exploring the Linguistic Schoolscape of Public Secondary Schools In the City of Dasmarinas, Cavite, Philippines

Linguistic schoolscape, as a subdomain of the study of linguistic landscape (LL), recently gained popularity, which investigates the roles of English and other languages in signages available for public consumption. Language scholars and language teachers believe that exposure to authentic signs can pave the way to a more realistic and holistic language learning experience. The current study explores the schoolscape of selected public high schools in Dasmarinas City, Cavite, Philippines. A total of 914 signs were collected from six secondary schools to determine the language preferences in signs and observe the existing linguistic ecology and ideologies. The distribution of language preferences and materiality were initially tallied, while Scollon and Scollon’s (2003) notion of place semiotics was utilized to determine the sociological and semiotic discourse of the place. Lastly, discourse analysis was employed to see, in a more profound sense, the language’s involvement in the intersection between society and culture. Findings revealed that, while the country is known for its bilingual policy, thus the interplay between English and Filipino, it is still evident that English dominates in the local schoolscape. It is also observed that signs initiate advocacies, specifically in implementing the safe-space act and promoting nationalism, which students are expected to follow. The findings also suggest that top-down signs carry the power to direct and control the consumers of signs. Evidently, the recent Department of Education classroom policy affected the existence and placement of signs in the linguistic schoolscape.

Speaker: Mr Dastin Tabajunda (De La Salle University Integrated School)

10:10 Tea Break

Parallel Oral Presentations: 07

298 A Virtual Conversation Assistant with AI Tools for Vietnamese Students

Despite the potential of Virtual Conversation Assistants as effective tools for conversing support in developing students’ conversational skills, their presence in Vietnamese schools or universities remains limited, often due to cost constraints, quality of language interaction, and their unpopularity among Vietnamese students. Therefore, it is essential that English language educators seek for alternative strategies to offer additional assistance for the enhancement of students' abilities to converse effectively.
This experimental study pilots the implementation of Call Annie and Praktika, two artificial intelligence (AI) technologies in a local teacher education university in Vietnam, as an innovative approach to the fostering of students' conversational skills. The research discusses the utilization of two such virtual conversational assistant tools for a group of 14 English major freshmen as the experimental group, examining their impacts on the development of students’ conversational proficiency compared to another 14 students in the control group. The study findings indicate that there was a remarkable improvement in the experimental group’s conversational skills regarding their initiation of conversation, and their active listening through two AI tools. Furthermore, there was also remarkable improvement in their verbal fluency and clarity; which contributed to their adaptability and flexibility, and conversational engagement.
Moreover, it suggests further application of AI tools in educational contexts to facilitate the instruction and reinforcement of students' conversational skills, where human expertise seamlessly integrates with the power of AI tools to create a more effectively expanded language learning environment.

Speakers: Mr Khánh Lê Duy (Faculty of Foreign Languages at Thai Nguyen University of Education, Vietnam), Dr Minh Nguyễn Thị Hồng (Dean of the Faculty of Foreign Languages at Thai Nguyen University of Education, Vietnam)

299 Developing Intercultural Pragmatic Competence: An Evaluation of English Textbooks for Upper-Secondary School Students in Vietnam

It is predicted that Asia will become the largest English-speaking continent (Graddol, 2006), pragmatic competence therefore should not be assessed based on how students blindly adopt native speakers’ pragmatic norms without considering interlocutors’ cultural backgrounds (Crandall & Basturkmen, 2004; Vellenga, 2004; McConachy & Hata, 2014; Abrams, 2020). While these studies examined pragmatic competence in classrooms, little has been done to investigate language textbooks in terms of pragmatic content, especially considering the Vietnamese context (Nguyen, 2011; Ton, 2017).
To address the gap, this study employs content analysis to evaluate the pragmatic content of two English textbooks for Vietnamese upper-secondary school students, including English Discovery 10 and English Discovery 11. This study examines three aspects: frequency of metapragmatic information, types of instructional activities and patterns of communication, using the metapragmatic information framework by Vellenga (2004) and the pragmatic-focused activity framework by Nguyen and Canh (2019). The coding was checked three times by two researchers to ensure intracoder and intercoder reliability.
The findings reveal a lack of metapragmatic information and awareness-raising activities that inform students of cross-cultural pragmatic differences. The textbooks also show a lack of diversity among L2 speakers as interlocutors’ identity is often restricted to their names, thereby excluding important information regarding their relationships or cultural backgrounds. These findings, however, significantly contrast how the textbooks claim to promote students’ intercultural pragmatic competence. This study provides practical implications for textbook designers and teachers so that adjustments can be made to improve students’ pragmatic competence comprehensively, preparing them to communicate effectively in a globalized community.

Speaker: Bùi Linh

300 EdTools to Promote Speaking Skills for EMI Students at Ha Long University

In the context of global integration, speaking competence has become of ample significance to EMI learners as an essential skill to facilitate effective communication and demonstration of disciplinary content. Therefore, it imposes a huge challenge on EMI teachers towards employing innovative and appropriate measures to improve their students’ speaking efficiency. Obviously, the rising impact of technological advancements in EMI training has fostered students’ speaking to a considerable extent. In the role of pioneering EMI lectures in terms of applying Edtech tools at Ha Long University, the authors would like to take this opportunity to disseminate the Edtech tools particularly applicable for theme-based speaking improvement relevant to disciplinary content, including tourism and hospitality. In this session, participants will be engaged in a scenario demonstrating certain tools which have been properly employed to help EMI students at Ha Long University better meet the requirements of speaking performance. The presentation concludes with a list of recommendations which may further contribute to the widespread application of modern technology in advancing speaking skills for EMI students of diverse disciplines in both online and offline settings.

Speaker: Thinh Nguyen (Ha Long University)

301 Instructor’s Perspectives on Learner Autonomy in LMS Reading Assignments at a University in Ho Chi Minh City

The digital landscape of higher education is rapidly evolving with the rise of Learning Management System (LMS) platforms which are crucial for giving assignments and tracking assessments of learner progress. However, research on the impact of LMS on learner autonomy from teachers’ perceptions remains limited and needs further study. This study addresses this gap by exploring Vietnamese university instructors' perspectives on LMS's contribution to learner autonomy development, particularly in English reading comprehension courses in the 4.0 era. In-depth interviews with educators highlighted the perceived effectiveness of LMS in promoting consistent reading practice and autonomous learning management. Despite several technological barriers like internet access and navigation difficulties, LMS still showed flexibility and personalized learning benefits. The potential for incorporating advanced technologies and continuous improvement based on user feedback was highlighted as crucial for future LMS development. The study offers practical recommendations for optimizing the use of LMS in language teaching and highlights the interaction of technology and pedagogy in facilitating autonomous learning. It also points to the need for comprehensive digital literacy initiatives to improve the effectiveness of LMS.

Speakers: Thuy Le (Industrial University of Ho Chi Minh City), Ms Thy Le Mai (Ho Chi Minh City University of Social Sciences & Humanities)

302 Learner Autonomy: University Students’ Practice in Developing English Speaking Skills

In the Vietnamese context, language learners need to spend much time practicing to develop English speaking skills because of lacking the language environment. According to some research, university students encounter a number of difficulties in English-speaking development. Among teaching and learning methods, learner autonomy (LA) has been taken under consideration in recent years as it not only assists language learners to enhance language skills but also is necessary for their lifelong learning. This presentation aims to report the result of a study exploring English-majored students’ practice of LA in developing English speaking skills at a university in the Mekong Delta. The study used a mixed-method approach with the participation of 102 students. A questionnaire and a semi-structured interview were used to investigate students’ practice of LA for their English speaking skills development. The result reveals that students intentionally set learning goals for developing English speaking skills as well as self-evaluate their English speaking performance; however, they do not actualize learning activities strictly. The presentation is expected to discuss the current situation of developing LA for university students in English learning and teaching to have some suggestions for students’ English speaking skills development.

Speaker: Mrs Huyen Pham (Kien Giang university)

303 Task Repetition in L2 Oral Instruction: A Case Study Exploring Impacts of Spacing and Complexity

Greeting people, giving directions, and making purchases are tasks that can occur daily or even multiple times a day. In the real world, tasks are often repeated, creating natural contexts for language learning (Bygate, 2018). This case study specifically explored how variations in task spacing and complexity impact learners' oral proficiency. It involved one advanced and three upper-intermediate speakers who initially performed a picture description task. Following their initial attempts, task complexity was increased at varying levels for subsequent performances. Additionally, two participants performed the task with no interval (immediate repetition), while the other two were given a two-day interval before repeating the task. Task performance was then evaluated based on complexity, fluency and accuracy.
Text data was collected by transcribing speaking recordings. The results indicated that with the increase of task complexity, repetition of the task type with the same array (first repetition) helped learners improve the complexity and fluency of their speech production. Furthermore, the analysis revealed that spacing between repeated tasks did not influence the efficacy of task repetition. Other findings and implications will be further elaborated, with the objective of assisting teachers in selecting the appropriate task types and effectively conducting task-based lessons.
KEYWORDS: task repetition, spacing effects, task complexity, accuracy, fluency

Speaker: Phuong Nguyen Thi Khanh (Ho Chi Minh City University of Technology and Education)

304 Translanguaging and AI: A Blended Strategy To Achieve a Beneficial Classroom Ecology?

This study examines non-English major students’ attitudes and perceptions towards a mixed use of translanguaging and AI in their English classrooms. The qualitative action research employs three instruments: in-class observations, journaling and questionnaires. In a translanguaging instructional setting, 40 participants at a pre-intermediate level from the Ho Chi Minh City University of Transport (UTH) are allowed to use ChatGPT for their speaking practices and observed during 6 sessions to collect data. The findings reveal that this approach can benefit the less proficient learners in shuttling between L1 (Vietnamese) and L2 (English) naturally and actively, developing a deeper understanding of content and clarifying challenging speaking tasks. It suggests that students rely on ChatGPT rather than the teacher’s L1 instructions for particular purposes, especially understanding unfamiliar vocabulary and employing complex grammatical points. So far, few studies have focused on using AI to aid translanguaging practices in EFL classrooms and have shown the learners’ views of this blended strategy. Thus, the study may be a reliable source for other researchers on this topic in the future.
Keywords: translanguaging, artificial intelligence, pre-intermediate, EFL classrooms

Speakers: Ms Lê Phạm (Ho Chi Minh City University of Transport), Ms Hiền Dương (Ho Chi Minh City University of Transport)

305 Understanding Assessment Tasks in Vietnamese Higher Education Classrooms: A Student Perspective

Assessment tasks significantly influence student learning experiences, yet students' perspectives on assessment design and implementation have been underexplored in test-driven educational contexts like Vietnam. This quantitative study investigates students' perceptions of assessment tasks within Vietnamese university classrooms. Data were collected via a questionnaire adapted from the Perceptions of Assessment Tasks Inventory (PATI) by Dorman & Knightley (2006), involving 170 students from two higher education institutions in Vietnam. The study examines students' views on five key aspects of assessment: congruence with learning objectives, authenticity, student consultation, transparency, and diversity. Despite perceiving alignment between assessment tasks and classroom learning objectives, participants expressed concerns about the fairness of assessment outcomes in reflecting their performance and effort. Notably, students reported minimal involvement in developing assessment criteria. These findings highlight the existing gaps in classroom assessment practices in Vietnamese higher education and suggest implications for educators to enhance assessment task structures to better support student learning.

Speakers: Dr Phuong Thi Hong Cao (Hanoi National University of Education), Tho Vo (UEH University)

Workshops: 02

306 AI-Assisted Test Prep: Insights, Challenges, Strategies

The rapid advancement of generative AI tools like ChatGPT and the widespread adoption of online educational technology (EdTech) platforms present significant opportunities for enhancing English test preparation. Recent studies have evaluated the capabilities of large language models across various domains, including standardized exams, and highlighted their potential in facilitating personalized learning (Chang et al., 2023; Dao et al., 2023; de Winter, 2023). However, effectively integrating these technologies into classroom instruction requires strategic approaches and hands-on training (Tipayavaravan et al., 2023; Trương, 2023). This interactive workshop will equip participants with techniques for leveraging generative AI to create customized materials aligned with TOEIC/ IELTS formats, such as cloze passages and conversational prompts. Participants will gain practical experience using AI writing assistants and learn best practices for incorporating AI-generated resources into engaging activities and assessments through EdTech platforms like Quizizz, Kahoot, and Quizlet. By combining the latest developments in generative AI and EdTech, the workshop aims to empower English instructors to deliver more personalized, efficient, and impactful test preparation experiences.

Speaker: Minh Nhat Pham (Ho Chi Minh City University of Technology)

307 Applying Duolingo into Teaching English Vocabulary for 11th Form Students

The study was conducted to improve students’vocabulary through Duolingo at a high school and to make them interested, excited and active in learning and practicing their English, especially vocabulary by using Duolingo and also to assess whether it would be usèul and enjoyable or not in learning words and phrases. An appreciative inquiry theoretical research perspective was used to structure a qualitative, embedded descriptive case study design which was used to describe the perceptions of high school teachers and their students involved in applying “Duolingo” to learn and support teaching English vocabulary for 11th form students”. Data were collected through teacher and student focus groups and were analyzed using the comparative analysis matrix method. The study was done to offer some useful solutions in using the web Duolingo as a valuable tool, especially in classroom to 11th graders It is expected that the result of the study will give significant contribution for the teacher, students, researcher and also the institution. Teacher can improve students’ vocabulary and find easier to remember words and phrases. Hopefully by using Duolingo in learning and supporting teaching English that the students can really master English words

Speaker: Diệu Lê Huyền

308 Conducting CLIL Lessons – Connecting Classroom and Life

This workshop draws on the concept of soft CLIL (Content and Language Integrated Learning), in which, according to Knight (2022), a foreign language is used for reinforcing subject course objectives. The CLIL approach offers learners an opportunity to go beyond just language learning and connect their use of language to other knowledge areas of the curriculum. By incorporating subject-content that makes lessons more engaging and interrelated, teachers build more variety into their teaching and enjoy more opportunities for collaboration and interdisciplinary work, which in turns raises the quality of teaching and learning.
The workshop is contextualized in the current English teaching context of Vietnam. It operates on an experiential mode. Participants are first invited to join a four-staged CLIL lesson using materials from a popular English textbook at secondary school level as if they were students. In the follow-up debrief, they reflect on the 4Cs of CLIL and the CLIL lesson procedure they have experienced, discuss the advantages and possible obstacles when conducting CLIL lessons and suggest solutions. Finally, they work in groups to plan a CLIL lesson with materials provided by the facilitators and share their ideas with other participants.
What makes the workshop outstanding is the rich level of hands-on experience shared between the facilitator and the participants. Ideas and lesson plans are put under thorough discussion to ensure quality for immediate application. These products will be stored on an online platform for participants’ ease of consultation and sharing.

Speakers: Phuong Nguyen (VNU - University of Languages and International Studies), Ms Thuy Tran (VNU - University of Languages and International Studies)

309 Empowering Teenage Learners Through Project-Based Learning with the Integration of Digital Technology

Traditional approaches to English language education often struggle to ignite the passion and engagement of teenagers, hindering their learning potential. Thus, this interactive workshop aims to address the growing need to equip educators with cutting-edge strategies for teaching teenagers in the era of artificial intelligence (AI). Project-based learning (PBL) offers a powerful framework for fostering deeper engagement and 21st-century skills development while digital technology integration presents possibilities for enriching the learning experience of this age group. This workshop builds on recent research findings by Beckett and Slater (2018), Arabloo et al. (2021) and Zaafour (2024) that highlight the effectiveness of PBL and digital technologies in enhancing learning experiences and fostering collaboration, critical thinking, problem-solving skills, and student engagement.
Participants will engage in hands-on activities to design and implement PBL units integrating digital technologies for research, collaboration and communication, content creation and presentation. By the end of the workshop, participants will develop a deeper understanding of the theoretical foundations of PBL and technology integration. Through guided practice and interactive discussions, teachers will explore practical strategies and frameworks for scaffolding language learning in PBL contexts and fostering a more engaging and effective learning environment. Additionally, participants will also gain insights into addressing potential challenges and maximizing the benefits of PBL with the incorporation of digital tools. Recommendations for teachers, curriculum developers, and trainers will be discussed, highlighting the potential of technology-enhanced PBL for future English language teaching.
Keywords: project-based learning (PBL), digital technology, teenage learners, student engagement, 21st-century skills

Speaker: Phuc Nguyen (Gia Viet English Language Center)

310 Engaging High School Students in Learning English Speaking through Multimodal Texts

Speaking is one of the four essential skills in English language acquisition. However, many students struggle to express their thoughts and ideas fluently, coherently, and confidently. Multimodal texts, a dynamic teaching approach, offer a promising solution to enhance comprehensive language development, including speaking skills. Incorporating multimodal texts into English-speaking instruction can provide students with several benefits: boosting information acquisition, enhancing critical thinking and creativity, and promoting the application of information technology in learning. This workshop delves into a practical approach for maximizing the potential of multimodal texts in fostering effective English speaking skills. Participants will explore a seven-step process, providing a clear framework for planning and implementing captivating lessons. They will also gain hands-on experience with four impactful multimodal text forms (Presentation using PowerPoint, digital posters, dubbed videos, and the shadowing method) when teaching English speaking skills through multimodal texts. After exploring these activities, the teacher can then discuss how to implement them to develop learners' speaking skills. Finally, implications and recommendations are drawn to help teachers have a better implementation of teaching and learning English in the new education program.

Speaker: Chau Tran (Thuan Hoa High School)

311 Enhancing Pronunciation in Language Learning: An Exploration of dictation.io as a Tool for Middle and High School Students

In the realm of language learning, pronunciation plays a pivotal role in effective communication. This paper introduces dictation.io, a free speech recognition app available online, as a useful tool for helping students pronounce words correctly. Dictation.io transcribes spoken words into written text and gives users instant visual feedback so they can fix pronunciation mistakes. Teachers may create a dynamic, captivating, and self-paced learning environment by incorporating dictation.io into language learning techniques. This tool improves learners' speaking confidence and listening comprehension in addition to improving pronunciation. Consequently, using dictation.io is a big step in giving students the tools they need to succeed in a worldwide world. It is recommended that more research be done to examine its potential in various learning environments and with various learner populations. Therefore, this paper would probe and attempt to recommend several ways of using this tool for middle and high school students’ pronunciation self-training.

Speakers: Nhung Pham, Ms Thuy Nguyen

312 Evaluation of Text-to-Speech Tools for Generating Listening Materials

This session investigates the efficacy of text-to-speech (TTS) tools in the context of creating listening materials tailored for assessment purposes. With the growing demand for diverse assessment methods, TTS technology offers a promising avenue for generating customizable listening materials. The session provides insights into a range of TTS engines, evaluated against established criteria, including the utility, naturalness, comprehensibility, and user preference of TTS-generated content. Results from this evaluation aim to inform educators, test developers, and language assessment specialists about the potential benefits and limitations of integrating TTS technology into assessment practices. By the end of this session, the participants will be equipped with practical knowledge regarding the adaptability of text-to-speech tools across different assessment formats and their potential impact on test outcomes.

Speaker: Thu Huyen Do

313 Igniting Learner Engagement in EFL Classrooms: A Hands-on Exploration of Collaborative Learning Activities

Collaborative learning and learner engagement are gaining prominence in English language education in Vietnam. Learner engagement is recognized as vital for effective teaching and learning (Chiu, 2022) and it can be enhanced through collaborative learning (Bawn, 2007; Law et al., 2017). The use of collaborative learning has a direct influence on different engagement dimensions, in which behavioral engagement was observed to be the most predominant. This interactive workshop explores the increasing emphasis on collaborative learning (CL) and its effects on learner engagement in Vietnamese EFL settings.
This interactive training workshop is designed with a two-fold objective: (1) to increase teachers' awareness of the significance and impacts of collaborative learning on learner engagement in EFL classes, and (2) to explore practical collaborative activities and techniques that potentially maximize learner engagement, in both traditional and online collaborative learning environments.
Participants will engage in hands-on activities and discussions, exploring effective grouping techniques and collaborative activities such as carousel brainstorming, small group discussions, mixed jigsaw, and ICT-based activities. Additionally, it offers practical insights for teachers, trainers and curriculum developers to foster learner engagement through collaborative learning.
Keywords: collaborative learning, learner engagement, EFL learners

Speaker: Phuc Nguyen (Gia Viet English Language Center)

314 Integrating AI and Holistic Approach for Comprehensive ESL Learning: Enhancing Well-Being and Proficiency

This workshop utilizes Artificial Intelligence (AI) to generate content for activities based on the PERMA model of Positive Psychology, enhancing ESL teaching and supporting holistic student development. The PERMA model, which stands for Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment, is integrated through AI-generated content to enrich various ESL teaching scenarios, from basic interpersonal communication to advanced linguistic tasks. This approach not only boosts students' linguistic skills but also addresses their overall well-being.

Drawing on Marc Helgesen’s application of Positive Psychology in ESL (Helgesen, 2016), this workshop illustrates how integrating elements of happiness, such as those defined by the PERMA model, can significantly enhance educational outcomes, fostering higher academic performance and increased motivation (Oishi et al., 2007; Seligman et al., 2009). By employing AI to create content that embeds these psychological principles into language learning activities, educators can offer a more supportive and effective learning environment.

Participants will learn how to use AI to develop activities that seamlessly integrate the principles of Positive Psychology into their teaching practices. This innovative approach promotes a holistic educational experience that not only improves language proficiency but also enhances students' personal growth, making ESL learning more engaging and fulfilling.

Speaker: Thao Le Tran Ngoc

315 Integrating Educational Technology into Project-Based Lessons in ESL Classrooms

Project-based lessons are widely used and considered great ways to enhance engagement, facilitate collaboration, and provide opportunities for authentic learning experiences. In addition to those great benefits, teachers can integrate technology tools to create dynamic and interactive learning experiences among students in stages of the lessons. The educational technology can be used to maximise student engagement and language acquisition. The workshop presentation will focus on applying those tools in the specific stages of doing a project in English classrooms. Teachers can introduce and set project goals relevant to students’ lives and interests. After that, students can research information using educational technology tools such as Padlet, Google Slides, Canva, Heyzine, etc. By actively using educational technology, the learners can source credible information and check facts independently and collaboratively. After that, the exploration and designing of products enhance students’ presentation performance and learning experience. In this workshop, the author will present the specific tools and solutions in each stage so that teachers can directly use them in project-based lessons.

Speaker: Khanh Pham Thi Kim

316 Integrating Rap Music to Support and Strengthen Language Learning in an Underprivileged Background

Conclusive research worldwide indicates that music and language learning compliment each other. Music is learned much the same way that language is acquired. In addition, the rhythmic movement that accompany music such as clapping, tapping, dance all support and strengthen language learning. Students also show more enthusiasm and respond well to music contributing to the overall success.
Being aware of the unique and perceptive effects that music has on learning languages, including English. As a result of this environment, educators have created innovative instructional methods. With notable success, they have included rap music into their lesson plans, creating a lively and captivating learning atmosphere for their students. Rap music has made students more enthusiastic about studying and less resistant to it over time. More rap-based lesson plans can be created by these educators as they witness their students transition from hesitation to excitement. This initiative, which collaborates with counterparts in the province of Son La, has garnered significant recognition for its capacity to foster vocabulary expansion and minimize learning challenges.
By creating a stress-free and language-free atmosphere, this novel approach motivates pupils on an internal level and makes studying an enjoyable endeavor. Inspired by the successes of their pupils, they try to share their creative methods with teachers around the country in order to spark more extensive pedagogical changes in the field of English language instruction.

Speakers: Lê Thị Thủy, Đào Thúy Nga

317 Learning How to COIL: A Collaborative Workshop to Develop Partnerships

As educators, we have the responsibility to create the conditions to achieve the United Nations Sustainable Development Goals (SDGs), in particular SDG4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Integrating Collaborative Online International Learning (COIL) modules in our courses eases the alignment of our curriculum with SDG4. When ‘COIL-ing’ students and instructors alike are encouraged to appreciate diverse backgrounds and perspectives and are required to use technology tools for collaborating, communicating, and learning. At the same time, they broaden and strengthen their understanding of the discipline and they develop intercultural awareness and communicative competencies. In this workshop, we will focus on helping participants collaborate to develop partnerships since collaboration between educators leads to improved achievement of student learning outcomes (Saka, 2021). First, we will share ideas and show how we have developed our professional network by cross-pollinating initially within our local community. Second, participants will network to find local partners with whom to master peer collaboration so that they can start COILing globally at last.

Speakers: Dr Phuong Tran (Rikkyo University), Dr Marcela Lopez Bravo (Florida International University)

318 Plickers: A Fun and Easy Tool for CLT Formative Assessment

The classroom is embracing a fun and interactive approach to language assessment with the rise of tools like Plickers. As Bachman & Lynch (2004) argue, technology can enhance assessments by providing a more engaging and interactive experience for learners. Shepard (2005) considers formative assessment as a crucial element of instruction in the contemporary models of teaching and learning. William (2006) opines that the most important reason to use formative assessment is that it permits for feedback during instruction. Integrating technology in formative assessment can be a powerful tool for improving communicative language teaching (CLT) by providing access to many interactive resources, platforms, and activities. For example, Plickers is an interactive online tool that can be used for formative assessment in CLT. This workshop will share an online tool called Plickers, helping teachers assess student knowledge, prior knowledge, and understanding of new content. Participants will learn how to create quick and simple quizzes to assess their student learning. Teachers will try to experience Plickers, which is a low-cost solution that teachers only need a smartphone and free printable cards for students. Plickers makes it accessible to classrooms with limited resources, and avoids the need for individual student devices.

Speaker: Mr Poch Hai (Provincial Teacher Training College)

319 Reciprocal Teaching Make Collaborative Learning

To lead EFL learners toward effective learning outcomes, the teacher has to choose appropriate teaching methods and strategies that work best in his/her class. Reciprocal Teaching is one of the effective teaching strategies that enables learners to work collaboratively and meaningfully since it plays a critical role in motivating learners to be teachers in small groups. Using this strategy, students are assigned to perform different jobs as Predictors, Questioners, Clarifiers, and Summarizers, and they also have the same opportunity to be facilitators within their small group learning activities. Vygotsky and Piaget believed that students learn best through collaboration, play, and experiences with others. To participate in this session, participants will gain knowledge and ideas on utilizing reciprocal teaching in their real class through active participation and experience sharing, among others.

Speaker: Saroeun Nhem (Ministry of Education, Youths, and Sports)

320 Right Words, Right Ways: How to Engineer AI Prompts Effectively

In this digital era, leveraging technological tools is essential for educators to enhance the quality of learning, delivery of knowledge, and important skills for students. The emergence of AI has been proven as an invaluable resource for educators in planning lessons and content, tracking progress and feedback, and objective scoring (Celik et al., 2022). One of the keys to the effective use of this technology for teachers is knowing how to construct the right prompts, which is found to be a required skill for the goal-directed use of generative AI tools (Knoth et al., 2024).

Thus, focusing on lesson preparations and assessments, this workshop will introduce participants to AI tools like Copilot and Eduaide and demonstrate to them how to engineer prompts using Dan Fitzpatrick's PREP and 5S framework. Participants will have the opportunity to apply these frameworks to designing lessons and create in-class assessments such as rubrics, quizzes, and tests. As this workshop emphasizes hands-on experiences, participants are encouraged to bring laptops. By the end of the session, the participants will walk away with the knowledge to contextualize prompts and plan lessons accordingly.

Speaker: Chhengleang Sok (Royal University of Phnom Penh)

321 STEAM-Powered Learning: Using English as a Medium of Instruction with Scratch Resources from Twinkl

This workshop explores the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, English Medium Instruction (EMI), and teaching coding using Scratch resources from Twinkl. The session addresses evolving educational practices for young learners, emphasizing the importance of STEAM Education and its role in nurturing critical thinking and problem-solving skills through hands-on, inquiry-based methods. Pant (2020) highlights the potential for enhancing teachers’ professional development, while Wahyuningsih (2020) focuses on its impact on early childhood education. Besides, participants will discover how Scratch, a visual programming language, can serve as a catalyst for creativity and computational thinking within STEAM contexts. The workshop also explores the nuances of EMI, specifically designed for young learners, offering a dual benefit where students simultaneously learn their subjects and enhance their English skills (Galloway, 2017). Drawing from academic and practical insights, attendees will explore the benefits of utilizing English as the instructional language in STEAM education, specifically in teaching Scratch programming language. Also, participants will gain practical strategies for integrating Scratch-related content from Twinkl, an online educational publishing company specializing in the creation of teaching and educational resources, into their teaching practices, promoting active engagement and language development. Designed for teachers of young learners, including primary school teachers and language instructors, the workshop offers hands-on activities, collaborative discussions, and demonstrations for practical learning experiences. Considerations for adapting content to diverse classroom settings and learner needs will be addressed, empowering educators to implement effective STEAM and language integration strategies.

Speaker: Tường Duy Lâm

322 Teacher Professional Development Needs Regarding Environmental Issues in English Language Education

The urgency of global environmental challenges necessitates the incorporation of sustainability and environmental awareness into all educational fields, including English language teaching (ELT). This integration serves not only to enhance language proficiency but also to empower students as informed global citizens capable of contributing to environmental solutions. Professional development for ELT practitioners, therefore, is essential to equip them with the knowledge and skills to support students effectively. However, teacher training in this field in Vietnamese universities remains limited, often due to inadequate resources.

This workshop will identify the necessary and benefits of teacher training in teaching English for environmental issues by encouraging teachers to use Task-Based Language Teaching method. In particular, teachers in task-based classes play a role as facilitators that places the learner at the center of the learning process. Furthermore, this method involves a series of interconnected tasks (pre-task, while-task, and post-task) would provide more engaging learning experiences for learners. In this workshop, firstly, we will exchange ideas on teaching English for environmental issues at university. Secondly, there will be two activities regarding task design to address environmental challenges through English teaching for participants to practice. The expected outcomes include participants being aware of and able to apply innovative classroom activities that align with developing students’ English language knowledge and skills, as well as their awareness of environmental issues.

Speaker: Dr Le Vo Thi Hong (University of Economics Ho Chi Minh City)

323 Unlock Vocabulary Teaching in a More Engaging Way: Embracing Chat GPT

Chat GPT is a promising tool for English language teaching and learning. However, it is still a relatively new tool in Vietnamese education, this workshop underscores the potential of Chat GPT as a useful resource that both facilitates vocabulary acquisition and fosters learners’ vocabulary learning autonomy. By delving into exploring Chat GPT’s diverse resources, teachers can tailor vocabulary activities that help students have multiple exposures to newly-learned vocabularies in a more engaging and interactive way, leading to a measurable effect on vocabulary retention. Also, hands-on activities are offered so that teachers can have the opportunity to experience using Chat GPT, learning to effectively embrace it into lesson plans and classroom activities. Furthermore, by equipping teachers with techniques that use Chat GPT to teach and review existent vocabularies for students, they can train their students to how use Chat GPT, so learners can take more ownership of their vocabulary learning, ultimately making the process more effective and enjoyable. This workshop is ideal for teachers who wish to stay updated with educational technology trends and diversify their vocabulary teaching process.

Speaker: Ms Thị Hương Lan Lương (Luong Thi Huong Lan is currently working at Pompom English Center. She has been involved in teaching teenagers for over 4 years. Besides, she is a part of contributing to the community of novice teachers (NTG) as well as owning an English teaching-related Tiktok account. Her area of interest is project-based learning (PBL))

324 Using Edpuzzle and ChatGPT to Improve Students' Interaction in Listening and Speaking Skills in the New General National Curriculum

The rapid integration of technology in education offers unprecedented opportunities to enhance language learning methodologies. This workshop explores the practical applications of Edpuzzle and ChatGPT, two innovative tools, in boosting interaction and engagement among students in the context of the new general national curriculum. Edpuzzle is an interactive video platform that allows educators to embed questions and annotations directly into videos, facilitating active listening and comprehension. ChatGPT, a conversational AI, engages students in dynamic dialogue exercises, improving their speaking fluency and interactive communication skills.
The session will provide a comprehensive overview of both technologies, demonstrating how they can be effectively integrated into language classrooms to foster a more interactive learning environment. Participants will learn how to use Edpuzzle to create customized video lessons that cater to the diverse needs of learners, and how to employ ChatGPT to simulate real-life conversations and debates that encourage spontaneous use of language.
Through hands-on activities, educators will experience the immediate benefits of incorporating these tools into their teaching strategies. The workshop will also address the challenges of using such technologies, including issues related to accessibility and the digital divide. Finally, the session aims to foster a collaborative discussion on best practices and innovative approaches to using technology to enhance listening and speaking skills under the new curriculum standards.
This workshop is designed for participants seeking to enrich their teaching repertoire with cutting-edge tools that align with modern educational demands and improve the interactive competencies of their students in listening and speaking.

Speakers: Ms Mung Pham (Tran Hung Dao High School), Ms Ngan Dao (THPT Yên Dũng Số 1), Ms Ngoc Pham Thi Hai (Tuyen Quang Provincial Ethnic Boarding High School), Ms Tra Luong (Dai Tu High School)

325 Zoom Fatigue: Why Online Teaching Is so Tiring and What to Do about It

Zoom fatigue, characterized by physical and mental exhaustion after prolonged video conferencing, has become a common phenomenon in the era of online teaching (Bailenson, 2021) and in video-mediated virtual environments in general (Do, 2023).This workshop delves into the multifaceted causes of Zoom Fatigue, including cognitive overload, constant eye contact, and limited non-verbal cues, and offers practical strategies to alleviate its effects and make online lessons more a engaging teaching experience for both themselves and their students.

Speaker: Khoa Do (The National College of Education, Ho Chi Minh City)

Parallel Oral Presentations: 08

326 An Exploration of Teaching Strategies and Methods That Contribute to Successful Outcomes and Bring Positive Change When English is Taught as A Foreign Language at Tertiary Level in Laos

As English is becoming a significant language for communication, education, social affairs and economics in Laos, it is essential to ensure that all lecturers/teachers of English use culturally appropriate methods and strategies to help their students reach desirable outcomes. Previous studies have revealed that learning outcomes in English have been unsatisfactory because of lack of motivation, especially for those who study at tertiary level in the Lao People’s Democratic Republic (Lao PDR). Achieving better outcomes from learning English requires high motivation, aspirations and a positive attitude towards learning. However, it remains challenging to foster student motivation and aspiration due to various factors.
In this study, semi-structured interviews were conducted with nine EFL lecturers from two groups: six lecturers selected as outstanding by the Dean of Education from a public university in Laos, and three Australia Awards Scholars at Flinders University who have taught English at tertiary institutions in Laos. These interviewees provided insights about their experience teaching English and how they dealt with the issues and barriers they faced. They also provided suggestions about how to implement positive change, especially in relation to collaborative professional development for future improvement in EFL teaching and learning. The results demonstrate strategies and methods that the lecturers have applied successfully to motivate their students, as well as to enhance learning outcomes in their professional contexts. Working with other lecturers who have the potential and willingness to make positive changes through professional development and are prepared to apply a variety of teaching strategies and methods in their teaching is a key strategy for success in the Laos context.

Speaker: Mr Thavone Panmanivong (Souphanouvong University)

327 MOET’s Expectations of Training and Professional Development for Primary EFL Teachers in Vietnam

English language instruction for primary students has recently become compulsory in the curriculum for General Education in Vietname. To prepare EFL pre-service teachers and in-service teachers for the implementation of this curriculum, MOET has issued documents related to training and professional development for this cohort of teachers. This study examines MOET’s expectations from the perspective of teachers’ technological, pedegogical, and content knowledge (TPACK). Content analysis is employed to examine MOET’s expectations related to these three types of knowledge. This study will provide primary EFL teacher training institutions with insights and evidence for designing and/or modifying their training programmes to better prepare their teacher trainees. The insights from the study will also benefit both pre-service and in-service EFL teachers at primary schools in that they know what they should teach themselves to meet expectations and to do well in their profession. Limitations of the study and suggestions for further studies will also be addressed.

Speaker: Thành Nhân Lê (Quy Nhơn University)

11:30 Transition Time

Parallel Oral Presentations: 09

328 A Hybrid CLIL Model for Primary School Students: An Application in Technology Limited Access Educational Context

Cutting-edge technology has significantly impacted English education by offering alternative delivery and assessment methods, which might enhance learning opportunities in under-resourced communities. Hybrid learning models have been initiated as a solution to the shortage of English teachers since English is a compulsory subject for Vietnamese students from Grade 3. However, there has been little research addressing the evaluation of such hybrid programs. This qualitative case study aimed to evaluate a hybrid CLIL program for children at primary school by examining its overall goals (Context); plans and resources (Input); activities and components (Process); and outcomes and objectives (Product). Grounded on a multi-layered evaluation framework for hybrid CLIL programs, data collected from semi-structured interviews with stakeholders of the program, classroom observations, technical observations, and content analysis of teaching materials and the learning management system were deductively and thematically analyzed and triangulated. The studied hybrid CLIL program is found to be a pioneer in increasing the exposure to English of children to mitigate the digital divide in areas with limited access to technology. However, the concerns about redefining the roles of CLIL teachers and local co-teachers as well as appropriate training in collaboratively teaching synchronous online CLIL lessons are identified through the findings. Additionally, there is a need to reconsider the course objectives, structuring, and assessment methods in order to expand the technologically-oriented hybrid model in an effective way.

Speakers: Nhung Nguyen Thi Hong (University of Languages and International Studies, Vietnam National University Hanoi), Huong Nguyen (ULIS - VNU), Dr Huong Quynh Tran (Hanoi National University of Education), Ms Phuc Nguyen (University of Languages and International Studies), Thi Hieu Thuy Tran (VNU University of Languages and International Studies)

329 A Review of Teacher Emotions in The Classroom Context: Research Trends, Findings, and Suggestions

Teacher emotions as part of professional development have been considered an integral role in the context of the classroom. Therefore, abundant studies were conducted to explore its effects on teaching and learning outcomes. In this respect, this paper aims to summarize trends in research on teacher emotions by reporting a review of ten representative articles in a Scopus indexed Journal published from 2016 and 2021. Results illustrated that trends in those studies on teacher emotions were recorded to be different as for school policies, students, students’ parents, instructional strategies, and their first years of teaching. Also, the review advances understanding of teachers’ emotions in different contexts and offers implications for strategies to impede teacher negative emotions and encourage their positive emotions, hence improving learners’ learning outcomes. Most importantly, the review also suggests future research could explore EFL teachers’ emotions in conducting a task-based language teaching lesson.

Speaker: Huynh Truong Sang (Can Tho University; An Giang University)

330 AI and English Language Teaching: Voices from EFL Pre-service Teachers

The field of English language teaching (ELT) has witnessed significant transformations with the integration of artificial intelligence technology (Zhang & Lu, 2021). These transformations have sparked a dialogue among EFL preservice teachers about the implications and potential benefits of AI in English language teaching. This study aims to explore the voices and perspectives of EFL preservice teachers in Vietnam regarding the use of AI in their future teaching practices. Narrative enquiry methodology was employed to gather and analyze the data, allowing for a deep understanding of the experiences and beliefs of the participants. The findings of this study shed light on the attitudes of the Vietnamese EFL preservice teachers towards the integration of AI in English language teaching and highlight the potential challenges and opportunities that arise with its implementation.

Speaker: Ngoc Giang Tran (Hanoi National University of Education)

331 Applying Shub Classroom and Azota Saves High School English Teachers’ Time on Marking Students’ Test.

Teachers have been spending a considerable amount of time recording student’s improvement, leaving them litlle time for teaching preparation. The purpose of this study is to investigate the helpfulness of shub classroom and azota application in assisting high school English teachers to grade and monitor students’ academic performance. To find answer to the research issue, we asked 28 English teachers in four different high schools in our province to record the time they comsume on grading one class learners’ work with and without these above learning applications in 4 months. In October and November, teachers gave their students (in one targeted class) two written tests weekly, then remarking and noting down students’ mistakes themselves. In the next two months teachers gave students online tests on shub classroom or azota, which automatically graded students and listed their incorrect answers on the same regular basis. Interview and comparative analysis matrix method were used after each two months among these teachers to figure out the time they saved to mark students with the help of technology. The result revealed that, thanks to AI technology, the two aforementioned online learning applications saved teachers 2 hours 45 minutes a week in grading students’ two tests on average. If the implementation of automatic grading on shub classroom and azota runs well, it can improve the effectiveness of teachers’ marking; as a result, no longer will teachers suffer from burnout with marking.

Speaker: Thị Y Vân Tạ (Vinh Phuc)

332 Developing Teacher Identity through Reflective Teaching: Stories of Pre-Service EFL Primary School Teachers

Holding a sociocultural stance, teacher training is a considered as a transformative model of human mind, in which teachers would be encouraged to develop their own teaching method appropriate to their specific context and their teacher self-image or identity, which is regarded to be negotiated and developed through teaching experiences. This paper enlightens how a group of sixty Vietnamese pre-service teachers learning to teach English language to young learners (TEYLs) develop their teacher identity and TEYL methods through reflective teaching activities in their training program. The findings from a questionnaire reveal that they are highly aware of their various roles of TEYL teachers, namely a manager, a facilitator, an entertainer, an acculturator, a moral conductor and a learner. The qualitative data from reflective journals written by eight voluntary teachers during their teaching practicum at primary schools depict how these roles are exercised in their teaching practice. The findings provide pedagogical implications for promoting the development of teacher identity for pre-service teachers, thereby improving their teaching knowledge and performance.

Speaker: QuynhNhu Phan (University of Foreign Languages and International Studies, Hue University)

333 EFL Secondary School Teachers’ Perceptions of their Professional Development through the Interactions in Communities of Practice

Professional development (PD) is a multifaceted ongoing process referring to a diversity of experiences and activities intended to improve teachers’ professional knowledge, abilities, and attitudes for better students’ learning (Darling-Hammond, Hyler, & Gardner, 2017). Kennedy (2005) proposed that PD models should be grouped into three broad categories: (1) Transmissive (training model, award-bearing model, deficit model, and cascade model), (2) Transitional (standards-based model, coaching/mentoring model, and community of practice model), and (3) Transformative (action research model and transformative model). When it comes to the construct of a community of practice, it is defined as “a group of people who share a concern, a set of problems, or a passion about a topic, and who, through ongoing interaction, deepen their understanding and knowledge of this area” (Wenger et al., 2002, p.4). In this vein, this study aims at delving into EFL secondary school teachers' perceptions of their PD through the interactions in CoPs in alignment with survey research. A Likert-scale questionnaire of 15 closed-ended questions was used to gather data from 100 EFL secondary school teachers in Tien Giang Province. The findings indicated that EFL secondary school teachers expressed their straightforward views of the significance of interactions in CoPs in their PD process regarding three key areas: (1) pedagogical knowledge; (2) measures for classroom critical incidents; and (3) desires for further education. Hopefully, the results could raise EFL teachers' awareness of the importance of interactions in CoPs in their PD plans.

Key words: Professional development, interactions, communities of practice, EFL secondary school teachers

Speaker: Hồng Cảnh Trần (Cần Thơ University)

334 EFL Teachers’ Perceptions of Differentiated Instruction and Its Implementation in Public Universities in Vietnam.

It is undeniable that mixed-level large English classes, with a diversity of students’ needs and abilities, have emerged as one of the most challenging environments for English teachers, especially in the context of public schools in Vietnam. As dedicated educators yearn for varying instructions to reach all students, differentiated instruction (DI) is regarded as a well-known teaching philosophy and methodology that is gaining popularity among schools. Differentiated instruction places students at the center of learning and provides teachers with various avenues to deliver content knowledge. Although it is a growing trend in various contexts, differentiation has not been investigated enough regarding its implementation, challenges, and English teachers’ perceptions in the Mekong Delta region. This study is significant as it sheds light on English teachers' perceptions of DI and its implementation in their teaching contexts. Specifically, a mixed-method study will be conducted to gain insights into how English lecturers at several universities in the Mekong Delta perceive DI, its implementation, as well as challenges, providing a wide range of perspectives. Quantitative data will be collected through a structured questionnaire, while qualitative insights were gathered via in-depth interviews. Results will indicate a varied spectrum of perceptions regarding DI among teachers, with recognition of its potential benefits tempered by concerns regarding its practical implementation in heterogeneous classrooms. Analysis further elucidates multifaceted challenges, including limited resources, time constraints, and insufficient professional development opportunities tailored to DI strategies.

Speakers: Thu Vo (Dong Thap University), Ms Thuy Hong (Dong Thap University)

335 Elevating CLIL Teachers’ Professional Development: Unveiling the Change Laboratory Journey

This paper introduces a doctoral research project of the University of New South Wales (UNSW Sydney) aimed at investigating professional development for Content and Language Integrated Learning (CLIL) teachers in primary schools in Vietnam. The study proposes to utilize the Change Laboratory model as a framework for facilitating professional development among CLIL educators. Drawing upon Cultural-Historical Activity Theory (CHAT) and teacher collective efficacy framework, the research aims to explore the impact of participation in the Change Laboratory on CLIL teachers' collective efficacy and teaching practices.
The Change Laboratory model, rooted in socio-cultural theory, offers a structured approach to professional development by promoting collaborative problem-solving and reflection within a community of practice. This research seeks to apply the principles of the Change Laboratory to address the specific needs and challenges faced by CLIL teachers in the Vietnamese context. Simultaneously, the theoretical framework of Cultural-Historical Activity Theory and teacher collective efficacy provides a lens through which to analyze the complex interplay between individual, social, and contextual factors influencing teachers' professional growth and instructional practices.
To achieve the aim of the study, a case study qualitative research approach will be employed with the data planned to be collected from Change Laboratory discussions, semi-structured interviews, classroom observations, and reflective journals as key instruments. Two local primary schools in Central Vietnam are served as school cases of this study. By examining the impacts of the Change Laboratory model in enhancing CLIL teachers' collective efficacy and teaching practice, this research contributes to the ongoing discourse on teacher professional learning and curriculum innovation in multilingual educational contexts.

Speaker: Thị Hoà Lê (University of New South Wales (Sydney)/Ha Tinh University)

336 EMI Lecturers’ Experiences in Teaching Foreign Students in the Medical University in Mekong Delta, Vietnam

This paper aimed to examine EMI lecturers’ perceptions in teaching foreign students and find out the difficulties that they might encounter. For the methodology, quantitative study was carried out with 30 teachers from a medical university in the Mekong Delta. The data were collected by the use of a questionnaire and interview. The study revealed 81% of lecturers have positive attitudes towards EMI and consider it useful with a lot of benefits. Also, the readiness of the lecturers surveyed for EMI implementation is shown with 100% of lecturers being willing to participate in EMI training programs and EMI work in the future. However, research findings also reveal significant problems in EMI classrooms, which leads to the need for more EMI training programs to help lecturers have an in-depth understanding of the EMI method, Problem-Solving Skills to overcome challenges as well as the collaboration between the content and English lecturers to offer the best education possible for many students.

Speaker: Sam Au (Cantho University of Medicine and Pharmacy)

337 Enhancing EFL Student Engagement through the Shipping Technique

Maintaining engagement and ensuring effective review are pivotal in K-12 English Language Teaching (ELT), challenged by limited student attention spans. This study explores the 'Shipping Technique,' a pedagogical approach aimed at enhancing concentration and information processing among EFL students. Conducted by two English teachers across three educational institutions in Dak Lak Province, this technique involved over 120 students engaging in an active exchange of questions within a timed framework to promote continuous learning. Data from formative assessments and standardized tests during the 2023 - 2024 academic year indicated significant improvements in student engagement, concentration, and academic performance. The Shipping Technique's dynamic model not only sustains attention but also bolsters understanding and retention through repetitive practice and peer interaction. These findings suggest that the technique could effectively integrate into EFL instruction, potentially enhanced by AI-driven tools for greater efficacy. Recommendations for adoption in diverse settings will be discussed, highlighting the technique’s effectiveness in classroom management.

Speakers: Ms Phuong To Thi My, Ms Lien Bui Thi

263 Enhancing EFL Student Engagement through the Shipping Technique(1).pptx

338 Enhancing EFL Teachers’ Self-Efficacy with Zoom-Aided Lesson Study

While much of the research in Lesson Study previously focused on teachers’ competence and learners’ achievement as indications of effectiveness, teachers' efficacy is getting more attention nowadays. This research presents a case study of six Vietnamese teachers of English at a university in the Mekong Delta working in a Zoom-aided lesson study group that prepared them for teacher development in teaching English as a foreign language. Qualitative data from interviews, reflective writing, and observation were analyzed using thematic analysis. The results revealed that EFL teachers were fully aware of the important roles of lesson study in their professional development strategies. They declaimed lesson study, involving a small group of teachers collaboratively designing, teaching, and refining a single lesson could provide a platform for mutual learning, collaboratively designing more effective lesson plans that focus on learning goals and rendering timid teachers more confident in having their teaching observed by colleagues. As a result, they improved their self-efficacy in instructional strategies, classroom management, and student engagement. However, some constraints faced by the teachers were identified, which may undermine the benefits of lesson study.

Speaker: Mr Minh Thu Le (Can Tho University)

339 Exploring the Translanguaging in EMI Practices at a Hanoi-based University: From Perspectives’ of Lecturers

EMI has become a popular trend in higher education in Vietnam, especially in economic universities. It is, therefore, attracts a lot of attention from various researchers and scholars. One of the most debated issues is the requirement of language competences in teaching and learning subject content in English. Many research topics on EMI have focused on how to use English language appropriately in order to deliver subject matter effectively. The purpose of this study is to find out whether the lecturers pursue a particular language policy in class or not and why languages other than English are employed for lecturer-student interaction from perspectives of lecturers. The data for this study is collected through observation of 15 EMI lectures as well as questionnaires to all 15 participated lecturers. The research questions are deeply sought through follow-up interviews after the survey. The article also discusses the rationale of only English language choices and translanguaging choices in practice.

Speaker: Thi Thu Nga Tran (Academy of Finance)

340 Factors Affecting The Needs of Learning English for Medical Purposes of Medical Students at Tay Nguyen University

In recent years, the teaching and learning of English for Medical Purposes (EMP) in Vietnamese medical schools have garnered significant attention from students, educators, and administrators. Research conducted by Khadidja (2021) on "Medical Students’ Attitudes towards the Integration of the English Language as the Teaching/Learning Medium" highlights key factors affecting the needs and quality of medical students’ learning at Mohamed Kheider University in Vietnam. Additionally, Le Ho Bao Chau's project (2020) on "The current situation and needs of learning and using English for medical purposes of medical students from the 3rd to 6th year at Can Tho University of Medicine and Pharmacy" underscores the importance of EMP, with 73.45% of participants rating its significance highly.

However, there has been a lack of research on the factors influencing the needs for EMP among medical students at Tay Nguyen University. This study aims to fill this gap by identifying influencing factors and proposing enhancement strategies. Data from 258 medical students at Tay Nguyen University were collected in 2023 and analyzed using SPSS 20.0 software. Additionally, 12 students were interviewed qualitatively.

Results show 31% of surveyed medical students favor EMP, especially those with clinical experience. The perceived importance of EMP for academic and career success was evident, with students expressing a need for more materials and skill development opportunities. Factors influencing EMP need include career aspirations, learning environment, material availability, self-study habits, and teaching methods. This research provides insights for students and administrators, offering guidance to improve EMP learning outcomes at Tay Nguyen University.

Speakers: Mr Dac Quoc Phuong Pham (Tay Nguyen University), Van Vu Doan

341 Factors Influencing Participation Level in Online Community of Practice Among Novice and Learner Teachers in Vietnam

As professional development increasingly shifts to digital platforms, understanding engagement determinants in online communities is crucial for EFL educators. However, there remains a limited body of research exploring the components of a successful online community of practice, particularly from the standpoint of participants within the Vietnamese context. Drawn on the Social Cognitive Theory (SCT) (Bandura, 1986) and Community of Practice (CoP) frameworks (Wenger, 1998), this qualitative study investigates the multifaceted factors influencing the levels of participation among 10 novice EFL teachers selected through purposive sampling in online communities of practice within Vietnam. Through semi-structured interviews and thematic analysis, this study explores a diverse range of influences on participation levels of entry-level EFL teachers in Vietnam in a specific online professional development community, including intrinsic motivation, perceived benefits, time constraints, technological proficiency, and institutional support. Results include insights into the unique cultural and contextual factors shaping EFL teachers' engagement with online communities in Vietnam, which offers insights that may facilitate self-reflection and shared motivations for participation. These findings will be of significance for members of online communities, as they enable the development of a checklist to assess the viability of such groups and ensure sustained engagement prior to enrollment.

Speakers: Ms Ngoc Nguyen Dao Hong (Ho Chi Minh City University of Transport), Mr Thuan Chau Minh (Ho Chi Minh City University of Education - Experimental High School), Ms Trang Nguyen Huyen (Ho Chi Minh City University of Transport)

342 Fostering Intercultural Competence Through EFL Education: A Case Study at Tunghai University, Taiwan

This case study investigates the role of English as a Foreign Language (EFL) education in fostering intercultural understanding among students at Tunghai University in Taiwan. In an increasingly globalized world, the importance of intercultural competence is paramount, and EFL classrooms serve as pivotal spaces for promoting cross-cultural communication and appreciation. Drawing upon interviews with EFL educators, surveys of students, and analysis of curriculum materials, this study explores the extent to which intercultural content is integrated into EFL teaching practices and its impact on student attitudes and perceptions. Findings reveal that educators at Tunghai University employ diverse strategies to incorporate intercultural content, including the use of authentic materials and facilitating discussions on cultural topics. Students demonstrate positive attitudes toward intercultural learning, expressing interest in participation in cultural exchange activities. However, while there are notable initiatives and enthusiasm for intercultural education, opportunities for further enhancement exist, particularly in terms of curriculum design and integration of explicit intercultural learning objectives. This study contributes to the discourse on EFL education and intercultural competence, offering insights into effective practices for fostering intercultural understanding in higher education contexts.

Key words: Intercultural Understanding, Cross-Cultural Communication, Curriculum Integration, Intercultural Competence, EFL Education

Speaker: Mr Phat Hau Loi (Tunghai University, Taiwan)

343 Implementing Project-Based Learning through “News” Project for Undergraduate EFL Students

Project-based learning (PBL) has been proved to be an effective approach to promote language skills in EFL (English as a Foreign Language) classrooms. By integrating PBL into the EFL curriculum, educators can create engaging and meaningful learning experiences which not only enhance language proficiency but also foster language acquisition and widen background knowledge. This article explores the nature and benefits of PBL in general and the effectiveness of PBL on undergraduate EFL students in reading ability in particular. The study investigates whether learners’s reading ability, critical thinking and reading motivation have been increased with the project using news as the main source of learning. Thirty five sophomores at the English Department – Hanoi University participated in the project and their self-evaluations, together with feedback, have been collected through questionnaires. The results confirm that PBL has contributed significantly to students' reading ability. These students also affirm that their critical thinking has been improved and they find reading more enjoyable.

Speaker: Dzung Trinh (Hanoi University)

344 Imposter Syndrome among EFL Teachers

Teaching English as a foreign language (EFL) is a demanding job due to the excessive workload and pressure emanating from various stakeholders such as administrators, parents, and students, potentially leading to persistent burnout. Even though much research on the overall well-being of EFL teachers has been conducted, little has particularly focused on investigating imposter syndrome experienced by them. The current study aims to explore the extent to which EFL teachers in Vietnam suffer from imposter syndrome, the possible causes of such phenomenon, the ramifications of the experience on their teaching roles, and the kinds of support EFL teachers need to overcome this mental hurdle and improve their teaching efficiency. The data collection instrument is a questionnaire with 20 Likert-scale questions taken from Clance Impostor Phenomenon Scale (Clance, 1985); demographic questions are also added to collect respondents’ information while open-ended questions are asked to gain more insights. Findings are expected to enrich the existing literature on the under-researched topic of imposter syndrome among EFL teachers, drawing more attention to the issue and offering related suggestions for EFL teachers’ personal and professional identity development.
Keywords: Imposter syndrome, EFL teachers, professional identity development

Speaker: Phuong Dang (University of Languages and International Studies, Vietnam National University)

345 Investigating the Needs of EFL Teachers in Private Centers for Professional Development

This proposal seeks to address a significant research gap by examining the professional development needs of English as a Foreign Language (EFL) teachers in private centers. Despite their pivotal role in language education, EFL teachers in private centers often lack policies and support for their continuous professional growth. While existing literature often examines professional development in broader educational contexts, there is a lack of focus on the needs of teachers and feasible approaches for professional development within private language centers. The aims of this study are twofold, which are investigating the professional development needs of EFL teachers in private centers and elucidating how these needs shape their choices of professional development activities. This mixed-methods study will engage 80 teachers from private centers with diverse sizes of operation. Grounded in a theoretical framework encompassing Maslow's hierarchy of Human Needs, Vygotsky’s Socio-cultural Theory and Vietnam’s English Teacher Competency Framework of Dudzik (2012), questionnaires will assess perceived needs while qualitative semi-structured interviews will go into representative individual responses, providing deeper insights into the professional development landscape of EFL teachers in private centers. The findings are expected to provide two key outcomes: firstly, an overview of professional development needs among teachers in private centers, and secondly, insights from interviews with teachers to inform targeted investment in professional development approaches. These findings will guide recommendations for private centers and related stakeholders in designing effective professional development programs aligned with the needs of EFL teachers.

Speakers: Ms Vy Phan Ngoc Tuong (Private Center), Ms Anh Phan Thi Qui (Can Tho University), Mr Nam Bui Van (Private Center), Ms Trinh Tran Thi Thao (Private Center)

346 Note-Taking Strategies on Listening Comprehension: EFL Students’ Perceptions and Performance

Note-taking strategies have been considered a vital practice as they help students gain better focus while listening, thus numerous empirical research have been conducted to highlight its significance. This study aimed to investigate students' perceptions and performance of note-taking strategies on listening comprehension of EFL students. Employing a mixed methods approach, the current study collected both qualitative and quantitative data. A quasi-experimental design was carried out among two groups of 80 English major students at Kien Giang University over an eight-week listening course. The experimental group was given eight 50-minute listening sessions employing note-taking strategies while the conventional method of listening was applied to the control group. The data analysis from the listening test scores suggested that the students from the experimental group outperformed their counterparts in the control groups. Next, a questionnaire was administered to probe the perceptions of the respondents of the treatment group after the treatment. The obtained results demonstrated that students held positive perceptions of most of the note-taking strategies. Finally, some crucial pedagogical implications for teaching listening comprehension to EFL students were suggested.
Keywords: Note-taking strategies, EFL students, listening comprehension

Speaker: Ms Bich Nhu Ho (Kien Giang University)

347 Power Dynamics and Identity Negotiation in ESL Feedback Sessions: A Case Study with Kindergarten Teachers at iSchool Ninh Thuan

This research explores the power dynamics and identity negotiation in post-observation feedback sessions within an ESL context. The study focuses on two feedback sessions between an ESL supervisor and three kindergarten teachers at iSchool Ninh Thuan, Vietnam, where two of the teachers are Vietnamese and one is foreign. The teachers prepared a workshop for their peers, and the feedback sessions served as an opportunity for the supervisor to guide them. The research utilizes a qualitative approach and linguistically analyzes the transcripts of the feedback sessions to identify how power dynamics manifest and how they influence the negotiation of teacher identities. Key findings reveal that power dynamics are mainly expressed through the supervisor's lead role and directive language. However, they are balanced with collaborative dialogue, positive reinforcement, and constructive feedback. The negotiation of identity is influenced by the feedback manner shifting from authoritative to collaborative. The research offers valuable insights for ESL supervisors who seek to balance feedback with teacher empowerment to support teacher autonomy and identity formation. The findings have implications for improving feedback practices in educational settings and enhancing teacher professional development in TEFL contexts.

Speaker: Lien Tran (Nguyen Hoang Group)

348 Professional Development Needs of Language Teachers in Online Teaching Context

The popularity of online teaching and learning has led to significant changes in the educational landscape, particularly in the primary school contexts where both teachers and young learners are found to experience some challenges in their adaptation to this new mode during the pandemic and post-pandemic periods. The situation has called for teachers to enhance the knowledge and skills necessary for effective online instruction. The current study aimed to explore how teachers of the English language identified their professional development needs in relation to reflexive and interactive positioning in their practice of delivering online lessons. Data were collected from in-depth interviews with a cohort of five in-service primary school teachers. The findings indicated that teachers expressed their needs for (1) a deeper understanding of the psychological, physical, and behavioral aspects of pupils in the online learning setting, as these aspects were less explicit than in traditional classrooms. Additionally, the participants were interested in (2) techniques to facilitate personalized learning and (3) strategies to communicate with students’ parents. These needs were closely connected with how teachers positioned themselves as facilitators, pupils as potential online learners, and parents as a source of pressure. Discussions and implications of the study focused on the significance of incorporating teachers’ voices in the development of effective professional training programs and students’ age-related characteristics as a learning resource for teachers.

Speaker: Thi Phuong Ly Tran (HCMC University of Technology and Education)

349 Task-based Language Teaching in Speaking Classes of Ten Graders: Vietnamese EFL Teachers’ Perceptions and Practices

Abstract
Task-based language teaching (TBLT) has been a well-established research area and gained prominence in language teaching for the last few decades. In Vietnam, to develop EFL learners’ communicative competence, TBLT has recently been promoted in education at all levels. A good illustration for this is the recent launch of "Tieng Anh 10" textbook series. However, little has been known about how TBLT is perceived and implemented by English teachers who are in charge of teaching English to 10 graders at public high schools with the new coursebooks. This study is an attempt to explore teachers’ perceptions and practices of TBLT in speaking classes with "Tieng Anh 10 Bright", one of the three newly design textbooks. The study employed a mixed-methods approach in which a questionnaire for quantitative data and semi-structured interview for quanlitative data were used. The findings showed that majority of teachers had a good understanding of tasks and TBLT in general. All the teacher participants revealed that TBLT is included in the treatment of all the four skills in the coursebook. In addition, it was found that most of the teachers had a positive view of the integration of into their classrooms, although they shared some significant difficulties in utilizing the method. However, large class size and limited preparation time were the most serious reported obstacles they faced when implementing the method. This study suggests some recommentation for the implementations of TBLT in the teaching of speaking skills to high school students in Vietnam and similar contexts.

Speaker: Nguyen Vy (Lecturer, Informatics - Foreign Languages - Skills Center - Ho Chi Minh City University of Technology)

350 Teaching English in the 21st Century Requires a Strong Foundation in Digital Skills

Teaching English in the 21st Century requires a strong foundation in digital skills. Many ELT teachers have amassed a vast toolbox of digital tools to support their classes. As educational technology experts 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 Dffit 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: Kimly Chenda (teacher)

351 The Impacts of Service-Learning on Student Personal Growth: A Case Study of the Project “English Corner” at a Primary School in Hue City

Service learning is an educational approach that combines community service with classroom instruction, providing students with opportunities to apply their knowledge and skills in real-life situations while addressing community needs. This research aims to investigate the impacts of a service-learning-based project on the personal development of English-major students at HUFLIS, Hue University. Specifically, the study focuses on the "English Corner" project, which was implemented at a Primary School in Hue City, where English-major students organized weekly extracurricular activities for its pupils. The research utilizes qualitative data collected from student interviews and reflections to clarify the impacts of the project on student personal growth in terms of intellectual, emotional, and social development. The findings of this research provide insights into the benefits of service-learning projects for English-major students, contributing to the advancement of service-learning practices in higher education.

Speaker: Dr Thi Thao Phuong Tran (ENGLISH FACULTY, HUE UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES)

352 The Influence of AI on EFL Lecturers’ Professional Identity Construction from the Perspective of Dialogical Self Theory

Professional identity is a process of ongoing dialogue, negotiation, and adaptation, shaped by both internal and external influences. This study tries to explore the influence of AI on EFL (English as a Foreign Language) lecturers' professional identity construction through the lens of dialogical self theory. Six participants in a university in Ho Chi Minh city were selected based on purposeful sampling who completed a narrative frame. By applying dialogical self theory to examine the influence of AI on EFL lecturers' professional identity construction, the researcher gained deeper insights into the dynamic and multifaceted nature of identity in the context of technological innovation. The findings of this study revealed that AI integration in language teaching had a significant impact on participants’ profesional identity and introduced new I-positions related to their roles as facilitators of technology-mediated learning experiences. Particularly, participating lecturers navigated between different I-positions, such as the traditional lecturer, the technology adopter, and the learning facilitator as they engaged with AI tools in their teaching practice. These findings can assist EFL lecturers in raising awareness about AI integration into language teaching and how it can construct their professional identity.
Keywords: artificial intelligence (AI), professional identity, professional identity construction, dialogical self theory

Speaker: Binh Huynh (Can Tho University)

353 Vietnamese EFL Teachers’ Perspectives on English as a Lingua Franca (ELF) and ELF- informed Education

How to prepare English speakers to be able to effectively communicate in an authentic environment where people from different lingual-cultural background speak English as a lingua franca (ELF) is a crucial concern in ELT. While ELF and ELF-informed pedapogy have been widely researched and practiced in several parts of the world, especially Europe, the topic remains under researched in Vietnam. This small-scale study employed a mixed methods approach in which a questionnaire and interviews were used. The questionnaire, which involved 70 in-service and pre-service Vietnamese teachers of English taking MA programs in English language and TESOL at two universities in Ho Chi Minh City, deals with participants’ backgrounds, their awareness of the current English-speaking environment, ELF, and how it has been treated in their English study and professional training. This was further illuminated by qualitative data from in-depth interviews with 10 volunteers out of the 70 participants. It was found that while the majority of the participants aware of the diverse English speaking environment where non-native speakers greatly outnumber native speakers of English and revealed their substantial understanding of ELF, the term are not highlighted in their professional training in general and in the current MA courses in particular. This is also the case with their English teaching curricula and syllabi, as reported, where ELF has not been given sufficient attention as English learners are expected to be able to communicate with native speakers of English only. The study suggests some recommendations for an ELF-aware pre-service teacher education in Vietnam.

Speaker: Dr Nguyen Thi Thu (Police University)

354 What Shapes Us? The Impact of Contextual Factors on Teacher Identity During Teaching Practicum

The pivotal role of teacher identity in sustainable teacher development has been well-established (Beauchamp & Thomas, 2009). However, there have been few studies that explore the stories of Vietnamese pre-service EFL teachers’ identity development , especially in the Mekong Delta, resulting in a lack of much-needed insights into a crucial stage of teacher identity construction and reconstruction. To address this gap, this mixed-method study was conducted to investigate the impact of contextual factors on teacher identity development of Vietnamese pre-service EFL teachers in the Mekong Delta during their teaching practicum. An analysis of quantitative data from 71 online survey respondents and qualitative data from five semi-structured, focus group interviews with 24 pre-service EFL teachers revealed that student-related factors, most notably their English proficiency and attitude, had the most significant impact on pre-service EFL teachers' conception of themselves as teachers and their beliefs about effective teaching. The results provide teacher trainers, pre-service EFL teachers, and teacher education curriculum designers with valuable insights and serve as the starting point for further research on the matter in the Mekong Delta.

Reference:
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge journal of education, 39(2), 175-189.

Speaker: Mr Gia Huy Le (Gia Viet English Language Center)

12:10 Transition Time

12:20 Closing Ceremony