Professional Documents
Culture Documents
2023 VNZ BOOKLET (Official)
2023 VNZ BOOKLET (Official)
4. HCMUE – VUW cooperation: the joint Master’s program and the upcoming Bachelor program
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9. Abstracts ................................................................................................................................ 26
Plenary 1 .................................................................................................................................................................... 26
Session 1 .................................................................................................................................................................... 26
Session 2 .................................................................................................................................................................... 36
Session 3 .................................................................................................................................................................... 40
Session 4 .................................................................................................................................................................... 45
Plenary 2 .................................................................................................................................................................... 53
Session 5 .................................................................................................................................................................... 54
Session 6 .................................................................................................................................................................... 60
Session 7 .................................................................................................................................................................... 64
Plenary 3 .................................................................................................................................................................... 71
Session 8 .................................................................................................................................................................... 71
Session 9 .................................................................................................................................................................... 76
Session 10 .................................................................................................................................................................. 79
Session 11 .................................................................................................................................................................. 82
HE Tredene Dobson,
New Zealand Ambassador to Vietnam
Dear conference participants
The theme of this year’s conference, Building learning communities in TESOL, is timely as
mobility returns to a world rebuilding connections after the worst years of the global Covid-19
pandemic. Proficiency in English is a recognised facilitator of global mobility, and of connecting
across borders. It is a powerful tool for opening up new opportunities in education and in
employment. As English language teaching professionals, you play a crucial role in creating
life opportunities for the learners you work with.
This conference provides you with a valuable opportunity to share perspectives and develop
networks with your peers. I encourage you to use this conference to build you knowledge,
share ideas, and build new learning communities in TESOL.
Tredene Dobson
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Introduction of Ho Chi Minh City University of Education (HCMUE)
The historical development of Ho Chi Minh City University of Education is marked by
significant milestones. In 1957, its precursor was Sai Gon Pedagogy University. HCMUE was
formally established on October 27, 1976, under Decision 426/TTg signed by the Prime
Minister of Vietnam. In 1986, it was honored with the Third-Class Labor Medal, and in 1995, it
became part of Ho Chi Minh City National University in 1995. The university's excellence was
further recognized with the award of the First-Class Labor Medal in 1996. In 1999, it separated
from Ho Chi Minh City National University to become the key teacher training institution in
Southern Vietnam. This journey culminated in the receipt of the Third-Class Independence
Medal in 2007.
Presently, HCMUE stands as one of the twenty-two preeminent universities in the country and
one of the two foremost institutions dedicated to teacher training. Within the realm of teacher
training institutions in Southern Vietnam, HCMUE holds a pivotal position. It has received
commendations and certificates of merit from the Ministry of Education and Training (MOET),
the Ho Chi Minh City People's Committee, and various local authorities for its outstanding
contributions in the domains of training, scientific research, and other university-related
endeavors.
HCMUE is driven by a clear mission, vision, and core values. Its mission is to provide high-
quality teacher training and conduct applied research in education and other sciences to meet
the educational, societal, and economic needs of Southern Vietnam and the entire country.
Looking ahead to 2030, HCMUE aspires to be a key teacher training university with a strong
reputation in both the nation and Southeast Asia, excelling in teacher development and
innovative educational programs. The university aims to become a hub for leading scientists
and educators, a national center for scientific research in basic sciences and education.
HCMUE's core values are rooted in quality, creativity, and humanity.
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and postgraduate programs. The university actively engages in faculty exchanges, where
HCMUE professors teach Vietnamese Language and Culture, Mathematics, Physics, Special
Education, and Literature at partner institutions, while also hosting international lecturers and
students. These partnerships have facilitated international seminars, training courses, and
workshops, attracting a diverse range of participants from around the world.
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Introduction of Victoria University of Wellington (VUW)
Victoria University of Wellington (VUW), originally named Victoria College, traces its roots
back to 1897 during Queen Victoria's Diamond Jubilee celebrations. Teaching commenced in
April 1899 with an initial enrollment of 115 students. The institution's research initiatives began
in 1899, marked by the arrival of four pioneering professors. In 1904, construction of the Hunter
Building commenced, and it was officially opened in 1906 by the Governor of New Zealand,
Lord Plunket. Notably, the university experienced substantial growth, with student numbers
increasing from 254 in 1905 to over 700 in 1923, prompting multiple building expansions. In
1962, it gained independence as Victoria University of Wellington, following the dissolution of
the University of New Zealand system in 1961.
VUW, one of New Zealand's oldest, has earned a prestigious global reputation in teaching and
research across diverse fields over the past century. The university, once a single Kelburn
campus with under 260 students, has expanded into a global network of campuses, research
centers, institutes, and partnerships. It presently enrolls 22,000 students, including 2,700
international students from 100 countries.
VUW has achieved significant recognition in the realm of high-quality research, holding the
top position in New Zealand's latest Performance-Based Research Fund evaluation. It is the
sole university to twice claim the country's primary measure of research excellence. In 2021,
over 2,200 publications stemming from the university's researchers were published.
Furthermore, on a global scale, Victoria University of Wellington consistently ranks among the
top 300 out of the world's 18,000 universities according to the QS World University Rankings.
This places the institution within the top 2 percent of universities worldwide, underscoring its
academic distinction.
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HCMUE - VUW partnership - The joint Master’s program and the
upcoming Bachelor program
After the visit of the Minister of Education of New Zealand to HCMUE in 2007, the university
was entrusted by the Ministry of Education and Training of Vietnam to promote the
development of a postgraduate teacher training program in English language teaching in
collaboration with a partner institution in New Zealand. It is an honor for both Victoria University
of Wellington and the University of Education, Ho Chi Minh City, to jointly initiate the proposal
for this training partnership.
This Master of TESOL program is designed based on the existing curriculum at Victoria
University of Wellington (New Zealand), modified to align with the teaching and learning
context in Vietnam. The program comprises 12 courses, equivalent to 180 credits (15 credits
per course). Students can complete the program in a minimum of 18 months (3 semesters).
The collaboration has further developed by the introduction of a new undergraduate program.
In accordance with the revised scheme, students pursuing undergraduate TESOL degrees
are required to commence their academic journey at HCMUE for the first year. Subsequently,
they will proceed with their educational pursuits in Wellington. Following this phase, students
will return to Vietnam to engage in their teaching practicum, ultimately culminating in the
conferral of degrees from Victoria University of Wellington.
Contact information
• Location: Ho Chi Minh City University of Education, Department of Postgraduate
Education, Room C.104, 280 An Duong Vuong Street, Dist.5, Ho Chi Minh City
• Mobile: (84-28) 38352020
(84-28) 38391077
• Email: [email protected]
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STEERING BOARD
ORGANIZING COMMITTEE
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TEAMS' MEMBERS
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FINANCE AND LOGISTICS BOARD
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Plenary and featured speakers
Plenary Speakers
Professor JOHN MACALISTER
Victoria University of Wellington, New Zealand
Prior to joining Victoria University of Wellington,
Professor John Macalister worked on ELT
projects in Kiribati, Namibia, Thailand,
Cambodia and New Zealand, as a teacher,
teacher trainer, and course designer. He has
also been involved in the Vanuatu Education
Assistance Programme as a teacher trainer and
in an English language teaching capacity-
building project at the Royal University of Phnom
Penh, Cambodia. In addition, he has worked on
a variety of design projects in the Greater Mekong Sub-region, particularly Vietnam,
Timor-Leste and Latin America. Interesting projects elsewhere include the design of
English language curricula such as for the Marine Training Centre, Kiribati, and for the
construction industry in Saudi Arabia. He is currently Treasurer of ALANZ, the Applied
Linguistics Association of New Zealand, and has previously been President. As well
as serving on a number of editorial boards, he is co-editor of Reading in a Foreign
Language.
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NGUYEN HUU QUYET, PhD
Director, International Education Center
Hong Duc University, Vietnam
Dr. Nguyen Huu Quyet is an English language
educator and trainer known for his significant
contributions to language education. As a
principal lecturer of the English language at Vinh
University, Dr. Quyet’s dedication to his students’
education has left an indelible mark. He is serving
as the Director of the International Education
Center at Hong Duc University at present.
In 2017, Dr. Quyet served as a Fulbright U.S.-
ASEAN Visiting Scholar, a prestigious distinction
that allowed him to get engaged in teaching and doing research projects at the
University of South Florida in the United States. Dr. Quyet’s influence extends beyond
the classroom, being a key trainer in building English language learning communities
for school teachers in North Central Vietnam. His expertise in English language
learning communities has been sought after on both domestic and international
stages, where he was invited to speak at a number of conferences on this theme,
sharing his insights and innovative approaches. In particular, Dr. Quyet has been part
of an expert group responsible for designing training documents and handbooks
hosted Vietnam’s National Foreign Languages Project on building language learning
communities at all levels and communities of practice for English teachers and
lecturers.
Dr. Nguyen Huu Quyet’s journey is a testament to his commitment to education,
international cooperation, and the advancement of language learning. Through his
roles as an educator, scholar, and advocate for cross-cultural exchange, he continues
to inspire students, teachers, and colleagues alike through his upcoming presentation
on building language learning communities to develop students’ communicative
competence.
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A/Professor JONATHAN NEWTON
Victoria University of Wellington, New Zealand
Jonathan Newton is Associate Professor and
Programme Director for the Master of
TESOL/Applied Linguistics programmes at
Victoria University of Wellington, New Zealand.
As a language teacher educator, he has worked
alongside teachers from around the world to
better understand classroom language teaching
and learning, especially in relation to task-based
language teaching (TBLT), teaching listening
and speaking, teaching vocabulary, and
teaching for intercultural capabilities. He has published more than 75 book
chapters/articles and five books including: Teaching ESL/EFL Listening and Speaking
(2021); Using Tasks in Language Teaching (2021); and Teaching English to Second
Language Learners in Academic Contexts (2018).
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Featured speakers
NGUYEN THANH BINH, PhD
Ho Chi Minh City University of Education, Vietnam
Nguyen Thanh Binh is currently Head of English
Department and Deputy Chair of National Foreign
Language Project of Ho Chi Minh City University of
Education (HCMUE-NFLP).
He also serves as the coordinator of the joint MA
TESOL program of HCMUE and Victoria University of
Wellington (New Zealand). He specializes in English
language teaching and EFL teacher training. He has
more than 15 years of experiences in teaching, developing and implementing English
language teacher training programs in many southern provinces of Vietnam. His
research interests include curriculum design and development, teacher training, and
language and culture.
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KAREN ASHTON, PhD
Massey University, New Zealand
Karen Ashton is a Senior Lecturer in Applied Linguistics
and Language Education at Massey University, New
Zealand. Karen actively involved in teacher education,
both nationally and internationally, supporting teachers
to critically reflect on and further develop their
language teaching practice within their unique
teaching contexts. Karen’s research interests include
teacher professional development, teacher agency,
effective language teaching pedagogy, classroom-based assessment, and language
education policy particularly around the 'borrowing' and use of western pedagogical
approaches in non-Western contexts.
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MUTHITA (Fai) CHINPAKDEE, PhD
Chiangmai University, Thailand
Muthita (Fai) Chinpakdee is a lecturer and
researcher at Chiang Mai University, Thailand. With
a focus on empowering her students to become
independent and lifelong learners, her research
primarily centers around learner autonomy and
learning strategies, while also delving into areas
such as EAP reading, teacher cognition, and in-
service professional development. In addition to
teaching, she has also been involved in curriculum
development projects for both K-12 and tertiary education levels.
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LOC NGUYEN, PhD
University of Economics Ho Chi Minh City, Vietnam
Loc Nguyen is a senior ESOL lecturer from
University of Economics Ho Chi Minh City (UEH).
He obtained his PhD in Applied Linguistics from
Victoria University of Wellington New Zealand in
2019. Loc has been teaching a range of English
courses (at both undergraduate and graduate
levels), including phonetics and phonology,
pronunciation, academic writing, and curriculum
design. His research focuses on pronunciation
teaching and learning, teacher cognition, second language teacher education,
corrective feedback, and professional learning for language teachers.
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Professor ROB WARING
Notre Dame Seishin University, Japan
Rob Waring is Emeritus Professor at Notre Dame Seishin
University in Okayama where he has been teaching
English for over 35 years. He is a world-renowned expert
in extensive reading and vocabulary acquisition. He has
published over 80 articles and has given hundreds of
lectures, plenaries, and featured speaker presentations
in 32 countries. He is an Executive Board member of the
Extensive Reading Foundation. He is also author and
series editor of six series of graded readers and has recently published Teaching
Extensive Reading in Another Language with Paul Nation.
ANDY DUENAS
National Geographic Learning Vietnam
Andy Duenas is the Senior ELT Consultant for
Academic and Training at National Geographic
Learning, based in Ho Chi Minh City, Vietnam. Andy has
been teaching English language to children and adults in
Asia for over ten years in general English, academic
English, business writing, and exam preparation. Andy
completed an MA in applied linguistics at the University
of Nottingham. He has also been working in teacher training and development for over
five years and has trained hundreds of teachers, teaching assistants, and school
administrators all around Vietnam.
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Abstracts
No-one ever said that being a teacher was easy. Teachers are always being
challenged, and having to deal with change. In this talk I will consider some of these
challenges and changes, and the ways in which teachers can meet them. In doing this
I will be drawing on ideas relating to language teacher cognition, language curriculum
design, and teacher professional development.
I will begin by briefly discussing the apprentice and novice phases that all teachers
pass through before considering what it means to be confident and comfortable in the
role of teacher. This is the ‘master’ phase. I will then ask whether – if we see our role
as promoting effective language learning – being at this phase is sufficient. I will
conclude by suggesting that we should all aspire to be ‘magicians’ in the classroom,
and propose some ways this might happen. No wands or magic spells are involved.
Room 1 (B111)
Matthew Book
The Chinese University of Hong Kong, Shenzhen, China
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Participants were 100 sophomore students at a Chinese university in Shenzhen where
English is the medium of instruction. It was compulsory for students to take an EAP
course. A survey was sent to the participants asking what they thought of peer-
reviews. Moreover, a focus group of four students was formed. They were asked to
submit a draft of a class assignment for peer-review within the group and for comments
by a teacher from a language centre. After review by the peers and teacher, they
revised their draft and submitted the final version to the EAP teacher. The EAP teacher
compared how much feedback they took from their peers and the language teacher
respectively. After the submission, the focus group interview was conducted.
Results show that participants from the focus group took all the feedback from the
language teacher and revised their draft whereas only parts of the comments from
their peers were considered. Meanwhile, survey results from 100 sophomore students
show that peer-review is very helpful to improve their own writing skills, and learning
the assessment rubric is an effective means of making their essays better.
Room 2 (B112)
Pragmatics in the field of English language teaching has recently received increasing
research interest, but studies on teachers learning to teach pragmatics are limited.
The present study extends this research agenda by investigating how well
second/foreign language pre-service teacher education (SLPTE) prepares teachers to
teach pragmatics. Adopting a multi-site case study approach, this study examines (1)
the representation of pragmatics and instructional pragmatics in SLPTE programs at
Australian and Vietnamese universities, and (2) program leaders’ beliefs about
pragmatics instructor preparation. Data were collected from curriculum document
analysis, a questionnaire, and four individual semi-structured interviews. The findings
show that pragmatics was represented to different extents across the programs but
instructional pragmatics was entirely absent. The findings further show three sets of
the program leaders’ beliefs: (1) preservice teachers were not well-prepared to teach
pragmatics, (2) teaching pragmatics and instructional pragmatics to preservice
teachers is important, and (3) pragmatics and instructional pragmatics need to be
sufficiently addressed in SLPTE. The study has important implications for teacher
educators, curriculum designers, and relevant stakeholders regarding L2 pragmatics
teacher preparation.
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Room 3 (B113)
Huynh Sang
Can Tho University
Room 4 (B114)
Thomas Robb
Kyoto Sangyo University (Emeritus), Japan
Getting reluctant students to read is a major challenge for all teachers. We all have
that 10% of the class that loves English and will do whatever we ask them to. The
problem is the other 90% - the ones that really need us, who will not turn a page unless
they are pushed! After all, students usually have other, higher priorities – subjects in
their major, sports, friends, a part-time job, etc. so they may only wish to do the
minimum. Often they are studying English simply because it is a requirement.
The question is thus how to encourage these reluctant students to read. There are a
number of factors that may make it challenging to get students to read. Students may
be more willing to read when
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● the books are within their vocabulary range,
● there are real-world consequences – a grade, for example!
● Use competition to your advantage. Reward teams that read the most on a
weekly or monthly basis.
Room 5 (B115)
Previous research shows that foreign/second language learners are able to pick up
new grammatical knowledge through meaning-focused input activities. However, no
studies to date have examined the roles of input modality in this learning. The present
study aimed to fill this gap. In addition, it also examined whether content
comprehension and entering grammatical knowledge could predict the size of the
learning gains from an activity as such. Using a between-group pretest-posttest
research design, the study compared incidental grammar uptake and retention from
four different input modes: reading (n = 21), listening (n = 23), viewing (n = 22) and
viewing plus captioning (n = 25). A control group (n = 21) were also incorporated into
the above research experiment to gauge test-taking effects (if any). Grammar gains
were measured by a form-recognition and a meaning-recognition test, while content
comprehension by a picture-rearrangement test. All treatment groups were found to
make a noticeable gain both for grammatical form and meaning, with the two viewing
groups faring the best in this regard. As shown in the best generated linear model,
these learning gains were well-predicted both by input modality and content
comprehension, but not by entering grammatical knowledge. These findings were then
interpreted in light with Larsen-Freeman’s Form-Meaning-Use Model of Grammatical
Knowledge as well as VanPatten’s Input Processing Hypothesis. Such interpretations
in turn provided many useful implications for our research and especially pedagogy
practice.
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Room 6 (B116)
In recent days, the IELTS test has been gaining indisputable prominence as a tool to
assess learners' English competency. Therefore, the number of potential test takers
has witnessed a remarkable increase. This article aims to investigate some methods
to overcome the hesitation of low level students when studying English in an online
course. The subjects for this study consisted of 50 students of different age groups,
who were at a low level of English and participated in a course teaching IELTS.
Via an in-depth interview and additional comments provided in the questionnaires, the
main factors that demotivate learners when learning and practicing speaking skill for
IELTS preparation course was revealed. Moreover, on the basis of the data collected
and the link between these factors, the research also stated out how to overcome the
hesitation of low level students when studying speaking skills in an IELTS course for
beginners. From the detailed findings, some pedagogical implications for designing
and teaching an English course were proposed.
Room 7 (B117)
45-minute workshop
Kindergartens and primary school children learn in a holistic manner, with all of the
faculties of the brain working together. By including music into the learning
environment as well as the curriculum for these age groups, school owners and
teachers can make sure children acquire language in the best way possible, while
building their knowledge of the world. Proper use of songs with catchy rhythm and
simple melody can promote memory and pronunciation to a great extent. Selection of
songs needs to be meticulous so that the focus is on the language and the sense of
community in the classroom rather than trying to incorporate a great amount of
content. Teachers using this approach need a background in children’s language
acquisition, music and rhythm and should play at least one string instrument.
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In the workshop, the presenters will demonstrate songs composed by Ella Jenkins and
some Vietnamese experts in music for kindergartens. Participants will get to immerse
in the wonderful rhythm of simple music and be inspired to make this part of the future
teaching practices.
Room 8 (B118)
Nguyen Tam
International University, Vietnam National University, Ho Chi Minh City
Recent studies have suggested that the interaction with AI chatbots can improve the
L2 learning process (Kim, 2018; Yang et al., 2022; Annamalai et al., 2023), especially
in both grammar and vocabulary knowledge. Following this trend, ChatGPT can be
utilized for the purpose of developing conversational competence in a second
language. This paper focuses on how Vietnamese students acquire English lexical
items incidentally through using ChatGPT. Qualitative and quantitative data collected
from 50 Vietnamese freshmen at a university were analyzed to investigate how
incidental vocabulary learning takes place with the aid of ChatGPT. The research used
questionnaires and Likert scales to determine whether students can learn vocabulary
incidentally through ChatGPT. Lexical frequency analysis was also used to explore
words that students reported they have learnt from ChatGPT. The findings reveal that
most learners found ChatGPT useful in learning new lexical items naturally through
conversations with this chatbot. Interestingly, a majority of students agreed that they
could learn various words related to a specific topic they chat with ChatGPT and they
already put them into practice. The research likewise indicates that ChatGPT played
an essential part in enhancing learners’ incidental learning of lexical items through the
conversational contexts and feedback provided by this application.
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Hallway of Block B, Floor 1
Posters
Tran Anh
University of Languages and International Studies, Vietnam National University, Hanoi
In a world where societies place a high value on communication skills, public speaking
– the art of effective oral communication with an audience, is certainly a skill that needs
developing, even mastering. Accordingly, Public speaking has been introduced as a
compulsory subject in Faculty of English Language Teacher Education (FELTE),
University of Languages and International Studies (ULIS) since 2020. This course
involves the practice of delivering Impromptu (i.e., involving little or no preparation)
speeches, speeches on special occasions (i.e., involving 1-week preparation to
address a speech given to mark the significance of particular events) and final speech
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(i.e., carefully prepared and rehearsed). The researchers investigated Vietnamese
EFL college students’ public speaking competence development through final speech
performance, after the implementation of weekly impromptu speaking sessions and
speeches on special occasions, combined with individual goal-setting strategy
(teacher's feedback). For this purpose, the researchers assessed 55 final speeches
delivered over the course using the public speaking competence rubric and observed
the students’ public speaking progress through impromptu speaking and speech on
special occasions activities using a weekly goal-setting strategy. Results from the
researchers' observation, interviews with students and students’ written reflections
revealed that a combination of impromptu speaking, speeches on special occasions
and teacher's feedback contributed significantly and effectively to public speaking
skills development over the course. They also clearly showed that the teachers' weekly
goal-setting strategy played a major role in building speakers’ confidence and overall
improvement.
The advent of technology in education has led to the global surge in the popularity of
online learning. After the incidence of Covid-19, Vietnam has also recognized the
importance of online learning in its education system, especially in higher education
institutions. However, what really concerns teachers, learners, parents, and other
stakeholders is the effectiveness of this new form of education. A study by Blayone
(2018) highlighted that the success of online learning is significantly attributed to the
readiness of students for this way of learning. To delve into this aspect, this research
paper is conducted to investigate the readiness for online learning of students in
University of Languages and International Studies, Vietnam National University (ULIS-
VNU). The study's findings revealed that students’ readiness was influenced by
several factors, including their expectations of performance and effort, attitudes
towards online learning, social influences, facilitating conditions, and proficiency in
using e-learning tools. In addition, university students in ULIS-VNU had a positive
perception and a high level of readiness towards online learning. These insights offer
significant implications for Vietnamese educators, providing valuable guidance to
design online learning courses tailored to the needs of university students.
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THE ONTOLOGY OF CREATIVITY IN MASTER PROGRAMS IN VIETNAMESE
GLOCALISATION: THE PROGRAM BENCHMARK FROM TEACHER VOICES
Dinh Tran Hanh Nguyen1, Dao Xuan Phuong Trang2 and Andy Tri Nguyen3
Ho Chi Minh City University of Education1, Ho Chi Minh City University of Education2
and TESOL International Academy Ho Chi Minh City & Saigon ISB, Ho Chi Minh City
University of Banking3
The internalisation in education in response to the growing demand for the new
generation has spurred a notable interest among the curriculum designers to reform
the traditional program. The continuous enrolment in the master programs has led to
the diversity of master program providers in education. In the context of Vietnam, there
are different master graduates from (1) the domestic master programs, (2)
Collaborative master programs, and (3) overseas programs. The current study
attempts to explore the master graduates’ perceptions of creativity in curriculum
development and the alignment of creative elements in their program with personal
expectations. The study will employ the qualitative research study with the grounded
theory design to explore the insights of 6 university teachers who have a learning
experience in different master programs via the in-depth interview. The study will
compare the various perceptions among participants towards creativity and the degree
to which creativity in their programs responds to the local market demands. The scope
of this study is on two major domains including creativity in the curriculum, and
creativity as a marketable skill. The findings of this study will contribute to the
adaptation and innovation in the curriculum design to meet the market demand in the
presence of creativity to foster the learning effectiveness and prepare for the career
prospects. It is also valued as the need for analysis to construct the program in
response to the master candidates’ personal expectation of creativity, which is
influential on their motivation.
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The outcomes of the study offer valuable insights into the varying degrees of familiarity
that teachers possess with regards to the principles of translanguaging. It becomes
evident that a majority of teachers demonstrate limited understanding of these
principles. This lack of comprehension can be attributed to factors such as their
educational backgrounds, professional training, and exposure to the concepts of
translanguaging. Furthermore, teachers express hesitancy in implementing
translanguaging techniques in their classrooms due to a variety of influences including
curriculum guidelines, policies set by higher management levels, perceived
expectations of parents, and personal beliefs about the process of language learning.
Dinh Tran Hanh Nguyen1, Dao Xuan Phuong Trang2 and Andy Tri Nguyen3
Ho Chi Minh City University of Education1, Ho Chi Minh City University of Education1
and TESOL International Academy Ho Chi Minh City & Saigon ISB, Ho Chi Minh City
University of Banking3
The emergence of AI content generator tools has wielded a profound impact across a
multitude of domains. While the enormous benefits of these tools in education are
evidently undeniable, addressing the pervasive issue of academic dishonesty and the
uncontrollable intervention of AI in students' learning experiences remains paramount.
Based on the discussion of both the prospects and challenges linked to the
implementation of AI tools like ChatGPT, Google AI or Microsoft AI, this paper
highlights major complexities in defining a balance between fostering students’
effective interaction with AI and preventing academic misconduct. The paper also
proposes alternative assessment methods and strategies to minimize students’
dependence on AI tools, preserve students’ autonomy, and nurture a culture of
integrity. Employing a qualitative approach, this study conducts in-depth interviews
with 8 teachers specializing in Business English. The investigation centers on their
perceptions of alternative assessment methods and strategies, shedding light on the
delicate balance between effective AI utilization and preventing unethical academic
practices. The insights derived from these interviews underscore a substantial
consensus regarding the efficacy of these assessment techniques. Nevertheless,
apprehensions surrounding the intricacies of systematizing these assessment formats
and the anticipated challenges originating from administrative and curriculum
management tiers are also identified and discussed.
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Session 2 (10h10 – 10h35)
Room 1 (B111)
Pham Hoang
Ho Chi Minh City University of Education
The transition into a new country’s way of life and work force has never been an easy
one. Among various physical, mental, psychological and financial challenges (Fang &
Goldner, 2011; Robert & Gilkinson, 2012), language barriers prove to be a major
underlying force hindering Migrant Workers from positively integrating into the
Canadian society (Galiev & Masoodi, 2012; Viveros-Guzman & Gertler, 2015),
especially in the workplace settings. A study was conducted in a Western province of
Canada into migrant workers’ efforts to overcome these language barriers. The
findings from surveys and interviews suggested a proactive approach from the Migrant
Workers together with tailored, government-funded and community-based language
training programs offered on a flexible basis holds the key to the successful
reclamation of Migrant Workers’ professional identity.
Room 2 (B112)
Bui Trang
An Giang University, Vietnam National University, Ho Chi Minh City
This study reports on four primary and secondary EFL teachers’ accounts of their
experiences conducting exploratory action research (EAR) in primary and secondary
language classrooms in Vietnam. The teachers spent a month and a half taking an
intensive EAR course to prepare for an EAR project and then another month
implementing their EAR project in their classroom. Data gathered from interviews with
the teachers and the reports of their EAR projects reveals that the teachers were able
to effectively explore their classroom issues and take appropriate actions to address
them. The teachers developed a deeper sense of reflection on their practices, an
awareness of assessing classroom issues from various stakeholders, and an ability to
employ multiple data gathering techniques. The teacher's dedication to EAR was,
however, hampered by a number of issues, including time constraints, a lack of
resources and research skills, and problems enlisting peer assistance. The study's
findings offer insights regarding the importance of EAR for bringing about changes in
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teaching and learning circumstances, which are pertinent for teachers, teacher
educators, and education officials.
Room 3 (B113)
In recent years, the development of critical thinking among EFL students has been a
topic of interest in Vietnam. The Six Thinking Hats (STH) approach has emerged as
an effective method for enhancing this essential cognitive skill, particularly in speaking
skill. However, limited research has focused on its application in the context of IELTS
Speaking classes. This study investigates the impact of implementing the STH
approach on the speaking skills of IELTS students. A quasi-experimental design
involved 50 IELTS students in Hue city, equally divided into control and experimental
groups. Pretest and post test assessments were conducted to measure learning
achievements. The experimental group received English speaking instruction using
the STH strategy, while the control group followed a conventional method. An interview
further explored student perceptions. The findings reveal that the STH approach
positively influenced speaking skill development, with the experimental group
exhibiting significant improvements. The approach facilitated idea generation and
critical thinking, enhancing students' speaking proficiency. Moreover, student
satisfaction with this teaching method was evident. This paper is expected to provide
teachers with valuable insights on how to effectively utilize the STH approach to
enhance their students' speaking skills.
37
Room 4 (B114)
Ha Van Sinh
PTC Language Center, Khanh Hoa Province
The IELTS testing has long been established in the Vietnamese EFL education and,
in recent years, mushroomed unbelievably since the IELTS scores became a criterion
for high-school graduation and university enrolment. IELTS tests have been designed
and administered to provide language learners with a certification of their English
proficiency to study, live/migrate and work in an English speaking environment, as
stated in the IELTS.ORG website.
And thus, an IELTS preparation program needs an IELTS trainer with high IELTS
scores or an IELTS teacher with TESOL/TEFL qualifications? This presentation
discusses this issue and suggests that both providers of the IELTS preparation and
the IELTS designers/owners should ensure that the learners’ gained IELTS scores
reflect their genuine English proficiency for the global communication, not just
successful testing skills. To achieve such learning outcomes, EFL learners need to
learn and acquire their language proficiency in a language-rich classroom with a well-
qualified and experienced TEACHER who is not only a successful IELTS test-taker,
but also well-aware of “what and how to teach” and “factors affecting the learning
outcomes”. In addition, an IELTS curriculum should be practically designed and
developed with sufficient amount and intensity, aimed to “kill two birds with one stone”,
building up exam techniques upon a solid foundation of language knowledge and
skills, and avoiding the boring over-use of practice tests.
Room 5 (B115)
The present study aims to evaluate the textbook ‘Four Corners, Level 2’ used in non-
English majored language classrooms and identify the appropriateness of the textbook
by the learners and teachers at Ho Chi Minh City University of Technology (HUTECH).
The evaluation was conducted based on data collected from 10 teachers and 250
students at Center for Informatics – Foreign Languages – Skill in the form of
38
questionnaires and interviews. The 40-item questionnaire using 5-point Likert scale
was employed to elicit participants’ response to five main categories including Overall
Assessments, Aim and Approach, Language Skills and Language Contents, Design
and Organization, and Learner’s Need. The results of the evaluation show that both
teachers and students had active perceptions regarding the appropriateness of the
textbook, the textbook would meet the student’s needs and the curriculum aims and
approaches, and it is suitable to the English teaching and learning process at
HUTECH.
Room 6 (B116)
It is widely witnessed that learning essay writing is always challenging for most
Vietnamse students and they have many difficulties acquiring this skill. This paper
emperically investigates how Vietnamese university students perceive English essay
writing (EEW) and what challenges they face in this skill. Using semi-structured
interviews with 12 EFL students and 10 lecturers, the paper reveals the cognitive and
affective attitudes of the students and the difficulties they experience in EEW. The
paper finds that most students recognize the importance of EEW for their future
careers and social needs, but they lack interest and motivation in EEW. The paper
also identifies the main problems that students have in EEW, such as grammar,
vocabulary, idea generation, and writing style. The paper suggests some implications
for improving the teaching and learning of EEW and EFL education in Vietnam.
39
Session 3 (11h05 – 11h30)
Room 1 (B111)
40
Room 2 (B112)
Le Dinh Tung
Ho Chi Minh City University of Education
Undergraduate English language teacher training programs in Vietnam typically do not
include courses on how to teach ESP. The consequence is that ESP courses for
undergraduate non-English majors at universities across South-East Asia are usually
taught by teachers who have little or no training in teaching ESP. The study I report in
this paper used a survey to investigate the background knowledge of ESP and
perceived competence in teaching ESP of 20 Vietnamese EFL teachers teaching ESP
at tertiary level. Findings indicated that the two main issues the teachers faced was
lack of knowledge of the specific ESP field and low linguistic competence. The paper
also discussed ESP teachers’ responsibilities in teaching major subjects in
collaboration with subject teachers.
Room 3 (B113)
41
Research findings offer clear, evidence-based guidelines for vocabulary teaching and
learning that synchronize with the current research on vocabulary assessment.
Room 4 (B114)
This study undertakes an action research initiative to enhance the speaking skills of
6th-grade students within a secondary school context. The research addresses
challenges rooted in students' deficient language components: grammar, vocabulary,
pronunciation, fluency, and comprehension. These limitations curtail familiarity with
diverse communicative tasks, eroding confidence in spoken communication.
Through an in-depth analysis, it was evident that while students could effectively
convey ideas through written texts, they faced difficulties when attempting to articulate
their thoughts verbally. The absence of appropriate speaking strategies further
compounded this issue. In response, this study explores the potential of task-based
learning as a pedagogical approach to ameliorate these challenges.
Employing action research, the study integrates task-based learning strategies into
the curriculum to nurture a conducive environment for speaking skill development.
Task-based learning empowers students to confront speaking challenges via
interactive tasks demanding skilled verbal communication, potentially enhancing
linguistic competence and confidence.
The outcomes of this research are expected to shed light on the efficacy of task-based
learning as an intervention for enhancing speaking skills in 6th-grade students. The
study contributes to the existing body of knowledge by offering insights into the
practical implementation of task-based learning within the secondary school context
and its potential to address the multifaceted difficulties students encounter in speaking.
Ultimately, this research underscores the significance of pedagogical strategies that
prioritize the holistic development of language skills, particularly in the domain of
spoken communication.
42
Room 5 (B115)
Room 6 (B116)
Nguyen Phuc
University of Languages and International Studies, Vietnam National University, Hanoi
In the light of CLT, students are no longer passive scholars who learn only what they
are taught in class. Instead, they tend to become more autonomous to take the
responsibility for their own learning. Learner autonomy, without doubt, plays a key role
in acquiring a foreign language. Being aware of this, a large number of foreign
language learners still struggle to find ways to boost their autonomy, especially in
speaking practice due to their concern about making pronunciation mistakes without
teachers’ correction. However, thanks to advanced technology integrated into
education, learners today can benefit from free online platforms to assist their
speaking practice at home. This action research aims at investigating the effectiveness
of such platforms as Google Meet, Teams, Google Translate and Flipgrid in enhancing
learner autonomy in speaking practice. It also aims at examining teachers’ role in
facilitating the learners. The study was conducted with a group of 35 students at level
A2 from University of Engineering and Technology, Vietnam National University
43
throughout a 15-week blended learning course. The findings revealed that all the
participants enjoyed using the recommended platforms and found those effective in
fostering their speaking ability when studying by themselves. Among the platforms,
Google Meet and Flipgrid worked best whereas Teams and Google Translate brought
about some technical issues causing inconvenience to users. Also, almost all the
learners at the first 3 weeks needed full support from the teacher, but then they
managed to work alone and only asked for teachers’ comments on their speech.
Room 7 (B117)
As the inherent relationship between culture and language has long been studied in
the existing literature, popular culture in language teaching is usually associated with
its affective value in bringing a sense of amusement and motivation during lessons. In
fact, the significance of employing music and songs in English language classrooms
also lies in the fact that they convey values (Petrus, 2012), communicate cultural reality
(Shen, 2009) and thus offer a fascinating approach to support learners’ cultural literacy
development (Bintz, 2010).
Regarding the pedagogical use of songs in English classrooms, most teachers seem
familiar with the gap-filling listening activity. However, for the effective promotion of
students’ cultural and intercultural awareness, songs should certainly be treated in a
way which goes beyond that common practice (Lorenzutti, 2014). It is then advisable
for language teachers to consider lesson objectives as well as learner characteristics
carefully and put a strong focus on the beauty of the lyrics where cultural themes and
elements are authentically embedded.
44
Room 8 (B118)
45-minute workshop
Recent studies have suggested that oral fluency plays a vital role in successful
communication (Derwing et al., 2007; Newton & Nation, 2021). Others indicate that
speaking fluency is often neglected in second language (L2) classrooms due, in part,
to the lack of teachers’ understanding of L2 fluency (Tavakoli and Hunter, 2018;
Rossiter et al., 2010). This paper specifically examines Vietnamese teachers’
perception of L2 speech fluency and how they implement classroom fluency activities
based on their understanding. Qualitative and quantitative data collected from 50 EFL
Vietnamese teachers were analyzed to investigate their concept of L2 fluency, their
common issues in teaching oral fluency, and how they implement activities to promote
L2 oral fluency. Descriptive statistics and lexical fluency analysis are employed to
examine teachers' perceptions. The framework proposed by Rossiter (2010) was used
to analyze the teachers’ reported fluency practices. The findings show that the
teachers have a narrow sense of L2 fluency, defined as speaking without hesitation.
These teachers noticed students’ L2 fluency during class, and they implemented
activities to address the problems that they observed. This article argues that with a
deeper understanding of L2 fluency, teachers will be better placed to design tasks to
enrich L2 speaking fluency within the classroom.
Room 1 (B111)
Assessment holds a crucial position in the realm of teaching and learning, influencing
instructional strategies, student outcomes, and educational policies. This research
paper presents a comprehensive literature review on the topic of Dynamic Assessment
(DA) within the context of language teaching and language testing. As a recent trend
in assessment practices, DA aims to alter learner performance by offering examiner
45
assistance, thereby shedding light on learners' potential for development. This paper
delves into the theoretical underpinnings, practical applications, and implications of
DA in the language classroom. Furthermore, it seeks to identify gaps in existing
studies, thereby highlighting potential areas for future research.
Room 2 (B112)
The advent of scaffolding as an effective instructional tool has indicated its roles in
assisting students in gaining academic achievements and completing their language
learning tasks, including reading. One way of facilitating students’ reading
comprehension is by questioning.
Understanding how to scaffold student reading through questioning has been one of
the greatest concerns in teaching English as a foreign language (EFL) in Vietnam
where teaching is largely based on traditional lecturing and students lack reading
strategies to process information.
Additionally, the findings shed lights on teachers’ reasons for their choices of question
types at pre-reading stage. Pedagogical implications and recommendations are also
presented.
46
Room 3 (B113)
Motivation plays a vital role in English language teaching and learning, particular in
the context of speaking. This study, therefore, aims to examine how teachers use
motivational strategies (MS) when teaching VSTEP speaking to students striving to
attain Level 3 proficiency in VSTEP (B1). Through motivational strategies employed
by teachers, the study identifies the factors influencing their practices. Data were
collected through observations, semi-structured interviews and questionnaires,
involving three, six and 54 teachers respectively. The findings reveal that teachers in
private institutions demonstrated a wide range of motivational strategies while
instructing VSTEP speaking to students who aspired to reach Level 3 (B1) in VSTEP.
This study also reports five factors influencing the use of MS including teacher-related,
student-related, school-related, MS-related and testing factors. The insights from the
study offer guidance for teachers and administrators, thereby informing the
development of effective teaching practices that foster motivation and enhance
English language proficiency. Besides, this study deepens understanding of how
teachers implement motivational strategies when teaching speaking skills within the
specific context of VSTEP Level 3 (B1).
Room 4 (B114)
Lexical bundle is a linguistic feature that has been a topic of great interest when
researchers look into documented writing on both expert and novice levels but has
merited little attention as far as undergraduate timed argumentative writing is
concerned. In an attempt to narrow this gap, the present study examined two self-
compiled corpora: a student corpus consisted of 200 timed argumentative essays
rated B2 or upper-intermediate level and an expert corpus made up of 200 scripts of
the same type produced by IELTS professional writers. The study employed bundle
classification frameworks and compared structures and functions of four-word bundles
across the corpora. The findings showed that bundle use was more clausal than
phrasal in both corpora, suggesting an inconsistency with a few previous studies. In
47
addition, bundles in the student corpus were used in greater quantities than the
reference corpus regarding all broad structural categories, which can be explained by
the overuse of the three constructions “Pronoun/NP + be/VP fragment”, “NP with of-
phrase fragment”, and “PP with of-phrase fragment”. Function-wise, the prevalence of
stance and discourse organising bundles in both the corpora was indicative, on the
one hand, of the nature of argumentation, and, on the other hand, of the rigidly
structured IELTS writing format. The study concluded with methodological implications
for bundle researchers and pedagogical implications as to EFL/ESL writing practices.
Room 5 (B115)
Luan Thanh Nguyen1, Phung Dao2, Tran Le Nghi Tran3, Thinh Van Le4, Anh Thi
Nguyen5 & Mai Xuan Nhat Chi Nguyen6
Online English Language Teaching (ELT) has come to be recognised as one of the
most significant foci on the digitalisation of education across levels in Vietnam,
specifically since the outbreak of the pandemic. However, teachers, students, and
educational stakeholders were not prepared for an emergency transformation from
face-to-face to facilitated online ELT. Numerous challenges regarding the
implementation of effective online ELT within the context of public K-12 schools have
emerged, an important and hitherto underexplored area in Vietnamese schooling. This
presentation reports findings about how education leaders perceived the identified
challenges regarding equal access and justice associated with online ELT and
learning at Vietnamese public schools. Employing a qualitative research design, data
were collected from semi-structured interviews with 12 provincial education leaders.
Interview transcripts were coded and analysed using inductive thematic analysis.
Results reveal that the school leaders and DOETs reported varied prominent
challenges that teachers encountered when delivering online ELT. These leaders
stated their teachers faced issues with low internet connection, shortage of digital
teaching resources investment, lack of teaching rooms at home, teachers’ health and
well-being, learner engagement in online classes, teachers’ negative feelings or stress
due to students’ lack of engagement, and lack of motivation to continue online ELT
after the pandemics. Notably, data analysis indicated education leaders found these
48
prominent challenges significant and applicable to offline ELT. The study offers
implications for ELT stakeholders’ engagement in the policy and practice of online
ELT.
Room 6 (B116)
Nguyen Nhi
Can Tho University
Room 7 (B117)
This study discusses the attitudes and motivation of Vietnamese students at Foreign
Trade University - HCMC (FTU) towards learning EFL at their undergraduate level. To
achieve this goal, Gardner’s socio- educational model and the significance of
motivation as a contributing factor in second/foreign language (SL/FL) learning are
49
taken into consideration. The investigation also demonstrates that students learn
English for ‘instrumental’ reasons and it concludes that ‘integrative motivation’ is the
dominant motivational orientation for the FTU students to learn English as EFL. This
study will possibly provide additional insights in better identifying the existing
motivational challenges and in taking a more realistic perspective about the English
Language Teaching (ELT) situation in the country. Finally, some recommendations on
future directions for this research area in Vietnam have been highlighted.
50
Saturday afternoon November 4 2023
Featured speeches (12h55 – 13h30)
Online presentation
Dr Karen Ashton
Massey University, New Zealand
Room C506
Andy Duenas
National Geographic Learning Vietnam
There are many places students can go to find learning communities outside the
classroom. After all, we can learn from anyone! Unfortunately, some exclusionary
attitudes persist that may make students hesitant to engage in real-world interactions
within these communities. In this talk, National Geographic Learning consultant Andy
Duenas will describe an approach developed by our expert authors to help students
51
in three ways: understanding and acceptance of the value of global English accents,
communication skills and strategies, and combining existing pragmatic knowledge with
new and unfamiliar social and pragmatic situations. Together, these strategies may
help prepare students for independent exploration in communities outside the
classroom.
Room B604
This presentation will present the 'missing piece of the puzzle' for language teachers
and students. The talk starts by surveying what we know about language learning and
teaching and reviews the linguistic parameters under which this learning must take
place. There will then be a review of the current state of EFL to show how we, as an
industry, present language to students in a linear manner based on a 'teaching causes
learning model' of language learning. Recent research into lexical analysis and
vocabulary learning will highlight the relatively little recycling of vocabulary, the lack of
attention to collocation, colligation and lexical phrases in general there is in typical EFL
courses which vastly underestimate the amount of language students need to meet
for acquisition to take place. It will also highlight the conditions under which vocabulary
can be acquired. The final section of the talk will show how teachers, students and
curriculum designers can provide the missing massive amounts of exposure students
need to consolidate their language knowledge to enable long term acquisition to take
place.
Room B605
52
examines teacher autonomy in the context of emergency online language teaching.
Accounts of two teachers’ online teaching experiences were used to (a) explore how
EFL teachers exercise and maintain their autonomy in teaching during the transition
from face-to-face to online learning and (b) identify factors that affect their autonomy
during this challenging time. Findings reveal that both teachers viewed the transition
to online learning as an opportunity to exercise their autonomy and experiment with
new ways to improve their practices. However, the extent to which they could
implement new pedagogical ideas in their teaching depends on their professional
relationships with others in their contexts. This study highlights the importance of
reflection, collaboration, and negotiation as essential components of teacher
autonomy and teacher development.
Current trend in the teaching of English as a foreign language (EFL) in Vietnam has
given emphasis on communicative language teaching (CLT), which advocates the
development of communicative competence as the ultimate goal of learning a
language through the extensive use of the target language as a mean of
communication. In response to the pressing quest for CLT approach, the National
Foreign Languages Project has recently launched the building of foreign language
learning communities nationwide. However, it remains lack of effective language
learning communities outside classroom to offer exposure to students’ English usage
in real settings. There are many reasons behind this pitfall, which include, among other
things, misunderstandings surrounding the concept of learning community and
practice among EFL teachers, and lacking modes of activities and management. The
presentation attempts to address the aforementioned problems, suggesting learning
modes and a feasible model of organizing and managing activities for the sustainable
development of English learning communities at schools.
53
Session 5 (15h00 – 15h25)
Room 1 (B111)
54
Room 2 (B112)
Though blended learning has been increasingly implemented in higher education, little
of the extant literature focuses on the perspectives of lecturers who are crucial change
agents. This case study utilized the Concerns-Based Adoption Model to investigate
how seven EFL lecturers were concerned about the mandate to adopt blended
learning in a Vietnamese university. Firstly, the Stages of Concerns Questionnaire was
administered to chart their individual and group concern profiles. Subsequently, these
profiles are cross-referenced with insights from individual interviews. The results
spotlight the EFL lecturers' most pronounced concerns in the informational,
refocusing, and personal stages. These findings collectively suggest that the
participants predominantly stand as non-users of blended learning or that blended
learning has not been effectively integrated into the institutional culture. The lecturers
also revealed their blended learning adoption constraints as instructional complexity,
personal uncertainty, doubts about managing effective learning, and lack of
institutional support. These insights, therefore, could inform policymakers of EFL
lecturers’ voices and raise significant implications for providing them with sufficient
support to implement blended learning successfully. Notably, there is a need to come
up with more localized, personalized, and individualized professional development to
'scaffold' lecturers’ understanding and efficacy in designing, planning, implementing
and evaluating the blended learning approach in their classrooms.
Room 3 (B113)
Ly Thi Tra My
Can Tho University of Medicine and Pharmacy
55
interviews. The findings show positive effects of project-based learning on students’
linguistic knowledge (vocabulary, grammar, pronunciation) as well as on students’
English-speaking abilities, learning autonomy, self-esteem, motivation, interpersonal
relations, IT skills, and soft skills. Although the approach demands a high level of IT
proficiency, its benefits outweighed its limitations, leading to our recommendations that
it is used more widely in EMP courses.
Room 4 (B114)
56
Room 5 (B115)
57
Room 6 (B116)
Dinh Nguyen Do
FPT University (Hanoi)
Room 7 (B117)
45-min WORKSHOP
Many teachers run successful extensive reading programs. In these programs, the
students read a lot of material that they enjoy reading, and at the right level. These
programs have good library management systems that allow the teachers and
students to track their progress. However, many extensive reading program are not
successful. The main cause of this is that the materials that are used are unsuitable.
58
Sometimes the materials are too difficult or too easy or they are the wrong cognitive
age for the students. This session will introduce a range of extensive reading materials
and will show teachers how to select the best materials for their program. It will also
show how these materials can be obtained.
Room 8 (B118)
45-min WORKSHOP
Reflecting on the teaching techniques always plays an essential role in the teaching
and learning practice of EFL teachers as they flexibly adjust their teaching styles by
employing a variety of teaching methods to meet their students' needs (Khalil &
Kholofelo Semono-Eke, 2020). This study was conducted to investigate the extent of
the frequency with which EFL lecturers at a university in the Mekong Delta implement
the teaching techniques in online and face-to-face teaching environments. Twelve EFL
lecturers participating in the survey have filled out a questionnaire with 25 teaching
techniques from different English language teaching methods. The findings showed
that some techniques like lectures, dictation, drills, questions & and answers are often
applied while others such as translation, games, and projects are sometimes used by
lecturers in both online and face-to-face environments. The findings also indicated that
discussion and independent learning are often implemented by more lecturers in
online teaching while more lecturers often apply pair and group work, conversation,
and roleplays in the face-to-face teaching environment.
59
Session 6 (15h30 – 15h55)
Room 1 (B111)
Nguyen Hang
University of Foreign Language Studies,
The University of Danang
Room 2 (B112)
Families, schools, and society in Vietnam are paying more attention to moral
education. The current national general education program, in particular, strives to
promote students' knowledge, skills, and moral qualities in order to better prepare
them for globalization in the twenty-first century. It also mandates all educators,
60
teachers to integrate moral values into the curricula and lessons. This study aims to
investigate Vietnamese English as a Foreign Language (EFL) teachers’ attitudes
towards teaching moral values in various high schools. Twenty-one EFL high school
teachers from a province in the Mekong Delta participated in the study. A Google-
Form survey on attitudes towards teaching moral values, comprising 14 closed and
open-ended questions was designed based on van Aalderen- Smeets et al.’s (2012)
multi- dimensional framework to collect the data. The findings showed the participants’
positive attitudes towards teaching moral values, and there was almost no significant
difference in the attitudes of teachers regarding gender, level of education and
teaching contexts. However, the findings revealed that approximately 81 % of the
respondent encountered difficulties when infusing moral values into EFL teaching,
primarily relating to teachers’ perceptions and contextual factors. Based on the
findings, some conclusions and pedagogical implications have been made.
Room 3 (B113)
Peer teaching helps students improve competence in the subject area and helps them
develop autonomous learning skills and be able to cooperate and help each other.
(Bradford-Watts, 2011). Therefore, many Vietnamese higher education institutions are
promoting the importance of employability skills, and through peer learning students
develop transferable skills valued by employers e.g., communication, time
management, critical thinking, leadership, and teamwork skills. This research reports
on a mixed-method case study which aims to investigate the current situation of using
peer teaching and propose solutions to improve the effectiveness of using peer
teaching in teaching and learning English for Finance at the University of Finance and
Accounting. The findings show that the student and teacher participants have positive
perspectives towards the benefits of peer teaching in EFL classes to enhance
students’ learning and language abilities. The student participants also rate the peer
teaching atmosphere as fun, comfortable and exciting and acknowledge this method
brings them many advantages which are useful in their specialized subject. However,
the students reveal some difficulties such as time-consuming and requiring a lot of
effort, confidence and determination while the teacher participants also point out a
number of barriers to its implementation of peer teaching in EFL classes. The study
also proposes active solutions for teachers and students to enhance using this method
in teaching and learning English for Finance more effectively at the University.
61
Room 4 (B114)
Room 5 (B115)
Translanguaging has long been introduced to the world of English language teaching,
focusing on the switch between first language and the target language. In the context
of Vietnam, though there have been studies proposing the prospect of translanguaging
practices for low-level students, some teachers are still bound to the monolingual
62
policy regardless of their students’ level of proficiency. Therefore, this mixed-method
study, with the aim to investigate the effectiveness translanguaging practices in
teaching listening skills for non-English major students, used pre- and post-tests,
observation and questionnaires for an English program at a higher education context.
The study lasted for 15 weeks and was conducted with 50 first-year students. The
findings suggested higher results in students’ listening scores, partly due to their
positive shift in enthusiasm and language use when adopting translanguaging
practices for the pre-listening stage. The study hopes to contribute to the existing
literature on the application of translanguaging practices in teaching listening skills for
non-major students, especially in Vietnamese contexts.
Room 6 (B116)
Andy Tri Nguyen1, Bui Huynh2, Dang Anh3 and Dang Huong4
TESOL International Academy (Ho Chi Minh City), Saigon ISB Ho Chi Minh City
University of Banking1; Ho Chi Minh City University of Education2; University of Social
Sciences and Humanity, Vietnam National University - Ho Chi Minh City3 and International
University, Vietnam National University - Ho Chi Minh City4
63
Session 7 (16h00 – 16h25)
Room 1 (B111)
With the surging prevalence of English Medium Instruction (EMI) within Vietnamese
higher education, significant research efforts have been devoted to exploring
educators' and learners' perspectives, student achievements, classroom interactions,
and more recently, teacher professional development. However, there remains a
notable research gap pertaining to assessment practices within the realm of EMI. This
presentation aims to address this gap by presenting research findings that shed light
on teachers' experiences with implementing classroom assessment in EMI economics
courses. The study's data was culled from four distinct case studies involving subject
teachers, employing semi-structured interviews and classroom observations as
research instruments. Thematic analysis of the collected data revealed that the
teachers often made assessment choices predicated on an assumption that students
possessed a sufficient grasp of English to comprehend the subject matter,
inadvertently neglecting the inherent language demands embedded within these
assessments. Different forms of assessment were designed focusing solely on
checking students’ comprehension of content knowledge with little attention paid to
accommodating students' language difficulties. Given no specific policies on the
language used for assessment, the teachers express perplexity in aligning
assessment structures with the precise objectives of their courses. These findings
underscore a critical discrepancy in the promotion of EMI across Vietnamese
universities, magnifying the need for well-defined assessment guidelines tailored to
EMI contexts. This disparity calls for a comprehensive reevaluation of EMI
implementation strategies in which more support should be provided to content
teachers through targeted professional development initiatives aimed at refining
English-medium instructional and assessment skills.
64
Room 2 (B112)
Nguyen Anh
University of Waikato, New Zealand
Over the past two decades, there has been growing interest in understanding the
motivation of language teachers. While a number of studies have explored the factors
that motivate or demotivate language teachers, there has been limited investigation
into the complexity of teacher motivation and the role of contextual factors. Informed
by the literature review of my current doctoral studies, this presentation offers a fresh
perspective on teacher motivation as I argue that it would be beneficial to explore and
reexamine language teacher motivation using a more holistic methodological
framework. The session will introduce how I am seeking to understand EFL teacher
motivation using the Second Language Motivational Self System (L2MSS) proposed
by Dörnyei (2009) and Complex Dynamic System Theory (CDST) (Elle et al., 2019;
Larsen-Freeman, 2017; Hiver, 2022), showing how adding a complexity lens through
the use of CDST can strengthen L2MSS-based work. The L2MSS framework has
been widely used in language learner motivation research (Liu, 2020; Sobhanmanesh,
2021), while CDST has been employed to reexamine phenomena in language learning
(Dörnyei et al., 2025; Hiver, Al-Hoorie, & Evans, 2022) and teacher education (Li et
al., 2023; Martin, McQuitty, & Morgan, 2019). In recent years, there has been a
growing interest in complexity-based research in the field of teacher motivation and
development (Hiver, 2022). Potential benefits and challenges of adopting CDST &
L2MSS as methodologies in teacher motivation research will be explored in my
presentation. The presentation also introduces some research methods commonly
employed in qualitative studies that incorporate CDST concepts. The presentation
aims to foster awareness among the audience regarding the potential application of
L2MSS and CDST concepts in examining language teacher motivation This, in turn,
could pave the way for encouraging collaborative endeavors aimed at cultivating and
enhancing language teacher motivation within the TESOL community.
65
Room 3 (B113)
Games in the classroom can help increase learner participation; therefore, they are
widely employed in teaching and learning English in Vietnam. This study analyzes
learner engagement in games activities in state primary schools in a province in the
South of Vietnam. Data were collected from classroom observations and teacher
interviews, and were examined to find how the students engaged in games. The
finding showed that the games in the observed lessons brought challenge and
enjoyment, making the students cognitively and emotionally engaged. However, large
class size and the teachers’ misunderstanding of enjoyment as learning have
negatively affected the students’ engagement in terms of cognition and emotions.
Room 4 (B114)
Greg Rouault
Hiroshima Shudo University, Japan
With little experience reading materials at their level, many students have low self-
efficacy and lack motivation. Subsequently, with poor comprehension, they read little
and lack enjoyment in reading (Nuttall, 1996). After a one-semester introduction to
online graded reading materials, a survey (N = 96) profiled both the L1 and L2 baseline
reading habits and captured the self-beliefs and attitudes of this sample of learners
studying in compulsory courses at a university in Japan. Results revealed that
students with limited proficiency and almost no previous experience with graded
readers found online materials at the right level, 93% and 88% noticed improvements
in their understanding and reading skills respectively, and 62.5% felt motivation to
continue reading. Comments in open-ended questions provided evidence of the
metaknowledge these inexperienced learners gained about reading level-appropriate,
graded content online. This interactive presentation also introduces 14 principles for
L2-reading curriculum design (Grabe & Stoller, 2020) as takeaways for teachers to
align the reading activities used in their learning community with these guidelines
targeting curriculum, reading skills development, and instructional design.
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Room 5 (B115)
Mindfulness has been proved to bring benefits to both teachers and students (Kumar,
2013; Saltzman, 2012). Therefore, it has been implemented in the classroom of
varying levels and in different disciplines. The implementation of mindfulness in the
language classroom is, however, a relatively new phenomenon, especially in Vietnam,
but is an emerging trend of research that is worth exploring further. This critical review
looks at the scholarship on mindfulness in language classroom that was published in
the past five years (2018-2023). Initial findings show that the articles on this topic is
limited in number (around 30 in total). Most of them focused on the effectiveness of
mindfulness in mitigating language learners’ anxiety, in line with the ‘affective turn’ in
language education (Martínez Agudo, 2018). Some looked into how language
teachers integrated mindfulness into the teaching of specific language skills such as
reading or writing, relying on the so-called ‘mindful/contemplative pedagogy’. Another
strand of research was concerned with the impact that mindful language teachers had
on their students’ well-being and academic performance. From my reading, the
concept of ‘mindfulness’ in literature on mindfulness in language education is rather
vague, with very few authors manifesting an accurate and profound understanding of
the mindfulness practice itself. Secondly, the scholarship on mindfulness in language
education is thin and marginalized. Thirdly, no study on mindfulness in language
education in the context of Vietnam is found. In short, mindfulness in language
education is an uncharted but highly potential territory which is worth exploring further,
given the rise of socioemotional language learning and the ‘affective turn’ second
language education research.
Room 6 (B116)
Self-directed learning is considered as a crucial skill that can help individuals to thrive
in a rapidly changing world. It allows people to take control of their own learning and
development, tailoring their learning to their own needs and interests. Self-Directed
Learning (SDL) is an essential aspect of university education as it benefits in
developing critical thinking, promoting independent learning, enhancing motivation,
and preparing students for continuous learning beyond their academic journey.
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Determining the level of SDL among students is important to ensure that graduates
are equipped with the necessary skills for continuous learning and professional
development.
This study aims to determine the level of self direct learning among English majors at
a public university in Ho Chi Minh City. A survey questionnaire was used to measure
the students’ levels of self direct learning readiness which focuses on three key
aspects including self-management, desire for learning, and self-control. A total of150
students of different year groups completed the survey. Interviews were conducted
with nine students to provide more insights into students’ SDL.
The results show that English majors generally had a high level of SDL readiness.
Level of self-control among the students was shown to be higher than those of the
other two dimensions. There was no statistically significant difference among students
of different year groups with regard to their SDL levels. The study has practical
implications for curriculum designers, teachers, and education managers to provide
more support to facilitate students’ self-directed learning.
Room 7 (B117)
Rob Waring
Notre Dame Seishin University, Okayama, Japan
This workshop will demonstrate how Vietnamese teachers can set up and run a
successful digital extensive reading program. The session will present ER-Central, a
free extensive reading website, and the Xreading digital library that gives students
access to over almost two thousand graded readers from major publishers such as
Cambridge University Press, Macmillan, and National Geographic/Cengage
Learning. Students have unlimited access to all books as well as audio narrations,
ratings, and quizzes. In addition, the system tracks students' reading progress (books
read, words read, reading speed, quiz scores, etc.) so it makes management and
assessment much easier for teachers. The session will also explain the new
functionality of Xreading that has been added over the past year, and what is planned
for the future. Current users of the system are encouraged to provide feedback and
suggestions based on their experience.
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Featured speeches (16h30 – 17h15)
Recent years have seen growing interest in multi-word expressions (MWEs) and their
role in second language learning and teaching. Mwes encompass a large set of
sequences above the word level, such as collocations (strong tea), binomials (fish and
chips), multi-word verbs (put up with), idioms (tie the knot), and so on.
MWEs are important because they constitute a large proportion of authentic spoken
and written discourse, and are considered an essential component of mature linguistic
performance. The abundance of MWEs puts them at the forefront of vocabulary
teaching and learning. In addition, research suggests that using MWEs can be a quick
way of developing fluency, particularly, in the early stages of language learning.
In the present talk, I will introduce MWEs and review some empirical evidence attesting
to an important role they play in second language learning, processing, and use.
Room B604
This is a frequent complaint from teachers and from learners alike. Actually, it is
possible to do extensive reading effectively without using graded readers, although
there are some challenges to finding suitable material.
Free reading resources fall into two broad categories, material that can be downloaded
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and printed out and material that needs to be read online. We will examine material of
each kind and discuss the pros and cons of each choice. Finally, some methods for
keeping track of one’s reading will be suggested, including online recording systems
and downloadable reading log sheets.
Room B605
Recent years have seen growing research interest in the field of second language (L2)
pronunciation teaching with different studies focused on the conduct of pronunciation
in instructional materials, teachers’ classroom practices and pedagogical beliefs, and
students’ perceptions. However, little is known about the interplay between L2 teacher
education and the instructor’s pronunciation teaching practices. The present study
extends this line of research by examining how well teacher education in Vietnam
prepares Vietnamese EFL teachers to teach English pronunciation and how the
teachers address pronunciation in their classroom. Qualitative data were collected
from a questionnaire administered to four secondary EFL teachers who received
teacher training from four different universities in Vietnam, academic transcripts, and
individual semi-structured interviews. Results show that the teachers were ill-prepared
but reported being confident in their capability to teach English pronunciation. The
study further shows that deliberate, explicit pronunciation teaching was marginalized
in the teachers’ English classes and that the nature of testing and assessment
practices at their schools restricted their pronunciation instruction to repetition drills
and/or error correction. Implications will be discussed in relation to pronunciation
pedagogy in curriculum design, L2 teacher education, and professional development.
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Sunday morning November 5 2023
In these times of rapid technological change, we run the risk of overlooking a simple
yet profoundly important ingredient in classroom learning; the teachers’ discursive
skills in fostering engagement and community in the classroom (in-person or online).
In this talk, I’ll explore this topic, drawing on my own years of research and experience
and that of my PhD students as well as the ground-breaking work on dialogic teaching
by Alexander (2021). I will draw on examples of classroom talk to illustrate themes of
(dis)empowerment, feedback, agency, and shared responsibility, and to show the
transformative power of dialogue from primary school classrooms teacher professional
learning. Dialogic teaching has the potential to shift the nature of classroom talk in
ways which stimulate thinking, strengthen learning, increase engagement, and foster
democratic participation. More than ever, we need EFL teachers who are skilled at
using talk to shape learning.
Room 1 (B111)
With the core aim of improving the quality of general education, Vietnam has launched
the new general education curriculum (MOET, 2018), effective from 2020-2021 school
year. This includes new 10-year English language curriculum, making English
compulsory from grade 3. This current descriptive quantitative and qualitative research
study was conducted to examine the Vietnamese high school EFL teachers’
perceptions on the implementation of the new English curriculum in high schools on
focusing on their assessment practice in accordance with the new curriculum. The
research is also an attempt to explore the EFL teachers’ difficulties as well as the
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causes of difficulties on implementing the new assessment policy of the new English
curriculum. The data for the current research study were obtained through (1) the
survey questionnaire and (2) the in-depth interview with EFL teachers in Mekong Delta
of Viet Nam. The findings have shown the teachers’ understanding and assessment
practices on the implementation level of the new curriculum. Moreover, various
difficulties regarding selecting materials for assessment, choosing assessment tasks
were recorded in the study. From the findings, practical and relevant implications are
made to bring improvements in English language assessment in high schools.
Room 2 (B112)
Notably, substantial research has been conducted on the impact of gamified tools in
instructional environments. However, limited attention has been given to students’
perceptions regarding the implementation of Quizizz within tertiary education,
particularly within the context of Vietnam. This study was conducted to examine
students’ perceptions towards the implementation of Quizizz to enhance motivation
and engagement within Intensive English classes. The study involved 158 students
who were enrolled in or had prior experience with the Intensive English program at
International University and had utilized Quizizz as part of their classroom activities.
The findings obtained from this mixed-methods study indicated that the
implementation of Quizizz held the potential to enhance student motivation and
engagement. This study highlights the opportunities for English educators in higher
educational settings to consider incorporating Quizizz as a facilitative tool to foster
student motivation and engagement.
Room 3 (B113)
Blended training has been considered an optimal method which brings high
effectiveness with a synchronous combination of online and offline training, providing
teachers and learners with great experience. However, it must be said that the
transformation from traditional teaching methods into blended training requires a
process of serious research and thorough preparation in many aspects related to
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teaching contents, testing and assessment strategies to maximize its effectiveness. In
academic year 2022-2023, Thai Nguyen University of Information and Communication
Technology (ICTU) started to apply blended training in which 70% of offline teaching
and 30% of online interaction on the LMS/LCMS system. Therefore, it is really
necessary to evaluate the effectiveness of blended training for all courses in general
and English 4 in particular. Participants included approximately 300 sophomores and
10 lecturers of English at ICTU. Majority of them (88,6% of students and 90.9% of
lecturers) appreciate the effectiveness of blended training. From participants’ feedback
via online survey, a variety of proposals and suggestions have been synthetized for
better training quality. Also, an objective comparison among blended training, online
training and traditional offline training was made through final semester exam results.
Room 4 (B114)
Visual presentations are preferred due to their ability to make subjects interesting with
stunning texts, videos, and hyperlinks. Presentation tools are easy to use and can be
used for various purposes, including professional, educational, and general
communication. Research on presentation programs in higher education focuses on
students' preferences, performance evaluation, effective slide design, and classroom
presentation tips. Studies suggest improving teaching and learning with PowerPoint,
but some argue it can lead to negative communication effects and oversimplification
of information. Numerous presentation tools, including PowerPoint, Prezi, Emaze, and
Animaker, are available in the market, each with unique features and functions. These
tools cater to different purposes and are optimized for specific purposes, making it
challenging to keep track of them. The evaluation of presentation tools in Higher
Education uses Scanlon and Issroff's (2005) framework, which focuses on five factors:
interactivity, efficiency, cost, failure, and serendipity. Microsoft PowerPoint is a popular
presentation tool in education due to its flexibility, visual appeal, and potential for
teaching and learning. Emaze and Animaker offer 3D modes, customization, quizzes,
surveys, and instant translation features. PowerPoint, Prezi, Emaze, and Animaker
are popular presentation tools in academic settings for teaching English reading,
writing, and listening skills. Teachers can combine these tools to enhance student
involvement and minimize passivity but must assess their effectiveness in the evolving
technological environment.
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Room 5 (B115)
45-min WORKSHOP
Do Khoa
The National College of Education, Ho Chi Minh City
Room 6 (B116)
Despite extensive research on grades and students’ motivation (Harlen, 2004; Stobart,
2008; Gardner et al., 2011; McCarthy, 2017), little exists regarding the impact of
teachers’ full marks awarding on students’ motivation. This study draws inspiration
from personal reflections, professional observations and case studies of 2nd - and
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5th - year education students from the University of Sydney, focusing on the ‘Teaching
English Internationally’ units of study (EDGU3000 & EDSE4514) from 2018 to 2023.
The study will involve qualitative data collection, including interviews and surveys from
English teachers at the Centre for English Teaching (CET) and students, equally
considered as in-training teachers, from the programs.
Through this study, I hope to encourage further investigation into the potential impact
of full marks on students’ motivation and engagement. By considering the role of full
marks in fostering intrinsic motivation, I aim to provide valuable insights for teachers,
both experienced and novice, to apply this practice in their professional endeavours
and empower their students towards greater academic success.
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Session 9 (09h40 – 10h05)
Room 1 (B111)
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Room 2 (B112)
This action research study examined first-year English - majored students’ oral
participation in speaking activities conducted on Second Life Virtual World – an online
3D platform which has been widely used for educational purpose around the world.
Participants included 19 first-year university students whose level of English
proficiency ranging from Upper intermediate to Advanced. Over the period of five
weeks, the participants were scheduled to practice their speaking skills on Second Life
in different group sizes, undertaking various activities such as discussion, individual
sharing or field trips, etc. Three instruments namely students’ journal, group interview,
and individual interview were adopted as data collection methods. The research
findings indicated a moderate to high level of engagement with a majority of
participants reporting increased willingness to orally express their opinions thanks to
the friendly, stress-free atmosphere of SL. Shy students were revealed to have
benefitted most from oral practice in the 3D environment on account of the absence
of non-verbal reactions. However, technical issues encountered by participants during
the implementation of this innovation were revealed to be overwhelming and adversely
affected participants’ engagement. For future implementation of this innovation, small
class size, better technical guidance and use of small group discussion/ sharing,
pronunciation practice and virtual field trips as main activities were suggested.
Room 3 (B113)
Ha Tran Ngoc
Nguyen Tat Thanh University, Ho Chi Minh city, Vietnam
The development of technology has changed the way English is learned today. This
study investigates the dynamic relationship between technology and English language
education at private universities, with a specific focus on Nguyen Tat Thanh University
(NTTU). The aim is to analyze how technology influences English learning in this
context. By employing quantitative methods, data collected from 400 students and 100
educators in NTTU, through surveys and English proficiency tests, will be analyzed
using SPSS software. These findings demonstrate the complex interaction between
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technology and English learning at the university level. The primary contribution of this
paper is to emphasize the significance of technology-based language education in the
private university setting.
Room 4 (B114)
Duong Thi Bich Tram, Nguyen Ha Kim Anh, Loi My Duy, Nguyen Phuc Trong and Le
Nguyen Nhu Anh
Ho Chi Minh City University of Education, Ho Chi Minh City, Vietnam
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Session 10 (10h30 – 10h55)
Room 1 (B111)
Room 2 (B112)
This research aims at finding out whether there is a relationship existing between the
use of social media and the English capability of university students in Hanoi city,
Vietnam. In this research, motivation of language learners as well as concept
constructivism are discussed, both of which take an important role in the learners’
behavioral and perspective towards L2 languages. Social media features is also
analyzed and proved its benefits in different aspects to the studying process. However,
along with some social media practice in classroom, some drawbacks can be noticed
because of its potential distractions it causes to the learners and other related risks
existing online. The research included an investigation among university students from
different institutions in Hanoi by questionnaire and interviews. The findings show that
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social media has a positive effect on the students’ learning motivation and encourages
a more active way of comprehending. Nonetheless, the direct influence to English
competence between participations remains indecisive in accordance to the data
collected. The study concluded that it is essential for its users to acknowledge the
importance of applying social media in the classroom properly and efficiently for a
productive outcome of English learning.
Room 3 (B113)
Online reading materials, often hypertext, present new challenges for L2 readers,
including nonlinear texts, multiple-media texts, and interactive texts. Teachers should
(1) create a learning atmosphere, (2) include explicit reading strategies, (3) model
strategic reading behavior, (4) allow simultaneous reading, (5) practice targeted
strategies, and (6) provide strategy training and digital reading practice. The Survey
of Reading Strategies (SORS) measures ESL students' metacognitive awareness and
reading strategies. However, it has limitations. Anderson (2003) proposed an adapted
version called OSORS, which included eight new strategies. In addition, Brun-Mercer
(2019) suggested three online reading strategies to help students overcome
challenges in online reading. Less skilled online readers may struggle with evaluation,
credibility, and memory retention. Strategy instruction is beneficial for all students,
especially those struggling with reading. The study examines the online reading
strategies of 200 non-English major students at the University of Transport and
Communications in Ho Chi Minh City. Results show Global Strategies and Support
Strategies are more frequently used than Problem-Solving and Online Searching
Strategies. Translation from English into Vietnamese is the most used reading
strategy, followed by guessing text content, paying attention to difficult text, and writing
down facts. The pilot study reveals that the most commonly used EFL reading strategy
among university students is in the Support Strategies category. Teachers should
emphasize fast reading, metacognitive strategies, and regular instruction for success.
Future studies should use observation and action research to measure reading
strategies' effectiveness.
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Room 4 (B114)
45-minute workshop
One way to support ELT teachers in their learning and practice is through the formation
of communities of practice (CoPs). CoPs are groups of people who share a common
interest or passion and engage in joint activities, interactions, and learning to enhance
their knowledge and skills (Lave & Wenger, 1992; Wenger, 1998). CoPs can help ELT
teachers to reflect on their beliefs, practices, and identities, as well as to cope with
emotional issues and tensions in their work (Farr, 2015).
Room 6 (B116)
45-minute workshop
In the realm of modern education, technology has become a driving force, enhancing
students' learning experiences in unprecedented ways. Scholars like Jobe & Peck
(2008), Bebell (2005), and others underscore its potential. This workshop sheds light
on the profound impact of tech-based tools in creating dynamic learning environments,
equipping educators with innovative strategies to elevate their teaching.
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Discover the world of interactive apps - Pear Deck, Jamboard, and Classkick—each
revolutionizing engagement and collaboration. Pear Deck fosters participation through
diverse activities, while Jamboard facilitates collaborative projects that enhance writing
and speaking. Classkick goes beyond, offering a rich array of features for
comprehensive learning support.
As the workshop unfolds, educators will master the fusion of technology and
pedagogy, emerging ready to cultivate adaptable, tech-infused classrooms. By
workshop's end, participants will possess the skills to leverage technology's potential,
fostering essential proficiencies, critical thinking, collaboration, and hands-on learning.
Room 1 (B111)
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comprehensive understanding of its roles in technical translation and its significance
in the professional development of future translators.
Room 2 (B112)
Pham Thoa
Vietnam Aviation Academy, Ho Chi Minh City
Education in general and teaching English in particular have been in the fast and vital
corner of change and development due to achievement of digital technology. In the
new era of teaching career, those who wish to get their own job development in
teaching English must do something to improve themselves in the professional
aspects. This initiatory study, the data of which was collected during the extreme time
of COVID-19, has been carried out to search for what kind of teaching competence
Vietnamese teachers of English desire to improve so that they can qualify themselves
and follow the fast-developing stream of technology. The participants are secondary-
school and high-school teachers who were working in one of the most active provinces
in the South of Vietnam. The result of the research, which can certainly reflect a slightly
negative reflection of the teachers’ teaching competence and desire of professional
development, is expected to be a good source of reference for Vietnamese teachers
of English as well as educational institutions that are interested in enhancing their
ability in fast-changing digital time. The research is also working as the first of a series
of studies conducted on the purpose of better solutions to professional improvement
among teachers of English in Vietnam in near future.
Room 3 (B113)
Duong Thi Bich Tram, Nguyen Quoc Trung, Nguyen Thi Phuong Lan, Vuong Thi Minh
Dieu, Loi My Duy and Le Nguyen Nhu Anh
Ho Chi Minh City University of Education
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social media platform, within the framework of Task-Based Language Teaching
(TBLT) to enhance language students' speaking skills and attitudes towards speaking.
Conducted in a Vietnamese high school in Tien Giang, the study involves 80
participants divided into experimental and control groups. Over 10 weeks, quantitative
(pre- and post-speaking tests, task products, questionnaires) and qualitative
(interviews) data will be collected to comprehensively assess outcomes. Through the
analysis of tests and task products, the findings demonstrate significant improvements
in speaking skills of students in the experimental class. In addition, positive learning
attitudes are also revealed via the examination of questionnaires and interviews.
Specifically, it is reported that students build on their fluency the most while
experiencing less anxiety and feeling more motivated to practice speaking.
Room B604
This presentation will specifically delve into the practices of assessing English
language proficiency in Vietnamese schools, examining teachers' viewpoints based
on research and reports from NFLP in 2021. The presentation will analyze the
challenges that Vietnamese language teachers face in assessing students' language
proficiency, and how these challenges impact their perceptions of language
assessment. The presentation will then discuss the role of policy makers and
administrators in addressing the challenges of language assessment in Vietnamese
schools and the need for administrators to collaborate with teachers in designing and
implementing effective language assessment practices. As effective language
assessment requires a high level of assessment literacy among teachers, the
presentation will also suggest ways for teacher training programs in Vietnam to provide
greater opportunities for teachers to develop this literacy. Finally, implications of these
practices for policymakers, administrators and teacher trainers in improving language
assessment practices in the context of English language education in Vietnam will be
provided.
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Room B605
For L2 learners of English, it has been widely recognised that acquiring derivative
knowledge is important for vocabulary development and effective communication. Yet
our understanding of their productive derivative knowledge is still limited and learners’
experiences have yet to be explored. In this talk, I will first discuss how productive
derivative knowledge is measured from current literature and summarise its research
findings. Then I will report an empirical study which measured Vietnamese EFL
learners’ productive derivative knowledge via a decontextualised derivative form recall
test of 90 headwords. The focus will be on the extent to which they produced target
derivatives of different parts of speech, how they came about forming such derivatives
and the relationship between their receptive derivative knowledge and successful
production of derivatives. Lastly, I will address how teachers could create learning
opportunities through using English derivative tests, evaluating derivative test
performance and importantly understanding learners’ individualized vocabulary
learning trajectories that could shape their derivative knowledge in different ways.
This talk draws on recent research in vocabulary in English for Specific Purposes
(ESP) and connects to language teaching and learning. The research is part of the
Language in Trades Education (LATTE) Project and involved the development of
technical word lists. It provides a context and examples of vocabulary for specific
purposes which can then to applied to other contexts to support learning and teaching.
Two key questions will be addressed in the talk: (1) What are some defining
characteristics of vocabulary for ESP? and (2) What are the implications of these
characteristics for teaching and learning ESP?
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VOLUNTEERS
No Full name
8 Le Cao Ky Duyen
22 Le Phuong Nhi
24 Do Quynh Nhu
86
25 Tran Le Bao Ngan
37 Le Nguyen Ngoc Vy
40 Co Khai Vi
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