International Journal of TESOL & Education
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description: Aims and Scope The International Journal of TESOL & Education (IJTE) (ISSN: 2768-4563) is an international, peer-reviewed, open-access journal dedicated to advancing scholarship in language teaching, learning, and education. IJTE publishes original, high-quality research that contributes to theory, practice, and policy in the fields of TESOL and education across diverse global contexts. The journal welcomes submissions from researchers, educators, and practitioners worldwide, and is particularly committed to representing the perspectives and experiences of the global TESOL and language education community. IJTE serves as a forum for scholarly exchange across geographic, linguistic, and cultural boundaries, reflecting the inherently international nature of language teaching and learning. Topics covered include, but are not limited to: Teaching English to Speakers of Other Languages (TESOL) Language and linguistics Pedagogies and language teaching Computer-Assisted Language Learning (CALL) Mobile learning (m-learning) and e-learning Curriculum development and learning environments Teacher education and professional development Educational technology Translation and interpretation Cultural studies in education Quality assurance in education Educational developments and policy IJTE publishes research that employs a wide range of methodological approaches, including qualitative, quantitative, and mixed-methods designs. Conceptual and review articles of exceptional scholarly merit are also considered. International Scope and Authorship As an international journal, IJTE is committed to publishing research that reflects the global diversity of the TESOL and education research community. The journal actively seeks contributions from scholars across all world regions, including but not limited to Asia, Europe, the Middle East, Africa, Latin America, North America, and Oceania. To ensure that published research reflects genuine international scholarly participation, IJTE requi…
publisher: ICTE Press
language: en
publication name: International Journal of TESOL & Education
issn: 2768-4563
copyright: The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes. Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
items: Navigating the AI Turn: Framework for Responsible AI Integration in Language Education
items: YouGlish as a Tool for Enhancing English Pronunciation: Students' Perceptions at a University in Hanoi
items: Vietnamese EFL Learners’ Perceptions of Abilities and Challenges of Learner Autonomy
items: EFL teacher agency in the era of digital transformation: A multiple-case study in Vietnam
items: Assessing L2 Student Writing in the AI Era: A Systematic Review on Challenges and Best Practices
items: Call to Action: Translingual Writing Pedagogy and Students’ Perceptions in Nepali Multicultural Classrooms
items: A Study on the Effectiveness of Moodle E-Assessment at a Private University in Ho Chi Minh City
items: The washback effect of EOP speaking tests on students’ self-regulated learning
items: Tertiary English Lecturers’ Perspectives on Technology Integration in Vietnamese Language Classrooms– A Case Study in Vietnam
items: Using Task-Based Language Teaching to Improve English Speaking Fluency: An Action Research Study with Vietnamese Non-English-Majored University Students
items: Utilizing TikTok in Improving English Skills: A Case Study of Vietnamese University Students
items: A contrastive analysis of the Conceptual Metaphor "finance is fluid” in Vietnamese and English electronic news
items: The application of project-based learning in English for a Basic Marketing class to enhance Oral presentation skills at Ho Chi Minh City University of Industry and Trade (HUIT)
items: Book Review: AI-Powered Education: Innovative Teaching Strategies to Elevate Student Learning
items: Utility and Essentiality of the Process Approach to English Writing at Tertiary-level Education in Bangladesh
items: Sequencing Research Writing and Research Methodology Courses: Implications from Students’ Course Evaluation
items: The Effects of English Films on Learning English Speaking Skills: A Case Study at a Private University
items: Exploring the Organization of Consecutive Group-Work Activities in English Lessons: A Case Study at a Public University
items: Teachers’ Perspectives on Using Performance Tasks for Teaching and Assessing English Reading
items: The Role Immersive Technology in Creating Rich Affordance Environment for ELT
items: An investigation into the Interrelationship between Foreign Language Enjoyment, Foreign Language Classroom Anxiety, and HUFLIT Students’ Performance
items: Self-Report and Student-Report Nonverbal Teacher Immediacy (NTI) in College EFL Speaking Classes
items: Utilizing the Big Book to Facilitate Indonesian EFL Young Learners' Literacy
items: Employing Dictogloss as a Cooperative Learning Approach to Enhance Language Acquisition among Non-English Majors at a Vietnamese University
items: Enhancing EFL Speaking Skills through Peer Assessment: A Case Study at Tay Nguyen University
items: The Benefits and Challenges of AI Translation Tools in Translation Education at the Tertiary Level: A Systematic Review
items: English as Medium Instruction (EMI) and Educational Inequality: Perspectives of Students and Teachers at Tertiary Level in Bangladesh
items: Language and Knowledge Content Gaps in Students’ Academic Writing: A Case Study in University of Science and Technology- The University of Da Nang
items: Lecturers’ Perceptions of the Quality Assurance System for General English Teaching Programs in Vietnamese Higher Education
items: Students’ Perceptions of AI Language Models as Virtual Assistants in Learning Writing- A Case Study at a Tertiary Institution

Navigating the AI Turn: Framework for Responsible AI Integration in Language Education
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description: As generative artificial intelligence (GenAI) revolutionizes the teaching and learning of language, the discipline faces two challenges: to avoid the traps of superficial technological replacement and to proactively defend academic integrity and learner autonomy. This paper addresses this conflict by asking two important questions: (1) pedagogical conditions that favor the development of profound language skills in AI rather than superficial language skills; (2) organizations can promote responsible use while cultivating critical thinking. To address these questions, this paper proposes the Framework for Responsible AI Integration in Language Education (FRAILE). This unifying model incorporates recent empirical research to offer a comprehensive structural response to the AI disruption. This presentation introduces a new AI Task Typology to enable cognitive engagement within the FRAILE.
subject: Literature Review
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creator: Vu Phi Ho Pham
creator: Willy Ardian Renandya
rights: Copyright (c) 2026 Pham Vu Phi Ho, Willy Ardian Renandya https://creativecommons.org/licenses/by/4.0
date: 2026-05-27
publication date: 2026-05-27
starting page: 70
ending page: 85
doi: 10.54855/ijte.26626

YouGlish as a Tool for Enhancing English Pronunciation: Students' Perceptions at a University in Hanoi
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description: This study investigates the university students’ perceptions of using YouGlish, an innovative ICT tool, to enhance their English pronunciation. Using a mixed-methods approach, the current research explores students’ overall perceptions of the tool, including its benefits and challenges. Data were collected within a group of 150 first-year students through a structured survey, supplemented by in-depth interviews with randomly selected respondents. The results highlight YouGlish’s potential to enhance learners’ pronunciation accuracy, raise their awareness of diverse English accents, and support autonomous learning. However, challenges related to technical issues, such as Internet connectivity and inconsistent video quality, as well as diverse accents, were also reported. Despite these limitations, the study concludes that YouGlish is a valuable resource for fostering engagement and motivation, offering learners an interactive, context-rich, and practical approach to mastering English pronunciation.
subject: Research Article
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creator: Minh Ngoc Nguyen
creator: Thi Minh Huyen Nguyen
rights: Copyright (c) 2026 Nguyen Minh Ngoc, Nguyen Thi Minh Huyen https://creativecommons.org/licenses/by/4.0
date: 2026-05-25
publication date: 2026-05-25
starting page: 30
ending page: 41
doi: 10.54855/ijte.26623

Vietnamese EFL Learners’ Perceptions of Abilities and Challenges of Learner Autonomy
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description: Learner autonomy is a common requirement for all Vietnamese university students. However, to become a successful English autonomous learner, the students are required to perform several tasks, namely setting learning objectives, making learning plans, taking advantage of useful learning resources, having high learning motivation, adjusting their learning strategies, and interacting with others. The present survey study used one online questionnaire to investigate Van Lang University’s English amajor’s perceptions of abilities and challenges of learner autonomy in English learning. Convenience sampling strategy was employed to include 57 students, who confirmed several abilities and very few challenges of learning autonomously. The reported learner autonomy level ranged from moderate to high, with the strongest ability in using the Internet (M= 3.84) and the weakest in self-evaluation (M= 3.51). The results have practical implications for local EFL lecturers and students. The lecturers are recommended to provide explicit training in self-evaluation strategies and material selection. Students are advised to utilize all mental, physical, and psychological resources to study English more effectively.
subject: Research Article
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creator: Thanh Hung Duc Duong
rights: Copyright (c) 2026 Duong Thanh Hung Duc https://creativecommons.org/licenses/by/4.0
date: 2026-05-25
publication date: 2026-05-25
starting page: 57
ending page: 69
doi: 10.54855/ijte.26625

EFL teacher agency in the era of digital transformation: A multiple-case study in Vietnam
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description: The purpose of this case study was to explore how EFL teachers in Vietnam enacted their agency in the digital transformation era. Drawing on the ecological model of teacher agency, this study employed a qualitative multiple-case design with the participation of three teachers and the data sources of semi-structured interviews and classroom observations.The study shows that the teachers’ agency was influenced by their past experiences, current conditions and aspirations for the future. Their early challenges with digital tools, professional identities, and the Covid-19 pandemic hindered their technological adoption while peer support and reflective practices enabled them to develop their digital competence. The teachers adapted their textbooks, utilized digital platforms (e.g., Quizlet, Padlet, Kahoot) and shifted their roles from knowledge transmitters to facilitators in their teaching practices. The adaptations made by the teachers also created more active, collaborative, self-directed and learner-centered practices among the students. These findings illustrate important implications for teacher agency in the era of digital transformation, highlighting the active roles of teachers in adopting technologies to improve students’ learning outcomes.
subject: Research Article
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creator: Thi Nhu Uyen Ho
rights: Copyright (c) 2026 Ho Thi Nhu Uyen https://creativecommons.org/licenses/by/4.0
date: 2026-05-25
publication date: 2026-05-25
starting page: 19
ending page: 29
doi: 10.54855/ijte.26622

Assessing L2 Student Writing in the AI Era: A Systematic Review on Challenges and Best Practices
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description: This paper aims to provide a systematic review of the existing literature on the effects of AI on L2 (ESL/EFL) student writing and assessment. A comprehensive search was conducted through ScienceDirect, ERIC and Taylor & Francis Online, providing qualitative analysis of three major themes: the effects of AI on L2 writing, challenges in identifying AI-generated content, and practices for adapting writing assessment. PRISMA 2020 guidelines and the CASP checklist were used to select appropriate articles and assess validity, relevance and ethical issues. The review included 20 studies published between 2023 and 2025. The results show that AI offers numerous advantages, such as giving individualized feedback and support, improving writing quality and helpfully assisting the grading processes. However, issues related to academic integrity, originality and the difficulties in distinguishing between AI-created writing and student-written work have emerged. The paper proposes best practices for integrating AI into assessment frameworks in which academic integrity is still maintained while AI is utilized to improve learning outcomes.
subject: Literature Review
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creator: Thi Thanh Luy Dau
creator: Thuy Trang Lam
rights: Copyright (c) 2026 Dau Thi Thanh Luy, Lam Thuy Trang https://creativecommons.org/licenses/by/4.0
date: 2026-02-28
publication date: 2026-02-28
starting page: 72
ending page: 93
doi: 10.54855/ijte.26615

Call to Action: Translingual Writing Pedagogy and Students’ Perceptions in Nepali Multicultural Classrooms
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description: In Nepal, an English-only policy is dominant in most EFL classrooms of public schools. Moreover, English is taught as a subject rather than a language. Therefore, there is a strong need to conduct research on how this policy has impacted students' cognitive and linguistic skills in public schools. Studies on students’ perceptions and experiences have been inadequate in Nepal because qualitative research on translingual pedagogy has not been a priority. Therefore, this study investigates the improvements and impacts of translingual writing (code-meshing) at Nepal’s community schools. To address this gap, a qualitative research method was adopted, particularly through observations and focus group discussions with students. The data was collected from eight tenth graders and one EFL teacher. The research site was a public, basic school (grades 1-8) in Dhankuta. The study demonstrates that students completed their English assignments and participated in conversations when they were permitted to code-mesh between Nepali and English whenever permitted. This practice implies that a translingual approach provides EFL students with a conducive environment in which to write and speak more confidently, drawing on multiple linguistic sources.
subject: Research Article
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creator: Samar Limbu
rights: Copyright (c) 2026 Samar Limbu https://creativecommons.org/licenses/by/4.0
date: 2026-02-28
publication date: 2026-02-28
starting page: 57
ending page: 71
doi: 10.54855/ijte.26614

A Study on the Effectiveness of Moodle E-Assessment at a Private University in Ho Chi Minh City
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description: Moodle-based assessment, a widely used form of e-assessment, offers a comprehensive list of assessment tools and features that support student-centered teaching and has been increasingly adopted in Vietnam, especially since the COVID-19 pandemic. This study aimed at examining the effectiveness of Moodle-based assessment in final exams within the Faculty of Foreign Languages, HCMC University of Foreign Languages – Information Technology (HUFLIT). The study involved the participation of 1558 students from the Faculty of Foreign Languages. A mixed-methods approach, incorporating a 5-point Likert-scale questionnaire and focus group interviews, was employed to collect the data. The results revealed a high level of effectiveness of Moodle-based assessment in final exams across four aspects: reliability, validity, practicality, and acceptability. Alongside its benefits, one of the most common challenges students face is the risk of academic dishonesty and technical difficulties with Moodle-based final exams. From the findings, some pedagogical conclusions were drawn to increase the overall effectiveness of Moodle-based final exams while simultaneously addressing and minimizing their inherent constraints.
subject: Research Article
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creator: Thuc Quyen Chau
creator: Thi Bich Phuong Vo
rights: Copyright (c) 2026 Chau Thuc Quyen, Vo Thi Bich Phuong https://creativecommons.org/licenses/by/4.0
date: 2026-01-16
publication date: 2026-01-16
starting page: 1
ending page: 16
doi: 10.54855/ijte.26611

The washback effect of EOP speaking tests on students’ self-regulated learning
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description: In English for Occupational Purposes (EOP) contexts, speaking assessments play a crucial role in shaping not only language proficiency but also learner behavior. While test washback has been extensively studied in academic exams like IELTS or TOEFL, little attention has been given to its impact on self-regulated learning (SRL) within EOP programs. This study investigates the washback effects of EOP speaking tests on students’ SRL at a public university in Vietnam. Using a mixed-methods approach, the study collected 265 valid questionnaires from 700 second-year students and conducted semi-structured interviews with 45 of them. The findings revealed that EOP speaking tests exerted significant washback effects on SRL across three core areas: learning attitude, approach, and habit. While many students reported increased motivation, greater metacognitive awareness, and improved study behaviors, others experienced test anxiety, relied on rote memorization, and narrowly focused on predicted test content. These findings support prior research on the dual nature of washback and extend it to the underexplored context of EOP speaking. They also highlight the importance of learner perceptions and contextual factors in mediating assessment impact. The study contributes new insights into how speaking tests can both enhance and limit learner autonomy in EOP programs.
subject: Research Article
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creator: Thuy Nga Nguyen
creator: Thanh Trung Nguyen
rights: Copyright (c) 2026 Nguyen Thuy Nga, Nguyen Thanh Trung https://creativecommons.org/licenses/by/4.0
date: 2026-01-16
publication date: 2026-01-16
starting page: 17
ending page: 36
doi: 10.54855/ijte.26612

Tertiary English Lecturers’ Perspectives on Technology Integration in Vietnamese Language Classrooms– A Case Study in Vietnam
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description: This research examines the incorporation of technology within foreign language teaching in Vietnam, assessing its advantages and existing obstacles. A mixed-methods approach was employed, gathering data from 50 English lecturers at the tertiary level during the second semester of the 2024–2025 academic year. The study used questionnaires, semi-structured interviews with fifteen participants chosen for specific reasons, and a review of relevant academic literature. The findings indicate the advantages of using technology in language teaching. Specifically, instructors reported a decreased workload, while students showed increased engagement and improved learning outcomes. In addition to these benefits, the study shows significant challenges, such as inadequate access to necessary learning resources and limited digital literacy among the participants. This study specifies how workload pressure constrains lecturers’ transition from basic to advanced tools in Vietnamese universities.
subject: Research Article
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creator: Thi Hai Yen Vuong
creator: Trung Hieu Nguyen
rights: Copyright (c) 2026 Vuong Thi Hai Yen, Nguyen Trung Hieu https://creativecommons.org/licenses/by/4.0
date: 2026-05-25
publication date: 2026-05-25
starting page: 42
ending page: 56
doi: 10.54855/ijte.26624

Using Task-Based Language Teaching to Improve English Speaking Fluency: An Action Research Study with Vietnamese Non-English-Majored University Students
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description: This action research project investigated the effectiveness of Task-Based Language Teaching (TBLT) in improving the speaking fluency of 28 non-English major, first-year university students in Vietnam. The study involved a 10-week intervention where students engaged in communicative tasks designed to promote authentic language use. Data were collected through classroom observations, teacher checklists, and informal student discussions. To assess fluency, specific indicators such as speech rate, pauses, and repetitions were examined. The findings revealed that TBLT positively impacted students' speaking fluency, as evidenced by improvements in speech rate, pauses, and repetitions. Students also expressed positive perceptions of TBLT, emphasizing the benefits of pre-task planning, collaborative work, and a focus on meaning over form. The study suggests that TBLT might be an effective approach for enhancing spoken fluency among university students, particularly those with prior grammatical knowledge but limited communicative practice.
subject: Research Article
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creator: Thanh Su Pham
rights: Copyright (c) 2025 Pham Thanh Su https://creativecommons.org/licenses/by/4.0
date: 2025-10-20
publication date: 2025-10-20
starting page: 16
ending page: 31
doi: 10.54855/ijte.25542

Utilizing TikTok in Improving English Skills: A Case Study of Vietnamese University Students
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description: This study aims to explore the role of the social media platform TikTok in improving the English skills of Vietnamese university students. Data were collected through a cross-sectional survey completed by 105 student participants from universities across Vietnam, from the north to the south of the country. The study focused on students’ perceptions of TikTok's role in enhancing their listening, speaking, reading, and writing skills, as well as its influence on their motivation and confidence in using English for daily communication. The results showed that most students considered TikTok an effective platform for improving their English, with the greatest improvements reported in speaking and listening skills. In addition, students’ motivation and confidence in using English were significantly increased after using TikTok to practice. Findings suggest that social media platforms such as TikTok can support formal English language education and enhance learner engagement outside traditional classrooms.
subject: Research Article
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creator: Thi Yen Linh Do
creator: Nhut Khoa Huynh
rights: Copyright (c) 2026 Do Thi Yen Linh, Huynh Nhut Khoa https://creativecommons.org/licenses/by/4.0
date: 2026-02-06
publication date: 2026-02-06
starting page: 37
ending page: 56
doi: 10.54855/ijte.26613

A contrastive analysis of the Conceptual Metaphor "finance is fluid” in Vietnamese and English electronic news
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description: This study conducts a contrastive analysis of the conceptual metaphor “finance is fluid” in Vietnamese and English electronic news, based on a dataset of 200 metaphorical expressions (100 per language) collected from online financial articles. Employing the framework of Conceptual Metaphor Theory (Lakoff & Johnson, 1980) and the Metaphor Identification Procedure (MIP) by the Pragglejaz Group (2007), the research systematically identifies and categorizes metaphorical language mapping financial concepts onto fluid dynamics. Two main cognitive models are established: (1) “financial situation is the state of liquid” accounting for 57% of Vietnamese and 55% of English cases, and (2) “supplying finance is supplying liquid” comprising 43% and 45% respectively. Key expressions such as “ngập” (flooded), “chảy” (flow), and “bơm” (pump) in Vietnamese, and “drown,” “flow,” and “pump” in English, illustrate both universal and culture-specific metaphorical patterns. The findings reveal subtle differences in linguistic choices but a shared cognitive mapping across both languages. Importantly, the study discusses concrete implications for TESOL, highlighting how awareness of metaphorical structures can enhance learners’ comprehension, translation, and communication of financial concepts in multilingual contexts.
subject: Research Article
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creator: Luu Diep Anh Nguyen
rights: Copyright (c) 2025 Nguyen Luu Diep Anh https://creativecommons.org/licenses/by/4.0
date: 2025-10-20
publication date: 2025-10-20
starting page: 32
ending page: 47
doi: 10.54855/ijte.25543

The application of project-based learning in English for a Basic Marketing class to enhance Oral presentation skills at Ho Chi Minh City University of Industry and Trade (HUIT)
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description: This research aimed to investigate the efficacy of problem-based learning (PBL) and students' perspectives regarding its application in a fundamental marketing course at the Ho Chi Minh City University of Industry and Trade. The experimental class has 41 third-year participants. To achieve the study's goal, a combination of research methods was employed, including pre- and post-course tests, surveys, interviews with ten students, and observations of Basic Marketing classes at the university. The data analysis revealed that students who engaged in PBL demonstrated notable enhancements in their oral presentation abilities, as seen by their post-test scores. Students generally have a favorable view of project-based learning (PBL) in the classroom, largely due to its potential to make lessons more engaging and improve their oral presentation skills; however, obstacles related to time and resources arise during the implementation of PBL activities. This study provided a modest contribution to educational implications for educators and future research in the same domain.
subject: Research Article
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creator: Thi Ngoc Hanh Ngo
creator: Vu Diem Thuy Tran
rights: Copyright (c) 2025 Ngo Thi Ngoc Hanh, Tran Vu Diem Thuy https://creativecommons.org/licenses/by/4.0
date: 2025-08-29
publication date: 2025-08-29
starting page: 160
ending page: 181
doi: 10.54855/ijte.255310

Book Review: AI-Powered Education: Innovative Teaching Strategies to Elevate Student Learning
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description: This book review sheds light on how AI-Powered Education: Innovative Teaching Strategies to Elevate Student Learning can offer interested teachers some practical tips and steps to integrate AI into their teaching. The book includes different inter-disciplinary lessons that can be adjusted to fit into someone's context. The review does not examine theories but tries to unearth the most significant messaging of the book. Magruder, K. J., Cavallo, A. M., & Clark, A. M. (Eds). (2025). AI-Powered Education: Innovative Teaching Strategies to Elevate Student Learning. Mavs Open Press Open Educational Resources. 50. https://mavmatrix.uta.edu/oer_mavsopenpress/50 Reviewed by Ashley Rodriguez, Texas Tech University, U.S.
subject: Book Review
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creator: Ashley Rodriguez
rights: Copyright (c) 2025 Ashley Rodriguez https://creativecommons.org/licenses/by/4.0
date: 2025-08-29
publication date: 2025-08-29
starting page: 182
ending page: 186
doi: 10.54855/ijte.255311

Utility and Essentiality of the Process Approach to English Writing at Tertiary-level Education in Bangladesh
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description: This research explores the utility and essentiality of the process approach to teaching and learning English writing at the tertiary level in Bangladesh. A mixed-methods approach was employed. Through a survey questionnaire, quantitative data were collected from 36 teacher candidates pursuing an M.A. in TESOL at four universities in Dhaka. The qualitative data were gathered through interviews with 6 teacher-candidates and 4 teacher-educators. The finding reveals that almost all teacher-candidates (TCs) find the process approach useful and essential for improving writing. The process approach leads the TCs to think deeply and critically as well as revise and edit their texts recursively. The identical perception among teacher-educators (TEs) is that writing should be taught as a process — whereby students should inform themselves and pre-write, write, and rewrite — to advance writing and (meta)cognition. This research presents several recommendations to enhance students’ writing.
subject: Research Article
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creator: Srejon Datta
rights: Copyright (c) 2025 Srejon Datta https://creativecommons.org/licenses/by/4.0
date: 2025-07-29
publication date: 2025-07-29
starting page: 112
ending page: 134
doi: 10.54855/ijte.25537

Sequencing Research Writing and Research Methodology Courses: Implications from Students’ Course Evaluation
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description: The purpose of this study is to examine if there are any significant differences in Research Writing course evaluation made by English Linguistics (EL) students learning Research Writing (RW) before Research Methodology (RM) (group 1) and those learning RW after RM (group 2) at the International University – Vietnam National University (IU-VNU), from which students' perceptions towards the sequencing of the two courses are discovered. Initially, a questionnaire was designed to collect the RW course evaluation from 119 EL students in both groups. Subsequently, the Mann-Whitney U test was employed to identify which questionnaire items showed significant differences between group 1 and group 2 responses, from which interview prompts were developed to elicit interviewees’ perceptions of RM-RW course sequencing in both groups. The study revealed that four items showed significant differences between group 1 and group 2’s evaluations. Moreover, all interviewees perceived that taking RW after RM helped facilitate RW learning more than taking RW before RM. These findings may suggest that RW should be required to learn after RM to improve the performance of IU EL students in the RW course.
subject: Research Article
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creator: Hoang Quynh Anh Nguyen
creator: Nguyen Anh Duc Dao
rights: Copyright (c) 2025 Nguyen Hoang Quynh Anh, Dao Nguyen Anh Duc https://creativecommons.org/licenses/by/4.0
date: 2025-10-20
publication date: 2025-10-20
starting page: 48
ending page: 66
doi: 10.54855/ijte.25544

The Effects of English Films on Learning English Speaking Skills: A Case Study at a Private University
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description: While using films in English language learning is not a new idea, there is limited research on how films specifically affect speaking skills in EFL university contexts. The present study aimed to investigate the impact of English films on students’ speaking performance. Conducted at a private university’s English department, the research involved 112 English majors for a survey and semi-structured interviews with four students and four teachers. This study was conducted with a mixed-method approach to explore how much English films enhanced the speaking skills in terms of vocabulary and pronunciation, while improvements in fluency and confidence were reported to a lesser extent. Some challenges were identified, consisting of difficulty understanding unfamiliar accents, fast-paced dialogue, and cultural references. Both students and teachers had positive attitudes toward using films to improve English speaking skills, and offered implications that well-chosen film materials can enrich speaking instruction and encourage students to move beyond the traditional learning approaches.
subject: Research Article
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creator: Minh Hoang Ho
creator: Thi Ngoc Diep Le
rights: Copyright (c) 2025 Ho Minh Hoang, Le Thi Ngoc Diep https://creativecommons.org/licenses/by/4.0
date: 2025-07-25
publication date: 2025-07-25
starting page: 81
ending page: 96
doi: 10.54855/ijte.25535

Exploring the Organization of Consecutive Group-Work Activities in English Lessons: A Case Study at a Public University
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description: Group work is considered a practical pedagogical method applied at all educational levels, especially in fostering students' collaboration, learner autonomy, and engagement in language learning. However, how to implement group work activities efficiently depends on various factors, among which the teacher’s role is centered as a designer, organizer, and facilitator. This study presents a groupwork application in classroom management technique, in which students are grouped once and remain in fixed groups for all English course activities throughout the semester. The method has been implemented on multiple occasions with consistently positive outcomes. A qualitative study was later conducted through interviews with nine students and two teachers following the application of this technique during a semester-long English course. The findings indicate that fixed group structures fostered the students’ engagement, responsibility, and teamwork skills. Based on the results, the study offers practical recommendations for organizing and sustaining effective group work in English language classrooms to enhance student participation and learning outcomes.
subject: Research Article
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creator: Duc Hanh Le
creator: Thi Le Thuy Nguyen
rights: Copyright (c) 2025 Le Duc Hanh, Nguyen Thi Le Thuy https://creativecommons.org/licenses/by/4.0
date: 2025-07-31
publication date: 2025-07-31
starting page: 147
ending page: 159
doi: 10.54855/ijte.25539

Teachers’ Perspectives on Using Performance Tasks for Teaching and Assessing English Reading
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description: This study examines the blame game among three key agents—parents, teachers, and students—with academic and disciplinary issues in the Nepalese context. In Nepal, no substantial studies have been conducted on this issue. The researcher adopted qualitative and narrative inquiry to examine and analyze participants lived experiences. The participants were five teachers, three students, and three parents. The findings suggest that parents’ consistent involvement in their children’s education yields positive outcomes. However, teachers are sometimes not supported by administrators and teachers also need motivation in the same way students aspire to. It is recommended that parents sacrifice certain things for their child’s education. Teachers must seek better ways to keep students engaged in productive activities, and schools must take the initiative to build a good rapport with parents and the community for the well-being of all their members. Students, parents, teachers, and school administrators should work in collaboration to achieve their common goals.
subject: Research Article
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creator: Silpa Limbu
rights: Copyright (c) 2025 Silpa Limbu https://creativecommons.org/licenses/by/4.0
date: 2025-07-30
publication date: 2025-07-30
starting page: 135
ending page: 146
doi: 10.54855/ijte.25538

The Role Immersive Technology in Creating Rich Affordance Environment for ELT
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description: In contemporary educational contexts, the application of immersive technologies (VR, AR, and MR) in English Language Teaching (ELT) has gained significant attention. Thus, the aim of this literature review is to investigate the benefits of these technologies in creating rich affordance environments for language learning within ELT via the theoretical frameworks of affordances and sociocultural theory. This review synthesizes recent research on the impact of VR, AR, and MR on language acquisition, emphasizing their established benefits in enhancing engagement and interactivity. The analysis of current studies via the lens of Socio-cultural theory reveals that immersive technologies effectively support the process of creating meaningful and contextualized learning experiences. This review intends to offer insights to educators and researchers who want to utilize immersive technologies to design language learning experiences that are engaging, successful, and aligned with current pedagogical approaches.
subject: Literature Review
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creator: Nguyen Thien Duyen Ngo
creator: Thi Kieu Oanh To
rights: Copyright (c) 2025 Ngo Nguyen Thien Duyen, To Thi Kieu Oanh https://creativecommons.org/licenses/by/4.0
date: 2025-07-04
publication date: 2025-07-04
starting page: 39
ending page: 59
doi: 10.54855/ijte.25533

An investigation into the Interrelationship between Foreign Language Enjoyment, Foreign Language Classroom Anxiety, and HUFLIT Students’ Performance
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description: Language learners experience both enjoyment and anxiety in foreign language classrooms, and these emotions can significantly impact learning outcomes, especially in contexts where international English certificates are required for graduation. This study was conducted to explore students’ levels of Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) when learning English. The study involved 98 students from HUFLIT. A questionnaire in the form of a 5-point Likert scale, including 57 items, was administered to the students. The results revealed that a high level of FLE and an average level of FLCA were experienced during learning. In addition, among the factors of FLE, namely FLE personal, FLE social, FLE teacher appreciation, FLE teacher appreciation was proved to have the strongest impact on learners' FLE. Finally, students’ personal actions in struggling with anxiety were shown to be the element that caused the highest level of anxiety. Based on the results, several pedagogical implications were drawn to help maximize students’ enjoyment and minimize their anxiety in learning English.
subject: Research Article
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creator: Thi Bich Phuong Vo
rights: Copyright (c) 2025 Vo Thi Bich Phuong https://creativecommons.org/licenses/by/4.0
date: 2025-07-23
publication date: 2025-07-23
starting page: 60
ending page: 80
doi: 10.54855/ijte.25534

Self-Report and Student-Report Nonverbal Teacher Immediacy (NTI) in College EFL Speaking Classes
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description: Teacher immediacy, or affinity-seeking tactics (both verbal and non-verbal) that teachers use to create a supportive and friendly learning environment for learners, is particularly relevant to EFL speaking classes with a focus on communication. This research looks into whether there is a discrepancy between how teachers and their students perceive nonverbal teacher immediacy behaviors in a Vietnamese higher-education context. Four teachers and 138 first-year EFL students from eight English-speaking skills classes at a Vietnamese college were recruited. Data analysis of students’ and teachers’ questionnaires and narrative analysis of teachers’ interviews highlight that although the two perspectives share some similarity regarding posture, eye contact, and smiling, more prominent disparities are present in other nonverbal behaviors. The research contributes to existing literature, as well as informs teachers, teacher educators, and other stakeholders about the importance of nonverbal teacher immediacy in EFL and broader contexts.
subject: Research Article
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creator: Hoang Dan Pham
rights: Copyright (c) 2025 Pham Hoang Dan https://creativecommons.org/licenses/by/4.0
date: 2025-10-20
publication date: 2025-10-20
starting page: 1
ending page: 15
doi: 10.54855/ijte.25541

Utilizing the Big Book to Facilitate Indonesian EFL Young Learners' Literacy
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description: This study investigates how Big Books promote literacy development in young Indonesian EFL learners. It used a qualitative method and descriptive case study research design with twenty fifth-grade kids from a primary school in Semarang, Central Java. Data were gathered through classroom observations, semi-structured interviews with the teacher and chosen pupils, and an examination of teaching materials and pupils’ work. The findings show that Big Book-based training improves student engagement by providing engaging and dynamic learning experiences. Multimodal features, such as expanded texts and visual graphics, improve reading comprehension by allowing for a variety of meaning-making processes. Teacher mediation through dialogic reading and scaffolding has a substantial impact on literacy development. Furthermore, culturally sensitive content boosts learner motivation and contextual knowledge. Based on sociocultural, multimodal, and emergent literacy perspectives, the study emphasizes literacy as a socially mediated activity. It provides both practical and theoretical insights into effective literacy instruction for young learners in EFL settings.
subject: Research Article
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creator: Siti Mariam
creator: Catur Kepirianto
creator: Sayyidatul Fadlilah
rights: Copyright (c) 2026 Siti Mariam, Catur Kepirianto, Sayyidatul Fadlilah https://creativecommons.org/licenses/by/4.0
date: 2026-05-25
publication date: 2026-05-25
starting page: 1
ending page: 18
doi: 10.54855/ijte.26621

Employing Dictogloss as a Cooperative Learning Approach to Enhance Language Acquisition among Non-English Majors at a Vietnamese University
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description: This study was carried out to explore the effectiveness of implementing Dictogloss as a cooperative learning (CL) method in language acquisition. A mixed-method approach was employed, utilizing a survey questionnaire with 145 students, focus-group interviews with 15 students, and teacher diaries from 3 teachers. The results show that using Dictogloss as a cooperative learning strategy positively impacts students' perceived English language proficiency, motivation, and engagement. The research highlights the importance of comprehensively implementing Dictogloss as a teaching and learning method in the long term. Also, the study recommends incorporating Dictogloss into language curricula to provide substantial benefits for learners. This study hopefully contributes to the language teaching and learning method within the context of higher education in Vietnam and suggests that such an approach could be beneficial for English learners to enhance their learning outcomes.
subject: Research Article
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creator: Thi Minh Hai Ngo
rights: Copyright (c) 2025 Ngo Thi Minh Hai https://creativecommons.org/licenses/by/4.0
date: 2025-07-04
publication date: 2025-07-04
starting page: 27
ending page: 38
doi: 10.54855/ijte.25532

Enhancing EFL Speaking Skills through Peer Assessment: A Case Study at Tay Nguyen University
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description: This study examines the role of peer assessment in developing English speaking skills among second-year English majors at Tay Nguyen University. Using surveys for 80 students and interviews with 12 students, the research gathered insights into students’ experiences and perceptions towards peer assessment. Findings indicate that peer assessment enhances self-awareness, motivation, and key speaking components such as pronunciation, vocabulary, and fluency. However, challenges emerged, including unclear rubrics, unhelpful feedback, and hesitation in peer interaction. To address these issues, the study suggests applying well-defined criteria, offering training in peer evaluation, and fostering a supportive classroom environment. These results provide practical implications for EFL educators seeking to promote communicative competence through collaborative learning. Additionally, the study highlights the need for continued research into the long-term effects of peer assessment and its relevance to other language skills to help educators refine strategies that support both individual progress and peer-based learning.
subject: Research Article
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creator: Thi Hong Van Le
creator: Thi Thanh Xuan Pham
creator: Thi Hien Giang Than
creator: Ngoc Gia Han Nguyen
rights: Copyright (c) 2025 Le Thi Hong Van, Pham Thi Thanh Xuan, Than Thi Hien Giang, Nguyen Ngoc Gia Han https://creativecommons.org/licenses/by/4.0
date: 2025-07-26
publication date: 2025-07-26
starting page: 97
ending page: 111
doi: 10.54855/ijte.25536

The Benefits and Challenges of AI Translation Tools in Translation Education at the Tertiary Level: A Systematic Review
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description: The growth of AI-powered technologies has highlighted transformative impacts. This study presents a systematic review of the benefits and challenges of AI translation tools in tertiary-level translation education. It aims to identify how they support and hinder students and teachers. The data were extracted from 20 peer-reviewed articles (2014-2024) on six academic databases, using standardization and thematic synthesis based on the PRISMA guidelines. The qualitative findings revealed eight core benefits: enhanced translation efficiency, improved vocabulary and grammar, post-editing support, increased learner motivation, professional and technical preparedness, accessibility and inclusion, reflective learning and personalization, and teacher support and pedagogical innovation; and seven key challenges: overreliance on AI, contextual inaccuracies, digital inequity, insufficient training and pedagogical gaps, ethical and privacy concerns, usability issues for senior lecturers, and lack of institutional support and curriculum integration. Valuable insights and recommendations were then offered to refine translation pedagogy with effective AI tool integration.
subject: Literature Review
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creator: Thi Nhu Ngoc Nguyen
creator: Thanh Truc Tran
creator: Ngoc Hoang An Nguyen
creator: Hoang Phat Lam
creator: Hua My San Nguyen
creator: Nguyen Anh Thu Tran
rights: Copyright (c) 2025 Nguyen Thi Nhu Ngoc, Tran Thanh Truc, Nguyen Ngoc Hoang An, Lam Hoang Phat, Nguyen Hua My San, Tran Nguyen Anh Thu https://creativecommons.org/licenses/by/4.0
date: 2025-05-20
publication date: 2025-05-20
starting page: 132
ending page: 148
doi: 10.54855/ijte.25527

English as Medium Instruction (EMI) and Educational Inequality: Perspectives of Students and Teachers at Tertiary Level in Bangladesh
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description: Though English is considered one of the most prestigious languages, reliance on EMI increases educational gaps. Recent studies have shown that EMI is becoming more widespread in universities, but there is a lot we remain unaware of regarding the challenges students and teachers have when attempting to close this gap in knowledge. The purpose of the study is to investigate the perceptions of students and teachers towards educational inequality in classes. A mixed method was adopted, and a survey of 50 students and an interview with 10 teachers were conducted. This study's findings revealed students' acquaintance with educational disparity in English-led learning and teachers' challenges due to inequality among the students. These findings also suggest the need for a better teaching and learning environment by giving recommendations. This research highlights the need to build inclusive EMI classrooms through interventions and instructional practices to close achievement gaps.
subject: Research Article
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creator: Nushrat Mahjabeen
rights: Copyright (c) 2025 Nushrat Mahjabeen https://creativecommons.org/licenses/by/4.0
date: 2025-07-04
publication date: 2025-07-04
starting page: 1
ending page: 26
doi: 10.54855/ijte.25531

Language and Knowledge Content Gaps in Students’ Academic Writing: A Case Study in University of Science and Technology- The University of Da Nang
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description: This study aims to identify and bridge the major language and knowledge gaps existing in their IELTS writing task 2. A collection of 202 essays made by engineering freshmen at the University of Technology- The University of Da Nang (DUT-UDN) is interpreted and organized into two strata: (i) lexico-grammar and (ii) knowledge content stratum. The descriptive and qualitative analysis of the collected data reveals that there is a tremendous number of grammatical errors, such as tenses, conjunctions, prepositions, and others, as well as wrong word use or lexical errors on account of word-by-word translation. Particularly, this study sheds light on the challenges of a persistent absence of experience and real-world knowledge in supporting techniques to offer solid persuasion to readers within a cross-cultural perspective. It is concluded that besides teaching grammatical and lexical ranges, introducing, practicing, and reinforcing argumentation, critical reasoning, typical exemplifying, quoting, and citing statistical evidence techniques are also essential in academic essays.
subject: Research Article
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creator: Thi Tu Trinh Nguyen
rights: Copyright (c) 2025 Nguyen Thi Tu Trinh https://creativecommons.org/licenses/by/4.0
date: 2025-05-13
publication date: 2025-05-13
starting page: 116
ending page: 131
doi: 10.54855/ijte.25526

Lecturers’ Perceptions of the Quality Assurance System for General English Teaching Programs in Vietnamese Higher Education
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description: Understanding lecturers’ perceptions of Quality Assurance (QA) is vital for improving English language programs. Despite growing attention to QA in higher education, limited research explores how lecturers view its implementation. This study addresses that gap by examining QA practices in General English Teaching programs at two universities in Ho Chi Minh City, Vietnam (HEI1 and HEI2). Using an explanatory mixed-methods approach, data were collected through questionnaires, interviews, and document analysis. Findings showed that lecturers from both institutions acknowledged QA efforts in curriculum design, teaching, assessment, staff development, and facilities. However, HEI2 consistently scored higher across most criteria. Qualitative insights highlighted HEI2’s strengths in placement testing, workload design, staff training, and technology use. The study suggests HEI1 could benefit from benchmarking these practices. By involving lecturers, the research contributes to understanding QA implementation and offers practical recommendations for enhancing English programs in Vietnamese higher education.
subject: Research Article
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creator: Thi To Nu Quach
creator: Loc Nguyen
rights: Copyright (c) 2025 Quach Thi To Nu, Nguyen Loc https://creativecommons.org/licenses/by/4.0
date: 2025-04-23
publication date: 2025-04-23
starting page: 1
ending page: 28
doi: 10.54855/ijte.25521

Students’ Perceptions of AI Language Models as Virtual Assistants in Learning Writing- A Case Study at a Tertiary Institution
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description: Research trends in AI language models for writing assistance are increasing, yet a gap exists concerning their impact on language learning, especially in Vietnam, as well as stakeholder attitudes. This study explores perceptions of 147 students, mainly English majors at Van Lang University, regarding AI tools such as ChatGPT, Poe, and Gemini in English writing. Combining quantitative and qualitative analysis through the use of questionnaires and in-depth interviews, the research found a generally favorable student attitude, recognizing AI's accessibility and flexibility. However, concerns about over-reliance and accuracy were identified. Highlighting implications for effective AI integration in Vietnamese writing pedagogy, this study contributes to understanding student perspectives on this evolving educational technology.
subject: Research Article
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creator: Ngoc Thai Binh Pham
creator: Thi Mai Tran
rights: Copyright (c) 2025 Pham Ngoc Thai Binh, Tran Thi Mai https://creativecommons.org/licenses/by/4.0
date: 2025-05-03
publication date: 2025-05-03
starting page: 87
ending page: 115
doi: 10.54855/ijte.25525