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Mr Thanh Chuong Pham (My An Primary School, Phu My Dong Commune, Gia Lai Province)Agency, Literacy & Assessment
This study explores the design and implementation of a "closed-loop GenAI ecosystem" to address the severe lack of authentic language input and speaking opportunities in rural primary English Language Teaching (ELT), while preparing young learners for high-stakes online competitions.
Utilizing an action research design over a two-year period, this initiative integrated three distinct...
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Ms Dao Vuong Co Vo (Saigon University), Thi Kim Chi Vu (Saigon University)Agency, Literacy & Assessment
Written responses generated by Artificial Intelligence (AI) has been commonly used by language learners with a desire to better visualize and interpret band descriptors of examinations. However, the concerns raised against its ability to create sample responses that reflect the complexity and diversity of coherence and cohesion in human-written responses. By adopting the theoretical framework...
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Ngan Truong (University of Languages and International Studies (ULIS), Vietnam National University (VNU), Hanoi, Vietnam)Agency, Literacy & Assessment
The study compares how advanced English-major students apply feedback generated by ChatGPT and Microsoft Copilot to improve language use in college writing essays. It aims to compare the differences across four aspects of language use: lexical accuracy, grammatical accuracy, vocabulary range, and sentence complexity after using ChatGPT and Microsoft Copilot feedback, as well as to explore...
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Huy Phạm Đăng (The Book Garden English Center), Ms Thi Thao Nguyen (The Book Garden English Center)Linguistics & Cultural Studies
This study investigated the phenomenon of lexical gaps between English and Vietnamese through the lens of Contrastive Analysis, Document Analysis, and Artificial Intelligence (AI)-assisted translation studies. It aimed to explore the similarities and differences in how these two languages handle untranslatable concepts, evaluate the role of AI-powered translation tools in addressing lexical...
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Nguyen Ngoc Vinh (Học viện Quốc tế)
This study investigates the politeness strategies employed by judges in American Idol 2023 and Vietnamese Idol 2023 through a contrastive pragmatic analysis supported by artificial intelligence (AI) tools. Drawing on Brown and Levinson’s (1987) politeness theory, the study examines how judges manage face-threatening acts when providing evaluations, criticism, and feedback to contestants. Data...
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Ms Khánh Linh Phạm (International School - Vietnam National University)Ethics & Responsible AI Use
The rapid expansion of Artificial Intelligence (AI) has intensified debates over human agency, educational authority, and the governance of knowledge in contemporary education. This study examines how these issues are discursively constructed in the opening plenaries of the World Innovation Summit for Education (WISE) in 2023 and 2025. Focusing on plenary discourse as an agenda-setting site,...
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hai thanh thy nguyenAgency, Literacy & Assessment
The rapid integration of artificial intelligence in high-stakes language testing has driven a profound paradigm shift in education, shifting proficiency certification away from traditional "brick-and-mortar" centers toward automated, digital-first assessment environments. In the Vietnamese context, where securing an English certification is critical for global mobility and domestic university...
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Minh Dao (Hanoi University)Professional Development & Research
Language teacher identity (LTI) has emerged as a central construct in language teacher education research over the past three decades, yet the field remains theoretically fragmented. Studies have drawn selectively on psychological, sociocultural, or post-structuralist traditions in relative isolation, producing partial accounts that either overemphasise the individual dimensions of...
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Mr Do Cong Minh Nguyen, Ms Lan Huong Do, Nhật Hoa Phạm, Mr Xuan Nam TranAgency, Literacy & Assessment
This case study examines a primarily peer-led artificial intelligence (AI) literacy course for first-year students at a language-specialized university. Emerging from a student innovation initiative, the course was designed and delivered mainly by students as a short online training programme, with one expert-supported talkshow session. Situated within current discussions on artificial...
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Mr Xuan Anh LeLinguistics & Cultural Studies
Language as the fundamental means of communication can be used differently in dissimilar contexts, which results in varied interpretations of meaning. In order to obtain a deeper understanding of how a language functions in reality, pragmatics as the study of context-based meaning was introduced, of which the major principles encompass Speech Act Theory (Austin, 1962; Searle, 1969),...
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Nguyễn Phi Lê Lê (Trường Đại học Điện lực)Ethics & Responsible AI Use
This qualitative study aimed to explore the perceptions of English-major students at a university in Hanoi, Vietnam, regarding the utilization of technology for English learning beyond the classroom. It applied the extended Technology Acceptance Model by Al-Adwan et al. (2023) to specifically analyze English learners’ perceptions on five aspects. Six students participated and the data was...
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Hồng Anh Nguyễn (Đại học Ngoại ngữ - Đại học Quốc gia Hà Nội (ULIS))Professional Development & Research
Abstract:
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In the context of the increasing use of AI generation in foreign language learning, leveraging AI as a tool to support the development of self-learning abilities is becoming a crucial requirement in higher education. This study aims to propose a Learning Coaching model using AI generation to support Korean language learning for students of the Department of Korean Language at... -
Ms Linh Nguyễn Thùy (https://www.facebook.com/ngthuylinh19)Professional Development & Research
Abstract
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The rapidly development of generative artificial intelligence (AI), particularly ChatGPT, has created many new opportunities for learning English. Based on the Unified Model of Technology Acceptance and Use (UTAUT), this study investigates the acceptance and use of ChatGPT by students in learning English at Ha Giang Campus of Thai Nguyen University - a mountainous region in northern... -
Hai Duong Do (Miss)Agency, Literacy & Assessment
Resilience is increasingly viewed as an essential capacity for students navigating high-stakes, examination-oriented education systems, yet little is known about how it is distributed among Vietnamese adolescents. This study examined the level and internal structure of the Adversity Quotient (AQ) among high school students in Hanoi, and tested whether AQ varies by gender, grade level, and...
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THANH LOAN VU (FPT University)
The increasing integration of artificial intelligence (AI) into language learning has raised significant concerns regarding academic integrity, particularly in writing tasks. Although AI tools are a helpful way for students to generate ideas and improve their language, it can also challenge traditional concepts of authorship and plagiarism. This study explored the perceptions of EFL students...
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Ms Giang Đào (Quang Trung Lower Secondary school)Professional Development & Research
As Vietnam gradually changes English from a foreign language to a second language, English classes need to become more practical, interactive, and communication-focused for young learners. This paper explores how Artificial Intelligence (AI) tools and multilingual arts activities can help create an ESL-oriented classroom for Grade 6 students at a lower secondary school in Vietnam.
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The study... -
Mr Võ Duy Quan (Pham Van Dong University)Agency, Literacy & Assessment
Abstract
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The increasing use of artificial intelligence (AI) in higher education raises important concerns regarding AI competency, learner agency, and responsible assessment in teacher preparation. This study aims to examine the relationships among AI competency, professional agency, and responsible assessment practices in Service-Learning activities of student teachers from a Total Quality... -
Mr Van Tiep Phung (Hanoi University of Science and Technology)Ethics & Responsible AI Use
AI Issues in Graduation Papers of English-majoring Students: Situations and Solutions from Lecturers in a Vietnamese University
Phung Van Tiep
Hanoi University of Science and Technology, Hanoi, Vietnam
Corresponding author email: tiep.phungvan@hust.edu.vnAbstract
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The focus of the research is on measures to deal with AI issues in graduation papers of final-year English-majoring... -
Dr Ba Toai Doan (Thanh Dong University)Agency, Literacy & Assessment
Abstract
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With the rapid penetration of artificial intelligence (AI) technology in global higher education, AI literacy has evolved into a core competency for university students to adapt to intelligent educational and industrial transformation. Despite the growing body of literature on AI literacy in Western and developed Asian contexts, empirical evidence regarding the current status and... -
Quỳnh Đoàn (Hanoi University)Agency, Literacy & Assessment
This study investigates the factors influencing Chinese-major students’ intentions to use AI in Chinese language learning. Grounded in an extended Technology Acceptance Model, the study examines the effects of perceived usefulness, perceived ease of use, AI literacy, and academic integrity awareness on students’ behavioral intentions.
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A quantitative research design is employed, using a... -
CHÂU Tran-Dong Bao (Ho Chi Minh City University of Foreign Languages and Information Technology (HUFLIT))Agency, Literacy & Assessment
This study examined the factor structure and predictive value of four scales measuring AI literacy, writing performance with generative AI (GAI), GAI-driven well-being, and academic writing ability among 51 Vietnamese EFL learners at a private language centre. An 18-item adapted Likert questionnaire was analysed using Exploratory Factor Analysis, Cronbach's alpha, correlation, and multiple...
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Do Quyen LamEthics & Responsible AI Use
ABSTRACT
Generative AI is now woven into everyday teaching, learning, and assessment, but its benefits haven't landed equally. Cultural bias and narrow linguistic representation remain embedded in many AI systems, and current AI literacy frameworks do little to address this—they focus almost entirely on technical competence, leaving out whether teachers and learners can actually recognize...
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Ms Yen Le Hai (Thanh Phuoc primary school)Agency, Literacy & Assessment
Artificial Intelligence (AI) is reshaping language education by expanding opportunities for personalized learning, adaptive instruction, and timely feedback. In English language teaching (ELT), AI-powered tools can support lesson planning, material development, language practice, and assessment. However, the successful integration of AI depends not only on technological access but also on the...
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Ngoc Bao Tran NguyenProfessional Development & Research
This study investigates the use of AI to support English writing among English-major students at UFLS, UDN, focusing on usage practices, perceived impacts, challenges, and students’ attitudes toward AI. A quantitative survey method using a structured questionnaire was employed to collect data from 200 English-majors students currently studying at universities at UFLS, UDN. The survey covered...
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NHI HUYNH THI KIEU (Van Lang Saigon College)Agency, Literacy & Assessment
Online extensive reading (OER) provides valuable opportunities for incidental vocabulary learning, yet learners often struggle with unfamiliar words without interrupting reading. Generative AI offers an alternative to traditional dictionary consultation by providing contextualized vocabulary support, but little is known about learners’ acceptance of this approach in OER. Guided by the...
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Ms Quỳnh Nga Khương (University of Languages and International Studies, Vietnam National University Hanoi)Professional Development & Research
The rapid integration of artificial intelligence (AI) into language education has created an urgent demand for professional development (PD) that builds teacher AI competence rather than mere tool familiarity. Although empirical studies on AI-focused teacher training have grown considerably since 2022, the evidence remains fragmented across contexts, delivery formats, and outcome measures,...
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Nguyet-Huong D. Nguyen (University of Languages and International Studies, Vietnam National University)Agency, Literacy & Assessment
This study investigates the use of iCorrect, an AI-generated application, in supporting automated speaking assessment at ULIS Middle School. In the context of increasing attention to English-mediated learning and functional language assessment in Vietnamese schools, speaking assessment remains a demanding area due to its reliance on teacher judgement, time-intensive scoring procedures, and the...
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Nguyệt Thái Châu Trần (Binh Duong University)Agency, Literacy & Assessment
AI-generated feedback provides immediate and scalable support for writing development. Nonetheless, the effectiveness of this support depends on students’ ability to interpret assessment criteria, exercise evaluative judgment, and translate feedback into meaningful revision. Furthermore, there is little evidence on whether integrating AI-generated feedback and co-construction of rubrics can...
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MINH QUÂN NGUYỄN (FND Education Company), ĐÀO QUYNH DAO (FND Education Company)Professional Development & Research
Abstract:
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As artificial intelligence becomes increasingly integrated into language education, teachers need practical strategies to use AI tools in ways that support meaningful communication rather than replace human interaction. This hands-on workshop aims to introduce EFL teachers to practical methods for designing AI-supported speaking tasks that promote learners’ fluency, confidence,... -
Nguyen Dang Thi (Vinh University)Professional Development & Research
As Artificial Intelligence (AI) continues to transform educational practices, teachers are increasingly encouraged to integrate AI tools into their teaching. However, limited research has simultaneously examined the types of AI-related professional development programs teachers participate in and how their AI competencies are translated into classroom practice. This study investigates (1) the...
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Thao Uyen Tran (Faculty of Foreign Languages, Ton Duc Thang University, Ho Chi Minh City, Vietnam)Agency, Literacy & Assessment
Abstract: For working adult learners, developing interpreting competence requires extensive practice in listening comprehension, note-taking, and message reformulation. However, limited classroom time and heavy academic workloads often restrict students' opportunities for sustained practice. In this context, AI-generated microlearning listening materials, implemented through flexible practice...
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Linh Chu (Kim Dong Primary School)
Given the pace of digital transformation, building innovative capacity among teachers has emerged as a key need in primary education. The management of this capacity, especially with the support of artificial intelligence (AI), has yet to be successfully applied. In this study, artificial intelligence was introduced and integrated into the management of innovative teaching capacity of primary...
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Vu Thi Kim Chi (Saigon University), Ms Dao Vuong Co Vo (Saigon University)Linguistics & Cultural Studies
The increasing use of artificial intelligence (AI) in language learning has transformed how English as a Foreign Language (EFL) learners prepare for oral presentations. Despite the availability of AI-assisted language support, many learners continue to engage in code-switching during classroom presentations. This study investigates the types and reasons for code-switching employed by...
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Huy Phạm Đăng (The Book Garden English Center)Professional Development & Research
This study investigated English teachers’ motivation in implementing gamification in language classrooms through the lens of Self-Determination Theory (SDT). It aimed to explore how different types of motivation influenced teachers’ use of gamification and to identify the internal and external factors shaping these motivational patterns. A qualitative research design was adopted, involving...
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Ms Dao Vuong Co Vo (Saigon University)Agency, Literacy & Assessment
Functioning as a powerful Large Language Model (LLM), generative artificial intelligence (Gen AI) has helped encourage learners’ learning autonomy in many aspects which used to be considered challenging for self-learning like skill practice. In writing, it is utilized to create sample responses, which assists learners in visualizing the expectation interpreted from the band descriptors....
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Dung NguyenProfessional Development & Research
Abstract
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Anyone who has taught an English-Medium Instruction (EMI) class knows the quiet, common problem of it: finding or building the reading material students will actually be able to use. Content lecturers, who are rarely trained in language pedagogy, are expected to either hand students a native-speaker textbook that is too dense or spend their own limited time rewriting it by hand.... -
Nguyễn AnhProfessional Development & Research
ABSTRACT
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This study aims to investigate teachers' and students' perceptions of the application of artificial intelligence (AI) to enhance motivation in English language teaching and learning among high school students. The study was conducted with four English teachers and fifty Grade 10 students at Thuan Hoa High School, Hue city. Data were collected through a questionnaire... -
Son Nguyen Van (Thuyloi University)
The rapid emergence of generative artificial intelligence (AI) has transformed the way graduate students engage in academic research and thesis writing. Despite growing interest in AI-assisted learning, limited research has examined how Master’s students actually use AI throughout the thesis process and how they understand the ethical boundaries of such use. This qualitative descriptive study...
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Bích Thủy Lê, Hà Ngân Nguyễn, Tùng Chi Nguyễn, Việt Hà PhạmAgency, Literacy & Assessment
Assessing argumentative writing remains a challenge because it requires not only consistent scoring but also informed judgment of students' reasoning, creativity, and personal perspectives. Recent advances in generative artificial intelligence (AI) have created new opportunities to support writing assessment. However, most existing studies have focused on scoring accuracy, with limited...
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Hong Nhung Nguyen (Trường ĐH Sư phạm Hà Nội 2), Ms Thị Hương Lưu (Trường ĐH Sư phạm Hà Nội 2)
Abstract
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Artificial intelligence (AI), particularly generative AI, is increasingly influencing educational practices and reshaping the competencies expected of future teachers. In this context, AI literacy has become an essential component of teacher education, encompassing not only basic understanding of AI but also pedagogical application and ethical use. This study aims to examine the... -
Mr Hung Luong Ba (FPT University)Agency, Literacy & Assessment
The rapid integration of Generative Artificial Intelligence (GenAI) in English as a Foreign Language (EFL) education offers unprecedented linguistic scaffolding but risks inducing "cognitive offloading". This uncritical reliance on AI tools threatens to erode learner autonomy and produce "AI-nized writing" devoid of the authentic student-author voice. Furthermore, traditional assessment models...
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Thuỷ Nguyễn Thị ThuAgency, Literacy & Assessment
The rapid uptake of generative AI is transforming how engineering students produce multimodal texts - slides, diagrams, and AI-generated images for technical presentations, yet existing assessment rubrics rarely account for work that is partly machine-created. This raises pressing questions of fairness, validity, and academic integrity: how can teachers assess multimodal communicative...
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Nguyen Thi Khac Phung (Binh Duong University-Ca Mau Campus, Ho Chi Minh City, Vietnam)Professional Development & Research
This paper explores the integration between digital and traditional strategies in teaching English as a Foreign Language (EFL) among university learners. With a focus on balancing the two strategies in language teaching, this paper firstly examines mobile-assisted and AI-assisted learning in terms of theoretical considerations and practical implications. The emphasis on balancing digital with...
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Đặng Thư (Dai Nam University)Agency, Literacy & Assessment
In the new era of artificial intelligence (AI), teachers, in general, are expected to adapt to both pedagogical and technological changes. While many previous studies have mainly focused on the effectiveness, readiness or perceptions of using AI in education, the emotional dimension of AI integration is still overlooked, and particularly in English Language Teaching (ELT) contexts in Vietnam....
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NGUYEN PHAN (USSH (VNU-HCM))Agency, Literacy & Assessment
Generative AI has intensified long-standing concerns about authorship, academic integrity and the validity of classroom-based writing assessment. Yet reliance on AI-detection tools may produce unreliable judgements while doing little to help learners understand how AI can be used critically and responsibly. This practice-based workshop proposes an AI-aware assessment cycle designed to protect...
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Kiều Phan (Nam Can Tho University)Agency, Literacy & Assessment
In the context of digital transformation in education, e-portfolios have increasingly been adopted to support learning, assessment, and learner development. This study aimed to investigate first-year English-major students’ perceptions of using e-portfolios in the Writing B1 course at Nam Can Tho University. A mixed-methods research design was employed, integrating quantitative data collected...
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Ms Hang Nguyen Thu (FPT University, Greenwich Vietnam, Hanoi)
Abstract
Generative AI is increasingly embedded in academic writing, yet existing research has focused more on writing outcomes and learner perceptions than on how learners negotiate control during AI-mediated revision. Grounded in a sociocultural understanding of agency as mediated, relational, and context-dependent, this qualitative multiple-case study explored how eight Vietnamese...
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Xuan Hieu NguyenAgency, Literacy & Assessment
Artificial intelligence (AI) is rapidly transforming language education, making AI literacy an essential competency for future English language teachers. However, evidence regarding the AI literacy of Vietnamese pre-service EFL teachers remains limited. This study investigated the AI literacy profiles and development challenges of pre-service EFL teachers at a university to identify...
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Ms Kiều NguyễnAgency, Literacy & Assessment
Vocabulary knowledge constitutes a fundamental component of language proficiency and plays a crucial role in second language development. With the rapid advancement of artificial intelligence (AI), generative AI tools such as ChatGPT have emerged as potential resources for supporting vocabulary learning. However, empirical evidence concerning English-major students' perceptions of ChatGPT in...
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Lê Chiến (Long Khanh High School, Dong Nai Province)Professional Development & Research
Fostering pragmatic speaking skills for high school seniors in Vietnam remains a stubborn pedagogical challenge, heavily constrained by large classes and grammar-centric, high-stakes exams. To address these bottlenecks, this study implemented a comprehensive "AI-assisted speaking ecosystem" tailored to the Global Success 12 curriculum during the 2026–2027 academic year. The framework...
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Trinh VoProfessional Development & Research
In Vietnamese lower secondary classrooms, student learning is shaped not only by instructional strategies but also by the quality of teacher-student psychological interaction. Classroom practices such as public correction and unsupportive emotional responses to student difficulties may influence students' confidence, motivation, and willingness to participate in lessons. Yet interpersonal...
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Dr Nguyễn Ngọc Vũ (VietCALL)Agency, Literacy & Assessment
Political commitment is easy to over-read from modal-word counts. The same form can realize prediction, obligation, discourse management, or a future undertaking, and a category can occupy a larger share of a functional inventory even while becoming less frequent in the discourse as a whole. This study examines those measurement problems in a longitudinal corpus of Donald Trump's monologic...
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Nawamin Prachanant (English Language Teaching Department, Buriram Rajabhat University, THAILAND)Professional Development & Research
English Language Teaching and Learning
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Ms Nga Khương Quỳnh (University of Languages and International Studies, Vietnam National University Hanoi)Agency, Literacy & Assessment
Artificial Intelligence (AI) is reshaping language education through personalized and adaptive learning experiences. In Vietnam, the Ministry of Education and Training's Digital Competency Framework for Learners (MOET, 2025) has formally recognized AI related competencies, which places new demands on teachers' professional capacity. However, the current Foreign Language Teacher Competency...
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Chính Vũ (Trường Đại học FPT Hà Nội)Professional Development & Research
Abstract: Generative artificial intelligence can now produce well-organized, linguistically sophisticated responses to many conventional university speaking prompts, complicating teachers’ efforts to determine whether a prepared oral performance represents learners’ own reasoning, language production, and communicative competence. This conceptual and pedagogical study develops a framework for...
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Thuỷ Nguyễn Thị ThuAgency, Literacy & Assessment
The rapid uptake of generative AI is transforming how engineering students produce multimodal texts slides, diagrams, and AI-generated images for technical presentations yet existing assessment rubrics rarely account for work that is partly machine-created. This raises pressing questions of fairness, validity, and academic integrity: how can teachers assess multimodal communicative competence...
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Thuỷ Nguyễn Thị ThuAgency, Literacy & Assessment
Designing an AI-Aware multimodal assessment rubric for technical presentations in an ESP course for engineering students
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Nguyen Thi Thu Thuy
University of Languages and International Studies, Vietnam National University, Hanoi
Hanoi University of Civil Engineering
nguyenworkaholic@gmail.com
Abstract
The rapid uptake of generative AI is transforming how engineering students produce... -
Thuỷ Nguyễn Thị ThuAgency, Literacy & Assessment
Designing an AI-Aware multimodal assessment rubric for technical presentations in an ESP course for engineering students
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Nguyen Thi Thu Thuy
University of Languages and International Studies, Vietnam National University, Hanoi
Hanoi University of Civil Engineering
nguyenworkaholic@gmail.com
Abstract
The rapid uptake of generative AI is transforming how engineering students produce... -
Thi Kim Phuong Nguyen (VNU - University of Languages and International Studies)Ethics & Responsible AI Use
The growing use of artificial intelligence (AI) in higher education is changing the way teachers plan lessons, design assessments, create learning materials, and engage in professional learning. While AI offers significant opportunities, many educators remain uncertain about how to use these tools responsibly. Questions related to academic integrity, data privacy, transparency, and the...
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Nguyệt Thị NguyễnAgency, Literacy & Assessment
Implementing Vietnam’s 2018 General Education Program requires students to develop self-directed learning and digital competencies; however, many lower secondary students continue to use digital technologies primarily for entertainment rather than learning. Meanwhile, the rapid growth of generative Artificial Intelligence (AI) presents both opportunities and challenges regarding responsible...
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Thi Phuong Ha Nguyen
The widespread adoption of generative artificial intelligence (GenAI) has challenged conventional language assessment practices in English-Medium Instruction (EMI) programs, where students are expected to demonstrate both academic English proficiency and disciplinary knowledge. Existing writing rubrics primarily assess the final product and often fail to account for students' responsible use...
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Lê Chiến (Long Khanh High School, Dong Nai Province)
This study examines the effectiveness of the PEEL/PETAL framework in improving paragraph writing among Grade 10 students in a Vietnamese EFL context under the Global Success curriculum. It addresses persistent challenges such as fragmented ideas, weak coherence, and limited use of supporting evidence. The study employed a mixed-methods action research design conducted during the 2025–2026...
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206. Effects of ChatGPT-Assisted Writing on Academic Essay Performance among Vietnamese EFL StudentsHuy Pham (HO CHI MINH CITY OPEN UNIVERSITY)Agency, Literacy & Assessment
The emergence of ChatGPT is reshaping pedagogical practices and learning approaches in language education. While previous studies have explored its use in English learning, limited research has examined how students’ academic writing develops before and after using ChatGPT, particularly among English majors in Vietnam. This study aims to investigate the impact of ChatGPT on students’ academic...
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Mr THANH HAI HA (Quy Nhon University)Agency, Literacy & Assessment
The rapid integration of generative artificial intelligence (GenAI) into English language education has transformed feedback practices in academic writing. While previous studies have highlighted the effectiveness of AI-generated feedback, little is known about whether teacher-AI collaborative feedback can produce greater learning gains than conventional teacher feedback while fostering...
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Nguyễn Phương HàProfessional Development & Research
Abstract
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Against the backdrop of the “IELTS craze” in Vietnam and the rapid integration of generative AI into language education, this study examines Vietnamese EFL preservice teachers’ perceptions of the validity of using ChatGPT to assess IELTS Writing Task 2. Guided by Kane’s (2013) argument-based validation framework and Hattie and Timperley’s (2007) model of effective feedback, two... -
Vân Anh Nguyen (Cao đẳng Anh quốc BTEC FPT)Professional Development & Research
This study explores the perceptions of EFL students toward Generative AI-supported speaking activities based on the SAMR Model at FPT Polytechnic International. Despite the fact that Generative AI tools have made their way into language classrooms, few studies have investigated the students’ perceptions of using AI-mediated speaking activities within the SAMR framework in a Vietnamese higher...
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Tuyet PhamAgency, Literacy & Assessment
The increasing use of generative artificial intelligence (AI) in English as a Foreign Language (EFL) classrooms has created a need for students to develop AI prompt literacy-the ability to design, refine, and evaluate prompts to obtain meaningful and reliable AI responses. However, limited research has examined how teachers understand and support the development of this competence in speaking...
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Mr Thanh Chuong Pham (My An Primary School, Phu My Dong Commune, Gia Lai Province)Agency, Literacy & Assessment
This personal account explores the self-directed development of teacher AI competence and professional agency within an under-resourced rural Vietnamese primary school. Operating independently of formal institutional frameworks, a Grade 3 English teacher navigated and integrated generative AI tools—including Suno AI, NotebookLM, and Gemini Live—into daily classroom practices over one academic...
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Huong Duong (Ho Chi Minh City University of Technology)Professional Development & Research
The emergence and rapid proliferation of generative artificial intelligence (AI) has introduced manifold opportunities for language learners to practice spoken English inside and beyond the classroom. In spite of rising interest in AI-assisted language learning, little attention has been paid to engineering student group. Developing spoken English proficiency is critical yet challenging for...
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Van Thi Nha Truc (USSH, VNUHCM)
The rapid advancement of artificial intelligence (AI) has transformed language education by providing learners with personalized, interactive, and authentic learning experiences. Despite its growing adoption in English language teaching, limited empirical research has examined how AI supports the development of intercultural communicative competence (ICC), particularly in English as a Foreign...
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Ms Tiên Trần (MA student, Hutech University)Linguistics & Cultural Studies
Abstract
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The rapid development of generative artificial intelligence (AI) is creating significant changes in the learning and teaching of English literature. Besides assisting in language interpretation, content summarization, and providing background information, AI is also being used to suggest ways to interpret and analyze literary texts. However, AI's involvement in literary analysis... -
Hoang Van (Que Phong High School)Professional Development & Research
Speaking confidently in English remains a significant challenge for many English as a Foreign Language (EFL) learners, particularly in rural and mountainous areas where opportunities for authentic communication are limited. In recent years, artificial intelligence (AI) has emerged as a promising tool for supporting language learning; however, its potential to enhance students’ confidence and...
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Ngọc Nguyễn (The University of Foreign Language and International Studies)Linguistics & Cultural Studies
While cultural exchange programs are recognized for broadening students’ global perspectives, their direct pedagogical impacts on English as a Foreign Language (EFL) oral communication require deeper empirical research. This qualitative action research study explores how structured cultural exchange activities, coupled with a systematic Reflective Journal Model, can enhance the EFL speaking...
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Thi Hoa Nguyen (Trường đại học Thủ đô Hà Nội)Agency, Literacy & Assessment
Generative Artificial Intelligence (GenAI) has increasingly been integrated into academic writing instruction; however, empirical evidence of its effects on English-majored students’ writing performance and learner agency remains limited in the Vietnamese higher education context. This study investigates the extent to which GenAI-assisted writing instruction affects English-majored students’...
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Nguyên Thảo (Binh Duong University - Ca Mau Campus)Agency, Literacy & Assessment
ABSTRACT
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In the context of globalization, Vietnamese non-English major students are increasingly required to achieve VSTEP B1 proficiency and develop practical English skills for workplace communication. However, preliminary findings indicate that many students remain below the expected proficiency level despite years of English study. This paper proposes an ESP-VSTEP Engagement-Dependency... -
Ms Thanh Nguyen (SEAMEO RETRAC)Ethics & Responsible AI Use
While artificial intelligence (AI) tools are rapidly advancing and opening up innovative avenues for foreign language teaching and learning (Edmett et al., 2024; Garzón et al., 2023; Kundu & Bej, 2025), the regulatory frameworks and policies governing their use remain largely underdeveloped. In language education, AI is increasingly integrated into academic assessment, yet having increasingly...
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Hai Duong Do (Miss)Agency, Literacy & Assessment
Lexical blending is a highly productive source of new English vocabulary, and EFL learners now encounter items such as staycation, infodemic, and covidiot largely through AI-mediated platforms that supply on-demand explanations of their formation. However, large language models generalise morphological patterns unreliably and can produce fluent but inaccurate word-formation accounts...
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Minh Phương Lương (Đại học Thương mại)Linguistics & Cultural Studies
The increasing use of Generative AI (GenAI) has created new opportunities for supporting qualitative research in applied linguistics, yet its reliability in analytical tasks requiring contextual interpretation remains underexplored. Drawing on the genre frameworks of Swales (1990) and Bhatia (1993), this study evaluates an AI-assisted workflow for identifying and coding rhetorical moves in...
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Hiep Nguyen (Tan Tao University)Professional Development & Research
Abstract
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In the field of English language teaching and learning, there are new opportunities and challenges for choosing suitable tools for English language teaching and learning because AI tools are tending to be more diverse and widely used. The Vietnamese English as a Foreign Language (EFL) community requires professional and systematic assessments of each AI tool for making informed... -
Ms Huyền Lâm Phương (University of Languages and International Studies (ULIS) - Vietnam National University (VNU)), Ms Hạ Dương Nhật (University of Languages and International Studies (ULIS) - Vietnam National University (VNU)), Ms My Lê Vũ Hải (University of Languages and International Studies (ULIS) - Vietnam National University (VNU)), Ms Trang Trần Đỗ Huyền (University of Languages and International Studies (ULIS) - Vietnam National University (VNU))Agency, Literacy & Assessment
The increasing integration of Generative Artificial Intelligence (GenAI) into English as a Foreign Language (EFL) education has prompted renewed debate regarding its implications for learner autonomy. While GenAI is often viewed as a tool for supporting self-regulated learning (SRL), limited research has examined how AI literacy influences students’ use of GenAI across different stages of the...
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Thi Hai Yen Dam (Faculty of Foreign Languages, Dong Nai University, Vietnam)Agency, Literacy & Assessment
GenAI is increasingly used in EFL writing revision, but its effective use requires both the ability to evaluate AI-generated feedback and the capacity to regulate revision decisions. This study examines the relationship between GenAI literacy and self-regulated learning (SRL) among English-major students at Dong Nai University. The study will adopt an explanatory sequential mixed-methods...
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Ms Thoa Vi Thị BảoProfessional Development & Research
The increased incorporation of Artificial Intelligence (AI) in language teaching has resulted in new opportunities in teaching vocabulary in EFL classrooms. AI-assisted tools, such as ChatGPT and similar ones, have gained usage as tools to help with vocabulary learning through personalized feedback, contextualized explanation, interactive activities, and autonomous learning with new...
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Nguyen Do Dinh (FPT University)
The growing use of Artificial Intelligence (AI) in language instruction opens avenues to improve English speaking instruction. On the rising field, AI-driven feedback tools, such as ChatGPT or AI speaking assistants, have been emphasised for the ability of giving immediate, personalised and interactive feedback to the EFL learners. Notwithstanding the study, there is little evidence of how...
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Thuy-Linh Thi Nguyen (VN-UK Institute For Research and Executive Education, The University of Danang)Professional Development & Research
The significance of educational technology has been internationally recognized; and digital literacy is explicitly listed as one key dimension of teacher’s competence. For effective teaching, the integration of technology requires teachers not only to be able to use digital tools but also to understand how to apply them pedagogically. And as artificial intelligence (AI) has increasingly...
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Ms Thi Hong Hanh Do
While Generative AI (GenAI) is widely used to improve oral proficiency in English Language Teaching (ELT), its role in shaping the learning process remains under-researched. This multiple-case study explores how structured AI-assisted speaking tasks can foster young learners' agency (behavioral, cognitive, affective) and foundational AI competencies. Six Grade 5 Vietnamese EFL learners from Ly...
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Lưu Hương (Hanoi Pedagogical University 2)Agency, Literacy & Assessment
As generative artificial intelligence (GenAI) tools have gained increasing attention in the field of L2 writing instruction, understanding how learners with different English proficiency levels engage with AI-generated feedback is essential for developing AI literacy and learner agency. This qualitative case study explores the behavioral, cognitive, and affective engagement of six Vietnamese...
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Ms Diem Y Un, Mr Phan Chanh Ngon NguyenAgency, Literacy & Assessment
This paper aims to explore primary school teachers’ attitudes toward utilizing Wayground, an AI-based educational platform, to create assessments for their classrooms. Specifically, the research focuses on teachers’ perceptions of the platform’s usefulness, benefits, and challenges in designing classroom assessments. With Wayground, teachers can create quizzes, adjust test materials, and...
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Ms Diem Y Un, Phan Chanh Ngon NguyenAgency, Literacy & Assessment
This paper aims to explore primary school teachers’ attitudes toward utilizing Wayground, an AI-based educational platform, to create assessments for their classrooms. Specifically, the research focuses on teachers’ perceptions of the platform’s usefulness, benefits, and challenges in designing classroom assessments. With Wayground, teachers can create quizzes, adjust test materials, and...
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Huyen Do (Hưng yên University of Technology and Education)Ethics & Responsible AI Use
The rapid growth of generative artificial intelligence (GenAI) has transformed English language learning, offering new opportunities while raising ethical concerns related to academic integrity, critical thinking, and responsible AI use. Although AI literacy has attracted increasing attention, little is known about how Vietnamese EFL students develop the knowledge, skills, and ethical...
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Ms Vy Đặng Thị Triệu (Binh Duong University - Ca Mau Campus)Professional Development & Research
This article reports on a mixed-methods study examining how students at Binh Duong University - Ca Mau Campus (BDU-CM) engage with digital learning tools and the extent to which that engagement has tipped into dependency. Drawing on Fredricks et al.’s (2004) three-dimensional engagement framework and Self-Determination Theory (Ryan & Deci, 2017), the study surveyed 250 undergraduates and...
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Mx Hoang Thi Thanh Nhan (Diplomatic Academy of Vietnam)Agency, Literacy & Assessment
In higher education, academic writing demands significant cognitive and linguistic effort from EFL students, making self-assessment a valuable pedagogical approach to foster self-regulated learning. With generative AI increasingly present in education, there is growing potential to leverage it beyond basic proofreading, yet its role in supporting the deeper cognitive and analytical dimensions...
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Dang Huy Tran (FPT University), Quynh Nhu Pham (FPT University), Tuan Anh Dinh (FPT University)Professional Development & Research
Abstract:
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Even with the increasing focus on learner-directed methods within English as a Foreign Language (EFL) education, vocabulary pedagogy in higher education has largely remained conventional, particularly with its dependence on memorization and decontextualized modes of teaching. Although research-based learning is well known to support active engagement and deeper learning, its use in... -
Quang Huy Nguyễn (University of Foreign Language Studies, The University of Danang)Ethics & Responsible AI Use
The rapid advancement of artificial intelligence (AI) tools has increased university students’ use of AI-generated content, raising concerns about academic integrity, authorship, and ethical decision-making. This study examines the ethical awareness, attitudes, and behaviors of 253 language students at a university specializing in language education in Vietnam regarding AI-generated writing....
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Minh Chương Trần (Quy Nhon University)
This study investigates how visual modality is constructed in award-winning tourism images through an AI-augmented multimodal discourse analysis. Drawing on Multimodal Discourse Analysis (Kress & van Leeuwen, 2006) and the interpersonal metafunction in Systemic Functional Linguistics, the study examines how four key visual features—color, lighting, composition, and visual interaction—function...
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Binh TuProfessional Development & Research
The transition from high school environment to university presents significant psychological and academic barriers for English-majored freshmen. Grounded in theories of learning adaptation and academic self-efficacy, this study investigates the factors influencing student well-being and performance during their first semester when they first enter university. Research findings indicate that...
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Ha Le Thi, Ms Thi Bich Nguyet DinhLinguistics & Cultural Studies
ChatGPT has emerged as a promising tool for supporting English as a Foreign Language (EFL) speaking practice by providing learners with accessible, interactive, and personalised opportunities for communication beyond the classroom. However, little is known about the factors influencing learners’ intention to adopt this technology before actual use. Drawing on an extended Technology Acceptance...
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Lan Vo (Lac Hong University)Agency, Literacy & Assessment
As generative artificial intelligence (AI) becomes increasingly integrated into higher education, developing AI competence requires more than technical proficiency. Students need to use AI critically, make informed decisions, and maintain ownership of their learning and writing. Guided by Student Engagement Theory (Fredricks et al., 2004) and Control-Value Theory (Pekrun, 2006), this...
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Mr Thanh Chuong Pham (My An Primary School, Phu My Dong Commune, Gia Lai Province)Professional Development & Research
This action research study investigates the transformative integration of generative AI tools and intelligent note-taking platforms to foster learner agency and elevate assessment outcomes in a rural Vietnamese primary school context. The primary purpose of this investigation is to address the critical gap in empirical evidence regarding AI-driven pedagogy, digital literacy, and classroom...
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Đạt Trần (Faculty of English Language Teacher Education, University of Foreign Language Studies, The University of Da Nang)Professional Development & Research
Independent study of English phonology poses a significant challenge for Vietnamese EFL students, particularly in analyzing syllable structures. Consequently, many learners turn to generative AI tools like ChatGPT or Gemini; however, these models frequently provide inconsistent or incorrect results upon every page refresh. To address this, this study evaluates the effectiveness of SyllableLab,...
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Huong Nguyen (ULIS, VNU)Professional Development & Research
This workshop is a knowledge transfer product of the N.24.18 Scientific Project sponsored by VNU University of Languages and International Studies, which explores EFL teachers' AI pedagogy competence in Vietnam. The project has developed and validated a Self-Assessment Scale grounded in two established frameworks, namely Domain 4 (AI Pedagogy) of UNESCO's AI Competency Framework for Teachers...
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Đặng LànhAgency, Literacy & Assessment
The widespread adoption of Large Language Models (LLMs) is reshaping the teaching and learning of literary reading and interpretation, while simultaneously highlighting the need to develop learners’ AI evaluation and AI critique competencies. This study empirically examines the capabilities of LLMs in identifying and analyzing similes through a case study of the poetry of Bình Nguyên Trang....
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Trung Duong (University of Foreign Language Studies - The University of Danang)Agency, Literacy & Assessment
As ChatGPT becomes increasingly common in EFL writing, understanding how students maintain active agency—rather than becoming passive editors of AI output—is critical. This study investigates how EFL students exercise agency when integrating ChatGPT into their writing processes. Drawing on learner agency theory and AI literacy frameworks, we examine students' decision-making patterns regarding...
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Huu Thang Nguyen
As artificial intelligence (AI) becomes more accessible in educational settings, understanding how teachers evaluate and integrate AI into pedagogical practice has emerged as an important area of inquiry. Currently, previous studies have largely focused on teachers’ technological readiness and AI competence, however, limited attention has been paid to the relationships among AI literacy,...
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Tran Hoang Huy (FND EDUCATION COMPANY), Ms ĐÀO QUYNH DAO (FND Education Company)Agency, Literacy & Assessment
Abstract:
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In many Vietnamese EFL contexts, non-English-major learners are required to achieve a certain level of English proficiency through standardized tests such as VSTEP. At FND Education Company, a number of English learners are non-English-major students or adult learners who study English for academic requirements, graduation standards, career development, or workplace... -
Mrs Tạ Thị Thanh Hiền (Hanoi University)Professional Development & Research
This qualitative study explores how Vietnamese upper-secondary English teachers understand and enact digital competence and how their engagement with technology and generative artificial intelligence (AI) reflects emerging dimensions of digital teacher identity. Data were generated through semi-structured interviews with nine teachers working in public high schools and language centres, with...
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Ha Le ThiAgency, Literacy & Assessment
Generative AI voice chat offers EFL learners accessible opportunities to practise speaking, yet its pedagogical value depends on how learners use its affordances and respond to its limitations. This study examines Vietnamese university students’ expectations of AI-supported speaking practice before a classroom activity and their reported experiences, perceived benefits, and challenges...
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Dao Tran Thi MaiAgency, Literacy & Assessment
Mobile-assisted language learning (MALL) and generative artificial intelligence (GenAI) are reshaping how language learners access input, produce output, receive feedback, and practise beyond classroom boundaries. However, in pre-service English teacher education, technology integration is often framed as tool use rather than pedagogical task design. This conceptual review clarifies the...
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Thị Hoài Nam Trần (FPT Education)Agency, Literacy & Assessment
Frequent personal use of AI does not necessarily prepare pre-service EFL teachers to guide its use in classrooms. This exploratory study addresses this issue through a descriptive survey of 26 English education students at a Vietnamese university. The survey mapped participants' AI use across five domains: personal language learning, lesson planning, materials design, assessment, and learner...
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Robert Steel (DePaul University)Linguistics & Cultural Studies
As generative AI becomes increasingly integrated into language education, educators face new opportunities to support intercultural communication without diminishing authentic human interaction. This workshop draws on principles developed through international virtual exchanges to explore how AI can enhance rather than replace collaborative language learning. Participants will analyze examples...
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Mrs Trang Dao (FPT University)Professional Development & Research
First-year EFL preparatory students often struggle with reading persistence when facing long and difficult academic texts. This challenge can negatively affect their academic readiness and long- term language development. Although mindful reading and AI assisted learning have been studied separately, their combination as a classroom intervention to support reading persistence is still largely...
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Luong Van Phi (University of Transport Technology)Linguistics & Cultural Studies
This case study explores how engineering students specializing in Electric Vehicles (EVs) and Hybrid Vehicles (HVs) at the University of Transport Technology, Vietnam, use Generative Artificial Intelligence (GenAI) to facilitate intersemiotic translation by transforming abstract technical concepts into multimodal visual representations. In ESP classrooms, students use ChatGPT and Canva AI to...
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Ms TIEN PHAM THI KIEU (University of Information Technology)Professional Development & Research
TAT DUONG KHANH LINH- author
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University of Information Technology - Vietnam National University, Ho Chi Minh City, Vietnam
linhtdk@uit.edu.vn
PHAM THI KIEU TIEN
University of Information Technology - Vietnam National University, Ho Chi Minh City, Vietnam
*Corresponding author: tienptk@uit.edu.vn
Abstract
The advent of Artificial Intelligence (AI) has rapidly transformed higher education... -
Huyền TrươngAgency, Literacy & Assessment
Abstract:
The rapid integration of artificial intelligence into language classrooms has drawn increasing attention to AI literacy in education, yet its measurement in ESL/EFL contexts remains largely underexplored. Recent systematic reviews (e.g., Lintner, 2024; Jin et al., 2026) have broadly mapped AI literacy scales without ESL/EFL-specific analysis, while emerging EFL-focused reviews...
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Men Truong Thi (Dong A University Da Nang)Agency, Literacy & Assessment
Generative artificial intelligence (GenAI) is increasingly being integrated into second language (L2) writing instruction, yet teachers remain the key decision-makers in determining whether AI-generated feedback is accurate, pedagogically appropriate, and suitable for classroom use. While prior research has focused primarily on the quality of AI feedback or students’ uptake, less is known...
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Nguyễn Thanh Hương Dương (Đại học Ngoại ngữ - Đại học quốc gia Hà Nội)Professional Development & Research
Abstract
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Humanistic Language Teaching (HLT) has gained increasing attention in EFL contexts for its emphasis on addressing learners' affective and psychological needs alongside linguistic outcomes. In Vietnam, where English is compulsory at the tertiary level and teaching conditions often involve large classes and exam pressure, understanding how humanistic principles are perceived and... -
Ms Cơ Võ Đào Vương (Saigon University), Dương Nguyễn Trần Khánh (IELTSPACE)Agency, Literacy & Assessment
The rapid advancement of generative AI, particularly ChatGPT, has enabled ESL learners to engage in self-directed pronunciation practice with immediate, individualized feedback. While existing research has explored automated feedback tools, limited attention has been paid to how learners interact with AI systems that both generate learning materials and provide feedback autonomously....
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Bùi Hưng (FND Human Resource Training and Education Development Company Limited), MINH QUÂN NGUYỄN (FND Education Company)Professional Development & Research
Abstract:
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The growing presence of artificial intelligence in language education has created new possibilities for supporting English language teaching and learning. In EFL contexts, particularly in language centers, many learners still experience anxiety, hesitation, and limited opportunities to practise spoken English. This presentation explores how human–AI collaboration can be used to... -
Duong Huyen (Vietnam National University, Hanoi, International School)Agency, Literacy & Assessment
As AI tools are becoming part of everyday language learning, teachers need to understand how they can be used not only for faster feedback but also for more caring and meaningful assessment. This study explores the use of human–AI feedback in a Writing 2 course for first-year English majors at a Vietnamese university. The students begin the course at around B1 level and are expected to move...
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Dung HoangAgency, Literacy & Assessment
This study investigates how hybrid generative artificial intelligence (GenAI)–teacher feedback supports revision quality and feedback enactment in English for Academic Purposes (EAP) writing among B2-level undergraduate students. Although GenAI can provide immediate and detailed feedback, its suggestions may be generic, inaccurate, or adopted uncritically. In contrast, teacher feedback offers...
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Trinh Le Phuong Anh (PhD Candidate, VNU University of Languages and International Studies, Vietnam)Agency, Literacy & Assessment
The rapid adoption of generative artificial intelligence (GenAI) is reshaping academic writing practices in higher education and creating new opportunities as well as challenges for English as a Foreign Language (EFL) education. While AI-powered tools such as ChatGPT, Gemini, and Grammarly can support idea generation, language development, and writing revision, they also raise important...
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Ngo Le Khanh MyProfessional Development & Research
Abstract
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Artificial intelligence (AI) is reshaping language education by creating innovative opportunities to enhance English teaching and learning in early childhood education. Despite its growing adoption, empirical evidence on AI integration in preschool English teaching in Vietnam remains limited. This study aims to investigate the current practices of integrating AI into preschool... -
Ms Thi Ngoc Diep Le (Faculty of English Language and Culture, University of Languages and International Studies - Viet Nam National University Hanoi)Ethics & Responsible AI Use
Abstract: The rapid growth of generative artificial intelligence (AI) has raised concern regarding the reconstruction of instructional design in language education. Despite the large quantity of research on AI in education, the evidence remains fragmented and lacks a comprehensive overview regarding how AI affects the instructional design process, educators’ role and associated ethical...
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Mr Long Le (University of Foreign Languages and International Studies, Hue University), Ms Khanh-Ngoc Tran (University of Foreign Languages and International Studies, Hue University), Ms Hong-Ha Nguyen (University of Foreign Languages and International Studies, Hue University)Agency, Literacy & Assessment
Teaching trend-description language is an important part of IELTS Writing Task 1, but it is still commonly taught through vocabulary lists and model sentences. Students may remember words such as increase, decline, or significantly, but they often have difficulty combining these words in grammatically and collocationally appropriate ways. Teachers may also select language patterns mainly from...
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Luong Van Phi (University of Transport Technology)Agency, Literacy & Assessment
This study investigates the integration of generative artificial intelligence (GenAI) into multimodal pedagogy for English for Specific Purposes (ESP) instruction among students majoring in Artificial Intelligence (AI) and Intelligent Transportation Systems (ITS) at the University of Transport Technology, Vietnam. Students from three ESP classes engaged in multimodal learning tasks, including...
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Thuý Hiền Lê (Lê Thuý Hiền)Professional Development & Research
This study adopts a quantitative research design to investigate first-year students' perceptions and experiences with the AI-supported platform Mizou within Communicative Language Teaching (CLT) speaking activities at the University of Foreign Languages, Hue University. Data will be collected through a structured online questionnaire including five-point Likert-scale items and open-ended...
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Dr Nguyen Thi Lan Anh (Faculty of Foreign Languages, Academy of Finance)Ethics & Responsible AI Use
This study focuses on analyzing the theoretical and practical basis for integrating the UNESCO’s AI competency framework (2024) into teaching academic English writing skills to students. It demonstrates that this integration is based on the high compatibility between the two frameworks in terms of objectives, structure, and development orientation for critical thinking, creativity, and...
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Sa Thi Chau Vu (University of Foreign Language Studies, The University of Da Nang)Professional Development & Research
A cooperative learning environment can facilitate student’s learning and help build rapports between peers as well as between the teacher and students. Additionally, students can learn more effectively once they enjoy the learning process. Interactive Activities and Cooperative Learning Strategies are among the useful tools for teachers to achieve these goals. This workshop will offer an...
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Ms Minh CaoAgency, Literacy & Assessment
Over the past few years, the integration of GenAI into education is perceived as the inevitable trajectory and standard modality for modern education. Generative models have proved its effectiveness for instructors and learners in designing instructional materials as well as delivering immediate and personalized feedback for students. While the studies investigating GenAI readiness has gained...
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Van NguyenProfessional Development & Research
Although acquiring academic vocabulary for productive use has long been a challenge for Vietnamese IELTS candidates, this difficulty frequently contributes to cognitive overload and inefficient study pacing (Sweller, 1988; Nation, 2001). Despite the growing adoption of Spaced Repetition Systems (SRS) as active recall tools, research has yet to determine how frequently learners should retrieve...
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Yen Nguyen (Faculty of Foreign Languages, Ho Chi Minh University of Foreign Languages and Information Technology)Agency, Literacy & Assessment
Abstract
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This research investigated whether the alternative assessment methods, including role-plays, portfolios, and projects, positively affect the learning quality of students majoring in Business English. The researcher applied a mixed-method that consisted of surveys, observation, and interviews for her own study. The research was conducted in 12 weeks on 350 seniors in seven Business... -
Trâm Nguyễn (Faculty of English, University of Foreign Languages, Hue University)Agency, Literacy & Assessment
This study investigates the utilization of ChatGPT in the self-studying process of essay writing skills among English majors at the University of Foreign Languages, Hue University. The research aims to explore how frequently students use ChatGPT, the purposes for which they employ this tool, and their perceptions of its effectiveness in improving essay writing skills. In addition, the study...
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Trâm Nguyễn (Faculty of English, University of Foreign Languages, Hue University)Agency, Literacy & Assessment
The rapid development of artificial intelligence (AI) has significantly transformed various aspects of education, particularly in language learning. Among AI-powered tools, ChatGPT has gained widespread attention due to its ability to provide instant feedback, generate ideas, and support learners in different stages of the writing process. Despite its growing popularity, limited research has...
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Ms Van Anh Nguyen To (Nguyen Van Cu Upper Secondary School)Agency, Literacy & Assessment
Abstract
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As generative artificial intelligence (GenAI) becomes increasingly integrated into language learning, many studies have reported that students demonstrate positive awareness of responsible AI use, information verification, and academic integrity. However, relatively little is known about whether these self-reported perceptions are consistently reflected in learners' actual practices.... -
Suong Truong (Ngo May Lower and Upper Secondary School)Linguistics & Cultural Studies
Artificial Intelligence (AI) is rapidly transforming educational practices and creating new opportunities for global collaboration. This paper explores the role of AI in developing global classrooms that promote language learning, intercultural competence, and identity formation among learners from diverse cultural backgrounds. The purpose of this study is to examine how AI-powered tools can...
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Chinh Nguyen Thi Ngoc (FPT)Agency, Literacy & Assessment
With the rising popularity of AI tools such as ChatGPT, Gemini, Grammarly, and QuillBot, language learning in higher education has experienced a revolution. However, although these tools can be used to offer personalized learning experiences and promote learner autonomy, issues of dependency on AI-generated resources are also raised. Although there have been many studies on AI-based language...
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Chinh Nguyen Thi Ngoc (FPT)Agency, Literacy & Assessment
The growing adoption of generative artificial intelligence (AI) has transformed academic reading in English medium of instruction (EMI) contexts. However, as students increasingly rely on AI, questions arise about their capacity to maintain learner agency. However, while previous studies have mostly focused on the effectiveness and acceptability of AI applications, little attention has been...
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Hien Nguyen (FPT University)Agency, Literacy & Assessment
Recent studies suggest AI-generated images can enhance L2 vocabulary retention, but a key question remains: does the learner's act of generating an image — writing an English prompt that encodes a word's meaning — add value beyond merely viewing one? Prior findings are mixed. Drawing on dual coding theory, the generation effect, and levels-of-processing theory, this study proposes a...
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Huyen Tran (FPT University)Agency, Literacy & Assessment
The rapid integration of generative AI (GenAI) into English language learning has created new opportunities for supporting learners, while also raising concerns about overreliance, academic integrity, and the weakening of independent language production. Instead of approaching GenAI mainly through prohibition or unrestricted use, this study aims to explore how GenAI can be used effectively and...
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Phan Gia Khanh Huynh (English Language Teaching, Cohort 47, Faculty of Education, Quy Nhon University, Gia Lai Province, Vietnam)Ethics & Responsible AI Use
ABSTRACT
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The integration of generative artificial intelligence (AI) into higher education raises questions about how tools such as Gemini affect foreign language writing and learners’ autonomy. Recent work on AI assisted writing mainly discussed learners’ perceived advantages and disadvantages; however, little attention has been paid to the aligned and diverging views of students and... -
Khanh Huynh Phan Gia (English Language Teaching, Cohort 47, Faculty of Education, Quy Nhon University, Gia Lai Province, Vietnam)Ethics & Responsible AI Use
LECTURERS’ AND STUDENTS’ PERCEPTIONS OF USING GEMINI IN THE WRITING 2 COURSE AT QUY NHON UNIVERSITY
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Bui Thi Huong Giang1, Huynh Phan Gia Khanh2, Nguyen Thi Linh Chi3, Tran Le Thu Ha4, Ngo Le Minh Thao5
1 Faculty of Foreign Languages, Quy Nhon University, Gia Lai Province, Vietnam
2-5 English Language Teaching, Cohort 47, Faculty of Education, Quy Nhon University, Gia Lai Province,... -
Thanh Hà Thị (Faculty of Philology, Hanoi National University of Education)Linguistics & Cultural Studies
This paper investigates the linguistic characteristics of motivational TikTok videos from the perspective of Frame Analysis, integrating insights from psycholinguistics and Conceptual Metaphor Theory, while proposing directions for developing a positive language corpus. The study is based on a corpus of 200 motivational videos transcribed from five TikTok channels with substantial influence on...
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Ms NGOC PHAM (Hai Phong University of Medicine and Pharmacy)Linguistics & Cultural Studies
As language education increasingly adopts AI-supported learning environments, understanding multimodal meaning-making remains essential for effective communication and learning. This study investigates text-image interaction in a medical textbook used for English-medium instruction (EMI) at a Vietnamese medical university from a multimodal discourse perspective. Twenty anatomical...
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Phuc Vo (HUFLIT University)Agency, Literacy & Assessment
Tertiary education is undergoing an unprecedented transformation driven by advancement in generative artificial intelligence (genAI), markedly expanding learners’ access to language resources. Particularly in English-Medium Instruction (EMI) settings, English learners can now utilize simple prompts via tools like ChatGPT and Gemini to navigate academic writing tasks. Nevertheless, balancing...
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Ngoc Anh Pham (Thang Long University)Ethics & Responsible AI Use
The rapid adoption of generative artificial intelligence (AI) has challenged traditional notions of authorship and academic integrity in university writing. While previous research has primarily examined students' attitudes toward AI or the ethical implications of its use, less attention has been paid to how students negotiate authorship boundaries during AI-assisted writing. This study...
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Mr Ngoc Nguyen (Nguyen Tat Thanh university)Agency, Literacy & Assessment
This study investigates how English teachers negotiate their agency in designing and implementing classroom-based assessment (CBA) practices in English for Medical Purposes (EMP) courses. Drawing on the ecological model of teacher agency developed by Priestley, Biesta, and Robinson (2015), the study examines how teachers’ assessment decisions are shaped by the interplay of their professional...
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Nguyen Thi Thanh Phuc (Olym English Centre)Professional Development & Research
Large mixed-ability English classes often rely on one reading text and one set of tasks for all learners. This one-size-fits-all approach can leave developing readers overwhelmed and more proficient readers underchallenged. Generative AI offers new possibilities for rapidly adapting texts, scaffolding comprehension, and extending tasks; however, uncritical use may introduce distorted meanings,...
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Mrs Nhung LeAgency, Literacy & Assessment
Author: Le Thi Tuyet Nhung
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Email: nhung.lethituyet@umt.edu.vn
University of Management and Technology
Abstract
Generative AI has significantly transformed pedagogical approaches both within and beyond the classroom. To address concerns regarding irresponsible AI use and excessive reliance among learners, this study demonstrates how to implement writing practice activities that promote... -
Ms Dương Ngọc Nguyễn (Vinh University)Agency, Literacy & Assessment
It is well acknowledged that learner autonomy is a key element in supporting EFL learners' successful speaking competence in the fast-pace advancement of artificial intelligence, especially ChatGPT. Promoting autonomy in speaking practices is, however, still particularly challenging, especially in teacher-centered settings. This study, conducted in Vinh University, aims to investigate the...
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Ngoc Do Thi Hong (Ly Thai To High School), Ms Huong Dao Ngoc (College of Foreign Economic Relations)Professional Development & Research
Artificial intelligence (AI) has rapidly become an integral part of higher education, offering new opportunities for teaching, learning, and instructional design. While previous research has predominantly focused on students’ use of AI in language learning and academic writing, limited attention has been given to teachers’ adoption of AI for developing English for Specific Purposes (ESP)...
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Thanh Cong Nguyen (VNU University of Education)Agency, Literacy & Assessment
While digital higher education collects vast amounts of student data, learning analytics tools rarely translate these metrics into actionable teaching strategies. Traditional platforms rely on static dashboards for passive tracking, leaving language learners to navigate digital resources without personalized guidance. To bridge this gap, this study evaluates Cognilearn, an adaptive intelligent...
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Quang Ngoc Thuy Tran (Hue University of Foreign Languages and International Studies)Ethics & Responsible AI Use
As generative artificial intelligence (GenAI) becomes increasingly integrated into English language learning, promoting its responsible use has emerged as a critical concern in TESOL. This study investigates Vietnamese EFL students’ attitudes toward responsible AI use in academic essay writing through the four dimensions of the ABCE attitude framework (Affective, Behavioural, Cognitive, and...
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Hoi DongLinguistics & Cultural Studies
Language use and its resulting meaning interpretation can vary among contexts, which necessitates the study of pragmatics. Importantly, qualified pragmatic principles have facilitated deeper apprehensions of messages in communicative actions, two of which are Speech Act Theory by Austin (1962) and Searle (1969) and Politeness Theory by Brown and Levinson (1987). Nevertheless, the literature...
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Phùng Nguyễn Quỳnh NgaProfessional Development & Research
Abstract
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The proliferation of Artificial Intelligence (AI) in educational contexts necessitates a critical examination of its integration into teacher preparation programs. The current study aims to investigate the perceptions and experiences of 60 pre-service EFL teachers at Vinh University regarding the use of AI-assisted tools in lesson planning. A mixed-methods research design was... -
HUONG NGUYEN (Faculty of English Language and Culture, University of Languages and International Studies, Vietnam National University)Professional Development & Research
As generative artificial intelligence becomes embedded in language classrooms, teacher education programs face urgent questions about how prospective teachers are being prepared to use AI ethically, critically, and pedagogically. This work-in-progress study investigates the AI literacy readiness of Year 3 and Year 4 pre-service EFL teachers at the University of Languages and International...
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AN DU TRUONG (Center for Continuing Education Cao Lanh, Dong Thap Province)
While the use of AI tools in English language classrooms has gained significant attention, how young learners emotionally respond to this technology remains under-explored, particularly in non-metropolitan settings. To address this gap, fieldwork was conducted at a language center in Cao Lanh City, Dong Thap Province, examining 50 primary school students (aged 7–11) who interacted with AI...
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Xuan Nguyen (Nhi Chau Primary School)
The emergence of generative artificial intelligence (AI) has quickly opened the door to new ways to develop teaching and learning at various stages of education. With the growing availability of AI tools, primary school teachers should also be able to foster the required knowledge and practice to know when and where to use these tools to effectively and responsibly deploy. However, little is...
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Thi Thuy Oanh Tran (University of Foreign Language Studies - The University of Danang)Agency, Literacy & Assessment
This study investigates the prompt engineering practices and skills of English-major students of UFLS, UDN using generative AI to assist their learning. It focuses on how students construct and refine prompts, the extent to which they apply prompting techniques to achieve learning objectives, and the challenges and training needs they encounter while interacting with generative AI. A...
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Hoa Nguyen (University of Languages and International Studies)Professional Development & Research
Content and Language Integrated Learning (CLIL) has become a widely adopted approach to bilingual education, expanding from its European origins into Asia. Despite this growth, the relationship between official policies and actual classroom practices remains unevenly documented across regions. This study uses a comparative qualitative document analysis to examine how CLIL is implemented in...
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Huyen Nguyen (Curtin University)Linguistics & Cultural Studies
The EFL-to-ESL transition has conventionally been conceptualized as a social process through physical immersion, extensive exposure, and authentic communication. Traditional linguistic authority has largely been centralized in institutional curricula, textbooks, and teachers that facilitate learners’ access to standardized linguistic norms. Despite promoting learner autonomy and distributed...
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Tuan Vu Luu (Dai Nam University)Agency, Literacy & Assessment
The rapid development of generative artificial intelligence (GenAI) is changing the conditions under which language teaching and learning take place. In English language education, teachers and learners now have access to AI-powered tools that can generate explanations, provide feedback, support writing, simulate interaction, and assist with learning tasks. These developments create new...
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Hà Trần (People's Security Academy)Agency, Literacy & Assessment
The rapid adoption of generative artificial intelligence (AI) is fundamentally reshaping language assessment by weakening the relationship between observed test performance and learners’ underlying language ability. This challenge is particularly significant in Vietnamese public security academies and universities, where VSTEP-style writing and speaking assessments play a high-stakes role in...
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Chi Nguyen LeProfessional Development & Research
As Vietnam pivots towards English as a Second Language (ESL) paradigm from English as a Foreign Language (EFL), traditional pedagogical approach necessitates a critical reassessment. This presentation critically examines the conventional application of Bloom’s Taxonomy in the context of language learning in Vietnam. With historical EFL approach, learners are often heavily anchored in...
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Quyen Nguyen (-HO CHI MINH CITY OPEN UNIVERSITY)Agency, Literacy & Assessment
The growing integration of generative AI in language education has raised important questions about how automated feedback can complement, rather than replace, human interaction in academic writing development. While both peer feedback and AI-generated feedback have been widely discussed, their combined pedagogical potential remains underexplored in EFL contexts.
This study investigates how...
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THI HOAI DIEM LE (UNIVERSITY OF FOREIGN LANGUAGE STUDIES - THE UNIVERSITY OF DANANG)Agency, Literacy & Assessment
Argumentative writing is a cornerstone of academic literacy, yet remains challenging for EFL learners. Although ChatGPT shows promise for supporting it, research has focused on error-oriented feedback, leaving comparative configurations underexplored. This mixed-methods quasi-experimental study compared Socratic scaffolded and directive ChatGPT feedback on Vietnamese EFL university students'...
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Ms Do Vu Luu Phuong (USSH_Pedagogy Section)Professional Development & Research
The rapid integration of artificial intelligence (AI) into language education has generated a growing body of research on tools, effectiveness, and pedagogical impact. Yet much of this work lacks explicit paradigmatic positioning, producing frequent misalignment between ontological assumptions, epistemological commitments, and methodological choices. The purpose of this paper is to propose a...
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5. Student Perspectives on AI-Assisted Translation Tools in a Southern Vietnamese University ContextNguyen Huynh Si TanLinguistics & Cultural Studies
The increasing availability of artificial intelligence (AI), neural machine translation, and generative AI tools has reshaped how university students approach translation learning. This study examined English majors' perceptions of AI-assisted translation learning at Phan Thiet University, with particular attention to perceived benefits, challenges, and the role of learners in an AI-supported...
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Hien Nguyen (FPT University)Ethics & Responsible AI Use
Generative artificial intelligence (GenAI) has expanded visual support for second-language vocabulary learning, but research focuses mainly on recall and retention. This study examined whether learner-generated AI imagery supports deeper lexical knowledge in meaning precision, collocational knowledge, contextual application, and productive use. Sixty-five first-year Vietnamese university...
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Ms Mến Phạm (Haiphong University)Professional Development & Research
Identifying the attributes of teacher effectiveness is increasingly important in pedagogical research. While an extensive body of literature has grown up around this theme globally, current understanding of the issue remains limited within the Vietnamese setting, where perceptions of teacher effectiveness are often context-bounded. The present study responds to this gap by exploring the...
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Xuan Hoang Thi MaiProfessional Development & Research
Artificial intelligence (AI) is increasingly influencing English language teaching. Despite the proliferation of AI-assisted language learning, research on how source-based AI tools can be adopted for collaborative vocabulary review remains limited, especially in English for Specific Purposes (ESP) contexts. This study examines ESP students’ acceptance of NotebookLM as a source-based AI tool...
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Ho Nhat Thuyet, Trần Thế Hoàng, Mr Đặng Kim Nhật Khánh
Dear VietCALL 2026 Organizing Committee,
I would like to submit my abstract for the 2nd VietCALL International Conference 2026.
I have attached the abstract file in .docx format as required by the submission instructions.Thank you for considering my submission. I look forward to your response and the possibility of contributing to the conference.
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Sincerely,
Ho Nhat Thuyet -
Ms Ngọc Nguyễn, Trần NgaLinguistics & Cultural Studies
This paper aims to investigate differences in syntactic complexity in the essays produced by ChatGPT and students in the Vietnamese EFL context. A quantitative corpus-based comparative design was adopted to address this aim. The data consist of 60 process essays, including 30 essays written by Vietnamese undergraduates and 30 essays produced by ChatGPT. Syntactic complexity was measured using...
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Khanh-Tam Hoang (Hue University of Foreign Languages and International Studies), Ms Thanh-Huyen Nguyen (iLead American Academy), Ms Thuy-Nhien Ton-Nu (IELTS Mentor Hue)Linguistics & Cultural Studies
Abstract
Generative artificial intelligence (AI) tools are rapidly reshaping language education, requiring educators to balance technological integration with pedagogical responsibility. Grounded in Priestley et al.’s (2015) ecological perspective of teacher agency, this study aims to examine how participation in AI-empowered corpus-based language pedagogy (CBLP) competitions shapes...
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Ms Tăng Ý (HUFLIT)Professional Development & Research
Generative artificial intelligence offers new possibilities for helping EFL learners move beyond controlled grammar exercises and apply grammatical structures in meaningful communication. However, the pedagogical value of teacher-designed conversational AI for supporting contextualized spoken grammar practice remains underexplored, particularly in Vietnamese language-center settings. This...
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Thị Thảo NguyễnProfessional Development & Research
This study investigates the pedagogical strategies adopted by IELTS writing teachers at a private language centre in Hanoi, Vietnam, regarding students' use of generative AI. It addresses two research questions: (1) What pedagogical strategies do IELTS writing teachers employ regarding students' use of generative AI in IELTS writing classrooms? (2) How do teachers explain and justify these...
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Huong Nguyen (FPT Education)Agency, Literacy & Assessment
The rapid integration of artificial intelligence (AI) into higher education has reshaped English teaching and learning in Vietnam, offering new opportunities while raising concerns about trust and effectiveness. However, how teachers’ and students’ beliefs about AI are formed, maintained, and adjusted remains underexplored. This study investigates these processes in Vietnamese university...
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Huong Nguyen (FPT Education)Professional Development & Research
Artificial intelligence (AI) is increasingly influencing English language teaching and learning in Vietnamese higher education. While AI tools provide new opportunities to support teaching and improve learning, they also raise questions about trust, effectiveness, and responsible use. Despite their growing popularity, little is known about how teachers’ and students’ beliefs about AI develop...
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Thi Kim Anh Vo (University of Foreign Language Studies, The University of Danang)Ethics & Responsible AI Use
Generative Artificial Intelligence (AI) has impacted all fields of the world, especially education. In the AI era, language teaching and learning have changed significantly. While the increasing use of AI tools has brought teachers and learners enormous benefits like enhancing learners’ autonomy, increasing personalized learning, and providing immediate feedback, it also raises many concerns...
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Huong Ta Thi Mai (School of Foreign Languages, Thai Nguyen University)Professional Development & Research
This study examined how final-year pre-service EFL teachers integrated educational technology into English lesson planning after completing a portfolio-based ICT course. Addressing a gap in pre-service teacher education research, which often relies on self-reported confidence or attitudes, the study analysed the pedagogical artefacts that student teachers actually produced. The dataset...
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Chi Nguyen LeProfessional Development & Research
In the rapid pivot to ESL paradigm from EFL, observations, despite being a powerful tool for quality control, is often a high-stress, low-frequency administrative bottleneck. Given the transition toward ESL, sustainable professional development requires a continuous, low-stakes collaboration rather than isolated, high-pressure evaluations. The workshop aims to equip participants with a simple,...
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Van LaiLinguistics & Cultural Studies
This study investigates the application of multimodal discourse analysis (MDA) based on artificial intelligence (AI) to enhance university English teaching, particularly in Academic English writing and digital multimodal composing courses. The purpose is to examine how AI-powered tools—such as text-to-video generators, voice-based chatbots, and AI feedback systems—reshape semiotic...
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Ms Thủy Trần Thị Hiếu (University of Languages and International Studies, Vietnam National University Hanoi)Professional Development & Research
This study examines how Vietnamese school English teachers use artificial intelligence (AI) in their pedagogical practices and identifies the factors influencing their self-assessed AI pedagogy competency scores. Data were collected through a survey of 1,528 English teachers across all school levels under 31 provincial Departments of Education and Training, recruited by random sampling. The...
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Thị Phương Thảo HuỳnhProfessional Development & Research
This study investigated the effectiveness of game-based digital vocabulary activities using Wordwall in enhancing immediate and delayed vocabulary retention among elementary EFL learners. It also examined learners’ perceptions of using Wordwall in vocabulary learning. The study employed a quantitative-dominant quasi-experimental design involving 72 Grade 3 students from two intact classes at a...
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Anh Nguyen Dac Quynh (Duy Tan University), Ms Hong Van Thi Anh (Duy Tan University)
This study investigates the effectiveness of ChatGPT in improving the content and organization of academic writing among students at Duy Tan University (DTU). A quasi-experimental design was employed involving 64 students who completed academic essays with and without ChatGPT support. Both quantitative and qualitative methods were used to examine changes in students’ writing performance....
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Ta Hung (Sieu Viet Foreign Language Center)Professional Development & Research
Most evidence on gamified language learning comes from older learners and typically measures only immediate recall, leaving open whether gamified gains actually last. This quasi-experiment addresses that gap by focusing on young learners and delayed vocabulary retention. Primary EFL students aged 7-11 at a private language center in southern Vietnam formed two intact groups. The experimental...
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Linh Lưu
For primary English learners, vocabulary is where language study either takes root or quietly stalls and in Vietnamese classrooms, memorizing word lists often does little to hold a child's attention. Gamification promises to change that, but two questions remain unsettled: does it work for learners this young, and does the excitement it generates translate into words learned rather than mere...
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Thi Dieu Linh Pham (Academy of Policy and Development)Agency, Literacy & Assessment
Generative artificial intelligence (AI) tools are increasingly integrated into second language classrooms to provide instant, individualized feedback on spoken performance. However, little empirical evidence exists on whether such technology-mediated feedback benefits learners equitably across proficiency levels, raising concerns that generative AI feedback may inadvertently widen rather than...
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Binh LeEthics & Responsible AI Use
The growing use of generative artificial intelligence (AI) is changing the ways multimodal resources are created and used in English language teaching (ELT). In primary classrooms, where visual and multimodal materials play a central role in supporting children's language development, AI tools offer teachers new opportunities to generate customized learning resources. Despite these...
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Lê Chiến (Long Khanh High School, Dong Nai Province)
The integration of Artificial Intelligence (AI) in teaching reading comprehension skills to 12th-grade students has emerged as an innovative and promising approach to improve academic performance in the 2025 National High School Exam. This initiative explores the effectiveness of AI tools, such as ChatGPT and ReadTheory, in enhancing students' reading comprehension abilities. By personalizing...
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Ngoc PhamLinguistics & Cultural Studies
Abstract: This study looks at how the Red Dao ethnic group is portrayed in the TV drama “Di giua troi ruc ro” (2024) and whether it reinforces or challenges stereotypes. The findings show that the series mostly sticks to traditional stereotypes, especially when it comes to gender roles and socio-economic conditions. Red Dao women are shown as hardworking and resilient but also face early...
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Giang Nguyen (Foreign Trade University)Agency, Literacy & Assessment
Abstract: Pronunciation is essential for EFL students’ spoken communication, especially in academic and professional tasks such as presentations and business meetings. However, first-year students at the Faculty of Business English, Foreign Trade University often have limited opportunities for systematic pronunciation practice in speaking and phonology courses. This study investigates...
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Phụng Nguyễn Thị Khắc (Binh Duong University - Ca Mau Campus)Agency, Literacy & Assessment
Artificial Intelligence (AI) integration in education has brought emerging opportunities, especially in the context of EFL learning. Moreover, strengthening learners’ motivation and self-efficacy toward AI-driven education is key to ensuring effective learning results. This research examines how EFL students engage in self-study through mobile devices and AI-based language learning...
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THANH LOAN VU (FPT University)
Artificial intelligence (AI) is becoming more and more important in English-medium Instruction (EMI) to students as it introduces new ways to access and interact with learning resources. However, there is limited evidence of how AI can help with equitable access to learning resources in EMI settings. The study investigates the impact of AI on students’ access to learning resources and how they...
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Ms Huyen Do Thi (Hưng yên University of Technology and Education)Agency, Literacy & Assessment
The widespread adoption of generative artificial intelligence (GenAI) is reshaping English language education and transforming how university students engage in English language practices. While existing research has primarily examined AI adoption, AI-assisted writing, and AI literacy, limited attention has been paid to the broader social impact of GenAI on students' language practices,...
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Hieu Manh Do (Saigon International University)
Technology and Artificial Intelligence (AI) tools are increasingly used by graduate students to
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support their research writing, particularly for locating academic sources and generating
citations. While these tools can be helpful, uncritical reliance on AI-generated outputs may
lead to problems, including the use of non-credible and irrelevant sources and inaccurate
citations. This... -
Mr Ba Toai Doan (Thanh Dong University)Linguistics & Cultural Studies
The burgeoning advancement of generative artificial intelligence (GenAI), driven by state-of-the-art large language models (LLMs), has triggered a fundamental paradigmatic shift in translational practice and scholarly inquiry, posing profound challenges to the canonical epistemological foundations and methodological paradigms of Translation Studies. Centred on human subjectivity,...
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Mr Ba Toai DoanEthics & Responsible AI Use
The burgeoning advancement of generative artificial intelligence (GenAI), driven by state-of-the-art large language models (LLMs), has triggered a fundamental paradigmatic shift in translational practice and scholarly inquiry, posing profound challenges to the canonical epistemological foundations and methodological paradigms of Translation Studies. Centred on human subjectivity,...
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Huyền Ngọc Lê (Hanoi University of Industry)Ethics & Responsible AI Use
Artificial Intelligence (AI) is believed to facilitate learning and teaching by providing educators and learners with immediate support. In the educational field, AI tools have the potential to transform the way people learn, teach, and research. Despite the benefits of AI tools, many concerns and worries remain. While previous studies have investigated the students’ motivations and concerns...
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Thu Hien Nguyen (Hanoi college for Electro-Mechanics)Agency, Literacy & Assessment
Abstract: The rapid development of generative artificial intelligence (AI) is transforming English language education by offering learners greater access to personalized learning support and immediate feedback. This study explores the implementation of an AI chatbot as a supplementary learning tool in English courses at a Vietnamese higher education institution. The research aims to...
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Ms Bich Dao Vu ThiAgency, Literacy & Assessment
It can be realized that most foreign language learners find writing difficult as it requires them not only to have large vocabulary but also to know how to organize ideas, how to write arguments with evidence and good reasoning to meet the task requirements. Therefore, language learners, especially non-English major students are in need of constructive feedback from their teachers, who...
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Suong Truong (Ngo May Lower and Upper Secondary School)
The rapid advancement of generative Artificial Intelligence (AI) has created new possibilities for language teaching and learning, particularly in task-based and communicative approaches. This paper explores how generative AI can support English as a Foreign Language (EFL) teachers in designing authentic communicative tasks that promote meaningful interaction and language use. The purpose of...
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Cam Tu Le, Giang Huỳnh (HCMC Open University - Vietnam)Agency, Literacy & Assessment
The rapid advancement of artificial intelligence (AI) tools like ChatGPT and Gemini is fundamentally reshaping English language teaching (ELT), yet teacher readiness to navigate this field remains uneven. This study investigates the extent to which EFL teachers perceive themselves as AI-literate and identifies specific self-perceived gaps in their beliefs and confidence. Grounded in the...
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Mr Xuân Anh Lê (Faculty of Graduate Studies, Hanoi University, Hanoi, Vietnam)Professional Development & Research
Despite previous studies examining teachers’ AI-detection strategies and measuring detection accuracy and confidence, qualitative evidence on these dimensions remains limited among Vietnamese novice EFL teachers evaluating IELTS-style argumentative essays. This qualitative study investigated the text-based AI-detection strategies, accuracy, and confidence of three novice EFL teachers...
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Christopher Leslie (Prince of Songkla University, Hat Yai, Thailand)Agency, Literacy & Assessment
Simple requests for help from generative AI (genAI) can lead a tool to perform work that teachers intended to be learning experiences for students. The purpose of this study is to investigate the pedagogical guardrails of commercial genAI tools by examining how they respond when a learner makes requests under different instructional boundaries. Using prompt-based discourse elicitation (PBDE)...
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Robert Steel (DePaul University)Linguistics & Cultural Studies
Generative artificial intelligence is increasingly shaping communication across languages and cultures, yet many classroom applications continue to treat AI as a neutral assistant rather than an active participant in meaning making. This interactive workshop explores how AI can both support and complicate intercultural communication in education. Drawing on principles from virtual exchange and...
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Hiền Dương Thu (University of Languages & International Studies (ULIS))Ethics & Responsible AI Use
Generative AI technology is increasingly becoming an indispensable part of the writing process for EFL students. However, what poses a much more severe threat than plagiarism is when AI-generated text sounds accurate, fluent, and even scholarly; the concept, evidence, or reasoning behind the generated text lacks substance. The current study explores the impact of perceived AI accuracy,...
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Thi Khanh Van Do (FPT University Hà Nội)Ethics & Responsible AI Use
Title
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When students lead feedback: Ethical AI-supported peer assessment in academic writing
Abstract
Peer assessment is widely recognized as an assessment-for-learning practice in second language writing, yet its implementation in higher education often remains inconsistent, raising concerns about feedback quality and fairness in technology-mediated environments. Although AI-supported... -
Uyen Tran (YOLA Educational Institution)Professional Development & Research
When AI can generate an answer in seconds, what should students still be learning? As generative AI reshapes education, teachers have an opportunity not to replace learning with technology, but to redesign learning for deeper thinking. By leveraging AI to support routine cognitive tasks, classroom time can be redirected toward the higher-order thinking that students need most.
This workshop...
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Lương Thị Hiền (Hanoi University of Education), Mr Đoàn Minh SơnLinguistics & Cultural Studies
Kính gửi Ban Tổ chức Hội thảo,
Tôi xin gửi tới Ban Tổ chức bài toàn văn tham dự hội thảo với thông tin như sau:
Tên bài viết: Ứng dụng trí tuệ nhân tạo tạo sinh trong xây dựng bản đồ số tương tác văn hóa - văn học dân tộc thiểu số: Một tiếp cận từ giáo dục dựa vào địa điểm số
Bài viết tập trung trình bày khả năng ứng dụng trí tuệ nhân tạo tạo sinh trong việc xây dựng bản đồ số tương...
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Sa Thi Chau Vu (University of Foreign Language Studies, The University of Da Nang)Professional Development & Research
Teaching speaking skill to big classes has proven to be challenging. This research is to identify an alternative technique for discussion sessions during speaking lessons in big EFL classes so as to maximize students’ interaction time, enhancing their motivation while preparing them better for the future with teamwork and presentation skills. The researcher created and experimented a version...
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Mrs huong nguyen (English teacher)Professional Development & Research
Good pronunciation is necessary in learning English. Instead of listening or mimicking the words, teachers can create another effective way to teach pronunciation so that students can “SEE” and “FEEL “the words visually with NotebookLM. I myself use this way to plan the lesson for my students and they feel very excited about this method.
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First of all, what is “Typographic pronunciation” in... -
Ms Khanh Huyen BuiLinguistics & Cultural Studies
As real-time AI translation increasingly reduces the need for conventional language proficiency in some forms of cross-linguistic communication, a more fundamental question emerges for English language teachers: what is their profession for when translation itself can be technologically mediated? This study explores how novice English language teachers reimagine professional purpose and...
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Hải Anh TrầnLinguistics & Cultural Studies
翻转课堂在越南初级汉语综合课中的教学实践
陈海英
Hà Nội
Email : haianhk14@gmail.com摘要
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本文探讨翻转课堂在越南初级汉语综合课中的应用。采用文献研究法、课堂观察法和实践法，《汉语教程·第一册》第十课《他住哪儿》为例进行教学设计与实践。教学主要包括课前自主学习、课中知识内化和课后知识运用。实践表明，翻转课堂能够提高学生的课堂参与度，增加语言实践机会，有助于发挥学生的主体作用。基于教学实践，本文提出课后学习反馈问卷设计，为教师了解学生学习体验和改进教学提供参考。
关键词：翻转课堂；汉语初级综合课；教学设计；教学实践；课后反馈Abstract
This study explores the application of the flipped classroom model in beginner-level Chinese... -
Hải Anh TrầnLinguistics & Cultural Studies
随着越南汉语教育的不断发展，如何改进教学模式、提高学生的学习主动性和学习效果，已成为汉语教学研究的重要课题。翻转课堂作为一种新型教学模式，通过课前自主学习与课内互动实践相结合，为学生提供了更多自主学习和参与课堂活动的机会，有助于培养学生的思维能力、创造力及信息处理能力。
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本文以河内地区初级汉语综合课为研究对象，探讨翻转课堂教学模式在初级汉语综合课中的应用可行性及具体实施方式。通过文献研究法、课堂观察法和实践法，本文首先分析翻转课堂的基本理念、教学特点及实施原则，并结合初级汉语综合课“精讲多练”、因材施教和培养学生自主学习能力等教学要求，探讨二者之间的契合性。在此基础上，本文进一步设计基于翻转课堂模式的初级汉语综合课教学方案，以期为越南汉语教师开展教学实践提供参考。
本文主要采用文献研究法、课堂观察法和实践法。通过查阅和分析相关文献，梳理翻转课堂的基本理念、教学特点及实施原则；通过...
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