Convention Book - VIC 2020

VietTESOL
INTERNATIONAL CONVENTION 2020

Innovation and Globalization
October 15-16, 2020

CONVENTION BOOK
VietTESOL International Convention 2020

VietTESOL
c ASSOCIATION
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The Vietnamese Association for English Language Teaching and Research, (VietTESOL
Association), is a non-profit socio-professional organization aimed to create a trusted platform
for those who are interested in, and committed to, English Language Teaching and Research. We
are headquartered in Hanoi, Vietnam.
Mission Statement
As a socio-professional organization, VTA is committed to enhancing the quality of English
language education in Vietnam through professional development, dissemination of teaching
expertise and research and information to support and transform practice, policy in ELT, and
community service. In particular, we will be
o Carrying out professional development activities for ELT practitioners in Vietnam,

including but not limited to an annual VietTESOL international convention, regular
workshops, training courses, and webinars to members and non-members, and an open
social media site with online teaching resources;
o Offering research-based consultations on issues related to ELT and cultural studies,
publication of a peer-reviewed academic journal, books, policy papers, research papers
on aspects of ELT, and resources;
o Undertaking policy advocacy work related to activities that influence the decision-
making process, and activities involved in ELT, public education, capacity building,
relationship building, forming networks, and leadership development.
VTA's Motto
"Connecting Teachers, Engaging Communities”
VTA's Core Values
o Professionalism
o Lifelong learning
o Inclusion
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A MESSAGE FROM THE HOST
VietTESOL INTERNATIONAL CONVENTION 2020
Honorable guests, Ladies and Gentlemen,
On behalf of the Organizing Committee, I take great pride to warmly welcome all
international as well as local delegates to VietTESOL International Convention 2020.
VietTESOL International Convention 2020 is an international platform of English

language teachers, researchers, administrators, and enthusiasts to share and
exchange idea and thoughts, experiences, and resources. Also, it is an opportunity
for Vietnamese and foreign practitioners and researchers in the field of English
language teaching to network, to share novel knowledge in teaching and
research profession, and to build a robust community of practices.
With the theme “Innovation and Globalization” represented in 3 strands (Strand 1:

Technology in Language Teaching and Learning, Strand 2: Teaching Methods
and Applied Linguistics, and Strand 3. Professional Development), VietTESOL
International Convention 2020 welcomes and embraces new and contemporary
approaches to innovating English curriculum, teaching methods, testing and
assessment, professional development, technology in language teaching and
learning.
University of Foreign Language Studies is one of the twelve institutional members

of the University of Da Nang. University of Foreign Language Studies - The
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University of Da Nang (UD-UFLS)
c offers courses on popular foreign languages,
International Studies, Oriental Studies and Vietnamese Language and Culture. As
cn
one of the three state-owned universities specializing in foreign language studies of

Viet Nam, UD-UFLS has become one of the first nine universities granted the
Certification of Education Quality by the Viet Nam National University Center for
Education Accreditation, in accordance with the Decision No. 64/QD-KDCL on
October 14, 2016. In continuance of the success of VietTESOL International
Convention 2019, this year, we have the privilege to be chosen the host for
VietTESOL International Convention
2020 by the esteemed Viet Nam Association of English Language Teaching and
Research, an affiliation of the Linguistics Society of Viet Nam, and the National
Foreign Language Project, the Ministry of Education and Training.
VietTESOL International Convention 2020 is organized in commemoration of

two important and joyous events: 25th Anniversary of Vietnam -
US bilateral relations and
35th Anniversary of UD-UFLS Foundation. Viet Nam and the United States have
become friends and comprehensive partners in all areas after twenty-five years of
the normalization of relations and establishment of formal diplomatic ties between
the two nations. The tireless efforts from the two countries, and especially the two
peoples, have seen the relationship between Vietnam and the United States grow
in both breadth and depth across all areas and levels, in the true spirit of a
comprehensive partnership. After thirty-five years of establishment and
development, UD-UFLS has become a center for doing research in languages and
foreign cultures, serving socio-economic development of the Central and
Highlands region as well as the whole country. In recent years, UD-UFLS has
enhanced the cooperation with reputable international organizations, foreign
institutions, and universities worldwide. UD-UFLS has also become a venue for
successful international conferences.
Due to the COVID-19 pandemic, VietTESOL International Convention 2020 is now

adopting a fully online format instead of the traditional one, which is an
unprecedented fact in the history of VietTESOL International Convention series.
UD- UFLS takes this challenge as a great opportunity since we have strong support
from the co-organizers and partners: the VietTESOL Association, the National
Foreign Language Project, the Regional English Language Office, U.S. Embassy
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in Ha Noi, Fulbright Program c in Viet Nam, EducationUSA Advising Center, and from
the diamond sponsors: Oxford University Press – ELT Division, Pearson, My Bridge
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Education Company Limited, and IIG Viet Nam Joint Stock Company. Without their

generosity, close collaboration, and outstanding work, we would not be able to
create a meaningful environment to support your full participation.
All the members of the organizing committee and staff have also been working
very hard. We would like to thank them for their dedication, time, and efforts.
I also take this chance to express my appreciation to my colleagues from all

faculties and functional departments in the University for great contributions to
the organization of the conference.
Here, we come from different backgrounds, from various countries with differing
systems, from the same country but different institutions, carrying out different
functions. However, I believe that we share something in common, a desire to
learn from one another. Thank you all for your presence and participation. You are
the very important part of the success of the convention.
Let me now close by wishing you a delightful and successful VietTESOL

International Convention 2020.
Associate Professor Dr. Tran Huu Phuc

Rector
University of Foreign Language Studies - The University of Da Nang
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TABLE OF CONTENTS
ABOUT VIETTESOL ASSOCIATION .................................................................... i

WELCOME MESSAGE ............................................................................................ ii
TABLE OF CONTENTS .......................................................................................... v
ACRONYMS IN ABSTRACTS AND BIODATA .................................................. vi
SPONSORS .............................................................................................................. vii
ORGANIZING COMMITTEE ................................................................................. viii
VOLUNTEERS AND SUPPORTERS ..................................................................... ix
KEYNOTE SPEAKERS ........................................................................................... xiv
FEATURED SPEAKERS ......................................................................................... xxiii
CONVENTION PROGRAMME .............................................................................. xxx
ABSTRACTS FOR CONVENTION SESSIONS .................................................... 1
INFORMATION OF SPONSORS ............................................................................ 61
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ACRONYMSc IN PROPOSALS AND BIODATA
ANOVA cn
Analysis of Variance (statistics)
ASEAN Association of Southeast Asian Nations
BA, BEd, BSc Bachelor of Arts, Bachelor of Education, Bachelor of Science
CALL Computer Assisted Language Learning
CELTA Certificate in English Language Teaching to Adults
CLIL Content and Language Integrated Learning
CLT Communicative Language Teaching
DELTA Diploma in English Language Teaching to Adults
EAP English for Academic Purposes
EFL English as a Foreign Language
EIL English as an International Language
ELF English as a Lingua Franca
ELT English Language Teaching
EOP English for Occupational Purposes
ESL English as a Second Language
ESP English for Specific Purposes
iBT (TOEFL) Internet-based Test
ICT Information and Communication Technology
IELTS International English Language Testing System
L1 First Language
L2 Second Language
MA, MEd Master of Arts, Master of Education
NGO Non-Government Organisation
NNEST Non-Native English Speaker Teacher
PhD Doctor of Philosophy
SLA Second Language Acquisition
TEFL Teaching English as a Foreign Language
TESL Teaching English as a Second Language
TESOL Teaching English to Speakers of Other Languages
TOEFL Test of English as a Foreign Language
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c SPONSORS
The Organizing Committee ofcn VietTESOL International Convention 2020 would like to express
our thanks to all the sponsors for their expertise and financial support. We honorably take the opportunity

to express our deepest appreciation to University of Foreign Language Studies, the University of Danang
- the host institution. The convention would not have been possible without their administrative, logistic
and organizational support.
Strategic partners
Diamond Sponsors
Gold Sponsors
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STEERING
c COMMITTEE
Prof. Dr. Nguyen Hoa President of VietTESOL Association
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Assoc.Prof. Dr. Tran Huu Phuc Rector

University of Foreign Language Studies, the University of Danang
Assoc.Prof. Dr. Nguyen Lan
Vice- president - Linguistic Society of Vietnam
Trung
Assoc.Prof. Dr. Phan Van Hoa Vice-president of VietTESOL Association
Dr. Hoang Ngoc Tue Director of Secretary Board - VietTESOL Association

Dr. Nguyen Thi Huong Deputy of Secretary Board - VietTESOL Association
Director
Ms. Nguyen Thi Mai Huu
National Foreign Languages Project Management Board
Assoc.Prof. Dr. Nguyen To Vice-Director

Chung National Foreign Languages Project Management Board
Vice-Director
Mr. Tran Trong Hung
National Foreign Languages Project Management Board
Assoc.Prof. Dr. Nguyen Van Vice-rector

Long University of Foreign Language Studies, the University of Danang
Vice-rector
Dr. Huynh Ngoc Mai Kha
Vice-rector
Dr. Dao Thị Thanh Phuong
ORGANIZING COMMITTEE
Dr. Nguyen Thi Huong Deputy of Secretary Board - VietTESOL Association
Mr. Le Thuy Duong Regional English Language Office, US Embassy, Vietnam
Mr. Bui Nguyen Khanh VietTESOL Association
Ms. Nguyen Thi Lan Huong VietTESOL Association
Mr. Khoa Anh Viet VietTESOL Association
Ms. Nguyen Bich Tram VietTESOL Association
Mr. Vu Ngọc Tung VietTESOL Association
Assoc.Prof. Dr. Nguyen Thi
Quynh Hoa
Ms. Phan Thi Yen University of Foreign Language Studies, the University of Danang
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Ms. Pham Thi Thu Huong University
c of Foreign Language Studies, the University of Danang
Ms. Le Thi Phuong Loan University
cn of Foreign Language Studies, the University of Danang
Dr. Le Thi Giao Chi University of Foreign Language Studies, the University of Danang

Dr. Nguyen Huu Quy University of Foreign Language Studies, the University of Danang
Dr. Nguyen Huu Binh University of Foreign Language Studies, the University of Danang
Ms. Nguyen Thi Ngoc Linh University of Foreign Language Studies, the University of Danang
Mr. Le Duy Bao University of Foreign Language Studies, the University of Danang
Ms. Ho Thi Thuc Nhi University of Foreign Language Studies, the University of Danang
Ms. Hoang Ha University of Foreign Language Studies, the University of Danang
Mr. Nguyen Thai Trung University of Foreign Language Studies, the University of Danang
Ms. Vu Thi Chau Sa University of Foreign Language Studies, the University of Danang
Mr. Le Huu Bao Nguyen University of Foreign Language Studies, the University of Danang
Ms Chau Nguyen Huong Tra National Foreign Languages Project Management Board
Ms. Vu Thi Lua National Foreign Languages Project Management Board
Ms. Nguyen Thi Thu Ha National Foreign Languages Project Management Board
VOLUNTEERS AND SUPPORTERS
VietTESOL International Convention 2020 Organizing Committee would like to show our
appreciation to all the volunteers and supporters who have contributed countless time, efforts and other
resources to holding the event. They have made the convention academically diverse and inclusive,
creating a fabulous event for all the stakeholders in English language education in Vietnam. It is a pleasure
to acknowledge the contribution of the following active scholars, professionals and responsible staff.
Convention Program Team

Le Thuy Duong Regional English Language Office, US Embassy, Vietnam
Nguyen Thi Huong Hanoi University of Industry, Vietnam
Bui Nguyen Khanh University of Georgia, USA
Nguyen Thi Lan Huong University of Languages and International Studies, VNU Hanoi, Vietnam
Khoa Anh Viet University of Languages and International Studies, VNU Hanoi, Vietnam
Nguyen Thi Quynh Hoa University of Foreign Language Studies, the University of Danang, Vietnam
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Reviewing Team
Ph.D. Candidate Bui Nguyen Khanh cn
University of Georgia, USA
Ph.D. Student Vu Ngoc Tung University at Albany – State University of New York, USA
Dr. Nguyen Duy Linh Roi Et Rajabhat University, Thailand

Dr. Le Nhan Thanh Quy Nhon University, Vietnam
Dr. Dang Tan Tin HCMC University of Technology and Education, Vietnam
Dr. Bui Thi Ngoc Thuy Hanoi University of Science and Technology, Vietnam
Dr. Nguyen Thi Thom Thom University of Languages and International Studies, VNU Hanoi,
Vietnam
Dr. Vo Thi Kim Anh University of Foreign Language Studies, the University of Danang
Dr. Nguyen Duc Chinh University of Foreign Language Studies, the University of Danang
Dr. Pham Thi To Nhu University of Foreign Language Studies, the University of Danang
Dr. Nguyen Bich Dieu University of Foreign Language Studies, the University of Danang
Mr. Nguyen Huu Anh Vuong, M.A University of Foreign Language Studies, the University of Danang
Mentoring Team
Ta Thi Mai Huong Thai Nguyen University of Economics and Business
Administration, Vietnam
Hoang Thi Thanh Hoa University of Languages and International Studies, VNU Hanoi,
Vietnam
Nguyen Thuy Linh School of Foreign Languages - Thai Nguyen University, Vietnam
Bui Thi Lien Ngo Gia Tu High School, Daklak, Vietnam
Le Thi Thu Mai National Economics University, Vietnam
Tran Thi Thuy Duc Hop Upper-High School, Hai Duong, Vietnam
Nguyen Van Thinh Thai Nguyen University of Economics and Business
Administration, Vietnam
Nguyen Thi Bich Tram Talk Online - English Language Center - Hanoi, Vietnam
Communication Team
Le Thuy Duong Regional English Language Program, US Embassy, Vietnam
Nguyen Thi Bich Tram Talk Online - English Language Center, Hanoi, Vietnam
Nguyen Thi Lan Huong University of Languages and International Studies, VNU Hanoi,
Vietnam
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Nguyen Thi Huong c Hanoi University of Industry, Hanoi, Vietnam
Dinh Thi Thai Ha cn Luong Son Secondary School, Hoa Binh, Vietnam
Duong Thuy Linh Student - Hanoi University of Science and Technology, Vietnam

Nguyen Hong Hanh Student - University of National Economics, Vietnam
Nguyen The Son VietTESOL supporter
Pham Van Duc Hanoi University of Industry, Hanoi, Vietnam
Le Duc Hanh Hanoi University of Industry, Hanoi, Vietnam
Le Thi Phương Lan Hanoi Univerisity of Water Resources, Hanoi, Vietnam
Nguyen Huu Quy University of Foreign Language Studies, the University of Danang
Nguyen Luu Diep Anh University of Foreign Language Studies, the University of Danang
Technical Team
Le Thuy Duong Regional English Language Office, US Embassy, Vietnam
Pham Van Duc Hanoi University of Industry - Hanoi, Vietnam
Nguyen Chien Thang Hanoi University of Industry - Hanoi, Vietnam
Nguyen Thi Huong Hanoi University of Industry - Hanoi, Vietnam
Khoa Anh Viet University of Languages and International Studies, VNU Hanoi,
Vietnam
Nguyen Thi Lan Huong University of Languages and International Studies, VNU Hanoi,
Vietnam
Nguyen Huu Binh University of Foreign Language Studies, the University of Danang
Nguyen Van Hong Quang University of Foreign Language Studies, the University of Danang
Tran Van Truong University of Foreign Language Studies, the University of Danang
Vo Van Phu University of Foreign Language Studies, the University of Danang
Phan Quoc Vi University of Foreign Language Studies, the University of Danang
Vo Thi Kim Anh University of Foreign Language Studies, the University of Danang
Nguyen Huu Anh Vuong University of Foreign Language Studies, the University of Danang
Le Thi Phuong Loan University of Foreign Language Studies, the University of Danang
Ho Thi Thuc Nhi University of Foreign Language Studies, the University of Danang
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Sponsorship Team
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Nguyen Thi Huong Hanoi University of Industry, Hanoi, Vietnam

Le Thuy Duong Regional English Language Program, US Embassy, Vietnam
Hoang Phuong Hanoi University of Science and Technology, Vietnam
Moderator Team
Le Thi Hoai Diem University of Foreign Language Studies, the University of Danang
Nguyen Thi Huynh Loc University of Foreign Language Studies, the University of Danang
Le Huu Bao Nguyen University of Foreign Language Studies, the University of Danang
Tang Thi Ha Van University of Foreign Language Studies, the University of Danang
Pham Thi Thu Huong University of Foreign Language Studies, the University of Danang
Tran Van Thanh University of Foreign Language Studies, the University of Danang
Pham Ngoc Ha My University of Foreign Language Studies, the University of Danang
Tran Quynh Tram University of Foreign Language Studies, the University of Danang
Tran Thi Ngoc Hoa University of Foreign Language Studies, the University of Danang
Nguyen Hong Nam Phuong University of Foreign Language Studies, the University of Danang
Nguyen Thi Thanh Thanh University of Foreign Language Studies, the University of Danang
Tran Thi Thuy Oanh University of Foreign Language Studies, the University of Danang
Ho Le Minh Nghi University of Foreign Language Studies, the University of Danang
Nguyen Dang Nguyen Phuong University of Foreign Language Studies, the University of Danang
Thanh Nguyen University of Foreign Language Studies, the University of Danang
Hoa Tran University of Foreign Language Studies, the University of Danang
Huong Pham University of Foreign Language Studies, the University of Danang
Tai Pham University of Foreign Language Studies, the University of Danang
Nguyen Le University of Foreign Language Studies, the University of Danang
Loc Nguyen University of Foreign Language Studies, the University of Danang
Trinh Hong Linh University of Languages and International Studies, VNU Hanoi,
Vietnam
Lưu Ngoc Ly University of Languages and International Studies, VNU Hanoi,
Vietnam
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Tran Thi Bich Ngoc University of Languages and International Studies, VNU Hanoi,
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Vietnam
Phung Thi Minh Ngoc
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University of Languages and International Studies, VNU Hanoi,
Vietnam
Nguyen Thi Thu University of Languages and International Studies, VNU Hanoi,
Vietnam
Bui Thi Minh Trang University of Languages and International Studies, VNU Hanoi,
Vietnam
Dao Thi Van Hong University of Languages and International Studies, VNU Hanoi,
Vietnam
Dinh Thu Hien University of Languages and International Studies, VNU Hanoi,
Vietnam
Nguyen Nguyet Minh University of Languages and International Studies, VNU Hanoi,
Vietnam
Nguyen Dieu Ngoc Posts and Telecommunications institute of Technology, Hanoi
Giang Thi Trang University of Languages and International Studies, VNU Hanoi,
Vietnam
Nguyen Thi Thu Thao University of Languages and International Studies, VNU Hanoi,
Vietnam
Pham Thi Tai University of Languages and International Studies, VNU Hanoi,
Vietnam
Khac Thi Anh Tuyet University of Languages and International Studies, VNU Hanoi,
Vietnam
Nhu Dinh Ngoc Anh NOVAUni
Nguyen Phuong Anh University of Languages and International Studies, VNU Hanoi,
Vietnam
Nguyen Van Thinh Thai Nguyen University of Economics and Business
Administration
Pham Ngoc Duc National Institute of Education Management
Vu Ngoc Tung University at Albany – State University of New York, USA
Nguyen Thi Bich Tram Talk Online - English Language Center, Hanoi, Vietnam
Nguyen Thi Lan Huong University of Languages and International Studies, VNU Hanoi
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VietTESOL
KEYNOTE SPEAKERS
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Keynote speaker: Nguyễn Thị Thu
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Hướng
Email: ntthhuong@ufl.udn.vn
Affiliation: University of Foreign Language Studies,
the University of Danang
Mobile phone: (+84)787582425
Huong Nguyen is a lecturer and a Vice Dean of the Faculty of English, University of
Foreign Language Studies - the University of Danang (UFLS-UD). In 2006, she obtained
her M.A. degree in TESOL from the University of Queensland where she did Ph.D. in
Applied Linguistics and Translation Studies from 2014-2018 on Endeavour Postgraduate
Scholarship (Prime Minister's Award). Her past research interest was related to the
application of translation criticism in translation classes in foreign language contexts in
enhancing students’ translation skills and critical thinking. Her PhD thesis focuses on
how consciousness-raising, a principle in second language acquisition, works in teaching
translation as part of a Tertiary English Major Program in Vietnam. Her other interests
include translation strategies and reader’s reactions. She has memberships of QATESOL
(Queensland Association of Teachers of English to Speakers of Other Language) and
AUSIT (The Australian Institute of Interpreters or Translators Inc.)
Presentation Title: TEACHING TRANSLATION IN THE TERTIARY ENGLISH

MAJOR PROGRAM - INSIGHTS FROM PROFESSIONAL TRANSLATOR
TRAINING
Abstract:
Translation has made a comeback with its positive impact on students’ language
performance. Nevertheless, the results of the use of translation are still limited compared
to other types of language exercises, which should be related to structural and behaviorist
approaches to translation. Translation courses are usually part of the Tertiary English
Major Curriculum, which aims to improve students’ knowledge and skills in English and
translation skills. Against the backdrop of limited translation teaching in Vietnam, this
report presents the adoption of a functional approach to translation in translation teaching
and introduces insights from professional translator training to develop students’
language and translation competences. The first part of the report illustrates the
effectiveness of the functional approach to translation which was evaluated through a
contrastive examination of a qualitative analysis of students’ written and spoken
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reflections on the translation tasks
c and students’ translation solutions to some selected
source text items both before and after translation workshops on aspects of the translation
process (text analysis, translationcn strategies, and reflection). The study carried out at the
University of Foreign Language Studies - the University of Da Nang (UFLS-UD) found
that after the workshops, the students’ awareness of the translation process was enhanced
in terms of their more frequent mentions of non-linguistic translation problems, their
broadened repertoire of translation strategies, and their reflections on the notions of
“accuracy” and/or a “good” translation from a functional perspective. At the same time,
the students were able to widen their understanding of language and the features that
influence the translation process. It was noted that after the workshops, the students’
increased awareness of the translation process and communicative aspects of language
use positively affected their informed and functionally appropriate translations as well as
developed their confidence in translating and independence as learners. The second part
of the report discusses practical implications in the teaching of language and translation
including the adoption of a communicative view of language and translation, text
analysis, text selection, translation briefs, process-based and project-based approaches as
well as translation evaluation.
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Keynote speaker: Dr. Mary Shepard Wong

Email: mwong@apu.edu
Affiliation: Global Studies, Sociology & TESOL Department at Azusa Pacific
University
Dr. Mary Shepard Wong is a two-time Fulbright Scholar (The Chinese University Hong
Kong 2012-2013; Yangon University 2015-2016) and Principal Investigator of two
grants commissioned by the Hong Kong Government’s Education Bureau to evaluate the
Native English Teacher Schemes in Hong Kong’s primary and secondary schools (2015-
2017). She has conducted 145 presentations and has several publications including three
edited books, two with Routledge, one with Multilingual Matters, and a fourth edited
volume under contract with Bloomsbury. She also has published an ESL textbook with
Cambridge University Press. She has developed and led four study abroad programs in
Thailand and Myanmar. Her publications and research include the issues for Non-native
English language speaking teachers, peace building and gender inequality in education,
reform in teacher education in Myanmar, action research, professional
development, and the intersections of spirituality / religion and English language
teaching. She holds a doctorate in International & Intercultural Education (University of
Southern California), master degrees in East Asian Languages and Cultures (University
of California at Los Angeles) and Teaching English to Speakers of Other Languages
(Azusa Pacific University). She is Professor in the Global Studies, Sociology & TESOL
department at Azusa Pacific University in southern California, where she directs the
field-based TESOL program and currently serves as the Interim Associate Dean of the
College of Liberal Arts and Sciences for Graduate Programs and Research. She has
taught ESL and been in teacher education for over 40 years in the U.S., China, Thailand,
and Myanmar. She and her husband live in Pasadena, CA and have two grown
children and one grandchild.
Presentation Title: ENHANCING ENGLISH TEACHING BY OPTIMIZING THE
USE OF VIETNAMESE IN K-12 CLASSROOMS USING ACTION RESEARCH
Abstract:
Potential benefits of teachers using principled, strategic use of Vietnamese in K-12
English classrooms in Vietnam include enhanced student learning, improved motivation,
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and positive identity formation. c Translanguaging pedagogies acknowledge and draw
upon the full language repertoire of students to improve learning and support social
justice goals that value students’cn identity. While maximizing exposure to English is still
an important goal in ELT, a parallel
goal is to optimize the strategic use of L1. How do
we raise teachers’ “language awareness” of their use of L1 in the classroom to be more
strategically applied through robust reasoning? After defining and providing a brief
rationale for translanguaging (the “what” and “why”), the presenter will discuss how
action research can be used to explore effective ways (the “how and
when”) of translanguaging. Action research is the process of systematically collecting
and analyzing data in multiple cycles to respond to a particular question. It puts teachers
at the center of the inquiry as an active agent in the process of discovering and applying
new ways of teaching and learning to better meet the needs of their students. Action
research is an ideal tool to empower Vietnamese teachers to move beyond being
“teaching machines” to use "adaptive expertise" to transform teaching (ETCF Users’
Guide, p. 8). This session will outline ways teachers can avoid too little, too much, and
the unexamined use of L1, exploring the question “How does my use of Vietnamese in
my English class impact my students’ learning and identity formation?”
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Keynote speaker: Dongping Zheng

Email: zhengd@hawaii.edu
Affiliation: Department of Second Language Studies at the University of Hawai‘i at
Mānoa
Dongping Zheng is an associate professor in the Department of Second Language Studies
at the University of Hawaii at Mānoa. Her research, teaching and service can be
holistically described as interdisciplinary and multifaceted in cutting edge methodologies
and technologies. She envisions her contribution to education, particularly language
education, as helping broaden global citizens to become steeped in the mutual cultivation
of the East and the West perspectives. Her projects can be characterized by a good
marriage of scientific evidence-based research and humanity enhancement that is
community-centered, diversity-minded, and ecology-balanced. She studies how to design
distributed language learning environments to foster a (trans)languaging skilled linguistic
action that has a positive effect in environmental awareness, caring, creativity and
bilingual development. Relationally, her service to the local and international
communities is informed by her philosophy of intentional cultivation of linguistic and
cultural diversity of all ages. She has developed and designed multiple technological
enhanced curricula which resulted from design-based research projects. Her work has
gained international recognition as evidenced in a dozen seminal journal articles, leading
the field of language learning and technology in theory, practice and methodological
advancement. She has also gained an international reputation by providing services,
giving numerous invited talks internationally and serving in international academic
societies and organizations.
Presentation Title: CREATING TRANSLANGUAGING SPACES FOR SKILLED

LINGUISTIC ACTION
Abstract:
“Translanguaging is an approach to the use of language, bilingualism and the education

of bilinguals that considers the language practices of bilinguals not as two autonomous
language systems as has been traditionally the case, but as one linguistic repertoire with
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features that have been societallyc constructed as belonging to two separate languages”
(García and Li, 2014, p. 2). From the ecological perspective new weight falls on
capacities for skilled linguistic cn
action. This includes two aspects: ostensive action, and
reflecting on wordings in critical and exploratory ways (also using translation, web-
resources, dictionaries and scientific reference). Learners can engage in skilled linguistic
action in translanguaging instinct without being perceived as lacking L2 competencies.
Using translanguaging space, at once, learners can engage with others in careful use of
wordings (asking clear questions, grasping points, taking perspectives), in effective use
of genres in various media (including the creation of documents), in drawing on data
(including textual and multimodal data), in close reading; and in face-to-face and person
centred activities that involve skills like imagining, planning, spelling out, thinking
through, arguing, synthesising, challenging etc.
In this keynote speech, translanguaging will be traced to sociolinguistic, second language

development and language science perspectives to give a theoretical grounding of using
L1 in L2 learning and instruction. Suggestions for how to implement theory of
translanguaging practice are provided based on evidence found in empirical design-based
research studies. Roles of teachers and learners, curriculum development, pedagogy, as
well as translanguaging space design with/without technologies will also be discussed.
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Keynote speaker: Dr. Julie Ciancio
Email: Julieciancio@westcliff.edu
Affiliation: Dean of the College of Education and Dean of International Development

at Westcliff University in Irvine, California, USA
Dr. Julie Ciancio has published numerous articles, conducted professional development
workshops, and teacher training workshops on TESOL, entrepreneurship, soft skills, and
international education around the world. She was a teacher at a bi-national center,
university professor, and teacher trainer during the 13 years she lived in Brazil, where she
also completed her Master’s in Applied Linguistics and Ph.D. in Social Psychology from
the University of Brasilia (UnB), during which time she conducted research on the
influence of acculturation on second language acquisition. She has been a Senior English
Language Fellow in India, an English Language Specialist in India and Venezuela, and a
Fulbright Scholar in Spain and Colombia through the United States State Department.
She was an adjunct faculty member in the California State University, San Bernardino
College of Education for 10 years. Currently, she is the Dean of the College of Education
and Dean of International Development at Westcliff University in Irvine, California,
where she oversees the Intensive English, General Education, Bachelor’s in Education,
MATESOL, and TESOL Certificate programs, as well as the development of new
programs, such as the EdD and Teacher Credential Programs, in the College. Moreover,
she is primarily responsible for the internationalization of the institution by setting up
transnational educational opportunities through: Affiliate Institutions, international
collaboration, student mobility articulation agreements, university-corporate associations,
faculty and student exchange programs, joint research opportunities, joint and dual
degrees, in-bound and out-bound study abroad opportunities, summer camps, as well as
short-term customized programs.
Presentation Title: REIMAGINING ENGLISH AS AN ADDITIONAL

LANGUAGE: IMPLICATIONS IN THE ONLINE GLOBAL CLASSROOM
Abstract:
Are you looking for a dynamic way to increase language acquisition, stimulate
productive and receptive skills, and enrich knowledge that is deeper and connects what is
learned in the classroom to the world beyond it? If so, become a community of learners
during this plenary session where you will explore how educators are reimagining
xxi

English as an Additional languagec (EAL) utilizing online platforms. Celebrate home
languages, cultures, and multilingualism while actively engaging students in their
learning process by leveraging cn innovation and globalization for the 21st century. The
global nature of society and the fast pace of advancing innovation demands that students
actively learn through and apply technology. Native speaker norms are being challenged
by teachers around the world and acknowledging learners’ skills in their home language
is essential to learn English effectively. When you share a first language with your
students, you can enrich the classroom environment by fostering meaningful language
interactions which reflect the use of multilingual teaching practices in an online
environment. Through highlighting the academic skills pivotal to success and adapting to
the online learner, attendees will be able to boost access to English without dismissing
the richness of socio-cultural and linguistic assets brought into the classroom by EAL
learners. Ultimately, language and culture are intertwined, you will be empowered and
inspired to take action and transform your online classroom.
xxii

c
cn

VietTESOL
FEATURED SPEAKERS
xxiii

c
cn
Featured speaker: Dr. Nguyen Thu Le Hang

Email: hang.nguyenthule@gmail.com
Affiliation: University of Languages and International
Studies, Vietnam National University, Hanoi
Hang Nguyen is a senior lecturer and the head of the Fast-track (BA Honors) program,
Faculty of English Language Teacher Education, ULIS-VNU, Hanoi, Vietnam. She has
expertise in TEFL, teacher education and project management. Her professional interests
include innovative education and quality assurance. She can be reached at
hang.nguyenthule@gmail.com.
Presentation Title: DEVELOPING AN IN-SERVICE TRAINING PROGRAM TO

INSPIRE LANGUAGE TEACHERS AS EDUCATORS
Abstract:
This speech reports on an initiative to innovate the in-service training activities at the
university level. The theoretical and empirical studies underlying this program includes
Design Thinking which has been widely applied at various international universities; the
Active Citizen and Social Enterprises training program by the British Council; and the
Initiative, Innovation and Creativity in Education systems by Israeli Gordon University.
The program is designed to help university language teachers to first of all identify
themselves, their own strengths and potentials, as well as their core values. Then, the
teachers learn to build a community of practice through personal and professional
empathy and connection with others. In the last module of the program, the teachers
leverage their collaboration and problem-solving skills to explore their transformational
leadership capacity, and how to apply that in their teaching to inspire their students to
strive above and beyond restrictions. The program is conducted in an interactive and
task-based format in which young and inexperienced teachers team up with senior ones,
together they learn through experiences, reflections and conceptualization. The speaker
will also share the feedback of the participants at the end of their short but meaningful
journey to germinate their “inspiring educator” identity.
xxiv

Featured speaker: Dr. Danny Glick
c
Email: dannyg@edusoftlearning.com
cn
Affiliation: Director of Pedagogical
Implementation at Edusoft, a subsidiary of ETS,
where he leads a team of EdTech implementation specialists.
For the past 20 years, he has helped ministries of education and

higher education institutions in 35 countries to successfully
transition from traditional instruction to online learning. Dr.
Danny Glick is also a Research Affiliate at the University of
California, Irvine’s Online Learning Research Center where he
explores ways to improve student persistence and performance
in online courses using early warning systems and light-touch
interventions.
He is a former visiting scholar at the University of California, Irvine’s School of

Education where he investigated the effects of blended learning on the achievement of
low-income students. Dr. Glick holds a Ph.D. in Learning Technologies and a Master’s
degree in Curriculum & Instruction, and has presented and published on topics including
early warning systems, targeted interventions, and student persistence in online courses.
He is the editor of Early Warning Systems and Targeted Interventions for Student
Success in Online Courses.
Presentation Title: MANAGING THE SHIFT FROM FACE-TO-FACE TO
DISTANCE LEARNING
Abstract:
A growing number of institutions are moving to fully distance courses due to the
COVID-19 crisis. As a result, teachers and administrators are forced to make significant
program-related, content-related, and teaching-related changes to their English programs.
To support institutions and teachers who are implementing a shift from face-to-face to
distance learning, the presenter will discuss the implementation challenges of distance
learning education for students and teachers, as well as techniques to provide structure,
social interaction and incentives in distance learning. In addition, the presenter will
review best practices for successful synchronous teaching. Finally, participants will
experience sample communicative activities synchronously, as students, and discuss
flipped learning methodology for synchronous learning.
xxv

Featured speaker: Pablo Garcíac Gómez
Email: pggomez@ets.org cn
Affiliation: Assessment Specialist
in the Assessment, Learning, and Technology
Division (ALTD) at Educational Testing Service (ETS).
A psychologist graduated from the University of Buenos Aires,

Argentina, Pablo has extensive experience in education and in
English and Spanish language teaching and assessment. He also
holds a Master’s degree in Education and English Language
Teaching from the University of Manchester (UK).
Since he joined ETS, Pablo has been involved in the design and
development of language tests such as TOEFL iBT, TOEIC, EL
Teach, and TOEIC Bridge, among others, and he has designed and implemented a
number of teacher-training and train-the-trainer programs such as the TOEFL and TOEIC
Propell workshops.
Pablo has been part of numerous research initiatives and collaborations for the design of
innovative language learning tools, assessment programs, and professional development
courses. Pablo lives in Princeton, New Jersey, and in his free time he teaches Argentine
Tango.
Presentation Title: USING SELF ASSESSMENT AS A PART OF ASSESSMENT

FOR LEARNING
Abstract:
Given the effort required to compose detailed feedback for all students, it is
unsurprising that some instructors provide evaluative comments on student work only
following the completion of a project or course. Unfortunately, this provides learners
with little opportunity to improve from the feedback they receive. By ensuring
continuous feedback throughout the learning process, instructors can help learners to
recognize the areas on which they need to focus within their course of study.
In contrast to the traditional emphasis on teacher-student feedback, one of the strategies

of Assessment for Learning (AfL) is to immerse students in an environment of on-going
descriptive feedback, where self-assessment is an integral part of the process. Students
xxvi

who are engaged in a cycle of c formative feedback are equipped with an updating map
that continuously recalculates where students are now and where they are going next.
cn
The primary objective of the session
is to provide attendees with practice in incorporating
student self-assessment in their classrooms. Participants will first consider the context of
successful formative feedback, including preparing students by clarifying learning
expectations and associated rubrics. The audience will then practice playing the roles of
student and teacher so as to gain insight into each perspective. In the role of the learner,
session participants will use examples of learning expectations and rubrics to practice
self-assessment activities. In the role of the educator, participants will use a checklist to
evaluate their own approach to providing feedback to.
xxvii

c
cn
Featured speaker: Mike Mayor
Email: mike.mayor@pearson.com
Affiliation: Global Scale of English at Pearson
Mike Mayor is Director, Global Scale of English at Pearson. In this role, Mike
heads up research into creating audience-specific learning objectives aligned to the
Global Scale of English, working with Content teams to ensure that these learning
objectives underpin all new products and services. On leaving university, Mike worked
as a teacher of English in France before entering the world of publishing as a
lexicographer. Mike joined Pearson in 2003 and headed up the dictionaries list until his
move to the Global Scale of English in 2013.
Presentation Title: HOW TO USE THE GLOBAL SCALE OF ENGLISH: AN
END-TO-END SOLUTION TO SUPPORT TEACHING AND ASSESSMENT
Abstract:
The Global Scale of English (GSE) is an extension of the CEFR for English, with
hundreds more Can-Do statements to address the needs of a wider range of learners.
Critical to the project has been the development of tools and resources to support teachers
in implementing the GSE (and the CEFR) in their day-to-day teaching.
This session will explore the GSE framework, showcasing the tools and resources that
are freely available online to support teaching and assessment in the classroom.
xxviii

c
Featured speaker: Joon Lee
cn
Email: joon.lee@oup.com

Affiliation: Oxford University Press Asia
Joon Lee has taught a variety of students in the EFL and ESL
community ranging from kindergarten to university students
and business professionals. He has held positions as an
Academic Director, Content and Curriculum Developer, and
Academic Advisor in his near 15 years of experience in Asia.
He holds great respect for educators and administrators who
show passion towards nurturing a learner’s path to success.
Presentation Title: FUNDAMENTALS OF TEACHING ONLINE

Abstract:
Whether face-to-face or in a digital classroom, good teaching is good teaching. As a
trained educator, many skills and strategies in your existing ‘teaching tool-box’ can be
applied to teaching online, whatever digital platforms or programs you may choose (or be
asked) to use. As a trained language educator, you already know how to engage and
motivate your students while providing opportunities to practice and apply English. The
key is to find the right combination and approach to take these skills for a successful,
digital delivery. In our session, we will first look at the fundamentals of online teaching.
This will include the various options and settings ‘online teaching’ has to offer. We will
then examine and clarify each option brings, and possible challenges teachers may face.
Finally, we will explore sample tools and resources which can be used to create effective
communicative – and even multisensory – activities for your students.
xxix

VIRTUAL VietTESOL
c INTERNATIONAL CONVENTION 2020
cn
PRE-CONVENTION

WORKSHOP SCHEDULE
Thursday, October 15th, 2020
Number of
Time Session Venue
Sessions
7.00 AM - 7.40 AM Check-in Dryfta
Dryfta
7.40 AM - 8.00 AM Opening Ceremony 01
Livestream
8.00 AM - 8.10 AM Break and Transition
Parallel 120-minute
8.10 AM - 10.10 AM Zoom 03
Pre-convention Workshops
INITIATIVES IN TEACHING
RE-THINKING
AND LEARNING ENGLISH
TEACHERS’
APPLICATION OF MIND FOR TOURISM
DIGITAL COMPETENCE
MAPPING TECHNIQUES AT UNIVERSITY OF FOREIGN
AS A FACTOR FOR
IN EFL CLASSROOMS LANGUAGE STUDIES
ONLINE TEACHING
– THE UNIVERSITY OF
IMPROVEMENTS
DANANG
Parallel 120-minute
10.20 AM - 12.20 PM Zoom 02
Pre-convention Workshops
TESTING AND ASSESSMENT IN ESP

TEACHING AND LEARNING
INNOVATIONS IN TEACHING AND
AT UNIVERSITY OF FOREIGN
LEARNING ESP AT UNIVERSITY OF
LANGUAGE STUDIES
FOREIGN LANGUAGE STUDIES
– THE UNIVERSITY OF DANANG
– THE UNIVERSITY OF DANANG
xxx

VIRTUAL VietTESOL
c INTERNATIONAL CONVENTION 2020
cn

SCHEDULE
Friday, October 16th, 2020
Number of
Time Session Venue
Sessions
7.00 AM - 8.00 AM Check-in Dryfta
8.00 AM - 8.30 AM Opening Ceremony 01
Dryfta
8.30 AM - 9.20 AM Parallel Plenary Session 1 Livestream 02
60-minute Workshops Zoom 15
9.25 AM - 10.25 AM Pre-recorded

Featured Speeches Convention
05
(Featured speakers available Website
for Questions & Answers)
10.30 AM - 11.00 AM Parallel Oral Presentations Zoom 15
Dryfta Live
11.05 AM - 11.55 AM Plenary Session 2 01
Stream
xxxi
11.55 AM - 1.00 PM Lunch Break
Pre-recorded
Sessions/Exhibitions
12.00 PM - 1.45 PM Dryfta 140
(Presenters available for
Questions & Answers)
1.45 PM - 1.50 PM Break and Transition
1.50 PM - 2.50 PM Parallel 60-minute Workshops Zoom 15
2.55 PM - 3.25 PM Parallel Oral Presentations Zoom 15
3.30 PM - 4.00 PM Parallel Oral Presentations Zoom 15
Plenary Session 3
4.10 PM - 5.00 PM 01
Dryfta Live
Stream
5.00 PM – 5.30 PM Closing Ceremony 01
xxxii

c
cn

ABSTRACTS FOR CONVENTION SESSIONS
33
VIETTESOL INTERNATIONAL CONVENTION 2020
PROGRAM SCHEDULE
1
Pre-convention Workshops, Oct 15, 2020
07:00AM - 07:30AM Check in Dryfta

1. Log in the system using your email and password. If you forgot your password, use Forgot your Password link to reset.1. Hit the Check-in to the Event button under your
profile picture2. Browse the program schedule, choose your preferred sessions and hit "Add to my schedule"3. Go to the Program Schedule and choose Opening Ceremony
and wait.VIC 2020 Notice Board
07:30AM - 08:00AM
Opening Ceremony
Livestream
08:00AM - 08:10AM Break and Transition
08:10AM - 10:10AM RE-THINKING TEACHERS’ DIGITAL COMPETENCE AS A FACTOR FOR ONLINE TEACHING
Zoom 1
IMPROVEMENTS
Format : Pre-convention Workshop (120 minutes)
Speakers
Quang Ha Ho, Lecturer, University Of Foreign Language Studies
Moderators
Thanh Nguyen, Lecturer, University Of Foreign Language Studies - The University Of Danang
Hoa Tran, Lecturer, University Of Foreign Language Studies - The University Of Danang
The COVID-19 pandemic has pushed online education and virtual teaching to the forefront of further innovations. In fact, the prospect of online education takes on a more
important role as schools and universities adjust to the post-pandemic world. To meet the new demands, educational administrators and teachers need to consider their
digital competence and reflect on the lessons being learnt about online teaching. So far, the current online teaching has not been comparable with the sophisticated and
deliberate forms of online education. Therefore, the author will discuss not only the issues of technical proficiency but also the delicate social contexts and circumstances of
online education, as well as the relationships between teachers and students. Some authentic online activities and teaching practice will be presented and demonstrated to
help teachers have a more insight into their online teaching so that they can improve their virtual classes to meet the demands of online teaching in the post-COVID 19
periods.
08:10AM - 10:10AM APPLICATION OF MIND MAPPING TECHNIQUES IN EFL CLASSROOMS

Zoom 2
Speakers
Thuan Tran
Thi Hien Trang Ngo, Lecturer, University Of Foreign Language Studies
Van Tang, Lecturer , University Of Foreign Language Studies - The University Of Danang
Moderators
Huong Pham, English Lecturer, University Of Foreignlanguage Language Studies, The University Of Da Nang
Tai Pham, Lecturer, University Of Foreign Language Studies - The University Of Danang
There is a variety of strategies and techniques assisting EFL teachers and learners, and the mind mapping technique is among those which could be implemented to improve
teaching and learning performances in general and language skills in particular. Buzan (2005) states that mind mapping technique is an extremely effective tool of taking
notes. Mind maps show not only facts but also the overall structure of a subject and the relative importance of its individual parts. If students have their own mind maps, it will
be easy for them to recall their memory and learn visual memory. Since mind maps are beneficial to users, mind maps are being taken advantage of by lecturers and their
first-year students in classes to improve their language skills. In any particular productive or receptive skill, mind maps are utilized in each stage by students after the
instruction of lecturers in charge. Three stages include presentation, practice, and production. Therefore, the reasons why students use mind maps and the procedures of
using this technique would be illustrated in this workshop. Mind maps or electronic ones are both employed by lecturers and freshman students at the Faculty of English,
University of Foreign Language Studies – the University of Danang.
08:10AM - 10:10AM INITIATIVES IN TEACHING AND LEARNING ENGLISH FOR TOURISM AT UNIVERSITY OF FOREIGN
Zoom 3
LANGUAGE STUDIES – THE UNIVERSITY OF DA NANG
2
Speakers
Ba Le, Lecturer, Danang University Of Foreign Language Studies
An Do, Lecturer , University Of Foreign Language Studies - The University Of Danang
Moderators
Nguyen Le, Lecturer, University Of Foreign Language Studies - The University Of Danang
Loc Nguyen, Lecturer, University Of Foreign Language Studies - The University Of Danang
In today's age of globalization and international integration, the tourism industry has emerged as the world's largest industry and the most international in nature. Hospitality
and tourism organizations are filled with university graduates from across the globe and they badly need a large number of employees able to communicate effectively and
fluently in English. In other words, there is a huge demand for well-qualified staff with excellent English skills, good cross-cultural literacy and a good understanding of the
hospitality and tourism industry. Therefore, one of the most important missions that educational institutions in general and universities of foreign languages in particular are
supposed to undertake is how to train employees to be capable of working successfully in a highly competitive labour market and employable in various tourism and
hospitality companies all over the world. There is no doubt that the above-mentioned task is closely linked to the improvement of teaching and learning ESP, especially
English for tourism in today's universities. Our workshop will focus on the initiatives or innovative methods in teaching and learning English for tourism. To be more specific, it
will concentrate on developing the writing skill in tourism English classrooms and integrating intercultural competence development into tourism English classrooms in the
enhancement of learners' intercultural competence. It is hoped that the workshop will make a considerable contribution to the improvement of teaching and learning English
for tourism at colleges and universities, especially in faculties or departments of foreign languages.
10:20AM - 12:20PM INNOVATIONS IN TEACHING AND LEARNING ESP AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES –
Zoom 4
THE UNIVERSITY OF DA NANG
Speakers
Nhi Nguyen
Ngan Vuong, Lecturer, The University Of Danang - University Of Foreign Language Studies
Ba Le, Vice-Dean Of ESP Department, University Of Foreign Language Studies – The University Of Da Nang, Viet Nam
Moderators
Globalisation and the industry 4.0 have led to significant changes in all aspects of human life, and education is not an exception. In the present context of a demanding labour
market, it is crucial that graduates not only master expertise and professional skills but also possess cross-cultural literacy and a good understanding of the industries and
organisations where they are likely to work. Furthermore, the introduction of Information and Communication Technology (ICT) into language teaching has no doubt been
changing how the traditional ESL classrooms function, especially in the way teachers deliver language lessons and motivate their students. The employment of different tech
tools are continuously inspiring teachers, bringing innovation to their teaching methods and facilitating students' interactions and engagement, thus promoting student-
centered learning and digital literacy. More specifically, from the perspective of ESP teaching and learning, the importance of communicating about various professional
subjects and integrating that knowledge into their professional lives has become essential. In the context of such social and educational changes, the English for Specific
Purposes Department – University of Foreign Language Studies – The University of Da Nang (ESPD) has launched a host of innovations in ESP teaching and learning to
train the would-be employees to become capable of working effectively and successfully in today's highly competitive globalised labour market. This workshop conducted by
the ESPD will introduce three different initiatives. First, Career – Orientation Fieldtrip and Academic Exchange Programmes for the final-year students are proposed to
motivate and help students to become the potential workforce employable in different organisations, nationally and globally. Second, the utilization of Flipgrid as an online
forum where students could post their responses to assigned topics in the form of short videos will be employed for students to practise the speaking skill and maximize their
interactions with their teachers and peers. Finally, the effectiveness of CLIL (Content Language Integrated Learning) in providing students with ESP knowledge in some
English specialized modules is believed to enhance the teaching and learning quality at the ESPD.
10:20AM - 12:20PM TESTING AND ASSESSMENT IN ESP TEACHING AND LEARNING

Zoom 5
Speakers
Thanh Tran, Giảng Viên, Đại Học Ngoại Ngữ - ĐH Đà Nẵng
Ha Nguyen, Teacher, University Of Foreign Language Studies - The University Of Danang
Hang Nguyen, Lecturer, Danang University Of Foreign Language Studies
Moderators
The teaching and learning process at educational institutions always involves testing and assessment activities, which are undertaken by educators to measure, evaluate and
document learners' academic readiness, their skill and knowledge acquisition and their educational needs. Thus, testing and assessment play a vital role in improving the
performance and achievement of both teachers and students. However, educators in various universities have not paid proper attention to these activities and hence our
question is whether the rater's scoring of students' performances is reliable and consistent and what scoring rubrics should be used to assess learners' performances fairly,
3
objectively and consistently in universities in general and in University of Foreign Language Studies- the University of Danang in particular. This pre-convention workshop will
provide teacher trainers with possible ways to improve and enhance teachers' evaluation of students' performances in the teaching and learning of English for Specific
Purposes (ESP). To be more specific, the workshop will focus on how the lecturers in the Department of ESP evaluate their students' speaking performances in the mid - term
tests in business English classrooms and how to create scoring rubrics which are reliable and applicable to the assessment of students' writing in the Business
Correspondence classroom. It is hoped that the workshop will prove to be helpful to teachers and students as well as anyone interested in ESP testing and assessment.
4
VietTESOL International Convention 2020, Oct 16, 2020
07:00AM - 08:00AM Check-in on Dryfta

VIC 2020 Notice Board
08:00AM - 08:30AM Opening Ceremony
08:30AM - 09:20AM KEYNOTE SPEECH: Creating Translanguaging Spaces for Skilled Linguistic Action
Format : Keynote Presentation (50 minutes)
Livestream
Speakers
Dongping Zheng, Associate Professor , University Of Hawaii
Moderators
Tram Nguyen, Training Manager, Talkin English
Khanh Bui, PhD Candidate / Director Of Reviewing Committee VIC 2020, University Of Georgia
"Translanguaging is an approach to the use of language, bilingualism and the education of bilinguals that considers the language practices of bilinguals not as two
autonomous language systems as has been traditionally the case, but as one linguistic repertoire with features that have been societally constructed as belonging to two
separate languages" (García and Li, 2014, p. 2). From the ecological perspective new weight falls on capacities for skilled linguistic action. This includes two aspects:
ostensive action, and reflecting on wordings in critical and exploratory ways (also using translation, web-resources, dictionaries and scientific reference). Learners can
engage in skilled linguistic action in translanguaging instinct without being perceived as lacking L2 competencies. Using translanguaging space, at once, learners can engage
with others in careful use of wordings (asking clear questions, grasping points, taking perspectives), in effective use of genres in various media (including the creation of
documents), in drawing on data (including textual and multimodal data), in close reading; and in face-to-face and person centred activities that involve skills like imagining,
planning, spelling out, thinking through, arguing, synthesising, challenging etc. In this keynote speech, translanguaging will be traced to sociolinguistic, second language
development and language science perspectives to give a theoretical grounding of using L1 in L2 learning and instruction. Suggestions for how to implement theory of
translanguaging practice are provided based on evidence found in empirical design-based research studies. Roles of teachers and learners, curriculum development,
pedagogy, as well as translanguaging space design with/without technologies will also be discussed.
08:30AM - 09:20AM KEYNOTE SPEECH: Enhancing English Teaching by Optimizing the Use of Vietnamese in K-12 Classrooms
Livestream
Using Action Research
Speakers
Mary Wong, Professor, Interim Associate Dean, Azusa Pacific University
Moderators
Ngoc Tung Vu, University At Albany, SUNY
Huong Nguyen, Vice-Head, Department Of General Administration, University Of Languages And International Studies, VNU Hanoi
Potential benefits of teachers using principled, strategic use of Vietnamese in K-12 English classrooms in Vietnam include enhanced student learning, improved motivation,
and positive identity formation. Translanguaging pedagogies acknowledge and draw upon the full language repertoire of students to improve learning and support social
justice goals that value students' identity. While maximizing exposure to English is still an important goal in ELT, a parallel goal is to optimize the strategic use of L1. How do
we raise teachers' "language awareness" of their use of L1 in the classroom to be more strategically applied through robust reasoning? After defining and providing a brief
rationale for translanguaging (the "what" and "why"), the presenter will discuss how action research can be used to explore effective ways (the "how and when") of
translanguaging. Action research is the process of systematically collecting and analyzing data in multiple cycles to respond to a particular question. It puts teachers at the
center of the inquiry as an active agent in the process of discovering and applying new ways of teaching and learning to better meet the needs of their students. Action
research is an ideal tool to empower Vietnamese teachers to move beyond being "teaching machines" to use "adaptive expertise" to transform teaching (ETCF Users' Guide,
p. 8). This session will outline ways teachers can avoid too little, too much, and the unexamined use of L1, exploring the question "How does my use of Vietnamese in my
English class impact my students' learning and identity formation?"

Please go to your preferred session, hit "check-in" button. This leads to a Zoom meeting room where you can attend the session. VIC 2020 Notice Board
09:25AM - 10:25AM FEATURED SPEECH (SPONSORED BY IIG VIETNAM): Using Self Assessment as a Part of Assessment for
Pre-recorded Session
Learning
Format : Featured Presentation (50 minutes)
5
Speakers
Pablo Garcia Gomez, Assessment Specialist, Educational Testing Service
Given the effort required to compose detailed feedback for all students, it is unsurprising that some instructors provide evaluative comments on student work only following
the completion of a project or course. Unfortunately, this provides learners with little opportunity to improve from the feedback they receive. By ensuring continuous feedback
throughout the learning process, instructors can help learners to recognize the areas on which they need to focus within their course of study. In contrast to the traditional
emphasis on teacher-student feedback, one of the strategies of Assessment for Learning (AfL) is to immerse students in an environment of on-going descriptive feedback,
where self assessment is an integral part of the process. Students who are engaged in a cycle of formative feedback are equipped with an updating map that continuously
recalculates where students are now and where they are going next. The primary objective of the session is to provide attendees with practice in incorporating student self-
assessment in their classrooms. Participants will first consider the context of successful formative feedback, including preparing students by clarifying learning expectations
and associated rubrics. The audience will then practice playing the roles of student and teacher so as to gain insight into each perspective. In the role of the learner, session
participants will use examples of learning expectations and rubrics to practice self-assessment activities. In the role of the educator, participants will use a checklist to
evaluate their own approach to providing feedback to their students.
09:25AM - 10:25AM FEATURED SPEECH (SPONSORED BY IIG VIETNAM): Managing the Shift from Face-to-Face to Distance
Learning
Speakers
Danny Glick, Director Of Pedagogical Implementation, Edusoft, A Subsidiary Of ETS
A growing number of institutions are moving to fully distance courses due to the COVID-19 crisis. As a result, teachers and administrators are forced to make significant
program-related, content-related, and teaching-related changes to their English programs. To support institutions and teachers who are implementing a shift from face-to-face
to distance learning, the presenter will discuss the implementation challenges of distance learning education for students and teachers, as well as techniques to provide
structure, social interaction and incentives in distance learning. In addition, the presenter will review best practices for successful synchronous teaching. Finally, participants
will experience sample communicative activities synchronously, as students, and discuss flipped learning methodology for synchronous learning.
09:25AM - 10:25AM FEATURED SPEECH (SPONSORED BY ULIS): Developing an In-Service Training Program to Inspire
Language Teachers as Educators
Speakers
Hang Nguyen, Lecturer, University Of Languages And International Studies,Vietnam National University
This speech reports on an initiative to innovate the in-service training activities at the university level. The theoretical and empirical studies underlying this program includes
Design Thinking which has been widely applied at various international universities; the Active Citizen and Social Enterprises training program by the British Council; and the
Initiative, Innovation and Creativity in Education systems by Israeli Gordon University. The program is designed to help university language teachers to first of all identify
themselves, their own strengths and potentials, as well as their core values. Then, the teachers learn to build a community of practice through personal and professional
empathy and connection with others. In the last module of the program, the teachers leverage their collaboration and problem-solving skills to explore their transformational
leadership capacity, and how to apply that in their teaching to inspire their students to strive above and beyond restrictions. The program is conducted in an interactive and
task-based format in which young and inexperienced teachers team up with senior ones, together they learn through experiences, reflections and conceptualization. The
speaker will also share the feedback of the participants at the end of their short but meaningful journey to germinate their "inspiring educator" identity.
09:25AM - 10:25AM FEATURED SPEECH (SPONSORED BY Oxford University Press): Fundamentals of Teaching Online
Speakers
Joon Lee, Asia Educational Services Consultant, Oxford University Press
Whether face-to-face or in a digital classroom, good teaching is good teaching. As a trained educator, many skills and strategies in your existing 'teaching tool-box' can be
applied to teaching online, whatever digital platforms or programs you may choose (or be asked) to use. As a trained language educator, you already know how to engage
and motivate your students while providing opportunities to practice and apply English. The key is to find the right combination and approach to take these skills for a
successful, digital delivery. In our session, we will first look at the fundamentals of online teaching. This will include the various options and settings 'online teaching' has to
offer. We will then examine and clarify the expectations each option brings, and possible challenges teachers may face. Finally, we will explore sample tools and resources
which can be used to create effective communicative – and even multisensory – activities for your students.
09:25AM - 10:25AM FEATURED SPEECH (SPONSORED BY Pearson): How to use the Global Scale of English: an end-to-end
solution to support teaching and assessment
Speakers
Mike Mayor
6
The Global Scale of English (GSE) is an extension of the CEFR for English, with hundreds more Can-Do statements to address the needs of a wider range of learners.
Critical to the project has been the development of tools and resources to support teachers in implementing the GSE (and the CEFR) in their day-to-day teaching. This
session will explore the GSE framework, showcasing the tools and resources that are freely available online to support teaching and assessment in the classroom.
09:25AM - 10:25AM Role-Play incorporated into Project-Based Language Teaching, a suggested approach for speaking class
Format : Workshops (60 minutes)
Zoom 1
Speakers
Ha Pham, Teacher Of English, Grapeseed Vietnam
Thu Nguyen, Teacher Of English, Son Tay High School
Nguyen An, Lecturer, Tay Bac University
Moderators
Hong Linh Trinh, Lecturer, University Of Languages And International Studies, VNU Hanoi
Diem Le, Lecturer, University Of Foreign Language Studies - The University Of Danang
Project-Based Language Teaching (PBLT) and Role-Play have been realized as effectively motivating teaching tools in both TEFL and TESOL. Nevertheless, little is known
how to masterly combine the two for successful language skill lessons. In this workshop, a model for integration will be presented in order to provide teachers with a new way
to enhance the quality of the outcomes for speaking lessons. Specifically, the presenters will (1) introduce their successful Role-Play activities used in their K-12 class; (2)
clarify how other teachers (whether local or foreign) can personalize this model for either guided or free practice; (3) demonstrate how to implement the model by inviting
attendees to join in on a fun hands-on activity; and (4) conclude with a debrief after attendees join in Poster Gallery Activity where they make a poster sharing their
experience and ideas about effective role-play activities . This easy-to-customize model has been proven successful in the presenters' daily teaching jobs, and has received
positive comments and warmest support from international teaching communities ( through The English Teaching Workshop for International Teachers from 27 countries by
the University of Arkansas, Feb 2020; The International Teaching Workshop for Teachers from 111 countries in Washington DC, Mar 2020 by The US Embassy' s Educational
and Cultural Affairs). The model is expected to act as a guide for passionate teachers and a contribution to the development of PBL implementation nationwide and overseas.
09:25AM - 10:25AM Integrated Skills Approach in ELT Classrooms: Its Principles, Implication and Practice at Secondary Level
Zoom 2
Speakers
Nguyen An, Lecturer, Tay Bac University
Moderators
Ly Luu, Lecturer, University Of Languages And International Studies, VNU Hanoi
Vietnam's national curriculum has positioned English as a prerequisite subject in education for all students nationwide from primary level onward (MOET, 2008), and the
integrated-skills approach which incorporates two or more language skills (Honeyfield, 1988) within a single activity has been required to implement in order to develop
learners' accuracy, fluency and communicative competence. However, due to the predomination of the traditional grammar-translation and segregated approaches in which
the four language skills have been taught in isolation for instructional purposes and the formulaic practice of one single skill have turned students into those with poor
communicative competence. As contrasted with this approach, skills taught in integration enable language learners to 'arrive at ease in communication' (Hersan, 1998: 22) for
learners are exposed to real content, authentic language (Oxford, 2001) and real interactions (Lightbown & Spada, 1993; Long & Porter, 1985). In the integrative approach,
the ultimate goal of language classroom is communication and the learners are treated as the center of classroom activities via cooperative work, brainstorming, hands-on
experience and problem-solving tasks. This workshop aims at highlighting the need and advantages of integrated approach in language teaching by outlining its major
characteristics and principles of its practice. It ends by shedding light on how to implement this approach for suitability in terms of interest, level of difficulty and
appropriateness to the learners.
09:25AM - 10:25AM Using the Corpus of Contemporary American English and Text Readability Tools, Educational Technology
Zoom 3
in Teaching
Speakers
Xuyen Nguyen, Lecturer, Hanoi University Of Industry
Moderators
NGHI HO, Lecturer, University Of Foreign Language Studies (UFLS)
Nowadays, the employing of technology becomes an essential part of all fields of our life. Especially, it is undeniable to say that it saves the education system all over the
world along with the Covid-19 pandemic. Therefore, teachers always need to learn and make use of technology in their teaching context to facilitate students' learning
progress. The purpose of this workshop is to acquaint participants with educational technology tools and provide examples of how to integrate these tools into their English
language teaching. It aims to familiarize participants with five basic functions in COCA in teaching English grammar, and WebFX Readability Test Tool and the Readability
Analyzer for materials development. It also prepares participants to use technology for the improvement of language learning and teaching, as well as professional
communication, collaboration, and efficiency. In the workshop, participants will explore five useful functions in COCA (List, KWIC, Collocates, Compare, Chat) and two text
readability tools (WebFX Readability Test Tool and the Readability Analyzer) and integrate these tools into teaching English grammar and reading. This workshop is for
everyone who is working in or interested in English language teaching and learning. Especially, it can be very practical and useful for language teachers. After attending the
7
workshop, participants can take-away some strategies to identify appropriate grammar activities that include opportunities for learners to discover, analyze and produce
English grammar during language interactions, and select and adapt appropriate reading texts for specific learners group and language learning goals.
09:25AM - 10:25AM Critical Thinking in Essay Wring: From Argumentation to Task Achievement and Coherence
Zoom 4
Speakers
Trang Hoang, Teacher, University Of Languages And International Studies, VNU Hanoi
Moderators
"Critical thinking is evaluating whether we should be convinced that […] some argument is good, as well as formulating good argument" (Epstein, 2006, p. 5). In the IELTS
task 2 writing band descriptors (public version) - band 8, the task achievement criterium requires that the candidate "presents a well-developed response to the question with
relevant, extended and supported ideas," and the coherence of this band means that the candidate "sequences information and ideas logically." Accordingly, this workshop
aims at developing learners' essay writing skills on the basis of critical thinking strategies suggested by van Eeneren, Grootendorst, & Henkenmans (2002). Specifically, when
writing the outline for their essays, language learners may develop their ideas basing on a symptomatic relation, a relation of analogy or a causal relation. Then, when
checking their works they should be aware of some mistakes in idea development like violations of the starting point rule (including the fallacy of circular reasoning), violations
of the argument scheme rule (such as the populist fallacy, the mistake of confusing facts with value judgments, the fallacy of hasty generalization, and the fallacy of false
analogy), violations of the validity rule (e.g., the fallacy of division and the fallacy of composition), violations of the closure rule (for instance the fallacy of concluding that a
standpoint is true because it has been defended successfully), and violations of the usage rule (including the fallacy of unclarity or the fallacy of ambiguity).
09:25AM - 10:25AM Teaching with Songs to Build Language Skills and Cultural Connections
Zoom 5
Speakers
John Niblett, English Language Fellow, Regional English Language Office, U.S. Mission In Vietnam
Moderators
Anh Phuong, Lecturer, University Of Languages And International Studies, VNU Hanoi
Thi Minh Ngoc Phung, Lecturer, University Of Languages And International Studies, VNU Hanoi
Music is a global gift that enriches and unites the lives of people everywhere. The pleasures of singing and listening to songs are evident across human cultures. Since songs
are widely appreciated and deeply ingrained in all people, they offer many opportunities to enhance learning in language and culture classrooms. Singing promotes fluency
and can increase appreciation for beauty of a second language. Listening to and singing songs in the classroom can enrich the learning of grammar, sentence structures,
vocabulary, pronunciation, and more. In addition to supporting language learning, songs can give insights into culture. Students who are invited to listen and sing in the
classroom become open to powerful learning experiences. Music is enjoyable, non-threatening, and opens brain pathways that may not be used as much during more
conventional academic activities. Participants in this workshop will experience and evaluate methods the author has applied to using songs in Vietnamese higher education
classes, and will be invited to brainstorm applications to their own curricula.
09:25AM - 10:25AM Engaging Students in Grammar

Zoom 6
Speakers
Mary Perez, Teen Program National Coordinator, RMIT Vietnam
Moderators
Thinh Nguyen, Chief Lecturer, Thai Nguyen University Of Economics And Business Adminnistration
Teachers often have issues with teaching grammar. Common concerns are that the textbook does not provide enough context or input to help teachers teach the target
language. Others find that their students lose energy when learning grammar or become overwhelmed with all the rules to learn. This workshop will provide practical, student-
centered activities that will engage students in exploring the structure and uses of grammar. It will offer tips on how teachers can adapt their grammar lessons to be less
reliant on teacher input and more facilitative of students enquiry and exploration of language. Teachers will then be able to discuss how these activities could be adapted to
their learners to develop a more active learning environment. Teachers will also be given the opportunity to share their insights on how we can better support the teaching and
learning of grammar.
09:25AM - 10:25AM Creating Innovative and Authentic Assessments for the Oral English Classroom
Zoom 7
8
Speakers
Leah Passauer, Virtual English Language Fellow, Regional English Language Office, U.S. Mission In Vietnam
Moderators
Trang Bui
The present workshop seeks to provide participants with ideas on how they can utilize formative assessment in their oral English classroom to increase both teacher and
student awareness on classroom performance. A significant challenge in the oral English classroom is that students do not have enough time to demonstrate what they are
learning. A student-centered classroom should provide consistent opportunities for students to practice the language skills they are learning. These same opportunities for
students to practice are vital moments for the teacher to dissect and understand how and what the students have learned and thus adjust their lesson and semester plans
accordingly. The workshop will begin by presenting teachers with a short overview of the impact washback can have both on teachers and students. Immediately following the
introduction, the facilitator will highlight three examples of formative (informal) assessments that are easy to implement for multiple styles of classrooms. Teachers will then
get into small groups based on the classes they teach (example: Post-secondary, K-12, English Language Centers, etc.). During this time, teachers can discuss ideas on how
the assessments can be adjusted to fit within their own classroom needs. The workshop will conclude with a short discussion on how participants can engage in positive
washback to increase the communication between teacher and learner before a final exam to improve student performance and engagement.
09:25AM - 10:25AM Deepening Learning with Virtual Field Trips as PBL

Zoom 8
Speakers
Frederic Lim, Language Acquisition Specialist, Method Courses
Moderators
Oanh Tran, Vice-Dean, ESP Department, University Of Foreign Language Studies - The University Of Danang
Hong Nam Phuong Nguyen, Lecturer, University Of Foreign Language Studies
Virtual field trips allow students from K-16 to explore an essential question, discover answers, and deliver their own projects through a netquest. Similar to "webquests" that
began around 2010, net quests today are easier to structure so that students can focus on gathering and interpreting knowledge for their projects, rather than just navigating
the web. Despite a move to blended learning environments, savvy teachers create virtual field trips with contingency plans that can shift to 100% online when necessary. As
an instructional coach, I will demonstrate how to brainstorm and structure virtual cross-curricular field trips using unit or lesson plans in a school's curriculum for 15 minutes.
During the rest of the workshop, participants can actively follow the examples of two virtual field trips that I designed with free Microsoft and Google Sites as resource
templates to begin creating their own virtual field trip. A resource page with outlines, tips, and rubrics will be provided for future use and reference. Participants will learn how
to make virtual field trips so that their students can develop skills to access information from the virtual world and skills to collaborate with other students on projects. By the
end of the conference, participants will understand the importance of virtual field trips and know how to create their own for their students.
09:25AM - 10:25AM Techniques for Developing Autonomy in Secondary and High School Learners
Zoom 9
Speakers
Melody Lopez, Academic Manager Secondary Plus, British Council
Moderators
Hong Dao, Lecturer, Vietnam National University, Hanoi - University Of Languages And International Studies (VNU-ULIS)
Ngoc Ha My Phan, Lecturer, University Of Foreign Language Studies
Secondary and high school ESL programs commonly offer courses which support students with rapid language acquisition and exam preparation to meet their short-term
academic goals. Focus in these areas results in learners who can speak a second language and pass an exam, but learners may still lack the skills to function independently
in their tertiary education. How can teachers ensure that learners are ready to apply the language and skills they've learned to support a long-term, successful academic
career? This workshop aims to provide teachers with practical strategies for building learner autonomy while balancing the course's language and skills objectives.
Participants in this workshop will discover ways they can give learners the dedicated practice of skills which will make them more effective and independent learners. This
includes activating learners' interests in a topic prior to a course's module or unit, considering ways to promote autonomy during various stages in the lessons, looking at
examples of activities which encourage further engagement in the topic following language input, and learning how to implement rubrics to increase learner engagement in
assessment feedback. The workshop is formatted so that participants are taken through these strategies – they will have the chance to share their own knowledge about
learner autonomy, engage in techniques to implement in their classes, have a chance to extend ideas presented in the session, and reflect and evaluate the techniques with
their learners in mind.
09:25AM - 10:25AM Norming Writing – A Practice to Reach a Consensus in Rating Standardized Writing Tasks
Zoom 10
9
Speakers
Trang Le, Lecturer Of English, Vietnam-UK Institute For Research And Executive Education, The University Of Danang
Moderators
Hien Dinh
Tram Tran, Lecturer, University Of Foreign Language Studies - The University Of Danang
Pham Duc, Lecturer, National Academy Of Education Management
A grade-norming session is a frequent practice among teachers before assigning a score for writing for standardized writing tests such as IELTS. This workshop will lead you
through a grade-norming session for the IELTS writing test based on the IELTS rubric. It is planned to start with a discussion on previous studies regarding decision-making
behaviors and current practice to improve scoring validity. The discussion will be followed by a norming activity in which participants go through steps of a grade-norming
session for writing. These steps include reviewing the prompt and rubric, scoring sample student work using the rubric individually, discussing and agreeing on a final score
based on the rubric. In the final step, we will compare our score to an expert's scoring. Through this workshop, participants will gain an understanding as regards decision-
making behaviors and current practice to improve scoring validity and experience how a grade-norming session is run.
09:25AM - 10:25AM Color Me Canvas: A Free, Friendly and Fair Classroom Platform
Zoom 11
Speakers
Mark Freiermuth, Professor Applied Linguistics, Gunma Prefectural Women's University
Moderators
Minh Nguyen, Lecturer, University Of Languages And International Studies, VNU Hanoi
In this workshop, the free version of the Canvas platform will be discussed. The lack of restrictions and power of Canvas make it an excellent choice for teachers with limited
resources. To gain a better understanding of and appreciation for Canvas, an actual classroom will be created with step-by-step instructions. Audience members connected to
internet will be able to join the class to get an idea of how Canvas works from the viewpoint of the students. In addition, various functions of Canvas will be discussed, and
there will be time for a question and answer session following the main instructions. It is hoped that attendees will be able to see the intuitive nature of the Canvas structure
as well as the ease of use once users become familiar with the design.

10:30AM - 11:00AM Developing a Web-Based Text-Analysis Tool for Language Learning, Teaching and Researching Purposes
Format : Oral Presentations (30 minutes)
Zoom 1
Speakers
Ngo Cong Lem, PhD Candidate, Monash University
Thanh Vo, English Teacher, Phan Chu Trinh High School
Moderators
In our modern digitally-driven society, we are oftentimes overwhelmed with a huge amount of information to process on a daily basis. The capacity to capture essential
content of a document within minimal time thus becomes especially crucial for efficient study and work. Understanding the main ideas of a text can be greatly facilitated by
examining its keywords. However, manual reading and assessing keywords can be very time consuming and inefficient. Currently available tools for keyword extraction have
several limits, for example, requiring software installation, high subscription pricing or only allowing for individual word extraction. To address these limits, the author has
developed a web-based tool called LambNLP, which affords several text-analysis features: word frequency, key phrase extraction, and text readability scores. LambNLP is
based on the Rapid Automatic Keyword Extraction (RAKE) algorithm by Rose et al. (2010), which is "an unsupervised, domain‐independent, and language‐independent
method for extracting keywords from individual documents" (Rose et al., 2010, p. 3). For its usage, the users can input text directly or upload a text file onto the website for it
to be processed. This presentation demonstrates the use of LambNLP and discusses ways this tool can be valuable for various language learning, teaching, and researching
purposes.
10:30AM - 11:00AM Creative Activities in English Classrooms: A Task-Based Approach to Empower Learners’ Autonomy
Zoom 2
10
Speakers
Ha Nguyen, Lecturer, University Of Languages And International Studies, Vietnam National University, Hanoi
Thanh Vo, English Teacher, Phan Chu Trinh High School
Moderators
Task-based language learning and teaching has been increasingly known for its distinct edge in empowering learners' functional competence. Learners must master each
part and incorporate it into their knowledge of the target language. (Pauline, F:1999). This practitioner study reports the findings to the two research questions on (1) How to
apply digital tools in English classrooms? and (2) How effective is it in improving English skills through "30 Days Learning English non-stop"? The subjects targeted are pupils
of Grades 2 and 3. During the period of 30 days of non-stop learning English, the pupils are challenged to apply the shadowing technique to make 30 video responses
submitted daily. The challenge aims to develop students' basic reading skills and their knowledge of pronunciation, intonation and contextual vocabulary of the target
language. To support and facilitate the learning process and foster the learners' autonomy in improving their language skills, the instructor provided them with a teacher-made
video giving step-to-step instructions on how to use Flipgrid at the early stage and corrective feedback in terms of the learners' acquistion of the language. The study reveals
that pupils can learn more effectively with selective videos at the level of proficiency. Moreover, this study can help create a learning community where learner autonomy is
fostered and become a foundation for subsequent tasked-based activities to increase learners' output in English learning.
10:30AM - 11:00AM Developing EFL Learners’ Reading Fluency through Repeated Reading
Zoom 3
Speakers
Yen Tran, Head Of Division, Vinh University
Moderators
Repeated reading has not gained enough attention from English language practitioners in Vietnam although previous studies have shown that it facilitates EFL learners'
reading rate and reading comprehension. This study set out to determine whether this method is advantageous for Vietnamese EFL learners' reading fluency development.
The participants were two groups of EFL adults following an English program at a language center. During the experiment, the treatment group did repeated reading while the
control group did not. A pre-test and a post-test were utilized to assess the participants' reading fluency. The learners' reading rates were measured using the words per
minute method and their reading comprehension was measured by calculating the number of correct answers to the comprehension questions. The data indicate that the
treatment group participants outperformed their control group counterparts in terms of both reading rate and reading comprehension. The findings suggest that repeated
reading brings about splendid benefits and that repetition is necessary for language acquisition to take place.
10:30AM - 11:00AM Do applied linguists and mechanical engineers report results in their research papers and make deductions
Zoom 4
from their research differently?
Speakers
Thi Ngoc Phuong Le, Education Consultant, MPA Group
Moderators
In this study, we investigate how authors in applied linguistics and mechanical engineering report results in their papers and make deductions from their research and whether
these practices are different in the two disciplines by drawing on a corpus of thirty-two original journal articles. We identified rhetorical structures (embodied in moves) of
these papers using Swales's (1990, 2004) conceptual framework of move analysis. We then explored a range of salient linguistic features associated with the moves using
the data-driven approach (Rayson, 2008). More specifically, we made keyness comparisons at the part-of-speech (POS) level to identify grammatical categories that are
characteristic of each discipline. We further examined the concordance of the significant POS domains qualitatively to explore underlying meanings and functions behind the
linguistic mechanism. These functional and grammatical-rhetorical analyses show that the way that applied linguists and mechanical engineer report results and make
deductions from their research follows the universal characteristics of the academic world, but at the same time, reflects the knowledge-making conventions inherent in each
disciplinary community. The findings from this corpus-based study add to the extant literature exploring inter-disciplinary variation in genre practices by establishing the
linguistic profiles of the results-reporting and deductions-making moves in applied linguistics and mechanical engineering. Pedagogically, the findings can provide a useful
resource for producing activities for writing instruction to raise learners' awareness of typical rhetorical norms in their field of research, and guide them in formulating
structures appropriate for communicative functions.
10:30AM - 11:00AM The Use of Storyboard to Increase Narrative Writing Skill for Students at Hung Vuong University
Zoom 5
11
Speakers
Thao Nguyen, Lecturer, Trường Đại Học Hùng Vương
Moderators
The aim of the study is to present how the use of "Storyboard That" to enhance narrative writing skill for English major students at Hung Vuong University. The participants
were the first year English major students at Foreign Language Department, Hung Vuong University (n= 44) whose English language proficiency was expected to reach the
intermediate level (B1) in the Common European Framework of Reference for Languages. However, the problem was that their writing skill was average or below average.
Students' writing products created by "Storyboard That" and surveys were collected as data which was then analyzed following coding procedures to find out students'
attitudes on using this application and its effectiveness. The findings revealed that the platform encouraged learners to create narrative texts and their positive attitude
towards the production of stories increased. Moreover, an improvement in learners' vocabulary and increased attempts to use complex language forms to write were
noticeable. The study has created a significant effect on both students and teachers at Hung Vuong University.
10:30AM - 11:00AM Online Learning and Teaching English-American Literature for Third-year Students During Covid-19 Time -
Zoom 6
Challenges and Solutions
Speakers
Nga Do Thi Phi , Lecturer, Hanoi National University Of Education
Huyen Chu Thi Thu, Lecturer, Hanoi National University Of Education
Anh Le Thi Kim , Lecturer, Hanoi National University Of Education
Moderators
Huong Pham, University Of Foreignlanguage Language Studies, The University Of Da Nang, University Of Foreign Language Studies, The University Of Da Nang
Globalization and the development of technology have imposed language teachers for never-ending improvement in teaching methodology. Especially, with the outbreak of
corona virus, educators have to seek alternative effective teaching methods to transfer knowledge and interact with students. For many educational institutions, online
courses appear to be the best solution. At Hanoi National University of Education, online courses have been implemented with the help of Fitel and Microsoft Teams, two
efficient tools for lecturers to upload lectures, video clips, assignments, tests as well as to carry out various interactive activities with the view to engaging students in the self-
study process. In this study, we have tried to give an assessment on the online course of English-American Literature from the students' points of view. We also attempt to
suggest some solutions to deal with challenges of teaching and learning English-American literature online in particular, and other online courses in gerenal.
10:30AM - 11:00AM The use of English verb-noun collocations among undergraduates at Hue University of Foreign Languages,
Zoom 7
Vietnam
Speakers
Tu Dang, Lecturer, Hue University Of Foreign Languages
Moderators
Trang Bui
The objective of this study was two-fold: (1)to investigate the appropriateness of verb-noun collocations in Vietnamese students' argumentative essays compared with those
in native speakers' argumentative essays and (2)to examine the common errors in verb-noun collocations in Vietnamese learners' essays. The Vietnamese students' essays
were collected during the researcher's teaching at Hue University, including essays written under test condition and essays written outside classroom with references allowed.
The native speakers' essays were taken from Louvain Corpus of Native English Essays. The length of the Vietnamese students' essays and the native students' essays were
roughly the same (with word count of around 25000 for each group of essays). For research methodology, verb-noun combinations were extracted from native speakers'
essays and non-native speakers' essays. Then, the appropriateness of the extracted verb-noun combinations was determined based on the frequency and mutual information
(MI) from Corpus of Contemporary America. Next, a panel of English teachers with advanced English proficiency judged the accuracy of the use of verb-noun collocations in
Vietnamese learners' essays. The study found that Vietnamese students used a lower number of appropriate verb-noun collocations than native speakers (according to the
appropriateness criteria of frequency >=6, MI >=3). Surprisingly, Vietnamese students used approximately the same number of appropriate verb-noun collocations under the
test condition and with the support of references. Regarding collocational errors in Vietnamese learners' essays, most errors were in the use of verbs, followed by the use of
nouns, articles and prepositions.
10:30AM - 11:00AM Demotivational Factors Among Beginning EFL Teachers: A case study
Zoom 8
12
Speakers
Hang Nguyen, Lecturer, University Of Languages And International Studies,Vietnam National University
Linh Tran, English Teacher, Everest Primary And Secondary School
Moderators
Phuong Nguyen
High teacher turnover rate is a severe issue in many countries, including Vietnam, and especially among beginning teachers. One of the common reasons for beginning
teachers' turnover is demotivation. The present research explores the common and strong demotivational factors among EFL teachers who have less than three years of
experience in one university based in Hanoi and explains the reasons behind the factors, as well as how they manage to re-motivate themselves. The study adapts qualitative
method, using in-depth interviews with four participants, and bases on some Motivation Theories and the Directed Motivational Currents framework by Dornyei (2016). The
findings reveal eight common demotivational factors including workload, stress, salary, students, teaching methodology, facilities, and research quota. Among those, the
strongest factors are students, workload, curriculum, stress, methodology and research quota. Regarding the re-motivational solutions, there are two main kinds, namely
action solutions and mental solutions. Firstly, in terms of action solution, teachers deal with methodology-related factors by class observations and joining communities, while
student-related factors are tackled by student's feedback, student's profiles and teacher's self-adjustment. Regarding stress-related factors, some suggested action solutions
that teachers could implement are participating in benevolent activities and having consultancy from colleagues. Secondly, the mental solutions including focusing on the
positives, practicing meditation, ranting with a closed one, having a healthier lifestyle and some temporary resolutions, are mostly effective for teachers dealing with stress
from work or heavy workload.
10:30AM - 11:00AM The IMPACTS of the FLIPPED CLASSROOM MODEL on TEACHING IELTS WRITING SKILLS
Zoom 9
Speakers
Nhung Tran, Head Teacher , IELTS NHUNG TRAN
Moderators
This is a small-scale-qualitative-research in a private educational context in Vietnam which aims to investigate the effectiveness of the flipped classroom model as an
innovative approach to preparing students for the IELTS Writing test. Previously, the lion's share of the teaching time was used to deliver the content of the lesson, and only a
small amount of time was dedicated to practice and discussion. The learners had low engagement levels, and their performance progressed negligibly. This innovation was
intended to combat the problems of time constraints and students' disengagement in teaching IELTS writing by partly flipping the class. This meant that the learning of simple
language items was shifted home for the students to self-study in advance while the main lesson including more difficult language knowledge was still delivered by the
teacher, and therefore, more time can be utilized for practice and interaction in class. This model has shown to allow the teacher to tackle knowledge at a much deeper level
and increase the students' engagement significantly. As the students had to study part of the lecture beforehand, they were more likely to engage in the discussion about
what they had already been familiar with. Not only did this distribution of tasks increase students' sense of achievement as they were given doable tasks at home, but it also
helped the teacher save valuable time to cater to individual student's needs and target more complex language items that could hardly be addressed in a normal class.
10:30AM - 11:00AM Teacher Professional Development through a Community of Practice in Blended Teaching Situation
Zoom 10
Speakers
Van Nguyen, Language Teacher, ULIS-VNU
Moderators
Hien Dinh
The sudden spread of the epidemic at the beginning of 2020 has forced teachers all around the world to urgently adapt themselves into online teaching and learning
environment, and the participants in this study were of no exception. Initially forming a community of practice (CoP) with 7 members in December 2019, those English
language teachers only planned to share ideas and experiences to develop their daily teaching practices through face-to-face weekly meetings. However, the shift into online
teaching environment during the quarantine period urged them to change their modes of communicating, frequency of meetings and discussion contents about online
teaching practices. As a case study on this specific CoP, this report presents the research results from the participants' written narrated stories and two semi-structured
interviews (before and after the semester). The results indicate a strongly positive attitude towards the appearance of the CoP as a guiding light and an excellent chance of
professional development for the participating teachers when they were in a chaotic situation of having to apply blended and online teaching.
10:30AM - 11:00AM CREATING CHANNELS TO INCREASE LEARNERS’INTERACTION AND ENGAGEMENT IN ONLINE

Zoom 11
SPEAKING LESSONS IN MICROSOFT TEAMS.
13
Speakers
Dao Vu, Lecturer, University Of Languages And International Studies, VNU Hanoi
Moderators
It goes without saying that during Covid-19 Pandemic, almost all educational institutions and schools in Vietnam have made an effort to deliver their lessons online for the
safety of the whole society as well as for the continuity of education for learners. Such a common and useful software as Microsoft Teams has become the top choice for
educators around our country with regard to online teaching and learning. A lot of language teachers can quickly adapt to the new working environment-online- while some
others find it hard to teach online, especially to engage learners in their lessons due to their low technological literacy. Among the four language skills, speaking is said to be
the most difficult for teachers to teach online because pair-work or group work cannot be done as easily as in a face-to-face class where students sit next to each other
physically. Therefore, in this paper, the author would like to share her experience in encouraging students to take part in speaking lessons actively in Microsoft Teams. In
particular, it will be her great honor to demonstrate how to create channels as well as how to organise and manage a speaking class with channels in Microsoft Teams so that
all students rather than their teacher are those who speak and practice the target language most of the class time.
10:30AM - 11:00AM Using English Corpora in the English Language Classroom

Zoom 12
Speakers
Quy Pham, Visiting Lecturer , Tôn Đức Thắng
Moderators
Ngoc Anh Nhu, Director, NovaUNI
Ngoc Nguyen, Lecturer, Posts And Telecommunications Institute Of Technology
In recent years, English corpora (i.e., a collection of linguistic data) have been widely used in the English language classroom. Through corpora, teachers can uncover the
most common patterns of a linguistic phenomenon in a particular writing genre. For example, teachers can identify which syntactic structures are commonly used in business
writing to make a polite request or which syntactic constructions are popular in academic writing to write a literature review. Such important information will help teachers
decide on which linguistic patterns should be included and which should be excluded. Meanwhile, when students realize which linguistic patterns are popular in a particular
writing genre, they will develop a more strategic study plan that focuses on the most important linguistic patterns. In this presentation, I will first present some interesting
corpus-based studies with a strong pedagogical focus. Then, I will provide concrete examples of how teachers can utilize the Corpus of Contemporary American English
(COCA), one freely-available English corpus on the market, to create a data-driven learning environment where students actively examine how English use is realized in real
life. Specifically, I will show how teachers can retrieve frequency information or search for collocates of a lexical item in COCA. The presentation ends with practical activities
that accompany the search of the frequency information.
10:30AM - 11:00AM Teaching grammar to young learners in Vietnam: Structural or functional?

Zoom 13
Speakers
Nha Vu, Dean, University Of Languages And International Studies, VNU Hanoi
Moderators
Trang Giang, Lecturer, ULIS, VNU
One of the frequent questions that teachers ask is whether they should teach grammar to young learners. This presentation first looks at two theoretical approaches,
structural and functional grammar, and give examples of classroom activities from the two approaches. It then analyse young learners' learning so that the participants can
draw out the answers to when and how grammar should be taught to young learners. Interested participants such as classroom teachers, textbook writers, and school
managers can have materials and sample activities to bring home.
10:30AM - 11:00AM Teacher leadership: non - positional leadership, challenges and potentials, a case study in The Olympia
Zoom 14
Schools, Vietnam.
Speakers
Lan Nguyen, English Teacher, The Olympia Schools
James Underwood, Principal Lecturer,, University Of Northampton
Moderators
Thao Thi Nguyen, Lecturer, VNU - University Of Languages And International Studies, Hanoi
Leadership research often focuses on a person in a formal hierarchical position who makes decisions that impact across a whole institution. However, there are other
conceptions of leadership that focus on the potential of non-positional leaders across an organisation. This paper contributes to research regarding non-positional leadership
by focusing on the teacher leadership of subject and homeroom teachers. The rich qualitative data that informs the case study presented here was collected from five
14
teachers who exercise teacher-leadership in their classroom. The participants were teachers at 'The Olympia Schools'. These leaders take control of students' behaviour and
lead change in diverse ways. They work with students: engaging them and influencing them. Their style of leadership is informed by their inherent characteristics but also by
the environment that they work in. They build the culture in their classroom as a living community. One challenge of understanding non-positional, teacher leadership is that
teachers may not fully acknowledge, even to themselves, which types of educational leadership they are using, and what the advantages and disadvantages of these types
are. This research therefore offers clarity to the type of educational leadership teacher leaders use: its factors, advantages and shortcomings. It also digs deeply into the
environmental context in Vietnam in order to interpret how this may affect teacher leadership. It concludes by proposing a model that teachers can use to reflect and then
make the necessary changes to be the best leader possible; within the type of leadership they choose.
10:30AM - 11:00AM Benefits of Tutorial Sessions and Mentoring Assistance in Research Skill Training, EAP Writing Class
Zoom 15
Speakers
Phuong Nguyen, Postgraduate Student, Đại Học Cần Thơ
LE Linh, Lecturer, National Economics University
In EAP writing class, teaching and acquiring research skills seems to be challenging for lecturers and learners. This can be explained by the course's academic, strict
requirements and teachers' heavy and excessive workload for specific and timely comments. At National Economics University, an innovation was proposed to tackle with
these problems. In detail, the syllabus was adjusted with tutorial sessions, in which, senior students in final year of Business English major were invited to work as mentors.
The results of these interventions would be presented in this study. At first, there should be an overview of teaching writing as well as training research skills in order to review
teaching theories and methodologies. The follow-up section focuses on a discussion about the action research with data of three research methods, namely semi-structured
interview, observation and teacher's field notes over 80 second-year English majors as participants. In fact, tutorials sessions put a positive impact on both academic and
psychological aspects. Particularly, teacher could provide learners with quick help and straight-to-the-point solutions; also, students felt satisfied with private session tailor
made for them. Especially, mentors were highly appreciated thanks to sharings of their own lessons learnt, customized advice based on specific situation and close
connection with mentees.

Please go to the livestream Keynote Presentation: REIMAGINING ENGLISH AS AN ADDITIONAL LANGUAGE: IMPLICATIONS IN THE ONLINE GLOBAL CLASSROOM
.VIC 2020 Notice Board
11:10AM - 12:00 Noon Reimagining English as an Additional Language: Implications in the Online Global Classroom
Livestream
Speakers
Julie Ciancio, Westcliff University, Westcliff University
Moderators
Tram Nguyen, Training Manager, Talkin English
Khanh Bui, PhD Candidate / Director Of Reviewing Committee VIC 2020, University Of Georgia
Are you looking for a dynamic way to increase language acquisition, stimulate productive and receptive skills, and enrich knowledge that is deeper and connects what is
learned in the classroom to the world beyond it? If so, become a community of learners during this plenary session where you will explore how educators are reimagining
English as an Additional language (EAL) utilizing online platforms. Celebrate home languages, cultures, and multilingualism while actively engaging students in their learning
process by leveraging innovation and globalization for the 21st century. The global nature of society and the fast pace of advancing innovation demands that students actively
learn through and apply technology. Native speaker norms are being challenged by teachers around the world and acknowledging learners' skills in their home language is
essential to learn English effectively. When you share a first language with your students, you can enrich the classroom environment by fostering meaningful language
interactions which reflect the use of multilingual teaching practices in an online environment. Through highlighting the academic skills pivotal to success and adapting to the
online learner, attendees will be able to boost access to English without dismissing the richness of socio-cultural and linguistic assets brought into the classroom by EAL
learners. Ultimately, language and culture are intertwined, you will be empowered and inspired to take action and transform your online classroom.
11:55AM - 01:45PM Lunch Break and Watch Pre-recorded Sessions

Please go to your preferred session, hit "check-in" button. This leads to a pre-recorded session where you can watch the pre-recorded presentation saved as a video. VIC
2020 Notice Board
12:00 Noon - 01:45PM USE OF MICROSOFT TEAMS IN TEACHING AND LEARNING ENGLISH ONLINE TO IMPROVE ENGLISH
LEVEL
Speakers
Hue Nguyen, Lecturer, Academy Of Journalism And Communication
Nhung Nguyen, Lecturer , Academy Of Journalism And Communication
15
In language teaching and learning, teachers and learners have a lot to choose thanks to the development of technology such as the Internet, computers, electronic
dictionaries, and CALL, etc. The last two decades have witnessed a revolution due to the onset of technology, and it leads to some changes in the way people live and work
in society. Besides, technology also plays an important part in spurring innovation in English teaching. Due to the COVID - 19 pandemic, students in Vietnam could not go to
school to study. Studying online was one of the best solutions, so the researcher taught her students during the worldwide pandemic of coronavirus disease 2019 via
Microsoft Teams. Using Microsoft Teams to teach English online has its unique advantages. The author carried out a case study to analyze the necessity of using Microsoft
Teams to language teaching and also bring out the problems faced by using it. This study also aims to make English teachers aware of the strategies to use it in an effective
way. The participants in this study were 28 first year non - English major students in class B2 in the Academy of Journalism and Communication who engaged in an English
online course for 3 months of the COVID – 19 pandemics. Two sets of questionnaires and tests combined with semi-structured interviews were conducted to determine the
improvements of the students' English level and their positive attitude after the online course. Keywords: language teaching, innovation, technology, Microsoft Teams
12:00 Noon - 01:45PM Project-based learning helps to improve writing paragraph skills of English-major students
Format : Electronic Mini-workshop (15 minutes)
Speakers
OANH BÙI, Lecturer, Nha Trang University
Freshmen of English-major students are usually afraid of writing skills because of limited vocabulary, limited social knowledge and unconscious grammar mistakes. The
objects were 32 students of experiment class (class 60NNA-5) and 32 students of traditional class (class 60NNA-6) who studied writing paragraphs and did their homework in
two different ways. For homework, each students of the traditional class wrote 10 paragraphs while the experiment students were divided into small groups of four or five
students and made a 10-page small paper. An online survey was designed and sent to 32 students, and then randomly, 10 students were interviewed to know what benefits
and difficulties they had while doing writing project of a small newspaper. A comparison between results of the final exam of Writing 2 (Writing paragraphs) of the two classes
was carried out to test whether doing writing project could help the students to improve their writing skills. This research enlightens some suggestions to apply projects in
teaching writing skills.
12:00 Noon - 01:45PM Electronic portfolio as a learning and assessing tool: Findings from an action research
Speakers
Lien Do, Giảng Viên , Khoa Quốc Tế - Đại Học Quốc Gia Hà Nội
In English language teaching, the use of portfolio is particularly applicable not only as a learning tool to increase the level of students' motivation and autonomy but also as an
evaluation tool for reviewing the status of their progress. Applying the action research approach, this study primarily focused on examining the perceived effectiveness of
using electronic portfolio to improve academic reading and writing skills in an EAP blended course. Results from an open-ended questionnaire and teacher's diary revealed
that students' perception of the purposes of the e-portfolio is similar to teacher's initial goals. Most students gave positive responses toward the application of e-portfolio as an
effective learning tool and showed satisfaction to their own products. Meanwhile, the main difficulties mentioned by most students were the search and selection of articles for
reading and time constraint. Some student's suggestions in terms of e-portfolio implementing procedure and support from teachers as well as teacher's self reflection are
worth considering for further application.
12:00 Noon - 01:45PM Students' feedback towards online teaching during Covid-19 outbreak at the University of Languages and
International Studies, VNU
Speakers
Viet Khoa, Lecturer, University Of Languages And International Studies, VNU Hanoi
Since February, Covid-19 has heavily influenced all aspects of life. The education system was not an exception. The University of Languages and International Studies, VNU
(ULIS - VNU), after a one-week delay, implemented different methods to keep teaching and learning on track. The Learning Management System, Livestreams of lectures on
Facebook fanpage, Teams, Zoom, etc. were utilised to facilitate learning and teaching. Online technical training and support were also provided for lecturers and students. A
preliminary Google Forms survey was conducted by ULIS Centre for Quality Assurance after one and a half months to find out the students' feedback tơwards online
teaching and learning. The survey consisted of nine multiple-choice questions and four open questions. All the questions were related to teaching materials and content, the
interactions between lecturers and students, online systems, assessment and evaluation. 1.619 students took part in the survey. The findings showed that the majority of
students were satisfied with online teaching and learning. However, various problems such as inappropriate time allocation, assignment loads, Internet connection, etc. need
to be taken into consideration to ensure a better quality of teaching and learning.
12:00 Noon - 01:45PM Create English Club Activities to Improve Speaking Skills for non- English major Students
Speakers
Luu Trang, Student, Hung Yen University Of Technology And Education
Thao Dang, Vice Dean, Hung Yen University Of Technology And Education
Nguyen Nhung, Hung Yen University Of Technology And Education, Hung Yen University Of Technology And Education
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English clubs give students a chance to practice English in a relaxed, informal environment, and to meet new people (Tom Ewens,2013). In fact, English speaking is
considered one of the most challenging skills for non-English major students so taking part in English clubs provides them good opportunities to practice speaking English.
This study tested the effectiveness of English club speaking activities to enhance students' speaking skills. There were 26 members of the club participated in this study. The
data were collected from different sources: questionnaires, interviews, and observations. The data were then analyzed using descriptive qualitative and quantitative analysis.
The results show that students' speaking skills are improved due to taking part in the English club and they have positive attitudes towards the English club activities. In
addition, recommendations are also provided in order to create more interesting English club activities for non-English major students to encourage students to speak out.
12:00 Noon - 01:45PM An action research into the role of creativity in EFL classrooms at University of Engineering and
Technology (UET)
Speakers
Phuc Nguyen, University Lecturer, University Of Languages And International Studies, VNU Hanoi
Creativity is a key skill in the 21st century 4Cs (Communication, Critical Thinking, Creativity and Collaboration) which are believed to provide learners with opportunities to
strongly develop language skills as well as increase their motivation for learning. Learners nowadays are encouraged to get involved in active learning process which requires
them to be independent and creative. The slogan "Think outside the box" has been widely used to prove the essence of fostering learners' creativity at schools to exert
positive effects on their academic performance. This action research aims at investigating the role of creativity in EFL classrooms at University of Engineering and Technology
(UET), Vietnam National University, Hanoi. The study involved two groups of 58 non-English-major students at Intermediate English level and was conducted for a two-
semester school year. During this year, various activities (brainteasers, group presentations, group projects and debates) were used to foster UET's students to be creative.
The findings indicated that creativity took an extremely positive role in increasing motivation for learning English, developing learners' autonomy and enhancing their English
skills, especially speaking. It was also revealed that UET students preferred complex group projects that required their thorough preparation outside the class hours to simple
presentations.
12:00 Noon - 01:45PM COMMUNICATIVE ACTIVITIES TO IMPROVE STUDENTS’ GRAMMATICAL COMPETENCE

Speakers
Vu Loan, English Teacher, Nguyen Hue High School - Bac Tu Liem District - Hanoi
The research investigates the use of communicative activities in English-teaching classroom with the case study of 8th graders at Vo Thi Sau Secondary School in Hai Duong
City, Vietnam with the objective of analyzing the impacts of communicative activities on the improvement of the students' grammatical competence as well as figuring out the
students' attitudes towards English learning after communicative exercises were chosen to support English teaching in the class. A questionnaire and the first semester and
the second semester English tests were used as the instruments for data collection after eight communicative activities were applied for 10 weeks. The outcomes of the
questionnaire and the test scores show that the applied communicative activities have had positive influence on the students' grammatical competence, by improving morale
and motivating students to learn rather than helping them memorize the grammar directly. The students also reported that they felt comfortable studying with the teaching
method. As a result, the research outcomes have encouraged both teachers and students to utilize this type of teaching and learning more frequently, as they can bring about
positive results on the students' English language proficiency level.
12:00 Noon - 01:45PM A systematic review on Facebook’s overall effectiveness in English language skills practice: Expectations
vs Reality
Speakers
Thao Vu, Academic Manager, EdSpace Education Service Ltd Company
Vy Nguyen, Visiting Fellow, City University Of Hong Kong
English language education in the 21st century has constantly exploited Social Networking Sites (SNSs) for teaching and learning purposes (Prichard, 2013). Among the
most popular SNSs, Facebook has emerged as a widely favored education platform for EFL teachers and students. Nevertheless, there has been no comprehensive study
that evaluates its effectiveness in English language skills practice. The study, thus, seeks to bridge this gap by examining the role of Facebook in English language skills
development through a systematic review of 13 publications. The data for the study was collected through 2 cycles based on 3 criteria (1) good triangulation (2)
correspondence between research conclusion and the topic being reviewed, and (3) correspondence between research questions, conclusions, and methodologies. From
selected data, the use of Facebook in English skills practice was analyzed on four grounds: the skills practiced on Facebook, the effectiveness of Facebook in developing
these skills, teacher-directed and students-directed learning on Facebook, and teachers-students' perception of Facebook as a learning platform. Results showed that
Facebook provides a supportive education environment that aids linguistic, meta-linguistic, and social-emotional skills development. Despite certain drawbacks including
distractions and unverifiable language input, Facebook is believed to be an effective tool for EFL educators and learners. Based on the study's findings, recommendations for
more successful application of Facebook in English language teaching, learning and research will also be given. Reference: Prichard, C. (2013). Using social networking sites
as a platform for second language instruction. TESOL Journal, 4(4), 752-758.
12:00 Noon - 01:45PM Enhancing Intercultural Awareness of English Language Students

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Speakers
Thuy Pham Thi Thanh, Lecturer, Hanoi National University Of Education
Vân Bùi, Lecturer, Hanoi National University Of Education
In the era of globalization, there is high chance of employees being exposed to multi-cultural working environment in their jobs. Therefore, students, especially those who are
preparing themselves for working in intercultural working places are in need to be equipped with knowledge about different cultures and intercultural communication skill. This
research was conducted at Faculty of English, Hanoi National University Education with a group of students, majored in English linguistics at semester 2 of the academic
year. The researchers with a view to enhancing their intercultural awareness offered students a number of language learning activities, including delivering oral presentation
about a suggested intercultural-related topic, watching and listening to cultural videos, reading comprehension tasks, writing assignment, and poster exhibition. The survey
was carried out at the end of the semester, and five students were invited to join the interview. The results revealed that students' intercultural awareness was enhanced
remarkably after the course. Additionally, thanks to the useful language learning activities, students were excited to extend their knowledge about different cultures and were
provided with necessary skills to become a successful communicator. Key words: Intercultural, intercultural communication, English language skills
12:00 Noon - 01:45PM The Impacts of project-based learning (PBL) on the Academic Performance of Non-English-Major Students
at level B1
Speakers
Phuc Nguyen, University Lecturer, University Of Languages And International Studies, VNU Hanoi
In the 21st century, modern language learning and teaching aims at developing learners' 4Cs namely Critical Thinking, Communication, Creativity and Collaboration to get
well-prepared for more complex life and working environments. According to Bell (2010), project-based learning (PBL) as a dynamic classroom approach is a key strategy for
developing 21st century skills – 4Cs in language learners as it helps them to actively explore real-world problems and challenges. This action research aims at investigating
the impacts of PBL approach on the academic performance of non-English majors at level B1. This research was conducted in a two-semester school year with two groups of
58 students majoring in Information Technology at University of Engineering and Technology (UET), Vietnam National University, Hanoi. During this time, four projects
including two presentations and two fieldtrips were assigned and conducted in groups for assessment. The findings showed students' great progress made throughout four
projects in their English skill as well as problem-solving skills. Collected data indicated that although PBL required a large amount of time for preparation, almost 95% of the
participants looked forward to their next projects to make use of their skills and experience gained from the previous ones and improve their weaknesses.
12:00 Noon - 01:45PM “Follow your research career or your family”: Female language teachers’ agency in doing research
Speakers
Nguyen Chau, Lecturer, University Of Economics And Law, Ho Chi Minh City
Khanh Nguyen, Lecturer, University Of Economics And Law, Ho Chi Minh City
Despite their growing prominence in academia, female researchers have encountered a number of challenges emerging from their household and societal roles compared to
their male counterparts. This study aims to explore the barriers hindering female Vietnamese teachers of English, their resilience and personal efforts in their research
pursuits. Agency is utilized as the key theoretical construct to shed light on these teachers' research engagement in temporal and relational contexts that call for certain
actions. Biographical data from two female language teachers working at a public university in Ho Chi Minh City (aged 44 and 33 respectively) were gathered by using self-
completed timelines, written reflections and in-depth interviews. Findings reveal the critical incidents underpinning the two teachers' involvement in doing research within the
complexity of roles, socio-cultural norms and expectations concerning women in different settings. These elements significantly impact on the ways in which they exercised
their agency in fulfilling their research commitment. This paper provides significant implications for policy makers and stakeholders in facilitating and promoting research
activities among female language teachers and academics. It also helps female language teachers realize their potential for undertaking research as well as develop
strategies that foster such engagement.
12:00 Noon - 01:45PM An investigation into vocational students' autonomous English language learning activities
Speakers
Son Nguyen, Phd Student, Doctoral School Of Education, University Of Szeged
This present study investigated the autonomous English language learning activities done by students at vocational training schools. A total of 114 students participated in the
study and 10 of whom were interviewed later. Data was collected using questionnaires and follow-up interviews. The questionnaire was adapted from a previous well-
established survey and the items in the questionnaire laid a foundation for the follw-up interview's questions. The data collected was analyzed quantitatively using SPSS
version 24 for both descriptive statistics and inferential statistics. The interview's data was qualitatively analyzed through thematic content analysis. The results indicated that
generally, autonomy-developing activities were not actively engaged in by vocational training students. The activities with the highest level of frequency were "listen to English
songs", "note down new words and their meanings", and "take notes while studying". On the contrary, "talk to foreigners in English", "make suggestions to the English
teacher", and "visit your teacher to ask about English tasks" had the lowest means. The follow-up interviews confirmed the quantitative results above. A t-test showed that
regarding the frequency of autonomous language learning activities, gender did not play a significant role. An analysis of variance (ANOVA) pointed out that the higher the
level of motivation students had, the more frequently students did autonomous learning activities. The study emphasized the importance of promoting learner autonomy in
language learning and lifelong learning among vocational students, and offered several pedagogical implications for students, teachers, and related stakeholders.
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12:00 Noon - 01:45PM How technology powers self-directed learning
Format : Poster (45 minutes)
Speakers
Trang Dang, Lecturer, International School, VNU Hanoi
Duong Nguyen, Lecturer, University Of Languages And International Studies, Vietnam National Studies
Self-directed learning is an essential skill required in the 21st-century educational world. The context of self- directed learning has now totally transformed with greater
support of technology and access to information sources that were not available earlier. The emerging technology with its advancements has been not only employed to
create essential teaching aids but also constituted powerful tools in EFL learners' self-directed learning. The process of language acquisition seems to become more effective
with the facilitation of innovative ICT tools. This study aims to provide a thorough insight into how learners adopt technology in their self-study and how technology changes
the way learners study English both outside and inside regular classroom environments through reviewing and evaluating existing theories and research on the influence of
technology and learner autonomy. It also provides suggestions on how technology can be utilized to help promote self- directed learning. Keywords: technology, ELT, self-
directed learning
12:00 Noon - 01:45PM Psychological effects of “Listening Circles” activity on speaking competence for Advanced language
learners, National Economics University
Speakers
Ha Le, LECTURER, National Economics University
In fact, significant psychological features such as less confidence, speech anxiety and low self-esteem greatly affect speaking performance in EFL contexts. To demonstrate
reasons for these problems, a pre-intervention questionnaire was conducted, which indicated the shortage of a safe space to build up speaking confidence. Therefore,
different techniques should be employed, among them was an innovation so-called "Listening circles". Specifically, in listening class, students would work in groups, watching
a lecture video and taking notes about its contents according to their assigned roles (a listening circle consisting of four roles focusing on a specific area of the lecture:
language and meaning, background and context, structure and organization, and delivery ) Then, in turn , they would discuss lecture's main points, speakers' stance and
areas for more research to gain better understanding. The evaluation of Listening circle activity was carried out with 60 freshmen with IELTS certificate from 6.5 upwards,
Advanced Educational Program. Research methods were questionnaire and observation. Research findings figured out that when students were provided with opportunities
to work in groups, they felt free to express themselves without being judged by linguistic errors or content-based ideas. Then, they enjoyed a really safe space to improve
their confidence in speaking ability. This brought about evidences for positive psychological effects of a listening activity on speaking efficiency, which should be widely
applied. Key words: Speaking Anxiety, Self-confidence, Safe space, Listening circle.
12:00 Noon - 01:45PM Infusing Cooperative Learning into an EFL Classroom to Enhance Restaurant-Majored Students’ Speaking
Skill
Speakers
Dung Nguyen, Lecturer, Binh Thuan Province Vocational College
Infusing Cooperative Learning into an EFL Classroom to Enhance Restaurant-Majored Students' Speaking Skill English speaking, for a variety of restaurant-majored
students, seems to be difficult. This study sought to explore if students can grow out of the speaking challenges by engaging in Cooperative Learning activities.75 second-
year students including 29 males and 46 females, ranging between 20-22 years of ages, from the two Restaurant English classes at the Faculty of Tourism of Phan Thiet
University in Binh Thuan Province were invited to participate in the study. One class was treated as the experimental group (EG) and the other as the control group. In this
study, questionnaires, observations and interviews were applied, the results of speaking pretest, mid-term and final tests were used. During the 11-week course, Cooperative
Learning activities were incorporated into 5 units from Restaurant English, the newest addition to LiveABC's Practical English for Professionals textbook series, published in
Vietnam in 2010. The findings substantiated not only the benefits of Cooperative Learning activities in fostering students' speaking skill but also the fact that restaurant-
majored students are willing to make positive changes and EFL lecturers should design interesting activities so that students can immerse themselves in talking
cooperatively. Keywords: Cooperative Learning, English speaking proficiency, restaurant-majored students
12:00 Noon - 01:45PM Foreign Language Learner Resilience: Students’ Perceptions of Factors from Multiple Contexts
Speakers
Bao Hoang, Lecturer/PhD Candidate, Trường Đại Học Tây Nguyên/University Of Waikato
The success of an individual in the face of adversity is likely to be explained by the concept of resilience (in association with risk and protective factors). Coined in psychology,
the term has been used in many different fields including education where resilience has been identified as one of the determinants enabling learners to withstand difficulties
and succeed in learning. Despite its educational significance, little research has been done about it in the field of second language acquisition/education. This presentation
focuses on the conceptualisation of foreign language learner resilience (FLLR) in the context of English language education at tertiary level in Vietnam. It reports on the
findings from interviews with Vietnamese students whose perceptions of individual and contextual factors (that can either compromise or enable resilience) contributed to
refining the concept of FLLR. The presentation presents these risk and protective factors of FLLR in a dynamic relationship with three different aspects of context, namely
community, institution and family, mediated through the interaction between the students and their environment. The presentation concludes with some thoughts on the
usefulness of the data and the concept of resilience for language teachers, in particular, the value of understanding each student's unique trajectory towards developing
resilience.
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12:00 Noon - 01:45PM DISCOURSE ANALYSIS of SPEECH ACTS of THANKING by BAHRAINI and VIETNAMESE ESL LEARNERS
Speakers
Mary Joy Sienes, ESL Teacher, Vinschool Secondary School
Language teaching has changed from the traditional focus of grammatical competence to communicative competence. The prevailing point of view in the field of pragmatics
is that "two participants with two different value systems underlying each of their first language (L1) cultural group (Click, 1886 as cited in Cheng, 2011) transferred their L1
pragmatic rules into second or foreign language (L2) domains "(Mascuñana, 2019, slide 6). It is also widely accepted that different cultures structure discourse in different
ways (Demir & Takkaç, 2016). Based on these assumptions, this paper employs a textual discourse analysis to examine the thanking strategies and the semantic formulas
used by Vietnamese and Bahraini ESL learners in their letters. This study focuses on identifying the students' semantic expressions in thanking based on the nineteen forms
of thanking identified by Cheng & Seto (2015) and analyzing the students' thanking strategies based on Eisenstein & Bodman (1986) and Aijmer (1996) as cited by Demir &
Takkaç (2016). Results show that the students have limited semantic formulaic expressions in expressing gratitude. Meanwhile, there are significant variations of verbal
strategies among students from the two cultural groups. The findings imply that thanking, as a speech act, along with other language functions be given emphasis in ESL
curriculum in the hope of developing communicative competence inside and outside the classroom.
12:00 Noon - 01:45PM Developing Students’ Workplace English Communicative Competence for Globalization Through the
Industry-oriented ESP Curriculum Development
Speakers
Thi Quynh Nhu HO, Lecturer, Hue Industrial College
This article describes the development of an English for specific purposes (ESP) curriculum to prepare vocational students with authentic English communicative
competence. The study focused on examining how English was used at work and what industries actually needed in terms of their staff's English communicative competence
in the new era of the globalization. For these purposes, the research methodology was constructed with the main use of questionnaires survey and interviews with 150
employees and managers from 12 corporates in central Vietnam. The triangulation of data collection instruments, sources of information and various investigated locations
helped to sort out important factors to the development of an industry-based English curriculum. The findings reveal actual workplace communication needs of English as
required by the employees majoring in business administration and yield valid contents in the new ESP curriculum in orientation to the widespread globalization: (i) all four
English language skills are perceived important but listening and speaking are more focused; (ii) language skills for job purposes namely telephoning, reading and writing
emails, business letters, contracts, memos and minutes, speaking and listening in social situations with business partners and job interviewing are prioritized; (iii) the course
contents include marketing, sales/selling, finance, human resources and production; and (iv) authentic materials are used with the conduction of communicative activities
during the ESP program.
12:00 Noon - 01:45PM Learners’ attitudes towards teaching metacognitive strategies in reading comprehension through Cognitive
Academic Language Learning Approach
Speakers
Hau Huynh, Lecturer, University Of People's Security
Various studies on training metacognitive strategies to enhance reading comprehension have been conducted around the world since the 2000s. However, learners' attitudes
towards applying a specific model of metacognitive strategy instruction in reading, which contributes clearly to the success of teaching metacognitive strategies, have not
been paid enough attention, especially in Vietnam. This study is an attempt to fulfill this gap. This work aims to investigate the learners' attitudes towards training
metacognitive strategies through Cognitive Academic Language Learning (CALLA) in reading. To this aim, a mixed-methods design study was carried out on 52 English non-
majored participants at the University of People's Security. The research tools employed involve a reading comprehension test, an attitudinal questionnaire, and interviews.
The findings of this study reveal that The employment of the CALLA model in teaching metacognitive strategies received positive attitudes from most students, though the
instruction itself exposed some shortcomings that need to be dealt with. In addition, there was a statistically difference in cognition between high-reading and low-reading
proficiency groups.
12:00 Noon - 01:45PM Occupational Stress experienced by Highschool English teachers: Stress level, Stressors and Coping
Strategies
Speakers
Ngọc Vũ, Student, University Of Languages And International Studies, VNU Hanoi
Thi Thom Thom Nguyen, University Lecturer/Teacher Educator, University Of Language And International Studies - Vietnam National University
The teaching profession is universally considered stressful. In the context of Vietnamese education, the recent rapid changes in the educational and social context have put
English teachers in a vulnerable position to stress. Meanwhile, serious teacher stress pose great threats to teachers' well-being and students' performances. Therefore, this
exploratory study was carried out to discover the level of stress that 10 English teachers in a highschool in Haiphong city, Vietnam experience, as well as their stressors and
coping strategies. The study adopted a mixed method, specifically triangular research design, which includes both quantitative and qualitative data collected by the Teacher
Stress Questionnaire on the whole population and in-depth semi-structured interviews on three selected participants who demonstated varied stress level. Findings reveal
20
that teachers experience from low to nearly moderate stress, majorly caused by (1) students' lack of motivation to learn English, (2) students' disciplinary issue, (3) pressure
for achievement and (4) mismatching assessment content. The four stressors are found to be interrelated with each other. With regard to coping strategies, all participants
interviewed tackle stress by (1) directly addressing the stressor, while other methods are also found, including (2) seeking support, (3) maintaining a positive attitude, (4)
distancing from stressors and (5) relieving the feelings of stress. It is suggested that stakeholders including policy-makers, educational governance and school leaders take
the findings of this study into consideration to better empathize with English teachers and to establish a network of support for teachers' psychological well-being.
12:00 Noon - 01:45PM Exploring Learning Needs of Gifted EFL Students

Speakers
Ngoc Dinh, Student, ULIS- VNU
Hong Cao, Lecturer, University Of Languages And International Studies,Vietnam National University
Gifted students are often characterized as those who demonstrate distinctive characteristics, both intellectually and emotionally. Thus, they may have learning needs that are
distinctive from non-gifted students. Failure to meet the needs of these learners may lead to their low motivation, low attention, and consequently low academic achievement.
Although gifted education in Vietnam has got a relatively long history, gifted English as a Foreign Language (EFL) remained somewhat under-researched. Studies that focus
on learning needs of gifted EFL students in Vietnam are almost undetectable. This study thus aimed at discovering learners' and teachers' perceptions of gifted EFL students'
learning needs. Data were collected through interviews with 137 gifted EFL students and five English teachers working with these students. Findings from the study
suggested that (1) oral skills were perceived as most important and had potential to generate highest level of engagement among students; (2) speaking and writing
appeared to be the most challenging areas as students often encountered problems like speaking shyness, lack of vocabulary and background knowledge, and mother
tongue interference; (3) students' motivation for advanced English lessons and the National competition was not as high as expected. Additionally, the study revealed unique
social-emotional issues of these students namely perfectionism and occupational indecision. These findings contributed to the limited literature on gifted students, particularly
gifted EFL students in Vietnam. They also had important implications for the development and adaption of assessment methods, learning curriculum, instructional strategies,
and social-emotional assistance for this unique group of learners.
12:00 Noon - 01:45PM PROJECT-BASED LANGUAGE TEACHING IN THE CONTEXT OF VIETNAMESE HIGH SCHOOLS: A
NARRATIVE INQUIRY
Speakers
Duong Le, English Teacher, Le Thanh Tong High School For The Gifted
Hoa Hoang, Teacher, University Of Languages And International Studies, VNU Hanoi
With the extension of the NFL Project 2020, Vietnam re-affirms its determination to renovate its foreign language education. Since the commencement of NFL Project 2020 in
2008, a variety of programmes with different scopes and scales have been carried out, such as adopting new English textbooks, re-training in-service English teachers,
standardizing student graduates' foreign language outcome. Among those programmes, the deployment of project-based language teaching (PBLT) as part of the 'renovating
the teaching methodology' scheme as well as the inclusion of project segment in each unit of the new English textbooks have engaged heated discussions involving policy
makers, experts as well as teachers, students and parents. On the one hand, policy makers, experts and some English teachers highly appreciate the benefits of PBLT in
enhancing students' English proficiency and their 21st century skills. On the other hand, it is informally reported that the implementation of PBLT in all school levels is very
problematic because it either causes more workload for both teachers and students or is methodologically superficial. This study, adopting narrative inquiry approach,
explores the practice of PBLT among EFL teachers at high schools in Vietnam where new English textbooks have been adopted as part of the new foreign language
curriculum. The in-depth interviews with the teachers reveal insights into practical challenges that they are facing. Finally, the paper offers some suggestions for English
teachers at high school to conduct the project segment in each unit successfully in accordance with this PBLT approach's principles.
12:00 Noon - 01:45PM EFL TEACHERS’ USES OF PROJECT ACTIVITIES IN THE ENGLISH NEW TEXTBOOK GRADE 10
Speakers
Yen Le, High School Teacher, Binh Chanh Junior & High School
In an attempt to improve the quality of English learning and teaching, the pilot English textbook series for Vietnamese schools under the NFL 2020 Project was published in
2012 and used in high schools upon the issue of Document No.3702 by MOET in 2013. One of the dominant differences between the pilot English textbooks and the
traditional programs is that project activities were integrated into each unit. These project activities intended to help students to foster their language ability. Nonetheless,
many teachers fall into the troubles in implementing these projects because they are new and challenging. This study was conducted to investigate EFL teachers' common
activities in implementing project work in Tieng Anh 10 and clarify the strategies they use to carry out these activities. The participants were fifty EFL teachers teaching new
textbooks at eighteen high schools in An Giang. The data discussed in the study were estimated by questionnaire and interview. The findings indicated EFL teachers'
implements were included group work, presentation, small research related to the topics, learners' explanation, or forming a club or a program and computer-aided in
teaching. In the assessment section, teachers usually get students' peer and group evaluation. Besides, they ask students to give and get feedback after their friends'
performances. What is more, they not only used the suggested strategies but also provided their strategies to implement project activities in the pilot textbook. In Viet Nam,
the research findings contribute to meaningful implications for EFL high school teachers and school administers.
12:00 Noon - 01:45PM Effects of Time Pressure on Speaking Practice

21
Speakers
Thanh Pham, Lecturer Of English, National Economics University
For many learners of English, Speaking has always been a big challenge especially when it comes to individual performances. The reasons are mainly due to the lack of
attention, of practice and of many linguistic factors involved. The delivery of a timed oral practice (3-2-1: 3 mins-2 mins-1 min efforts) to wrap up the lesson is introduced to
raise students' awareness of the effects of such controlled-regular practice. The study is conducted in a speaking class of first year business students at the National
Economics University using qualitative research method with the use of an in-depth interview with a discussion group, teacher's class observation and assessments of
students' midterm oral test. The results show that students feel more positive about their speaking performances with remarkable changes in terms of fluency, confidence and
task fulfillment. This study also confirms that 3-2-1 pattern is the best practice for students to achieve desirable success in Task 2 of the IELTS Speaking test. Key words:
Speaking; time pressure; 3-2-1 pattern; effective
12:00 Noon - 01:45PM An Ecological Approach to Second Language Acquisition: Family as An English Language Learning
Community
Speakers
Ngan Dong, Lecturer, University Of Languages And International Studies, Vietnam National University
In the world of applied linguistics, there is a growing interest among researchers in studying second language acquisition (SLA) as an ecological phenomenon, meaning the
focus of SLA studies has shifted from the language classroom to other social contexts beyond the classroom. This ecological approach provides researchers with a whole
new perspective in understanding language learning beyond the classroom that offers an insight into the way how a community can promote language learning among its
members and become a learning system. Adopting Palfreyman's ecological approach to language learning, this paper is aimed at exploring a family functioning as an English
language learning community in an EFL context. To reach the aforementioned objective, online interviews were employed in the study with four participants, who are
members of a Vietnamese family. The finding provided an analytical description of the chosen family as a demonstration showing how Palfreyman's theories work in practice,
focusing on the autonomous (or non-autonomous) role of each family member in contributing and receiving learning resources. Despite some miscommunications due to the
age difference, the interviewed family is overall an excellent example of a family functioning as a learning community, which can serve as a role model for other families in the
same EFL context to promote better English language learning. The study offers interesting implications in the area of SLA: EFL learners should be aware of their language
learning opportunities and take advantage of available resources for a mutually supportive environment for English learning in the family.
12:00 Noon - 01:45PM Different English varieties as listening comprehension test input: Why not?
Speakers
Ngan Dong, Lecturer, University Of Languages And International Studies, Vietnam National University
Listening comprehension with its complex construct has posed challenges to professionals in the field of English language testing. With the growing role of English as an
international language, one of the most critical issues is the inclusion of different English varieties in listening assessments to accurately represent the listening construct in
students' target language use domain which, however, can give a certain group of listeners an unfair (dis)advantage due to their (un)familiarity with the accents. Given this
dilemma, the aim of the paper is to examine the effects of accent on listening comprehension and provide suggestions on using accented English input in listening tests. The
study adopts the approach of secondary research by reviewing already existing research on the influence of various English accents on students' test performance. The
findings show that using only one English variety is a threat to assessment authenticity since it fails to reflect the target language use domain; meanwhile, using unmeasured
accents as test input can create unfairness. The dilemma can be resolved by the implementation of the Strength of Accent Scale that can accurately represent the listening
comprehension in reality without unfairly (dis)advantaging any students. Furthermore, introducing different English varieties in the classroom can reduce students' bias
against non-native accents and highlight the necessity to develop multidialectal listening ability.
12:00 Noon - 01:45PM EnhancingEducational Technologies for Engaging Basic English Students: A Case of aVocational College
Speakers
Huy Pham, Vice Rector, Dong Thap Community College
Ha Nguyen, Specialist, Dong Thap Community College
Facilitating students inlearning English has become extremely essential, particularly in basicEnglish classrooms due to a variety of factors. Fredericks, Blumenfeld and
Paris(2004) indicated three dimensions of engagement, including behavioural,emotional, and cognitive engagement. Other factors are very important includingteacher,
school, student, family andcommunity, and curriculum and resources. With the advent of the fourthindustrial revolution, the study sought effectiveness in using technologies
forengaging students. Students were asked to write reflections after courses. Satisfactionamong 376 students (n=376) of 11 basic English classes were collected foranalysis.
Stories sharing toward using mobile phones and e-learning environmentswere grouped into themes. Data showed that positive attitudes towardstechnologies were of great
help in students' fluency. The more trust studentshad in their classes, the more communications they had. Teachers were expected to buildtrusts in communication.
Consequently, their fluencies were exploited indevelopment. Teachers were expected to provide more activities for studentengagement. Regular checking with different tools
for improvement became veryimportant in student engagement.
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12:00 Noon - 01:45PM ENHANCING STUDENTS' PEER FEEDBACK on EFL WRITING through RUBRIC-REFERENCED
ASSESSMENT
Speakers
Hoang Do, Lecturer, VNU University Of Languages And International Studies
Although many researchers and teachers have generally advocated the utilization of peer-feedback activities in EFL writing classes, students' poor peer-feedback is
commonly practiced in particular contexts. This situation calls for the demand of using rubric-referenced assessment to improve their feedback. Therefore, this study seeks to
investigate the effectiveness of rubric-referenced assessment on students' peer feedback in EFL writing classes. Forty-eight students in two ESL classes at ULIS (VNU), who
had already experienced peer feedback without rubric-reference assessment, participated in the research project. These second-year students, whose language proficiency
was supposed to be at B2 level (CEFR), were invited to work in pairs and instructed to use a rubric adapted from CEFR. Then, they were required to complete a 250-word
essay on schedule and swap their essays in class. One week later, they submit their first and second drafts as well as rubrics for peer-feedback. Data collected through
students' reflective reports, and writing journals have shown that the implementation of rubric-referenced assessment helped students focus on their efforts, revise language
aspects, produce work of higher quality, and feel less anxious about an assignment. Several pedagogical implications were also included in order for other language teachers
to apply in their classrooms.
12:00 Noon - 01:45PM Effects of Shadowing on Students’ Pronunciation and Oral ability
Speakers
Thanh Pham, Lecturer Of English, National Economics University
Among the various challenges in learning English, Pronunciation outstands as the hardest due to its complexity and requirements for some talents and hard work. The study
on the effects of Shadowing is conducted in a pronunciation class to show how it can improve students' pronunciation and accent. According to Professor Alexander
Arguelles, the inventor of the activity, shadowing involves listening to an audio track and repeating whatever is being said as fast as possible after it is said. He claimed that it
is an effective approach to teach language learners the sound system of the new language. The study applies qualitative research method with the use of an in-depth
interview with a discussion group, teacher's class observation and assessments of students' diagnostic and end-of-course pronunciation tests. The results show students'
improvement of pronunciation, accent and fluency. Besides, these imitation sessions help students promote listening comprehension and oral ability. Keywords Pronunciation;
shadowing; audios; videos.
12:00 Noon - 01:45PM NEWS SHARING: a TASK-BASED ACTIVITY for the DEVELOPMENT OF STUDENTS' TECHNICAL
VOCABULARY IN ESP CLASSROOMS
Speakers
Hoang Do, Lecturer, VNU University Of Languages And International Studies
English for Specific Purposes (ESP) has been considered as a mandatory course for English-major students in tertiary education. The knowledge learnt from this course
improves learners' ability to apply their English in professional environment in the future. This action research was conducted to investigate the effectiveness of news media
on students' technical terms in an ESP classroom. This task was designed for 40 third-year students, who were supposed to be at C1 level (CEFR) to develop students'
specific vocabulary as well as knowledge in Business and Economics. In order to do so, students worked in groups of three, searched for two articles related to the weekly
topics, made and sent a glossary of new words from the articles to the whole class members. They also prepared a vocabulary game based on the glossary and summarized
the main information for in-class presentation. In the delivery phase, students introduced the information from the news media and organized vocabulary games for other
members to recycle vocabulary. Data through questionnaire and semi-structured interviews revealed that 95 percent of students surveyed were engrossed in this activity, and
students' language, especially technical terms were reported to improve noticeably.
12:00 Noon - 01:45PM STUDENTS' MOTIVATION IN ONLINE CLASSES: A STUDY OF SECOND-YEAR ENGLISH-MAJORED
STUDENTS AT HUE UNIVERSITY OF FOREIGN LANGUAGES
Speakers
Trang Ho, Lecturer, Đại Học Ngoại Ngữ, Đại Học Huế
Phuong Ngo, Lecturer, Hue University Of Foreign Languages
Motivation in language learning has attracted a number of research interests (Dörnyei, 2001), as it plays a crucial role in second language acquisition. Against this backdrop,
this current research focuses on the motivation of second-year students majoring in English for online learning and teaching via the use of Learning Management System
(LMS) at University of Foreign Languages, Hue University. To be more specific, it aims to investigate how much students were interested in online activities of the course
"Reading 4" during a semester, and what actually motivated them to conduct their virtual independent learning for this module. Both quantitative and qualitative data were
collected. Based on automatically generated statistical reports on LMS, students' attendances at online activities were analysed. Then, an online survey and several focus
groups were conducted to get more information of what motivates students in their learning. Several pedagogical implications are suggested from the findings of this study.
References Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
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12:00 Noon - 01:45PM Use of Portfolio Assessment on Students’ Speaking Performance Through Project Activities for Students
Grade 11
Speakers
Thao Nguyen, Work As A Teacher Of English, Le Hoai Don High School
For foreign language education in Vietnam, passive teaching and learning with limited assessment is though to be associated with low achievement. A portfolio, is a form of
alternative assessment, makes assessment quick and efficient, is a tool for assessing a variety of performance in general, speaking performance in particularly based on
project activities at high school. The present study aims to (1) report the effect of project activities on promoting students' speaking performance, (2) investigate whether
portfolio assessment enhances grade 11 students' speaking performance. The study took over 10 weeks and was conducted among 40 students in grade 11 at high school
where the researcher is teaching. Data were collected and analyzed by (1) speaking test (pre-test and post-test) to identify a degree of the treatment may affect students'
speaking performance, (2) questionnaire and (3) semi-structure interview to examine the extent of portfolio assessment on speaking performance. The findings indicated that
the students gained a higher degree of speaking performance after participating in project activities, employing portfolio assessment is effective in enhancing students'
speaking performance. Finally, the suggested pedagogical implications are hoped to contribute to the innovation of assessment method in teaching speaking in the context of
high school in Mekong Delta.
12:00 Noon - 01:45PM STUDENTS’ PERSPECTIVES TOWARDS the USE of BUSINESS MANAGEMENT SIMULATIONS in BUSINESS
ENGLISH CLASSES
Speakers
Mai Le, Senior Lecturer, National Economics University
Simulations have been used more frequently in business English classes as they have proved quite effective. Simulations provide students with a chance to interact with
each other in a real way which are closely related to the real work environment they may get involved in afterwards. Existing research mainly focus on benefits of using this
technique in classes but remains inconclusive about benefits as well as challenges of the application of this technique from students' perspective. To fill this gap, the present
study aims at investigating how students perceive advantages and disadvantages of the application of business management simulation to Business English classes at
National Economics University. Data for the study were collected from a self-administered online survey via Google Docs with responses from 237 students in Business
English Department, National Economics University. Respondents were asked to rate their satisfaction level toward the use of business management simulation in their
business English classes. Findings from the study indicate that students show a high level of satisfaction toward the use of business management simulations, reveal some
challenges encountered while learning and suggest some ways to handle these challenges. Choice of simulations, planning for the activity, procedures of conducting the
activity, skills practiced, tasks required and feedback procedure are key aspects related to students' attitudes towards the effectiveness of this technique in their Business
English classes. Based on these findings, recommendations are made to improve the use of simulations in Business English classes at Business English department,
National Economics University.
12:00 Noon - 01:45PM An INVESTIGATION into GRAMMATICAL METAPHOR in IELTS WRITING TESTS
Speakers
Hoa Phan, Senior Lecturer, University Of Foreign Language Studies - The University Of Danang
Grammatical metaphor is a significant concept in linguistics introduced by Halliday (1985). It has been pervasive in many studies, both theoretical for discovering subterms
ideational, interpersonal and textual grammatical metaphors and practical for analyzing, understanding and especially for writing academic discourses. This study aims at
exploring metafunctions of grammatical metaphor expressions and their application frequency in IELTS writing tests. Based on the Functional Grammar advanced by Halliday
(1985) as a framework, the study analyzes grammatical metaphor expressions used in a source of samples collected from about 200 IELTS writing tests including Sample
Tests. These grammatical metaphor expressions are categorized into three metafunctions of ideational, interpersonal and textual to examine their application frequency in the
writing tests. The results show a significant difference in the usage frequency of the three metafunctions of grammatical metaphor in the writing test papers. Interpersonal is
mainly used in IELTS test writing while the application of ideational and textual grammatical metaphor is low. The findings suggest some possible ways of exploiting
grammatical metaphor to improving writing skill for IELTS test. KEY WORDS: IELTS writing test, grammatical metaphor, metafunctions, application frequency, writing skill
improvement
12:00 Noon - 01:45PM EFL Teachers’ Responses and The Factors Influencing These Responses to English Language Teaching
Reforms in Vietnam
Speakers
Thao Le, English Teacher, Cantho University
Educational change, particularly English language teaching (ELT) pedagogical reforms, has received much attention from language researchers in the era of globalization
and internationalization, especially in Vietnam. However, studies related to this issue in Vietnam are still limited. Recognizing the values of the topic, this study was conducted
to investigate English high-school teachers' responses to ELT pedagogical reforms, what factors influenced these responses, and if there were any differences in these
factors among different groups of participants. The study employed a mixed-method approach. The quantitative data were collected from 102 participants in the Mekong
Delta, Vietnam. The qualitative data were collected from the interviews with 6 teachers, who were recruited based on the mean scores of their practices in response to ELT
pedagogical reforms. The results from the questionnaire and the interviews provided the following findings. First, the teachers highly accepted ELT pedagogical reforms.
Second, the teachers were strongly affected by the many factors, such as teachers' self-efficacy, teachers' sense of empowerment, institution managers' leadership, and
24
especially students' learning outcomes. Third, Vietnamese teaching and learning culture was a significant factor influencing teachers' responses to ELT pedagogical reforms.
Finally, the teachers with different educational qualifications were affected by the factors at different levels. Based on these findings, implications were made for enhancing
teachers' teaching practices in response to ELT pedagogical reforms. Keywords: Educational change, English teachers, ELT pedagogical reforms, the influential factors, the
Mekong Delta.
12:00 Noon - 01:45PM EFL Pre-Service Teachers’ Perceptions of their Professional Identity Development through Teaching
Practicum Experiences
Speakers
Trang Ly, English Teacher, High School Of Can Tho University
Teacher identity refers to how teachers view themselves as professionals, what experiences they have in the profession, and how they feel about themselves and their
professional competences within their classrooms and school environments (Beijaard et al., 2004; Richards, 2010; Pillen et al., 2013). This study explored Vietnamese
English as a foreign language (EFL) pre-service teachers' perceptions of their professional identity development after a teaching practicum at high schools in the Mekong
Delta. Particularly, the study aimed to find out factors that support and challenge the development of EFL pre-service teachers' professional identity in the aspects of EFL
teachers' roles at high schools; professional motivation and confidence; professional competences, and perceived ideal images of EFL teachers. The study employed semi-
structured interviews and document analysis to collect data from 10 pre-service teachers who participated in a teaching practicum at high schools. The findings showed that
English teaching practicum experiences had positive effects on pre-service teachers' professional identity development. However, these teachers also reported facing
challenges from social and contextual factors including teaching pressures, conflicts within the pedagogical community, and difficult conditions related to facilities at high
schools. The study contributes to research on Vietnamese pre-service teachers' professional identity and offers recommendations for high school administrators, pre-service
teacher's mentors, and university-based teacher educators to collaborate and improve the effectiveness of teaching practicum to better support pre-service teachers'
professional development of in Vietnam.
12:00 Noon - 01:45PM Using Google Doc to give feedback on writing skill in online classes
Speakers
Le Dung, Teacher, Than Nhan Trung Secondary School
It is difficult for students to share their documents and give comments in online classes as they get used to cooperating with just nondigital tools such as blackborads and
pens, white papers. This research focuses on the use of Google Doc in accessing documents and giving feedback to peers. Therefore, the integration of this app into writing
online class can help improve students' writing skill. The study was conducted in 3 months among students grade 6 at Than Nhan Trung secondary school in Bac Giang
province.The results were obtained from the teacher's observation and a questionnaire which students were asked to fill in after 3 months . The research shows that using
Google Doc is useful for teaching online classes as they make the lessons become more interesting and motivate students to involve themselves more in the writing skill.
Keywords : Google Doc, online class, writing, feedback
12:00 Noon - 01:45PM Vietnamese Teachers’ and Learners’ Perspectives on the Use of Recasts and Explicit Feedback in
Correcting Spoken Errors for Adolescent Learners
Speakers
Que Anh Bui, English Teacher, Kiến Guru
It is widely agreed an intermediate English level for effective communication has become critical for Vietnamese students due to the influx of foreign investors in the country.
Despite many efforts to advance English teaching and learning to achieve this goal, Vietnamese students still reportedly face numerous problems with the speaking skills.
This appears to stem from the lack of corrective feedback that helps strengthen the aforementioned skills in the classroom. This study explores Vietnamese ESL teachers'
and learners' opinions about two methods of corrective feedback namely recast and explicit feedback to answer two research questions (1) What are the perspectives of
Vietnamese ESL teachers on the use of recast and explicit feedback in correcting spoken errors of adolescent learners? and (2) What are the Vietnamese adolescent
learners' perspectives with regard to the teachers' uses of recast and explicit feedback in correcting their spoken errors? The methodology involves surveys and in-depth
interviews with the participation of twenty Vietnamese ESL teachers and twenty adolescent ESL learners from different English centers in Ho Chi Minh City. The data reveal
that the role of corrective feedback in rectifying learners' spoken errors is recognized by all groups of participants; however, there are marked differences between their
preference in the timing and explicitness of corrective feedback. These findings suggest that the two methods of corrective feedback should be combined to enhance the
effectiveness of each other. Moreover, students' self-awareness of errors should be highlighted to profit from teachers' feedback and elevate their learning autonomy.
12:00 Noon - 01:45PM Reflective Teaching Perceived and Practiced by EFL Teachers - A Case in Vietnam
Speakers
Thuy Pham, Lecturer, Đại Học Tây Đô
Reflective teaching (RT) is one of the core components of teacher professional development. Owing to its substantive importance in teacher education, this component has
been long recognized and widely examined in various approaches. However, it is not the case in Vietnam. Thus, the present study was done to investigate how RT was
25
perceived and practiced by a local group of in-service EFL teachers in an English language center located in Can Tho City, South of Vietnam. Data were collected via a
questionnaire, followed by a semi-structured interview. Results showed that all surveyed teachers held a positive perception towards RT values in professional development,
and practiced all three types of in-, on-, for-action reflections. Yet, in effect, they usually opted for only three strategies of workshop/training program, student feedback, and
classroom walk-through observation, while other RT strategies, such as journaling/diary-writing and video-recording, were scarcely used due to their workload-induced time
constraint, fatigue, and limited knowledge of RT. Thereby, discussions and implications are provided. Keywords: perception, practice, reflection, reflective teaching, EFL
teacher.
12:00 Noon - 01:45PM ManagingProfessional Development Information for English Language Teachers in Viet Nam:Preliminary
Findings
Speakers
Huy Pham, Vice Rector, Dong Thap Community College
Ha Nguyen, Specialist, Dong Thap Community College
Information for professional developmenthas been one of dramatically increasing concerns among English languageteachers due to massive channels of information while
high demands on teachers areexpected in teaching English in Viet Nam. It is worth noting in information forprofessional development in feasible strategies for teacher
development-supervisionshould be referred-rather than executing the "bureaucratic" procedure(Pham & Roberts, 2012). Norms and social trust among teachers (Pham,
2013)are very important in executing policies. A lot of information can be found via workshops,self-monitoring, teacher support groups, keeping a teaching journal,
peerobservation, teaching portfolios, analyzing critical incidents, case analysis,peer coaching, team teaching, and action research. Information for professionaldevelopment
can be from conferences, webinars and virtual events, trainingcourses, and certification. It is also from formal education (degree programs,training programs, and
certifications), informal or self-directed education(books, standards, social media, and MOOCs), coaching and mentoring (formal orinformal, more effective with more
structure, lunch and learns), and on-the-jobtraining (as directed, coaching, mentoring, trainings). This descriptive studysought how information for professional development
was effective towardteachers. Both quantitative and qualitative data were collected from surveyteachers (n=187) and reflections, comments, and personal communications.
Datashowed high satisfaction on current models of information dissemination. Thestudy suggested that information should be created, organized, updated, anddistributed in a
rigorous manner and an official channel toward development toserve both teachers and their organizations.
12:00 Noon - 01:45PM Students’ Demand and Preference for Native Speaking Teachers in Their English Language Learning
Speakers
Thang Ho, English Teacher, University Of Economics Ho Chi Minh City
The belief that native English speaking teachers would be ideal teachers of languages has been popular. This has influenced educational policies in many countries,
especially in Asia. Despite a number of studies exploring strengths and weaknesses of both native English speaking teachers and non-native English speaking teachers, the
debate between them has been a hot issue. This study aimed at investigating students' demand and preference for native English speaking teachers in their language
learning at the University of Economics Ho Chi Minh City. Using a mixed methodology, researchers collected quantitative data from 217 students through questionnaires and
qualitative data from 8 students who agreed to participated in individual interviews later. The findings showed that students had marked preference for native English
speaking teachers, especially in some areas where the native teachers expressed their high language proficiency. However, students would appreciate the approach of team-
teaching between two types of teachers. The results of this study are expected to make an interesting contribution to the literature in the field of English learning and teaching
as well as to the policy of the university in recruiting teaching staff and designing curriculum.
12:00 Noon - 01:45PM Child Safeguarding Best Practices for Distance Learning
Speakers
Martin Goosey, Head Of Young Learners, British Council Vietnam
2020 has seen a sudden and dramatic increase in the use of online tools and platforms in teaching under-18s. Many institutions, forced to act in a hurry, broke new and
unfamiliar ground. But was due diligence done on the efficacy of these tools, especially in terms of safeguarding? Educational institutions have a duty of care towards the
children in their charge, and no professional educator would consciously place a child in jeopardy. Yet what affordances ensure the online safety of children? In the rush to get
online, under a fierce media spotlight, were corners cut? How can we effectively manage children through changes in their learning experience? What platform functionalities
should we look for? What workarounds or solutions can we use when we discover an issue in online safety? This talk will attempt to answer some of these questions, using
examples from a variety of platforms and recent first-hand experience of project implementation. It will be of interest to anyone involved in the provision of distance learning to
children, whether teachers, trainers, administrators, or managers of institutions. Links to further resources will also be provided.
12:00 Noon - 01:45PM Speaking with Self-Confidence: A Case of Vietnamese University EFL Learners and Video-Based
Technology
26
Speakers
Thanh Lai, Lecturer, Thai Nguyen University Of Sciences
Quynh Nguyen, Lecturer, Thai Nguyen University Of Sciences
In foreign language learning, speaking skills, which are considered as one of the most important, are underpinned by students' sense of self-confidence. Students often
demonstrate this quality by taking photos or videos of themselves for social media sharing and similar activities. Teachers have explored advantages of Flipgrid as an online
teaching tool which incorporates both photo and video content, similar to how students might engage with online social media. One language learning scholar notes an
important benefit of Flipgrid is motivating students to speak and express themselves without shyness. This study aims to present an overview of Flipgrid, and its
implementation in a classroom context, aimed at improving student self-confidence in speaking English as a foreign language. Conducted over a six-week period, this
qualitative study featured thirty-five Vietnamese EFL freshmen who undertook an online questionnaire designed to assess their self-perceptions regarding their use of Flipgrid
concerning their self-confidence in speaking English. Findings indicated most students were aware of their own learning autonomy which helped them achieve greater
progress in their performance as their self-confidence increased. Nevertheless, some students still lacked motivation in speaking English, so this study presents pedagogical
recommendations that teachers should consider in their encouragement and assessment of students which play an important part in students' self-confidence. To address
this, the researchers recommend video-based teaching strategies in oral presentation classes, with opportunities for online peer feedback.
12:00 Noon - 01:45PM INVESTIGATING THE INFLUENCES OF ONLINE LEARNING ENVIRONMENTS ON ENGLISH FOREIGN
LANGUAGE STUDENTS’ AUTONOMY AT THE UNIVERSITY OF DA NANG, VIET NAM
Speakers
This paper examines three online English learning environments Edmodo, MyELT, and Google Classroom which have been implemented by English teachers of Da Nang
University of Foreign Language Studies to conduct blended-learning or online English intensive courses for students at the member education institutes of the University of
Danang in the past three years. Basing on analyzing pedagogical and technical features of these online learning environments, this study reveals the important role of the
online learning environment in increasing the autonomy of students in learning English, thereby leading to the positive influences on the students' learning motivation, study
habits and English proficiency. In addition, the study addresses several academic benefits that the students can get from using several online assistant tools like application
software Virtual Writing Tutor, Cambridge English Write and Improve, or websites Ozdic.com, Grammarticaly.com which often go along with the three learning environments.
These tools, and hence, can make the students become more and more motivated, autonomous, and interested in studying English while taking online or blended-learning
English intensive courses at the University of Da Nang, Vietnam.
12:00 Noon - 01:45PM A combination of of google classroom, quizlet and zoom in learning and teaching English online during
Covid-19 lockdown: from students’ perspectives
Speakers
The second semester of academic year 2019-2020 has witnessed an unprecedented occasion for teachers and students all over the world with the advent of Covid-19
pandemic. The lockdown during the pandemic was followed by the close-down of all schools at all levels. It was an opportunity as well as a challenge for schools to switch to
online platforms. Many alternatives have been taken with different levels of success. This paper aims to explore the combination of google classroom, quizlet and zoom in two
courses of Academic English listening and speaking for the first and the second year English-majored students (namely English 2B.1 and English 4B.2 respectively). A total
of 88 students were to join the online versions of the courses for the remaining 12 weeks of the second semester. Throughout the course, they were asked to write reflections
on their online learning experience after their first two weeks, the seventh week and the final week. At the end of the semester, a survey questionnaire was conducted to
reveal their conclusive perceptions of their online learning experience. Data collected during the early period of the semester exposes a great deal of concerns among
students about technological issues, surrounding distractors and their negative attitudes towards online learning. However, as the courses progressed, they were getting
more and more familiar with online learning and satisfied with the online-versions of the courses. However, they still prefered traditional classrooms to online versions.
12:00 Noon - 01:45PM A demonstration of using google classroom, zoom and quizlet to teach online English courses
Format : Technology Fair (45 minutes)
Speakers
Google classroom, zoom and quizlet are not novel to the learning and teaching at all levels. They are, in fact, being applied by many teachers of English as a way to manage
their students. Google classroom is a tool free of cost for individual teachers (Kaukab Abid Azhar+Nayab Iqbal,2018), which can work, can be used in unidirectional process
(Mostafa Al-Emran, Rana A. Saeed Al-Maroof, 2018). This tool can be extremely useful when it comes to managing students, assigning them homework, providing them with
materials and grading them. Zoom, Cloud Based Video Web Conferencing System is considered to change the way teachers and students communicate, collaborate and
interact with one another (McCoy, K, 2015) which can prove itself extremely effective through the Covid-19 pandemic. Quizlet is an application designed to enhance students
English as a second language vocabulary (Barr, Blair, 2016). The combination of these tools can be exploited as they can be supplementary to one another in order that
students can be benefited at most during online English courses. This mini-workshop aims to share the author's experiences of applying those technological tools namely
google classroom, zoom and quizlet, from setting up classes and managing students on google classrooms, hosting and making uses of tips in zoom for security and
convience issues during online interaction between teacher and students, and adhering quizlet to make online sessions more interactive and competitive, at the same time
boosting students' vocabulary.
27
12:00 Noon - 01:45PM The Practice of Blended Learning in Vietnam: a Case of Private English Language Institute.
Speakers
Van Nguyen, Teacher, ULIS Middle School
In recent years, the term "Blended Learning" is no longer a novelty in education in Vietnam. At universities and institutions nationwide, the combination of face-to-face and
online-based learning and teaching has been implemented in various subjects, which sparks the interest of researchers, educators, and teachers. While some studies have
examined the benefits as well as challenges of blended learning in higher education, little research has been done to investigate the perceptions of students and teachers
towards blended learning at high school level in private English language institutes. Given the difference in learners' autonomy and cognitive ability between high school
students and university students, the current paper will explore high school students and teachers' overall perceptions of blended learning at a private English institute in
which the groups of students are given more guidance and teachers' support than university students. To be specific, each lab session which is followed by a face-to-face
lesson with interactive activities is supported by a lab coach. Through questionnaires and interviews, insights into students' and teachers' perceived benefits and challenges
of blended learning at the high school level have been revealed. While some acknowledged the benefits of blended learning, some high school students and teachers
required more innovative activities to compensate for the limitations of blended learning.
12:00 Noon - 01:45PM Using Technology to teach Speaking skill online during time of Covid
Speakers
Thi Quynh Anh Vo, Lecturer, University Of Foreign Language Studies
This paper highlights the findings of a study which was undertaken in the University of Foreign Language Studies, the University of Danang, Vietnam. The participants were 5
teachers aged 35 to 48 at university. This qualitative study aims to explore teachers' issues and challenges towards the use of technology in online teaching of speaking skills
to the students. Data collected from reflection notes and interviews were analysed using Activity Theory (AT). Activity Theory was employed as the framework for guiding the
study to unpack the process owing to the fact that the whole system of Activity Theory would help to uncover the use of technology in the teaching context. From Activity
Theory analysis, the issues and challenges could be located in details. The study provided recommendations for bettering the situation.
12:00 Noon - 01:45PM Using English songs as extracurricular activities to improve EFL 6th graders' listening skill
Speakers
Trung Le, Teacher, Tan Tuc Junior High School
The aim of this study, entitled " Using English songs as extracurricular activities to improve EFL 6th graders' listening skill " (A Quasi Experiment of Six Graders of Tan Tuc
Junior High School in Binh Chanh, Ho Chi Minh City), is to find out the use of English songs as extracurricular activities to improve student listening skills and also to explore
the responses of students to the use of English songs as a medium to improve student listening skills. A quantitative method was used in this study. Pre-test, post-test, and
questionnaire were used to obtain data. The pre-test and post-test data were computed using IBM SPSS Statistics for Windows while the questionnaire data were analyzed
based on the frequency of student responses and then calculated and interpreted as a percentage. The instrument was tested and analyzed using the mean score formula.
The result shows there is a significant difference between the pre-treatment score and the post-treatment score. It can be concluded that the use of English songs as
extracurricular activities enhanced the listening skills of the sixth graders at Tan Tuc Junior High School. The results of the questionnaires demonstrate that students
appreciate the learning process of listening to English songs. It is specifically stated by their enthusiasm for the successful completion of the listening test and their answers
to the questionnaires. Therefore, the students responded positively to the use of English songs as extracurricular activities in teaching listening skills.
12:00 Noon - 01:45PM Using Zoom Cloud Meetings to Deliver Lessons during nCoV Epidemic
Speakers
Hanh Nguyen, English Lecturer , University Of Languages And International Studies, VNU Hanoi
The Coronavirus outbreak which occurred at the beginning of 2020 forced schools and universities all over Vietnam to take a long break. University of Engineering and
Technology, Vietnam National University, Hanoi, decided to replace face-to-face lessons with online ones and English lecturers were free to choose any applications or
websites for online teaching. Zoom Cloud Meetings were chosen by most, including myself, because of its numerous benefits. This study focuses on the use of Zoom as an
online teaching tool. The research was conducted during two months among 50 first-year students. The results were obtained from students' written feedback and classroom
observation. The study points out that despite some technical and security issues, Zoom is still an effective online teaching tool as it is free, easy to use, enables screen and
material sharing, as well as offers excellent sound and image quality.
12:00 Noon - 01:45PM Cultural Authenticity of Folktale-based Chinese-American Picture Books for Multicultural Education
28
Speakers
Multicultural literature is commonly used to develop individuals' perspectives towards other cultures, and they therefore bring a question about cultural authenticity and
accuracy, since cultural unauthenticity and misrepresentations can lead young readers to negative stereotypes and inaccurate ideas about other cultures. Among several
forms of multicultural literature is folktale-based picture books, which play an important role in promoting multicultural education as they preserve cultures and values passed
from generation to generation. However, there has not been a critical analysis of cultural authenticity in folktale-based picture books. Examining the corresponding original
folktales in Chinese ancient literature, this article evaluates cultural authenticity of the most popular four folktale-based Chinese-American picture books. Apart from analyzing
and discussing the major problems observed in these picture books, this articles also provides some educational implications which can make a great contribution to
multicultural education in EFL settings while relying on multicultural picture books as a language resource.
12:00 Noon - 01:45PM AN INVESTIGATION INTO LEARNERS’ MOTIVATION AND AUTONOMY IN LINGUISTIC SUBJECTS: A CASE
STUDY AT BUH
Speakers
Oanh Nguyen, Lecturer, Banking University Of Ho Chi Minh City
Faculty of Foreign Languages (FFL) at Banking University of Ho Chi Minh City (BUH) was established to meet the needs of a more professionally skillful and linguistically
competent workforce in the banking and finance industry. However, as there is an incomplete insight into English language study and its career prospects, English-majored
students at BUH have shown some negative signs of disinterest and poor academic performance in English linguistic subjects. This urges the researcher, on one hand, to
survey 100 junior and senior English-majored students who are taking courses on linguistics to figure out influential factors on their learning motivation and autonomy. On the
other hand, a thorough in-class observation has been taken for over one year to identify and offer necessary support to those who fail to academically keep up with their
peers due to their failing learning incentives. Certain recommendations have been made in an attempt to assist English teachers at BUH to diversify their teaching techniques
and curricular activities to enhance learners' academic performance by promoting their motivation and autonomy in acquisition the linguistic subjects.
12:00 Noon - 01:45PM English Demonstratives in Argumentative Essays by Vietnamese EFL Students and Native English
Speakers
Speakers
In teaching English as a foreign language to non-native learners, English demonstratives (this, these, that, those) are introduced as a syntactic concept. However, they also
have an important role in enhancing text organization by making reference in writing compositions. Important as it is, the proper use of demonstratives remains a problem to
several EFL students due to the absence of detailed instructions on how demonstratives function in written discourse. Therefore, the researcher decides to study the
differences in the use of demonstratives in argumentative essays written by Vietnamese EFL learners and native English speakers. Adopting a combination of quantitative
and qualitative analysis, the research finds that learners with low level of writing proficiency use proximal this (these) statistically less than native English writers, which can
be considered one of the contributing factors to less arguments in low score essays. This finding leads to the suggestion for English teachers in Vietnam that the role of
demonstratives in making text reference needs to be paid close attention to, and official instructions on demonstratives with their pragmatic use should also be introduced to
EFL learners.
12:00 Noon - 01:45PM APPLYING “SHARK TANK” FORMAT TO CREATE PROJECT-BASED AND INTEGRATED-SKILL TASK FOR
2ND-YEAR STUDENTS
Speakers
Nhung Nguyen, Giảng Viên, Đại Học Ngoại Ngữ - Đại Học Quốc Gia Hà Nội
After two first semesters experiencing several tradition tasks to practice the four English skills separetedly, many second-year students express a desire of having an
integrated-skill task which allows them to improve different skills at the same time. In an attempt to not only satisfy the students' needs, but also effectively create a creative
and engaging learning environment from the core of traditional assignments like Writing proposal and Making presentation, the the researcher decided to implement the
format of "Shark Tank" – a popular American reality show in the specific context of one second-year Social English classroom. This action research will provide readers with
useful information of steps to carry out the activity, how each skill is practiced during the activity as well as the activity's effectiveness (according to students' self-perception of
improvement and level of satisfaction). The findings achieved from questionnaire, interview and observation data will benefit not only researchers interested in the topic but
also teachers who are eager to create an innovative activity in their classrooms.
12:00 Noon - 01:45PM EVALUATING THE IMPLEMENTATION OF ACTION RESEARCH COURSE IN AN IN-SERVICE TEACHER
TRAINING PROGRAM IN VIETNAM
Speakers
Kim Anh Vo, Lecturer, University Of Foreign Language Studies - The University Of Danang
29
The study investigated the effectiveness of Action Research Course, one of the five component courses of the in-service English teacher training program implemented by
National Foreign Language 2020 Project in Vietnam. The primary purpose of the course is to help in-service teachers of English develop the ability to do action research in
their teaching context. How effective the course is, what alternative strategies can be used for the implementation of the course, what problems prevent the course from
meeting the need of the course's participants, and what improvements should be made were examined in this study. The evaluation on the implementation of the Action
Research applies Context, Input, Process and Product (CIPP) model, which is developed by Stuffflebeam to assess strengths and weaknesses of the course for
accountability and improvement. A total of 30 in-service teachers of English were interviewed and course documents were reviewed to generate data. Data analysis reveals
that the course is effective to develop in-service teachers' ability to do action research though improvements should be made to textbook and practice session of the course.
12:00 Noon - 01:45PM SUGGESTED TECHNIQUES FOR TEACHING ENGLISH LITERATURE TO EFL STUDENTS
Speakers
Nguyen Duy Binh, Lecturer, Vinh University
The purposes of this study were to investigate the attitudes of EFL students of Vinh University towards the use and place of English literature course in language teaching
and the techniques used by the teacher for teaching this discipline. Based on the data taken from the interviews, observation, questionnaire and examination results, our
research was carried out to answer three research questions: 1. What are the EFL students' attitudes towards the use and place of English literature course in language
teaching? 2. What are the difficulties that they encounter when learning English literature? 3. What are the most beneficial techniques of teaching English literature for EFL
learners? The results revealed that EFL students at Vinh University were aware of the role of English literature course, which could bring them many profits, not only in terms
of literary knowledge but also in terms of linguistics skills, not only regarding cultural experience but also regarding personal development. Nevertheless, they encountered
many difficulties in learning this discipline. The research demonstrated that using appropriate techniques of teaching literature (language-based, paraphrastic, information-
based, personal-response, stylistic) can increase students' linguistic and cultural levels as well as their personal growth. It is therefore recommended that teachers of English
literature organize various and dynamic activities methodically in and outside the class to improve the students' linguistic and literary acquisition.
12:00 Noon - 01:45PM Strategies for Academic IELTS Writing Task 1 Accomplishment
Speakers
Trung Nguyen, Dean Of Department Of Foreign Languages , Quang Nam University
Among the four language skills of English assessed by the International English Language Testing System (IELTS), academic writing is viewed the most challenging by many
test-takers in their efforts to gain high scores. English major students at Quang Nam university are known to have such difficulties in completing English academic writing,
especially IELTS Task 1 as identifying key features of the graph, providing adequate data given in the task to support statements, making the comparison between the figures
which relevant, using paragraphing sufficiently and properly, logically arranging information and ideas, using a wide range of cohesive devices appropriately, or having
enough lexis for describing data. Based on the difficulties and challenges the English majors experience, this paper presents some practical strategies of which English major
students at Quang Nam university in particular and IELTS candidates in general can make good use to highly accomplish the IELTS Academic writing Task 1.
12:00 Noon - 01:45PM The implementation of Collaborative Writing to enhance English major second-year students' academic
writing skills
Speakers
Thu Tran, Lecturer Of English, VNU University Of Languages And International Studies
Along with critical thinking, creativity, communication, collaboration has been hailed as one key competence for 21st century learners who are about to work in a fast-
changing and increasingly complex environment. Thus, teamwork has now been promoted and integrated in daily language teaching practice of many institutions nationwide
including academic writing instruction. There has been a plethora of research into collaborative writing in English language classroom. Nevertheless, few has been conducted
to provide information about its effectiveness in English for academic purpose classes. The current study aims at examining the possible impact of this practice on the quality
of students' academic written works as perceived by students who are crucial stakeholders in the change from individual to collaborative writing tasks. The research was
conducted in an English for academic purpose class (EAP) for English major second-year students whose current proficiency level is B2. Both Likert – type questionnaire and
semi-structured interview were employed to examine how students perceive the effectiveness of collaborative writing in two aspects: language and coherence & cohesion.
Research findings indicates that students had positive feedback on this writing practice and noticed many remarkable improvements such as fewer spelling, word form,
grammatical mistakes, greater grammatical complexity and higher use of advanced cohesive devices. The research result is expected to suggest an approach in
implementing academic writing assignments which help to alleviate the difficulty facing students and improve the overall quality of their work.
12:00 Noon - 01:45PM Task-Related Motivational Strategies in the EFL Classroom: A Glimpse into Vietnamese Teachers’ and
Students’ Perceptions
Speakers
Khoa Truong, Manager Of Adult Learner Programs, Gia Viet English Language Center
30
This mixed-method study investigated how teachers and students perceived the importance of task-related motivational strategies (TRMS) in English as a foreign language
(EFL) classroom instruction. A 48-item Likert scale questionnaire covering seven conceptual domains of TRMS were delivered via Qualtrics to EFL teachers (N = 96)
teaching at two different institutions in a large city in southern Vietnam and their students (N = 220). Concurrently, thirty-four written reflections were obtained from the
teachers (N = 17) and the students (N = 17) to shed further light on their perspectives. Results show that in terms of the central tendencies of their perceptions, the teachers
and the students agreed upon the motivational value of strategies related to 'task nature', 'task relevance', 'task materials', 'task-related feedback', and 'during-task teacher
behavior', but they perceived 'task presentation' and 'task level' strategies very differently. Item analyses using non-parametric Mann-Whitney U-test also showed the
participants' most favored strategies and further revealed statistically significant differences in their perceptions of as much as twenty-three per cent of all the strategies.
Analysis of the written reflections offered context-specific explanations for why the participants' perceptions diverged. These perceptual mismatches provide pedagogical
implications for how EFL teachers in Vietnam can design and implement classroom tasks in the way that is motivating to students whose English learning is entirely confined
within classroom walls.
12:00 Noon - 01:45PM TEACHER' PERCEPTION TOWARDS THE EFFECTIVENESS of THEIR SPEAKING ACTIVITIES IN ADULTS’
CLASSROOM
Speakers
Van Anh Nguyen, English Teacher, Vietop English Center
In recent years, the popularity of digital educational applications has increasingly demanded teachers for the higher levels of creativity and flexibility in English classroom.
This acts as a precursor to the frustration that the teachers may suffer. In fact, numerous solutions have been implemented to enhance teachers' competency with updated
training in terms of current teaching trends and techniques. However, at VIETOP center, when teachers apply new teaching practices or apply the same method repetitively
without the act of constant reflection, all of which could result in a huge gap between what teachers do in class and what teachers believe they do. Therefore, reflection plays
a key role in transforming teaching, especially in teaching adults who bring a wealth of knowledge and experience to the classroom. This paper aims to investigate teachers'
perceptions towards their reflective strategies to achieve the effectiveness of speaking classes of adults. The study applied a mixed method of both qualitative and
quantitative approaches on 40 teachers at VIETOP center via questionnaires and interviews. The findings revealed that teachers employed various teaching tools to analyze
the strengths and weaknesses of their teaching activities in speaking classes such as class videotapes, teacher journal, students' feedback and colleagues' observations with
certain positive impacts. In addition, the outcome-based framework was mostly applied to assess the effectiveness of speaking classes, which shifted the teacher-centered
mode into student-centeredness. Recommendations for professional improvement suggested in the interviews are also discussed in this paper. Keyword: perception,
reflection, ELT, professional development
12:00 Noon - 01:45PM AN INVESTIGATION OF VOCABULARY LEARNING STRATEGIES EMPLOYED BY FIRST-YEAR STUDENTS IN
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VIETNAM NATIONAL UNIVERSITY (ULIS-
VNU, HANOI)
Speakers
Thi Thom Thom Nguyen, University Lecturer/Teacher Educator, University Of Language And International Studies - Vietnam National University
This presentation outlines a project to investigate English major students' perceptions of the importance of vocabulary in language learning, the strategies used when learning
vocabulary as well as the relationship between Gardner (1983)'s Multiple Intelligence Theory and students' preference for vocabulary learning strategies (VLS). The
conceptual framework was adopted from McKenzie (1999)'s Multi Intelligence Survey, the taxonomy of Schmitt (1997) and the survey study from Le (2018). Using the
quantitative method, the presenters collected data from a survey conducted by 229 freshmen from University of Languages and International Studies (ULIS – VNU). Findings
of the research indicate that whilst respondents used all the strategies for learning, they appeared to have a greater frequency of and preference for utilizing certain VLS than
others. The findings also suggest that participants had the most tendency to employ Device-assisted strategies (M = 3.68) as opposed to those belonging to the
Determination cluster (M = 3.08). Towards the end, the presenters further discuss the correlation between Multi Intelligence Theory and students' selection of VLS.
Recommendations for students' vocabulary learning can be applied in a wide range of English classroom contexts. Keywords: Vocabulary learning strategies, Multiple
Intelligences, first-year students
12:00 Noon - 01:45PM Pragmatic routines and the study abroad context: an investigation into the Vietnamese international
students in the United Kingdom
Speakers
Thang Nguyen, Lecturer In English, HCM International University - Vietnam National University
Pragmatic routines are fixed or semi-fixed expressions that are frequently activated in specific communicative situations. Using pragmatic routines helps learners develop
fluency and integrate to the target culture quickly. The study abroad context is considered a potential environment for learners to gain exposure and opportunities to practice
of these pragmatic features. This cross-sectional study examines the similarities and differences in the routine production by three groups of Vietnamese international
students who are (1) preparing to enter an MA/MSc program in the UK, (2) preparing to finish an MA/MSc program in the UK, and (3) living in the UK for more than 2 years.
The study uses a battery of role-play tasks conducted via Skype. To investigate the role of linguistic exposure and cultural adaptability on pragmatic production, the study
employs a language contact survey, a sociocultural adaptation questionnaire and a semi-structured interview. Findings suggest that the study abroad experience cannot
guarantee for the acquisition of pragmatic routines. The difference is restricted to how speakers perform each speech act. Qualitative data suggests a complex interplay
between sociocultural adaptability and the frequency of interactions.
31
12:00 Noon - 01:45PM Google Translate in Translation Courses of EFL Learners: Positive Perspectives
Speakers
Linh Nguyen, Lecturer, Sai Gon University
Ha Nguyen, Lecturer, Sai Gon University
Recent decades have seen great inventions that have played vital roles in social life and put a big impact on education. Google Translate (GT), as a statistical machine
translation (SMT), is one of the most popular applications on smartphones and tablets for supporting 90 languages. Therefore, the aim of this study was to investigate positive
perspectives which Google Translate might support in Translation Courses for EFL Learners. This research was conducted with two groups of second year students at Sai
Gon University that performed the same translation tasks within the allotted time. While half used their translation techniques and knowledge to complete the tasks given, the
other were allowed to use Google Translate as a supporting tool. After tasks, the whole group were asked to answer a questionnaire. The results showed although there were
no significant differences among groups on the efficiency of tasks except for its advantages regarding speed and quantity of translations, students' attitude towards GT is
positive. The implications of these results for applying GT in Translation courses are discussed in relation to Vietnamese EFL context. Key words: Google Translate, EFL
Learners, positive perspectives, Translation Courses
12:00 Noon - 01:45PM The effectiveness of interactive software in teaching teenage learners in Vietnamese EFL classrooms
Speakers
The twenty-first century has witnessed a breakthrough in English language teaching and learning thanks to numerous advances in digital technology. Several research has
highlighted advantages of these teaching tools especially for young learners; for example, increasing learner's motivation and emotional engagement (Stepp-Greany, 2002),
enhancing learner's autonomy (Dywer, 1996) and mastery of basic skills (Salaberry, 2001). However, in such a low-resource teaching environment like the Vietnamese
context, only a few studies have investigated the application of interactive software in teaching. As a result, this paper focuses on the merits and demerits of using interactive
software in teaching teenage learners in Vietnamese EFL classrooms. Observation and interviews were employed with the participation of ninety pupils aging from 12 to 15.
The finding shows that students are highly motivated during class thanks to the use of software. In addition, they are assisted better in self-study at home and have more
chances to revise and further practice at home. However, there are several limitations to these interactive teaching tools. Requirements for facilities and parental guidance for
pupils under the age of 12 as well as other pedagogical suggestions are offered as recommendations for effective application of these technologies in EFL classes for young
learners.
12:00 Noon - 01:45PM An Investigation into the Teachers’ Feedbacks to Students’ Answers in Lectures from TOEFL iBT
Speakers
Hung Ngu, Lecturer, University Of Foreign Language Studies - The University Of Danang
Lien Nguyen, Lecturer, Tay Nguyen University
This paper aimed to examine the syntactic, semantic and pragmatic features of teachers' feedback in lectures in English and the students' expectation of these feedback. The
descriptive study was based on a theoretical framework of Functional grammar, theory of speech act, epistemic modality and politeness. The data collection was conducted
with 400 instances of teachers' feedback quoted from transcripts of lecture extracts of TOEFL iBT and a questionnaire for 120 students at Tay Nguyen University, Vietnam.
The former was to discover features of teachers' feedback in terms of syntax, epistemic modality and politeness principles. The latter was designed for the analysis of
students' perception of teachers' feedback. The study reveals, in view of clause as exchange, clause as message, and speech act theory, that most of the teachers' feedback
occurred in forms of truncated declarative sentence as a Theme or Rheme with discourse functions as confirming the validity of the students' answers, encouraging,
complimenting the students, correcting and modifying their answers. The study also found that most students expected teachers' instructive and encouraging feedback with
the correction rather than just a compliment. Based on the research findings, some implications for teachers' feedback in teaching and learning in English are suggested.
12:00 Noon - 01:45PM Using a Rubric to Assess Students’ Performance in Debates – A Teacher’s Reflection
Speakers
Phan Toan, Lecturer, University Of Languages And International Studies, VNU Hanoi
This study focuses on how a rubric supported teachers with their evaluation of students' performance in in-class debates in a university course. At the first stage,
observations were conducted to acquire an insight into the procedure of grading. Moreover, after each debate, questionnaires were delivered to the lecturers, inquiring about
their self-analysis of the application. Finally, the participants were invited to face-to-face interviews to articulate their views on the practicability of the rubric during their
assessment. As observed, the teachers referred to the guides throughout the debates and mainly relied on them in making decisions. However, for the time limit, they
encountered considerable difficulties in applying all the criteria, especially when they had to clarify the subtle points as well as judge learners' language use and arguments at
the same time. This resulted in their using personal, subject feelings occasionally, which questioned the usefulness of the rubric. It is therefore suggested that the
practicability of an assessment tool be carefully considered during the course design so that it can help examiners perform their work more efficiently.
32
12:00 Noon - 01:45PM An Investigation into the Cohesion and Coherence of the Reading Insert Text Question of TOEFL IBT
Speakers
Nhu Tran, Student, University Of Foreign Language Studies, The University Of Danang
The Reading Insert Text Questions (RITQ) of TOEFL iBT (Test of English as a Foreign Language – Internet-based Test) and VSTEP (Vietnamese Standardized Test of
English Profiency) are not an easy task for students of English. This paper aims to examine the cohesion and coherence of the RITQ of TOEFL iBT in order to help the
students have a better insight in identifying the factors of cohesion and coherence for an effective performance of the reading test. This descriptive research employed
document analysis of 7 reading passages with insert text questions, a diagnostic test to collect the qualitative data about the factors for an insert text question to get the
relevance at a position in the paragraph. Besides, a 10-item questionnaire delivered to 100 students and a semi-structured interview to 10 students were used to collect both
quantitative and qualitative data about the learners' difficulties in dealing with this kind of questions. The findings revealed that an insert text question can get the relevance at
a position in the context of the paragraph given that the explicit and implicit information obtained from the inference of the clues of cohesion and coherence,
cognitive/contextual effect are established. Also, the information about the students' difficulties in dealing with this kind of questions were provided concerning their failure in
identifying the clues and figuring out the thematic progression to make good decision on a relevant choice.
12:00 Noon - 01:45PM Discourse Analysis: a Theoretical Approach to Teaching Practical English
Speakers
Lien Tran, Dean, Haiphong University Of Management And Technology
This paper aims to illustrate what discourse analysis is and how it can contribute to our learning and teaching practical English usage. Firstly, we provide an overview of
discourse and discourse analysis, mapping the discourse analysis domain so as to specify different methodological approaches and key concepts. Secondly, we address the
practicalities of how to do discourse analysis, providing readers with a workable example using one particular approach to teaching a practical English course, say, IELTS
preparation. In such an application, discourse analysis is actually a methodological tool, which easily lends itself to the investigations of textual and linguistic properties and
language skills development in an IELTS preparation course. Finally, we conclude by suggesting that English language researchers and practitioners take up the challenge of
utilizing discourse studies as an interdisciplinary field of study.
12:00 Noon - 01:45PM THE IMPACT OF SPEECH COMMUNITY ON LEARNERS’ COMMUNICATIVE COMPETENCE: A STUDY AT
NGUYEN TAT THANH UNIVERSITY
Speakers
Trang Dao, Lecturer, Ho Chi Minh City University Of Education
Tri Nguyen, Lecturer, Nguyen Tat Thanh University
English has shown its significance in world integration in Vietnamese context of various communicative situations. However, the process of communication between
Vietnamese and English native speakers who employ English as a means of communication has to deal with several obstacles. Speech community is understood as the
typical characteristics of a group in terms of interactive manners and they share the common rules of speaking and understanding others' utterances (Brian, 2012). Owing to
the disparity in language and cultural backgrounds, Vietnamese people frequently face a number of difficulties in communicating with others in English. This paper aims to
analyze the impact of Vietnamese speech community on English communicative competence of 100 students at NTTU. The data were collected via interview, survey. The
findings revealed that Vietnamese speech community accounted for the high rate of communicative completeness on a daily basis. Language users often made wrong
assumption of the total equivalence between two cultures. In other words, they applied Vietnamese speaking habits and typical communicative rules of their groups into
interacting with English speakers, which resulted in ambiguity and impoliteness in cross-cultural communication. In addition, conventional norms of speaking such as
exaggeration, metaphors, or idioms are regularly adopted with little consideration of their suitability and appropriateness. This paper proposes some communicative strategies
to minimize the negative effects of Vietnamese speech community on their communicative competence in the modern context. Keywords: speech community, culture,
communicative competence
12:00 Noon - 01:45PM Exploring Vietnamese EFL Students’ Perceptions of Using YouTube Videos for ELL: A Pilot Study
Speakers
Huy Pham, ESL Teacher, Ton Duc Thang University
This mixed-methods pilot study investigated the perceptions of non-English major students at the Creative Language Center of Ton Duc Thang University regarding
implementing YouTube-based videos as a source of teaching and learning English. The participants were chosen from the EFL classes following the A2-B1 level of English
training program, five classes in total. A sequential mixed methods design was undertaken to collect data for this study. In this paper, the findings will be presented. As prior
research specific to students' perceptions of YouTube use in ELL is noticeably absent in this region, this paper is offered as a starting point for future investigations and
discussions. The paper also discusses the topic and results' relevancy to the larger regional and Asian contexts and poses suggestions for further study.
12:00 Noon - 01:45PM THE IMPACTS OF PERSONALITY ON INTERCULTURAL COMMUNICATION COMPETENCE: AN

INVESTIGATION ON OVERSEAS VIETNAMESE STUDENTS
33
Speakers
Trang Dao, Lecturer, Ho Chi Minh City University Of Education
Tri Nguyen, Lecturer, Nguyen Tat Thanh University
The rapid increase in world integration has brought about several opportunities for many countries to conduct a huge number of immense exchanges in business, trade, or
education. It is currently trendy that Eastern students are streaming into Western countries in search of reliable institutions for academic purposes due to the high standard of
educational quality, modern learning facilities, and innovative teaching approaches. Thus, intercultural communication competence has shown its significance in bridging
learners and their academic environments. However, there is the fact that the students make highly different interactions to external conditions although they experience
similar situations in real lives. This paper aims to investigate the influence of personal traits on overseas students' intercultural communication competence in Western
academic environments after a period of learning English in Vietnam as EFL. The study was conducted on 100 Vietnamese students who attended tertiary courses from three
to four years with the range of English proficiency from B2 –C1 in Common European Framework for Reference. The data were collected by the qualitative approach via
survey and interview. The findings revealed that personality had strong effects on intercultural communication competence of overseas students. In particular, extrovert
students showed the higher level of adaptability than introvert ones. In addition, the degree of optimism resulted was proportional to positive impacts on learners' comfort and
confidence in foreign countries. Moreover, it was supposed that language proficiency was influential on how students perceived and expressed their characteristics in the
connected world. Keywords: personality, culture, communicative competence, barriers
12:00 Noon - 01:45PM COMBINING FACEBOOK AND GOOGLE APPLICATION IN TEACHING LISTENING SKILLS FOR FIRST-YEAR
ENGLISH MAJORED STUDENTS AT FACULTY OF FOREIGN LANGUAGES, HANOI METROPOLITAN
UNIVERSITY.
Speakers
Hoa Nguyen, Teacher, Hanoi Metropolitan University
Thanks to the development of technology 4.0 that human beings have been experiencing, the Internet, Google aplications and online tools have been used widely. Especially
the social networks such as Facebook, Twister or Instagram have become an essential part of life with every one at all ages. However, it is the fact that these application
have not been used much in accademic programs in Vietnam. This article will present the reasons why Facebook, a comment social network can become one of the effective
tools in teaching and learning at university level. The author suggests a model of combining Facebook and Google applications in teaching listening skills for first-year English
majored students at Faculty of Foreign Languages, Hanoi Metropolitan University. The results of the research prove that these tools are effective in encouraging students use
social network more beneficially, providing better ways for material delivery, discussions and reminds among teacher and students.
12:00 Noon - 01:45PM WebQuest, OKMindmap and Scratch Programming as Tools for English Teaching
Speakers
Trang Bùi, An Giang University, Vietnam National University, Ho Chi Minh City, An Giang University, Vietnam National University, Ho Chi Minh City
This paper presents a digital model of English teaching that integrates Webquest, OKMindmap, and Scratch programming as tools for gathering knowledge, organizing
knowledge, and presenting an understanding of the knowledge, respectively. The model was implemented in the course, namely Using technology in English language
teaching with English-majored students at An Giang University. In this course, Webquest – an inquiry-based activity where a task and access to on-line resources to help
complete the task are given – was introduced as a tool for gathering knowledge to prepare for a presentation on the Mekong river and a free mind mapping tool –
OKMindmap – was employed to create this Mekong river WebQuest. Scratch – a free programming language and online community where interactive stories, games, and
animations can be created and shared – was finally used to create audio-visual presentations on the Mekong river. A library of Scratch projects on Mekong river WebQuest
was created and shared with the online community. Results from a brief survey with the students about their experiences of the model and from the analysis of sample
Scratch projects point to the benefits of using a combination of WebQuest, Okmindmap, and Scratch programming for language teaching and learning in general and for
giving audio-visual presentations in particular.
12:00 Noon - 01:45PM A Comparison between Grammarly and Teacher Corrective Feedbacks - a Case Study at Vinh University.
Speakers
Duc Anh Duong, Lecturer, Vinh University
Linh Le, Giảng Viên, Đại Học Vinh
This research aimed at investigating the effectiveness of the implementation of 'Grammarly' compared to teacher corrective feedback in assessing EFL students' academic
writing skill. From that, this article explores the strengths and weaknesses of the use of 'Grammarly' and teacher corrective feedback in improving students' writing skill. A
quantitative approach with a quasi-experimental design was applied for this study. Fifty university students from English Education major of Foreign Languages Department in
Vinh University were selected and randomized clustered into two groups: a control group and an experimental one. Both groups were tested at the beginning and the end of
the research. The quantitative data were analyzed by using T-test formula. The results shown that the students whose work was evaluated by using Grammarly had a
significant reduction in their errors compared to those whose work was assessed by the teacher. 'Grammarly' is shown to be better in reducing errors in terms of vocabulary
usages (diction), language use (grammar), and mechanics of writing (spelling and punctuation), but less effective in improving the content and organization of students' EFL
writing. In contrast, the content, organization, and mechanics of writing are better improved by the support of teacher corrective feedback, whereas language use and diction
are less improved. This research suggests that EFL/ESL teachers have an alternative assessment for students' writing that supports an autonomous learning environment.
34
12:00 Noon - 01:45PM The Effects of Using Quizlet App on EFL High School Students’ Vocabulary Retention
Speakers
Dung To, Teacher, THPT Chuyên Thủ Khoa Nghĩa
Vocabulary is at the heart of developing proficiency and achieving competency in any language learning skill. Besides, with the improvement of technology, the process of
integrating technology in education has gradually become inevitable. This research aims at investigating whether Quizlet app has any significant effects on EFL high school
students’ vocabulary acquisition and retention. The research followed a combination of a quasi-experimental method and a mixed-method with the participation of 66 EFL
tenth-grade learners in a high school in the Mekong Delta. These participants were divided into 2 groups: the control group and the experimental group. Three research
instruments namely the vocabulary achievement test, the questionnaire and the interview were employed in this study. The findings showed that there was no significant
difference about vocabulary learning and vocabulary retention among the control group and the experimental group. However, there was improvement between the pretest-
posttest and pretest - delayed posttest among the groups. Besides, the majority of the participants in the experimental group held positive attitudes toward learning and
improving their vocabulary retention via Quizlet app. The researcher suggests that further studies in this area should consider a larger sample size to obtain a better picture of
the reality of the effect of Quizlet app on vocabulary acquisition and retention. Keywords: Quizlet app, vocabulary learning, vocabulary retention, mobile-assisted language
learning, digital flashcard
12:00 Noon - 01:45PM An Investigation into the Application of Mind - Mapping to Enhance the Presentation Skill of the ESP
Students at the UFLS - UD.
Speakers
Phuong Nguyen, Senior Lecturer, University Of Foreign Language Studies - The University Of Danang
This study is conducted with the aim of investigating the application of mind - mapping to enhance the students' presentation skill. The study is carried out for the third - year
students of the Department of English for Specific Purposes at the University of Foreign Language Studies - University of Danang. Data is mainly collected from the
questionnaires and experiment. Fifty students divided into the control group and experimental group participate in the experiment which is assigned with a pre-test and a
post-test. After the investigation, a difference between the experimental and control groups regarding students' achievements in presentation skill is analysied. Finally, some
suggestions for effectively applying mind - mapping in presentation are also discussed in the light of bettering the students' presentation skill as well as their academic
achievements.
12:00 Noon - 01:45PM Using CNN 10 to enhance students’ listening skills in Nha Trang University
Speakers
Cuc Tran, Lecturer, Nha Trang University
With the hope of creating the activities which can encourage English-majored students’ self study as well as making use of authentic materials to develop their listening skills,
the researcher has conducted an action research using CNN 10 videos for two groups of second-year English majored students who had similar results in the placement test
at the begining of the semester. Everyweek, one group of students was assigned to listen to two videos of CNN 10 news, transcribe the videos, check the meaning of the
vocabulary and write a short summary for each video, while the other wasn’t. Thanks to the teacher’s observation during the semester and the results of the comprehension
listening test in the end, it was apparent that the students with more exposure to CNN news got better improvement compared to their counterparts. Students’ feedback
through questionnaires and interviews after the final test also showed their appreciation to listening to the news.
12:00 Noon - 01:45PM An INVESTIGATION into GRAMMATICAL METAPHOR in IELTS WRITING TESTS
Speakers
NHUNG GIA, English Teacher At High School, Truong Chinh High School
Hoa Phan, Senior Lecturer, University Of Foreign Language Studies - The University Of Danang
Grammatical metaphor is a significant concept in linguistics introduced by Halliday (1985). It has been pervasive in many studies, both theoretical for discovering subterms
ideational, interpersonal and textual grammatical metaphors and practical for analyzing, understanding and especially for writing academic discourses. This study aims at
exploring metafunctions of grammatical metaphor expressions and their application frequency in IELTS writing tests. Based on the Functional Grammar advanced by Halliday
(1985) as a framework, the study analyzes grammatical metaphor expressions used in a source of samples collected from about 200 IELTS writing tests including Sample
Tests. These grammatical metaphor expressions are categorized into three metafunctions of ideational, interpersonal and textual to examine their application frequency in the
writing tests. The results show a significant difference in the usage frequency of the three metafunctions of grammatical metaphor in the writing test papers. Ideational is
mainly used in IELTS test writing while the application of interpersonal and textual grammatical metaphor is low. The findings suggest some possible ways of exploiting
grammatical metaphor to improving writing skill for IELTS test. KEY WORDS: IELTS writing test, grammatical metaphor, metafunctions, application frequency, writing skill
improvement
35
12:00 Noon - 01:45PM Using Socrative to Organize TESOL Classroom Activities
Speakers
Hanh Nguyen, English Lecturer , University Of Languages And International Studies, VNU Hanoi
Nowadays, it is hard for teachers to capture students' attention with non-digital tools like boards and course books. Modern learners, who were born as digital natives, have a
tendency to play with their phones or laptops when they lose interest in the lessons. A way to solve this problem is to incorporate the use of technology in the teaching and
learning process. This research focuses on the use of the teaching app called "Socrative" to organize classroom activities and get instant feedback from students. The study
was conducted during 12 weeks among 20 first-year students of University of Engineering and Technology, Vietnam National University, Hanoi. The results were obtained
from the teacher's classroom observation and students' feedback on the app. The research points out that Socrative is useful for teaching English since it livens the class's
atmosphere and motivates students to involve themselves more in the lessons.
12:00 Noon - 01:45PM ESP vocabulary teaching methods used by university lecturers in Hanoi
Speakers
Hoa Nguyen, Lecturer, Vietnam National University, Hanoi, International School
This is a research on ESP vocabulary teaching methods used by 55 lecturers at 11 universities in Hanoi. The answers are then analysed to get the data about the frequency
and percentage of participants' answers in each question. The research aims to find out the following things: lecturers' opinions about the importance of vocabulary when
teaching ESP, the purposes of teaching ESP vocabulary and most importantly: at which stage of the ESP lesson they often teach vocabulary, which vocabulary they choose
to teach their students in a lesson (vocabulary that students ask/ meet more frequently, vocabulary that is difficult to pronounce/use, vocabulary that causes difficulties for
students to understand, vocabulary that they think is new to students), what word aspect they focus on when teaching ESP vocabulary (spelling, meaning, pronunciation,
word use), what techniques they use to teach ESP vocabulary (18 techniques), whether they change ESP vocabulary teaching techniques from class to class or not. The
research also aims to find out lecturers' difficulties in teaching ESP vocabulary and their opinions about the necessity of having further training on specialized knowledge
before teaching ESP. The findings of this research may provide valuable information for ESP lecturers. From the data collected and the findings, some problems of lecturers
when teaching ESP vocabulary are found out and some suggestions are made in order to improve the effectiveness of ESP vocabulary teaching at universities in Hanoi.
12:00 Noon - 01:45PM A STUDY ON CULTURAL WORDS AND PEDAGOGICAL SUGGESTIONS FOR TEACHING VOCABULARY
Speakers
Trang Thai Thi Cam, Lecturer, Hanoi National University Of Education
Thuy Pham Thi Thanh, Lecturer, Hanoi National University Of Education
Abstract: Excellent language learners know for sure how to acquire new vocabulary gradually. Cultural words are included in the enormous range of words and expressions.
Within this brief study, the author investigates theoretical framework on cultural words and recommends effective techniques to teach vocabulary including cultural words for
students at Hanoi National University of Education. Major research methods are accumulating and analyzing findings from books, articles on cultural words and teaching
vocabulary; after that, implications in teaching English are specifically discussed for final conclusion. Findings reveal that cultural words have been the topic researched by a
number of authors in Vietnam and foreign countries for its significance in linguistics. Such aspects which have been mentioned as theoretical framework are language and
culture, different definitions of cultural words, classification of cultural words, cultural words in EFL course books and techniques for teachers to teach English vocabulary.
Keywords: cultural words, teach vocabulary, Hanoi National University of Education, cultural words in EFL course books
12:00 Noon - 01:45PM AN INVESTIGATION INTO EFL TEACHERS’ PERCEPTIONS AND PRACTICE OF FORMATIVE ASSESSMENT
AT SOME COLLEGES IN THUA THIEN HUE PROVINCE
Speakers
My Duy Phan Canh, Học Viên Cao Học, Trường Đại Học Ngoại Ngữ Huế
Assessment is considered as the most important stage that reflect significantly the students' levels. It is meant to "first and foremost, serve the purpose of supporting learning"
(Black & Wiliam, 2006, p.9). At some colleges in Thua Thien Hue province, EFL teachers typically use paper tests. These forms of tests have been the predominant methods
employed to evaluate student learning. They seem to rely heavily on summative assessment to judge their students' knowledge. As a result, formative assessment, which
have been considered as an essential element to improving student learning, is neglected. This descriptive study therefore aims to investigate intensively teachers'
understanding of formative assessment, how they implement formative assessment in their classroom as well as the challenges they have to confront when conducting this
kind of assessment in their own classroom. The current study was conducted with the participation of 40 teachers from some colleges in Hue province. Quantitative and
qualitative data were collected via questionnaires and semi-structured interviews. Main findings reveal that: (1) almost all teachers are highly aware of formative assessment
in relation to its importance and necessity; (2) most of teachers take the right learning sequence when applying formative assessment in classroom; (3) size of class is one of
outstanding difficulties that teachers have to deal with when they use formative assessment. The paper ends with some implications for a better use of formative assessment
in the future. Key words: teachers' perception, formative assessment, teaching effectiveness, classroom practices
12:00 Noon - 01:45PM Strategies to improve collocation learning of English major second-year students
36
Speakers
Thu Tran, Lecturer Of English, VNU University Of Languages And International Studies
The study is conducted in respond to the need to promote learners' autonomy as well as the growing interest in collocation leaning and teaching worldwide. The focus of this
study is placed upon the strategies that second-year students majoring in English adopted to acquire collocations on regular basis. Different quantitative and qualitative
methods including questionnaires, tests and semi-structured interviews are employed to obtain data. The results suggest that guessing from the context is the most widely-
used strategy to explore the meaning of new collocations. As students consolidate their knowledge about collocations, they show their preference for strategies in meta-
cognitive groups such as testing themselves and setting timetable for revision. Another noteworthy point is that students with high scores in collocation tests tend to use
contextual factors to guess the meaning of collocations, those with low scores still rely on bilingual dictionary or flashcards. Certain factors such as affective states and prior
learning experience somehow influence te choice of learning strategies among research participants. These findings are expected to help teachers to design proper learning
strategy training sessions for students which play a crucial role in fostering learners' autonomy at university level. Meanwhile, teachers can select proper collocation teaching
approaches which are relevant to students' preferred learning approaches.
12:00 Noon - 01:45PM USING QUIZIZZ TO ENHANCE STUDENTS’ COLLABORATION IN EFL CLASSROOMS
Speakers
Phung Duong, Lecturer, Van Lang University
Van Nguyen, Lecturer, Van Lang University
Thanh Huynh, English Lecturer, Van Lang University
Ha Tran, English Lecturer, Van Lang University
Quizizz is known as an effective tool to motivate students' learning English and is widely used for individual activities. Yet, there is little research on the implementation of
Quizizz for group work. This study aims to examine how Quizizz's team activities affect collaborative work and classroom dynamics. In addition, students' attitudes and
perceptions towards applying Quizizz in learning English are also evaluated. This research was conducted with two forty-student classes at pre-intermediate level throughout
a semester of 15 weeks at a university in the south of Vietnam by using questionnaires. The research shows that the majority of students in the study are highly motivated to
learn English through this application. This tool also boosts collaborative learning among students and improves their sense of responsibility as well as promotes
competitiveness among groups. This paper suggests some practical pre and post activities for educators to utilize the tool and how to combine Quizizz with other applications
to optimize its effectiveness in promoting students' teamwork and motivation. Keywords: collaborative learning, technological tools, educational applications, Quizizz,
motivation
12:00 Noon - 01:45PM The Effects of Using Mindmeister on Enhancing Lexical Acquisition of Non-English Major Students
Speakers
Ha Tran, English Lecturer, Van Lang University
Van Nguyen, Lecturer, Van Lang University
Phung Duong, Lecturer, Van Lang University
Recent advances in technology have suggested many ways to enhance learners' lexical learning process. One of the technological tools that can help gain students'
motivation of learning and retention of lexical items is Mindmeister, which is available on both computers and smartphones. This study aims to investigate the students'
perspective of using Mindmeister to acquire lexical items. In this study, 60 first-year non-English major student participants at low level a private university in the south of
Vietnam were surveyed and 12 of them were interviewed in depth about their perceptions towards the implementation of Mindmeister on learning vocabulary. The results of
the survey indicate that peer-to-peer and teacher-to-student interactions are significantly more effective than individual learning to productively use lexical items and students
are able to enhance their critical thinking as well as gain positive attitudes towards it. Based on the results of the research mentioned, this study suggests how to boost
students' lexical acquisition and self-study competence through this tool. Educators can consider applying this teaching practice in alignment with other tools and approaches
to optimize students' vocabulary learning process.
12:00 Noon - 01:45PM What Can We Learn From Students’ Written Reflections in an Intercultural Communication Theoretical
Course?
Speakers
Hoang Mai Vu, Vietnam National University - University Of Languages And International Studies, Vietnam National University - University Of Languages And International Studies
The implementation of intercultural communication (IC) courses has been excitedly scrutinized particularly in multicultural education and training environments. However, little
has been talked about such courses as a compulsory theoretical subject at tertiary institutions, especially where communicating across cultures is not a mandatory daily
practice. Inspired by the researched merits of reflective thinking, this paper investigates what a lecturer of such a course can learn from her students' assigned written
reflections. The analysis, both quantitative and qualitative, of the reflections of eight classes of third year students at ULIS throughout an IC theoretical course has revealed
informative implications with respect to: (1) the students' interest and critical thinking in particular issues and/or frameworks in IC; (2) the students' self-regulation in studying
such a theoretical subject; (3) the students' reflection levels and their conceptualization of the knowledge and their own learning. This analysis also attempts to discover the
37
effectiveness of reflective writing in an IC theoretical course at ULIS, thereby proposing some recommendations to the reflection pedagogy currently employed at the
university.
12:00 Noon - 01:45PM Using Mind-Mapping as a Method of Summarizing the Lessons in Teaching Business English
Speakers
Giang Nguyen, Lecturer, Hanoi National Economics University
It can't be denied that learning Business English is not easy at all, there are lots of things that students need to understand and remember in a business lesson. How to help
students learn Business English effectively is a big challenge for teachers. From the experience of teaching, the researcher has found out a way to help students remember
and understand the lessons more, that is mind mapping. According to Tony Buzzan, mind mapping is an effective tool, which is particularly useful in organizing thoughts and
ideas. Mind maps enable people to think clearly and process ideas effectively (Tony Buzzan, 2010). As Paul Emmerson stated, mind mapping is really useful in teaching
Business English: Mind mapping forces learners to write a few words just as a summary rather than a continuous text; With mind mapping, learners automatically structure
the ideas; And a mind-map has to fit onto a single page, so it encourages summarizing, overviews, thinking about what are the key points, etc. (Paul Emmerson.com).
Because of these reasons, the researcher has decided to use mind-mapping as a way of summarizing the lessons in teaching Business English for the coursebook 'Market
Leader Intermediate' (David Cotton, David Falvey and Simon Kent). The outcome was quite encouraging as the researcher saw a clear improvement in business lessons.
Generally, students actively and eagerly got involved in doing mind-mapping in class, therefore, they remember and understand the lessons more.
12:00 Noon - 01:45PM Backchannels across cultures

Speakers
Hoang Mai Vu, Vietnam National University - University Of Languages And International Studies, Vietnam National University - University Of Languages And International Studies
Listener interactional behavior is a shared property in conversations of all cultures and languages. This discourse element plays a crucial part that decides the effectiveness
of the conversation in terms of rapport establishment between interactants and successful information transmission. Despite its universality, backchannel behavior varies to
such a remarkable extent that numerous studies have been conducted to investigate it on divergent bases and in various aspects. The labels used to name this behavior are
accordingly varied. So far, backchannel behavior has been canvassed in (1) the acquisition of backchannels and use of backchannel in preschool children and adolescents;
(2) the differences in backchannel behavior between genders; (3) the differences in backchannel behavior among regional varieties of English-speaking community; and (4)
the differences in backchannel behavior across cultures. This review deals with the last two respects of research on backchannels to reflect better understanding in
backchannels across cultures, thereby hopefully reducing biased perceptions based on listener responses while promoting bilinguals and multilinguals' backchannel routines.
Moreover, language pedagogical implications and recommendations for future research in the field are also demonstrated through the review.
12:00 Noon - 01:45PM Writing Academic English: Overcoming problems

Speakers
Vinh Nguyen, Student, National Economics University
Dang Le, Student, National Economics University
Hiep Nguyen, Student, National Economics University
Anh Trinh, Student, National Economics University
Minh Phung, Student, National Economics University
It is clear that academic writing, in particular reference to academic writing in English, has become increasingly important in the globalization trend. Several studies have
revealed the difficulties that researchers are likely to encounter while doing research in foreign languages. Besides two common problems which are the shortage of ideas
and structure, writers also have to face the issues of grammatical mistakes and the lack of formal words. The situation becomes worse for those who have no experience in
doing research or writing academic English. In this study, we develop a system which assists writers with academic English writing. The system provides an effective tool for
professionals or English teachers to create a framework from which students and inexperienced people can create their academic writing. Moreover, this system will act as a
bountiful archive of English phrases, examples and structures which helps writers learn from their previous works. According to the statistic of an online survey with 120
participants has proved that the system can not only boost users' confidence and interest but also improve their writing skills. Cases of users whose articles were accepted by
various international conferences and journal papers have provided solid evidence for this method's capability of increasing the chance of being accepted by academic
sources.
12:00 Noon - 01:45PM USING TED TALKS AS AN AUTHENTIC MATERIAL TO INITIATE DEBATES IN SPEAKING LESSONS FOR
ENGLISH MAJORED STUDENTS
Speakers
Nguyen Huong, Hanoi University
Ha Nguyen, Lecturer, Hanoi University Of Industry
Dung Tran, Teacher, Hanoi University Of Industry
38
In recent years, debate has been well used in language teaching to broaden students' command of English, particularly speaking skills and create a dynamic collaborative
learning environment (Swan, 2003). Among a variety of resources designed to create authentic materials, TED (Technology, Entertainment, Design) Talks, a set of free videos
is considered as a learning source that gives students a profound knowledge with authentic English. Lesson plans featuring TED Talks can be used to explore diverse points
of view and bring ideas into classroom discussions. This research investigates how TED Talks acts as an authentic material to initiate debate in speaking lessons and its
effects on student's speaking skill. The researchers have chosen two methods of data collection for accuracy namely questionnaire and interview. About 170 English majored
students in the third academic year at Hanoi University of Industry (HaUI) in Vietnam participated in this study. Data for this study included an online survey delivered to
students who took part in this course, 15-minute semi-structured interviews with seven randomly selected students. After that. findings from questionnaire were compared
with the findings from interview to find out the positive impacts of TED talks and some suggestions for the effective use of it for debate activity. After three months of being
taught lessons using TED Talks, there is significant improvement in speaking skill among learners in terms of background knowledge expansion, critical thinking ability and
language competence. KEY WORDS: debates; Ted talks; speaking skill; authentic material; critical thinking.
12:00 Noon - 01:45PM Computer-based Concept Mapping: A Technique to improve EFL Students' Reading Comprehension.
Speakers
Duc Anh Duong, Lecturer, Vinh University
Linh Le, Giảng Viên, Đại Học Vinh
This study aimed to investigate the effects of using computer-based concept mapping technique on improving reading comprehension in EFL students in an advanced
reading course. The students were registered into an advanced reading course and divided into control and experimental groups. Each group comprised 25 students at
Foreign Languages Department, Vinh University. In ten weeks, the experimental group used computerized concept mapping strategies through Inspiration software for
presenting topics and the reading passages. In contrast, the control group studied the same passages and topics in the conventional method. A reading comprehension test
was administered to both groups before and after the interventions. The findings revealed that there was a significant difference between those who used computer-based
concept mapping in reading passages and those who did not. The technique had positive impacts on students' reading skills since the reading score of the post-test
increased significantly among the experimental group. Meanwhile, students also showed their enthusiasm and excitement towards this strategy. They admitted that the
reading process is much more interesting and tangible. The research verified the effectiveness of this technique in reading comprehension and suggested further research
about the use of this technique in other language skills.
12:00 Noon - 01:45PM Writing Test Specifications to Facilitate School Teachers

Speakers
Thao Nguyen, Officer, University Of Languages And International Studies, VNU Hanoi
According to Fulcher (2010:217), test specifications are the design documents that show us how to construct a building, a machine, or a test. Therefore, test specification is
considered the fundamental base of any test. However, this seems to challenge many school teachers of English in Vietnam. This presentation aims to share a specific
template of test specification which is expected to be applied for English tests at school level, particularly for middle and high schools. In fact, this template is developed and
edited from the existing one designed and shared by school teachers. In this edited version, the author focuses on language constructs or components of language to be
tested, the target cognitive levels, task formats, item weighting with sample test questions. This presentation is hoped to support school teachers of English in bettering their
current test specifications with the aim of making the test specification more teacher and student friendly as well as improve the test quality.
12:00 Noon - 01:45PM Project-based Learning for Primary Students: From Theory to Practice
Speakers
Huyen Le , English Teacher, Le Quy Don Gifted High School
Anh Nguyen , Lecturer Of English , Lang Son Teachers' Training College
Project-based learning is to help students acquire knowledge via their hand-on experiences in handling a real problem and challenge or engaging in a meaningful project. As
a learner-centered method, project-based learning has been applied widely in various subjects to improve education quality. However, to learners of English at lower levels
like primary students, teachers might find it challenging to take advantages of this innovative method due to the young age of the learners as well as the difficulty and the
complexity of the tasks required. This poster, as a consequence, provides some theories in project-based learning and how to apply them in teaching English for primary
students. Detailed plans and pictures of two English lessons for grade 3 and grade 5 learners are also incorporated to exemplify the whole process of project-based learning
to suggest a practical guideline for primary teacher of English in adopting this method in their classrooms. Key words: Project-based learning, primary students, teaching
English.
12:00 Noon - 01:45PM Using Project-Based Learning to Increase the Practicality of Tertiary Education: A Case of EFL Students
Speakers
Hoa Hoang, Teacher, University Of Languages And International Studies, VNU Hanoi
39
One of the criticisms against tertiary education is its lack of practicality, i.e., the knowledge and skills which students learn at the tertiary level and those they need for
successful careers barely match. Especially EFL-major students seem to struggle harder than their peers because they are trained exclusively with English language skills.
However, it is unnecessary for them to spend four years, fulltime, just learning English; they need more employability skills training. One of the solutions proposed is to
employ project-based learning (PBL) in the curriculum. This presentation reports on a study into the deployment of PBL at the University of Languages and International
Studies in an attempt to enhance EFL-major students' work-related skills. In the study, the project design strictly followed the Gold Standard PBL framework proposed by
Buck Institute for Education (2015). The findings indicated a strong link between the PBL implementation processes and the accumulations of work-related skills, such as
needs analysis, information searching and analyzing, teamwork, problem-solving skills. Thereby, the study recommended larger-scale employment of PBL to improve the
vocational guidance and to increase the practicality of tertiary training and education. Keywords: Project-based learning, practicality, tertiary education. Larmer, J. (2015, April
21). Gold Standard PBL: Essential Project Design Elements. PBLworks. https://www.pblworks.org/what-is-pbl/gold-standard-project-design.
12:00 Noon - 01:45PM Increasing student engagement in online classes with Nearpod
Speakers
Le Dung, Teacher, Than Nhan Trung Secondary School
Doan Oanh, Instructor, Van Lang University
It's a challenge teaching and learning in online classes when both teachers and students have difficulties interacting with each other. This study aims to explore Nearpod as a
supporting tool that allows students effectively engage with the teacher during the lessons. It helps to create interactive environment which leads to students' engagement in
learning activities and subsequently makes the class more interesting. The study was conducted among 40 students in grade 6 at Than Nhan Trung secondary school in Bac
Giang province. The 5 likert-scale questionnaire was designed to find out students' responses towards Nearpod usage during class. The findings of the study showed that
they are highly interactive with the lesson and the teacher in online classes. In addition, some suggestions of how to apply Nearpod effectively was clearly detailed in the
implication for its better usage. Key words: Nearpod, interaction, engagement, online class.
12:00 Noon - 01:45PM Tertiary Foreign Language Teachers’ Beliefs and Practices in Language Assessment Literacy: A Review of
Literature
Speakers
Nguyen Loan, Vice Head Of Division Of English Linguistics And Culture Studies, Đại Học Hùng Vương
Loan Pham , Lecturer , Thuongmai University, Hanoi, Vietnam
James Rush, Foreign Language Professor , Luther University In South Korea
Language assessment literacy (LAL), an integral facet of language teachers' professional development (PD), is essential to the quality of student learning (Klinger, 2010) and
student learning motivation (Dorman & Knightley, 2006). Moreover, many researchers have shown that teachers' assessment knowledge and perceptions impact their
classroom assessment practices (Popham, 2009). Teachers' assessment literacy along with their beliefs contributes to encouraging or undermining students' learning.
Therefore, investigating such literacy awareness to fulfill the teachers' training needs is essential. This study aims to review studies about foreign language (FL) teachers'
language assessment literacy. It begins with a brief theoretical presentation of related concepts, describes several research gaps and finishes with the planned investigation
on EFL teachers' beliefs and practices about assessment literacy at the tertiary level in the context of Vietnam. This paper aims to add to a growing body of literature on FL
teachers' beliefs and practices about LAL and the alignment between them. Keywords: EFL (English as a Foreign Language) Teachers, Tertiary Education, Language
Assessment Literacy (LAL), Teachers' Beliefs and Practices, Context of Vietnam.
12:00 Noon - 01:45PM Designing Task-Based Activities Through National Symbols to Motivate Vietnamese EFL Students in Their
English Learning
Speakers
Hoa Nguyen, Vice Dean Of The Faculty Of English, University Of Foreign Language Studies - The University Of Danang
There is no doubt that intrinsic motivation of language learners, which is closely related to their interest in the content being taught, is a key predictor of their success in
language learning. Teaching English as a foreign language means not only equipping students with linguistic knowledge and communicative skills but also fostering their
cultural awareness of English-speaking countries in comparison with their own culture(s). Incorporating cultural content into EFL teaching helps to widen students' knowledge
and arouse their interest in exploring the surrounding world, thereby encouraging students to make progress in their English learning. Noticeably, some aspects of cultural
identity are manifested in the national symbols of a country, which are intended to unite its people by creating visual, verbal, or iconic representations of the their values,
goals, or history. Common national symbols include national flags, national anthems, coats of arms, trees, birds, fruits, colours, floral emblems, musical instruments, etc.
Originated from the researcher's experience in teaching English and cross-cultural communication to Vietnamese EFL students at the tertiary level, in line with the learner-
centred approach, this study is aimed at designing task-based activities through the national symbols of English-speaking countries in order to provide the students with a
self-motivated mechanism to strive for an insight into the symbolic characteristics of the target cultures. It is strongly believed that these activities can stimulate the students
to improve their English by involving them in goal-oriented tasks concerning both language and culture, which are inherently inseparable.
12:00 Noon - 01:45PM The Role of Teacher Talk in Second Language Acquisition
40
Speakers
Truong Hong-Ngoc, Lecturer, University Of Economics Ho Chi Minh City
In the era of the world's integration, foreign teachers take a large role in education in general and language learning in particular. One of the most vital issues for teachers is
how to convey second language acquisition through teacher talk as comprehensible input. In order to dig down this part in language teaching, three researchers namely
Krashen (1982), Long (1983) and Schmidt (1990) have their own perspective on how educators can approach language learner effectively. However, it indicates that the
teacher-learner interaction provides chances for studying through mutual communication and comprehensible input. Moreover, teacher talk also states the intimate
interrelatedness between awareness and attention. Otherwise, the learning process needs negotiation of meaning that help students involve more in the process without
being passive. To make it clear, we would like to analyze each researchers' work and compare as well as evaluate its hypothesis to one another with the purpose of
suggesting this understanding as a tool for teacher to enhance their language teaching-learning method. Keyword: Second Language Acquisition (SLA), interaction,
comprehensible input, negotiation of meaning, awareness, attention, noticing.
12:00 Noon - 01:45PM ASSESSMENT METHODS AND EXPECTED OUTCOMES ALIGNMENT: THE CASE OF A BRITISH AND
AMERICAN STUDIES COURSE AT A UNIVERSITY IN VIETNAM
Speakers
ANH HOANG, LECTURER, University Of Languages And International Studies, VNU Hanoi
Testing and assessment has long been recognized as having a crucial role in any education course. If assessment methods are appropriate and aligned with the expected
learning outcomes, they can not only provide accurate information about the achievements of the course but also help enhance its teaching and learning. Therefore, one of
the criteria for program accreditation by AUN-QA states that assessment methods should be congruent with the expected learning outcomes and measure the achievement
of all expected learning outcomes of a program/course. This paper aimed to investigate the assessment methods and practices of a British and American Studies course at a
university to find out the extent to which assessment methods and course expected learning outcomes are aligned, what the difficulties are in applying the prescribed
assessment methods, and whether there are any possibilities for improvement. Results of thorough document analyses, in-depth interviews with the teachers, online
questionnaires for the students reveal that most of the assessment methods are appropriate to measure the learning outcomes stated in the course objectives, except for the
one of "apply(ing) these understandings in relevant conversations" and some learning outcomes about attitudes. In addition, responses from teachers and students indicate
that there are some obstacles in applying the criteria for assessing students' presentation and discussion. Finally, the findings of the study lead to a number of suggestions for
improving the assessment methods of the course.
12:00 Noon - 01:45PM Developing a Real Time System in the EFL Classroom
Speakers
Lam Pham, Lecturer, National Economics University
Supporting tools have emerged to become an important part of the process of teaching and learning foreign languages. In this study, techniques for real-time online
classroom were developed and applied to provide an environment for teachers and students to interact with each other in the teaching and learning process. The study
provides a novel approach to building classroom web system using real-time technology. In addition, this system can support for the face to face classroom as well as the
online environment. It allows teachers to create classrooms, provide learning materials and exercises, and monitor the learning progress of students in class. During studying,
students can raise hands, ask questions, do exercises, and submit assignments before deadline. With real-time interactive features, teachers can easily record interactions
and feedback instantly to students. Besides, it provides statistical reports that can help teachers to manage their classroom. This system has been developed and initially
tested with specialized English learning. The results of this study support the view that students and lecturers find the system useful and supportive to learning while
improving the quality of teaching and learning.
12:00 Noon - 01:45PM IMPROVING ASSESSMENT QUALITY THROUGH ONLINE TEST ITEM ANALYSIS
Speakers
Van Thanh Phan, Instructor, Đại Học Kinh Tế Thành Phố Hồ Chí Minh
Learning Management Systems (LMSs) have been enabling functions for tracking students' participation and performance in ways that were unimaginable and almost
impossible in a traditional brick-and-mortar setting. Not only do Mini tests deployed on LMSs assist instructors in consolidating learners' knowledge and skills, they also
provide insights into learners' performance levels. If analyzed methodologically, those mini tests results may as well act as a critical indicator for improving the quality of the
tests per se. In the current paper, how item analysis of test results may shed light on enhancing test design quality in English language assessment will be discussed. Data of
test results from two English courses at a university in the South of Vietnam will be analyzed to illustrate how item analysis could enhance test reliability by revealing the
extreme items, i.e., either too easy or too challenging and biased items, i.e., negatively correlated with learners' midterm and final test scores.
12:00 Noon - 01:45PM EFFECTS OF EFL TEACHERS’ EMOTIONS ON ENGLISH-MAJORED STUDENTS’ PARTICIPATION INTO
COMMUNICATION ACTIVITIES IN VANLANG UNIVERSITY
41
Speakers
Thuy Ngo, Lecturer, Van Lang University
This research mainly focuses on some of the different effects that EFL teachers' emotions have upon English-majored students' performance in classroom communication
activities. There are six EFL teachers and fifty two first-year students involved in this work. Both qualitative and quantitative methods are applied for the data analysis. The
empirical evidence has been gathered and classified in six areas of effects, including teachers' emotions, emotional intelligence, motivation, academic performance,
classroom discipline and social behavior. Furthermore, both positive and negative effects have been analyzed in each of the discrete emotions mentioned. The results reveal
that positive emotions provoke positive effects, while negative emotions provoke negative effects. Following is a discussion on the function of emotional regulation of EFL
teachers and the possible benefits of emotional intelligence as a formative part of teacher preparation in teaching EFL to students. Key words: emotion effects, EFL teachers'
emotions, emotional regulation, emotional intelligence, English-majored students' communication skills, motivation.
12:00 Noon - 01:45PM An application of Design Thinking in English for tourism to foster students’ future workplace skills
Speakers
Van Nguyen, Lecturer, University Of Languages And International Studies, Vietnam National University
Duyen Le, Lecturer, University Of Languages And International Studies, Vietnam National University
In recent years, Design Thinking has attracted the attention of people from different walks of life including teachers and educators worldwide because it is proven to help
foster a wide range of necessary skills for students in the 21st century. In an attempt to renew the current courses at university and nurture students' creativity and
entrepreneurial mindsets, a group of teachers at University of Languages and International Studies, Vietnam National University, have tried to apply Design Thinking
approach to their courses. In this poster, the authors presented how Design Thinking was included in the English for tourism course in an action research with the
participation of 72 students at this university and the positive results gained after one semester of application. Through the data collected from the questionnaires and semi-
structured interviews before and after the course as well as students' reflections upon their final products at the end of the course, it is revealed that besides the improvement
in language skills, students also gained other essential skills for their future working environment such as communication, collaboration, creativity, critical thinking skills and
problem-solving skills. It is hoped that this study will serve as a good example for teachers of similar courses in different contexts to shadow.
12:00 Noon - 01:45PM AN EVALUATION OF THE ONLINE CULTURAL EXCHANGE PROGRAM FOR NURSING STUDENTS AT A
MEDICAL UNIVERSITY
Speakers
Duyen Le, Lecturer, University Of Languages And International Studies, Vietnam National University
BICH NGOC PHAM, Lecturer, Haiphong University Of Medicine And Pharmacy
The Online Cultural Exchange Program (OCEP), currently hosted by the University of Miyazaki in Japan, has gradually expanded its scope to a number of countries such as
Spain, Turkey, China, Taiwan, Korea, Thailand, Indonesia and Vietnam in order to provide students with opportunities to interact with their counterparts in online culture
exchanges in English classrooms and improve the attitude towards the internatonal integration trend nowadays. This study was carried out basing on the survey method to
evaluate the effectiveness of using OCEP for 56 nursing students at a medical univeristy in Vietnam. The data was collected from survey questionnaires and analyzed
statistically. The results from the research showed that the level of students' interest of the OCEP program was relatively high, and the biggest advantage of the program that
the students got was their improvement of writing skill and more knowledge of nursing issues in foreign countries. However, it is also revealed that their biggest difficulty was
their inconfidence of English, which may hinder them from fully benefiting from the program. From the results, some recommendations are given to enhance the effectiveness
of the program in the future.
12:00 Noon - 01:45PM LESSONS LEARNT FOR EFL TEACHER EDUCATION POST COVID-19
Speakers
Thuy Tran, Lecturer/ Teacher Educator, VNU University Of Languages And International Studies
Phuong Nguyen, Lecturer, VNU University Of Languages And International Studies
Just in a few weeks, our globally interconnected societies transformed into life in lockdown and with restricted mobility. The Covid-19 crisis has left impacts on every corner of
life. According to UNESCO, school closures caused by Covid-19 have remarkably affected over 60% of the world's student population. Higher education institutions have
shown their significant capacity to adapt very quickly to the crisis, with lots of flexibility, by shifting to online teaching and learning at very short notice. It has accelerated new
forms of pedagogy and tremendous initiatives from individual academics and institutions have emerged. The TUTORING PROJECT by Faculty of English Language Teacher
Education (FELTE - ULIS) is administered to enhance preservice teachers' autonomy and provide them with basic knowledge and skills relevant to their teaching major
through learning-by-doing tasks. Being designed on the principles of experiential learning (Kolb, 1984), this project requires preservice teachers to organize face-to-face
tutorials for a group of learners wishing to enhance their language proficiency. The emergence of Covid-19 brought about unexpected changes to this course with two-thirds
of tutorials being moved online. This sudden modification has offered new challenges as well as valuable lessons to EFL teacher education. There is a great opportunity to
develop new forms of personalised education (that are in much demand) and to innovate in student assessment (including online) beyond the more traditional assessment
currently still predominant, in particular for large student cohorts. Keywords: Teacher education, experiential learning, lessons, covid 19, online learning
42
12:00 Noon - 01:45PM Applying Design Thinking in Initial Teacher Education - A Reflection from Reflective Practice Activities
Speakers
Thuy Tran, Lecturer/ Teacher Educator, VNU University Of Languages And International Studies
Phuong Nguyen, Lecturer, VNU University Of Languages And International Studies
Design Thinking is a mindset and approach to learning, collaboration, and problem solving. In teacher education, Design Thinking offers teachers-to-be "support towards
practice-oriented and holistic modes of constructivist learning in projects" (Scheer, Noweski & Meinel, 2012, cited in Harth & Pankel, 2018). This presentation reports a study
into the use of Design Thinking as a conceptual and methodological framework to empower teaching competencies, specifically, critical reflection skills, of senior student
teachers at Faculty of English Teacher Education (FELTE). The authors map the Reflective Teaching Project by fourth-year fast track student teachers with the five-step
process of Design Thinking, which are Empathy, Define, Ideate, Prototype and Test and look into the extent to which the Project contributed to their deeper reflection of their
personal and peers' teaching experience. Analysis of student teachers' project products, self-reflections and group end-course reports has shown that modelling Design
Thinking in this Project is valuable in at least two ways. First, student teachers can learn to contrast theory with practice and identify systemic issues in teaching, which helps
foster critical evaluation and knowledge transfer (Ash & Clayton, 2009, p. 27). Second, classrooms can be turned into spaces that prepare learners to solve meaningful
challenges in the teaching world. Design Thinking can enrich teacher education since it exposes students with little prior teaching experience to more challenges in their fields
and enhances their ability to tackle those obstacles. Keyword: critical reflection, design thinking, problem-solving, teaching practice, project-based learning
12:00 Noon - 01:45PM EFL VIETNAMESE TEACHERS’ PERCEPTION TOWARDS CRITICAL THINKING IN THE CLASSROOM
Speakers
Anh Duong, Lecturer, University Of Economics And Finance
Critical thinking has been emphasized as one of the paramount thinking skills in the 21st academic curriculum in the world. Still, the question of whether EFL teachers – as
direct guiders in the classroom –have been exposed to the concept, have thoroughly grasped it, and have been equipped with adequate methods and tools for the
embedding of critical thinking in daily lessons has not been fully addressed. This paper aims to provide a general viewpoint of Vietnamese EFL teachers' perceptions towards
critical thinking and present some of their current practices of critical thinking skills if there are. Emphasis placed upon the extent of understanding of critical thinking that EFL
teachers show in comparison with the official definitions and how they apply what they understand towards the concepts of critical thinking skills in the EFL classroom. The
data is collected through in-depth interviews of a number of experienced teachers. The findings revealed the lacking information and training from the participants as well as
certain drawbacks such as time-constraints or general knowledge and language level of students. This paper gives EFL managers and practitioner's rationales for the
inclusion and exclusion of critical thinking in their classes and sheds some light on how EFL teachers structure their lessons in order to promote this set of thinking skills.
12:00 Noon - 01:45PM LEVELS OF ICT INTEGRATION INTO TEACHING OF TEACHERS OF ENGLISH, ENGLISH DEPARTMENT,
UFL, UDN- FACTS AND RECOMMENDATIONS
Speakers
Kha Huynh, Lecturer, University Of Foreign Language Studies - The University Of Danang
Information and Communications Technology (ICT) has become more and more popular in education in general and in teaching English in particular. Moreover, in order to
keep pace with the needs of modern society, each teacher should equip himself with the ability to apply ICT into teaching. However, this issue is rather new and requires
much effort from individuals as well as relevant authorities. Based on the background of ICT application in teaching, the study of ICT integration into teaching at university as
well as explaining the reasons would be done and then, some recommendations would be given so that the levels of ICT integration of teachers of English, English
Department, the University of Foreign Language Studies, the Unviersity of Danang would be improved.
12:00 Noon - 01:45PM Vietnamese scholars' difficulties in writing English academic papers for international publication
Speakers
Thi Van Yen Hoang, Lecturer, Hung Vuong University
Writing for academic publication is an important activity for scholars to disseminate research findings to a wider audience and to contribute new knowledge to their field. With
the dominance of English language in international publishing, scholars who use English as an Additional Language (EAL) can meet challenges in getting their research
published in English-medium peer-reviewed academic journals. Previous studies have investigated the difficulties of EAL scholars in writing papers for international
publication. However, there is a surprising dearth of research focusing on Vietnamese scholars whose low international publication output could be attributed to their limited
English writing ability (Pho & Tran, 2016). This highlights the importance of an in-depth understanding of their writing problems in order to provide better English language
support and to increase their participation in global scholarship. This presentation reports a study examining difficulties encountered by 10 Vietnamese scholars of different
fields when writing papers for international publication. Data was collected from surveys, interviews, and various documents related to their publishing process, and then was
analysed using thematic analysis. Findings showed that these scholars met various difficulties when preparing manuscripts for submission due to their lack of familiarity with
English academic writing. Some of their difficulties were using academic register, communicating ideas clearly and concisely, and developing arguments logically. The
findings of this study suggest the importance of English academic writing support to help Vietnamese scholars on their journey to successful publications. The presentation
concludes with recommendations for teaching EAP in the Vietnamese context.
43
12:00 Noon - 01:45PM The Application of Google Classroom to Motivate English Non-Majored Students
Speakers
Thi Nguyen, Lecturer, Van Lang University
This research aims to report the overall view of Google Classroom application on teaching and learning English of teachers/researchers and learners in an effort to improve
their performance. To achieve the objectives, the study was done over one semester with two classes of Commerce students at Van Lang university. In-depth interviews with
the students and the teachers, and questionnaires were used as main tools for data collection which served as a basis for assessing the innovation of using Google
Classroom effects. The analysis of the questionnaires summarizes the results of the study as follows: generally speaking, both the teachers/researchers and the students
considered learning using Google Classroom as a blended tool more interesting and effective than traditional one, and the study presents some evidence on the potential of
Google Classroom in teaching. Nonetheless, there still existed some problems at the end of the semester. The paper will further highlight the benefits of Google Classroom
activities and their impacts on students' motivation.
12:00 Noon - 01:45PM Using Debate Project to Maximize Students’ Language and Academic Skills in Proficiency Courses
Speakers
Hai Hoang, Lecturer, University Of Languages And International Studies, VNU Hanoi
Over the past years, using projects in teaching has been widely applied. Research has proved that project-based language teaching is successful in improving learners' all
language skills through meaningful learning activities in which students are encouraged to collaborate to solve real-life problems (Sheppard and Stoller, 1995; Stoller, 2002;
and Tessama, 2005). Also, project work benefits students of different proficiency levels because it offers various roles and types of work throughout the process. This
presentation aims to (a) introduce a model of debate project to help English major students to improve their language and academic skills, (b) explore both teachers' and
students' feedback on the effectiveness of this debate project, and (c) elicit suggested ideas from both teachers and students to improve this project. 50 second-year English-
majored students were asked to give feedback on the debate project that they carried out in a proficiency course at the University of Languages and International Studies.
Interviews with four teachers were also exploited to get a deeper understanding. The findings have revealed that both teachers and students found this project practical and
beneficial to students. They not only improved all the four language skills, especially speaking skills, but also increased their academic skills as well as other soft skills
through the preparation for the debate. Keywords: project-based instruction, project work, debate project
12:00 Noon - 01:45PM Cohesion Mistakes in VSTEP Writing Papers of the Second Year EFL Students
Speakers
Long Nguyen, Vice Rector, University Of Foreign Language Studies - The University Of Danang
Trang Vo, Lecturer, University Of Foreign Language Studies – The University Of Da Nang
VSTEP, the first-ever Vietnamese standardized test of English proficiency, was nationally released on March 2015 and considered a graduation requirement at some
universities in Vietnam. The tests evaluate students' four language skills namely listening, speaking, reading and writing skills. Especially, task 2 writing tests are marked
based on cohesion criteria which contribute to the overall meaning of the text. However, a few research studies have been conducted to investigate cohesion mistakes in
VSTEP writing papers, which have a far-reaching effect on candidates' writing score. Therefore, the purpose of this study is to analyze and examine cohesion mistakes
related to transition signals and references in academic writing. Eighty VSTEP-oriented essay writing papers of the second year EFL students at University of foreign
language studies – the University of Danang were collected randomly. Data collection then was analyzed to see what types of cohesion mistakes students made and
frequency of errors. The study makes use of both qualitative and quantitative information employing descriptive method. In terms of transition signals-related mistakes, the
findings reveal that common ones are repetition, overuse, or lack of transition signals, even misuse of linking devices in adequate meaning and formal register. Also, unclear
referencing and improper use of reference are found. On the basis of the findings, some implications and suggestions on cohesion teaching and cohesion self-check
strategies when doing VSTEP writing test were put forward.
12:00 Noon - 01:45PM Mobile Phone Filming Enhances Freshmen’s Accuracy in EFL Speaking: A Recommendation for Better Oral
Practice
Speakers
In this era of globalization, to communicate in English, speaking English accurately and fluently is a goal of many English learners as accuracy and fluency are two key
components in communicative competence. Besides, the popularity of mobile phone has led to Mobile-assisted Language Learning (MALL) movement in English as a
Foreign Language (EFL) classroom. Following this trend, a wide range of researches have been conducted to find ways of increasing accuracy, but few researches
mentioned the benefits of mobile phone's filming on improving accuracy. Therefore, this study aims at investigating the effectiveness of mobile phone's filming on enhancing
freshmen's accuracy in EFL speaking classroom and suggesting some ways for optimizing oral practice. Eighty freshmen at Van Lang University (Vietnam) took part in this
four-week study. Qualitative research method was used in combination with various data collection tools such as questionnaire, semi - structured interview in focused group
and video-recordings analysis. The data reveals filming with mobile phones really helps freshmen to increase their speaking accuracy. The final part of this paper also
recommends some innovative ideas for filming activities in EFL speaking class as well as solutions to the difficulties teachers and learners may face during mobile phone
filming project.
44
12:00 Noon - 01:45PM Vietnamese Language Teachers’ Agency in Their Research Engagement
Speakers
Cuong Pham, Deputy Head, Department Of Foreign Languages, University Of Economics And Law
Doing research is one of the mandatory undertakings of faculty members as a way to keep themselves up to date with latest epistemological and ontological shifts in their
fields of expertise, reflect on their teaching practices and contribute to their professional development. Drawing on the construct of agency, this study investigates the
affordances and constraints in the research engagement of two male Vietnamese teachers of English who work at a private university in Vietnam. One teacher (aged 41)
holds a PhD from an overseas institution while the other (aged 30) obtained his master's degree locally. The primary tool used for gathering data is a narrative frame which
aims to gain insights into these teachers' research background, experience, levels of research engagement and their perspectives on doing research. The findings reveal the
diverse strategies with which the participants exercised their agency in response to both contextual requirements and personal needs for publication. Their practices are
contingent on a number of factors including policy-related issues, research capacity, training, and support for research activities. This paper concludes with implications for
language teachers and fledgling researchers in applied linguistics in developing and planning their own approaches to research and publication.
01:45PM - 01:50PM Break and Transition

01:50PM - 02:50PM Creative Writing: Stimulus Activities to Foster Teenagers' Engagement

Zoom 1
Speakers
Huyen Nguyen, MASTER TEACHER, YOLA JOINT STOCK COMPANY
Moderators
Writing is an important language skill. However, many language teachers find teaching writing challenging and are not comfortable engaging with it. Tran (2001) shares that
the Vietnamese students in her study considered writing as "a burden", which is "boring, difficult and unrewarding". To encourage student's interest in writing, Avramenco,
Davydova, and Burikova (2018) suggest creative writing as a remedy for these issues thanks to its potential to "promoting inspiration, motivation, and imagination through
unlocking students' individuality" (p.56). Maley (2009) defines creative writing as the creation of "playful"and "aesthetic" texts in an encouraging atmosphere giving students a
chance to imagine and express themselves. During this workshop, we will briefly discuss the challenges teachers have with in-class writing assignments and explore the
importance of creative writing in the EFL classroom. The participants will then be given tips and ideas on how to overcome the discussed challenges using creative writing
instructions. This will include fun activity ideas that are used successfully in my pre-intermediate class of teenagers. Participating teachers will leave the presentation with
refreshing tools and skills they can use in their classrooms tomorrow. References: Avramenko, A. P., Davydova, M.A., & Burikova, S. A. (2018). The defeat of radical
sigularism in Russian, English and French literature. Training, Language and Culture, 2(4), 55-69. doi: 10.29366/2018tlc.2.4.4 Maley, A. (2009, December). Creative writing
for language learners (and teachers). Retrieved from: https://www.teachingenglish.org.uk/article/creative-writing-language-learners-teachers Tran, L. (2001). Using pair work
and group work in teaching writing. Teacher's Edition, 5, 22-28.
01:50PM - 02:50PM Applying Backward Curriculum Design to Revise Lessons, Units, and Courses
Zoom 2
Speakers
William Lewis, English Language Instructor, Alasala Colleges
Moderators
Backward design is a process for developing curriculum that begins with identifying learning outcomes, before working "backward" to determine appropriate assessments and
finally to select content and plan instruction (Wiggins & McTighe, 2005). Using carefully articulated outcomes to drive instruction, rather than textbooks, activities, or
methodology places the emphasis on learning rather than teaching, which in turns helps students acquire transferable skills and understandings. Important features of
backward design are highlighted, such as the difference between knowing and understanding, along with ways to use essential questions to create engaging, inquiry-based
curriculum. After the three stages in the process are presented alongside an authentic example unit, participants begin to apply backward design principles to revise a single
lesson or teaching unit. In the workshop, we practice writing measurable student learning outcomes and designing reliable and accurate ways of assessing students' learning.
The scalable framework provided by backward design applies to all teaching contexts and can assist with all levels of curricular revision. Participants leave with the tools
necessary to redesign single lessons, units, courses, or entire programs.
01:50PM - 02:50PM Supporting Developing Literacy with Early Years and Primary by Teaching Phonics and Bottom-up Reading
Zoom 3
Strategies
45
Speakers
Sian Greer, Academic Manager Primary And Early Years, British Council Vietnam
Moderators
Teaching learners to read and write in a second language can be challenging, especially when they are simultaneously attempting to become literate in their first language.
Whilst the development of speech comes earlier and almost universally in early childhood, reading and writing is a slower and often more challenging process. In order to
read and write, children are tasked with using bottom-up strategies to decode written text, in order to understand and link sounds to graphemes, learn to recognise letter and
word formations, blend sounds together to make words, and finally segment words they hear, in order to learn to spell independently. This workshop will attempt to help
teachers to understand these challenges and the bottom-up sub-skills needed to read, and explore ways of using and implementing synthetic phonics teaching techniques
and bottom-up reading strategies, to support learners to develop literacy skills in English. This workshop will primarily focus on children up to the age of seven, however the
techniques covered can easily be adapted for older learners and can be used to support learners with Special Educational Needs (SEN), such as dyslexia. During the
session, participants will reflect on and share their own experiences of teaching early literacy skills, and explore and evaluate practical, multi-sensory synthetic phonics
activities, as well as, simple and low-resource tools to develop and support reading and literacy sub-skills holistically in the EFL classroom. A phonics activity bank and links
to resources for teachers will also be provided.
01:50PM - 02:50PM Developing speaking and critical thinking skills for English-majored students in Nha Trang university
Zoom 4
through debate activities
Speakers
Cuc Tran, Lecturer, Nha Trang University
Moderators
As the aim of the teacher-reacher is to foster students's ability to deliver a speech at length using logical reasoning in arguments to defend their own ideas, debate has been
introduced to second-year English majored students of Nha Trang university from the beginning of the semester. After that, they were guided step by step to achieve the
aforementioned aim. First, students were taught in details with the format of the debate, the neccessary functional language phrases or sentences and the requirements for a
debate to be carried out. Then students learnt to practise in pairs before performing scenarios relating to debate they had prepared to the class. During the semester, teacher
would observe to take notes and make adaptations to students' levels and ability. Finally, the actual test would be carried out to evaluate students' ability to make a debate. In
the end, teacher's observation and students' end-of-term test score have shown the effectiveness of debating: Students could argue at length with more fluency and more
convincing reasons; besides, most of them could also defend their ideas persuasively.
01:50PM - 02:50PM "Big changes come from little things" - The Lasting Impact of Professional Development on Teachers
Zoom 5
Practice
Speakers
Huong Mai, Teacher, THPT Phan Ngoc Hien, Can Tho
Ha Vu, Teacher, THPT Tran Phu, Vinh Yen
Hong Tran, English Teacher, Le Hong Phong Gifted High School
Moderators
Since 2015, British Council has worked closely with teachers from four provinces: Bac Giang, Can Tho, Nam Dinh and Vinh Phuc. In this workshop, teachers from three of
those provinces will share details of the training they experienced and how this has changed their approach to teaching and their own continuing professional development
(CPD). From THPT Phan Ngoc Hien, Can Tho, Ms Mai Lan Huong will focus on the valuable experiences she gained during her previous training course, and in particular
she will share some tips to design more effective lesson plans and create more engaging lesson activities for students. From THPT Tran Phu, Vinh Yen, Ms Vu Thu Ha will
focus on the practical changes she made to her teaching after the course and emphasize that teachers should not hesitate to make small differences, such as giving
instructions, modelling or follow up activities, and how these 'little things' can result in significant improvements to students' learning outcomes. From THPT Chuyen Le Hong
Phong, Nam Dinh, Ms Tran Hong will focus on improvements in CPD, specifically in the way she now plans and delivers teacher training workshops and develops various
Community of Practice (CoP) networks. The session will also feature short recordings of classes as well as interviews with teachers and learners, giving the audience an
opportunity to hear a range of voices discussing changes in teaching methodology, changes in teaching resources, and changes in interactions with students. Finally, British
Council's EES Academic Manager will facilitate a Q&A section.
01:50PM - 02:50PM True Colors, a pivotal technique to understand students' learning styles and enhance student-teacher
Zoom 6
communication
46
Speakers
Thu Nguyen, Teacher Of English, Son Tay High School
Thao Dang, Teacher, Ha Giang High School For The Gifted
Hang Le, Teacher Of English, Central Pre-university Boarding School, Viet Tri
True Colors is a personality trait spectrum designed by Don Lowry in 1978, which classifies four basic learning styles using the colors blue, orange, gold and green to identify
the strengths and challenges of these core personality types. Since everyone learns in a unique way, True Colors (TC) suggest teachers how they can manage lessons and
teaching styles on students' needs, rather than requiring all students to adjust to a teacher's personality. This presentation aims at introducing the implementation of True
Colors technique to enhance students learning motivation in their EFL classes based on the four colors. Firstly, the personality types will be determined by conducting a
survey amongst participants then dividing them into their associated color group. Secondly, the TC description will be displayed to ensure participants know how to identify
characteristics of themselves and others. Next, the presentation will be featured with Poster Gallery Activity in which teachers discuss how to apply TC into teaching English.
Last but not least, some implications for teaching are also mentioned, including some teaching practices designed to fit a wide range of classroom contexts such as Concept
Continuum, Storytelling, My Name, and Gallery.
01:50PM - 02:50PM How to Use a Process Essay to Practice Critical Thinking Skills During a Writing Workshop
Zoom 7
Speakers
Jason Smith, English Language Fellow, Regional English Language Office, U.S. Mission In Vietnam
Moderators
Trang Bui
Critical Thinking is usually taught through persuasive/argumentative essays or debates. The products of these tasks are a formal essay or debate. Many obstacles can
prevent students from effectively practicing critical thinking skills and the amount of scaffolding needed to support student learning can exceed the time available for the unit.
Also, this method relies on abstract words and concepts. This workshop will present a process essay writing workshop unit that will engage students in discussions using
critical thinking during each step of the writing process. This method uses concrete words and supports informal critical thinking. Attendees will be shown how each step in
the writing process can be used to practice a critical thinking skill during discussions. Scaffolding for the discussions during the writing workshop will be presented. Attendees
will take part in a mini-lesson that will simulate the writing workshop. By the end of the workshop attendees will be able to implement a writing workshop unit and facilitate
critical thinking during discussions in their own physical or digital classrooms. Some benefits of using a process essay rather than an argumentative/persuasive essay or
debate are: avoids controversial topics, uses a less complicated writing task, incorporates discussion through peer-review, and can increase practical, everyday vocabulary.
01:50PM - 02:50PM Enhancing Effective Speaking Skills through authentic tasks in English for Tourism 3 at University of Dalat
Zoom 8
Speakers
Hanh Nguyen, Lecturer, Faculty Of Foreign Languages - University Of Dalat
Moderators
Phuong Nguyen
Teaching English for Specific Purposes or teaching English in contexts is now encouraged to create a real atmosphere to practice the language which is limited at most
schools. One of the challenges in those settings is to involve students in meaningful speaking activities so that they can use the language actively. Students' low levels of
vocabulary and pronunciation are determinant factors that prevent them from practicing their English. Additionally, the natural anxiety and fear many learners experience
using the language orally also play their role in the situation (Ansari, 2015; Soto-Santiago, Rivera, & Mazak, 2015; Tsiplakides, 2009). Students are motivated to connect the
knowledge received in classes with real life. This really helps them use English in new contexts. In the subject of English for Tourism 3 at University of Dalat, speaking
activities are concerned with role-plays and video-making of guiding a tour which they've learned in class. As a consequence, the main purpose of the article is to introduce
authentic tasks in the process of engaging English in the real world such as making role-plays, making commentaries in the 'university campus tour' for the whole class and
being a local guide in the tour program at University of Dalat designed by DLU student's club. Given the importance of engaging students in active learning, in an appropriate
environment for teaching EFL, authentic tasks were thought of as an effective alternative to bring students' reality to the classroom to foster oral production.
01:50PM - 02:50PM USING WEBSITE WWW.TRIPTICOPLUS.COM TO DESIGN WARM-UP ACTIVITIES IN ENGLISH LESSONS
Zoom 9
Speakers
Vu Loan, English Teacher, Nguyen Hue High School - Bac Tu Liem District - Hanoi
Moderators
The poster is about the use of a website named www.tripticoplus.com to design the warm-up activities. The website provides a lot of vocabulary and grammar activities to
English teachers and helps them to save a huge amount of time in preparing in-class activities. Teachers can create in any language, on any topic and for age or ability. By
joining games on tripticoplus, students have motivation in learning English. Teachers can generate discussion, debate and discussion for students and encourage them to
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speak English more. Comparing with preparing games in powerpoint, using tripticoplus is much faster and easier. This website is used to design in-class games and activities
for grade 10 and 11 students during a year at Nguyen Hue High School, Bac Tu Liem District, Hanoi city, Vietnam in order to figure out the student's attitudes towards English
learning after applying this technology in the class. Through observing students' attitudes, teachers realize that the students felt excited about the games and activities. To
sum up, the website www.tripticoplus.com should be introduced to all English teachers in Vietnam.
01:50PM - 02:50PM Teaching at Points of Need: Exploiting Emergent Language in a Syllabus-Heavy Class
Zoom 10
Speakers
Brandon Davis, Teacher, British Council
Moderators
Hien Dinh
Current research shows that the most effective learning occurs at a point of need; research also shows that these needs emerge more fluidly than what is addressed by static
lesson plans, textbooks, and schemes of work. Recent methodologies like Dogme suggest remedies for this by fostering student-driven lessons that work entirely with
language produced in class, emergent language, the input unplanned for by the teacher beforehand. While this does-very importantly-address learners' needs as they
express them at their point of need, many teachers cannot lead Dogme lessons. Customer service, accountability, and standardised testing issues alone mean lessons are
inevitably bound to textbooks and planned input. How, then, can teachers best exploit emergent language anyway within a realistic pedagogical framework? This workshop
will begin by focusing on the theory and research behind emergent language as well as handling emergent language as a skill with best practices which can be honed. The
workshop will propose several ways emergent language can be better generated and exploited then invites participants to use their knowledge and experience to further
discuss opportunities, methods, and activities that suit their learners and lessons. As nascent research is being conducted on this topic, participants will also be introduced to
ways they can contribute to these studies.

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02:55PM - 03:25PM Some preferred direct refusal strategies of offers by American English native speakers and Vietnamese
Zoom 13
Speakers
Yen Vuong, Lecturer Of English , Hanoi Metropolitan University
Thanh Pham, Lecturer Of English, Ha Noi Metropolitan University
According to Searle (1969), all linguistic communication involves the production of speech acts, such as making apologies, asking questions, making promises, or refusing.
Like other speech acts, refusals are used to express the declination of requests, offers, invitations, suggestions etc in conversations. They have been conducted at by many
researchers so far. In fact, refusal is a speech act that goes against the interlocutor's desires. Therefore, the way to refuse that does not hurt other people's feelings and still
keeps a good relationship with each other is of great importance. This study aims to discover some preferred direct refusal strategies of offers used by American English
native speakers and Vietnamese collected in 85 Vietnamese literary works; 35 American ones and some Vietnamese and American films broadcast on Vietnam Television
Station. With the hope of finding similarities and differences in the choice of direct refusal strategies in two languages, we partly contribute to improve the effectiveness of
teaching and learning English in Vietnam and teach Vietnamese to foreigners.
02:55PM - 03:25PM Using Plickers cards for assessment or check-ins

Zoom 1
Speakers
Mai Doan, Teacher, Gang Thep High School
Moderators
Collecting data is a key component of education, but sometimes it can be seen as a necessary evil for educators. In the past, a teacher may teach a lesson and require
students to complete some assessment activities to show the results of the concept(s) reviewed over a certain time frame. The delivery of materials and the grading of
individual student responses can be a time consuming task. One such tool does not require students to have any technology, making it essentially free and promoting
students' curiosity and inspiration. It's the Plickers. Plickers is an assessment tool for collecting instant multiple-choice responses from students, without requiring them to
have computers or tablets. It's also an amazing assessment tool that teachers can use to quickly evaluate their students' knowledge through multiple-choice
questions.Furthermore, Plickers cards are low‐cost pedagogical tools to foster active learning. By using a printed card with a design unique to each student, the iOS and
Android apps allow teachers to scan and display students' responses in real-time. "Plickers can turn assessments or check-ins into opportunities to play, engage students by
empowering them to share what they know. Teachers can use students' results to address misconceptions, tailor instruction, and inform long-term planning".( Plickers.com)
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02:55PM - 03:25PM Applying Online Learning in Response to Coronavirus Disease (Covid 19)- Arising Problems in EAP Writing
Zoom 2
Context
Speakers
LE Linh, Lecturer, National Economics University
Moderators
Information and Communication Technology (ICT) has been widely acknowledged as a productive supporting channel in language learning and teaching. Previous studies
have proved its successful contribution to the prolonged enhancement and improvement of learners' language acquisition, which would consequently motivate them to keep
on exhibiting their creativity and nurturing their passion. Noticeably, in the era of industrial revolution 4.0 with advanced technology, ICT integration in language education with
online learning approach has strongly emerged with more outstanding benefits than ever before in connecting learners to a virtually interacting environment. Especially, the
outbreak of Coronavirus in 2020 exposes prominent evidences for the optimal application of online learning as the unique choice with the most convenient and beneficial
outcomes. However, reality of adopting this technique still provides apparent illustrations for arising problems in learning efficiency. Therefore, a study on drawbacks of online
learning was carried out in EAP writing class with contents of research skills. This research was conducted with 80 second year English majors at National Economics
University. Research methods were comprised of questionnaire, interview and diary. Findings demonstrated that limited efficiency of online learning were due to unavailable
and unstable network accessibility, distracted learning context, ineffective interaction and unsatisfactory schooling factors
02:55PM - 03:25PM To what extent do online courses cater for the needs of adult non-English major learners?
Zoom 3
Speakers
Trang Hoang, Teacher, University Of Languages And International Studies, VNU Hanoi
When teachers are forced to teach online like during the lock-down because of corona virus, they may wonder how much their courses cater for their learners' needs. To
compare and contrast the opinions of non-English major learners of two online courses, one B2 (Common European Framework of Reference, CEFR) course for the
undergraduates, who had studied English one semester at university, and the other for post-graduates who took their first English course at university aiming at B1 (CEFR),
we collected 33 undergraduates' and 22 post-graduates' answers to questionnaires on their learning purposes and attitudes toward the online course activities as well as the
former group's 28 and the latter's 15 questions posted on the groups' learning software, Teams, and raised during the lessons of 12 weeks' learning online. The results show
that while the undergraduates appeared to diversify in their perception on the effectiveness of various learning activities, the post-graduates tended to prefer teachers'
presentation and explanation of the answers to the skill-practice questions. In other words, the post-graduates seemed to rely more on the teachers' guide while those of the
higher levels appeared to be more autonomous in their learning. However, even among the groups of learners heading for B2 levels, there were still ones that need more
teachers' supports than others, which required the teacher to diversify class activities and requirements for sub-groups of students.
02:55PM - 03:25PM Effectiveness of a Flipped Online Course – A Reflection from Insiders

Zoom 4
Speakers
Phan Toan, Lecturer, University Of Languages And International Studies, VNU Hanoi
Moderators
This study investigates the effectiveness of an online flipped course, as perceived by the learners and teachers. Since the beginning of the course, questionnaires concerning
the participants' experience during each session had been delivered. After the last lesson, they were asked to complete a free-style reflection, articulating their feelings and
opinions about the whole course. Finally, they gathered in focus groups and voiced their comparisons between the effectiveness of this course and the traditional ones that
they had attended. These comparisons had also been made in the surveys and reflections before. The findings revealed that almost all the students were more satisfied with
this course than with a traditional one because: (1) they had more quality interaction with both the materials and the teachers; (2) the study was self-paced, so they could
understand the course content more thoroughly, thereby being more confident and interactive in class discussions; and (3) they received more constructive feedback and
guidance to improve their reading and writing assignments from their teachers. The teachers themselves shared the same opinions. They appreciated the course for the
meaningful class activities and the improvements that their students made in their skills, which, according to them, were more significant than those after a traditional
program. Accordingly, it is recommended that such courses be developed as a replacement for conventional learning so that students can get better academic achievement.
02:55PM - 03:25PM AN INVESTIGATION INTO EFL TEACHERS' PERCEPTIONS AND PRACTICES OF PRE-LISTENING
Zoom 5
ACTIVITIES IN ENGLISH CLASSES AT QUOC HOC HUE HIGH SCHOOL
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Speakers
Duc Ly, Teacher, University Of Foreign Languages, Hue University
Moderators
This paper examined EFL teachers' perceptions and reality of an implementation of pre-listening activities into English classrooms at Quoc Hoc Hue high school. The study
involved 10 teachers of English department of Quoc Hoc high school and used a mixed methods approach collecting data from an online survey and semi-structured
interview. Various practical ways of supporting the students and teachers in an implementation of pre-listening stage have been found, covering the development of teachers'
perception and the improvement of the implementation of pre-listening activities. The result shows that most of EFL teachers are fully aware of an importance of pre-listening
activities in English listening lessons. However, an interesting finding in this study is that even though almost EFL teachers all have a full perception of the importance of pre-
listening activities, nearly 40% of the teachers have admitted to sometime skipping pre-listening stage in English listening lessons. The finding also indicated that different
pre-listening activities have different functions and effectiveness in improving students' listening comprehension skill. Furthermore, the study revealed reasons leading to the
differences in pre-listening activities' implementation between English majored classes and non-English majored classes and explored two main factors including teachers
and students which directly affect the success of pre-listening activities in English classes at Quoc Hoc Hue high school.
02:55PM - 03:25PM Overseas students' difficulties with their online learning at Vietnam National University Hanoi, International
Zoom 6
School during Covid-19 epidemic
Speakers
Thu Le, Lecturer, Vietnam National University Hanoi, International School
Moderators
Online learning has seen impressive growth during the past decade with the widespread coverage of Internet. Although this is a new trend in the teaching and learning
context of Vietnam, online language courses have affirmed their role and value in Vietnamese classrooms during the Covid-19 epidemic. With proactive and flexible
approach, online learning has proved to be effective in the early stage, not only in managing students during social distancing but also ensuring continuing learning despite
school closure. While the positives for online learning are clear, what is not clear is the potential negatives for those first-year students studying abroad in Vietnam who have
to struggle with their adaptation battle to both differentclassroom culture and new learning method. Through a survey questionnairewith 13 overseasstudents from 10
countries enrolling in full-time courses at Vietnam National University Hanoi, International School (VNU-IS), this paper discusses their difficulties when switching to this new
learning mode.It is concluded that the short time in Vietnam and the first time exposure to online learning make it a big challenge for those overseas freshmen. In fact,
network instability, demotivation and miscommunication are the three most common issues that theyface.However, the findings reveal that most students show their
satisfaction with their online learning at VNU-IS.This paper also gathers overseas students' recommendation on what VNUIS board of leaders, lecturers and students
themselves coulddo to improve online learning quality. Key words: Online learning, first-year overseas students, overseas freshmen, international students, VNU-IS,
difficulties
02:55PM - 03:25PM Applying Meditation and Neuro-Linguistic Programming in English Language Classroom
Zoom 7
Speakers
Huyen Ngo, Teacher, Buon Ma Thuot High School
H Bep Enoul, Director, Ea Ko, Đăk Lăk
Moderators
Trang Bui
Meditation is a practice of using a technique that helps people gain their mindfulness , or focusing the mind on their targets and vision. Besides, NLP stands for Neuro-
Linguistic Programming, the practice of understanding how people organise their thinking, feeling, language and behavior to produce the results they do and modelling
outstanding performances achieved by geniuses and leaders. Therefore, this study is to examine the potential of applying Meditation and NLP to engage students in English
learning to improve their motivation and communicative skills. The research was conducted at the small-scale with the participation of 35 students. Data collection
instruments include one learners' questionnaire and students' interviews. Results show that most students become interested in learning English and find speaking English is
fun and useful. For instance, most students could get rid of the fear when they were speaking in front of the class thanks to the process of modelling in NLP and the
achievement their mentally clear and emotionally calm in Meditation. In addition, Meditation and NLP also allow learners to gain greater self-awareness, which can utilize the
resources of unconscious mind, especially when they remember the new words. Meaningfully, It is suggested that teachers should use various teaching approaches,
particularly Meditation and NLP in improving students' communicative skills by creating friendly learning environment and giving students opportunities to speak English.
02:55PM - 03:25PM A Case Study on Teaching Reading Online with the Support of Canvas and Zoom
Zoom 8
50
Speakers
Ha Pham, Lecturer, Academy Of Journalism And Communication
Moderators
Phuong Nguyen
COVID 19 has disastrous effects on the whole world; however, it has made a great contribution to teaching methodology. Almost all teachers have to change their normal
teaching methods to online teaching because their students cannot come to class. Likewise, the author was assigned to teach a Reading class without providing students
with their course books and other materials in advance, so she was really worried about whether she could carry out all activities like in the traditional class or not, interacting
with her students, assigning and marking their homework. She came up with a new idea and she decided to carry out case study to see it effectiveness. In the case study, a
Learning Management System named Canvas, CALL, Zoom and other applications such as Google doc and Quizlet were applied to ensure the quality of her class and
stimulate her students' interests in each online lesson. The findings, after 5 months, showed that with the support of these pieces of technology, not only could she run her
class very smoothly, but she could also see her students' excitement in every lesson and their progress. As a consequence, the author is writing this article to address and
discuss the benefits of such technology in teaching and Reading online and share with other educators the way she combined these tools and ran her class in order to gain
these significant achievements. Key words: CALL, LMS,Canvas, Zoom, Quizlet, Google doc
02:55PM - 03:25PM Challenges Facing English-Major Students in Learning Translation and Interpretation and Suggested
Zoom 9
Techniques to Engage Students
Speakers
Soryaly Chau, Lecturer, An Giang University
Khon Chau, Lecturer, An Giang University
Moderators
Translation and Interpretation are important components of English Language Studies providing learners with sufficient English language knowledge and translation
techniques to work in multilingual settings. Previous studies showed Translation and Interpretation is considered a combination of different skills like public speaking, critical
thinking, communication, note-taking, and memorizing. The subject has been becoming a scare of some students. At An Giang University (AGU), it is a compulsory subject
for the second-year English-major students and ranked from level 1 to 3. However, the survey finding showed 89% of them are scared of and tend to be silent when joining in
the class. They are gotten the form of translation rather than interpretation. Doing successful translation is not an easy task since English language skills are not the only
matter; other factors are also involved in this process. They are quite inexperienced in this skill due to their limited language proficiency and understanding of translation
techniques. Also, the culture between Vietnamese and English takes an important role. They include the influences languages' expressions, figurative meaning, literal
meaning, emotive character, stylistic register, and national coloring. All of these significantly contribute to their low-quality translation outputs. The paper findings explored
different ways to engage and motivate students into translation and interpretation classroom that could help them be more confident and improve the skill for their future jobs.
Some suggestions to support necessary facilities, materials are recommended while teaching the subject since there were unique difficulties relevant to physical materials
facing lecturers.
02:55PM - 03:25PM Collecting and Actioning Student Feedback: Ideas for your classroom
Zoom 10
Speakers
James Barnett, Senior Educator And Professional Learning Specialist , RMIT University Vietnam
Moderators
Hien Dinh
Huxam (2008) states "obtaining feedback from students is an essential requirement of reflective teaching, allowing teachers to refine their practice and to develop as
professionals." Collecting and using feedback directly engages and encourages students to take control of their individual learning journeys. Furthermore, it allows teachers
to better understand a learner's journey because they can understand the learning styles and needs of their students in more depth. Moreover, asking students for their
feedback helps build better classroom rapport, thereby improving the learning environment. This presentation will show why it is vital to collect and use student feedback to
inform teaching and better meet the needs of students. Participants will be exposed to a wide range of practical ideas to help with collecting and using student feedback.
Participants will walk away from the presentation with practical knowledge & resources (both for online and face-to-face teaching) to use in their own teaching contexts to
refine their teaching practice and enrich the student experience.
02:55PM - 03:25PM Promoting Intercultural Competence for EFL students

Zoom 11
51
Speakers
Thanh Do, Lecturer, Vietnam National University
Moderators
Intercultural communication competence (ICC) requires the understanding of context, appropriateness and effectiveness in dissimilar cultural situations. As mentioned in
Byram (2002), Deardorff (2006), Lustig (2010), Frank (2013), intercultural communication competence needs the full attention to attitudes, motivations, skills and knowledge.
Teaching intercultural communication for English majored students in Vietnam is a challenge because it demands the teachers to ensure not only to raise intercultural
awareness but also to reduce stereotypes and overgeneralization for the students, most of whom have not had much intercultural exposure or gone abroad. With the
emphasis on transforming students' attitudes and motivations to develop their ICC, the paper will share some experiential strategies used in the Intercultural communication
lessons to change students' attitudes towards a more ethnorelative perspective in Vietnamese context. These include project-based exploration of cultural behaviors and
perceptions, reflection papers of personal identity, use of intercultural materials (books, films, blogs …) for groups' critical analysis and reflection survey (pre and post course)
as the prompts for students' skilled actions. The teacher's role is a facilitator promoting students' exploration of "cultural selfness" from which they can aware of "otherness" in
interaction. This paper presents a show case of our students' work and a demonstration of students' changing attitudes towards cultural differences and their openness to
adapt in an intercultural environment: respect, tolerance, acceptance, empathy, solidarity and reduction of cultural and social biases.
02:55PM - 03:25PM Feedback of students and lecturers about teaching English activities for medical students under HPET
Zoom 12
project
Speakers
Son Nguyen , Lecturer, Thai Binh University Of Medicine And Pharmacy
Moderators
The English teaching program under the Health Professionnal Education and Training Project (HPET) has been implemented since 2018, and some assessments have been
done. However, "Feedback of students and lecturers about teaching English activities for medical students under HPET project" is necessary. The study consists of two
objectives: to find out how satisfied students and faculties are in teaching English under the HPET project; to learn the assessment of students' English self-study style under
the HPET project. The participants include 400 first year and second year medical students studying under the HPET program and 8 faculties of English, Department of
Foreign Languages at the university. The study is conducted with descriptive cross-sectional study with analysis combining quantitative and qualitative research. The first is to
know students' assessment of the HPET English program, while the latter is to synthesize the opinions of faculties and students. The results showed that: students mostly
agree with the content of English teaching activities (M=3.53). Besides, two aspects of evaluating lecturers' methodology have not been supported by students at a high level
incluce encouraging students to develop creativity (M=3.49) and thinking ability (M=3.48). Aspects to consider in self-study of students are: learning plan for this subject to
achieve high results (M=3.27), adapting to the teacher's teaching method (M=3.34) , self-study method (M=3.07), preparing lessons before class (3.37), method of studying
this subject (3.17). The paper ends by highlighting the importance of innovation and school's decisions during teaching and learning process.
02:55PM - 03:25PM Teaching Natural English Grammar for Children in Vietnam Context – A Big Challenge
Zoom 14
Speakers
Hoan Vuong, English Teacher, Tran Quoc Tuan Primary School
Thao Be, Regular Education Officer, Dak Lak College Of Pedagogy
Moderators
This paper aims at how teaching-learning English grammar more effectively and alarming a common situation in teaching unnaturally English grammar for children in Vietnam
which may cause some problems in child education. Through practical investigations, the study also points out shortcomings by using songs, games, pictures, and other
ways to teach English for children without methodological calculations in both language and general education for young learners. In order to teach naturally English grammar
for children is clearly a big challenge for English teachers who have not always been well prepared for their sensitive jobs- educating not only teaching English for children. In
this case, the co-authors, based on achievements in theories and their surveys and experiences in the practice of child education, suggests some solutions to make the
process of educating young learners better. Keywords: English grammar, teaching naturally, challenges, better solutions
02:55PM - 03:25PM Engaging Students With Plickers- an Automatic Assessing Tool for Ill-equipped Classrooms
Zoom 15
52
Speakers
Lien Bui, Teacher, Ngo Gia Tu High School
Dinh Pham, Principal, Ngo Gia Tu High School
Moderators
Tuyet Khac
Classroom Assessment Tools are generally used to quickly gauge students' comprehension. Those tools also help educators motivate students' learning spirit and draw
attention to their lectures during class time. However, not many classrooms in Vietnam, especially in remote areas, are well-equipped with proper gadgets for teachers and
students to take advantage of advanced educational technology. Therefore, there is a big concern about finding appropriate tools that are considered a good solution for poor
schools. The authors have been seeking for those and have had much experience at integrating technology in engaging and assessing their students using the application
named Plickers. The research has been carried out since February 2020, involving over 200 teachers from different regions of Vietnam, and the results show that Plickers
can be widely used in almost every classroom regardless of the facilities' condition and students' levels. This presentation will discuss the efficiency, accuracy, and
convenience of using Plickers. Attendees will be attracted to this practical tool via research data, know how to create a new account, design their own classes, prepare
teaching material and participate in an exciting demo activity as well. The presentation will finally recommend some creative ideas of applying Plickers not only in English
language classes but also in other subjects to motivate students.

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03:30PM - 04:00PM MOCK EVENTS in ONLINE CLASSES – STEPS, CHALLENGES and STUDENTS’ PERCEPTION
Zoom 1
Speakers
Sa Vu, Lecturer, University Of Foreign Language Studies - The University Of Danang
Moderators
Under the unprecedented circumstances of COVID-19 pandemic a while ago in Vietnam and currently in the world, switching from a full-fledged face-to-face classroom mode
to an online or blended one has been inevitable for teachers and students. How can language teachers support learner's development of teamwork and interaction skills on
top of language skills during social distancing period? Online Mock Events might be a possible answer thanks to its practical features as one of the commonly-used Project-
based Learning (PBL) Tasks in physical language classrooms. Mock Events enable students' development of critical thinking, background knowledge and communication
skills through their engagement in the preparation and implementation of a simulated event from scratch. This presentation will introduce suggestive steps for teachers to
organize Mock Events in online classes, showcase some examples of online mock events and discuss entailing challenges together with students' perception from the real
experience of a teacher who conducted this activity in her online classes. By the end, participants can join the discussion on solutions to related challenges and ways to
better apply this PBL task online in a more customized manner, contributing to providing more authentic learning experience online.
03:30PM - 04:00PM Enhancing simultaneous interpreting skills for language majored students through interference exercises
Zoom 2
Speakers
Minh Ngo Vu, Lecturer, University Of Languages And International Studies, Vietnam National University
Moderators
Interpreting requires proficiency in listening and concentration. These skills are often introduced without interferences – environmental factors that interpreters often have to
expect and overcome. Beginner interpreters often encounter difficulties in coping with interferences during simultaneous interpretation. This requires teachers to present
coping tactics to their students in order to maintain focus while simultaneously controlling their own production of speech. The researcher attempts to introduce a series of
exercises with various sources of interference and side objectives in order to create actual challenges for students who have become accustomed to clear and precise
speeches in their English proficiency classes. Because of attentional blinks (AB), students often encounter blank periods in their interpreting assignments, whenever new
elements are introduced. By first producing standard speeches with repetitive intervening environmental factors, and then tasking students with performing different duties in
the same time they are interpreting, and allowing students to perform connective exercises in order to focus on vital segments of information and the logical sequence of their
source texts, the research expects productivity, motivation, and concentration in class to improve. The changes show that these exercises can possibly increase
concentration in students' listening abilities and their overall performance and can prove beneficial for interpreter trainers and teachers who are expecting to improve their
students' concentration during listening tasks. Included in the presentation are a brief explanation of the interpreter's effort models, with data regarding human's short-term
memory capacity, and exercises designed to intervene and improve students' performance in listening.
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03:30PM - 04:00PM Using traditional English-learning textbooks in computer-assisted classrooms
Zoom 3
Speakers
Nga Nguyen, Dean, Academy Of Journalism And Communication
Moderators
Textbooks play an essential role in every language classroom as tools for both teachers and students to be systematically engaged in the lesson, laying foundation to support
and enhance students' understanding. Students mostly relied on teachers and textbooks for knowledge in the past, but English-learners in the generation of digital natives
nowadays have become so skillful. They know how to search and manipulate information using technology. "Being digitally literate today means being able to use appropriate
tools to find useful, high quality information in an efficient manner" (Panto & Comas-Quinn, 2013). Bearing in minds the benefits of computer-assisted language learning,
teachers nowadays are aware that information in textbooks should be customized flexibly and reasonably enough to attract students' attention while maintaining their learning
quality. This paper reports a research on how teachers at a university in Hanoi use their English textbooks in computer-assisted classrooms. Furthermore, the study seeks to
find out whether their methods are effective for their students' English learning process.
03:30PM - 04:00PM A Cognitive Linguistic Approach to Teaching Tourism English for ESP Students
Zoom 4
Speakers
Moderators
In the view of cognitive linguistics (CL), everything in language is permeated with meaning in which man's conceptual system is postulated to be grounded in his physical
experience. CL embodies a fully contextualized conception of meaning. Meaning is not just an objective reflection of the outside world, it is a way of shaping that world. The
meaning we construct in and through the language is not a separate and independent module of the mind, but it reflects our overall experience as human beings. In teaching
ESP, the ESP teaching learning purpose is communicative competence. Additionally, the ESP teaching learning purpose is communicative competence. Along with the
process of teaching and learning ESP, especially tourism English, the views of CL should be approached to improve more communicative activities. This is a descriptive
qualitative study. The article aims to examine some of the ways the various theoretical insights of CL can practically be applied to language teaching tourism English at ESP
departments in University of Foreign Language Studies – the University of Danang (UFLS-UDN). The focus thereby will primarily be on the semantic level whose meanings
will also be dealt with. In connection with this view, the paper will also list and evaluate some of the expressions in English and Vietnamese in which CL insights have been
referred to. The researcher also interviewed the ESP lecturers and students about approaching CL to teaching and learning tourism English.
03:30PM - 04:00PM Self-efficacy and Task Values in Predicting English Achievement: Toward a Model of Achievement-related
Zoom 5
Choices
Speakers
Bang Truong, Lecturer, The University Of Economics And Law (VNU)
Moderators
This study explored self-efficacy and task values beliefs and the English achievement of Vietnamese university students. Data were gathered in three universities in Ho Chi
Minh City. Individual semi-structured interviews with 9 lecturers, and focus-group interviews with their 72 male and female students were undertaken. The data provided by
the lecturers were used to triangulate the data provided by students in focus groups. Interview questions were based on the theoretical framework (expectancy-value theory)
which focused on probing students' beliefs about their ability to study English successfully, the values they attach to study English, and their experiences of English classes.
Findings provided support for the expectancy-value model. Students' self-efficacy predicted students' achievement in English. Students' values, particularly the utility value of
studying English, predicted students' willingness to take courses in English. Students and lecturers agreed that most students were motivated to achieve a level of oral
competency in English that would help them get desirable jobs after graduation. However, most English classes devoted little time to this aspect of English and the oral
competency of most students was low. There were a number of reasons for this situation. The influence of the family, an integral part of a Confucian-based culture, on
students' motivation to study English also was explored in detail.
03:30PM - 04:00PM THE MULTIDIMENSIONAL NATURE OF A GOOD EFL TEACHER-STUDENT RELATIONSHIP: PERSPECTIVES
Zoom 6
OF UNIVERSITY STUDENTS AND LECTURERS
54
Speakers
Anh Nguyen, Lecturer, University Of Languages And International Studies - Vietnam National University, Hanoi
Moderators
There is ample evidence in the literature to suggest a correlation between positive teacher-student relationships and students' enhanced socioemotional and academic
outcomes. There is also a close linkage between healthy teacher-student relationships and teacher wellness, as positive interactions with students can bolster teachers'
professional commitment and satisfaction. This study aims at exploring the construct of the lecturer – student relationship within the English language courses which are
mandatory for first-year and second-year students at Faculty of English Language Teacher Education, University of Languages and International Studies, Vietnam National
University, Hanoi. In order to ascertain the key constituents of a good EFL teacher-student relationship, a questionnaire as well as semi-structured interviews were conducted
among 360 students and lecturers at FELTE, ULIS. The results reveal that the key factors contributing to the establishment of a good EFL teacher-student relationship
include respect, support, encouragement and care, providing valuable implications for educators and other stakeholders.
03:30PM - 04:00PM Which Mode of Blended Learning is Practical in the Vietnamese Context of EFL?
Zoom 7
Speakers
Van Sinh Ha, Director, PTC Language Center
Moderators
Trang Bui
Digital and ICT (Information and Communications Technology) methods of teaching and learning are effectual in accelerating students' education and considered as the core
concepts of Education 4.0 (Hariharasudan & Sebastian Kot, 2018). Webinars, mobile apps, on-line courses, Facebook, etc. have provided EFL learners with self-learning
opportunity at their own pace. As a combination of the traditional classroom and online instruction, blended learning (BL) is seen as an application of Industry 4.0 in language
education, providing a more personalized approach to learning, maximising the language environment, giving learners more access to learning materials and thus improving
language proficiency and learning outcomes. However, an appropriate proportion of online instruction depends on not only infra-structure but also consensus among the
management, teachers and learners. This presentation is for those who would like to integrate BL into a specific teaching and learning context but whose doubt has been cast
upon the feasibility of such an integration into a language institution. In this presentation, the experience of BL integration at a language center will be shared, how the two
important conditions for BL have been set up and what constraints have been minimized. Discussion of similar constraints will also be put on the agenda of the presentation.
03:30PM - 04:00PM Using Technology in Online Learning and Teaching: Opportunities, Advantages, and Personal Experience
Zoom 8
to Overcome Challenges
Speakers
Soryaly Chau, Lecturer, An Giang University
Thuy Ha, Teacher, An Chau Secondary School
Mai Nguyen, Lecturer, An Giang University
Moderators
Phuong Nguyen
Over the recent years, the development of information technology 4.0 has promoted the industrialization of education, in which online learning has become increasingly
popular to enhance education quality in order to support human resources for society. The previous studies remain that modern technology represents a significant advance
in contemporary English language teaching methods since it boosted positive student engagement with teachers and motivate overall English language learning. The
objective of this paper first was to analyze the using of technology in online teaching and learning within its advantages, opportunities to equip instructors with the
technological skills to ensure effective and quality subject delivery as well as provide some solutions to solve unique problems occurring during the process of learning and
teaching. Regarding personal experiences, the author introduced teachers and lecturers a combination of digital softwares, including Google Classroom, Google Meeting,
Zoom, Skype, and Zalo to teach students through the screen effectively. Finally, the paper concludes by offering a number of recommendations which may further contribute
to the improvement of teaching methods by advancing the widespread application of modern technology.
03:30PM - 04:00PM Learners’ Needs in Course Syllabus Design- Practical Experience in an English for Tourism Course
Zoom 9
Speakers
Liem Do, Lecturer, Van Lang University
Moderators
55
This study describes the process of designing a syllabus for English for Tourism (EFT) course for fifty (50) third-year English students at Faculty of Foreign Languages - Van
Lang University. This course is a pioneering course in the series of courses applied for the new major - Tourism and Hospitality offered by the Faculty in 2019. In order to
develop a suitable syllabus, the researcher adopted various steps: gathering information about potential students' background knowledge about tourism and hospitality
industry and their needs, conducting learners needs analysis, drafting syllabus, implementing the trial syllabus, getting feedbacks from students, and revising the syllabus.
Qualitative data were collected through questionnaires, interviews, study materials and audio- and video-recorded student performance sessions with their consent. Results
of the research shows that most subjects favored the teaching and learning process using situation-based and simulation syllabus, with a primary focus on oral and basic
written communicative skills.
03:30PM - 04:00PM A Research on Exploring the Effectiveness of Using Otter.ai to Improve EFL Students’ Pronunciation
Zoom 10
Speakers
Hoan Vuong, English Teacher, Tran Quoc Tuan Primary School
Thao Be, Regular Education Officer, Dak Lak College Of Pedagogy
Moderators
Hien Dinh
An area of concern and one of the top priorities of ESL students after completing elementary English courses is pronunciation (Davis, 1999). Many learners of the English
language have major difficulties with English pronunciation even after years of learning the language which obviously leads to a disadvantage in seeking an occupation
(Fraser, 2000). There are two key problems existing in pronunciation teaching. Firstly, it tends to be neglected; and secondly, when it is not neglected, it tends to be reactive
to a particular problem that has arisen in the classroom rather than being strategically planed (Gerald, 2000). This study aims to figure out whether students can improve their
pronunciation through the use of Otter.ai. A total of 20 students, regardless of gender, are chosen after the first survey using a questionnaire that intensively focuses on
identifying those who are suffering from their pronunciation and truly long to upgrade it. The researcher designs daily exercises and involves the 20-participant experimental
group in doing and submitting the results every day. The data is collected from two tests delivered at the beginning and the end of the experiment; and students' day-to-day
submissions. Ultimately, an analysis is carried out to conclude the effectiveness of utilizing Otter.ai. The results of the study have shown the strengths, weaknesses, and the
level of the efficiency of applying Otter.ai in improving English pronunciation.
03:30PM - 04:00PM Students' Perceptions of Social Presence in a Blended Learning Environment

Zoom 11
Speakers
Mai Tran, English Teacher, Hoa Sen University
Anh Nguyen, English Teacher, Hoa Sen University
The outbreak of the Covid-19 pandemic was a driving force behind the implementation of online learning in numerous universities in Vietnam, and now when their face-to-
face learning is resumed, blended learning has been employed. Although there has been plenty of research into blended learning benefits, little is known about how to
construct a successful blended learning model. A widely accepted framework of Garrison, Anderson, and Archer (2000), "community of inquiry", suggests three interwoven
components of effective blended learning, one of which is social presence. Noticing research into this area in Vietnam is insufficient, this work is aimed at exploring how
students perceive social presence in a blended learning environment, and which among the 11 factors affecting social presence were the most effective. Data triangulation
was used by questionnaires from 132 students attending a B1 English course and voluntary interviews with 15 students. Data analysis revealed students highly appreciated
the roles social presence played in their learning whilst they thought social presence remained unchanged in both blended and face-to-face modes. Among the 11 factors,
students prioritized the closeness of teachers, their prompt feedback, and group work. Meanwhile, some did not appraise the importance of group projects, forums, and peer
feedback. Yet the interviews gave some insights into what they expected to enhance social presence through activities online and in class. Finally, the research discusses
some implications in designing and delivering blended courses that promote multidimensional interactions and hence, contribute to the effectiveness of blended learning.
03:30PM - 04:00PM Using Youtube Subtitled Videos on the Development of Language Skills and Areas for Medical Students
Zoom 12
Speakers
Thi Le Nguyen, Vice Head Of Foreign Languages Department, Danang University Of Medical Technology And Pharmacy
Long Nguyen, Vice Rector, University Of Foreign Language Studies - The University Of Danang
Anh Pham, Dean Of Fundamental Sciences Faculty, Head Of Foreign Languages Department, Danang University Of Medical Technology And Pharmacy
Moderators
The current study was conducted with the aim of investigating the impact of integrating YouTube subtitled video clips during the first ESP module teaching Medical English on
the development of language skills and areas for the first-year General Practitioner students of Danang University of Medical Technology and Pharmacy. The research
objectives aimed at finding out participants' perceptions of and attitudes toward YouTube subtitled video clips use on the development of language skills and areas. 96 first-
year General Practitioner students aged between 18-20 years old participated in the study. A questionnaire for students were administered in order to collect the required
data after a fifteen-week semester teaching Medical English using YouTube subtitled video clips. The findings of the study indicate that students have positive perceptions of
56
and attitudes towards the use of YouTube subtitled video clips to improve their language skills and areas. The study offers pedagogical implications for EFL instructors with
respect to the incorporation of YouTube subtitled videos in EFL classrooms to improve students' ESP learning. Well-selected video materials could enhance students'
language learning process as well as increase their motivation to learn the target language.
03:30PM - 04:00PM Perceptions of High School Language Teachers in Gia Lai Province, Vietnam Towards Their English
Zoom 13
Language Proficiency
Speakers
Quyen Dao, Teacher, Hung Vuong High School For The Gifted
Uyen Nguyen, Vice Principal, Le Loi High School, Gia Lai Education And Training Department
Moderators
With the implementation of the National Foreign Languages Project (Project 2020), high school language teachers are required to achieve CEFR-C1 level as professional
standards. So far, most high school teachers nationwide, have attended many training workshops and achieved the CEFR-C1 level as professional standards. High school
English language teachers in Gia Lai province, Vietnam have been no exception. This study aims to reveal high school language teachers' perceptions in Gia Lai province
towards their English language proficiency after attending the training workshops held by the Project 2020. Questionnaires and interviews were employed as the main
instrument tools for collecting data. Data were analyzed utilizing descriptive statistics to run for percentages and frequencies. The result of the study shows that a majority of
the participant teachers (92.8%) contended that their level of language proficiency well improved. Only a few of the respondents (7.2%) claimed that their proficiency
remained the same after the training. It is encouraging that high school language teachers in Gia Lai province were fully aware of their professional responsibilities in
mastering and actualizing their language proficiency. The study suggests that geographical and motivational traits should be taken into consideration when designing training
workshops.
03:30PM - 04:00PM Incorporating Flipgrid into teaching Pronunciation 2 to first-year English majors at Ba Ria-Vung Tau College
Zoom 14
of Education
Speakers
Dieu Nguyen, Lecturer, Ba Ria Vung Tau College Of Education
Moderators
In Education in 4.0 era, thousands of Edtech platforms and apps have been launched to scaffold educators as facilitators to engage and empower students in their teaching.
Flipgrid, an online video-based platform officially released in 2016 by Microsoft boosts social learning and enhances students' engagement from primary schools, secondary
schools, to colleges or universities. However, few studies investigating the impacts of incorporating Flipgrid in English language teaching in Vietnamese higher education
contexts have been carried out. Teaching Pronunication 2 at Ba Ria - Vung Tau (BRVT) College of Education faces some challenges, namely uneven engagement in class,
limited practice time, few feedbacks from instructors. No studies to address such proposed challenges have been conducted at this college. This research examines attitudes
of 26 English-majored freshmen at BRVT College of Education towards learning Pronunciation 2 with Flipgrid and what impacts Flipgrid have on students' engagement in
pronunciation practice. Data were collected from a survey questionnaire, from case study students via semi-structured interviews, and from their videos submitted on Flipgrid.
In these interviews, five students were chosen purposively based on students' responses to the questionnaires and their videos on Flipgrid. The findings of this study reveal
students' favourability for using Flipgrid to learn Pronunication 2, an increase in student engagement with pronunciation practice, and the development of learner autonomy
which includes aspects of learning motivation and self-confidence.
03:30PM - 04:00PM Learning Grammar in the Context of Writing: A Case Study on Students’ Beliefs
Zoom 15
Speakers
Thy Le, Lecturer, Ho Chi Minh City University Of Law
Moderators
Tuyet Khac
Despite the importance of enabling students to apply grammar rules in context, the focus of teaching and learning English grammar still relies on isolated sentence structures
and word formation. However, the significance of grammar goes beyond forms; it should also include meanings and uses (Ellis, 2006; Larsen-Freeman, 2014). Therefore, it is
crucial to make a shift from traditional grammar teaching methodology to an integrated grammar-writing one, in which grammar is taught in context. This study investigates
how previous learning experiences at high schools affected students' ability to write grammatically by examining students' reflections on a grammar-writing integration course
at the university level. Participants were six, first-year English majored students who took an advanced grammar course. Qualitative data consisted of email interviews,
students' writings, and a face-to-face group interview. The preliminary analyses revealed that students' English background heavily influenced their current performance, but
did not constrain students' development. Although the grammar-writing integration approach had some limitations, the participants acknowledged that their understandings of
57
English grammar rules and usage had been greatly enhanced through practicing writing. The findings from this study suggest that English teachers and learners should
consider the exposure to writing for improving and developing students' grammar competence. KEYWORDS: English grammar, grammar-writing integration, writing context,
teaching approach

Please click here to go to the livestreamed Keynote Presentation: TEACHING TRANSLATION IN THE TERTIARY ENGLISH MAJOR PROGRAM -INSIGHTS FROM
PROFESSIONAL TRANSLATOR TRAININGVIC 2020 Notice Board
04:10PM - 05:00PM TEACHING TRANSLATION IN THE TERTIARY ENGLISH MAJOR PROGRAM -INSIGHTS FROM
Livestream
PROFESSIONAL TRANSLATOR TRAINING
Speakers
Huong Nguyen, Lecturer, University Of Foreign Language Studies - The University Of Danang
Moderators
Huong Nguyen, Vice-Head, Department Of General Administration, University Of Languages And International Studies, VNU Hanoi
Translation has made a comeback with its positive impact on students' language performance. Nevertheless, the results of the use of translation are still limited compared to
other types of language exercises, which should be related to structural and behaviorist approaches to translation. Translation courses are usually part of the Tertiary English
Major Curriculum, which aims to improve students' knowledge and skills in English and translation skills. Against the backdrop of limited translation teaching in Vietnam, this
report presents the adoption of a functional approach to translation in translation teaching and introduces insights from professional translator training to develop students'
language and translation competences. The first part of the report illustrates the effectiveness of the functional approach to translation which was evaluated through a
contrastive examination of a qualitative analysis of students' written and spoken reflections on the translation tasks and students' translation solutions to some selected
source text items both before and after translation workshops on aspects of the translation process (text analysis, translation strategies, and reflection). The study carried out
at the University of Foreign Language Studies - the University of Da Nang (UFLS-UD) found that after the workshops, the students' awareness of the translation process was
enhanced in terms of their more frequent mentions of non-linguistic translation problems, their broadened repertoire of translation strategies, and their reflections on the
notions of "accuracy" and/or a "good" translation from a functional perspective. At the same time, the students were able to widen their understanding of language and the
features that influence the translation process. It was noted that after the workshops, the students' increased awareness of the translation process and communicative
aspects of language use positively affected their informed and functionally appropriate translations as well as developed their confidence in translating and independence as
learners. The second part of the report discusses practical implications in the teaching of language and translation including the adoption of a communicative view of
language and translation, text analysis, text selection, translation briefs, process-based and project-based approaches as well as translation evaluation.
05:00PM - 05:30PM
Closing Ceremony
Livestream
58
http://convention.viettesol.org
59
VietTESOL INTERNATIONAL CONVENTION 2021

THE NEXT DESTINATION
60
INFORMATION OF SPONSORS
61
The Regional English Language Office (RELO), part of the Public Affairs Section at the U.S.
Embassy in Hanoi, cooperates with ministries of education, teachers’ associations, universities,
schools and English language teaching (ELT) professionals on a variety of educational and
cultural exchange programs and projects in Vietnam, Cambodia and Laos.
Some of the programs offered by RELO Hanoi are:

AE E-Teacher Online Teacher Training Courses offers English teaching professionals in
Vietnam, Cambodia and Laos the opportunity to take innovative, online, graduate-level classes at
American universities.
English Teaching Forum is a practical journal for English Teachers. The mission of English
Teaching Forum is to contribute to the professional development of its readers around the world
by offering articles that reflect current theory and practice in English language teaching. Readers
can access current and past issues of the journal online at AmericanEnglish.State.gov
American English Website is a resource center for teaching and learning about American
English language and culture. This website provides a wide variety of engaging materials and
resources for teachers’ professional development and for students in the classroom. Both
teachers and learners will find new ways to practice English and learn more about the United
States and its people.
American English Live: Teacher Development Webinar Series is an online professional

development program for English teachers, which includes video recordings, downloadable
presentations and additional resources on a wide range of topics such as teaching speaking,
listening and pronunciation.
American English Massive Open Online Courses (MOOCs) help learners improve their
English skills in five major career fields. Each MOOC is five weeks in length.
62
The English Language Fellow Program promotes English language learning and fosters
mutual understanding between the peoples of the United States and Vietnam, Cambodia and
Laos. The program places talented, highly qualified professional U.S. educators with Master’s
degrees in TEFL/TESL or Applied Linguistics at regional universities.
The English Language Specialist Program recruits U.S. academics and professionals in the
field of Teaching English to Speakers of Other Languages (TESOL) to come to Vietnam,
Cambodia and Laos to conduct tailored programs ranging from two weeks to four months. If you
have an English Language Specialist proposal, please contact the Regional English Language
Office.
For more information about all of these programs, please email us at

RELOVietnam@state.gov or go to:
https://vn.usembassy.gov/relo
https://americanenglish.state.gov
https://www.facebook.com/AmericanEnglishatState
https://www.facebook.com/USEmbassyHanoi
63
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Introduction about MBE Greeting
Following almost four years of research and evaluation the Dear Sir/Madam,
effectiveness of online education systems in Vietnam as well as I would like to initially say thank you for reading this
other countries, MBE can now confidently profess to be the letter of introduction.
pioneer in this specialist area. MBE is the exclusive partner of My name is Hang Tran, CEO of My Bridge Education Co.,
dialogEDU in Vietnam and the South East Asia region. Ltd (MBE), and I am writing to introduce to you, MBE, the
dialogEDU is a leading online education solution system based exclusive representative providing dialogEdu to Universities and
in the USA. It supports teaching and learning, testing and training companies across Vietnam and Southeast Asia.
assessment, learner management, program management and dialogEdu is a learning management system that expertly
more. MBE has successfully developed a range of core delivers online and hybrid education to these educational
information technology services which will serve the nation institutions and companies. We commit ourselves to bringing you
and the community. Our priority is to improve the quality and products and services of the highest quality. We assure your
delivery of specialized and professional management service. In satisfaction through interesting and innovative practical
addition, from 2019 on, MBE is committed to providing the experiences which will maximize the effectiveness of teaching
service of recruiting and selecting well qualified and certified and learning.
foreign teachers, lecturers and volunteers to work at schools, I would like to send you an invitation to cooperate as per details
universities and foreign language centers in Vietnam and other in the attached proposal. With such a variety of preferential
Asian countries. We acknowledge your commitment to the policies, I strongly believe in the high possibility of successful
education revolution in the 4.0 technology era. It will be our collaboration.
privilege to work alongside you in deploying the safe and high- Please note my contact information is below. Thank you for your MY BRIDGE EDUCATION CO., LTD
quality online training solution system dialogEDU and also a time.
range of other services and applications of information Yours sincerely,
technology in education. These have been developed by MBE to
access as many learners as possible throughout Vietnam and 0988168125 - Ms. Tran Hang
other Asian countries. We are looking forward to hearing from admin@mybridgeedu.com
Floor 4th, N01-T4 Tower, Do Nhuan St., Xuan Tao
you and are eager to fully discuss this cooperation with you in ward, Bac Tu Liem Dist., Hanoi, Vietnam
detail.
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VietTESOL

INTERNATIONAL CONVENTION 2020

o Carrying out professional development activities for ELT practitioners in Vietnam,

"Connecting Teachers, Engaging Communities”

VTA's Core Values

Honorable guests, Ladies and Gentlemen,

VietTESOL International Convention 2020 is an international platform of English

With the theme “Innovation and Globalization” represented in 3 strands (Strand 1:

University of Foreign Language Studies is one of the twelve institutional members

VietTESOL International Convention 2020 is organized in commemoration of

Due to the COVID-19 pandemic, VietTESOL International Convention 2020 is now

I also take this chance to express my appreciation to my colleagues from all

Let me now close by wishing you a delightful and successful VietTESOL

Associate Professor Dr. Tran Huu Phuc

ABOUT VIETTESOL ASSOCIATION .................................................................... i

Dr. Hoang Ngoc Tue Director of Secretary Board - VietTESOL Association

Assoc.Prof. Dr. Nguyen To Vice-Director

Assoc.Prof. Dr. Nguyen Van Vice-rector

VOLUNTEERS AND SUPPORTERS

Convention Program Team

Dr. Nguyen Duy Linh Roi Et Rajabhat University, Thailand

Presentation Title: TEACHING TRANSLATION IN THE TERTIARY ENGLISH

Keynote speaker: Dr. Mary Shepard Wong

Keynote speaker: Dongping Zheng

Presentation Title: CREATING TRANSLANGUAGING SPACES FOR SKILLED

“Translanguaging is an approach to the use of language, bilingualism and the education

In this keynote speech, translanguaging will be traced to sociolinguistic, second language

Affiliation: Dean of the College of Education and Dean of International Development

Presentation Title: REIMAGINING ENGLISH AS AN ADDITIONAL

Presentation Title: DEVELOPING AN IN-SERVICE TRAINING PROGRAM TO

For the past 20 years, he has helped ministries of education and

He is a former visiting scholar at the University of California, Irvine’s School of

A psychologist graduated from the University of Buenos Aires,

Presentation Title: USING SELF ASSESSMENT AS A PART OF ASSESSMENT

In contrast to the traditional emphasis on teacher-student feedback, one of the strategies

Presentation Title: FUNDAMENTALS OF TEACHING ONLINE

Thursday, October 15th, 2020

7.00 AM - 7.40 AM Check-in Dryfta

8.00 AM - 8.10 AM Break and Transition

10.10 AM - 10.20 AM Break and Transition

TESTING AND ASSESSMENT IN ESP

Friday, October 16th, 2020

7.00 AM - 8.00 AM Check-in Dryfta

8.00 AM - 8.30 AM Opening Ceremony 01

9.20 AM - 9.25 AM Break and Transition

60-minute Workshops Zoom 15

9.25 AM - 10.25 AM Pre-recorded

10.25 AM - 10.30 AM Break and Transition

10.30 AM - 11.00 AM Parallel Oral Presentations Zoom 15

11.00 AM - 11.05 AM Break and Transition

1.45 PM - 1.50 PM Break and Transition

1.50 PM - 2.50 PM Parallel 60-minute Workshops Zoom 15

2.50 PM - 2.55 PM Break and Transition

2.55 PM - 3.25 PM Parallel Oral Presentations Zoom 15

3.25 PM - 3.30 PM Break and Transition

3.30 PM - 4.00 PM Parallel Oral Presentations Zoom 15

4.00 PM - 4.10 PM Break and Transition

ABSTRACTS FOR CONVENTION SESSIONS

07:00AM - 07:30AM Check in Dryfta

08:00AM - 08:10AM Break and Transition

08:10AM - 10:10AM APPLICATION OF MIND MAPPING TECHNIQUES IN EFL CLASSROOMS

Thi Hien Trang Ngo, Lecturer, University Of Foreign Language Studies

An Do, Lecturer , University Of Foreign Language Studies - The University Of Danang