3rd VNZ TESOL International Conference Booklet (Official)

CONTENT
1. Letter from the New Zealand Embassy, Vietnam ..................................................................... 2
2. Introduction of Ho Chi Minh City University of Education (HCMUE) ........................................ 3
3. Introduction of Victoria University of Wellington (VUW) ............................................................ 5
4. HCMUE – VUW cooperation: the joint Master’s program and the upcoming Bachelor program
.................................................................................................................................................. 6
5. Conference program ................................................................................................................ 7
6. Conference map ..................................................................................................................... 14
7. Executive board, organizing committee and scientific committee .......................................... 15
8. Plenary and featured speakers .............................................................................................. 18
9. Abstracts ................................................................................................................................ 26
Plenary 1 .................................................................................................................................................................... 26
Session 1 .................................................................................................................................................................... 26
Session 2 .................................................................................................................................................................... 36
Session 3 .................................................................................................................................................................... 40
Session 4 .................................................................................................................................................................... 45
Featured speeches ..................................................................................................................................................... 51
Plenary 2 .................................................................................................................................................................... 53
Session 5 .................................................................................................................................................................... 54
Session 6 .................................................................................................................................................................... 60
Session 7 .................................................................................................................................................................... 64
Plenary 3 .................................................................................................................................................................... 71
Session 8 .................................................................................................................................................................... 71
Session 9 .................................................................................................................................................................... 76
Session 10 .................................................................................................................................................................. 79
Session 11 .................................................................................................................................................................. 82
10. Volunteers ............................................................................................................................ 86

Message from the New Zealand Embassy, Vietnam
HE Tredene Dobson,
New Zealand Ambassador to Vietnam
HE Tredene Dobson,
New Zealand Ambassador to Vietnam
Dear conference participants
Welcome to the 3rd International Vietnam-New Zealand TESOL Conference.

I am proud of the important role that New Zealand institutions play in supporting English
language learning and English language teaching in Vietnam and across the Asia-Pacific
region. This includes both undergraduate and postgraduate education, and the English
Language Training for Officials programme which has been running at Victoria University of
Wellington since 1991. Over 1,000 Vietnamese officials have studied English for professional
purposes at Victoria University of Wellington’s English Language Institute. Many of the alumni
from these programmes hold senior positions in government.
The theme of this year’s conference, Building learning communities in TESOL, is timely as
mobility returns to a world rebuilding connections after the worst years of the global Covid-19
pandemic. Proficiency in English is a recognised facilitator of global mobility, and of connecting
across borders. It is a powerful tool for opening up new opportunities in education and in
employment. As English language teaching professionals, you play a crucial role in creating
life opportunities for the learners you work with.
This conference provides you with a valuable opportunity to share perspectives and develop
networks with your peers. I encourage you to use this conference to build you knowledge,
share ideas, and build new learning communities in TESOL.
I wish you all an enjoyable and successful conference.

Yours sincerely
Tredene Dobson
2
Introduction of Ho Chi Minh City University of Education (HCMUE)
The historical development of Ho Chi Minh City University of Education is marked by
significant milestones. In 1957, its precursor was Sai Gon Pedagogy University. HCMUE was
formally established on October 27, 1976, under Decision 426/TTg signed by the Prime
Minister of Vietnam. In 1986, it was honored with the Third-Class Labor Medal, and in 1995, it
became part of Ho Chi Minh City National University in 1995. The university's excellence was
further recognized with the award of the First-Class Labor Medal in 1996. In 1999, it separated
from Ho Chi Minh City National University to become the key teacher training institution in
Southern Vietnam. This journey culminated in the receipt of the Third-Class Independence
Medal in 2007.
Presently, HCMUE stands as one of the twenty-two preeminent universities in the country and
one of the two foremost institutions dedicated to teacher training. Within the realm of teacher
training institutions in Southern Vietnam, HCMUE holds a pivotal position. It has received
commendations and certificates of merit from the Ministry of Education and Training (MOET),
the Ho Chi Minh City People's Committee, and various local authorities for its outstanding
contributions in the domains of training, scientific research, and other university-related
endeavors.
HCMUE is driven by a clear mission, vision, and core values. Its mission is to provide high-
quality teacher training and conduct applied research in education and other sciences to meet
the educational, societal, and economic needs of Southern Vietnam and the entire country.
Looking ahead to 2030, HCMUE aspires to be a key teacher training university with a strong
reputation in both the nation and Southeast Asia, excelling in teacher development and
innovative educational programs. The university aims to become a hub for leading scientists
and educators, a national center for scientific research in basic sciences and education.
HCMUE's core values are rooted in quality, creativity, and humanity.
HCMUE encompasses 23 academic faculties, 12 centers, 1 institute, 1 high school, 14 offices,

and 1 publishing house. With five campuses and a dormitory that accommodates over 1,500
students, the university provides a diverse and vibrant academic environment. HCMUE offers
two distinct types of training: teacher education orientation, which prepares students for
careers in teaching, and non-teacher education orientation, which equips students with skills
in natural sciences, foreign languages, or social sciences for employment in various industries.
Furthermore, HCMUE has fostered extensive international cooperation, with partnerships

extending to over 100 universities, institutes, organizations, non-government entities, and
businesses in more than 30 countries. These collaborations encompass both undergraduate
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and postgraduate programs. The university actively engages in faculty exchanges, where
HCMUE professors teach Vietnamese Language and Culture, Mathematics, Physics, Special
Education, and Literature at partner institutions, while also hosting international lecturers and
students. These partnerships have facilitated international seminars, training courses, and
workshops, attracting a diverse range of participants from around the world.
4
Introduction of Victoria University of Wellington (VUW)
Victoria University of Wellington (VUW), originally named Victoria College, traces its roots
back to 1897 during Queen Victoria's Diamond Jubilee celebrations. Teaching commenced in
April 1899 with an initial enrollment of 115 students. The institution's research initiatives began
in 1899, marked by the arrival of four pioneering professors. In 1904, construction of the Hunter
Building commenced, and it was officially opened in 1906 by the Governor of New Zealand,
Lord Plunket. Notably, the university experienced substantial growth, with student numbers
increasing from 254 in 1905 to over 700 in 1923, prompting multiple building expansions. In
1962, it gained independence as Victoria University of Wellington, following the dissolution of
the University of New Zealand system in 1961.
VUW, one of New Zealand's oldest, has earned a prestigious global reputation in teaching and
research across diverse fields over the past century. The university, once a single Kelburn
campus with under 260 students, has expanded into a global network of campuses, research
centers, institutes, and partnerships. It presently enrolls 22,000 students, including 2,700
international students from 100 countries.
VUW has achieved significant recognition in the realm of high-quality research, holding the
top position in New Zealand's latest Performance-Based Research Fund evaluation. It is the
sole university to twice claim the country's primary measure of research excellence. In 2021,
over 2,200 publications stemming from the university's researchers were published.
Furthermore, on a global scale, Victoria University of Wellington consistently ranks among the
top 300 out of the world's 18,000 universities according to the QS World University Rankings.
This places the institution within the top 2 percent of universities worldwide, underscoring its
academic distinction.
5
HCMUE - VUW partnership - The joint Master’s program and the
upcoming Bachelor program
After the visit of the Minister of Education of New Zealand to HCMUE in 2007, the university
was entrusted by the Ministry of Education and Training of Vietnam to promote the
development of a postgraduate teacher training program in English language teaching in
collaboration with a partner institution in New Zealand. It is an honor for both Victoria University
of Wellington and the University of Education, Ho Chi Minh City, to jointly initiate the proposal
for this training partnership.
This Master of TESOL program is designed based on the existing curriculum at Victoria
University of Wellington (New Zealand), modified to align with the teaching and learning
context in Vietnam. The program comprises 12 courses, equivalent to 180 credits (15 credits
per course). Students can complete the program in a minimum of 18 months (3 semesters).
The collaboration has further developed by the introduction of a new undergraduate program.
In accordance with the revised scheme, students pursuing undergraduate TESOL degrees
are required to commence their academic journey at HCMUE for the first year. Subsequently,
they will proceed with their educational pursuits in Wellington. Following this phase, students
will return to Vietnam to engage in their teaching practicum, ultimately culminating in the
conferral of degrees from Victoria University of Wellington.
Contact information
• Location: Ho Chi Minh City University of Education, Department of Postgraduate
Education, Room C.104, 280 An Duong Vuong Street, Dist.5, Ho Chi Minh City
• Mobile: (84-28) 38352020
(84-28) 38391077
• Email: tuyensinhsdh@hcmue.edu.vn
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CONFERENCE PROGRAM
FRIDAY MORNING - A509
07h30 - 08h00 Registration for VNZ TESOL International Conference 2023 - A509
08h00 - 09h30 Workshop Threading the needle of academic publishing for budding post graduate students and budding researchers
09h30 - 10h00 Tea break by Associate Professor Jonathan Newton, Victoria University of Wellington
10h00 - 11h00 Information Day
11h00 - 11h30 Q&A
CONFERENCE THEMES
Theme 1 Language assessment and testing Theme 7 Language teacher education
Theme 2 Language in the classroom Theme 8 Learner autonomy and learner strategies
Theme 3 Language learning and identity Theme 10 Linguistic landscapes
Theme 4 Language learning and teaching Theme 12 Second language acquisition
Theme 5 Language policy and planning Theme 13 Technology and learning
Theme 6 Language teacher cognition
SATURDAY MORNING 04 NOVEMBER 2023
07h00 - 08h00 Registration - Auditorium B (Block B, Floor 5)
08h00 - 08h15 Welcoming & Music Performances - Auditorium B (Block B, Floor 5)
8h15 - 8h20: Remarks by Professor Huynh Van Son, President of Ho Chi Minh City University of Education
8h20 - 8h25: Remarks by Professor John Macalister, Victoria University of Wellington, New Zealand
08h15 - 08h40 8h25 - 8h30: Remarks by Dr Nguyen Thi Mai Huu, Director of the National Foreign Language Project (NFLP)
8h30 - 8h35: Remarks by Mr Scott James, New Zealand Trade Commissioner & New Zealand Consul-General in Ho Chi Minh City, Viet Nam
8h35 - 8h40: Photoshooting and Tokens of gratitude
Plenary speech 1: From Master to Magician: The endless quest for teaching effectiveness - Professor John Macalister, Victoria University of Wellington (New Zealand)
08h40 - 09h30 Plenary 1
Auditorium B (Block B, Floor 5)
09h30 - 09h40 Transition time to Floor 1 (3 lifts facing Auditorium B on the way out, go to G floor then walk up to Floor 1)
Room 1 (B111) Room 2 (B112) Room 3 (B113) Room 4 (B114) Room 5 (B115) Room 6 (B116) Room 7 (B117) Room 8 (B118)
Hallway of Block B, Floor 1
THEME 1 THEME 7 THEME 12 THEME 4 THEME 4 THEME 4 THEME 2 THEME 13
Moderator: Moderator: Moderator: Dr Lê Moderator: Ms
THEME 4: Dr Bùi Moderator: Dr Phạm Moderator: Mr Lý Moderator: Mr Cao
Dr Nguyễn Thành Dr Nguyễn Thị Mai Thị Thuỳ Nhung Nguyễn Thị Thu THEME 4, 8, 13 (POSTERS)
Thục Quyên (OU) Huy Cường (UEF) Nhựt Thiện (HCMUE) Hồng Phát (HCMUE)
Luân (UEH) Phương (HCMUE) (BUH) Trang (HCMUE)
45-min WORKSHOP Difficulties in obtaining the
Pragmatics and
Effects of required certificate of
instructional 45-min WORKSHOP
Shadowing with Overcoming the Using songs in a english of the senior English
pragmatics in Comparing
A focus group study Enhanced Script: hesitation of low bilingual or major students at AGU: An
second/foreign I've got the books incidental L2 The concept of using
in Peer-review Vietnamese EFL level student when monolingual investigation into the
09h40 - 10h05 Session 1 language pre-service but my students grammar gains ChatGPT to enhance
Assessment: Trust learners’ Acquisition studying speaking classroom for 3-12- writing skill
teacher education: won’t read! across different incidental vocabulary
and Fairness of English skills for the IELTS year-old learners to Nguyen Xuan Binh, An Giang
A case study in input modes learning among
Consonant-Vowel examination promote language University, Vietnam National
Australia and Vietnamese students
Linking acquisition and University, Ho Chi Minh City
Vietnam
content learning
7
Effects of Impromptu
Nguyen Tam,
Speaking and Speeches on
International
Special Occasions on Public
Le Huong, Phu Xuan Bui Duc Tien, Ho Chi University, Vietnam
Nguyen Chi Duc & Pham Speaking Competency
Matthew Book, The Ton Nu Tuy Anh, University (Thua Thien Minh City University National University
Thomas Robb, Kyoto Xuan Tho, University of Hue Province) & Le Development: A Case Study
Chinese University of University of Huynh Sang, Can Tho Languages and of Education & (Ho Chi Minh City) &
Sangyo University Huong, University of of EFL College Students in
Hong Kong Economics Ho Chi University International Studies, Nguyen Hoa Phuong Tran Thu, Ho Chi
(Emeritus), Japan Foreign Languages and Vietnam
(Shenzhen, China) Minh City Vietnam National Quynh, Dong Nai Minh City University
International Studies,
University (Hanoi) Tran Anh, University of
Hue University University of Foreign Languages
Languages and International
and Information
Studies, Vietnam National
Technology
University, Hanoi
Room 1 (B111) Room 2 (B112) Room 3 (B113) Room 4 (B114) Room 5 (B115) Room 6 (B116)
THEME 13 THEME 7 THEME 4 THEME 4 THEME 4 THEME 4 Students’ Readiness for
Moderator: Moderator: Moderator: Dr Lê Moderator: Ms Online Learning: A Study in
Moderator: Dr Bùi Moderator: Dr Phạm University of Languages
Dr Nguyễn Thành Dr Nguyễn Thị Mai Thị Thuỳ Nhung Nguyễn Thị Thu
Thục Quyên (OU) Huy Cường (UEF) and International Studies
Luân (UEH) Phương (HCMUE) (BUH) Trang (HCMUE)
Perceptions and Trinh Hong Linh, University of
Enhancing Speaking Challenges of Languages and International
Reclaiming one’s An evaluation of the
Exploratory action Skills through the Do we need an IELTS English Essay Studies, Vietnam National
professional English textbook
research: Six Thinking Hats trainer or an IELTS Writing: University, Hanoi
identity: the “Four Corners, Level
Experiences of Approach: An teacher for IELTS Perspectives from
perspectives of 2”: A study at Ho Chi
Vietnamese primary Investigation into preparation Vietnamese EFL The ontology of creativity in
Migrant Workers in Minh City University
EFL teachers. Effectiveness and courses? teachers and master programs in
Canada of Technology
Student Perceptions learners in tertiary Vietnamese glocalisation:
10h10 - 10h35 Session 2 education The program benchmark
Nguyen An & Vo from teacher voices
Tran Tan Phat,
Phan Do & Le Huong, Thanh, HCMC Dinh Tran Hanh Nguyen &
Bui Trang, An Giang Nguyen Tat Thanh
Pham Hoang, Ho Chi University of Foreign Ha Van Sinh, PTC University of Social Dao Xuan Phuong Trang, Ho
University, Vietnam University & Bui Thu
Minh City University Languages and Language Center Sciences and Chi Minh City University of
National University Hien, Ho Chi Minh
of Education International Studies, (Khanh Hoa Province) Humanity, Vietnam Education, Andy Tri Nguyen,
(Ho Chi Minh City) City University of
Hue University National University TESOL International
Technology
(Ho Chi Minh City) Academy (Ho Chi Minh City)
8
2
10h35 - 11h00 Refreshment (Block B, Floor 1)
Room 2 (B112) Room 3 (B113) Room 4 (B114) Room 5 (B115) Room 6 (B116) Room 7 (B117) Room 8 (B118)
Room 1 (B111) THEME 7 THEME 4 THEME 4 THEME 4 THEME 8 THEME 4 THEME 6
Moderator: Dr Phạm Moderator: Moderator: Dr Lê Moderator: Ms
Moderator: Dr Bùi Moderator: Dr Phạm Moderator: Mr Lý Moderator: Mr Cao
Nguyễn Huy Hoàng Dr Nguyễn Thị Mai Thị Thuỳ Nhung Nguyễn Thị Thu
Thục Quyên (OU) Huy Cường (UEF) Nhựt Thiện (HCMUE) Hồng Phát (HCMUE)
(HCMUE) Phương (HCMUE) (BUH) Trang (HCMUE)
Cultivating
Vocabulary 45-min WORKSHOP
comprehensive Enhancing Speaking
Demands of English majors' Promoting cultural Multilingualism in Primary
development Skills of Secondary Fostering learner
Insights into ESP Academic Spoken awareness of the literacy through the Vietnamese teachers’ Education: A Study of
through rubric- Students Through autonomy in
11h05 - 11h30 Session 3 course design in English Revisited: A importance of use of songs in understanding of L2 Translanguaging Practices
referenced self- Task-Based speaking practice
Vietnamese context Case of University culture in English English language speaking fluency and and Challenges among
assessment: Learning: An Action outside class hours
Lectures and TED language learning classrooms their practices within Educators
Insights from an Research Approach
Presentations classroom contexts Dao Xuan Phuong Trang &
interpreting training
Nguyen Ho Thanh Truc, Ho
Tran Thi Minh Thu,
Chi Minh City University of
Victoria University of
Education
Bui Thao, Ho Chi Tran Ngoc Ha, Nguyen Phuc, Wellington
Nguyen Trang &
Minh City University Nguyen Tat Thanh University of Tran Nguyen Tri (Wellington, New
Le Dinh Tung, Ho Chi Nguyen Duyen, Striking the Balance:
of Education & Thuy Dang Ngan, FPT University & Tran Languages and Dung, Ho Chi Minh Zealand)
Minh City University University of Fostering Effective AI
Nguyen Vu, Ho Chi University (Hanoi) Thu Thuy, Ho Chi International Studies, City University of Ho Chi Minh City
of Education Economics Ho Chi Interaction while
Minh City University Minh City College of Vietnam National Education University of Foreign
Minh City Safeguarding Academic
of Banking Economics University (Hanoi) Languages and
Integrity in Business English
Information
Education
Technology
Dinh Tran Hanh Nguyen, Ho
Room 1 (B111) Room 2 (B112) Room 3 (B113) Room 4 (B114) Room 5 (B115) Room 6 (B116) Room 7 (B117) Chi Minh City University of
THEME 1 THEME 6 THEME 4 THEME 4 THEME 4 THEME 8 THEME 1 Education
Moderator: Dr Phạm THEME 6 Moderator: Dr Lê Moderator: Ms Hồ Moderator: Ms Dao Xuan Phuong Trang, Ho
Moderator: Dr Bùi Moderator: Mr Lý
Nguyễn Huy Hoàng Dr Nguyễn Thị Mai Thị Thuỳ Nhung Thị Xuân Vương Nguyễn Thị Thu Chi Minh City University of
Thục Quyên (OU) Nhựt Thiện (HCMUE)
(HCMUE) Phương (HCMUE) (BUH) (HCMUE) Trang (HCMUE) Education
Refining VSTEP Structures and Vietnamese Andy Tri Nguyen, TESOL
Teachers’ beliefs Online English International Academy (Ho
Speaking Skills: EFL Functions of Lexical university students’
Dynamic and practices about Language Teaching Chi Minh City)
Teachers' Bundles in Student language mindsets
Assessment scaffolding reading at public schools in Saigon ISB Ho Chi Minh City
Motivational and Expert Timed about EFL speaking:
Approach in Second comprehensionthro Vietnam: Voices University of Banking
Approaches and Argumentative examining the role
Language Classroom ugh questioning at from education
Factors Influencing Writing: A Corpus- of demographic
pre-reading stage leaders **The posters are on display
Level 3 Proficiency Driven Study factors
11h35 - 12h00 Session 4 Nguyen Thanh Luan, Western
in the main hall and will last
Sydney University, Dao Phung, throughout Sessions 1-4
Nguyen Sang Ngoc, University of Cambridge, Tran
Fabulous Mekong Nguyen Xuan Nghia, Le Nghi Tran, Ho Chi Minh City
Vu Thi Thu Trang, Ho Open University, Le Van Thinh,
Hong Thuy & Vo Thu, English Center (Can Hanoi University of Nguyen Nhi, Can Tho
Chi Minh City Banking Academy (Phu Yen
Dong Thap Univesity Tho City) & Nguyen Science and Province), Nguyen Anh Thi, University
University of Banking
Buu Huan, Can Tho Technology Can Tho University & Nguyen
University Mai Xuan Nhat Chi,
Manchester Metropolitan
University
9
SATURDAY AFTERNOON 04 NOVEMBER 2023
12h05 - 12h50 Lunch (Block B, Ground Floor, Canteen)
Multi-word expressions in second
Step 0 – Preparing Students to Enter The missing piece of the puzzle, why we Understanding Teacher Autonomy Through EFL Teachers’ Online
language learning: What are they and
External Learning Communities need extensive reading Teaching Experiences
why are they important?
Featured Room B405 (online presentation) Room C506 Room B604 Room B605
12h55 - 13h30 A/Professor Anna Siyanova-Chanturia,
Speeches
Andy Duenas, National Geographic Learning Professor Rob Waring, Notre Dame Seishin
Victoria University of Wellington (New Dr Muthita (Fai) Chinpakdee, Chiang Mai University (Thailand)
Vietnam University (Japan)
Zealand)
Moderator: Dr Nguyễn Thành Luân (UEH) Moderator: Dr Lê Thị Thuỳ Nhung (BUH) Moderator: Dr Bùi Thục Quyên (OU) Moderator: Dr Nguyễn Thị Mai Phương (HCMUE)
13h30 - 13h40 Transition time to Floor 5 (3 lifts facing Auditorium B on the way out, go to G floor then walk up to Floor 1)
Plenary speech 2: Building English Learning Communities to Develop Students’ Communicative Competence in Vietnam: Reality and Solutions - Dr Nguyen Huu Quyet, Hong Duc University
13h40 - 14h30 Plenary 2
PARALLEL SESSIONS
Room 1 (B111) Room 2 (B112) Room 3 (B113) Room 4 (B114) Room 5 (B115) Room 6 (B116) Room 7 (B117) Room 8 (B118)
THEME 1 THEME 6 THEME 4 THEME 4 THEME 4 THEME 8 THEME 4 THEME 4
Moderator: Moderator: Moderator: Dr Lê Moderator: Ms Hồ
Moderator: Dr Bùi Moderator: Mr Lý Moderator: Mr Cao Hồng
Dr Nguyễn Thành Dr Nguyễn Thị Mai Thị Thuỳ Nhung Thị Xuân Vương Moderator: Ms Nguyễn Thị Thu Trang
Thục Quyên (OU) Nhựt Thiện (HCMUE) Phát (HCMUE)
Luân (UEH) Phương (HCMUE) (BUH) (HCMUE) (HCMUE)
The effectiveness of
vocabulary
Exploring EFL
How do language acquisition through Unveiling Pre- The frequency of
Lecturers' Concerns Using project-based 45-min WORKSHOP
teachers in Vietnam context-based Service EFL Typical Features of Foreign Language Implementing Teaching
in the Adoption of learning in an EMP
respond to learning of non- Teachers' Attitudes Anxiety in English Classes among Techniques in Online and
Blended Learning: A speaking class: Choosing the Right
assessment reform? English-majored towards Vietnamese Undergraduates: Causes and Face-to-face EFL Teaching
Case Study in a Students’ Materials for
A mixed-method students at the Gamification: A Solutions Environments. A Case Study
Vietnamese perspectives Extensive Reading
study. University of Thematic Analysis in the Mekong Delta
University
Danang, Campus in
Kon Tum
15h00 - 15h25 Session 5
Cao Phuong, Hanoi
National University
Huynh Nhung,Ho Chi
of Education, Victoria Huyen Kieu Tram & Dang Anh Phuong, Vietnam
Ly Thi Tra My, Can Truong Thi Kieu Van, Minh City University Professor Rob
University of Dao Thi Anh Truong, National University Ho Chi
Tho University of The University of Da of Education & Tran Waring, Notre Dame
Wellington (New University of Dinh Nguyen Do, FPT University (Hanoi) Minh City (Ben Tre Campus)
Medicine and Nang (Kon Tum Lien, Intertu Seishin University
Zealand) & Peter Gu, Economics Ho Chi School of Foreign Languages,
Pharmacy Campus) Education (Ho Chi (Japan)
Victoria University of Minh City Can Tho University
Minh City)
Wellington (New
Zealand)
10
Using peer teaching
Investigating the
to improve the Investigating the
effect of
Vietnamese English An investigation effectiveness of effectiveness of
translanguaging
Majors’ Knowledge into Vietnamese EFL teaching and ideational
practices on non- An exploration of demotivating factors in
of Academic high school learning english for grammatical
15h30 - 15h55 Session 6 English major collaborative writing activities in IELTS
Collocations and Its teachers’ attitudes finance at university metaphor in
students' listening preparation courses
Relationship with towards teaching of finance and improving non-
skills at a
Vocabulary Size moral values accounting: majored students'
Vietnamese higher
difficulties and academic writing
education context
solutions
Andy Tri Nguyen, TESOL International

Nguyen Oanh, Ho Chi
Academy (Ho Chi Minh City), Saigon ISB Ho
Minh City University Nguyen Toan Bao
Nguyen Hang, Tran Thuy & Tran Le, Chi Minh City University of Banking; Bui
Nguyen Hoa, Huynh of Social Sciences and Chau, Posts and
University of Foreign University of Finance Huynh, Ho Chi Minh City University of
Huyen & Nguyen Thi Humanity & Nguyen Telecommunications
Language Studies, and Accounting Education; Dang Anh, University of Social
Bich Nhi, Can Tho Dung, University of Institute of
The University of (Quang Ngai Sciences and Humanity, Vietnam National
University Technology, Vietnam Technology (Ho Chi
Danang Province) University - Ho Chi Minh City & Dang Huong,
National University Minh City)
International University, Vietnam National
(Ho Chi Minh City)
University - Ho Chi Minh City
Room 1 (B111) Room 2 (B112) Room 3 (B113) Room 4 (B114) Room 5 (B115) Room 6 (B116) Room 7 B117
Classroom
A rationale for Analysing Young
assessment in Baseline reading
considering Learner’s
English Medium habits and attitudes Exploring English majors’ Self-directed ER Central and
language teacher Engagement in
Instruction: Insights to online graded Learning Readiness Xreading
motivation through Game Activities in
from Vietnamese reading
a complexity lens EFL Lessons
economics teachers
16h00 - 16h25 Session 7
Luong Thi Thu Thao, Ho Chi Minh City Open Professor Rob
Vo Doan Tho & Nguyen Anh, Le Hong Phuong Greg Rouault,
University Waring, Notre Dame
Nguyen Phu Quynh University of Waikato Thao, Dong Thap Hiroshima Shudo
Le Thi Thuy Nhung, Ho Chi Minh City Seishin University
Nhu, UEH University (New Zealand) Univesity University, Japan
University of Banking (Japan)
11
Supporting teachers with task-based language teaching Extensive Reading for Classes and Independent Learners in Teacher education preparing second language instructors to teach
Featured
through shared reflective practice Under Resourced Areas pronunciation: Narratives from Vietnamese secondary EFL teachers
16h30 - 17h15 Room B405 (online presentation) Room B604 Room B605
Speeches
Dr Karen Ashton, Massey University (New Zealand) Professor Thomas Robb, Kyoto Sangyo University (Japan) Dr Loc Nguyen, UEH University (Vietnam)
Moderator: Ms Hồ Thị Xuân Vương (HCMUE) Moderator: Dr Nguyễn Thị Thu Trang (OU) Moderator: Mr Cao Hồng Phát (HCMUE)
SUNDAY MORNING 05 NOVEMBER 2023

08h00 - 08h10 Welcome (Auditorium B)
Plenary speech 3: The transformative power of dialogue in teaching and teacher education - Associate Professor Jonathan Newton, Victoria University of Wellington (New Zealand)
08h10 - 09h00 Plenary 3
09h00 - 09h10 Transition time to Floor 1 (3 lifts facing Auditorium B on the way out; or walk straight ahead and turn right, there's another lift in Block C, in case of heavy traffic; or take the stairs)
THEME 1 THEME 13 THEME 13 THEME 13 THEME 13 THEME 7
Moderator: Dr Moderator: Dr
Moderator: Moderator: Dr Vũ Hoa Ngân
Dương Mỹ Thẩm Moderator: Mr Lý Nhựt Thiện (HCMUE) Moderator: Dr Đặng Tấn Tín (HCMUTE) Nguyễn Huy Cường
Dr Nguyễn Thành Luân (UEH) (HCMIU)
(UEH) (HCMIU)
45-min WORKSHOP
45-min WORKSHOP
The Application of
Investigating Vietnamese students’ Blended training for English courses at
Quizizz in IU Teacher turned
attitudes and motivation towards English Thai Nguyen University of Information & The use of presentation tools in teaching Optimising Student’s
Intensive English materials writer: how
learning: A case study at Foreign Trade Communication Technology - Problems English to EFL learners Motivation: Empowering
Classes: Students’ AI can help teachers
University, HCMC (FTU) and Solutions Teachers with Full Marks
Perceptions create their own
Giving Practice.
09h10 - 09h35 Session 8 materials
Luu Dang Kim Cuc &
Nguyen Khanh Linh, University of Transport
Bui Diem Bich Huyen, Duong Thi Hong An & Pham Hang Thuy, Do Khoa, The
and Communications (Ho Chi Minh City) Fabiansson Hien (Minnie),
Dang Thi My Dung & Lam Thi My Dung, International Thai Nguyen University of Information and National College of
University of Social Sciences and Humanity, The University of Sydney
Foreign Trade University (Ho Chi Minh City) University, Vietnam Communication Technology; Nguyen Ngoc Education (Ho Chi
Vietnam National University - Ho Chi Minh (Australia)
National University Anh, Thanh Cong Secondary School (Hanoi) Minh City)
City
(Ho Chi Minh City)
The relationship between English learning
A Rasch-based validation of Pecorari, Oral practice in Discord-based TBLT to enhance listening
and technology at private universities (A
Shaw and Malmström’s (2019) Academic second life virtual comprehension: Investigating the effects
case study of Nguyen Tat Thanh
Vocabulary Test - Form 1 (AVT1) world and students' attitudes
University)
09h40 - 10h05 Session 9
12
09h40 - 10h05 Session 9 Hoang Linh Chi,
Nguyen Chi Duc & Pham Xuan Tho, University of Duong Thi Bich Tram, Nguyen Ha Kim Anh,
University of Languages and International Languages and Loi My Duy, Nguyen Phuc Trong & Le
Tran Ngoc Ha, Nguyen Tat Thanh University
Studies, Vietnam National University International Studies, Nguyen Nhu Anh, Ho Chi Minh City
(Hanoi) Vietnam National University of Education
University (Hanoi)
THEME 7, 10 THEME 5, 13 THEME 13 THEME 7 THEME 8 THEME 13
Moderator: Dr Moderator: Dr
Moderator: Moderator: Dr Vũ Hoa Ngân
Dương Mỹ Thẩm Moderator: Mr Lý Nhựt Thiện (HCMUE) Moderator: Dr Đặng Tấn Tín (HCMUTE) Nguyễn Huy Cường
Dr Nguyễn Thành Luân (UEH) (HCMIU)
(UEH) (HCMIU)
A mixed-methods
research on Social 45-min WORKSHOP
Pre-Service English Teachers’ Cognitive 45-min WORKSHOP
Media utilization in
Academic Linguistic Proficiency (CALP) A pilot study of university students on
English learning TechCraft: Amplifying
through the lens of their summarizing online reading strategies in Vietnam Teachers learning from Teachers: The tales
classrooms for Learning Experiences with
performance of two communities of practice
University students Transformative Tools
10h30 - 10h55 Session 10 in Hanoi, Vietnam.
Tran Ha Mai Uyen,
Nguyen Khanh Linh, University of Transport
Lam Do Quyen, FPT Do Khoa, The National College of Education International University,
and Communications (Ho Chi Minh City)
Hoang Thi Tuyet, Ho Chi Minh City Open Education (Hanoi) & (Ho Chi Minh City) Vietnam National University
University of Social Sciences and Humanity,
University Vi Thi Bao Thoa, FPT Do Thi Thu Trang, Thai Binh Duong (Ho Chi Minh City)
Vietnam National University - Ho Chi Minh
University (Hanoi) University (Khanh Hoa Province) YOLA Educational Institution
City
(Ho Chi Minh City)
An Investigation of Learners’ Perception The focus of
Enhancing Language Students' Speaking
of Communicative Translation Method in professional
Skill through Social Media-Integrated Task-
Technical English Translation at Ho Chi improvement
Based Language Teaching (TBLT): A TikTok
Minh City University of Technology and among
Case Study
11h00 - 11h25 Session 11 Education Vietnamese
teachers of English
Duong Thi Bich Tram, Nguyen Quoc Trung,
Pham Thoa, Vietnam
Nguyen Trung Hieu, Ho Chi Minh City Nguyen Thi Phuong Lan, Vuong Thi Minh
Aviation Academy
University of Technology and Education Dieu, Loi My Duy, & Le Nguyen Nhu Anh, Ho
(Ho Chi Minh City)
Chi Minh City University of Education
Measuring Vietnamese EFL learners’ productive derivative
Perspectives on Language Assessment in Vietnamese Schools:
knowledge: Insights from test performance and learners’ Vocabulary in ESP: From research to practice
Insights from Teachers and Implications
Featured experiences
11h30 - 12h15
Speeches Room B604 Room B605 Room B405 (online presentation)
Dr Nguyen Thanh Binh, Ho Chi Minh City University of Education Dr Nguyen Thi Bao Trang, University of Foreign Languages and Professor Averil Coxhead, Victoria University of Wellington (New Zealand)
Moderator: Dr Đặng Tấn Tín (HCMUTE) Moderator: Dr Nguyễn Huy Cường (IU) Moderator: Dr Dương Mỹ Thẩm (UEH)
12h15 - 12h30 Closing ceremony (Auditorium B)
MONDAY MORNING NOVEMBER 6
13
8h00 - 11h00: Post-conference school visits
Venue 1: Colette Secondary school (10 Ho Xuan Huong, District 3) & Venue 2: Bau Sen Primary School (106 Nguyen Trai, District 5)
14
STEERING BOARD
No Full Name Position Duty

1. Prof. Huynh Van Son President of HCMUE Chairman
2. Dr. Cao Anh Tuan Vice-president of HCMUE Vice-chairman

Deputy Head, In charge of the Science,
3. Mr. Nguyen Vinh Khuong Technology, Environment and Finance Member
Department
4. Dr. Nguyen Thanh Binh Head of English Department Member
ORGANIZING COMMITTEE
No Full Name Office/Department Duty

1. Cao Anh Tuan HCMUE Management Board Chairman
Science, Technology, Environmental
2. Nguyen Vinh Khuong Vice-chairman
Studies-Journal of Science
3. Nguyen Thanh Binh English Department Vice-chairman
4. Huynh Xuan Nhut International Cooperation Member
5. Lam Thanh Minh Political Education and Student Affairs Member
6. Au Buu Long Information Technology Member
7. Nguyen Thi Yen Nam Planning and Finance Member
8. Nguyen Ngoc Hung Personnel and Administration Member
9. Nguyen Quang Cuong Facilities and Equipment Management Member

Center for Student Assistance and
10. Huynh Trung Phong Member
Entrepreneurship Development
11. Dinh Tran Hanh Nguyen English Department Member
Science, Technology, Environmental Member
12. Le Thi Cam Nhi
Studies-Journal of Science Secretary
15
TEAMS' MEMBERS

1. Cao Anh Tuan HCMUE Management Board Chairman
2. Nguyen Thanh Binh English Department Vice-chairman
3. Dinh Tran Hanh Nguyen English Department Member
4. Pham Nguyen Huy Hoang English Department Member
5. Truong Thi Thanh Hoa English Department Member
6. Bui Duc Tien English Department Member
7. Tran Quang Nam English Department Member
8. Ly Nhut Thien English Department Member
9. Vo Ho Minh Trinh English Department Member
10. Le Dinh Tung English Department Member
11. Cao Hong Phat English Department Member
12. Tran Nguyen Tri Dung English Department Member
13. Nguyen Thi Mai Phuong English Department Member
14. Ho Thi Xuan Vuong English Department Member
15. Phan Thanh Bich Huyen English Department Member
16. Bui Thi Phuong Thao English Department Member
17. Dao Xuan Phuong Trang English Department Member
18. Ninh Gia Hoa English Department Member
19. Nguyen Trong Hoang English Department Member
20. Trinh Mai Phuong English Department Member
21. Pham Ngoc Que Tram English Department Member
22. Le Huyen Trang English Department Member
23. Bach Linh Trang English Department Member
24. Dang Le Loc Uyen English Department Member
25. Nguyen Ho Thanh Truc English Department Member
26. Le Nguyen Nhu Anh English Department Member
16
FINANCE AND LOGISTICS BOARD

1. Nguyen Vinh Khuong Chairman
2. Dinh Tran Hanh Nguyen English Department Vice-chairman
3. Le Thi Cam Nhi Member
4. Nguyen Thi Thuy Trinh Member
5. Dang Vu Khoa Member
6. Vu Thi Thanh Mai Member
7. Truong Viet Tram Anh Member
8. Le Tran Hai Thanh International Cooperation Member
9. Nguyen Ho Thanh Hoa International Cooperation Member

Center for Student Assistance and
10. Duong Xuan Huy Entrepreneurship Development Member
11. Hoang Ngoc Phat Facilities and Equipment Management Member
12. Vo Hoang Bao Personnel and Administration Member
13. Ho Thi Huong Bien Planning and Finance Member
14. Le Dinh Tung English Department Member
15. Nguyen Tat Hong Yen English Department Member
16. To Anh Dao English Department Member
17
Plenary and featured speakers
Plenary Speakers
Professor JOHN MACALISTER
Victoria University of Wellington, New Zealand
Prior to joining Victoria University of Wellington,
Professor John Macalister worked on ELT
projects in Kiribati, Namibia, Thailand,
Cambodia and New Zealand, as a teacher,
teacher trainer, and course designer. He has
also been involved in the Vanuatu Education
Assistance Programme as a teacher trainer and
in an English language teaching capacity-
building project at the Royal University of Phnom
Penh, Cambodia. In addition, he has worked on
a variety of design projects in the Greater Mekong Sub-region, particularly Vietnam,
Timor-Leste and Latin America. Interesting projects elsewhere include the design of
English language curricula such as for the Marine Training Centre, Kiribati, and for the
construction industry in Saudi Arabia. He is currently Treasurer of ALANZ, the Applied
Linguistics Association of New Zealand, and has previously been President. As well
as serving on a number of editorial boards, he is co-editor of Reading in a Foreign
Language.
18
NGUYEN HUU QUYET, PhD
Director, International Education Center
Hong Duc University, Vietnam
Dr. Nguyen Huu Quyet is an English language
educator and trainer known for his significant
contributions to language education. As a
principal lecturer of the English language at Vinh
University, Dr. Quyet’s dedication to his students’
education has left an indelible mark. He is serving
as the Director of the International Education
Center at Hong Duc University at present.
In 2017, Dr. Quyet served as a Fulbright U.S.-
ASEAN Visiting Scholar, a prestigious distinction
that allowed him to get engaged in teaching and doing research projects at the
University of South Florida in the United States. Dr. Quyet’s influence extends beyond
the classroom, being a key trainer in building English language learning communities
for school teachers in North Central Vietnam. His expertise in English language
learning communities has been sought after on both domestic and international
stages, where he was invited to speak at a number of conferences on this theme,
sharing his insights and innovative approaches. In particular, Dr. Quyet has been part
of an expert group responsible for designing training documents and handbooks
hosted Vietnam’s National Foreign Languages Project on building language learning
communities at all levels and communities of practice for English teachers and
lecturers.
Dr. Nguyen Huu Quyet’s journey is a testament to his commitment to education,
international cooperation, and the advancement of language learning. Through his
roles as an educator, scholar, and advocate for cross-cultural exchange, he continues
to inspire students, teachers, and colleagues alike through his upcoming presentation
on building language learning communities to develop students’ communicative
competence.
19
A/Professor JONATHAN NEWTON
Jonathan Newton is Associate Professor and
Programme Director for the Master of
TESOL/Applied Linguistics programmes at
Victoria University of Wellington, New Zealand.
As a language teacher educator, he has worked
alongside teachers from around the world to
better understand classroom language teaching
and learning, especially in relation to task-based
language teaching (TBLT), teaching listening
and speaking, teaching vocabulary, and
teaching for intercultural capabilities. He has published more than 75 book
chapters/articles and five books including: Teaching ESL/EFL Listening and Speaking
(2021); Using Tasks in Language Teaching (2021); and Teaching English to Second
Language Learners in Academic Contexts (2018).
20
Featured speakers
NGUYEN THANH BINH, PhD
Ho Chi Minh City University of Education, Vietnam
Nguyen Thanh Binh is currently Head of English
Department and Deputy Chair of National Foreign
Language Project of Ho Chi Minh City University of
Education (HCMUE-NFLP).
He also serves as the coordinator of the joint MA
TESOL program of HCMUE and Victoria University of
Wellington (New Zealand). He specializes in English
language teaching and EFL teacher training. He has
more than 15 years of experiences in teaching, developing and implementing English
language teacher training programs in many southern provinces of Vietnam. His
research interests include curriculum design and development, teacher training, and
language and culture.
Professor AVERIL COXHEAD

Averil Coxhead is a Professor in Applied Linguistics
and Head of School of Linguistics and Applied
Language Studies, Victoria University of Wellington.
She teaches courses of MA in Applied
Linguistics/TESOL programmes and supervises
postgraduate research in a range of areas. Averil’s
current research includes specialised and academic
vocabulary in the trades, at university and secondary
school. One element of Averil's research involves
developing and evaluating word lists. Averil is an Associate Editor of the Journal of
English for Specific Purposes.
21
KAREN ASHTON, PhD
Massey University, New Zealand
Karen Ashton is a Senior Lecturer in Applied Linguistics
and Language Education at Massey University, New
Zealand. Karen actively involved in teacher education,
both nationally and internationally, supporting teachers
to critically reflect on and further develop their
language teaching practice within their unique
teaching contexts. Karen’s research interests include
teacher professional development, teacher agency,
effective language teaching pedagogy, classroom-based assessment, and language
education policy particularly around the 'borrowing' and use of western pedagogical
approaches in non-Western contexts.
A/Professor ANNA SIYANOVA

Anna Siyanova-Chanturia is Associate Professor in
Applied Linguistics at Victoria University of
Wellington. Anna’s research aims to answer
theoretical, practical, and methodological questions
pertaining to how humans learn and use a second
language. Her interests include bilingualism,
psychological aspects of second language
acquisition, usage-based approaches to language
acquisition, vocabulary teaching and learning,
multi-word expressions, and quantitative research methods.
22
MUTHITA (Fai) CHINPAKDEE, PhD
Chiangmai University, Thailand
Muthita (Fai) Chinpakdee is a lecturer and
researcher at Chiang Mai University, Thailand. With
a focus on empowering her students to become
independent and lifelong learners, her research
primarily centers around learner autonomy and
learning strategies, while also delving into areas
such as EAP reading, teacher cognition, and in-
service professional development. In addition to
teaching, she has also been involved in curriculum
development projects for both K-12 and tertiary education levels.
NGUYEN THI BAO TRANG, PhD

University of Foreign Languages and
International Studies, Hue University, Vietnam
Bao Trang Thi Nguyen works as a lecturer at the
Faculty of English, University of Foreign Languages
and International Studies, Hue University, Vietnam.
Her research interests include task-based language
teaching and learning (TBLT), teacher cognition,
language and culture, task design, learner
proficiency and Second Language Acquisition. She
has a number of book chapters published by John Benjamins, Bloombury, Springer
and Routledge. Her research articles have also appeared in different journals such as
Language Teaching Research, TESOL Journal, Asia Pacific Journal of Education,
International Journal of Comparative Education and Development, Language Related
Research and Canadian Journal of Education.
23
LOC NGUYEN, PhD
University of Economics Ho Chi Minh City, Vietnam
Loc Nguyen is a senior ESOL lecturer from
University of Economics Ho Chi Minh City (UEH).
He obtained his PhD in Applied Linguistics from
Victoria University of Wellington New Zealand in
2019. Loc has been teaching a range of English
courses (at both undergraduate and graduate
levels), including phonetics and phonology,
pronunciation, academic writing, and curriculum
design. His research focuses on pronunciation
teaching and learning, teacher cognition, second language teacher education,
corrective feedback, and professional learning for language teachers.
Professor THOMAS ROBB

Kyoto Sangyo University, Japan
Thomas Robb, University of Hawaii, is Professor Emeritus, Kyoto Sangyo University.
He is a long-time user of CALL and the Internet,
and has created a number of websites and
applications for Extensive Reading, student
projects, interactive learning and professional
exchange. He is also the Editor of TESL-EJ, the
first online journal for ELT with a history of 25 years
since its inception. He has held numerous
leadership positions in International TESOL, JALT
(Japan), PacCALL and now is Chair of the
Extensive Reading Foundation. He was the
founder and first chair of the Reading and Vocabulary Interest Section.
24
Professor ROB WARING
Notre Dame Seishin University, Japan
Rob Waring is Emeritus Professor at Notre Dame Seishin
University in Okayama where he has been teaching
English for over 35 years. He is a world-renowned expert
in extensive reading and vocabulary acquisition. He has
published over 80 articles and has given hundreds of
lectures, plenaries, and featured speaker presentations
in 32 countries. He is an Executive Board member of the
Extensive Reading Foundation. He is also author and
series editor of six series of graded readers and has recently published Teaching
Extensive Reading in Another Language with Paul Nation.
ANDY DUENAS
National Geographic Learning Vietnam
Andy Duenas is the Senior ELT Consultant for
Academic and Training at National Geographic
Learning, based in Ho Chi Minh City, Vietnam. Andy has
been teaching English language to children and adults in
Asia for over ten years in general English, academic
English, business writing, and exam preparation. Andy
completed an MA in applied linguistics at the University
of Nottingham. He has also been working in teacher training and development for over
five years and has trained hundreds of teachers, teaching assistants, and school
administrators all around Vietnam.
25
Abstracts
Saturday morning November 4 2023

Plenary 1 (08h40 – 09h40)
FROM MASTER TO MAGICIAN: THE ENDLESS QUEST FOR TEACHING

EFFECTIVENESS
Professor John Macalister

No-one ever said that being a teacher was easy. Teachers are always being
challenged, and having to deal with change. In this talk I will consider some of these
challenges and changes, and the ways in which teachers can meet them. In doing this
I will be drawing on ideas relating to language teacher cognition, language curriculum
design, and teacher professional development.
I will begin by briefly discussing the apprentice and novice phases that all teachers
pass through before considering what it means to be confident and comfortable in the
role of teacher. This is the ‘master’ phase. I will then ask whether – if we see our role
as promoting effective language learning – being at this phase is sufficient. I will
conclude by suggesting that we should all aspire to be ‘magicians’ in the classroom,
and propose some ways this might happen. No wands or magic spells are involved.
Session 1 (09h40 – 10h05)
Room 1 (B111)
A FOCUS GROUP STUDY IN PEER-REVIEW ASSESSMENT: TRUST AND

FAIRNESS
Matthew Book
The Chinese University of Hong Kong, Shenzhen, China
Peer-review is an important learning element of peer assessment. It has been shown

that peer-reviews enhance students’ learning and engage them in comprehending
more of the subject matter. However, students do not really trust comments made from
their peers. The purpose of this study is to investigate why students trust their
language teacher over their peers in reviewing their academic papers.
26
Participants were 100 sophomore students at a Chinese university in Shenzhen where
English is the medium of instruction. It was compulsory for students to take an EAP
course. A survey was sent to the participants asking what they thought of peer-
reviews. Moreover, a focus group of four students was formed. They were asked to
submit a draft of a class assignment for peer-review within the group and for comments
by a teacher from a language centre. After review by the peers and teacher, they
revised their draft and submitted the final version to the EAP teacher. The EAP teacher
compared how much feedback they took from their peers and the language teacher
respectively. After the submission, the focus group interview was conducted.
Results show that participants from the focus group took all the feedback from the
language teacher and revised their draft whereas only parts of the comments from
their peers were considered. Meanwhile, survey results from 100 sophomore students
show that peer-review is very helpful to improve their own writing skills, and learning
the assessment rubric is an effective means of making their essays better.
Room 2 (B112)
PRAGMATICS AND INSTRUCTIONAL PRAGMATICS IN SECOND/FOREIGN

LANGUAGE PRE-SERVICE TEACHER EDUCATION: A CASE STUDY IN
AUSTRALIA AND VIETNAM
Ton Nu Tuy Anh

University of Economics Ho Chi Minh City
Pragmatics in the field of English language teaching has recently received increasing
research interest, but studies on teachers learning to teach pragmatics are limited.
The present study extends this research agenda by investigating how well
second/foreign language pre-service teacher education (SLPTE) prepares teachers to
teach pragmatics. Adopting a multi-site case study approach, this study examines (1)
the representation of pragmatics and instructional pragmatics in SLPTE programs at
Australian and Vietnamese universities, and (2) program leaders’ beliefs about
pragmatics instructor preparation. Data were collected from curriculum document
analysis, a questionnaire, and four individual semi-structured interviews. The findings
show that pragmatics was represented to different extents across the programs but
instructional pragmatics was entirely absent. The findings further show three sets of
the program leaders’ beliefs: (1) preservice teachers were not well-prepared to teach
pragmatics, (2) teaching pragmatics and instructional pragmatics to preservice
teachers is important, and (3) pragmatics and instructional pragmatics need to be
sufficiently addressed in SLPTE. The study has important implications for teacher
educators, curriculum designers, and relevant stakeholders regarding L2 pragmatics
teacher preparation.
27
Room 3 (B113)
EFFECTS OF SHADOWING WITH ENHANCED SCRIPT: VIETNAMESE EFL

LEARNERS’ ACQUISITION OF ENGLISH CONSONANT-VOWEL LINKING
Huynh Sang
Can Tho University
This experimental study aimed to explore the effects of script-enhanced shadowing on

consonant-vowel linking acquisition among EFL learners. Two groups of 24
Vietnamese EFL learners volunteered to participate in the study, with 12 for the
experimental group (EG) and 12 for the comparison group (CG). While the EG was
instructed to shadow the linking with an enhanced script, the CG used script
shadowing to practice phoneme linking; both were conducted online via Google Meet.
A pre-test and a post-test were employed to collect quantitative data on the learners’
recognition and production of linking. Furthermore, semi-structured interviews were
employed to explore their perceptions towards issues associated with shadowing
online to explain the effects. Findings showed that script-enhanced shadowing
outweighed script shadowing in effect on the perception of consonant-vowel linking.
For production, the EG gained a significant improvement while the CG remained
unchanged. But group comparison revealed no statistically significant difference in
terms of this aspect. The results offer useful implications for using shadowing to
facilitate the acquisition of phonological features and future research that employs
script enhancement for shadowing.
Room 4 (B114)
I'VE GOT THE BOOKS BUT MY STUDENTS WON’T READ!
Thomas Robb
Kyoto Sangyo University (Emeritus), Japan
Getting reluctant students to read is a major challenge for all teachers. We all have
that 10% of the class that loves English and will do whatever we ask them to. The
problem is the other 90% - the ones that really need us, who will not turn a page unless
they are pushed! After all, students usually have other, higher priorities – subjects in
their major, sports, friends, a part-time job, etc. so they may only wish to do the
minimum. Often they are studying English simply because it is a requirement.
The question is thus how to encourage these reluctant students to read. There are a
number of factors that may make it challenging to get students to read. Students may
be more willing to read when
● the topics are of interest to them,
28
● the books are within their vocabulary range,
● there are real-world consequences – a grade, for example!
In this presentation, we will discuss strategies, techniques and classroom activities

that may work for you to get your students to read more and to enjoy what they are
reading. Some examples are:
● Having the students keep a reading record,

● Having the students discuss their reading in small group,
● Requiring the students to bring a reader into class and having them read
silently for 5-10 minutes, or
● Use competition to your advantage. Reward teams that read the most on a
weekly or monthly basis.
Room 5 (B115)
COMPARING INCIDENTAL L2 GRAMMAR GAINS ACROSS DIFFERENT INPUT

MODES
Nguyen Chi Duc and Pham Xuan Tho

University of Languages and International Studies, Vietnam National University, Hanoi
Previous research shows that foreign/second language learners are able to pick up
new grammatical knowledge through meaning-focused input activities. However, no
studies to date have examined the roles of input modality in this learning. The present
study aimed to fill this gap. In addition, it also examined whether content
comprehension and entering grammatical knowledge could predict the size of the
learning gains from an activity as such. Using a between-group pretest-posttest
research design, the study compared incidental grammar uptake and retention from
four different input modes: reading (n = 21), listening (n = 23), viewing (n = 22) and
viewing plus captioning (n = 25). A control group (n = 21) were also incorporated into
the above research experiment to gauge test-taking effects (if any). Grammar gains
were measured by a form-recognition and a meaning-recognition test, while content
comprehension by a picture-rearrangement test. All treatment groups were found to
make a noticeable gain both for grammatical form and meaning, with the two viewing
groups faring the best in this regard. As shown in the best generated linear model,
these learning gains were well-predicted both by input modality and content
comprehension, but not by entering grammatical knowledge. These findings were then
interpreted in light with Larsen-Freeman’s Form-Meaning-Use Model of Grammatical
Knowledge as well as VanPatten’s Input Processing Hypothesis. Such interpretations
in turn provided many useful implications for our research and especially pedagogy
practice.
29
Room 6 (B116)
OVERCOMING THE HESITATION OF LOW LEVEL STUDENT WHEN STUDYING

SPEAKING SKILLS FOR THE IELTS EXAMINATION
Huong Le1 and Huong Le2

Phu Xuan University, Thua Thien Hue Province1 and University of Foreign Languages
and International Studies, Hue University2
In recent days, the IELTS test has been gaining indisputable prominence as a tool to
assess learners' English competency. Therefore, the number of potential test takers
has witnessed a remarkable increase. This article aims to investigate some methods
to overcome the hesitation of low level students when studying English in an online
course. The subjects for this study consisted of 50 students of different age groups,
who were at a low level of English and participated in a course teaching IELTS.
Via an in-depth interview and additional comments provided in the questionnaires, the
main factors that demotivate learners when learning and practicing speaking skill for
IELTS preparation course was revealed. Moreover, on the basis of the data collected
and the link between these factors, the research also stated out how to overcome the
hesitation of low level students when studying speaking skills in an IELTS course for
beginners. From the detailed findings, some pedagogical implications for designing
and teaching an English course were proposed.
Room 7 (B117)
45-minute workshop
USING SONGS IN A BILINGUAL OR MONOLINGUAL CLASSROOM FOR 3-12-

YEAR-OLD LEARNERS TO PROMOTE LANGUAGE ACQUISITION AND
CONTENT LEARNING
Bui Duc Tien1 and Nguyen Hoa Phuong Quynh2

Ho Chi Minh City University of Education1 and Dong Nai University2
Kindergartens and primary school children learn in a holistic manner, with all of the
faculties of the brain working together. By including music into the learning
environment as well as the curriculum for these age groups, school owners and
teachers can make sure children acquire language in the best way possible, while
building their knowledge of the world. Proper use of songs with catchy rhythm and
simple melody can promote memory and pronunciation to a great extent. Selection of
songs needs to be meticulous so that the focus is on the language and the sense of
community in the classroom rather than trying to incorporate a great amount of
content. Teachers using this approach need a background in children’s language
acquisition, music and rhythm and should play at least one string instrument.
30
In the workshop, the presenters will demonstrate songs composed by Ella Jenkins and
some Vietnamese experts in music for kindergartens. Participants will get to immerse
in the wonderful rhythm of simple music and be inspired to make this part of the future
teaching practices.
Room 8 (B118)
THE CONCEPT OF USING ChatGPT TO ENHANCE INCIDENTAL VOCABULARY

LEARNING AMONG VIETNAMESE STUDENTS
Nguyen Tam
International University, Vietnam National University, Ho Chi Minh City
Recent studies have suggested that the interaction with AI chatbots can improve the
L2 learning process (Kim, 2018; Yang et al., 2022; Annamalai et al., 2023), especially
in both grammar and vocabulary knowledge. Following this trend, ChatGPT can be
utilized for the purpose of developing conversational competence in a second
language. This paper focuses on how Vietnamese students acquire English lexical
items incidentally through using ChatGPT. Qualitative and quantitative data collected
from 50 Vietnamese freshmen at a university were analyzed to investigate how
incidental vocabulary learning takes place with the aid of ChatGPT. The research used
questionnaires and Likert scales to determine whether students can learn vocabulary
incidentally through ChatGPT. Lexical frequency analysis was also used to explore
words that students reported they have learnt from ChatGPT. The findings reveal that
most learners found ChatGPT useful in learning new lexical items naturally through
conversations with this chatbot. Interestingly, a majority of students agreed that they
could learn various words related to a specific topic they chat with ChatGPT and they
already put them into practice. The research likewise indicates that ChatGPT played
an essential part in enhancing learners’ incidental learning of lexical items through the
conversational contexts and feedback provided by this application.
31
Hallway of Block B, Floor 1
Posters
DIFFICULTIES IN OBTAINING THE REQUIRED CERTIFICATE OF ENGLISH OF

THE SENIOR ENGLISH MAJOR STUDENTS AT AGU: AN INVESTIGATION INTO
THE WRITING SKILL
Nguyen Xuan Binh

An Giang University, Vietnam National University, Ho Chi Minh City
It is obligatory to take an English certificate as the required qualification for graduates

in most colleges and universities in Vietnam to meet the training program outcomes.
This study was conducted to deepen the opportunities as well as challenges of
obtaining foreign language certificates from the perception of the final - year students
majored in English at An Giang university (AGU). The data were collected through a
questionnaire with a total of 131 English majors and a semi-structured interview with
10% randomly taken samples, equivalent to 13 students. The results show that there
have existed difficulties in obtaining the required certificates of English among the
senior English major students at AGU, including boring and crammed learning
methods, learning environment with different levels in the same class, lacking
motivation, being dominated by part-time jobs, not finding the right learning method,
not regularly practicing the language skills, which lead to less investment into
achieving the above certificates. Moreover, linguistic components of a writing task
were intentionally discussed to find out students’ actual challenges in improving their
writing skills. Accordingly, these findings have important implications in helping
students find the causes of difficulties and contributing to the development of possible
solutions.
EFFECTS OF IMPROMPTU SPEAKING AND SPEECHES ON SPECIAL

OCCASIONS ON PUBLIC SPEAKING COMPETENCY DEVELOPMENT: A CASE
STUDY OF EFL COLLEGE STUDENTS IN VIETNAM
Tran Anh
In a world where societies place a high value on communication skills, public speaking
– the art of effective oral communication with an audience, is certainly a skill that needs
developing, even mastering. Accordingly, Public speaking has been introduced as a
compulsory subject in Faculty of English Language Teacher Education (FELTE),
University of Languages and International Studies (ULIS) since 2020. This course
involves the practice of delivering Impromptu (i.e., involving little or no preparation)
speeches, speeches on special occasions (i.e., involving 1-week preparation to
address a speech given to mark the significance of particular events) and final speech
32
(i.e., carefully prepared and rehearsed). The researchers investigated Vietnamese
EFL college students’ public speaking competence development through final speech
performance, after the implementation of weekly impromptu speaking sessions and
speeches on special occasions, combined with individual goal-setting strategy
(teacher's feedback). For this purpose, the researchers assessed 55 final speeches
delivered over the course using the public speaking competence rubric and observed
the students’ public speaking progress through impromptu speaking and speech on
special occasions activities using a weekly goal-setting strategy. Results from the
researchers' observation, interviews with students and students’ written reflections
revealed that a combination of impromptu speaking, speeches on special occasions
and teacher's feedback contributed significantly and effectively to public speaking
skills development over the course. They also clearly showed that the teachers' weekly
goal-setting strategy played a major role in building speakers’ confidence and overall
improvement.
STUDENTS’ READINESS FOR ONLINE LEARNING: A STUDY IN UNIVERSITY OF

LANGUAGES AND INTERNATIONAL STUDIES
Trinh Hong Linh

The advent of technology in education has led to the global surge in the popularity of
online learning. After the incidence of Covid-19, Vietnam has also recognized the
importance of online learning in its education system, especially in higher education
institutions. However, what really concerns teachers, learners, parents, and other
stakeholders is the effectiveness of this new form of education. A study by Blayone
(2018) highlighted that the success of online learning is significantly attributed to the
readiness of students for this way of learning. To delve into this aspect, this research
paper is conducted to investigate the readiness for online learning of students in
University of Languages and International Studies, Vietnam National University (ULIS-
VNU). The study's findings revealed that students’ readiness was influenced by
several factors, including their expectations of performance and effort, attitudes
towards online learning, social influences, facilitating conditions, and proficiency in
using e-learning tools. In addition, university students in ULIS-VNU had a positive
perception and a high level of readiness towards online learning. These insights offer
significant implications for Vietnamese educators, providing valuable guidance to
design online learning courses tailored to the needs of university students.
33
THE ONTOLOGY OF CREATIVITY IN MASTER PROGRAMS IN VIETNAMESE
GLOCALISATION: THE PROGRAM BENCHMARK FROM TEACHER VOICES
Dinh Tran Hanh Nguyen1, Dao Xuan Phuong Trang2 and Andy Tri Nguyen3
Ho Chi Minh City University of Education1, Ho Chi Minh City University of Education2
and TESOL International Academy Ho Chi Minh City & Saigon ISB, Ho Chi Minh City
University of Banking3
The internalisation in education in response to the growing demand for the new
generation has spurred a notable interest among the curriculum designers to reform
the traditional program. The continuous enrolment in the master programs has led to
the diversity of master program providers in education. In the context of Vietnam, there
are different master graduates from (1) the domestic master programs, (2)
Collaborative master programs, and (3) overseas programs. The current study
attempts to explore the master graduates’ perceptions of creativity in curriculum
development and the alignment of creative elements in their program with personal
expectations. The study will employ the qualitative research study with the grounded
theory design to explore the insights of 6 university teachers who have a learning
experience in different master programs via the in-depth interview. The study will
compare the various perceptions among participants towards creativity and the degree
to which creativity in their programs responds to the local market demands. The scope
of this study is on two major domains including creativity in the curriculum, and
creativity as a marketable skill. The findings of this study will contribute to the
adaptation and innovation in the curriculum design to meet the market demand in the
presence of creativity to foster the learning effectiveness and prepare for the career
prospects. It is also valued as the need for analysis to construct the program in
response to the master candidates’ personal expectation of creativity, which is
influential on their motivation.
MULTILINGUALISM IN PRIMARY EDUCATION: A STUDY OF

TRANSLANGUAGING PRACTICES AND CHALLENGES AMONG EDUCATORS
Dao Xuan Phuong Trang and Nguyen Ho Thanh Truc

Ho Chi Minh City University of Education, Ho Chi Minh city, Vietnam
Translanguaging has emerged as a pedagogical strategy that underscores the

significance of multilingualism and its positive effects on both language acquisition and
cognitive development. This study aims to delve into the ways in which educators
comprehend and interpret this approach within the context of educating young
learners. Employing a qualitative research framework, data was gathered through
interviews conducted with teachers working in public primary schools and language
centers located in Ho Chi Minh City.
34
The outcomes of the study offer valuable insights into the varying degrees of familiarity
that teachers possess with regards to the principles of translanguaging. It becomes
evident that a majority of teachers demonstrate limited understanding of these
principles. This lack of comprehension can be attributed to factors such as their
educational backgrounds, professional training, and exposure to the concepts of
translanguaging. Furthermore, teachers express hesitancy in implementing
translanguaging techniques in their classrooms due to a variety of influences including
curriculum guidelines, policies set by higher management levels, perceived
expectations of parents, and personal beliefs about the process of language learning.
Keywords: multilingualism, translanguaging, primary education
STRIKING THE BALANCE: FOSTERING EFFECTIVE AI INTERACTION WHILE

SAFEGUARDING ACADEMIC INTEGRITY IN BUSINESS ENGLISH EDUCATION
Dinh Tran Hanh Nguyen1, Dao Xuan Phuong Trang2 and Andy Tri Nguyen3
Ho Chi Minh City University of Education1, Ho Chi Minh City University of Education1
and TESOL International Academy Ho Chi Minh City & Saigon ISB, Ho Chi Minh City
University of Banking3
The emergence of AI content generator tools has wielded a profound impact across a
multitude of domains. While the enormous benefits of these tools in education are
evidently undeniable, addressing the pervasive issue of academic dishonesty and the
uncontrollable intervention of AI in students' learning experiences remains paramount.
Based on the discussion of both the prospects and challenges linked to the
implementation of AI tools like ChatGPT, Google AI or Microsoft AI, this paper
highlights major complexities in defining a balance between fostering students’
effective interaction with AI and preventing academic misconduct. The paper also
proposes alternative assessment methods and strategies to minimize students’
dependence on AI tools, preserve students’ autonomy, and nurture a culture of
integrity. Employing a qualitative approach, this study conducts in-depth interviews
with 8 teachers specializing in Business English. The investigation centers on their
perceptions of alternative assessment methods and strategies, shedding light on the
delicate balance between effective AI utilization and preventing unethical academic
practices. The insights derived from these interviews underscore a substantial
consensus regarding the efficacy of these assessment techniques. Nevertheless,
apprehensions surrounding the intricacies of systematizing these assessment formats
and the anticipated challenges originating from administrative and curriculum
management tiers are also identified and discussed.
35
Session 2 (10h10 – 10h35)
Room 1 (B111)
RECLAIMING ONE’S PROFESSIONAL IDENTITY: THE PERSPECTIVES OF

MIGRANT WORKERS IN CANADA
Pham Hoang
Ho Chi Minh City University of Education
The transition into a new country’s way of life and work force has never been an easy
one. Among various physical, mental, psychological and financial challenges (Fang &
Goldner, 2011; Robert & Gilkinson, 2012), language barriers prove to be a major
underlying force hindering Migrant Workers from positively integrating into the
Canadian society (Galiev & Masoodi, 2012; Viveros-Guzman & Gertler, 2015),
especially in the workplace settings. A study was conducted in a Western province of
Canada into migrant workers’ efforts to overcome these language barriers. The
findings from surveys and interviews suggested a proactive approach from the Migrant
Workers together with tailored, government-funded and community-based language
training programs offered on a flexible basis holds the key to the successful
reclamation of Migrant Workers’ professional identity.
Room 2 (B112)
EXPLORATORY ACTION RESEARCH: EXPERIENCES OF VIETNAMESE

PRIMARY EFL TEACHERS.
Bui Trang
An Giang University, Vietnam National University, Ho Chi Minh City
This study reports on four primary and secondary EFL teachers’ accounts of their
experiences conducting exploratory action research (EAR) in primary and secondary
language classrooms in Vietnam. The teachers spent a month and a half taking an
intensive EAR course to prepare for an EAR project and then another month
implementing their EAR project in their classroom. Data gathered from interviews with
the teachers and the reports of their EAR projects reveals that the teachers were able
to effectively explore their classroom issues and take appropriate actions to address
them. The teachers developed a deeper sense of reflection on their practices, an
awareness of assessing classroom issues from various stakeholders, and an ability to
employ multiple data gathering techniques. The teacher's dedication to EAR was,
however, hampered by a number of issues, including time constraints, a lack of
resources and research skills, and problems enlisting peer assistance. The study's
findings offer insights regarding the importance of EAR for bringing about changes in
36
teaching and learning circumstances, which are pertinent for teachers, teacher
educators, and education officials.
Room 3 (B113)
ENHANCING SPEAKING SKILLS THROUGH THE SIX THINKING HATS

APPROACH: AN INVESTIGATION INTO EFFECTIVENESS AND STUDENT
PERCEPTIONS
Phan Do and Le Huong

University of Foreign Languages and International Studies, Hue University
In recent years, the development of critical thinking among EFL students has been a
topic of interest in Vietnam. The Six Thinking Hats (STH) approach has emerged as
an effective method for enhancing this essential cognitive skill, particularly in speaking
skill. However, limited research has focused on its application in the context of IELTS
Speaking classes. This study investigates the impact of implementing the STH
approach on the speaking skills of IELTS students. A quasi-experimental design
involved 50 IELTS students in Hue city, equally divided into control and experimental
groups. Pretest and post test assessments were conducted to measure learning
achievements. The experimental group received English speaking instruction using
the STH strategy, while the control group followed a conventional method. An interview
further explored student perceptions. The findings reveal that the STH approach
positively influenced speaking skill development, with the experimental group
exhibiting significant improvements. The approach facilitated idea generation and
critical thinking, enhancing students' speaking proficiency. Moreover, student
satisfaction with this teaching method was evident. This paper is expected to provide
teachers with valuable insights on how to effectively utilize the STH approach to
enhance their students' speaking skills.
37
Room 4 (B114)
DO WE NEED AN IELTS TRAINER OR AN IELTS TEACHER FOR IELTS

PREPARATION COURSES?
Ha Van Sinh
PTC Language Center, Khanh Hoa Province
The IELTS testing has long been established in the Vietnamese EFL education and,
in recent years, mushroomed unbelievably since the IELTS scores became a criterion
for high-school graduation and university enrolment. IELTS tests have been designed
and administered to provide language learners with a certification of their English
proficiency to study, live/migrate and work in an English speaking environment, as
stated in the IELTS.ORG website.
And thus, an IELTS preparation program needs an IELTS trainer with high IELTS
scores or an IELTS teacher with TESOL/TEFL qualifications? This presentation
discusses this issue and suggests that both providers of the IELTS preparation and
the IELTS designers/owners should ensure that the learners’ gained IELTS scores
reflect their genuine English proficiency for the global communication, not just
successful testing skills. To achieve such learning outcomes, EFL learners need to
learn and acquire their language proficiency in a language-rich classroom with a well-
qualified and experienced TEACHER who is not only a successful IELTS test-taker,
but also well-aware of “what and how to teach” and “factors affecting the learning
outcomes”. In addition, an IELTS curriculum should be practically designed and
developed with sufficient amount and intensity, aimed to “kill two birds with one stone”,
building up exam techniques upon a solid foundation of language knowledge and
skills, and avoiding the boring over-use of practice tests.
Room 5 (B115)
AN EVALUATION OF THE ENGLISH TEXTBOOK “FOUR CORNERS, LEVEL 2”:

A STUDY AT HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY
Tran Tan Phat1 and Bui Thu Hien2

Nguyen Tat Thanh University, Ho Chi Minh City, Vietnam1 and Ho Chi Minh City
University of Technology, Vietnam2
The present study aims to evaluate the textbook ‘Four Corners, Level 2’ used in non-
English majored language classrooms and identify the appropriateness of the textbook
by the learners and teachers at Ho Chi Minh City University of Technology (HUTECH).
The evaluation was conducted based on data collected from 10 teachers and 250
students at Center for Informatics – Foreign Languages – Skill in the form of
38
questionnaires and interviews. The 40-item questionnaire using 5-point Likert scale
was employed to elicit participants’ response to five main categories including Overall
Assessments, Aim and Approach, Language Skills and Language Contents, Design
and Organization, and Learner’s Need. The results of the evaluation show that both
teachers and students had active perceptions regarding the appropriateness of the
textbook, the textbook would meet the student’s needs and the curriculum aims and
approaches, and it is suitable to the English teaching and learning process at
HUTECH.
Room 6 (B116)
PERCEPTIONS AND CHALLENGES OF ENGLISH ESSAY WRITING:

PERSPECTIVES FROM VIETNAMESE EFL TEACHERS AND LEARNERS IN
TERTIARY EDUCATION
Nguyen An and Vo Thanh

HCMC University of Social Sciences and Humanity, Vietnam National University, Ho Chi
Minh City
It is widely witnessed that learning essay writing is always challenging for most
Vietnamse students and they have many difficulties acquiring this skill. This paper
emperically investigates how Vietnamese university students perceive English essay
writing (EEW) and what challenges they face in this skill. Using semi-structured
interviews with 12 EFL students and 10 lecturers, the paper reveals the cognitive and
affective attitudes of the students and the difficulties they experience in EEW. The
paper finds that most students recognize the importance of EEW for their future
careers and social needs, but they lack interest and motivation in EEW. The paper
also identifies the main problems that students have in EEW, such as grammar,
vocabulary, idea generation, and writing style. The paper suggests some implications
for improving the teaching and learning of EEW and EFL education in Vietnam.
39
Session 3 (11h05 – 11h30)
Room 1 (B111)
CULTIVATING COMPREHENSIVE DEVELOPMENT THROUGH RUBRIC-

REFERENCED SELF-ASSESSMENT: INSIGHTS FROM AN INTERPRETING
TRAINING PROGRAM
Bui Thao1 and Nguyen Vu2

Ho Chi Minh City University of Education1 and Ho Chi Minh City University of Banking2
Interpreters-to-be need a powerful toolkit if they wish to establish themselves in the

industry. To professionally outshines their peers and even machines, a qualified
candidate needs a holistic growth in all dimensions of knowledge and skills. Having
been demonstrating its significant values in contributing to learners’ comprehensive
development, self-assessment is being pioneered by most training courses and
programs. Self-assessment allows learners to navigate their own learning journey
based on the outcomes, in criteria such as linguistic competences, professional and
psychological aspects, cultivated at each milestone of the whole process. When
complemented by a well-designed rubric, self-assessment becomes a potent
instrument to upgrade the procedural assessment to a more focused and elaborative
level. Beneficially, learners can pinpoint their strengths and weaknesses with
precision, hence strategically minimize their problems, unlock their potentials and
amplify their capabilities. To determine the potentials of rubric-referenced self-
assessment on future interpreters’ comprehensive development, this research takes
an insightful investigation of the diverse perspectives within an interpreter training
program, particularly from learners and teachers. Methods including in-depth
interviews and observational journal entries are utilized to collect descriptive data of
learners’ academic and attitudinal progress, and of teachers’ practices in giving
feedback. Findings from this research are expected to contribute to various
educational implications of rubrics in language formative and procedural assessment
as well as students’ mindful learning.
40
Room 2 (B112)
INSIGHTS INTO ESP COURSE DESIGN IN VIETNAMESE CONTEXT
Le Dinh Tung
Undergraduate English language teacher training programs in Vietnam typically do not
include courses on how to teach ESP. The consequence is that ESP courses for
undergraduate non-English majors at universities across South-East Asia are usually
taught by teachers who have little or no training in teaching ESP. The study I report in
this paper used a survey to investigate the background knowledge of ESP and
perceived competence in teaching ESP of 20 Vietnamese EFL teachers teaching ESP
at tertiary level. Findings indicated that the two main issues the teachers faced was
lack of knowledge of the specific ESP field and low linguistic competence. The paper
also discussed ESP teachers’ responsibilities in teaching major subjects in
collaboration with subject teachers.
Room 3 (B113)
VOCABULARY DEMANDS OF ACADEMIC SPOKEN ENGLISH REVISITED: A

CASE OF UNIVERSITY LECTURES AND TED PRESENTATIONS
Nguyen Trang & Nguyen Duyen,

Understanding academic lectures and presentations plays a crucial role in students’

academic success. Empirical evidence has shown that vocabulary is one of the pivotal
components contributing to students’ listening comprehension. However, very little
evidence has been collected to shine light upon the vocabulary demands, or the
amount of words needed to understand academic spoken discourses, as well as how
these demands differ across various scientific disciplines. The present study aims at
examining (1) the differences in the vocabulary demands of academic spoken
discourse between three broad scientific disciplines: Life Sciences, Physical Sciences,
and Social Sciences, (2) the vocabulary knowledge required to understand academic
spoken English, and (3) the contributory role of academic vocabulary in academic
listening comprehension. By employing the Academic Word List (AWL) and British
National Corpus/Corpus of Contemporary American English (BNC/COCA) wordlist,
the present study analyses data of the transcripts from 160 university lectures, 39
seminars, and 600 TED talks. Results from the analysis of the 2.5-million-token corpus
demonstrate an order of lexical difficulty in which Life Sciences and Social Sciences
are the most and least lexically demanding fields of study, correspondingly. Research
findings also reveal how the AWL, when learned in parallel with the BNC/COCA,
creates shortcuts for learners who pursue academic programs delivered in English.
41
Research findings offer clear, evidence-based guidelines for vocabulary teaching and
learning that synchronize with the current research on vocabulary assessment.
Room 4 (B114)
ENHANCING SPEAKING SKILLS OF SECONDARY STUDENTS THROUGH TASK-

BASED LEARNING: AN ACTION RESEARCH APPROACH
Thuy Dang Ngan

FPT University, Hanoi
This study undertakes an action research initiative to enhance the speaking skills of
6th-grade students within a secondary school context. The research addresses
challenges rooted in students' deficient language components: grammar, vocabulary,
pronunciation, fluency, and comprehension. These limitations curtail familiarity with
diverse communicative tasks, eroding confidence in spoken communication.
Through an in-depth analysis, it was evident that while students could effectively
convey ideas through written texts, they faced difficulties when attempting to articulate
their thoughts verbally. The absence of appropriate speaking strategies further
compounded this issue. In response, this study explores the potential of task-based
learning as a pedagogical approach to ameliorate these challenges.
Employing action research, the study integrates task-based learning strategies into
the curriculum to nurture a conducive environment for speaking skill development.
Task-based learning empowers students to confront speaking challenges via
interactive tasks demanding skilled verbal communication, potentially enhancing
linguistic competence and confidence.
The outcomes of this research are expected to shed light on the efficacy of task-based
learning as an intervention for enhancing speaking skills in 6th-grade students. The
study contributes to the existing body of knowledge by offering insights into the
practical implementation of task-based learning within the secondary school context
and its potential to address the multifaceted difficulties students encounter in speaking.
Ultimately, this research underscores the significance of pedagogical strategies that
prioritize the holistic development of language skills, particularly in the domain of
spoken communication.
42
Room 5 (B115)
ENGLISH MAJORS' AWARENESS OF THE IMPORTANCE OF CULTURE IN

ENGLISH LANGUAGE LEARNING
Tran Ngoc Ha1 and Tran Thu Thuy2

Nguyen Tat Thanh University1 and Ho Chi Minh City College of Economics2
In an increasingly interconnected world, language and culture are intertwined,

profoundly affecting communication and understanding. This study investigates how
English majors recognize the importance of culture in language acquisition and how
they apply cultural-based language learning strategies. By analyzing data from
surveys administered to 200 students and 20 educators in the Faculty of Foreign
Languages, we explore students' perceptions, exposure, and attitudes toward cultural
elements in language learning. Our findings reveal varying levels of awareness among
English majors and underscore the need for a more comprehensive integration of
cultural content into language curricula. This research contributes to the ongoing
discussion on language education, emphasizing the essential connection between
language and culture awareness and advocating for a more holistic approach to
English language instruction.
Room 6 (B116)
FOSTERING LEARNER AUTONOMY IN SPEAKING PRACTICE OUTSIDE CLASS

HOURS
Nguyen Phuc
In the light of CLT, students are no longer passive scholars who learn only what they
are taught in class. Instead, they tend to become more autonomous to take the
responsibility for their own learning. Learner autonomy, without doubt, plays a key role
in acquiring a foreign language. Being aware of this, a large number of foreign
language learners still struggle to find ways to boost their autonomy, especially in
speaking practice due to their concern about making pronunciation mistakes without
teachers’ correction. However, thanks to advanced technology integrated into
education, learners today can benefit from free online platforms to assist their
speaking practice at home. This action research aims at investigating the effectiveness
of such platforms as Google Meet, Teams, Google Translate and Flipgrid in enhancing
learner autonomy in speaking practice. It also aims at examining teachers’ role in
facilitating the learners. The study was conducted with a group of 35 students at level
A2 from University of Engineering and Technology, Vietnam National University
43
throughout a 15-week blended learning course. The findings revealed that all the
participants enjoyed using the recommended platforms and found those effective in
fostering their speaking ability when studying by themselves. Among the platforms,
Google Meet and Flipgrid worked best whereas Teams and Google Translate brought
about some technical issues causing inconvenience to users. Also, almost all the
learners at the first 3 weeks needed full support from the teacher, but then they
managed to work alone and only asked for teachers’ comments on their speech.
Room 7 (B117)
PROMOTING CULTURAL LITERACY THROUGH THE USE OF SONGS IN

ENGLISH LANGUAGE CLASSROOMS
Tran Nguyen Tri Dung

In the contemporary setting of foreign language education, a large amount of

professional attention has been paid to multimodal literacies of the 21st century.
Among them, cultural awareness is particularly of great importance since it
contextualizes and contributes to learners’ acquisition of the target language. From
this inspiration, the current presentation explores the concept of cultural literacy,
investigates the use of songs as a popular cultural tool in English language
classrooms, and provides relevant implications for teaching practitioners.
As the inherent relationship between culture and language has long been studied in
the existing literature, popular culture in language teaching is usually associated with
its affective value in bringing a sense of amusement and motivation during lessons. In
fact, the significance of employing music and songs in English language classrooms
also lies in the fact that they convey values (Petrus, 2012), communicate cultural reality
(Shen, 2009) and thus offer a fascinating approach to support learners’ cultural literacy
development (Bintz, 2010).
Regarding the pedagogical use of songs in English classrooms, most teachers seem
familiar with the gap-filling listening activity. However, for the effective promotion of
students’ cultural and intercultural awareness, songs should certainly be treated in a
way which goes beyond that common practice (Lorenzutti, 2014). It is then advisable
for language teachers to consider lesson objectives as well as learner characteristics
carefully and put a strong focus on the beauty of the lyrics where cultural themes and
elements are authentically embedded.
44
Room 8 (B118)
45-minute workshop
VIETNAMESE TEACHERS’ UNDERSTANDING OF L2 SPEAKING FLUENCY AND

THEIR PRACTICES WITHIN CLASSROOM CONTEXTS
Tran Thi Minh Thu

Victoria University of Wellington, Wellington, New Zealand
Ho Chi Minh City University of Foreign Languages and Information Technology
Recent studies have suggested that oral fluency plays a vital role in successful
communication (Derwing et al., 2007; Newton & Nation, 2021). Others indicate that
speaking fluency is often neglected in second language (L2) classrooms due, in part,
to the lack of teachers’ understanding of L2 fluency (Tavakoli and Hunter, 2018;
Rossiter et al., 2010). This paper specifically examines Vietnamese teachers’
perception of L2 speech fluency and how they implement classroom fluency activities
based on their understanding. Qualitative and quantitative data collected from 50 EFL
Vietnamese teachers were analyzed to investigate their concept of L2 fluency, their
common issues in teaching oral fluency, and how they implement activities to promote
L2 oral fluency. Descriptive statistics and lexical fluency analysis are employed to
examine teachers' perceptions. The framework proposed by Rossiter (2010) was used
to analyze the teachers’ reported fluency practices. The findings show that the
teachers have a narrow sense of L2 fluency, defined as speaking without hesitation.
These teachers noticed students’ L2 fluency during class, and they implemented
activities to address the problems that they observed. This article argues that with a
deeper understanding of L2 fluency, teachers will be better placed to design tasks to
enrich L2 speaking fluency within the classroom.
Session 4 (11h35 – 12h00)
Room 1 (B111)
DYNAMIC ASSESSMENT APPROACH IN SECOND LANGUAGE CLASSROOM
Vu Thi Thu Trang

Ho Chi Minh City University of Banking
Assessment holds a crucial position in the realm of teaching and learning, influencing
instructional strategies, student outcomes, and educational policies. This research
paper presents a comprehensive literature review on the topic of Dynamic Assessment
(DA) within the context of language teaching and language testing. As a recent trend
in assessment practices, DA aims to alter learner performance by offering examiner
45
assistance, thereby shedding light on learners' potential for development. This paper
delves into the theoretical underpinnings, practical applications, and implications of
DA in the language classroom. Furthermore, it seeks to identify gaps in existing
studies, thereby highlighting potential areas for future research.
Room 2 (B112)
TEACHERS’ BELIEFS AND PRACTICES ABOUT SCAFFOLDING READING

COMPREHENSION THROUGH QUESTIONING AT PRE-READING STAGE
Hong Thuy and Vo Thu

Dong Thap University
The advent of scaffolding as an effective instructional tool has indicated its roles in
assisting students in gaining academic achievements and completing their language
learning tasks, including reading. One way of facilitating students’ reading
comprehension is by questioning.
Understanding how to scaffold student reading through questioning has been one of
the greatest concerns in teaching English as a foreign language (EFL) in Vietnam
where teaching is largely based on traditional lecturing and students lack reading
strategies to process information.
However, questioning of text that facilitates student reading comprehension at pre-

reading stage still remains scarce in English language teaching in Vietnam. This
paper, therefore, aims at exploring teachers’ beliefs and their practices of questioning
strategy to scaffold learners’reading comprehension in lower-secondary schools.
Questionnaires, classroom observations, and semi-structured interviews were
employed to assemble data from sixty-four lower-secondary school teachers in a
Mekong delta region. The findings revealed that participants held different positive
beliefs regarding the effectiveness of pre-reading questions as a scaffolding tool.
Additionally, the findings shed lights on teachers’ reasons for their choices of question
types at pre-reading stage. Pedagogical implications and recommendations are also
presented.
46
Room 3 (B113)
REFINING VSTEP SPEAKING SKILLS: EFL TEACHERS' MOTIVATIONAL

APPROACHES AND FACTORS INFLUENCING LEVEL 3 PROFICIENCY
Nguyen Sang Ngoc1 and Nguyen Buu Huan2

Fabulous Fabulous Mekong English Center, Can Tho City1 and Can Tho University2
Motivation plays a vital role in English language teaching and learning, particular in
the context of speaking. This study, therefore, aims to examine how teachers use
motivational strategies (MS) when teaching VSTEP speaking to students striving to
attain Level 3 proficiency in VSTEP (B1). Through motivational strategies employed
by teachers, the study identifies the factors influencing their practices. Data were
collected through observations, semi-structured interviews and questionnaires,
involving three, six and 54 teachers respectively. The findings reveal that teachers in
private institutions demonstrated a wide range of motivational strategies while
instructing VSTEP speaking to students who aspired to reach Level 3 (B1) in VSTEP.
This study also reports five factors influencing the use of MS including teacher-related,
student-related, school-related, MS-related and testing factors. The insights from the
study offer guidance for teachers and administrators, thereby informing the
development of effective teaching practices that foster motivation and enhance
English language proficiency. Besides, this study deepens understanding of how
teachers implement motivational strategies when teaching speaking skills within the
specific context of VSTEP Level 3 (B1).
Room 4 (B114)
STRUCTURES AND FUNCTIONS OF LEXICAL BUNDLES IN STUDENT AND

EXPERT TIMED ARGUMENTATIVE WRITING: A CORPUS-DRIVEN STUDY
Nguyen Xuan Nghia

Hanoi University of Science and Technology
Lexical bundle is a linguistic feature that has been a topic of great interest when
researchers look into documented writing on both expert and novice levels but has
merited little attention as far as undergraduate timed argumentative writing is
concerned. In an attempt to narrow this gap, the present study examined two self-
compiled corpora: a student corpus consisted of 200 timed argumentative essays
rated B2 or upper-intermediate level and an expert corpus made up of 200 scripts of
the same type produced by IELTS professional writers. The study employed bundle
classification frameworks and compared structures and functions of four-word bundles
across the corpora. The findings showed that bundle use was more clausal than
phrasal in both corpora, suggesting an inconsistency with a few previous studies. In
47
addition, bundles in the student corpus were used in greater quantities than the
reference corpus regarding all broad structural categories, which can be explained by
the overuse of the three constructions “Pronoun/NP + be/VP fragment”, “NP with of-
phrase fragment”, and “PP with of-phrase fragment”. Function-wise, the prevalence of
stance and discourse organising bundles in both the corpora was indicative, on the
one hand, of the nature of argumentation, and, on the other hand, of the rigidly
structured IELTS writing format. The study concluded with methodological implications
for bundle researchers and pedagogical implications as to EFL/ESL writing practices.
Room 5 (B115)
ONLINE ENGLISH LANGUAGE TEACHING AT PUBLIC SCHOOLS IN VIETNAM:

VOICES FROM EDUCATION LEADERS
Luan Thanh Nguyen1, Phung Dao2, Tran Le Nghi Tran3, Thinh Van Le4, Anh Thi
Nguyen5 & Mai Xuan Nhat Chi Nguyen6
Western Sydney University - Vietnam Campus, Ho Chi Minh, Vietnam1, University of

Cambridge, Cambridge, United Kingdom2, Center for Educational Research and
Innovation, Ho Chi Minh City Open University, Ho Chi Minh, Vietnam3, Department of
Foundation Education, Banking Academy, Tuy Hoa, Phu Yen, Vietnam4, School of
Foreign Languages, Can Tho University, Can Tho, Vietnam5 & Manchester
Metropolitan University, Manchester, United Kingdom6
Online English Language Teaching (ELT) has come to be recognised as one of the
most significant foci on the digitalisation of education across levels in Vietnam,
specifically since the outbreak of the pandemic. However, teachers, students, and
educational stakeholders were not prepared for an emergency transformation from
face-to-face to facilitated online ELT. Numerous challenges regarding the
implementation of effective online ELT within the context of public K-12 schools have
emerged, an important and hitherto underexplored area in Vietnamese schooling. This
presentation reports findings about how education leaders perceived the identified
challenges regarding equal access and justice associated with online ELT and
learning at Vietnamese public schools. Employing a qualitative research design, data
were collected from semi-structured interviews with 12 provincial education leaders.
Interview transcripts were coded and analysed using inductive thematic analysis.
Results reveal that the school leaders and DOETs reported varied prominent
challenges that teachers encountered when delivering online ELT. These leaders
stated their teachers faced issues with low internet connection, shortage of digital
teaching resources investment, lack of teaching rooms at home, teachers’ health and
well-being, learner engagement in online classes, teachers’ negative feelings or stress
due to students’ lack of engagement, and lack of motivation to continue online ELT
after the pandemics. Notably, data analysis indicated education leaders found these
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prominent challenges significant and applicable to offline ELT. The study offers
implications for ELT stakeholders’ engagement in the policy and practice of online
ELT.
Room 6 (B116)
VIETNAMESE UNIVERSITY STUDENTS’ LANGUAGE MINDSETS ABOUT EFL

SPEAKING: EXAMINING THE ROLE OF DEMOGRAPHIC FACTORS
Nguyen Nhi
Can Tho University
Language mindsets - beliefs about whether language learning ability is immutable or

malleable - have received much attention in psychology and education research since
language mindsets play a vital role in understanding students’ motivation and
achievement in language learning. Despite its popularity in the field of educational
psychology, little is known about the language mindsets about EFL speaking of tertiary
students in the Vietnamese context. The purpose of this research is to examine what
patterns of language mindsets about EFL speaking Vietnamese university-level
students endorse and how their language mindsets about EFL speaking correlate with
demographic factors including genders and school groups. This research employed a
quantitative research design. The subject was a sample of 163 non-majored English
undergraduates at a public university in Vietnam. The data were collected through the
language mindset inventory with 18 items, using a 6-Likert scale. The questionnaire
was delivered to EFL tertiary students via online google forms. The findings revealed
that the university-level students endorse a growth mindset about EFL speaking. It
was also found that there was no significant difference in the relation between
students’ language mindsets about EFL speaking and demographic variables.
Room 7 (B117)
INVESTIGATING VIETNAMESE STUDENTS’ ATTITUDES AND MOTIVATION

TOWARDS ENLISH LEARNING: A CASE STUDY AT FOREIGN TRADE
UNIVERSITY - HCMC (FTU)
Dang Thi My Dung and Lam Thi My Dung

Foreign Trade University HCMC, Ho Chi Minh, Vietnam
This study discusses the attitudes and motivation of Vietnamese students at Foreign
Trade University - HCMC (FTU) towards learning EFL at their undergraduate level. To
achieve this goal, Gardner’s socio- educational model and the significance of
motivation as a contributing factor in second/foreign language (SL/FL) learning are
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taken into consideration. The investigation also demonstrates that students learn
English for ‘instrumental’ reasons and it concludes that ‘integrative motivation’ is the
dominant motivational orientation for the FTU students to learn English as EFL. This
study will possibly provide additional insights in better identifying the existing
motivational challenges and in taking a more realistic perspective about the English
Language Teaching (ELT) situation in the country. Finally, some recommendations on
future directions for this research area in Vietnam have been highlighted.
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Saturday afternoon November 4 2023
Featured speeches (12h55 – 13h30)
Online presentation
SUPPORTING TEACHERS WITH TASK-BASED LANGUAGE TEACHING

THROUGH SHARED REFLECTIVE PRACTICE
Dr Karen Ashton
Massey University, New Zealand
This paper discusses teacher reflective practice on task-based language teaching

(TBLT) as part of an in-service professional development programme. Within the
programme, teachers form an online professional learning community as they examine
and discuss the principles and benefits of TBLT (East, 2021; Ellis et al., 2019), develop
and trial a task for their learners, and share critical reflections on the outcome. Drawing
on my experience over several years, I discuss the extent to which this approach
supports teachers in developing a deeper understanding of TBLT and challenges their
thinking about effective pedagogy. I will illustrate how for some teachers, the approach
has prompted in-depth reflections about the nature of a task and in highlighting
discrepancies between perceptions of their teaching practice and the reality, while for
others, shifts in thinking were less evident with confusion remaining around the
definition of a task. Implications for teacher professional development programmes
are considered.
Room C506
STEP 0 – PREPARING STUDENTS TO ENTER EXTERNAL LEARNING

COMMUNITIES
Andy Duenas
National Geographic Learning Vietnam
There are many places students can go to find learning communities outside the
classroom. After all, we can learn from anyone! Unfortunately, some exclusionary
attitudes persist that may make students hesitant to engage in real-world interactions
within these communities. In this talk, National Geographic Learning consultant Andy
Duenas will describe an approach developed by our expert authors to help students
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in three ways: understanding and acceptance of the value of global English accents,
communication skills and strategies, and combining existing pragmatic knowledge with
new and unfamiliar social and pragmatic situations. Together, these strategies may
help prepare students for independent exploration in communities outside the
classroom.
Room B604
THE MISSING PIECE OF THE PUZZLE - WHY WE NEED EXTENSIVE READING
Professor Rob Waring

Notre Dame Seishin University, Okayama, Japan
This presentation will present the 'missing piece of the puzzle' for language teachers
and students. The talk starts by surveying what we know about language learning and
teaching and reviews the linguistic parameters under which this learning must take
place. There will then be a review of the current state of EFL to show how we, as an
industry, present language to students in a linear manner based on a 'teaching causes
learning model' of language learning. Recent research into lexical analysis and
vocabulary learning will highlight the relatively little recycling of vocabulary, the lack of
attention to collocation, colligation and lexical phrases in general there is in typical EFL
courses which vastly underestimate the amount of language students need to meet
for acquisition to take place. It will also highlight the conditions under which vocabulary
can be acquired. The final section of the talk will show how teachers, students and
curriculum designers can provide the missing massive amounts of exposure students
need to consolidate their language knowledge to enable long term acquisition to take
place.
Room B605
UNDERSTANDING TEACHER AUTONOMY THROUGH EFL TEACHERS’ ONLINE

TEACHING EXPERIENCES
Muthita (Fai) Chinpakdee, PhD

Chiangmai University, Thailand
Research on autonomy in foreign language education has largely focused on learner

autonomy while relatively little attention has been given to teacher autonomy and the
factors that underpin its exercise and development. Similar to learner autonomy,
teacher autonomy is a multidimensional construct and the degree to which it can be
exercised and maintained varies, depending on context. This qualitative research
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examines teacher autonomy in the context of emergency online language teaching.
Accounts of two teachers’ online teaching experiences were used to (a) explore how
EFL teachers exercise and maintain their autonomy in teaching during the transition
from face-to-face to online learning and (b) identify factors that affect their autonomy
during this challenging time. Findings reveal that both teachers viewed the transition
to online learning as an opportunity to exercise their autonomy and experiment with
new ways to improve their practices. However, the extent to which they could
implement new pedagogical ideas in their teaching depends on their professional
relationships with others in their contexts. This study highlights the importance of
reflection, collaboration, and negotiation as essential components of teacher
autonomy and teacher development.
Plenary 2 (13h40 – 14h30)
BUILDING ENGLISH LEARNING COMMUNITIES TO DEVELOP STUDENTS’

COMMUNICATIVE COMPETENCE IN VIETNAM: REALITY AND SOLUTIONS
Nguyen Huu Quyet, PhD

Hong Duc University
Current trend in the teaching of English as a foreign language (EFL) in Vietnam has
given emphasis on communicative language teaching (CLT), which advocates the
development of communicative competence as the ultimate goal of learning a
language through the extensive use of the target language as a mean of
communication. In response to the pressing quest for CLT approach, the National
Foreign Languages Project has recently launched the building of foreign language
learning communities nationwide. However, it remains lack of effective language
learning communities outside classroom to offer exposure to students’ English usage
in real settings. There are many reasons behind this pitfall, which include, among other
things, misunderstandings surrounding the concept of learning community and
practice among EFL teachers, and lacking modes of activities and management. The
presentation attempts to address the aforementioned problems, suggesting learning
modes and a feasible model of organizing and managing activities for the sustainable
development of English learning communities at schools.
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Session 5 (15h00 – 15h25)
Room 1 (B111)
HOW DO LANGUAGE TEACHERS IN VIETNAM RESPOND TO ASSESSMENT

REFORM? A MIXED-METHOD STUDY.
Cao Phuong1 and Peter Gu2

Hanoi National University of Education, Victoria University of Wellington,
New Zealand1 and Victoria University of Wellington, New Zealand2
Formative assessment (FA) is a core component of curriculum innovation in the

global agenda. In Vietnam, driven by the burgeoning demand for improving the
quality of English teaching and learning, one critical task focuses on reforming
assessment practices to boost non-English-major students' language competence
(MOET, 2013, 2021). Teachers are required to employ FA in their classrooms.
Irrespective of policy advocacy for FA, however, no robust research has been done
to explore teachers' FA practices and their impacts on learning.
This study examined in-service teachers' assessment practices in a non-English-

major tertiary Vietnamese setting. The study explored (1) the extent to which
teachers’ assessment practices were formative, (2) factors affecting these
practices, and (3) their impacts on learning towards curriculum goals. A mixed-
methods approach was used with two distinct studies to meet the research
objectives: a case study was conducted at a teacher training university, where
curriculum innovation is at the forefront of this reform. A quantitative study
analysed data from 425 teachers. Findings indicate that teachers may understand
FA in theory, but observational and interview evidence suggests that they did not
necessarily use FA in practice. Three sets of factors, including contextual, teacher,
and learner, were found to affect these practices. Observational evidence indicated
that teachers' assessment practices were unrelated to the curriculum goal. There
is, therefore, an urgent need to assist stakeholders, such as curriculum
developers, teacher trainers, and classroom teachers, in developing their
language assessment literacy so as to reap the intended benefits of formative
assessment.
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Room 2 (B112)
EXPLORING EFL LECTURERS' CONCERNS IN THE ADOPTION OF BLENDED

LEARNING: A CASE STUDY IN A VIETNAMESE UNIVERSITY
Huyen Kieu Tram and Dao Thi Anh Truong

Though blended learning has been increasingly implemented in higher education, little
of the extant literature focuses on the perspectives of lecturers who are crucial change
agents. This case study utilized the Concerns-Based Adoption Model to investigate
how seven EFL lecturers were concerned about the mandate to adopt blended
learning in a Vietnamese university. Firstly, the Stages of Concerns Questionnaire was
administered to chart their individual and group concern profiles. Subsequently, these
profiles are cross-referenced with insights from individual interviews. The results
spotlight the EFL lecturers' most pronounced concerns in the informational,
refocusing, and personal stages. These findings collectively suggest that the
participants predominantly stand as non-users of blended learning or that blended
learning has not been effectively integrated into the institutional culture. The lecturers
also revealed their blended learning adoption constraints as instructional complexity,
personal uncertainty, doubts about managing effective learning, and lack of
institutional support. These insights, therefore, could inform policymakers of EFL
lecturers’ voices and raise significant implications for providing them with sufficient
support to implement blended learning successfully. Notably, there is a need to come
up with more localized, personalized, and individualized professional development to
'scaffold' lecturers’ understanding and efficacy in designing, planning, implementing
and evaluating the blended learning approach in their classrooms.
Room 3 (B113)
USING PROJECT-BASED LEARNING IN AN EMP SPEAKING CLASS:

STUDENTS’ PERSPECTIVES
Ly Thi Tra My
Can Tho University of Medicine and Pharmacy
Project-based learning in an EMP speaking class is a fresh way to cultivate EMP

students’ English speaking skills development. The rationale for this idea stemmed
from the specific needs of EMP students. This study aims to identify EMP students’
perspectives on the implementation of the approach so that further modifications can
be made to further improve the opportunities available to EMP students to improve
their English speaking skills. The participants were 44 EMP first-year students at a
university in the Mekong Delta. Data were collected using a questionnaire and
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interviews. The findings show positive effects of project-based learning on students’
linguistic knowledge (vocabulary, grammar, pronunciation) as well as on students’
English-speaking abilities, learning autonomy, self-esteem, motivation, interpersonal
relations, IT skills, and soft skills. Although the approach demands a high level of IT
proficiency, its benefits outweighed its limitations, leading to our recommendations that
it is used more widely in EMP courses.
Room 4 (B114)
THE EFFECTIVENESS OF VOCABULARY ACQUISITION THROUGH CONTEXT-

BASED LEARNING OF NON ENGLISH-MAJORED STUDENTS AT THE
UNIVERSITY OF DANANG - CAMPUS IN KON TUM
Truong Thi Kieu Van

The University of Da Nang (Kon Tum Campus)
The article is to examine the effectiveness of vocabulary acquisition through context-

based learning of non English-majored students at the University of Danang - Campus
in Kon Tum. Context-based learning can be defined as the incidental vocabulary
learning through meaning-focused language use. The study used pre-test and post-
tests and classroom observation to evaluate the effectiveness of contextually-based
vocabulary learning. In addition, the study also compares the effectiveness of this
vocabulary learning compared to random vocabulary learning without any contexts.
The results show that learners can remember more vocabulary after participating in
an experimental class with vocabulary access through specific contexts and designed
exercises. The results of classroom observations show that learners are very excited
about the contexts provided. When asked to discuss in groups or work in pairs, the
exchange of information is more effective. Besides, learners can actively guess the
meaning of strange words appearing in the reading text based on the context. English
vocabulary has many meanings in many different contexts, so it is difficult to predict
the meaning of words if they appear singly.
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Room 5 (B115)
UNVEILING PRE-SERVICE EFL TEACHERS' ATTITUDES TOWARDS

GAMIFICATION: A THEMATIC ANALYSIS
Nhung Huynh1 and Lien Tran2

Ho Chi Minh city University of Education, Ho Chi Minh city, Vietnam1 and Intertu
Education, Ho Chi Minh city, Vietnam2
This research embarks on an exploration of HCMUE pre-service English as a Foreign

Language (EFL) teachers' attitudes regarding the integration of gamification strategies
within university classrooms. The study employs a qualitative approach, involving non-
structured interviews with a purposive sample of pre-service teachers from HCMUE's
English Department. Subsequently, thematic analysis is applied to extract and
interpret salient themes from the interview data.
The primary aim of this investigation is to illuminate the cognitive, affective, and
behavioral dimensions of pre-service EFL teachers' attitudes towards gamification in
their future teaching practice. The non-structured interviews provide a flexible platform
for participants to candidly express their beliefs, experiences, and perceptions related
to gamified pedagogy.
Thematic analysis of the interview data involves a multi-step process, encompassing
initial coding, theme generation, review, refinement, and finalization. This rigorous
methodology ensures that emerging themes accurately capture the richness of pre-
service teachers' perspectives.
The findings of this study promise to shed light on how pre-service EFL teachers
cognize the potential benefits and drawbacks of gamification, the affective responses
they exhibit when encountering gamified teaching methods in their university
classroom, and the behavioral adaptations they contemplate for their future
classrooms.
Gamification is a contemporary teaching method, and understanding how future
educators perceive it is essential for evolving teaching approaches. This study also
informs teacher education programs, aligning these programs with contemporary
teaching trends to ensure that graduates are well-prepared to meet the evolving needs
of students.
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Room 6 (B116)
TYPICAL FEATURES OF FOREIGN LANGUAGE ANXIETY IN ENGLISH CLASSES

AMONG VIETNAMESE UNDERGRADUATES: CAUSES AND SOLUTIONS
Dinh Nguyen Do
FPT University (Hanoi)
As contended by Brown (1994), language learning is a complicated process on the

basis of the interplay among different variables, where the existence of affective
factors is as significant as cognitive ones. The global expansion of English has led to
the need of learners to be highly proficient in this language, but they often experience
a feeling of tension or anxiety due to the existence of a “mental block” impeding their
language learning at all levels and all stages, including input, processing and output.
Based on this rationale, this study is carried out to investigate the underlying causes
of Foreign Language Anxiety (FLA) among Vietnamese undergraduate students and
find solutions for its mitigation. To achieve these goals, the researchers invited 86
undergraduate students to participate in the research. The information and ideas
gathered from survey questionnaires and semi-structured interviews were analysed
by the mixed methodology with quantitative and qualitative approaches. The research
found that Vietnamese undergraduate students are experiencing a moderate level of
FLA, in which the proportion of those with moderate level and above accounts for
nearly 85% of the sample. The research findings also indicated that fear of negative
evaluation, especially the consideration of "face", communication apprehension,
classroom-related factors, and test anxiety are the main causes of FLA. In addition,
two most anxiety-provoking skills of Speaking and Writing as well as their roots are
identified in the research. These results lay the foundation to propose solutions for
students, teachers and other educational stakeholders to tackle the problem.
Room 7 (B117)
45-min WORKSHOP
CHOOSING THE RIGHT MATERIALS FOR EXTENSIVE READING
Professor Rob Waring

Many teachers run successful extensive reading programs. In these programs, the
students read a lot of material that they enjoy reading, and at the right level. These
programs have good library management systems that allow the teachers and
students to track their progress. However, many extensive reading program are not
successful. The main cause of this is that the materials that are used are unsuitable.
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Sometimes the materials are too difficult or too easy or they are the wrong cognitive
age for the students. This session will introduce a range of extensive reading materials
and will show teachers how to select the best materials for their program. It will also
show how these materials can be obtained.
Room 8 (B118)
45-min WORKSHOP
THE FREQUENCY OF IMPLEMENTING TEACHING TECHNIQUES IN ONLINE

AND FACE-TO-FACE EFL TEACHING ENVIRONMENTS. A CASE STUDY IN THE
MEKONG DELTA
Dang Anh Phuong

Vietnam National University Ho Chi Minh City (Ben Tre Campus)
School of Foreign Languages, Can Tho University
Reflecting on the teaching techniques always plays an essential role in the teaching
and learning practice of EFL teachers as they flexibly adjust their teaching styles by
employing a variety of teaching methods to meet their students' needs (Khalil &
Kholofelo Semono-Eke, 2020). This study was conducted to investigate the extent of
the frequency with which EFL lecturers at a university in the Mekong Delta implement
the teaching techniques in online and face-to-face teaching environments. Twelve EFL
lecturers participating in the survey have filled out a questionnaire with 25 teaching
techniques from different English language teaching methods. The findings showed
that some techniques like lectures, dictation, drills, questions & and answers are often
applied while others such as translation, games, and projects are sometimes used by
lecturers in both online and face-to-face environments. The findings also indicated that
discussion and independent learning are often implemented by more lecturers in
online teaching while more lecturers often apply pair and group work, conversation,
and roleplays in the face-to-face teaching environment.
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Session 6 (15h30 – 15h55)
Room 1 (B111)
VIETNAMESE ENGLISH MAJORS’ KNOWLEDGE OF ACADEMIC

COLLOCATIONS AND ITS RELATIONSHIP WITH VOCABULARY SIZE
Nguyen Hang
University of Foreign Language Studies,
The University of Danang
Knowledge of academic vocabulary in English is crucial for speakers of other

languages planning to pursue university-level studies in English. However, most
research on academic vocabulary has primarily focused on single words. To address
this gap, this study aims to investigate EFL learners’ knowledge of academic
collocations (i.e., two-word combinations that frequently appear in academic contexts
such as "ultimate goal" and "significant difference") and its relationship with their
vocabulary size. A total of 233 Vietnamese English-major students participated in the
study. They completed an online test battery comprising an academic collocation recall
test, a vocabulary size test, and an academic collocation recognition test. The
collected data were analyzed using statistical methods. The findings indicate that, on
average, participants with a vocabulary size of around 9,000 words exhibited a limited
ability to recall academic collocations but demonstrated relatively good competence in
recognizing these collocations within contexts. Furthermore, correlation analyses
revealed a moderate correlation between knowledge of academic collocations and
vocabulary size. This research sheds light on the significance of academic collocations
for EFL learners and highlights the interplay between vocabulary size and the ability
to use collocations effectively. The study's insights can aid educators in developing
more effective EAP instructional strategies to better equip Vietnamese English majors
for success in university-level studies conducted in English.
Room 2 (B112)
AN INVESTIGATION INTO VIETNAMESE EFL HIGH SCHOOL TEACHERS’

ATTITUDES TOWARDS TEACHING MORAL VALUES
Nguyen Hoa and Huynh Huyen,

Can Tho University
Families, schools, and society in Vietnam are paying more attention to moral
education. The current national general education program, in particular, strives to
promote students' knowledge, skills, and moral qualities in order to better prepare
them for globalization in the twenty-first century. It also mandates all educators,
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teachers to integrate moral values into the curricula and lessons. This study aims to
investigate Vietnamese English as a Foreign Language (EFL) teachers’ attitudes
towards teaching moral values in various high schools. Twenty-one EFL high school
teachers from a province in the Mekong Delta participated in the study. A Google-
Form survey on attitudes towards teaching moral values, comprising 14 closed and
open-ended questions was designed based on van Aalderen- Smeets et al.’s (2012)
multidimensional framework to collect the data. The findings showed the participants’
positive attitudes towards teaching moral values, and there was almost no significant
difference in the attitudes of teachers regarding gender, level of education and
teaching contexts. However, the findings revealed that approximately 81 % of the
respondent encountered difficulties when infusing moral values into EFL teaching,
primarily relating to teachers’ perceptions and contextual factors. Based on the
findings, some conclusions and pedagogical implications have been made.
Room 3 (B113)
USING PEER TEACHING TO IMPROVE THE EFFECTIVENESS OF TEACHING

AND LEARNING ENGLISH FOR FINANCE AT UNIVERSITY OF FINANCE AND
ACCOUNTING: DIFFICULTIES AND SOLUTIONS
Tran Thuy and Tran Le

University of Finance and Accounting (Quang Ngai Province)
Peer teaching helps students improve competence in the subject area and helps them
develop autonomous learning skills and be able to cooperate and help each other.
(Bradford-Watts, 2011). Therefore, many Vietnamese higher education institutions are
promoting the importance of employability skills, and through peer learning students
develop transferable skills valued by employers e.g., communication, time
management, critical thinking, leadership, and teamwork skills. This research reports
on a mixed-method case study which aims to investigate the current situation of using
peer teaching and propose solutions to improve the effectiveness of using peer
teaching in teaching and learning English for Finance at the University of Finance and
Accounting. The findings show that the student and teacher participants have positive
perspectives towards the benefits of peer teaching in EFL classes to enhance
students’ learning and language abilities. The student participants also rate the peer
teaching atmosphere as fun, comfortable and exciting and acknowledge this method
brings them many advantages which are useful in their specialized subject. However,
the students reveal some difficulties such as time-consuming and requiring a lot of
effort, confidence and determination while the teacher participants also point out a
number of barriers to its implementation of peer teaching in EFL classes. The study
also proposes active solutions for teachers and students to enhance using this method
in teaching and learning English for Finance more effectively at the University.
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Room 4 (B114)
INVESTIGATING THE EFFECTIVENESS OF IDEATIONAL GRAMMATICAL

METAPHOR IN IMPROVING NON-MAJORED STUDENTS' ACADEMIC WRITING
Oanh Nguyen1 and Dung Nguyen2

University of Social Sciences and Humanities, Faculty of Linguistics, Ho Chi Minh City,
Vietnam1 and VNU HCMC-University of Technology, Ho Chi Minh City, Vietnam2
IELTS is gradually becoming the dominant international standardized test in Vietnam,

as high school students can use IELTS scores to apply for university admission to
increase their chances of admission. Therefore, improving learners' scores is both a
desire and an obstacle for teachers. Academic writing is one of the most complex skills
because of various difficulties in teaching and learning academic writing skills,
especially among non-majored students. This study evaluates the effectiveness of
applying ideational grammatical metaphors in teaching and practising Task 2 of the
IELTS Writing test. Grammatical metaphor (GM) is a concept Michael Halliday
developed in the 1960s. It is an essential characteristic of academics, bureaucratic
and scientific discourses, and it is a significant contribution to linguistics and education
by Systemic Functional Linguistics (SFL). The study was conducted on 40 non-
specialized students at the B1 level who took an IELTS test preparation class (reading
and writing skills) at a university in Ho Chi Minh City. Students are given a diagnosis
test before being taught how to write academically using nominalization - one of the
modes of expression of ideational GM, and an end-of-course test to evaluate the
effectiveness of the language teaching and learning process. Researchers found that
ideational GM enhanced their essays' academics, information density, and formality,
which accounts for an improvement in students' writing scores. From this result, the
research team proposes the application of ideational GM to other skills to better
prepare for the IELTS test in the future.
Room 5 (B115)
INVESTIGATING THE EFFECT OF TRANSLANGUAGING PRATICES ON NON-

ENGLISH MAJOR STUDENTS' LISTENING SKILLS AT A VIETNAMESE HIGHER
EDUCATION CONTEXT
Nguyen Toan Bao Chau and Đinh Nguyen Thanh Nhan

Posts and Telecommunications Institute of Technology, Ho Chi Minh City, Vietnam
Translanguaging has long been introduced to the world of English language teaching,
focusing on the switch between first language and the target language. In the context
of Vietnam, though there have been studies proposing the prospect of translanguaging
practices for low-level students, some teachers are still bound to the monolingual
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policy regardless of their students’ level of proficiency. Therefore, this mixed-method
study, with the aim to investigate the effectiveness translanguaging practices in
teaching listening skills for non-English major students, used pre- and post-tests,
observation and questionnaires for an English program at a higher education context.
The study lasted for 15 weeks and was conducted with 50 first-year students. The
findings suggested higher results in students’ listening scores, partly due to their
positive shift in enthusiasm and language use when adopting translanguaging
practices for the pre-listening stage. The study hopes to contribute to the existing
literature on the application of translanguaging practices in teaching listening skills for
non-major students, especially in Vietnamese contexts.
Room 6 (B116)
AN EXPLORATION OF DEMOTIVATING FACTORS IN COLLABORATIVE

WRITING ACTIVITIES IN IELTS PREPARATION COURSES
Andy Tri Nguyen1, Bui Huynh2, Dang Anh3 and Dang Huong4
TESOL International Academy (Ho Chi Minh City), Saigon ISB Ho Chi Minh City
University of Banking1; Ho Chi Minh City University of Education2; University of Social
Sciences and Humanity, Vietnam National University - Ho Chi Minh City3 and International
University, Vietnam National University - Ho Chi Minh City4
Research has been investigating various strategies to enhance learners’ motivation in

English learning. However, little has been conducted to figure out the sources of
demotivation in the learning progress, especially in the context of private education.
Demotivation acts as the contributor to the decline in learning effectiveness and failure
in language teaching. This paper attempts to explore learners’ perspectives towards
the factors that demotivate learners to participate in collaborative writing activities in
IELTS preparation courses at a private center in Vietnam. The study employed the
mixed method design to gather both qualitative and quantitative data among 40
intermediate IELTS learners. The findings of the study revealed that learners are
adversely affected by various external factors such as teacher-learner rapport, peer
pressure, test pressure, the class atmosphere and internal factors including
characteristics, anxiety, previous experience of failure, and especially fear of
interaction for the lack of competency.
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Session 7 (16h00 – 16h25)
Room 1 (B111)
CLASSROOM ASSESSMENT IN ENGLISH MEDIUM INSTRUCTION: INSIGHTS

FROM VIETNAMESE ECONOMICS TEACHERS
Vo Doan Tho and Nguyen Phu Quynh Nhu

University of Economics Ho Chi Minh City, Ho Chi Minh City, Vietnam
With the surging prevalence of English Medium Instruction (EMI) within Vietnamese
higher education, significant research efforts have been devoted to exploring
educators' and learners' perspectives, student achievements, classroom interactions,
and more recently, teacher professional development. However, there remains a
notable research gap pertaining to assessment practices within the realm of EMI. This
presentation aims to address this gap by presenting research findings that shed light
on teachers' experiences with implementing classroom assessment in EMI economics
courses. The study's data was culled from four distinct case studies involving subject
teachers, employing semi-structured interviews and classroom observations as
research instruments. Thematic analysis of the collected data revealed that the
teachers often made assessment choices predicated on an assumption that students
possessed a sufficient grasp of English to comprehend the subject matter,
inadvertently neglecting the inherent language demands embedded within these
assessments. Different forms of assessment were designed focusing solely on
checking students’ comprehension of content knowledge with little attention paid to
accommodating students' language difficulties. Given no specific policies on the
language used for assessment, the teachers express perplexity in aligning
assessment structures with the precise objectives of their courses. These findings
underscore a critical discrepancy in the promotion of EMI across Vietnamese
universities, magnifying the need for well-defined assessment guidelines tailored to
EMI contexts. This disparity calls for a comprehensive reevaluation of EMI
implementation strategies in which more support should be provided to content
teachers through targeted professional development initiatives aimed at refining
English-medium instructional and assessment skills.
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Room 2 (B112)
A RATIONALE FOR CONSIDERING LANGUAGE TEACHER MOTIVATION

THROUGH A COMPLEXITY LENS
Nguyen Anh
University of Waikato, New Zealand
Over the past two decades, there has been growing interest in understanding the
motivation of language teachers. While a number of studies have explored the factors
that motivate or demotivate language teachers, there has been limited investigation
into the complexity of teacher motivation and the role of contextual factors. Informed
by the literature review of my current doctoral studies, this presentation offers a fresh
perspective on teacher motivation as I argue that it would be beneficial to explore and
reexamine language teacher motivation using a more holistic methodological
framework. The session will introduce how I am seeking to understand EFL teacher
motivation using the Second Language Motivational Self System (L2MSS) proposed
by Dörnyei (2009) and Complex Dynamic System Theory (CDST) (Elle et al., 2019;
Larsen-Freeman, 2017; Hiver, 2022), showing how adding a complexity lens through
the use of CDST can strengthen L2MSS-based work. The L2MSS framework has
been widely used in language learner motivation research (Liu, 2020; Sobhanmanesh,
2021), while CDST has been employed to reexamine phenomena in language learning
(Dörnyei et al., 2025; Hiver, Al-Hoorie, & Evans, 2022) and teacher education (Li et
al., 2023; Martin, McQuitty, & Morgan, 2019). In recent years, there has been a
growing interest in complexity-based research in the field of teacher motivation and
development (Hiver, 2022). Potential benefits and challenges of adopting CDST &
L2MSS as methodologies in teacher motivation research will be explored in my
presentation. The presentation also introduces some research methods commonly
employed in qualitative studies that incorporate CDST concepts. The presentation
aims to foster awareness among the audience regarding the potential application of
L2MSS and CDST concepts in examining language teacher motivation This, in turn,
could pave the way for encouraging collaborative endeavors aimed at cultivating and
enhancing language teacher motivation within the TESOL community.
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Room 3 (B113)
ANALYSING YOUNG LEARNER’S ENGAGEMENT IN GAME ACTIVITIES IN EFL

LESSONS
Le Hong Phuong Thao

Dong Thap University
Games in the classroom can help increase learner participation; therefore, they are
widely employed in teaching and learning English in Vietnam. This study analyzes
learner engagement in games activities in state primary schools in a province in the
South of Vietnam. Data were collected from classroom observations and teacher
interviews, and were examined to find how the students engaged in games. The
finding showed that the games in the observed lessons brought challenge and
enjoyment, making the students cognitively and emotionally engaged. However, large
class size and the teachers’ misunderstanding of enjoyment as learning have
negatively affected the students’ engagement in terms of cognition and emotions.
Room 4 (B114)
BASELINE READING HABITS AND ATTITUDES TO ONLINE GRADED READING
Greg Rouault
Hiroshima Shudo University, Japan
With little experience reading materials at their level, many students have low self-
efficacy and lack motivation. Subsequently, with poor comprehension, they read little
and lack enjoyment in reading (Nuttall, 1996). After a one-semester introduction to
online graded reading materials, a survey (N = 96) profiled both the L1 and L2 baseline
reading habits and captured the self-beliefs and attitudes of this sample of learners
studying in compulsory courses at a university in Japan. Results revealed that
students with limited proficiency and almost no previous experience with graded
readers found online materials at the right level, 93% and 88% noticed improvements
in their understanding and reading skills respectively, and 62.5% felt motivation to
continue reading. Comments in open-ended questions provided evidence of the
metaknowledge these inexperienced learners gained about reading level-appropriate,
graded content online. This interactive presentation also introduces 14 principles for
L2-reading curriculum design (Grabe & Stoller, 2020) as takeaways for teachers to
align the reading activities used in their learning community with these guidelines
targeting curriculum, reading skills development, and instructional design.
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Room 5 (B115)
MINDFULNESS IN LANGUAGE EDUCATION: A CRITICAL REVIEW
Nguyen Huy Cuong

International University, Vietnam National University (Ho Chi Minh City)
Mindfulness has been proved to bring benefits to both teachers and students (Kumar,
2013; Saltzman, 2012). Therefore, it has been implemented in the classroom of
varying levels and in different disciplines. The implementation of mindfulness in the
language classroom is, however, a relatively new phenomenon, especially in Vietnam,
but is an emerging trend of research that is worth exploring further. This critical review
looks at the scholarship on mindfulness in language classroom that was published in
the past five years (2018-2023). Initial findings show that the articles on this topic is
limited in number (around 30 in total). Most of them focused on the effectiveness of
mindfulness in mitigating language learners’ anxiety, in line with the ‘affective turn’ in
language education (Martínez Agudo, 2018). Some looked into how language
teachers integrated mindfulness into the teaching of specific language skills such as
reading or writing, relying on the so-called ‘mindful/contemplative pedagogy’. Another
strand of research was concerned with the impact that mindful language teachers had
on their students’ well-being and academic performance. From my reading, the
concept of ‘mindfulness’ in literature on mindfulness in language education is rather
vague, with very few authors manifesting an accurate and profound understanding of
the mindfulness practice itself. Secondly, the scholarship on mindfulness in language
education is thin and marginalized. Thirdly, no study on mindfulness in language
education in the context of Vietnam is found. In short, mindfulness in language
education is an uncharted but highly potential territory which is worth exploring further,
given the rise of socioemotional language learning and the ‘affective turn’ second
language education research.
Room 6 (B116)
EXPLORING ENGLISH MAJORS’ SELF-DIRECTED LEARNING READINESS
Luong Thi Thu Thao1 and Le Thi Thuy Nhung2

Ho Chi Minh City Open University1 and Ho Chi Minh City University of Banking2
Self-directed learning is considered as a crucial skill that can help individuals to thrive
in a rapidly changing world. It allows people to take control of their own learning and
development, tailoring their learning to their own needs and interests. Self-Directed
Learning (SDL) is an essential aspect of university education as it benefits in
developing critical thinking, promoting independent learning, enhancing motivation,
and preparing students for continuous learning beyond their academic journey.
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Determining the level of SDL among students is important to ensure that graduates
are equipped with the necessary skills for continuous learning and professional
development.
This study aims to determine the level of self direct learning among English majors at
a public university in Ho Chi Minh City. A survey questionnaire was used to measure
the students’ levels of self direct learning readiness which focuses on three key
aspects including self-management, desire for learning, and self-control. A total of150
students of different year groups completed the survey. Interviews were conducted
with nine students to provide more insights into students’ SDL.
The results show that English majors generally had a high level of SDL readiness.
Level of self-control among the students was shown to be higher than those of the
other two dimensions. There was no statistically significant difference among students
of different year groups with regard to their SDL levels. The study has practical
implications for curriculum designers, teachers, and education managers to provide
more support to facilitate students’ self-directed learning.
Room 7 (B117)
HOW TO RUN A DIGITAL EXTENSIVE READING PROGRAM - ER CENTRAL AND

XREADING
Rob Waring
This workshop will demonstrate how Vietnamese teachers can set up and run a
successful digital extensive reading program. The session will present ER-Central, a
free extensive reading website, and the Xreading digital library that gives students
access to over almost two thousand graded readers from major publishers such as
Cambridge University Press, Macmillan, and National Geographic/Cengage
Learning. Students have unlimited access to all books as well as audio narrations,
ratings, and quizzes. In addition, the system tracks students' reading progress (books
read, words read, reading speed, quiz scores, etc.) so it makes management and
assessment much easier for teachers. The session will also explain the new
functionality of Xreading that has been added over the past year, and what is planned
for the future. Current users of the system are encouraged to provide feedback and
suggestions based on their experience.
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Room B405 (Online presentation)
MULTI-WORD EXPRESSIONS IN SECOND LANGUAGE LEARNING: WHAT ARE

THEY AND WHY ARE THEY IMPORTANT?
A/Professor Anna Siyanova-Chanturia

Victoria University of Wellington (New Zealand)
Recent years have seen growing interest in multi-word expressions (MWEs) and their
role in second language learning and teaching. Mwes encompass a large set of
sequences above the word level, such as collocations (strong tea), binomials (fish and
chips), multi-word verbs (put up with), idioms (tie the knot), and so on.
MWEs are important because they constitute a large proportion of authentic spoken
and written discourse, and are considered an essential component of mature linguistic
performance. The abundance of MWEs puts them at the forefront of vocabulary
teaching and learning. In addition, research suggests that using MWEs can be a quick
way of developing fluency, particularly, in the early stages of language learning.
In the present talk, I will introduce MWEs and review some empirical evidence attesting
to an important role they play in second language learning, processing, and use.
Room B604
EXTENSIVE READING FOR CLASSES AND INDEPENDENT LEARNERS

IN UNDER-RESOURCED AREAS
Professor Thomas Robb

Kyoto Sangyo University (Emeritus), Kyoto, Japan
“I can’t do extensive reading! We don’t have any books!”
This is a frequent complaint from teachers and from learners alike. Actually, it is
possible to do extensive reading effectively without using graded readers, although
there are some challenges to finding suitable material.
In this presentation, we will outline the parameters required for effective

extensive reading, such as the material being easily read and suitably interesting.
Furthermore, to maintain motivation, there must also be some way for the
individual students to know how much they have read and how much more they
need to read to achieve their personal reading goal. We will then apply these
criteria to the resources discussed in this presentation.
Free reading resources fall into two broad categories, material that can be downloaded
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and printed out and material that needs to be read online. We will examine material of
each kind and discuss the pros and cons of each choice. Finally, some methods for
keeping track of one’s reading will be suggested, including online recording systems
and downloadable reading log sheets.
Room B605
TEACHER EDUCATION PREPARING SECOND LANGUAGE INSTRUCTORS TO

TEACH PRONUNCIATION: NARRATIVES FROM VIETNAMESE SECONDARY
EFL TEACHERS
Loc Nguyen, PhD

University of Economics Ho Chi Minh City University
Recent years have seen growing research interest in the field of second language (L2)
pronunciation teaching with different studies focused on the conduct of pronunciation
in instructional materials, teachers’ classroom practices and pedagogical beliefs, and
students’ perceptions. However, little is known about the interplay between L2 teacher
education and the instructor’s pronunciation teaching practices. The present study
extends this line of research by examining how well teacher education in Vietnam
prepares Vietnamese EFL teachers to teach English pronunciation and how the
teachers address pronunciation in their classroom. Qualitative data were collected
from a questionnaire administered to four secondary EFL teachers who received
teacher training from four different universities in Vietnam, academic transcripts, and
individual semi-structured interviews. Results show that the teachers were ill-prepared
but reported being confident in their capability to teach English pronunciation. The
study further shows that deliberate, explicit pronunciation teaching was marginalized
in the teachers’ English classes and that the nature of testing and assessment
practices at their schools restricted their pronunciation instruction to repetition drills
and/or error correction. Implications will be discussed in relation to pronunciation
pedagogy in curriculum design, L2 teacher education, and professional development.
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Sunday morning November 5 2023
Plenary 3 (08h10 – 09h00)
THE TRANSFORMATIVE POWER OF DIALOGUE IN TEACHING AND TEACHER

EDUCATION
Associate Professor Jonathan Newton

In these times of rapid technological change, we run the risk of overlooking a simple
yet profoundly important ingredient in classroom learning; the teachers’ discursive
skills in fostering engagement and community in the classroom (in-person or online).
In this talk, I’ll explore this topic, drawing on my own years of research and experience
and that of my PhD students as well as the ground-breaking work on dialogic teaching
by Alexander (2021). I will draw on examples of classroom talk to illustrate themes of
(dis)empowerment, feedback, agency, and shared responsibility, and to show the
transformative power of dialogue from primary school classrooms teacher professional
learning. Dialogic teaching has the potential to shift the nature of classroom talk in
ways which stimulate thinking, strengthen learning, increase engagement, and foster
democratic participation. More than ever, we need EFL teachers who are skilled at
using talk to shape learning.
Session 8 (09h10 –09h35)
Room 1 (B111)
VIETNAMESE EFL TEACHER’S PERCEPTIONS OF THE IMPLEMENTATION OF

THE 2018 NEW ENGLISH CURRICULUM ON ASSESSMENT PRACTICE IN HIGH
SCHOOLS IN MEKONG DELTA OF VIET NAM
Thanh Hieu Le and Nguyen Trung Truc

Ben Luc, Long An, Vietnam
With the core aim of improving the quality of general education, Vietnam has launched
the new general education curriculum (MOET, 2018), effective from 2020-2021 school
year. This includes new 10-year English language curriculum, making English
compulsory from grade 3. This current descriptive quantitative and qualitative research
study was conducted to examine the Vietnamese high school EFL teachers’
perceptions on the implementation of the new English curriculum in high schools on
focusing on their assessment practice in accordance with the new curriculum. The
research is also an attempt to explore the EFL teachers’ difficulties as well as the
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causes of difficulties on implementing the new assessment policy of the new English
curriculum. The data for the current research study were obtained through (1) the
survey questionnaire and (2) the in-depth interview with EFL teachers in Mekong Delta
of Viet Nam. The findings have shown the teachers’ understanding and assessment
practices on the implementation level of the new curriculum. Moreover, various
difficulties regarding selecting materials for assessment, choosing assessment tasks
were recorded in the study. From the findings, practical and relevant implications are
made to bring improvements in English language assessment in high schools.
Room 2 (B112)
THE APPLICATION OF QUIZIZZ IN IU INTENSIVE ENGLISH CLASSES:

STUDENTS’ PERCEPTIONS
Luu Dang Kim Cuc and Bui Diem Bich Huyen

International University, Vietnam National University, Ho Chi Minh City
Notably, substantial research has been conducted on the impact of gamified tools in
instructional environments. However, limited attention has been given to students’
perceptions regarding the implementation of Quizizz within tertiary education,
particularly within the context of Vietnam. This study was conducted to examine
students’ perceptions towards the implementation of Quizizz to enhance motivation
and engagement within Intensive English classes. The study involved 158 students
who were enrolled in or had prior experience with the Intensive English program at
International University and had utilized Quizizz as part of their classroom activities.
The findings obtained from this mixed-methods study indicated that the
implementation of Quizizz held the potential to enhance student motivation and
engagement. This study highlights the opportunities for English educators in higher
educational settings to consider incorporating Quizizz as a facilitative tool to foster
student motivation and engagement.
Room 3 (B113)
BLENDED TRAINING FOR ENGLISH COURSES AT THAI NGUYEN UNIVERSITY

OF INFORMATION & COMMUNICATION TECHNOLOGY – PROBLEMS AND
SOLUTIONS
Duong Thi Hong An

Thai Nguyen University of Information and Communication Technology
Blended training has been considered an optimal method which brings high
effectiveness with a synchronous combination of online and offline training, providing
teachers and learners with great experience. However, it must be said that the
transformation from traditional teaching methods into blended training requires a
process of serious research and thorough preparation in many aspects related to
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teaching contents, testing and assessment strategies to maximize its effectiveness. In
academic year 2022-2023, Thai Nguyen University of Information and Communication
Technology (ICTU) started to apply blended training in which 70% of offline teaching
and 30% of online interaction on the LMS/LCMS system. Therefore, it is really
necessary to evaluate the effectiveness of blended training for all courses in general
and English 4 in particular. Participants included approximately 300 sophomores and
10 lecturers of English at ICTU. Majority of them (88,6% of students and 90.9% of
lecturers) appreciate the effectiveness of blended training. From participants’ feedback
via online survey, a variety of proposals and suggestions have been synthetized for
better training quality. Also, an objective comparison among blended training, online
training and traditional offline training was made through final semester exam results.
Room 4 (B114)
THE USE OF PRESENTATION TOOLS IN TEACHING ENGLISH TO EFL

LEARNERS
Khanh Linh Nguyen

University of Transport and Communications, Ho Chi Minh City, Vietnam
University of Social Sciences and Humanities, Ho Chi Minh City, Vietnam
Visual presentations are preferred due to their ability to make subjects interesting with
stunning texts, videos, and hyperlinks. Presentation tools are easy to use and can be
used for various purposes, including professional, educational, and general
communication. Research on presentation programs in higher education focuses on
students' preferences, performance evaluation, effective slide design, and classroom
presentation tips. Studies suggest improving teaching and learning with PowerPoint,
but some argue it can lead to negative communication effects and oversimplification
of information. Numerous presentation tools, including PowerPoint, Prezi, Emaze, and
Animaker, are available in the market, each with unique features and functions. These
tools cater to different purposes and are optimized for specific purposes, making it
challenging to keep track of them. The evaluation of presentation tools in Higher
Education uses Scanlon and Issroff's (2005) framework, which focuses on five factors:
interactivity, efficiency, cost, failure, and serendipity. Microsoft PowerPoint is a popular
presentation tool in education due to its flexibility, visual appeal, and potential for
teaching and learning. Emaze and Animaker offer 3D modes, customization, quizzes,
surveys, and instant translation features. PowerPoint, Prezi, Emaze, and Animaker
are popular presentation tools in academic settings for teaching English reading,
writing, and listening skills. Teachers can combine these tools to enhance student
involvement and minimize passivity but must assess their effectiveness in the evolving
technological environment.
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Room 5 (B115)
45-min WORKSHOP
TEACHER TURNED MATERIALS WRITER: HOW AI CAN HELP TEACHERS

CREATE THEIR OWN MATERIALS
Do Khoa
The National College of Education, Ho Chi Minh City
Materials development is a crucial aspect of English language teaching, as it allows

teachers to tailor their instruction to the specific needs, interests and goals of their
learners (Howard, 2015). Under a material-light Dogme ELT stance, teachers writing
their own materials is essential as many commercial textbooks are subject to "cultural
blandness and lack of relevance" (Thornbury, 2005, p.3). In this talk, I will explore how
artificial intelligence (AI) can assist teachers in materials development, by providing
them with tools and techniques that can enhance their creativity, efficiency and
effectiveness. I will demonstrate some examples of how several AI tools (i.e.
ChatGPT, Bing AI, Bing Image Creator) can help teachers in developing their own
"hand-made" materials. I will also discuss some of the benefits and limitations of using
AI for materials development. This talk aims to inspire teachers to embrace AI as a
valuable ally in their materials development process, and to empower them to create
their own engaging and relevant materials for their learners.
Room 6 (B116)
OPTIMISING STUDENT’S MOTIVATION: EMPOWERING TEACHERS WITH FULL

MARKS GIVING PRACTICE.
Fabiansson Hien (Minnie)

The University of Sydney, Australia
In the realm of education, summative assessment plays a pivotal role in shaping

students’ learning experiences, directly influencing their learning and motivation
(Briscoe, 1991; Brookhart, 1998; Taylor et al., 2014; Bailey & Phillips, 2016; McCarthy,
2017). Traditionally, teachers have been cautiously in awarding full marks, reserving
them for exceptionally exemplary work (Harlen, 2004), this abstract presents an
alternative perspective. It emphasises the potential benefits of encouraging teachers
to judiciously award full marks to motivate and engage students, creating a positive
learning environment that fosters enthusiasm and growth mindsets.
Despite extensive research on grades and students’ motivation (Harlen, 2004; Stobart,
2008; Gardner et al., 2011; McCarthy, 2017), little exists regarding the impact of
teachers’ full marks awarding on students’ motivation. This study draws inspiration
from personal reflections, professional observations and case studies of 2nd - and
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5th - year education students from the University of Sydney, focusing on the ‘Teaching
English Internationally’ units of study (EDGU3000 & EDSE4514) from 2018 to 2023.
The study will involve qualitative data collection, including interviews and surveys from
English teachers at the Centre for English Teaching (CET) and students, equally
considered as in-training teachers, from the programs.
Through this study, I hope to encourage further investigation into the potential impact
of full marks on students’ motivation and engagement. By considering the role of full
marks in fostering intrinsic motivation, I aim to provide valuable insights for teachers,
both experienced and novice, to apply this practice in their professional endeavours
and empower their students towards greater academic success.
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Session 9 (09h40 – 10h05)
Room 1 (B111)
A RASCH-BASED VALIDATION OF PECORARI, SHAW AND MALMSTRÖM’S

(2019) ACADEMIC VOCABULARY TEST - FORM 1 (AVT1)
Nguyen Chi Duc and Pham Xuan Tho

VNU University of Languages and International Studies, Vietnam National University
- Hanoi
This study aimed to assess the construct validity of Pecorari, Shaw

and Malmström’s (2019) Academic Vocabulary Test – Form 1 (AVT1). To this end, it
first employed Rasch-based statistical evidence generated from the test responses of
989 high-school and university students in Vietnam to inspect five major aspects
of Messickian construct validity: Content, Substantive, Structural, Generalizability and
External (1995). It then moved on to thematically analyze the data collected from the
follow-up focus-group interviews with 50 students randomly selected from the
above sample to detect any emerged patterns in their actual engagement with the test.
Results from Rasch-based analyses showed that AVT1 could sufficiently measure the
target ability – the receptive academic vocabulary breadth – of an overwhelming 889
out of the 989 above test-takers (90%) and there were eight statistically distinct groups
of item difficulty in the empirical item hierarchy. In general, test items and test-takers
performed as predicted by a priori hypotheses and displayed good fit to the Rasch
model. As shown in Principal Component Analysis, the test items formed a
fundamentally unidimensional construct, suggesting that the test only measured one
meaningful dimension, presumably the receptive academic vocabulary breadth.
The item calibration and person measure invariance as well as the external reliability
of the measure enabled the generalization of test score properties and interpretations
across populations, settings and tasks. Results from the interview data analyses
revealed that AVT1 did allow a large room for guessing effects, which, however, was
predicted by the test developers. These findings altogether provide useful implications
for both test developers and test users.
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Room 2 (B112)
ORAL PRACTICE IN SECOND LIFE VIRTUAL WORLD
Hoang Linh Chi

University of Languages and International Studies, Vietnam National University
(Hanoi)
This action research study examined first-year English - majored students’ oral
participation in speaking activities conducted on Second Life Virtual World – an online
3D platform which has been widely used for educational purpose around the world.
Participants included 19 first-year university students whose level of English
proficiency ranging from Upper intermediate to Advanced. Over the period of five
weeks, the participants were scheduled to practice their speaking skills on Second Life
in different group sizes, undertaking various activities such as discussion, individual
sharing or field trips, etc. Three instruments namely students’ journal, group interview,
and individual interview were adopted as data collection methods. The research
findings indicated a moderate to high level of engagement with a majority of
participants reporting increased willingness to orally express their opinions thanks to
the friendly, stress-free atmosphere of SL. Shy students were revealed to have
benefitted most from oral practice in the 3D environment on account of the absence
of non-verbal reactions. However, technical issues encountered by participants during
the implementation of this innovation were revealed to be overwhelming and adversely
affected participants’ engagement. For future implementation of this innovation, small
class size, better technical guidance and use of small group discussion/ sharing,
pronunciation practice and virtual field trips as main activities were suggested.
Room 3 (B113)
THE RELATIONSHIP BETWEEN ENGLISH LEARNING AND TECHNOLOGY AT

PRIVATE UNIVERSITIES (A CASE STUDY OF NGUYEN TAT THANH
UNIVERSITY)
Ha Tran Ngoc
Nguyen Tat Thanh University, Ho Chi Minh city, Vietnam
The development of technology has changed the way English is learned today. This
study investigates the dynamic relationship between technology and English language
education at private universities, with a specific focus on Nguyen Tat Thanh University
(NTTU). The aim is to analyze how technology influences English learning in this
context. By employing quantitative methods, data collected from 400 students and 100
educators in NTTU, through surveys and English proficiency tests, will be analyzed
using SPSS software. These findings demonstrate the complex interaction between
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technology and English learning at the university level. The primary contribution of this
paper is to emphasize the significance of technology-based language education in the
private university setting.
Room 4 (B114)
DISCORD-BASED TBLT TO ENHANCE LISTENING COMPREHENSION:

INVESTIGATING THE EFFECTS AND STUDENTS' ATTITUDES
Duong Thi Bich Tram, Nguyen Ha Kim Anh, Loi My Duy, Nguyen Phuc Trong and Le
Nguyen Nhu Anh
Ho Chi Minh City University of Education, Ho Chi Minh City, Vietnam
Despite the crucial role of listening comprehension in facilitating language acquisition

through comprehensible input, there are several challenges for teachers to develop
listening comprehension for their students such as a tendency to adopt a test-focused
approach, time limit in class and learner’s pressure and discomfort when learning
listening skills. Thus, there is a growing demand for a supplementary solution that
enables students to engage in listening practice with their peers beyond the confines
of scheduled classroom instruction. This study aimed to examine the effects of utilizing
the social networking platform Discord to facilitate listening classes within a task-based
language teaching (TBLT) framework. The participants of the study comprised 69 non-
specialized tenth-grade students from a gifted high school in Lam Dong. Employing a
semi-experimental design, the research integrated both quantitative methods
(including two sets of B1 Preliminary listening tests pre- and post-intervention,
individual while-listening notes, group task products, and an attitude questionnaire)
and qualitative approaches (interviews). Through the analysis of test results, individual
while-listening notes and group task products, the findings revealed a significant
improvement in listening comprehension skills in the experimental class compared to
the control class. Additionally, examined through questionnaires and interviews, the
students' learning attitudes towards the process of acquiring listening skills through
tasks on the Discord platform were quite positive. Specifically, students reported
increased levels of confidence, reduced anxiety, and enhanced motivation during the
listening activities.
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Session 10 (10h30 – 10h55)
Room 1 (B111)
PRE-SERVICE ENGLISH TEACHERS’ COGNITIVE ACADEMIC LINGUISTIC

PROFICIENCY (CALP) THROUGH THE LENS OF THEIR SUMMARIZING
PERFORMANCE
Cognitive Academic Language Proficiency (CALP) (Cummins, 1979) has been a
priority for second language teachers due to that academic language skills are critical
for ESL/ EFL learners’ academic learning success. Summarizing is viewed as an
important skill that students use throughout their academic settings. This study
examined the summarizing performance of preservice English teachers in Vietnam to
infer their CALP. A 563-word text on the topic of Educational Psychology and the
Learning Process was chosen as the source text for the 30-minute summarizing task.
completed by 62 third year students in an Educational Psychology courses at a
university of HCMC, Vietnam. The participants’ summary scripts were assessed by
an analytical scoring rubric. The results indicated that participants’ performance on six
different summarizing sub-skills fell below the expected standard for pre-
service English teachers. The pedagogical implications of the study for the
development of CALP for pre-service English language teachers were then
discussed.
Keywords: Cognitive Academic Language Proficiency (CALP); summarizing;
summarization performance; pre-service English teachers; ESL; EFL
Room 2 (B112)
A MIXED-METHODS RESEARCH ON SOCIAL MEDIA UTILIZATION IN ENGLISH

LEARNING CLASSROOMS FOR UNIVERSITY STUDENTS IN HANOI, VIETNAM.
Lam Do Quyen1 and Vi Thi Bao Thoa2

FPT Education, Hanoi1 and FPT University, Hanoi2
This research aims at finding out whether there is a relationship existing between the
use of social media and the English capability of university students in Hanoi city,
Vietnam. In this research, motivation of language learners as well as concept
constructivism are discussed, both of which take an important role in the learners’
behavioral and perspective towards L2 languages. Social media features is also
analyzed and proved its benefits in different aspects to the studying process. However,
along with some social media practice in classroom, some drawbacks can be noticed
because of its potential distractions it causes to the learners and other related risks
existing online. The research included an investigation among university students from
different institutions in Hanoi by questionnaire and interviews. The findings show that
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social media has a positive effect on the students’ learning motivation and encourages
a more active way of comprehending. Nonetheless, the direct influence to English
competence between participations remains indecisive in accordance to the data
collected. The study concluded that it is essential for its users to acknowledge the
importance of applying social media in the classroom properly and efficiently for a
productive outcome of English learning.
Room 3 (B113)
A PILOT STUDY OF UNIVERSITY STUDENTS ON ONLINE READING

STRATEGIES IN VIETNAM
Nguyen Khanh Linh

University of Transport and Communications, Ho Chi Minh City, Vietnam
University of Social Sciences and Humanities, Ho Chi Minh City, Vietnam
Online reading materials, often hypertext, present new challenges for L2 readers,
including nonlinear texts, multiple-media texts, and interactive texts. Teachers should
(1) create a learning atmosphere, (2) include explicit reading strategies, (3) model
strategic reading behavior, (4) allow simultaneous reading, (5) practice targeted
strategies, and (6) provide strategy training and digital reading practice. The Survey
of Reading Strategies (SORS) measures ESL students' metacognitive awareness and
reading strategies. However, it has limitations. Anderson (2003) proposed an adapted
version called OSORS, which included eight new strategies. In addition, Brun-Mercer
(2019) suggested three online reading strategies to help students overcome
challenges in online reading. Less skilled online readers may struggle with evaluation,
credibility, and memory retention. Strategy instruction is beneficial for all students,
especially those struggling with reading. The study examines the online reading
strategies of 200 non-English major students at the University of Transport and
Communications in Ho Chi Minh City. Results show Global Strategies and Support
Strategies are more frequently used than Problem-Solving and Online Searching
Strategies. Translation from English into Vietnamese is the most used reading
strategy, followed by guessing text content, paying attention to difficult text, and writing
down facts. The pilot study reveals that the most commonly used EFL reading strategy
among university students is in the Support Strategies category. Teachers should
emphasize fast reading, metacognitive strategies, and regular instruction for success.
Future studies should use observation and action research to measure reading
strategies' effectiveness.
80
Room 4 (B114)
45-minute workshop
TEACHERS LEARNING FROM TEACHERS: THE TALES OF TWO COMMUNITIES

OF PRACTICE
Truong Thi Thu Trang1 and Khoa Do2

Thai Binh Duong university, Nha Trang, Vietnam1 and National College of Education,
Ho Chi Minh city, Ho Chi Minh city, Vietnam2
One way to support ELT teachers in their learning and practice is through the formation
of communities of practice (CoPs). CoPs are groups of people who share a common
interest or passion and engage in joint activities, interactions, and learning to enhance
their knowledge and skills (Lave & Wenger, 1992; Wenger, 1998). CoPs can help ELT
teachers to reflect on their beliefs, practices, and identities, as well as to cope with
emotional issues and tensions in their work (Farr, 2015).
This presentation encompasses success stories of People of TESOL (PoT) and

Community of ELT Practice (CEP) - two successful communities of practice that have
garnered more than 12 thousand members in Vietnam. The presentation highlights
key factors of a strong online-based community, activities that PoT and CEP have
done over the years, and also some difficulties and challenges the two groups have
faced.
Room 6 (B116)
45-minute workshop
TechCraft: AMPLIFYING LEARNING EXPERIENCES WITH TRANSFORMATIVE

TOOLS
Uyen Tran Ha Mai

International University (Vietnam National University), Ho Chi Minh, Vietnam
YOLA Educational Institution, Ho Chi Minh, Vietnam
In the realm of modern education, technology has become a driving force, enhancing
students' learning experiences in unprecedented ways. Scholars like Jobe & Peck
(2008), Bebell (2005), and others underscore its potential. This workshop sheds light
on the profound impact of tech-based tools in creating dynamic learning environments,
equipping educators with innovative strategies to elevate their teaching.
81
Discover the world of interactive apps - Pear Deck, Jamboard, and Classkick—each
revolutionizing engagement and collaboration. Pear Deck fosters participation through
diverse activities, while Jamboard facilitates collaborative projects that enhance writing
and speaking. Classkick goes beyond, offering a rich array of features for
comprehensive learning support.
As the workshop unfolds, educators will master the fusion of technology and
pedagogy, emerging ready to cultivate adaptable, tech-infused classrooms. By
workshop's end, participants will possess the skills to leverage technology's potential,
fostering essential proficiencies, critical thinking, collaboration, and hands-on learning.
Session 11 (11h00 – 11h55)
Room 1 (B111)
AN INVESTIGATION OF LEARNERS’ PERCEPTION OF COMMUNICATIVE

TRANSLATION METHOD IN TECHNICAL ENGLISH TRANSLATION AT HO CHI
MINH CITY UNIVERSITY OF TECHNOLOGY AND EDUCATION
Nguyen Trung Hieu

Ho Chi Minh City University of Technology and Education
In an era characterized by heightened commercialization, globalization, and

digitalization, the significance of Technical English has surged, impacting both
learners' career trajectories and societal dynamics. This growing prominence has
underscored the vital role of effective translation methods in bridging the gap between
Source Language (SL) and Target Language (TL) to ensure successful
communication. Among the various translation methods, communicative translation
and semantic translation, as articulated by Newmark, have ignited substantial
discourse within the translation field. Communicative translation centers on conveying
the communicative intent of the source text, prioritizing the reproduction of the
intended impact of the SL on the target audience, while navigating cultural and
linguistic disparities. In contrast, semantic translation meticulously examines the
lexical and semantic dimensions of individual words and phrases in the SL, aiming to
identify precise equivalents in the TL.
This paper seeks to investigate learners' perceptions regarding the effectiveness of

communicative translation in comparison with semantic translation, specifically within
the context of English-Vietnamese translation in the field of automotive engineering.
The study engages two distinct groups, each comprising 40 participants in their final
year at HCM UTE: Technical English-majored students and Automotive Engineering
students. The resulting insights promise to shed light on the practical applications of
communicative translation, both as learners and potential translators. By delving into
the pros and cons of communicative translation method, this research contributes to a
82
comprehensive understanding of its roles in technical translation and its significance
in the professional development of future translators.
Room 2 (B112)
THE FOCUS OF PROFESSIONAL IMPROVEMENT AMONG VIETNAMESE

TEACHERS OF ENGLISH
Pham Thoa
Vietnam Aviation Academy, Ho Chi Minh City
Education in general and teaching English in particular have been in the fast and vital
corner of change and development due to achievement of digital technology. In the
new era of teaching career, those who wish to get their own job development in
teaching English must do something to improve themselves in the professional
aspects. This initiatory study, the data of which was collected during the extreme time
of COVID-19, has been carried out to search for what kind of teaching competence
Vietnamese teachers of English desire to improve so that they can qualify themselves
and follow the fast-developing stream of technology. The participants are secondary-
school and high-school teachers who were working in one of the most active provinces
in the South of Vietnam. The result of the research, which can certainly reflect a slightly
negative reflection of the teachers’ teaching competence and desire of professional
development, is expected to be a good source of reference for Vietnamese teachers
of English as well as educational institutions that are interested in enhancing their
ability in fast-changing digital time. The research is also working as the first of a series
of studies conducted on the purpose of better solutions to professional improvement
among teachers of English in Vietnam in near future.
Room 3 (B113)
ENHANCING LANGUAGE STUDENTS' SPEAKING SKILL THROUGH SOCIAL

MEDIA-INTEGRATED TASK-BASED LANGUAGE TEACHING (TBLT): A TIKTOK
CASE STUDY
Duong Thi Bich Tram, Nguyen Quoc Trung, Nguyen Thi Phuong Lan, Vuong Thi Minh
Dieu, Loi My Duy and Le Nguyen Nhu Anh
Conventional language teaching methods face dual challenges: the difficulty in

engaging modern learners and the constraints on practicing speaking skills within a
classroom setting. Meanwhile, the rapid rise of innovative social media platforms such
as Facebook, Twitter, Instagram, and TikTok, etc. presents a compelling opportunity
to address these issues above. This study explores the integration of TikTok, a popular
83
social media platform, within the framework of Task-Based Language Teaching
(TBLT) to enhance language students' speaking skills and attitudes towards speaking.
Conducted in a Vietnamese high school in Tien Giang, the study involves 80
participants divided into experimental and control groups. Over 10 weeks, quantitative
(pre- and post-speaking tests, task products, questionnaires) and qualitative
(interviews) data will be collected to comprehensively assess outcomes. Through the
analysis of tests and task products, the findings demonstrate significant improvements
in speaking skills of students in the experimental class. In addition, positive learning
attitudes are also revealed via the examination of questionnaires and interviews.
Specifically, it is reported that students build on their fluency the most while
experiencing less anxiety and feeling more motivated to practice speaking.
Room B604
PERSPECTIVES ON LANGUAGE ASSESSMENT IN VIETNAMESE SCHOOLS:

INSIGHTS FROM TEACHERS AND IMPLICATIONS
Dr Nguyen Thanh Binh

Ho Chi Minh City University of Education PhD
This presentation will specifically delve into the practices of assessing English
language proficiency in Vietnamese schools, examining teachers' viewpoints based
on research and reports from NFLP in 2021. The presentation will analyze the
challenges that Vietnamese language teachers face in assessing students' language
proficiency, and how these challenges impact their perceptions of language
assessment. The presentation will then discuss the role of policy makers and
administrators in addressing the challenges of language assessment in Vietnamese
schools and the need for administrators to collaborate with teachers in designing and
implementing effective language assessment practices. As effective language
assessment requires a high level of assessment literacy among teachers, the
presentation will also suggest ways for teacher training programs in Vietnam to provide
greater opportunities for teachers to develop this literacy. Finally, implications of these
practices for policymakers, administrators and teacher trainers in improving language
assessment practices in the context of English language education in Vietnam will be
provided.
84
Room B605
MEASURING VIETNAMESE EFL LEARNERS’ PRODUCTIVE DERIVATIVE

KNOWLEDGE: INSIGHTS FROM TEST PERFORMANCE AND LEARNERS’
EXPERIENCES
Nguyen Thi Bao Trang, PhD

Hue University of Foreign Languages and International Studies (HUFLIS)
For L2 learners of English, it has been widely recognised that acquiring derivative
knowledge is important for vocabulary development and effective communication. Yet
our understanding of their productive derivative knowledge is still limited and learners’
experiences have yet to be explored. In this talk, I will first discuss how productive
derivative knowledge is measured from current literature and summarise its research
findings. Then I will report an empirical study which measured Vietnamese EFL
learners’ productive derivative knowledge via a decontextualised derivative form recall
test of 90 headwords. The focus will be on the extent to which they produced target
derivatives of different parts of speech, how they came about forming such derivatives
and the relationship between their receptive derivative knowledge and successful
production of derivatives. Lastly, I will address how teachers could create learning
opportunities through using English derivative tests, evaluating derivative test
performance and importantly understanding learners’ individualized vocabulary
learning trajectories that could shape their derivative knowledge in different ways.
Room B405 (Online presentation)
Vocabulary in ESP: From research to practice
Professor Averil Coxhead

This talk draws on recent research in vocabulary in English for Specific Purposes
(ESP) and connects to language teaching and learning. The research is part of the
Language in Trades Education (LATTE) Project and involved the development of
technical word lists. It provides a context and examples of vocabulary for specific
purposes which can then to applied to other contexts to support learning and teaching.
Two key questions will be addressed in the talk: (1) What are some defining
characteristics of vocabulary for ESP? and (2) What are the implications of these
characteristics for teaching and learning ESP?
85
VOLUNTEERS
No Full name
1 Bui Nguyen Minh An
2 Dang Tran Thuy An
3 Dinh Hoang Nhat Anh
4 Duong Hoang Phuong Anh
5 Duong Thi Van Anh
6 NguyenVi Pearl brooch
7 Le Ngoc Tung Chi
8 Le Cao Ky Duyen
9 Nguyen Thi Thuy Hang
10 Tran Vu Thai Hang
11 Tran Anh Hoai
12 Tong Ngoc Dan Huy
13 Le Ngoc Bao Khanh
14 Nguyen Minh Khoi
15 Nguyen Thi Huong Lan
16 Nguyen Thi Xuan Lan
17 Cao Thi Mai Linh
18 Nguyen Vu Dieu Linh
19 Nguyen Thanh Luan
20 Tran Bao Truc My
21 Pham Phuoc Nhan
22 Le Phuong Nhi
23 Mai Thi Hai Nhi
24 Do Quynh Nhu
86
25 Tran Le Bao Ngan
26 Quach Thien Ngoc
27 Tran Thi Bich Ngoc
28 Tran Thi Thao Nguyen
29 Tran Thi Le Quyen
30 Truong Le Quoc Thai
31 Nguyen Huu Thang
32 Nguyen Thanh Thong
33 Nguyen Tran Minh Thu
34 Nguyen Hoai Thuong
35 Tran Dai Trang
36 Nguyen Phuc Trong
37 Le Nguyen Ngoc Vy
38 Bui Ngoc Minh Thy
39 Phan Nguyen Thuy Van
40 Co Khai Vi
87

3rd VNZ TESOL International Conference Booklet (Official)

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3rd VNZ TESOL International Conference Booklet (Official)

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CONTENT

1. Letter from the New Zealand Embassy, Vietnam ..................................................................... 2

2. Introduction of Ho Chi Minh City University of Education (HCMUE) ........................................ 3

3. Introduction of Victoria University of Wellington (VUW) ............................................................ 5

5. Conference program ................................................................................................................ 7

6. Conference map ..................................................................................................................... 14

7. Executive board, organizing committee and scientific committee .......................................... 15

8. Plenary and featured speakers .............................................................................................. 18

Featured speeches ..................................................................................................................................................... 51

Featured speeches ..................................................................................................................................................... 69

Featured speeches ..................................................................................................................................................... 84

10. Volunteers ............................................................................................................................ 86

Welcome to the 3rd International Vietnam-New Zealand TESOL Conference.

I wish you all an enjoyable and successful conference.

HCMUE encompasses 23 academic faculties, 12 centers, 1 institute, 1 high school, 14 offices,

Furthermore, HCMUE has fostered extensive international cooperation, with partnerships

Andy Tri Nguyen, TESOL International

SUNDAY MORNING 05 NOVEMBER 2023

09h40 - 10h05 Session 9

MONDAY MORNING NOVEMBER 6

No Full Name Position Duty

2. Dr. Cao Anh Tuan Vice-president of HCMUE Vice-chairman

No Full Name Office/Department Duty

4. Huynh Xuan Nhut International Cooperation Member

5. Lam Thanh Minh Political Education and Student Affairs Member

6. Au Buu Long Information Technology Member

7. Nguyen Thi Yen Nam Planning and Finance Member

8. Nguyen Ngoc Hung Personnel and Administration Member

9. Nguyen Quang Cuong Facilities and Equipment Management Member

No Full Name Office/Department Duty

2. Nguyen Thanh Binh English Department Vice-chairman

3. Dinh Tran Hanh Nguyen English Department Member

4. Pham Nguyen Huy Hoang English Department Member

5. Truong Thi Thanh Hoa English Department Member

6. Bui Duc Tien English Department Member

7. Tran Quang Nam English Department Member

8. Ly Nhut Thien English Department Member

9. Vo Ho Minh Trinh English Department Member

10. Le Dinh Tung English Department Member

11. Cao Hong Phat English Department Member

12. Tran Nguyen Tri Dung English Department Member

13. Nguyen Thi Mai Phuong English Department Member

14. Ho Thi Xuan Vuong English Department Member

15. Phan Thanh Bich Huyen English Department Member

16. Bui Thi Phuong Thao English Department Member

17. Dao Xuan Phuong Trang English Department Member

18. Ninh Gia Hoa English Department Member

19. Nguyen Trong Hoang English Department Member

20. Trinh Mai Phuong English Department Member

21. Pham Ngoc Que Tram English Department Member

22. Le Huyen Trang English Department Member

23. Bach Linh Trang English Department Member

24. Dang Le Loc Uyen English Department Member

25. Nguyen Ho Thanh Truc English Department Member

26. Le Nguyen Nhu Anh English Department Member

No Full Name Office/Department Duty

9. Nguyen Ho Thanh Hoa International Cooperation Member

11. Hoang Ngoc Phat Facilities and Equipment Management Member

12. Vo Hoang Bao Personnel and Administration Member

13. Ho Thi Huong Bien Planning and Finance Member

14. Le Dinh Tung English Department Member

15. Nguyen Tat Hong Yen English Department Member

16. To Anh Dao English Department Member

Professor AVERIL COXHEAD