Vocabulary plays an important part in an EFL/ ESL textbook. The language input contained in textbooks and the representation of dimensions in vocabulary activities may have various impacts on learners’ language acquisition and development. According to Webb and Nation, vocabulary development requires the establishment of certain learning situations. It is imperative to analyze whether the vocabulary exercises presented in the book serve the desired purpose or not. The present research analyzed present General English textbook to ensure that it fulfills the learning needs of students. During the analysis, it was found that most of the sections of the vocabulary are well presented with proper context. However, there were some sections which do not contextualize the vocabulary as presented in the book. These items need to be substituted. Certain sections of the vocabulary are above the level of learners and need to be replaced with the easy ones.

This paper reports the findings of an investigation into English as a foreign language (EFL) teachers’ self-efficacy and their classroom management in the context of the Mekong Delta of Vietnam. The paper also aims to find out what makes teachers different in terms of skills in classroom management. The study was designed as a descriptive mixed-methods one, using a questionnaire, focus group interviews, and classroom observations to collect data. Forty-six EFL teachers from three high schools responded to the questionnaire. Twelve got involved in the semi-structured interviews, and six as classroom observed teachers. Two group interviews were conducted with the participation of three vice-principals and three heads of English teams. The results indicated a significant interaction between EFL teachers’ self-efficacy and their classroom management skills. Teachers who own a higher level of self-efficacy showed to manage their classes in a more confident and purposive manner than those with a lower level of self-efficacy. Three main reasons differentiating teachers’ skills in classroom management, including pre-service teacher education, previous attending continuing professional development events, and teacher’s learning autonomy were detected. Case-based teaching, organizational learning, and lesson study are recommended in pre-service teacher education and in-service teacher professional development activities to enhance teachers’ self-efficacy and their classroom management.

This study aimed to look into the impact of continuous self-assessment on the self-efficacy beliefs of undergraduates studying English as a foreign language (EFL). To find out if there is a change in students’ beliefs about their language proficiency perception, the research was undertaken with 102 participants at the school of foreign languages of a private university. It was designed as quasi-experimental research utilizing qualitative and quantitative research methods to collect data through a self-efficacy scale, self-assessment questionnaire, and self-reflection checklists. The control and experimental groups were administered a self-efficacy scale at the beginning and the end of the term. Throughout the term, the participants in the experimental group assessed themselves weekly through self-reflection checklists and a self-assessment questionnaire. Based on the overall results, it was found that when the students had an opportunity to identify their strengths and weaknesses during a skill-based task through self-assessment questionnaires, they had a better sense of mastery related to that task. This inevitably led to an increase in their self-efficacy beliefs in terms of four skills, namely reading, writing, listening, and speaking as well as grammar.

The course design has been paid attention to by both teachers and administrators. However, for a long time, some problems, such as the fragmented course design, and the repeated teaching contents, have existed in the college English curriculum for non- English majors from undergraduates, graduates and Ph. D students in the mainland China. Based on the ESP “learning-centred” approach, this study intends to construct an integrated curriculum system to help solve these problems through three main features of the integrated curriculum system: systematicness, hierarchy and openness. To investigate the feasibility of the course system, the combination of quantitative and qualitative research methods were used through questionnaire, text analysis and interview. The results show that, 1. This curriculum system can avoid the repetition of the course content. The fragmented curriculum design and the needs from the nation, society and students can be met through the systematicness, hierarchy and openness. 2. This system can facilitate teachers’ teaching reform and research interest because they have more choices to adapt the materials from students’ disciplines besides textbooks. This curriculum system is hoped to provide a possible way to meet the nation, society and students’ needs in the Chinese tertiary context.

In this paper we report the results of an investigation into the levels of motivation related to English learning among Chinese senior high school students based on the L2 Motivational Self System (L2MSS). The study also investigates the factors that affect the motivation of Chinese students to learn English during the course of their senior high school studies. In this mixed-methods study we applied questionnaires and semi-structured interviews to acquire our data. A total of 934 high school students responded to the questionnaire and seven students were interviewed. According to the results, there was a moderate level of L2MSS among the senior high school students. The level of their L2 learning experience ranked highest among the three dimensions, followed by the level of their ideal L2 self and the level of their ought-to L2 self. Additionally, the results indicated that the students’ ideal L2 self was shaped by their educational level, their attitudes towards English as an instructional language, and their cultural background. The students’ psychological and mental development also had an influence on their construction of their ideal L2 self. The parents’ expectations and school requirements as well as China’s educational environment all had an effect on their ought-to L2 selves. It was also found that the students’ L2 learning experience was mainly impacted by their teacher’s teaching approaches and the classroom atmosphere.

The pronunciation patterns of most speakers of English as a second language are characterized by regional and ethnic phonological features of their native language. This study sought to examine the consonant articulation of Hausa speakers of English in broadcasting industry in Nigeria. The research was guided by Optimality Theory framework (OT). Participants were drawn from four electronic media in Bauchi State, Nigeria and data were elicited through production test and recording of news broadcasts live from the stations. The findings revealed that the participants ranked IDENTCONT as a high ranked constraints which allowed the importation of voiceless bilabial fricative /ɸ/ from the phonemic inventory of Hausa language into English spoken by the subjects. The results further discovered that /p/ is substituted with/ɸ/ and /θ/ is substituted with /t/, /d/ or /s/. Similarly, /ð/ is realized as /d/ or /z/. /ʒ/ is produced as /dʒ/ or /ʃ. These deviations from RP were caused by phonological processes of spirantinzation/Frication, stopping and affrication.

One of the problems of English learning in Indonesia is the low effectiveness of formal instruction in secondary schools. This study investigates how an extracurricular program (namely English Camp) conducted by an Islamic State School based in a rural area in Riau province, Indonesia, was managed to enhance their students' English proficiency. We collected our qualitative study's data through a semi-structured interview with the English Camp initiator and analysis of a webinar conducted by the Ministry of Religious Affairs of the Republic of Indonesia and recorded on YouTube. We analyzed our data inductively and thematically to recognize major themes that will later enable us to answer our research questions. We found that the English Camp had comprehensive course contents covering the four English skills. In terms of learning methods, it applied some 'out of the box' strategies that are inspired by a contextual approach to learning. The school decided to go beyond the normal mainstream national curriculum practiced in such a state Islamic high school. Among the featured programs of the English Camp are taking the pledge (collective commitment) for English use, English Zone, weekly roleplay performances, and public speaking exams with university lecturers. Based on our findings, we suggest that other schools study the school's breakthroughs, especially with their "out of the box" and contextual programs to help students develop their English skills.

This study focused on investigating English as a foreign language (EFL) gifted high school students’ challenges in classes when the integration of reading and writing was used. 103 grade 11 students from three gifted high schools in Mekong Delta were invited to participate in this study. The study adopted a descriptive, mixed method research design which employed the questionnaire and semi-structured interviews to collect data. The questionnaire, together with semi-structured interviews was used to collect data about EFL gifted high school students’ challenges of integration of reading and writing on their writing skills. The results of the study proved that students faced difficulties in integrating reading into writing lessons at a medium level, in relation to materials and integration tasks. However, the participants faced the greatest challenge in terms of personal backgrounds.

Implementing an English curriculum, especially one from outside Indonesia, is risky. Some schools produce positive outcomes, while others produce the opposite. This study aims to evaluate the difficulties of learning English from writing abilities using the Cambridge Curriculum in Indonesia. This study employed a qualitative approach that included interviews with students, school administrators, English instructors, and curriculum coordinators (n = 7) and documentation and observation, which served as data validation instruments. The results of the study indicate that, of the four language skills: reading, writing, speaking, and listening, the scores for reading and writing skills were not as predicted. The maximum score for Cambridge English was 6, and of the two skills measured, notably writing, the score was 3. This conclusion highlights the need to prepare English teacher credentials per Cambridge standards. This research has consequences for the design of learning English, which can help students improve their writing skills to meet Cambridge's maximum grade criteria.

This study investigates the benefits of formulating research teams within the context of Vietnam, focusing particularly on researchers specializing in Teaching English to Speakers of Other Languages (TESOL), English as a Foreign Language (EFL) teaching and learning, French as a Foreign Language (FFL) teaching and learning, and Language and Linguistics. Through semi-structured interviews with 12 researchers of varied experiences, Grounded Theory and thematic analysis were utilized to unravel key benefits. The findings reveal that team-based  research offers advantages including enhanced knowledge sharing, skills diversification, improved decision-making, expanded research scope, access to greater resources, increased accountability, opportunities for leadership and teamwork skills, and more. The study underlines the immense potential of collaborative research in the Vietnamese context. The conclusions drawn emphasize the necessity for institutions to encourage and facilitate team-based research practices, offering important insights for policy formulation. While providing nuanced understanding of the Vietnamese research context, the study acknowledges limitations, including its narrow disciplinary focus and reliance on participant interviews. Recommendations for future research include exploring challenges within research teams, conducting cross-cultural and interdisciplinary studies, examining the impact of technology and leadership styles on team dynamics, and exploring the role of institutional support.

This study deals with the English language teachers’ perceived beliefs on how to improve English language students’ learning skills. English language teachers’ level of competencies on how to improve language skills of their students is the main focus of this study. Therefore, the domain, “Improving Language Skills,” defined by the Ministry of National Education (MoNE) in Türkiye in the field of “Subject Specific Competencies for Teaching Profession” has been used. This specific domain includes seven competency performances and 63 related performance indicators at three levels: A1, A2, and A3. This study, first, aims to develop a new “English Language Teacher Competency Scale” under the light of MoNE descriptors; second, it aims to observe the English teachers’ competency levels following the suggested performance indicators. The participants of the study were 100 English language teachers, teaching at public and private primary schools in Türkiye. Accordingly, the teachers responded to the mentioned scale, including other variables; such as gender, professional experience, educational background, and the type of schools they worked in. The findings indicated that there was no significant difference between the teachers’ competency beliefs about their professional experience, gender, and educational background; however, there was a significant difference in terms of the type of schools the teachers worked in. Also, this study revealed feasibility of developing the “English Language Teacher Competency Scale,”, and made the scale available to use for evaluating English Language Teaching teachers’ competency levels on how to “Improve Language Skills” in class.

This study used a qualitative method to explore a teacher’s use of motivational strategies in an English for specific purposes (ESP) course and students’ perceptions. An English teacher in a business English class and her 32 students were recruited. The class was observed three times: at the beginning, in the middle, and at the end of the course. Two semi-structured interviews with the teacher were conducted: one before classroom observation, and the other after observation. Interviews with the students were conducted after each classroom observation. The teacher used seven motivational strategies to create a supportive and relaxed classroom atmosphere, and five strategies to facilitate students’ language learning. Most students’ perceptions of the teacher’s use of motivational strategies were positive. However, the students perceived a gap between their expectations for the course and their experiences. Finally, the article concludes by offering insights into the implications and constraints related to pedagogy.

This study delves into understanding the determinants of grit in English learning among Vietnamese students, highlighting both external and internal factors. Utilizing qualitative interviews, the research engaged with a cohort of 15 students, aiming to unearth the intricate interplay of influences that bolster their commitment and persistence in English studies. External factors emerged prominently, with teacher influence playing a significant role. Teachers’ motivational techniques, personalized feedback, and the establishment of a nurturing learning environment were underscored as pivotal in shaping students’ determination. On the internal facet, personal goals and aspirations, self-efficacy, intrinsic curiosity for the language, adaptive learning strategies, peer comparisons, and reflective self-assessment were identified as central elements. Insights from Constructivism and Socio-Cultural Theory were instrumental in interpreting the findings, revealing how individual experiences intersect with broader societal and cultural narratives. The study uncovered that while personal motivations and aspirations drive the students, they are simultaneously influenced by societal values, especially in the Vietnamese context, where education is deeply revered. This research contributes to the growing body of knowledge on grit in educational settings, shedding light on the unique cultural and individual determinants in the context of Vietnamese students learning English.

Skinner’s behaviorist theory delineates how a child acquires L1; notwithstanding, what sets the present study apart from Skinner’s findings can be culled-out from the research context itself. This paper validates the principles behind behaviorist theory as proposed by Skinner (1985) taking into account applied linguistics context. Careful scrutiny of data reveals that the explored theory also plays a vital role in the gradual L2 acquisition through meaningful linguistic attempts (e.g., There are persons cutting trees without replanting; His friends Marilyn and Alicia clean the classroom) and reading activities by fostering affirmative learning atmosphere to induce positive language attitude towards L2 acquisition and functionality. Negligible errors in the process of L2 acquisition are attributed to linguistic variability, interlanguage, and inflectional morphology component. This study is advantageous to EFL learners and teachers globally for it highlights some linguistic implications indispensable to interpret the learning rate, lexical range, comprehensible input (CI), and language cognition of L2 students specifically in early language education. EFL educators may be able to provide meaningful linguistic activities by considering the essential tenets of this academic piece as well as the multiculturalism factor to L2 acquisition.

This qualitative study delved into the strategies employed by English as a foreign language (EFL) teachers in Vietnamese higher education institutions (HEIs) to enhance their empathy in pedagogical practices. Rooted in the Mekong Delta context, the research aimed to shed light on the intricate interplay between cultural nuances and empathetic teaching. Through semi-structured interviews with 10 EFL educators from two institutions, the study uncovered several dominant themes. Key findings highlighted the significant emphasis teachers placed on understanding the socio-cultural backdrop of their students to foster empathy. Strategies such as the incorporation of students’ personal narratives, empathetic listening, personalized feedback, and fostering empathetic group dynamics emerged as pivotal in building connections and facilitating effective language instruction. Grounding the findings in the Socio-cultural Theory and the Affective Filter Hypothesis provided theoretical underpinnings that emphasized the role of social interactions and emotional support in cognitive development and language acquisition, respectively. The study underscores the critical role of empathy in EFL teaching, providing valuable insights for educators, policymakers, and future research in similar socio-cultural contexts.

Mindset theories have been applied to study motivation in various domains, with researchers talking about different mindsets in diverse academic domains. The domain specificity of mindsets has led second language researchers to suggest distinct mindsets concerning language ability and learning outcomes. While there is no lack of research on the application of mindset theories, a systematic synthesis of the literature on mindset theories focusing on the language education domain has remained relatively unexplored. The literature in this study was identified by conducting keyword searches in Scopus and EBSCOhost research databases using a combination of the following terms: “mindset theories”, “English as a foreign language”, “English as a second language”, and “teacher training”. The search results were limited to research articles published in English-medium refereed journals from 2013 to 2023. We scrutinized the titles and abstracts of 128 articles in the initial round of screening and did a second round of close reading for relevance to the synthesis focus. This chapter synthesizes 40 research papers on the application of mindset theories in the domain of language teaching and learning, including 1) studies on language skills such as writing, 2) studies related to language teachers’ role and teacher training, and 3) theoretical and practical applications of mindset theories. The conclusions drawn will be used to recommend future directions in research and practice. The chapter will contribute to the field of mindset theories in language education in terms of research and practice for educators and researchers.

In the realm of language skills, speaking holds a pivotal position, making it imperative for classroom instruction to place a strong emphasis on its development. Teaching English speaking skills to Nepali EFL (English as a Foreign Language) students poses a unique set of challenges owing to English's non-native status in Nepal. To tackle these challenges and enhance the speaking abilities of Nepali students, English teachers in Nepal must adopt innovative strategies due to the limited daily use of English in their environment. This classroom action research endeavors to enhance the English speaking proficiency of EFL students in Nepal through the implementation of various communicative activities. These activities include role play, impromptu speaking exercises, language games such as "who is telling the truth", video tapping, and discussions. The interventions were applied to a group of 60 undergraduate students at a university who were learning English as a foreign language. The data gathered from participant classroom observations and unstructured interviews underwent thematic analysis, resulting in the identification of six distinct themes. The results demonstrated a noteworthy improvement in students' English speaking skills, attributing this progress to the implementation of communicative activities. The findings underscore the effectiveness of communicative activities as interventions for enhancing the English speaking abilities of university-level EFL undergraduates. In light of these results, it is recommended that both students and teachers remain cognizant of the contextual and appropriate use of communicative activities as a means to further improve English speaking skills among EFL students.

Despite the continued widespread use of the academic word list, there is a paucity of comprehensive and easily replicable tests which measure learners’ depth of knowledge of academic word list items. This paper outlines the development and initial validation of a test which measures multiple aspects of learners’ knowledge of academic vocabulary. The test comprises four sections – one productive knowledge section (sentence writing), and three receptive knowledge sections (collocations, synonyms, and L1 meaning). Each section includes 30 items selected from the academic word list, 10 of which are derived forms containing one or more affixes. The test was administered to 193 Japanese students studying at a public medical university in Japan. All four sections of the test showed a high level of internal consistency. In addition, the inter-rater reliability between the two different markers for the productive use (sentence writing) section was also moderately high. Furthermore, Rasch item analysis showed that the test items were well fitted to comprehensively measure learners’ knowledge of academic vocabulary. These encouraging initial results suggest that there may be merit in the test being used, evaluated, and possibly adapted in other EAP teaching and learning contexts.