This paper investigated (1) English as a Foreign Language (EFL) teachers’ expectations of Continuing Professional Development (CPD) activities in a Vietnamese context, and (2) factors related to teacher demographics affecting their expectations of CPD activities. The study followed a mixed-methods approach, using a questionnaire to collect quantitative data from 224 Vietnamese EFL teachers, and individual semi-structured interviews to collect qualitative data from six teachers. The results revealed that among five domains in light of the Vietnamese English Teacher Competence Framework, including subject knowledge, pedagogical knowledge, learner knowledge, professional attitudes and values, and knowledge of teaching practice and context, the participants desired to learn about pedagogical knowledge the most (M=4.14). The study also indicated that factors related to age, teaching experience, and field of study at undergraduate level differentiated the teachers’ expectations of CPD activities. Basically, the younger and less experienced teachers desired to participate in the CPD activities more than their counterparts. Moreover, the teachers with degree in teaching EFL expressed their eagerness and willingness to participate in the CPD events more than those holding a degree in English Linguistics and Literature. This paper also suggested recommendations for further studies in the field of CPD.

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.

Listening skill plays an important role in studying a foreign language, especially English. However, students face a lot of difficulties in English listening. The research was carried out to find the problems that the sophomores encounter in English listening. The participants of this research were seventy-five English majored sophomores of English classes, course 14 at Tay Do University. Questionnaire and paper interview were delivered to collect problems. This was a quantitative and qualitative research. The results of the study showed that vocabulary, pronunciation, background knowledge and psychological factors were the major listening comprehension difficulties. Basing on these difficulties, English learners can find out suitable learning ways to improve their listening skill. The results of this study may also be useful for those who are interested in this field.

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 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.

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.

This study aims to assess the Social-Emotional Learning Instructional Competence (SELIC) of English as a foreign language pre-service teachers (EFLPTs) at a pedagogical university in Vietnam (VPU). It employed a mixed-methods design, which combines qualitative classroom observations with quantitative questionnaire responses from 351 EFLPTs to evaluate EFLPTs’ proficiency in SELIC – the competence to implement Social-Emotional Learning (SEL) in teaching practices. The results reveal both strengths and deficiencies in EFLPTs’ demonstration of SELIC. They demonstrated a strong ability to apply psychological and pedagogical principles as well as to organize activities that promote students’ social-emotional skills; however, they encountered difficulties in explicitly addressing social-emotional issues that may arise in EFL classrooms, with some EFLPTs neglecting or failing to respond to students’ social and emotional needs. Additionally, there were notable inconsistencies in EFLPTs’ modeling of social-emotional competences during their teaching practices, as some EFLPTs effectively demonstrated empathy, relationship skills and emotional management, while others faced challenges. The least developed component of SELIC was their ability to evaluate students’ social-emotional skills. These findings highlight the necessity to enhance comprehensive and explicit integration of SELIC in teacher education programs, ensuring that EFLPTs are sufficiently prepared to foster both academic achievement and social-emotional growth in their future classrooms.

Speaking is one of the most challenging skills in studying English, raising concerns among many English teachers about how to help improve their students’ speaking performance. While many shy students prefer to work individually, others indicate their competence in group work. Therefore, this study investigates the effect of group discussion in authentic role-play on the speaking performance of English as a Foreign Language (EFL) young learners at a suburban primary school in the Mekong Delta, Vietnam. Participants in this study include 80 students: an experimental group (N=40) and a control group (N=40). During six weeks of the role-play session, experimental group students will work in groups, whereas the control group’s participants will prepare individually. Pre-tests and post-tests were employed to examine the students’ speaking performance, and interviews are conducted to compare students’ perceptions of the two role-play formats. The results from the speaking test show that the scores of the experimental group were higher than those of the control group. In the experimental group, five components are improved: pronunciation, content, vocabulary, grammar, and fluency. In contrast, only three components (pronunciation, content, and grammar) are enhanced in the control group. The findings from the interviews revealed that students of both group discussion and individual work engaged in role-play activities and substantially improved their language skills. However, they also faced some challenges in effectively using the two formats of role-play during speaking lessons.