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.

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.

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.

Understanding the level of English learning self-efficacy (ELS) and its influencing factors is significant for cultivating students’ self-confidence, enhancing their initiative, and stimulating their interest in English learning. Therefore, this study focused on levels of ELS levels and influencing factors among Chinese senior high school students. A mixed-method study was conducted using self-efficacy theory: a survey was administered to 325 high school students, and semi-structured interviews were carried out with nine students. Using the General Self-efficacy Scale (Schwarzer & Jerusalem, 1995), this paper explored the basic situation of senior high school students’ ELS. It aimed to answer the following questions: 1) What is the level of Chinese senior high school students’ ELS? and 2) What are the influencing factors related to Chinese senior high school students’ ELS? The data analysis led to the following conclusions: 1) Chinese senior high school students showed a medium ELS level; and 2) the differences between the ideal and real selves, learning experiences, academic emotions, and learning strategies influence students’ ELS.

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 study sheds light on perceptions and attitudes toward obtaining competency of English teachers at Senior High Schools regarding the integration of Internet, communication, and technology (ICT) in the English classroom in Indonesia. The research involved 113 English teachers from 11 different sub-districts in Riau Province-Indonesia, and data were collected through online questionnaires utilizing Google Forms. Quantitative data were analyzed using SPSS 24.0, while qualitative data were analyzed using a three-stage analysis involving data reduction, data display, and verification. The study’s findings revealed positive perceptions and favorable attitudes toward the integration of ICT in EFL classrooms. Importantly, EFL teachers’ competency in ICT significantly influenced their teaching performance. Qualitative insights highlighted obstacles faced by English teachers, such as limited internet networking and inadequate facilities, impacting their experiences due to the absence of ICT training and socialization from schools. Based on the findings, there is an urgent need to address challenges faced by teachers in rural areas, emphasizing the pivotal role of ICT for effective teaching and learning in EFL classrooms.

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.

The advent of the "positive psychology turn" in applied linguistics has brought increased attention to psychological constructs such as hope, which significantly impact students’ academic performance, including their effort. However, the intricate relationships among these factors remain underexplored. To address this gap, the present study employs a mixed-methods approach to investigate how specific dimensions of students' hope influence their efforts. A sample of 711 Chinese senior high school students studying English as a foreign language participated by completing questionnaires assessing their levels of hope and effort. Findings from structural equation modeling indicate that pathways, a dimension of hope, directly and positively affect students' efforts in learning a foreign language. This research provides valuable insights for educators, highlighting the importance of fostering hope in English learning to enhance students' strategic approaches to language acquisition and support their academic progress.

A large body of evidence demonstrates that cooperative learning promotes reading achievement.  Cooperative learning is based on Social Interdependence Theory, which holds that learners benefit from leveraging cooperative effort to achieve individual and mutual goals. Student-generated questioning (SGQ) is a cooperative learning strategy that promotes learning through an iterative self and peer-assessment process. SGQ has yielded mixed results among lower-proficiency language users, where linguistic and cultural barriers can impede efficacy. Providing students with pre-training, procedural prompts, and language modeling has proven effective. A quasi-experimental, pretest-posttest design was employed to determine the impact of a highly scaffolded SGQ strategy on reading comprehension in two intact CEFR-A2 reading classes (n = 62) over a 16-week semester at a Japanese university. The Cambridge A2 Key Test was administered before and after the reading intervention. Parametric test results revealed SGQ had no significant effect on any of the five reading subskills. Further discussion of findings and recommendations may prove instructive for reading educators and researchers of low-proficiency English students in Japan and other East Asian 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.

The study aims at a deeper understanding of English classroom environment (CE) and foreign language enjoyment (FLE) in the context of a Chinese university and further explores the relationship among CE, FLE, and students’ performance in learning English as a foreign language. The 336 participants in this study were mostly from science departments, and about one-third of them came from Tibet and Xinjiang Autonomous Region. The findings indicate that the participants’ CE and FLE were at a moderate level and that significant positive correlations were detected among CE, FLE and English performance. The study has some practical implications for EFL (English as a foreign language) teaching and learning: (a) The establishment of a good healthy CE can effectively promote students’ performance; (b) The students’ FLE can help them learn English better; (c) Teachers and students should attach importance to the process of English learning, where teachers ought to actively play their part in building a healthy CE and enhancing students’ sense of FLE in English learning.