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.

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.

A number of researchers in language education have investigated the effects of language learning emotions. Burnout, a negative affective factor, is deemed a shared phenomenon among language learners. In the context of teaching English as a foreign language (EFL) in China, Chinese EFL learners, especially senior high school students, seem to be vulnerable to English learning burnout (ELB). ELB is a three-dimensional concept derived from job burnout in psychology and academic burnout in general education. It possesses three principal components: Exhaustion, Cynicism, and Reduced Efficacy. The present study aims to explore ELB levels, gender dissimilarities, and English learning performance differences in ELB among Chinese senior high school students. We administered the Maslach Burnout Inventory-EFL Student Survey to a sample of 377 Chinese senior high school students, analyzing the collected data through descriptive statistics, an independent sample t-test, and one-way ANOVA using the Statistical Package for the Social Sciences (SPSS) 26.0. Our significant findings are as follows: 1) Chinese senior high school students had low overall and dimensional ELB levels; 2) there was no significant gender difference in students’ ELB levels; and 3) the students’ English learning performance levels significantly differentiated their ELB levels. Some theoretical and practical implications are provided.

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.

Motivation research in foreign language learning is booming, and self-determination theory (SDT) has attracted wide attention. This study used mixed methods with 410 Chinese senior high school students as participants. The study aimed to answer the following three main questions: (1) What are the levels of Chinese senior high school students’ English learning motivation (ELM)? (2) Do the students’ ELM levels differ by gender? (3) What are the influencing factors of the students’ ELM? The following conclusions were drawn from the data analysis. First, the participants had a median level of ELM. Second, their ELM was more inclined towards self-determination. Third, girls’ levels of intrinsic regulation and identified regulation were significantly higher than those of boys. Fourth, anxiety and negative peer influence were two factors that contributed to a decline the students’ ELM. Cooperative learning and teacher support could improve students’ intrinsic learning motivation. The satisfaction of these three basic psychological needs promoted the internalization of external motivation. Based on the above findings, we offer the three following insights: it is crucial to maintain students’ autonomous ELM level; it is imperative to create a relaxed and positive classroom atmosphere; and teachers should try to meet students’ basic psychological needs.

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.

Since language use is at the center of language learning, learners’ active engagement in learning activities is crucial for successful language learning. Answering the call for positive language education, the present study investigated the levels and influencing factors of engagement in English learning among 437 Chinese senior high school students. This study employed an explanatory sequential mixed-methods design, collecting data through questionnaires and semi-structured interviews. The results showed that students were generally well-engaged in English learning. Moreover, students were more inclined to engage in English learning behaviorally, emotionally, and cognitively. Students’ agentic engagement in English learning was relatively low and mainly reflected after English classes. The relatively low agentic engagement might be shaped by a series of personal and contextual factors, including the traditional Chinese concept of “honoring and respecting the teacher”, teachers’ teaching strategies, students’ learning strategies, English proficiency, learning climate, and teaching styles. Pedagogical implications for English teachers concerning enhancing students’ English learning engagement were provided.

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.

Boredom is a commonly experienced unpleasant emotion in foreign language classrooms and may negatively influence students’ learning status and outcomes. Unfortunately, limited attention has been directed to classroom boredom among students while learning foreign languages. To address this gap, this study adopted a mixed-methods approach to investigate English as a Foreign Language (EFL) classroom boredom experienced by students. We invited 675 Chinese senior high school EFL students to participate in the questionnaire survey about their classroom boredom, and 4 of them voluntarily participated in semi-structured interviews. The results of quantitative data analyses indicate that Chinese senior high school EFL students experienced medium levels of classroom boredom, with male students feeling significantly more bored than females and no difference in boredom in terms of grade and class type. Qualitative data also reveal students’ preferences for challenging language learning activities and learner-centered pedagogy. Our findings shed light on ways of improving EFL learners’ classroom learning experiences and emotional status.

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.

This qualitative study explored: (a) How do the three English-Education-major (EE hereafter) undergraduates perceive their academic self-efficacy change experiences over the first two years after major transfer? (b) What are the personal and social factors that prompt their academic self-efficacy change? Data was collected from three EE students at S University in S city, China. Data sources include semi-structured interviews, reflections, and observation notes. Data analysis uses qualitative content analysis, adopting an inductive approach to allow themes to naturally emerge from the data. Findings reveal that participants experienced academic self-efficacy changes through continuous and uneasy processes. Significant changes were noted in the participants’ academic self-efficacy. Key personal factors, including mastery experiences and physiological/emotional states, along with social factors, including verbal and social persuasion and vicarious experiences, were found to substantially influence self-efficacy. In light of the above findings, practical implications were proposed for EE programs and program developers from the three aspects: creating opportunities for mastery experiences within EE programs, incorporating elements of social persuasion and vicarious learning, and integrating modules focused on managing anxiety and fostering resilience. Limitations of this study and recommendations for future research were discussed.

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.

Early childhood is a critical period for growth and language development, including the ability to communicate effectively. In modern educational institutions, alongside Indonesian as the mother tongue, English is often introduced as a foreign language. Teaching English to young children is approached through engaging and educational activities designed to enhance their language skills. This study employs Participatory Action Research (PAR) involving 41 kindergarten students as participants. Effective methods include singing, reading bilingual storybooks, giving instructions in English, and role-playing. Singing helps children recognize English sounds and rhythms naturally, while bilingual storybooks enrich vocabulary by linking English words to familiar contexts. Role-playing, particularly bilingual mini-theater, stands out as a prominent method. In this activity, children interact using a mix of Indonesian and English dialogues, fostering both language skills and enjoyment. By participating in such dialogues, they deepen their understanding of English words in context. Additionally, instructions given in English during role-play help children familiarize themselves with hearing and responding to the language, promoting internalization. The findings highlight that the bilingual mini-theater approach fosters a dynamic learning environment that promotes vocabulary acquisition, expressive communication, and practical language application. These creative activities make learning interactive and enjoyable, effectively supporting early childhood English language development.

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.

Motivation is one of the most critical prerequisites contributing to English as a Foreign Language (EFL) students’ academic success. Nonetheless, the connection between students’ motivation and academic low achievement remains underexplored in Vietnam. This study, therefore, drawing from Deci and Ryan’s Self-determination Theory, endeavored to bridge this gap by exploring factors affecting low-achieving high school EFL students’ motivation in learning English, which in turn shaped their academic outcomes. The study adopted a cross-sectional qualitative case study design and conducted semi-structured interviews with four purposefully selected participants. Qualitative data were analyzed via convergent cross-case thematic analysis. Findings revealed that participants’ motivation in learning English was dramatically affected by external and internal factors. External factors included institution-related, family-related, teacher-related, peer-related, and socioculture-related influences. Internal factors encompassed intrinsic motivation in learning English, personal interests in learning English, and self-regulated learning competence. Critically, external factors were perceived to be more influential on their motivation in learning English than internal factors. Subsequently, some pedagogical implications were introduced to relevant stakeholders to enhance teaching practices and foster English learning motivation among this student population.

With increasing scholarly attention to the role of emotions in language learning, boredom, a prevalent yet often overlooked negative emotion in educational settings, has emerged as a significant research focus. Understanding boredom in language learning is crucial because it directly impacts students' motivation, engagement, and long-term achievement. Given that, this study investigates the level of English learning boredom (ELB) among Chinese high school students, examining potential differences across genders and grades. Using a mixed-methods approach, the research collected quantitative data through a questionnaire survey of 748 high school students in Northeast China, supplemented by qualitative insights from semi-structured interviews with 5 students. The findings revealed that students generally exhibited a low level of English learning boredom, meaning they rarely felt disinterested or bored in class. No statistically significant differences were observed between genders or across grade levels. Our interview results added further nuance to the quantitative findings.  Future research could expand the sample scope to include diverse geographical and socio-economic backgrounds and employ longitudinal approaches to track boredom dynamics over time. The study contributes to the growing body of literature on emotions in language learning and offers practical implications for educators seeking to reduce boredom and enhance student engagement in English classrooms.

Integrating critical thinking (CT) into English as a Foreign Language (EFL) instruction has become a pedagogical imperative in higher education, particularly in contexts striving to foster 21st-century competencies. While existing research has largely focused on intervention programs and theoretical models, there is a limited qualitative understanding of how EFL instructors embed CT within the actual teaching of language skills. This study investigates the pedagogical approaches employed by Indonesian university instructors to promote CT in reading, writing, listening, and speaking courses. Guided by the research question: What pedagogical approaches do Indonesian university EFL teachers use to promote CT in the teaching of the four language skills?, the study employed a qualitative research design. Data were collected through semi-structured interviews with eight EFL instructors (two per skill) from three private universities in Jakarta. Thematic analysis revealed four core themes: conceptualizing CT, skill-specific instructional strategies, challenges in implementation, and perceived student development. Findings indicate that while instructors share a strong commitment to CT, its integration is shaped by skill type, student proficiency, and institutional constraints. The study contributes novel qualitative insight into classroom-based CT pedagogy and offers practical implications for teacher education and curriculum design. Limitations include a small, urban-focused sample. Future research should consider broader, comparative contexts and incorporate student perspectives to deepen understanding and applicability.

CLIL (Content and Language Integrated Learning) incorporates content acquisition and language instruction, allowing students to develop linguistic competencies while engaging with particular topics. This research aims to investigate the effectiveness of CLIL activities in enhancing students' vocabulary, as well as to explore students’ views of engaging in CLIL activities for their learning process. The participants consisted of 21 primary school students with diverse levels of English ability. The study employed a mixed-methods research approach, combining a quasi-experimental study (one-group pre-test and post-test) with a survey. The results indicated that CLIL activities notably improved students’ vocabulary mastery, with post-test scores (Mean: 60,38) surpassing the average pre-test scores (Mean: 58,28). In response to the students' perceptions of their experiences, among 21 students, 15 (71%) indicated that CLIL activities enhanced their interest in English and science. In this study, CLIL activities were carried out by incorporating singing, engaging in games such as flashcards and QNA, and facilitating group discussions. The CLIL activities offer significant contexts for language application, facilitating the effective acquisition of new vocabulary for students. The students demonstrated enhanced vocabulary test scores as a result of the learning activities. The findings indicate that CLIL-based learning significantly enhances students’ vocabulary, and students express a favourable perception of this approach. Educators should incorporate CLIL activities into their instructional methods to create a vibrant and engaging learning environment. Future investigations could delve into the implementation of CLIL across various educational settings and disciplines to fully harness its potential advantages.