Teaching language

When mentioning teaching and learning English at all levels of education in countries where English is classified as English as a Foreign Language, four principal skills – listening, speaking, reading, and writing – have been widely researched. Listening has long been recognized as a challenging skill for teachers, students, and researchers in non-English native language contexts.

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This study investigates the impact of teaching methodologies with probabilistic programming language R on student performance across various topics in probability theory and statistics. Integrative teaching strategies has shown impressive efficiency in enhancing student’s critical thinking skills, creativity, and ability to solve complex problems.

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This paper aimed at investigating teachers’ perceptions in promoting LA in language teaching and learning in online language classes, specifically at International School, Vietnam National University, Hanoi. In-depth interviews were conducted for 7 teachers and the results were obtained via thematic analysis.

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Discovering an imagined identity and investment in teaching competency development of English as a Foreign Language studentteachers has gradually become one of the most significant issues in English language teaching field. The study aims to unravel imagined identity and the extent of investment in developing teaching competency of English as a Foreign Language student-teachers at a university in Ho Chi Minh City, Vietnam.

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This report focuses on examining how powerful feedforward is when utilized within ESL/EFL teaching environments. In contrast to feedback, which centers much around past achievements, feedforward pays attention to what could be done differently and provides the direction toward realization (Dweck, 2006).

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This study intends to investigate the task-based language teaching (TBLT), known for its effectiveness in English Language Teaching (ELT) to improve students' communicative English skills. The study also aims to get insights into students' perspectives on learning grammar through Task-Based Language Teaching (TBLT).

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By the aim to enhance the listening skills of EFL freshmen, an experiment was conducted using cartoons with thirty-five first-year students in an experimental group, compared to a control group, through pre-tests and post-tests. The intervention took place over five weeks during the first semester of the 2022-2023 school year, utilizing ten cartoons as research tools.

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The object of the research is 60 first-year non- English language major students at Thai Nguyen University of Sciences. The students were randomly divided into 2 groups (experimental group and control group), each group consisted of 30 students.

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The study highlights the importance of beliefs in EFL teaching and learning and provides meaningful contributions to undergraduate preservice teachers, teachers and teacher educators to enhance the quality of teaching EFL to young learners in Vietnam in particular, and in other EFL contexts in general.

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The quandary of the choice between the use of English-only policy or mother tongue in learning and teaching English for Specific Purposes has been ongoing for the past few years at the tertiary level. This study aims to investigate the effectiveness and practicality of implementing the two teaching and learning approaches.

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The study aims at examining EFL teachers’ perceptions on their roles and how they occupy these roles in project-based learning at a Vietnamese state university. Narrative interviews were employed to collect qualitative data with the participation of five teachers at the Faculty of Foreign Languages at Ho Chi Minh City University of Technology and Education.

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This research was conducted to investigate English teachers' strategies for minimizing ninth graders' errors in using English passive voice. The participants were four teachers who were teaching at a secondary school in a Vietnamese rural region.

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This paper discusses the effects of an intercultural communication course on the development of students‟ intercultural communicative competence, a crucial competence for language learners in the globalised world.

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This paper provides a brief introduction to competency-based education. The competency-based language teaching (CBLT) focuses on competences and outputs. In competence-based language education, teachers are objects rather than subjects in the teaching process.

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This research aimed to investigate teachers’ perceptions and practices of projectbased learning (PBL) in teaching speaking skill at some high schools in a Central Vietnam province. The mixed methods research was adopted with the population of twenty-five teachers of English as a foreign language (EFL).

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The study aims to explore their attitudes towards RJW through the data collection tool of interviews conducted with the teachers before and after they spent eight weeks writing reflective journals on their English as a foreign language (EFL) teaching at primary schools.

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The study was conducted to explore the awareness, level of participation, and experiences of pre-service teachers of English in 03 Community Service Learning (CSL) activities at Quy Nhon University, namely Green Summer Activitiy, Peer-Teaching Activity, and Teaching Assistant Activity.

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EFL university teachers' emotions are likely to be influenced by students’ behaviours in the classroom. Thus, practicing emotion regulation is considered to support teachers to achieve their professional objectives and effective teaching. In this case study, the negative emotions associated with classroom teaching experienced by an EFL university lecturer due to students’ behaviors were video recorded.

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The study examines the efficacy of utilizing English pop songs to teach liaison (linking sounds) in English as a Foreign Language (EFL) contexts. The experiment, conducted over five weeks, involved two groups of adolescent learners enrolled in a general English course at a university's foreign language department in Ho Chi Minh City.

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The paper presents an overview of sociolinguistics and analyses its importance in the L2 development and second language learning (SLL). A number of sociolinguistic issues then are discussed to provide further explanations for the critical role of sociolinguistics in SLL through an analysis of empirical studies in this field.

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