The AsiaCALL Online Journal [ACOJ] (ISSN 1936-9859) is a fully peer-reviewed international publication of AsiaCALL, the Asia Association of Computer-Assisted Language Learning. It is an Open Access journal because it makes its contents available to all with no restriction. The authors are the owners of their published articles. Focus and Scope The purpose of this international peer-reviewed online Open Access journal is to advance international scholarship and pedagogic practice in the area of Computer-Assisted Language-Learning (CALL) or Technology-Enhanced Language-Learning (TELL). The journal is multidisciplinary, international, multi-paradigmatic, and multicultural in scope and welcomes original contributions from all theoretical perspectives. Computer-Assisted Language Learning (CALL) or Technology-Enhanced Language-Learning (TELL) is defined as any scholarship and pedagogical practice from researchers and practitioners, which values and prioritizes modern technology use in language/culture learning and teaching across all learning settings. While the primary focus of the journal is the enhancement of language-learning (in all its forms, including culture) and teaching, the journal may accept contributions where the focus may not be language in the strict sense, provided the submitted material could, arguably, contribute to language learning and teaching in due course. Different approaches to CALL/TELL have emerged since the beginnings of the “modern era” of CALL/TELL in the late 1970s and early 1980s. Of critical importance to the field is the notion that CALL/TELL is essentially an intellectual matter and not a technical one. As a consequence, diverse perspectives are welcomed despite the possibility of irreconcilable contradictions and disagreements between them. Creating a space for a collision between conflicting ideologies and practices should nurture the development of an intellectual setting where important questions and tensions will emerge as scholars across this burgeoning field provide rich, valuable, and different perspectives on the problem of CALL/TELL. This deliberate focus on the difference will help ward off intellectual stagnation: the greatest danger we face in a world where quality education demands more creative and divergent thinking than ever before. The AsiaCALL Online Journal is a multidisciplinary and interdisciplinary publication located within, across, and between the Humanities, the Social Sciences (including Education/Pedagogy), and Information/Computer Technology and other developing technologies. It accepts theoretical and practical contributions, including intellectual/conceptual research and data-driven research, book, software reviews, reflective notes, and commentaries. Finally, in keeping with making research available rapidly to the community, the journal accepts contributions at any time of the year. It will seek to publish accepted articles within a period of eight weeks from the time of receipt. All contributors and readers interested in broadly defined and dynamic perspectives on CALL/TELL and closely related areas are warmly welcomed. Index ACOJ has been indexed in Google Scholar, PKP PN, LOCKSS, CLOCKSS, and Crossref. Check plagiarism The ACOJ will conduct a plagiarism check on all submitted papers using Turnitin's program. ACOJ will immediately reject any paper that involves plagiarism. Section Policies Articles Purely conceptual and/or methodological papers; Intellectual and empirical research; Description of and reflection on innovative educational practices related to CALL/TELL; “Special issue” – collections of thematically-related papers. Anonymity, attribution, and collaboration Authors are encouraged to nominate referees for their manuscripts (using the special section in the online submission form). Referees should be experts in the addressed area. The Executive Editor of the Journal is under no obligation to invite any suggested referee to review any of the papers submitted. Authors who submit papers for blind review are asked to consult the appropriate section (Ensuring a Blind Peer Review) to ensure that they comply with the requirements. Referees will remain anonymous. Publication Frequency The journal is volume-organized. All unrelated articles are published as soon as they are ready for publication. The journal volume is defined by the year of publication of articles. Every effort will be made to publish accepted manuscripts within an 8-week window. From 2023, AsiaCALL Online Journal will publish two issues per year, one in June and the other in December. The ACOJ will publish manuscripts as soon as they are accepted. Publication fee All the reviewing processes are free of charge. The acoj only charges author(s) when the paper is accepted for publication in an issue. The acoj will charge a fee of $70 for each published article. It will be applied since October 2022. There are no other charges, including polishing the language and fixing errors (if any) for the authors. In case the author(s) are in need of a fee waiver, they may send an email to the managing editor to provide explanations for their situations. A fee waiver would then be considered. Open Access Policy This journal provides immediate open access to its content. AsiaCALL believes that it has an obligation to make new information, research findings, and novel ideas available to the community as rapidly as possible. Genres, Format, Styles The journal is volume-organized. All unrelated articles are published as soon as they are ready for publication. The journal volume is defined by the year of publication of articles. The journal's core peer-reviewed genres: Conceptual and/or methodological papers; Empirical research with conceptual analysis and "thick descriptions"; Description of and reflection on innovative CALL/TELL educational practices; “Special issue” – a collection of thematically related papers. Video/audio recorded articles instead of traditional written articles. Some reflective notes (depending on context), Some commentaries (depending on context). The journal's auxiliary non-peer-reviewed genres: Video/audio recorded or transcripts of innovative CALL/TELL educational practices with the possibility of fragment-by-fragment analysis of records and their discussions; Commentaries on published articles (both impressionistic and focused) (invited or volunteered); Book reviews (invited or volunteered); Announcements for conferences and calendar events; Links for other websites related to CALL/TELL and education; Reflective notes; Commentaries. For further information, please contact the Managing editor at acoj.editor@gmail.com; Address: 45 Nguyen Khac Nhu, Dist. 1, Ho Chi Minh City, Vietnam. Tel: (+84) 909850699 Brief Information: Country of Publication: 45 Nguyen Khac Nhu, Dist. 1. Ho Chi Minh City, Vietnam Publisher: AsiaCALL Press Open Access: Yes ISSN: 1936-9859 Frequency: 2 issues per year Publication Dates: June and December Language: English Scope: Languages & Linguistics, Pedagogies & Language Teaching, Social Sciences, Education Article Processing Charges: $70 (will be applied since October 2022) Types of Journal: Academic/Scholarly Journals Indexed: Google Scholar, ORCID, Crossref, DOI, Library of Congress, PKP PN, LOCKSS, CLOCKSS, Semantic Scholar, Mendeley, EuroPub, J-Gate Policy: Double-blind peer review Plagiarism check: Turnitin Contact & Submission e-mail: publishing.asiacall@gmail.com; acoj.editor@gmail.com
Asia Association of Computer Assisted Language Learning
License Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process. Copyright The copyright of all articles published in the acoj remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the acoj are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
AI Tools as Facilitators or Threats to Vietnamese Students' Academic Integrity in Research Writing
Artificial Intelligence (AI) has captured the world’s imagination and sparked endless debates among educators. Among the discussions is the ethical use of AI for academic purposes. The existing literature indicates that, while AI tools offer significant benefits, they also raise ethical concerns in higher education contexts. However, the impact of AI tools on the academic integrity of Vietnamese English majors' research paper writing remains relatively unexplored. This paper addresses this gap by investigating how final-year English majors in Vietnam perceived and used AI tools in their research paper writing. The study employed a quantitative approach, using a questionnaire as the primary tool to collect numerical data from 70 participants with experience in AI and research writing. Findings revealed that AI tools were generally perceived positively and were widely used in students’ research paper writing process. Ethical issues were identified as a concern among the majority of the participants. However, the collected data also showed contradictions in participants’ perceptions and use of AI. The research highlights the need to regulate the use of AI among students and to integrate these tools effectively into academic writing contexts. Urgent interventions are necessary to ensure that AI tools serve as facilitators rather than threats to academic integrity in Vietnamese students’ research writing.
Copyright (c) 2025 Le Thien Phuoc, Do Dang Khoi, Hoang Thi Hai Duong, Nguyen Xuan Hong https://creativecommons.org/licenses/by/4.0
An Investigation into the Effect of Using Duolingo to Enhance Students’ Vocabulary
This study aims to investigate the effect of using Duolingo to enhance students’ English vocabulary. It focused on students in Hanoi who learn English as a second language. The researcher adopted a mixed method. For data collection, a questionnaire was administered to 163 students in Hanoi, and then the researcher conducted semi-structured interviews with 6 of them who learned English with Duolingo. Concerning data analysis, the computer program Statistical Package for Social Sciences (SPSS) is used to analyze the numerical data, and the interview results are used to support the analysis process. Overall, the study results illustrated that Hanoi students have positive attitudes toward using Duolingo to learn vocabulary. This indicates that the hypotheses of this study were accepted, suggesting that the Duolingo application can be utilized to enhance students' vocabulary. Despite several advantages such as progress tracking and interactive exercises, this application has some disadvantages that unsatisfied users’ learning process, including the lack of depth and contextualization in certain vocabulary areas, and limited customization options. As a result, the researcher suggests that English teachers integrate the Duolingo application into the Teaching-learning process as it makes English learning more enjoyable and interesting. Moreover, Duolingo’s designers should add more specialized vocabulary and offer customization options to broaden students’ experiences.
Copyright (c) 2025 Nguyen Thi Quyen https://creativecommons.org/licenses/by/4.0
Impacts of AI tools on self-study by English-majored students at Quang Nam University
It is undeniable that artificial intelligence (AI) tools make a major contribution to fields across society, such as medicine, business, and education. Some studies on the impact of AI on English learning and teaching have been done. The studies showed some advantages and disadvantages of AI tools in general; however, they haven’t yet investigated specific participants to analyze them in detail. Our study emphasizes how our students benefit from AI tools and focuses particularly on the obstacles they face when using them. The survey used qualitative and quantitative methods and included a questionnaire for 150 English-majored students at Quang Nam University and one for teachers. The findings highlighted how students improve their English practice skills and how they are motivated by learning with AI. At the same time, the research results revealed that a lack of face-to-face interaction, inaccurate feedback, and reduced self-discipline are significant challenges. The study aims to make a specific contribution to English teaching and learning through AI tools.
Copyright (c) 2025 Doan Phan Anh Truc, Nguyen Thi Hue, Tran Ngoc Que Chau https://creativecommons.org/licenses/by/4.0
Using Gemini for Formative Assessment in English Academic Writing - Critical Insights into The AI Tool’s Efficacy
The emergence of Artificial Intelligence (AI) has triggered revolutionary transformations in language teaching and learning. When it comes to academic writing, current educational practitioners must more than once wonder which AI-powered tools, among the overwhelming number mushrooming recently, can assist their learners’ self-study by providing reliable and relevant feedback. This paper explores the effectiveness of Gemini, a large language model (LLM) developed by Google AI, in providing rubric-aligned commentary on student essays. The article employed a mixed-methods approach in which quantitative data are collected from academic writing samples while qualitative data are coded from Gemini-assisted feedback. Through the critical analysis of the comments provided by Gemini on twenty students’ essays, against the IELTS Writing Task 2 band descriptors, Gemini’s feedback tends to be more consistent when it comes to task achievement and coherence and cohesion, with rubric or band descriptors included in the prompt. Within each criterion in the rubric, the initial indicators tend to be more adequately examined. Also, paragraphing, spelling, and punctuation are the indicators that are neither consistently nor sufficiently commented on. These findings lay a foundation for language educators to evaluate the efficacy of LLM-assisted learning tools in academic writing education, paving the way for their proper application in classroom instruction.
Copyright (c) 2025 Nguyen Dinh Luat, Le Pham Thien Thu, Le Thi Thuy https://creativecommons.org/licenses/by/4.0
The Impact of ChatGPT Voice on Non-Majored Students’ Willingness to Communicate in a Vietnamese University
ChatGPT represents a significant advancement in language education because it engages in natural and contextually appropriate conversations. This technology offers EFL students enhanced opportunities to practice speaking English in a relaxed environment. While most studies on AI-powered chatbots in higher education have demonstrated their positive effects on students' willingness to communicate (WTC), there has been a lack of research specifically focusing on ChatGPT Voice (CV) in Vietnamese universities. This study explores the impact of CV’s conversational interface on the WTC of EFL students at a university in the Mekong Delta region of Vietnam. In three months, 30 non-English major students participated in ten speaking activities facilitated by CV, supplemented by ten worksheets. These activities were conducted in various formats: group work (four activities), pair work (four activities), and individual sessions (two activities). The impact of CV on students' WTC was assessed using a mixed-methods approach, including 2 questionnaires, one before and one after the intervention, and a semi-structured interview with seven students following the intervention. Preliminary findings indicate that the use of CV could enhance students' WTC. Among the factors influencing WTC, self-perceived competence emerged as the most significant factor affecting students’ WTC (β = 0.630), surpassing the engagement and anxiety factors. The study recommends the integration of CV in EFL classrooms to stimulate students' motivation and improve their speaking skills.
Copyright (c) 2025 Pham Huynh Thuy Uyen, Dinh Tran Thuy Lieu, Tran Xuan Trang https://creativecommons.org/licenses/by/4.0
A Systematic Review of How ChatGPT is Perceived and Utilized in EFL Writing Classes: Implications for Vietnam
Since its debut, ChatGPT has emerged in heated discussions among language teachers and educators. This paper presents a systematic literature review of teachers’ perceptions on integrating ChatGPT, which is an OpenAI-developed large-scale generative language model used in English as a Foreign Language (EFL) writing classes in higher education. The study aims to provide a comprehensive overview of current research on how ChatGPT is perceived and utilized in writing classes. For the systematic review, a total of 118 research articles published from November 2022 to April 2024 were collected based on specific keywords. After applying inclusion and exclusion criteria, 29 publications were selected for review. Findings indicate diverse perspectives among higher education teachers regarding ChatGPT's utility. Additionally, its integration in higher education EFL writing classes is still in its early stages, with the current emphasis on content revision, proofreading, prompt creation, idea generation, and providing personalized feedback. These results underscore the need for ongoing research, urging Vietnamese teachers to carefully consider ChatGPT's integration. There is a pressing demand for training both teachers and students in higher education in the Vietnamese EFL context to address the issues of academic integrity, critical thinking, and the challenges associated with home-based assessments.
Copyright (c) 2025 Le Thi Thien Phuoc, Quach Thi To Nu, Pham Thi Xuan Trinh, Nguyen Dinh Luat https://creativecommons.org/licenses/by/4.0
Contextualizing a Global English Textbook with ChatGPT to Enhance ESL Teaching and Learning in an Indian Classroom
The present study delves into the innovative use of ChatGPT to adapt a global textbook to make it more relevant and accessible to the language learners in the Indian context. With informed prompt engineering, the language model could contextualise the instructional material to situations and settings that resonate with the learners’ everyday lives, providing them with a more personalised and effective language learning experience. Global textbooks often present content entrenched in the culture and contexts of native speakers, making it challenging for non-native learners to relate to and produce the language with confidence. By utilising ChatGPT, the teacher could localise the textbook content, ensuring that the learners encounter familiar scenarios that encourage seamless language application. The study employs a qualitative embedded case study design involving AI prompt writing, lesson planning, classroom observations, a focus group discussion, and a semi-structured interview. Administering the lessons using the adapted content proves to increase the learners’ engagement in the classroom while the teacher achieves the desired learning outcomes expected by the original textbook. Moreover, the paper addresses the training and support required for the teacher to use ChatGPT. Using AI to democratise the process of adapting the global textbook promises a viable method for teachers to contribute to designing supplementary learning materials.
Copyright (c) 2025 Murshid V H, Simon Peter https://creativecommons.org/licenses/by/4.0
Conversation Design as a Pedagogical Strategy in ESL Classrooms: Co-creation of a Chatbot by Beginner-level Learners in India
This study explores the use of conversation design as a pedagogical strategy in an ESL (English as a Second Language) classroom. The participants of the study are 14-year-old beginner-level learners of English who speak Hindi and reside in Hyderabad, India. Learners are tasked with collaboratively designing, creating, and testing a chatbot. Before attempting the task, learners are provided with a foundational knowledge of Artificial Intelligence (AI), conversation design principles, and the use of a no-code development platform that uses a GUI (Graphical User Interface) to design and test chatbots. The learners are allowed to make use of their own language, i.e. Hindi, to carry out discussions and design the English-speaking Chatbot. They are also required to test their Chatbot by having conversations with it. While several studies look into the use of chatbots of various kinds in language education, there is a significant gap in research related to the use of conversational user interface (CUI) design in language classrooms. The study demonstrates that integrating conversation design into a multilingual ESL classroom promotes engagement, contextual relevance, and personalized learning experiences, allowing learners to participate actively and take ownership of their language acquisition process.
Copyright (c) 2025 Harshitha H https://creativecommons.org/licenses/by/4.0
EFL Students’ Perceptions in Collaborative Writing via Google Docs: A Case Study at Van Lang University
Collaborative writing represents as an integrated technique for tackling students' writing difficulties. Consequently, practising Collaborative Writing (CW) through online technologies, notably Google Docs (GD), can be an innovative model that assists student learning. However, in addition to its credits, this model is not without drawbacks. The current study attempts to demonstrate users' perspectives on the limits of collaborative writing via Google Docs and how they deal with them. The researcher employed a qualitative case-study approach and data collection via a questionnaire at Van Lang University in Ho Chi Minh City. The questionnaire consisted of 17 closed-ended questions to collect data from 9 student participants. The results revealed several advantages of Collaborative Writing as supported by Google Docs (henceforth CWGD), alongside some limitations and challenges to this approach/model.
Copyright (c) 2025 Tran Thi Hoang Nguyen, Su Ai Anh Thu https://creativecommons.org/licenses/by/4.0
The Utilization of Chat-GPT 3.5 for Vocabulary Learning: A Study on Students’ Perceptions
Vocabulary plays a fundamental role in language acquisition and communication, serving as the building blocks for expressing ideas, understanding texts, and engaging in effective verbal communication. However, effectively learning vocabulary can be challenging due to learners’ diverse needs and learning styles, as well as a lack of motivation. With the emergence of artificial intelligence (AI), numerous opportunities exist to leverage technology in language instruction, including vocabulary learning. This research explored students’ perceptions towards using Chat-GPT 3.5 (free version) to improve vocabulary acquisition beyond the classroom. The study employed a mixed-methods approach, administering a survey with Likert-scale and open-ended questions based on the Technology Acceptance Model to students in university academic classes. Results from the Likert-scale section indicated the potential for learners to use Chat-GPT 3.5 for self-directed vocabulary learning after class. Findings in the open-ended parts revealed that Chat-GPT 3.5 can provide significant support to learners in terms of learning vocabulary for both meanings and usage in the relevant contexts if they can have enough guidance and scaffolding from teachers or peers. Therefore, it is crucial to raise awareness about organizing relevant training for English teachers on technological knowledge, especially on how to use Chat-GPT, and ensuring sufficient scaffolding for learners. This approach will help guide learners on the right path to independent vocabulary learning.
Copyright (c) 2025 Luu Dang Kim Cuc, Bui Diem Bich Huyen https://creativecommons.org/licenses/by/4.0
An Investigation of Using ChatGPT to Personalize Student’s Learning Process in EFL Writing Classes
The application of ChatGPT has been considered a powerful tool to help students simplify writing tasks. Students have indeed utilized the benefits of ChatGPT to personalize their writing learning process more effectively, leading to the ultimate goal of developing writing capacity. The case study, employing both quantitative and qualitative research, aimed to explore how effectively ChatGPT promotes students’ personalization in learning writing. To achieve the purpose of the inquiry, the study utilized pretest and posttest analysis, documents and semi-structured interviews after conducting a two-month experimental teaching period. The findings revealed that students expressed their dynamic engagement and preferences with ChatGPT during their writing learning process. Additionally, students demonstrated their purposeful selection of ideas that suited their writing requirements and level. What was more, using ChatGPT assisted them in identifying various writing mistakes in terms of expression and word usage; thereby, students boosted up their critical thinking skills in adjusting and revising their writing better. However, the students still pointed out some limitations in receiving immediate feedback from their teachers outside the classroom. Therefore, some pedagogical implications were highly recommended to help students make full use of the benefits of ChatGPT in learning writing.
Copyright (c) 2025 Nguyen Huu Ngoc, Nguyen Thi Lam https://creativecommons.org/licenses/by/4.0
Investigating the Promises and Perils of Generative AI in EFL Learning in Higher Education: A Literature Review
In most disciplines, especially education, the spread of Generative Artificial Intelligence (GenAI) has been a hot topic. Since OpenAI launched ChatGPT (generative pre-trained transformer) in 2022, GenAI has garnered worldwide interest; as a result, the advent of GenAI has had significant applications for a number of fields, including language instruction. The teaching and learning of English as a foreign language (EFL) in higher education could be greatly improved by GenAI. This narrative review provides an overview of GenAI’s background, its promising future, and functions in assisting English language learners, after which the difficulties that EFL students may have when using GenAI in their learning process are presented. Finally, the review presents findings on the benefits and limitations of GenAI, followed by a discussion of its implications. This study aims to equip EFL instructors and learners with the knowledge needed to leverage GenAI effectively, fostering more successful and interesting learning environments.
Copyright (c) 2025 Nguyen Thanh Huyen, Hoang Thi Ngoc Hien https://creativecommons.org/licenses/by/4.0
Utilizing Collaborative Video Projects in Interpreter Training: English-majored Students’ Perceptions and Experiences
Based on a number of research papers about language education, student-produced video projects are beneficial and practical to improve language skills outside the classroom. Nevertheless, the use of this method in interpretation courses has yet to be widely studied in the world. Accordingly, the researchers utilized the experimental method in an interpretation course. The course had 40 seniors majoring in English for Tourism, asked to work in groups of four or five to plan and make their own video projects to practice interpreting in real-life contexts. Also, their video projects were graded as mid-term tests according to grading criteria. Quantitative and qualitative approaches were used to explore students’ perceptions and experiences of collaborative video projects. At the end of the course, they were invited to fill in surveys to discover their perceptions and what they could improve through this method. Furthermore, 12 of them joined online interviews to share their experiences as well as views of video projects. Based on the findings, most of the participants described collaborative video projects as new and motivating learning experiences helping develop their interpreting skills instead of studying in traditional classrooms. It was suggested that video projects should be used as a new teaching model in interpreter training.
Copyright (c) 2025 Pham Manh Tri, Cao Thi Xuan Tu https://creativecommons.org/licenses/by/4.0
Anxiety in Online and Face-to-Face English Classes Amongst Japanese University Students During and After the COVID-19 Pandemic
The COVID-19 outbreak in 2020 prompted a sudden transition from in-person to online education in Japan. This research examined English language learning anxiety in virtual versus traditional classroom settings among 105 Japanese university students at a national university in Ibaraki Prefecture between 2020 and 2023. Students completed surveys about their anxiety levels in both learning environments. Statistical analysis using t-tests showed no significant differences in anxiety between online and in-person classes. Analyses by gender and academic year also revealed no notable distinctions. While mean anxiety scores were slightly higher for traditional classes, female students, and third-year undergraduates, these differences were not statistically significant. The results indicate that foreign language anxiety continues to be a concern in both online and face-to-face English classes for these students during the 2020-2023 period. Additional research into factors affecting anxiety across different learning contexts is needed. This study provides initial evidence that the shift to online learning due to COVID-19 in 2020 did not significantly change anxiety levels for Japanese university students studying English through 2023.
Copyright (c) 2025 Ronald Schmidt-Fajlik https://creativecommons.org/licenses/by/4.0
An Investigation on the Application of Wordwall to Promote Learner Autonomy in EFL Classes at a University
The use of game-based learning platforms has significantly contributed to learners’ improvements in autonomous learning. This mixed methods research aimed to investigate how Wordwall, one of the game-based learning platforms, promoted learner autonomy in an EFL class. To serve the research purposes, the study conducted a two-month experimental teaching, class observations, a questionnaire and semi-structured interviews. The findings indicated that students showed their dynamic engagement, motivation and responsibility during their learning process. Moreover, students expressed their purposeful selection of learning content and learning templates aligned with their ability and preference, resulting in better learning outcomes. Most of them shared their positive and in-depth perceptions towards the use of Wordwall. However, the students still showed that some limitations of templates in the free learning platform and teachers’ immediate feedback cause certain hindrances to interact with this platform. Therefore, some pedagogical implications were highly recommended to help students mitigate some barriers and drawbacks, thereby optimizing the effectiveness of using Wordwall in the EFL class.
Copyright (c) 2025 Nguyen Thi Lam https://creativecommons.org/licenses/by/4.0
The Impact of AI Writing Tools on Academic Integrity: Unveiling English-Majored Students’ Perceptions and Practical Solutions
The emergence of artificial intelligence (AI) tools has brought a multitude of benefits to many academic practices, particularly in the field of English Language Teaching. Nonetheless, they also present concerns regarding academic integrity. This research aims to explore how English-majored students at Ho Chi Minh University of Foreign Languages – Information Technology (HUFLIT) perceive the influence of AI writing tools on their academic honesty. This study also proposes some practical solutions that students might employ to maintain the authenticity of their work. Conducted in the summer semester (May to August), the participants were 114 English-majored seniors at HUFLIT. Data was collected through surveys and semi-structured interviews, which were analyzed using thematic analysis to identify students’ perceptions, challenges, and solutions. The findings indicated a broad spectrum of students’ perceptions towards the given concern, emphasizing that comprehensive guidelines and educational programs are important to implement AI writing tools responsibly. Additionally, some practical solutions, entailing institutional support, plagiarism checker, and ethical writing practices were identified at the end of the paper.
Copyright (c) 2025 Bui Thi Thao Uyen, Tong Tan Vinh An https://creativecommons.org/licenses/by/4.0
Enhancing LMS Effectiveness in Language Centers: A Case Study of V-Hub at VUS Vietnam
This mixed-methods study investigates the effectiveness of V-Hub, a Learning Management System (LMS) implemented at VUS, a prominent language center in Vietnam, focusing on homework completion rates and teacher strategies. A survey of 27 teachers and in-depth interviews with six teachers reveal that while V-Hub's user-friendly interface and learning content is positively perceived, technical limitations, such as device compatibility issues and the absence of answer explanations, hinder its full potential. Teachers employ various strategies to motivate and support students in using V-Hub, including rewards, personalized guidance, and clear communication. The study highlights the crucial role of teachers in effectively integrating LMS into language teaching and underscores the need for platform enhancements and comprehensive teacher training to maximize the benefits of technology-mediated language learning. Future research directions include exploring student perspectives, investigating the impact of specific LMS features on learning outcomes, and examining the potential for LMS materials to replace traditional textbooks.
Copyright (c) 2025 Nguyen Duy Khang, Pham Ngoc Chau https://creativecommons.org/licenses/by/4.0
Research on Using Grammarly to Improve Students’ English Writing
The study's aim is to explore the use of Grammarly in Writing three classes, evaluate students' perceptions of its advantages and drawbacks, and provide suggestions for resolving these issues. Over the course of a month, the researchers examined 40 writing samples from ten different students using a qualitative method. The research employs a qualitative design to analyze the writing errors, following the thematic approach. The study's conclusions show that Grammarly offers students dependable feedback on grammar, spelling, and sentence structure, which helps them write better by identifying mistakes. Students also thought that using Grammarly's recommendations as a resource rather to just accepting them at face value could help us become better writers and grammar experts.
Copyright (c) 2025 Tran Kieu My An https://creativecommons.org/licenses/by/4.0
The Impact of Implementing AI-Generated Audio Transcriptions on English Majors’ Cognitive Load
AI has become a daily personal tutoring system to address the needs of English majors, particularly those seeking a revolution in listening methods. Automatic AI-Generated Audio transcriptions (AIGATs) can improve learners' listening comprehension (Cao, Yamashita, & Ishida, 2018); however, there are concerns that if AI transcriptions lack thoroughness, it may negatively affect learners' cognition. Within the confines of this study, we investigate how AIGATs engender a profound impact on 86 English majors’ cognitive load (CogL) and their perspectives towards the applications of AIGATs. The participants were divided into two groups: one was exposed to the listening practice sessions with AIGATs, and the rest with their own transcriptions (PTs). Data is collected through CogL scales on AIGATs and PTs groups, respectively. A semi-structured interview was conducted to examine the AIGATs group’s perspectives. The findings revealed statistically significant differences in the two groups’ CogL test scores. Using AIGATs helps students lower their CogL test scores and enhance their cognitive abilities in handling task complexity. This research provides valuable insights for integrating AI into language education, helping educators create more efficient language instruction methods for English learners in the digital age.
Copyright (c) 2025 Nguyen Ngoc Ly, Nguyen Thi Phuoc Loc https://creativecommons.org/licenses/by/4.0
Exploring Factors Influencing the Adoption of ChatGPT as a Supportive Tool in EFL Lesson Creation
This quantitative study explores the key factors that shape teachers' use of ChatGPT as a valuable tool for lesson creation. It also identifies the challenges that may hinder its effective adoption. A mixed-methods approach was used to collect data, including three participants who were chosen for in-depth interviews and 198 EFL teachers who were given questionnaires under various circumstances. Factors such as perceived usefulness, perceived ease of use, and social influence were explored based on the theory of the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) and data analysis used the SmartPLS software to conduct Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings showed important connections between these factors and how they influenced teachers' intention to use ChatGPT in planning daily lessons. The study also highlighted difficulties in utilizing Chat GPT, offering practical suggestions for educators and policymakers to improve technology integration in EFL settings.
Copyright (c) 2025 Diep Minh Chau, Dang Minh Huy https://creativecommons.org/licenses/by/4.0
Synchronous and Asynchronous Online Communication for Developing Foreign Language Speaking Skills
This study examined the effects of synchronous and asynchronous online communication using video conferences and video letters (VLs) on the development of foreign language speaking skills for Common European Framework of Reference for Languages (CEFR) A1 and B1 level learners of English. Two groups, one using the VLs and the other video conferencing (ZOOM), were constituted to compare the impact of the modes. Both groups were provided with the same topic for interaction with native English-speaking university students from the United States. Pre- and post-tests were conducted to examine the effects of each practice mode. The transcribed speaking tests were analyzed using the Complexity, Accuracy, and Fluency (CAF) framework (Housen et al., 2012). The post-test results revealed that in the ZOOM group, sentence complexity score and total number of words decreased significantly. The VL group showed no differences in word complexity and maintained sentence complexity. This study highlighted the influence of synchronous and asynchronous computer-mediated communication (CMC) approaches on speaking skills.
Copyright (c) 2024 Nami Takase https://creativecommons.org/licenses/by/4.0
The Attitudes of Ethnic Minority Students towards Project Based Learning in MOET’S 2018 General Education English Curriculum
This study aimed to examine the attitudes of ethnic minority students towards project-based learning (PBL) and discover the obstacles they encountered while dealing with this method. The participants in this study were 235 ethnic minority students in grade 10 of two boarding schools in Lam Dong province. The author employed a questionnaire and a semi-structured interview to collect data in this study. Then, quantitative data was processed using SPSS software, while qualitative data was recorded for content analysis. Research results indicated that most ethnic minority students in grade 10 at two boarding schools expressed a positive attitude towards PBL. At the same time, the students also stated several obstacles they encountered while dealing with this method, such as project time constraints, uncooperativeness among group members, digital skills shortage, and limited budget. The author hoped that the early findings of this research would be beneficial to the development of the quality of English learning through this study in two boarding schools in particular and in other high schools in Vietnam in general.
Copyright (c) 2024 Nguyen Thi Hoai Huong https://creativecommons.org/licenses/by/4.0
Developing Intonation Through Gestures in Early English Language Teaching
Existing research has proved the strong link between gestures and speech both in the first language (L1) and the second language (L2) acquisition. Despite the significant benefits of incorporating gestures into language instruction, there remains a gap in research concerning their impact on very young learners, especially in non-Western settings like Vietnam. The current study investigates the effects of using gestures to teach English intonation to very young learners. The study adopted a quasi-experimental design, and it recruited 49 participants aged 4 to 6 years at a language center. The two intact classes were randomly assigned as the control and experimental groups. The learners in the experimental group were taught intonation patterns of some English sentence types, such as YES/NO questions, WH questions, and statements through gestures, while traditional instructions without any gestures were applied in the control group. Two primary tools were utilized for data collection: intonation tests and observations. The findings demonstrated that learners who received gesture-based teaching significantly showed improvements in their intonation. Additionally, these learners showed more engagement and active participation in class. These results highlight the benefits of using gestures in teaching English intonation, especially in early English language teaching in Vietnam.
Copyright (c) 2024 Nguyen Ngoc Thuy Ngan, Luu Thi Mai Vy https://creativecommons.org/licenses/by/4.0
AI-Powered Writing Tools: A Phenomenological Inquiry of Tertiary Students’ Usage
AI-powered writing tools have become indispensable companions for enhancing writing. This study aimed to comprehensively explore the lived experiences and contexts of the students' use of AI tools and their effects on their writing abilities and learning experiences. The study employed the transcendental phenomenological research design with six participants. Using Irving Seidman's guide, a purposeful sampling technique was utilized to select the participants before conducting the phenological Interview. Creswell's adapted Stevick-Colaizzi-Keen method was used to generate emerging themes of this study. Based on the findings drawn, results underscored the transformative impact of these tools, such as students' writing challenges without AI tools, emphasizing their grammatical issues, limited ideation, and academic writing intricacies, providing immediate support, and overcoming hurdles. Also, it highlighted students' reliance on AI while emphasizing the need for control to avoid dependency and encourage teacher feedback. The study concluded with recommendations for integrating AI writing tools in education, promoting balanced dependence, and fostering continuous improvement in these tools to meet diverse learning needs.
Copyright (c) 2024 Kurt Candilas, Myzzie Chyle N. Japson, Vinz Danielle Bartolata, Danielle Joy R. Amores, Samantha Ritz Abas, Princess Anghela M. Getuaban https://creativecommons.org/licenses/by/4.0
Stakeholder's Perceptions of ChatGPT in Teaching and Learning English Paragraph Writing at Van Lang University
This research investigates the stakeholders' perceptions, including teachers and students, in terms of integrating ChatGPT into teaching and learning English paragraph writing at Van Lang University (VLU). Employing both qualitative and quantitative methods, data were collected from 241 survey respondents and ten interviewees. Apart from positive views on ChatGPT's effectiveness in providing instant feedback and giving diverse writing examples, the stakeholders had neutral opinions regarding ChatGPT's ability to support teaching, learning, and user creativity. Additionally, they were skeptical about the reliability and accuracy of its responses. To maximize the benefits of ChatGPT, it is advised to utilize it cautiously, confirm the correctness of its outputs through verification, and enhance quick ways for the best answers. The findings highlight the importance of a balanced approach incorporating AI tools in language education, emphasizing the need to leverage its strengths and mitigate its limitations. Future research needs to explore the benefits and drawbacks of ChatGPT in different aspects and conduct empirical studies for the chatbot to gather more valuable information.
Copyright (c) 2024 Lam Ngoc Thanh Hai, Le Thi Ngoc Diep https://creativecommons.org/licenses/by/4.0
What Types of Vocabulary Do Students Learn? A Computer-assisted Study of EFL Textbooks
There has been an increase in research based on corpus analysis, especially in the field of teaching English to foreign language students. Such research covers aspects like grammar, syntax, morphology, semantics, and pragmatics in a broader sense. However, corpus studies on vocabulary are limited, and the need to work on them has increased in the last decade. Vocabulary is essential in learning and teaching any second language to English as a foreign language (EFL) classes. This study aims to thoroughly analyze vocabulary in three textbooks through a corpus analysis tool that is used to teach English as a foreign language to level 1, level 2, and diploma-taking students at a college in Saudi Arabia. Vocabulary is scrutinized through AntConC (1.4.0), a freeware program that uses statistical algorithms to provide visualizations of word frequencies, lexical clusters, and keywords. The results can be seen in the form of lists, tables, or charts to help you understand and draw conclusions. This selected corpus contains 163,716 word tokens. After statistical analysis of these words, English language teachers (ELTs) will understand what type of vocabulary is important for students for a particular level. It will also tell whether the vocabulary used in these textbooks is the correct representation of academic words when compared to baby BNC. Moreover, the study will provide insight to academicians, language teachers, and curriculum designers on what type of vocabulary is suitable for developing reading, writing, listening, or speaking skills according to the needs and levels of students.
Copyright (c) 2024 Nasreen Bibi, Samina Hayat, Abdul Aleem Yahya https://creativecommons.org/licenses/by/4.0
Identifying Sources of English-Speaking Self-Efficacy among Vietnamese EFL University Learners
Current research shows that self-efficacy plays a crucial role in academic success. Therefore, understanding how learners perceive their self-efficacy can lead to more positive and realistic views on learning foreign languages, especially in improving English-speaking skills. This study focuses on identifying the sources of self-efficacy in English speaking among 203 Vietnamese university students and examining its connection with their speaking performance. Data were gathered using a structured questionnaire for quantitative analysis and a speaking test to assess speaking skills. The results reveal that the students generally had strong self-efficacy in English speaking, with emotional and physical experiences being the main contributors to their self-efficacy. Furthermore, a positive correlation was found between their self-efficacy in speaking English and their actual speaking performance. These findings significantly illuminate how self-efficacy influences speaking performance in the context of language learning.
Copyright (c) 2024 Luu Thi Mai Vy, Truong Xuan My https://creativecommons.org/licenses/by/4.0
Measures Taken by Lecturers in Teaching Language Skills to Large EFL Classes Online at Some Universities in Vietnam
In EFL online teaching, large-sized classes are of major concern, and different teachers have taken various measures to facilitate and enable better learning outcomes. This study investigated the measures used by lecturers at some universities in Vietnam to teach language skills to large EFL classes online. The sample size was 60 respondents from different age groups, university settings, and IT competence levels. The research found that most teachers often preferred teaching receptive skills (i.e. reading and listening) as they were more graphic and more easily handled. Accordingly, more audio-visual measures were reported to be effective. Activities that allowed students to prepare and get ready were also more favorable. Presentations, role-plays, interviews and flipped classes were counted among the most frequently used activities. Besides, class short assignments on less academic tasks were more prevailing because they did not apply challenges and pressure on learners. Respondents revealed that they had to perform a lot of technical skills and combine several digital means of teaching, managing, monitoring and assessing their classes. It was recommended from this study that more training on handling blended classes and support efforts should be given to teachers of large classes as well as more innovative language activities and pedagogical measures should be designed to improve teaching and learning quality in such a circumstance.
Copyright (c) 2024 Tran Thi Thanh Huong, Ngo Huy Tu https://creativecommons.org/licenses/by/4.0
Teaching and Learning Collocations in the Vietnamese Context: Teachers’ Voices
This primary research focuses on teachers’ perceptions of the teaching and learning of collocations in English as a Foreign Language (EFL) classrooms in the context of Vietnam. The study involves four teachers currently teaching in different educational settings in Ho Chi Minh City. A purposeful sampling technique is adopted to select the participants. The findings from semi-interviews can shed light on how teachers teach collocations to EFL learners, whether they apply technological applications or web-based platforms in teaching collocations and assisting learners to acquire collocations, as well as possible causes for some of the learners' collocation errors. Teachers' sharing about the procedure of teaching collocations in different classroom settings, including public schools and private classes in either secondary level or universities, is provided. Moreover, challenges during the process of conducting such practices based on the teachers' perspectives are discussed. As a result, suggestions for teachers and learners can be made to facilitate Vietnamese EFL learners' acquisition of collocations, in many cases, with the assistance of technology.
Copyright (c) 2024 Nguyen Hoang Xuan Chieu https://creativecommons.org/licenses/by/4.0
Translation in Language Teaching - The Need for Redefinition of Translation
Translation has been long excluded from language classes due to its association with the drawbacks of the Grammar Translation Method (GTM). However, in recent years, translation has made a comeback with its positive impact on students’ language performance. The effect of translation on the learner’s language knowledge has been finite compared with other language activities. The paper presents a critical analysis of research on translation in language teaching. It is found that the limited results of studies on the impact of translation may involve linguistic focus. Generally, most of the studies did not focus on the meaningfulness of linguistic items, which can only be achieved by placing them in context. In other words, the linguistic view of translation is still common in studies supporting translation. The redefinition of translation should incorporate communicative aspects of translation and the function of translation in a communicative context. The literature-based paper reinstates the importance of a communicative view of translation in language teaching, and it makes proposals related to the inclusion of translation in language learning classes.
Copyright (c) 2024 Nguyen Thi Thu Huong https://creativecommons.org/licenses/by/4.0