International Journal of Language Instruction
Aims and Scope The International Journal of Language Instruction (IJLI) (ISSN: 2833-230X) is an international, peer-reviewed, open-access journal dedicated to advancing scholarship in language instruction, language learning, and applied linguistics. IJLI publishes original, high-quality research that contributes to theory, practice, and policy in language teaching and learning across diverse global contexts. The journal welcomes submissions from researchers, educators, and practitioners worldwide, and is particularly committed to representing the perspectives and experiences of the global language instruction research community. IJLI serves as a forum for scholarly exchange across geographic, linguistic, and cultural boundaries, reflecting the inherently international nature of language teaching and learning. Topics covered include, but are not limited to: Languages and linguistics Second language acquisition (SLA) Theories of language teaching and learning Language instruction methodologies and pedagogies Computer-Assisted Language Learning (CALL) and e-learning Translation and interpretation Teacher education and professional development Educational technology in language instruction Curriculum development and learning environments Cultural studies in language education Quality assurance in language education Other language instruction issues IJLI publishes research that employs a wide range of methodological approaches, including qualitative, quantitative, and mixed-methods designs. Literature reviews and book reviews of exceptional scholarly merit are also considered. International Scope and Authorship As an international journal, IJLI is committed to publishing research that reflects the global diversity of the language instruction research community. The journal actively seeks contributions from scholars across all world regions, including but not limited to Asia, Europe, the Middle East, Africa, Latin America, North America, and Oceania. To ensure that published research reflects genuine international scholarly participation, IJLI requires all authors to: Provide their full institutional affiliation, including institution name, city, and country; Register and include a valid ORCID iD — a free, persistent digital identifier that verifies authorship and enables readers and indexing bodies to confirm authors' publication records and disciplinary expertise. Authors without an ORCID iD must register at orcid.org before submission. Manuscripts submitted without a valid ORCID iD for all named authors will not be processed; Include a brief Author Biography (2–4 sentences) on the title page, stating each author's institutional affiliation, research interests, and relevant scholarly background. The Editorial Board of IJLI reflects the journal's international character, with members drawn from institutions across multiple world regions. The Board's composition is reviewed periodically to ensure continued alignment with the journal's international scope and the geographic diversity of its authorship and readership.
The copyright of all articles published in the International Journal of Language Instruction (ijli) 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 ijli 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. 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.
Vocabulary Acquisition in Young EFL Learners: A Thematic Review of Strategies, Media, and Outcomes
The purpose of this paper is to provide an overview of research on vocabulary learning among Young EFL learners. Through detailed thematic analysis, we systematically reviewed eleven (published between 2018 and 2025) peer-reviewed articles. We searched the leading academic databases using pre-established inclusion and exclusion criteria for studies related to young learners, vocabulary teaching and learning, and empirical work. Three recurring themes emerged from the findings: methods of instruction, learning materials and tools, and student performance. Findings indicate that interactive strategies, such as storytelling, realia, game-based activities, and tech-based tools (e.g., Quizizz and Wordwall), enhance student vocabulary learning, retention, and motivation. Hybrid models of traditional instruction blended with technology-based learning also support short-term gains and long-term retention when the content is both culturally relevant and developmentally appropriate. The thematic synthesis has implications for practitioners and policymakers in education who seek empirically supported principles to inform the improvement of vocabulary teaching in young EFL contexts.
Copyright (c) 2026 Nguyen Hoang Anh https://creativecommons.org/licenses/by/4.0
Lecturers’ Perceptions of Google Docs for E-portfolios to improve students’ IELTS Writing
This study investigated teachers’ perceptions of using Google Docs for writing e-portfolios to improve IELTS writing performance of non-English majors. Data were collected through semi-structured interviews with three Vietnamese lecturers, supported by the researcher’s reflections, and analyzed using grounded theory coding procedures. The findings indicated that lecturers perceived the integration of Google Docs both positively and negatively. Specifically, they reported that the platform facilitates writing correction, encourages peer review, and promotes collaborative learning, helps students become more active and confident writers. However, several challenges were discovered including students’ reliance on automatic correction, unstable Internet connectivity, and limited technological skills. Overall, the study highlighted key benefits and constraints of Google Docs–based e-portfolios in university writing instruction and offered practical solutions to address issues encountered in technology-enhanced learning environments.
Copyright (c) 2026 Le Dinh Mai Thu, Pham Thanh Su https://creativecommons.org/licenses/by/4.0
Code-Switching in EFL Classrooms: Students’ and Teachers’ Attitudes in the Mekong Delta, Vietnam
This study investigated the attitudes of EFL students and teachers toward code-switching in EFL classrooms. Participants included 60 English majors and 10 EFL teachers from schools in the Mekong Delta, Vietnam. The research gathered data through questionnaires and semi-structured interviews. The conclusions indicated that participants had positive attitudes toward code-switching. Students acknowledged that code-switching not only aids in addressing English competence and communicative problems but also sparks interest, confidence, and motivation in language learning. Teachers asserted that code-switching increases the effectiveness of EFL classrooms; however, some expressed feelings of shame and unprofessionalism. The functions of student code-switching were to maintain the discourse, engage and communicate with classmates, and prevent miscommunications. Providing understanding of lesson content, manipulating classrooms, and strengthening classroom relationships were functions of teacher code-switching. The study has implications for instructors and students in EFL contexts and is a valuable resource for further research on code-switching.
Copyright (c) 2025 Tran Thi Ngoc Quyen https://creativecommons.org/licenses/by/4.0
Review of Literary Theory for Robots: How Computers Learned to Write
This book review deals with how the idea of a collabortion between AI intelligence and human intelligence. The book review shares how, for many years, these two entities have been working together, and their collaboration has given ways to many discoveries and innovations. This review shares key insights of the book in conversation with other prominent scholars.
Copyright (c) 2025 Amar Bahadur Sherma https://creativecommons.org/licenses/by/4.0
Code-mixing in Class and Communication: A Dimension of Translanguaging at the Tertiary-level in Bangladesh
This research investigates tertiary-level students’ perceptions, benefits, and challenges of code-mixing, both foreign and domestic. A mixed-methods approach was employed to conduct the research at three private universities in Dhaka, Bangladesh. Using convenience sampling, quantitative data were collected through a survey administered to 100 tertiary-level students. Deploying purposive sampling, qualitative data were collected by semi-structured interviews with 5 domestic and 2 foreign tertiary-level students. Descriptive statistics and thematic analysis were respectively used for quantitative and qualitative data analysis. 50% agree that code-mixing eases communication, while 54% sometimes encounter challenges understanding class lectures due to code-mixing. The interviews find that the domestic students consider teachers’ meshing of Bangla and English conducive to their classroom learning. In contrast, the foreign students perceive code-mixing as curbing their comprehension of class lectures and their learning. This research highlights the need for further exploration of how code-mixing affects classroom learning and English acquisition across departments and disciplines.
Copyright (c) 2025 Srejon Datta https://creativecommons.org/licenses/by/4.0
Vietnamese EFL Lecturers’ Perspectives on Leveraging AI Tools to Enhance Students’ Autonomous Learning
This study explores Vietnamese EFL lecturers' perceptions of AI tools' influence on students' autonomous learning. The research inquires into how AI can assist students in setting their learning goals, identifying the resources needed, choosing learning methods, tracking their progress, and evaluating their learning outcomes, based on interviews with 15 lecturers from the Language Institute at Van Lang University. Five main themes were identified through thematic analysis using NVivo software: AI in setting lesson objectives, access to learning resources, method selection, tracking learning progress, and evaluation. The results demonstrate that AI tools enhance autonomous learning, but their effectiveness depends on students' perceptions and the tools' features, suggesting that human guidance is still needed.
Copyright (c) 2026 Nguyen Thi Phuong Lan https://creativecommons.org/licenses/by/4.0
Working-Class Voices on Screen: Pragmatic Realization of Criticism in Vietnamese Cinema
Criticism, as a pivotal speech act, often threatens the addressee’s face and engages complex politeness norms. While previous research has extensively examined criticism, few studies have focused on how working-class speakers navigate these interactions, particularly within authentic, everyday contexts. This study examines the criticism strategies employed by Vietnamese working-class individuals as depicted in contemporary cinema, aiming to bridge a significant research gap and bring implications to how language is educated. From conversations in popular Vietnamese web dramas, this study employs discourse analysis and quantitative methods to uncover how criticism speech acts are performed by the working class. Findings reveal that direct criticism, predominantly in the form of negative evaluation, is the most frequent strategy among working-class characters. However, indirect strategies such as sarcasm and rhetorical questioning are also commonly utilized, adding emotional nuance and providing face-saving mechanisms. Importantly, both age and social distance are shown to influence criticism: peer interactions favor directness, whereas mixed-age exchanges balance direct and indirect approaches; moreover, as familiarity increases, speakers employ less direct criticism. These findings not only illuminate class-based communication in Vietnamese culture but also have practical implications for developing culturally relevant language teaching materials and fostering cross-cultural understanding.
Copyright (c) 2025 Pham Huong Ngoc Uyen https://creativecommons.org/licenses/by/4.0
The Causes of English Language Learning Anxiety among English Major Seniors at a Vietnamese University
Foreign language anxiety has long been recognized as a significant factor affecting learners’ performance and motivation in second language acquisition. However, limited research has examined this phenomenon among English majors who are expected to be highly proficient English users in non-native contexts. To address this paucity, this paper explores the causes of English language learning anxiety (ELLA) among English majors at a Vietnamese university. Drawing on mixed data from 103 questionnaire respondents and eight follow-up interviews, four major causes were identified: students’ difficulties with English vocabulary learning, misconceptions about English language learning, test anxiety, and lack of preparation. The findings indicate anxiety as an existence and a challenge that instructors and learners ought to anticipate, acknowledge, and take notice of. The study also brings new insights into how anxiety might tend to derive internally from students themselves and suggests that language educators should incorporate supportive strategies to mitigate these causes in English learning settings.
Copyright (c) 2025 Bellarina-Dung Nguyen, Anh Ngoc Trinh https://creativecommons.org/licenses/by/4.0
Intrinsic and Extrinsic Factors Affecting Non-English Majors’ Listening Skill Acquisition at an English Centre in Vietnam
Listening is a fundamental skill and also the most challenging one for EFL learners. This study explores intrinsic and extrinsic factors that affect English listening skill acquisition among non-English majors at an English centre in Vietnam. Employing a quantitative, cross-sectional survey design, the study conducted a five-point Likert questionnaire with 264 survey respondents, using correlational and regression analyses to examine and predict the relationships between learner-related factors and listening skill acquisition among learners. The analysis focused on seven variables, namely motivation, cognitive ability, language proficiency, learning strategies, teacher practices, classroom resources, and out-of-class exposure. The results showed that motivation, language proficiency, and out-of-class exposure were the strongest predictors of listening skill acquisition. The paper concludes with actionable suggestions for improving EFL listening instruction and learner engagement.
Copyright (c) 2025 Nguyen Thi Nhu Ngoc, Nguyen Thi Bich Ngoc https://creativecommons.org/licenses/by/4.0
The Development and Validation of a Questionnaire for Measuring English-majored Students’ Intercultural Competence in a Vietnamese Higher Education Context
This study aims to develop an instrument to measure the intercultural competence (IC) of English majors in a formal, interculturally embedded English-language program in Vietnam. To do this, we implemented measures to prepare the item pool and validate the IC instrument. Using a self-report approach, the initial 38-item instrument was verified through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), with sample sizes of 274 and 212, respectively, in each phase. The result was a finalized 20-item IC scale with four factors: knowledge of one's own culture; knowledge of other cultures and intercultural communication; attitudes (openness, respect, willingness to talk to people from other cultures); and skills (interpreting/relating, analyzing/evaluating). The measurement model exhibited good fit indices (Chi-square/df = 1.62, CFI = 0.96, TLI = .95, RMSEA = 0.05, PCLOSE = 0.26) and acceptable reliability and validity. Hence, the recently developed scale is deemed legitimate and dependable for implementation in the given Vietnamese higher education contexts.
Copyright (c) 2025 Nguyen Thi Bich Ngoc, Nguyen Nhat Tuan https://creativecommons.org/licenses/by/4.0
Exploring the Challenges of Learning English as a Second Language in Somaliland
English language learning remains a significant challenge in Somaliland despite years of formal instruction across various educational settings. This study investigates the persistent difficulties experienced by English learners, focusing on students at Moon College, one of the well-known English institutions in Hargeisa. It aims to explore why students continue to struggle with English proficiency even after extended exposure. Using a qualitative research design, the study involved key informant interviews with eight English teachers and four focus group discussions with 24 students. Data were gathered through open-ended questions and analyzed thematically. The findings revealed three main categories of challenges: instructional barriers (such as outdated teaching methods and lack of qualified instructors), environmental factors (including limited English exposure beyond the classroom and weak support at home), and psychological obstacles (low confidence, poor motivation, and cultural reluctance to use English). Students reported difficulties in pronunciation, grammar, listening, and academic writing. Despite these challenges, some learners used platforms like Duolingo, YouTube, and Artificial Intelligence (AI) tools to improve skills. The study recommends curriculum reform, enhanced teacher development, and integration of technology in instruction.
Copyright (c) 2025 Abdulaziz Bashir Abdi https://creativecommons.org/licenses/by/4.0
Listening Comprehension in English Language Learning: Challenges, Strategies, and Students’ Attitudes at a Private University
This study examined the challenges that English majors faced when attempting to enhance their listening comprehension, a crucial aspect of learning a foreign language. It also examined the strategies they used to solve these problems and their attitude toward learning to listen. The researchers employed both a questionnaire administered to 110 students and semi-structured interviews conducted with six students and six lecturers at a private university in Vietnam. This mixed-method approach was useful for gathering both general trends and detailed insights. The findings revealed common difficulties, including rapid speech, limited vocabulary, challenging accents, and difficulty understanding spoken language. Students employed various strategies to address these problems, including cognitive strategies (identifying keywords and inferring meaning), metacognitive strategies (planning and verifying understanding), and affective strategies (maintaining motivation), which aided them during their listening practice. The study also explored students’ attitudes, which are both positive and negative toward listening comprehension. In addition, lecturers’ perceptions of how students performed were also examined. Overall, the study aims to help lecturers and universities design more effective listening activities so that students can build confidence and succeed in learning English.
Copyright (c) 2025 Pham Thuy Dan Khanh, Le Thi Ngoc Diep https://creativecommons.org/licenses/by/4.0
The Effects of Oral Explicit Correction Techniques on High School Students' English-Speaking Skills
Oral corrective feedback (CF) is a crucial tool in second language acquisition; however, its application in Vietnamese schools in the Mekong Delta region remains underexplored. This study employed a mixed-methods research approach, combining qualitative classroom observations and a quantitative survey, to investigate how English teachers utilized explicit verbal error correction in the classroom. Specifically, four English teachers were selected as the subjects of observation. Each teacher was directly observed during an English lesson, focusing on the feedback strategies they employed when students made errors in communication. Additionally, 171 students from these classes participated in a closed-ended questionnaire to collect learners’ views on the effectiveness and impact of explicit corrective feedback on their learning process. The data were analyzed using content analysis for qualitative data and descriptive statistics for quantitative data. The integration of field observations and learner feedback allowed the study to provide a comprehensive and in-depth examination of the implementation of explicit corrective feedback.
Copyright (c) 2025 Pham Hoang An https://creativecommons.org/licenses/by/4.0
Linguistic Creativity in Japanese High School Students' Haikus: A Qualitative Analysis
Although haiku has gained attention as a pedagogical tool in second language (L2) instruction, its use in junior high school EFL classrooms remains underexplored. This study examines how Japanese junior high school students navigate the limitations of haiku to create meaningful and imaginative expressions of language. A qualitative descriptive analysis was conducted on 52 student-written haikus from a classroom-based writing activity. Findings reveal students demonstrate lexical creativity through vivid sensory imagery, nature-based vocabulary, emotional expressions, and modern references. Syntactic creativity emerges in omitted subjects and verbs, unconventional word order, and fragmented structure. Figurative language use, including metaphor and symbolism, enables students to convey complex emotions and abstract ideas. Thematic analysis highlights recurring themes such as seasonal imagery, nostalgia, personal reflection, and contemporary influences like technology. The study highlights haiku’s pedagogical value in fostering self-expression, linguistic precision, and cultural engagement. This demonstrates that structural limitations can serve as a catalyst for linguistic and creative development in young EFL learners.
Copyright (c) 2025 Robert G. Arrogante https://creativecommons.org/licenses/by/4.0
Challenges and Strategies in Teaching English for Medical Purposes: A Literature Review
English for Medical Purposes (EMP) has emerged as a critical subject in medical education in non-English speaking countries, enabling professionals to access research, communicate internationally, and update evolving healthcare practices. This literature review aims to provide an overview of the challenges and strategies in the teaching of EMP. The review reveals that the key challenges include complex medical terminology, limited contextual practice, and inadequate teacher training. Proposed strategies involve structured morphological analysis, needs-based curriculum design, and multimodal teaching methods, such as role-plays and simulations, to enhance students’ engagement and retention. Interdisciplinary collaboration between English lecturers and medical professionals is also emphasized to align instruction with real-world applications. These findings contribute to ongoing efforts to refine EMP instruction in Vietnam, including future studies to explore discipline-specific EMP approaches and assess the impact of pedagogical innovations on students’ medical English proficiency.
Copyright (c) 2025 Nguyen Ngoc Gia Han https://creativecommons.org/licenses/by/4.0
Students’ Perceptions of Kahoot!, Gamification, and the Role of Instructor in Online French as a Foreign Language Classes in Jamaica
Gamification is a pedagogical tool that has brought much value to teaching and learning, including foreign languages (FLs), and serves to keep students engaged and motivated. Tools such as Kahoot! have gained much traction in FL contexts, with many studies focusing on their relation to learner enthusiasm and participation. However, the available data focuses primarily on the role of the teacher. The authors sought to gain students’ perspectives of Kahoot! in online French classes and the role of the instructor in the process. Sixteen undergraduate students at the University of Technology, Jamaica responded to a questionnaire. The study used a mixed-methods research design. Qualitative content analysis was employed to analyze the qualitative data, while descriptive statistics were used to analyze the quantitative data. Major findings reveal that Kahoot! is beneficial to FL learning, as it helps to improve students’ vocabulary, grammar, pronunciation, and cultural competence. Kahoot! also aids in the application, retention, and reinforcement of knowledge. However, technical and internet connectivity issues can impact the game’s flow. The teacher is responsible for preparing and facilitating the game strategically, as well as reviewing the answers with the students in a manner that promotes metacognition.
Copyright (c) 2025 Oneil Madden, Rashad Higgs, Sheldon Gordon, Rovel Chambers https://creativecommons.org/licenses/by/4.0
EFL Sophomores’ Perspectives on the Application of Computer-Assisted Games in Grammar Classes
The integration of computer-assisted games in teaching English has become a current trend in second language teaching. However, research concerning students’ perspectives on the application of computer-assisted games in grammar classes remains limited. Consequently, this study was conducted to explore how 70 EFL sophomores at Van Lang University perceive the use of computer-assisted games in grammar lessons. A mixed-methods approach, combining quantitative analysis from an online survey and qualitative insights from a semi-structured interview, was utilized to collect data. The results revealed that EFL students have a favorable voice towards the implementation of computer-assisted games in grammar classes, emphasizing the benefits of enhancing students’ understanding, learning motivation, and language competence.
Copyright (c) 2025 Nguyen Thi Thu Hang, Truong Nhat Truong https://creativecommons.org/licenses/by/4.0
Teachers’ Practices and Perceptions of Technology and ChatGPT in Foreign Language Teaching in Jamaica
Both the Covid-19 pandemic and the emergence of ChatGPT have influenced technology integration in teaching and learning. In Jamaica, few studies have examined the impact of ChatGPT on students’ learning and academic performance; however, no known research has specifically addressed its effects on foreign language (FL) teachers. The purpose of this study, therefore, is to explore evaluate teachers’ practices and perceptions of technology and ChatGPT in FL teaching in Jamaica. The current study collected data from 28 English, French and Spanish teachers who teach across the primary, secondary, and tertiary levels of the education system. A Google Forms questionnaire, which was circulated via FL teachers’ WhatsApp groups, was used to collect data over a two-month period through purposive and convenient sampling strategies. The study found that teachers utilize a variety of technological tools to enhance the teaching and learning experience. Findings also indicate that technology and ChatGPT present both benefits and challenges to the FL classroom. Furthermore, the study reveals that ChatGPT helps teachers to save time and energy; however, teachers must carefully scrutinize the information generated by the chatbot before passing it on to students. The study has implications for teacher training and professional development.
Copyright (c) 2025 Oneil N Madden, Sheldon Gordon, Rovel Chambers, Jason-Lee Daley, Dave Foster, Malik Ewan https://creativecommons.org/licenses/by/4.0
Investigating High School Students’ Attitudes Towards Friends Global Textbook
Vietnamese Ministry of Education and Training’s nationwide English educational reforms have introduced a new English textbook series aimed at enhancing students’ communicative competencies. Although extensive research has evaluated these English textbook series based on the General Education English Curriculum 2018, it has focused solely on educators’ perspectives. Therefore, the purpose of this study was to investigate the high school students’ cognitive, affective, and behavioral attitudes towards one of those series, the Friends Global textbook, regarding learners' needs. Utilizing a mixed-method design, the study combined questionnaire data from 226 grade-ten and grade-eleven students with insights from semi-structured interviews with eight participants. Findings reveal that students generally hold positive attitudes towards the textbook’s reading skills, vocabulary, and grammar but display ambivalence towards speaking, listening, and writing skills and are opposed to phonology. These results offer valuable insights for the Ministry of Education and Training, textbook authors, and ELT educators, supporting future curriculum development, textbook evaluation, and instructional planning.
Copyright (c) 2025 Tran Huynh Thinh, Huynh Duy Bao https://creativecommons.org/licenses/by/4.0
The Impact of Extroversion and Introversion on EFL Students’ Second Language Acquisition
Internal factors like the personality traits of EFL students are also significant aspects that affect whether the learner’s language acquisition is successful or not. This study aims to discover the differences between language learners’ personality traits and examine the impact of personality traits (Extroversion and Introversion) on EFL students’ Second Language Acquisition. Data regarding the topic in question were collected through questionnaires from 70 first-year English majors and three English teachers at Tra Vinh University, and interviews were conducted to find out the differences between language learners in terms of personality traits. The findings revealed that first-year English majors have two common personality types in the SLA process, and these personalities significantly impact their SLA. Extroverted learners are more likely to acquire second languages well, especially in terms of speaking skills. Whereas it is difficult to know whether introverted learners acquire a second language well or not, most of the time, their learning speed is often slower than extroverted learners. In addition, the teachers from interviews also offered suggestions to support introverted learners in acquiring a second language.
Copyright (c) 2025 Thach Ngoc Mai Ly https://creativecommons.org/licenses/by/4.0
Evaluation of the Effectiveness of Learning Outcomes from Students’ Perspectives towards Research Writing Course: A Case Study
For the past twenty years, higher education in Vietnam has moved from a teacher-centered to a learner-centered approach, using Outcome-Based Education (OBE). Whereas OBE has been implemented for a long time, the amount of research investigating students' perceptions of its effectiveness is limited. This study aims to solve this gap by examining English Language graduate students’ perceptions of outcome-based learning activities and the expected learning outcomes of the course Research Writing course at Van Lang University. A mixed-methods approach was used, including questionnaires and interviews, to collect qualitative and quantitative data. The findings point out that students hold a positive attitude towards the expected learning outcomes and learning activities organized by their lecturer, highlighting the benefits of an OBE course. Results from the study would be beneficial to the development of course outlines, training programs, and the implementation of OBE at Van Lang University.
Copyright (c) 2025 Ho Ngoc Phuong, Ha Yen Nhi https://creativecommons.org/licenses/by/4.0
EFL In-service Teachers and Teachers' Perceptions of Challenges in Teaching Idioms to B1 Learners
Teaching idioms in English language classrooms has been extensively investigated by researchers around the world. This study examines the difficulties that EFL in-service teachers and teachers face when teaching idioms to B1 learners and their perceptions of the cultural aspects involved. The findings indicate that teachers encounter challenges due to learners' difficulties with understanding the figurative meanings of idioms, limited availability of suitable textbooks, and a lack of opportunities for contextual learning. The findings also highlight the importance of culture in understanding idioms and suggest that integrating cultural insights can improve idiomatic proficiency and communication skills. The study emphasizes the necessity of implementing contextualized teaching strategies to address these challenges.
Copyright (c) 2025 Nguyen Duong Nhu Quynh, Bui Thi Huyen https://creativecommons.org/licenses/by/4.0
The Dynamics of Teachers’ Instruction in Nepali Classrooms
Regardless of the significant role of instruction-giving in EFL classrooms in achieving lesson goals, some research in Nepal explores its impact on classroom efficiency and student participation. This paper intends to bridge this research gap by assessing the instructional strategies of English teachers. Conducted in Nepal, the research observed 15 English teachers during their lessons to assess their instruction-giving techniques. Using a mixed-methods approach, data was collected through classroom observations and analyzed both qualitatively and quantitatively. Findings reveal that repetition, board writing of key points, and demonstrations effectively reinforce instructions and aid comprehension. However, challenges remain in optimizing instruction delivery. The paper highlights the need for professional development programs that emphasize repetition, language simplification, visual aids, and demonstrations. These findings can inform teacher training modules, ultimately enhancing classroom management and student learning outcomes. This research contributes to the growing body of knowledge on instructional strategies in Nepal’s EFL/ESL classrooms.
Copyright (c) 2025 Ashim Rai, Devi Prasad Pokharel https://creativecommons.org/licenses/by/4.0
Using an innovative icebreaker in EFL classes to assess and enhance students’ speaking competence
Icebreakers have proved advantageous to the foreign language (L2) classroom. However, there is no known documented research on the ‘How much do you use?’ toilet paper icebreaker activity in L2 classes. This study seeks to conduct initial research on its incorporation. The authors sought to ascertain learners’ and instructors’ perceptions of this icebreaker in L2 contexts. Eight undergraduate students of Applied Foreign Languages learning English as a Foreign Language (EFL) and their instructor at Clermont Auvergne University participated in the study. Data were collected via an Instagram poll and the instructor’s checklist and observation notes, which were analyzed through the qualitative method. Major findings show that students appreciated the icebreaker and considered it entertaining, memorable, original, and engaging. The instructor found that the icebreaker preliminarily evaluated the learners’ linguistic (speaking) skills. However, toilet paper as an apparatus in this icebreaker may raise concerns of potential cultural sensitivity; therefore, the instructor should be mindful of the socio-cultural learning context. In this article, the authors highlighted the benefits and concerns of using this icebreaker and ways to lessen or overcome possible challenges.
Copyright (c) 2025 Oneil N. Madden, Roman R. Robinson https://creativecommons.org/licenses/by/4.0
EFL Learners’ Perceptions of Translanguaging in English classes at an HCM English Centre
This study examines 28 English as a Foreign Language (EFL) learners’ perception of the use of translanguaging in English classes at a language center in Ho Chi Minh City (HCM). The study aims to explore how EFL learners perceive its impacts on their language learning and classroom experiences. The data were collected through surveys and interviews regarding the participants' attitudes toward using their mother tongue in English classes. The results indicate that participants consider translanguaging a useful medium, which increases comprehension, promotes communication opportunities, and creates a supportive learning atmosphere, but could also lead to confusion or dependence on the L1. The findings also suggest that translanguaging may be more appropriate for lower-proficiency classes. This study contributes to the expanding body of literature about translanguaging and offers useful information for teachers interested in successfully applying multilingual strategies in Vietnamese EFL classrooms.
Copyright (c) 2025 Ngo Kieu Trinh https://creativecommons.org/licenses/by/4.0
Impacts of EMI Courses on English Language Proficiency: Students’ Voices
This study investigates the impact of English as a Medium of Instruction (EMI) courses in fostering the development of English language skills among students majoring in tourism and hospitality at a Vietnamese higher education institution. Using a quantitative approach, data were collected from 154 EMI students majoring in tourism and hospitality through a questionnaire. The results demonstrate that students perceive the greatest improvement in their specialized English vocabulary knowledge after taking EMI courses. However, writing skills and the ability to use English grammar in daily conversation are perceived to improve the least. Compared to second-year students, third-year students evaluate the effectiveness of EMI courses in improving English language proficiency higher. In addition, EMI students report that in-class activities such as listening to EMI lectures, studying class materials, participating in oral presentations, and making English presentations help enhance students’ English.
Copyright (c) 2024 Dang Thi Minh Tam, Nguyen Thi Minh Chi https://creativecommons.org/licenses/by/4.0
English for the Apparel Merchandisers in Bangladesh: A Needs Analysis
Despite the increasing demand for English proficiency in Bangladesh’s ready-made garment (RMG) industry, there is limited research on the specific English language needs of apparel merchandisers. This study aims to fill that gap by exploring the English communication challenges and course preferences of merchandisers in Bangladesh. Utilizing an explanatory sequential mixed-methods design, data were gathered from 30 junior to mid-level merchandisers through surveys and interviews. The findings show that merchandisers often use English for emailing and video conferencing with buyers but struggle with their speaking and writing skills. Despite their hectic schedules, participants were motivated to enhance their English and preferred flexible, context-based courses. The study recommends a customized English for Specific Purposes (ESP) course focusing on practical communication, particularly speaking and email writing. This research underscores the urgent need for tailored ESP programs to align English education with the professional demands of Bangladesh’s RMG sector, providing a model that can guide global ESP course design in similar industries.
Copyright (c) 2025 Md. Didarul Islam, Saleh Ahmad https://creativecommons.org/licenses/by/4.0
Exploring the Influence of Social Media and Online Communities on Affordances in ELT
In modern times, the popularity of social media and online communities play an important role in both daily life and language learning. Social media and online communities have become integral to modern life, offering unique opportunities to transform English Language Teaching (ELT). This literature review examines how the affordances provided by these platforms are reshaping the current landscape of ELT through an ecological perspective. Specifically, the study investigates their influence on teaching and learning practices, focusing on how these affordances foster authentic language use, collaboration, and personalized learning experiences. Additionally, the review explores the implications of these affordances for teachers’ strategies in designing dynamic, multimodal learning environments that extend beyond traditional classrooms. By synthesizing findings from recent research (2014–2024), the study highlights the transformative role of social media and online communities in creating enriched affordance environments. These platforms enable greater learner autonomy, cultural awareness, and engagement. The study also identifies practical recommendations for educators to integrate these tools effectively while addressing challenges such as digital literacy and privacy concerns. This review provides a comprehensive understanding of how digital affordances are shaping ELT and suggests strategies for leveraging them in innovative and sustainable teaching practices.
Copyright (c) 2024 Ngo Nguyen Thien Duyên, Pham Huong Ngoc Uyen https://creativecommons.org/licenses/by/4.0
The Impact of Online Resources via Personal Devices on English-Majored Students’ Learning Practices
This study examines the role of online resources accessed through personal technological devices in the learning practice of English-majored students. Eighty students were involved in this investigation; the author used a qualitative approach to analyze students' weekly news reports and semi-structured interviews. The findings indicate that the students have consistently used their smartphones and laptops for reading practice due to their leveled news content. Students perceived this practice positively, acknowledging its benefits for learning vocabulary, developing reading skills, and enhancing background knowledge. They reported improved vocabulary acquisition through word family and collocation learning, enhanced reading speed through skimming, and increased knowledge of current affairs. The study highlights the advantages of this practice, such as portability, convenience, and resource availability, while acknowledging minor drawbacks like note-taking difficulties. Other recommendations are class discussions, bonus marks to motivate the students, discipline, reading of specific topics, and construction of online learning platforms. Generally, this paper indicates that online resources and PTDs shall be helpful in enhancing the actual practice of reading in English-majored students.
Copyright (c) 2024 Nguyen Van Long https://creativecommons.org/licenses/by/4.0
The Effects of Culture Shock on The Cultural Adaptation of Overseas Students in Thailand at King Mongkut’s University
This paper aims to examine the phenomenon of culture shock experienced by international students studying in Thailand for their master’s degree and explore their strategies for adapting to Thai culture. This research employed a semi-structured interview with eight international students at King Mongkut’s University of Technology in Bangkok, Thailand. The participants completed the open-ended questionnaires and provided responses via a Google Docs link. The writer will use Kalervo Oberg's four stages of culture shock to better understand culture shock and the adaptation process of overseas students studying in Thailand. The research illustrates the causes behind international students' desire to pursue educational institutions in Thailand and their experiences with culture shock across the four stages, along with their adaptation process. The findings suggest that overseas students suffer from culture shock in relation to their surroundings, language, cultural norms, and academic areas.
Copyright (c) 2024 Nguyen Duong Minh Quyen https://creativecommons.org/licenses/by/4.0