International Journal of Language Instruction
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description: 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 publis…
publisher: ICTE Press
language: en
publication name: International Journal of Language Instruction
issn: 2833-230X
copyright: 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.
items: AI-mediated Interaction through an AI Voice Chatbot: Effects on EFL Speaking Development and Learner Perceptions
items: Students’ perceptions of interactive live worksheets in online French language learning
items: Students’ Voices on the Use of YouTube in Enhancing Lexical Competence among EFL Learners at Le Hoang Chieu High School
items: Students’ Perceptions of the Impacts of Lecturer Translanguaging on EMI Lecture Comprehension
items: An Investigation into Conceptual Metaphors of “Emotion” in Social Media Discourse of Young People
items: Vietnamese EFL University Teachers’ Beliefs about the Effectiveness of Genre-based Approaches in Teaching IELTS Academic Writing Task 2
items: Strategies to Foster Engagement among First-Year EFL Students: An Explanatory Sequential Mixed-Methods Study at a Vietnamese University
items: Grammatical Errors in French Writing among Beginner Students at the University of Dhaka
items: Vietnamese EFL Teachers’ TPACK and Its Correlation with Their Demographic Variables
items: Vocabulary Acquisition in Young EFL Learners: A Thematic Review of Strategies, Media, and Outcomes
items: Lecturers’ Perceptions of Google Docs for E-portfolios to improve students’ IELTS Writing
items: Code-Switching in EFL Classrooms: Students’ and Teachers’ Attitudes in the Mekong Delta, Vietnam
items: Review of Literary Theory for Robots: How Computers Learned to Write
items: Code-mixing in Class and Communication: A Dimension of Translanguaging at the Tertiary-level in Bangladesh
items: Vietnamese EFL Lecturers’ Perspectives on Leveraging AI Tools to Enhance Students’ Autonomous Learning
items: Working-Class Voices on Screen: Pragmatic Realization of Criticism in Vietnamese Cinema
items: The Causes of English Language Learning Anxiety among English Major Seniors at a Vietnamese University
items: Intrinsic and Extrinsic Factors Affecting Non-English Majors’ Listening Skill Acquisition at an English Centre in Vietnam
items: The Development and Validation of a Questionnaire for Measuring English-majored Students’ Intercultural Competence in a Vietnamese Higher Education Context
items: Exploring the Challenges of Learning English as a Second Language in Somaliland
items: Listening Comprehension in English Language Learning: Challenges, Strategies, and Students’ Attitudes at a Private University
items: The Effects of Oral Explicit Correction Techniques on High School Students' English-Speaking Skills
items: Linguistic Creativity in Japanese High School Students' Haikus: A Qualitative Analysis
items: Challenges and Strategies in Teaching English for Medical Purposes: A Literature Review
items: Students’ Perceptions of Kahoot!, Gamification, and the Role of Instructor in Online French as a Foreign Language Classes in Jamaica
items: EFL Sophomores’ Perspectives on the Application of Computer-Assisted Games in Grammar Classes
items: Teachers’ Practices and Perceptions of Technology and ChatGPT in Foreign Language Teaching in Jamaica
items: Investigating High School Students’ Attitudes Towards Friends Global Textbook
items: The Impact of Extroversion and Introversion on EFL Students’ Second Language Acquisition
items: Evaluation of the Effectiveness of Learning Outcomes from Students’ Perspectives towards Research Writing Course: A Case Study

AI-mediated Interaction through an AI Voice Chatbot: Effects on EFL Speaking Development and Learner Perceptions
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description: This study investigated the effects of AI-mediated speaking practice using a voice chatbot on Vietnamese EFL students’ speaking skills and explored their perceptions of the learning experience. A sequential explanatory mixed-methods design was adopted with 49 English-major undergraduates participating in a 15-week quasi-experimental intervention. The experimental group practiced speaking with an AI chatbot, whereas the comparison group received face-to-face instruction. Data were collected from pre- and post-speaking tests, questionnaires and semi-structured interviews. ANCOVA indicated that, after controlling for pre-test performance, the AI chatbot group achieved significantly higher overall speaking scores than the comparison group, particularly in fluency and coherence. Additionally, participants valued the chatbot’s authentic interaction, flexibility, and opportunities for regular speaking practice despite reporting occasional technical and interactional limitations. The findings support the pedagogical value of AI-mediated speaking practice in higher education.
subject: Research Article
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creator: Nu Thuy Uyen Nguyen
rights: Copyright (c) 2026 Nguyen Nu Thuy Uyen https://creativecommons.org/licenses/by/4.0
date: 2026-08-22
publication date: 2026-08-22
starting page: 92
ending page: 113
doi: 10.54855/ijli.26535

Students’ perceptions of interactive live worksheets in online French language learning
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description: Digital tools are increasingly used in online foreign language learning, yet limited research has examined students’ perceptions of live worksheets, particularly in Caribbean higher education. This exploratory descriptive study investigated 16 undergraduate students’ perceptions of live worksheets in a 15-week beginner French course at a Jamaican university, focusing on benefits, limitations, motivation, and the instructor’s role. Using convenience sampling, data were collected through an online questionnaire comprising open- and closed-ended items. Quantitative data were analyzed using descriptive statistics, while qualitative responses underwent thematic analysis. Findings indicate that students perceived live worksheets as beneficial for engagement, motivation, and Foreign Language Excitement, while immediate feedback supported self-assessment, recall, and application of linguistic knowledge. However, inaccurate automated responses and difficulties with diacritics presented challenges. Students emphasized the instructor’s role in verifying accuracy, clarifying misunderstandings, and facilitating feedback. The study highlights the potential of live worksheets as formative assessment tools in foreign language learning.
subject: Research Article
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creator: Oneil Madden
rights: Copyright (c) 2026 Oneil N Madden https://creativecommons.org/licenses/by/4.0
date: 2026-08-17
publication date: 2026-08-17
starting page: 40
ending page: 65
doi: 10.54855/ijli.26533

Students’ Voices on the Use of YouTube in Enhancing Lexical Competence among EFL Learners at Le Hoang Chieu High School
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description: This study investigates how EFL (English as a Foreign Language) high school students in Vietnam perceive the use of YouTube to enhance their lexical competence. Using a mixed-methods approach to address the research questions, the study was conducted with the participation of 60 students at Le Hoang Chieu High School in Vinh Long Province. The results gained from a detailed analysis of a survey and eight semi-structured interviews indicated that high school students found YouTube to be an effective tool for vocabulary learning. Moreover, the students emphasized that teacher guidance for valuable videos and brief videos with subtitles was critical for effective use of YouTube. The study encourages high school teachers to integrate YouTube into their instruction and suggests future research on high school teachers’ perspectives on the use of YouTube in their teaching and the effectiveness of other social media in language learning.
subject: Research Article
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creator: Gia Thuan Nguyen
creator: Thi Thu Hang Nguyen
rights: Copyright (c) 2026 Nguyen Gia Thuan, Nguyen Thi Thu Hang https://creativecommons.org/licenses/by/4.0
date: 2026-08-17
publication date: 2026-08-17
starting page: 17
ending page: 39
doi: 10.54855/ijli.26532

Students’ Perceptions of the Impacts of Lecturer Translanguaging on EMI Lecture Comprehension
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description: The purpose of this study is to examine students’ perceptions of the impacts of lecturers’ translanguaging practices on students’ lecture comprehension in English as a Medium of Instruction (EMI) classes. This mixed-methods study collected questionnaire data from 70 students at a university in Hanoi, Vietnam, followed by semi-structured interviews with five participants. The findings indicated that translanguaging generally supports lecture comprehension micro-skills at the intermediate proficiency level, including lexical and conceptual understanding, inferential comprehension, functional language comprehension, and adaptation to speech rate. However, the spontaneous use of translanguaging was perceived to compromise lexical and conceptual understanding as it decreased exposure to English and diverted learners’ attention from lecture content. The current study highlights the benefits of pedagogical translanguaging practices in EMI classrooms as well as the need for its strategic use to maximize the comprehension support.
subject: Research Article
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creator: Thanh Hoa Nguyen
creator: Thi Bich Phuong Ngo
creator: Thi Thao Binh Trinh
creator: Thi Thuy Dung
rights: Copyright (c) 2026 Nguyen Thanh Hoa, Ngo Thi Bich Phuong, Trinh Thi Thao Binh, Nguyen Thi Thuy Dung https://creativecommons.org/licenses/by/4.0
date: 2026-08-17
publication date: 2026-08-17
starting page: 66
ending page: 91
doi: 10.54855/ijli.26534

An Investigation into Conceptual Metaphors of “Emotion” in Social Media Discourse of Young People
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description: The purpose of this study is to investigate conceptual metaphors of EMOTION in the social media discourse of Vietnamese young people from the perspective of Cognitive Linguistics. The research data consists of 150 linguistic expressions collected from 73 accounts on popular social media platforms such as Facebook, TikTok, and Instagram during the period from 2020 to 2025. A qualitative method combined with descriptive statistics was employed to identify, classify, and analyze metaphorical expressions based on the Metaphor Identification Procedure (MIP) and the Conceptual Metaphor Theory proposed by Lakoff and Johnson (1980). The findings reveal ten major conceptual metaphor models of emotion. In addition, the study indicates that the use of emotional metaphors is influenced by cognitive and socio-cultural factors, as well as by the distinctive communicative features of each social media platform. The results contribute to clarifying how Vietnamese young people conceptualize emotions in the context of digital communication.
subject: Research Article
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creator: Ngoc Bao Tran Nguyen
creator: Thi Hien Trang Ngo
rights: Copyright (c) 2026 Nguyen Ngoc Bao Tran, Ngo Thi Hien Trang https://creativecommons.org/licenses/by/4.0
date: 2026-06-06
publication date: 2026-06-06
starting page: 60
ending page: 74
doi: 10.54855/ijli.26524

Vietnamese EFL University Teachers’ Beliefs about the Effectiveness of Genre-based Approaches in Teaching IELTS Academic Writing Task 2
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description: Students taking IELTS preparation courses from EFL countries continue to encounter challenges in the examination process, especially with writing skills. To address this issue, this sequential explanatory mixed-method study aims to examine Vietnamese EFL university teachers’ beliefs about the applicability of the genre-based approach (GBA) in teaching IELTS Academic Writing Task 2 instruction and developing learners’ foundational academic writing skills. Data are collected through questionnaires and semi-structured interviews involving 58 teachers from four universities in Vietnam. Quantitative data are then analyzed descriptively by SPSS 25, while qualitative data are manually analyzed into themes. The results indicate that most teachers are aware of GBA and believe in its pedagogical value. Their awareness primarily stems from informal sources instead of formal education. Teachers strongly believe that the systematic, explicit teaching of genre conventions helps both improve learners’ IELTS writing performance and prepare them for higher academic writing contexts. The study also finds a significant theory-practice gap with implementation constrained by intensive course timeframes and students’ test-focused orientations. The study contributes to the current literature of genre-based application in high-stakes test preparation, particularly by offering insights from teacher perspectives.
subject: Research Article
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creator: Lan Mai
rights: Copyright (c) 2026 Mai Lan https://creativecommons.org/licenses/by/4.0
date: 2026-06-06
publication date: 2026-06-06
starting page: 38
ending page: 59
doi: 10.54855/ijli.26523

Strategies to Foster Engagement among First-Year EFL Students: An Explanatory Sequential Mixed-Methods Study at a Vietnamese University
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description: The study focuses on identifying strategies to promote student engagement and applying them to the current context. The study has applied the explanatory mixed-method approach, combining a quantitative survey with 202 responses from the questionnaire, followed by semi-structured interviews with 4 students. Based on the reactions of the two collection processes and after analyzing the data, the results show that receiving feedback and the form of feedback given in different forms have positive impacts on promoting student engagement. In addition, the strategies not only help students actively participate in learning but also help them improve their language skills. However, psychological factors such as anxiety and lack of confidence are also challenges especially for first-year students. Based on the feedback recorded, the study suggests that creating a stress-free learning environment can significantly motivate learners and, at the same time, reduce anxiety and lack of confidence in the learning process.
subject: Research Article
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creator: Ngoc Que Anh Le
creator: Thi Cam Ngo Ngo
rights: Copyright (c) 2026 Le Ngoc Que Anh, Ngo Thi Cam Thuy https://creativecommons.org/licenses/by/4.0
date: 2026-06-06
publication date: 2026-06-06
starting page: 1
ending page: 22
doi: 10.54855/ijli.26521

Grammatical Errors in French Writing among Beginner Students at the University of Dhaka
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description: Despite the expansion of French-language teaching in Bangladesh, error-analysis research on Bangladeshi learners remains underexplored. This mixed-methods study investigates this area by identifying common grammatical errors among 47 Bengali-speaking French beginners at the University of Dhaka. A written corpus of 53 essays, comprising 425 sentences, was analyzed using Corder’s (1974) Error Analysis framework and Dulay et al.’s (1982) Surface Strategy Taxonomy, with focus group discussions involving 25 participants. Results revealed 136 grammatical errors (averaging 32 errors per 100 sentences), with noun-related errors the most frequent (36.76%), closely followed by verb-related errors (33.82%). Misinformation and omissions dominated, and participants reported negative transfer from English (L2), overgeneralization, and simplification strategies as reasons for errors. The study showed how a cross-linguistic background shapes interlanguage, indicating that teaching should include contrastive, form-focused instruction to reduce errors.
subject: Research Article
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creator: Tanjina Najnin Tania
creator: Md. Monir Hossain
rights: Copyright (c) 2026 Tanjina Najnin Tania, Md. Monir Hossain https://creativecommons.org/licenses/by/4.0
date: 2026-08-17
publication date: 2026-08-17
starting page: 1
ending page: 16
doi: 10.54855/ijli.26531

Vietnamese EFL Teachers’ TPACK and Its Correlation with Their Demographic Variables
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description: As technology and AI continue to develop, the TPACK framework has emerged as a useful tool for measuring teachers’ knowledge and skills for teaching with technology. This study looks at the Vietnamese EFL teachers’ TPACK and its correlation with their demographic variables. Following a quantitative survey research strategy, the study was conducted at a public university in Hanoi, Vietnam, with 81 EFL teachers participating and a questionnaire as the main data collection instrument. The study found that EFL teachers’ gender and the main subjects they teach are related to their TPACK. The study also found that, unlike the original representation with seven domains, EFL teachers' TPACK can be categorized into only two main domains. Accordingly, some implications for teacher professional development are given. The study has also confirmed the complexity of teachers’ knowledge in integrating ICT and the unclear boundaries of the constructs in the TPACK model.
subject: Research Article
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creator: Thi Bao Huong Dinh
creator: Vu Thu Ha Nguyen
rights: Copyright (c) 2026 Dinh Thi Bao Huong, Nguyen Vu Thu Ha https://creativecommons.org/licenses/by/4.0
date: 2026-06-06
publication date: 2026-06-06
starting page: 23
ending page: 37
doi: 10.54855/ijli.26522

Vocabulary Acquisition in Young EFL Learners: A Thematic Review of Strategies, Media, and Outcomes
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description: 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.
subject: Literature Review
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creator: Hoang Anh Nguyen
rights: Copyright (c) 2026 Nguyen Hoang Anh https://creativecommons.org/licenses/by/4.0
date: 2026-02-10
publication date: 2026-02-10
starting page: 45
ending page: 58
doi: 10.54855/ijli.26513

Lecturers’ Perceptions of Google Docs for E-portfolios to improve students’ IELTS Writing
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description: 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.
subject: Research Article
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creator: Dinh Mai Thu Le
creator: Thanh Su Pham
rights: Copyright (c) 2026 Le Dinh Mai Thu, Pham Thanh Su https://creativecommons.org/licenses/by/4.0
date: 2026-02-10
publication date: 2026-02-10
starting page: 18
ending page: 44
doi: 10.54855/ijli.26512

Code-Switching in EFL Classrooms: Students’ and Teachers’ Attitudes in the Mekong Delta, Vietnam
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description: 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.
subject: Research Article
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creator: Thi Ngoc Quyen Tran
rights: Copyright (c) 2025 Tran Thi Ngoc Quyen https://creativecommons.org/licenses/by/4.0
date: 2025-12-25
publication date: 2025-12-25
starting page: 108
ending page: 127
doi: 10.54855/ijli.25447

Review of Literary Theory for Robots: How Computers Learned to Write
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description: 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.
subject: Book Review
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creator: Amar Bahadur Sherma
rights: Copyright (c) 2025 Amar Bahadur Sherma https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
starting page: 61
ending page: 65
doi: 10.54855/ijli.25444

Code-mixing in Class and Communication: A Dimension of Translanguaging at the Tertiary-level in Bangladesh
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description: 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.
subject: Research Article
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creator: Srejon Datta
rights: Copyright (c) 2025 Srejon Datta https://creativecommons.org/licenses/by/4.0
date: 2025-12-23
publication date: 2025-12-23
starting page: 83
ending page: 107
doi: 10.54855/ijli.25446

Vietnamese EFL Lecturers’ Perspectives on Leveraging AI Tools to Enhance Students’ Autonomous Learning
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description: 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.
subject: Research Article
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creator: Thi Phuong Lan Nguyen
rights: Copyright (c) 2026 Nguyen Thi Phuong Lan https://creativecommons.org/licenses/by/4.0
date: 2026-02-10
publication date: 2026-02-10
starting page: 1
ending page: 17
doi: 10.54855/ijli.26511

Working-Class Voices on Screen: Pragmatic Realization of Criticism in Vietnamese Cinema
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description: 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.
subject: Research Article
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creator: Huong Ngoc Uyen Pham
rights: Copyright (c) 2025 Pham Huong Ngoc Uyen https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
starting page: 41
ending page: 60
doi: 10.54855/ijli.25443

The Causes of English Language Learning Anxiety among English Major Seniors at a Vietnamese University
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description: 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.
subject: Research Article
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creator: Bellarina Dung Nguyen
creator: Anh Ngoc Trinh
rights: Copyright (c) 2025 Bellarina-Dung Nguyen, Anh Ngoc Trinh https://creativecommons.org/licenses/by/4.0
date: 2025-12-23
publication date: 2025-12-23
starting page: 66
ending page: 82
doi: 10.54855/ijli.25445

Intrinsic and Extrinsic Factors Affecting Non-English Majors’ Listening Skill Acquisition at an English Centre in Vietnam
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description: 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.
subject: Research Article
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creator: Thi Nhu Ngoc Nguyen
creator: Thi Bich Ngoc Nguyen
rights: Copyright (c) 2025 Nguyen Thi Nhu Ngoc, Nguyen Thi Bich Ngoc https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
starting page: 1
ending page: 17
doi: 10.54855/ijli.25441

The Development and Validation of a Questionnaire for Measuring English-majored Students’ Intercultural Competence in a Vietnamese Higher Education Context
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description: 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.
subject: Research Article
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creator: Thi Bich Ngoc Nguyen
creator: Tuan Nhat Nguyen
rights: Copyright (c) 2025 Nguyen Thi Bich Ngoc, Nguyen Nhat Tuan https://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
starting page: 18
ending page: 40
doi: 10.54855/ijli.25442

Exploring the Challenges of Learning English as a Second Language in Somaliland
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description: 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.
subject: Research Article
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creator: Abdiaziz Bashir Abdi
rights: Copyright (c) 2025 Abdulaziz Bashir Abdi https://creativecommons.org/licenses/by/4.0
date: 2025-09-24
publication date: 2025-09-24
starting page: 98
ending page: 116
doi: 10.54855/ijli.25436

Listening Comprehension in English Language Learning: Challenges, Strategies, and Students’ Attitudes at a Private University
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description: 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.
subject: Research Article
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creator: Thuy Dan Khanh Pham
creator: Thi Ngoc Diep Le
rights: Copyright (c) 2025 Pham Thuy Dan Khanh, Le Thi Ngoc Diep https://creativecommons.org/licenses/by/4.0
date: 2025-07-30
publication date: 2025-07-30
starting page: 22
ending page: 40
doi: 10.54855/ijli.25432

The Effects of Oral Explicit Correction Techniques on High School Students' English-Speaking Skills
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description: 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.
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creator: Hoang An Pham
rights: Copyright (c) 2025 Pham Hoang An https://creativecommons.org/licenses/by/4.0
date: 2025-07-30
publication date: 2025-07-30
starting page: 41
ending page: 56
doi: 10.54855/ijli.25433

Linguistic Creativity in Japanese High School Students' Haikus: A Qualitative Analysis
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description: 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.
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creator: Robert G Arrogante
rights: Copyright (c) 2025 Robert G. Arrogante https://creativecommons.org/licenses/by/4.0
date: 2025-08-09
publication date: 2025-08-09
starting page: 74
ending page: 97
doi: 10.54855/ijli.25435

Challenges and Strategies in Teaching English for Medical Purposes: A Literature Review
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description: 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.
subject: Literature Review
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creator: Ngoc Gia Han Nguyen
rights: Copyright (c) 2025 Nguyen Ngoc Gia Han https://creativecommons.org/licenses/by/4.0
date: 2025-07-30
publication date: 2025-07-30
starting page: 57
ending page: 73
doi: 10.54855/ijli.25434

Students’ Perceptions of Kahoot!, Gamification, and the Role of Instructor in Online French as a Foreign Language Classes in Jamaica
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description: 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.
subject: Research Article
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creator: N Oneil Madden
creator: Rashad Higgs
creator: Sheldon Gordon
creator: Rovel Chambers
rights: Copyright (c) 2025 Oneil Madden, Rashad Higgs, Sheldon Gordon, Rovel Chambers https://creativecommons.org/licenses/by/4.0
date: 2025-07-30
publication date: 2025-07-30
starting page: 1
ending page: 21
doi: 10.54855/ijli.25431

EFL Sophomores’ Perspectives on the Application of Computer-Assisted Games in Grammar Classes
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description: 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.
subject: Research Article
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creator: Thi Thu Hang Nguyen
creator: Nhat Truong Truong
rights: Copyright (c) 2025 Nguyen Thi Thu Hang, Truong Nhat Truong https://creativecommons.org/licenses/by/4.0
date: 2025-06-06
publication date: 2025-06-06
starting page: 53
ending page: 79
doi: 10.54855/ijli.25423

Teachers’ Practices and Perceptions of Technology and ChatGPT in Foreign Language Teaching in Jamaica
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description: 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.
subject: Research Article
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creator: N Oneil Madden
creator: Sheldon Gordon
creator: Rovel Chambers
creator: Jason-Lee Daley
creator: Dave Foster
creator: Malik Ewan
rights: Copyright (c) 2025 Oneil N Madden, Sheldon Gordon, Rovel Chambers, Jason-Lee Daley, Dave Foster, Malik Ewan https://creativecommons.org/licenses/by/4.0
date: 2025-06-06
publication date: 2025-06-06
starting page: 1
ending page: 32
doi: 10.54855/ijli.25421

Investigating High School Students’ Attitudes Towards Friends Global Textbook
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description: 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.
subject: Research Article
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creator: Huynh Thinh Tran
creator: Duy Bao Huynh
rights: Copyright (c) 2025 Tran Huynh Thinh, Huynh Duy Bao https://creativecommons.org/licenses/by/4.0
date: 2025-06-16
publication date: 2025-06-16
starting page: 94
ending page: 115
doi: 10.54855/ijli.25425

The Impact of Extroversion and Introversion on EFL Students’ Second Language Acquisition
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description: 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.
subject: Research Article
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creator: Ngoc Mai Ly Thach
rights: Copyright (c) 2025 Thach Ngoc Mai Ly https://creativecommons.org/licenses/by/4.0
date: 2025-06-06
publication date: 2025-06-06
starting page: 80
ending page: 93
doi: 10.54855/ijli.25424

Evaluation of the Effectiveness of Learning Outcomes from Students’ Perspectives towards Research Writing Course: A Case Study
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description: 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.
subject: Research Article
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creator: Ngoc Phuong Ho
creator: Yen Nhi Ha
rights: Copyright (c) 2025 Ho Ngoc Phuong, Ha Yen Nhi https://creativecommons.org/licenses/by/4.0
date: 2025-03-01
publication date: 2025-03-01
starting page: 33
ending page: 49
doi: 10.54855/ijli.25413