In the context of 90 adult Japanese learners of English with diverse second language experience and 10 native speakers, this study examined the linguistic characteristics and learner profiles of low-, mid- and high-level fluency performance. The participants’ spontaneous speech samples were initially rated by 10 native listeners for global fluency on a 9-point scale (1 =dysfluent, 9 =very fluent), and then divided into four proficiency groups via cluster analyses: low (n= 29), mid (n= 30), high (n= 31), and native (n= 10). Next, the data set was analyzed for the number of pauses within/between clauses, articulation rate, and the frequency of repetitions/self-corrections. According to the results of a series of analyses of variance, the frequency of final-clause pauses differentiated low- and mid-level fluency performance; the number of mid-clause pauses differentiated mid- and high-level performance; and articulation rate differentiated high-level and nativelike performance. The analyses also found that the participants’ second language fluency was significantly associated with their length of residence profiles (0–18 years), but not with their age of arrival profiles (19–40 years).

To date, a growing number of studies have shown that domain‐general auditory processing, which prior work has linked to L1 acquisition, could explain various dimensions of naturalistic L2 speech proficiency. The current study examined the generalizability of this topic to L2 speech learning in classroom settings. The spontaneous speech samples of 39 Vietnamese English‐as‐a‐foreign‐language learners were analyzed for fluent and accurate use of pronunciation and lexicogrammar and linked to a range of variables in their auditory processing profiles. The results identified moderate‐to‐strong correlations between the participants’ accurate use of lexicogrammar and audio‐motor sequence integration scores (i.e., the ability to reproduce melodic/rhythmic information). However, the relationship between phonological proficiency and auditory acuity (i.e., the ability to encode acoustic details of sounds) was nonsignificant. Although the findings support the audition‐acquisition link to classroom L2 speech learning to some degree, they only suggest that this link is robust for the acquisition of lexicogrammar information.

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The current study examines how second language (L2) users differentially assess the comprehensibility (i.e., ease of understanding) of foreign-accented speech according to a range of background variables, including first language (L1) profiles, L2 proficiency, age, experience, familiarity, and metacognition. A total of 110 L2 listeners first evaluated the global comprehensibility of 50 spontaneous speech samples produced by low-, mid-, and high-proficiency Japanese speakers of English. The listeners were categorized into two subgroups according to a cluster analysis of their rating scores: lenient and strict. Results showed that while the lenient listeners appeared to rely equally on many linguistic areas of speech during their judgments, the strict listeners were strongly attuned to phonological accuracy. Analysis of the background questionnaire data revealed that more lenient listeners likely had higher levels of awareness of the importance of comprehensibility for communication (metacognition); regularly used L2 English in professional settings (experience); and had L1s more linguistically close to the target speech samples, Japanese-accented English (L1-L2 distance).

Whereas scholars have extensively researched the pedagogical potential of 4/3/2 activities (i.e. increasing time pressure in task repetition) for enhancing second language (L2) fluency, its impact on L2 accuracy remains unclear. To help L2 learners improve both fluency and accuracy, the present study examined the effects of adding accuracy enhancement (AE) as a form of delayed metalinguistic correction to the 4/3/2 activity on the development of L2 fluency (speed, breakdown, repair) and accuracy (the acquisition of irregular and regular forms of English past tense). A total of 36 university-level students participated in three 20-minute dyadic sessions. They were randomly divided into three groups: Control, 4/3/2 and 4/3/2+AE. Whereas the 4/3/2 group repeated a monologue task three times with increasing time pressure (4 → 3 → 2 minutes), those in the 4/3/2+AE received metalinguistic correction from the researcher during the 4/3/2 activity. According to the results, a combined approach, 4/3/2+AE, simultaneously impacted learners’ overall fluency and accuracy across different topics. However, certain aspects of their fluency and accuracy development, especially those related to linguistic encoding (reduction in pauses within clauses; regular past tense forms), remained unchanged.

Climate change continues to pose a constant threat to nature and human beings, and thus demands adaptability and flexibility in forestry and domestic land use management. In this context, the Reducing Emission from Deforestation and Forest Degradation (REDD+) project was introduced to harness forests to curb greenhouse gas emissions in an effort to combat climate change. As of 2020, REDD+ was implemented in 65 countries across the world, including Vietnam. While the missions of afforestation and forest protection cannot be accomplished without the aid of local residents, low participation from stakeholders, particularly poor farmers, is an obstacle in climate mitigation projects. To contribute to improving REDD+ with a useful Vietnam reference, this study uses a random sample approach coupled with a face-to-face interview method to survey 215 households in Chau Thai, one of 206 poor communes in Nghe An province, to learn about (1) residents’ perception towards the importance of forests, (2) how forests contribute as a source of livelihood, (3) potential for household engagement in REDD+. The research findings show that the important role of forests is well acknowledged, the majority of forestland was allocated to plantation forests, and the seeds are carefully selected to satisfy market demand. In addition, forests are recorded to make major contributions to residents’ income and roughly four-fifths of households revealed their willingness to get involved in the REDD+ project with a monthly subsidy of 500–2000 kVND (22.3–89.2 USD). The study provides valuable information about forest-based rural livelihood and policy options to facilitate REDD+ participation among farmers. This, in turn, helps devise more appropriate policies for climate change mitigation and sustainable rural mountainous development nationwide and beyond.

As one of the world’s fastest-growing economies, Vietnam is tackling environmental pollution, particularly plastic waste. This study contributes to the literature on environmental culture and practical solutions by better understanding households’ behaviours and motivations for (i) sorting waste, (ii) contributing to the environmental fund and (iii) relocating. The questionnaire-based interview method was used to randomly collect information from 730 households in 25 provinces in Vietnam during February 2022. Bayesian regression models, coupled with the mindsponge mechanism, were applied to analyse the data. The results showed that people’s strategies and responses to plastic waste pollution vary: 38.63% of respondents were sorting waste at home, 74.25% of households agreed to contribute to the environmental fund, and 23.56% had a plan to relocate for a better living place. The households’ strategies and intentions were driven by several structural and contextual factors such as age of household head, income, care about the environment, and the perceived effects of polluted waste. More importantly, communication was a robust variable in sorting waste decisions, which suggested that better communication would help increase people’s awareness and real actions in reducing plastic waste and ultimately improving the environment. These findings will benefit the ongoing green economy, circular economy, and green growth transition toward more sustainable development, particularly in developing and fast-population-growing countries.

Concern about energy depletion has risen because of industrialization and consumerism, pushing a transition from fossil fuels to renewable energy sources. To this end, every group within society, especially the youth, should be made responsible for confronting and/or mitigating environmental problems. This study advances the understanding of young adults’ intentions to learn about energy conservation and its influencing factors, as well as contributes to the literature on environmental management and environmental culture and development. We used a systematic random sample technique to conduct a large-scale online survey with 1454 students from 48 different Vietnamese universities. The initial research indicates that young adults are highly concerned about the environment, but more work has to be done to turn perceptions into actions. The majority of respondents—nearly 83%—want to increase their energy-saving knowledge, and around 50% are interested in enrolling in an energy course. Their decision regarding participation in an energy course is largely influenced by their perception and income. Women were more inclined to take energy-saving courses, and people who lived in cities had a stronger desire to increase their knowledge. Our research has various policy implications for promoting energy transformation and/or nurturing environmental cultures associated with environmental education improvement in Vietnam and beyond.