Mobile learning (M - learning) emerges as the essential mark of technological revolution 4.0 and the great development of modern technology. It has proved that their smart functions were accompanied by the rapid expansion of mobile devices to support learning of learners everywhere and every time. Although mobile technology is expected to apply suitably to teaching and learning, the capacity of English as a Foreign Language (EFL) students to use mobile devices to support their English learning needs to be thoroughly evaluated. This paper is to present how EFL learners at a Vietnam University can exploit mobile technology by questionnaire through a survey of 300 EFL students. The investigation took place during the second semester of the 2018 - 2019 school year. The quantitative approach has been used to gather and analyze data, and results have shown that EFL students are confident of learning English through mobile devices through their use of mobile technology. This shows that learning English by mobile devices is feasible and has got positive perceptions from the students. Furthermore, the research results are expected to contribute as a theoretical background as reference for future researches related to mobile learning applications.

Multimedia resources in the twenty-first century primarily consist of verbal and audio-visual representations that, if properly processed, make it possible to create an integrated mental model of learning. Although these tools are commonly used in language education, successful use of multimedia learning resources in second language teaching and learning contexts remains a challenge. In particular, although much of how learners learn from verbal representations is understood, there is less insight into visual knowledge processing, either alone or in conjunction with texts in language teaching. This chapter aims to provide a set of theoretical frameworks and a realistic planning structure designed to inform the planning and design of more efficient digital content integration into language teaching and learning contexts. Based on a cognitive linguistics view aligned with dual coding and cognitive load theory, the chapter critically reviews and presents the differences in the way verbal and visual texts and pictures represent knowledge to second language learners. The next segment addresses issues in building a multimedia learning culture. Also, the role of individual differences in the processing of multimedia resources is highlighted. The chapter concludes with methodological recommendations on the crucial part of interdisciplinary analysis and evaluation methods in this field.

Virtual Learning Environment (VLE) systems have been widely used in higher education as an effective e-learning platform. With its large user community and virtual facilities in various disciplines, including education, recreation, tourism, business, etc. Second Life (SL) has become one of the most dominant VLE systems for hospitality and tourism training. With better student devices and a faster internet connection, language education in Vietnam recently saw soaring interest in using SL for training, especially in an ESP area like English for hospitality and tourism. However, there is still very little research on the effectiveness of SL VLE for language training in hospitality and tourism. This fifteen-week quasi-experimental study was conducted on two classes (n = 81) in order to investigate the effectiveness of SL VLE for language training in hospitality and tourism with a focus on speaking skills. The instruments included English speaking tests, an attitudinal questionnaire, and a semi-structured interview. The findings of the study indicated that language training activities in SL positively contributed to students' language proficiency progress. Besides, students have positive perceptions about the use of SL VLE in their training. It is recommended that language training programs in hospitality and tourism make more substantial use of virtual restaurants, hotels, resorts, and entertainment places in SL to enrich students' learning experience. Hospitality and tourism training institutions should spend resources on formal SL VLE training for teachers and students and build their SL facilities.

The rise in mobile learning has seen an impressive increase as smartphones and tablets have increased in popularity in recent years. The cheap, easy access to these devices for students contributes to the need for use for educational and learning purposes. This trend is no exception for physical education. This study surveyed 125 physical education students in 4 badminton classes from 2018 to 2020 to evaluate their readiness for mobile learning in terms of hardware devices, technology skills, learning styles, and habits. Data coming from questionnaires in the courses and server logs of a mobile learning system show that the majority of physical education students in the study are ready for mobile learning despite some challenges regarding internet infrastructure and lack of formal online learning skills training. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0731/a.php" alt="Hit counter" /></p>

Learning through mobile devices (Mobile learning) appears as the significant breakthrough of technology 4.0. Among the sharp progress of up-to-date technology, it has been seen that mobile devices' smart functions are able to support learners' learning wherever and whenever. Hence, mobile-assisted language learning (MALL) has been believed to serve learners' English skills and knowledge well. Although mobile learning is expected to apply appropriately in English teaching and learning, students' attitudes towards the use of mobile devices for their learning under wireless networks need to be assessed seriously. This writing is to report EFL learners' behaviors and awareness on using mobile technology in their English learning at a University in Ho Chi Minh City, Vietnam, through a survey on 100 university EFL students by a questionnaire including 13 English-Vietnamese statements within 15 minutes. The survey lasted two weeks in the second semester of the school year 2018-2019. Quantitative data were analyzed with SPSS version 20. On the one hand, the findings indicated that students have positive constructive and acceptable towards using mobile technology in English learning. On the other hand, mobile learning applications in the future at the current University were able to be accepted firmly.

Research on idioms from the point of view of cognitive linguistics, in particular through conceptual metaphor and conceptual metonymy in cognitive semantics, has been steadily growing. While there have been quite a few investigations into the role of conceptual metaphors in meaning formation, conceptual metonymies are still left underexplored. This article examines the role of metonymic conceptualization of personality in English and Vietnamese idioms containing "head", "face" and “eyes” from the conceptual metonymy theory of cognitive linguistics. With analyzed examples from 713 English languages and 947 Vietnamese idioms of body parts collected, the article shows that metonymic conceptualization plays an essential part in the formation of meaning. There are many similarities in the way "head", "face" and “eyes” are conceptualized for personality in both English and Vietnamese cultures. However, why Vietnamese body part idioms use a lot of symbolic pairs, English idioms do not. The study suggests more attention to conceptual metonymy in teaching idioms in order to help students infer idiomatic meanings. Rather than asking students to learn by heart the composite meaning of idioms, teachers should encourage them to guess the idiomatic meaning. Besides, conceptual metonymy should be explained to students since it helps language learners infer idiomatic meaning and retain it longer.

The paper attemps to forecast the future trend of Vietnam index (VN-index) by using long-short term memory (LSTM) networks. In particular, an LSTM-based neural network is employed to study the temporal dependence in time-series data of past and present VN index values. Empirical forecasting results show that LSTM-based stock trend prediction offers an accuracy of about 60% which outperforms moving-average-based prediction.

The main goal of this study was to examine how the 4English mobile app affected 10th-grade students' reading abilities and how they felt about using it to learn to read. At a high school in the province of An Giang, Vietnam, 90 10th graders are chosen and split equally into two groups. The curriculum, materials, school resources, and classroom instruction are the same for both groups. The experimental group is instructed to use the 4English mobile app to improve their reading skills, while the control group is given traditional reading assignments from the teacher. Four research tools employed in the study were a questionnaire, an interview, a pretest, and a posttest. The results demonstrate that the experimental participants performed better in the posttest and had favorable sentiments toward using the 4English mobile app to teach reading.