Globalization and internationalization have fostered the development of English as a medium of instruction (EMI). EMI is gaining its popularity all over the world. In line with this tendency, various universities in Vietnam introduce EMI to its undergraduate programs in forms of advanced or high-quality training programs. However, little research has been conducted to discover the benefits as well as drawbacks of these EMI programs, especially in context where English is not a second language nor popularly used outside the classroom as in Vietnam. The purpose of this study was therefore conducted to explore the issue in a university in Vietnam. A group of 136 sophomores majoring in International Business and Information Technology participated in this study. A questionnaire was administered to them to obtain quantitative data. Six students were selected randomly to take part in individual interviews to obtain qualitative data. Results indicated that students perceived four clusters of benefits and drawbacks that EMI classrooms provide.

Different factors are involved in the process of learners� learning English as a second or foreign language. Among them, learning autonomy, involvement and motivation and attitude toward English language learning have been claimed to positively correlate with learners� English proficiency. In the current study, 229 English-majored final-year students at a university in Vietnam were invited to participate in a survey to explore their English proficiency level and factors that may have impacted that level. Findings revealed that students� learning autonomy and their active participation in classroom activities are the most influential on their English proficiency level after four years of learning. As a result, the study suggests that measures should be taken to improve students� learning autonomy and classroom involvement.

While the available research literature appears to support the implementation of task-based language teaching (TBLT) in Western countries, few studies have been conducted to investigate its impact on classroom practice in Asia, especially in comparison with the presentation-practice-production (PPP) approach which many Asian teachers still favour. The current study explores the differential effects of the PPP approach and a task-based approach on Vietnamese students’ writing performance and self-regulation while writing descriptive and argumentative paragraphs. The study involved 138 students of English Language Studies at a university in Vietnam. Results show that both approaches are effective in enhancing students’ text quality. The students in the PPP condition had significantly higher scores on linguistic accuracy in the immediate posttest than the students in the TBLT condition. Conversely, students in the TBLT groups had significantly higher scores on lexical diversity in the immediate posttest than the students in the PPP condition. With regard to self-regulation, the students in the TBLT condition had significantly higher scores on the immediate posttest than the students in the PPP condition .

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Infographics have increasingly been used in English language teaching. However, few studies have been conducted to explore the use of infographics in improving students’ motivation in learning grammar. The objective of this study was to evaluate the impact of Infographics-based learning on students’ motivation on an English language grammar course. The study employed an experimental research design and the participation of sixty grade-11 students studying in a high school in Mekong Delta, Vietnam. There are two groups including one experimental group (n = 30) that used the Infographics-based learning; and the other a controlled group (n = 30) which was instructed using non- Infographics-based learning technique. A questionnaire was designed to measure students’ motivation after the treatment. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0853/a.php" alt="Hit counter" /></p>

Purpose: Due to the emergence of COVID -19, the transition from offline to online teaching also changes how drama techniques work. Specifically, the digital drama technique was used to teach English, when regular classes were almost impossible.   There seems to be very little, if any, research on digital drama techniques, especially in the Vietnamese context. Consequently, this study examines   how the digital drama technique   affects Vietnamese students learning English as a foreign language (EFL). Additionally, the differences and similarities between teachers’ and students’ perceptions of the technique’s impact are examined. Methodology: The study used a quantitative approach. A survey was used to collect data from 1207 students and 69 teachers. Findings: The survey revealed that the technique was helpful for   EFL students’ learning. The participants mostly perceived the positive impacts of the technique.  However, differences in perception between teacher and student were discovered.   The students considered it beneficial for improving their writing and reading skills while teachers perceived this technique as helpful in exploring new creative ideas. Practical implications: The technique was approved as useful for language teaching and learning. English teachers are encouraged to use this technique in their teaching in practice. Contribution to literature: The study becomes a good source for further research to build a more profound theoretical framework. More researchable ideas related to this unique online teaching technique are suggested to enrich the literature in this field.

In Vietnam, writing is considered the most challenging skill by English as a Foreign Language (EFL)students. These students encounter various kinds of problems in their writing process, from generating ideas to revising their tasks. Previous studies reveal that collaborative writing could bringstudents numerous benefits regarding their writing performance. The present study was conducted to examinethe impacts of collaborative writing on EFL students’ paragraph writing performance and investigate their attitudes toward using collaborative writing in learning English writing. This research followed a mixed-method design, which lasted 15 weeks and was conducted with the participants of 80 EFL tenth-grade students in a high school context. Three research instruments namely the writing tests (pre-and post-test), questionnaires, and semi-structured interviews were employed in this study. The findings showedan improvement in EFL students’ paragraph writing performance after they had experienced collaborative writing. Moreover, the majority of EFL students also showed their highly positive attitudes towards using collaborative writing in learning English writing. Finally, the suggested pedagogical implications of using collaborative writing in learning English writing are hoped to contribute to the innovation of teaching writing in the context of high school in the Mekong Delta of Vietnam.

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