VNU Journal of Foreign Studies

https://jfs.ulis.vnu.edu.vn/index.php/fs/issue/feed VNU Journal of Foreign Studies 2025-12-26T14:21:17+00:00 Tạp chí Nghiên cứu nước ngoài tapchincnn@vnu.edu.vn Open Journal Systems <div class="description-journal"> <div class="description-journal"> The Journal of Science was established in 1985 for the publication of national and international research papers in all fields of natural sciences and technology, social sciences and humanities. Since then, the journal has grown in quality, size and scope and now comprises a dozen of serials spanning academic research. With the rapid expansion of the field of Economics, the VNU Journal of Science is delighted to announce the launch of the VNU Journal of Science: Foreign Studies (JS: FS) since 2002. This serial publication provides researchers with the opportunity to publish research covering aspects in these areas in the popular VNU Journal of Science series. As a fully open access publication, the journal will provide maximum exposure for published articles, making the research available to all to read and share. The journal will be published bimonthly in February, April, June, August, October and December. Scope JS: FS is an open access journal publishing double-blinded peer-reviewed research papers, discussions and reviews dealing with Linguistics, Foreign language education, International studies, Related social sciences and humanities. Peer Review Process Any manuscript followed the journal’s scope and author guideline will be assigned to the managing editors. All manuscripts have undergone editorial screening and anonymous double-blind peer-review by the at least one independent expert in the field. The managing editor makes an editorial decision, which is subject to endorsement by the Editor – in Chief. Abstracting and Indexing </div> </div> https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5555 ENGLISH LANGUAGE TEACHING IN VIETNAM’S GENERAL EDUCATION: A BRIEF HISTORICAL SURVEY 2025-10-24T09:50:35+00:00 Van Van Hoang vanhv.sdh@gmail.com

This paper presents a brief historical survey of English Language Teaching (ELT) in general education in Vietnam from 1954 to the present. The main purpose of the survey is to explore the progress achieved and the shortcomings that need to be addressed in ELT at this extremely important level of education. Using an adaptation and supplement of the prominent British applied linguist Peter Strevens’s “theoretical model of language learning and teaching process” as the analytical framework, the survey focuses on exploring ELT in general education in Vietnam across four periods: (1) 1954 to 1975, (2) 1975 to 2002, (3) 2002 to 2018, and (4) 2018 to the present. The findings show that, over time, ELT in general education in Vietnam has achieved remarkable success. However, there are still some problems that need to be solved at both policy and implementation levels to further improve the quality of ELT at the general level of education in Vietnam in the years to come.

Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5511 LINGUISTIC FEATURES OF FRENCH POLICE TERMINOLOGY 2025-10-15T01:09:06+00:00 Thi Hue Nguyen huetuan.nguyenthi@gmail.com

In light of the growing need for enhanced international legal cooperation, mastering the system of French police terminology has become essential in administrative, judicial, and specialized translation activities. This study focuses on identifying the prominent linguistic features of this terminology class, grounded in modern terminological theories. The data was collected from legal texts, administrative documents, and specialized databases, and analyzed using qualitative methods combined with descriptive linguistic models. The findings reveal that French police terminology is characterized by monosemy, specificity, structural stability, a high degree of conceptual systematization, and strong influence from legal and cultural factors. The study affirms both the linguistic significance and practical application of this terminology within Francophone legal contexts. The results can be applied in teaching French for specific purposes, developing professional materials, and supporting bilingual translation in the fields of police and judiciary.

2025-12-25T00:00:00+00:00 Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5535 STUDENTS’ REFLECTIONS ON DISTANCE EDUCATION AT A VIETNAMESE UNIVERSITY: AN EXPLORATORY RESEARCH 2025-11-10T09:57:51+00:00 Thi Huyen Nguyen huyennt154@gmail.com Ngoc Tue Hoang Vu Phi Ho Pham

Distance education has become increasingly prevalent in higher education to meet diverse student needs and technological advancement, with Learning Management Systems (LMSs) serving as the primary platform for online learning activities. The present study investigated undergraduate learners’ reflections on distant learning offered by a public university in Hanoi, Vietnam. A mixed-methods approach with a survey questionnaire based on Gibbs’ reflective cycle that included both Likert scale questions (ranging from strongly agree to strongly disagree) and open-ended questions, along with semi-structured focus group interviews, was used to collect data from 58 English-major students enrolled in a distance learning program. The findings from the students' reflections revealed a gap between their pre-course expectations and their post-course actual learning experiences in a distance education program. While they valued flexibility and improved technological skills, they faced challenges in interaction, lecturer support, unclear materials, learning motivation, and time management when using the LMS. The implications of the findings of the present study are crucial for instructors, practitioners, policy makers and institutions to improve distance education courses.

2025-12-25T00:00:00+00:00 Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5534 CONCEPTUAL METAPHORS IN THE PRESIDENTIAL DEBATE BETWEEN DONALD J. TRUMP AND KAMALA HARRIS IN 2024 2025-07-04T04:23:12+00:00 Thi Thu Huong Kieu thuhuongkieu@yahoo.com Quynh Anh Ho

This study analyzes the conceptual metaphors employed by Kamala Harris and Donald J. Trump during the 2024 U.S. presidential debate, held in Philadelphia and broadcast by ABC News. Drawing on the Conceptual Metaphor Theory (CMT) (Lakoff & Johnson, 1980, 2003; Kövecses, 2020), the research examines metaphorical language across eight key discussion areas (economy, abortion, immigration, weaponization, transfer of power, war, health care, and climate change) and classifies them according to the three main conceptual metaphor types (Structural, Orientational, and Ontological). Adopting a mixed-methods approach, it combines qualitative analysis with basic quantitative insights. Metaphors are identified, grouped, and interpreted to reveal the candidates’ distinct conceptual framings of important issues. The findings suggest that while both candidates rely on metaphors to shape their ideologies, Trump employs metaphors with a markedly greater number than Harris. Structural metaphor is the dominant type overall, driven by Trump’s overwhelming reliance on this category. Specifically, Trump frequently uses combative and control-oriented metaphors to emphasize strength and dominance, whereas Harris tends to draw on unity-based and care-based metaphors highlighting cooperation, protection, and shared values.

2025-12-25T00:00:00+00:00 Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5564 EFL LECTURERS’ READINESS FOR DIGITAL TRANSFORMATION IN ASSESSMENT: A CASE STUDY IN A NORTHERN VIETNAMESE UNIVERSITY 2025-09-03T07:12:09+00:00 Thi To Loan Nguyen nguyenthitoloan@hvu.edu.vn Thu Mai Duong

As digital transformation reshapes higher education, integrating technology into assessment has become a strategic priority. Yet the readiness of English as a Foreign Language (EFL) lecturers to adopt digital assessment remains a key concern, particularly in institutions undergoing policy-driven reform. This study investigates the readiness of 27 EFL lecturers at a public university in northern Vietnam, where institutional support for digital transformation was perceived as moderate but lacked practical guidelines. Grounded in the Digital Competence Framework for Educators (DigCompEdu) and the Unified Theory of Acceptance and Use of Technology (UTAUT), the research examines four dimensions: knowledge, confidence, experience, and belief in effectiveness. Using a mixed-methods design, the study found that lecturers recognized the pedagogical value of digital assessment and demonstrated strong conceptual knowledge but had low confidence and limited practical experience. Institutional barriers such as unclear policies and insufficient training constrained adoption, while peer mentoring emerged as a key enabler. The findings highlight the need for sustained professional development and clearer local guidelines and ongoing support effective digital transformation.

2025-12-25T00:00:00+00:00 Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5490 CORPUS-BASED COMPARISON OF CHATGPT AND STUDENT WRITING ON SPEAKING PROMPTS IN VIETNAMESE EFL CONTEXTS 2025-07-22T09:03:06+00:00 Thi Tuyet Mai Nguyen tuyetmai2611@gmail.com

This study examines written texts produced by Vietnamese EFL students and ChatGPT in response to ten common speaking prompts. Although initially designed for oral practice, the prompts were adapted into short writing tasks, ensuring comparability with ChatGPT’s written outputs. A mixed-methods approach combined quantitative corpus profiling (type–token ratio, collocational range, discourse markers) with qualitative coding of syntax, lexis, and pragmatics. The analysis revealed that ChatGPT texts displayed greater lexical diversity (TTR 0.70 vs. 0.63), more natural collocations, and a wider range of cohesive devices. In contrast, student texts relied heavily on high-frequency verbs and basic connectors. Pragmatic contrasts also emerged: ChatGPT often employed hedges and polite expressions, while student writing tended to be abrupt or overly direct. These findings suggest that ChatGPT can enrich learners’ exposure to varied vocabulary, collocational accuracy, and pragmatic awareness. However, its use should remain pedagogically guided to avoid over-reliance. The study underscores the importance of teacher mediation and aligns its findings with second language acquisition (SLA) perspectives on input, noticing, and authenticity.

2025-12-25T00:00:00+00:00 Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5530 ENHANCING SHORT-TERM MEMORY IN CONSECUTIVE INTERPRETING TRAINING: EVALUATING AI-GENERATED SPEECH SIMULATIONS FOR ENGLISH MAJORS AT THE DIPLOMATIC ACADEMY OF VIETNAM 2025-10-28T08:24:36+00:00 Thi Thu Phuong Do dothithuphuong61@gmail.com Phuong Nam Dang DangPhuongNam-NNA49C1@dav.edu.vn

This pilot study explored the use of AI-generated speech to support short-term memory and improving skills in consecutive interpreting (CI) training for English majors at the Diplomatic Academy of Vietnam (DAV). CI demands strong memory and quick mental processing, making it a challenging task for learners. Eight third-year students were divided into two groups: one trained with AI-generated speeches, and the other with traditional human-voiced recordings. Over four weeks, both groups practiced using materials that gradually increased in difficulty by adjusting speech speed, content density, and complexity. The preliminary results proposed that the students using AI speech made greater progress, especially in tasks requiring higher cognitive effort. They also reported that the structured and gradually challenging nature of AI practice helped them feel more confident and focused, despite occasional technical issues with audio quality. Overall, the findings suggest AI-generated speech can be a valuable tool in CI training. It offers consistent and scalable practice that effectively targets key memory functions. However, the students still struggled with note-taking and vocabulary, highlighting the need for ongoing instructor guidance. A combined approach using AI tools along with teacher support is recommended to strengthen interpreting skills.

2025-12-25T00:00:00+00:00 Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5509 FORMATIVE ASSESSMENT FOR SELF-REGULATED LEARNING IN ENGLISH LANGUAGE EDUCATION: STUDENT PERSPECTIVES 2025-10-20T08:35:23+00:00 Thi Hong Phuong Cao hongphuongct@hnue.edu.vn Xuan Tho Pham pxtho@hn.vnn.vn

Formative assessment (FA) is recognized for its potential to foster self-regulated learning (SRL). However, learner perspectives in exam-oriented English classrooms remain underexplored. This study investigates how English language teachers’ formative assessment practices activate or constrain SRL mechanisms among students in two Vietnamese university settings. Using a qualitative descriptive design, the data were collected from 48 reflection papers and 12 semi-structured interviews and analyzed through content analysis guided by Gu’s (2021) FA cycle. The findings indicated that formative practices, such as clarifying learning intentions, eliciting meaningful evidence, and providing actionable feedback supported key SRL mechanisms, including metacognitive awareness, strategic adaptation, and increased learner autonomy. However, opportunities for peer and self-feedback, revision, and follow-up actions were inconsistent, particularly in classrooms shaped by summative, exam-driven practices. These conditions were found to limit students’ ability to interpret feedback, regulate their learning, or sustain improvement. The study argues that FA’s potential to support SRL depends on the coherence with which teachers implement the full FA cycle. It also depends on the teachers’ language assessment literacy required to cultivate dialogic, student-centered formative feedback practices. Implications are offered for teacher education and curriculum reform in exam-oriented EFL contexts.

2025-12-25T00:00:00+00:00 Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5450 A QUALITATIVE META-SYNTHESIS OF CHINESE LANGUAGE TEACHING AND LEARNING: 2010-2024 2025-09-26T09:58:17+00:00 Ngoc Thanh Trinh thanhtn@hcmute.edu.vn Boi Thien Lu mouse2503@gmail.com

The rising global influence of China has significantly accelerated the spread and support for Chinese language education worldwide. This geopolitical shift has not only increased the number of Chinese language learners but also reshaped pedagogical approaches and research priorities in the field. This study investigates the evolving landscape of Chinese language teaching and learning through a qualitative meta-synthesis of academic articles published between 2010 and 2024. By categorizing 151 key words from the dataset of 60 academic articles, the present study identifies two key thematic trends: (1) Theoretical aspect: indexes of Chinese language features, and (2) Practical aspect: issues of Chinese instructional practices, two of which define key aspects of Chinese language teaching and learning respectively. The findings reveal how these two themes interconnect to reflect descriptive synthesis of relevant sub-themes identified from the categorization of key words and construction of research focus. The study concludes with implications for language policy, teacher training, and future research directions in Chinese teaching and learning contexts.

2025-12-25T00:00:00+00:00 Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5505 FROM TRAINING TO SUSTAINABILITY: A STUDY ON THE LONG-TERM IMPACT OF A CLIL PROGRAM ON TEACHER PRACTICE 2025-07-30T07:15:53+00:00 Faculty of English Language and Culture, VNU University of Languages and International Studies, No.2 Pham Van Dong, Cau Giay, Hanoi, Vietnam Thi Toan Phan toanphan.felte@gmail.com

Building upon previous research investigating a professional development (PD) program designed to train primary school teachers in Content and Language Integrated Learning (CLIL) methodology, this follow-up study examines the long-term impact of the intervention approximately one year after completion. It aimed to determine the extent to which primary school teachers retain and implement CLIL principles after completing the PD program. The data were collected via multiple instruments, including a CLIL knowledge quiz, classroom observations, lesson plan analysis, and semi-structured interviews. The findings indicated strong short-term retention of the Content and Communication components, with challenges persisting in the implementation of Cognition and Culture. Contextual factors such as peer collaboration, student readiness, and time constraints played a critical role in shaping long-term adoption. The study contributes to understanding teacher learning as a situated, iterative process, and offers implications for designing sustainable CLIL-oriented PD.

2025-12-25T00:00:00+00:00 Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5604 INVESTIGATING THE IMPACT OF A BLOOM’S TAXONOMY-BASED STRATEGY ON EFL STUDENTS’ SELF-GENERATED READING QUESTIONS AND THEIR PERCEPTIONS: A VIETNAMESE CLASSROOM STUDY 2025-09-15T01:23:44+00:00 Ha Trang Nguyen hatrangnguyen8529@gmail.com

This study investigates the impact of explicit instruction in Bloom’s Taxonomy on the cognitive levels of self-generated reading questions by Vietnamese EFL university students, as well as their perceptions of this strategy. Adopting an exploratory case study design, the researcher worked with 15 university students from non-English majors, who took part in three online sessions of a reading course. The participants were asked to formulate their own comprehension questions before and after being introduced to Bloom’s hierarchical framework. Content analysis of the questions revealed a modest shift toward higher-order thinking, with the emergence of Create-level questions (5.6%) and increases in Apply and Evaluate categories. Meanwhile, thematic analysis of the students’ written reflections revealed a gradual shift in their perceptions, moving from initial uncertainty and difficulty to increased confidence, strategic awareness, and recognition of cognitive benefits. Despite remaining challenges in formulating higher-level questions, most of the students expressed a willingness to apply the strategy in future academic reading. The findings highlight the pedagogical potential of Bloom’s Taxonomy not only as a tool for teachers but also as a metacognitive scaffold to support learner autonomy and critical engagement with texts in EFL contexts.

2025-12-25T00:00:00+00:00 Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5525 INVESTIGATING THE EFFECTS OF FREQUENCY LEVELS ON VOCABULARY GAINS THROUGH EXPLICIT TEACHING 2025-10-22T08:57:09+00:00 Nguyen Ha Vy Luu VyLNH@vhu.edu.vn

Although frequency is widely recognized as a key predictor of vocabulary learning, relatively few studies have examined how lexical frequency shapes different dimensions of word knowledge under the condition of explicit vocabulary instruction. To address this gap, the present study investigated how high- and low-frequency words responded to identical post-reading explicit instruction. The study was original in that it: (a) treated lexical frequency, not exposure frequency, as the central variable, (b) held time-on-task, input, and instructional procedures constant to isolate its effects, and (c) drew on the connection between lexical frequency and different dimensions of word knowledge. Forty pre-intermediate EFL learners (N = 40) were assigned to either a high-frequency or low-frequency condition and received explicit instruction on 13 target words following a shared reading passage. Learners completed a 10-minute reading phase, a single 45-minute instructional session, and pre-tests, immediate post-tests, and delayed post-tests measuring form recall, meaning recall, and meaning recognition. Results showed that explicit post-reading instruction led to substantial gains in recall-based knowledge, with form recall emerging as the strongest dimension and meaning recognition the weakest. High-frequency words yielded consistently higher scores than low-frequency words, particularly in recall measures, whereas recognition scores showed no significant differences between frequency levels when exposure was controlled. These findings suggest that lexical frequency exerts its strongest influence on recall-based knowledge under explicit conditions, while recognition is less responsive to frequency when exposure and instructional conditions are strictly controlled.