VNU Journal of Foreign Studies

VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs <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> VNU Journal of Foreign Studies en-US VNU Journal of Foreign Studies 2525-2445 EMBODIED MULTIMODALITY IN ENGLISH LANGUAGE TEACHING: AFFORDANCES FOR ENRICHMENT AND EMPOWERMENT https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5671 In this conceptual article, we explore the possibilities of multimodality, both digital and non-digital, in English language teaching (ELT) and its capacity to enrich learning and empower learners. We draw on embodied cognition, digital multimodal composing (DMC), and semiotics to propose a way of thinking about multimodality as an entanglement of sensory, cognitive, and sociocultural processes. From an embodied cognition perspective, language learning is conceived as grounded in the body, with gesture, movement, and sensory engagement shaping meaning-making. DMC extends these embodied processes into digital spaces, where learners can weave together text, image, sound, and movement to communicate in authentic and creative ways. Semiotics offers a lens to analyse how meaning is produced and interpreted across modes, revealing the cultural and communicative affordances of multimodal expression. By bringing these perspectives together, we aim to show how multimodality can expand communicative repertoires, foster deeper engagement, and create inclusive opportunities for expression, especially for linguistically diverse learners. Three implications for ELT practice are offered: 1) the need to integrate multimodal design into everyday teaching, 2) to develop assessment practices that value the interplay of modes, and 3) to create learning environments that utilise learners' embodied and cultural resources. Edwin Creely Mary Walker Copyright (c) 2026 VNU Journal of Foreign Studies 2026-06-25 2026-06-25 42 3 1 18 10.63023/2525-2445/jfs.ulis.5671 IMPACTS OF ENGLISH MEDIUM INSTRUCTION ON DISCIPLINARY LEARNING AND ENGLISH PROFICIENCY FROM STUDENTS’ PERSPECTIVES IN A VIETNAMESE TECHNICAL UNIVERSITY https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5590 Over the last few decades, the global expansion of English has seen an increase in the significance given to not only English language instruction, but also teaching other subject areas in English at various levels of education. By providing programs and courses that employ English as a medium of instruction across subjects, higher education institutions in non-native English speaking countries have tried to internationalize their image and boost their competitiveness in the education market. English as a medium of instruction (EMI) has been regarded as a language policy with the distinct advantage of addressing two objectives: content learning as the primary goal and English proficiency as a byproduct. However, studies on EMI practices have revealed inconsistency about the effects of EMI on both students' content learning and English competence, necessitating further investigation into this contentious issue. This qualitative case study aims to explore how EMI students at a Vietnamese technical institution perceive the influence of EMI on their disciplinary learning and English proficiency. The data from in-depth interviews with thirty-five students indicated some discrepancies in how students perceived the effects of EMI on students' subject learning and English proficiency. The study findings also identified several issues that students face in EMI courses and provides implications to optimize EMI approaches in the Vietnamese higher education context. Thi Thu Ha Nguyen Copyright (c) 2026 VNU Journal of Foreign Studies 2026-05-26 2026-05-26 42 3 19 36 10.63023/2525-2445/jfs.ulis.5590 NEOLIBERAL PERSONHOOD OF ENGLISH LANGUAGE LEARNERS IN A VIETNAMESE UNIVERSITY’S PROGRAM https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5811 Universities in Vietnam, under the influence of neoliberalism on higher education, have been redesigning programs to prioritise market-oriented skills and employability. This study examines how Vietnamese English majors engage with neoliberal discourses and the extent to which they embody the ideal neoliberal subject. The participants include 10 sophomore English major students recounting their experiences through in-depth narrative inquiry interviews. The findings show their considerable alignment with the ideal neoliberal self, viewing English education as an investment and English as a measurable, commodified skill, sometimes at the expense of intrinsic educational values. They strive for self-responsibility and autonomy in learning practices, while some participants reflect a more nuanced embrace of intrinsic educational values. The data unveil the struggles of students, especially of those disadvantaged, on the journey to realise their neoliberal projects, and the negative impacts on their well-being and self-perception, indicating a need for further critical treatment of this phenomenon. Thi Hanh Hoang Nhat Lan Huong Nguyen Copyright (c) 2026 VNU Journal of Foreign Studies 2026-06-25 2026-06-25 42 3 37 50 10.63023/2525-2445/jfs.ulis.5811 PROMOTING TEACHER EMPATHY: FROM ENGLISH AS A FOREIGN LANGUAGE PRE-SERVICE TEACHERS' PERCEPTIONS https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5653 The outbreak of COVID-19 pandemic has brought in its wake a growing concern over teacher well-being. It is evidenced that prioritizing teacher well-being is closely intertwined with nurturing a culture of teacher empathy, as teachers with high empathy levels are better equipped to navigate negative emotions while promoting positive ones (Tarrasch et al., 2020). Several studies have been conducted in the field to investigate the levels of teacher empathy and its impacts on teaching and learning; however, very few examined the underlying reasons behind such observed levels. Moreover, there has been little research investigating empathy among Vietnamese teachers, especially the pre-service ones. This qualitative research was conducted to delve into the role of teacher empathy and the nuanced factors contributing to its development, as perceived by pre-service teachers at a university in Vietnam. Through analysis of data from semi-structured interviews, the findings revealed that the majority of participants were aware of the importance of empathy in their teaching profession. Besides, five main factors were identified as contributors to their empathy development, namely personal beliefs and values, personal skills, mindful lifestyle, professional practice, and past educational experience. These findings are anticipated to offer implications for both teachers and trainers working in teacher education. Thu Le Hang Nguyen Thi Ngan Ha Le Copyright (c) 2026 VNU Journal of Foreign Studies 2026-06-25 2026-06-25 42 3 51 66 10.63023/2525-2445/jfs.ulis.5653 SECONDARY EFL TEACHERS' PERCEPTIONS OF PROFESSIONAL DEVELOPMENT EFFECTIVENESS: A VIETNAMESE CONTEXT https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5644 In Vietnam, the approval of new English textbooks has heightened the demand for effective teacher training. This study uses a 6-point Likert-scale questionnaire to survey the perceptions of 103 secondary school EFL teachers regarding the effectiveness of the professional development (PD) courses they have participated in over a ten-year period. The study focuses on such aspects of PD effectiveness as professional attributes, subject matter knowledge, and the application of learned knowledge to teaching practice. The results reveal moderate overall effectiveness, with teaching knowledge showing the strongest gains and professional attributes the weakest. A significant non-linear relationship between teaching experience and perceived effectiveness emerged, with teachers in mid-to-late career stages (11-15 years and 21-25 years) reporting the highest benefits, while those with over 25 years of experience reported the lowest ratings. Although school type and gender did not show statistically significant effects, descriptive patterns suggested that teachers in rural normal schools perceived greater benefits than those in rural selective schools. A persistent gap was identified between knowledge acquisition and practical classroom application, particularly in adapting materials and teaching productive skills. The teachers expressed a strong preference for condensed, one-week PD sessions, highlighting the tension between time-efficiency and the need for sustained support. These findings underscore the necessity of differentiated, career-stage-responsive PD programs that balance practical intensity with ongoing support, address contextual needs, and strengthen the bridge between theoretical knowledge and classroom implementation. Thu Hien Nguyen Copyright (c) 2026 VNU Journal of Foreign Studies 2026-06-25 2026-06-25 42 3 67 85 10.63023/2525-2445/jfs.ulis.5644 MORE THAN MEETS THE EYE: PRAGMATIC IMPLICATURE IN APPLE IPHONE’S SLOGANS https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/86-103 This study explored the use of implicature in English - language slogans to promote Apple's iPhone over the period from 2017 to 2023. The study aimed to identify the linguistic forms used in these slogans, analyze the types of implicatures conveyed and how the brand used implicature in its slogans. A qualitative, descriptive approach was employed in the light of Yule’s (1996) pragmatic framework and Warriner’s (1982) taxonomy of linguistic forms to analyze 16 slogans. The findings indicated that the slogans were primarily in the form of noun phrases, declarative sentences, and imperatives, each contributing to distinct pragmatic effects. In fact, Apple regularly made use of conventional implicatures to suggest elegance and innovation. The study enhances the understanding of how language, especially implicatures, functions as a persuasive tool in advertising and offers implications for linguistics, education, marketing, and brand communication. Thi Thu Hien Pham Copyright (c) 2026 VNU Journal of Foreign Studies 2026-06-25 2026-06-25 42 3 86 103 10.63023/2525-2445/jfs.ulis.5575 A SYSTEMIC FUNCTIONAL GRAMMAR STUDY ON IDEATIONAL METAPHOR IN ENGLISH BUSINESS CONTRACTS https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5664 A business contract is a kind of legal discourse which is said to be highly technical, abstract, and impersonal. These features are majorly identified through specific grammatical resources. Within the framework of Systemic Functional Grammar (SFG), ideational metaphor which is specified with the metaphorical reconstrual of processes plays a crucial role in creating discoursal functions in English business contracts. This study aims to identify, categorize, and interpret ideational metaphor in English business contracts by analyzing how different process types contribute to the construction of contractual meaning and legal formality. The study investigates 20 authentic English business contracts collected from diverse categories, including transfer agreements, advertising services, business collaboration, purchase and sale of goods. The research employs a mixed-method approach by combining quantitative frequency analysis with qualitative functional interpretation. The results show that ideational metaphor, which reflects actions, duties, and states in contractual speech, is prevalent in material and relational processes whereas uncommon in mental, verbal, and existential processes. Notably, no occurrences of behavioral process are found in ideational metaphor. The study demonstrates that ideational metaphor is a central linguistic resource in English business contracts, contributing significantly to their abstract, impersonal, and technical nature. Thi Thanh Hoa Nguyen Copyright (c) 2026 VNU Journal of Foreign Studies 2026-06-25 2026-06-25 42 3 104 117 10.63023/2525-2445/jfs.ulis.5664 THE MISMATCH BETWEEN ESP INSTRUCTION AND WORKPLACE REQUIREMENTS AT A VIETNAMESE TECHNICAL UNIVERSITY https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5642 In the context of global economic integration, English for Specific Purposes (ESP) is essential for engineering graduates; however, a significant gap remains between academic training and professional requirements. This study explores the misalignment between institutional ESP instruction and workplace linguistic demands at a technical university in Vietnam. Using an explanatory sequential mixed-methods design, the research carried out a survey of 209 engineering students, a systematic analysis of university documents, and semi-structured interviews with ESP lecturers and alumni. The results reveal a clear mismatch between the curriculum’s theoretical focus and the industry's practical needs. While document analysis and stakeholder feedback highlight an emphasis on technical reading and translation, the professional environment requires proficiency in oral communication and task-based language use. Key pedagogical and institutional barriers identified include disproportionately low credit allocations, a lack of standardised materials, and the absence of language pedagogy training for content-specialist instructors. The study concludes that bridging this gap requires a demand-driven realignment, recommending curriculum standardization based on workplace task analysis, along with professional development for non-language specialists to ensure academic standards meet global engineering expectations. Thuy Huong Duong Copyright (c) 2026 VNU Journal of Foreign Studies 2026-06-25 2026-06-25 42 3 118 131 10.63023/2525-2445/jfs.ulis.5642 EMOTION REGULATION AS A DEVELOPMENTAL PROCESS IN GENAI-ASSISTED LEARNING: INSIGHTS FROM VIETNAMESE EFL LEARNERS https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5611 The rapid integration of generative artificial intelligence (GenAI) tools in language education has introduced new emotional demands for learners, yet little research has examined how students regulate their emotions when learning with these tools. This study investigates emotion regulation strategies among Vietnamese EFL learners in GenAI-assisted environments. Drawing on Gross's (1998, 2015) process model of emotion regulation and Vygotsky's (1994) concept of perezhivanie, it conceptualizes emotion as part of learners' lived and developmental experience rather than a separate affective outcome. A total of 255 undergraduate and graduate students completed an adapted Emotion Regulation Questionnaire (Gross & John, 2003) tailored to GenAI-mediated English learning. Data were analyzed using descriptive statistics, paired-samples t-tests, MANOVA, and Type-III ANOVAs. Learners reported moderate use of both cognitive reappraisal and expressive suppression, with reappraisal slightly more frequent. Year of study was significantly associated with both strategies, first-year students reporting the lowest levels. Region was associated with reappraisal, though without clear pairwise differences. Gender, English major status, proficiency, GenAI use frequency, and IT access were not significant predictors. These findings suggest that emotion regulation is shaped more by academic experience than technology access. The study proposes a developmental–sociocultural model emphasizing emotional literacy through scaffolding, guided reflection, and reappraisal-focused feedback. Tin Nghi Tran Cong Lem Ngo Copyright (c) 2026 VNU Journal of Foreign Studies 2026-06-25 2026-06-25 42 3 132 150 10.63023/2525-2445/jfs.ulis.5611 INFLUENCE OF ENGLISH PROFICIENCY ON KOREAN LANGUAGE LEARNING: A CASE STUDY AT THE FACULTY OF KOREAN LANGUAGE AND CULTURE, VNU UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5606 This research employs a mixed-methods approach,including literature review and field survey to examine how English proficiency affects Korean acquisition. Specifically, it investigates the advantages and challenges experienced by English-background students at the Faculty of Korean Language and Culture, University of Languages and International Studies, Vietnam National University, Hanoi. The research categories and analyzes the effects of English proficiency on particular skill groups, including Listening - Reading, Vocabulary - Grammar, and Speaking - Writing, corresponding to the Korean A and Korean B courses in the official curriculum. The findings indicate that these students leverage their English reflexes, reading skills, and vocabulary knowledge to recognize loanwords and develop effective test-taking strategies. However, due to syntactic differences between these two languages, the learners encounter significant obstacles, especially in speaking and writing skills. The study identifies grammatical disparities and lack of bilingual practice environments as the primary barriers. Based on these findings, the research proposes several solutions to enhance both learning and teaching methods, aiming to maximize the bilingual advantages of students with strong English foundations. Thanh Thuy Nguyen Thi Ngoc Lan Pham Thu Huong Nguyen Doan Bao Chau Phan My Linh Duong Copyright (c) 2026 VNU Journal of Foreign Studies 2026-06-25 2026-06-25 42 3 151 166 10.63023/2525-2445/jfs.ulis.5606 LEVERAGING CHATGPT FOR SELF-REGULATED LEARNING IN AN INTERPRETING COURSE: STUDENTS’ PERSPECTIVES AND PRACTICES https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5711 Recent developments in artificial intelligence (AI) are increasingly being used to support students’ self-regulated learning (SRL) in digital learning environments. This study examines Vietnamese students’ views and practices regarding the use of ChatGPT for SRL in interpreting. Using Zimmerman’s Cyclical Model of SRL, the research explores how students work with ChatGPT across the three stages: forethought, performance, and self-reflection. A mixed-methods design was adopted, including survey questionnaires (n = 178), focus-group interviews (n = 24), and guided reflections (n = 80), to gain a clear and comprehensive picture of students’ experiences. The findings show that the students generally consider ChatGPT a helpful tool for online interpreting practices, especially in the forethought and self-reflection stages. This is because ChatGPT can provide both linguistic and emotional support, as well as immediate feedback for self-assessment and improvement. However, its effectiveness differs depending on students’ language proficiency and their ability to manage and use the tool appropriately. In addition, cultural factors in interpreting performance also create challenges in ChatGPT’s evaluation process. The results emphasize the importance of digital literacy and metacognitive awareness when using ChatGPT and suggest that pedagogical guidance is needed to effectively integrate this AI tool into SRL contexts. Thi Minh Thao Nguyen Quang Dong Lam Mai Van Le Copyright (c) 2026 VNU Journal of Foreign Studies 2026-06-25 2026-06-25 42 3 167 184 10.63023/2525-2445/jfs.ulis.5711 CHALLENGES IN IMPLEMENTING THE INTENSIVE VIETNAMESE PROGRAM FOR ETHNIC MINORITY PRESCHOOL CHILDREN: EDUCATIONAL MANAGERS’ PERSPECTIVES https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5615 This study examines the challenges in implementing the Intensive Vietnamese Program for ethnic minority preschool children from the perspective of educational managers. The research was conducted in a mountainous area where ethnic minority children constituted the majority of the preschool population. A qualitative case study design was employed, with in-depth interviews as the primary data collection method. The participants included seven educational managers: one commune-level official responsible for education and six preschool leaders (three principals and three vice-principals). The findings indicated that the implementation of the program was shaped by a set of interrelated challenges. Five major constraints were identified: (i) limited teacher capacity and shortages of qualified staff; (ii) inadequate facilities and teaching materials; (iii) insufficient parental and community engagement; (iv) managerial difficulties following administrative restructuring, particularly due to the absence of specialized education personnel; and (v) adverse geographical and socio-economic conditions, including remoteness, poverty, and poor transportation infrastructure. In response to these constraints, the managers reported adopting a number of adaptive strategies, such as flexible planning, reallocating available resources, and strengthening coordination with local communities. The study provides empirical insights into the managerial dimensions of implementing language education policies in disadvantaged ethnic minority areas and offers implications for improving the effectiveness of Vietnamese language support programs in similar contexts in Vietnam. Van Trang Hoang Copyright (c) 2026 VNU Journal of Foreign Studies 2026-06-25 2026-06-25 42 3 185 201 10.63023/2525-2445/jfs.ulis.5615