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> en-US tapchincnn@vnu.edu.vn (Tạp chí Nghiên cứu nước ngoài) tapchincnn@vnu.edu.vn (VNU Journal of Foreign Studies) Fri, 27 Jun 2025 00:00:00 +0000 OJS 3.2.1.1 http://blogs.law.harvard.edu/tech/rss 60 THE SHIFT OF THE ENGLISH PAPER FROM COMPULSORY TO ELECTIVE STATUS IN THE NATIONAL UPPER-SECONDARY SCHOOL EXAM IN VIETNAM: IMPACTS ON TEACHING AND ASSESSMENT FROM TEACHERS’ PERSPECTIVES https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5411 The study examines the effects of shifting the English paper from a compulsory to an elective status in Vietnam’s national upper-secondary school exam on teaching and assessment practices from the perspective of teachers. Drawing on a mixed-methods research design, the study combines quantitative data from a questionnaire administered to 990 teachers and qualitative responses from 53 participants to explore how this policy shift is perceived. Findings indicate mixed reactions, with most teachers expressing concerns about decreased student motivation and classroom engagement, as well as a lack of clear objectives in English education. The study provides insights into the immediate impacts on instructional strategies and highlights the complexities of the policy’s implementation in Vietnam. These results contribute to ongoing debates about language education reform in Vietnam, especially concerning how high-stakes testing influences teaching as well as assessment and testing practices. Hai Ha Vu Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5411 Fri, 27 Jun 2025 00:00:00 +0000 POSTGRADUATE STUDENTS’ PERCEPTIONS OF ONLINE LEARNING IN A JOINT MA TESOL PROGRAMME: A CASE STUDY https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5397 Since Covid-19 pandemic, the use of online learning has gained far more currency, not merely in domestic training programs but also in transnational ones. Drawing on a case study of joint MA TESOL program between a Vietnamese college and an Australian college, the researcher investigates the perception of postgraduate students, who are mostly in-service English teachers, towards their online learning experience on LMS (learning management system) as well as Zoom and Microsoft Teams platforms with professors from the two countries. The study employs mixed methods, including a questionnaire and a semi-structured interview. 18/43 students in the chosen cohort answered the questionnaire, and three of them attended the interview. The study found that the students’ overall perception towards the LMS of the joint program was quite positive, as it was user-friendly and had useful resources although some limitations still existed. Regarding online learning experience on Zoom and Teams, many students admitted that they could not maintain their interest and engagement throughout the online sessions on these platforms though professors employed different techniques. Thi Lan Anh Nguyen Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5397 Fri, 27 Jun 2025 00:00:00 +0000 COMPARATIVE STUDY OF FEEDBACK ON IELTS SPEAKING PERFORMANCE: PRE-SERVICE TEACHERS VERSUS AUTOMATIC SPEECH RECOGNITION APPLICATIONS https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5516 The integration of AI-powered tools, particularly Automatic Speech Recognition (ASR) apps, in assessing and providing feedback on oral proficiency has gained significant attention lately. This comparative study analyzes Chat-GPT 4o and ELSA Speech Analyzer AI delayed feedback in comparison with feedback provided by three pre-service teachers on a student’s IELTS speaking performance. The research employed a quantitative design with a total of 27 sets of feedback from the three sources. The data were analyzed according to the five criteria adapted from the feedback framework of Steiss et al. (2024). All feedback was found to be positive and adhere to IELTS speaking band descriptors. Nevertheless, Chat-GPT’s focus was only on grammatical and vocabulary errors, missing the aspects related to pronunciation. The tool did not identify audio input as human speech and, instead, provided corrections based on assumptions only. ELSA gave elaborate details in feedback regarding pronunciation which might be too much information for some learners. Pre-service teachers provided holistic feedback but lacked specific analysis of clear directions for improvement. Besides, the teachers-to-be provided inaccurate pronunciation corrections at times. These insights emphasize the importance of integrating AI and human interaction when learning a language. From an educational standpoint, this method covers the structural and personal technical requirements of each individual student, resulting in a more interactive and positive atmosphere. Thi Hong Duyen Vu, Thi Phuong Thao Le, Thu Hien Nguyen , Van Bac Tong Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5516 Fri, 27 Jun 2025 00:00:00 +0000 FLOUTING GRICE’S MAXIMS IN STAND-UP COMEDY: A PRAGMATIC ANALYSIS OF JIMMY O. YANG’S GOOD DEAL https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5521 This study examines how Gricean maxim flouting contributes to humor in Good Deal, a stand-up special by Jimmy O. Yang (2020). Using Grice’s (1975) Cooperative Principle and theory of maxim flouting, 135 instances of maxim violations were first analyzed, and then categorized into single and multiple maxim floutings. The findings reveal that the Maxim of Quality was the most frequently flouted (50%), primarily through exaggeration, irony, and falsehoods, while the Maxim of Relation (12%) was often violated via unexpected responses. In contrast, Maxims of Quantity (3%) and Manner (1%) were rarely flouted, suggesting Yang’s preference for overstatement and absurdity over ambiguity or omission. Additionally, multiple maxim floutings (34%), particularly combinations of Quality and Quantity or Quality and Relation, played a crucial role in humor construction, demonstrating how layered violations helped enhance comedic impact. These results align with those of previous research on stand-up comedy as a genre that subverts conversational expectations, reinforcing the role of ethnographic and cultural factors in comedic delivery. This study contributes to pragmatics and humor research by illustrating how linguistic manipulation in stand-up comedy can trigger audience laughter. Future research can expand this research line by comparing maxim flouting patterns across different stand-up comedians and cultural contexts. Hai Ha Nguyen, Thu Hang Tran Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5521 Fri, 27 Jun 2025 00:00:00 +0000 HOW VIETNAMESE STUDENTS ARE READY FOR ENGLISH MEDIUM EDUCATION: A BRIEF REVIEW ON STUDENT ATTAINMENT https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5523 The year 2025 marks the beginning of a new phase in Vietnam’s education system, particularly in English language education. Following Conclusion No. 91 by the Politburo, which stresses the importance of improving students’ foreign language proficiency and aims to gradually establish English as a second language in schools - a goal described as both challenging and necessary (Vietnamnet, 2024), multiple policy dialogues, reviews, and reports have been conducted to lay the legal groundwork for this significant reform. Given the current state of English language teaching and learning in Vietnam and the expectations for English Medium Education (EME), it is essential for education stakeholders to assess how teachers and students are prepared for their roles in this reform. Their readiness will be crucial in achieving the goals of international integration and economic growth. This systematic review examines Vietnam’s foreign language policies, student achievement, and the opportunities and challenges in English language education. The findings aim to provide insights into students’ current capabilities, serving as a foundation for future policy developments in EME. Thuy Phuong Lan Nguyen, Thu Le Hang Nguyen Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5523 Fri, 27 Jun 2025 00:00:00 +0000 “ARE YOU ON BOARD?”: UNIVERSITY EFL INSTRUCTORS’ READINESS FOR INTEGRATING AI-POWERED TOOLS IN TEACHING https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5524 Artificial Intelligence (AI) has been hailed as revolutionizing education, particularly in English Language Teaching and Learning. As teachers stand at the forefront of adopting AI in their teaching, understanding their readiness to harness this technology warrants further examination. While studies on teacher AI readiness exist, most have adopted a quantitative research approach. Employing a mixed-method approach, this study aimed to explore the level of EFL teachers' readiness to incorporate AI-based tools in teaching, their experience and their intention of using AI in their teaching. The framework developed by Li and Liang (2025), which operationalizes teacher AI readiness through personal assets, value-cost beliefs, and contextual resource evaluations, served as the primary theoretical underpinning. Data were collected from thirteen EFL instructors working in a higher education institution in Hanoi, Vietnam, using a questionnaire comprised of both closed-ended and open-ended questions. The results revealed that teachers are ready to integrate AI-based tools, as evidenced by their knowledge and technological innovativeness. Although the institution has provided AI training and peer support, teachers still aspire to have greater access to AI tools, clearer guidelines, and more specific institutional policies. Despite the study's small scale, its insights into EFL teachers’ readiness for integrating AI-powered tools aim to enrich the literature. Ngoc Khanh Ly Pham Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5524 Fri, 27 Jun 2025 00:00:00 +0000 THE EFFECTS OF CHATGPT ON ACADEMIC WRITING PROFICIENCY AMONG ENGLISH-MAJORED UNDERGRADUATES AT A UNIVERSITY https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5514 The increasing integration of artificial intelligence (AI) in education has transformed academic writing instruction, with ChatGPT emerging as a widely used tool among English-majored students. This study explores the effects of ChatGPT on academic writing proficiency, focusing on four key aspects: academic vocabulary, grammar structure, idea development, and student motivation. A quantitative approach was employed, utilizing a questionnaire distributed to undergraduate students at a university in Hanoi. The data were analyzed by SPSS, incorporating reliability testing and exploratory factor analysis. The results indicate that ChatGPT significantly enhances students’ academic vocabulary, refines grammatical accuracy, facilitates idea generation, and increases motivation in academic writing. This study contributes to the growing body of research on AI-assisted writing and highlights the need for further investigation into its long-term impact on writing proficiency across diverse academic disciplines. Thi Khanh Ly Lai, Hong Linh Trinh Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5514 Fri, 27 Jun 2025 00:00:00 +0000 FACTORS AFFECTING THE USE OF CHATGPT IN ACADEMIC WRITING PERCEIVED BY ENGLISH-MAJORED STUDENTS https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5519 The application of artificial intelligence (AI) in the educational field, particularly the use of ChatGPT for academic purposes, has been gaining widespread attention. This study investigates the factors affecting the acceptance of ChatGPT for academic writing among English-majored students, using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework proposed by Venkatesh et al. (2003). Employing a quantitative approach, the research collected data via a paper-based survey. Then, multiple linear regression analysis was used to examine the relationships between four independent variables - performance expectancy, effort expectancy, social influence, and facilitating conditions - and students’ acceptance of ChatGPT. The results indicate that all four elements significantly influence students’ use of ChatGPT for academic writing activities, with performance expectancy emerging as the most influential predictor. These findings suggest that students adopt ChatGPT not only because they perceive it as useful for enhancing academic performance but also due to its ease of use, peer influence, and the availability of supporting resources. Given these insights, universities should consider developing AI literacy initiatives and incorporating ethical guidelines into academic curricula to foster responsible and informed usage of ChatGPT in academic writing. Thi Ngoc Mai Tran Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5519 Fri, 27 Jun 2025 00:00:00 +0000 ASSESSMENT OF HUMAN TRANSLATION VS. AI TRANSLATION IN A LITERARY WORK https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5513 This study investigates the effectiveness of Gemini 2.0 Flash, a large language model developed by Google, in translating humor and stylistic features from David Walliams’ Awful Auntie into Vietnamese. The AI-generated translation is compared with a human translation by Pham Quoc Hung, using one of Yen Fu’s (1854-1921) classical translation principles, stylistic fidelity, as the evaluation framework. Findings indicate that while Gemini 2.0 Flash achieves a degree of literal accuracy, it struggles to convey the original text’s humorous tone and stylistic creativity. The AI consistently fails to preserve sound-based rhetorical devices such as assonance and consonance, resulting in a loss of auditory playfulness and comedic effect. It also shows significant limitations in rendering invented lexical items (neologisms), often leaving them untranslated or converting them in rigid, context-insensitive ways. Furthermore, the AI’s handling of idiomatic expressions reveals a tendency toward literalism, producing translations that are stylistically unnatural and pragmatically inappropriate. In contrast, the human translator demonstrates flexibility, creativity, and cultural fluency, adapting idiomatic language, wordplay, and stylistic nuance to better suit Vietnamese linguistic and cultural norms. These findings suggest that while AI tools can serve as efficient translation aids, they lack the interpretive depth and creative capacity required for high-quality literary translation, especially in the genre of humorous children’s literature. Human translators remain essential in preserving the artistic integrity and expressive impact of such works. Thi Thu Phuong Doan Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5513 Fri, 27 Jun 2025 00:00:00 +0000 AI LITERACY IN LANGUAGE LEARNING THROUGH DIGITAL MULTIMODAL COMPOSING: A SYSTEMATIC REVIEW https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5517 This systematic review synthesizes 48 studies (2014-2025) to evaluate how existing Digital Multimodal Composing frameworks in tertiary language learning integrate AI literacy competences, namely creativity, critical thinking, and ethical literacy. Following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, the analysis reveals divergent trends. AI-integrated frameworks tend to excel in creativity by facilitating iterative revision and co-creation processes while non-AI frameworks emphasize structural coherence over innovation. However, this distinction is not absolute, as creative engagement ultimately depends on task design and scaffolding rather than the integration of AI tools alone. Ethical literacy remains underdeveloped overall, with limited discussion on bias mitigation and transparent authorship. In response, this study proposes the IGER Cycle (Interpret, Generate, Evaluate, Revise) as a student-centered framework that empowers educators to leverage GenAI while preserving learner agency and cultural responsiveness. Practical examples of classroom implementations demonstrate how this model fosters learner agency and equitable learning outcomes. Thi Nhu Quynh Nguyen, ThiThanh Thuy Nguyen Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5517 Fri, 27 Jun 2025 00:00:00 +0000 EVALUATION OF A PROJECT-BASED LEARNING MODEL IN EFL LEARNING AT TERTIARY LEVEL: UNDERGRADUATES’ VOICES https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5518 In the context of this study, a project-based learning (PBL) model has been employed to teach EFL students in a university for three years, since 2022, yet no official research has been done to evaluate its effectiveness as well as the suitability of the model. The present study, therefore, aimed to examine EFL students’ perceived benefits and challenges of this PBL model at tertiary level. A mixed methodology was applied to collect data through a survey questionnaire and written reflections from a sample of 87 C1 level students after they finished their first semester in a public university in Vietnam. The findings showed that PBL had a positive impact on students’ language skills, transferable skills and attributes to a varying extent. The study also revealed certain challenges of PBL implementation including project design and students’ competence related ones. These findings are expected to provide preliminary insights into a PBL model employed for EFL teaching at tertiary level and contribute to the literature on this teaching method. Thi Thuong Nguyen Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5518 Fri, 27 Jun 2025 00:00:00 +0000 SOCIAL AND EMOTIONAL WELL-BEING OF GIFTED STUDENTS IN VIETNAM https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5520 Promoting social and emotional well-being (SEWB) of students has become an important goal for education. Gifted students (GT) who demonstrate distinctive characteristics from their chronological age peers may encounter unique social-emotional challenges which could hinder their personal development, and thus may require unique support from teachers and parents. Vietnamese education, nevertheless, appears to shy away from devoting attention to these special needs. Studies that focus on SEWB of Vietnamese GT, especially those at high-school age are scarce in the existing literature. This study thus aimed at investigating SEWB of GT, through perspectives of the GT, their parents and teachers. Quantitative approach was employed to achieve the research aim. The three groups of participants mentioned above were required to complete the Strengths and Difficulties Questionnaire (SDQ) to screen out the social emotional advantages and disadvantages of the GT. Findings from the study suggested that GT in the current study had medium to high level of social-emotional strength; yet there remained a number of unique issues relating to their social-emotional difficulties, particularly hyperactivity problems. Comparison between students’ responses and those from the other two groups also revealed that parents might have more information about their children’s emotional problems, whereas teachers may be more informed about gifted students’ peer problems. These findings contributed to the limited literature on social-emotional well-being of GT, and had important implications for further research and practices to enhance the social-emotional well-being of GT in general and in the context of Vietnam. Thi Trang Vo, Thuy Hong Cao, Thu Trang Le Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5520 Fri, 27 Jun 2025 00:00:00 +0000 ENHANCING STUDENT MOTIVATION IN AN INTERPRETING COURSE THROUGH MOCK CONFERENCES: AN ACTION RESEARCH https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5515 Student motivation plays a crucial role in interpreter education. While extensive research has explored ways to enhance learner motivation, there remains a notable gap in studies specifically addressing the motivation of student interpreters. Social scientists widely acknowledge the effectiveness of the situated learning approach, particularly through mock conferences, in fostering students’ motivation. However, research on the application of this approach in interpreter training, especially within the Vietnamese context, is still limited. To examine strategies for enhancing student motivation in interpreting courses, this study employed action research, with the researcher also serving as the instructor. A total of 26 senior students participated in the investigation, which aimed to assess the impact of mock conferences as a form of situated learning on their academic motivation. Using a mixed-methods approach, the study collected data through pre- and post-intervention surveys and a teaching journal. The findings suggest that mock conferences contributed to a significant increase in students’ academic motivation. Hai Yen Nguyen Copyright (c) 2025 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5515 Fri, 27 Jun 2025 00:00:00 +0000