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, 30 Oct 2026 03:57:23 +0000 OJS 3.2.1.1 http://blogs.law.harvard.edu/tech/rss 60 STUDENTS' CAREER EXPLORATION: A CROSS-SECTIONAL STUDY AT A UNIVERSITY https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5863 Career identity is a critical issue for students and workers in the context of a rapidly changing labor market and evolving occupational structures. This study explores the expression of career identity among 276 foreign language teacher education majors at a university, using a cross-sectional design. The data were collected using a 10-items self-report questionnaire, developed by synthesizing the theoretical frameworks of Marcia (1966), Osipow et al. (1976), Savickas (2005), and Stumpf et al. (1983). The questionnaire focused on three dimensions: career exploration, self-exploration in relation to one’s career, and career commitment; it demonstrated internal consistency (Cronbach’s α =0.79). The overall results show a high level of career exploration but a lack of clear commitment among the students participating in the study; students demonstrated difficulty in making career decisions. The study also offers recommendations on career guidance for students at higher education institutions. Nhat Anh Ta Copyright (c) 2026 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5863 Thu, 29 Oct 2026 00:00:00 +0000 PROSPECTS FOR COLLABORATION BETWEEN FRENCH LANGUAGE LECTURERS AND SPECIALIZED SUBJECT LECTURERS IN TEACHING BUSINESS FRENCH AT FOREIGN TRADE UNIVERSITY https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5765 At Foreign Trade University, Business French is currently taught in several academic programmes. However, although the university has a pool of specialized subject lecturers trained in Francophone countries and proficient in French, these courses are still taught primarily by French language lecturers. Against this background and drawing on the theoretical framework of French for Specific Purposes (FSP), this study aims to examine the prospects and implementation conditions of a pedagogical collaboration model between French language lecturers and specialized subject lecturers. The research adopts a mixed-methods approach, combining quantitative and qualitative data collected through online surveys administered to French language lecturers, specialized subject lecturers, and French-major students at the university. The findings indicate that: (1) students express a strong demand for Business French courses involving specialized subject lecturers; (2) specialized subject lecturers are generally willing to participate in teaching provided that appropriate institutional support is available; and (3) the main barriers relate to time constraints, coordination mechanisms, and language support. Based on these findings, the paper proposes several directions for fostering pedagogical collaboration in Business French teaching at Foreign Trade University. Thi Thu Giang Do Copyright (c) 2026 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5765 Thu, 29 Oct 2026 00:00:00 +0000 THE CURRENT STATE OF GENERATIVE AI USE IN PROJECT-BASED LEARNING IN BUSINESS CHINESE EDUCATION AND A PROPOSED ASSESSMENT CRITERIA FRAMEWORK https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5887 With the rapid advancement of Generative Artificial Intelligence (GenAI) in education, the teaching of the Chinese language, particularly Business Chinese, is undergoing profound transformations. This study focuses on students majoring in Chinese Language with an Economic orientation at the University of Languages and International Studies, Vietnam National University, Hanoi (ULIS-VNU). Utilizing the Project-Based Learning (PBL) framework, the research investigates the current application and impact of GenAI on students' project execution. The results from a combined survey and in-depth interview approach indicate that GenAI effectively supports task completion, enhances language proficiency, facilitates access to complex economic concepts, and streamlines business information retrieval. However, the study also identifies several challenges, including excessive AI dependency, limitations in critical thinking and in-depth feedback, a lack of information verification, and issues regarding transparency in AI usage. Based on these findings, the paper proposes the development of a PBL project evaluation framework that integrates AI literacy, critical thinking, and academic integrity requirements, thereby contributing to the refinement of assessment systems in Business Chinese pedagogy within the digital era. Thi Ngoc Hien Nguyen, Thi Hao Nguyen, Thi Bich Huong Tran Copyright (c) 2026 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5887 Thu, 29 Oct 2026 00:00:00 +0000 EVALUATING B1 ENGLISH LMS COURSE: LECTURERS’ AND STUDENTS’ PERSPECTIVES IN VIETNAM https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5758 This study evaluates the implementation of a B1 English course delivered through a Learning Management System (LMS) within a blended learning model at Vietnam National University, Hanoi. The research aims to examine lecturers’ and students’ perceptions of the course in terms of content quality and instructional design, and to identify areas for improvement to enhance learning effectiveness. An explanatory sequential mixed-methods design was employed. The quantitative data were collected through questionnaires from 267 students and 71 lecturers who participated in the course, followed by qualitative feedback from responses to open-ended questions to provide further explanation of the survey results. The evaluation framework focused on two key dimensions: course content (consistency, accuracy, and completeness) and instructional design (learning objectives, teaching process, teacher support, and assessment). The findings indicate that the course was generally evaluated positively by both groups. However, a notable perception gap was identified: the lecturers reported very high levels of satisfaction (mean scores around 4.3–4.5/5), whereas the students rated most aspects at a moderate level (approximately 3.7–3.9/5). The students’ concerns were mainly related to the integration between online and face-to-face components, the level of interaction on the LMS, workload, and the need for greater learning support. The study highlights the importance of pedagogical integration and learner support in the effective implementation of blended learning. The results provide empirical evidence for improving LMS-based courses and offer practical implications for the large-scale deployment of blended learning in higher education in Vietnam. Thuy Lan Nguyen, Quynh Hoa Nguyen, Thi Thuy Linh Tran Copyright (c) 2026 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5758 Thu, 29 Oct 2026 00:00:00 +0000 SELF-COMPASSION AND MENTAL HEALTH AMONG STUDENTS AT A UNIVERSITY IN HANOI https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5842 This study examined the association between self-compassion and mental health, including depression, anxiety, and stress, among students at a university in Hanoi, Vietnam. Using standardized measures, namely the Self-Compassion Scale (SCS) and the Depression Anxiety Stress Scales (DASS-21), the data were collected from 378 students. The findings indicated a moderate level of self-compassion among the surveyed students, with compassionate self-responding being higher than uncompassionate self-responding. The levels of depression (M = 15.99), anxiety (M = 17.25), and stress (M = 20.25) were relatively high. Differences were observed across gender and academic performance, while no significant differences were found across academic years. Among the dimensions of self-compassion, uncompassionate self-responding showed stronger associations with mental health symptoms than compassionate self-responding. These findings suggest that how students respond to themselves when facing difficulties may be an important consideration in efforts to support and promote mental health in university settings. The study provides further evidence of the relevance of self-compassion to students’ mental health and highlights the importance of addressing self-criticism and uncompassionate responses to the self in psychological support programs. Thi Dieu Linh Dao, Thi Mai Nguyen, Thi Diep Anh Nguyen, Ngoc Thai Ha Le Copyright (c) 2026 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5842 Thu, 29 Oct 2026 00:00:00 +0000 AN EXPERIMENTAL EVALUATION OF THE VOICE MODEL IN TEACHING CHINESE SPEAKING SKILLS TO NON-MAJOR STUDENTS: INSIGHTS FROM LEARNERS https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5812 The demand for learning Chinese among non-major students in Vietnam has steadily increased, requiring highly effective and practical teaching methods for speaking skills. However, these learners often encounter challenges, including speaking anxiety, lack of confidence, and limited practice opportunities. Building on the VOICE model proposed in previous studies, this study aims to verify the effectiveness of the VOICE model in teaching and learning Chinese speaking skills, based on learners’ motivation, anxiety, learning difficulties, and perceptions of technology. This study employed a mixed-methods approach, surveying 507 non-Chinese major students in Hanoi to identify learner characteristics and lay the groundwork for implementing the VOICE model. The results showed that despite high learning motivation, students still experienced significant difficulties in pronunciation, intonation, and communicative responsiveness, and exhibited a certain level of anxiety. However, learners showed a positive attitude towards the application of technology in practicing speaking skills. Based on this, the study conducted pedagogical experiments to evaluate the effectiveness of the VOICE model. The experimental results showed that this model significantly improved speaking skills, enhanced confidence, and reduced difficulties and anxiety for students compared to traditional teaching methods. The study confirms that the VOICE model is an effective teaching framework, contributing to improving the quality of teaching and learning Chinese speaking skills in the context of higher education. Thuy Linh Nguyen Copyright (c) 2026 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5812 Thu, 29 Oct 2026 00:00:00 +0000 ENGLISH TEACHERS’ PROFESSIONAL MOTIVATION: A SELF-DETERMINATION THEORY APPROACH https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5891 Teacher professional motivation plays a crucial role in teaching quality, work performance, and teachers' long-term commitment to the profession. Although Self-Determination Theory is one of the most widely adopted theoretical frameworks for investigating the motivation of language teachers, particularly English teachers, studies applying this theory in the context of Vietnamese upper secondary education remain limited. This study investigated the professional motivation of English teachers through the lens of Self-Determination Theory, with a particular focus on the roles of the three basic psychological needs: autonomy, competence, and relatedness. An explanatory sequential mixed-methods design was employed, combining a questionnaire survey of 30 English teachers with semi-structured interviews involving six teachers at a Vietnamese upper secondary school. The findings showed that intrinsic motivation was rated higher than extrinsic motivation, suggesting that teachers' professional motivation tended to be oriented toward more autonomous forms of motivation. In addition, all the three basic psychological needs were positively correlated with professional motivation, with competence demonstrating the strongest correlation. The integration of quantitative and qualitative data helped explain and elaborate the quantitative findings, thereby providing a more comprehensive understanding of the roles of the three basic psychological needs in teachers' professional motivation. This study contributes additional empirical evidence supporting the application of Self-Determination Theory to the investigation of English teachers' professional motivation in the Vietnamese upper secondary school context, while highlighting the potential role of the three basic psychological needs in sustaining teachers' professional motivation. Thi Loan Mai Copyright (c) 2026 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5891 Thu, 29 Oct 2026 00:00:00 +0000 FROM SPATIAL TO NON-SPATIAL MEANINGS OF ENGLISH PREPOSITIONS IN, AT, AND ON: A HYBRID MULTI-SPACE THEORETICAL APPROACH https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5939 Research on the polysemy of English spatial prepositions has traditionally relied on static geometric models or discrete radial networks, often overlooking the functional dynamics governing interaction between the trajector (TR) and the landmark (LM). This article proposes a refined conceptual model, termed Multi-space Theory, to provide a preliminary cognitive account of the semantic transference mechanisms mapping spatial meanings to non-spatial meanings across three prepositions: in, at, and on. The analytical framework systematically integrates Deane's (2005) Multimodal Image Theory (MIT) and Kövecses's (2020) Extended Conceptual Metaphor Theory (Extended CMT). The data were sampled from Margaret Mitchell's novel Gone with the Wind and processed via AntConc software (version 4.3.1). The qualitative analyses demonstrate that semantic transference from the prototypical spatial scene into the target Mental Space is jointly driven by image-schema transformations and conceptual metaphorical/metonymic mappings. Crucially, this study argues that beyond the three established sensorimotor spaces (Visual, Maneuver, and Kinetic), each preposition inherently encodes a distinctive Functional Space, associated with boundary-based containment control (in), with supporting and activating surfaces (on), and with coordinate coincidence and localized engagement (at). The primary theoretical contribution lies in establishing a conceptual bridge explaining how functional affordances abstract to shape non-spatial mental constructs, providing initial evidence to overcome the purely geometric limitations of preceding paradigms. Tuan Long Do Copyright (c) 2026 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5939 Thu, 29 Oct 2026 00:00:00 +0000 TITLES OF VIETNAMESE UNIVERSITIES: STRUCTURAL AND SEMANTIC CHARACTERISTICS https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5813 In the context of institutional reform and the expansion of higher education in Vietnam, the names of universities are playing an increasingly important role in governance, communication, and international integration. This article approaches the names of Vietnamese universities as a linguistic object with institutional characteristics, surveying 205 university names from official sources to clarify the structural and semantic features of this type of noun phrase. The results show that Vietnamese university names have a relatively stable structure, with the common model being "central element + post-modifier 1", in which the post-modifier elements are organized through a listing mechanism. In terms of semantics, the semantic distinction between names lies not in the central position of the noun phrase but in the elements belonging to post-modifier 1, with two major semantic groups: academic designation and spatial-social designation. These findings reveal distinctive features of noun phrases used as names of universities in Vietnam. Thi Minh Nguyen, Phong Lan Chu, Thi Huong Tra Do Copyright (c) 2026 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5813 Thu, 29 Oct 2026 00:00:00 +0000 VERIFICATION NORMS AND GENERATIVE AI USE: A SURVEY OF ENGLISH LANGUAGE UNDERGRADUATES https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5894 This cross-sectional survey examined generative AI use and views on output verification among English Language undergraduates at the University of Foreign Language Studies, the University of Danang. The analyses used closed-ended items and responses to four open-ended questions. Of 210 responses, 159 passed both attention checks. In the retained sample, 62.3% reported using ChatGPT daily and 89.3% at least weekly. AI use was most commonly reported for writing, grammar and vocabulary, and speaking. Among 158 cases with complete data, 41 (25.9%) endorsed a requirement for teachers to verify AI output and also reported using AI output themselves without checking it. Without attention-check exclusions, the corresponding proportion was 56/209 (26.8%). The two items had different referents, so their joint endorsement did not establish an inconsistency between students’ beliefs and behaviour. Epistemic asymmetry was therefore treated as a tentative interpretation. Scores for general readiness to use AI in teaching were higher than those for confidence in pedagogical prompt design. Self-reported confidence in identifying AI hallucinations and cultural bias was positively associated with confidence in prompt design. In addition, 93.7% reported no formal AI-related content in their programme. The findings described self-reported perceptions and practices at one institution, and the cross-sectional design did not permit causal inference. Thi Hoai Nam Tran, Van Hoa Phan Copyright (c) 2026 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5894 Thu, 29 Oct 2026 00:00:00 +0000 SEMANTIC CHARACTERISTICS OF WORDS DENOTING ANIMAL DWELLINGS IN MODERN CHINESE https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5790 Words denoting animal dwellings in Chinese constitute a relatively specialized lexical subfield with profound cultural and cognitive significance. Based on a survey of 43 lexical items referring to animal living spaces, this study classifies them into two major categories: natural spaces and artificial spaces, in which natural spaces are further divided into terrestrial and aquatic environments. On this basis, the paper clarifies the internal semantic structure of this lexical field through analyses of Chinese character structures, semantic relations, and conceptual oppositions such as natural/artificial, shelter/control, static/dynamic, and small/large. The findings reveal that words denoting animal dwellings do not exist in isolation but are organized into a hierarchically structured semantic system reflecting how Chinese speakers cognitively perceive and categorize living spaces according to ecological characteristics and the degree of human intervention. In addition to their literal meanings related to biological designation, many lexical items have developed extended meanings through the mechanism of conceptual metaphor, in which “dwelling space” functions as a source domain for conceptualizing social spheres, organizations, and states of existence. This demonstrates the close relationship between ecological experience and social cognition embedded in the Chinese lexical system. The study contributes to clarifying the semantic characteristics of a specific lexical subfield while also providing additional materials for the teaching, research, and Sino-Vietnamese comparative studies of vocabulary and culture. Minh Nguyet Ngo Copyright (c) 2026 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5790 Thu, 29 Oct 2026 00:00:00 +0000 SECURITY AND DEFENCE RELATIONS BETWEEN AUSTRALIA AND INDONESIA FROM THE EARLY 21ST CENTURY TO THE PRESENT https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5764 The security and defense relations between Australia and Indonesia has experienced numerous fluctuations over time. However, from the beginning of the 21st century to the present, under the influence of shared concerns such as counter-terrorism, maritime security, and shifts in the regional balance of power, the momentum for bilateral relations has truly increased significantly. This paper analyzes the state of Australia - Indonesia security and defense relations between 2001 and 2026, focusing on key events such as the Bali bombings (2002), the Lombok Agreement (2006), the Defence Cooperation Agreement (DCA 2024), and the Mutual Security Treaty (2026), against the backdrop of a reshaping regional security structure driven by great power competition. The study employs a qualitative approach, applying the Regional Security Complex (RSCT) theory and hedging strategies to explain bilateral interactions. The results show that Australia and Indonesia have strengthened security and defense cooperation as a crucial part of their proactive deterrence strategy. The signing and implementation of the DCA 2024 and the Jakarta Treaty 2026 have significantly narrowed the "Bandung divide" in bilateral relations under the pressure of great power competition in the Indo-Pacific. Thi Thao Bui, Huu Yen Minh Ho, Quoc Trung Pham Copyright (c) 2026 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5764 Thu, 29 Oct 2026 00:00:00 +0000 DISCOURSE ON CULTURAL AND EDUCATIONAL COOPERATION BETWEEN THE PHILIPPINES AND JAPAN IN THEIR JOINT STATEMENTS (2011, 2015, 2023) https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5715 Diplomatic texts do not merely record policy - they construct and reproduce relations of power as well. Drawing on Critical Discourse Analysis and the Discourse-Historical Approach, this study examines how cultural and educational cooperation is discursively constituted across three Japan-Philippines Joint Declarations (2011, 2015, 2023), analyzed through four intertextual criteria: lexical repetition, policy cross-referencing, recurrent grammatical patterns, and shared ideological framings. While the proportion of cultural and educational content in each declaration tends to be reduced by more than half and then rise slightly, nominalization density in educational and cultural content rises from 6.07% to 13.83% before falling slightly to 11.16% across the declarations. Qualitatively, a consistent discursive trajectory of establishment → naturalization → institutionalization is identified, through which Japan - Philippines power asymmetry is not reduced but progressively concealed - from Japan as explicit grammatical agent (2011) to symmetrical collective subjects (2015), to programs-as-agents (2023). Four constitutive absences persist across all three texts, confirming a stable shared ideological framework. These findings extend soft power theory by demonstrating that soft power is inscribed through micro-level discursive choices and in program content. Nguyen Thu Trang Hoang, Ha Linh Khuong, Thi Nhu Quynh Nguyen Copyright (c) 2026 VNU Journal of Foreign Studies https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5715 Thu, 29 Oct 2026 00:00:00 +0000