INDIGENOUS KNOWLEDGE INTEGRATION IN AUSTRALIAN CURRICULUM: CULTURALLY RESPONSIVE PEDAGOGY AND PERSPECTIVES FOR VIETNAM Page: 1-10

CONTESTING LINGUISTIC IDENTITIES AND THE PERSISTENCE OF STANDARDISED PRONUNCIATION Page: 11-25

MODULATION OF MOVING CONCEPTUAL METAPHORS IN VIETNAMESE TRANSLATION IN ECONOMIC DISCOURSE Page: 26-56

INVESTIGATING VIETNAMESE TERTIARY EFL TEACHERS’ LEVELS OF INFORMATION AND COMMUNICATION TECHNOLOGY INTEGRATION THROUGH THE LENS OF THE SAMR MODEL Page: 57-75

STUDENT PERSISTENCE IN ONLINE LEARNING: A LITERATURE REVIEW Page: 76-102

ANALYSIS OF TEACHERS’ WRITTEN FEEDBACK ON WRITING SKILLS OF THIRD-YEAR ENGLISH-MAJORED STUDENTS AT A VIETNAMESE UNIVERSITY Page: 103-123

NARRATIVES OF SELF-AUTHORSHIP: HOW A GRADUATE FROM AN EFL TEACHER EDUCATION PROGRAMME BECAME A BUSINESS WOMAN AND A WEDDING HOST Page: 124-134

THE CURRENT STATUS OF HISTORY SUBJECT LEARNING: CASE STUDY OF ULIS MIDDLE SCHOOL Page: 135-147

A CRITICAL DISCOURSE ANALYSIS OF RISHI SUNAK’S FIRST SPEECH AS PRIME MINISTER OF THE UNITED KINGDOM Page: 148-165

EXPLORING THE SOCIAL AND EMOTIONAL ASPECTS OF TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE Page: 166-187