Trieu, T. A. (2026). DIFFERENTIATED INSTRUCTION IMPLEMENTATION IN ENGLISH LANGUAGE SKILLS DEVELOPMENT COURSES: PERSPECTIVES FROM LECTURERS AND STUDENTS AT HANOI NATIONAL UNIVERSITY OF EDUCATION. VNU Journal of Foreign Studies, 42(2S (Special Issue), 1-17. https://doi.org/10.63023/2525-2445/jfs.ulis.5851
Hoang, T. D. H. (2026). UNDERSTANDING ACHIEVEMENT EMOTIONS AND LEARNER ENGAGEMENT IN ENGLISH AS A FOREIGN LANGUAGE CONTEXTS THROUGH CONTROL-VALUE THEORY: A NARRATIVE REVIEW. VNU Journal of Foreign Studies, 42(2S (Special Issue), 18-34. https://doi.org/10.63023/2525-2445/jfs.ulis.5767
Nguyen, Q. H. (2026). A FRAMEWORK FOR EXAMINING DIGITAL ASSESSMENT LITERACY OF LANGUAGE TEACHERS: THE EXPERTS’ FEEDBACK. VNU Journal of Foreign Studies, 42(2S (Special Issue), 35-48. https://doi.org/10.63023/2525-2445/jfs.ulis.5696
Tran, T. M. H., & La, T. T. (2026). PERCEIVED DIFFICULTY AND TRANSLATION PERFORMANCE IN CULTURE-SPECIFIC ELEMENTS: EVIDENCE FROM EFL LEARNERS. VNU Journal of Foreign Studies, 42(2S (Special Issue), 49-65. https://doi.org/10.63023/2525-2445/jfs.ulis.5828
Nguyen, T. M. (2026). EVALUATING THE LEVEL OF FOREIGN LANGUAGE LEARNING INVESTMENT FOR PROFESSIONAL DEVELOPMENT BASED ON DARVIN AND NORTON’S INVESTMENT MODEL IN A VIETNAMESE UNIVERSITY. VNU Journal of Foreign Studies, 42(2S (Special Issue), 66-81. https://doi.org/10.63023/2525-2445/jfs.ulis.5692
Nguyen, T. M. N., & Tran, B. T. (2026). A LONGITUDINAL STUDY OF STUDENTS’ EMOTIONAL ENGAGEMENT IN TASK-BASED EFL READING LESSONS. VNU Journal of Foreign Studies, 42(2S (Special Issue), 82-98. https://doi.org/10.63023/2525-2445/jfs.ulis.5722
Dam, L. P. (2026). A REVIEW OF TOURISTS’ READERSHIP IN THE LINGUISTIC LANDSCAPE. VNU Journal of Foreign Studies, 42(2S (Special Issue), 99-113. https://doi.org/10.63023/2525-2445/jfs.ulis.5850
Nghiem, H. P. (2026). TIME PRESSURE, ANXIETY, AND COPING STRATEGIES IN VSTEP WRITING TASK 2: A QUALITATIVE STUDY WITH A2 EFL LEARNERS. VNU Journal of Foreign Studies, 42(2S (Special Issue), 114-127. https://doi.org/10.63023/2525-2445/jfs.ulis.5730
Ly, T. B. P., & Phuong, H. Y. (2026). CONTEXTUAL INFLUENCES ON ASSESSMENT IDENTITY: VIETNAMESE EFL LECTURERS’ FORMATIVE ASSESSMENT PRACTICES IN THE MEKONG DELTA. VNU Journal of Foreign Studies, 42(2S (Special Issue), 128-144. https://doi.org/10.63023/2525-2445/jfs.ulis.5775
Nguyen, T. P. T. (2026). EXAMINERS’ PERCEPTIONS OF A COMPUTER-ASSISTED ENGLISH LANGUAGE TEST. VNU Journal of Foreign Studies, 42(2S (Special Issue), 145-157. https://doi.org/10.63023/2525-2445/jfs.ulis.5691
Trinh, H. T. (2026). RETHINKING ASSESSMENT: DIFFERENTIATED INSTRUCTION IN THE AI ERA. VNU Journal of Foreign Studies, 42(2S (Special Issue), 158-172. https://doi.org/10.63023/2525-2445/jfs.ulis.5681
Tran, T. H. T. (2026). REIMAGINING ACADEMIC LITERACY IN THE GENERATIVE AI ERA: ESSENTIAL SKILLS FOR DISCIPLINARY LEARNING IN EMI ECONOMICS PROGRAMS. VNU Journal of Foreign Studies, 42(2S (Special Issue), 173-186. https://doi.org/10.63023/2525-2445/jfs.ulis.5699
Nguyen, T. V. (2026). TEACHER CONCEPTUAL CHANGE IN TESTING AND ASSESSMENT IN THE ERA OF ARTIFICIAL INTELLIGENCE BOOM. VNU Journal of Foreign Studies, 42(2S (Special Issue), 187-199. https://doi.org/10.63023/2525-2445/jfs.ulis.5695
