The VNU 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. In 2002, with the rapid expansion of the field of Foreign Languages and International Studies, the VNU Journal of Science was delighted to announce the launch of the VNU Journal of Science: Foreign Studies.

Since 2017, as a natural development from its predecessor VNU Journal of Science: Foreign Studies, the VNU Journal of Foreign Studies continues to be an official, independent publication of the University of Languages and International Studies (ULIS) under Vietnam National University (VNU).

The VNU Journal of Foreign Studies publishes blind peer-reviewed research papers and discussions concerning:

  • Linguistics
  • Foreign language education
  • International studies
  • Related social sciences and humanities

Bimonthly in 4 English issues (in February, June, August, December) and 2 Vietnamese issues (in April, October) since 2019 in both print and electronic forms, the journal provides maximum exposure for published articles, making research available to all to read and share.

Article Processing Charge

Authors do not have to pay any Article Processing Charges for their submissions to VNU Journal of Foreign Studies.

Chúc mừng ngày Báo chí Cách mạng Việt Nam

21/06/2026

Nhân Ngày Báo chí Cách mạng Việt Nam 21/6/2026, thay mặt Trường ĐHNN, ĐHQGHN, Tạp chí Nghiên cứu Nước ngoài (VNU Journal of Foreign Studies) xin gửi tới các thành viên Hội đồng Biên tập của Tạp chí lời chúc mừng và lời tri ân sâu sắc.

Vol. 42 No. 2S (Special Issue)

Date Published: 29/07/2026

Research

DIFFERENTIATED INSTRUCTION IMPLEMENTATION IN ENGLISH LANGUAGE SKILLS DEVELOPMENT COURSES: PERSPECTIVES FROM LECTURERS AND STUDENTS AT HANOI NATIONAL UNIVERSITY OF EDUCATION
Tuan Anh Trieu
pdf Cite
Page: 1-17
UNDERSTANDING ACHIEVEMENT EMOTIONS AND LEARNER ENGAGEMENT IN ENGLISH AS A FOREIGN LANGUAGE CONTEXTS THROUGH CONTROL-VALUE THEORY: A NARRATIVE REVIEW
Thi Diem Hang Hoang
pdf Cite
Page: 18-34
A FRAMEWORK FOR EXAMINING DIGITAL ASSESSMENT LITERACY OF LANGUAGE TEACHERS: THE EXPERTS’ FEEDBACK
Quynh Hoa Nguyen
pdf Cite
Page: 35-48
PERCEIVED DIFFICULTY AND TRANSLATION PERFORMANCE IN CULTURE-SPECIFIC ELEMENTS: EVIDENCE FROM EFL LEARNERS
Thi Mai Huong Tran, Thanh Tra La
pdf Cite
Page: 49-65
EVALUATING THE LEVEL OF FOREIGN LANGUAGE LEARNING INVESTMENT FOR PROFESSIONAL DEVELOPMENT BASED ON DARVIN AND NORTON’S INVESTMENT MODEL IN A VIETNAMESE UNIVERSITY
Thi Mien Nguyen
pdf Cite
Page: 66-81
A LONGITUDINAL STUDY OF STUDENTS’ EMOTIONAL ENGAGEMENT IN TASK-BASED EFL READING LESSONS
Nguyen Thi Minh Ngoc, Tran Ba Tien
PDF Cite
Page: 82-98
A REVIEW OF TOURISTS’ READERSHIP IN THE LINGUISTIC LANDSCAPE
Linh Phuong Dam
PDF Cite
Page: 99-113
TIME PRESSURE, ANXIETY, AND COPING STRATEGIES IN VSTEP WRITING TASK 2: A QUALITATIVE STUDY WITH A2 EFL LEARNERS
Ha Phuong Nghiem
PDF Cite
Page: 114-127
CONTEXTUAL INFLUENCES ON ASSESSMENT IDENTITY: VIETNAMESE EFL LECTURERS’ FORMATIVE ASSESSMENT PRACTICES IN THE MEKONG DELTA
Thi Bich Phuong Ly, Hoang Yen Phuong
PDF Cite
Page: 128-144
EXAMINERS’ PERCEPTIONS OF A COMPUTER-ASSISTED ENGLISH LANGUAGE TEST
Thi Phuong Thao Nguyen
PDF Cite
Page: 145-157
RETHINKING ASSESSMENT: DIFFERENTIATED INSTRUCTION IN THE AI ERA
Hoai Thu Trinh
PDF Cite
Page: 158-172
REIMAGINING ACADEMIC LITERACY IN THE GENERATIVE AI ERA: ESSENTIAL SKILLS FOR DISCIPLINARY LEARNING IN EMI ECONOMICS PROGRAMS
Thi Huyen Trang Tran
PDF Cite
Page: 173-186
TEACHER CONCEPTUAL CHANGE IN TESTING AND ASSESSMENT IN THE ERA OF ARTIFICIAL INTELLIGENCE BOOM
Thanh Van Nguyen
PDF Cite
Page: 187-199