Tạp chí của Trường Đại học Ngoại ngữ - Đại học Quốc gia Hà Nội
INVESTIGATING THE EFFECTS OF FREQUENCY LEVELS ON VOCABULARY GAINS THROUGH EXPLICIT TEACHING
Although frequency is widely recognized as a key predictor of vocabulary learning, relatively few studies have examined how lexical frequency shapes different dimensions of word knowledge under the condition of explicit vocabulary instruction. To address this gap, the present study investigated how high- and low-frequency words responded to identical post-reading explicit instruction. The study was original in that it: (a) treated lexical frequency, not exposure frequency, as the central variable, (b) held time-on-task, input, and instructional procedures constant to isolate its effects, and (c) drew on the connection between lexical frequency and different dimensions of word knowledge. Forty pre-intermediate EFL learners (N = 40) were assigned to either a high-frequency or low-frequency condition and received explicit instruction on 13 target words following a shared reading passage. Learners completed a 10-minute reading phase, a single 45-minute instructional session, and pre-tests, immediate post-tests, and delayed post-tests measuring form recall, meaning recall, and meaning recognition. Results showed that explicit post-reading instruction led to substantial gains in recall-based knowledge, with form recall emerging as the strongest dimension and meaning recognition the weakest. High-frequency words yielded consistently higher scores than low-frequency words, particularly in recall measures, whereas recognition scores showed no significant differences between frequency levels when exposure was controlled. These findings suggest that lexical frequency exerts its strongest influence on recall-based knowledge under explicit conditions, while recognition is less responsive to frequency when exposure and instructional conditions are strictly controlled.
Copyright (c) 2026 Tạp chí Nghiên cứu Nước ngoài
INVESTIGATING THE IMPACT OF A BLOOM’S TAXONOMY-BASED STRATEGY ON EFL STUDENTS’ SELF-GENERATED READING QUESTIONS AND THEIR PERCEPTIONS: A VIETNAMESE CLASSROOM STUDY
This study investigates the impact of explicit instruction in Bloom’s Taxonomy on the cognitive levels of self-generated reading questions by Vietnamese EFL university students, as well as their perceptions of this strategy. Adopting an exploratory case study design, the researcher worked with 15 university students from non-English majors, who took part in three online sessions of a reading course. The participants were asked to formulate their own comprehension questions before and after being introduced to Bloom’s hierarchical framework. Content analysis of the questions revealed a modest shift toward higher-order thinking, with the emergence of Create-level questions (5.6%) and increases in Apply and Evaluate categories. Meanwhile, thematic analysis of the students’ written reflections revealed a gradual shift in their perceptions, moving from initial uncertainty and difficulty to increased confidence, strategic awareness, and recognition of cognitive benefits. Despite remaining challenges in formulating higher-level questions, most of the students expressed a willingness to apply the strategy in future academic reading. The findings highlight the pedagogical potential of Bloom’s Taxonomy not only as a tool for teachers but also as a metacognitive scaffold to support learner autonomy and critical engagement with texts in EFL contexts.
FROM TRAINING TO SUSTAINABILITY: A STUDY ON THE LONG-TERM IMPACT OF A CLIL PROGRAM ON TEACHER PRACTICE
Building upon previous research investigating a professional development (PD) program designed to train primary school teachers in Content and Language Integrated Learning (CLIL) methodology, this follow-up study examines the long-term impact of the intervention approximately one year after completion. It aimed to determine the extent to which primary school teachers retain and implement CLIL principles after completing the PD program. The data were collected via multiple instruments, including a CLIL knowledge quiz, classroom observations, lesson plan analysis, and semi-structured interviews. The findings indicated strong short-term retention of the Content and Communication components, with challenges persisting in the implementation of Cognition and Culture. Contextual factors such as peer collaboration, student readiness, and time constraints played a critical role in shaping long-term adoption. The study contributes to understanding teacher learning as a situated, iterative process, and offers implications for designing sustainable CLIL-oriented PD.
A QUALITATIVE META-SYNTHESIS OF CHINESE LANGUAGE TEACHING AND LEARNING: 2010-2024
The rising global influence of China has significantly accelerated the spread and support for Chinese language education worldwide. This geopolitical shift has not only increased the number of Chinese language learners but also reshaped pedagogical approaches and research priorities in the field. This study investigates the evolving landscape of Chinese language teaching and learning through a qualitative meta-synthesis of academic articles published between 2010 and 2024. By categorizing 151 key words from the dataset of 60 academic articles, the present study identifies two key thematic trends: (1) Theoretical aspect: indexes of Chinese language features, and (2) Practical aspect: issues of Chinese instructional practices, two of which define key aspects of Chinese language teaching and learning respectively. The findings reveal how these two themes interconnect to reflect descriptive synthesis of relevant sub-themes identified from the categorization of key words and construction of research focus. The study concludes with implications for language policy, teacher training, and future research directions in Chinese teaching and learning contexts.
FORMATIVE ASSESSMENT FOR SELF-REGULATED LEARNING IN ENGLISH LANGUAGE EDUCATION: STUDENT PERSPECTIVES
Formative assessment (FA) is recognized for its potential to foster self-regulated learning (SRL). However, learner perspectives in exam-oriented English classrooms remain underexplored. This study investigates how English language teachers’ formative assessment practices activate or constrain SRL mechanisms among students in two Vietnamese university settings. Using a qualitative descriptive design, the data were collected from 48 reflection papers and 12 semi-structured interviews and analyzed through content analysis guided by Gu’s (2021) FA cycle. The findings indicated that formative practices, such as clarifying learning intentions, eliciting meaningful evidence, and providing actionable feedback supported key SRL mechanisms, including metacognitive awareness, strategic adaptation, and increased learner autonomy. However, opportunities for peer and self-feedback, revision, and follow-up actions were inconsistent, particularly in classrooms shaped by summative, exam-driven practices. These conditions were found to limit students’ ability to interpret feedback, regulate their learning, or sustain improvement. The study argues that FA’s potential to support SRL depends on the coherence with which teachers implement the full FA cycle. It also depends on the teachers’ language assessment literacy required to cultivate dialogic, student-centered formative feedback practices. Implications are offered for teacher education and curriculum reform in exam-oriented EFL contexts.
ENHANCING SHORT-TERM MEMORY IN CONSECUTIVE INTERPRETING TRAINING: EVALUATING AI-GENERATED SPEECH SIMULATIONS FOR ENGLISH MAJORS AT THE DIPLOMATIC ACADEMY OF VIETNAM
This pilot study explored the use of AI-generated speech to support short-term memory and improving skills in consecutive interpreting (CI) training for English majors at the Diplomatic Academy of Vietnam (DAV). CI demands strong memory and quick mental processing, making it a challenging task for learners. Eight third-year students were divided into two groups: one trained with AI-generated speeches, and the other with traditional human-voiced recordings. Over four weeks, both groups practiced using materials that gradually increased in difficulty by adjusting speech speed, content density, and complexity. The preliminary results proposed that the students using AI speech made greater progress, especially in tasks requiring higher cognitive effort. They also reported that the structured and gradually challenging nature of AI practice helped them feel more confident and focused, despite occasional technical issues with audio quality. Overall, the findings suggest AI-generated speech can be a valuable tool in CI training. It offers consistent and scalable practice that effectively targets key memory functions. However, the students still struggled with note-taking and vocabulary, highlighting the need for ongoing instructor guidance. A combined approach using AI tools along with teacher support is recommended to strengthen interpreting skills.
CORPUS-BASED COMPARISON OF CHATGPT AND STUDENT WRITING ON SPEAKING PROMPTS IN VIETNAMESE EFL CONTEXTS
This study examines written texts produced by Vietnamese EFL students and ChatGPT in response to ten common speaking prompts. Although initially designed for oral practice, the prompts were adapted into short writing tasks, ensuring comparability with ChatGPT’s written outputs. A mixed-methods approach combined quantitative corpus profiling (type–token ratio, collocational range, discourse markers) with qualitative coding of syntax, lexis, and pragmatics. The analysis revealed that ChatGPT texts displayed greater lexical diversity (TTR 0.70 vs. 0.63), more natural collocations, and a wider range of cohesive devices. In contrast, student texts relied heavily on high-frequency verbs and basic connectors. Pragmatic contrasts also emerged: ChatGPT often employed hedges and polite expressions, while student writing tended to be abrupt or overly direct. These findings suggest that ChatGPT can enrich learners’ exposure to varied vocabulary, collocational accuracy, and pragmatic awareness. However, its use should remain pedagogically guided to avoid over-reliance. The study underscores the importance of teacher mediation and aligns its findings with second language acquisition (SLA) perspectives on input, noticing, and authenticity.
EFL LECTURERS’ READINESS FOR DIGITAL TRANSFORMATION IN ASSESSMENT: A CASE STUDY IN A NORTHERN VIETNAMESE UNIVERSITY
As digital transformation reshapes higher education, integrating technology into assessment has become a strategic priority. Yet the readiness of English as a Foreign Language (EFL) lecturers to adopt digital assessment remains a key concern, particularly in institutions undergoing policy-driven reform. This study investigates the readiness of 27 EFL lecturers at a public university in northern Vietnam, where institutional support for digital transformation was perceived as moderate but lacked practical guidelines. Grounded in the Digital Competence Framework for Educators (DigCompEdu) and the Unified Theory of Acceptance and Use of Technology (UTAUT), the research examines four dimensions: knowledge, confidence, experience, and belief in effectiveness. Using a mixed-methods design, the study found that lecturers recognized the pedagogical value of digital assessment and demonstrated strong conceptual knowledge but had low confidence and limited practical experience. Institutional barriers such as unclear policies and insufficient training constrained adoption, while peer mentoring emerged as a key enabler. The findings highlight the need for sustained professional development and clearer local guidelines and ongoing support effective digital transformation.
CONCEPTUAL METAPHORS IN THE PRESIDENTIAL DEBATE BETWEEN DONALD J. TRUMP AND KAMALA HARRIS IN 2024
This study analyzes the conceptual metaphors employed by Kamala Harris and Donald J. Trump during the 2024 U.S. presidential debate, held in Philadelphia and broadcast by ABC News. Drawing on the Conceptual Metaphor Theory (CMT) (Lakoff & Johnson, 1980, 2003; Kövecses, 2020), the research examines metaphorical language across eight key discussion areas (economy, abortion, immigration, weaponization, transfer of power, war, health care, and climate change) and classifies them according to the three main conceptual metaphor types (Structural, Orientational, and Ontological). Adopting a mixed-methods approach, it combines qualitative analysis with basic quantitative insights. Metaphors are identified, grouped, and interpreted to reveal the candidates’ distinct conceptual framings of important issues. The findings suggest that while both candidates rely on metaphors to shape their ideologies, Trump employs metaphors with a markedly greater number than Harris. Structural metaphor is the dominant type overall, driven by Trump’s overwhelming reliance on this category. Specifically, Trump frequently uses combative and control-oriented metaphors to emphasize strength and dominance, whereas Harris tends to draw on unity-based and care-based metaphors highlighting cooperation, protection, and shared values.
STUDENTS’ REFLECTIONS ON DISTANCE EDUCATION AT A VIETNAMESE UNIVERSITY: AN EXPLORATORY RESEARCH
Distance education has become increasingly prevalent in higher education to meet diverse student needs and technological advancement, with Learning Management Systems (LMSs) serving as the primary platform for online learning activities. The present study investigated undergraduate learners’ reflections on distant learning offered by a public university in Hanoi, Vietnam. A mixed-methods approach with a survey questionnaire based on Gibbs’ reflective cycle that included both Likert scale questions (ranging from strongly agree to strongly disagree) and open-ended questions, along with semi-structured focus group interviews, was used to collect data from 58 English-major students enrolled in a distance learning program. The findings from the students' reflections revealed a gap between their pre-course expectations and their post-course actual learning experiences in a distance education program. While they valued flexibility and improved technological skills, they faced challenges in interaction, lecturer support, unclear materials, learning motivation, and time management when using the LMS. The implications of the findings of the present study are crucial for instructors, practitioners, policy makers and institutions to improve distance education courses.
LINGUISTIC FEATURES OF FRENCH POLICE TERMINOLOGY
In light of the growing need for enhanced international legal cooperation, mastering the system of French police terminology has become essential in administrative, judicial, and specialized translation activities. This study focuses on identifying the prominent linguistic features of this terminology class, grounded in modern terminological theories. The data was collected from legal texts, administrative documents, and specialized databases, and analyzed using qualitative methods combined with descriptive linguistic models. The findings reveal that French police terminology is characterized by monosemy, specificity, structural stability, a high degree of conceptual systematization, and strong influence from legal and cultural factors. The study affirms both the linguistic significance and practical application of this terminology within Francophone legal contexts. The results can be applied in teaching French for specific purposes, developing professional materials, and supporting bilingual translation in the fields of police and judiciary.
ENGLISH LANGUAGE TEACHING IN VIETNAM’S GENERAL EDUCATION: A BRIEF HISTORICAL SURVEY
This paper presents a brief historical survey of English Language Teaching (ELT) in general education in Vietnam from 1954 to the present. The main purpose of the survey is to explore the progress achieved and the shortcomings that need to be addressed in ELT at this extremely important level of education. Using an adaptation and supplement of the prominent British applied linguist Peter Strevens’s “theoretical model of language learning and teaching process” as the analytical framework, the survey focuses on exploring ELT in general education in Vietnam across four periods: (1) 1954 to 1975, (2) 1975 to 2002, (3) 2002 to 2018, and (4) 2018 to the present. The findings show that, over time, ELT in general education in Vietnam has achieved remarkable success. However, there are still some problems that need to be solved at both policy and implementation levels to further improve the quality of ELT at the general level of education in Vietnam in the years to come.
EVALUATION OF LEGAL CHINESE: COMMERCIAL LAW TEXTBOOK AND SUGGESTIONS FOR ADJUSTMENT IN TEACHING LEGAL CHINESE
This study focuses on analyzing and evaluating the textbook Legal Chinese: Commercial Law, which is currently used for teaching the subject of Legal Chinese at the University of Languages and International Studies, Vietnam National University, Hanoi. Based on a survey of its structure, lesson content, vocabulary system, grammar, and exercises, the study identifies the textbook’s main features in terms of structure, content, vocabulary, grammar, and relevance to the specialized field. In addition, the research points out the limitations of the textbook for Vietnamese students and proposes solutions to adjust teaching content and improve the quality of teaching and learning Legal Chinese.
Copyright (c) 2025 Tạp chí Nghiên cứu Nước ngoài
THE NEEDS AND LEARNING SITUATION OF CHINESE FOR SPECIFIC PURPOSES OF CHINESE LANGUAGE STUDENTS AT HANOI UNIVERSITY OF INDUSTRY
This paper discusses the issues related to the needs and learning situation of Chinese for Specific Purposes (CSP) among Vietnamese students, based on the practical teaching experience at the Faculty of Chinese Language, Hanoi University of Industry. The discussion focuses on constructing a standardized curriculum founded on strong theoretical bases, ensuring an appropriate study load and duration. Key recommendations include developing concise and updated materials and content based on progressive principles, prioritizing the resolution of specialized vocabulary comprehension challenges (reading and listening) in learning. Furthermore, it emphasizes developing a faculty with dual competency include proficient in both Chinese language and the specialized field, enhancing interdisciplinary training, and promoting collaboration with industry experts to ensure systematic organization and practical relevance of the curriculum. It is hoped that these discussions can contribute insights and references for the research, program development, and enhancement of overall Chinese language teaching effectiveness, particularly CSP, for language major students in Vietnam.
THE APPLICATION OF FABLE-BASED IDIOMS IN TEACHING CHINESE AS A FOREIGN LANGUAGE
In the context of the growing global influence of the Chinese language, the teaching of fable-based idioms has become more essential than ever. As an important component of Chinese vocabulary, these idioms are not only culturally rich but also convey profound philosophical meanings. However, due to historical backgrounds, narrative complexity, and cultural differences, learners - especially Vietnamese students - often face challenges in comprehending and applying such idioms. Based on a practical survey of second-year Chinese majors and relevant literature analysis, this paper explores the pedagogical value of fable-based idioms in Chinese language instruction, identifies existing challenges in teaching practices, and proposes effective strategies such as storytelling, contextual simulations, classroom games, and the use of translation as a bridge. These methods aim to enhance learners’ acquisition of both language and cultural understanding.
CHINA’S EFFORTS IN ENHANCING ITS ROLE IN GLOBAL SECURITY
In the face of growing global challenges, the current global governance system is revealing limitations in meeting the needs of the international community. The voices of countries around the world advocating for the reform and construction of the global governance system have grown louder, and the idea of building a global governance system through joint consultation, joint construction, and shared benefits has become a consensus among nations. China has evolved from being on the sidelines of rule-making in international security to gradually participating. Now, it has become one of the key initiators of international security rules. China's role in global security governance is reflected in various aspects, such as being an enforcer, a diplomat, and a creator. This article analyzes China's role in global security through its support for and participation in peacekeeping activities worldwide and regionally; its cooperation in military diplomacy and security to effectively manage transnational security issues; and the development of new perspectives and initiatives on security, such as innovating international security concepts and building the idea of a Community With a Shared Future for Mankind.
CHINESE HISTORICAL AND CULTURAL PLACES IN NGUYEN DU'S POETRY COLLECTION TRAVELS TO THE NORTH
Travels to the North 《北行雜錄》 is a masterpiece of Chinese poetry by the great poet Nguyen Du, composed between 1813 and 1814 when he was an envoy to China. Many of Chinese places in this poetry collection were not simply geographical markers, but also markers of cultural space, historical space and the poet's mental space. The article focuses on deeply analyzing the role and multidimensional significance of Chinese historical and cultural sites in Travels to the North, explaining that this is not only a narrative context but also a space for Nguyen Du to express his deep thoughts and contemplation about history, culture, and human fate in the fluctuating period of time. Besides, decoding Chinese place names that were not included in Nguyen Du's itinerary on his trip to China but appeared frequently in the poetry collection will contribute to shaping a new concept of geographical space in literature. Decoding these “codes” helps to clarify his views on history, on the rise and fall of scholars, on the fate of scholars and the tragedy of talent in the literary career. The article aims to affirm that the study of place names is an important and effective approach to more comprehensively understand the value of Travels to the North as well as the cultural exchange between Vietnam and China in the medieval period. Furthermore, it highlights his uniqueness and contributions to the genre of Chinese poetry in Vietnamese literature.
A STUDY OF “INTERCULTURAL COMMUNICATION” SYLLABI AT SOME UNIVERSITIES IN VIETNAM
This article surveys the practical implementation of the course “Intercultural Communication” at four representative universities offering Chinese language programs in Vietnam: University of Languages and International Studies, Vietnam National University, Hanoi, Hanoi Pedagogical University 2, Hanoi Open University, and Thai Nguyen University. The study focuses on comparing and evaluating various aspects including: learning objectives, teaching materials, implementation methods, assessment and evaluation forms, teaching approaches, available resources, and feedback from instructors and students. The results reveal significant differences in how the course is implemented across universities, along with some common limitations. Based on these findings, the article proposes building a rich and diverse repository of learning resources, innovating teaching methods, and enhancing practical experiences to improve the quality of education and better meet the integration and development needs of students majoring in Chinese language studies.
EXPLORING THE APPLICATION OF PROJECT-BASED LEARNING IN CHINESE FOR ECONOMICS COURSES
Project-Based Learning (PBL) is a student-centered instructional model that fosters self-directed learning and practical skills through task-based activities. In teaching Chinese for economics, PBL is applied to enhance students' language proficiency and economic knowledge by engaging them in real-world or simulated economic projects, enabling them to use Chinese to solve practical problems. This paper develops a PBL implementation framework for Chinese for economics courses, details its operational steps, and evaluates its effectiveness through empirical surveys. Based on survey findings, the study proposes improvement strategies to optimize PBL implementation and teaching quality.
USING MIND MAPS IN CHINESE FOR ECONOMICS COURSES: EXPERIMENT, RESULTS AND DISCUSSION
In the process of studying Chinese for economics courses, students often face difficulties in memorizing and organizing knowledge, as well as in understanding specialized content and terminology. These difficulties create psychological barriers that adversely affect their motivation to learn. To address this issue, the author conducted an action research that applied mind maps to design, teaching and learning activities in Chinese for economics. The study was carried out over 15 weeks with 86 students majoring in Chinese Language across four classes from the same cohort at a university specializing in foreign language education. To evaluate the effectiveness of this approach, the author compared the results of pre- and post-tests conducted at the beginning and end of the semester, respectively. Additionally, a survey was administered to investigate students’ perceptions of the teaching and learning activities based on this approach. The results indicated that the challenges students faced were significantly mitigated. Most students expressed a preference for this approach and highlighted several advantages. However, some students also encountered difficulties in completing mind maps and made suggestions to overcome the disadvantages of this approach.
仁 (HUMANITY), 義 (RIGHTEOUSNESS), 禮 (PROPRIETY), 智 (WISDOM), 信 (TRUSTWORTHINESS) FROM THE PERSPECTIVE OF TRADITIONAL MORALITY
With over 2300 years of feudal rule in China, a series of behavioral standards for each member of the family and society were established in this country. Five traditional moral standards, generally called the Five Constants, include humanity, righteousness, propriety, wisdom, and trustworthiness. These qualities have been the educational goals from family to school and serve as measures of a person’s value. Five traditional moral standards are also found in Vietnam and other countries like Japan and Korea, which are deeply influenced by Confucian thought. To this day, humanity, righteousness, propriety, wisdom, and trustworthiness remain core values. In this article, based on a semiotic perspective combined with cultural studies, an attempt is made to discuss the concepts of humanity, righteousness, propriety, wisdom, and trustworthiness embedded in Chinese characters 仁 (humanity), 義 (righteousness), 禮 (propriety), 智 (wisdom), 信 (trustworthiness) to offer a deep understanding of their semantic meanings and cultural implications. This will contribute to the education of traditional morality for the young generation.
CHARACTERISTICS OF FOOD INGREDIENT TERMINOLOGY IN CHINESE AND VIETNAMESE
In both Chinese and Vietnamese, there exist a large number of lexical items referring to food ingredients, among which the terms for spices reflect the linguistic and cultural characteristics of the Vietnamese and Chinese peoples. The study, through descriptive and comparative analysis of these lexemes, points out that in these two languages, spice names are primarily formed through three methods: directly naming the plant species; combining the plant name with references to plant parts or shapes; and forming compound names that include a processed spice type along with distinguishing descriptors. These naming conventions vividly reflect the natural and social characteristics of both countries. In particular, the similarities and differences in culinary preferences between Vietnamese and Chinese people are evident through the frequency of elements such as color, shape, origin of the spices, and plant parts used. The nomenclature of spices also illustrates the close integration of culinary standards - deliciousness, nutrition, safety - and philosophical concepts such as yin-yang and the five elements in Vietnamese and Chinese food cultures. The findings offer more insights of the culinary culture of both countries as reflected in their respective languages.
THE ROLE OF CONTEXT IN TRANSLATION: THE CASE OF THE CHINESE WORD 主任 (ZHǓRÈN) TRANSLATED INTO VIETNAMESE
Understanding the meaning of a word requires specific context. The context of a word refers to the surrounding words that clarify its meaning and ensure coherent comprehension. Therefore, the role of context in understanding word meaning is crucial, particularly in translation activities. This is especially significant when translating a phenomenon from language A to language B, particularly when a phenomenon in one language is expressed through various forms in another. Through the case of the Chinese word 主任 (zhǔrèn) and its equivalent translation into Vietnamese, this article clarifies the equivalent terms translated into Vietnamese for 主任 (zhǔrèn), comparing the correlations between human translation and machine translation. Then, the important role of context in translation activities is recognized, aiming to utilize context for accurate translation.
AN ANALYSIS OF INTERPRETING MISTAKES AMONG CHINESE LANGUAGE MAJORS AT VNU UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
Interpreting is a pivotal skill in the undergraduate training program for Chinese Language majors, particularly within the current context of increasingly profound China-Vietnam economic and cultural exchange. However, students often encounter numerous difficulties in the interpreting process, stemming from disparities in encyclopedic knowledge, linguistic skills, and the ability to apply interpreting techniques in practical work situations. To obtain objective data for assessing students’ interpreting competence, this study collected and surveyed audio recordings of mid-term exams taken by Chinese Language majors at the University of Languages and International Studies, Vietnam National University, Hanoi. Based on an analysis of common mistakes in both Chinese -Vietnamese and Vietnamese - Chinese interpreting, we identified significant students’ limitations in conveying information accurately, fluently, and promptly. The prevalent mistakes are categorized into linguistic mistakes and interpreting skill deficiencies. Consequently, the paper proposes several recommendations for learning and teaching methodologies aimed at enhancing instructional effectiveness and improving the quality of interpreter training.
CHINA’S NEW LAND BORDER 2022 AND ITS NEIGHBORHOOD DIPLOMACY
The purpose of this article is to explore the motivations behind and the significance of China's Land Border Law 2022 in the context of its long-term foreign policy toward neighboring countries. The article primarily relies on desk research, employing a framework derived from international studies. It elucidates the reasons behind China's decision to implement this land border law at this particular juncture, taking into account the contemporary global and regional environments. Furthermore, the article assesses the role of this law within China's established foreign policies towards its neighboring nations, with a particular focus on its implications for India and Vietnam. The paper presents several key findings. Firstly, it draws lessons from the successes of the law and China's neighborhood policy that could inform all parties involved in land border conflict resolutions, suggesting that these insights also apply to similar maritime disputes. Secondly, it highlights both the opportunities and challenges that lie ahead for future cooperation between China and its neighbors. The article also outlines important implications for Vietnam regarding legal frameworks and foreign policy responses.
INVESTIGATING THE EFFECTS OF FILLERS IN SPONTANEOUS SPEECH ON FLUENCY PERCEPTION
Fillers have conventionally been regarded as speech disfluencies, reflecting uncertainty, anxiety, or lack of planning on the part of the speaker. However, emerging research has suggested that they may also signal cognitive effort and serve communicative functions. This exploratory study examined how different types and positions of fillers influence perceived fluency in spontaneous speech, focusing on three groups of raters: Vietnamese linguistics students, Vietnamese non-linguistics students, and native English speakers. Fifteen participants (five per group) completed a listening rating task, assessing fluency in speech samples containing silent pauses, unlexicalized filled pauses, and lexicalized filled pauses in varied positions. Given the small sample size, the analysis aimed to identify preliminary trends rather than produce generalizable conclusions. Results indicated that both the forms and positions of fillers affected fluency perceptions across L1 and L2 rater groups, with the form of the filler exerting a more pronounced effect than its position. These findings suggest a greater need for linguistics students, in particular, to be aware of the specific fillers they use in speech. Future research should expand the participant pool to increase statistical power and explore in greater depth how different listener groups interpret fillers in spontaneous speech.
A PROPOSED INSTRUMENT TO INVESTIGATE UNIVERSITY STUDENTS’ CRITICAL READING STRATEGY USE IN ENGLISH READING COMPREHENSION
This study introduces the Survey of Critical Reading Strategies (SOCRS), a newly developed instrument designed to assess university students’ application of critical reading strategies in English reading comprehension. Conducted among EFL (English as a Foreign Language) students at a university in Vietnam, the study aimed to examine the reliability, validity, and practical relevance of the SOCRS, positioning it as a robust measure of critical reading strategy use. A total of 799 undergraduate students from diverse academic disciplines participated in the study. The reliability of SOCRS was confirmed through Cronbach’s Alpha coefficients, yielding high internal consistency for all three subscales (α=0.85, 0.89, and 0.83) and an overall reliability of α=0.91. The construct validity of SOCRS was established using Exploratory Factor Analysis (EFA), which revealed a clear two-factor structure corresponding to the three stages of critical reading. The Kaiser-Meyer-Olkin (KMO) test (0.92) and Bartlett’s Test of Sphericity (p < 0.001) confirmed the adequacy of the sample and the suitability of the factor structure. Additionally, normality assessments using Skewness, Kurtosis, Kolmogorov-Smirnov, and Shapiro-Wilk tests supported the appropriateness of the data for statistical analysis. The findings establish SOCRS as a psychometrically robust, reliable, and valid instrument for assessing EFL university students’ critical reading strategies, offering a structured and multidimensional framework that captures students’ strategic engagement with texts throughout all phases of reading. These results highlight its potential not only for diagnostic purposes but also for guiding targeted pedagogical interventions. The study recommends incorporating SOCRS into curricula and further research to strengthen critical reading instruction and foster higher-order thinking skills among EFL learners.
THE IMPACT OF DIGITAL TOOLS ON EFL TERTIARY STUDENTS’ ENGAGEMENT FROM A POSITIVE PSYCHOLOGICAL PERSPECTIVE
The research evaluates how digital tools influence the positive psychological state of Vietnamese students pursuing English as a foreign language at the tertiary level by examining their engagement using the PERMA framework. The qualitative method explored both the main digital tools students used and the effects these tools had on their learning engagement. Open-ended questionnaires and semi-structured interviews conducted at a private university in Hai Phong, Vietnam, served as the data collection methods. Students actively used three distinct digital tool categories: social media networks, learning management systems, and technology-supported language learning platforms. Student engagement experienced dramatic impact through electronic tools extending across three learning domains: behavior, affect, and cognition. Digital tools enabled students to solve problems while assisting language analysis, ensuring continuous learning practices, and creating supportive learning environments. The outcomes might contribute to digital tool integration knowledge in Vietnamese EFL instruction and an understanding that longitudinal research and cultural-technical technology adoption barriers require investigation.
VIETNAMESE TEACHERS’ PERCEPTIONS AND ASSESSMENT OF COHERENCE IN ARGUMENTATIVE PARAGRAPHS BY ENGLISH-MAJORED STUDENTS: A STUDY AT A UNIVERSITY IN VIETNAM
Academic writing is a crucial genre that English-majored undergraduates must acquire before graduating. The quality of academic writing depends largely on coherence, posing challenges not only for students to learn but also for teachers to assess in English classes. This paper aims to explore how Vietnamese teachers assess coherence in argumentative paragraphs by second-year English-majored students at a university in Vietnam. This qualitative research uses semi-structured interviews to examine teachers’ perceptions of coherence in English writing, and employs think-aloud verbal protocol to investigate how teachers assess coherence in two paragraphs by English-majored students. The findings show that the teachers recognize the importance of coherence in English writing, and there is an inconsistency in teachers assigning scores to coherence in students’ written work.
MAPPING GLOBAL RESEARCH ON GENDER STEREOTYPES: A BIBLIOMETRIC ANALYSIS THROUGH 2024 BASED ON THE SCOPUS DATABASE
This study aims to map and analyze the intellectual structure and emerging trends in global research on gender stereotypes from 2000 to 2024 through a comprehensive bibliometric approach. The objective is to identify key publication patterns, influential contributors, thematic developments, and geographic distributions while assessing the evolution and interdisciplinary nature of the field. A refined search was conducted on the Scopus database using the query TITLE (gender AND stereotypes) with subject area and document type filters, yielding a final dataset of 168 publications. The data were analyzed using VOSviewer for co-authorship, keyword co-occurrence, and citation network visualizations, and Microsoft Excel for publication trends and frequency counts. The analysis proceeded through three phases: data collection and cleaning, network mapping, and interpretive analysis. Findings reveal a significant increase in scholarly output after 2020, with research clusters forming around: (1) Gender Roles and Socialization, (2) Implicit Biases and Stereotype Threat, and (3) Algorithmic and Media-Driven Biases. Psychology remains the dominant discipline, but contributions from AI ethics, cognitive neuroscience, and behavioral economics are emerging, albeit with limited cross-disciplinary integration. The United States, Germany, and Spain lead in publication output, while Vietnam, India, and Bangladesh represent growing contributors from the Global South. This study provides a foundational overview of the intellectual landscape of gender stereotype research. The findings underscore the need for more interdisciplinary collaboration and methodological diversification, particularly in connecting cognitive science, artificial intelligence, and policy research. These insights have implications for designing evidence-based strategies to address gender bias in education, employment, and digital platforms.