Tạp chí của Trường Đại học Ngoại ngữ, Đại học Huế
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A PARALLEL CORPUS ANALYSIS OF TRANSLATION STRATEGIES OF PROPER NOUNS IN “HARRY POTTER”
This article examines the strategies used for translating proper nouns in Harry Potter and the Half-Blood Prince from English into Vietnamese. A parallel corpus of the English source text and its Vietnamese translation was built and analyzed using Sketch Engine to extract proper nouns. The analysis applies Fernandes’ (2006) taxonomy of translation procedures alongside Skopos theory (Reiss & Vermeer, 2014) and Venuti’s (1995) domestication–foreignization strategies to interpret translation choices. The findings show seven procedures employed when rendering proper nouns into Vietnamese: rendition, substitution, transcription, recreation, addition, copy, and conventionality. In general, copy (39.89%), rendition (42.11%), recreation (8.59%), and addition (8.31%) were the most frequently used, while substitution (0.55%), transcription (0.28%), and conventionality (0.28%) appeared rarely. The results also reveal that domestication predominated with 216 cases (59.8%), while foreignization was less frequent with 145 cases (40.2%). This indicates that the translator, Lý Lan, tends to adapt names to Vietnamese linguistic and cultural norms
Copyright (c) 2025 Tạp chí Khoa học Ngôn ngữ và Văn hóa
THE 2018 GENERAL EDUCATION ENGLISH CURRICULUM IMPLEMENTATION AND PRIMARY ENGLISH TEACHERS' PERCEIVED OPPORTUNITIES
This qualitative study explores the perceived opportunities of the 2018 GEEC implementation for primary English education in mountainous areas of central Vietnam. Data were collected from semi-structured interviews with seven experienced teachers and then analyzed using reflexive thematic analysis (Braun & Clarke, 2021). It is found that the new curriculum implementation leads to formal and informal professional development opportunities. It also creates favorable conditions to enhance students’ learning. This study contributes to the limited literature on curriculum implementation in disadvantaged areas, offering insights for policymakers and educators to support English teaching and learning in similar contexts. It underscores the critical role of local teachers in enhancing English education while reinforcing cultural pride among ethnic minority students.
TEACHERS’ PEDAGOGICAL TRANSLANGUAGING IN EFL CLASSES FOR ETHNIC MINORITY STUDENTS IN VIETNAM
This study explored teachers’ pedagogical translanguaging and the pedagogical functions it serves in English as a foreign language (EFL) classes for ethnic minority students (EMSs). Two teachers from two lower secondary schools in a province in the Central Highlands of Vietnam were observed in six lessons, during which their talk was audio recorded, and the teachers were subsequently interviewed individually. The findings revealed that the teachers employed translanguaging strategically by alternating between Vietnamese, English, and ethnic minority languages (EMLs). Translanguaging was used in various combinations, most commonly between Vietnamese and English, and less frequently between Vietnamese and EMLs, English and EMLs, and among all three languages. It served various interpretive and managerial functions. Interview data also confirmed that translanguaging practices were consciously planned, and one teacher even learned her students’ native language to enhance the effectiveness of translanguaging. These findings highlight the practical role of translanguaging in supporting EMSs in multilingual settings.
EMOTIONAL LABOR STRATEGIES IN ONLINE EFL TEACHING: A NOVICE EFL TEACHER’S NARRATIVE
This study explores the emotional labor strategies of novice EFL teachers when teaching online to young learners. Drawing on a post-structural perspective, the research focuses on how novice EFL teachers construct the display rules they are expected to follow and how they perform emotional labor regarding those rules. Two main tools were used in this study, including a narrative frame and a semi-structured in-depth interview. The participant was a novice teacher with two years of experience, currently working as an EFL teacher at a private language center and also teaching primary students online as a freelancer. The findings show that the emotional labor strategies of this novice teacher in online teaching are influenced not only by his institution’s display rules but also by how he sees himself as a teacher. This study contributes to a deeper understanding of novice teachers’ emotional labor by highlighting the role of context, negotiation, and identity construction.
A COMPARATIVE ANALYSIS OF COMPLAINT RESPONSE STRATEGIES BETWEEN VIETNAMESE AND AMERICAN SPEAKERS
This study aims to analyze and compare complaint response strategies employed by Vietnamese and American English speakers. The research design adopted a mixed-methods approach with Discourse Completion Tests (DCTs) and retrospective interviews. The participants in this research included 50 Vietnamese native speakers and 50 American English speakers. The findings show that Vietnamese and American speakers avoided highly face-threatening and confrontational strategies. They also combined strategies when responding to complaints. American speakers preferred direct and solution-oriented strategies, but harmony-oriented strategies were favored by Vietnamese speakers. These results are hoped to provide a better understanding for an effective application to intercultural communication and English language education.
CONCEPTUAL MAPPINGS OF STRUCTURAL METAPHOR “INFLATION IS AN ENEMY” IN VIETNAMESE ONLINE ECONOMIC DISCOURSE
This study investigates the conceptual metaphor INFLATION IS AN ENEMY in Vietnamese online economic discourse from 2015 to 2025. Drawing on the framework of Conceptual Metaphor Theory (CMT) and employing a combination of the Metaphor Identification Procedure (MIP) and Critical Metaphor Analysis (CMA), the paper analyzes a dataset of 320 articles from major Vietnamese news sources. The findings demonstrate a variety of ontological correspondences between the source domain of ENEMY and the target domain of INFLATION. These metaphorical mappings not only serve cognitive functions - rendering an abstract economic concept more comprehensible - but also contribute to shaping public attitudes, emotional responses, and support for monetary policy interventions. The study also offers implications for metaphor-based teaching in language education and further research on metaphor variation across cultures and media platforms.
UNIVERSITY STUDENTS’ PERCEPTIONS OF CODE-SWITCHING USED BY TEACHERS IN NON-ENGLISH MAJOR CLASSROOMS
The use of code-switching in English classrooms has long been debated among educators and researchers. In Vietnam, many non-English major students struggle with complex linguistic input and abstract grammar rules. To address these difficulties, EFL teachers often employ code-switching to enhance comprehension, clarify instructions, and manage classrooms. Despite its widespread use, limited research has examined non-English major students’ perceptions of code-switching, especially in tertiary EFL contexts. This study investigates how students perceive their teachers’ code-switching and its specific functions. Data were collected from 105 non-English major students at a university in Central Vietnam through a questionnaire adapted from Nursanti (2016) and based on Ferguson’s (2009) functional framework. Results reveal that students generally view code-switching positively. They believe it facilitates understanding, improves classroom management, and fosters stronger teacher-student relationships. These findings suggest that code-switching is an effective strategy to bridge language gaps and enhance communication in Vietnamese EFL classrooms.
PRIMARY SCHOOL EFL TEACHERS’ PERCEPTIONS ABOUT BENEFITS AND CHALLENGES OF USING DRAMA IN SPEAKING CLASSES
This study explores primary‐level EFL teachers’ perceptions about benefits and challenges of using drama to teach speaking in a Central Vietnam province. Employing a qualitative design, 12 Grade-3 English teachers were interviewed, and 24 lessons were observed. Thematic analysis revealed three key benefits: drama situates language in authentic contexts to enhance communicative competence; it builds learner confidence and creativity through role-play and empathetic immersion; and it fosters real-world relevance and collaborative engagement. Teachers also reported five challenges: student anxiety and limited preparation; proficiency disparities within classes; insufficient classroom time for implementation; limited drama facilitation and classroom management skills among teachers; and resource shortages. These findings corroborate prior research on drama’s efficacy and provide new insights into the affective, pedagogical, and systemic barriers primary-level teachers face. The study highlights the need for targeted professional development, tailored task design, and resource support to realize drama’s potential in young‐learner EFL contexts.
COGNITIVE METAPHORS OFARTIFICIAL INTELLIGENCE ON VIETNAMESE EDUCATIONAL NEWS
Amidst the growing interest in artificial intelligence (AI) across various fields, including education, this study is conducted to examine the impact of AI on language use in media from a cognitive linguistic perspective. The research compiled 1,024 metaphorical expressions collected from 165 news articles in the Education and Times during 2023-2024. These were categorized into six metaphor models, which were then analyzed to illuminate how AI integrates into Vietnamese society, thereby revealing cultural characteristics and the linguistic thinking of the Vietnamese people. Based on the findings, the authors proposed several practical applications in the field of translation studies.
DIGITAL COMPETENCE: TEACHERS’ PERCEPTIONS AND PROFESSIONAL DEVELOPMENT NEEDS
In this study, the perceptions and needs regarding the development of digital competence among novice English language lecturers at a university in Central Vietnam were investigated. A qualitative approach was utilised with data being collected through semistructured interviews and reflective journals from 12 novice English language lecturers. The findings show that the participants’ digital competence generally aligns with criteria and content regarding DigCompEdu framework, and all 12 lecturers integrating technology into their teaching practices for various purposes in nearly all the lessons. Several recommendations were suggested to enhance the novice teachers’ professional digital competence, including implementing systematic professional development programs, integrating a digital competence framework, and providing practical support.
CHINESE MAJOR STUDENTS' USE OF SEPARABLE VERBS
Verbs are very important words in Chinese language. Among them, separable verbs represents a unique grammatical phenomenon in modern Chinese. Learning and mastering separable verbs is important content, and forms a foundational knowledge that helps students achieve proficiency in Chinese. However, due to different views on separable verbs, the challenges in identifying, defining and distinguishing them from regular verbs have led to frequent errors in students' use. This article provides an in-depth analysis of the common errors students make when using separable verbs, explores the causes and proposes specific measures to address these isues. The aim is to improve teaching effectiveness and support students in mastering separable verbs.
STUDENT-ORGANIZED LANGUAGE GAMES IN SPEAKING PRESENTATIONS: A STUDY WITH EFL STUDENTS
This study investigates the perceptions of 50 second-year English major students at the English Faculty of a public university in Central Vietnam, regarding the integration of student-led language games into their oral presentation activities. Data were collected through a 5-point Likert scale questionnaire, followed by semi-structured interviews with 10 students in an English-speaking class. The findings reveal that language games were seen as effective tools for increasing audience engagement, encouraging peer interaction, enhancing motivation, and improving vocabulary acquisition. Nonetheless, challenges such as time constraints and inadequate instructional resources remain. To optimize the effectiveness of language games in language learning and teaching, the study recommends providing students with comprehensive training in designing, organizing, and facilitating language games as part of their oral presentations. This includes equipping them with practical strategies, examples of effective game formats, and guidance on integrating language learning objectives into game-based activities.
LANGUAGE ENDANGERMENT AND ENDANGERED LANGUAGES IN VIETNAM
By adopting an interdisciplinary approach, which is language-culturology, languageethnography/ anthropology, along with a sociolinguistic approach, the researchers based themselves on two main methods, namely field research methods of linguistics and expert interviews to comprehensively study the existence of 53 languages in Vietnam, evaluate the "vitality" of languages, thereby indicating ethnic languages that are in danger of extinction. The article presents six main reasons why ethnic languages in Vietnam fall into the endangered state, including: the ethnic communities’ needs for livelihood and economic development; the small ethnic minority population; ethnic groups living intertwined, creating quite strong language contact; the scattered living areas of ethnic minority residents; the suppression of vigorous languages; and the impact of the globalization wave. The article proposes measures to save endangered languages, including prioritizing socio-economic and cultural development, strengthening transmission, creating scripts, using minority languages in community activities, preserving folklore, and raising ethnic pride and awareness about language preservation.
CHALLENGES IN VOCABULARY LEARNING STRATEGY USE BY ENGLISH MAJORS
A rich vocabulary is crucial for English learners, yet first-year English majors often struggle with applying vocabulary learning strategies (VLSs). This mixed-methods study investigated VLS use among 100 first-year students at a university in Central Vietnam via survey and explored challenges and solutions through focus group interviews with 20 students. Findings indicate students face significant difficulties applying VLSs, particularly social and memory strategies. Key obstacles include learning specialized or lengthy words and limited long-term retention. Consequently, students suggested actively seeking opportunities to use new words in speaking and writing. Crucially, they emphasized the need to identify and apply VLSs suited to individual learning styles for effective vocabulary enhancement.
THE GENERIC STRUCTURE POTENTIAL OF AMERICAN PSYCHOLOGICAL ASSOCIATION’S TRANSACTIONAL CONVERSATIONS
This article explores the application of Halliday and Hasan’s Generic Structure Potential (GSP) framework. By analyzing 20 conversations through qualitative and quantitative methods, the study identifies the American Psychological Association’s transactional conversations following linearity with obligatory elements consisting of “initiating”, “presenting the topic", “main discussion”, “conclusion" and “call to action" which are complemented by optional elements such as “guest greeting", “specific concerns”, “theoretical implications”, and so on. These elements follow a logical sequence and allow for some iteration in the main discussion or serve to make the content comprehensible and engaging for any audience who are concerned about psychology topics, regardless of their prior knowledge of psychology. Analysis reveals the following overall GSP of the American Psychological Association’s transactional conversations: [<INT^PT>^(GG)]^[<MD>^{SC^PF^CS}^(ES^PA^MI^TI^FO)^↻]^[<CON>^<CA>]
RESEARCH ON VIETNAMESE OBJECTS: A STUDY COMBINING THREE KEY ASPECTS
Based on a theoretical framework incorporating syntactic, semantic, and pragmatic dimensions, this article explores Vietnamese objects, discussing their nature, components, and classification while distinguishing them from complements. This distinction aids learners in recognizing objects, which are often confused with complements. The article utilizes qualitative and quantitative analyses to improve reliability. Findings reveal that Vietnamese objects encompass nouns, pronouns, verbs, adjectives, verb-object phrases, subject-predicate phrases, appositive phrases, and locative phrases. They are categorized into three types: nominal objects, verbal objects, and adjectival objects.
USING OPEN EDUCATIONAL RESOURCES FOR SELFDIRECTED ENGLISH SPEAKING PRACTICE
This study investigates the feedback of English-major students regarding the use of open educational resources (OER) for self-directed English speaking practice. The research involved 150 English-major students in Central Vietnam and used questionnaires and semi-structured interview as data collection tools. The results show that using OER helps students improve various aspects of their speaking skills, such as pronunciation, grammar, and vocabulary, and overcome both linguistic and non-linguistic challenges in learning speaking skills. The study also identifies several challenges students face when using OER to practice speaking skills by themselves, including difficulties with self-regulation, confusion in selecting content suited to their proficiency level, and the lack of detailed feedback. These findings provide valuable insights for English speaking instructors, enabling them to provide better guidance, resources and encouragement for students to effectively utilize OER to practice English speaking skills.
A PROJECT-BASED LEARNING APPROACH TO TEACHING JAPANESE - VIETNAMESE TRANSLATION: AN EMPIRICAL STUDY
This paper focuses on presenting a project-based learning (PjBL) model for a Japanese-Vietnamese translation class for final-year students in the Japanese Language program at University of Foreign Language Studies, The University of Da Nang. With the aim to describe and quantify the actual effects of this application in the classroom, a questionnaire to assess students' experiences and perceptions of the PjBL classroom model was employed. The survey results revealed that the students highly recognized and appreciated the effectiveness of the PjBL model in translation courses, providing them with opportunities to experience real-world professional practice in the classroom, while simultaneously improving their collaboration, teamwork, creativity, critical thinking, public speaking, and autonomy in learning. However, there have still been some obstacles and challenges in translation courses using PjBL, such as difficulties in adapting to group members, challenges in implementing peer assessment, and large class sizes. Nevertheless, all participating students encouraged the continued expansion of courses using this method
DẠY VÀ HỌC CÁC HỌC PHẦN THỰC HÀNH TIẾNG VỚI SÁCH TIẾNG PHÁP INSPIRE 3: MỘT NGHIÊN CỨU ĐIỂN HÌNH
Đề tài tìm hiểu những thuận lợi và khó khăn của giảng viên và sinh viên tiếng Pháp trong quá trình dạy và học các học phần Thực hành tiếng 4 với sách tiếng Pháp Inspire 3. Phương pháp nghiên cứu chủ đạo của để tài là phương pháp điều tra bằng bảng hỏi. Khách thể nghiên cứu là sinh viên tiếng Pháp năm thứ hai đang theo học các học phần THT4 và giảng viên giảng dạy các học phần này. Kết quả nghiên cứu có mục đích cung cấp thông tin cần thiết về tình hình thực tế dạy học các học phần THT4 với sách Inspire 3, đồng thời đưa ra một số đề xuất, kiến nghị về cách thức tổ chức, phương pháp dạy học tiếng Pháp nhằm giúp sinh viên có thể tiệm cận với chuẩn đầu ra các học phần THT4 (tiếng Pháp bậc 4/6) cũng như nhà quản lý có cơ sở thực tiễn để cải tiến chương trình đào tạo.
LỖI SAI KHI SỬ DỤNG VĨ TỐ DẠNG ĐỊNH NGỮ: PHÂN TÍCH TRÊN DỮ LIỆU CỦA SINH VIÊN NGÔN NGỮ VÀ VĂN HOÁ HÀN QUỐC
Bài viết tập trung khảo sát việc sử dụng vĩ tố dạng định ngữ của sinh viên ngành Ngôn ngữ và Văn hóa Hàn Quốc. Qua việc thu thập bài viết, thống kê, xử lý và phân tích số liệu, nghiên cứu đã chỉ ra các lỗi sai phổ biến mà sinh viên gặp phải khi sử dụng vĩ tố dạng định ngữ ‘-(으)ㄴ’, ‘-는’, ‘-(으)ㄹ’. Bài viết đã nêu rõ rằng lỗi sai liên quan đến vĩ tố dạng định ngữ ‘-(으)ㄴ’ gấp đôi so với lỗi sai của các vĩ tố dạng định ‘-는’ và ‘- (으)ㄹ’, trong đó lỗi thay thế là nhiều nhất. Dựa trên kết quả khảo sát, bài viết đã đưa ra những lưu ý quan trọng khi dạy và học vĩ tố dạng định ngữ.
KOREAN-MAJOR STUDENTS’ PERCEPTIONS OF THE IMPLEMENTATION OF THE KOREAN SPACING RULE
The Korean spacing rule (띄어쓰기) is a crucial element that helps separate sentence components, ensuring clarity and coherence, and reflecting learners’ language proficiency in learners. However, it is also considered a complex rule with numerous exceptions. Accordingly, this paper investigates Korean-major students’ perceptions of applying spacing rules to the grammatical structures related to studies in the Ewha book series. Data was collected via online questionnaires from 100 third-year students majoring in Korean Language and Culture and then analysed using Excel software. It was found that although most students were aware of the importance of spacing rules and had relative understanding, only about 65% chose the correct answers in a multiple-choice test. Based on these findings, the author emphasizes the need for systematic teaching and improved student engagement with this complex rule.
FIRST-YEAR STUDENTS’ REFLECTION ON APPLYING THE BAWE CORPUS TO ENGLISH WRITING PRACTICE
This paper presents students’ reflection after using the open version of Sketch Engine tool, which provides free access to the British Academic Written English (BAWE) corpus to correct errors in paragraph writing. The study employs a combination of quantitative and qualitative methods through questionnaires and in-depth interviews to collect data. The data were analyzed using descriptive statistics in SPSS and qualitative analysis. The results show that most learners had a positive outlook on continuing to use the corpus in the future and perceived the corpus approach as beneficial for improving their writing skills and boosting their confidence in English writing.
AN ANALYSIS OF THE USE OF WRITING STRATEGIES AMONG STUDENTS OF DIFFERENT PROFICIENCY LEVELS
This article analyzes the differences in the use of writing strategies among student groups with varying proficiency levels (Good-Excellent, Average, Poor) after being taught these strategies. The study involved 81 third-year students from the French Department at University of Foreign Language Studies, the University of Da Nang. The research results demonstrate that students have increased their application of writing strategies in their learning process, attributed to both knowledge imparted and the encouragement received to utilize these strategies. This suggests that instruction in writing strategies fosters positive learning awareness and behaviors among students. However, the study also reveals a notable flexibility in writing strategy selection among the Average and Poor groups, in contrast to the tendency the Good -Excellent groups to concentrate on specific strategies. This indicates that the choice of writing strategies are influenced not only by proficiency levels but also by individual learning styles.
THE RELATION BETWEEN STUDENTS’ READINESS FOR SELF-DIRECTED LEARNING AND THEIR EMPLOYMENT OF MOBILE-ASSISTED LANGUAGE LEARNING
Mobile-Assisted Language Learning (MALL) continues to grow its importance in facilitating and making self-study more efficient for language learners. The application of MALL, however, depends very much on the learners’ attitudes towards technology employment and their levels of readiness for self-studying. To help provide statistical evidence on how learners’ motivation relates to their readiness for studying by themselves, this study examined how college-age language learners are using mobile affordances and whether these practices relate to the extent to which they are ready to self-direct their learning process. Participants were 467 students from year 1 to year 4 in a Bachelor of English programme and the data were collected through a validated 6-point Likert Scale questionnaire. Results from the t-test showed that the students are highly ready for self-directed learning (SDL). They are generally found to regulate their own learning process under instructors’ guidance. From Pearson analysis, there were positive correlations between the readiness for SDL and students’ constructs of motivation and their frequency of employing MALL respectively. It is suggested that MALL should be integrated more deeply into the curriculum to make the best use of technological developments in English language learning and provide students with more efficient and active self-learning opportunities.
EFFECTS OF TOP-DOWN APPROACH ON UPPER SECONDARY STUDENTS’ READING PERFORMANCE
This study aimed to determine the effects of top-down approach on an upper secondary students’ reading performance and explore students’ attitudes towards top-down approach in improving their reading skill. The participants of this study were 69 students, including 35 students in the experimental group taking top-down reading strategies and 34 students in the control group with conventional strategies. Reading comprehension test, summary writing test and a questionnaire were employed to measure students’ reading performance and students’ attitude towards their learning to read. The findings indicated that both groups gained a higher level of reading performance as well as a positive attitude toward reading. However, compared to the control group, the experimental group made a sharper increase in the reading comprehension. Additionally, the results of students’ summary writing revealed that the top-down reading strategies contributed to the students’ quality of summary writing. Thus, the study strongly recommended that top-down reading strategies should be frequently taught and used to improve students’ reading comprehension.
EFL TEACHERS’ PERCEPTIONS OF THEIR PRACTICES OF INTEGRATING CULTURAL KNOWLEDGE AND INTERCULTURAL COMPETENCE INTO THEIR LANGUAGE CLASSROOM TEACHING
This study examines high school teachers’ perceptions of their current practices in teaching cultural contents and intercultural communicative competence (ICC) in the Vietnamese context. The research focuses on the teachers’ perceptions of their practices of teaching knowledge of culture and ICC to the high school students by means of their report. The study was conducted with the participation of 60 EFL high school teachers from the Mekong Delta region using the questionnaire. For qualitative data, 06 participants were interviewed to gain further information about the ways that the teachers used to teach these contents in their teaching settings. The findings provide valuable insights into establishing ICC in high-school EFL teachers and serve as a reference for future research.
TEACHERS’ PERCEPTIONS ON ELEMENTS OF INTERCULTURAL COMMUNICATION IN HIGH SCHOOL ENGLISH TEXTBOOKS
In the transcultural and transnational settings, intercultural communication (IC) via English as a lingua franca (ELF) has received much attention, especially in English language teaching. Consequently, English textbook designers have been aiming at integrating IC elements into textbook contents. This paper presents a critical evaluation on such elements in the currently used English textbooks at high school in Vietnam from the perspectives of high school teachers in a province of Central Vietnam. Findings reveal that teachers are generally positive about the IC-related knowledge embedded in the textbooks. However, they believe that the textbooks lack resources to develop learners’ intercultural skills, attitudes and awareness. Results also show that teachers’ opinions are divided on whether the inclusion of ELF-based information and practice in the textbooks is necessary. Based on the findings, practical implications are drawn for future IC-integrated textbook design, teaching practice, and teacher training programs.
THE IMPACTS OF VIDEO PROJECT ASSIGNMENTS ON UNIVERSITY STUDENTS’ SPEAKING SKILLS
In recent years, there has been a growing trend of incorporating technology into education, particularly through video project assignments. These assignments offer students the opportunity to utilize multimedia elements, such as visuals, audio, and non-verbal cues, to enhance their language proficiency. However, there has been limited research on the impacts of video project assignments in improving university students’ speaking skills. Therefore, this quantitative experimental study aims to investigate the impact of video project assignments on the speaking performances of 50 English-majored second-year students. The researcher conducted a pre-test and a post-test to assess the students’ speaking competence, using the rubric for evaluating speaking performances based on Cambridge English: PET Assessment Commentary and Marking Guidance. The collected data were analyzed using IBM SPSS Statistics version 27. The results indicate a significant improvement in students’ oral performances. These findings aim to provide teachers with a reliable reference for integrating video project assignments as homework or classroom activities to enhance students’ speaking abilities
Satisfaction, feedback, program of Japanese education for non-majors
This study assessed the alignment between students' intelligence profiles and multiple intelligences-based activities integrated into the textbook. The research involved active participation from 60 10th-graders at a upper-secondary school in Phu Yen province. Data collection utilized the MI profile inventory, an assessment tool based on a 5-point Likert scale. Additionally, the activities presented in the current textbook used (English 10 - Global Success) were thoroughly analyzed. All collected data were processed using both quantitative and qualitative methods, employing descriptive statistics and SPSS software for analysis. The findings revealed both alignment and disparity. While some intelligences were similar, such as Logical-Mathematical and Intrapersonal, others like Verbal/Linguistic, Visual/Spatial, Interpersonal, Bodily-Kinesthetic, Musical, and Naturalistic showed significant differences. This underscored the need to accommodate diverse learning styles and intelligences in English language instruction for a more effective learning environment. The research also proposed improving students' language skills by integrating multiple intelligences and providing activities crafted from the perspective of MI theory
THE STUDENTS’ FEEDBACK ON TRAINING QUALITY OF THE PROGRAM OF JAPANESE EDUCATION FOR NON-MAJORS AT UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES, HUE UNIVERSITY
The article reports the results of the current situation of teaching and learning the program of Japanese education for non-majors at University of Foreign Languages and International Studies, Hue University based on learner’s feedback on three aspects: training program content, lecturers and satisfaction. The study used quantitative methods collected through questionnaires with the participation of 93 students studying non-Japanese majoring in foreign languages. The results show that students are basically satisfied with the curriculum and the lecturers. However, there are also many feedbacks contributing to the program’s perfection. This is the basis for the Japanese Language and Culture Department to improve the non-Japanese language training program to better suit the needs of learners.