Vietnam Journal of Education

Applying Cognitive Linguistics to Enhance Vietnamese English-Major Undergraduates’ Learning of English Modal Verbs

Anh Kim Hoang — 2025-03-31

English modal verbs (EMV) have long been regarded as a challenge for English as a Foreign Language (EFL) learners, partly due to the widely used conventional speech act teaching method. The Cognitive Linguistics approach, which is believed to offer a more systematic explanation of English modals, has been introduced and applied to the teaching of English modal verbs in various international contexts. In this study, the researchers aim to investigate the perceptions and attitudes of Vietnamese EFL learners toward the application of Cognitive Linguistics at the tertiary education level, and whether this approach can improve their performance in using modal verbs through a Cognitive Linguistics intervention. To achieve the research objectives, two tests (pretest and post-test), questionnaires, and semi-structured interviews were conducted with 18 Vietnamese English-major undergraduates. Analyzed using SPSS 26, the research findings revealed a significant improvement in the students’ performance in using English modals following the intervention. Additionally, the participants reported that the systematic explanation of modal verbs enhanced their ability to distinguish between social and logical functions of EMV more effectively than traditional methods. Ultimately, this study provides valuable insights into the perception of modal verbs among Vietnamese EFL learners, with implications for English language teaching and curriculum design.

Transforming TESOL Practices through Cognitive Psychology: A Collaborative Action Research Study on Working Memory and Growth Mindset

Ha Thanh Le — 2025-03-31

The current collaborative action research investigates the application of cognitive psychology principles in enhancing language learning in secondary English classrooms. It emphasizes how teachers, with a better understanding of cognitive processes, can implement strategies informed by cognitive psychology to improve student learning outcomes. Focusing on a single teacher and a cohort of secondary school learners in Grade 7 over the course of one semester, the study integrates action research in promoting teacher critical reflection. Cognitive and educational psychology principles are translated into practical strategies related to course planning, syllabi, lead-in activities, feedback, and learning-focused assessments. The findings suggest that teacher understanding about cognitive and educational psychological factors such as attention, working memory and growth mindset can play a critical role in enhancing language learning. For students, these strategies lead to improved engagement, greater agency and test anxiety alleviation. For the teacher, a deeper understanding of cognitive principles provides greater control over the teaching process and facilitates the development of effective teaching strategies. This research underscores the critical and practical role of collaborations between researchers and TESOL practitioners in comprehending cognitive factors to effectively implement learner-centered teaching methods and activities, thereby cultivating a highly responsive and impactful learning environment.

Using Genre-based Approach to Teach Business Email Writing in a Vietnamese University: Making Complaints

Lan Mai — 2025-03-31

To equip students with necessary skills to join the global labor force, various ESP/ EOP courses have been provided in Vietnamese universities aiming at enhancing students’ business correspondence writing ability. As part of such an attempt, this action research study employs genre-based approach in teaching EFL business writing and investigates its effectiveness. Particularly, a system of moves and steps was utilised in the modelling stage to reinforce the generic structure of students’ complaint emails. Data were collected through pre-test, middle test, post-test and a questionnaire to assess students’ writing progress and their attitudes toward the teaching approach. The results show that the genre-based approach fosters students’ writing competency, the teaching moves and steps support them to better grasp the target mail’s structure. The students also made better choices of linguistic features in writing though they still needed more time to express their ideas really flexibly. The findings also highlight students’ positive reactions to the genre-based approach application. This study provides compelling evidence for both the pedagogical value of this approach and areas requiring continued attention in EFL writing instruction.

Using TV Shows to Improve Grade 10 Students’ English Listening Comprehension at a High School in Hanoi: An Action Research Project

Thuoc Hong Tran — 2025-03-31

Motivated by the challenges Vietnamese high school students face in understanding authentic spoken English, this study investigated the integration of TV shows into Grade 10 English lessons at a high school in Ha Noi. Many high school students struggle with listening comprehension due to limited exposure to natural speech, varied accents, and real-world conversations. Traditional methods often rely on scripted dialogues, which do not fully prepare learners for authentic communication. This study followed an action research framework, incorporating planning, implementation, observation, and reflection over an eight-week period with 30 participants. A mixed-methods approach was employed to evaluate improvements in students’ listening comprehension and examine their attitudes toward this method. Data were collected through pre- and post-tests, surveys, and interviews to evaluate improvements in listening comprehension and student attitudes. The findings showed significant progress in students’ ability to understand main ideas, recognize specific details, and interpret different accents, indicating an overall improvement in listening comprehension. Additionally, students expressed positive perceptions of TV shows as an engaging and motivating tool for language learning. This research contributes to the application of multimedia in English education and provides insights tailored to the Vietnamese high school context.

Teachers’ Perceptions of Culturally Responsive Teaching in International Programs in Vietnamese Higher Education

Phuong Minh Luong — 2025-03-31

This article explores teachers’ perceptions of culturally responsive teaching (CRT) within international programs in Vietnam’s universities. In-depth interviews were conducted with 26 teachers from 13 international programs across 8 universities. The thematic analysis of the qualitative data revealed three key themes: promoting cultural diversity and ecosystem-based teaching approaches; contextualising curricula, teaching approaches, assessments and learning environments to ensure the relevance of international programs for students; and fostering equal positions between Vietnamese and foreign teachers, as well as between students in international and mainstream programs. These findings offer valuable insights for stakeholders in Vietnam’s higher education system, highlighting the need to support educators’ professional development in applying CRT effectively within a highly internationalised education.

Exploring Vietnamese Pre-Service Teachers’ Knowledge, Attitudes, Beliefs, and Teaching Intentions Regarding Climate Change

Thao Phuong Nguyen — 2025-03-31

Climate change presents significant global challenges and is a top priority for many countries, including Vietnam, in achieving sustainable development goals. Teachers’ perceptions of climate change strongly influence their teaching and ability to inspire students to take actions. This study examines the knowledge, attitudes, beliefs, and teaching intentions of Vietnamese pre-service teachers regarding climate change through a survey of 468 participants from teacher education institutions nationwide. Research findings reveal that while pre-service teachers have some understanding of climate change, their knowledge remains limited. Although most express a willingness to act, their beliefs about climate change are often ambiguous and inconsistent. This study represents the first large-scale survey in Vietnam on this topic, providing implications for teacher education programs. Specifically, integrating climate change education as a mandatory course or shared module, incorporating experiential learning, ensuring access to updated research, and enhancing institutional support are crucial for strengthening pre-service teachers’ knowledge and confidence in educating about climate change.