Hue University Journal of Science: Social Sciences and Humanities

EXPLORING EFL STUDENTS’ PERSPECTIVES ON INTEGRATING GEMINI AI CHATBOT’S IN ACADEMIC WRITING COURSES

Thi Thanh Thao Tran, Thi Xuan Lien Cao, Van Huy Nguyen — Wed, 15 Jul 2026 00:00:00 +0700

This study investigates Vietnamese university students’ perceptions of the benefits and challenges associated with the use of the Gemini AI chatbot in EFL academic writing. The participants were 170 second-year English majors with intermediate English proficiency who took part in a 15-week blended instructional intervention. Data were collected through questionnaires and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. The findings indicate that students perceived substantial benefits from Gemini, particularly in cognitive domains such as idea generation, essay organization, and vocabulary development, as well as in affective dimensions, including increased writing confidence and reduced anxiety. In addition, the chatbot’s ease of use and accessibility were rated highly, suggesting that its user-friendly interface facilitated engagement in the writing process. Nevertheless, several challenges emerged. AI-related issues included output that exceeded learners’ language proficiency levels, limited explanatory feedback, and occasional communication difficulties. Student-related challenges involved an over-reliance on the chatbot, diminished learner autonomy, and difficulties in critically evaluating AI-generated feedback. To mitigate these issues, the study recommends explicit instruction in effective prompt formulation, the adoption of blended feedback models that integrate AI-generated and teacher-provided feedback, and pedagogical activities designed to foster learner autonomy and critical engagement with AI support. Despite certain limitations—such as reliance on self-reported data and the absence of longitudinal analysis—this study underscores the potential of Gemini as a supportive tool in EFL academic writing instruction. Future research should examine its long-term effects, explore optimal combinations of AI and teacher feedback, and investigate the applicability of AI-assisted writing tools across diverse educational contexts.

SEMANTIC PREFERENCE IN “DIARY OF A WIMPY KID”

Truong Bach Le, Do Truong Nhat Thinh — Wed, 15 Jul 2026 00:00:00 +0700

This paper reports on part of a study investigating how the representation of the father character, Frank Heffley, is constructed through semantic preference in the first five volumes of the Diary of a Wimpy Kid series by Jeff Kinney. By using concordance analysis to analyze corpus data with the use of Sketch Engine, the study identifies semantic preference reflecting recurring themes associated with this parent. Results reveal six key themes which illustrate Frank Heffley as a complex figure who is caring and protective but also strict, and occasionally disconnected from his children due to generational differences. The paper concludes by proposing practical implications for English language study, English language teaching and literary analysis.

BRIDGING THEORY AND PRACTICE: HOW TEYL GRADUATES APPLY UNIVERSITY LEARNING IN THEIR TEACHING CAREERS

Thi Thuy Trang Ho — Wed, 15 Jul 2026 00:00:00 +0700

The transition period from pre-service into in-service teachers has always been a challenging time for novice teachers as it exerts significant impacts on their retention and attrition. Against this backdrop, the current study delves into the effectiveness of the Teaching English To Young Learners (TEYL) training program at a regional university in Vietnam. Employing a mixed-methods approach, the research aims to examine the core competencies acquired during university education and their applications to practical teaching by the graduates. Analyzing results from graduates’ surveys and interviews, the research pinpoints the existing gaps between the program design and the realities of the teaching profession. Results of the study provide provocative insights for future curriculum improvement and adaptation to ensure that the current training program better prepares for their future profession and promotes their retention in particular and enhances teaching quality and learner outcomes in general.

DEVELOPING LEARNING MATERIALS FOR SPECIALIZED ENGLISH: THE CASE OF TRANSLATION FOR TOURISM

Thi Lien Huong Vo, Vu Khanh Nguyen, Khanh My Truong — Wed, 15 Jul 2026 00:00:00 +0700

This study was part of a larger project that analyzed the needs from stakeholders to develop a translation textbook for students specializing in English for tourism. The study was intended to collect evidence for a model of materials development, which focused on real-life examples. The study adapted three steps suggested by Borg and Gall (1983), namely, information collecting, planning, and developing preliminary form of product. Five lecturers and 30 third year students of the English Language Studies program, minoring in English for Tourism, at a university in central Vietnam, participated in this study. The data was collected via semi-structured interviews and focus group interviews. The findings showed that both lecturers and students wished to have an independent course in translation for tourism and the learning materials that displayed a clear topic, and a wide range of topic-related vocabulary, structures and text types. Specifically, the lecturers were concerned about a consistent classroom procedure, where both knowledge of language and tourism, and translation skills were promoted. Meanwhile, the students were interested in the authentic materials that they would probably encounter while working in the tourism industry. Based on the findings, the study suggested a model of adapting materials for a textbook titled ‘Translation for Tourism’ intended for EFL students specializing in English for Tourism.

SOCIAL POWER AND STRATEGIES OF COMPLAINT AND COMPLAINT RESPONSES IN VIETNAMESE: A STUDY OF UNIVERSITY STUDENTS IN THE MEKONG DELTA REGION

Thai Hong Ly, Thuy Ho Hoang Nguyen — Wed, 15 Jul 2026 00:00:00 +0700

The current study investigated the complaint and complaint response strategies employed by native Vietnamese university students with a focus on examining the relationship between social power and their choice of politeness strategies to make complaints and respond to complaints in the Vietnamese academic context. This research adopted a mixed-methods approach that integrated quantitative data from Discourse Completion Tasks (DCTs) and qualitative data from introspective interviews. 150 native Vietnamese participants from four universities in the Mekong Delta region were involved in the research to elicit answers for 12 scenarios in DCTs, and seven of them participated in semi-structured interviews, providing data about their perception and experience. The result of this study showed that Vietnamese students utilized a wide range of complaint and complaint response strategies and varied their choice of strategies across different social power contexts. Their strategic choice heightened the importance of politeness and indirectness among Vietnamese students to maintain harmony and avoid conflicts. To make complaints, Vietnamese students significantly favored Request strategies in all social power situations, and to respond to complaints, constructive and reparative strategies such as Suggesting Alternatives and Agreeing to Change Behavior were highly frequently used. When interacting with peers, Vietnamese students were more direct, but when addressing those with higher power, they opted for indirectness. The findings of this study have significant implications for language teaching and intercultural training for students in the Vietnamese context.

ANALYZING AN ENGLISH CURRICULUM TOWARDS PROPOSING A FRAMEWORK FOR DEVELOPING AN ESP CURRICULUM FOR VOCATIONAL COLLEGES

Thi Quynh Nhu Ho — Wed, 15 Jul 2026 00:00:00 +0700

This study analyzes the current English curriculum with the aim of proposing an adapted framework for developing English for Specific Purposes (ESP) curricula suitable for vocational students in central Vietnam. The methodology primarily employed a mixed-methods approach, including document analysis of existing English curricula, course materials, placement tests, and relevant educational policies of the investigated vocational institution. This analysis aimed to assess the extent to which the current curriculum aligns with the specific vocational requirements of the learners. Findings revealed a significant gap between the current curriculum and the contextual demands of vocational training. Notably, the study indicated that the currently used materials inadequately address industry-specific terminology, authentic communication skills, and real-world application scenarios. The findings signified a critical need for a revised approach to English curriculum development that better addresses the real-world language needs of vocational students in central Vietnam.

SPEECH ROLES IN THE SHORT STORY “THE BROTHERS” AS SEEN FROM INTERPERSONAL METAFUNCTION IN SYSTEMIC FUNCTIONAL LINGUISTICS

Thanh Tin Nguyen, Nhan Thanh Le — Wed, 15 Jul 2026 00:00:00 +0700

This study analyzes the speech roles in Louisa May Alcott’s short story “The Brothers” using the interpersonal metafunction framework in Systemic Functional Linguistics (SFL) by Martin and Rose (2007). The research addresses the question: What are the speech roles in the story’s conversations? The qualitative analysis of eight conversations in the short story reveals that Statement dominates, followed by Question, Command, Offer, and Exclamation. Unique cases such as intertwined speech acts, far-apart complementarity, and complex moves highlight the challenges of applying this framework to prose. The findings demonstrate the framework’s utility in analyzing literary dialogues, emphasizing the relationship between speech roles and their linguistic expressions. This study contributes to SFL-based discourse analysis and provides a reference for future research on speech roles in literary texts.

EFL STUDENTS' PERCEPTIONS OF PEER SCAFFOLDING IN THE THREE STAGES OF ESSAY WRITING

Van Huong Nguyen — Mon, 27 Jul 2026 00:00:00 +0700

This study examines peer scaffolding in the process of writing academic essays by EFL university students in three stages: pre-writing, while-writing, and post-writing. The research employs a mixed-methods approach, with 150 students completing a structured questionnaire and 20 students participating in in-depth interviews. Grounded in Vygotsky’s Sociocultural Theory (SCT) and the concept of the Zone of Proximal Development (ZPD), the findings from the questionnaire suggest that peer scaffolding is perceived as a valuable tool for enhancing academic writing skills. In the pre-writing phase, students highlighted the benefits of peer collaboration for generating idea, clarifying writing prompts, and enhancing vocabulary and grammar. During the while-writing phase, peer support contributed to improving essay structure and vocabulary, although challenges with time management were noted. In the post-writing phase, peer feedback was crucial for refining drafts, correcting language errors, and fostering self-editing. Data from the interviews further support these findings, revealing that students value peer scaffolding not only for its cognitive benefits but also for its emotional and motivational support. This study’s findings provide suggestions related to the roles of peer scaffolding in promoting cognitive, emotional, and social development in EFL students’ academic writing

FACTORS MEDIATING EFL STUDENTS’ READINESS AND IMPLEMENTATION OF SELF-DIRECTED VOCABULARY LEARNING VIA MOBILE ENGLISH LEARNING RESOURCES

Thi Diem Thi Nguyen, Le Pham Hoai Huong — Mon, 27 Jul 2026 00:00:00 +0700

This study investigates factors mediating Vietnamese EFL students’ readiness and implementation of self-directed learning (SDL) of vocabulary through mobile English learning resources (MELR) in Sociocultural Theory (SCT) perspectives. Adopting a mixed-methods approach, the study collected quantitative data from 388 undergraduates via a survey measuring SDL readiness and perceived factors impacting students’ SDL of vocabulary. Qualitative data included student learning journals and follow-up interviews. Results indicate that the learners exhibit high readiness, motivation, and moderate autonomy in vocabulary learning, with motivation being the strongest SDL component. Besides, students’ actual vocabulary learning practices are significantly mediated by such factors as technological access, social support, and content relevance, highlighting the interdependence between individual agency and contextual affordances. However, challenges such as time management, limited access to quality resources, and lack of contextual alignment hinder sustained engagement. Analysis of qualitative data reveals that students use diverse MELR (e.g., flashcard apps, dictionaries, videos), demonstrate selective strategy use, and benefit from peer or teacher support. Findings underscore the importance of sociocultural mediation in SDL and highlight the need for pedagogical support and accessible, context-appropriate mobile tools to enhance autonomous vocabulary learning beyond the classroom.

PRIMARY TEACHERS’ ATTITUDES TOWARDS CLIL INTEGRATION IN FAMILY AND FRIENDS TEXTBOOK SERIES

Nguyên Thi Thanh Hao, Le Thi Thanh Hai — Mon, 27 Jul 2026 00:00:00 +0700

This study surveyed the attitudes of 119 primary English teachers in Southern Vietnam towards the integration of the Content and Language Integration (CLIL) approach through the Family and Friends National Edition. A mix method was used; data were collected through a 24-item questionnaire based on the 4Cs framework (Content, Communication, Cognition, Culture) and analyzed according to the ABC model (Affective, Behavioral, Cognitive), combined with semi-structured interviews. The quantitative results showed that teachers generally had positive attitudes towards the CLIL approach, demonstrated by high Mean values in all three components, but there was still a certain variation between groups of teachers, reflected by high SD indexes. Qualitative data revealed three key themes that influenced teachers’ attitudes and readiness for implementation: (1) the attractiveness and relevance of CLIL topics, (2) teachers’ scaffoldings and their emphasis on the four pillars (4Cs) and (3) issues related to policy and implementation. The findings showed that teachers’ attitudes were closely linked to the feasibility of CLIL implementation; in particular, the sustainability of integration depended on ongoing professional development, clear pedagogical guidance, and appropriate institutional support from management.

DIMENSIONS OF LEARNER SATISFACTION WITH CHATBOT-HUMAN INTERACTION IN EFL SPEAKING PRACTICE

Hien Ho Thi, Nguyen Quang Ngoan , Nguyen Van Huy — Mon, 27 Jul 2026 00:00:00 +0700

AI voice chatbots (AVCs) have been increasingly integrated in teaching and learning speaking due to their potential benefits for language learning. Current studies have mainly examined the impacts of AVCs on learners’ speaking performance and affective factors. Research on learner satisfaction with chatbot-integrated learning experiences remains scarce. This study aims to explore Vietnamese university students’ satisfaction with chatbot-human interaction across three dimensions, including language experience (LEX), design experience (DEX), and user experience (UEX) as guided by the chatbot-human interaction satisfaction model (CHISM). A quantitative research design was conducted with 80 EFL students who engaged in conversations with ChatGPT as a speaking partner over 8 weeks in a classroom setting. Data were collected through a questionnaire, and descriptive and inferential statistical analyses were employed using SPSS. The findings revealed that learners were highly satisfied with the chatbot-generated language, chatbot design, and overall learning experience. In addition, Pearson correlation results indicate a strong, positive association among the dimensions. The study contributes empirical evidence to the body of literature on learner satisfaction with chatbot-human interaction in speaking practice.

PROMINENT TENDENCIES IN CONFUCIAN STUDIES IN VIETNAM DURING THE FIRST HALF OF THE 20TH CENTURY

Nguyen Viet Phuong, Duong Xuan Ngoc Ha — Mon, 27 Jul 2026 00:00:00 +0700

This article provides a systematic overview of the intellectual landscape of Confucian studies in Vietnam during the first half of the 20th century. By categorizing diverse scholarly orientations, ranging from the apologetic tradition and the resurgence of Yangmingism to the Marxist reinterpretation of Confucianism, the paper elucidates a profound epistemological shift: the deconstruction of Confucianism as a state orthodoxy and its reconstruction as an object of academic inquiry. By examining representative figures and their seminal works, notably Phan Bội Châu, Trần Trọng Kim, and Đào Duy Anh, this study highlights how distinct interpretive frameworks emerged to bridge the gap between tradition and modernity. On one hand, this transition underscores the historical particularity of Vietnamese Confucianism in comparison to other East Asian nations; on the other, it recontextualizes the role and status of Confucianism within the broader trajectory of Vietnamese intellectual history.

EFL STUDENTS’ PERCEPTIONS OF ICT–SUPPORTED COLLABORATIVE WRITING ACROSS DIFFERENT GENRES OF ESSAYS

Nguyen Thi Thanh Ha, Nhung Pham — Mon, 27 Jul 2026 00:00:00 +0700

This qualitative research explores EFL learners' perceptions of ICT-supported collaborative essay writing on three different types of essays, specifically descriptive, cause and effect, and comparison. In-depth, semi-structured interviews with ten English-major students revealed that although ICT tended to promote collaboration and writing process, there is a significant difference among students' experiences to specific writing genres. Descriptive essays, in which interaction was more detailed and supported by peers, and cause-effect essays exhibited a superior logical format. Greater confidence in critical assessment was found in comparison essays. Such problems as digital fatigue and resource access were also noted. While these results confirm the significance of integrating ICT in a genre- and learner needs-based approach, differentiated instructional strategies have also shown to bring about positive impacts on genre-specific writing skills among EFL learners.

EFL TEACHERS’ PERCEPTIONS OF CODE-SWITCHING FUNCTIONS AND EFFECTS IN GENERAL ENGLISH CLASSES

Nguyen Pham Thanh Van, Huynh Thi Long Ha — Mon, 27 Jul 2026 00:00:00 +0700

This exploratory study investigated how EFL teachers perceived the functions and effects of code-switching in General English (GE) classes at a tertiary institution in Vietnam. Data were collected through a 5-point Likert scale questionnaire completed by 34 teachers and in-depth interviews with five selected participants. The findings reveal that the teachers viewed code-switching as a purposeful pedagogical tool to support students’ language learning and facilitate classroom communication. They reported using code-switching to construct knowledge, manage classroom interactions, and provide emotional support. The teachers expressed positive attitudes toward code-switching in both instructional and interpersonal contexts, emphasizing its practical value in enhancing comprehension and engagement. The study suggests that code-switching is a meaningful and effective strategy in General English instruction and should be acknowledged in teacher training programs to better support EFL teaching in similar contexts.

FORMATIVE ASSESSMENT FOR NON-ENGLISH MAJOR STUDENTS IN EFL CLASSROOMS

Nguyen Thi Hong Duyen, Viet Dao Nguyen — Tue, 28 Jul 2026 00:00:00 +0700

In the implementation of the National Foreign Language Project for the period 2008 – 2020, now extended to 2025 in Vietnam, level 3/6 - VNFLPF (B1- CEFR) has been set as the learning outcomes for non-English major students. The implementation of this policy has brought about reforms in the general English curriculum, teaching materials, and assessment practices, which aimed at achieving the required learning outcomes. This paper reports the findings from an investigation into EFL teachers’ formative assessment practices of assessing non-English major students in a city in Central Vietnam using interviews, classroom observations and assessment samples. The study reveals some formative assessment tools commonly used by EFL teachers and factors affecting EFL teachers’ formative assessment practice. From the findings, practical suggestions on formative assessment practices are made with the hope of providing a valuable basis for both teaching and learning improvement.

THE DEVELOPMENT OF EFL STUDENTS’ BEHAVIORAL ENGAGEMENT ACROSS TASK-BASED READING LESSONS

Thi Minh Ngoc Nguyen — Wed, 29 Jul 2026 00:00:00 +0700

Sustaining students’ behavioral engagement across lessons remains a challenge in English as a Foreign Language (EFL) classrooms. This study investigates how EFL students’ behavioral engagement develops across a sequence of task-based reading lessons and identifies key indicators of this engagement. Adopting a longitudinal mixed-methods design, data were collected from 66 Vietnamese university students through repeated questionnaires and follow-up interviews across five reading tasks. Quantitative results revealed a significant upward trend in behavioral engagement over time, with engagement increasing after the initial tasks and remaining high in later ones. Qualitative analysis identified three interrelated indicators of behavioral engagement: sustained focus, persistent task completion, and context-sensitive fluctuations in effort. The findings indicate that behavioral engagement is dynamic and develops through repeated task participation rather than remaining a fixed learner characteristic. The study highlights the value of structured and well-sequenced task-based language teaching (TBLT) in supporting sustained behavioral engagement in EFL classrooms