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The use of mother tongue to teach a second language has been a controversial issue in the field of second language acquisition. This study aims to compare the effectiveness of using mother tongue (Vietnamese) to teach a foreign language (English) under the pressure of the implementation of an English-only policy at the tertiary level in Vietnam where English is taught as a foreign language. The mixed-methods approach was conducted to contrast the perspectives of 11 teachers participating in semi-structured interviews, and 255 students answering 5-point Likert scale questionnaires. These research instruments were carefully designed by the researchers adopting the factual and behavioural criteria proposed by Dörnyei and Taguchi (2009). The results show that the minimal use of Vietnamese is utilized as a necessary pedagogical tool to teach English. The empirical results propose that the English-only policy can be effective if the actions such as more English learning time, English entry tests, English materials and teaching aids with techno-facilities are seriously taken into consideration. To adopt the English-only policy in EFL classes, school administrators have to renovate the foreign language regulations while teachers must adapt their teaching methodology to meet the requirements of the learner-centered approaches.

Purpose: The study aimed to determine the influence of factors on job satisfaction and the relationship between satisfaction, organizational culture, and the organizational commitment of lecturers at universities in Ho Chi Minh City. Design/Methodology/Approach: This was a quantitative study in which the authors compile theories, analyze and synthesize scales for research concepts, and propose research models. The online survey collected 532 answer sheets from professors and lecturers from universities in Ho Chi Minh City, of which 525 were valid and included in SmartPLS 3 to evaluate the validity and reliability of the scale and to analyze the relationship among the concepts in the suggested model. Findings: The results show that several factors significantly impact employee satisfaction in the field of education, such as job promotion, leadership or supervision, working environment, income, and the job itself. In addition, both satisfaction and organizational culture impact organizational commitment. The study's findings have implications for educational institutions, lecturers, policymakers, researchers, and funding agencies. They highlight the importance of factors like leadership development and organizational culture in enhancing job satisfaction and commitment among lecturers, offering valuable insights for improving the educational environment in Ho Chi Minh City and beyond. Originality: The results aligned with previous studies presented in the literature section. However, this study revealed some specific characteristics of lecturers in universities in Ho Chi Minh City, Vietnam, where lecturers focused on personal development but were committed to the organization via job satisfaction and culture. Doi: 10.28991/ESJ-2023-SIED2-021 Full Text: PDF

Classroom management incorporates academic achievement, as well as social, emotional, collaborative, and characteristic development, which requires teachers to make good intellectual work possible. This study was aimed at investigating differences between novice and experienced teachers' perceptions of classroom management in terms of person, instruction, and discipline dimensions. The descriptive, quantitative research was conducted at a higher education institution as a case study, which involved 175 teachers basing on Slovin's formula when selecting the population. The results indicate that there is no difference when compared the respondents' age with the classroom management styles. However, novice and experienced teachers do not have their perceptions in common in the ways they manage their classes. The findings would supplement some implications for adjusting the teacher training programs in that novice teachers should spend more time on teaching practicum, internship, apprentice, and classroom observation to gather more hand-on experience from experienced teachers. [ABSTRACT FROM AUTHOR]