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The Covid 19 outbreak has had a significant impact on all aspects of life, including the economy, society, and security. This transformation cannot be avoided, especially in education. It made it difficult for employees and students to go to work and school. Many schools attempted to discover strategies to enable continuity of teaching and learning in such a case to secure the safety of students and instructors during the lockdown period. During the Covid 19 outbreak, practically every school in Vietnam and the Ho Chi Minh University of Food Industry changed their learning and teaching methods from the traditional face-to-face manner that learners were used to to a new knowledge approach - online learning or E-learning. From this perspective, technology can be viewed as the primary and most effective means of assisting teachers and learners. However, not all students will feel comfortable with this learning technique because it is new to them, and not all students will have good facilities and good wifi, to begin with. In such as situation, this study was conducted to determine how satisfied non-English-majored Hufi students are with online learning. Participants were HUFI students taking part in online courses during the Covid 19, and a link to an online google form questionnaire was sent to them. Results indicated that there were more disadvantages than advantages to online classes. The survey data can support filling a funding gap in designing a quality online lesson that will improve students' performance and happiness.

The origins and effects of anxiety in learning English speaking skills are explored in this research report. Because the study's focus was on the affective aspect of young learners experiencing mental and physical changes, 150 students and four speaking teachers at the College of Electro-Mechanics, Construction and Agro-Forestry of Central Vietnam (CECAC) were chosen as participants in this research. This study was conducted using quantitative and qualitative data collection approaches, which were complimentary. The data collected from the two methods reveals that the reasons for posing inhibition among the students come from themselves, their teachers, and other sources as well. Anxiety, an affective factor, was noticed to interfere significantly with the outcome of students' performance in speaking classes. To help the students become less inhibited, suggestions for employing strategies were also put forward for students and local teachers to help reduce speaking anxiety.

Chinese existential sentences denote “somewhere appears, exists or disappears something or someone” (someone or something exists, appears or disappears somewhere). This paper comes from the perspective of semantics and syntax to analyze and find out more about the existential sentences of Vietnamese with English and Chinese, and compares the similarities and differences of the three components “component of place”; “verb indicating the existence”; the "existence subject" of the three languages. The paper has applied the cognitive theory of spatial relationships to explain the different orders of existential sentences in these three languages. The paper goes one step further with the preliminary study of existential sentences in Japanese, Korean, and Thai, and finds that Eastern languages ​​can use the form of existential sentences to express two meanings: one is “in somewhere exists something”; and two is “in somewhere is lost something”, but Indo-European English cannot use the form of the existential sentence to express the idea “in somewhere is lost something”.

The purpose of this research is to investigate the association between system, information, service quality, perceived ease of use, perceived usefulness, and learner satisfaction with e-learning in Vietnam during the Covid-19 era. The research collected 612 answers from current law students at Ho Chi Minh University of Law using a questionnaire-based survey and sampling by convenience. To validate the hypotheses, structural equation modeling was used. Except for the association between system quality and learner satisfaction, all quality factors were shown to positively impact learner satisfaction. In addition, the present research demonstrated that perceived usability and value moderate the link between quality and students' partial and complete satisfaction. This is the first research to examine the relationship between perceived ease of use, perceived usefulness, and student happiness in a platform-based setting. In addition, this research has major implications for education administrators who want to successfully retain students by bolstering the elements that contribute to student satisfaction with online learning.

The purpose of this study is to examine the efficacy of the 'Translation' course at the Ho Chi Minh City University of Food Industry from the English-majored students' perspectives via in-depth interviews. From the interviews data of 12 students, a critical evaluation was carried on to find out students' perceptions on different aspects of the course, including how they felt about the translation course, the difficulties they encountered throughout the course, what they thought about the teaching activities applied in the course as well as their expectations to improve the course. This study discovered that the lack of vocabulary, weak grammar and sentence structures, and not understanding the implied meaning of different contexts were their biggest challenges. In most students’ opinions, they supposed that group work and e-portfolio were effective activities. The students were generally satisfied with the quality of the subject and suggested some viable recommendations to improve this course in the future.

The COVID-19 pandemic has forced education systems worldwide to switch all learning and teaching to the virtual platform since late 2019. This swift transition has a certain impact on students' engagement during their online classes. Studies propose that online learning engagement, as a multidimensional construct, is affected by online connectivity and peer or teacher support. However, little has been done, specifically in the context of higher education in Vietnam, to study the influence of each factor separately. In pursuit of filling this gap, four focus group discussions are conducted. The discussions firstly aim to comprehend the participants' general perceptions about the influence of EFL lecturers on their online engagement, while the main part is to investigate how the four specific roles of online lecturers, including their pedagogical, social, managerial, and technical roles, affect learning engagement. This explanatory study concludes that how effectively EFL lecturers can perform these roles has a substantial impact on their students' engagement in learning English online. From the findings, the paper suggests language teachers should be provided with more training that caters to enhancing their flexibility in creating autonomy-supportive online tasks as well as their digital competence.

Teachers, students, and academics working with English as a second language (L2 English) have long considered listening the hardest skill to master. It has also gotten the least attention in second language acquisition and has been the least studied of the four language abilities. Using several viewpoints, during the Covid 19 era at Ho Chi Minh City University of Food Industry, this research evaluated the causes of hearing problems faced by HUFI learners at the pre-intermediate level. The study's ultimate purpose was to develop a research-based methodology to assist these students in improving their listening comprehension abilities by contributing to the knowledge of the nature of listening comprehension and the causes of issues they confront. The study looked into terms of lexical processing and spoken word recognition, learners' views, performance in phonological vocabulary exams, and recognition of words by dictation transcription, as well as learners' self-reflection after one semester of learning and instruction. Lecturers, Training Programs, Facilities, Application of Information Technology, and Support Services all have good effects on the quality of teaching English listening competence at the institution, according to the findings. The qualitative method was used to find reliable data for this research.

The purpose of this study is to find out the reasons for HUFI students’ fear of public English speaking. In spite of their competence in the field of work, global professionals experience difficulties as a result of a shortage of proper public speaking abilities. Their professional competitiveness is not depicted by the evaluations and appraisals received. Before the switch from an educational to a professional career, it is, therefore, essential for students to conquer public speaking anxiety. The purpose of this research is to examine the root causes of the level of anxiety among non-English-majored students at HUFI enrolled in a general English class and suggest some ways to defeat the panic. This research involved a numeric survey strategy applied to a sample of 200 students from four non-English major students at HUFI, utilizing a convenience sampling approach. The study found that deeply worried students can act well if they can use specific tactics to help them solve their concerns. Eighty percent of those polled said they were afraid of public speaking, and 97.5 percent accepted that adequate treatment, training, and guidance could lessen this anxiety. According to research, access to a virtual environment could indeed enhance students ' confidence and allow them to confront audiences of any dimension.

Conversion is a common phenomenon in both languages which are English and Vietnamese, especially in terms of morphology. The study investigates the phenomenon of morphological conversion in current English and Vietnamese Literature textbooks for High schools. Based on those survey results, the authors analyzed the similarities and differences of this phenomenon between the two disciplines to propose appropriate teaching methods when encountering it in the teaching process. The research used the inductive method to synthesize theories from available data about the phenomenon of conversion and the survey approach to analyze the conversion phenomenon density in the English and Vietnamese Literature books statistically at the high school level. Finally, the comparative method was used to point out the similarities and differences between the above phenomena in the textbooks of the two subjects. From the collected data, this study showed that the phenomenon of conversion in the textbooks of English and Literature has occurred. Through the research paper, the authors would like to give some notes and suggestions on appropriate teaching methods for high school teachers when encountering this phenomenon in the teaching process.

This paper explores the hindering factors of ritual transformation from one to the new generation in an urban setting. Paper describes the ritual narratives of the Limbu community practices based on Mundhum, and how it has been impacted in an urban setting. Shared the narratives by generation gaps, its practices, and external influencing factors in Limbu communities on the transformation of Mundhum. The Limbu community are indigenous populations who were migrants from the eastern part of Nepal, especially Taplejung, Terathum, Dhankuta, and Panchthar districts, who are the sampling frame for the qualitative study of this paper. Used ethnography for the collection and interpretation of data from the field with a non-probability sampling technique. In-depth semi-structured interview schedules were used as data collection tools. Seven in-depth interviews were conducted during this research. Key reasons for ritual degradation are low Limbu (native) language practices. Migration, education system, urban socialization practices, and imported culture affect native language transformation from one generation, directly affecting understanding and the transformation of native rituals. Lack of employment, health, and education opportunities are push factors on migrations in an urban setting from their origin. Still, they have mixed experiences with their rituals and bridging native language in Mundhum. Furthermore, lower knowledge, fewer practices of native language, unknown proper practices, urbanization impact, and objectivist thought of the current generation are major hindering factors in transforming Limbu culture and Mundhum rituals into new generations.

This research aims at analyzing the outcome and effectiveness of applying several mobile apps or websites to teach and learn vocabulary in a particular university in Ho Chi Minh City (HCMC). Under the era of technological bloom and advances in mobile applications, teaching and learning English is certainly facilitated by these tools; as a result, many teachers use some apps, such as Kahoot, Quizlet, Quizizz, and so forth. In order to engage their students to learn and review lexical resources. This paper discusses how deeply and effectively online apps influence the way Vietnamese teachers teach lexicon to students and how they should be used in further context to maximize the efficacy of teaching new words. In this article, the author uses semi-structured interviews with six different interviewees who are currently lecturers at HUFI university in HCM city. This embraces questions about frequency, efficiency, self-judgment, and their ideas about this issue. Results indicate that vocabulary learning apps have a strikingly profound and meaningful impact on teaching and learning, facilitating students' learning process and enhancing vocabulary retention. The study also provides recommendations for the use of mobile applications in teaching vocabulary.

The research was conducted to investigate the use of the three most common classifiers cái, con, người, and figure out the patterns of how to use them when English noun phrases are translated into Vietnamese. To do this, a corpus has been built from the two bestselling literary works The Great Gatsby and Tuesday with Morrie in the English version accompanied by the Vietnamese translated version. The data collected were analyzed in terms of counting numbers of occurrences, calculating percentages and frequency to conclude what classifier among the three is the most frequently used. The findings of this research can be summarized as follow: first, cái is a classifier for inanimate objects, whereas con and người are used with animate ones; however, there is one exception that emerges during the research, which is the classifier con followed by inanimate nouns. Second, from a typical structure of CL + N, formulae are given for the translation of each classifier in specific cases. Finally, double and triple classifiers are chronologically formed by these three classifiers with suggested formulae for Vietnamese translation. The findings aim to support Vietnamese learners using classifiers correctly when translating English noun phrases into Vietnamese noun phrases.

The paper describes in detail and employs one table and six discussions to compare expressions of future meaning in Vietnamese and English declaratives to find out their differences and similarities. The findings are the basis for giving some advice to learners of Vietnamese and English. Vietnamese neither distinguishes nor employs grammatical means to express various shades of future meaning. A lexical means like sẽ, định, tính, or sắp, or a combination of two or more like định sẽ, tính sẽ, or dự tính sẽ, does. The lexical means may be omitted when an adverbial of future time like sáng mai, meaning tomorrow morning, occurs. At first glance, Vietnamese learners face difficulty because one expression in their mother tongue separates into two or more in English, resulting in unnecessary differentiation; conversely, native speakers of English seem more enjoyable noticing that two or more expressions in their mother tongue merge into one in Vietnamese. However, to understand Vietnamese sentences, foreigners must depend more on contextual cues than when they process English sentences. This is uneasy for the native English speakers, who are accustomed to using a language in which all the modal meanings have signs, either lexical or grammatical or both, with an explicit indicator in the structure of the nuclear predication of the declaratives.

Learning is no longer confined to the four walls of the classroom but can happen at any time and place as learners wish. Thus, promoting learner autonomy – the ability of learners to navigate their own learning - has been regarded as the focus of education because it promises successful lifelong learning. However, students' level of learner autonomy, their difficulties when regulating their own learning, and solutions for those problems are the factors that educators usually believe are out of their control. In order to promote non-English major students' learner autonomy, the current research explores those often neglected concerns. The collected quantitative data from the survey answers of 279 non-English majors at a public university in Ho Chi Minh City was analyzed using descriptive statistics and content analysis. The findings showed that the students are not very confident with their learner autonomy, and they have a lot of difficulties when conducting their learning on their own outside the classroom. The solutions to promote learner autonomy from their perspectives are improving their self-regulating skills, strengthening their interactions with teachers and friends, and receiving more support from society. These findings present some pedagogical implications to help students study more effectively outside the classroom.

The 21st century is known as the "flat world" where people can communicate from anywhere, anytime. It is imperative that educators ensure their students have the necessary skills for adapting to the modern world, such as communication, creativity, critical thinking, and collaboration. By learning English, students will not only shorten their learning gaps for new opportunities but will also increase their chances of becoming global citizens. However, since most Vietnamese students do not know how to practice or promote their critical thinking skills while learning English, it is crucial that teachers understand and apply a variety of techniques and strategies to activate and guide students' critical thinking. Brookfield and Preskill (2005) state that well-structured- questions raise students' awareness of using their knowledge and comprehension of a subject at lower-order thinking skills (remember-understand-apply) to higher-order thinking skills (analysis, synthesis, evaluation, and creation). To learn how Vietnamese teachers delegate critical thinking questions to their students and how often they do so, the researchers conducted the study using a quantitative method to figure out how teachers' questioning techniques promote students' critical thinking skills. This study uses a quantitative methodology in which the researchers developed the questionnaires based on Bloom Taxonomy's thinking orders and contributed to Vietnamese Teachers for data collection. The results showed that most Vietnamese teachers know how to use questioning techniques and frequently develop them during their teaching. They use questions to evaluate learners' conceptual understandings and provide them with feedback on their thinking processes from simple to complex concepts and provide hints or alternative explanations, which boost the development of students' critical thinking skills.

Code-switching is a linguist phenomenon that has drawn the attention and several debates on its reasons and attitudes towards it. Sometimes, young adults make use of code-switching to show off, while some use it as a method of practicing English. However, university students use code-switching by accident or even as a habit when communicating with their lecturers. There is little research on code-switching in oral communication between university students and teachers in Vietnam, but code-switching in written communication is rare. This qualitative research mainly uses observation communication between an English teacher and non-English major students of three different levels, from beginner to pre-intermediate. Through analyzing observation and intimately interviewing teachers, the results show that both students at lower and higher-level code switch and the frequency they code-switch with Vietnamese teacher is more often than with foreign teacher, and code-switching in written communication is more than in oral communication. The main reasons for this phenomenon include the cultural influence, intimacy between teacher and students, and the limited English vocabulary. Teacher and students switch between English and Vietnamese in the classroom and between Vietnamese and English in texting communication so that the communications happen smoothly and effectively.

Teaching and learning any courses online used to be considered ineffective in most educational institutions in Vietnam. However, during negative impacts of COVID-19 on education, teaching, and learning online should be an effective alternative solution. This study aims at the benefits and challenges of teaching and learning online via the course Introduction to Linguistics for English-majored students at Ho Chi Minh City University of Food Industry (HUFI). Both qualitative and quantitative research methods are applied in this study. Data collected shows that teaching and learning online has its own strengths; nevertheless, to maximize its benefits, positive cooperation between lecturers and students should be a need. Furthermore, lecturers should perform the virtual classroom management roles positively via appropriate online tasks and assignments in order to help students avoid boredom in gaining knowledge and skills. The study also draws out some suggestions aiming to help maximize the benefits that teaching and learning online may have.

Writing is a complex language skill, and writing using English as a medium for employment purposes requires an intricate set of knowledge and skills. Because such a writing process frequently occurs outside of a formal learning setting, few attempts to study the phenomenon have been made. Through the lens of the activity theory, the paper analyses the influence of six components in a CV writing process from a social-constructivist approach. A mixed-method approach was adopted with a Likert scale survey with open-ended questions and semi-structured interviews. Quantitative data from 184 participants revealed that students were mostly influenced by various digital artifacts (e.g., online dictionaries, online courses) and situated in online communities of learning. Qualitative results also indicate the prominent challenges relating to syntax and lexical use as one the conflicting factors and a certain level of autonomy as a facilitating factor while they managed to overcome these complications. The paper suggests how the curriculum of Business English could be adapted to support language learners in real-life employment situations.

Speaking English is a part of the daily academic life of the EFL learners at the undergraduate level of the major English programs in Bangladesh. This practice sometimes creates many problems for first-year undergraduate public and private university students. Despite its importance, sufficient data about the problems Bangladeshi university students face in speaking English was not found. To investigate the problems of speaking faced by the undergraduate students, the current study applied mixed methods, and eighty-eight students and four teachers from four universities participated in it. The result shows that both public and private university students with English majors face a lot of problems communicating in English. However, this study has found that public university students are slightly more competent in English and face fewer problems than private university students. The participants expressed different insights on the roles of curriculum, teaching techniques, and individual institutions to overcome the students' weakness in English speaking skills. Finally, the study puts forward some very specific recommendations on the basis of the findings for the concerned stakeholders.

Presentation skills play an indispensable role in undergraduates’ education and developing their future careers because this skill assists college students in accomplishing a superior knowledge base and enhancing their public speaking. The study aims to measure English-majored students' reality at the Faculty of Foreign Languages of Van Lang University in Vietnam about speaking skills, especially presentation skills. The quantitative study has been carried out among 600 second-year, third-year, and four-year students at the Faculty of Foreign Languages of Van Lang University in Vietnam. The results of the research paper demonstrated that most students were not confident about their presentation skills because of making mistakes about vocabulary usage, grammar, fluency, and so on when giving presentations. EFL lecturers can consider the results to improve their teaching methods regarding speaking skills and find out more strategies to solve students' speaking challenges.

The purpose of this study is to identify the perceptions of Vietnamese EFL in-service teachers and students from gifted versus non-gifted high schools towards English as a lingua franca (ELF). In this quantitative study, a questionnaire was utilized to collect data that was then analyzed using descriptive and inferential statistics. The results show that both Vietnamese high school EFL teachers and students had positive perceptions towards ELF in general and towards each of the dimensions of ELF in particular. Additionally, there were some statistically significant differences between the perceptions of sub-groups of Vietnamese EFL teachers and students from gifted versus non-gifted high schools. The study contributes to the literature of the field and assists policymakers when it comes to formulating policy to enhance English communication skills at the high school level, particularly in the Vietnamese context. In addition, the current study is beneficial for teachers and learners to have an insight into how they should teach and learn English to communicate effectively.

The COVID-19 pandemic has forced most higher education institutions around the globe to move their teaching and learning to online modes. This has had enormous impacts on teachers, especially those with limited experience in online teaching. This study was conducted to identify significant predictors of teacher satisfaction and their live online teaching experience during the coronavirus pandemic in Vietnam. The study used a mixed-methods approach with exploratory factor analysis, multiple regression techniques, and thematic analytical strategies to analyze survey data from 206 Vietnamese university lecturers. The study results indicated that online interaction, support from the institution, technology-related issues, and students' online efficacy were the key factors affecting lecturer satisfaction. In addition, the study results offer practical implications for educational managers in their long-term investment in online education in a developing country context.

In this study, the L2 acquisition of English third person-s in different settings is examined. Two types of knowledge are declarative knowledge as the knowledge about a grammatical rule, and procedural knowledge as the ability to use these rules in spoken production. Data on procedural and declarative knowledge was collected from 32 young L2 learners in Sweden and 44 in Vietnam. The learners' acquisition of English grammar was assessed using elicitation instruments that captured procedural and declarative knowledge of English subject-verb agreement on third person singular s (3-sg-s). Procedural knowledge was tested using communicative tasks where the participants were asked to describe a boy's habitual action orally in a picture series. Declarative knowledge of grammar was investigated by means of a metalinguistic task. The learners were asked to correct the sentences and explain the reasons for their choices by referring to grammatical rules. The average scores on procedural and declarative tests within each group were statistically analyzed. The results show differences in learner outcomes, in that the Swedish learners are better at procedural knowledge and the Vietnamese learners are better at declarative knowledge. It is suggested the two types of knowledge are independent of each other. Implications for language learning and teaching for young learners will be further discussed based on the teaching practices as found in Son (2018).

This study aims to explore the challenges and difficulties that rural students experience when they transition to Higher Education in Vietnam to pursue their higher studies. This study was carried out at a local University in Vietnam. It is a qualitative research study, and data were collected through semi-structured interviews with 10 participants. The participants were all first-year students, including males and females. The interviews involved answering semi-structured questions. Multiple interviews were carried out with each participant. The study discovered that rural students experience many difficulties at university in relation to their relationships with teachers and peers, getting support, overcoming prejudice, online learning, and economic hardship.

The need for transforming conventional learning to online learning among educational institutions during the coronavirus outbreak is inevitable. However, this shift comes with many challenges for both learners and teachers as they have become habitual to the traditional method for such a long time. Research has shown that one of the factors is found to be a valid predictor of successful completion of online coursework is students’ online learning readiness (OLR). Therefore, this paper reports the results of an investigation into students’ readiness for online learning in a private university in the South of Vietnam. Readiness for online learning self-evaluation survey with a 4-Likert scale was administered to 304 undergraduate students. The questionnaire highlighted two dimensions: learners’ comfort with e-learning and their self-directed online learning. Responses were coded and analyzed by SPSS to calculate the descriptive statistics and reliability. Data analysis revealed that the level of readiness of these students was only at a moderate level, which may account for their resistance to the adoption of online learning as a substitute for classroom-based learning amidst the disease crisis. Based on the findings of the study, some pedagogical implications are also discussed.

It is well-acknowledged that the English language is becoming widespread worldwide, and the application of computer technology in teaching and learning foreign languages in general and English, in particular, has shown significant changes. To improve English speaking skills for high school students, we designed and applied some computer-based activities (CBA) using computer technology. This research aimed to explore the effects of using such CBA in teaching English speaking at a high school in Ho Chi Minh City, Vietnam. The study was carried out with a mixture of quantitative and qualitative methods. A total of 88 high school students were engaged as subjects in the form of experimental and control groups. The experimental group was given a treatment using CBA in their speaking sections for five months. A set of pre-test and post-test was conducted to assess the effectiveness of CBA on this experimental group in comparison with the control one who got no treatment with CBA. In the assessment, we employed the form of PET speaking and this international test's speaking rubric and a student questionnaire which helped to identify the experimental students' attitudes towards CBA. The results showed the positive effects of using CBA on students' speaking skills and significantly improving their communication problems after treatment. In addition, they were quite interested in using CBA, which is a great encouragement to recommend more use of CBA in teaching speaking to students in Vietnam's high schools and similar contexts.

IELTS is popular in Vietnam thanks to its reliability and applicability. Writing task 2 has been acknowledged to be the most challenging for IELTS learners. However, in Vietnam, not much research has attempted to investigate in an in-depth manner as to what are the problems, causes, and consequently the suggestions of such a notion. The research hence aims to investigate the phenomenon in a more thorough, empirical manner. To this end, the study employed the participation of 205 IELTS learners from two language centers in Ho Chi Minh city to provide their opinions regarding the problems, causes, and recommendations deemed the most pressing, acute, and beneficial, respectively. With convenience sampling and survey being the chosen research design, the research was quantitative in nature, producing numerical data as a result. Further analysis conducted via comparing the means of the items listed in the questionnaire yielded based on the IELTS band descriptors managed to discover a series of problems, causes, and suggestions considered the most relevant to the Vietnamese learners concerning IELTS writing task 2. The research thus served as the basis for teachers and learners of IELTS writing task 2 to identify the recurrent issues and provide relatable approaches.

Interaction in foreign language classrooms has been regarded as a key factor in enhancing learning outcomes (Allwright, 1984; Ginting, 2017; Hanum, 2016). This study examined interactions in a specific university classroom context in Thailand where 28 Chinese students were learning Thai as a foreign language with a Thai teacher. It employed a mix-method design. Quantitative data were gathered based on a modified Flanders’ model (Flanders Interaction Analysis Category System or FIACS), and the qualitative data were gathered from classroom observations. The analysis of 90-minute video records and field notes from the observations of three classes reveal the domination of teacher’s talk (77.59%), and the minimal students’ talk (6.16%). Besides, silence time occupies 16.25%. Out of the total of 22 categories of interaction, no student talk can be categorized as an initiation of talk, and no teacher talk can be categorized as procedural lectures and assigning homework. Characteristics of the interaction varied according to the quantity and categories of talk. Transcription of verbatim from the videos reveals details of the interaction. Findings suggest that quantity, category, and characteristics of talk are interrelated and must all be improved together to increase the quality of interaction to affect student learning outcomes.

The Philippines is a global leader in business process outsourcing (BPO). Many foreign investors view the Philippines as a viable location for their call center operations due to the Filipinos' strength in English proficiency. This study focuses on inbound call center accounts that deal with a variety of call situations, ranging from information requests to difficult calls that require more time to handle, such as complaint calls. Since the goal of any business is customer satisfaction, this research aims to investigate how Filipino call center agents mitigate and reduce the liability and guilt towards customers. Results show that the 90 call center representatives have successfully produced 'perfect apologies' by providing all five strategies posited by Cohen et al. (1986) in most of their complaint calls. However, the sequence is distorted by emphasizing more on offering a repair. This leads to a recommendation that calls center training on apology be emphasized on building personal connections rather than a mechanical response to situations.

Negative verbs in English are regularly translated into Vietnamese as không (Doan, 2010). However, in different types of texts and specific contexts, especially in literary ones, the equivalents of negative verbs are quite diverse and distinctive. This study aims to analyze the Vietnamese equivalent diversity of negative verbs detached from the classic literary work – 'The Call of the Wild' by Jack London (1903) (ST) and the translation ‘Tiếng gọi của Hoang dã’ by Lam Hoai and Vo Quang (2019) (TT). Based on qualitative and text analysis method, after conducting a process of splitting, filtering, and inspecting source and target texts, 164 negative verbs were detached from the ST and their matching equivalents in the TT; không and its variants were identified as the dominant equivalent pattern (72.6%). Particularly, some specific equivalents, which were the results of passive-active restructuring (1.8%), negative-positive replacement (6.7%), and other structural, lexical transformations (12.8%), have been investigated for conceivably affecting features of equivalent selections by translators. The obtained results would be a modest part contributing to the vast work of building an English-Vietnamese corpus. The matter plausibly concerns translation issues, yet the outcomes of this study could be applied to translation training and teaching reading comprehension.