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The query on how to teach young learners to succeed in their English learning has been somehow under-explored. Just a few studies investigated the usefulness of the storytelling (ST) technique on English as a foreign language (EFL) young learners' (YLs) in the Vietnamese context. Consequently, this study attempts to examine (1) EFL teachers' perceptions of the contributions of ST, (2) YLs' attitudes towards the effects of ST on their reading performance, and (3) the impacts of ST on YLs' reading performance (RP). The study followed a mixed-methods design, using a questionnaire, interviews and reading tests to collect both quantitative and qualitative data. First, a survey was administered to 38 EFL teachers who have taught YLs for more than five years. The experimental study recruited 43 YLs who were divided into two groups, 21 YLs in two control groups and 22 others in two experimental ones. Six YLs in the experimental groups were invited to partake in the interviews, and 43 YLs took the reading pre-test and post-test. The results showed that the teacher participants positively perceived the potentials of ST. The YLs interviewees showed their positive attitudes towards the effects of ST on their RP. The test results indicated the significant impacts of the technique on the YLs' RP. Pedagogical implications and suggestions were presented at the end of the paper.

This investigation examined English as a foreign language (EFL) teachers' perceptions of their self-efficacy in using instructional strategies in the context of the Mekong Delta of Vietnam. The research was designed as a descriptive research collecting quantitative and qualitative data from a questionnaire and semi-structured interviews. Forty-six Vietnamese EFL teachers were invited to partake in the study. The results indicated that participants were in general confident in using instructional strategies in their English classes. Specifically, the participants were highly confident in their abilities to use multimedia (M=4.41), assessment techniques (M=4.35), and classroom English (M=4.35). The study also indicated that participants were not confident in evaluating the level of task difficulty (M=3.37), dealing with unmotivated students (M=3.57), and meeting students' particular needs for support (M=3.62). Pedagogical implications and recommendations were addressed to help manifold stakeholders at the end of this paper.

A transition from pre-service training programs to teaching is a dramatic and somehow painful experience for novice teachers. The question is what difficulties novice teachers face and how they negotiate their professional identity to cope with difficulties and find joys in their career. This study is aimed to investigate novice teachers' professional identity reconstruction, from their imaged-identities to their practiced identities. The use of semi-structured interviews collected data from four Vietnamese English as a foreign language (EFL) novice teachers. According to the data, cue-based was the most common type of novice teachers' imagined identity. Regarding the practiced identities, the interviewees reported different professional identity reconstructions in the first five years of teaching practice. The participants' excerpts enlisted some challenges that the novices faced such as students' learning attitudes, working environments, or unorganized colleagues. Based on the research findings, some solutions were proposed in order to help novice teachers get through their difficult times at the very beginning of their career.

In Vietnam, middle or high-ranking leaders and managers are required to have knowledge of politics. Those who hold leadership roles in both the private and public sectors should master a solid knowledge of political science. This study was conducted to learn about the intrinsic motivation of learners in Vietnam towards participating in an advanced political science program for future leaders. The study found that learners' intrinsic motivation to participate in a political science program is influenced by their interest in the subject matter, their belief in its relevance to their lives, and their desire to develop critical thinking skills. Additionally, the study identifies a number of factors that can enhance or detract from learners' intrinsic motivation, including teaching methods, course content, and assessment practices. A questionnaire designed with a quantitative method was used to collect data from 91 future leaders who were studying advanced politics at an academy of politics in Vietnam. The results show that they were highly motivated to participate in this program (M = 4.19). Perceived interest or enjoyment (M = 4.58), effort (M = 4.59), perceptions of the program values (M = 4.54), and relatedness (M = 4.54) were encouraging them to learn political science. Moreover, the learners did not experience any pressure or anxiety while taking part in this program (M = 2.46). This study shows that even though most people think political science is dry and mechanical, there are ways to keep learners motivated to learn.

Teaching adult learners is not an easy mission for instructors. Among many factors affecting adult learners' learning, motivation seems to be the most significant. Studies on adult learners' motivation, especially on Vietnamese ones who pursue political science programs to become leaders in government offices and in the private sector, are still limited. Accordingly, this current study was conducted to investigate what motivates adult learners to be successful in their learning. Forty-six instructors who have worked with adult learners in political science programs for at least five years participated in this study to provide their perceptions of adult learners' reasons for taking an advanced political science course. A sixteen-item questionnaire was used to collect the quantitative data on teachers' perception of learners' motivators, and two focus group interviews were conducted to gain an in-depth understanding of the motivators stimulating learners to get involved and thrive in their study program. According to the survey results, the instructor participants perceived the desire to serve the community and the country and the trust of beloved people as the primary motivators for encouraging adult learners to continue their learning. Additionally, personal advancement and self-interest were also believed to have a remarkable impact on adult learners' learning motivation. The research context contributes to an explanation of why these motivators were highly perceived as adult learners' motivators. The results also stated the important role of institutional support for them to stay focused on their learning and foster the values of their school comeback.

Introduction: Educational change, particularly English language teaching (ELT) pedagogical reforms, has received much attention from language researchers in the era of globalization and internationalization, especially in Vietnam. Purpose: This study is aimed to investigate teachers' responses to ELT pedagogical reforms, what factors influence the responses, and if there are any differences in these factors among different groups of participants. Methodology: This study was conducted quantitatively, followed by qualitatively, i.e. a mixed method approach. The data were collected from 102 English as a foreign language (EFL) high-school teachers in the Mekong Delta in Vietnam. Findings: The results from the questionnaire and interview revealed that teachers highly accepted ELT pedagogical reforms. Besides that, the teachers were strongly affected by the influential factors, especially students' learning outcomes. Furthermore, the teachers with different educational qualifications were affected by the influential factors at different levels. Finally, the study found that the more teachers were affected by these factors, the more they accepted ELT pedagogical reforms. Based on these findings, implications were made for enhancing teachers' teaching practices in response to ELT pedagogical reforms.

This qualitative study presents an autoethnographic exploration of the challenges faced by a Vietnamese English as a Foreign Language (EFL) lecturer-researcher in conducting autoethnographic research. Situated in the complex socio-cultural landscape of Vietnam, particularly within the Mekong Delta region, this study provides an in-depth analysis of the unique interplay between personal experiences and broader educational and cultural contexts. The research employs reflective writings and self-recording videos as primary data sources, offering a rich narrative of the lecturer-researcher's professional and personal journey. The findings reveal a multifaceted array of challenges. These include navigating cultural and personal biases in teaching practices, balancing traditional and student-centered pedagogies, and grappling with the role of English as both a global language and a potential agent of cultural dominance. The study also uncovers the emotional labor inherent in autoethnographic research and the complexities of maintaining professional identity in a postcolonial educational setting. Through its focus on a Vietnamese EFL context, the study contributes significantly to the discourse on critical pedagogy and postcolonial theory. It highlights the need for heightened cultural sensitivity and reflexivity in educational research and practice, advocating for pedagogical approaches that are both effective and culturally responsive. The findings and implications of this study are particularly relevant for educators, researchers, and policymakers in similar postcolonial and multicultural educational contexts. [ABSTRACT FROM AUTHOR]

Many studies have been conducted to clarify the impact of teachers’ motivation for participating in TPD activities; nevertheless, none of them has viewed teachers’ fear of failure as their motivation for TPD, especially for pursuing graduate programs in the Vietnamese context. That explains why this current qualitative study with the participation of nine EFL teacher interviewees was administered to fill in the abovementioned gap. Moreover, the study was conducted in a tertiary institution in the Mekong delta of Vietnam. Based on the data analysis, several teachers’ fears of failure as their motivation for following graduate programs were detected. Their fears included self-perceived inadequate qualifications in TEFL which resulted in their ineffective teaching performances. Participants were also much concerned about losing a job, failing to have opportunities to further their education and losing momentum for work due to routinized teaching. Mid- age job crisis, negative effects of lacking role models on the growth of children and other younger people, lack of collegial support, and low self-confidence were found to be motivating fears which stimulated participants to make them pursue higher degree programs. The paper ends with discussions of the findings and pedagogical implications

English as a foreign language (EFL) students' lack of engagement directly affects their learning outcomes, and it has captured the attention of many researchers. Factors affecting EFL students' participation may be differed by student and lecturer perceptions, which will cause differences in these stakeholders' solutions to classroom difficulties. Accordingly, this study measured Non-English major (NEM) students and EFL lecturers' perceptions of factors hindering students' participation in English-speaking classes. About 156 NEM freshmen and 14 lecturers responded to a 35-item questionnaire containing five primary clusters: linguistic, cognitive, affective, pedagogical, and social-cultural factors. The study further employed semi-structured interviews with six students and four lecturers. The results found some significant differences between lecturer and student perceptions. On the one hand, the students did not consider the large class size, insufficient time for in-class practice, and students' tendency to remain silent as hindering their class participation. On the other hand, the lecturers considered vital barriers: students' insufficient proficiency, teachers' poor lessons, or teacher-student relationship. Based on the findings, teacher professional development activities are expected to be one of the solutions to EFL students' insufficient engagement in English-speaking classes. [ABSTRACT FROM AUTHOR]