Vol. 41 No. 3 (2025)

RESEARCH

• THE SHIFT OF THE ENGLISH PAPER FROM COMPULSORY TO ELECTIVE STATUS IN THE NATIONAL UPPER-SECONDARY SCHOOL EXAM IN VIETNAM: IMPACTS ON TEACHING AND ASSESSMENT FROM TEACHERS’ PERSPECTIVES

  Hai Ha Vu

  1-13
• POSTGRADUATE STUDENTS’ PERCEPTIONS OF ONLINE LEARNING IN A JOINT MA TESOL PROGRAMME: A CASE STUDY

  Thi Lan Anh Nguyen

  14-25
• COMPARATIVE STUDY OF FEEDBACK ON IELTS SPEAKING PERFORMANCE: PRE-SERVICE TEACHERS VERSUS AUTOMATIC SPEECH RECOGNITION APPLICATIONS

  Thi Hong Duyen Vu, Thi Phuong Thao Le, Thu Hien Nguyen, Van Bac Tong

  26-43
• FLOUTING GRICE’S MAXIMS IN STAND-UP COMEDY: A PRAGMATIC ANALYSIS OF JIMMY O. YANG’S GOOD DEAL

  Thu Hang Tran, Hai Ha Nguyen

  44-59
• HOW VIETNAMESE STUDENTS ARE READY FOR ENGLISH MEDIUM EDUCATION: A BRIEF REVIEW ON STUDENT ATTAINMENT

  Thuy Phuong Lan Nguyen, Thu Le Hang Nguyen

  60-73
• “ARE YOU ON BOARD?”: UNIVERSITY EFL INSTRUCTORS’ READINESS FOR INTEGRATING AI-POWERED TOOLS IN TEACHING

  Ngoc Khanh Ly Pham

  74-91
• THE EFFECTS OF CHATGPT ON ACADEMIC WRITING PROFICIENCY AMONG ENGLISH-MAJORED UNDERGRADUATES AT A UNIVERSITY

  Thi Khanh Ly Lai, Hong Linh Trinh

  92-109
• FACTORS AFFECTING THE USE OF CHATGPT IN ACADEMIC WRITING PERCEIVED BY ENGLISH-MAJORED STUDENTS

  Thi Ngoc Mai Tran

  110-125
• ASSESSMENT OF HUMAN TRANSLATION VS. AI TRANSLATION IN A LITERARY WORK

  Thi Thu Phuong Doan

  126-141
• AI LITERACY IN LANGUAGE LEARNING THROUGH DIGITAL MULTIMODAL COMPOSING: A SYSTEMATIC REVIEW

  Thi Thanh Thuy Nguyen, Thi Nhu Quynh Nguyen

  142-156
• EVALUATION OF A PROJECT-BASED LEARNING MODEL IN EFL LEARNING AT TERTIARY LEVEL: UNDERGRADUATES’ VOICES

  Thi Thuong Nguyen

  157-169
• SOCIAL AND EMOTIONAL WELL-BEING OF GIFTED STUDENTS IN VIETNAM

  Thi Trang Vo, Thuy Hong Cao, Thu Trang Le

  170-184
• ENHANCING STUDENT MOTIVATION IN AN INTERPRETING COURSE THROUGH MOCK CONFERENCES: AN ACTION RESEARCH

  Hai Yen Nguyen

  185-202