With the speeding spread of the Internet, plagiarism is an emerging issue not only for the academic community but also for all educational and training institutions and organizations. However, this issue has not yet been considered comprehensively and seriously in Vietnam. To raise awareness of plagiarism and improve academic integrity, this study conducted a case study exploring this issue at a private international university in Ho Chi Minh City, Vietnam. Questionnaires were sent to 120 students in the Department of English Language. Results show that students lack appropriate understanding of plagiarism as well as skills to avoid it. The study also points out students’ attitudes towards plagiarism which has not been addressed before.   Keywords: plagiarism, ghost-writing, copyright

The balance of using L1, L2, and English-only policy classes has been widely explored in English language teaching. However, research on the possible and reasonable spaces for L1 in English-only policy classes among students from diverse cultural communities has been very limited. This paper reports findings of employing the Vietnamese language among Vietnamese student-teachers of English from different ethnic groups (Kinh-Vietnamese, Hoa-Chinese, and Khmer-Cambodian) to learn English in English-only policy classrooms. These 60 student-teachers were in the final year of their program at a teacher training college in Mekong Delta, Vietnam. The findings belong to a larger project which was designed as a qualitative case study collecting triangulated data from questionnaires, observations, textual analysis, interviews, and focus groups. Results showed that Vietnamese played significant roles in students' processing and performing tasks to adapt to the English-only classroom policy. The students' use of Vietnamese (even by non-native Vietnamese students) enabled them to work productively and facilitate the establishment of a positive and inclusive language atmosphere thanks to the proper use of Vietnamese as a tool of cognition, affection and pedagogy.