Writing in English is widely regarded as a challenging skill since most students have found many problems somewhat occupying teachers’ time to help them overcome. Peer feedback, where students analyze and suggest revisions to each other’s work (Sukumaran & Dass, 2014), is a worthwhile alternative to teacher-based feedback, and its benefits in academic writing have been thoroughly examined. With great convenience, Google Classroom Peer Review (GCPR) recently began to capture teachers’ attention as an innovative online peer feedback tool. This study conducted a quasi-experiment to determine the impact of online peer feedback (OPFB) via GCPR on 32 first-year students and their attitudes toward online peer feedback. Three writing exercises as well as a questionnaire were used to gather the information. The findings show that the experimental group significantly improved their vocabulary and grammar usage in writing compared to the 32 students in the control group. The experimental group expressed their positive opinions of OPFB, regarding free selection and assigned-pair feedback. Additionally, the difficulties and recommendations that the study’s participants gave have greatly enhanced the use of OPFB. The research is eager to offer valuable recommendations for enhancing learners’ academic writing proficiency in further studies because of its practical efficacy.

Nowadays, most learners, especially students at The Asian International School, have plenty of opportunities for learning English vocabulary from the earliest possible age. However, the students in general faced lots of difficulties in vocabulary learning. Thus, the study was conducted with the purpose to investigate to what extent extensive listening affected the students’ vocabulary learning and their listening habits. Eighty participants were chosen by using convenience sampling and divided into two groups: a control group and an experimental group. The two groups took a pretest to measure their vocabulary knowledge with Listening Vocabulary Levels Test. Then, besides studying the school’s formal English curriculum, the control group practiced intensive listening while the experimental group practiced extensive listening. All the participants were required to submit one listening journal each week to report what they have done as their listening habits. Finally, they took a posttest (Listening Vocabulary Levels Test) after 12 weeks practicing. The results showed that extensive listening could help to increase the participants’ receptive vocabulary knowledge significantly, including word meanings and word aural forms. Additionally, the more the participants practiced extensive listening, the higher improvement they somewhat had on receptive vocabulary knowledge. The participants tended to practice listening by using visual materials and self-selected materials in their listening habits. To sum up, extensive listening affected impressively the participants’ vocabulary learning that aspires for the study to propose suggestions for future studies so that administrators, teachers, and students could receive huge pedagogical implications of extensive listening.

Autonomy is a popular research theme among scholars worldwide. This article explains the selection, analysis, evaluation and deployment of learner autonomy model which is suitable for Vietnam’s public officials, civil servants and public employees to acquire and master foreign languages who would benefit from the State-level research project A study to develop foreign language proficiency enhancement models for public officials, civil servants and public employees in the Customs, Foreign Relations, Tourism and Border Guards sectors for public service delivery amidst the international integration trend in the Northwest conducted by ULIS-VNU under the Program “Science and Technology for sustainable development of the Northwest” coded KHCN-TB/13-18. The article also formulates recommendations on ways to improve foreign language proficiency for Vietnam’s public officials, civil servants and public employees, considering that there is a need for innovation in foreign language teaching and learning methods in order to enable learners to use foreign languages at work effectively.

For foreign language education in Vietnam, passive teaching and learning with limited materials is thought to be associated with low achievement. This paper discusses the design and implementation of an innovative approach to guide students to build a Fun Reading Corner in foreign language using an autonomous-based approach in a Vietnam university. Survey data were collected before and after the project and from a focus group’s writing samples. The findings indicated that students’attitudes towards reading in French changed and their personal qualities and skills improved during the course. The paper concludes by explaining the significance of the results and implications for other Vietnamese foreign language programs.

Trong bối cảnh nhu cầu phát triển về mặt lý luận và kinh nghiệm để nâng cao năng lực tiếng Anh cho mọi bậc học ở Việt Nam trở nên vô cùng cần thiết, chúng tôi đã tiến hành thử nghiệm hoạt động dạy tiếng Anh theo cách tiếp cận học qua chơi tại một cơ sở giáo dục mầm non. Các dữ liệu thu được trong một năm học cho thấy việc áp dụng cách tiếp cận này giúp trẻ cải thiện và duy trì động lực học tập, mức độ ghi nhớ từ vựng được duy trì ổn định và năng lực giao tiếp có chuyển biến tích cực; bên cạnh đó, dữ liệu cũng cho thấy trẻ hoàn toàn có khả năng tham gia hiệu quả vào quá trình tự học có hướng dẫn. Những kết quả ban đầu khả quan này tạo niềm tin về một hướng tiếp cận dạy học phù hợp với tâm sinh lý trẻ nhỏ, cũng như tạo đà tốt để các cơ sở giáo dục mầm non có thể áp dụng triển khai hoạt động dạy học theo gợi ý, tiếp tục sáng tạo và thử nghiệm hoạt động dạy học theo các nguyên tắc được đề xuất, phù hợp với điều kiện cụ thể của từng cơ sở.