Hardly could 4.0 education processes exist without digital tools, which has, particularly, been proved worldwide throughout waves of the Covid-19 pandemic. Vietnam, where remote learning, instead of blended or traditional approaches, was carried out at almost all educational institutions as the last resort during this period, is not an exception. In order to support students in learning English efficiently and effectively, the research team conducted action research by applying Padlet.com in speaking lessons for 93 Business-majored students at a Vietnamese university in semester 1 of the academic year 2021-2022. A questionnaire, speaking assessment rubric, and class observations were designed to investigate the effectiveness of the interactive tool in class assessment as learning. The findings include students’ positive attitudes and perceptions towards the practice and some achievements. This paper is expected to enlighten teachers and stakeholders in the domain of education in general and those of languages in particular on the ways to utilize Padlet.com so as to improve their students’ online learning quality.

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In this work, several alkenylated benzo [1,2-b:4,5-b']dithiophene were synthesized by Pd-catalyzed CÀ H functionalization of benzo [1,2-b:4,5-b']dithiophene with various alkenes. This direct alkenylation took place regioselectively at the C-2 position of the fused heterocycle. The obtained compounds were structur-ally characterized by NMR and MS spectroscopic methods. Moreover, DFT calculations have been employed to shed light on the regioselectivity of the reaction as well as on the geometry and electronic properties of the newly formed C=C double bonds.

In the context of the 4th Industrial Revolution with unlimited technological advancement and innovation, how can educators innovate their teaching and facilitate their students in their learning process, so that students can accumulate required skills and achieve the set learning outcomes of each course they take? In order to find out the answer, the authors have revised some literature concerning BYOD trend, active learning strategies, flipped classroom and learner-generated content as the theoretical base for their study. Action research has been conducted at a Vietnamese university with the participation of English-majored students in Theory of English Translation and Interpreting classes from 3 different intakes. The findings include students’ positive perception towards the content-generation practices. Some achievements and challenges in the teaching and learning process have also been reported. This paper also recommends further studies so that the practice could be utilized to the best outcomes.