The role of vocabulary has been proven to be crucial in learning both receptive and productive skills. However, in terms of listening skills, students may face enormous challenges in comprehending the content of a listening passage and, therefore, fail to take notes. This study aimed to investigate the impact of using Quizlet more creatively in the vocabulary section of online academic listening classes. Participants were 62 intermediate-level students from two online academic listening classes, divided into a control and an experimental group. While students in the control group did the tasks in their books or handouts from the teacher, those in the experimental group used Quizlet for eight weeks. A mixed method with t-tests and questionnaires was applied in this research. Results from t-tests revealed that students in the experimental group had better performance in remembering the definition of vocabulary they had learned and using correct vocabulary to fill in the blanks in sentences. Findings in questionnaires supported the improvement in the post-test that the students in the experimental group showed a high level of concentration, engagement, and excitement in class. The study's outcome sheds light on further research on using Quizlet in EFL classrooms.

Writing is considered one of the most challenging skills for second and/ or foreign-language learners, particularly in the online environment. Numerous researchers worldwide have explored how to stimulate students' schemata and develop their writing skills. This study critically investigates the contribution of implementing online tools, such as Padlet and Jamboard, during the pre-writing stage to enhance students' writing abilities and their reactions to this application. A seven-week experimental research design was conducted with two online writing classes using the Zoom platform. The participants were 62 pre-intermediate students in the Intensive English program. T-tests were used to analyse the data, and a survey was administered to students in the experimental group at the end of week 7 to gather their perceptions. The findings revealed that integrating Padlet and Jamboard positively impacted the organisation and content of students' written texts. The survey results showed that most students were satisfied with the effectiveness of the lessons and their level of engagement in class. This study highlights the potential of technology integration in teaching writing, especially during the pre-writing stage, and suggests further research in this area.

How to teach listening skills effectively has always been a concern, especially when it is conducted online during the time of the COVID-19 pandemic. This research aims to examine the impact of using Zoom and Padlet in teaching Listening online for B2 students at a university in Vietnam. The participants included 76 students, separated into a control group and an experimental group with pre-test mean scores of 57.50 (SD=7.24) and 57.39 (SD=6.27), respectively. The treatment applied to the experimental group was a combination of Zoom’s main room, breakout rooms, and Padlet interactive tool. After fifteen weeks, both groups were required to do a post-test, and then the experimental participants were asked to fill in a survey. Findings from post-tests revealed that both groups got improved, but more improvement was found in the experimental group. The survey results reported a high level of students’ concentration and enjoyment of learning when the applications of Zoom and Padlet were combined. In light of the outcomes, further research on a larger scale should be carried out to provide ESL listening teachers with an alternative in teaching their listening lessons online effectively