Respiratory syncytial virus (RSV) is an enveloped virus that assembles into filamentous virus particles on the surface of infected cells. Morphogenesis of RSV is dependent upon cholesterol-rich (lipid raft) membrane microdomains, but the specific role of individual raft molecules in RSV assembly is not well defined. Here, we show that RSV morphogenesis occurs within caveolar membranes and that both caveolin-1 and cavin-1 (also known as PTRF), the two major structural and functional components of caveolae, are actively recruited to and incorporated into the RSV envelope. The recruitment of caveolae occurred just prior to the initiation of RSV filament assembly, and was dependent upon an intact actin network as well as a direct physical interaction between caveolin-1 and the viral G protein. Moreover, cavin-1 protein levels were significantly increased in RSV-infected cells, leading to a virus-induced change in the stoichiometry and biophysical properties of the caveolar coat complex. Our data indicate that RSV exploits caveolae for its assembly, and we propose that the incorporation of caveolae into the virus contributes to defining the biological properties of the RSV envelope.

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This study scrutinizes the viewpoints of Vietnamese students studying English as a Foreign Language (EFL) regarding determinants impacting their autonomy in English language acquisition. Data was amassed from 117 Vietnamese EFL learners attending a university in Vietnam by using a survey-based methodology. The survey instrument, comprising Likert-type items, was predicated on well-established conceptual frameworks derived from antecedent studies. The study unveiled multiple key influences on learner autonomy, incorporating voluntariness, learner choice, adaptability in study alternatives, peer collaboration, and beliefs about the educator’s role, motivation, capabilities, and independence. These determinants underscore the significance of learners’ active participation, personal agency, social interactions, nurturing learning ecosystems, intrinsic motivation, efficacious learning strategies, and learner empowerment in cultivating learner autonomy. The implications gleaned from these results emphasize the necessity for pedagogical stratagems that encourage voluntariness, learner choice, peer collaboration, teacher backing, motivation, skill enhancement, and learner agency within English language educational environments. These pedagogical stratagems would better equip learners for the autonomous journey of English language acquisition, thereby enhancing the overall efficiency of English language education in the Vietnamese context.