As a human basic emotion, anger has been extensively investigated to gain insights into human cognition and psychology. From the cognitive linguistic perspective, research into metaphor and metonymy of anger across languages can shed light on the cultural models of respective speech communities. This paper looks into metaphors and metonymies of anger in Vietnamese and English idioms to find out how this emotion is conceptualized in each language, what features are universal and what characteristics are culturally specific. The Conceptual Metaphor Theory framework proposed by Lakoff Johnson (1980) was used for data analysis, which involves 68 English and 52 Vietnamese idioms. It was found that both languages conceptualize anger based on embodied experiences as well as cultural models. Six major conceptual metaphors of anger are identified with more diverse elaborations in Vietnamese idioms. Cultural differences are that Vietnamese makes frequent use of body parts and internal organs metonymies while English tends to utilize the whole body to describe emotional states. Vietnamese feudalist values and folk culture are also evident in the metaphorical and metonymic idioms of anger. These findings have both linguistic significance and pedagogical implications. It is suggested that awareness of conceptual motivation should be promoted when teaching idioms as figurative, metaphorically based expressions.

This paper investigates the effects of Multiple Intelligences-based homework on EFL students' vocabulary learning at a university in Vietnam. Based on the Multiple Intelligences (MI) Theory framework and Action Research approach, the homework instructions were adapted according to different types of intelligences. After four weeks of practice, it was found that students made use of different strategies to learn new words. They also showed creativity and a greater enthusiasm toward vocabulary learning.

Teacher feedback on EFL students' writing is essential in the teaching and learning process. While a large body of research has focused on treatment of errors and content feedback in general, little has been done about the types of mistakes that students can overcome by themselves and how comments on contents should be worded. There are two major causes of errors: first language interference and developmental factors. The former type is harder for learners to overcome and the latter category can be gradually improved by their own efforts. This paper serves dual purposes: diagnosis and treatment. First, it examines types of errors that could be fixed by students with teacher's assistance. Second, it looks into how content feedback should be worded. It specifically analyzes marginal and final comments broken into five categories to see how these types of content feedback help students improve their rewrites. It was found that errors with subject-verb agreement and with nouns used for generic references belong to developmental errors and, thus they do not need teacher's intervention; teacher's comments with directions/suggestions and questions for clarification are the most effective for students to improve their rewrites.Contribution/ Originality: This paper contributes to the literature on EFL writing feedback in the context where the educational culture is heavily teacher-centered. It provides an insight into how teachers' feedback and comments may help students improve their subsequent drafts and points out that teacher's intervention of student's written errors should be selective.

Motivation plays a vital role in foreign language learning as it leads to deep, goal-oriented and persistent learning. A number of variables are associated with motivation, among which five factors viz., Teacher, Teaching Methodology, Text, Task and Test. These are classroom-specific and can be adjustable for enhancing student learning motivation. This paper investigates EFL students’ perception of these five variables and factors that influence their motivation. Renandya’s 5Ts model was used as a framework for investigation. The instrument for data collection was a five-point Likert Scale questionnaire that included 27 items related to factors that affected students’ motivation in language learning classroom. The data was analyzed with SPSS software version 21.00. It was found that the students perceived Teacher as the most important factor, followed by the factors of Teaching Methodology, Task and Text; the Test factor was considered as the least important. The regression analysis, however, shows that the Text, or Teaching materials in current use were the most influential. The findings fill the gap of research in Vietnam’s EFL context and therefore, they are of theoretical and practical significance.

This experimental research investigates the relationship between multiple intelligences (MI)-related projects and EFL learners’ autonomy. The experiment was conducted at Vinh University, involving 59 non-English majored students. Autonomy tests, project rubrics, and project questionnaires were employed to collect the data for analysis. The findings showed that after fifteen weeks of treatment with five projects the students involved in MI projects were more self-controlled in exploiting information sources, learning process and language learning than students in the control groups. The experiment groups also showed students’ significant increased motivation in MI projects.