This study on level of communicative competence covering linguistic/grammatical and discourse has aimed at constructing a proposed English language program for 5 key universities in Vietnam. The descriptive method utilized was scientifically employed with comparative techniques and correlational analysis. The researcher treated the surveyed data through frequency counts, means and percentage computations, and analysis of variance/t-test to compare two main area variables. The respondents was 221 students from 5 universities randomly chosen. The major findings of the study generally reveal that the students’ level of communicative competence is a factor of their parents’ academic influence. Their linguistic/grammatical and discourse competence is helped by their chance for formal and intensive learning, conversing with a native speaker of the English language, rich exposure to social media networks, and reading materials written in English. Moreover, the students’ greatest strength along linguistic competence is on the use and function of noun, pronoun and preposition, while their weaknesses are on the use and function of conjunction, adverb, interjection, and verb. It is a general finding that the 4th year students who are linguistically competent on the whole system and structure of a language or of languages in general (consisting of syntax, morphology, inflections, phonology and semantics) have the tendency to speak or write authoritatively about a topic or to engage in conversation. Basing on the findings from this study, an enhancement program was proposed with the certainty that this proposed English language program would bring the best efficiency in the second language acquisition.

This quantitative research aims to investigate the language learning strategies used by Vietnamese EFL freshmen, and to examine the differences in the students' use of English language learning strategies according to their English proficiency. A total of 124 first year students from Hanoi University of Business and Technology were selected as the respondents using probability sampling methods. All the participants learned English as a compulsory academic subject. The data collection instruments of the study were questionnaires adapted from Language Strategy Use Inventory by Andrew D. Cohen, Rebecca Oxford, and Julie C. Chi (2005). The major findings of the study showed that the success of language teaching and learning are determined by the effective choices of language learning strategies. The findings of the study benefit for not only the teachers being aware of students' learning styles and language choice, but also the students cooperating firmly with their teachers to master the effective language learning strategies. Keyword: Language Learning Strategies (LLSs), English as a second language (ESL), English as a foreign language (EFL), Second Language Acquisition (SLA), Second Language (L2).

Team teachingcan be difficult even when partners come from the same background. Teaching with someone from a different culture can be truly daunting. In this article, the authors describe experiences and challenges of bicultural teams teaching in an emerging graduate business program in Vietnam and build on literature from unicultural team teaching. In addition, they offer general suggestions about how to develop good bicultural teaching teams. They also discuss implications for individual teachers.

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Learning styles play an important role in teaching and learning, especially in second language acquisition. This study aims to investigate the perceptual language learning style preference of 385 first-year university students in Vietnam. Adapting Reid’s (1984) learning style questionnaire is used as a data gathering tool in which it was responded and retrieved via students’ emails incorporated with Google form. The results revealed that freshmen were active learners since they mostly belonged to 4 major learning styles, namely Tactile, Auditory, Group, and Kinesthetic learners, and 2 minor learning styles, i.e. Visual and Individual learners. In addition, the study did not find the differences between gender as well as major and non-major English students in comparison with learning styles. Besides, freshmen’s English academic achievement was highly influenced by their learning styles. The research findings contribute resourceful references to the formation of stakeholders’ policies on English language teaching and learning, teachers of English, and future studies.