This study investigates the evaluation and adaptation of reading tasks from Tiếng Anh 9 - Global Success textbook by English teachers at a lower secondary school in Vietnam. Semi-structured interviews, classroom observations, and lesson plans provided data for this qualitative case study. The results show that the teachers evaluated the reading tasks based on linguistic difficulty, cultural-contextual relevance, and cognitive engagement, reflecting established frameworks for task analysis and textbook evaluation using Bloom’s revised taxonomy (Anderson & Krathwohl, 2001) and textbook evaluation criteria (Cunningsworth, 1995). Adaptations included text simplification, activating prior knowledge, integrating technology, and designing interactive exercises. Teachers’ adaptations of the reading tasks tended to make lessons more engaging and boost students’ participation while improving students’ comprehension and critical thinking about the texts. The study offers implications for context-responsive reading instruction and provides teachers, curriculum designers, and teacher preparation programs with suggestions for adapting textbooks to enhance reading skills.

This study investigates EFL primary school teachers’ selection of drama activities for teaching speaking in the context of the 2018 General Education English Curriculum. The study involved 12 EFL teachers from nine primary schools in Vinh Linh, Quang Tri province, all of whom taught Grade 3 using the Global Success 3 textbook. Data were collected through semi-structured interviews and 24 classroom observations, with two lessons observed for each teacher. Interview and observation data were analyzed thematically, while descriptive frequencies were used to summarize patterns in teachers’ selection or use of nine drama activity types. The findings indicate that teachers generally viewed drama as a practical and engaging approach to promoting pupils’ participation and opportunities for communicative language use. Role-play was the most consistently selected activity (12/12 teachers, 100%), followed by drama/language games, mime, and frozen image building (10/12 each, 83%). More demanding activities, including improvisation, Readers’ Theatre, skits, and scriptwriting, were selected less often. The findings suggest that teachers’ choices were shaped not only by perceived pedagogical value but also by lesson objectives, preparation demands, learner proficiency, available time, and contextual conditions. The study highlights the importance of professional development that helps teachers select, scaffold, and adapt drama activities to the affordances and constraints of primary EFL classrooms.

This study was conducted to investigate motivational factors, pronunciation learning strategies, and challenges encountered of non-English majors in self-directed pronunciation learning. A mixed-methods design, integrating both quantitative and qualitative approaches, was employed for the study. Data were collected through a theory-informed questionnaire developed based on Self-Determination Theory, Self-Directed Learning, and Oxford's (1990) language learning strategies, together with learning journals and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed using thematic analysis. The findings reveal that non-English majors demonstrated high levels of both intrinsic and extrinsic motivation, with intrinsic motivation showing a slightly higher composite mean score. Within the extrinsic motivation dimension, future career was the highest-rated motivational indicator, whereas perceived progress, satisfaction, and increased confidence were the major contributors to intrinsic motivation. The results also indicate that cognitive strategies were the most frequently employed pronunciation learning strategies, including repetition, imitation, and the use of digital applications in self-directed pronunciation learning. In addition, the study found that psychological barriers constituted a major challenge affecting students’ motivation and persistence in self-directed pronunciation learning. The findings provide pedagogical implications for learners, English lectures, and educational institutions to enhance the effectiveness of self-directed English pronunciation learning of non-English-majors.

This qualitative research investigates the emotional challenges faced by pre-service English teachers, who are currently studying at Hue University of Foreign Languages and International Studies (HUFLIS) during their internships in Thailand, and the emotion-regulation strategies they employed. Twelve Pre-service teacher students consented to participate in semi-structured interviews. Thematic analysis (Braun & Clarke, 2006) was used to identify recurring patterns. The findings reveal that the pre-service teachers frequently encountered negative emotional experiences, such as anxiety, frustration, burnout and feelings of being overwhelmed. Using Gross's (1998) process model of emotion regulation as an analytical framework, the study shows that commonly reported regulation strategies included cognitive reappraisal (positive self-talk), response modulation (breathing/mindfulness), behavioral adjustments (body language and voice control), and support-seeking, particularly, informal digital peer support. The study highlights the contextual specificity of stressors in international placements (especially language-related anxiety) and suggests implications for teacher education programs to include emotional-awareness and regulation training. Limitations and directions for future research are discussed.

Developing vocabulary for preschool children, especially adjectives, is one of the important tasks of preschool education. This study focuses on surveying the current status of adjective development for 4-5 years old children in preschools in Hue city through activities to familiarize themselves with literary works. The survey content includes: teachers' awareness of performing the task of developing adjectives for 4-5 years old children through activities to familiarize themselves with literary works; Current status of teachers' organization of activities to familiarize themselves with literary works for 4-5 years old children; Adjective characteristics of 4-5 years old children. The survey results are the basis for proposing measures to develop adjectives for preschool children in Hue city, contributing to meeting the requirements of modern preschool education.

This study provides the first quantitative analysis of doctor-patient communication in the acclaimed television series House M.D. Using the Roter Interaction Analysis System (RIAS), this study quantitatively examines House-patient communication in ten episodes of the TV series to measure three key structural indices: the Verbal Dominance Ratio (VDR), Content Balance Ratio (CBR), and Communication Control Ratio (CCR). The findings revealed a central paradox: while the VDR indicated surprising parity in speaking turns, in contrast to real-world clinical practice, the CBR showed that dialogue was overwhelmingly biomedical-dominant. Furthermore, a seemingly patient-controlled dynamic (CCR > 1.0) was found to be a statistical artifact, driven primarily by Dr. House’s extensive information-giving rather than genuine patient initiative. We conclude that House M.D. presents a compelling but misleading model of communication, co-opting the form of patient participation to reinforce the physician’s singular diagnostic authority.

Developing coherent language is one of the important language education contents for preschool children 5-6 years old. In preschool, getting acquainted with literary works plays an important role in the development of coherent language for children. The article aims to propose some measures to develop coherent language for 5-6 year old Bahnar ethnic children in preschools in Dak Doa district, Gia Lai province, including: Building an environment to support the activity to introduce preschool children to literary works; Organize activities to familiarize yourself with literary works with active teaching methods and techniques; Collaborate with families to improve the effectiveness of coherent language development for 5-6 year old Bahnar ethnic children in activities to familiarize themselves with literary works. These measures will contribute to stimulating children's interest, helping them actively participate in activities, thereby developing the ability to use language coherently.

The article aims to propose a number of measures to develop pre-reading abilities for preschool children 5-6 years old through corner activities, including: Building an environment in the corners that supports the development of pre-reading abilities for 5-6 years old children, Enhance reading books with children in corner activities, Teachers design books with children, Develop pre-reading ability through organizing games to get acquainted with letters in the corners. The measures are presented specifically in terms of purpose and implementation. This will help prepare children for entering Grade 1.

Based on the value of Ehon stories, a famous comic genre originating from Japan, the article has proposed measures to use Ehon stories in educating life skills for 3-4 years old children in kindergarten. The measures aim to use Ehon stories in corner activities, activities to familiarize children with literary works and activities to experience the book library. All measures are presented specifically in terms of purpose and implementation. This will contribute to maximizing the role of Ehon stories in educating some life skills for 3-4 years old children.

Positive vocabulary is an important goal in teaching Vietnamese at primary schools. Rich vocabulary, effective word use skills greatly affect the quality of students' language-making activities. From theoretical studies on activating vocabulary and the role of word skill training activities in supporting descriptive writing practice for students in grades 2 and 3, the article proposes a number of measures to help learners increase the effectiveness of using words in specific situations and contexts.

This paper examines the development of multimodal communication competence for Grade 4 and Grade 5 students through speaking and listening activities in Vietnamese language education, in accordance with the 2018 General Education Curriculum of Vietnam. Drawing on theoretical frameworks of communicative competence and multimodal communication, the study highlights the central role of speaking and listening as integrative activities that combine multiple modes of meaning-making, including spoken language, images, sounds, gestures, and supportive media. Through an analysis of the learning objectives and the content of speaking and listening activities in the Grade 4 and Grade 5 Vietnamese textbooks (Kết nối tri thức với cuộc sống series), the study identifies significant potential for fostering students’ multimodal communication competence. On this basis, the paper proposes several pedagogical measures to enhance the effectiveness of speaking and listening instruction within a competency-based approach, thereby contributing to the improvement of Vietnamese language teaching at the primary level in contemporary educational contexts.

In the context of the 2018 General Education Curriculum, which emphasizes the development of learners’ competencies, teaching the reception and production of multimodal texts at the primary level has become an important task. This paper focuses on developing Grade 4 students’ competence in receiving and producing multimodal texts in the Vietnamese language subject. Based on clarifying the theoretical foundations and curriculum requirements, the paper proposes a process and pedagogical measures to support students in identifying, analyzing, synthesizing, and producing multimodal texts in accordance with their psychological characteristics and developmental capacities. The research findings provide a useful reference for teachers in designing teaching activities and learning tasks, thereby contributing to improving the effectiveness of Vietnamese language teaching in Grade 4 in line with a competency-based approach.

Developing the reading ability of informational texts for students in the first grades of primary school is a strategic goal in the current context. Besides the task of practicing reading aloud, educators are able to apply a number of active teaching techniques to improve the quality of reading comprehension of learner's informational texts. From explaining the purpose of selecting and applying teaching techniques to the organization to practice reading comprehension skills, this article identifies how to implement the solutions and explains it with a number of illustrative designs that can be applied in primary school.

The management of teaching activities in the Vietnamese language subject in primary schools is one of the strategic tasks contributing to the successful implementation of the current curriculum and textbooks renewal objectives. Despite efforts to improve the management of teaching Vietnamese language in the present period, practical observations reveal certain limitations in goal management and assessment control. We conducted a study to assess the current situation by surveying 27 administrators and 92 teachers from 10 primary schools in Nha Trang City, Khanh Hoa Province. The collected data provides valuable reference points, enabling educational leaders to initially evaluate the awareness and effectiveness of managing Vietnamese language teaching activities in primary schools. Subsequently, this study proposes effective pedagogical solutions.

Play-based learning is introduced as an effective learning model in many countries worldwide, but its effectiveness is particularly relevant to elementary education due to its suitability for both the target audience and content, as well as implementation methods. Through theoretical and practical research, the article analyzes the significance of applying this model to develop paragraph writing skills for third-grade students, in order to stimulate creative writing interests and increase interaction effectiveness with specific topics.

The size comparison skill is one of the important math skills for a child's development. Recognizing the child's level of skill development will greatly assist preschool teachers as well as educators in the process of research and development early childhood education. This article presents some research results on types of size comparison skills of preschool children, identifying expressions, assessment exercises and the actual development of size comparison skills of preschool children in some kindergarten in Hue city.

Gratitude education is an important content in the formation and development of good personality for preschool children. However, gratitude education activities in Vietnam are still stereotyped and formal. This study aims to solve that challenge by proposing a new orientation in organizing gratitude education activities through learning projects. Based on the theoretical basis and feasibility of the learning project in kindergarten, the study has built a process of organizing a gratitude education project including three sequential steps: (1) Identifying goals and content; (2) Designing the project in 3 stages (Introduction, Development, Conclusion); and (3) Completion, evaluation and adjustment. The illustrative project "Dear Mom" ​​is used as a typical example for applying the proposed process.

This article presents the findings of a study on the current status of the school environment in upper secondary schools in Hue City. The study employed a survey method using the Delaware School Climate Scale – Student Version, administered to 722 students from four upper secondary schools. The results indicate that the school environment in these schools is generally perceived as positive and safe. The study also reveals significant gender differences in students’ perceptions of bullying behaviors, as well as grade-level differences in several components of the school environment. These findings provide practical implications for developing targeted measures to improve the quality of the school environment in upper secondary schools in Hue City in the coming period.

This paper investigates the development of multimodal communication competence for grade 6 and 7 students through teaching speaking and listening in Literature under the orientation of the 2018 General Education Program. Based on a theoretical analysis of multimodal communication, the study clarifies its concept, structure, and role in enhancing students’ communicative effectiveness and learning outcomes at the lower secondary level. In addition, the paper examines the required outcomes and the speaking and listening contents in the grade 6 and 7 Literature curriculum and textbooks to identify opportunities for integrating multimodal communication competence into teaching practice. Accordingly, two main groups of pedagogical measures are proposed: designing digital learning materials as scaffolds to support students in recognizing, selecting, and coordinating communicative modes; and applying active teaching techniques to increase practice, interaction, and criteria-based feedback. The findings contribute to providing both theoretical foundations and practical orientations for organizing speaking and listening instruction toward the development of multimodal communication competence in lower secondary Literature education.

Developing language ability is an important goal of teaching language. In grade 6, the goal of language development is effectively realized through Vietnamese practice activities.  From theoretical and practical studies, we propose some orientations and measures to develop language competence for 6th grade students through the use of learning materials and the use of methods and techniques of active teaching. The article also affirms the role of Vietnamese practice experiences in forming language knowledge and practicing reading, writing, speaking and listening for learners.

Based on theoretical premises, this article focuses on analyzing and evaluating self-learning capacity and the significance of enhancing this ability for sixth-grade students in reading comprehension instruction. The proposed measures include the application of the flipped classroom model and several active teaching methods in organizing reading comprehension activities. Additionally, the design of practice worksheets tailored to specific text types aims to foster learners' independence and creativity in approaching, analyzing, and exploring texts.

Based on the analysis of related concepts, content characteristics of local education in Thua Thien Hue province at the secondary school, History - Culture content, the article proposes a system of characters and processes building character profiles in teaching the History - Culture knowledge circuit of the local education content of Thua Thien Hue province at the secondary school.

Developing the competency of reading comprehension of informational texts is one of the key requirements of the 2018 General Education Program for Literature. This article proposes several measures for applying the POSSE strategy to enhance high school students' reading comprehension competency in informational texts. Based on the analysis of the theoretical foundations of the POSSE strategy, the characteristics of reading comprehension competency, and the specific features of informational texts, the study establishes pedagogical principles, designs the application procedure, and proposes appropriate implementation measures. These measures can be adopted as an orientation for organizing reading comprehension instruction in accordance with the competency-based approach, contributing to the innovation of Literature teaching methods in high schools.

Speaking and listening are crucial skill sets that play an important role in the development of language competencies for students in general education. The discussion format on social issues in the 10th grade Literature subject significantly contributes to training students' speaking, listening, and interactive speaking and listening skills. This paper presents several measures that on one hand, assist students in practicing skills for analyzing topics, generating ideas, and structuring their thoughts, based on cultural principles and standards; on the other hand, it influences the selection of teaching methods and techniques and the design of evaluation tools by teachers.

Training 10th grade students in argumentative writing skills through the application of integrated principles is a pedagogical experiment aimed at enhancing the ability to create and produce text in the teaching of Literature according to the 2018 general education program. From theoretical and practical research on teaching argumentative writing, we initially propose the application of the integration principle in organizing the training of argumentative writing skills according to four characteristic essay types proposed in the 10th grade Literature textbook, part of the “Connecting Knowledge with Life” series.

This article investigates symbols in poetic texts from the perspective of reading comprehension objectives in Grade 12 Vietnamese Language Education under the 2018 General Education Curriculum. Drawing on a synthesis of major theoretical perspectives on symbolism, the study clarifies key characteristics of symbols in poetic discourse. It also analyzes the expected learning outcomes and literary knowledge related to modern Vietnamese poetry in the Grade 12 curriculum, particularly in the Knowledge Connection with Life textbook series. In addition, the study surveys representative symbols in selected poetic texts to illustrate their role in organizing poetic meaning. Based on these findings, the article proposes orientations for defining teaching objectives in reading comprehension of symbols in poetry. These orientations aim to support teachers in organizing effective classroom practices while fostering students’ reading comprehension competence and aesthetic appreciation of modern Vietnamese poetry.

This article focuses on analyzing and clarifying fundamental concepts related to extracurricular activities, language competence development, and the assessment of language competence enhancement for tenth-grade students through extracurricular activities in Literature. Based on these analyses, the study proposes designs for extracurricular activities aimed at fostering students' interest and practical Vietnamese language skills, gradually developing their language competence in both receptive and productive dimensions.

Role-play is one of the activities that help leaners through experience. In making effort to learn and research about methods of teaching speak - listen literature at schools, we realize that literature program has lots of contents to organize role-play activities. The paper presents the process of applying role-play method to design teaching activities to experience some case in Literature 11.

This study aims to evaluate the effectiveness of the Translation Practice 2 course at a University in Central Vietnam, based on the perceptions of students majoring in English Language and English Pedagogy. The research applies the Kirkpatrick evaluation model to measure learners’ satisfaction levels and their self-perceived skill development. Regarding the research methodology, this study employs a mixed-methods approach, combining questionnaire surveys of 72 students with in-depth interviews. The research findings indicate that although students highly appreciate their instructors’ teaching competence and clearly recognize positive changes in their translation thinking (shifting from word-by-word translation to context-based translation), significant barriers still exist concerning outdated learning materials and assessment methods that are not well-aligned with the training process, creating considerable psychological pressure for learners. Based on these findings, the paper proposes pedagogical solutions, including modernizing course materials, aligning instruction with assessment, and enhancing experiential learning through thematic discussions and targeted feedback.

Within the framework of the 2018 General Education Curriculum, which prioritizes the development of learners’ qualities and competencies, the cultivation of Ho Chi Minh’s moral values among pedagogy students has emerged as a pressing imperative. This paper reports on a survey conducted at the University of Education, Hue University, examining perceptions, contents, modalities, and pedagogical approaches to the education of Ho Chi Minh’s moral values. It further analyzes the new requirements posed by the 2018 GEC for prospective teachers and proposes solutions aimed at enhancing the effectiveness of moral education in pedagogical institutions.

The integrated subject is an appropriate and effective approach to develop students' 21st century competencies based on applying interdisciplinary knowledge and skills to solve real-world problems. However, prospective elementary teachers do not have a thorough understanding of integrated teaching theory, as well as limited in building integrated topics in teaching for subjects as well as Science subject in elementary schools. Therefore, the purpose of the article, based on the analysis of the reasons why it is necessary to develop the teaching capacity of integrated interdisciplinary approach for prospective elementary teachers, has identified the component competencies of integrated topic design capacity. We have also proposed 5 measures to contribute to the formation and development of this capacity for prospective elementary teachers, meeting the reality of integrated teaching in the future.

To improve the role of managers and lecturers in green tourism training for students of the Faculty of Tourism - Hue University. The research team surveyed 25 managers and lecturers of the Faculty of Tourism - Hue University on the current status of green tourism education. The results of the analyzed research show that: All lecturers have the correct views and awareness about green tourism education, and have a need to improve capacity in educational activities—green tourism shortly. The conditions to promote the impact of lecturers in this activity are the curriculum system for green tourism education, the support of stakeholders in the green tourism education model, and the infrastructure of the green tourism education system. Schools become tools and environments for green tourism education.

Based on the TPACK scale, with the survey method through questionnaires, we have conducted an evaluation survey on more than 190 subjects who are Informatics teachers in some junior high schools. and high schools of Quang Binh, Quang Tri, Thua Thien Hue, Quang Ngai and Soc Trang provinces. This papper will present some research results on the assessment of the competence to integrate technology in teaching (Integrating Technology in Teaching - ITT) of Informatics teachers, based on the TPACK framework. Comments on the research results are also given, to compare and contrast with some existing results, from which comments are made about the ITT competence of Informatics teachers. These research results serve as a foundation for developing strategies in training pedagogical students and supporting the professional growth of Informatics teachers.

At the request of the 2018 general education program, organizing teaching by scientific research method is a method that plays an important role in the formation and development of students' substances and competencies, especially Especially the ability to understand the world of life. This article surveyed and analyzed the situation of teaching by the method of scientific research biology at teachers at high schools. Research results show that most teachers appreciate this method. However, there are still many difficulties that hinder the organization of teaching by this method.

This study examines the current situation of self-assessment activities for undergraduate programmes under the AUN-QA framework at the University of Education, Hue University. It focuses on six components: objectives, content aligned with the eight AUN-QA standards, methods and organisational forms, participating groups, supporting conditions, and evaluation of implementation results. A descriptive survey design was employed, with quantitative data as the primary source and semi-structured interviews with 15 participants (five administrators, five lecturers, and five professional staff members) used to supplement, triangulate, and explain the quantitative findings. Data collected from 156 administrators, lecturers, and professional staff members were analysed using descriptive statistics, and the internal consistency of the questionnaire scales was examined using Cronbach’s alpha. The findings show that programme self-assessment activities were conducted regularly, while their outcomes were rated at a fairly good level; the group mean scores ranged from 3,72 to 4,06. The comparatively stronger components were the content of self-assessment aligned with the eight AUN-QA standards, the participation of relevant groups, and the evaluation of implementation outcomes. However, several issues still require improvement, including identifying the full extent of compliance across all eight standards and 53 criteria, ensuring substantive participation by external stakeholders, strengthening benchmarking, standardising data and evidence, improving learning resources and digital infrastructure, and using self-assessment results more effectively for programme improvement. The paper suggests directions for enhancing evidence management, stakeholder engagement, supporting conditions, and the use of self-assessment results for continuous programme improvement.