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.