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p-Index From 2021 - 2026
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All Journal English Language Teaching Educational Journal Studies in English Language and Education
Tham My Duong
Ho Chi Minh City University of Economics and Finance
Arts Education Languange, Linguistic, Communication & Media

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EFL students’ perspectives on the employment of language learning strategies Tham My Duong; Hang T. T. Nguyen
English Language Teaching Educational Journal Vol. 4 No. 1 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v4i1.3489

Abstract

It is widely acknowledged that language learning strategies (LLSs) are beneficial to learners’ academic achievements, learner autonomy and motivation; however, it is indicated that Vietnamese students, particularly high school students have found it hard to employ LLSs. This paper aims at exploring language learning strategies used by high school students and underlying reasons at a high school located in Ho Chi Minh City. The study involved 238 EFL high school students in responding to a closed-ended questionnaire and twenty of them in answering the semi-structured interview questions. The quantitative data collected from the questionnaire were processed by SPSS version 25.0 in terms of descriptive statistics, and the qualitative data were analyzed by the content-based approach. The results of the study indicated the EFL high school students’ moderate use of LLSs. Remarkably, metacognitive strategies were the most commonly used category, compared to memory strategies – the least employed category. The findings may serve as a guideline for EFL teachers on facilitating high school students’ English language learning. It is also hoped that the results of this study may contribute to the literature about English language learning strategies in EFL contexts.
The interplay between L2 students’ self-efficacy and engagement in English medium instruction classes Tham My Duong; Sum Truong Do; Thao Quoc Tran
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1070

Abstract

English Medium Instruction (EMI) has been adopted in various training programs, as it is believed to enhance students’ English proficiency and subject knowledge; however, research on EFL students’ self-efficacy and engagement in EMI in EFL contexts remains underexplored. This study aimed to explore the levels of self-efficacy and engagement among foreign language (L2) students in EMI classes at a Vietnamese tertiary institution and examine the relationship between these two aspects. Specifically, an embedded mixed-methods design combining quantitative survey data from 173 L2 students with qualitative semi-structured interviews from 10 participants was employed. The findings revealed that L2 students displayed moderate self-efficacy in EMI contexts, with variations across distinct self-efficacy elements, resulting in varied levels of engagement. The results also indicated that reinforcing students’ confidence through clear goal-setting, constructive feedback, and anxiety-diminishment strategies could foster higher levels of engagement in EMI settings. Additionally, a strong, positive, and statistically significant correlation between L2 students’ self-efficacy and their engagement in EMI classes was found. This study concluded that L2 students’ self-efficacy strongly influenced their engagement in EMI contexts, and their high levels of confidence could enhance their participation and learning outcomes. Pedagogical recommendations are also discussed to enhance the effectiveness of EMI in light of relevant learning factors.
Insights into the effects of Online-based Writing Mock-Tests on EFL learners’ writing skills Tham My Duong; Quyen Nguyen; Thao Quoc Tran
English Language Teaching Educational Journal Vol. 9 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i2.16414

Abstract

This quasi-experimental study primarily aims to examine the effects of online-based writing mock tests (OWMT) on Vietnamese EFL learners’ writing skills and their attitudes toward OWMT. Thirty-six learners at an English center in Ho Chi Minh City participated in a ten-week course. Nineteen experimental learners participated in an OWMT platform called Cambridge English Write & Improve (CEWI), whereas 17 learners in the control group studied with the traditional teaching method. Quantitative data were collected from pre-tests and post-tests, evaluating four writing criteria (content, communicative achievement, organization, & language), analyzed by using SPSS through descriptive statistics and T-tests. Questionnaire data were collected to respond to the effects and learners’ attitudes towards OWMT. Ten experimental learners were invited for semi-structured interviews, analyzed by the thematic analysis approach. Findings indicated OWMT significantly improved learners’ writing performance, particularly in language, organization, and communicative achievement. Participants specifically demonstrated positive attitudes as dynamic triangular relationship of cognitive, affective, and behavioral, assisted their learning. These findings indicate that OWMT can serve as an effective formative assessment tool to foster writing development and learning autonomy.
Co-Authors Hang T. T. Nguyen Quyen Nguyen Sum Truong Do Thao Quoc Tran Thao Quoc Tran