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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching Journal of English Language Teaching and Linguistics
Trang Thu Nguyen
Hanoi Law University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Epistemic Modality in Vietnamese EFL Students’ Argumentative Writing Trang Thu Nguyen
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1562

Abstract

Epistemic modality plays a crucial role in expressing a writer’s opinion, degree of certainty, and engagement with the reader, particularly in argumentative writing. Inspired by prior research, this paper aims to explore the epistemic modality markers used in 50 essays written by English-majored students. A combination of quantitative and qualitative data was employed to discover how the participants have used linguistic devices to express different degrees of commitment and categories of epistemic devices. The results suggest that epistemic modality is a common feature in this genre, with roughly one-third of the sentences in the data containing epistemic elements. The findings also show a clear preference for expressing probability through modal verbs. Additionally, the data reveal frequent use of epistemic lexical verbs and adjectives to convey certainty and modal verbs to denote probability. The study concludes with pedagogical recommendations for enhancing students’ use of epistemic modality in argumentative essays.
SITUATIONAL FACTORS SHAPING VIETNAMESE STUDENTS’ WILLINGNESS TO COMMUNICATE IN EFL SPEAKING CLASSROOMS Trang Thu Nguyen
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13518

Abstract

Students’ reluctance to speak in English as Foreign Language (EFL) classes poses a major challenge for teachers. This issue may stem from either learner-related characteristics (e.g., anxiety, confidence) or environmental factors (e.g., classroom climate, peer support). The current study explores Vietnamese students’ perceptions of situational variables affecting their willingness to communicate (WTC) in EFL speaking classrooms. Employing a qualitative research design, semi-structured interviews were conducted with ten third-year Vietnamese English-major students and analyzed using thematic analysis. The findings reveal that students’ WTC is influenced by multiple situational factors that can be categorized into task type, peer characteristics, and teacher practices. Specifically, students show greater WTC during interactive tasks such as games, videos, pair work, or small-group discussions on engaging topics. A supportive classroom climate and cooperative peers further enhance communicative readiness. Furthermore, teachers play a crucial role in fostering WTC through openness, approachability, and flexible pedagogy. The current study contributes to contextual understandings of WTC in EFL by highlighting situational factors specific to Vietnamese classrooms, thereby extending existing research beyond individual psychological variables. Pedagogical implications for designing interactive, supportive classroom environments that foster participation and communicative confidence are also offered.
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