https://dspace.ctu.edu.vn/jspui/handle/123456789/2323 2026-10-12T12:04:44Z https://dspace.ctu.edu.vn/jspui/handle/123456789/130685 Title: A Literary Analysis of Identity, Emotion, and Symbolism in the English Lyrics of BTS Authors: Lê, Kim Ngân Abstract: "This study examines how BTS constructs and expresses identity, symbolism, and emotion in their English lyrics within a global cultural context. Drawing from frameworks including identity theory (Frith, 1996), performativity (Butler, 1990, as cited by Handayani et al., 2024), Conceptual Metaphor Theory (Lakoff & Johnson, 1981), and cultural hybridity (Bhabha, 1994, cited in Shah, 2016), the study investigates six BTS English songs: Dynamite, Butter, My Universe, Permission to Dance, Waste It On Me, and Take Two. Using qualitative discourse analysis and metaphor, the study examines how language choices, symbolic motifs, and emotional narratives function as interconnected systems of interpretation. Symbolism and metaphor form a coherent network centered on four motifs: light, space, movement, and time, which translate abstract emotions like hope, freedom, gratitude, and continuity into globally accessible imagery through conceptual metaphors such as FREEDOM IS MOVEMENT and TIME IS MEMORY. Emotionally, the lyrics transform personal feeling into a shared global experience. The study concludes that BTS’s English songs function as complex cultural texts and a “global poetics of emotion,” bridging Korean sensibility with global popular culture and enriching theoretical and pedagogical discussions of identity and symbolism in transnational music." 2026-01-01T00:00:00Z https://dspace.ctu.edu.vn/jspui/handle/123456789/130684 Title: Exploring English-Majored Students’ Perceptions of GenAI-Supported Vocabulary Learning Authors: Phan, Thị Kiều My Abstract: "In the context of the rapid digital transformation in higher education, Generative Artificial Intelligence (GenAI) has emerged as a promising tool to address persistent challenges in foreign language vocabulary acquisition, particularly the gap between receptive and productive knowledge. This qualitative study aims to deeply explore the perceptions of English-majored students at the College of Foreign Languages, Can Tho University, regarding the use of GenAI tools (such as ChatGPT, Gemini, and QuillBot) to support vocabulary learning. Grounded in Nation’s (2001) framework of vocabulary knowledge (Form-Meaning-Use) and the Technology Acceptance Model (TAM), the study focuses on analyzing learners' lived experiences to elucidate how they adopt, evaluate, and adapt their learning behaviors in a technology-enhanced environment. The study employed a phenomenological research design involving nine English-majored students from four different academic cohorts (Courses 48, 49, 50, and 51). Data were collected via semi-structured in-depth interviews and analyzed using thematic analysis. The findings reveal a significant paradigm shift in learning strategies: from traditional dictionary-based and passive note-taking habits to a dynamic, personalized learning ecology mediated by GenAI. Students demonstrated a high level of acceptance, perceiving GenAI as a useful “virtual tutor” that enhances learning efficiency, provides rich contextualization, and reduces affective barriers when encountering difficult vocabulary. Notably, GenAI plays a crucial role in fostering productive vocabulary use through text generation and immediate feedback mechanisms. However, the study also recorded mixed views on cognitive impacts, including concerns about information accuracy (AI hallucinations), the risk of technological dependence, and shifts in critical thinking habits. Based on these findings, the study suggests that optimizing GenAI in language education requires a balanced integration of technology and traditional methods, emphasizing the indispensable role of lecturers in guiding and cultivating students' AI literacy." 2026-01-01T00:00:00Z https://dspace.ctu.edu.vn/jspui/handle/123456789/130683 Title: The Interplay of Skopos Theory, Domestication, and Foreignization in Translating O. Henry’s The Gift of the Magi Authors: Phan, Võ Nhật Minh Abstract: "O. Henry’s seminal short story, The Gift of the Magi (1905), has reached Vietnamese audiences through various translations. While the 2023 rendition by Mạnh Chương has achieved wide circulation, empirical research examining its strategic and theoretical implications remains limitedq. This study analyzes how the translation negotiates stylistic, cultural, and pragmatic elements of the original text under the lens of Skopos Theory, with particular attention to domestication and foreignization strategies. A qualitative single-case design was adopted. Textual data were extracted from forty-three source–target segment pairs representing key narrative features of the story, including ironic tone, biblical allusions, stylistic rhythm, and plot climax. Each pair was coded and comparatively analyzed using a functionalist framework to determine strategy choice and communicative effectiveness. Findings reveal that the translation predominantly employs domestication, especially in rendering idioms, emotional expressions, and symbolic details, aiming to maintain fluency and cultural familiarity for Vietnamese readers. Foreignization appears selectively in proper names and biblical references to preserve cultural specificity. While these strategic choices sometimes soften O. Henry’s irony, they enhance accessibility and empathy, fulfilling the communicative purpose of the translation within the Vietnamese context. The study contributes to literary translation research by demonstrating a functional integration of Skopos Theory with domestication/foreignization strategies and by offering analytical criteria applicable to similar short story translations. Practically, the findings provide insights for translators, editors, and educators on strategic decision-making that balances fidelity, readability, and cultural resonance." 2026-01-01T00:00:00Z https://dspace.ctu.edu.vn/jspui/handle/123456789/130682 Title: Lyrics as Literature: Poetic Storytelling and the Construction of Female Identity in Taylor Swift’s Lyrics Authors: Nguyễn, Thị Ngọc Hương Abstract: "This thesis examines Taylor Swift’s song lyrics as a form of poetic storytelling and explores how female identity is constructed across different phases of her songwriting career. Situating song lyrics within the framework of lyrics-as-literature, the study addresses the growing scholarly recognition of popular music as a legitimate site of literary and cultural analysis. Drawing on a qualitative, literature-based research design, the thesis synthesizes existing scholarship and conducts close readings of ten representative songs selected from three broadly recognized phases of Swift’s artistic development: early confessional storytelling, persona-driven and media-reflexive narration, and later symbolic and introspective lyricism. The analysis employs an integrated three-layer framework combining narratology, Systemic Functional Linguistics (SFL), and Critical Discourse Analysis (CDA), including feminist and postfeminist perspectives. This framework enables a systematic examination of narrative structure, linguistic patterning, and gendered discourse as interrelated components of meaning-making. The findings demonstrate that Swift’s lyrics function as a coherent poetic system rather than a spontaneous emotional confession, with each phase marked by distinct narrative strategies, grammatical tendencies, and discursive constructions of femininity. Across her body of work, female identity is shown to evolve from emotionally legible and morally innocent femininity, through confrontation with media discourse and gendered power relations, to a reflexive mode shaped by internalized surveillance and self-interrogation. By integrating narrative, linguistic, and discursive analysis, this study contributes to interdisciplinary scholarship on popular music, feminist discourse, and literary studies, and highlights the value of song lyrics as complex cultural texts that negotiate contemporary female identity." 2026-01-01T00:00:00Z