https://dspace.ctu.edu.vn/jspui/handle/123456789/2323 Fri, 13 Mar 2026 11:34:45 GMT 2026-03-13T11:34:45Z https://dspace.ctu.edu.vn/jspui/handle/123456789/120369 Title: IMPACTS OF AUDIO-VISUAL RESOURCES ON ENGLISH LEARNERS’LISTENING COMPREHENSION: AN INTEGRATIVE REVIEW Authors: Vương, Thiên Thanh Abstract: This integrative review explores the impact of audio visual (AV) resources on English language learners’ listening comprehension by synthesizing findings from 155 research studies published between 2000 and 2025. The study investigates how AV materials such as videos, podcasts, and multimedia platforms—contribute to improving learners’ ability to comprehend spoken English across different educational levels and learning contexts. The review identifies key benefits of AV integration, including enhanced vocabulary retention, improved pronunciation, increased learner motivation, and more engaging, real-life language exposure. It also highlights the flexibility and personalization that AV tools offer in supporting individual learning needs. The review also addresses significant challenges, such as cognitive overload, overreliance on subtitles, and technological limitations. Methodologically, most reviewed studies employed experimental designs, but gaps remain in terms of long-term assessments, diverse learner populations, and learner perspectives. By examining both the strengths and limitations of published studies, this study provides practical implications for teachers and educators on how to effectively implement AV resources in the classroom. It concludes with recommendations for future research, emphasizing the need for empirical validation, learner-centered design, and strategic integration of emerging technologies to enhance listening comprehension in English language education. Wed, 01 Jan 2025 00:00:00 GMT https://dspace.ctu.edu.vn/jspui/handle/123456789/120369 2025-01-01T00:00:00Z https://dspace.ctu.edu.vn/jspui/handle/123456789/120368 Title: TIKTOK DUET CHALLENGES AS A SPEAKING ENHANCEMENT TOOL: A STUDY OF EFL NON-ENGLISHMAJORED UNDERGRADUATE PERCEPTIONS IN CAN THO UNIVERSITY Authors: Trần, Thiện Trí Abstract: In recent years, TikTok Duet Challenges have emerged as an interactive feature on the popular social media platform, offering users innovative means of language practice beyond traditional classroom settings. This study explores the potential of TikTok Duet Challenges for enhancing English-speaking proficiency among non-English-majored undergraduates at Can Tho University, Vietnam. A mixed-methods research design was employed, incorporating both quantitative and qualitative approaches. Seventy nonEnglish-majored undergraduates with prior experience using TikTok Duet Challenges participated in an online questionnaire, while seven of them took part in follow-up semistructured interviews to provide deeper insights into their experiences and perceptions. Quantitative findings revealed overwhelmingly positive perceptions of the usefulness of TikTok Duet Challenges across four key areas: Motivation and Engagement, Interactive and Social Learning, Language Proficiency Development, and Affective and Safe Learning Environment. The qualitative data further enriched these findings by illustrating how the duet challenges contributed to improvements in specific aspects of speaking proficiency, including stress, fluency, vocabulary, and particularly pronunciation and intonation, identified as the most noticeably enhanced features. Participants also linked their increased confidence in speaking to several contributing factors: mastery of prosodic features, repeated practice, improved pronunciation and fluency, exposure to a wider range of ideas, and the presence of a supportive learning environment that reduced fear of making mistakes. Overall, the findings hold significant implications for integrating social media platforms - particularly TikTok - into language learning pedagogy. The study provides empirical evidence supporting the educational potential of TikTok's duet feature and offers guidance for language educators in designing speaking-focused activities that utilize the platform's unique affordances to foster learner motivation, diversify practice opportunities, and build speaking confidence in the target language. Wed, 01 Jan 2025 00:00:00 GMT https://dspace.ctu.edu.vn/jspui/handle/123456789/120368 2025-01-01T00:00:00Z https://dspace.ctu.edu.vn/jspui/handle/123456789/120367 Title: EXPLORING VIETNAMESE EFL PRE-SERVICE TEACHERS’ PERCEPTIONS OF THE IMPACT OF PEDAGOGICAL PRACTICUM ON THE DEVELOPMENT OF PROBLEM-SOLVING SKILLS Authors: Trần, Thị Như Ý Abstract: Problem-solving skills are widely recognized as an important part of effective language teaching yet English as a Foreign Language (EFL) Pre-Service Teachers in Vietnam have received little attention in this regard. To address this gap, this qualitativemethod study was conducted to investigate the impact of the teaching practicum on developing problem-solving skills of Vietnamese pre-service EFL teachers in the Mekong Delta during their teaching practicum. An analysis of qualitative data from semi-structured interviews with 10 pre-service EFL teachers revealed that there are six key impacts that the practicum builds problem-solving abilities, including enhancing understanding of pedagogical situations, developing problem identification skills, providing opportunities to trial and implement solutions, fostering adaptation of teaching strategies and techniques, developing essential professional qualities, skills and habits, and promoting collaborative learning through observation, shared experiences, and supportive interactions. It is hoped that this study will provide teacher trainers, pre-service EFL teachers, and teacher education curriculum designers with valuable insights and will serve as the starting point for further research on the matter in the Mekong Delta. Wed, 01 Jan 2025 00:00:00 GMT https://dspace.ctu.edu.vn/jspui/handle/123456789/120367 2025-01-01T00:00:00Z https://dspace.ctu.edu.vn/jspui/handle/123456789/120366 Title: VIETNAMESEEFLSTUDENTS’PERCEPTIONS ANDPRACTICESOFUSINGCHATGPTFORLEARNINGENGLISH SPEAKINGSKILLS Authors: Thạch, Lâm Abstract: This study explores the perceptions and practices of Vietnamese English as a Foreign Language (EFL) students in using ChatGPT, an AI-powered tool developed by OpenAI, to improve their English speaking skills. Grounded theory is employed as the research methodology to generate new insights and develop a conceptual framework based on the students’ experiences and practices with ChatGPT. Data were collected through in-depth semi-structured interviews with students from a university in the Mekong Delta, Vietnam. The findings show that most Vietnamese EFL students had positive views about using ChatGPT to improve their English speaking skills. They found it helpful for organizing ideas, learning new vocabulary, and getting grammar feedback, which made them feel more confident when speaking. Additionally, four main factors affected how students used and viewed ChatGPT were found including: (1) their English level, those with better English skills used it more effectively; (2)technology limits, so many noted the lack of pronunciation support as a drawback; (3) community influence- recommendations from friends and teachers encouraged students to try the tool; and (4) convenience - being able to use ChatGPT any time and any where helped students practice more regularly. Wed, 01 Jan 2025 00:00:00 GMT https://dspace.ctu.edu.vn/jspui/handle/123456789/120366 2025-01-01T00:00:00Z