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This action research study aims to test the feasibility of applying an intercultural language learning and teaching model (IcLLT) to teaching EFL in general education in Vietnam through teachers’ and students’ responses to two trial lessons. The IcLLT model of “construction”, “connection”, “interaction”, “reflection”, and “extension” is developed to foster students’ intercultural competence by invoking their engagement in social interaction and critical cultural reflection. As shown in observations and students’ evaluation sheets, the intercultural language activities in IcLLT lessons could engage the students in activating prior knowledge, comparing culture, talking about cultural issues, and participating in intercultural communication. However, they were not able to reflect on their intercultural perspectives in oral interaction as much as in their writing. In parallel, the teacher agreed that the activities requiring students’ reflection were most challenging and the other three steps of “construction”, “connection”, “interaction” could be conducted in relevance to three-stage Communicative Language Teaching (CLT) skill lessons of Pre-While-Post. The IcLLT is applicable to teach integrated skill CLT lessons with culture-specific input if intercultural objectives are added and relevant intercultural language activities with more focus on students’ intercultural interactions and critical reflection are conducted.  Hence, IcLLT could be recommended as a supplementary approach to integrating culture into EFL teaching to build students’ intercultural communicative competence, which is considered a critical part of the new educational reform in general education in Vietnam

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Teacher written feedback (TWF) has received growing attention from researchers and teachers. Although TWF arguably targets multiple dimensions of students’ writing, research to date has largely focused on the relationship between written corrective feedback and language development. More research is needed to understand TWF more holistically and as a two-way social process (Storch, ۲۰۱۸). As such, it is important to understand students’ perspectives on TWF in different instructional contexts. The present study explores Vietnamese EFL students’ perceptions of TWF practices and their preferences for TWF. Data was collected from ۹۷ English-major students in a Vietnamese tertiary setting by means of a questionnaire and follow-up interviews. The findings show that while TWF tended to weigh more on the linguistic end of the form-meaning continuum, students preferred TWF to target both form and global issues of content/idea development and writing style. However, students were divided in their preferences for comprehensive/selective feedback and for direct/indirect feedback. Although students were aware of the necessity of revising their writing upon reception of feedback, they reported different post-feedback actions. Above all, students’ preferences and expectations were underpinned by their own beliefs about the values of TWF that encompass both cognitive/non-cognitive and affective dimensions. The study offers important pedagogical implications for planning written feedback in writing instruction.

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Second language (L۲) education researchers have recently been concerned about students' willingness to communicate (WTC) since communication competence is considered an ultimate goal of L۲ education. This study examines Vietnamese teachers' perceptions of L۲ WTC and their strategies to encourage students to communicate inside the classroom. Data were collected from interviews with ۳۰ Vietnamese EFL university teachers. Results showed that all the teachers believed students' L۲ WTC inside the classroom influenced the development of second language acquisition (SLA) and perceived their role in encouraging WTC. Also, the teachers revealed that they used a wide range of strategies to encourage students to communicate. The findings suggest that L۲ teachers use a wide range of strategies to promote students’ WTC inside the classroom. It might be necessary for Vietnamese EFL teachers to update strategies to encourage WTC inside the classroom.
 

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Service-Learning (SL) has been internationally gaining in popularity in the field of teacher education in higher education thanks to its benefits. However, this pedagogical method is still new in some EFL higher education settings like Vietnam. This qualitative study investigates the undergraduate students’ attitudes after their implementation of an SL-integrated teaching practicum unit at some EFL community classes. In the study, seventy-eight fourth-year students of English in the pedagogy sector at a department of English of a university of foreign languages in Central Vietnam were involved as participants. They were guided to contact community learners of English, observe classes, design lesson plans, do micro-teachings, and finally write reflections. The findings from the reflections revealed that all of the students had positive attitudes towards SL and the teaching practicum unit, which made impacts on their personal growth, classroom management skills, profession, and community-related aspects. Recommendations concerning how to make SL and SL-integrated courses more effective were put forward at the end of the research study.