The study aims to investigate the learning attitude of Chinese-major students who are studying non-major English at Thu Dau Mot University toward non-major English language learning. By surveying 95 randomly selected Chinese language students from Courses D21TQ and D22TQ, it was found that the majority of students had a normal attitude towards learning non-major English, accounting for 76%, while students had a normal interest in learning, accounting for 75.8%, and the biggest difficulty was learning English vocabulary, accounting for 70.8%. The article proposes solutions such as innovating teaching methods, enhancing vocabulary practice, enhancing communication skills and supporting students to learn proactively, and also contributes useful suggestions to improve the quality of teaching and learning non-major English at Thu Dau Mot University.

AI is transforming English as a Foreign Language (EFL) education by facilitating personalized learning and intelligent tutoring globally. This study examines the readiness and intentions of educators in Thu Dau Mot City, Vietnam, to adopt AI in their EFL classrooms. Through surveys and interviews with 102 teachers and lecturers, results show a high perceived usefulness and intention to integrate AI (M = 4.10). However, challenges remain with moderate ease of use (M = 3.92), low confidence in AI tools (M = 3.68), and limited institutional support (M = 3.45). Qualitative insights indicate a need for systematic training and collaborative environments. The findings emphasize that successful AI adoption relies on institutional investment in training and infrastructure. Without this support, the gap between enthusiasm and actual implementation may hinder AI's transformative potential. Policymakers and educational leaders need to create structured frameworks for effective AI integration in EFL classrooms.

The study investigates the challenges faced by Food Technology students at Thu Dau Mot University in mastering English reading and writing skills. The findings reveal that limited vocabulary and grammar knowledge significantly hinder students' proficiency in these areas. For reading, students struggle with insufficient vocabulary, poor comprehension strategies, and a lack of background knowledge, making it difficult to understand texts, identify main ideas, and interpret references. Similarly, writing is affected by challenges such as improper grammar usage, insufficient vocabulary, awkward phrasing, and issues with sentence construction. Mistakes in punctuation, spelling, and word order further reduce the quality of written work, limiting students’ ability to express ideas clearly and cohesively. These difficulties stem from a combination of linguistic limitations, lack of exposure to English, and insufficient support in structured learning strategies. The study highlights the urgent need for targeted interventions to address these challenges. Proposed solutions include vocabulary enhancement exercises, grammar-focused sessions, structured reading techniques, and writing workshops. Additionally, integrating modern tools like AI-powered learning applications can provide personalized feedback and improve overall proficiency. By adopting these strategies, students can gradually overcome their difficulties, enhancing their reading and writing skills to meet both academic and professional demands. The findings emphasize the importance of consistent practice and tailored learning approaches in language development.

The application of Artificial Intelligence (AI) in education is rapidly transforming the teaching and learning landscape in Vietnam. AI technology is being integrated into various educational platforms to provide personalized learning experiences, support educators, and enhance the overall efficiency of the education system. In Vietnam, AI is utilized to develop adaptive learning programs, intelligent tutoring systems, and automated administrative processes. AI-powered tools such as virtual teaching assistants and chatbots are also being employed to offer real-time support and feedback to students. Furthermore, AI-driven data analytics is used to monitor and improve student performance and engagement levels. AI assists teachers in automating grading, reducing assessment time, and enabling speech recognition systems to evaluate students’ English-speaking skills. These innovations contribute to a more dynamic, interactive, and inclusive educational environment. However, challenges such as data privacy concerns, the digital divide, and the demand for a skilled workforce remain significant. Addressing these issues is crucial for the sustainable integration of AI into Vietnam’s education sector.

Digital transformation in education is an inevitable trend and has been increasingly promoted in Vietnam over the past few years. The application of digital games in mathematics instruction not only alleviates students’ stress and pressure but also fosters engagement and motivation in the learning process. This paper clarifies key concepts related to digital games as well as presents a set of principles and a design process for digital games using the web-based application Pink Cat Games. Based on a proposed four-step process, the paper illustrates the design of a digital game integrated with the mathematics curriculum for second grade. The findings of this research are to provide practical guidance for teachers in designing digital educational games, thereby augmenting the effectiveness of their pedagogical practices.

This study explores the motivation and challenges faced by English majored students at Thu Dau Mot University when learning with native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). Using a quantitative approach, a structured questionnaire was distributed to 50 participants to gather data on their experiences, preferences, and perceptions. The findings showed that students were positively motivated to learn English with both NESTs and NNESTs, although the sources of motivation differed. While NESTs are appreciated for their native pronunciation, interactive teaching methods, and cultural authenticity, NNESTs are valued for their clear explanations, shared language background, and supportive attitudes. The study also highlights challenges associated with each teacher group. It was found that students struggled with understanding native accents and feel intimidated by the fluency of NESTs, while they experienced limited cultural exposure and pronunciation variation with NNESTs. The results suggest that a balanced and inclusive approach to English language teaching - drawing from the advantages of both teacher types - can enhance the quality of language education in Vietnamese contexts.

Effective English communication remains a significant challenge for non-English major students at many Vietnamese universities, often hindering their academic and professional development. This study explores the key difficulties faced by non-English majors at Thu Dau Mot University in English communication and their engagement in classroom speaking activities. Using a mixed-methods approach, the study collected data from 100 students through questionnaires and interviews. The findings reveal four primary challenges: limited vocabulary, pronunciation difficulties, overreliance on the native language, and lack of confidence. These issues not only affect students’ ability to express themselves in English but also reduce their participation in classroom activities. Despite these obstacles, the study found that active engagement in speaking activities positively impacts students’ learning outcomes, highlighting the importance of supportive and interactive teaching methods. Engagement varied, with students demonstrating greater participation in structured activities than in spontaneous speaking tasks. Based on the findings, the study provides recommendations for fostering a more engaging and effective learning environment.

In this study, the Wave Optics chapter, which is part of the General Physics A2 course for first-year Electrical Engineering students at Thu Dau Mot university, will be taught using the KWL (Know-Want to know-Learned) strategy. Creating a three-step KWL instructional process for four major Wave Optics chapter topics, creating learning scenarios that use the KWL strategy, and evaluating the technique's effects on students' critical thinking, active learning, and knowledge retention are all parts of the research objectives. Both qualitative and quantitative data analysis techniques are used in this study. Two classes were chosen at random: the experimental group (49 students) was taught using the KWL strategy, while the control group (49 students) followed a traditional instructional method. Data were collected through test scores, post-lesson surveys, and classroom observations. The findings show that the experimental group achieved an average score of 7.31, higher than the control group’s 6.13. Post-lesson surveys indicated that all 15 evaluation criteria reached a "Good" level, with mean scores ranging from 4.24 to 4.54. Students responded positively, expressing enjoyment in being able to ask questions, synthesize information, and engage more deeply in learning. The study confirms that the KWL technique is an effective teaching method that enhances instructional quality and promotes students’ active learning skills. This strategy holds potential for broader application across other STEM subjects to maximize learner-centered knowledge acquisition.

This is a descriptive study to find out students’ awareness about the benefits and harm that they have experienced from using the AI tools during their learning process. The study was founded on a survey and an interview among majored-English students at Thu Dau Mot University. The data was then This descriptive study aims at finding out students’ awareness about the benefits and harm that they have experienced from using AI tools during their learning process. A four-section survey including open and closed-ended questions was sent out, and 193 majored-English students at Thu Dau Mot University responded randomly. The striking finding is that although students preferred AI tools to support their learning, they themselves accepted the benefits gained and the challenges faced were just a little over the average. In particular, the participants confirmed that AI tools contribute much to the fast speed of their academic work completion, but AI also makes them passively think, become inflexible, and somewhat limit the ability to equip knowledge for their English language competence.

This study is aimed to get a thorough insight into the students’ beliefs as well as the effectiveness of the use of Direct Reading and Thinking Activity (DR-TA) in teaching and learning reading comprehension. The result, by that way, wishes to enhance better concurrence and implementation among teachers and educators. The subjects are 8 Pre-Intermediate non-English majored students at the Foreign Language Center- Institute of Foreign Language Training of Thu Dau Mot University. The instruments used are questionnaires, interviews and the scores of final tests.

Asia’s financial ecosystems, while distinct from Western paradigms, remain underexplored. This study integrates cultural finance, regime-switching machine learning, and ESG asymmetries into a novel analytical framework tailored to Asia’s unique financial architecture. We develop three models: a Hybrid LSTM-GARCH for crisis forecasting, a Bayesian Structural Equation Model capturing informal institutional dynamics, and a machine learning-enhanced Difference-in-Differences model to assess ESG impacts. Theoretically, we propose the Cultural-Statistical Nexus Framework, embedding sociocultural variables into predictive finance, the concept of institutional plasticity to explain regulatory divergence, and ESG Arbitrage Theory to highlight sustainability’s dual role as risk mitigator and speculative signal. Empirically, Confucian Risk Aversion reduces corporate leverage by 15 percent, ESG adoption lowers systemic risk but increases greenwashing, and hybrid models outperform conventional tools in FX crisis prediction. Practical implications include cultural-risk-adjusted capital buffers, AI-based liquidity tools, and region-specific ESG strategies, advancing a globally inclusive paradigm of financial science.

Athletes often need to have good English skills to communicate with foreigners for different purposes. As known, many athletes are not able to speak English fluently. To enhance the national athletes’ English proficiency, the governmental institutions arrange various English courses for them. This study reflects the long-term (over seven years) teaching process of English to the athletes in terms of the English course content, namely General English and Sports English, topics, local teacher vs foreign teacher, teaching methods, evaluation criteria, implementation of visual means and AI. The study results are based on the teachers’ observational method and students’ feedback. Most students liked the English course because they could speak English through discussions and conversations and learn new vocabulary, including General English and Sports English (ESP). The students liked the lessons’ topics (e.g. hotel/restaurant reservation, shopping, ordering food, and sports injuries) which were usually taught using PPTs, handouts, Youtube, and Kahoot. AI as ChatGPT, Perplexity, Grammarly, Alexa, etc. was recently implemented in the teaching of athletes as well, facilitating the teaching and learning process and making it more effective and fun. Most athlete students were satisfied to have both a local and foreign teacher for the former could provide explanations in Chinese and the latter could help them to overcome the language barrier and gain confidence in speaking English. Most of the athlete students were motivated to improve their English to communicate internationally.

The study aims to explore factors influencing middle school students' motivation to learn. Instead of assuming a general decline in motivation, it objectively examines the issue through research, identifying key influences such as curriculum difficulty, teaching methods, and external pressures. By analyzing survey data from eighth-grade students at Chu Van An Middle School, the study provides evidence-based insights into the challenges affecting student engagement in learning. This research aims to identify the factors affecting the learning motivation of middle school students to help them become more engaged in their studies. In this study, the author designed a survey questionnaire of 8 questions combined with a quantitative method to identify the factors causing a lack of interest in learning among middle school students. The survey was conducted at Chu Van An Middle School in Binh Duong Province. The survey participants were 375 eighth-grade students in the 2024-2025 academic year. According to the survey, 184 male students felt uninterested in learning due to various factors, accounting for 49.07%; 157 female students, accounting for 41.87%; and 34 students of other genders, accounting for 9.07%. Given this situation, it is urgent to propose feasible solutions to help students regain interest in learning.

The Sokoto Caliphate, founded by Usmanu Danfodiyo in 1804, was a significant Islamic state in West Africa that spanned a vast region of present-day northern Nigeria and parts of neighboring countries. The Caliphate became a center of Islamic learning, governance, and military activity, with its capital at Sokoto. One of the key institutions that contributed to its strength and expansion was the Ribat. this paper aims to discuss the formation of Gwadabawa Ribat, and its values. The Gwadabawa Ribat successfully provided a food security hub, resettlement area, and security as well to the caliphate. the Gwadabawa Ribat served as a hub for Islamic learning and warfare, protecting the Sokoto Caliphate from enemies. It ensured food security through agriculture, with fertile land suitable for various crops. The establishment of the Ribat was based on Islamic principles, providing a secure environment for the Sokoto Caliphate. Gwadabawa Ribat provided protection for the Sokoto Caliphate; the Ribat promoted Islamic learning and warfare, and agriculture in Gwadabawa ensured food security for the Caliphate.

Based on previous surveys, it is evident that Food Technology students at Thu Dau Mot University face challenges in learning English, such as limited vocabulary, weak grammar, inaccurate pronunciation, and poor listening and speaking skills. These can lead to declining academic performance and restricted career opportunities. The paper highlights the potential of Artificial Intelligence (AI) in overcoming these challenges. AI tools like Gemini Google can provide personalized learning experiences, improve interaction with the language, and offer immediate feedback. Gemini is specifically chosen due to its free access, Vietnamese interface, and support for over 40 languages. This study demonstrates that Gemini is an effective tool for undergraduate students, particularly those in Food Technology who have weak English backgrounds, to improve their English skills. Gemini improves vocabulary, grammar, speaking, listening, pronunciation, reading, and writing. It offers simple instructions and ideas in both English and Vietnamese, making it ideal for beginners, selflearners, and people with limited English proficiency. Unlike traditional learning, Gemini provides access at any time and from any location, as well as the ability to overcome shyness and blunders. Gemini's large, up-to-date database and user-friendly interface enable personalized learning paths and can be paired with other methods for best language learning. The study also proposes various strategies for utilizing Gemini Google to improve English learning effectiveness in areas like vocabulary, grammar, listening, speaking, reading, writing, and creating a positive learning environment. Furthermore, Gemini's value extends beyond languages, offering assistance in a variety of other areas.

International integration not only brings opportunities but also challenges for teaching and learning English. Like other universities, Thu Dau Mot University focuses on teaching English for non-majored students of different faculties to meet the curriculum as well as provide knowledge for them to be confident when communicating. However, teaching English to non-majors still faces a lot of difficulties due to a number of factors. This study aims to understand the attitudes of non-English major students toward learning English at TDMU. Quantitative methods are used through survey questionnaires related to students' attitudes toward learning English and factors affecting students' attitudes toward learning English, and also finding out their wishes when participating in English learning activities in class. The questionnaire was sent to 190 students of different levels (levels 3-5). The results of the study show that most students are aware of the importance of learning English but they are not highly motivated to learn. According to the analysis results, students do not have a positive attitude towards learning English for the following reasons: They haven't spent time studying because they have to work part-time job for paying tuition fee; The purpose of using this language after graduation has not been determined, and they haven’t found a suitable learning method. From these findings, some solutions have been discussed to improve students' English learning attitudes, help lecturers make appropriate adjustments to improve students' learning outcomes and meet the standards school output as well as meet the needs of society.

This research examines the scholarly literature on technology-based language learning published in the Computer Assisted Language Learning journal-one of the key journals in the field from 1990 to 2019. The researcher randomly selected 30 articles from 257 articles found in this journal during a thirty-year period (one article each year) to analyze the research method trends and the learner types focused in those studies. Results showed that mixed-method research has been more popular in recent years, and this may help academics better understand the connections between classroom environments and technology-enhanced language acquisition. For quantitative analysis, tests and Liker-scale questionnaires are the most used instruments, whereas interviews are the most common approach for qualitative analysis in mixed-method publications. Additionally, when it came to learning levels, researchers focused their attention on college and university students, but they paid no attention to pre-schoolers.

E-learning has many exceptional advantages in teaching and training, and it has been applied in many universities and colleges in Dong Nai with a variety of scopes and levels; especially at a time with the motto "learning everywhere at any time", Dong Nai province sees this as a good opportunity to accelerate digital transformation in education. Simultaneously, underlining that online teaching is not only a temporary solution during epidemic seasons, but also an important way to improve educational quality. The research is carried out to examine the realities of online training in higher education in order to satisfy the demands of society's need for high-quality human resources. In addition, lecturer questionnaire and student questionnaire design would be used to collect quantitative data to answer research questions through the employment of questionnaire. The survey result showed that an average score of 4.03 to 4.19 with the “agree” level in student survey and another 4.19 to 4.29 in lecturer survey. It is indicated that the attitudes of students and lecturers on the survey items are very similar through two surveys. As a result, e-learning plays an important role in conveying the knowledge to all students at anytime and anywhere.

In the accelerating pace of globalization and internationalization of trade, professionals from a wide range of organizations believed that English as an international language, which is a way of thinking, researching and practicing, was used in almost all areas of life, study, and work. That’s why the study's foremost objectives were to comprehend reading learning strategies used by English-majored students at Thu Dau Mot University. A quantitative method was used to conduct the research with a questionnaire divided into four parts. The subjects of this study are 100 English majors from the Faculty of Foreign Languages at Thu Dau Mot University. According to the results, the majority of students agree with the difficulties faced when learning English reading. Likewise, students also subscribe that they also use some reading learning strategies such as extensive reading strategy, the phonics strategy, the whole language strategy, reading comprehension strategy and vocabulary building strategy. Moreover, some solutions, such as the function of the word in the sentence, the main gist, guessing the unfamiliar word and reading aloud are recommended to them to read more effectively and improve their reading ability. Ultimately, some recommendations are made in the hope of helping both teachers and students. Keywords: challenges, English reading, reading learning strategies, Thu Dau Mot University

An academic advisor is a person who orients, advises, and monitors the learning and training activities of students in academic credit system activities to help students achieve their training goals in academic credit system. From that, it can be understood that academic advising activities are the work of consultants and supports for students. This article presents the role of the academic advising team at the university, thereby conducting a survey, analyzing and evaluating the current state of Thu Dau Mot University managers and lecturers’ perceptions of the importance of academic advisors to contribute to improving the training quality under the academic credit system.

This study only deals with the range of functions of speech acts that the English language may serve all with a view to raise teachers’ and students’ awareness of the roles that the communicative intentions, the utterance functions and the interactive context play in the acquisition of language in general and in develoing students’ communicative competence in particular. With the aims beforehand, the study tries to analyse and present speech acts and implications for teaching and learning these aspects effectively. With reference to speech acts and their linguistic functions in the English language, this study can serve as a reference material for those who are interested in carrying out more research in this field.

This study which entitles “Learners’ Attitudes towards the Project Works in promoting English learner autonomy: a Case Study at Foreign Trade University-Ho Chi Minh Campus” was conducted with the following objectives: (1) to investigate students’ attitudes towards the use of project works to enhance their autonomous learning in an English speaking class; (2) to find out to what extent students believe that using project works can promote their autonomous learning; and (3) to figure out difficulties that learners have during the time they conduct Video making project. The study population was 73 second-year students who took the course English listening and speaking 2. An open-ended questionnaire and semi-structured interview were employed as research instruments for data collection. The result firstly shows that the students have positive attitudes towards the use of project works in English class that may have enhanced their autonomous learning. Then, it reveals students’ preference in having more project works to do in their English classes. Nonetheless, using project works’ evaluation as one of criteria for course assessment is a controversial issue among these students. In addition, students’ interest in utilizing information technology devices is remarked as one of the significant findings in this study. Furthermore, some difficulties when conducting projects are found including time constraints, teamwork conflicts, cultural differences and technology problems. In short, because of students’ positive attitudes toward Video making project in enhancing their autonomous learning, it is suggested that teachers should consider applying the project in their language teaching.

Vietnam's economy is operated to serve more than ninety million people so this is a very vivid picture. The large population brings many advantages to the food production sector in general and the production of fresh noodles in particular. Fresh vermicelli is the raw material for processing many dishes of the Vietnamese people for a long time, that's why there are many Vietnamese dishes with indispensable ingredients, which as Noodles in the national culinary books. Vietnam. The production of fresh vermicelli with the main ingredient is fermented and shaped rice with simple steps, but hidden inside there are environmental issues that need to be considered. The production and business associated with environmental protection are the responsibility of most enterprises and production facilities in Vietnam. The fresh noodle food production industry is no exception. Instead of learning about the aspects that affect the environment in the traditional way of collecting information, analyzing, and evaluating the current situation, this time the research team looked at understanding the causes of environmental pollution in terms of consumption. ISO 14001 international standard. ISO 14001 Environmental Management System is an international standard that helps businesses and establishments identify the important role of the environment as well as the risks brought by the environment, thereby realizing the environment as an activity of the Organization. In this standard, the commitment to prevent environmental pollution is a mandatory condition, so determining the environmental aspects to overcome the impacts is a key element of the standard. If a business achieves ISO 14001 Certification, it will have a very good effect in promoting the corporate image of being responsible for the environment and the community. (Lê Huy Bá, 2006), (Lê Thị Hồng Trân, 2008)

International students’ experiences are a major concern for universities and educational researchers. Globally, Vietnam is a top source country for international students but little is known about their experience. This study explores the everyday experiences of 10 Vietnamese master’s students from a New Zealand university through a series of semi-structured in-depth interviews. A qualitative approach enabled me to capture the essential meanings of the participants’ experiences and understand what it was like to be Vietnamese students in New Zealand. In academic settings, the students initially struggled to deal with a range of problems related to language and communication. These made them feel overwhelmed and bewildered. During these formative months, many of them experienced language difficulties. These difficulties forced them to learn to deal with challenges and become independent. This research helps universities become more aware of the experience of foreign students studying at the host universities, and thereby take measures to support them in their studies and daily life.