This paper focuses on the application of the two-step flow theory in university admission communication strategies, particularly in the context of university autonomy in Vietnam. The two-step flow theory, developed by Katz and Lazarsfeld (1955), emphasizes the role of opinion leaders in transmitting messages from the information source to the target audience. In addition to analyzing the core elements of the theory and the methods of identifying and utilizing influential individuals within the educational community, this study proposes solutions for applying digital tools to support communication processes. These solutions include optimizing content and search engine tools, organizing both online and offline communication events, and closely coordinating with opinion leaders to implement proactive, flexible, and creative admission communication campaigns that are sustained throughout the process. Consequently, the study aims to enhance the quality of university admissions in the context of digital transformation

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.