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.

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.

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.

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.

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.

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

In this study, we examine students at Thu Dau Mot University specializing in Food Technology’s speaking and listening skills in English. We conducted a survey on 59 students majoring in Food Technology using the questionnaire approach. Students struggle to develop macro-English abilities like speaking and listening, as seen by their responses. mastering English grammar, vocabulary, and other micro-skills might be challenging. The findings indicate that significant obstacles to learning listening and speaking skills include a lousy sound system, a lack of a communicative context, a limited vocabulary, a lack of cultural understanding, and a fear of making mistakes in communication. The findings also demonstrate that students’ limited exposure to English and weak phonological skills are to blame for their difficulty acquiring pronunciation. Many words are long and complicated, making learning and recalling word parts like verbs, nouns, and adjectives challenging. Many words are also difficult to pronounce. Learning the grammar of verbs and articles is challenging for students. When the challenges are solved, this research aims to effective foreign language learning.

The aim of this study was to explore the impact of using games in teaching vocabulary from the viewpoints of learners who already participated in language games. Through questionnaire, data for analysis were collected from 100 learners at a foreign language center in Binh Duong province. The results show that most of the participants are motivated to learn when they are in games. Moreover, they can acquire vocabulary more quickly and easily if the games are based on some factors such as learners’ gender, age and education status. The study suggests that in spite of the effectiveness of using games in vocabulary teaching, games should not be used too much or too less in the classrooms.

In the trend of globalization and international integration of our country today, learning foreign languages in general and English in particular are aimed at achieving communication purposes. Therefore, learning the linguistic knowledge including vocabulary is also for the purpose of developing learners' communication skills. The non-majored English training for students at the Foreign Language Center - Thu Dau Mot University is directed to the effectiveness of communication, the most prominent is the method of learning vocabulary through the application of Morphology and Morpheme; At the same time, the method of learning meanings of words in the context and application of newly-learned words in the practice of communication skills will be also focused.