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.

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.

This article presents the results of a study on the current application of Project-based learning (PBL) in the teaching of English productive skills to students at the Foreign Trade University - Ho Chi Minh City Campus and how students can improve them. The research also provides insights into the expectations of students and entrepreneurs on that matter. The research group used the 5-point Likert scale in a questionnaire to collect data from students and interviewed FTU - HCMC’s English teachers and entrepreneurs to give further suggestions. Wilcoxon signed-rank test was used to analyze whether or not there is a significant difference in students’ English productive skills before and after using PBL in English language learning. This study found a significant difference in speaking skills of FTU - HCMC students before and after participating in PBL activities. The students improved their comprehension, range and the ability to deliver their ideas to the target reader for writing skills. However, no difference was found in their content, cohesion, and accuracy. Interviewed teachers and entrepreneurs supported the implementation of PBL in schools. Overall, PBL is encouraged in the settings of higher education institutions.

The present paper was to discuss how the use of the progressive forms with stative verbs has changed in present-day English and discuss what the teachers should do to deal with this issue in English grammar teaching. The discussion of the paper was based on theoretical framework of progressive aspect and stative verbs. Data collected from three corpus-informed grammar textbooks show that there has been being a change in grammatical usage, specifically in the use of the progressive form with stative verbs. In particular, traditional views support the limitation of the use of the progressive form with stative verbs, while present-day English ones prove that many stative verbs can be used in progressive form. Through the discussion, the writer of the present paper finally suggested two pedagogical implications for teaching English progressive aspect.

English is one of the keys to successful globalization; therefore, every country develops own English teaching policy. Teaching English in Asia is a very common issue ruled and supported by the government. This article is a contrastive study on different English policies in such Southeast and East Asian countries as China, India, Indonesia, Japan, Malaysia, South Korea, Taiwan, and Vietnam. The contrastive analysis focused on such aspects as school year of implementing English as required subject, teaching hours of English, teacher’s training, use of local and foreign teachers, teaching methods and materials, funding, etc. The contrastive study among countries mentioned above evaluated the advantages and disadvantages of certain English teaching policies. The positive results of one country can be borrowed and adapted by another country considering its cultural, political, economic or social features. On the other hand, the failures of one country’s English teaching policy can be considered and avoided by another country’s planning on English teaching policy.

This paper explores the pros and cons of using online setting for teaching and learning English comparing with in-class setting. Online setting is undergoing a fast transformation and becomes a widely promoted platform due to COVID-19 pandemic. By reviewing different studies on online teaching, this paper aims to provide readers a better understanding about online setting. These information would be useful in Vietnam where online class just has a medium used and short history comparing with other developed and developing countries, so online class in Vietnam may need adjust and consideration based on different culture and learner’s experience. This paper also give some suggestions in design of online learning for English languages to increase the learning effectiveness.

Across the world, the first accounting course provides serious challenges for teaching. These arise from powerful negative perceptions which include the anxiety associated with tertiary-level study and the differing backgrounds or majors of students required to take the course. This paper outlines some examples of nontraditional teaching techniques and highlights how the course could be best structured to overcome such negative views while at the same time responding to the changes in the industry. The design and content of the proposed course emphasizes the USER approach and is directed to English as second language learners. This is a case study in an Australian offshore campus and is the end result of the progressive improvement in the structure and delivery of the course.