Hue University Journal of Science: Social Sciences and Humanities

EXPLORING EFL STUDENTS’ PERSPECTIVES ON INTEGRATING GEMINI AI CHATBOT’S IN ACADEMIC WRITING COURSES

2025-09-23T15:32:28+07:00

This study investigates Vietnamese university students’ perceptions of the benefits and challenges associated with the use of the Gemini AI chatbot in EFL academic writing. The participants were 170 second-year English majors with intermediate English proficiency who took part in a 15-week blended instructional intervention. Data were collected through questionnaires and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. The findings indicate that students perceived substantial benefits from Gemini, particularly in cognitive domains such as idea generation, essay organization, and vocabulary development, as well as in affective dimensions, including increased writing confidence and reduced anxiety. In addition, the chatbot’s ease of use and accessibility were rated highly, suggesting that its user-friendly interface facilitated engagement in the writing process. Nevertheless, several challenges emerged. AI-related issues included output that exceeded learners’ language proficiency levels, limited explanatory feedback, and occasional communication difficulties. Student-related challenges involved an over-reliance on the chatbot, diminished learner autonomy, and difficulties in critically evaluating AI-generated feedback. To mitigate these issues, the study recommends explicit instruction in effective prompt formulation, the adoption of blended feedback models that integrate AI-generated and teacher-provided feedback, and pedagogical activities designed to foster learner autonomy and critical engagement with AI support. Despite certain limitations—such as reliance on self-reported data and the absence of longitudinal analysis—this study underscores the potential of Gemini as a supportive tool in EFL academic writing instruction. Future research should examine its long-term effects, explore optimal combinations of AI and teacher feedback, and investigate the applicability of AI-assisted writing tools across diverse educational contexts.

SEMANTIC PREFERENCE IN “DIARY OF A WIMPY KID”

2025-01-22T08:29:54+07:00

This paper reports on part of a study investigating how the representation of the father character, Frank Heffley, is constructed through semantic preference in the first five volumes of the Diary of a Wimpy Kid series by Jeff Kinney. By using concordance analysis to analyze corpus data with the use of Sketch Engine, the study identifies semantic preference reflecting recurring themes associated with this parent. Results reveal six key themes which illustrate Frank Heffley as a complex figure who is caring and protective but also strict, and occasionally disconnected from his children due to generational differences. The paper concludes by proposing practical implications for English language study, English language teaching and literary analysis.

BRIDGING THEORY AND PRACTICE: HOW TEYL GRADUATES APPLY UNIVERSITY LEARNING IN THEIR TEACHING CAREERS

2025-02-17T02:24:20+07:00

The transition period from pre-service into in-service teachers has always been a challenging time for novice teachers as it exerts significant impacts on their retention and attrition. Against this backdrop, the current study delves into the effectiveness of the Teaching English To Young Learners (TEYL) training program at a regional university in Vietnam. Employing a mixed-methods approach, the research aims to examine the core competencies acquired during university education and their applications to practical teaching by the graduates. Analyzing results from graduates’ surveys and interviews, the research pinpoints the existing gaps between the program design and the realities of the teaching profession. Results of the study provide provocative insights for future curriculum improvement and adaptation to ensure that the current training program better prepares for their future profession and promotes their retention in particular and enhances teaching quality and learner outcomes in general.

DEVELOPING LEARNING MATERIALS FOR SPECIALIZED ENGLISH: THE CASE OF TRANSLATION FOR TOURISM

2025-04-14T07:58:21+07:00

This study was part of a larger project that analyzed the needs from stakeholders to develop a translation textbook for students specializing in English for tourism. The study was intended to collect evidence for a model of materials development, which focused on real-life examples. The study adapted three steps suggested by Borg and Gall (1983), namely, information collecting, planning, and developing preliminary form of product. Five lecturers and 30 third year students of the English Language Studies program, minoring in English for Tourism, at a university in central Vietnam, participated in this study. The data was collected via semi-structured interviews and focus group interviews. The findings showed that both lecturers and students wished to have an independent course in translation for tourism and the learning materials that displayed a clear topic, and a wide range of topic-related vocabulary, structures and text types. Specifically, the lecturers were concerned about a consistent classroom procedure, where both knowledge of language and tourism, and translation skills were promoted. Meanwhile, the students were interested in the authentic materials that they would probably encounter while working in the tourism industry. Based on the findings, the study suggested a model of adapting materials for a textbook titled ‘Translation for Tourism’ intended for EFL students specializing in English for Tourism.

SOCIAL POWER AND STRATEGIES OF COMPLAINT AND COMPLAINT RESPONSES IN VIETNAMESE: A STUDY OF UNIVERSITY STUDENTS IN THE MEKONG DELTA REGION

2025-05-22T02:04:44+07:00

The current study investigated the complaint and complaint response strategies employed by native Vietnamese university students with a focus on examining the relationship between social power and their choice of politeness strategies to make complaints and respond to complaints in the Vietnamese academic context. This research adopted a mixed-methods approach that integrated quantitative data from Discourse Completion Tasks (DCTs) and qualitative data from introspective interviews. 150 native Vietnamese participants from four universities in the Mekong Delta region were involved in the research to elicit answers for 12 scenarios in DCTs, and seven of them participated in semi-structured interviews, providing data about their perception and experience. The result of this study showed that Vietnamese students utilized a wide range of complaint and complaint response strategies and varied their choice of strategies across different social power contexts. Their strategic choice heightened the importance of politeness and indirectness among Vietnamese students to maintain harmony and avoid conflicts. To make complaints, Vietnamese students significantly favored Request strategies in all social power situations, and to respond to complaints, constructive and reparative strategies such as Suggesting Alternatives and Agreeing to Change Behavior were highly frequently used. When interacting with peers, Vietnamese students were more direct, but when addressing those with higher power, they opted for indirectness. The findings of this study have significant implications for language teaching and intercultural training for students in the Vietnamese context.

ANALYZING AN ENGLISH CURRICULUM TOWARDS PROPOSING A FRAMEWORK FOR DEVELOPING AN ESP CURRICULUM FOR VOCATIONAL COLLEGES

2025-02-17T02:32:03+07:00

This study analyzes the current English curriculum with the aim of proposing an adapted framework for developing English for Specific Purposes (ESP) curricula suitable for vocational students in central Vietnam. The methodology primarily employed a mixed-methods approach, including document analysis of existing English curricula, course materials, placement tests, and relevant educational policies of the investigated vocational institution. This analysis aimed to assess the extent to which the current curriculum aligns with the specific vocational requirements of the learners. Findings revealed a significant gap between the current curriculum and the contextual demands of vocational training. Notably, the study indicated that the currently used materials inadequately address industry-specific terminology, authentic communication skills, and real-world application scenarios. The findings signified a critical need for a revised approach to English curriculum development that better addresses the real-world language needs of vocational students in central Vietnam.

SPEECH ROLES IN THE SHORT STORY “THE BROTHERS” AS SEEN FROM INTERPERSONAL METAFUNCTION IN SYSTEMIC FUNCTIONAL LINGUISTICS

2025-04-16T07:00:01+07:00

This study analyzes the speech roles in Louisa May Alcott’s short story “The Brothers” using the interpersonal metafunction framework in Systemic Functional Linguistics (SFL) by Martin and Rose (2007). The research addresses the question: What are the speech roles in the story’s conversations? The qualitative analysis of eight conversations in the short story reveals that Statement dominates, followed by Question, Command, Offer, and Exclamation. Unique cases such as intertwined speech acts, far-apart complementarity, and complex moves highlight the challenges of applying this framework to prose. The findings demonstrate the framework’s utility in analyzing literary dialogues, emphasizing the relationship between speech roles and their linguistic expressions. This study contributes to SFL-based discourse analysis and provides a reference for future research on speech roles in literary texts.