Articles

This qualitative multiple-case study (with seven embedded units of analysis) investigates the role of peer support and community engagement in shaping adult learners’ experiences, motivation and persistence in a fully online Bachelor English Language program in Vietnam. Guided by Adult Learning Theory and the Community of Inquiry framework, this study explores how seven adult learners develop peer networks, engage with their learning community, and navigate cultural expectations in a collectivistic context. Data were collected through semi-structured interviews, online classroom observations, and institutional documents over one academic semester. Abductive thematic analysis revealed that learners persist in their online program because they were able to construct their own social and motivational support networks. In response to the absence of institutionally facilitated community, participants relied on self-initiated peer groups. These helped reduce isolation, sustain motivation, regulate learning, and recreate the kind of group engagement they valued culturally. Technology played a dual role; it not only functioned as a medium for connection but it also caused fragmentation. Findings demonstrate that peer support promotes learners’ commitment to their studies, enhances social presence, and serves as a crucial buffer against motivational decline. However, community engagement remains inconsistent and relies heavily on learner initiative rather than program design. The study highlights the necessity of intentional community building mechanisms, structured peer interaction opportunities, and integrated technological tools that align with Vietnamese learners’ social learning preferences. Implications for instructional design, institutional policy, and future research on adult online language education in collectivist contexts are discussed.

Digital formative assessment (DFA) is increasingly adopted in higher education to enhance feedback and support continuous learning. However, its implementation remains challenging in practice. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, this study examines the challenges of implementing DFA in tertiary English as a Foreign Language classrooms. A qualitative multiple-case study was conducted at a public university in Vietnam, involving six EFL teachers. Across the six cases, data were collected through 18 classroom observations and 30 semi-structured interviews conducted throughout one course. Data was analysed using thematic analysis, combining deductive coding based on TPACK domains with inductive identification of emerging themes. The findings show that DFA challenges are interconnected across TPACK domains. Technological constraints disrupted participation and increased workload, while digital tools were often used superficially, with limited feedback and data use. Pedagogical issues, including uneven participation and classroom management difficulties, persisted. Content-related constraints led to simplified tasks, which limited assessment depth. Most importantly, the main challenges arose from difficulties in integrating technology, pedagogy, and content, which resulted in fragmented and misaligned DFA practices.

The research investigates the perceptions of Ho Chi Minh University of Banking students on the use of ChatGPT, Gemini, and DeepSeek in English medium instruction (EMI) classrooms to enhance their language and content learning skills. As artificial intelligence (AI) is increasingly incorporated into EMI classrooms, these AI-powered apps provide students with instant feedback, grammar fixes, and writing guidance. In order to understand EMI students’ experiences, benefits, and challenges with these technologies, the research collects data from them through surveys and interviews using a mixed-methods technique. According to the research’s findings, students find ChatGPT, Gemini, and DeepSeek to be highly helpful for generating ideas, improving their language, and structuring their work. Because of their usability and accessibility, they are also useful resources for self-directed learning. However, there were also disadvantages, such as an over-reliance on information produced by AI, occasional mistakes, and a lack of comprehensive explanations. The research highlights how crucial it is to teach EMI students how to critically use AI tools in order to enhance learning outcomes. The research contributes to the growing body of research on AI-assisted language learning and provides teachers and educators with useful information about integrating AI technologies into English language instruction.

Recently, the adoption of e-learning in tertiary education in Vietnam has been phenomenal, necessitating a critical investigation into e-assessment practices. Across the country, the prevalence and diversity of formative e-assessment (FE) have raised quality concerns among teachers. This study, therefore, identifies the pedagogical challenges and proposes some practical solutions to maintain the quality of FE following the principles of validity, reliability, authenticity, practicality, and washback. Qualitative data were gathered through in depth interviews with thirteen teachers and open-ended questionnaire responses from 103 lecturers across various institutions. Thematic analysis revealed major challenges including students’ lack of academic integrity, over-reliance on AI-enhanced tools, the nature of test task design, types of assignments, teachers’ lack of institutional guidance, teachers’ delayed feedback, time pressure for students, and varied levels of contributions in groupwork. In response to these pedagogical challenges, lecturers insisted on the need for professional development in FE design, proctoring, grading, and giving feedback. There were also calls for alternatives to conventional FE assignments, relevant and meaningful task design to meet the demands of the real world while informing students’ proper attitudes towards AI use.