International Conference of TESOL & Education

🌍 ICTE 2026 – Call for Abstracts Continues! 🌍

We are pleased to announce that the 6th International Conference of TESOL & Education (ICTE 2026) has already attracted a strong and growing number of abstract submissions. We are delighted to see contributions from international authors representing Vietnam, Australia, Japan, Portugal, Iran, Saudi Arabia, and Eswatini, highlighting the truly global engagement of our academic community.

On behalf of the Organising Committee, we warmly invite researchers, educators, and practitioners to continue submitting their abstracts and to join us in exploring the theme “AI in Research, Teacher Development, and Professional Practice.”

As we begin a new year, we wish everyone good health, professional growth, and continued success. We look forward to welcoming you to ICTE 2026.

📄 Please download the abstract template here:
👉 https://i-cte.org/abstract-submission/

Dear beloved TESOLers & Educators,

Do you want to have an opportunity to get your papers published in one of the Scopus-indexed Journals or Book chapters (Springer Nature)?

Would you like to include your country's name in the list?

The 6th International Conference of TESOL & Education has received abstract submissions from 7 countries, including Australia, Japan, Portugal, Iran, Saudi Arabia, Eswatini, and Vietnam.

Submit your abstract to

International Association of TESOL & Education Dear authors The International Conference of TESOL & Education (ICTE) will publish the full papers in the ICTE Conference proceedings(ICTEP),

We are delighted to share that ICTE6 has already received a strong and diverse collection of abstracts from researchers across Vietnam, Japan, the UK, and Spain. This exciting response reflects the growing interest in our theme and the vibrant international community behind it.
As preparations continue, we warmly welcome additional abstract submissions from scholars, practitioners, and students worldwide. If you are conducting innovative research or have valuable insights to contribute, we encourage you to be part of this meaningful exchange.
Join us at ICTE6—submit your abstract and help shape the conversation!
🎯 Please download the abstract template in this link: https://i-cte.org/abstract-submission/

Dear beloved TESOLers & Educators,
We are happy to let you know that Volume 5, Number 4, 2025 of the International Journal of TESOL & Education (IJTE) has been successfully finished and published. This issue adds to the growing body of research on English language education in Vietnam and the region. The studies in this issue help us learn more about classroom interaction, task-based pedagogy, disciplinary literacy, and research-oriented curriculum design.
The articles in this issue examine how teacher immediacy shapes students' perceptions, how Task-Based Language Teaching can help students speak fluently, how conceptual metaphors shape financial discourse, and how the order of courses affects how students learn to write research papers. These works not only offer deeper theoretical insights but also highlight practical implications for educators, curriculum developers, and policymakers seeking to improve the quality of language education across contexts.
In this issue, Pham Hoang Dan (2025) examines differences in how teachers and students perceive nonverbal teacher immediacy in Vietnamese EFL speaking classes. Four educators and 138 first-year English majors filled out NIS questionnaires, and interviews were conducted with the teachers. Quantitative data were examined using SPSS t-tests and inter-rater reliability; interviews were analyzed thematically. Students rated teachers as moderately to highly immediate, whereas teachers' self-assessments showed variability, with modest agreement and significant discrepancies in touch, proximity, gesture, and vocal expressiveness.
Pham Thanh Su (2025) examined the impact of Task-Based Language Teaching (TBLT) on speaking fluency among 28 A2-level, first-year non-English majors enrolled in a 10-week Foundation English course at a Vietnamese university. Classroom-based action research employed two structured observations utilizing a teacher fluency checklist and informal group discussions; the data were subjected to descriptive analysis. The results indicated increased speech rate, reduced pauses and repetitions, and students appreciating pre-task planning, collaborative activities, and meaning-centered communication, leading to reported improvements.
Nguyen Luu Diep Anh (2025) examines the manifestation of the conceptual metaphor “finance is fluid” in Vietnamese and English financial news. A dataset comprising 200 metaphorical expressions (100 for each language) is examined through Conceptual Metaphor Theory and MIP, integrating qualitative coding with frequency analysis. The findings indicate two prevailing models: "financial situation is the state of liquidity" and "supplying finance is supplying liquidity." These models exhibit shared cognitive mappings while demonstrating culture-specific lexical selections and TESOL implications.
To investigate the influence of course sequencing on students' perceptions of their research writing performance, Nguyen Hoang Quynh Anh and Dao Nguyen Anh Duc (2025) conducted a survey of 119 English Linguistics undergraduates at IU-VNU and interviewed four participants. A CIPP-based questionnaire was analyzed using Mann–Whitney U tests, while interviews were analyzed thematically. Students who took Research Writing after Research Methodology rated the goals, lectures, and assignments more favorably. This supports the idea that RM should precede RW to improve curriculum design and learning.
These four IJTE papers together provide a clear picture of what is most important right now in Vietnamese English-language education: communicative competence, disciplinary literacy, and research-oriented curriculum design. Pham Hoang Dan's research indicates that although students typically perceive their teachers as nonverbally immediate, teachers' self-perceptions do not consistently correspond, particularly regarding touch, proximity, gesture, and vocal variety. This highlights the necessity for reflective training in classroom interaction. Pham Thanh Su's action research further substantiates that TBLT can significantly enhance speaking fluency for A2 non-English majors, with students appreciating pre-task planning, meaningful tasks, and collaboration.
Nguyen Luu Diep Anh’s contrastive analysis of the conceptual metaphor “finance is fluid” extends these concerns into ESP and disciplinary literacy, revealing shared cognitive mappings but language-specific realizations that have clear implications for teaching financial discourse. Lastly, Nguyen Hoang Quynh Anh and Dao Nguyen Anh Duc demonstrate that students who complete Research Methodology prior to Research Writing assess the latter more favorably, underscoring the significance of deliberate course sequencing for research readiness.
The papers collectively promote a learner-centered framework in which teacher conduct, task formulation, conceptual metaphor recognition, and curriculum organization synergistically enhance speaking confidence, deepen disciplinary comprehension, and strengthen research writing in Vietnamese higher education.
We are grateful to all of the authors for choosing IJTE as the place to publish their academic work and for their careful, thoughtful contributions. We also want to thank the universities and institutions they represent for their academic environments and support, which have enabled these research projects.
We appreciate the Editorial Board from the bottom of our hearts for their constant support, strategic vision, and hard work in maintaining the journal's high academic standards. We also owe a lot to our reviewers, whose careful, helpful, and often unseen work has been very important in ensuring that every article in this issue is high-quality, clear, and honest.
We are excited to receive more submissions in the future and to keep working together to improve research in TESOL and education worldwide.
We are excited to receive more submissions in the future and to keep working together to improve research in TESOL and education worldwide.

Thanks be to God for everything!

Warm regards,
Associate Professor Dr. Pham Vu Phi Ho
Editor-in-chief
International Journal of TESOL & Education

View of Vol. 5 No. 4 (2025): TESOL & Education

Dear TESOLers & Educators,

The 6th International Conference of TESOL & Education (ICTE 2026) warmly invites scholars, educators, practitioners, and researchers worldwide to submit their abstracts for presentation. This year’s conference theme, AI in Research, Teacher Development, and Professional Practice, highlights the transformative role of Artificial Intelligence in reshaping the future of language education.

To ensure consistency and quality, please carefully follow the abstract submission guidelines below:

✍️ Abstract Submission Guidelines
Title: Maximum of 17 words, written in Title Case (capitalize the first letter of each word except for short prepositions and articles).

Abstract length: 150–200 words.

Your abstract should include the following:

Background of the study

Research gaps addressed

Research context and samples

Data collection and analysis methods

Results/Findings (if applicable)

Highlights/Contributions of the study

📌 Note:

For literature review papers, results (No. 5) are not required. Instead, emphasize the significance and contribution of your paper.

Biodata statement: Approximately 50 words including your job position, institution, country, subjects/skills taught, research interests, and professional experiences
🎯Please download the abstract template in this link https://i-cte.org/abstract-submission/

Dear TESOLers & Educators

Are you interested in presenting your paper in a conference where you will have a plenty of opportunities to get your paper published?
We really care for your professional growth.
Join our 6th International Conference of TESOL & Education at the Industrial University of Ho Chi Minh City, Vietnam.
Submit your abstract today at

International Association of TESOL & Education Dear TESOLers & Educators, The 6th International Conference of TESOL & Education (ICTE 2026) warmly invites scholars, educators, practitioners, and

Authors:
Pham Manh Tri
Institute of Postgraduate Education, Van Lang University, Ho Chi Minh City, Vietnam
https://orcid.org/0000-0003-4942-7534
Cao Thi Xuan Tu
Faculty of Foreign Languages, Van Lang University, Ho Chi Minh City, Vietnam
https://orcid.org/0000-0001-7871-6429
DOI: https://doi.org/10.54855/ijte.25513
Keywords: systematic review, ChatGPT, English education, artificial intelligence (AI)

How to cite:
Pham, M. T., & Cao, T. X. T. (2025). The Practice of ChatGPT in English Teaching and Learning in Vietnam: A Systematic Review. International Journal of TESOL & Education, 5(1), 50-70. https://doi.org/10.54855/ijte.25513

The Practice of ChatGPT in English Teaching and Learning in Vietnam A Systematic Review Authors:Pham Manh TriInstitute of Postgraduate Education, Van Lang University, Ho Chi Minh City, Vietnamhttps://orcid.org/0000-0003-4942-7534Cao Thi Xuan TuF...