The 2nd VietCALL International Convention (VietCALL 2026)

The rapid emergence of generative artificial intelligence (AI) has transformed the way graduate students engage in academic research and thesis writing. Despite growing interest in AI-assisted learning, limited research has examined how Master’s students actually use AI throughout the thesis process and how they understand the ethical boundaries of such use. This qualitative descriptive study...

The growing adoption of generative artificial intelligence (AI) has transformed academic reading in English medium of instruction (EMI) contexts. However, as students increasingly rely on AI, questions arise about their capacity to maintain learner agency. However, while previous studies have mostly focused on the effectiveness and acceptability of AI applications, little attention has been...

This qualitative study explores how Vietnamese upper-secondary English teachers understand and enact digital competence and how their engagement with technology and generative artificial intelligence (AI) reflects emerging dimensions of digital teacher identity. Data were generated through semi-structured interviews with nine teachers working in public high schools and language centres, with...

As real-time AI translation increasingly reduces the need for conventional language proficiency in some forms of cross-linguistic communication, a more fundamental question emerges for English language teachers: what is their profession for when translation itself can be technologically mediated? This study explores how novice English language teachers reimagine professional purpose and...

GenAI is increasingly used in EFL writing revision, but its effective use requires both the ability to evaluate AI-generated feedback and the capacity to regulate revision decisions. This study examines the relationship between GenAI literacy and self-regulated learning (SRL) among English-major students at Dong Nai University. The study will adopt an explanatory sequential mixed-methods...

This research aimed to study the effects of task-based language teaching (TBLT) on speaking ability and self-efficacy of Lao EFL teacher training college students. The samples were 31 English-major students enrolled in class 1A (12+4) of the English General course at Savannakhet Teacher Training College, Kaysone Phomvihan District, Savannakhet Province, Lao PDR. They were selected by using...