The 2nd VietCALL International Convention (VietCALL 2026)

Language teacher identity (LTI) has emerged as a central construct in language teacher education research over the past three decades, yet the field remains theoretically fragmented. Studies have drawn selectively on psychological, sociocultural, or post-structuralist traditions in relative isolation, producing partial accounts that either overemphasise the individual dimensions of...

As Artificial Intelligence (AI) continues to transform educational practices, teachers are increasingly encouraged to integrate AI tools into their teaching. However, limited research has simultaneously examined the types of AI-related professional development programs teachers participate in and how their AI competencies are translated into classroom practice. This study investigates (1) the...

This study investigated the effectiveness of game-based digital vocabulary activities using Wordwall in enhancing immediate and delayed vocabulary retention among elementary EFL learners. It also examined learners’ perceptions of using Wordwall in vocabulary learning. The study employed a quantitative-dominant quasi-experimental design involving 72 Grade 3 students from two intact classes at a...

As AI tools are becoming part of everyday language learning, teachers need to understand how they can be used not only for faster feedback but also for more caring and meaningful assessment. This study explores the use of human–AI feedback in a Writing 2 course for first-year English majors at a Vietnamese university. The students begin the course at around B1 level and are expected to move...

This study investigates the utilization of ChatGPT in the self-studying process of essay writing skills among English majors at the University of Foreign Languages, Hue University. The research aims to explore how frequently students use ChatGPT, the purposes for which they employ this tool, and their perceptions of its effectiveness in improving essay writing skills. In addition, the study...

This case study examines a primarily peer-led artificial intelligence (AI) literacy course for first-year students at a language-specialized university. Emerging from a student innovation initiative, the course was designed and delivered mainly by students as a short online training programme, with one expert-supported talkshow session. Situated within current discussions on artificial...