v. 10 n. 3 (2025)

Articles

• THE IMPACT OF AUTHENTIC WRITING TASKS ON EFL STUDENTS’ WRITING PERFORMANCE

  Nguyen Thi Tu Quyen, Thai Cong Dan, Le Quang Giau

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• UNMASKING THE TENETS OF TEACHER PROFESSIONAL SUPPORT DURING THE COVID-19 PANDEMIC: THE KENYAN EXPERIENCE

  Miriam Nthenya Kyule, Thomas Kipkorir Ronoh

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• FACTORS INFLUENCING STUDENTS’ CHOICE OF ONLINE ENGLISH VOCABULARY LEARNING TOOLS: A STUDY AMONG ENGLISH STUDIES -HIGH‑QUALITY PROGRAM- STUDENTS, SCHOOL OF FOREIGN LANGUAGES, CAN THO UNIVERSITY, VIETNAM

  Nguyen Thi Kim Ngan, Nguyen Thi Ngoc Huong, Le Kim Ngan, Le Thi Hong Phuong, Thi Thanh Thao, Thai Cong Dan

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• DRAMA AND ARTIFICIAL INTELLIGENCE IN PRIMARY EDUCATION: A COMPARATIVE STUDY OF CHINESE AND GREEK STUDENTS THROUGH THE MYTH OF ODYSSEUS

  Aikaterini Dima, Bin Miao, Ioannis-Stylianos Lafazanis, Konstantinos Kotsidis

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• TEACHERS' ATTITUDES TOWARDS USING AUTHENTIC READING SELECTIONS TO ENHANCE EFL LEARNERS' WRITING PERFORMANCE: A STUDY WITH UNIVERSITY LECTURERS

  Thai Phan Bao Han, Nguyen Thi Thuy Linh, Thai Cong Dan

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• UNDERSTANDING EFL STUDENTS’ LISTENING CHALLENGES IN GENERAL ENGLISH COURSE 3: PRACTICES AND PERCEPTIONS AT A VIETNAMESE UNIVERSITY

  Tran Kieu My, Thai Cong Dan

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• EFL STUDENTS’ PERCEPTIONS AND PRACTICES OF USING GEMINI FOR DEVELOPING ENGLISH ARGUMENTATIVE ESSAY WRITING SKILLS

  Nguyen Thi Ngoc Trinh, Thai Cong Dan

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• A QUALITATIVE CASE STUDY OF THE EVOLUTION OF EXAMINATION TOPICS IN OPEN AND DISTANCE LEARNING: THE EKP65 MODULE OF THE HELLENIC OPEN UNIVERSITY (1999–2024)

  Kyriaki Rassia, Evangelia Manousou

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• DO EXPERIENCE AND PROFESSIONAL QUALIFICATION COUNT? EVIDENCE FROM EARLY CHILDHOOD CENTRES IN THE ASUOGYAMAN DISTRICT OF GHANA

  Samuel Oppong Frimpong

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