International Journal of Multilingualism and Languages for Specific purposes

Preface: Bridges and Borders: Reframing English Language Education in a Digital Age

2025-08-18T08:37:30+00:00

The 21^st century’s approach featuring English language education is principally defined by the interconnection between digital innovation, disciplinary specialization, and specific needs of local teaching practices. This issue brings together a diverse yet thematically cohesive collection of research and empirical studies that examine the transformative impact of technology, motivation, and assessment practices on English as a Foreign Language (EFL) and English for Specific Purposes (ESP) instruction across diverse educational contexts in Asia and Africa. Grounded in empirical inquiry drawn from data-rich case studies situated in Vietnam and Nigeria, the contributions reflect the complexities of contemporary language education in multilingual, resource-varied, and digitally mediated environments. They examine varied themes: the affordances and constraints of game-based platforms like Blooket in teaching technical vocabulary; the influence of informal digital discourse on academic language standards; the implementations of motivational strategies in ESP classrooms; the impact of portfolio assessment on ESP writing skills; and the comparative effectiveness of structured reading models. Together, these studies highlight the opportunities and challenges presented by digital innovation in educational ecosystems, revealing insights into engagement, motivation, discourse convergence, assessment effectiveness, and teaching practices. This issue contributes to the growing body of applied linguistics research that privileges innovative and interdisciplinary approaches to handle language education issues. Its main objective is not only to interrogate and reflect upon current practices but also to foster a dialogic collaboration among researchers, practitioners, and policymakers seeking to reframe language teaching through a more equitable, adaptive, and contextually grounded lens.

Vietnamese Teachers’ Perceptions of Blooket for Enhancing IT Technical Vocabulary: Insights and Influencing Factors

2025-08-18T08:37:29+00:00

This study examines Vietnamese EFL teachers’ perceptions of Blooket as a digital tool for enhancing students’ acquisition of technical vocabulary in the field of Information Technology (IT). Acknowledging the increasing integration of educational technology in language instruction, the research investigates how teachers conceptualize Blooket’s potential to support specialized vocabulary learning. A mixed-methods research design was adopted, guided by the evaluative framework developed by Perera and Hervás-Gómez (2021) for assessing digital learning tools. Data were collected through a structured questionnaire combined with semi-structured follow-up interviews.The findings suggest that EFL teachers generally perceive Blooket as an engaging and motivational platform that positively influences student participation. Notably, features such as real-time feedback and monitoring of learner progress were identified as critical enablers of active classroom interaction and heightened learner engagement. These affordances were viewed as particularly beneficial for tracking student performance and fostering a dynamic, learner-centered environment. Despite these perceived strengths, the study also revealed divergent opinions regarding Blooket’s broader educational efficacy. Teachers expressed reservations about its ability to sustain student attention over time, promote long-term vocabulary retention, and facilitate meaningful academic interactions. Moreover, concerns were raised about the platform’s role in fostering deeper pedagogical practices. Specifically, many participants questioned its capacity to stimulate teacher reflection on instructional strategies, empower students in self-regulated learning, or bridge the gap between traditional and technology-enhanced learning environments. Additional issues highlighted include challenges related to Blooket’s usability, its alignment with specific curricular objectives, and the degree to which it is systematically integrated into instructional design. While the platform was acknowledged for its potential to enhance certain aspects of EFL teaching—particularly in terms of engagement—participants emphasized that its educational benefits are contingent on thoughtful integration, improvements in design, and alignment with clearly defined learning outcomes. In conclusion, this study underscores the critical importance of aligning digital tools such as Blooket with targeted pedagogical goals in order to maximize their effectiveness in the EFL classroom.

Blurring Boundaries: The Impact of Digital Communication on Academic Discourse and Student Motivation

2025-08-18T08:37:28+00:00

This study explores the evolving relationship between shifting patterns of academic discourse and student motivation within the context of Nigerian tertiary education, where digital communication technologies are increasingly transforming linguistic practices and pedagogical interactions. Anchored in the theoretical frameworks of Critical Discourse Analysis (CDA) and established motivational theories, the research investigates the influence of popular digital platforms, such as WhatsApp, TikTok, and Instagram, on language use and communicative norms in academic environments. Specifically, the study examines the implications of informal linguistic features, such as abbreviations, emojis, slang, and non-standard syntax, on both student–lecturer and peer-to-peer interactions, as well as their broader effects on learning behaviors and academic writing practices. The analysis is grounded in authentic linguistic data drawn from classroom discourse, examination scripts, and social media interactions, allowing for a contextualized examination of how digital discourse permeates formal educational settings. Findings reveal an increasing convergence between informal digital communication and traditional academic language, thereby raising important questions about the shifting boundaries of scholarly expression. On one hand, the adoption of familiar, digitally mediated linguistic forms appears to enhance student motivation. These forms render academic discourse more accessible and less hierarchical, contributing to increased participation, ease of self-expression, and a sense of inclusivity within learning communities. However, the study also identifies pressing pedagogical concerns. The normalization of informal discourse within academic settings may compromise linguistic precision, weaken students' ability to code-switch appropriately, and erode the formality and clarity traditionally associated with scholarly writing. Such trends pose potential risks to academic standards, particularly in contexts where rigorous communication skills are essential to educational outcomes and professional development. The study concludes by advocating for a balanced and pedagogically informed response to this linguistic shift. It recommends that educators leverage the motivational benefits of digital communication, such as enhanced engagement and student-centered interaction, while explicitly addressing the need for formal academic language proficiency. By adopting such measures, educators can foster a more responsive and inclusive learning environment that embraces the realities of contemporary communication without compromising the foundational values of academic discourse.

Motivational Teaching Strategies in ESP Courses: EFL Teachers’ Perceptions and Reflections

2025-08-18T08:37:26+00:00

This study investigates the motivational strategies used by Vietnamese English as a Foreign Language (EFL) teachers in English for Specific Purposes (ESP) courses, employing a mixed-methods approach that includes both questionnaires and semi-structured interviews, based on the framework from Dörnyei and Csizer (1998). Quantitative data collected through questionnaires provided insights into the frequency and perceived effectiveness of various motivational practices, while qualitative data from interviews offered a deeper understanding of teachers’ perspectives and contextual factors shaping their approaches. The results reveal that teachers highly prioritize modeling motivational behaviors such as commitment and authenticity, giving clear instructions, and supporting students’ goal-setting processes. However, some motivational strategies, particularly those related to emotional sensitivity, creativity encouragement, cultural exposure, and fostering collaborative group dynamics, received comparatively lower emphasis. These findings suggest that while Vietnamese ESP teachers are aware of and apply many key motivational strategies, there remain areas for improvement to better engage students holistically. The study contributes to the existing literature by highlighting the specific challenges and strengths in motivation within the Vietnamese ESP context. Implications include the need for teacher training programs to focus more on emotional responsiveness, intercultural competence, and creative classroom practices. While the study provides valuable insights, it acknowledges certain limitations, namely, its reliance on self-reported data and the localized nature of the sample. To build on these findings, future research is encouraged to incorporate observational methods and include a more diverse participant base for broader generalizability.

The Efficacy of Portfolio Assessment in Enhancing Students’ Writing Skills in ESP Courses

2025-08-18T08:37:25+00:00

This study explores Vietnamese university students’ perceptions of an English for Specific Purposes (ESP) writing course, with a particular focus on instructional objectives, course materials, and teaching methods. Centered on the assessment framework proposed by Uçar and Yazıcı (2016), the research investigates the role of portfolio assessment in shaping students’ learning experiences and writing development. A mixed-methods approach is employed, integrating quantitative data collected through a structured questionnaire with qualitative insights gathered from semi-structured interviews, allowing for a comprehensive and nuanced understanding of learner perspectives. The findings indicate that students perceive the course as largely effective in building upon their prior knowledge and foundational writing skills. They report moderate success in terms of the course’s ability to promote critical thinking, an essential component of advanced academic writing in specialized contexts. Notably, students expressed strong satisfaction with the relevance and applicability of the course materials to their academic and professional needs, as well as with the accessibility of the instructor and the consistency of timely, constructive feedback—factors identified as key contributors to their writing improvement. These elements are seen as particularly supportive within a portfolio-based learning environment, which emphasizes progress, reflection, and iterative revision. By focusing on portfolio assessment within the Vietnamese ESP context, this study contributes to a relatively limited body of research, shedding light on culturally embedded challenges and identifying concrete areas for pedagogical refinement. It underscores the value of learner-centered assessment practices that encourage autonomy, self-evaluation, and sustained engagement with writing tasks. The findings offer practical implications for course designers, educators, and policymakers seeking to enhance the effectiveness and responsiveness of ESP instruction through reflective and process-oriented assessment models.

Comparative Effects of Advance Organizer and SQ3R Models on Secondary School Students’ Reading Achievement in Osun State, Nigeria

2025-08-18T08:37:24+00:00

The study examined the awareness and use of the Advance Organizer Model (visual and verbal forms) and the SQ3R model among senior secondary school English Language teachers. It also determined the relative effects of the models on senior secondary school students’ reading achievement in English Language and compared the effects of AOM and SQ3R models on the students’ reading achievement in English Language on the basis of school type and school location. The study employed the non-equivalent pre-test-post-test control group and descriptive survey research designs. The research involved intact SS1 classes from eight stratified public and private schools (urban and rural). These classes were randomly assigned to two experimental groups: Group A used the AOM, while Group B applied the SQ3R model. Over six weeks, students were taught reading comprehension using these models, and data were collected through a teacher questionnaire and English Language Reading Achievement Tests (ELRAT). Findings revealed that only 40% of teachers were aware of reading models, with just 18% actively using them. Statistically significant differences were found in students’ reading performance between the two instructional approaches, favouring the AOM. Additionally, a significant difference was observed between public and private school students’ outcomes, though no difference was found between students in urban and rural settings. The study concluded that the AOM is more effective in improving reading achievement across different school types and locations. It is recommended that teacher awareness and implementation of this model be promoted and supported through curriculum development. Instructional materials such as visuals, glossaries, and diagrams should be incorporated into textbooks to facilitate the use of AOM. Ultimately, the research offers valuable insights into the practical application of reading strategies and highlights the potential of the AOM to