Dr Luan Nguyen

E-learning in the context of Industry 4.0 and the outbreak of the COVID-19 pandemic has transformed traditional education. However, the smooth transition from face-to-face education to e-learning remains a challenging task, given concerns about e-learning quality. This study aims to explore the quality criteria and the adoption of e-learning via the spherical fuzzy analytic hierarchy process (SF-AHP). The extended technical acceptance model is used as a theoretical framework for constructing quality in an adoption hierarchical model. The input data derived from in-depth interviews of 20 experts in the field and the SF-AHP calculator have generated the priority weights of quality criteria in the model of e-learning adoption. The findings confirm the role of three major criteria, in order of importance, as follows: system, resources and core factors. The results highlight system factors as most crucial, including aspects such as governmental policies and institutional leadership, which are essential for setting a conducive environment for e-learning. Resource factors are ranked second, emphasizing the importance of IT applications, human capital and facilities to support e-learning infrastructure. Core factors, though ranked lower, are vital in ensuring the effectiveness of e-learning through course materials, instruction, and learner support. The weights of 14 sub-criteria have further shed light on policies to promote e-learning quality and its adoption. The implied priority of each weight a valuable guideline for the stakeholders' actions to reach the targeted goals under the constraint resources.

The pressing need to prepare Computer-Assisted Language Learning (CALL) professional competence for English as a Foreign Language (EFL) pre-service teachers has come to be significant to ongoing national reforms to improve English teaching pedagogy. This study employed a convergent mixed-methods research design to investigate the perceptions of Vietnamese EFL pre-service teachers and teacher educators concerning technology preparation and integration into the EFL initial teacher education in Vietnamese higher education. The data included a survey completed by 67 pre-service teachers, a focus group discussion with six of them, and a semi-structured interview with three teacher educators at a higher education institution in Vietnam. Findings reveal that pre-service teachers received significant opportunities to learn regarding CALL-related knowledge within their initial teacher education program. The findings also show a number of substantial factors impacting the integration of Information and Communications Technology (ICT) into the initial teacher education regarding individual teacher educators, individual EFL pre-service teachers, the provision of resources, and CALL technology-related policies. The study suggests that the EFL initial teacher education program needs to take the opportunity to learn and policies on CALL-related pedagogies into account developing pre-service teachers' professional competence.

This study investigated how teachers adjusted their teaching practices for online teaching during the COVID-19 pandemic in Vietnam. In the study, we collected data from ten teachers within the Department of English at a university in Vietnam through semi-structured interviews via Zoom. During the interviews, the participants shared how they organised their teaching activities and addressed challenges in engaging students. To analyse the data, we focused on the variety of interaction patterns (teacher-student, student-student and student-content) in online teaching. The results showed that most of the teachers deployed activities for two main types of interaction: teacher-student, and student-content, but not for student-student interaction. Teachers also reported that they received limited online teacher training and had to learn by themselves how to engage students remotely. While the university tried to support teachers, no consistent online teaching guidelines were provided. The study suggests that higher education institutions should offer training opportunities and provide teachers with clear guidelines for online teaching.

The emergence of online communities has redefined teachers' professional development. Voluntary participation in online teacher communities offers possibilities for problemsolving, reflective thinking, knowledge exchanging, and social emotion sharing. However, little research has been conducted about the quality and depth of interactions among EFL teachers while participating in online communities. In response to the call for rigorous research featuring the roles of online communities on teacher learning beyond the Western contexts and the realities of participants' contribution, this case study analyzed two Facebook groups of Vietnamese EFL teachers using Wenger's (1998) analytical framework for communities of practice (CoP). Facebook groups were adopted as an online CoP platform because of its widespread social media penetration in Vietnam-with users being 75% of the population (Nguyen, 2019). Adopting a multiple-site case study design, the study surveyed 84 teachers and analyzed the content of selected posts and comments in two Facebook groups in five months, focusing on members' engagement, perceived benefits, and recommendations regarding their CoP participation. Findings illustrate different realities of university lecturers and school teachers within the two Facebook groups in lights of knowledge domains, sharing practice, and moderation activity. The paper offers insights for the design and administration of online CoP in social media spaces.