Albright, J. (Ed.). (2019). English tertiary education in Vietnam. Routledge.
Altheide, D., Coyle, M., DeVriese, K., & Schneider, C. (2008). Emergent qualitative document analysis. In S. N. Hesse-Biber & P. Leavy (Eds.), Handbook of emergent methods (pp. 127-151). The Guilford Press.
Beaumont, R. (2005). Learning outcomes: A practical guide. University of Newcastle.
Benson, P. (2011). Language learning and teaching beyond the classroom. In P. Benson & H. Reinders (Eds.), Beyond the language classroom (pp. 7-16). Palgrave Macmillan.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/https://doi.org/10.3316/QRJ0902027
Brown, H. D., & Abeywickrama, P. (2018). Language assessment: Principles and classroom practices (3rd ed.). Pearson.
Bui, T., Nguyen, T. T. T., & Nguyen, D. A. (2019). Vietnamese higher education language planning and university students’ career development. In J. Albright (Ed.), English tertiary education in Vietnam (pp. 54-67). Routledge.
Cambridge Assessment English. (n.d.). Guided learning hours. https://support.cambridgeenglish.org/hc/en-gb/articles/202838506-Guided-learning-hours
Cheng, L., & Fox, J. (2017). Assessment in the language classroom. Palgrave.
Chun, D., Smith, B., & Kern, R. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100, 64-80. https://doi.org/10.1111/modl.12302
Council of Europe. (2001). Common European Framework of Reference for languages: Learning, teaching, assessment. Press Syndicate of the University of Cambridge. http://www.coe.int/t/Dg4/Linguistic/Source/Framework_EN.pdf
Coyle, D. (2014). Motivating teachers and learners as researchers. In D. Lasagabaster, A. Doiz, & J. M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (pp. 51-69). John Benjamins Publishing Company.
Dang, T. T. (2010). Learner autonomy in EFL studies in Vietnam: A discussion from sociocultural perspective. English Language Teaching, 3(2), 3-9.
Doan, L. D., & Hamid, M. O. (2019). Economics of English: Examining the demand for English proficiency in the Vietnamese job market. RELC Journal, 1-17. https://doi.org/https://doi.org/10.1177%2F0033688219863166
Egbert, J. (2018). CALL (Computer-Assisted Language Learning) methodology. In The TESOL Encyclopedia of English Language Teaching: John Wiley & Sons, Inc.
Elder, C. (2017). Language assessment in higher education. In E. Shohamy, I. G. Or, & S. May (Eds.), Language testing and assessment (3rd ed., pp. 271-286). Spinger.
Felix, J. J. (2019). Agency as culture: Learner autonomy and motivation as ordinary. International Conference on Language Teaching and Learning Today 2019: Autonomy and Motivation for Language Learning in the Interconnected World, Ho Chi Minh City, Vietnam.
Figueras, N. (2012). The impact of the CEFR. ELT Journal, 66(4), 477–485. https://doi.org/https://doi.org/10.1093/elt/ccs037
Forey, G. (2010). Language globalization and the workplace: Education and social implications. In G. Forey & J. Lockwood (Eds.), Globalization, communication and the workplace: Talking across the world (pp. 251-270). Continuum.
Graves, K. (2016). Language curruculum design: Possibilities and realities. In G. Hall (Ed.), The Routledge handbook of English language teaching (pp. 79-94). Routledge.
Green, A. (2014). Exploring language assessment and testing: Language in action. Routledge.
Guilbert, J.-J. (1987). Educational handbook for health personnel (6th ed.). WHO.
Hampel, R., & Hauck, M. (2006). Computer-mediated language learning: Making meaning in multimodal virtual learning spaces. The JALT CALL Journal, 2(2), 3-18.
Harman, G., Hayden, M., & Pham, N. T. (Eds.). (2010). Reforming higher education in Vietnam: Challenges and priorities. Springer.
Harsch, C. (2018). How suitable is the CEFR for setting university entrance standards? Language Assessment Quarterly, 15(1), 102-108. https://doi.org/10.1080/15434303.2017.1420793
Hayden, M., & Lam, Q. T. (2010). Vietnam’s higher education system. In G. Harman, M. Hayden, & N. T. Pham (Eds.), Reforming higher education in Vietnam: Challenges and priorities (pp. 15-30). Springer.
Knoch, U., & Macqueen, S. (2016). Language assessment for the workplace. In D. Tsagari & J. Banerjee (Eds.), Handbook of second language assessment (pp. 291-308). De Gruyter Mouton.
Lam, L. T. (2019). General English for non-majors in higher education. In J. Albright (Ed.), English tertiary education in Vietnam (pp. 86-101). Routledge.
Lam, T. L. H., & Albright, J. (2019). Vietnamese foreign language policy in higher education. In J. Albright (Ed.), English tertiary education in Vietnam (pp. 1-15). Routledge.
Le, N. T. C. (2009). Learner autonomy and EFL learning at the tertiary level in Vietnam [PhD, Victoria University of Wellington]. Wellington, New Zealand.
Le, T. T., & Chen, S. (2019). Globalization and Vietnamese foreign language education. In J. Albright (Ed.), English tertiary education in Vietnam (pp. 16-27). Routledge.
Le, T. T. H. (2018). Impacts of CEFR-aligned learning outcome implementation on assessment practice at tertiary level education in Vietnam: An exploratory study. Hue University Journal of Science: Social Sciences and Humanities, 127(6B), 87-99. https://doi.org/10.26459/hueuni-jssh.v127i6B.4899
Le, T. T. H., & Pham, T. H. N. (2019). Implementing the CEFR at a Vietnamese university - General English language teachers’ perceptions. CEFR Journal - Research and Practice, 1, 41-57.
Liu, Q., & Chao, C.-C. (2018). CALL from an ecological perspective: How a teacher perceives affordance and fosters learner agency in a technology-mediated language classroom. ReCALL, 30(1), 68-87. https://doi.org/10.1017/S0958344017000222
Love, P. (2003). Document analysis. In F. K. Stage & K. Manning (Eds.), Research in the college context: Approaches and methods (1st ed.). Routledge.
MoET. (2007). Decision on the promulgation of the regulation on formal undergraduate education using the academic credit system. Hanoi, Vietnam: MoET
MoET. (2008). Teaching and learning foreign languages in the national education system from 2008 to 2020. Hanoi, Vietnam Retrieved from http://tailieu.vn/doc/de-an-day-va-hoc-ngoai-ngu-trong-he-thong-giao-duc-quoc-dan-1331102.html
MoET. (2014). Circular No. 01/2014/TT-BGDDT dated January 24, 2014 of the Ministry of Education and Training on promulgating the six-level foreign language proficiency framework for Vietnam. Hanoi, Vietnam: MoET
MoET. (2017). Decision No. 2080/QD-TTg on the approval, adjustment and supplement of the project “Teaching and learning foreign language in the national education system in the period 2017-2025”. Hanoi, Vietnam: Vietnam National Politic Publications
Murphey, T., & Arao, H. (2001). Reported belief changes through near peer role modelling. TESL-EJ, 5(3). http://tesl-ej.org/ej19/a1.html
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. Routledge.
Ngo, X. M. (2017). Diffusion of the CEFR among Vietnamese teachers: A mixed methods investigation. The Asian EFL Journal Quarterly, 19(1).
Nguyen, V. H., & Hamid, M. O. (2015). Educational policy borrowing in a globalized world: A case study of Common European Framework of Reference for languages in a Vietnamese University. English Teaching: Practice & Critique, 14(1), 60-74.
Nguyen, V. H., & Hamid, M. O. (2020). The CEFR as a national language policy in Vietnam: Insights from a sociogenetic analysis. Journal of Multilingual and Multicultural Development, 1-13. https://doi.org/https://doi.org/10.1080/01434632.2020.1715416
Pham, C. (2016). An ecological perspective on the motivational trajectories of high school students learning English in rural areas in Vietnam Massey University]. Palmerston North, New Zealand.
Phan, T. N., Lupton, M., & Watters, J. J. (2016). Understandings of the higher education curriculum in Vietnam. Higher Education Research & Development, 35(6), 1256-1268. https://doi.org/https://doi.org/10.1080/07294360.2016.1149693
Phan, T. T. H. (2009). Impacts of Vietnam's social context on learners' attitudes towards foreign languages and English language learning: Implications for teaching and learning. Asian EFL Journal, 11(4), 169-188.
Read, J. (2019). The influence of the Common European Framework of Reference (CEFR) in the Asia-Pacific region. Language Education and Acquisition Research Network Journal, 12(1), 12-18.
Reinders, H., & Stockwell, G. (2017). Computer-assisted SLA. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 361-375). Taylor and Francis Inc.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press.
Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal, 44(1), 5-33. https://doi.org/https://doi.org/10.1177%2F0033688212473293
Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1), 5-22. https://doi.org/10.1177/0033688214561621
The European Credit Transfer and Accumulation System. (2015). ECTS users’ guide. Erasmus+ Publications Office. https://doi.org/doi:10.2766/87592
Trinh, T. T. H., & Mai, T. L. (2019). Current challenges in the teaching of tertiary English in Vietnam. In J. Albright (Ed.), English tertiary education in Vietnam (pp. 40-53). Routledge.
Truong, C. B. (2017). The motivation of Vietnamese university students to learn English: A study using the expectancy-value model of academic motivation The University of Newcastle]. New South Wales, Australia.
University of Cambridge ESOL Examinations. (2011). Using the CEFR: Principles of good practice. Cambridge ESOL. https://www.cambridgeenglish.org/Images/126011-using-cefr-principles-of-good-practice.pdf
White, C., & Pham, C. (2017). Time in the experience of agency and emotion in English language learning in rural Vietnam. Innovation in Language Learning and Teaching, 11(3), 207-218. https://doi.org/http://dx.doi.org/10.1080/17501229.2017.1317256
Wright, S. (2002). Language education and foreign relations in Vietnam. In J. W. Tollefson (Ed.), Language policies in education: Critical issues (pp. 225-244). Lawrence Erlbaum Associates.
Language Related Research