1 ISBN ……………………….. – KỶ YẾU HỘI NGHỊ SINH VIÊN NGHIÊN CỨU KHOA HỌC NĂM HỌC 2024-2025.

USING CHATGPT TO CREATE A SELF-STUDY E-HANDBOOK FOR

VIETNAMESE 12TH-GRADERS TO DEVELOP THEIR ENGLISH VOCABULARY
SỬ DỤNG CHATGPT ĐỂ TẠO SỔ TAY ĐIỆN TỬ TỰ HỌC CHO HỌC SINH LỚP 12 TẠI
VIỆT NAM NHẰM MỞ RỘNG VỐN TỪ VỰNG TIẾNG ANH
Authors, Nguyen Thi Quynh Hoa*, Duong Thi Thanh Mai, Duong My Phuong Anh, Vu Trung Hieu
The University of Danang - University of Foreign Language Studies, Vietnam

*Corresponding author: Nguyễn Thị Quỳnh Hoa (email: [email protected])

Abstract Tóm tắt

Given the current challenges faced by 12th-grade students in
Trước thực trạng học sinh lớp 12 tại Việt Nam gặp khó khăn
Vietnam regarding vocabulary expansion of vocabulary and
trong việc mở rộng vốn từ và rèn luyện khả năng hiểu nghĩa của
comprehension skills, this study aims to assess the effectiveness
từ và ứng dụng từ vựng vào ngữ cảnh bài đọc, bài báo này nhằm
of utilizing ChatGPT (GPT-4) to develop an electronic self-
đánh giá hiệu quả của việc sử dụng ChatGPT (GPT-4) để tạo lập
study vocabulary handbook for learning English. Conducted
sổ tay điện tử tự học từ vựng tiếng Anh. Nghiên cứu thực
with 50 students in Da Nang, the study compared traditional
nghiệm tiến hành trên 50 học sinh tại Đà Nẵng, so sánh phương
methods of vocabulary learning to an electronic handbook
pháp học từ vựng truyền thống với việc sử dụng sổ tay điện tử
integrated with ChatGPT, utilizing pre-test and post-test results
tích hợp ChatGPT, thông qua kết quả bài kiểm tra trước-sau và
and user experience feedback. The results indicate that students
khảo sát trải nghiệm người dùng. Kết quả cho thấy vốn từ vựng
using the e-handbook improved significantly when compared to
của nhóm sử dụng sổ tay điện tử có sự cải thiện đáng kể so với
those who did not employ this method; additionally, students
nhóm đối chứng; đồng thời, học sinh bày tỏ mức độ hài lòng với
show their satisfaction with the interface, learning support
giao diện, chức năng hỗ trợ học tập và tính cá nhân hóa của sổ
features and personalization of the tool. Despite some
tay. Mặc dù tồn tại một vài hạn chế như hạn chế kĩ thuật, thời
limitations, such as technical challenges and a short duration of
gian can thiệp ngắn, song những phát hiện này cho thấy tiềm
the intervention, the findings reveal the potential of ChatGPT in
năng của ChatGPT trong việc thiết kế công cụ học tập, nhằm cải
developing an effective tool focused on enhancing English
thiện hiệu quả học từ vựng đặt trong bối cảnh ôn luyện cho kì thi
vocabulary learning for the National High School Examination.
THPT Quốc gia.
Keywords - ChatGPT; self-study e-handbook; English
Từ khóa - ChatGPT; sổ tay tự học; từ vựng tiếng Anh; học sinh
vocabulary; Vietnamese 12th-grade student; vocabulary
lớp 12 tại Việt Nam; phát triển từ vựng
development

1. Introduction Given these gaps, this study aims to investigate the

In recent years, the integration of artificial intelligence influence of AI-driven tools on independent English
(AI) within the educational context has received learning and to propose a functional model for an AI-
substantial attention because of the shifting technological based electronic handbook that addresses the specific
trends and the increasing demand from learners for needs of Vietnamese learners.
customized support. AI-powered tools have been widely 2. Theoretical background
recognized for their potential to improve language 2.1. The Importance of Vocabulary Development in
learning by providing immediate feedback, tailored Language Learning
content, and interactive practice. Numerous research Vocabulary is an indispensable component for the
studies have affirmed the beneficial impact of AI development of overall language competency. Nation
applications on learners’ language development. For (2001) emphasized that vocabulary acquisition is not only
example, Burston (2015) explored the effectiveness of AI about memorizing word lists, but about deepening
tools in facilitating foreign language learning, while students’ understanding of word meanings, usage, and
Hwang and Chang (2011) introduced a mobile learning context. This enhances learners’ confidence in
strategy centered on formative assessment, showing that communication, listening, writing and learners’ retention.
immediate feedback greatly boosted learners’ academic Previous research by Schmitt (2000) has emphasized that
achievements and their motivation for self-study. vocabulary acquisition is most effective when learners are
Despite the expanding research landscape of AI-driven exposed to those words in particular meaningful contexts,
language learning, there is still a lack of practical digital engage in active learning environment, and receive instant
tools that integrate all essential features in a user-centered constructive feedback.
design. The number of AI-integrated electronic According to General Education English Curriculum
handbooks that offer context-based vocabulary support, (GEEC) 2018 developed by the Vietnamese Ministry of
standardized practice questions, real-time feedback, and Education and Training (MoET), National High School
local language integration remains limited, especially in Graduation 2025 aims to assess reading comprehension
Vietnam, where learners encounter additional challenges skill as well as evaluate indirect speaking and writing
related to infrastructure, language barriers, or digital skills through three primary format such as paraphrasing,
literacy. summarizing and semantic analysis. This requires
students not only understand the isolated meaning of the
 Nguyen Thi Quynh Hoa, Duong Thi Thanh Mai, Duong My Phuong Anh, Vu Trung Hieu 2
words, but also grasp extended meanings of the words, correlated with reading comprehension ability (Qian,
apply vocabulary in specific contexts and paraphrase 2002). By integrating reading comprehension exercises
flexibly. However, traditional learning methods often rely into thee-handbook, learners are provided with
on rote memorization instead of providing a variety of opportunities to apply their vocabulary knowledge in
contexts, which may lower students’ long-term retention context, which enhances both their vocabulary retention
and practical usage. This highlights the need for and reading skills. Furthermore, the inclusion of exam-
innovative methods and tools that provides learners with style questions in the e-handbook aligns with the goal of
contextualized, interactive, personalized vocabulary preparing learners for the national high school
learning experiences. examination. These questions are designed to simulate the
2.2. Self-Directed Learning format and difficulty level of the authentic examination,
Self-directed learning (SDL) is an educational approach providing learners with valuable practice and helping
where learners tailor the learning pathway proactively and them acquaint with the format of authentic examination.
keep track of their own learning process, often with According to General Education English Curriculum
minimal instructions. According to Knowles (1975), SDL (GEEC) 2018, the National High School Graduation not
is a process that enables learners to independently only is limited to evaluate the knowledge of individual
diagnose their educational needs and preferences, set word, but also emphasizes the ability to apply vocabulary
personal goals, use resources effectively and self-evaluate to the contexts through reading comprehension skill. In
their learning outcomes. the sample National High School Graduation English
Within the scope of this research, based on SDL Examination (2025), it contains the question formats such
principles, customizing a vocabulary self-study e- as finding the best tittle, best paraphrase and synonyms,
handbook by using GPT Builder will empower students to antonyms, inferring the author’s attitude, referring the
adjust appropriate levels, contents as well as choose main idea and conclusion. Those are exam-style questions
learning methods that are suitable for their own needs and requiring the high-order thinking skills instead of rote
preferences. memorization. Therefore, the integration contextualized
2.3. Computer-assisted Language Learning and reading passage and exam-style questions (from question
ChatGPT in vocabulary learning 31- question 40) into the e-handbook helps students
Computer-Assisted Language Learning (CALL) refers to acquaint with the format and difficulty level of authentic
the use of computer applications, digital tools and examination and open a wide range of opportunities for
platforms to assist learners in language learning and students to enhance their language competency in
practice (Beatty, 2010). CALL models open a multitude practical learning environment. Besides, these reading
of digital learning styles, adapt to individual needs, as comprehension exercises are generated based on the
well as facilitate self-paced learning. This elevates vocabulary they have searched, which leads to increase
autonomous learning and deepens cognitive processing the combination levels and draw students’ attention to the
(Chapelle, 2003). learning contents.
The advent of Artificial Intelligence (AI) has marked a On the other hand, regular practice with authentic
dramatic shift in the way of access to CALL. One of the examination format also helps mitigate students’ pressure
remarkable tools is ChatGPT, an innovative tool using before taking an authentic examination and supports them
Artificial Intelligence (AI) and developed by OpenAI, in the development of time management. Qian (2002)
presenting various potentials in educational applications emphasized that vocabulary acquisition level has a
like generating a variety of human-like contents, provides significant relevance to reading comprehension skill.
instant constructive feedback (OpenAI, 2023). Hence, the fusion between vocabulary development and
The extended part integrated into ChatGPT is GPT reading comprehension exercises is a comprehensive
Builder, a tool that enables users, especially those with learning strategy, especially suits with 12-grade students
ChatGPT Plus, to create their own custom versions of who are preparing for examination.
ChatGPT without requiring any complex programming 3. Research questions and Methodology
skills. This tool will define users’ specific objectives and 3.1. Research questions
customize its interface, responses, workflows by (1) How to develop a personalized self-study e-handbook
providing instructions and uploading files for reference. by using ChatGPT-Builder for Vietnamese 12th-grade
Moreover, it is accessible for people to publish and share students?
their tailored product via a link. In the context of this (2) How does ChatGPT-powered vocabulary self-study e-
study, GPT Builder is used to develop a personalized self- handbook affect Vietnamese 12th-grade students’
study e-handbook that serves as a vocabulary learning acquisition?
tool for Vietnamese 12th-grade students. 3.2. Research methodology
2.4. The Integration of Reading Comprehension and 3.2.1. Population and Sampling
Exam Preparation a) Population
Reading comprehension is a fundamental component of Vietnamese twelfth-grade students choosing English as
language proficiency and is emphasized in the one of their optional subjects for National Examination in
Vietnamese national high school examination. Research Da Nang high schools.
has shown that vocabulary knowledge is strongly b) Sampling
 3 ISBN ……………………….. – KỶ YẾU HỘI NGHỊ SINH VIÊN NGHIÊN CỨU KHOA HỌC NĂM HỌC 2024-2025.
Our research team headed to three representative high summarizing. The tests are structured on a scale of 10,
schools in Da Nang City - Phan Chau Trinh, Hoa Vang with 0.4 points per question, aim to evaluate students’
and Nguyen Hien - to collect 50 Vietnamese 12th-grade personal learning ability based on the tests grading
students who chose English as one of the optional scheme.
subjects for the National High School Examination These tests are paper-based and regulated in controlled
underlying the convenience sampling method. classroom settings so as to avoid the risk of cheating and
3.2.2. Data Collection maintain equality for the test results. All of the test scores
a) Instruments are documented according to students’ submission,
- The e-handbook created by ChatGPT Builder: processed and analyzed by comparing means (sampled t-
The most crucial tool that serves our research is the e- tests) to compare and evaluate students’ statistical
handbook integrated from ChatGPT – the “Vocabulary improvement for either both groups or separated Control
Power-up Assistant”, which will be provided to students group and Experimental Group.
in the Experimental Group. This instrument consists of 3 - Post-questionnaires:
primary functions: A set of post-intervention questionnaires about the
 The vocabulary table: uses data from Oxford and students’ perception for the e-handbook’s experience is
Longman Dictionaries to ensure its authenticity. It also built for 25 students in the Experimental Group. It
also includes the theme-based New Word with IPA categorizes into 5 factors marked with A, B, C, D and E,
transcription, definition in English, Vietnamese inside which contain 25 items, incorporating stated
equivalent and an example based on the related objectives. Five sections include:
word; Word Family; Collocation / Phrases;  A: Interface and User Experience (9 items) - To
Closest and Opposite Meanings. investigate the e-handbook’s design, along with how
 Reading comprehension exercise: consists of 250- it generates the table and the reading passage.
300 words, along with 10 multiple-choice questions  B: Ability to Acquire Vocabulary (5 items) - To
in accordance with Questions 31-40 from the newly- examine how the e-handbook shapes the way
updated sample test format, labeled as Q1-Q10. students learn their vocabulary and practice the
 The vocabulary tracker: stores all the searched exam model.
words into their defined topics that are shown in the  C: Learning Efficiency (4 items) - To analyse
current English 12 curriculum. The table includes user’s comments on the effectiveness of the product
the learned vocabulary provided in column 1, unit- as regards vocabulary acquisition.
related topics of the word in column 2 and specific  D: Learning Dynamics (4 items) - To assess how
real-life examples in column 3 to get students the e-handbook boosts learner’s motivation.
exposed further to the word’s settings.  E: User Restrictions (5 items) - To offer
This self-study e-handbook also includes hyperlinks to recommendations on unexpected limitations of the e-
authentic and up-to-date content adapted from resource handbook.
banks such as National Geographic, Cambridge World of Items for each section are structured as a 5-point Likert-
Better Learning, United Nations, VN Express scale: 1-strongly disagree, 2-disagree, 3-neutral, 4-agree,
International, BBC News, TED Talks, and The Learning and 5-strongly agree, indicating the level of user’s
Network - New York Times. Materials used for the e- satisfaction on the self-study e-handbook. Respondents
handbook are aligned with the 12 units in the “English 12 will choose one option per item on how they are satisfied
- Global Success” textbook. with the e-handbook, along with giving several
These advanced features are designed to enhance suggestions on technical error while in use, which serves
students’ engagement and boost their vocabulary retention as a basis for later improvement.
as well as encourage the practical use of new words in The questionnaires are uploaded online on Google Form.
daily conversations. Moreover, it can support students The data are recorded, extracted on Microsoft Excel;
familiarize with the exam format and cognitive demand in analyzed by Descriptive Statistics method to describe
the heat of the 2025th National Examination. This lays a students’ responses on the e-handbook. Furthermore, the
foundation for more effective self-study habits, increase Reliability Statistics method - Cronbach’s Alpha is also
test readiness and contributes to a more personalized implemented to ensure the internal reliability of the
approach to vocabulary development through AI- questionnaires set.
enhanced tool. b) Duration
- Pre-tests and Post-tests: 2 months - from 1st February to 31st March
According to Jayawardena and Seneviratne (2024), pre- c) Procedures
and post-tests are crucial tools to evaluate students’ - Week 1: Both groups are assigned pre-tests on a scale of
effectiveness, knowledge and progression. This is why we B1-C1 to evaluate their overall level, which is the basis
design the pre-tests and post-tests in correlation to the for the next step and the results will be documented for
curriculum framework that supports our research data. the first time.
The tests consist of 25 questions and divided into 7 parts: - Weeks 2-7: Based on the test results, our research team
synonyms, antonyms, word formation, matching divided them into two groups: The Control Group and
definition, error correction, paraphrasing and The Experimental Group, of which they have similar test
 Nguyen Thi Quynh Hoa, Duong Thi Thanh Mai, Duong My Phuong Anh, Vu Trung Hieu 4
results. For the Control group, 25 students follow the
traditional teaching and learning methods. The target
group (25 students in the Experimental Group) are offered
the e-handbook for trial use. There will be learning
sessions, each structured to include approximately 90 to
110 minutes of focused activity. Subjects were given 50
minutes to complete the main learning task or assignment.
This was followed by a revision phase lasting 40 minutes
to 1 hour, during which students reviewed their work,
received guided corrections, and utilized e-handbook.
- Week 8: Students in both groups are asked to take
another test (post-test) to check what they have learned, of
which the results are recorded for the second time. Hence,
under independent t-test – in which we compare the test
results of both groups and paired t-test – in which we
compare the results of the Experimental Group before and
after the e-handbook’s intervention. Additionally,
students in the Experimental Group, who are now
respondents, will be given post-questionnaires to survey
their app experience and how the e-handbook affects their
learning progress, which objectively evaluates the
performance and perception among students, and further
supports its efficacy.
Figure 2: Example of an automatically generated reading
4. Findings passage integrating all the searched words (“advance”,
4.1. The e-handbook “position”, “prolong”, “release”, etc.), with CEFR B1-B2 level
First, in terms of vocabulary interface, when looking up a and based on “Automation and Employment” topic from Unit 9
word, users will gain a vocabulary table including: part of in Global Success 12.
speech, IPA transcription, English definition and
Vietnamese equivalent, example, collocations, synonyms Third, regarding the technical ability for creating a set of
and antonyms. Besides, the e-handbook embedded direct 10 standardized multiple-choice questions (Question 31-
hyperlinks of Oxford Learner’s Dictionary and Longman 40, matching the Vietnamese National High School Exam
Dictionary of Contemporary English Online into the Format). The generated questions included sentence
vocabulary interface, which encouraged students to verify insertion, vocabulary replacement, inference, best
and validate the vocabulary accuracy. paraphrasing, and main idea identification, which
empowered learners to practice reading comprehension
skills, critical thinking, logical reasoning and language
development.

Figure 1: Example of vocabulary table interface displaying

meanings, word families, collocations, synonyms, antonyms and
dictionary hyperlinks for the word “advance”.

Second, the handbook also generated a coherent and

authentic reading passage (about 300 words, CEFR B1-
C1) integrating all the searched words simultaneously and Figure 3: Example of comprehension questions generated
based on the passage, following the National High School
relevant to General Education English Curriculum Graduation Examination format (Questions 31-40)
(GEEC). Moreover, the e-handbook cited credible
reference sources (e.g., BBC News), which helps learners
to verify content authenticity. In addition, the tool also generates a summary list of all
learned vocabulary reviewed during previous interactions,
facilitating a well-organized revision process and
allowing students to keep track of their learning progress.
 5 ISBN ……………………….. – KỶ YẾU HỘI NGHỊ SINH VIÊN NGHIÊN CỨU KHOA HỌC NĂM HỌC 2024-2025.
Table 3: Responses in Section B - Ability to Acquire Vocabulary
Items Mean SD
B1 4.36 0.81
B2 4.36 0.7
B3 4.4 0.71

B4 4.2 0.76

B5 4.24 0.83

Table 4: Responses in Section C - Learning Efficiency

Items Mean SD
C1 4.16 0.69
C2 4.2 0.76
C3 4.16 0.75
C4 3.96 1.02

Table 5: Responses in Section D - Learning Dynamics

Items Mean SD
D1 4.24 0.88
D2 4.32 0.69
D3 4.6 0.58
D4 4.12 0.97

Figure 4: Example of vocabulary tracker interface summarizing Table 6: Responses in Section E - Usage Restrictions
previously learned words, associated with textbook units Items Mean SD
E1 2.6 1.41
(Global Success 12), and relevant examples in English and
Vietnamese E2 2.72 1.57

4.2. Pre-test and Post-test results E3 2.8 1.44

This table compares the learning outcomes of students in t E4 2.76 1.42

he control and experimental groups before and after the in E5 2.96 1.54

tervention. The results provided us with clear and encoura

ging insights. The figures revealed high learner contentment in the first
Table 1: Pre-tests and Post-tests results 4 sections, A-D, which average scores ranging from
m=4.12-4.6. Significantly, Question D3 - I am content
with my vocabulary learning experience using this
handbook rated the highest with M=4.6, SD=0.58.
Vocabulary table and exam-based reading practice
generation also received positive reviews in questions B1-
The Control Group showed only a slight improvement, B4 (M=4.36-4.4, SD=0.7-0.81).
which was not considered statistically meaningful. This Additionally, Cronbach’s Alpha was calculated to
suggests that traditional learning methods had a limited examine internal reliability, producing the following
impact over the study period. results:
In contrast, the Experimental Group, which used the AI- - Interface and User Experience (A1-A9): α = 0.87
supported vocabulary e-handbook, demonstrated a clear - Ability to Acquire Vocabulary (B1-B5): α = 0.8
and significant improvement. This result indicates that the - Learning Efficiency (C1-C4): α = 0.86
e-handbook had a positive effect on vocabulary - Learning Dynamics (D1-D4): α = 0.85
acquisition. - Usage Restrictions (E1-E5): α = 0.96
Overall, the findings support the conclusion that the - Overall questionnaires: α = 0.93
integration of AI into self-study materials can enhance The overall questionnaires were valued at an average of α
learning effectiveness more than conventional methods. = 0.93, while specific sections recorded ranging from α =
4.3. Post-questionnaries 0.8-0.96. This indicated that the figures were above the
The descriptive statistics of the questionnaries are acceptable threshold (Cronbach’s Alpha > 0.7), with no
presented below: value below (Cronbach’s Alpha < 0.7). This suggests that
Table 2: Responses in Section A - Interface and User Experience the questionnaires consistency rated from good to
Items Mean SD excellent quality. Therefore, the e-handbook’s
A1 4.56 0.65
4.4 0.71
effectiveness is highly supported by a large number of
A2
A3 4.36 0.7
users.
A4 4.24 0.88 5. Discussion
A5 4.12 0.97 5.1. The effectiveness of e-handbook on students’
A6 4.36 0.64
vocabulary acquisition
A7 4.16 0.94
A8 4.24 1.01 These results support the view that vocabulary learning is
A9 4.44 0.58 most effective when it occurs through repeated exposure,
meaningful context, and active engagement - principles
emphasized by Nation (2001) and Schmitt (2000).
Moreover, the tool aligns well with principles of
 Nguyen Thi Quynh Hoa, Duong Thi Thanh Mai, Duong My Phuong Anh, Vu Trung Hieu 6
Computer-Assisted Language Learning (CALL), which review, integrated reading tasks, and immediate feedback.
emphasize learner autonomy, immediate feedback, and These results suggest that integrating AI-powered tools
personalization (Beatty, 2010; Chapelle, 2003). By using like ChatGPT into self-study materials can offer an
Artificial Intelligence (AI) capabilities, the learning tool innovative solution for improving English vocabulary
enhanced students’ interaction and their autonomous among high school learners, especially in exam-oriented
learning. contexts.
Student feedback from the post-intervention questionnaire REFERENCES
also revealed a high level of satisfaction with the tool’s
usability and educational value. The learners appreciated Beatty, K. (2013). Teaching & researching: Computer-
functions such as the concise vocabulary table interface, assisted language learning. Routledge.
hyperlink integration with credible sources, and practice Burston, J. (2015). Twenty years of MALL project
aligned with the national exam format. This suggests that implementation: A meta-analysis of learning
outcomes. ReCALL, 27(1), 4-20.
the tool not only facilitated knowledge retention but also
Cameron, L. (2001). Children learning a foreign language.
boosted learners’ motivation and exam confidence. Lynne Cameron, Teaching Languages to Young
5.2. Limitations and Future recommendations Learners, 1-20.
Despite these positive results, several limitations were Chapelle, C. A. (2003). English Language Learning and
noted, including technical constraints of the GPT Builder Technology. John Benjamins.
platform, a relatively short intervention period, and the Jayawardena, C., & Seneviratne, T. (2024). Integrating
narrow scope of assessment focused mainly on reading environmental education on Bolgoda ecosystem and
comprehension. Nevertheless, the results provide research skills in library induction: A pre-test/post-
important implications for the future design of AI-assisted test evaluation.
Hwang, G.-J., & Chang, H.-F. (2011). A formative
learning tools, particularly in the context of exam
assessment-based mobile learning approach to
preparation and autonomous language learning. improving the learning attitudes and achievements
6. Conclusion of students. Computers & Education, 56(4), 1023-1031.
In recent years, despite the growing role of digital tools in Naiman, N. (1996). The Good Language Learner.
education, many Vietnamese 12th-grade students Multilingual Matters.
frequently have difficulties in improving their English Nation, I. S., & Nation, I. (2001). Learning vocabulary in
vocabulary. One primary factor leading to this problem is another language (Vol. 10). Cambridge university
on account of a lack of engaging self-study tools and an press: Cambridge.
overreliance on memorization-based methods. This Nguyen, L. A., & Habók, A. (2021). Digital Literacy of EFL
Students: An Empirical Study in Vietnamese
approach may help them remember words temporarily,
Universities. Libri, 72.
but it will fail to support long-term retention. Therefore, OpenAI. (2023). ChatGPT: Optimizing language models for
vocabulary acquisition remains inefficient and stressful dialogue. OpenAI.
for many learners. Qian, D. D. (2002). Investigating the relationship between
In response to this issue, this study aimed to explore the vocabulary knowledge and academic reading
effectiveness of using ChatGPT to create a self-study e- performance: An assessment perspective. Language
handbook as a tool to enhance vocabulary learning among learning, 52(3), 513-536.
12th-grade students in Vietnam. The findings indicated a Schmitt, N., & Schmitt, D. (2020). Vocabulary in language
significant improvement in students’ vocabulary teaching. Cambridge university press.
performance after using the e-handbook, with a strong Chương trình giáo dục phổ thông môn Tiếng Anh, (2018).
tạo, B. G. d. v. Đ. (2025, 16 tháng 2). Đề thi mẫu tốt
correlation between pre- and post-test scores. Moreover,
nghiệp THPT Quốc gia môn Tiếng Anh năm 2025.
survey responses revealed high satisfaction with the Xây dựng Chính sách, Pháp luật.
handbook’s features such as personalized vocabulary
(Received: Month Day, Year; Revised: Month Day, Year; Accepted: Month Day, Year)
 7 ISBN ……………………….. – KỶ YẾU HỘI NGHỊ SINH VIÊN NGHIÊN CỨU KHOA HỌC NĂM HỌC 2024-2025.
Thông tin về tác giả
PGS.TS. Nguyễn Thị Quỳnh Hoa
- Sư phạm Tiếng Anh, Đại học Sư phạm Ngoại ngữ Đà Nẵng
Hình tác giả 1 - Phó Trưởng Khoa phụ trách Khoa tiếng Anh, Trường Đại học Ngoại ngữ - Đại học Đà Nẵng
- Lĩnh vực quan tâm: Giáo học pháp
- Điện thoại: 0914165989

Dương Thị Thanh Mai

- Ngành Ngôn ngữ Anh - Tiếng Anh, khóa tuyển sinh 2023 - 2027
- Sinh viên lớp 23CNA10 - Khoa Tiếng Anh, Trường Đại học Ngoại ngữ - Đại học Đà Nẵng
- Lĩnh vực quan tâm: Giáo học pháp
- Điện thoại: 0762671329

Dương Mỹ Phương Anh

- Ngành Ngôn ngữ Anh - Tiếng Anh, khóa tuyển sinh 2023 - 2027
- Sinh viên lớp 23CNA12 - Khoa Tiếng Anh, Trường Đại học Ngoại ngữ - Đại học Đà Nẵng
- Lĩnh vực quan tâm: Giáo học pháp
- Điện thoại: 0397947467

Vũ Trung Hiếu
- Ngành Ngôn ngữ Anh - Tiếng Anh, khóa tuyển sinh 2023 - 2027
- Sinh viên lớp 23CNA12 - Khoa Tiếng Anh, Trường Đại học Ngoại ngữ - Đại học Đà Nẵng
- Lĩnh vực quan tâm: Giáo học pháp
- Điện thoại: 0333316014