






































CITATION


AsiaCALL Online Journal Received: 18/10/2021 

ISSN 1936-9859; https://asiacall.info/acoj Revision: 08/04/2022 

Vol. 13, No. 2, 2022  Accepted: 27/04/2022 

pp. 60-71 Online: 28/04/2022 

 
CITATION | Pham, T. T. T., & Ha, H. N. (2022). Cultural Groups of Words in EFL Coursebooks and Pedagogical 

Implications. AsiaCALL Online Journal, 13(2), 60-71. DOI: https://doi.org/10.54855/acoj.221324 

Cultural Groups of Words in EFL Coursebooks and Pedagogical Implications 

Pham Thi Thanh Thuy1*, Ha Hong Nga1 

1 Hanoi National University of Education, Viet Nam 
* Correspondence: Pham Thi Thanh Thuy, Hanoi National University of Education, Viet Nam. Email: 

phamthanhthuy09@gmail.com 
*      https://orcid.org/0000-0002-0184-1544 

       https://doi.org/10.54855/acoj.221324 

 

ABSTRACT 

Vocabulary seems to be a high mountain to climb for language learners. Cultural words 

are among the enormous range of vocabulary on diverse topics. As far as this study is 

concerned, the structure and meaning of cultural groups of words in selected EFL course books 

are explained and analyzed; after that, pedagogical implications are recommended for learning 

these words. The key research methods include describing and analyzing the structure and 

meaning of cultural words in EFL coursebooks. Findings revealed that cultural words in 

selected EFL coursebooks possessed several distinctive features of structure and meaning. At 

the end of the study, several pedagogical implications in online English teaching and learning 

were proposed. 

Keywords: cultural words, EFL course books, structure, meaning, pedagogical implications 

1. Introduction 

English vocabulary is a focus for learners during acquiring the language. Cultural words 

are among the common wide range of vocabulary to memorize frequently. This special type of 

word needs proper concern by both language teachers and learners. It can be recognized that 

there have not been many studies conducted on the structure and meaning of English cultural 

words. Hence, within the research paper, the authors would like to describe and analyze this 

issue of English cultural words from selected EFL coursebooks used for students at Hanoi 

National University of Education. After that, appropriate pedagogical implications are proposed 

in English vocabulary teaching and learning. 

Significance of the study 

 Studies revealed that vocabulary or ESP vocabulary had been a focus of linguistics 

research so far. Regarding cultural words in EFL course books, the topic has been of concern 

to several authors. However, cultural words in EFL course books in relationship with suggested 

online activities to learn this special type of vocabulary, to some extent, are still not researched 

much. Therefore, our research is going to contribute to clarifying the topic and discussing the 

theoretical framework relating to cultural words in EFL course books and pedagogical 

implications in the current context of the worldwide COVID-19 pandemic.  

2. Literature review 

2.1. Definition of cultural words 

There appear to be several definitions of cultural words by authors. Wiezbicka (1997:5) 

stated that, in a sense, it might seem obvious that words with special, culture-specific meanings 

reflect and pass on not only ways of living characteristics of a given society but also ways of 

https://doi.org/10.54855/acoj.221324
mailto:phamthanhthuy09@gmail.com
https://orcid.org/0000-0002-0184-1544
https://doi.org/10.54855/acoj.221324


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thinking. She considered cultural keywords extremely vital and revealed words in a certain 

culture (Wiezbicka, 1997, 15-16). Li, Ran & Xia (2010) named cultural words as words with 

image culture and explained that the words are the results of long-lasting history and culture of 

tribes, closely associated with traditional legends or ancestors’ worship.  

To determine the criteria to define cultural words, Wierzbicka (1997:16) confirmed that 

the words are of common vocabulary, frequently used on a typical semantic aspect, and finally 

put in the central position of a particular complete phrase. These criteria are useful for authors 

to determine cultural words among diverse words used in speaking and writing.  

In terms of forms of cultural words, Wierzbicka (1997:17) said that cultural words were 

not only single words but also common collocations, set phrases, grammatical constructions, 

proverbs, and so on. Clearly, cultural vocabulary is expressed in a variety of forms. These forms 

of cultural words are found in such materials as EFL course books for language learners.  

2.2. Classification of cultural words 

Cultural words have been classified by many researchers. Here are several ways to 

categorize this special type of word. 

To start with, Newmark (1988:94) divided cultural words into five smaller types, as 

follows: (1) ecology covers flora, fauna, wind, valley, and mountains; (2) material culture or 

artifact covers food, cloth, housing, and city, transportation; (3) social culture covers work and 

leisure; (4) organization covers customs, activities, procedures, political and administrative 

concepts, religion, arts, and (5) gestures and habits. 

Alonso & Ponte (2015) proposed the following classification for cultural words, 

specifically, into 12 types.  

Table 1.  

Classification of cultural words 

Everyday living Food, working, school, holidays, leisure activities, clothes, housing 

Cultural heritage Famous monuments and people, literature, TV shows, movies, music. 

National identity Languages, religions, nationality, history, humour, art and politics 

from different cultures. 

Popular culture Rites, traditions, celebrations, festivals, social conventions, dances, 

discos, religious observances and values, and types of music, among 

others. 

Society Living standards, classes, urban tribes, minorities, family structures, 

regional cultures, and subcultures. 

Geography Countries, continents, cities, towns, streets. 

Stereotypes Typical features attributed to certain cultures. 

Language Borrowings, informal register, idioms, collocations. 

Worldwide issues Political, economic, social and environmental issues. 

Institutions and 

organization 

Official institutions and organizations from different countries. 

Varieties Words from other varieties of English. 

Social interaction Greetings, apologies, politeness. 

As far as this research is concerned, the authors determine cultural words based on the 

second way of classification in the study done by Alonso & Ponte (2015) since it is in detail 

with clarity. 



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2.3. Meaning of cultural words 

The topic of the meaning of cultural words has been so far discussed widespread 

worldwide. A variety of authors possess both similar and different viewpoints. Cultural words 

are among a common range of words. The meaning of cultural words has been mentioned in 

several works when culture is a significant factor in the words. 

Smirnitsky stated that the meaning of words is the natural reflection of objects, 

phenomena, or relationships in awareness (or a psychological composition similar in nature, 

formed on the reflection of separated elements in reality) in the structure of words in terms of 

their inner side. (Nguyen, 2018, 21) 

Ullman (1967) explained the meaning of a word is the relation between the sound of the 

word and its content of definition. He drew a triangle of meaning, in which he focused on 

making a distinction between linguists, logicians, and psychologists. He asserted that it should 

not be considered the same between viewpoints, the position of linguists with which of logicians 

and psychologists.  

Lyons (1995) changed the triangle of meaning into one called the "triangle of 

signification" with three tops, that is, signal, definition, and things signified. He assumed that 

the content of meaning definition consisted of numerous parts distinguished in functions and 

contents, and it is necessary to distinguish different types of meaning. 

Regarding the meaning of selected cultural words, there witnessed many research 

papers. In Semantics, culture, and cognition – universal human concepts in culture-specific 

configurations, Wiezbicka (1992) researched different dimensions of psychology, emotion, and 

ethics by comparing meanings of couples of words in English and Russian, that is, soul, 

memory, and heart; fate and destiny; courage, bravery, risk, and so on. Additionally, 

Wiezbicka figured out and contrasted the meanings of a few cultural keywords in Anglo 

English, including privacy, personal autonomy,  fairness, mind, reason, sense, evidence, 

experience (Wiezbicka, 2006, 2010), Australian English: bloody, bullshit, whinge, dob in 

(Wiezbicka, 1997, 2002), Russian: duša (soul), sud’ba (fate), toska (thirst), iskrennost’ 

(genuineness), pravda (truth), obščenie (communication) and avos’ (possible) (Wiezbicka, 

1997, 2002, 2010), Polish: przykro (annoyingly), rodzina (family), wolność (freedom) 

(Wiezbicka, 1997, 2001). Importantly, the principles for semantics analysis practiced by 

Wiezbicka were also used in analyzing cultural keywords. 

Levisen (2012) continued the direction of Wiezbicka’s research on several cultural 

keywords. In detail, in Cultural Semantics and Social Cognition – A Case Study on the Danish 

Universe of Meaning, he analyzed systematically, from the perspectives of semantics and 

national pragmatics, a few Danish cultural keywords, that is, hygge (warmth), tryghed 

(security), lykkelig (happiness), verb synes (seem) và mener (think), etc. in the light of 

theoretical framework of Natural Semantic Metalanguage (NSM) (Goddard and Wiezbicka, 

1994, 2002).  

Nguyen (2018) had an overview of the meaning of words in the relationship with culture 

in Vietnamese and international studies, compared cultural and lexical semantics of Vietnamese 

and English cultural keywords, and shaped a framework to compare cultural keywords. More 

specifically, her thesis compared two groups: the semantics of cultural keywords with specific 

references and the semantics of cultural keywords with non-specific references between 

Vietnamese and English; as well, she revealed the similarities and differences in the linguistics 

(characteristics of semantics) and culture (characteristics of social life, perceptions, thinking...) 

between two cultural keywords groups of Vietnamese and English community. Two groups of 



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cultural words were mentioned, that is, the group with real referential things (land, water, 

house, man) and another group without real referential things (dragon, ghost, fairy).  

Le (2017:15) clarified the role functions and meaning of four cultural keywords: fate – 

hometown – face – soul in Vietnamese people's awareness and action in comparison with 

English and Russian. She discussed several cognitive features of Vietnamese people 

accompanied by similarities and differences between Vietnamese and English, Russian. The 

writer consulted typical linguistic materials (Vietnamese, English, and Russian) with sociology 

survey data to figure out conceptions used by Vietnamese for painting the world picture in 

words that differed from other languages during expressing the same conception.  

2.4. Vocabulary in EFL course books and its cultural components 

Vocabulary is considered the key to success in mastering four skills of a language. It 

was stated that learners with a limited vocabulary range found more difficulties in L2 reading 

and writing (Hu and Nation, 2000). Course books or textbooks are the main tools for language 

teachers to select vocabulary and activities for lessons in order to attract learners’ engagement 

(Criado and Sanchez, 2012).  

Vocabulary has a strong connection with the culture of different countries in the form 

and meaning as it reflects the life of the whole community (Wiezbicka, 1997; Grossberg and 

Morris, 2005). CEFR (2001) explained that vocabulary was partially influenced by the cultural 

characteristics of the community where the speaker was living. Liddicoat and Scarino (2013:28) 

owned a comparatively similar idea that words were more noticeably affected by culture and 

code of cultural context.   

The authors found a few research conducted several years ago in terms of cultural words 

in EFL textbooks. Georgiveska (2000) analyzed two textbooks, one for secondary EFL students 

in Macedonia, the other is Headway (Intermediate) which was internationally learned. Findings 

showed that gaps in socio-cultural vocabulary were discovered, and the meaning of words 

related to culture was not explained specifically. Another research conducted by Mahmood, 

Asghar, and Hussain (2012) analyzed an ELT textbook quantitatively in Pakistan. The research 

aimed at figuring out the predominant culture in the textbook and references the native culture 

of learners. They confirmed that the target culture should be significantly concerned within the 

textbook, and international culture should not be the major focus.  

Alonso & Ponte (2015), in An analysis of Cultural Vocabulary in ELT textbook, deeply 

investigated cultural words in two ELT textbooks of two levels which were used for teaching 

in Spain (that is, Aspire – Upper Intermediate and English Alive 4). The range of cultural words 

was taken out from the sections of vocabulary and reading comprehension, classified based on 

the list of cultural forms (Byram & Morgan, 1994; CEFR, 2001). Findings revealed that the 

number of cultural words in the two ELT textbooks was not balanced; in English Alive 4, 

cultural vocabulary on cultural heritage and geography outnumbered the words on other topics; 

in Aspire – Upper-Intermediate, words on social interaction and popular culture were many 

more counted. The research broadens the knowledge of cultural words in ELT coursebooks.  

2.5 Research questions 

  Within this brief study, the writers are going to answer the following research questions: 

(1) What is the structure and meaning of cultural words in the coursebook Real Life 

(upper-intermediate)? 

(2) What are the pedagogical implications of learning English cultural words? 

 



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3. Methods  

3.1. Pedagogical Setting 

The authors described and analyzed the structure and meaning of cultural groups of 

words in the coursebook Real Life (upper-intermediate), which is currently used for 2nd-year 

English majors at the Faculty of English  

Table 2.  

Description of the coursebook Real Life (upper-intermediate) 

Coursebook: Cunningham S.& ByGrave J. (2011). Real life (upper-intermediate). 

Pearson Education Limited.  

 

Number of 

units: 

10 

 

Sections in 

each unit: 

6 sections: Grammar, Vocabulary, Reading, Listening, Speaking, Writing  

 

Topics for 10 

units: 

(1) Going to extremes, (2) Living together, (3) Global network, (4) Happy 

and successful, (5) Pop culture, (6) Something different, (7) Body and 

mind, (8) Consumer society, (9) Right and Wrong, (10) Life changes 

 

 After that, the writers proposed appropriate pedagogical implications of online teaching 

and learning English cultural groups of words from the coursebook.  

3.2. Design of the Study 

The study was carried out based on such methods as collecting, describing, and 

analyzing cultural words from the coursebook Real Life (upper-intermediate) to figure out the 

structure and meaning of this special type of vocabulary. 

3.3. Data collection & analysis 

 The authors took vocabulary words out from the coursebook Real Life (upper-

intermediate), then analyzed the structure and meaning of these special words based on certain 

theoretical frameworks (definitions and classification of cultural words as mentioned above in 

the Literature review). Cultural characteristics of diverse countries were revealed through the 

procedure.  

4. Findings and discussion 

The cultural words were collected from the coursebook Real Life (upper-intermediate). 

They belonged to different cultural groups, including proper nouns, collocations, and idioms/ 

proverbs. In terms of structure or meaning, findings on cultural words in EFL course books 

contribute to clarifying and correctly comprehending this special type of words in English. 

Language learners are advised to be careful while managing to figure out English cultural words 

so as not to misunderstand them from the perspective of culture.  

4.1. Structure of cultural words in EFL course books 

Proper nouns 

The authors found a large number of cultural words with the structure of proper nouns. 

This group of cultural words is easily recognized for their capitalized first letters. Some 

examples are below:  



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They can be famous names (Bill Gates), names of continents (America), names of 

countries (the UK), nationalities (Korean), names of a state (Hawaii), names of cities 

(Budapest), names of a prize in cinema (Oscar) or sports (the World Cup).  

Collocations 

 The collocations that the writers found in the coursebook are grouped into several types: 

Verb + Noun, Verb + Preposition + Noun, Verb + Noun (object) + Preposition + V_ing, Verb 

+ Adverb, Adjective + Preposition + V_ing, Adjective + Noun. Thus, the structures of English 

collocations are diverse, requiring learners’ thorough understanding and using so that meaning 

is not misunderstood.  

Some examples can be found in the coursebook as follows: play a gangster, score the 

winning goal, get on with her parents, suffer from exhaustion, expect her to help with household 

jobs, behave reasonably, be desperate to move to a place of my own. 

Idioms/ Proverbs 

 This group of cultural words is of limited number within the course books. However, it 

does not mean that the group rarely appears in the book. Several idioms/ proverbs were seen in 

Real Life (upper-intermediate). The authors are interested in this type of cultural word for its 

meaningful inner culture. Hereinafter are a few examples:  

Beauty is in the eye of the beholder. 

Success is often about being in the right place at the right time. 

From preliminary research, the authors found such structure of cultural words in the 

coursebook chosen. The very first group of proper nouns accounted for the largest number of 

cultural words from the coursebook. The second group of collocations could be seen with 

different combinations using nouns, verbs, adjectives, adverbs, and prepositions. The third 

group of idioms/ proverbs is of a smaller number though it is typical in terms of culture included 

in each idiom or proverb. 

4.2. Meaning of cultural words in EFL course books 

 As far as the cultural words from the coursebook were mentioned above, meaning 

features are revealed and analyzed in terms of cultural perspective. 

Proper nouns 

 This subtype of cultural words taken out from the coursebook can be easily 

comprehended in meaning as they exactly mean certain known people, continents, states, 

nationalities, cities, places, or prizes. It can be understood in Vietnamese meanings as follows:  

Bill Gates (Bill Gates), America (châu Mĩ), the U.K (Vương quốc Anh), Korean (người Hàn 

Quốc, tiếng Hàn), Hawaii (Hawaii), Budapest (Budapest), Oscar (Oscar), the World Cup (Giải 

vô địch thế giới).  

Collocations 

The meaning of collocations should be carefully investigated based on the cultural 

context and structures of the collocations so that readers understand them clearly in Vietnamese. 

For example: play a gangster (đóng vai xã hội đen), score the winning goal (ghi bàn 

quyết định chiến thắng), get on with her parents (hòa hợp với bố mẹ cô ấy), suffer from 

exhaustion (bị kiệt sức), expect her to help with household jobs (mong cô ấy giúp làm việc nhà), 



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behave reasonably (cư xử phù hợp), be desperate to move to a place of my own (trở nên tuyệt 

vọng đến mức chuyển đến nơi ở riêng). 

Above are suggested translations for selected English collocations in the coursebook. 

Readers are completely able to possess their own way of figuring out the collocations, provided 

that they understand the collocations well in the appropriate context.  

Idioms/ proverbs 

 It is ideal to find comparatively equivalent idioms/ proverbs in Vietnamese for the 

English ones. In case it is quite hard to find one, readers should manage to understand the 

meaning of the idioms/ proverbs to avoid misunderstanding. 

For example:  

Beauty is in the eye of beholder. (Vẻ đẹp là ở trong mắt người xem.) 

Success is often about being in the right place at the right time. (Thành công thường là 

ở đúng nơi vào đúng thời điểm.) 

It can be seen obviously that understanding different groups of cultural words needs 

sufficient knowledge of culture. The group of proper nouns is the most understandable as the 

names themselves are typical for people, places, events, and many other aspects of life all over 

the world. The other groups, including collocations and idioms/ proverbs, require more effort 

and analysis for their more complicated structure and carefulness to avoid misunderstanding 

during figuring out the meaning in the context.   

In comparison with results from previous studies, it was discovered cultural words in 

the EFL coursebook mentioned in this research paper were analyzed for larger groups, including 

proper nouns, collocations, and idioms/ proverbs. Previous studies were mainly related to 

certain groups of vocabulary, such as words on clothes, plants, and flowers. The words in these 

papers were discussed with the specific structure of single, compound, complex words and 

phrases.  

Regarding meanings of cultural words, it could be said that in previous studies, specific 

Vietnamese word groups of diverse cultural topics such as food, animals, and colors were 

clarified in contrast with such words in other languages, including English, French, and 

Russian. Within this piece of writing, the authors did not contrast the meaning of such English 

cultural groups of words found in the EFL coursebook; they managed to find equivalent 

vocabulary and phrases in Vietnamese with the notice of cultures in two different countries.  

Hereinafter are selected works on structure and meanings of certain cultural groups of 

words that the authors made effort to find from linguistic journals, books and Ph.D thesis. Some 

names can be counted: Nguyễn Chi Lê (2009), Đặng Ngọc Lệ (2013), Phạm Thị Châu Pha 

& Trần Thị Phương Lý (2016), Nguyễn Thị Thu Hà (2016), Trương Thị Mai (2016), 

Lê Thị Hồng Nga (2014), Nguyễn Văn Dũng (2014), Vũ Thị Thắng (2014), Trần Minh 

Hùng (2018), Vũ Thị Ngọc Minh (2014), Nguyễn Thị Hương Lan (2018), Vũ Đức 

Nghiệu (2010), Nguyễn Thị Bích Hợp (2015), Hà Thùy Dương (2020), Nguyễn Thị 

Thủy Chung (2021), Võ Thị Mỹ Hạnh (2021).  

4.3. Research questions: 

To answer research question 1 (What is the structure and meaning of cultural words in 

the coursebook Real Life (upper-intermediate)?), findings show that cultural words found in the 



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coursebook belong to such structure as proper nouns, collocations, and idioms/ proverbs. The 

majority of the cultural words are in the form of proper nouns (that is, famous names, places, 

events, etc.), which appear in nearly every session in the coursebook. In terms of meaning, 

learners and readers are required to possess cultural knowledge to comprehend these groups of 

cultural words, especially the second and third groups, that is, collocations and idioms/ 

proverbs. It is advised to find equivalent expressions in Vietnamese to figure out such 

collocations and idioms/ proverbs; moreover, context is also a factor to note in this case. 

Research question 2 (What are the pedagogical implications of learning English 

cultural words?) is a part of the study which is suggested based on the theories and findings. 

The authors would like to mention the implications of online teaching and learning vocabulary, 

including cultural words, within this study. 

Here are suggested Quizlet, Quizizz and Google Form, Blooket, Wordwall vocabulary 

tasks that can be used in English vocabulary teaching and learning: 

The first activity suggested is associated with the Quizlet app. The teacher-designed 

tasks on the appropriate vocabulary topic, such as topics in the coursebook on the Quizlet app. 

Different tasks, including Flashcards, Learn, Write, Spell, Test, Match, Gravity, are created 

with selected words on the topic together with images. Learners memorize new words by 

accomplishing all the online tasks. 

Image 1. Vocabulary task on Quizlet app 

 

The second type of online app for designing vocabulary tasks is Quizizz. This app is 

beneficial for a number of subjects, including English. It has been widely used so far with online 

teaching and learning in the context of the COVID-19 pandemic. The instructor designs 

appropriate online vocabulary tasks on the chosen topic in the coursebook, such as multiple-

choice, gap filling, and True/ False questions, and add colorful pictures or videos to make the 

tasks more attractive. After that, the instructor is able to choose indirect or instructor-led playing 

for the vocabulary games that he has created before class. For the first time playing Quizizz 

games, students were completely engaged in the activity with joy and excitement. The player 

gets a score at the end of the game and is ranked in the group of classmates, which motivates 

the students to get higher and higher scores. 

 



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Image 2. Vocabulary task on Quizizz app 

 

 The third online app to suggest is Google Form. This app has been taken advantage of 

for the past few years by a variety of people, including teachers and researchers. It has been 

popularly used for its convenience. Diverse tasks are created on Google Form, such as multiple-

choice, gap-filling, text adding, video attaching, and image adding. It enables designers to add 

answers to questions, scores for correct responses, and to auto-grade, the responses after 

students have finished the tasks. Online vocabulary tasks on Google Form used to be the first 

choice for language teachers some years ago.  

At present, language teachers still favor this Google app in designing online tasks and tests. 

 

 

Image 3. Vocabulary tasks on the Google Form app 

 The fourth suggestion is the Blooket app. This app has been used much recently by 

teachers and students with a variety of game modes applied for the same question set, such 

as Gold Quest, Fishing Frenzy, Crypto Hack, and Blook Rush, which motivates the students 

to play and learn at the same time. Learners are extremely interested in the game without 

recognizing that it is, in fact, a task to learn. Language teachers are able to search for English 

vocabulary games on diverse topics available online and direct the game for a limited time. 

They can also design questions for the game which are appropriate for the lectures. 



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Image 4. Vocabulary tasks on Blooket.com 

 The fifth app to utilize for memorizing vocabulary is Wordwall. This app is designed 

for vocabulary games only. For the same set of questions, players have the right to choose 

different ways to play, as you can see in the photos. With this game, learners are able to play 

without the control of the teacher. The game is normally designed with colorful images; thus, 

it stimulates the learners a lot while playing. Players can get bonus points after finishing 

answering the questions, which makes the learners happy.  

 

  

Image 5. Vocabulary tasks on the Wordwall app 

 

5. Conclusion 

 From the above findings, obviously, cultural words found in the coursebook Real Life 

(upper-intermediate) possess typical features in terms of structure and meaning. These features 

should be cared about by readers so that they understand the cultural words thoroughly and 

rightly. Pedagogical implications in online language teaching and learning are also proposed 

for educators, teachers, learners, and researchers who may concern. 

 For the limited scope of the study, the authors selected cultural words from the 

coursebook Real Life (upper-intermediate) for analysis only. For further research, the writers 

are expected to extend the scope to other EFL coursebooks being used by Vietnamese students.  

 

 

 

 

 



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Biodata 

Pham Thi Thanh Thuy, Ph.D Candidate, is teaching English at Hanoi National University of 

Education. She earned her MA degree in University of Languages and International Studies-

Vietnam National University, Hanoi. She majors in 4 skills of English, vocabulary, linguistics, 

and methods of teaching and learning English. She has attended many conferences including 

VietTESOL Convention International Conference 2020 and 17th CamTESOL International 

Conference 2021. Her slogan is: “You cannot live the 2nd time, so live and work with love at 

your fullest effort!” 

Email : phamthanhthuy09@gmail.com 

Mobile : 84975908370 

Ha Hong Nga, MA is currently Vice-Dean of English Faculty, Hanoi National University of 

Education. She has worked as a teacher-trainer in English teaching since she graduated from 

Hanoi University – Viet Nam in 1990. Her major interests include linguistics, 4 skills of 

English, ESP, English teaching and studying methodology. She has attended many training 

courses and conferences in Viet Nam and overseas.  

Email: nga.hahong@gmail.com 

Mobile: 84936881969 

 

 

 

mailto:phamthanhthuy09@gmail.com
mailto:nga.hahong@gmail.com

