Biennial Conference Volume Archives
Explore official proceedings volumes published in collaboration with national university presses and international academic partners.
The 5th Mekong TESOL Proceedings (2026)
“Beyond Language: Re-empowering Learners Through Emotions, Skills & Connections”
The 4th Mekong TESOL Proceedings (2023)
“Re-Orientation in ELT: Embracing Changes and Future Possibilities”
The 3rd Mekong TESOL Proceedings (2021)
“Contextualising and Innovating Language Learning and Teaching”
The 2nd Mekong TESOL Proceedings (2018)
“Think Globally, Act Locally: Regional Realities in Language Education”
The 1st Mekong TESOL Proceedings (2016)
“Tailoring English Teaching to Regional Needs in the Mekong Delta”
Call for Full-Text Papers (2026)
“Submit Your Extended Manuscript for Volume 5 Peer Review”
All accepted oral, workshop, and poster presenters are eligible to submit full-length manuscripts (3,500–5,000 words) for publication in the indexed 2026 Proceedings Volume.
Featured Peer-Reviewed Papers Repository
Search through curated full-text contributions by title, author name, or research strand.
Fostering Emotional Resilience and Agency: A Whole-Class SEL Framework in Mekong Delta Secondary Classrooms
This empirical investigation examines the classroom implementation of social-emotional learning interventions tailored for non-native English learners in the Mekong Delta. Over a 16-week longitudinal trial across 6 public high schools, structured mindfulness and empathetic communicative activities produced statistically significant improvements in students' foreign language speaking confidence (p < 0.01) and teacher psychological well-being.
Beyond Graded Readers: Sustaining Vocabulary Growth Through Comprehension-Driven Extensive Reading
Drawing from three decades of applied linguistic corpus research, this paper outlines evidence-based pedagogical thresholds for autonomous language acquisition through massive graded reading. The paper argues that true fluency cannot be tested into existence; rather, learners require systematic exposure to 300,000+ running words of accessible narrative texts to automatize core collocations.
Generative AI as a Differentiated Learning Scaffolder in Rural English Classrooms: Opportunities and Ethics
This paper assesses how conversational generative AI tools can support mixed-ability classrooms with limited native-speaker interaction. By equipping local teachers with prompt frameworks for tiered reading levels and personalized pronunciation dialogues, the study reports enhanced classroom engagement while addressing critical ethical boundaries concerning academic honesty and cognitive offloading.
Re-Empowering Language Teachers: Peer Mentoring Communities of Practice in the Lower Mekong Region
A collaborative study examining the sustainable evolution of informal teacher research groups across Can Tho, Vinh Long, and An Giang provinces. Findings demonstrate that bottom-up lesson study cycles foster resilient self-efficacy, reduce burnout, and bridge official curriculum mandates with localized classroom challenges.
Editorial Standards & Ethical Governance
Mekong TESOL Conference Proceedings adhere strictly to the highest standards of international scholarly publishing. Every submitted full-text paper undergoes a rigorous double-blind peer-review process evaluated by an international editorial board of scholars from Vietnam, Australia, Japan, the United States, and Hong Kong.
- Plagiarism Clearance: Verified via Turnitin with an allowable similarity index of ≤ 15% (excluding direct references).
- Permanent Archival: Registered with official ISBN identifiers and archived permanently in university institutional repositories.
- Open Access: 100% free open-access licensing for public educators, researchers, and graduate students worldwide.
Presenter Full-Paper Call
Manuscript submission deadline for The 5th Mekong TESOL 2026 Proceedings: