 | | East Asian higher education: traditions and transformations. |
 | | Educational change and development in the Asia-Pacific Region. |
 | | Educational technology in transnational higher education in South East Asia: the cultural politics of flexible learning |
 | | Education and earnings in a transition economy: The case of Vietnam |
 | | Education for all in East and South-East Asia and the Pacific: Mid-Decade review of progress towards education for all. [Report of a policy review seminar Hanoi, Viet Nam. 17 November 1995]. |
 | | Education innovation through ICT use in the large knowledge resources learning community. |
 | | Effects of minority-language literacy on the academic achievement of Vietnamese youths in New Orleans |
 | | English is a language not a subject |
 | | Error correction revisited |
 | | Evaluating reading skills |
 | | Extensive reading for motivation |
 | | Extensive reading in a Vietnamese context |
 | | Foreign language education policy in Vietnam: the emergence of English and its impact on higher education |
 | | From ideology to inquiry: Mediating Asian and Western Values in ELT |
 | | From traditional to contemporary in second language teaching |
 | | Gender and power in affluent Asia |
 | | The golden peninsula: culture and adaptation in mainland Southeast Asia |
 | | The golden peninsula: culture and adaptation in mainland Southeast Asia. |
 | | Group work in EFL literature classes. |
 | | The higher education system in Vietnam |
 | | How to reduce distance in distance education: the didactic issues. |
 | | The impact of English as a global language on educational policies and practices in the Asia-Pacific Region |
 | | The importance of discourse analysis in teaching oral English |
 | | Improving students' rates of reading comprehension |
 | | Incorporating literature into English classes in Vietnam. |
 | | Information technology in Asia: New development paradigms. |
 | | Integrative EFL Classroom |
 | | Issues in curriculum design for English majors at a private university. |
 | | Knowledge, skills and sustainable values in learning organizations: some iimplications from the multicultural virtual classroom. |