This study proposes a Genetic Algorithm (GA)-based framework for optimizing six marketing-mix variables: price, delivery experience, brand trust, sustainable packaging, digital UI/UX experience, and ESG budget. The model integrates published secondary statistics to calibrate key parameters while employing illustrative assumptions for variables lacking publicly available data. Results show that the GA converges to a stable interior solution, improving fitness by 14.1% over the initial generation. Sensitivity analysis indicates that the optimal allocation remains robust across a wide range of utility-cost trade-offs, although lower weight on utility leads to corner solutions. A comparative evaluation with Particle Swarm Optimization (PSO) and Differential Evolution (DE) reveals that DE achieves comparable solution quality with faster convergence, whereas PSO converges more rapidly but exhibits greater variability. The study demonstrates the feasibility of combining secondary market evidence with evolutionary optimization and provides a reproducible framework for marketing resource-allocation decisions. It also highlights methodological limitations associated with aggregating heterogeneous survey statistics into a unified weighting scheme, offering directions for future empirical validation.

Pedagogical translanguaging has been adopted in EFL education, but limited evidence is available on how secondary school teachers apply it after formal professional training. This study explored how Grade 9 English teachers conceptualized pedagogical translanguaging after training, how they reported using it in classroom instruction, and what factors influenced its implementation in practice. A qualitative interpretive multiple-case design was employed, involving semi-structured online interviews with ten secondary school English teachers from four schools in Southeast Vietnam. Interview data were analyzed thematically to identify recurring patterns across cases. The findings reveal that professional development helped teachers become more conscious of purposeful language allocation, but classroom enactment remained selective rather than fully integrated. Vietnamese was mainly used to support comprehension, activate ideas, and clarify grammar, whereas English played a dominant role in production tasks due to examination pressure, curriculum pacing, and institutional expectations. The study may contribute to the scholarship on post‑training translanguaging in Vietnamese secondary EFL classrooms by showing how teachers integrate it through negotiation between professional learning, personal cognition, and exam‑driven constraints. It also highlights practical implications for designing context‑responsive teacher training in secondary English education.

Translating culture-specific items (CSIs) poses a challenge for English-major students because effective translation requires not only linguistic equivalence but also the preservation of culturally embedded meanings and values. This quasi-experimental study investigated the effects of explicit translation strategy instruction (TSI) on students' ability to translate Vietnamese CSIs and their cultural awareness. Eighty English-major students at a Vietnamese university participated in the study, with 40 assigned to an experimental group receiving six weeks of TSI in addition to the regular curriculum and 40 to a control group receiving regular instruction only. Data were collected through pre- and post-tests, a Likert-scale questionnaire, and semi-structured interviews. Quantitative results revealed substantially greater gains in translation performance for the experimental group than for the control group (M = 20.28 vs. 6.87). After controlling for pre-test scores, ANCOVA confirmed a significant effect of TSI, F(1,77) = 164.57, p < .001, partial η² = .681. Questionnaire findings further indicated higher levels of cultural awareness (M = 4.01 vs. 3.57, d = 0.89) and confidence in translation and intercultural communication (M = 4.02 vs. 3.21, d = 1.83) among students receiving TSI. Qualitative findings revealed increased awareness of cultural dimensions in translation, greater confidence in handling CSIs, perceived usefulness of translation strategies, and stronger recognition of the translator's role as a cultural mediator. The findings suggest that explicit strategy instruction can effectively enhance both translation competence and intercultural awareness, highlighting its value in translation pedagogy and the promotion of Vietnamese cultural values in global communication.