Abstract

Conversation closing is an essential pragmatic act that contributes to the maintenance of social interaction. In teaching Vietnamese as a second language (VSL), this skill is often overlooked, resulting in practical communication difficulties for international learners. This study examines Vietnamese speakers’ conversation- closing practices using data from face-to-face interactions and digital platforms, including Zalo and Messenger. It also compares the linguistic behavior of international learners from East Asian, European–American, and Latin American cultural backgrounds who participated in short-term Vietnamese-language programs at a specialized higher education institution. Through naturalistic observation and visually supported situational surveys, the study identifies differences in the use of modal particles and emojis to regulate conversational flow. The findings highlight cultural differences that make it difficult for learners to balance directness and tact in Vietnamese communication. Accordingly, the study proposes a direct communicative approach employing simulated situations and model interactions to help learners develop conversation-closing skills aligned with Vietnamese pragmatic norms.

Keywords: Conversation-closing strategies, digital communication, pragmatic competence, pragmatic transfer, short-term training programs, Vietnamese as a second language.