VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FALCUTY OF POST GRADUATE STUDIES HOÀNG NGUYỄN THU TRANG Students’ perceptions on needs for studying English at university – survey research at College of Economics, Vietnam National University, Hanoi (Nhận thức sinh viên nhu cầu học tiếng Anh đại học - Nghiên cứu khảo sát trường Đại học Kinh tế, Đại học Quốc Gia Hà Nội) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60 14 10 Cohort: MA 16 Hanoi, 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES HOÀNG NGUYỄN THU TRANG Students’ perceptions on needs for studying English at university – survey research at College of Economics, Vietnam National University, Hanoi (Nhận thức sinh viên nhu cầu học tiếng Anh đại học - Nghiên cứu khảo sát trường Đại học Kinh tế, Đại học Quốc Gia Hà Nội) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60 14 10 Cohort: MA 16 Supervisor: Dr Dương Thị Nụ Hanoi, 2010 TABLE OF CONTENTS Part Introduction …………………………………………………………………… 1.1 Rationale ……………………………………………………………………… 1.2 Aims of the study ……………………………………………………………… 1.3 Research questions ……………………………………………………………… 1.4 Scope of the study ……………………………………………………………… 1.5 Methods of research …………………………………………………………… 1.6 Structure of the thesis paper …………………………………………………… Part Development …………………………………………………………………… Chapter Literature review ………………………………………………………… 1.1 English for specific purposes (ESP) …………………………………………… 1.1.1 Definitions of ESP ………………………………………………………… 1.1.2 Characteristics of ESP ……………………………………………………… 1.1.3 Classification of ESP ……………………………………………………… 1.2 Needs and needs analysis ……………………………………………………… 1.2.1 Definitions of needs ……………………………………………………… 1.2.2 Definitions of need analysis ……………………………………………… 1.2.3 Studies on needs analysis ………………………………………………… Chapter The study ………………………………………………………………… 2.1 Methods of data collection ………………………………………………… … 2.2 The participants and job advertisements ……………………………………… 2.2.1 The participants …………………………………………………………… 2.2.2 The interviewees …………………………………………………………… 2.2.2 The job advertisements …………………………………………………… 2.3 Procedures and methods of data analysis ……………………………………… Chapter Findings and discussion …………………………………………………… 3.1 Students’ perceptions on needs to learn English ………………………………… 3.1.1 The students’ types of needs ………………………………………… … 3.1.2 The students’ perceptions on learning English at university ……………… 3.1.3 The students’ perceptions on difficulties in using EAP ………… ……… 3.2 The college’s and subject teachers’ orientation ………………………………… 3.3 The current employers’ requirements for English ……………………………… Part Conclusion ……………………………………………………………………… Conclusion ………………………………………………………………………… Limitation ………………………………………………………………………… Recommendations ………………………………………………………………… References ……………………………………………………………………………… Appendices ……………………………………………………………………………… 1 2 4 5 5 9 11 12 15 15 16 16 17 17 18 19 19 19 23 28 29 31 36 36 38 38 39 I-X LIST OF ABBREVIATION ESP: English for Specific Purposes EAP: English for Academic Purposes EOP: English for Occupational Purposes ads.: advertisements LIST OF TABLES Tables Page Table A classification of ESP, Dudley-Evans, T & John, M J (1998, pp 34-73) Table The majors of the students who were interviewed 15 Table The majors of the teachers being interviewed 16 Table The proportion of the informants in terms of year and major 17 Table Sources of job advertisements on the internet 18 Table Classification of fields of the advertised jobs 18 Table The relation between the learners’ year and their expectation for EAP 23 Table The student's year vs their perceptions on the amount of English used in 27 subject lectures Table The student's year vs their perceptions on reading websites for subject matters 28 Table 10 Correlations between amount of web-reading and difficulty in it 29 LIST OF CHARTS Charts Page Chart Frequency of daily English use among the students 20 Chart Frequency of English use in daily activities 21 Chart Purposes of learning English at university 22 Chart Proportions of learners intending to get an international certificate 23 Chart Relative importance of the four language skills 24 Chart Learners’ judgements on the important of some EAP skills 25 Chart Learners’ judgements on the importance of academic writing skills 26 Chart Learner’s judgements on the importance of academic reading skills 26 Chart Requirement for English proficiency on job advertisements 34 Chart 10 Specification of sub-skills required 35 Chart 11 Specification of international certificate requirement 36 PART ONE INTRODUCTION 1.1 Rationale Vietnam is welcoming the world‟s opportunities of development by joining regional and international organizations such as ASEAN and then the WTO A force to push the doors to the world markets open wider is English, an internationally recognized means of communication Its status realization is reflected in the policy of making English a compulsory subject at universities with the hours of instruction ranging from 180 to 260 in three semesters (Lê, 2000) Furthermore, Vietnamese Ministry of Education and Training plans to introduce lectures on information technology, finance and banking, administration and management and on tourism and other social majors in English by 2012 and by 2020 respectively (Vũ Thơ, 2008) To have lessons instructed in this international language, College of Economics, Vietnam National University, Hanoi has also sent a number of lecturers to study abroad Besides, subject teachers especially those who are teaching fast-track classes are encouraged to give lectures and exploit materials in English Each of a class-hour in English equals one and a half class-hour in Vietnamese As for the learners, to prepare for studying their majors in this foreign language, fast-track students in Business Administration and International Economics have been learning English throughout the week (4 hours a day) in their first academic year Though a lot of requirements have been imposed on learning English, little research has been done focusing on learners‟ needs In the region, Evans and Green (2006) suggest that EAP is an useful bridge to lead Hong Kong students to better understanding their subjects in English However, needs analysis related to this is particularly rare in Vietnam, especially studies on learners‟ viewpoints, except for some employers‟ viewpoints on EOP surveyed by Nguyen (2009) One common argument among researchers such as Deutch (2003) and Kim (2006) is that pre-experienced learners have vague ideas on what will be required in their future work environments However, the concept of needs is not only restricted within target language needs, and even target language needs does not only refers to occupational needs but also includes academic uses Additionally, the extent to which English is used in Vietnam would not be the same as that in universities in English speaking countries or in English as a second language places such Singapore or Hong Kong, where instructions have been given in English to non-English major students Lastly, in order to focus learners more on self study activities, language teachers should know about the learners‟ motivation or self-direction in their study A way to help non-English major students at College of Economics, Vietnam National University, Hanoi create their own learning opportunities is to raise their motivation for learning the language This study, thus, aims at learning about the students‟ perceptions on their own learning English for Specific Purposes, their difficulties in using it in their study at university, as well as its usefulness for their academic success Their expectation for the language use in future careers is also explored in comparison with current employers‟ requirements This would provide better understanding of the status of English in the eyes of non-Englishmajor undergraduates in Vietnam 1.2 Aims of the study This paper firstly aims at learning about the learners‟ own opinions on the controversial issue of whether ESP should be learned and taught at university The picture of the society‟s demands may also be reflected by the College of Economics‟ teaching and learning targets as well as the current employers‟ requirements in terms of English proficiency The “voices” from the stake-holders are expected to help English teachers make feasible decisions in their teaching activities such as choosing appropriate materials Above all, this study is: - to raise learners‟ awareness of their English learning, - to provide English teachers with their learners‟ perceptions for considerate choices of teaching methods, - to provide material developers with users‟ viewpoints in assessing the appropriateness of materials, and -to provide language policy makers with learners‟ orientations for expected planning 1.3 Research question To fulfill the aims mentioned above, this research addresses the following question: What purposes of learning English the students at College of Economics, Vietnam National University, Hanoi pursue? In other words, this study focuses on the learners‟ viewpoints on their own needs of learning English for academic and occupational purposes Their perceptions on the use of English for Academic Purposes will be compared with the institution‟s language policies and planning as well as with the subject teachers‟ application of English and the teachers‟ expectations for the teaching and learning English at university The learners‟ targets of English for Occupational Purposes will be compared with current employers‟ requirements for English to their applicants through job advertisements on the Internet 1.4 Scope of the study This study focuses on the perceptions on the needs for ESP of the non-English major learners at College of Economics, VNU Accordingly, the study exclude the fast track learners of Business Administration and International Economics, the double-major freshmen of Finance and Banking and double-degree English-major learners studying Economics at College of Economics, who learn English much more than other major students The following aspects were in focus: 1) The learners‟ purposes for learning English at university, which are specified as situational needs (for daily communication) or target needs (e.g for future work, a university credit, an international certificate such as IELTS, TOEFL or TOEIC or learning other subjects in English) 2) The learners‟ difficulties in applying sub-language-for-academic skills such as note taking, summarizing, reading reference books, subject discussion, etc 3) The college‟s direction and subject teachers‟ expectation reflected in - the college‟s objectives in education in terms of teaching and learning English - the language policies applied to carry out these aims - subject teachers‟ viewpoints on ESP 4) Employers‟ requirements in terms of - the proportion of English as a mandatory condition in applying for a job after graduation - preferred language skills explicitly stated in job advertisements - requests for an internationally recognized certificate (e.g TOEIC, IELTS or TOEFL) - requests for specific English skills 1.5 Research methods In order to give a whole picture of the learners‟ perceptions on their needs for ESP, a survey approach is applied The data were gathered mainly by means of a questionnaire to 448 students, semistructured interviews with 17 students and subject teachers and 196 job advertisements The questionnaire was designed in direct approach, which helps minimize the risk of being misunderstood and to gain informants‟ trustfulness (Wray and Bloomer, 2006, p 155) This questionnaire is followed by semi-structured interviews to check the validity of the collected information Not only seventeen students of different years and majors but six subject teachers were also interviewed for an insight into learners‟ and teachers‟ beliefs in the usefulness of learning English at university The interviews were interpreted in terms of shared or unique ideas on the matter teaching and learning ESP The survey on job advertisement was done in April 2010 when the students are going to graduate and more advertisement for new graduates are expected appear The survey results were analysed quantitatively on SPSS for means and frequencies of repeated opinions 1.6 Structure of the thesis paper This paper is structured with three main parts: introduction, development and conclusion The introduction focuses on the reasons for study, which is the lack of agreement in theory on concepts and features of English for Specific Purposes in comparison with General English, and the rareness of research on this matter in Vietnam This part aims at learning about the non-English major students‟ perceptions on their needs to learn ESP in their current academic environment – situational needs – and for future use – target needs, including their purposes, their application and difficulties in the last semesters at the university, when English is no longer taught The Development starts with the theoretical background of ESP and of needs analysis Studies on needs analysis internationally and nationally are also revisited to find a position for this research This is the basement for the construction of the study Its results 36 PART THREE CONCLUSION Conclusion Though need analysis is crucial in the teaching and learning process as well as curriculum development of an ESP course, little research has been done on this matter, particularly in the situation of Vietnam A number of studies on EAP in Asian places such as Thailand and Hong Kong, and especially a study on EOP in Vietnam may provide material developers with valuable information on the required language knowledge and skills for the learners Still, a study on the learners‟ perspective in their own situation of the education institution policies and application of English as well as current employers‟ requirements for it would provide a practical and comprehensive picture of the current situation relating to teaching, learning and demanding ESP at university in Vietnam This study aims at learning about undergraduates‟ views on their needs and use of English in their current situation at university or for future work The results show that though there is limitation in the application of English in students‟ daily life as well as for their subject study, most freshmen expect for the usefulness of this language tool in their study at this university In their thought, academic language skills will take a considerable amount of the information they get both from subject teachers (e.g lectures) and via different channels of self-study (like reading materials both in hard and soft copies) This trend may go in line with the institution‟s preparation for equipping learners with economics knowledge in both English and Vietnamese via its various programmes for learners of different majors Considerably, the common purpose among the learners is to prepare for their future jobs, particularly communicative English skills Both the learners and employers show that they look forwards to doing business with partners of different nationalities in this lingua franca in international trade This result is similar to that by Hoang (2009) and particularly Nguyen (2009) who finds that the most required skills at work are communicating with business partners and negotiating skills The skills specified by the learners in this study are also social interaction, negotiation and contract and report writing skills Naturally, no future job candidates expect to fail the very first round of job selection which is based on their English language skills required by over eight out of ten employers 37 Limitation However, this research has not specified language knowledge and skills in the working environments in Vietnam Situations of target language use are not mentioned in job advertisements, which results in the vague idea of needed registers The inconsistency of the level of English proficiency such as “B level” or “good at communication in English” also raises doubt of the study result on this matter The inequality in numbers of posts advertised also hinders the generalization of employers‟ demands in Vietnam As for data related to the learners and teachers, the inequality in number between learners of different majors also cast doubt on the general picture of the whole population The limited numbers of students and teachers being interviewed may lower the reliability of the whole learners‟ and teachers‟ viewpoints Besides, variation between the time of as well as the inconsistency of the number of questions in each interview may downgrade its results Lack of tape recoding also increases this drawback Recommendations The results of this study suggest that the all learners should be informed of the current demands from the labour market relating to English proficiency and skills This would help them set targets for their learning at university Ideally, they may have choices to learn English at the first two or last courses at university so as to best prepare themselves for job application In other words, the learners should take responsibility for their own learning process with clear purposes in mind as the guidelines for their efforts This approach is possible since the credit scheme has been applied by the university since the second term of the year 2009-2010 That is the learners can apply for the courses they wish to study and arrange their required courses However, being better informed with the help of professional staff is essential for them in this study scheme The introduction of specific number of credits or a systematic syllabus for such specific preparation English courses, nevertheless, need to be supported with further research on actual academic language skills needed at the institution as well as those needed in current and future business organizations in Vietnam The actual number of learners preparing for either academic or business careers should also be clarified to plan programme, curriculum, and the number of ESP teachers and their fields of responsibility 38 REFERENCES Vietnamese Dương Bích Hằng (2005), English as an international language and Vietnamese business students, Teacher’s Edition 18, pp 16-23 Hoàng Đức Đoàn (2009) Motivation in learning English speaking of the 2nd year tourism major students at Tourism and Foreign Language Department, Sao Do College of Industry MA Thesis Lê, Văn Canh (2007), A historical review of English language education in Vietnam, In Y.H Choi, B Spolsky (Ed.), English Education in ASIA: History & Policies (ASIA TEFL): The Asian association of teachers of English as a foreign language March 2, 2009, Nguyễn, Hồng Nhung et al (2009), Phân tích nhu cầu để đánh giá lại chương trình Tiếng Anh Chuyên Ngành dành cho sinh viên trường Kinh Tế - ĐHQGHN, Báo cáo khoa học Kỷ yếu Hội nghị khoa học, Đại học Ngoại Ngữ, DDHQG Hà Nội Dương Thị Hoàng Oanh (2005), Meeting students‟ needs in a B.A English program in Vietnam, Teacher’s Edition 17, pp 20-26 Vũ Thơ (2008), Sinh viên không sử dụng tiếng Anh sau tốt nghiệp, March 5, 2009, English Bacha, N.N.and Bahous, R (2008), Contrasting views of business student‟s writing needs in an EFL environment, English for Specific Purposes 27, p 74-93 Belcher, D.D (2006), English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and every day life, TESOL Quarterly 40 (1), pp 133-155 Benesch, S (2008), Theorizing and practicing critical English for academic purposes Journal of English for Academic Purposes 8, pp 81-85 Bosuwon, T and Woodrow, L (2009) Developing a problem-based course based on needs analysis to enhance English reading ability of Thai undergraduate students, RELC 40, (1), pp 42-64 Brumfit, C (1998), Commonsense about ESP, In S Holden (ed.), English for Specific Purpose (2nd edition) Linneys of Mansfield, Great Britain, pp 71-77 39 Cotton, D., Falvey, D., Kent, S (2005) Market Leader: New edition – Intermediate Business English course book Harlow: Pearson Education Limited Cunningham, S., Redston, C (2005) New Cutting Edge Harlow, Pearson Education Limited Deutch, Y (2003), Needs analysis for academic legal English courses in Israel: a model of setting priorities, Journal of English for Specific Purposes 2, pp 125-146 Douglass, D (2000) Assessing Language for Specific Purposes, Cambridge University Press, Cambridge 10 Dudley-Evans, T & John, M J (1998) Development in ESP A multi-disciplinary approach, Cambridge University Press, Cambridge 11 Ellis M and Johnson C (2003), Teaching Business English (fifth impression), Oxford University Press, Hong Kong 12 Evan, S & Green, C (2007), Why EAP is necessary: A survey of Hong Kong tertiary students, Journal of English for Academic Purposes, 6, pp 3-17 13 Hutchinson, T & Waters, A (2001), English for Specific Purposes – A Learning Centred Approach (5th edition), Cambridge University Press, Cambridge 14 Hutchinson, T (2004) Lifelines Hai Phong Publisher, Hai Phong 15 Johns, A N (1988) ESP & the future: Less innocence abroad In M.L Tickoo ed ESP: State of the Art, SEAMEO Regional Language Centre, Singapore, pp 21-26 16 Kim, S (2006), Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields, English for Specific Purposes 25, pp 479-489 17 Morgan, B (2008), Fostering transformative practitioners for critical EAP: Possibilities and Challenges, Journal of English for Academic Purposes 86-99 18 Orr, T (2001), English language education for specific professional needs, IEE Transactions on Professional Communication 44, (3), pp 207-211 19 Oxenden, C., Latham-Koening, C., Seligon, P (2006) New English File China, Oxford University Press 20 Strevens, P (1988), ESP after twenty years: A re-appraisal In M.L Tickoo ed ESP: State of the Art, SEAMEO Regional Language Centre, Singapore, pp 1-13 21 Wray, A & Bloomer, A (2006), Project in Linguistics: A practical guide to researching language (2nd edition), Hodder Arnold New York, pp 152-165 40 22 Yates, S (1979), Commercial English – some notes, In S Holdan ed., English for Specific Purpose, Linneys of Mansfield, pp 65-67 23 Website of College of Economics (2008) Retrieved March 15, 2010 from the World Wide Web, 24 Website of Tuyen dung Com (2010) Retrieved April 5, 2010, 25 Website of VietnamWorks (2010) Retrieved April 6, 7, 2010, I Appendix Questionnaire: Learners’ perceptions on their needs of learning English at university This survey questionnaire is for research purposes It is part of the study titled “Students’ perceptions on needs for studying English at university A survey research at College of Economic, Vietnam National University, Hanoi.” Your sincere answers to all the questions will guarantee the success of this study Thank you very much for your help Answer or tick the options true to you or complete the sentence Which academic year are you in? ………………… ………………… Which major are you doing? Are you taking/ going to take the double certificate programme at University of Languages and International Studies? ………………… How often you communicate in English with friends/relatives (or at part-time work)? Never Sometimes Usually Often How often you use English to: 0-10% 11-30% 31-60% >60% of daily communication chat online? _ _ _ _ chat face to face? _ _ _ _ exchange letters? _ _ _ _ read books/ articles? _ _ _ _ listen to the radio/ watch TV? _ _ _ _ other(s) ……………… _ _ _ _ Which is/are your purpose(s) of learning English at university? To complete English tests at university To get an international certificate: TOEIC _, IELTS , TOFEL _ To read reference materials in English _ To learn majors in English: For future job _ (What is it?/ in what field? …………………………………… You need English in that job to ………………………………………… ) II Rank the following skills according to the order of importance (1: most important => 4: least important) speaking _ listening reading _ writing Tick the box showing the importance of each sub-skill presentation group discussion writing essays writing reports writing summaries note-taking listening to lectures listening to news reading books reading articles reading websites others: ………… very important _ _ _ _ _ _ _ _ _ _ _ _ important _ _ _ _ _ _ _ _ _ _ _ _ not very important _ _ _ _ _ _ _ _ _ _ _ _ not important _ _ _ _ _ _ _ _ _ _ _ _ What is the percentage of other subjects being learned in English? 0-10% presentation group discussion writing essays writing reports writing summaries note-taking listening to lectures listening to news reading books reading articles reading websites others: ………… 11-30% 31-50% _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ >50% of the subject time _ _ _ _ _ _ _ _ _ _ _ _ III 10 How difficult are the following skills in English? presentation group discussion writing essays writing reports writing summaries note-taking listening to lectures listening to news reading books reading articles reading websites others: ………… not difficult _ _ _ _ _ _ _ _ _ _ _ _ not very difficult _ _ _ _ _ _ _ _ _ _ _ _ difficult _ _ _ _ _ _ _ _ _ _ _ _ very difficult _ _ _ _ _ _ _ _ _ _ _ _ If you have any ideas, please write in the space below: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………… Thank you very much for your co-operation IV Appendix Bản câu hỏi điều tra Nhu cầu học tiếng Anh trường đại học sinh viên Đại học Kinh Tế, Đại học Quốc Gia Hà Nội Tơi Hồng Nguyễn Thu Trang, giáo viên Tiếng Anh, giảng dạy trường Đại học Kinh Tế, Đại học Quốc Gia, Hà Nội Hiện nghiên cứu nhận thức sinh viên Trường nhu cầu học Tiếng Anh bậc đại học Sự cộng tác chân thành bạn góp phần phản ánh tranh trung thực quan điểm bạn việc học ngơn ngữ trường Bạn trả lời đầy đủ câu hỏi sau cách viết câu trả lời, tích cạnh lựa chọn xếp theo thứ tự ưu tiên Bản câu hỏi gồm trang Bạn sinh viên năm thứ mấy? ………………… Bạn học chuyên ngành gì? ……………………… Bạn đang/sẽ tham gia chương trình liên kết với Đại học Ngoại Ngữ đào tạo kép …………………… không? Bạn có sử dụng tiếng Anh giao tiếp với bạn bè/ người thân hay nơi làm thêm (nếu có)? Không _ _ thường xuyên _ thường xuyên _ Hãy tích vào cột tương ứng với mức độ sử dụng tiếng Anh sống thường ngày mình: Hoạt động/ Mức độ: 0-10% 11-30% 31-60% >60% tổng hoạt động giao tiếp Trò chuyện qua mạng internet: _ _ _ _ Trò chuyện trực tiếp : _ _ _ _ Trao đổi thư từ: _ _ _ _ Đọc truyện/ báo: _ _ _ _ Nghe đài/ xem phim: _ _ _ _ Hoạt động khác : ……………… _ _ _ _ V Mục đích học tiếng Anh bạn là: Để qua kì thi tiếng Anh trường: Để thi lấy chứng quốc tế : TOEIC ; IELTS: _ ; hay TOEFL: Để tham khảo tài liệu tiếng Anh : Để học môn chuyên ngành tiếng Anh: Phục vụ công việc tương lai : (Đó việc gì/ lĩnh vực nào? ….………… Trong cơng việc bạn cần tiếng Anh để : …………………………) Hãy xếp kĩ sau theo thứ tự quan trọng (1: quan trọng nhất; 4: quan trọng nhất): nghe _ nói _ đọc _ viết _ Tích vào cột ứng với mức độ quan trọng việc sử dụng tiếng Anh để học môn chuyên ngành: quan trọng / quan trọng / không quan khơng quan trọng / trọng thuyết trình _ _ _ _ thảo luận nhóm _ _ _ _ viết luận _ _ _ _ viết báo cáo _ _ _ _ viết tóm tắt _ _ _ _ ghi chép lớp _ _ _ _ nghe giảng _ _ _ _ nghe tin đài/tivi _ _ _ _ đọc sách _ _ _ _ đọc báo _ _ _ _ đọc trang web _ _ _ _ kĩ khác:… …… _ _ _ _ VI Hãy tích vào cột ứng với mức độ (sẽ) sử dụng tiếng Anh môn chuyên ngành kinh tế: 0-10% / 11-30% / >50% tổng thời lượng 31-50% / thuyết trình _ _ _ _ thảo luận nhóm _ _ _ _ viết luận _ _ _ _ viết báo cáo _ _ _ _ viết tóm tắt _ _ _ _ ghi chép lớp _ _ _ _ nghe giảng _ _ _ _ nghe tin đài/tivi _ _ _ _ đọc sách _ _ _ _ đọc báo _ _ _ _ đọc trang web _ _ _ _ kĩ khác:… …… _ _ _ _ 10 Bạn đánh giá độ khó hoạt động tiếng Anh sau? Khơng khó Hơi khó Khó Rất khó thuyết trình _ _ _ _ thảo luận nhóm _ _ _ _ viết luận _ _ _ _ viết báo cáo _ _ _ _ viết tóm tắt _ _ _ _ ghi chép lớp _ _ _ _ nghe giảng _ _ _ _ nghe tin đài/tivi _ _ _ _ đọc sách _ _ _ _ đọc báo _ _ _ _ đọc trang web _ _ _ _ kĩ khác:… …… _ _ _ _ VII Nếu bạn có ý kiến, bình luận thêm, viết vào dòng đây: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………… Trân trọng cảm ơn cộng tác bạn VIII Appendix Survey results The students’ years Frequency Valid Percent 129 28 123 27 103 22 93 20 448 98 Total The students’ majors Frequency Valid Politic Economics Percent 118 26 Business Administration 71 16 Development Economics 67 15 Finance and Banking 86 19 International Economics 106 23 Total 448 98 Questions : Importance of EAP skills : very important important not very important not important presentation 40% 38% 16% 6% group discussion 15% 45% 31% 9% writing essays 27% 51% 17% 5% writing reports 24% 52% 20% 5% writing summaries 17% 42% 34% 6% note-taking 11% 40% 39% 10% listening to lectures 26% 42% 20% 11% listening to news 21% 37% 29.5% 12.5% reading books 27% 50% 19% 4% reading articles 31% 48% 18% 3% reading websites 31% 48% 18% 3% others: ………… IX Question Percentage of other subject is in English: 0-10% 11-30% presentation 45% 22% 31-50% 20% >50% 12% group discussion 49% 24% 20% 7% writing essays 47% 22% 20% 12% writing reports 48% 22% 20% 10% writing summaries 50% 24% 18% 7% 47.5% 27% 17% 8% listening to lectures 27% 26% 21% 15% listening to news 31% 36% 22% 11% reading books 30% 31% 28% 11% reading articles 28% 39% 24% 9% reading websites 21% 34% 32% 13% note-taking others: ………… Question 10 Levels of difficulty of the following skills in English: not difficult not very difficult difficult very difficult presentation 3% 18% 43% 37% group discussion 8% 28.5% 47% 17% writing essays 2% 14.5% 49% 34% writing reports 3% 18% 54% 25% writing summaries 6% 26% 52% 16% note-taking 12% 345 41% 12% listening to lectures 10% 27% 41% 22% listening to news 6% 26% 45% 23% reading books 6% 35% 42% 17% reading articles 9% 39% 41% 11% reading websites 11% 42% 36% 11% others: ………… X Appendix Part of the course-book’s content Unit Skills (speaking) Writing Brands Taking part in meeting e-mail Travel Making arrangements on the phone e-mail Organisation Socialising: introductions & networking Report Change Taking part in meeting Action minutes Money Dealing with figures e-mail Advertising Starting presentations Summary Cultures Social English e-mail Employment Managing meetings Letter Trade Negotiating e-mail 10 Quality Complaining on the telephone Report 11 Ethics Problem-solving Letter 12 Leadership Decision making e-mail 13 Innovation Presentation techniques Short article or press release 14 Competition Negotiating e-mail ( Cottong, Falvey, Kent, 2005, pp 2-3) ... Economics, Vietnam National University, Hanoi (Nhận thức sinh viên nhu cầu học tiếng Anh đại học - Nghiên cứu khảo sát trường Đại học Kinh tế, Đại học Quốc Gia Hà Nội) M.A Minor Programme Thesis Field:... giảng dạy trường Đại học Kinh Tế, Đại học Quốc Gia, Hà Nội Hiện nghiên cứu nhận thức sinh viên Trường nhu cầu học Tiếng Anh bậc đại học Sự cộng tác chân thành bạn góp phần phản ánh tranh trung... your co-operation IV Appendix Bản câu hỏi điều tra Nhu cầu học tiếng Anh trường đại học sinh viên Đại học Kinh Tế, Đại học Quốc Gia Hà Nội Tơi Hồng Nguyễn Thu Trang, giáo viên Tiếng Anh, giảng