Internship Report Teaching Assistant IUH

MINISTRY OF INDUSTRY AND TRADE
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
FACULTY OF FOREIGN LANGUAGES
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INTERNSHIP REPORT

STUDENT NAME: NGUYỄN NHẬT TRƯỜNG
CODE: 18040571
CLASS: DHAV14B
COURSE: 2018 - 2022
SUPERVISOR NAME: TRẦN KIỀU MỸ AN, Ph.D.

HCMC, 05/2022


MINISTRY OF INDUSTRY AND TRADE
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
FACULTY OF FOREIGN LANGUAGES
------

INTERNSHIP REPORT

STUDENT NAME: NGUYỄN NHẬT TRƯỜNG
CODE: 18040571
CLASS: DHAV14B
COURSE: 2018 - 2022
SUPERVISOR NAME: TRẦN KIỀU MỸ AN, Ph.D.

HCMC, 05/2022

MINISTRY OF INDUSTRY AND TRADE
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
FACULTY OF FOREIGN LANGUAGES
------

Student’s name

: NGUYEN NHAT TRUONG

Student’s ID

: 18040571

Class

: DHAV14B

Course

: 2018-2022

Student’s declaration: I declare that this internship report is my own work and
does not involve in plagiarism or collusion. I accept heavy penalty for any
cheating or plagiarism.
Date submitted

: 12/05/2022.

Signed

:


ACKNOWLEDGEMENT
Throughout my internship, I received a lot of enthusiastic help and support, which
guided and encouraged me to overcome all obstacles and end this challenging but significant
time.
First, I would like to thank the School Board of the Industrial University of Ho Chi
Minh City and the Faculty of Foreign Languages for establishing suitable conditions for me to
complete my internship.
Second, I would want to express my heartfelt gratitude to Ms. Tran Kieu My An, my
supervisor, for providing me with valuable assistance and advice that enabled me to complete
my internship. These suggestions will help me enhance my English teaching abilities and
tactics.
Third, I would like to thank and appreciate Ms. Le Anh Thuy Tram (Academic
Manager) and Ms. Pham Hoang Thi Anh Dao (Deputy Academic Manager) who gave me
chances to observe TAs’ teaching performances.
In addition, I'd want to express my gratitude and admiration to Ms. Nguyen Thi Thao,
Ms. Vu Hai Yen, and Ms. Tran My Diem for allowing me to observe their performance.
Moreover, I would like to thank my group members, Do Tu Kieu Ngoc, Than Thi Thanh
Thao, Nguyen Thi Thuy Dung, Tran Dang Ngoc Dieu, Nguyen Thi Thom, Nhan Ngoc
Phuong Vy, Nguyen Thi Truc Tram, Dang Thi Huynh Nga who frequently shared my feelings
and gave me timely advice during the internship.
Last but not least, I want to thank all of the wonderful extra-class students who assisted
me to get through my internship.
In conclusion, I would want to express my gratitude to everyone who assisted me in
completing my internship report.

SUPERVISOR’S COMMENTS
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SUPERVISOR: ……………………...
SIGNED:


MARKER’S COMMENTS
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SIGNED:


TABLE OF CONTENTS
CHAPTER 1. INTRODUCTION AND CONTEXT OF THE INTERNSHIP REPORT......1
1.1

SELF-INTRODUCTION...............................................................................................2

1.2

THE SUPERVISOR AND GROUP MEMBERS...........................................................2

1.3

OVERVIEW OF IUH AND FFL....................................................................................4

1.3.1 INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY (IUH).................................4
1.3.1.1 History....................................................................................................................4
1.3.1.2 General objectives..................................................................................................4
1.3.1.3 Specific objectives.................................................................................................4
1.3.1.4 Visions....................................................................................................................5
1.3.1.5 Mission...................................................................................................................5
1.3.1.6 Organization structure............................................................................................6
1.3.1.7 Campuses...............................................................................................................7
1.3.2 FACULTY OF FOREIGN LANGUAGES (FFL).......................................................8

1.4

SIGNIFICANCE OF INTERNSHIP..............................................................................9

CHAPTER 2. THE INTERNSHIP ORGANIZATION.........................................................10
2.1

CULTURE, IDENTITY, AND IMAGES.....................................................................11

2.1.1 CULTURE..............................................................................................................11
2.1.1.1 Introduction..........................................................................................................11
2.1.1.2 Location................................................................................................................12
2.1.1.3 Dong Do English Language School – CAMPUS 2............................................12
2.1.2 IDENTITY..............................................................................................................14
2.1.2.1 Vision...................................................................................................................14
2.1.2.2 Mission.................................................................................................................14
2.1.2.3 Core values of Dong Do ELS..............................................................................15
2.1.3 IMAGES.................................................................................................................15
2.2

PRODUCT AND MARKET SITUATION..................................................................16

2.2.1 PRODUCT.............................................................................................................16
2.2.1.1 KITTY – MICKEY (04 – 06 years old)..............................................................16
2.2.1.2 SUPERKIDS (06 – 11 years old)........................................................................17
2.2.1.3 YOUNG LEADERS (11-15 years old)...............................................................18
2.2.1.4 GENERAL ENGLISH COMMUNICATION (Above 15 years old).................19
2.2.1.5 Schedules..............................................................................................................20
2.2.2 MARKET SITUATION...........................................................................................20
2.2.2.1 English language in Vietnam’s market................................................................20

2.3

COMPETITION ANALYSIS.......................................................................................21


2.3.1 THE SWOT ANALYSIS OF DONG DO ENGLISH LANGUAGE SCHOOL...........21
2.3.1.1 Strengths...............................................................................................................21
2.3.1.2 Opportunities........................................................................................................23
2.3.1.3 Threats..................................................................................................................23
2.3.2 DONG DO ENGLISH LANGUAGE SCHOOL COMPETITORS...........................23
2.3.2.1 Overview..............................................................................................................23
2.3.2.2 Indirect competitors.............................................................................................24
CHAPTER 3. TASK, PROJECT, AND ACTIVITIES...........................................................25
3.1

DAILY TASK ACTIVITIES........................................................................................26

3.1.1 SCHEDULING.......................................................................................................26
3.1.2 REGULATIONS.....................................................................................................27
3.1.2.1 Uniform................................................................................................................27
3.1.2.2 Manners................................................................................................................27
3.1.2.3 Punctuality............................................................................................................28
3.1.2.4 Job performance...................................................................................................28
3.1.2.5 Permission for absence........................................................................................28
3.1.2.6 Sick leave.............................................................................................................29
3.1.3 RESPONSIBILITY IN OFFICE..............................................................................29
3.1.3.1 While-office time.................................................................................................29
3.1.3.2 Other works..........................................................................................................32
3.1.4 RESPONSIBILITY IN CLASS.................................................................................32
3.1.4.1 Pre-class time.......................................................................................................33

3.1.4.2 While-class time...................................................................................................33
3.1.4.3 Post class time (the last 10 minutes)...................................................................34
3.2

PROJECT TASK AND ACTIVITIES..........................................................................34

CHAPTER 4. REFLECTION.................................................................................................35
4.1

REFLECTION ON DEVELOPED WORKING AREA AND SKILLS.......................36

4.1.1 REFLECTION ON DEVELOPED SKILLS............................................................36
4.1.1.1 Pedagogical skills.................................................................................................36
4.1.1.2 Communicative skills..........................................................................................38
4.1.1.3 Office skills..........................................................................................................38
4.2

REFLECTION ON PERSONAL DEVELOPMENT DURING THE INTERNSHIP. 38

CHAPTER 5. CONCLUSION................................................................................................40
5.1

INTERNSHIP EXPERIENCE SUMMARY................................................................41

5.2

RECOMMENDATIONS OR SUGGESTIONS...........................................................42

APPENDICES..........................................................................................................................44
- EVIDENCE OF PERFORMED ACTIVITIES, TASKS, DUTIES AND ASSIGMENTS

- EVALUATION FROM THE INTERNSHIP COMPANY


Submitted by: Nguyen Nhat Truong

ID number: 18040571

CHAPTER 1.INTRODUCTION AND CONTEXT OF THE
INTERNSHIP REPORT

CHAPTER 1. INTRODUCTION AND CONTEXT OF
THE INTERNSHIP REPORT

Supervisor: Tran Kieu My An, Ph.D.

Page: 1


Submitted by: Nguyen Nhat Truong
1.1

ID number: 18040571

SELF-INTRODUCTION
My name is Nguyen Nhat Truong, I was born in Binh Thuan province. I was lucky to be

born into a well-educated family, and my elder sister is a teacher. When I was a child, my sister
shared with me a lot about her passion. Entering third grade, when I first learned English, I have

had a great passion for this subject. And I've wanted to be an English teacher ever since. I
worked hard to learn English so that I could attend university in Ho Chi Minh City. And now,
living in one of Vietnam's largest cities, which has a variety of education and culture centers,
particularly English programs, I have a wealth of experience and opportunities, as well as a
diverse range of opportunities to access high-quality infrastructure and information systems that
help me develop and improve my English skills and provide me with a better study
environment.
I studied the English language at IUH for four years, immersing myself in a professional
environment and modern educational system, and I learned a lot of things that helped me
improve my English abilities. As a result of the training, I was able to identify my limitations
and abilities. Furthermore, I was ecstatic since I had the opportunity to gain experience from
many enthusiastic lecturers who were full of expertise and care in teaching. Obviously, thanks
to their assistance, my ambition of becoming an English teacher is becoming a reality.
However, I still need to study more in order to make that desire a reality; I need to have
a broad knowledge of teaching as well as other English skills, such as listening, speaking,
reading, writing, and so on. Fortunately, my department (Faculty of Foreign Language) has
provided a chance for all DHAV14B students to attend the 2021-2022 internship for final-year
students, which is a fantastic opportunity for me. Throughout the internship, I observed a
variety of things, including different teaching strategies, working procedures, and so on. In
addition, I had an opportunity to become a teacher, which provided me with remarkable and
memorable experiences when I stood in front of so many children. After the internship, I
learned a lot of things that will be unbelievably valuable for my future teaching.
1.2

THE SUPERVISOR AND GROUP MEMBERS
During my internship, I got the opportunity to work with Ms. Tran Kieu My An, my

supervisor. Without her guidance, I would not have been able to complete this report from
start to finish. She is the most enthusiastic and passionate instructor I have ever worked with.
Supervisor: Tran Kieu My An, Ph.D.

Page: 2


Submitted by: Nguyen Nhat Truong
ID number: 18040571
Throughout the process, she was always there to help me with issues such as teaching, activity
creation, student psychology, internship reports, and so on. Before every major decision, she
would meticulously explain the options to me and assist me in making the best choice. As a
lecturer, she is really busy, yet she frequently spends time fixing errors in my lesson plan and
other things. Every week, she asked me and my team about our teaching two or three times a
week to see if there was anything wrong with it and provided meaningful, specific feedback
about it. With her assistance, I was able to identify my strengths and shortcomings, allowing
me to gain more experience for my future teaching adventure.
She is a kind and thorough instructor. It's easy to see that my supervisor has a strict and
well-organized work style. In every scenario, though, she always offers me a lovely smile.
She is especially patient and humorous in her lecturing, which distinguishes her from other
speakers. Furthermore, I can see that she put a lot of work into her class, which was packed
with extensive material from which students might learn new things about the subject. As a
result, it was difficult for me to identify her students who were not paying attention to the
lecture, and I could learn a lot from her teaching approaches.
Furthermore, I was overjoyed to have such dedicated, charming, and fantastic peers
during my internship. With their assistance, I was able to complete my internship successfully
and on time. From the beginning to the end of the internship, my teammates and I supported
each other regardless of how busy we were or how many lessons we had at the university.
They provided me with a lot of great advice, enthusiasm, information, and so forth.
Surprisingly, they made my internship day more pleasurable, enjoyable, and unforgettable.
Furthermore, all members expressed a desire to be a part of the group. When we were
working on the internship report, they shared all of their views and debated how to make the
greatest decision for the team. Obviously, every one of us has our unique set of strengths and

shortcomings. Others were extremely good at classroom management, some were masters of
teaching technology, some were gifted teachers with outstanding teaching methods, some
were born with excellent pronunciation, and so on. Despite our differences, we were all on the
same team and always looked out for one another. I'm overjoyed and delighted to be a part of
that team.

Supervisor: Tran Kieu My An, Ph.D.

Page: 3


Submitted by: Nguyen Nhat Truong
1.3
OVERVIEW OF IUH AND FFL

ID number: 18040571

1.3.1 INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY (IUH)
1.3.1.1

History

Industrial University of Ho Chi Minh City was previously Go Vap Vocational School,
which was founded on November 11, 1956, by Don Bosco in Hanh Thong commune, Go Vap
District, Gia Dinh Province. The school was renamed the Don Bosco Private Junior High
School of Technology in 1968. The school was changed its name to the Don Bosco Private
Junior High School of Technology until January 31, 1970, when it was usually called the Don
Bosco High School of Engineering. Following the day of peace and reunification, the General
Department of Metallurgy Engineering and Electronics operated the school on December 19,
1975, after being handed over by the Southern Liberation Army. In 1978, the school was

changed its name to the School of Engineering IV under The Ministry of Mechanical
Engineering and Metallurgy. By 1994, the school had combined with the Chemical High
School II in Bien Hoa City to form the Industrial Engineering School IV, which was overseen
by the Ministry of Industry. The school was elevated to Industrial College IV in March 1999,
and according to Prime Minister's Decision 214/2004/QD-TTg, the college was upgraded to
Industrial University of Ho Chi Minh City in December 2004. The university is now one of
the most important educational and training institutes in Vietnam.
1.3.1.2

General objectives

The Industrial University of Ho Chi Minh City (IUH) is a Vietnamese public higher
education institution. The Vietnamese government has approved IUH for implementing an
autonomy mechanism as a pilot innovation project for the period 2015-2017, beginning with the
academic year 2015-2016. IUH's educational philosophy is "Quality, Sustainable Development,
International Integration". To fulfill the demand for innovation, IUH's leaders developed the
university's vision, mission, and objectives from now to 2020, and up to 2025, with the slogan
"Innovating, attaining new height – Dynamizing, integrating into the globe".
1.3.1.3


Specific objectives

Build up strategies for training and ensure stable development of the university.

Supervisor: Tran Kieu My An, Ph.D.

Page: 4

Submitted by: Nguyen Nhat Truong
ID number: 18040571
 Gradually increase the scale of tertiary education and postgraduate training and reduce


the scale of college education and vocational college.
Gather all strengths to enhance the training quality and create a leading prestigious



university about student training quality.
Strive to become a research center applying technologies and science with research



works at the national and international levels.
By 2020, meet the ASEAN standards.

1.3.1.4


Visions

Innovate the objectives and teaching methodology, develop teacher staff, meet the
demands of improving training quality and make education management strategies
much newer to be equivalent to the advance of other universities in Viet Nam and



ASEAN.

Make the perfect system of university education to standardize the program content,



lecturers, and lab system.
Train teaching staff and managers to keep up with the development of the region and
worldwide so that they can teach modern studying programs including teaching programs in




English.
Ensure material facilities meet international standards.
Improve scientific research activities of lecturers; make a strong connection with
production facilities, businesses, and service companies to achieve outcomes





successfully, practically, serve for training and contribute to science and technology.
Attain research works at the national and regional levels.
Have many more talented students with national and international awards.
Organize and operate the university according to the completely new mechanism, being




great self-control, having large space for autonomy.
Guarantee that discovery and creativity in teaching and researching are implemented.

Make IUH become a high-rank university having fame in Viet Nam and the global and
being on the list of the top universities in ASEAN countries.

1.3.1.5

Mission

Providing high-quality human resources with advanced professional and practical
capabilities in economics, engineering, scientific research, and technology transfer to generate
physical and mental qualities that contribute to the industry's and country's socio-economic
growth.

Supervisor: Tran Kieu My An, Ph.D.

Page: 5


Submitted by: Nguyen Nhat Truong
1.3.1.6
Organization structure

ID number: 18040571

The Industrial University of Ho Chi Minh City employs 1,380 employees, including
1,022 lecturers. In addition, to broaden the teaching resources, the University welcomes
hundreds of visiting lecturers from universities, research institutions, academies, and scientific
and technical employees working in manufacturing and commercial facilities. More than 97
percent of instructors hold a postgraduate degree, including 06 professors, 28 associate
professors, 213 PhDs, and 746 masters (including 153 Ph.D. students). Many professors are
involved in scientific research at the school, ministry, local, and national levels.

FACULTIES


Faculty of Mechanical Technology



Faculty of Information Technology



Faculty of Electrical Engineering Technology



Faculty of Electronics Technology



Faculty of Automobile Engineering Technology



Faculty of Heat – Refrigeration Engineering



Faculty of Garment Technology – Fashion



Faculty of Chemical Engineering



Faculty of Accounting – Auditing



Faculty of Fundamental Science



Faculty of Political Theories



Faculty of Foreign Languages



Faculty of Business Administration



Faculty of Finance and Banking



Faculty of Commerce and Tourism



Faculty of Civil Engineering



Faculty of Law

INSTITUTES


Institute of Biotechnology and Food Technology



Institute of Environmental Science, Engineering and Management



Office of Postgraduate Management

Supervisor: Tran Kieu My An, Ph.D.

Page: 6


Submitted by: Nguyen Nhat Truong
CENTERS


Center of National Defense and Physical Education



Student counseling and support center



Library Center



Information and Communication Center

ID number: 18040571

FACILITIES
The school contains eight hundred large and cool theoretical rooms and lecture halls,
120 modern equipment practical workshops, more than four hundred distinct types of
laboratories, and 940 courses. The programs and materials are tailored to certain educational
levels. Nearly 20,000 boarders may be accommodated in the hostel. One of the most
impressive support services is a nutritious and convenient canteen. Every day, thousands of
students are served by the canteen, which meets the criteria of being tasty, nutritional, and
economical. The school library now has over 300,000 diverse types of books. The internet
system has been built on campus by the institution. Students can use the internet to find studyrelated material. They can also look for information about the school, faculties, and professors
to help them with their studies. The canteen, dormitory, traditional room, multifunction
gymnasium, electronic library, practical workshops system, laboratory and classroom, and
lecture hall have all been improved to meet international standards. The computer labs of the
school are linked together. Connecting to the internet will become more common.

1.3.1.7

Campuses

Main Campus (Ho Chi Minh City):


Address: 12 Nguyen Van Bao Street, Ward 4, Go Vap District, HCMC



Tel: (08) 38940390. Fax: (08) 38946268



Website:



Email:


Industrial University of Ho Chi Minh City:



Office of Planning and Finance:



Office of Human Resources and Administration:



Office of Academic Affairs:

Supervisor: Tran Kieu My An, Ph.D.

Page: 7


Submitted by: Nguyen Nhat Truong
 Office of Admission:

ID number: 18040571

Quang Ngai Campus:


Address: 938 Quang Trung Street, Quang Ngai City



Tel: (055) 3250075, (055) 3713858- Fax: (055) 3713858



Website:
Thanh Hoa Campus:



Address: Quang Tam Commune, Thanh Hoa City, Thanh Hoa Province



Tel: (037) 3675092 – Fax: (037) 3675350



Website: />
1.3.2 FACULTY OF FOREIGN LANGUAGES (FFL)
FFL was founded in 2005 under the direct supervision of IUH. Since then, the BEL
program has consistently recruited students and has undergone yearly minor adjustments, as
well as two recent significant revisions in the academic years 2014-2015 and 2018-2019.
While a lot of colleges in Vietnam offer BEL degrees, our program distinguishes itself by
tailoring it to the needs of stakeholders and staying current on developments in English
teaching and translating/interpreting careers. Importantly, the curriculum is extremely
adaptable and transferrable, allowing graduates to rapidly adjust to different similar job
situations. Our program also offers specific student assistance from application through
graduation and post-graduation. The faculty now comprises of sixty full-time employees who
have completed all of the essential credentials for the BEL program and are assisting other
faculties in the university to teach General English. FFL-IUH has delivered hundreds of BEL
graduates to Vietnam labor markets after 14 years of continuous development. BEL graduates
are prepared to work as teachers, translators, interpreters, and other English-related
professions in both the public and commercial sectors.
Vice Deans are Mr. Nguyen Truong Sa and Ms. Phan Thi Tuyet Nga. There are three
subject categories. Mr. Truong Tran Minh Nhat leads the Basic Skills group. Mr. Nguyen

Supervisor: Tran Kieu My An, Ph.D.

Page: 8


Submitted by: Nguyen Nhat Truong
ID number: 18040571
Dinh Luat is in charge of the second group, which includes British and American Culture and
Literature, Linguistics, Interpretation, and Translation. Finally, Ms. Tran Kieu My An is the
head of English Language Teaching Methodology.
In their first and second years of FFL, students will acquire macro skills including
speaking, listening, reading, and writing. They will study important courses such as British
American culture or literature, linguistics, and teaching methods in the last two years.
However, teaching methodology is also a primary focus. Furthermore, FFL students are
trained in specific courses like translation and interpretation. As a result, when it comes to
obtaining a career after graduating from IUH, FFL students have a plethora of options.
FFL has trained seventeen university courses from DHAV1 to DHAV17, twelve college
courses from CDAV7 to CDAV18, and nine vocational college courses from NCAV2 to
NCAV10.
1.4

SIGNIFICANCE OF INTERNSHIP
My internship lasted around two months, from February to April 2022. The 2-month

internship term was a required module that every English major had to complete before
graduating. The internship is a procedure through which I can put the theory I've learned into
practice. More significantly, this is the time for students to gain experience before applying
for future positions. Internships allow students to study professional information, apply it in
real-world settings and become acquainted with the working environment. The supervisor
evaluated the procedure. The internship report, students' attitudes, tasks, projects, and
activities in the internship organization, and group interaction would all be marked.

Internships, on the other hand, provide a terrific opportunity for students to have a
thorough understanding of their strengths and shortcomings. From there, make strategies for
the solutions that are deemed to be the best in order to enhance oneself.
Students, in particular, will undoubtedly have many amazing memories from their
internship courses with their nice and close-knit friends who studied, helped, cooperated, and
even collaborated with them over their four years of university. It marks the conclusion of a
long journey for students, and they will go on a new path, a new door that will lead them to
their aspirations, and then capture their own future life.

Supervisor: Tran Kieu My An, Ph.D.

Page: 9


Submitted by: Nguyen Nhat Truong
ID number: 18040571
Nothing can take away from the reality that internships are an important part of a
student's education that should not be overlooked owing to the benefits they provide. As a
result, students must do their utmost to get good outcomes as many times as possible for this
last phase of the students' circle.

CHAPTER 2.THE INTERNSHIP ORGANIZATION

CHAPTER 2. THE INTERNSHIP ORGANIZATION

Supervisor: Tran Kieu My An, Ph.D.

Page: 10

Submitted by: Nguyen Nhat Truong
2.1

ID number: 18040571

CULTURE, IDENTITY, AND IMAGES

2.1.1 CULTURE
2.1.1.1

Introduction

Name: Dong Do Language School
Head office: 1014, Road 2, Binh Tri Dong A Ward, Binh Tan District, Ho Chi Minh
City. HISTORY
Binh Tan is an urban district in Ho Chi Minh City but there were few English Schools
within the local area a few years ago. The foundation of Dong Do English Language School
(Dong Do ELS) has created favorable conditions for the local students to be exposed to a
dynamic English learning environment that promotes the development of English skills.
Dong Do ELS was firstly opened on 20th March 2015 at the main campus at 1014,
Road 2, Binh Tri Dong A Ward, Binh Tan District, Ho Chi Minh City. It is owned and
operated by Dong Do Energy and Education Corporation.
Just two years and a half after the opening date, Dong Do ELS has developed three more
campuses in the same district - the second opened in April 2016, the third in January, and the
fourth in May 2017- and thus raised the total quantity of students from 800 in 2015 to 4,415 in
2017 over the four campuses. This fast enlargement of Dong Do ELS has marked it as the biggest
English Language School System in Binh Tan District in Ho Chi Minh City at this moment.
Besides, Dong Do Energy and Education Company is a co-owner of Tay Do English
Language School, Nam Do English Language School, and Nam Sao English Language
Supervisor: Tran Kieu My An, Ph.D.

Page: 11


Submitted by: Nguyen Nhat Truong
ID number: 18040571
School. Tay Do ELS currently has 1,678 students while the total student of Nam Do, and Nam
Sao is more than 1,250. The learners also have the opportunity to participate in the test prep
classes for the International English Certificate such as STARTERS, MOVERS, FLYERS of
Cambridge University for children; KET, PET, FCE of Cambridge University for teenagers;
TOEIC of Cambridge University for employees.
2.1.1.2

Location

To respond to the trust of learners and to satisfy the needs of learning English of Ho Chi
Minh citizens, Dong Do English Language School has more than fifteen branches:
HO CHI MINH CITY


CAMPUS 1 (MAIN CAMPUS)
1014 Huong Lo 2 Street, Binh Tan district



CAMPUS 2
477B Tan Hoa Dong Street, Binh Tan district



CAMPUS 3
667 Tinh Lo 10 Binh Tri Dong B Ward, Binh Tan district



CAMPUS 4
870 Tan Ky Tan Quy Street, Binh Tan district



CAMPUS 5
102 – 104 No. 3 Street, Binh Hung Hoa B Ward, Binh Tan District



CAMPUS 6
B11/12B Vo Van Van Street, Vinh Loc B Ward, Binh Chanh District



CAMPUS 7
91H1 Nguyen Anh Thu Street, Quarter No 3, Hiep Thanh Ward, District 12

2.1.1.3

Dong Do English Language School – CAMPUS 2

Dong Do is an English center system that provides English language training to
Vietnamese children, adolescents, and adults. There are divisions and positions associated
with the operation of the campuses in offering English courses and supervising teaching and

testing quality at each Dong Do campus. Due to the short duration of my internship report, I
will just concentrate on the duties of the important departments and positions at my
workplace, Dong Do English Language School - CAMPUS 2.

Supervisor: Tran Kieu My An, Ph.D.

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Submitted by: Nguyen Nhat Truong
a) Environment

ID number: 18040571

In addition to concentrating on training and teaching, Dong Do places a high value on
investing in facilities that serve as effective support elements for students as they acquire through
each lesson. The classrooms are clean and well-equipped with air conditioners and high-tech
equipment such as computers, projectors, and so on, which will assist students in achieving
excellent academic outcomes. Each class comprises just 10 to 15 students in order to ensure
teaching and learning quality.
b) Extracurricular activities
Dong Do English Language School also organizes extracurricular activities with the
goal of providing students with an effective English learning environment, as well as fun and
interesting activities that allow Dong Do ELS students to practice and develop their English
skills, show their personalities, and explore the world around them. With a team of
comprehensive, dedicated teachers, the children's social understanding will expand, as will
their physical and intellectual development in many circumstances.

Supervisor: Tran Kieu My An, Ph.D.

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Submitted by: Nguyen Nhat Truong

ID number: 18040571

c) Expatriate teachers and Vietnamese teachers
The school prioritizes the recruitment of teachers, who play a critical role in teaching
and student quality. Teachers must complete certification criteria in order to be able to teach.
Vietnamese teachers must have at least a University Graduation Certificate in Pedagogy
(bachelor's, master's, or doctoral degree in English), substantial experience in teaching,
devotion, and transmission, and a commitment to assisting students in achieving their specific
goals. Teachers are eager to work one-on-one with pupils to ensure that they comprehend all
components of the course. Teaching assistants always give pupils a hand with tough problems.
Furthermore, the school has a team of native teachers from English-speaking nations such as
the United States, England, and Australia.
2.1.2 IDENTITY
2.1.2.1

Vision

Dong Do ELS guides students toward measurable progress in communicative
competence and provides an interactive and stimulating learning environment based on
communicative approaches, creative instructional practices, technology-related resources, and
goals that are aligned with students' linguistic, cultural, and academic growth.
Dong Do encourages kids to study English in an international environment. This school
embraces this ambition by collaborating with other advanced English schools across the world and

Supervisor: Tran Kieu My An, Ph.D.

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Submitted by: Nguyen Nhat Truong
ID number: 18040571
sending students there for cultural exchanges and study experience in an English-speaking
environment.
Dong Do ELS will recruit and train TESOL teachers to improve the quality of English
instruction at the school while also encouraging professional growth in the community. Dong
Do has been promoting relationships with prominent overseas education providers to conduct
international English learning courses for students since 2018.
2.1.2.2

Mission

Dong Do ELS has established significant missions in order to provide the finest learning
environment for learners. Here are some of the school's missions:


First, Dong Do offers high-quality programs for learners with general or specific
English requirements and goals, as well as develops and administers high-quality
English proficiency assessments.



Second, via great education in language, study skills, and cultural awareness, Dong Do
hopes to encourage students to become active participants in the school.



Third, Dong Do contributes to the promotion of the TESOL profession by serving the
local people and assisting them in improving their English abilities to achieve their
future goals.



The fourth mission is to support students with their academic and non-academic needs,
as well as to connect them to additional Dong Do ELS resources.



The most important mission is to prepare and equip students with academic knowledge
as well as critical soft skills so that students may meet the standards of education
providers and swiftly integrate into the worldwide environment.



Finally, Dong Do wishes to be a student's companion throughout their study life, from
the very first step of preparation to the completion of their courses, and to ensure the
highest value for Dong Do English Language School partners.

2.1.2.3

Core values of Dong Do ELS

Dong Do English Language School is founded on three core values.


Respect is the first core value, and it is what keeps all sorts of relationships going. We

value and respect each other, as well as everyone with whom we come into touch.

Supervisor: Tran Kieu My An, Ph.D.

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Submitted by: Nguyen Nhat Truong
ID number: 18040571
 The second aspect is learning; we make a commitment to lifelong learning. We provide
opportunities for development in a caring, motivating, and professional atmosphere.


Finally, accomplishment is a core value. Hard working and courage are required for
success. We recognize the elements that influence accomplishment; we employ
experienced staff, invest in innovative technology, and actively encourage our students
in the learning process.

2.1.3 IMAGES
Dong Do English Language School has received several honors from the authorities for
its persistent contributions over a decade. Furthermore, Dong Do English Language School
students consistently demonstrate exceptional talent when they earn several excellent results
in English tests.
In addition to educational activities, Dong Do English Language School is enthusiastic
about social issues and holds annual charity events, such as awarding scholarships to
deserving students who overcome obstacles and providing gifts to lonely and helpless elderly
people, disabled children, and children in tough circumstances.
2.2

PRODUCT AND MARKET SITUATION

2.2.1 PRODUCT
Dong Do English Language School offers a wide range of English study programs, from
beginner courses to advanced classes for international students or employees who want to
work in foreign companies, as well as pre-school English, English children's literature,
general English, and English for international communication. Dong Do English Language
School offers TOEIC, TOEFL - iBT, IELTS, KET, PET, STARTERS, MOVERS, FLYERS...
courses at all times. Furthermore, the center is prepared to launch new classes in response to
student demand.
2.2.1.1

KITTY – MICKEY (04 – 06 years old)

KITTY
This course will introduce youngsters aged 4 to 6 years old to the interesting and
entertaining English learning environment. It also assists individuals in learning and
Supervisor: Tran Kieu My An, Ph.D.

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