Tóm tắt tiếng anh: Quản lý dạy học tiếng Anh cho sinh viên không chuyên ngữ tại các trường đại học theo tiếp cận năng lực.

VIETNAM MINISTRY OF EDUCATION AND TRAINING
VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES

NGUYEN THI HANH

MANAGEMENT OF ENGLISH TEACHING FOR NONLINGUISTIC MAJOR STUDENTS AT VIETNAMESE
UNIVERSITIES ACCORDING TO THE COMPETENCY-BASED
APPROACH

SUMMARY OF DOCTORAL THESIS OF SCIENTIFIC EDUCATION

HANOI - 2022


The doctoral thesis was completed at: Vietnam Institute of Educational Sciences

Instructors:
1. Prof. Dr. Do Thi Bich Loan
2. Dr. Le Dong Phuong
Review 1:

Review 2:

The thesis will be defended in front of the Department-level Thesis Judging
Committee at the Vietnam Institute of Educational Sciences, 101 Tran Hung Dao, Hanoi.
At ..... on .............. ..... , 2022


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INTRODUCTION

1. Reason for writing
The world is witnessing tremendous changes in the economy, society, science and
technology. The industrial revolution 4.0 with technological breakthroughs in the fields of
artificial intelligence, robotics, and connected things... is fundamentally changing the way
people live, work and connect with each other; this requires each individual to communicate,
and reach far beyond national borders to look for opportunities. It is foreign languages that help
to develop and promote the industrial revolution 4.0 as well as to connect people around the
globe, English is a prime example.
To join with the trends around the world, Vietnam is participating in extensive
international integration in fields such as economy, tourism, technology, especially high
technology. This integration process requires a foreign language. Recognizing the importance
of foreign languages, especially English, on September 30, 2008, the Prime Minister of Vietnam
issued Decision 144/QD-TTg approving the Scheme on teaching and learning foreign
languages in the national system in the period 2008-2020, and on December 22, 2017, the
Prime Minister issued Decision 2080/QD-TTg approving the adjustment and supplementation
of the Scheme on teaching and learning foreign languages in the national system for the period
2017-2025.
Therefore, training to form and develop the ability to use foreign languages in general
and English in particular for non-linguistics major students at universities is one of the
significant tasks. Over the years, Vietnam has paid great attention to improving the quality of
teaching in general and the quality of teaching English for students and non-linguistics major
students in particular.
However, the reality shows that the activities of teaching and learning English, as well
as the management of teaching and learning English for non-linguistics major students at
universities, are still limited. The actual result is that graduates' ability to practice English is
still weak and not appreciated by society and employers. It can be seen that the reason is partly
that the management and organization of teaching English to non-linguistics major students at
some universities have not been entirely effective; the content of the training program of the
whole course is still heavy on theoretical knowledge; managing the teaching process, checking
and assessing students’ learning outcomes is not really based on the differentiation of students’

abilities...
Resolution 29-NQ/TW dated November 4, 2013 of the 8th Conference of the Central
Executive Committee of the 11th term “On fundamental and comprehensive renovation of
education and training, meeting the requirements of industrialization and modernity in the
context of a socialist-oriented market economy and international integration” has identified the
goal of educational innovation, one of the highlighted objectives is: “Strongly transform the
educational process from equipping knowledge to comprehensively develop learners’ abilities
and qualities. Learning with practice; theory with practice”. From that goal, one of the solutions
to innovate education and training is: “Continue to strongly and synchronously renew the basic
elements of education and training in the direction of appreciating the development of the
qualities and abilities of learners”. In fact, teaching management at universities needs to
promote the positivity, initiative and creativity of students, in accordance with the content of


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each subject, the characteristics of the students and the training methods. created by the school.
Therefore, good management of teaching activities in educational institutions, including
management of teaching English to non-linguistics major students, an important stage of the
training process, will contribute to improving the quality of training. created by the school.
Stemming from the above issues of theoretical and practical significance, the research
topic of the thesis was selected as: “Management of English teaching for non-linguistics
major students at Vietnamese universities according to the competency-based approach”,
contributing to improving the quality of English teaching for non-linguistics major students at
universities.
2. Aims of the thesis
Researching the theory and situation of English teaching management for nonlinguistics major students at universities according to the competency-based approach, from
which, the thesis proposes measures to manage English teaching for non-linguistics major
students at universities according to the competency-based approach, contributing to improving
the quality of foreign language teaching and improving the training quality of universities in

the context of fundamental and comprehensive reform of higher education and international
integration.
3. Object and subject of the thesis
3.1. Object of the thesis
The process of teaching English for non-linguistics major students at universities
according to the competency-based approach is the object of the study.
3.2. Subject of the thesis
Managing English teaching activities for non-linguistics major students at universities
according to the competency-based approach is the subject of the study.
4. Literature review
Activities of teaching English to non-linguistics major students at universities have
achieved certain results, contributing to improving the quality of human resources in the
workforce. However, the management of English teaching activities for non-linguistics major
students at universities is still inadequate due to various reasons, leading to limitations in the
management of English teaching activities for non-linguistics major students at universities
according to the competency-based approach. Therefore, it is necessary to study measures to
improve the quality of English teaching for non-linguistics major students at universities.
If management measures for teaching English to non-linguistics major students at
universities according to the competency-based approach are built on the basis of educational
management science and solve practical problems, it will improve the quality of teaching
English for non-linguistics major students at universities, contributing to improving the quality
of the school's training and the quality of human resources in the current context.
5. Mission and scope of the thesis
5.1. Mission of the thesis
5.1.1. Building a theoretical basis for English teaching management for non-linguistics
major students at universities according to the competency-based approach.
5.1.2. Evaluating the current situation of teaching and managing English teaching for


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non-linguistics major students at universities according to the competency-based approach.
5.1.3. Proposing measures to manage English teaching for non-linguistics major
students at universities according to the competency-based approach.
5.1.4. Testing the proposed measures of English teaching management for nonlinguistics major students at universities according to the competency-based approach.
5.2. Scope of the study
5.2.1. Content
- The thesis focuses on researching measures on management of teaching English for
non-linguistics major students of management subjects in universities according to the
competency-based approach.
- The fields of training non-linguistics majors in the university are very diverse, the
thesis focuses on the field of economics, which is one of the majors with a large number of nonlinguistics major students.
5.2.2. Area and time of the survey
5.2.2.1. Area of the survey
Survey of Economics (formal training) at 4 universities in Hanoi that teach English
programs according to the general program of the Ministry of Education and Training
(Education and Training), including 02 public universities and 2 public universities. 02 nonpublic universities, namely: Hanoi University of Industry, National Economics University,
Thanh Do University, Hoa Binh University.
5.2.2.2. Time of the survey
The survey was carried out from March 2019 to June 2019, processing survey data from
July 2019 to December 2019, and experimenting with measures from December 2019 to
December/ 2020.
5.2.3. Object of the survey
- Group 1: Administrators at the university, faculty, and professional groups of 4
universities.
- Group 2: Lecturers in Foreign Language Departments of 4 universities.
- Group 3: Non-English major students majoring in Economics of 4 universities.
- Experimenting with some measures for lecturers and non-linguistics major students at
Hoa Binh University.
6. Methodology and reasearch methods

6.1. Methodology
The thesis uses 6 research approaches: systematic approach, participatory approach,
active approach, capacity development approach, CIPO model approach, and ‘autonomy’
approach. and social responsibility' in higher education. In the thesis, the PhD student applies a
combination of approaches in which the two main approaches are the competency-based
approach and the CIPO model to determine the theoretical framework and propose measures to
manage English teaching for non-linguistics major students at universities according to the
competency-based approach.
6.2. Reasearch methods
The thesis uses 3 groups of research methods: (1) group of theoretical research methods:


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retrospective, analysis, comparison, contrast, synthesis and generalization; (2) group of
practical research methods through survey, interview, experiment; and (3) group of
complementary methods: testing and statistics
7. Arguments that need to be defended
7.1. Management of English teaching according to the competency-based approach is
one of the core factors to improve the quality of English teaching according to the output
standards for non-linguistics major students at universities to meet the current requirements of
higher education reform.
7.2. Management of teaching English for non-linguistics majors at universities according
to the competency-based approach needs to have a synchronous impact on teaching management
factors: input management; process element management; output factor management; manage
the contextual factors affecting the English teaching process.
7.3. The quality of teaching English for non-linguistics major students at universities
according to the current competency-based approach is still inadequate and limited. Therefore,
properly assessing the current situation of teaching activities, managing English teaching
activities according to the competency-based approach for non-linguistics major students will

be the basis for building measures to manage English teaching activities for non-linguistics
major students at universities according to the competency-based approach.
7.4. Managing English teaching for non-linguistics major students at universities according
to the competency-based approach is to improve the quality of English teaching, contributing to
improving the school's training quality, as well as the quality of human resources in the future
workforce.
8. Thesis contribution
8.1. Theoretical contribution
The thesis has systematized research documents on the management of English
teaching activities for non-linguistics major students at universities according to the
competency-based approach; Present and analyze the instrumental concepts of the topic:
Teaching, teaching English, competency, teaching according to the competency-based
approach, teaching management according to the competency-based approach, teaching
English according to the competency-based approach for non-linguistics major students
and English teaching management according to the competency-based approach for nonlinguistics major students.
8.2. Practical contributions
The research results can be applied and implemented in the management of teaching
English for non-linguistics major students at universities according to the competencybased approach. The research results of the thesis are also a reference for universities to
manage English teaching activities for non-major students in accordance with the actual
conditions of the schools and meet the development requirements. development in the
context of fundamental and comprehensive reform of education.
9. Thesis content
In addition to the Introduction, Conclusion and Recommendations, References and
Appendix, the thesis consists of 3 chapters:


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Chapter 1. Theoretical basis of English teaching management for non-linguistics major
students at universities according to the competency-based approach

Chapter 2. The current situation of managing English teaching for non-linguistics major
students at universities according to the competency-based approach
Chapter 3. Measures to manage English teaching activities for non-linguistics major
students at universities according to the competency-based approach
CHAPTER 1.
THEORICAL BASIS OF ENGLISH TEACHING MANAGEMENT FOR NONLINGUISTIC MAJOR STUDENTS AT UNIVERISTIES ACCORDING TO THE
COMPETENCY-BASED APPROACH
1.1. Overview of the topic
1.1.1. Studies on teaching English at university level
There are many research works in the world on teaching English and teaching according
to the competency-based approach in the training process at university level.
Vietnamese educational scientists pointed out that: Teaching according to the teaching
method shows the point of view of student-centered teaching instead of the traditional teachercentered teaching.
In particular, blended learning is the choice of many language classes. Online learning
or blended learning has been officially applied in universities in Vietnam, although it was not
popular before the pandemic period or the implementation was not effective.
One of the prominent blended learning models is the flipped classroom: Students will
spend time at home learning the content and doing the exercises provided, and class time is
prioritized for discussions and projects.
In addition, the new educational approach requires that the teacher is not a transmitter
but a sharer and supporter of learners.
Today, with the high division in production labor, the development of the global
economy, with the student-centered teaching perspective, modern teaching theory according to
the competency-based approach is oriented towards capacity development for learners or
output-oriented according to employment standards.
Research works have studied the teaching process, the role of the learner, the role of the
teacher and the changes and interactions in the teaching process. The works have emphasized
the role of the teacher in the teaching process and the effect of teaching according to the teaching
method of each specific learning object.
1.1.2. Studies on English teaching management at university level

Domestic and foreign researchers point out the factors that need to be considered in the
process of English teaching management such as the starting point of teaching, the total duration
of the program, the syllabus, the use of computers in teaching, the organization university
entrance exam, programs, teaching methods and perceptions and perspectives of subjects
involved in the teaching process.
Research on English teaching management for university students in Vietnam according


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to the competency-based approach is limited and not systematic.
1.1.3. Research gaps in English teaching management for non-linguistics major students in
universities according to the competency-based approach
- The works have not clarified the theoretical basis for the actual situation of teaching
and managing English teaching for non-linguistics major students at Vietnamese universities.
- The studies approaching foreign language or English teaching activities in different
aspects (teaching each skill, application of information technology, testing and evaluation...)
have not yet ensured the overall nature of the study. English teaching activities and not yet
ensure systematic management of English teaching activities. In particular, there is no doctoral
thesis on English teaching management for non-linguistics major students in universities
according to the competency-based approach.
With the gap in the research and from the urgency of the above problem, the thesis
identifies the topic that needs to be researched as “Management of English teaching for nonlinguistics major students at Vietnamese universities according to the competency-based
approach” to answer the research question of how to improve the effectiveness of English
teaching management for non-linguistics major students in the context of Vietnam's current
international integration.
1.2. Definitions
1.2.1. The process of teaching English
1.2.1.1. Teaching and elements of the English teaching process
The university teaching process includes the following elements: teaching purposes,

teaching content, teaching methods, teaching activities of lecturers, learning activities of
learners, assessment of teaching results...; in which there are two basic factors: the teacher and
the learner.
1.2.1.2. English teaching
English teaching is covered by the definitions of approach, method and technique.
English teaching in universities has two types of subjects: specialized and nonlinguistic major languages.
1.2.2. Competency and “competency-based”
1.2.2.1. Comnpetency
a. Definition of competency
Competency used in the thesis is understood as performance competence, which is the
possession of knowledge, skills, attitudes and personality traits that a person needs to meet the
requirements of a task. Specifically; in other words, know-how, not just know-what.
b. Factors of competency
Competency is composed of 3 factors: knowledge, skills and psychological conditions
for the performance of individual's activities, in which, skill is considered as the core element
of competence.
c. Classification of competency
Currently, the way to classify Classification of competency is being commonly used in
educational science (educational science), which is to classify competency into two main
categories: general competence and subject specific competence.


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d. Foreign language competency
In teaching foreign languages, learners’ foreign language competence is expressed
through four basic skills/skills: Listening, Speaking, Reading, and Writing.
1.2.2.2. “Competency-based”
Within the scope of this topic, the phrase “competency-based” is understood as the study
and application of a number of theories on competency-based teaching such as philosophy,

principles and some relevant content in teaching English. At universities in general, to help
students step by step achieve the output standards, acquire the English language skills of
employees in future professional situations. .
1.2.2.3. Competency-based teaching
a. Characteristics of competency-based teaching
Teaching according to the competency-based approach is a teaching method based
mainly on competency standards prescribed for a profession and teaching according to those
standards.
b. Differences between traditional teaching and competency-based teaching
c. Basic principles of competency-based teaching
Principle 1: Competencies to be acquired must be carefully identified, validated and
made publicly available in advance.
Principle 2: Existing results (input) of students must be acknowledged.
Principle 3: The criteria and conditions used to evaluate learning outcomes must be
presented and publicly disclosed in advance (Johnstone & Soares) [91].
Principle 4: Learners participate in the self-assessment process.
Principle 5: The curriculum facilitates learning at each individual’s own pace and each
specific competency is assessed individually.
Principle 6: The assessment of competence requires to be carried out immediately and
includes assessment of learners’ knowledge, performance and attitudes.
d. Assessment of learning outcomes according to the competency-based approach
1.2.3. Management of teaching according to the competency-based approach
1.2.3.1. Definition of management
In general, it can be understood: Management is a oriented, organized, planned and
systematic process of influencing the managed object on the managed object based on
information about the status of the object. Form an environment that effectively promotes the
potential and opportunities of individuals and organizations to achieve the set goals.
1.2.3.2. Management of teaching according to the competency-based approach applying the
CIPO model
UNESCO’s CIPO model (2000) is a model applied in teaching management.

Context
Figure 1. 4. Applying the CIPO process to teaching management
The CIPO Input
model has the nature of Process
controlling the teaching
process
under the influence
Output
/ Outcome
of all contextual factors (Context), including: Input factors; Process elements (Process); Output


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element (Output/Outcom). Therefore, the management of teaching activities according to CIPO
is management in the direction of meeting social needs.
1.3. Theories on teaching English to non-linguistic major students at universities
according to the competency-based approach
1.3.1. Non-English major students
Non-linguistic students are a group of students in non-linguistic major (foreign language)
faculties/universities such as in different disciplines/disciplines such as Economics and
Commerce; Culture and arts; Technology; Pedagogy; Agro-Forestry... Courses/subjects on
foreign languages are only a part of the training program of professional-professional
branches/specialties.
1.3.2. Outcome standards (English competency framework) of non-linguistics major students
1.3.2.1. Definition of outcome standards
The English outcome standards for non-linguistics major students is prescribed in
Circular No. 12/2017/TT-BGDĐT, Ministry of Education and Training is level 3.
1.3.2.2. English competency framework of non-linguistics major students at universities

The framework of foreign language ability (including English) of non-linguistics major
students at universities is divided into 6 levels. Accordingly, the graduation requirement in
English for non-linguistics major students at universities is level 3.
The framework of foreign language competence consists of 3 components: knowledge,
skills and attitudes.
1.3.3. Teaching English according to the competency-based approach for non-linguistics
major students
1.3.2.1. Definition of teaching English for non-linguistics major students at universities
according to the competency-based approach
Competency-based language teaching requires that language be connected to a social
context rather than taught in isolation. Competency-based language teaching requires learners
to demonstrate that they can use language to communicate effectively (Richards & Rodger [72]);
(Grognet & Crandall [56]) (Widdowson [70]).
1.3.2.2 Features of teaching English for non-linguistics major students at universities
according to a competency-based approach
One of the main features of the thesis in the research:
Individualized, learner-centered instruction: In terms of content, level and pace,
goals are determined according to individual needs; Prior learning and achievement are taken
into account when developing the curriculum. Instructions are not based on time; Students
progress at their own pace and focus only on areas where their competence is not reached.
1.3.3.3. Objectives of teaching English to non-linguistics major students according to
competency-based approach (output standard orientation)
In summary, the goal of teaching English according to the competency-based approach
should pay attention to the degree of: (1) matching the university level of English as prescribed
by the Ministry of Education and Training, (2) matching the training requirements. for students
of majors, (3) suitable for students to meet the output and teaching standards, and (4) designed
in sync with the teaching method.


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1.3.3.4. Content of teaching English for non-linguistics major students according to the competencybased approach
Learning content can be obtained from existing content, or teachers restructure the content,
teachers develop new content, and teachers and students develop content together. It is
important that the content is designed according to the output standards of the basic English
and specialized English courses.
1.3.3.5. Methods and forms of teaching English for non-linguistics major students combined
with information technology applications
a) Methods of teaching English
b) Forms of teaching English
1.3.3.6. Assessment of teaching English for non-linguistics major students according to the
competency-based approach
Assessment of English for non-linguistic major students according to the competencybased approach needs to assess knowledge of the major so that students can apply it in their
work. At the same time, skills are also assessed on the basis of applying specialized knowledge
and applied in typical work situations of the industry.
1.4. Theories of English teaching management for non-linguistics major students at
universities according to competency-based approach
1.4.1. Subjects of managing English teaching in universities
Management subjects within the school and outside the school jointly participate in the
management of English teaching according to the cycle of chairing and coordination. In which,
the management subjects in the school (directly the dean, the head of the department, the teacher)
are under the leadership of the school principal (the vice-principal) and functional departments
managing the building of the framework. capacity, output standards, program contents, methods
and forms of organization of testing and evaluation of English learning results.
Other school-level management entities participate in the management of a number of
input factors such as enrollment, assessment of output standards, and management of output
standards of graduates; Units that employ graduate students assess and respond to the school
about the students’ English ability in the real world. Students manage their own English
learning activities.
1.4.2. Content of English teaching management for non-linguistics major students in

universities according to the competency-based approach (applying CIPO model)
1.4.2.1. Management of inputs (Input)
a. Management of curriculum and output standards
b. Management of teachers: Ensuring the quality of teaching staff (quantity, structure and
professional qualifications)
c. Management of students
d. Management of facilities and means of teaching English
1.4.2.2. Process elements management
a. Organization of foreign language teaching activities of lecturers according to the
competency-based approach
b. Organization of foreign language learning activities of non-linguistics major students


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according to the competency-based approach
c. Organization of innovation of forms and methods of testing and evaluating learning results
according to the competency-based approach
1.4.2.3. Output factors management
a. Organization for assessment of English competency system
b. Management of output information related to the English ability of graduates
1.4.2.4. Managing contextual factors affecting the English teaching process (Context)
a. Impact of globalization and international integration
b. The development of science and technology, industrial revolution 4.0
c. Guidelines, policies and National Foreign Language Teaching Project 2020
d. Fundamental and comprehensive renovation of higher education in Vietnam
e. The university’s internal management policy towards autonomy and social responsibility
g. English teaching management capacity according to the capacity approach of management
staff
CONCLUSION OF CHAPTER 1

In chapter 1 of the thesis, the author has systematized the problems of the theoretical
basis of the management of English teaching activities for non-linguistics major students at
universities according to the competency-based approach. Since then, a theoretical framework
has been determined on the management of English teaching activities for non-linguistics major
students at universities according to the the competency-based approach.
On the basis of analyzing the concepts and contents, the nature of teaching, teaching
management, teaching according to the competency-based approach and managing English
teaching for non-linguistics major students according to the competency-based approach, as
well as analyzing the difference between them teaching in accordance with traditional teaching
methods; Applying the CIPO management model, the thesis has identified 04 contents of
managing English teaching activities for non-linguistics major students at universities
according to the competency-based approach, including: (i) management of input factors; (ii)
process elements management; (iii) management of output factors; (iv) management of the
contexts affecting the English teaching process for non-linguistics major students at universities
according to the competency-based approach.
The theoretical basis orients the survey, investigation, analysis of the current situation
and proposes solutions to manage English teaching activities for non-linguistics major students
at universities according to the competency-based approach. Those are the issues that are
addressed in Chapters 2 and 3.
CHAPTER 2
THE CURRENT SITUATION OF MANAGING ENGLISH TEACHING FOR NONLINGUISTIC STUDENTS AT UNIVERSITIES ACCORDING TO THE
COMPETENCY-BASED APPROACH


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2.1. Overview of the English teaching program for non-linguistics major students and
universities in the area of study
2.1.1. Overview of the universities in the area of study
The study is limited to 04 universities, including 02 public schools (National Economics

University and Hanoi University of Industry) and 02 non-public schools (Hoa Binh University
and Thanh Do University). The school meets the following criteria: located in Hanoi, multidisciplinary training without majors, a high number of students in the Economics major, English
teaching management for students of the Economics major, similar to that of other universities.
other industry sectors. Therefore, the proposed measures may affect the general management
of non-linguistic major sectors.
2.1.1.1. National University of Economics
2.1.1.2 Hanoi University of Industry
2.1.1.3. Hoa Binh University
2.1.1.4. Thanh Do University
2.1.2. Overview of English teaching programs for non-linguistics major students at
universities in the study area
Summary and comparison of English learning programs for non-linguistics major
students at the 4 surveyed schools as shown in Table 2.1.
Bảng 2.1. English language study programs at schools in the study area
Name of
Basic
Basic
Basic
Specialized
Note
university
English 1
English 2
English 3
English
Coursebooks are
National
available in the
3 credits
University of

3 credits
3 credits
3 credits
direction of
(optional)
Economics
Economics Commerce
Coursebooks are
Hanoi
designed combined
University of
5 credits and additional programs
5 credits
with offline and
Industry
online curriculum
Hoa Binh
Coursebooks are
3 credits
3 credits
3 credits
3 credits
University
available
Thanh Do
3 credits
Coursebooks are
5 credits
5 credits
3 credits

University
(optional)
available
2.2. Research organization
2.2.1. Research purposes
Detecting and evaluating the current situation of teaching and managing English
teaching activities for non-linguistics major students according to the English language teaching
method at the surveyed universities are a practical basis for proposing solutions to manage
teaching activities for non-linguistics major students at universities according to the
competency-based approach.


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2.2.2. Areas of study
The thesis topic is limited to surveying the current situation of teaching and managing
English teaching according to the competency approach at 04 universities that are training many
non-foreign language majors in Hanoi.
2.2.3. Survey samples and survey tools
The survey sample was determined according to the formula of researcher Taro Yamane:
p × (1 − p)
e2
The survey sample consisted of three groups: Management staff group (Rector Board,
Dean, Head of Department); A group of faculty members and a group of students. The survey
sample size is 385 people, including: 11 managers; 93 foreign language teachers and 281
students from 4 universities.
2.2.4. Survey content and criteria for assessing the results of the current survey
Survey the current situation to find out the following main contents: (1) The cognitive
status of administrators and teachers, and the capacity of teachers in teaching English according
to competency approach; (2) the current situation of English ability of non-linguistics major

students; (3) The current situation of teaching and learning English according to the
competency-based approach; (4) The current situation of English teaching management
according to the competency-based approach and influencing factors.
2.2.5. Survey methods
Information on the current situation of English teaching management according to the
competency-based approach is collected mainly through the following 3 methods: (1)
Surveying opinions of teachers, administrators and students using questionnaires (Appendix
1,2); (2) In-depth interviews with some teachers and students (Appendix 3.4); (3) Study the set
of materials in the overall curriculum and the curriculum by subject.
2.2.6. Methods of processing survey data
2.2.6.1. Scale and average score
The survey will use the standard Likert interval scale, consisting of 5 levels. In which,
the lowest level is 1, the highest level is 5. According to a scale of about 5 levels, the distance
value is calculated by the formula: Distance value = (Maximum - Minimum) / n = (5-1)/5 = 0.8
The thesis used IBM SPSS 20 software to process survey data, find out the opinions of
administrators, teachers and students about the current situation of English teaching and English
teaching management for non-linguistics major students.
2.2.6.2 Processing interview data
Interview data of teachers of 04 universities is coded in order from teacher2.1 to teacher 2.4.
- teacher 2.1 Hanoi University of Industry
- teacher 2.2: National University of Economics.
- teacher 2.3: Hoa Binh University
- teacher 2.4: Thanh Do University.
2.3. Current situation of competency of non-linguistics major students and lecturers at
surveyed universities
2.3.1. Current situation of students’ competency at surveyed universities
n = Z2 ×


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Current situation of students' competency at
surveyed universities
4.00
3.00
2.00
1.00
0.00

Listening
Speaking
Knowledge
Kiến thức Kỹ năng nghe Kỹ năng nói
Skills Knowledge
Skills
Kno

Writing
Reading
Kỹ năng đọc Kỹ năng viết
Skills
Skills

Attitude
Thái độ

Figure 2. 1. Survey results of teachers and administrators about students’ English
competency
2.3.2. Current situation of English language lecturers
2.3.2.1. Competency

Table 2. 4. Survey results on English teaching competency of teachers
Performance level by schools and managers
Very
Below
Good
Medium
Pabout
Competency of lecturers
good
medium
Average
To develop programs,
3
11
70
12
8
compile and develop teaching
2.89
materials.
2.88%
10.58% 67.31% 11.54%
7.69%
To teach in the direction of
9
18
48
11
18
developing students’

2.89
competency
8.65%
17.31% 46.15% 10.58% 17.31%
9
20
44
16
15
To follow the differentiated
2.92
teaching method.
8.65%
19.23% 42.31% 15.38% 14.42%
9
3
30
32
30
To follow the creative and
2.32
experiental teaching method.
8.65%
2.88%
28.85% 30.77% 28.85%
0
48
48
4
4

To organize self-study for
3.35
students
0.00%
46.15% 46.15%
3.85%
3.85%
32
14
47
2
9
To apply information
technology (computers,
3.56
Internet, social networks,
30.77% 13.46% 45.19%
1.92%
8.65%
etc.) .
9
20
45
5
25
To innovate and improve
2.84
teaching quality.
8.65%
19.23% 43.27%

4.81%
24.04%
9
18
48
11
18
To transfer teaching
2.89
experience to colleagues
8.65%
17.31% 46.15% 10.58% 17.31%
2.3.2.2. Perception of English teaching according to the competency-based approach
Figure 2.2 shows the perceptions of teachers about implementing the program according
to different capacity approaches. On average, more than 50% of survey respondents are still


14

unsure or misjudged what a comptency-based approach is.

Lecturer survey - Perception 1

QL

Administrators

KTQD
NEU
TĐ

TD

CNHN
HaUI
HB
HB

QL

Administrators

HB
HB
KTQD
NEU
TĐ
TD

QL

CNHN
HaUI

Administrators

KTQD
NEU
TĐ
TD

CNHN
HaUI
HB
HB

QL

Administrators

KTQD
NEU
TĐ
TD

CNHN
HaUI
HB
HB

TĐ
TD
Administrators
QL

89% 83%
81% 83%
56%
56%
53% 57%
31% 21%33%42% 33%

31% 21%
31%38%43%21%33% 31% 29%
15% 14%11%

CNHN
HaUI
HB
HB
KTQD
NEU

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Proficiency
is Hướng
Students
aretheo Đánh
Evaluation
is
dẫn

giá thường
Hướng
dẫn đến
Chương
trìnhis
Thể
hiện sự thành
Instructions
are
The program
demonstrated
based on
regular
các nhiệm
vụ xuyên
và and
liên tục individualized
từng cá nhân,
chia thành
and divided
thạo
về các mục guided
into nhiều
several
output
học tập tasks
hoặcor
yêu continuous
lấy người học
mô

đun
learner-centered
modules
tiêuintheo
chuẩn learning
performance
standards
cầu
thực hiện
làm trung tâm
đầu ra
requirements
in
trong
tình huống
specific
cụ thể situations
liên quan
related
the
đến
cáctongành
professions
nghề
đúng
correct

sai
phân vân
incorrect

deliberating

Figure 2. 2. Survey results of lecturers and administrators on the perception of English
language teaching according to a competency-based approach
2.4. The current situation of managing English teaching according to a competency-based
approach in surveyed universitites
2.4.1. The current situation of implementing English teaching goals and learning outcomes
The survey results shown in Figure 2.3 show that MT1 and MT2 have not reached a
good level (average scores are 3.38 and 3.09 respectively, both lower than 3.4). The survey on
the remaining criteria for mastering and publicizing teaching methods is quite good.

Current situation of English teaching objectives
6.00
4.00
2.00
0.00
All
chung

NEU
KTQD

HaUI
CNHN

HB
HB

TD
TĐ

Administrators
CBQL

All

NEU

HaUI

HaUI

HaUI

thiết
kế gắn
với CĐR dựa
nhu
cầu nguồn
lực theo
các lĩnh
vực
tế, thương
mại
designed
in association
with vào
output
standards
basednhân

on human
resource
needs
in kinh
economic
and commercial
fields
demonstrate
standard
requirements
on knowledge,
skills,kỹtechniques
andđộ
attitudes
of learners,
especially
thể
hiện chuẩn
các yêu
cầu về kiến
thức, kỹ năng,
xảo và thái
của người
học, đặc
biệt là the
năng
minimum
that cần
learners
need tokhi

achieve
at the
endhọc
of the course
lực
tối tiểucompetencies
của người học
đạt được
kết thúc
mơn
grasped
byvà
teachers
andvững
students
được
GV
SV nắm
được
cơng khai
cho người
học
trước khi bắt đầu khố học, môn học
made public
for learners
before
a course
made public to learners before starting a course

Figure 2. 3. Current situation of English teaching goals according to the competencybased approach through the evaluation of administrators and teachers

2.4.2. Current situation of English teaching content
For the development of teaching content, the survey obtained the results in the Figure


15

2.4. below.

Current situation of English teaching content
6.00
4.00
2.00
0.00
NEU
KTQD

All
chung

All

HaUI
CNHN

HB
HB

TĐ
TĐ

Administrators
CBQL

suitable
English
as prescribed
by định
the Ministry
of Education and Training
phù
hợp for
vớiuniversity-level
trình độ tiếng Anh
bậc đại
học theo quy
của bộ GD&ĐT

All

suitable
training
requirements
for students
ofngành
business
andtếcommercial
majors
phù
hợpfor
vớitheyêu

cầu đào
tạo cho sinh
viên các
kinh
thương mại
suitable
for SV
students
to achieve
outcome standards and the teaching environment
phù
hợp để
đạt CĐR
và MTDH
được
thiếtinkế
đồng bộ with
với PPDH
desinged
accordance
the teaching methodsd

Figure 2. 4. Current situation of English teaching content according to the competencybased approach through the opinions of managers and lecturers
In terms of actual teaching content, teaching is evaluated by administrators and teachers
at many different levels. Administrators and teachers at the National University of Economics
rated the development of teaching content at 3.27 and 3.21, which is equivalent to a good level.
Meanwhile, Hanoi University of Industry rated 3.58 as good. Similar to the target survey, the
content of teaching English to non-linguistic major students at Thanh Do University and Hoa
Binh University is said to not perform well according to the competency-based approach (with
an average of less than 2.6).

Students who are directly subject to receptivity may have other assessments. The student
survey gives results such as Figure 2.5.

Student survey about the lecture content
4.00

3.74
2.99

3.36
3.35
3.41

3.70

3.33
2.97
3.20
2.61
2.82 3.20

2.00
0.00
ĐHCNHN
HaUI

ĐHKTQD
NEU

All

Thedung
lecture
content
is practical
Nội
bàiAll
giảng thiết
thực vàand
hữuuseful
ích

ĐH HB
HB

ĐHTĐ
TĐ

The amount
of knowledge
provided
in giảng
the lecture
reasonable
Khối
lượng kiến
thức trong
một bài
vừa is
đủ,
dễ tiếp thu

The thức
knowledge
provided
is và
up-to-date
and accurate
Kiến
cập nhật
hiện đại
chính xác

Figure 2.5. Results of student survey on teaching content
Regarding “The lecture content is practical and useful” and “The knowledge provided
is up-to-date and accurate”, the evaluation of students at Hanoi University of Industry and
National University of Economics is generally good. These aspects in Thanh Do University and
Hoa Binh University are average.
2.4.3. Current situation of English teaching methods and forms
2.4.3.1. Teaching methods


16

a. Teaching methods from the perspective of teachers and administrators
Table 2.7 shows that the survey results of the teaching methods of teachers and
administrators are divided into 2 groups and 2 levels. Hanoi University of Industry team and
administrators gave good marks on the competency-based approach. Meanwhile, the remaining
schools rated the implementation of this content at a decent and lower level.
b. Teaching methods from the perspective of students
Student surveys of teaching practices are carried out according to a variety of criteria.
Surveying working style and classroom management, the majority of students from all 4 schools

are satisfied with the teachers.
2.4.3.2. Teaching forms
a. Teaching forms from the perspective of teachers and administrators
This result was evaluated by a group of teachers from the National University of
Economics and Hanoi University of Industry and a group of administrators similar to the
teaching methods. Particularly, Thanh Do University is poorly evaluated for the competencybased approach.
Hoa Binh University applies the form of online tutoring. However, this exercise is only
to practice the content of knowledge in class without extending to the work environment
according to the students’ career field. Therefore, this form is only quite effective according to
the competency-based approach.
b. Teaching forms from the perspective of students
The results illustrated by Figure 2.7 show that students’ opinions are quite similar to
teachers’ views. Accordingly, Hanoi University of Industry is well rated.
Hoa Binh University has an online lesson system outside of school hours according to
the account attached to the curriculum. However, the learning community and after-school
learning forums or tutorials are underrated. The National University of Economics and Thanh
Do University received good reviews for their community activities, maintaining English clubs
for students.
2.4.4. Current situation of English language performance assessment at surveyed universities
a. Assessment from the perspective of teachers and administrators
The survey of teachers at the National University of Economics and Hanoi University
of Industry showed that the rating rate (in the score range of 2.60-3.40) is the majority, similar
to the rating of the administrators group. Hoa Binh University and Thanh Do University rated
poorly ( in the score range of 1.80-2.60) for the competency-based approach (See Figure 2.8).
The test form remains the same as the test that assesses listening, speaking, reading and writing
skills and there is no differentiated test form.
b. Assessment from the perspective of students
As for the use of different tests to evaluate student outcomes, all four schools rated well.
2.4.5. General comments on the current situation of teaching English to non-linguistic major
students at universities according to capacity approach within the scope of the survey

Regarding the teaching objectives and content
The objectives of teaching have not been clearly expressed in the knowledge standards
related to the field of professions, specifically according to the survey, the field of economics


17

and trade.
Regarding the teaching content: Basically, the schools in the survey are all
multidisciplinary schools, however, only Hanoi University of Industry has its own set of
materials as well as separate student teaching content for different subject groups from the first
basic English module, while Hoa Binh University, Thanh Do University and National
University of Economics, the basic English modules apply the same for students in the school,
meaning that different majors study the same basic English program.
Regarding the teaching methods and forms
In terms of teaching methods, traditional methods such as questions and lectures still
account for a very high proportion. While methods that promote academic participation as well
as promote student learning initiative such as group activities or learning projects and
discussions are not highly used, only assessed at an average level.
2.5. Current situation of managing English teaching for non-linguistics students according
to the competency-based approach
2.5.1. Current situation on the level of management participation of subjects
Table 2.13 results show that principals of schools in the survey range engaged in English
language teaching management on a competency approach of 3.38, at 3 (occasionally).
The level of management participation of the Head of the Faculty of Foreign Languages,
the Head of the Department and the teachers is assessed at a regular level (GPA from 3.56-3.84).
Alumni and business participation were low on averages from the survey of 2.27 and
2.76, respectively.
2.5.2. Current situation of management of input factors
2.5.2.1. Management of output standards and objectives

a. Development of output standards and objectives
Accordingly, administrators and teachers of the National University of Economics and
Hanoi University of Industry said that they are doing quite well in building the competencybased approach with average scores of 3.64, 3.69 and 4.06 respectively. The other two
universities received poor ratings. In other words, the competency-based approach has not been
implemented as expected by the surveyed teachers of Hoa Binh University and Thanh Do
University.
b. Review and build goals according to the lesson
The overall assessment shows that schools perform quite well in this management (see
Figure 2.10). However, Hanoi University of Industry teachers assessed that this activity
performed well at the school. This activity is at a weak level at two non-public schools.
c) Introduce subject objectives and lessons to students
The subject objectives are in fact contained in the text as subject outlines. However,
with each lesson, the goal is specifically defined and should also be introduced to students. This
section has a difference between the two groups of schools but both receive a decent rating.
2.5.2.2. Management of English teaching content
According to the survey results compiled in Table 2.15, content management activity
performed at an average level.
2.5.2.3. Current situation of management of training and professional development for lecturers and


18

managers
a. Current situation of organizing the training of managers of English teaching activities for nonlinguistics students according to access to capacity
Regarding the training of managers, Table 2.16 shows different levels of assessment
with different criteria, however, it is generally assessed at a decent level, some criteria are at a
poor level.
Hanoi University of Industry and National University of Economics said that staff of
professional groups and faculties of Foreign Languages also attend refresher courses like
teachers, there are no separate training courses for administrators. Therefore, 2 schools rated

quite well for this criterion.
Hoa Binh University and Thanh Do University have hardly focused on teacher training.
b. Current situation of organizing professional training for English teaching staff for non-linguistic
major students according to access to capacity
Additional survey results show that teachers are aware of methods to improve
professional skills such as: Exchange, professional activities with colleagues in the team, selfmonitoring, learning experiences through teaching, attending colleagues, doing research,
participating in seminars, join a teacher refresher class, join an online community of teachers.
Sending teachers to refresher school is not the first choice of schools due to the problem
of training funding and limited quantity. Schools are leaning towards implementing internal
training
2.5.2.4. Student Management
a. Input assessment organization
All schools conduct entrance tests for students. Hanoi University of Industry and
National University of Economics reflect good performance. However, with Hoa Binh
University and Thanh Do University, this is done at a decent level.
b. Organize reinforcement classes
The results of the survey of teachers and students are quite uniform, showing that Hanoi
University of Industry and National University of Economics organize good entrance
assessment for students before starting the study program. The school also organizes
reinforcement studies for students who fail before starting to study English under the program.
However, the survey results only provide module exemptions for students, not class
assignments. All schools assign foreign language classes according to the registration of
students.
c. Early-course needs analysis
However, surveys (such as Figure 2.12) show that schools have not been well evaluated
in terms of subject needs analysis. Schools are less likely to test students’ level before starting
coursework; or to learn about students' learning styles and interests. Further research shows that
first-year students are given an entrance test, before entering the school. Subsequent semesters do not
have this test.
2.5.2.5. Current situation of service facilities and teaching equipment

a. Current situation of library management for English teaching according to capacity
approach


19

Table 2.20 shows that students are quite satisfied with the provision of library learning
materials. Hanoi University of Industry students rate the provision of materials well, because
in addition to classroom materials, students also have many supplementary materials and online
materials. In addition, teachers also introduced some other learning resources and applications.
the remaining 3 schools are at a lower level.
b. Current situation of managing classrooms and English teaching equipment according to the
competency-based approach
Summarizing the student survey opinions as Table 2.22 shows, in general, students rated
Cstudents well for teaching foreign languages.
2.5.3. Current situation of management of process elements
2.5.3.1. Current situation of management of lecturers’ English teaching activities according to
the competency-based approach
The effectiveness of teaching activity management is rated at the overall average.
Particularly, Hanoi University of Industry evaluates the level of this management activity. In
particular, they have implemented the necessary innovations and professional activities for
english teaching projects according to specialties at the school.
b. Current situation of management of the application of information technology in English
teaching for non-linguistics students according to the competency-based approach
Applying information technology to support the English teaching process and promises
good teaching efficiency. However, the results of the survey of factors surrounding information
technology application in English teaching according to the competency-based approach at
universities are not really good. (see Table 2.24)
2.5.3.2. Current situation of managing student activities
a. Current situation of learning activities management

Overall, students’ learning and academic support are average (between 2.61 – 2.98).
Hanoi University of Industry is rated ahead of the other 3 schools in terms of changing the form
and method of learning English.
b. Current situation of self-study capacity of students at schools within the scope of study
Self-study is an important factor that motivates students to follow the competency-based
approach. However, the survey showed that the results were not as high as expected.
2.5.3.3. Current situation of management of English language performance assessment for nonlinguistics students according to the competency-based approach
In general, this aspect shows that the management has not met the expected efficiency
and has not been evaluated well according to many criteria.
2.5.4. Current situation of managing output factors
Looking at the survey numbers, the results of students and teachers seems to be
contradicting, especially with the data of Hanoi University of Industry and National University
of Economics. The fact is that schools do conduct updates on employment status. However,
statistics on the ability to use English for work have not been surveyed annually by the
aforementioned schools.
2.5.5. Current situation of management of impact context factors
2.5.5.1. Current situation on management of English teaching mechanisms and policies for


20

non-linguistics students at universities according to the competency-based approach
Through this survey and management activity, PhD students obtained the results as
shown in Table 2.33.
2.5.5.2. Current situation of managing out-of-school context factors affecting English language
teaching for non-linguistics students according to the competency-based approach
The survey results in Table 2.34 show that teachers and university administrators give
average ratings for managing the impact factors of globalization and international integration,
the impact of science and technology development and industrial revolution 4.0, the impact of
internal policies in schools, fundamental and comprehensive renovation of Vietnamese higher

education (TB score in the range of 2.84-2.92).
2.5.6. General evaluation on the current situation of management of English teaching for
non-linguistic major students at universities according to the competency-based approach
within the scope of the survey
Among the subjects managing the entire English teaching program according to the
competency-based approach, the deans, heads of department and teachers rated the high level
of participation in the management process.
As for teaching goal management, there is an over-disparity in defining teaching goals
between schools, but it is the targeting as well as the publicity of where each subject is highly
valued by students.
For teaching content management, schools receive average and weak ratings.
For training managers for English teaching programs alone, according to the
competency-based approach survey, schools are also rated only average or poor for training
managers in terms of reviewing and developing training plans, organize training or create
conditions for managers to foster for this particular activity.
For student management activities, there are also different levels of assessment,
however, National University of Economics and Hanoi University of Industry are still better
evaluated in terms of the organization of entrance examination as well as the organization of
supplementary classes for students. This activity was conducted unfavorably at Hoa Binh
University and Thanh Do University because the number of students was not large enough to
be able to open classes as students requested.
Student libraries serving basic English learning are rated well, that is, at the 2nd level
of satisfaction.
Management of English teaching activities at schools also has a difference because the
results of the survey assess that schools also have an average of teaching management.
2.6. General assessment of the situation
2.6.1. Regarding the strengths
Firstly, the objectives of foreign language programs have been developed according to
output standards, specifically in accordance with the regulations of the Ministry of Education
and Training. non-linguistics students are required to achieve a level 3 foreign language

proficiency in the 6-level Foreign Language Framework.
Secondly, in addition to the required competency framework, schools choose their own
English curriculum and content, including basic English and specialized English modules. As


21

such, schools are aware that students need more languages to work in environments related to their
professions.
Thirdly, there has been communication about information technology and the application
of information technology in teaching, specifically in building an LMS learning management system,
enhancing interaction outside the classroom.
Fourth, some training programs for teachers in foreign language programs, improving
the effectiveness of the competency-based approach in teaching.
Fifth, the school maintains and supports English clubs for students. There are a number
of factors that set the stage for the aforementioned strengths such as:
- Objective reasons
Firstly, education and training are having a fundamental and comprehensive innovation
from the point of view, guiding thought to content goals, methods, mechanisms, policies and
conditions to ensure implementation.
Secondly, science and technology in general and information technology have
developed, creating conditions for many applications for the teaching process in general and
foreign language teaching in particular.
Thirdly, party committees, authorities, social organizations and people are interested in
the cause of building and developing education and training.
- Subjective reasons
Firstly, the number of teachers who are qualified above the training standards is
increasing; sensitive and quickly adapting to the innovation of education in the context of
integration.
Secondly, the administrators team strictly follow the Circulars guiding the Ministry of

Education and Training on improving English proficiency for students.
Third, universities are proactive in building appropriate mechanisms and policies to
develop schools.
Fourth, schools have invested resources in people and students, encouraging the
implementation of scientific research and application in teaching, thereby, being able to
innovate in the way of teaching according to modern educational approaches, suitable for
students in each major.
2.6.2. Regarding the weaknesses
Firstly, the output standards of many schools are not complete according to the
competency-based approach, do not set out the goals of knowledge, skills and attitudes towards
students in different majors. Therefore, it is difficult for students to apply English in a working
environment in their own specialty.
Secondly, the effectiveness of managing English teaching according to the competencybased approach is not high, especially organizing teachers to innovate teaching forms and
methods; organizing innovation of students' methods and forms of learning , especially the
form of learning outside the classroom has not been paid attention to and implemented
according to the competency-based approach.
Thirdly, the examination and evaluation of the implementation of English teaching
according to the competency-based approach for students has not been synchronously


22

implemented from planning to the stage of testing and evaluation, there is no set of criteria for
assessment, some skills have not been evaluated uniformly throughout the English program
such as speaking skills in specialized English. industry.
Fourth, on the management of inputs and outputs: there has been no survey on the
application of foreign languages in the working environment; the English entrance survey
allows for exemptions from modules that have not yet been divided. A semester of specialized
English does not give studentsthe confidence to work in their professional environment.
Fifth, on the management of process elements: there are no incentive policies as well as

no criteria and procedures for evaluating the effectiveness of teaching activities in general and
teaching English in particular.
Sixth, about facilities: not completely satisfied due to small classrooms not ventilated
or wasted classrooms, projector systems, radio speakers sometimes have not been repaired in
time.
Some reasons:
- Objective reasons
Firstly, the Ministry of Education and Training has no plans to implement teacher and
administrators training programs for the renewal of the competency-based teaching program.
Foreign language standards of the Ministry of Education and Training also do not show clear
requirements for professions.
Secondly, the data and conditions to ensure the organization of English teachingand
teaching management according to the competency-based approach of schools are not
synchronous.
Third, there is a lack of linkages and development cooperation between universities in
the same field.
- Subjective reasons
Mot is, teaching and managing English teaching according to the competency-based
approach is a relatively new issue for many teachers and administrators at universities.
Second, schools have not reviewed the processes of managing a lot of content according
to the CIPO approach.
Third, the administrators have a low awareness of teaching management in general and
teaching English according to the competency-based approach in particular.
Fourth, the knowledge and skills of most university teachers are limited.
Fifth, teaching and managing English teaching according to the competency-based
approach in schools has not been motivated, by appropriate policies and environments, policies
to encourage teaching have not been issued...
CONCLUSION OF CHAPTER 2
Chapter 2 reflected the survey results on the current situation of teaching and managing
English teaching activities for non-linguistics students according to the competency-based

approach at a number of multidisciplinary universities, focusing on students in economics and
commerce.


23

The results show that, from awareness to the implementation process, managing all
inputs and outputs for the program, process elements are oriented towards the competencybased approach but have not been appreciated.
Regarding the situation of teaching according to the competency-based approach, there
is a difference in assessment between schools, in which, Hanoi University of Industry is more
appreciated and has also gained many achievements in managing English teaching for nonlinguistic major students according to the competency-based approach. In particular, as for the
teaching situation, the other three schools (National University of Economics, Hoa Binh
University, Thanh Do University) have not been evaluated quite in relation to the innovation of
learning forms for students.
The current situation survey pointed out weaknesses in teaching and managing English
teaching for non-linguistics students according to the competency-based approach at the
surveyed universities.
The survey data collected and analyzed form the basis for management measures in
Chapter 3.
CHAPTER 3
MEASURES TO MANAGE ENGLISH TEACHING FOR NON-LANGUAGE
STUDENTS AT UNIVERSITIES ACCORDING TO COMPETENCY APPROACH
3.1. Principles of proposing measures
3.1.1. Principles of systematicity
3.1.2. Principles of ensuring successionand development
3.1.3. Principles of ensuring feasibility
3.1.4. Principles of practicality
3.2. Measures to manage English language teaching for non-linguistics students at
universities according to capacity approach
3.2.1. Instructing the completion of the output standards of English modules for nonlinguistic major students according to the competency approach based on the competency

framework suitable to the characteristics of each discipline
3.2.1.1. Purposes and meaning of the measure
Firstly, the orientation for the selection of appropriate methods and forms of assessment
testing.
Secondly, the orientation for the selection of teaching content to implement the methods
of assessment tests.
Third, the direction for the choice of teaching methods and forms.
3.2.1.2. Content of the measure
Step 1: Review the program
Step 2: Analyze the needs of related subjects to determine / adjust the output standards
of foreign language programs
Step 3: Set the output standards of the program and the output standards of the
modules/subjects