Using english of civil servants in cantho

CANTHO UNIVERSITY
SCHOOL OF EDUCATION
ENGLISH DEPARTMENT

Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu
FIELD OF STUDY: ENGLISH LANGUAGE STUDY

Supervisor:
TRAN QUOC HUNG

Researcher:
VO KIM THOA
Code: 7032557
B.A. in ELS
Course: 2003 - 2007

June 2007


ACKNOWLEDGEMENTS
First, I pay tribute to Mr. Tran Quoc Hung, English Department, Cantho
University, who was willing to help me and give me a lot of useful advice in
order for me to finish my thesis successfully. Moreover, special thanks are due to
Mrs. Ho Phuong Thuy and Mr. Dao Phong Lam, who gave me encouragement
and helpful suggestions. I would like to express my profound thanks to Mrs.
Nguyen Phuong Thuy, the chief of Training Office, Internal Civil Department,
who enthusiastically helped me contact civil servants in Cantho. In addition, I
would like to send my special thanks to all civil servants in Cantho, who took
part in my study. Finally, I wish to thank the authors of the books and documents
from which I get lots of valuable ideas and information to contribute to the

Trung success
tâm Học
ĐH Cần Thơ@Tài liệu học tập và nghiên cứu
of myliệu
thesis.


ABSTRACT
English proficiency of civil servants is considered one of the most
indispensable international competitivenesses not only in Vietnam but also in
many countries all over the world. Thus, my study contributes to making a survey
on the accurate levels of civil servants’ English proficiency in Cantho and
problems related to their English use at work. I used the questionnaires and
interviews for over 200 civil servants and some administrative managers in
Cantho to get information about their using English in the workplace. All civil
servants were subdivided into small categories according to gender, fields of
work and ages in order for readers to see the main differences of civil servants’
English proficiency.

Trung tâm Học
liệu ĐH
liệu họcmajorities
tập vàofnghiên
cứu
The results
of myCần
studyThơ@Tài
showed that although
civil servants
were required to have national English level B, they had no opportunities to use

English and they were not confident in communicating with other people in
English. Moreover, many civil servants did not meet the English skills
requirements of their workplace, so they were dissatisfied with their English
competence. In reality, civil servants do not use English effectively at work. From
the results of this study, I initiate a project called “Steps to Achieve English
Proficiency in the Workplace” to help civil servants recognize the important
roles of English and enhance their English skills.


TABLE OF CONTENTS
Pages
Chapter I: INTRODUCTION.................................................................1
Chapter II: LITERATURE REVIEW ...................................................3
Chapter III: METHODOLOGY ............................................................8
1. Participants .............................................................................8
2. Instruments..............................................................................8
3. Procedure ................................................................................9
Chapter IV: RESULTS ......................................................................... 11
Chapter V: DISCUSSION..................................................................... 23
Chapter VI: LIMITATIONS, RECCOMMENDATIONS
RESEARCH ........................................ 31
Trung tâm Học liệuAND
ĐHFURTHER
Cần Thơ@Tài
liệu học tập và nghiên cứu
1. Limitations............................................................................. 31
2. Recommendations ................................................................. 31
3. Further research.................................................................... 35
Chapter VII: CONCLUSION .............................................................. 36
APPENDICES....................................................................................... 37

REFERENCES ..................................................................................... 39


Vo Kim Thoa - B.A. in ELS

CHAPTER I: INTRODUCTION
The important role of English proficiency of officers, especially of civil servants,
in the workplace is undeniable when Vietnam becomes an official member of World
Trade Organization. English proficiency will be one of major factors to determine the
success of officers in their work. Thus, I conduct this thesis to examine the realities of
using English of civil servants in Cantho and give some suggestions to enhance the
English proficiency of these officers. The results of this thesis will help us have a general
evaluation about the English use of civil servants at their work and aid the government to
have a suitable and effective strategy to make civil servants’ English competence more
progressive.
Many surveys and studies related to English proficiency were undertaken all over

Trung
tâmSome
Họccountries
liệu ĐH
Cần Thơ@Tài
học tập
và nghiên
cứu
the world.
in Southeast
Asia such asliệu
Singapore,
the Philippines,

Thailand
were also concerned much about their citizens’ English proficiency. They considered
English competence of citizens as the competitive factors to attract foreign investments
to their countries. However, English proficiency of Vietnamese learners has not been
received great care of the government. No official studies or surveys related to English
competence have been carried out all over the countries.
Basing on the observation and interviews with civil servants, I recognize their
problems in using English in the workplace. Thus, I decided on conducting the research.
In the scope of my study, I examined generally the real English use of a particular
sample- civil servant in a specific region- Cantho City. In order for readers to understand
the context, all sufficient background information and proper previous work related to
my thesis are summarized concisely in the literature review. By using reliable
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instruments, I carried out the study and asked civil servants for their contemporary levels
of English, their chances to use English in the workplace, their satisfaction at English
competence and many related information. All methods and results of this research were
presented clearly in the methodology and discussion sections.
With the cooperation of civil servants in Cantho City, the study was undertaken
successfully. The results of this study reflect effectively the realities of civil servants’
using English at their work. From the results, I gave my specific project to help the civil
servants improve their English competence. Moreover, I also suggest some opinions and
ideas for the readers who are interested in the related topics to do further research.
Generally, this paper will provide you with significant information about many problems
of civil servants related to their using English in the workplace and some feasible
suggestions to solve these problems.

Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu

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CHAPTER II: LITERATURE REVIEW
Nowadays, English has become the global language since it is widely used in a
variety of fields in life such as trade, science, etc. On the threshold of being a new
member of World Trade Organization, Vietnam welcomes a large number of overseas
companies which want to find potential investing opportunities. Hence, English
proficiency plays a vital role in cultural exchanges and economic co-operations between
Vietnam and other countries. This role is more indispensable in administrative work of
civil servants. It is obvious that the demand of civil servants’ English proficiency is
gradually increasing. They will have more opportunities to use English. Moreover, civil
servants will encounter more challenges in their work related to the shortage of English
proficiency. I wonder at which level civil servants’ English proficiency in Vietnam is at

Trung
Học liệu
Cần Thơ@Tài
học tập
vàcivil
nghiên
cứu
presenttâm
and whether
the ĐH
requirements

of English liệu
proficiency
which
servants
are
required to have are suitable or not. These wonderings shed a light for me to do this
research. I want to find out the realities of using English of civil servants in Cantho city. I
am also eager to bring forward some suggestions to enhance their English proficiency in
order for civil servants to meet the new requirements and to work effectively.
First of all, it is necessary to clarify the term “civil servants”. Civil servants are
those who work in the governmental departments or provincial departments in a country.
In Vietnam, the recruitment of civil servants is through election (in case of the Heads of
Agencies: University Rector, Hospital Director) and appointment. Examination is
compulsory for official recruitment and for promotion, for transferring to other
categories. Especially, most of civil servants are required to participate in English
Proficiency Test included in Recruiting Examination. Moreover, in Vietnam civil
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servants are considered representatives of the Government to interact or to contact
foreigners coming to Vietnam to seek for investing opportunities. Thus, they need to
enhance or to improve the professional skills as well as English competency at work.
Moreover, no one can deny the vital role of English proficiency of employees in
the workplaces. However, what is English proficiency? According to the definition of
NAFTA, “English proficiency refers to the ability to read, speak, write and understand
English by individuals who do not speak English as their native language”. Collectively,
English proficiency addresses the necessity to understand or respond effectively to the
cultural and linguistic needs among people of different nationalities, ethnicities and

cultures. In Vietnam, civil servants mainly use English to research English documents, to
access new information, to ensure deadlines are met and procedures are followed, etc.
English proficiency will make their work more effectively and smoothly.

Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu
The realities of using English of employees in the workplace are received a great
care of many countries all over the world. Many studies and surveys are carried out in
different countries to examine the real English level of their citizens. For example, a
ground-breaking survey conducted by Wall Street Institute (WSI), the largest
international specialist English language education organization in the world, showed
that Hong Kong’s confidence and proficiency in using English has deteriorated so badly
that it ranks equal or worse than mainland China and Thailand on a number of indicators
and lags way behind key regional competitor Singapore. More than 16,000 people
responded to the survey conducted via the Internet in mainland China, Hong Kong,
Japan, Korea, Singapore, Taiwan and Thailand. The results of the survey- the first to
compare usage of the language across Asia- suggest Hong Kong’s international
competitiveness as a key finance, trading and tourism centre relying on English as the
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international language of business is at risk. Especially, in this survey, two countries
Singapore and Thailand in the Southeast Asia have high scores in their citizens’ English
proficiency. Singapore is far ahead of the other Asian economies surveyed including
Hong Kong. Half of the Singaporeans surveyed believe that they have no problems
communicating in most situations with English and make occasional errors (scoring 4
out of 5 overall), while half of Hong Kong people surveyed consider that they have no
major problems communicating with English but make considerable errors (scoring 3
out of 5). Thailand scored a 3, the same level of Hong Kong. Moreover, this survey

shows that opportunities for citizens surveyed to use English in their life and their work
influenced considerably their English proficiency. While Singaporeans use English most
with friends and colleagues (31% uses it all the time and 36% uses it very often), Hong
Kong people speak with friends in English just often as mainland Chinese (6% uses it

Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu

very often and about 30% sometimes). Generally, all the countries surveyed assume that
English proficiency is the vital international competitiveness.
Besides Hong Kong, The Philippines, another country in the Southeast Asia
makes an announcement about the decline in the average Filipinos’ proficiency in the
English language. Mr. Brian Lane, the vice-president for Sales and Marketing of Lane
Archive and Technologies in a pre-event press conference for the Foreign Chambers’
Trade Fair, quotes: “English is the world’s business language. The drop in English
proficiency threatens the Filipinos’ key competitive edge attracting investments in
services and other sectors that rely heavily on English language”. Therefore, manpower
has always been considered as the Philippines’ competitive advantage. The Filipino
worker is considered an asset in organizations worldwide because of his/ her creativity,
diligence, adaptability, and ability to communicate in English. The global consultancy
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firm Frost and Sullivan observes, “The Philippines is set to be among the largest markets
for contact centers in Asia Pacific in the next five to seven years… due to high English
literacy rate and low labor costs.” However, the numbers tell a very different story. The
Department of Education found only 6.59% of graduating High School students to have
master of English. Statistics from the Business Processing Association of the Philippines
determine that less than 5% of applicants is hired because of inadequate English skills.

Through these numbers, it is likely that the decrease in the Filipinos’ English proficiency
is one of the main reasons for its loss of attracting investments to overseas postings.
Another survey related to English proficiency of public servants in the workplace
also was carried out in Canada. The purpose of this survey is to determine the extent to
which Canada’s two official languages (English and French) are used as languages of
work. Nevertheless, the survey conducted by The Antima Group provides public servants

Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu

with opportunities to express opinions on this subject and to share with federal
colleagues practical solutions adapted to work in environment. The survey also shows
that the lack of English proficiency causes the public servants to have many difficulties
using work tools and internal services in English. The indispensable role of English
proficiency is asserted again in this survey.
How are the realities of using English in Vietnam? The fact that limited English
proficiency of Vietnamese learners at different levels is alerted in many newspapers or
forums national-wide. This reality makes the labor force in Vietnam less competitive
than other countries in the Southeast Asia like the Philippines or Singapore. In addition,
it causes both the government and employees to be too worried and disappointed. A
small survey carried out in Ho Chi Minh City highlighted the realities of using English of
Vietnamese learners. “Ho Chi Minh city is considered to be a place where the movement
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of English study is the strongest in Vietnam and where there is the largest number of
pupils who participate in English graduation examinations. However, the fact is that after
having studied for 7 years in high schools and in English training centers, the majority of
pupils are not able to or not confident in communicating with foreigners.” (“Seven Years

in High School - Why Can’t Students Speak English?”, 2006). This small survey is
carried out with the participation of 200 pupils. According to the statistics of this article
on The Youth, 86.8 % pupils at grade 12 cannot use English to communicate with
foreigners, even in normal conversations although 37.4 % pupils surveyed has ever
learned English in language training centers or studied with tutors. Surprisingly, pupils
who get familiar with English from kindergarten also cannot speak English, accounted
for 6.1%. Especially, a majority of pupils (69.2 %) say that they are very interested in
learning English because English helped them communicate with foreigners, surf on

Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu

internet, and look for jobs, etc. However, they are very afraid of learning English since
they lose the English basic knowledge (25.3%) or English is difficult to study (55.5%).
This reality actually warns the ineffective ways of teaching and learning English in
Vietnam.
The information above leads me to think about the realities of English learners in
Cantho, especially civil servants. I want to do a research on the realities of using English
of civil servants in Cantho. Their contemporary levels and opportunities to use English in
the workplace are considered carefully. From the expected results, I will bring forward
some suggestions to improve the realities and to help the government have proper
methods to enhance the English levels of civil servants.

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CHAPTER III: METHODOLOGY
1. Participants:
The sample for this study was selected from the total population of 1300 civil

servants in Cantho. About 200 people participated in my research. They are all working
at state-owned offices in Cantho city. These civil servants are from 18-60 years old.
Moreover, they are good at professional skills and have much experience at work.
Especially, participants have different socio-economic status or different vacancies in the
workplace. Totally 12 office chiefs, 19 deputy chiefs, 107 officers and 56 other titles
(coordinators, officials, directors, etc) took part in my thesis enthusiastically.
2. Instruments:
In this thesis, I used questionnaires to carry out my research. First, a questionnaire

Trung
tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu
consisting of two sections was constructed (see Appendix 1). The first section requested
participants answer the personal information. They were asked about their gender, age,
working status and professional skills. This section is used to classify my sample. The
second section of this instrument included nine questions about civil servants’ English
competence. The questions asked participants about their English levels, opportunities to
use English in the workplace, their satisfaction as well as difficulties in using English and
other opinions about the realities of English use in state-owned offices in Cantho. I used
closed format for my questionnaires because it would be easy for civil servants to fill in.
Moreover, it would be also convenient for me to code, record and analyze the results
quantitatively.

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3. Procedure:
Through my observations, I recognize the issues that Vietnamese learners,
especially civil servants, are not able to use English in communication, even in a normal

conversation. They have many difficulties using English in the workplace although they
have English national level A or level B. These matters also influence the effectiveness
of their work. Thus, I decided to conduct the thesis to find out the realities of English use
of civil servants in Cantho. My thesis has been carried out according to the planned
process. Firstly, I designed questionnaires to examine the English use of civil servants in
Cantho. The respondents are those who passed the official recruitment examination and
are working in state-owned administrative offices. With the aim of ensuring the
reliability of this research, my questionnaires were evaluated by experienced experts. I
delivered about 200 questionnaires to civil servants in three districts such as Ninh Kieu,

Trung
tâmand
Học
liệuinĐH
Cầncity.
Thơ@Tài
họchave
tậpbeen
và working
nghiênincứu
Binh Thuy
O Mon
Cantho
These civil liệu
servants
Ninh
Kieu People’s Committee (25 people), Binh Thuy People’s Committee (25 people), O
Mon People’s Committee (25 people), Internal Office (15 people), Planning and
Investment Office (15 people), Office of City People’s Committee (20 people), External
Relations Office (14 people), Construction Office (15 people), Architecture Institute (25

people), Science and Technology Office (15 people). Furthermore, they were given about
one week to answer the questionnaires. During this time, I always contacted them in
order to ensure that the process was ongoing. As a result, it took me four weeks to deliver
and collect all the questionnaires.
After collecting all the questionnaires, I began to analyze the data. First of all,
participants were categorized into groups by their gender, their age, and their
professional skills. Among these groups, there are many differences. About the gender,
male and female civil servants were received different consideration. The data about their
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English competence was collected and compared to each other. About the age,
participants were divided into smaller groups according to the year when they were born.
(Before 1960, 1961-1970, 1971-1980, after 1980). Basing on their age, I will evaluate
their English capabilities and make a comparison between these smaller groups. Finally,
professional skills of civil servants were criteria to divide them into groups. I will
consider whether their fields belonged to social science, Culture-Information- Art,
Economic and Technology or other fields. Certainly, each field will require them have
different English capabilities. The differences among groups will help us figure out the
realities of English use of civil servants in Cantho.
Despite differences, all groups were taken the same consideration. Throughout the
research, all civil servants would answer the same questions in the same amount of time.
Moreover, academic objectives were the same for all civil servants. The participants in
each group
wouldliệu
be ĐH
evaluated
about

their
Trung
tâm Học
Cần generally
Thơ@Tài
liệutheir
họcEnglish
tập vàcompetence,
nghiên cứu
opportunities to use English as well as their difficulties in using English. This
consideration would bring about the expected outcome of realities of English use in
Cantho. After getting the specific data, I would make a comparison and withdraw the
general results of this research. This data analysis process was carried out very carefully
in order to avoid both subjective and objective mistakes such as time management, sexist
stereotypes, etc. Then, basing on the data analysis, I would give some suggestions to
improve the realities. Specific strategies would be given. Thanks to some interviews with
experienced people in administrative management, my suggestions would be considered
and evaluated carefully. Generally, this procedure would last to May 2007. Expectedly,
all duties would have been fulfilled and the research report would have been carried out
on time.

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CHAPTER IV: RESULTS
Prior to the beginning of the study, just over 200 civil servants participated in
responding my questionnaires. There are 194 possible responses collected. These
participants are categorized into three small groups according to genders, ages and work

fields.
First of all, the civil servants surveyed are divided by their gender: male and
female. According to the data, there are 96 male and 98 female civil servants taking part
in responding questionnaires. The data in Table 1 also illustrates a sharp difference in
their English competence. Although all of them participated in a rather suitable English
Test, they have many differences in levels of English, opportunities to use English in the
workplace, satisfaction at their English proficiency, etc. As seen from the data in Table 1,

Trung
liệufemales
ĐH Cần
Thơ@Tài
và nghiên
cứu
45.83%tâm
malesHọc
and 50%
considered
Englishliệu
Test học
in the tập
recruitment
examinations
to be a suitable one. It is likely that through passing this test, they have certain
knowledge of English. It is convenient for me to conduct this thesis. According to the
data in Table 1, most of males and females have studied English over 7 years (70.03%
males and 75.51% females).As a result, 52.08% male civil servants have National
English Level B, while 39.58 % female officers obtained this level. However, female
civil servants seemed to achieve higher English level than male officers: 22.45% getting
level C in comparison with 14.58% and 7.91% getting above level C in comparison with

2.09

In addition, offices and departments required officers have at least English level

B. 55.20 % males and 57.14 % females showed that their offices asked them to have
certificates that are equivalent to national English level B. Nevertheless, opportunities for

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them to use English in the workplace are very few. 53.20 % male and 51.02% female
respondents said that they just use English sometimes in the workplace. Surprisingly,
just over 26.04 % males along with 26.53 % females showed that they never use English.
Moreover, from the data in Table 1, female civil servants are more satisfied with their
English proficiency than male officers (36.73% compared with 27.08%). However, the
number of male and female officers who were not satisfied with their English proficiency
is also very high 39.58 % and 38.78%. One of the most important reasons why they were
dissatisfied with English proficiency is their difficulties in acquiring English skills.
Specifically, 41.67 % males had many problems in speaking English, while 43.88 %
females considered listening skill to be the most difficult one.
Furthermore, although many offices and departments required civil servants have
high English levels when recruiting them, no periodical tests have regularly been

Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu

organized to check their English proficiency and enhanced English skills. 90.62% and
85.72 % represent the percentage of men and women who have never participated in any
English tests in the workplace after the recruitment examinations. Moreover, a majority

of male and female civil servants have not been eager to participate in English training
courses to improve their English skills and improve the English levels. Compared with
male officers (11.46%), female civil servants (19.39%) pay more attention to taking part
in these courses. Generally, according to the data of the research, male and female civil
servants showed a lot of differences in their English proficiency as well as their
satisfaction in using English in the workplace.

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Gender

MALE

FEMALE

Number
Number
Percent
English
Percent
(n= 96)
(n= 98)
Capabilities
1. Which national English
levels do you have?
a. A
30

30
31.25
30.06
50
38
b. B
52.08
39.58
c. C
14
22
14.58
22.45
d. Above C
2
8
2.09
7.91
(TOEFL, IELTS…)
2. How long have you studied
English?
a. Below 5 years
13
9
13.54
9.18
b. 6 years
6
4
6.25

4.08
c. 7 years
9
11
9.38
11.22
d. Over 7 years
68
74
70.03
75.51
3. At your contemporary
working position, which
English levels are you
required to have?
a. A
18
22
18.75
22.45
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tâm
Học
liệu
ĐH
Cần
Thơ@Tài
liệu
học
tập

và
nghiên
cứu
b. B
53
56
55.20
57.14
c. C
11
16
11.46
14.33
d. Above C
14
4
14.59
4.08
(TOEFL, IELTS, …)
4. How often do you use
English in the workplace?
a. Very regularly
b. Regularly
c. Sometimes
d. Almost no use English
5. Do you satisfy with your
English capabilities?
a. Very satisfied
b. Satisfied
c. Either satisfied or

dissatisfied
d. Dissatisfied

6
12
53
25

6.25
12.5
55.20
26.04

7
15
50
26

7.14
15.30
51.02
26.53

5
26
27

5.21
27.08
28.13

5
36
19

5.10
36.73
19.39

38

39.58

38

38.78

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Gender
English
Capabilities
6. In the workplace, which
English skills do you have
difficulties in using?
a. Listening
b. Speaking

c. Reading
d. Writing

MALE
Number
(n= 96)

Percent

Number
(n= 98)

Percent

35
40
3
18

36.46
41.67
3.13
18.74

43
31
6
18

43.88

31.63
6.12
18.37

5
0
5
87

4.17
0
5.21
90.62

6
0
8
84

6.12
0
8.16
85.72

7. Do your offices often test
your English proficiency?
a. once per 3 months
b. once per 6 months
c. once per 12 months
d. No periodical tests

8. Have you participated in
English training courses to
enhance
your
English
proficiency?
Trung
Học liệu ĐH Cần
a. tâm
Very regularly
b. Rarely
c. Intend to take part in
but I haven’t
participated yet.
d. Not participate.
9. What do you think about
the recruitment
examinations (English Test)?
a. Very difficult
b. Difficult
c. Suitable
d. Easy

FEMALE

Thơ@Tài
liệu học tập19và nghiên19.39
cứu
11
11.46

30
21

31.25
21.88

32
32

32.65
32.65

34

35.41

15

15.31

10
22
44
20

10.41
29.92
45.83
13.84

3
30
49
16

3.06
30.61
50.00
16.33

TABLE 1: Figures showing the different percentage of using English of
male and female civil servants in Cantho

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Besides categorized by gender, civil servants surveyed in Cantho are clustered
according to their professional fields. These officers belong to four groups: socioscience, culture-information-art, economic-technology, others (construction, pedagogy,
administrative management, environment, etc). All civil servants participating in this
thesis passed the recruitment examination. Especially, a majority of officers in socioscience field (42.55%), in economic-technological field (48.15%) and other fields (38%)
said that this examination was suitable for their levels.
First of all, civil servants who belong to socio-science fields seem to have the
highest English levels in comparison with other fields. About 36.17 % civil servants in
this group gets English level C. Moreover, 34.02 % is a total number of officers in socioscience fields who are considered to be advanced learners in English (level C and above
level C). Especially, just two out of 81 civil servants in economic-technological fields

Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu

and 1 out of 50 officers in other fields have high advanced level in English (above level
C). According to the figures in Table 2, most of civil servants in all fields surveyed have
studied English for over 7 years. The percent of officers learning English over 7 years in
socio-science fields is the highest one (85.1%).
As seen from the Table 2, most of offices in Cantho require their civil servants
have at least level B of English. It is likely that civil servants in all fields do not supply
the requirements of their offices. For instance, about 85.11 % officers surveyed in socioscience fields replied that they were asked to have at least English level B, while just
70.21 % respondents could meet this requirement. Although civil servants were required
to have at least English level B, they have very few opportunities to use English in the
workplace. About 33 out of 50 officers working in some fields such as construction,
pedagogy, etc. responded that they have no chance to use English in the workplace. It
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Vo Kim Thoa - B.A. in ELS

seems that civil servants in economic-technological fields used English more regularly
(approximately 23.46%). Surprisingly, the percentage of civil servants who were not
satisfied with their English proficiency is very high in all fields surveyed. Over 40%
respondents in every field said that they were not satisfied their English capabilities.
Especially, the figures in Table 2 illustrate that civil servants in dissimilar fields have
difficulties in different English skills. For example, approximately 42.55 % officers in
socio-science fields and 46 % civil servants in other fields considered listening skills to
be the most difficult one whereas 48.15% participants clustering to economictechnological fields said that speaking skill is regarded as the most challenging one.
According to the Table 2, most of departments and offices in all fields do not have any
periodical tests to examine civil servants’ English proficiency. Especially, just over
91.36% officers in economic-technological fields said that they have never participated

Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu
in English tests in their workplaces.

In reality, despite having not taken part in periodical English tests, civil servants
do not concern much about improving their English proficiency. 46.81 % respondents in
socio-science fields showed that they rarely attended in English courses. On the other
hand, there are a large number of civil servants (58 people) in all fields having a
tendency to improve their English skills. They may want to enhance the abilities to use
English; nevertheless, they still have not participated yet.

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Vo Kim Thoa - B.A. in ELS

Fields
English
Capabilities
1. Which national
English levels do you
have?
a. A
b. B
c. C
d. Above C
(TOEFL, IELTS…)
2. How long have you
studied English?
a. Below 5 years
b. 6 years
c. 7 years
d. Over 7 years

3. At your contemporary
working position, which
English levels are you
required to have?
a. A
b. B
c. C
d. Above C
(TOEFL, IELTS, …)

Socio-science

Cultureinformation-art

Economictechnology

Other fields

Number
N = 47

Percent

Number
n = 16

Percent

Number
n = 81

Percent

Number
n = 50

percent

14
17
8
8

29.79
36.17
17.02
17.02

4
10
2
0

25.00
62.50
12.50
0

18
43

18
2

22.22
53.08
22.22
2.48

24
19
6
1

48
38
4
2

2
2
3
40

4.26
4.26
6.38
85.10

2
3

3
8

12.5
18.75
18.75
50.00

10
3
7
61

12.35
3.70
8.64
75.31

7
4
3
36

14
8
6
72

7
33

6
1

14.89
70.21
12.77
2.13

1
11
4
0

6.25
68.75
25.00
0

10
53
14
4

12.35
65.28
17.28
4.94

19
26

5
10

38
32
10
20

Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu

4. How often do you use
English in the
workplace?
a. Very regularly
b. Regularly
c. Sometimes
d. Almost no use
English
5. Do you satisfy with
your English
capabilities?
a. Very satisfied
b. Satisfied
c. Either satisfied
or dissatisfied
d. Dissatisfied

6. In the workplace,
which English skills do
you have difficulties in

using?
a. Listening
b. Speaking
c. Reading
d. Writing

2
8
22
5

4.8
17.02
68.09
10.09

2
1
13
0

12.5
6.25
81.25
0

4
15
46
16

4.94
18.52
56.79
19.75

0
4
13
33

0
8
26
66

3
12
10

6.38
25.53
21.28

1
3
5

6.25
18.75

31.25

3
23
20

3.70
28.4
24.69

4
18
10

8
36
20

22

46.81

7

43.75

35

43.21

18

36

20
16
3
7

42.55
34.04
6.38
26.15

4
5
2
5

25
31.25
12.50
31.25

29
39
2
11

35.80

48.15
2.47
13.58

23
12
2
13

46
24
4
26

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Vo Kim Thoa - B.A. in ELS

Fields
English
Capabilities
7. Do your offices often
test your English
proficiency?
a. once per 3
months
b. once per 6
months
c. once per 12

months
d. No periodical
tests
8. Have you participated
in
English
training
courses to enhance your
English proficiency?
a. Very regularly
b. Rarely
c. Intend to take
part in but I
haven’t
participated yet.
d. Not participate.
9. What do you think
about the recruitment
examinations (English
Test)?
a. Very difficult
b. Difficult
c. Suitable
d. Easy

Socio-science

Cultureinformation-art

Economictechnology

Other fields

Number
N = 47

Percent

Number
n = 16

Percent

Number
n = 81

Percent

Number
n = 50

percent

1

2.13

2

12.50

2

2.47

2

4

0

0

0

0

1

1.23

0

0

5

10.64

2

12.5

4

4.94

0

0

41

87.23

12

75

74

91.36

48

96

5
22
12

10.64
46.81
25.53

3
4
9

18.75
25
56.25

15
24
32

18.52
29.63
39.50

6
14
15

12
28
30

7

17.02

0

0

10

12.35

15

30

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0
13
20
14

0
27.66
42.55
29.79

0
7
5
4

0
43.75
31.25
25

5
16
39
21

6.17
19.75
48.15
25.93

8
17
19
6

16
34
38
12

TABLE 2: Figures showing the different percentage of using English of
civil servants grouped according to fields of work in Cantho

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Vo Kim Thoa - B.A. in ELS

Besides two groups above, civil servants are also classified into 4 small categories
according to the year of birth: before 1960, 1961-1970, 1971-1980, after 1980. Likewise,
participants in this group replied the same questionnaires about a lot of information such
as their English levels, the chances to use English in the workplace, and the difficulties in
learning English. Most of civil servants in all ages appreciated the English test in the
recruitment examination. A majority of participants in each group assumed that this test
was suitable for their English levels.
The data in Table 3 shows that respondents belonging to the group “1971-1980”
and the group “after 1980” seem to have higher English levels than two other groups.
53.85 % of participants in the group “1971-1980” and 49.73 % of that in the group “after
1980” got National English level B. However, the percentage of officers who have the
year of birth before 1960 accounted for the highest one (level C: 23.81% and over level

Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu

C: 9.52%). Moreover, the majority of civil servants surveyed have learned English over 7
years. Over 67 % participants in each group agreed that they spent over 7 years to study
English. According to the data in Table 3, most state-owned offices in Cantho asked their
personnel in different ages to have different English levels. For example, civil servants in
the group “before 1960” were likely required to have at least level A while a majority of
participants in other groups said that they were asked to have at least level B.
Nevertheless, officers in the group “before 1960” have more opportunities to use English
than other groups. Over 38% people in this group said that they used English very
regularly while just 23.82 % officers admitted that they did not use English at work.
Besides, in the three other groups, most of civil servants replied that they sometimes
have a chance to use English in the workplace. The portion of participants who do not

use English in the workplace is also very high, accounted for over 23%.
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Vo Kim Thoa - B.A. in ELS

Furthermore, the satisfaction of civil servants in different age groups at their
English proficiency is also various. People in the “1971-1980” group seemed to be less
satisfied at using English than those in other groups. Over 46.16% participants in this
group showed that they were not satisfied with their English competence. On the other
hand, the respondents in the “after 1980” group are the most satisfied ones at their
English competence. Specifically, 40.23 % people in this group are very satisfied at
using English in comparison with just 9.52 % and 0% corresponding respondents in the
“1961-1970” group and in the “1971-1980” group. Moreover, difficulties of English use
of civil servants in divided groups also vary to each other. Those who have the age from
37 to 46 have troubles in speaking skill (52.38%) while those in the “1971-1980” group
and “after 1980” group considered listening skill to be the most problematic one.
Especially, 100 % people in the “before 1961” admitted that they have not been checked

Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập và nghiên cứu

their English competence periodically. The percentage of those who have not taken any
tests to evaluate English proficiency is also very high in other groups, over 86%.
According to the data in Table 3, it is likely that civil servant in “before 1961” group did
not like participating in any English courses to improve their English proficiency. On the
contrary, although they still had not taken part in yet, participants in “after 1980” groups
were more eager to take English courses than those in other groups (about 41.38%).

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Vo Kim Thoa - B.A. in ELS

Year of birth
English
Capabilities
1.
Which
national
English levels do you
have?
a. A
b. B
c. C
d. Above C
(TOEFL, IELTS…)
2. How long have you
studied English?
a. Below 5 years
b. 6 years
c. 7 years
d. Over 7 years
3. At your contemporary
working position, which
English levels are you
required to have?
a. A
b. B
c. C
d. Above C

(TOEFL, IELTS, …)

Before 1960

1961-1970

1971-1980

After 1980

Number
n = 21

Percent

Number
n = 21

Percent

Number
n = 65

Percent

Number
n = 87

percent

10
4
5
2

47.62
19.05
23.81
9.52

11
6
4
0

52.38
28.57
19.05
0

13
35
11
6

20.00
53.85
16.92
9.23

27
43
16
1

31.03
49.43
18.39
1.15

5
1
0
15

23.81
4.76
0
71.43

4
0
1
16

19.05
0
4.76
76.19

6
2
5
52

9.23
3.08
7.69
80

7
7
14
59

8.05
8.05
16.09
67.81

10
9
1
1

47.62
42.86
4.76
4.76

6
11
3
1

28.57
52.81
14.29
4.33

11
32
9
13

16.92
49.23
13.85
20.00

14
55
14
4

16.09
63.22
16.09
4.6

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4. How often do you use
English
in
the
workplace?
a. Very regularly
b. Regularly
c. Sometimes
d. Almost no use
English
5. Do you satisfy with
your
English
capabilities?
a. Very satisfied
b. Satisfied
c. Either satisfied
or dissatisfied
d. Dissatisfied
6. In the workplace,
which English skills do
you have difficulties in
using?
a. Listening
b. Speaking
c. Reading
d. Writing

8
1
7
5

38.09
4.76
33.33
23.82

0
3
13
5

0
14.29
61.90
23.81

0
11
39
15

0
16.92
60.00
23.08

7
12
43
25

8.05
13.79
49.43
28.73

3
11
3
4

14.29
52.38
14.28
19.05

2
6
10
3

9.52
28.57
47.62
14.29

0
23
12
30

0
35.38
18.46
46.16

35
31
6
15

40.23
35.63
6.89
17.25

6
7
1
7

28.57
33.33
4.77
33.33

5
11
0
5

23.81
52.38
0
23.81

32
22
2
9

49.23
33.85
3.08
13.85

35
31
6
15

40.23
35.63
6.89
17.25

Page 21