Thiết kế chương trình tiếng Anh chuyên ngành cho trường Cao đẳng Công nghiệp Huế (Luận án tiến sĩ)

MINISTRY OF EDUCATION AND TRAINING
HUE UNIVERSITY
UNIVERSITY OF FOREIGN LANGUAGES

HỒ THỊ QUỲNH NHƯ

DESIGNING A VOCATIONAL ENGLISH CURRICULUM
FOR HUE INDUSTRIAL COLLEGE

DOCTOR OF PHILOSOPHY THESIS IN THEORY AND
METHODOLOGY OF ENGLISH LANGUAGE TEACHING

HUE, 2018


MINISTRY OF EDUCATION AND TRAINING
HUE UNIVERSITY
UNIVERSITY OF FOREIGN LANGUAGES

HỒ THỊ QUỲNH NHƯ

DESIGNING A VOCATIONAL ENGLISH CURRICULUM
FOR HUE INDUSTRIAL COLLEGE

DOCTOR OF PHILOSOPHY THESIS IN THEORY AND
METHODOLOGY OF ENGLISH LANGUAGE TEACHING

CODE: 62 14 01 11

SUPERVISORS:
TÔN NỮ NHƯ HƯƠNG, Ed.D.

TRƯƠNG BẠCH LÊ, Ed.D.

HUE, 2018


BỘ GIÁO DỤC VÀ ĐÀO TẠO
ĐẠI HỌC HUẾ
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ

HỒ THỊ QUỲNH NHƯ

THIẾT KẾ CHƯƠNG TRÌNH
TIẾNG ANH CHUYÊN NGÀNH CHO
TRƯỜNG CAO ĐẲNG CÔNG NGHIỆP HUẾ

LUẬN ÁN TIẾN SĨ
LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH

HUẾ, NĂM 2018


BỘ GIÁO DỤC VÀ ĐÀO TẠO
ĐẠI HỌC HUẾ
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ

HỒ THỊ QUỲNH NHƯ

THIẾT KẾ CHƯƠNG TRÌNH
TIẾNG ANH CHUYÊN NGÀNH CHO
TRƯỜNG CAO ĐẲNG CÔNG NGHIỆP HUẾ

LUẬN ÁN TIẾN SĨ
LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH
MÃ SỐ: 62 14 01 11

NGƯỜI HƯỚNG DẪN KHOA HỌC:
TS. TÔN NỮ NHƯ HƯƠNG
TS. TRƯƠNG BẠCH LÊ

HUẾ, NĂM 2018


STATEMENT OF ORIGINAL AUTHORSHIP

The work contained in this thesis has not been previously submitted to meet
requirements for an award at this or any other higher education institution. To the
best of my knowledge and belief, the thesis contains no material previously
published or written by another person except where due reference is made.

i

Signature:

_______________

Date:

28 September 2018

ACKNOWLEDGEMENTS
This study would not have been completed without the help and patience of many
people to whom I would like to express my sincere gratitude.
First of all, I feel deeply grateful to both of my supervisors – Dr Ton Nu Nhu
Huong and Dr Truong Bach Le – for their continuously kind supervision and warm
encouragement.
My gratitude also goes to the lecturers of Hue University of Foreign Languages:
Assoc. Prof. Dr. Tran Van Phuoc, Dr. Bao Kham, Assoc. Prof. Dr. Pham Thi Hong
Nhung, Assoc. Prof. Dr. Truong Vien, Assoc. Prof. Le Pham Hoai Huong and Dr.
Pham Hoa Hiep who have wholeheartedly encouraged and guided me through the
fulfillment of this thesis.
I also appreciate the enthusiastic cooperation from business administration
employees from the eleven corporations in Hue City for fulfilling the questionnaires
and attending the interviews.
I would like to express my thanks to the Rector Board of my college for granting
me study leave and for their participation in this study. I am also grateful to my
colleagues at the Department of Foreign Languages – Business Administration –
Tourism for supporting me and joining this study and taking up my workload while
I was conducting the research.
I wish to express my profound thanks to my parents, parents-in-laws and my two
little daughters who always give me great strength to overcome the tough and
challenging obstacles in study and in life.
Last but not least, I feel truly indebted to my husband who is always by my side
supporting me with unconditioned love and care.

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ABSTRACT
The central objective of this study was to develop a vocational English curriculum

for Hue Industrial College (HUEIC) in Vietnam. The development was based on
identifying the students‟ target needs and learning needs regarding English for
business administration (BuAdmin) and on analyzing the educational environment.
A combination of quantitative and qualitative approaches was adopted with the use
of multiple instruments: document study, placement testing (with 114 BuAdmin
students), questionnaires (delivered to students and BuAdmin employees), semistructured interviews (administered to 26 students, 8 employees, 3 employers, 7
ESP teachers, 5 content teachers and 3 college administrators) and curriculum
evaluation (HUEIC panel). The research methodology was constructed based on the
statement of the problem and the theoretical discussion of situation analysis and
needs assessment for the purpose of proposing an appropriate ESP curriculum. The
triangulation of data collection instruments, sources of information and various
investigated locations helped to increase the validity and reliability of the findings.
The data obtained were analyzed through SPSS statistics, content analysis and
triangulation. The findings informed factors that were important to both the
students‟ English learning and their target careers, which are: (i) all four English
language skills were perceived important but listening and speaking were more
needed at BuAdmin workplace; (ii) language skills for job purposes namely
telephoning, speaking and listening in social situations with business partners,
writing business letters and emails, reading business texts and job interviewing
should be prioritized in the new ESP curriculum; (iii) the course contents
recommended by the participants were marketing, sales/selling, finance, human
resources and production; and (iv) content-based and skill-integrated materials
should be used with the conduction of interactive activities during the ESP program.
Accordingly, the study proposed a new ESP curriculum for BuAdmin students. It
employed an integrated model of theme-based approach, skill-based approach and
communicative approach. The primary goals of this sample ESP curriculum were to
assist the students to achieve the expected EFL learning outcomes and to promote
the students‟ English knowledge and skills for BuAdmin job contexts. Through this
English learning program, the suggestions put forth by all the participants were
catered for.

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TABLE OF CONTENTS

STATEMENT OF ORIGINAL AUTHORSHIP
ACKNOWLEDGEMENTS
ABTRACT
LIST OF ABBREVIATIONS
LIST OF TABLES
LIST OF FIGURES
CHAPTER 1: INTRODUCTION ............................................................................... 1
1.1. Background .......................................................................................................... 1
1.2. Rationale .............................................................................................................. 3
1.3. Research objectives.............................................................................................. 5
1.4. Research questions ............................................................................................... 6
1.5. Scope of the study ................................................................................................ 7
1.6. Significance of the research ................................................................................. 7
1.7. Structure of the study ........................................................................................... 9
Chapter 2: LITERATURE REVIEW ....................................................................... 10
2.1. Introduction ........................................................................................................ 10
2.2. Language curriculum design .............................................................................. 10
2.2.1. Definition of the term curriculum................................................................... 10
2.2.2. Difference between syllabus and curriculum ................................................. 11
2.2.3. Model of language curriculum design ............................................................ 12
2.2.3.1. Environment analysis ............................................................................... 14
2.2.3.2. Needs analysis .......................................................................................... 14
2.2.3.3. Following principles ................................................................................. 15
2.2.3.4. Setting goals ............................................................................................. 16

2.2.3.5. Content and sequencing............................................................................ 17
2.2.3.6. Format and presentation ........................................................................... 17
2.2.3.7. Monitoring and assessing ......................................................................... 17
2.2.3.8. Evaluation ................................................................................................. 18
2.2.4. Curriculum approaches in language teaching ................................................. 19
2.2.4.1. Forward design ......................................................................................... 20
2.2.4.2. Central design ........................................................................................... 20

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2.2.4.3. Backward design ...................................................................................... 21
2.3. English for Specific Purposes (ESP) ................................................................. 22
2.3.1. ESP.................................................................................................................. 22
2.3.1.1. Development and definition of ESP ......................................................... 22
2.3.1.2. Characteristics of ESP .............................................................................. 24
2.3.1.3. ESP types .................................................................................................. 25
2.3.2. English for Business Purposes (EBP) ............................................................. 26
2.3.3. ESP and needs analysis ................................................................................... 29
2.3.4. ESP needs ....................................................................................................... 31
2.3.5. Approaches to ESP curriculum design ........................................................... 35
2.3.5.1. Language-centred approach ..................................................................... 35
2.3.5.2. Skills-centred aproach .............................................................................. 36
2.3.5.3. A learning-centred approach .................................................................... 37
2.3.6. Theory to language instruction ....................................................................... 37
2.3.6.1. Communicative approach ......................................................................... 37
2.3.6.2. Task-based approach ................................................................................ 39
2.3.6.3. Theme-based instruction .......................................................................... 40
2.4.The current English curriculum at HUEIC ......................................................... 47
2.5. Previous studies related to the current research ................................................. 49

2.6. Chapter summary ............................................................................................... 52
Chapter 3: METHODOLOGY ................................................................................. 53
3.1. Introduction ........................................................................................................ 53
3.2. Research design ................................................................................................. 53
3.3. Data collection ................................................................................................... 55
3.3.1. Participants...................................................................................................... 60
3.3.1.1. Business administration students ............................................................. 61
3.3.1.2. Business administration employees ......................................................... 62
3.3.1.3. ESP teachers and content teachers ........................................................... 63
3.3.1.4. HUEIC administrators .............................................................................. 64
3.3.2. Instruments...................................................................................................... 65
3.3.2.1. Document study ........................................................................................ 65
3.3.2.2. Placement testing ...................................................................................... 66
3.3.2.3. Questionnaires .......................................................................................... 70

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3.3.2.4. Interviews ................................................................................................. 74
3.3.2.5. Curriculum evaluation .............................................................................. 78
3.4. Data analysis ...................................................................................................... 79
3.5. Reliability and validity ...................................................................................... 81
3.6. The role of the researcher .................................................................................. 84
3.7. Ethical issues...................................................................................................... 85
3.8. Chapter summary ............................................................................................... 85
Chapter 4: FINDINGS AND DISCUSSION ............................................................ 86
4.1. Target needs analysis ......................................................................................... 86
4.1.1. Employers‟ expectations of their employees‟ English competence ............... 86
4.1.2. Language requirements at work...................................................................... 88
4.1.3. Language skills for job contexts ..................................................................... 91

4.1.4. Frequency of English communicative activities ............................................. 94
4.1.5. Communicative topics at work ....................................................................... 96
4.1.6. Types of problems in English use encountered by BuAdmin employees ...... 98
4.1.7. BuAdmin employees‟ suggestions to students‟ English preparation ........... 100
4.2. The students‟ English learning needs analysis ................................................ 102
4.2.1. Students‟ purposes of learning English ........................................................ 102
4.2.2. Students‟ English proficiency ....................................................................... 104
4.2.3. Students‟ assessment of their English language competence ....................... 108
4.2.4. Students‟ accessibility to learning facilities ................................................. 111
4.2.5. Perceptions about English teaching and learning ......................................... 112
4.2.5.1. Students‟ perceptions of English courses at HUEIC .............................. 112
4.2.5.2. Students‟ perceptions of language skills needed for communication .... 114
4.2.5.3. The frequency of communicative activities conducted in English ........ 117
4.2.5.4. Preference for ESP materials .................................................................. 119
4.2.5.5. Preference for learning approach ........................................................... 121
4.3. The development of a new vocational English curriculum for HUEIC .......... 125
4.3.1. The sample vocational English curriculum design ....................................... 125
4.3.1.1. Overview of the program ....................................................................... 126
4.3.1.2. Target students ....................................................................................... 129
4.3.1.3. ESP teachers ........................................................................................... 129
4.3.1.4. Physical environment and resources ...................................................... 129

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4.3.1.5. Approaches ............................................................................................. 129
4.3.1.6. Goals and objectives ............................................................................... 130
4.3.1.7. Knowledge and skills ............................................................................. 130
4.3.1.8. Course framework .................................................................................. 135
4.3.1.9. Teaching methodology ........................................................................... 141

4.3.1.10. Teaching materials ............................................................................... 142
4.3.1.11. Testing and assessment ........................................................................ 143
4.3.2. The evaluation of the sample ESP curriculum ............................................. 143
4.3.2.1. The alignment of the new curriculum to the identified needs ................ 143
4.3.2.2. The college‟s evaluation of the new curriculum .................................... 149
4.4. Chapter summary ............................................................................................. 150
CHAPTER 5: CONCLUSION AND IMPLICATIONS ........................................ 151
5.1. Introduction ...................................................................................................... 151
5.2. Summary of key findings ................................................................................. 151
5.3. Implications ..................................................................................................... 154
5.4. Contributions of the research ........................................................................... 156
5.4.1. Theoretical contributions .............................................................................. 156
5.4.2. Pedagogical contributions ............................................................................. 158
5.5. Limitations of the present study and directions for future studies .................. 160
THE AUTHOR‟S PUBLICATIONS ..................................................................... 161
REFERENCES ....................................................................................................... 162
APPENDICES ........................................................................................................................ i
Appendix A: QUICK PLACEMENT TEST .......................................................................... i
ANSWER KEYS TO THE QPT .......................................................................................... xi
MARKING KIT.................................................................................................................... xi
Appendix B: QUESTIONNAIRES ..................................................................................... xii
B1: QUESTIONNAIRE FOR BUSINESS ADMINISTRATION EMPLOYEES ............. xii
Appendix B2: QUESTIONNAIRE FOR STUDENTS .................................................... xviii
Appendix C: INTERVIEW SCHEDULES ...................................................................... xxvi
Appendix C1: INTERVIEW SCHEDULE WITH ESP TEACHERS .............................. xxvi
Appendix C2: INTERVIEW SCHEDULE WITH CONTENT TEACHERS ................. xxvii
Appendix C3: INTERVIEW SCHEDULE WITH ADMINISTRATORS ..................... xxviii
Appendix C4: INTERVIEW SCHEDULE WITH STUDENTS ...................................... xxix

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Appendix C5: INTERVIEW SCHEDULE WITH BUADMIN EMPLOYEES ............... xxx
Appendix C6: INTERVIEW SCHEDULE WITH EMPLOYERS .................................. xxxi
Appendix D: TRANSCRIPTS OF INTERVIEWS ......................................................... xxxii
Appendix D2: SAMPLE INTERVIEW WITH CONTENT TEACHERS ..................... xxxiv
Appendix D3: SAMPLE INTERVIEW WITH HUEIC ADMINISTRATORS ............ xxxvi
Appendix D4: SAMPLE INTERVIEW WITH STUDENTS ........................................ xxxvii
Appendix D5: SAMPLE INTERVIEW WITH COMPANY MANAGERS ................ xxxviii
Appendix D6: SAMPLE INTERVIEW WITH EMPLOYEES............................................ xl
Appendix E: STATISTICS ................................................................................................ xlii
Appendix E1: BuAdmin employee questionnaires............................................................. xlii
E1a: BuAdmin employees‟ demographic data ................................................................... xlii
E1b: Reliability Statistics of the BuAdmin employee questionnaires ................................ xlv
Appendix E2: BuAdmin student questionnaires ............................................................... xlix
E2a: Demographic data about the students........................................................................ xlix
E2b: Reliability Statistics of the BuAdmin student questionnaires ........................................ l
Appendix E3: Factor analysis results .................................................................................. liii
E3a. Questionnaires for BuAdmin employees..................................................................... liii
E3b. Questionnaires for BuAdmin students ......................................................................... lv
Appendix F: CURRICULUM EVALUATION FORM ...................................................... lxi
Appendix G: DECISION ON ASSESSING THE NEW CURRICULUM AND THE
PANEL‟S EVALUATION ................................................................................................ lxiii

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LIST OF ABREVIATIONS
Ad

Administrator

BuAdmin

Business Administration

CBI

Content-based Instruction

CEF/CEFR Common European Framework of Reference for Languages
CLT

Communicative Language Teaching

CNP

Communication Needs Processor

CO

Company

CT

Content teacher

EAP

English for Academic Purposes

EBP

English for Business Purposes

EE

Employee

EFL

English as a Foreign Language

ELT

English Language Teaching

EOP

English for Occupational Purposes

EPP

English for Professional Purposes

ESP

English for Specific Purposes

ET

ESP Teacher

EVP

English for Vocational Purposes

FL

Foreign Language

GE

General English

GIL/GIS

Guided independent learning/study

HUEIC

Hue Industrial College

L1

First Language

LCPP

Language and Communication Courses for Professional Purposes

LSA

Learning Situation Analysis

M

Manager

MOET

Ministry of Education and Training

MOTI

Ministry of Trade and Industry

NA

Needs Analysis

NNS

Non-native Speaker

ix


NS

Native Speaker

PSA

Present Situation Analysis

QPT

Quick Placement Test

SD

Standard Deviation

SL

Second Language

SPSS

Statistical Package for the Social Sciences

St

Student

TEFL

Teaching English as a Foreign Language

TESL

Teaching English as a Second Language

TSA

Target Situation Analysis

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