SỬ DỤNG ĐƯỜNG HƯỚNG HỌC TẬP THEO DỰ ÁN CHO MÔN HỌC TIẾNG ANH CHUYÊN NGÀNH TẠI VIỆN NGOẠI NGỮ, ĐẠI HỌC BÁCH KHOA HÀ NỘI: LỢI ÍCH, THÁCH THỨC VÀ ĐỀ XUẤT

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T¹p chÝ Khoa häc và Công nghệ

S ĐẶC BIỆT CHÀO MỪNG KỶ NIỆM 10 NĂM THÀNH LẬP

KHOA NGOẠI NGỮ - ĐẠI HỌC THÁI NGUYÊN (2007 – 2017)

Môc lôc

Trang

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trình talk show của Mỹ và Việt Nam 103

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Journal of Science and Technology

174 (14)

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Nguyễn Thị Thu Hoài - Thực trạng thực tập giảng dạy tiếng Anh ở một số trường THPT tại thành phố Thái

Nguyên và các đề xuất giải pháp 159

Nguyễn Thị Ngọc Anh, Hoàng Huyền Trang - Khảo sát lỗi sai của sinh viên Trung Quốc khi học tiếng Việt

tại Khoa Ngoại ngữ - Đại học Thái Nguyên và những đề xuất khắc phục 165

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nay và giải pháp khắc phục (khảo sát tại Khoa Ngoại ngữ - Đại học Thái Nguyên) 171

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Nguyễn Thị Kim Oanh và Đtg Tạp chí KHOA HỌC & CƠNG NGHỆ 174(14): 141-146

141

PROJECT-BASED LANGUAGE LEARNING ADOPTED FOR

AN ESP MODULE IN SCHOOL OF FOREIGN LANGUAGES,

HANOI UNIVERSITY OF SCIENCE AND TECHNOLOGY:

BENEFITS, CHALLENGES AND RECOMMENDATIONS

Nguyen Thi Kim Oanh*

School of Foreign Languages – Hanoi University of Science and Technology

SUMMARY

With its internationally acknowledged benefits, Project-Based Language Learning (PBLL) has
gained in popularity. In this context, the School of Foreign Languages (SOFL), Hanoi University
of Science and Technology (HUST) has been adopting this approach for its five elective English
for Specific Purposes (ESP) 2 modules over the past four years. This empirical paper aims at
investigating the significant benefits and challenges of PBLL when being employed for one of
these five modules, English for Mechanical Engineering and Materials Science 2 (EMEMS2) and
then proposing recommendations. The findings collected from the questionnaire survey conducted
on 54 participants, who were enrolled in the 2016-2017 school year course reveal that PBLL plays
an important part in enhancing learner autonomy, facilitating the application of on-going
assessement and equipping the learners with a series of essential life skills. In addition, the results
also show the challenges faced by both the teacher and the learner, including the change in the role
of both the teacher and the learner, teamwork, choice of topic and technical knowlege and

terminology. In response to these dififculties, the study provides some practical recommendations,
based on the survey participants’ and the researcher-teacher’s ideas.

Keywords: PBLL; ESP; benefits of PBL; challenges of PBL; recommendations for PBL application

INTRODUCTION *
Rationale

Project-based learning has gained its
popularity all over the world. Following the
trend, the School of Foreign Languages
(SOLF), HUST has employed this learning
approach for its all five selective ESP
modules since 2011. Although a great deal
has been written about the theoretical
foundation of PBL in general and PBLL in
particular, very few empirical studies have
been carried out to investigate the impact of
this approach on the learners, especially
Vietnamese learners.

The answers to such concerns as whether this
approach is applied properly in language
classes in universities in Vietnam; whether its
benefits are realized here, and whether its
application faces any challenges and if yes,
what should be done to overcome those
challenges can be found in this case study.
Research objectives and questions

This research is aimed at investigating the
benefits and challenges of integrating PBL

Tel: 0904087717, Email:

into one ESP module namely English for
Mechanical Engineering and Materials
Science 2 (EMEMS2) designed for
English-majored students at SOLF, HUST and
proposing recommendations to tackle the
challenges.

To obtain these objectives, three research
questions are raised: (1) What benefits do the

learners of EMEMS2 enjoy from integrating 
PBL into this module? (2) Do the learners and 
teachers face any difficulties when learning 
and teaching this module and if any what are 
they? (3) What recommendations can be made 
to mitigate the difficulties found by the 
surveyed learners and the researcher-teacher?

LITERATURE REVIEW

Although being adopted in Vietnam quite

recently in 2010, PBL is not a new approach
in education in the world, catching the
attention of a great deal of educationalists and
pedagogists worldwide.

Definition of PBL and PBLL

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142

method in which students gain knowledge and
skills by working for an extended period of
time to investigate and respond to an
authentic, engaging and complex question,
problem, or challenge.” Highlighting the
learner’ role,Solomon [2] states that PBL is a
process of learning that learners are
responsible for. Students work collaboratively
to solve problems (p.10).

From these two definitions, it can be
summarized that PBL is a learner-centred
learning approach in which students solve
real-world problems in a cooperative
environment over a long period of time to
create a product.

In a second language classroom, PBL is also
defined as “an instructional approach that

contextualizes learning by presenting learners
with problems to solve or products to
develop” [3]. It is easy to see the similarities
between definition of PBL and PBLL, which
are authentic learning and problem solving.
The obvious benefit of adopting PBLL,
suggested by Fried-Booth [4], is that this
approach creates links between real-world
language and language in textbooks.

Features of PBL

The principal features of PBL synthesized by
Curtis [5], Hedge [6], Helle, Tynjala, &
Olkinuora [7] and Solomon [2] include: (a) a
complex exploration over a period of time; (b)
a student-centred learning activity whereby
students plan, complete and present the task;
(c) challenging questions, problems or topics
of student interest which become the centre of
the project and the learning process; (d) the
de-emphasis of teacher-directed activities; (e)
frequent feedback from peers and facilitators
and an opportunity of share resources, ideas
and expertise through the whole process in the
classroom; (f) the production of meaningful
artefacts that can be shared with peers, teachers
and experts in a public presentation; and (g)
assessment in both the process of working
from the first stage to the last stage and the

finished product.

It can be seen from the features (b),(c), and
(d) that the roles of the learner and teacher are
remarkably changed. The teacher no longer
plays the dominating and central role in the

learning process, but acts as a facilitator and
advisor while the learner is responsible for
his/her own learning, implementing his/her
chosen project with the support of their peers
and the teacher.

RESEARCH METHODOLOGY

Background information about EMEMS2

Objectives: This module is designed to help

learners consolidate and practice English
language skills such as Listening, Speaking,
Reading and Writing in the field of
Mechanical Engineering and Materials
Science (MEMS) and deepen their MEMS
fundamental knowledge acquired in the
previous term.

Content: The syllabus will typically include

the planning, implementation and reporting of

a group small-scale MEMS designing project.

Assessment: Learners are assessed throughout

the module with a variety of assessment tasks
including: general proposal (5%), detailed
proposal (12.5%), reference materials (10%),
term presentation (12.5%), project progress
and experience sharing (10%), project
presentation (20%), post-presentation quiz
answers (5%) and newsletter (25%).

Research method and respondents

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Nguyễn Thị Kim Oanh và Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ 174(14): 141-146

143
are 68 3rd year English-majored students. The

researcher decided to employ this purposive
sampling method as she assumed that the
participants were available and willing to
participate in the survey and their experiences
of the module were still very fresh as they
were invited to join the survey only a month
after their module completion.

The questionnaire was then sent to the whole
population online via the closed Facebook
groups which had been created earlier for

communication between the teacher of
EMEMS2 (also the researcher) and the students.
The questionnaire was answered by 54
respondents, accounting for almost 80% of
the population. The responses to the closed
questions were automatically analysed and
presented in charts while those to the open
questions were analysed and presented in a
master sheet by the researcher.

FINDINGS, DISCUSSIONS AND
RECOMMENDATIONS

Benefits

It can be said from the survey findings that
the most noticeable benefit of the integration
of PBL into the EMEMS2 module is the
enhancement of learner autonomy. That is the
factor that over 80% of the survey
participants attribute to the appeal of the
module. Indeed, learner autonomy can be
highly recognizable from the beginning to the
end of the module. In the first lesson, the
students are allowed to decide on their team
mates, labor division and form of
communication among their team, the topics
of their projects, and then on the terms to be
presented to the class, type of model of the
designed product (working or concept model)

and finally form and content of their
newsletter.

According to Little [9], learner autonomy is
extremely beneficial in boosting learner
motivation and interest in learning. A student
in the survey reconfirmed this idea: “we are

motivated to develop our own product and 
therefore we are more interested in what we 
do”. Moreover, learner autonomy yields other

positive results like activeness, independence,
and creativity as shared by other respondents

in: “thanks to autonomy, I feel that my

independence has been substantially 
improved. I am more self-confident in 
expressing my opinions now”, “learning this 
module, I had a chance to be active in 
acquiring all the skills necessary for the 
project process as well as other skills.”, and

“freedom fosters my creativity”,

Another enormous advantage of PBL is
on-going formative assessment, acknowledged
by over 50% of the surveyed students. With
formative assessment and without summative

assessment, the students can make timely
adjustment in their learning strategies and
equally importantly, they do not have to
suffer from the inevitable pressure resulting
from exams, as mentioned by these two
respondents “I like the module because there

is no exam pressure”, “we do not put all of 
our attention and energy to just the final exam 
as usual.”

Finally, a series of essential life skills are
obtained through the project process as
suggested by Stanley [10]. From over 40% to
50% of the survey participants agree that team
work, problem solving, critical thinking and
information searching, analyzing and
synthesizing skills contribute significantly to
the module success. They believe that after the
module “we now know how to divide tasks

among team members and listen to each 
other”. They also managed to prevent disputes

in their team by “appointing a team leader and

assigning specific tasks to team members 
publicly and fairly” and “voting for the best 
idea”. Besides, they valued individual

responsibility and mutual respect as in “we

make sure that everyone has to be responsible 
for his/her task and then we sit with each other 
for group discussions” or in “each member has 
to think of an idea, justifying his idea and we 
agree over the best one”.

Explaining why problem solving is another
vital skill that they could learn, a student puts
it “we encounter certain problems and

difficulties throughout the project process.”

Another student shares this opinion as in “in

every step of the project, unexpected 
problems arise” and this respondent also

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Nguyễn Thị Kim Oanh và Đtg Tạp chí KHOA HỌC & CƠNG NGHỆ 174(14): 141-146

144

completes, I find that I have become more 
adaptable and responsive to problems arising 
during my learning process.”

The development of critical thinking is also
persuasively justified by a student: “in order

to make an optimal product, we have to 
propose a great deal of opposite ideas”.

Besides developing their critical thinking
voluntarily in their teams as also in “we

sometimes put ourselves in the position of the 
audience and then we can produce a lot of 
fruitful feedback”, the students are also asked

by the teacher to give their comments on the
topics, general outlines and presentations of
the other teams on the class.

Furthermore, the students learn where to
search information, how to judge its reliability
and then what information to use for their
project. A student shares his/her experience:
“Submerged in a mountain of information, I

learn that I should use key words to search for 
the relevant information faster.”

Finally, two more skills that are worth
mentioning are time management and
planning. Freedom would turn into an
obstacle if the students did not know how to
manage their time and make detailed plans for
their project. This is fully understood by a
team leader as she/he says “the project

process has transformed me into a better plan 
maker as I had to assign tasks to the team 
members and make plans for us to accomplish 
them. As a result, I have learned that I need to 
make plans for my study of other modules for 
higher results”.

Challenges facing students

The biggest challenge facing up to 58% of the
surveyed participants is their limited technical
knowledge and terminology. This is
understandable when the major of the students
is English, not Mechanical engineering and
Materials Science. Although before enrolling
into this module, they have already been
equipped with some fundamental knowledge
and terminology of the field in EMEMS1, this
is certainly far from enough for their project of
designing a technical product. Following
closely this challenge is the students’ confusion
in choosing the content and form of the
newsletter, agreed by 57% of the respondents.

This can be explained that there are a variety of
newsletter formats available and the students
put themselves under the pressure of creating
something unique and creative. Similarly, a big
number of the surveyed students (45%) also

find that the selection of topic gives rise to
plenty of confusion and time consumption. This
can be attributed to the list of all the
requirements of a topic to be satisfied, which
are “interesting” “relevant to the field of
MEMS”, “practical”, “creative” and “feasible”.
Another hindrance to the project process faced
by 33% of the students is the poor literature
about their topic. Finally, group work is also a
problem when a lot of the students (practically
45% and well over 20%) find it hard to arrange
a common timetable for group meetings and
reach an agreement over the project activities
respectively.

Recommendations

These recommendations are put forward
based on both the opinions of the respondents
and the researcher, who has been teaching this
module for six years.

Providing clear orientation of the module: in

the very first class, the teacher should provide
the learners with a brief introduction to PBL,
in which the benefits of PBL and the roles of
the teacher and learner should be highlighted.
Moreover, all the requirements of the module
and the assessment should also be made clear

to them. More importantly, the teacher should
communicate his/her strong belief to the
students that they can successfully complete
the module by showing them some
outstanding products that previous year
students could design. Seeing these success
stories also helps to arouse their interest and
motivation and give them some clues about
what they can do this year.

Setting feasible tasks: it is common

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environment than the original one. The model

of the product they design can be either a
working model or just a concept model.

Providing close supervision and frequent 
coaching: the teacher should keep
himself/herself informed of what the students
are doing or have done by setting deadlines
and regular informal oral reports by each
group in each class so that he/she can give
them timely guidance and advice. For
example, EMEMS2 students are told that they
can find information about their projects via
websites such as howstuffworks.com,

wikihow.com or videos about new domestic
inventions and that both English and
Vietnamese documents can be of great help to
them. They are also encouraged to seek
support from external experts such as their
schoolmates or teachers who have technical
expertise from other departments at HUST if
they face any technical problems beyond their
teacher’s and their capacity. Moreover, they
are guided to make a specific plan for each
phase of their project, in which the information
about what must be done, who is in charge of
what and the deadlines is clearly stated. When
it is time to build up models, the students
should be asked to bring materials and
equipment if possible to the class and build
them there. By this way, they can take
advantage of the support from their teacher and
peers and the teacher can make sure that their
students are really working on their projects.

Encouraging peer feedback and sharing: as

mentioned earlier in (e), point 2.2. in the
literature review, frequent feedback from
peers and an opportunity to share ideas and
resources is a feature of PBL. Therefore, in
this module, the students are always
encouraged to give their peers feedback as it
is believed to foster their critical thinking and

active learning. From the beginning of the
project process, all the groups are asked to
present their ideas of the topics of their
interest to the class and the other groups will
comment on them based on the list of criteria
given by the teacher. This activity is
acknowledged as a solution to help a group of
students make up their mind about the final
topic for their project: “luckily, the teacher

reserved one class for the groups to present

their ideas and with the comments from other 
groups, we could decide on the final topic.”

Furthermore, peer feedback can also be
observed in the project reporting activities
such as term presentations, project progress
report and experience sharing and project
presentations where the audience is asked to
give comments on their peers’ performance,
including both the strengths and weaknesses.

Giving specific feedback: as PBL is featured

by on-going assessment, the teacher should
give detailed comments and marks publicly
after every assessed activity so that the
students are informed of their strengths as
well as weaknesses and therefore can have

timely adjustment of their learning strategies.

Using online forms of communication: To

overcome difficulty in arranging a common
timetable for the team meetings, a very
effective measure taken by all of the teams is
online discussions via Facebook closed groups,
Facetime and Messenger. However, they still
emphasize that face-to-face communication is
pivotal in solving problems in their teams.
Facebook closed groups are also employed by
the teacher for faster communication with her
students and convenience.

Treasuring the learners’ works: the teacher

should take photographs of the artefacts that
the students create (models and newsletters in
case of EMEMS2) and show them to the
public (post them on Facebook for example)
to treasure their efforts and stimulate their
pride of their own works. Besides, the best
model should be selected through student and
teacher votes and awarded a small prize in
order to enhance the learners’ interest and
motivation.

CONCLUSIONS

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Nguyễn Thị Kim Oanh và Đtg Tạp chí KHOA HỌC & CƠNG NGHỆ 174(14): 141-146

146

knowledge and terminology, abrupt change in
the learner and teacher roles. To address these
problems, the researcher and the survey
respondents propose seven recommendations.
From the findings, it can be concluded that the
integration of PBL into EMEMS2 module at
SOLF, HUST is very much welcomed by the
learners with 100% of the survey respondents
choosing “Yes” when being asked “Do you
like EMEMS2?” One respondent even
admitted “EMEMS2 is one of the modules I
like the best during my three years of study at
university so far”. The researcher, therefore,
suggests that PBL approach should be adopted
more widely for not also ESP modules but for
English language teaching in general for its
huge benefits.

ACKNOWLEDGEMENT

I would like to express my sincere thanks to
my 54 students who contributed their
precious evaluation of and
recommendations for the improvement of
EMEMS2. Without their support, this study
would not have been possible.

RERERENCES

1. Buck Institute of Education (2012), Why

Project-based learning (PBL), retrieved from:

retrieved on 5th June 2017. 
2. Solomon, G (2003), “Project-Based Learning: a
Primer”, Technology & Learning, 23(6), pp.10-20. 
3. Moss, D & Van Duzer, C (1998), Project-Based

Learning for Adult English Language Learners. ERIC 
Digest, retrieved from

1999-4/project.htm, retrieved on 3rd June 2017.
4. Fried-Booth, D L (2002), Project Work, Oxford 
University Press, Oxford.

5. Curtis, D (2002), “The Power of Projects”,

Educational Leadership, 60(1), pp.50-53.

6. Hedge, T (1993), “Key concepts in ELT”, ELT

Journal, 47(3), pp. 275-277.

7. Helle, L, Tynjala, P & Olkinuora, E (2006),
“Project-based learning in post-secondary
education-theory, practice and rubber sling shots”, Higher

Education, 51(2), pp.287-314.

8. Brown, JD & Coombe, C (eds) (2015), The

Cambridge Guide to Research in Language Teaching 
and Learning, Cambridge University Press, Cambridge.

9. Little, D, (2003), Learner Autonomy and 
Second/Foreign Language Teaching. retrieved from

retrieved on
30th May, 2017.

10. Stanley, D (2000), Project-based Learning -6C’s of

Motivation, retrieved from

.edu/epltt/lessonplans/LPPJL4DStanley.htm, retrieved
on 30th May, 2017.

TÓM TẮT

SỬ DỤNG ĐƯỜNG HƯỚNG HỌC TẬP THEO DỰ ÁN CHO MÔN HỌC TIẾNG ANH
CHUYÊN NGÀNH TẠI VIỆN NGOẠI NGỮ, ĐẠI HỌC BÁCH KHOA HÀ NỘI:
LỢI ÍCH, THÁCH THỨC VÀ ĐỀ XUẤT

Nguyễn Thị Kim Oanh*

Viện Ngoại ngữ - ĐH Bách khoa Hà Nội

Với những lợi ích được cả thế giới công nhận, đường hướng học ngoại ngữ theo dự án (PBLL) ngày
càng được áp dụng rộng rãi. Nhận thức được những lợi ích đó, Viện Ngoại ngữ, Đại học Bách khoa Hà
Nội đã áp dụng đường hướng học tập này cho năm môn tiếng Anh chuyên ngành lựa chọn 2 trong bốn
năm qua. Bài nghiên cứu thực nghiệm này nhằm mục đích tìm hiểu những lợi ích và thách thức cụ thể
khi áp dụng PBLL cho mơn tiếng Anh Cơ khí và Khoa học Vật liệu 2 và đưa ra những đề xuất. Kết quả
thu được từ bản câu hỏi khảo sát tiến hành trên 54 sinh viên đã tham gia khóa học này năm học
2016-2017 cho thấy PBLL đóng vai trị quan trọng trong việc nâng cao tính tự chủ của người học, cho phép
áp dụng hình thức đánh giá liên tục và trang bị cho người học hàng loạt kỹ năng sống cần thiết. Ngoài
ra, kết quả nghiên cứu cũng chỉ ra những khó khăn mà người học và người dạy gặp phải, chẳng hạn như
vai trò của người học và người dạy thay đổi, làm việc nhóm, lựa chọn chủ đề và thiếu kiến thức và từ
vựng chuyên ngành. Để khắc phục những khó khăn này, nghiên cứu đã đưa ra một số giải pháp dựa trên
ý kiến của người tham gia khảo sát và kinh nghiệm của nghiên cứu viên, đồng thời là giáo viên phụ
trách mơn này.

Từ khóa: Học tập theo dự án; tiếng Anh chuyên ngành; lợi ích của học theo dự án; thách thức của học

theo dự án, đề xuất cách áp dụng mơ hình học theo dự án.

Ngày nhận bài: 15/10/2017; Ngày phản biện: 30/10/2017; Ngày duyệt đăng: 13/12/2017

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oµ

soT

Tạp chí Khoa học và Công nghệ

THE SPECIAL ISSUE FOR THE 10

FOUNDATION ANNIVERSARY

SCHOOL OF FOREIGN LANGUAGES - TNU (2007-2017)

Content

Page

Le Hong Thang – Discussion on Project-Based Learning Approach 3

Nguyen Thi Nhu Nguyet, Chu Thanh Thuy - Students’ Output Competency Assessment in Using Russian
Language at Level A2-B1 on the Basis of Common European Framework of Reference at School of Foreign

Languages, Thai Nguyen University 7

Nguyen Thuy Linh - Evaluation and Assessment in Project-Based Learning - Some Practical Suggestions 13

Vu Thi Thanh Hue - Students’ Perception about an Online Extensive Reading Course with the Help of Edmodo 19

Mai Thi Thu Han, Nguyen Thi Lien, Hoang Thi Tuyet, Duong Thi Ngoc Anh - Fostering Learners’

Autonomy through Project Work in an ESP Class at Hoa Lu University: A Case Study 25

Duong Duc Minh, Duong Lan Huong - A Study on the Interaction between the Presenter and Audience in the

Presentation Skill for English Major Students at School of Foreign Languages - Thai Nguyen University 31

Pham Thi Kim Uyen - Use of Journals in Teaching Translation for English Major Students of Nha Trang University 37

Le Thi Hong Phuc - Students’ Responses to the TV Show Project as the End-of-Term Assessment in the

Pronunciation Course 43

Han Thi Bich Ngoc - Teaching Outside the Classroom - Integrating Social Media into Innovative Language

Teaching: The Case of Facebook 49

Nguyen Ngoc Luu Ly, Quach Thi Nga - Some Features in Applying Multimedia Tools into Teaching

Elementary Chinese in School of Foreign Languages - Thai Nguyen University 55

Le Thi Hoa, Dau Thi Mai Phuong - Fostering the 21st Century Skills in Project-Based ESP Learning 61

Nguyen Thi Bich Ngoc, Tran Minh Thanh - Methods to Increase the English Magazine Project Power in the
Study of the English Written Language for English Major Students at School of Foreign Languages - Thai

Nguyen University 67

Hoang Thi Huyen Trang, Nguyen Thi Ngoc Anh - Developing English Language Reading Comprehension

amongst EFL/ESL Learners through Culturally Relevant Texts 73

Nguyen Quoc Thuy, Nguyen Thi Doan Trang - Teaching Foreign Languages through Magazine Project at

Thai Nguyen University of Education 79

Nguyen Tuan Anh - PBLL Course Development as a Way of Ensuring a Multidisciplinary Program 85

Do Thi Son, Do Thi Phuong - An Analysis of Students’ Errors at School of Foreign Languages, Thai Nguyen

University in Directly Translating from Sino-Vietnamese Words to Chinese and Solutions 91

Tran Dinh Binh - Application of Project-Based Learning in Language Teaching in Vietnam 97

Le Thi Khanh Linh, Le Thi Thu Trang- Evaluative Devices in Personal Narratives from American and

Vietnamese Talk Shows 103

Do Thanh Mai, Phung Thi Thu Trang - The Application of Moodle in E-Learning and Teaching Informatics

at School of Foreign Languages – Thai Nguyen University 109

Mai Thi Ngoc Anh, Vi Thi Hoa, Pham Hung Thuyen - Application of Project-Based Learning to the Teaching

of Chinese Excursion at School of Foreign Languages – Thai Nguyen University 117

Tran Thi Hanh - Students’ Perceptions on the Use of Edmodo as a Supplementary Tool in Learning 123

Bui Thi Ngoc Oanh - Using Project-Based Learning to Improve English Speaking Skills of Non-English Major

Students of Level A2 129

Journal of Science and Technology

174 (14)

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Nguyen Hanh Dao, Dinh Nu Ha My - A Participatory Case Study into Learners’ Difficulties and Pedagogical

Implications of Doing Project-Based Learning ESP Course 135

Nguyen Thi Kim Oanh - Project-Based Language Learning Adopted for an ESP Module in School of Foreign

Languages, Hanoi University of Science and Technology: Benefits, Challenges and Recommendations 141

Vu Thi Kim Lien - Enhancing Pragmatic Competence of Students at University of Languages and International

Studies, VNU 147

Dam Minh Thuy - Integrated Skills in Foreign Language Learning via Video Project "Study of the Cultural

Influences of France in Vietnam" 153

Nguyen Thi Thu Hoai - Situation of Intern Teaching Program of English Subject at Some Selected High

Schools in Thai Nguyen City and Suggested Sollutions 159

Nguyen Thi Ngoc Anh, Hoang Huyen Trang - Language Errors of Chinese Students Studying Vietnamese

Language at School of Foreign Languages, Thai Nguyen University and Proposals for Correction 165

Quach Thi Nga, Do Thi Thu Hien - Problems and Suggestions for Chinese - Vietnamese Translation

Textbooks in Vietnam (Investigate in School of Foreign Languages - TNU) 171

Phan Thanh Hai - Toward a Project Based Learning Curriculum for TEFL B.A Program within Profession Oriented

Higher Education 177

Le Vu Quynh Nga, Ly Thi Hoang Men, Nguyen Thi Thu Oanh - Enhancing Students’ Translation

Performance in School of Foreign Languages: An Application of Cooperative Learning 183
Doan Thi Thu Phuong - Language Learning Style Preferences of Grade 11 Students at a High School,

Nam Dinh 189

Dinh Thi Lien, Nguyen Thi Ngoc Anh - The System of Symbols in Then Songs of Tay People 197

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