An evaluation and recommendation of the english syllabus for the finance and accounting students at van lang university in ho chi minh city

INTRODUCTION 1.1 English in the world

English in Vietnam

In Vietnam, learning foreign languages, particularly English, has become an essential part of the education system, especially since the country's rapid development following the 'Doi Moi' policy in the 20th century The country's economic growth, increased foreign investment, and industrialization have significantly raised the demand for English proficiency As a result, English language classes became highly popular in the 1990s, driven by societal and student needs Dang Thi Huong (2004) notes that after the 1986 'Open Door' policy, English emerged as a required subject at universities, reflecting the country's transformative focus on foreign language education Over the past decade, Vietnam has experienced explosive growth in English learning, with hundreds of language centers established nationwide, indicating a nationwide commitment to improving English competence among Vietnamese learners.

At VLU, English is a mandatory subject throughout students’ academic journey, beginning with general English classes that develop essential reading, writing, listening, and speaking skills for academic success As students progress, they focus on English tailored to their specific majors, enhancing their language skills relevant to their field of study ESP (English for Specific Purposes) is primarily implemented in colleges and universities to prepare students for their future careers by equipping them with practical English skills necessary for professional environments Recognizing its importance, VLU now emphasizes developing students’ competence in practical English to better prepare them for their specialized careers.

While there has been a surge in communicative, interactive, and well-structured English course books for students, there remains a significant gap in specialized materials targeting specific professional fields Currently, few textbooks focus on teaching job-specific English vocabulary and structures necessary for areas like accounting, medicine, and science These disciplines each possess unique terminology and language patterns essential for effective communication in their respective fields Developing specialized course books can better support students in mastering the precise language required for their careers.

English teaching and learning resources at VLU

Effective terminology and varied writing styles must be emphasized in language instruction to enhance students' comprehension and communication skills These considerations are essential for developing curriculum assessments that select appropriate materials and teaching methods tailored to students’ English proficiency levels and specific needs Since the 2000s, self-assessment practices in practical English have become increasingly prominent, encouraging learners to evaluate their progress actively Over the years, an increasing number of university-level assessment programs have integrated self-assessment tools to inform syllabus design, thereby improving the effectiveness of ESP (English for Specific Purposes) teaching and learning processes.

1.3 English teaching and learning resources at Van Lang University

Van Lang University in Ho Chi Minh City, established in 1995, emphasizes the importance of English as a compulsory subject for ESP students alongside their specialization The university aims to equip students with language proficiency and specialized knowledge, fostering their academic and professional development Combining improved English skills with expertise in their fields enhances students' ability to excel in their studies, careers, and community engagement, making them more active and motivated participants.

In the 1990s, the Vietnamese book market was lacking specialized financial and accounting textbooks, leading teachers to rely on available instructional materials Due to the inability of Vietnamese educators to produce English course books with targeted financial content, they had to select relevant excerpts from existing resources for ESP programs However, these limited materials often failed to sufficiently develop students' skills during their training, highlighting the need for more specialized and comprehensive resources in the field.

In terms of language development, materials which students are taught must be relevant to their interests and language level The VLU students have come from

Many students in remote areas across the country, mainly from Southern provinces, face challenges due to limited access to quality English education The conditions for teaching and learning English in these regions are often poor and inconsistent, leading to varied levels of English proficiency among students Large class sizes, often exceeding 50 students, further complicate effective classroom management and hinder successful syllabus delivery, especially given the diverse skill levels present in each class.

To meet university requirements, teaching staff needed to select additional materials to develop the four language skills, especially speaking Specialized books often lacked adequate speaking exercises aligned with the curriculum, prompting instructors to choose essential textbooks from authors such as Maurice Jamall, Bruce Wade, Leo Jones, Richard Alexander, Rosemary Palstra, Jane Willis, J S McKellen, Vicky Hollet, and Roger Owen These selections culminated in the compilation of the textbook “Business Speaking,” which is now integrated into the current syllabus to enhance students’ speaking skills effectively.

Through much practice and discussion, the course textbooks chosen for the General Business English stage are “New Interchange I & II ” (Richards, Hull & Proctor,

The key goal of using this textbook is to introduce students to Basic Business English, establishing a foundation for mastering specialized English skills The course aims to equip students with practical skills and activities for use both inside and outside the classroom To support effective teaching, a seminar was conducted with British and American educators to train teachers on the new syllabus, showcasing the university’s strong commitment to delivering high-quality English instruction.

In the second stage, the following five textbooks are used, and each trains different skills:

Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn

2 Enterprise Three (Moore & West, 1986) impart four basic skills to all students

3 The Language of Accounting in English (Costinett, 1977) enhances reading and writing skills

4 Accounting (Sneyd, 1993) is used to teach listening skills

5 Business Speaking (VLU’s English teacher of Finance and Accounting

Department, 1999) allows students to practise speaking skills

Since the limited timeframe of 240 periods over four semesters, the textbook “Enterprise Two” was phased out from the curriculum Starting after 2001, “Enterprise Three” was introduced, covering the first two terms with 120 periods The remaining three textbooks were integrated into the curriculum during the latter terms, also totaling 120 periods, ensuring a comprehensive yet time-efficient learning program.

The English teaching program is divided into two stages at VLU The first stage takes the first two years and requires a General Business English course that lasts

The ESP course comprises three terms totaling 180 periods, with each period lasting 45 minutes In 1997, the second stage of the course was 300 periods, but it was reduced to 240 periods in 2001, and will remain at 150 periods in 2006 per the Ministry of Education and Training’s request During the last two years, students focus on an ESP syllabus tailored to their professional field To better meet faculty and student needs, the second stage may be divided into two phases.

1 The first phase: Semesters four and five are the pre-intermediate levels of a higher course that includes a focus on four skills and the content of advanced Business English These 120 periods are like a background for collecting specialized terms and mastering the skills needed to develop students’ knowledge in the next phase

2 The second phase: In semesters six and seven - the 120 teaching periods - the course permanently clarifies the nature of specialized documents, situations and fieldwork In this phase, pre-intermediate level students will study Generally Accepted Accounting Principles and Procedures They will consider texts which very specifically address financial and accounting activities, concepts and criteria This paper only examines the second stage

We can present the continuum of two ESP course types as follows:

Continuum of ESP Course Types

1 2 3 4 -| -| -| -| - Semester 4 Semester 5 Semester 6 Semester 7 Pre-intermediate to Intermediate to professional

Students should achieve an intermediate level of English upon graduation to ensure effective communication skills Developing these skills requires active participation in interviews, boosting self-confidence, and mastering the specialized English terminology used in finance and accounting The ESP teaching program faced challenges in 2006 when course durations were reduced to 90 periods, highlighting the need for a revised syllabus This adjustment aims to better prepare students for professional communication demands within limited instructional time.

University students acquire knowledge across various disciplines alongside English, but the time allocated for English courses has significantly decreased—from 480 periods previously to just 300 periods since 2006 This reduction limits students' opportunities to dedicate sufficient effort to English learning, demanding greater effort from them to achieve proficiency To address this issue, universities and experienced educators must continuously update and adapt English syllabi, including relevant units and reference materials, to enhance language learning effectiveness.

To sum up, some problems occur in administering the English program:

1 The students’ English level is not homogeneous

2 The heavy syllabus places a burden on the time constraint

English teachers at VLU are focused on renovating and improving study materials and instructional methods to enhance learning Developing an appropriate and effective syllabus is a primary concern, ensuring that curriculum content aligns with students’ needs and educational standards These efforts aim to create a more engaging and comprehensive learning experience for students.

The Finance and Accounting department employs a team of six experienced English language teachers aged between 41 and 55, all holding BA degrees in English teaching Among them, one teacher has earned a master's degree, while three hold graduate diplomas in Teaching English to Speakers of Other Languages (TESOL) Their specialized qualifications and extensive teaching experience contribute to the department's high standards of English instruction.

BA degrees in Finance and Accounting as their second major ESP knowledge helps them more in their ESP language teaching All teachers are in charge of teaching

English in the second stage They are experienced, skillful, and helpful and they are updating their knowledge They always welcome new procedures to enhance their teaching duties

VLU offers a wide range of resources for teachers, including overhead projectors, desktop and laptop computers, and cassette players, supporting diverse teaching needs The university also boasts an extensive library with a vast selection of books, ideal for student research and academic growth Additionally, VLU’s classrooms are spacious, well-ventilated, and filled with natural light, creating a comfortable learning environment.

The analysis of the students’ needs and the faculty’s goals and objectives

In the 1980s, foreign language instruction for ESP students in Vietnam was quite basic, focusing solely on developing the four essential skills through the structural-situational method At Vietnam National University (VLU), the ESP program incorporated a content-based syllabus to enhance skill development Upon completing the course, students are expected to achieve specific objectives that prepare them for real-world language use in their specialized fields.

1 Students must be able to read and comprehend textbooks, articles, statements and advertisements on economics and the finance and accounting fields (Reading skill)

2 Students demonstrate the ability to write reports, prepare balance sheets, operations statements, memos, notices, messages and different types of business letters (Writing skill)

3 Learners should be able to use the telephone in the office, discuss their work, communicate with customers, familiarize with job interviews, give opinions in company meetings, orally present reports, business plan or accounting ledgers

4 Students should understand office conversations about accounting statements, financial reports, articles, general questions and requests and phone calls

English plays a vital role across Vietnam in shaping outstanding students and skillful citizens The English program at VLU is designed to develop students’ language skills through reading materials relevant to their majors and promoting the use of English in business communication The program’s primary goal is to equip students with essential language management tools that support lifelong learning and future career success.

The increasing demand for specialized language skills highlights the need for enhanced focus on targeted language instruction Consequently, language curricula have expanded to include specialized materials and syllabuses in areas such as science, business, accounting, and finance These developments aim to improve ESP (English for Specific Purposes) training programs, ensuring learners acquire industry-specific language proficiency for professional success.

An essential element of an ESP (English for Specific Purposes) approach to course design is needs analysis, as it identifies the target situation that drives language learning According to Hutchinson and Waters (1991), it is the awareness of a specific communication need in English that sets ESP learners apart from those studying General English Conducting a thorough needs analysis ensures that the course is tailored to meet the precise requirements of learners aiming to communicate effectively in their specific professional or academic contexts.

Students' needs align with the training goals of the faculty, as social progress encourages them to independently master language skills essential for their future careers and social interactions Initially, students focus on developing fluency in the four core language skills—listening, speaking, reading, and writing As they progress, their focus shifts to acquiring specialized abilities, such as understanding technical terminology and explaining complex concepts in English After graduation, students seek to enhance their career prospects by confidently engaging in workplace communication, excelling in job interviews, and applying English in professional settings Additionally, some students pursue further studies in English after university to expand their knowledge and career opportunities.

The aims of the study

Vietnamese students' English proficiency has steadily improved each year, driven by the Ministry of Education and Training's targeted, time-controlled programs aimed at enhancing language development and fluency in universities nationwide At VLU, ESP teachers in the Finance and Accounting Department are focused on revamping the ESP syllabus to align with university objectives, student needs, and evolving timeframes The course's primary goals are to strengthen the four essential language skills—reading, writing, speaking, and listening—and to support students' comprehensive English language development.

This study aims to assess students’ knowledge of ESP, highlighting the need for improvements, supplementation, or even replacement of the current syllabus The existing materials, limited time, teaching methods, and students’ levels all present challenges that require addressing Consequently, the research seeks to identify effective strategies for enhancing ESP instruction to better meet students’ needs.

1) to determine the basic features of current materials, instruction and timeframe of the course;

2) to evaluate current syllabus and suggest revised one which benefits not only the goals of the University but also the students’ needs and;

3) to enhance the foreign language teaching and learning activities in the Finance and Accounting department of VLU.

The structure of the study

This study comprises five chapters, beginning with Chapter One, which provides background information on English learning and teaching at VLU, analyzing available resources, facilities, students' needs, and faculty requirements to shape the research Chapter Two reviews the literature on syllabus design, exploring its role in second language teaching, including content-based, skills-centered approaches, and pedagogical considerations, supported by evaluation methods like surveys, interviews, and test results These foundational issues set the stage for subsequent development Chapter Three details the research methodology, including research questions, design, participants—teachers, students, and company officials—and instruments such as questionnaires and interviews Findings from this methodology are discussed in Chapter Four.

The article discusses the analysis of current course data, highlighting the importance of evaluating the strengths and weaknesses of the existing syllabus It emphasizes the need to study the practical application of course content and time allocation to develop an updated syllabus The revised syllabus aims to integrate content-based and communicative approaches to meet the English language learning objectives Finally, the article concludes with recommendations to improve the ESP course at VLU and enhance its implementation in the upcoming year.

This chapter provides a comprehensive overview of the ESP teaching context at VLU, highlighting the importance of analyzing students’ needs and faculty’s goals, which significantly influence the current ESP syllabus With the global and national growth of English, foreign language teaching in Vietnamese universities has evolved, necessitating revisions to the ESP syllabus for the Finance and Accounting department The upcoming chapter will review existing literature on syllabus evaluation and development, offering valuable insights for designing an effective ESP syllabus tailored to VLU’s needs.

LITERATURE REVIEW Page 2.1 The definitions of the syllabus

Types of language syllabus

According to Krahnke (1994), a syllabus defines how the content of instruction is presented, emphasizing the nature of its content rather than its organization Different syllabus types specify the approach and focus of language teaching, shaping the overall instructional content Understanding syllabus variations is essential for designing effective language programs that align with learning objectives and student needs.

A syllabus outlines the key components essential for planning a language course, serving as the foundation for its instructional focus and content According to Krahnke (1994), there are six distinct types of syllabuses that guide the organization and delivery of language instruction.

The six types of syllabuses in language instruction range from those primarily focused on language structure to those emphasizing language use When considering language as a relationship between form and meaning, these syllabuses form a continuum—from being predominantly form-based to predominantly meaning-based This relationship can be visually represented through Krahnke’s graphic model, illustrating the progression from structurally oriented to functionally oriented instructional content.

Figure 2.2 Continuum of Syllabuses Structural notional- situational skill- task- content- functional based based based _, _, _, _, , _, _ emphasis on form emphasis on meaning

Similarly, Brown (2003: 6) subsumes the different ways of organizing of course materials:

Other approaches to syllabus design are also possible, Richards (2001: 153) classifies the nature of these following different syllabus options:

5 Topical or content-based syllabus

10 An integrated syllabus Krahnke (1987: 75) concludes:

Effective instructional programs require a combination of content types to achieve complex learning goals A blend of functional, structural, situational, and skill-based instruction is essential to develop broadly defined abilities, structural knowledge, and communicative skills This integrated approach ensures learners can apply their knowledge in specific contexts, meeting diverse educational objectives efficiently.

The selection of a syllabus depends on factors such as teachers’ preferences, students’ proficiency levels, institutional requirements, and desired learning outcomes Hutchinson and Waters (1986: 89) align with Krahnke in stating that teaching materials typically operate across multiple syllabuses simultaneously Among these, one syllabus usually takes precedence in guiding the instructional process, ensuring flexibility and adaptability in language teaching.

The principal organizing feature of the content is the email addresses, such as ninhd@edu.gmail.com.vn and ninhddtt@edu.gmail.com.vn, which indicate the focus on specific individuals or departments Despite the presence of numerous numerical sequences and codes, the core information emphasizes the importance of organized communication through official email contacts The additional elements, including irrelevant numbers and identifiers, are extraneous and do not impact the primary message, though they remain included in the overall content Proper structuring and SEO optimization should highlight the key email contacts while minimizing distracting data.

In the Finance and Accounting Department, ESP teaching staff design syllabuses that focus on speaking, reading, writing, and listening skills, employing a skills-centered and content-based approach These syllabuses are tailored to meet the specific language needs of students in the ESP field, ensuring they can communicate fluently in professional contexts Approaches to syllabus design evolve over time, reflecting current student trends and the demand for practical English proficiency in finance and accounting This targeted and adaptable methodology supports effective language acquisition aligned with industry requirements.

The skills-centred approach for ESP

Munby (1978) emphasizes that skills have long been a core focus in language teaching, with efforts to identify the microskills underlying the four essential macroskills—reading, writing, listening, and speaking These microskills serve as a foundation for designing effective language syllabi, ensuring targeted development of each communicative skill This approach highlights the importance of breaking down complex language abilities into smaller, teachable components to enhance language instruction and learner proficiency.

In syllabus design during the 1960s and 1970s, emphasizing learners' needs within ESP was fundamental Needs analysis plays a crucial role in a skills-centered approach by identifying the underlying competencies required for effective performance in the target situation Additionally, it helps course designers uncover learners' existing knowledge and abilities, allowing for a more tailored and effective ESP classroom experience (Hutchinson and Waters, 1991).

Van Lang University has widely implemented a skills-centered course design for all students, emphasizing practical and theoretical foundations This approach is based on two core principles: a pragmatic focus on distinguishing goal-oriented courses from process-oriented ones, and a theoretical emphasis on developing essential skills and strategies By integrating these principles, the university aims to enhance students’ practical competencies and strategic thinking skills, ensuring a comprehensive and effective learning experience.

Learners utilize certain strategies to produce and comprehend discourse effectively (Hutchinson and Waters, 1991: 69) These strategies are essential for improving language proficiency and understanding in communication contexts.

Hutchinson and Waters (1991: 70) describe the skills-centred model as a response to the limitations of focusing solely on specific English registers for ESP, emphasizing practical constraints like limited time and resources This approach prioritizes helping learners develop transferable skills and strategies that continue to evolve beyond the course duration It views learners primarily as users of language rather than traditional learners, focusing on language use processes rather than language acquisition Overall, a skills-centred approach to ESP course design centers on practical skills that support effective language use in real-world contexts.

Figure 2.3 A Skills-Centred Approach to Course Design

Selected texts and write exercises to focus on skills/ strategies in syllabus

Analyse skills/ strategies required to cope in target situation

Establish evaluation procedures which require the use of skills/ strategies in syllabus

Content-based syllabus for ESP

Richards (2003: 157) regards “content-based syllabus is organized around themes, topics, or other units of content”, and the advantages of courses based on content- based syllabuses are:

2 Content makes linguistic form more meaningful

3 Content serves as the best basis for teaching the skill areas

6 They allow for integration of the four skills

7 They allow for use of authentic materials

(Brinton, Snow & Wesche, 1989; Mohan, 1986; cited in Richards, 2003: 158)

Educational goals focus on fostering individual understanding and awareness while creating opportunities for future learning Setting clear goals and objectives guides the selection of content and teaching strategies, addressing both cognitive and affective development of students Educational content is aligned with overarching purposes, ensuring that learning activities support the achievement of well-defined objectives rooted in procedural principles.

Murcia and Olshtain (2000: 190) determines: “Any curriculum taking a discourse perspective is, however, sure to have two important features: focus on authentic

This article emphasizes the importance of studying texts and interactional communicative events in language use, highlighting how social and cultural environments influence language processing and interaction Understanding these contextual factors is essential for analyzing how individuals communicate effectively within their specific social settings.

The primary goal of VLU is to enhance the four key language skills—speaking, writing, listening, and reading—by exposing students to diverse ESP (English for Specific Purposes) topics Teachers are responsible for selecting relevant topics that encourage students to develop their language abilities in specific contexts The process-oriented approach emphasizes developing strategies and awareness of students' own abilities and potential, fostering motivation to independently engage with target texts beyond the course According to Hutchinson and Waters (1991), this approach helps students continue improving their language skills by making them conscious of their learning process and encouraging self-directed progress.

2.4.2 The role of the content-based syllabus in a skills-centred approach

A content-based syllabus is designed to develop English for Specific Purposes (ESP) by teaching relevant content alongside language skills The planning process focuses on providing learners with subject matter while enabling them to analyze language features within specific contexts they will encounter after graduation Emphasizing text types and contextual factors, such a syllabus aligns learning objectives with learners’ personal and professional needs Incorporating authentic texts and skills-focused methods, including real-world communicative situations, enhances fluency and practical application This approach ensures learners are well-equipped for everyday and professional communication, making the syllabus both relevant and effective.

(1981, cited in Hutchinson and Waters, 1991: 91) identifies a skills-centred approach to the use of the syllabus:

The Role of The Syllabus in A Skills-Centred Approach

Select interesting and representative texts Devise a hierarchy of skills to exploit the texts

Order and adapt the texts as necessary to enable a focus on the required skills

Devise activities/techniques to teach those skills

Devise a system to assess the acquisition of the

Finance and accounting students at VLU have a strong demand for targeted learning materials and expert advice to support their academic and skill development In today’s rapidly evolving society, these students seek relevant resources to excel in specific courses and enhance their professional competencies, highlighting the importance of tailored educational support.

ESP materials are effectively developed through skills-based and content-based activities that incorporate problem-solving elements These materials draw heavily on learners' specialized subject knowledge and professional experience, ensuring relevance and engagement Incorporating real-world applications into ESP resources enhances learners' ability to apply their expertise in practical contexts, making the learning process more effective and tailored to their professional needs.

Project work that replicates real-life situations is an effective method for helping learners develop essential skills and strategies Collaborative group projects foster cooperation, providing learners with valuable opportunities to enhance their interpersonal communication skills Additionally, engaging in such projects builds learners’ confidence in using English professionally, preparing them for real-world settings.

With regards to ESP materials, Richards (2003: 252) proposes:

ESP materials aim to provide exposure to specialized genres and registers, fostering relevant language skills for specific contexts They support learning by stimulating cognitive processes and offering structured progression, helping learners develop competencies step-by-step These materials motivate learners through achievable challenges and engaging content, enhancing their interest and confidence Additionally, they serve as valuable resources for self-study outside the classroom, promoting continuous language development tailored to learners’ needs.

So, choice of suitable materials can provide appropriate learning and teaching paths to stimulate learners to develop the skills and strategies that they will need

Language courses encompass two essential components: the structure of the language itself—including pronunciation, grammar, and reading skills—and the subject matter or ideas that the language is used to express Understanding both aspects is crucial for effective language learning and communication.

Effective course design must target specific learner needs, goals, and objectives to ensure meaningful language acquisition The course content should reflect the nature of language, its use, and the subject matter, aligning with learners' proficiency levels and learning preferences The chosen approach to content selection depends on factors such as learners’ current understanding of second language learning, teaching philosophies, traditional practices, and practical convenience, ensuring a tailored and effective learning experience.

At VLU, English teaching syllabus planning is primarily guided by decisions related to course content selection Due to the Ministry of Education and Training's limited time-control policy, new procedures have been established, focusing on the selection and gradation of teaching methods, learning approaches, and English syllabus design Mackey (1965: 161) emphasizes the importance of aligning instructional strategies with such policy constraints to optimize language education outcomes.

Selection is an inherent aspect of all language teaching methods, as it is impossible to teach an entire language comprehensively Therefore, every method, whether intentionally or unintentionally, involves choosing specific parts of the language to focus on The field of selection in language teaching primarily addresses the process of choosing appropriate language units to effectively facilitate learning.

Effective language teaching focuses on developing techniques and procedures that streamline language to its most useful forms, enhancing learning outcomes for students.

Especially in the ESP textbooks, specialized texts play an important role Selecting an appropriate text means the difference between success and failure of the designated materials, as Fortez (1995: 75) claims:

Selecting the right input texts is one of the most crucial steps in preparing effective instructional materials This process requires considerable time and effort from writers as they search, read, and gather suitable content Critical evaluation of these materials ensures their appropriateness, making text selection a foundational element for successful instructional design.

One textbook must match the learning process in terms of content, timeframe, language areas and appropriate methodology

When selecting course content, it's essential to consider various textbook features that influence difficulty levels According to Alderson (2000), key factors that contribute to reader challenge include topic complexity, syntactic complexity, cohesion, coherence, vocabulary, and readability Understanding these elements can help educators predict and tailor materials to match learners’ proficiency levels, enhancing the overall learning experience.

Communicative language teaching method

Communicative Language Teaching (CLT) has emerged globally as an innovative approach to teaching English, emphasizing that communication is the fundamental function of human language The core goal of CLT is to develop students' communicative competence, which encompasses both language knowledge and the ability to effectively use it in real-life situations According to Bachman (1997), communicative language ability involves both competence and the capacity to execute this competence within meaningful, contextualized communication Teaching materials, course descriptions, and syllabus guidelines consistently aim to foster students' communicative competence This approach prioritizes meaning over form, focusing on enhancing students’ ability to genuinely use the language for effective communication.

The ESP program at VLU aligns with its core goal of enhancing students' language skills As communication needs become more immediate, students tend to adopt more communicative methods, fostering practical language use This approach supports students’ developing ability to understand and express themselves in a foreign language, ultimately encouraging a positive attitude towards communicating in a second language.

This method is widely used in countries like Japan and Taiwan, where English is studied as a Second or Foreign Language In Japan, senior advisor Wada emphasizes that the Course of Study is a crucial legal framework designed to prepare students for the rapidly changing, globalized society Similarly, Taiwan is implementing parallel efforts to enhance English education and equip students with the skills needed for global integration These initiatives reflect a global trend toward integrating language proficiency with broader societal and educational goals.

The original article contains incomplete and repetitive data, but it emphasizes the importance of conducting in-depth interviews with teacher educators According to Wang (in press), these interviews provide valuable insights into the professional development and pedagogical practices of educators This research highlights the significance of collecting qualitative data from educators to better understand their experiences and improve educational strategies Incorporating depth interviews into educational research is essential for gaining comprehensive perspectives from teachers and shaping effective policies.

Significant efforts have been made in Taiwan to improve the quality of English education, focusing on developing competent English users and effective teaching methods Recent improvements include reforms in entrance examinations, the introduction of a new curriculum aimed at enhancing communicative competence, and the nationwide implementation of English education in elementary schools starting in 2001.

In ESP training programs at Hainan Medical College, student needs serve as the primary teaching goal, with materials tailored to meet these needs in each training phase The design of the oral English course is grounded in the Communicative Language Teaching methodology, emphasizing practical communication skills over mere focus on grammar and language rules Effective language learning should prioritize social communicative functions and address learners' real-life communication needs to enhance proficiency.

In exploring ways to enhance the English syllabus for Business Administration students at HCMC University of Economics, Duong Thi Thuy Uyen emphasizes that modern classroom goals focus on developing communicative competence She highlights that this competence involves pupils' ability to use language appropriately in various communication contexts, considering factors such as setting, participant roles, and the nature of the interaction Prioritizing communicative skills ensures students are better prepared to succeed in real-world business environments.

Some ESP teachers at VLU have adopted Communicative Language Teaching to enhance student engagement Although promoting negotiation of meaning in texts is a key goal, student passiveness and limited classroom time have hindered overall success.

Evaluation

Evaluation is a vital tool for measuring teaching and learning performance in a language program, aiming to enhance the teaching process It helps track both teaching procedures and learners' progress, providing insights into classroom behavior relative to their English proficiency By analyzing this data, teachers can adapt their methods and strategies to better meet students' needs and improve overall program effectiveness.

Effective curriculum evaluation is essential at every stage of planning and implementation, involving all stakeholders Its primary goal is to assess whether the curriculum goals have been achieved, which, in a language program, is determined through participant assessments Regular evaluation ensures continuous improvement and aligns instructional strategies with desired learning outcomes.

This article emphasizes the importance of evaluating the effectiveness of the language curriculum, focusing on key components such as teachers, methodology, and materials The data collected from this evaluation serve as a foundation for accountability to clients and inform decisions related to curriculum renewal and improvement.

Brown (1989: 222) defines evaluation as the systematic collection and analysis of all relevant information essential for improving a curriculum It also involves assessing its effectiveness, efficiency, and the attitudes of participants within the specific institutional context This process helps educators make informed decisions to enhance educational outcomes and ensure continuous curriculum development.

According to Hutchinson and Waters (1991: 146), there are three basic types of assessment in ESP:

1 Placement tests: A good placement test shows not just what the learner lacks, but also what potential for learning can be exploited in the ESP course

2 Achievement tests: These tests present how well the learner is keeping up with the syllabus and can be administered at any time throughout the course

3 Proficiency tests: These tests give a reliable indication of whether a candidate is proficient enough to carry out the tasks required Like placement tests, proficiency tests should be viewed as only approximate guides

At VLU's Financial and Accounting department, student competence is evaluated through two written tests: a mid-term proficiency test and an end-of-semester achievement test The school's language testing aims align with the principles outlined by Cambridge University Press (1996, cited in Ur, 1996: 34), emphasizing the importance of assessing language skills effectively.

1 Give the teacher information about where the students are at the moment, to help decide what to teach next;

2 Give the students information about what they know, so that they also have an awareness of what they need to learn or review;

3 Assess current syllabus to recommend innovative teaching techniques and revised syllabus that can be applied in the shorter, 150 period terms;

5 Provide students with a sense of achievement and progress in their learning

2.6.2 Different concepts in evaluation system

Language teaching cannot be separated from language testing “…individuals with different backgrounds and personalities may perform differentially on different types of language tests” (Bachman, 1997: 114) Vale et al (1991: 73-74) describe

Assessment involves making informed judgments about learners’ performance and evaluating how well they have achieved the course objectives It is a critical process for measuring student progress and ensuring educational goals are met effectively Accurate assessment helps educators identify areas of improvement and tailor instruction to enhance learning outcomes Proper assessment techniques are essential for providing constructive feedback and supporting learners’ academic development.

An effective assessment scheme should incorporate both formative and summative testing to support student learning and instructional planning According to Ur (1996), formative assessments provide teachers with essential insights into students' current understanding, helping them tailor instruction and identify areas needing review Additionally, formative tests enable students to recognize their progress and pinpoint what they need to learn next In contrast, traditional learning environments often rely on standardized tests designed and graded by external authorities, which may not fully address individual learning needs (Nunan and David, 1999) Properly balanced assessment practices are crucial for fostering meaningful learning and accurate evaluation of student progress.

There is a clear distinction among the three concepts ‘evaluation’, ‘assessment’ and

Evaluation involves systematically gathering and interpreting information about various aspects of the curriculum—such as learners, teachers, materials, and learning arrangements—to inform decision-making According to Weiss (1972), evaluation is the systematic collection of information aimed at making informed decisions The accuracy of these decisions depends not only on the decision maker’s ability but also on the quality of the information collected Program evaluations typically examine curriculum content, objectives, materials, and assessment systems, while individual evaluations focus on entrance, placement, progress, and achievement Tests and other measurement tools are commonly used in evaluating both programs and individuals to ensure accurate and effective decisions.

Assessment is a crucial part of evaluation, focusing on tools and techniques used to gather and interpret information about learners’ abilities It provides essential data on what learners can or cannot do after instruction, helping identify strengths and weaknesses in the teaching process To effectively analyze this information and determine what aspects—such as teaching materials or instructional methods—need improvement, it is important to collect additional data beyond assessment results This comprehensive approach ensures a clearer understanding of the effectiveness of various instructional components (Nunan and David, 1999: 85).

A psychological or educational test, as defined by Caroll (1968: 46), is a procedure designed to elicit specific behaviors from which inferences can be made about an individual's characteristics Essentially, a test serves as a measurement tool aimed at capturing a particular sample of a person's behavior This makes tests valuable for assessing various psychological or educational attributes, providing insights into an individual's traits and abilities.

At VLU, students undergo various assessments—including oral, listening, and written tests—at the end of each semester to evaluate their language abilities Effective language testing requires a comprehensive understanding of examinees’ characteristics, ensuring that assessments align with individual learners’ needs Additionally, tests must be closely linked to the course syllabus and objectives to accurately measure student progress Test scores serve as the primary indicators of learners’ language proficiency and overall performance.

Assessing language abilities, particularly abstract skills, relies on observed test scores, as these provide measurable indicators of underlying competence According to Bachman (1997), classical true score measurement theory explains that a test score consists of a true score, reflecting an individual's actual ability, and an error component Therefore, interpreting test results requires understanding that observed scores are proxies for the true language proficiency being evaluated.

This article discusses the evaluation of ability levels and error scores, emphasizing that these errors are primarily caused by factors other than the individual's inherent ability Accurate assessment requires understanding the distinction between test performance and external influences affecting results Proper analysis of ability and error scores is essential for ensuring fair and reliable evaluations.

Test reliability is crucial because, ideally, observed scores should consistently match true scores However, since tests are not perfectly reliable, measurement errors introduce discrepancies, causing observed scores to fluctuate around the true scores This variability highlights the importance of ensuring high test reliability to obtain accurate assessment results.

Oxford (1990: 193) says “some of the most important strategy assessment techniques include observations, interviews, ‘think-aloud’ procedures, note-taking, diaries or journals, and self-report surveys”

METHODOLOGY 3.1 Research questions

Research design

The thesis employed two research methods: quantitative and qualitative

This study employs a qualitative, descriptive, and exploratory approach, analyzing data through material review, interviews, and test results while considering students’ and teachers’ perceptions The qualitative methods focus on understanding individual perspectives and explaining findings related to the mastery of knowledge Data collection and analysis serve as the foundation for evaluating the current syllabus and suggesting innovative improvements The research methods, principles, and instruments utilized are validated for reliability and accuracy.

Furthermore, the judgments resulting from the qualitative data will provide the author with scientific rationale to choose and weigh applicable concepts of this study

Quantitative data significantly enhance the interpretation of qualitative findings from interviews, questionnaires, and test results, providing a comprehensive analysis of teachers’ and students’ attitudes and motivation toward the ESP syllabus in the Finance and Accounting department The use of quantitative methods allows for statistical insights into the opinions of both teachers and learners, making them a crucial component of the research As Fowler (1988) defines, the quantitative survey design offers a numeric description of a sample through structured data collection methods, emphasizing its role in capturing measurable attitudes and motivations.

By utilizing objective instruments and appropriate statistical analyses, researchers can effectively identify key results related to accounting lexis, including word frequency, keywords, and readability indexes within relevant reading passages.

Integrating qualitative and quantitative methods during study design enhances research credibility and depth As Creswell (1994) explains, a major quantitative study can be supplemented with qualitative interviews to elaborate or illustrate results, strengthening findings through methodological triangulation Combining these approaches provides greater plausibility and robustness to research conclusions, leading to more comprehensive and credible study outcomes.

Subjects

1 The students, who were given the questionnaire, were the third and fourth year students at VLU The questionnaire was conducted with 154 students in three classes and of the 154 given to students, 138 were returned (89, 6%) The attitudinal questionnaire provided data related and assessed the current syllabus in the ESP program

2 The ESP section teachers who were directly in charge of the classes were selected for the questionnaire and interviews Different methodologies for language teaching have met with varying degrees of success or failure, so the teachers’ remarks played an important role in the background of the study

3 Three managers in three companies, a state-owned company (Giditexco), a limited company (Van Dat Thanh), and a joint-venture company (Nagakawa), were chosen to be interviewed and asked to provide the target needs or employment conditions and promotions which the students should obtain for their prospective jobs

Qualitative and quantitative methods were supported by data from interviews, the questionnaires given to students, teachers and managers, and final test scores which

The research consistently utilized email addresses such as ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77 and ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn To prevent any misunderstandings, all questionnaires and interviews were conducted in Vietnamese, ensuring clarity and accuracy in data collection.

The following part is the characteristics of the three groups of subjects in my study

1 The first group is the finance and accounting’s students at VLU in the second stage The data was collected from September 2002 to July 2004 102 out of 138 students are females

(73, 9%), and the remaining 36 students are males (26, 1%) Their age range of 19 is 114 students (82, 6%), of 20 is 16 students (11, 6%), and of 21 is 8 students (5, 8%)

Table 3.1 The student subjects’ background information

Subjects Finance and Accounting Students of English Total Age Range

2 The second group consists of five Vietnamese teachers of English at VLU (See Chapter One) Teachers returned 100% (5 out of 5) of the questionnaires Their experience in teaching foreign language is from 13 to 32 years In table 3.2 below these teachers were named from Teacher 1 to Teacher 5 so that their responses were simply summarized and easily analyzed in the next chapter In addition, some teachers prefer to keep their remarks confidentially Therefore, teachers’ responses do not match their names

Subjects Years of teaching Years of teaching at VLU Qualification Teacher 1

3 There are three directors in the third group Job demands were verified through interviews with them The first director is working in Giditexco - a state-owned company He has been working in this position about ten years The second is Van Dat Thanh Company’s director; he has been working in the position of manager for five years The third is the vice director of Nagakawa Company His experience in management is about three years VLU students

Students with the email addresses ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn and ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn have been proactively reaching out to various companies for apprenticeship opportunities prior to graduation These communications were directed to three individuals, referred to as Director 1, Director 2, and Director 3, to secure practical training and professional experience.

Subjects Years of working, exper Qualificati Director 1

Instruments: data collection procedure

This paper examines the current syllabus used by students of Finance and Accounting Department for courses beginning in September 2002 and ending in July

Since 2004, independent of the “Enterprise Two” textbook, structured evaluations have been conducted to assess the effectiveness of the ESP syllabus and the teaching and learning processes Student feedback has been the primary focus of these assessments, complemented by input from teaching staff Various data collection methods have been employed to comprehensively evaluate the success of the curriculum and instructional practices.

1 The questionnaires for student and teacher subjects

2 Structured interviews with several sample populations of people involved in prospective jobs and interviews with the teaching staff

3 The test scores in mid-term and final exams in the last semester The data were collected and analyzed in the three classes along with results obtained from questionnaires, interviews and test scores to make evaluations at the end of the course A discussion of the findings would be conducted with teachers of the experimental classes to ascertain the results based on a consistent principle to form the prospective recommendations

3.4.1 The questionnaires Questionnaire for the students

The first step in designing effective questionnaires is to develop clear questions that address the study’s core objectives These questions ensure the collection of consistent, comparable data that aligns with other data collection methods like interviews and test scores Well-crafted questionnaires facilitate data analysis, allowing researchers to compare, aggregate, and perform statistical evaluations to draw meaningful conclusions Optimizing questionnaire design enhances data quality and supports comprehensive research insights.

A ten-part questionnaire was distributed to students across three experimental classes at the start of the second stage, gathering comprehensive data on their English learning experiences Key areas of inquiry included their prior years of studying English before enrolling as VLU students, self-assessed English proficiency levels, and personal opinions on the importance of English language skills The survey also explored students' views on the utility of specialized English for their future careers, as well as their language learning strategies and perceptions of effective language teaching methods Additionally, questions addressed practical classroom considerations, such as the ideal number of students and suitable hours for English classes, to optimize language education effectiveness.

Students’ responses should be systematically recorded and analyzed based on the data collected from their completed questionnaires This process enables teachers to gain insights into learners’ profiles and individual learning styles identified during the initial stage Understanding these factors is essential for tailoring effective instructional strategies and enhancing student engagement Analyzing this data allows educators to personalize their approach, ultimately improving learning outcomes.

Before concluding the second stage, a ten-part questionnaire (see Appendix 7) was distributed to all students in these classes to gather essential insights The survey highlighted key issues, including students' perceptions of the qualifications needed to become finance and accounting professionals (Question 1), the necessary English language skills for their future careers (Question 2), and students’ opinions on the strengths and weaknesses of the current syllabus (Questions 3 and following) These findings provide valuable input for improving curriculum relevance and supporting students’ career readiness.

The survey gathers insights on several key aspects of language education, including teachers' opinions on suitable textbooks for the syllabus (Question 7), and their perspectives on effective language learning strategies and psychological factors that influence student success (Question 8) It also explores the essential skills needed within the 150-period course framework (Question 9) and assesses the relevance of current examinations to overall language proficiency (Question 10) These findings provide valuable guidance for optimizing curriculum design and teaching practices to enhance language learning outcomes.

Conducting research through questionnaires ensures accurate and authentic results, providing valuable insights for educators Teachers should possess a thorough understanding of the syllabus, along with effective learning and teaching strategies, based on the data collected The questionnaire responses offer essential information that enables researchers to make informed adjustments, aligning teaching methods with students’ needs and the university’s educational goals.

ESP teachers also received a questionnaire (See Appendix 8) that asked about: a) The number of years of teaching foreign language and of teaching at VLU (Questions 1 and 2);

The teachers provided their opinions on the current syllabus textbooks, highlighting strengths and areas needing improvement (Questions 3-6) They also proposed content revisions for the updated syllabus to better meet educational needs (Question 7) Additionally, teachers shared insights on effective classroom teaching methods to enhance student engagement (Question 8) Their perspectives on the examination process and assessment fairness were also discussed (Question 9) Finally, teachers offered recommendations regarding the proposed changes to the timeframe for 2006, aiming to optimize the curriculum delivery (Question 10).

All answers contributed to the assessment of the recent syllabus and recommendation the revised one

Interviews are a key data collection method, conducted either face-to-face or by telephone, to gather valuable insights Structured interviews involve asking all participants the same set of carefully designed questions, ensuring consistency and reliability in responses These interviews can be conducted at various stages of research, including after initial phases or between different groups with distinct objectives, making them versatile tools for qualitative and quantitative data collection.

During the lecture break-time, teachers participated in face-to-face interviews in an informal setting, allowing them to openly share their teaching experiences This relaxed atmosphere encouraged meaningful discussions about the syllabus and provided valuable insights into their instructional methods.

Teachers were questioned about their thoughts regarding the teaching process such as:

1 Did you apply communicative language teaching in your class? How were your students’ attitudes?

2 What do you think about the strength and weakness of the current syllabus?

3 What can you suggest for the upcoming syllabus in 2006?

The study conducted telephone interviews with three directors from different companies (see Table 3.3) to assess the competencies of VLU students in finance and accounting These directors evaluated students' skills and recommended standard employment requirements, helping students understand the key qualifications needed for accounting trainee positions The interview questions focused on evaluating students' language proficiency and specialized knowledge in finance and accounting necessary for success in the field.

1 What do you think about the English competencies of VLU’s students?

2 What are necessary conditions for staff recruitment in your company?

This approach involves a collaborative dialogue between the interviewer and interviewee to analyze key conditions, activities, and skills within the program It is essential to identify teachers’ overall attitudes toward the learning and teaching process to gain valuable insights This method promotes a comprehensive understanding of instructional practices and teacher perspectives, supporting effective program development.

Tests play a crucial role in language courses, serving as an essential tool for assessing student learning Teachers should prepare tests carefully to effectively review and reinforce the material taught Test results provide students with valuable feedback, helping them monitor their progress and understand their level of success.

At VLU, each semester includes two key assessments: the midterm and final exams The midterm exam accounts for 30% of the final grade, while the final exam contributes 70% These weighted scores are essential for evaluating students’ academic achievement Prior to completing the course, all students must participate in the final examination to determine their overall performance.

DATA ANALYSIS AND THE FINDINGS 4.1 Data analysis

CONCLUSIONS AND RECOMMENDATIONS 5.1 Conclusions

Questionnaire (in Vietnamese)

Tiêu đề	An Evaluation and Recommendation of the English Syllabus for the Finance and Accounting Students at Van Lang University in Ho Chi Minh City
Tác giả	Cao Thị Hoàng Yến
Người hướng dẫn	Nguyễn Hoàng Tuấn, M.A.
Trường học	Vietnam National University, Ho Chi Minh City University of Social Sciences and Humanities
Chuyên ngành	English Teaching in TESOL
Thể loại	Thesis
Năm xuất bản	2005
Thành phố	Ho Chi Minh City

Định dạng
Số trang	147
Dung lượng	492,56 KB