English language needs for tour guiding from the perspectives of tour guiding professionals and english for tourism students from university of foreign languages hue university

INTRODUCTION

Rationale

As globalization and integration progress, the demand for cultural understanding and international exchange among Vietnamese and foreigners is increasing, particularly through tourism and the role of tour guides This growing need is often met through the use of foreign languages.

English serves as an international language that enables Vietnamese tour guides to showcase their country's culture and people to the world Consequently, mastering English is essential for effectively fulfilling this role The process of learning must be accompanied by consistent practice, ensuring accuracy and fluency, which are vital for a successful career in engaging with foreign tourists.

Many fourth-year English for Tourism students specializing in Tour Guides at Hue University of Foreign Languages face significant challenges in their roles as tour guides in Vietnam These difficulties largely stem from the syllabus design for the Tour Guide program, which has not adequately considered the actual needs of the labor market, particularly those of travel agencies and tour guiding companies.

The research titled "English Language Needs for Tour Guiding" explores the challenges faced by ETG students and young tour guides It aims to gather insights from tour guiding professionals and English-for-Tourism students at the University of Foreign Languages, Hue University, to better understand their specific language requirements in the tourism industry.

Aims of the research

This research investigates the English language requirements for tour guiding by gathering insights from tour guiding professionals and ETG students It seeks to identify potential strategies to address the challenges faced by students and young tour guides, stemming from an ETG syllabus that lacks alignment with the labor market, particularly the needs of tour guiding companies in Hue City.

Research questions

1 What are the English language needs for tour guiding from the perspectives of tour guiding professionals and ETG students from HUFL, Hue University?

2 What difficulties did tour guiding professionals and ETG students encounter when using English in reality?

3 How should these difficulties be overcome to satisfy English language needs for tour guiding from the perspectives of tour guiding professionals and ETG students from HUFL, Hue University?

Scope of the research

This research examines the knowledge needs related to both general English (GE) and language skills specifically for English for Tourism specializing in Tour Guiding (ETG) It gathers insights from tour guiding professionals and fourth-year ETG students at HUFL, Hue University, focusing on their perspectives regarding the current challenges and requirements in the field.

Definitions of key terms

Perspective is defined as a specific viewpoint for understanding or judging events, highlighting their true relationships, according to Webster's New World College Dictionary (2010) Additionally, COBUILD Advanced English Dictionary (2017) describes perspective as a way of thinking influenced by personal beliefs and experiences.

1.5.2 English language needs in Tour guiding

According to Michael West (1920, cited in 1994), language needs encompass what learners must accomplish with a foreign language in specific contexts and how they can effectively acquire it during training This research outlines the English language needs for tour guiding, emphasizing the essential knowledge beyond English that supports tourism It identifies key aspects of language proficiency, including pronunciation, grammar, and vocabulary, alongside vital communication skills such as listening, speaking, reading, and writing, as well as their sub-skills These elements are crucial for English for Tour Guiding (ETG) learners to succeed in their workplace and to master ETG effectively throughout their training period.

Significance of the research

This thesis aims to enhance the English department's ETG syllabus at HUFL, Hue University, ensuring it aligns with labor market demands and better prepares students for careers in tour guiding companies.

Structure of the research

Chapter 5 Conclusion, Implications, Limitations and Further Research

LITERATURE REVIEW

Theoretical background

2.1.1.1 Tourism can be explained in some supporting ways In 1976, the

According to the Tourism Society of England, tourism is defined as the temporary movement of individuals to destinations outside their usual living and working environments, along with the activities they engage in during their stay This definition encompasses travel for various purposes, highlighting the diverse nature of tourism.

The World Trade Organization (WTO) defines tourism as the activities of individuals traveling to and staying in locations outside their usual environment for leisure, business, or other purposes, for a duration not exceeding one consecutive year (COL, 2006, p.11).

Tourism engages people traveling in 3 basic forms as follows:

(1) Internal tourism which will comprise domestic (residents of the country traveling within this country) and inbound (non-residents traveling in the given country) tourism

(2) National tourism comprises domestic and outbound (residents traveling to another country) tourism

(3) International tourism consists of inbound and outbound tourism

2.1.1.2 Tour Guide is “someone who takes people on sight-seeing excursions of limited duration” (Mancini, 2003 cited in Commonwealth of Learning (COL), 2006, p.222) or “a person who guides visitors in the language of their choice and interprets the cultural and natural heritage of an area which person normally possesses an area-specific qualification usually issued and/or recognized by the appropriate authority” (COL, 2006, p.222)

Tour guides are knowledgeable professionals who assist travelers in exploring unfamiliar areas Their responsibilities include greeting tourist groups, describing attractions, escorting excursions, and providing directions Essential skills for tour guides encompass strong presentation and verbal communication abilities, proficiency in multiple languages, and in-depth knowledge of local points of interest Additionally, they must be capable of engaging with diverse individuals and possess a friendly, enthusiastic demeanor Chapter 4 will delve into the specific language requirements necessary for these skills.

2.1.2 English for Specific Purposes (ESP), English for Tourism and Hospitality Purposes (ET) specializing in English for Tour Guiding (ETG)

2.1.2.1 English for Specific Purposes (ESP) refers to learning or instructing

English for Specific Purposes (ESP) is an approach to language teaching that prioritizes the learner's objectives, as highlighted by Hutchinson and Waters (1987) It is not defined by a specific language type, methodology, or teaching materials Robinson (1991) describes ESP as a goal-oriented form of English Language Teaching (ELT), where learners pursue a clear purpose in their studies Dudley-Evans and St John (1998) identify two main branches of ESP: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP), with English for Tourism categorized under EOP.

Huang (2008) introduced a model for tourism and hospitality English curriculum including 4 dimensions as follows:

1 English for Food and Beverage Services

2 English for Air Flight Services

4 English for Tour Managers and Tour Guides

However, due to the scope of the research, all investigations and results in Chapter

4 focused only on English for Tour Guides (ETG)

(e.g.,English for Tourism and Hospitality Purposes (ETP))

EOP (English for Occupational Purposes)

(e.g., English for Business Purposes; English for Medical Purposes)

ENGLISH for ACADEMIC PURPOSES (EAP)

EAP (English for Academic Purposes)

EST (e.g.,English for Sciences and Technology

According to Dudley-Evans and St John (1998), English for Tourism (ET), particularly English for Tour Guiding (ETG), merges English for Business and Academic Purposes, effectively connecting classroom learning with real-world applications in the tourism sector (Cho, 2005) ET is appealing as it attracts individuals who aspire to travel, making it a popular subject Furthermore, English has become a mandatory component of hospitality training programs, enhancing trainees' language skills to meet job requirements (Hsu, 2010; Chen, Chiu, and Lin, 2011).

According to Buhler (1990), English for Tourism (ET) is a structured language governed by specific grammar rules Dann (2001) highlights that ET utilizes a specialized vocabulary and communicates through a conventional system of symbols and codes, essential for various hospitality interactions such as hotel check-ins, providing information about facilities, meal times, and tourist guidance Grammar in ET serves as a foundation for general English structure, with examples tailored to the tourism context (Brieger and Sweeney, 1994) Shieh (2012) emphasizes the importance of ET for learners, as it provides essential language skills and knowledge specific to the tourism industry, covering key dimensions of language in this field.

- enhancing and maintaining language competency of tourism people

- increasing better understanding on demand and culture

- increasing effective internal and external communication

In Vietnam's tourism sector, English is a crucial academic subject in hospitality training programs at universities, as it is essential for achieving proficiency necessary for employment However, language barriers can affect visitor spending significantly To address this issue, it is important to offer more English courses, particularly English for Tourism (ET) courses, to students and tourism employees.

The research based on these characteristics to do questionnaires for English needs and analyze them in Chapter 4

2.1.3 Needs analysis in English for Tour Guiding

2.1.3.1 Need is seen as a gap between the real and the ideal conditions - that is both acknowledged by community values and potentially amenable to change (Reviere, 1996) Berwick (1996) also considers need as a gap or measurable discrepancy in what learners need and what they receive in language programs He defines gap as the inconsistency between the target situation and the present situation

2.1.3.2 Need analysis is conceived in different aspects although some of them are complementary Widdowson (1981) assumes this type of needs as a goal-oriented definition which may refer to “the learner‟s study or job requirements : that is what they have to be able to demonstrate at the end of their language course” Nunan

Need analysis is defined as the techniques and procedures for gathering information essential for syllabus design (1988, p.13) According to Richards (2001, p.51), it involves collecting data about learners' needs Piyanapa (2004), referencing Widdowson (1981), emphasizes that needs analysis considers various perspectives, particularly focusing on learners' needs at the conclusion of a language course.

2.1.3.3 Needs analysis in English for Tourism specializing in Tour Guiding: According to Michael West (1920) cited in West (1994), language needs is what learners will be required to do with the foreign language in the target situation and how learners might best master the target language during the period of training Therefore, needs analysis in ETG can be called a target situation analysis (TSA) which concentrates on communication purposes, communication settings, the means of communication, language skills, functions, and the structure (Piyanapa, 2004) The content of English language needs in Vietnamese context can be shared to some extent with the needs for English for Tourism specializing in Tour Guiding being discussed and clarified in different contexts in Turkey (Ekici, 2003); in East Java (Sujana, 2003); in Jordan (Al-Khatib, 2000, 2005; Albakrawi, 2013; Aldohon, 2014); in Thailand (Sri-Sumang, 2007; Prachanant, 2012); in Croatia (Kostic Bobanovic & Grzinic, 2011); in Romania (Simion, 2012); in Greece (Tziora et al, 2016); in India (Satghare, 2014); in Malaysia (Zahedpisheh et al, 2017); in Indonesia (Ekayati and Saniaty, 2018; Khoirunnisa et al, 2018; Ratminingsih et al, 2018); in Ecuador (Erazo et al, 2019) The present research inherits this viewpoint to analyze the needs of English language aspects and skills (pronunciation, grammar, vocabulary; listening, speaking, reading and writing) and the needs of shared and tourism knowledge based on job needs

2.1.4 Teaching English for Tourism specializing in Tour Guiding (ETG)

2.1.4.1 Teaching English for Specific Purposes (ESP)

Teaching English for Specific Purposes (ESP) involves developing the four essential skills—listening, speaking, reading, and writing—within the relevant workplace context (Dudley-Evans & St John, 1998) ESP is characterized as "goal-oriented language learning," where students engage with the language not for its own sake but to successfully complete tasks in English (Robinson, 1989) This approach allows students to immediately apply their classroom learning to their professional fields, such as business management, economics, computer science, or tourism By integrating subject matter into language instruction, teachers can enhance vocabulary and grammar within a meaningful context, thereby reinforcing learning and boosting student motivation Ultimately, ESP prioritizes language use in context over traditional grammar instruction, aligning content and methods with learners' specific goals (Hutchinson & Waters, 1987).

2.1.4.2 Teaching English for Tourism (ET), specializing in Tour Guiding (ETG)

English for Tourism, specializing in Tour Guiding (ETG), is a subset of English for Occupational Purposes (EOP) within the realm of English for Specific Purposes (ESP) This approach integrates English into the tourism sector, particularly tour guiding, ensuring that learners acquire relevant skills for their future careers Research in ETG has primarily focused on identifying essential skills and needs for the workplace, selecting suitable instructional materials, and implementing effective teaching strategies Al-Khatib (2005) examined the communication needs of tourism and banking professionals in Jordan, revealing that travel agency employees frequently use English for tasks such as providing destination guides, managing online bookings, and communicating via email The study highlighted that writing is the most crucial skill for tourism personnel In developing an ET syllabus, Barancic (1998) proposed an integrated approach that includes understanding the class dynamics, setting goals, measuring success, involving students in decision-making, and obtaining feedback throughout the course.

2.1.5 English Syllabus for English for Tourism (specializing in English for Tour Guiding) at University of Foreign Languages, Hue University

The English for Tourism syllabus at HUFL is structured around the B.A in English Language (2016), comprising a total of 139 credits This includes 41 credits dedicated to general education, covering areas such as Politics (10 credits), Natural, Social Sciences, and Humanities (17 credits), and Foreign Languages (7 credits), excluding Physical and Military education The professional education component consists of 98 credits, which encompasses both obligatory and optional courses in English Linguistics (8 credits), British and American Culture and Literature (10 credits), Practical Skills and Translation (44 credits), as well as specialized subjects like English for Tourism and English for Tour Guide, including Graduation projects and Professional/Tourism Practice (24 credits).

English language needs in Tourism and Tour Guiding in different contexts in the world have been introduced and discussed during a long time

Summary

This chapter provides a theoretical framework for the research, covering key concepts such as tourism, tour guiding, English for Specific Purposes (ESP), English Tourism (ET), and English Tourism Guiding (ETG), along with an analysis of needs and English language requirements The findings presented in Chapter 4 will be contextualized within Hue City, Vietnam, while also highlighting the research gap identified through previous studies conducted both internationally and within Vietnam.

RESEARCH METHODOLOGY

Research design

In order to implement the research and answer the three research questions in Chapter 1, the qualitative and quantitative approaches were applied to collect and analyze the data

Qualitative research, as defined by Cresswell (1998), relies on the researcher as the primary instrument for data collection, aiming to create a complex and holistic understanding of the subject This approach involves philosophical considerations, frameworks, and research questions, utilizing various data collection techniques such as interviews, observations, and documents Additionally, both closed and open questions from questionnaires can yield qualitative insights that address the research questions effectively.

Quantitative research, as defined by Nunan (1992), involves the measurement of variables using numerical data and statistical analysis It is characterized by its obtrusive and controlled nature, aiming for generalizability and outcome orientation, while assuming that facts exist independently of the researcher According to Bogdan and Bilken (1982, 1992), key features of quantitative research include the objective study of reality, the researcher’s detachment from the subject, a value-free approach grounded in deductive reasoning, and the testing of hypotheses to establish cause-and-effect relationships The ultimate goals of this research methodology are to formulate generalizations that enhance theoretical understanding and to facilitate predictions and explanations of various phenomena.

To gather valuable and reliable insights into the perceptions of tour guide professionals and the expectations of English-for-tourism students regarding their language needs and the challenges they encounter, questionnaires were utilized This method was chosen for its cost-effectiveness, efficiency, and convenience, allowing participants ample time to reflect on their responses (Milne, 1999).

Data Collection Method

3.2.1 Participants/Subjects of the research

A study was conducted involving 25 tour guiding professionals (TGPs) from ten tourist agencies in Hue City and 31 English-for-tourism (ETG) students from Hue University of Foreign Languages (HUFL) The TGPs, who have supervised ETG students during their internships over the past five years, were selected from a pool of professionals The 31 ETG students were chosen from 60 fourth-year students in the English Department for the academic year 2019-2020, all of whom had completed internships at the same ten tourist agencies during the 2018-2019 school year, under the guidance of 30 of the selected TGPs Their demographic information, including age, gender, English proficiency, and work experience, is detailed in Tables 3.1 to 3.4.

Table 3.1 Tour guides and students by age

A study of tour guides reveals that the majority, with 48% aged 35-45, are highly suitable for tour guidance due to their active and enthusiastic nature, contributing positively to tour activities Additionally, 28% of guides under 35 years old also demonstrate high levels of enthusiasm, making them well-suited for ecotourism despite having less experience In contrast, only 24% of guides over 45 years old possess significant experience in guiding but are less suitable for ecotourism activities due to health limitations that hinder their ability to participate in physically demanding tasks such as hill climbing.

The majority of students, 58.1%, are aged 22, followed by 32.3% who are 21 years old, indicating a strong representation of these age groups in knowledge acquisition and extracurricular participation Together, students aged 21 and 22 account for over 90% of the cohort, demonstrating agility in engaging in activities such as field trips, tourism fairs, and seminars In contrast, only 9.7% of students are 23 years old, who face limitations in participating in such activities due to family commitments and part-time work, resulting in a reduced capacity for knowledge acquisition compared to their younger peers.

Tour guides aged 35 to 45 are typically experienced and dynamic, bringing enthusiasm to their tourist guidance roles Meanwhile, students of ETG aged 21 and 22 find it easier to engage in extracurricular activities compared to other age groups.

The study revealed that the ages of tour guide professionals did not significantly influence their views on English language needs, the challenges faced by ETG students, or their recommendations for enhancing ETG teaching quality at HUFL This limitation was primarily attributed to the researcher’s constraints in time and expertise.

Table 3.2 Tour guides and students by gender

Table 3.2 reveals that 80% of tour guides are male, while female guides make up only 20%, largely due to men's perceived health advantages and fewer family obligations Women often face challenges in mobility and family concerns after marriage, which impacts their participation in this field Additionally, industry executives tend to favor men for tour guiding roles, although tourism operators occasionally prefer female guides during tours.

Table 3.2 reveals that female students dominate specialized foreign language training, comprising 93.5% of participants, likely due to their perception of its significance for future careers They believe that English proficiency can lead to roles such as receptionists, waitresses, or flight attendants, although they are less confident about becoming tour guides In contrast, male students represent only 6.5% of the participants, as they tend to prioritize subjects like math over foreign language learning, showing limited interest in pursuing careers that require language skills, such as tour guiding.

The data indicates that tour guiding is predominantly favored by men due to factors linked to health and family independence In contrast, a significantly higher percentage of female students engage in foreign language studies, as women perceive language learning as a vital step towards enhancing their future career opportunities.

The study examined the influence of gender on the perspectives of tour guide professionals and ETG students regarding English language needs and challenges However, the findings in Chapter 4 did not reveal any significant differences based on gender in their views or suggestions for enhancing the quality of ETG teaching at HUFL This limitation was primarily due to the researcher’s constraints in time and knowledge.

Table 3.3 Tour guides by English level English level Amount of people percentage %

Table 3.3 reveals that 88% of tour guides hold a Bachelor's degree, while only 12% have obtained a Master's degree This indicates that the tour guiding profession is particularly appealing to individuals with a BA.

The research findings in Chapter 4 did not reveal a correlation between the educational levels of tour guide professionals and their views on English language needs, the challenges faced by ETG students, or their recommendations for enhancing the quality of ETG instruction at HUFL This limitation was primarily attributed to the researcher’s constraints in time and knowledge.

Table 3.4 Tour guides by working experience using English

Time Amount of people Percentage %

According to Table 3.4, 56% of tour guides with over ten years of experience in using English are highly valued by international tourism companies for their fluency and professionalism In contrast, 44% of tour guides with less than ten years of experience often face lower employment opportunities due to their limited English skills and reluctance to lead tours Despite collecting data on the participants' English working experience, the findings in Chapter 4 did not adequately demonstrate the impact of varying professional levels on their perceptions of English language needs, the challenges faced by ETG students, or their suggestions for improving the quality of ETG teaching at HUFL This limitation was primarily due to the researcher’s constraints in time and knowledge.

The researcher utilized a questionnaire as the sole data collection tool for tour guides and students, allowing for efficient outreach to participants residing far from Hue City, where direct interviews would be challenging This method facilitated both qualitative and quantitative analysis Given the participants' advanced English proficiency, the questionnaire was exclusively in English To effectively compare the perspectives of tour guides and English teaching (ETG) students regarding their needs, difficulties, and suggestions for enhancing the quality of ETG, the two questionnaires were designed with similar content Each questionnaire addressed three key research questions, ensuring a coherent framework for analyzing correlations between the responses.

The study investigates the perspectives of tour guiding professionals and ETG students regarding their English language needs in the field of tour guiding, utilizing a structured questionnaire comprising 10 closed-ended questions.

Research question 2 about the real situation of their workplace and difficulties faced by them is related to 12 closed-ended questions (question 11 to question 22 for each questionnaire)

Research question 3 about some suggestions to overcome their difficulties is related to 3 open-ended questions and sub-questions (question 23 to question 25 for each questionnaire)

Step 1: Designing 2 questionnaires for tour guides and students in English with 25 questions to answer research questions

Step 2: Piloting the questionnaires by sending a questionnaire to 5 tour guides and another to 10 students for them to try to answer

Step 3: After receiving the feedbacks from the piloting A number of questions were adjusted and translated into Vietnamese for those being surveyed to understand and answer

Step 4: Implementing a formal survey by sending to thirty tourist guides and forty students majoring in English for Tourism for Tour Guiding However, I received only twenty five feedbacks from tour guides and thirty one from ETG students

Step 5: Collecting and preparing for analyzing the data.

Data Analysis Method

The qualitative analysis of collected data revealed key similarities and differences among tour guides and ETG students regarding their characteristics, necessary knowledge beyond language, and the importance of English for General Purposes (EGP) compared to English for Tour Guiding (ETG) It highlighted the challenges faced in English linguistic knowledge and communication skills, while also establishing correlations between tour guiding professionals and ETG students Additionally, the study provided valuable insights and suggestions for HUFL, travel companies, and tour guides to enhance training quality and address the English language needs of ETG students in the context of Hue City's tourism sector.

Quantitative analysis enables researchers to determine the frequency of utilizing knowledge beyond language, specifically English linguistic knowledge and communication skills among tour guiding professionals and ETG students, utilizing tools such as Excel and SPSS software.

Summary

This chapter outlines the research design and methods for data collection, utilizing two questionnaires distributed to tour guides and students of English for Tourism (Tour Guiding) (ETG) It details a four-step data collection procedure and describes the qualitative and quantitative analysis methods employed to compare and interpret the gathered data.

FINDINGS AND DISCUSSIONS

Tour Guiding Professionals’ and ETG Students’ Perspectives about English

4.1.1 What are Tour Guides' normal activities?

Table 4.1 Normal Activities of Tour Guides

1 Leading tourists to visit monuments and landscapes according to the prescribed time 20 80 31 100

2 Guiding tourists in their required languages 18 72 23 74.2

3 Explaining the values of cultural and natural heritage that tour guides master with issued degrees

4 Managing a group of tourists to see sights for a tour day 15 60 23 74.2

A significant majority of tour guides, as indicated in Table 4.1, affirmed their proficiency in Activity 3, which involves explaining the values of cultural and natural heritage, with 88% expressing confidence in this area Additionally, 80% of guides reported their capability in Activity 1, which focuses on leading tourists to visit monuments and landscapes within the designated time Furthermore, tour guides also excel in Activity 2, guiding tourists in their preferred languages.

A significant majority of tour guides, 72%, engage in typical activities, with 60% acknowledging the importance of managing a group of tourists for sightseeing during a tour day In contrast, all ETG students unanimously agreed that Activities 1 and 3 are standard practices, while 74.2% recognized Activities 2 and 4 as normal within the tour guiding profession.

Clearly, both tour guides and ETG students mostly expressed the same perspectives of tour guide activity needs (this is also shared by Commonwealth of Learning (COL), 2006, p.222)

4.1.2 What knowledge outside language is necessary to Tour Guides?

Table 4.2 Necessity of knowledge outside the language

Degrees of necessity Tour guides Students n % n %

Table 4.2 reveals that 100% of tour guides believe that knowledge beyond language is essential for effective tour guiding, with 88% strongly agreeing and 12% also affirming its importance.

All ETG students acknowledged the essential need for knowledge of foreign languages, with 77.4% deeming it "very important" and 22.6% considering it "much important."

Tour guides and ETG students must possess knowledge beyond language, highlighting its significant importance, as supported by Nguyen and Pham (2016).

4.1.3 Which knowledge can support tour guiding?

Table 4.3 Knowledge supporting Tour guiding Knowledge supporting

5 Others (if any): religion, population

Table 4.3 demonstrates that all tour guides (100%) recognize culture, history, geography, and psychology as essential outside-language knowledge that supports effective tour guiding Additionally, 4% of the guides mentioned religion and population as valuable supplementary knowledge.

All ETG students unanimously agreed that culture and history enhance knowledge beyond language, while a significant 93.5% acknowledged the importance of geography and 90.3% recognized psychology as valuable supporting knowledge Additionally, one student (3%) suggested that religion should also be included in this list.

Both tour guides and ETG students acknowledged the importance of culture, history, geography, and psychology, with a small percentage of tour guides (4%) and ETG students (3%) additionally recognizing religion and population Notably, religion can be categorized under culture, while population falls within geography This perspective aligns with findings from Simion (2012) and Nguyen and Pham (2016) in their respective studies.

During my experience guiding tourists, I've encountered various geographical questions about Vietnam, such as its size and current population Additionally, I've observed psychological challenges faced by tourists from Muslim countries, particularly their discomfort with being offered pork or beef These insights highlight the importance for ETG students to enhance their understanding of geography and psychology, both during their studies and after graduating from HUFL.

4.1.4 How important is English for Tourism (ET), specializing in Tour Guiding (ETG) in comparison with English for General Purposes (EGP)/ General English (GE)?

Table 4.4 Importance between ET and EGP/GE

Degrees of Importance b/t ETG & EGP/GE Tour guides Students n % n %

1 ETG is the most important 3 12 2 6.5

5 General English is the most important 0 0.0 0 0.0

According to Table 4.4, 52% of tour guides believe that ETG is equally important as EGP/GE in tour guiding, while 28% consider ETG to be more important Additionally, 12% of respondents view ETG as the most important aspect, whereas only 8% regard it as less important.

77.4 percentage of ETG students asserted that ETG is as important as GE, 12.9 percentage assumed that ETG is more important, 6.5 percentage agreed that ETG is the most important whereas only 3.2 percentage thought ETG is less important

Despite some variation in the perceived importance of ETG and GE among tour guides and ETG students, a significant majority from both groups—52% of tour guides and 77.4% of ETG students—agree that ETG holds equal importance to GE This consensus aligns with the findings of Robinson (1989) and Dudley-Evans and St John (1998).

4.1.5 Which aspect of English linguistic knowledge is the most important to Tour Guides?

Table 4.5 Importance among aspects of English linguistic knowledge Degrees of Importance among Aspects of

1 Pronunciation is the most important 11 44 11 35.5

2 Grammar is the most important 3 12 3 9.7

3 General vocabulary is the most important 2 8 4 12.9

4 Specialized vocabulary is the most important 5 20 8 25.8

5 All of the above knowledge is important 4 16 5 16.1

Table 4.5 highlights the differing perspectives on the importance of various aspects of English linguistic knowledge among experienced tour guides and fourth-year ETG students, despite their notable similarities Notably, 44% of tour guides emphasized pronunciation as the most critical skill, citing its role in facilitating effective communication with foreign tourists Additionally, 20% acknowledged the significance of specialized vocabulary, while 16% recognized the importance of all linguistic components, including pronunciation, grammar, general vocabulary, and specialized vocabulary Furthermore, 12% of respondents prioritized grammar, and 8% deemed general vocabulary as essential in the context of tour guiding.

In a survey of ETG students, 35.5% emphasized the importance of pronunciation, while 25.8% prioritized specialized vocabulary, and 16.1% believed that all linguistic knowledge holds significance In contrast, only 12.9% of tour guides considered general vocabulary as the most crucial aspect, with 9.7% highlighting the importance of grammar This discrepancy may be attributed to the current focus on communicative language teaching methods, which has diminished the perceived role of grammar in ETG instruction.

Both tour guides and ETG students exhibit similar views on the significance of pronunciation and specialized vocabulary, although they differ in their perceptions of grammar and general vocabulary This finding aligns with previous research by Bach (2015) and Nguyen and Pham (2016), which also emphasized the importance of grammar in language learning.

4.1.6 Which English language skills are the most important to Tour Guides? Table 4.6 Importance among English language skills

Importance among English skills Tour guides Students n % n %

1 Listening skills are the most important 6 24 10 32.3

2 Speaking skills are the most important 6 24 10 32.3

3 Reading skills are the most important 5 20 4 12.9

4 Writing skills are the most important 3 12 4 12.9

5 All of these skills are important 5 20 3 9.6

Tour Guiding Professionals’ and ETG Students’ Perspectives on Actual

4.2.1 Which type of knowledge outside of language has been required to tour guiding, and how much?

Table 4.11 Degree of knowledge outside language has been required

According to the findings presented in Table 4.11, all tour guides identified culture as the most required knowledge area, with 84% rating it highly and 16% moderately Similarly, 100% of guides acknowledged the importance of history, with 64% indicating a high requirement and 36% a moderate one Geography was deemed essential by 92% of respondents, with 40% rating it highly and 52% moderately, while only 8% considered it of moderate importance Additionally, 76% of guides recognized psychology as significant, with 40% rating it highly and 36% moderately, although 20% viewed it as less critical Overall, the data indicates that between 76% to 100% of tour guides found the four knowledge areas—culture, history, geography, and psychology—essential for effective tour guiding, aligning with their perspectives on necessary knowledge beyond language.

Tour guiding requires a comprehensive understanding of various knowledge areas, with culture, history, geography, and psychology accounting for 100% of the essential knowledge According to recent findings, 96.8% of ETG students indicated that culture is the most necessary aspect (48.4% rated it as required most and 48.4% as required a lot) in their tour guiding practice Additionally, 100% acknowledged the importance of history, with 38.7% stating it is required most and 61.3% a lot Geography was deemed necessary by 74.2% of students, with 19.4% rating it as required most and 54.8% as required a lot, despite some considering it moderately necessary (25.8%) Furthermore, 80.7% of students found psychology to be crucial, with 32.3% rating it as required most and 48.4% as required a lot, while 16.1% viewed it as moderately necessary or less Overall, between 74.2% and 100% of ETG students recognized the significance of these four knowledge types beyond language in their tour guiding endeavors.

Knowledge supporting Tour guiding (Table 4.3) where 1 culture has been recognized as supporting knowledge accounting for one hundred percentage, 2 history (one hundred percentage), 3 geography (93.5 percentage) and 4 psychology (90.3 percentage)

The analysis of Table 4.11 reveals that both tour guides and ETG students share similar views regarding the necessity of four key types of external language knowledge essential for effective tour guiding These findings align with their perspectives on supporting knowledge outlined in Table 4.3 Therefore, it is recommended that HUFL enhance the ETG curriculum by incorporating these critical knowledge areas into textbooks and supplementary materials, ensuring that students are well-prepared for their future careers in tourism.

4.2.2 Which aspect of English linguistic knowledge has been required for tour guiding, and how much?

Table 4.12 Degree of English linguistic knowledge has been required

A comprehensive analysis of tour guides' experiences reveals that pronunciation is deemed the most critical skill, with 88% indicating it is required frequently Grammar follows closely, with 68% of guides emphasizing its necessity, while 32% consider it moderately important Additionally, 88% of respondents highlighted the importance of general vocabulary, with 48% stating it is often required Specialized vocabulary is recognized by an impressive 96% of guides as essential, with 64% indicating it is frequently needed.

A significant majority of tour guides, ranging from 68% to 100%, identified pronunciation, general vocabulary, and specialized vocabulary as the most essential aspects of English linguistic knowledge In contrast, only 32% acknowledged that grammar was required to a moderate extent, with just 12% indicating a similar need for general vocabulary According to the tour guides' perspectives on the importance of English linguistic knowledge, pronunciation ranked highest at 44%, followed by specialized vocabulary at 20%, all knowledge at 16%, grammar at 12%, and general vocabulary at a lower priority.

Despite an eight percent discrepancy, participants' perceptions of their experiences differed significantly from the actual events, highlighting that while they acquired essential linguistic knowledge, it did not fully align with the effective tour guiding (ETG) requirements.

According to Table 4.12, a significant 90.3% of ETG students identified pronunciation as a critical requirement during their tour guiding experiences, with 67.7% stating it was needed most and 22.6% indicating it was needed a lot In terms of grammar, 64.5% of students noted it was required most (16.1%) or a lot (48.4%), while 35.5% felt it was needed moderately (29%) or least (6.5%) Furthermore, 87.1% of students recognized the importance of general vocabulary, with 38.7% stating it was required most and 48.4% a lot, while only 12.9% considered it moderately necessary Lastly, 93.6% of participants experienced that specialized vocabulary was essential, with 71% indicating it was required most and 22.6% a lot, while 6.5% found it moderately necessary.

A study of ETG students revealed that 64.5% to 93.6% found pronunciation, grammar, general vocabulary, and specialized vocabulary to be essential skills in practice While 35.5% rated grammar as moderately required, 29% considered it important, and 6.5% viewed it as least necessary Similarly, 12.9% rated general vocabulary and 9.7% rated pronunciation as moderately required, with specialized vocabulary at 6.5% However, when comparing the perceived importance of these linguistic aspects, 35.5% identified pronunciation as the most crucial, followed by specialized vocabulary at 25.8% and all knowledge at 16.1% This indicates a notable discrepancy between students' perceptions of the importance of English linguistic knowledge and their actual requirements in tour guiding, highlighting that while all aspects are recognized as necessary, their prioritization varies significantly.

The findings in Table 4.12 reveal that both tour guides and ETG students share similar views regarding the necessity of English linguistic knowledge, with a notable emphasis on grammar and general vocabulary This aligns with their perspectives on the importance of various aspects of English linguistic knowledge, as shown in Table 4.5 To effectively prepare ETG students for future tour guiding, HUFL should incorporate all essential linguistic elements into their selected or designed textbooks, ensuring that students are well-equipped with knowledge beyond their immediate practical use.

4.2.3 Which English language skill has been needed for tour guiding, and how much?

Table 4.13 Degree of English language skills has been needed

According to Table 4.13, all tour guides acknowledged the importance of listening skills, with 88% indicating they are needed most and 12% noting they are needed a lot Additionally, 92% of guides emphasized the necessity of speaking skills, with 48% stating they are needed most and 44% indicating a lot In terms of reading skills, 76% of guides reported these skills are needed most (32%) or a lot (44%), while 24% recognized a moderate need Lastly, 76% also identified writing skills as essential, with 44% indicating they are needed most and 32% noting a lot, despite 24% feeling the need is moderate.

A study revealed that 76% to 100% of tour guides identified four essential communication skills, while only 24% acknowledged the moderate necessity of reading and writing skills According to their perspectives on the importance of English language skills, listening and speaking skills each accounted for 24%, reading for 20%, and writing for 12% This indicates a consensus on the significance of listening and speaking skills, but a discrepancy exists regarding the perceived importance of reading and writing skills, suggesting that tour guides' views on the necessity of these skills do not align with their real-world experiences.

A significant majority of ETG students, specifically 90.3%, identified the necessity of listening skills during their tour guiding experiences, with 67.7% stating these skills were needed most and 22.6% indicating they were needed a lot Similarly, 83.8% acknowledged the importance of speaking skills, with 35.4% feeling they were needed most and 48.4% a lot In terms of reading skills, 71% of students reported that they were needed most (22.6%) or a lot (48.4%), while 29% felt they were needed moderately Lastly, 74.1% of ETG students experienced a high demand for writing skills, with 29% stating these were needed most and 45.1% a lot, although 6.5% recognized a moderate need.

A survey of ETG students revealed that 71% to 90.3% identified four essential communication skills as critical in practice While 16.2% acknowledged a moderate need for two speaking skills, 29% indicated a similar moderate necessity for reading skills In contrast, only 19.4% recognized writing skills as necessary, highlighting their infrequent application in real-world scenarios.

Comparing with the result of ETG students‟ perspectives on Importance among English language skills (Table 4.6) where 1 Listening skill (32.3 percentage),

The study revealed that speaking skills accounted for 32.3% of the participants' focus, while reading and writing skills each represented 12.9% Additionally, all skills collectively accounted for 9.6% Participants' perceptions of their listening and speaking skills were closely aligned with reality, yet there was a noticeable disparity regarding the requirements for reading and writing skills Overall, all communication skills were deemed essential for effective tour guiding in the context of English for Tourism and Guiding (ETG).

Table 4.13 reveals that both tour guides and ETG students hold similar views regarding the significant English language skills required in their roles This alignment in perspectives highlights the importance of proficiency in English for effective communication in their respective fields.

Tour Guiding Professionals’ and ETG Students’ Suggestions to Overcome

While some tour guiding professionals and ETG students did not prioritize their suggestions for addressing English language needs, others provided valuable recommendations aimed at enhancing the quality of training and developing essential knowledge and skills.

ET and ETG at HUFL, Hue University and Tour guiding companies and Travel agencies in Hue City

4.3.1 Suggestions to English Department, University of Foreign Languages, Hue University

1 Suggestions on the selection of students for ETG programs

Tour guiding professionals have emphasized the need for HUFL to achieve gender balance in student selection for ETG programs, aiming to ensure that all students can pursue careers as tour guides rather than being funneled into roles like hotel receptionists or restaurant managers Currently, a striking 93.5% of ET/ETG students are female, while 80% of the active tour guides are male This suggestion not only addresses the needs of ETG trainees but also impacts the ETG syllabus and HUFL's training and internship initiatives.

2 Suggestions on the qualifications, working experience and teaching methods of ETG teachers/lecturers

Seven out of twenty-five tour guiding professionals recommend that HUFL recruit their ETG staff with BA or MA degrees, specifically in Tourism or Tour Guiding, along with relevant ET/ETG certificates from recognized tourism schools or colleges in Vietnam or English-speaking countries They believe that the challenges related to knowledge gaps in language and communication skills can be effectively addressed through targeted training, tutoring, and practical activities conducted in a classroom setting.

Ten out of thirty-one ETG students emphasized the importance of ETG lecturers, as well as visiting lecturers from tour guiding companies, being fluent in General English communication skills and ETG functional skills This proficiency is essential for assisting students in overcoming the challenges they face in the classroom.

Five students suggested that ETG lecturers should accompany students during their internships to enhance and update the knowledge and skills of ETG staff in real-world settings.

Six students also suggested that ETG students should create virtual contexts supported with technology to help students make accustomed with the tour guiding context

Ten students suggest that the teaching of English for Tourism Guidance (ETG) should incorporate General English (GE) elements, focusing on functional English relevant to tour guiding They emphasize the importance of using context-based teaching methods and strategies tailored to the specific tasks involved in ETG.

3 Suggestions on HUFL’s ET/ETG syllabus, teaching and supporting materials

Eight tour guiding professionals and twelve ETG students recommended that HUFL conduct regular annual research on needs analysis and TSA in Hue City and surrounding areas This research would enable the design of a more applicable and practical ETG syllabus They emphasized the importance of focusing on English functional skills, including pronunciation, grammar, and specialized vocabulary Additionally, they suggested increasing training periods for ETG to encompass broader knowledge areas beyond language, such as culture, religion, history, geography, population, psychology, and English functional skills.

Ten ETG students suggested that HUFL create its own teaching materials, as existing foreign resources do not adequately prepare Vietnamese students for their future careers Additionally, they emphasized the importance of incorporating technology to enhance their training programs.

4 Suggestions on ETG internships, practicing in the workplace, attending to seminars sharing working experience in tour guiding by tour guiding professional

Five tour guiding professionals and fifteen students recommend that HUFL extend internships in the tour guiding sector, emphasizing the need for mentorship from experienced senior tour guides They also suggest inviting these seasoned guides to share their insights and experiences prior to students commencing their practical training in the field.

4.3.2 Suggestions to (international) travel agencies, companies

1 Suggestions on recruiting tour guides for tour/travel programs

Ten tour guiding professionals and five ETG students recommend that travel agencies and tour guiding companies should hire qualified tour guides from accredited universities or colleges, both locally and internationally They emphasize the importance of recruiting guides trained in long-term programs, whether in English, bilingual, or blended formats.

Five tour guiding professionals and twelve ETG students suggested that these companies should prioritize recruiting tour guides who had experienced practicing at the companies before

2 Suggestions on fostering professional skills and ETG to tour guides and training ETG students in internship programs

Twelve tour guiding professionals emphasized the need for travel and tour companies in Vietnam to invest more in enhancing professional skills and tourism knowledge, as well as keeping updated on the latest information about tourist attractions.

Five tour guiding professionals emphasize the importance of travel and tour companies providing greater opportunities for their guides to attend short-term English language courses, such as GE and ETG, at HUFL or other institutions in Vietnam and abroad These courses focus on enhancing linguistic knowledge and communication skills, as well as functional skills, which are essential for improving the overall quality of tour guiding services.

Ten ETG students also recommended that their Travel Agencies or Tour guiding companies should receive more ETG students for internships and support them more encouragingly

4.3.3 Suggestions to Tour Guides/ETG students

1 Suggestions on overcoming cultural difficulties in tour guiding

Eight tour guiding professionals highlighted that self-study is an effective strategy for addressing cultural challenges They emphasized the importance of reading tourism-related books and magazines in both English and Vietnamese to enhance their knowledge of various subjects, including culture, history, geography, psychology, economics, and the demographics of Vietnam.

Ten ETG students, echoing the insights of tour guiding professionals, identified self-learning as a crucial strategy to navigate cultural challenges and enhance their career readiness They recommended several measures, including mastering the cultural content from ETG textbooks at HUFL, and gathering English-translated resources on Vietnamese culture, history, and geography, as well as relevant materials about popular Asian and Western countries that attract tourists to Vietnam.

2 Suggestions on overcoming English linguistic knowledge in tour guiding

Fifteen tour guiding professionals suggested that they should regularly practice pronouncing confused sounds, words, review grammar structures and note specialized vocabulary used often in tour guiding

Ten ETG students also recommended that they should review English grammar more; improve specialized vocabulary through textbooks

3 Suggestions on overcoming English communication skills in tour guiding

Ten tour guiding professionals recommend that individuals enhance their skills by listening to VOA, BBC, or watching CNN and BBC TV programs They suggest taking advantage of opportunities to converse with foreigners whenever possible and encourage maintaining communication with partners or tourists via email in English.

Summary

This chapter presents the findings that address the three research questions introduced in Chapter 1, focusing on the perspectives of tour guiding professionals and English for Tourism (ETG) students regarding their English language needs in Hue City The analysis includes a correlational needs assessment and persuasive discussions based on ten specific questions (Q1-Q10).

The article presents a study involving two questionnaires that explore the perspectives of tour guiding professionals and ETG students regarding the challenges of utilizing English for Tourism Guidance (ETG) in the workplace It analyzes the responses to 12 specific questions (Q11-Q22) to highlight the current situation and difficulties faced in meeting English language requirements Additionally, the article provides detailed suggestions for overcoming these challenges, based on feedback collected from educational institutions like ED at HUFL, Hue University, and insights from travel/tour guiding agencies, tour guides, and ETG students through three open-ended questions (Q23-Q25).

Conclusions - Summary of the key findings

Chapter 4 presents a qualitative and quantitative analysis of data collected from two questionnaires targeting Tour Guiding Professionals and ETG students, as outlined in Chapter 2 This analysis, informed by the literature review, addresses the three research questions posed in Chapter 1, highlighting the main findings of the study.

5.1.1 Perspectives on English language needs for Tour Guiding

Research question 1 What are the English language needs for tour guiding from the perspectives of tour guiding professionals and ETG students from HUFL, Hue University?

An analysis of the first ten questions from two questionnaires revealed significant similarities and differences in the perceptions of tour guiding professionals and ETG students regarding the English language needs in tour guiding in Hue City Key areas of focus included the normal activities of tour guides, the necessity of knowledge beyond language, and the supporting knowledge required for effective tour guiding Additionally, the study examined the importance of English for tourism (ET) versus English for general purposes (GE), as well as the various aspects of English linguistic knowledge and communication skills Furthermore, it assessed the required levels of English listening, speaking, reading, and writing skills essential for successful tour guiding.

5.1.2 Perspectives on actual situation and difficulties in Tour Guiding

Research question 2 What difficulties did tour guiding professionals and ETG students encounter when using English in reality?

This research analyzed the perspectives of tour guiding professionals and ETG students who recently completed internships after four years of studying English Language with a focus on ET and ETG The findings revealed both shared and divergent views on the English language needs in various areas, including knowledge outside of language, linguistic knowledge, and communication skills Participants evaluated specific sub-skills such as listening, speaking, reading, and writing, highlighting challenges related to cultural differences and integration issues in English communication The study underscores the necessity for enhanced English language training to address these difficulties in the tour guiding profession.

5.1.3 Suggestions to overcome difficulties to satisfy English language needs Research question 3 How should these difficulties be overcome to satisfy English language needs for tour guiding from the perspectives of tour guiding professionals and ETG students from HUFL, Hue University?

Through 3 open-ended questions and 9 sub-questions from questions 23, 24 to question 25 in the third part of the 2 questionnaires, some constructive and positive suggestions from tour guiding professionals and ETG students were recommended to English Department, HUFL, Hue University where ETG students were trained to become tour guides as their future careers in terms of strict regulations on the selection of GE students for ETG programs, proper class size, the obligatory requirements of lecturers‟ or senior tour guiding professionals‟ working experience in ET or ETG or relevant qualifications together with their contextual-based teaching or training methods and strategies suitable to ETG tasks, the serious choice of teaching ETG material accompanied with supporting technology or designing ETG syllabus based on real needs analysis linking with long-term internships in the tour guiding workplace with the guidance of senior experienced tour guides (Q23)

Travel agencies and tour guiding companies are encouraged to recruit qualified tour guides from accredited universities, both locally and internationally, where ETG students have undergone extensive training in English or bilingual programs Additionally, investing in professional skill development and enhancing tourism knowledge is essential, along with updating tourist attractions in Vietnam Furthermore, these companies should consider offering internships to ETG students and providing them with necessary support.

Tour guides should enhance their knowledge by regularly reading tourism-related books and magazines in both English and Vietnamese, focusing on subjects like culture, history, geography, psychology, and economics To improve language skills, they must practice pronouncing challenging sounds and words, review grammar structures, and familiarize themselves with specialized vocabulary commonly used in tour guiding Engaging with English-language media such as VOA, BBC, CNN, and seizing opportunities to converse with foreigners will also aid their proficiency Additionally, maintaining communication with partners and tourists through emails in English is essential for professional development.

ETG students are encouraged to prepare for careers as tour guides by mastering the cultural and educational content from ETG textbooks used at HUFL They should engage with official materials on Vietnamese culture, history, and geography, as well as resources about popular Asian and Western countries for tourists visiting Vietnam Regular practice of English grammar through conversations with classmates and foreigners, along with writing in various tourism-related genres, is essential Additionally, improving specialized vocabulary through textbooks, listening to English-speaking TV programs, and writing emails or business letters to pen friends will further enhance their skills.

Implications

5.2.1 For English Department at HUFL, Hue University

The research suggests that the English Department at HUFL, Hue University should invest more resources in preparing ET/ETG students by incorporating knowledge beyond English and Vietnamese, such as culture, history, geography, psychology, and economics, into ETG textbooks and supplementary materials This approach aims to enhance students' confidence and readiness for their careers as tour guides To align training with learner needs and the demands of the tour guiding industry, the ETG syllabus should be designed based on needs analysis, including TSA, selection of updated textbooks, and the creation of supplementary or online materials Additionally, implementing real-life tasks in the classroom and providing more opportunities for practical experience, alongside inviting seasoned tour guides and agencies to share their insights, will further support ETG students in their professional development.

Insights from tour guiding professionals regarding the English language challenges they encounter in real situations are invaluable for ETG students, especially those with limited practical experience Learning from the successes and failures of on-site tour guides offers essential lessons for these students Therefore, ETG students should carefully reflect on these experiences before progressing in their training.

The BA in English Language program offers two specializations: a general focus on English linguistic knowledge and communication skills, and a more targeted approach through the English for Tourism (ET) and English for Tour Guiding (ETG) programs While the former emphasizes British literature and culture, the latter incorporates essential linguistic concepts such as phonology, grammar, and semantics, alongside specialized courses in English for Tourism and practical internships The ETG curriculum is tailored to meet the specific needs of learners aspiring to become tour guides in Vietnam, emphasizing the importance of integrating knowledge of Vietnamese culture, history, and geography from credible sources To enhance their English communication skills, ETG students are encouraged to diligently review fundamental grammar and pronunciation rules, as well as expand their vocabulary with tourism-related terms and expressions, thereby ensuring they meet the demands of the English language in a professional context.

The research is constrained to the viewpoints of tour guiding professionals in Hue City and ETG students with minimal practical experience in tour guiding The findings are derived solely from questionnaires, limiting the scope and applicability of the study's contributions.

Future research should expand its sample size to include diverse subjects such as tour guides, ETG students, teachers, and tour guiding directors/managers This will enable the collection of comprehensive data on attitudes, capacity, social skills, English language proficiency, and communication skills By utilizing a broader range of research instruments, the findings will significantly enhance the quality of training for ETG students aspiring to become tour guides.

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(For the Tour Guiding Professionals)

This questionnaire is designed to support the MA research titled "English Language Needs for Tour Guiding," focusing on insights from both tour guiding professionals and English-for-Tourism students at the University of Foreign Languages, Hue University.

All personal information (if any) is kept confidential Some questions may be answered in more than one option (by marking √)

5 Working / learning experience (How many years of using English):

I.TOUR GUIDING PROFESSIONALS’ PERSPECTIVES ABOUT ENGLISH LANGUAGE NEEDS ON TOUR GUIDING IN HUE CITY

1 What are Tour Guiding Professionals’ (Tour Guides’) normal activities?

1 Leading tourists to visit monuments and landscapes according to the prescribed time

2 Guiding tourists in their required languages

3 Explaining the values of cultural and natural heritage that tour guides master with issued degrees

4 Managing a group of tourists to see sights for a tour day

2 What knowledge outside language is necessary to Tour Guides?

3 Which knowledge can support tour guiding?

4 How important is English for Tourism (ET), specializing in Tour Guiding (ETG) in comparison with English for General Purposes (EGP) or General English (GE)?

1 ETG is the most important

5 EGP/GE is the most important

5 Which aspect of English linguistic knowledge is the most important to Tour Guides?

1 Pronunciation is the most important

2 Grammar is the most important

3 General vocabulary is the most important

4 Specialized vocabulary is the most important

5 All of the above knowledge is important

6 Which English language skill is the most important to Tour Guides?

1 Listening skill is the most important

2 Speaking skill is the most important

3 Reading skill is the most important

4 Writing skill is the most important

5 All of these skills are important

7 Which listening sub-skill is necessary for tour guiding, and how much?

Sub-listening skills Most A lot Moderate Least At least

2 Listening to face-to-face conversations

5 Listening to personal details of the tourists

6 Listening to topics tourists are interested in

8 Which speaking sub-skill has been required for tour guiding, and how much? speaking sub-skills Most A lot Moderate Least At least

2 Taking reservations (in eating, sleeping, air tickets )

4 Suggesting travel information (information about tourist attractions, insurance, money exchange

5 Making small talks to tourists

7 Providing information about travel plans

9 Making presentations about scenic spots

9 Which reading sub-skill is essential for tour guiding, and how much?

Sub-reading skills Most A lot Moderate Least At least

1 Reading articles from tourism magazines

2 Reading news related to tourism

3 Getting detailed information of tourists’ documents (passport, visa, insurance papers)

4 Reading information from emails and internet related to tourism

10 Which writing sub-skill is necessary for tour guiding, and how much?

Sub-writing skills Most A lot Moderate Least At least

5 Producing tourism documents, leaflets and brochures

II TOUR GUIDING PROFESSIONALS’ PERSPECTIVES ON ACTUAL SITUATION AND DIFFICULTIES IN TOUR GUIDING IN HUE CITY

11 Which type of knowledge outside of language has been required to tour guiding, and how much?

Type of knowledge Most A lot Moderate Least At least

12 Which aspect of English linguistic knowledge has been required for tour guiding, and how much? Types of English linguistic knowledge Most A lot Moderate Least At least

13 Which English language skill has been needed for tour guiding, and how much?

Type of English skills Most A lot Moderate Least At least

14 Which listening sub-skill has been needed for tour guiding, and how much? listening sub-skills Most A lot Moderate Least At least

2 Listening to face-to-face conversations

5 Listening to personal details of the tourists

6 Listening to topics tourists are interested in

15 Which speaking sub-skill has been required for tour guiding, and how much? speaking sub-skills Most A lot Moderate Least At least

2 Taking reservations (in eating, sleeping, air tickets

4 Suggesting travel information (information about tourist attractions, insurance, money exchange

5 Making small talks to tourists

7 Providing information about travel plans

9 Making presentations about scenic spots

16 Which reading sub-skill has been needed for tour guiding, and how much?

Sub-reading skills Most A lot Moderate Least At least

1 Reading articles from tourism magazines

2 Reading news related to tourism

3 Getting detailed information of tourists’ documents (passport, visa, insurance papers)

4 Reading information from emails and internet related to tourism

17 Which writing sub-skill has been required for tour guiding, and how much?

Writing sub- skills Most A lot Moderate Least At least

5 Producing tourism documents, leaflets and brochures

18 Which cultural difficulties did Tour Guides encounter when practicing working with international tourists, and how much?

Cultural difficulties Most A lot Moderate Least At least

1 Some misunderstandings existing in the culture of tourists but not in the culture of

2 Some misunderstandings when mentioning sensitive issues related to taboo, religion, politics, views of tourists' country

3 Some misunderstandings due to inaccurate or subjective comparisons, explanations on some cultural-related issues by way of speaking or writing

4 Some misunderstandings and misinterpretations when tourists are allowed/ are not allowed to visit spiritual places

5 Some misunderstandings in tourists’ wearing clothes and choosing cuisine

19 Which difficulties did Tour Guides encounter in listening skills, and how much?

Difficulties in listening skills Most A lot Moderate Least At least

1 Listening to reservation details incorrectly

2 Listening to tourists’ telephone calls unclearly

3 Listening to tourists’ needs incompletely

4 Listening to tourists’ non-standard pronunciation, regional dialects, unfamiliar accents

20 Which difficulties did Tour Guides encounter in speaking skills, and how much?

Difficulties in speaking skills Most A lot Moderate Least At least

6 Talking about tourist attractions incompletely

21 Which difficulties did Tour Guides encounter in reading skills, and how much?

Difficulties in reading skills Most A lot Moderate Least At least

1 Reading and understanding unclearly travel contracts, contract letters, emails

2 Reading and understanding vaguely information about tourists’ full name patterns, religious titles

3 Reading and understanding minimally tourism news and documents

4 Reading and understanding inexactly information about tourist destinations, tourist attractions

22 Which difficulties did Tour Guides encounter in writing skills, and how much?

Difficulties in writing skills Most A lot Moderate Least At least

1 Writing e-mail in wrong formats

2 Writing advertisements about tourism, travel contracts uneasily

3 Writing travel itinerary, travel plans vaguely

4 Writing reports about tourists incoherently

III TOUR GUIDING PROFESSIONALS’ SUGGESTIONS TO OVERCOME DIFFICULTIES TO SATISFY ENGLISH LANGUAGE NEEDS IN TOUR GUIDING IN HUE CITY

23 Suggestions to English Department, University of Foreign Languages, Hue University

1 Suggestions on the selection of students for ETG programs

2 Suggestions on the qualifications, working experience and teaching methods of ETG teachers/lecturers

3 Suggestions on ET, ETG syllabus, materials

4 Suggestions on ETG internships, practicing in the workplace, attending to seminars sharing working experience in tour guiding by tour guiding professional

24 Suggestions to (international) travel agencies, companies

1 Suggestions on recruiting tour guides for tour/travel programs

2 Suggestions on fostering professional skills and ETG to tour guides and training ETG students in internship programs

1 Suggestions on overcoming cultural difficulties in tour guiding

2 Suggestions on overcoming English linguistic knowledge in tour guiding

3 Suggestions on overcoming English communication skills in tour guiding

For the 4 th -year students of English for Tourism

This questionnaire is designed to support the MA research titled "English Language Needs for Tour Guiding," focusing on insights from both tour guiding professionals and English-for-Tourism students at the University of Foreign Languages, Hue University.

All personal information (if any) is kept confidential Some questions may be answered in more than one option (by marking √)

5 Working/learning experience (How many years of using English):

I.ETG STUDENTS’ PERSPECTIVES ON ENGLISH LANGUAGE NEEDS

1 What are Tour Guides' normal activities?

1 Leading tourists to visit monuments and landscapes according to the prescribed time

2 Guiding tourists in their required languages

3 Explaining the values of cultural and natural heritage that tour guides master with issued degrees

4 Managing a group of tourists to see sights for a tour day

2 What knowledge outside language is necessary to Tour Guides?

3 Which knowledge can support tour guiding?

4 How important is English for Tourism (ET), specializing in Tour Guiding (ETG) in comparison with English for General Purposes (EGP) or General English (GE)?

1 ETG is the most important

5 EGP/GE is the most important

5 Which aspect of English linguistic knowledge is the most important to Tour Guides?

1 Pronunciation is the most important

2 Grammar is the most important

3 General vocabulary is the most important

4 Specialized vocabulary is the most important

5 All of the above knowledge is important

6 Which English language skill is the most important to Tour Guides?

1 Listening skill is the most important

2 Speaking skill is the most important

3 Reading skill is the most important

4 Writing skill is the most important

5 All of these skills are important

7 Which listening sub-skill is necessary for tour guiding, and how much?

Sub-listening skills Most A lot Moderate Least At least

2 Listening to face-to-face conversations

5 Listening to personal details of the tourists

6 Listening to topics tourists are interested in

8 Which speaking sub-skill has been required for tour guiding, and how much?

Speaking sub- skills Most A lot Moderate Least At least

2 Taking reservations (in eating, sleeping, air tickets

4 Suggesting travel information (information about tourist attractions, insurance, money exchange

5 Making small talks to tourists

7 Providing information about travel plans

9 Making presentations about scenic spots

9 Which reading sub-skill is essential for tour guiding, and how much?

Sub-reading skills Most A lot Moderate Least At least

1 Reading articles from tourism magazines

2 Reading news related to tourism

3 Getting detailed information of tourists’ documents (passport, visa, insurance papers)

4 Reading information from emails and internet related to tourism

10 Which writing sub-skill is necessary for tour guiding, and how much?

Writing sub-skills Most A lot Moderate Least At least

5 Producing tourism documents, leaflets and brochures

II ETG STUDENTS’ PERSPECTIVES ON ACTUAL SITUATION AND DIFFICULTIES IN TOUR GUIDING IN HUE CITY

11 Which type of knowledge outside of language has been required to tour guiding, and how much?

Type of knowledge Most A lot Moderate Least At least

12 Which aspect of English linguistic knowledge has been required for tour guiding, and how much? Types of English linguistic knowledge Most A lot Moderate Least At least

13 Which English language skill has been needed for tour guiding, and how much?

Type of English skills Most A lot Moderate Least At least

14 Which listening sub-skill has been needed for tour guiding, and how much?

Listening sub-skills Most A lot Moderate Least At least

2 Listening to face-to-face conversations

5 Listening to personal details of the tourists

6 Listening to topics tourists are interested in

15 Which speaking sub-skill has been required for tour guiding, and how much?

Speaking sub-skills Most A lot Moderate Least At least

2 Taking reservations (in eating, sleeping, air tickets

4 Suggesting travel information (information about tourist attractions, insurance, money exchange

5 Making small talks to tourists

7 Providing information about travel plans

9 Making presentations about scenic spots

16 Which reading sub-skill has been needed for tour guiding, and how much?

Sub-reading skills Most A lot Moderate Least At least

1 Reading articles from tourism magazines

2 Reading news related to tourism

3 Getting detailed information of tourists’ documents (passport, visa, insurance papers)

4 Reading information from emails and internet related to tourism

17 Which writing sub-skill has been required for tour guiding, and how much?

Sub-writing skills Most A lot Moderate Least At least

5 Producing tourism documents, leaflets and brochures

18 Which cultural difficulties did ETG students encounter when practicing working with international tourists, and how much?

Cultural difficulties Most A lot Moderate Least At least

1 Some misunderstandings existing in the culture of tourists but not in the culture of

2 Some misunderstandings when mentioning sensitive issues related to taboo, religion, politics, views of tourists' country

3 Some misunderstandings due to inaccurate or subjective comparisons, explanations on some cultural-related issues by way of speaking or writing

4 Some misunderstandings and misinterpretations when tourists are allowed/ are not allowed to visit spiritual places

5 Some misunderstandings in tourists’ wearing clothes and choosing cuisine

19 Which difficulties did ETG students encounter in listening skills, and how much?

Difficulties in listening skills Most A lot Moderate Least At least

1 Listening to reservation details incorrectly

2 Listening to tourists’ telephone calls unclearly

3 Listening to tourists’ needs incompletely

4 Listening to tourists’ non-standard pronunciation, regional dialects, unfamiliar accents

20 Which difficulties did ETG students encounter in speaking skills, and how much?

Difficulties in speaking skills Most A lot Moderate Least At least

6 Talking about tourist attractions incompletely

21 Which difficulties did ETG students encounter in reading skills, and how much?

Difficulties in reading skills Most A lot Moderate Least At least

1 Reading and understanding unclearly travel contracts, contract letters, emails

2 Reading and understanding vaguely information about tourists’ full name patterns, religious titles

3 Reading and understanding minimally tourism news and documents

4 Reading and understanding inexactly information about tourist destinations, tourist attractions

22 Which difficulties did ETG students encounter in writing skills, and how much?

Difficulties in writing skills Most A lot Moderate Least At least

1 Writing e-mail in wrong formats

2 Writing advertisements about tourism, travel contracts uneasily

3 Writing travel itinerary, travel plans vaguely

4 Writing reports about tourists incoherently