000029758 the english for specific purposes programme for students of business and managemenr at hanoi university of business and management a acitical look and recommendations
B a c k g r o u n d t o t h e s t u d y
Hanoi U niversity o f Business and M anagem ent (H U B M ) and its
e n v iro n m e n t o f le a rn in g a n d te a c h in g E nglish
Hanoi University of Business and Management is a relatively new private university in Vietnam, established six years ago From its inception, the university's Management Board has set a clear goal: every graduate should have a strong command of English, equipping them to succeed in a global economy and meet international standards.
Computer Science is viewed as an advantage for HUBM graduates in finding good jobs compared with graduates from other universities; for this reason, HUBM’s English programs are larger than those at other non-language-major universities in Vietnam, and English makes up a large portion of the university’s curriculum The business and management curriculum at HUBM consists of 292 credits (about 1.4 times higher than at other universities), with English accounting for 72 credits—roughly a quarter of the program’s total time budget.
Although HUBM is a newly established university, it can be proud of its advanced teaching and learning facilities Classrooms and lecture halls are equipped with state-of-the-art audio-visual facilities English is prioritized at HUBM, and the English Department has become one of the best-equipped on campus It operates three language laboratories and two multimedia labs, totaling 174 computers, where students can practice speaking, listening, and pronunciation more effectively In addition to the multimedia labs, a generous supply of high-quality cassette players is provided to teachers The university also boasts a well-stocked library with a large collection of updated textbooks with audio and videotapes, reference books, newspapers, and magazines.
H U B M is also proud o f its English teaching staff At the English Departm ent, th e re are
HUBM’s English Department comprises 70 teachers aged 25 to 55, with most having formal tertiary training in English language teaching from major Vietnamese universities Five teachers hold MA degrees in TESOL, and about 20 more are expected to earn their MA within one to two years The teaching staff is recognized for solid background knowledge and substantial teaching experience Anyone aspiring to teach at HUBM must pass the university’s competitive examination, achieving a TOEFL score above 550 and other test scores above 6.
Key components of English language education at HUBM include translation, composition writing, oral tests, and teaching practice The majority of the teaching staff has more than five years of experience teaching English and consistently shows great enthusiasm and interest in their work The English teachers at HUBM, offering both General English (GE) and English for Specific Purposes (ESP) programs, are regularly evaluated by the English Department to maintain high standards and support ongoing professional development.
The English Department uses teacher self-evaluation forms and student opinion surveys to assess teaching quality Evaluation results from 2001 and 2002 indicate that more than 80% of English teachers are highly appreciated by students This finding reinforces the view that the English Department’s teaching staff is one of the university’s strengths.
Generally speaking, the environment for learning and teaching English at HUBM is very favorable compared with that of other universities that do not specialize in language studies, and this makes HUBM well equipped to support the language learning and teaching process at the university.
O verview o f the English language training program s at H U B M
H U B M spe cia liz es in training B achelor o f Business and M anagem ent (B B M ), Bachelor o f C o m p u te r Science (B C S ), and B achelor o f Business English (BB E ) Therefore, three
English language training program s sim ultaneously exist at this university to serve these three specialities:
English language program for students o f Business and M a n agem ent (E B M )
English language program for students o f C om puter Science (ECS)
English language program for students o f Business English (EBE)
O f all these program s, the English language program for students o f English is m uch bigger than the other tw o in term s o f n u m b e r o f contact hours and subject m atters
According to the English language curriculum designed by the English Department, the BBE program consists of 91 credits (equivalent to 1,365 forty-five-minute contact periods) and is divided into eight terms over a four-year course It aims to train bachelor's graduates in the BBE program.
Business English is designed for professionals who will work as translators or interpreters in international business, equipping them to translate and interpret a variety of economics and business texts and to draft and translate international business contracts, business letters, and business reports To meet the program’s objectives, students develop the four core language skills—listening, speaking, reading, and writing—and learn translation in the first four terms In the final four terms, they complement translation studies with courses on presentation and negotiation, business correspondence, and the drafting and translating of international business contracts The program concludes with a graduation assignment in English.
Compared to the English training program for BBE, the other two programs—BBM and BCS—are shorter in duration and less complex in terms of learning and teaching content To some extent, the BBM and BCS English language training programs share similarities Both consist of two components: General English (GE) and English for Specific Purposes (ESP) Each program totals 72 credits.
The program uses forty-five-minute contact periods and follows the same GE syllabus The Business and Management stream aims to teach Business English to future managers so they can use English as an effective instrument in running a business The Computer Science stream aims to provide students with English knowledge tailored to computing, enabling them to perform their jobs and pursue further study in their future careers The ESP stage (English for Specific Purposes) distinguishes these two programs and plays a key role in helping students secure employment and perform effectively after graduation.
T h e tw o E S P programs, o f course, differ in th e teaching contents T o so m e extent, the
E SP program for students o f Business and M a n agem ent ha s been given m uch m ore attention b y students, teachers, and administrators than the E SP program for students o f
Computer Science attracts a significantly larger pool of participants At present, it has about 1,000 participants, whereas the other field has only around 100 Consequently, Computer Science has drawn more attention and secured greater investment.
W h e n e v e r speaking o f the ESP programs at H U B M , people im m ediately think o f the
An English for Specific Purposes (ESP) program for Business and Management students is the focus of this study Aware of its strong impact on the entire university curriculum, the researcher seeks to evaluate the ESP program to establish a systematic, scientific basis for its improvement The goal is to generate evidence-based recommendations that enhance program design, delivery, and alignment with broader curricular objectives.
T h e English language training program for students o f B usiness and
As m en tio n e d above, the English language program for students o f Business and
M a n a g e m e n t com prises the G E and the E SP stages T h e main features o f the G E program w ill be sketched in the following section before those o f the ESP program are described.
T h e G E program is targeted at providing learners with basis vocabulary and gram m ar structures o f the intermediate level so that they will be continue onto the ESP program in the second stage It consists o f 48 credits equivalent to 720 contact periods and d ivided into four term s (term I to term 4) Every week students have four classes o f English, e a ch o f which lasts for 2.5 forty-five-minute periods Three out o f four classes are carried o u t in the classroom and the last one is carried out in the m ultim edia The four c o u rse books which are used respectively throughout the four term s are :
1 E nglish F ile l by Oxenden and Seligson, 1997, O U P
2 E n glish F ile2 by Oxenden and Seligson, 1997, O U P
3 E n glish File3 by Oxenden and Seligson, 1999, O U P
4 B u siness O b jectives by Vicki Hollett, 1996, O U P
All these textbooks are the four skill integrated ones with various interesting topics All the four language skills - listening, speaking, reading and w riting - are developed s ystem atically in these books They, in general, are effectively adopted by the teachers o f general English at H U B M in the first stage o f the program In addition to the course books, m u ltim e d ia m aterials also play an important role in improving stu d e n ts ’ pro n u n cia tio n and listening & speaking skills W hen com pleting term 3 with English File 3, the students are assum ed to obtain an intermediate level o f proficiency However, they h a v e to w ork with another textbook o f a low-interm ediate level (B usiness
Term 4 centers on Business Objectives, a choice made by the syllabus designers to provide students with specialized vocabulary and business expressions, enabling them to continue onto the next stage—the ESP program.
The BSP program for students of Business and Management is the focus of this evaluation, and its main features are presented in detail for readers The following section describes the program in terms of its aims, teaching content and curriculum structure, the characteristics of the student body, and the qualifications and roles of the instructors.
Designed by the English Department itself, the program began implementation in 1998 As stated in the department’s syllabus document, its aims are to define clear objectives and align the curriculum with the intended learning outcomes.
English for Business and Management is taught to students majoring in Business and Management to equip them with English as a practical tool for doing business in the future The program develops listening, speaking, reading, writing, and translation skills tailored to real-world business contexts, and it provides learners with about 3,000 words and expressions drawn from fields such as business, management, banking, finance, and monetary affairs It also expands students’ specialized knowledge across business disciplines, enabling effective communication in professional settings and preparation for careers in finance, banking, and corporate management.
The ESP program is designed to cover the macro skills students will need in their jobs after graduation—listening, speaking, reading, writing, and translation If these aims are achieved, the program will enable learners to use English as a practical tool for doing business in the future Realizing these goals requires substantial effort, and ESP students are expected to master a large volume of material across 360 instructional periods.
Teaching content and structure o f the program
The program has a time budget o f 360 contact periods and divided into tw o terms: term
Term 5 and Term 6 each run for 18 weeks and consist of 180 forty-five‑minute contact periods The teaching content is organized into five instructional blocks: a four-skills integrated module, a reading module, a general translation module, a writing and business correspondence module, and a business contracts translation module The four-skills integrated module is the longest, with a time allocation of 135 forty-five‑minute periods, followed by the Business Correspondence module at 90 periods The remaining three modules each span 45 periods.
T h is program , in fact, m akes use o f a large quantity o f instructional m aterials including both c o m m e rc ial textbooks and the materials written by H U B M teachers themselves
T h e list o f the m aterials in use is as follows:
B u sin ess O pp ortu n ities (B O ), a four-skill integrated course book, by Hewlett,
E n glish f o r B usiness Studies (E B S ), a four-skill integrated textbook, by
M acK enzie, 1997, C U P (used in term 6)
In tern a tio n a l B usiness C orresp o n d en ce (E B C ) by Nguyen T rong Dan,
1999, T h o n g Ke Press House (used in term 6)
In tern a tio n a l B u siness C o n tracts (IBC) by Nguyen T rong Dan, 1999,
T h o n g Ke Press House (used in term 6)
T ra n sla tio n term 5 by Nguyen Cu Minh, 2001, H U B M (used in term 5)
Instructional materials are the essential tools for achieving a program's aims and objectives, and they directly influence the success of the learning and teaching process Therefore, these materials must be regularly reviewed and evaluated throughout the implementation phase to ensure they stay aligned with goals, meet learner needs, and sustain overall program effectiveness.
Each year, H U B M ha s m ore than 1000 third-year students m ajoring in B usiness &
M a n a g e m e n t T h e s e students are being trained in one o f the following specialities: Finance & A ccounting, International Trade, M arketing, International Econom ics,
Business Management, Administration, and Business Law Consultation are fields where future success hinges on solid, job-relevant English proficiency To be successful in these roles, students must develop a working knowledge of English that directly supports their job requirements, from professional communication and report writing to client interactions and regulatory compliance By focusing on practical, context-specific English skills relevant to business settings, learners can enhance employability, performance, and career growth in these disciplines.
E S P program is e x pected to satisfy this sort o f need.
ESP students who have completed the GE program studied four primary textbooks—English File 1, English File 2, International Express Pre-Intermediate, and International Express Intermediate—published by Oxford as the latest four-skill integrated series.
University Press integrates listening, speaking, reading, and writing with pronunciation and functional English syllabuses, ensuring learners develop comprehensive language skills alongside communicative tasks By the end of the GE program, students are expected to reach an intermediate level of proficiency that enables them to transition smoothly into the ESP stage Consequently, ESP students share a common English background and similar levels of proficiency, reinforcing a consistent foundation across the program Most ESP learners recognize the relevance of English for their future careers, which motivates them to work hard and maintain a positive attitude toward learning, contributing to the program’s success However, some students feel the ESP program is overly demanding and struggle to achieve the desired results, indicating areas where support and alignment could be improved.
The English Department at HUBM has a total of 25 ESP teachers Four of them teach ESP for students of Computer Science (SCS), while the remaining teachers provide ESP for students of Business and Management (SBM) All ESP teachers have formal tertiary training at long-established language institutions in Vietnam, such as Hanoi.
At the University of Foreign Studies, Hanoi National University, and Hanoi University of Foreign Trade, almost all faculty are senior instructors with more than five years of teaching experience and proven ability to select and adapt teaching materials Most have participated in in-service training or English language teaching workshops at least once or twice Three faculty members hold MA degrees in TESOL, and one holds an MA degree.
In educational management, the qualifications, background knowledge, and quality of ESP teachers in this program can be guaranteed, reducing the need for further verification However, teachers’ performance in class and the way they implement instructional materials strongly shape learners’ attitudes toward learning and their overall satisfaction, so these factors must be taken into account when evaluating the effectiveness of a language program.
S t a t e m e n t o f t h e p r o b l e m
The ESP program for students of Business and Management has become a cornerstone of HUBM’s English offerings After six years of implementation, it has delivered ESP knowledge to around 4,000 Business and Management students, enabling them to use English in job searching and in carrying out assigned tasks at work While the program has significantly contributed to the overall success of the university curriculum, it is now time to evaluate it for several reasons.
T heoretically, evaluation is an indispensable c o m p o n e n t o f the program developm ent
When a curriculum or a syllabus is designed, all components—needs analysis, content, testing, and other elements—should be subjected to ongoing evaluation This process reveals what parts of the program are working well, what is not, and which problems need to be addressed (Richards, 2001) In the context of an ESP program for Business students, continuous evaluation helps ensure that the language skills taught align with real-world business needs and industry expectations.
Management at MUBM, developed by the English Department, has operated for more than five years without any formal evaluation This lack of assessment makes an overall program evaluation a natural and necessary step to determine its effectiveness and inform future improvements.
The need for program evaluation has grown increasingly urgent as problems are reported by many participants across nearly every aspect of the program These issues appear across multiple components, and the most pressing concern is that many ESP students fear their English proficiency may not be sufficient to perform their jobs after graduation.
Many teachers report that some ESP materials are too difficult for students, and that ESP tests are often too demanding At the same time, several instructors question whether the program’s objectives align with current job-market demands Others argue that the time allocated to individual modules is inconsistent—one module is too long while another is too short Some contend that certain ESP materials exceed students’ proficiency levels, making lessons using those resources less effective This situation highlights the need for an evaluation project to identify the exact problems and propose effective solutions to improve the ESP program.
Moreover, many university authorities and shareholders have repeatedly questioned why the ESP program has not performed well even though the university has invested heavily and given it focused attention They have asked the English Department to investigate the matter and implement immediate adjustments to the program This provides another valid reason for evaluating the ESP program to undertake the tasks assigned by the Board.
Naturally, in a large-scale ESP program, implementation challenges are inevitable Yet program developers and teachers should collaborate to identify problems and implement the changes needed to improve the program’s effectiveness For these reasons, the researcher has decided to conduct an evaluation of the ESP program and to offer recommendations for its improvement.
SCOPE OF THE ST U D Y
To achieve a comprehensive assessment of a language program, an evaluator should examine its effectiveness, efficiency, and the attitudes of the program’s stakeholders Measuring effectiveness and efficiency typically relies on quantitative methods, such as experiments with diagnostic and achievement tests, while attitudes are best explored through qualitative methods, including interviews, questionnaires, observations, and document analysis Although it is ideal to consider all three viewpoints, constraints of time and the scope of a minor thesis may limit the tasks a researcher can undertake; consequently, this project will evaluate the program by focusing on the attitudes of students and teachers toward key aspects such as objectives, materials, testing, and teaching Brown (1995) notes that there is a range of criteria evaluators can consider when assessing a program through stakeholders’ attitudes, including usefulness, appropriateness, and suitability of any program aspect Given the ESP program for Business and Management students, the study concentrates on examining teachers’ and students’ attitudes toward these aforementioned aspects.
A i m s o f t h e s t u d y
T h is s tu d y aim s to evaluate the ESP program for students o f B usiness and M a n a g e m e n t at H U B M w ith regards to its main aspects: objectives, m aterials, testing, a n d teaching
After identifying the strengths and weaknesses of each aspect of the program, the researcher provides general recommendations for improving the program overall To guide this effort, the author of the thesis raises several key questions that explore how to optimize effectiveness, address gaps, and enhance sustainability and impact.
1 H o w satisfactory is the ESP program for students o f B usiness and M a n ag e m en t regarding its objectives, instructional materials, teaching, a n d testin g s y s te m ?
2 W h a t should be done to improve unsatisfactory a sp ec ts o f the program i f there a re any?
To answer these questions, several data collection techniques have been selected, including questionnaires for alumni, interviews with teachers, and document analysis, to gather reliable information on the program’s mentioned aspects Based on the research findings, the researcher can determine which aspects of the program are satisfactory and which are not The final step of the study is to propose recommendations for improvements that will make the program more satisfactory to students.
O u t l i n e o f t h e t h e s i s
T h e thesis is designed to consist o f five chapters: chapter 1 to chapter 5.
T h is c h a p te r clarifies background to the study, statement o f the problem, scope o f the study, disc u sse s the aim s o f the study and d raw s out the outline o f the thesis.
T h is rev ie w s all the literature related to a language program, language program evaluation and previous research in the field o f program evaluation both outside and inside the border.
T h e c h a p te r describes the data collection system , the subjects o f the study and the p rocedures o f collecting data.
This p resents and analyzes the collected data, discusses the results.
C h a p te r 5: R e com m endations and Conclusion\
This chapter provides targeted recommendations for improving the program based on the evaluated aspects, identifies the study’s limitations, outlines implications for future research, and presents the overall conclusion of the thesis.
O v e r v i e w o f a l a n g u a g e p r o g r a m
Definition o f a language p ro g ra m
It is safe to assume that the term "language program" is familiar to many people, especially those involved in language teaching and learning, and as a result, the phrase is widely understood with little ambiguity.
Richards (2001) defines a language program as any organized course of language instruction Lynch (1996) notes that language programs are widespread internationally and that linguists are likely to have participated in them in various roles—students, teachers, administrators, researchers, or combinations thereof A language program is generally imagined as a series of courses linked to a common goal or end product, often designed to prepare students for language-related endeavors, such as passing a proficiency exam that enables entry to other courses Lynch (1996:2) also offers a broad and sufficient definition of the language program.
“Language program is any instructional sequence, such as a m ultilevel ESL or
An EFL curriculum is being piloted through a foreign-language teacher-training workshop, with a teaching unit being tried for the first time in a Japanese-for-business-purposes classroom The program is complemented by computer-assisted instructional software that students access independently in a language laboratory to support self-guided learning.
This broad, open definition creates an awareness that even a single short course—or a well-rounded curriculum at a school or university—can be evaluated in light of program evaluation theory In other words, educational offerings at any level are subject to systematic assessment using established program evaluation frameworks to judge their goals, processes, and outcomes.
Key com p o n e n ts o f a language program
Dubin and Olshtain (1986) contend that describing an English program already in operation—whether ESP or GE—requires a focused examination of five components: the existing curriculum and syllabus, the materials in use, the teacher population, the learner population, and the program’s resources By analyzing these areas, one can identify the program’s strengths and weaknesses, and this understanding provides a solid basis for its informed improvement.
Hutchinson and Waters (1987) argue that an ESP (English for Specific Purposes) course should be examined comprehensively, beginning with a needs analysis and then evaluating all other core elements—syllabi, instructional materials, learning and teaching approaches, testing procedures, administrative arrangements, and the overall course evaluation system.
Brown's (1995) curriculum model identifies essential components—needs analysis, objectives, testing, materials, teaching, and evaluation—that guide language program design The model offers both a staged process for logical program development and a framework for the ongoing improvement and maintenance of an existing language program Because of these dual purposes, the model is adopted as the working framework for this study The following sections examine each component—needs analysis, objectives, testing, materials, teaching, and evaluation—in detail, highlighting how they interlink to form a coherent language curriculum.
Needs analysis is a defining feature of any ESP program Brown (1995:20) explains that needs analysis in language programs is essentially the process of identifying the linguistic forms learners will likely need to understand and produce in the target language when they are required to use it in real communication This focus helps tailor curricula, materials, and assessments to match learners’ actual language needs within their specific contexts, making ESP more relevant and effective.
Needs analysis in language teaching serves several purposes: it identifies the language skills a learner must have to perform a particular role; it helps determine whether an existing course adequately addresses the needs of potential students; it reveals the gap between what learners are currently able to do and what they need to be able to do; and it collects information about specific problems learners are experiencing Taken together, needs analysis informs curriculum design, course alignment, and instructional support, ensuring materials and assessments target real learner needs and improve learning outcomes.
In ESP literature, Hutchinson & W aters (1987) point out that to carry out a thorough n e e d s analysis for any ESP program, there should be enough information about both target needs (i.e what the learner needs to d o in the target situation) and learning needs
(i.e w hat the learner needs to do in order to learn) Brown (1995) uses the tw o term s
'language needs' and ‘situation needs' instead o f target needs and learning needs by
H utc hinson and Waters N eeds related to information about physical, social, psychological contexts in w hich learning takes place are labeled ‘situation needs' and language needs are those needs related to inform ation about the circum stances in which the language will be used, the dim ensions o f language c o m p e ten c e involved, the lea rn ers' reasons for studying the language, their present abilities to use the language and so forth.
Needs analysis creates the foundation for all subsequent phases of course and program design and should be regularly evaluated during implementation As the first component of a program, it ensures the design remains aligned with learner needs, goals, and context, and it should be continually assessed as the program unfolds to support ongoing improvements.
When examining the needs analysis of a program, one should determine which of the initial needs proved accurate, which were learned most efficiently, and how the students, teachers, and administrators view the program's original needs To do this, evaluators must have access to all original needs analysis documents produced by the curriculum developers In the context of ESP programs, these documents provide the baseline for assessing whether stated needs align with actual learning outcomes and for guiding revisions based on stakeholder feedback.
Regarding Business and Management at HUBM, there is no clear evidence that a needs analysis was conducted, and no initial needs analysis documents are available The program may have been designed with goals and objectives based mainly on the designer's assumptions about the learners' needs and market demands As a result, direct evaluation of the initial needs analysis is not possible However, judgments about this aspect of the program can be drawn after evaluating other elements, such as the program's objectives, materials, and testing.
The second component of a language program—the goals and objectives—merits critical examination According to Richards (2001), early planners of English language programs viewed the purpose of teaching English as self-evident and sufficient to state that the goal of an English language training program was to teach English However, the ESP movement argued that this approach was inadequate, insisting that in order to teach English one must answer more specific questions: What kind of English? At what level of proficiency? And for what purposes?
Needs analysis answers key questions and defines the purpose of a language program The goals of the program should be a clear, well-defined statement of its aims, guiding curriculum design, instructional decisions, and assessment The use of explicit goals in teaching can ensure the effectiveness of the teaching and learning process, and these goals should be sound, measurable, and clearly described so they can be implemented and evaluated.
Goal statements in a program are usually accompanied by more narrowly defined aims called objectives Brown (1995) describes objectives as precise statements that outline the particular knowledge, behaviors, and/or skills learners are expected to know or perform by the program's end This definition highlights the importance of specificity as the trait that separates goals from objectives Brown further notes that, to be deemed fully specific, an objective must incorporate five elements.
- S ubject (the person w ho should achieve the objective such as the students, the learners, the readers and so on)
- Perfo rm a n c e (w hat qualities, skills, know ledge the subject will be able to do)
- C o n d itio n s (im portant conditions under which perform ance is expected to occur)
- M e a s u re (part o f an objective that states how the desired perform ance will be observed)
- C riterion (the quality or level o f perform ance that will be considered acceptable)
These indicators show that the statement "at the end of the course, a student will be able to write a term paper" cannot be treated as an objective; it is more accurately a course goal than a learning objective To articulate effective instructional objectives, it is necessary to analyse the specific writing skills and competencies involved and to establish the conditions, performance criteria, and measurement methods that will assess those performances Otherwise, objectives remain too general or goal-like, a problem faced by syllabus and curriculum designers of even well-known language training institutions.
According to Richards (2001), sound objectives in language teaching should rest on a solid grasp of the subject matter, a realistic awareness of what a specific group of learners can achieve, and an analysis of the job demands they will face now or after graduation In short, objectives must be feasible and genuinely useful for helping learners perform their future jobs If any objectives prove unattainable by the end of the course, they should be revised to align with real pedagogical constraints The same approach applies to objectives that are not relevant or valuable for students’ prospective careers, which should be adjusted accordingly.
T ype s o f E SP courses
Hutchinson and Waters (1987:20) define ESP as an approach to language teaching that aims to meet the needs of particular learners, while Dudley-Evans and St John (1998) offer an extended definition of ESP in terms of absolute and variable characteristics, with the absolute characteristics representing the core features of ESP and the variable characteristics reflecting context-dependent aspects of its practice.
1 E S P is d efined to m eet specific needs o f the learners.
2 E SP m a k e s use o f underlying m ethodology and activities o f th e d isc ip lin e it serves.
3 E S P is centered on the language appropriate to these activities in te rm s o f g ram m ar, lexis, register, study skills, discourse a n d genre.
And the follow ing is the ESP variable characteristics:
1 E S P m ay be related to or designed for specific disciplines.
2 E S P m ay use, in specific teaching situations, a different m eth o d o lo g y from that o f General English.
3 E SP is likely to be designed for adult learners, either at a tertiary level institution or in a professional w ork situation It could, how ever, be for learners at se conda ry school level.
4 E S P is generally designed for intermediate or advanced students.
5 M o st ESP courses assu m e som e basic know ledge o f the language system s.
T h e definition Dudley-Evans & St John o ffer is clearly influenced by that o f Strevens
Strevens (1988) refined the view of ESP by removing the absolute contrast with General English and by acknowledging a broader set of variable characteristics The distinction between absolute and variable features of ESP helps clarify what ESP is and is not, resolving debates around its definition From this view, ESP may be linked to a specific discipline, but it does not have to target a particular age group or ability level In essence, ESP should be regarded as an approach to teaching that focuses on learners’ needs and the concrete purpose for which English will be used, rather than on rigid categories or audiences.
D udley-E vans & St John describe as an ‘attitude o f m in d ’ T h is is a sim ilar conclusion to H utchinson & W aters’ definition quoted above.
2.1.3.2 T yp es o f ESP cou rses
ESP has been traditionally divided into three branches: English for S c ien c e and
Technology, English for Social Science, and English for Business and Economics are the main branches, each of which is divided into two categories: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) According to Dudley-Evans, this framework distinguishes language learning by its intended use—academic contexts versus professional settings Consequently, EAP focuses on language for study and scholarly communication, while EOP concentrates on the practical language skills required in the workplace.
English for Educational Purposes covers the English needed in educational contexts—typically at university level or in a similar institution and may extend to school level—whereas English for Occupational Purposes targets the language needs of professionals such as lawyers, doctors, bankers, or businesspeople Kennedy and Bolitho (1991) claim that an EOP course may be tailored for pre-experience, simultaneous and post-experience learners, that is, learners are learning ESP before, during, or after they are being trained in their profession.
Nguyen Thi Phuong Lan (2003) argues that in most Vietnamese universities ESP courses form the core of English for Specific Purposes, designed for pre‑experience learners to provide the field‑specific background knowledge needed to perform future job tasks effectively In practice, many non‑language‑major Vietnamese universities run ESP courses that function more like English for Academic Purposes, with a heavy emphasis on reading Examples of ESP courses currently taught include those at Hanoi University of Technology, Hanoi National Economics University, the National Institute of Administration, and Nha Trang University of Fisheries, which primarily train students to read and summarize documents This focus reveals the limitations of ESP courses that center on reading skills alone In today’s Vietnamese workplaces, many foreign companies and joint ventures require more than reading ability; employees must be able to communicate directly with foreign partners rather than merely summarize texts Therefore, Lan’s proposal merits consideration for anyone designing ESP courses in Vietnamese universities.
Tran Thi Oanh (2003) notes that the boundary between English for Occupational Purposes (EOP) and English for Academic Purposes (EAP) courses at universities is quite blurred, and sometimes an ESP course combines elements of both Consequently, current ESP programs for Business students often blend occupational and academic English components, reflecting this overlap.
Management at HUBM stands out as a prime example of this program category Its goals are highly appealing to anyone who wants to learn English for Specific Purposes (ESP) to support a future career in business and management.
L a n g u a g e p r o g r a m e v a l u a t i o n
D efining language program evaluation
Program evaluation is a key component of program development, and the term evokes clear images of assessing a program’s worth, which is not illogical to most Evaluation is a form of research, and while some language teachers may think it isn’t their job, everyone involved in an education program engages in some evaluation daily without always recognizing it Over time, researchers have offered several definitions: Popham (1975) describes systematic educational evaluation as a formal assessment of the worth of educational phenomena; Richards et al (1992) define evaluation as the systematic gathering of information for purposes of decision making; Brown (1995) defines it as the systematic collection and analysis of all relevant information necessary to promote curriculum improvement and assess its effectiveness within the context of the particular institutions involved Lynch (1996) provides a clear and inclusive definition of program evaluation that aims to satisfy multiple perspectives.
Evaluation is a systematic process of gathering information to inform judgments and decisions It can be conducted using both qualitative and quantitative approaches, and data are collected through a variety of methods.
Evaluation acts as a key com ponent o f a language curriculum It plays a crucial role in the im plem entation o f a program While discussing the role o f evaluation, Rea-Dickins
Evaluation is used to obtain feedback on classroom practice, with the aim of exploring why certain approaches are working well and why they are appropriate for a specific target audience By focusing on these reasons, evaluation reveals the factors that contribute to classroom success and confirms the validity of the features of the classroom context.
Evaluation gathers information to drive innovation and change, making it a foundational step in educational improvement Evaluation and innovation are closely related concepts, with the insights generated by assessment guiding subsequent curriculum modifications In short, the results of evaluation form the basis for changes or modifications within the curriculum, ensuring that innovations are evidence-based and aligned with learning needs.
Nunan (1987) emphasizes the central role of evaluation in course design, noting that data gathered through evaluation helps determine whether a course should be modified to achieve its objectives more effectively If learners are not meeting the stated goals, the reasons must be identified, making evaluation a decision-making process as well as a means of information gathering This perspective is echoed by researchers such as Alderson & Beretta (1992) and Robinson (1991), who argue that evaluation is a crucial element in the design of any course or curriculum development project.
2.2.1.3 D istin c tio n b e tw e e n e v a lu a tio n a n d a sse ssm e n t
In the curriculum literature, there som etim es appears a confusion between program evaluation and learner assessment as some writers use the two term s interchangeably
Gronlund (1981), as quoted in Nunan (1992: 185), defines evaluation as a systematic process of determining the extent to which instructional objectives are achieved by pupils In this usage, Gronlund uses "evaluation" roughly in the sense in which others would use "assessment." Although the two concepts are related, there is a clear distinction between them, with evaluation being somewhat broader in concept than assessment.
Assessment refers to the processes and procedures through which we determine what learners are able to do in the target language, acknowledging that these abilities may or may not have been produced by a specific program of study In contrast, evaluation encompasses a broader range of processes that may or may not include assessment data, offering a wider view of learners’ language performance and progress.
Assessment refers to procedures that use diverse instruments to measure students' language ability, and some writers use measurement as a synonym for assessment O’Malley and Pierce (1995) identify several assessment types a language teacher can apply, including tests, oral interviews, writing samples, experiments and demonstrations, teacher observations, and portfolios—focused collections of student work that show progress over time Evaluation, by contrast, uses methods such as existing information analysis, tests, observation, interviews, and questionnaires to gather information about a language program and to make judgments and decisions about it.
Although evaluation and assessment are distinct, they share a meaningful relationship: assessment data can be a key element in an evaluation project Hudson (1989) notes this connection, and Wilde and Sockey (1995) argue that effective assessment systems are central to a good evaluation The main purpose of an assessment system is to initiate and sustain discussion about how a program meets the needs of all participants Therefore, it is important to recognize both the distinction between evaluation and assessment and how they inform one another.
T ype s o f program evaluation: sum m ative and f o rm a tiv e
A c c o r d in g to N unan (1992), w ithin the literature on program evaluation, it is traditional to distinguish betw een formative and sum m ative evaluation.
As Brown (1995) notes, summative evaluation typically occurs at the end of a program and is not intended to improve that specific program Its purpose is to determine the extent to which the program was successful, efficient, and effective The decisions that follow from summative evaluations tend to be sweeping and large in scale, such as canceling or continuing funding, or relocating the program to a more suitable site.
T h is le a d s to the fact that these decisions or ju d g m e n ts often produce so m uch anxiety and de fe n siv en e ss in students, teachers, and curriculum makers.
Before launching an evaluation project, evaluators must determine the purpose of the work and decide whether the evaluation will be formative or summative For a university language program, the key question is which type of evaluation is most appropriate Since many university language programs are ongoing, continuing institutions without a clearly defined endpoint, a traditional summative evaluation is often impractical In such cases, the focus typically shifts to formative evaluation approaches that support ongoing improvement and development of the program.
T h e r e f o r e , a formative evaluation is always a choice w hen an evaluation to a university language program is needed.
Formative evaluation, a concept first used by Scriven (1967) in connection with curriculum development, is the systematic assessment applied during curriculum construction, teaching, and learning to improve any of these processes Its key characteristic is that it occurs during program delivery, providing a mechanism to enhance the program as it unfolds Brown (1995) observes that the decisions driven by formative evaluation are typically numerous and small in scale, aimed at modifying and fine‑tuning an existing curriculum When planners embed formative evaluation into curriculum development and implementation, they gain the ability to regularly collect and analyze information to drive ongoing changes, development, and upgrading of the program.
Formative and summative evaluations are essential in any language training program, yet these evaluation methods remain unfamiliar to most language and educational programs in Vietnam; at HUBM, this evaluation project is the first program evaluation ever conducted despite numerous adjustments to the program, and its stated aim is to improve the current ESP program for students of Business and Management, so the chosen evaluation type is formative evaluation.
V iew points o f program e v a lu a tio n
When evaluating a language program, every component should be treated as a source of information As Brown (1995) notes, each component can be viewed from three perspectives: its effectiveness, its efficiency, and the attitudes of participants toward it This triadic framework ensures a balanced assessment of both outcomes and how the components are experienced by users.
Brown (1995) emphasizes that the effectiveness of a program is the central question in most program evaluations At first glance, this may seem straightforward: using quantitative methods, an experiment can be designed to determine whether students have learned anything and, if so, how much In practice, however, these studies are far more challenging than expected Planners must tackle both designing an airtight study and applying appropriate statistics Brown (1995) also argues that all components of a program should be put under evaluation Additionally, several data collection techniques are recommended, including document analysis (for example, analysis of the original needs analysis), criterion tests, classroom observation, and student evaluation sheets.
According to Brown (1995), a core question in most language program evaluations is how efficiently the program operates By employing a quantitative design, evaluators can investigate how much learning time could be compressed to make the learning process more efficient.
Brown (1995) argues that researchers should ask questions about every component of curriculum activities, and that data collection for this type of study can involve document analysis as well as criterion-referenced tests, including both diagnostic and achievement assessments.
Within language program evaluation, the third major content area typically examines the attitudes of teachers, students, and administrators toward the curriculum components as they are implemented A starting point for this inquiry is Brown (1995), whose table helps researchers formulate more detailed questions to elicit information about how each group perceives the curriculum, its relevance to goals, and the practicalities of implementation Analyzing these attitudes highlights strengths and gaps in the program, informing adjustments to teaching practices and administrative support to improve engagement, alignment with objectives, and overall outcomes in the language program.
Q u e stio n s Prim ary data sources
W h a t a re th e s tu d e n ts ', te a c h e rs ’, a n d a d m in is tra to rs' a ttitu d e s a n d feelin g ab o u t th e situ a tio n a l and la n g u a g e n e e d s o f stu d en ts?
N eed s a n aly sis q u estio n n aires and resu ltin g d o cu m en ts
W h a t a rc th e s tu d e n ts ', te a c h e rs’ , and a d m in is tra to rs' a ttitu d e s a n d feelin g ab o u t the u sefu ln ess o f the o b je c tiv e s as o rig in al form ulated?
E valuation in terv iew s and qu estio n n aires
W h a t a re th e s tu d e n ts ’, te a c h e rs’ , a n d a d m in is tra to rs' a ttitu d e s and feelin g a b o u t the u sefu ln ess o f th e tests as o rig in a lly d eveloped?
E v alu atio n in terv iew s, m eetin g s, a n d q u estio n n aires
Students, teachers, and administrators hold diverse attitudes toward the usefulness of educational materials—whether original, adopted, developed, or adapted—yet common themes emerge across groups Students tend to value resources that clearly support learning objectives, are easy to navigate, and connect content to real-world contexts, while highlighting gaps when materials lack relevance or accessibility Teachers assess usefulness in terms of clarity, alignment with standards, ability to support varied learner needs, and ease of integration into lesson plans, though concerns about time, prep, and assessments can color their views Administrators look at impact, scalability, and cost-effectiveness, prioritizing evidence of enhanced engagement and outcomes and smooth implementation across classrooms Together, these attitudes reveal that the most effective curriculum materials are those that are understandable, adaptable, and demonstrably linked to student learning and classroom viability.
E valuation in terv iew s, m eetings, a n d q u e stio n n a ire s
W h a t are the s tu d e n ts ', te a c h e rs’, a n d a d m in is tra to rs' a ttitu d e s and feelin g a b o u t the u sefu ln ess o f the te a c h in g as o rig in a lly d eliv ered ?
E v alu atio n in terv iew s, m eetin g s, and q u e stio n n a ire s
Evaluating a language training program can be approached from three perspectives—effectiveness, efficiency, and attitudes However, due to time constraints and the scope of a minor thesis, this study cannot address all of them Considering the specific context at IIU BM, the researcher has selected the third perspective as the working lens for the project, concentrating on teachers’ and students’ opinions about various aspects of the program, as Brown (1995) suggested in the table above.
Program evaluation p r o c e d u re s
Any no v ice researcher o f the evaluation field can benefit a lot from evaluation procedures, which were formulated by Lynch (1996) and introduced as C onte xt-
The fo llo w in g figure illustrates CA M by Lynch (1996):
This theorist suggests that any program evaluation project be carried out in seven steps or p ro ce d u re s as follows:
- Step 1: Identifying audience and goals o f the evaluation (i.e the evaluator m ust a n s w e r the questions: W ho is requesting the evaluation? W ho will be affected b y the evaluation?)
Step 2: Establishing the context inventory for the evaluation (i.e the e valuator m ust p repare a checklist o f potentially relevant dim ensions o f language educational progra m s including characteristics o f the program students and teachers, size and intensity o f the program, instructional m aterials and resources available, perspective and p u rp o se o f the program etc.)
Step 3: Creating a preliminary thematic framework centers the evaluation on clear focus, specifying how to concentrate the assessment, where the evaluator should begin, and which aspects of the program warrant detailed investigation This approach defines the scope and starting point of the analysis, guiding data collection and the review of key components such as program design, implementation fidelity, outcomes, and stakeholder engagement By establishing a coherent thematic framework at this stage, evaluators can prioritize critical questions, ensure consistency across observations, and produce actionable insights that align with the evaluation goals.
Step 4: Designing data collection system (the evaluator m ust a n sw e r these questions: W hat type o f data will need to be gathered - quantitative, qualitative, or both? W hat will be the best m ethods for gathering the data?)
Step 5: Collecting data (the evaluator collects data based on the designed data collection system).
Step 6: Presenting and discussing the data (A fter being presented, data m ust be discussed)
- Step 7: W riting an evaluation report, (the evaluator writes a report on m ajor findings)
Lynch’s C A M can be said to be very coherent with its 7 steps It is flexible enough to facilitate a n evaluation project and can function as a framework for presenting critical issues o f a language program evaluation Lynch (1996) says he sees the adaptable nature o f the C A M as a partial antidote to m any o f th e problem s that have plagued a tte m p ts to evaluate language educational programs.
C A M has becom e precious guidelines for th e researcher o f this study W ith C A M in hand, she got to k now w here to start and w hat to do next with the project H er study, therefore, w a s conducted in accordance with 7 steps o f C A M H ow ever, to fit the format o f an M A thesis, these steps had to be presented in different chapters o f the thesis.
To begin the project, the researcher identified the evaluation audiences—the stakeholders who would hear the results These included three groups: university shareholders, the university’s Management Board, and the teachers and students in the program Next, the context inventory of the evaluation was established, as presented earlier in section 1.1.3.2 The third step was to develop the thematic framework for the study, a task the researcher regards as the most important and demanding among the seven steps of the evaluation process Only after clarifying what would be evaluated could the evaluation project proceed The approach drew on theories of language programs reviewed in section 2.1.2 and applied them to the specific situation of the ESP program for students of Business.
M a n ag e m en t, the researcher w a s able to c re a te the prelim inary them atic f ra m ew o rk for the project as follows:
• The objectives o f the program: A re they specific, are they a ttainable, a n d are they useful enough to help students to carry o u t their ta s k s a t w ork in the future?
An effective evaluation of the program materials focuses on three core questions: Are the materials relevant to students’ future careers? Are they appropriate to the students’ language level? And are they usable by both teachers and students in day-to-day instruction? This assessment ensures the educational content aligns with job-oriented outcomes, matches learners’ linguistic abilities, and supports practical classroom use, ultimately enhancing engagement and learning effectiveness.
• T h e testing system: D o the achievem ent tests ha ve beneficial effect o n the teaching and learning process, h o w are test results being used?
• T h e teaching: Is the teaching practice good eno u g h to satisfy the students, is the teaching support useful in h elping the teachers to teach effectively?
Using this thematic framework, the researcher employs a qualitative method that combines document analysis, questionnaires, and interviews for the evaluation project The data collection system is designed to capture rich, triangulated insights, and the processes by which data were collected, presented, and analyzed will be detailed in chapters 3 and 4 of the thesis.
2.2.2 C r i te r ia fo r p r o g r a m e v a lu a tio n
Tomlinson (1998) explains that criteria are the standards evaluators use to decide what needs to be evaluated, and these criteria form the basis on which judgments are made Defining criteria for evaluation typically takes the first place in the evaluation process, guiding what is assessed and how decisions are reached.
2.2.5.1 Program evalu ation c r iter ia by B row n (1995)
Brown (1995) contends that whenever there is a need to evaluate a language program, the key curriculum components—needs analysis, objectives, testing, materials, teaching, and evaluation itself—should be examined Evaluators should assess how well the program identifies learner needs, defines clear aims, designs valid assessments, selects appropriate materials, implements effective teaching methods, and monitors overall effectiveness The accompanying figure outlines Brown’s criteria for evaluating a language program, highlighting these components as the essential focal points of the evaluation.
F ig u r e 2 2 : K e y c o m p o n e n ts o f c u r r ic u lu m a s e v a lu a t io n c r ite r ia b y B r o w n (1 9 9 5 : 2 0 )
Summarized in section 2.1, the study evaluates four core elements of the ESP program for Business and Management students: its objectives, the instructional materials, the testing procedures, and the teaching methods This evaluation aims to determine how well the ESP course meets learner needs and industry expectations by examining these components Together, these elements—objectives, materials, testing, and teaching—define the program's design and effectiveness.
To evaluate these components, the researcher selectively applied several established checklists—Brown (1995) and related instruments—including a checklist for examining program objectives, two checklists for evaluating textbooks, and a checklist for evaluating teaching These evaluation tools are described in detail in the following section.
2.2.5.2 E valu ation ch eck lists used in the stu dy
Checklist f o r evaluating a program 's objectives by Brown (¡995: 105-106)
• H ave instructional objectives been developed?
- H ave the instructional objectives been specified clearly?
- Are there distinct differences in the level o f specificity b etw een the p ro g ra m ’s goals and instructional objectives?
- I lave each o f the following e le m e n ts been considered in developing the objectives?
+ Subject? Perform ance? M easures? C onditions? Criteria?
• Have the objectives been reviewed:
- By the teachers who must ultimately teach them?
• Most crucially, how can the objectives continually be m ad e to better match the needs o f the students, the teachers, and the program as an institution?
1 A u th o r's credentials (education and experience)
3 N eeds (including general language needs and situation needs)
2 Auxiliary parts (including audiovisual aids, w orkbooks, software, and unit tests)
1 T e a c h e r’s edition (including a n sw e r key, annotation to help teachers explain, plan activities)
C hecklist f o r evaluating ESP materials by H utchinson and Waters (1987)
According to Hutchinson and Waters (1987), the aim of any English for Specific Purposes (ESP) course is to meet the needs of a particular group of learners Consequently, ESP materials must be designed or selected to reflect those learners’ needs There are four main criteria for evaluating ESP materials that any evaluator should consider.
Identifying the audience for the materials is essential The evaluator should collect diverse information about the learners to determine whether the materials are suitable for their age, professional fields, English proficiency, areas of work or study, and interests This learner profile helps tailor content to the appropriate language level, topic relevance, and motivational factors, improving engagement and learning outcomes.
• A im s o f the materials (the e valuator has to check i f the m aterials m atch the aim s and objectives o f the course o f program).
• C ontent o f the materials (the e valuator has to check w hether the m aterials’ language items, macro-skills and m icro-skills, topics, and text types suit the learners' needs)
The methodology for evaluating instructional materials centers on three key checks: first, that the learning theory embedded in the materials aligns with the program’s theoretical framework; second, that the tasks and exercises are appropriate and challenging for the target learners; and third, that the teaching and learning techniques employed by the materials meet the needs and expectations of both learners and instructors within the program This alignment ensures coherent curriculum design, effective instructional delivery, and the realization of the intended learning outcomes.
C riteria f o r evaluating the teaching in the Certificate in English Language Teaching to Adults (UCLES) quoted by Richards (2001: 231)
Successful candidates, at pass level, should sh o w convincingly and consistently that they can:
Plan for th e effective teaching o f adults by: selecting and/or designing tasks and activities appropriate for the learners, for the stage o f the lesson and overall lesson objectives;
- a dapting m aterials for use with a particular group;
- presenting m aterials for class use with professional appearance and with regards to the copyright requirements;
Dem onstrate classroom teaching skills by: establishing rapport and developing motivation;
- adjusting their own language to m eet the level o f the learners;
C riteria for program e v a lu a tio n
p ro v id in g accurate and appropriate m odels o f language; fo cu sin g on appropriate specific language and skills;
- c h e ck in g students’ understanding o f the n e w language;
- identifying students' errors and sensitively correct them;
- m o n ito rin g and evaluating students' progress;
D em onstrate an awareness o f teaching and learning processes by:
- te a c h in g a class with sensitivity to the needs, interests, and background o f the group;
- se ttin g up and m anaging pair, group, individual work;
- a d o p tin g a tea c h e r role appropriate to the stage o f the lesson and the teaching context; te a c h in g in a w ay that helps to develop learner self-awareness and autonom y.
All the above-m entioned checklists proved to b e very useful in helping the researcher to develop the m ain item s for the questionnaires and interviews o f the research.