Trình độ ngoại ngữ SV không đều khiến khó dạy chương trình bằng tiếng nước ngoài

After 10 years of implementing Decision 72/2014/QD-TTg dated December 17, 2014 of the Prime Minister promulgating regulations on teaching and learning in foreign languages ​​in schools and other educational institutions, it has shown both advantages and limitations in practical implementation at higher education institutions.

Therefore, the Ministry of Education and Training has presided over and coordinated with the Ministry of Labor, War Invalids and Social Affairs and relevant ministries and branches to draft a Decree regulating teaching and learning in foreign languages ​​in educational institutions, and submitted it to the Government for consideration and approval.

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Concerned about this issue, representatives of a number of universities have contributed their opinions.

When foreign language proficiency is uneven, it is difficult for all students to study the same program taught in a foreign language.

To move towards implementing teaching and learning programs in educational institutions in foreign languages, students' foreign language ability must also be focused on and their levels must be more or less uniform.

However, according to Dr. Le Nguyen Quoc Khang – Vice Principal of Ho Chi Minh City Open University, in reality, there is still a difference in foreign language proficiency of students, clearly shown in the entrance exams to assess foreign language proficiency of new students held every year. When the entrance foreign language proficiency is uneven, it is very difficult for all students to study the same program taught in a foreign language.

Therefore, Dr. Le Nguyen Quoc Khang believes that teaching and learning in foreign languages ​​in high schools must be improved and enhanced to help universities reduce difficulties when teaching foreign language courses.

Mr. Khang also commented: “This has also been clearly stated in the draft Decree regulating teaching and learning in foreign languages ​​in educational institutions, with very specific regulations on the tasks and requirements of each level of education.”

Dr. Le Nguyen Quoc Khang – Vice President of Ho Chi Minh City Open University. Photo: School website.

In addition, according to Conclusion No. 91-KL/TW of the Politburo on continuing to implement Resolution No. 29-NQ/TW, dated November 4, 2013 of the 11th Party Central Committee “On fundamental and comprehensive innovation of education and training, meeting the requirements of industrialization and modernization in the conditions of a socialist-oriented market economy and international integration”, the task is mentioned: “Promoting international integration in education and training to meet the requirements of improving the quality of human resources to serve the country's development in the new period. Focusing on improving the foreign language skills of students, gradually making English the second language in schools. Encouraging domestic educational and training institutions to link and cooperate with advanced educational and training institutions in the world…”.

Speaking with reporters of the Vietnam Education Electronic Magazine, Associate Professor, Dr. Nguyen Van Hieu – Vice Principal of the University of Education, Danang University, acknowledged that improving foreign language skills for students, including gradually making English the second language in schools, is an important issue, contributing to improving the quality of teaching and learning at educational institutions, gradually integrating university education deeply with the region and the world.

Mr. Hieu believes that the foreign language ability of students is gradually approaching the competency standards and achieving international certificates. The rate of students who are able to use foreign languages ​​in general, and English in particular, in their studies is increasing.

However, in general, gradually making English a second language in schools requires huge investments, such as investment in facilities, curriculum development, training and development of teaching staff, organization of assessment training, strengthening international cooperation in training, and capacity building for students.

Therefore, without adequate and comprehensive investment with a suitable strategy, implementation will face many challenges, affecting the set goals.

Associate Professor, Dr. Nguyen Van Hieu – Vice Principal of the University of Education, University of Danang. Photo: School website.

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The biggest difficulty in cooperating with advanced educational institutions in the world is the difference in level and other aspects between educational institutions in our country and educational institutions in the world. This affects the search for common ground in association and cooperation.

Besides, in the process of implementing joint programs with dual degrees, or degrees granted by foreign educational institutions, universities as well as learners face difficulties in recognizing degrees according to Vietnamese regulations.

“To ensure the rights of learners, as well as to help higher education institutions more conveniently recognize degrees of foreign language training programs, it is necessary to add more detailed regulations on conditions, procedures and specific instructions to carry out recognition in accordance with the characteristics of this teaching program in Vietnam,” Mr. Hieu expressed.

According to the draft, in Clause 2, Article 7. Testing, examination, assessment, graduation recognition, diploma and certificate granting, it is stated: For higher education and vocational education, testing, examination, assessment, graduation recognition, diploma and certificate granting for all subjects taught and studied in foreign languages ​​shall be carried out in accordance with the provisions of Vietnamese law.

Students from the University of Education, Danang University exchange with students from the University of Calgary, Canada. Photo: School website.

On the side of Ho Chi Minh City University of Culture, Dr. Do Thanh Huong pointed out another difficulty in improving the quality of foreign language training: “The school has not yet built a question bank for English. Foreign language teachers have met the required qualifications, but the school's Examination and Education Quality Assurance Department does not have a specialist in foreign language testing.”

To overcome this, Ho Chi Minh City University of Culture has proposed to build a question bank, a foreign language proficiency assessment test; a data bank on regular and periodic assessment (information and content supporting regular and periodic assessment) and training for a team of specialized staff in foreign language testing.

Dr. Do Thanh Huong – Head of Basic Knowledge Department, Ho Chi Minh City University of Culture. Photo: School website.

All lecturers in all majors/programs need to improve their foreign language skills.

Regarding the regulations on minimum foreign language proficiency of university lecturers, Decision 72/2014/QD-TTg 10 years ago stipulated that “Teachers at higher education and vocational education institutions must have a minimum foreign language proficiency of level 5 according to the 6-level foreign language proficiency framework for Vietnam or equivalent”.

Following the spirit of Decision 72/2014/QD-TTg, this provision is still maintained in the draft Decree regulating teaching and learning in foreign languages ​​in educational institutions. Specifically, at Point b, Clause 1, Article 5 of the draft states: Lecturers teaching at higher education institutions must have a foreign language proficiency that meets the requirements of the program, but not lower than level 5 according to the 6-level Foreign Language Proficiency Framework for Vietnam or equivalent.

The Vice President of Ho Chi Minh City Open University shared: “In addition to prioritizing the recruitment of lecturers with foreign language proficiency, it is necessary to increase support or have policies and regimes for teachers to study to improve their foreign language proficiency.

All lecturers in all disciplines and programs need to spend more time improving their foreign language skills, in parallel with their teaching expertise.

Ministries and sectors need to have more projects to develop foreign language skills for lecturers, similar to the previous project “Teaching and learning foreign languages ​​in the national education system for the period 2008 – 2020”.

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Lecturers from Ho Chi Minh City Open University attend the Conference on Innovation in Language Teaching and Learning. Photo: NVCC.

According to Associate Professor, Dr. Nguyen Van Hieu, the University of Education, Danang University has a team of lecturers who graduated from many countries around the world. The lecturers do their doctoral theses in many different foreign languages ​​such as English, Russian, Chinese, French, Korean, and Japanese.

Having a team of lecturers with diverse foreign language skills has created certain advantages for the school in international cooperation, especially teaching students from 22 countries in joint programs, Vietnamese language and culture programs.

From that reality, the leader of the University of Education, Danang University said: “Strengthening policies for lecturers to teach courses/subjects in foreign languages ​​is necessary, meeting many requirements of current higher education institutions.

Improving foreign language proficiency for lecturers, thereby, not only helps lecturers have sufficient capacity in a specific foreign language to serve teaching and research work, but also creates conditions for those lecturers to use language as a tool to connect, build academic networks, publish science, and carry out projects with scientists around the world.

Lecturers with foreign language proficiency will conduct lectures in modules/parts of modules/parts of training programs with the participation of Vietnamese students. This will help learners improve their expertise, especially their specialized foreign language skills.

The participation of the teaching staff at educational institutions in teaching international training programs and programs in foreign languages ​​is the basis for improving the ranking position, scientific reputation, and promoting the brand of higher education institutions in the international community.

“However, to implement this policy, higher education institutions need to identify the strengths of the team that can train foreign languages, potential partners and the use of language in cooperation with partners, the potential of the educational institution as well as have a reasonable policy roadmap,” Mr. Hieu added.

Actively apply information technology in foreign language teaching

In Clause 3, Article 6 of the draft Decree regulating teaching and learning in foreign languages ​​in educational institutions, it is mentioned that: Encouraging the application of technology and developing electronic document systems in teaching and learning in foreign languages.

To maximize the potential of information technology, Dr. Le Nguyen Quoc Khang said, Ho Chi Minh City Open University has applied electronic textbooks in assessing the learning process and creating exam questions.

Lecturers assign additional exercises to students on the international textbook website, with an automatic scoring system and feedback to help students develop their self-study ability and recognize errors based on error explanations.

Lecturers can also use Presentation tools to save resources in lesson planning, assignment creation and grading.

Students can download specialized magazines and e-books for scientific research activities in the school's digital library.

Tran Trang

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