COMPETENCY-BASED ENGLISH TEACHING FOR NON-ENGLISH MAJORS IN HANOI: CURRENT STATUS
DOI:
https://doi.org/10.18173/2354-1075.2025-0084Keywords:
competency-based teaching, English language teaching, non-English majors, technology, multimedia, writing skills, interviewsAbstract
This qualitative study explores how competency-based education (CBE) is used in English writing classes for non-English majors at Vietnamese universities, focusing on digital tools and writing skills for employment. Based on theories of competency-based education and socio-constructivist learning, the study uses semi-structured interviews with 10 lecturers. This data, supported by classroom observations and document analysis, provides a detailed account of teaching practices, their benefits, and the challenges of putting them into practice. The lecturers reported that digital tools helped students produce realistic texts and receive ongoing feedback. However, they also identified problems with assessment practices, heavy workloads, and limited support from their universities. The findings indicate a need for clearer curriculum guidance and specific professional development to align teaching and assessment with the goals of CBE. By concentrating on the lecturers' views, the paper offers practical advice for curriculum designers and teacher educators and suggests future research should include student perspectives and policy analysis.
Downloads
References
[1] Hoang PY & Le TT, (2023). Exploring the implementation and perception of competency-based assessment practices among Vietnamese EFL instructors. Language Testing in Asia, 13, Article 12. https://doi.org/10.1186/s40468-024-00300-5
[2] Nguyen TA, Le TT, Vang MD, Phuong YH, Huynh TTA, Nguyen TH & Pham TT, (2023). Vietnamese EFL high school teachers’ perceptions of difficulties when implementing competency-based English teaching curriculum and their proposed solutions. Forum for Linguistic Studies, 5(2), Article 1863. https://doi.org/10.59400/FLS.v5i2.1863
[3] Trinh TH & Nguyen TT H, (2023). Enhancing the quality of English language education for students at art universities in Vietnam through a competency-based approach. Frontiers in Language Teaching, 4(1), 1–10. https://doi.org/10.54691/flt.v4i1.7739
[4] Vu HT & Le TT, (2021). Exploring the use of adaptive learning technology in higher education: A case study in Vietnam. Journal of Foreign Studies, 37(4), 1–15.
[5] Vo TKA, Pang V & Wah LK, (2020). Evaluating Vietnam's Pre-service English Teacher Education Program for Technology Integration in Education. Computer-Assisted Language Learning Electronic Journal, 21(3), 8-22.
[6] Fullan M & Langworthy M, (2014). A rich seam: How new pedagogies find deep learning. Pearson.
[7] Koehler MJ & Mishra P, (2007). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/
[8] Hyland K, (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17-29. https://doi.org/10.1016/S1060-3743(02)00124-8
[9] Hyland K, (2007). Genre pedagogy: Language, literacy, and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164. https://doi.org/10.1016/j.jslw.2007.07.005
[10] Hyland K, (2011). Genre and second language writing. University of Michigan Press.
[11] Hyland K, (2016). Methods and methodologies in second language writing research. System, 59, 116–125. https://doi.org/10.1016/j.system.2016.05.002
[12] Hyland K, (2018). Teaching and researching writing (3rd ed.). Routledge.
[13] Hyland K, (2023). Second language writing (2nd ed.). Cambridge University Press.
[14] Xu W, (2020). Reframing genre-based pedagogy in a Chinese as a foreign language classroom: A transdisciplinary perspective. The Journal of Educational Research, 113(6), 452-461. https://doi.org/10.1080/00220671.2020.1855095
[15] Creswell JW & Poth CN, (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
[16] Palinkas LA, Horwitz SM, Green CA, Wisdom JP, Duan N & Hoagwood K, (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y
[17] Kallio H, Pietilä AM, Johnson M & Kangasniemi M, (2016). Systematic methodological review: Developing a framework for a qualitative semi-structured interview guide. Journal of Advanced Nursing, 72(12), 2954–2965. https://doi.org/10.1111/jan.13031
[18] Braun V & Clarke V, (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
[19] Nguyen HT, (2020). The competency-based approach in Vietnamese higher education. VNU Journal of Science: Education Research, 36(4), 1-10. https://doi.org/10.25073/2588-1159/vnuer.4372
[20] Do ND, Pham VPH & Nguyen TTT, (2023). The Use of Padlet in EFL Writing Classes in Vietnam. Proceedings of the 18th International Conference of the AsiaCALL Association 2022 (AsiaCALL 2022), 167–176. https://doi.org/10.2991/978-2-38476-042-8_15
[21] Jiang L, (2018). Digital multimodal composing and investment change in learners' writing in English as a foreign language. Journal of Second Language Writing, 40, 60–72. https://doi.org/10.1016/j.jslw.2018.03.002
