(Luận án tiến sĩ) ESP teachers’ practice of developing curriculum for non english majors at some universities in ho chi minh city

Teachers’ actual participation in the process of developing ESP curriculum at some

Step One: Analyzing ESP needs

To investigate teachers' involvement in the initial phase of analyzing English for Specific Purposes (ESP) needs, a questionnaire was developed featuring several key questions Specifically, Questions 8B and 8C assessed the extent to which faculty and ESP instructors utilize tools for ESP needs analysis Questions 9B and 9C aimed to identify the types of information that faculty and teachers believe should be gathered during the ESP needs analysis process Additionally, Questions 10B and 10C concentrated on identifying the stakeholders who should be surveyed as part of the ESP needs analysis.

Regarding the usage level of different tools used in ESP needs analysis, Table

4.16 showed that the university or faculty’s usage level of these tools in ESP curriculum development was below the average, among which the highest mean tool was using existing documents and materials (m = 2.96) and the lowest mean tool was using interviews (m = 2.04).

Table 4.16: The ESP needs analysis tools used by the university/faculty

TIEU LUAN MOI download : skknchat@gmail.com

Interviews with teachers revealed that needs analysis for course materials was often either not conducted or performed informally In cases where numerous coursebooks and resources were available, faculty typically selected a compulsory textbook along with supplementary materials, a decision that will be further explored in the context of coursebook selection However, for specialties lacking available materials, faculty and teachers resorted to compiling their own resources Unfortunately, formal needs analysis was still not implemented due to various challenges, as discussed in section 4.3.1 on difficulties in ESP needs analysis Instead, educators relied on informal discussions with content teachers or students to gather general insights, which served as a foundation for EFL faculty to seek or create appropriate coursebooks.

At University Two, faculty members administered a standardized questionnaire to gather student feedback on teaching effectiveness, course materials, and overall course experience at the end of each term In contrast, teachers at University Four opted for an individualized approach, conducting their own questionnaires to gain insights into student opinions with minimal faculty influence.

Table 4.17: The ESP needs analysis tools used by the teachers

The analysis of ESP teachers' usage levels of needs analysis tools revealed that most tools were utilized below the average The only exception was the use of exam or test results, which had a mean score of 3.13, indicating some teachers employed this tool more frequently, though the high standard deviation of 1.155 suggested significant variability among their usage levels The second most utilized tool was existing documents and materials, with a mean of 2.94, while questionnaires had the lowest mean score of 1.91, highlighting a lesser reliance on this method.

Among the four universities, only one administered a questionnaire at the conclusion of the English course, encompassing both General English and ESP modules This questionnaire gathered student feedback on the teacher, teaching methods, and course materials While it provided insights into student and learning needs, it fell short of addressing situational needs, which are crucial for the effective development of an ESP curriculum.

Table 4.18: The contents collected for ESP needs analysis by the university/faculty

The analysis of the contents collected for English for Specific Purposes (ESP) needs revealed that both faculties and teachers exhibited below-average practices in gathering specified data The questionnaire data, specifically from questions 9B and 9C, indicated that the mean scores for faculties ranged from 2.05 to 2.74, while teachers scored between 2.21 and 2.73 This under-implementation highlights a significant issue, as ESP needs analysis was not conducted formally or effectively.

Table 4.19: The contents collected for ESP needs analysis by the teachers

The interview data collected from faculty members and teachers regarding the ESP needs investigation aligns with the questionnaire findings At all four universities, the responsibility for developing the ESP curriculum was entrusted to a select group of senior teachers, typically faculty heads or team leaders, who possessed experience in ESP teaching As noted by Teacher 4, a senior ESP teacher at University One, this structure highlights the importance of experienced educators in shaping the curriculum.

The ESP curriculum was created by an experienced faculty head or designated team leader, without conducting a formal needs analysis Instead, we relied on the specialty's name and relevant keywords to identify suitable coursebooks and supplementary materials available online and in the market Additionally, we consulted content teachers for insights regarding specific ESP requirements and specialized materials.

TIEU LUAN MOI download : skknchat@gmail.com some ESP vocabulary, etc but we often did this individually, according to our personal relationship with the content teachers…”

Due to this way of practice, systematic contents needed for ESP needs analysis were not sufficiently and properly collected during the ESP curriculum development process.

Table 4.20: The stake-holders involved in ESP needs analysis by the university/faculty

The study investigated the involvement of various stakeholders in English for Specific Purposes (ESP) needs analysis, focusing on faculties and teachers Questions 10B and 10C of the questionnaire assessed how well these groups engaged students, ESP teachers, specialist teachers, managers, employers, professionals, alumni, and staff in the needs analysis process Results indicated that the faculties' involvement was below average, with means ranging from 2.10 to 2.83, while teachers also exhibited similar trends, with means between 2.22 and 2.81, as detailed in Tables 4.20 and 4.21.

Table 4.21: The stake-holders involved in ESP needs analysis by the teachers

Interviews with faculty heads and teachers revealed challenges in engaging directly with professionals in the field, such as managers, employers, and alumni Many educators overlooked the importance of involving these stakeholders, instead relying on their own experiences and informal discussions with students, specialist university instructors, and fellow English for Specific Purposes (ESP) teachers.

Step Two: Specifying the course goals or objectives

To examine teachers' involvement in defining course goals or objectives, questions 11B and 11C were formulated to assess the practices of both faculty and teachers in this area.

4.25 indicated that in specifying the course goals or objectives, the faculties based more on the experience in ESP teaching of the curriculum developers whose mean was 3.36.

Table 4.22 indicates that faculties generally operate below average in their reliance on various educational bases Specifically, the average scores for students' entrance and outcome standards, learning needs, language needs, learners' needs, Vietnam's 6-level foreign language proficiency framework, and situational needs are 2.96, 2.72, 2.63, 2.44, 2.31, and 2.23, respectively These results highlight the significance of these bases, despite their underutilization in the educational framework.

The curriculum development process often relies heavily on the personal experiences of educators rather than on objective data, which can lead to inconsistencies in setting clear course goals and objectives This reliance on subjective insights may hinder the effectiveness of educational programs.

Table 4.22: The bases for goals or objectives specification by the university/faculty

Teachers did not adhere to the established standards in their practices, as indicated by the data presented in Table 4.23, which shows that their reliance on the experience of curriculum developers in English for Specific Purposes (ESP) teaching was at a mean level.

The study reveals that students' entrance and outcome standard levels, as outlined in the curriculum framework, average at 2.87 Additionally, learners' needs are assessed at a mean of 2.60, while language needs and learning needs both average 2.60 and 2.58, respectively In contrast, situation needs are lower at a mean of 2.23, and Vietnam's 6-level foreign language proficiency framework has a mean score of 1.86, indicating a need for improvement in this area.

Table 4.23: The bases for goals or objectives specification by the teachers

The interview findings aligned with the questionnaire results, revealing that teachers acknowledged the specification of goals and objectives was primarily general and rooted in the curriculum developers' experiences, rather than being informed by a thorough and systematic needs analysis for English for Specific Purposes (ESP).

Teacher 9, the vice dean and the ESP curriculum developers at University Two, stated that:

We initially selected the coursebook, which then served as the foundation for our course content The objectives of the ESP course, focusing on both knowledge and skills, were developed in alignment with this coursebook However, it is challenging to align these objectives with Vietnam's 6-level foreign language proficiency framework.

ESP goals or objectives because its descriptors do not focus on ESP, but it focuses basically on General English…”

In the syllabi collected at the four universities, the goals of the ESP course were presented quite generally in terms of knowledge, skills, and attitudes In University

One’s ESP syllabus of English for Construction 1, for instance, the goals were specified as follows:

This module aims to equip students with essential English terminology and knowledge pertinent to the construction industry, preparing them for their future careers Through focused practice in listening, speaking, and reading comprehension of construction-related documents, students will enhance their translation and interpretation skills while reinforcing fundamental English grammar Upon completion, students will achieve an A1 to A2 level according to European standards.

Step Three: Selecting and sequencing the contents

Table 4.24: The types of ESP syllabus framework developed at the university/faculty

In the process of selecting and sequencing content for the ESP curriculum, teachers ranked various syllabus frameworks in response to question 12B of the questionnaire The results, presented in Table 4.24, indicated that the most frequently used framework was the topical content-based syllabus, with a mean score of 1.40 Following this, the skills syllabus received a mean of 3.54, the lexical syllabus scored 3.97, the task-based syllabus had a mean of 4.04, the functional syllabus was rated at 4.13, and the situational syllabus scored 4.62 Conversely, the text-based syllabus and the absence of a syllabus were the least recognized, with mean scores of 6.15 and higher, respectively.

The TIEU LUAN MOI can be downloaded by contacting skknchat@gmail.com, with a mean score of 7.94 Interviews with teachers involved in the ESP curriculum development revealed their insights and experiences throughout the process.

ESP focuses on specialized knowledge areas, ensuring that students acquire the specific language relevant to their fields This content-based approach equips learners with the necessary terminology and skills tailored to their professional disciplines.

Interviews regarding the selection and sequencing of content for English for Specific Purposes (ESP) courses revealed a significant disparity between specialties with a wide range of coursebooks available and those lacking such resources In specialties with ample coursebook options, faculties organized professional meetings to gather teachers' input on the selection of coursebooks and supplementary materials, as well as specific chapters or units to include in the ESP curriculum Teacher 11 from University Three, tasked with developing the ESP curriculum, emphasized the collaborative nature of this process.

Once the faculty selects a coursebook and determines the chapters or units to include in the curriculum, these elements are formally listed as specific contents This selection serves as the foundation for developing the course's goals and objectives.

Due to the lack of available coursebooks and supplementary materials for certain specialties, faculties were required to create their own coursebooks and compile teaching resources The deputy dean of the faculty, who also serves as an ESP teacher at University Two, highlighted this necessity.

We tasked teachers with developing an English for Specific Purposes (ESP) coursebook tailored for specific student needs Through both informal and formal discussions during faculty meetings, we identified key topics based on trending specialist terms at the university, such as immigration, investigation, and cyber security The coursebook writers then selected relevant content to incorporate into the coursebooks.

The content of the article emphasizes the structured organization of materials, primarily dictated by the preferences of the coursebook authors It highlights the challenge of establishing a definitive sequence for the content, as the order of topics is often based on the authors' intentions rather than a clear hierarchy For those interested in accessing this material, it is available for download at skknchat@gmail.com.

The current ESP syllabuses demonstrate that the course content is carefully chosen and organized from the mandatory coursebooks outlined in the syllabuses These coursebooks are sourced from reputable global publishers, including Oxford University Press and Cambridge University Press.

Publishing House or written by the very teachers in the faculties.

Step Four: Methodology and support for effective teaching

Step four of the ESP curriculum process, which focuses on determining effective teaching and learning methodologies, is crucial for achieving the objectives of the ESP course A series of questions in the questionnaire were designed to identify the mechanisms and elements necessary for ensuring the quality of the teaching and learning experience.

Questions 13B and 13C focused on the elements, activities or mechanisms that ensured the effectiveness of the ESP curriculum while questions 14B and 14C addressed the activities that supported the ESP curriculum implementation.

Table 4.25 indicates that the elements and mechanisms essential for the effectiveness of the ESP curriculum were implemented at a below-average level by the faculties or universities The data shows that the establishment of support mechanisms for student learning and self-study had a mean score of 2.88, while the creation of feedback channels for students regarding the teaching and learning process was also noted.

The study highlights the importance of developing diverse learning options tailored for both advanced and struggling students, achieving a mean score of 2.83 Additionally, it emphasizes the need for orientation sessions and seminars aimed at enhancing students' understanding of course objectives and teaching methods, which received a mean score of 2.46 Furthermore, the organization of investigations to support these initiatives is also underscored, with a mean score of 2.38.

To download the TIEU LUAN MOI, please contact skknchat@gmail.com The study utilized questionnaires and various tools to assess students' needs regarding motivation, learning styles, and teaching and learning activities, yielding an average score of 2.27.

Table 4.25: The elements or mechanisms implemented by the university/faculty to ensure the effectiveness of the ESP curriculum

The findings presented in Table 4.26 reveal that individual ESP teachers demonstrated a below-average level in implementing essential elements, activities, and mechanisms to enhance the effectiveness of the ESP curriculum Specifically, the data indicates that the establishment of support mechanisms for student learning and self-study was ranked lowest among the implementation efforts, highlighting a significant area for improvement in ESP teaching practices.

To enhance the teaching and learning process, it is essential to establish mechanisms for student feedback, which received a mean score of 2.88 Additionally, developing diverse learning options tailored for both stronger and weaker students is crucial, with a mean score of 2.46 Organizing orientation sessions and seminars can significantly improve students' understanding of course goals, objectives, and effective learning methods, as indicated by a mean score of 2.38.

The study utilized questionnaires and various tools to assess students' needs regarding motivation, learning styles, and teaching activities, resulting in an average score of 2.27 For more information, download the TIEU LUAN MOI by contacting skknchat@gmail.com.

Table 4.26: The elements or mechanisms implemented by the teachers to ensure the effectiveness of the ESP curriculum

In interviews with teachers from four universities, only one reported that their faculty organized orientation sessions to inform students about course goals, teaching methods, and self-study practices Most teachers from the other institutions indicated that they followed the syllabus but only occasionally discussed these important topics with students, depending on available time Additionally, one university shared the questionnaire used to gather student feedback at the end of the course.

TIEU LUAN MOI download : skknchat@gmail.com actually included both general English and ESP modules, on the coursebooks, the teachers’ methodology, and the very students’ learning preferences.

Table 4.27: The university/faculty’s activities to support the ESP curriculum implementation

Whereas questions 13B and 13C investigated the elements, activities or mechanisms that ensured the effectiveness of the ESP curriculum, questions 14B and

14C examined the activities that supported the ESP curriculum implementation Table

4.27 demonstrated that the activities that the universities or faculties had carried out to support the teachers and the ESP curriculum implementation process were mostly below the average In detail, among the aspects specified in question 14B, only the activity of compiling test banks and evaluation profiles for the teachers’ convenient use was implemented at the average level with the mean of 3.03 The other activities otherwise were performed at a below average level, including organizing orientation sessions and discussions with teachers before, during and after the ESP course with the mean of 2.73, compiling a system of reference materials for teaching with the mean of

2.72 Some activities were carried out even at a very low level, that is, developing survey tools for students and teachers with the mean of 2.46, developing a set of tools

To effectively manage students' self-study, including self-study tests and marking schemes, the average rating is 2.38 Additionally, training teachers in their specialist subjects received a mean score of 2.29, while training in English for Specific Purposes (ESP) teaching had a lower average of 2.12.

Table 4.28: The teachers’ participation in the supportive activities for the ESP curriculum implementation

In interviews, teachers from one university noted a collaborative effort with another institution in Ho Chi Minh City to conduct a one-week training program on English for Specific Purposes (ESP) teaching; however, they found this initiative to be more commendable than impactful The majority of the ESP educators indicated that they primarily relied on the designated coursebooks to source relevant knowledge and materials for their teaching.

Many specialist teachers lack a systematic understanding of their subject matter and do not effectively apply a communicative approach to language teaching As a result, they struggle to equip students with the necessary language skills for their future careers, often relying on their personal interpretations of the content rather than fostering a comprehensive learning experience.

English and helped students with the language with traditional English teaching

Download TIEU LUAN MOI at skknchat@gmail.com, where educators emphasize the use of test banks and unit tests compiled and shared among teachers to enhance their methods.

The data collection revealed various documents related to English for Specific Purposes (ESP) teaching, including syllabuses, conference proceedings, and training materials, indicating that faculty members approached ESP instruction in diverse ways However, the findings appeared fragmented and lacked a cohesive framework for effective implementation University Two hosted a conference centered on ESP, addressing specific aspects such as vocabulary and reading, while neglecting speaking and writing Additionally, discussions on ESP curricula tended to emphasize theoretical concepts rather than practical applications relevant to the university context Despite these limitations, the articles presented at these conferences provide a foundation for future research on ESP teaching and curriculum development, with University One's conference leaning more towards general English rather than a focused exploration of ESP.

Step Five: Selecting or compiling coursebooks or teaching materials

In the ESP curriculum development process, the fifth step involves selecting or compiling coursebooks and teaching materials The questionnaire addressed this by examining the sufficiency of these materials at the university and the participation of ESP teachers in their selection Additionally, it assessed the faculties’ and teachers’ adherence to specified criteria in the selection process, ensuring a comprehensive approach to developing effective ESP curricula.

Table 4.29: The sufficiency of the ESP coursebooks and materials at the university/faculty

Table 4.29 indicates that four specific materials exceeded the average sufficiency level, including coursebooks with a mean of 3.60, workbooks at 3.17, reading skills materials at 3.13, and vocabulary resources at 3.08 These results demonstrate that the availability of these educational materials is above average Conversely, other types of materials, particularly those focused on specialty subjects, were shown to have a below-average sufficiency level.

The study reveals that resources for writing skills scored the highest mean at 2.96, closely followed by teacher's books at 2.95 Grammar materials achieved a mean of 2.82, while listening resources received a mean of 2.71 Speaking skills materials had a mean of 2.69, and CDs, DVDs, or software scored 2.67 Lastly, pronunciation materials had the lowest mean at 2.60.

Table 4.30: Teachers’ participation in selecting or compiling the ESP coursebooks and materials

As for the level of ESP teachers’ participation in selecting or compiling the specified

The analysis of ESP coursebooks revealed that teachers' involvement in selecting or compiling students' books was above average, with a mean score of 3.23 However, their participation in choosing other types of ESP materials was notably lower, with workbooks averaging 2.96, reading skills materials at 2.94, vocabulary resources at 2.78, and specialty books at 2.71 Additional materials such as writing skills books scored 2.69, teacher's books 2.67, grammar resources 2.49, listening materials 2.47, speaking skills books 2.45, and multimedia resources like CDs and DVDs at 2.40 Pronunciation materials received the lowest mean score of 2.33, indicating a significant disparity in teacher engagement across different ESP resources.

Step Six: Determining methods and contents of assessment

The sixth step in the ESP curriculum development process involves determining assessment methods and content To explore this, questions 17B and 17C of the questionnaire assessed faculty practices in specifying assessment methods and the involvement of ESP teachers in designing these assessment tools Additionally, questions 18B and 18C investigated the principles used by faculty and ESP teachers to establish testing and evaluation requirements during the curriculum development process.

Table 4.31: Assessment methods and contents specified by the university/faculty

The faculties successfully developed the final achievement test for the ESP course, achieving a mean score of 4.18 Additionally, they created various other assessments at above-average levels, including progress tests after each lesson or group of lessons (mean of 3.83), mid-term achievement tests (mean of 3.65), and proficiency tests at the end of the course (mean of 3.50) The proficiency test administered at the beginning of the course received a mean score of 3.08, while the placement test's mean was not specified.

3.04 The tests for students’ self-assessment with the mean of 2.86, however, was indicated to be least implemented for the ESP course.

Table 4.32: Assessment methods and contents specified by the teachers

ESP teachers actively participated in developing assessment tools during the curriculum development process, as shown in Table 4.32 They primarily focused on creating the final achievement test and progress tests after each lesson, achieving mean scores of 3.97 and 3.94, respectively Additionally, they developed the mid-term achievement test with a mean of 3.59 and the end-of-course proficiency test with a mean of 3.37, both at an above-average level However, tests such as the proficiency test at the beginning of the course (mean of 2.91), self-assessment tests (mean of 2.78), and placement tests (mean of 2.72) were developed at a below-average level.

Table 4.33 indicates that the faculties utilized three key principles for determining testing and evaluation requirements at an above-average level: the ability to develop exam question banks (mean of 3.32), providing information to enhance future teaching and learning processes (mean of 3.10), and demonstrating a positive washback effect on subsequent educational practices (mean of 3.08) Conversely, two principles were applied at a below-average level, specifically regarding compatibility with the overall educational framework.

Download TIEU LUAN MOI at skknchat@gmail.com The study evaluates learning methods, achieving an average score of 2.90, while measuring learning outcomes against established goals, resulting in a mean of 2.74.

Table 4.33: The university/faculty’s reference to the bases for selecting or compiling

Table 4.34 revealed that ESP teachers effectively applied three key principles in developing assessment tools, demonstrating an above-average level of proficiency This approach enabled them to provide valuable information that informed adjustments to subsequent teaching and learning processes.

3.24, being able to be developed into exam question banks with the mean of 3.21, having a good washback effect on the next teaching and learning process with the mean of 3.14.

ESP teachers utilized two key principles in developing assessment tools: ensuring compatibility with content and learning methods, which scored a mean of 2.79, and measuring learning outcomes against specified goals, with a mean of 2.37.

Table 4.34: Teachers’ reference to the bases for selecting or compiling ESP coursebooks and materials

Step Seven: Evaluating the performed curriculum through different channels or tools 124 4.3 Advantages and difficulties in the ESP curriculum development process

The final step in the ESP curriculum development process involves evaluating the curriculum using various tools and methods Specifically, Question 19B of the questionnaire assessed faculty members' practices in utilizing the designated content for curriculum evaluation, while Question 19C focused on the practices of ESP teachers in referencing this content during the evaluation process.

Table 4.35 demonstrated that the practice of ESP curriculum evaluation at the four universities were at a quite low level Among the contents specified in question

In the evaluation of faculty performance, three key areas were identified as being implemented at a below-average level: the teaching process (mean score of 2.71), student progress (mean score of 2.41), and the training and development of teaching staff (mean score of 2.40) Additionally, several other aspects were found to be executed at a low level, including teaching materials (mean score of 2.23), facilities and learning environment (mean score of 2.14), curriculum content development (mean score of 2.14), student motivation (mean score of 2.01), curriculum development (mean score of 1.96), and decision-making processes (mean score of 1.92).

Table 4.35: The university/faculty’s practice of evaluating ESP curriculum

Table 4.36: Teachers’ practice of evaluating ESP curriculum

Similar to the faculties’ practice of evaluating ESP curriculum, that of ESP teachers was also manifested in Table 4.36 to be at a low level Among the contents

According to the findings from question 19C, ESP teachers demonstrated below-average application of several key educational components The teaching process and student progress were the most referenced, with means of 2.74 and 2.68, respectively In contrast, other critical areas such as curriculum development (mean of 2.49), teaching materials (mean of 2.47), and learning environment (mean of 2.38) were applied at a low level Additionally, student motivation (mean of 2.19), training and development of teaching staff (mean of 2.18), curriculum development (mean of 1.96), and decision-making (mean of 1.90) were also noted to be lacking in emphasis.

4.3 Advantages and difficulties in the ESP curriculum development process

In addressing the third research question regarding the advantages and challenges faced by ESP teachers in the curriculum development process, along with their suggestions for improvement, the study utilized nine open-ended questions in the questionnaire and conducted interviews This section details the findings derived from the qualitative data gathered through these methods, highlighting the perspectives of ESP educators on their experiences and recommendations for enhancing curriculum development at their universities.

Step One: Analyzing ESP needs

The data collected highlights several advantages of needs analysis in English for Specific Purposes (ESP) courses, allowing teachers to assess student needs at both the beginning and end of the course This analysis can be further refined through surveys or discussions each semester Notably, at one university studied, ESP teachers, being specialists in their fields, effectively understood learners' needs through regular interactions with students, alumni, and industry professionals.

Conducting needs analysis for English for Specific Purposes (ESP) presents several challenges, including limited time for meaningful discussions with students in large classes When utilizing questionnaires to assess learners' needs, students often provided mechanical and superficial responses, failing to convey their true requirements Additionally, the significant variation in students' English proficiency levels resulted in a lack of homogeneity within the class, with many students lacking the fundamental language skills necessary for effective ESP learning.

Interviews with faculty heads and teachers revealed challenges in engaging directly with industry professionals, including managers, employers, and alumni, to address target situations Many educators did not consider the involvement of these stakeholders, instead relying on their personal experiences, informal discussions with students, and insights from specialist and ESP teachers within the university.

ESP teachers recommended reducing class hours to allow more time for conducting needs analysis in ESP curriculum development They emphasized the importance of fostering open-mindedness in discussions with learners to help them articulate their specific ESP needs Additionally, to clarify students' target needs, universities should facilitate opportunities for ESP teachers, particularly those teaching EFL, to visit future workplaces of their students This hands-on experience would provide valuable insights into the tasks students must perform in English.

Step Two: Specifying the course goals or objectives

The data collected revealed that the ESP teachers did not often participate in the

The goals and objectives of the English for Specific Purposes (ESP) course are typically defined by the faculty dean or experienced ESP educators Respondents noted several advantages of these clearly specified goals, highlighting that the university's overall curriculum is designed with defined learning outcomes This alignment ensures that ESP objectives are consistent with the general aims of the curriculum, providing ESP teachers with valuable guidance for effective teaching and learning.

Many respondents expressed concerns that the goals and learning outcomes of the ESP course were too vague and not tailored specifically to the needs of ESP learners The entrance level and desired outcomes were not clearly defined, leading to confusion A critical learning outcome, speaking skills, was particularly challenging for students to practice, which hindered the effectiveness of their ESP learning experience.

English was generally quite low for learning ESP, causing the specification of goals and objectives hardly to match the students’ level and target needs, thus many of the

The goals and objectives of the ESP course were largely unattainable due to insufficient information on target needs, which hindered the establishment of a solid scientific foundation for defining these goals Additionally, teachers faced challenges in accessing market insights and understanding students' future work environments, making it difficult to adapt and refine the ESP curriculum effectively.

To enhance the clarity of ESP course goals and objectives, it is essential for the university and faculty to provide support to teachers in defining these elements more precisely Establishing a strong connection between the university, faculty, and educators will facilitate the development of well-defined learning outcomes for ESP courses.

To enhance the connection between universities and businesses, it is essential to organize conferences that invite industry specialists to discuss the specific English language requirements in various workplaces For instance, the English for Specific Purposes (ESP) program in Maritime studies emphasizes the need for training students in oral communication skills more than in other specialties.

Step Three: Selecting and sequencing the contents

Choosing and organizing content for English for Specific Purposes (ESP) courses largely relies on the availability of relevant coursebooks and materials When ESP resources are accessible in the market or online, instructors find it easier to select and sequence course content, often utilizing existing materials from reputable publishers like Oxford, Career Path, and Pearson Professional materials developers typically handle the sequencing, ensuring a coherent and effective learning experience tailored to specific specialties.

Longman, etc This was, in fact, a great advantage for ESP curriculum developers for these specialties.

While the selection and sequencing of content offered benefits for specialties with ample materials, challenges remained, such as limited time for ESP courses and insufficient information on target needs, which hindered the effective selection of relevant content.

The demand for English for Specific Purposes (ESP) in students' future workplaces is increasingly evident However, certain specialties face significant challenges due to a lack of available materials This scarcity forces some faculties to choose content that does not meet the specific needs of learners or align with their educational objectives In some cases, certain specialties have nearly no relevant resources to draw from, highlighting the urgent need for tailored ESP materials.

The availability of ESP materials in the market and online has posed significant challenges for educators, as they often need to organize and create content themselves This task has proven particularly difficult for ESP teachers, who rely more on their personal experience than on scientific principles when selecting and sequencing the content for their materials.

Step Four: Methodology and support for effective teaching

Universities and faculties have significantly supported English for Specific Purposes (ESP) teachers through various initiatives They have equipped facilities adequately and organized conferences and professional meetings, inviting key stakeholders such as the Management Board and specialist educators Additionally, banks of testing items have been compiled for ease of use, and training sessions for ESP teachers were conducted at one university Furthermore, another university organized ESP teachers into small groups of five to seven, each responsible for a specific subject, enhancing collaboration and expertise in their respective fields.

ESP teaching to many specialist faculties in the university manageable and feasible.

The data collected highlights significant challenges faced by ESP teachers who are also EFL instructors Many of these educators lacked formal training in their specialized fields, necessitating self-directed research primarily through online resources, with occasional informal assistance from university specialists This piecemeal acquisition of specialist knowledge hindered their ability to effectively explain concepts and translate technical terms for students Additionally, the shortage of qualified teachers forced some ESP instructors to cover multiple specialties simultaneously, ultimately compromising the quality of their teaching and failing to meet established educational standards.

Step Five: Selecting or compiling coursebooks or teaching materials

When choosing or compiling English for Specific Purposes (ESP) coursebooks and teaching materials, educators benefit from a wide range of resources available both in print and online Faculty members can select materials based on specific criteria and utilize these resources to develop tailored ESP syllabi.

As for most of the other specialties, however, ESP coursebooks and materials that met the specific needs were not sufficiently available or even not available The

ESP teachers are tasked with creating coursebooks and teaching materials tailored to their classes, but they often encounter challenges due to insufficient identification of specialist knowledge and specific ESP target needs For those ESP teachers who specialize in their subject area, the primary difficulty lies in their limited understanding of second language acquisition and effective language teaching methodologies, which hinders their ability to present materials in a way that facilitates student learning and acquisition.

Summary of the chapter

This chapter outlines the research findings, highlighting the qualitative and quantitative data collected through the seven steps of the ESP curriculum development process The analysis of this data effectively addresses the research questions, revealing that ESP teachers hold strong and clear perceptions regarding most aspects of each step in the curriculum development process.

ESP teachers recognize the significance of a well-executed ESP curriculum development process, emphasizing the need for careful implementation of each step However, both faculties and ESP teachers generally performed these steps at an average or low level, with only a few aspects being adequately addressed This shortcoming primarily stems from the inadequate and incomplete execution of the initial step, ESP needs analysis, which ultimately undermines the scientific foundation necessary for effective ESP curriculum development.

CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS

Chapter Five summarizes the key findings of the study on ESP teachers' perceptions and practices in curriculum development for non-English majors It highlights the advantages and disadvantages faced during this process and offers recommendations for improvement.

The chapter discusses the process of developing an English for Specific Purposes (ESP) curriculum at universities, offering recommendations for enhancements to this process It also addresses the study's limitations and proposes avenues for future research.

Summary of key findings

The study investigates ESP teachers' perceptions of the curriculum development process, highlighting their belief in the importance of a logical and reflective approach The teachers identified all seven steps as crucial, which include analyzing ESP needs, specifying course goals, selecting and sequencing content, determining teaching methodologies, compiling course materials, establishing assessment methods, and evaluating the curriculum to enhance both individual steps and the overall development process.

ESP teachers recognized that many challenges in teaching English for Specific Purposes stem from the lack of a scientific and comprehensive needs analysis They noted that the four critical aspects of ESP needs analysis—target situation analysis, present situation analysis, learning situation analysis, and means analysis—were not systematically addressed This oversight contributed to difficulties in subsequent stages of the ESP curriculum development process, particularly in defining course goals and objectives, as well as in selecting and sequencing content effectively.

To effectively enhance the ESP curriculum, it is essential to conduct a systematic and comprehensive analysis of the four key aspects of ESP needs This analysis will serve as a foundation for determining the appropriate teaching methodology and evaluating the curriculum, ensuring that subsequent adjustments are informed and targeted For further resources, you can download TIEU LUAN MOI by contacting skknchat@gmail.com.

The investigation into ESP teachers' practices during the curriculum development process revealed that their engagement with the seven essential steps—analyzing ESP needs, specifying course goals, selecting content, determining teaching methodology, compiling materials, assessing methods, and evaluating the curriculum—was generally at an average or low level Notably, teachers were most involved in determining teaching methodologies and assessment methods, while their participation in needs analysis, course goal specification, and curriculum evaluation was minimal This lack of comprehensive needs analysis hindered the effectiveness of subsequent steps, indicating that the ESP curriculum development process lacked a solid scientific foundation.

ESP teachers faced both advantages and challenges throughout the curriculum development process, from needs analysis to curriculum evaluation Their existing knowledge and skills in teaching and lesson planning significantly contributed to the strengths they experienced during this process.

General English, availability of coursebooks and teaching materials for certain specialties, support and encouragement from their faculties and universities, and individual help from specialist teachers in the same universities.

ESP teachers frequently face challenges in curriculum development due to poorly defined target needs and ambiguous course goals This lack of clarity stems from insufficient analysis of ESP target needs, making it difficult for teachers to establish practical objectives Additionally, the heavy workload of managing numerous classes and other responsibilities leaves little time for ESP research and curriculum enhancement.

The challenges faced in English for Specific Purposes (ESP) education include a scarcity of suitable coursebooks and materials, inadequate specialist knowledge, and insufficient support from universities and faculties in both ESP teaching and curriculum development Additionally, there is a notable absence of effective tools for analyzing learner needs, assessing educational outcomes, and evaluating the implemented ESP curriculum.

To enhance the ESP curriculum development process, teachers recommend conducting a comprehensive needs analysis as a scientific foundation for subsequent stages This includes establishing clear goals and objectives derived from the needs analysis, as well as selecting and sequencing content based on this analysis and the defined course objectives This approach underpins the selection or compilation of coursebooks and teaching materials Additionally, they advocate for providing teachers with specialized knowledge training, creating a supportive teaching and learning environment, and implementing effective assessment tools for ongoing needs analysis and curriculum evaluation.

Recommendations

To improve the quality of English for Specific Purposes (ESP) teaching, this section offers several recommendations aimed at refining the ESP curriculum development process Recognizing that ESP curriculum development is a cyclical process, it emphasizes the importance of continuous evaluation and adaptation to meet the evolving needs of learners.

To enhance the effectiveness of the English for Specific Purposes (ESP) curriculum, universities should conduct a thorough analysis of situational, learning, and learner needs, incorporating feedback from ESP teachers This comprehensive evaluation serves as a foundation for refining the curriculum development process Given that ESP teachers play multiple roles—including collaborator, course designer, material provider, researcher, and evaluator—institutions must implement careful and practical strategies to actively involve them in each stage of the curriculum process, ensuring its overall effectiveness.

To effectively analyze English for Specific Purposes (ESP) needs, universities should host conferences that bring together ESP teachers, specialist educators, and relevant stakeholders, as well as industry professionals, such as field specialists, managers, future employers, and alumni These conferences provide a valuable platform for discussing ESP requirements, defining course objectives aligned with those needs, and identifying essential content to be included in the curriculum.

To effectively meet the needs of English for Specific Purposes (ESP), universities and faculties should establish strong connections with businesses and workplaces By organizing field trips for ESP teachers to visit students' current or prospective workplaces, institutions can provide valuable hands-on experiences and practical insights into the specific tasks and responsibilities students will encounter in their careers.

To enhance the development of English for Specific Purposes (ESP) courses, educators should engage in ongoing discussions with students about their specific needs, fostering an open-minded teaching environment This collaborative approach will empower learners to articulate their ESP requirements more effectively, ultimately leading to more relevant and tailored curriculum content.

In the second step of developing an English for Specific Purposes (ESP) course, it is essential for universities and faculties to engage ESP teachers in defining course goals and objectives based on identified ESP needs These needs encompass language requirements, situational contexts, learner characteristics, and educational standards, including Vietnam's six-level foreign language proficiency framework and specific curriculum benchmarks The established goals and objectives should align closely with the analyzed ESP needs and adhere to key principles of goal-setting, ensuring they are well-defined, relevant, specific, measurable, and achievable This approach provides a solid foundation for the entire teaching and learning process.

In step three, it is essential to collaborate with ESP teachers to determine the selection and sequencing of course content, ensuring alignment with the identified ESP needs and course objectives The course materials must be relevant to the four key aspects of ESP needs: target needs, learners’ needs, learning needs, and means analysis, as outlined by Dudley-Evans and St John (1998) and Hutchinson & Waters (1987) This approach will guide the selection and compilation of appropriate coursebooks and teaching materials.

In step four of developing the teaching and learning methodology, it is essential for ESP teachers to engage in discussions to establish effective mechanisms for curriculum implementation This includes organizing orientation sessions and seminars to enhance students' understanding of course objectives and teaching methods Additionally, conducting surveys and utilizing various tools can help identify students' needs regarding motivation, learning styles, and preferred teaching activities Universities and faculties should also prioritize supporting ESP teachers through specialized training and the development of practical resources, such as survey tools and self-study management sets, to facilitate effective ESP teaching.

In the fifth step of selecting or compiling coursebooks and teaching materials, universities and individual ESP teachers should prioritize the identified ESP needs and specified course objectives Likewise, in the sixth step of choosing assessment methods and content, it is crucial for faculties and ESP educators to consider various factors, particularly the ability to measure learning outcomes against established goals, ensuring a positive impact on future teaching and learning processes.

Step seven of the ESP curriculum development process is crucial for improvement, alongside the initial steps Universities and faculties must implement continuous and cyclical evaluations of each stage of the ESP curriculum development, as well as assess the overall effectiveness of the curriculum.

To ensure effective curriculum development, it is essential to create comprehensive checklists that evaluate each step and the overall process Developing specific tools such as questionnaires, interviews, feedback forms, and observation methods will facilitate thorough assessment and improvement of the curriculum.

To enhance educational outcomes, it is essential to implement evaluation activities such as organizing relevant conferences, facilitating field trips to students' current or prospective workplaces, and promoting research focused on curriculum development.

To enhance the involvement of ESP teachers in curriculum development, it is essential to reduce both the number of classes and class hours This adjustment will provide teachers with increased time to focus on ESP research, including conducting thorough needs analysis.

English, the teachers’ main duties are implementing the curriculum while in ESP teaching, they need to involve in the whole ESP curriculum development process.

Reducing the ESP teachers’ workload, therefore, is an essential and prerequisite condition for them to make time for the involvement in the curriculum development process.

Contributions of the study

The present doctoral dissertation makes both theoretical and empirical contributions Theoretically, it bases on the concepts and theories of curriculum development (Brown, 1995; Nation & Macalister, 2010; Richards, 2001), English for

The development of English for Specific Purposes (ESP) curriculum, as outlined by Dudley-Evans & St John (1998) and Hutchinson & Waters (1987), involves a conceptual framework that emphasizes the importance of ESP teachers' participation This framework encompasses seven essential steps: conducting a needs analysis, specifying course goals and objectives, selecting and sequencing content, employing effective teaching methodologies, compiling or selecting appropriate ESP materials, determining assessment methods and content, and evaluating the curriculum.

This study enhances the ESP curriculum development process by examining the extent of ESP teachers' involvement in creating curricula for non-English majors at various universities in Ho Chi Minh City.

Research indicates that ESP teachers must actively participate in every phase of the curriculum development process This involvement should begin with a thorough ESP needs analysis, which serves as a scientific foundation for defining clear goals and objectives Additionally, the needs analysis informs the selection and sequencing of content, guiding the choice of coursebooks and teaching materials To enhance the effectiveness of the curriculum, it is essential to provide teachers with specialized training, create a supportive teaching and learning environment, and implement robust assessment tools Furthermore, effective instruments for continuous needs analysis and curriculum evaluation are crucial for ongoing improvement.

Limitations of the study

Limitations of this study is quite obvious Until the research process that the researcher recognized that at one of the four universities, the ESP teachers were not

EFL teachers serve as specialist educators, which highlights notable differences in the ESP curriculum development process However, this diversity among participants led to challenges in presenting clear research findings and impacted the overall generalization of the study.

The research faced limitations due to the design of its instruments, which hindered a clear differentiation between ESP teachers who had written the syllabus and those who had not Consequently, the findings were not presented in a sufficiently clear manner for readers Additionally, the documentation instrument was inadequate, as many activities claimed by teachers during the ESP curriculum development process were not accurately recorded, influenced by both objective and subjective factors This shortcoming further impacted the clarity and persuasiveness of the findings.

Suggestions for further studies

This study serves as a preliminary exploration of the involvement of ESP teachers in the curriculum development process at various universities in Ho Chi Minh City, highlighting its limitations and suggesting directions for future research.

Further research is essential to enhance the findings of this study on the ESP curriculum development process Firstly, conducting case studies or integrative studies at other tertiary institutions could provide additional evidence and strengthen the generalizability of the recommendations Secondly, an in-depth exploration of each step in the ESP curriculum development process is necessary to improve the effectiveness of curriculum implementation.

Summary of the chapter

In this concluding chapter, we highlight the essential findings of the study and offer several recommendations aimed at enhancing the ESP curriculum development process at various universities in Ho Chi Minh City Additionally, we address the study's limitations and provide suggestions for future research, catering to readers interested in the field of ESP curriculum development.

Baddeley, A (1990) Human Memory Hillsdale, NJ: Lawrence Erlbaum Associates

Bartlett, L & Butler, J (1985) The planned curriculum and being a curriculum planner in the Adult Migrant Education Program, report to the Committee of

Review of the Adult Migrant Education Program, Department of Immigration and Ethnic Affairs, Canberra.

Beane, A J., Toepfer, F C & Alessi, J S (1986) Curriculum Planning and

Bhatia, V K (1993) Analysing genre London: Longman.

Bobbitt, F (1924) How to Make a Curriculum Boston: Houghton Mifflin.

Bobbitt, F (2013) Scientific Method in Curriculum-Making In D J Flinders and S J.

Thornton (Eds.), The Curriculum Studies Reader New York: Routledge, Taylor

Brady,V J (1992) Distinguished Scientific Award for the Application of Psychology.

Brannen, J (2005) Mixed methods research: A discussion paper Southampton: ESRC

National Centre for Research Methods.

Brown, A & Green, D T (2006) The Essentials of Instructional Design Upper

Brown, H D (2001) Teaching by principles: An interactive approach to language pedagogy New York: Longman.

Brown, J D (1995) The Elements of Language Curriculum: A Systematic Approach to

Program Development New York: Heinle & Heinle Publishers.

Brown, J D (2009) Open-response items in questionnaires In J Heigham & R.

Croker (Eds.), Qualitative research in applied linguistics: A practical

TIEU LUAN MOI download : skknchat@gmail.com introduction (pp 200-219) Basingstoke: Palgrave Macmillan.

Brown, J D., & Rodgers, T S (2002) Doing second language research Oxford:

Burgess, R G (1984) In the field London: Allen & Unwin.

Caswell, L H & Campbell, S D (1935) Curriculum Development American Book

Charters, W W (1923) Curriculum Construction New York: Macmillan.

Cohen, L., Manion, L., & Morrison, K (2007) Research methods in education New

Creswell, J W (2009) Research design: Qualitative, quantitative, and mixed methods approaches California: SAGE.

Croker, R (2009) An introduction to qualitative research In J Heigham & R Croker

(Eds.), Qualitative research in applied linguistics: A practical introduction (pp.

Davies, M B (2007) Doing a Successful Research Project: Using Qualitative or

Quantitative Methods Basingstoke: Palgrave Macmillan.

Devaux, M & Sassi, F (2016) Social disparities in hazardous alcohol use: Self-report bias may lead to incorrect estimates, Eur J Public Health, 26(1), 129-134.

Doll, R C (1992) Curriculum Improvement: Decision Making and Process (8 th ed.).

Dornyei, Z (2007) Research Methods in Applied Linguistics Oxford: Oxford

Drever, E (2003) Using Semi-Structured Interviews in Small-Scale Research: A

Teacher’s Guide Edinburgh: The SCRE Centre.

Dudley-Evans, T & St John, J (1998) Developments in ESP: A Multi-Disciplinary

Approach Cambridge: Cambridge University Press.

Freeman, D (1998) Doing Teacher Research: From Inquiry to Understanding.

Boston: MA: Heinle & Heinle Publishers.

Glatthorn, A A (1987) Curriculum Leadership Glenview: Scott Foresman.

Glickman, D C., Gordon, P S., & Ross-Gordon, M J (2010) Supervision and

Instructional Leadership (8th ed.) Boston: Allyn & Bacon.

Graves, K (1996) A framework of course development processes In K Graves (Ed.),

Teachers as course developers (pp 12-38) Cambridge: Cambridge University

Graves, K (1996) Teachers as course developers In K Graves (Ed.), Teachers as course developers (pp 1-11) Cambridge: Cambridge University Press.

Hồ Thị Quỳnh Như (2019) Workplace English communication needs and ESP curriculum: An analysis of misalignment, Journal of Inquiry into Languages and Cultures, 3(1), 1-8.

Hutchinson, T & Waters, A (1987) English for Specific Purposes: A Learning-

Centred Approach Cambridge: Cambridge University Press.

Ivankova, N V & Creswell, J W (2009) ‘Mixed Methods’ In J Heigham & R.

Croker (Eds.), Qualitative Research in Applied Linguistics: A Practical

Introduction (pp 135-161) Basingstoke: Palgrave Macmillan.

Johnson, D W (1981) Student-student interaction: The neglected variable in education Educational Researcher, 10(1), 5-10.

Johnson, R K (1989) A decision-making framework for the coherent language curriculum In R K Johnson (Ed.), The second language curriculum (pp 1-23).

Jolly, D & Bolitho, R (1998) A framework for materials writing In B Tomlinson

(Ed.), Materials development in language teaching (pp 90-115) Cambridge:

Jonassen, H D., Tessmer, M & Hannum, H W (1999) Task Analysis Methods for

Instructional Design Mahwah, NJ: Lawrence Erlbaum Associates.

Lê Thị Kiều Vân (2017) Students’ perception on teaching and learning English for mathematics: the Vietnamese case study, International Journal of Education

Levin-Aspenson, H F & Watson, D (2018) Mode of administration effects in psychopathology assessment: Analyses of gender, age, and education differences in self-rated versus interview-based depression, Psychol Assess,

Long, M H (2005) Methodological Issues in Learner Needs Analysis In M H Long

(Ed.), Second Language Needs Analysis (pp 19-76) Cambridge: Cambridge

Lynch, B K (1996) Language Program Evaluation: Theory and Practice.

Mackey, A & Gass, S M (2005) Second Language Research: Methodology and

Design New Jersey: Lawrence Erlbaum Associates Inc.

McDonough, J & McDonough, S (1997) Research Methods for English Language

McMillan, J H & Schumacher, S (1993) Research in Education: A Conceptual

Introduction (3rd ed.) Harper Collins College Publishers.

Nation I S P & Macalister, J (2010) Language Curriculum Design New York:

Nguyễn Bửu Huân (2020) Lecturers’ Beliefs and Agency about Active Learning in

English For Specific Purposes Classes, International Journal of Learning,

Nguyễn Thị Tố Hoa & Phạm Thị Tuyết Mai (2016) Difficulties in Teaching English

TIEU LUAN MOI download : skknchat@gmail.com for Specific Purposes: Empirical Study at Vietnam Universities Higher

Nunan, D (1988) Syllabus Design Oxford: Oxford University Press.

Nunan, D (1988) The learner-centered curriculum: A study in second language teaching Cambridge University Press.

O’Leary, Z (2005) Researching Real-world Problems: A Guide to Methods of Inquiry.

Oliva, F P (2012) Developing the Curriculum (5 th ed.) Pearson.

Ornstein, A C., & Hunkins, F P (2017) Curriculum: Foundations, principles and issues (7th ed.) Pearson Education Limited.

Patton, M Q (1987) How to Use Qualitative Methods in Evaluation California: Sage.

Patton, M Q (2002) Qualitative Research & Evaluation Methods California: Sage

Peshkin, A (1988) In search of subjectivity – one's own Educational Researcher,

Pole, C J & Lampard, R (2002) Practical Social Investigation: Qualitative and

Quantitative Methods in Social Research Harlow: Pearson Education Limited.

Pratt, D (1980) Curriculum Design and Development New York: Harcourt Brace.

Print, M (1993) Curriculum development and design (2 nd ed.) Aleen & Unwin.

Rallis, S & Rossman, G (2009) Ethics and Trustworthiness In J Heigham & R.

Croker (Eds.), Qualitative Research in Applied Linguistics: A Practical

Introduction (pp 263-287) Basingstoke: Palgrave Macmillan.

Richards, J (2001) Curriculum Development in Language Teaching Cambridge:

Richards, J C (1990) The language teaching matrix New York: Cambridge

Richards, K (2009) Interviews In J Heigham & R Croker (Eds.), Qualitative

Research in Applied Linguistics: A Practical Introduction (pp 182-199).

Richards, L (2005) Handling Qualitative Data: A Practical Guide London: Sage.

Robson, C (1993) Real Word Research: A Resource for Social Scientists and

Rodgers, T S (1989) Syllabus design, curriculum development and polity determination In R K Johnson (Ed.), The second language curriculum (pp 24-

Rugg, H (1930) The Foundations of Curriculum Making In G Whipple (Ed.), The

Foundations of Curriculum Making (pp 439-440) Public School Publishers.

Salters-Pedneault, K (2020) The Use of Self-Report Data in Psychology Retrieved on

October 23 rd , 2021 from https://www.verywellmind.com/definition-of-self- report-425267#citation-3.

Saylor, J G., Alexander, M W., & Lewis, J A (1981) Curriculum Planning for

Better Teaching and Learning (4 th ed.) New York: Holt, Rinehart and Winston.

Silverman, D (2000) Doing Qualitative Research London: Sage.

Swales, J M (1990) Genre Analysis: English in Academic and Research Settings.

Taba, H (1962) Curriculum development: Theory and practice New York: Harcourt,

Thomas, R M (2003) Blending Qualitative and Quantitative Research Methods in

Theses and Dissertations California: Sage.

Tomlinson, B (1998) Materials development in language teaching.

Trần Tín Nghị (2014) Designing network-based materials for students of Accounting at Ho Chi Minh City University of Food Industry Proceedings of the 2014

International Conference on English Language Teaching, Ho Chi Minh City.

Tyler, R W (1949, 1969) Basic Principles of Curriculum and Instruction Chicago &

London: The University of Chicago Press.

Vanderstoep, S W & Johnston, D D (2009) Research Methods for Everyday Life:

Blending Qualitative and Quantitative Approaches San Francisco: Jossey-Bass.

Vũ Thị Hồng Vân (2018) An investigation into English language use in the

Vietnamese hospitality industry: The language of money exchange, Ho Chi Minh

City Open University Journal of Science, 8(2), 14-22.

Wheeler, D K (1967) Curriculum processes London: University of London Press.

White, R V (1988) The ELT Curriculum: Design, Innovation and Management.

Wiggins, G & McTighe, J (1998) Understanding by Design Alexandria, VA: ASCD.

Wiles, J & Bondi, J (2014) Curriculum Development: A Guide to Practice (9th ed.).

Tiêu đề	ESP Teachers’ Practice Of Developing Curriculum For Non-English Majors At Some Universities In Ho Chi Minh City
Tác giả	Huynh Thi Hoa Sen
Người hướng dẫn	Assoc. Prof., Dr. Tran Van Phuoc
Trường học	Hue University
Chuyên ngành	Theory And Methodology Of English Language Teaching
Thể loại	thesis
Năm xuất bản	2022
Thành phố	Hue

Định dạng
Số trang	173
Dung lượng	2,11 MB