TẠr cai CAM TltftfNG TEACHING AND LEARNING ENGLISH FOR SPECIALIZED PURPOSES IN A NEW NORMAL CHALLENGES AND SOLUTIONS • NGUYEN VAN THO ABSTRACT This paper analyzes the current situation and some challe[.]
TẠr cai CAM TltftfNG TEACHING AND LEARNING ENGLISH FOR SPECIALIZED PURPOSES IN A NEW NORMAL: CHALLENGES AND SOLUTIONS • NGUYEN VAN THO ABSTRACT: This paper analyzes the current situation and some challenges that the specialized English teaching and learning is facing at present The complicated impacts of on-going Covid-19 pandemic have forced training institutions to shift from tradditional to online teaching methods These changes in teaching methods are seriously affected the quality of training for universities and the quality of learning for students Based on the paper’s findings, some solutions are proposed to help framing institutions achieve their training goals of teaching - learning English for specialized purposes under the Covid-19 pandemic’s impacts Keywords: English for specialized purposes, current situation of teaching and learning, specialized English learning, English class Introduction In the general trend of Teaching English as a Foreign Language - TEFL, many studies on language teaching and learning English for Specific Purposes (ESP) as an impossible division are integral and have an important role to play If English is for the target audience and intensive use of language, specialized English has an important position for a wider and more diverse audience: students, learners of all sciences other than language Therefore, the specialized English training institutions aspires to achieve large-scale 418 So 12-Tháng 5/2021 training goals and quality standards, to meet the needs of a large training audience, and aim to create real quality training products In other words, the officers were okay Trainers must be able to use specialized English in their work On the other hand, due to the impact of the Covid-19 pandemic which has lasted for years, specialized English learning has to be stuck with online lessons, so it more or less affects the teaching and learning of the students' lectures So, which teaching method is appropriate at this stage? Therefore, specialized English training in recent QUẢN TRI - QUẦN LÝ years has revealed difficulties and limitations in many aspects; leading to many unsuccessful training institutions achieving desired goals Currently, the world population is approximately 7.5 billion people, of which there are about 1.5 billion people who speak English (about 20% of the total global population) and most of these people not speak English as a native language In addition to being widely used, English is a foreign language the most researched in the world In terms of language policy, no country in the world places heavy emphasis on the role of using foreign language capacity (English) in training and using human resources as in Vietnam In training programs, English is a compulsory subject for most training disciplines From the school year 2012-2013,[1] the regulations of the Ministry of Education and Training requirements to apply output standards in English to students’ universities of non specialized languages This is contributing to promoting the teaching and learning of foreign languages in other countries Universities and colleges become worthy of attention and level more necessary Most students are aware of the importance of this and have been adapting to changes in the learning of foreign languages with expectations that after graduation they will have more opportunities However, in general, English learning, results of students in non-specialized language classes have not achieved the same expected results, the current situation of students learning English but not can be used, especially for specialized English yet meet employer expectations The reason why this is the question of interest to educators’ research and interpretation Content 2.h Specialized English - opportunities, and challenges English for Specific Purposes (ESP) is a subject included in the foreign language curriculum for university students in many countries around the world ESP is a term used to refer to English used in professional work or to serve work in different specializations [2] Over the past few decades, there have been many studies focusing on these characteristic scores or methods of teaching specialized English Recent research shows that specialized English teaching and learning is opening up a lot of opportunities as well as facing challenges from many sides Together they share many common concerns, different universities around the world have ESP training (Hungary, Iran, Malaysia, Russia, Romania, Turkey, Italy, ) all acknowledge that: while ESP provides learners with professional approaches through history using English in communication work; or to find public service information The teaching and learning ESP still faces several obstacles in program allocation and selection to choose the appropriate curriculum, entry-level and learner level of learning, as well as the expertise and methods of the teachers make this work unsuccessful or unsatisfactory The result is as good as we expected A study by I Tar et al (2009) on the deficiency Language proficiency has identified that Hungarian students are too indifferent to activities, lack passion for science, and not much interest in exploring and supplementing knowledge They don't get much from the English courses in college, leading to Language proficiency not formed or strengthened [2] Savas (2009) says that the main difficulty of this situation in Turkey is the lack of knowledge by teachers as well as the training method [5] Additionally, Amirian and Tavakoli (2009), there has also been researching that re-evaluates the ESP coursework in Iran that the design of the program and the content structure of the curriculum was not complete Consistency leads to inactivating students' motivation to learn because they are at risk think that ESP is not a useful subject for their work [1], Out of those mechanical difficulties, Kaur and Clarke (2009), states that Malaysia's office workers have not shown good performance English communication at work, so they need to be retrained in all techniques [3], Similarly, So 12 - Tháng 5/2021 419 TẠP CHÍ CƠNG THƯƠNG Savas (2009) stated that Turkish students after being trained in ESP make very limited contributions to the economic, social, and educational development country as well as the locality where they work [5] Dynamism in professional work Subjects using English is also researched by Marginson & Me Burnie (2004) rescue [4], In addition, in a recent article, Bouzidi (2009) has specific research on the lack of linkage factor between learning ESP and the reality of working in the agencies work at work as well as how to overcome those obstacles with activities in the classroom ESP [1], From the aforementioned studies, one can notice that in addition to these mechanical difficulties as previously mentioned, the management of teaching-learning ESP to achieve efficiency and the most recent optimal performance is questioned the most People ask the question: “Why are these Those who have been trained in specialized English after graduation cannot use the language You have learned in real work?", " What is training according to social needs?", "Do we have excess training or lack of something?" or “Why some civil servants still need English retraining for professional work while they have been Formal training in university?” Before going to find answers to these questions, let's take a look at the current situation of specialized English training in some universities across the country 2.2 Current situation of teaching and learning English for specific purposes in some major universities across Vietnam 2.2.1 Regulations on programs and curriculum The program follows a detailed framework program for teaching basic English under the credit institution only regulated by the Ministry of Education and Training, basic English is taught in credits This is only 75 periods in modules: Basic English and English Basic English The school chooses the curriculum However, the spectrum curriculum currently selected by universities across the country is the New Cutting Edge of Longman or English Know-How by Oxford Publishers After 420 So 12-Tháng 5/2021 completing basic English, students will continue to study ESP Programs and Relevant factors are defined by the different disciplines of each school according to the chapter training programs of those branches At the University of Social Sciences and Humanities - Vietnam National University - Ho Chi Minh City Campus, the specialized English period for students consists of study units equivalent to 90 periods Curriculum by lecturers of English Language Arts department drafted for 12 different majors and approved by the Scientific Council [13] In some other universities in Ho Chi Minh City, the distribution ratio of the number of academic units Specialized English on the number of the common basic English curriculum is 2/5, August - August (Banking University, University of Economics - Hanoi National University, University of Transport Technology, University Economics and Business Administration - Thai Nguyen University) Particularly Can Tho University and Faculty of Economics - Vietnam National University - Ho Chi Minh City Campus, the rate is even 12/12 [7] In some universities in Hanoi such as the University of Architecture, the University of Science of course, Hanoi Pedagogical University, the program allocation includes 60-90 English periods Basic English and 30-60 specialized English periods Particularly, Vietnam National University - Hanoi Campus has the number of periods for both types above up to 120 periods Textbooks of some of the above schools were mainly compiled by the relevant ministry or selected and practiced by the school's teacher council and corrected [6,12, 15], According to Basturkmen, English for academic purposes is used in academic publications such as journals medicine, legal, science, and technology, economic and financial English for career purposes is used by people with high expertise such as doctors, lawyers and people with expertise but less professional such as technical workers, technicians, [6] QUẢN TRỊ-QUẢN LÝ On the other hand, the teaching method is mainly applied is reading and translation aimed at explaining grammatical structures and augmentation vocabulary, other methods to increase skills communication has not been widely applied [8]; The level of students learning ESP is not equal is also a huge hindrance to both learners and people teach Besides, the layout of classes is not reasonable and methodology Examination, evaluation is also one of the current situation Existence makes the specialized English training longer many inadequacies, not meeting the training objectives 2.2.2 Teaching and learning ESP - A common picture nationwide Review the situation of teaching and learning specialized English in many universities Nationwide, a general picture of the current situation and challenges can be seen as follows: Program Specialized English program designed with credit duration (45 periods), program content mainly based on the existing textbooks but not yet real currently compiled based on the results of survey needs learners or experts in the industry, the needs of the employers of that industry Therefore, the content of the program still has nỊiany shortcomings compared to goals Currently, the textbooks for ESP instruction are ufeed from home published abroad, leading to the id:sson content not suitable for the training context ir Vietnam, making it difficult for learners to absorb and for* teachers to learn nearby To evaluate whether the content of the ESP Cl rriculum is relevant to the target education There is currently no unified national training program ESP The regulations of the Ministry of Education and Training on the number of teaching periods as well as the number of units required to accumulate are also inconsistent with each regional or local university, every specific moment Basic English or a Foreign Language ma!y have these clearer rules ESP has not yet distributed the most specific and specific program shop for all universities across the country, so it is difficult to have a common voice in their creation [6,8,10], The teaching team and teaching methods Most young teachers assigned to teach ESP not have much technical experience and terminology due to a lack of specialized training that is mainly self-study Others have solid ESP knowledge but methods inappropriate teaching Teachers teach specialized English well-trained and have in-depth linguistic expertise but with specialized knowledge in the industry, they still have certain limitations, leading to the interpretation of concepts, definitions, and the term is not thorough and multidimensional Conclusion Survey results show that the amount of knowledge meets a part for specialized teaching Teaching methods that most teachers apply are still affected by the curriculum being old and noncommunicative Teaching methods are intended to be active in students, the discovery, creativity, real communication seems to have just been tried but not widely applied [9] The teaching staff is not stable When young teachers are well trained, they tend to shift to teaching specialized languages The sense of learning and learning ability of students While the study time was small and students lack the practice native language environment, the students 'awareness is not high, making the students' absorption still very limited There is a gap in the student's English proficiency in the early stage and period The ESP segment also exists a gap in the proficiency of many of the same students A class together has caused many difficulties for the teacher [11, 13], Students in natural and technical grades often have a positive and capable learning attitude The ability to absorb higher than social students due to the need to access the latest knowledge above the world of the social sector is not as urgent as it is in the technical field Students who are not passionate about learning ESP, have a predominant response Many students not have a clear motivation to study, only expect to score to stop studying [14], So 12-Tháng 5/2021 421 TẠP CHÍ CƠNG THƯƠNG Textbooks Some of the textbooks that schools are using are outdated, out of date, or the curriculum is not consistent among institutions The structure of the syllabus is almost the same with most of the focus on the lessons keywords, specialized vocabulary, reading comprehension, and translation This structure prevents the creation of active teacher and student learning Are many classes boring? interested in such textbooks [11], Examination and evaluation of the results - Test questions for modules, semesters, entrance, and output exam questions are still local, local, lack of uniform standard assessment tools like international standard exam questions TOEFL, TOEIC The assessment methods are not highly reliable because of the original Teachers' bodies teach and score Forms of continuous assessment have not yet been proceeded to [13], The training unit does not agree on the goals, does not find out about the actual public needs of the employee's job using ESP - Specific research on this issue so far has not been available Other studies about ESP focus only on teaching and learning, with little research on the correlation between actual needs and training results However, the past reflection of a single number of Employers in Ho Chi Minh City, Hanoi or Thai Nguyen, the recruited workers have only basic English ability to communicate in the public ondemand work, in addition to other specialized knowledge or knowledge assigned related succession is still very weak, unable to meet the needs of work, needing training extra training or extra practice, even if the ESP scores on their graduation transcripts high 2.3 The situation of teaching and learning specialized English at the University of Transport Technology In the same situation, teaching and learning ESP under the University of Transport Technology also inevitably faces some difficulties certain as other universities Through the practice, direct teaching and public management teaching 422 SỐ 12-Tháng 5/2021 basic and specialized English at the University of Transport Technology, combined with searching understood from the classroom teachers at the Faculty of specialized English, University Transport Technology and teachers of other universities, we are aware of these Matters need the following attention: 2.3.1 Level’s difference Although there is an entrance test for placement, Shows the difference shown as follows: - The difference in English proficiency between classes and disciplines in the same school Example: Students of natural majors such as Informatics, Civil Construction, have better English skills than students of some social disciplines such as sociology, economics This discrepancy is shown in the results of the entrance exam and possibly due to the characteristics of the profession that students are studying - The difference in English proficiency of students with different residential areas This may be because in our country today, the organization of English teaching at the level High school education in some localities still has many limitations due to lack of teachers or due to the force of teachers is not up to standard 2.3.2 Student Most students are familiar with traditional teaching methods at the high school level, not yet adapted to the training form under credit institutions Therefore, they are quite good, active, timid, and not actively participating inclass activities Besides that, one set student division to class in English with a coping attitude, with conceptual psychology English is only a minor subject, this has affected the whole learning environment class In particular, in the past years, due to the disease, students have had to go home to study online Many of them not have facilities such as computers, smartphones, and the network to study This is the reason that affects the quality of students learning English QUẢN TRỊ-QUẢN LÝ 2.3.3 Teacher Challenges from the teachers are shown in such aspects as the level of the Teachers are not uniform in class, teaching methods are not uniform, especially in classrooms In the ESP classes, the teacher's specialized knowledge is still limited processing Most specialized teachers have little opportunity to participate in the raining courses short-term and long-term at rome and abroad to increase expertise as well as Knowledge about the subject I teach Some of the phenomena of teachers standing in class to teach specialized English is the teacher Specialized staff - those who have a lot of professional knowledge expressed in language He has never received any training in foreign language teaching methods Another reason that also affects the quality of lecturers' teaching is that during this period, due to the impact of the Covid-19 epidemic, the teaching was interrupted to switch to online There are some teachers and teachers who cannot use modem technology, leading to a decrease in the quality of training 2.3.4 Learning conditions are still limited The main technical means taught in English classes today is machine clay with CD, a few teachers apply electronic lessons, PowerPoint, or some other software for their teaching Besides, the class size is too crowded, or having too few classes is also one of the challenges for teaching and learning English 2.3.5 The reliability of the evaluation method is not high For the teaching of ESP at current universities Currently, the method of evaluating learning results is not highly reliable when the test is due to the main reasons compiled by classroom teachers Most schools not have a bank of language exam questions 2.3.6 Training objectives have not been consistent - For the teaching of basic English, most of the university's current output standard definition is inconsistent, this even happens when the school has the same training majors Until the beginning of the 2019-2020 school year, the schools' English output standards have been determined as follows: 2.3.7 Englishfor specific purposes teaching Currently, the majority of English for specific purposes teaching materials are designed to develop the four basic skills of listening, speaking, reading, writing and the ability to translate documents However, there are many opinions (mostly from specialized teachers who directly teach ESP) that it is only necessary to supplement students with more vocabulary, specialized as possible to support specialist knowledge Many cmriculums ESP is compiled by teachers themselves, unbalanced in the development of four skills, focusing only on reading skills and specialized vocabulary exercises Therefore, students have no interest in learning In addition, some schools have dropped courses ESP Overall, the current ESP and basic English training goals Currently, is not based on understanding and analyzing students' needs 2.4 Some key solutions Based on the above situation and challenges, the author proposes some of the main solutions improve the situation of teaching and learning ESP at the University of Transport Technology and gradually improve the professionalism in training an important course for more than a few thousand students of a university - Training institutions step by step identify social needs to set appropriate training objectives well suited The authentic need of learners is that after graduation, they will be able to use specialized English What training to do, what goals to achieve in the process of career advancement The training process in the right direction and right needs will be a great stimulus for the engine practice and help the training to be more focused and targeted - Management levels need to agree on a common roadmap on programs, several periods, prescribed curriculum for each specific major nationwide Maybe each school will propose to So 12-Tháng 5/2021 423 TẠP CHÍ CƠNG THtftfNG Table: Summary of English output standards of some universities in Vietnam University’s No TOEIC/ IELTS output benchmark Hanoi University of Science and Technology TOEIC500 Trade Union University TOEIC450 o L University of Transport Technology TOEIC450 Vietnam Maritime University (CLC major: TOEIC 550 or IELTS 5.0, Faculty of Foreign Languages IELTS 6.0+) Obtained the Certificate of English Proficiency Level (C1) Hanoi University of Business and Technology according to the 6-level Foreign Language Competency Framework for Vietnam Acquired English proficiency certificate according to the VNU University of Economics & Business 6-level Foreign Language Competency Framework for Vietnam with the standard Training Program: level TOEIC skills or equivalent to IELTS 5.5 National Economic University (If you have IELTS 6.5,3 parts TA will get 10.0) Hanoi University of Natural Resources and TOEIC 350 Environment Hanoi University of Culture TOEIC 400+ or IELTS 3.5 (B1 & A2) 10 Military Technical Academy TOEIC500+ 11 International School - Thai Nguyen University IELTS6.0+ 12 VNU International School IELTS 7.0 13 Hue University TOEIC350 14 Ton Due Thang University IELTS5.0 Source: 1IG Vietnam, 2019 the Ministry of Education and Training good ideas and the ministry will unanimously choose, because that's the only way to ensure connectivity across the country, to serve students when there is a desire to study or transfer - It is necessary to clarify to learners the specific goals and requirements of the subject This is important and practical to step by step improve interest, for positive motives learning In addition, guidance and advice on learning 424 So 12-Tháng 5/2021 methods for students are not less important Many students work very hard but not know how to study which leads to results that are not high - Training and regularly fostering English teachers specialized in communication through training courses on methods and capacity building However, with the peculiarities of specialized English, most of the difficulty lies in specialized concepts and terms The teacher's sense of self study and self-improvement is even more QUẢN TRỊ-QUẢN LÝ important Teachers should take the time to learn the specialized concepts and terms that they are teaching You can search on the internet or talk to colleagues about Positive and interesting methods of teaching ESP despite facing many difficult concepts Many teachers have good lectures and should be role models for their colleagues; others Idam and so on, the experience will be accumulated more and more - Developing teaching materials is one of the important skills of a teacher With the help of foreign organizations, sample documents on ESP, or with the support of the general professional council of the Ministry, training units need to coordinate to uniformly compile a set of siandards, updated and suitable textbooks following new training needs ESP for any major W ill be assessed and used uniformly across the country for that specialty Thus, the connection a nd transfer of credits between units Training will be easier and more convenient On that basis, the annual conference to improve the method teaching methods and teaching will have the basis for more discussion - Build a bank of exam questions based on s andards such as TOEIC or other international s andards Students must be trained to this s :andard when studying so that they are prepared for the end of the course exam Based on the availability of the training institution, it is recommended to Encourage the application of exam forms similar to international exams to stimulate motivation practice and orient teaching activities according to students' communication aịbility The Council makes a proposal that must be compensated commensurate with the effort they itivest in, to motivate staff teachers to participate in standard topics The teacher who sets the topic must undergo training, training and must have practical experience in teaching specialized English - In addition to general skills such as listening, speaking, reading and writing, grammar students need to be trained in additional soft skills such as interpreting, summarizing, inferring skills discuss, raise problems, express, compare, contrast, present, work in groups, write reports It is the skills of self-study and active learning that help students acquire teachers Students need to improve their professional ability by learning or self-study research, training, - Training facilities at each university should create conditions for multi-purpose classrooms for students in foreign language lessons Projectors are the most minimal means of teaching modern learning, active teaching because, in that environment, both teachers and students promote their activity in their field The internet in the classroom is even more ideal than when teachers and students can look up problems of terminology or concepts online related The ideal feed class should not exceed 30 students Currently, this is also not too difficult to because students choose credits to accumulate and if they study well, they are willing to pay higher tuition fees for "attractive" credits Especially in the current pandemic situation In the educational context of the 4.0 era, teachers are challenged to be selective about the roles they play Currently, students are living in the digital world; surrounded by industrial and technological advances These conditions require teachers to organize lessons using innovations provided by technology itself, i.e., conducting blended learning and online learning It is also time for teachers to challenge themselves with their knowledge of information technology Conclusion We need to fix the situation the current state of teaching and learning ESP is not appropriate at present, but if the people involved include: Learners, teachers, managers, and assessment subjects - society are interested in solving i.e., a part of the difficulty that comes from its part, the synchronous reform is not out of reach The author's next research will refer to the results of the search to understand how social needs will affect the adjustment of language teaching and learning policies He majored at the University of Transport Technology ■ SỐ 12 - Tháng 5/2021 425 TẠP CHÍ CƠNG THIÍƠNG REFERENCES: Amirian z M Tavakoli (2009) Reassessing the ESP Courses Offered to Engineering Students in Iran English for Specific Purposes, 23(8), 48-62 Bouzidi, H (2009) Institute of Education Sciences, Between the ESP Classroom and the Workplace: Bridging the Gap English Teaching Forum Number PplO-18 Kaur s and c Clarke (2009) Analyzing the English Language Development of Human Resource Staff in Multinational Companies English for Specific Purposes, Issue 3(24), Volume 8,19-24 Marginson, s & G Me Bumie (2004) Cross-border post-secondary education in the Asia Pacific region, for OECD, Internationalization and Trade in Higher Education Paris: OECD Savas, B (2009) Role of Functional Academic Literacy in ESP teaching: ESP Teacher Training in Turkey for Sustainable Development The Journal of International Social Research, 2/9,395-408 Tar I., K Varga and T Wiwezaroski (2009) Improving ESP Teaching through Collaboration: The Situation in Hungary ESP World, 1(22), 88-97 Dao Thi Tao (2005) Challenges and prospects of foreign language teaching at universities non-specialist study in Vietnam Proceedings of the scientific conference Teaching foreign languages to students, non-specialist staff, and international cooperation in universities and colleges in Vietnam Ho Chi Minh City University of Education Ha Thi Thieu Dao (2007) Enhancing the effectiveness of English teaching at university level homeroom teacher degree Teaching English at university level in Vietnam: problems and solutions Ho Chi Minh City: Ho Chi Minh City National University Publishing House Nguyen Hoang Tuan (2007) Some thoughts on teaching specialized English at the university level Teaching English at university level in Vietnam: problems and solutions Ho Chi Minh City: Ho Chi Minh City National University Publishing House 10 Nguyen Loc (2010) Higher education and foreign language teaching and learning strategies in Vietnam Yearbook scientific seminar Teaching foreign languages to non-language major students and international cooperation in universities and colleges in Vietnam Ho Chi Minh City: Ho Chi Minh City University of Education 11 Nguyen Phuong Nga, Tran Thi Phi, Truong Thi Anh Dao (2017) Use English Newspapers in classes to contribute to increase motivation and practice reading comprehension skills for university students Study economics Teaching English at university level in Vietnam: problems and solutions Ho Chi Minh City: Ho Chi Minh City National University Publishing House 12 Nguyen Thi Anh Tuyet (2015) Teaching English at Hanoi University of Architecture Yearbook scientific seminar Teaching foreign languages to non-language major students and international cooperation in universities and colleges in Vietnam Ho Chi Minh City University of Education 13 Nguyen Thi Kieu Thu (2017) The situation of teaching English for majors at the University Social Sciences and Humanities Ho Chi Minh City and some recommendations Teaching English at university level in Vietnam: problem and solution Ho Chi Minh City: Ho Chi Minh City National University Publishing House 14 To Thi Thanh Tinh (2015) Specialized English for non-college students - situation and solutions Proceedings of the scientific conference Teaching foreign languages to students non-specialized languages and international cooperation in universities and colleges in Vietnam University of Education Ho Chi Minh City 15 Tran Thi Nga (2015) Towards improving foreign language ability for non-specialized students Proceedings of the scientific conference Teaching foreign languages to non-specialized and cooperative students internationally in universities and colleges in Vietnam Ho Chi Minh City: Ho Chi Minh City University of Education 42Ó So 12-Tháng 5/2021 QUẢN TRỊ-QUẢN LÝ Receiving date: March 3,2021 Reviewing date: April 20,2021 Accepting date: April 25,2021 Author’s information: NGUYEN VAN THO University of Transport Technology - Vinh Phuc Province Campus DẠY VÀ HỌC TIẾNG ANH CHUYÊN NGÀNH TRONG TÌNH HÌNH MỚI: THÁCH THỨC VÀ GIẢI PHÁP • NGUYỄN VĂN THỌ Trường Đại học Công nghệ Giao thông Vận tâi -Cơ sở Vĩnh Phúc TÓM TẮT: Bài viết phân tích số thực trạng thách thức mà công tác dạy - học tiếng Anh chuyên ngành phải đối mặt Trong bối cảnh đại dịch Covid-19 diễn biến phức tạp, sở giáo dục phải chuyển sang việc dạy học trực tuyến Tuy nhiên, phương pháp dạy học trực tuyến ảnh hưởng mạnh đến chất lượng đào tạo sở giáo dục chất lượng học sinh viên Dựa phân tích, viết đề xuât số giải pháp nhằm giúp sở giáo dục đạt mục tiêu dạy học tiếng Anh chuyên ngành tác động đại dịch Covid-19 Từ khoá: tiếng Anh chuyên ngành, thực trạng dạy học tiếng Anh, học tiếng Anh chuyên ngành, lớp học tiếng Anh SỐ 12-Tháng 5/2021 427 ... tiêu dạy học tiếng Anh chuyên ngành tác động đại dịch Covid-19 Từ khoá: tiếng Anh chuyên ngành, thực trạng dạy học tiếng Anh, học tiếng Anh chuyên ngành, lớp học tiếng Anh SỐ 12-Tháng 5/2021... Transport Technology - Vinh Phuc Province Campus DẠY VÀ HỌC TIẾNG ANH CHUYÊN NGÀNH TRONG TÌNH HÌNH MỚI: THÁCH THỨC VÀ GIẢI PHÁP • NGUYỄN VĂN THỌ Trường Đại học Công nghệ Giao thông Vận tâi -Cơ sở Vĩnh... tích số thực trạng thách thức mà công tác dạy - học tiếng Anh chuyên ngành phải đối mặt Trong bối cảnh đại dịch Covid-19 diễn biến phức tạp, sở giáo dục phải chuyển sang việc dạy học trực tuyến Tuy