Non english majored students motivation in learning english at vietnam national university of agriculture

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS NON - ENGLISH MAJORED STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT VIETNAM NATIONAL UNIVERSITY OF AGRUCULTURE ĐỘNG LỰC HỌC TIẾNG ANH CỦA SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH: MỘT NGHIÊN CỨU TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student : BUI BICH PHUONG Student code : 621270 Major : ENGLISH Supervisor :NGUYEN THI DUONG NGA, Ph.D Hanoi – 2021 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled “NON - ENGLISH MAJORED STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE” submitted in partial fulfillment of the requirements for the degree of Bachelor in English Language Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2021 Bui Bich Phuong Approved by SUPERVISOR (Signature and full name) Nguyen Thi Duong Nga Date:…………………… i ACKNOWLEDGEMENT Four years of sitting in a university lecture was a very arduous time but also a lot of fun During that time, I have gained a lot of valuable professional knowledge as well as life experience that the teachers have enthusiastically imparted and instructed I would like to express my sincere thanks to the teachers of the Vietnam National University of Agriculture in general and the teachers in the Faculty of Education and Foreign Languages in particular for dedicated teaching and providing me with knowledge and good luggage most so that I can firmly step into the future so that I can dedicate myself and contribute to building the country I would like to send my sincere thanks to Ms Nguyen Thi Duong Nga, Ph.D and Ms Ha Thi Lan, M.A, who have guided me throughout the internship Although you are busy with a lot of work, still not hesitate to guide me so that I can complete my essay in the best way Once again I would like to sincerely thank you two and wish you both good health I would like to thank my friends, brothers and sisters, and the library for helping me in my practice time However, because of limited professional knowledge and lack of practical experience, the content of the report cannot avoid shortcomings, I look forward to receiving comments from teachers for the essay This is more complete Thank you sincerely! ii ABSTRACT This study aims to investigate the English language motivation of nonEnglish majors at Vietnam National University of Agriculture The study used survey a method by questionnaire The questionnaire was designed based on Doreen's (2003) three-scale model of learning motivation Questionnaires are designed and delivered to survey students via the link The total number of surveyed students includes 80 students of Vietnam National University of Agriculture, belonging to many different faculties, classes, and academic years Through the research, the motivation of VNUA students did not have a big difference between gender or faculty, major and place of residence Most students are motivated to study because of career requirements, followed by completion of courses Keywords: learning motivation, non - english majors, like-rt scale, English iii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATION vi LIST OF TABLES AND FIGURES vii PART 1: INTRODUCTION .1 PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 REVIEW OF PREVIOUS STUDIES ( AT HOME/ABROAD) 1.2 REVIEW OF THEORETICAL BACKGROUND (DEPEND ON WHAT THE STUDY IS ABOUT) 12 1.2.1 Definition of the motivation 12 1.2.2 Theory and principle of motivation 13 1.2.3 Education motivation 18 1.2.4 Types of learning motivation 19 1.2.5 Factors affecting student’s motivation in learning foreign language and English 23 1.3 SUMMARY 25 CHAPTER 2: METHODOLOGY 26 2.1 RESEARCH GOVERNING PRINCIPLES 26 2.2 RESEARCH METHODS: 29 2.2.1.Research setting/context 29 2.2.2 Research methodology 29 2.2.3 Data analysis .30 2.3 SUMMARY 30 iv CHAPTER 3: FINDINGS AND DISCUSSION 31 3.1 MOTIVATION TO LEARN ENGLISH OF VNUA STUDENTS WITH INTRINSIC AND EXTRINSIC MOTIVATION 31 3.1.1 Intrinsic motivation 32 3.1.2 Extrinsic motivation 34 3.2 MOTIVATION TO LEARN ENGLISH OF VNUA NON-ENGLISH MAJORED STUDENTS THROUGH THREE TYPES OF MOTIVATION: SELF MOTIVATION, CAREER MOTIVATION AND MOTIVATION OF COMPLETE THE COURSE 36 3.3 FACTORS AFFECTING STUDENT MOTIVATION 42 3.4 SUMMARY 46 PART 3: CONCLUSION 47 RECAPITULATION 47 CONCLUDING REMARKS 48 LIMITATION OF THE STUDY 49 RECOMMENDATIONS/ SUGGESTIONS FOR FURTHER STUDY .49 REFERENCES 50 APPENDIX 52 v LIST OF ABBREVIATION ABBREVIATION IELTS L2 VNUA CIED EXPLANATION International English Language Testing System Second language Vietnam National University of Agriculture The Center for Foreign Languages and International Education vi LIST OF TABLES AND FIGURES Table 3.1: Motivation to learn English with intrinsic and extrinsic motivation: 31 Table 3.2: Intrinsic motivation with its criteria 32 Table 3.3: Extrinsic motivation with its criteria 34 Table 3.4: Motivation to learn English through motivation M1, M2, M3 36 Table 3.5:Motivation M1, M2, M3 with criteria of gender and faculty 38 Table 3.6: Motivation M1, M2, M3 with criteria of course and academic results last semester 39 Table 3.7: Motivation M1, M2, M3 with criteria of father’s and mother’s occupation; and address 41 Table 3.8: Factors affecting student motivation 42 Table 3.9: Teaching method with its criteria 43 Table 3.10: Parents with its criteria 44 Table 3.11: Learning attitude with its criteria 45 vii PART 1: INTRODUCTION The first part is about the rationale for the study Afterward, the aims and objectives, research questions, scope, significance of the study are discussed The part ends with the design of the study RATIONALE FOR THE STUDY In recent years, English as a foreign language has indeed developed rapidly It could be seen from the number of people who spoke English not only as a tool to communicate with others, but also as an opportunity to achieve success; success as a chance to maximize their competence and passion, either in a job or career, education or life In education, English could facilitate a student to continue his or her education when studying abroad, achieve bachelor or continue master and doctor Lastly, English could expand friendships with people in various countries Now, the boom of foreign investment companies in Vietnam has created more and more job opportunities for graduates Therefore, the need to communicate in English at work has increased significantly An appropriate specialized English subject program to help students communicate effectively for their future work is a pressing issue that every specialist English teacher is concerned with Former Prime Minister of Singapore Lee Kuan Yew once said: "If all later Vietnamese students cannot speak English fluently, just reading it would be lagging." According to the report of the Ministry of Education and Training in 2017, after graduation, up to 51% of the students not have the English skills of the employer and need additional training This has also been recognized by leaders of many major universities that English is the weakest student subject According to statistics of the Ministry of Labor, War Invalids and Social Affairs, in 2017, there were 237,000 unemployed bachelors and masters By 2018, Vietnam will continue to receive 200,000 unemployed graduates One of the reasons that graduates not have a job is due to poor English proficiency, inability to read and communicate in English Mr Dao Quang Vinh - Director of the Institute of Labor Science and Social Affairs (Ministry of Labor, Invalids and Social Affairs) said that in 2019, the unemployment rate will not have many new changes in Vietnam Many employers in Vietnam realize that the need to recruit positions is very much, but they still cannot find suitable candidates because most of the applicants' English is very poor The reason is that many Vietnamese teachers think that forcing students to copy many new words every day will memorize and memorize them Without knowing that, with this training method is not a good method, because we have to imagine that when he was three children he had to learn to speak from the beginning like "father, father", " mother, mother ", the native child must be like that, children have to call" mother " and then after speaking fluently, they switch to learning to write and read Meanwhile, if studying according to a standard English route, a person who loses English roots, that is, has no vocabulary, does not speak English, and has poor grammar can speak English fluently within months Learning the correct pronunciation, imitating speaking like a native is considered the first route, like the foundation of a house After learners can speak standard English, basic communication or advanced communication will be the wall and roof to take extra exams for foreign certificates such as IELTS, Toiec,… completely easy Vietnam National University of Agriculture (VNUA) is a key national university in human resource training and scientific research in agriculture and rural development, increasingly diversified in fields of study with increasing prestige in the Vietnamese higher education system Vietnam National University of Agriculture dates back to the date of establishment of Nong Lam University on October 12, 1956 Vietnam University of Agriculture is located in Trau Quy town, Gia Lam district, Hanoi Located on a campus of nearly 200 hectares, the school has a system of lecture halls, modern laboratory and practice Comparing teaching methods with courses, course 62 has the highest accessibility (Mean = 1.4), the remaining courses have a small difference between the mean The current teaching method has the most influence on course 62 However, the mean value between courses is also decreasing, which means that current teaching methods need to be constantly changed, to better suit the needs of the next course Currently, VNUA uses a learner-centered teaching method, combined with the use of new science and technology in teaching, but has not really stimulated students to actively participate in the class Among faculties, IT and Economics and Rural Development are the two faculties that are most affected by teaching methods Because these two faculties probably use a lot of technology in their learning, this teaching method makes it easier for them to learn Table 3.10: Parents with its criteria Comparative criteria Father’s occupation Mother’s occupation Mean Teacher 3.67 Businessman 4.1 Farmer 3.72 Civil servant 3.9 Borderlands security 3.67 Labor 2.0 Solier 2.33 Teacher 3.47 Businesswoman 3.88 Farmer 3.56 Civil servant 3.87 Housewife 3.18 Labor 1.33 44 Civil service and business are the two occupations of parents that affect VNUA students' learning the most It can be seen that these are two occupations that have a certain degree of influence on student motivation Because these are two intellectual professions, they have a higher level of recognition of factors than other professions Since then, parents want their children to learn the way they perceive, putting pressure on their children to study On the other hand, there will be cases where parents are the goal to strive for, so that learning motivation is improved Farmer and teacher are also professions of fortune tellers that influence students Parents who work in agriculture always expect their children to be able to fully study and have a good career in the future, so expect a lot from their children This expectation can be a motivating goal, but it can also be a pressure It depends on the thoughts and actions of each student Table 3.11: Learning attitude with its criteria Comparative criteria 1.Address 2.Academic results last semester Mean City 2.78 Countryside 2.85 Excellent 3.1 Good 2.99 Average 2.72 Below average 2.16 Weak 2.44 Is the learning attitude influenced by where you live? Looking at the data table, students who live in the countryside have a higher learning attitude than those in the city Parents' expectations are the same, but the extrinsic motivations affecting students are different Compared to the previous semester's study results, good students have a higher learning attitude than all Because they have goals to strive for, they have people's expectations However, not every good 45 student has a high learning attitude Just try, and work harder, students can have different learning results Learning outcomes have a profound relationship with learning attitudes Because only when students set goals for themselves, they plan and act on their own That is a good attitude to study A good attitude can help you balance many things, helping you to accomplish goals and tasks more quickly 3.4 SUMMARY We use the SPSS tool to calculate, count the number of students when comparing the levels of different levels All 80 students surveyed are students who are still at school, in different levels From here, we analyze the results as in Chapter 46 PART 3: CONCLUSION RECAPITULATION From the data collected above, we can see that students' motivation to learn English is mainly to meet their career needs, followed by completing the course So how can we rely on these two types of motivation but still promote the motivation to learn English of non-specialist students at VNUA? First, student credit registration needs to be improved The organization of classes is small, not enough to meet the needs of class registration Then, some students reported that, they had difficulty applying for credits again, causing students to start to feel discouraged That, of course, means that students will apply for alternative credits to cover the number of credits they can afford And maybe in the 3rd and 4th year semester, students start learning English And at that time, the subjects in the program were quite heavy so that students could divide enough time to study English Therefore, their goal shifts to learning to pass the subject How students get interested in English lectures? Teachers at universities in recent years have always used a learner-centered approach, with students learning on their own So the question is, if students only aim to complete the course, will self-study happen? So the above method is wrong? Of course not, but here, what teachers need to before the course, is to spend time orienting students Why am I studying this subject? How can this course help me in the future? Or what you expect from studying this subject? What are your achievements at the end of the course? Guide students to set goals for themselves, or help students organize step-by-step activities and ways that can keep student learning motivated This orientation will also help teachers to adjust teaching methods to suit each class In addition, it is necessary to supplement and enhance more activities for the class, such as creating small group activities of 5_10 people or maybe smaller groups Making a lot of games 47 related to the subject will create excitement for students Recognizing student success by putting it into words will also help students gain confidence, develop more skills and help students become independent in any situation Praise and reward for activities for each individual or group can also attach individuals to the group, enhancing the sense of responsibility for completing assigned tasks When comparing subjects such as gender or course, we find that there are not too big differences between subjects That means the motivation between objects is the same At the university level, a class can have a mix of courses, so teachers need to determine the correct goal orientation for each class to achieve the best results later Besides, for students, you should also actively create goals for yourself, the first may be what achievement after each course, or goals for future work that need to be done in the future Determining whether a goal is long or short, how long it will take, and determining the activities needed to accomplish it, will also help you build other skills for yourself CONCLUDING REMARKS In general, the motivation to learn English of non-English majors at VNUA is quite high In terms of intrinsic and extrinsic motivation, there is not a big difference between these two types of motivation Of the three motivations: self motivation, career motivation and motivation to compete the course, career motivation is the strongest, next is the motivation to complete the course and finally self motivation In addition, when looking at the criteria, we can see that the difference is not high, there is only a difference when classifying students with weak academic ability and students with good academic ability Factors affecting students originate from their families and parents Parents' expectations also put pressure on students themselves, but students' attitudes also need to be improved 48 LIMITATION OF THE STUDY The survey was limited to students still studying at the school and was limited to 80 students, so the survey data represent only a small portion of students, not all students in the school RECOMMENDATIONS/ SUGGESTIONS FOR FURTHER STUDY As I mentioned above: With students, you need to be more active in learning Students need to combine internal and external factors to get the most out of their learning Listen to suggestions from your teachers, or friends around to find out the causes, shortcomings and find ways to fix them In addition, students need to actively participate in clubs not only organized by the faculty, but nowadays, English clubs have a lot of foreigners, thereby improving their knowledge and confidence for themself For teachers, it is necessary to build fun classrooms with a vibrant atmosphere to stimulate students' learning activities Listen to students' opinions and answer questions to help them solve difficult problems In addition, teachers must also constantly improve their own qualifications, make the most of modern technical means in teaching For objective reasons, we were only able to survey a small number of students in the school Therefore, the results of this survey only assess a small part of students, not the whole school We hope in the future we can expand our research to more subjects, not only students who are still studying, but also students who have graduated and gone to work From there, it is possible to have new measures to orient deeper and improve the quality of teaching and learning In addition, because during the study period, we were limited by the impact of the epidemic, so the study currently only uses the survey method by questionnaire In future research on motivation, we will use the interview method to bring higher reliability to the research 49 REFERENCES [1] Atef Al-Tamimi, Munir Shuib (2009): Motivation and attitudes towards learning English: A study of petroleum engineering undergraduates at Hadhramout University of Sciences and Technology [2] Azizeh Chalak, Zohreh Kassaian (2010): Motivation and attitudes of Iranian undergraduate EFL students towards learning English [3] Baumeister (2016): What is motivation? A psychologist explained [4] Beate Souders: Motivation in education: What it takes to motivate our kids [5] Chunmei Long, Zhu Ming: The study of student motivation on English learning in Junior middle school [6] Emily R Lai (2011): Motivation: A Literature Review Research RepoReport [7] Evan Tarver (July 15, 2020): Eleven types of motivation: What they are & How to use them 2020 [8] Fatiha Mouili (2014): Attitude and motivation in learning English as a foreign language [9] Fu Yezhi (2016): The study of motivation and strategies in learning of English by middle-aged and elderly in China [10] Hidalgo Cynthia S.: Motivational strategies in foreign language learning: Students' vs teachers' perspectives [11] Hsuan-Yau Tony Lai (September 2013):The Motivation of Learners of English as a Foreign Language Revisited Kenda Cherry (2020): What is motivation? [12] Luu Han Vu (2017): Động học tập ngoại ngữ thứ 2- tiếng Trung Quốc sinh viên ngành Ngôn ngữ Anh, Trường Đại học Ngân hàng, Thành phố Hồ Chí Minh [13] N., Pam M.S (2013): What is motivation? Definition of motivation 50 [14] Nasser Oroujlou, Dr Majid Vahedi (2011): Motivation, attitude, and language learning [15] Nemi Zuniarti, Urai Salam, Zainal Arifin : Students’ motivation in learning English [16] Noemi Ollero Ramírez: The Influence of Motivation in the Foreign language learning Process Nguyen Van Luot (November 2015) Động học tiếng anh sinh viên Trường Cao đẳng Bình Định [17] Nuridin Waliyadin (March 2019): The importance of motivation in language learning [18] Zhu Quan (April 2014): Motivation for a Second or Forein language learning [19] Visnja Pavicic Takac & Nives Berka: Motivation in foreign language learning: A look at the type of school environment as a contextual variable 51 APPENDIX SURVEY FORM FOR NON-ENGLISH MAJORED STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE (MẪU KHẢO SÁT ĐỘNG LỰC HỌC TIẾNG ANH CỦA SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH TẠI TRƯỜNG HỌC VIỆN NÔNG NGHIỆP VIỆT NAM) The study aims to understand the motivation of students in amateur English at Vietnam National University of Agriculture and propose some recommendations for English teaching programs in VNUA to increase student’s motivation in learning English We promise privacy will be kept and that is only for the study (Nghiên cứu nhằm tìm hiểu động học tiếng Anh không chuyên sinh viên VNUA đề xuất số khuyến nghị chương trình giảng dạy tiếng Anh VNUA nhằm tăng động lực học tiếng Anh sinh viên Chúng cam kết riêng tư giữ phiếu khảo sát phục vụ cho nghiên cứu) I PERSONAL INFORMATION ( THÔNG TIN CÁ NHÂN): Full name (Họ tên): Gender (Giới tính): □ Male (Nam) □ Female (Nữ) Faculty (Khoa): Majors (Chuyên ngành): Class (Lớp): Address (Nơi ở): □ Countryside (Nông thôn) □ City (Thành thị) Father's occupation (Nghề nghiệp bố): □ Teacher (Giáo viên) □ Businessman (Kinh doanh) □ Farmer (Nông dân) 52 □ Civil servant (Công chức nhà nước) □ Other (Khác) Mother's occupation (Nghề nghiệp mẹ): □ Teacher (Giáo viên) □ Businesswoman (Kinh doanh) □ Farmer (Nông dân) □ Civil servant (Công chức nhà nước) □ Housewife (Nội trợ) □ Other (Khác) Your academic results in last semester are graded? (Kết học tập bạn học kỳ trước xếp loại?) □ Excellent (Giỏi = A) □ Good (Khá = B) □ Average (Trung bình = C) □ Below average (Trung bình yếu = D) □ Weak (Kém = F) II SURVEY INFORMATION ( THÔNG TIN KHẢO SÁT): Please indicate your level of consent to the following statements/questions by ticking (x) in the box that you think best reflects your opinion in the questions, respectively level: (1) = Strongly disagree, (2) = Disagree, (3) = Neutral, (4) = Agree, (5) = Strongly agree (Vui lòng cho biết mức độ đồng ý bạn câu hỏi sau cách đánh dấu (x) vào ô mà bạn cho phản ánh ý kiến bạn câu hỏi, tương ứng với mức độ: không đồng ý, không đồng ý, trung lập, đồng ý, đồng ý) Questions Level 53 1 Do you learn English because it is a popular language? (Bạn học tiếng Anh ngôn ngữ phổ biến?) Do you learn English to pass the exam? (Bạn học tiếng Anh để vượt qua kỳ thi ?) Do you learn English to complete the course? (Bạn học tiếng Anh để hồn thành khóa học?) Do you learn English because you not want low achievement? (Bạn học tiếng Anh khơng muốn thành tích thấp?) Do you learn English because your parents or the school wants you to learn? (Bạn học tiếng Anh bố mẹ bạn hay nhà trường muốn bạn học?) Do you learn English because you not want people to be disappointed? (Bạn học tiếng Anh khơng muốn người thất vọng?) Do you learn English because you are interested in the subject? (Bạn học tiếng Anh hứng thú với mơn học?) Do you learn English to challenge yourself? (Bạn học tiếng Anh để thử thách thân?) Do you learn English to develop yourself, become more active? (Bạn học tiếng Anh để 54 phát triển thân, trở nên động hơn?) 10 Do you learn English to be able to confidently communicate with foreigners? (Bạn học tiếng Anh để tự tin giao tiếp với người nước ngồi?) 11 Do you study English so that you can help your foreign friends understand your country? (Bạn học tiếng Anh để giúp bạn bè nước ngồi hiểu đất nước mình?) 12 You learn English because you want to make friends with native speakers? (Bạn học tiếng Anh muốn kết bạn với người địa?) 13 Do you study English because you want to learn more about British or American life? (Bạn học tiếng Anh muốn tìm hiểu sâu sống người Anh người Mỹ?) 14 Do you learn English to use while traveling? (Bạn học tiếng Anh để sử dụng du lịch?) 15 Do you learn English because of the specialized requirements? (Bạn học tiếng Anh yêu cầu chuyên ngành?) 16 Do you learn English for a better job? (Bạn học tiếng Anh để có cơng việc tốt hơn?) 17 Do you learn English for promotion 55 opportunities? (Bạn học tiếng Anh để có hội thăng tiến?) 18 Do you participate fully in English lessons? (Bạn có tham gia đầy đủ học tiếng Anh không?) 19 Do you often your homework? (Bạn có thường xuyên làm tập nhà không?) 20 Do you often state in your class? (Bạn có thường xuyên phát biểu ý kiến học không?) 21 Do you often ask your teacher questions about the lesson? (Bạn có thường đặt câu hỏi với giáo viên học không?) 22 Do you often search for English materials on the internet? (Bạn có tìm kiếm tài liệu tiếng Anh internet không?) 23 Do you often go to the library to search for English books? (Bạn có thường xuyên đến thư viện để tìm kiếm sách tiếng Anh khơng?) 24 Do you often read books or newspapers in English? (Bạn có thường đọc sách báo tiếng Anh khơng?) 25 Do you often watch movies, listen to music in English in your free time? (Bạn có thường xem phim, nghe nhạc tiếng Anh vào thời gian rảnh không?) 56 26 Do you join English clubs? (Bạn có tham gia câu lạc tiếng Anh không?) 27 Are you participating in English learning groups? (Bạn tham gia nhóm học tiếng Anh?) 28 Do you find joining English clubs really helpful?(Bạn thấy việc tham gia câu lạc tiếng anh có thực hữu ích khơng?) 29 Do you self-study English at home? (Bạn có tự học tiếng Anh nhà không?) 30 Did your conditions of study affect your studies? (Điều kiện học có ảnh hưởng đến việc học bạn không?) Please select Yes or No to the following questions (Vui lòng chọn Có Khơng với câu hỏi sau): Questions Yes No Do external English learning programs help your English learning? (Các chương trình học tiếng Anh bên ngồi có giúp ích cho việc học tiếng Anh bạn khơng?) Do the English classes in the classroom meet the amount of knowledge you want? (Các tiết học tiếng anh lớp có đáp ứng đủ lượng kiến thức mà bạn mong muốn không?) Do you have any English certificates? (Bạn có chứng tiếng anh chưa?) 57 Do you spend hours / day learning English? (Bạn có dành / ngày để học tiếng Anh không?) Do you spend hours / day learning English? (Bạn có dành / ngày để học tiếng Anh không?) Do you spend 30 minutes / day learning English? (Bạn có dành 30 phút / ngày để học tiếng Anh không?) Do you think the results of your studies have an effect on learning? (Bạn nghĩ kết học tập có ảnh hưởng đến việc học không?) Is your academic performance determined by your English teacher? (Thành tích học bạn có định giáo viên tiếng Anh không?) Is your academic achievement determined by the English curriculum you are using? (Thành tích học bạn có định giáo trình tiếng Anh bạn sử dụng không?) 10 Is your academic achievement determined by your English class? (Thành tích học bạn có định lớp học tiếng Anh bạn không?) III COMMENTS ( Ý KIẾN ĐÓNG GÓP): A number of comments to improve quality in the coming time: (Một số ý kiến đóng góp nhằm nâng cao chất lượng thời gian tới) : 58