A survey on the first year english majors using the basic spelling rules in learning english at vietnam national university of agriculture

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A SURVEY ON THE FIRST YEAR ENGLISH MAJORS’ USING THE BASIC SPELLING RULES IN LEARNING ENGLISH AT VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE KHẢO SÁT VỀ VIỆC SỬ DỤNG CÁC QUY TẮC ĐÁNH VẦN TIẾNG ANH CỦA SINH VIÊN NĂM NHẤT NGÀNH TIẾNG ANH TRONG VIỆC HỌC TIẾNG ANH TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student : NGUYEN VAN TUAN Student code : 621260 Major : ENGLISH LINGUISTICS Supervisor : NGO TUAN ANH, Ph.D Supervisor : NGHIEM HONG NGAN, M.A Hanoi – 2021 VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A SURVEY ON THE FIRST YEAR ENGLISH MAJORS’ USING THE BASIC SPELLING RULES IN LEARNING ENGLISH AT VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE KHẢO SÁT VỀ VIỆC SỬ DỤNG CÁC QUY TẮC ĐÁNH VẦN TIẾNG ANH CỦA SINH VIÊN NĂM NHẤT NGÀNH TIẾNG ANH TRONG VIỆC HỌC TIẾNG ANH TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM Student : NGUYEN VAN TUAN Student code : 621260 Major : ENGLISH LINGUISTICS Supervisor : NGO TUAN ANH, Ph.D Supervisor : NGHIEM HONG NGAN, M.A Hanoi – 2021 ii CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled A SURVEY ON THE FIRST YEAR ENGLISH MAJORS’ USING THE BASIC SPELLING RULES IN LEARNING ENGLISH AT VIET NAM 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 Nguyen Van Tuan Approved by SUPERVISOR (Signature and full name) Date:…………………… i ACKNOWLEDGMENTS At first, I am grateful to all teachers in the Faculty of Education and Foreign Languages of Vietnam National University of Agriculture for allowing me to this graduation thesis Second, I would like to thank my sincere gratitude to my first supervisor, Ngo Tuan Anh, Ph.D for his patience and enormous contribution to preparing my graduation thesis I am also very thankful to my second supervisor, Nghiem Hong Ngan, M.A for her valuable feedback and comments Without their guidance, it would not be possible to complete my graduation successfully I also would like to delicate my special thanks to all my friends at Vietnam National University of Agriculture, who have supported, cooperated and provided me with valuable suggestions Last but not least, I also would like to express my great thanks to my family for the sacrifice they have devoted during my studies ii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i ACKNOWLEDGMENTS ii TABLE OF CONTENTS iii ABSTRACT vi LIST OF ABBREVIATION vii LIST OF TABLES AND CHARTS viii PART 1: INTRODUCTION 1.1 RATIONALE FOR THE STUDY 1.2.1 The aim of the study 1.2.2 Research objectives 1.3 RESEARCH QUESTIONS (IN FORM OF QUESTIONS) 1.4 SCOPE OF THE STUDY 1.5 SIGNIFICANCE OF THE STUDY 1.6 DESIGN OF THE STUDY PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 REVIEW OF THE PREVIOUS STUDIES 1.1.1 Review of the domestic researches 1.1.2 Review of the international researches 1.2 REVIEW OF THEORETICAL BACKGROUND 1.2.1 Definition of Spelling 1.2.2 Definition of consonant 1.2.3 Definition of ending sounds 1.2.4 Word stress in English 1.2.5 The relationship between spelling and word stress, ending sounds, consonant iii 1.2.6 Some the basic spelling rules in learning English 1.3 Summary 16 CHAPTER 2: METHODOLOGY 17 2.1 RESEARCH METHODOLOGY 17 2.2 RESEARCH SETTING/CONTEXT 17 2.3 DATA COLLECTION 18 2.3.1 Data collecting instruments 18 2.3.2 Data collecting procedures 18 2.4 DATA ANALYSIS 19 2.5 SUMMARY 19 CHAPTER 3: FINDINGS & DISSCUSSIONS 20 3.1.THE CURRENT SITUATION OF THE FIRST YEAR ENGLISH MAJOR STUDENTS’S USING THE BASIC SPELLING RULES IN LEARNING ENGLISH 20 3.1.1 The important factors when speaking English 20 3.1.2 English language students are required to learn how to spell English 21 3.1.3 The importantce of pronunciation in communication 22 3.1.4 The students’ interesting English pronouciation 23 3.1.5 The purposes of learning English spelling 23 3.1.6 The resources students learn these English spelling rules 24 3.1.7 The locations where VNUA’s K65 English majored students often use the basic spelling rules in learning English 26 3.2 THE EFFECTS OF FIRST YEAR ENGLISH MAJOR STUDENT’S USING THE BASIC SPELLING RULES IN LEARNING ENGLISH AT VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE 28 3.2.1 Using English spelling rules affect students’ learning outcomes 28 3.2.2 The effects of using English spelling rules for learners 30 3.3 SUMMARY 31 iv PART 3: CONCLUSION 32 RECAPITULATION 32 CONCLUSION REMARKS 32 LIMITATIONS OF CURRENT STUDY 33 SUGGESTIONS FOR FURTHER STUDY 34 REFERENCES 34 PART 5: REFERENCES 35 APPENDIX 37 v ABSTRACT This study is to investigate first–year English major students’ using the basic spelling rules in learning English at Vietnam National University of Agriculture The main purposes of the study are to investigate the effectiveness of using spelling rules on English learning and first-year English-majored students in particular English at Vietnam National University of Agriculture In practical terms, research on this topic has helped teachers and English learning to apply it finding in their learning The study includes three parts: Part 1, the introduction which states the rationale, aims, scopes, design and methods of the research; Part 2, the development consists of three chapters Chapter is literature review, chapter shows methodology of the study and chapter reveals the results with a comprehensive analysis on the data from the survey questionnaire Finally, part presents the conclusions, the study’s limitations and suggestions for further study The results of the study reveal that a large percentage of first-year English major students are very interested in English spelling rules and their effects In other words, along with other influencing factors, learning English spelling rules had a positive effect on students' learning outcomes, especially with speaking and listening skills Moreover, it also helps students learn all four English skills equally well vi LIST OF ABBREVIATION VNUA : Vietnam National University of Agriculture SPSS : Statistical Package for the Social Sciences i.e : That is vii LIST OF TABLES AND CHARTS Table 1: The table of the locations where VNUA’s K65 English majored students often use the basic spelling rules in learning English 26 Table 2: The table of the frequency of using English spelling rules 27 Table 3: The students’ typical English subject scores in the first semester 28 Chart 1: The pie chart important factor when speaking English 20 Chart 2: Students’ opinions on the requiremnt of learning how to spell 21 Chart 3: The pie chart of the important of pronunciation in communication 22 Chart 4:The chart of the students’ interesting English pronouciation 23 Chart 5: The pie chart of the purposes of learning English spelling 24 Chart 6: The chart of resource students learn these English spelling rules 25 Chart : The chart of the effects using English spelling rules for learners 30 viii learn English vocabulary on students’ learning outcomes The scores were estimated and analyzed base on the levels of rank score: refers to F, corresponding to D or D+, means C or C+, is B or B+, and is understood as A Then, the mean score of each level was calculated and made meaningful data for the study As it can be seen from the table above, the students' learning results of these English subjects are quite high with all the score of approximately B and B+ (mean ~ 4) The subject in which the student has the highest average result is Reading (mean = 3.97) meanwhile the one has lowest score is Writing (mean =3.31) Although the difference is not much between the numbers, this shows that students better in reading than in other skills As it can be seen from the table above, the students' learning results of these English subjects are quite high with all the score of approximately B and B+ (mean ~ 4) The subject in which the student has the highest average result is Reading (mean = 4.07) meanwhile the one has lowest score is Listen (mean =3.87) Although the difference is not much between the numbers, this shows that students better in reading than in other skills As a consequence, the using the basic spelling rules had a more positive impact on reading skills, listening than on other skills In other words, along with other influencing factors, learning English spelling rules had a positive effect on students' learning outcomes, especially with reading skills and listening Moreover, this also contributes to help students learn all four English skills equally well 29 3.2.2 The effects of using English spelling rules for learners Chart 7: The chart of the effects using English spelling rules for learners The chart shows a result of student’s effects using English spelling rules There are many benefits to learning English spelling, especially for English language students The units is measured in percent From an overall perspective, there is a significant difference in the effective fraction of English spelling From an overall perspective, there is a significant difference in the effective fraction of English spelling Firstly, helping learners in general recognize words, confidently speak correctly (accent, intonation), learn to speak and communicate in English quickly with about 76.9% from the above data, which has shown effective results when learning to spell English About 33.8% of students are the result of helping students integrate and combine learning English pronunciation and spelling with the main grammar study program, in addition to the core subjects English spelling has contributed significantly to students' learning Surprisingly, it helps learners and working people improve their English speaking skills in communicating with customers, management, human resources and meetings, accounting for approximately 21.5% More interestingly, Help support learners to prepare for international English certification exams (IELTS, TOEIC, TOEFL…) with the rate of 4% 30 From the data, students are trying to compete in international exams and it is important that English spelling also greatly affects important skills such as listening and speaking From the above data analysis, the majority of students see that the effectiveness of spelling English is to help them in their future work, find it necessary for their English learning, as well as to learn English well 3.3 SUMMARY In summary, this chapter has revealed data analysis to find answers to research questions All data are taken from student survey questionnaires It then discussed its findings on the status of learning basic English spelling rules and its effectiveness 31 PART 3: CONCLUSION In this part, conclusions on the research questions set forth in part 1: Introduction will be provided Limitations and suggestions for further study will be shown RECAPITULATION This study aims to find out the reality of using the basic rules of VNUA's 1st year English majors to see the effect it brings in English Including two main objectives is to examine the situation of first-year English majors at VNUA and the main factors affecting the learning of first-year English students and the effectiveness of English learning at VNUA The researcher reviewed the relevant literature on spelling, spelling theory and basic English spelling rules by different authors in chapter The literature review provides a theoretical basis for this study research It includes an introduction to the key concepts involved, and discusses issues and ideas in spelling theory related to stress and consonants In the second chapter, the researcher showed the methodology used in this study with hypothesis, research participants, data collection tools, data collection procedures and data analysis Finally, chapter revealed the results with a comprehensive analysis of the data collected from the survey questionnaire Basic English spelling rules, factors affecting student learning have been discussed in detail in chapter CONCLUSION REMARKS The main issues presented in this study are summarized in the following responses to the two research questions: 1, How English majored freshmen use spelling rules in learning English at VNUA? 2, What is the effect of using spelling rules on English majored freshmen’ English learning at VNUA? 32 This paper aimed at surveying VNUA's English majored freshmen' using the basic spelling rules in learning English Its final outcome indicates clearly that spelling rules can contribute to the process of skills learning effectively The findings revealed that the students have been using many types of rules to learn English especially consonant recognition rules (including identifying consonants, distinguishing voiced and accented consonants),vowel recognition rules (including identifying single and diphthongs, identifying stress, accompanying sounds, identifying suffixes) and stress recognition rules (including recognizing the position of stress in 2, 3, and multi-syllable words of different word types) They spend most their time using them at the university, at home and other English communication environments Besides, they also thought that using spelling rules to learn English is simple, usable, advantageous and interesting They considered spelling rules as effective method to learn listening and speaking skills Along with that, these method help them get higher score in English leaning outcomes Actually, The use of English spelling rules helps students improve their level through school subjects such as the skills of listening, speaking, reading and writing Help learners in general recognize words, confidently speak correctly (accent, intonation), learn to speak and communicate in English quickly Learners integrate the study of English pronunciation and spelling with the core grammar program Those rules are also support learners to prepare for international English certification exams (IELTS, TOEIC, TOEFL ) Sometimes the basic spelling rules but give learners a lot of benefits for learning as mentioned above and in addition, they also support learners in their future work LIMITATIONS OF CURRENT STUDY Due to the limitation of time, conditions and experience, this topic only aims to understand the current situation of using English spelling rules and the 33 effectiveness of those basic rules by first-year students majoring in English English at VNUA It is expected that further research will be done to find out the English spelling rules of English language students, not just freshmen, in learning English at school University SUGGESTIONS FOR FURTHER STUDY The findings of this humble paper cannot be generalized on all VNUA's students due to the smallness of its sample So, the researcher may suggest more future studies on the effect of spelling English as follows: A similar study should be conducted on non-English majored students to complete the whole vision The influence of spelling rules in learning English on elementary and secondary students' vocabulary knowledge should be explored A bigger sample size in different schools and universities is recommended Using the basic spelling rules in a blended learning environment needs to be examined The impact of using the basic spelling rules to learn other language components and skills to VNUA's students needs to be investigated 34 PART 5: REFERENCES Nguyen Ngoc Nam (2015) Học đánh vần tiếng Anh Research and Training Academy Prof V Chandra Sekhar Rao (2018) English Spelling and Pronunciation - A Brief Study Professor in English, SITECH, Hyderabad Gerald Kelly How to teach pronunciation (series editor: JeremyHarmer) Harper Collins.( 2003) Collins English Dictionary Yule (2006:48) quite unusual for languages to have consonant clusters of this type Yule (2006) The basic structure of the kind of syllable 47 Valerie Yule Spelling rules on page Monash, Aberdeen and Melbourne Universities Virginia W Berninger1, Michel Fayol2 (2018) 1University of Washington, Seattle, USA 2Université Blaise Pascal & CNRS, ClermontFerrand, France The questionnaire Ebadi & Bashiri (2018); El Boukhari (2015 and Aguado Jimenez (2018) 10 NHỮNG QUY TẮC VÀ BẤT QUY TẮC TRONG CÁCH ĐÁNH VẦN TIẾNG ANH (n.d.) Retrieved from Tổ chức giáo dục quốc tế Langmaster: https://langmaster.edu.vn/nhung-quy-tac-va-bat-quy-tactrong-cach-danh-van tieng-anh-a61i390.html 11 SONS, W C (2012) COLLINS ENGLISH DICTIONARY Retrieved from Dictionary: https://www.dictionary.com/browse/spelling 12 Dictionary, C M (2020) to Phonetics Retrieved from https://tophonetics.com/vi 13 Le, A (2019, 10 7) Hack não từ vựng Retrieved from Cùng khám phá cách đánh vần tiếng Anh: https://hacknaotuvung.com/meo-hoc-tuvung/cach-danh-van-trong-tieng-anh/ 35 14 Loan (2020, 08 22) Quy tắc đánh vần tiếng anh, đầy đủ chuẩn xác Retrieved from Vieclam123: https://vieclam123.vn/danh-van-tieng-anhb1008.html 15 McLeod, D S (2019) SimplyPsychology Retrieved from Research: https://www.simplypsychology.org/qualitative-quantitative.html 36 APPENDIX 1: Online survey questionnaire link : https://docs.google.com/forms/d/e/1FAIpQLSfO44WyMcO0iRlwKh7Ene4 -JzoAe4-HBhTrKX8S0QSdZMCngw/viewform 2: Online data link: https://drive.google.com/drive/folders/1phxcexMVWIU7nHeXl9Hc8kGY QY-BvOpM 37 SURVEY QUESTIONNAIRE Hello, K65 students majoring in English, this is a questionnaire for the research topic: “A SURVEY ON THE FIRST YEAR ENGLISH MAJORS’ USING THE BASIC SPELLING RULES IN LEARNING ENGLISH AT VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE” All information you provide is objective and used for research purposes only Therefore, we hope that you will answer the following questions according to your personal point of view English spelling rules: including rules for recognizing vowels, consonants, and stress positions You grasp these rules that when you look at English words, you know which letters represent which sounds and determine the position of stress, in other words, you can write the correct version the complete sound of that word For example, with the word "happy", we have the letter 'h' representing the sound /h/, the letter 'a' representing the sound /æ/, the two adjacent letters 'pp' representing the sound /p/ and the letter 'y' represents the sound /i/, in addition we know that the stress falls on the first syllable according to the rule that the stress of 2-syllable adjectives normally falls on the first syllable From there, we have the complete transliteration of the word "happy" as /'hæpi/ Xin chào bạn sinh viên K65 ngành ngôn ngữ Anh, bảng hỏi phục vụ cho đề tài nghiên cứu: “KHẢO VIỆC SỬ DỤNG CÁC QUY TẮC ĐÁNH VẦN TIẾNG ANH CỦA SINH VIÊN NĂM NHẤT NGÀNH TIẾNG ANH TRONG VIỆC HỌC TIẾNG ANH TẠI HỌC VIỆN NƠNG NGHIỆP VIỆT NAM” Tất thơng tin mà bạn cung cấp mang tính khách quan sử dụng cho mục đích nghiên cứu Do mong bạn trả lời câu hỏi theo quan điểm cá nhân Các quy tắc đánh vần tiếng Anh: bao gồm quy tắc nhận dạng nguyên âm , phụ âm vị trí trọng âm Bạn nắm bắt quy tắc nhìn vào từ tiếng Anh, bạn biết chữ hình thức đại diện thể cho âm xác định vị trí trọng âm, hay nói cách khác bạn viết phiên âm hồn chỉnh từ Ví dụ với từ “happy” ta có chữ ‘h’ đại diện cho âm /h/, chữ ‘a’ đại diện cho âm /æ/, chữ liền kề ‘pp’ đại diện cho âm /p/ kí tự ‘y’ đại diện cho âm /i/, ngồi ta biết trọng âm rơi vào âm tiết theo quy tắc trọng âm tính từ âm tiết thông thường rơi vào âm thiết thứ Từ ta có phiên âm hồn chỉnh từ “happy” /’hæpi/ Question What factors you think are important while speaking English? (Trong nói tiếng Anh theo bạn yếu tố quan trọng?) ☐ Stress (Trọng âm) ☐ Grammar (Ngữ pháp) ☐ Vocabulary (Từ vựng) 38 ☐ Spelling (Cách đánh vần) Question 2: According to you, English language students are required to learn how to spelling English ( Theo bạn, sinh viên ngôn ngữ Anh bắt buộc phải học cách đánh vần tiếng anh) ☐ Strongly agree (Rất đồng ý) ☐ Not sure (Không chắn) ☐ Agree (Đồng ý) ☐ Disagree (Không đồng ý) ☐ Strongly disagree ( Rất không đồng ý) Question In your opinion, how important is pronunciation in communication? (Theo bạn, phát âm quan trọng giao tiếp?) ☐ Very important (Rất quan trọng) ☐ Neutral (Trung lập) ☐ Important ☐ Not important (Không quan trọng) (Quan trọng) Question Do you like learning English pronunciation? (Bạn có thích học phát âm tiếng Anh khơng?) Like very much (Rất ☐ thích ) ☐ Like (Thích) ☐ Normal (Bình thường) ☐ Hate(Ghét) ☐ Dislike (Khơng thích) Question What is your purpose of learning to spell? (Mục đích học đánh vần bạn gì?) ☐ To read words correctly (Để đọc xác từ) ☐ For better listening skills (Để có kỹ nghe tốt hơn) ☐ Get high marks in exams (Đạt điểm cao kì thi) ☐ To speak English fluently (Để nói tiếng Anh cách trôi chảy) Question 6: Where did you learn these English spelling rules? Circle the option with the appropriate origin (multiple answers can be selected) (Bạn học quy tắc đánh vần tiếng Anh đâu? Khoanh trịn vào phương án có nguồn gốc phù hợp (có thể chọn nhiều đáp án) a) From the main English learning program (Từ chương trình học tiếng Anh khóa.) 39 b) From books, newspapers and reference materials (Từ sách báo, tài liệu tham khảo.) c) From extra classes, centers, clubs, outside training (Từ lớp học thêm, trung tâm, câu lạc bộ, đào tạo bên ngoài.) d) From the Internet (Từ Internet.) e) From exchanging information with friends, teachers, experts, and experienced people (Từ việc trao đổi thông tin với bạn bè, thầy cơ, chun gia, người có kinh nghiệm.) f) Other sources (please specify below) Nguồn gốc khác (vui lịng ghi rõ phía dưới) ……………………………………………………………………………………………… Question 7: Here is how often you use English spelling rules Please put an X in the box that represents the frequency level that is right for you (Dưới tần suất bạn sử dụng quy tắc đánh vần tiếng Anh Bạn đánh dấu X vào ô thể mức độ tần suất phù hợp với thân.) Quy tắc đánh vần tiếng Anh Không Hiếm Thỉnh Thường Luôn (English spelling rules) Seldom thoảng xuyên Sometimes Often Always (Never) Vowel recognition rules (including identification of single and diphthongs, stress, recognition accompanying of sounds, identification of suffixes) Các quy tắc nhận dạng nguyên âm (gồm nhận dạng nguyên âm đơn nguyên âm đôi, nhận dạng theo nhấn trọng âm, kèm âm, nhận dạng hậu tố) Consonant (including recognition identifying distinguishing voiced rules consonants, and voiced consonants) 40 Các quy tắc nhận dạng phụ âm (gồm nhận dạng phụ âm, phân biệt phụ âm hữu vô thanh) Stress recognition rules (including recognizing the stress position of words with 2, and many syllables of different types of words) Các quy tắc nhận dạng trọng âm (gồm nhận dạng vị trí trọng âm từ có 2,3 nhiều âm tiết thuộc từ loại khác nhau) Question 8: Here are the places where students often apply English spelling rules to learn English Please select the appropriate level of application for each location (Dưới địa điểm sinh viên thường áp dụng quy tắc đánh vần tiếng Anh để học tiếng Anh Bạn lựa chọn mức độ áp dụng phù hợp với địa điểm.) Địa điểm Không Hiếm Thỉnh Thường Mọi lúc Place thoảng xuyên Always Never Seldom Sometimes Often Self-study, research at accommodation, library, bookstore Tự học, nghiên cứu nơi ở, thư viện, nhà sách… In mainstream English classes at school Tại lớp học tiếng Anh khóa trường At English centers, foreign language clubs, English exam preparation classes Tại trung tâm tiếng Anh, câu lạc ngoại ngữ, lớp luyện thi Tiếng Anh At foreign conferences and seminars, majoring in English Tại hội nghị, hội thảo nước ngoài, chuyên ngành tiếng Anh 41 Other location (Please specify location) Địa điểm khác (Ghi rõ địa điểm) Question 9: Below are the scores of some important English subjects in the training program of the first semester Please choose the rating corresponding to each subject (Dưới điểm kết học tập số môn tiếng Anh quan trọng chương trình đạo tạo học kì I Bạn lựa chọn xếp loại tương ứng với môn) Môn học F D / D+ C / C+ B / B+ A Subjects Listening (Nghe) Speaking (Nói) Reading (Đọc) Writing (Viết) Question 10: What are the effects of using English spelling rules? Below are the effects listed for each type of object, please circle the effects you think are correct (you can choose multiple answers) (Việc sử dụng quy tắc đánh vần tiếng Anh đem lại hiệu gì? Dưới hiệu liệt kê tương ứng với loại đối tượng, bạn khoanh trịn vào hiệu cho (có thể chọn nhiều đáp án) a)Help learners in general recognize words, confidently speak with standard (accent, intonation), learn to speak and communicate in English quickly Giúp người học nói chung nhận diện từ, tự tin nói chuẩn (trọng âm, ngữ điệu), học nói giao tiếp tiếng Anh nhanh chóng b)Help students integrate and combine learning English pronunciation and spelling with the main grammar study program Giúp học sinh, sinh viên lồng ghép, kết hợp việc học phát âm, đánh vần tiếng Anh với chương trình học ngữ pháp khóa c) Help learners and working people improve their English speaking skills in communicating with customers, management, personnel and meetings Giúp người vừa học vừa làm, người làm cải thiện trình độ nói tiếng Anh giao tiếp với 42 khách hàng, quản lí, nhân hội họp d) Help learners prepare for international English language certification exams (IELTS, TOEIC, TOEFL ) Giúp hỗ trợ người học ôn luyện kỳ thi chứng tiếng Anh quốc tế (IELTS, TOEIC, TOEFL…) Other effects (please specify effect): Hiệu khác (vui lòng ghi rõ hiệu quả): …………………………………………………………………………………………… …………………………………………………………………………………………… Thank you for your contribution! Cảm ơn đóng góp bạn! 43