QUY NHON UNIVERSITY NGUYEN THI PHUONG EFL TEACHERS’ AND ENGLISH MAJORS’ PERCEPTIONS OF ENGLISH FOR TOURISM COURSES AT QUY NHON UNIVERSITY Field: Theory and Methodology of English Lan
INTRODUCTION
Rationale
English plays a crucial role in connecting the world in an increasingly globalized society Its significance is evident as it enables individuals to keep pace with rapid technological advancements and global changes, ensuring they do not fall behind Recognized as an international language and the language of science, English is essential for effective communication across borders.
2017), the Language of the Internet (Crystal, 2003) and Technology (Bjửrkman,
2013) As a result, having a strong command of the English language helps students of all levels and, in particular, undergraduates to succeed and support their academic progress
In today's globalized world, English language skills alone are insufficient for undergraduate students to meet the demands of the 21st century; thus, English plays a crucial role in fulfilling learners' occupational goals English language teaching (ELT) now encompasses not just general English but also English for specific purposes (ESP), which focuses on the professional and vocational needs of learners in particular subject areas As defined by Hutchinson and Waters (1987), ESP is driven by the learners' needs, shaping both the content and teaching methods Dudley-Evans (1998) emphasized that ESP teaching is contextualized within relevant scenarios, while Richards et al (1985) highlighted the significance of learning English for enhancing job performance.
English for Specific Purposes (ESP) is essential for both academic and professional contexts, emphasizing the need for training that aligns with learners' specific goals (Anthony, 2019; Basturkmen, 2020) Recent years have seen a growing demand for ESP instruction to enhance effective communication in English as a lingua franca (Nickerson, 2012; Chan, 2019) However, Basturkmen (2020) highlights a significant gap in the discussion of ESP teaching methodologies, calling for more research to deepen our understanding of the processes involved in ESP education.
Numerous studies have explored English for Specific Purposes (ESP) courses, focusing on both student and teacher perceptions For instance, Firmansyah et al (2023) highlighted that civic education students viewed the ESP program positively, as it addressed their needs and provided effective learning tools Similarly, Warda and Dalimunte (2022) found that Islamic studies students at the State Islamic University of North Sumatera required high-quality learning materials to successfully apply their knowledge Gaffas (2023) compared e-learning experiences in virtual and blended ESP classes, revealing that students rated course structure and learning outcomes similarly across both formats Additionally, research by Jiang et al (2018) identified challenges faced by Chinese ESP teachers, noting a disconnect between their perceptions and teaching methods (Rajabi, 2017) Farahian and Rajabi (2022) further emphasized that the quality of ESP courses is often inadequate, with teachers encountering various organizational and learner-related issues Overall, the growing interest in both teachers' and students' perceptions highlights the evolving landscape of ESP education globally.
A study conducted in 2021 revealed that although instructors were generally satisfied with the English for Specific Purposes (ESP) courses they delivered, students expressed differing opinions This discrepancy extended to the ESP textbooks, highlighting a significant gap between instructor and learner perspectives (Salehi et al., 2015) Conversely, research by Safi et al (2023) indicated that both students and instructors shared a positive outlook towards the teaching and learning of English within ESP courses.
In Vietnam, a study by Hoa and Mai (2016) explored the challenges of teaching English for Specific Purposes (ESP) at universities in Hanoi Other research has examined various aspects of ESP education, including teachers' perceptions and practices of formative assessment (Can, 2019), students' views on the relevance of ESP courses to their future careers (Anh, 2021), and the perceptions of both students and teachers regarding effective ESP teaching at five universities in Ho Chi Minh City (Hung, 2022).
Recent studies have explored the attitudes of students and teachers towards various subjects and research sites in Vietnam; however, there is a notable lack of research focusing on the perceptions of both groups regarding university research sites in the central region Specifically, there has been no investigation into the English for Specific Purposes (ESP) courses within the Foreign Languages Department at Quy Nhon University This gap in the literature has motivated me to conduct a study on "EFL teachers' and English majors' perceptions of English for Tourism courses at Quy Nhon University" to address this deficiency.
Aim and Objectives
This study explores the perceptions of EFL teachers and English majors at Quy Nhon University regarding the improvement of students' English communication skills, the effectiveness of course materials, teaching methods, and the challenges faced in the English for Tourism courses.
In order to achieve this aim, the researcher tried to fulfill the following objectives:
This study explores the perceptions of EFL teachers at Quy Nhon University regarding four key areas: the improvement of students' communication skills in English, the effectiveness of course materials, the variety of teaching methods employed, and the challenges faced in the English for Tourism courses.
This study aims to explore the perceptions of English majors at Quy Nhon University regarding four key areas: the improvement of their English communication skills, the effectiveness of course materials, the teaching methods employed, and the challenges faced in English for Tourism courses.
Research Questions
To achieve the above aim and objectives, the researcher collected data and analyzed it to answer the following questions:
1 What are EFL teachers‟ perceptions of the English for Tourism courses in terms of students‟ enhancement of communication skills in English, course materials, teaching methods, and difficulties?
2 What are English majors‟ perceptions of the English for Tourism courses in terms of students‟ enhancement of communication skills in English, course materials, teaching methods, and difficulties?
Scope of the Study
This study investigates the perceptions of EFL teachers and students regarding English for Tourism courses, focusing on four key areas: the enhancement of communication skills in English, including listening, speaking, reading, and writing; course materials; teaching methods; and the challenges faced in these courses at Quy Nhon University Data was collected through interviews and questionnaires administered to 5 EFL teachers and 145 second- and third-year English majors enrolled in the English for Tourism program at the Foreign Languages Department.
Significance of the Study
This study explores the perceptions of EFL teachers and English majors regarding communication skills enhancement, course materials, teaching methods, and challenges in English for Tourism courses at Quy Nhon University Understanding these perceptions is vital for identifying strengths and weaknesses in the teaching and learning process, leading to improvements in educational quality Assessing communication skills is essential for evaluating language instruction effectiveness, and any perceived inadequacies may necessitate curriculum adjustments or new teaching strategies Additionally, insights into course materials and teaching methods can guide curriculum development and highlight the most effective instructional approaches Addressing the difficulties faced by students and educators can provide targeted support, enhancing the overall learning experience Ultimately, this research contributes to the existing knowledge on English for Specific Purposes (ESP) education, benefiting other institutions with similar challenges, and aims to improve the quality of English for Tourism courses, aligning them with industry needs and preparing graduates for the tourism sector.
Organization of the Thesis
The thesis includes five chapters: Introduction, Literature Review, Research Method, Findings and Discussion, Conclusion and Implications
Chapter 1 provides the rationale, the aims and objectives of the study and research questions, the scope of the study, the significance of the study, and the organization of the study
Chapter 2 deals with the literature relevant to this study The chapter contains definitions and importance of perception, an overview of ESP including definitions, the characteristics of ESP, factors influencing ESP programs, and difficulties in ESP courses Additionally, this chapter also reviews some of the studies on ESP that have been conducted in different contexts
Chapter 3 presents the methods by which the study is carried out Then, it provides the questions Following that, it describes the research design and the study‟s participants The research instruments used for data analysis are then mentioned Finally, this chapter discusses the study‟s data collection and data analysis procedures
Chapter 4 provides a detailed presentation and analysis of collected data in order to answer research questions regarding EFL teachers‟ and English majors‟ perceptions
Chapter 5 presents the conclusions and a summary of major findings, the implications of the study results, the limitations of the study, and some suggestions for further research related to the study.
LITERATURE REVIEW
Perception and Its Importance in Teaching and Learning Process
Perception is a complex process that involves awareness, organization, and analysis of sensory stimuli, acting as a bridge between our external environment and internal understanding As defined by Bodenhausen and Hugenberg (2009), it serves as the interface connecting our outer and inner worlds McShane and Von Glinow (2021) describe perception as the way we absorb and interpret information about our surroundings, while Carbon (2014) emphasizes its role in creating and refining an internal model of the world based on sensory input Ultimately, perception encompasses an individual's interpretation and understanding of reality, shaped by the information gathered through the five senses.
Learners' perceptions play a crucial role in the educational process, impacting both students and educators Research by Van Lier (1996) indicates that understanding these perceptions can enhance learners' strengths and address their weaknesses (Jacobs & Farrel, 2001) Conversely, misconceptions may lead students to adopt ineffective language learning strategies, hindering their success Therefore, it is essential for educators to recognize and address students' views on teaching and learning challenges to effectively support their development and refine their instructional methods.
Teachers' beliefs significantly impact their actions both inside and outside the classroom, as highlighted by Yu (2004) This underscores the importance of teachers being mindful of their attitudes toward teaching and learning Barcelos (2000) emphasizes that language instructors' attitudes directly affect their classroom practices Additionally, Moloi (2009) points out that instructors' perceptions shape their responses to challenges in their teaching environments Pedersen and Liu (2003) further assert that teachers' choices and behaviors stem from their beliefs, often influenced by initial impressions To gain a deeper understanding of language instruction, it is essential to explore the factors that drive teachers' behaviors and to examine their mental experiences and beliefs Jia (2004) suggests that recognizing instructors' attitudes and beliefs can enhance their teaching practices and provide insights into their classroom behavior.
In summary, the perceptions of both teachers and students play a vital role in the educational process, significantly impacting their behaviors and decision-making These insights are essential for understanding various facets of education.
Definitions of ESP
English for Specific Purposes (ESP) focuses on tailored language instruction relevant to specific disciplines or professions (Javid, 2015) Over the past thirty years, ESP has emerged as a profitable field (Ramirez, 2015) This learner-centered approach aims to address the unique needs of individuals, aligning with their professional aspirations and occupational requirements.
The study of English for Specific Purposes (ESP) highlights the importance of understanding students' goals in language learning, as these courses are designed to meet specific needs in various contexts Hutchinson and Waters (1987) emphasize that historical events have led to a global demand for English, particularly in science, technology, and commerce This growing need for specialized English language skills has fueled the ESP teaching movement, catering to learners' professional objectives and job requirements, as noted by Howatt (1984).
ESP has become an essential and innovative activity within the Teaching English as a Foreign or Second Language movement (TEFL/TESL) since its inception in the 1960s
English for Specific Purposes (ESP) is defined as a learner-centered approach to language learning, emphasizing the specific needs of learners rather than a particular type of language or methodology (Hutchinson & Waters, 1987) Robinson (1991) further elaborates that ESP is goal-directed and developed through a needs analysis, identifying the precise language skills students require for their specific contexts ESP courses are often time-constrained and tailored for adult learners in both homogeneous and diverse settings related to their professional or academic fields According to Paltridge and Starfield (2012), ESP focuses on teaching English as a foreign or second language, enabling learners to engage in targeted activities that require specialized language skills.
English for Specific Purposes (ESP) involves learning English with specific objectives in mind Needs assessment in ESP should be viewed as an approach rather than a distinct type of language education, as it is rooted in the shared principle of teaching language to fulfill communicative goals.
Characteristics of ESP
Studying English as a foreign language is categorized into General English (GE) and English for Specific Purposes (ESP), each serving distinct educational goals While GE focuses on foundational grammar and general language skills, ESP integrates language learning with specialized knowledge tailored to specific fields such as science, technology, or medicine This student-centered approach addresses the unique needs of adult learners, emphasizing the importance of acquiring both general vocabulary and content knowledge to enhance communicative skills in professional contexts.
Dudley-Evans and St John (1998) highlighted two features of ESP methodology: (1) the methodology of the disciplines and professions it serves, and
(2) the type of interaction between teacher and learners One key difference between
In the context of General English (GE) instruction and English for Specific Purposes (ESP) teaching, the role of the ESP instructor shifts from being the primary source of knowledge to functioning as a language consultant, sharing equal status with learners who possess their own subject matter expertise (Dudley-Evans and St John, 1998) This collaborative approach underscores the importance of recognizing both the absolute and variable characteristics of ESP, as outlined by Dudley-Evans and St John (1998), which influences teaching techniques and promotes a more interactive learning environment.
ESP is designed to meet the unique needs of learners by utilizing the methodologies and activities specific to the disciplines it supports It emphasizes essential language components such as grammar, vocabulary, and register, along with relevant skills, discourse, and genres that align with the learners' activities.
English for Specific Purposes (ESP) is designed for specific fields and employs distinct methodologies compared to general English It primarily targets adult learners in tertiary institutions or professional environments, though it can also cater to secondary school students Typically aimed at intermediate to advanced learners, ESP courses may also accommodate newcomers, provided they have some foundational knowledge of the language.
According to Fiorito (2005), English for Specific Purposes (ESP) differs from General English (GE) in four key areas Firstly, ESP learners aim to enhance their professional communication skills for specific job-related tasks, leading to tailored programs that address their unique needs Secondly, ESP emphasizes language in context rather than traditional grammar, integrating English with subjects like accounting, computer science, tourism, and business management Thirdly, the instructional goals vary, with GE focusing on the four core language skills, while ESP prioritizes the specific language abilities necessary for learners' careers, such as reading for computer science or speaking for tour guiding Lastly, ESP uniquely combines subject matter with English language training, making it a motivating approach as students can directly apply their learning to their field of study.
ESP courses require specialized materials that prioritize both topic acquisition and language skills These programs should be flexible and adaptable, catering to the specific needs of learners and contexts Consequently, ESP teachers often invest more time and effort in creating customized instructional materials compared to General English teachers (Gatehouse, 2001) This commitment leads to unique challenges for ESP educators.
Many educators face challenges when incorporating specialized content into their classes, often feeling pressured to "fake" expertise in areas outside their knowledge base (Laborda, 2009, p 261) This situation can be particularly daunting for those new to English for Specific Purposes (ESP) teaching, as they may lack sufficient familiarity with the subject matter.
Teachers play a vital role as facilitators in helping students overcome challenges in English for Specific Purposes (ESP) by focusing on essential skills such as recognizing technical vocabulary, interpreting definitions, and understanding word components Instead of delving into specialized content areas, educators should prioritize vocabulary strategies to enhance learning outcomes It is essential to differentiate the roles of ESP teachers from those of general English teachers to address the unique needs of students effectively.
As universities worldwide expand their offerings to meet student needs and societal demands, English for Specific Purposes (ESP) has emerged as a crucial component of academic curricula This study highlights the significance of ESP programs, particularly in the context of Vietnam, where research on ESP remains limited but increasingly essential.
Factors Influencing ESP Programs
There are three major factors affecting ESP programs, namely ESP course design, materials and methodology
Designing an Effective ESP Course: Key Considerations for SuccessCreating an English for Specific Purposes (ESP) course requires gathering relevant information to craft impactful activities and tasks, while also fostering an appropriate learning environment for ESP learners Numerous factors, as noted by various scholars, significantly influence the design and effectiveness of ESP courses.
An effective English for Specific Purposes (ESP) course is shaped by three key elements: needs analysis results, the course designer's syllabus and methodology, and existing materials (Robinson, 1991) According to Javid and Farooq (2015), designing an ESP course involves essential steps such as assessing learners' needs, selecting suitable teaching principles, and adapting materials with authentic texts To enhance learner engagement and motivation, it is vital to incorporate self-directed research, project work, cooperative learning, and group activities, while also involving learners in content and methodology selection Furthermore, Bracaj (2014) emphasizes the significance of clear goals in ESP, which benefit learners, educators, and course design, ultimately fostering motivation Prioritizing learners and their preferred learning methods highlights the necessity for diverse curricula and resources tailored to meet students' specific needs.
This study examines three essential factors that impact the design of an English for Specific Purposes (ESP) course, as identified by Hutchinson and Waters (1987): language descriptions, learning theories, and needs analysis Each factor plays a unique role while remaining interconnected, collectively influencing the instructional approach.
First, language description involves dissecting and defining the language system without specifying how it should be taught Terms like “structural”,
In language education, the terms "functional" and "notional" are frequently referenced, prompting key considerations regarding the topics to be addressed, the essential knowledge for students, and the description of language components Learning theory plays a vital role in illustrating how language acquisition occurs, forming the foundation for various instructional methods tailored to learner characteristics such as age, proficiency level, and purpose Understanding concepts like "cognitive" and "affective" is essential for grasping the learning process Additionally, needs analysis is critical, as it identifies specific contexts where English communication is necessary, taking into account learner traits and educational environments Central questions of who, why, where, and when guide the needs analysis process effectively.
These three elements - language description, learning theories, and needs analysis - inform ESP course organization, ensuring alignment with learner needs and learning objectives
Course design entails interpreting educational needs to develop a structured learning experience, encompassing curriculum creation, material adaptation, teaching methodology development, and evaluation processes to monitor progress toward specific objectives.
Researchers emphasize the significance of recognizing various approaches to course design prior to developing any course The methods for designing English for Specific Purposes (ESP) courses can differ, showcasing the diverse viewpoints of course designers.
Nunan (1988) differentiated between product-oriented and process-oriented syllabuses in language education Product-oriented syllabuses focus on the specific knowledge and skills that learners are expected to gain, whereas process-oriented syllabuses emphasize the importance of the learning experiences throughout the educational journey.
Ornstein and Hunkins (2009) identified three key curriculum designs: subject-centered, learner-centered, and program-centered Notably, learner-centered design, which aligns with constructivist learning theory, has gained prominence since the early 1900s, emphasizing the importance of learners as the central focus of educational programs.
This study examines the pros and cons of three main course design types: language-centered, skill-centered, and learning-centered, as outlined by Hutchinson and Waters (1987).
The approach commonly recognized by English teachers focuses on the development of English for Specific Purposes (ESP) courses, emphasizing a direct connection between target situation analysis and course context It starts by identifying learners' needs, followed by syllabus development through analysis, resource creation for the course, and evaluation of students' understanding of the syllabus However, despite its seemingly straightforward nature, this approach has notable shortcomings.
Figure 2.1 shows the process of course design using language-centered approach
Figure 2 1 A language-centered approach to course design adapted from Hutchinson and Waters (1987)
Ahmed (2014) criticized the language-centered approach to English for Specific Purposes (ESP) course design for being superficial and rigid, as it emphasizes language structures while neglecting how students learn and apply language This approach fails to prioritize learners' needs, despite initial analyses Zhu and Liao (2008) further argued that it overlooks individual student differences, treating all learners uniformly without flexibility or error tolerance This lack of personalized feedback complicates the process of addressing errors, particularly for students who are not accustomed to such a system.
The ESP course design adopts a skills-centered approach that starts with identifying the target situation and analyzing the essential skills and strategies needed for learners to succeed A needs analysis reveals students' current competencies and potential abilities, guiding the syllabus creation Theoretical perspectives inform the selection of texts and exercises that emphasize target skills Students engage in practice to master these skills, while evaluation procedures are established to assess their performance effectively.
Figure 2.2 shows the skill-centered approach to course design
Figure 2 2 A skill-centered approach to course design adapted from Hutchinson and Waters (1987)
The skill-centered approach, as outlined by Zhu and Liao (2008), is built on two foundational principles: theoretical and pragmatic The theoretical component focuses on the specific abilities and methods that learners employ in language activities, while the pragmatic aspect encourages learners to operate within set boundaries instead of striving for particular objectives This approach aims to equip learners with skills and techniques that will continue to evolve beyond the duration of the ESP course, fostering them into more effective information processors Although the skill-centered approach places greater emphasis on learners compared to the language-centered approach, it still regards them primarily as users of language rather than learners, emphasizing the processes of language usage over traditional language learning.
The learning-centered approach emphasizes learner autonomy in deciding what and how to learn, positioning the teacher as a facilitator who can still guide learning choices It focuses on the meaningful application of knowledge and skills within the target community and builds upon learners' existing competencies while recognizing that learning also involves understanding the development of competence through various external factors Key characteristics of this approach include fostering independence and contextual relevance in the learning process.
1 The procedure is negotiable in the approach The nature of the syllabus, materials, technique, and evaluation processes will be influenced by both the learning situation and the target situation
2 The approach employs a dynamic process It features feedback channels to allow the course to adjust to changes
The learning-centered course design process is shown in Figure 2.3
Figure 2 3 A learning-centered approach to course design adapted from Hutchinson and Waters (1987)
In their 2014 study, Kashef et al implemented a learning-centered approach in English for Academic Purposes (EAP) for 80 undergraduate engineering students, aiming to enhance their reading skills and attitudes by aligning instruction with their specific needs The findings demonstrated that prioritizing learners' needs can transform negative perceptions of EAP reading and reduce dissatisfaction with traditional teacher-centered methods This approach has since been adapted to various fields, including translation and oral interpreting, as evidenced by Li's 2015 course design, which was evaluated through tests, questionnaires, and student reflections, confirming its effectiveness based on established objectives and feedback.
Difficulties in ESP Courses
Numerous global studies highlight the challenges of teaching English for Specific Purposes (ESP), which can be categorized into three main areas: difficulties faced by teachers, challenges encountered by students, and issues related to the learning environment and external factors.
Research on teacher difficulties highlights three primary areas, with a significant focus on educators' content knowledge (Cheng, 2015) Koran (2014) stresses that a strong grasp of content is essential for English for Specific Purposes (ESP) practitioners, as it enables effective real-life communication and classroom engagement Teachers must deeply understand their subjects to better interact with students; however, many struggle with mastering the subject matter in ESP, which must be tailored to learners' needs (Dudley-Evans & St John, 1998) As ESP practitioners often lack expertise in their students' professional fields, they may find it challenging to comprehend specialized language Fălăuş (2017) indicates that teaching ESP poses greater challenges than teaching English for General Purposes (EGP) Additionally, Poedjiastutie (2017) found that ESP instructors at UMM were inadequately qualified, resulting in poor teaching performance.
Teacher expertise is a crucial factor in addressing challenges faced in English for Specific Purposes (ESP) courses in Iran, as identified by research in 2008 Effective ESP instruction requires teachers to possess adequate qualifications Cheng (2015) emphasizes that many ESP educators lack a clear understanding of the complexities involved in ESP teaching and learning, underscoring the necessity for comprehensive training that encompasses not only classroom delivery but also course and material design and research Additionally, Ahmed (2014) suggests that ESP professionals should participate in training sessions to develop the expertise essential for meeting the specific needs of their students.
Teaching English for Specific Purposes (ESP) faces significant challenges due to an inadequate theoretical framework, as highlighted by Ho (2011), who points out difficulties in course design, task creation, and teaching method selection A study at a Hong Kong university aimed to improve students' English communication skills for workplace and academic settings but struggled to meet ambitious learning objectives within a limited 13-week period Similarly, Chen (2011) emphasized the lack of a solid theoretical foundation for ESP instruction in Taiwan, which hampers effective language pedagogy Andriani (2014) further identified critical issues in ESP, including teaching methods, course structure, material design, and students' fundamental language skills, noting that many ESP courses fail to adequately address these challenges.
A significant challenge in English for Specific Purposes (ESP) classes is the teachers' limited understanding of their students' needs Sofyan (2019) emphasizes that lesson plans often do not align with students' learning stages, particularly for those who may struggle with English proficiency Furthermore, the teaching methods and curriculum frequently fail to address individual student requirements, reducing the teacher's role to merely instruction and assessment Poedjiastutie (2017) asserts that recognizing learners' specific needs is crucial for selecting appropriate teaching materials, while Kusni (2013) notes that this understanding heavily influences course design Research indicates that comprehending students' needs is vital for effective ESP instruction.
One of the primary challenges faced by English for Specific Purposes (ESP) students is language proficiency It is generally expected that students have a basic understanding of English before entering an ESP classroom, as those at an intermediate level can effectively work towards their learning goals (Kenny, 2016) However, students with lower proficiency may struggle with the teaching methods employed, leading to less effective outcomes (Alsharif and Shukri, 2018) Research indicates that many ESP learners fall into the pre-intermediate or intermediate categories (Tabatabaei and Mokhtari, 2014) ESP instructors often face the challenge of students lacking the necessary language skills, as demonstrated by Poedjiastutie (2017), who found that educators at University Muhammadiyah Malang had to pivot to General English (GE) due to insufficient proficiency Similarly, Akbari (2016) highlighted that many university students in Iran do not meet the required proficiency levels Medrea & Rus (2012) further supported this, noting that incoming university students have diverse language backgrounds, with not all first-year students achieving the B1 level as outlined by the Common European Framework of Reference for Languages.
In English for Specific Purposes (ESP) courses, learner motivation presents a significant challenge, as highlighted by Zavistanavičienė and Dagilienė (2015), who noted its critical role in influencing language proficiency The determination and aspirations of students are essential for their achievements in ESP; however, Poedjiastutie and Oliver (2017) observed inconsistencies in student engagement, with many acknowledging the importance of English yet not fully participating in courses Classroom observations indicated issues such as tardiness, distractions from mobile devices, and general disengagement Furthermore, Enesi et al (2021) pointed out that students often prioritize high test scores over genuine learning, which aligns with Maruyama's (1996) findings that exams frequently do not effectively measure knowledge retention, leading to rapid forgetfulness post-assessment.
The primary challenge in English for Specific Purposes (ESP) education is the vocabulary knowledge of students According to Peters and Fernandez (2013), ESP learners need to understand both general English (GE) vocabulary and specialized terms relevant to their fields When students lack the necessary terminology for their ESP tasks, educators face the difficulty of teaching this vocabulary, often compounded by their unfamiliarity with the students' specific professional areas (Jande & Ibrahim, 2021) Furthermore, research by Maruyama (1996) and Hoa and Mai (2016) indicates that many students view ESP terms as rarely used in their daily lives, resulting in decreased motivation to learn and retain these essential terms.
2.5.3 Difficulties Related to the Learning Environment and Other Factors
Materials pose a significant challenge in English for Specific Purposes (ESP), as existing textbooks often fail to meet the unique needs of individual students (Chalikandy, 2013) The diverse requirements of different student groups, even within the same field like medicine, highlight the necessity for tailored resources (Lodhi et al., 2018) Medrea and Rus (2012) stress the critical role of materials in ESP courses, whether sourced commercially or created by educators, but acknowledge the high costs and potential misalignment with learners' language levels Tevdovska (2018) questions the adequacy of a single textbook for ESP instruction, suggesting that a blend of materials, including authentic resources, may be more effective Ultimately, the selection of teaching materials requires continuous evaluation, as no textbook can be definitively categorized as an ideal ESP resource, a notion supported by Jones (1990).
Large class sizes in English for Specific Purposes (ESP) classrooms present significant challenges for learners, as highlighted by various studies Suzani et al (2011) found that in Iranian higher education, large classes hindered student concentration and criticized teaching methods Maruyama (1996) noted that class sizes of 70-90 students are common, which adversely affects ESP teaching efficiency due to diverse student proficiency levels, leading to disengagement This disengagement results in decreased motivation to study, particularly in ESP classes that often exceed 40 students Harmer (2001) and Brown (2007) emphasize the unique challenges posed by large class settings, a concern echoed in previous research by Hou (2013) and Kushi.
(2013), Hoa and Mai (2016), and Poedjiastutie and Oliver (2017).
Previous Studies
Over the years, extensive research in English for Specific Purposes (ESP) has been conducted by academics, particularly within the field of linguistics This section highlights studies that explore the perceptions of both teachers and students regarding ESP, along with addressing various issues pertinent to the tourism and hospitality industry.
2.6.1 Studies on Students’ Perceptions of ESP
Recent studies have highlighted students' perceptions of English for Specific Purposes (ESP) in educational settings Rahmi et al (2019) found that while Business English teaching materials align with students' learning goals, including relevant terminology and practical language instruction, the unappealing design of textbooks hinders their usage Additionally, students expressed varied opinions on teaching strategies, favoring supportive, engaging, and disciplined approaches that incorporate active professional knowledge Similarly, Tunaz and Atac (2023) revealed that ESP International Relations students feel the current curriculum inadequately addresses their language needs for academic success, emphasizing the necessity for a specialized ESP course focused on speaking and writing skills pertinent to their future careers.
A study by Firmansyah et al (2023) investigated the needs, lacks, and wants of civic education students in learning English, as well as their perceptions of the ESP program The findings revealed that 43.3% of students required English to pass the TOEFL exam, while 40% emphasized the importance of English for future employment Most students expressed a desire to comprehend citizenship-related materials in English, including listening to speeches, writing civic documents, and reading English civic texts by the end of the course However, the majority reported deficiencies in speaking and listening skills Despite these challenges, students perceived the English program as effectively addressing their needs through tailored learning approaches.
Recent studies have explored students' perceptions of technology in English for Specific Purposes (ESP) courses Kohnke (2021) examined the impact of comic strips on motivation and discipline-specific language learning among tertiary ESP learners at a Hong Kong university Similarly, Palupi et al (2023) investigated ESP students' views on utilizing WhatsApp for English language learning Both studies revealed that a significant majority of participants held positive opinions regarding the integration of WhatsApp and comic strips in the ESP context.
2.6.2 Studies on Teachers’ Perceptions of ESP
Numerous studies have explored teachers' perceptions of English for Specific Purposes (ESP) Sassi (2015) conducted research focusing on teachers' views regarding course design processes and the challenges faced in ESP courses This qualitative study utilized an interpretive/constructivist framework, primarily gathering data through interviews to elucidate teachers' perspectives and understand the underlying beliefs and practices Additionally, Inozemtseva and Troufanova contributed to this discourse.
A 2018 quantitative study examined ESP tertiary teachers' perceptions of cross-disciplinary competency essential for effective teaching to engineering students The analysis of responses indicated a significant deficit in contemporary cross-disciplinary methodologies, particularly in integrating foreign language skills with engineering content (CLIL), as well as a lack of scaffolding techniques to support students' language and content acquisition Additionally, there was a noted scarcity of collaboration across disciplines In a more recent study by Akhgar et al (2023), language teachers in Aviation English (AE) programs expressed a general disinterest in encouraging students to respond in their native language While the use of the mother tongue was acknowledged as beneficial for enhancing peer support during activities, over half of the AE teachers did not promote the use of Persian for assisting peers or addressing non-curricular issues, although they recognized the importance of translanguaging in specific contexts.
2.6.3 Studies on both Teachers’ and Students’ Perceptions of ESP
Research on the perceptions of English for Specific Purposes (ESP) courses has been conducted in various regions, including a study by Salehi et al (2015) that assessed an ESP medical textbook The study employed two questionnaires and interviews to gather data from medical teachers and students, who completed a 30-question survey regarding their views on different aspects of the textbook Results indicated that both groups held positive evaluations of the textbook's content; however, notable differences were found in the perceptions of instructors and learners.
Putri (2018) investigated the perceptions of ESP lecturers and students regarding the lecturer's role as a "translator" in ESP classes The findings revealed that students typically request translations only when lecturers offer assistance, while lecturers do not consider translation a regular part of their responsibilities in ESP sessions.
A study conducted in Saudi Arabia in 2019 examined the perceptions of students and teachers regarding the use of Arabic in English for Specific Purposes (ESP) classrooms The findings from a questionnaire and interviews with 92 students and 10 professors indicated a significant negative attitude towards the use of the first language in medical English classes While student perceptions did not vary significantly by college level, gender differences were noted, with female students more likely to oppose L1 usage Despite their overall negative views, teachers recognized the need for L1 support among male students and those in Level 1, suggesting they require more assistance in learning medical English compared to female students and those in Level 2.
2.6.4 Studies on Teachers’ and Students’ Perceptions of ESP in Viet Nam
A study by Trinh and Le (2021) highlighted positive student attitudes towards using a website for vocabulary learning in an ESP classroom, noting that it alleviated pressure and enhanced word retention The findings suggested that integrating ICT could boost student motivation Similarly, My and Dan (2023) explored student perspectives on ESP learning strategies in political education at Can Tho University, finding that most students recognized the importance of these strategies In contrast, Hung (2022) examined perceptions of effective ESP education among students and teachers across five universities in Ho Chi Minh City, revealing significant differences in views on task-based language education, corrective feedback, discipline specifications, and cultural integration, while showing agreement on language use, technology application, and grammar teaching.
2.6.5 Studies on English for Tourism and Hospitality Purposes
Teaching English for Tourism has gained significant attention due to its importance as a lingua franca in global travel Research has focused on evaluating the effectiveness of courses designed to enhance language skills for tourism students (Lo & Sheu, 2008; Luka, 2009) and assessing the language needs of both students and tourism industry employees (Afzali & Fakharzadeh, 2009; Lertchalermtipakoon et al., 2021) Additionally, studies have explored teachers' views on the role of oral communication activities in improving spoken English skills among tourism students (Jing, 2010).
A study conducted in 2010 examined the relationship between high-frequency general English words and the prevalent vocabulary used in tourism English, highlighting their impact on tourism students' reading comprehension in English courses.
Research in English for tourism and hospitality emphasizes the significance of tailored teaching strategies and materials Al-Khatib (2005) revealed that tourism employees have distinct communicative needs compared to bank personnel, with their work type greatly impacting their English proficiency assessment Travel agency staff primarily utilize English for tasks such as writing emails, online ticketing, internet browsing, hotel bookings, and creating destination guides, with writing identified as the most critical skill This underscores the necessity for specialized English courses in Tourism and Hospitality, where effective language learning and professional strategies are vital for success.
To succeed in tourism and hospitality jobs, individuals must improve their communication skills, language fluency, and accuracy in English Professionals in the international tourism and service industry have ample opportunities to practice and utilize their language skills in everyday tasks and activities.
Previous studies highlight the importance of understanding teachers' and students' perceptions in the tourism and hospitality field for effective English for Specific Purposes (ESP) teaching and learning This study specifically examines EFL teachers and English majors at Quy Nhon University, focusing on their views regarding four key areas: the enhancement of students' English communication skills, the effectiveness of ESP course materials, teaching methods, and the challenges faced This investigation aims to improve the teaching and learning processes in English for Tourism courses.
Summary
This chapter has examined the relevant literature, highlighting the definitions and significance of perception, as well as providing an overview of English for Specific Purposes (ESP), including its definitions, characteristics, influencing factors, and challenges within ESP courses Additionally, it reviewed previous studies on teachers' and students' perceptions of ESP courses both globally and in Vietnam to identify existing gaps in the literature that this study aims to address The next chapter will outline the research methodology, detailing the processes used for data collection and analysis.
METHODOLOGY
Research Design
The study utilized a mixed-methods approach, combining quantitative and qualitative data collection through questionnaires and interviews The quantitative aspect involved statistical analysis to gather specific research data (Creswell, 2013), while the qualitative component allowed participants to share in-depth insights based on their experiences (Fraenkel et al., 2012) This integration was essential for understanding EFL teachers' and English majors' perceptions regarding students' communication skills improvement, course materials, teaching methods, and challenges in English for Tourism courses Ultimately, this research approach facilitated the collection of comprehensive and accurate data, leading to detailed analysis and significant recommendations.
Research Setting
This study was carried out in the Foreign Languages Department at Quy Nhon University, located in Quy Nhon City, Binh Dinh province The region boasts a diverse and rapidly developing socioeconomic landscape, making it an ideal setting for exploring economic and financial issues while applying research findings in practice Quy Nhon University has expanded to include 13 faculties.
46 disciplines, including pedagogical disciplines, natural sciences, social sciences and humanities, economics – finance, engineering, and technology, with roughly 12,000 full-time students
Students in the Foreign Languages Department specialize in three sub-majors of English Linguistics: English for Tourism, English for Business, and English for Translation and Interpretation, with this study focusing specifically on English for Tourism classes The student body primarily consists of individuals from central Vietnam, sharing similar educational backgrounds Most instructors possess general teaching qualifications and specific training for tertiary education, demonstrating a high level of knowledge and expertise The academic staff is characterized by their open-mindedness, energy, and innovative teaching approaches.
Research Participants
The study focused on five EFL teachers from the Foreign Languages Department at Quy Nhon University, consisting of both male and female instructors with varying levels of experience Among them were a Ph.D lecturer, a doctoral candidate, and three master's lecturers, all relatively young Their English teaching experience ranged from 4 to 21 years, with novice teachers having less than 2 years, moderately experienced teachers with 2 to 6 years, and highly experienced teachers with over 6 years As a result, the teachers demonstrated moderate to high levels of expertise in teaching English at the tertiary level during the study.
Table 3 1 Summary of the demographic characteristics of the teachers
English teaching experience Under 2 years 0 0%
English for Tourism teaching experience
The research targets second and third-year English majors enrolled in English for Tourism classes, comprising 56 second-year and 89 third-year students From this group, 15 students were randomly selected and agreed to participate in follow-up interviews, identified by confidential ID numbers S1 to S15 A summary of the key information collected from the participants via questionnaire is presented in Table 3.2.
Table 3 2 Summary of the demographic characteristics of the students
Self-assessment of listening skill before taking English for
Self-assessment of speaking skill before taking English for
Self-assessment of reading skill before taking English for
Self-assessment of writing skill before taking English for
Table 3.2 reveals a notable contrast in the participation of male and female students Specifically, the study involved 114 female participants compared to only
In a study involving 31 male participants, representing 78.6% of the total, a self-assessment of English language skills revealed that 89 students, or 61.4%, felt moderately confident in their listening and reading abilities Additionally, 103 students, accounting for 71%, assessed their speaking skills positively, while 85 students, making up 58.6%, rated their writing proficiency.
At a high confidence level, only 16 students represented 11% in listening skills, while 20 students accounted for 13.8% in speaking and writing skills, and reading skills had the highest representation with 36 students, making up 24.8% Interestingly, the number of students with low confidence matched those with high confidence, with 40 students (27.6%) in listening and writing skills, 22 students (15.2%) in speaking, and 20 students (13.8%) in reading Overall, none of the participants felt significantly lacking in confidence, and none regarded themselves as excellent across all four language skills.
This study focused on second and third-year English majors, as these years offer English for Tourism courses To achieve effectiveness in these courses, students must make gradual progress The research findings will provide practical recommendations for both teachers and students, facilitating logical changes in course structure and enhancing the overall teaching and learning experience in future academic years.
Course Books
English majors at the university are required to complete four English for Tourism courses during their second and third years These courses are designed to provide students with a deep understanding of the relevant terminology and linguistic skills needed in the tourism industry, along with practical applications that mirror real-world professional situations Upon finishing these courses, students will showcase their ability to effectively tackle career-related challenges.
Specifically, in the second year, students complete English for Tourism courses
The curriculum for tourism education integrates essential skills in listening, speaking, reading, and writing, along with grammar and vocabulary relevant to the industry Key topics include confirming customer information, gathering data through CVs, addressing customer requests, introducing tourist attractions, trip planning, crafting responses to challenging customers, promoting travel products and destinations, handling complaints, and negotiation Through these comprehensive lessons, students develop foundational knowledge and skills in vocabulary, grammatical structures, language application, and professional practices tailored to the tourism sector at a basic level.
In their third year, students participate in English for Tourism courses 3 and 4, which focus on developing intermediate and upper-intermediate listening, speaking, reading, and writing skills These courses aim to equip students with essential knowledge and professional skills relevant to the travel and tourism sector Students learn specialized vocabulary and grammatical structures, enabling them to perform tasks such as promoting tourist destinations, requesting information, and composing emails Additionally, they enhance their English communication skills through authentic scenarios, while prescribed reading materials help improve their reading and writing abilities, deepening their understanding of the tourism industry.
English majors specializing in English for Tourism engage in a comprehensive curriculum that integrates language skills courses—listening, speaking, reading, and writing—within their English Linguistics major Each skill is structured across five levels, ensuring that students develop varying degrees of language proficiency and expertise.
The current study was conducted at the end of the first semester of the 2023-
2024 school year after 2nd-year students had completed English for Tourism course 1, and 3rd-year students had completed English for Tourism course 3.
Research Instruments
Data for this study was collected through a questionnaire for students and semi-structured interviews for both teachers and students The questionnaire aimed to gather quantitative data, while the interviews provided qualitative insights This mixed-method approach was deemed effective for obtaining valid and reliable information from students For teachers, the decision to conduct only interviews was due to the small number of EFL teachers (five), allowing for in-depth discussions that could capture comprehensive and detailed data on various aspects.
The questionnaire aimed to gather data on English majors' perceptions regarding four key areas: the enhancement of their communication skills in English, the effectiveness of course materials, teaching methods, and the challenges they face This survey was primarily adapted from previous research conducted by Moattarian and Tahririan (2014), Iswati and Hastuti (2020), Kumar et al (2021), Enesi et al (2021), and Safi et al (2023).
To enhance the reliability of the questionnaire, the researcher utilized clear and straightforward language in both English and Vietnamese, acknowledging that respondents may misinterpret questions (Low, 1999) Additionally, ample time was provided for participants to reflect on their experiences before answering the survey, thereby reducing potential misunderstandings.
In this study, the questionnaire (see Appendix A.1) consisted of 2 main parts, which were designed to answer the second research question
The initial section of the study focused on gathering demographic background information from participants through six specific questions Students were asked to provide personal details such as their gender, age, and a self-assessment of their language skills prior to enrolling in English for Tourism courses.
The study utilized a 58-item questionnaire to evaluate English majors' perceptions of English for Tourism courses, encompassing four key components: the enhancement of communication skills in English (33 items), course materials (6 items), teaching methods (11 items), and challenges faced (8 items).
Participants rated each statement on a 5-point Likert Scale, indicating how much the statement applied to them, with numerical values assigned to each level of agreement.
In addition to the questionnaire, semi-structured interviews were employed to gather deeper insights into the study's concerns According to Mackey and Grass (2005), interviews can explore phenomena not directly observable, such as learners' self-reported perceptions and attitudes, and can clarify vague or incomplete initial responses This combination of methods enables a degree of triangulation in the research (Richards & Schmidt, 2002), allowing the researcher to obtain comprehensive information on EFL teachers' and students' perceptions that quantitative methods might overlook Semi-structured interviews were selected for their flexibility, enabling interviewees to express themselves freely while allowing the interviewer to guide the conversation, resulting in richer exchanges and more personalized responses.
The research utilized quantitative data to develop guiding questions for semi-structured interviews, resulting in two sets tailored for teachers and students (refer to Appendix B.1 and B.2) The interviews began by exploring participants' perceptions of the enhancement of communication skills in English throughout the courses Following this, they discussed their views on the course materials used Participants then provided feedback on the teaching methods implemented during the course, concluding with a discussion of common challenges encountered.
Procedures for Data Collection
Data for the study were collected from English majors at Quy Nhon University, following approval from the Dean of the Foreign Languages Department The researcher administered questionnaires immediately after classes, ensuring all participants received consistent instructions in both English and Vietnamese for clarity Students were encouraged to seek clarification on any unclear terms, and the questionnaires were distributed anonymously without a time limit, taking approximately 30 minutes to complete A total of 145 completed questionnaires were collected for further analysis in the thesis.
After receiving approval from the Dean of the Foreign Languages Department, the process of collecting qualitative data commenced, with participation in individual interviews being completely voluntary This step followed the completion of the questionnaires.
Out of 145 students, 15 participated in interviews regarding various aspects of the research project Additionally, follow-up interviews were conducted a week later to gather more insights from teachers, with five instructors from English for Tourism courses contributing to the discussions.
The researcher delivered information about the research project through both written and verbal presentations During the interviews, they focused on being an attentive listener, engaged participants in a conversational manner, and refrained from sharing personal experiences or evaluations, ensuring an unbiased interaction.
Individual interviews were conducted in private locations chosen by each participant, ensuring minimal outside disturbance The sessions involved only the researcher and the participant, creating a discussion-like atmosphere that encouraged open sharing of thoughts and insights on specific events Each interview lasted approximately 15 minutes.
The researcher began each interview by introducing herself and outlining the specific goals and structure of the session, informing participants that their responses would be audio-recorded She ensured that participants had the opportunity to voice any questions or concerns regarding their participation and addressed all their inquiries before proceeding with the interview.
Procedures for Data Analysis
In this study, all questionnaire responses were numerically coded and entered into a computer database using the Statistical Package for Social Sciences (SPSS) software A descriptive analysis was conducted to summarize the data, providing insights into the distribution and variability of the variables This analysis enabled the researcher to understand the extent and spread of the data, facilitating a comprehensive interpretation of the results.
The qualitative data from semi-structured interviews was analyzed through a systematic content analysis process Initially, the researcher thoroughly reviewed the transcripts to familiarize themselves with the material, subsequently organizing the information into distinct categories This data was then coded and grouped into broader themes In the final phase, the researcher examined these categories and topics to identify any potential relationships or connections among them.
Research Reliability and Validity
The questionnaire utilized in this study was adapted from previous research by Moattarian and Tahririan (2014), Iswati and Hastuti (2020), Kumar et al (2021), Enesi et al (2021), and Safi et al (2023), with necessary adjustments made to align with the research context and objectives To evaluate its reliability, a Cronbach's alpha coefficient was calculated, yielding a score of 0.90, indicating a high level of internal consistency and establishing the questionnaire as a reliable tool for the study Additionally, all research instruments were tested and refined prior to their application in the main study.
Ethical Consideration
Ethical considerations are crucial in research design, as researchers must prioritize the protection of participants to ensure they provide reliable information without risk of harm (Lindorff, 2010) It is essential for researchers to safeguard all participants throughout the study and maintain confidentiality during the transcription of audio recordings, data analysis, and in all documentation and publication of findings.
Legal and Ethical Considerations
This research adhered to legal and ethical standards at all stages, with prior permission obtained from the Foreign Language Department at Quy Nhon University and approval from the course instructor Participation from EFL teachers and students was entirely voluntary, allowing them the freedom to withdraw at any time Confidentiality was strictly maintained, with all data collected in a manner that protected participant identities The researcher committed to using the information solely for this project, ensuring that all data remained anonymous and was captured, coded, and published without any manipulation or bias during collection and analysis.
Summary
This chapter outlines the methodology employed to answer the research questions, justifying the use of both quantitative and qualitative data It provides a comprehensive overview of the research setting and participants, detailing the data collection instruments and processes Additionally, the measures taken to enhance the reliability and validity of the research are explained The subsequent chapter will present the findings from the data analysis and discuss the study's results.
FINDINGS AND DISCUSSION
EFL Teachers‟ Perceptions of English for Tourism Courses
This section presents findings from semi-structured interviews conducted with five EFL teachers to explore their perceptions of English for Tourism courses The focus was on how these courses enhance students' communication skills in English, the effectiveness of course materials, teaching methods employed, and the challenges faced The results were qualitatively analyzed and are summarized below.
4.1.1 EFL Teachers’ Perceptions of Students’ Enhancement of English Communication Skills in English for Tourism Courses
In English for Tourism courses, teachers unanimously agreed that students could enhance all four language skills: listening, speaking, reading, and writing The curriculum was specifically designed to align with professional English usage, incorporating materials that address each skill However, the focus on individual skills varied during the teaching and learning process.
Teachers unanimously observed a notable enhancement in students' speaking skills during the course T1 highlighted that "English for Tourism Courses often emphasize practical communication scenarios students may face while traveling, including asking for directions, booking hotel rooms, shopping, and managing emergencies."
Interactive learning methods, such as role-playing and group discussions, provided students with numerous opportunities to enhance their speaking skills Teachers actively facilitated these communicative activities, allowing for continuous and regular practice in speaking English Additionally, consistent observation and immediate feedback from teachers played a crucial role in helping students improve their language use quickly and effectively.
The interviewees emphasized that the courses significantly enhance students' listening, reading, and writing skills T3 highlighted that "English for Tourism courses often include listening exercises based on real-life scenarios like conversations at airports and restaurants," which aids in improving listening and comprehension T1 added that by encouraging students to listen attentively and respond to questions, they practice active listening and enhance their comprehension T2 and T5 noted that analyzing travel-related texts helps students identify main ideas and new vocabulary, thereby boosting their reading skills Furthermore, T4 mentioned, "I consistently provide detailed feedback to help students improve their writing skills through various exercises."
Teachers often prioritize specific language skills based on course content, student abilities, and classroom dynamics, yet the overarching aim remains to enhance all four language skills comprehensively This approach demonstrates the teacher's adaptability and awareness of learners' needs in the educational process, as supported by research from Khoirunnisa et al (2018), Kumar et al (2021), and Safi et al (2023).
In various studies, all interviewed teachers agreed that while speaking skills significantly impact students' future careers, it is essential to prioritize all four language skills equally throughout the course.
In line with Kumar et al (2021), teachers emphasized the importance of clearly defined goals in fostering essential communication skills for students' career readiness Furthermore, Safi et al (2023) highlighted that Afghan English for Specific Purposes (ESP) instructors noted the value of authentic resources available to ESP students, which significantly contributes to their language proficiency development.
4.1.2 EFL Teachers’ Perceptions of Course Materials in English for Tourism Courses
Teachers in the English for Tourism courses expressed overwhelmingly positive views on the course materials, highlighting their relevance and comprehensive coverage of essential language skills such as listening, speaking, reading, and writing, along with grammar, vocabulary, and pronunciation T1 emphasized the necessity of the curriculum for aspiring tourism professionals, while T4 noted the extensive insights the textbook provides into the tourism sector T2 appreciated the inclusion of real-world scenarios related to tourism, which enhanced the learning experience Additionally, T5 remarked on the extensive vocabulary presented in the materials, reinforced through repetitive practice, aiding students in vocabulary retention and overall language proficiency.
Two out of five teachers believe that some sections of the course materials are inappropriate for students' proficiency levels, indicating a gap in expected language skills For example, T2 noted that while materials for pre-intermediate and intermediate levels suit second-year students, upper-intermediate content may be overly challenging for third-year students due to complex vocabulary and listening exercises Similarly, T3 pointed out that the professional skills and case study scenarios in the textbook present significant challenges, yet expressed confidence that with adequate practice, students will develop the skills necessary to tackle these tasks and handle real-world challenges effectively in the future.
Teachers believe that the course materials effectively align with students' majors and comprehensively cover essential skills such as listening, speaking, reading, and writing, along with grammar, vocabulary, and pronunciation This alignment suggests that the materials not only equip students with the necessary skills and knowledge for their future careers but also enhance their communication abilities The study's findings support the notion that the materials used in English for Tourism courses align with the perspectives on English for Specific Purposes (ESP) teaching materials established by researchers like Hutchinson and Waters (1992, 2010) and Offord-Gray and Aldred.
(1998), Tomlinson (2013), Lesiak-Bielawska (2015), and Afif and Fatimah (2020) These studies pointed out many reasons why ESP course material should be aligned with students‟ majors in many aspects
Hutchinson and Waters (2010) highlight that instructional materials in an English for Specific Purposes (ESP) program must align closely with learners' target needs, aiming to introduce authentic language usage in academic contexts Effective materials should encompass a diverse range of engaging texts and activities that develop multiple skills, such as reading, listening, and vocabulary Additionally, these materials should connect previously acquired knowledge with new information (Hutchinson and Waters, 1992) Lesiak-Bielawska (2015) emphasizes that ESP materials are tailored to specific learner groups and their real-world contexts, requiring educators to design syllabi that meet students' practical language needs (Afif and Fatimah, 2020) Furthermore, Offord-Gray and Aldred (1998) argue that course materials should do more than clarify language; they should enable learners to actively reconstruct their understanding.
In 2013, it was highlighted that instructional materials must provide students with opportunities to use the language in their everyday activities, especially in tasks crucial for their linguistic survival.
4.1.3 EFL Teachers’ Perceptions of Teaching Methods in English for Tourism Courses
Interviews conducted on teachers' perspectives about teaching methods in English for Tourism courses reveal a consensus on several key aspects The educators emphasized the importance of diverse teaching methods and techniques, effective feedback provision, appropriate instructional language, and the necessity of allocating sufficient practice time in the classroom Overall, the responses indicate a shared understanding among teachers regarding these critical elements of effective teaching in this field.
4.1.3.1 The diversity of teaching methods and techniques
Teachers employ a diverse range of effective teaching methods and techniques, including project-based learning (PBL), presentations, debates, simulations, role-play, games, and various forms of collaborative work such as individual, pair, and group activities.
English Majors‟ Perceptions of English for Tourism Courses
A study was conducted to assess English majors' perceptions of English for Tourism courses, focusing on their views regarding communication skills enhancement, course materials, teaching methods, and associated difficulties A questionnaire consisting of 58 items was utilized, divided into four sub-categories: communication skills, course materials, teaching methods, and difficulties Participants rated each item on a scale from 1 to 5, where 1 indicates strong disagreement and 5 indicates strong agreement, with 3 representing a neutral stance The collected data were analyzed to interpret students' perceptions effectively.
In addition to the quantitative data collected through the questionnaire, semi-structured interviews provided valuable insights that were not captured in the questionnaire responses (refer to Appendix C.2) Following the data analysis and interpretation, the findings are presented using descriptive statistics, including means and standard deviations, complemented by qualitative insights from the semi-structured interviews.
4.2.1 English Majors’ Perceptions of their Enhancement of English Communication Skills in English for Tourism Courses
Descriptive statistics showed an overview of English majors‟ perceptions of their enhancement of communication skills in English Their reliability was calculated in Cronbach‟s Alpha 927 (see Table 4.1)
Table 4 1 Students’ enhancement of communication skills Item no Statements M SD
1.1 English for Tourism courses help me in enhancing a reading skill 4.08 896 b listening skill 4.08 927 c speaking skill d writing skill
The students expressed a strong agreement with the four observed categories, each scoring above 3.90 Notably, speaking skills received the highest mean score of 4.18, while listening and reading skills followed closely at 4.08 Writing skills, however, were the least favored among participants, with a mean score of 3.93 This indicates that English for Tourism courses effectively emphasize all four language skills, providing students with valuable opportunities to enhance their English communication abilities.
The findings from the first interview question aligned with the questionnaire data, revealing that all 15 student participants acknowledged the benefits of English for Tourism courses in enhancing their listening, speaking, reading, and writing skills; however, the degree of improvement varied across these skills.
In English for Tourism courses, students reported opportunities to enhance all four language skills: listening, speaking, reading, and writing Among these, speaking was the most emphasized skill, followed by reading and listening, while writing received the least focus The interviewed students shared their insights on the importance of each skill in the context of their learning experience.
Teachers frequently encouraged students to present and give feedback on their peers' presentations, significantly enhancing their speaking skills, as noted by S5, S8, and S10 Additionally, S3 and S15 mentioned that project work during lessons necessitated extensive reading, leading to notable improvements in their reading abilities Furthermore, S4 emphasized the importance of these activities in overall skill development.
―although the teacher assigns writing exercises at home, I always receive detailed corrections and feedback, which helps gradually develop my writing skill‖
Students practiced and improved their listening skills not only through ―textbook exercises but also through lectures and regular interactive classroom activities‖, as stated by S13
The findings indicate a significant enhancement of students' English communication skills throughout the courses, aligning with the research of Triristina & Khabib (2021) and Satriani & Resmini (2021), which highlighted the interactive nature of course activities Students actively worked on expanding their vocabulary, engaging with peers through coursebook activities that introduced relevant terminology Furthermore, they recognized that these activities facilitated the application of grammatical rules in contextual scenarios, thereby improving their overall communicative abilities.
However, these findings do not align with the conclusions drawn by Hashmi et al (2019) and Warda and Dalimunte (2022) According to Hashmi et al
In 2019, student feedback indicated that the ESP course in the dentistry department of a Saudi Arabian university did not meet the English proficiency needs of dental ESP students, resulting in limited improvement in their communicative skills and professional effectiveness This shortfall was attributed to outdated course materials and minimal use of English by instructors, who failed to engage students through interactive, learner-centered activities Similarly, Warda and Dalimunte (2022) highlighted that students aimed to enhance their English skills in speaking, reading, writing, and listening, yet this goal remained largely unachieved due to the repetitive nature of the ESP materials, which mirrored high school content and lacked new insights In contrast, my research utilized contemporary teaching materials in English for Tourism courses that effectively fostered the development of all four language skills.
To understand the improvement of English communication skills among the surveyed students, we collected descriptive statistics for each category along with qualitative data from semi-structured interviews The analysis and discussion of these findings are presented below.
4.2.1.1 Students’ enhancement of reading skill
English majors‟ perceptions of enhancing reading skill were examined via seven items, as indicated in Table 4.2 Their reliability was calculated in Cronbach‟s Alpha 923
Table 4.2 Students’ enhancement of reading skill Item no Statements M SD
My reading skill is improved because during the course, the teacher asks me to
1.2 Read specialized books 3.81 857 1.3 Read articles in professional journals 3.62 897 1.4 Read English newspapers and magazines 3.57 902 1.5 Read specialized documents on the Internet 3.82 894 1.6 Read reports 3.49 890 1.7 Read brochures and instructions 3.71 895 1.8 Read business letters, and contracts 3.43 919
According to Table 4.2, students expressed a positive agreement regarding the effectiveness of various reading activities in enhancing their skills, with mean scores ranging from 3.43 to 3.82 Notably, they reported the highest comprehension levels for specialized books and internet documents, with mean scores of 3.81 and 3.82, respectively Following closely, reading brochures and instructions received a mean score of 3.71 Professional articles and magazines were also beneficial, with mean scores of 3.62 and 3.57 Conversely, reading reports, business letters, and contracts garnered the lowest participant ratings, with mean scores of 3.49 and 3.43.
The interviews conducted in response to question number 2, "In what way do you think your reading skills have improved?" revealed that all participating students emphasized the importance of reading specialized documents online and consulting specialized books Notably, one student (S3) mentioned, "When preparing for a presentation "
Engaging with specialized books and online documents has proven to enhance reading skills among students As one student noted, the process of searching for, summarizing, and rephrasing information has significantly improved their reading abilities Another student emphasized that classroom activities often require self-study, compelling them to read specialized articles and books, which further develops their reading proficiency Additionally, several students highlighted that these resources are rich in specialized vocabulary and concepts pertinent to their fields of interest To comprehend the material, they must analyze, synthesize information, and draw inferences from complex texts, leading to a marked improvement in their reading skills.
Students demonstrated notable enhancements in their reading skills through various activities integrated into the course, particularly benefiting from reading specialized online documents and books This was followed by engaging with brochures, instructions, professional articles, English newspapers, magazines, reports, and business letters, highlighting the critical role of English reading proficiency in tourism Research by Moattarian & Tahririan (2014) revealed that graduate tourism management students in Iran recognized the importance of improving their reading comprehension, focusing on technical materials and online resources Similarly, Firmansyah et al (2023) found that University of Mataram students prioritized understanding specialized texts, including civic documents and textbooks Students generally reported increased confidence in their reading abilities, likely influenced by the Iranian educational system's strong emphasis on reading comprehension from secondary education to Ph.D levels, which may have led to superior reading proficiency compared to listening, speaking, and writing skills (Khajavi and Gordani, 2010).
4.2.1.2 Students’ enhancement of listening skill
The results of enhancing listening skill with nine items are presented in Table 4.3 below Their reliability was calculated in Cronbach‟s Alpha 917
Table 4.3 Students’ enhancement of listening skill Item no Statements M SD
My listening skill is improved because during the course, the teacher asks me to
1.9 Listen to conversations on topics related to the ESP courses
1.10 Listen to lectures and presentations in class 4.13 994
1.11 Listen to conference speech/ meetings/ seminars/ discussions
1.12 Listen to English mass media 3.66 957 1.13 Listen to instructions in real situations 3.76 942 1.14 Listen to public announcements 3.72 845 1.15 Listen to conversations on the phone 3.87 941 1.16 Listen to face - to - face conversations 3.95 941 1.17 Listen to varying accents 3.33 1.021
Summary
In this chapter, we systematically addressed each research question through a detailed analysis and discussion of the collected data We meticulously gathered and analyzed data from questionnaires and semi-structured interviews These findings will serve as the foundation for the discussions in the subsequent chapter.
CONCLUSION AND IMPLICATIONS
Conclusion
This study conducted at Quy Nhon University explored the perceptions of EFL teachers and English majors regarding four key areas: the enhancement of communication skills in English, course materials, teaching methods, and challenges faced in English for Tourism courses Involving 5 EFL teachers and 145 English majors (56 second-year and 89 third-year students), the research utilized a mixed-method approach, combining quantitative data from questionnaires with qualitative insights from semi-structured interviews to effectively meet the research objectives.
All interviewed teachers agreed that the English for Tourism courses significantly improved students' proficiency across the four essential language skills: listening, speaking, reading, and writing.
Teachers acknowledged that the course materials effectively aligned with students' fields of study, incorporating essential skills like listening, speaking, reading, and writing alongside grammar, vocabulary, and pronunciation However, some educators raised concerns that certain sections of the materials could be overly challenging for students, potentially resulting in difficulties.
Teachers employ a variety of teaching methods, including Project-Based Learning (PBL), presentations, debates, simulations, role-play, games, and collaborative activities, to enhance student engagement They emphasize the significance of providing constructive feedback to support student learning While instructors strive to use English predominantly in the classroom, they recognize the need to incorporate both English and Vietnamese in certain contexts to improve comprehension Additionally, they actively create opportunities for language practice during class, yet highlight the importance of self-directed practice outside of class to achieve course objectives effectively.
The lecturer addressed the challenges faced in the course, identifying shortcomings from both teachers and students Many teachers admitted to lacking specialized training and practical experience, which hindered their ability to provide effective guidance Meanwhile, all five teachers noted that students struggled with vocabulary, specialized knowledge, and English proficiency, falling short of necessary standards, and also exhibited a lack of motivation to learn.
All interviewed students confirmed that their English communication skills significantly improved through the English for Tourism courses.
Improvements in reading skills were most significantly influenced by reading specialized documents and books, followed by brochures, professional articles, English newspapers, and business letters For listening skills, students found that lectures, class presentations, and relevant conversations were most beneficial, along with face-to-face discussions and media In speaking skills, classroom interactions and addressing tourism-related problems were key contributors Lastly, writing skills were enhanced through composing CVs, responding to inquiries, and drafting various formal letters and emails.
Students found that course materials were well-aligned with their fields of study, effectively preparing them with the skills and knowledge needed for their future careers These materials thoroughly covered essential competencies, including listening, speaking, reading, and writing, while also addressing important aspects like grammar, vocabulary, and pronunciation.
Most students valued the use of both Vietnamese and English by teachers in the classroom, alongside the provision of feedback and the implementation of diverse teaching methods Additionally, students noted that there were plenty of opportunities for language practice during class, and they found the information provided by teachers to be adequate.
Finally, students faced obstacles coming from insufficient major-related knowledge, a lack of learning motivation, and struggling to access relevant practice materials
Educators and learners shared similar views on the improvement of English communication skills, course materials, teaching methods, and the challenges encountered However, teachers recognized a gap in specialized training and practical experience, which limited their ability to provide practical guidance, leading students to pursue independent study for a deeper understanding Despite this, most students felt that the information from teachers was sufficient and did not see it as an obstacle to their learning.
In conclusion, this research aims to explore the perceptions of Quy Nhon University’s EFL teachers and English majors regarding four key areas: the enhancement of students' communication skills in English, the effectiveness of course materials, the teaching methods employed, and the challenges faced in English for Tourism courses The findings from this study offer valuable insights into each of these aspects, demonstrating that the research objectives have been successfully met and highlighting its practical significance.
Pedagogical implications
Given the findings of the study, it is important to consider the pedagogical implications for both teachers and students
English for Tourism courses significantly enhance students' communication skills, as reflected in positive feedback from both teachers and students To maximize effectiveness, educators should implement an integrated teaching approach that includes a variety of activities, allowing for language practice in real-life contexts Lessons must balance all four language skills—listening, speaking, reading, and writing—using strategies such as multimedia for listening, interactive speaking exercises, authentic reading materials, and targeted writing tasks to accommodate different learning styles Assessments should align with the objective of improving overall language proficiency Additionally, teachers should motivate students to engage in English practice outside the classroom through language exchanges, immersive experiences, and self-study to further enhance their communication skills.
Teachers should encourage students to engage actively with course materials, seeking clarification and additional resources when faced with difficulties Fostering a collaborative learning environment is essential for mutual support among students Implementing feedback channels allows students to provide input on materials and suggest adaptations that align with their learning needs Additionally, educators should promote a gradual approach to challenging content, starting with simpler tasks and gradually increasing complexity to enhance students' confidence and competence.
Educators should utilize diverse teaching methods, particularly by integrating new technologies, to enhance student engagement and cater to various learning styles Establishing clear feedback channels and providing constructive criticism are vital for effective student support While encouraging the use of English, it is important to maintain a balance with students' native languages to improve comprehension Creating opportunities for language practice in classroom activities and connecting theoretical knowledge to real-life experiences helps bridge the gap between theory and application Additionally, emphasizing self-directed practice outside the classroom is essential for achieving language proficiency.
To effectively tackle challenges in teaching English for Specific Purposes (ESP), educators should pursue specialized training to enhance their practical knowledge and stay updated with industry trends through workshops and professional development Hutchinson & Waters (1987) emphasize that ESP practitioners must possess a positive attitude towards the content, a solid understanding of fundamental principles, and an awareness of their existing knowledge Additionally, teachers should implement tailored teaching methods to meet diverse student needs, providing differentiation and support for struggling learners while offering extension activities for advanced students Strategies to boost student motivation, such as setting clear goals, engaging activities, and positive reinforcement, are also crucial Lastly, educators must help students develop research skills and access relevant resources, like academic databases, to support their academic endeavors effectively.
Consistent daily practice is essential for students to enhance their language skills, as recognizing individual strengths and weaknesses allows for a balanced approach Allocating time to each skill promotes comprehensive improvement, while various methods such as watching films, listening to podcasts, and participating in study groups offer diverse opportunities for English practice Enhancing vocabulary through academic reading and relevant exercises is also crucial Cultivating intrinsic motivation by understanding the importance of English proficiency in academics and careers, along with setting achievable goals and tracking progress, helps maintain motivation Focusing on communication skills through group discussions, presentations, and debates enables effective expression of ideas in English.
Limitations
This research, while a significant investment, acknowledges its inherent limitations, particularly its exclusive focus on English for Tourism courses at Quy Nhon University, which may limit its applicability to other institutions Differences in curricula, resources, and student demographics could affect the transferability of its findings Additionally, the study's concentration on four key areas—students' communication skills, course materials, teaching methods, and challenges—may overlook other important elements like assessment practices and teacher training Nonetheless, the researcher's diligent data collection and adherence to rigorous methodology enhance the validity and reliability of the study's outcomes.
Recommendations and suggestions for further research
Future research should broaden participant diversity by including a wider range of EFL instructors and English majors from various academic institutions and geographic regions, enhancing the applicability of findings in Tourism English classes While this study focuses on Tourism English at Quy Nhon University, subsequent investigations could examine ESP courses in other fields, allowing for comparative analyses that deepen understanding of ESP education Additionally, future studies should address key aspects of ESP courses, such as assessment, educator training, curriculum design, technology integration, and explore students' motivational factors, learning preferences, and strategies to overcome language barriers.
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This study is done to fulfill a partial requirement of Master‟s Thesis entitled
“EFL teachers‟ and English majors‟ perceptions of English for Tourism courses at Quy Nhon University”
This questionnaire aims to gather students' perceptions of the English for Tourism courses at Quy Nhon University Your responses will be collected and analyzed to enhance the quality of these courses.
There are 2 parts of the questionnaire
Part II: Students‟ perceptions of the English for Tourism courses in terms of students‟ enhancement of communication skills in English, course materials, teaching methods, and difficulties
Instruction: Please answer the entire questionnaire by yourself
Please write “X” to the selected answer
3 How do you evaluate your listening skill before taking English for Tourism courses?
Not confident at all Slightly confident
Moderately confident Very confident Extremely confident
4 How do you evaluate your speaking skill before taking English for Tourism courses?
Not confident at all Slightly confident
Moderately confident Very confident Extremely confident
5 How do you evaluate your reading skill before taking English for Tourism courses?
Not confident at all Slightly confident
Moderately confident Very confident Extremely confident
6 How do you evaluate your writing skill before taking English for Tourism courses?
Not confident at all Slightly confident
Moderately confident Very confident Extremely confident
Part II: English majors’ perceptions of the English for Tourism courses in terms of students’ enhancement of communication skills in English, course materials, teaching methods, and difficulties
Instruction: Please read each statement and write “X” to the box that corresponds to your actual perceptions Each statement is followed by five numbers: 1, 2, 3, 4, and 5, which each means something different:
(1) means strongly disagree (2) means disagree
(3) means neutral (4) means agree (5) means strongly agree
Students’ Enhancement of Communication Skills in
1.1 English for Tourism courses help me in enhancing… a reading skill
1 2 3 4 5 b listening skill c speaking skill d writing skill
My reading skill is improved because during the course, the teacher asks me to
1.3 Read articles in professional journals
1.4 Read English newspapers and magazines
1.5 Read specialized documents on the Internet
My listening skill is improved because during the course, the teacher asks me to
1.9 Listen to conversations on topics related to the ESP courses
1.10 Listen to lectures and presentations in class
1.11 Listen to conference speech/ meetings/ seminars/ discussions
1.12 Listen to English mass media
1.13 Listen to instructions in real situations
1.15 Listen to conversations on phone
1.16 Listen to face to face conversations
My speaking skill is improved because during the course, the teacher asks me to
1.18 Speak at presentations in class
1.20 Ask and answer questions in seminars for students
1.21 Talk with people in real situations such as hotel staff, travel agency clerks, etc
1.22 Get into conversations on phone or face to face conversations on topics related to the ESP courses
1.23 Solve situations on topics related to the ESP courses such as: a arranging appointments b dealing with a complaint/ enquiries/ difficult passengers c persuading a client d giving clients advices/ suggestions/ directions/ information/ a guided tour e describing a festival/ an exhibition/ dishes/ hotels f negotiating an agreement g recommending sights
My writing skill is improved because during the course, the teacher asks me to
1.28 Write a letter of apology/ confirmation/ recommendation
1.29 Reply to letters of enquiry
1.30 Write brochures/ tourist information leaflets
2.1 The course materials contain the skills and knowledge that students need for their future occupation
2.2 The course materials contain language suitable for students‟ level of language competency
2.3 The course materials provide a variety of activities to help students acquire various abilities
2.4 The course materials help students to develop communication skills
2.5 The course materials incorporate terminology that would be useful in the workplace
2.6 The course materials contain adequate: a reading skill
1 2 3 4 5 b listening skill c speaking skill d writing skill e grammar f vocabulary g pronunciation
3.1 The teacher gives enough time to the students to practice in English language classes
3.2 The information that is presented by the teacher is enough for students
3.3 The teacher presents the content of language in a simple, meaningful manner
3.4 The teacher employs a variety of classroom organization activities (individual, pair, group …)
3.5 The teacher speaks most of the time in English in the classroom
3.6 The teacher uses both Vietnamese and English in the classroom
3.7 The teacher asks various questions throughout the class
3.8 The teacher encourages the students to ask more questions
3.9 The teacher provides feedback to the students to facilitate the process of learning
3.10 The teacher provides tasks to be done after the class
3.11 The teacher guides students successfully about what to do and what not to do
4.1 Students lack motivation in studying ESP
4.2 Students have insufficient knowledge in ESP
4.3 There are not enough exercises suitable for specialized
4.4 There is not enough practice time for students in ESP courses
4.5 Students focus on test results rather than on learning to communicate
4.6 There is more focus on ESP terminology than on vocabulary structure and grammar
4.7 There are difficulties in giving and receiving feedback in
4.8 There is difficulty in finding authentic materials related to
Thank you for your cooperation!
Nghiên cứu này nhằm mục đích đáp ứng một phần yêu cầu của luận văn thạc sĩ về nhận thức của giáo viên và sinh viên chuyên ngành đối với các khóa học tiếng Anh du lịch tại Đại học Quy Nhơn.
Bảng câu hỏi này được thiết kế để khảo sát nhận thức của sinh viên về các khóa học tiếng Anh Du lịch tại Đại học Quy Nhon Những câu trả lời của bạn sẽ được tổng hợp và phân tích nhằm tìm ra giải pháp nâng cao chất lượng các khóa học Tiếng Anh Du lịch tại trường.
Bảng câu hỏi có 2 phần:
Phần I: Thông tin cá nhân
Phần II: Nhận thức của sinh viên về khóa học Tiếng Anh Du lịch về việc nâng cao kỹ năng giao tiếp bằng tiếng Anh, tài liệu giảng dạy, phương pháp giảng dạy và những khó khăn của sinh viên
Phần I: Thông tin cá nhân
Hướng dẫn: Hãy tự mình trả lời toàn bộ câu hỏi
Vui lòng viết “X” vào câu trả lời đã chọn
3 Bạn đánh giá kỹ năng nghe của mình như thế nào trước khi tham gia các khóa học Tiếng Anh Du lịch?
Không tự tin chút nào Hơi tự tin
Tự tin vừa phải Rất tự tin Cực kỳ tự tin
4 Bạn đánh giá kỹ năng nói của mình như thế nào trước khi tham gia các khóa học Tiếng Anh Du lịch?
Không tự tin chút nào Hơi tự tin
Tự tin vừa phải Rất tự tin Cực kỳ tự tin
5 Bạn đánh giá kỹ năng đọc của mình như thế nào trước khi tham gia các khóa học Tiếng Anh Du lịch?
Không tự tin chút nào Hơi tự tin
Tự tin vừa phải Rất tự tin Cực kỳ tự tin
6 Bạn đánh giá kỹ năng viết của mình như thế nào trước khi tham gia các khóa học Tiếng Anh Du lịch?
Không tự tin chút nào Hơi tự tin
Tự tin vừa phải Rất tự tin Cực kỳ tự tin
Phần II: Nhận thức của sinh viên về khóa học tiếng Anh du lịch ở các khía cạnh sau: việc nâng cao kỹ năng giao tiếp bằng tiếng Anh của sinh viên, tài liệu giảng dạy, phương pháp giảng dạy và những khó khăn
Hướng dẫn: Đọc từng câu phát biểu và đánh dấu "X" vào ô tương ứng với nhận thức thực tế của bạn Mỗi câu được theo sau bởi năm số từ 1 đến 5, với mỗi số mang một ý nghĩa khác nhau.
(1) có nghĩa là hoàn toàn không đồng ý
(2) có nghĩa là không đồng ý
(3) có nghĩa là trung lập
(5) có nghĩa là rất đồng ý
Nâng cao kỹ năng giao tiếp bằng tiếng Anh của sinh viên
1.1 Các khóa học tiếng Anh Du lịch giúp tôi nâng cao… a Kĩ năng đọc
1 2 3 4 5 b Kĩ năng nghe c Kĩ năng nói d Kĩ năng viết
Kỹ năng đọc của tôi đƣợc cải thiện vì trong suốt khóa học, giáo viên yêu cầu tôi
1.2 Đọc các sách giáo khoa chuyên ngành
1.3 Đọc các bài viết trên tạp chí chuyên ngành
1.4 Đọc các báo và tạp chí tiếng Anh
1.5 Đọc các tài liệu chuyên ngành trên Internet
1.7 Đọc các tài liệu quảng cáo và hướng dẫn
1.8 Đọc các thư thương mại, hợp đồng
Kỹ năng nghe của tôi đƣợc cải thiện vì trong suốt khóa học, giáo viên yêu cầu tôi
1.9 Nghe các đoạn hội thoại về các chủ đề liên quan đến khóa học chuyên ngành du lịch
1.10 Nghe các bài giảng và bài thuyết trình trên lớp
1.11 Nghe phát biểu hội nghị/cuộc họp/hội thảo/thảo luận
1.12 Nghe các phương tiện thông tin đại chúng bằng tiếng Anh
1.13 Nghe hướng dẫn trong tình huống thực tế
1.14 Nghe các thông báo công khai
1.15 Nghe các cuộc trò chuyện trên điện thoại
1.16 Nghe các cuộc trò chuyện trực tiếp
1.17 Nghe các giọng khác nhau
Kỹ năng nói của tôi đƣợc cải thiện vì trong suốt khóa học, giáo viên yêu cầu tôi
1.18 Phát biểu tại buổi thuyết trình trên lớp
1.19 Tham gia tương tác trong lớp học
1.20 Hỏi và trả lời các câu hỏi trong các buổi hội thảo dành cho sinh viên
1.21 Nói chuyện với mọi người trong tình huống thực tế như với nhân viên khách sạn, nhân viên công ty du lịch, v.v
1.22 Tham gia các cuộc trò chuyện qua điện thoại hoặc trò chuyện trực tiếp về các chủ đề liên quan đến các khóa học chuyên ngành du lịch
1.23 Giải quyết được các tình huống về các chủ đề liên quan đến khóa học chuyên ngành du lịch như: a sắp xếp các cuộc hẹn b giải quyết khiếu nại/thắc mắc/ khách hàng khó tính c thuyết phục khách hàng d đưa ra cho khách hàng lời khuyên/gợi ý/chỉ dẫn/thông tin/một chuyến tham quan có hướng dẫn viên e mô tả một lễ hội/ một cuộc triển lãm/ món ăn/ khách sạn f đàm phán một thỏa thuận g giới thiệu thắng cảnh
Kỹ năng viết của tôi đƣợc cải thiện vì trong suốt khóa học, giáo viên yêu cầu tôi
1.25 Viết CV hoặc sơ yếu lý lịch
1.27 Viết một lá thư trang trọng
1.28 Viết thư xin lỗi/xác nhận/đề nghị
1.29 Trả lời thư hỏi thăm
1.30 Viết các tờ quảng cáo/tờ rơi thông tin du lịch
1.31 Viết bản ghi nhớ/thông báo
1.32 Viết mẫu cung cấp thông tin nhanh
1.33 Viết các thông cáo báo chí
Tài liệu khóa học (mục: 2.1-2.6)
2.1 Tài liệu khóa học chứa đựng những kỹ năng và kiến thức mà sinh viên cần cho nghề nghiệp tương lai của mình
2.2 Tài liệu khóa học có ngôn ngữ phù hợp với trình độ ngôn ngữ của sinh viên
2.3 Tài liệu khóa học cung cấp nhiều hoạt động khác nhau để giúp sinh viên đạt được nhiều khả năng khác nhau
2.4 Tài liệu khóa học giúp sinh viên phát triển kỹ năng giao tiếp
2.5 Tài liệu khóa học kết hợp các thuật ngữ hữu ích tại nơi làm việc
2.6 Các tài liệu khóa học có đầy đủ: a Kĩ năng đọc b Kĩ năng nghe c Kĩ năng nói d Kĩ năng viết e Ngữ pháp
Phương pháp giảng dạy (mục: 3.1- 3.11)
3.1 Giáo viên dành đủ thời gian cho sinh viên thực hành trong các lớp học tiếng Anh
3.2 Thông tin mà giáo viên trình bày là đủ cho sinh viên
3.3 Giáo viên trình bày nội dung ngôn ngữ theo một cách đơn giản, có ý nghĩa
3.4 Giáo viên sử dụng nhiều hoạt động tổ chức lớp học (cá nhân, cặp, nhóm…)
3.5 Giáo viên nói hoàn toàn tiếng Anh trong lớp học
3.6 Giáo viên sử dụng cả tiếng Việt và tiếng Anh trong lớp học
3.7 Giáo viên đặt nhiều câu hỏi khác nhau trong suốt tiết học
3.8 Giáo viên khuyến khích sinh viên đặt thêm câu hỏi
3.9 Giáo viên cung cấp phản hồi cho sinh viên để tạo điều kiện thuận lợi cho quá trình học tập
3.10 Giáo viên giao nhiệm vụ cần làm sau giờ học
3.11 Giáo viên hướng dẫn thành công về những gì sinh viên nên làm và những gì không nên làm
4.1 Sinh viên thiếu động lực học tập tiếng Anh chuyên ngành du lịch
4.2 Sinh viên chưa có đủ kiến thức về tiếng Anh chuyên ngành du lịch
4.3 Không có đủ bài tập phù hợp với thuật ngữ tiếng Anh
4.4 Không có đủ thời gian thực hành cho sinh viên trong các khóa học tiếng Anh chuyên ngành du lịch
4.5 Sinh viên tập trung vào kết quả bài kiểm tra hơn là học cách giao tiếp
4.6 Có sự tập trung nhiều vào thuật ngữ tiếng Anh chuyên ngành du lịch hơn là cấu trúc, từ vựng và ngữ pháp
4.7 Có khó khăn trong việc đưa và nhận phản hồi trong các lớp tiếng Anh chuyên ngành du lịch
4.8 Khó khăn trong việc tìm kiếm tài liệu thực tiễn liên quan đến các khóa học tiếng Anh chuyên ngành du lịch
Xin chân thành cảm ơn!
APPENDIX B.1 Protocol for the Interviews with the EFL Teachers
PROTOCOL THE INTERVIEWS WITH THE EFL TEACHERS
(Interview questions for the EFL teachers)
The purpose of this interview is to gather insights on perceptions of English for Tourism courses, focusing on four key areas: the enhancement of students' communication skills in English, the effectiveness of course materials, the variety of teaching methods employed, and the challenges faced by students during the course.
1 In your opinion, which language skill(s) (listening, speaking, reading, or writing) were students enhanced in English for Tourism courses?
2 What is your opinion of course materials in the English for Tourism courses?
3 What do you think of these particular aspects of teaching methods in English for Tourism courses? Explain your thoughts?
- diversity of teaching methods/ techniques
- the use of instructional language in classrooms
4 What difficulties have you encountered in the English for Tourism courses?
APPENDIX B.2 Protocol for the Interviews with the English Majors
PROTOCOL THE INTERVIEWS WITH THE ENGLISH MAJORS
(Interview questions for the English majors)
The purpose of this interview is to gather insights on perceptions of English for Tourism courses, focusing on four key areas: the enhancement of students' communication skills in English, the effectiveness of course materials, the teaching methods employed, and the challenges faced during the learning process.
1 In your opinion, which language skill(s) (listening, speaking, reading, or writing) were students enhanced in English for Tourism courses?
2 In what way do you think your reading skill is improved?
3 In what way do you think your listening skill is improved?
4 In what way do you think your speaking skill is improved?
5 In what way do you think your writing skill is improved?
6.What is your opinion of course materials in English for Tourism courses?
7 What aspect of the teaching methods used by teachers in the English for Tourism courses do you appreciate the most? Why?
8 What difficulties have you encountered in the English for Tourism courses?
APPENDIX B.3 Protocol for the Interviews with the EFL Teachers
QUY TRÌNH PHỎNG VẤN GIÁO VIÊN
(Câu hỏi phỏng vấn giáo viên)
Người được phỏng vấn: (bút danh)
- Chào người được phỏng vấn
Mục đích của cuộc phỏng vấn là để tìm hiểu nhận thức của Thầy/Cô về các khóa học tiếng Anh Du lịch, tập trung vào bốn khía cạnh chính: (a) việc nâng cao kỹ năng giao tiếp bằng tiếng Anh của sinh viên, (b) chất lượng tài liệu khóa học, (c) phương pháp giảng dạy được áp dụng, và (d) những khó khăn mà sinh viên gặp phải trong quá trình học.
Các câu hỏi cần hỏi: