Môi trường làm việc với vai trò là yếu tố thúc đẩy việc tự hoàn thiện tiếng Anh trường hợp các dự án của CARE quốc tế tại Việt Nam

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES POSTGRADUATE DEPARTMENT VŨ MAI GIANG WORK ENVIRONMENT AS A MOTIVATING FACTOR FOR SELF-IMPROVEMENT OF ENGLISH: A CASE STUDY OF PROJECTS IN CARE INTERNATIONAL IN VIETNAM MÔI TRƯỜNG LÀM VIỆC VỚI VAI TRỊ LÀ YẾU TỐ THÚC ĐẨY VIỆC TỰ HỒN THIỆN TIẾNG ANH: TRƯỜNG HỢP CÁC DỰ ÁN CỦA CARE QUỐC TẾ TẠI VIỆT NAM MA THESIS Major: English Teaching Methodology Code: 60.14.10 HANOI, 2009 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES POSTGRADUATE DEPARTMENT VŨ MAI GIANG WORK ENVIRONMENT AS A MOTIVATING FACTOR FOR SELF-IMPROVEMENT OF ENGLISH: A CASE STUDY OF PROJECTS IN CARE INTERNATIONAL IN VIETNAM MƠI TRƯỜNG LÀM VIỆC VỚI VAI TRỊ LÀ YẾU TỐ THÚC ĐẨY VIỆC TỰ HOÀN THIỆN TIẾNG ANH: TRƯỜNG HỢP CÁC DỰ ÁN CỦA CARE QUỐC TẾ TẠI VIỆT NAM MA THESIS Major: English Teaching Methodology Code: 60.14.10 Supervisor: Dr Tô Thị Thu Hương HANOI, 2009 iii TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Scope and purposes of the study 1.3 Research Questions 1.4 Significance of the study 1.5 Methodology 1.6 Study design 1.7 Definition of terms CHAPTER 2: LITERATURE REVIEW 2.1 Motivation Theories 2.1.1 What is motivation? 2.1.2 Different approaches towards motivation in language learning 2.1.3 Different approaches towards motivation at work 2.1.4 Role of motivation 13 2.1.5 Types of motivation 15 2.1.6 Factors affecting motivation in L2 learning 18 2.2 Work environment in language learning 20 2.2.1 Language learning environment 20 2.2.2 What is meant by work environment? 22 2.2.3 Role of work environment to learning 23 2.2.4 Factors affecting learning at workplace 24 CHAPTER 3: METHODOLOGY 26 3.1 Context of the study 26 3.1.1 An overview of CARE International in Vietnam 26 3.1.2 Work Environment in CARE 27 3.2 Methodology 28 3.2.1 Case study 28 3.2.2 Validity and reliability 30 3.3 Data collection 31 iv 3.3.1 Questionnaire 31 3.3.2 Semi-structured interviews 32 CHAPTER 4: DATA ANALYSIS AND FINDINGS 34 4.1 Participants’ general information 34 4.2 Types of motivation for English self-improvement possessed by CARE 37 Vietnamese staff 4.3 Motivating role of work environment in CARE Vietnamese staff’s self- 40 improvement of English 4.4 Elements of work environment affecting CARE staff‘s motivation to self- 45 improve their English 4.4.1 Work requirements 46 4.4.2 Relationships in CARE 48 4.4.3 Opportunities 50 4.4.4 Other elements 52 4.5 Discussion 54 CHAPTER 5: CONCLUSION 55 5.1 Summary of major findings 55 5.2 Recommendations 56 5.3 Future directions 58 REFERENCES 59 APPENDIX (Survey questionnaire for CARE Vietnamese staff in English and Vietnamese) APPENDIX (Guidelines for in-depth interviews in Vietnamese) v List of graphs and tables for data analysis Graph 1: English language skills before and after working for CARE Graph 2: Role of CARE work environment in self-improvement of English Table 1: Participants’ profile Table 2: Types of motivation for English self-improvement possessed by CARE staff Table 3: Work requirements in CARE Table 4: Kind of work that CARE staff have to use English and their frequency Table 5: Relationships in CARE Table 6: Opportunities of working for CARE CHAPTER 1: INTRODUCTION 1.1 Rationale of the study Since Vietnam started its “Doi moi” process, much attention has been paid to learning how to use English for communication It has become the main foreign language in schools, the language at work environment and for diplomacy It is a fact that English teaching centres have mushroomed, learners rush out to evening English classes with a hope to gain better marks in the exams and get a good job Even busy adults spend their limited time on learning English to better perform tasks, to get promoted, to find a better job in an English speaking environment or to study abroad Motivation to learn English, hence, becomes more important than ever because it is the key factor affecting the success or failure in language learning process Also since Vietnam opened its door to the outside world, more and more nongovernmental organisations (NGOs) establish their representative offices in Vietnam and thousands of projects have been implemented for Vietnam’s sustainable development More and more Vietnamese come to work for an NGO and often enjoy the work environment there NGO environment is usually a multi-cultural, multi-lingual one where English is mainly used for communication One question is raised: Can Vietnamese staff improve their English in such an environment and if so, how to improve? Many studies have been conducted on English learning and teaching and many techniques have been suggested for brushing up one’s English Though there are some studies focusing on the motivation to study English and how to maintain and strengthen such motivation at school and colleges, there are few or no studies on learning English and motivation to learn English after leaving colleges It is quite common that some English major graduates often complain that their English skills get worse after graduation because they not have the environment to use it, their work does not require them to use English and they also not have time for further learning Some non-major graduates state that they want and they need to improve their English but they not have an appropriate environment to learn and to use the language In all these circumstances, the work environment plays a crucial role in determining whether employees have strong and long-lasting motivation to self-improve their English With the above mentioned reasons, the researcher would like to investigate English learning in an NGO environment and the role of work environment in motivating staff to improve their English It is hoped that the research would be of great help for those working in an NGO in particular and elsewhere in general 1.2 Scope and purposes of the study The study was conducted on the Vietnamese staff who are currently working for different projects in CARE International in Vietnam (hereafter abbreviated as CARE) The study mainly focused on the principal purposes below:  to explore different types of motivation possessed by CARE Vietnamese staff for selfimprovement of their English skills;  to identify their perceptions of the role of work environment in their English selfimprovement;  to investigate the main elements affecting their English self-improvement in an NGO setting 1.3 Research Questions In order to achieve the three principal purposes of the study, respectively there are three research questions as follows: 1) What are the types of motivation for self-improvement of English possessed by CARE Vietnamese staff? 2) How motivating CARE staff find the work environment for their self-improvement of English? 3) What elements in the work environment mainly motivate them to self-improve their English? 1.4 Significance of the study Much research has shown the importance of social contexts or learning environments on second language learning This study was carried out with the hope to provide language learners, especially those who work for an NGO with an overview of the role of work environment and its elements affecting their motivation to self-improve their English It is hoped that, the findings from this study will make managers better understand their staff and hence, create more favourable opportunities for their staff learning in general and for their English learning in particular This study will not only help those working in CARE to reflect on their selfimprovement of English but also help English learners to be aware of and make best use of their work environment in their path to English perfection In the broader term, the study also might be useful for the organisations to make the strategic plan for human resource development and give an insight to informal learning at workplace 1.5 Methodology In order to achieve the primary purposes of the study – to discover CARE Vietnamese staff’s motivation types for English self-improvement, to get their opinions about the role of the work environment and its elements affecting their motivation for selfimprovement of English, the case study was adopted in this study This case study uses both qualitative and quantitative approach with questionnaire and semi-structured interviews as the main data collection tools for the given purpose to get an insight into CARE’s staff motivation to self-improve English at workplace The instruments as well as the data collection process will be discussed in more details in Chapter 1.6 Study design The study consists of five chapters as follows: Chapter provides a general introduction including the rationale, the scope and purposes, research questions, significance, methodology and design of the study Definitions of terms are also presented in this chapter Chapter aims at systematizing the theoretical background for the thesis by discussing the two main points: motivation theories and approaches in language learning as well as at work environment and the impact of work environment in language learning Chapter focuses on the research methodology, explaining why case study was chosen for the conduct the research as well as how to achieve reliability and validity It also describes the tools and procedures to collect data Chapter presents the data analysis and findings In this chapter, a comprehensive analysis and interpretation of the collected data will be explored to find the answers to the research questions Chapter is the conclusion of the study, providing a summary of major findings, recommendations as well as directions for further research 1.7 Definition of terms Self-improvement: increasing the ability of using the four English macro-skills consciously and subconsciously (learning and acquisition) Motivation: some kind of internal drive that encourages somebody to pursue a course of action (Harmer 1983) Target language: the language which a person is learning other than his/her mother tongue Second language (L2): refers to a target language that learners aim to master The L2 in this study refers to English Language acquisition: refers to a subconscious process of picking up a language through exposure Learning environment: refers to the physical, mental and social conditions at the learner’s disposal Work environment: means the social and professional setting around a person in which s/he is supposed to interact with peers and supervisors CHAPTER 2: LITERATURE REVIEW The important role of motivation in second language learning is undeniable and motivation can be consider the key to successful L2 learning Thus, much research on motivation and its role in second language acquisition has been undertaken so far Motivation is influenced by social and situational contexts so it needs to be examined in the surrounding settings In this chapter, the researcher shall review some theories on motivation as well as the work environment as the theoretical backgrounds for the study 2.1 Motivation Theories 2.1.1 What is motivation? The concept of motivation is very much part of our personal and professional life In our everyday conversation, we talk about likes and dislikes, wishes and desires, attitudes towards, for example, English learning At work, we may complain about the salary, the incompetent management, the relationship with colleagues or supervisors, opportunities for promotion or study further All these things belong to motivation, a domain attracting much study and research because of its enabling power According to Brown (2002), “Motivation is one of the most important factors in the success in English Motivation means having a real purpose in learning English, or really wanting to learn English for a reason” Motivation, defined as the impetus to create and sustain intentions and goal-seeking acts (Ames & Ames, 1989), is important because it determines the extent of the learner's active involvement and attitude toward learning It is learners’ orientation toward the goal of learning a second language (Crookes and Schmidt 1991) The Longman Dictionary of Language Teaching and Applied Linguistics defines motivation as follows: 60 Context, pp201-221, London, Routledge 17 Frazer, L and Lawley, M (2000) Questionnaire design and administration, John Wiley and Sons Australia, Ltd 18 Gardner, R C (2001), Language Learning Motivation: The Student, the Teacher, and the Researcher, the Texas Foreign Language Education Conference, University of Texas 19 Huong, Ly Van (2004), An investigation of non-English majors’ motivation in an English language class at Bac Ninh junior teacher training college, Unpublished MA dissertation 20 Jack Richards, John Platt, Heidi Platt, 2nd edition, (1992), Longman dictionary of Language Teaching and Applied Linguistics, Longman Group UK Limited 21 Krashen, S.D (1987) Principles and Practice in Second Language Acquisition New York: Prentice-Hall 22 Kurmar, R (1996) Research methodology, London, Longman 23 Lightbown, P.M and Spada, N (1999): “Factors affecting second language learning” How languages are learned Oxford, OUP 24 Littlewood, W (1995) Foreign and Second Language Learning Cambridge:CUP 25 Littlewood, W.T (1998) “Motivation for learning English” Foreign and second language learning Cambridge, CUP 26 Long, Tran (2005) Motivating learners to learn English: a study on Hanoi Industrial College learners Unpublished MA dissertation 27 Maslow, A (1954) Motivation and personality New York, Harper 28 Nhung, Nguyen Mai (2003), Motivation and factors affecting motivation in learning English writing of the Freshmen at the Department of English and AngloAmerican Culture, VNU-CFL, Unpublished MA dissertation 29 Spolsky, B 1989 Conditions for Second language learning Oxford, OUP 30 Spolsky, B 1998 Conditions for Second language learning Introduction to a general theory Oxford: OUP 31 Vroom, V (1964) Work and motivation New York, Wiley 32 http://www.eric.edu.gov 33 http://iteslj.org/Articles/Norris-Motivation.html 34 http://www.asian-efl-journal.com/index.php I APPENDIX 1: Survey Questionnaire for CARE Vietnamese Staff This survey questionnaire aims at exploring the role of the working environment with its enabling factors to motivate CARE' s Vietnamese staff to self-improve their English The completion of this rapid survey may take about minutes of your valuable time Your completing the questionnaire is greatly appreciated All responses will be treated confidentially Please tick a box or write in the space provided I General information What is your gender? Female Male What is your age? ……years old What was your position when you joined CARE International in Vietnam (CARE)? (Please tick one box) Manager Officer Assistant Other (Please describe) What is your current position in CARE? (Please tick one box) Manager Officer Assistant Other (Please describe) How long have you been working for CARE International in Vietnam? months II How long have you been learning English? months Can you rank your English language skills when you joined CARE team? (Please tick the appropriate box) very poor poor good average very good Speaking Listening Writing Reading Can you rank your current English language skills on the same scale? (Please tick the appropriate box) very poor poor good average very good Speaking Listening Writing Reading II Role of Work Environment What you think about the importance of CARE work environment in supporting your self-improvement of English? (Please tick one appropriate box) not important not important quite very important at all important important III 10 Could you explain the reasons why you think so? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… III Elements of the work environment 11 Do you think it is important/necessary to improve your English when you work for CARE? Yes No If no, skip question 12,13, move to question 14 12 It is important to improve my English, because: (Tick one appropriate box for each row using the five-point rating scale) strongly disagree undecided agree strongly disagree it helps me to accomplish my tasks it improves my chances to get a higher position I need to communicate with foreign colleagues I receive support from my colleagues/supervisor I want to apply for a scholarship (outside CARE) CARE is a large and prestigious NGO that encourages learning and capacity building agree IV We have a lot of training/workshops/meetings in English? 13 Can you think of other reasons that motivate you to study English in CARE? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 14 Can you specify the reasons why you think it is not necessary to improve your English? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 15 Do your work require you to use English? Yes No If no, move to question 16 If yes, please answer the following questions by putting a tick in the appropriate box English? How often you have meetings/training/workshops in English? How often you have to read materials in English? How often you have to listen and speak English in the office? How often you access to English materials Never How often you write reports in Rarely Sometimes Often Always V 16 For each of the following statements, please tick the box that best describes your opinion strongly disagree undecided agree strongly disagree Higher positions in CARE need to have better English Good English will help me get promoted more easily My colleagues are willing to give me an explanation or translation for the English words I not know or find it difficult to translate into Vietnamese I ask my colleagues for help when I find some English term difficult I learn English with my colleagues I have a clear plan and schedule to learn English The organizational setting in CARE is friendly and convenient for me to work and to learn English My supervisor gives me encouragement to improve my English agree VI strongly disagree undecided agree strongly disagree agree My supervisor corrects my mistakes against the English language Training/workshops/meetings help me to improve my English CARE’s vision and mission need to have staff with good English I want to apply for a scholarship (outside CARE) In CARE, we share a lot of project materials in English 17 I really appreciate your help with this questionnaire so far Finally I would like to receive any feedback or thoughts that might be relevant and help me in my study ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… After completing this questionnaire, could you please email to: vumaigiang@gmail.com For more inquiries relating to this questionnaire, you can send me an email or call me at 0983083313 Thank you very much for your help! VII PHỤ LỤC 1: Bảng câu hỏi dành cho nhân viên CARE Bảng câu hỏi tiến hành nhằm mục đích tìm vai trị môi trường làm việc yếu tố mơi trường làm việc thúc đẩy động lực tự hồn thiện tiếng Anh nhân viên Việt Nam làm việc tổ chức CARE quốc tế Việt Nam Tôi xin đảm bảo tất câu trả lời anh/chị phục vụ cho mục đích nghiên cứu Việc hồn thành bảng câu hỏi chiếm phút quý báu anh/chị Rất mong nhận giúp đỡ anh/chị Anh/chị đánh dấu vào ô trống trả lời câu hỏi I Thông tin chung Giới tính Nam Nữ Năm anh/chị tuổi ……tuổi Khi anh/chị bắt đầu làm cho CARE quốc tế Việt Nam (CARE) vị trí anh/chị gì? (Hãy đánh dấu vào ô trống) Quản lý Cán Trợ lý Khác (ghi rõ) Vị trí anh/chị CARE gì? (Hãy đánh dấu vào trống) Quản lý Cán Trợ lý Khác (ghi rõ) VIII Anh/chị làm việc cho CARE rồi? tháng Anh/chị học tiếng Anh rồi? tháng Anh/chị tự đánh giá khả sử dụng tiếng Anh anh/chị bắt đầu làm việc cho CARE? (Hãy đánh dấu vào ô trống) Rất Kém Trung bình Tốt Rất tốt Speaking Listening Writing Reading Anh/chị tự đánh giá khả sử dụng tiếng Anh mình? (Hãy đánh dấu vào ô trống) Rất Kém Trung bình Tốt Rất tốt Speaking Listening Writing Reading II Vai trị mơi trường làm việc Anh/chị nghĩ môi trường làm việc CARE quan trọng việc tăng cường việc tự học tiếng Anh mình? (Hãy đánh dấu vào ô trống) IX Không quan Không trọng chút Quá quan trọng Rất quan trọng Quan trọng quan trọng 10 Lý anh/chị suy nghĩ gì? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… III Các yếu tố môi trường làm việc 11 Anh/chị có nghĩ cần thiết phải nâng cao tiếng Anh làm việc cho CARE? Có Khơng Nếu không, bỏ câu hỏi 12,13, chuyển sang câu hỏi 14 12 Nâng cao tiếng Anh quan trọng (Hãy đánh dấu vào trống hàng) Rất Không Chưa Đồng ý Rất không đồng ý định đồng ý Nó giúp tơi hồn thành cơng việc Nó nâng cao hội thăng tiến cho Tôi cần giao tiếp với đồng nghiệp nước ngồi Tơi nhận hỗ trợ từ đồng nghiệp/quản lý Tôi muốn nộp học bổng bên CARE đồng ý X CARE tổ chức phi phủ lớn có uy tín coi trọng việc xây dựng lực khuyến khích học tập Chúng tơi tổ chức nhiều khóa tập huấn/hội thảo/cuộc họp tiếng Anh 13 Anh/chị đưa lý khác thúc đẩy việc học tiếng Anh làm việc cho CARE khơng? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 14 Anh/chị đưa lý anh/chị nghĩ không cần thiết phải nâng cao tiếng Anh? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 15 Công việc anh/chị có yêu cầu sử dụng tiếng Anh khơng? Có Khơng Nếu khơng, chuyển sang câu 16 Nếu có, trả lời câu hỏi sau cách đánh dấu vào ô trống phù hợp Khơng Ít Thỉnh Thường Ln thoảng xun ln Anh/chị có thường xun viết báo cáo tiếng Anh? Anh/chị có thường xuyên dự hội thảo/tập huấn/họp tiếng XI Anh? Anh/chị có thường xuyên đọc tài liệu tiếng Anh? Anh/chị có thườn xuyên phải nghe nói tiếng Anh văn phịng khơng? Anh/chị có thường xuyên tiếp cận tài liệu tiếng Anh không? 16 Hãy đánh dấu vào ô trống hàng mô tả ý kiến anh/chị cho câu sau Rất Không Chưa Đồng ý Rất không đồng ý định đồng ý Các vị trí cao CARE địi hỏi phải có tiếng Anh tốt Tiếng Anh tốt giúp thăng tiến dễ dàng Các đồng nghiệp sẵn sàng giải thích hay dịch từ tiếng Anh mà tơi khơng biết hay khó dịch sang tiếng Việt Tôi đề nghị đồng nghiệp giúp đỡ gặp thuật ngữ tiếng Anh khó Tơi học tiếng Anh với đồng nghiệp Tơi có kế hoạch thời gian rõ ràng cho việc tự học tiếng Anh Cách xếp bố trí khơng gian đồng ý XII Rất Không Chưa Đồng ý Rất không đồng ý định đồng ý đồng ý CARE thân thiện thuận tiện cho công việc học tập Quản lý tơi khuyến khích tơi học tiếng Anh Quản lý chữa lỗi tiếng Anh cho Tập huấn/hội thảo/họp giúp tơi nâng cao tiếng Anh Tầm nhìn sứ mệnh CARE cần có đội ngũ có tiếng Anh tốt Làm việc cho CARE giúp tơi có hội xin học bổng bên ngồi Ở CARE, chúng tơi chia sẻ nhiều tài liệu dự án tiếng Anh 17 Cuối cùng, mong muốn nhận suy nghĩ hay phản hồi liên quan giúp đỡ cho nghiên cứu ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… Sau hoàn thành bảng câu hỏi, anh/chị vui lòng gửi tới địa email sau: vumaigiang@gmail.com Nếu anh/chị có câu hỏi liên quan tới bảng hỏi này, anh/chị gửi email gọi diện cho theo số 0983083313 Rất cảm ơn giúp đỡ anh/chị! XIII APPENDIX 2: Guidelines for in-depth interviews Câu hỏi vấn sâu Câu hỏi chung: Anh/chị bắt đầu vào làm CARE từ bao giờ? Anh/chị thấy môi trường làm việc CARE nào? Vai trị mơi trường làm việc động lực học tiếng Anh Anh/chị có thấy cần thiết phải nâng cao tiếng Anh làm việc cho CARE khơng? Tại sao? Mục đích học tiếng Anh anh/chị gì? Các yếu tố tác động Trong thời gian làm việc cho CARE, anh/chị có thấy tiếng Anh tốt khơng? Vì sao? Theo anh/chị mơi trường làm việc CARE có tác động đến hứng thú học tiếng Anh anh/chị không? Những yếu tố tác động đến hứng thú đó? Tác động nào? Mối quan hệ nhu cầu giao tiếp Trong ngày anh/chị nói chuyện với đồng nghiệp CARE? Nói tiếng Anh hay tiếng Việt? Bao nhiêu người quản lý người đồng nghiệp? Về vấn đề gì? (chun mơn, quản lý, giao tiếp thơng thường…) Khi anh/chị nói tiếng Anh chưa phản ứng đồng nghiệp/quản lý nào? Có đồng nghiệp hay quản lý đưa nhận xét/phản hồi khả tiếng Anh anh/chị khơng? Anh/chị cảm thấy nào? Có anh/chị nói tiếng Anh với đồng nghiệp nước ngồi mà họ lại hiểu nhầm khơng? Anh/chị kể lại khơng? Anh/chị làm để giải quyết? (nói tránh sang chuyện khác, nói lại rõ ràng, tìm cách diến đạt khác…?) 10 Nếu anh/chị có thuật ngữ tiếng Anh không hiểu, hỏi đồng nghiệp họ phản ứng nào? Anh/chị cảm thấy nào? XIV 11 Sếp anh/chị nói anh/chị xin nghỉ buổi tuần để học tiếng Anh? Yêu cầu công việc 12 Cơng việc anh/chị địi hỏi phải dùng tiếng Anh nào? Để làm nhiệm vụ gì? (đọc, viết, dịch tài liệu, thư tín, trao đổi trực tiếp với người nước ngoài…) 13 Khả tiếng Anh có thỏa mãn u cầu cơng việc liên quan? Tại sao? 14 Có phần cơng việc anh/chị khơng cảm thấy hài lịng hạn chế trình độ tiếng Anh? 15 Anh/chị có thường xun tham gia họp, hội thảo tiếp Anh? Anh/chị có hiểu thấu nội dung trình bày thảo luận? Nếu không, khoảng bao nhiều %? Và anh/chị cảm thấy nào? 16 Có họp, anh/chị khơng phát biểu khơng diễn tả kiến tiếng Anh? Lúc đó, anh/chị cảm thấy nào? 17 Trong văn phịng CARE, anh/chị gặp phải vấn đề tiếng Anh, anh/chị tìm giúp đỡ ai? Tại sao? Cơ hội 18 Anh/chị có cho có trình độ tiếng Anh tốt anh/chị có hội tốt (như vị trí cao hơn)? 19 Cơ hội nghề nghiệp anh/chị nào? Anh/chị có dự kiến cơng việc năm tới đây? Anh/chị có kế hoạch cải thiện, trau dồi tiếng Anh cho kế hoạch tương lai? 20 Anh/chị thấy mối quan hệ kinh nghiệm làm việc cho CARE hội xin học bổng phát triển nước dạy tiếng Anh nào? 21 Theo anh/chị tiếng Anh tốt mang lại cho anh/chị hội gì? Chính sách 22 Chính sách CARE có hỗ trợ việc hồn thiện tiếng Anh của anh/chị không? Hỗ trợ nào? ... STUDY OF PROJECTS IN CARE INTERNATIONAL IN VIETNAM MÔI TRƯỜNG LÀM VIỆC VỚI VAI TRỊ LÀ YẾU TỐ THÚC ĐẨY VIỆC TỰ HỒN THIỆN TIẾNG ANH: TRƯỜNG HỢP CÁC DỰ ÁN CỦA CARE QUỐC TẾ TẠI VIỆT NAM MA THESIS Major:... returned to Vietnam in 1989 under the lead membership of CARE Australia In 1991, the Government of Vietnam and CARE International signed a formal Country Agreement CARE in Vietnam works in co-operation... possessed by CARE 37 Vietnamese staff 4.3 Motivating role of work environment in CARE Vietnamese staff’s self- 40 improvement of English 4.4 Elements of work environment affecting CARE staff‘s