THE CUSTOMER SATISFACTION OF ELECTRONIC BANKING SERVICES OF VIETNAM PROSPERITY JOINT STOCK COMMERCIAL BANK (VPBANK) No one can dispute the assertive position of English for Specific Purposes as a communicative mean in occupation or profession. English for Banking and Finance, as a brand of English for Specific Purposes, also affirms its importance in the development of banking and finance sector through training of skillful and qualified human resources. During ten years, Foreign Language Faculty in Banking Academy has educated many students, who have wide knowledge, business skills, management ability, and English proficiency. However, in the studying process, there are factors affecting students’ EBF learning. This may lead to the decline in graduates’ quality and Banking Academy’s reputation. The purposes of this study aimed to evaluating the factors affecting lastyear students of Foreign Language Faculty in learning English for Banking and Finance at Banking Academy. The research instruments employed was a questionnaire. The findings revealed that inappropriate books and learning materials, and students’ lack of general English knowledge and motivation affect students’ English for Banking and Finance studying a lot. The teaching method of the lecturers has not had fully positive effect on enhancing students’ ability to use English for Banking and Finance.
BANKING ACADEMY FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS EVALUATION OF FACTORS AFFECTING FOREIGN LANGUAGE FACULTY SENIORS’ ENGLISH FOR BANKING AND FINANCE LEARNING AT BANKING ACADEMY Ha Noi, May 2019 ACKNOWLEDGEMENT Throughout this entire study, I have been indebted to a few groups of people To the high quality of the supervision provided by Ms Can Thuy Lien, for her continual support, encouragement and patience in me Her valuable expertise, comments, suggestions and general assistance have developed my skill as a researcher She helped in the preparation of the questionnaire and her contribution is greatly appreciated I wish to thank her for the comments on the submitted version of this thesis This final version has benefitted a great deal because of her comment I must thank all the students who provided the data for this research I wish to thank the monitors from the three last-year training classes of Foreign Language Faculty, Phuong Ly, Duc Huong and Cong Minh, for their help in providing the student lists and students’ Facebook contact Further thanks must go to my friends, Hoang Anh, Cong Minh, Duc Huong, Tien Dat, Van Thu and Mai Huong, who also had chance to perform the graduation thesis Without their support, understanding and encouragement, I would not have been able to complete this thesis I must also express my heartfelt gratitude to my best friend, Dang Chien, for his mental support, and also to Ms Nguyen Thu for her help in integrating and printing this document Last but not least, I wish to dedicate this thesis to my parents, my mother, Le Thuy and my father, Do Hung for their companion and sympathetic in me while I was undertaking this study I owe my entire life to them DECLARATION Name: Do Minh Phuong Student ID number: 18A7510139 Faculty: Faculty of Foreign Languages “I declare that this thesis is uniquely the result of my own work Any information, data and figures that appear in this study belong to my own research, analysis and presentation I certify that this paper does not include any material, which was published previously All the contributions and support from my colleagues and instructor are clearly referenced in the paper.” Sign Do Minh Phuong TABLE OF CONTENTS ACKNOWLEDGEMENT DEDICATION TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES LIST OF ABBREVIATIONS ABSTRACT ii iii vi vii viii ix CHAPTER I: INTRODUCTION 1.1 Introduction 1.2 Background of the Study 1.3 Objectives of the Study 1.4 Significance of the Study 1.5 Scope and Delimitation 1.6 Definition of Terms 1 4 CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 Theory Base 2.2 Related Studies 2.3 Theoretical and Conceptual Framework 2.4 Research Paradigm 7 10 11 CHAPTER III: DATA COLLECTION & METHODOLOGY 3.1 Locale of the Study 3.2 Research Design 3.3 Population, Sample and Sampling Technique 3.4 Respondents of the Study 3.5 Research Instrument 3.6 Data Gathering Procedures 3.7 Statistical Analysis 3.7.1 Data Entry 3.7.2 Data Coding 3.7.3 Statistical Treatment 3.7.3.1 Cronbach’s Alpha Coefficient 3.7.3.2 ANOVA 3.7.3.3 Weighted Mean 3.7.3.4 Frequencies 12 12 12 12 13 14 15 16 16 16 17 17 18 18 18 CHAPTER IV: RESULTS AND DISCUSSION 4.1 Evaluation of Factors Affecting Students’ EBF Learning 4.1.1 Lecturers 4.1.2 Teaching Method 4.1.3 Books and Learning Materials 4.1.4 Learners’ English Background and Motivation 4.2 Differences between Students’ Two Genders in Evaluating Factors 19 19 19 22 24 28 Affecting EBF Learning 4.2.1 Differences between Male and Female Students in Evaluating Lecturers Factor 4.2.2 Differences between Male and Female Students in Evaluating Teaching Method Factor 4.2.3 Differences between Male and Female Students in Evaluating Books and Learning Materials Factor 4.2.4 Differences between Male and Female Students in Evaluating Learners’ English Background and Motivation Factor 4.3 Discussion 4.3.1 Evaluation of Factors Affecting Students’ EBF Learning 4.3.1.1 Lecturers 4.3.1.2 Teaching Method 31 31 32 33 35 36 36 36 37 39 41 4.3.1.3 Books and Learning Materials 4.3.1.4 Learners’ English Background and Motivation 4.3.2 Differences between Two Groups of Students in Evaluating Factors Affecting EBF Learning CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION 5.1 Summary of Findings 5.2 Conclusion 5.2.1 Lecturers 5.2.2 Teaching Method 5.2.3 Books and Learning Materials 5.2.4 Learners’ English Background and Motivation 5.2.5 Difference between Male and Female Students in Evaluating the Factors 5.3 Recommendation 5.3.1 To the Banking Academy 5.3.2 To the Faculty 5.3.3 To the Lecturers 5.3.4 To the Students REFERENCES APPENDICES Appendix 1: Questionnaire Appendix 2: Main Sources Of EBF Learning Materials Appendix 3: Pictures of Banking Academy 42 43 43 44 44 45 45 45 46 46 46 46 47 48 49 53 53 55 56 LIST OF TABLES Table 3.1: Classification of Items in the Questionnaire Table 3.2: Data Coding Frame Table 3.3: The 5-point Scale’s Extent Table 4.1: Scale’s Reliability Examination Result of Lecturers Factor Table 4.2: Students’ Evaluation to Lecturers Factor Table 4.3: Frequencies Results about Evaluation Level of Students to Lecturers Factor Table 4.4: Scale’s Reliability Examination Result of Teaching Method Factor Table 4.5: Students’ Evaluation to Teaching Method Factor Table 4.6: Frequencies Results about Evaluation Level of Students to Teaching Method Factor Table 4.7: Scale’s Reliability Examination Result of Books and Learning 14 16 18 19 20 21 22 23 Materials Factor 23 Table 4.8: Students’ Evaluation to Books and Learning Materials Factor Table 4.9: Frequencies Results about Evaluation Level of Students to Books and 24 Learning Materials Factor 26 Table 4.10: Scale’s Reliability Examination Result of Learners’ English Background and Motivation Factor Table 4.11: Students’ Evaluation to English Background and Motivation Factor Table 4.12: Frequencies Results about Evaluation Level of Students to English Background and Motivation Factor Table 4.13: ANOVA Verification for Difference between Male and Female Students in Evaluating the Lecturers Factor Table 4.14: ANOVA Verification for Difference between Male and Female Students in Evaluating the Teaching Method Factor Table 4.15: ANOVA Verification for Difference between Male and Female Students in Evaluating the Books and Learning Materials Factor Table 4.16: ANOVA Verification for Difference between Male and Female Students in Evaluating the Learners’ English Background and Motivation Factor 26 28 29 29 31 32 34 35 LIST OF FIGURES Figure 1: Conceptual Framework for Factors Affecting Students’ EBF Learning Figure 2: Research Paradigm Figure 3: Data Gathering Procedure 10 11 15 LIST OF ABBREVIATIONS BAV: The Banking Academy of Vietnam FLF: Faculty of Foreign Languages ESP: English for Specific Purposes EBF: English for Banking and Finance EBFC: English for Banking and Finance Course IBFCs: Intensive Banking and Finance Courses NHSGE: Vietnam National High School Graduation Examination ABSTRACT Title: Evaluation of Factors Affecting Foreign Language Faculty Seniors’ English for Banking and Finance Learning at Banking Academy Author: Do Minh Phuong, last-year student of Foreign Language Faculty, Banking Academy Key Words: English for Banking and Finance, learning, students, Foreign Language Faculty, Banking Academy Advisor: Ms Can Thuy Lien, the Dean of Foreign Language Faculty, Banking Academy Abstract: No one can dispute the assertive position of English for Specific Purposes as a communicative mean in occupation or profession English for Banking and Finance, as a brand of English for Specific Purposes, also affirms its importance in the development of banking and finance sector through training of skillful and qualified human resources During ten years, Foreign Language Faculty in Banking Academy has educated many students, who have wide knowledge, business skills, management ability, and English proficiency However, in the studying process, there are factors affecting students’ EBF learning This may lead to the decline in graduates’ quality and Banking Academy’s reputation The purposes of this study aimed to evaluating the factors affecting last-year students of Foreign Language Faculty in learning English for Banking and Finance at Banking Academy The research instruments employed was a questionnaire The findings revealed that inappropriate books and learning materials, and students’ lack of general English knowledge and motivation affect students’ English for Banking and Finance studying a lot The teaching method of the lecturers has not had fully positive effect on enhancing students’ ability to use English for Banking and Finance CHAPTER I: INTRODUCTION 1.1 Introduction English is a common language in the world, which is widely used in everyday life for communication, entertainment, education, business, etc Because so many people can speak this language, it helps connect people globally Information flows from nations to nations are easy to be made, accessed and understood This is even easier when online network, which is occupying the world in all aspects, has English its top language (Statista, 2019) All searching tools, instructions, programs, websites, etc are created and operated in English English urges connections among men to spread powerfully Therefore, everybody needs to be proficient in English Realizing the importance of the language, Vietnam government chooses English as a compulsory subject taught at junior and senior high school By learning English, students build their strong and healthy brain that improves their way of thinking (Juliette, 2013) With English, students become more intelligent and have development that is more comprehensive They have better intellectual, academic, communication skill and social ability Hence, they have readiness to enter a social context with various languages and cultures This is one of the conditions supporting students’ career opportunities pursuance Especially, English for Specific Purposes (ESP) are major courses in majority of universities in Vietnam Students have to use the language appropriately and correctly in their future job related tasks to have greater career performance For this reason, they seek to improve their English language skills for highly specific academic or professional reasons When the global economy consolidates more strongly than ever, English for Banking and Finance (EBF) has become more crucial for information to impart effortlessly Big company and corporations have established themselves all around the world in many countries Stock, commodity and currency markets closely attach to each other Even the tiniest changes in a stock price can lead to immediate effect on other prices worldwide Therefore, it is essential to have a common language that efficiently supports communication in banking and finance sector among all banking and finance courses in attracting and accepting more students is very high The demand from employers to new graduates in this field is also more complicated In this situation, concerning more about the students’ need and focusing on raising their quality is the general orientation of any education institutions training this area Therefore, this study aims at evaluating the factors affecting students’ EBF learning in order to find ways to improve students’ quality, and put forward recommendations to the Academy, lecturers and students 5.1 Summary of Findings The conceptual framework was designed based on the literature review, which has four factors affecting the student’s EBF learning They are: Lecturers Teaching Methods Books and Learning Materials Learners’ English Background and Motivation This study used the quantitative research method, performed by many analysis steps including reliability test, descriptive and frequencies statistic, and ANOVA test Chapter VI has presented and dealt with the first two objectives of the study The elements in the four factors have close interconnection and significant statistical meaning Therefore, they can be examined in the following step The factors mentioned were analyzed by descriptive and frequencies statistic The results show the level of their effect on students’ EBF learning, both positively and negatively Lecturer is the least affecting students’ EBF learning factor All the elements in the factor including lecturers’ EBF knowledge background, their EBF teaching experience and their attitude to the students in EBF teaching time, which were analyzed, are highly evaluated In terms of Teaching Method, students have mostly neutral attitude to the elements in this factor The way lecturers transmit knowledge to the students, the 40 active studying environment created by them, and EBF tests and projects provided, all were evaluated quite deliberately However, the problems with EBF books and learning materials are so clear Books and Learning Materials factor have a quite low evaluation level that it might prevent students from studying EBF effectively About English Background and Motivation, it can be seen that this factor concerns students most It has the lowest evaluation level of the four factors affecting students’ EBF learning Moreover, the ANOVA test result shows that there is no significant statistical meaning difference between male and female students in evaluating the four factors affecting their EBF learning From the above research results, the conclusion and some recommendations for improvement of students’ EBF learning are put forward in the following sections 5.2 Conclusion 5.2.1 Lecturers The lecturers of Foreign Language Faculty have many elements of ideal teachers, who have full ability and responsibility to give students the best knowledge as they can The lecturers in FLF have actually gone through challenging and crucial learning process so that they can build their strong and steady EBF knowledge background They have professional EBF teaching experience They understand the difficulties of studying EBF They understand the need of students and try to satisfy them The lecturers have positive attitude toward the students They show their energy and enthusiasm in teaching and helping the students with EBF learning 5.2.2 Teaching Method The teaching method needs to be improved to support students as much as possible in their EBF learning Although the way lecturers transmit their knowledge to the students is easy to understand, or they have professional communication skills, others elements in teaching method seem to not very favorable Lecturers 41 always try to create good EBF practicing environment in class, which keeps the balance between theory and practice However, this practicing environment has not been accomplished enough There are presentation times, pair works and group works, discussion, etc Many activities are organized in class to stimulate interaction among students, so that they can advance their ability to brainstorm and obtain their knowledge more effectively However, the effort in setting up a good practicing environment of lecturers seems to not excite the students Moreover, lecturers have not provided many proficient tests and projects for EBF learning 5.2.3 Books and Learning Materials In terms of books and learning materials, there are many problems need to be solved The learning books and materials introduced by the lecturers are not so popular, which are hard to find and buy outside school The library in the Academy also lacks of useful reference books and materials In addition, the main source of learning materials to students is not from the lecturers’ supply or introduction The students make best benefit from Internet to study EBF with huge range of knowledge Moreover, the content of the books and learning materials is not appropriate for students’ career orientation 5.2.4 Learners’ English Background and Motivation Students’ English background and motivation is the biggest problem in their EBF learning Even when at high school or in BAV, students have not improved their four basic English skills so that they cannot study EBF effectively and feel confident with it EBF is so difficult with complicated knowledge that student cannot acquire unless they have a good general English background Besides, vague studying goals with unclear orientation for the future career make students feel bored and tired of studying EBF 5.2.5 Difference between Male and Female Students in Evaluating the Factors As a specific characteristic of Foreign Language Faculty, the number of male students is always much smaller than the females The study shows no difference between two genders of students in evaluating factors affecting their EBF learning 42 Therefore, the Academy and Foreign Language Faculty not need to adjust the training program to keep the balance in training quality between males and females 5.3 Recommendation 5.3.1 To the Banking Academy Because the library not supply enough learning materials needed for EBF studying, the Academy should implement more books, reference books and learning materials in term of EBF The Academy should organize many book donation and book exchange programs among the students, so that they can find variable sources of EBF learning materials from each other 5.3.2 To the Faculty All the subjects taught in the Faculty should be distributed properly The number of EBFC should be increased so that the students have more opportunities to learn EBF effectively, and to form a steady EBF background for IBFCs EBF learning materials should be compiled with wider range of knowledge so that students can build their strong foundation for the IBFCs Intensive career guidance and educational planning workshops from Faculty of Foreign Languages should be organized to the first year students when they first study at BAV Through the workshops, the students can have clearer targets and plans in the studying process, which helps develop their future career Therefore, students can set their clearer goals and put more concentration in their EBF studying 5.3.3 To the Lecturers The lecturers should organize seminars where they can share and learn the teaching methods from each other Therefore, lecturers can advance their teaching experience more to meet the need of students’ EBF studying The lecturers should stimulate the students to practice more with speaking, presenting and brainstorming skills With courses that students are required to study many theories, lecturers should motivate students to self-learn more at home, so that the learning time in class can be effectively spent on practice, presentation, debate and discussion 43 The lecturers should require some individual projects instead of just one group-work project, which takes a lot of time of students but less effective Besides, the number of class hours is very little, mid-term tests should be shortened so that after the tests, students still have time to keep studying new lesson The lecturers should introduce more popular source of EBF learning materials, which is easy to find and assess The lecturers should also directly share their books and materials to the students so that it will be more convenient for students’ EBF learning Moreover, the lecturers should compile the content of learning materials to be more appropriate with the demand of real work experience in banking and finance sector 5.3.3 To the Students Students should study with more active attitude Students should join the lessons positively In presentation, discussion or group working time, students should raise their voice, and try to speak more other than just listen to the others The students should have sense of initiative in searching for sources of EBF learning materials The Internet provides free and variable sources of knowledge, so that the students should not depend too much on the materials provided by the lecturers At home or outside school, students should enter extra classes or join in communities where English is used regularly By interacting with people in English more frequently, students can improve their English skills and the confidence as well Students should consider their future career, about which field they want to engage in, what kind of jobs they want to do, at which position they want to follow, etc Therefore, students can set their targets for their studying process, which have a big impact on their future career development Students should feel free to ask for help or search for consultation from the lecturers if there is any difficulty in EBF learning that they cannot deal with alone 44 REFERENCES Ahmed, M K (2014), The ESP Teacher: Issues, Tasks and Challenges, English for Specific Purposes World, ISSN 1682-3257, www.esp-world.info, Issue 42, Vol 15 Akrani, G (2011), What is a Bank? 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I am Phuong Do Minh, from K18ATCA, Foreign Language Faculty of Banking Academy This questionnaire is created to evaluating the factors affecting English for Banking and Finance learning among the last-year students of the Faculty Please complete this questionnaire with regard to your information (‘EBF’ is the abbreviation of ‘English for Banking and Finance’) Part A General Information Please mark the appropriate box and answer the question I What is your name? (Optional) …………………… II Sex: Male Female Part B Evaluation of Factors Affecting EBFC Learning Please point your attitude towards the following opinions by ticking the suitable numbers 1- strongly disagree Appropriate numbers 2- disagree 3- undecided 4- agree IV Lecturers 5- strongly agree 5 Lecturers have comprehensive EBF knowledge Lecturers have professional EBF teaching experience Lecturers are willing to share their EBF knowledge to the students V Teaching Method The way lecturers transmit knowledge to students is easy to understand Lectures create good EBF practicing environment in class (presentation, group work with high interaction) Lecturers provide proficient tests and projects for EBF learning 49 VI Books and Learning Materials Books and materials for EBF learning introduced by the lecturers are easy to find Books and materials for EBF learning are available in the library of the Academy Books and materials provided by the lecturers are your main EBF learning materials 10 The content of these books and materials is appropriate for your career orientation VII Learners’ English Background and Motivation 11 You have good general English background in your high school 12 You understand the significance of EBF learning to your future career 13 You are confident with your EBF 5 Thank you for your support! APPENDIX MAIN SOURCES OF EBF LEARNING MATERIALS Respondents: Last-year Students of FLF in BAV Data gathered and analyzed from March 27st 2019 to March 30th 2019 from the lecturers Frequency Percent Valid Percent Cumulative Percent Valid Missing no 83 58.0 60.1 60.1 yes 55 38.5 39.9 100.0 Total 138 96.5 100.0 3.5 143 100.0 System Total from the library Frequency Percent Valid Percent Cumulative Percent Valid no 123 86.0 89.1 89.1 yes 15 10.5 10.9 100.0 Total 138 96.5 100.0 50 Missing System Total 3.5 143 100.0 from the internet Frequency Percent Valid Percent Cumulative Percent Valid Missing Total no 21 14.7 15.3 15.3 yes 116 81.1 84.7 100.0 Total 137 95.8 100.0 4.2 143 100.0 System APPENDIX PICTURES OF BANKING ACADEMY 51 CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc NHẬN XÉT VÀ XÁC NHẬN CỦA ĐƠN VỊ THỰC TẬP Sinh viên Đỗ Minh Phương hồn thành q trình thực tập Trung tâm Anh ngữ Talk Class, từ ngày đến ngày Trong thời gian thực tập, sinh viên Đỗ Minh Phương thể lực hồn thành cơng việc giao: Xuất sắc 52 Tốt Khá Đáp ứng yêu cầu Không đáp ứng yêu cầu Xác nhận đơn vị thực tập (Ký & ghi rõ họ tên) SOCIALIST REPUBLIC OF VIETNAM Independence – Liberty – Happiness INSTRUCTOR COMMENTS ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 53 ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… In structor (Sign & write full name) 54 ... English Therefore, when graduating, the level of students of the Faculty of Foreign Languages is equivalent to the bachelor of English and professional banking and finance knowledge, too In terms of. .. organized and operated under the direct leadership and management of the Bank The State of Vietnam and subject to the state management of education of the Ministry of Education and Training (‘Học... includes the availability of material sources introduced by the lecturers, the availability of material sources supplied by the library, the content of these materials and the main source of materials