Evaluation of washback effects of ESP end term test for second year students at UEB VNUH on teachers at faculty of english ULIS VNUH

1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHẠM THU HÀ EVALUATION OF WASHBACK EFFECTS OF ESP END - TERM TEST FOR SECOND-YEAR STUDENTS AT UEB - VNUH ON TEACHERS AT FACULTY OF ENGLISH –ULIS –VNUH Đánh giá tác động Kiểm tra Tiếng Anh Thương Mại cuối kỳ dành cho Sinh viên năm thứ Trường Đại học Kinh Tế- ĐHQGHN đến việc giảng dạy giáo viên Bộ môn Tiếng Anh Kinh Tế- Khoa Tiếng Anh ĐH Ngoại Ngữ - ĐHQGHN M.A MINOR PROGRAMME THESIS Major: Methodology Major code: 60.14.10 Hanoi - 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHẠM THU HÀ EVALUATION OF WASHBACK EFFECTS OF ESP END - TERM TEST FOR SECOND-YEAR STUDENTS AT UEB - VNUH ON TEACHERS AT FACULTY OF ENGLISH –ULIS –VNUH Đánh giá tác động Kiểm tra Tiếng Anh Thương Mại cuối kỳ dành cho Sinh viên năm thứ Trường Đại học Kinh Tế- ĐHQGHN đến việc giảng dạy giáo viên Bộ môn Tiếng Anh Kinh Tế- Khoa Tiếng Anh ĐH Ngoại Ngữ - ĐHQGHN M.A MINOR PROGRAMME THESIS Major: Methodology Major code: 60.14.10 Supervior: Dr Dương Thị Nụ Hanoi - 2010 TABLE OF CONTENTS INTRODUCTION………………………………………………………………… 01 Statement of the problem and rationale for the study………………………… 01 Aims of the study ……………………………………………………………… 03 Scope of the study ……………………………………………………………… 04 Research questions ……………………………………………………………… 04 Research methodology ………………………………………………………… 04 Design of the study ……………………………………………………………… DEVELOPMENT ………………………………………………………………… CHAPTER I – LITERATURE REVIEW ……………………………………… I.1 Language test and its purposes ……………………………………………… 06 I.1.1 Definition of a language test ……………………………………………… 06 I.1.2 Purposes of a language test ……………………………………………… 06 I.2 Achievement Tests and English for Specific Purposes ……………………… 08 I.2.1 Definition and types of achievement tests ……………………………… 08 I.2.2 English for Specific Purposes and English for General Business Purposes …………………………………………………………………………… 09 1.2.3 Characteristics of an ESP achievement test …………………………… 11 I.3 Washback effects of tests …………………………………………………… 12 I.3.1 Definition of washback …………………………………………………… 12 I.3.2 Types of washback ………………………………………………………… I.3.3 Teachers and washback ………………………………………………… CHAPTER II - THE STUDY …………………………………………………… 16 II.1 Background to the study: The context of English teaching, learning and testing of second year students at UEB – VNUH ……………………………… II.1.1 The context of English teaching and learning at UEB – VNUH ……… II.1.2 Description of the language testing situation and the currently used ESP final achievement test at UEB – VNUH …………………………………… II.1.2.1 Description of the language testing situation at UEB- VNUH …… II.1.2.2 The currently used ESP final achievement test at UEB- VNUH … 19 II.2 Methodology of the study …………………………………………………… II.2.1 Research approach ……………………………………………………… II.2.2 Subjects ………………………………………………………………… II.2.3 Methods and procedures of data collection …………………………… II.2.3.1 Methods of data collection ………………………………………… II.2.3.2 Procedures of data collection ……………………………………… II.2.4 Methods of data analysis ……………………………………………… CHAPTER III – FINDINGS, DICUSSION AND RECOMMENDATIONS III.1 Findings from collected data ……………………………………………… III.1.1 Teachers’ responses to questionnaires and interviews ……………… III.1.2 Data analysis of classroom observation ……………………………… 33 III.2 Discussion of findings: Washback effects of the ESP end-term test on teachers …………………………………………………………………………… 34 III.2.1 Teaching contents and teaching materials …………………………… 34 III.2.2 Teaching methodology ………………………………………………… 35 III.2.3 Teachers’ attitudes and behaviors in class …………………………… 35 III.3 Recommendations to teachers to maximize the positive washback effects and minimize the negative washback effects of the ESP end-term test on their teaching …………………………………………………………………………… 36 CONCLUSION …………………………………………………………………… 39 REFERENCES …………………………………………………………………… 41 APPENDICES ABBREVIATIONS EFL: English Foreign Language EGBP: English for General Business Purposes ESP: English for Specific Purposes ESBP: English for Specific Business Purposes UEB: University of Economics and Business ULIS: University of Language and International Studies VNUH: Vietnam National University, Hanoi LIST OF CHARTS Chart 1: Teachers’ fulfillment of class teaching content to the syllabus ……… 28 Chart 2: Teachers’ following teaching process and conducting in-class tasks 29 Chart 3: Teachers’ teaching materials ………………………………………… 30 Chart 4: Teachers’ care for students’ past test scores ………………………… 32 Chart 5: Teachers’ anticipation of changes on their part when having detailed report of students’ past test scores ……………………………………………… 33 LIST OF TABLES Table 1: Curriculum frame for QHE 2008 students of UEB – VNUH ……… Table 2: Assessment frame for QHE 2008 students of UEB-VNUH ………… Table 3: Specification grid of ESP end-term test for second semester of academic school year 2009-2010 ………………………………………………… Table 4: Teachers’ belief on factors that influence teaching ………………… Table 5: Teachers’ knowledge of and attitudes towards the ESP final achievement test of the second semester ………………………………………… Table 6: Teachers’ attitudes and behaviors in class …………………………… 10 INTRODUCTION Statement of the problem and rationale for the study From the early 1960s, English for Specific Purposes (ESP), which is defined by Strevens (1988, p.1) as “a particular case of the general category of specific purpose language teaching”, has grown to become one of the most prominent areas of English Foreign Language Teaching Hutchinson and Waters (1987, p.19) see ESP as an approach rather than a product, by which they mean that “ESP is an approach to language teaching in which all decisions as to content and method are based on the learner's reason for learning" Also, learners’ needs, the typical feature of ESP, are highlighted by DudleyEvans, T., and St John, M J., 1998, p.123) with the belief that “ESP has as its basis in an investigation of the purposes of the learner and the set of communicative needs arising from those needs” Since emphasis is laid on learners’ needs, in discussing ESP teaching, a number of factors must be taken into consideration such as motivation, learning strategies, etc Also, due attention should be paid to issues closely related to any language courses such as syllabus design, materials development, methodology, assessment, etc From the perspective of Dudley-Evans and St John (1998) assessment does not stand alone, but occupies a prominent place in the ESP process, giving an ESP teacher a wealth of information on the effectiveness and quality of teaching and learning They also suggest that ESP testing yields an observed judgment of the effectiveness of teaching It is generally recognized that in EFL teaching context in Vietnam, the teaching of th Business English has received considerable attention in the last decade of the 20 century, especially in specific business schools or institutions Such implementation of Business English is visibly important as it can meet the demands of pre-experienced learners in terms of language skills related to business fields so that they can adjust themselves to the fast-changing business environment later on In the specific context of EFL teaching and learning in VNUH, language needs of Business English of students at UEB-VNUH were identified by the research carried out by the Division of English for Economics, Faculty of English, ULIS- VNUH in 2007 Findings from the research revealed that students expect to engage in the language with the specific aims of getting access to specialized Business English vocabulary, enlarging their knowledge of the subject matters related to commercial 11 English, becoming prepared for some common business situations (i.e going for an interview, conducting professional correspondence, taking the minutes, etc.) so that they can use the language in their prospective jobs Regarding the features of such ESP teaching approach, and in order to meet the needs of second-year students at UEB- VNUH for their prospective jobs as businessmen or economists, for the past two academic school years, Division of English for Economics, Faculty of English-ULIS-VNUH has moved from the self-complied Business English course book to a new set of Market Leader Intermediate (Cotton, Falvey, and Kent, 2005) This content-based course book emphasizes the use of authentic materials and Business Communication skills development so as to encourage second-year students at UEB to take active roles in their class activities as well as improve and expand their four English language skills to a higher level Since putting in used, the course book has received great acceptance from both teachers and students for its easy-to-follow structure, stimulating contents and useful language specificity inputs Such a change in teaching syllabus requires changes in assessment, since testing is closely related to what is taught and is subject to whatever changes taking place in course books Regarding this newly implemented English Business course book, the evaluation of students’ improvement is done through continuous assessment One component of this is the ESP end-term test, a kind of achievement test that second-year students are required to sit for at the end of the semester As the test accounts for 50% of the final score, it is supposed to affect the students in many aspects This achievement test is also supposed to be meaningful since Hughes (2001, p.10) reasons that “achievement tests are directly related to language courses, their purposes being to establish how successful individual students, groups of students, or the courses themselves have been in achieving objectives” While such a test may have influences on students, it may at the same time affect the teachers in many ways such as teaching contents and materials, teaching methodology, attitudes and behaviors In their study in a Nepalese educational contexts, Herman and Golan (1993, cited in Chen, 2002, p.3) reported that over 50% of the teachers admitted that they would give substantial attention to mandated tests in their instructional planning and delivery In devising their syllabi for instruction, they would look at prior tests to assure that they covered the subject matter of the test or test objectives Shohamy et.al (1996), Cheng (1997) and Wantanabe (1996) also addressed teachers’ use of past test papers and 51 17 Heaton, J.B (1990) Classroom Testing New York: Longman 18 Hughes, A (2001) Testing for Language teachers Cambridge: Cambridge University Press 19 Hutchinson, T., and Waters, A (1987) English for Specific Purposes: A learningcentred Approach Cambridge: Cambridge University Press 20 Messick, S (1996) Validity and washback in language testing Language Testing 13 (3) 241-256 21 Pan, Y (2009) A review of washback and its pedagogical implications, VNU Journal of Science, Foreign Languages (25), 257-263 22 Shohamy, E (1992) Beyond proficiency testing: A diagnostic feedback testing model for assessing foreign language learning Modern Language Journal 76 (4), 513-521 23 Shohamy, E et al (1996) Test impact revised: Washback effect over time Language Testing 13 (3), 298-317 24 Spratt, M (2005) Washback and the classroom: The implications for teaching and learning of studies of washback from exams Language Teaching Research, (1), 5- 29 25 (Ed.), Strevens, P (1988) ESP after twenty years: A re-appraisal In M Tickoo ESP: State of the Art (pp 1-13) Singapore: SEAMEO Regional Centre 26 Ur, P (1996) A course in Language Teaching: Practice and Theory Cambridge: Cambridge University Press 27 Wall, D., and Alderson, J.C.(1993) Examining washback: The Sri Lankan impact study Language Testing 10(1), 41-69 28 Wantanabe, Y (1996) Does grammar translation come from the entrance testination? Preliminary findings from classroom-based research Language Testing 13 (3), 318-333 29 Weir, C.J (1993) Understanding and Developing Language Tests New York: Prentice Hall International 30 http://wiki.answers.com/Q/What_is_semi-structured_interview 52 APPENDIX QUESTIONNAIRE SURVEY FOR TEACHERS OF ENGLISH FOR ECONOMICS DIVISION, FACULTY OF ENGLISH – ULIS - VNUH Dear Colleagues, My name is Pham Thu Ha I am currently doing my MA Thesis on “Evaluating washback effects of ESP end-term test for second year students at University of Economics and Business – VNUH on teachers at English for Economics Division, Faculty of English – ULIS- VNUH” I would be grateful if you could spend some time completing this questionnaire survey Your anonymity and confidentiality will be ensured Thank you for your cooperation! *************************************** I GENERAL INFORMATION: Please respond to these questions by filling in the blanks or making a tick (√) Your age: _ Your degree/ qualification: Have you ever taken part in test designing courses? How long have you been teaching in ESP Department? How many semesters have you been teaching Business English? II TEACHERS’ BELIEF ON FACTORS THAT INFLUENCE TEACHING Please indicate the extent to which you think the following factors influence your teaching of Business English, particularly Market Leader Intermediate to K53 second year students by ticking the appropriate box for each factor: Teaching philosophy Teaching experience Students’ expectation Authority’s expectation Tests that your students have to take Students’ past test scores 53 III TEACHERS’ KNOWLEDGE OF AND ATTITUDES TOWARDS THE ENDTERM TEST OF THE SECOND SEMESTER Please specify your opinion to the following statements about the currently used ESP end-term test of second semester for second year students by ticking (√) the responses you agree Statements You know how the current ESP end-term test is constructed You know the format of the current ESP end-term test You know which language items would be tested in the ESP end-term test You feel the current ESP end-term test is contradictory to your teaching philosophy You feel the current ESP end-term test is adding pressure to your teaching You feel the current ESP end-term test reflects what you teach in class You would like to change your teaching methods to suit the current ESP en tem test You feel that the current ESP end-term test motivates your students to learn Business English nd You would like to suggest your current students to change their learnin strategies in order to meet the demand of the ESP end-term test IV ASPECTS OF TEACHERS’ CLASSROOM INSTRUCTIONS Please indicate the extent to which the following cases occur in your K53 class in the second semester of academic school year 2009-2010 Never = 1, Sometimes = 2, Often = 3, Always = Statements Teaching Content Ranking 1234 My lessons were arranged following the order in the ESP course outline I made adjustment to particular themes of the course book to match my students’ interests and levels I skipped a particular theme because I thought it was not important and had low chances to appear in the ESP end-term test I went through almost tasks in the course book because I knew some of the language items in these tasks might appear in the ESP end-term test I focused on particular writing tasks because I believe they would be 54 tested in the ESP end-term test I did not drop Listening skills and Case Study in each lesson though I knew they would not be tested in the ESP end-term test Teaching Methodology In each lesson, I followed a standard process for my lesson (E.g: Introduction/ Warm up -> Main tasks and skills -> Follow up -> Summary of the lesson) I provided test-similar in-class tasks through which language items and skills in the course book were recycled for students to I checked students’ homework in both course book and Practice File-the at-home package so that I could know if they had done their homework, and familiarize them with the format of the ESP end-term test 10 I drew students’ attention to the lesson by mentioning that a particular part and/or language instructed in the lesson might relate to the ESP end-term test 11 In the last two or three weeks of the semester, I tended to finish in-class tasks quickly (i.e dropping out warm-up or follow up activities) to let my students practice and revise the learned items Teaching Materials 12 I felt the course book and at-home package provided adequate materials for teaching and testing practice 13 I provided my students with supplementary materials besides course book, i.e self-designed exercises on reading, vocabulary, grammar, business communication skills 14 I used Intermediated Market Leader Test File as a main supplementary material source because I knew the task types often appeared in the ESP end-term test Attitudes and Behaviors 15 I encouraged students to work harder in order to get good mark for the ESP end-term test 16 I believed it is teachers’ responsibility to prepare students well for the ESP end-term test 17 I put test pressure on my students They should understand how important the ESP end-term test was to their academic achievement 18 I provided my students with test-taking tips whenever I had chances 55 19 The frequency of my talking about test-taking tips increased as the ESP end-term test was coming nearer Past test scores of students 20 I cared about students’ past test scores in the last semester 21 When I knew that past test scores of my students (e.g.: progress tests results) were lower/ higher than I had expected, I would: a feel bored/ excited with teaching them ( although I felt positive/ negative about them before) b spend more time discussing test-taking techniques with them c spend more time giving them test practice d change my teaching methodology to this particular group e feel concerned about their future test scores 56 APPENDIX CLASSROOM OBSERVATION CHECKLIST Observed teacher: Observed class: Time: _ Date: A Planning and Preparation Rating: _ _ A.1 Teacher has materials, supplies and equipment ready at the start of the lesson _ A.2 Teacher is prepared to present the lesson and gets students on task quickly at the beginning of the lesson _ A.3 Teacher has instructional plans which match objectives, learning strategies, assessments, and students’ needs at the appropriate level of difficulty Strengths/ Concerns: _ _ _ B Classroom Environment _ B.1 Teac class _ B.2 Teac smal _ B.3 Teac _ B.4 Teac _ B.5 Teac that c _ B.6 Teac _ B.7 Teac Strengths/ Concerns: _ _ _ 57 C Instruction C.1 C.2 C.3 C.4 C.5 C.6 C.7 C.8 C.9 _ C.10 _ C.11 _ C.12 _ C.13 _ C.14 _ C.15 Strengths/ Concerns: _ _ _ Teacher’s signature: Observer’s signature: _ Date: Date: 58 59 APPENDIX SEMI-STRUCTURED INTERVIEW QUESTIONS To what extent you consider past test score of students an important factor that affects your teaching? Why didn’t you drop the Listening and Case Study parts to leave time for students to practice test? Why didn’t you provide test-similar in-class tasks for students? I see it’s also a good way to recycle the language items and skills What benefits can your students get from your using of test-similar inclass tasks? Do you think that mentioning that a particular point of the language items might appear in the end-of-term test, as you did in your lesson, would lead your students to the tendency of learning-for-the test? I see you mentioned the test-taking techniques in the lessons a bit too much Do you think that would lay test pressure on your students? 60 APPENDIX ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC KINH TẾ CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM ĐỘC LẬP - TỰ DO - HẠNH PHÚC - ĐỀ THI HỌC KỲ II NĂM HỌC 2009-2010 QH2008 HỆ ĐÀO TẠO: CHÍNH QUY BÀI THI MƠN: Tiếng Anh Chuyên Ngành (3TC) Thêi gian lµm bµi: 90 phút (Không kể thời gian phát đề) I VOCABULARY: Complete the sentences with the correct alternatives (10 pts) When products are used in films or TV programmes: ………… A brand extension B advertisement C product placement D sponsorship A company which is owned/controlled by another company is called a ……… A mother company B subsidiary C branch D headquarter By outsourcing to low-cost countries, we can increase our ………… A investment Appropriate academic ……… is one main criterion in recruitment process A qualification The state when a company is unable to pay its debt is ………… A inflation The secretary is often the one who writes a meeting’s ………… A report When people have to operate within a different and unknown cultural or social environment, they often experience…………… A culture shock B.shock culture C obsession D anger Teenagers prefer something cool and …… … A time-saving B stylish C durable D space-saving An amount of money offered to balance or reduce bad effect of damage, loss, or injury is …………… A commission B bonus C bribe D compensation 10 Despite all our effort, the sales figure remained unchanged – it ………… A plummeted B skyrocketed C soared D levelled off II GRAMMAR Task 1: Put the verbs into the correct form (5 pts) Our company (already/invest) ……………………… 4.54 million in Research and Development this year At the moment, we (carry) ……………………… out a survey to find out what sort of after-sales service our customers want I’m going to the conference too I (give) ……………………… you a lift if you like After the Second World War, Akio Morita, the co-founder of Sony (join) ……………………… forces with a friend, Masaru Ibuka The new company, GoKids, (produce) ………………………books for children Task 2: Each expression has an incorrect word Find and correct it (5 pts) How you think about that proposal? …………………………………………………… What if March 23rd? Can we meet on that day? …………………………………………… Sorry, I can’t it then I’m having an important appointment on that day ……………… I’m Richard Brown I’m for marketing …………………………………………………… Why don’t we looking for another supplier? ……………………………………………… III READING (15 points) 61 MEGANE SALES DRIVE RENAULT TO TOP POSITION Renault, the French car maker, lifted its profit outlook for this year after posting stronger growth in the first half than its European rivals Boosted by sales of its revamped, mid-size Megane model, the group raised its forecast for operating margin by one percentage point to 5.5 percent, up from 3.7 percent in last year Net profit rose in the first half by 29 percent to €1.51bn ($1.82bn) Revenues rose 12 percent to €20.76bn Renault’s improved outlook follows a hint from PSA Peugeot Citroen, its larger French rival, that it too could raise its profit forecasts despite a fall in earnings this year Both car makers have benefited from a rebound in the European market Renault’s shares surged 5.3 percent to €64.45 in Wednesday morning trade in Paris, adding to an 18 percent rise since the start of the year 10 “These are very good results, better than our own forecasts and those of the market,” said Louis Schweitzer, Chief Executive Operating profit more than doubled to €1.28bn, helped by results outside Western Europe, which moved into profit led by explosive growth in Turkey Renault is reaping the benefits of a strong vehicle line-up, with consumers drawn to distinctive shapes of its Megane models as well as its Espace people carrier Its buoyant forecast contrasts with 15 the gloom surrounding larger European competitors such as Volkswagen, which last week slashed its profit forecasts, and Fiat, which announced stable operating losses of €282m at its automobile division on Monday Nissan, the Japanese carmaker in which Renault has a 44 percent stake, contributed the bulk of net profit with €939m and will help cost savings at the French group in the second half through shared 20 platforms Mr Schweitzer is stepping down as Chief Executive next year to be replaced by the respected head of Nissan, Carlos Ghosn AB Volvo, the truck maker in which Renault has a 20 percent stake, contributed €124m Some analysts have suggested that this year could represent the high point in Renault’s product cycle But Mr Schweitzer dismissed the idea, saying he was convinced earnings would rise nest year Task 1: Find figures in the article to complete this information (5 pts) Renault’s operating margin last year: ……………….% Their operating margin this year (forecast): ……………… % Renault’s net profit for first half of this year: €……………… The increase in net profit compared with last year: …………………% Revenues (sales) for the first half of this year: €………………… The increase in revenues compared with last year: …………………% Renault’s share price on Wednesday morning: €………………… The increase in share value between the beginning of the year and Wednesday morning: ………………% Renault’s operating profit for the first half of this year: €……………… Task 2: Match the expressions 6-11 with their meanings A-F (6 pts) outlook posting boosted revamped 10 rebound 11 surged Task 3: Choose the best alternative to replace the expressions in italics CIRCLE your choice (4 pts) 12 Nissan … contributed the bulk of net profit (line 18) A part of the B all of the C most of the 13 … help cost savings at the French group in the second half through shared platforms (line 20) 62 A basic structures on which cars are built B railway stations for car deliveries C opinions of car industry leaders 14 Mr Schweitzer is stepping down as Chief Executive next year… (line 20) A being forced out B retiring C being made redundant 15 …to be replaced by the respected head of Nissan, Carlos Ghosn (line 21) A liked B feared C admired IV LANGUAGE FOCUS Task 1: Matching terms and definitions (10 pts) bribery insider trading securities fraud whistleblower black market brand stretching spam import quota outsourcing 10 laisser-faire …… Task 2: Complete the table with the correct word form (10 pts) Verb ………………… renew ………………… modify ………………… Noun luxury ………………… resource ………………… 10 capacity V SKILLS Task 1: Complete the gaps in the dialogue with the given phrases (10 pts) A I’d like to think about that B have I got this right C I think we’ve covered everything D That sounds reasonable E I’m sorry, we couldn’t afford that …… 63 Francis: So, ? You’d like HR to help you organise a course for sixteen staff members on strategy building Danny: That’s right Francis: OK First, We could offer the course in-house – we’ve certainly got enough good trainers I’d recommend AQP Consultancy Danny: Hmm I’m not sure what would be best Francis: That’s fine, but If we hold it here, you’ll only need to pay for refreshments, say £15 per person What you think of that? Danny: Francis: But, a one-day course run by AQP in a three-star hotel is going to cost about £50 per person Danny: It’s far too expensive Francis: Well, don’t decide yet I’ll speak to a few people and see if I can find out other opportunities Danny: Anything else? Francis: No, for now Danny: I can’t think of anything else either Francis: OK 10 and give you a call Task 2: Matching a saying in column A with an appropriate reply in column B (10 pts) I’d like to speak to Ms Schilling, please About the commission, I suggest a rate of 15% What you suggest, Valerie? Robert, have you met Vladimir? I wonder if any of you here know which city is the most famous tourist attraction in Europe I’m ringing to complain about the microwave oven I bought from your store last week It doesn’t work What exactly are you saying? Oh, really, what you do? If you have any questions, don’t hesitate to ask 10 If you give us a discount of 10%, we can accept later delivery date …… …… Identify the situation that these above expressions (1-10) can be used in (5 pts) Meeting ………………… ………………… 64 VI WRITING (20 points) The SwissBike TX is designed with utility in mind Fast but comfortable, a great way to commute Small apartment? Need to throw it in the trunk? No problem The TX folds down to a size that can fit anywhere Model TX LX For more information on SwissBike products or to place an order, please contact us: SwissBike P.O Box 381118 Cambridge, MA 02238 Fax: 1-617-491-7207 Email: Bicycle@swissbike.com Your store is interested in this product Write an email to SwissBike to express that you want to place a big order (how many item, which model) Ask for more information about the amount of product available, possible delivery date to Vietnam, discount, etc WRITE ALL ANSWERS ON THE ANSWER SHEET NOTE: YOU ARE NOT GIVEN EXTRA TIME AT THE END TO TRANSFER YOUR ANSWERS TO THE ANSWER SHEET ... of Business English to second- year students at UEB- VNUH Aims of the study The study aims to primarily seek for evidences of washback effects of the ESP endterm test for second year students of. .. of UEB - VNUH on teachers at English for Economics Division, Faculty of English – ULIS -VNUH More specifically, it focuses on: 1) Investigating the washback effects that the ESP end- term test for. .. reference materials Therefore, the study is limited to the washback effects of the ESP endterm test for QHE 2008 students at UEB -VNUH on teachers at English for Economics Division, Faculty of English,