In e na ional Jou nal o Social Science and Human Resea ch
ISSN (p in ): 2644-0679, ISSN (online): 2644-0695
Volume 08 Issue 10 Oc obe 2025
DOI: 10.47191/ijssh / 8-i10-26, Impac ac o - 8.007
Page No: 7765-7774
IJSSHR, Volume 08 Issue 10 Oc obe 2025 www.ijssh .in Page 7765
An In es iga ion on Cu en Si ua ion o S udying he English Cou se o
Non-English Majo Unde g adua es a Thanh Hoa Uni e si y o Cul u e,
Spo s and Tou ism
Hoang Chau Anh1, T an Nguyen Hoang Lam2, Mai Thi U Nhi3, T uong Thu Huyen4, Mai Anh Vu5
1,2,3,4,5Thanh Hoa Uni e si y o Cul u e, Spo s and Tou ism
5h ps://o cid.o g/0009-0006-3987-7565
ABSTRACT: This s udy su eys he cu en si ua ion o English lea ning among non-majo unde g adua es a Thanh Hoa
Uni e si y o Cul u e, Spo s and Tou ism (TUCST) – a local uni e si y, aiming o iden i y key ba ie s and sugges solu ions o
enhance hei language p o iciency. A c oss-sec ional desc ip i e s udy wi h a sel - epo ques ionnai e was used o collec da a
om o e h ee hund ed ull- ime s uden s. The da a we e p ocessed using desc ip i e s a is ics and Pa e o analysis o iden i y
p io i y causes. The esul s show ha mos s uden s a e awa e o he impo ance o English; howe e , hei pe o mance is is
gene ally a an a e age le el, wi h sco es a e a ound he 5–7 poin . Lis ening and speaking skills a e weake han eading and
w i ing skills. Sel -s udy ac i i ies a e i egula and o low du a ion, and pa icipa ion in addi ional cou ses is limi ed. Lea ning
ma e ials a e hea ily dependen on in e nal ex books. The su ey iden i ies se e al objec i e and subjec i e ac o s ha a ec
s uden s' lea ning ou comes. Based on hese indings, he s udy p oposes ecommenda ions o unde g adua es, lec u e s, and
TUCST.
KEYWORDS: English Lea ning, Fo eign Language, Unde g adua es, TUCST, Non- English majo .
I. INTRODUCTION
In he con ex o globaliza ion, lea ning and mas e ing English has become a ma e o g ea socie al conce n. The apid
g ow h o English language cen e s, ca e ing o he lea ning needs o a ious g oups om child en o wo king adul s, highligh s
he impo ance o his o eign language. English is no only a ool ha c ea es mo e job oppo uni ies in a compe i i e economy,
bu also helps indi iduals expand hei in e na ional communica ion skills, enhance business e ec i eness, and mee essen ial
equi emen s o s udying ab oad. As a global language, English con inues o asse i s indispensable ole in educa ion, ca ee
de elopmen , and in e na ional in eg a ion.
By 2022, Englis became an o icial language in 67 so e eign coun ies and 27 e i o ies. Many adminis a i e uni s ha e
decla ed English as he o icial language a he local o egional le el.
Acco ding o he EF EPI 2024, Vie nam's English p o iciency index anks 63 d ou o 116 coun ies, wi h a sco e o 498,
indica ing a "low" le el o p o iciency. This anking ma ks a d op o 5 posi ions om 2023, whe e Vie nam anked 58 h. I is also
signi ican ly lowe han he bes anking Vie nam achie ed in 2019, which was 52nd. In he Asia egion, Vie nam anks 8 h in
English p o iciency wi h 498 poin s, ollowing Singapo e (609 poin s), he Philippines (570 poin s), Malaysia (566 poin s), and
o he s
Figu e 1.1. EPI Ranking 2024 (Image: EF)
An In es iga ion on Cu en Si ua ion o S udying he English Cou se o Non-English Majo Unde g adua es a
Thanh Hoa Uni e si y o Cul u e, Spo s and Tou ism
IJSSHR, Volume 08 Issue 10 Oc obe 2025 www.ijssh .in Page 7766
Acco ding o S a is a (2025), app oxima ely 1.53 billion people wo ldwide speak English as hei na i e o second language,
sligh ly mo e han he 1.18 billion people who speak Chinese a he ime o he su ey. Hindi and Spanish occupy he hi d and
ou h posi ions among he mos spoken languages.
Figu e 1.2. The mos spoken languages wo ldwide in 2025 published by S. Galan, Ap il 14 h, 2025.
On No embe 13, Educa ion Fi s Vie nam (EF Vie nam) o icially announced he Global English P o iciency Index 2024
(EPI 2024). This is a p es igious epo ha e alua es and anks English p o iciency wo ldwide, published annually since 2011,
co e ing o e 110 coun ies and e i o ies.
In he con ex o globaliza ion, English is he “key” o imp o ing job oppo uni ies and income. Empi ical e idence shows ha
English p o iciency is linked o highe sala ies in de eloping economies, hough i is impo an o no e he po en ial isk o
inc eased inequali y i i is no implemen ed inclusi ely. In Vie nam, he Minis y o Educa ion and T aining is inalizing a plan
o 2025–2035, wi h a ision o 2045, aiming o make English he second language in schools. The goal is o 100% o high
school s uden s o lea n English as a second language (le els 1–3) by 2035, wi h expansion in p eschools, and by 2045, English
will be augh in le els 4–6 ac oss all public schools, ensu ing ha all child en bene i (Vie nam Go e nmen Elec onic
Newspape , 2025). Academic e iews o bilingual educa ion show ha ea ly access can suppo language de elopmen , li e acy,
and academic achie emen i designed app op ia ely o age and con ex .
In he con ex o globaliza ion, English is he “key” o imp o ing job oppo uni ies and income. Empi ical e idence shows ha
English p o iciency is linked o highe sala ies in de eloping economies, hough i is impo an o no e he po en ial isk o
inc eased inequali y i i is no implemen ed inclusi ely. In Vie nam, he Minis y o Educa ion and T aining is inalizing a plan
o 2025–2035, wi h a ision o 2045, aiming o make English he second language in schools. The goal is o 100% o high
school s uden s o lea n English as a second language (le els 1–3) by 2035, wi h expansion in p eschools, and by 2045, English
will be augh in le els 4–6 ac oss all public schools, ensu ing ha all child en bene i (Sou ce: Vie nam Go e nmen Elec onic
Newspape , 2025). Academic e iews o bilingual educa ion show ha ea ly access can suppo language de elopmen , li e acy,
and academic achie emen i designed app op ia ely o age and con ex .
In ec ui men p ocesses, especially o posi ions equi ing communica ion wi h in e na ional pa ne s o wo king in a global
en i onmen , a lack o English skills can esul in candida es missing ou on oppo uni ies om he i s s age. In many cases, a
job applica ion (CV) is immedia ely ejec ed simply because i doesn’ mee he language c i e ia se by he employe . E en i
in i ed o an in e iew, candida es may ace di icul ies i hey canno clea ly and con iden ly p esen ideas, answe ques ions, o
a icula e ca ee goals in English. Beyond communica ion skills, English plays an impo an ole in accessing mode n wo k ools,
specialized so wa e, echnical machine y, and p o essional li e a u e – all o which a e inc easingly p e alen and almos always
in English. The e o e, English is no jus a skill bu a compe i i e ad an age and a key ac o in c ea ing a pe sonal ma k and
asse ing compe ence in he mode n wo kplace. Indi iduals wi h s ong English skills a e highly alued, gi en oppo uni ies o
ca ee ad ancemen , and a e en us ed wi h impo an oles wi hin o ganiza ions.
TUCST is a public uni e si y wi hin he na ional educa ion sys em, managed by he People's Commi ee o Thanh Hoa
P o ince and unde he p o essional managemen o he Minis y o Educa ion and T aining. The uni e si y cu en ly o e s 22
unde g adua e p og ams, 16 egula and pa - ime uni e si y ans e p og ams, as well as 1 doc o al p og am and 3 mas e ’s
p og ams. English is conside ed a compulso y subjec o mee he g adua ion equi emen s o all p og ams and aining sys ems a
he uni e si y.
An In es iga ion on Cu en Si ua ion o S udying he English Cou se o Non-English Majo Unde g adua es a
Thanh Hoa Uni e si y o Cul u e, Spo s and Tou ism
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In he mo e han 14 yea s since he uni e si y was upg aded o a ull uni e si y, i has con inuously inno a ed eaching
me hods o imp o e he quali y o English educa ion o s uden s. Howe e , he p ocess s ill aces many limi a ions, leading o
esul s ha do no mee he expec a ions o employe s. The le el o g adua es' p o iciency is une en, wi h some only mee ing he
g adua ion equi emen s bu unable o use English e ec i ely in hei wo k.
Fo hese easons, he esea ch eam has ocused on s udying English lea ning among non-majo s uden s in he egula
unde g adua e p og am a TUCST. The goal is o unde s and he cu en s a us, condi ions, and challenges o English lea ning
among non-majo s uden s a he uni e si y, iden i y ac o s a ec ing he quali y o English lea ning, and p opose
ecommenda ions o imp o e he quali y o English educa ion a TUSCT.
II. RESEARCH METHODOLOGY
In his s udy, he au ho s use bo h quali a i e and quan i a i e esea ch me hods o add ess he esea ch objec i es.
Quali a i e Resea ch: The au ho s will iden i y he key con en a eas o analysis and design he su ey ques ionnai e.
A e wa d, in-dep h in e iews wi h expe s will be conduc ed o assess he ele ance o he ques ions and ga he expe eedback.
This will allow o adjus men s o he indica o ques ions be o e mo ing on o he nex s age o quan i a i e esea ch.
Quan i a i e Resea ch: This is he main esea ch phase, which will be ca ied ou by collec ing da a h ough he su ey
ques ionnai e. Wi h he o al numbe o ull- ime s uden s a TUCST de e mined as he popula ion size, he au ho s will de e mine
he sample size using he ollowing o mula:
• n: sample size.
• N: popula ion size
• e: accep able ma gin o e o
Commonly used e o ma gins a e: ±0.01 (1%), ±0.05 (5%), ±0.1 (10%), wi h ±0.05 being he mos commonly applied.
Speci ically, o his s udy, he o al numbe o s uden s a TUCST is app oxima ely o e 5,000, wi h o e 1,300 ull- ime
unde g adua e s uden s, which ep esen s he iden i ied popula ion size. The e o e, he minimum equi ed sample size o he
s udy, wi h a ma gin o e o (e) o ±0.05, is 305 samples. To ensu e scien i ic accu acy, ep esen a i eness, and p ecision o he
da a, he esea ch eam will collec o e 350 su ey esponses om non-English majo s uden s.
The collec ed da a will be p ocessed using SPSS so wa e, and a ious cha s such as Pie Cha s, His og am Cha s, Sca e
Cha s, and Pa e o Cha s will be used o iden i y exis ing issues. Based on he indings, he esea ch will p opose
ecommenda ions o imp o e he quali y o English lea ning among non-majo s uden s a TUSCT.
III. FINDINGS
The esea ch eam dis ibu ed he su ey link o non-English majo s uden s a he uni e si y. The su ey con ained 18
ques ions, and a o al o 352 alid esponses we e collec ed. The da a was cleaned, coded, and p ocessed om second, hi d, and
ou h-yea s uden s. Fi s -yea s uden s we e no included in he sample as hey had no ye en olled in any English cou ses a he
ime o he su ey. The esul s ob ained a e as ollows:
A. Da a analysis
Ou o he 352 alid esponses, 270 we e om emale s uden s, accoun ing o 76.7%, and 82 esponses we e om male
s uden s, making up 23.3%.
Figu e 3.1. Gende dis ibu ion b eakdown
An In es iga ion on Cu en Si ua ion o S udying he English Cou se o Non-English Majo Unde g adua es a
Thanh Hoa Uni e si y o Cul u e, Spo s and Tou ism
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Second-yea s uden s accoun ed o 143 esponses, making up 40.6%, while hi d-yea and inal-yea s uden s con ibu ed 86
esponses (24.4%) and 123 esponses (34.9%), espec i ely.
Figu e 3.2. S uden dis ibu ion by yea o s udy in he su ey
B. Awa eness o he necessi y o lea ning english and he english p o iciency o ucs s uden s
The su ey esul s show ha a la ge majo i y o non-English majo s uden s a TUCST ecognize he impo ance o English,
wi h 338 esponses (96%) a i ming i s necessi y, while only 14 esponses (4%) indica ed ha English is no eally necessa y. This
e lec s a gene ally high awa eness among s uden s abou he signi icance o English. Howe e , he p esence o a ce ain
p opo ion o s uden s who do no ully app ecia e he ole o his o eign language indica es he need o addi ional suppo
measu es and communica ion s a egies o aise mo e comp ehensi e awa eness abou he ole o English in educa ion, ca ee , and
in e na ional in eg a ion.
Figu e 3.3. P opo ion o s uden s who belie e english is necessa y
The su ey esul s on he quali y o English lea ning a TUCST, based on he a e age sco es o English cou ses, indica e ha
he esul s a e a a ela i ely good le el. The mos equen sco e among non-English majo s uden s is 5, accoun ing o
app oxima ely 26.4% (Mode: 5; Mean = 6.22). Sco es in he "good" ange (8-9) a e ela i ely low, a a ound 19.2%. The e is s ill
a no iceable occu ence o s uden s e aking exams due o poo sco es, wi h sco es below 4 accoun ing o abou 24%.
Figu e 3.4. English sco es o non-majo s uden s a TUCST
An In es iga ion on Cu en Si ua ion o S udying he English Cou se o Non-English Majo Unde g adua es a
Thanh Hoa Uni e si y o Cul u e, Spo s and Tou ism
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C. Skills ha non-English majo s uden s a TUCST pe cei e as hei weakes
Among he necessa y skills, lis ening and speaking a e conside ed he weakes by he majo i y o non-English majo s uden s
a TUCST, wi h 82.1% acknowledging di icul ies in hese a eas. W i ing ollows wi h 9.4%, while s uden s appea mos
con iden in hei eading skills. This indica es ha s uden s ace g ea e challenges in ecep i e skills (lis ening) and p oduc i e
skills (speaking), which equi e immedia e e bal esponses. The e o e, adjus men s in he cu iculum and eaching me hods a e
needed, wi h a g ea e ocus on lis ening and speaking p ac ice o help s uden s imp o e hei o e all English communica ion
skills.
Figu e 3.5. P opo ion o English skills weaknesses among s uden s
D. Do s uden s a TUCST s udy English ou side o hei p og am?
S udying English a language cen e s
The esea ch esul s show ha 86.1% o non-English majo s uden s a TUCST ha e ne e a ended o a e no cu en ly
a ending addi ional English cou ses a language cen e s. This e lec s he eali y ha he majo i y o non-English majo s uden s
p ima ily access and s udy English h ough he uni e si y's co e cu iculum, a he han seeking supplemen a y oppo uni ies
ou side o i .
Figu e 3.6. P opo ion o s uden s who ha e s udied o a e cu en ly s udying English a a language cen e
Al hough he p opo ion o s uden s a ending language cen e s is ela i ely low, e en among hose who ha e pa icipa ed, he
imp o emen in English p o iciency is no pa icula ly ema kable. Speci ically, he majo i y o s uden s (73.5%) epo ed only a
mode a e le el o imp o emen , while a small pe cen age assessed he imp o emen as "De ini ely no " (4.1%). In con as , only
22.5% o s uden s el ha hei English p o iciency had imp o ed "Ve y p obably" o "De ini ely”.
Figu e 3.7. S uden e alua ion o English p o iciency imp o emen a e s udying a a language cen e
An In es iga ion on Cu en Si ua ion o S udying he English Cou se o Non-English Majo Unde g adua es a
Thanh Hoa Uni e si y o Cul u e, Spo s and Tou ism
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Sel -s udying English
The daily sel -s udy o English among non-English majo s uden s a TUCST is s ill ela i ely low. Only 46.3% o s uden s
epo ed dedica ing ime o sel -s udy, while 53.7% admi ed hey do no main ain his habi . This e lec s ha mo e han hal o
he s uden s ei he lack awa eness o ha e no de eloped he habi o egula ly sel -s udying a o eign language, elying ins ead on
in-class lea ning.
Figu e 3.8. P opo ion o s uden s who dedica e ime o sel -s udy English daily
Mo eo e , he su ey esul s on s uden s' sel -s udy a home show ha he le el o sel -s udy is low. The majo i y o s uden s
only spend less han 30 minu es pe day (47.2%) o be ween 30 minu es and 1 hou (41.7%) on sel -s udy. The p opo ion o
s uden s dedica ing mo e ime o s udying English is qui e limi ed, wi h only 7.4% s udying o 1 o 2 hou s and jus 3.7%
spending o e 2 hou s pe day. Al hough some s uden s main ain he habi o sel -s udy, he in ensi y o hei s udy is s ill low,
making i di icul o see signi ican imp o emen in hei English p o iciency.
Figu e 3.9. Dis ibu ion o English s udy ime among s uden s
E. Ma e ials used by s uden s a TUCST o s udy English
Figu e 3.10. English lea ning ma e ials o s uden s
The su ey shows ha non-English majo s uden s a TUCST use a ious sou ces o lea ning English, bu hey p ima ily ely
on ma e ials p o ided by he uni e si y/ eache s (38.4%). Addi ionally, 20.3% o s uden s use lea ning so wa e and apps (such as
An In es iga ion on Cu en Si ua ion o S udying he English Cou se o Non-English Majo Unde g adua es a
Thanh Hoa Uni e si y o Cul u e, Spo s and Tou ism
IJSSHR, Volume 08 Issue 10 Oc obe 2025 www.ijssh .in Page 7771
Cha GPT, Duolingo), and 18.8% lea n h ough mo ies, music, and podcas s, indica ing a end o combining echnology and
en e ainmen in language lea ning. O he sou ces include o ums, clubs, specialized books and jou nals, online lea ning ma e ials
(BBC, VOA), and lib a ies. This highligh s he need o supplemen and di e si y he a ailable lea ning ma e ials a TUCST, as he
cu en esou ces do no ully mee he s uden s' needs.
F. S uden e alua ion o he English lec u e s and eaching ac i i ies a TUCST
S uden s a e he en husiasm o he English eache s a TUCST e y highly, wi h 65.9% conside ing he eache s e y
en husias ic, 31.5% a ing hem as a e age, and only 1.6% eeling he eache s a e no en husias ic. This sugges s ha eache s
should con inue o os e hei en husiasm in eaching o enhance he lea ning expe ience and mo i a e s uden s o s udy English.
The en husiasm o eache s ypically has a posi i e impac on s uden s' language lea ning ou comes.
Figu e 3.11. S uden e alua ion o he English lec u e s a TUCST
S uden s e alua e he e ec i eness o English eaching ac i i ies a TUCST as a e age. Some s uden s a e i as "Good," wi h
12.8% conside ing i "Ve y good" and 38.9% a ing i as "good." 42.6% a ed i as "Accep able" e ec i eness. Meanwhile, 5.7%
o he s uden s su eyed a ed he eaching ac i i ies as "Poo ," wi h 3.7% a ing i as "Poo " and 2% conside ing i " e y poo ”
Figu e 3.12. S uden e alua ion o he e ec i eness o English eaching and lea ning ac i i ies a TUCST.
When asked o sel -assess hei abili y o abso b English lea ning a TUCST, he esea ch esul s a e as ollows: 37.5% a ed
hei sel -lea ning abili y as good, 13.6% a ed i as excellen , and 41.5% a ed i as a e age. The emaining 4.3% a ed hei sel -
lea ning abili y as poo , and 3.1% a ed i as e y poo .
Figu e 3.13. S uden sel -assessmen o English comp ehension abili y
An In es iga ion on Cu en Si ua ion o S udying he English Cou se o Non-English Majo Unde g adua es a
Thanh Hoa Uni e si y o Cul u e, Spo s and Tou ism
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G. Causes o ine ec i e English lea ning among TUCST s uden s
The causes o ine ec i e English lea ning we e ad ised by expe s (managemen s a , English lec u e s) o design he
ques ionnai e. In he ques ionnai e, he e was an "O he " op ion whe e s uden s could add addi ional easons. Based on he
collec ed da a, using he Pa e o 80/20 cha , he esul s a e shown in he igu e below.
Figu e 3.14. Pa e o cha o he causes o ine ec i e English lea ning among TUCST s uden s
Th ough he analysis o he Pa e o cha on he causes o ine ec i e English lea ning among non-majo s uden s a TUCST,
nine key ac o s can be iden i ied, including: (1) Weak ounda ion in basic English, (2) Lack o an en i onmen o lea ning,
communica ion, applica ion, and skill enhancemen , (3) Absence o an app op ia e English lea ning me hod, (4) Insu icien
p o ision o necessa y equipmen o English educa ion, (5) Lack o pe se e ance in lea ning English, (6) Teaching me hods do
no engage s uden s e ec i ely, (7) Lack o mo i a ion and clea lea ning goals, (8) Reluc ance o lea n o use English, (9) The
aining cu iculum is no sui able o s uden s' abili ies. Based on he Pa e o p inciple, o imp o e a leas 50% o he lea ning
e ec i eness, i is necessa y o p io i ize add essing he i s ou c i ical causes.
H. Readiness o pa icipa e in addi ional English cou ses a TUCST
To imp o e he quali y o English eaching and lea ning a TUCST, as well as a highe educa ion ins i u ions in gene al,
o ganizing supplemen a y English cou ses can be conside ed an e ec i e solu ion. Howe e , he pa icipa ion in hese cou ses is
olun a y, so he implemen a ion's e ec i eness la gely depends on he needs and aspi a ions o he lea ne s. Su ey esul s show
a ela i ely high eadiness o pa icipa e, wi h 60.2% indica ing ha hey migh pa icipa e, and 29.8% s a ing ha hey will
de ini ely pa icipa e. Only 9.9% said hey would no pa icipa e.
Figu e 3.15. In en ion o pa icipa e in addi ional English cou ses o ganized by TUCST
An In es iga ion on Cu en Si ua ion o S udying he English Cou se o Non-English Majo Unde g adua es a
Thanh Hoa Uni e si y o Cul u e, Spo s and Tou ism
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IV. CONCLUSION
A. Implica ions
Based on he esea ch esul s p esen ed in Sec ion 3, he esea ch eam d aws he ollowing implica ions:
Fi s , s uden s a TUCST ha e a high awa eness o he necessi y o lea ning English.
Second, he quali y o English lea ning among non-majo s uden s a TUCST is a an a e age le el, wi h a Mode o 5 and a
Mean o 6.22.
Thi d, s uden s a TUCST conside he "lis ening" and "speaking" skills o be he wo weakes skills among he ou skills.
Fou h, a signi ican numbe o s uden s ha e u ned o English cen e s, bu he e ec i eness o hese cen e s is a ed as
a e age (73.5% a ed i as a e age).
Fi h, s uden s a TUCST ha e a ela i ely low awa eness and ime dedica ed o sel -lea ning English (46.3% do no ha e sel -
lea ning awa eness, and he g oup wi h sel -lea ning awa eness spends less han 1 hou ).
Six h, he a ailable ma e ials p o ided by he school o lea ning English do no ully mee s uden s' needs, ul illing only
38.4% o hei demands.
Se en h, s uden s a e he eaching s a highly (65.9% a e eache s as e y en husias ic), and he English eaching and
lea ning ac i i ies a TUCST a e a ed as a e age (42.6% a e hem as a e age). S uden s' abili y o abso b English eaching and
lea ning ac i i ies a TUCST is also a an a e age le el (37.5% a e i as a e age).
Eigh h, he e a e 9 causes, bo h ex e nal and in e nal, leading o ine ec i e English lea ning among s uden s a TUCST.
Speci ically: (1) Weak ounda ion in basic English; (2) Lack o an en i onmen o lea ning, communica ion, applica ion, and skill
enhancemen ; (3) Absence o an app op ia e English lea ning me hod; (4) Insu icien p o ision o necessa y equipmen o
English educa ion; (5) Lack o pe se e ance in lea ning English; (6) Teaching me hods do no engage s uden s e ec i ely; (7)
Lack o mo i a ion and clea lea ning goals; (8) Reluc ance o lea n o use English; (9) The aining cu iculum is no sui able o
s uden s' abili ies. To imp o e 50% o he English lea ning e ec i eness o non-majo s uden s, he school needs o ocus on
add essing 4 ou o he 9 causes lis ed, wi h p io i y gi en o causes (1) h ough (4).
Finally, s uden s a TUCST a e willing o pa icipa e in cou ses o ganized by he school o imp o e he quali y o English, wi h
a ela i ely high eadiness o pa icipa e (60.2% will pa icipa e).
B. Recommenda ions
In ecen yea s, he lea ning o English among non-majo s uden s a TUCST has become a p essing issue. Al hough English is
a compulso y subjec , in eali y, mos s uden s s ill ace many di icul ies in applying he language o communica ion and wo k.
The phenomenon o "lea ning a o eign language bu being unable o use i " is qui e common, leading o he consequence ha he
English p o iciency o s uden s upon g adua ion emains limi ed. In he con ex o an inc easingly compe i i e labo ma ke and
deep in e na ional in eg a ion, his di ec ly a ec s s uden s' employmen oppo uni ies as well as hei abili y o adap a e
g adua ion. Based on he awa eness o he abo e si ua ion and causes, he esea ch eam p oposes se e al inno a i e solu ions o
imp o e he quali y o English eaching and lea ning, con ibu ing o enhancing he o eign language skills o non-majo s uden s
a TUCST.
Unde g adua es
Unde g adua es need o con inue aising hei awa eness o he necessi y and impo ance o lea ning English. Lea ning should
ha e clea objec i es: lea ning o cope, lea ning o g ades, and lea ning o gain knowledge ha will enhance u u e p o iciency.
When lea ning English, i is impo an o ecognize ha he pu pose is pe sonal, o wo k, and o access knowledge.
Lea ne s should ha e clea goals, e ec i e lea ning me hods, and a conc e e, long- e m s udy plan. Goals should be se by
w i ing down wha hey wish o achie e om lea ning English, hen c ea ing a daily s udy schedule and applying mind maps o
mo e e ec i e lea ning. S uden s should no hesi a e o ask ques ions o iends and eache s while lea ning English. Whe he in
class o sel -lea ning, always ask abou hings hey do no know o unde s and, and seek explana ions om lec u e s o pee s wi h
a highe le el o English p o iciency.
S uden s need o be p oac i e in sel -s udy, comple e homewo k assignmen s, and p epa e new lessons be o e class o ensu e
e ec i e lea ning. Be o e a ending class, s uden s should comple e assigned exe cises o ein o ce he cu en lesson's knowledge
and also p epa e he nex lesson by w i ing i down in hei no ebooks, no ing down new ocabula y, and looking up meanings o
un amilia wo ds in he new uni . The esul s o lea ning will be di ec ly p opo ional o he ime s uden s spend on sel -s udy and
independen esea ch.
Lec u e s
E ec i e eaching me hods ha a e easy o unde s and and closely aligned wi h he cu iculum o he uni e si y a e essen ial.
Each lesson should include illus a i e examples, images, dialogues, and oppo uni ies o s uden s o p ac ice. Teache s should
ac i ely ask ques ions and engage in English communica ion wi h s uden s abou he lesson con en . Lec u e s should p esen
ques ions ela ed o he opic, discuss, and communica e in English wi h s uden s o imp o e hei lis ening and speaking skills.
