1. General Aims:

The undergraduate education program in English Studies of Tan Tao University (TTU) trains high-quality graduates who are proficient in English in all situations, possess in-depth knowledge of the language and cultures of English-speaking countries, and have the skills and cultural experiences necessary to live, work, and innovate in a global English-speaking environment, fostering international integration. Additionally, the program equips learners with the skills needed for self-study and independent research, enabling them to pursue postgraduate studies and become experts in their field.

2. Specific Program Objectives

2.1. Knowledge:

PO1: Acquiring knowledge of political theory, law, economics, society, and culture.

PO2: Effectively applying foreign languages and computer software in the field of economics; demonstrating the ability to read and comprehend specialized documents, and communicate fluently with tourists, partners, and colleagues in English to meet job requirements in an international working environment.

PO3: Possessing background knowledge of social sciences, humanities, natural sciences, and technology.

PO4: Applying knowledge of English language skills and fields to help learners proficiently use English in various situations (communication, commerce, etc.); becoming English teachers, translators, or serving in English-related jobs.

PO5: Applying knowledge of planning, organizing, managing, coordinating, and conducting English teaching and translation activities as well as using business English in enterprises.

2.2. Skills

PO6: Achieving English proficiency equivalent level 5 and having the ability to use a second foreign language (Chinese/Korean/Japanese) at a level equivalent to level 3, according to the Vietnamese Foreign Language Proficiency Framework.

PO7: Developing soft skills for career success, including working independently and working in teams, learning autonomously, management and leadership skills.

PO8: Analyzing and evaluating problems systematically, and making decisions effectively; creatively finding new solutions to professional challenges.

PO9: Having the ability to reason, think critically, solve problems, have lifelong self-learning and self-research skills; having the capacity to create, develop, and lead change in fields related to English language studies.

2.3. Attitude

PO10: Demonstrating a sense of responsibility and aspirations for the trained profession; being proactive in learning and research, and pursuing life-long learning.

PO11: Guiding and supervising others in performing defined tasks; holding accountability for individual and group work.

PO12: Possessing political qualities, a sense of professional development, civic responsibility, community accountability; having good health to meet the demands of national development and defense.

Table 1. Matrix integrating the Program's Objectives and Learning Outcomes

Graduates of the English Studies program at Tan Tao University can work in different positions such as:

• Teaching general English at public and private schools, teaching business English at various institutions, language centers, or starting English entrepreneurial projects
• Working as translators and interpreters in government agencies, publishing houses, notary offices, news agencies, media companies, or human resource departments.
• Working as specialists in commerce and import-export at trading companies, financial corporations, banks, domestic and international companies using English
• Working as secretaries or foreign affairs assistants in companies, enterprises, economic corporations, consulates, non-governmental organizations, or diplomatic agencies.
• Working as cultural officers or tour guides.
• Pursuing Master's degrees at international universities either in Vietnam or abroad.

Attainment level with job positions

The scale of attainment level translates as follows:

1: Awareness (This translates to “able to know”)

2: Comprehension and Application (This translates to “able understand and apply”)

3: Analysis and Evaluation (This translates to “able to analyze and evaluate”)

4: Innovation (This translates to “able to create”)

Graduates will have the ability to engage in self-learning, research, and exploration in their work environment to enhance their professional knowledge and skills. They will also develop organizational capabilities for professional activities, meeting the demands of the country’s industrialization and modernization process.

They will possess the capacity to pursue higher levels of education to further their knowledge and professional skills, catering to both personal and societal needs.

Graduates with a Bachelor's degree in English Studies can work in various roles and positions, including: Teaching at public elementary schools, secondary schools, and high schools (with an additional TESOL certificate) or private institutions; working at language centers, publishing houses, translation offices, travel agencies, or companies and enterprises where English is used; or employment at higher education institutions or vocational education centers (after pursuing further qualifications).

1. Admissions Information

All candidates must meet the requirements outlined in the Ministry of Education and Training’s regulations for university admissions.

2. Training Process

- The academic program is governed by credit-based regulations, enabling students to actively and proactively adapt to the learning process for optimal academic and personal development outcomes.

- The program is designed to span 8 semesters (equating 4 academic years), with a total of 120 credits. The official duration of study is 4 years, with a minimum of 4 years and a maximum of 8 years for program completion.

- Each academic year is divided into 2 main semesters, including Fall and Spring. Additionally, the Provost may approve a summer semester to allow students to retake courses, improve their grades, or advance their studies.

- Each main semester includes 15 weeks of instruction and 3 weeks for exams.

- Each summer semester includes at least 5 weeks of instruction and 1 week for exams.

In accordance with the Undergraduate Training Regulations of Tan Tao University (Issued together with Decision No…/QĐ-TTU.19 dated 2019 by Provost of Tan Tao University), learners will be evaluated and granted graduation status if they meet the following conditions:

- Accumulating all required courses, credits, and complete other mandatory components as stipulated by the training program;

- Completing at least one concentration area within the list of concentration areas offered;

- Achieving a minimum cumulative GPA of 2.00 for the entire program;

- Meeting the university's English proficiency requirements for graduation, including an IELTS 7.0, TOEFL iBT score of 100, TOEIC score of 780 or equivalent (refer to the equivalency conversion chart for various exams);

- Completing the required courses in Physical Education (PE) and National Defense and Security Education (NDSE);

- Obtaining a Soft Skills Certificate issued by Tan Tao University;

- Fulfilling the required number of hours for community service activities;

- Demonstrating “Good Academic and Disciplinary Standing”, not under investigations;

- Completing all obligations to the university;

- Submitting a graduation application following the guidelines provided by the Academic Affairs Office.

Teaching and learning activities in the training program are designed to ensure learners' comprehensive development in knowledge, skills, and attitudes. A variety of methods are applied to help learners achieve the program's expected learning outcomes. The teaching strategies are categorized into nine main groups: direct teaching, experiential learning, art-based teaching, critical thinking, interactive learning, research-oriented teaching, technology-based teaching, and self-directed learning.

1. Direct Teaching

Direct teaching is a method in which information is delivered directly to learners, with the instructor presenting and learners listening. This method is commonly used in traditional classrooms and is effective for imparting basic information or explaining new skills. The specific methods under this strategy include: explicit explanation, lecture, seminar, open-ended questioning, and simulation.

Explicit Explanation (TLM1): This method involves instructors providing detailed explanations and specific guidance on lesson content, helping students achieve both knowledge and skills-related objectives.

Lecturing (TLM2): The instructor presents and explains the lesson content. Students listen, take notes, and acquire the knowledge delivered. Interactive or segmented lectures may be used to actively engage learners.

Seminar (TLM3): Learners participate in sessions where guest speakers from relevant fields (e.g., experienced educators or professionals) share knowledge and expertise to provide learners with broad or specific insights into their field of study.

Open-ended Questioning (TLM4): During lessons, the instructor uses open-ended questions or scenarios to guide students in gradually forming answers. Group discussions may be employed to collaboratively solve problems or complete exercises.

2. Experiential Learning

Experiential learning methods focus on encouraging learners to practice and engage in real-world scenarios. This promotes exploration, problem-solving, and interaction with others. The methods include games, practice, internships/fieldwork, debates, discussions, modeling, and community service learning.

Activity-based learning is also known as project-based learning (this method facilitates independent and collaborative learning). Learners progress through activities at their own pace and interests while they take responsibility for their own learning and gain lifelong collaboration and negotiation skills.

Games (TLM5): Games involve challenges, competitions, or collaborations under clear rules. They provide opportunities for learners to enhance practical knowledge, decision-making, communication skills, and teamwork.

Practice (TLM6): This method involves learners observing instructor demonstrations and independently completing tasks under guidance to develop specialized skills for future careers.

Debate (TLM7): Instructors present issues related to lesson content, and learners with opposing views analyze and defend their perspectives to persuade others. This helps develop critical thinking, negotiation, public speaking, and decision-making skills.

Group Discussion (TLM8) Learners, divided into small groups (6–10 members), discuss issues raised by the instructor. Unlike debates, discussions involve participants with aligned views collaborating to refine and complete their solutions. Unlike debate, in the discussion method, learners with the same view of the common goal find evidence to supplement and complete their views and solutions. Topics often used in teaching and learning with group discussions include: problems, proposed solutions, the most suitable solution to content, situation, and cultural aspects, and others.

Internships (TLM9): Through activities at educational institutions, foreign companies (especially those located in two Industrial Parks: Tan Duc Industrial Park, Duc Hoa District, Long An and Tan Tao Industrial Park, Binh Tan District), or language centers, learners gain practical experience in their field of study, form skills, and explore career opportunities.

3. Art-Based Teaching

Art-based teaching helps learners develop intellectually, creatively, socially, emotionally, and physically. Common methods include:

Role-Playing (TLM10): This method simulates real-life scenarios and emphasizes communication skills, allowing students to assess knowledge and solve problems in specific contexts.

Performing (TLM11): Activities such as acting, storytelling, and dramatizations engage learners in script reading, role-playing, costume creation, and collaborative performance, fostering teamwork and cognitive development.

4. Critical Thinking

Teaching critical thinking involves methods aimed at developing critical thinking, questioning skills, analytical skills, and reflective practices in learners' approaches to learning. These methods are also designed to promote creative and independent thinking and learning for students. The methods applied in teaching critical thinking include:

Problem-Based Teaching (TLM12): This educational approach places students at the center of the learning process. Problems used in teaching and learning are carefully constructed with appropriate structures so that, through the process of finding solutions to the given problem, students acquire the knowledge and skills required by the course.

Case-Study Learning (TLM13): This learner-centered teaching method helps students develop analytical, critical thinking, and communication skills. In this method, instructors design tasks based on real-life situations, problems, or challenges in the workplace, requiring students to solve them. Through this process, students develop problem-solving skills, decision-making abilities, and research competencies.

Brainstorming (TLM14): This method involves group work to generate solutions or ideas around a particular topic. Each group member is encouraged to contribute ideas without concern for feasibility, fostering flexible thinking and enhancing the ability to identify and solve problems. It also stimulates the development of creative thinking and information-seeking skills. The technique involves dividing the class into small groups of 4–5 members with an experienced and objective facilitator who can pose questions, lead conversation and motivate creativity.

Mind-Mapping (TLM15): This method addresses problem-solving through visual representation in the form of a map or diagram. Mind maps are designed based on logical thinking and can be represented as a wheel-spoke model, a roadmap, or a tree structure. Learners identify keywords and related issues and may use font sizes, styles, colors, or images to indicate different levels and degrees of information. Mind mapping can be applied for note-taking, summarizing content, planning, preparing presentations, or creatively solving problems.

5. Research-Oriented Teaching

   Research-oriented teaching fosters a high level of critical thinking. Learners identify research questions, find suitable methods to solve problems, or report conclusions based on evidence collected using methods such as independent research, project-based research, research-teaching groups, and academic support activities.

Independent Research (TLM16): This method develops students' ability to plan, explore, organize, and communicate a topic independently and in detail under the guidance of an instructor. It also enhances learning motivation and active engagement, as students are allowed to choose the materials they wish to present.

Project-Based Research (TLM17): Learners research a topic related to the course and write a report.

Research-Oriented Teaching (TLM18): Learners are encouraged to participate in instructors’ research projects or teaching groups, helping them develop research competencies and creative skills. This serves as a foundation for further academic pursuits at the postgraduate level.

Teaching Assistantship ad Academic Support (TLM19): Learners assist instructors in teaching-related tasks in the classroom.

6. Technology-Based Teaching (TLM20):

   Technology-based teaching plays a crucial role in modern education. Programs should widely adopt online learning methods (e-learning) where instructors and learners utilize digital tools to facilitate teaching and learning.

7. Self-Directed Learning

Self-directed learning is a method that helps learners acquire knowledge and develop skills to be self-directed, proactive and independent in learning. Learners have the opportunity to choose a topic to study, explore and research a problem in depth. From there, learners develop time management skills and self-monitor their learning. The self-directed leanring method is mainly applied for homework assignments.

Assignment Assessment (TLM21): Learners are assigned tasks to work at home with content and requirements set by the instructor. Through completing these assigned tasks, learners learn how to self-study, as well as gain the required knowledge and skills.

• Studying the learning outcomes of each assigned course;
• Reviewing the knowledge and skill requirements of the course and compare them with the framework curriculum;
• Researching materials and textbooks for the courses;
• Developing a course syllabus aligned with the course’s learning outcomes and the program’s overall learning outcomes;
• Designing course activities that meet the needs of the students.

• The academic program is reviewed every two years to make adjustments that address the needs of students and other stakeholders. Various forms of support are provided to students to foster ethical values, professionalism, and skills.

• Annually, the School makes plans for observing classes, especially those taught by young and new instructors, to share knowledge, teaching methods, and enhance instructors’ capabilities.
• Feedback from students regarding instructors' qualities, expertise, ethics, and professionalism is regularly collected.

The School frequently seeks input from stakeholders regarding the demand for graduates in the job market

1. Assessment Methods

The assessment methods employed in the training program are categorized into two main types: formative evaluation and summative evaluation. The specific formats and contents of these evaluations are outlined in the university's current training regulations and detailed in the course syllabus of each module..

1.1. Formative Assessment

The purpose of formative evaluation is to provide timely feedback from instructors and learners regarding progress and areas for improvement throughout the teaching and learning process.

Specific methods of formative evaluation adopted by the university include attendance, regular assessments, and mid-term evaluations. The following methods may be utilized to assess learners in 1-2 credit modules: attendance evaluation, assignment evaluation, group work, presentations, and multiple-choice tests. For 3-5 credit modules, in addition to these methods, some summative evaluation methods (listed in 12.1.2) may also be used for mid-term evaluations.

Attendance Assessment (AM1): This method reflects the learner's study attitude through regular participation in class sessions and self-study hours. Active participation helps learners systematically acquire knowledge, develop skills, and form proper attitudes and good behaviors. Attendance evaluation is carried out using rubrics tailored to the nature of individual courses.

Assignment Assessment (AM2): Learners are required to complete tasks related to the lesson during or after class, either individually or in small groups. These tasks are assessed based on specific criteria (assignment rubric).

Presentation Assessment (AM3): In some courses, learners work in groups to solve problems or discuss topics related to the lessons, presenting their findings to other groups. This activity not only enhances subject knowledge but also develops communication, negotiation, and teamwork skills. Achievement in these areas is assessed using specific rubrics (presentation rubric).

1.2. Summative Assessment (End-of-Term)

The goal of summative assessment is to make conclusions about the achievement of learning objectives, assess learning outcomes, and rank the progress of learners at specific period of time during the program, such as the end of a term or the completion of a course.

Assessment methods used include written, multiple-choice, and oral exams, presentations, group work, practical assessments, and final projects. (The university employs the following summative evaluation methods, which may also be used for mid-term assessments in 3-credit modules)

Written Tests (AM4): Under this assessment method, learners are required to answer a number of questions, case studies, or provide personal opinions on issues related to the course's learning outcomes. The assessment is based on pre-determined answer keys. A 10-point scale is used for grading. The number of questions in the assessment is determined by the specific knowledge requirements of the course.

Multiple Choice Tests (AM5): Similar to written tests, this method evaluates learners' knowledge using pre-designed answer options, where learners select the correct answers.

Oral Exams (AM6): Learners are assessed through direct interviews or Q&A sessions. Criteria for assessment are outlined in specific rubrics (oral exam rubric).

Report Writing (AM7): Learners are assessed based on the quality of their written reports, including the content, explanatory details, illustrations, and diagrams. Assessment criteria are specified in report rubrics for each course.

Presentation (AM8): This method reflects the presentation evaluation described in formative evaluation but is conducted periodically at mid-term, end-of-term, or program completion.

Group Work Assessment (AM9): This method assesses learners' teamwork skills, such as organizing, managing, building effective teams, leading group activities, and developing team dynamics. Assessment is based on specific group work rubrics.

 Internship Report/Thesis (AM10): This is a highly valuable assessment method because it evaluates knowledge, attitude, and various skills (including creative thinking, judgment, reasoning, information retrieval, organizational management, communication, collaboration, data processing, and report writing). Learners are assessed by their academic advisors, workplace mentors, or a thesis evaluation committee using appropriate evaluation forms tailored to the program's requirements.

2. Assessment Form, Weight, and Criteria

According to the training regulations of Tan Tao University.

Based on the regulations of the Department, details are shown in the course syllabuses.

3. Assessment Scale

According to the training regulations of Tan Tao University

Helping students apply English linguistics knowledge and develop practical work skills at their internship placements, enhancing communication and problem-solving skills in real-life situations, while better preparing them for their future careers after graduation.

1. Internship Duration: 180 hours (equivalent to 2 months), aimed at providing students with opportunities to apply their knowledge in real work environments.

2. Location: Students can become interns at educational institutions/language centers, foreign-owned companies in industrial areas, or companies that use English in their operations.

3. Internship Guidance: Faculty members will provide remote guidance or monitor the internship process. At the same time, mentors at the internship site will directly supervise and evaluate students’ performance.

4. Internship Responsibilities: Students can participate in activities such as teaching, translating, assisting teachers, managing language projects, or other tasks relevant to their field of study, enabling them to develop professional skills and familiarize themselves with real-life work situations.

5. Internship Deliverables: Outcomes of the practical work at the internship site, such as direct teaching hours, translation projects, work schedules at the office, or completed tasks. Additionally, a final internship report summarizing experiences, achievements, and the knowledge and skills gained during the internship is required.

6. Internship Evaluation: Faculty members and on-site instructors will collaborate to assess students based on a rubric that evaluates participation, task execution skills, and final deliverables.

1. Teaching Staff

- Instructors for the English Studies program must meet the requirements set forth by the Ministry of Education and Training.

- The teaching staff includes both Vietnamese and international instructors.

- Theoretical courses must be delivered by full-time faculty members.

2. Facilities

- The higher education institution must ensure facilities comply with current regulations and guidelines from the Ministry of Education and Training, including classrooms, libraries, modern teaching equipment to support active learning, and computer labs with internet access.