FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

VIETNAM NATIONAL UNIVERSITY, HANOI

SELF-ASSESSMENT REPORT
FOR AUN-QA

THE INTERNAL QUALITY ASSESSMENT

AT PROGRAM LEVEL

FAST TRACK BACHELOR OF ARTS IN

ENGLISH LANGUAGE TEACHER EDUCATION

FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
VIETNAM NATIONAL UNIVERSITY, HANOI

SELF-ASSESSMENT REPORT
FOR AUN-QA

THE INTERNAL QUALITY ASSESSMENT

AT PROGRAM LEVEL

FAST TRACK BACHELOR OF ARTS IN

ENGLISH LANGUAGE TEACHER EDUCATION

CONTENTS
LIST OF ABBREVIATIONS.................................................................................................. i
LIST OF FIGURES ................................................................................................................ ii
LIST OF FAST-TRACK COHORTS ................................................................................... ii
INTRODUCTION ................................................................................................................... 1
I. Executive summary of the Self-Assessment Report (SAR) .................................................. 2
II. Organisation of the self-assessment ..................................................................................... 4
III. Brief description of Vietnam National University, Hanoi .................................................. 5
VI. Brief description of the University of Languages and International Studies ...................... 5
V. Brief description of the Faculty of English Language Teacher Education .......................... 6
VI. Brief description of the Fast-track program ........................................................................ 8
AUN-QA ................................................................................................................................. 10
CHAPTER 1: EXPECTED LEARNING OUTCOMES ................................................... 11
1.1. The expected learning outcomes have been clearly formulated and translated into the
program. .................................................................................................................................. 11
1.2. The program promotes life-long learning. ....................................................................... 11
1.3. The expected learning outcomes cover both generic and specialized skills and
knowledge. .............................................................................................................................. 12
1.4. The expected learning outcomes clearly reflect the requirements of the stakeholders. ... 12
CHAPTER 2: PROGRAM SPECIFICATION .................................................................. 14
2.1. The university uses program specification. ...................................................................... 14
2.2. The program specification shows the expected learning outcomes and how these can be
achieved. .................................................................................................................................. 14
2.3. The program specification is informative, communicated, and make available to the
stakeholders. ............................................................................................................................ 15
CHAPTER 3: PROGRAM STRUCTURE AND CONTENT ........................................... 16
3.1. The program content shows a good balance between generic and specialized skills and
knowledge. .............................................................................................................................. 16
3.2. The program reflects the vision and mission of the university. ....................................... 16
3.3. The contribution made by each course to achieving the learning outcomes is clear. ...... 17
3.4. The program is coherent and all subjects and courses have been integrated. .................. 17
3.5. The program shows breadth and depth. ........................................................................... 18
3.6. The program clearly shows the basic courses, intermediate courses, specialized courses,
practicum and thesis. ............................................................................................................... 18
3.7. The program content is up-to-date. .................................................................................. 18

CHAPTER 4: TEACHING AND LEARNING STRATEGY ........................................... 20

4.1. The faculty or department has a clear teaching and learning strategy. ............................ 20
4.2. The teaching and learning strategy enables students to acquire and use knowledge
academically. ........................................................................................................................... 20
4.3. The teaching and learning strategy is student oriented and stimulates quality learning. . 21
4.4. The teaching and learning strategy stimulates action learning and facilitates learning to
learn. ........................................................................................................................................ 21
CHAPTER 5: STUDENT ASSESSMENT.......................................................................... 23
5.1. Student assessment covers student entrance, student progress and exit test. ................... 23
5.2. The assessment is criterion referenced. ............................................................................ 24
5.3. Student assessment uses a variety of methods. ................................................................ 24
5.4. Student assessment reflects the expected learning outcomes and the content of the
program. .................................................................................................................................. 25
5.5. The criteria for assessment are explicit and well-known. ................................................ 25
5.6. The assessment methods cover the objectives of the curriculum..................................... 26
5.7. The standards applied in the assessment are explicit and consistent. .............................. 26
CHAPTER 6: ACADEMIC STAFF QUALITY ................................................................ 27
6.1. The staff is competent for their task. ................................................................................ 27
6.2. The staff is sufficient to deliver the curriculum adequately. ............................................ 27
6.3. Recruitment and promotion are based on academic merits.............................................. 27
6.4. The roles and relationship of staff members are well defined and understood. ............... 28
6.5. Duties allocated are appropriate to qualifications, experience and skills. ....................... 28
6.6. Staff workload and incentive systems are designed to support the quality of teaching and
learning. ................................................................................................................................... 28
6.7. Accountability of the staff members is well regulated. .................................................... 29
6.8. There are provisions for review, consultation and redeployment. ................................... 29
6.9. Termination and retirement are planned and well implemented. ..................................... 30
6.10. There is an efficient appraisal system. ........................................................................... 30
CHAPTER 7: SUPPORT STAFF QUALITY .................................................................... 31
7.1. The library staff is competent and adequate in providing a satisfactory service. ............ 31
7.2. The laboratory staff is competent and adequate in providing a satisfactory level of
service...................................................................................................................................... 31
7.3. The computer facility staff is competent and adequate in providing a satisfactory level of
service...................................................................................................................................... 31
7.4. The student service staff is competent and adequate in providing a satisfactory level of
service...................................................................................................................................... 32
CHAPTER 8: STUDENT QUALITY ................................................................................. 33
8.1. There is a clear student intake policy. .............................................................................. 33

8.2. The student admission process is adequate. ..................................................................... 33

8.3. The actual workload is in line with the prescribed load. .................................................. 34
CHAPTER 9: STUDENT ADVICE AND SUPPORT ....................................................... 35
9.1. There is an adequate student progress monitoring system. .............................................. 35
9.2. Students get adequate academic advice, support, and feedback on their performance. ... 35
9.3. Mentoring for students is adequate. ................................................................................. 36
9.4. The physical, social and psychological environment for the students is satisfactory. ..... 36
CHAPTER 10. FACILITIES AND INFRASTRUCTURE ............................................... 38
10.1. The lecture facilities are adequate. ................................................................................. 38
10.2. The library is adequate and up-to-date. .......................................................................... 38
10.3. The laboratories are adequate and up-to-date. ............................................................... 39
10.4. The computer facilities are adequate and up-to-date ..................................................... 39
10.5 Environmental health and safety standards meet requirements in all aspects................. 40
CHAPTER 11: QUALITY ASSURANCE OF TEACHING AND LEARNING
PROCESS .............................................................................................................................. 41
11.1. The curriculum is developed by all teaching staff ......................................................... 41
11.2. The curriculum development involves students. ............................................................ 41
11.3. The curriculum involves the labor market. .................................................................... 41
11.4. The curriculum is regularly evaluated at reasonable time periods. ................................ 42
11.5. Courses and curriculum are subject to structured student evaluation. ........................... 42
11.6. Feedback from various stakeholders is used for improvement. ..................................... 43
11.7. The teaching and learning process, assessment schemes, the assessment methods and
the assessment itself are always subject to quality assurance and continuous improvement. 43
CHAPTER 12: STAFF DEVELOPMENT ......................................................................... 44
12.1. There is a plan on the needs for training and development of both academic and support
staff. ......................................................................................................................................... 44
12.2. Training and development activities for both academic and support staff are adequate to
their needs. .............................................................................................................................. 44
CHAPTER 13: STAKEHOLDERS FEEDBACK.............................................................. 47
13.1. There is adequate structured feedback from the labor market. ...................................... 47
13.2. There is adequate structured feedback from students and alumni ................................. 47
13.3. There is adequate structured feedback from staff .......................................................... 48
CHAPTER 14: OUTPUT ..................................................................................................... 50
14.1. Pass rate is satisfactory and the dropout rate is of acceptable level. .............................. 50
14.2. Average time to graduate is satisfactory ........................................................................ 51
14.3. Employability of graduates is satisfactory ..................................................................... 51
14.4. Level of research activities by academic staff and students is satisfactory ................... 52
CHAPTER 15: STAKEHOLDERS SATISFACTION ...................................................... 53

15.1. Feedback from students is satisfactory........................................................................... 53

15.2. Feedback from alumni.................................................................................................... 53
15.3. Feedback from the labor market..................................................................................... 53
STRENGTHS AND WEAKNESSES ANALYSIS ............................................................. 55
I. Summary of strengths .......................................................................................................... 56
II. Summary of weaknesses ..................................................................................................... 57
III. Check list for AUN Quality Assessment at Quality Level................................................ 58
VI. Improvement plan ............................................................................................................. 62
APPENDICES ....................................................................................................................... 63

LIST OF ABBREVIATIONS
o

N
1.
2.
3.
4.
5.

Abbreviation
AAAL
ALTE
AUN-QA
B.A.
CAE

6.

CAMTESOL

7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.

CEF
CIT
CU
EC
ELO
FCE
FELTE
FT
FTTE
GPA
HRD
IELTS
IQ
IT
LIC
LU
M.A.
NETEC
PET
PhD.
SAR
TE
TEFL
TESOL
TR
UGRAD
UK
ULIS
US
USA
VND
VNFLTQ
VNU
VNU-QA
ZPD

American Association for Applied Linguistics

Association of Language Testers in Europe
ASEAN University Network Quality Assurance
Bachelor of Arts
Cambridge Advanced English Examination
Conference in Cambodia Teachers of English to Speakers of Other
Languages
Common European Framework
Center for Information Technology
Credit unit
English Club
Expected learning outcome
First Certificate in English
Faculty of English Language Teacher Education
Fast Track
Fast Track Teacher Education Program
Grade Point Average
Human Resources Development
International English Language Testing System
Intelligence Quotient
Information Technology
Information-Library Center
Lecturing unit
Master of Arts
National English Teacher Education Curriculum
Preliminary English Test
Doctor of Philosophy
Self-assessment report
Teacher Education
Teaching English as a foreign language
Teachers of English to Speakers of Other Languages
Translation
Global Undergraduate Exchange Program
United Kingdom
University of Languages and International Studies
United States
United States of America
Vietnam Dong
Vietnam Foreign Language Teacher Qualifications
Vietnam National University, Hanoi
Vietnam National University, Hanoi - Quality Assurance
Zone of Proximal Development

LIST OF FIGURES
Figure 1
Figure 2
Figure 3
Figure 4
Figure 5
Figure 6
Figure 7

The Fast Track curriculum of specialized courses

The library staff
Intake of first-year students
Total number of students (last 5 academic years)
The pass/ dropout rate
Fast Track Graduates employability after graduation
Jobs classification of Fast Track graduates

LIST OF FAST-TRACK COHORTS

Cohort
QH.2011.F1
QH.2010.F1
QH.2009.F1
QH.2008.F1
QH.2007.F1
QH.2006.F1
QH.2005.F1
QH.2004.F1
QH.2003.F1
QH.2002.F1
QH.2001.F1

Academic year
2011-2015 intake
2010-2014 intake
2009-2013 intake
2008-2012 intake
2007-2011 intake
2006-2010 intake
2005-2009 intake
2004-2008 intake
2003-2007 intake
2002-2006 intake
2001-2005 intake

ii

Code
K45
K44
K43
K42
K41
K40
K39
K38
K37
K36
K35

INTRODUCTION

I. Executive summary of the Self-Assessment Report (SAR)

The Self-Assessment Report of the Fast Track Bachelor of Arts in English Language Teacher
Education, hereinafter referred to as the Fast-Track Program for short, consists of four main
parts: Part 1- Introduction, Part 2: AUN-QA Criteria Requirements, Part 3: Strengths and
Weaknesses, and Part 4: Appendices. The preparation of this report follows strictly the
guidelines issued in June 2011 by AUN-QA. SAR is accompanied by a full set of evidences.
The evidences are coded as Attachment ab.cd in which ab is the order number of the criterion
and cd is the order number of the evidences for each criterion.
The report provides brief information about Vietnam National University, Hanoi, and one of
its members, the University of Languages and International Studies, and the Faculty of
English Language Teacher Education where the FT program is housed. The program was
based on the creative application of a sound philosophy, theoretical framework covering (a)
the philosophy itself, (b), the standards in terms of knowledge, skills, and attitudes or
qualities, (c). the approach to delivering the goods, (d), monitoring progress and using
feedback to better the program, and (e). anticipating and dealing with likely implementations
problems.
Almost a decade on, preparing this SAR has offered us an excellent opportunity to look back
at the journey we have traveled in terms of how the program is implemented, its strengths and
weakness, and to plan the way forward. The FT program may be described as a sea change in
the Vietnam at a time when the need for change in English language teaching and learning
was strongly felt across the board as Vietnam was deeply engaged in its integration with the
world. This program is unconventional in many ways, and its features can be summarized in
the following terms:

It has set clear expected learning outcomes in terms of knowledge acquisition, skills
and attitude development. It is based on a sound educational philosophy, aiming, inter
alia, at generic and specialized skills that can promote lifelong learning. As such, its
expected learning outcomes are clearly specified and made available to all
stakeholders. The report indicates how these outcomes can be achieved, and as is
clear, the goods have been delivered
The curriculum reflects the vision and mission of ULIS to become a research oriented
university which contributes to Vietnams national development through the pursuit
of excellence in teaching, research, and provision of services relevant to the needs of
society. All the courses together form a coherent balanced blueprint with depth and
breadth that has been proven to realize the prescribed outcomes.
A modern and working teaching and learning strategy defines the program, focusing
on student-centeredness and autonomy, and social constructivism. It has worked to
help students acquire and use knowledge academically, as well as developing skills
and attitudes. In this process, quality learning occurs. Students are freed from the fear
of making mistakes, and have a sense of the what and the why.
The program applies a formative and summative assessment scheme which is
criterion - referenced. Assessment is geared towards the program objectives and
outcomes to ensure validity and made to ensure reliability. Various forms of
assessment have been used. Both formats and criteria are made explicit and available
to both teaching staff and students. Students are assessed at the entrance, throughout

the program and at the exit point. The important point is that assessment results reflect
the expected learning outcomes and the content of the program.
All teaching staff has been prequalified to make sure they are competent to do the job,
and are in fact recruited based on merit. All of them have demonstrated a high level of
work performance, and been appreciated by students and colleagues, alike. The
program is well-staffed with full time, part-time, and visiting teachers mostly from
ULIS. FT program teachers are doing an excellent job, all having a career path,
motivated by a fair share of workload and good incentive scheme, and being for the
most part happy with the current personnel policy in terms of appraisal, promotion,
redeployment, termination and retirement.
ULIS has just approved a human resources development plan for the 2011 - 2015
period for all staff of the university. A number of training activities such as mentoring
novice, workshops, seminars and inset training, job rotation/assignment, action
research activities, higher degree learning and scholarships have taken place including
organizing short courses at home or abroad. This has worked to improve staff
qualifications and skills, and met their needs.
The program enjoys the competence of support staff who work either in the library, or
computer labs or language labs, or in Student Support Center, or the Office of Student
Affairs. They are friendly and helpful.
The program makes every effort to guarantee its student quality. A clear student
intake policy is formulated, explicit, and made available to all concerned. Students are
admitted into the program based on merit (the results of their study at high school or,
entrance exams grades, selection test administered by ULIS). A credit point system is
in place now, making it possible for students to finish their program ahead of
schedule. Pushing the students to the limit is also a feature of the program, and this is
something students later say they do appreciate.
There is an adequate system in place that monitors student progress and provides
them with advice, mentoring tips, support and feedback on their learning. This work
helps the physical, social and psychological environment they are in now. Facilities,
computers and lab equipment and infrastructure are generally adequate.
The teaching and learning process is subjected to quality assurance. The FT program
strictly complies with VNU - issued training quality assurance regulations. Teachers
are responsible for designing and implementing the curriculum, and tune it to meet the
aims and objectives of the program based on feedback and inputs from students,
teachers, and the labor market. Since its launch in 2001, a number of reviews and
evaluation attempts have been undertaken, all designed to make it more relevant and
coherent.
The program has received constructive structured feedback from its stakeholders,
especially its alumni population, teaching staff, and a still limited number of
employers. Stakeholders, including the students and alumni, and the labor market in
general have highly appreciated the outcomes of the program. The feedback has been
very useful in fine-tuning it.
The program may be described as a success story at ULIS. Feedback from its
graduates point to a high level of satisfaction. The exceptionally high pass rate is an
important indication of this. Deferred completion is very rare. Employability is
spectacularly high. And all of the graduates either get a job upon completion of their
studies or move on to graduate studies in Vietnam or overseas. Both teachers and
students are involved in research of high quality.

However, the Report also identifies several areas for improvement that must be addressed in
the coming years.

The key problem is the inevitable implementation of the newly revised curriculum,
which is expected to start in the 2012 - 2013 academic year. This calls for the
immediate development of new course syllabi, training and of teachers, and the
purchase of books to be used. A plan to disseminate the 2011 version to all teaching
and academic staff and students is to start the end of April, 2012 and ULIS will
approve the plan and funds for developing the new syllabi in late March.
To constantly review and improve the curriculum as needs from the labor market
keeps changing is another challenge for ULIS. It is envisaged to ask the American
Embassy in Hanoi for the continued and shared use of the current Fulbright fellow
now placed at ULIS for syllabus development and teacher in-service training, and
capacity building efforts. From 2013 onwards, The FT Department will annually
collect international experts and the labor market feedback or opinions on the newly
revised curriculum as it is implemented next year
Although existing facilities and equipment are adequate for now, but demands are
sure to grow considerably when the newly revised curriculum is launched next year.
New computers will replace the existing ones in the rooms reserved for the FT
program. It will be made sure that they work well to the students and staffs
satisfaction.

II. Organisation of the self-assessment

Following the successful accreditation of the Fast-track program by VNU in 2009 and after
improving the program including the evaluation of the curriculum by external expert in 2010,
in June 2011, ULIS registered for the accreditation of the program by AUN and started the
self-assessment of the FT program according to AUN-QA standards.
ULIS, FELTE (Faculty of English Language Teacher Education) and the CFLEQA (Center
for Foreign Language Education and Quality Assurance) prepared a detailed plan for the
AUN-QA project. On 29 August 2011, the President of ULIS approved this plan for the selfassessment of the FT program in accordance with AUN-QA standards [Attachment 0.1]. On
13 September 2011, the Rector of ULIS signed the Decision number 1142/ QD-TCCB on the
establishment of the Self-assessment Council [Attachment 0.2].
From the day the self-assessment plan was approved and informed to all parties involved to
the final internal appraisal of the SAR in late February 2012, ULIS and FELTE conducted a
number of activities to introduce and propagate the self-assessment process to all faculties
and departments in ULIS and to all divisions, teaching staff and students of FELTE
[Attachment 0.3]. Involved in the self-assessment process were the members of the Selfassessment Council, the teaching staff of the FT program, representative alumni of the Fasttrack program including those who are teachers of other FELTE divisions, FT current
students of four intakes, representative employers, representative students from the Standard
Program, representatives from the Youth League, the Students Association, and students
clubs in ULIS and FELTE.
From June 2011 to August 2011, the Self-assessment Council worked on the detailed plan,
prepared the budget, and studied the AUN-QA Guide and other successfully accredited VNU
programs SARs. Training on the AUN-QA self-assessment process was organized for all the
4

Council members and SAR writers. From September 2011 to January 2012, the FELTE
leadership and the SAR selected writers wrote the SAR, with the active support of a group of
supporters from FELTE, as well as of the managers, officers, admin staff of FELTE, ULIS
and VNU in collecting evidences.
The Self-assessment Council and the SAR writing team met together regularly to discuss,
shared evidences, consult, and report the implementation progress. These meetings were
scheduled in ULIS weekly events, and recorded for effective monitoring of the
progress[Attachment 0.4; Attachment 0.5].
The first, second and third versions of the SAR were circulated to all parties involved,
including reviewers from VNU Institute for Education Quality Assurance and external
reviewers, for proofreading and consultation. The forth version of the SAR was sent to ULIS
internal assessment at the end of February 2012 before being revised and finalized to be
submitted to the AUN-QA Council.
Parallel to the writing of the SAR, since September 2012, the FT program has been
conducting the upgrading of the curriculum and will complete the task by March 2012.
For the next steps, ULIS continues the upgrading of the Fast-track curriculum and other
quality assurance activities on a regular basis and prepares for AUN-QA external assessment.
III. Brief description of Vietnam National University, Hanoi
Recognized as one of the countrys leading higher education and research centers, Vietnam
National University, Hanoi (VNU), as a university system, has been responsible for providing
high quality human resources through its innovative training programs and research. VNU
holds a special position in Vietnams higher education system, operating according to a
special regulation promulgated by the Prime Minister. VNU's member universities, faculties
and research institutes [Attachment 0.6] are proud to maintain their reputation of excellence
in both natural and social sciences.
VNUs vision and mission is: (a) to develop into the countrys leading comprehensive and
most prestigious training and research centre of excellence, gradually achieving international
standards; (b) to play a key and leading role in renovating the countrys higher education
system; and (c) to serve as a focal point for international scientific, educational and cultural
exchanges of the whole country. [Attachment 0.7]
In its endeavors to realize this mission, VNU has been establishing and developing a number
of international standard disciplines and majors in order to expand its faculties, departments
and member universities to the regional and/or global level. VNU has viewed quality
assurance as one of its priorities and is committed to maintaining VNU quality assurance
standards in all its member institutions.
VI. Brief description of the University of Languages and International Studies
Throughout its 50 plus year history as a leading university and a founding member of VNU,
the University of Languages and International Studies (ULIS) has played a defining role in
foreign language teacher education, international studies, and related fields in Vietnam
through its pursuit of academic excellence, and commitment to innovation and creativity.
5

In the face of new challenges posed by globalization and the emergence of a knowledge
based economy, ULIS is fostering an innovative and can-do spirit which is needed to
transform itself into an acknowledged centre of excellence able to cater for the needs of a
diverse student population. At present ULIS is also pioneering innovations like the
introduction of double degree and double major programs involving a foreign language and a
major such as finance & banking, business administration, international business, law, and
tourism [Attachment 0.8].
The University has well-qualified, experienced and dedicated lecturers and staff in the field
of teacher education, linguistic research and international studies. These professionals are
supplemented by their avid younger colleagues who are quick at mastering new technology
which is conducive to teaching and doing research. ULIS currently employs 760 lecturers and
staff, many of whom have doctoral qualifications and earned their degrees from universities
abroad. The university leaders are keen on offering capacity-building opportunities for young
staff, especially young lecturers and researchers. As part of the plan to enhance performance
improvement and quality assurance, ULIS faculty members are encouraged and given every
opportunity to pursue higher degrees inside and outside the country. Young researchers are
assigned to different disciplines based on their areas of academic interest and are
subsequently involved in various research projects expected of a research university
[Attachment 0.9].
At present ULIS offers 22 BA programs, nine MA programs and seven PhD programs and
has an enrolment of 1,000 graduate students, 5,000 undergraduates, 1,300 upper secondary
students, and 200 international students studying at its 10 faculties, two departments, four
centers, and one high school (The Foreign Language Specializing School). ULIS also runs a
number of joint programs in partnership with other VNU members and international
universities and institutions.
ULIS has made every attempt to maintain teaching quality and standards, considering it as a
pivotal factor that greatly contributes to the Universitys development. Recently ULISs FT
Program has earned an impressive record of meeting 15 national standards and 7 regional
standards out of the 22 criteria under VNU accreditation. The other four Teacher Education
regular programs (English, Russian, Chinese, and French) and two FT programs (Chinese and
French) are currently undergoing VNU audit and assessment.
V. Brief description of the Faculty of English Language Teacher Education
The Faculty of English Language Teacher Education (FELTE) is one of the oldest English
language training institutions in Vietnam. Originated from an English department founded in
1958 as a part of the Faculty of Foreign Languages with only four lecturers and nine students
at the time, FELTE has now grown into one of the biggest faculties in the University of
Languages and International Studies with about 150 lecturers working in seven different
departments including English 1, English 2, English 3, Fast-track Program, English for
Specific Purposes, Translation/Interpretation, and English Language Teaching Methodology.
Currently, over two thousand students are enrolled in the bachelor programs, and thousands
of students are studying at other programs that FELTE is operating or teaching.
Renamed as such in 2009 following the restructuring of the Faculty of Anglo-American
Languages and Cultures, which was its predecessor, FELTE is entrusted with a mission to
train high quality English teachers and interpreters/translators. The faculty is operating four
6

bachelor programs including mainstream and FT teacher education and translation programs.
In addition, three double-major programs (English and Business administration, English and
Finance-Banking, and English and International Economics) have been offered since 2009.
Besides, FELTE lecturers are also teaching in in-service and postgraduate (Masters and PhD)
programs. During its over fifty years history, FELTE has been playing a leading role in
building the human resources of English teachers at upper-secondary schools, universities
and colleges, specialized and vocational training centers, which helps to meet the demands
for English in the country.
To maintain high quality educational service, research and professional development have
been emphasized in FELTE. The FELTE academic staffs have contributed a great deal of
valuable research on teacher education and English teaching and learning in Viet Nam and in
the world. A number of lecturers have publicized their research at international conferences
and prestigious journals in the field. By 2012, FELTE has got four PhD and sixty two Master
degree holders. In addition, twelve lecturers are doing their doctoral degrees and fourteen
others doing their Masters in Viet Nam and abroad. [Attachment 0.10]
Teaching and curriculum reforms are at the heart of recent faculty-wide activities. A wide
range of efforts has been being made to better teaching methods and to develop new teaching
curricula at international standards. FELTE has been receiving continuous support from some
international experts and organizations for these reforms. In collaboration with other faculties
and sections in the university, the Faculty is currently taking a pioneering role in designing
coherent, consistent and transferable credited-based university-wide curricula by 2020.
[Attachment 0.11]
The contribution of the faculty has been well recognized. As a team, the faculty has gained
the following honors:

Third-class Labor Medal in 1993;

Second-class Labor Medal in 2001;
First-class Labor medal in 2009;
Outstanding working team annually;
Certificate of Merit awarded by the Prime Minister in 1995;
Certificate of Merit awarded by the President of Vietnam National University, Hanoi
in 1998, 1999, 2000, and 2002;
Certificates of Merit awarded by the Peoples Committees in Nam Dinh, Hai Phong,
and Ha Giang provinces in 1998. [Attachment 0.12]

Individual FELTE lecturers have also gained a lot of prominent achievements. Some are
briefed below:

01 lecturer awarded the title Peoples Teacher;

02 lecturers awarded the title Excellent Teacher;
02 lecturers awarded the Third-class Labor Medal;
03 lecturers awarded the Certificates of Merit by the Prime Minister;
43 lecturers awarded the Medals for Contribution to Education;
05 lecturers awarded Certificates of Merit by the Minister of Education and Training
on the occasion of 50 years anniversary of Teacher Education sector;
05 lecturers awarded Medals for Contribution to Trade Unions;
7

Over 70 lecturers awarded Certificates of Merit by VNU Trade Union.

[Attachment 0.13]
VI. Brief description of the Fast-track program
The FT Bachelor Program in English Language Teacher Education was prepared and
officially launched in 2001 by the FT Department of FELTE, ULIS, VNU. The first intake
graduated in 2005.
The Program was designed and developed based on the application of a sound philosophy
spearheaded by the Dean of that time [Attachment 0.14] and the Bachelor Program in
English Language Teacher Education (Standard program). At the time the program was
started, a team of designers headed by the Dean was given a more or less blank check, and so
they attempted to look for unconventional ways to do it in spite of the fact that some
guidelines were available. The program was based on the application of a sound philosophy
spearheaded by the dean. The following issues were discussed.
a. What is our philosophy regarding the organizing of a FT course?
b. What standards should we aim for in terms of knowledge, skills, and attitudes or
qualities?
c. What should be our approach to delivering the goods?
d. How should we monitor our progress and incorporate feedback into the program as
appropriate?
e. What sorts of likely constraints are there?
A common understanding was achieved, and in particular, we broke from the traditional
approach in two important ways, acquisition of knowledge was not going to be the only goal
(the conventional approach to curriculum design and development), but skills, especially soft
skills and attitudes are very critical and must form part of the aims of the program. Also, to
deliver the goods, student-centeredness and student autonomy have to be its defining
characteristics. Skills and attitudes are to be developed in the teaching and learning activities.
Thus, the program focused on the innovation of training approach, including curriculum,
syllabus and materials, mode of teaching and learning; testing and assessment based on
objectives and expected program outcomes.
In the first place, a team of highly qualified and experienced teachers who graduated from
overseas universities and had experience teaching and working for international
organizations, was appointed and assigned with the task of designing and developing the
program. The students were outstanding ones who were selected through a special entry test
comprising one language skills component and one IQ component. The short-listed ones were
then interviewed and the EQ component was additionally deployed.
Highlights of the FT program are the realization of the chosen philosophy in a healthily
competitive environment where learner autonomy is boosted through creative teachinglearning tasks and activities; and the development of soft-skills and high-level thinking skills
integrated into the proficiency subjects and across the curriculum. Flexibility, adaptability,
responsiveness and professionalism are some outstanding features of the FT program
graduates.
8

Since 2001, the FT program has undergone a good number of evaluation and assessment
efforts. In 2005, after the first five year phase, the program was evaluated by ULIS as a
advanced model of teaching and learning. In 2009 the program was accredited by VNU- QA
as a successful program with seven criteria at Level 3 (regional standards) and 15 criteria at
Level 2 (national standards) [Attachment 0.15]. In 2010, the curriculum of the program was
reviewed and evaluated by a visiting language fellow from the US, Dr. Diana Dudzik. The
recommendations in this evaluation report have been taken into due consideration when the
FT division join FELTE in the curriculum revision and new subjects development projects in
2011 and early 2012. [Attachment 0.16]
Apart from those evaluation and assessment, the FT Program has been regularly revised and
upgraded to ensure its sustainability. The results of this process are demonstrated in the
revised curriculum and renovated syllabi and training materials. (see Chapter 2 and 3 for
more detailed description).
The FT program is now one of the key programs of ULIS. This model has been diffused to
the Mainstream, aiming at transforming ULIS-VNU into a recognized and prestigious
provider of high quality English language teacher education in Vietnam.

AUN-QA
CRITERIA
REQUIREMENT

10

CHAPTER 1: EXPECTED LEARNING OUTCOMES

1.1. The expected learning outcomes have been clearly formulated and translated into
the program.
The mission of the University of Languages and International Studies Vietnam National
University [Attachment 0.7] serves as the foundation for development of the FT Teacher
Education Program (FTTE). The Program was designed and developed based on the
philosophy of high quality bachelor program spearheaded by the Dean of that time, (now
ULIS President) [Attachment 0.14] and the Bachelor Program in English Language Teacher
Education (Standard program).
The expected learning outcomes of the FTTE program are set in terms of knowledge, skills and
qualities [Attachment 1.1]. The program is a standardized program which is designed to
help students develop knowledge, language proficiency(equivalent to C1 level
according to Common European Framework), skills such as communication, problem
solving, presentation, people, time management and adaptive, skills. They need to
acquire sufficient knowledge of, national, regional or international environment as well
as that of society and culture. Its graduates, besides, should have knowledge and ability
to conduct research, apply technology in teaching; be able to self-study, further pursue
postgraduate programs (in Vietnam or foreign countries), accumulate qualities and skills
to become good lecturers at all levels. The FT program also aims at producing graduates
who can work as lecturers at universities and colleges, or researchers in linguistics and
international studies.
All the above expected learning outcomes find their expression in the curriculum of English
Teacher Education Program with 149 credit units (CU) allocated for 8 semesters in 7
knowledge blocks [Attachment 1.2]. The design of the course subjects and their correlation
in the curriculum structure of the FT program to achieve their ELOs can be seen in the
[Attachment 1.3].
1.2. The program promotes life-long learning.
The FTTE program does promote life-long learning. Considering this goal, the program has
focused on developing such skills as needed by students as they enter the work force like
information searching/processing, time management, adaptation, problem solving,
communication, and, critical thinking, skills and self-study methods [Attachment 1.2]. Such
skills are integrated into the course subjects and developed in the provision of innovative
learning activities, all designed to enhance students learning autonomy. For instance, in the
course ENG2260, students learn approaches to critical thinking [Attachment 1.4]. Besides,
they are equipped with research methodology as well. In the course ENG 2266, students learn
how to do research, assess information and to choose the relevant information [Attachment
1.5]. In the course ENG 2263 titled Advanced English 2, students learn ways to conduct a
research project [Attachment 1.6].
In the course ENG2242, students are trained to develop different listening skills and can
take part in stimulating activities and group discussions. They also have chances to hold
class activities by themselves, such as sharing of their favorite English songs, thus
11

continuously themselves in organizing activities in the classroom [Attachment 1.7]. As a part

of the assignments of the course ENG2245, students are given chances to experiment with new
ideas by creating classroom newspapers [Attachment 1.8].
As part of in class- activities and assignments, students have also designed tasks requiring
themselves to collect, examine, analyze, evaluate information, then share with all classmates
and teacher and finally receive feedback and self assess their performance to get the
experience for the next assignments. This is aimed at equipping the students with the
capability of self-study, self-research and life-long learning skills [Attachment 1.9]. Besides,
to facilitate further education, regular undergraduate students are eligible for being directly
admitted to the Master of Arts program upon meeting certain requirements [Attachment
1.10].
1.3. The expected learning outcomes cover both generic and specialized skills and
knowledge.
The structure of the program aims at training teachers who possess general background
knowledge, knowledge of the English language, good language proficiency, teaching skills,
soft skills and positive attitudes. The expected outcomes cover both generic and specialized
skills and knowledge which means general knowledge, subject matter knowledge of English,
good language proficiency, teaching skills, soft skills and positive attitudes [Attachment
1.1].
The programs expected learning outcomes are disseminated in several ways so they can be
followed easily by the stakeholders and students. This information can be seen on the website
of the ULIS [Attachment 1.11] or acquired on the Orientation Day held annually for
freshmen of the FT Program [Attachment 1.12]. Moreover, the detailed outcomes are also
integrated into each course subject delivered to individual students [Attachment 1.13].
1.4. The expected learning outcomes clearly reflect the requirements of the
stakeholders.
Most of the FT graduates work for departments in the ULIS and some other universities and
colleges in Hanoi [Attachment 1.14]. 78% FT graduates have found jobs that are related to
their degree and their specialised training program and now work for ULIS [Attachment
1.15]. The rest are employed by other educational institutions nationwide. Therefore, the
stakeholders mainly are tertiary institutions. The programs objectives and expected
outcomes clearly reflect what these universities and colleges expect of their academic staff:
the subject knowledge, qualities, and skills, and especially skills to teach and to research as
lecturers [Attachment 1.1].
A survey conducted on 20 graduates of the class of 2005 shows that all of the participants say
that the FT program has equipped them with the abilities required by the work they are doing
[Attachment 1.16]. Just about five FT graduates are currently working for foreign
companies/organisations in Vietnam and other regional countries in 2010. These employers
have an optimistic assessment on the quality of graduates from the program [Attachment
1.17]. Positive feedbacks and comments are received from FT students towards the program.
[Attachment 0.16, p.68-69], and graduates confide in words of thankfulness and
appreciation of what they have gained from participating in FT program [Attachment 1.18].
12

In 2009, VNU conducted an assessment of the FT program according to VNU program

accreditation standards. The program was rated by a group of VNUs external assessors as a
successful program [Attachment 0.15]. In the review report on the FT program by Dr. Diana
Dudzik (2010), a Fulbright Fellow from the University of Minnesota, USA, the program
graduates who are teaching in the mainstream listed knowledge and skills gained in the FT
program such as; linguistic knowledge, cultural knowledge, theoretical teaching knowledge,
teaching skills. Besides, they also mentioned a good command of qualities that they
accumulated from the program [such as being] active, [learning to] work under pressure,
teamwork skills, some leadership, flexibility, facilitation skills, presentation skills, designing
skills, computer skills, confidence, and becoming productive and efficient English language
teachers [Attachment 0.16, p 63-64; p.68].
In late 2011, the FT program took a fundamental review, and major changes were introduced
into the curriculum that reflects not only the needs of stakeholders, but also the flexibility,
mobility of the program and the choices it offer the students [Attachment 1.19].

13

CHAPTER 2: PROGRAM SPECIFICATION

2.1. The university uses program specification.
The FT Program was designed, and officially implemented in 2001 by the FT Department of
FELTE, ULIS. It was developed based mostly on the Common European Framework, the
mainstream program and with reference to VNU issued guidelines. There are clear
indications of the knowledge blocks, as well as the possible numbers of credits allocated to
each of the courses therein. However, CEF was the main terms of reference for the program.
Since 2001, it has been revised through two versions in order to ensure that the program is
up-to-date, in line with the universitys goals and objectives. The first revision occurred in
2005, following VNU guidelines on credit-based program development, with the total
number of 66 courses worth 149 credits, covering seven knowledge blocks [Attachment
2.1]. The most updated version is the 2011 one with significant changes in the curriculum.
This is expected to be implemented, starting in academic year 2012 - 2013 [Attachment 2.2].
In 2009 the program was accredited by VNU- QA as a successful program with 7 criteria at
Level 3 (regional standards) and 15 criteria at Level 2 (national standards) [Attachment
0.15].
2.2. The program specification shows the expected learning outcomes and how these can
be achieved.
The expected learning outcomes are clearly described in the program specification in terms of
knowledge, skills, and attitudes including personal moral attitudes, professional ethics and
social ethics [Attachment 1.1]. However, it must be stressed that skills and attitudes are
designed to be developed in the learning and research activities undertaken by the students
[Attachment 2.3].
The program was designed to produce students with high adaptive skills, a high level of
English proficiency (equivalent to C1 according to CEF). Students are also expected to
be well-equipped with good teaching methods, understand learners in specific
situations, and be flexible. They need to have basic abilities and soft skills such as
communication ability/skills, collaborative and cooperative skills, problem-solving
skills, and research skills, etc. Furthermore, they need to acquire sufficient knowledge
of national, regional or international environment as well as that of society and culture
so that they can operate well as teachers and researchers..
The programs specification contructs a map for the expected learning outcomes to be
achieved. The arrangement of courses over eight semesters [Attachment 2.5] is based on the
principle of course order, in which the courses in the previous semester play as a foundation
for the following ones. Therefore, to be practical, courses belonging to the general knowledge
are often taught before fundamental and professional courses. After 4 years of study, students
can gain systematic knowledge and skills as the required objectives stated clearly in the
training program.

14

It also provides detailed information about the aims, expected learning outcomes in terms of
knowledge, competency, skills and attitudes. In fact, it has a framework of general
knowledge (common/basic knowledge of the subdivisions/sub majors in teaching/practicum),
an orderly list of course subjects and a balance between the content of major, common
knowledge and language skills, or between theory and practice [Attachment 1.2].
To realize the learning outcomes of the program and to guarantee the quality of the students
intake quality, the admission criteria of the program are strictly stipulated [Attachment 2.6].
Annually, whether FT students can stay in the FT program annually is based on the meeting
of criteria on academic performance [Attachment 2.7].
2.3. The program specification is informative, communicated, and make available to the
stakeholders.
The program is informative as it provides the detailed information about the aims, expected
learning outcomes in terms of knowledge, competency, skills and attitudes [Attachment 1.2].
Therefore, it can be used a source of information for stakeholders, employers and
students.Students can have better understanding of the Fast-track program through the
academic results stated clearly in the program specification. Both students in FT courses and
high-school students obtain substantial benefits from public access and the FT curriculums
availability in order to have a thorough grasp of the knowledge and skills in the subjects and
the program. The employers and stakeholders also find it advantageous to understand
thoroughly potential competencies of graduated students and graduation requirements of the
program. The program specification can be found at the Universitys handbook and website
[Attachment 2.8; Attachment 2.9 respectively].

15

CHAPTER 3: PROGRAM STRUCTURE AND CONTENT

3.1. The program content shows a good balance between generic and specialized skills
and knowledge.
The curriculum covers seven blocks of knowledge including generic and specialized
knowledge. The generic knowledge includes: General Principles of Marxist-Leninism, Ho
Chi Minh's ideology, knowledge about national security and basic computer skills,
knowledge about Mathematics and Natural Sciences, knowledge about Vietnamese language
and culture. The specialized knowledge offers students linguistic knowledge, cultural
knowledge, language proficiency components, methodology that prepares these students well
to teach grammar, how to teach writing, how to teaching speaking, how to teach listening,
how to teach reading, how to teach pronunciation [Attachment 1.2].
The program is also designed to balance between knowledge and skills. This can be shown in
the syllabi. The objectives of course subjects focus both on knowledge and skills
[Attachment 3.1]. Its content is distributed in four target skills for the training of English
teachers: English language skills, presentation skills, critical thinking and scientific research
skills (e.g. developing language skills combined with presentation skills taught in Year 2,
with critical thinking skills taught in year 3 and scientific research skills in year 4). All these
factors were shown very vividly in detail through the development, revision, updating and
improving of the content; concept and requirements of each subject over the course of the
class of 2005 to the present intake, a typical outline of the credit-based program can be seen
in [Attachment 3.2].
In terms of skills, the FT program content equips students with generic and specialized skills.
Course subjects are designed so that FT students can improve generic skills such as
information searching skills [Attachment 3.3]. Besides, according to the report on FT
curriculum by Dr Diana Dudzik (2010), FT students are trained with skills such as
cooperation, collaboration, negotiation, problem solving, independent lerning, critical
thinking, meeting deadlines, multitasking, ability to work under pressure, adaptability (p.53).
They are armed with research methods [Attachment 0.16].
The specialized courses in the program provide students with specialized skills such as
teaching skills such as design group work [Attachment 3.4], manage group work
[Attachment 3.5]. design meaningful acitivites [Attachment 3.6], design the curriculum and
teach the lessons [Attachment 3.7].
3.2. The program reflects the vision and mission of the university.
With the goal of training high-quality workforce for the society, the expected learning outcomes
of the FT program are set in terms of knowledge, skills and qualities [Attachment 1.1].These
expected outcomes and competences are formulated to reflect ULIS mission to become a
prestigious university in languages, linguistics, international studies. ULIS contributes to
Vietnams national development through the pursuit of excellence in teaching, research and the
provision of quality services relevant to the needs of society. It particularly values creativity,
honesty, responsibility, and the ability to live and work in an increasingly competitive and
multicultural world.
16

The FT program is imbued with competencies and skills to be developed in the learning
conditions that can endure and assist the students in their future life and work.
3.3. The contribution made by each course to achieving the learning outcomes is clear.
The design of the course subjects and their relationships in the overall curriculum structure of
the FT program to achieve their ELOs can be seen in the [Attachment 1.3]. The clear,
detailed specifications for course syllabus design in each semester/academic year to ensure
consistency and continuity regarding the increasing level of difficulty, development of skills
integrated with required knowledge blocks; and appropriate orientation towards language
teacher education[Attachment 1.23, p.55].
The syllabus of each course clearly specifies the objectives of each course in line with the
overall outcomes of the entire program. Its contents form a coherent linkage with the program
as well. [Attachment 3.8]
3.4. The program is coherent and all subjects and courses have been integrated.
Courses in the program are allocated into eight semesters [Attachment 2.10]. They
demonstrate the growing complexity over years. The courses i.e. basic courses, intermediates
courses and specialized courses are strongly related in a coherent program.
The language proficiency, knowledge of teacher education and teaching skills are integrated
into the FTTE program as shown in Figure 1.

Figure 1: The Fast Track curriculum of specialized courses

17

As can be seen in Figure 1, the first two years focus on improving the teacher students
English proficiency. However, proficiency component is embedded in other courses in year 4
when there are no four skill-based classes. In terms of teacher education knowledge, while it
is embedded in the proficiency components for the first two years, it becomes more explicit
as stand-alone/specialized courses for the last two years. The FT curriculum also gives
teacher students opportunities to improve teaching skills.
3.5. The program shows breadth and depth.
The program shows breadth as it covers has the total number of 66 courses, time allocation of
149 credits, covering 7 knowledge blocks [Attachment 1.2].
It also shows its depth when considering the order of different courses in the program.
Courses in the previous semester will serve as a basis for the next semester courses. To be
more specific:
1. The first year of the program is to strengthen the general knowledge with basic
courses and prepare the students with English proficiency.
2. The second year continues to further improve students proficiency and basic
knowledge with intermediate courses
3. The next 2 semesters are to provide students with the fundamental knowledge of the
specialization with specialized courses.
4. The last 2 semesters are to provide more professional expertise with specialized
courses, professional skills with the practicum and the dissertation.
3.6. The program clearly shows the basic courses, intermediate courses, specialized
courses, practicum and thesis.
The program provides the information about the course in terms of course codes, courses and
their number of credits. Besides, it is divided into blocks of knowledge and the names of the
courses show the arrangement of courses, intermediate courses, and specialized courses.
According to the 2010 FT program:
1.
2.
3.
4.
5.
6.
7.

Block 1 includes basic courses of general knowledge

Block 2 includes intermediate courses of Mathematics and Natural Science
Block 3 includes courses of basic knowledge of specialization
Block 4 includes courses fundamental knowledge of specialization
Block 5 includes specialized courses
Block 6 includes practicum
Block 7 includes graduation thesis

3.7. The program content is up-to-date.

Since its birth, the program has regularly been reviewed, evaluated and amended by
administrators, teaching staff and stakeholders to ensure the teaching and learning quality.
This has been done internally and externally. The program has been periodically reviewed in
2003[Attachment 3.9], 2005[Attachment 1.16], 2007 [Attachment 3.10] and 2009
[Attachment 3.11]. The content of the program has been evaluated by administrators and
teaching staff. The FT program received comments from lecturers of the Program
18

[Attachment 3.12] and from an experienced language educator in the ULIS [Attachment
3.13] and language professor in NUS, Singapore [Attachment 3.14]. The latest review was
carried out by Dr Diana Dudzik, an American Fulbright Fellow in 2011. The
recommendations in her evaluation report have been taken into consideration when the Fasttrack Department joined FELTE in the curriculum revision and new course development
projects in 2011 and 2012.
An updated content is one of the most outstanding features of the FT program, in which the
lecturers usually conduct groundbreaking pieces of research to bring the newest to the
students. It can be seen clearly through, firstly, the topic introduced to them [Attachment
3.15]. The program covers such diverse and controversial topics in the society, ranging from
Educational reform, Environmental protection to Political debate, which helps students get
closer to the real world and explore current complex international issues. Secondly, the
chosen materials are mainly authentic and up-to-date.
Recent skills books published in or after 2006 in wide use. Listening materials, moreover, are
paid so much attention to that students are truly able to communicate in the real life and be
familiar with various types of listening. For example, in USA 2008 president elections,
K2011 students had chances to listen to a number of Barack Obamas speeches from his
campaign to his victory. The students, therefore, can not only get updates on the news but
also practice their listening skills virtually [Attachment 3.16].
Last but not least are the assignments in the program. Such interesting and brand new tasks
like simulation (mock job interview) or debate are brought to classes, which currently win
widespread popularity all over the world. The activities help learners understand common
behaviors and skills in workplace, real life and develop their critical thinking skills. In fasttrack program, the freshness in content is guaranteed, which satisfies the demands of fastchanging world [Attachment 3.17]. Annually, the FT program allocates a certain amount of
money on the updating of the content of courses especially specialized courses of the
program [Attachment 3.18].

19

CHAPTER 4: TEACHING AND LEARNING STRATEGY

4.1. The faculty or department has a clear teaching and learning strategy.
The program has a clear teaching and learning strategy, which basically complies with VNU
regulation, [Attachment 4.1], [Attachment 4.2] which states The program applies
advanced, modern teaching and learning method in order to achieve the quality standards of
regional, and international class universities. Its approach, called student centered, places
the student right at the center of the teaching and learning process.
Every year, since the FT program was undertaken at VNU ULIS in 2001, FT program
lecturers have been initiative in reflecting on and revising their teaching methods towards the
mentioned philosophy, aims and approaches.
The article Changing for the Better: Challenges and Opportunities [Attachment 4.3] has
shown that the FT curriculum has maintained its pedagogical philosophy and science when
focusing on training, developing and fostering skills and methods rather than theoretical
lecturing, focusing on quality rather than quantity, based on the learner-centered approach.
Using IT technology is a must, which is enormously enjoyed by the students and teachers
alike. This means huge savings in terms of time and an effective sharing of materials,
experiences. Students start their research projects very early in year two [Attachment 4.4].
FT students have won the first prizes in students research twice [Attachment 4.5].
Capstone projects are a must for graduating students.
The Orientation Day organized by the third year FT students and FT lecturers is an excellent
opportunity for first year students to learn about the program and be informed of the new
learning methods [Attachment 4.6].
4.2. The teaching and learning strategy enables students to acquire and use knowledge
academically.
Most of the teaching and learning activities take place in a relaxing and informal atmosphere,
which is conducive to encouraging students participation. They can ask questions or
volunteer to respond to a friends query or give answers to questions. Making arguments and
counter-arguments, or disagreeing with opinions are welcomed.
During the course, FT students take an active part in a variety of learning activities which
foster their ability to acquire and use knowledge to achieve the academic goals and objectives
of the course such as projects, research assignment, portfolios, playing mock debates, making
presentations [Attachment 4.7].
Students are also required to mark their friends papers and together they share the comments
via the internet. In their final years, students are engaged in the tutoring project which
provides them with an opportunity to practice their knowledge, generic and specialized skills
[Attachment 4.8].

20

A bright spot of the program is manifested in the project assignment that students are to
undertake. They discuss topics of the project with their teachers and friends, and go on to
research them. The final episode is an oral presentation in front of the entire class, with
questions, feedback coming from the audience [Attachment 4.9].
As students progress through the program, various learning opportunities are organized for
them to meet the goals of developing their academic language skills and knowledge
[Attachment 4.3]. These teaching - learning activities allow students to study autonomously
as well as cooperatively, and gain and use knowledge academically in the process.
4.3. The teaching and learning strategy is student oriented and stimulates quality
learning.
This is firstly reflected through the programs aims and approaches. The goal of the FT
curriculum was to develop autonomous learners who have the ability to acquire their own
knowledge through learner-centered activities and by being equipped with competencies,
skills, and suitable qualities so they can survive and thrive in an ever changing environment
The approach attempted to translate learners autonomy and learner-centeredness into
action. Other key elements of the approach were cooperation, collaboration, peer interaction,
and tutoring. It was built on the assumption that you have to create the learning conditions
so that [the learning of soft skills] can happen. The approach was not only in the talking,
but in the walking the walk as well. (Nguyen Hoa, 2011, cited in Dudzik, 2011)
[Attachment 0.16]. Students were required to work on their own to meet deadlines, a process
which took time as these were skills that hadnt been called for during their high school
careers (Nguyen & Tran, 2007, p. 5) [Attachment 0.16].
Students are encouraged to develop their autonomy, and can participate actively in the
learning process. They are required to make changes in, or develop own learning materials
and share them with their friends [Attachment 4.10]. They are also asked to peer assess their
friends papers, homework, or assignments, and in the process, can develop their evaluative
skills. Oral presentations on topics of interests, discussions of issues, portfolios, projects, are
names of the game [Attachment 4.11].
On the practical side, end of term preliminary reports and Report on 4 years of FT program
[Attachment 4.12] have shown very positive reviews when students highly rated the FT
programs content. The learning activities were identified as "effective", "exciting" and
"highly encouraging independence" by 100% of the students who were asked to express
satisfaction with program content. Even former students also expressed the appreciation of
their own programming content [Attachment 4.13].
4.4. The teaching and learning strategy stimulates action learning and facilitates
learning to learn.
The FT programs learner-centered and student autonomy approach fosters students process
of action learning and learning to learn. More precisely, in each FT course, all students are
involved in tracking and assessing their own progress through oral interviews, presentation,
written work and self-assessment forms. The variety in learning activities, assignments,
projects, and genres also accommodates different student learning styles and preferences
[Attachment 4.14].
21

At the end of each course, FT lecturers distribute questionnaires to students to yield their
feedback on the content, teaching and learning methods of the program; from that, lecturers
can give recommendations and make suitable adjustments in order to enhance the quality of
teaching and learning [Attachment 4.15].
Teachers on the program conducts regular reviews of the syllabi, makes changes as needed
based on inputs from colleagues and students [Attachment 4.16]. Seminars and conferences
on teaching and learning strategy have been organized in and outside of the department in
order for lecturers to share, learn, and improve the new teaching methods [Attachment 4.17],
Attachment 4.18]. From then on, much work has been done on redesigning comprehensive
course outlines from academic year 1 to year 4 with more advanced learning contents
FT programs alumni have also reported high satisfaction with the programs emphasis on
individual development, action learning, and self-exploration [Attachment 4.19].

22

CHAPTER 5: STUDENT ASSESSMENT

5.1. Student assessment covers student entrance, student progress and exit test.
Assessment of student entrance
Admission criteria of the program are clearly spelled out and stipulated to realize the learning
outcomes of the program and to guarantee the quality of the students intake. Students, upon
passing the entrance examinations to ULIS, are eligible for applying to the FT Program if
they graduated from gifted high schools of higher education institutions or provinces, or
ranked as excellent students for three years at high school [Attachment 2.7].
The shortlisted students will then take a selection examination designed and revised annually
to ensure its validity, reliability as well as confidentiality [Attachment 5.1].
Direct admission into the FT Program is on offer to students who are members of the national
Olympic team in English or students who earned first, second or third prize in the Nationwide
Talented Contest for grade 12th students in English as well as achieved Good GPAs or above
for 3 consecutive years at high schools [Attachment 2.7] [Attachment 5.2].
Regular adjustments have been made in order to ensure and better the quality of the intake
examination. For instance, since the 2010 2011 academic year, the FT Department has
omitted the grammar-reading test in order to avoid repetition as this kind of test was already
included in the entrance examination [Attachment 5.3].
Assessment of student progress
The FT Program puts a strong emphasis on assessing students progress throughout each
course (formative assessment) by giving students chances to work on different kinds of
projects such as portfolios, scrapbooks, facilitation practice, etc. Various forms of assessment
are introduced [Attachment 5.4]. Students have to work on their projects for the whole
semester, get feedback from their friends and teachers frequently and make relevant revisions
(i.e. produce several versions) [Attachment 5.5]. Besides, a mid-term test is also included in
every course in order to assess students progress frequently [Attachment 5.6].
Exit test
ULIS has established a tight procedure of graduation consideration basing on explicit and
well-defined requirements for students of the Fast-Track Program [Attachment 5.7].
To be eligible for degree award, all students have to accumulate the required number of
credits, and to complete a graduation thesis or capstone project under the supervision of an
assigned teacher. Assessment of graduation thesis follows a strict and well-planned procedure
of FELTE, ULIS, which provides clear and well-defined criteria covering the whole process
of working on the thesis, from developing proposal, writing regular reports to the final
defending presentation [Attachment 5.8]. Each graduation thesis is assessed by a Committee,
which consists of one supervisor and two other lecturers working as opponents. Marking
rubrics with specific assessment criteria in terms of the content and presentation of the thesis

23

are provided to each member of the Committee, making the assessment process precise and
objective [Attachment 5.9].
5.2. The assessment is criterion referenced.
The assessment schemes applied in throughout the FT Program are all criterion-based.
Criteria are clearly spelled out, and made available to all teachers and students. For example,
marking students projects or graduation papers is done based on known criteria
[Attachment 5.10].
In designing the assessment scheme as well as the forms used, the objectives of the each
course and the curriculum are factored in. The methods used reflect what the students are
expected to achieve both in and after the course.
These criteria are made clear and announced to students and all the teachers of the program at
the beginning of each course as well as before the final exam [Attachment 5.11]. Students
are also given opportunities to discuss, give feedback and have the opportunity to appeal to
results given them. During the first lesson, assessment methods and criteria are explained
[Attachment 5.12], and certain adjustments can be made if given suggestions are
appropriate.
5.3. Student assessment uses a variety of methods.
The assessment scheme in individual courses in the FT Program includes a variety of
methods, with a strong emphasis on continuity, objectivity and comprehensiveness. Basically,
it is both formative and summative.
Firstly, in all courses in the FT program, students are assessed in terms of their active
participation in class activities as well as their responsibility in study (i.e. on time completion
and submission of all tasks). The teacher is responsible for keeping track of these and make
them explicit to students so that they can have access at any time and give feedback if any
[Attachment 5.13].
Specific criteria for assessment may vary depending on the form of the assignments, such as
paragraph/essay writing, compiling and summarizing articles on given themes, etc. However,
the assessment procedure adopts both product-based (i.e. quality of the outcome product) and
process-based (i.e. getting peers feedback, improvements through revision of different
versions, etc) approaches [Attachment 5.14]. Besides, for this assessment component,
teachers not only give a final mark but also provide students with regular reflective feedback
so that they can revise their work frequently [Attachment 5.15].
Students are assessed through their participation in pair/group work (presentation / forum/
simulation/debate). All the criteria for assessment for this component are explicit, wellknown (i.e. made available to students at the beginning of the semester) and criterion-based
[Attachment 5.16]. Besides teachers evaluation, students self-reflection on their
performance (in oral and written forms) as well as peer-feedback (oral and written) is also
included in the assessment procedure [Attachment 5.17].
Mid-term and year-end tests in the FT Program are designed in conformity with ALTE
benchmarks and equivalents in the Cambridge testing system. The Department has made
24

yearly order of the most updated past papers of the PET, FCE and CAE examination from the
UKs Cambridge Testing Center and use as mid-term test and year-end test for first, second
and third year students respectively [Attachment 5.18], [Attachment 5.19]. The use of
standardized tests also reflects the expected learning outcome of the FT Program, according
to which students after graduation should achieve C1 level according to CEF (or level 4
according to the ALTE benchmark).
5.4. Student assessment reflects the expected learning outcomes and the content of the
program.
The student assessment in the FT program reflects the expected learning outcomes as well as
the content of the program to a great extent in terms of knowledge, skills and attitudes. To this
end, informative and summative form of assessment is employed.
To assess the students language proficiency, the most updated past papers of PET, FCE, and
CAE examination from the UKs Cambridge Testing Center are used as mid-term and endof-term tests [Attachment 5.18], [Attachment 5.19].
One of the components for the assessment of the students both generic and specialized
knowledge is the use of mid- term and final test [Attachment 5.20].
To assess the students soft skills, they are asked to do assignments in which such skills
as group work [Attachment 5.21], negotiation [Attachment 5.22] are required. In order to
complete the assignments well, there must be the utilization of different skills such as
problem solving, independent learning, critical thinking, meeting deadlines, multitasking,
ability to work under pressure, adaptability ( Dudzik, 2010, p.53). Quite a few assignments
test the students generic skills such as information search skill [Attachment 5.23]. Students
are also asked to make presentations [Attachment 5.24].
Regarding the teaching skills, FT students are also assessed regularly through their teaching
practice (facilitation) [Attachment 5.25], micro-teaching in class [Attachment 5.26], and
tasks in the tutoring program [Attachment 5.27].
To assess the students' attitude, attendance is checked and policy for the eligibility of sitting
for the final exam is made based on the attendance checking [Attachment 5.28].
5.5. The criteria for assessment are explicit and well-known.
All criteria for assessment are made explicit to the students as well as the teachers in the
Department. As for each individual course, the assessment criteria are included in the course
syllabus and announced to the students at the beginning of the semester. All these criteria are
open to feedbacks and students are given chances to discuss and negotiate with the teachers
regarding the suggested assessing methods/criteria in the first week of the course
[Attachment 5.12]. In terms of final tests, assessment criteria are made clear and explicit
through means of specific marking rubrics, which are announced to all teachers concerned
[Attachment 5.29] to ensure the validity and reliability of the final results.

25

5.6. The assessment methods cover the objectives of the curriculum.

The assessment methods applied in the FT program are correspondent to all the aims and
aspect of the curriculum in terms of knowledge, generic and specialized skills, and attitudes.
For example, pen and paper exams are designed to test both the acquisition of knowledge by
the students and a number of skills, and projects or oral presentations are used to test
students ability to find information and organize it in suitable formats. Peer assessment of
students writing can see how critical students can grow to be. Assessment methods and
criteria are specified and given in course syllabi [Attachment 5.12].
Besides, the program also put a strong emphasis on assessing students teaching skills
continuously through in-class facilitation/micro-teaching as well as explicitly through their
teaching practicum. Teaching practicum is a compulsory task for all FT students to prepare
for their future career as teacher educators. Assessment of students teaching practicum
strictly follows the ULIS regulations on Teaching Practicum [Attachment 5.30].Before the
academic year 2009-2010, the assessment criteria included students performance in terms of
class-management practice (assessed on a weekly basis) and teaching practice (assessed on a
lesson basis) [Attachment 5.30]. However, from the academic year 2009 2010, teaching
practicum of students from the FT Program is done in Department I of FELTE, ULIS, due to
the fact that a large number of Fast-Track students choose to become lecturers at FELTE,
ULIS after graduation [Attachment 1.14]. As a result, certain adjustments in terms of
assessment criteria were made to meet the specific requirements of teaching at university
level [Attachment 5.31; Attachment 5.32].
5.7. The standards applied in the assessment are explicit and consistent.
The standards applied in assessment scheme are explicit and consistent across the curriculum.
Assessment procedures of each course are made clear to the teachers and students at the
beginning of each semester. The coordinators in charge of running each of the four classes
are responsible for collecting all course syllabi and make sure that a common assessment
scheme is applied to the same subjects in different classes [Attachment 5.33]. Moreover, in
the formal preparation meeting of the Department before the start of each semester, the
assessment methods in individual courses as well as across courses in the curriculum are
frequently reviewed, revised and agreed upon by all the teachers in charge in order to ensure
its consistency. [Attachment 5.34].

26

CHAPTER 6: ACADEMIC STAFF QUALITY

6.1. The staff is competent for their task.
Currently, the program has 16 full-time lecturers, 15 part-time lecturers and two visiting
teachers from the US who work full time for the whole academic year, [Attachment 6.1].
Most of them are female. Of these lecturers 01 is a professor, 01 is a PhD holder and the rest
are MA holders of degrees from ULIS of overseas universities in the UK, Australia, or
Belgium. Since the program was launched in 2001, over 70 highly qualified lecturers have
been involved in teaching FT students.
Four of the FT lecturers are now doing their doctoral studies in Australia; two are taking one
at ULIS [Attachment 6.2]. In implementing the program, a number of lecturers have
attended training courses inside and outside Vietnam [Attachment 6.3], which has been
strongly supported by the university leaders [Attachment 6.4].
All FT lecturers actively participate in scientific research collaboration and conference with
foreign experts [Attachment 6.5]. All of them publish in professional journals, either inside
or outside Vietnam, or have papers at international conferences[Attachment 6.6;
Attachment 6.7; Attachment 6.8; Attachment 6.9; Attachment 6.10; Attachment 6.11;
Attachment 6.12].Three of the lecturers were awarded with scholarships by the AIT, a Thai
institution [Attachment 6.9].
100% of the lecturers have proficiency in at least another foreign language, and have a high
level of IT competency [Attachment 6.13].
6.2. The staff is sufficient to deliver the curriculum adequately.
The number of the academic staff has been adequate. The program is well staffed with each
lecturer inputting around 300 class contact hours a year [Attachment 6.1]. The FT
department submits an annual staff report to the Faculty, and university so that a teaching
staff transfer and recruitment plan can be made [Attachment 6.14], meeting the increasing
demands of the program.
6.3. Recruitment and promotion are based on academic merits.
According to VNU and ULIS regulations, lecturers must satisfy strict requirements of
professional expertise, foreign language, Informatics, second foreign language, teaching and
research achievements. Accordingly, they must be graduates from a prestigious university in
Vietnam or overseas with distinction. To be qualified for the job, they must be at least MA
holders, and preferably PhD holders, and have experience working for international
organizations [Attachment 6.15], [Attachment 6.16], [Attachment 6.17].
In addition to those, the university also has in place a policy to encourage its teaching staff to
apply for graduate studies overseas, implements an incentive scheme to encourage
publication of papers in professional journals, and to present papers at international
conferences [Attachment 6.5].

27

6.4. The roles and relationship of staff members are well defined and understood.
ULIS has issued a set of regulations specifying the functions, roles and duties of all university
staff [Attachment 6.18]. In addition, the Government also has instituted regulations on the
functions and roles of lecturers [Attachment 6.19].
All applicants for any university positions, be it a lecturer or support staff, must read these
regulations and to acquire tenure, they must pass a test, part of which is devoted to
understanding these regulations.
Within the Faculty and, at a lower level, the Department, the roles and relationships of staff
members are clearly defined and understood. The Faculty is managed by a dean and three
vice deans. The Dean assumes responsibility for all general operations and activities of the
Faculty and also represents it beyond the faculty. The three vice deans are in charge of
teachers professional development and training, regular training programs and cooperative
training programs respectively. In addition to those three biggest tasks, other duties in the
operation of the Faculty are also equally divided and clearly stated in the Faculty Leaders
Task Departments [Attachment 6.20].
At the Department level, all of the activities are facilitated by the Head with the assistance of
the deputy. There is also a research assistant in charge of all the research and professional
development activities and a Labor Union Head to coordinate all the activities outside
working time such as parties, trips, and contributions to the public activities, and so on. Four
coordinators run regular activities for students of each year; for example, student placement
and assessment. It should be noticed that at certain times, one lecturer may take more than
two roles depending at the Heads requests [Attachment 6.20].
6.5. Duties allocated are appropriate to qualifications, experience and skills.
The duties are allocated to the staff on the basis of their qualifications, experience and skills.
The Dean must be a PhD holder, and vice deans of the Faculty must possess at least a MA
degree and 8 - 10 years of working experience as well as demonstrate their leadership ability
in department leadership positions before [Attachment 6.21; Attachment 6.22]. The Heads
and Vice Heads of the department, similarly, must have an MA degree or be studying PhD,
and 5 8 years of working experience. The research assistant must demonstrate research
experience and skills through publications or conference attendance. The coordinators of
student groups have lower requirements as they can be a Bachelor studying MA, and only
need to have 2 3 years of working experience.
Regarding the choice and assignment of the head or coordinator, it is not only decided by the
leader at the higher level but the staffs expectations, and election are also taken into
consideration, which helps guarantee a wise decision [Attachment 6.23].
6.6. Staff workload and incentive systems are designed to support the quality of
teaching and learning.
To support the FT lecturers in fulfilling their tasks, the university has allocated a separate
fund financing all aspects of the FT program. Thus, in addition to the monthly salary, each
lecturer receives an amount of allowance for each class contact hour. This amount varies by
28

the lecturers expertise level, i.e. professor, assistant professor, senior lecturer and lecturer.
Also, lecturers receive allowances for supervising theses, research and making copies of the
learning materials. In addition, those doing research or attending conferences are given
financial aids by the university [Attachment 6.24; Attachment 6.25].
The fast-track lecturers are also given the best conditions possible to attend either long-term
or short-term overseas training. The University, in general, and the faculty in particular have
got the plan to send key lecturers to English-speaking countries for graduate studies
[Attachment 6.26].
6.7. Accountability of the staff members is well regulated.
The policy of the university is that each of its staff is accountable for his or her doing. They
have to report to the faculty and the department the number of teaching hours they input in
the year. If the number exceeds the limit, they can get extra for the difference. Teachers have
to make sure that they are engaged in research activity the proof of which can be either a
presentation at conferences or a paper in a journal. If they fail to do that, they will not be
assessed for work performance of the year, and will not get bonuses [Attachment 6.27].
The university regulations make sure that staff members are especially accountable to the
students they teach. They are required to be fair to students in terms of treatment, testing and
assessment, and have to behave properly toward them. They have to respond to students
complaints or appeal to marks given them, if any. They can be punished if they fail to do so
[Attachment 6.28].
6.8. There are provisions for review, consultation and redeployment.
For effective management and utilization of the teaching staff, the university, faculty and
fast-track department have set up the mentoring program, students evaluation scheme,
annual review and terms of references for lecturers. Every school year, the staff transfer and
adjustment is issued by the Dean of the Faculty in order to meet the demand of the program
and the interest and professional development needs of the staff members [Attachment 6.14].
At the end of each semester, surveys are delivered to each student to find out their evaluation
of the lecturers performance on the job. The questions ask specifically for their feedback on
every aspect including lesson preparation, in-class attitude, delivery and so on [Attachment
6.29]. This aims at evaluating the lecturers for timely interferences as well as helping the
trainers identify their own strengths and weaknesses for improvement.
Review of staffs academic records in teaching and researching activities is done annually for
staff appraisal, salary promotion or job rotation/assignment, which helps enhance the
motivation towards higher efficiency of teaching staffs work performance [Attachment 6.30
6.32].
Also, the lecturers have to follow the terms of references set up by the Faculty. In addition to
completing the teaching duties, they have to participate actively in the Teacher Union's and
Departments activities, attend in-service training sessions, professional development
seminars and conferences, carry out annual research, and write articles for the department or
higher-level magazines [Attachment 6.33; Attachment 6.34]. Furthermore, at the end of
each school year, contract lecturers have to make an overall report with the comments of the
29

department head, union heads and department heads in order to continue signing a contract.
[Attachment 6.33; Attachment 6.35]
Staff members performance is reviewed and assessed at the end of the academic year, and
they will be awarded various titles according to their performance like the Excellence in
Work Performance at the faculty, ULIS and VNU level [Attachment 6.36]. Under the new
Law on Government Employees, those who fail to do well on their job for two years in a row
can be fired by the university at its presidents discretion [Attachment 6.37].
6.9. Termination and retirement are planned and well implemented.
According to the National Labor Law, the age of retirement is 55 and 60 for females and
males, respectively. After retirement, the staff member can receive monthly pensions and
other allowances in accordance with the Labor Law and Insurance Law. However, a staff
member can also choose to quit their job by filing a form and documentations to the
Universitys Human Resources Office, stating the reasons clearly, and notifying the
university three months in advance. On the other hand, his or her contract can be terminated
by the University Board for certain reasons such as failure to work properly, or committing a
serious offence, with notice to be served also three months ahead. It is a rule that six months
before the date of retirement, the employee must be notified in written form, and three
months before that date, a retirement decision must be issued by the University [Attachment
6.38]. So far, ULIS has not received any complaints from its staff in this matter.
6.10. There is an efficient appraisal system.
The staff members are praised by an efficient system. This includes the receipt of a certificate
or medal of merit and reward, periodical or advance raise and promotion.
The annual titles for rewarding include Excellence in Work Performance at four levels:
University of Languages and International Studies, Vietnam National University, Ministry of
Education and Training, and Government. In order to be considered for each level of award, a
staff member must meet certain requirements regulated by the law. For example, they must
have demonstrated a high level of work performance, which is recognized by other staff and a
selection committee formed by the University, have publications in journals, or paper
presentations at conferences and workshops, and violate no discipline rules in the academic
year as well as attend all of the seminars and professional development workshops held by
the University and Faculty.
The period of raise for the staff is normally three years. However, there can be advance raise
and promotion if a staff member has excellent achievements and contributions. They must
hold the title of Excellence in Work Performance continuously during the time of the
previous salary range, and demonstrate outstanding research experience such as presenting at
an international conference, publishing an article in a profession journal, getting a PhD
degree as planned, or completed a research assigned by the Vietnam National University
[Attachment 6.38; Attachment 6.39].
Under current government regulations, staff member can apply for higher state honors such
as the Prime Ministers Commendation, the Order of Labor (third, second, or first class).
These honors are given only on merit [Attachment 6.40].
30

CHAPTER 7: SUPPORT STAFF QUALITY

7.1. The library staff is competent and adequate in providing a satisfactory service.
FT participants have access to the Library and Information Center of VNU-HN for both print
and online resources. The resources are managed by a staff of 138 personnel, of which one is
a PhD holder, eleven are Master holders, and 72 are BA holders. Of the 138 staff, 54 are
trained as librarians, 62 are specialists and 22 are admin staff. Especially, the Center has a
specialized staff for managing resources in foreign languages, comprising of 14 persons, of
whom eight are librarians, four are specialists, and two are admin staff. [Attachment 7.1]
No
1

General Staff
According to Qualifications

Ph.D.

M.A.

B.A.

Others
According to Expertise

Librarians

Specialists

Admin

138
1
11
72
54
138
54
62
22

Staff for Resources in

Foreign Language
14
0
1
11
2
14
8
4
2

Figure 2: The library staff

In addition, ULIS has a resources center staffed by a team of seven librarians, six of whom
have BA qualifications and the director is a PhD holder. Students can access the resources
with ease.
7.2. The laboratory staff is competent and adequate in providing a satisfactory level of
service.
All the language labs of ULIS are manned and maintained by a team of two engineers and a
computer technician. They are dedicated, and have suitable qualifications for the job. They
are always there to help students with use problems, and fix the equipment if and when it gets
broken. Improvements have been registered over the years. Reports of lab dysfunction are
rare. Survey conducted by the FT Department registered general satisfaction on the part of
the students.
7.3. The computer facility staff is competent and adequate in providing a satisfactory
level of service.
The FT program is supported by the Center of Information Technology (CIT), which is
located in the same building as the programs specially equipped classrooms. CIT is under
the supervision of a director (MA in Education Studies), who has had special training courses
in IT and E-learning projects as well as new technologies in teaching second languages
[Attachment 7.2].

31

There are altogether three technical staff to support the program, who are well-trained for
their jobs. Of the three experts, there are two engineers in IT, and one graduate form a
College of Technology [Attachment 7.3; Attachment 7.4].
To optimize technical support for the program, the technical staff have participated in training
programs abroad on new technologies for language learning and teaching, either on grants, or
on partner companies sponsorships [Attachment 7.5].
7.4. The student service staff is competent and adequate in providing a satisfactory level
of service.
Students of ULIS including FT ones enjoy the services provided by four staff members of the
Faculty, who are committed and caring. They all have BA qualifications and their work is
appreciated by the teachers and students as well. They make themselves available and
accessible to the students during all business days [Attachment 7.6], and now use the
Internet to provide students will information, exam schedules, and other notices.
[Attachment 7.7]
ULIS has the Office for Student Affairs staffed by seven people, all of them have BA and
MA qualifications (The Director is doing his doctoral studies now). This office deals with
students life on campus, organizing certain social events. Very importantly, this office
handles the selection of students eligible for study scholarships, and others offered by outside
donors. [Attachment 7.8]
FT students have access to the Center for Students Services run by VNU. This Center
provides housing accommodation, and currently is staffed about 80 people, about 50% have
BA qualifications, and the rest are technicians, services with junior college qualifications.
Various types of insurance are taken care of by the Office of Finance and Accounting with a
staff of ten people, all are university graduates, and two of them are MA holders.
ULIS has instituted regulations to make sure that all students issues are dealt with on time
and in a timely manner [Attachment 6.18].
Students are happy with the services they receive, and complaints about unfair treatments or
late provision of scholarships, or information are quite rare.

32

CHAPTER 8: STUDENT QUALITY

8.1. There is a clear student intake policy.
The Program enrolls the best students following the regulations issued by VNU [Attachment
8.1], and guidelines put in place by ULIS [Attachment 8.2] recruiting procedures.
Information in the program as well as selection criteria are provided as first year students
enroll at the university. VNU regulations make quite clear the obligations as well as the
benefits they are entitled to.
Academic Year
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012

Male
1
0
2
1
3
0
1
1
3
1
3

Female
19
20
18
19
18
24
24
20
19
41
47

Total
20
20
20
20
21
24
25
21
22
44
50

Figure 3: Intake of first-year students

Academic Year
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012

Male
5
5
5
6
8

Female
85
86
87
106
129

Total
90
91
92
112
137

Figure 4: Total number of students (last 5 academic years)

8.2. The student admission process is adequate.

The student process is adequate to ensure the quality of the student intake and fairness of the
program. Under current regulations which clearly spell out criteria, all applicants are required
to take a selection test including a reading comprehension test, a written expression test, and
an IQ test. Fifty students with the highest scores would be invited to a face-to-face interview,
and only the top twenty students were chosen for the first program [Attachment 8.3].
The recruiting procedures have undergone several changes since the first class, with major
modifications made in 2008. Under VNU regulations revised in 2008, students who are
members of national English Language Olympic team and those winning the first, second,
and third prizes in the National Exam for Students Gifted in English were automatically
eligible for the program; students who graduated from high schools for gifted students,
33

students who had three years of high distinction (GPA = 8.0 and higher) performance,
students who won prizes in the City Exam for Gifted Students in English, and students who
scored high in the university entrance exam, could participate in the FT recruiting exams
[Attachment 2.6].
Current regulations also make allowances for recruiting the best students from the
mainstream program as vacancies happen when a FT student is transferred out for not
meeting the standards of the program. This can occur only after the first year. Students who
score less than 50% (lower than D in the credit system) for any of the accelerated subjects or
have their GPA under 6.5/10 (under 2.5/4.0 in the credit system) will have to leave the FT
program and transfer to the mainstream Program [Attachment 5.2].
Mainstream applicants have to have a GPA of 3.2/4.0 or higher for their first two semesters at
the university. Those whose GPAs equal 3.0 and have an IELTS score of 5.5 or higher are
also eligible for the exam. Besides, their grades for the accelerated subject equivalents have
to be B or higher [Attachment 5.2].
8.3. The actual workload is in line with the prescribed load.
The FT program uses the same credit points system as applied for the Faculty of English
Language Teacher Education. Students performance is assessed based on a 1-to-10 scale,
then converted into the credit points system of 1.0-4.0 [Attachment 8.4].
The program is designed for an average completion time of four years, including 149 credits,
covering 66 courses categorized into seven blocks of knowledge [Attachment 1.2]. The
credits are divided equally among the four years, with the last semester reserved for students
teaching practicum and graduation thesis.
The pass rate within four years as designed in the curriculum ranged from 81% to 93%,
proving that the actual study workload is in line with the prescribed load. Also most of the
drop-out cases recorded were not due to inappropriate workload, but due to personal reasons.
In most cases, students dropped out of the program because they decided to continue their
study abroad. For more detailed information about drop-out cases, and cases of students who
took more than four years to graduate, refer to section 14.1.
The size and level of difficulty of the workload increases from year 1 to year 4 can be clearly
seen, for example, in the increase in the requirement of the assignments of the Writing or
Speaking courses from year 1 to year 3 [Attachment 8.5] and [Attachment 8.6] respectively.
In some courses, the workload can be said to be huge [Attachment 8.7]. However, it is
necessary to push students to try harder to get over their limit, which is an outstanding feature
of FT program. In such cases, students get support from teaching staff in different ways. They
can get appropriate extension for the deadline, or given hours of detailed consultancy to
fulfill the task. It can be said the measures are effective as the fail rate is tiny.

34

CHAPTER 9: STUDENT ADVICE AND SUPPORT

9.1. There is an adequate student progress monitoring system.
Students grades throughout the years are recorded systematically in the Office of Students
Affairs computer system and are accessible to both teachers and students upon
request.[Attachment 9.1]
The tracing of students employment after graduation has been done every time the program
is re-evaluated. The information is collected through surveys with FT program alumni.
[Attachment 6.29]
Monitoring of student progress is basically based on the grades they get as well as their
conduct at the ULIS. At the end of each term, their progress is evaluated and serves as the
basis for awarding of study scholarships [Attachment 9.2]. Those who fail the study
requirements will be expelled from the program under VNU regulations.
9.2. Students get adequate academic advice, support, and feedback on their
performance.
The most practical student advice the FT program can provide is its yearly orientation session
for the new intake. Every year, after the freshmen have been selected, the programs teachers
and students of the preceding class work together to prepare an Orientation session for them.
The orientation session often takes half a day, and provides students with both an overview of
the program and detailed advice. New students get an idea of what assignments they will be
required to do, what expectations the program has for them, the difficulties they may have to
cope with and strategies to deal with such [Attachment 9.3; Attachment 9.4; Attachment
9.5]
Apart from the valuable information and tips, the orientation provides an opportunity for
connections between more and less experienced students, forming a close-knit network
within program intakes. Some students have been able to maintain a mentoring relationship
with older program participants and have benefited from such connections [Attachment 9.6]
FT students can get access to information about the ULISs system of operation, as well as
practical guidance about learning methods and resources on the BlogSpot dedicated to
freshmen. The BlogSpot website also provides students with most fundamental documents
about school policies, informing them of their rights and responsibilities, and what
performance and behaviors are expected of them [Attachment 9.7].
More general documents about school policies including recruitment announcements, quality
assurance policies, graduation criteria, etc. can be found on ULIS website [Attachment 9.8]
FT students can always communicate any administrative problems with the Administrative
Office of the Faculty of English Teacher Education. Every year, they will have the
opportunity to converse directly with the schools Rector [Attachment 9.9]. This is the
chance for them to communicate their concerns to the university leadership.

35

Apart from this, many unofficial feedback channels have been utilized to facilitate
communication between teachers and students and between students and administrators. At
the end of every semester, FT teachers usually have a feedback session where students can
straightforwardly reflect on the program and can write down what they like and dislike about
the contents and methods of the subjects taught in that semester.
Emailing is chosen as the daily means of communication between teachers and students. The
contents of the emails vary from information about class schedules and assignments
[Attachment 9.10] to advice on scholarship application [Attachment 9.11] or even part-time
jobs [Attachment 9.12].
During lessons, students receive myriads of oral feedback from both their teachers and their
peers about their performance right in class. They also get feedback in forms of comments on
hard copies of their assignments. Regular feedback is emphasized in all of the FT programs
activities, as students are constantly required to improve on their work [Attachment 9.13;
9.14].
9.3. Mentoring for students is adequate.
The FT Department has in place some mentoring activities and program that support students.
The Orientation Day is annually organized to help the FT freshmen be clear about the
program in terms of philosophy, expected learning outcomes, the detailed FT program,
teaching and learning methods. Experience from teaching staff and senior FT students are
shared with the first year students on this Day [Attachment 9.15].
Throughout the four years of the FT program, students can receive in-time help from the
Student Advice Support [Attachment 9.16]. Students are given with answer to inquiries
about academic affairs. Besides, students are provided with information about
accommodation, extra curriculum activities [Attachment 9.17]. Therefore, actives in the
Student Advice Support contribute to integrating students into the department.
The mentoring is also can be clearly seen in the Tutoring program. The Tutoring Program for
year-4 Fast-Track TESOL students adopted a scaffolding approach following the Sociocultural Theory which is based on Vygotslkys notion of ZPD. [Attachment 9.18]
During this project, FT students receive support in training essential teaching skills such as
lesson planning, material selection and adaptation, class management, time management, etc.
[Attachment 9.19] The students work under the supervision of their teachers and receive
feedback from them for every step of their lesson, from the planning phase to the actual
conducting of the lesson. Also they are required to attend and observe their classmates
sessions to reflect on peer teaching and learn valuable skills for their own lessons
[Attachment 9.20].
9.4. The physical, social and psychological environment for the students is satisfactory.
To balance between their academic and social life, FT students are encouraged to take part in
a wide range of extra-curriculum activities on and off campus. Many students have
participated in volunteer work organized by the Youth Union and the Students Association
[Attachment 9.21]. Especially, students of all FT intakes have been working as key
members, leaders, and presidents of ULIS English Speaking Club [Attachment 9.22].
36

English One website serves as a great tool in giving students an overview of what clubs and
activities are available on campus by publishing the most updated news about club activities.
Furthermore, the website has helped create virtual communities where students can join
online debates on topics of their concerns and through sharing, make more friends
[http://www.englishonecfl.com/2009/04/hot-topic-1-what-is-beauty.html]. Students of the FT
programs have always been leading members in ULIS English Club (EC).
Students can join one or two of the 21 clubs now in operation on campus. Some are devoted
to dancing, or martial arts. Other are dedicated to improving English proficiency to helping
other students to better learn English. A stadium, a sports hall is available for use by the
students. The Youth League of ULIS launched a campaign to make clean the physical
landscape and facilities [Attachment 9.23]. Generally, physical, social and psychological
landscape is noticeably in a better shape.

37

CHAPTER 10. FACILITIES AND INFRASTRUCTURE

10.1. The lecture facilities are adequate.
Since its beginning, the FT program has received due attention and proper investment from
the University regarding the facilities and learning resources [Attachment 10.1].
Lecturers and students of the FT Program have full access to the Universitys lecture halls
each of which is equipped with a desktop computer, a digital projector, a screen backdrop,
and a sound system [Attachment 10.2]. The lecture halls are designed to accommodate 60120 students learning common subjects. For language skills learning purposes, there are 8
classrooms of international standards (room 101-108) in C2 building (the French Compound)
especially reserved for FT students. Each classroom, which fits the maximum size of 25
students, includes an internet connected desktop computer, a Sony digital projector, a cassette
player, a screen and an air conditioner, etc. [Attachment 10.3; Attachment 10.4]. The given
equipment is purchased, repaired and replaced timely according to the periodical plans of the
University [Attachment 10.5a, b, c, d].
In general, all the lecture facilities and infrastructures on campus are adequate, relatively
updated, and can satisfy to a large extent the requirements of teaching, learning and doing
research of teachers and students of the Fast-Track Program. This has been confirmed by the
lecturers and students of the Program in the most recent survey carried out in 2008
[Attachment 10.6; 10.7].
10.2. The library is adequate and up-to-date.
Materials can be accessed from such major sources as the Information-Library Center (LIC,
VNU), ULIS Library, the Facultys Self-Access Center (merged with ULIS Library in
2009) and the FT Programs sources.
VNUs Library and Information Center (LIC, http://www.lic.vnu.edu.vn) is in charge of all
service functions in collecting, processing and managing information and materials to
respond to the requirements of lecturers and students academic activities within VNU.
At LIC, the learning materials, managed by the library database, include 110,000 titles of
books, journals and refrence materials with 447,145 copies among which 1,528 titles with
190,800 copies are for textbooks while 109,119 titles having 256,345 copies are reference
materials. In particular, the number of textbooks used for all training majors of ULIS is 230
with 28,547 copies. In addition, reference materials serve ULIS given purpose total 15,294
titles with 54.503 copies among which the Vietnamese sources are 11,411 titles with 44,847
copies and there are 3,883 titles with 44,847 copies in English, meanwhile, 11,683 book
chapters are in form of e-books. 250 newspapers and journals can be found in printed form
(243 in Vietnamese, 07 in English) while 66,160 is the number of e-English journals in full
form, apart from an audio-visual English resource being a software used for online self-study.
To assist all lecturers research purposes, 500 MA thesis and PhD disertations are made
availabe [Attachment 10.8].

38

At ULIS - based LIC, course books and reference materials as well as journals and
newspapers in both English and Vietnamese are provided at the Borrowing room (1st floor,
A1)and Reading room (4th floor, A2) [Attachment 10.9].
ULIS Learning Resources Center is primarily given to catering for the needs of foreign
language teaching/learning and research. The latest figures show that for English sources
alone there are 3,386 titles with 6,310 copies; 1,331 graduation papers (1,331 copies); 125
copies of 75 selected scientific research papers of lecturers, 1 CD-ROM, 769 tapes, 256 CDs,
11 DVD, VCD and videos [Attachment 10.10]. All the given learning resources are varied in
form and content. Accessibility is made easy and convenient to lecturers and students through
a borrowing room and three reading rooms (located on first floor, B3 building) which can
house around 90 people at a time, open 7 hours per day, 6 days a week (except a Friday
afternoon off reserved for library related practices) [Attachment 10.11].
To better facilitate the academic performance of the Programs lecturers and students, an
amount of 50 million VND per annum is allocated from the universitys budget for
purchasing books and photocopied materials [Attachment 10.12]. From 2004 to 2011 there
were 1,053 books and 164 CDs bought, 2,845 entries and 608 CDs multiplied. Added to this
is the source coming from Dr Diana L. Dudzik, Senior English Language Fellow, ULIS, with
presently a total of 85 book titles [Attachment 10.13]. All these valuable sources are
managed at ULIS library primarily for the Programs use and for other audiences within the
Faculty and the University as well. Also, the Facultys Reading room (206, B2) is currently
managing a good selection of 255 book titles on language teaching related areas being
donated by US Embassys, Dr. Diana L. Dudziks and other donators [Attachment 10.14].
The given books are basically for Faculty members daily study purposes.
Another significant learning resource comes from the website of the Faculty
http://www.englishonecfl.com/ where information about the Faculty, courses, research
activities or learning materials are shared [Attachment 10.15; Attachment 9.7]. Besides,
applications provided by the Multi-media Center is a useful technological resource in
assisting language teaching and learning [Attachment 10.16].
10.3. The laboratories are adequate and up-to-date.
FT students can have access to any of the seven language labs (three located in Bldg 3, two
housed in Bldg A2, and two in the French Compound). All the laboratories, adequately
equipped in quantity and assured in terms of quality, together with a highly accessible
computer network on campus, offer great chances for lecturers and students to be exposed to
hi-tech facilities which significantly support teaching, learning and researching activities
[Attachment 10.17; Attachment 10.18; Attachment 10.19].
10.4. The computer facilities are adequate and up-to-date
There are 150 computers installed in classrooms and lecture halls. Each of the classrooms
reserved for the program is equipped with a computer, projector, and internet connection.
However, many of the FT students own a laptop or notebook, which renders the provision of
computers by ULIS less necessary than a few years ago. Wi-Fi services are also provided in
some quarters of the University like Building A1 and A2 [Attachment 10.2; Attachment
10.3; Attachment 10.17; Attachment 10.18; Attachment 10.19].

39

ULIS runs and maintains a pool of about 150 CD and cassette players which supports the
teaching and learning of languages. 45 classrooms are equipped with projectors, and internet
connections. The Resources Center runs a small LAN that support the students search for
materials online
To ensure the effective operation and utilization of the given facilities, sufficient qualified
management, supervision and technical support staff are made available on daily basis and
assistance is provided timely as problems arise [Attachment 10.20; Attachment 10.21;
Attachment 10.22].
10.5 Environmental health and safety standards meet requirements in all aspects.
Besides supplying adequate facilities as mentioned above, security, safety, environmental
health and fire control issues are managed and taken care of by the Office of Assets
Management. ULIS follows strictly the fire prevention, security and safety regulations issued
by the local authorities of Hanoi. Fire extinguishers are placed in various places across the
campus, and local authorities perform regular check on the situation [Attachment 10.23].
The Office of Asset Management maintains a team of 17 security guards that patrol the
campus 24/7 to prevent theft and robbery. Garbage is collected once a day by the Urban
Environment Company.
Accordingly, equipment as well as staff needed to serve the given purposes are fully provided
[Attachment 10.24; Attachment 10.25].

40

CHAPTER 11: QUALITY ASSURANCE OF TEACHING AND

LEARNING PROCESS
11.1. The curriculum is developed by all teaching staff
When the program was started in 2001, a number of workshops involving a small team of
teachers were held in the deans office to define the philosophy of the program, the expected
learning outcomes [Attachment 11.1]. One of the persons then is now the Dean of the
FELTE. A team of dedicated staff was organized to map out the entire four year program,
allocating the courses for the four years, and actually teaching the subjects.
The conceptualization of the program was entirely done by the teachers, who then went on to
implement it. The curriculum set its outcomes at C1 level according to the CEF, which then
are translated into the courses of the program, taking into account the guidelines laid down by
VNU at that time. These guidelines were later finalized into Regulations [Attachment 11.2].
The curriculum can be best described as work in progress, which benefits a great deal from
teachers as the program progresses. Sessions are held regularly to assess the curriculum as it
stands at the time, and changes are introduced. [Attachment 11.3]
The curriculum is approved by VNU and can be found now in the Catalogues of VNU
academic Program [Attachment 11.4].
11.2. The curriculum development involves students.
The curriculum may be described as work in progress as it was tuned and refined over the
years. In the beginning, students were not involved in designing it. But as the program
progresses, students inputs to the subject content and adjustments are incorporated as they
provide feedback [Attachment 11.5].
Student involvement in the form of evaluation of curriculum/courses has also been done on
regular basis. Before 2010 it was conducted at faculty level by the end of the course for
students to give opinion about all major areas related to teaching and learning [Attachment
11.6a]. In addition, students feedback which helps refine the objectives of the courses,
especially the development of activities, can be obtained from dialogues between
representatives of student groups of all batches and facultys dean (twice a year). This is
significant in that it calls for proper remedial actions to be undertaken accordingly.
Alumnis evaluation of curriculum/courses is a significant source of information for
administrators, teachers and support staff alike to take into consideration issues that need to
be addressed for program quality improvement. Feedback from alumni can be gathered from
individual reports, informal surveys/interviews or blogs [Attachment 11.6b].
11.3. The curriculum involves the labor market.
In designing the curriculum, due attention is given to the needs of the employers, who will be
basically the universities and colleges or high schools. So far most of the FT graduates work
for ULIS, Hanoi University, and a small number work outside the education sector. Feedback
41

from schools collected during the teaching practicum are assessed and some are incorporated
mostly in content adjustments or learning activities.
Needs from the labor market were just taken into account in the latest revision attempt which
was carried out in late 2011 allowing for flexibility, mobility, and more choices for the
students [Attachment 11.7; Attachment 2.8].
11.4. The curriculum is regularly evaluated at reasonable time periods.
Developed and approved by VNU in 2001 for the first class of students (2001-2005), for the
last ten years, the Fast-Track curriculum has been periodically reviewed in 2003, 2005
[Attachment 11.8a, b; Attachment 11.9].
The given continuous developments are realized in the design, revision and updating of the
teaching contents and requirements of skills courses from the first batch (2001) through to the
third batch (2003) and in credit-based course outlines developed since 2005 [Attachment
2.4; Attachment 2.1; Attachment 11.10].
Over the years, being responsive to the Universitys directions, the proficiency syllabi were to
be reviewed so as to ensure the integrated features of skills/ sub-skills, the gradual increase in
level of difficulty as well as in requirements of major assignments of all proficiency courses
[Attachment 11.11a; b; c].
In the most comprehensive curriculum review conducted in 2011 by an external assessor, Dr.
Diana L. Dudzik, Senior English Language Fellow (ULIS, VNU), significant strengths of the
FT Programs curriculum have been revealed [Attachment 0.16, p.48; 51; 53; 55; 57].
The latest curriculum revision was undertaken in late 2011 with some significant changes (see
Chapter 2). This shift in the curriculum structure, being relevant to the ULIS revised
objectives for the period 2010-2015 which are oriented towards three major areas of
development namely language education, linguistics and international studies, reflects
positive reactions of the university towards the constant changes and requirements of the
society and of the labor market as well [Attachment 11.12].

11.5. Courses and curriculum are subject to structured student evaluation.

Student assessment is done on a continual basis which is aimed at evaluating students
learning outcomes in parts and as a whole [Attachment 11.12]. Assessment modes and
process are introduced to students in the first class session of the course. At the end of each
subject, evaluation sheets are given to students to fill in with their remarks, either directly or
through online survey questionnaires [Attachment 11.13]. Discussions and negotiations
between teachers and students are possible and if the given suggestions are appropriate,
adjustments will be finalized in course syllabi.
Course evaluation is done periodically through the Programs term/annual evaluative reports
which serves as a basis for improvements or renovations in consecutive years [Attachment
11.14; Attachment 11.15; Attachment 11.16a, b, c]. Since the academic year 2010-2011,
structured student evaluation of courses with focus on teacher evaluation has officially been
coordinated in the entire university by the Center for Language Education and Quality
Assurance at the end of the semester [Attachment 11.17].
42

The evaluation sheet includes 18 questions with 70 points in total covering major aspects
related to teachers teaching such as teaching contents, methods of instruction and
assessment, utilization of teaching/learning activities and facilities, teachers attitudes etc. in
addition to the evaluation of teaching/ learning conditions [Attachment 11.18 a, b, c].
11.6. Feedback from various stakeholders is used for improvement.
One of the design features of the FT Program is to use feedback for improvement. So far, it
has received feedback from such main stakeholders as lecturers and students of the Program
[Attachment 11.19a; b], administrators, the public, employers (universities, mainly)
[Attachment 1.18; Attachment 11.5] as well as from an expertise language educator in
NUS, Singapore [Attachment 3.14].
Basically, students and teachers feedbacks result in modification or tuning of the subject
contents, provision of suitable learning conditions, changes in assessment methods
[Attachment 11.19a; b].
Two major efforts can be traced. First, the change to a credit based system took place in 2005
[Attachment 11.20] in response to students demand for a more flexible system of education
management that allows more choices. Second, the major 2011 overhaul of the entire
curriculum offers more subjects and streams that can meet the demands of the labor in the
years to come [Attachment 11.21a; b].
11.7. The teaching and learning process, assessment schemes, the assessment methods
and the assessment itself are always subject to quality assurance and continuous
improvement.
The University has the Office for Academic Affairs to oversee the review and reform of the
teaching and learning process and assessment. At the faculty level, it is the Dean that is
responsible for running the process. Starting in 2008, efforts were made in the form of
contract signed between ULIS President and different departments to improve teaching
methods and testing and assessment methods. For example, results of assessment change are
reflected in the syllabi [Attachment 11.22].
The Departments annual work plan makes provision for reviewing and improving the
teaching and learning process, and making sure that assessment which serves its purposes has
become a way of life for the teachers. This can also be seen in the course syllabi
[Attachment 11.11b; c; 11.16a; b].

43

CHAPTER 12: STAFF DEVELOPMENT

12.1. There is a plan on the needs for training and development of both academic and
support staff.
The University regulations and rules make it very clear that the University president and the
dean of each faculty are responsible for HRD. ULIS has the Office of Personnel and
Organization to take care of all issues related to HRD. This office reports directly to the
president [Attachment 12.1].
ULIS has just approved its HRD master plan for the 2011 2015 [Attachment 12.2].
Accordingly, the university has a plan for each new academic year to carry out the master
plan [Attachment 12.3].
In the plan the needs for staff development are identified and realized in various forms and
through a variety of activities [Attachment 12.4; Attachment 12.5a; b]. Accordingly,
review of staffs academic records in teaching and researching activities are done annually for
staff appraisal, salary promotion or job rotation/assignment which help enhance the
motivation towards higher efficiency of teaching staffs work performance [Attachment
6.33; Attachment 6.35; Attachment 6.36; Attachment 6.38].
At Faculty level, due attention has been paid to the professional development of teaching staff
in general and that of the FT Program in particular. Since 2010 special tools such as Teacher
Profile and Professional Development Report being in a uniformed format have been applied
to all lecturers of the Faculty for better supervising, monitoring and motivating teachers in
their annual professional development activities [Attachment 6.35]
As for support staff development, apart from the Universitys long term plan [Attachment
12.2], members are encouraged to build and pursue their self-development plans such as
following MA/PhD degree courses or joining research activities [Attachment 12.6;
Attachment 12.7, Attachment 12.8].
ULIS has had in place sine 2008 a policy that provides travel grants for teachers making
presentations of their research at conferences both at home and abroad, and allowances for
publications in journals.
12.2. Training and development activities for both academic and support staff are
adequate to their needs.
Academic staff development activities
The major academic staff development activities are related to training of novice/current
teachers, job rotation/assignment, writing research papers and higher degree learning.
- Training and retraining of novice/current teachers
To support novice teachers in their early career development, a system of mentoring has been
provided since 2008 at the Faculty and Department level, with the mentor being experienced,
qualified teachers who supervise and give assistance to the novice teacher - the mentee in the
44

entire academic year in all teaching stages [Attachment 12.9]. Accordingly, class
observations, experience and materials exchange are also required [Attachment 12.10;
12.11; 12.12]. The financial support for this activity comes from both sources: the University
and the Faculty [Attachment 12.13].
- Workshops, seminars and inset training
Apart from mentoring, other activities for on-going professional support for novice and
current teachers are also conducted regularly by faculties within ULIS such as the Faculty of
Postgraduate Studies, Faculty of Linguistics and Cultures of English Speaking Countries and
FELTE in form of workshops and seminars with invited speakers/lecturers from various
universities overseas or experienced lecturers from the Faculty [Attachment 12.14; 12.15;
12.16a; b; 12.17]. At FELTE, since 2010 Inset training has been organized in individual
Departments with focus on the most concerned issues related to teaching [Attachment
12.18a; b]. Teachers are also encouraged to join online workshops/seminars such as the
frequent series held by US Embassy for professional development [Attachment 12.19a, b].
In addition, 05 scholarships for intensive courses on teaching methodology and educational
leadership were granted to 05 staff members of the Faculty three of whom belonged to the FT
Program between 2008-2010 by Asian Institute of Technology (AIT) [Attachment 6.9]. As a
result, the given forms of continuous training have responded to the actual needs of
knowledge improvement and experience enrichment for teachers of English at FELTE in
general and those of the FT Program in particular.
- Job rotation/assignment
Since 2001, several experienced staff members of the Faculty have worked in the FT Program
as visiting teachers. At the same time, various teachers of the Program have worked in
collaboration with or participated in professional development activities in other Departments
within FELTE, Faculty of Postgraduate Studies or Faculty of Linguistics and Cultures of
English Speaking countries in roles of co-teachers, course developers, or co-researchers
[Attachment 6.10; Attachment 12.20; Attachment 12.21].
Further, the Fast-Track Program has also experienced more than 20 times of its staff
members working as instructors of advanced English medium courses/joint programs with
international universities or as visiting lecturers at overseas universities [Attachment 12.22;
Attachment 12.23]. Also, since 2010, two (02) Fast-Track lecturers have been being among
major participants of the Faculty engaging in NETEC project (ULIS) on developing high
school English teacher education [Attachment 12.24].
-Research activities
Joining research activities in forms ranging from writing research papers for the Universitys
annual research conferences, ULIS Foreign Language magazine, or VNU Scientific Journal to
attending groups of young researchers, participating in domestic or international conferences
are other activities to facilitate academic staff development [Attachment 12.25; Attachment
12.26, Attachment 12.27a; b, Attachment 6.8, Attachment 12.28a, b]. The funds for
organizing the given activities come from the Universitys annual budget or Facultys selffinanced sources [Attachment 12.29].
- Higher degree learning and scholarships
45

The plan and strategies for academic staff development at VNU, ULIS, Faculty and
Department levels also involve improving the quality of human resource through higher
learning. Accordingly, there are compelling and supporting policies to encourage staff to go
on with their higher education [Attachment 6.4; Attachment 12.30]. Scholarships for higher
learning degree courses are available from state funded sources [Attachment 12.31a, b;
Attachment 12.32a, b], scholarship programs through foreign embassies or international
institutions [Attachment 12.33]. Since 2007, there have been four teachers of FT Department
awarded with PhD scholarships in Australian universities, with one of them being the former
Fast-Track graduate. For the time being, there are two other teachers being PhD candidates at
VNU [Attachment 6.2].
Support staff development activities
So far all the support staff participating in the FT Program has been adequately qualified to
fulfill the requirements of their services. As for professional development, they have had
chances to join short training courses held by VNU, ULIS with foreign speakers from
distinguished institutions/organizations [Attachment 12.34], Ministry of Education and
Trainings Teacher Development Project etc. for improvement of knowledge related to
management, operation of learning resources and hi-tech facilities or IT skills required for
their work. Staff members have also been sent abroad or international institutions based in
Vietnam for workshops,/training courses on technology transfer or office administration
[Attachment 12.35a, b].
Between 2001 and 2008 there were 20 times of personnel in administrative positions
participating in workshops, seminars on educational management at overseas universities in
China, Singapore, New Zealand, USA etc. In 2008 alone, there were 2 leaders in-charge of
the FT Program being speakers at international conferences on educational management
[Attachment 12.36].

46

CHAPTER 13: STAKEHOLDERS FEEDBACK

13.1. There is adequate structured feedback from the labor market.
Most FT graduates are working for ULIS, VNU Hanoi [Attachment 13.1], and the
institutions feedback is collected every academic year based on a structured bottom-up
performance appraisal form [Attachment 13.2].
Feedback from other employers is collected regularly every year, and has been use to finetune the curriculum to meet its demands [Attachment 13.3]. The Head of the FT department
is responsible for this work.
13.2. There is adequate structured feedback from students and alumni
Students
FT students can voice their feedback through a variety of channels. First, there is a survey to
all the FT students from the four classes of the 2001-2005, 2002-2006, 2003-2007, and 20042008 [Attachment 11.5] to seek to understand the students learning needs and their
evaluation of the efficiency and impacts of the program.
In 2010, the FT student survey was drafted by Dudzik (2010) in collaboration with FT
teachers, and administered by FT staff [Attachment 0.16]. It aimed at collecting students
feedback regarding general program objectives, proficiency and soft skills. A total of 184
current students were surveyed, 110 teacher education (TE) students and 74 translation (TR)
students; 65 Year 1, 46 Year 2 students, 43 Year 3 students. Student surveys were
administered by FT staff members in classes, and were completed in approximately 45
minutes at one sitting.
In the academic year 2010-2011, FT students participated in another structured survey to
feedback teachers performance. The survey was designed based on the instruction from the
Ministry of Education and Training and the VNU Institute of Quality Assurance, samples
from other universities in Vietnam and the USA, and feedback from the teaching and
administrative staff in the university [Attachment 11.6a, Attachment 11.18]. The survey
was administered to all students and applied to all subjects in their first semester of the
academic year 2010-2011.
Students also report their perspective in evaluating the program through research
[Attachment 13.4]. They can also always communicate any administrative problems with the
Administrative Office of the Faculty of English Teacher Education. Conversations between
students and the University President are organized ever year to enable students to
communicate their feedback to the highest managerial board [Attachment 9.9].
Alumni
The university keeps contact with the student through email [Attachment 9.10-9.12]. Their
feedback can be collected informally through their public blog [Attachment 9.7]. Still,
formal feedback from FT graduates made up a fundamental basis for the program evaluation
47

in 2010 [Attachment 0.16]. Participating in the semi-structured focus groups were FT

graduates/teacher educators (e.g. one group who teach in FT Department, and a group who
teach in other departments) (4 hours), and graduates who teaches English to non-majors (1
hour).
13.3. There is adequate structured feedback from staff
Decision makers
The University President directly monitors and takes part in conducting evaluation of and
research on the efficiency of the FT program [Attachment 4.3; Attachment 11.9]. Feedback
from Vietnam National University is channeled through reports and conferences
[Attachment 11.8; Attachment 13.5; Attachment 13.6].
Program Coordinators and Teaching Staff
Feedback from the teaching staff on the FT program comes in the forms of reports, research
papers, semi-structured focus group and surveys. The program coordinators and teacher
periodically self-evaluate and report their feedback on the curriculum, teaching and learning
outcomes on an annual or semester-based basis [Attachment 11.15; Attachment 13.7,
Attachment 1.16]. Teachers also take an active role in the feedback system as researchers
[Attachment 4.3, Attachment 1.19].

In the FT Program curriculum review project in 2010 [Attachment 0.16], the program
staff were involved in a comprehensive feedback collection process as follows:
Semi-structured individual interviews with program developer (45 minutes), section
leader (4 hours over two sessions), skill group teacher education-leader (2 hours),
teacher educator (1 hour)
Semi-structured initial focus group with FT teacher educators (2 hours);
Semi-structured focus groups of FT teacher educators by skill taught (e.g. Reading
Teachers, Writing Teachers) (8 hours);
Surveys of 16 teachers

Specialized offices and experts

Appraisals on the FT curricula and program innovation plans are conducted by the Office for
Academic Affairs [Attachment 0.16; Attachment 13.5].In addition, one large scale
evaluation was completed at the end of the second 5-year program cycle in 2010
[Attachment 0.16]. It was designed and led by Dr. Diana Dudzik, as a Senior English
Language Fellow at ULIS/VNU, and conducted by a team of internal evaluators. As reported
by Dudzik (2010, pp.14-16), the evaluation is comprised of formative and summative
assessment for the purpose of providing evidence for major decisions regarding alignment,
improvement, and revision. It involved collaborating with participants (FT program
coordinators and teachers) to collect and analyzes data, and by seeking to include the voices
of a variety of stakeholders, especially generally underrepresented voices of teachers and
students. The data for this evaluation were gathered through:
1. Documents (course schedules, program syllabus, course syllabi);

48

2. Written report (Tran & Nguyen, 2007), Australian Development Scholarship report
(ADS); translated summary of self-assessment report (2009); International Education
Journal article (Hung Van Dang, 2006); benchmark test reports;
3. Semi-structured individual interviews with program developer (45 minutes), section
leader (4 hours over two sessions), skill group teacher education-leader (2 hours),
teacher educator (1 hour), and graduate who teaches English to non-majors (1 hour);
4. Semi-structured initial focus group with FT teacher educators (2 hours);
5. Semi-structured focus groups of FT graduates/teacher educators (e.g. one group who
teach in FT, and a group who teach in MS) (4 hours);
6. Semi-structured focus groups of FT teacher educators by skill taught (e.g. Reading
Teachers, Writing Teachers) (8 hours);
7. Surveys of 16 teachers and 184 students;
8. 6 classroom observations averaging 1 hour each over three months (September
through November 2010);
9. FT student surveys regarding general program objectives, proficiency and soft skills
while TE questions were directed only at TE cohorts.
In conclusion, the FT program has collected feedback from various stakeholders through both
a structured survey-and-research-based system also the main source of feedback, and
informal feedback channels

49

CHAPTER 14: OUTPUT

14.1. Pass rate is satisfactory and the dropout rate is of acceptable level.
% first degree after
>4
3 years 4 years
years
0
95
5

Academic
Year

Size
Cohort

2001-2005

20

2002-2006

20

100

2003-2007

19

95

2004-2008

20

2005-2009

21

2006-2010
2007-2011

% dropout after
1
year
0

>3
years
0

90

15

100

19

24

83

17

25

88

12

2 years 3 years

Figure 5: The pass/ dropout rate

Students achievements during and at the end of the FT Program are recorded by FELTE
Administration Office, and reported every semester directly to ULIS Office for Academic
Affairs. Moreover, periodically reports of FT Department also keep track of the students
progress [Attachment 1.16, Attachment 11.5, Attachment 11.8, Attachment 11.15,
Attachment 11.16, Attachment 11.7b].
According to the University Guidelines [Attachment 14.1], the average time to graduate for
Bachelor students at ULIS-VNU is 4 years. Under special circumstances, students are
allowed to study for 2 more years, which means the longest possible time to graduate is 6
years.
None of the students have dropped out because of failing to meet the programs requirements.
Five of them (one in the 2003-2007 cohort, and four in the 2005-2009 cohort), left the
program to study in the United States of America on scholarships.
The pass rate within 4 years as designed in the curriculum ranged from 81% to 100%, and the
average reached almost 93%. Two out of 13 FT students who needed more than 4 years to
graduate (one in the 2004-2008, another in 2008-2010 cohorts) had difficulty with finishing
elective subjects. One student (2003-2007) suffered from a serious health problem and took a
two-year break from the program. The majority of late graduates (10/13) are actually the
most outstanding students who gained scholarships to go on a one-year exchange program
(for example UGRAD) in the United States of America (one in 2001-2005, two in 2004-2008,
four in 2006-2010, and three in 2007-2011). Since more students were able to be sponsored to
go on exchange courses recently, the pass rate within four years sees a small decline; this,
however, interestingly indicates the increase in the students quality.

50

14.2. Average time to graduate is satisfactory

As can be seen from Figure 13, the average time to graduate for FT students is four years,
which matches with the designed curriculum of the university for the Bachelor Degree in
TEFL. This average time is highly satisfactory. At the moment, a credit-based curriculum is
being constructed at ULIS-VNU to enable students to shorten their graduation time
[Attachment 11.9]. This is still in progress so the effects of this measure will only be seen in
the near future.
14.3. Employability of graduates is satisfactory
A survey among graduates about their current job was carried out in 2011, which showed a
highly satisfactory rate of employability among FT graduates as well as the rate of students
who can find a job related to their majors in TEFL.

Figure 6 FT Graduates employability after graduation [Attachment 14.2]

Those students who were still unemployed after 1 year are pursuing their study pathway,
including getting another Bachelor degree or Master degree. 100% graduates who decided to
enter the labor market immediately earned a job within a year after their graduation.

25
20
15
No information

10

TEFL-non-related jobs

TEFL-related jobs

Figure 7 Jobs classification of FT graduates [Attachment 14.2]

51

In terms of the types of jobs, this chart shows the strong relevance of the qualifications to
their jobs. The 2006-2010 cohort marks the highest proportion of TEFL-related jobs at 100%.
The rate of TEFL-related jobs in other courses ranges from 10% to 25%. Take the case of
2005-2009 as a specific example, 17 out of 23 graduates are working as an English teacher
after graduation. More satisfactorily, all those 17 were recruited to be as lecturers at ULIS
after graduation. Some of them are pursuing their Master program abroad (also in TEFL or
Countries studies) while the others are still working as lecturers at different faculties of ULIS.
In short, graduates from FT program have got jobs easily, and mainly in accordance with their
graduate degree in TEFL.
14.4. Level of research activities by academic staff and students is satisfactory
Research activities by academic staff
As reported in part 12.1.3, the FT academic staff has undertaken a variety of research
activities, many of which have contributed directly to the University research programs and
vision. For example, all the teachers took part in such activities as writing research papers for
the Universitys annual research conferences, ULIS Foreign Language Journal, or VNU
Scientific Journal to attending groups of young researchers, participating in domestic or
international conferences are other activities to facilitate academic staff development
[Attachment 6.8; Attachment 12.26; Attachment 12.27, Attachment 13.4, Attachment
15.3].
Moreover, a selected number of staff members have also been invited to join research projects
with experts from other countries [Attachment 12.27a, Attachment 12.24]. In the last few
years (2010-2011), there were 03 Fast-Track teachers having their research papers (jointly
done with other faculty members) presented at international conferences such as Asia TEFL,
CAMTESOL, and AAAL in Chicago, USA,01 teacher with an article published on Science
and Life magazine and several others in ULIS annual research papers collection
[Attachment 14.3].
Regarding research funding, these given activities are sponsored by Universitys annual
budget [Attachment 12.29] or Facultys self-financed sources. Since 2003, the teachers have
gained the funding from Vietnam National University, which accounts for the second highest
level of research funding, just below the National level, for 14 research projects. The number
of ULIS-funded projects conducted by FT lecturers is 28 [Attachment 14.3].
Research activities by students
FT students have also been encouraged to do research, and received careful supervision from
their experienced and enthusiastic lecturers from the Department. This explains a
considerable number of FT students carrying out research since 2003, and their high research
achievements. FT program statistics recorded more than 600 students research projects.
Remarkably, two of them have won the first prize for student research from the Ministry of
Education and Training [Attachment 4.5].

52

CHAPTER 15: STAKEHOLDERS SATISFACTION

15.1. Feedback from students is satisfactory.
The program has received high level of satisfaction from the students, reflected from both
survey results [Attachment 1.18, Attachment 4.15, Attachment 11.3], evaluation of
teaching/ learning conditions [Attachment 10.6, Attachment 10.7], and students informal
feedback
In 2010, a survey developed based on the objectives stated in the program syllabus was
administered to 184 current FT students to address the effectiveness of the current FT BA
TEFL curriculum in meeting its main objectives [Attachment 0.16]. The knowledge base
includes contextual, general, linguistic, cultural, and teaching knowledge as well as C1 level
English proficiency. The results [Attachment 15.1] reflect the students acknowledgement
that the FT curriculum has helped them develop a repertoire of knowledge and skills
fundamental to their future career as teachers of English.
In addition, students also share positive feedback informally through communication between
teachers and students, between students and administrators, sharing at the Open House event
[Attachment 15.2].
The faculty is also aware of the students complaints such as their concerns about the pressure
of assignments [Attachment 15.3], and the lack of satisfaction among 30 per cent of
surveyed students [Attachment 15.1] towards the content of delivery of cultural knowledge
domain. This feedback has been reported to the teaching staff and university leaders
[Attachment 15.1]. More importantly, it is used in the improvement of learning facilities,
especially the library to support students learning [Attachment 10.1, Attachment 10.2;
Attachment 10.13], curriculum revision to better meet students need [Attachment 13.7;
Attachment 15.4], and new course development [Attachment 15.5].
15.2. Feedback from alumni
The graduates reported the efficiency of the program in equipping them with knowledge and
skills for their job as English teachers, according to the survey administered to 184 current FT
students, including graduates [Attachment 15.1]. Recently, graduates from different intake
year when attending the Open House 2011 also demonstrated high level of satisfaction of
their meaningful and joyful learning experience with the FT program [Attachment 15.2].
Graduates concerns and suggestions for improvement collected in the survey [Attachment
15.1] have been the resource of recommendations for changes [Attachment 15.5], which
accordingly have been realized in curriculum revision to better meet students need
Attachment 13.7], and new course development [Attachment 15.5].
15.3. Feedback from the labor market
As the main recruiter, ULIS-VNU highly valued the competencies and contributions from the
lecturers who graduated from the FT programs. It should be noted that many graduates are
working in different departments of the university, other than just the FT departments
[Attachment 13.1], and that most of the teaching staff from other departments might not
know these graduates until the graduates became their colleagues. This hinted at the relative
53

objectivity in the evaluation of the Department head of the staff graduating from the FT
program.
The high appreciation of FT graduates from ULIS is evidenced in mentoring report and staff
evaluation report by Head of the Department as their direct manager [Attachment 15.6],
strong references from colleagues, managers and employers [Attachment 15.7], and their
achievements of high merit certificates from ULIS and VNU leaders for their outstanding
performance and contributions [Attachment 0.13].
References for and performance appraisal of FT graduates who are working outside ULIS
also demonstrate similarly employers confidence in and appreciation of the outcomes of the
program [Attachment 15.8].

54

STRENGTHS AND
WEAKNESSES
ANALYSIS

55

I. Summary of strengths
The strengths of the FT program may be summarized as follows:
1. The program has clear goals, expected learning outcomes set in terms of knowledge,
skills and qualities in line with the mission of the University of Languages and
International Studies, VNU. The development of the program is based on appropriate
and relevant philosophy with clear aims and objectives. The outcomes are clearly
translated into the curriculum which shows a good balance between generic and
specialized skills and knowledge. Besides, the program has been developed, revised
and updated to reflect to requirements of the stakeholders. The structure and content
of the FTTE program is coherent and updated. It has a clear modern philosophy.
2. The program has a clear teaching and learning strategy that enables students to acquire
and use knowledge academically. Leaner-centeredness and students autonomy are the
hallmarks of the program. Both staff and students are involved in action learning, and
students take an active part in a variety of learning-by-doing activities which foster
their abilities to acquire and use knowledge to acquire knowledge and develop skills
basically by themselves with the support of teachers. They are freed from the fear of
making mistakes. Students have a sense of the what and the why.
3. The assessment scheme in the FT program includes a variety of methods, with a
strong emphasis on continuity, objectivity and comprehensiveness. Assessment is
criterion-based and its requirements are made explicit and available to all students and
teachers in the program at the beginning of the semester, which helps to ensure the
transparency and validity of the assessment procedure.
4. The program has a contingent of qualified and dedicated academic staff. Most
lecturers possess an MA degree, while some are currently doing their MA or PhD,
either in Vietnam or abroad. They can communicate their knowledge, understanding
of issues to students and can help them to develop their own in a range of complex
teaching and learning contexts. They can design learning materials, tuning the
syllabus to the needs of students. All have computer skills and can use another foreign
language (rather than English). This team is also supported by invited foreign experts
and visiting teachers in curriculum development and methodology training.
5. All of the lecturers have their own career paths, and currently are actively involved in
professional development, and research, which keeps them abreast of the new
developments in their fields. Each of them must follow their plan to have the required
doctoral qualifications if they want tenure, or they will be disqualified. This could be
seen from the recruitment process and periodical lecturer evaluation. Last but not
least, the lecturers have received strong backing from the university leaders in their
taking training courses or attending conferences, and their daily teaching.
6. Criteria for student enrollment are clearly defined, and the program has been able to
select the best students of each years intake, and has successfully applied quality
assurance measures to guarantee that the students can maintain their high performance
throughout the years. Throughout the program and in each individual course, students
are provided with frequent opportunities to reflect on their own actions and learning
experience in order to improve performance. They learn how to learn effectively by
exploring their own learning styles, preferences, and strategies. This is also in
accordance with the philosophy of the program promoting a learner-centered and
communicative approach.
7. The FT students enjoy access to quality student advice and support. Students learn in a
favorable environment to make the most of their abilities in studying, acquiring
56

knowledge, and carrying out scientific research. FT students can benefit from a
network of advice and support on both personal life and professional mental issues.
They also enjoy support from well-trained librarians and technical staff, who are of
great help during FT students academic projects.
8. The FT program strictly complies with VNU - issued training quality assurance
regulations. It is implemented regularly and systematically to ensure the quality of the
program, improving intake quality, constantly enhancing staff qualifications and
quality, bettering assessment scheme, tuning the syllabi and learning activities to
ensure best outcomes based on various sources of inputs, etc.
9. ULIS accords priority to accommodating the needs of the program including the
adequacy and variety of lecture halls and classrooms, and appropriate utilization of the
given facilities in terms of purposes and functions. In particular, the resources of
various forms and sources are constantly updated to meet the needs of teachers and
students alike in teaching, learning and doing research. Learning resources are
abundant and up-to-date.
10. Most of the FT students graduate with distinction or high distinction. The program is
characterized by a high quality of its graduates, their outstanding employability,
highly satisfactory levels of pass rates, low drop rates, and significant amount and
quality of research conducted by both the teaching staff and students.
11. Many of them now do what they were trained to do: quality teachers at universities or
colleges (ULIS, for one). Employability is spectacularly high. The labor market has
praised FTTE graduates for their leadership, strong capability, positive attitudes, high
achievements and life-long learning skills. Stakeholders, including the students and
alumni, and the labor market in general have highly appreciated the outcomes of the
program.
II. Summary of weaknesses
Despite the above strengths, several areas for improvement have been identified.

1. As the newly revised curriculum is going to be implemented starting in 2012 2013 academic years with additional new courses. The challenges is to develop
syllabi, preparing books and learning materials in time are there. Also, the need to
train current staff to cope with the changes is strongly felt, and must be addressed
sooner than later.
2. International expertise involvement in constantly improving the curriculum is
quite limited, and comparison with similar programs (if any) in other countries is
becoming necessitated by the need to aspire towards international standards.
3. Communication is now perceived as a potential problem between teachers, support
staff and the variety of incoming students from various backgrounds as the
program is scheduled to expand and embrace more students.
4. Although existing facilities and equipment are adequate for now, demands are sure
to grow considerably when the newly revised curriculum is launched next year.

57

III. Check list for AUN Quality Assessment at Quality Level

1
CHAPTER 1.EXPECTED LEARNING OUTCOMES
1.1.

The expected learning outcomes have been clearly

formulated and translated into the programme.

1.2.

The program promotes life-long learning.

1.3.

The expected learning outcomes cover both

generic and specialized skills and knowledge.

1.4.

The expected learning outcomes clearly reflect the

requirements of the stakeholders.

2.2.

The program specification shows the expected

learning outcome sand how these can be achieved.

2.3.

The program specification is informative,

Overall opinion
CHAPTER 2: PROGRAM SPECIFICATION
2.1. The university uses program specification.

communicated, and make available to the

stakeholders.
Overall opinion
CHAPTER 3: PRGOGRAM STRUCTURE AND
CONTENT
3.1. The program content shows a good balance
between generic and specialized skills and
knowledge.
3.2.

The program reflects the vision and mission of the

university.

3.3.

The contribution made by each course to achieving

the learning outcomes is clear.

3.4.

The program is coherent and all subjects and


5

courses have been integrated.

3.5.

The program shows breadth and depth.

3.6.

The program clearly shows the basic courses,

intermediate courses, specialized courses,

practicum and thesis.
3.7.

The program content is up-to-date.

Overall opinion
CHAPTER 4: TEACHING AND LEARNING
STRATEGY
4.1. The faculty or department has a clear teaching and
58

learning strategy.
4.2.

The teaching and learning strategy enables

students to acquire and use knowledge
academically.

4.3.

The teaching and learning strategy is student

oriented and stimulates quality learning.

4.4.

The teaching and learning strategy stimulates

action learning and facilitates learning to learn.

Overall opinion
CHAPTER 5: STUDENT ASSESSMENT
5.1. Student assessment covers student entrance,
student progress and exit test.

5.2.

The assessment is criterion referenced.

5.3.

Student assessment uses a variety of methods.

5.4.

Student assessment reflects the expected learning

outcomes and the content of the program.

5.5.

The criteria for assessment are explicit and wellknown.

5.6.

The assessment methods cover the objectives of

the curriculum.

5.7.

The standards applied in the assessment are

explicit and consistent.

Overall opinion
CHAPTER 6: ACADEMIC STAFF QUALITY
6.1. The staff is competent for their task.
6.2.

The staff is sufficient to deliver the curriculum

adequately.

6.3.

Recruitment and promotion are based on academic

merits.

6.4.

The roles and relationship of staff members are

well defined and understood.

6.5.

Duties allocated are appropriate to qualifications,

experience and skills.

6.6.

Staff workload and incentive systems are designed

to support the quality of teaching and learning.

6.7.

Accountability of the staff members is well

regulated.

6.8.

There are provisions for review, consultation and

59

redeployment.
6.9.

Termination and retirement are planned and well

implemented.

6.10. There is an efficient appraisal system.

Overall opinion
CHAPTER 7: SUPPORT STAFF QUALITY
7.1. The library staff is competent and adequate in
providing a satisfactory service.
7.2.

The laboratory staff is competent and adequate in

providing a satisfactory level of service.

7.3.

The computer facility staff is competent and

adequate in providing a satisfactory level of
service.

7.4.

The student service staff is competent and

adequate in providing a satisfactory level of
service.

Overall opinion
1

CHAPTER 8: STUDENT QUALITY

8.1. There is a clear student intake policy.

8.2.

The student admission process is adequate.

8.3.

The actual workload is in line with the prescribed

load.

Overall opinion
CHAPTER 9: STUDENT ADVICE AND SUPPORT
9.1. There is an adequate student progress monitoring
system.
9.2.

Students get adequate academic advice, support,

and feedback on their performance.

9.3.

Mentoring for students is adequate.

9.4.

The physical, social and psychological

environment for the students is satisfactory.

Overall opinion
CHAPTER 10. FACILITIES AND
INFRASTRUCTURE
10.1. The lecture facilities (lecture halls, small course
rooms) are adequate.
10.2. The library is adequate and up-to-date
10.3. The laboratories are adequate and up-to-date
10.4. The computer facilities are adequate and up-to60

10.5

date
Environmental health and safety standards meet
requirements in all aspects
Overall opinion

CHAPTER 11: QUALITY ASSURANCE OF

TEACHING AND LEARNING PROCESS
11.1. Curriculum development is developed by all
teaching staff.

11.2. Curriculum development involves students.

11.3. The curriculum involves the labor market.

11.4. Curriculum is regularly evaluated at reasonable

time.

11.5. Courses and curriculum are subject to structured

student evaluation.

11.6

Feedback from various stakeholders is used for

improvement.

11.7. The teaching and learning process, assessment

schemes, the assessment methods and the
assessment itself are always subject to quality
assurance and continuous improvement.

Overall opinion
CHAPTER 12: STAFF DEVELOPMENT
12.1. There is a plan on the needs for training and
development of both academic and support staff.

12.2. Training and development activities for both

academic and support staff are adequate to their

needs.
Overall opinion
CHAPTER 13: STAKEHOLDERS FEEDBACK
13.1. There is adequate structure feedback from the
labour market.


5
6

13.2. There is adequate structure feedback from students

and alumni.

13.3. There is adequate structure feedback from staff.

Overall opinion
CHAPTER 14: OUTPUT
14.1. Pass rate is satisfactory and the dropout rate is of
acceptable level.

61

14.2. Average time to graduate is satisfactory.

14.3. Employability of graduates is satisfactory.

14.4. Level of research activities by academic staff and

students is satisfactory.

Overall opinion
CHAPTER 15: STAKEHOLDERS SATISFACTION
15.1. Feedback from students is satisfactory.
15.2. Feedback from alumni

15.3. Feedback from the labor market

Overall opinion

VI. Improvement plan

In order to address its weaknesses, the following actions have been planned for the upcoming
academic years.
1. The top priority is the implementation of the 2011 curriculum, and the development of
the new course syllabi in 2012 - 2013 academic year when the 2011 version is
approved by VNU, expected in the first half of 2012. A plan to disseminate the 2011
version to all teaching and academic staff and students is to start the end of April,
2012 and ULIS will approve the plan and funds for developing the new syllabi late
March.
2. Most of the new syllabi will be used two years from now, but they must be ready in
good time. A training program for teachers to cope with the new changes in the
curriculum is being prepared, and will be finalized in the last week of April. Once, the
plan is Oked, training efforts will take place in the summer vacation.
3. Request will be made to the American Embassy in Hanoi and the National Foreign
Language Project Executive Board for the continued use of the expert service by the
current visiting fellow at ULIS to assist the development of new syllabi. From 2013
onwards, the FT Department will annually collect international experts and the labor
market feedback or opinions on the newly revised curriculum as it is implemented
next year.
4. A new orientation program for teachers and support staff will be organized some time
during the vacation to help communication problems, so that a healthier and friendlier
environment can be fostered on campus.
5. New computers will replace the existing ones in the rooms reserved for the FT
program. It will be made sure that they work well to the students and staffs
satisfaction.

62

APPENDICES

No

Attachment

1.

Attachment 0.1

2.

Attachment 0.2

3.
4.

Attachment 0.3
Attachment 0.4

5.

Attachment 0.5

6.

Attachment 0.6

7.
8.

Attachment 0.7
Attachment 0.8

9.

Attachment 0.9

10.
11.

Attachment 0.10
Attachment 0.11

12.

Attachment 0.12

13.
14.
15.

Attachment 0.13
Attachment 0.14
Attachment 0.15

16.

Attachment 0.16

17.
18.
19.
20.
21.
22.
23.
24.
25.

Attachment 1.1
Attachment 1.2
Attachment 1.3
Attachment 1.4
Attachment 1.5
Attachment 1.6
Attachment 1.7
Attachment 1.8
Attachment 1.9

26.

Attachment 1.10

27.

Attachment 1.11

28.
29.

Attachment 1.12
Attachment 1.13

30.

Attachment 1.14

31.

Attachment 1.15

Content
INTRODUCTION
The detailed plan for the self-assessment of the Fast-track
program in accordance with AUN-QA standards 2011-2012
Decision number 1142/ QD-TCCB on the establishment of the
Self-assessment Council
Propagation for the self-assessment process
ULIS weekly events (for propaganda)
Minute of the meeting between the Self-assessment Council and
the SAR writing team
List of VNU's member universities, faculties and research
institutes
VNUs missions and visions
The introduction of double degree and double major programs
ULIS Potential for Science and Technology
Retrieved
from
http://ulis.vnu.edu.vn/english/taxonomy/term/17/533
List of lecturers at FELTE
Itinerary of the curriculum development
Certificates of Merit awarded by the Peoples Committees in
Nam Dinh, Hai Phong, and Ha Giang provinces in 1998
Prominent achievements of FELTE lecturers
The philosophy of high quality bachelor program
The evaluation of the Fast-track program in 2009
The evaluation report on the fast-track curriculum by Dr. Diana
Dukzik (University of Minnesota, USA) in 2010
CHAPTER 1
The expected learning outcomes for the FT program
The curriculum of FT program 2005 (republished in 2008)
The correlation of the FT program with ELO
The course outline of ENG2260
The course outline of ENG2266
The course outline of ENG2263
The course outline of ENG2242
The course outline of ENG2245
The course outline of ENG2258
Some adjustments and supplements regarding the conditions for
transference of postgraduate students at VNUH
The dissemination of the expected learning outcomes in the
website of the ULIS: http://ulis.vnu.edu.vn/
Orientation Day for first year FT students
Examples of some course outlines delivered to students
List of FT students working at ULIS and other universities and
colleges in Hanoi
List of FT students working at ULIS after graduation
63

32.
33.

Attachment 1.16
Attachment 1.17

34.

Attachment 1.18

35.

Attachment 1.19

36.
37.
38.
39.
40.
41.

Attachment 2.1
Attachment 2.2
Attachment 2.3
Attachment 2.4
Attachment 2.5
Attachment 2.6

42.

Attachment 2.7

43.
44.

Attachment 2.8
Attachment 2.9

45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.

Attachment 3.1
Attachment 3.2
Attachment 3.3
Attachment 3.4
Attachment 3.5
Attachment 3.6
Attachment 3.7
Attachment 3.8
Attachment 3.9
Attachment 3.10
Attachment 3.11
Attachment 3.12
Attachment 3.13

58.

Attachment 3.14

59.
60.
61.

Attachment 3.15
Attachment 3.16
Attachment 3.17

62.

Attachment 3.18

63.

Attachment 4.1
Attachment 4.2

64.

Attachment 4.3

65.
66.
67.
68.
69.
70.

Attachment 4.4
Attachment 4.5
Attachment 4.6
Attachment 4.7
Attachment 4.8
Attachment 4.9

Report on 4 years of FT program, English Department

Employers assessment of FT graduates performance
Positive feedbacks and comments are received from FT students
towards the program
The review of FT program 2011
CHAPTER 2
FT Program curriculum from 2005 to 2010
The tentative 2012 FT program
The integration of skills in the learning and research activities
FT Program curriculum - 2001
The arrangement of courses over eight semesters
The admission criteria of FT program
Decision number 665 dated 2 August 2006 by the President of
VNU on the issuance of regulations FT program at VNU
Program Specification in handbook
Program Specification in websites http://ulis.vnu.edu.vn/
CHAPTER 3
Example of objectives in course subjects of the FT program
The outline of the credit-based program
Example of course subjects in the FT program
Example of course subjects in the FT program
Example of course subjects in the FT program
Example of course subjects in the FT program
Example of course subjects in the FT program
The specification of ELOs in the course objectives
Revision of the FT program in 2003
Revision of the FT program in 2007
Revision of the FT program in 2009
Lecturers comments on FT Program Ms Tran Thi Hieu Thuy
Experienced language educators comments on the FT Program
NUS language professors comments on the FT program Ms.Ho
Gia Anh Le
Example of course subjects in the FT program
Example of course subjects in the FT program
Example of course subjects in the FT program
The allocation of money on updating of specialized course
subjects in the FT program
CHAPTER 4
The General regulation on training talented human resources in
universities directly under VNU
The article Changing for the Better: Challenges and
Opportunities
Scientific research of FT 2nd year students
Two FT prize winner students
Introduction on the Orientation day
Example of course subjects in the FT program
Guidelines on tutoring program
Guidelines on research project
64

71.
72.
73.
74.
75.
76.
77.
78.

Attachment 4.10
Attachment 4.11
Attachment 4.12
Attachment 4.13
Attachment 4.14
Attachment 4.15
Attachment 4.16
Attachment 4.17
Attachment 4.18

79.

Attachment 4.19

80.

Attachment 5.1

81.

Attachment 5.2

82.
83.
84.
85.

Attachment 5.3
Attachment 5.4
Attachment 5.5
Attachment 5.6

86.

Attachment 5.7

87.
88.

Attachment 5.8
Attachment 5.9

89.

Attachment 5.10

90.
91.
92.
93.
94.
95.
96.
97.
98.
99.
100.
101.
102.
103.
104.
105.
106.
107.
108.

Attachment 5.11
Attachment 5.12
Attachment 5.13
Attachment 5.14
Attachment 5.15
Attachment 5.16
Attachment 5.17
Attachment 5.18
Attachment 5.19
Attachment 5.20
Attachment 5.21
Attachment 5.22
Attachment 5.23
Attachment 5.24
Attachment 5.25
Attachment 5.26
Attachment 5.27
Attachment 5.28
Attachment 5.29

109.

Attachment 5.30

110.

Attachment 5.31

Example of materials developed by FT students

Sample slides of FT students presentation
Report on 4 years of Fast-track program, English Department
Survey for the evaluation of FT program
Examples of some course outlines
Feedback from students
Writing 4 syllabus (original and revised versions)
FT experience sharing seminar
Comments and thoughts about the CLC program from CLC
Alumni
CHAPTER 5
Samples of admission tests and the revised admission tests
Decision number 1548/Q-T by the President of VNU on the
issuance of Regulation on talented and high quality bachelor
training at VNU
FT program Selection Test 2011-2012
Forms of assessment for Fast-track courses
Sample scrapbook/portfolio
Sample mid-term tests
Announcement number 812/TB-T on the issuance of guidelines
on graduation examination and graduation requirements for
QH2008.F.1 students
Regulation number 810/T on graduation thesis 2011-2012
Marking rubrics for graduation thesis QH.2007
Marking criteria for students reading scrapbook/facilitation
project
Sample marking rubrics
Sample course syllabus
Sample attendance record
Writing 5 (2011-2012) course syllabus
Sample portfolio with teachers feedback
Sample marking rubrics for simulation/presentation
Sample simulation report
Sample mid-term tests
Sample year-end tests
Sample mid-term and year-end tests
Assessment methods for Reading 5
Assessment methods for Speaking 6
Assessment methods for Reading 3
Assessment methods for Speaking 3
Assessment methods for Reading 6
Assessment criteria for Micro teaching in ELT 4
Assessment criteria for Tutoring program
Assessment methods for writing 4 (Attendance checking)
Marking rubrics for year-end writing test
Decision number 475/Q-HNN-T on the issuance of
Regulations on Teaching practicum
Plan for Teaching practicum 2011 revised by Ms. Vu Mai
65

111.
112.

Attachment 5.32
Attachment 5.33

Trang
Teaching practicum Observation Checklist
Responsibility of coordinators in FT Department

113.

Attachment 5.34

CLC meeting minutes

114.

Attachment 6.1

115.

Attachment 6.2

116.

Attachment 6.3

117.
118.
119.

Attachment 6.4
Attachment 6.5
Attachment 6.6

120.

Attachment 6.7

121.
122.

Attachment 6.8
Attachment 6.9

123.

Attachment 6.10

124.

Attachment 6.11

125.
126.
127.
128.

Attachment 6.12
Attachment 6.13
Attachment 6.14
Attachment 6.15

129.

Attachment 6.16

130.
131.
132.
133.

Attachment 6.17
Attachment 6.18
Attachment 6.19
Attachment 6.20

134.

Attachment 6.21

135.

Attachment 6.22

136.

Attachment 6.23

137.

Attachment 6.24

138.
139.
140.
141.
142.
143.
144.
145.
146.
147.

Attachment 6.25
Attachment 6.26
Attachment 6.27
Attachment 6.28
Attachment 6.29
Attachment 6.30
Attachment 6.31
Attachment 6.32
Attachment 6.33
Attachment 6.34

CHAPTER 6
Regulations for staff workload and sample timetable
List of FT lecturers studying or registering to study PhD overseas
and in Vietnam, 2011
List of lecturers working or attending courses overseas from
2001-2005
Mid-term development plan of ULIS, VNU from 2003-2008
Survey for the lecturers involved in the FT program
List of lecturers having articles on a national magazine
Sample articles on an international magazine (written by fasttrack lecturers)
Scientific research record ULIS, VNU, 2009/2010
List of lecturers awarded with AITs scholarships
List of guest lecturers & Fast-Track teachers working for other
Divisions/Faculty 2010/2011
Sample decisions issued by ULIS to send lecturers to other
countries for study or work
Sample conference invitation letter sent to lecturers
Sample IT certificates of teachers
Internal transfer and recruitment of new lecturers, 2011
Recruitment plan of ULIS, VNU (2002, 2003, 2006, 2011)
Faculty of English Language Teacher Educations criteria for
eligibility in lecturer recruitment
Regulations for lecturers sent abroad for postgraduate studies
ULISs staff regulations
Lecturers responsibilities
The Faculty Boards task division
List of FT Divisions lecturers - updated September, 2011 and
sample qualifications
List of lecturers teaching in the FT program (quoted from ULISs
lecturer list)
Meeting minutes of the Faculty staff meeting 2011
Allowance calculation for lecturers involved in the fast-track
program, 2010
Funding allocation plan, 2010
Sample of FELTEs school year plan
Reward scheme for VNUH staff
ULISs training regulations
Survey for students about the effectiveness of the program
VNUHs guidelines on reward scheme 2009/2010
FELTEs list of rewarded lecturers 2005/2010
FELTEs report and proposal for rewards
TOR for contract lecturers
INSET training, 11/ 2011
66

148.

Attachment 6.35

149.
150.
151.
152.

Attachment 6.36
Attachment 6.37
Attachment 6.38
Attachment 6.39

153.

Attachment 7.1

154.
155.
156.

Attachment 7.2
Attachment 7.3
Attachment 7.4

157.

Attachment 7.5

158.

Attachment 7.6

159.

Attachment 7.7

160.

Attachment 7.8

161.

Attachment 8.1

162.
163.
164.
165.
166.

Attachment 8.2
Attachment 8.3
Attachment 8.4
Attachment 8.5
Attachment 8.6

167.

Attachment 8.7

168.

Attachment 9.1

169.
170.
171.

Attachment 9.2.
Attachment 9.3
Attachment 9.4

172.

Attachment 9.5

173.

Attachment 9.6

174.

Attachment 9.7

175.

Attachment 9.8

176.

Attachment 9.9

177.
178.
179.
180.
181.
182.

Attachment 9.10
Attachment 9.11
Attachment 9.12
Attachment 9.13
Attachment 9.14
Attachment 9.15

Selected samples of Teacher Profile and Professional

Development Report of CLC lecturers 2010
Detailed criteria for different reward titles for employees
The governments new law for employees
The governments labor law
Regulations for Advance Raise
CHAPTER 7
VNUH Library and Information Center Staff retrieved from
http://www.lic.vnu.vn/website//index.php?option=com_content&t
ask=view&id=41&Itemid=203
Technical Support Staff Qualification (1) Bui Ngoc Oanh
Allocation of responsibilities between staff of CIT
Functions and Missions of CIT
Training plans for the Department of Personnel Management,
Office of Student Affairs and Center of Information Technology
Student Service Staffs Working Hours
Examples of online announcements sent by the Student Services
Staff to students
Missions of the Office of Student Affairs
CHAPTER 8
Decision number 665/DT dated 2 August 2006 by the President
of VNU on the issuance of Regulation on FT Program at VNU
Sample of annual guidelines on FT admission exam
List of FT Program Participants 2001-2005
Credit Points System
Speaking Course Outlines from Year 1 to Year 3
Writing Course Outlines from Year 1 to Year 3
Examples of course outlines for Reading & Listening Skills (Year
1 to Year 3)
CHAPTER 9
Sample of students grade records as stored by the Student
Services Department
Criteria for Student Scholarships
Orientation agenda
Pictures of orientation sessions
Teachers consultancy for FT students on the program and
learning methods
Feedback of a student on orientation session
English One Blog spot http://www.englishonecfl.com/
(homepage)
ULIS website http://ulis.vnu.edu.vn/
Announcement about conversations between managers and
students
Email correspondence between FT teachers and students
Email correspondence between FT teachers and students
Email correspondence between FT teachers and students
Feedback on students oral presentation
Feedback on students writing assignments
Slides of an experience sharing presentation by a senior FT
67

183.
184.

Attachment 9.16
Attachment 9.17

185.

Attachment 9.18

186.
187.
188.
189.
190.

Attachment 9.19
Attachment 9.20
Attachment 9.21
Attachment 9.22
Attachment 9.23

191.

Attachment 10.1

192.

Attachment 10.2

193.

Attachment 10.3

194.
195.

Attachment 10.4

196.

Attachment 10.5
a, b, c, d

197.

Attachment 10.6

198.

Attachment 10.7

199.
200.

Attachment 10.8
Attachment 10.9

201.

Attachment 10.10

202.
203.
204.
205.
206.
207.
208.

Attachment 10.11
Attachment 10.12
Attachment 10.13
Attachment 10.14
Attachment 10.15
Attachment 10.16
Attachment 10.17

209.

Attachment 10.18

210.

Attachment 10.19

211.

Attachment 10.20

212.
213.
214.
215.
216.

Attachment 10.21
Attachment 10.22
Attachment 10.23
Attachment 10.24
Attachment 10.25

students on Orientation Day

Missions of the Student Advice Support (FELTE)
Missions of the Office of Student Affairs
Overview of the Tutoring Program (as included in Nguyen Hoang
Lans research report on the program)
Supervisors Comments on Students Practicums
Peer Feedback & Self-Reflection on Teaching Practicums
List of students Extra-curriculum activities
Pictures of EC activities
The Youth Unions Activity Improving Our Study Environment
CHAPTER 10
A project on upgrading facilities and learning resources for
ULISs fast-track program.
Report on auditoriums, classroom systems and current states of
their facilities.
Database of ULISs classrooms and facilities (pp.7-9, C2
building)
Classroom schedule for fast-track groups.
[5a] Trading contract (2008 & 2010)
[5b] Contract for work authorization
[5c] Notice on facilities purchase and repair procedure
[5d] Form of facilities purchase and repair
FT lecturers and students evaluative feedback on labs and lecture
facilities
Results of the FT lecturers and students evaluative feedback on
labs and lecture facilities
LICs statistics of books and other learning resources
Photos of libraries activities
B3 Learning Resource Centers database of books and other
learning resources
Rules and Regulations of B3 Learning Resource Center
Budget proposal for funding of fast-track program (2003-2004)
List of books donated by Dr. Diana L Dudzik
List of books at FELTEs reading room (206, B2 building)
Other accessible online learning resources
List of computer applications provided by Multimedia Center
Multimedia Centers database of Lab 1s facilities
Multimedia Centers database of facilities in the lab for site
translation simulation
Database of ULISs classrooms and facilities (pp. 18-19,
Multimedia classrooms 710-711, A2 building)
Extracts from yearly reports by Multimedia Center (2004-2005,
2005-2006, 2006-2007)
Computer Labs Schedule
Records of FT classroom facilities utilization
Report on Fire Protection 2011 of ULIS - VNU
Contract for sanitary services
Shift schedule of security service on campus
CHAPTER 11
68

217.

Attachment 11.1

218.

Attachment 11.2

219.

Attachment 11.3

220.

Attachment 11.4

221.

Attachment 11.5
Attachment 11.6
a,b
Attachment 11.7

222.
223.
224.

Attachment 11.8
a,b

225.
226.

Attachment 11.9
Attachment 11.10

227.

Attachment 11.11
a, b, c

228.
229.

Attachment 11.12
Attachment 11.13

230.

Attachment 11.14

231.

Attachment 11.15

232.

Attachment 11.16
a,b,c

233.

Attachment 11.17

234.

Attachment 11.18
a,b,c

235.
236.
237.
238.

Attachment 11.19
a,b
Attachment 11.20
Attachment 11.21
a,b
Attachment 11.22

239.

Attachment 12.1

240.

Attachment 12.2

Philosophy of FT program in ULIS-VNU (Prof. Nguyen Hoa &

teachers in Fast-Track Division FELTE)
The FT program proposal in English Language Teacher
Education (approved by the VNU)
Regular revision of FT curriculum
Catalogues of VNU Credited-based Academic Program (pp.555561)
Four-year Evaluative Report of FT program
[5a] FT Program Evaluation Questionnaire for Students (2005)
[5b] Studying in the FT Program Loss and Gain
The 2011 Curriculum
[7a] Mid-way Evaluative Report on FT program
[7b] Conclusion from conference on talented human resource
training (2003)
Four-year Evaluative Report of FT program
Approval documents of FT credit-based proficiency courses
[10a] VNUs Directions on Curriculum Development towards the
Expected Learning Outcomes (2010)
[10b] ENG2261 Syllabus (Writing 5) (2008-2011)
[10c] ENG2266 Syllabus (Writing 6) (2009-2012)
ENG2244 Syllabus (Reading 1)
Students end-of-course evaluative feedback
The preliminary review of 02E1Fast-track class (Semester 1,
2003-2003)
Report on Fast-track project Evaluation.
Fast-track Division meeting minutes
[15a] Minutes 30.10.2009
[15b] Minutes 08.02.2010
[15c] Minutes 22.01.2011
Decision on the establishment of the management board for
Getting students feedback project
[17a] Student Feedback Form
[17b] Report on results of Getting students feedback project,
Semester 1, 2010-2011
[17c] Sample of confidential report on students feedback for
teachers
[18a] Comments on the syllabi from the teachers.

[18b] Student End-of-course Reflective Reports

Credit based program in 2005
[20a] ULISs Instructions on new courses development
[20b] List of additional courses in the curriculum reform 2011
Contracts on renovation of teaching methods and assessment
modes in accordance with the credit-based system
CHAPTER 12
Job specification of and regulations for the ULIS Governing
Board & Functional Offices
ULISs plan of staff development from 2011 to 2015 (Decision
No. 313/QD-TCCB)
69

241.
242.

Attachment 12.3
Attachment 12.4

243.

Attachment 12.5
a, b

244.

Attachment 12.6

245.

Attachment 12.7

246.

Attachment 12.8

247.
248.
249.
250.

Attachment 12.9
Attachment 12.10
Attachment 12.11
Attachment 12.12

251.

Attachment 12.13

252.

Attachment 12.14

253.

Attachment 12.15

254.

Attachment 12.16
a,b

255.

Attachment 12.17

256.

Attachment 12.18
a,b

257.

Attachment 12.19
a, b

258.

Attachment 12.20

259.

Attachment 12.21

260.

Attachment 12.22

261.
262.
263.

Attachment 12.23
Attachment 12.24
Attachment 12.25

264.

Attachment 12.26

265.

Attachment 12.27
a,b

ULISs draft evaluative report 2011-2012

Orientation on ULISs research development from 2010 to 2015
[5a] FELTE teachers requests for professional development
activities (2011)
[5b] FELTEs plan of research and professional development
activities (2011-2012)
2006-2007 annual collection of research papers issued by
Multimedia Center
List of staffs with a master degree working at FELTEs
administration office
Registration for Ph.D. Degree Studies (FELTEs Board of
Administration)
Mentors guidelines - FELTE 2011
List of mentors-mentees, 2011
Sample Mentors report
Sample Mentees Report
A proposal for the use of the FELTEs budget reserved for
mentoring program (2011)
Information on the presentation of Dr. Mark Algren at ULIS,
VNU
Sample of emails to invite teachers to workshops hosted by
Faculty of Linguistics and Culture of English Speaking Countries
[16a] Sample of emails to invite teachers to workshops hosted by
FELTE
[16b] Newsletter-issue 4/2011 by Faculty of Linguistics and
Culture of English Speaking Countries
Notice of critical thinking class for interested teachers (2011)
[18a] List of Inset Training Sessions 2010 in FELTEs Annual
Report of 2010-2011, p.5
[18b] Email to announce the INSET training session of
November, 2011
[19a] Announcement on New Webinar Series Shaping the Way
We Teach English hosted by U.S. Department of State
[19b] Announcement on Web-chat: Maximizing EFL Students'
Voices through Effective Student/Teacher Collaboration
List of teachers registering to teach theoretical courses
Email about interfaculty professional development activities
(FELTE, Faculty of English, Faculty of Linguistics and Culture
of English Speaking Countries)
List of lecturers teaching advanced programs in foreign language
or collaborative programs with foreign institutions
List of lecturers invited to teach overseas
List of FT teachers participating in NETEC project
Plan of 2008-2009 academic year by FELTE
List of international conferences attended by FELTEs teachers as
presenters
[27a]Table of contents from professional journals with research
reports by a ULISs faculty teaching at FELTE
[27b] An article published on international journal by FT teachers
70

267.

Attachment 12.28
a,b
Attachment 12.29

268.

Attachment 12.30

269.

Attachment 12.31
a,b

270.

Attachment 12.32
a, b

271.

Attachment 12.33

272.

Attachment 12.34

273.

Attachment 12.35
a,b

274.

Attachment 12.36

275.

Attachment 13.1

276.

Attachment 13.2

277.

Attachment 13.3

266.

278.
279.

Attachment 13.4
Attachment 13.5

280.
281.

Attachment 13.6
Attachment 13.7

282.

Attachment 14.1

283.
284.

Attachment 14.2
Attachment 14.3

285.

Attachment 15.1

286.

Attachment 15.2

[28a] Sample Abstract CAMTESOL papers

[28b] Sample Abstract AAAL paper
Internal budget proposal of 2010 for conference logistics
Email announcing the list of ULISs academic staffs going
overseas for a doctor degree at foreign institutions
[31a] Announcement No. 66/TB-BGDT on government-funded
scholarship program for post-graduate studies at foreign
institutions (2011)
[31b] Announcement No. 712 /HQGHN-CTHSSV on
government-funded scholarship program for post-graduate
studies at foreign institutions (2011)
[32a] Announcements on 2012 scholarship program for the
faculties and staffs working at the universities participating in the
project on professional development for secondary teachers (only
scholarship for a master course at foreign institutions available)
[32b] Selection Criteria for 2012 scholarship program for the
faculties and staffs working at the universities participating in the
project of professional development for secondary teachers (only
scholarship for a master course at foreign institutions available)
Announcement on Australian Development Awards
Announcement on 2011 summer course of leadership
development
[35a] List of Multi-media staff members having been sent abroad
for workshops on technology transfer
[35b] List of AIT scholarship-awarded staffs working at FELTEs
administration office
Reports of ULISs leaders at regional and international
conference on education management (2008)
CHAPTER 13
List of FT Graduates working at ULIS, VNU
Official correspondence No.1703 TCCB about Performance
Appraisal Scheme issued on 23 September 2008 by ULIS, VNU
Survey on FT students feedback
Nguyen Hoang Lans research in the summary record of National
Conference on Training high quality foreign language major
bachelors theories and practice
The reflection of feedback through reports and conferences
reflect
Feedback from teachers
Appraisals on the FT curricula and program
CHAPTER 14
Terms 24 and 41 in the Regulation on Bachelor Education and
Training at VNU, HN
Average time to graduate is shorten
The number of research projects conducted by FT lecturers
CHAPTER 15
Survey results (Dudzik, 2010, pp.24-52)
Dr. Diana L. Dudziks CLC curriculum report
Students PPT slides, expressing their thoughts about the
71

287.
288.
289.

Attachment 15.3
Attachment 15.4
Attachment 15.5

290.

Attachment 15.6

291.

Attachment 15.7

292.

Attachment 15.8

programs, presented at the Open House 2011

Concerns about the pressure of assignments in the FT program
Revision of FT curriculum based on students feedback
Course development based on students feedback
Teachers appraisal reports by Heads of Division in FELTE,
ULIS, VNU, HN
Reference letters for FT graduates who are working at ULIS,
VNU, HN
Reference letters for FT graduates who are working outside
ULIS, VNU, HN

72

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