SỬ DỤNG TIẾNG ANH LÀM NGÔN NGỮ DẠY-HỌC CHO SINH VIÊN KHỐI NGÀNH CÔNG NGHỆ-KỸ THUẬT TẠI VIỆT NAM: THÁCH THỨC & ĐỀ XUẤT

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Tác giả: Lâm Quang Đông, Phan Thị Ngọc Lệ, Tuyết Nguyễn Thị

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2023

Mô tả vật lý: tr.53-74

Bộ sưu tập: Metadata

ID: 337481

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Bài viết làm sáng tỏ những thách thức khi tiếng Anh được sử dụng làm ngôn ngữ dạy-học (EMI) theo góc nhìn của sinh viên khối ngành công nghệ-kỹ thuật ở nhiều trường đại học Việt Nam, nơi EMI đang được sử dụng phổ biến. Tổng cộng 307 phiếu câu hỏi đã được gửi đi và phản hồi, trong đó 288 phiếu trả lời hợp lệ và 27 nghiệm viên được lựa chọn để phỏng vấn sâu. Dữ liệu từ phiếu câu hỏi và phỏng vấn được đưa vào phân tích cùng thông tin thu được từ nhật ký của nghiệm viên. Kết quả cho thấy sinh viên khối ngành công nghệ-kỹ thuật Việt Nam gặp rất nhiều khó khăn khác nhau do EMI, chủ yếu là về nội dung và từ ngữ chuyên ngành. Những sinh viên này đề xuất nhiều giải pháp, trong đó có việc giảng viên EMI cần sử dụng cả tiếng Việt và tiếng Anh chứ không chỉ dùng hoàn toàn tiếng Anh trong các lớp EMI. Hy vọng nhận thức của người học về những khó khăn họ gặp phải và đề xuất của chính họ để đối phó với những khó khăn đó sẽ giúp các bên liên quan có những điều chỉnh phù hợp trong phương pháp và nội dung giảng dạy. Đó là thông điệp chính mà nghiên cứu của chúng tôi muốn truyền tải.The paper aims to shed light on EMI challenges from the perspective of engineering-technology students at various universities in Vietnam where EMI is in current and popular usage. A total of 307 questionnaires were delivered and returned, among which 288 were qualified, and 27 respondents were selected for in-depth interviews. Data from the questionnaires and interviews were analyzed along with information gathered from respondents’ journals. The findings indicate that Vietnamese engineering-technology students encountered different EMI-related challenges, typically subject matter content and vocabulary. They suggest several solutions, such as teachers using both Vietnamese and English rather than solely English in EMI classes. It is hoped that learners' perceptions of the difficulties they encountered and their proposed solutions to cope with such difficulties will help relevant stakeholders to make appropriate adjustments to the teaching methods and content accordingly, which is the key message that this study yields.

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