This course prepares fundamental principles and best practice of testing and assessment for English language teachers at the undergraduate level. It considers a range of concepts and skills of assessing learners’ English language proficiency. Issues such as testing methods, testing techniques, and evaluation measures are brought into class discussions and analyses. Students are required to work on different types of testing for different skills, including pronunciation, grammar, vocabulary, and the four macro language skills. A critical perspective on common testing methods and procedures is employed for the exploration of their limitations on validity and washback effects.

The course is designed to outline the steps of a thesis design and supervise students through the process of conducting and presenting a research project. Students are required to demonstrate research knowledge and understanding of second language research methods through an original research project on a significant topic in the field. This project will involve shaping a research focus, formulating research questions, developing data collecting instruments, analysing data in coherent qualitative and/or quantitative models, and discussing and highlighting findings relevant to the field of second language teaching and learning. Each student will work with a personal thesis supervisor, with the final approval of the thesis being given by the thesis committee. The thesis must be presented at a public oral defence.

This course is designed to provide students with knowledge and skills to enable them to achieve the upper-intermediate level of English listening and speaking skills, or level B2+ in the CEFR accordingly. In particular, students will be able to comprehend and take notes in mini-lectures and short talks. Simultaneously, they can practice and enhance their presentation, discussion, and debating skills through a variety of speaking activities about issues mentioned in the lectures. By participating in task-based activities with a student-centered approach, students can also develop skills that enable students to succeed on their academic path and in their personal life such as predicting, inferring, analyzing, synthesizing, problem-solving, test-taking, teamworking, critical thinking, and language learning.  Also, a wide range of topics covered enables students to select and construct their academic and socio-economic values

This course aims to help first year English majors reach the upper-intermediate level of their reading ability (B2). Through exposure to reading texts of different academic topics and text types and engagement in a variety of reading tasks, students are given chance to practice not only basic reading skills but also advanced ones such as making inferences, identifying tone and mood, recognizing the writer’s attitude and bias, identifying source of information, recognizing cause and effect, and reading statistical data. In addition, this course aims to enrich students’ vocabulary resource and develop their critical thinking. Last but not least, through the engagement in classroom activities and homework assignments, students are able to build up their skills of communication, presentation, individual work and teamwork.

This course is designed for the first and second-year university students in order to equip them with basic understandings about the history, development process and characteristics of the Vietnamese language; to help them consolidate and strengthen Vietnamese language skills in five primary aspects, which are spelling, lexicon, grammar, styles and texts. From that, students can actively use the mother tongue in an appropriate manner for the purposes of learning and researching, as well as contribute to maintaining the purity and richness of the Vietnamese language.  

In addition, this course also focuses on helping students shape and consolidate several active learning skills such as researching, public speaking and teamwork.