INDUSTRIAL UNIVERSITY OF HO CHI MINH

FACULTY OF FOREIGN LANGUAGES

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THESIS DEFENSE PRESENTATION

APPLYING CLT IN TEACHING ENGLISH FOR

NON-ENGLISH MAJOR COHORT 17 STUDENTS AT
IUH IN RESPONSE TO THE SIX-LEVEL FOREIGN
LANGUAGE PROFICIENCY FRAMEWORK FOR
VIETNAM
 INDUSTRIAL UNIVERSITY OF HO CHI MINH
FACULTY OF FOREIGN LANGUAGES
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THESIS DEFENSE PRESENTATION

Students’ Name: ID Number Class Code

Huynh Thi Mai Loan 18049851 DHAV14E
Nguyen Ngoc Phuong Ha 18060231 DHAV14D
Le Yen Nhi 18059491 DHAV14E
Dao Thi To Quyen 18062411 DHAV14D
Ha Tran Minh Hieu 18059301 DHAV14D

Supervisor Name: Bui Van Hat, M.A.

HCMC, 06/2022
OVERVIEW

CHAPTER 1 INTRODUCTION

CHAPTER 2 LITERATURE REVIEW

CHAPTER 3 RESEARCH DESIGN

CHAPTER 4 FINDINGS AND DISCUSSION

CHAPTER 5 CONCLUSION
CHAPTER 1 INTRODUCTION
 Rationale
The Common European The Six-Level Foreign
Framework of Language Proficiency
Reference for Framework For Vietnam
Languages (CEFR) (CEFR-V)

The Vietnamese
The Industrial
Standardized Test of
University of Ho Chi
English Proficiency
Minh City (IUH)
(VSTEP)
Objectives
• The effectiveness and appropriateness of
Communicative Language Teaching (CLT)
• Practical ways to apply CLT
• The problems and solutions.
 Research Questions

1)What are the advantages of CLT towards the current teaching context for cohort 17 non-
English-majored students at IUH in response to The Six-Level Foreign Language Proficiency
Framework for Vietnam?
2) How is CLT applied in teaching English for non-English-majored students at IUH?
3) What constrains teachers and learners from adapting CLT in class?
CHAPTER 2 LITERATURE REVIEW
2.1 Communicative Language Teaching (CLT)

Meaningful
Communicative Communicative Fluency and
communication in
competence Approach Accuracy
context

Pair work & Teacher as a co- Learner-

Group work learner centeredness
2.2 The Common European Framework of Reference for Languages

A framework
IELTS TOEIC
2.3 The Six-Level Foreign Language Proficiency Framework for Vietnam

Specially used in
Based on the CEFR
Vietnam

Vietnamese
Standardized Test of
English Proficiency
(VSTEP)
 PREVIOUS STUDIES
Communicative language teaching: Making it work

- Written by David Nunan

- Published in the “International Journal of - Science Journal” in 1987

- Methodology: Qualitative
- Participants five communicative language lesson and five lecturers

- Results: encourages students to increase their ability to use English

independently.
 PREVIOUS STUDIES
Creating a Communicative Language Teaching Environment for Improving Students’
Communicative Competence at EFL/EAP University Level

- Written by Muhammad U. Farooq

- Published by Canadian Center of Science and Education in 2015

- Methodology: qualitative and quantitative

- Participants: 50 male and 50 female teachers at Taif University English Language
Centre.

- Results: CLT-classroom to equip the students with fluency and accuracy in all the
four skills and grammar as well.
 PREVIOUS STUDIES
Factors Affecting the Implementation of Communicative Language
Teaching in Taiwanese College English Classes

- Written by Ming Chang

- Published by Canadian Center of Science and Education in 2015

- Methodology: qualitative
- Participants: eight teachers from two universities in southern Taiwan that
integrate CLT into the English curriculum.

- Results: four subcategories: teachers, students, educational system, and CLT.

Chapter 3 RESEARCH DESIGN
 RESEARCH DESIGN
The Faculty of Foreign Languages – The Industrial University of Ho
Research site
Chi Minh City.
• 100 non-English major cohort 17 students of IUH.
Research objects
• 10 lecturers of Faculty of Foreign Languages.
Research methodology Quantitative
16 close-ended questions for students and 16 close-ended question for
Questionnaire
lecturers
Data analysis Excel
Chapter 4 FINDINGS & DISCUSSION
 The skills that non-English majored cohort 17 students at
IUH want to improve
40%
35% 33%
31%
30%
25%
20%
15% 14%
10% 8% 8%
6%
5%
0%
Listening Speaking Reading Writing Grammar Vocabulary
 The main concepts of the term Communicative Language Teach-
ing for developing communicative competence among non-Eng-
lish major cohort 17 students at IUH
“Authentic” and “from life” materials 6%
Emphasizing on fluency 8%
Ability to use English efficiently 10%
Language as communication 10%
Pair work and group work 19%
Focusing on communicative activities 15%
Teacher as a facilitator 17%
Learner centeredness 15%
0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20%
The ways CLT is applied at IUH to teach English for non-English majored cohort 17
students
Somehow Somehow
  Disagree Neutral Agree
Disagree Agree
The teacher runs pair and group activities.       7 3
Introduces forms in real context     3 4 3

Uses role plays in teaching (Learning by doing)       6 4

Minimizes the use of L1     1 6 3

Encourages students to correct themselves and
    1 4 5
others
Encourages student-centeredness     1 5 4
Plays as a facilitator and co-learner role     2 4 4
Encourages learner autonomy     1 6 3
Emphasizes on fluency     2 5 3
Emphasizes on authentic materials     2 6 2
Teacher-Related obstacles when employing CLT in teaching general English for cohort 17
students
  Not a
Major Mild
Challenge challenge
challenge challenge
at all
The proficiency of teachers in spoken English is
1 1 5 3
insufficient.
Teachers lack expertise on how to use language
  3 4 3
appropriately in context.
Teachers lack cultural knowledge of the target
  3 3 4
language (English).
There are few opportunities for CLT training for
1 4 3 2
teachers.
Teachers have limited time to design materials for
4 4 2  
communicative lessons.
CLT is misunderstood by teachers. 1 4 2 3
Student-Related obstacles when employing CLT in teaching general English for cohort 17
students
  Not a
Major Mild
Challenge challenge
challenge challenge
at all
Students' English competence is limited.  
7 3  

Students have a passive learning style.  

8 2  

Students are unwilling to participate in communicative  

6 4  
activities.
Students are unmotivated to improve their communication  
4 6  
skills.
The grammar-oriented exams limit the learners’ communicative  
3 5 2
competence.
 Suggested solutions given by the teachers surveyed

Somehow Somehow
  Disagree Neutral Agree
Disagree Agree

Providing aids and materials needed for

1   1 4 4
implementing CLT in class

Encouraging students’ motivation 2     2 6

Curriculum reform 2   1 4 3

Providing more training courses for

1 1   4 4
Teachers.
Involving more communicative activities in
2     3 5
class for students
Chapter 5 CONCLUSION
 CONCLUSION
CLT lightens the centeredness of learners.

CLT frees teachers from typical classroom

The use of pair work and group work is needed in CLT classes.

Teachers surveyed showed positive view of CLT.

 CLT is considered the suitable teaching method to ensure The six-level Foreign
Language Proficiency Framework for Vietnam
 LIMITATIONS

The data collection

The sample size
technique

The subjectivity of
the teachers'
opinions
 FURTHER STUDY
1. What are students’ perceptions of communicative and non-communicative activities in EFL
classrooms in IUH?
2. How can IUH FFL teachers balance grammar instruction and communicative
competence in their non-English major classrooms?

3. How do non-English major students at IUH perceive their communicative competence when
learning English?
 INDUSTRIAL UNIVERSITY OF HO CHI MINH
FACULTY OF FOREIGN LANGUAGES
------
THESIS DEFENSE PRESENTATION

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