Xu hướng dạy tiếng Anh đáp ứng nhu cầu giao tiếp nơi công sở trên thế giới: Một số khuyến nghị cho Việt Nam

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1. INTRODUCTION
It is universally accepted that nowadays English 
serves as an important tool for people to enhance 
knowledge via huge sources of information; 
facilitate successful career; and satisfy the needs 
to travel and to explore different cultures in the 
world. Thus, universities in Vietnam have placed 
strong emphasis on improving English proficiency 
for students to participate in global labor 
market. To equip students with future job skills, 
Vietnamese curricula in English normally focus 
on formal presentation, email writing, negotiation 
skills, telephoning skills, etc. However, recent 
research indicates that these traditional skills 
PHẠM THỊ TỐ LOAN*
*Đại học Thương Mại , ✉phamtoloan84@yahoo.com
Ngày nhận bài: 24/8/2017; ngày hoàn thiện: 12/10/2017; ngày duyệt đăng: 15/11/2017
XU HƯỚNG DẠY TIẾNG ANH ĐÁP ỨNG
NHU CẦU GIAO TIẾP NƠI CÔNG SỞ 
TRÊN THẾ GIỚI: MỘT SỐ KHUYẾN NGHỊ 
CHO VIỆT NAM
TÓM TẮT
Trong thời đại ngày nay, tiếng Anh là một công cụ đắc lực giúp con người nâng cao trình độ, 
trao đổi hợp tác với đồng nghiệp trên phạm vi toàn cầu và mang đến cơ hội thành công trong sự 
nghiệp. Vì vậy, các trường đại học ở Việt Nam đã luôn nỗ lực và chú trọng nâng cao kỹ năng tiếng 
Anh cho sinh viên với mong muốn đáp ứng yêu cầu của thị trường lao động trong thời kỳ hội 
nhập. Tuy nhiên, chương trình và phương pháp dạy tiếng Anh hiện tại vẫn còn nhiều bất cập. Do 
đó, bài báo này sẽ cung cấp thông tin từ các nghiên cứu gần đây nhất về xu hướng dạy tiếng Anh 
đáp ứng nhu cầu giao tiếp trong công việc trên thế giới; trình bày thực trạng dạy và học tiếng Anh 
ở Việt Nam, từ đó đưa ra các khuyến nghị cho các trường đại học ở Việt Nam nhằm nâng cao kỹ 
năng tiếng Anh giao tiếp nơi công sở cho sinh viên.
Từ khóa: tiếng Anh công sở, toàn cầu hóa, nhu cầu, đại học, giao tiếp
are not sufficient enough and more skills such 
as interaction and socialization are needed in 
workforce contexts. Specifically, students are 
encouraged to master communication strategies 
like displaying cultural sensitivity, establishing 
and maintaining relationships at work (Forey & 
Nunan, 2002). For example, participants should 
actively discuss and express their ideas with 
colleagues properly in the meeting rather than 
making their own presentation without any further 
interaction. In addition, teamwork skill also plays 
a crucial role at the workplace. Employees are 
expected to be fully aware of cultural differences 
in a global context regardless of ages, linguistics, 
identities, and cultural backgrounds; as a result, 
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they can communicate with those who do not share 
their first language and culture. As such, learning 
workplace English in an integrated world requires 
both teachers and students to make changes in 
response to international trends so that our students 
will confidently become global citizens and 
participate in the world’s labor market. This article 
is intended to present the world’s latest trends in 
recent studies on teaching and learning English at 
workplace contexts, then some recommendations 
are put forth for Vietnamese context. 
2. REVIEW OF LITERATURE
2.1. Needs analysis in English language 
teaching
Needs analysis is used to identify and evaluate 
the needs of a target group, thereby make the 
right decision in human services and education 
(Mc Killip, 1987). In this process, it highlights 
the relevance of the existing problems and the 
solutions to improve the situation. Brown (1995) 
also states that need analysis can be used to collect 
and analyze necessary information to meet the 
language learning requirements of the students in 
a particular learning context. Apparently, needs 
analysis in English language teaching plays a 
vital role since knowing about students’ needs 
is one of the best ways to help them improve 
their target language. As a result, it is necessary 
to be aware of learners’ needs when designing 
courses and lesson objectives (Long, 2005). For 
instance, learners’ need vary greatly for students 
from various disciplines such as information 
technology, business, tourism, etc. Obviously, 
each group requires English for different skills and 
lexicons. When needs are identified, it is described 
in terms of goals and objectives which serve as the 
foundation to design teaching activities, materials 
and tests (Iwai, 1999). Thus, needs analysis helps 
students become engaged in the lesson as they will 
be motivated to learn the language that is relevant 
to their needs.
2.2. English usages to meet the needs of 
communication at work 
Apparently, globalization has brought about 
significant changes in business, industry and other 
professions in the 21st century. The noticeable 
changes include: interdependency of economies 
among different countries, international 
outsourcing, increased immigrant workers, 
worldwide collaboration in developing products 
and services. According to Groddol (2006), to 
make successful collaboration at a world scale, 
people often use English as a lingua franca (a 
common language between speakers whose 
native languages are different). For this reason, 
many studies have been conducted to investigate 
the needs of using English at workplace and the 
necessary English skills in the 21st Century.
Regarding the needs of using English at work, 
employers are in favor of staff with high English 
proficiency as English is the common language 
used in international business. Employees 
in multinational companies are expected to 
communicate in English with clients and 
colleagues from different countries in the world. 
Pinon and Haydon (2010) state that high English 
level enables a nation’s labor force to participate 
successfully in the world market and attracts 
more foreign investment. Grin (2010) affirms that 
employees proficient in English are inclined to 
have 12% higher income in comparison with those 
who are not. 
In addition, the rapid development of 
technology implies that apart from expertise, it is 
necessary for the workforce to equip themselves 
with skills and knowledge to solve various 
tasks in their jobs. These skills include problem 
solving, effective communication, teamwork 
skills, technological skills, creativity, and critical 
thinking. Due to the fact that English is the common 
language of communication worldwide, students 
are expected to apply the above-mentioned skills 
in English in their future job.
Apparently, English in the globalization 
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era is not a separate subject at school and it is 
necessary to combine English with other skills 
in order to meet the needs of careers in the 21st 
century. Employees use English to communicate 
and collaborate with customers and colleagues; 
organize and analyze information; make decision; 
update new technology; explore cultures and 
develop themselves. Recently, theory about the use 
of English at workplace communication has been 
added a new skill: intercultural communication. 
Globalization trend has created opportunities 
to communicate and exchange information 
among different cultures; therefore, intercultural 
communication has become an indispensable part 
of contemporary society. Cultural barriers from 
different places in the world will be eliminated 
and collaboration will be nurtured with the use of 
English and intercultural awareness. 
Moreover, researchers posit that English 
should be accompanied by technological skills. It 
is important for people to combine these two skills 
in order to communicate in a world that the borders 
between the real and the virtual, and the distances 
in space are gradually blurred (Collier, 2007). 
In fact, apart from face-to-face communication, 
modern technology has made it possible to have 
meeting via Skype, video conferencing, blogs, etc. 
Thus, with these new forms of communication, 
educators are required to update English curricula 
and teaching methods in response to the demand 
of future jobs. 
In short, English language teaching in the 
new era not only focuses on language skills but 
it also requires sets of other skills to facilitate 
communication in future jobs. Policy makers, 
curriculum and material designers, teachers, and 
administrators in Vietnam should take these needs 
into account to equip students with confidence and 
competences in their future jobs. 
3. THE CASE OF TEACHING AND 
LEARNING ENGLISH IN VIETNAM TO 
MEET THE NEED OF WORKPLACE 
COMMUNICATION
3.1. The current situation of English 
teaching in Vietnam
Currently, many existing problems in English 
teaching and learning at universities are thought 
to result in low English level of Vietnamese 
students. Specifically, curricula and syllabus of 
General English and English for Specific Purposes 
(ESP) mainly focus on grammar, vocabulary, 
reading comprehension and translation (Do, 
2010). It is noted that speaking and listening are 
also integrated in course books; however, due to 
big class size and limited learning duration, these 
communicative tasks are frequently skipped (Lam, 
2011). Additionally, according to Hoang (2008) 
syllabuses are taken entirely from foreign course 
books or compiled from many different books and 
they are used in a long period of time, thereby the 
knowledge and content of the lessons are mostly 
outdated. There is a lack of learning materials which 
simulate workplace communication and teachers 
depend solely on the monotonous text books 
(Duong, 2013). Moreover, classroom facilities are 
poorly equipped and seat-arrangements are not 
properly organized to encourage interaction and 
communication among students. Hoang (2008) also 
states that EFL teachers at universities in Vietnam 
lack experience and knowledge on teaching ESP, 
therefore, they are unable to deliver the lessons 
satisfactorily. They also have few chances to 
study other disciplines (for example: finance and 
banking, accounting, Information technology, etc.) 
to equip themselves with necessary knowledge 
to teach ESP. Besides, due to class size, teachers 
rarely pay attention to students’ autonomy and 
communicative competence in class. Another 
demotivating factor is concerned with the lack 
of real environment for students to communicate 
in English. More importantly, mid-term and end-
of-term tests for non-English major students are 
designed in the form of reading (Hoang, 2008). As 
a result, students hardly reserve time for practicing 
communication in English which leads to their 
limited English ability when they participate in the 
real world of work.
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3.2. Graduate students’ English level in 
Vietnam
As there are many problems in teaching and 
learning English, graduate students’ English level 
are said to be substandard which makes Vietnamese 
workers less competitive in the international 
market (Duong, 2013). 
In the first place, the most common complaint 
of employers is concerned with limited English 
capability in understanding and expressing their 
ideas in English in job interviews. As stated by 
employers, many students have good knowledge 
of their profession; however, due to low English 
proficiency, they miss the chance to get accepted 
to the company. In fact, what employers seek from 
applicants are professional knowledge, English 
language, IT and other soft skills (Duong, 2013)
Furthermore, once accepted to a company, 
a number of students are unable to approach 
international high-quality training due to their 
low English proficiency. These training sessions 
are usually conducted in English with the aims of 
updating new trends, knowledge and expertise. 
Those who are bad at English deprive themselves 
of the possibilities to go abroad, broaden their 
mind, and develop professionally (Nguyen, 2010).
Finally, as university syllabuses rarely offer 
opportunities for students to communicate in 
English involving different linguistic and cultural 
backgrounds, graduate students lack confidence 
in expressing themselves with overseas clients 
and foreign colleagues. In the globalization era 
where people use English as a common language 
for communication with the outside world, people 
with English incompetence will be left behind 
(Hoang, 2008).
In short, the quality of teaching and learning 
English at Vietnamese universities and the 
substandard English proficiency of graduate 
students indicate that there is a gap between the 
real needs of the market and university training 
programs. Thus, policy makers, curriculum 
developers, administrators, and teachers should 
pay adequate attention to the quality of English 
teaching to meet the demand of workplace 
communication.
4. SOME RECOMMENDATIONS FOR 
UNIVERSITIES IN VIETNAM
From the trends of the English usages at 
workplace communication in the globalization 
era, and the status quo of teaching English at 
Vietnamese universities, the article will propose 
some suggestions to design curricula, teaching 
materials and methodologies to meet the 
requirements of 21st century careers.
In the first place, English curricula should 
take job skills into account. After graduation, it is 
likely that many students will work for national 
or multinational companies in Vietnam. Students 
will be required to use English in accordance with 
their majors from different aspects such as law, 
economics, tourism and hospitality, etc. Thus, 
instead of merely focusing on vocabulary, grammar, 
reading and translation skills, it is necessary to teach 
English skills which meet the needs of students’ 
future jobs. To this end, universities should apply 
English medium instruction (EMI) programs to 
teach courses like law, economics, tourism, etc. 
in English to enhance students’ language ability 
and their expertise at the same time. Besides, 
project-based learning is an effective approach 
which assists students to practice English and 
job skills in the real workplace situations. For 
example, in Business English, project-based tasks 
like exchanging e-mails in English to respond 
to business partners’ requests, team meeting via 
Skype or video conferencing with colleagues from 
different countries to discuss business strategies, 
etc. will strengthen students’ confidence in using 
English in their later working lives. 
In addition, intercultural communication is a 
vital element in today’s workplace since nowadays, 
more and more people from different countries 
and cultures cooperate and work together. As a 
result, intercultural situations should be presented 
in English lessons as linguistic and discourse 
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knowledge alone are no longer sufficient for 
successful communication. However, it is likely 
that few English teachers have rich knowledge 
and experience of the diversity of multicultural 
workplace situations (Hoang, 2008). Therefore, 
teachers should take advantage of the Internet, 
YouTube, newspapers, and magazines as authentic 
materials to get students familiarized with real-
world situations. Besides, another practical method 
employed by America and European countries is 
the exchange programs in which domestic students 
have internships abroad with a view to gaining 
real experience in different cultures. Students 
spend three to twelve months in another country 
to improve English and enhance knowledge about 
economics, society and culture of the nation. 
Moreover, as previously mentioned, teamwork 
and collaboration skills play a vital role in today’s 
workplace; however, there are few chances 
for students to practice in pair work and group 
work due to big class size. It is therefore worth 
maximizing communication by reducing the 
number of students in English class and changing 
the class setting. Small class size gives all students 
the opportunities to perform in front of class 
and receive detailed feedback from teachers. In 
addition, class seating arrangement like U-shape 
and cluster seating (students seat in groups) should 
replace traditional rows to facilitate interaction 
among members in class.
Besides, it is also noticeable that the omission 
of oral test in mid-term and end-of-term test of non-
English major students leads to their demotivation 
in improving speaking skill. Thus, university 
administrators should incorporate speaking skill in 
these two tests. When students frequently practice 
speaking for the test, they can enhance their 
English competence which in turn helps them gain 
confidence at workplace communication.
Finally, it is apparent that teachers are the 
agents of changes in English curricula to respond 
to the needs of teaching and learning English at 
workplace communication. Therefore, special 
attention should be given to pre-service teacher 
training programs as well as in-service teacher 
professional development. Both programs should 
necessarily update current trends in learning and 
teaching English for job skills. 
5. CONCLUSION
There is a tendency that English for 
communication at workplace nowadays no longer 
focuses on how to write a formal email, make 
a formal presentation or conduct a successful 
negotiation. A global citizen is expected to use 
English effectively in informal situations and 
apply different skills such as teamwork skills, 
technological skills, intercultural communication, 
etc. to establish and maintain relationships with 
colleagues and clients globally. Hence, universities 
in Vietnam should keep up with this trend to 
develop courses and syllabuses in response to the 
rigorous demand of today’s international labor 
market. By doing so, Vietnamese students will 
definitely have English competence and expertise 
to work on a global scale./.
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GLOBAL TRENDS IN TEACHING ENGLISH TO MEET THE NEEDS
 OF WORKPLACE COMMUNICATION: RECOMMENDATIONS 
FOR VIETNAMESE CONTEXT
PHAM THI TO LOAN
Abstract: Nowadays, English serves as an important tool for people to enhance their knowledge, 
communicate with colleagues worldwide, and achieve success in their career. Thus, Vietnamese 
universities have made a lot of efforts to increase students’ English proficiency with the purpose of 
meeting the needs of labor market on a global scale. However, curricula and methods in teaching 
English are still unsatisfactory and many changes should be made. This article is intended to 
present findings from recent research concerning trends in teaching English skills to meet the 
needs of workplace communication, discuss the current situation of teaching English in Vietnam, 
then put forward some recommendations for Vietnamese universities to improve student’s English 
communication at work.
Keywords: workplace English, globalization, needs, university, communication
Received: 24/8/2017; Revised: 12/10/2017; Accepted for publication: 15/11/2017