Nguyen Tat Thanh University enrolls students for study according to the regulations of the Ministry of Education and Training (MOET).
ADMISSION CRITERIA
- Option 1: Considering End of grade senior high-school test results academic year 2019, meeting university entry requirements as set by the MOET
- Option 2: Considering the GPA of certain groups of subjects achieved in grade 12 or accumulated scores of grade 12
- Option 3: Considering the results of the standardized test set by National University of Ho Chi Minh City
- Option 4: Straight recruitment with an unconditional offer: for those students winning: national excellent high school student competitions, ASEAN and international profession skill competitions
- Option 5: Foreigners learning in Vietnam
LEARNING OUTCOMES
1. Language fields:
- After graduating, the bachelor can undertake positions such as teachers, English teachers at all levels in the education system of Vietnam, schools, or universities or maybe develop into scientific researchers of foreign language education, linguistics or international studies;
- Can take the job of translating, translating, working fields such as linguistics, after studying across the language disciplines.
- Ability to work in offices of foreign companies, joint ventures, or Vietnamese companies;
- Ability to work independently as a translator, interpreter or editor of written documents or an interpreter, foreigner at companies, press, television and social organizations, state agencies, domestic and foreign agencies, or tour guides at travel companies,...
2. Oriental Studies:
- Ability to work in offices of foreign companies, joint ventures, or Vietnamese companies;
- Ability to work independently as a translator, interpreter or editor of written documents or an interpreter, foreigner at companies, press, television and social organizations, state agencies, domestic and foreign agencies, or tour guides at travel companies,...
3. Vietnamese Language & Culture
- Working in agencies and organizations in the field of culture and society such as cultural department - sports and tourism, libraries, newspapers, radio stations, television stations, museums, offices agencies and unions of the administrative and non-business units;
- Research in the literary, linguistic, cultural institutes, central and local social science and humanities research centers;
- Working at international organizations in Vietnam; education management agencies such as Department of Education and Training;
- Teaching language arts at high schools, universities, and colleges (if supplementing pedagogical professional certificates); Studying or participating in research on issues of language, literature, and culture such as linguistics, Vietnamese literature, foreign literature, literature theory, Han - Nom, teaching methods Vietnamese...
- Graduates can work at foreign companies or foreign joint ventures, hotels, travel companies, foreign language centers, organizations and agencies that use English in trading and business.
4. Associate Programs
- Graduates can study at university, do teaching or research work at universities, colleges, and vocational schools.
- Mastering knowledge and skills of translating practice and know how to use translation techniques and methods to fulfill your professional tasks. Research work related to English, Chinese; Working in other agencies and social organizations related to education or foreign language use.
Students’admission at NTT University follows these methods:
(1) Based on students’ score from The Vietnamese National High School Graduation Examination with 3 subject complexes including block D01 (Mathematics, Literature and English), block D14 (Literature, History, and English) and block D15 (Literature, Geography, and English)
(2) Based on students’ 12th grade examination results, total scores of one of the subject complexes above 6.0, or their average scores in 12th grade above 6.0
(3) Based on students’ scores in the Competency Assessment from Vietnam National University, Ho Chi Minh City
(4) Direct offer to candidates awarded in the following competitions, Vietnam National Excellenct Student competition, Vietnam National Science and Engineering Fair, ASEAN Vocational Skill competition and Worldskills Competition.
NTTU examinationBusiness English:
1. Sales staff (Sales specialist, Sales executive, Sales supervisor, Sales representative, Ticket reservation staff)
2. Public Relations staff, Advertising staff, Customer Care staff, Marketing staff
3. Academic staff (Academic advisor, academic consultant) in school and foreign language centres
After working 1-5 years, graduate students can get higher career ladders: Sales team leader, Sales manager, Marketing Manager, Public Relations Manager, Head of Office of Academic Affairs
Translation-interpretation
1. Translator and interpreter in the following positions such as foreign language interpretation and translation for patients, families and Children’s Hospital healthcare providers or Foreign companies
2. Assistant in companies, Vietnamese language and Vietnamese culture consultant
3. Broadcaster, MC; Reporter in the conference
4. Flight attendant
5. Cultural conservation specialist or ESL teacher
After 3 years working, they can translate books, magazines, work as journalists, editors, linguists, translators in conferences, Academic report writers
Students will be able to:
(1) Become global citizens, who could integrate themselves with the international community, have a deep understanding of economic, cultural and social issues of Vietnam and the world, thus pioneering in connecting Vietnamese culture to the world.
(2) Apply critical thinking, solve problems creatively and effectively in English Language, improve the quality of business English services, and conduct language studies to create differentiation and high professionalism in professional activities.
(3) Pursue lifelong learning to develop own career and self, becomes a model of professional ethics and social responsibility.
(1) Apply the knowledge of social sciences and English language through different approaches for successful career in professional environments and diverse context.
1) Internationalisation/ globalisation
How does the programme promote internationalisation and encourage students to develop cross-cultural capabilities?Besides, students have many chances to go on an exchange program in a regional university, where they can learn in an international environment and acquire knowledge about language and culture. At the same time, students also have chances to learn with international students at NTT university in an in- bound exchange with regional universities.
1. Program structure
A four-year full course consists of 144 required credits offering essential linguistic and language knowledge along with skills and attitudes necessary for students’ future career. In the first two years, students are prepared to be proficient in four English skills and linguistic foundation including phonology, morphology-syntax, semantics, etc. In their specialized years, students are equipped with expertized knowledge and skills in one of the two majors of Business English or Translation-interpretation. Especially, the final year offers students with a chance to sharpen professional skills in realistic business environment, where they are observed and instructed by both university lecturers and business instructors. Along with linguistic and professional capacity, students are well educated with research-method skills, which set foundation for their higher education path. The program aims at educating future skilled workers and inspiring for linguistic researches.
In taking part in the program, we want students to achieve proficiency in English skills, linguistic knowledge, 21st century skills and expertized competency. On the completion, students will be skilful workers serving the community while maintaining their life-long study spirit.
2. Teaching and learning methods:
Applying TBLT (Task-based language teaching) theory, the course consistently creates learning environment using tasks and social context situations to elicit essence knowledge and sharpen skills. During official courses, students are also guided to conduct capstone projects, where they are exposed to solve real social issues. While learning at university, students also interact with scholar visiting lecturers, who can inspire and instruct students with their research and academic knowledge. Besides, lecturers working in business environment participate directly to the delivering of the program, which provides students with realistic insights in the business world. Apart from official course, students spend 3 months to work in the business environment as interns to practice their skills and widen their knowledge of the job.
a- Entrance assessment
Student assessment in the ELS program is systematically conducted through students’ admission, continuously done during the program and before their graduation.
Firstly, as regulated by MOET, students’ admission at NTTU is based on their high school examination results or their scores in Vietnamese National High School Graduation Examination. The department accepts students taking 3 subject complexes including block D01 (Mathematics, Literature and English), block D14 (Literature, History, and English) and block D15 (Literature, Geography, and English).
Besides, in their first week of orientation, students are required to take a placement test as a reference for the department to adapt program and teaching methodology accordingly. This test is established based on norm-referenced assessment, providing students’ competency in comparison to an average linguistic learner.
b- Courses assessment
During their study at NTTU, students are assessed by a combination of criterion-referenced and norm-referenced assessments. Based on the results of continuous assessments, students can develop their own study plan to improve their competency term by term.
Criterion-referenced assessment is the process of evaluating students’ learning based on a set of pre-determined criteria without referencing to other learners’ performance. This type of assessment enable department to check students’ thorough progress against program learning outcomes ranging from their knowledge to their competence and attitudinal skills. Students, therefore, have a clear picture of their own learning to make study plans improving their weaknesses as well as develop their strengths. As a results, this type of assessment is utilized effectively throughout the courses.
Norm-referenced assessment reports test-takers performances in comparison to other learners’ or an average leaner. This assessment reflects students’ performances in a curve-shaped graph, which enables educators to adapt the levels of their lectures in order to meet the requirements of the society. Thus, norm-references assessment is utilized at the beginning of the course, or students’ orientation week.
Students assessment process includes Planning, Doing, Checking and Acting (P-D-C-A) as appointed in the Quality Assurance Handbook.
Students assessment is conducted following TBLT teaching theory proposed by David Nunan to objectively evaluate students’ knowledge, competence and attitudinal skills.
(1) Formative assessment
System-references tasks is combined with performance-references tasks throughout the courses. System-references tasks are applied to check students’ linguistic knowledge including pronunciation, vocabulary and grammar, while performance-referenced tasks check students’ language using competence.
In terms of course projects, students are assessed thoroughly using a 360-degree feedback process with self-assessment, peer-feedback and feedbacks from lecturers. Graduation theses, on the other hand, are assessed by the lecturers committee, where students’ linguistics competence, language competence, soft-skills and learning skills are checked continuously.
(2) Summative assessment
All the course final examinations are designed based on criterion-references assessment, where students are assessed and classified according to their completion of pre-determined criteria of the course, or CELOs.
Students assessment activities are conducted throughout the course to assure being “constructively consistent” to ELOs. Beside tests and examinations at classes, students are assessed by online tests, course projects and corporation internship or translation-interpretation internship. Rubrics subject with objective criteria established based on ELOs to assess students thoroughly from their knowledge, skills and attitudes. After the examinations, students are informed with their results and feedbacks to improve.Attitudinal ELOs relating to morality are assessed by the Evaluation system of ethics training managed by the Department of Students Service. The results of students’ works as well as their attitudes are tracked via extra-curriculum activities like volunteering and community services and scored by a concrete score system, which determines their graduation requirements and scholarship applications.
Contact with staff is primarily designed to support students in their formative work and independent study, and in their preparation for summative assessment.
The main form of timetabled contact is lectures to all students taking the module (“whole-group”), in parallel with small-group (normally around 15 students) seminars. Seminars are normally based around the review, presentation, and/or discussion of formative coursework, which students are normally expected to have prepared in advance, and some part of which is submitted for separate written feedback from the seminar tutor. Lectures are normally designed to give students the essential background knowledge and information for preparing that coursework. In modules where the formative coursework has an emphasis on worked problem-solving, it is often supported also through whole-group ‘practical’ sessions. Here, typically, the students are expected to have attempted problem sets in advance of the session, where they are then given a demonstration of solutions and solution methods, usually with opportunities for interaction/discussion in the session itself, and/or follow up through (e.g.) vle discussion boards.
In addition to timetabled contact, all lecturers and tutors provide further and continued informal support, normally in the form of drop-in Office Hours and/or the use of vle discussion boards.
Summative assessment in each module is designed to test the progress made by the student, through studying that module, towards achieving the Programme Learning Outcomes.
All the course final examinations are designed based on criterion-references assessment, where students are assessed and classified according to their completion of pre-determined criteria of the course, or CELOs.
The main type of summative assessment used is closed exam, although some modules use other types such as essay or project, computer practicals, or workshop presentations, and there is an ongoing process within the Department of diversifying towards these non-exam assessment types.
The Programme Learning Outcomes have a primary focus on subject-specific skills. These skills are reflected in the substantive content of the summative assessments. But in most cases assessment criteria also include clarity of analysis, exposition and explanation. And some summative assessments may, at least indirectly, test other generic skills such as teamwork or initiative.Annually, department of English organizes professional conferences with the involvement of experts from top-ranking universities namely Monash University, RMIT University in Australia, teacher trainer from Macmillan publisher, American to train and give speech to NTT students and lecturers. Apart from official lecturers, department of English also invite visiting scholars, who are professional doctors from international University like Monash University, Australia, Wellington University, New Zealand, New South Wales, Australia, and Apollos University, United States, to teach professional courses to students annually.
In additional, businessmen from many corporations and entrepreneur are also invited to involve in the delivering of professional courses such as Lavie in Vietnam Ltd., VNPT Vinaphone, Đại Trường Phát education jsc, Ocean Country Trading Aquatic Company.
Visiting scholars and Businessmen lecturer involve directly to the establishment of the program (DACUM), involve in the science council contributing to the program, give lecture, instruct internship and graduation thesis to students.
Additionally, they also work as speakers in the departments’ conferences, in which students can learn about modern linguistics and corporate issues relating to teaching program. Before involving into the program, visiting scholars and businessmen lecturers are trained with teaching skills other class management skills. They are prepared for the teaching with expected outcomes, program, syllabus, online accounts, needed equipment and course specifications.
Based on the requirements of the program, the department develop annual plan to cooperate with businessman lecturers. After that, they will be classified into appropriate professional course and will be managed by the university with special policies for businessmen. The teaching and grading will follow
the department’s regulations, assessment rubrics and program expected outcomes.
Work-based learning is an experiential learning process for senior students to help them form their business administration competencies through real- world business activities.
a) Objectives:
Corporate internship and translation-interpretation internship is an essential stage creating opportunities for students to learn from realistic environment in business activities, which aims to help students:
- Engage and get used to professional working environment
- Learn the operation, mangaement in corporations.
- Apply what they studied about business and translation-interpretation into realistic business activities.
- Practice independent and logical working skills
- Deveop interpersonal skills
- Determine their career path in the future.
b) Requirements: students need to
- Develop appropriate internship plan
- Write a 1500-word internship report
- Practice communication skills, tasks management skills
- Follow requirements of the corporations
- Demonstrate good teamworking skills
- Represent NTTU and department of English in the business environment
- Possess progressive learning spirit while working
c) General information
- Duration: 3 months in their final year
- Students are expected to make necessary arrangements for an internship themselves. However, if they have difficulty in finding a place for an internship period, assistance may be provided.
- Students performance will be assessed by the instructors in the corporations.
4. Who will be responsible for sourcing and arranging the placement?
Students reunion is organized to gather students’insight into the internship. There are 2 options for students to choose. Students can directly contact the corporations for their internship, or the department will support students with available positions. For the second options, the students will send their interest of internship and their priority. Based on the students needs and profile along with the business requirements of the companies, department will determine what corporations to cooperate and allocate the students accordingly.
5. What is the duration of the work-based learning?
Students will spend 1 semester in their final year at the corporation as internship.
6. How will work-based learning be assessed?
To be given by instructor following the specified below:
8.5-10.0: Excellent
7-8.4: Good
5.5-6.9: Adequate
4.0-5.4: Less than adequate
0.0-3.9: Poor
| Item No. | Description | Score |
| 1 |
Content The report includes sufficient information about the place where the internship was carried out. The report provides a detailed description of major activities and a clear explanation of the specific skills the intern has gained. The report shows the intern’s learning outcomes and self-evaluation of the internship. |
1 1
2 |
| 2 |
Written languageAcademic writing Accuracy of vocabulary, punctuation and grammar use |
2 2 |
| 3 |
OrganizationThe report includes the required sections properly placed and functioned. |
2 |
| Total |
10 | |
1. Will transfers into the program be possible?
Yes.
2. Transfers out of the program will be possible?
Yes.
3. Opportunities to transfer/exchange (especially within ASEAN region)
ELOs and program specifications specialized Business English and Interpreter at the Faculty of Foreign Languages, Nguyen Tat Thanh university was built based on the results match with ELOs and program specifications at universities in the ASEAN region and the world such as the match with the University of Saint-Louis Bruxelles - Bachelor in Translation and Interpreting, University of Hong Kong - Language and Communication, University Asumption - Thailand - Department of Business English)
Especifically, ELOs and program specifications specialized Business English and interpreter at the Faculty of Foreign languages has a 80 ~ 90% homologous with ELOs and Program specification of specialized Bachelor of Arts (Business English) at Assumption University (Thailand). Compared with the University of Hong Kong - Language and Communication and the University of Saint-Louis Bruxelles - Bachelor in translation and interpreting, the percentage of similarity of ELOs and program specification is 40 ~ 60%.
As a result, students at the Faculty of Foreign Languages - University of Nguyen Tat Thanh are developed thoroughly in terms of knowledge, competency and attitudinal skills necessary to be forwarded to attend a program in Asian region majored in translation-interpretation, business English or linguistics. When attending these programs, students can be recognized credits for modules studied at NTTU.