English Language Education for Graduate Employability in Vietnam (Global Vietnam: Across Time, Space and Community)

Acknowledgements
Contents
Editors and Contributors
Abbreviations
List of Figures
List of Tables
1 The Nexus of English Education and Graduate Employability: The Need to Re-Position and Modify the Approach to English Education
	1.1 What is This Book About?
	1.2 Overview of Graduate Employability
	1.3 Graduate Employability and English Language Proficiency
	1.4 Approaches to Teaching English to Higher Education Students
	1.5 English Language Education for Employability in Vietnamese Higher Education
	1.6 Outline of the Book
	1.7 Part I: Background
	1.8 Part II: The Development of Graduate Employability Through English Language Education
	1.9 Part III: English Language Education in Vietnam: Current Practices and Challenges
	1.10 Part IV: English Language Education for Graduate Employability: What’s Next?
	References
Part I English as a Power Tool in a Globalized World
2 The Emergence of English Language Education in Non-english Speaking Asian Countries
	2.1 Introduction
	2.2 English Language Policies in East and Northeast Asian Countries
		2.2.1 China
		2.2.2 Japan
		2.2.3 Korea
	2.3 English Language Policies in Southeast Asian Countries
		2.3.1 Singapore
		2.3.2 Thailand
		2.3.3 The Philippines
	2.4 English Language Policies in South Asian Countries
		2.4.1 India
		2.4.2 Bangladesh
		2.4.3 Nepal
	2.5 English Language Policies in West Asian Countries
		2.5.1 The United Arab Emirates (UAE)
		2.5.2 The Sultanate of Oman
	2.6 English Language Policies in North Asia: Russia
	2.7 Conclusion
	References
3 Current English Education in Vietnam: Policy, Practices, and Challenges
	3.1 Introduction
	3.2 Đổi Mới Policy and Its Impacts
	3.3 Đổi Mới and English Language Status
	3.4 Đổi Mới and English Language Education Policy in Vietnam: Priorities & Focus
	3.5 The National Foreign Language Project (The NFLP 2020)
	3.6 Current English Language Education Practices: Realities and Challenges
		3.6.1 Contextual and Pedagogical Challenges
	3.7 English as a Soft Skill Implementation Initiatives in Vietnam’ HE: Ways Forward
	3.8 Conclusion
	References
4 English Language Skills and Employability: A Theoretical Framework
	4.1 Introduction
	4.2 Skills Employers Need in Different Occupational Sectors and Countries
	4.3 English Proficiency and Career Prospects in Non-English Speaking Countries
		4.3.1 Job Application
		4.3.2 Job Promotion and Career Advancement
	4.4 Graduate Employability Model
		4.4.1 USEM Model of Employability
		4.4.2 The CareerEDGE Model of Graduate Employability
		4.4.3 Heuristic Model of Employability
		4.4.4 Graduate Employability Capital Model
		4.4.5 Psycho-Social Construct of Employability
	4.5 The Relevance of Tomlinson’s Employability Capital Model to Our Book Project
	4.6 Existing Research About English Language Education and Employability Capital
	4.7 Conclusion
	References
Part II The Development of Graduate Employability Through English Language Education
5 English Language Education and University Students’ Development of Human Capital
	5.1 Introduction
	5.2 Literature Review
		5.2.1 English Language Education in Vietnam
		5.2.2 Human Capital
		5.2.3 English and Its Prospects for Students’ Human Capital Development
	5.3 The Present Study
		5.3.1 Research Approach
		5.3.2 Data Collection Method and Process
	5.4 Qualitative Results
		5.4.1 English and Knowledge Development
		5.4.2 English and Skills Development
	5.5 Quantitative Results
		5.5.1 English and Knowledge Development
		5.5.2 English and Skills Development
	5.6 Discussion
	5.7 Conclusions
	References
6 English Language Education and Students’ Development of Social Capital
	6.1 Introduction
	6.2 Literature Review
		6.2.1 What is Social Capital?
		6.2.2 Social Capital Development and Graduate Employability
		6.2.3 Social Capital Development in English Language Education
	6.3 The Present Study
		6.3.1 Context of the Study
		6.3.2 Research Question and Approach
		6.3.3 Data Collection and Analysis
	6.4 Findings and Discussion
		6.4.1 Forms of English Education that Student Participated
		6.4.2 Forms of English Education and the Development of Social Relationships
		6.4.3 Perceived Contributions of Existing Social Relationships to Graduate Employability
	6.5 Conclusion and Implications
	References
7 The Development of Cultural Capital Through English Education and Its Contributions to Graduate Employability
	7.1 Introduction
	7.2 Literature Review
		7.2.1 What is Culture?
		7.2.2 How Are Culture and Language Connected?
		7.2.3 Cultural Capital and Employability
	7.3 The Current Study
		7.3.1 Aims of the Chapter
		7.3.2 Research Approach and Methods
		7.3.3 Participants
		7.3.4 Procedure
	7.4 Findings
		7.4.1 The Development of Cultural Capital Through English Learning
		7.4.2 The Contributions of Cultural Capital to Other Types of Employability Capital
	7.5 Discussion
		7.5.1 The Development of Cultural Capital Through English Language Learning
		7.5.2 Cultural Capital and Employability
	7.6 Conclusion
	References
8 The Contribution of English Language Education to Students’ Development of Soft Skills and Personal Attributes
	8.1 Introduction
	8.2 Soft Skills and Personal Attributes as Significant Components of Psychological Capital
		8.2.1 The Importance of Soft Skills and Personal Attributes for Employability
		8.2.2 English Language Education and the Development of Soft Skills and Personal Attributes
	8.3 The Current Study
	8.4 Findings
		8.4.1 Soft Skills and Personal Attributes Developed Through Learning English
		8.4.2 The Ways English Language Education Contributes to the Development of Soft Skills and Personal Attributes
	8.5 Discussion
	8.6 Conclusion
	References
9 The Role of English Language Learning Experiences in the Development of TESOL Preservice Teachers’ Identity Capital
	9.1 English Education and English Language Teacher Education in Vietnam
	9.2 Language Teacher Identity and Language Learning Experiences
	9.3 Methods
	9.4 Findings and Discussion
		9.4.1 Case Study 1: Ha
		9.4.2 Case Study 2: Thu
	9.5 Conclusion and Implications
	Appendix A: Example of Narrative Frames
	Appendix B: Example of Interview Questions
	Interview 1
	Interview 2
	References
Part III English Language Education in Vietnam: Current Practices and Challenges
10 Graduates’ Feedback on the Contribution of General English Courses to Their English Skills for Work Purposes
	10.1 Introduction
	10.2 English Skills as a Valuable Asset for Graduates’ Employability
	10.3 English Language Education Reforms in Vietnam
		10.3.1 Drivers of the English Language Education Reforms
		10.3.2 Contents of the Reforms
		10.3.3 Positive Outcomes of the Reforms
		10.3.4 Effectiveness of Preparing Students’ English Skills to Meet Employers’ Demands
	10.4 The Present Study
	10.5 Findings
		10.5.1 Graduates’ English Skills for Work
		10.5.2 Graduates’ Feedback About the English Language Curricula
		10.5.3 Graduates’ Feedback About the English Language Learning Materials
		10.5.4 Graduates’ Feedback About Assessment Activities in General English Language Courses
		10.5.5 Graduates’ Feedback About Their Learning
		10.5.6 Graduates’ Feedback About Teachers and Teaching in English Language Courses
	10.6 Discussion and Conclusion
	References
11 Perspectives of English Teachers on the Effectiveness of the General English Program on Students’ Employability: A Case Study in Vietnam
	11.1 Introduction
	11.2 Literature Review
		11.2.1 Employability and Its Dimensions
		11.2.2 Teaching and Learning English in Universities for Employability: Asian and Vietnamese Context
		11.2.3 General English Programs for University Students in Vietnam: Current State
	11.3 The Current Study
	11.4 Findings and Discussion
		11.4.1 Perceived Effectiveness of the General English Program with Regard to Enhancing Students’ Employability
		11.4.2 Factors Influencing the Effectiveness of the General English Program
	11.5 Conclusions and Recommendations
	References
12 English for Specific Purposes Courses and Vietnamese Graduates’ Employability
	12.1 Introduction
	12.2 Literature Review
		12.2.1 Employability
		12.2.2 ESP Education and Employability
		12.2.3 ESP Education and Employability in Vietnam
	12.3 Methodology
	12.4 Results
		12.4.1 Demographics
		12.4.2 Perceived Benefits of Participating in ESP Courses
	12.5 Discussion
		12.5.1 The Benefits of ESP Courses Toward Graduates’ Employability
		12.5.2 Limitations in the Design and Teaching of ESP Courses
		12.5.3 Recommendations for Designing and Teaching ESP Courses
	12.6 Conclusion
	References
13 English-Medium-Instruction in Vietnamese Universities: Pitfalls, Accomplishments, and Impact on Graduate Employability
	13.1 Introduction
	13.2 English-Medium-Instruction in the Global Context of Higher Education
	13.3 English-Medium-Instruction in Vietnamese Universities
	13.4 Case Study
	13.5 EMI Implementation at VU: The Pitfalls
		13.5.1 Stepping Outside the Comfort Zone: Vietnamese Academics’ Language Challenges
		13.5.2 EMI with Visiting Foreign Lecturers: Unfamiliar Accents and Academic Practices
	13.6 Mindful of Students’ Learning Needs: Pedagogical Strategies in EMI Classrooms
	13.7 EMI Implementation at VU: The Silver Linings
	13.8 Conclusion and Implication
	References
14 Vietnamese Teachers of English Perceptions and Practices of Culture in Language Teaching
	14.1 Introduction
	14.2 Literature Review
		14.2.1 The Relationship Between Language and Culture
		14.2.2 Approaches to Culture in Foreign Language Education
		14.2.3 Research on Culture Teaching in Vietnam
	14.3 Research Methodology
		14.3.1 Research Design
		14.3.2 Participants
		14.3.3 Data Collection Methods
		14.3.4 Data Analysis Methods
	14.4 Findings: Teachers’ Perceptions of Culture in Language Teaching
		14.4.1 Awareness of the Relationship Between Language and Culture
		14.4.2 Beliefs About Culture in Language Teaching
		14.4.3 Constraints on Culture Teaching
	14.5 Teachers’ Culture Teaching Practices
		14.5.1 Approaches to Teaching Cultures Used by the Participant Teachers
		14.5.2 Teachers’ Self-Evaluation of Culture Teaching Approaches
	14.6 Discussion
		14.6.1 Facts-Oriented Approach as a Dominant Culture Teaching Practice
		14.6.2 Constraints on Culture Teaching and Learning
	14.7 Conclusion and Recommendations
	Appendix: Semi-Structured Teacher Interview Questions
	References
15 Vietnamese EFL Learners’ Perspectives on Learning English Online and Employability
	15.1 Introduction
	15.2 Literature Review
		15.2.1 English Language Proficiency and Employability
		15.2.2 Teaching and Learning English Online
		15.2.3 The Theoretical Frameworks
	15.3 The Current Study
	15.4 Factors Affecting Learners’ Adoption of Online English Learning
		15.4.1 Perceived Ease of Use
		15.4.2 Perceived Usefulness
	15.5 Challenges of Online English Learning
	15.6 The Contribution of Online English Learning to Students’ Employability
		15.6.1 Contribution to Students’ Human Capital
		15.6.2 Contribution to Students’ Cultural Capital
		15.6.3 Contribution to Students’ Psychological Capital
		15.6.4 Contribution to Students’ Identity Capital
	15.7 Discussions and Conclusion
	References
Part IV English Language Education for Graduate Employability: What’s Next?
16 Repositioning and Modifying the Contemporary Approach to English Language Education for Vietnamese Graduate Employability Enhancement
	16.1 Introduction
	16.2 English Language Education and Its Impact on Graduates’ Employability Development and Outcomes
	16.3 Current Challenges of English Language Education in Vietnam
	16.4 Introducing a New Approach to English Language Education: A Macro-Strategic Framework
		16.4.1 Traditional vs. Contemporary Pedagogical Approaches
		16.4.2 A Method(s) or a Pedagogical Framework for English Language Classroom Applications
		16.4.3 A Macro-Strategic Framework for English Language Education
	16.5 Applying the Macro-Strategic Framework for English Language Education in Vietnam
		16.5.1 Teacher Roles
		16.5.2 Student Roles
		16.5.3 Institutional Roles
		16.5.4 Community Roles
		16.5.5 A New Approach to English Language Education
	16.6 Conclusion
	References