Triển khai giảng dạy bằng Tiếng Anh trong các học phần chuyên ngành: Nghiên cứu khảo sát hỗn hợp tại một trường đại học địa phương ở Hà Nội

Tóm tắt

This study examines the initial implementation of English-Medium Instruction (EMI) in specialized courses at a local university in Hanoi, in relation to Decision No. 2371/QĐ-TTg on promoting English as a second language in Vietnamese schools during 2025-2035, with a vision to 2045. The study uses a mixed-methods survey design with responses from 76 students and 16 lecturers. Quantitative data from Likert-scale items are used to describe patterns of perception, challenge, and support needs, while short open-ended responses are used to clarify selected findings. The data should therefore be read as evidence of perceptions, readiness, and early experience rather than as a full evaluation of mature EMI practice. The findings show that students report difficulties with disciplinary vocabulary, lecture pace, academic reading, and participation in English-medium classroom interaction. Lecturers report pressure related to lesson preparation, uneven student English proficiency, limited bilingual learning materials, and the absence of systematic EMI pedagogical training. The discussion suggests that EMI implementation in a local university context requires a gradual and supported pathway. Priority should be given to lecturer development, bilingual disciplinary resources, and academic English support for students. The study contributes modest empirical evidence from an under-researched institutional context and offers practical implications for universities at the early stage of EMI implementation.