Nowadays, English is one of the most important languages in Vietnam, so students at all levels in Vietnam have been studying English as a compulsory subject with special attention to speaking skills to communicate and work in the integration world. However, speaking skill is still strongly not successful with students, especially technical students at universities. Therefore, this small-scale research aims to investigate the difficulties which technical students at IUH usually faced when practicing the skill, and the efficiency of experiential activities in improving learners' speaking skills. This research used quasi-experimental method. The sample of the research is 120 technical students in 4 English classes in the second semester of the school year. After distributing a questionnaire to 120 technical students at IUH, the findings indicated that speaking skill is essentially evaluated by most of the students, although they still have some difficulties when practicing. It was also evident that students were interested in experiential activities which were applied to improve students' skills, such as watching films and telling opinions, role play, communicate in group work, and so on. These activities not only enhance students' positive motivation in studying English and speaking skills but also improve their communicative skills.
Outcome-Based learning is becoming more and more popular worldwide since the 1980s, and now it is a very vital approach in education. This study aims to examine the satisfaction of undergraduates with their learning outcomes of EFL attainment based on the four English skills which include: listening, speaking, writing, and reading, and also their learning activities perceptions and assessment tasks applied in the class. The study participants involved 300 third or fourth-year students who had completed the four courses of General English (GE) and did different disciplines at Industrial University of Ho Chi Minh City in Vietnam. The study employed both open-ended and closed-ended questionnaires as data collection instruments. Data were analyzed by content analysis and descriptive statistics. From the findings of the study, it was evident that a larger percentage of students were not very satisfied with their learning outcomes, and those students had a negative perception about assessment tasks and learning activities applied in the class. However, a larger percentage of the students were very satisfied with the writing sub-skill. The study recommended that the quality of implementation of the EFL curriculum should be improved particularly at the university and generally at the Vietnamese tertiary level.
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