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  • 1 : Faculty of Pharmacy, University of Medicine and Pharmacy at Ho Chi Minh City, Vietnam
  • 2 : Department of Foreign Language, Faculty of Basic Sciences, University of Medicine and Pharmacy at Ho Chi Minh City, Vietnam
  • 3 : Department of Health and Environment, Faculty of Public Health, University of Medicine and Pharmacy at Ho Chi Minh City, Vietnam

  • Received 23/09/2017
  • Accepted 08/11/2017
  • Available online 21/12/2017
  • 69
  • 928
http://dx.doi.org/10.32895/UMP.MPR.1.1.37/suffix
Abstract

Since 2011, English for Specific Purposes (ESP) curriculum in Faculty of Pharmacy, University of Medicine and Pharmacy at Ho Chi Minh City (Vietnam) has been changed in accordance with pharmaceutical specialization orientation and did apply the active learning-learner centered teaching methods. Our study used three self-administered questionnaires to collect the feedbacks from sophomores, final-year and pharmacist graduating in 2016 in evaluating ESP course effectiveness. Data analyzed with STATA 13 indicated that English lecturers made efforts to organize the active learning activities in ESP class but their target has neither been effective nor met the required students’ needs in academic purposes as well as their occupational purposes. In addition, students’ passivity and lack of apparent motivation made it more difficult to apply the active learning method. Generally, final-year pharmacy students and newly graduated pharmacists, besides their moderate English competence, had a low frequency in using English. It is also found that there exists the relationship between final-year pharmacy students’ frequency of using English, their English competence and pharmaceutical specialization as well as that between English use frequency and occupation.

Keywords

ump Active learning English for Specific Purposes Pharmacy students

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