Designing an ESP course needs analysis and english language proficiency of BIDV bankers = thiết kế khoá học tiếng anh chuyên ngành dựa trên phân tích nhu cầu và trình độ ngôn ngữ của nhân viên ngân hàng BIDV

INTRODUCTION

Rationale of the study

The English language is essential in the 21st century, influencing daily life and business across more than 60 countries As an international language, it plays a vital role in communication, including information sharing, commercial activities, and global travel (Karimi & Vahdani Sanavi, 2014) In today's globalized world, proficiency in English is increasingly important in sectors like banking, finance, and economics While English was once crucial for national survival over a century ago, it has now become essential for economic survival (Sukwiwat, 1985), underscoring its role in facilitating economic development.

The implementation of the EU-Vietnam Free Trade Agreement (EVFTA) in August 2020 and the Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP) in 2018 has opened Vietnam to foreign products and investments without taxation, positioning it as a significant player in global trade Following the Covid-19 pandemic, a surge of investments from European countries, the U.S., Japan, and Korea has been observed, highlighting the increasing importance of English proficiency in business contexts, as noted by the English Proficiency Index (EPI) by Education First To capitalize on these economic opportunities, banking and finance professionals must master English for effective communication and negotiation BIDV, the most established commercial bank in Vietnam and a crucial contributor to the nation’s financial stability, plays a vital role in supporting foreign enterprises The EPI indicates that English proficiency is essential for attracting foreign investments, and BIDV's personnel must enhance their English skills to streamline operations with international partners, as general English is insufficient for fulfilling job-related communication effectively.

The increasing demand for English for Special Purposes (ESP) highlights the importance of tailored language education that aligns with learners' specific professional needs (2017) An ESP course is essential for individuals aiming to study English with a clear purpose, as it relies on a comprehensive needs analysis to identify and address the unique requirements of students (Barkane, 2017) This approach enables educators to establish clear course goals and objectives, ensuring that the curriculum is relevant and applicable to real-world situations (Hutchinson & Waters, 1987) By conducting a systematic needs analysis, ESP courses can effectively bridge the gap between what is taught and what learners actually need, enhancing both the educational experience and practical application of the language.

Despite the recognized importance of needs analysis and English for Specific Purposes (ESP) courses, their implementation in Vietnam remains limited While there are English courses available for Vietnamese professionals in economics, comprehensive research for a course specifically tailored to Banking and Finance has been lacking These gaps have inspired the researcher to undertake a study focused on "Designing an ESP Course based on the needs and English language proficiency of BIDV bankers."

Research aims and research questions

This study investigates the English language needs of BIDV bankers, identifying essential tasks and skills required in their roles It also examines the challenges they face in performing these English-related tasks, their preferred learning styles, expectations, and overall language proficiency By synthesizing and analyzing the gathered data, the research aims to develop a tailored course that aligns with the specific teaching methods and content suited for this group of learners.

The research is carried out to answer the following questions:

1 What is the current level of English proficiency among BIDV employees?

2 What are the English-related tasks and skills that employees need to perform at work?

3 What learning modes do they prefer?

Significance of the study

This research enhances the understanding of needs analysis and English for Specific Purposes (ESP) course design for professionals in Banking and Finance, particularly at BIDV By aligning the curriculum with actual needs, it aims to create a more effective and relevant English course for learners with specific goals Additionally, this paper serves as a valuable reference for ESP practitioners and students in Vietnam, encouraging further exploration in this field.

Scope of the study

This research paper focuses on need analysis and language proficiency, highlighting learners' necessities, gaps, and wants in English tasks relevant to their target situation By addressing the skills and levels required, as well as the discrepancies between learners' abilities and their goals, this study aims to inform the development of a tailored Banking and Finance course for bankers The findings will serve as a foundational resource for future researchers in this field.

The study involved 20 employees from BIDV, concentrating on English language skills specific to banking and finance While the participants are from BIDV, the findings are still relevant and can be generalized to represent Vietnamese banking professionals as a whole.

Organization of the study

This thesis comprises five chapters

Chapter 1: Introduction – reveals the research problem, research aims, research questions, scope, significance, and the organization of the study

Chapter 2: Literature Review – reviews relevant literature to this research work, including the definitions of some terms, followed by a description and selection, evaluation and analysis of an ESP course This chapter discloses the framework of the study

Chapter 3: Research Methodology – explains the research methods, the context, and participants of the study, together with the data collection and data analysis procedure

Chapter 4: Findings and Discussion – offers the research results and the discussions about the findings to provide answers to four research questions

Chapter 5: Conclusions – summarises the significant findings, provides the recommendations for students, ESP lecturers, and ESP course designers, as well as highlights some limitations of the study, and suggests directions for the future research area.

LITERATURE REVIEW

English for Specific Purposes (ESP) is characterized as an “approach” rather than a “product,” focusing on the reasons learners need to acquire a foreign language, as highlighted by Hutchinson and Waters (1987) ESP emphasizes the importance of understanding learners' specific goals—whether academic, professional, or scientific—making it a comprehensive approach to language teaching Robinson (1980) supports this notion by defining ESP as tailored English instruction that aligns with learners' unique needs Strevens (1988) further elaborated on ESP's framework, identifying four absolute and two variable characteristics, which were later refined by Dudley Evans and St John (1998) to encapsulate the essence of ESP in language education.

1 ESP is defined to meet the specific needs of the learners

2 ESP makes use of the underlying methodology and activities of the discipline it serves

3 ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse, and genre

Variable characteristics include the following:

1 ESP may be related to, or designed for, specific disciplines

2 ESP may use, in specific teaching situations, a different methodology from that of General English

3 ESP is likely to be designed for adult learners, either at a tertiary level or in a professional work situation It could, however, be for learners at the secondary school level

4 ESP is generally designed for intermediate or advanced students

5 Most ESP courses assume some basic knowledge of the language system The definition provided by Dudley Evans and St John (1998) removed the absolute characteristic that “ESP is in contrast with General English” and added several variable characteristics This adapted definition will also be employed as the foundation for this research

2.1 Definition of an ESP course design

Course design aims to guide learners toward specific knowledge by creating a cohesive series of teaching and learning experiences based on identified learning needs (Hutchinson and Waters, 1987) This process is particularly important for English for Specific Purposes (ESP) practitioners and learners, as they have unique goals when acquiring the language Effective course design takes into account the personal and professional profiles of learners, including their needs, expectations, strengths, and weaknesses, which inform the development of the syllabus, materials, teaching strategies, and assessment methods.

When designing a course, it is essential to consider the "input," which includes topics, skills, and linguistic features, as well as the "output," which defines the expected performance levels of students Additionally, the "process" must be mapped out to achieve the desired outcomes, incorporating suitable learning and teaching activities, materials, and assessment methods (Wiggins & McTighe, 2006).

Difference between ESP course design & General English (GE) course design

The primary difference between English for Specific Purposes (ESP) and General English (GE) is the target audience and their reasons for learning the language ESP is tailored for learners who require English for specific job-related tasks, emphasizing practical language use in professional contexts rather than just grammar or unrelated vocabulary In contrast, GE is designed for learners without a specific focus on their future professional needs.

Hutchinson and Waters (1987) highlight that while ESP and GE courses share theoretical similarities, they differ significantly in practice Historically, GE teachers often neglected to conduct needs analysis, despite students having specific reasons for learning English However, there is a growing trend among GE educators to perform thorough analyses of student needs, enabling them to choose suitable teaching content and materials This shift represents a crucial impact of ESP on the GE teaching process.

2.2 Characteristics of an ESP course

Research on English for Specific Purposes (ESP) highlights three key characteristics identified by Carter in 1983: the use of authentic materials, a focus on purpose-related orientation, and an emphasis on self-direction Scholars such as Strevens (1988), Dudley Evans (1997), and Robinson (1988) have reached a consensus on these defining features of ESP.

An English for Specific Purposes (ESP) course is designed with a focus on the specific needs of learners, who require English for their professional or academic pursuits To ensure effectiveness, these courses must begin with a thorough needs analysis, enabling educators to pinpoint the exact skills and tasks learners must master in English Consequently, the initial step in developing an ESP course involves identifying the learners' motivations for studying English and the practical applications of the language in their respective fields.

An ESP learner does not require advanced English proficiency; the primary goal of learning English is to effectively complete specific tasks.

• “Self-direction” means that students learn English to become users (Carter,

ESP learners, often adults, focus on specific professional goals and study English primarily to enhance their job performance They should have the autonomy to choose when, where, and how to use the language to effectively meet their needs.

An effective English for Specific Purposes (ESP) course relies on authentic materials tailored to the learners' specific contexts, rather than a fixed syllabus These materials, which may include books, forms, charts, and graphs, should be sourced directly from the learners' target situations and can be modified or unmodified based on the teaching context (Dudly Evans, 1997) ESP practitioners focus on understanding their learners' needs by asking what tasks they must perform and what texts they need to engage with, guiding them in adapting these resources to enhance learning outcomes.

Parameters & factors to be considered when designing an ESP course:

When designing an English for Specific Purposes (ESP) course, Hutchinson and Water (1987) emphasize the importance of three key factors: learning theories, needs analysis, and language descriptions These elements are interconnected and play a crucial role in shaping an effective ESP curriculum.

Figure 1 Factors affecting ESP course design

In addition to the factors identified by Hutchinson and Water in 1987, Dudley Evans and St John (1998, p 81) emphasized the importance of considering multiple parameters when designing a course.

1 Should the course be intensive or extensive?

2 Should the learner’s performance be assessed or non-assessed?

3 Should the course deal with immediate needs or with delayed needs?

4 Should the role of the teacher be that of the prodder of knowledge and activities or a facilitator of activities arising from learners’ expressed wants?

5 Should the course have a broad or narrow focus?

6 Should the course be pre-study or pre-experience or non-parallel with that study, or experience?

Na tu re o f pa rt ic ul ar ta rg et an d le an rin g si tu at io n Syllabus

7 Should the material be common-core or specific to learners’ study or work?

8 Should the group taking the course be homogeneous or heterogeneous? Should the language teacher work out the course design after consultation with the learners and the institution, or should it be subject to a process of negotiation with the learners?

As written in the “Curriculum approaches in language teaching: Forward, Central, and Backward design” by Richards (2013), there are three main approaches to designing a course:

The forward design model operates on the premise that input, process, and output are interconnected in a linear manner This teaching and learning strategy is guided by the input, specifically the body of knowledge intended to be imparted, which ultimately shapes the expected outcomes.

The central design is a ‘learner-focused and learning-oriented perspective’

A central designed course is more concerned with the methodological procedure

It lies less emphasis on syllabus specification, which suggests central design is more concerned with the learning process than the determined objectives

The backward design takes “output” as its essence and develops the “input” and

RESEARCH METHODOLOGY

Setting and participants

This study focuses on BIDV - Bank for Investment and Development of Vietnam, the country's most established commercial bank and the fourth largest enterprise As of 2020, BIDV employed over 25,000 individuals and maintained affiliations with over 800 banks globally The bank specializes in banking, insurance, stock, and financial investment, playing a key role in funding significant national projects With the market expanding beyond local enterprises, BIDV is increasingly collaborating with foreign clients, leading to a growing network of international partners A pilot interview with the Human Resources department revealed that over 90% of positions at BIDV require English proficiency, highlighting the expectation for employees to possess a satisfactory level of English to effectively perform their tasks.

Twenty employees were selected for the data collection process due to two main factors: their diverse roles in the Enterprise Relations, Interpersonal Investment, and Personal Finance Consulting departments, which allowed for a comprehensive needs analysis, and their significant involvement in English-related tasks, such as documenting contracts, assisting foreign customers, and offering financial consultations Consequently, participants were chosen from these departments in relatively equal numbers.

Figure 3 Distribution of participants from BIDV department

Following the placement test, the course size was limited to 14 participants to ensure compatibility in competencies and English-related tasks.

In conclusion, there were 14 employees from different departments in BIDV involved in the research.

Data collection instrument

The questionnaire enables researchers to gather data from a broad audience while maintaining the authenticity of the results Additionally, the data collected can be easily analyzed using available software tools To enhance participant convenience, the questionnaire will be provided in Vietnamese.

This study utilizes a semi-structured needs analysis questionnaire based on the frameworks established by Nguyen (2019) and Charunsri (2011) According to Cohen (2004), the structure of the questionnaire should vary based on participant numbers; with 20 participants in this research, a semi-structured approach is appropriate This allows for the collection of numerical data while still preserving the richness of qualitative insights.

Department distribution enterprise relation department international investment department personal finance consulting department the chances of receiving a personal response, which can be highly valuable in the course designing stage

The questionnaire was divided into three key sections: it gathered personal information about the learners and focused on three types of analysis: (1) Learner profiles, (2) Target situation analysis, and (3) Present situation analysis.

This section includes two close-ended questions and two open-ended questions on the learners’ name, gender, age and present position in the enterprise

Target situation analysis and present situation analysis

The second part of the questionnaire lets the participants self-reflect on their English proficiency and rank the inportance of English tasks

The adapted questionnaire by Nguyen (2019) includes items 5-8, which ask participants to provide details about their educational background and self-evaluate their proficiency in reading, listening, writing, and speaking Additionally, items 10-13 focus on the target situations where participants will utilize English, gathering insights into their objectives, frequency of English use, essential skills needed, and the characteristics of their English-speaking clients.

The researcher analyzed participants' technical documents and conducted interviews to compile a list of essential tasks divided into four skill sets: reading, listening, writing, and speaking To facilitate self-assessment, Item14 adapted Charunsri's (2011) framework, allowing participants to evaluate the importance and their proficiency in these tasks using a Likert scale, where ratings range from 1 (lowest) to 4 (highest).

Tasks involving listening Level of importance

1 Listen and understand the need of personal customers

The final section of the questionnaire focuses on the Target learning situation, featuring four items designed to identify learners' preferred teaching methods, lesson length, and frequency This section enables researchers to gain deeper insights into learners' needs and tailor lessons accordingly Participants can select from a list, contribute their own ideas, or rate their preferred learning methods For instance, item 16 asks participants to evaluate their favored learning approaches using a Likert scale, ranging from 1 (disagree) to 3 (strongly agree).

Various teaching methods have been proposed for effective language learning, including task-based, content-based, skill-based, teacher-centered, grammar-translation, audio-lingual, and communicative language teaching To ensure clarity for participants unfamiliar with technical terminology, the researcher selected representative teaching-learning activities from each method to identify the most suitable approach for teaching and learning.

Method of studying – teaching Level of preference

Learn by conducting a case study

Learn by listening to the teacher and do exercise traditionally

To effectively choose learners for an English for Specific Purposes (ESP) class and select appropriate materials, it is essential to conduct a thorough needs analysis through questionnaires and objectively assess learners' current language proficiency.

According to the Common European Framework of Reference for Languages (CEFR) by Cambridge, a B1 level learner can understand the main points of clear standard input on familiar topics, manage most situations encountered while traveling in a language-speaking area, and produce simple connected text on familiar or personal interest subjects Achieving level B1 enables effective communication, which is a primary goal for language learners This test is designed to assess whether learners meet the B1 proficiency level, identifying those who do not and may require an English for Specific Purposes (ESP) course It categorizes participants into two groups: those at B1 level and above, and those below this level who need additional support in their language learning journey.

The tests were developed and evaluated using Englishprofile.org, revealing that 52% of the items are categorized as B1 level, while 23% fall within A1 to A2, and 25% exceed B1 A student is considered to have achieved B1 level proficiency, sufficient for effective communication in a professional environment, if they score over 50% on the assessment test.

An effective English for Specific Purposes (ESP) test must embody three key characteristics: authenticity, specificity, and the ability to encourage language production (Douglas, 2000) To achieve these criteria, a pilot needs analysis was conducted with eight employees from three departments—enterprise relations, investment, and personal finance consulting—to identify their professional needs and the necessary English language competencies Subsequently, the researcher analyzed various learner documents, such as contracts, reports, customer guides, and meeting minutes, to evaluate their frequency of use and importance, which informed the development of authentic test items.

The test is structured into five key components: vocabulary focus, grammar and structures, reading, writing, and listening and speaking To accommodate employees' preferences and time constraints, the duration of the test has been condensed to just 1.5 hours.

This section features 15 selected-response items focused on technical terms, prioritized by their frequency in documents The first 11 items aim to evaluate learners' ability to identify the meaning and usage of these terms, including their grammatical functions and collocations In contrast, the final four items assess learners' understanding of the meaning and appropriate usage constraints of technical terms The items are categorized by difficulty, with two at A2, eight at B1, and two at B2 levels.

Figure 4 Level of lexical resource in vocabulary section (placement test)

This section includes six selected-response items and four constructed-response items, focusing on the identification and application of verb tenses, modal verbs, and comparatives Items 17, 18, and 19 specifically evaluate these grammatical elements, which are essential in the banking context Mastery of these grammatical points is expected from B1 learners, as outlined in the British Council – EAQUALS Core Inventory for General English.

The assessment includes items that evaluate learners' ability to understand various expressions related to laws, working hours, intentions, and time markers Participants must identify inappropriate phrases, which complicates their guessing since they must comprehend multiple suitable options for each context Additionally, constructed response items require learners to translate four sentences into English, testing their proficiency in verb tenses and grammatical structures for proposing, reporting, questioning, or commanding The lexical resources utilized in this assessment predominantly span from A1 to B2 on the CEFR scale.

Figure 5 Level of lexical resource in grammar & structure section

Data collection & data analysis procedure

Phase 1: Survey development and pilot

The initial draft of the questionnaire was developed based on theoretical insights and brief interviews with two employees, with the content translated into Vietnamese To evaluate the clarity of instructions and the structure of the questions, six employees from various departments and one senior from the University of Languages & International Studies were selected at random to pilot the questionnaire Feedback from these respondents, along with critiques from the supervisor, informed necessary revisions This pilot phase occurred from December 12 to December 25, 2020.

The finalized questionnaire was distributed in person to all 20 participants, and the collected data was summarized and synthesized using Excel The statistics were presented through charts and graphs This phase of the study took place over two weeks, from December 25, 2020, to January 10, 2021.

Following the collection of data from the questionnaire, an objective placement test was developed based on a pilot needs analysis and document analysis This approach ensured that the test was authentic, specific, and encouraged language production, aligning with the three criteria of an English for Specific Purposes (ESP) test as outlined by Douglas (2000) To optimize compatibility in language competency, the number of course participants was subsequently narrowed down The test was created over a month, from December 15, 2020, to January 15, 2021, with participant assessments completed by January 22, 2021.

Phase 1: survey development & pilot 12/12/2020 - 25/12/2020 Phase 2: Survey administration 25/12/2020 - 10/1/2021 Phase 3: Placement test development

Following the distribution of the questionnaire, the research analyzed and synthesized learners' needs by presenting numerical statistics in percentages and charts This approach addressed the research questions regarding the essential English-related tasks and skills required by employees at work, as well as their preferred learning methods Initially, the results were showcased in numerical form and subsequently aligned with the Common European Framework of Reference for Languages (CEFR) Ultimately, the findings were illustrated through percentages and charts to effectively respond to the primary question regarding the skills needed in the workplace.

English language level of the bankers?”

FINDINGS AND DISCUSSION

General information

The survey distribution and test administration process took place within a month After conducting the survey and administering the test, an overall description of the participants can be drawn

Figure 7 General information of participants

Work Professional development Personal life

Always Regularly Sometimes Rarely Never

Figure 8 Participants’ preference in the class schedule

Over half of the participants in the study are male, primarily aged 20 to 30, indicating a tendency towards self-direction and resourcefulness, which allows for integrative teaching approaches like case solving that leverage their real-life experiences (Grosset, 1991) Notably, 14 out of 20 participants are motivated to study English for specific professional purposes, such as writing emails and negotiating with customers, while 4 participants aim to enhance their career prospects In contrast, only 10% of participants study English for personal reasons Additionally, nearly half of the participants, 9 out of 20, regularly engage in English-related tasks, while the others use English occasionally for work purposes.

To design the most suitable course, the researcher collected data on participants’ available amount of time that can be allocated to participate in an

Appropriate amount of time for a lesson maximum 2 hours maximum 3 hours

Appropriate number of lessons per week maximum 2 lessons maximum 3 lessons

The findings indicate that more than 50% of participants are eager to engage in English lessons for up to two hours each session Specifically, 15 out of 20 individuals can commit to attending two lessons per week, and all participants express a desire to complete the course within three months Therefore, the English course will be structured to include two lessons per week, each lasting no longer than two hours, culminating in a total duration of three months.

Research question 1: The English proficiency of BIDV employees

Figure 10 English level of participants (compared to B1 CEFR)

A level-based assessment test was conducted with 20 participants, each assigned a unique identifier for privacy Out of these, 9 participants completed the test offline, while 11 opted for online platforms such as Google Docs and Google Meet for their convenience All participants finished the test within a time frame of 1.5 hours, with the results displayed in Figure 13, showcasing the participants' test scores.

The test is intended to assess participants' proficiency at the B1 level, with scores above 35 (50% of the total) indicating a level above B1 Individuals who achieve this score are exempt from taking an English for banking and finance course.

In contrast, participants who score 35 and below are expected to be proficient enough to converse in working contexts, and therefore need to take an ESP course

Generally, the scores range from 28 to 44, with six students above B1 and

A recent study revealed that 14 students scored below the B1 level, with nearly 75% of participants achieving under 8 out of 15 in vocabulary assessments, highlighting significant weaknesses in this area Additionally, there is a notable discrepancy between students' self-assessment of their writing skills and their actual performance; few students rated their writing as weak or below average However, the writing task proved to be a significant challenge, as 16 out of 20 students failed to score above 50% This data underscores the critical need for improvement in vocabulary, grammar, and writing skills among the participants.

English level of participants (compared to B1 CEFR)

Writing skills should be prioritized with ample class time and focus in the curriculum Additionally, listening and speaking skills require significant enhancement, as only 7 participants achieved scores above 10/20 in this area This finding aligns with students' self-assessments, indicating that listening and speaking are perceived as the weakest skills among employees, as illustrated in Figure 15.

Figure 11 Self-assessment of English proficiency

Figure 16 indicates that participants exhibited the least confidence in their ability to listen for specific information, a finding supported by low test scores on detail-oriented listening items like names, numbers, and dates Additionally, understanding the needs of both individual and enterprise customers is essential, yet 16 participants felt inadequate in this area Consequently, the course will focus on enhancing students' listening skills, particularly in detail-oriented listening and identifying customer needs.

The reading section saw strong performance, with 15 participants achieving scores of 50% or higher The texts used were authentic materials obtained through document analysis Nonetheless, 17 participants expressed low confidence in their reading abilities Despite this self-assessment, they demonstrated the capacity to comprehend field-related documents effectively.

Self-assessment of English proficiency

Reading skills remain a crucial component of the course, even if they receive fewer class hours due to students' relatively high proficiency levels.

Figure 12 Self-assessment of receptive tasks

Figure 13 Self-assessment of productive tasks

In the speaking section, participants engage in simulated scenarios where they must greet customers, clarify questions, confirm information, and inquire about needs They are also tasked with negotiating with businesses or providing information about banking services These activities are identified as the most essential in the Target situation analysis The assessment test revealed that participants faced significant challenges in speaking accurately.

Greet colleague Greet customers Ask about the needs of individual customers

Negotiate with businesses Report statistics Clarify questions or confirm information

Apologize Pronounce vowels and consonants correctly

Stress correctly Speak with natural intonation Speak with accurate grammar number of people

Self-assessment of English proficiency for speaking - involved tasks

Strong Average Low average Weak

Write emails for individual customers

Write emails for businesses Summarize meeting minutes Write financial reports Write contracts num be r o f pe opl e

Self-assessment of English proficiency for writing - involved tasks

Effective communication in the workplace requires a solid grasp of grammar and stress, which many employees currently lack, as indicated by their self-assessments While not deemed critical, the ability to communicate with accurate grammar and stress is essential for clarity Consequently, greater emphasis will be placed on improving these skills in spoken language Additionally, participants expressed difficulty in forming questions, negotiating, and sharing information due to limited vocabulary, with over 75% rating these areas as weak or below average To address these challenges, targeted instruction will be provided at a manageable pace to enhance students' confidence and proficiency.

According to the questionnaire results, writing tasks primarily consist of composing emails to customers or businesses Participants expressed a lack of confidence in their writing abilities, with over 50% rating their email writing skills as weak or below average This low assessment highlights the need for improvement in writing skills, particularly since writing is identified as the most essential skill required.

Research question 2: Needed skills and English related tasks

The second part of the questionnaire is designed based on the Target situation analysis framework to identify English skills and tasks that employees of BIDV are required to perform

Figure 14 English skills needed for work

Statistics reveal that all four communication skills—speaking, writing, reading, and listening—are essential for over 65% of employees, with speaking being the most vital skill, receiving 17 votes Writing follows closely with 16 votes, while reading and listening garnered 15 and 14 votes, respectively In the banking and finance sectors, employees must effectively communicate and verify information with customers, necessitating proficiency in both spoken and written English Additionally, BIDV employees frequently read documents and emails, highlighting the importance of understanding information in English Overall, while all four skills are important, developing productive skills is deemed more critical than merely perfecting receptive skills.

English skills needed for work

Figure 15 The level of need of listening and reading – involved tasks

The researcher has identified essential work tasks through data collection, utilizing a semi-structured approach that allows participants to suggest additional necessary tasks Among these, listening tasks are crucial, particularly for gathering specific information from individual customers and businesses Furthermore, understanding the unique needs of customers and enterprises is vital, as over half of the participants emphasized its importance.

Listen for specific information from individual customers & businesses

Understand businesses' needs Note taking during meetings & conferences num be r o f pe opl e

The level of need of listening - involved tasks

Not needed Slightly needed Needed Highly needed

Read emails of different purposes Read financial reports Read documents and papers related to banking & finance num be r o f pe opl e

The level of need of reading - involved tasks

Participants ranked the importance of tasks related to understanding different accents and taking notes during meetings as either not needed or slightly needed Consequently, these topics will not be included in the course curriculum.

Reading tasks primarily consist of reading emails and specialized documents, with 50% of participants identifying email reading as essential Additionally, over 75% rated reading specialized documents as highly needed, highlighting its importance In contrast, reading financial reports is viewed as unnecessary or only slightly needed by more than half of the participants, with only eight expressing a need for this skill Consequently, the course will primarily emphasize reading emails and specialized documents, while financial report reading will be addressed briefly.

Figure 16 The level of need of speaking and writing – involved tasks

Greet colleague Greet customers Ask about the needs of individual customers

Report statistics Clarify questions or confirm information

Apologize Pronounce vowels and consonants correctly

Stress correctly Speak with natural intonation

The level of need of speaking - involved tasks

Highly needed Needed Slightly needed Not needed

The speaking and writing sections of assessments feature semi-structured items, similar to those found in the listening and reading sections These productive skills are particularly vital for employees in the workplace.

Tasks that require speaking skills encompass greeting, enquiring, reporting, negotiating, and apologizing A survey revealed that greeting colleagues and reporting statistics were deemed unnecessary by 14 out of 20 respondents, leading to their removal from the course Additionally, the ability to speak naturally with proper intonation and stress received low importance ratings, resulting in minimal time investment In contrast, skills such as apologizing, using accurate grammar, and correctly pronouncing vowels and consonants garnered greater attention and will be prioritized in the curriculum.

The course will primarily focus on essential English speaking tasks identified by over half of the participants, including negotiating with businesses, delivering service-related information, inquiring about individual customer needs, greeting clients, and clarifying or confirming information These tasks are deemed crucial for enhancing effective communication in the workplace.

Writing tasks are generally less varied than speaking tasks, primarily encompassing five key areas: composing emails for individuals and businesses, summarizing meeting minutes, drafting financial reports, and writing contracts.

Write emails for individual customers

Write emails for businesses Summarize meeting minutes Write financial reports Write contracts num be r o f pe opl e

The level of need of writing - involved tasks

A significant majority of employees, over 75%, indicated that writing emails for various customer types is either "needed" or "highly needed," highlighting the essential role of effective email communication in their work.

The primary responsibilities of employees do not include summarizing meeting minutes, writing contracts, or preparing financial reports Therefore, it is essential for the course to focus on enhancing email and contract writing skills, while omitting tasks like summarizing minutes and reporting.

Research question 3: The preferred modes of teaching – learning

The final section of the questionnaire focuses on identifying learners' preferred modes of learning and teaching The insights gathered here will assist the researcher in determining the most effective teaching methods and tasks.

Figure 17 Learners’ preferable modes of learning – teaching

Work individually Work in pairs Work in groups of 3-5 people

Favorable form of task performing most favorite favorite least favorite

The majority of participants prefer working in pairs, with over 75% finding it enjoyable, while only four individuals do not share this sentiment Pair work is significantly more favored than individual tasks Group work ranks as the second most preferred option, receiving positive feedback from seven participants who voted it as their "most favorable" choice.

Statistics show that the number of students who dislike individual work is half that of those who favor it Therefore, teachers should focus on prioritizing pair and group assignments to better stimulate and engage learners throughout the course.

Participants prefer interactive learning methods that facilitate communication in the target language with both teachers and classmates Specifically, 12 participants rated this approach as "highly agreeable," while eight found it "agreeable," indicating a strong preference for engagement in the learning process.

“unagreeable” This means that the Communicative language teaching method (CLT) may be most suitable for the students Apart from that, 18 participants enjoy

Learn individual skills (listening, reading, writing, speaking)

Learn by listening to the teacher and do exercises traditionally

Learn by listening to recordings, noting down structures and repeating

Learning speaking by conversing with colleagues and teacher Read and translate specialised documents

Learn vocabulary and structure according to topics

Favourable method of learning - teaching

The content-based method of learning, which emphasizes agreeable and unagreeable structures and vocabulary, allows employees to study specific topics and apply their knowledge immediately, making it highly effective for their needs Reading and translating technical documents is the second most favored method, with over 75% of participants rating it as “agreeable” or “highly agreeable,” reflecting the familiarity of this approach in Vietnam's English education system, particularly the Grammar-Translation method Given that employees frequently engage with specialized documents like contracts and emails, this method proves to be appropriate Additionally, methods such as listening to recordings and the audio-lingual approach, along with task-based learning, are also well-received Conversely, the traditional teacher-centered method, which involves passive listening and note-taking, is largely disliked by students.

In conclusion, the tasks that employees are required to performed and their proficiency can be listed as follows

Skills Tasks Order of need

Listening for specific information from individual customers and enterprises Understanding the needs of enterprises 4 and individual customers

Reading emails of different purposes

Reading field-related reports and documents

Providing service-related information Asking for individual customers’ needs Greeting customers

Clarifying questions or confirming information

The course will prioritize pair and group work, utilizing a Communicative Language Teaching (CLT) approach alongside the Grammar-Translation method, focusing on content-based lessons Among the 14 participants, all are below B1 level on the CEFR scale, with the placement test indicating the least proficiency in writing skills However, questionnaires reveal that participants are most concerned about their listening and speaking abilities Consequently, the course will place extra emphasis on enhancing speaking and writing skills, while listening will be taught at a moderate pace to help build learners' confidence.

CONCLUSIONS

Summary of the findings

This study examines the language proficiency and needs of BIDV employees to develop an effective English for Specific Purposes (ESP) course in banking and finance A semi-structured questionnaire was distributed to 20 employees across three departments: enterprise relations, international investment, and personal finance consulting, assessing their target situation, learning circumstances, and current skills To ensure an objective evaluation of language proficiency, participants completed a placement test designed based on data from target situation and document analyses, ensuring authenticity and representativeness.

BIDV employees have a significant need to use English across various skills, with a stronger emphasis on producing language through speaking rather than simply receiving information They require proficiency in speaking for diverse situations, including asking, answering, discussing, and recommending to customers, while writing tasks are primarily limited to composing emails In terms of receptive skills, reading is slightly more important than listening, as employees often read for specific information and general ideas from documents and emails, whereas listening is focused on understanding factual details during customer interactions Additionally, employees express a preference for pair and group work, alongside communicative language teaching and grammar-translation methods, with a syllabus designed to be content-based to align with their learning preferences.

The placement test results revealed that nearly 75% of participants are below the B1 level (CEFR) and require the course Analysis of the scores indicates that vocabulary, grammar, and writing are the weakest areas, while speaking scores, though slightly better, are still inadequate given its significance in the workplace Additionally, employees expressed low confidence in their listening and speaking abilities, highlighting the need for the course to enhance their skills and boost their confidence in these essential areas.

Recommendations and Implications

This research holds several implications for further analysis of needs and proficiency assessment for course designing, especially for participants working in the field of Banking and Finance

For course designers, conducting a thorough needs analysis is crucial, as it informs the content and teaching techniques that directly affect course outcomes Initially, the researcher distributed a questionnaire without providing clear instructions, resulting in half-hearted responses and unreliable data Learning from this mistake, the researcher later provided detailed instructions for the official questionnaire, leading to more valid and reliable data collection Additionally, to accurately assess learners' listening and speaking abilities, researchers should simulate authentic situations In this study, real-life simulations were conducted, but some participants displayed hesitation, potentially skewing results To enhance future assessments, researchers could consider recording conversations with participants' consent, as this would capture a more accurate representation of their proficiency in a comfortable setting.

For effective teaching, it is essential for educators to continually question and assess their students An English for Specific Purposes (ESP) course must align closely with the specific needs of employees and prioritize practicality The research indicates that teachers currently administer only two assessments: a mid-course test and a final exam To enhance ongoing evaluation, it is recommended that teachers distribute feedback forms every three weeks, after completing each unit, to assess both student proficiency and satisfaction levels This feedback will provide valuable insights, enabling teachers to make necessary adjustments to course content, teaching methods, or materials.

Employers and employees should prioritize language proficiency assessments, with a strong recommendation for employees to enroll in English for Specific Purposes (ESP) courses promptly Delaying this process increases the likelihood of forgetting English skills For instance, at BIDV, many new hires entered with an IELTS score of 6.0 or a TOEIC score of 560 but struggled in assessments due to a lack of practical application in a work environment Their general English knowledge proved insufficient, and without regular practice over two to three years, their proficiency declined significantly, making it challenging to improve their grammar and specialized vocabulary later on.

Limitations

The researcher acknowledges some limitations present in this study, which can be used as triggers for future research

The researcher has access to only two coursebooks on English for Banking and Finance, which are crucial for the course's success but are not entirely compatible While the book "English for Banking and Finance" meets some course expectations, it lacks a variety of reading and writing tasks, particularly professional email samples The activities primarily involve pair or individual work, which may limit engagement, as learners typically enjoy group activities This restriction in teaching techniques could potentially demotivate students from participating fully in the lessons.

The research titled "Designing an ESP Course for BIDV Bankers" lacks a thorough analysis of the specific tasks and target language requirements for each department Consequently, the proposed syllabus is not comprehensive and requires further investigation to ensure it meets the diverse needs of the bankers.

Suggestions for further studies

This research reveals distinct findings regarding the targeted skills needed by bankers, emphasizing a greater demand for productive skills over receptive skills within investment banks It is important to note that the functions of departments in investment banks may differ from those in other types of banks Given that results can vary based on location and job positions, future studies should explore similar research in other banks across Vietnam to facilitate a comparative analysis of outcomes.

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A CHECKLIST FOR MATERIALS EVALUATION

(analysis of your course, in terms of materials requirements)

OBJECTIVE ANALYSIS (analysis of materials being evaluated)

- ages, sex, nationalities, study or work specialism(s) (banking, medicine, etc.)

- status/ role with respect to specialism

(iii) other (knowledge of the world)

1B Who is the material intended for?

2A What are the aims of your course? 2B What are the aims of the materials?

3A What kind of language description do you require? Should it be structural, notional, functional, discourse-based, some other kind, a combination of one or more of these?

3B What type(s) of linguistic description is/are used in the materials?

4A What language points should be covered? ( what particular structures, functions, vocabulary areas etc.?)

4B What language points do the materials cover?

5A What proportion of work on each macro-skill is desired? Should there be skills-integrated work?

5B What is the proportion of work on each skill? Is there skills – integrated work?

6A What micro-skills do you need?

(deducing the meanings of unfamiliar words – see Munby (1978), pages 116 –

6B What micro-skills covered in the material?

7A What text-types should be included? manuals, letters, dialogues? Experimental reports? Visual texts (pictures, diagrams, charts, graphs, cartoons, etc.)? listening texts? Any other kind?

7B What kinds of texts are there in the materials?

8A What subject-matter area(s) is/are required (medicine, biology, etc.)

What level of knowledge should be assumed (secondary school, first year college/ university, post- graduate etc.)?

What types of topics are needed?

(medicine, hospitals, medical technology, etc.)

What treatment should the topics be given

( ‘straightforward’, factual, ‘human interest’ angle, humorous, unusual perspective, controversy, etc.)

8B What is/are the subject – matter area(s), assumed level of knowledge, and types of topics in the materials?

What treatment are the topics given?

9A How should the content be organized throughout the course?

- Around language points? By subject-matter?

- By some other means (study skills)

9B How is the content organized throughout the materials?

10A How should the content be organized within the course units?

- By a set pattern of components?

- To allow a clear focus on certain skill areas, a communication task etc.?

10B How is the content organized within the units?

11A How should the content be sequenced throughout the course? from easier to more difficult? To create variety? To provide recycling? By other criteria?

Should there be no obvious sequence?

11B How is the content sequenced throughout the book?

12A How should the content be sequenced within a unit? from guided to free? From comprehension to production? Accuracy to fluency? By some other means?

Should there be no obvious sequence?

12B How is the content sequenced within a unit?

13A What theory of learning should the course be based on?

Should it be behaviorist, cognitive, affective, some other kind, a combination of one or more of these?

13B What theory of learning are the materials based on?

14A What aspects of the learners’ attitude to/ expectations about learning

English should the course take into account?

14B What attitudes to/expectations about learning English are the materials based on?

15A What kinds of exercised/ tasks are needed?

The materials encompass a diverse range of exercises and tasks, including guided and free activities, comprehension and production tasks, as well as language and skill practice alongside practical language use They facilitate various formats such as individual work, group collaboration, and whole-class engagement, allowing for both definitive answers and a multitude of possible responses.

16A What teaching – learning techniques are to be used? lockstep? Pair-work? Small-group work?

Student presentation? Work involving technical subject-matter? Other kinds?

16B What teaching – learning techniques can be used with the materials?

17A What aids are available for use? cassette recorders? Overhead projectors?

Realia? Wall charts? Video? Other?

17B What aids do the materials require?

18A What guidance/support for teaching the course will be needed? e.g

- statements of aims? list of vocabulary and language-skills points? language guidance? technical information? methodological directive or hints? other kinds?

18B What guidance do the materials provide?

19A How flexible do the materials need to be?

19B In what ways are the materials flexible? e.g

The units can start from various points and be arranged in different sequences They are also compatible with other materials and can function independently, even without certain components like cassettes.

20A What price range if necessary? 20B What is the price?

21A When and in what quantities should the materials be available? Etc

21B When and how readily can the materials be obtained? Etc.

TARGET SITUATION ANALYSIS FRAMEWORK

Why is the language needed?

- for some other purpose, status, examination, promotion

How will the language be used?

- medium: speaking, writing, reading etc.;

- channel: telephone, face to face;

- types of text or discourse: academic texts, lectures, informal conversations, technical manuals, catalogues

What will the content areas be?

- subjects: medicine, biology, architecture, shipping, commerce, engineering;

- level: technician, craftsman, postgraduate, secondary school

Who will the learner use the language with?

- native speakers or non-native;

- 1evel of knowledge of receiver: expert, layman, student;

- relationship: colleague, teacher, customer, superior, subordinate

Where will the language be used?

- physical setting: office, lecture theatre, hotel, workshop, library;

- human context: alone, meetings, demonstrations, on the telephone;

- linguistic context: in their own country, abroad

When will the language be used?

- concurrently with the ESP course or subsequently;

- frequently, seldom, in small amounts, in large chunks

APPENDIX 3: LEARNING SITUATION ANALYSIS FRAMEWORK

Why are the learners taking the course?

- Is status, money, promotion involved?

- What do learners think they will achieve?

- What is their attitude towards the language course? Do they want to improve their English or resent the time they spend on it?

How do the learners learn?

- What is their learning background?

- What is their concept of teaching and learning?

- What methodology will appeal to them?

- What sort of techniques are likely to bore/ alienate them?

- number and professional competence of teachers;

- attitude of teachers to a language course;

- teachers' knowledge of and attitude to the subject content;

- opportunities for out-of-class activities

- What do they know already about English?

- What subject knowledge do they have?

- What is their socio-cultural background?

- What teaching styles are they used to?

- What is their attitude to English or to the cultures of the English -speaking world?

Where will the course take place?

- are the surroundings pleasant, dull, noisy, cold, etc.?

When will the course take place?

- concurrent with need or pre-need

1 How long have they been learning English?

2 What is their language level?

3 What is their level of education?

4 Which skills in English have been well-developed?

5 Which skills have to be worked on?

6 What is their knowledge of stuctures and lexis?

7 What are their preferences regarding the time of studying?

8 What strategies do they use? Do they require strategy training?

QUESTIONNAIRE (VIETNAMESE VERSION)

Tôi là Tạ Phương Thảo, sinh viên năm 4 tại Đại học Ngoại ngữ - Đại học Quốc gia Hà Nội, hiện đang nghiên cứu đề tài “Thiết kế khoá học tiếng Anh chuyên ngành cho nhân viên ngân hàng BIDV dựa trên nhu cầu và trình độ thực tế” Tôi xin chân thành cảm ơn anh chị đã tham gia nghiên cứu Thông tin từ anh chị rất quan trọng cho việc phân tích và phát triển nghiên cứu Các câu trả lời không có đúng hay sai, chỉ nhằm tìm hiểu nhu cầu của anh chị trong một khoá học Tất cả thông tin sẽ được bảo mật tuyệt đối Kết quả nghiên cứu sẽ được gửi lại nếu anh chị cung cấp email.

Một lần nữa, em xin chân thành cảm ơn sự hợp tác và thời gian của anh chị

PHẦN 1: THÔNG TIN TỔNG QUAN CỦA NGƯỜI HỌC Đánh dấu X vào câu trả lời phù hợp hoặc viết câu trả lời của bạn vào phần được yêu cầu:

4 Vị trí công việc hiện tại: ………

PHẦN 2: TRÌNH ĐỘ VÀ MỤC TIÊU NGƯỜI HỌC Đánh dấu X vào câu trả lời phù hợp hoặc viết câu trả lời của bạn vào phần được yêu cầu:

5 Trình độ học vấn của bạn là gì? Đã tốt nghiệp trung học phổ thông Đã tốt nghiệp đại học Đã tốt nghiệp thạc sĩ hoặc tiến sĩ

6 Bạn đã học tiếng Anh được bao lâu rồi?

7 Bạn đã từng thi chứng chỉ tiếng Anh chưa? Nếu có, hãy cung cấp tên chứng chỉ và số điểm của mình

8 Bạn tự đánh giá khả năng nghe, nói, đọc, viết trong tiếng Anh của bạn như thế nào?

Rất yếu Yếu Khá Tốt

9 Bạn có sẵn sàng tham gia một bài kiểm tra đánh giá trình độ đầu vào trong 1 – 1.5 tiếng hay không? Nếu không, bạn muốn làm bài kiểm tra trình độ trong bao lâu?

10 Bạn cần học tiếng Anh để làm gì?

Cho công việc Cho đào tạo phát triển chuyên môn Cho cuộc sống cá nhân

11 Bạn có thường xuyên sử dụng tiếng Anh ở chỗ làm hay không?

Luôn luôn Thường xuyên Đôi khi Ít khi Không bao giờ

12 Bạn cần những dụng kĩ năng tiếng Anh nào nhiều nhất trong công việc của mình? (có thể chọn nhiều nhất 3 đáp án)

13 Bạn thường sử dụng tiếng Anh với ai? Đồng nghiệp Khách hàng Cấp trên Khác ………

14 Hãy tự đánh giá nhu cầu và khả năng tiếng Anh của bạn theo khung dưới đây

4 Rất cao a Bạn cần Kĩ năng Nghe trong các tình huống dưới tới mức nào và khả năng của bạn trong các tình huống đó đang ở mức nào?

Hoạt động yêu cầu kĩ năng nghe

Tự đánh giá mức độ cần

Tự đánh giá khả năng tiếng Anh

4 Nghe và hiểu nhu cầu khách hàng cá nhân

5 Nghe thông tin cá nhân hay doanh nghiệp (tên, ngày sinh, số chứng minh thư, số tiền, số giao dịch, …)

6 Nghe giọng tiếng Anh khác nhau từ khách phương Tây (giọng Anh

7 Nghe giọng tiếng Anh khác nhau từ khách phương Đông (giọng

8 Nghe và hiểu nhu cầu khách hàng doanh nghiệp

9 Nghe hiểu và ghi chép nội dung họp tổng kết

……… b Bạn cần những Kĩ năng Nói trong các tình huống dưới tới mức nào và khả năng của bạn trong các tình huống đó đang ở mức nào?

Hoạt động yêu cầu kĩ năng nói

Tự đánh giá mức độ cần

Tự đánh giá khả năng tiếng Anh

1 Chào hỏi với đồng nghiệp

2 Chào hỏi với khách hàng

3 Hỏi về nhu cầu của khách hàng cá nhân

4 Đưa thông tin về các dịch vụ của ngân hàng (gửi tiết kiệm, lãi suất,

5 Thương thảo với khách hàng doanh nghiệp

6 Hỏi về nhu cầu của khách hàng doanh nghiệp

8 Làm rõ câu hỏi hoặc xác nhận thông tin/ tin nhắn

10 Phát âm đúng nguyên âm và phụ âm tiếng Anh

11 Nói đúng trọng âm từ vựng

……… c Bạn cần những Kĩ năng Đọc trong các tình huống dưới tới mức nào và khả năng của bạn trong các tình huống đó đang ở mức nào?

Hoạt động yêu cầu kĩ năng đọc

Tự đánh giá mức độ cần

Tự đánh giá khả năng tiếng Anh

1 Đọc thư điện tử từ khách hàng với nội dung khác nhau (email phàn nàn, email thắc mắc, …)

2 Đọc báo cáo tài chính

3 Đọc tài liệu và các bài báo liên quan tới chuyên ngành tài chính – ngân hàng

……… d Bạn cần những Kĩ năng Viết trong các tình huống dưới tới mức nào và khả năng của bạn trong các tình huống đó đang ở mức nào?

Hoạt động yêu cầu kĩ năng viết

Tự đánh giá mức độ cần

Tự đánh giá khả năng tiếng Anh

1 Viết thư điện tử cho khách hàng cá nhân (thông báo, tri ân, …)

2 Viết thư điện tử cho khách hàng doanh nghiệp (kết nối, gửi tài liệu, gửi báo cáo, …)

3 Tóm tắt nội dung buổi họp

4 Viết báo cáo tài chính

PHẦN 3: ĐẶC ĐIỂM HỌC CỦA NGƯỜI HỌC

15 Bạn hãy sắp xếp những hình thức học tập sau theo thứ tự yêu thích (1 là yêu thích nhất, 3 là ít yêu thích nhất)

Làm việc cá nhân, làm việc theo cặp, và làm việc theo nhóm từ 3-5 người là các hình thức hợp tác phổ biến Đánh dấu X vào câu trả lời phù hợp hoặc viết câu trả lời của bạn vào phần được yêu cầu.

16 Bạn thích những phương pháp học tập và giảng dạy nào?

Phương pháp học tập – giảng dạy Đánh giá mức độ thích

Học tập thông qua giải quyết tình huống mô phỏng

Học kỹ thuật cho các kỹ năng nghe, nói, đọc, viết một cách tách biệt là rất quan trọng Ví dụ, trong kỹ năng đọc, cần tập trung vào việc tìm ý chính, trong khi kỹ năng nghe yêu cầu chú ý đến thông tin cụ thể Khi viết, việc sử dụng công cụ liên kết cũng đóng vai trò quan trọng để tạo sự mạch lạc cho bài viết.

Tham gia nghe giảng từ giáo viên và làm bài tập trên giấy như cách học truyền thống

Luyện nói từ việc nghe băng đĩa và nhắc lại

Luyện nói từ việc giao tiếp với đồng nghiệp, giáo viên Đọc và dịch những tài liệu chuyên ngành

Học cấu trúc, từ vựng theo chủ đề (giao dịch, cho vay,

Bạn còn thích những hoạt động học tập nào khác không?

17 Theo bạn, một buổi học nên kéo dài bao lâu?

18 Bạn có thể tham gia bao nhiêu buổi học 1 tuần?

19 Theo bạn, khoá học nên kéo dài bao lâu?

Nhiều nhất 3 tháng Nhiều nhất 4 tháng Nhiều nhất 5 tháng Khác: ………

TEST

BANKING & FINANCE ENGLISH COURSE FOR BIDV EMPLOYEES

Put the correct words in the box into the blanks

Annual report Capital intensive Cost – benefit analysis Into partnership Service Lease

Strong point Profit Recover Start-up costs Supply and demand Working capital

1 Before deciding to invest in a new computer system, we need to do a … to see if it’s going to be worth it

2 The new machinery cost a lot, but we’ll …… the investment in just a few months

3 You can read about the company’s finances, performance and plans for the future in its …

4 We’d like to launch a new airline, but the … are very high

5 Airlines are a very … form of business, as aero-planes are extremely expensive

6 Jewelry retailers need a lot of …, as the cost of their stock is high

7 Petrol filling stations make only small … They only make about 1p a litre

8 All bussinesses are subject to the laws of …

9 The new mobile phone banking … is a joint venture Between Uberbank and Telkom

10 UberBank and Telcom have gone … with each other

11 In Italy, Telecom Italia used to have a … in telecommunications

Circle the best option to fill in the blank

12 When the government does not control the exchange rate in any way, the currency is …

A Freely convertible B totally convertible C absolutely convertible

13 A sovereign is a coin made of 7.3 grams of gold and is worth a lot of money However, its … value is just one pound

14 Changes in the values of currencies are called …

A Currency fluctuations B Currency movement C.Currency changes

15 An Internet site which does currency calculations based on the latest exchange rates is called a …

A Currency changer B currency converter C currency setter

Circle the phrases that are NOT appropriate

16 The company duly incorporated … Viet Nam

C according to the laws of

17 the Buyer … to buy from the Sellers the Transferred Shares in accordance with the terms and conditions of the Share Purchase Agreement

18 According to the Share Purchase Agreement, the Buyer … deposit the

Escrow Amount (as defined below) into the Escrow Account

19 BIDV’s banking hours is 10 hours per day, this is … most banks

20 “Completion Payment Instruction” means the payment instruction signed and executed … the Escrow Amount

A For the intend to released

B For the purpose of releasing

C With an aim to release

D For the intention of releasing

21 “Conversion Rate” means the exchange rate for buying VND with USD as published …

A At the time of the conversion

B At the moment the conversion happens

Translate these sentences into English

22 Bạn cần viết một bức thư tới cả người mua và người đại diện được uỷ quyền của người bán do công ty đã đảm bảo từ trước

23 Tài khoản uỷ thác giữ là tài khoản mà được bên thứ 3 quản lý

24 Bạn có nhu cầu nhận thông tin mới nhất về sàn lãi suất không?

25 Tôi sẽ báo cáo tỉ lệ thu hồi nợ trong buổi họp vào thứ 5 tới

A portfolio is a diverse collection of investments, encompassing bank accounts, bonds, real estate, stocks, mutual funds, and more Investors utilize portfolios to mitigate risk, as losses in one investment can be offset by gains in another This strategy of spreading risk across various asset types is known as diversification.

Many banks and financial institutions provide portfolio management services tailored to individual investors' needs Portfolio managers are responsible for selecting assets, determining purchase quantities, timing of transactions, and deciding which assets to sell, all while considering the investor's goals and current economic conditions Since each investor has unique requirements, no two portfolios are identical The primary objective of portfolio management is to diversify investments, thereby enhancing the potential for profit.

(Adapted from “BIDV’s customer guide”, 2019) Question 26 - 27

26 What is the main purpose of is passage?

A To encourage people to have investment portfolios

B To explain why financial institutions offer a portfolio management service

C To inform about investment portfolios and their values

D To identify the risks of using investment portfolio services

27 What is NOT one of the characteristics of a portfolio?

A It can help investors avoid risks

B It only includes investors’ bank accounts

C It is greatly dependent on personal needs

D It helps investors to put their money in different places

Fill in the note below with NO MORE THAN 3 WORDS to summarize the content of the passage The words do not have to come from the passage

28……… Combination of different types of investments

Minimize risks by putting investors’ money in different places

No 2 portfolios are the same as they depend on each investor’s financial needs

By 11:00 AM Vietnam time on the next business day after receiving the Letter of Intent from the Sellers' Authorized Representative, the Escrow Agent will calculate the Escrow Amount by converting the specified VND amount into USD using the lowest exchange rate from the past six days The Escrow Agent will then email both the Buyer and the Sellers' Authorized Representative to inform them of the converted Escrow Amount in USD and the exchange rate utilized for this conversion.

The Buyer is required to deposit the full Escrow Amount into the Escrow Account within one business day of receiving the email from the Escrow Agent, as outlined in Clause 3.1.

On the same business day that the Buyer deposits the Escrow Amount into the Escrow Account, the Escrow Agent will provide a written statement to both the Authorized Representative of the Sellers and the Buyer, detailing the exact USD amount deposited Additionally, the Escrow Agent will confirm this information via email to the Authorized Representatives of both parties.

(Adapted from BIDV deposit contract, 2020)

31 What is the the passage about?

A Agreements on the deposits of escow amount

B Advice on how to track the deposits of escow amount

C Responsiblity of the Escrow agent in deposits

D Responsibility of the Buyer in deposits of escrow amount

32 What is the tone of the author?

Decide whether the following statements are True or False

Write T at the end of the statement if it is True

Write F at the end of the statement if it is False

33 To calculate the Escrow Amount, the agent must convert the VND amount into USD using the lowest exchange rate during the previous 2 quarters

34 It is the buyer’s responsibility to deposit in full in 3 days

35 The Escrow Agent shall confirm the deposit to the authorized representative of the sellers and the buyer face to face

Choose 1 of the 2 topics to write You should spend 20 minutes on this task

There are discrepancies in the insurance numbers and validation dates in the enterprise loan insurance documents sent to your customers, prompting them to contact you for clarification on the terms.

Write an email to your customer In your letter

• Confirm the changes to your customer’s insurance

• Provide your customers with the date and method to finish his/her payment

Your customer received faulty notification about his/her account balance losing

50 million VND The error is due to your bank’s system breakdown and your customer’s balance still remain unchanged

Write an email to your customer In your letter

• Explain why there is a sudden change in his/her account balance

• Confirm that his/ her account is alright

As a personal finance consultant, I am excited to assist you in opening a savings account at BIDV We offer a variety of savings packages tailored to meet your financial goals, including high-interest savings accounts and flexible term deposits To get started, I will need to gather some personal information from you Please fill out this form with your details, and we can proceed with selecting the best savings option for you.

As an Enterprise Relation Officer, you engage with a company representative inquiring about available loan packages You introduce the diverse loan options offered by BIDV, ensuring to highlight key features and benefits Additionally, you meticulously record the representative's personal information on the designated form to facilitate further communication and service.

4 Start-up cost 7 profit 10 partnership

22 Please write a letter to both the buyer and the authorized representative of the seller

23 Escrow account is an account managed by the 3 rd party

24 Do you want to receive the latest information on the interest rate floor?

25 I will report about the recovery rate in the next meeting on Thursday

MATERIAL EVALUATION

Material 1: English for Banking & Finance 2

The book and course are designed for finance and banking professionals who possess foundational knowledge in the field Specifically targeting bankers who engage with individual and corporate clients, the content aligns with the roles of corporate finance officers, enterprise relation officers, and personal finance consultants in the workplace.

This course is designed to enhance bankers' proficiency in banking and finance vocabulary and grammar across various contexts, including discussions, recommendations, and email writing By the end of the course, learners will have developed essential reading, writing, listening, and speaking skills, enabling them to effectively communicate, clarify, negotiate, and write letters for various purposes Additionally, they will gain the ability to listen for specific information from customers and read field-related documents for both detailed facts and general ideas The course also focuses on improving teamwork skills, including management and cooperation The accompanying textbook supports these goals by integrating all four skills and engaging learners in practical tasks like role-playing and discussions, ensuring the application of language in real-life banking scenarios.

The book addresses essential topics for corporate finance officers, enterprise relation officers, and personal finance consultants, including money management, retail banking products, personal loans, credit, investments, and corporate finance However, it also includes some redundant and irrelevant sections, such as the structure of a bank.

35) or Islamic banking (Unit 5, p.36 – 43), these are secluded units that can be excluded from the course A vocabulary section is included in every unit However, due to the limited in-class hour, the vocabulary exercises may not be enough for learners memorize all phrases so supplementary vocabulary exercises may be used along with the main course book Considering the grammatical structures, the book focuses mostly on basic grammatical structures and expressions a banker requires at the level B1 Specifically, these are present simple, future simple, modal verbs, conditionals, imperatives and structures of cause and effect in order to ask, answer, recommend and discuss matters in a bank The units in the book is organized according to the content/topics required, with more basic terms and tasks being put ahead of advanced ones Grammatical structures and vocabulary are organized accordingly to help learners perform each task in the book effectively and this is compatible with the learners’ favorable syllabus: content – based Within one unit, reading and listening often come before speaking and writing tasks, this allows learners to be familiarized with the information, vocabulary and grammar before using them Generally, the book integrate all 4 skills, though more attention was given to speaking skill as every sub unit includes at least 1 speaking task, which matches the need of learners Also, the speaking tasks allow learners to ask, answer and discuss various topics However, less empasis is put on writing skills, as there are only 1 -2 writing task in each unit of the book (each unit has 4 sub-topics, each much be taught in one lesson) Moreover, most of the writing tasks does not involve email writing, which is the focus of the course With regards to the other two receptive skills, reading and listening are included in most units Listening tasks mainly requires learners to listen for factual and specific information in authentic conversations, which matches the requirement of the employees The reading texts can either come from blogs, emails, documents, manuals, reports, etc, which offer variety in terms of format and can help learners in their real-life task The reading tasks also require learners to read for factual, specific information and general idea This matches the objective of the course However, there are only two texts in the form of an email, though reading emails is reported to be the second most important reading task Generally, the book matches the expectation of the course in terms of content, though ESP practitioner will need to find supplementary material for writing and reading tasks

Speaking task 3 – Unit 2: products in retail banking Writing task 9 – Unit 6: Finance in companies

Reading task 3 – Unit 3: personal loans and credits Listening task 2, 3 – Unit 7: Corporate banking

The book employs a communicative methodology, featuring engaging pair-work tasks that encourage learners to read and listen as a foundation for speaking and writing activities These tasks often involve discussions, role plays, or simulations of real-life situations, aligning with the principles of Communicative Language Teaching While individual work is the second most common technique, the book lacks variety in group tasks, necessitating teachers to improvise to enhance group learning Additionally, the flexible structure of the units, each addressing different topics, allows full-time working learners to participate in the course at their convenience, minimizing concerns about missing lessons and falling behind.

In conclusion, based on the framework for material evaluation (Hutchinson

The book "English for Banking and Finance 2" is well-suited for its intended learners and course objectives, despite some limitations such as the absence of email reading and writing tasks and a lack of group activities These shortcomings can be addressed through the use of supplementary and authentic materials, along with thoughtful adjustments to classroom activities.

Material 2: English for Banking & Finance 1

English for Banking & Finance 1 follows a similar structure to its second volume but is designed for A1 – A2 learners This level may be insufficient for employees, potentially hindering their ability to reach the B1 CEFR target after completing the course.

Unit 5: Investment is essential for learners as it emphasizes the comparison and contrast of investment strategies and risk management, skills crucial for negotiating with corporate clients Positioned in the second half of the book, this unit aligns well with the A2 CEFR level of BIDV employees, making it a fitting addition to the course curriculum.

The book and course are designed for finance and banking professionals who possess foundational knowledge in the field Specifically, it targets bankers engaged with both individual and corporate clients, aligning perfectly with the roles of corporate finance officers, enterprise relationship officers, and personal finance consultants in the workplace.

The book's units engage learners through diverse tasks like role-playing and discussions, ensuring practical language use in real-life contexts While it effectively integrates reading, listening, speaking, and writing skills equally, this approach may not align with the demands of the workforce, where productive skills are often prioritized.

The book effectively covers vocabulary, reading, listening, speaking, and writing; however, it inadequately addresses grammar and useful expressions, which are only briefly mentioned in speaking tasks This oversight is significant, as a solid grammatical foundation is essential for learners' speaking and writing skills While the book integrates all four skills, the listening tasks emphasize both specific information and general ideas, the latter of which is not necessary for learners' professional tasks The reading materials are varied, including manuals and reports, aligning with the course objectives, yet similar to "English for Banking and Finance," it lacks email text, which is crucial for real-world application Additionally, the writing tasks are not authentic or relevant, focusing excessively on reports that may not reflect learners' actual needs Although the content is organized into distinct units, with 45 total, only a handful are pertinent to employees' roles, making the book potentially inefficient The units progress from easier to more challenging, mirroring the structure found in "English for Banking and Finance."

Speaking and Writing tasks – Unit 8: Saving accounts

Unit 10 of the book focuses on credit cards and promotes communicative language use through engaging activities such as role play and discussions While it encourages pair work, it lacks opportunities for group collaboration The methodology prioritizes receptive tasks over productive ones, helping learners familiarize themselves with the language before using it Additionally, the book is adaptable, with each unit addressing different topics, allowing full-time learners to participate flexibly and miss lessons without the stress of falling behind.

In summary, although the book aligns with the course methodology, its content lacks relevance, as it does not cover essential email writing, reading tasks, or language exercises Additionally, the listening section emphasizes general ideas, making the book less useful due to its inclusion of numerous unrelated topics.

DETAILED SYLLABUS

• Course title: English for Banking and Finance

• Number of lessons: 20 lessons – 10 weeks (2 lessons per week; 2 hours each)

The English for Banking and Finance course is tailored for adults at the pre-intermediate level (A2+-B1, CEFR) who seek to enhance their English skills while working in the business sector Participants will delve into various aspects of banking and finance, engaging with authentic materials that cover topics such as money management, retail banking products, personal loans and credit, investment strategies, corporate finances, and corporate banking practices.

The course offers learners the opportunity to improve their English skills through engaging tasks such as discussions, role-plays, and case studies With a focus on task-based activities and self-study guidelines, participants will enhance their language abilities by collaborating in pairs and groups, which is crucial for effective language development.

By the end of the course, learners are expected to be able to:

- Use banking and finance – related vocabulary and grammar structures in real work environment in the form of writing or speaking

Leverage your real-life experiences and insights to explore, discuss, and provide solutions on various banking topics, including personal finance, retail banking products, personal loans, credit options, investment strategies, and corporate banking finances.

- Apply appropriate business etiquettes in multicultural working environments

- Develop reading, writing, listening and speaking skills

- Enhance communicative skills to ask, answer, clarify, discuss and negotiate in varied banking contexts

- Enhance writing skills to write letters of different purposes such are asking, requesting, informing or recommending

- Have the skills of listening for factual and specific information from customers such as names, numbers and needs

- Have the skills to read emails or field-related documents for specific factual, specific information and general idea

- Enhance team working skill including team management skill and cooperation

- Gain interest in and develop concern about common issues related to banking and finance

- Be self-aware of ability necessary to enhance skills related to English in general and English in Banking & finance particularly

- Be self-aware of the business etiquettes when working in an environment of different cultures

This course offers 20 lessons focused on real-life scenarios and authentic work-related tasks, complemented by a mid-course test and a final assessment to reinforce learning Participants will enhance their spoken and written English skills, enabling them to effectively apply these abilities to specific tasks in their current jobs.

(2) Unit 2: Products in retail banking

(3) Unit 3: Personal loans and credits

Course book: Rosenberg, M (n.d) English for Banking and Finance 2 Pearson Education

Course book: Rosenberg, M (n.d) English for Banking and Finance 1 Pearson Education

Authentic emails and documents of BIDV employees

Week Content Teaching and learning content Overall (hours)

Sub-content 1: managing your finance

1 hour self-study at home)

1 hour self-study at home)

1 hour self-study at home)

Unit 2: Products in retail banking

1 hour self-study at home)

Unit 2: Products in retail banking

1 hour self-study at home)

Unit 2: Products in retail banking

1 hour self-study at home)

Unit 3: Personal loans and credit

1 hour self-study at home)

Unit 3: Personal loans and credit

1 hour self-study at home)

Unit 3: Personal loans and credit

1 hour self-study at home)

1 hour self-study at home)

1 hour self-study at home)

1 hour self-study at home)

1 hour self-study at home)

1 hour self-study at home)

1 hour self-study at home)

Taking care of corporate clients

1 hour self-study at home)

Loans, credit lines and leasing

1 hour self-study at home)

Company restructuring and loan modification

1 hour self-study at home)

Sub-content 1: managing your finance

Place Main content Self – study

Vocabulary: personal banking (balance, credit, direct debit, withdrawal…)

Language: Using present simple to describe facts and habits

Reading: Reading for specific information in a bank statement Speaking: Explaining personal banking habits

Writing: Write a short report about the money that spend each month

Prepare for the next lesson Extra vocabulary exercise: Money – the basics (p.5) – Check your vocabulary for banking and finance ệ

Sub-content 2: finance and the economy

Place Main content Self – study

Vocabulary: basic banking and financial terms and opposites ( Language: present simple revision Source: Coursebook p 6,7 ệ

Reading: reading about an introduction to economy Listening: Listen for specific needs of different customers Speaking: Discuss about the economy (ex.6)

Writing: Introduce the format of a formal email ệ

Source: authentic email of the bank

Prepare for the next lesson Extra vocabulary exercise: Bank – the basics (p.6) – Check your vocabulary for banking and finance ệ

Place Main content Self – study

Vocabulary: Investment banking (issue shares, raise capital, underwrite securities,

Speaking: Explaining the the functions and services of an investment bank

Writing: Write outline for an email to a customer, answering question 2,3,4 in ex.3

Unit 1 revision: Listening, speaking (ex.5)

Finish exercises 2,3,4 in review section (p.11)

Write an email following the outline in class ệ

Prepare for the next lesson Assessment

[Week 2] Unit 2: Products in retail banking

Place Main content Self – study

Vocabulary: products that a bank offer (deposit, statement of account, withdrawals, …) Language:

-Modal verbs for ability and possibility to understand needs and give advice

Listening: Listening for needs of customers Reading: Read for specific information about the products of a bank

Speaking: Role-play as customer – staffs to ask and answer about the services of a bank

Source: Coursebook p 13 Writing: Introduce format and outline an email introducing about the bank’s product

Source: Authentic email of the bank ệ

Write an email to introduce the types of accounts available at the bank

Prepare for the next lesson ệ

[Week 3] Unit 2: Products in retail banking

Place Main content Self – study

Vocabulary: operation and fuction of online banking (make a payment, move funds, view transactions, transfer money, …)

-Modal verbs for future possibility and ability

-The imperative to give guidance

Reading: Read for specific information about tips for online banking

Speaking: Role-play as customer – staffs to give tips on online banking Source: Coursebook p 13 Writing: Introduce format and outline an email giving guidelines for online banking ệ

Source: Authentic email of the bank

Write an email to give guidelines on online transaction and opening an online saving accounts

Prepare for the next lesson ệ

[Week 3] Unit 2: Products in retail banking

Place Main content Self – study

Vocabulary: product phrases (negative balance, costing a lot of money, rates for borrowing or saving …) Language:

Speaking: compare bank products with a partner Source: Coursebook p 18 Writing: Write an email to persuade customers to buy a bank product over another, using comparatives and superlatives

Finish exercise 1,2,3 in review section (p.19) ệ

Write an email in response to the questions of customers, following the guideline in ex.4 (p.19)

Prepare for the next lesson Assessment

[Week 4] Unit 3: Personal loans and credit

Sub-content 1: Credit & Debit cards

Place Main content Self – study

Vocabulary: Credit and debit cards (repayment terms, credit limit, interest, minimum payment…)

-zero & first conditional to offer options to customers

Reading: Read for specific information in a bank’s intranet

Speaking: compare bank products with a partner Source: Coursebook p.21 Writing: Discuss about the result of different options in a bank

Writing: Write an email to a customer with specific needs, explaining whether he or she should have a credit or debit ệ card (using conditional sentences)

Source: Authentic email of the bank

Prepare for the next lesson Extra vocabulary exercise:

13) – Check your vocabulary for banking and finance ệ

[Week 4] Unit 3: Personal loans and credit

Sub-content 2: personal loans and overdraft

Place Main content Self – study

Vocabulary: personal loans and overdraft (apply for, cash flow, instalment, overdraw, penalties

-modals for obligation, necessity and prohibition to guide customers

To enhance customer service, actively listen for specific information regarding customer needs Familiarize yourself with banking regulations to ensure compliance and informed decision-making Collaborate with colleagues in pairs to discuss effective work practices, identifying both positive behaviors and those to avoid for improved teamwork.

Writing: Write advice to your colleages (ex.8)

Write an email to your customer to notify them about important dates of their personal loans, using modal verbs of necessity

Prepare for the next lesson ệ

[Week 5] Unit 3: Personal loans and credit

Place Main content Self – study

-modals for possibility and permission

Reading: Read about specific information about mortage application

Speaking: Roleplay to apply for mortage or a credit card (review, ex.5)

Writing: Write an email answering the questions of a customer about mortage application

Source: Authentic email from the bank ệ

Finish exercise 1,2,3,4 in review section (p.27) Prepare for the next lesson ệ

[Week 5] Lesson 10: Mid-course test

Place Main content Self – study

Vocabulary: investing money (capital, dividend, guarantee, open-end, profit, rate of return, risk, …) ệ

Reading: Read for specific information about money investment

Listening: Listen for specific information about different types of investment

Source: supplementary material – English for banking and finance 1 - p.36, 37

Speaking: Discuss about the pros and cons of different types of investment ệ

Extra vocabulary exercise: investents – p.52,53 – check ệ your vocabulary for banking and finance

Prepare for the next lesson Assessment

Sub-content 2: spreading the risk

Place Main content Self – study

Reading: Read for general idea and specific information about managing risks in investing

Listening: Listen for specific information about investment portfolios

Speaking: Discuss in group on how to diversify a $100,000 investment and write a sample portfolio

Source: supplementary material – English for banking and finance 1 - p.38, 39

$100,000 and wants to invest all in one premise Outline an email to politely disagree and give suggestion

Source: Authentic email from the bank ệ

Finish the email based on the outline in class

Prepare for the next lesson ệ

[Week 7] Unit 6: Finance in companies

Place Main content Self – study

Vocabulary: cashflow in a company (advance, deposit, invoice, put off payment, unforseen cost, …) Language: quantifiers ệ

Listening: Listen for factual information about cashflow Reading: Read for general idea and specific information about cash flow broblems

As a corporate customer, I recently completed a project that spanned six months, focusing on enhancing our digital marketing strategies for our mid-sized tech firm We aimed to boost our online presence and drive customer engagement, which required a budget of approximately $50,000 This investment was crucial for implementing advanced analytics tools and optimizing our website for better user experience, ultimately leading to increased sales and brand visibility.

Source: coursebook (p 44,45) Writing: Introduce the format and outline an email, asking your clients for information to minimize cash flow problems ệ

(idea based on the questions in reading section)

Source: Authentic email from the bank

Finish the email based on the outline in class

Prepare for the next lesson ệ

[Week 7] Unit 6: Finance in companies

Sub-content 2: The balance sheet

Place Main content Self – study

Listening: Listen for factual information about cash

Reading: Read for factual information from a balance sheet

Speaking: Role play and discuss about the balance sheet in ex.7 Source: coursebook (p 46,47) ệ

Balance sheet – p.46,47 – check your vocabulary for banking and finance Prepare for the next lesson ệ

[Week 8] Unit 6: Finance in companies

Sub-content 3: The income statement

Place Main content Self – study

Vocabulary: income statement (depreciation, amortisation, net profit, tax, cost of goods sold,

-Modals of speculation (may, could, might, …) to give polite comments or prediction

Listening: Listen for specific information about the income statement of a company

Speaking: Based on the income statement proposed in ex 3,6, decide whether the bank should lend money to the company

Talk about the problems that could arise and other documents you need to look at

Subject: Request for Additional DocumentationDear [Client's Name],I hope this message finds you well I am writing to discuss the current status of your loan application After reviewing the balance sheet provided, we have identified some issues that prevent us from proceeding with the lending process at this time To move forward, we kindly request additional documentation that can help clarify these matters Your cooperation is greatly appreciated, and we look forward to resolving this as swiftly as possible.Best regards, [Your Name] [Your Position] [Company Name] [Contact Information]

Source: Authentic email from the bank

Finish the email based on the outline in class

Prepare for the next lesson ệ

[Week 8] Unit 6: Finance in companies

Sub-content 4: The cashflow statement

Place Main content Self – study

Vocabulary: Cash flow (issue new shares, bank loans, net increase, profit after tax, …) Language:

-Expressions of causes and effects

Reading: Read for specific information from a cash flow statement

Speaking: Based on the cashfow statement proposed in ex 1, discuss whether the company can pay its bills

Writing: In pair, write a short description (less than 150 words) of what should be included and what to concern when reading a cash flow statement

Prepare for the next lesson ệ

Sub-content 1: Taking care of corporate clients

Place Main content Self – study Notes

Vocabulary: taking care of corporate (letter of credit, bank guarantee, corporate guarantee, credit line, …)

-Second conditional to give advice or recommendation

Reading: Read for specific information from a cash flow statement

Listening: Listen for specific information about the aspects of a corporate client (risk assessment, expansion, trade,

…) Speaking: Discuss about what aspects of a corporate client need to be considered before providing a loan

Corporate finance – p.51 – ệ check your vocabulary for banking and finance Prepare for the next lesson Assessment

Sub-content 2: Loans, credit lines and leasing

Place Main content Self – study Notes

Explore essential insights on credit lines, corporate loans, and leasing agreements through targeted reading of a blog post Additionally, gain valuable knowledge by listening to a conversation between a banker and a customer that offers practical suggestions for business expansion and effective solutions to cash flow challenges.

In this article, we explore the role-playing scenario between a banker and a corporate client, focusing on strategies for business expansion and risk mitigation Additionally, we outline the essential components of an email to a corporate client, providing tailored recommendations based on previous insights This content draws from authentic bank communications and course materials, ensuring practical relevance and effective self-study opportunities.

Finish the email based on the outline in class

Prepare for the next lesson ệ

Sub-content 3: Company restructuring and loan modification

Place Main content Self – study Notes

Vocabulary: restructuring and modification (generate, manage, refinance, restructure, liquidate, …)

-Making polite suggestions and recommendation

Reading: Read for specific information of an email from a banker to a customer about the risks and suggestions

Listening: Listen for specific information from a conversation between a banker and a customer, discussing about some financial problems and suggestions ệ

A comprehensive loan modification strategy should encompass key elements such as assessing the borrower's financial situation, identifying potential risks, and proposing tailored solutions to ensure manageable repayment terms In an email addressing financial risks, it is crucial to clearly outline the specific challenges faced, such as increased interest rates or income fluctuations, while also offering constructive suggestions for modifying loan terms, such as extending the repayment period or reducing monthly payments By focusing on these essential components, both the strategy and communication can effectively address the needs of borrowers and lenders alike.

Overall revision for final test ệ

- Perform all tasks required in the syllabus

- Hand in assignments in time

- Attend over 80% of all classes in order to be qualified to take the final test

- Actively take part in discussions in class as required

- Prepare for lessons before going to class

Evidence of learning in this course is collected in three main sources: Assessment tasks

- Learners have to participate actively in the course by taking part in discussion, doing homework and reading

- Encourage learners’ active class participation, discussion and autonomy

- To help learners understand the lectures better

- To ensure the amount of input knowledge learners need to acquire after the course Assessment:

- Learners will be rewarded with a perfect score as long as they frequently come to class and actively contribute to the class discussion during recitations and lectures 2.Mid-term test

- Stduents take the test in week 5

- Grades 1 to 10 will be assigned according to learners’ performance on the test Aims:

- Summative component: to help teachers evaluate student learning after teaching 3 units of the course

Formative assessment is essential for teachers to evaluate students' progress toward their learning objectives and to offer constructive feedback that enhances their understanding and preparation for final exams.

- To assess learners’ understanding of the first 3 units and their ability to apply knowledge to practical situations Rationale:

- Progress test helps teacher check how far learners have gone to meeting their learning targets

- Learners arre assigned grades according to their performance

- Learners take the test in week 10

- Grades 1 to 10 will be assigned according to learners’ performance on the test

- Only those who attend over 80% of all classes are qualified to take the final test Aims:

- Summative component: to help teachers evaluate student learning and ability to apply knowledge after the course; to help teacher give feedback to learners after the course

- To assess learners’ understanding of the course and their ability to apply knowledge to practical situations

The exam evaluates learners on the knowledge and materials covered throughout the course, ensuring that success in the test reflects the achievement of the course objectives.

2 Detailed assignment guidance and scoring rubrics:

Type of question Weight Section Number of items

Type of question Weight Section Number of items

2.3 Scoring rubric for constructed – response tasks

Learners will undergo individual testing, with the speaking section occurring after the Listening part Over a 90-minute period, participants will be called in one by one to a separate room where their performances will be recorded for subsequent analysis.

Award a maximum of 20 marks as follows:

• Fluency (longer answers, little hesitation, confidence): 4 marks

• Accuracy of language (grammar and use of tenses): 4 marks

• Appropriateness of vocabulary and expressions: 4 marks

• Ability to link ideas coherently: 4 marks