Red Final Draft

TABLE OF CONTENTS
MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY UNIVERSITY OF FOREIGN LANGUAGES -
INFORMATION TECHNOLOGY
DEPARTMENT OF INTERNATIONAL BUSINESS ADMINISTRATION
SCIENTIFIC RESEARCH SUBJECT
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Research Paper
HUFLIT IBA SENIORS’

PERSPECTIVE OF
THE IMPORTANCE OF STUDYING THE
SECOND FOREIGN LANGUAGE
Lecturer : Hung Quoc Nguyen, MEd., MHrm.
Group : Red
Group members:
Loi Yen Nguy 12DH490118
Bich-Ngoc Thi Tran 12DH490120
Nhu-Quynh Thi Luu 12DH490060
HUFLIT - May, 2016

ACKNOWLEDGEMENTS
We would like to gratefully, sincerely thank Mr. Hung Quoc Nguyen for his thorough
guidance, invaluably constructive criticism and amicable advice during the process of our
research. We are honestly grateful to him for sharing his truthful and clearing up views
on a number of issues related to the study.
We would also like to thank all the people who set time to do survey and give us the
advantageous conditions to complete my survey, which give us the best materials to do
this research.
ADVISOR’S ASSESSMENT
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ABSTRACT
The purpose of this research was to help HUFLIT IBA seniors understand the importance
and the benefits of learning second foreign languages not only in study but also in future
career. The method of this research is quantitative. Both primary and secondary
information was used in our research. The study was carried out surveys for HUFLIT
IBA seniors using questionnaires. It provided valuable information related to the
perspective of IBA seniors about the importance of learning second foreign languages.
Moreover, the conclusions based on the result of this research that emphasized that
second foreign languages are the useful tools to enhance the opportunities of employment
and promotion in today’s economy. Besides that, recommendation will shows how to get
the effective ways to learn second foreign languages.
TABLE OF CONTENTS
Title Page
Acknowledgements
Advisor’s Assessment
Abstract ...............................................................................................................................i
Table of Contents ............................................................................................................. ii
List of Figures ....................................................................................................................iv
CHAPTER 1: INTRODUCTION.....................................................................................1
1.1. Background ............................................................................................................1

1.2. Objectives ...............................................................................................................1
1.3. Scope ......................................................................................................................1
1.4. Outline ....................................................................................................................1
CHAPTER 2: LITERATURE REVIEW ........................................................................2
2.1. Theories ..................................................................................................................2

2.1.1. Definition .........................................................................................................2
2.1.2. Factors .............................................................................................................3
2.2. Previous studies ......................................................................................................5
2.2.1. Reasons for learning ........................................................................................5
2.2.2. Benefits of learning .........................................................................................5
2.2.3. Suggestions ......................................................................................................9
CHAPTER 3: METHODOLOGY .................................................................................12
3.1. Methodology ........................................................................................................12

3.2. Materials ...............................................................................................................12
CHAPTER 4: DISCUSSION ..........................................................................................13
CHAPTER 5: CONCLUSION AND RECOMMENDATIONS ..................................19
RECOMMENDATION ...............................................................................................19
5.1. Attend second foreign languages centers ..........................................................19
5.2. Self-taugh ..........................................................................................................23
CONCLUSION .............................................................................................................26
ii
REFERENCES .................................................................................................................28
APPENDIX 1. QUESTIONNAIRE
1a. English questionnaire

1b. Vietnamese questionnaire
APPENDIX 2. RESULT OF THE SURVEY
APPENDIX 3. PROPOSAL
APPENDIX 4. SCHEDULES AND FEES
PEERS ASSESSMENT TABLE

LIST OF FIGURES
TITLE PAGE
Figure 1. The second foreign language that seniors chose to study at school ...................13
Figure 2. The reason seniors choose that language to study..............................................13
Figure 3. Seniors‘ evaluation of the importance of studying second foreign language ....14
Figure 4. Seniors‘ intention in attend another class at foreign language centers ..............15
Figure 5. The reasons why seniors want to attend foreign language class at centers ........15
Figure 6. The reasons why seniors do not want to participate in the second foreign
language courses in languages centers...............................................................................16
Figure 7. The level of senior in using second foreign language ........................................17
Figure 8. The suitable time to start learning second foreign language ..............................18
Figure 9: The most effective method to learn second foreign language............................19
Figure 10: SHZ center ........................................................................................................20
Figure 11: SHZ center's addresses .....................................................................................20
Figure 12: Idecaf center .....................................................................................................21
Figure 13: Idecaf center's addresses...................................................................................21
Figure 14: Kanata center ....................................................................................................22
Figure 15: Kanata center's addresses .................................................................................22
Figure 16: Dong Du center ................................................................................................23
Figure 17: Dong Du center's addresses ..............................................................................23
Figure 18: The suitable time to study second foreign language per day ...........................24
iv
INTRODUCTION CHAPTER 1
INTRODUCTION
1.1. Background
Vietnam has integrated to the global economy, which create not only many
opportunities but also challenges. Apart from English, knowing other second foreign
language is a big competitive advantage to compete with not only domestic but also
foreigner competitors.
1.2. Objectives
This research is made for HUFLIT IBA seniors who do not actual realize the
importance of second foreign language affect to their future career and daily life. This
research not only helps students understand the importance of learning second foreign
language in study but also in future career such as being smarter, travelling, attractive
CV, and promotion in the future career
1.3. Scope
This research is only focus on the benefits and ways to learn second foreign
language effectively. We do this research at Faculty of International Business
Administration’s Ho Chi Minh City University of Foreign Languages and Information
Technology. The main research target is Department of International Business
Administration’s both male and female seniors. The period is 4 months, from January to
April 2016.
1.4. Outline
This research will be divided into 5 chapters. Chapter 1 is Introduction, which

included background, objective, scope and outline. Chapter 2 is Literature. In this chapter
we will talk about the definitions, previous research in which we mention the reason why
people choose to learn second foreign language and benefits of learning then we shows
some suggestions of some previous researchers. Methodology is the next chapter that
involves methodology and materials. Chapter 4 is about Finding and Discussion. The
final chapter is Conclusion and Recommendation, we will suggest you some good
methods to learn second foreign language.
Group: RED Page 1

LITERATURE REVIEW CHAPTER 2
LITERATURE REVIEW
2.1. Theories
2.1.1. Definition
2.1.1.1. IBA
Regarding to Jennifer Weingarten (2014), before we discuss about International

Business Administration (IBA) we should understand Business Administration in general
first. Webster's New World College Dictionary (2010) defines business administration is
“A program of studies at a college or university covering finance, management of
personnel, etc., designed to prepare a person for a career in business”. Back to Jennifer
Weingarten, Business Administration relates to management and performances of
business operations to obtain certain goals and objectives. Therefore, International
Business Administration still includes all the contents of Business Administration but
learn more about international perspective.
2.1.1.2. Seniors
According to The Oxford Pocket Dictionary of Current English (2009), seniors

refer to students in the final year of college or high school.
2.1.1.3. Perspective
Perspective is a particular way of considering something or thinking about a

particular situation or problem in a wise and reasonable way (Cambridge Advanced
Learner’s Dictionary & Thesaurus). In addition, Collins English Dictionary (2014)
defines that perspective is a way of regarding situations, facts, etc., and judging their
relative importance.
2.1.1.4. Learning second foreign language

“A language other than the mother tongue that a person or community uses for
public communication, especially in trade, higher education, and administration” (Collins
English Dictionary, 2014). Another definition is showed by Random House Kernerman
Webster’s College Dictionary (2010) “A language learned by a person after his or her
native language, especially as a resident of an area where it is in general use.”
According to Krashen (1987) there are two types of second foreign language
performance systems: “the acquired system” and “the learned system”. “The acquired
system” is also called “acquisition”, which is the unconscious process like the process
children go through when they acquire their native language. It is such a natural
communication which speakers are concentrated in communicative action rather than the
form of words or grammars. While “the learning system” or “learning” is the product of
formal instruction, which results are the knowledge of grammar rules. Krashen also
assume that “learning” is less important than “acquisition”.
Judies Haynes also agrees with Karshen that “acquired system” is similar to the
way children learn their first language through a subconscious process when they are not
focus on the grammar rules. All they have is a feel for what they said is correct or not.
And about the “learned system” or also called language learning is not communicative.
This is the result of direct instruction in language rules. This system obviously is not
suitable for young learners. This system require the learner to have knowledge of the new
language and can talk about that, they can find a right words for the blanks on a grammar
test. Her research also shows that good at grammar does not mean that good at speaking
and writing.
2.1.2. Factors
Some people learn new language more quickly and easily than others do. Cleary,
there are many factors can affect to the learning process. There are about seven factors
influence learning process such as age, personality, aptitude and intelligence, cognitive
style, attitudes, motivation (Ellis, 1985)
Age: The age of the learner may influence to language acquisition. Children seem
to be the most suitable to acquire a new language efficiently. Besides that, older learners
can be very successful too, but usually struggle to speak like the native-speakers’
pronunciation and intonation.
Personality: According to H. Douglas Brown (1994), extrovert and introvert will
have a different acquisition. Extroverts are not afraid to communicate and practice, it will
help much in speaking new language. While the introverts are more concentrated and
likely to make more progress than extroverts do. However, “One often hears that
extroverts make better language learners then introverts. I do not believe this is the case.
Success in language learning depends on the interest and determination of the learner, the
time spent with the language, and the ability to notice what is happening in the language.
These factors are not influenced by whether the learner is an introvert or an extrovert.”
(Steve Kaufman, 2013).
Intelligence and aptitude: Some people are gifted and they learn foreign language
much easier than other people do. Although people are at the same age and are equally
motivated but the ones have a better result usually are who have aptitude in learning
second foreign language.
Cognitive style: Learners may have different kinds of faults depend on their
cognitive style. Cognitive style is related to learning style. Some factors can influence
people learning style such as their background, culture and previous experiences. That is
why it is hard to measure the possible success in learning second foreign language.
Motivation: Besides all the factors that mentions above, motivation is also one of
the important factors in acquiring new language. It is clearly that people who want to
learn usually achieve better result than who do not. Gardner and Lambert (1972) and Ellis
(1985) have distinguished motivation into two types: integrative and instrumental.
Integrative is related to the learners who are interested in people and culture of target
language. Instrumental is about learners who learn second foreign language to find a
better job. People can be affected by both types of motivations but depend on the
situation they may face then this type can be more effective than the other can.
Attitude: Ellis (1985) stated that attitude as the persistence shown by the learner in
striving for a goal. People’s personality characteristics and interest in foreign languages
can impact to them in a positive or negative way. How people feel about a specific
language, course or teacher is also very important, it will create the good or bad attitude
because of the level of motivation they have. It said that not only learners who have
positive attitudes usually learn more, but also learners who learn well acquire positive
attitudes. Therefore, attitude is very important factor as far as second foreign language
learning is concerned.
2.2. Previous studies

2.2.1. Reasons for learning
According to Angela Gallagher-Brett’s research (2004), he focuses on the group of

student from 16 – 19 years old and undergraduates and brings out a several reasons to
learning languages. The data gathering process shows the reasons to learn language that
the majority of learners agree are learning second foreign language give them personal
benefits such as communication, travel or employability. The first reason is language
learning is enjoyable. The findings also reveal that most of learners find it to be enjoyed,
fun, interested and challenged, which satisfy themselves. Employability also is one of
the reasons to learn language but it is not the main one. The research show that 86
percent of participants expects that learning second foreign language will help them in
finding a job or achieve their future career goals. Yet in the motivation aspects, this is
less important than the personal satisfaction for learning language. Promoting better
relationship with others in both individuals and countries is the next reason. It shows that
language is a tool to enhance the relationship between countries and international
integration. Learning languages also emphasize the importance of relationship among
individuals like understanding others culture, meeting people and making friends, etc.
For people who love travelling, discovering and learning about other countries culture,
learning languages will create a foundation to boost their passion to understand more
clearly about the history, geography or politics of the country they are interested. In
addition, the final reason in this research is motivation for learning. Motivation can be
divided into 2 groups: people who find languages is easy and people who find it
challenge. People are motivated as they have previous experiences or being good at
languages usually find it is easy to learn new language, this factors is showed clearly in
some of the participants surveyed. In the other hand, people seem to be attracted by the
difficulty of languages. These people in this group also have their own potential in
learning languages.
2.2.2. Benefits of learning
However, there are many benefits from learning new languages even though each
learner has different reasons to learn. Learning a second foreign language helps you to
communicate across cultures to conduct business in lands that you may never have
previously considered viable markets. It also helps you to address customers in the
language that they understand best and in which they are most comfortable
communicating. Employers see employees who know a second foreign language as a
bridge to new clients or customers so a second foreign language is a real advantage. Lisa
Chau (2014) said that in an increasingly globalized economy, being a polyglot is
definitely advantageous for corporate success. The benefits of effective communication
across multiple languages have long been known in the international business community
as an indispensable tool for relationship building and financial success. Furthermore,
according to the research of The University of Louisville, knowing more than one
language enhances opportunities to develop career. For instances, a salesperson who
knows French or Chinese can work successfully with many more people and in many
more places; a hotel manager or a customer-service representative who can use English
and Spanish or English and Korean will be more successful than one who knows only
English. Professionals are called on to travel and exchange information with people in
other countries throughout their careers if they know other languages. "In fact, entering
the workforce in 2014 with second foreign language fluency can expect an additional 10
to 15 percent pay increase." (Ryan McMunn, 2014).
Learning a foreign language can increase the size of your brain. This is what
Swedish scientists discovered when they used brain scans to monitor what happens when
someone learns a second foreign language. The study is part of a growing body of
research using brain-imaging technologies to understand more about the cognitive
benefits of language learning. According to The Swedish MRI study (Lund University,
2012) showed that learning a foreign language has a visible effect on the brain. At the
Swedish Armed Forces Interpreter Academy in the city of Uppsala, young people with a
flair for languages go from having no knowledge of a language such as Arabic or Russian
to speak it fluently in the space of 13 months. From morning to evening, weekdays and
weekends, the recruits study at a pace unlike on any other language course. Besides that,
the researchers also do the research at Umea University with the students who also study
hard, but not languages. Both groups were given MRI scans before and after a three-
month period of intensive study. While the brain structure of the control group remained
unchanged, specific parts of the brain of the language students grew. After that,
researchers have had an almost unique opportunity to observe what happens to the brain
when we learn a new language in a short period by measuring their brains before and
after the language training. "We were surprised that different parts of the brain developed
to different degrees depending on how well the students performed and how much effort
they had had to put in to keep up with the course," says Johan Martensson, a researcher in
psychology at Lund University, Sweden.
In other words, the areas of the brain that grew linked to how easy the learners
found languages, and brain development varied according to performance. As the
researchers noted, while it is not completely clear what changes after three months of
intensive language study mean for the long term, brain growth sounds promising.
On the other hand, in the research of Alison Mackey (2014) Kara Morgan-Short,
a professor at the University of Illinois at Chicago, and her colleagues taught second-
language learners to speak an artificial. In their experiment, one group of volunteers
learned through explanations of the rules of the language, while a second group learned
by being immerse in the language, similar to how we all learn our native languages. They
were the immersed learners whose brain processes were most like those of native
speakers while all of their participants learned. These learners still performed well on
tests, and their brain processes had become even more native-like. Brain imaging
research provides good news. We know that people who speak more than one language
fluently have better memories and are more cognitively creative and mentally flexible
than monolinguals. This research may eventually help us tailor languages learning
methods to our cognitive abilities.
According to Amedeo D'Angiulli, Linda S. Siegel, & Emily Serra (2001), they
analyzed a group of English-speaking Canadian-born children from nine to thirteen years
old whose parents speak both English and Italian at home. These children spend thirty-
five minutes a day for learning Italian heritage language from the first grade. They bring
out a test between English and Italian word reading, spelling, working memory and oral
cloze task between an English or Italian monolingual and a bilingual who can speak both
languages in the same geographical area, socioeconomic status, family background and
were taught using similar method. The finding indicates that the nine to ten years old
bilingual have a better score on word reading and spelling tasks than English
monolingual at the similar level of difficulty.
Another study of Elisabeth Demont (2001), which examine if the bilingual

background would improves the ability in using language such as form, grammar, etc.
The study shows that the children who learn two languages (English and Germany for
instance) soon may better at using and ordering grammar when they need an appropriate
words or syntaxes in each language. Therefore, it is easier for these children in written
language than others. The result of this study is children who learn second foreign
language since kindergarten will have more advantages such as better at adjust grammar,
correction tasks and word recognition.
Children only learn one language whose brain might not be gain advantages as the
bilinguals do. However, if an adult start to learn second foreign language still can achieve
the same benefits as a young learner such as the levels of fluency. Anne Merritt (2013)
said that learning second foreign language not only travel easier, create competitive
advantage for your CV but also make you smarter, more decisive. She also assumes that
learning a foreign language may have some cognitive advantages. Becoming smarter is
the first advantage you will have when learning second foreign language because it help
improve your brain function by arranging word, recognizing meaning, writing and
communicating in foreign language. These skills help to boost the ability in problem -
solving and switching between two systems language structures.
The second advantage is staving off Alzheimer’s and dementia. Studies for a
group of people who have the same education level, income level, gender and physical
health show a consistent result. In particular, the first sign of dementia for the
monolingual in the average age is 71.4 while the bilingual is 75.5. Improving memory is
the next advantage. Some educators indicate brain almost like muscle because the more
you exercise; the more your brain works better such as memorizing rules and vocabulary.
These exercises improve the entire memory. The studies also show that the bilinguals are
better at remembering lists, names, directions, etc. than the monolinguals do. Learning
second foreign language also help you become more perceptive. Bilinguals are better at
observing surroundings such as they can spot misleading information. They also good at
focus on related information and fix the errors. This is what the study from Spain’s
University of Pompeu Fabra has revealed. Another study from the University of Chicago
shows that the bilinguals incline to make decisions that are more reasonable. Bilinguals
tend to be more confident with their final choices.
2.2.3. Suggestions
To gain the benefits that are mentioned above, we need to have rational, effective
methods. John-Erik Jordan (2014) writes about advice for learning languages from his
friend – Matthew Youlden who can speaks nine languages. First, you should know why
you want to study because this is the motivation for you to keep learning in the long -
run. In particular, if you want to learn French, you should practice with native people
instead of talking to English-speakers. This will make you feel more excited with the
language you choose. The second advice is finding a partner. Matthew learned Greek
with his twin brother Michael since they were eight year-old. By this way, they were
motivated because they realize when one of them did better the other will get jealous and
this push them to learn as hard as they can. If you do not have any sibling, you can find
any kind of partner who will learn language well with you.
Another way to learn language well is talking to yourself. This is a great way to
practice your new words, phrases and help you feel more confident if you have no time
and no one to talk. If you want to speak language more naturally, you should make a goal
from the beginning. Do not sit around and wait for the opportunities come. Let’s find and
talk to the native people as much as you can and put that language into a more helpful,
general, daily use. For example, if you cannot afford to study abroad you may go to any
restaurant downtown where many native people are and try to practice with them.
Have fun with your language also is an effective way to learn. Matthew and his
brother created some interested way to practice such as write and record a song. Maybe
you can choose to write a poem, draw a comic pages by that language if you good at
drawing or just simply talk to whomever you know. If you cannot find learning language
is fun or interested, you may not come to the end with the journey. The recent studies
pointed that the fastest and most effective way to learn language is learning like a child.
Learn without fear to make mistake, no need to be so serious. Make mistake is just a
normal thing to children, only adult consider it as a big problem. When you learn a new
language, you must accept there are many things you do not know and if you always
scare to fail, you still have a long way to success.
Once you accept to be failed which means you are ready to put yourself out of
your comfort zone. Get into a conversation with a stranger, ask directions in foreign
language when you travel, order food or tell a joke with your foreign friends even though
it may put you into an embarrassing situations. When you can accept to try these things,
your comfort zone will be expanded. In reality, you have to see before you draw
something, as well as you must learn to listen before you can speak language. Every
language sounds strange when you hear it for the first time so the more you speak the
more familiar it becomes. For example, when Matthew learn Spanish, he has problem
when pronoun “r” such as “perro” and “reunión”. Therefore, he said the best way to learn
to speak now is hear the native-speaker and imitate it.
As Matthew said above, pronunciation depends a lot on two factors: mental and
physical. That is why he advises noticing native-speaker’s lip, tongue and throat, try to
imitate the sound as much as you can. If you are less likely to meet foreigners, you can
watch movies, televisions because after all these way still can helps you watch how they
say. It may be difficult at the first time but when you get used to it, it will become much
more easily. Finally, diving in that language is the overall method. It means that you
learn and practice it every day, create yourself habits of thinking, listening, speaking,
reading and even talking to yourself in that language, using all the above methods. He
said that the key to success is able to think as the native speakers do.
Excepting all the methods above, Mark Manson (2012) also suggest that you
should carry pocket dictionary especially when you are in that foreign language country.
He had a real struggle when he talked to Portuguese in the first two weeks even though
he had known the basis Portuguese. It was different immediately after downloading the
dictionary. Especially on his phone, it only takes two second to search something in the
middle of the conversation. Once you use that words in the conversation, you are likely to
remember it later. Even though sometimes he has some problem in the conversation but
the ability to interact is significant improved.
Alan Henry (2013) also agrees with Mark Manson on using dictionary helps
learners get up speed quickly in the learning process. He brought out the examination
about which learning tools learners thought were the best. The result is the top five
applications here: the top application is Anki, this is a very popular software program and
smart phone application, which helps you to memorize words, and phrases effectively by
using flashcards. The second top is Duolingo, this is a free application available on both
Android and iOS. Instead of focusing on memorize words, Duolingo helps learners read
and speak their learning language by seeing, hearing and understanding it. Livemocha
also is one of the best applications voted by the learners. It offers live online classes and
tutorials. In addition, it also creates opportunities to talk to native speakers of the
language you choose. It also has an option for the learners to pay for services such as
private tutorials and more other advanced language courses. There are two more
applications are Babbel and Memrise, which also have a many useful functions. After all,
its main function is still help learners to get the best result in their learning process.
METHODOLOGY CHAPTER 3
METHODOLOGY
3.1. Methodology
We choose quantitative method to do this research because it is very useful for
collecting and summarizing the data. To be able to know exactly what HUFLIT IBA
seniors’ perspective, the survey is the best method. Preparing a questionnaire is between
10 questions that focus on reality and recommendation for learning second foreign
languages. The data collected from questionnaire can be express in chart by the Excel
program and it is so convenient to classify and analyze.
Along with information from the Internet included online newspaper, Google
Scholar, etc. Besides that, questionnaires were given out to respondents for the statistical
representation of the findings in the study. This survey was carried out in HUFLIT - Cao
Thang Campus and with the participation of three hundred eighteen people.
3.1.1. Data collection: The data was collected directly through questionnaires.
We explained anything that was not clear to the people who was surveyed.
3.1.2. Data analysis: The collected data will be analyzed by Excel program. The
result was presented in table and chart form.
3.2. Materials
3.2.1. Secondary data: The secondary data in this research was collected from
the Internet included online newspaper, Google Scholar, etc.
3.2.2. Primary data: The primary data was got from HUFLIT IBA seniors which
including seventy-eight males and two hundred eighteen females.
These information provided an overview of the importance and benefits of
learning second foreign languages. The questionnaire was designed in Vietnamese
because it can help people understand questions clearly. The questionnaire has two parts:
personal information and research information. Besides that, the research information
includes information ten multiple-choice questions. The questions in the questionnaire
measure the level of HUFLIT IBA seniors’ awareness about the important of learning
second foreign languages.
Group: RED Page 12

DISCUSSION CHAPTER 4
DISCUSSION
After conducting the survey about HUFLIT IBA seniors’ perspective of the
importance of learning second foreign language, we got the result, which will be
analyzed below.
13%
27%
Japanese Korean
28%
Chinese French
32%
Figure 1. The second foreign language that seniors chose to study at school
Figure 1 indicates that most of seniors choose Korean to study in the subject
“second foreign language” in HUFLIT with 32 percent. There are two approximated
groups which account for 27 and 28 percent respectively who used their time to study
Japanese and Chinese. There are 13 percent seniors decided to learn French at school.
18% Because of friends' enticement

25%
Because many students choose to learn

that language
16%
Because of their hobby
because of the orientation

41%
Figure 2. The reason seniors choose that language to study

This chart (figure 2) shows the reason why seniors selected the language in figure
1 to study. “Second Foreign Language” is a compulsory subject in HUFLIT IBA 2012
therefore seniors must to pass it. When the students have to choose which language to
learn, they usually tend to choose the one they seem to be interested in but without
considering if it is needed for the future career. Therefore, the largest group that made up
41 percent said that they studied because of their hobby. It means that at the beginning,
many students do not have any orientation when they choose the second foreign
languages to learn at school and this group. The percentage of the studying for orientation
is less than studying for hobbies and occupies 25 percent in this chart. In the other side,
the smallest group which account for 18 percent told that the just learn as their friends’
enticement. Besides that, 16 percent of seniors told that they learned second languages
because they saw that there are many students choose that language to study.
3%
21%
30%
Very important Important
Normal Unimportant
46%
Figure 3. Seniors‘ evaluation of the importance of studying second foreign language

Almost senior know that learn second foreign languages is important. There is 46
percent who was polled recognized that studying second foreign languages is important.
In addition, 30 percent of seniors said that it is very important to learn second languages.
Besides there is only 3 percent of people who was surveyed told that learning second
foreign language is not important.
35%
Yes No
65%
Figure 4. Seniors‘ intention in attend another class at foreign language centers

Seniors understand the importance and impact of learning second foreign language
to the possibility of success in the future career. The result also indicates that more than a
half of seniors (account for 65%) say “yes” when they were asked if they are going to
learn second foreign languages in foreign language centers with many different reasons at
the figure 5. Besides that, 35 percent told that they are not willing to come to languages
centers to study second foreign languages.
0%

16%
18%
Because of job requirements
Because of improving our competitive

advantages to find a good job after graduation
Because of hobby
60%
Other
Figure 5. The reasons why seniors want to attend foreign language class at centers
According to previous researches in the literature review, learning language
because it is fun and interested, somehow brings personal satisfactions seems to be the
number one motivation for learners to keep long learning. Therefore, no surprise that
some seniors choose to keep learning at centers because of their passion and held 16
percent in this chart. Moreover, the more remarkable reason that the senior plan to take
part in the second foreign languages is employability. In our survey, 60 percent of seniors
said that they study second foreign languages since they want to enhance their
competitive ability to find a better job after graduation. In other words, some seniors who
works for companies choose to learn languages because their job requirement, somehow
it also raise their aptitude for promotion. Besides that, 18 percent of seniors learned
second languages as their work’s requirement. The other group study second languages
because of their hobby. In the other side, the smallest group which make up only 6
percent told that the just learn as their friends’ enticement.
Because of the unnecessary

24%
32% Because of the inconvenience of transport
Because of the limited financial ability
Because of the reluctance to learn foreign

31% 13% languages
Figure 6. The reasons why seniors do not want to participate in the second foreign
language courses in languages centers
There is not every senior knows about the importance of second foreign
languages. This chart shows that there are 32 percent of seniors assume that learning
second language is unnecessary while 24 percent said that they do not want to continue to
learn second language in foreign language centers with a simple reason is they do not like
languages. In contrast, there are some students cannot join in second foreign languages
classes because of objective factors such as inconvenience of transport. However, the
second top reason account for 31 percent senior cannot afford for learning foreign
language is limited in finance.
9%
14%
Regularly
29%
Sometimes
Rarely
Never
48%
Figure 7. The level of senior in using second foreign language

This pie chart (figure 7) shows the self-evaluation of seniors about their use of
second foreign languages. In general, almost seniorss recognized the importance of
studying second foreign languages but not very one can use it fluency in daily life. In
fact, using those languages clearly is still a worrying problem that we must concert. It is
easy to understand the reasons why. Firstly, students learn theories too much. They still
have practical time in class but low frequency in communicating and not enough time for
it. It means they do not have more chances to practice listening and speaking skills. This
cause can lead to that they cannot be confidence when they interact with people.
Secondly, there are few opportunities for students to meet native people to practice those
languages. Yet even they have a chance to meet, they still prefer to use English than use
that second languages. Thirdly, they may be not brave enough to communicate because
they afraid of making mistakes and being embarrasses. The next one is their knowledge
in university are not enough to have them stand out from the comfort zone. Finally, there
are also a small part of students who can use second foreign language fluency but they
are afraid that other people – their friends, classmates, colleagues who cannot use these
language thinks that they are showing off.
12%
29% From the secondary school
From the high school

30%
From the first grade of university
When you consider it is needed

29%
Figure 8. The suitable time to start learning second foreign language

This chart (figure 8) describes the recommendations of seniors for the time when
students should start learning second languages at school. The largest group suggests that
we should learn second foreign languages from the first grade of university. Moreover,
there are two equal groups which account for 29 percent of seniors said that second
foreign languages should be taught in secondary schools and high schools. In the other
side, 12 percent of people who was surveyed told that they would learn when they really
need it.
CONCLUSION AND RECOMMENDATIONS CHAPTER 5
CONCLUSION AND RECOMMENDATIONS
RECOMMENDATION
5.1. Attend second foreign languages centers
According to the result of our survey, there are two recommendations that we
choose to focus on. It may be useful for people who are going to learn second foreign
languages. The first thing that we need to do is participating in second foreign languages
centers.
22% Self-taught (through Internet,

25% books, newspapers, etc.)
Study group
Attend second foreign

language centers
16% Attend foreign language clubs
37%
Figure 9: The most effective method to learn second foreign language

This chart (figure 10) illustrates the effective ways to study second foreign
languages that the respondents suggested. There are two last methods that seniors vote
which account for 22 percent for learning second foreign languages at languages clubs.
The rest seniors suggest that we should learn second foreign languages with our friend in
teams; this group holds only 16 percent.
The most seniors choose joining in foreign languages centers as an effective way
to learn second foreign language, this hold 37 percent. Attending second foreign
language class in centers brings many advantages for students. There are a lot of centers
teach second foreign language in Ho Chi Minh city that you can consider about when you
have intention to study such as Chinese have a SHZ center. SHZ center have about six
Group: RED Page 19

branches in Ho Chi Minh City. There are many courses for learners to choose – crash
course, synthetic course (include four skills listening, writing, reading and speaking), and
communicated course (include only two skills listening and speaking). Each year they
also have a exchange course for their students. They link with some universities in China
and these universities give some scholarship for learners. This will give learners chances
to know more about China culture and practice speaking. Besides, there are a lot well-
known centers in Ho Chi Minh City teach other languages if you intend to study such as
Dong Du center for Japanese, Kanata center for Korean and Idecaf center for French.
Here are the addresses of those centers in Ho Chi Minh City:
CHINESE – SHZ CENTER

Figure 10: SHZ center
Source: http://hoavanshz.com/
Figure 11: SHZ center's addresses
Address Telephone
247 Nguyen Thi Minh Khai, Nguyen Cu Trinh Ward,
(08) 3926 0539 - 3926054
District 1, HCM city
768 Nguyen Trai, Ward 1, District 5, HCM city (08) 3926 0539 - 3926054
482 – 484 Nguyen Thi Minh Khai, Ward 2, District 3,

(08) 38 300 015
HCM city
02 Phan Dang Luu, Ward 14, Binh Thanh District,
(08) 3551 2728 - 3551 2729
HCM city
749 - 751 Ly Thuong Kiet, Ward 11, Tan Binh District,
(08) 3869 1390
HCM city
Group: RED Page 20

754 Quang Trung, Ward 8, Go Vap District , HCM city (08) 6262 8111
119 Vo Van Ngan, Linh Chieu Ward, Thu Duc District,

(08) 6286 8811
HCM city
Source: http://hoavanshz.com/
FRENCH – IDECAF CENTER

Figure 12: Idecaf center
Source: http://v3.mythuat.vn/gallery/c/35/khach-hang.html?l=vn
Figure 13: Idecaf center's addresses
Address Telephone
31 Thai Van Lung, Ben Nghe Ward, Distric 1, HCM

08 3829 5451
city
Source: http://www.idecaf.gov.vn/
Group: RED Page 21

KOREAN – KANATA CENTER

Figure 14: Kanata center
Source: http://www.kanata.com.vn/
Figure 15: Kanata center's addresses
Address Telephone
260A Dien Bien Phu, District 3, HCM city 39320-868/869
72 Truong Cong Dinh, Tan Binh District, HCM city 3949-1403, 6678-1913
220/102 Le Van Sy, Ward 14, District 3, HCM city 08-3526-1145
5 Hoang Minh Giam, Ward 9, Phu Nhuan District,

08.66820 960
HCM city
45 Pham Thai Buong, Phu My Hung, Tan Phong Ward,

08.6685.5980
District 7, HCM city
131 No Trang Long, Ward 12, Binh Thanh District,

08 6270.3497
HCM city
Củ Chi vocational schools, 2 Nguyen Dai Nang, Cu Chi 08.66769205 – 0907 181 397.
Source: http://www.kanata.com.vn/
Group: RED Page 22

JAPANESE – DONG DU CENTER

Figure 16: Dong Du center
Source: http://www.dongdu.edu.vn/
Figure 17: Dong Du center's addresses
Address Telephone
3D/46 Ho Van Hue, Ward 9, Phu Nhuan District, HCM
3845 3782
city
105 Ho Thi Ky, Ward 1, District 10, HCM city 3833.7244
22B Xo Viet Nghe Tinh, Ward 19, Binh Thanh District,

6285 3734
HCM city
275 Dien Bien Phu, Ward 7, District 3, HCM city 3930 9644
30, 147 Street, Binh My Commune, Cu Chi 37978929
167 Le Loi, Hai Chau District, Da Nang city 0511.3843782
Source: http://www.dongdu.edu.vn/
5.2 Self-taugh
Besides the the ways to study, the second thing that we need to pay attention when
we learn the second foreign languages is self-taught.
There are 25 percent of seniors said that study by ourselves through the Internet,
books, newspaper…etc. is effective. Matthew Youlden can speak nine language just by
self-taught. This show that self-taught can be effective if you know how to learn and
exert yourself. Matthew Youlden recommends some methods to learn such as talking to
Group: RED Page 23

yourself to practice words and phrases if you have no time and no one to speak to.
Provided you have a chance to meet native speakers, do not be shy and try to
communicate with them then notice how they pronounce words and try to imitate to have
a standard pronunciation. This will help you become more confident when talk in public
if you met native speakers. Have fun with your language, do not need to put too much
focus on grammar, theories but play with it. You can listen to music, draw short comic
pages by that language or play word puzzle on internet to gain more vocabulary that is
new. However, the main core of learning second foreign language is not being afraid to
make mistake. Put yourself out of your comfort zone, try new thing and try your best.
0%
19%
22%
Less than 30 minutes

30 minutes - 1 hour
More than 1 hour
Other
59%
Figure 18: The suitable time to study second foreign language per day
The pie chart (figure 9) shows how many times should be used to study second
foreign languages per day. Generally, over half of people who were surveyed said that we
should spend about thirty minutes to one hour to practice second languages. The number
of respondents who used more than one hour to study language accounts for 22 per cent.
The group of people who had second languages studying time less than thirty minutes per
day was 19 per cent. There are many reasons to explain why they cannot use more time
for learning second foreign languages. The seniors must complete many subjects with the
best effort in order to get the good mark table. The important element can be impressive
with the recruiters. Therefore, the suitable length of time they use for learning second
foreign languages is about thirty minutes to an hour. As almost seniors just spend about
an hour for studying second foreign languages so they must have the best method to
Group: RED Page 24

study effectively. However, spending about thirty minutes to one hour each day is an
appropriated for learning new vocabulary of the second foreign language. For example,
instead of spending about three hours a day to learn new vocabulary and then the next
few days you do not even look at it again. Consequence is you will properly forget the
words you studied quickly. In the other hands, each day you spend about one hour each
day a week to learn vocabulary and keep looking back, you will remember it longer.
Besides, there are many ways to study second foreign language effectively in
about one hour. Instead of just sitting there and learn vocabulary by heart, you can choose
to listen to music such as Korean music bank on KBS channel at 5 pm on Friday or MP3
zing or YouTube for any types in any languages are the good channels. However, ballad
or country music will be suitable for the learners; it is slow and easy to follow. Listening
to radio can help learners practice Chinese or French on 105.7 MHz VOV5. Besides
watching television in order to know how native speakers use words is also the good
way. Some television channels that you can use, “Xin Chao Hanuko” Monday morning at
9 am on VTV2 or Chinese News Sunday morning at 7 am on BNTV. Moreover, you can
read magazine of that languages such as The Japan Times, Thai Nguyen online News
with Chinese version. Playing games can also help learner remember words longer.
iSenpai apps, Learn Korean Hangul with Bingo or games on French-games.net are some
games that learner can play. Moreover, try to use dictionary is an effective way. As Mark
Manson (2012) and Alan Henry (2013) suggest you should have a pocket dictionary,
especially a dictionary applications on your phone such as Pleco for Chinese, Korean
Dictionary Note, Jdict, French Vietnamese English Dictionary and all these are free
application. Besides, we would like to suggest some bookstores with a width range of
price. For example, Fahasha bookstore with 75 branches on over the country from 45,000
VND to 100,000 VND, or we can choose the Tiki online shopping with the price from
50,000 VND to 200,000 VND. While you are learning by playing, if there are any words
that seem new to you or you suddenly forget the meaning of that word, you may search it
immediately on your phone or use the pocket dictionary. Keep searching word for a
particular situation will help you to remember words longer and expend your source of
vocabulary. It only takes you about few minutes but still as effective, as sit and learn
words for an hour.
Group: RED Page 25

CONCLUSION
Vietnam is integrating to the world’s economy. It brings many opportunities to

Vietnam for developing. On the other hand, it also creates many challenges for
Vietnamese to compete in labor market with other countries. Foreign language is one of
the basic conditions in companies’ recruitment process. Besides English, many
enterprises require another foreign language as an essential factor of employees to
support for the working process of companies. However, most of the Vietnam students
only know English. Therefore, second foreign languages become the effective tools for
students to compete with others after graduation. In fact, most of students do not realize
the importance of second foreign language in their future career.
This research not only helps students understand the importance of learning
second foreign language in study but also in future career. This brings positive meaning
and useful for HUFLIT seniors. If your CV include fluency in a second foreign language,
your chances of employment in today’s economy are much greater for you than for those
who only know English. If you love travelling, knowing more than one foreign language
will make your trip through foreign countries becomes much easier. Moreover, languages
are the effective way to learn the culture of countries. It shows a greater level of respect
and is an easy way to meet new people. Foreign language is not just a communication
tool but also the foundation supports future works. Employees who has ability to clearly
use two or more foreign languages will have more changes to go abroad to work and
expand the knowledge about other countries. It means, they will have more advantages
for job promotion. Therefore, students will have the right orientation and plan to learn
languages effectively.
Quantitative method was chosen to do this research because it is very helpful for
collecting and summarizing the data. Along with information from the Internet included
online newspaper, Google Scholar, etc. Besides that, questionnaires were given out to
respondents for the statistical representation of the findings in the study. Both primary
and secondary information were use in this research. The data collected from
questionnaire can be express in chart by the Excel program and it is so convenient to
classify and analyze. The results from this research indicate that almost HUFLIT IBA
Group: RED Page 26

seniors recognize the importance of studying second foreign languages. Over half seniors
decide to take part in second foreign languages classes because they want to improve
their competitive advantages to find good jobs after graduation. In contrast, the rest of
seniors (about 35 percent) decide not to learn second foreign languages because they
think that it is unnecessary. Analyzing the reality and benefits of second foreign
languages through the survey and previous studies, we can find out the best way to avoid
problems when learning second foreign languages and get the best result.
The survey shows not only the perspective of second foreign languages but also
the methods to learn. The most effective way is taking part in second foreign languages
centers. There are some suggestion about centers, addresses or timetables of these centers
that were mentioned above and appendix 4.
However, because of the lack of knowledge, experience and time, some restricts
still exist in this research. In the future, this topic will be developed in order to complete.
Group: RED Page 27

REFERENCES
Brown, H. Douglas. (1994). Principles of language learning and teaching. 3rd edition.
Englewood Cliffs, NJ: Prentice Hall Regents
Cambridge Advanced Learner’s Dictionary & Thesaurus. Perspective definition.

Retrieved from http://dictionary.cambridge.org/dictionary/english/perspective
Chau, L. (2014). Why You Should Learn Another Language. Retrieved from
http://www.huffingtonpost.com/lisa-chau/business
etiquette_b_7993576.html?utm_hp_ref=san-francisco&ir=San+Francisco
Collins English Dictionary – Complete and Unabridged, 12th Edition (2014). Second
language definition. Retrieved from
http://www.thefreedictionary.com/second+language
Collins English Dictionary – Complete and Unabridged, 12th Edition (2014). Perspective
definition. Retrieved from http://www.thefreedictionary.com/perspective
D'Angiulli, A., Siegel, L. S., & Serra, E. (2001). The development of reading in English
and Italian in bilingual children. Applied Psycholinguistics, 22(4), 479-507.
Retrieved from PsycINFO database.
Demont, E. (2001). Contribution of early 2nd-language learning to the development of

linguistic awareness and learning to read. International Journal of Psychology,
36(4), 274-285. Retrieved from PsycINFO database.
Ellis, R (1985). Understanding Second Language Acquisition. United Kingdom: Oxford

University Press
Gallagher-Brett, A. (2004). Seven hundred reasons for studying languages. Southampton:

LLAS Subject Centre
Gardner, R.C. and Lambert W. R. (1972) . Attitudes and Motivation in Second Language
Learning. Rowley, Mass: Newbury House.
Haynes, J. (n.d.). Language Acquisition vs. Language Learning. Retrieved from

http://www.everythingesl.net/inservices/language_acquisiti_vs_language_02033.php
Group: RED Page 28
Henry, A. (2013). Five Best Language Learning Tools. Retrieved from
http://lifehacker.com/five-best-language-learning-tools-1448103513
Jordan, J.E. (2014). 10 Tips And Tricks To Learn Any Language. Retrieved from
https://www.babbel.com/en/magazine/10-tips-from-an-expert
Kaufman, S. (2013). Can introverts learn languages?. Retrieved from

https://www.youtube.com/watch?v=qBcInDFIjD4
Krashen, Stephen D. (1987). Principles and Practice in Second Language Acquisition.

United States: Prentice-Hall International.
Lund University (2012). "Language learning makes the brain grow, Swedish study
suggests.". Retrieved from
https://www.sciencedaily.com/releases/2012/10/121008082953.htm
Mackey, A. (2014). What happens in the brain when you learn a language?. Retrieved
from
http://www.theguardian.com/education/2014/sep/04/what-happens-to-the-brain-
language-learning
Manson, M. (2012). 22 Tips For Learning A Foreign Language. Retrieved from

http://markmanson.net/foreign-language
Merritt, A. (2013). Why learn a foreign language? Benefits of bilingualism. Retrieved

from
http://www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-a-
foreign-language-Benefits-of-bilingualism.html
Random House Kernerman Webster's College Dictionary (2010). Second language

definition. Retrieved from http://www.thefreedictionary.com/second+language
The Oxford Pocket Dictionary of Current English (2009). Seniors definition. Retrieved
from http://www.encyclopedia.com/doc/1O999-senior.html
Webster's New World College Dictionary Copyright (2010). Business Administration

definition. Retrieved from http://www.yourdictionary.com/business-administration
Group: RED Page 29
Weingarten, J. (2014). What is International Business Administration? Retrieved from
http://www.mastersportal.eu/articles/639/what-is-international-business-
administration.html
Group: RED Page 30

APPENDIX 1
1a. English questionnaire

Ministry of Education and Training
Ho Chi Minh City University of Foreign Language
and Information Technology
Department of International Business Administration
Scientific Research Subject
--------------------------
QUESTIONNAIRE
“HUFLIT IBA SENIORS’ PERSPECTIVE OF THE IMPORTANCE OF
STUDYING THE SECOND FOREIGN LANGUAGE”
Hello everyone. We are Red from Department of International Business Administration

at Ho Chi Minh City University of Foreign Language and Information Technology
(HUFLIT). We are conducting a survey to check out IBA HUFLIT seniors’ perspective
of the importance of learning second foreign language. All the information will be kept
confidential. Thank you for taking time to help us.
I. Personal Information
 Gender: Male Female
 Major specialization:  International Business Administration
 Marketing
 Accounting
 Email address (Not required): .......................................................................
II. Survey Information

Check () into the most suitable choice
1. Which was the second foreign language that you chose to study at school?
 Japanese
 Korean
 Chinese
 French
2. Why did you choose that language to study?
 Because of friends’ enticement
 Because many students choose to learn that language
 Because of hobby
 Because of orientation
APPENDIX 1
3. How do you evaluate the importance of learning second foreign language?

 Very important
 Important
 Normal
 Unimportant
4. Excepting learn second foreign language at school; do you intent to attend
another class at foreign language centers?
 Yes (Please continue with question 5)
 No (Please continue with question 6)
5. Why do you want to attend second foreign language classes at centers?
 Because of friends’ enticement
 Because of job requirements
 Because of improving our competitive advantages to find a good job after
graduation
 Because of hobby
 Other ...............................................................................................................................
6. Why don’t you want to attend second foreign language classes at centers?
 Because of unnecessary
 Because of inconvenience of transport
 Because of limited financial ability
 Because of reluctance to learn foreign language
7. Evaluating your level of using second foreign language
 Regularly
 Sometimes
 Rarely
 Never
8. When is the most suitable time to start learning second foreign language?
 From secondary school
 From high school
 From the first grade of university
 When you consider it is needed
9. How much time should you spend to learn second foreign language each day?
 < 30 minutes
 30 minutes - 1 hour
 > 1 hour
 Other .....................................................................................................................
10. Which is the most effective method to learn second foreign language?
 Self-taught (through Internet, books, newspapers, etc.)
 Study group
 Attend second foreign language centers
 Attend foreign language clubs
------------Thank you very much------------
APPENDIX 1
1b. Vietnamese questionnaire
Bộ Giáo Dục Và Đào Tạo

Trường Đại Học Ngoại Ngữ - Tin Học Thành Phố Hồ
Chí Minh
Khoa Quản Trị Kinh Doanh Quốc Tế
Môn Nghiên Cứu Khoa Học
--------------------------
BẢN KHẢO SÁT
“Quan điểm của sinh viên năm 4 khoa Quản Trị Kinh Doanh Quốc Tế, trường ĐH
Ngoại Ngữ -Tin Học Thành Phố Hồ Chí Minh (HUFLIT) về tầm quan trọng của
việc học ngoại ngữ 2”
Xin chào các bạn. Chúng tôi là nhóm khảo sát Red đến từ khoa Quản Trị Kinh
Doanh Quốc Tế của trường ĐH Ngoại Ngữ - Tin Học Thành Phố Hồ Chí Minh
(HUFLIT). Chúng tôi đang thực hiện cuộc khảo sát “Quan điểm của sinh viên năm 4
khoa Quản Trị Kinh Doanh Quốc Tế, trường ĐH Ngoại Ngữ -Tin Học Thành Phố Hồ
Chí Minh (HUFLIT) về tầm quan trọng của việc học ngoại ngữ 2”. Mọi thông tin khảo
sát của các bạn sẽ tuyệt đối được giữ bí mật và chỉ sử dụng phục vụ cho đề tài nghiên
cứu. Xin các bạn hãy vui lòng giành chút thời gian giúp chúng tôi hoàn thành phiếu khảo
sát này. Xin chân thành cảm ơn!
I. Thông tin cá nhân:

 Giới tính: Nam Nữ
 Chuyên nghành của bạn:  Quản trị khinh doanh quốc tế

 Marketing
 Kế toán
 Email (Nếu có): .............................................................................................
II. Câu hỏi khảo sát:
Đánh dấu () vào câu trả lời phù hợp với bạn nhất:
1. Ngoại ngữ 2 nào bạn đã chọn để học ở trường?
 Tiếng Nhật
 Tiếng Hàn
 Tiếng Trung Quốc
 Tiếng Pháp
2. Lý do tại sao bạn chọn ngoại ngữ (đã chọn ở câu 1) để học?
 Do bạn bè rủ rê
 Do thấy có nhiều người học
APPENDIX 1
 Do yêu thích
 Đã có định hướng từ trước
3. Bạn đánh giá thế nào về tầm quan trọng của việc học ngoại ngữ 2?
 Rất quan trọng
 Quan trọng
 Bình thường
 Không quan trọng
4. Ngoài học ngoại ngữ 2 ở trường, bạn có dự định tham gia khóa học ngoại ngữ
nào khác ở bên ngoài không?
 Có (Mời bạn tiếp tục với câu 5)
 Không (Mời bạn tiếp tục với câu 6)
5. Lý do bạn muốn tham gia thêm khóa học ngoại ngữ bên ngoài là gì?
 Do bạn bè rủ rê
 Do yêu cầu của công việc
 Nâng cao năng lực và khả năng cạnh tranh của bản thân để tìm một công việc
tốt sau khi ra trường
 Học vì sở thích
 Lý do khác. Nêu rõ: ........................................................................................................
6. Lý do bạn không muốn tham gia thêm khóa học ngoại ngữ bên ngoài là gì?
 Do không cần thiết
 Do đi lại bất tiện
 Do khả năng tài chính
 Do không thích học ngoại ngữ
7. Bạn hãy tự đánh giá mức độ sử dụng ngôn ngữ 2 của mình?
 Thường xuyên
 Thỉnh thoảng mới sử dụng
 Hiếm khi
 Không bao giờ
8. Theo bạn, nên học ngôn ngữ 2 từ lúc nào là tốt nhất?
 Từ cấp THCS
 Từ cấp THPT
 Từ năm 1 đại học
 Khi nào cần thì mới học
9. Bạn nên dành ra bao nhiêu thời gian để học ngoại ngữ 2 mỗi ngày?
 < 30 phút
 30 phút - 1 giờ
 > 1 giờ
 Ý kiến khác . Nêu rõ: ...........................................................................................
10. Theo bạn, phương pháp nào là hiệu quả nhất để học tốt ngoại ngữ 2?
 Tự học (qua Internet, sách, báo…)
 Học nhóm với bạn bè
 Tham gia lớp học ở các trung tâm
 Tham gia các câu lạc bộ ngoại ngữ
------------Cảm ơn các bạn đã tham gia khảo sát------------

APPENDIX 2
APPENDIX 2. RESULT OF THE SURVEY

A. QUANTITY
Surveyed 318
Invalid 22
Valid 296
B. RESULT OF THE SURVEY

I. Personal information
1. Gender
Male 78
296
Female 218
26%
Male
Female
74%
Figure 1: Gender
2. Major specialization
International Business
174
Administration
296
Marketing 109
Accounting 13
APPENDIX 2
4%
International
Business
Administration
Marketing
37%
59%
Accounting
Figure 2: Major specialization
II. Questions
Table 1:Which was second foreign language that you chose to study at
school?
Japanese 79
Korean 95
296
Chinese 83
French 39
13%
27% Japanese
Korean
28%
Chinese
32% French
Figure 1: The second foreign language that seniors choose to study at school
1. Why did you choose that language to study?
Because of friends’ enticement 54
Because many students choose
48
to learn that language 296
Because of hobby 121
Because of orientation 73
APPENDIX 2

25%
Because many students choose to

learn that language
16%
Because of their hobby
because of the orientation

41%
Figure 2: The reason seniors choose that language to study
2. How do you evaluate the importance of learning second foreign language?

Very important 90
Important 135
296
Normal 63
Unimportant 8
3%
Very important
21% 30%
Important
Normal
Unimportant
46%
Figure 3: Seniors‘ evaluation of the importance of studying second foreign language

3. Excepting learn second foreign language at school; do you intent to attend
another class at foreign language centers?
Yes 191
296
No 105
APPENDIX 2
35% Yes
No
65%
Figure 4: Seniors’ intention in attend attend another class at foreign language centers
4. Why do you want to attend second foreign language classes at centers?
Because of friends’
11
enticement
Because of job’s
35
requirement
Because of improving our
191
competitive advantages to
114
find a good job after
graduation
Because of hobby 30
Other 1
0%
Because of friends' enticement
6%
16%
18% Because of job requirements
Because of improving our competitive

advantages to find a good job after
graduation
Because of hobby
60%
Other
Figure 5: The reasons why seniors want to attend foreign language class at centers
APPENDIX 2
5. Why don’t you want to attend second foreign language classes at centers?
Because of unnecessary 34
Because of inconvenience of
14
transport
Because of limited financial 105
32
ability
Because of reluctance to
25
learning foreign language
Because of the unnecessary

24%
32% Because of the inconvenience of transport
Because of the limited financial ability
Because of the reluctance to learn foreign
languages
31% 13%
Figure 6: The reasons why seniors do not want to participate in the second foreign
language courses in languages centers
6. Evaluating your level of using second foreign language

Regularly 42
Sometimes 143
296
Rarely 85
Never 26
9% 14%
Regularly
Sometimes
29% Rarely
Never
48%
Figure 7: The level of senior in using second foreign language

APPENDIX 2
7. When is the most suitable time to start learning second foreign language?
From secondary school 85
From high school 86
From the first grade of
89 296
university
When you consider it is
37
needed
Figure 8: The suitable time to learn second foreign languages
12% From the secondary

school
29%
From the high school
30% From the first grade of

university
When you consider it is
29%
needed
Figure 8: The suitable time to start learning second foreign language
8. How much time should you spend to learn second foreign language?
< 30 minutes 55
30 minutes - 1 hour 174
296
> 1 hour 66
Other 1
0%
19%
22%
Less than 30 minutes
30 minutes - 1 hour
More than 1 hour
Other
59%
Figure 9: The suitable time to study second foreign language per day
APPENDIX 2
9. Which is the most effective method to learn second foreign language?

Self-taught (through
Internet, books, 74
newspapers, etc.)
Study group 46
296
110
language centers
Attend foreign language
66
clubs
Self-taught (through
Internet, books, newspapers,
etc.)
22% 25% Study group

language centers
16%
37% Attend foreign language

clubs
Figure 10: The most effective method to learn second foreign language
APPENDIX 3
APPENDIX 3. PROPOSAL
1. Reasons of choosing topic:
Have you ever traveled to countries where native people cannot speak English?
For example, Japanese, Chinese or Korean rarely speak English. Therefore, it is quite
difficult to communicate in these countries.
We are seniors and going to graduate after the next few weeks. Did you prepare
your own competitive advantages? Nowadays, English become the universal foreign
language and it is no longer the language, which can bring you competitive edge. In the
integration process, knowing second foreign language help you to compete with not only
domestic but also foreign competitors. If your CV include fluency in a second foreign
language, your chances of employment and promotion in today’s economy are much
greater than for those who only know English.
Despite of the importance of second foreign languages, most of students still not
realize it. Therefore, we choose this topic to do research to enhance HUFLIT IBA
seniors’ awareness. Besides that, this research will help them to understand the second
foreign language’s benefits and find the effective ways to learn it.
2. Meaning of topic:
Our objectives to do this research are:

- Help HUFLIT seniors understand the importance of learning second foreign
language not only in study but also in future career.
- Recognize the benefits of learning second foreign languages.
- Get more chances to go abroad to work and expand the knowledge from there
to have more advantages for employment or job promotion
3. Method:
The method of this research is quantitative. Questionnaire is an effective way of

quantifying data from a sample group, and testing emotions or preferences. This method
is very cheap and easy, where budget is a problem, and gives an element of scale to
opinion and emotion. Data collected from questionnaire can be express in chart by the
APPENDIX 3
Excel program and it is so convenient to classify and analyze. Along with information
from the internet, questionnaires were given out to seniors for the statistical
representation of the findings in the study. This survey was carried out in HUFLIT.
1. Data collection: The data was collected directly through questionnaires. We

explained anything that was not clear to the people who were surveyed.
2. Data analysis: The collected data will be analyzed by Excel program. The result
was presented in table and chart form.
4. Scope:
Department of International Business Administration’s senior at Ho Chi Minh

City University of Foreign Languages and Information Technology.
5. Schedule:
No. Date (Start – End) Activities Performer Note

1 13 January, 2016 - Choose research topic All members
- Register topic
- Discuss about the proposal
2 20 January, 2016 All members
- Find information and write
proposal
3 27 January, 2016 - Submit Proposal
- Create questionnaire form
28 January – 3
4 - Finding information for All members
February, 2016
report paper
3 February – 7 -Complete the questionnaire
All members
5 February, 2016 form
Deadline: 5 February, 2016
8 February – 18 -Design question for
All members
6 February, 2016 questionnaire
19 February – 28
7 - Submit the questionnaire All members
February, 2016
APPENDIX 3

-Conduct the survey basing
29 February – 12 on questionnaire
All members
8 March, 2016 - Summarize result from the
survey
Deadline: 10 March, 2016
- Write Literature review
- Collect information
according to the
13 March – 19
questionnaire All members
9 March, 2016
- Draw charts and tables
- Write Discussion
-Create the video clip’s ideas
- Write Recommendation
- Revise Discussion
- Adjust Proposal,
24 March – 30 All members
10 References, Literature
March, 2016
- Create Peers Assessment
-Synthesize finished part of
the research
31 March– 7 April, -Write Methodology
Loi, Quynh
12 2016 - Write Introdction
Deadline: 5 April, 2016
8 April – 11 April,
- Write Conclusion Ngoc
13 2016
-Revise and adjust the
11 April – 17 April,
14 research All members
2016
- Complete the research
APPENDIX 3
- Write abstract
- Create the video clip
- Create and complete the
18 April – 30 April, poster.
All members
15 2016 -Complete the video clip
- Prepare gallery work
6. References:
Brown, H. Douglas. (1994). Principles of language learning and teaching. 3rd edition.
Englewood Cliffs, NJ: Prentice Hall Regents
Cambridge Advanced Learner’s Dictionary & Thesaurus. Perspective definition.

Retrieved from http://dictionary.cambridge.org/dictionary/english/perspective
Chau, L. (2014). Why You Should Learn Another Language. Retrieved from
http://www.huffingtonpost.com/lisa-chau/business
etiquette_b_7993576.html?utm_hp_ref=san-francisco&ir=San+Francisco
Collins English Dictionary – Complete and Unabridged, 12th Edition (2014). Second
language definition. Retrieved from
http://www.thefreedictionary.com/second+language
Collins English Dictionary – Complete and Unabridged, 12th Edition (2014). Perspective
definition. Retrieved from http://www.thefreedictionary.com/perspective
D'Angiulli, A., Siegel, L. S., & Serra, E. (2001). The development of reading in English
and Italian in bilingual children. Applied Psycholinguistics, 22(4), 479-507.
Retrieved from PsycINFO database.
Demont, E. (2001). Contribution of early 2nd-language learning to the development of

linguistic awareness and learning to read. International Journal of Psychology,
36(4), 274-285. Retrieved from PsycINFO database.
APPENDIX 3
Ellis, R (1985). Understanding Second Language Acquisition. United Kingdom: Oxford

University Press
Gallagher-Brett, A. (2004). Seven hundred reasons for studying languages. Southampton:

LLAS Subject Centre
Gardner, R.C. and Lambert W. R. (1972) . Attitudes and Motivation in Second Language
Learning. Rowley, Mass: Newbury House.
Haynes, J. (n.d.). Language Acquisition vs. Language Learning. Retrieved from

http://www.everythingesl.net/inservices/language_acquisiti_vs_language_02033.php
Henry, A. (2013). Five Best Language Learning Tools. Retrieved from

http://lifehacker.com/five-best-language-learning-tools-1448103513
Jordan, J.E. (2014). 10 Tips And Tricks To Learn Any Language. Retrieved from
https://www.babbel.com/en/magazine/10-tips-from-an-expert
Kaufman, S. (2013). Can introverts learn languages?. Retrieved from

https://www.youtube.com/watch?v=qBcInDFIjD4
Krashen, Stephen D. (1987). Principles and Practice in Second Language Acquisition.

United States: Prentice-Hall International.
Lund University (2012). "Language learning makes the brain grow, Swedish study
suggests.". Retrieved from
https://www.sciencedaily.com/releases/2012/10/121008082953.htm
Mackey, A. (2014). What happens in the brain when you learn a language?. Retrieved
from http://www.theguardian.com/education/2014/sep/04/what-happens-to-the-
brain-language-learning
Manson, M. (2012). 22 Tips For Learning A Foreign Language. Retrieved from

http://markmanson.net/foreign-language
APPENDIX 3
Merritt, A. (2013). Why learn a foreign language? Benefits of bilingualism. Retrieved

from http://www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-
a-foreign-language-Benefits-of-bilingualism.html
Random House Kernerman Webster's College Dictionary (2010). Second language

definition. Retrieved from http://www.thefreedictionary.com/second+language
The Oxford Pocket Dictionary of Current English (2009). Seniors definition. Retrieved
from http://www.encyclopedia.com/doc/1O999-senior.html
Webster's New World College Dictionary Copyright (2010). Business Administration

definition. Retrieved from http://www.yourdictionary.com/business-administration
Weingarten, J. (2014). What is International Business Administration? Retrieved from

http://www.mastersportal.eu/articles/639/what-is-international-business-
administration.html
APPENDIX 4
APPENDIX 4. SCHEDULES AND FEES
FRENCH – IDECAF CENTER

Telephone: 08 3829 5451
APPENDIX 4
CHINESE – SHZ CENTER

Mã Ngày khai
Tên lớp Thời gian học
lớp giảng
Hoa Văn Đàm Thoại Thương Mại Cho Người Bắt Đầu – 1,950,000 VND
Tiếng Hoa Đàm Thoại 1 (ưu đãi giảm 40% học
SHY23 Thứ 3-5, Sáng 8:30 - 10:45 17.05.2016
phí đk trước KG 3 ngày)
Tiếng Hoa Đàm Thoại 1 (Giảm 40%hp đk trước
SHY21 Thứ 2-4-6, 8:30 - 10:00 13.04.2016
KG 3 ngày)
Tiếng Hoa Đàm Thoại 1 (ưu đãi đk trước KG) SHY22 Thứ 2-4-6, 17:45 - 19:15 04.05.2016
Tiếng Hoa Đàm Thoại 1 (Giảm 40%hp đk trước Thứ 7, 18:00 - 20:15; Chủ
SHY20 23.04.2016
KG 3 ngày) Nhật 9:30-11:45
Tiếng Hoa Đàm Thoại 1 (Giảm 40%hp đk trước Thứ 7, 18:00 - 20:15; Chủ
SHY24 21.05.2016
KG 3 ngày) Nhật 9:30-11:45
Hoa Văn Đàm Thoại Giao Tiếp – 1,660,000 VND

Tiếng Hoa Đàm Thoại 3 (ưu đãi đk trước KG) SHS5 Thứ 2-4-6, 19:30 - 21:00 22.04.2015
Hoa Văn Tổng Hợp – 1,950,000 VND

Tiếng Hoa Tổng Hợp 1 (ưu đãi đk trước KG) XTY18 Thứ 3-5 , 18:00-20:15 03.05.2016
Tiếng Hoa Tổng Hợp 4 (ưu đãi đk trước KG) XTX2 Thứ 2-4-6, 19:30 - 21:00 16.05.2016
Tiếng Hoa Tổng Hợp 3 (ưu đãi đk trước KG) XTS4 Thứ 3-5 , 18:00-20:15 17.05.2016
Tiếng Hoa Tổng Hợp 1 (Giảm 40% hp đk trước
XTY19 Thứ 4-6, Chiều 14:30 - 16:45 16.05.2016
KG 3 ngày)
Hoa Văn Chuyên Ngành – 1,900,000 VND

Đàm thoại Thương Mại 5 (ưu đãi đk trước KG) SHW1 Thứ 2-4-6, 17:45 - 19:15 15.04.2016
APPENDIX 4
KOREAN – KANATA CENTER

Tên Lớp Ngày Học Giờ Học Ngày khai giảng Học Tại Cơ Sở
Tối 2-4-6 17h45-19h30
4/04/2016 Điện Biên Phủ
Tối 2-4-6 19h30-21h00
Hoàng Minh Giám-
Tối 2-4-6 19h30-21h00 11/04/2016
Phú Nhuận
Tối 3-5 18h30-21h00 12/04/2016
CẤP 1 Phú Mỹ Hưng – Q7
Sáng 3-5 8h30-11h00 19/04/2016
Tối 2-4-6 17h45-19h30 25/04/2016 Trương Công Định
Sáng T7-CN 8h00-11h15 23/04/2016
Tối 2-4-6 17h45-19h30 11/04/2016 Lê Văn Sĩ
Tối 3-5 18h30-21h00 12/04/2016
Tối 3-5 18h30-21h00 26/04/2016 BÌNH THẠNH
Phỏng
vấn cô Chiều T2-->T6 13h30-16h45 25/04/2016 Trương Công Định
dâu Việt
Âm Hán
Tối 3-5 18h30-21h00 12/04/2016 Lê Văn Sĩ
Hàn
Luyện
dịch nói Tối 2-4-6 19h30-21h00 11/04/2016 Lê Văn Sĩ
sơ cấp
Luyện
dịch văn Sáng T7-CN 8h00-11h15 23/04/2016 Lê Văn Sĩ
bản
Giao Tiếp
Tối 2-4-6 19h30-21h00 11/04/2016 Lê Văn Sĩ
1
Giao Tiếp
Tối 2-4-6 19h30-21h00 25/04/2016 Lê Văn Sĩ
2
Giao Tiếp
Tối 2-4-6 19h30-21h00 25/04/2016 Lê Văn Sĩ
3
Tối 2-4-6 17h45-19h30 25/04/2016
Điện Biên Phủ
Tối 3-5 18h30-21h00 26/04/2016
Hoàng Minh Giám-
Tối 2-4-6 17h45-19h30 0404/2016
CẤP 2 Phú Nhuận
Tối 3-5 18h30-21h00 26/04/2016 Trương Công Định
Sáng T7-CN 8h00-11h15 23/04/2016 Lê Văn Sĩ
Tối 2-4-6 19h30-21h00 25/04/2016 Bình Thạnh
Skype Sáng- Chiều- Linh Động Khai giảng liên tục Học qua skype tại
APPENDIX 4
ngữ pháp Tối nhà

sơ cấp 1:1
Giao tiếp
Sáng- Chiều- Họa qua skype tại
qua điện Linh Động Khai giảng liên tục
Tối nhà
thoại 1:1
Tối 3-5 18h30-21h00 26/04/2016 Điện Biên Phủ
Sáng T7-CN 8h00-11h15 23/04/2016 Lê Văn Sĩ
CẤP 3
Tối 3-5 18h30-21h00 12/04/2016 Phú Mỹ Hưng –Q7
Tối 3-5 18h30-21h00 12/04/2016 Trương Công Định
Tối 3-5 18h30-21h00 12/04/2016 Lê Văn Sĩ
CẤP 4 Tối 2-4-6 17h45-19h30 18/04/2016 Phú Mỹ Hưng –Q7
Tối 2-4-6 17h45-19h30 25/04/2016 Bình Thạnh
Tối 2-4-6 19h30-21h00 11/04/2016 Điện Biên Phủ
CẤP 5 Sáng T7-CN 8h00-11h15 2/04/2016 Lê Văn Sĩ
Tối 2-4-6 19h30-21h00 18/04/2016 Phú Mỹ Hưng –Q7
CẤP 6 Tối 2-4-6 17h45-19h30 18/04/2016 Lê Văn Sĩ
CẤP 7 Tối 3-5 18h30-21h00 4/04/2016 Lê Văn Sĩ
CẤP 8 Tối 2-4-6 17h45-19h30 4/04/2016 Lê Văn Sĩ
Sáng T2 T6 8h00-11h15 11/04/2016 Điện Biên Phủ
Biên Chiều T2T6 13h30-16h45 18/04/2016 Điện Biên Phủ
phiên dịch Sáng T2 T6 8h00-11h15 25/04/2016 Trương Công Định
cấp 1 Sáng T2 T6 8h00-11h15 11/04/2016 Lê Văn Sĩ
Tối T2 T6 17h45-21h00 4/04/2016 Lê Văn Sĩ
Sáng T2 T6 8h00-11h15 25/04/2016 Điện Biên Phủ
Biên
Chiều T2 T6 8h00-11h15 25/04/2016 Điện Biên Phủ
phiên dịch
Tối T2 T6 17h45-21h00 25/04/2016 Lê Văn Sĩ
cấp 2
Sáng T2 T6 8h00-11h15 25/04/2016 Trương Công Định
Biên Chiều T2T6 13h30-16h45 11/04/2016 Điện Biên Phủ
phiên dịch Sáng T2 T6 8h00-11h15 04/04/2016 Lê Văn Sĩ
cấp 3 Tối T2T6 17h45-21h00 04/04/2016 Trương Công Định
Biên Sáng T2 T6 8h00-11h15 25/04/2016 Điện Biên Phủ
phiên dịch Tối T2T6 17h45-21h00 04/04/2016 Lê Văn Sĩ
cấp 4
Tối T2T6 17h45-21h00 25/04/2016 Trương Công Định
Biên
phiên dịch Sáng T2 T6 8h00-11h15 25/04/2016 Điện Biên Phủ
cấp 5

APPENDIX 4

cấp 6
Tối T2 T6 17h45-21h00 04/04/2016 Trương Công Định

phiên dịch
Sáng T2 T6 8h00-11h15 02/05/2016 Lê Văn Sĩ
cấp 7
Biên
cấp 8
HỌC PHÍ
CẤP HỌC PHÍ THỜI GIAN KỸ NĂNG GHI CHÚ

Lý thuyết + thực hành đầy
Cấp 1
3.400.000 đủ 4 kỹ năng nghe nói đọc
viết Sáng:
Cấp 2 3.960.000 8 tuần/ 8h -11h15
Tuần 5 buổi/ Thực tập các nghiệp vụ vi
Cấp 3 4.400.000 Buổi 4 tiết tính văn phòng, soạn thảo
văn bản Chiều :
Cấp 4 4.840.000 Giáo trình nổi 13h30 - 4h45
tiếng Seoul và Học viên thực tập 1-2 tháng
Cấp 5 giáo trình biên trước khi tốt nghiệp
5.280.000
phiên dịch Tối :
Cấp 6 5.280.000
17h45 – 21 h
Cấp 7 5.500.000
Cấp 8 5.500.000
APPENDIX 4
JAPANESE – DONG DU CENTER
Lịch khai giảng các khóa sẽ mở trong năm 2016

KHÓA 96 Trường chính Hồ Văn Huê và các trung tâm : Thứ hai 11 / 01 /
2016
Chi nhánh Bàu Cát : Khóa 96B, Thứ hai 28/ 3 / 2016
KHÓA 97 Trường chính Hồ Văn Huê và các trung tâm : Thứ hai 25 / 4 / 2016
Chi nhánh Bàu Cát : Khóa 97B, Thứ hai 27 / 6 / 2016
KHÓA 98 Trường chính Hồ Văn Huê và các trung tâm : Thứ hai 25 / 7 / 2016
KHÓA 99 Trường chính Hồ Văn Huê và các trung tâm : Thứ hai 24 / 10 /
2016
BẢNG GIÁ HỌC PHÍ

Áp dụng từ khóa 94
Đơn vị tính: đồng
LỚP HỌC PHÍ ĐƠN GIÁ/tiết
HỆ CẤP TỐC (288 tiết/khóa - 12 tuần/khóa)
CT 1 5,200,000 18,000
CT 2 5,350,000
CT 3 5,500,000
CT 4 5,650,000
CT 5 5,800,000
CT 6 5,950,000
CT 7 6,100,000
CT 8 6,250,000
HỆ PHỔ CẬP ( 144 tiết/khóa - 12 tuần/khóa)

PC 1 2,600,000 18,000
PC 2 2,700,000
PC 3 2,800,000
PC 4 2,900,000
PC 5 3,000,000
PC 6 3,100,000
PC 7 3,200,000
PC 8 3,300,000
APPENDIX 4
PC 9 3,400,000
PC 10 3,500,000
NC 3,600,000
HỆ PHỔ THÔNG (72 tiết/khóa - 12 tuần/khóa)

PT 1 1,300,000 18,000
PT 2 1,400,000
PT 3 1,500,000
PT 4 1,600,000
PT 5 1,700,000
PT 6 1,800,000
PT 7 1,900,000
PT 8 2,000,000
Hán tự 600,000 25,000
Học sinh, sinh viên được giảm 10% giá học phí trên, trừ lớp Hán tự.
Các chi nhánh Hồ Thị Kỷ, Phù Đổng, Nguyễn Thị Minh Khai, mức học phí giảm so với học
phí bên trên đối với:
Hệ Phổ cập 50,000 đ

Hệ Phổ thông 30,000 đ
APPENDIX 5
PEERS ASSESSMENT TABLE
Contribution
Name of members Student ID Class Signature
percentage
Nhu-Quynh Thi Luu 12DH490060 KQ1202 100%
Bich-Ngoc Thi Tran 12DH490120 KQ1202 100%
Loi Yen Nguy 12DH490118 KQ1202 100%

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TABLE OF CONTENTS

MINISTRY OF EDUCATION AND TRAINING

HUFLIT IBA SENIORS’

HUFLIT - May, 2016

Table of Contents ............................................................................................................. ii

List of Figures ....................................................................................................................iv

1.1. Background ............................................................................................................1

2.1. Theories ..................................................................................................................2

3.1. Methodology ........................................................................................................12

CHAPTER 5: CONCLUSION AND RECOMMENDATIONS ..................................19

1a. English questionnaire

APPENDIX 4. SCHEDULES AND FEES

PEERS ASSESSMENT TABLE

This research will be divided into 5 chapters. Chapter 1 is Introduction, which

Group: RED Page 1

Regarding to Jennifer Weingarten (2014), before we discuss about International

According to The Oxford Pocket Dictionary of Current English (2009), seniors

Perspective is a particular way of considering something or thinking about a

2.1.1.4. Learning second foreign language

2.2. Previous studies

According to Angela Gallagher-Brett’s research (2004), he focuses on the group of

2.2.2. Benefits of learning

Another study of Elisabeth Demont (2001), which examine if the bilingual

Group: RED Page 12

18% Because of friends' enticement

Because many students choose to learn

because of the orientation

Figure 2. The reason seniors choose that language to study

Figure 3. Seniors‘ evaluation of the importance of studying second foreign language

Figure 4. Seniors‘ intention in attend another class at foreign language centers

6% Because of friends' enticement

Because of improving our competitive

Because of the unnecessary

Because of the limited financial ability

Because of the reluctance to learn foreign

Figure 7. The level of senior in using second foreign language

29% From the secondary school

From the high school

When you consider it is needed

Figure 8. The suitable time to start learning second foreign language

CONCLUSION AND RECOMMENDATIONS

22% Self-taught (through Internet,

Attend second foreign

Figure 9: The most effective method to learn second foreign language

Group: RED Page 19

CHINESE – SHZ CENTER

Figure 11: SHZ center's addresses

482 – 484 Nguyen Thi Minh Khai, Ward 2, District 3,

Group: RED Page 20

119 Vo Van Ngan, Linh Chieu Ward, Thu Duc District,

FRENCH – IDECAF CENTER

Figure 13: Idecaf center's addresses

31 Thai Van Lung, Ben Nghe Ward, Distric 1, HCM

Group: RED Page 21

KOREAN – KANATA CENTER

Figure 15: Kanata center's addresses

260A Dien Bien Phu, District 3, HCM city 39320-868/869

220/102 Le Van Sy, Ward 14, District 3, HCM city 08-3526-1145

5 Hoang Minh Giam, Ward 9, Phu Nhuan District,

45 Pham Thai Buong, Phu My Hung, Tan Phong Ward,

131 No Trang Long, Ward 12, Binh Thanh District,

Group: RED Page 22

JAPANESE – DONG DU CENTER

Figure 17: Dong Du center's addresses