24 Aug 2024
Joining the national atmosphere of welcoming the new academic year, from August 21 to 27, 2024, University of Economics Ho Chi Minh City (UEH) received new Batch 50 full-time students to complete admission procedures, officially joining the generation of Global Students - Sustainable Action.
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24 Aug 2024
In the context of international integration, English has emerged as an effective tool for students to approach great academic and professional achievements. However, mastering a new foreign language for communication is difficult because learners must overcome not only knowledge but also psychological and emotional obstacles.
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22 Aug 2024
Ensuring that learning outcomes for a foreign language are as good as possible begins with identifying the precise skills that need to be improved. The four main language skills—speaking, listening, reading, and writing—all have a significant impact on efficient communication. From there, you can give each skill a specific, achievable goal. Not only will this help you focus on your weak areas, but it will also motivate you to make quick and effective progress in your language learning. So how can we maximize the learning process's effectiveness by establishing clear goals for every skill?
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20 Aug 2024
The MBA – Technology Management program of University of Economics Ho Chi Minh City (UEH) trains high-quality human resources with integrated expertise, mastering technology, and solving management challenges.
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14 Aug 2024
On the morning of August 10, 2024, the International School of Business (ISB) - University of Economics Ho Chi Minh City (UEH) successfully organized the Graduation Ceremony with the theme "Unlock Your Potential". The ceremony took place in a joyful atmosphere and full of pride of teachers, family, and friends for the new Masters and Graduates.
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07 Aug 2024
This study investigates the extent to which English as a foreign language teacher education prepares teachers to teach pronunciation through Vietnamese secondary EFL teachers’ narratives of their training experiences and how the teachers teach pronunciation in their English classes. Results show that the teachers received insufficient training in pronunciation pedagogy but demonstrated a high level of confidence in teaching English pronunciation. However, their pronunciation teaching centered on listen-and-repeat activities and/or error correction due largely to the nature of testing and assessment practices at their schools. The teachers further articulated beliefs about how teacher education in Vietnam could prepare EFL teachers, such that it needs to include more coverage of pronunciation practice and pedagogy to prepare future secondary EFL teachers to teach English pronunciation competently after graduation.
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