Competency-Based English Teaching for Students: A Case Study of Selected Art Universities in Vietnam

Abstract

This article critically examines the current state of English language teaching in Art Universities in Vietnam, particularly in the context of increasing global integration. The objective is to identify certainpathways for enhancing the quality of English instruction. The study also to explore some strategies that can equip graduates the necessary language proficiency to thrive in international environments. The study utilizes a case study approach, employing surveys to collect and analyze data from both faculty and students at Art Universities. Through this method, the research identifies key issues, challenges, and strengths in the existing English teaching practices, offering a comprehensive evaluation of their impact on student outcomes. The findings reveal significant gaps in the current system and underscore the need for targeted reforms to align English language education with both the specific needs of Art University students and the broader demands of society. Consequently, the study proposes actionable recommendations for improving curriculum design, teaching methodologies, and systemic language skill development to meet output standards and better equip students for successful careers in an increasingly globalized world.