CURRENT SITUATION AND SOLUTIONS TO IMPROVE THE QUALITY OF THE CHINESE PRESENTATION COURSE FOR LANGUAGE-MAJOR STUDENTS AT THE SCHOOL OF FOREIGN LANGUAGES – THAI NGUYEN UNIVERSITY

Abstract

This study aims to examine the current situation of teaching and learning the Chinese Presentation course at the School of Foreign Languages – Thai Nguyen University, while proposing solutions to improve the quality of its implementation. Employing a mixed-methods approach, the authors surveyed 200 students and conducted semi-structured interviews with 6 instructors using both quantitative questionnaires and qualitative interviews. Results show that 70% of students consider the course highly important; however, only 6.6% feel very confident and 13.5% relatively confident when giving presentations. The most prominent challenges include organizing presentation content (36%), using vocabulary and grammar (24%), and verbal responsiveness during delivery (46.5%). In addition, instructors reported difficulties related to limited teaching time, insufficient instructional materials, and a lack of effective assessment tools. Based on these findings, the study proposes several key solutions: renewing instructional methods with a focus on reflection and practice, developing specialized teaching materials, integrating educational technology, and applying process-based assessment. This research contributes practical insights for curriculum improvement in terms of content, pedagogy, and assessment strategies, ultimately aiming to enhance the overall quality of teaching and learning in this essential language course.