TO WHAT EXTENT DO VIETNAMESE UNIVERSITIES’ RESOURCES MEET THE REQUIREMENTS FOR FRENCH LANGUAGE TRAINING? PERSPECTIVES FROM LECTURERS AND STUDENTS

Abstract

This study examines the extent to which the resources of Vietnamese universities meet the requirements for French language training from the perspectives of lecturers and students. The research employed a mixed-methods design combining quantitative survey data from 77 lecturers and 317 students across nine universities with qualitative interviews involving nine academic managers and 18 lecturers. The findings indicate that the resources supporting French language training generally reach a moderate level. While the teaching staff are considered to possess appropriate qualifications and professional competence, some limitations remain regarding lecturer quantity, pedagogical development, and research capacity. The training programmes are evaluated as relatively appropriate but require further improvement in curriculum structure and clearer communication of training objectives. Facilities and learning materials meet basic requirements but lack specialized infrastructure and updated digital resources. Financial resources remain limited and heavily dependent on tuition fees, while stakeholder engagement, particularly with employers, remains modest. These findings provide empirical evidence to suggest that improving the quality of French language training requires a comprehensive approach, including strengthening lecturer professional development, updating curricula, investing in specialized facilities, diversifying financial resources, and enhancing stakeholder collaboration.