This paper investigates the learning needs of students enrolled in an ESP course at the People’s Police University. A qualitative case study research design was employed through in-depth interviews with 20 undergraduate students. The findings show that the students perceived reading and writing as critical English skills needed for their future profession. The need to thoroughly understand the specialized subject matter in both English and Vietnamese was also reported. Also, the students wished to gain access to extra resources to assist their studying of ESP courses. The students experienced difficulties in mastering technical terms and specialization and comprehending online resources in English. Implications are made based on the findings. The study results would serve as a reference for language program managers, course designers, and English language instructors to enhance ESP courses’ quality in Vietnamese universities.

More And More Educators and Teachers in Colleges and Universities Consider Using Case Study Methods with Using English to Teach Students in Advanced Programs with Social Sciences, Law, Or Journalism Majors. Therefore, To Improve Teaching Quality, The Authors Will Present a Case of Using English as A Foreign Language Via a Case of Publishing Untruth Information of Some Vietnam Newspapers (Thanhnien. Vn and Tuoitre. Vn - Online Magazines in Vietnam) From Korean and China Laws Approach.There Are Ideas to Solve This Issue Even Using Criminal Act Law as They Will Cause Bad Effects Including Disinformation, Disorder, And Misleading Community and Society. As Usual, We Will Teach Students About the Approaches of President Ho Chi Minh On Publishing Activities.

Vietnam has experiences fast achievements in teaching English for high school students in long time. One of this study’s purposes is to state what are challenges in teaching English and recommendations. Barraket (2005) pointed that the re-orientation of the curriculum toward student-centredness in this case had a positive effect on student performance, learning experience and subject evaluation. In particular, the use of student-centred techniques facilitated a strong social context for learning, and provided students with a common experiential framework from which to explore the technical aspects of the curriculum. By using combination of different qualitative methods, SWOT and PDCA analytical techniques, our research results shown, We make suggestions to I,prove teaching quality: 1. Quality control of teacher input (degrees, teaching experience, trial teaching requirements); 2. Develop a set of standards for teacher quality

Our study objective is to figure out: What are previous related studies? And, What are OPPORTUNITIES AND CHALLENGES FOR TEACHING English AT SCHOOLS FROM STUDENT-CENTERED APPROACH? Next, By using several qualitative analytical methods, our results show that: Improve teaching qualifications; Raise awareness of students in learning from others ; Differentiation method in class; More student-led projects in class; Assign tasks for students to help others who are in need. Therefore, our study can be expanded for other emerging markets.

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