Nurturing critical thinking (CT) has been acknowledged as a core objective of tertiary education, and drawn attention from academia of teaching English as a Foreign Language (EFL), particularly in EFL argumentative writing. It has been claimed that collaborative learning which stimulates the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking. One of the important aspects of learning and teaching through collaboration is the group composition or grouping “who with whom”. The present study was an attempt to investigate the impact of homogeneous and heterogeneous groupings on critical thinking in collaborative writing. Having been required to write an argumentative essay as a pre-test, 75 participants, who were categorized by their prior critical thinking levels, were assigned into three group types: heterogeneous, homogeneous high and homogeneous low groups. As a consequence, four types of students were considered their improvement before and after the experiment: high-level students in heterogeneous groups, lowlevel students in heterogeneous groups, high-level students in homogeneous groups, low-level students in homogeneous groups. The results demonstrated that learners improved their critical thinking level through collaborative writing, whether working with stronger or weaker peers. However, heterogeneous grouping showed superiority over homogeneous grouping at the low level. The results revealed that cooperative learning could be especially beneficial for low students. It is hoped that the findings of the present study will give teachers deep insights into group compositions in collaborative learning courses, and will help them make better group experiences for students.

The issue of discrepancies between university English business administration curriculum and English oral communication competence requirements in the workplace has been increasingly alarming since Vietnam accessed into more and more international business organizations especially ASEAN Economic Community. In the present study, qualitative data were collected in semi-structured interviews with stakeholders in real workplace, consisting of 15 employers at executive and managerial level and 8 business administration graduates from four universities to explore this mismatch. The results showed that most of the employers and graduates were slightly dissatisfied or dissatisfied with business administration graduates’ English oral communication competencies in workplace right after their graduation. Specifically, most of the business administration graduates lacked good pronunciation, skills and appropriate attitudes rather than knowledge in dealing with English oral communication tasks. Importantly, much of the dissatisfaction of both employers and graduates came from the discrepancies between the university preparation and workplace requirements. Thus, creating long-term collaborative partnerships among and between academic institutes and potential employers and designing a competency-based course are essential in preparing business administration undergraduates efficiently for the increasingly demanding workplace regarding English oral communication competencies.