Graduation internship has been proved to play a vital role in students’ personal and professional development. It can also be considered a preparatory step for students to gain practical knowledge and supervised experience. However, what students encounter and how students value the internship are still debatable. This study explores how students of English Language Studies at Hoa Sen University, Vietnam, perceive the benefits and challenges of their graduation internship through a mixed-method study on 92 undergraduate students via survey questionnaires and in-depth interviews. The study employed descriptive data analysis and multiple regression to analyze quantitative data and grounded theory techniques for qualitative information. The findings show that students value graduation internship as an opportunity to enhance their personal skills and employability. The study also finds out that the difficulties students face when performing given professional tasks are insufficient personal skills and lack of professional knowledge. Additionally, results from multiple regression analysis reveal that understanding job values and confirming career aspirations have a positive correlation with perceived internship necessity while building future career plans and expanding working relationships have negative directions. The research findings can be of value for the higher educational institutions in adjusting or redesigning their programs to meet the demand of the workforce?

This research is aimed at exploring students' perception on learning writing skills based on Project-based learning (PBL) method. The researcher applied descriptive research design for this study. A questionnaire was designed to find out the student's perception after they had been taught writing skills through PBL for a semester of 3.5 months. Thirty-five students in class 11 Mathematics at Ha Long high school for gifted students participated in the study. The result of this study showed that project-based learning provides immense opportunities for students to develop their writing skills. The students felt more confident in their ability to write, to work with others and to clearly communicate information. In addition, they enjoyed being an active participant in the learning process and assignments and activities in PBL were helpful. Findings from the study suggest that when guiding groups to implement projects, teachers need to make requirements on objectives, set of content-oriented commands, scale, implementation process and products of the project. The plans of the groups are discussed, unified with the teachers and recorded in each individual project. It is also necessary to ask students to clarify the benefits, difficulties encountered and remedies, new ideas for developing the project are born during the implementation of the project by the team.