VietTESOL International Convention 2026

In the context of globalization and digital transformation, English proficiency has become an essential competency for university graduates, including students in creative and applied arts disciplines. However, for non-English majors at the University of Industrial Fine Arts in Vietnam, English is still largely perceived as a supplementary academic subject rather than a professional communication tool. This study investigates the mismatch between current English language instruction and the professional communication needs of art and design students within an English-as-a-Second-Language (ESL) context. Using a qualitative approach based on curriculum analysis, classroom observation, and informal interviews with lecturers and students, the study examines four key dimensions of English language education: educational vision, institutional mission, language policy, and assessment practices. The findings reveal that although the current curriculum already integrates the four language skills of listening, speaking, reading, and writing, learning content and instructional objectives remain insufficiently connected to students’ specialized disciplines and future career contexts. The study therefore proposes a more communicative, discipline-related, and learner-centered approach to English language education. In particular, the paper highlights the importance of integrating English for Specific Purposes (ESP), project-based learning, portfolio presentation, and authentic communication tasks into the curriculum. In addition, the study recommends a flexible assessment framework emphasizing communicative effectiveness, creativity, and professional applicability rather than native-like linguistic accuracy. The paper contributes to ongoing discussions on sustainable English language education reform for non-English-major students in specialized universities in Vietnam and other comparable ESL contexts.