VIETTESOL INTERNATIONAL CONVENTION 2025

With the emphasis on career-oriented education, the Personal Professional Portfolio has been introduced as an assessment task in the Career Development course for English language major students at a university in Vietnam. Aiming to prepare students for future employment, the Personal Professional Portfolio adopts a learner-centered approach that combines reflection, practical skill-building, and self-directed learning. However, given the relatively recent implementation of this assignment, little research has been conducted on students’ and lecturesr’ attitudes towards the Personal Professional Portfolio and its perceived effectiveness. Accordingly, this study aims to: (1) investigate the senior students and lecturers’ attitudes towards the Personal Professional Portfolio assignment as an assessment and a means for career development, and (2) collect their suggestions for improving its application. To achieve these aims, the researcher employed a mixed-methods approach, utilizing both questionnaires and semi-structured interviews. The findings reveal that most students and lecturers responded positively to the Personal Professional Portfolio, recognizing its value in promoting students’ self-reflection, clarifying career goals, and developing essential skills. Nevertheless, issues such as time constraints and lack of skills and experiences were reported. Based on these results, several recommendations for students, teachers, and course designers are proposed to enhance the effectiveness of the PPP in future implementation.