Evaluating competency-based management in English language teaching for art university students in Vietnam: Insights into key influential factors

Abstract

This study examines the implementation of Competency-Based Management (CBM) in English language teaching for students at Vietnamese art universities. As English proficiency becomes increasingly important in the global creative economy, effective management of language education programs is crucial for aligning learning outcomes with students’ professional needs. The research aims to evaluate the perceived effectiveness of CBM and identify key institutional, pedagogical, and cultural factors that influence its application in art-focused educational contexts. Using a quantitative descriptive approach, data were collected from 200 students and 29 lecturers and educational managers across major art universities in Vietnam through a structured questionnaire. The survey assessed multiple dimensions of CBM, including curriculum alignment, instructional support, learning resources, teaching styles, student motivation, and learning environment. Findings indicate that while students and staff generally support the competency-based direction, significant limitations persist in the consistent application of CBM principles. Key challenges include inadequate learning materials, limited use of competency-based instructional strategies, and insufficient support from instructors. Cultural and institutional factors, such as rigid curricula and underdeveloped quality assurance systems, were also perceived as barriers. The study concludes with management-oriented recommendations to improve CBM practices, particularly through enhanced curriculum design, teacher training, and institutional support mechanisms that reflect the specific needs of art students in Vietnam.