MINISTRY OF FOREIGN AFFAIRS
DIPLOMATIC ACADEMY OF VIETNAM
ENGLISH FACULTY
—————
PROJECT MANAGEMENT
FINAL PROJECT PROPOSAL
Vietnam–Korea Language Exchange Program
Instructor: M.A Nguyen Thi My Hoa
Student’s Name: Vy Hoang Thao My
Student ID: NNA48A10688
Class: XDDA-NNA48TC.2_LT
Academic Year: 2024-2025
Ha Noi, June 2025
A – EXECUTIVE SUMMARY....................................................................................3
1. Project Title: Vietnam–Korea Language Exchange Program............................... 3
2. Project Summary:..................................................................................................3
3. Funding Details..................................................................................................... 3
4. Time and Location.................................................................................................4
5. Project Coordinator............................................................................................... 4
6. Target Participants.................................................................................................4
B – PROJECT DESCRIPTION.................................................................................. 4
1. Project Goals and Objectives................................................................................ 4
1.1 Project Goal................................................................................................... 4
1.2 Project Objectives..........................................................................................5
1.3 Intended Outcomes and Broader Impact....................................................... 5
2. Target Audience/Beneficiaries.............................................................................. 6
3. Project Format and Activities................................................................................7
4. Project Timeline.................................................................................................... 8
5. Justification......................................................................................................... 11
6. SWOT Analysis...................................................................................................12
7. Project Evaluation............................................................................................... 13
8. Monitoring Plan...................................................................................................14
8.1. Email Progress Reports...............................................................................14
8.2. Assessment Surveys....................................................................................14
9. Reporting Plan.....................................................................................................15
9.1. Performance Reports.................................................................................. 15
9.2. Financial Report..........................................................................................16
C – PERSONNEL....................................................................................................... 16
1. Team Background............................................................................................... 16
2. Experience...........................................................................................................17
3. Education & Qualifications.................................................................................17
D – OTHER REQUIRED DOCUMENTS............................................................... 18
1. Budget Narrative................................................................................................. 18
2. Additional Attachments.......................................................................................20
2.1. Gantt Chart..................................................................................................20
2.3. Session Template (sample)......................................................................... 20
2.4. Sample Pre-Program Survey Questions (Google Forms / Printable)......... 20
2.5. Project Poster.............................................................................................. 22
PROJECT PROPOSAL
A – EXECUTIVE SUMMARY
1. Project Title: Vietnam–Korea Language Exchange Program
2. Project Summary:
This project is a student-led, cross-cultural language exchange initiative between the
Diplomatic Academy of Vietnam (DAV) and the Busan University of Foreign
Studies (BUFS). The primary aim is to foster bilingual communication and
intercultural understanding through structured peer-to-peer teaching. Each participant
will both teach their native language and learn the target language, either Vietnamese
or Korean, through biweekly online sessions. The program also includes monthly
workshops and a final creative showcase.
Unlike formal classroom instruction, this model promotes cost-effective,
practice-based learning while enhancing student diplomacy, empathy, and
collaboration. Participants will develop language fluency, intercultural competence,
and co-produce outputs such as bilingual videos, podcasts, or posters. The program
contributes to institutional internationalization goals and aligns with broader regional
soft power strategies.
3. Funding Details
Total requested funding: 25,000,000 VND.
This funding model reflects a sustainable and scalable approach. By combining
modest external investment with institutional support, the program maximizes its
educational impact while ensuring cost-efficiency. The structure is aligned with the
priorities of potential partners such as the Korea Foundation, the Korean Culture and
Communication Centre, who are all active in promoting intercultural education and
regional cooperation.
4. Time and Location
● Duration: September 2025 to February 2026 (six months)
● Weekly sessions: Conducted via Google Meet
● Training activities:
• At the Diplomatic Academy of Vietnam for Vietnamese students
• At the Busan University of Foreign Studies for Korean students
5. Project Coordinator
Project Manager: Vy Hoàng Thảo My, final-year student at Diplomatic Academy of
Viet Nam
Responsible for planning, coordination, stakeholder communication, monitoring, and
evaluation.
While the project is aligned with a group initiative, the current proposal reflects an
independent management structure. A supporting team of six students contributes to
key areas including workshop delivery, documentation, digital media, and session
facilitation. Details of each member’s responsibilities are outlined in Section C.1 and
Appendix A.
6. Target Participants
40 undergraduate students (20 from DAV and 20 from BUFS), fluent in English
speaking, interested in language learning and cultural exchange.
B – PROJECT DESCRIPTION
1. Project Goals and Objectives
1.1 Project Goal
The Vietnam–Korea Language Exchange Program aims to promote bilingual
communication and intercultural understanding among university students through
structured, peer-led online engagement. The program provides a collaborative
platform where participants alternate roles as language teachers and learners, apply
practical speaking and listening skills, and build meaningful cultural connections
beyond the classroom setting.
This initiative supports institutional goals of internationalization and aligns with
regional educational diplomacy efforts between Vietnam and South Korea.
1.2 Project Objectives
To achieve its overarching goal, the project sets out the following specific objectives:
● Recruit and pair 40 qualified undergraduate students (20 from DAV and 20
from BUFS) by September 2025
● Deliver 24 peer-to-peer language exchange sessions over six months, ensuring
at least 90 percent attendance
● Organize two virtual intercultural workshops to deepen cultural awareness and
peer interaction
● Guide each student pair to produce at least one bilingual product (e.g., poster,
podcast, or video)
● Host a virtual showcase in February 2026 to present student work and promote
program outcomes
● Evaluate progress through pre- and post-program surveys, measuring language
improvement and cultural confidence
1.3 Intended Outcomes and Broader Impact
● Improved conversational proficiency and listening skills in the partner
language
● Strengthened student competencies in public speaking, content creation, and
cross-border collaboration
● Reusable student-created materials that can serve as future learning resources
● A scalable model for other institutions in Vietnam, South Korea, and the
ASEAN region to replicate
● Enhanced visibility for DAV and BUFS in youth-led, intercultural educational
initiatives
2. Target Audience/Beneficiaries
The primary beneficiaries of the Vietnam–Korea Language Exchange Program are 40
undergraduate students, including 20 from the Diplomatic Academy of Vietnam
(DAV) and 20 from the Busan University of Foreign Studies (BUFS). These students
are expected to be between 18 and 24 years old, majoring in diplomacy, international
studies, education, or language-related fields.
Participants will be selected through a competitive application process, including an
online form and short interview. Selection criteria include demonstrated motivation,
interest in cultural exchange, and communication ability. Priority will be given to
students with intermediate proficiency in the target language or the ability to use
English as a bridging language.
Each selected student will participate in:
● Biweekly 90-minute online sessions
● Two intercultural workshops
● A final creative showcase event
● A peer-based project resulting in a bilingual product
In addition to the core group, the project also benefits several indirect stakeholders,
including:
● Faculty mentors from DAV and BUFS, who provide training, feedback, and
institutional oversight
● Student clubs and language departments, which may incorporate program
materials into future extracurricular activities
● Wider student communities at both institutions, who will have access to
selected bilingual products and be invited to attend the final virtual showcase
Most activities (weekly sessions and internal reflections) are private, designed to
foster focused peer interaction. However, the final showcase and selected student
outputs (e.g., videos or posters) will be publicly shared with the university community
through digital platforms or newsletters, expanding the project’s reach and promoting
intercultural understanding across campuses.
This multi-level design ensures that the program not only meets individual learning
goals but also contributes to broader institutional and cultural impact.
3. Project Format and Activities
The Vietnam–Korea Language Exchange Program follows a blended model
combining synchronous online sessions with localized in-person training. It is
structured into three core phases over a six-month period, beginning in September
2025. The program emphasizes consistency, creativity, and reflection, allowing
participants to gradually build linguistic fluency, intercultural understanding, and
collaborative outputs.
Phase 1: Orientation and Onboarding (September 2025)
This initial phase includes promotion, registration, and a two-step participant selection
process. Once selected, students are assigned into cross-cultural pairs based on
language goals and availability. Training sessions are held separately at DAV and
BUFS to introduce students to the program’s structure, online tools, and basic
principles of cultural sensitivity and peer teaching. During this stage, students
complete a self-assessment of their current language level and personal learning
objectives.
Phase 2: Weekly Exchange and Workshops (October 2025 – January 2026)
Each pair engages in biweekly 90-minute sessions via Google Meet, alternating roles
as teacher and learner. Topics include self-introductions, daily routines, campus life,
food and dining etiquette, holidays, and popular culture. Pre-designed topic templates
and discussion guides are provided to ensure structure and balance.
In addition to peer sessions, two intercultural workshops are organized:
● Workshop 1: “Vietnamese–Korean Etiquette in Daily Communication”
● Workshop 2: “My Culture, My Story” – a storytelling and reflective sharing
session
These workshops are designed to deepen cultural understanding and allow for
collective learning beyond one-on-one conversations.
Phase 3: Creative Project and Showcase (February – March 2026)
In the final stage, each pair collaborates to produce a bilingual media product such as
a short podcast, a poster, or a dialogue video. These products must demonstrate the
participants’ grasp of the partner language and culture while highlighting themes
discussed during the program. A virtual showcase event is held in March 2026, during
which students present their work, share personal reflections, and receive feedback
from peers and faculty. Certificates of participation are distributed upon completion.
Program Support Tools and Resources:
● Google Drive: shared folders for materials, session logs, and project
submissions
● Google Forms: surveys for feedback and self-assessment
● Canva and CapCut: optional tools for content creation and editing
● Google Calendar: scheduling and reminders
All materials and communication guidelines will be centrally managed to
ensure consistency, transparency, and ease of access across both institutions.
This activity design ensures that students move from structured participation to
independent collaboration, allowing them to build not only language skills but also
project ownership, intercultural perspective, and creative confidence.
4. Project Timeline
The Vietnam–Korea Language Exchange Program is designed to run for six months,
from September 2025 to February 2026. The implementation is divided into five main
phases, each with distinct objectives, deliverables, and checkpoints.
Month Phase Key Activities
September Orientation - Launch recruitment and online registration
2025 and Setup
- Conduct interviews and select 40 participants
- Match student pairs based on language goals and
availability
- Hold onboarding workshops at DAV and BUFS
- Conduct language self-assessments and
expectation surveys
October Exchange - Begin weekly peer sessions (2 per week via
2025 Sessions – Google Meet)
Phase I
- Focus on introductory topics: greetings, daily
routines, campus life
- Provide session templates and peer-teaching
guides
- Organize Workshop 1: “Vietnamese–Korean
Etiquette in Daily Communication”
November Exchange - Continue peer sessions with new cultural themes:
2025 Sessions – food, family, social values
Phase II
- Launch optional social media mini-tasks
(vocabulary challenges, photo captioning)
- Conduct mid-program feedback survey
December Storytelling - Introduce personal storytelling topics: holiday
2025 and Reflection traditions, school memories, cultural comparisons
- Organize Workshop 2: “My Culture, My Story”
- Begin brainstorming ideas for final projects
January Project - Each pair drafts and produces one bilingual media
2026 Development product (poster, podcast, or video)
- Provide editing support and technical resources
- Organize peer feedback rounds and rehearsal
February Showcase and - Host online Final Showcase event with faculty
2026 Completion guests
- Present student products and personal reflections
- Distribute certificates of completion
- Submit final reports and documentation to
partners/investors
This phased timeline ensures a gradual but consistent flow of learning, with clear
milestones for preparation, practice, creation, and reflection. Flexibility is maintained
through Google Calendar coordination and asynchronous task options, while
accountability is ensured through shared deliverables and scheduled check-ins.
5. Justification
The Vietnam–Korea Language Exchange Program is designed to address three key
challenges in cross-cultural language education: limited opportunities for real-time
practice, lack of peer-led bilingual learning models, and the need for scalable,
student-centered international initiatives.
Firstly, the growing popularity of Korean among Vietnamese students and the
increased interest in Vietnamese at BUFS reflect deepening bilateral ties. However,
students at both institutions have limited access to informal, low-cost environments to
practice their target languages beyond the classroom.
Secondly, the traditional language learning approach remains exam-driven and
teacher-centered, often excluding cultural elements and digital collaboration. By
contrast, this project introduces a dynamic, peer-based model that empowers learners
to teach and learn simultaneously. It enhances accountability, mutual respect, and
intercultural empathy.
Thirdly, the project aligns with institutional strategies promoting youth-led
international engagement. It reflects the goals of stakeholders such as DAV’s Korean
Studies Department and potential investors like the Korea Foundation and King
Sejong Academy. The program supports Vietnam–Korea educational diplomacy
through tangible student outcomes.
In terms of feasibility, the design is streamlined and cost-effective. It leverages free
tools (Google Meet, Drive), operates with a manageable cohort (40 students), and
requires a modest budget of 25 million VND. In-kind support from DAV and BUFS
further strengthens its implementation.
The project’s long-term value lies in its scalability, adaptability for future cohorts, and
the creation of reusable bilingual learning resources. Most importantly, it helps
students develop essential skills in intercultural communication, teamwork, and global
citizenship.
6. SWOT Analysis
Factors Details
Strengths Enthusiastic student team with diverse language and academic
backgrounds
Low-cost, scalable model using virtual platforms
Strong institutional support from DAV and BUFS
Alignment with regional soft diplomacy and academic exchange
priorities
Weaknesses Limited experience managing cross-border peer sessions
- Dependence on participants’ voluntary commitment and consistent
attendance
Lack of backup facilitators if participants drop out
Opportunities Increasing demand for intercultural communication skills among
students
Alignment with the goals of sponsors such as Korea Foundation or
King Sejong Academy
Can be replicated with other universities in ASEAN or East Asia
Threats Time zone differences and scheduling conflicts
Technical issues due to unstable internet access
Risk of disengagement if activities are not well-paced or diverse
7. Project Evaluation
To evaluate the effectiveness of the Vietnam–Korea Language Exchange Program,
both qualitative and quantitative methods will be applied, focusing on three key
dimensions: participant engagement, language learning outcomes, and the quality of
final outputs. Measurable indicators of impact include: (1) the number of weekly
sessions successfully conducted; (2) participant attendance rate, which is expected to
remain above 90 percent; (3) improvement in language proficiency, measured through
pre- and post-program self-assessments and short reflective evaluations; (4) feedback
from both DAV and BUFS participants on learning effectiveness, cultural exchange,
and the usefulness of peer-teaching sessions; and (5) the number of follow-up
activities, partnerships, or institutional engagements resulting from the project.
Surveys will be administered at three points: before the program begins, at the
midpoint (December 2025), and after the final showcase (February 2026). These
surveys will assess changes in learner confidence, language use, and intercultural
awareness. Each student pair will maintain a simple logbook documenting their
sessions, learning progress, and any challenges. In addition, final products will be
reviewed by faculty advisors and peers using evaluation rubrics based on criteria such
as clarity, creativity, and cultural depth.
To mitigate risks, the program will rely on shared calendars to minimize scheduling
conflicts and on initial language self-assessments to ensure balanced pairings.
Participants will receive training on digital tools early on to avoid technical
disruptions, and periodic check-ins will help maintain motivation and reduce dropout
rates. Through this structured approach, the evaluation plan aims to provide actionable
insights for continuous improvement while ensuring transparency and accountability
to all stakeholders.
8. Monitoring Plan
To ensure the timely and effective implementation of the Vietnam–Korea Language
Exchange Program, two primary methods of monitoring will be adopted: regular
email progress reports and structured assessment surveys.
8.1. Email Progress Reports
Monthly progress reports will be submitted to faculty supervisors and relevant
stakeholders. These reports will include updates on session completion, attendance
records, activity highlights, and any unexpected delays or issues encountered. Reports
will be coordinated and compiled by the Project Manager using data collected from
Google Forms and session logs maintained by each student pair.
This method allows for professional communication and documentation, while
offering stakeholders an opportunity to provide early feedback or guidance during the
implementation process.
8.2. Assessment Surveys
Assessment surveys will be distributed at three key points: prior to the start of the
program, at midterm (December 2025), and after completion (February 2026). These
surveys will measure changes in student motivation, perceived language proficiency,
and intercultural awareness. Feedback from these surveys will help the project team
adapt materials, improve support strategies, and ensure that student expectations are
being met.
Surveys will be conducted using Google Forms to allow for easy access, anonymity,
and structured analysis.
These two monitoring methods were selected for their efficiency, transparency, and
adaptability to an online learning environment. Together, they provide a well-rounded
view of the program’s progress, highlight areas for improvement, and foster
responsive project management. Additionally, all session materials and participant
outputs will be stored and regularly updated on a shared Google Drive folder, enabling
academic supervisors to access real-time documentation at any stage of the project.
9. Reporting Plan
Throughout the six-month implementation period, the Vietnam–Korea Language
Exchange Program will produce a total of three formal reports: two interim
performance reports and one comprehensive final report. In addition, a separate
financial report will be submitted at the conclusion of the project to ensure
accountability and transparency.
9.1. Performance Reports
● Interim Report 1 (October 2025):
Summarizes the results of participant selection, orientation sessions, and initial
peer exchanges. Includes attendance statistics, onboarding feedback, and
adjustments made based on early observations.
● Interim Report 2 (December 2025):
Focuses on the mid-program evaluation, covering workshop participation,
language progress indicators, emerging challenges, and key lessons. Draws
upon survey data and session logs.
● Final Report (February 2026):
Provides a comprehensive summary of all project phases, deliverables
completed, participant reflections, and academic outcomes. Also includes
recommendations for future implementation or scale-up.
Each performance report will be prepared by the Project Manager, reviewed by faculty
mentors, and stored on the shared project drive.
9.2. Financial Report
A separate financial report will be prepared in March 2026, following the completion
of the Final Showcase. This document will detail the use of funds across budget
categories (e.g., workshops, materials, guest speakers, event logistics), compare
projected vs. actual spending, and outline lessons learned regarding cost-efficiency.
All reports will be submitted digitally to both DAV and BUFS faculty supervisors and
will be made available to external investors upon request. The reporting structure is
designed to demonstrate progress, foster transparency, and ensure alignment with
stakeholder expectations throughout the project lifecycle.
C – PERSONNEL
1. Team Background
● Project Manager – Vy Hoàng Thảo My
Leads the overall project planning and execution. Overseas communication with DAV
and BUFS, scheduling, stakeholder coordination, progress tracking, and preparation of
project reports.
● Session Facilitator (Vietnam) – Đỗ Thị Kiều Linh
Supports DAV participants in scheduling, peer-matching, and reflection activities.
Manages feedback from weekly sessions and supports training logistics.
● Session Facilitator (Korea) – Nguyễn Thị Lê Na
Works closely with BUFS students and university liaisons to coordinate exchange
sessions, monitor participation, and assist with bilingual communication.
● Workshop Coordinator – Nguyễn Hồng Mai
Designs and organizes intercultural workshops. Coordinates with guest speakers,
prepares agendas, and handles logistics for monthly online training events.
● Media Design Lead – Hà Thị Lâm Huyền
Provides support for student-created products including digital posters, podcast
templates, and short video projects. Oversees layout design, visual consistency, and
media editing tools.
● Event and Certificate Officer – Đặng Vân Linh
Responsible for organizing the final showcase event, issuing digital certificates, and
supporting public presentation of student outputs.
● Documentation and Archive Officer – Dương Hoàn Anh
Maintains shared Google Drive resources, compiles session materials and attendance
logs, and organizes creative outputs for final reporting and public exhibition.
2. Experience
The project coordinator has prior experience in student-led event management and
cross-functional coordination. She served as Head of Event Planning for several
volunteer programs organized by a student club at the Diplomatic Academy of
Vietnam. These roles involved managing logistics, coordinating volunteer teams, and
liaising with both internal departments and external collaborators.
In 2023, she took on the position of Event Director for the English Language Career
and Study Abroad Fair at DAV. This event attracted over 100 participants and featured
guest speakers from educational organizations and international programs. Her
responsibilities included designing the program flow, supervising promotional efforts,
and ensuring effective collaboration across student teams.
These experiences have helped develop strong organizational, communication, and
leadership skills that are highly relevant to the implementation of the Vietnam–Korea
Language Exchange Program.
3. Education & Qualifications
I am currently a final-year student in the English Faculty at the Diplomatic Academy
of Vietnam. My coursework has included modules in international education, project
planning, intercultural communication, and digital content creation. I have also
completed training in using digital tools such as:
● Google Workspace for collaboration and file management
● Zoom and Google Meet for online session facilitation
● Canva and CapCut for visual media and digital editing
Through this academic foundation and extracurricular experience, I am well-prepared
to design and implement a project that combines language education, cultural
exchange, and youth empowerment in a professional and scalable format.
D – OTHER REQUIRED DOCUMENTS
1. Budget Narrative
The total proposed budget for the Vietnam–Korea Language Exchange Program (excel
file) is 25,000,000 VND. The budget has been carefully allocated to ensure
cost-effectiveness while supporting the program’s key components. The table below
summarizes the estimated expenses:The largest share of the budget is dedicated to the
Final Showcase, which serves as a public-facing event that highlights participant
achievements and engages institutional stakeholders. The second most significant
category supports expert guest speakers and workshop materials, which are essential
for building cultural knowledge and confidence in communication.
Zoom Premium ensures stable and flexible online interaction across borders, while
media editing tools such as Canva Pro or upgraded storage capacity (e.g., Google
One) support the creation and submission of high-quality student outputs. A
contingency fund is included to address any unexpected needs such as technical
troubleshooting or replacement materials.
This budget does not include staffing costs, as the project is coordinated entirely by
the student project manager. Institutional in-kind support (e.g., physical space for
training, basic communication channels) is expected to be covered by DAV and BUFS
as part of their student exchange and educational innovation mandate.
Budget Narrative
Qua Price Total
No. Item Unit Explanation
ntity (VND) (VNĐ)
To support stable,
account
Zoom Premium 2.000.00 2.000.00 professional-quality virtual
1 /6 1
Subscription 0 0 sessions between participants from
months
DAV and BUFS.
Workshop
session Handouts, visuals, activity guides
Materials 1.500.00 3.000.00
2 packag 2 for intercultural communication
(handouts, visuals, 0 0
e workshops.
guides)
Certificates and
A4 1.500.00 For participant recognition and
3 Printing for 60 25.000
sheets 0 event materials.
Showcase
Guest Speaker Compensation for invited trainers
2.000.00 4.000.00
4 Honorarium (2 person 2 with experience in cross-cultural
0 0
workshops) education and youth diplomacy.
Showcase Event packag 7.000.00 7.000.00 Decoration, prizes, and media
5 1
Logistics e 0 0 setup for the closing event.
Media Editing Canva/
3.000.00 3.000.00 Canva Pro, CapCut, and storage
6 Tools and File Cloud 1
0 0 tools for student-created content.
Storage Support plan
Reserved for unexpected needs:
Contingency lump
4.500.00 technical issues, replacements, and
7 Reserve sum
0 material gaps during the 6-month
(unexpected costs) (10%)
program.
25.000.0
Total
00
2. Additional Attachments
2.1. Gantt Chart
2.3. Session Template (sample)
Session Title: Campus Life & Daily Routine
Target Languages: Vietnamese ↔ Korean (English support)
Duration: 90 minutes
Structure:
● Warm-up (5 min): Exchange fun facts about student life in each country.
● Vocabulary List (15 min): Words for “class,” “break time,” “library,” “club,”
etc.
● Dialogue Practice (20 min):
A: "What time does your class start?"
B: "My class starts at 8 a.m. I usually have lunch at the campus canteen."
● Cultural Notes (10 min): Differences in study habits or timetables.
● Role-play (15 min): One student is a DAV student; the other a BUFS student.
● Reflection (10 min): What was most surprising? What vocabulary was new?
2.4. Sample Pre-Program Survey Questions (Google Forms / Printable)
Title: Pre-Program Needs Assessment – Vietnam–Korea Language Exchange
Section A – Background
1. Name:
2. Institution: DAV / BUFS
3. Major / Department:
4. Have you participated in any language exchange program before?
Section B – Language Proficiency
5. How would you rate your speaking ability in the target language?
☐ Beginner ☐ Intermediate ☐ Upper-intermediate ☐ Advanced
6. Which language(s) are you most comfortable using in this program?
☐ Vietnamese ☐ Korean ☐ English
Section C – Motivation & Preferences
7. Why did you join this program?
8. Which cultural topics are you most excited to learn about?
9. Do you prefer structured or free-form sessions?
10. Any learning goals you’d like to achieve?
2.5. Project Poster
