EXPLORING EFL STUDENTS’ PERCEPTIONS AND PRACTICES OF ESSENTIAL SURVIVAL SKILLS DURING HAZARDS AT A UNIVERSITY IN VIETNAM: A PROJECT-BASED APPROACH

Abstract

This study explores the perceptions and practices experienced by English as a Foreign Language (EFL) students at University of Foreign Language Studies, The University of Danang (UD-UFLS), Vietnam regarding essential survival skills during hazards. Employing a mixed-method approach, with a focus on Project-based Learning (PBL), the study involves 140 EFL students at UD-UFLS. Key insights were gathered, revealing concerns primarily about electrical shocks, fire outbreaks, drownings, floods, and hurricanes. The results show that, given the recognition of their importance, many students showed a significant lack of exposure to, and awareness of, essential survival skills, indicating potential gaps in proper preparedness. The challenges were then outlined including an absence of adequate emergency response training, obstacles in obtaining timely and accurate information, and a limited grasp of warning signs and evacuation protocols. The significance of PBL in improving EFL students’ survival skills was accordingly emphasized with strong focus on the critical role of social media and multi-modal output in disseminating hazard-related information. The Lighthouse Project was thus initiated, aiming to equip EFL students with essential survival skills through multimodal means with a view to enhancing EFL students' preparedness and awareness of essential survival skills for effectively navigating and responding to hazards.