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Abstract
This study evaluates the efficacy of integrating Total Quality Management (TQM) into Service-Learning projects to fulfill University Social Responsibility (USR) and facilitate the transition from English as a Foreign Language (EFL) to a simulated English as a Second Language (ESL) environment. In provincial higher education institutions, executing USR is frequently constrained by limited resources, while learners lack authentic language practice environments.
An empirical study is designed at Pham Van Dong University, involving the entire cohort of third- and fourth-year pre-service English teachers. To optimize resource allocation, the research applies the TQM’s PDCA (Plan-Do-Check-Act) cycle and internal quality control criteria to design, operate, and evaluate community-based teaching projects. Data are anticipated to be collected utilizing teaching portfolios, pre- and post-intervention professional agency scales, and quantitative local community social impact metrics.
Data analysis is expected to demonstrate a statistically significant increase in pre-service teachers' professional agency post-intervention. Pedagogically, the TQM process is projected to standardize instruction, mitigate deployment risks, and successfully establish a sustainable micro-ESL space.
The findings will provide an empirical foundation for provincial higher education institutions to synchronize USR objectives with language transition policies through rigorous quality management.
Keywords: University social responsibility; EFL-ESL transition; service-learning; total quality management; pre-service teachers.
