Ho Chi Minh City Open University

Faculty of Foreign Languages

INTERNSHIP REPORT

Intern’s name: Nguyen Thi Yen Nhi

Organization: ASP – Apollo School Partnership

Mailing address: asp.hcm.vn@apollo.edu.vn

Supervisor: Tran Thi My Hanh (Sales Manager)

Telephone number: 0983184050

Internship dates: 04/07/2022 – 26/08/2022

Report date: 27/08/2022

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 Ho Chi Minh City Open University

Faculty of Foreign Languages

INTERNSHIP REPORT

Intern’s name: Nguyen Thi Yen Nhi

Organization: ASP – Apollo School Partnership

Mailing address: asp.hcm.vn@apollo.edu.vn

Supervisor’s name and position: Tran Thi My Hanh (Sales Manager)

Telephone number: 0983184050

Internship dates: 04/07/2022 – 26/08/2022

Report date: 27/08/2022

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 ACKNOWLEDGEMENTS

Throughout my 8-week internship, I have had a lot of aids from many people.
Without them, I would not have been able to finish this report.

Firstly, I want to thank both Ho Chi Minh City Open University and the Faculty
of Foreign Language for this unique opportunity and experience.

Secondly, I would like to show my deepest gratitude to Mr Nguyen Ngoc Hoi

for his wonderful guidance. His wonderful directions and suggestions helped me in
the completion of this report.

Finally, I would like to extend my sincere thanks to Apollo School Partnership

(ASP), and specifically to Mrs Tran Thi My Hanh, from whom I got to learn
translation and interpretation. I am also grateful for my very helpful, kind and
supporting colleagues in ASP.

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4
 LECTURER’S REMARKS

List of
Contents Weighting
criteria

Criterion 1 Evaluation from the industry 30%

Positive attitudes: self-discipline, 10%

Criterion 2 honesty, willingness for self-
improvement, and punctuality
Clear and detailed introduction about 10%
Criterion 3
the industry and internship descriptions
In-depth analysis and evaluation of 20%
Criterion 4
internship
Quality of discussions on the business 20%
or translation-interpretation issues
Criterion 5 The selection of sources from high-
quality journals/ books/ web-pages …
to back up the arguments
Ability to wrap up the entire report and 10%
Criterion 6
offer some relevant recommendations

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Given mark Signed by

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 TABLE OF CONTENT

CHAPTER ONE: INTRODUCTION 8

1.1. REASONS FOR CHOOSING ENGLISH TRANSLATION AND

INTERPRETATION MAJOR 8
1.2. OBJECTIVE OF INTERNSHIP 8
1.3. INTRODUCTION OF APOLLO ENGLISH/ASP 9
1.3.1. FOUNDATION 9
1.3.2. MISSION - VISION – VALUES 10
1.3.3. MAIN ACTIVITIES – GOALS 10
1.3.4. ORGANIZATION STRUCTURE 11

CHAPTER TWO: DESCRIPTION OF INTERNSHIP 12

2.1. STUDENT ROLE DURING THE INTERNSHIP PERIOD 12

2.2. ENROLLMENT AND TRAINING PROCESS 13

2.3. INTERNSHIP DIARY 15

CHAPTER THREE: ANALYSIS AND EVALUATION 19

3.1. UNDERSTANDING TRANSLATION/INTERPRETATION 19

3.2. SELF REFLECTION 20

3.2.1. STRENGTHS 20

3.2.2. WEAKNESSES 21

CHAPTER FOUR: KEY BUSINESS SKILL 23

CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS 25

5.1. LIMITATIONS 25

5.2. RECOMMENDATIONS 25

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 5.2.1. FOR COMPANY 25

5.2.2. FOR OPEN UNIVERSITY 25

5.3 CONCLUSIONS 26

REFERENCES 27

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 CHAPTER ONE

INTRODUCTION

1.1. Reasons for choosing English translation and interpretation major

Ever since I was young, I have always been interested in foreign languages. It
is fascinating to think about how people can communicate in a completely different
language, and with it, a different culture. Additionally, because my sister is also a
translator and interpreter, observing her doing her job only fuels my passion
furthermore. To think how a person can change and rearrange the words in their
head from one language to another is amazing. That is why I chose English
translation and interpretation as my major.

1.2. Objective of Internship

I have the opportunity to study and apply what I have learned during my
internship at Apollo English, specifically at Apollo School Partnership (ASP). The
reason why I chose ASP is that they provide an energetic environment, and an
opportunity to gain experience and strengthen my skills.

Despite having worked several jobs before, interning for ASP is still a fresh
experience for me. Most of my previous occupations were related to sales or
tutoring, so being able to work in an office environment is new and exciting. Not to
mention, I have the opportunity to work directly with foreigners.

My objectives are to practice and implement what I have read in textbooks in

real-life, and improve my skill sets. First of all, for the most part, the knowledge
that I have learned in classes can be easily forgotten if I do not practice or use them
often for a long period of time. For that reason, having the ability to recall and
exercise them during this internship is quite precious to me. Second of all, I am
interested in interpreting for people instead of pretending situations in classes. I
want to know what my limitations are and how to improve or change them.

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1.3. Introduction of Apollo English/ASP

1.3.1. Foundation

For more than five decades since Reunification Day in 1975, Vietnam has put
a lot of effort into developing its economy. To join the global market, one of the
main focuses is to have English as one of the country's second languages. That is
why many English centers were opened all over the country.

English programs for children are especially popular because many parents
believe that the most effective way for their children to know English is to have
them learn it from a young age. Apollo English is among these centers with such
programs.

Founded in 1995 by Arabella Peters and Khalid Muhmood, Apollo English was
the first English Center with 100% foreign capital. On each center, the slogan
"Where the best become better" is proudly displayed. The main offices in the South
are located at 58 Pham Ngoc Thach, Vo Thi Sau Ward, District 3. Currently, Apollo
English has more than 50 centers all over Vietnam, with 4 centers about to open.

Like most education centers, students can learn at the nearest center from their
home. However, Apollo English also offers partnership programs, in which English
teachers can teach right at school instead of having parents take their kids to the
center after working hours or on the weekend. Apollo School Partnership (ASP) was
established to be in charge of this program. They reach out and partner with
Vietnamese schools all over the country to teach young kids English during school
time. ASP is where I conduct my internship.

ASP, Apollo English's affiliate organization, was established under the name
BEP (British Education Partnership) in 2013, but it was later changed to ASP in
2017. ASP's exclusive goal is to partner with kindergartens, primary schools, middle
schools and high schools in order to help students hone their English skill sets in the
school's familiar environment during regular school time.
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 1.3.2. Mission - Vision - Values

Mission, vision and values are all very important to ASP.

They are the backbone of the organization, and what helps ASP develop and
improve. With every decision made, employees always bear these things in mind.

● Mission:

To bring English to life through real-world experiences and learning.

● Vision

To help children gain confidence and reach their potential to change the world.

● Values

To have passion, integrity, innovation, accountability, and partnership.

1.3.3. Main activities - Goals

ASP actively seeks out schools that want to partner to create a fun, educational
English environment for children at school and during school time. The
organization’s responsibilities are:

● finding foreign teachers and sending them to teach directly at school.

● creating and changing curriculums/programs based on each school's
requirements and different ages.
● guaranteeing training results.

Teachers at ASP are all required to have not only a university degree, but also
CELTA certification, and at least 60 hours of experience in the classroom. Teaching
assistants are also trained and experienced.

ASP wants to help students to:

● Have a strong English foundation.

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 ● Develop English skill sets (especially in listening, speaking, and
comprehension).
● Communicate with foreigners confidently in English.

In addition, ASP often holds events at schools for educational purposes, with
fun activities relating to vocabulary, grammar, or knowledge about holidays like
Tet, Halloween, Christmas, etc.

1.3.4. Organization Structure

Here is the organization diagram of ASP:

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 CHAPTER TWO

DESCRIPTION OF INTERNSHIP

2.1. Student Role During The Internship Period

I applied for the position of Assistant to the Manager at ASP. Even though my
job description said I was to mainly assist the Managers, my actual job is to assist
everyone in the office if needed, since the ASP main office only has 6 employees,
me included.

To do my job, I was required to know and understand the courses and

curriculums that were taught, class routines, schedules, teaching materials, contracts
and agreements. I was also responsible for communication and making minutes of
meetings between the Academic Manager, foreign teachers and partnered schools,
so I had to make acquaintances with Apollo teachers, teaching assistants, and
employees at Vietnamese schools. It was a challenging position for me considering
I had rarely done any of these in my previous part-time jobs, but I was ready to take
it on in order to test and push myself to improve.

My internship lasted for 8 weeks. I came to the office at least 4 days a week.
However, I usually showed up more often because there were a lot of unfinished
tasks that could not be done at home. My shift was from 9:00 to 16:00, though I
tended to work overtime and didn’t leave until 18:30 or 19:00. I regularly
transported from the main office to other places like other Apollo Centers or
Vietnamese schools to support ASP teachers or to deliver documents, for meetings,
or for interpreting task, so that takes up a lot of time in the office, too.

During my internship, I had many chances to practice English since the

Academic Manager and foreign teachers only speak that language. My managers
and co-workers helped me learn and improve my office skills, as well as my
communication skills.

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2.2. Enrollment and Training Process

I first saw the ASP recruitment advertisement on Facebook. After carefully

reading the job description and details, I sent my resume to ASP through Gmail. I
got the reply email back on the same day and was scheduled for an interview that
week. When I arrived, Mrs Hanh was the one to interview me. She asked me about
my previous experience, specifically with communication since I mainly had to do
that. After being satisfied with my answer, she gave me further details about the
office layout, my responsibilities, my co-workers, and payment. I was set to start
the week after that.

In my first and second weeks, I mostly got used to the office environment. Mrs
Hanh introduced me to the other office employees. Then, I filled out the employee's
contract. My main goals were to learn and remember the programs, curriculums,
and teaching materials. I also got acquainted with my managers, colleagues, and
some foreign teachers. My first task was to check for misplacement of teaching
materials such as story books, flashcards, USBs, speakers, crayons, etc, and to re-
organize them. In the process, I noted down their orders and where they are put.
Soon after, to help me grasp a normal class routine and classroom management, Mrs
Hanh had me observe several classes at kindergartens and primary schools. I had
the chance to talk to the English teachers and get more information about their
teaching methods and schedules. Moreover, I could converse with some of the
homeroom teachers. I asked them about their school, students, and their opinions
about ASP teachers and programs.

For the next 6 weeks, my job officially began. Mrs Hanh and Ms Xuan, the
School Service Executive, sent me several files and documents that needed to be
translated, from either English to Vietnamese or vice versa. After translating them,
I would send them back for re-checking. They would then give me some pointers
and comments for improvement, and I would edit the documents based on their
suggestions. I got the chance to read and study different types of contracts and
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agreements. Besides that, I also regularly checked for emails and answered them.
Mostly, I translated the emails between the Academic Manager and Vietnamese
schools. Other than that, as an English-majored, I was often assigned to attend
meetings. I interpreted for the Academic Manager if necessary and made minutes
of the meetings. However, before that, Mrs Hanh and Mr Ijspelder would test me to
see if I was up for the task. Even though I had learned this at Open University
already, I was still nervous when facing an in-real-life situation. Afterwards, they
encouraged me and gave me some tips and advice. Later on, when requested, I
would sometimes accompany ASP teachers and interpret for them if they needed to
express their opinions or teaching requirements with homeroom teachers, or the
school administration.

Each week, I would record and report my task progress on an Excel Sheet. After
the internship, I wrote an overall review of my performance and was evaluated by
Mrs Hanh.

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2.3. Internship Diary

Week 1
Job Tasks Tasks Breakdown
a/ Filling in the employee’s contract.
1/ Getting to know the
b/ Introducing myself to colleagues.
office
c/ Checking teaching material placements.
a/ Studying kindergarten curriculums and reading
teaching content and materials.
2/ Getting to know b/ Looking over class schedules.
kindergarten
environments and c/ Observing classes at Nguyen Cu Trinh, Thien
teaching methods Anh, Mat Troi Hong Kindergarten.
d/ Making acquaintance with Apollo teachers and
homeroom teachers.
Week 2
Job Tasks Tasks Breakdown
a/ Checking for missing flashcards.
b/ Making new flashcards based on My Little Islands
1/ Filling in missing books.
teaching materials
c/ Printing and laminating flashcards.

d/ Organizing flashcards.
a/ Contacting schools to get updates on names and
the number of students in each class.
b/ Checking and changing student lists according to
2/ Making student lists
the school's updates.

c/ Updating student lists on ASP Google Drive.

a/ Studying primary curriculums and reading

teaching materials on Science, Math, and Grammar.
3/ Getting to know
primary school b/ Observing classes at Nguyen Binh Khiem, Dong
environments and Ba, and Khai Minh Primary School.
teaching methods
c/ Making acquaintance with Apollo teachers and
homeroom teachers.

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 Week 3
Job tasks Task breakdown
a/ Preparing teaching materials based on curriculums
1/ Preparing teaching and teachers' schedules.
materials for teachers. b/ Checking out materials on Librarika.
c/ Contacting teachers and sending out materials.
a/ Looking for new schools in each district in Ho Chi
Minh City on Google.
2/ Scouting for new b/ Making excel sheets with new schools'
schools. information: address, website, contacting
information, principal/vice-principals name.
c/ Re-checking information and sending sheets to the
Sales Manager.
a/ Checking teachers' resumes/certifications and
editing teacher contracts in Vietnamese and English.
b/ Translating renewal of partnership agreement. into
3/ Translating/ English.
interpreting tasks
c/ Interpreting and making minutes of the meeting
between the Academic Manager and the principal of
Khai Minh Primary school
Week 4
Job tasks Task breakdown
a/ Checking, translating, and responding to emails.
b/ Shredding old and/or unused documents.
1/ Office task
c/ Printing teacher contracts and teachers'
resumes/certifications.
a/ Reading the previous year's proposal.
2/ Translating b/ Translating proposals with updated terms, prices,
partnership proposal and benefits into English.
c/ Re-checking and sending proposals to both
managers.
a/ Checking kindergartens' curriculum.
3/ Preparing monthly
study plans for b/ Creating study plans with this month's vocabulary
kindergartens and grammar in English and Vietnamese.
c/ Uploading study plans on Google Drive.
Interpreting and making minutes of the meeting
4/ Interpreting task between the Academic Manager and the vice-
principal of Dong Ba Primary school

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 Week 5
Job tasks Task breakdown
a/ Printing out renewal of partnership agreement.
1/ Sending out b/ Re-checking printouts for mistakes.
partnership agreements
c/ Sending out partnership agreements to schools that
the Sales Manager has listed.

a/ Listening to the manager’s explanation of the

event and its purpose.

b/ Noting down the general ideas of what the

2/ Interpreting for the manager wants to convey: the purpose of the event,
Academic Manager to participants, activities, etc.
hold a new event. c/ Accompanying the manager to Nguyen Binh
Khiem Primary School and interpreting for his
meeting with the principal and vice-principal.

d/ Making and translating the minute of the meeting.

Week 6
Job tasks Task breakdown
a/ Reading previous months' bills.

b/ Calculating and editing the total service time this

month for each school and the total bill.
1/ Translating bills
c/ Editing bills in Vietnamese and English.

d/ Sending bills to the School Service Executive for

checking.

a/ Printing out proposals.

2/ Sending out b/ Re-checking printed proposals for mistakes.

proposals.
c/ Contacting and sending out proposals to schools
that the Sales Manager has listed.
a/ Checking, translating, and responding to emails.
3/ Office tasks
b/ Printing documents.

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 Week 7
Job tasks Task breakdown
a/ Checking and counting the number of classes and
students in each school.

b/ Sending PDF files of textbooks and the number of

1/ Sending out textbooks textbooks needed to print to photocopy store.

c/ Counting and organizing textbooks based on the

number of classes and students.
d/ Sending textbooks to schools.

a/ Reading through the timeline in Vietnamese.

b/ Translating event timeline into English.

2/Translating event
timeline c/ Sending the translated version to the Academic
Manager.

d/ Editing timeline based on the manager’s

suggestions and requests.
Week 8
Job tasks Task breakdown
a/ Receiving teacher’s remarks through emails.

b/ Organizing student evaluation remarks on Excel

1/ Translating student sheets by schools and classes.
evaluation remarks
c/ Translating remarks.

d/ Printing out remarks.

a/ Cleaning the office.

b/ Printing documents.
2/ Office task
c/ Receiving teaching materials from teachers and
checking in materials on Librarika.
d/ Checking, translating, and responding to emails.

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 CHAPTER THREE
ANALYSIS AND EVALUATION

3.1. Understanding Translation/Interpretation

Throughout the internship, besides applying textbook knowledge to the real

world, there was the chance to gain more experience and a deeper understanding of
what being a translator/interpreter meant.

First of all, being a translator/interpreter doesn't simply mean translating from

one language to another. There is more to the job than that. Documents and speech
come in all forms and fields. To prepare, finding and reading all types of materials
is recommended. From news to books to advertisements, it is useful to identify
various writing tones and know a diverse range of expressions and technical terms.

Second of all, translating needs constant revision. Rarely does a translation

finish immediately. Once the first draft is done, you need to check again for
grammatical mistakes, and vocabulary uses, and make sure the text maintains its
meaning. Then, after sending the translation to the manager or the person in charge,
often there are feedback and suggestions, so you are required to change and edit the
document again until they are satisfied. Sometimes, you will be the one to proofread
already translated documents or files. Be certain that the text is accurate and the tone
fits the original document, whether you are the translator or the proofreader.

Third of all, translation does not need to be done all in your head. There are
tools and websites to help with that. Grammarly is one such tool. The free version
of Grammarly can be used to do quick grammar or misspelling corrections. Apart
from that, when needing a dictionary, there are many applications that can be
downloaded on phones like TFlat or Oxford Dictionary. Alternatively, there are
similar websites that can be easily accessed. For instance, thesaurus.com or

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powerthesaurus.org offer definitions, synonyms, and antonyms of words and
phrases. It is a good idea to stay updated on these translation tools and applications.

Finally, interpretation is similar yet very different from text translation. They
both need a vast knowledge of vocabulary and preparation beforehand. While with
text translation, you can change and revise the texts before handing them in,
interpretation demands you to be quick on your feet. Once you have translated, it is
difficult to retract your statement. You need to be precise, but flexible. Noting and
summarizing are the key. Sometimes, the interpreter can convey the idea without
needing to translate everything word for word.

3.2. Self Reflection

3.2.1. Strengths

Over the course of 8 weeks, I discovered that my listening and speaking skills
were improving greatly when I got the opportunity to interact with different people
in different countries. Some teachers had unique accents depending on where they
were from, hence I got used to them the more I listened. In addition, I often engaged
in conversations with foreigners, which was helpful for my speaking skill. When I
first started, I got nervous and stumbled often. I found that I treated the
conversations like textbook dialogues, so it felt unnatural and uncomfortable. Over
time, I was more at ease and the flow of the conversation became normal. I was
naturally talking and it did not feel like I was just practising. Long-term exposure to
this helps me in better comprehension and communication when interpreting.

Furthermore, because there was a lot to be done, I learned to prioritize and

multitask quickly in the first few weeks. Each day, I wrote down my tasks and noted
down what needed to be done first. If there was another task to be added, I would
ask if my co-workers needed them immediately or not and scheduled them
accordingly. At the end of my shift, I checked my progress and planned what to do

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for the next day. When something could not be done in time, I did not mind
expressing my concern and asked for help since overloading work was never a good
idea, as I have experienced in my previous jobs.

3.2.2. Weaknesses

Shortly after I started my internship, my weaknesses were quickly uncovered.

For example, I find that I do not work very well when time is limited. Since there
were occasions when documents needed to be immediately translated, I often got
flustered and made a lot of simple mistakes, particularly when people kept urging
me. Usually, when in classes, I had time to finish my translation at home. At work,
however, I do not have that leisure when a document is in urgent need of translation.
From that point on, I learned how to take full advantage of translation tools and how
to proofread faster.

Moreover, revising paragraphs or documents over and over again is very

frustrating. After the first few times, having to read something repeatedly got boring
and tiring. Additionally, it got harder and harder to recognize mistakes with every
re-reading. Obviously, revising is unavoidable. For this inconvenience, I tried my
best to check the grammar and vocabulary before I sent them over to my managers.
When I had to revise the second time, I inquired and listed everything my managers
requested, so as not to have to ask them too many times.

My vocabulary was also restricted. Even though I can recognize and understand
most words and phrases, when it comes to using them in translating, I struggle to
remember them. Sometimes, I have difficulty knowing how to use the right terms
in a legal document. From time to time, I repeat things in the same paragraph
without meaning to. I strive to expand my vocabulary later on by reading a variety
of materials.

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 In interpreting, I need to work on my noting. My efficiency slowed down when
I took too long to note down an idea and I did not know how to use signs and
symbols yet. I was lucky enough that my foreign colleagues were patient and
understanding. When I forgot, they did not mind if I asked them to repeat what they
just said. Though in meetings, I rarely had the chance to do this. At times, I had to
ask permission to use a recorder for making the minute later when we returned to
the office.

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 CHAPTER FOUR

KEY BUSINESS SKILL

Throughout the internship, I often have to participate in interpreting activities,

either during a short, daily conversation or during a long, professional meeting. One
of the things I need to do regularly is note-taking. Since it is difficult to memorize a
long speech and then translate it, note-taking comes in very handy and is the first
thing a student required to learn in interpretation course. Knowing how to note down
fast and accurately is a crucial skill. As such, there are a variety of techniques and
tips for an amateur interpreter like myself.

Preparation is extremely valuable before interpreting. Talk to the person you

interpret for what they want to convey beforehand to grasp the basic information of
what the conversation will be about. This will give the interpreter time to prepare
their cheat sheet. Interpreters are allowed to bring this sheet to the meetings or
conversations. Besides the basic symbols and signs that appear in most
conversations or speech, the interpreter can add specific keywords which might
come up often during the related topic.

When taking notes, remember to write phrases and code words instead of
writing full sentences. Writing sentences is extremely time-consuming, which will
result in the interpreter not being able to follow the speech closely and losing focus.
That is why short words or expressions are much better when taking notes. In
addition, an interpreter can eliminate words that do not add any significance to the
messages such as "a" or "the". This will greatly decrease the time for note-taking.

Each interpreter has a different way of note-taking. It helps to structure the note
in a unique way to best understand and recall the information. Paraphrasing the
content and underlining the key data or main points can give the interpreter a clear

23
idea of what they need to translate. If needed, drawing diagrams, making bullet point
lists, or numbering are ways to divide ideas for easier comprehension.

While interpreting, there are times when some information will be missed,
especially for a beginner. This cannot be helped since they are not yet used to note-
taking. The tip is to stay calm. Often, the newbie interpreter panics and freezes,
leading to missing the details after that. The tip is to note down as many keywords
as the interpreter can remember, then leave some spaces for later. As a novice
interpreter, you can ask for the information again and fill in the spot.

These techniques, while helpful, take time to perfect. To improve note-taking

skills, constant practice is necessary. This internship was the perfect opportunity for
me to do that.

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 CHAPTER FIVE

CONCLUSION AND RECOMMENDATIONS

5.1. Limitations

Even though the internship is a very valuable experience, an 8-week period is

not enough time for me to apply my academic knowledge and skill sets to the fullest.
The knowledge of the business aspects is also limited and only at the surface level.

5.2. Recommendations

5.2.1. For company

ASP programs are on the way to developing and improving every day.
Compared to Apollo English, the ASP organization is still fairly new, so its size is
rather small. Because of this, the workload tends to pile up for each employee.
Sometimes, one person has to take on many different responsibilities despite them
not being a part of their field or work. For that reason, I hope ASP can hire more
people so the work distribution can be more even and efficient.

5.2.2. For Open University

Four years at Open University taught me a lot of things that helped me

throughout my internship. Nevertheless, I have a few recommendations from my
personal experiences for the translation and interpretation major. I hope Open
University will take this into consideration.

First of all, in my opinion, the curriculum should be adjusted slightly. For the
first year and half of the second year, we should focus on the fundamental skill sets:
Listening - Speaking - Reading - Writing. These skills are the most basic essentials
and are the foundation for students in Foreign Languages Major. Then, for the
remaining 2 and a half years, we dive deeper into the translation and interpretation

25
subjects. As of now, the time spent on these courses is marginally shorter than it
should be.

Second of all, most subjects are still very dependent on textbooks, like Listening
and Speaking. It is good to have books to base on, but for these skills, I feel like
students did not have enough time to practice them in class. Conversations in books
are mostly very stiff and one-dimensional. I was not prepared when having a real
conversation in a real-life situation because of this. I hope teachers would try to
incorporate daily dialogue training into classes more often.

5.3. Conclusions

After almost 2 months, I completed my internship successfully with the help of

Mr Nguyen Ngoc Hoi, Mrs Tran Thi My Hanh, and my colleagues at ASP. These
experiences have challenged me and pushed me to the limit. During this time, I have
discovered my strengths and weaknesses and how to improve them. Additionally, I
also learn invaluable skills and knowledge about office work and communication.

Once again, I want to thank everyone involved and Open University for giving
me this opportunity to immerse myself in the career that I am passionate about.

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 REFERENCES

Apollo English. (2022). Apollo English. Retrieved from Apollo English:

https://apollo.edu.vn/

Apollo English. (2022). ASP – Apollo School Partnership. Retrieved from

Apollo English: https://apollo.edu.vn/

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