Undergraduate teaching assistants (UGTAs) have provided benefits for the moving a traditional lecture, where students receive information from instructor while participation in class discussion is very little, to active learning classroom, where students and lecturers cooperate to discover and construct the knowledge. Many colleges and universities in developed countries have implemented the using of undergraduate as teaching assistants in which there are many suggestion useful practice ways to apply in the classroom. As a consequent, plenty of research are reported and indicated that the advantages are far more dominated in term of supporting a collaborative approach to teaching, the feedback from UGTAs to lecturers, giving UGTAs experience from knowledge as well as soft skills and encouraging students? responsibility in the active learners. However, the number of colleges and universities using UGTAs models in Vietnam are only counted on one hand because these few universities have perceived the supporting effective role of teaching assistant in active teaching and learning methodology. Many major or public universities have not applied this model and the local and private universities are not entirely applicable. In fact, most of teaching assistants who are recruited for lecturer position will only spend their time in the class for proficiency in teaching their subjects not a UGTAs working. In addition, according to the experts from education and training, the main obstacle of using UGTAs model of many Vietnamese universities is lack of funds. The purpose of this paper is to review and analyze the utilization of UGTAs for lecturers, UGTAs themselves and students in courses served by UGTAs. We also focus on the procedure of the UGTAs selection process, UGTAs responsibilities, training and assessment. This paper will make the appropriate engagement to lecturers and leaders who want to overcome the obstacles of using UGTAs model and have potential solutions for UGTAs application more effectively.

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