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Trang 1VIETNAM MINISTRY OF EDUCATION AND TRAINING
VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES
NGUYEN THI HANH
MANAGEMENT OF ENGLISH TEACHING FOR LINGUISTIC MAJOR STUDENTS AT VIETNAMESE UNIVERSITIES ACCORDING TO THE COMPETENCY-BASED
NON-APPROACH
SUMMARY OF DOCTORAL THESIS OF SCIENTIFIC EDUCATION
HANOI - 2022
Trang 2The doctoral thesis was completed at: Vietnam Institute of Educational Sciences
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INTRODUCTION
1 Reason for writing
The world is witnessing tremendous changes in the economy, society, science and technology The industrial revolution 4.0 with technological breakthroughs in the fields of artificial intelligence, robotics, and connected things is fundamentally changing the way people live, work and connect with each other; this requires each individual to communicate, and reach far beyond national borders to look for opportunities It is foreign languages that help
to develop and promote the industrial revolution 4.0 as well as to connect people around the globe, English is a prime example
To join with the trends around the world, Vietnam is participating in extensive international integration in fields such as economy, tourism, technology, especially high technology This integration process requires a foreign language Recognizing the importance
of foreign languages, especially English, on September 30, 2008, the Prime Minister of Vietnam issued Decision 144/QD-TTg approving the Scheme on teaching and learning foreign languages in the national system in the period 2008-2020, and on December 22, 2017, the Prime Minister issued Decision 2080/QD-TTg approving the adjustment and supplementation
of the Scheme on teaching and learning foreign languages in the national system for the period 2017-2025
Therefore, training to form and develop the ability to use foreign languages in general and English in particular for non-linguistics major students at universities is one of the significant tasks Over the years, Vietnam has paid great attention to improving the quality of teaching in general and the quality of teaching English for students and non-linguistics major students in particular
However, the reality shows that the activities of teaching and learning English, as well
as the management of teaching and learning English for non-linguistics major students at universities, are still limited The actual result is that graduates' ability to practice English is still weak and not appreciated by society and employers It can be seen that the reason is partly that the management and organization of teaching English to non-linguistics major students at some universities have not been entirely effective; the content of the training program of the whole course is still heavy on theoretical knowledge; managing the teaching process, checking and assessing students’ learning outcomes is not really based on the differentiation of students’ abilities
Resolution 29-NQ/TW dated November 4, 2013 of the 8th Conference of the Central Executive Committee of the 11th term “On fundamental and comprehensive renovation of education and training, meeting the requirements of industrialization and modernity in the context of a socialist-oriented market economy and international integration” has identified the goal of educational innovation, one of the highlighted objectives is: “Strongly transform the educational process from equipping knowledge to comprehensively develop learners’ abilities and qualities Learning with practice; theory with practice” From that goal, one of the solutions
to innovate education and training is: “Continue to strongly and synchronously renew the basic elements of education and training in the direction of appreciating the development of the qualities and abilities of learners” In fact, teaching management at universities needs to promote the positivity, initiative and creativity of students, in accordance with the content of
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each subject, the characteristics of the students and the training methods created by the school Therefore, good management of teaching activities in educational institutions, including management of teaching English to non-linguistics major students, an important stage of the training process, will contribute to improving the quality of training created by the school
Stemming from the above issues of theoretical and practical significance, the research
topic of the thesis was selected as: “Management of English teaching for non-linguistics major students at Vietnamese universities according to the competency-based approach”,
contributing to improving the quality of English teaching for non-linguistics major students at universities
2 Aims of the thesis
Researching the theory and situation of English teaching management for linguistics major students at universities according to the competency-based approach, from which, the thesis proposes measures to manage English teaching for non-linguistics major students at universities according to the competency-based approach, contributing to improving the quality of foreign language teaching and improving the training quality of universities in the context of fundamental and comprehensive reform of higher education and international integration
non-3 Object and subject of the thesis
3.1 Object of the thesis
The process of teaching English for non-linguistics major students at universities according to the competency-based approach is the object of the study
3.2 Subject of the thesis
Managing English teaching activities for non-linguistics major students at universities according to the competency-based approach is the subject of the study
4 Literature review
Activities of teaching English to non-linguistics major students at universities have achieved certain results, contributing to improving the quality of human resources in the workforce However, the management of English teaching activities for non-linguistics major students at universities is still inadequate due to various reasons, leading to limitations in the management of English teaching activities for non-linguistics major students at universities according to the competency-based approach Therefore, it is necessary to study measures to improve the quality of English teaching for non-linguistics major students at universities
If management measures for teaching English to non-linguistics major students at universities according to the competency-based approach are built on the basis of educational management science and solve practical problems, it will improve the quality of teaching English for non-linguistics major students at universities, contributing to improving the quality
of the school's training and the quality of human resources in the current context
5 Mission and scope of the thesis
5.1 Mission of the thesis
5.1.1 Building a theoretical basis for English teaching management for non-linguistics
major students at universities according to the competency-based approach
5.1.2 Evaluating the current situation of teaching and managing English teaching for
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non-linguistics major students at universities according to the competency-based approach
5.1.3 Proposing measures to manage English teaching for non-linguistics major
students at universities according to the competency-based approach
5.1.4 Testing the proposed measures of English teaching management for
non-linguistics major students at universities according to the competency-based approach
5.2 Scope of the study
5.2.1 Content
- The thesis focuses on researching measures on management of teaching English for non-linguistics major students of management subjects in universities according to the competency-based approach
- The fields of training non-linguistics majors in the university are very diverse, the thesis focuses on the field of economics, which is one of the majors with a large number of non-linguistics major students
5.2.2 Area and time of the survey
5.2.2.1 Area of the survey
Survey of Economics (formal training) at 4 universities in Hanoi that teach English programs according to the general program of the Ministry of Education and Training (Education and Training), including 02 public universities and 2 public universities 02 non-public universities, namely: Hanoi University of Industry, National Economics University, Thanh Do University, Hoa Binh University
5.2.2.2 Time of the survey
The survey was carried out from March 2019 to June 2019, processing survey data from July 2019 to December 2019, and experimenting with measures from December 2019 to
December/ 2020
5.2.3 Object of the survey
- Group 1: Administrators at the university, faculty, and professional groups of 4 universities
- Group 2: Lecturers in Foreign Language Departments of 4 universities
- Group 3: Non-English major students majoring in Economics of 4 universities
- Experimenting with some measures for lecturers and non-linguistics major students at Hoa Binh University
6 Methodology and reasearch methods
6.1 Methodology
The thesis uses 6 research approaches: systematic approach, participatory approach, active approach, capacity development approach, CIPO model approach, and ‘autonomy’ approach and social responsibility' in higher education In the thesis, the PhD student applies a combination of approaches in which the two main approaches are the competency-based approach and the CIPO model to determine the theoretical framework and propose measures to manage English teaching for non-linguistics major students at universities according to the competency-based approach
6.2 Reasearch methods
The thesis uses 3 groups of research methods: (1) group of theoretical research methods:
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retrospective, analysis, comparison, contrast, synthesis and generalization; (2) group of practical research methods through survey, interview, experiment; and (3) group of
complementary methods: testing and statistics
7 Arguments that need to be defended
7.1 Management of English teaching according to the competency-based approach is
one of the core factors to improve the quality of English teaching according to the output standards for non-linguistics major students at universities to meet the current requirements of higher education reform
7.2. Management of teaching English for non-linguistics majors at universities according
to the competency-based approach needs to have a synchronous impact on teaching management factors: input management; process element management; output factor management; manage the contextual factors affecting the English teaching process
7.3 The quality of teaching English for non-linguistics major students at universities according to the current competency-based approach is still inadequate and limited Therefore, properly assessing the current situation of teaching activities, managing English teaching activities according to the competency-based approach for non-linguistics major students will
be the basis for building measures to manage English teaching activities for non-linguistics major students at universities according to the competency-based approach
7.4. Managing English teaching for non-linguistics major students at universities according
to the competency-based approach is to improve the quality of English teaching, contributing to improving the school's training quality, as well as the quality of human resources in the future workforce
8 Thesis contribution
8.1 Theoretical contribution
The thesis has systematized research documents on the management of English teaching activities for non-linguistics major students at universities according to the competency-based approach; Present and analyze the instrumental concepts of the topic:
Teaching, teaching English, competency, teaching according to the competency-based approach, teaching management according to the competency-based approach, teaching English according to the competency-based approach for non-linguistics major students and English teaching management according to the competency-based approach for non- linguistics major students
8.2 Practical contributions
The research results can be applied and implemented in the management of teaching English for non-linguistics major students at universities according to the competency-based approach The research results of the thesis are also a reference for universities to manage English teaching activities for non-major students in accordance with the actual conditions of the schools and meet the development requirements development in the context of fundamental and comprehensive reform of education
9 Thesis content
In addition to the Introduction, Conclusion and Recommendations, References and Appendix, the thesis consists of 3 chapters:
Trang 71.1 Overview of the topic
1.1.1 Studies on teaching English at university level
There are many research works in the world on teaching English and teaching according
to the competency-based approach in the training process at university level
Vietnamese educational scientists pointed out that: Teaching according to the teaching method shows the point of view of student-centered teaching instead of the traditional teacher-centered teaching
In particular, blended learning is the choice of many language classes Online learning
or blended learning has been officially applied in universities in Vietnam, although it was not popular before the pandemic period or the implementation was not effective
One of the prominent blended learning models is the flipped classroom: Students will spend time at home learning the content and doing the exercises provided, and class time is prioritized for discussions and projects
In addition, the new educational approach requires that the teacher is not a transmitter but a sharer and supporter of learners
Today, with the high division in production labor, the development of the global economy, with the student-centered teaching perspective, modern teaching theory according to the competency-based approach is oriented towards capacity development for learners or output-oriented according to employment standards
Research works have studied the teaching process, the role of the learner, the role of the teacher and the changes and interactions in the teaching process The works have emphasized the role of the teacher in the teaching process and the effect of teaching according to the teaching method of each specific learning object
1.1.2 Studies on English teaching management at university level
Domestic and foreign researchers point out the factors that need to be considered in the process of English teaching management such as the starting point of teaching, the total duration
of the program, the syllabus, the use of computers in teaching, the organization university entrance exam, programs, teaching methods and perceptions and perspectives of subjects involved in the teaching process
Research on English teaching management for university students in Vietnam according
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to the competency-based approach is limited and not systematic
1.1.3 Research gaps in English teaching management for non-linguistics major students in universities according to the competency-based approach
- The works have not clarified the theoretical basis for the actual situation of teaching and managing English teaching for non-linguistics major students at Vietnamese universities
- The studies approaching foreign language or English teaching activities in different aspects (teaching each skill, application of information technology, testing and evaluation ) have not yet ensured the overall nature of the study English teaching activities and not yet ensure systematic management of English teaching activities In particular, there is no doctoral thesis on English teaching management for non-linguistics major students in universities according to the competency-based approach
With the gap in the research and from the urgency of the above problem, the thesis
identifies the topic that needs to be researched as “Management of English teaching for linguistics major students at Vietnamese universities according to the competency-based approach” to answer the research question of how to improve the effectiveness of English
non-teaching management for non-linguistics major students in the context of Vietnam's current international integration
1.2 Definitions
1.2.1 The process of teaching English
1.2.1.1 Teaching and elements of the English teaching process
The university teaching process includes the following elements: teaching purposes, teaching content, teaching methods, teaching activities of lecturers, learning activities of learners, assessment of teaching results ; in which there are two basic factors: the teacher and the learner
1.2.1.2 English teaching
English teaching is covered by the definitions of approach, method and technique English teaching in universities has two types of subjects: specialized and non-linguistic major languages
1.2.2 Competency and “competency-based”
1.2.2.1 Comnpetency
a Definition of competency
Competency used in the thesis is understood as performance competence, which is the possession of knowledge, skills, attitudes and personality traits that a person needs to meet the requirements of a task Specifically; in other words, know-how, not just know-what
Currently, the way to classify Classification of competency is being commonly used in
educational science (educational science), which is to classify competency into two main categories: general competence and subject specific competence
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d Foreign language competency
In teaching foreign languages, learners’ foreign language competence is expressed
through four basic skills/skills: Listening, Speaking, Reading, and Writing
1.2.2.2 “Competency-based”
Within the scope of this topic, the phrase “competency-based” is understood as the study and application of a number of theories on competency-based teaching such as philosophy, principles and some relevant content in teaching English At universities in general, to help students step by step achieve the output standards, acquire the English language skills of employees in future professional situations
1.2.2.3 Competency-based teaching
a Characteristics of competency-based teaching
Teaching according to the competency-based approach is a teaching method based mainly on competency standards prescribed for a profession and teaching according to those standards
b Differences between traditional teaching and competency-based teaching
c Basic principles of competency-based teaching
Principle 1: Competencies to be acquired must be carefully identified, validated and
made publicly available in advance
Principle 2: Existing results (input) of students must be acknowledged
Principle 3: The criteria and conditions used to evaluate learning outcomes must be
presented and publicly disclosed in advance (Johnstone & Soares) [91]
Principle 4: Learners participate in the self-assessment process
Principle 5: The curriculum facilitates learning at each individual’s own pace and each
specific competency is assessed individually
Principle 6: The assessment of competence requires to be carried out immediately and
includes assessment of learners’ knowledge, performance and attitudes
d Assessment of learning outcomes according to the competency-based approach
1.2.3 Management of teaching according to the competency-based approach
1.2.3.1 Definition of management
In general, it can be understood: Management is a oriented, organized, planned and systematic process of influencing the managed object on the managed object based on information about the status of the object Form an environment that effectively promotes the potential and opportunities of individuals and organizations to achieve the set goals
1.2.3.2 Management of teaching according to the competency-based approach applying the CIPO model
UNESCO’s CIPO model (2000) is a model applied in teaching management
Figure 1 4 Applying the CIPO process to teaching management
The CIPO model has the nature of controlling the teaching process under the influence
of all contextual factors (Context), including: Input factors; Process elements (Process); Output
Context
Output / OutcomeProcess
Input
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element (Output/Outcom) Therefore, the management of teaching activities according to CIPO
is management in the direction of meeting social needs
1.3 Theories on teaching English to non-linguistic major students at universities according to the competency-based approach
1.3.1 Non-English major students
Non-linguistic students are a group of students in non-linguistic major (foreign language) faculties/universities such as in different disciplines/disciplines such as Economics and Commerce; Culture and arts; Technology; Pedagogy; Agro-Forestry Courses/subjects on foreign languages are only a part of the training program of professional-professional branches/specialties
1.3.2 Outcome standards (English competency framework) of non-linguistics major students
1.3.2.1 Definition of outcome standards
The English outcome standards for non-linguistics major students is prescribed in Circular No 12/2017/TT-BGDĐT, Ministry of Education and Training is level 3
1.3.2.2 English competency framework of non-linguistics major students at universities
The framework of foreign language ability (including English) of non-linguistics major students at universities is divided into 6 levels Accordingly, the graduation requirement in English for non-linguistics major students at universities is level 3
The framework of foreign language competence consists of 3 components: knowledge, skills and attitudes
1.3.3 Teaching English according to the competency-based approach for non-linguistics major students
1.3.2.1 Definition of teaching English for non-linguistics major students at universities according to the competency-based approach
Competency-based language teaching requires that language be connected to a social context rather than taught in isolation Competency-based language teaching requires learners
to demonstrate that they can use language to communicate effectively (Richards & Rodger [72]); (Grognet & Crandall [56]) (Widdowson [70])
1.3.2.2 Features of teaching English for non-linguistics major students at universities according to a competency-based approach
One of the main features of the thesis in the research:
Individualized, learner-centered instruction: In terms of content, level and pace,
goals are determined according to individual needs; Prior learning and achievement are taken into account when developing the curriculum Instructions are not based on time; Students progress at their own pace and focus only on areas where their competence is not reached
1.3.3.3 Objectives of teaching English to non-linguistics major students according to competency-based approach (output standard orientation)
In summary, the goal of teaching English according to the competency-based approach should pay attention to the degree of: (1) matching the university level of English as prescribed
by the Ministry of Education and Training, (2) matching the training requirements for students
of majors, (3) suitable for students to meet the output and teaching standards, and (4) designed
in sync with the teaching method
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a) Methods of teaching English
b) Forms of teaching English
1.3.3.6 Assessment of teaching English for non-linguistics major students according to the competency-based approach
Assessment of English for non-linguistic major students according to the based approach needs to assess knowledge of the major so that students can apply it in their work At the same time, skills are also assessed on the basis of applying specialized knowledge and applied in typical work situations of the industry
competency-1.4 Theories of English teaching management for non-linguistics major students at universities according to competency-based approach
1.4.1 Subjects of managing English teaching in universities
Management subjects within the school and outside the school jointly participate in the management of English teaching according to the cycle of chairing and coordination In which, the management subjects in the school (directly the dean, the head of the department, the teacher) are under the leadership of the school principal (the vice-principal) and functional departments managing the building of the framework capacity, output standards, program contents, methods and forms of organization of testing and evaluation of English learning results
Other school-level management entities participate in the management of a number of input factors such as enrollment, assessment of output standards, and management of output standards of graduates; Units that employ graduate students assess and respond to the school about the students’ English ability in the real world Students manage their own English learning activities
1.4.2 Content of English teaching management for non-linguistics major students in universities according to the competency-based approach (applying CIPO model)
1.4.2.1 Management of inputs (Input)
a Management of curriculum and output standards
b Management of teachers: Ensuring the quality of teaching staff (quantity, structure and professional qualifications)
c Management of students
d Management of facilities and means of teaching English
1.4.2.2 Process elements management
a Organization of foreign language teaching activities of lecturers according to the competency-based approach
b Organization of foreign language learning activities of non-linguistics major students
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according to the competency-based approach
c Organization of innovation of forms and methods of testing and evaluating learning results according to the competency-based approach
1.4.2.3 Output factors management
a Organization for assessment of English competency system
b Management of output information related to the English ability of graduates
1.4.2.4 Managing contextual factors affecting the English teaching process (Context)
a Impact of globalization and international integration
b The development of science and technology, industrial revolution 4.0
c Guidelines, policies and National Foreign Language Teaching Project 2020
d Fundamental and comprehensive renovation of higher education in Vietnam
e The university’s internal management policy towards autonomy and social responsibility
g English teaching management capacity according to the capacity approach of management staff
CONCLUSION OF CHAPTER 1
In chapter 1 of the thesis, the author has systematized the problems of the theoretical basis of the management of English teaching activities for non-linguistics major students at universities according to the competency-based approach Since then, a theoretical framework has been determined on the management of English teaching activities for non-linguistics major students at universities according to the the competency-based approach
On the basis of analyzing the concepts and contents, the nature of teaching, teaching management, teaching according to the competency-based approach and managing English teaching for non-linguistics major students according to the competency-based approach, as well as analyzing the difference between them teaching in accordance with traditional teaching methods; Applying the CIPO management model, the thesis has identified 04 contents of managing English teaching activities for non-linguistics major students at universities according to the competency-based approach, including: (i) management of input factors; (ii) process elements management; (iii) management of output factors; (iv) management of the contexts affecting the English teaching process for non-linguistics major students at universities according to the competency-based approach
The theoretical basis orients the survey, investigation, analysis of the current situation and proposes solutions to manage English teaching activities for non-linguistics major students
at universities according to the competency-based approach Those are the issues that are addressed in Chapters 2 and 3
CHAPTER 2 THE CURRENT SITUATION OF MANAGING ENGLISH TEACHING FOR NON- LINGUISTIC STUDENTS AT UNIVERSITIES ACCORDING TO THE
COMPETENCY-BASED APPROACH
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2.1 Overview of the English teaching program for non-linguistics major students and universities in the area of study
2.1.1 Overview of the universities in the area of study
The study is limited to 04 universities, including 02 public schools (National Economics University and Hanoi University of Industry) and 02 non-public schools (Hoa Binh University and Thanh Do University) The school meets the following criteria: located in Hanoi, multi-disciplinary training without majors, a high number of students in the Economics major, English teaching management for students of the Economics major, similar to that of other universities other industry sectors Therefore, the proposed measures may affect the general management
of non-linguistic major sectors
2.1.1.1 National University of Economics
2.1.1.2 Hanoi University of Industry
2.1.1.3 Hoa Binh University
Basic English 2
Basic English 3
University of
Industry
5 credits and additional programs 5 credits
Coursebooks are designed combined with offline and online curriculum Hoa Binh
University 3 credits 3 credits 3 credits 3 credits
Coursebooks are available Thanh Do
University 5 credits 5 credits 3 credits
3 credits (optional)
Coursebooks are available
2.2 Research organization
2.2.1 Research purposes
Detecting and evaluating the current situation of teaching and managing English teaching activities for non-linguistics major students according to the English language teaching method at the surveyed universities are a practical basis for proposing solutions to manage teaching activities for non-linguistics major students at universities according to the competency-based approach
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2.2.2 Areas of study
The thesis topic is limited to surveying the current situation of teaching and managing English teaching according to the competency approach at 04 universities that are training many non-foreign language majors in Hanoi
2.2.3 Survey samples and survey tools
The survey sample was determined according to the formula of researcher Taro Yamane:
n = Z2×p × (1 − p)
e2
The survey sample consisted of three groups: Management staff group (Rector Board, Dean, Head of Department); A group of faculty members and a group of students The survey sample size is 385 people, including: 11 managers; 93 foreign language teachers and 281 students from 4 universities
2.2.4 Survey content and criteria for assessing the results of the current survey
Survey the current situation to find out the following main contents: (1) The cognitive status of administrators and teachers, and the capacity of teachers in teaching English according
to competency approach; (2) the current situation of English ability of non-linguistics major students; (3) The current situation of teaching and learning English according to the competency-based approach; (4) The current situation of English teaching management
according to the competency-based approach and influencing factors
2.2.5 Survey methods
Information on the current situation of English teaching management according to the competency-based approach is collected mainly through the following 3 methods: (1) Surveying opinions of teachers, administrators and students using questionnaires (Appendix 1,2); (2) In-depth interviews with some teachers and students (Appendix 3.4); (3) Study the set
of materials in the overall curriculum and the curriculum by subject
2.2.6 Methods of processing survey data
2.2.6.1 Scale and average score
The survey will use the standard Likert interval scale, consisting of 5 levels In which, the lowest level is 1, the highest level is 5 According to a scale of about 5 levels, the distance value is calculated by the formula: Distance value = (Maximum - Minimum) / n = (5-1)/5 = 0.8
The thesis used IBM SPSS 20 software to process survey data, find out the opinions of administrators, teachers and students about the current situation of English teaching and English teaching management for non-linguistics major students
2.2.6.2 Processing interview data
Interview data of teachers of 04 universities is coded in order from teacher2.1 to teacher 2.4
- teacher 2.1 Hanoi University of Industry
- teacher 2.2: National University of Economics
- teacher 2.3: Hoa Binh University
- teacher 2.4: Thanh Do University
2.3 Current situation of competency of non-linguistics major students and lecturers at surveyed universities
2.3.1 Current situation of students’ competency at surveyed universities
Trang 15To teach in the direction of
developing students’
competency
2.89 8.65% 17.31% 46.15% 10.58% 17.31%
To follow the differentiated
teaching method
2.92 8.65% 19.23% 42.31% 15.38% 14.42%
To follow the creative and
experiental teaching method
2.32 8.65% 2.88% 28.85% 30.77% 28.85%
To organize self-study for
students
3.35 0.00% 46.15% 46.15% 3.85% 3.85%
To transfer teaching
experience to colleagues
2.89 8.65% 17.31% 46.15% 10.58% 17.31%
2.3.2.2 Perception of English teaching according to the competency-based approach
Figure 2.2 shows the perceptions of teachers about implementing the program according
to different capacity approaches On average, more than 50% of survey respondents are still
Current situation of students' competency at
surveyed universities
Listening Skills
Speaking Skills
Reading Skills
Writing Skills
Attitude Knowledge
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unsure or misjudged what a comptency-based approach is
Figure 2 2 Survey results of lecturers and administrators on the perception of English
language teaching according to a competency-based approach 2.4 The current situation of managing English teaching according to a competency-based approach in surveyed universitites
2.4.1 The current situation of implementing English teaching goals and learning outcomes
The survey results shown in Figure 2.3 show that MT1 and MT2 have not reached a good level (average scores are 3.38 and 3.09 respectively, both lower than 3.4) The survey on the remaining criteria for mastering and publicizing teaching methods is quite good
Figure 2 3 Current situation of English teaching goals according to the
competency-based approach through the evaluation of administrators and teachers
2.4.2 Current situation of English teaching content
For the development of teaching content, the survey obtained the results in the Figure
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Đánh giá thường
lấy người học làm trung tâm
Chương trình chia thành nhiều
Lecturer survey - Perception 1
Current situation of English teaching objectives
thiết kế gắn với CĐR dựa vào nhu cầu nguồn nhân lực theo các lĩnh vực kinh tế, thương mại
thể hiện chuẩn các yêu cầu về kiến thức, kỹ năng, kỹ xảo và thái độ của người học, đặc biệt là năng lực tối tiểu của người học cần đạt được khi kết thúc môn học
được GV và SV nắm vững
được công khai cho người học trước khi bắt đầu khoá học, môn học
made public to learners before starting a course
Proficiency is
demonstrated
in output standards
Students are guided based on learning tasks or performance requirements in specific situations related to the professions
Evaluation is regular and continuous
Instructions are individualized and learner-centered
The program is divided into several modules
demonstrate standard requirements on knowledge, skills, techniques and attitudes of learners, especially the
minimum competencies that learners need to achieve at the end of the course
grasped by teachers and students
made public for learners before a course
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2.4 below
Figure 2 4 Current situation of English teaching content according to the
competency-based approach through the opinions of managers and lecturers
In terms of actual teaching content, teaching is evaluated by administrators and teachers
at many different levels Administrators and teachers at the National University of Economics rated the development of teaching content at 3.27 and 3.21, which is equivalent to a good level Meanwhile, Hanoi University of Industry rated 3.58 as good Similar to the target survey, the content of teaching English to non-linguistic major students at Thanh Do University and Hoa Binh University is said to not perform well according to the competency-based approach (with
an average of less than 2.6)
Students who are directly subject to receptivity may have other assessments The student
survey gives results such as Figure 2.5
Figure 2.5 Results of student survey on teaching content
Regarding “The lecture content is practical and useful” and “The knowledge provided
is up-to-date and accurate”, the evaluation of students at Hanoi University of Industry and National University of Economics is generally good These aspects in Thanh Do University and Hoa Binh University are average
2.4.3 Current situation of English teaching methods and forms
Current situation of English teaching content
phù hợp với trình độ tiếng Anh bậc đại học theo quy định của bộ GD&ĐT phù hợp với yêu cầu đào tạo cho sinh viên các ngành kinh tế thương mại phù hợp để SV đạt CĐR và MTDH
được thiết kế đồng bộ với PPDH
All
0.00 2.00 4.00
Student survey about the lecture content
Nội dung bài giảng thiết thực và hữu ích Khối lượng kiến thức trong một bài giảng vừa đủ, dễ tiếp thu Kiến thức cập nhật hiện đại và chính xác
suitable for university-level English as prescribed by the Ministry of Education and Training suitable for the training requirements for students of business and commercial majors suitable for students to achieve outcome standards and the teaching environment desinged in accordance with the teaching methodsd