Luận văn các yếu tố Đánh giá cho bài thuyết trình hiệu quả của sinh viên chuyên tiếng anh trường cao Đẳng sư phạm hà nam vấn Đề và g

VIETNAM NATIONAL UNIVERSITY-HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES PHẠM THỊ BÍCH HẠNH ASSESSMENT CRITERIA FOR AN EFFECTIVE EFL PRES

VIETNAM NATIONAL UNIVERSITY-HANOT

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

WACULTY OF POSTGRADUATE STUDIES

PILAM TH BÍCH HẠNH

ASSESSMENT CRITERIA FOR AN EFFECTIVE EFT PRESENTATION OF

ENGLISH MAJORS AT HANAM TEACHERS TRAINING COLLEGE

PROBLEMS AND SOLUTIONS:

{CAC YEU TO DANH GIA CHO BAI THUYET TRINH HIEU OUA CUA SINH VIÊN CHUYEN TIẾNG ANH TRƯỜNG CAO DANG SƯ PHẠM HÀ NAM

VAN DẺ VÀ GIẢI PHÁP)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code: 60.14.10

Tanoi - 2011

VIETNAM NATIONAL UNIVERSITY-HANOT

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST GRADUATE STUDIES

PHẠM THỊ BÍCH HẠNH

ASSESSMENT CRITERIA FOR AN EFFECTIVE EFL PRESENTATION OF ENGLISH MAJORS AT HANAM TEACHERS TRAINING COLLEGE

PROBLEMS AND SOLUTIONS:

{CAC YEU TO DANH GLA CHO BAI THUYET TRINH HIEU QUA CUA SINH VLEN CHUYEN TIENG ANH TRUONG CAO DANG SU PHAM HA NAM

VAN DE VA GIAI PHAP)

M.A MINOR PROGRAMME TIIESIS

Wield: English Teaching Methodology

Code: — 60.1410 Supervisor: Vũ Mai Trang , M.Ed

Hanoi - 2011

1 Rationale of the study

2 Purpose of the study

3 Rescarch questions

4 Methodology

5 Significance of the study

PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW

1 Oral presentation

1.1, Definitions of oral presentation

1.2 Lypes of oral Presentation

1.3 Oral Presentations in classroam settings

2 Introduction to needs analysis

2.1 Definition of needs analysis

2.2 Types af needs analysis

3 Assessment

3.1 An overview of classroom assessment

3.2 Presentation assessment

3.3 Washback of classroom assessment on students

4 Document study on assessment critoria for oral presentation

CILAPTER 0: THE STUDY

CHAPTER IIE: RESULTS AND DISCUSSIONS

1 Types of oral presentation assessments used to evaluate EFL oral

presenfations of knglish majors at HTTEC "_

2 Criteria used to evaluate EFT oral presentations of English

4 A suggested Evaluation Sheet for oral prescutation

5 Implications and suggestions

S.L For the students

5.2 For the teachers

PART C: CONCLUSION

1 Cenclusion of the study

2, Limitations and Suggestions for future research

LIST OF ABBREVIATIONS EPL English as a foreign language

HTTC: Hanam Teachers Training College

7

LIST OF FHGURES AND TABLES:

PART A INTRODUCTION

This part presents rationale of the study, purpose of the study, rescarch questions, method, and significance of the study

1 Rationale of the study

Presentation activities have recently been cast light on in EFL (English as Foreign Language) classrooms as an innovative means of developing students’ skills in public

speaking and hence promoting their motivation in Linglish Presentations are a great way to

have sludents practise all language systems arcas (vocubulary, granunar, discourse and phonology) and skills (speaking, reading, writing and listening), They also build confidence, and presenting is a skill that most people will need in the world of work The students who are good presenters arc better communicators, since they are able to structure and express their ideas clearly,

Tlowever, the asi

ssmenl af oral presenlation is nol an easy task for all teachers, Tn fact,

assessing oval prescntations can present a challenge to leachers Presentation assessrrcrl

critaria consist of many factors: language, content, delivery, and visual aids, etc It is not easy for teachers to clearly delineate these factors to their learners before undertaking any

dại

ssment aetivitics in class Tn a classroom seting, teachers cslablish [he criteria for assessment themselves They also have the responsibility of judging students’ presentation performances Ilowever, according to Otoshi and Leffernan (2008) if only one teacher

act sludent’s prosentation, iL can raise reliability issues As such, there is a good possibilty that an instructor’s assessment is not objective or consistemt enough to meet the needs of his or her leamers, Moreover, many researchers agree that if learners are exphiitly aware of Ihe orileria used lo assess them, they will be beller able to apply the method of

evaluation to their own learning styles, and thereby to their own benefit as learners, Further, students are able to comprehend and critically assess marking criteria that they understand clearly, and have more difficulty comprehending marking criloria thal are imposed on them

by teachers The development of the criteria 1s just as important as the assessment itselé

‘Therefore, it is important to publish clear and understandable assessment criteria for presentations lo make sure thal sindenis are filly aware of them before they make Tn this way, they know about whal they are expeeted to do, so they cart focus better on the skills ina manner that they know is appropriate It is not helpfil and sometimes stressful for students if” they have to guess the basis fbr their assessment because they do not know how their teacher

is going to mark them As a result, it is important for FFI teachers to reconsider the purposes

of each oral presentation, the students, and the required learners’ presentation skills lo build their own evaluative criteria for oral presentation

Oral presentation is an effective communicative activity that has widely adopted by BFL

teachers at Hanam Teachers Training College (HTTC) to promote oral proficiency of their English majors However, when oral presentations are assigned in class, the teacher will get either complete silence or grumbles fom students who find the idea of oral presentations

frustrating and intitnidaling Students are overwhelmed with the reszarch and communication

skills that are necessary for a successful presentation Some serious students who invest time and effort into an oral presentation do not always get the intended outcomes, Other students try to gel Usongh the ideal as quickly as possible, bul do not improve their speaking skills under such stressful situations Thus, oral presentations can be a time-consuming, project with

no guarantee of a satisfactory performance

Being an English teacher al TITTC for nearly five years, I have also used oral presentation

as a form to promote the speaking ability of my English majors However, | tind it not easy to access their performance because, like many other EFL teachers at my college, we often take

not suitable for the actual use of English in the context where English is taught as a second

language Because it would not be appropriate simply to provide a standard list of assessment

criteria that would guide the marking of any presentation because what is valucd in a

presentation might ditfer

The above-mentioned problems are the researcher’s primary concern and the motivation

for doing the thesis on the topic: “Assessment criteria for an effective EFL presentation of

English majors at Hanam Teachers Training College Problems and solitions.”

2 Purpose af the study

“This research is designed with a purpose to build up a set of assessment criteria for teachers to evaluate oral presentations of Tinglish majors al TITTC In order 1a implement such purpose, firstly, the researcher mvestigated which criteria used by teachers at HTTC in evaluating EKL oral presentations Secondly, she tried to find out the problems and the

documents on different assessment criteria used by experts, educators, researchers, and other teachers ta assess presentations Finally, basing on these, the researcher suggested a sel of criteria for assessing presentations of HTTC English majors, which are sutable with the needs

of both the teachers and the students of HT'T'C

5, Significance of the study

Although studies of applying oral presentations in EFL context are numerous in many Western and Asian countries, such stucies of criteria in oral presentations in Asia and in Victram are still scarec The study is undertaken lo find oul criteria used by teachers and the current strengths and weaknesses of English majors, as well as the criteria learnt ftom

document study to set up suitable criteria for marking EFL presentations in Vietnamese

context, particularly at IITTC Therefore, firstly, this study is practical and useftl for bottr teachers and students at HTTC In addition, it contributes to enrich the research on this area in the context of university English classrooms in our country ‘Lhe Gndings and implications of

PART B DEVELOPMENT CHAPTER L: LITERATURE REVIEW

‘This chapter consists of three parts: oral presentation, introduction to needs analysis,

assessment and document sLudy on assessment crileria for oral presontation,

1 Oral presentation

1.1 Definitions of oral presentation

Oral presentation skills are important in nearly every career Scisntists and engineers

present al conferences, to students, to their peers, cle Administralors and managers may give

talks to committees about their work, or to groups of people in training As for students, presentation skills can lead to new opportunities in employment and in education

A presentation is defined in the 7” cdition of Oxford Advanced Leamer’s Dictionary (2005:1190) as “an act of showing something or of giving something to somebody" ot “a

meeting at which something especially a new product or idea, or piece of work is shown to a group of people”

Presentation means © @ shart tatk by one person to a group of people introducing and describing a particular subject” (Retrieved from hitp://www englishclub com/tefl-

arlicl

‘cnglish-speaking-praclice-proscrtations hr)

According, to Jing (2009, pi), “Oral presentation is an important skill to convey one’s

ideas in communication.” Kaul (2005, p.41) also asserts, “Presentations are ideas, concepts

or tssvies that are talked about ar shared with a group of people or an audience”

Generally, a presentation is a formal talk to one or more people that "presents" ideas or information in a clear, structured way Oral presentation is a means to show knowledge, give

4 Techs, be tested in a classroom, and build confidence lo speak lo an audience A presentation consists of four basic elements: the presenter, the audience, the message and the tools

1.2 Types of Oral Presentations

There are many ways of classufied types of presentation, Some people may define them basing on the murposes Some may define them basing on the manners of delivery Llowever, the most common types of presenlation given by Whalley (2001) are the followings,

Firstly, he mentions sformative presentation, Informative presentation brings the audience up to date on projects or events, telling how things are going, or provides information about products and procedures, rules and regulations, and operations, etc

‘The second type of presentation is instructional, The purpose in an instructional presentation is to give specific directions or orders, In an insizuctional presentation, the listeners should come away with new knowledge or a new skill

Another presentation is arousing The purpose in an arousing presentation is to make

poople think aboul a certain problem or situation, This presontation arouses the andicnce’s

emotions and intellect so that they will be receptive to presenter’s point of view

Persuasive is the next type of presentation ‘he purpose in a persuasive presentation is to

convince lisleners lo accepl propose A convincing persuasive presentation offers a solution

to a controversy, dispute, or problem,

Finally, it is a decision-making presentation ‘The purpose in a decision-making presentation is lo move audience lo lake the presenler’s suggesled action, A decision-making presentation presents ideas, suggestions, and arguments strongly enough to persuade an

audience to carry out presenter’s requests A decision-making presentation must tell the

audience wha to do and haw 10 do il

In short, there are many types of presentation but each type requires a specific organization technique to assure it is understood and remembered by the audience

4.3 Oral Presentations in classroom settings

Presentation skills are extremely useful both in and oulside classroom After completing a project, a presentation is a channel for students to share with others what they have learned, It

is also a chance to challenge and expand on their understanding of the topic by having others ask questions, Prescntations can also form a natural part of task-based Icarning, By focusing

on a particular language point or skill, the presentation is a very practical way to revise and extend lesson, pair and group work The audience can also he given a lask, for example, a set

of questions to answer on the presentation, which is a way of getting students to listen to cach other

sonal interpretations of texl as a “presentation.”

The followings are some activities for using presentation in classroom setting:

- Students each read a short (half page) essay or passage When everyone has read, each

stands up and gives a mini presentation about what they have read

- Teacher can pre-cut a selection of interesting magazine pictures lo suit the age and

ability of the students, Students have five minutes to prepare to speak about the pictures This

is followed by a presentation by each student

- For homework, studouts look up information about a given Lopic For exanmpls, a famous person, strange animal, man-made wonders of the world In the lesson, each student speaks formally about his or her topic

- Asa homework assignment, students have lo read a news article cither in a newspaper or

on the Internet The assignment is for speakers to tell the class about the news article

- Presentations can also be used as an alternative to test students orally instead of a usual

written formatted test

In the presentation assignments, literacy learning is viewed as more than just reading and writing; it also involves the interactions through which personal interpretations are created and shared, Therefore, allention is given lo the way classroom activities are organized and sequenced so that there are multiple and diverse opportunities to respond to and talk about text Learning by doing is always considered the best method of teaching and learning

have to work together to make presentation or discussion In addition, with the availability of

new technology bath at school and home, students incorporate videa cameras, slide

projectors, PowerPainl, VCR/DVD and other vis

ual aids into their presentations which make the presentation become more exciting and interesting Therefore, they will know how to use multimedia and apply it well in their learning

Ì

Doing presentation no nly brings students thom

advantages bul il als contribules

a areat deal of benefits to teachers First, the teachers will give centre-stage to their students

‘They can stay in the background and watch the show enacted by their students It is very meaningful because il is @ learner-center approach They gel (heir students work hard and

according to Pathak (2003, p.136), “The teacher becomes more of a facilitator than a Mr Know Alf dictator.” Another benefit for teacher is that presentation reduces the teacher

talking time and increases Ihe student talking time Apart from these, he bes advantage lo the

teacher is that what they want to do and want to happen happen without their doing (and

perhaps, more effectively)

Tlowever, every coin has lwo sides Marmiené (2006) oullines some disadvantages of

presentations The first difticulty is “the choice of the material” Nowadays, there are

many sources where information can be taken However, not all of them are accurate and

‘kil

authentic Therefore, one of the most important lo develop is thal of effective scarching Second, studknts often overuse PaworPoint or visual aids Thay use too many pictures and illustrations or show too many words on the screen, As a result, alll they have to do is just to read everything on the screen It makes the audience annoyed and they bored with their presentation, In the third place, making presentation is time- consuming both at home and in class Last but far ftom the least, one disadvantage of applying presentation in classroom is that the effect of it maybe not as expected because the presenter has nothing to say or the audience docs not listen to the presenter

All in all, applying oral presentation in EFL context has many advantages as well as

disadvantages, Since the improvarnent, of oral presentation requires both skills and practicg, i

is suggested that both toachers and students should raise the awaren

of importance of developing the skill, learn the presentation skills, increase the opportunities for practice, and teachers should implement oral presentation effectively in LSL classrooms

2 Introduction to needs analysis

2.1 Definition of needs analysis

West (1994, p.1) (cited in Cowling, 2007, p.127) suggests that: needs analysis can be

described as identifying “what learners will be required to do with the foreign language in the

target situation, and how learners might hest master the target language during the period of

waning’?

Needs analysis is "concerned with identifying general and specific language needs that can he addressed in developing goals, ohjectives and content in a language program"

(Richards & Rodgers 1986, p 156) According to Brown (1995, p 35) (as cited in Kusumoto,

2008, p 3), the outcome of a needs analysis should be a list of goals and objectives for the parties involved, which should “serve as the bas for developing tests, materials, teaching

activities, and evaluation strategies, as well as for reevaluating the precision accuracy of the

original needs assessment”

Richards and Platt (1992, p 242 & 243) (cited in Kandil, 2004, p 1) states that needs analysis is “the process of determining the needs for which a learner or group of learners

requires a language and arranging the needs according to priorities” \n doing this, they illustrate, needs analysis gather subjective and objective information aboul the learner in order

to know the objectives tor which the language is needed, the situation in which the language

will be used, with whom the language will be used, and the level of proficiency required

2.2 Types of needs analysis

Numan (1988, p.14) (cited in Yoncoka, 1997) states thal for a needs analysis, “information

will need to be collected, not only on why learners want to learn the target language, but also

about such things as societal expectations and constraints and the resources available for anplementing the syllabus." He defines two types of necds analyses: « fearner analysis (what

background factors are the learners bringing to the classroom?) and task analysis (for what purposes is the learner learning the target language?) Tn addition, a “means analysis", or

analysis of learner styles bascd on subjective inquiry into how students like to learn best can

aid in finding out how to approach the material which needs to be learned

Lowe (2009) defines needs analysis into the following categories:

‘Situation | | situation | \analysis | |needs analysis needs | \ analysis

Analysis | \analysis | | (deficiency | |analysis | |(means analysis | | (subjective!

analysis) | | (strategy | | analysis) needs

Figure 1

Target Situation Analysis is a study of the situations in which the language is used This

provides a guide as to what language to teach It establishes the learners’ language requirements in the occupational or academic situation they are being prepared for On the other hand, present situation analysis is what the students are like at the beginning of the course What is their learning background? Next, in lacks analysis (or deficiency analysis),

students are evaluated to see what language they lack According to West (1994) (cited in

Moll, 1999), it combines both the target- situation analysis and present situation analysis

Learning needs analysis (strategy analysis): consider what is to be learned and how the

learners prefer to learn it The limitations in the actual teaching context are identified in the

constraints analysis (ot means analysis) Pedagogic needs analysis is a term which groups

together ie Lacks analysis, Learning needs analysis, and Constraints analysis Finally, in

wants analysis (subjective needs analysis): The teacher finds out what the learners think they

want to learn

In short, there maybe different ways of classifying and naming the types of needs analysis

There is an awareness of the fact that different types of needs analysis are not exclusive but complementary and that each of them provides a piece to complete the jigsaw of needs

analysis, and all of them attempt to meet the needs of the learners in the process of learning a

second language In this study, the researcher applied target situation analysis, present

situation analysis and lack analysis In the target situation analysis, the researcher tried to

find out what the learners need to know in oral presentations in order to function effectively in learning and working In the present situation analysis, the researcher investigated the current

strengths and weaknesses of her students in making oral presentations In the lack analysis,

The researcher evaluated what language and skills her smidents lack then combined them in the

suggested criteria for ass

ing presentation All in all, the three types of needs analysis applied in this study are the basis for building up assessment criteria for EFL oral presentations of English majors at HI'TC

3 Assessment

3.1 An overview of classraom assessment

Assessment is the on going process where what is learned and taught in ths classroom is

tested and recorded over the time

The Council of Ontario Directors of Education (2006, p.5) highlights

“Assessment ig the process of gathering information from a variety of sources (ineluding assignments, demonstrations, projects, performances and tests) that accurately reflects how well a student ws achieving the curriculum expectations in a course or subject

As part of assessment, teachers provide stulents with descriptive feedback that guides their efforts tawards improvement.”

According to Earl, et all (2006), classroom assessment was considered a mechanism for

providing an index of learning, and it followed a predictable patter: teachers taught, tested

the

studerts’ knowledge of the malcrial, made judgments aboul sludsrls? achicvernent based

on the testing, and then moved on to the next unit af work However, nowadays, the purposes

for classroom assessment have expanded Assessment takes place not oly during teaching to

make adjustments to the teaching process, but also at the end of a mit or term to convey

student progress Therefore, assessment now assesses a wider range of student work, such as practical tasks, coursework, projects, and presentations For the most part, however,

assessment was still a matter of making statements about students’ weaknesses and strengths

These authors also come te the conclusion that classroom assessment now has three main purposes: Assessment for learning, Assessment as learning, and Assessment of learning

First, as

ssment for learning occurs throughonl the learning process IL is designed to

make cach slident’s understanding visible, so hat teachers ean decide what they can do to

help students progress In assessment for learning, teachers use assessment as “an investigative tool te find out as much as they can about what their students know and can da, and what confusions, preconceptions, or gaps they might have." (p.29) Teachers also use

assessment tor learning to enhance students’ motivation and commitment to leaming They

make visible what students believe to he tme, and use that information to help students move

forward in manageable, efficient, and respect fil ways

Second, assessment as learning focuses on students and emphasizes assessment as a process of metacognition for students because “fearning is not just a matter of transferring

ideas from sameone who ix knowledgeable to someone wha is not, but is an active process of

cognitive resiruchaing that occurs when individuals interact with new ideas.” (p.41)

Students are thought to be the critical connectors between assessment and learning

Finally,

jenl of zarning refers to strategies designed to confirm wheal studenls

know, demonstrate whether or not they have met curriculum outcomes or the goals of their

individualized programs, or to certify proficiency and make decisions about students’ future programs or placements

To conclude, the assessment in the classroom settings is of high importance It can motivate students to learn better, teachers to teach better, and schoals to be more

ments can take on many

different forms, which include wntten and oral demonstrations and activities that can be completed by either a group or an individual As such, presentation is one type of presentation asscssment, Mertler (2001) sugecsts the typos of performance assessments in the following

figure:

Types of scoring instruments for performance assessments

Scoring instrianents for

considered all of the possibilities Checklists help lo pravide structure for students and lÍ

are greal, tools to use when the completion of a task is wanted to be noted, but do not need to assign a rating scale, On the other hand, a rubric is a means of scoring a performance assessment where multiple criteria are being assessed and quality of performance or product is important There arc two main types of rubrics - holistic and analytic A holistic rubric requires the teacher to score the overall process or product as a whole, without judging the

component parts separately In contrast, with an analytic rubric, the teacher scores separate,

individual parts of the product or performance first, and then sums the individual scores to obtain a total score

4.3 Washhack of classroom assessment on students

Washiback Ic r wilh ather similar related items such as backwash, test impact are the

different terms that are commonly used in language teste, Cheng (2005) highlights that washback is often introduced in language assessment courses for teachers as a powerfull

= influence Leaching

- influence learning

- influence what teachers teach;

- influence how leachers teach,

- influence what learners learn,

~ influence how learners learn

~ influence alfiludes tap the conlent, msthod, ele of teaching and lsaming,

leading to “teaching to the test.”, (2) Tests bring anxiety both to teachers and students

and distor, their performance, G) Students may not be able to lean reabHfe Knowledge, bul instead toarn discrete points of knowledge thal are tested, (4) Crarmming wall lead students to have a negative positive toward tests and accordingly alter their learning motivation

Ti short, by assessment al the same lime, studenis will be cncouraged and motivated to work harder, or on the other hand, teachers will usually teach to the test, and students only learn what ths test or the assessment will required When the criteria for presentation are

+ expected la do, what they have done

well and what they need to improve The students will know what are their current strengths

and weaknesses 'herefore, they will know what to pay more attention to and what to practice more in order to improve their current situation and get higher resull, In another word, given

criteria makes the teachers” expectations visible to their students

4, Document study on assessment criteria for oral presentation

Ome of the fealurcs of an oral presentation is thal it docs wat Icave a record Unless the

presentation is recorded, there is no chance for disoussion of'a disputed mark For this reason,

the assessment procedure must be simple so that the assessor can use it easily and fairly from the begining ‘This in tum implies that the assessment should operate on the basis of very

few assessment criteria in effect those that the assessor can hold in mind during the

presentation,

According to Oloshi and Tleffernan (2008, p.68): “Oral presentation assessment criteria

consist of multi-faceted factors: language, content, delivery, and visual aids It is incumbent among teachers to clearly delineate these factors to their learners before undertaking any (peer assessment activities in class.”

Moon (2005) believes that assessment crilzria are the details of performance om the basis

of which a presentation is given a mark, or on which feedback is given

Brown (2005) (cited from Ha, 2007) suggests a checklist for evaluating an oral

“A sample final speech evaluation form? which pay attention to; Topic, Introduction, Organization, Linking words, Conclusion, Eve

» Intreduction: How clicclive is the introduction? Does it grab altsntion?

= Content Is the content well organized? Are the ideas generated suitable to the purpose

of the speech? (¢.g expository, narrative, persuasive ete.) LIas sufficient library research been carricd out?

= Foice Quality Is the voice loud and clear? Are aspects of speech delivery well executed? (aspects such as pitch, rate, pace and pronunciation)

© Non-verbal Communication: Are geshures used suitable? Does body language of speaker help/hinder speech delivery?

= Bye Contact Does speaker lock at audience when speaking?

«© Visual Aids: What types of visual aids are used? Are visual aids well prepared and are they suitable?

+ Conclusion: |s the conclusion effective? What types of strategies are used? Is the

Hovane (2010) has used presentation evaluation form included the following categories Voice, Lye contact, Gestures, Smooth delivery, Lasy to understand, Interesting content,

Well designed posters, Gnd questions, Friendly altitude and Timing

In short, criteria typically focus on both the content of the presentation and the delivery broken down into categories such as Use of language, Knowledge af subject material, Ability

Jo answerfrespond ta questions, Structure of presentation, Use of audioWisual material, Pace and timing, Delivery style

23

CHAPTER II: THE STUDY

‘This chapter recites the methodology comlucted in the study, including sampling and data

Literature Studies in their English course

Most of the informants cams from countryside and towns Tn addition, the numbers of years they spent on studying English ranged fiom seven to ten years, In tem of the language proficiency of the informants, they are supposed to be at intermediate level However, their

arg because their acadcrmie results al the

proficiency is nol as high as thoss from mmiver:

entrance examinations are much lower, and their learning style is quite passive, They also lack the equipment and good condition to support their Lnglish learning By the time they have enlered college, informants have alrcady hud al loasl seven yours’ exporionee ofsturlying English However, thoy have becn studying hard proparing for university entrance cxams So most of them, being accustomed to memorizing new words and expressions and paying attention lo grammar points and language structures, find il hard ta express themselves in oral English, especially oral presentation

1.2 Teachers

‘The six English teachers in the staff also participate in the inlervisw aud Ihe observation: Two of them are 13 years experience, thuee other teachers have been teaching English for over four years and are now studying MA degree; the last one has taught English for nearly two years

24

Output standards for Lnglish language students (teaching and non-teaching)

According lo the qulpul standards far English language students (leaching and non- teaching) of HTTC published on www.cdhanam.edu.vn, the most important functions for English majors in their future occupation and they need achieve are to be expressing their

optmiom, reading Iexis om the Tnlemet, conversing with native speakers, wriling e-mail

messages, giving explanations and instrucuons, and translating oral and wntten Enghsh in a variety of occupations, teaching English for students in primary and secondary schools, English language ce

LA Applying EUL oral presentations in HI'TC context

Every English major student was assigned topios to present on The topics were varied

‘They could do the topics individually or in groups ‘The topics might be chosen by students

themselves or assigned by teachers, In some subjects, alndgnls did nol have time to prepare in advanced at home, but teachers gave them the topies in class, They prepared immediately (sometimes they could discuss with thends, sometimes not), Then, each student (or group) had to speak for five minutes In other cases, students chose their own topics (or teachers assigned), thon they propared al home ard then prosenled in elass, Time allowance was aflen fiom ten to twenty minutes Whatever the cases, the class would listen to the presentation and was allowed to ask questions freely on the topic presented Hoth the presenter and the class had their own roles to play as speaker and listeners: the presenter had to be serious and impressive and the listeners observant and evaluative,