Luận văn an evaluation of the esp course for third year students at industrial economics and technology college

ABSTRACT Course evaluation in light of learner-centered teaching approach is found to be significantly important at Industrial Economics and ‘Technology College where no evaluation of th

VIETNAM NATIONAL UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

See RRR ERE REESE EEE

DANG THI MINH HUE

AN EVALUATION OF THE ESP COURSE FOR THIRD-YEAR STUDENTS

AT INDUSTRIAL ECONOMICS AND TECHNOLOGY COLLEGE

Đánh giá một khóa học tiếng Anh chuyên ngành cho sinh viên năm 3 tại

trưởng Cao đẳng Công nghệ và Kinh tế Công nghiệp

M.A MINOR PROGAMME THESIS

FIELD: ENGLISI TEACHING METHODOLOGY CODE: 60140111

Hanoi, 2015

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

Ribak ada kaka ete

PANG THI MINH HUE

AN EVALUATION OF THE ESP COURSE FOR THIRD-YEAR STUDENTS

AT INDUSTRIAL ECONOMICS AND TECHNOLOGY COLLEGE

Đánh giá mộ kháa học tiếng Anh chuyên ngành cho sinh viÊn năm 3 tại

trường Cao đẳng Công nghệ và Kinh tế Công nghiệp

M.A MINOR PROGAMME THESIS

FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111

SUPERVISOR: DUONG TIT MAI, Phi

Hanui, 2015

DECLARATION

I hereby certiiy that this thesis is entirely my own work I have provided fully documented references to the others! work, The material in this thesis has not been submilted for assessment in any other formal couse T also accept alll the requirements of LIS selating to the retention and usc of M.A Graduation Thesis

deposited in the library

Thai Nguyen, September, 2014

Dang ‘Thi Minh Hue

Secondly, many thanks also go to my classmates in K21- University of Languages

& Intemational Stuties- VNU, Tanai for their support, and suggestions during the thesi

Thirdly, Tam gratcfil io my colleagues and students at Accountancy Faculty at Industrial Economics and Tcchnology College for their willingness to participate in the research without whose support I could not complete this project

Last but not least, a special note of appreciation goes to family who always supported me with their sympathy and encouragement to complete this study

‘Thai Ngnyen, September 2014

Đăng Thị Minh Hud

ABSTRACT

Course evaluation in light of learner-centered teaching approach is found to be significantly important at Industrial Economics and ‘Technology College where no evaluation of the ESP course has been conducted This study attempts to evaluate the Business and Economics course in the | aspects: Function of content, roles of the instructor, responsibilities for learning, and processes and purposes of assessmunt in the porspective of students and teachers To fulfill such objectives, the study cmployed the instruments of questionmaires and interviews administered for 80 students and 09 English teachers respectively The data collected ttom the questionnaires was analyzed in graphs, tables, charts meanwhile information collected from the interview was summarized interpretively After comparing the data collected from students and teachers inferences were made regarding the

strengths and weaknesses of Ihe course The findings show that purposes and

nent were done well, some parts in responsibilitics for lòming and roles of the instructor should be strengthened, content of the course should be reconsidered about amount of knowledge Finally, some recommendations for improving th course's effectiveness were introduced

iii

1 Rationale of the study

2 Aims and objectives of the study

3, Research questions

4, Scope of the stuly

$ Methods of the study

6, Organizalin sevnstetesneven

PART B; DEVELOPMENT

CHAPTER 1; LITERATURE REVIEW

1.1 English tor Specitic Purposes (EBP)

1.1.1 Definitions on English Specific Purposes 1.1.2 Characteristics of ESP courses

1.1.3 The approach in teaching LSP

1.2 Course evaluation

1.2.1 What is Course Evaluation?

1.2.2 The importance of course evaluation

1.2.3 The framework used for evaluation

2.2.1 Students " 24 3.3.2 TeaehCEs nghi rerraraririorioro24 2.3 Dafa colleeti0n cceesenirerireriirrierarorooe.2 2.3.1 Data collection insiruent ni eeererirrreeoae,.24 2.3.2 Data collection procedue ssánereirereririironae27i 2.3.3 Data presentation and analysis procedure 28

3.1 Course evaluation in terms of leamer-centeredness from the perspective of students

3.1.3 Responsibility for learning

3.1.4, Purposes and processes of assessment

3.2 Cowse evaluation in terms of learner-centeredness from the perspective of

3.2.1 Function of confont cu noeeeenirirriraroreor.3f 3.2.2 Role oŸ the teachet se enuineinenirirrrrrrereooo đĐ 3.2.3 Responsibilities for lzarming, co nieirerrrsrroreoo.3Đ 3.2.4 Purposes and pTOC€sses OŸ a55998mE, coeroroooooo.4U

3.3.4 Purposes and proc:

PART C: CONCLUSION scscsenncenineneeniniatiseitasnaneninnnensinatnnennend?

1 Siummany of ñndings and discussiGP6 co eeeersersrsoo

2 Reoomruendgions c ninenirrerirrrrerisrooo.Đ

3, Limitations

REFERENCES

APPENDICE

vi

31

LIST OF ABBREVIATIONS ESP: English for Specific Purposes

IRTC: Industrial Reonomics and Technology College

LIST OF TABLES AND FIGURES

LIST OF TABLES Table 1.1: Comparison of Teacher-Icamer teaching and Leamer-centered teaching,

on five key elements (Saulnier st al., 2008, Weimer, 2002)

Figure 3.1: Students’ evaluation of the course's content

Figure 3.2: Student's evaluation of the teacher's role

Figure 3.3: Students’ evaluation on their leaming responsibility

Figure 3.4: Students‘ evaluation on the opportunities to develop self and peer

assessment skills

Figure 3.5: Students’ evaluation on enhancing their potential to promote learning by

many assessments

Figure 3.6: Students’ satisfaction about the course's content of the ESP course

Figure 3.7: Students’ satisfaction about the role of teacher in the ESP course

Figure 3.8: Students’ satisfaction about responsibilities for learning

Figure 3.9% Students’ satisfaction about the purposes and processes of the

assessment

viii

PART A: INTRODUCTION

1, Rationale of the study

With the globalization of trade and economy and the continuing merease of intemational communication in vanous fields, the damand for English tor Specific Purpose is inereasingly expanding, especially in universities and colleges where they desire to provide their students some line knowledge, Then, English-teaching teachers are required to design TSP courses The core components of an RSP cours include needs arvlysis, course goal and objectives, wmterials design and finally assessment and cvaluation, which must be developed from the eamer's targets, needs, abilities, situation,

Evaluation of an ESP course is especially important, Evaluation 1s defined as "a whole process which begins with determing what information to gather and ends with bringing about change in current activities or influencing future ones” (Evans,

1998, p.128) Evaluation could be performed in any fields, any projects because it could help the insiders and outsiders understand how the thing is and give out ituprovement or imovation where it is needed, IL is essential in our daily life, in education also With Ieumers, it is to judge, make comments on the toaching and Icaming activity to adjust their own loaming Addition to that, "evaluation of the leamers is unlikely to indicate exactly where a fault lies, but it will at least indicate the existence of a fault somewhere” (Hitchinson and Waters, 1987, p.145), With teachers, they need evaluation "because it can provide a wealth of information to use for the firture direction of classroom practice, for the planning of the courses,

and for the managetvent of tearing lasks and students" for to “confirm the validity

of the classroom practice” wher any partial clsmerts of the course arc salisfactory

and “fou a basis” for changes when they are not” (Gonmaine el al, 1992)

Among many fiameworks which could be used for course evaluation, this study used the leamer-centered teaching approach which has been increasmgly appreciated highly in education in Vietnam In addition, 1t is one of the most

appropriate Gameworks for cvaluating an ESP course whan wilh an ESP cour

core clement is the Icamers who are “active participant in lcarming and co- constructors of knowledge" (Meece, 2003) In other words, in a leamer-centered course, itis the learner who must be responsible for their learning, the instructor just

acts as a mentor and an advisor to encourage students’ participation in active

leaning Interactions belweeu the instructor and their students facilitate the learning provess through discovery, inquiry and problamn solving (aw, 2007)

In the cortex! of teaching English for Specific Purposes, the evaluation of a cours:

is significantly important at Industrial Economies and Technclogy College given the context described hereafter, Every year, Industrial Economies and Technology College provides several ESP courses in the fields of accountant, finance and banking, mechanics, electricity, information technology for total of around 1,500 students before they leave the College The College does that to equip the necessary Knowledge on their line areas in linglish so that they could be sufficiently confident

in their latter job To prepare for those courses, English-teaching teachers at the College decide the lmgets, purposes, develop their nmiterials, design syllabus and

create

on their own without any guidance, instruction ar framework fromm the higher management levels After teaching the course, there is no comment from their leamers, Their teaching is just evaluated by the test done by their students after Teaming rather than any other methods In other words, there has not had any evaluation on how the course is, how the content is, how students inquiry Knowledge and skill for their filure life, their coming job ‘Therefore, an evaluation

of the ESP course for third-year students af Indushisl Economics and Tcelmalogy

College under the yuide of leamer-ecnlored teschiug approach is auportant for the

English-tcaching teachers te have seme improvement or renovation for their better

training activities

2 Aims and objectives of the study

‘The study is aimed at evalnating the effectiveness of the Linglish for Economies and

Business cawse To achicve this aim, the study tries lo:

Evaluate the English for Economics and Business course towards leamer-centered teaching approach in the perspective of students

Evaluate the English for Economics and Business course towards leamer-centered

teaching approach in the perspective of teachers

4 Scope of the study

The study was conducted with the assistance from non-English third-year students after they fulfilled two General English classes, English for communication purpose

at Industrial Economics and Technology College

Among several ESP courses conducted annually at Industrial Economics and

‘Technology, only the course of English for Economics and Business was chosen for evaluation

‘The evaluation focuses on the leamner-centeredness of the course of English for Feonortics and Business since it is one of the most appropriate approaches iu teaching ESP and evaluation is done in only 4 aspoets: the function af content, rok:

of teachers, responsibilities for leaning, and purposes and processes of assessment

5 Methods of the study

In this study, different techniques were employed Firstly, an appropriate framework has been selected which is developed by Blumberg (2009) for the course evaluation

Secondly, to achieve the aims, the qualitative and quantitative approach utilizing

survey questionnaires and interview were used to collect the data The method used

in this study was summative valuation In common, the data for the study could be obtained through the following instruments

The questionnaire was delivered to 80 third-year students at Industrial Economics and Techmology College to understand how they marked their leaming in four

aspects

‘The ina views were used to gol the feedback from the 09 lectursrs of the course with the same question ites which wore delivered in the questionnaire used for students but with decper and additional information

After comparing the data collected trom the questionnaires and interview, the study could provide teachers another view on the course fiom the perspective of students, and help them to infer the strengths and weaknesses of the course,

6 Organization

The thesis is under the tile: "The evaluation of the ESP course for third-year studenls al Industrial Eeononrios and Technology College" The study will include 3 main parts; Introduction, Development and Conclusion

The first part of Introduction is a briet’ overview of the study with more detail about rationale of the study, aims and objectives, research questions, scope, methods as well as the organization of the study

Tha second part of the Development inchides 3 chapters, Chapter | refers to Tileratnre review which provides the theoretical background for the study In this part, some imporlant definitions of ESP, course, evaluation are menlionsd will their charactcristics, importance, and components respectively, Importantly, the framework for the evaluation is introduced Meanwhile Chapter 2 deals with methodology utilized tor the study including: participants, studying methods, data collection procedure and data analysis procedure The chapter 3 focuses on findings and discussion from the study In this chapter, evalnation’s results of the course in

es of students and terns of learner-centered approach are seen from the perspec

teachers

The last part of conclusion clarifies strengths and weakness of the course, which are

drawn out tom findings and discussion Some recommendations are also introduced for the teachers at Industrial Economics and Technology College ‘This

ls of limnitalioms of and further suggestions for the study

PART B: DEVELOPMENT

CTIAPTER 1: LITERATURE REVIEW

To provide a good theory background for the study, this part will focus on two main parts The first is English for Specific Purposes including its detinitions, characteristics, and its components ‘The second is course evaluation which consists

of definitions, importance of course evaluation and impartantly, the framework used for evaluating an SP course

1.1 English for Specific Purposes (ESP)

With the globalization of trade and coonomy and the continuing increase of intemational communication in vanous fields, the demand for English for Specific Purpose is increasingly expanding Johns & Dudley-Evans (2001, p.114) state that,

“the demand for Linglish for specific purposes continues to increase and expand throughout the world" Coming back the past, it could be seen that Tnglish for

Specific Pumposes arose as a lorm in the 1960s as it became inercasingly aware thal

General English courses ficquently did not mect learners’ and employers’ wants

Hutchinson and Waters (1987) gave three reasons for the cmergenee of ESP, the

demands of a brave new world, a renovation in linguistics and a new focus on the leamer From the outset, the term ESP was an issue of many arguments as to what exactly ESP?

absolute characteristics arc (1) ESP is designed to mect spevificd needs of the

Ienmer; (2) it is Telated in content (this is i ils theres and topics) 10 partivular disciplines, occupations and activitics, (3) it is centcred on Janguage appropriate to those activities in syntax, leas, discourse, semantics and so on, and analysis of the discourse; and (4) it is in contrast with "General English" Two variable

characteristics mention to: (1) it may be restricted as to the leaming skills to be

learned (for example reading only), and (2) it may nol be laughl according lo any preordained methodology Thoss charactoristics are then developed by Dudley:

Evans and St Jom (1998) with 3 absolute characteristics and 4 variable ones

Absolute characteristics are that (1) ESP is designed to mect specific needs of the

leamer; (2) ESP makes use of underlymg methodology and activities of the disciplines it serves; (3) ESP is centered on the language (grammar, lexis, register),

skills, discourse and genres appropriate to these activities Meanwhile 4 variable characteristics mention to (L) ESP may be related to or designed for specific discipline; (2) ESP may use, in specific teaching situations, a different methodclogy from that of General English; (3) ESP is likely to be designed for adult learners,

cilher al tertiary level institution or in a professional work situation It could,

1, and (4) ESP is generally

however, be used far learners al secondary schoul

designed for intermediate or advanced students Most ESP courscs assume basic

knowledge of the language system but it can be used with beginner

Hutchinson and Waters (1987, p.19) define FSP as an approach rather than a product meaning that ESP docs not involve a particular kind of language, teaching material or methodology, The basic question of ESP is: Why does this learner need

to leam a foreign language? The purpose of leaming English became to core ESP, therefore, "is an approach to language teaching in which all decisions as to content

and 1nethod are based on the learner's reason for learning”

Lorezo (2005, p.1) reminds us that ESP "concentrates more on language in context than on teaching grammar and language structures” Ie also points out that as ESP

is usually delivered to adult students, fequently in a work related setting, that

motivation to learn is higher than in usual Fnglish asa Sceond Language contexis Carver (1983, p.134) belicvcd that sclf-dircetion is important in the sense that an ESP course is concemed with tummg leamers into users of the language

In short, how ESP is defined, the eure of ESP is the specific Ieamer The learner's needs are analyzed before designing the ESP course, training objectives and the reasons far studying are set, methodologies are done based on the leamer's reason for Jearning, In other words, it is a way of teachng/leaming English for specific subjects with some specific vocational and educational purposes in mind, Therefore, ESP is “as an approach rather than a product” (Hutchinson and Waters, 1987), For further understanding, the next part will focus on the characteristics of an ESP

course

1.1.2 Characteristics of an ESP course

Characteristics of SP courses could be alse seen in the above definition of ESP by Dudley-Tvans amd St John with 3 absolute characteristics and 5 variable cluractaristics Absolute Characteristics mean that FSP meuts specific learners! needs, uses “underlying methodology and activities of the discipline it serves” (Duéley- Evans and St John, 1998, p.4) and is centered on language appropriate to these activities in terms of “grammar, lexis, register, skills, discourse and genre” (p.5) Variable Characteristics mean that LSP may be designed for specific disciplines, may use “a different methodology from that of General English is likely to be designed for adult learners, either at a tertiary level or in a professional work situation (1.5) and assumes soms "basic knowledge of the tanguage system" (p.3) This movement has led to the production and the uss of English courses aimed at specific disciplines; for cxamplc, Enelish for Medicine, English for Engineering, English for Business, etc, Hutchinson and Waters (1987, p.19) argue that "ESP is an approach to language teaching in which all decisions as to content

and method are based on the leamer's reason for leaming”

Carter (1983) states that there are three fealures common to FSP courses: suthenti

material, purposc-related oricntation and sclf-direction If one accepts Dudley- Evans’ (1997) claim that ESP should be offered at an intermediate or advanced level, then the use of authentic leaming materials is entirely feasible Indeed, the use

of authentic content materials, modified or unmodified in form, is one feature of ESP, particulanly in selfdirected study and research tasks Meanwhile, purpose- related orientation rofers to the simulation of cormmunicative tasks required of the

largel selling A sample activity associated with purpose-relaled ori tation might

include simulation of a conference Students would read papers written by others,

practice note-taking, prepare papers, practice networking with conference participants, eto Finally, self-direction is a characteristic of ESP courses in that the

point of including self-direction is that ESP is concemed with tuming leamners

into users" (Carver, 1983, p.134) In order for self-direction to occur, the leamers

must have a certain degree of freedom to decide when, what, and how they will

study Facilitating this freedom might include teaching specific learning strategies

related to the discipline or occupation as "there must be a systermatic alternpt by

ers fo teach the learners how to loam by teaching hem about learning strategics." (Carver 1983)

Understanding the characteristics of the ESP course is very necessary with the English-teaching teachers because out of being as a General Enelish teacher, the ESP teacher must work asa collaborator, a course designer and materials provider,

a researcher and an evaluator The role of an FSP teacher could be seen more cloaly in the next part: components of an ESP course,

1.1.3 Components of an ESP course

In general, ESP course also has its same components of a General English cours: including objectives of the course, teaching methods, training materials, syllabus, content, assessment, but they are also various when ESP is a relatively new discipline within Applied linguistics that employs a new leamer-centered approach

to English language teaching whose methodology is based on the specific needs of

the learner Kamedy and Rititho (1984, p.3) point out that FSP is based on “am investigation of the purposes of the Icamer and the sct of communicative necds arising, from those purposes”, Therefore, needs analysis is a requirement for an ESP course

Needs analysis,

Needs anal and needs sexstnienl are oflen used interchangeably Some authors

claims thal "ass

a need analysis" (Numan, 1988, p.13) Therefore, investigation of the needs analysis,

or needs assessment is vital in an ESP course when it is usually followed by syllabus design, selection of course materials, teaching/eaming a course and its evaluation

Aitns and abjcetives

Aims and objectives are generally regarded as important bocause without aims to provide duction, it is possible to be lost in the attempt to satisty a range of short- term objectives, After needs analysis is done, aims and objectives of the course are set to develop the skills and knowledge for the learners

Syllabus

Allon claims thal "the syllabus is subpart of cumieulum which is concerned with a specification of what units will be taught (Allen, 1984, p.61) whercas for Yalden (1987, p.26) “it is primarily a teacher's statement about objectives and content" Meanwhile Nunan (1986, p.6} takes a wider non-specitic view of "a framework within which activities can be carried out; a teaching device to facilitate leaming" Therefore, syllabus is important for teacher to have plan how lo perform their teaching activities

Teaching methods

ESP teachers are required to have considerable flexibility, be willing to listen to the Ieamers, take interest in the disciplines or professional activities which the students are involved in, In addition to being as General English teacher, ESP instructor must take some risks in their teaching when their main area is language rather than specifie area In comparison with teachers of General English, effective ESP teachers require more experience, additional training, extra effort and fresh

commitment

mont is very important i teaching/lcarning siren andl peer assessment result in increasing motivation, involvement, progress into learning Achievement assessment can be used to examine the extent to which learners have Ieamed what has been taught Furthermore, the restilt of the assessment can inform teachers about individual leamer's achievement of the learning objectives as well as provide the feedback on the effectiveness and quality of this couse (Brown, 1996}

On the whole, all components of an ESP course must act lowards the spacific Tcamers, Needs mulysis must be dene first to understand the targets, noeds, abilitics, situation of the leamer Then, necds analysis is usually followed by sctting aims and objectives, designing syllabus, selecting materials, conducting teaching/leamning performance and implementing assessment

determine participants’ attitudes within the context of a particular institution

(Brown, 1994, p.227) Ilowever, as Germaine et al (1992, p.4), " evaluation is not always something thal we do in a principled and systematic way” Therefore, it carr

De secn that though there are some differences in the definition of evaluation, they all share some important commonalitics, Firstly, cvaluation is viewed as a systematic process It should be conducted as a planned and purposetul activity Secondly, evaluation involves collecting data regarding questions and issues about the program, course, textbook, syllabus, , Thirdly, evaluation is a process of enhancing knowledge and decision making, whether decisions are for improving ot refining a program, yaveoss, pxoduet or for determining what is good, what is

required 10 de some improvement, Fimlly, the notion of evaluation use is either implicit or explicit in most definitions Ultimately, evaluation is concemed with asking questions about issues that arise out of everyday practice, It is a means of gaining better understanding what we do and the effects of our actions

In the educational context, "evaluation is a purposeful activity that inchides the collection of relevant information, interpretation of that information, and making decisions about teaching and learning” (Genesee and Upstmr, 1996, p.256) As

Hutchinson & Waters (1989, p.152) "Course evaluation also plays a useful social role, by showing the various partics involved (teachers, learners, sponsors, ) that their views are important A sponser may also wish to be supplied with clear information about the suitability of the course and may well base decisions as to

y (2000, p.147) states further investment and support on the results Mary Ne

evaluation of a course will serve two functions, Tirsl, il will be a focus for the studenl Sccond, the information oblained through valuation will assist in the managernent of the current, courses and the devcloproenl of future ones In addition, Donalt V MoCain (2005, p.31) claims that course cvaluation “assesses the extent to which the participants have mastered the knowledge, skills, and abihties; apphed them on the job; and the subsequent impact on the organization"

1.2.2 The importance of course evaluation

Hutchinson and Waters (1987) gives the reason for evaluation "Evaluation is a matter of judging the fitess of something for a particular purpose" and

“_ Evaluation helps to show how well the course is aetually fulfilling the need’ In addition to that, Germaine et al (1992, p.10) gives two reasons for evaluation Trvaluation is considered as the confirmation of the practice if iL is good meanwhile

if pmetice is not good, evaluation is for consideration of measures to innuvale, to

for the better one

change the practi

Evaluating a course, which includes cvaluation of the teacher's mcthodologics, syllabus design, training procedwe, training facilitss, , is important with teachers, one of the main subjects in education Teachers might do evaluation to cheek the effectiveness of the course materials, of the classroom activities, of the students! Teaming, of their teaching methods, the purposes and objectives of the course and so

on With conrse evaluation, a leacher van find pul the way lo “develep courses and modify existing ones" “in ways that tefl {her experienve and the value and

priorities that are products of her experience as well as the prevailing wisdom around her” (Graves, 2006, p.1-2)

Evaluating a course is also especially important with students, another main subject

in cducation Marsh pointed out four purposes of studcnts' valuations of university

teaching in the HEA conterence on May 19th, 2011 First, it is a diagnostic

feedback to teachers about the eftectiveness of’ their teaching that will be useful for

the improvement of teaching Second, it is a measure of teaching effectiveness to be

used in persormel decisions Third, the evaluaticm gives informaation for students to

usc in the sotcetion of courses and teachers Finally, if is an oulearne or a process

description for research on teavhing Among thom, the Grst purpose is nearly universal but the next three arc not,

In short, evaluation is important with both teachers and students so evaluation must

be done in a well-plarmed valid way because the evaluation would "confirm the validity of the classroom practice’ when any partial elements of the course are satisfactory and “form a basis" for changes when they are not (Germaine et a

1992)

1.2.3 The framework used for evaluation

1.2.3.1 Learner-contered teaching approach and its principles

For RSP is a relatively new discipline within Apptied Linguistics that bids a new

om the speeifie needs of the gamer, loarner-cericredme $ approa is one of the

most approptiate framework for cvaluating an ESP course

Leamar-canteredness is an approach that is increasingly being encouraged in higher education It has been widely applied in educational practices across a variety of subject fields such as accounting (Adler et al., 2000), information systems (Law, 2007), business statistics (Lockwood et al 2007), social sciences (Watters et al., 1998), and distance kearning (Dully and Kirkluy, 2004; Rastiman and Swift, 2001),

14

Traditionally, instructor was the center of the learning process which focused on what teachers did rather than what the students wore Icarning so it was the instructor who provided the infonnation for the students However, this approach has been incteasmgly inappropriate with the strong development of technology because this approach could make students be passive in their leaming process meanwhile they

mmst be/should be the ones wha az in charge of their own learning Iw learner-

conlered tenching approach, the loachor acts as a facilitator to help students access

and provess information This may moan thal the teacher works less in class as students are dizected to solve carefully, constructed tasks by themsclves and collaborated with their peers but work more outside the class for preparation and evaluation of students! work, They do not employ a single teaching method but "a variety of different types that shift the role of the instructors from givers of information to facilitating student leaming." (Blumberg, 2009)

Another phrase which is similar to the learner-centered in the study is student centered This learning model places the smdent (eamer) in the center of the loarting process Collins & O'Bricn, 2003 could give us thoroughly the description

of stulent-cenleted instruction which could be used for studen tered teach hg

Student-centered instruction is an instructional approach in which students influcnes the content, activities, materials and pace of leaming, On the other hand, the instructor provides students with opportunities to leam independently and from one another and coaches them in the skills they need to do so effectively The student-

centered instruction approach includes such techniques as substituling active

Toanting cxperioneas for lectures, assigning oponcndad problems and problems requiring critical or ercative thinking that carmel be solved by following text cxamples, invelving students in simulations and rele plays, and using self-paced and/or cooperative leaning Properly implemented studentleaming instruction can lead to increased motivation to leam, greater retention of knowledge, deeper understanding, and more positive attitudes towards the subject being taught

Guided by the Icamner-centered teaching philosophy, inmany rescarches around the world have been devcloped with various frameworks and teaching principles Jones

et al, (1995) constructed a framework of twenty-six indicators in eight categorical variables of engaged learning that included vision of leaming, tasks, assessment, instructional model, learning context, grouping, teacher roles and student roles Meanwhits the American Psychological Association (APA, 1997) constructed a

framework of fourtuen earner -comlered psychological principles ‘based on educational and psychological research Those fourleen principles arz suramarived

through five domains: the knowledge basc, strategic processing and exccutive

control, motivation and affect, development and individual differences, situation or context Norman and Spohrer (1996) have suggested that leamer-centered teaching

should be 1) engaging by providing rapid, compelling interaction and feedback to the student, 2) effective by concentrating on the learning process and outcome but not the test score, and 3) viable by supporting curriculum needs as well as practice (p26) Weimer (2002) reviewed the extensive literature on leamer-centered

teaching and leaning and summarized that ‘to be learner-ventered, instructional

practice niceds to chumge in five ways” including: the balmec of power, the fumetion

of content, the roles of the instructor, the responsibility for leaming, and the purpose

and processes of assessment, Then, based on the framework constructed by

Weimer, Phyllis Blumberg developed a clear-cut framework for transitioning to leamer-ceniered teaching In next part, details of the leamer-centered teaching approach constructed by Weimer (2002) and developed by Blumberg (2009) will be

summarized

1 2.3.2 Course evaluation in terms of learner-centered teaching approach

* The framework constructed by Weimer (2002)

‘Wenner (2002) desoribed five leamer-centered practice areas that need to change to

achieve leamer-centered teaching: The Functions of content, the role of the

instructor, the responsibility for leaming, the processes and purposes of assessment, and the Balancer of power

The function of content

The function of content in leamer-centered teaching includes giving students the

strong knowledge foundation, the ability to apply the content, the ability to leam independently In addition to providing the leaming toundation, the content is used

to develop leaming skills which include the learning skills and others to sustain

leaning across a career and a lifelime More importantly, the consi, of learner-

esnlered Leaching is uscd 10 ercate an awareness of Uhe self as a amique, individual

leamer Then, students know why they need to need and how to Jean the content

and they need to be actively cngaged in their Icarming,

‘The role of the teacher

The role of the teacher focuses on helping students learn In leamer-centered

teaching, the teachers are guides, facilitators and designers of learning experiences rather than the main performer who must work harder than everyone else in the

class They should create an environment in which students can learn ‘The teaching

and leaming methods that teachers use should be appropriate for students learning goals

The responsibility for learning

The responsibility for lcamning is of students meanwhile teachers should proactively

assist their students to take responsibility for their leaming by creating situations

that make students to understand and accept their responsibilities that belong to

them They come to the class not because of the attendance requirement but because

of the activities, events in the ol , because of their muportant contributions to then

Jeanting, When they assume responsibility for their own learning, they become self

directed, lifelong Ieamers who are aware of their own abililies lo Learn

The purposes and processes of asscssment

‘The purposes and processes of assessment include not only grade but also continuum feedback to assist students’ umprovement Leamer-centered teaching

integrates assessment with teedback as a part of the learning process To do all the evaluation activities, not only the teacher but also the peers and the learners

themselves arc invelved in Then, the students could Jeam and strengthen their ability to sclf-asscss accurately and constructively judgs the work of pears,

The balance of power

The balance of power requires the teacher to share some decisions about the course with the students such as the teacher and the students collaborate on couse policies and procedures, The balance of power is maintained 10 be appropriate between the teacher and the studouts when studsnis are givon the opportunities to loam and sore

mmc

conlrol over expressing perspectives and their methods of learning and ass

Hercaftcr is the comparison of tcachcr-lcarning teaching and leamer-centered teaching on five key elements for easy understanding The study just focuses on leamer-centered teaching approach

Faculty should develop course content not to cover everything, but to develop

learning skills and learner awareness

Responsibility for learning Instructors are agent

knowledge; while students are viewed as

aim

with fewer

requirements, which are conductive to

learning, to cneourage students Lo les

effeclively, and to support the learning cfforts of others Students arc motivated

to build autonomy and responsibility in learning and receive timely feedback from faculty

Purposes and proc esses of Assessment

‘Assessment is used to monitor learning

Emphasis is on right answers, Desired

leaming is assessed indirectly through

the user of objectively scored tests

‘Traditional

knowledge:

applications to small problems They do

necessarily address depth

understanding ot the skills the students

evaluation tool, should use

faculty

potential to promote leaning and te give them opportunities to develop selitand peer-assessment skills, Evaluations and assessment should be less stressful and

motivates students to reinforce their knowledge

Balance of Power The professor's role is to be pimary Power is shacd by faculty and information giver and primary students, Faculties do not make all

input Power is usually redistributed to

sludents in amount proportional to their

1 9

* The rubrics developed by Phyllis Blumberg (2009) based on the Weimer's framework

Since the five practices constructed by Weimer are broad abstract categories, they

do not identify specitic Jeamer-centered behaviors for many instructors, Phyllis Blumberg defined each practice into specific components and incremental steps Detween instructor-centered and Isammer- centered teaching Incremental slaps allow istmactors 1a make changes gradually over lime Thon, she organized these inercmental stops into rubrics which could be a tool to evaluate the status of a course on the continuum from instructor-centered to leamer-centered for Weimer's five leaner-centered practices

Here is an example on rubrics

Table 1.2:

The rubric role for the role of the instructor dimension of learner-centered

‘Teaching (Blumberg P., 2009)

The Role ofthe instructor

Component Finploys Transitioning to Tearner- | Tmploys learner

instructor- _ centered approaches centered

centered Lower level of'| Higher level | approaches approaches transitioning | of

‘transitioning

1 Creation of an instructor Instructor does | Instructor Instructor creates environment for uses the not focus on| creates ala leaming Icaming through same creating a | learning cuvironment bự () organization approach or leaning enviroment | using subcriteria and approaches environment | through use | through

@) use of throughout bui _— students | of one out of'| organization and inaterial thai the course do learn suberiteria fuse of material

styles

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s Lowardl learicr-

Sinee the Tubrics could be used as an assessment tool in the proce

centered teaching and to determine the status on the leamer-centered contimuum, the study used items in rubrics for making questionnaire and interviewing- the important instruments to obtain data tor the study meanwhile principles mentioned

in Weimer's (2002) would be used for analyzing data

Amung 6 components of an ESP course mentioned above, (his study which based

on Weim frame and Blumbery’s totnic just focused on $ Ioarner practive arcas

including course's content, teaching methods and assessment, objectives of the

course in some extent Necds analysis is understood to be remarkably important in

an ESP course but it is done before implementing the couse meanwhile the study

focused on in-while the course

Summary: ihis chapter presented the theoretical background for the study

including two main elements and their related concept, that is, ESP and course

evaluation Fram the part of ESP, the study clarified that in an ESP course, the

laarner is the canter of the course, every components of an PSP course must be

developed based on learner's targets, needs, abilities Then in the part of course evaluation, the learner-centered teaching framework of Weimer (2002) and rubrics

of Bhonbery (2009) were introduced to develop evaluation The presentation of this

chapter will be the foundation for the wext chapters, especially chapter 3 in which

findings and discussion were analysed

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CHAPTER 2: METHODOLOGY

This chapter prescuts an overview of le

IETC, participants of the study, data collection and analysis, In this part, Data collection instrument, questionnaire format and content, the process of data collection and data analysis will be described carefully

ching and Touring situation, ESP course at

2.1 The practical background of the study

2.1.1 Research site

‘The study was conducted al INTC, a college under Ministry of Industry and Trading

in Thai Nguyen with aboul nearly 4,000 students por your [ETC has a history af 46 year development since its foundation in 1968, The main iaining areas at IETC are accountant, business management, mechanics, electricity rather than English Therefore, English in IETC is not the mam subject, it is just a compulsory one required by the Govemment Training Cumiculum, Fortunately, students in the college understand fully the importance of English in cammamication, in their line area and then their future jobs Therefore, it could be said that, their motivation to

em English is sufficient to got the high taining results However, i could not be denicd that it is not casy to develop English in a place without English reality practice like a district in Thai Nauyen where the college is located,

Each student studying at IETC must participate in 3 English-related courses in which 2 first English courses are General English, English for communication When they are third-year students after getting most of knowledge about their major field in Vietnamese and completing 2 English communication courses they study the ESP course which provides the knowledge in English about their major and strengthen sone English skills fer them Fzmglling 2 English: communication courses is a royuiiremient with students because FSP course requires students to have some deep knowledge in English

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2.1.2 ESP course

In cach line arca including English for business, English for Electrical enginecring,

English for Constructing, English for Information Technology, English teaching teachers at IETC developed course-related things such as developing training goals

and objectives, analyzing training needs, developing training syllabus, and training

malerial In this thesis, the aulhor would Tike to choose an ESP course, that is

English for Business Lo do evaluation

"is chosen for

‘The roason why the course “Fnglish for Reonomics and Business

cvaluation is from huge number of students studying in this ficld at IETC, When the number of’ students is high, it is easy to choose samples for the objective evaluation

On the other hand, only with this field, all 09 Enelish-teaching teachers at IETC got experience in teaching, then they could give out their comments for the interview

‘The overall goals and objectives of the ESP couse made by teachers at IETC are that students then would read the Lnglish- written textbooks, newspapers about economics and business through developing reading skill, improving understanding the mearings of words and grammar, and thal students would be inore confident with English for coonarics and business

To gain those goals and objectives, in cach unit, students omust answer the text related questions and fill in blanks with the words mentioned in the text, The aim of those activities are providing the common vocabulary in the line field and strengthening reading skill for students In addition, grammar is also introduced to students so thal their understmding in Tnglish context could be improved and

fining couse effective when the loaning environment is change

means thal when developing teaching muatcrials for RSP couse, Fnglish-leaching teachers at IETC would like to focus on vocabulary development rather than grammar, reading skill rather than three others However, Translation is also required with non-English students to have the equivalent Vietnamese words The aim of translation is to ensure students’ understandings both in English and Vietnamese so that then they could think and communicate in English

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