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

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’ sat

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

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

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

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

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

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

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 CHAPTER 3: FINDINGS AND DISCUSSION |W 30 3.1 Course evaluation in terms of leamer-centeredness from the perspective of students

3.1L Function of content eect 30 3.1.2 Role of the teacher _ 32 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

3.3.1 Function of the content AL

3.3.2 Roles of the teacher oo - 42 3.3.3 Responsibilities of the learner - 44

s of assesstnert - đã

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

LIST OF ABBREVIATIONS

ESP: English for Specific Purposes

IRTC: Industrial Reonomics and Technology College

LIST OF ABBREVIATIONS

ESP: English for Specific Purposes

IRTC: Industrial Reonomics and Technology College

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 CHAPTER 3: FINDINGS AND DISCUSSION |W 30 3.1 Course evaluation in terms of leamer-centeredness from the perspective of students

3.1L Function of content eect 30 3.1.2 Role of the teacher _ 32 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

3.3.1 Function of the content AL

3.3.2 Roles of the teacher oo - 42 3.3.3 Responsibilities of the learner - 44

s of assesstnert - đã

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

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 CHAPTER 3: FINDINGS AND DISCUSSION |W 30 3.1 Course evaluation in terms of leamer-centeredness from the perspective of students

3.1L Function of content eect 30 3.1.2 Role of the teacher _ 32 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

3.3.1 Function of the content AL

3.3.2 Roles of the teacher oo - 42 3.3.3 Responsibilities of the learner - 44

s of assesstnert - đã

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

LIST OF ABBREVIATIONS

ESP: English for Specific Purposes

IRTC: Industrial Reonomics and Technology College

LIST OF ABBREVIATIONS

ESP: English for Specific Purposes

IRTC: Industrial Reonomics 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 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

LIST OF ABBREVIATIONS

ESP: English for Specific Purposes

IRTC: Industrial Reonomics and Technology College

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 CHAPTER 3: FINDINGS AND DISCUSSION |W 30 3.1 Course evaluation in terms of leamer-centeredness from the perspective of students

3.1L Function of content eect 30 3.1.2 Role of the teacher _ 32 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

3.3.1 Function of the content AL

3.3.2 Roles of the teacher oo - 42 3.3.3 Responsibilities of the learner - 44

s of assesstnert - đã

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

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

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

LIST OF ABBREVIATIONS

ESP: English for Specific Purposes

IRTC: Industrial Reonomics and Technology College

REFERENCES

APPENDICE

vi

31

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

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

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

REFERENCES

APPENDICE

vi

31

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 CHAPTER 3: FINDINGS AND DISCUSSION |W 30 3.1 Course evaluation in terms of leamer-centeredness from the perspective of students

3.1L Function of content eect 30 3.1.2 Role of the teacher _ 32 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

3.3.1 Function of the content AL

3.3.2 Roles of the teacher oo - 42 3.3.3 Responsibilities of the learner - 44

s of assesstnert - đã

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

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 CHAPTER 3: FINDINGS AND DISCUSSION |W 30 3.1 Course evaluation in terms of leamer-centeredness from the perspective of students

3.1L Function of content eect 30 3.1.2 Role of the teacher _ 32 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

3.3.1 Function of the content AL

3.3.2 Roles of the teacher oo - 42 3.3.3 Responsibilities of the learner - 44

s of assesstnert - đã

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

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

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

REFERENCES

APPENDICE

vi

31

REFERENCES

APPENDICE

vi

31

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

REFERENCES

APPENDICE

vi

31

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