Luận văn a preliminary evaluation of the english course for academic purposes at the international department thai nguyen university

but not least important, some suggestions are given to improve the course of LUnglish for academic purposes at the International Department, Thai Nguyen Universily ‘This study is done in

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST — GRADUATE STUDIES

NGUYEN THI THAO

A PRELIMINARY EVALUATION OF THE ENGLISH COURSE FOR

.CADEMIC PURPOSES AT THE INTERNATIONAL DEPARTMENT, THAI

NGUYEN UNIVERSITY

(DÁNH GIÁ SƠ BỘ KHÓA HỌC TIÊNG ANH PHỤC VỤ MUC DICH HOC

THUẬT TẠI KHOA QUOC TE, DAI HOC THÁI NGUYÊN}

M.A Minor Programme Thesis Vield: English Language Teaching Methodology

Codc: 001410

Hanoi, 2012

TABLE OF CONTENTS

Page PART A: INTRODUCTION

1 Rationale of the study

tk Objectives and significance of the study

4, Scope of the study

5 Methods of the study

1.1.2 The relationship between EGAP and ESAP

1.1.3 English for GRP and English for SBP

2.1.1 The International Department and its teaching and learaing conditions 13

iv

2.2.1, Restating the rescarch questions

CHAPTER 3: DATA ANALYSIS ANT) DISCUSSION

3.1 Findings of the study

3.1.1 The results of the questionnaire

31.1.1 Students’ background of learning English

31.1.2 Stadents’ assessment on time spent for each skill

3.1.1.3 Students’ assessment on the teaching materials for each skill

3.1.1.4 Students’ assesstncnt on the sub-skills thal they were laught

3.1.1.5 Students’ self-assessment on the skills they have gained 3.1.1.6 The evaluation on teaching performance

3.1.2 The results of the interviews

3.1.2.1 Answer to textbooks

31.2.2 Workload

3.1.2.3 Students’ Knglish proficiency

3.2 Discussions about the study results

The questionnaires which were delivered to the first year students at IDTNU

to discover the students’ background of leaming Unglish, their self-assessment on the course books used during the course, whal they were laughL and what they gained from the course

The interviews were used to get the feedback from the lecturers of the course

on the students’ English proficiency, the course books used as well as the suitability

of the workload on each Hnglish skill

6 Organization of the study

‘The thesis consists of three main parts:

Part A is the introduction, which presents an overview of the study with the

rationale for Ibe rescarch, the aims and the research questions of the study TL also

narrows the scope, presents the research method and outlines the content of the

sludy

Part B is the development, which includes three chapters as follows:

* Chapter 1 is the literature review ‘his chapter presents all the

related theoretical background that precedes and necessitates the information of the research

* Chapter 2 describes the research methods used in the study with

some necessary components

* Chapter 3 is devoted to a detailed description of data analysis and thorough discussion of the findings of the study In this chapter some explanation

and interpretations of the findings are explored

Part C is the conclusion which presents the study conclusions and teaching implications Besides, it also offers the limitations and suggestions for further study

but not least important, some suggestions are given to improve the course of LUnglish for academic purposes at the International Department, Thai Nguyen Universily

‘This study is done in a hope that it will help better the quality of teaching and learning English for academic purposes at IDENU Thus, it will help enhance

students’ English competence

3 Research questions

Tn order to draw the conclusion, the following research questions arc raised

1 ‘To what extent does the course satisfy students?

2 What da the students still need to leam?

3 How can the course be improved?

Hopefully, based on its findings, the International Department would bring

aboul the improvements inthe course 1 would also help teachers have a clear view

of what aspects of the program that cause difficulties to students and which skills/ activities they should add in their lessons Vinally, with regard to researchers, the

information in the study would be a reference for other related researches

4, Scope of the study

The research limits its scope to the Fnglish course for general academic purposes for the first year students at (1)''NU ‘The choice of participants is simply a matter of convenience as the researcher is working as a training managing staff for

TDTNU

5 Mcthods of the study

To achieve the aims, the qualitative and quantitative approach including survey questionnaires and interview is used to collect the data ‘he method used in

this research is formative evaluation In common, the data for the study wore

obtained through the following instruments

APPENDIX 1: Questionnaire

PART B: DEVELOPMENT

CTIAPTER 1: LITERATURE REVIEW

In this chapter, all the related theoretical background that precedes and necessitates the information of the research is presented There are three main parts Fnglish for Academic Purposes and Cowse Evaluation The first part deals with definition of Linglish for academic purposes, the relationship between Uglish for general academic purposes and English for specific academic purposes and the relalionship between Fnglish for goncral business purposes and Engliah for specific business purposes ‘The second one refers to the definition of course evaluation, its importance, teaching evaluation and course book evaluation

1 1 English for Academic Purposes

science, economic, and mathematics (Johus, 1997) Compared with the definition in

LIST OF TABLES AND FINGURES

Tigure 1: The variety of years that students have learnt English before

going to university

Figure 2: The subjcets thal students had lo study for lhe entrance oxam

Figure 3: Students’ assessment on ine spent [or cach skill

Tigure ‘1: Students’ assessment on the applicability of the textbook into

business major

Figure 5: Students’ assessment on the textbooks’ suitability with

students” level

Table 1: Students’ opinion about the sub-skills (hey were taught

‘Table 2: Students’ self-assessment on the skills they have gained

‘Table 4: students’ evaluation on teacher /A’s teaching performance

Table 5: Students evaluation on Mr B's teaching performance

Table 6: Students’ evaluation on Ms C’s teaching, performance

‘Table 7: Students’ evaluation on Mr D’s teaching performance

Figure 6: Comparison of the students’ satisfying about the English

teachers

rey

31 31

PART A: INTRODUCTION

This part is comprised of six sections including the rationale for the study, the objectives and significance of the study, the research questions, the scope of the study, the methods used in the study and the organization of the study

1 Rationale of the study

Nowadays, in many countries whose mother tongue is not English, English is

nola general subject but a language used io instrucl other subjects Tn rec

in Viet Nam, the development of education has required many universities to import curricula from other countries, whose official language used to teach those subjects

is English This raises another challenge for learning and teaching English: how lo teach English for Academic Purposes ‘he International Department, a new department under Thai Nguyen University, with the aim of applying imported advanced programs into the school, has implemented an advanced program collaborated with Manchester Metropolitan University In this program, students are going to use English as a medium of listening to lectures in their major Therefore, for the first year of studying, students are taught Hnglish in such a way that they can use it for their academic purposes in the later years In fact, the school year of 2011-

2012 is the first year the International Department has implemented the English

course for academic purposes su the preliminary evaluation of the course is important for the course designers to get the feedback from students about the

‘program

2 Objectives and significance of the study

Firstly, the thesis is carried out to investigate the effectiveness and weakness

of the English course for the purpose of preparing study skills in English for the first year students, Intemational Department - Thai Nguyen University Secondly, the aim of the study is to find out what aspects of language skills that studonts still need

to leam so that they can use Linglish as a medium of instruction in their major Last

but not least important, some suggestions are given to improve the course of LUnglish for academic purposes at the International Department, Thai Nguyen Universily

‘This study is done in a hope that it will help better the quality of teaching and learning English for academic purposes at IDENU Thus, it will help enhance

students’ English competence

3 Research questions

Tn order to draw the conclusion, the following research questions arc raised

1 ‘To what extent does the course satisfy students?

2 What da the students still need to leam?

3 How can the course be improved?

Hopefully, based on its findings, the International Department would bring

aboul the improvements inthe course 1 would also help teachers have a clear view

of what aspects of the program that cause difficulties to students and which skills/ activities they should add in their lessons Vinally, with regard to researchers, the

information in the study would be a reference for other related researches

4, Scope of the study

The research limits its scope to the Fnglish course for general academic purposes for the first year students at (1)''NU ‘The choice of participants is simply a matter of convenience as the researcher is working as a training managing staff for

TDTNU

5 Mcthods of the study

To achieve the aims, the qualitative and quantitative approach including survey questionnaires and interview is used to collect the data ‘he method used in

this research is formative evaluation In common, the data for the study wore

obtained through the following instruments

PART A: INTRODUCTION

This part is comprised of six sections including the rationale for the study, the objectives and significance of the study, the research questions, the scope of the study, the methods used in the study and the organization of the study

1 Rationale of the study

Nowadays, in many countries whose mother tongue is not English, English is

nola general subject but a language used io instrucl other subjects Tn rec

in Viet Nam, the development of education has required many universities to import curricula from other countries, whose official language used to teach those subjects

is English This raises another challenge for learning and teaching English: how lo teach English for Academic Purposes ‘he International Department, a new department under Thai Nguyen University, with the aim of applying imported advanced programs into the school, has implemented an advanced program collaborated with Manchester Metropolitan University In this program, students are going to use English as a medium of listening to lectures in their major Therefore, for the first year of studying, students are taught Hnglish in such a way that they can use it for their academic purposes in the later years In fact, the school year of 2011-

2012 is the first year the International Department has implemented the English

course for academic purposes su the preliminary evaluation of the course is important for the course designers to get the feedback from students about the

‘program

2 Objectives and significance of the study

Firstly, the thesis is carried out to investigate the effectiveness and weakness

of the English course for the purpose of preparing study skills in English for the first year students, Intemational Department - Thai Nguyen University Secondly, the aim of the study is to find out what aspects of language skills that studonts still need

to leam so that they can use Linglish as a medium of instruction in their major Last

LIST OF TABLES AND FINGURES

Tigure 1: The variety of years that students have learnt English before

going to university

Figure 2: The subjcets thal students had lo study for lhe entrance oxam

Figure 3: Students’ assessment on ine spent [or cach skill

Tigure ‘1: Students’ assessment on the applicability of the textbook into

business major

Figure 5: Students’ assessment on the textbooks’ suitability with

students” level

Table 1: Students’ opinion about the sub-skills (hey were taught

‘Table 2: Students’ self-assessment on the skills they have gained

‘Table 4: students’ evaluation on teacher /A’s teaching performance

Table 5: Students evaluation on Mr B's teaching performance

Table 6: Students’ evaluation on Ms C’s teaching, performance

‘Table 7: Students’ evaluation on Mr D’s teaching performance

Figure 6: Comparison of the students’ satisfying about the English

teachers

rey

31 31

LIST OF TABLES AND FINGURES

Tigure 1: The variety of years that students have learnt English before

going to university

Figure 2: The subjcets thal students had lo study for lhe entrance oxam

Figure 3: Students’ assessment on ine spent [or cach skill

Tigure ‘1: Students’ assessment on the applicability of the textbook into

business major

Figure 5: Students’ assessment on the textbooks’ suitability with

students” level

Table 1: Students’ opinion about the sub-skills (hey were taught

‘Table 2: Students’ self-assessment on the skills they have gained

‘Table 4: students’ evaluation on teacher /A’s teaching performance

Table 5: Students evaluation on Mr B's teaching performance

Table 6: Students’ evaluation on Ms C’s teaching, performance

‘Table 7: Students’ evaluation on Mr D’s teaching performance

Figure 6: Comparison of the students’ satisfying about the English

teachers

rey

31 31

The questionnaires which were delivered to the first year students at IDTNU

to discover the students’ background of leaming Unglish, their self-assessment on the course books used during the course, whal they were laughL and what they gained from the course

The interviews were used to get the feedback from the lecturers of the course

on the students’ English proficiency, the course books used as well as the suitability

of the workload on each Hnglish skill

6 Organization of the study

‘The thesis consists of three main parts:

Part A is the introduction, which presents an overview of the study with the

rationale for Ibe rescarch, the aims and the research questions of the study TL also

narrows the scope, presents the research method and outlines the content of the

sludy

Part B is the development, which includes three chapters as follows:

* Chapter 1 is the literature review ‘his chapter presents all the

related theoretical background that precedes and necessitates the information of the research

* Chapter 2 describes the research methods used in the study with

some necessary components

* Chapter 3 is devoted to a detailed description of data analysis and thorough discussion of the findings of the study In this chapter some explanation

and interpretations of the findings are explored

Part C is the conclusion which presents the study conclusions and teaching implications Besides, it also offers the limitations and suggestions for further study

LIST OF ARBREVIATIONS IDTNU: Intemational Department, Thai Nguyen University MMU: Manchester Metropolitan University

DMU: Demonfort Metropolitan University

IB: International Business

IBA: Intemational Business and Administration

UE: United Kingdom

EAP: English for academic purposes

EGAP: English for general academic purposes

BSAP: Bnglish for specific purposes

ELT: English language teaching

LIST OF TABLES AND FINGURES

Tigure 1: The variety of years that students have learnt English before

going to university

Figure 2: The subjcets thal students had lo study for lhe entrance oxam

Figure 3: Students’ assessment on ine spent [or cach skill

Tigure ‘1: Students’ assessment on the applicability of the textbook into

business major

Figure 5: Students’ assessment on the textbooks’ suitability with

students” level

Table 1: Students’ opinion about the sub-skills (hey were taught

‘Table 2: Students’ self-assessment on the skills they have gained

‘Table 4: students’ evaluation on teacher /A’s teaching performance

Table 5: Students evaluation on Mr B's teaching performance

Table 6: Students’ evaluation on Ms C’s teaching, performance

‘Table 7: Students’ evaluation on Mr D’s teaching performance

Figure 6: Comparison of the students’ satisfying about the English

teachers

rey

31 31

APPENDIX 1: Questionnaire

LIST OF TABLES AND FINGURES

Tigure 1: The variety of years that students have learnt English before

going to university

Figure 2: The subjcets thal students had lo study for lhe entrance oxam

Figure 3: Students’ assessment on ine spent [or cach skill

Tigure ‘1: Students’ assessment on the applicability of the textbook into

business major

Figure 5: Students’ assessment on the textbooks’ suitability with

students” level

Table 1: Students’ opinion about the sub-skills (hey were taught

‘Table 2: Students’ self-assessment on the skills they have gained

‘Table 4: students’ evaluation on teacher /A’s teaching performance

Table 5: Students evaluation on Mr B's teaching performance

Table 6: Students’ evaluation on Ms C’s teaching, performance

‘Table 7: Students’ evaluation on Mr D’s teaching performance

Figure 6: Comparison of the students’ satisfying about the English

teachers

rey

31 31

LIST OF ARBREVIATIONS IDTNU: Intemational Department, Thai Nguyen University MMU: Manchester Metropolitan University

DMU: Demonfort Metropolitan University

IB: International Business

IBA: Intemational Business and Administration

UE: United Kingdom

EAP: English for academic purposes

EGAP: English for general academic purposes

BSAP: Bnglish for specific purposes

ELT: English language teaching

but not least important, some suggestions are given to improve the course of LUnglish for academic purposes at the International Department, Thai Nguyen Universily

‘This study is done in a hope that it will help better the quality of teaching and learning English for academic purposes at IDENU Thus, it will help enhance

students’ English competence

3 Research questions

Tn order to draw the conclusion, the following research questions arc raised

1 ‘To what extent does the course satisfy students?

2 What da the students still need to leam?

3 How can the course be improved?

Hopefully, based on its findings, the International Department would bring

aboul the improvements inthe course 1 would also help teachers have a clear view

of what aspects of the program that cause difficulties to students and which skills/ activities they should add in their lessons Vinally, with regard to researchers, the

information in the study would be a reference for other related researches

4, Scope of the study

The research limits its scope to the Fnglish course for general academic purposes for the first year students at (1)''NU ‘The choice of participants is simply a matter of convenience as the researcher is working as a training managing staff for

TDTNU

5 Mcthods of the study

To achieve the aims, the qualitative and quantitative approach including survey questionnaires and interview is used to collect the data ‘he method used in

this research is formative evaluation In common, the data for the study wore

obtained through the following instruments

PART A: INTRODUCTION

This part is comprised of six sections including the rationale for the study, the objectives and significance of the study, the research questions, the scope of the study, the methods used in the study and the organization of the study

1 Rationale of the study

Nowadays, in many countries whose mother tongue is not English, English is

nola general subject but a language used io instrucl other subjects Tn rec

in Viet Nam, the development of education has required many universities to import curricula from other countries, whose official language used to teach those subjects

is English This raises another challenge for learning and teaching English: how lo teach English for Academic Purposes ‘he International Department, a new department under Thai Nguyen University, with the aim of applying imported advanced programs into the school, has implemented an advanced program collaborated with Manchester Metropolitan University In this program, students are going to use English as a medium of listening to lectures in their major Therefore, for the first year of studying, students are taught Hnglish in such a way that they can use it for their academic purposes in the later years In fact, the school year of 2011-

2012 is the first year the International Department has implemented the English

course for academic purposes su the preliminary evaluation of the course is important for the course designers to get the feedback from students about the

‘program

2 Objectives and significance of the study

Firstly, the thesis is carried out to investigate the effectiveness and weakness

of the English course for the purpose of preparing study skills in English for the first year students, Intemational Department - Thai Nguyen University Secondly, the aim of the study is to find out what aspects of language skills that studonts still need

to leam so that they can use Linglish as a medium of instruction in their major Last

PART B: DEVELOPMENT

CTIAPTER 1: LITERATURE REVIEW

In this chapter, all the related theoretical background that precedes and necessitates the information of the research is presented There are three main parts Fnglish for Academic Purposes and Cowse Evaluation The first part deals with definition of Linglish for academic purposes, the relationship between Uglish for general academic purposes and English for specific academic purposes and the relalionship between Fnglish for goncral business purposes and Engliah for specific business purposes ‘The second one refers to the definition of course evaluation, its importance, teaching evaluation and course book evaluation

1 1 English for Academic Purposes

science, economic, and mathematics (Johus, 1997) Compared with the definition in

The questionnaires which were delivered to the first year students at IDTNU

to discover the students’ background of leaming Unglish, their self-assessment on the course books used during the course, whal they were laughL and what they gained from the course

The interviews were used to get the feedback from the lecturers of the course

on the students’ English proficiency, the course books used as well as the suitability

of the workload on each Hnglish skill

6 Organization of the study

‘The thesis consists of three main parts:

Part A is the introduction, which presents an overview of the study with the

rationale for Ibe rescarch, the aims and the research questions of the study TL also

narrows the scope, presents the research method and outlines the content of the

sludy

Part B is the development, which includes three chapters as follows:

* Chapter 1 is the literature review ‘his chapter presents all the

related theoretical background that precedes and necessitates the information of the research

* Chapter 2 describes the research methods used in the study with

some necessary components

* Chapter 3 is devoted to a detailed description of data analysis and thorough discussion of the findings of the study In this chapter some explanation

and interpretations of the findings are explored

Part C is the conclusion which presents the study conclusions and teaching implications Besides, it also offers the limitations and suggestions for further study

PART A: INTRODUCTION

This part is comprised of six sections including the rationale for the study, the objectives and significance of the study, the research questions, the scope of the study, the methods used in the study and the organization of the study

1 Rationale of the study

Nowadays, in many countries whose mother tongue is not English, English is

nola general subject but a language used io instrucl other subjects Tn rec

in Viet Nam, the development of education has required many universities to import curricula from other countries, whose official language used to teach those subjects

is English This raises another challenge for learning and teaching English: how lo teach English for Academic Purposes ‘he International Department, a new department under Thai Nguyen University, with the aim of applying imported advanced programs into the school, has implemented an advanced program collaborated with Manchester Metropolitan University In this program, students are going to use English as a medium of listening to lectures in their major Therefore, for the first year of studying, students are taught Hnglish in such a way that they can use it for their academic purposes in the later years In fact, the school year of 2011-

2012 is the first year the International Department has implemented the English

course for academic purposes su the preliminary evaluation of the course is important for the course designers to get the feedback from students about the

‘program

2 Objectives and significance of the study

Firstly, the thesis is carried out to investigate the effectiveness and weakness

of the English course for the purpose of preparing study skills in English for the first year students, Intemational Department - Thai Nguyen University Secondly, the aim of the study is to find out what aspects of language skills that studonts still need

to leam so that they can use Linglish as a medium of instruction in their major Last

APPENDIX 1: Questionnaire

but not least important, some suggestions are given to improve the course of LUnglish for academic purposes at the International Department, Thai Nguyen Universily

‘This study is done in a hope that it will help better the quality of teaching and learning English for academic purposes at IDENU Thus, it will help enhance

students’ English competence

3 Research questions

Tn order to draw the conclusion, the following research questions arc raised

1 ‘To what extent does the course satisfy students?

2 What da the students still need to leam?

3 How can the course be improved?

Hopefully, based on its findings, the International Department would bring

aboul the improvements inthe course 1 would also help teachers have a clear view

of what aspects of the program that cause difficulties to students and which skills/ activities they should add in their lessons Vinally, with regard to researchers, the

information in the study would be a reference for other related researches

4, Scope of the study

The research limits its scope to the Fnglish course for general academic purposes for the first year students at (1)''NU ‘The choice of participants is simply a matter of convenience as the researcher is working as a training managing staff for

TDTNU

5 Mcthods of the study

To achieve the aims, the qualitative and quantitative approach including survey questionnaires and interview is used to collect the data ‘he method used in

this research is formative evaluation In common, the data for the study wore

obtained through the following instruments

LIST OF TABLES AND FINGURES

Tigure 1: The variety of years that students have learnt English before

going to university

Figure 2: The subjcets thal students had lo study for lhe entrance oxam

Figure 3: Students’ assessment on ine spent [or cach skill

Tigure ‘1: Students’ assessment on the applicability of the textbook into

business major

Figure 5: Students’ assessment on the textbooks’ suitability with

students” level

Table 1: Students’ opinion about the sub-skills (hey were taught

‘Table 2: Students’ self-assessment on the skills they have gained

‘Table 4: students’ evaluation on teacher /A’s teaching performance

Table 5: Students evaluation on Mr B's teaching performance

Table 6: Students’ evaluation on Ms C’s teaching, performance

‘Table 7: Students’ evaluation on Mr D’s teaching performance

Figure 6: Comparison of the students’ satisfying about the English

teachers

rey

31 31

but not least important, some suggestions are given to improve the course of LUnglish for academic purposes at the International Department, Thai Nguyen Universily

‘This study is done in a hope that it will help better the quality of teaching and learning English for academic purposes at IDENU Thus, it will help enhance

students’ English competence

3 Research questions

Tn order to draw the conclusion, the following research questions arc raised

1 ‘To what extent does the course satisfy students?

2 What da the students still need to leam?

3 How can the course be improved?

Hopefully, based on its findings, the International Department would bring

aboul the improvements inthe course 1 would also help teachers have a clear view

of what aspects of the program that cause difficulties to students and which skills/ activities they should add in their lessons Vinally, with regard to researchers, the

information in the study would be a reference for other related researches

4, Scope of the study

The research limits its scope to the Fnglish course for general academic purposes for the first year students at (1)''NU ‘The choice of participants is simply a matter of convenience as the researcher is working as a training managing staff for

TDTNU

5 Mcthods of the study

To achieve the aims, the qualitative and quantitative approach including survey questionnaires and interview is used to collect the data ‘he method used in

this research is formative evaluation In common, the data for the study wore

obtained through the following instruments

PART B: DEVELOPMENT

CTIAPTER 1: LITERATURE REVIEW

In this chapter, all the related theoretical background that precedes and necessitates the information of the research is presented There are three main parts Fnglish for Academic Purposes and Cowse Evaluation The first part deals with definition of Linglish for academic purposes, the relationship between Uglish for general academic purposes and English for specific academic purposes and the relalionship between Fnglish for goncral business purposes and Engliah for specific business purposes ‘The second one refers to the definition of course evaluation, its importance, teaching evaluation and course book evaluation

1 1 English for Academic Purposes

science, economic, and mathematics (Johus, 1997) Compared with the definition in

LIST OF ARBREVIATIONS IDTNU: Intemational Department, Thai Nguyen University MMU: Manchester Metropolitan University

DMU: Demonfort Metropolitan University

IB: International Business

IBA: Intemational Business and Administration

UE: United Kingdom

EAP: English for academic purposes

EGAP: English for general academic purposes

BSAP: Bnglish for specific purposes

ELT: English language teaching

LIST OF ARBREVIATIONS IDTNU: Intemational Department, Thai Nguyen University MMU: Manchester Metropolitan University

DMU: Demonfort Metropolitan University

IB: International Business

IBA: Intemational Business and Administration

UE: United Kingdom

EAP: English for academic purposes

EGAP: English for general academic purposes

BSAP: Bnglish for specific purposes

ELT: English language teaching

APPENDIX 1: Questionnaire

but not least important, some suggestions are given to improve the course of LUnglish for academic purposes at the International Department, Thai Nguyen Universily

‘This study is done in a hope that it will help better the quality of teaching and learning English for academic purposes at IDENU Thus, it will help enhance

students’ English competence

3 Research questions

Tn order to draw the conclusion, the following research questions arc raised

1 ‘To what extent does the course satisfy students?

2 What da the students still need to leam?

3 How can the course be improved?

Hopefully, based on its findings, the International Department would bring

aboul the improvements inthe course 1 would also help teachers have a clear view

of what aspects of the program that cause difficulties to students and which skills/ activities they should add in their lessons Vinally, with regard to researchers, the

information in the study would be a reference for other related researches

4, Scope of the study

The research limits its scope to the Fnglish course for general academic purposes for the first year students at (1)''NU ‘The choice of participants is simply a matter of convenience as the researcher is working as a training managing staff for

TDTNU

5 Mcthods of the study

To achieve the aims, the qualitative and quantitative approach including survey questionnaires and interview is used to collect the data ‘he method used in

this research is formative evaluation In common, the data for the study wore

obtained through the following instruments

APPENDIX 1: Questionnaire

but not least important, some suggestions are given to improve the course of LUnglish for academic purposes at the International Department, Thai Nguyen Universily

‘This study is done in a hope that it will help better the quality of teaching and learning English for academic purposes at IDENU Thus, it will help enhance

students’ English competence

3 Research questions

Tn order to draw the conclusion, the following research questions arc raised

1 ‘To what extent does the course satisfy students?

2 What da the students still need to leam?

3 How can the course be improved?

Hopefully, based on its findings, the International Department would bring

aboul the improvements inthe course 1 would also help teachers have a clear view

of what aspects of the program that cause difficulties to students and which skills/ activities they should add in their lessons Vinally, with regard to researchers, the

information in the study would be a reference for other related researches

4, Scope of the study

The research limits its scope to the Fnglish course for general academic purposes for the first year students at (1)''NU ‘The choice of participants is simply a matter of convenience as the researcher is working as a training managing staff for

TDTNU

5 Mcthods of the study

To achieve the aims, the qualitative and quantitative approach including survey questionnaires and interview is used to collect the data ‘he method used in

this research is formative evaluation In common, the data for the study wore

obtained through the following instruments

PART B: DEVELOPMENT

CTIAPTER 1: LITERATURE REVIEW

In this chapter, all the related theoretical background that precedes and necessitates the information of the research is presented There are three main parts Fnglish for Academic Purposes and Cowse Evaluation The first part deals with definition of Linglish for academic purposes, the relationship between Uglish for general academic purposes and English for specific academic purposes and the relalionship between Fnglish for goncral business purposes and Engliah for specific business purposes ‘The second one refers to the definition of course evaluation, its importance, teaching evaluation and course book evaluation

1 1 English for Academic Purposes

science, economic, and mathematics (Johus, 1997) Compared with the definition in

but not least important, some suggestions are given to improve the course of LUnglish for academic purposes at the International Department, Thai Nguyen Universily

‘This study is done in a hope that it will help better the quality of teaching and learning English for academic purposes at IDENU Thus, it will help enhance

students’ English competence

3 Research questions

Tn order to draw the conclusion, the following research questions arc raised

1 ‘To what extent does the course satisfy students?

2 What da the students still need to leam?

3 How can the course be improved?

Hopefully, based on its findings, the International Department would bring

aboul the improvements inthe course 1 would also help teachers have a clear view

of what aspects of the program that cause difficulties to students and which skills/ activities they should add in their lessons Vinally, with regard to researchers, the

information in the study would be a reference for other related researches

4, Scope of the study

The research limits its scope to the Fnglish course for general academic purposes for the first year students at (1)''NU ‘The choice of participants is simply a matter of convenience as the researcher is working as a training managing staff for

TDTNU

5 Mcthods of the study

To achieve the aims, the qualitative and quantitative approach including survey questionnaires and interview is used to collect the data ‘he method used in

this research is formative evaluation In common, the data for the study wore

obtained through the following instruments