INTRODUCTION
The Research Background
In the 21st century, mastering a foreign language is essential for the younger generation, making it crucial for curriculum designers to create programs that address diverse learner needs and course objectives Cochran-Smith (2003) highlights that the development of teacher curricula and supportive policies, which are vital for enhancing educators' knowledge and skills to meet students' demands, often receives insufficient attention Furthermore, there is a widespread belief that these policies have failed to make an impact in educational institutions, particularly in public universities (Nunan, 2003).
In recent centuries, numerous countries have introduced curriculum innovations aimed at enhancing English language teaching and learning However, these initiatives frequently fail to achieve the intended outcomes envisioned by their designers during the implementation phase.
At Binh Duong University (BDU), the English curriculum for non-English major students is designed in alignment with the Ministry of Education and Training's Plan 808/KH-BGDĐT 2012, which supports the implementation of the 2020 Foreign Language Project This program aims to meet the English output standards and addresses the diverse needs of non-English major students in enhancing their English language skills.
1.1.1 An Introduction of Binh Duong University (BDU)
Binh Duong University (BDU), located at No 504 Binh Duong Avenue in Thu Dau Mot City, is a prominent private institution in one of Vietnam's fastest-growing industrial provinces Situated just 25 km southeast of Ho Chi Minh City, BDU has been a key player in education since its establishment in 1997, offering a range of programs from intermediate vocational training to postgraduate studies In 2019, over 22,000 students from across Vietnam enrolled, reflecting the university's commitment to meeting educational demands and supporting economic growth BDU significantly contributes to the socio-economic and technological advancement of the southern region and the nation as a whole.
1.1.2 An Introduction of BDU’s English Program for Non-English-
A significant 94% of Vietnamese students were enrolled in non-English-major programs at educational universities, as noted by Hoang (2008a) The National Assembly of Vietnam (2012) granted educational universities the autonomy to determine the duration and depth of English instruction within these programs At BDU, the English curriculum for non-English-major students has been tailored to align with the Ministry of Education and Training's (MoET) requirements and the specific needs of students This curriculum has been widely implemented across all non-English-major classes at BDU for several years, aiming to fulfill the MoET's standards for English proficiency among university students.
The university's English curriculum, designed to enhance listening and speaking skills among non-English-major students, includes five essential courses: Non-English-Basic English 1 through 5 While no studies have yet evaluated the curriculum's effectiveness on campus, both students and teachers have expressed satisfaction with the program The curriculum utilizes the "Life" textbook series by Helen Stephenson, Paul Dummet, and John Hughes (2018), published by National Geographic Learning and Cengage Learning Vietnam Edition, aiming to improve students' English proficiency over their four years of study.
The Aims of the Study
1 to find out the innovations in the English program for non-English- major students at BDU according to the perspectives of English teachers and the English program director
2 to identify the non-English-major sophomores‟ needs in the English program at BDU according to the perceptions of students
3 to determine the degree that the innovations in the English program at BDU meet the students‟ needs.
Research Questions
For this study, the three research questions have been employed to collect data to help identify areas for improvement in the English program at BDU
1 What are the innovations in the English program for non-English- major sophomores at BDU according to the perspectives of English teachers and the English program director?
2 What are the needs of non-English-major sophomores in the English program at BDU according to the perceptions of students?
3 To what degree do the innovations in the English program at BDU meet the needs of non-English-major sophomores?
Scope of the Study
Hutchinson (1993) identified several key factors for evaluating curriculum assessment, including audience, content, methodology, materials, and textbooks However, the study was constrained by time limitations and the scope typical of a Master's thesis.
This study aims to explore the innovations in the English curriculum for non-English major sophomores at BDU, drawing insights from English teachers and the program director Additionally, it seeks to identify the specific needs of these students within the program, based on their perceptions Finally, the research will assess how well the curriculum innovations align with the diverse expectations of non-English major sophomores at BDU.
The participants in this study were 300 non-English-major sophomores who were from different departments at BDU in the academic years 2018-2019,
The study involved 10 English teachers, comprising 5 full-time and 5 part-time educators, all with at least one year of experience teaching the English curriculum at Binh Duong University (BDU), along with one English program director Second-year students were selected due to their familiarity with prior English courses and their ongoing enrollment in similar classes, which contributed to their stabilization in English learning and recognition of its importance for their future careers Conducted at BDU, known for its significant student population and societal impact, the research aimed to gather valid data from participants to benefit English teachers and program developers The study was facilitated by the researcher’s position as an English teacher on the BDU campus, allowing for easier data collection.
The researcher aims to enhance the English language teaching and learning process at the university where they have been employed as an English teacher.
Significance of the Study
This study was conducted with a number of its contributions as follows:
No prior studies have been conducted on the BDU campus to evaluate the effectiveness of the English program, according to the BDU library records reviewed by the researcher on August 30, 2019 This assessment aims to determine whether the program has been functioning as intended since its official implementation at BDU.
This study's findings can significantly enhance English language teaching and learning at Binh Duong University (BDU) and throughout Binh Duong province By utilizing the data gathered, English teachers and curriculum designers will identify effective strategies to improve students' English language skills.
The Principal of Binh Duong University (BDU) initiated this study to evaluate the innovations in the English program designed for non-English major students, aiming to better meet their diverse learning needs in English at BDU.
Previous research on curriculum assessment in Vietnam has primarily focused on evaluating materials or textbooks and assessing curricula based on students' needs In contrast, this study uniquely combines these two approaches by assessing innovations in the English program while also examining students' needs through a quantitative method.
It is hoped that the findings of this study must be able to provide valuable information to decision makers to assist them in making innovations and
6 improvements in order to design a more innovative curriculum that fits with the English needs of different departments in educational universities.
Definitions of Terms
(Extracted from Oxford Advanced Dictionary and Meriam-Webster Dictionary)
Innovation: “Innovation is a new thing or a change made a current product, idea, or field”
Curriculum Innovation: “Curriculum innovation is stated as considerable actions in order to improve a learning language environment throughout adapting a new method of using materials to students”
Curriculum: “Curriculum is the number of activities, which aims to strengthen educational programs so that students will have been improved their opportunities of language learning”
Curriculum Assessment: “Curriculum assessment is an ongoing process of collecting, analyzing, synthesizing, and interpreting information to further understand what students know and what they can do”
Curriculum Development: “Curriculum development is a process of planning, identifying needs, and selecting of content, materials, and methods and assessing the curriculum”
Analyzing the needs of learners involves gathering information about their current and future language requirements to create a curriculum that effectively addresses these needs This process is essential for developing educational programs that align with students' goals and enhance their learning experience.
Structure of the Study
This study was organized in five chapters as follows:
This chapter introduced the research background, the aims of the study, research questions, scope of the study, research method, definitions of terms, and structure of the study.
LITERATURE REVIEW
Innovation
According to Fullan (2007), reform and innovation in education signify change, which is influenced by specific contexts and can originate from internal or external sources He further describes innovation as the essence of a new program (Fullan, 2007, p.11) Additionally, insights from Fullan (2001) and Rudduck emphasize the importance of understanding these dynamics in educational settings.
According to a study from 1986, the characteristics of innovation significantly influence its acceptability and implementation Innovations often introduce new practices that differ from established methods However, this shift can lead to various challenges within the curriculum.
Inconsistency in a curriculum innovation may include the unsuitability between the curriculum materials and the examination system, or the mismatch between the curriculum designers‟ intentions and the teachers‟ beliefs/practices
The complexity of innovation implementation poses significant challenges for educators, as noted by Brindley and Hood (1990), who stated that "the more complex an innovation is, the less likely it is to be adopted." They emphasized that complex changes in teacher behavior hinder the successful adaptation of new teaching methods However, this perspective was contested by Fullan (2001), who argued that while complexity may complicate implementation, it can also lead to more substantial changes due to the ambitious nature of the efforts involved Supporting this viewpoint, Chan (2002) conducted a study examining teachers' responses to the introduction of task-based learning in Hong Kong, highlighting the nuanced relationship between complexity and educational innovation adoption.
In 2002, it was reported that teachers struggled to implement educational innovations independently due to their complex nature and various underlying theories Additionally, when teachers perceived these innovations as misaligned with their actual teaching contexts, they often reverted to traditional teaching methods.
The clarity of innovation significantly impacts the implementation process in education Teachers often face challenges when applying curriculum innovations due to insufficient guidance on practical application As Fullan (2001) notes, a lack of clarity, vague goals, and undefined implementation strategies can hinder the process, leaving educators uncertain about the practical implications of the changes Furthermore, Fullan emphasizes that ambiguous and unspecified changes can lead to anxiety and setbacks for those genuinely attempting to implement them.
Innovation should be implemented on both small and large scales, with a focus on improvement However, prioritizing small-scale innovations can help mitigate potential risks This approach allows stakeholders involved in curriculum innovations to identify and understand obstacles that may impact the implementation process.
Curriculum innovation is a complex aspect of educational change influenced by multiple factors in the teaching process A key element in the success of such innovation is the teachers who implement new methods and approaches in their practice According to Fullan and Stiegelbauer (1997), educational curriculum innovation serves as the foundation for a prolonged journey toward meaningful educational change.
Curriculum innovations are crucial for enhancing the educational experience of both teachers and students As noted by Fullan (2000), innovation specifically pertains to targeted changes within the curriculum rather than general reform This includes alterations in key elements such as philosophy, values, objectives, organizational structures, teaching strategies, student experiences, assessments, and learning outcomes Therefore, effective curriculum innovations must be thoughtfully designed to address these fundamental aspects.
10 on two major principles such as the students‟ needs and the success of methods, procedures and techniques of teaching
Innovations in educational universities and systems arise from various factors, including social contexts and external influences (Nation & Macalister, 2010; Datnow & Stringfield, 2000; Morris & Adamson, 2010) Stoller (2009) identifies three key drivers of innovation: dissatisfaction with the current state of affairs, a desire for increased professionalism, and top-down directives from higher administration or government legislation.
(1986) showed, “these reasons are embedded in the debate about bottom-up and top-down approaches for introducing changes”
Furthermore, Morris and Adamson (2010) revealed that “there were various factors creating innovation including education access and the changes in structure, organization, system and pedagogics” According to Brentley (2010),
“change due to purposes of access refers to expanding evaluation opportunities in countries”
Identifying effective language teaching models faces three major challenges: the absence of models focused on curriculum innovations, the lack of models tailored to specific majors, and insufficient initial teacher training programs To address these issues, seven significant educational models have been developed, grounded in innovative program implementation.
Johnson (1989) proposed that implementing educational syllabi grounded in innovation necessitates a thorough examination of educational policy formation, meticulous planning and development of effective programs, comprehensive teacher training, and a systematic assessment of the entire process.
Curriculum
The second model, Markee (1997) stated that “the relationship between curriculum development and professional development in a process of diffusion of innovation the communicational method”;
The third model, Lamie (2004) focused strictly on “developing capabicities in using languages by creating a realistic context for learning”;
The fourth model, Laurenz (et al, 2005) stated that “the basic curriculum and educational practices focus on the consideration changes that are connected to the educational context”;
Waters and Vilches (2005) emphasized that language teaching should begin with grammatical content, highlighting the importance of collaboration between schools and students throughout the educational process.
The last model, Ogilvie (2010) suggested that “the consideration both philosophical aspects and methodological ones also play an important role in the stage of teachers‟ initial training”
Curriculum can be understood in various ways, with some researchers defining it as subject matter, while others view it as the experiences students gain during their time in college or university Ornstern and Hunkins (2004) provided five distinct definitions of curriculum, highlighting its multifaceted nature.
(1) “Curriculum is a desire of action or printed materials that involves approaches for accomplishing anticipated aims”
(2) “A curriculum can be said in general terms to involve the proficiencies of the learners”
(3) “It can be also seen as a structure for guiding people so as to measure the expected goal of a system”
(4) “A curriculum can also be regarded as a framework for study”
(5) “A curriculum can be seen as subject matter or content”
Venville et al (2012) challenged Scott's (2008) definition of curriculum, emphasizing its essential components, which include aims, objectives, content, methods, and assessment Additionally, Bloch (2013) described curriculum as encompassing both a process and a product, highlighting its multifaceted nature.
A curriculum, as defined by Pratt (1980), is a series of activities designed to enhance educational programs and improve learning opportunities for students It serves as a vital tool for students, parents, teachers, and administrators in developing effective learning and teaching activities To ensure the success of a language program, the curriculum must be adaptable and responsive to the diverse needs of students.
Researchers agree on key aspects of curriculum, which encompass its purposes, implementation, learning processes, and assessment within language programs Nunan (1988) defines curriculum as both a product to be taught and a process that guides material development, methodology, and program planning Additionally, Hutchinson and Waters (1987) emphasize the importance of these features in effective curriculum design.
Curriculum is defined as an integrated series of teaching and learning experiences aimed at guiding students to a specific level of knowledge (65) Pratt (1980) described it as an organized set of formal educational and training rules within a program Similarly, Dubin and Olshtain (1986) referred to curriculum as a program in operation Additionally, Tyler (as cited in Nunan, 1988) elaborated on the concept by stating that curriculum encompasses the content, methodology, and assessment of a teaching program.
An effective curriculum must align with students' needs, the objectives of the teaching program, and the content and methodologies employed in instruction In language teaching programs, students play a crucial role and are encouraged to actively engage in the learning process They are expected to recognize their responsibilities and take initiative in their educational journey.
In recent years, there has been a growing emphasis on student-centered curriculum design, recognizing the importance of incorporating students' needs into the language learning process Successful curriculum development relies on the input of all stakeholders, including current and former students, teachers, and administrators By evaluating their own progress and addressing individual issues, students can contribute to creating more effective programs that meet their demands and enhance their learning experiences.
Assessment is defined as the systematic collection and analysis of essential information aimed at enhancing curriculum and evaluating its effectiveness in specific instructional contexts (Brown, 1989) Additionally, examinations can serve to compare student opinions about a program with those of similar programs.
According to Scriven (1967), assessment is categorized into formative and summative types Formative assessment focuses on evaluating and improving program values, assessing content sequence, identifying spelling errors, and analyzing learning techniques prior to curriculum implementation In contrast, summative assessment occurs at the end of a program to evaluate student learning outcomes Brown (1989) emphasizes that summative assessment results are not definitive.
Curriculum assessment is a process of evaluating the quality of an educational activity whether it is an effective project or a simple exercise (Kelly,
Curriculum assessment is fundamentally focused on evaluating the worth, quality, and standards of educational programs, projects, processes, or curricula, as noted by Worthen and Sanders (1987) This formal determination of value is essential for ensuring effective educational outcomes and continuous improvement in curriculum design.
According to Cormick and James (1990), curriculum assessment focuses on evaluating teaching methods and their implementation in the classroom In essence, it serves as a tool to measure the effectiveness of an English program.
A curriculum can be assessed for various reasons, such as evaluating its effectiveness in achieving goals or comparing it to another curriculum According to Hamilton (1976, p.11), "whatever our findings are, they may serve a useful purpose," highlighting that assessment is a complex process with multiple dimensions.
Curriculum assessment can be conducted in various ways, differing in timing, instruments, and purposes According to Scriven (1991), there are two primary types of curriculum assessment: formative assessment, which focuses on ongoing feedback during the learning process, and summative assessment, which evaluates student learning at the end of an instructional period.
Formative assessment is essential for gathering and sharing information aimed at enhancing program effectiveness According to Morris and Fitz-Gibbon (1978), formative assessors provide valuable insights to program planners and staff during implementation to ensure proper adjustments are made Scriven (1991) emphasizes that formative assessment occurs multiple times throughout the development or improvement of a program, product, or individual The primary goal is to validate that instructional aims are being met and to enhance instructional effectiveness by identifying and addressing any problematic areas (Weston, McAlpine).
& Bordonaro, 1995) Fisher and Frey (2007) showed “Formative assessment or classroom assessment is ongoing assessment” Graves (2000), Torrance and Pryor (1996) showed that “It takes place as the course in progress” and Brindley
Analysis of Needs
2.3.1 The Overview of Analysis of Needs
Dudley-Evans and St John (1989) define needs analysis as a systematic method for identifying the specific skills, texts, linguistic forms, and communicative practices required by a particular group of learners.
According to Brown (1995) and Richterich and Chancerel (1980), defining students' needs is essential for establishing clear goals and objectives in education Hutchinson (1988) emphasized that a thorough needs analysis provides valuable insights into the nature and content of learners' target language requirements Additionally, Hyland (2006) supports the importance of understanding these needs for effective teaching.
Analyzing learners' expectations is a crucial first step in developing effective learning syllabi and course materials, as highlighted by Richards (1984) This analysis serves as a valuable tool for gathering information about students, programs, and teachers, ultimately providing criteria for reviewing and assessing the existing curriculum.
According to Brown (1995), the analysis of needs is a crucial process for collecting information to develop a curriculum tailored to the specific learning needs of a group of students This analysis is essential for effectively planning educational programs.
2.3.2 The Importance of Analysis of Needs
Needs analysis in language teaching serves multiple purposes, including identifying the specific language skills students wish to acquire, assessing whether current courses meet these needs, gathering insights into students' challenges, understanding their attitudes towards language learning, and providing essential data for evaluating and improving existing programs (Richards, 2001).
According to Graves (1996), the primary objective of needs analysis in language programs is to define their purpose This analysis is essential for identifying students' language needs, which aids program developers in designing and evaluating the existing curriculum, bridging the gap between students' learning requirements and teachers' expectations, and assessing the courses and textbooks utilized Brown (1995) further highlighted that a thorough needs analysis serves as the foundation for all components of a systematic language curriculum, providing a crucial background for discussing the curriculum's aims, procedures, and application of needs assessment.
2.3.3 Types of Analysis of Needs
In the realm of literature, the analysis of language needs has been variably defined, with Brindley (1989) noting the persistent ambiguity surrounding the concept He and Richterich (1980, cited in Graves, 1996) differentiate between objective and subjective needs, defining objective needs as those derived from factual information regarding learners' language use and proficiency, while subjective needs encompass the cognitive and affective aspects of learners’ experiences Brindley (1989) emphasizes that subjective needs are influenced by factors such as personality, confidence, and learners' expectations in the language learning context To assess subjective needs effectively, researchers should consider students' attitudes toward the target language and culture, while objective needs evaluation should focus on demographic factors like origin, culture, age, and personal background.
Hutchinson and Waters (1987) differentiate between target needs and learning needs, stating that target needs refer to what learners must accomplish in a specific situation, while learning needs pertain to what learners require to facilitate their learning Effective needs assessment occurs when students articulate their target needs, such as the desire to work abroad or study at a foreign university, enabling teachers to set clear objectives that align with these goals To effectively analyze learning needs, researchers should utilize a checklist that addresses the reasons learners are enrolling in the course, their preferred learning methods, and the resources available to them.
Berwich (as cited in Johnson, 1989) differentiates between felt needs and perceived needs in education Felt needs are connected to learners' personal feelings and thoughts, while perceived needs represent experts' views on the educational gaps in learners' experiences Perceived needs are considered real and objective, as they are based on teachers' insights into the needs of their students.
Brown (1995) differentiated between situational and language needs in educational programs, emphasizing that situational needs encompass various human aspects, including physical, social, and contextual factors affecting learning He noted that these needs are influenced by administrative, financial, logistical, and cultural elements, among others, which can impact the overall program In contrast, language needs pertain to the specific linguistic behaviors that learners aim to acquire, reflecting their motivations for learning the target language and the contexts in which it will be utilized.
2.3.4 Steps of Analysis of Needs
According to Brown (1995), the analysis of needs involves three key steps: first, making fundamental decisions regarding the analysis; second, collecting relevant information; and third, effectively utilizing that information Prior to conducting any needs analysis, researchers must determine critical decisions about the individuals involved and the specific types of information to be gathered.
According to Brown (1995), an analysis of needs involves four key categories of people: the target group, the audience, the needs analysts, and the resource group The target group consists of individuals from whom information will be gathered, while the audience includes those who will utilize the analysis results, such as teachers and program administrators Needs analysts are responsible for conducting the analysis, and the resource group comprises individuals who can provide valuable information about the target group.
There were various techniques which were used to collect data for an analysis of needs Information may be gathered from existing information, tests,
Brown (1995) emphasizes that while observations, meetings, interviews, and questionnaires are essential tools for needs analysis, the latter three methods actively engage analysts with participants, enhancing information gathering According to Brown and Hutchinson and Waters (1987), tests reveal students' general abilities and specific language challenges, while observations allow for the assessment of student behaviors Interviews facilitate the collection of personal insights in a more intimate setting, enabling deeper responses than questionnaires Meetings help reconcile differing opinions among stakeholders, and questionnaires efficiently gather large-scale data with minimal effort from researchers.
The final stage involves analyzing the collected data using statistical programs, followed by researchers explaining the findings This analysis is crucial for deriving the investigation's results Subsequently, the interpretation and discussion of these results must be conducted It is essential to report the analysis and interpretation to inform curriculum design effectively.
Conceptual Framework
The conceptual framework was based on the literature review related to characteristics of innovation, curriculum innovations, curriculum, curriculum assessment, analysis of needs
In term of theories about characteristics, the researcher took the viewpoint of definitions of some terms as follows:
According to Fullan (2007), innovation in education signifies change that is influenced by specific contexts and can arise from internal or external sources He further describes innovation as the essence of a new program, emphasizing the dynamic nature of educational reform.
In term of curriculum innovation, Fullan (2000) defined “innovation is not always synonymous with change and reform because it refers to specific
Curriculum change involves significant modifications to various elements of an educational framework, including its philosophy, values, objectives, organizational structures, teaching strategies, student experiences, assessments, and learning outcomes, as noted by Fullan (2000).
According to Nunan (1988), curriculum encompasses various elements, including being a product to be taught, a process for developing materials, a methodology, and a program plan Pratt (1980) further defines curriculum as an organized set of formal educational and training rules within a program Additionally, Tyler, as cited in Nunan (1988), elaborates that curriculum comprises content, methodology, and assessment within the teaching program.
In term of curriculum assessment, Brown (1989, p.223) showed that
Assessment involves the systematic collection and analysis of essential information aimed at enhancing the curriculum and evaluating its effectiveness within specific instructional contexts.
According to Hutchinson (1988), analyzing learners' needs reveals essential insights into their target language requirements Additionally, Hyland (2006) emphasizes that needs analysis is a crucial first step in creating effective learning syllabi and course materials.
This study primarily evaluates the innovations in the English program for non-English major students at BDU, emphasizing the adaptation to students' needs within the constraints of time and the scope of a Master's thesis.
RESEARCH METHODOLOGY
The Overall Design of the Study
This study aimed to explore innovations in the English curriculum for non-English-major students at BDU from the perspectives of English teachers and the program director, identify student needs within the program, and assess how well these innovations align with those needs Utilizing a theoretical framework on innovations and curriculum assessment, data were collected through questionnaires distributed to three participant groups: ten experienced English teachers, one English program director, and 300 non-English-major sophomores Conducted during the 2018-2019 academic year, this research serves as a foundational step in developing the newly established curriculum and aims to enhance English teaching and learning at BDU and throughout Binh Duong province.
Research Design
To accurately depict the current state of affairs and enhance understanding of the research questions, this study employed a quantitative method using a questionnaire across three participant groups Data collection occurred in two phases, with the first phase focusing on gathering quantitative data.
A total of 28 participants completed questionnaires focused on curriculum innovations, which were meticulously crafted by the researcher after reviewing existing studies To ensure clarity and eliminate any potential misunderstandings, the questionnaires were subsequently reviewed by the research supervisor before distribution.
In a study involving feedback from 10 English teachers and one English program director, questionnaires were distributed to 300 non-English major sophomores at BDU during the 2018-2019 academic years The aim was to assess students' needs and their satisfaction with the English program Initial questions focused on students' needs and potential innovations at the program's start, while satisfaction inquiries were conducted at the program's conclusion The collected data from both phases were analyzed and presented in tables and charts in Chapter 4, accompanied by specific interpretations.
Research Questions
The study focuses on the three following research questions:
1 What are innovations in the English program for non-English- major sophomores at BDU according to the perspectives of English teachers and the English program director?
2 What are the needs of non-English-major sophomores in the English program at BDU according to the perceptions of students?
3 To what degree do the innovations in the English program at BDU meet the needs of non-English-major sophomores?
Setting and Participants
A study was conducted at BDU campus, a non-profit private university in Binh Duong province, Vietnam, focusing on the English program for non-English major students This program has been designed and implemented across all non-English major classes for several years, reflecting its foundational principles and objectives.
The study focused on the expectations of English teachers and students at BDU campus, where an integrated syllabus design was implemented to achieve the desired proficiency in English To meet these objectives, a skill-based and structural syllabus was developed, aimed at enhancing both receptive and productive skills through mastery of grammatical rules, fostering interactive language use, and encouraging personal engagement in the learning process By the end of the English program, both students and teachers were anticipated to attain competence in speaking and writing English accurately and fluently, addressing a gap in curriculum assessment research at the university level.
This study utilized two types of questionnaires to gather data The first questionnaire was distributed to 10 English teachers and one English program director to gain insights into innovations in the English program based on their teaching experiences The second questionnaire targeted 300 non-English-major sophomores from various departments at BDU during the 2018-2019 academic year, specifically from 10 classes where the researcher taught These second-year students were chosen for their familiarity with the English program and their stable learning attitudes, which reflect their understanding of the importance of English for their future careers The primary objectives of the second questionnaire were to assess the students' needs regarding the English program and to evaluate their satisfaction levels with the program at BDU.
Research Method
The study aimed to evaluate the effectiveness of the English program at BDU for non-English-major students during its implementation Utilizing quantitative research methods, questionnaires were distributed to gather data on the program's quality.
The study involved ten English teachers, comprising five full-time and five part-time educators, all with a minimum of one year of experience teaching the English program for non-English major students at BDU Additionally, one English program director participated to provide insights The aim was to collect data on the innovations in the English program tailored for non-English major students based on their collective teaching experiences.
In the academic years 2018-2019, a study involving 300 non-English-major sophomores from various departments at BDU was conducted to assess the expectations of students regarding the English program The research aimed to evaluate how well the innovations within the program align with the needs of these students.
Quantitative data were analyzed with SPSS statistics program by using frequencies, percentages, means and standard deviations to show the data.
Data Collection Instrument
In this study, a questionnaire was selected as the primary instrument for data collection in the curriculum assessment process of the English program for non-English-major students, due to time constraints and the summative approach used at the program's conclusion Questionnaires are an efficient tool for gathering large-scale information, minimizing the time required for both researchers and participants (Brown, 1995) Additionally, they facilitate group comparisons among large populations, making them particularly suitable for this research.
Questions in the questionnaires were developed to answer the three research questions in this study The questions in the questionnaires were
The researcher designed 31 questionnaires after reviewing previous studies, particularly adapting them from Brown (1995) and Nunan (1998) To prevent any misunderstandings, the drafts were translated into Vietnamese Prior to distribution, the questionnaires were reviewed by the study supervisor to ensure the accuracy of the questions, allowing for effective participant feedback.
3.6.1 English Teachers’ and English Program Director’s
The questionnaire featured eight multiple response questions divided into two sections The first section comprised six questions aimed at gathering demographic data from English teachers and the English program director, including details such as gender, age, job status, qualifications, and years of experience in teaching English and the English program at BDU The second section contained two questions that sought participants' insights on innovations in the English program for non-English-major sophomores at BDU, as well as their satisfaction levels regarding the program based on their teaching experience.
3.6.2 Non-English-Major Sophomores’ Questionnaire
In this type of questionnaire, there were 6 multiple response questions and
The questionnaire comprised 20 Likert-scale questions and was organized into three sections The first section gathered personal information from students, including gender, age, department, and years of English study The second section focused on the motivations for learning English In the third section, students rated their satisfaction with the English program and identified factors contributing to their satisfaction through the 20 Likert-scale questions, where they indicated their levels of agreement or disagreement with each statement.
The survey utilized a 5-point Likert scale, where 1 represented "strongly disagree" and 5 indicated "strongly agree," to evaluate student satisfaction with the English program It focused on five key factors: Course Content (statements 1-5), Independent Learning (statements 6-8), and Materials and Textbooks (statements 9- ).
11), Testing and Assignment (statements 12-15), and Academic Instructors (16-
In September 2018, questionnaires were distributed to English teachers and the English program director at BDU to gather insights on innovations within the English program Additionally, non-English-major sophomores were surveyed to assess their needs related to the program Following the completion of the English program, a second round of questionnaires was conducted on November 27, 2018, aimed at evaluating student satisfaction and identifying the innovative elements that contributed to their positive experiences in the program.
Data Analysis
The data collected from participants was analyzed using the Statistical Package for Social Sciences (SPSS), employing descriptive statistical techniques such as frequencies and percentages for an overview of the participants Means were calculated for each statement to facilitate comparison across responses, while standard deviations were determined to assess the level of agreement among participants The results, including frequencies, percentages, means, and standard deviations, are presented in Tables and Figures in Chapter 4 of this study.
DATA ANALYSIS
Data Analysis Procedure
This study focused on assessing the innovations in the English program for non-English-major sophomores at BDU, as perceived by English teachers and the program director It aimed to identify the needs of these students in the English program and evaluate how well the program's innovations meet those needs Data were collected from 300 non-English-major sophomores across various departments, along with insights from 10 English teachers and the program director The analysis, conducted using SPSS, is presented through detailed tables and figures.
The data were organized into specific questions to address the research objectives of the study For the analysis of questionnaire responses, frequencies, percentages, means, and standard deviations were utilized to present insights into the innovations within the English program, as well as students' needs and satisfaction at BDU The findings were illustrated through Tables and Figures The questionnaire comprised both open-ended and multiple response questions aimed at gathering demographic information, assessing innovations in the English program, and evaluating students' needs and satisfaction levels.
Findings from the Current English Curriculum (see in Appendix C)
4 periods / a day / a week (including 15 weeks / one level)
to develop all four English language skills including Listening, Speaking, Reading, Writing for students
to supply non-English-major students a basic knowledge in English
to achieve the MoET‟s requirement about the English outcome standard for non-English-major students at universities (B1 level)
to help students be confident in communicating in English
to help students apply English in real situations
A core series of books “Life” (consist of A1, A1- A2, A2-B1) from National Geographic Learning: Cengage Learning Vietnam Edition
A series of supplementary books used with the core books
Participating in class: 10% (including class tests, quizzes, group working, presentations, making videos, and so on)
Mid-term examination: 30% (including 4 English language skills)
Writing, Reading, Listening (on computers): 30%
Final-term examination: 60% (including 4 English language skills)
To be admitted the completion of the English program, students must achieve two requirements as follows:
Class attending percentage: 70% (or over)
Online homework completing percentage: 70% (or over)
The English curriculum for non-English-major students is a mandatory component of their university education, spanning four years and consisting of five levels Each level includes different classes: Non-Major Basic English 1 and 2 for first-year students, Non-Major Basic English 3 and 4 for second-year students, and Non-Major Basic English 5 for third-year students Students engage in a total of 60 periods per level, attending English classes four times a week over approximately 15 weeks to complete each level This curriculum has been in place for several years, aiming to enhance students' proficiency in all four language skills.
English language skills for students such as listening, speaking, reading and writing; (2) supplying non-English-major students a basic English knowledge;
(3) acquiring the MoET‟s requirement about the English outcome standard for non-English-major students (B1 level); (4) helping students be confident in
The English curriculum for non-English major students at Vietnamese universities focuses on applying language skills in real-life situations through speaking topics and practical lessons It utilizes the "Life" series by Helen Stephenson, Paul Dummet, and John Hughes (2018), published by National Geographic Learning: Cengage Learning Vietnam Edition These widely adopted textbooks aim to develop all four essential English language skills, while supplementary materials enhance listening and speaking abilities Over the 15-week course, students are assessed through mid-term and final examinations, and they must meet attendance and participation criteria, including a minimum 70% class attendance and completion of online homework.
My ELT program 70% Following criteria for evaluating students‟ performance, there is a remarkable difference in grading and marking For instance, as reported
In the mid-term examination outlined in Table 4.1, students can earn 30% of their marks, while the final-term examination carries a weight of 60 marks Additionally, 10% of the overall grade is allocated for active participation in class, which includes engaging with English teachers through presentations, group work, quizzes, and video projects.
Findings from The Final Examination Results of Non-English-Major
This chapter outlines a theoretical framework focused on innovations in curriculum development, assessment, and needs analysis It aims to evaluate the effectiveness of the English program designed for non-English-major students at BDU.
This chapter details the study's methodology, beginning with its overall design and research framework It discusses the data collection instruments, as well as the setting and participants involved Additionally, the chapter outlines the procedures for data collection and analysis, highlighting the techniques used to ensure data quality Lastly, it addresses the ethical considerations relevant to the study.
This chapter provides a detailed analysis of quantitative data gathered from questionnaires distributed to non-English-major sophomores, English teachers, and the English program director, incorporating comprehensive statistical data analysis.
CONCLUSION, DISCUSSION, AND SUGGESTIONS 55 5.1 Summary and Discussion of the Study
Implications of the Study
This study highlights the effectiveness of the English program for non-English-major sophomores at BDU, revealing that the curriculum meets both student needs and educational objectives set by MoET, particularly in enhancing listening and speaking skills The findings provide valuable insights for English teachers and administrators, helping them to better understand student requirements and adapt teaching strategies to address diverse needs within the Binh Duong university context and beyond.
Limitations of the Study
In this chapter, the researcher acknowledged and discussed the inherent limitations of the study, recognizing that despite her diligent efforts, some constraints were unavoidable.
1 One of the limitations of this thesis occurred in the data analysis stage Since the number of English teachers and the English program director attended in the study was little (only 10 English teachers and one English program director), the data in the study were not used to compared, just used for supporting the main data from 300 non-English-major sophomores to answer the research questions
2 Another time-related restriction of the study was that the researcher did not have a chance to conduct the study with other resource groups of participants in her study such as the employers, parents, the deans of departments in BDU, and so on The data gathered in the study were obtained only from 10 English teachers, 300 non-English-major sophomores, and one English program director
3 The source of data was not rich with 300 non-English-major sophomores in the academic years 2018-2019 from different departments at BDU (not all departments).
Suggestions from the Findings
The questionnaire results from non-English-major sophomores, English teachers, and the English program director highlighted several key suggestions for non-English-major students, English educators, and administrators, as well as recommendations for future studies.
5.4.1 For Non-English-Major Students
Firstly, the curriculum should include some additional classes for lower students to review and develop their English knowledge to catch up the non- English-major classes
Secondly, the curriculum should add English listening audios, English videos relate to non-English-major sophomores‟ majors in each department at BDU
Thirdly, the curriculum should organize internship activities to enhance and strengthen non-English-major sophomores‟ speaking and listening skills in English
Placement tests for non-English major sophomores are essential to assess students' proficiency levels at the start of their studies This ensures that students are assigned to appropriate classes, ultimately leading to improved outcomes in their English learning experience.
To effectively address the specific needs of non-English major sophomores at BDU, it is essential to provide tailored vocabulary resources and relevant topics for each department Notably, a significant portion of respondents, 203 students (67.7%), came from the Business Administration Department, indicating a strong demand for vocabulary, videos, and audio materials that align with their major and practical English requirements.
5.4.2 For English Teachers and Administrators
English teachers, program directors, and administrators should collaborate to assess student needs and evaluate the curriculum, syllabus, and courses for necessary improvements Many teachers believe that discussions about teaching and learning processes would be beneficial Additionally, the program director should consider gathering feedback from both teachers and students regarding the courses and programs offered.
The suggestions and expectations from both English teachers and non-English-major sophomores involved in this study highlight the need for timely consideration to enhance curriculum implementation Addressing these recommendations will improve the teaching and learning experience at BDU and across Binh Duong province in the coming years.
Future research should explore additional criteria not utilized in this study to enhance the depth of curriculum assessment results.
Secondly, the scope of the study should be expanded in participants attending other departments at BDU with a large number of participating teachers and students, and other participants
To enhance the findings of this study, future research could involve conducting in-depth interviews with select respondents to gain deeper insights into their opinions Additionally, further investigations could triangulate data by examining the language requirements from various perspectives, including students, language instructors, department administrators, and potential employers.
A focused case study involving one or two content teachers, utilizing qualitative research methods like classroom observations, journal keeping, and interviews, could yield deeper insights into the extent and types of English usage, as well as the challenges faced in the classroom.
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Vdict is a Vietnamese online dictionary that provides users with easy access to translations and definitions For more information about educational initiatives, you can visit the official page of Binh Duong University in Thu Dau Mot City Additionally, Google Translate offers a convenient tool for translating Vietnamese content into English, making it easier to understand various documents and resources.
69 ngoai-ngu-2020-trong-co-so-giao-duc-dai-hoc-giai-doan-2012-2020-do-bo- giao-duc-va-dao-tao-ban-hanh.html
Non-English-Major Sophomores’ Questionnaire
(Phụ lục A: Bảng câu hỏi dành cho Sinh viên Không Chuyên Năm 2)
I am conducting a study titled “Innovations in the English Program for Non-Major Sophomores at Binh Duong University: An Assessment.” This research includes a questionnaire divided into two sections: the first focuses on various factors influencing your English learning experiences in higher education in Vietnam, while the second evaluates the efficiency and effectiveness of the current non-English major program at BDU Your honest and thoughtful responses are crucial for the success of this study, and I kindly ask you to answer the questions and statements below with care.
1 All the responses that you offer will be kept confidentially and secretly and they are only used for the study
2 There is no need to write your name of faculty or department on the questionnaire
3 You can write your responses in Vietnamese or in English
Tôi đang tiến hành nghiên cứu mang tên “Những đổi mới trong Chương trình tiếng Anh dành cho sinh viên không chuyên tại Đại học Bình Dương: Sự đánh giá” Nghiên cứu này bao gồm bảng câu hỏi với hai phần: phần đầu tiên khảo sát các yếu tố liên quan đến kinh nghiệm học tiếng Anh của bạn trong giáo dục đại học tại Việt Nam, và phần thứ hai đánh giá hiệu quả của chương trình tiếng Anh không chuyên tại Đại học Bình Dương Thông tin bạn cung cấp trong bảng câu hỏi rất quan trọng cho kết luận của nghiên cứu, vì vậy tôi mong bạn hãy trả lời một cách cẩn thận và trung thực.
1 Tất cả các câu trả lời mà bạn đưa ra sẽ được giữ bí mật và chúng chỉ được sử dụng cho nghiên cứu này mà thôi
2 Không cần phải viết tên Khoa hay Phòng ban của bạn trên bảng câu hỏi này)
3 Bạn có thể trả lời bằng tiếng Việt hoặc tiếng Anh
SECTION 1: Non-English-Major Sophomores’ Demographic Information
(Phần 1: Thông tin của sinh viên không chuyên năm 2)
1 What is your gender? (Giới tính của bạn là gì?)
2 What is your age? (Bạn bao nhiêu tuổi?)
3 What is your Department? (Khoa của bạn là gì?)
□ Business Administration Department (Khoa Quản trị kinh doanh)
□ Vietnamese Study Department (Khoa Việt Nam học)
□ Banking & Finance Department (Khoa Tài chính ngân hàng)
□ Electricity – Electronics Department (Khoa điện-điện tử)
□ Sociology department (Khoa xã hội học)
□ Automatics Engineer Department (Khoa công nghệ ô tô)
□ Construction Department (Khoa xây dựng)
□ Biotechnology Department (Khoa công nghệ sinh học)
□ Informatics Department (Khoa tin học)
4 How long have you been learning English (in years)? (Bạn học tiếng Anh bao lâu rồi?)
5 Why do you need English ? (You must choose one option) (Tại sao bạn học tiếng Anh?)
□ to pass English courses (để hoàn thành các khóa học tiếng Anh)
□ for future career (để phục vụ nghề nghiệp tương lai)
□ to continue with MA or Ph.D studies (để học thạc sĩ hoặc tiến sĩ)
□ to get a certificate from the English programs (để lấy chứng chỉ ngoại ngữ)
□ to read and understand documents in English (để dọc tài liệu tiếng Anh)
□ others, please specify (mục đích khác, hãy viết ra đây)
6 Please indicate how satisfied you are with the English program for non-English-major sophomores at BDU by ticking the suitable option
Xin vui lòng thể hiện sự hài lòng của bạn về chương trình tiếng Anh không chuyên tại Đại học Bình Dương bằng cách chọn vào lựa chọn phù hợp.
very satisfied (rất hài lòng)
moderately satisfied (khá hài lòng)
not all satisfied (không hài lòng)
SECTION 2: Evaluating the Factors of Innovations in the English Program for Non-English-Major Sophomores at BDU
(Phần 2: Đánh giá các yếu tố mới trong chương trình tiếng Anh không chuyên dành cho sinh viên không chuyên năm 2 tại đại học Bình Dương)
To evaluate the course effectively, please consider five key factors: Course Content, Independent Learning, Materials and Textbooks, Testing and Assignments, and Academic Instructors We kindly ask you to indicate your level of agreement or disagreement with each statement by ticking the appropriate number Thank you for your participation!