3.5.4. Test results
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3.5.4.1. Results of teacher training
- Awareness: Before the refresher course, teachers are at a more confused level. After the course, teachers became aware of the knowledge requirements of teaching according to the competency-based approach. As such, the survey found that fostering has good cognitive outcomes.
- Regarding the technical description of the test, a group of teachers from the two schools has designed a technical description of 2 tests including suggested contents of Hanoi University of Industry.
- Regarding the subject set: teachers of the two schools work independently but the set is highly consistent, achieving the contents in the technical description of the number of questions, the type of questions, the length, the topic... Products included in Appendix 11, including speaking and reading topics.
- About teaching methods: the group of teachers has designed 2 new teaching projects.
(Appendix 7).
3.5.4.2. Results of the learning project
After participating in the refresher course, the group of teachers made a harvest report.
Accordingly, teachers write about the concept of the learning project, the characteristics and effectiveness of the learning project, the steps of designing the organization of the learning project, evaluating the results of the learning project (Appendix 7).
With the results of such an analysis, it can be concluded that students believe the learning project has been organized effectively, and through participating in this assessment activity, students can use English to interact in real life, cooperate, be actively creative and trained in high-level thinking skills.
3.5.4.3. The instructor prepares the test according to the technical description
20 teachers divided into 4 groups, 2 groups assigned to compose speeches and 2 groups to compose readings. The articles have a high degree of consistency on the topic, on the length of the lesson, on the type of question (Details of the articles in Appendix 10).
3.5.5. Analysis and discussion
Testing shows that management organizational measures have the expected results. The awareness of the group of teachers participating in the training has been properly oriented. The result is a set of materials in the process of completing the assessment process, including technical descriptions of exam questions and some questions that can be used as samples for other modules. The unified set of questions shows the reasonableness and effectiveness of the test technical description. The two universities can continue to apply for other specialized modules such as information technology, accounting ....
Learning project activities make students very excited and are a premise for the development of combined learning and subject assessment activities for different majors.
CONCLUSION OF CHAPTER 3
Based on the results of research in Chapter 1 and Chapter 2, Chapter 3 has proposed measures to manage the competency-based English curriculum based on the principles of systematic, legacy, feasibility and practicality.
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The main measures proposed are related to directing the improvement of output standards and training programs according to the competency-based approach; organizing the training of administrators and teachers; organizing self-study capacity building for students;
instructing the development of diverse learning environments, especially with blended learning and project learning activities; ensuring students’ conditions and information technology infrastructure for teaching and scientific research; instructing and conducting the assessment process.
The test results at Hoa Binh University, with the joint participation of Hanoi University of Industry and Thanh Do University, showed that the feasibility and effectiveness of the test measures were evaluated quite well.
CONCLUSIONS AND RECOMMENDATIONS 1. Conclusions
1.1. Teaching is a basic activity in the school, based on the self-disciplined and creative activities of teachers and students.
1.2. Teaching English in universities has two types of subjects: specialized and non- linguistic major students. For non-linguistics major students, English as a compulsory foreign language subject and students need to meet the standards prescribed by the Ministry of Education and Training to be considered for graduation.
1.3. The development of competency-based teaching is a new trend of modern education, focusing on the capacity to act towards what learners are expected to do rather than what they need to learn. Therefore, the management of English teaching according to the competency- based approach at universities for non-linguistics major students requires management subjects to actively grasp the nature of competency-based teaching and how to organize teaching according to the competency-based approach, at the same time, must be carried out in accordance with its components, in order to create the overall resonance and strength of the system.
1.4. In order to contribute to improving the quality of English teaching for non-linguistic major students at universities, the thesis “Management of English teaching for non-linguistics major students at Vietnamese universities according to the competency-based approach” has achieved the following main research results:
In terms of theory, the thesis has contributed to supplementing and developing the theoretical basis of the problem of managing English teaching activities for non-linguistics students at universities according to the competency-based approach, presenting and analyzing the instrumental concepts of the topic, especially the concept of managing teaching activities according to the competency-based approach; at the same time, specifying the management of English teaching activities according to the competency-based approach is both an opportunity to improve the quality of teaching and a great challenge for teachers and administrators of universities.
According to the CIPO model, the thesis identifies the core content of English language teaching management in universities including: input management; process factor management;
output management; management of contextual factors affecting the English teaching process.
In terms of practice, the thesis has conducted a comprehensive survey and analysis of