CHAPTER 3 MEASURES TO MANAGE ENGLISH TEACHING FOR NON-LANGUAGE
3.2. Measures to manage English language teaching for non-linguistics students at universities according to capacity approach
3.2.1. Instructing the completion of the output standards of English modules for non- linguistic major students according to the competency approach based on the competency framework suitable to the characteristics of each discipline
3.2.1.1. Purposes and meaning of the measure
Firstly, the orientation for the selection of appropriate methods and forms of assessment testing.
Secondly, the orientation for the selection of teaching content to implement the methods of assessment tests.
Third, the direction for the choice of teaching methods and forms.
3.2.1.2. Content of the measure Step 1: Review the program
Step 2: Analyze the needs of related subjects to determine / adjust the output standards of foreign language programs
Step 3: Set the output standards of the program and the output standards of the modules/subjects
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Step 4: After having subject output standards, determine assessment methods and teaching activities
3.2.1.3. How to implement the measure
The School Board and the Principal shall direct the specialized units to coordinate the implementation of:
- The Training Department shall make a general plan to develop a program with specialized output-oriented standards; including a roadmap for each specific major; it is not necessary to carry out mass construction simultaneously.
- Faculty/Department of Foreign Languages implements a specific plan.
- Establishment of program appraisal councils at all levels.
- Submit to the competent authority for approval.
- The basis for approval of the output standard, based on the Bloom scale.
3.2.2. Organizing training to improve the capacity of managers to teach English according to the competency-based approach for managers
3.2.2.1. Purpose and meaning of the measure
First: Help school administrators objectively evaluate (evaluate) the quality of teaching activities according to the competency-based approach
Second: Create motivation for innovation and improve the quality of teaching activities Third: Overcoming limitations and shortcomings affecting the quality of teaching activities according to the competency-based approach
3.2.2.2. Content of the measure
a) Develop a set of criteria for evaluating the quality of teaching activities
b) Develop a set of criteria for evaluating the quality of teaching activities at universities according to the competency-based approach
c) Use a set of criteria for evaluating the quality of teaching activities according to the competency-based approach
d) Clearly define the objectives of fostering and improving the capacity of management of teaching activities according to the competency-based approach for administrators
e) Organize the development of a training program to improve the capacity to manage teaching activities according to the competency-based approach for
f) Organize training to improve the capacity to manage teaching activities according to the competency-based approach for administrators
3.2.3. Instructing the development of an English teaching environment according to capacity approach
3.2.3.1. Purposes and meaning of the measure
According to Moreno (2006), the application of information and communication technology has good impacts on student learning as follows:
- Students absorb more effectively from text and visual effects than from text alone.
- Students learn more effectively when the content of the lecture is designed appropriately.
- Students learn more effectively when guided and explained from basic laws rather than just applying laws.
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- Students learn more effectively when they are able to do their own research and apply data rather than just observing the teacher applying.
- Students study more effectively when they have conditions to review during the lecture.
3.2.3.2. Contents of the measure
a) Direct the development of Cstudentsof the school in a synchronous and modern direction b) Direct the work of ensuring teaching equipment
c) Direct the application of information technology in teaching
d) Direct the development of reward and motivation mechanisms for teachers and students 3.2.3.3. How to implement the measure
The school needs to have an investment plan for Cstudentsbased on the proposals of the units, especially should be equipped with specific classrooms for foreign language training such as small but still airy classrooms...
It is necessary to develop a management process for exploiting information technology devices and applications in teaching and scientific research for teachers participating in the competency-based approach.
3.2.4. Organizing training to improve English teaching capacity according to the competency-based approach for teachers
3.2.4.1. Purposes and meaning of the measure
First: Help teachers master the nature of the competency-based approach
Second: Help teachers organize teaching activities in a proactive, flexible and creative way Third: Develop in teachers the skills to organize teaching activities according to the competency-based approach
3.2.4.2. Content of the measure
a. Determine the content of training activities b. How to do it
Foreign language departments organize the exchange of experiences, professional activities and scientific research in the faculty:
- Conduct professional meeting, especially in-depth expertise according to Module/Skill.
- Conduct studies, research on the application of teaching methods, combining traditional methods and modern methods, suitable to real conditions at the facility.
- Organize assessment tests for the preparation of teaching plans, implementation of classroom teaching, summary assessment for each class by semester.
- Join and build a community of English teachers.
- Organize teacher training courses, especially internal training activities, guided by qualified and experienced teachers for young and inexperienced teachers.
- Organize orientation for research or application of research at the faculty according to topics (by profession, by skill, or by knowledge block...).
- Create funds for professional activities.
- Work with specialized faculties to better understand specialized knowledge.
3.2.4.3. How to implement the measure School-based training organizations Refresher content:
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- Ability to develop plans for teaching subjects and teaching materials to meet the requirements of the foreign language program.
- Ability to determine subject goals: Determine subject goals in accordance with student quality standards and competencies.
- Ability to determine the structure and content of the subject: The content and structure of the subject are suitable to the characteristics of the teaching object to meet the output standards.
- Ability to develop detailed subject outlines: Develop detailed subject outlines suitable to the program, student characteristics, characteristics of the subject, such as CDIO outline.
- Ability to build references and guidance materials for self-study.
Fostering through cooperation and linkage with schools, especially schools with the same training professions in resource exploitation
3.2.5. Instructing the renewal of learning forms and improving self-study capacity for students
3.2.5.1. Learning innovation
a. Purpose and meaning of the measure
Promoting autonomy in the learning process of students, enabling students to self-study at their own personal progress and enhancing interaction between students-teachers and students, it is necessary to create a diverse learning environment and innovate the form of learning for students.
b. Contents
First of all, the classification of entry levels for students is essential.
Building a learning environment for students so that studentscan study anytime, anywhere is also a viable solution. In fact, the model of distance learning and blended learning is not new. At the same time, this learning model also shows quite a lot of advantages over the traditional classroom. Such a curriculum can be personalized according to the active class hours of students.
c. How to implement the measure
The Faculty of Foreign Languages and related subjects should propose, plan and resolve to implement the process of diversifying the learning environment for studentsthrough:
- Develop programs and blended learning materials
- Build a language learning community through language clubs, specifically prioritizing English clubs
Suggestions for developing communication skills through the use of English as an interactive tool:
Chat Rooms Interviews
Language Villages
3.2.5.2. Improve self-study in English
a. Purposes and meaning of measures to enhance autonomy
The first solution must come from each student himself, they must be self-aware of the importance of foreign languages, consciously improve their own abilities, thereby, building
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appropriate motivations and learning methods to improve their level.
b. Content of the measure
- Organizing soft skills training courses for students - Host talks from employers about the skills required - Organizing after-school learning communities c. How to implement the measure
Principals of schools make decisions about the implementation of measures.
The faculty is in charge of expertise, coordinating with student support units such as the Youth Union, the Center for Business Cooperation to plan the organization of skills courses, orientation courses and learning communities outside of school hours.
teachers grasp the exchange of content about learning methods and motivate students.
Provide guidance and ensure that students understand what learning activities to do outside of school hours, especially those that require teamwork.
In particular, communication about requirements for foreign languages and career opportunities in the context of integration.
3.2.6. Instructing the completion of the learning performance assessment according to the competency-based approach and information feedback
3.2.6.1. Purpose and meaning of the measure
Test methods should ensure that capacity assessment has been identified as the output standard. The process should be implemented uniformly to ensure fairness between the different disciplines in a school.
3.2.6.2. Contents of measures
Enhanced management of input/output information
It is necessary to ensure a survey of the ability to use English in the working environment from employers and alumni to evaluate the effectiveness of the English teaching program according to the competency-based approach.
3.2.2.3. How to implement the measure
Develop an assessment process including steps to design exams, administer exams, mark exams, and evaluate test results. Implement the process at many levels: schools, faculties, departments and teachers. Below, the PhD student proposed the evaluation process as Figure 3.1 based on the research of Nguyen Thi Hanh and the authors [19]:
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