Aims and objectives
This paper investigates the English writing curriculum for first and second-year students, guided by McKay’s and Scarino’s (1991) framework, which emphasizes the importance of a comprehensive syllabus, effective teaching strategies, appropriate learning resources, a robust assessment scheme, and evaluation strategies The analysis focuses on course books and syllabuses to identify their strengths and weaknesses, aiming to answer four key research questions related to curriculum effectiveness.
1 How do the first and second year writing syllabus components and course book contents match course objectives?
2 How do the syllabus components and course books guarantee the continuity and coherence through stages in curriculum development?
3 How do the syllabus components and course books guarantee the internal consistency of the curriculum?
4 If there are some mismatches, what problems occur as a consequence?
Based on the research findings, the author suggests enhancements to the English writing curriculum for first and second-year students, as well as the language skill training program in the English Teacher Education Department at HULIS - VNU The aim is to streamline the language skill program, ultimately saving time, money, and energy for students, teachers, and institutions By refining the curriculum, it is possible to significantly reduce the workload associated with teaching a course even before classes commence (Vogler, 1997).
Significance of the study
The findings of this study will be beneficial for multiple stakeholders, including students in the English Teacher Education Department at HULIS - VNU, course curriculum developers, and researchers focusing on both theoretical and practical dimensions of English teacher education.
The research findings will drive innovations that enable students to achieve high levels of English competence in a shorter timeframe For the English Teacher Education Department at HULIS – VNU, this presents an opportunity to enhance their training programs for improved quality Additionally, a more streamlined and effective curriculum will save time, money, and energy Course curriculum developers and textbook designers can identify areas for improvement in their materials and gain valuable insights from participant and researcher feedback Furthermore, researchers will benefit from an extensive literature review that addresses key criteria for evaluating English Language Teaching programs and constructing comprehensive curricula.
Scope of the study
Within the scope of this study, I am going to evaluate the implemented (UNESCO-IBE,
In the 2009-2010 academic year, a writing curriculum was developed for first and second-year students, emphasizing the alignment of course objectives with learning content and activities This curriculum aims to ensure continuity and coherence across different stages, while maintaining consistency within the English writing program as outlined in the syllabus and course materials.
To find out the answers to the four above research questions, the researcher has adopted both quantitative and qualitative research methods The research tools would include:
In this comprehensive document analysis, I examined the course guide, including its objectives, skills, structure, assignments, assessments, and grading criteria, alongside the writing course books for both English Language Division 1 and 2 This study aimed to identify any discrepancies between teaching materials and course objectives, as well as to highlight any issues that disrupt the continuity and consistency of the overall program.
The study involved a comprehensive analysis of 100 students' papers, questionnaires from 100 sophomores, and interviews with 5 teachers experienced in both target writing programs This research aimed to collect practical evidence to support conclusions drawn from the course guide and course book analysis Additionally, the gathered data provided insights into respondents' perspectives regarding the implications of the existing issues within the targeted writing programs.
Interviews with syllabus designers from the English Language Division 1 and 2 provided valuable insights into the curriculum's weaknesses and their implications, enabling me to propose targeted improvements for enhancing the curriculum.
The study has six main parts: (1) Introduction, (2) Literature review, (3) Methodology, (4) Data analysis and discussion (5) Suggestions for improvement and (6) Conclusion
This literature review addresses four key issues in educational research Firstly, it clarifies essential concepts such as curriculum, syllabus, and course books, with a particular focus on distinguishing between the often-confused terms curriculum and syllabus Secondly, it classifies curriculum into five main types recognized in educational history: Curriculum as content, Curriculum as experience, Curriculum as framework, Outcomes-based curriculum, and Standards-based curriculum To enhance understanding, the review includes a comparison of the advantages and disadvantages of bottom-up and top-down curriculum approaches Thirdly, it outlines the curriculum development process, emphasizing the critical stages of preparation and evaluation Finally, the review highlights the importance of maintaining continuity and coherence throughout all stages of curriculum development.
Chapter three outlines the research methodology, providing comprehensive details on the participants, the tools utilized for research, the data collection process, and the analysis procedures employed.
In the fourth chapter, I would like to present the results of data analysis and how they answer four research questions
In the fifth chapter, I will outline the target English language program, detailing the individuals involved in its development and the adjustments made to the curriculum Following this overview, I will provide recommendations to enhance the curriculum design for improved effectiveness and engagement.
In the final chapter, the researcher aims at providing the readers a thorough overview of the research with a summary of the most important results and suggestions
1.1 Definition of curriculum, syllabus, course books
A range of terminology may be used in the specification of curriculum development task with curriculum and syllabus being the most popular and important
Curriculum can be defined from both narrow and broad perspectives Proponents of the narrow view see curriculum as the complete set of learning experiences offered to students, enabling them to develop essential skills and knowledge across various educational settings (Marsh & Willis, 2003) Conversely, the broad view characterizes curriculum as an educational program that encompasses a wider range of learning objectives and outcomes.
1) ―The educational purpose of the program (the ends)
2) The content teaching procedures and learning experience which will be necessary to achieve this purpose (the means)
3) Means for assessing whether or not the educational ends have been achieved.‖
(Richards & Platt, 1993, p.94) Sharing this stance, McKay and Scarino (1991, p.23) claim that a curriculum includes:
1) A syllabus, i.e a plan of action outlining goals, objectives and learning content
2) Strategies for teaching and learning in the classroom
In this research, I uphold the belief that an effective curriculum must encompass a comprehensive range of philosophical, social, and administrative factors influencing educational program planning, as articulated by Nunan (1988) I adopt a broad definition of curriculum as proposed by McKay and Scarino (1991) and align with UNESCO's perspective, which defines an implemented curriculum as the actual practices carried out in schools by teachers and administrators for the benefit of students (UNESCO-IBE).
2007) to refer to the writing curriculum under investigation in this thesis
The definition of a syllabus often sparks debate, with some distinguishing it from methodology by asserting that methodology focuses on task selection and grading, while syllabus pertains to content selection and grading However, others challenge this rigid separation, proposing alternative definitions Widdowson (1984) describes a syllabus as a framework for conducting activities, serving as a teaching device that facilitates learning Similarly, Breen (1984) suggests that any syllabus reflects underlying assumptions about language, learning processes, and classroom dynamics This paper embraces an expanded definition of syllabus as encompassing a statement of content, tasks, and activities, emphasizing that the syllabus designer's role is to select and grade this content (Nunan, 1998).
Confusion often arises between the terms curriculum and syllabus, primarily due to the North American interpretation In the United States, these terms are frequently used interchangeably, with both referring to the educational requirements set by teachers for specific courses.
The terms syllabus design and curriculum development are often misunderstood, as highlighted by Nunan (1998), who noted conflicting views on their distinctions However, scholars generally agree on their differences: a syllabus is more specific and concrete, focusing on the details of what units will be taught, while a curriculum is a broader concept Allen (1984) emphasizes this distinction, stating that the curriculum encompasses a general framework, whereas the syllabus provides a clear specification of the instructional content.
In 1987, it was emphasized that a syllabus serves as a detailed plan for a specific segment of a curriculum, intentionally excluding the aspect of curriculum evaluation Furthermore, it is important to consider the syllabus within the framework of a continuous curriculum development process.
In summary, the terms curriculum and syllabus are not interchangeable; the curriculum encompasses a broader scope, while the syllabus is more localized and focuses on the specific activities and records of classroom experiences.
Course books, unlike curricula and syllabi, are straightforward in their definition, serving as essential sources of core materials for educational courses Designed to be comprehensive, a course book aims to be the sole resource that learners rely on throughout their studies (Tomlinson, 1998, p 9) Consequently, textbooks are often regarded as the "visible heart of any ELT program" (Sheldon).