INTRODUCTION
Statement of research problem and research questions
Course evaluation is essential in the learning and teaching process as it determines if course objectives are being achieved (Hutchinson & Waters, 1987) In the context of English for Specific Purposes (ESP), evaluation is crucial due to its learner-centered approach, which aims to address the evolving needs of students and prepare them for their professional or academic goals (Basturkmen, 2010) The design and development of ESP courses have long been a priority for educators worldwide (Graves, 1996) To ensure course quality and facilitate improvements, developers must first assess the actual effectiveness of the course, highlighting the importance of evaluating perceptions of effectiveness.
Despite the critical importance of evaluation, it is often not conducted regularly due to its complexity and the significant time and resources it requires (Silvia, 2016) Interactions with students enrolled in the English for Accounting course at National Economics University revealed concerns about whether the course meets learners' needs There appears to be a lack of needs analysis or research aimed at enhancing the course's quality This study is motivated by the researcher’s personal interest in future employment at the university and the belief that understanding students' perceptions of the course can lead to improvements that benefit both learners and lecturers.
This research aims to assess students' evaluations of the English for Accounting course at National Economics University, focusing on key questions regarding their experiences and perceptions.
1 What are the merits and shortcomings of the course in terms of meeting learners’ needs, as perceived by students?
2 What are the merits and shortcomings of the course in terms of tasks and materials authenticity, as perceived by students?
3 What are the merits and shortcomings of the course in terms of learner autonomy, as perceived by students?
4 What changes could be made to improve the course, as suggested by students?
Scope of the study
The research, conducted at the National Economics University (NEU), a leading institution in Vietnam for Economics, Public Management, and Business Administration, aims to collect data from current Auditing and Accounting students enrolled in the English for Accounting course, as well as alumni who graduated 1-2 years ago and the course lecturers.
This research examines the subjective evaluation of the ESP course by focusing on students' perceptions related to learner needs, authenticity, and learner autonomy Data from undergraduates and alumni complement each other, with recent graduates offering fresh insights while alumni provide valuable perspectives based on their workplace experiences Additionally, lecturers' responses help triangulate the data collected from students, enhancing the overall analysis of the results.
Significance of the study
The researcher aims for this study to serve as a valuable reference for future research in ESP education, particularly in course evaluation By emphasizing the significance of course evaluation, it encourages researchers and course designers to recognize its importance and motivates them to actively collect and incorporate student feedback when developing ESP courses.
The study's findings are expected to assist lecturers at the School of Accounting and Auditing (SAA), NEU, in enhancing the English for Accounting course Although the case study is limited in scope, the research results aim to provide valuable reference materials for the development and improvement of other English for Specific Purposes (ESP) courses in related disciplines.
Organization
The research is structured into five main chapters, with Chapter 1 serving as an introduction that outlines the study's research problem, questions, scope, and significance Subsequent chapters delve into the detailed content of the research.
- Chapter 2, Literature Review, explores relevant literature about course evaluation in ESP, as well as provides background information about the ESP course at NEU, the context of this study
- Chapter 3, Methodology, justifies the research methods used for the study and demonstrate the procedures of selecting samples, collecting and analyzing data
- Chapter 4, Findings and Discussion, reports data analysis results and further discusses the research questions alongside the literature from Chapter 2
- Chapter 5, Conclusion, summarizes the major findings and identifies limitations of the research, as well as practical implications for further studies
LITERATURE REVIEW
General overview of course evaluation
The Oxford English Dictionary defines a course as a series of lectures or lessons in a specific subject leading to an examination or qualification In the context of Vietnamese higher education, this definition is adapted to describe a course as part of a training program, typically completed within one academic term Regardless of variations, a course generally comprises three key components: course objectives (learning outcomes), assessments, and teaching methodologies The alignment of these components is crucial for the overall success of the course Consequently, evaluating a course's effectiveness requires an assessment of each component as well as their interconnections.
Course evaluation is essential for maintaining and enhancing course quality, as it involves collecting and synthesizing information to assess the value and effectiveness of a course (Fournier, 2005) Researchers argue that course evaluation serves as a development tool rather than just a measure of effectiveness (Bruner, 1966; Edstrom, 2008; Ramsden, 2003) It is widely recognized that course evaluation is interconnected with teaching and learning, offering valuable insights that inform educational decisions (Belluigi, 2015; Patton, 2008).
When evaluating a course, two main methods are typically employed The first method, objective evaluation, involves a detailed analysis of the syllabus and assesses the alignment of course content, teaching methods, and assessments with the course objectives.
In evaluating an English for Specific Purposes (ESP) course, subjective evaluation plays a crucial role, as it encompasses the perceptions of both teachers and students (McCormick & BrckaLorenz, 2015; Schmelkin, Spencer, & Gellman, 1997) While courses can be assessed through objective measures or a combination of both methods, this study specifically emphasizes the importance of subjective evaluations to gain insights into the effectiveness of the ESP course.
Course evaluation in ESP context
English for Specific Purposes (ESP) is defined by Paltridge and Starfield (2013) as the instruction of English aimed at learners who intend to use the language in specific fields or domains Scholars like Belcher (2006) and Dudley-Evans & St John have contributed to the understanding of ESP, emphasizing its focus on practical language skills tailored to particular professional or academic contexts.
In 1998, researchers categorized English for Specific Purposes (ESP) into two distinct domains: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) This classification highlights that ESP learners engage with the English language primarily to fulfill academic or professional requirements, rather than out of a personal interest in the language or its culture (Basturkmen, 2006; Robinson, 1991).
Dudley-Evans and St John (1998) lists out key characteristics of ESP as followed:
1 ESP is defined to meet specific needs of the learners;
2 ESP makes use of underlying methodology and activities of the discipline it serves;
3 ESP is centred on the language (grammar, lexis, register), skills, discourse and genre appropriate to these activities
1 ESP may be related to or designed for specific disciplines;
2 ESP may use, in specific teaching situations, a different methodology from that of General English;
3 ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation It could, however, be for learners at secondary school level;
4 ESP is generally designed for intermediate or advanced students Most ESP courses assume some basic knowledge of the language systems, but it can be used with beginners
A key characteristic of English for Specific Purposes (ESP) is that its course objectives, content, and teaching methodologies are tailored to the needs of learners For an ESP course to be effective and relevant, it must focus on the specific language requirements of learners' environments, ensuring that all aspects of the course align with their needs (Basturkmen, 2010).
Kirkpatrick’s Four Levels of Evaluation, established in 1959, is a foundational framework for assessing educational programs This model encompasses four key components: reaction, learning, behavior, and results, which collectively guide the evaluation process of any course.
Level 1: Reaction To what degree participants react favorably to the learning event
Level 2: Learning To what degree participants acquire the intended knowledge, skills, and attitudes based on their participation in the learning event
Level 3: Behavior To what degree participants apply what they learned during training when they are back on the job
Level 4: Results To what degree targeted outcomes occur, as a result of the learning event(s) and subsequent reinforcement
Table 1: Kirkpatrick’s Four Levels of Evaluation (Kirkpatrick & Kirkpatrick,
The framework is celebrated for its process-oriented features, offering valuable insights into how a course affects learners (Rouse, 2011) Nonetheless, it falls short in assessing all four levels of the course, particularly Levels 3 and 4, unless supported by supervisory mechanisms (Downes, 2015) Furthermore, the researcher focuses on students' perceptions and lacks the ability to observe their experiences directly.
7 performance in their working environment, it is impractical to apply the framework in the context of the present research
This study evaluates three key areas: learners' needs, authenticity, and learner autonomy, as proposed by Tsou and Chen (2014) While these areas may appear unrelated to Biggs' (2014) "constructive alignment" theory, which emphasizes the interplay between course objectives, teaching methods, and assessment, they are interconnected Assessing learners' needs helps determine the appropriateness of course objectives and methodologies, while authenticity can be gauged through course assessment tasks Additionally, learner autonomy can be fostered through suitable teaching methodologies (Ajideh, 2009; Gatehouse, 2001; Sysoyev).
Figure 1: Tsou and Chen’s ESP course evaluation framework (2014)
The framework is built on the basis of Hutchinson and Waters’ ESP course evaluation model, which was adapted from Alderson and Waters’ four major criteria (1983):
2 How can ESP courses be evaluated?
3 Who should be involved in the evaluation?
4 When (and how often) should evaluation take place?
Assessments Learner autonomy Corpus application
Aspects of evaluation Suggested answers
1 What should be evaluated? Everything of significance, with consideration of two constraints: a) Researcher’s ability to collect the information b) Researcher’s ability to use the information once it has been collected
2 How can ESP courses be evaluated? Evaluation can be done in some ways such as: test results, questionnaires, discussion, Interviews, informal means (unsolicited comments, casual chats, etc.)
3 Who should be involved in the evaluation?
ESP teaching institution, ESP teachers, learners, sponsors
4 When (and how often) should evaluation take place?
In the first week of the course
At regular intervals throughout the course, for example every half term
At the end of the course
Table 2: Hutchinson and Waters’ ESP course evaluation model (1987)
This model offers comprehensive guidelines for evaluating an English for Specific Purposes (ESP) course, primarily intended for longitudinal course evaluation studies within program assessment Given the constraints of a bachelor's thesis, it is impractical to evaluate all course aspects; thus, the researcher will adapt Tsou and Chen’s more relevant framework This adaptation will concentrate on three key questions: the fulfillment of learner needs, the authenticity of materials and tasks, and the effectiveness of the course in promoting learner autonomy.
This research will explore key literature on learner needs, authenticity, and learner autonomy following a review of theoretical frameworks in course evaluation for English for Specific Purposes (ESP).
In English for Specific Purposes (ESP), learner needs are categorized into two main types: target needs and learning needs Target needs pertain to the specific language or skills required for learners to succeed in their desired situations, while learning needs emphasize the skills and strategies that learners must employ to acquire the target language effectively (Hutchinson & Waters, 1987).
(2009, p.211), learner needs also involve the following elements:
Teaching and learning styles with which the learners are familiar
Appropriate or ineffective teaching and learning methods
Knowledge of specialized contents that teachers should have
Suitable instructional materials and study location
Time of study and status of ESP courses
Expectations about what learners should achieve in the courses
How necessary the courses are for the learners
The learner-centered nature of English for Specific Purposes (ESP) necessitates a thorough needs analysis during course development Despite this, discrepancies between learner needs and course elements can arise, highlighting the importance of continuous course evaluations to identify unmet needs and underlying issues (Basturkmen, 2006) Research, such as Celik's study (2018), indicates a common challenge: the conflict between institutional assumptions and the actual needs of learners For instance, while it is anticipated that active use of English by teachers in ESP classrooms would enhance learning, findings show that Turkish university students struggle to comprehend due to deficiencies in their language abilities.
Evaluating course effectiveness based on learner needs can be challenging, as students may not accurately identify their own needs, particularly if they lack familiarity with their future careers or academic paths (Long, 1996) This research addresses this issue by collecting data after students complete their internships, allowing them to draw on their work experiences when assessing the effectiveness of the English for Specific Purposes (ESP) course.
Authenticity is a crucial element in English for Specific Purposes (ESP) courses, encompassing two primary dimensions: text authenticity and task authenticity Text authenticity involves using real-world materials that closely resemble the situations learners will encounter in their professional environments Conversely, task authenticity pertains to how closely classroom tasks mirror the actual language use tasks learners will face in real-world scenarios.
1996) In other words, ESP materials need to employ the skills and strategies required in learners’ target situation for high level of authenticity
ESP authentic materials are generally classified by Vaiciuniene and Uzpaliene (2010, p 95) into three primary types for teachers to find based on target situation analysis:
Daily objects (business cards, bank leaflets, photographs, receipts, catalogues, currency, reports, financial statements, instructions, bank accounts, application forms, pictures, registration forms, letters/emails, diagrams, agreements, etc.);
Broadcast texts (newspapers, journals, TV and radio programs, films, documentaries, general or special literature, etc.);
Selecting appropriate authentic materials alone is insufficient for effective English for Specific Purposes (ESP) instruction According to Bondarenko (2018), achieving authenticity in ESP requires a combination of high-quality materials with well-designed authentic tasks and activities.
McGrath (2002) highlights the importance of authentic tasks in the classroom, stating that they enable learners to practice the communicative behaviors necessary for their future academic or professional environments Mishan (2005, p 75) suggests that to ensure tasks are truly authentic, they must be thoughtfully designed to reflect real-world applications.
1 Reflect the original communicative purpose of the text on which they are based
2 Be appropriate to the text on which they are based
3 Elicit response to/engagement with the text on which they are based
5 Activate learners' existing knowledge of the target language and culture
6 Involve purposeful communication between learners
Learner autonomy, defined as the ability to take charge of one's own learning (Holec, 1981), is increasingly emphasized in the context of English for Specific Purposes (ESP) This focus arises from common challenges in ESP education, including the brief duration of courses, the demanding schedules of adult learners, and the diverse range of learning styles and proficiency levels (Luzon, 2007).
Description of English for Accounting course
At the National Economics University, students majoring in Accounting and Auditing must complete the English for Accounting course prior to their practicum or internship experience.
―English for Accounting‖, it includes English for Auditing in the course content, which is why the course is compulsory for both Accounting and Auditing majors
Before enrolling in this course, students must complete three prerequisite General English courses—English 1, 2, and 3—where they develop their skills in listening, speaking, reading, and writing, while also revising basic grammar and expanding their Business English vocabulary The course materials include teacher handouts and the "Intelligent Business Coursebook: Pre-intermediate Business English" by Christine Johnson As a result, students are expected to possess a pre-intermediate level of English proficiency and are typically in their third or final year of study Additionally, students majoring in Accounting and Auditing are required to have completed several specialized subjects in Vietnamese, as outlined in Table 3 below.
No Name of courses No of credits
Table 3: Specialized courses in Accounting and Auditing majors’ curriculum at NEU
The 15-week course at NEU's School of Accounting and Auditing is divided into three parts: English for Financial Accounting, English for Managerial Accounting, and English for Auditing, each taught by different lecturers over five lessons Each lesson, lasting 1.5 hours, occurs weekly, with students receiving PowerPoint slides via email at the start of the course that outline the content Additional handouts, featuring relevant vocabulary and exercises for listening or reading, are provided throughout the lessons to enhance learning.
The first lesson's slides provide essential details about the course, including its objectives and assessment methods, which are briefly communicated by the lecturer The primary aim of the course is to equip students with a comprehensive understanding of the foundational concepts.
This article outlines 14 key terminology and fundamental concepts in Accounting and Auditing, aimed at enhancing students' English skills through listening, speaking, reading, and writing Assessment comprises attendance and participation (10%), a mid-term exam (20%), and a final exam (70%), though specific criteria are not disclosed to students The mid-term assessments vary by class, as they are tailored by the respective lecturers, while the final exam, held two weeks post-course, is uniform for all students and consists of multiple-choice, matching, gap-filling, true-false questions, a reading comprehension task, and an essay question.
METHODOLOGY
Sampling
The researcher opted for a case study design to explore students' perceptions of an English for Specific Purposes (ESP) course This approach was selected due to the need for a comprehensive examination of the course's context, setting, and elements, highlighting the context-dependent and in-depth nature of student evaluations.
The study focuses on an English for Accounting course tailored for Accounting and Auditing students at NEU, who were expected to possess a pre-intermediate level of English proficiency based on their prior coursework Participants, consisting of 94 final-year students who completed the course in the last semester (September – December 2018), were selected through purposive sampling to ensure relevant insights Having recently finished their internships, these students are well-equipped to evaluate the effectiveness of the course in preparing them for real-world professional scenarios.
To enhance and validate the data collected from final-year students, the researcher conducted interviews with eight alumni and three lecturers from the English for Accounting course The alumni, who graduated 1-2 years prior, were selected using convenience sampling, a method also applied to choose the lecturers for the study.
16 had 5 – 15 years of experience of teaching this course, and one of whom was the course designer.
Data collection
This study employed both quantitative and qualitative methods to collect data, utilizing a perception survey and interviews as research tools The integration of these instruments allowed researchers to leverage their respective strengths, as surveys facilitate data collection from a larger participant pool while interviews offer deeper insights into participants' thoughts and attitudes (Kendall, 2008) This approach enabled a comprehensive analysis of patterns identified in the survey data.
The questionnaires and interviews data aim to answer the following research questions:
1 What are the merits and shortcomings of the course in terms of meeting learners’ needs, as perceived by students?
2 What are the merits and shortcomings of the course in terms of authentic tasks and materials, as perceived by students?
3 What are the merits and shortcomings of the course in terms of learner autonomy, as perceived by students?
4 What changes could be made to improve the course, as suggested by students?
The questionnaire comprises four sections with a total of 27 items designed to gather student feedback on the English for Accounting course Section 1 assesses students' perceptions regarding how well the course meets their needs, while Section 2 evaluates the authenticity of the tasks and materials used Section 3 focuses on how the course promotes learner autonomy Most items are close-ended, utilizing a 5-point Likert scale Finally, Section 4 invites suggestions for enhancing the quality of the course.
17 optional open-ended question with an aim to provide respondents with opportunities to add further personal opinions
The semi-structured interviews utilize a set of 10 questions designed to delve deeper into the reasons behind survey responses The initial questions assess learners' specific needs and how well the course met those needs and objectives Subsequent questions investigate the strengths and weaknesses of the course, examining factors such as objectives, content, materials, teaching methodology, and assessment Further inquiries focus on the authenticity of materials and tasks, as well as opportunities for learners to develop autonomy throughout the course The final questions invite participants to elaborate on their survey responses.
In this research, the sequential mixed methods data collection strategies, in which data collected in one phase would contribute to the later (Harris & Brown,
In 2010, a survey was conducted among students enrolled in the English for Accounting course, utilizing both paper and online formats to accommodate their language proficiency by providing the questionnaire in Vietnamese To enhance the data collected from the survey, face-to-face semi-structured interviews were carried out with 12 participants, as well as alumni and lecturers, allowing for a more comprehensive understanding of the subject matter This interview approach, as noted by Gill & Johnson (2002), provides flexibility and depth while remaining aligned with the research's aims through prepared questions To uphold privacy and ethical standards, the identities of the interviewees will be kept anonymous, using pseudonyms in the final report.
Data analysis
The survey data analysis involved the use of descriptive statistics, which were compiled into tables and charts with IBM SPSS 23 for Windows The researcher identified notable patterns that warranted follow-up interviews Additionally, responses to open-ended questions were manually categorized, with ambiguous answers either omitted or clarified through subsequent interviews.
After conducting all the interviews, the researcher analyzed the data through content analysis, a method that organizes information into quantifiable themes to meet research objectives (Moore, McCabe, & Craig, 2012) The interview recordings were transcribed and coded into various themes, enabling the researcher to interpret the data in conjunction with the literature review and prior survey responses.
Ethical considerations
This study adheres to strict ethical guidelines, ensuring that all participants are fully informed about the research objectives before providing consent The researcher communicated essential details directly to the participants and included this information at the start of the questionnaire Participants were assured that their involvement was entirely voluntary, and by completing the survey, they indicated their decision to participate in the study.
The questionnaire emphasized that all participant information and survey responses would be kept confidential and utilized solely for research purposes To ensure anonymity, participants' identities are replaced with pseudonyms throughout the paper Furthermore, it is important to note that participants were not subjected to any form of abuse or coercion during the research process.
FINDINGS AND DISCUSSION
Fulfillment of learners’ needs
Section 1 of the questionnaire, ―Students’ perceptions towards the course in terms of meeting learner needs‖, was designed to find answers to the first research question It consists of two multiple-choice questions asking about which purposes students have when taking the course, and how much the course met their expectations The third question asks the participants to rate 11 items on a Likert scale from 1 to 5, in order to explore students’ satisfaction levels regarding each objective and other aspects of the course
Question 1 in this section inquires about the respondents' purposes and expectations for enrolling in the English for Accounting course As illustrated in Figure 2, a significant majority of students, totaling 82, expressed their motivations and anticipated outcomes from the course.
94) aiming to gain more knowledge and skills relevant to their major Another two primary objectives are to increase career chances at international corporations (72.34% of the responses), and to have better English ability (58.51%) One student who chose both ―improve English proficiency‖ and
―increase job opportunity‖ specifically stated that she wished to earn a high- salary job thanks to higher English proficiency level
Figure 2: Students’ purposes for taking the English for Accounting course
0 15 30 45 60 75 90 acquire more knowledge and skills related to major field increase job opportunities improve English proficiency
Purposes for taking the course (N = 94)
In the interview, students expressed that many had completed various courses in their major, primarily seeking to enhance their English skills to impress potential recruiters Conversely, some students had low expectations for the brief course, indicating they did not plan to use English in their future jobs.
―acquiring knowledge and skills related to major field‖ as the sole purpose
Question 2 of the section targets at the level of learner needs fulfillment, by asking participants to choose among the options of ―Completely‖, ―Mostly‖,
―Inadequately‖, and ―Not at all‖ As illustrated in Figure 3 below, more than half of the students felt that the course did not satisfy their initial needs adequately
Figure 3: Students’ perceptions towards the course in terms of meeting learners’ needs
In a survey of 94 students, 37 selected "Mostly" to describe their satisfaction with the course, while only 3 chose "Completely," indicating that while the course may have effectively imparted knowledge and skills related to their majors, it fell short in addressing students' needs for improving their English and enhancing career opportunities.
―Not at all‖ claimed that while the course managed to give students a lot of
The level of needs fulfillment by the course (N = 94)
CompletelyMostlyInadequatelyNot at all
Due to limited exposure to English in her current job, which does not necessitate the use of a foreign language, she struggled to recall 21 technical terms and vocabulary relevant to her major.
In Question 3a of the survey, participants rated their opinions on a Likert scale from "Strongly Disagree" to "Strongly Agree" regarding the fulfillment of specific course objectives as perceived by students These objectives, outlined in Table 4, were also included in the official slides provided to students prior to the course However, all lecturers acknowledged in interviews that the primary aim of the course, conducted over 15 sessions, is to equip students with technical terminology related to Accounting and Auditing in English.
3a The English for Accounting course helped me… Mean SD
(1) understand the underlying terminology and fundamental concepts of Accounting and Auditing in English 3.70 0.85
(2) increase my job opportunities at international corporations 3.35 0.98
(3) improve my English reading skill 3.34 0.96
(4) improve my English writing skill 3.04 0.87
(5) improve my English listening skill 2.99 0.91
(6) improve my English speaking skill 2.76 0.89
Table 4: Students’ perceptions of the course regarding objectives achievement
According to Table 4, the primary goal of the course—grasping Accounting and Auditing terminology in English—was successfully met by most students, with 77.7% of survey respondents agreeing that the course was beneficial in this regard, achieving the highest mean score of 3.70 Furthermore, all interviewees noted that they received a vocabulary set at the start of each lesson, with definitions provided by the lecturer, and the final exam included a section specifically focused on this vocabulary.
Students were tasked with matching terms to their definitions, emphasizing the need for focused revision for exams However, some argued that teachers provided excessive explanations in English, as they had already grasped the concepts from prior specialized courses in Vietnamese These students expressed a preference for more real-world examples of how the terms are applied in actual documents.
The survey results highlighted that increasing job opportunities at international corporations (M = 3.35) and improving English reading skills (M = 3.34) were significant benefits for interviewees Many reported that the new vocabulary acquired enabled them to read accounting and auditing materials in English while interning at international firms However, some participants expressed dissatisfaction with the course content, rating it as insufficient to meet the expectations of recruiters.
Approximately half of the students reported a neutral stance on their improvement in English writing (M = 3.04) and listening skills (M = 2.99), indicating significant variability in attitudes While listening and writing exercises were part of the midterm and final exams, students remained uncertain about their skill enhancement throughout the course Due to limited class time, listening exercises were assigned as homework, which some found beneficial only if they had adequate time to complete them Additionally, the lack of references or guidance for English writing left students to navigate writing tasks independently.
The objective to "improve my English speaking skills" received the lowest average rating of 2.76, as participants noted the absence of mandatory speaking practice in the course Improvement relied heavily on individual lecturers, and only a limited number of classes that included presentation tasks provided opportunities for students to enhance their pronunciation.
In this section, we evaluated responses related to Question 3b, focusing on students' attitudes towards the fulfillment of their needs concerning various course elements, including course timing, materials, and teaching methodologies.
The study revealed that the use of appropriate materials received the highest mean score of 3.38, highlighting their strong alignment with key areas of the course: English for Financial Accounting, English for Managerial Accounting, and English for Auditing These materials, provided as handouts tailored for each lesson, enhanced their relevance to the lectures However, some participants expressed concerns about the abundance of handouts, with one interviewee preferring a compiled book to avoid losing individual sheets Additionally, many students felt overwhelmed by the extensive content covered in each lesson, leading to unfinished materials that they were expected to study independently, which they found unappealing.
The consensus on lecture time (M 3.34) indicated that 15 sessions were insufficient for the course, as it covered three key aspects of knowledge In contrast, the Vietnamese curriculum offers three distinct courses for this content However, it was acknowledged that 90 minutes per lesson is an ideal duration to keep students engaged.
3b I feel that the course… Mean SD
(1) uses appropriate materials for the majors 3.38 0.84
(3) suits my English proficiency level 3.29 0.89
Table 5: Students’ perceptions towards other aspects of the course
The authenticity of course materials and tasks
In Section 2 of the survey, participants are asked to assess the authenticity of the English for Accounting course by rating the materials and tasks on a scale from 1 to 5, where 1 represents the lowest score and 5 signifies the highest.
In the initial part of this section, students shared their views on the authenticity of the course materials, as illustrated in Table 7 The findings indicate that the materials aligned with the course objectives at an average level (M = 3.37), while their relevance to students' target situations was notably lower.
1 On which level do the course materials: Mean SD
(2) represent the language used in your target situations? 2.97 0.86
Table 7: Students’ perceptions towards the authenticity of the course materials
Interviewees noted that students received PowerPoint slides containing all course content at the start of the course, supplemented by lesson-specific materials, including vocabulary handouts and homework exercises The materials were generally well-received for effectively covering essential concepts and terminology related to Accounting and Auditing in English However, students interning at domestic companies reported not encountering these terms in their work environments, leading to a gradual loss of retention over time.
The language difficulty of the materials presented a significant challenge for students, particularly those at beginner and pre-intermediate English levels Five interviewees reported that the texts were filled with numerous unfamiliar words, hindering their reading comprehension.
Many students faced challenges with 28 comprehension tasks or listening cloze tests, attributing their difficulties to their low English proficiency They speculated that students with higher English skills might not experience the same issues, leading to their reluctance in providing feedback to teachers regarding these tasks.
Interviews revealed concerns about the lack of cited sources and reference materials in the materials provided to students, which were generally believed to be compiled by lecturers from SAA (NEU) Although the PowerPoint slides credited Coby Harmon, a professor from the University of California, Santa Barbara, and Westmont College, many students noted that the content closely mirrored what they had previously learned While some students expressed a desire for additional reference materials, one lecturer did attempt to introduce supplementary books; however, these resources were often costly or difficult to acquire.
The interviewed lecturers viewed the course materials as a "double-edged sword," noting that while the content was compiled from diverse foreign sources, it lacked translation from Vietnamese materials, leading to an authentic yet unfamiliar experience for students The foreign cases presented in the materials often did not resonate with the Vietnamese context, making them seem uncommon Additionally, the selection of these materials was influenced by individual course developers' experiences rather than a standardized approach, which left other lecturers unfamiliar with the content This also posed challenges in sourcing engaging materials that matched the students' English proficiency levels.
In the latter half of Section 2, survey respondents evaluated the authenticity of course tasks, highlighting the structure of midterm tests and the final exam According to students, these assessments featured a variety of formats, including multiple-choice questions, listening and reading cloze tests, reading comprehension exercises, matching terms with definitions, and an essay question The midterm tests were noted to potentially include one or multiple types of these questions.
The 29 exercises aimed to evaluate students' listening, reading, writing skills, and vocabulary comprehension, aligning with the course objectives However, speaking skills were minimally addressed, with only a few classes incorporating presentations as 10% of the total grade Consequently, students rated the alignment of the course with its objectives at an average of 3.34, as illustrated in Table 8.
2 On which level do the learning and assessment tasks : Mean SD
(2) assess language and skills representative of target situations use? 3.01 0.90
(3) stimulate scenarios resembling your future target situations? 2.99 0.90
Table 8: Students’ perceptions of the course in terms of task authenticity
Responses regarding the assessment of representative language and skills, as well as the stimulation of scenarios resembling future target situations, scored lower at 3.01 and 2.99, respectively Some interviewees noted that they could apply vocabulary learned from the course to their special assignments, which contribute 2 credits to their curriculum However, others criticized the course for being predominantly theoretical, lacking practical case studies.
Lecturers indicated that individual teachers hold the responsibility for selecting course learning tasks While some attempted to incorporate listening, reading, and writing skills into various exercises, they found these methods ineffective, as students were often unwilling to complete them as homework The limited classroom time for practice tasks was cited as a significant issue, with teachers prioritizing lecture content over skill development One lecturer emphasized the importance of students engaging with case studies in advance, suggesting that prior reading and research are essential for effective learning.
To succeed in accounting and auditing, students must engage in thorough preparation at home, as language barriers and varying international standards can hinder their understanding of complex cases.
In conclusion, while the course materials were commended for aligning with the course objectives and providing essential content, they faced criticism for their complex language and lack of relevance to learners' real-world situations Students expressed a desire for more authentic documents, such as financial statements and accounting vouchers, in English Although the tasks effectively evaluated students' listening, reading, and writing skills, speaking skills were not formally assessed, leaving students unsatisfied Furthermore, the limited case studies offered insufficient practice opportunities, resulting in a lower resemblance to actual target situations.
Fostering of learner autonomy
The third research question focused on students' perceptions of the course in fostering learner autonomy, as assessed through Section 3 of the survey Respondents rated their agreement with various statements on a scale from 1 (strongly disagree) to 5 (strongly agree), aimed at understanding the opportunities for self-study, self-reflection, and control over their learning progress The primary goal was to evaluate how much the course encouraged learner autonomy, with descriptive results presented in Table 9.
During the course I was able to… Mean SD
(1) reflect on my own learning progress 3.30 0.90
(2) consult with lecturers about matters and decisions regarding the course 3.28 1.00
(3) self-study through assignments and projects 3.24 0.91
(4) receive self-studying strategies and references searching tips from lecturers 3.12 0.97
Table 9: Students’ perceptions of the course in terms of learner autonomy
The highest mean score in the survey was for the item reflecting on personal learning progress (M = 3.30), followed closely by opportunities to consult with lecturers (M = 3.28) and self-studying through assignments (M = 3.24) In contrast, the item regarding receiving self-study strategies and reference tips had the lowest mean score of 3.12 Overall, responses in this category were average, with a majority leaning towards "agree," while some students expressed "strongly disagree/disagree," contributing to a high standard deviation.
The interviews revealed significant variability in teaching methods due to the presence of different lecturers, with each class featuring three instructors focusing on distinct areas of the course Some interviewees noted that one or two teachers encouraged students to select their preferred lecturing approach, whether entirely in English or in Vietnamese with English translations Although there was an effort to allow students to express their opinions, responses were often weak, attributed to their reserved or indifferent attitudes Many students felt that lecturers faced limitations, as the already insufficient class time hindered the introduction of effective strategies and reference tips Consequently, the scarcity of lesson time necessitated that students take greater responsibility for their own learning.
32 revise the course content by themselves, although those with limited English vocabulary found it more difficult
Lecturers highlight that the course's emphasis on group coursework, such as presentations and essays, fosters student autonomy and reduces teacher involvement in learning The diverse assessment tasks, ranging from midterm assignments to final exams, encourage students to organize and internalize their knowledge Teachers stress the importance of learner autonomy, urging students to independently seek additional information and English technical terms to enhance their understanding However, students' reserved nature limits their interaction with teachers, compounded by the fact that three lecturers share responsibility for one class, resulting in only five sessions per lecturer This situation underscores the need for teachers to adopt a more proactive and approachable role in the classroom.
The course offered learners opportunities for self-study and reflection through individual and group assignments, as well as exam preparation Some lecturers actively promoted learner autonomy by involving students in decisions impacting their education However, this approach was not consistent across all classes, and opportunities for teachers to provide additional self-learning strategies or research tips were limited due to constrained course time, a small number of sessions, and students' reluctance to engage with their instructors.
Suggestions to improve the course
Students expressed a desire to enhance the English for Accounting course by extending its duration to accommodate the breadth of knowledge required A suggested approach is to divide the course into smaller, semester-long modules, focusing on specific areas such as English for Financial Accounting, English for Managerial Accounting, and English for Auditing, or tailoring courses for students with advanced English proficiency Additionally, participants recommended compiling the course materials into a comprehensive textbook that offers more concise and systematic content There was also a consensus that the course should be introduced earlier in students' academic careers.
Recommendations for course design improvements include assessing students' English proficiency at the start of the course to tailor content effectively Students expressed a desire for course modules to align with international standards, such as those set by ACCA and ICAEW Additionally, there is a strong call for increased listening and speaking activities, with suggestions for teachers to incorporate presentations and field trips to enhance student interaction and language production.
Most respondents expressed a strong preference for a more realistic and practical approach to lectures They suggested that instead of merely defining technical terms, lecturers should incorporate real-life examples from current accounting and auditing cases, ideally using visual aids like videos and images This approach is believed to enhance student engagement and improve the effectiveness of theoretical explanations Additionally, learners requested the inclusion of practical elements in both learning and assessment tasks, such as templates.
Students should practice their reading and writing skills using 34 auditing papers and financial reports As senior year students, they expect the course to be more skill-based, focusing on knowledge relevant to their future jobs In response to these requests, lecturers are considering redesigning the course content to incorporate familiar Vietnamese case studies alongside foreign materials.
Recapitulations
The research findings indicate that the course successfully met its primary goal of enhancing students' understanding of accounting and auditing terminology in English However, many students expressed a desire for more comprehensive skill development, particularly in speaking and writing, despite recognizing the course's 15-week limitation Consequently, over half of the participants felt that their needs were inadequately addressed Additionally, lecturers acknowledged the lack of a needs analysis to assess students' expectations, learning styles, and the relevance of course content to their future career aspirations.
Students appreciated the traditional lecturing methods and expressed confidence in their teachers' expertise and the course materials However, they preferred learning the practical application of accounting and auditing terminology in English, emphasizing the importance of real-world cases and examples to better prepare for their future careers.
The course is best suited for intermediate-level learners, but due to the mandatory nature of English for Accounting, it also accommodates students with varying degrees of English proficiency.
In a classroom with both beginner and advanced students, instructors face the challenge of balancing their teaching to cater to varying skill levels This mixed ability environment can create difficulties, as lecturers must ensure that lessons are accessible for beginners while also engaging and motivating advanced learners.
The findings from the research indicate that the course materials and tasks partially met their objectives Participants agreed that the lecture slides and handouts effectively explained basic concepts in their field and covered essential topics in English for Financial Accounting, Managerial Accounting, and Auditing However, students with lower English proficiency found the language too challenging and not reflective of their workplace situations Those employed in international corporations reported infrequent use of the vocabulary learned, leading to quick forgetfulness of terms To enhance learning, it is suggested that lecturers recommend additional reference books and provide authentic documents, such as financial statements and accounting vouchers, to help students better understand and retain new vocabulary in context.
The course's authenticity was recognized for effectively assessing students' English listening, reading, and writing skills through its learning tasks and exams However, the overall authenticity remained average due to the exclusion of speaking skills in the assessments Although some lecturers incorporated presentation projects as mid-term assignments, students were tasked with presenting on topics related to accounting and auditing without clear performance assessment criteria Furthermore, the course faced criticism for lacking practical case studies, which are essential for enhancing students' learning experience.
36 lecturer, could result from the cases originated from foreign companies and being different from the Vietnamese context
The research highlights the promotion of learner autonomy within the course, revealing that students engaged in self-study and reflective practices through individual and group assignments The curriculum, rich in new vocabulary and diverse tasks linked to assessments, encouraged learners to systematically review their knowledge in a manner that aligned with their personal learning styles Additionally, the lecturers fostered an environment of autonomy by actively involving students in decision-making processes, such as soliciting their feedback on teaching methods and areas requiring further clarification.
Some students reported a lack of learning strategies and referencing tips from teachers, attributing this issue to limited lesson time, which focused primarily on covering lecture content and correcting homework Additionally, students often hesitated to interact with teachers, with a common belief that only those striving for perfect grades sought consultations.
The final research question was addressed through student feedback on desired course changes to enhance quality Many students recommended increasing the number of face-to-face lessons to ensure comprehensive coverage of essential content This could be achieved by either extending the course duration beyond one semester and gradually increasing difficulty or by dividing the course into smaller, focused modules, each targeting a specific area of study.
To address lesson time constraints, students suggest the need for a comprehensive textbook that includes authentic examples, such as real-life documents relevant to accounting and auditing.
To enhance the relevance and appeal of courses, it is essential to align course content with international standards and qualifications, which can significantly motivate learners Additionally, students desire increased opportunities for practicing language skills through interaction with peers and instructors Moreover, incorporating practical teaching methods that utilize visual aids and contemporary, relatable examples to explain vocabulary usage would be highly beneficial.
CONCLUSION
Summary of major findings and implications
The study was conducted to seek answers to the following research questions:
1 What are the merits and shortcomings of the English for Accounting course in terms of meeting learners’ needs, as perceived by students?
2 What are the merits and shortcomings of the course in terms of authentic tasks and materials, as perceived by students?
3 What are the merits and shortcomings of the course in terms of learner autonomy, as perceived by students?
4 What changes could be made to improve the course, as suggested by students?
From the collected data, the researcher discovered certain strong points as well as weaknesses of the course, along with interpreted factors contributing to these problems
The course effectively introduced students to accounting and auditing terminology in English, but it fell short in enhancing their overall English skills Key factors contributing to this issue included the course's brief duration, the presence of mixed-ability classes, and the absence of a needs analysis or pre-course assessment.
The materials and tasks effectively address the course objectives, but their authenticity is rated as low to average This is primarily due to the inappropriate difficulty level of the language used and the absence of genuine materials and tasks that reflect real-life situations.
Regarding learner autonomy, a strong point of the course is that students’ self-reflection, involvement as well as control of their learning process was
Limited interaction between teachers and students hindered the development of learner autonomy, highlighting the need for both parties to engage more actively and openly in the learning process.
Students provided valuable recommendations for enhancing the course quality, focusing on key areas such as course duration, materials, content, and teaching methodologies They expressed a strong desire for a more practical and realistic learning experience, emphasizing the need for balanced attention to all English skills rather than just theoretical instruction.
The researcher recommends several adjustments to the English for Accounting course, starting with the implementation of a needs analysis and pre-teaching learner assessment at the course's onset to better understand students' abilities and needs To prevent misunderstandings, it is crucial for both students and teachers to share a clear understanding of the course objectives, guidelines, and assessment criteria, which should be documented in a paper course guide for ongoing reference Additionally, the researcher emphasizes the importance of providing teachers with more professional training in foreign language teaching, as lecturers expressed a desire for such opportunities that are currently scarce.
Limitations and suggestions for further research
A study involving 94 Accounting and Auditing students from NEU, who recently completed an English for Accounting course, has successfully addressed key research questions, although it acknowledges inherent limitations.
Firstly, due to limited time and personal network, the author was not able to select a more representative sample of the interviewees who are graduates and
The study involved 40 lecturers and graduates who were selected based on the researcher's interactions and consent, which may not fully represent the broader population in the field To mitigate sampling bias, future research should expand its scope for a more comprehensive understanding of the course Additionally, given the dynamic nature of the accounting and auditing field, regular course evaluations are essential Comparing different student generations and assessing the effectiveness of course reforms could yield valuable insights.
In addition, this study is a small-scale research focusing on subjective evaluation, that is, the investigation of students’ perceptions towards the course
This study highlights the importance of assessing the authenticity of the course by seeking insights from experts and employers regarding the relevance of course materials and tasks To enhance the understanding of the course's effectiveness, it is recommended to conduct further studies using objective evaluation methods A comprehensive course evaluation should include assessments of learners' achievements and performance, alongside the objective evaluation of other course aspects.
The researcher anticipates that future studies will address the identified gaps and implement the suggested improvements While this study has limitations, it aims to enhance the English for Accounting course specifically Additional research on course and program evaluation can offer significant advantages for various stakeholders and contribute to the field of foreign language pedagogy by promoting the practice of course evaluation, particularly in English for Specific Purposes (ESP).
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PHIẾU KHẢO SÁT: CẢM NHẬN CỦA SINH VIÊN VỀ KHÓA HỌC
Mình là Chu Hứa Minh Hiền, sinh viên năm thứ tư khoa Sư phạm tiếng Anh tại trường Đại học Ngoại Ngữ, Đại học Quốc gia Hà Nội Hiện tại, mình đang thực hiện một nghiên cứu khoa học nhằm tìm hiểu cảm nhận của sinh viên về khóa học Tiếng Anh ngành Kế toán Để thu thập thông tin cho nghiên cứu này, mình xin phép gửi tới các bạn phiếu khảo sát.
Tất cả thông tin cá nhân và câu trả lời của bạn sẽ được bảo mật hoàn toàn và chỉ được sử dụng cho mục đích nghiên cứu Nếu bạn có bất kỳ câu hỏi nào liên quan đến nghiên cứu này, vui lòng liên hệ qua email: minhhien97@gmail.com.
Xin cảm ơn sự giúp đỡ của các bạn!
Name: Year of Study: Gender: Male / Female Field of Study: Accounting [ ] Auditing [ ] How would you rate your English proficiency? a Beginner – Pre-intermediate (Basic) b Intermediate (Intermediate) c Upper-intermediate – Advanced (Fluent)
Phần 1: Cảm nhận về việc đáp ứng nhu cầu người học của khóa Tiếng Anh chuyên ngành
Vui lòng khoanh tròn vào chữ cái trước lựa chọn mà bạn thấy phù hợp nhất
1 Mục đích và mong muốn của bạn khi học khóa Tiếng Anh chuyên ngành là:
Việc trang bị thêm kiến thức và kỹ năng chuyên ngành, cải thiện trình độ tiếng Anh, và tăng cơ hội kiếm việc làm tại các công ty quốc tế là những yếu tố quan trọng giúp nâng cao khả năng cạnh tranh trong thị trường lao động Ngoài ra, có thể có những lý do khác như phát triển bản thân và mở rộng mạng lưới quan hệ.
2 Bạn cảm thấy khóa học Tiếng Anh chuyên ngành đã đáp ứng được những nhu cầu trên ra sao? a Đáp ứng hoàn toàn b Đáp ứng phần lớn c Không đáp ứng đủ d Hoàn toàn không đáp ứng
3 Vui lòng nêu ý kiến của bạn về những câu sau bằng cách đánh dấu (V) vào ô 1-5
1: hoàn toàn không đồng ý; 2: không đồng ý;
3: không chắc/trung lập; 4: đồng ý; 5: hoàn toàn đồng ý a Khóa học đã giúp tôi… 1 2 3 4 5
1 hiểu được các khái niệm và thuật ngữ cơ bản về lĩnh vực chuyên ngành
2 cải thiện kỹ năng nghe tiếng Anh
3 cải thiện kỹ năng đọc tiếng Anh
4 cải thiện kỹ năng viết tiếng Anh
5 cải thiện kỹ năng nói tiếng Anh
6 tăng cơ hội kiếm việc làm ở các công ty quốc tế b Tôi cảm thấy khóa học… 1 2 3 4 5
1 phù hợp với phong cách học tập của tôi
2 áp dụng phương pháp giảng dạy thích hợp
3 sử dụng tài liệu, sách học phù hợp với tôi
4 phân bố thời lượng buổi học hợp lý
5 phù hợp với trình độ tiếng Anh của tôi
Vui lòng điền vào chỗ trống dưới đây nếu bạn muốn bổ sung ý kiến cá nhân: _ _ _ _
Phần 2: Cảm nhận về tính thực tiễn của khóa học
1 Những tài liệu được sử dụng trong khóa học là: (có thể chọn nhiều phương án) a Giáo trình đã xuất bản b Tài liệu có sẵn c Tài liệu đã điều chỉnh/biên soạn bởi giảng viên d Chứng từ kế toán/kiểm toán e Mẫu báo cáo tài chính f Khác (ghi rõ):
2 Trên thang từ 1 đến 5 (1 là thấp nhất, 5 là cao nhất ), vui lòng đánh giá những tài liệu và bài tập của khóa học bằng cách tick (V) vào ô thích hợp a Ở cấp độ nào các tài liệu dạy học … 1 2 3 4 5
1 phù hợp với mục tiêu của khóa học?
2 mô phỏng các tình huống thực tế trong lĩnh vực chuyên ngành của bạn? b Ở cấp độ nào các nhiệm vụ học tập (bài tập, bài kiểm tra/thi)… 1 2 3 4 5
1 phù hợp với mục tiêu của khóa học?
2 mô phỏng các tình huống thực tế trong lĩnh vực chuyên ngành của bạn?
3 kiểm tra/đánh giá các kỹ năng ngôn ngữ và kỹ năng bổ trợ cần thiết cho các tình huống thực tế?
Vui lòng điền vào chỗ trống dưới đây nếu bạn muốn bổ sung ý kiến cá nhân: _ _ _ _
Phần 3: Cảm nhận về việc khuyến khích sinh viên tự chủ học tập
Vui lòng nêu ý kiến của bạn về những câu sau bằng cách đánh dấu (V) vào ô 1-5
1: hoàn toàn không đồng ý; 2: không đồng ý;
3: không chắc/trung lập; 4: đồng ý; 5: hoàn toàn đồng ý
Trong khóa học tôi đã được… 1 2 3 4 5
1 có cơ hội tự học/nghiên cứu qua các bài tập và project
2 cung cấp các mẹo, bí quyết tự học và cách tra cứu tài liệu tham khảo
3 tự kiểm điểm lại tiến trình học của bản thân
4 giảng viên hỏi ý kiến về điều chỉnh nội dung khóa học
Vui lòng điền vào chỗ trống dưới đây nếu bạn muốn bổ sung ý kiến cá nhân:
Phần 4: Đề xuất của bạn để cải thiện chất lượng khóa học
8 Bạn muốn thay đổi điều gì về khóa Tiếng Anh chuyên ngành để cải thiện chất lượng của khóa học? Vui lòng nêu những đề xuất của bạn vào chỗ trống dưới đây
Bạn có sẵn lòng tham gia một buổi phỏng vấn ngắn sau buổi khảo sát không?
Nếu có, vui lòng điền thông tin liên lạc của bạn dưới đây
Cảm ơn bạn đã hoàn thành phiếu khảo sát!
STUDENTS’ PERCEPTIONS OF ENGLISH FOR ACCOUNTING
Chu Hua Minh Hien, a fourth-year student at the Faculty of English Language Teacher Education at the University of Languages and International Studies, Vietnam National University, is currently researching students' perceptions of English for Specific Purposes (ESP) courses for her bachelor thesis.
CASE STUDY OF ENGLISH FOR ACCOUNTING COURSE AT NATIONAL ECONOMICS UNIVERSITY ‖ I would like to ask for your participation as a respondent in this survey