Rationale of the study
In many non-English speaking countries, including Vietnam, English is increasingly used as the medium of instruction for various subjects rather than just a standalone subject This shift has led to the need for effective English for Academic Purposes (EAP) teaching methods, particularly as universities adopt foreign curricula, such as those from Manchester Metropolitan University The International Department at Thai Nguyen University has launched an advanced program that focuses on using English for academic lectures, ensuring that first-year students are equipped with the necessary language skills to succeed in their studies.
In 2012, the International Department launched its inaugural English course for academic purposes, making the preliminary evaluation crucial for course designers to gather valuable feedback from students regarding the program.
Objectives and significance of the study
This thesis aims to evaluate the strengths and weaknesses of the English course designed for first-year students at the International Department of Thai Nguyen University The study focuses on identifying the specific language skills that students need to develop further in order to effectively use English as a medium of instruction in their major.
4 but not least important, some suggestions are given to improve the course of English for academic purposes at the International Department, Thai Nguyen University
This study aims to improve the quality of English teaching and learning for academic purposes at IDTNU, ultimately enhancing students' English proficiency.
Research questions
In order to draw the conclusion, the following research questions are raised:
1 To what extent does the course satisfy students?
2 What do the students still need to learn?
3 How can the course be improved?
The International Department aims to enhance the course based on its findings, providing teachers with insights into the challenges students face and identifying essential skills and activities to incorporate into their lessons Additionally, the study serves as a valuable reference for researchers conducting related studies.
Scope of the study
This study focuses on the English course designed for general academic purposes, specifically targeting first-year students at IDTNU The selection of participants is based on convenience, as the researcher is currently employed as a training managing staff member at the institution.
Methods of the study
This research employs a mixed-methods approach, utilizing both qualitative and quantitative data collection techniques, including survey questionnaires and interviews The study is grounded in formative evaluation, with data gathered through various instruments to achieve its objectives.
A questionnaire was distributed to first-year students at IDTNU to assess their English learning backgrounds, evaluate their self-assessment of the course materials used, and understand their learning outcomes from the course.
Interviews were conducted to gather feedback from course lecturers regarding students' English proficiency, the effectiveness of the course books, and the appropriateness of the workload for each English skill.
Organization of the study
The thesis consists of three main parts:
This study provides an overview of its objectives, highlighting the rationale behind the research and outlining the primary aims and research questions It also defines the scope of the investigation, details the research methodology employed, and summarizes the key content that will be explored throughout the study.
Part B is the development, which includes three chapters as follows:
* Chapter 1 is the literature review This chapter presents all the related theoretical background that precedes and necessitates the information of the research
* Chapter 2 describes the research methods used in the study with some necessary components
Chapter 3 focuses on an in-depth analysis of the data, providing a comprehensive discussion of the study's findings This section includes explanations and interpretations that shed light on the results obtained.
Part C is the conclusion which presents the study conclusions and teaching implications Besides, it also offers the limitations and suggestions for further study
LITERATURE REVIEW
English for Academic Purposes
English for Academic Purposes (EAP) is defined as teaching English to enhance learners' study or research capabilities in the language (Flowerdew & Peacock, 2001; Jordan, 1997) EAP encompasses not only study skills but also essential general English skills According to Hyland and Hamp-Lyons (2002), EAP focuses on the specific communicative needs and practices of distinct groups within academic settings This necessitates that learners cultivate new forms of literacy and communicative skills to effectively engage in various academic and cultural contexts.
English for Academic Purposes (EAP) is a specialized register of English utilized in professional literature, distinguished by unique linguistic features tied to various academic disciplines (2003, p9) It encompasses essential tasks such as reading abstracts, grasping key concepts, engaging in research projects, and writing expository essays EAP also includes diverse sub-registers related to fields like science, economics, and mathematics (Johns, 1997).
In today's context, literacy encompasses more than just reading and writing; it involves essential skills such as decoding, conceptualizing, inferring, inventing, and testing Modern literacy also emphasizes effective communication skills, highlighting the evolution of its definition over time (August & Hakuta, 1997).
English for Academic Purposes (EAP) is a specialized branch of English for Specific Purposes (ESP), focusing on equipping students with the essential language skills needed for efficient and effective communication in academic settings It emphasizes the practical use of English to support academic study and facilitate learning.
1984, p.4) Therefore, Jordan agrees to divide EAP into two additional groups:
The distinction between English for General Academic Purposes (EGAP) and English for Specific Academic Purposes (ESAP) lies in their focus areas EGAP emphasizes the development of essential skills such as reading, writing, speaking, and listening, while ESAP concentrates on subject-specific vocabulary and skills relevant to particular fields of study Regardless of the focus, study skills remain a crucial component of English for Academic Purposes (EAP).
1.1.2 The relationship between EGAP and ESAP
English for Academic Purposes (EAP) can be categorized into two subtypes: English for General Academic Purposes (EGAP) and English for Specific Academic Purposes (ESAP) According to Dudley-Evans and St John (1998), EGAP focuses on teaching skills and language applicable across all disciplines, while ESAP targets the unique features of specific disciplines Blue (1993) notes that EGAP involves integrating skills in study activities, such as understanding main ideas and identifying the author's viewpoint In contrast, ESAP builds on EGAP skills to assist students with their specific subject tasks, serving as a vital tool for navigating their academic lectures Ultimately, the distinction between EGAP and ESAP lies in ESAP's tailored approach to meet the demands of particular academic fields.
8 pays attention to the actual skills for students to carry out while EGAP covers more general context
1.1.3 English for General Business Purposes (EGBP) and English for Specific Business Purposes (ESBP)
English for General Business Purposes (EGBP) courses cater to pre-experience learners or those at the beginning of their careers, emphasizing the development of traditional language skills alongside specific grammar and vocabulary (Dudley-Evans & St John, 1998, p 55) These courses prioritize presentations through listening and reading, followed by targeted exercises for practice (Dudley et al., 1998, p 56) In contrast, English for Specific Business Purposes (ESBP) is designed for job-experienced learners who integrate their existing business knowledge into the language learning process, focusing on fluency in listening, speaking, reading, and writing, with content drawn from the learners' own business contexts (Dudley et al., 1998, p 56) Dudley-Evans and St John identify six key variables in Business English courses: course duration, participants, group size, location, mode of learning, and trainers (p 57) Consequently, the International School offers an English course aimed at general business purposes, concentrating on the four core English skills, along with grammar and vocabulary development.
Course evaluation
Course evaluation involves the evaluation on course content, teaching performance, the suitability of the course to students‟ level, workload and students‟ self assessment on their achievement (Cashin, 1995)
Therefore, course evaluation refers to course content, teaching performance, the course difficulty, workload and students‟ self assessment on their achievement, using questionnaire to collect the data
1.2.2 The importance of course evaluation
Course evaluation plays a crucial role in universities worldwide, benefiting both teachers and students According to Marsh (1987), it serves five key purposes: first, it provides diagnostic feedback to faculty, enhancing teaching effectiveness; second, it measures teaching effectiveness for administrative decision-making; third, it offers students valuable information for selecting courses and instructors; fourth, it assesses course quality to aid in course improvement and curriculum development; and finally, it contributes to research on teaching by documenting outcomes and processes.
Evaluation is fundamentally about assessing the suitability of something for a specific purpose, as noted by Hutchinson and Water (1987) Cunningsworth (1984) emphasizes that evaluation is not merely a mechanical process; it requires professional judgment at every stage Additionally, Gravestock and Gregor-Greenleaf (2008) highlight that the quantifiability and comparability of course evaluations lend an illusion of objectivity and manageability to the inherently subjective task of evaluating teaching.
Course evaluations are one of the most widely used methods for assessing classroom teaching and are often regarded as a significant factor in personnel decisions (Franklin, 2001).
Regarding to course evaluation, many linguists have conceded that there is not any better options than course evaluation for providing the same sort of quantifiable and comparable data (Abrami, 2001)
Research indicates that student evaluations are a valuable tool for assessing instructional behavior, which plays a crucial role in teaching effectiveness (Beran, Violato & Kline, 2007; Abrami, 2001; Schmelkin, Spencer & Gellman, 1997; Marsh, 1987) The insights gained from formative feedback are instrumental in enhancing educational practices.
10 to facilitate improved teaching and course development (Pamela Gravestock and Emily Gregor-Greenleaf, 2008:10)
1.2.3 Common features of course evaluation
Course evaluations are essential tools used by linguists to assess various aspects of an instructor's teaching behaviors and specific course elements (Beran, Violato & Kline, 2007) As noted by Gravestock and Gregor-Greenleaf (2008), these evaluations are typically anonymous and combine qualitative and quantitative feedback They emphasize that evaluations often seek targeted input on teaching effectiveness and particular course features.
In evaluating course design and delivery, Cashin identifies six essential aspects: 1) inquiries regarding course content, 2) assessments of the instructor's communication abilities, 3) evaluations of student-teacher interactions, 4) considerations of course difficulty and workload, 5) analyses of assessment practices, and 6) self-assessment questions for students.
In 1987, Marsh introduced the Student Evaluation of Educational Quality (SEEQ) questionnaire, which assesses nine key elements of educational experience: 1) learning and academic value, 2) instructor enthusiasm, 3) individual rapport, 4) examinations and grading, 5) organization and clarity, 6) breadth of coverage, 7) group interaction, 8) assignments and reading, and 9) workload and difficulty.
Harry Murray (1987) referred to the evaluation with the evaluation on 60 instructor behaviours and teaching activities These behaviours and activities are grouped into 9 categories: 1) clarity, 2) expression; 3) interaction, 4) organization,
5) pacing, 6) disclosure, 7) speech; 8) rapport, and 9) teaching aids
Course book is one of the factors playing an important role in the success of the whole course Many researchers have done a lot of studies on course book
11 evaluation with a new wave of interest in the development of the English course Therefore, there are many definitions of course book given:
According to Ur (1986: 183), a course book is defined as a textbook that both the teacher and each student possess, intended to be followed systematically as the foundation for a language course This definition emphasizes the importance of using a common course book consistently throughout the course by both educators and learners.
A course book is regarded as the essential core of any English Language Teaching (ELT) program, as noted by Sheldon (1988:237), and is viewed as a nearly universal component of ELT instruction by Hutchinson (1994:315) Furthermore, Low (1989) emphasizes that teaching materials play a crucial role in shaping the curriculum of language teaching programs (p.136).
Course books are often viewed by linguists as essential resources that provide learners with a structured sense of system, cohesion, and progress, facilitating consistency in language learning (Allwright, 1981; O’Neil, 1982; Littlejohn, 1998) However, Hutchinson & Torres (1994) argue that these materials can be overly simplistic and reductionist, leading to a uniform syllabus that limits teachers' creativity and initiative.
A course book serves as a vital roadmap for both teachers and students, guiding the educational journey Selecting an appropriate course book is crucial for the overall success of the course Consequently, evaluating teaching materials should be an integral part of the course evaluation process.
1.2.4.2 The significance of course book evaluation
The significance of course books underscores the necessity of course book evaluation, as highlighted by Harmer (1991), who notes that course books provide teachers with valuable insights into what and how to teach Course book evaluation is crucial not only for educational researchers but also for teachers who utilize these resources This evaluation process aids in the selection of appropriate course books, representing a vital step in the decision-making process for educators.
The choice of a specific score volume reflects a significant executive educational decision, involving substantial professional, financial, and political commitment Given this high profile, it is essential to establish and apply systematic criteria for evaluating course books effectively.
Cunningsworth (1995: 14) emphasizes that comprehensive book evaluation equips educators and policymakers with the skills to assess and differentiate between the numerous available titles By identifying both the strengths and weaknesses of each book, they can select the most suitable resources for their teaching needs.
Hutchinson (1997) gives an interactive idea of materials evaluation as follows:
Materials evaluation is crucial in language teaching, significantly impacting teachers' practices This process should be reciprocal, allowing educators to not only choose appropriate textbooks but also to enhance their understanding of their unique teaching and learning environments.
METHODS OF THE STUDY
Background of the study
This section explores the International Department, the setting for the research study The researcher will highlight key factors influencing the study, including the teaching and learning conditions, as well as the English course implemented for first-year students at IDTNU.
2.1.1 The International Department and its teaching and learning conditions
The International Department at Thai Nguyen University, established in August 2011, aims to enhance training quality and develop human resources for international integration and socio-economic growth It offers two primary programs: an imported advanced program and joint programs, with English or Chinese as the medium of instruction The department collaborates with Manchester Metropolitan University and De Montfort University in the UK to recruit students for business majors In the 2011-2012 academic year, it enrolled 40 students in the joint international business program with MMU and 20 students in international business and administration with Honghe University, resulting in two classes: International Business (IB) with 40 students and another for international business administration.
16 business and administration in the cooperation (IBA) with 20 students The language for instruction of IB class is English and Chinese is used for IBA class
This study focuses exclusively on the English course and the students and teachers of the IB class, where English serves as the medium of instruction Currently, the educational team comprises five English language teachers and four Chinese language teachers.
To enhance students' English language skills essential for their studies, the department has dedicated the first school year to an intensive English course Significant investments have been made in teaching and learning equipment, including Wi-Fi, projectors, speakers, and air conditioning Additionally, collaboration with universities in the United Kingdom has facilitated numerous delegations visiting the department, providing students with valuable opportunities to practice their speaking and listening skills in English.
2.1.2 An overview of the course applied for the first year students of IDTNU
The intensive English course is designed to equip students with essential listening, speaking, reading, and writing skills necessary for studying their major in English It encompasses six subjects: phonics, listening and speaking, reading, writing, grammar, and Business English, all aimed at enhancing students' English study skills Below is the detailed program of the course.
The English grammar course, taught by a Vietnamese instructor with 180 teaching hours, focuses on providing students with foundational knowledge of English grammar Utilizing the book "Essential Grammar in Use" by Murphy, which is tailored for elementary learners, the course ensures that students engage with vocabulary that is appropriate for their level.
The phonics course comprises 45 teaching hours, led by a Malaysian teacher utilizing the textbook "Phonics: A Handbook for Grades 3-6." Its primary objective is to familiarize students with sound recognition and pronunciation.
17 system of the English language (vowels, consonants…) and provide them chances to compare English and Vietnamese sounds and practice them
The New English File series, specifically the Beginning and Elementary Student’s Books, has been utilized to enhance students' speaking and listening skills in English This approach supports learners in developing their conversational abilities effectively.
240 hours learning this subject with a Philippino teacher
A Malaysian teacher has introduced a reading subject comprising 240 teaching hours, utilizing the books "Read All About It" and "Reading 2: Advantage." This course aims to enhance students' vocabulary and improve their reading skills effectively.
"Write Traits" is a comprehensive book designed to enhance writing skills, requiring a total workload of 100 hours The instructor guides students in crafting well-structured paragraphs and logically organizing their ideas This teacher also specializes in Phonics and Reading, providing a well-rounded approach to literacy education.
Business English, taught by an Australian instructor with 150 hours of experience, focuses on essential business vocabulary The primary textbook used for this course is the Market Leader Elementary Student's Book, which facilitates students' learning in various business-related topics.
As mentioned in part 1, in order to test the hypothesis the research focuses on three following questions:
1 To what extent does the course satisfy students?
2 What do the students still need to learn?
3 How can the course be improved?
The study involved 40 freshmen and 2 English teachers at IDTNU, comprising both male and female students from various hometowns across Vietnam These students have prepared for the national university entrance examination in different subject groups: Group A focused on Mathematics, Physics, and Chemistry; Group B on Mathematics, Chemistry, and Biology; Group D on Mathematics, Literature, and English; and Group C on Literature, History, and Geography Consequently, their English proficiency levels vary The selected teachers are experienced English instructors who have taught these students.
For students, questionnaires were given while teachers were interviewed to get the feedback from the English course
The study utilized a questionnaire and interviews as data collection instruments, enhancing the accuracy and reliability of the findings By integrating these methods, the data gathered from one approach informs and refines the other, leading to more precise results.
The questionnaire aimed to assess students' attitudes and evaluations of the intensive English course, as highlighted by Nunan, who notes that questionnaires are a widely used method for data collection (Nunan 2002: 143) It consisted of five main sections, each targeting specific aspects that the researcher intended to explore (see Appendix 1).
+ Part 1 including 2 questions worked out the students‟ background of learning English
+ Part 2 providing students with 6 questions was aimed at students self – assessment on the suitability of workload and the textbooks used for the first year
+ Part 3 gave students the opportunity to give their self-identification in what sub- language skills they have been equipped when studying English (5 questions)
+ Part 4 with 8 questions was designed to help students self-evaluate their gained skills after taking the intensive English course
+ Part 5 designed for students‟ evaluation on teaching performance This part includes 10 questions
Questionnaire for students was in Vietnamese so that there was no misunderstanding of the questions, which helped ensure the reliability and validity of the data collected
The interviews aimed to assess English teachers' evaluation of students' abilities, textbooks, and workload Tailored to each language skill, the interview questions focused on essential sub-skills necessary for students' future studies The interviews were structured into three parts: the first part addressed speaking and listening skills, the second focused on writing and reading skills, and the final part concentrated on business English.
All the interview questions were in English because the two teachers are English speaking teachers The interviews were recorded to get the full information for the research
The study was conducted in four months, beginning from 20 th April, 2012 and finishing by 20 th August, 2012 at the International Department, Thai Nguyen University The procedures are as follows:
DATA ANALYSIS AND DISCUSSION
Findings of the study
3.1.1 The results of the questionnaire
The questionnaire aimed to evaluate students' self-assessment of the English course, focusing on the workload associated with each language skill, the effectiveness of teaching materials, the clarity of course objectives, and the overall teaching performance.
3.1.1.1 Students’ background of learning English
Figure 1: The variety of years that students have learnt English before going to university
4 years 6 years 7 years 8 years 9 years 10 years 11 years 13 years number of students number of students
As can be seen from figure 1, the students have learnt English for a different number of years before starting the university The students have studied for at least
4 years of English before university The maximum number of years that students spent learning English is 13 years 11/40 of them have studied English for 7 years
Figure 2: The subjects that students had to study for the entrance exam
According to Figure 2, first-year students at IS took the entrance examination across various subject groups: Group A includes Math, Chemistry, and Physics; Group B consists of Math, Chemistry, and Biology; Group C focuses on social sciences with Literature, History, and Geography; and Group D combines Math, Literature, and English Notably, 37.5% of students belong to Group D, which features English, while 55% are from the natural sciences, and only 7.5% are from the social sciences.
3.1.1.2 Students’ assessment on time spent for each skill
Figure 3: Students’ assessment on time spent for each skill
9 speaking listening reading writing very suitable suitable not very suitable not suitable at all
A noticeable finding in Figure 3 is that most of students reached an agreement on the suitability of the workload spent for each language skill
For speaking skill, 22 students (55%) were satisfied with the time while 16 ones (40%) did not really agree with the division of teaching time and 2 students
For listening skill, many students (65%) claimed that the time log for this skill was suitable whereas 13 students (32,5%) said it was not very suitable and 1
(2,5%) was totally unsatisfied with the time spent for listening skill
As for reading skill, 33 students (84,6%) agreed on the suitability of the length of time for this skill while only 6 (15,4%) did not really approve of it
Finally, for writing skill, 28 students (73,7%) concurred with the length of time used for the skill Only 10 of them (26,3%) had different ideas with the others on that
3.1.1.3 Students’ assessment on the teaching materials for each skill
Figure 4: Students’ assessment on the applicability of the textbook into business major
Figure 4 expresses students‟ self-assessment on the application of the textbooks on their major subject
In a survey regarding the New English File textbook, which is utilized for teaching listening and speaking skills, only 22% of students felt it was relevant to their business studies Meanwhile, a significant 64% believed it did not provide substantial assistance for their business major, and 14% rated its applicability to the business field as minimal.
A significant majority of students, 91%, found the Market Leader textbook for Business English highly applicable to their major, while only 9% believed it lacked relevance.
A significant 46% of students found the Phonics textbook to be highly beneficial for their major, while 38% reported it helped them to some extent Conversely, 15% of students felt the textbook was not very applicable or entirely irrelevant to their studies.
For writing skill, 34% of students considered that the textbook was much applicable However, 53% thought that it was not very applicable and 13% did not think it was applicable at all
The textbooks "Read All About It" and "Reading 2_Advantage" are widely recognized for enhancing reading skills, with a significant majority of students affirming their effectiveness According to survey results, 67% of students found "Read All About It" to be applicable, while an even higher 83% expressed the same sentiment for "Reading 2_Advantage." Only 33% disagreed with the applicability of "Read All About It," and just 3% strongly disagreed In contrast, 15% of students disagreed with the effectiveness of "Reading 2_Advantage," with 2% strongly disagreeing.
Finally, for grammar subject, 63% considered that the textbook was much applicable on their major while 26 disagreed and 11% strongly disagreed with that
Figure 5: Students’ assessment on the textbooks’ suitability with students’ level
According to a questionnaire, approximately 70% of students assessed the difficulty level of their course textbooks as suitable for their academic level, while only 22% found them difficult and 6% considered them easy.
3.1.1.4 Students’ assessment on the sub-skills that they were taught
Speaking Presenting topics in front of class 31 78%
Taking part in group discussion 26 65%
Writing the summary of the reading text 28 70%
Writing Writing an academic essay 24 60%
Table 1: Students’ opinion about the sub-skills they were taught
Table 1 shows the difference in the students‟ idea of what they have been taught
Over half of the students reported receiving instruction in two key listening sub-skills: identifying main ideas and note-taking during listening activities In contrast, only one student, representing nearly 3%, indicated that they had been taught to listen for details.
For speaking skill, most students (78% for presenting topics in front of class
& 65% for taking part in group discussions) harmonized in the sub-skills they were trained
For reading skill, skimming and writing the summary of the reading text were concurred to be equipped for students by most students (58% for skimming &
70% for writing the summary of the reading text) However, just under a third of students thought that they were taught scanning skill
In a recent survey, 60% of students reported that their writing lectures included instruction on crafting academic essays; however, only 33% felt they received adequate guidance on how to effectively paraphrase sentences or paragraphs.
Finally, students were asked whether they were taught to do a project related to economics Most students (85%) said „yes‟ for this questions while 15 % of them said „no‟
3.1.1.5 Students’ self-assessment on the skills they have gained
Understand the majority of the lectures in English 91% 9% Take notes of important contents when listening to the lectures 74% 26%
Write an assay in English 74% 26%
Write the summary of an article in English 81% 19%
Paraphrase what is read in English 84% 16%
Take part in an economic project in English 76% 24%
Take part in the discussion related to economics in English 58% 42% Present a speech on the economic area in English 73% 26%
Table 2: Students’ self-assessment on the skills they have gained
The data reveals that 9% of students struggle to comprehend most of their English lectures, while 26% feel unable to take effective notes during these sessions In terms of writing skills, 26% of students reported difficulties in crafting an academic essay following an intensive English course, and 19% lacked the ability to summarize articles they had read in English Additionally, 16% of students expressed disagreement with their capability to paraphrase content in their own words.
A significant portion of students, 42%, expressed confidence issues regarding their ability to engage in English discussions on economics, while 26% felt they were unable to effectively deliver a speech on economic topics in English.
In terms of project research, 76% students thought that they could take part in an economic project in English
3.1.1.6 The evaluation on teaching performance
For teaching evaluation, there were 4 teachers whose teaching performance was evaluated by their students Their names were replaced by the letters: A, B, C and D, in which:
- Teacher B teaches Writing and Reading subjects
- Teacher C teaches Speaking and Listening
3.1.1.6.1 Students evaluation on Ms A’s teaching performance
Not good Fair Good Excellent
1 The objectives and requirements of each lesson are clear 0 0 28 72
2 The lesson contents and textbooks meet the requirements and objectives of the subjects 8 15 51 26
3 Effective teaching aids are used (PowerPoint, pictures, photos, video clips, etc) 0 8 46 46
4 Multiform teaching methods are applied to attract students‟ attention 0 23 31 46
5 Teaching methods encourage students‟ abilities of thinking creatively and analyzing independently 3 15 33 49
6 Students have opportunities to raise questions and discuss in groups 3 15 33 49
7 Major knowledge and skills, which students have to approach, are emphasized 0 0 41 59
8 Diversified questions are used to evaluate students‟ level of acquiring knowledge, and studying results 0 13 38 49
10 The language used is clear and understandable 0 0 23 77
Table 4: students’ evaluation on teacher A’s teaching performance
Table 4 highlights that Ms A received high praise for the clarity of her lesson objectives and requirements, the professionalism of her faculty, and the comprehensibility of the language used in her lessons.
A significant 82% of students rated the lecturer's behavior towards them as excellent, while 77% appreciated the use of clear and understandable language during lessons Furthermore, 90% of students reported that the objectives and requirements of each lesson were clearly communicated.
Only 26% of students rated the lesson contents and textbooks as excellent, while 15% found them fair and 8% considered them poor Additionally, the use of diverse teaching methods by the teacher received mixed reviews, with 49% of students acknowledging excellent engagement through varied methodologies, and 23% rating them as fair Regarding the evaluation of the teacher's ability to foster creative thinking and independent analysis, 3% of students felt these needs were unmet, and 15% deemed them fair Conversely, 33% believed the teacher effectively facilitated opportunities for questions and group discussions, with nearly half (49%) rating her performance in this area as excellent.
3.1.1.6.2 Students evaluation on Mr B’s teaching performance
Not good Fair Good Excellent
1 The objectives and requirements of each lesson are clear 0 0 21 79
2 The lesson contents and textbooks meet the requirements and objectives of the subjects 0 8 23 69
3 Effective teaching aids are used (PowerPoint, pictures, photos, video clips, etc) 15 28 44 13
4 Multiform teaching methods are applied to attract students‟ attention 3 3 36 59
5 Teaching methods encourage students‟ abilities of thinking creatively and analyzing independently 0 5 36 59
6 Students have opportunities to raise questions and discuss in groups 0 5 26 69
7 Major knowledge and skills, which students have to approach, are emphasized 0 5 31 64
8 Diversified questions are used to evaluate students‟ level of acquiring knowledge, and studying results 0 11 38 51
10 The language used is clear and understandable 0 3 10 87
Table 5: Students evaluation on Mr B’s teaching performance
Mr B's teaching performance stands out due to his exceptional rapport with students, with 90% rating his behavior as excellent Additionally, 87% of students praised his effective use of language, while 79% agreed that the objectives and requirements of each lesson were clearly communicated.
Summary
This chapter outlines the study's results derived from collected data, focusing on students' self-assessment of their workload across language skills, the course materials utilized, and the language skills acquired post-course compared to teachers' perspectives Overall, the course partially met most students' expectations concerning workload suitability and the sub-skills developed; however, several issues related to the course books were identified.
The article identifies 37 essential language skills that students should acquire for effectively using English in an academic setting The conclusion summarizes these findings and discusses their implications for future research Additionally, it addresses the limitations of the study and offers suggestions for further exploration.
Summary of the main findings and conclusion
The study identified four key aspects of students' course evaluations: workload, textbooks, self-assessment of achievement, and teaching performance Additionally, a questionnaire provided insights into students' backgrounds, which were crucial for the evaluation and subsequent pedagogical implications To complement the students' evaluations, interviews with teachers were conducted to gather their perspectives on students' language proficiency.
The study revealed that students were generally satisfied with their workload, particularly regarding reading and writing skills However, it indicated a need for increased focus on speaking skills One English teacher noted that a year of English instruction is insufficient for students to achieve an IELTS score of 4.5 or its equivalent, which is necessary for studying their major subjects in English Another teacher concurred with the overall workload but emphasized the importance of dedicating more time to improving listening skills.
While students generally did not find most textbooks, except for "Market Leader" and "Phonics and Reading 2_ Advantage," particularly relevant to their majors, they did acknowledge that the books were appropriate for their proficiency levels Interestingly, both English teachers shared similar views with the students regarding the textbooks' applicability.
Most students felt confident about the skills they had acquired, believing they could perform well in the areas taught However, only 42% of students felt capable of engaging in economics discussions in English This discrepancy may stem from teachers prioritizing General English instruction for first-year students, with English for General Business Purposes being introduced only in the second semester through a single course, "Business English," which utilized the "Market Leader" textbook.
39 ideas, students needed teaching note-taking skill, academic writing and paraphrasing more
A recent teaching evaluation revealed that overall, students expressed satisfaction with their English teachers, with particular praise directed towards the Business English instructor However, it is noteworthy that over 25% of students were dissatisfied with the teaching quality in the listening and speaking subject.
Pedagogical implications
The primary aim of this study is to implement the findings in the context of English teaching and learning within the International Department Based on the results, the researcher offers several recommendations to enhance the educational experience.
To effectively teach English, teachers must recognize the diverse backgrounds and proficiency levels of their students at the start of the course By conducting a comprehensive placement assessment that evaluates listening, speaking, writing, and reading skills, educators can group students strategically, allowing stronger learners to assist those who may struggle Additionally, having access to students' academic records enables teachers to tailor their lectures for maximum impact, ensuring a more personalized and effective learning experience.
Many students and teachers believe that the applicability of current textbooks is low, highlighting the need for English teachers and training staff to review and select textbooks that align with students' proficiency levels and majors For beginner students, textbooks serve as essential tools for enhancing their English skills Furthermore, a more specific syllabus should be established and adhered to by teachers to ensure effective learning outcomes.
Third, students should be given much more instruction on such skills as note- taking skill, paraphrasing and academic writing, which are necessary for their study
To enhance the learning experience in business subjects taught in English, educators should focus on incorporating more speaking and group activities This approach allows students to engage in research projects and participate in discussions pertinent to various business fields, fostering a deeper understanding of the subject matter.
English teachers should select appropriate textbooks while clearly communicating the objectives and learning outcomes of their lessons To foster student engagement, they must employ diverse teaching techniques that encourage participation from all learners Additionally, teachers should demonstrate enthusiasm not only in their instruction but also in collaborating with training managers to enhance student learning experiences.
The study titled “Preliminary Evaluation of the English Course for Academic Purposes at the International Department, Thai Nguyen University” effectively addresses three key research questions The findings are expected to provide valuable insights for teachers, training managers at the International Department, and other universities that utilize English as a medium of instruction.
In the 2001 article by Abrami et al., the authors explore the validity of teacher rating forms in assessing teaching effectiveness They discuss the implications of student ratings and propose strategies for their optimal use in educational settings The research is featured in a special issue of "New Directions for Teaching and Learning," highlighting ongoing debates surrounding the reliability of student evaluations.
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APPENDICES APPENDIX 1: QUESTIONNAIRE CÂU HỎI KHẢO SÁT CHO SINH VIÊN
Bảng khảo sát này được thiết kế để hỗ trợ nghiên cứu về "Đánh giá sơ bộ chương trình tiếng Anh phục vụ mục đích học thuật tại Khoa Quốc tế, Đại học Thái Nguyên" Những phản hồi từ các em sẽ đóng vai trò quan trọng trong việc phát triển nghiên cứu của tôi.
Xin chân thành cảm ơn các em
1 Em đã học tiếng Anh được bao nhiêu năm?
2 Em thi vào Đại học khối nào?
II Tài liệu giảng dạy cho chương trình tiếng Anh năm thứ nhất của Khoa Quốc tế - Đại học Thái Nguyên
1 Theo em, thời lượng giảng dạy trên lớp cho mỗi kỹ năng tiếng Anh có phù hợp không? (chọn một câu trả lời)
Kỹ năng Rất phù hợp Phù hợp Không phù hợp lắm
Không phù hợp chút nào
2 Theo em, học giáo trình nghe, nói (New English File) có giúp em nhiều để học các môn chuyên ngành bằng tiếng Anh không? (gạch chân một câu trả lời đú ng)
Học giáo trình tiếng Anh chuyên ngành (Business Market) sẽ giúp em rất nhiều trong việc học các môn chuyên ngành bằng tiếng Anh Việc này không chỉ nâng cao khả năng ngôn ngữ mà còn giúp em hiểu rõ hơn về các thuật ngữ và khái niệm trong lĩnh vực kinh doanh.
4 Theo em, học giáo trình đọc (Read all about it & Reading 2 _ Advantage) có giúp em nhiều để học các môn chuyên ngành bằng tiếng Anh không? (gạch chân một câu trả lời đú ng)
5 Theo em, học giáo trình viết (Write Traits) có giúp em nhiều để học các môn chuyên ngành bằng tiếng Anh không? (gạch chân một câu trả lời đú ng)
6 Theo em, giáo trình sử dụng trong khóa học có phù hợp với trình độ của các em không?
Phù hợp với trình độ của em Rất khó
III Kỹ năng được trang bị
1 Khi học kỹ năng nghe hiểu, em được trang bị những tiểu kỹ năng nào sau đây?: (gạch chân vào những tiểu kỹ năng em được học)
- Nghe lấy thông tin chính
- Nghe lấy thông tin chi tiết
- Ghi lại những thông tin cần thiết trong khi nghe
2 Khi học kỹ năng nói, em được trang bị những tiểu kỹ năng nào sau đây?: (gạch chân vào những tiểu kỹ năng em được học)
- Cách trình bày chủ đề trước tập thể
- Cách tham gia vào thảo luận nhóm
3 Khi học kỹ năng đọc, em được trang bị những tiểu kỹ năng nào sau đây?: (gạch chân vào những tiểu kỹ năng em được học)
- Đọc lấy thông tin chi tiết
- Viết tóm tắt lại nội dung đã được đọc
4 Khi học kỹ năng viết, em được trang bị những tiểu kỹ năng sau: (gạch chân vào những tiểu kỹ năng em được học)
- Viết bài tiểu luận theo phong cách học thuật
- Viết lại những gì đã đọc bằng những ngôn từ khác
5 Em có được dạy cách làm một dự án nghiên cứu liên quan tới kinh tế không (phần nói sau mỗi bài học của giáo trình Market Leader)? (gạch chân vào câ trả lời đúng))
IV Kỹ năng đạt được
STT Kỹ năng đạt được
1 Em có thể hiểu phần lớn bài giảng của giáo viên bằng tiếng Anh
2 Em có thể ghi lại nội dung cần thiết khi nghe giảng bằng tiếng Anh
3 Em có thể viết bài tiểu luận bằng tiếng Anh
4 Em có thể viết tóm tắt bài báo em đã đọc bằng tiếng Anh
5 Em có thể viết lại nội dung đã đọc bằng cách diễn đạt của mình bằng tiếng Anh
6 Em có thể tham gia vào một dự án nghiên cứu liên quan đến kinh tế bằng tiếng Anh
7 Em có thể tham gia thảo luận những vấn đề liên quan tới kinh tế bằng tiếng Anh
8 Em có thể trình bày một bài nói về lĩnh vực kinh tế bằng tiếng Anh
1 Nêu rõ mục tiêu và yêu cầu bài giảng
2 Nội dung bài giảng và tài liệu sử dụng phù
V hợp với mục tiêu môn học
3 Sử dụng hiệu quả các thiết bị giảng dạy
(powerpoint, tranh ảnh, video clips…)
4 Sử dụng đa dạng các phương pháp giảng dạy để thu hút sự chú ý của sinh viên
5 Phương pháp giảng dạy khuyến khích sinh viên suy nghĩ sáng tạo và độc lập
6 Sinh viên có cơ hội đặt câu hỏi và tham gia thảo luận nhóm
7 Những kiến thức và kỹ năng trọng tâm của mỗi bài học được nhấn mạnh
8 Sử dụng các loại câu hỏi đa dạng để đánh giá sự tiếp thu bài của sinh viên
9 Thái độ cư xử của giảng viên với sinh viên
10 Sử dụng ngôn ngữ rõ ràng, dễ hiểu