Aims and objectives
This paper investigates the English writing curriculum for first and second-year students, guided by McKay’s and Scarino’s (1991) framework, which includes a syllabus outlining goals, teaching strategies, learning resources, assessment schemes, and evaluation strategies The analysis focuses on course books and syllabuses to identify their strengths and weaknesses The research aims to answer four key questions related to the effectiveness of the curriculum.
1 How do the first and second year writing syllabus components and course book contents match course objectives?
2 How do the syllabus components and course books guarantee the continuity and coherence through stages in curriculum development?
3 How do the syllabus components and course books guarantee the internal consistency of the curriculum?
4 If there are some mismatches, what problems occur as a consequence?
Based on the research findings, the researcher proposes enhancements to the English writing curriculum for first and second-year students, as well as for the language skill training program in the English Teacher Education Department at HULIS - VNU The goal is to streamline the language skill program, ultimately saving time, money, and energy for students, teachers, and the institution By refining the curriculum, it is possible to significantly reduce the workload associated with teaching a course, even before classes begin (Vogler, 1997).
Significance of the study
The findings of this study will be valuable for a range of stakeholders, including students in the English Teacher Education Department at HULIS - VNU, curriculum developers, and researchers focusing on both theoretical and practical dimensions of English teacher education.
The research findings will drive innovations that enable students to achieve high English competence quickly, presenting an opportunity for the English Teacher Education Department at HULIS - VNU to enhance their training programs for improved quality This reform will lead to significant savings in time, money, and energy through a more efficient curriculum Additionally, course curriculum developers and textbook designers can identify areas for improvement in their materials and gain insights for future projects based on participant and researcher feedback Finally, researchers will benefit from a comprehensive literature review that addresses key criteria for evaluating English Language Teaching programs and the curriculum development process.
Scope of the study
Within the scope of this study, I am going to evaluate the implemented (UNESCO-IBE,
In the 2009-2010 academic year, a writing curriculum was developed for first and second-year students, emphasizing alignment between course objectives, learning content, and activities This curriculum ensures continuity and coherence across different stages of the program, while maintaining consistency in the English writing syllabus and course materials.
To find out the answers to the four above research questions, the researcher has adopted both quantitative and qualitative research methods The research tools would include:
I conducted a thorough analysis of the curriculum, course guide, and course books for both English Language Division 1 and 2 This comprehensive study included a detailed examination of course objectives, skills, structure, assignments, assessments, grading criteria, and reference materials The aim was to identify any discrepancies between teaching items and course objectives, as well as to pinpoint areas that disrupt the continuity and consistency of the overall program.
The study involved a comprehensive analysis of 100 students' papers, alongside questionnaires completed by 100 sophomores and interviews with 5 teachers experienced in the target writing programs This multifaceted approach aimed to provide practical evidence to support conclusions drawn from the course guide and course book analysis Additionally, the collected data helped to illuminate respondents' perspectives on the implications of the existing issues within the target writing programs.
Interviews with syllabus designers from the English Language Division 1 and 2 provided valuable insights into the curriculum's weaknesses and their implications, enabling me to propose targeted improvements for enhancing the curriculum.
The study has six main parts: (1) Introduction, (2) Literature review, (3) Methodology, (4) Data analysis and discussion (5) Suggestions for improvement and (6) Conclusion
This literature review addresses four key issues related to curriculum research Firstly, it clarifies essential concepts such as curriculum, syllabus, and course books, with a particular focus on differentiating the often-confused terms curriculum and syllabus Secondly, it classifies curriculum into five main types recognized in educational history: Curriculum as Content, Curriculum as Experience, Curriculum as Framework, Outcomes-Based Curriculum, and Standards-Based Curriculum, while also outlining the advantages and disadvantages of both bottom-up and top-down approaches Thirdly, the review examines the curriculum development process, emphasizing the crucial stages of preparation and evaluation Finally, it highlights the importance of maintaining continuity and coherence throughout the various stages of curriculum development.
The third chapter outlines the research methodology, detailing the participants involved, the tools utilized for research, the process of data collection, and the methods employed for data analysis.
In the fourth chapter, I would like to present the results of data analysis and how they answer four research questions
In the fifth chapter, I will outline the target English language program by detailing the development and adjustments made to its curriculum Following this, I will present suggestions aimed at enhancing the curriculum design for improved effectiveness.
In the final chapter, the researcher aims at providing the readers a thorough overview of the research with a summary of the most important results and suggestions
1.1 Definition of curriculum, syllabus, course books
A range of terminology may be used in the specification of curriculum development task with curriculum and syllabus being the most popular and important
Curriculum can be defined in both narrow and broad terms Proponents of the narrow view see curriculum as the complete set of learning experiences offered to students, aimed at helping them acquire essential skills and knowledge across various educational settings (Marsh & Willis, 2003) In contrast, the broad perspective defines curriculum as an educational program that encompasses a wider range of learning objectives and outcomes.
1) ―The educational purpose of the program (the ends)
2) The content teaching procedures and learning experience which will be necessary to achieve this purpose (the means)
3) Means for assessing whether or not the educational ends have been achieved.‖
(Richards & Platt, 1993, p.94) Sharing this stance, McKay and Scarino (1991, p.23) claim that a curriculum includes:
1) A syllabus, i.e a plan of action outlining goals, objectives and learning content
2) Strategies for teaching and learning in the classroom
This research adopts a comprehensive view of curriculum development, emphasizing the importance of integrating philosophical, social, and administrative factors, as highlighted by Nunan (1988) Following the broader definition provided by McKay and Scarino (1991), the study also aligns with UNESCO's perspective, defining the implemented curriculum as the actual educational practices executed in schools by teachers and administrators for students (UNESCO-IBE).
2007) to refer to the writing curriculum under investigation in this thesis
The concept of a syllabus is often differentiated from methodology, with the former focusing on content selection and grading, while the latter pertains to tasks and activities However, this strict separation is debated, as Widdowson (1984) describes a syllabus as a framework that facilitates learning, and Breen (1984) notes that it reflects assumptions about language, learning processes, and classroom dynamics This paper embraces a broader definition of syllabus, viewing it as a comprehensive statement of content, tasks, and activities, with the syllabus designer's role being to effectively select and grade this content (Nunan, 1998).
The terms curriculum and syllabus often cause confusion, particularly due to the North American interpretation where they are used interchangeably In the United States, both terms refer to the requirements set by teachers for a specific course.
The distinction between syllabus design and curriculum development has been a topic of debate among scholars, as noted by Nunan (1998) However, there is a growing consensus on their definitions: a syllabus is more specific and concrete, detailing the units to be taught, while a curriculum is a broader concept encompassing the overall educational framework (Allen, 1984, p.61).
In 1987, it was emphasized that a syllabus serves as a comprehensive outline for a specific segment of a curriculum, intentionally excluding curriculum evaluation Furthermore, it is essential to consider the syllabus within the framework of an ongoing curriculum development process.
In conclusion, it is essential to understand that curriculum and syllabus are distinct concepts; the curriculum encompasses a broader scope, while the syllabus is more focused and reflects the actual events occurring in the classroom.
Course books, unlike curricula and syllabi, are straightforward and less controversial to define They serve as the primary source of core materials for a course, designed to be comprehensive enough to function as the sole resource for learners throughout their studies (Tomlinson, 1998, p 9) Consequently, textbooks are often regarded as the "visible heart of any ELT program" (Sheldon).