NGHIÊN CỨU ĐỊNH LƯỢNG VỀ ĐÁNH GIÁ CỦA SINH VIÊN KHÔNG CHUYÊN NGỮ ĐỐI VỚI KHÓA HỌC TIẾNG ANH TĂNG CƯỜNG
Nội dung chính của bài viết
Tóm tắt
Nghiên cứu được thực hiện để tìm hiểu về những đánh giá của sinh viên không chuyên ngữ với khóa học tiếng Anh tăng cường được giảng dạy ở năm thứ nhất tại Đại học Thủy lợi, Việt Nam. Đây là khóa học được thiết kế với mục đích nâng cao kiến thức và kĩ năng ngôn ngữ cho sinh viên. 453 sinh viên đã tham gia trả lời phiếu câu hỏi khảo sát vào cuối khóa học để cung cấp thông tin cho nghiên cứu. Sau khi dữ liệu được xử lý bởi SPSS phiên bản 24, các kết quả thu được rất đáng ghi nhận. Nghiên cứu đã cho thấy đa số sinh viên có nhận xét rất tích cực về nội dung, thời lượng, giáo viên, tài liệu và cơ sở vật chất của khóa học. Trong đó, sinh viên thể hiện sự hài lòng nhất với giáo viên cùng phương pháp giảng dạy của thầy cô và những trang thiết bị được cung cấp cho các lớp học tiếng Anh tăng cường. Các em đều nhận thấy từ vựng và ngữ pháp của mình tiến bộ đáng kể mặc dù các kĩ năng làm việc nhóm chưa thực sự được cải thiện như mong muốn. Sinh viên cũng hi vọng trong các khóa học tiếp theo sẽ được luyện tập nhiều hơn kĩ năng nghe, nói và phát âm. Nghiên cứu cũng đưa ra một số đề xuất và giải pháp để các nhà quản lý, người thiết kế chương trình, giáo viên và các bên liên quan có thể áp dụng cho các khóa học tiếp theo.
Chi tiết bài viết
Từ khóa
đánh giá, tiếng Anh tăng cường, sinh viên không chuyên ngữ
Tài liệu tham khảo
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Bowyer, J., & Chambers, L. (2017). Evaluating blended learning: Bringing the elements together. Research Matters: A Cambridge Assessment Publication, (23), 17-26. https://www.cambridgeassessment.org.uk/Images/375446-evaluating-blended-learning-bringing-the-elements-together.pdf
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
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Fajriah, N., Gani, S., & Samad, I. (2019). Students’ perceptions toward teacher’s teaching strategies, personal competence, and school facilities. English Education Journal, 10(1), 16-34. http://jurnal.unsyiah.ac.id/EEJ/article/view/13254
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Lynch, B. K. (1990). A context - adaptive model for program evaluation. TESOL Quarterly, 24(1), 23-42. https://doi.org/10.2307/3586850
Mai, L. T., & Pham, T. T. (2018). Vietnamese EFL teacher training at universities. In J. Albright (Ed.), English tertiary education in Vietnam (pp. 172-184). Routledge.
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Nguyen, S. V., & Habók, A. (2020). Non-English-major students' perceptions of learner autonomy and factors influencing learner autonomy in Vietnam. Relay Journal, 3(1), 122-139. https://kuis.kandagaigo.ac.jp/relayjournal/issues/jan20/nguyen_habok/
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Sousa, V. D., & Rojjanasrirat, W. (2011). Translation, adaptation and validation of instruments or scales for use in cross‐cultural health care research: A clear and user‐friendly guideline. Journal of Evaluation in Clinical Practice, 17(2), 268-274. http://doi.org/10.1111/j.1365-2753.2010.01434.x
Spratt, M. (2005). Washback and the classroom: The implications for teaching and learning of studies of washback from exams. Language Teaching Research, 9(1), 5-29. https://doi.org/10.1191/1362168805lr152oa
To, H. T. T. (2010). Insights from Vietnam. In R. Johnstone (Ed.), Learning through English: Policies, challenges, and prospects. Insights from East Asia (pp. 96-114). British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/publication_1_-_learning_through_english.pdf
Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143-179. http://www.lcwu.edu.pk/ocd/cfiles/Professional%20Studies/PGDT/ELT-509/Handout14.2MaterialsDevelopmentforLanguageLearningandTeaching.pdf
Tran, K., & Heo, Y. (2008). Doi Moi policy and socio-economic development in Vietnam, 1986-2005. International Area Studies Review, 11(1), 205-232. https://doi.org/10.1177/223386590801100112
Trinh, H., & Mai, L. (2019). Current challenges in the teaching of tertiary English in Vietnam. In J. Albright (Ed.), English tertiary education in Vietnam (pp. 40-53). Routledge.
Vu, A. P. (2019). Nation building and language in education policy. In J. Albright (Ed.), English tertiary education in Vietnam (pp. 28-39). Routledge.
Benson, P. (2011). Teaching and researching autonomy in language learning (2nd ed.). Pearson.
Beran, T., Violato, C., & Kline, D. (2007). What’s the ‘use’ of student ratings of instruction for administrators? One university’s experience. Canadian Journal of Higher Education, 17(1), 27-43. https://doi.org/10.47678/cjhe.v37i1.183545
Bowyer, J., & Chambers, L. (2017). Evaluating blended learning: Bringing the elements together. Research Matters: A Cambridge Assessment Publication, (23), 17-26. https://www.cambridgeassessment.org.uk/Images/375446-evaluating-blended-learning-bringing-the-elements-together.pdf
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
Cronbach, L. J. (2000) Course improvement through evaluation. In D. L. Stufflebeam, G. F. Madaus & T. Kellaghan (Eds.), Evaluation models. Evaluation in education and human services (Vol. 49, pp. 235-247). Springer. https://doi.org/10.1007/0-306-47559-6_14
Davis, J. M. (2011). Using surveys for understanding and improving foreign language program. National Foreign Language Resource Center. https://nflrc.hawaii.edu/publications/view/nw61/
Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Lawrence Erlbaum Associates Publishers.
Fajriah, N., Gani, S., & Samad, I. (2019). Students’ perceptions toward teacher’s teaching strategies, personal competence, and school facilities. English Education Journal, 10(1), 16-34. http://jurnal.unsyiah.ac.id/EEJ/article/view/13254
Gravestock, P., & Gregor-Greenleaf, E. (2008). Student course evaluations: Research, models and trends. The Higher Education Quality Council of Ontario.
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564-569. https://doi.org/10.1007/s11528-019-00375-5
Jacobs, H. (2010). Curriculum 21: Essential education for a changing world. ASCD.
Kogan, J. (2014). Student course evaluation: Class size, class level, discipline and gender bias. In S. Zvacek, M. T. Restivo, J. Uhomoibhi & M. Helfert (Eds.), CSEDU 2014 - 6th International Conference on Computer Supported Education, (pp. 221-225). SCITEPRESS. https://www.scitepress.org/Papers/2014/48618/48618.pdf
Lam, H. T. L. (2018). The representations of life outside Vietnam in first-year technical university textbooks in Hanoi and their influence on students’ intercultural communicative competence in English learning [PhD thesis, The University of Newcastle]. https://nova.newcastle.edu.au/vital/access/manager/Repository/uon:31476
Lam, H. T. L., & Albright, J. (2019). Foreword. In J. Albright (Ed.), English tertiary education in Vietnam (pp. xii-xviii). Routledge.
Lynch, B. K. (1990). A context - adaptive model for program evaluation. TESOL Quarterly, 24(1), 23-42. https://doi.org/10.2307/3586850
Mai, L. T., & Pham, T. T. (2018). Vietnamese EFL teacher training at universities. In J. Albright (Ed.), English tertiary education in Vietnam (pp. 172-184). Routledge.
Nation, P. (2000). Designing and improving a language course. English Teaching Forum, 38(4), 2-11. https://openaccess.wgtn.ac.nz/articles/journal_contribution/Designing_and_improving_a_language_course/12560360
Nguyen, D., & Sloper, D. (1995). Socio-economic background of Vietnam since 1986: Impact on education and higher education. In D. Sloper & T. C. Le, Higher education in Vietnam: Change and response (pp. 26-40). ISEAS Publishing.
Nguyen, S. V., & Habók, A. (2020). Non-English-major students' perceptions of learner autonomy and factors influencing learner autonomy in Vietnam. Relay Journal, 3(1), 122-139. https://kuis.kandagaigo.ac.jp/relayjournal/issues/jan20/nguyen_habok/
North, B., Angelova, M., Jarosz, E., & Rossner, R. (2018). Language course planning. Oxford University Press.
Nunan, D. (1991). Second language proficiency assessment and program evaluation. SEAMEO Regional Language Centre. https://files.eric.ed.gov/fulltext/ED367152.pdf
Ornstein, A., & Hunkins, F. (2018). Curriculum: Foundations, principles, and issues (7th ed.). Pearson Education.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press.
Riemer, M. J. (2002). English and communication skills for the global engineer. Global Journal of Engineering Education, 6(1), 91-100. http://www.wiete.com.au/journals/GJEE/Publish/vol6no1/Riemer.pdf
Sara, H. (2021). Guided learning hours. Cambridge Assessment. https://support.cambridgeenglish.org/hc/en-gb/articles/202838506-Guided-learning-hours
Sousa, V. D., & Rojjanasrirat, W. (2011). Translation, adaptation and validation of instruments or scales for use in cross‐cultural health care research: A clear and user‐friendly guideline. Journal of Evaluation in Clinical Practice, 17(2), 268-274. http://doi.org/10.1111/j.1365-2753.2010.01434.x
Spratt, M. (2005). Washback and the classroom: The implications for teaching and learning of studies of washback from exams. Language Teaching Research, 9(1), 5-29. https://doi.org/10.1191/1362168805lr152oa
To, H. T. T. (2010). Insights from Vietnam. In R. Johnstone (Ed.), Learning through English: Policies, challenges, and prospects. Insights from East Asia (pp. 96-114). British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/publication_1_-_learning_through_english.pdf
Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143-179. http://www.lcwu.edu.pk/ocd/cfiles/Professional%20Studies/PGDT/ELT-509/Handout14.2MaterialsDevelopmentforLanguageLearningandTeaching.pdf
Tran, K., & Heo, Y. (2008). Doi Moi policy and socio-economic development in Vietnam, 1986-2005. International Area Studies Review, 11(1), 205-232. https://doi.org/10.1177/223386590801100112
Trinh, H., & Mai, L. (2019). Current challenges in the teaching of tertiary English in Vietnam. In J. Albright (Ed.), English tertiary education in Vietnam (pp. 40-53). Routledge.
Vu, A. P. (2019). Nation building and language in education policy. In J. Albright (Ed.), English tertiary education in Vietnam (pp. 28-39). Routledge.