(123doc) - Luan-Van-Tot-Nghiep-Chuyen-Nganh-Ngon-Ngu-Anh
(123doc) - Luan-Van-Tot-Nghiep-Chuyen-Nganh-Ngon-Ngu-Anh
CHAPTER 1: INTRODUCTION
1.1. Statement of the problem and the rationale for the study
In globalization era, English is considered as an international
language which plays a vital role to communicate, connect to the
world and develop economy. In Vietnam, tendency of using English
is increasing evidently along with industrialization and integration
trend. It is the fact that English plays a critical role as the official
language transactions in all areas of business, trade, communications,
tourism, etc in over the world so that proficiency in English will
improve competitive advantages as well as ability to integration with
the international labor market. Thus, the problem of enhancing the
quality of training English becomes a prime target for the present
educational system.
Along with of accessing WTO and other international
organization, joining ASEAN Economic Community – AEC 2015, a
community in which countries are probably free to exchange skilled
labors, has been posing numerous challenges for Vietnam education
and human resources. “In the near future, the competitiveness for
employment opportunities is huge. Students graduate from schools
during both deep integration and a recovery period of global
economic crisis , so the career opportunities for students are not only
fiercely competing with domestic students but also confronting the
students to from other countries in the ASEAN region” (Tran Dung,
2013). Therefore, Vietnamese students have to possess enough
essential knowledge and skills, especially English skills, to assert
themselves, because English is considered as a prerequisite to obtain
competitive advantages. For this reason, the importance of learning
and educating English becomes pressing than ever.
To tackle this statement, the government has had special interest
in issues of teaching and learning foreign languages in recently
years. On September 30, 2008 the Prime Minister signed Decision
2
For the second item, 28.6% of alumni agreed with that the
institution counseled students about how to learn effectively. The
percentage of those who strongly agreed was 24.3%. However, the
proportion at level 2 (disagreement) was slightly higher than that at
others level, made up 30%.
A remarkable proportion (43%) was disagreement with the
statement that the curriculum set up a variety of activities for learners
to learn and exchange knowledge, experiences in order to improve
their own capacities while just 15% of graduates agreed with this
statement.
Criterion 4: Student assessment
To brief, over half of alumni positively evaluated that a range of
assessment methods was relevant to the objectives and was explicit,
valid and reliable to assess student’s performance. Assessment
schemes and standards were clearly presented for learners. Beside,
the result complaining procedure is available for students and all
results were stored sufficiently.
Criterion 5: Instructors
It is apparent from the data supplied that more than half of alumni
(55.7%) agreed that academic staffs of the university had master
knowledge, teaching skills and experiences in professional work. The
percentage of alumni who strongly agreed with this statement
accounted for a fifth of total proportion.
With regard to the quantitative of instructors, the significant
number of respondents, 44 alumni, agreed that the quantity of
academic staffs is adequate for the curriculum. Just 10% of
respondents somewhat agreed while the percentage of those who
strongly agreed is over double higher, 24.3%.
Criterion 6: Learners
About half of respondents had neutral opinion that essential
information about content, objectives, output standards or assessment
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Alumni Employer
4.2.3. Sat
64.362.5 isfaction of
stakeholders
14.312.5
21.5 25 Figure 1:
0 0 0 0 Satisfaction of
d d t d d stakeholders
s fie s fie ha s fie s fie
w on the
ati ati e
Sa
ti ati
is s i ss So
m
rys
ry
d D
Ve curriculum
Ve
It is evident
from the information that the curriculum for English Bachelor met
satisfaction of over 60% of both two group of stakeholders including
alumni and recruiters. A quarter of employers asserted that they very
satisfied with the quality of the curriculum. This figure was just
approximate 4% higher than the figure of alumni. Meanwhile, the
percentage of alumni who rated the effectiveness of the curriculum at
somewhat level accounted for 14.3% and slightly higher than that of
employers. Through this analysis, it can be assumed that the
curriculum for Bachelor of English at SFL satisfied the requirement
of alumni and employers.
4.3. Findings from interviews
4.3.1. The effectiveness of knowledge, skills and
attitudes which the curriculum provided for learners.
Through the data collected from the interviewees, it can be
affirmed that the curriculum for Bachelor of English at SFL met the
labor market’s requirements but not high. According to Alumni 1,
SFL students lost competitive advantages due to miss some essential
skills such as writing curriculum vitiate, interview responding when
they apply for a job.
It can be assumed that soft skill, professional abilities, IT and
computer skills were skills which the curriculum had not equipped
sufficiently to learner in order to well undertake their vacancies.
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