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102 TRƯỜNG ĐẠI HỌC KINH TẾ QUỐC DÂN BÁO CÁO TỔNG KẾT ĐỀ TÀI THAM GIA GIẢI THƯỞNG “SINH VIÊN NGHIÊN CỨU KHOA HỌC TRƯỜNG ĐẠI HỌC KINH TẾ QUỐC DÂN” NĂM HỌC 2021 2022 FACTORS AFFECTING THE QUALITY OF TEAC.
TRƯỜNG ĐẠI HỌC KINH TẾ QUỐC DÂN BÁO CÁO TỔNG KẾT ĐỀ TÀI THAM GIA GIẢI THƯỞNG “SINH VIÊN NGHIÊN CỨU KHOA HỌC TRƯỜNG ĐẠI HỌC KINH TẾ QUỐC DÂN” NĂM HỌC 2021 - 2022 FACTORS AFFECTING THE QUALITY OF TEACHING ENGLISH AS THE SECOND LANGUAGE FOR NON-ENGLISH MAJOR STUDENTS AT ECONOMICS UNIVERSITIES IN HANOI Thuộc lĩnh vực: khoa học công nghệ Hà Nội, 04/2021 TALBE OF CONTENT LIST OF ABBREVIATIONS .5 LIST OF TABLES .6 LIST OF FIGURES .7 INTRODUCTION .1 CHAPTER I: LITERATURE REVIEW 1.1 Literature review of international studies .7 1.2 Literature review of Vietnamese studies .8 1.3 Research gap 13 CHAPTER II: THEORETICAL FRAMEWORK 14 2.1 Quality in higher education 14 2.1.1 Definition of quality 14 2.1.2 Definition of quality in education .15 2.2 Factors affecting the quality of teaching English 17 2.2.1 Teaching methods .19 2.2.2 Lecturers' skills & qualifications 22 2.2.3 Teaching materials 25 2.2.4 Assessment .25 2.2.5 Facilities 27 2.2.6 Students’ learning attitudes 29 2.3 Research hypothesis .30 2.4 Proposed research framework 30 CHAPTER III RESEARCH METHODOLOGY 32 3.1 Research process 32 3.2 Qualitative analysis 33 3.2.1 Discussion method 33 3.2.2 In-depth Interview method .34 3.2.3 Expert-opinion method .34 3.3 Quantitative methods .34 3.3.1 Data collection 34 3.3.2 Questionnaire development 35 3.4 Data analysis 38 3.4.1 Evaluating of scale reliability by Cronbach’s Alpha 39 3.4.2 Exploratory factor analysis .39 3.4.3 Regression analysis 39 CHAPTER IV: FINDINGS AND DISCUSSION 40 4.1 Sample characteristics 40 4.2 Quantitative research results 42 4.2.1 Evaluating of scale reliability by Cronbach’s Alpha 42 4.2.1.1 Evaluating the scale of English teaching methods 42 4.2.1.2 Evaluating the scale of assessment lecturers’ skills and qualifications 43 4.2.1.3 Evaluating the scale of English teaching materials 43 4.2.1.4 Evaluating the scale of facilities .44 4.2.1.5 Evaluating the scale of assessment 45 4.2.1.6 Evaluating the scale of student’s English learning attitude 45 4.2.2 Analysis of the scale validity 52 4.2.2.1 Exploratory factor analysis with observed variables of the scales of factors affecting the quality of teaching English 53 4.2.2.2 Exploratory factor analysis with observed variables of the scales of overall quality of teaching English 56 4.2.3 Assessment of quality of teaching English in economics universities in Hanoi and factors affecting the quality of teaching English in economics universities in Hanoi 58 4.2.3.1 Students’ assessment about factors affecting the quality of teaching English 58 4.2.3.2 Students’ assessment about the overall quality of teaching English 61 4.2.4 Analyzing the impact of factors on the quality of teaching English in economics universities in Hanoi 61 CHAPTER V: RECOMMENDATIONS & CONCLUSIONS 64 5.1 Recommendations 64 5.1.1 English teaching methods 64 5.1.2 Lecturers’ skills and qualifications 66 5.1.3 English teaching materials 67 5.1.4 Facilities 69 5.1.5 Assessment .70 5.1.6 Students’ learning attitude 73 5.2 Conclusion .75 5.2.1 Summary 75 5.2.2 Limitations 75 5.2.3 Suggestions for further studies 76 REFERENCES 77 APPENDIX 85 LIST OF TABLES Table 2.1 Summary of recent studies on the factors affecting the quality of teaching English as the second language for non-major English in Vietnam and in the world Table 3.1 The number of questions 35 Table 3.2 Observed variables of the scale of factors affecting the quality of teaching English 36 Table 3.3 Observed variables of the scale of the quality of teaching English 38 Table 4.1:Sample structure by universities 40 Table 4.2 Sample structure by school-year 41 Table 4.3 The results of reliability analysis of the English teaching methods scale 42 Table 4.4 The results of reliability analysis of the lecturers’ skills and qualifications scale .43 Table 4.5 The results of reliability analysis of the English teaching materials scale .44 Table 4.6 The results of reliability analysis of the facilities scale 44 Table 4.7 The results of reliability analysis of the assessment scale 45 Table 4.8 Reliability analysis results for the scale of student’s English learning attitude 46 Table 4.9 Summary of the results of the scale reliability analysis .47 Table 4.10 Total variance explained 53 Table 4.11 Rotated component matrix .55 Table 4.12 KMO and Bartlett’s test 56 Table 4.13 Total Variance Explained 57 Table 4.14 Component matrix 57 Table 4.15. Student assessment about aspects of higher education service quality of programs in English at economics universities 58 Table 4.16 Students’ overall assessment about the quality of teaching English 61 Table 4.17 Summary of model indicators 62 Table 4.18 Analysis of Variance (ANOVA) 62 Table 4.19 Results of estimate 62 Table 4.20 Summarize the conclusions about the main hypotheses 63 LIST OF FIGURES Figure 2.1 Proposed research framework 31 Figure 3.1 Research process .33 Figure 5.1 Sample structure by gender .41 LIST OF ABBREVIATIONS Abbreviation Meanings AFL Assessment for learning AS Assessment ASQ American Society for Quality BA Bank Academy CELTA Certificate in teaching English to speakers of other languages CFA Common Formative Assessment ETM English teaching methods EFA Exploratory Factor Analysis EFL English as a foreign language ELT English language teaching F Facilities FTU Foreign Trade University H Hypothesis HUTECH Ho Chi Minh University of Technology IELTS The International English language testing system KMO Kaiser-Meyer-Olkin LA Students’ learning attitude LSQ Lecturers’ skill and qualification NEU National Economics University PLATE Project in Language Assessment for Teaching in English QTE Quality of teaching English SPAQ Scottish physical activity questionaire SPSS Statistical Package for the Social Sciences TM Teaching materials TOEIC The test of English for International communication TOEFL Test of English as a foreign language UCLES University of Cambridge local examinations syndicate UNESCO United Nations Educational, Scientific and Cultural Organization UNICEF United Nations International Children’s Emergency Fund INTRODUCTION 1.Rationale of the Research English is an international language which plays an ever more important role as globalization for better and worse (Farrell & Jacobs, 2010) In both domestic and multinational cooperation in Vietnam, English language proficiency has been considered one of the most important factors that directly impact staff recruitments Obviously, using the English language proficiently results in employment opportunities, especially in the condition of globalization recently Globalization has enabled Vietnam to develop trade and cooperation with many countries and engage with international organizations and non-governmental organizations in education Vietnam has access to funding sources from international agencies such as the World Bank, UNICEF,… as well as forms of bilateral overseas development assistance (Pham & Fry, 2004). This developing trend would become a difficult challenge for Vietnam’s education and training, and push our country to improve the higher education framework system to meet international standards, which would allow Vietnamese students to approach and compete with the professional working environment In the context of Vietnam today, students and teachers have more opportunities to approach and experience global educational discourses These global education systems have placed pressure on the national education system to enhance student’s and teachers' English proficiency and fluency It is obvious that English leads to a higher proportion of employment opportunities Low English language proficiency might be a barrier to Vietnamese student graduates and career prospects, since more and more jobs require an ability to communicate and work in English, especially in the workplaces where demanding high-quality human resources with compulsory language is English, such as private companies and foreign companies, etc This situation in the workforce challenges the education system and training to produce graduates who can meet the intense demands of proficiency in English For the urgent requests of the working environment, almost all colleges and universities in Vietnam now pay attention to developing, enhancing the quality of learning, and teaching the English language in the framework of training