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VIETNAM MINISTRY OF EDUCATION AND TRAINING VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES NGUYEN THI HANH MANAGEMENT OF ENGLISH TEACHING FOR NONLINGUISTIC MAJOR STUDENTS AT VIETNAMESE UNIVERSITIES ACCORDING TO THE COMPETENCY-BASED APPROACH SUMMARY OF DOCTORAL THESIS OF SCIENTIFIC EDUCATION HANOI - 2022 The doctoral thesis was completed at: Vietnam Institute of Educational Sciences Instructors: Prof Dr Do Thi Bich Loan Dr Le Dong Phuong Review 1: Review 2: The thesis will be defended in front of the Department-level Thesis Judging Committee at the Vietnam Institute of Educational Sciences, 101 Tran Hung Dao, Hanoi At on , 2022 INTRODUCTION Reason for writing The world is witnessing tremendous changes in the economy, society, science and technology The industrial revolution 4.0 with technological breakthroughs in the fields of artificial intelligence, robotics, and connected things is fundamentally changing the way people live, work and connect with each other; this requires each individual to communicate, and reach far beyond national borders to look for opportunities It is foreign languages that help to develop and promote the industrial revolution 4.0 as well as to connect people around the globe, English is a prime example To join with the trends around the world, Vietnam is participating in extensive international integration in fields such as economy, tourism, technology, especially high technology This integration process requires a foreign language Recognizing the importance of foreign languages, especially English, on September 30, 2008, the Prime Minister of Vietnam issued Decision 144/QD-TTg approving the Scheme on teaching and learning foreign languages in the national system in the period 2008-2020, and on December 22, 2017, the Prime Minister issued Decision 2080/QD-TTg approving the adjustment and supplementation of the Scheme on teaching and learning foreign languages in the national system for the period 2017-2025 Therefore, training to form and develop the ability to use foreign languages in general and English in particular for non-linguistics major students at universities is one of the significant tasks Over the years, Vietnam has paid great attention to improving the quality of teaching in general and the quality of teaching English for students and non-linguistics major students in particular However, the reality shows that the activities of teaching and learning English, as well as the management of teaching and learning English for non-linguistics major students at universities, are still limited The actual result is that graduates' ability to practice English is still weak and not appreciated by society and employers It can be seen that the reason is partly that the management and organization of teaching English to non-linguistics major students at some universities have not been entirely effective; the content of the training program of the whole course is still heavy on theoretical knowledge; managing the teaching process, checking and assessing students’ learning outcomes is not really based on the differentiation of students’ abilities Resolution 29-NQ/TW dated November 4, 2013 of the 8th Conference of the Central Executive Committee of the 11th term “On fundamental and comprehensive renovation of education and training, meeting the requirements of industrialization and modernity in the context of a socialist-oriented market economy and international integration” has identified the goal of educational innovation, one of the highlighted objectives is: “Strongly transform the educational process from equipping knowledge to comprehensively develop learners’ abilities and qualities Learning with practice; theory with practice” From that goal, one of the solutions to innovate education and training is: “Continue to strongly and synchronously renew the basic elements of education and training in the direction of appreciating the development of the qualities and abilities of learners” In fact, teaching management at universities needs to promote the positivity, initiative and creativity of students, in accordance with the content of each subject, the characteristics of the students and the training methods created by the school Therefore, good management of teaching activities in educational institutions, including management of teaching English to non-linguistics major students, an important stage of the training process, will contribute to improving the quality of training created by the school Stemming from the above issues of theoretical and practical significance, the research topic of the thesis was selected as: “Management of English teaching for non-linguistics major students at Vietnamese universities according to the competency-based approach”, contributing to improving the quality of English teaching for non-linguistics major students at universities Aims of the thesis Researching the theory and situation of English teaching management for nonlinguistics major students at universities according to the competency-based approach, from which, the thesis proposes measures to manage English teaching for non-linguistics major students at universities according to the competency-based approach, contributing to improving the quality of foreign language teaching and improving the training quality of universities in the context of fundamental and comprehensive reform of higher education and international integration Object and subject of the thesis 3.1 Object of the thesis The process of teaching English for non-linguistics major students at universities according to the competency-based approach is the object of the study 3.2 Subject of the thesis Managing English teaching activities for non-linguistics major students at universities according to the competency-based approach is the subject of the study Literature review Activities of teaching English to non-linguistics major students at universities have achieved certain results, contributing to improving the quality of human resources in the workforce However, the management of English teaching activities for non-linguistics major students at universities is still inadequate due to various reasons, leading to limitations in the management of English teaching activities for non-linguistics major students at universities according to the competency-based approach Therefore, it is necessary to study measures to improve the quality of English teaching for non-linguistics major students at universities If management measures for teaching English to non-linguistics major students at universities according to the competency-based approach are built on the basis of educational management science and solve practical problems, it will improve the quality of teaching English for non-linguistics major students at universities, contributing to improving the quality of the school's training and the quality of human resources in the current context Mission and scope of the thesis 5.1 Mission of the thesis 5.1.1 Building a theoretical basis for English teaching management for non-linguistics major students at universities according to the competency-based approach 5.1.2 Evaluating the current situation of teaching and managing English teaching for non-linguistics major students at universities according to the competency-based approach 5.1.3 Proposing measures to manage English teaching for non-linguistics major students at universities according to the competency-based approach 5.1.4 Testing the proposed measures of English teaching management for nonlinguistics major students at universities according to the competency-based approach 5.2 Scope of the study 5.2.1 Content - The thesis focuses on researching measures on management of teaching English for non-linguistics major students of management subjects in universities according to the competency-based approach - The fields of training non-linguistics majors in the university are very diverse, the thesis focuses on the field of economics, which is one of the majors with a large number of nonlinguistics major students 5.2.2 Area and time of the survey 5.2.2.1 Area of the survey Survey of Economics (formal training) at universities in Hanoi that teach English programs according to the general program of the Ministry of Education and Training (Education and Training), including 02 public universities and public universities 02 nonpublic universities, namely: Hanoi University of Industry, National Economics University, Thanh Do University, Hoa Binh University 5.2.2.2 Time of the survey The survey was carried out from March 2019 to June 2019, processing survey data from July 2019 to December 2019, and experimenting with measures from December 2019 to December/ 2020 5.2.3 Object of the survey - Group 1: Administrators at the university, faculty, and professional groups of universities - Group 2: Lecturers in Foreign Language Departments of universities - Group 3: Non-English major students majoring in Economics of universities - Experimenting with some measures for lecturers and non-linguistics major students at Hoa Binh University Methodology and reasearch methods 6.1 Methodology The thesis uses research approaches: systematic approach, participatory approach, active approach, capacity development approach, CIPO model approach, and ‘autonomy’ approach and social responsibility' in higher education In the thesis, the PhD student applies a combination of approaches in which the two main approaches are the competency-based approach and the CIPO model to determine the theoretical framework and propose measures to manage English teaching for non-linguistics major students at universities according to the competency-based approach 6.2 Reasearch methods The thesis uses groups of research methods: (1) group of theoretical research methods: retrospective, analysis, comparison, contrast, synthesis and generalization; (2) group of practical research methods through survey, interview, experiment; and (3) group of complementary methods: testing and statistics Arguments that need to be defended 7.1 Management of English teaching according to the competency-based approach is one of the core factors to improve the quality of English teaching according to the output standards for non-linguistics major students at universities to meet the current requirements of higher education reform 7.2 Management of teaching English for non-linguistics majors at universities according to the competency-based approach needs to have a synchronous impact on teaching management factors: input management; process element management; output factor management; manage the contextual factors affecting the English teaching process 7.3 The quality of teaching English for non-linguistics major students at universities according to the current competency-based approach is still inadequate and limited Therefore, properly assessing the current situation of teaching activities, managing English teaching activities according to the competency-based approach for non-linguistics major students will be the basis for building measures to manage English teaching activities for non-linguistics major students at universities according to the competency-based approach 7.4 Managing English teaching for non-linguistics major students at universities according to the competency-based approach is to improve the quality of English teaching, contributing to improving the school's training quality, as well as the quality of human resources in the future workforce Thesis contribution 8.1 Theoretical contribution The thesis has systematized research documents on the management of English teaching activities for non-linguistics major students at universities according to the competency-based approach; Present and analyze the instrumental concepts of the topic: Teaching, teaching English, competency, teaching according to the competency-based approach, teaching management according to the competency-based approach, teaching English according to the competency-based approach for non-linguistics major students and English teaching management according to the competency-based approach for nonlinguistics major students 8.2 Practical contributions The research results can be applied and implemented in the management of teaching English for non-linguistics major students at universities according to the competencybased approach The research results of the thesis are also a reference for universities to manage English teaching activities for non-major students in accordance with the actual conditions of the schools and meet the development requirements development in the context of fundamental and comprehensive reform of education Thesis content In addition to the Introduction, Conclusion and Recommendations, References and Appendix, the thesis consists of chapters: Chapter Theoretical basis of English teaching management for non-linguistics major students at universities according to the competency-based approach Chapter The current situation of managing English teaching for non-linguistics major students at universities according to the competency-based approach Chapter Measures to manage English teaching activities for non-linguistics major students at universities according to the competency-based approach CHAPTER THEORICAL BASIS OF ENGLISH TEACHING MANAGEMENT FOR NONLINGUISTIC MAJOR STUDENTS AT UNIVERISTIES ACCORDING TO THE COMPETENCY-BASED APPROACH 1.1 Overview of the topic 1.1.1 Studies on teaching English at university level There are many research works in the world on teaching English and teaching according to the competency-based approach in the training process at university level Vietnamese educational scientists pointed out that: Teaching according to the teaching method shows the point of view of student-centered teaching instead of the traditional teachercentered teaching In particular, blended learning is the choice of many language classes Online learning or blended learning has been officially applied in universities in Vietnam, although it was not popular before the pandemic period or the implementation was not effective One of the prominent blended learning models is the flipped classroom: Students will spend time at home learning the content and doing the exercises provided, and class time is prioritized for discussions and projects In addition, the new educational approach requires that the teacher is not a transmitter but a sharer and supporter of learners Today, with the high division in production labor, the development of the global economy, with the student-centered teaching perspective, modern teaching theory according to the competency-based approach is oriented towards capacity development for learners or output-oriented according to employment standards Research works have studied the teaching process, the role of the learner, the role of the teacher and the changes and interactions in the teaching process The works have emphasized the role of the teacher in the teaching process and the effect of teaching according to the teaching method of each specific learning object 1.1.2 Studies on English teaching management at university level Domestic and foreign researchers point out the factors that need to be considered in the process of English teaching management such as the starting point of teaching, the total duration of the program, the syllabus, the use of computers in teaching, the organization university entrance exam, programs, teaching methods and perceptions and perspectives of subjects involved in the teaching process Research on English teaching management for university students in Vietnam according to the competency-based approach is limited and not systematic 1.1.3 Research gaps in English teaching management for non-linguistics major students in universities according to the competency-based approach - The works have not clarified the theoretical basis for the actual situation of teaching and managing English teaching for non-linguistics major students at Vietnamese universities - The studies approaching foreign language or English teaching activities in different aspects (teaching each skill, application of information technology, testing and evaluation ) have not yet ensured the overall nature of the study English teaching activities and not yet ensure systematic management of English teaching activities In particular, there is no doctoral thesis on English teaching management for non-linguistics major students in universities according to the competency-based approach With the gap in the research and from the urgency of the above problem, the thesis identifies the topic that needs to be researched as “Management of English teaching for nonlinguistics major students at Vietnamese universities according to the competency-based approach” to answer the research question of how to improve the effectiveness of English teaching management for non-linguistics major students in the context of Vietnam's current international integration 1.2 Definitions 1.2.1 The process of teaching English 1.2.1.1 Teaching and elements of the English teaching process The university teaching process includes the following elements: teaching purposes, teaching content, teaching methods, teaching activities of lecturers, learning activities of learners, assessment of teaching results ; in which there are two basic factors: the teacher and the learner 1.2.1.2 English teaching English teaching is covered by the definitions of approach, method and technique English teaching in universities has two types of subjects: specialized and nonlinguistic major languages 1.2.2 Competency and “competency-based” 1.2.2.1 Comnpetency a Definition of competency Competency used in the thesis is understood as performance competence, which is the possession of knowledge, skills, attitudes and personality traits that a person needs to meet the requirements of a task Specifically; in other words, know-how, not just know-what b Factors of competency Competency is composed of factors: knowledge, skills and psychological conditions for the performance of individual's activities, in which, skill is considered as the core element of competence c Classification of competency Currently, the way to classify Classification of competency is being commonly used in educational science (educational science), which is to classify competency into two main categories: general competence and subject specific competence d Foreign language competency In teaching foreign languages, learners’ foreign language competence is expressed through four basic skills/skills: Listening, Speaking, Reading, and Writing 1.2.2.2 “Competency-based” Within the scope of this topic, the phrase “competency-based” is understood as the study and application of a number of theories on competency-based teaching such as philosophy, principles and some relevant content in teaching English At universities in general, to help students step by step achieve the output standards, acquire the English language skills of employees in future professional situations 1.2.2.3 Competency-based teaching a Characteristics of competency-based teaching Teaching according to the competency-based approach is a teaching method based mainly on competency standards prescribed for a profession and teaching according to those standards b Differences between traditional teaching and competency-based teaching c Basic principles of competency-based teaching Principle 1: Competencies to be acquired must be carefully identified, validated and made publicly available in advance Principle 2: Existing results (input) of students must be acknowledged Principle 3: The criteria and conditions used to evaluate learning outcomes must be presented and publicly disclosed in advance (Johnstone & Soares) [91] Principle 4: Learners participate in the self-assessment process Principle 5: The curriculum facilitates learning at each individual’s own pace and each specific competency is assessed individually Principle 6: The assessment of competence requires to be carried out immediately and includes assessment of learners’ knowledge, performance and attitudes d Assessment of learning outcomes according to the competency-based approach 1.2.3 Management of teaching according to the competency-based approach 1.2.3.1 Definition of management In general, it can be understood: Management is a oriented, organized, planned and systematic process of influencing the managed object on the managed object based on information about the status of the object Form an environment that effectively promotes the potential and opportunities of individuals and organizations to achieve the set goals 1.2.3.2 Management of teaching according to the competency-based approach applying the CIPO model UNESCO’s CIPO model (2000) is a model applied in teaching management Context Figure Applying the CIPO process to teaching management The CIPO Input model has the nature of Process controlling the teaching process under the influence Output / Outcome of all contextual factors (Context), including: Input factors; Process elements (Process); Output element (Output/Outcom) Therefore, the management of teaching activities according to CIPO is management in the direction of meeting social needs 1.3 Theories on teaching English to non-linguistic major students at universities according to the competency-based approach 1.3.1 Non-English major students Non-linguistic students are a group of students in non-linguistic major (foreign language) faculties/universities such as in different disciplines/disciplines such as Economics and Commerce; Culture and arts; Technology; Pedagogy; Agro-Forestry Courses/subjects on foreign languages are only a part of the training program of professional-professional branches/specialties 1.3.2 Outcome standards (English competency framework) of non-linguistics major students 1.3.2.1 Definition of outcome standards The English outcome standards for non-linguistics major students is prescribed in Circular No 12/2017/TT-BGDĐT, Ministry of Education and Training is level 1.3.2.2 English competency framework of non-linguistics major students at universities The framework of foreign language ability (including English) of non-linguistics major students at universities is divided into levels Accordingly, the graduation requirement in English for non-linguistics major students at universities is level The framework of foreign language competence consists of components: knowledge, skills and attitudes 1.3.3 Teaching English according to the competency-based approach for non-linguistics major students 1.3.2.1 Definition of teaching English for non-linguistics major students at universities according to the competency-based approach Competency-based language teaching requires that language be connected to a social context rather than taught in isolation Competency-based language teaching requires learners to demonstrate that they can use language to communicate effectively (Richards & Rodger [72]); (Grognet & Crandall [56]) (Widdowson [70]) 1.3.2.2 Features of teaching English for non-linguistics major students at universities according to a competency-based approach One of the main features of the thesis in the research: Individualized, learner-centered instruction: In terms of content, level and pace, goals are determined according to individual needs; Prior learning and achievement are taken into account when developing the curriculum Instructions are not based on time; Students progress at their own pace and focus only on areas where their competence is not reached 1.3.3.3 Objectives of teaching English to non-linguistics major students according to competency-based approach (output standard orientation) In summary, the goal of teaching English according to the competency-based approach should pay attention to the degree of: (1) matching the university level of English as prescribed by the Ministry of Education and Training, (2) matching the training requirements for students of majors, (3) suitable for students to meet the output and teaching standards, and (4) designed in sync with the teaching method 18 managers a Current situation of organizing the training of managers of English teaching activities for nonlinguistics students according to access to capacity Regarding the training of managers, Table 2.16 shows different levels of assessment with different criteria, however, it is generally assessed at a decent level, some criteria are at a poor level Hanoi University of Industry and National University of Economics said that staff of professional groups and faculties of Foreign Languages also attend refresher courses like teachers, there are no separate training courses for administrators Therefore, schools rated quite well for this criterion Hoa Binh University and Thanh Do University have hardly focused on teacher training b Current situation of organizing professional training for English teaching staff for non-linguistic major students according to access to capacity Additional survey results show that teachers are aware of methods to improve professional skills such as: Exchange, professional activities with colleagues in the team, selfmonitoring, learning experiences through teaching, attending colleagues, doing research, participating in seminars, join a teacher refresher class, join an online community of teachers Sending teachers to refresher school is not the first choice of schools due to the problem of training funding and limited quantity Schools are leaning towards implementing internal training 2.5.2.4 Student Management a Input assessment organization All schools conduct entrance tests for students Hanoi University of Industry and National University of Economics reflect good performance However, with Hoa Binh University and Thanh Do University, this is done at a decent level b Organize reinforcement classes The results of the survey of teachers and students are quite uniform, showing that Hanoi University of Industry and National University of Economics organize good entrance assessment for students before starting the study program The school also organizes reinforcement studies for students who fail before starting to study English under the program However, the survey results only provide module exemptions for students, not class assignments All schools assign foreign language classes according to the registration of students c Early-course needs analysis However, surveys (such as Figure 2.12) show that schools have not been well evaluated in terms of subject needs analysis Schools are less likely to test students’ level before starting coursework; or to learn about students' learning styles and interests Further research shows that first-year students are given an entrance test, before entering the school Subsequent semesters not have this test 2.5.2.5 Current situation of service facilities and teaching equipment a Current situation of library management for English teaching according to capacity approach 19 Table 2.20 shows that students are quite satisfied with the provision of library learning materials Hanoi University of Industry students rate the provision of materials well, because in addition to classroom materials, students also have many supplementary materials and online materials In addition, teachers also introduced some other learning resources and applications the remaining schools are at a lower level b Current situation of managing classrooms and English teaching equipment according to the competency-based approach Summarizing the student survey opinions as Table 2.22 shows, in general, students rated Cstudents well for teaching foreign languages 2.5.3 Current situation of management of process elements 2.5.3.1 Current situation of management of lecturers’ English teaching activities according to the competency-based approach The effectiveness of teaching activity management is rated at the overall average Particularly, Hanoi University of Industry evaluates the level of this management activity In particular, they have implemented the necessary innovations and professional activities for english teaching projects according to specialties at the school b Current situation of management of the application of information technology in English teaching for non-linguistics students according to the competency-based approach Applying information technology to support the English teaching process and promises good teaching efficiency However, the results of the survey of factors surrounding information technology application in English teaching according to the competency-based approach at universities are not really good (see Table 2.24) 2.5.3.2 Current situation of managing student activities a Current situation of learning activities management Overall, students’ learning and academic support are average (between 2.61 – 2.98) Hanoi University of Industry is rated ahead of the other schools in terms of changing the form and method of learning English b Current situation of self-study capacity of students at schools within the scope of study Self-study is an important factor that motivates students to follow the competency-based approach However, the survey showed that the results were not as high as expected 2.5.3.3 Current situation of management of English language performance assessment for nonlinguistics students according to the competency-based approach In general, this aspect shows that the management has not met the expected efficiency and has not been evaluated well according to many criteria 2.5.4 Current situation of managing output factors Looking at the survey numbers, the results of students and teachers seems to be contradicting, especially with the data of Hanoi University of Industry and National University of Economics The fact is that schools conduct updates on employment status However, statistics on the ability to use English for work have not been surveyed annually by the aforementioned schools 2.5.5 Current situation of management of impact context factors 2.5.5.1 Current situation on management of English teaching mechanisms and policies for 20 non-linguistics students at universities according to the competency-based approach Through this survey and management activity, PhD students obtained the results as shown in Table 2.33 2.5.5.2 Current situation of managing out-of-school context factors affecting English language teaching for non-linguistics students according to the competency-based approach The survey results in Table 2.34 show that teachers and university administrators give average ratings for managing the impact factors of globalization and international integration, the impact of science and technology development and industrial revolution 4.0, the impact of internal policies in schools, fundamental and comprehensive renovation of Vietnamese higher education (TB score in the range of 2.84-2.92) 2.5.6 General evaluation on the current situation of management of English teaching for non-linguistic major students at universities according to the competency-based approach within the scope of the survey Among the subjects managing the entire English teaching program according to the competency-based approach, the deans, heads of department and teachers rated the high level of participation in the management process As for teaching goal management, there is an over-disparity in defining teaching goals between schools, but it is the targeting as well as the publicity of where each subject is highly valued by students For teaching content management, schools receive average and weak ratings For training managers for English teaching programs alone, according to the competency-based approach survey, schools are also rated only average or poor for training managers in terms of reviewing and developing training plans, organize training or create conditions for managers to foster for this particular activity For student management activities, there are also different levels of assessment, however, National University of Economics and Hanoi University of Industry are still better evaluated in terms of the organization of entrance examination as well as the organization of supplementary classes for students This activity was conducted unfavorably at Hoa Binh University and Thanh Do University because the number of students was not large enough to be able to open classes as students requested Student libraries serving basic English learning are rated well, that is, at the 2nd level of satisfaction Management of English teaching activities at schools also has a difference because the results of the survey assess that schools also have an average of teaching management 2.6 General assessment of the situation 2.6.1 Regarding the strengths Firstly, the objectives of foreign language programs have been developed according to output standards, specifically in accordance with the regulations of the Ministry of Education and Training non-linguistics students are required to achieve a level foreign language proficiency in the 6-level Foreign Language Framework Secondly, in addition to the required competency framework, schools choose their own English curriculum and content, including basic English and specialized English modules As 21 such, schools are aware that students need more languages to work in environments related to their professions Thirdly, there has been communication about information technology and the application of information technology in teaching, specifically in building an LMS learning management system, enhancing interaction outside the classroom Fourth, some training programs for teachers in foreign language programs, improving the effectiveness of the competency-based approach in teaching Fifth, the school maintains and supports English clubs for students There are a number of factors that set the stage for the aforementioned strengths such as: - Objective reasons Firstly, education and training are having a fundamental and comprehensive innovation from the point of view, guiding thought to content goals, methods, mechanisms, policies and conditions to ensure implementation Secondly, science and technology in general and information technology have developed, creating conditions for many applications for the teaching process in general and foreign language teaching in particular Thirdly, party committees, authorities, social organizations and people are interested in the cause of building and developing education and training - Subjective reasons Firstly, the number of teachers who are qualified above the training standards is increasing; sensitive and quickly adapting to the innovation of education in the context of integration Secondly, the administrators team strictly follow the Circulars guiding the Ministry of Education and Training on improving English proficiency for students Third, universities are proactive in building appropriate mechanisms and policies to develop schools Fourth, schools have invested resources in people and students, encouraging the implementation of scientific research and application in teaching, thereby, being able to innovate in the way of teaching according to modern educational approaches, suitable for students in each major 2.6.2 Regarding the weaknesses Firstly, the output standards of many schools are not complete according to the competency-based approach, not set out the goals of knowledge, skills and attitudes towards students in different majors Therefore, it is difficult for students to apply English in a working environment in their own specialty Secondly, the effectiveness of managing English teaching according to the competencybased approach is not high, especially organizing teachers to innovate teaching forms and methods; organizing innovation of students' methods and forms of learning , especially the form of learning outside the classroom has not been paid attention to and implemented according to the competency-based approach Thirdly, the examination and evaluation of the implementation of English teaching according to the competency-based approach for students has not been synchronously 22 implemented from planning to the stage of testing and evaluation, there is no set of criteria for assessment, some skills have not been evaluated uniformly throughout the English program such as speaking skills in specialized English industry Fourth, on the management of inputs and outputs: there has been no survey on the application of foreign languages in the working environment; the English entrance survey allows for exemptions from modules that have not yet been divided A semester of specialized English does not give studentsthe confidence to work in their professional environment Fifth, on the management of process elements: there are no incentive policies as well as no criteria and procedures for evaluating the effectiveness of teaching activities in general and teaching English in particular Sixth, about facilities: not completely satisfied due to small classrooms not ventilated or wasted classrooms, projector systems, radio speakers sometimes have not been repaired in time Some reasons: - Objective reasons Firstly, the Ministry of Education and Training has no plans to implement teacher and administrators training programs for the renewal of the competency-based teaching program Foreign language standards of the Ministry of Education and Training also not show clear requirements for professions Secondly, the data and conditions to ensure the organization of English teachingand teaching management according to the competency-based approach of schools are not synchronous Third, there is a lack of linkages and development cooperation between universities in the same field - Subjective reasons Mot is, teaching and managing English teaching according to the competency-based approach is a relatively new issue for many teachers and administrators at universities Second, schools have not reviewed the processes of managing a lot of content according to the CIPO approach Third, the administrators have a low awareness of teaching management in general and teaching English according to the competency-based approach in particular Fourth, the knowledge and skills of most university teachers are limited Fifth, teaching and managing English teaching according to the competency-based approach in schools has not been motivated, by appropriate policies and environments, policies to encourage teaching have not been issued CONCLUSION OF CHAPTER Chapter reflected the survey results on the current situation of teaching and managing English teaching activities for non-linguistics students according to the competency-based approach at a number of multidisciplinary universities, focusing on students in economics and commerce 23 The results show that, from awareness to the implementation process, managing all inputs and outputs for the program, process elements are oriented towards the competencybased approach but have not been appreciated Regarding the situation of teaching according to the competency-based approach, there is a difference in assessment between schools, in which, Hanoi University of Industry is more appreciated and has also gained many achievements in managing English teaching for nonlinguistic major students according to the competency-based approach In particular, as for the teaching situation, the other three schools (National University of Economics, Hoa Binh University, Thanh Do University) have not been evaluated quite in relation to the innovation of learning forms for students The current situation survey pointed out weaknesses in teaching and managing English teaching for non-linguistics students according to the competency-based approach at the surveyed universities The survey data collected and analyzed form the basis for management measures in Chapter CHAPTER MEASURES TO MANAGE ENGLISH TEACHING FOR NON-LANGUAGE STUDENTS AT UNIVERSITIES ACCORDING TO COMPETENCY APPROACH 3.1 Principles of proposing measures 3.1.1 Principles of systematicity 3.1.2 Principles of ensuring successionand development 3.1.3 Principles of ensuring feasibility 3.1.4 Principles of practicality 3.2 Measures to manage English language teaching for non-linguistics students at universities according to capacity approach 3.2.1 Instructing the completion of the output standards of English modules for nonlinguistic major students according to the competency approach based on the competency framework suitable to the characteristics of each discipline 3.2.1.1 Purposes and meaning of the measure Firstly, the orientation for the selection of appropriate methods and forms of assessment testing Secondly, the orientation for the selection of teaching content to implement the methods of assessment tests Third, the direction for the choice of teaching methods and forms 3.2.1.2 Content of the measure Step 1: Review the program Step 2: Analyze the needs of related subjects to determine / adjust the output standards of foreign language programs Step 3: Set the output standards of the program and the output standards of the modules/subjects 24 Step 4: After having subject output standards, determine assessment methods and teaching activities 3.2.1.3 How to implement the measure The School Board and the Principal shall direct the specialized units to coordinate the implementation of: - The Training Department shall make a general plan to develop a program with specialized output-oriented standards; including a roadmap for each specific major; it is not necessary to carry out mass construction simultaneously - Faculty/Department of Foreign Languages implements a specific plan - Establishment of program appraisal councils at all levels - Submit to the competent authority for approval - The basis for approval of the output standard, based on the Bloom scale 3.2.2 Organizing training to improve the capacity of managers to teach English according to the competency-based approach for managers 3.2.2.1 Purpose and meaning of the measure First: Help school administrators objectively evaluate (evaluate) the quality of teaching activities according to the competency-based approach Second: Create motivation for innovation and improve the quality of teaching activities Third: Overcoming limitations and shortcomings affecting the quality of teaching activities according to the competency-based approach 3.2.2.2 Content of the measure a) Develop a set of criteria for evaluating the quality of teaching activities b) Develop a set of criteria for evaluating the quality of teaching activities at universities according to the competency-based approach c) Use a set of criteria for evaluating the quality of teaching activities according to the competency-based approach d) Clearly define the objectives of fostering and improving the capacity of management of teaching activities according to the competency-based approach for administrators e) Organize the development of a training program to improve the capacity to manage teaching activities according to the competency-based approach for f) Organize training to improve the capacity to manage teaching activities according to the competency-based approach for administrators 3.2.3 Instructing the development of an English teaching environment according to capacity approach 3.2.3.1 Purposes and meaning of the measure According to Moreno (2006), the application of information and communication technology has good impacts on student learning as follows: - Students absorb more effectively from text and visual effects than from text alone - Students learn more effectively when the content of the lecture is designed appropriately - Students learn more effectively when guided and explained from basic laws rather than just applying laws 25 - Students learn more effectively when they are able to their own research and apply data rather than just observing the teacher applying - Students study more effectively when they have conditions to review during the lecture 3.2.3.2 Contents of the measure a) Direct the development of Cstudentsof the school in a synchronous and modern direction b) Direct the work of ensuring teaching equipment c) Direct the application of information technology in teaching d) Direct the development of reward and motivation mechanisms for teachers and students 3.2.3.3 How to implement the measure The school needs to have an investment plan for Cstudentsbased on the proposals of the units, especially should be equipped with specific classrooms for foreign language training such as small but still airy classrooms It is necessary to develop a management process for exploiting information technology devices and applications in teaching and scientific research for teachers participating in the competency-based approach 3.2.4 Organizing training to improve English teaching capacity according to the competency-based approach for teachers 3.2.4.1 Purposes and meaning of the measure First: Help teachers master the nature of the competency-based approach Second: Help teachers organize teaching activities in a proactive, flexible and creative way Third: Develop in teachers the skills to organize teaching activities according to the competency-based approach 3.2.4.2 Content of the measure a Determine the content of training activities b How to it Foreign language departments organize the exchange of experiences, professional activities and scientific research in the faculty: - Conduct professional meeting, especially in-depth expertise according to Module/Skill - Conduct studies, research on the application of teaching methods, combining traditional methods and modern methods, suitable to real conditions at the facility - Organize assessment tests for the preparation of teaching plans, implementation of classroom teaching, summary assessment for each class by semester - Join and build a community of English teachers - Organize teacher training courses, especially internal training activities, guided by qualified and experienced teachers for young and inexperienced teachers - Organize orientation for research or application of research at the faculty according to topics (by profession, by skill, or by knowledge block ) - Create funds for professional activities - Work with specialized faculties to better understand specialized knowledge 3.2.4.3 How to implement the measure School-based training organizations Refresher content: 26 - Ability to develop plans for teaching subjects and teaching materials to meet the requirements of the foreign language program - Ability to determine subject goals: Determine subject goals in accordance with student quality standards and competencies - Ability to determine the structure and content of the subject: The content and structure of the subject are suitable to the characteristics of the teaching object to meet the output standards - Ability to develop detailed subject outlines: Develop detailed subject outlines suitable to the program, student characteristics, characteristics of the subject, such as CDIO outline - Ability to build references and guidance materials for self-study Fostering through cooperation and linkage with schools, especially schools with the same training professions in resource exploitation 3.2.5 Instructing the renewal of learning forms and improving self-study capacity for students 3.2.5.1 Learning innovation a Purpose and meaning of the measure Promoting autonomy in the learning process of students, enabling students to self-study at their own personal progress and enhancing interaction between students-teachers and students, it is necessary to create a diverse learning environment and innovate the form of learning for students b Contents First of all, the classification of entry levels for students is essential Building a learning environment for students so that studentscan study anytime, anywhere is also a viable solution In fact, the model of distance learning and blended learning is not new At the same time, this learning model also shows quite a lot of advantages over the traditional classroom Such a curriculum can be personalized according to the active class hours of students c How to implement the measure The Faculty of Foreign Languages and related subjects should propose, plan and resolve to implement the process of diversifying the learning environment for studentsthrough: - Develop programs and blended learning materials - Build a language learning community through language clubs, specifically prioritizing English clubs Suggestions for developing communication skills through the use of English as an interactive tool: Chat Rooms Interviews Language Villages 3.2.5.2 Improve self-study in English a Purposes and meaning of measures to enhance autonomy The first solution must come from each student himself, they must be self-aware of the importance of foreign languages, consciously improve their own abilities, thereby, building 27 appropriate motivations and learning methods to improve their level b Content of the measure - Organizing soft skills training courses for students - Host talks from employers about the skills required - Organizing after-school learning communities c How to implement the measure Principals of schools make decisions about the implementation of measures The faculty is in charge of expertise, coordinating with student support units such as the Youth Union, the Center for Business Cooperation to plan the organization of skills courses, orientation courses and learning communities outside of school hours teachers grasp the exchange of content about learning methods and motivate students Provide guidance and ensure that students understand what learning activities to outside of school hours, especially those that require teamwork In particular, communication about requirements for foreign languages and career opportunities in the context of integration 3.2.6 Instructing the completion of the learning performance assessment according to the competency-based approach and information feedback 3.2.6.1 Purpose and meaning of the measure Test methods should ensure that capacity assessment has been identified as the output standard The process should be implemented uniformly to ensure fairness between the different disciplines in a school 3.2.6.2 Contents of measures Enhanced management of input/output information It is necessary to ensure a survey of the ability to use English in the working environment from employers and alumni to evaluate the effectiveness of the English teaching program according to the competency-based approach 3.2.2.3 How to implement the measure Develop an assessment process including steps to design exams, administer exams, mark exams, and evaluate test results Implement the process at many levels: schools, faculties, departments and teachers Below, the PhD student proposed the evaluation process as Figure 3.1 based on the research of Nguyen Thi Hanh and the authors [19]: 28 Identify assessment targets, analyze the learning targets Create an assessment plan Choose assessment methods and design the assessment ASSESSMENT PROCESS Conduct the assessment Analyze and process the assessment results Give feedback and respond to the assessment results Use the assessment results in improving student’s competency 3.4 Testing management measures for English teaching according to competency approach at universities 3.4.1 Testing purposes The testing aim to ensure that measures get the expected results, without causing too much disruption to the management and training process At the same time, it is possible to learn from experience on the most reasonable way of doing things under specific conditions 3.4.2 Content and method of testing Examination of the necessity and feasibility of the six measures proposed in section 3.3 3.4.3 Testing subjects Test measures of managing English language teaching for non-linguistic major students according to the competency-based approach Participating in the survey are administrators and teachers (not part-time managers) 3.4.4 Testing process - Develop a survey form (Appendix 8) Surveys in levels - Get feedback on the feasibility and necessity of measures 3.4.5 Testing results Based on the significance of the levels, the PhD student concluded that the measures were assessed as necessary and feasible Most notably, assessments of necessity and feasibility focused heavily on the main actors of teaching activities, teachers and students Measures on capacity building for administrators have not been given the highest rating As a result, further testing activities will focus on activities for teachers and students 3.5 Testing some of the proposed management measures 3.5.1 Purpose of testing The trial was conducted with the aim of evaluating the feasibility and effectiveness of measures to link schools in fostering the capacity of English teachers 3.5.2 Test content 3.5.2.1 Organizing the training of English language teachers for non-linguistic major students according to the competency-based approach through cooperation between schools 29 Thanh Do University and Hoa Binh University jointly organize professional training, thematic activities to invite experienced and professional teachers of Hanoi University of Industry and Thanh Do University to participate in instructing and conducting training sessions for teachers The content of the sesstions includes: - Current teaching trends: competency-based teaching, self-directed learning, blended learning - Combined learning: develop programs, materials, teaching methods - Application of information technology and the internet in teaching and assessment - Assessment: processes, tools and results management 3.5.2.2 Organizing the completion of the assessment and evaluation process Improve the knowledge of assessment’s theories Develop a technical description of the midterm and final exams for Business English Prepare speaking and reading test papers according to the technical description 3.5.2.3 Building a new form of learning Build learning projects for students of different majors Conduct research to improve the application of the learning project with one or two English classes for non-linguistics major students 3.5.3 Testing organization Testing activities: Organizing teacher training, completing the assessment process, organizing new forms of learning and assessment Participants in the trial activities: 20 teachers of the Faculty of Foreign Languages Hoa Binh University and Thanh Do University Testing period: July 2019 - July 2020 Location: Faculty of Foreign Languages - University of Peace Steps: Step 1: Make a plan Step 2: PhD students compose a notice about the refresher course and receive registration for the course And make a list of refresher courses with 20 teachers from schools: Hoa Binh University (13) and Thanh Do University (7) participating in the refresher class Hanoi University of Industry sent teachers to exchange experiences on teaching activities at Hanoi University of Industry Step 3: Develop a plan to complete the assessment process and design lessons according to new teaching methods and forms Thanh Do University's group of teachers built a learning project for students in Business Administration Hoa Binh University teachers team built a learning project for finance and banking students Step 4: Develop sets of documents for the organization of assessment tests Step 5: Organize the implementation with specific teachers and students Step 6: Get feedback from teachers and students about the new teaching process Step 7: Analyze the collected data Step 8: Conclude the test results 3.5.4 Test results 30 3.5.4.1 Results of teacher training - Awareness: Before the refresher course, teachers are at a more confused level After the course, teachers became aware of the knowledge requirements of teaching according to the competency-based approach As such, the survey found that fostering has good cognitive outcomes - Regarding the technical description of the test, a group of teachers from the two schools has designed a technical description of tests including suggested contents of Hanoi University of Industry - Regarding the subject set: teachers of the two schools work independently but the set is highly consistent, achieving the contents in the technical description of the number of questions, the type of questions, the length, the topic Products included in Appendix 11, including speaking and reading topics - About teaching methods: the group of teachers has designed new teaching projects (Appendix 7) 3.5.4.2 Results of the learning project After participating in the refresher course, the group of teachers made a harvest report Accordingly, teachers write about the concept of the learning project, the characteristics and effectiveness of the learning project, the steps of designing the organization of the learning project, evaluating the results of the learning project (Appendix 7) With the results of such an analysis, it can be concluded that students believe the learning project has been organized effectively, and through participating in this assessment activity, students can use English to interact in real life, cooperate, be actively creative and trained in high-level thinking skills 3.5.4.3 The instructor prepares the test according to the technical description 20 teachers divided into groups, groups assigned to compose speeches and groups to compose readings The articles have a high degree of consistency on the topic, on the length of the lesson, on the type of question (Details of the articles in Appendix 10) 3.5.5 Analysis and discussion Testing shows that management organizational measures have the expected results The awareness of the group of teachers participating in the training has been properly oriented The result is a set of materials in the process of completing the assessment process, including technical descriptions of exam questions and some questions that can be used as samples for other modules The unified set of questions shows the reasonableness and effectiveness of the test technical description The two universities can continue to apply for other specialized modules such as information technology, accounting Learning project activities make students very excited and are a premise for the development of combined learning and subject assessment activities for different majors CONCLUSION OF CHAPTER Based on the results of research in Chapter and Chapter 2, Chapter has proposed measures to manage the competency-based English curriculum based on the principles of systematic, legacy, feasibility and practicality 31 The main measures proposed are related to directing the improvement of output standards and training programs according to the competency-based approach; organizing the training of administrators and teachers; organizing self-study capacity building for students; instructing the development of diverse learning environments, especially with blended learning and project learning activities; ensuring students’ conditions and information technology infrastructure for teaching and scientific research; instructing and conducting the assessment process The test results at Hoa Binh University, with the joint participation of Hanoi University of Industry and Thanh Do University, showed that the feasibility and effectiveness of the test measures were evaluated quite well CONCLUSIONS AND RECOMMENDATIONS Conclusions 1.1 Teaching is a basic activity in the school, based on the self-disciplined and creative activities of teachers and students 1.2 Teaching English in universities has two types of subjects: specialized and nonlinguistic major students For non-linguistics major students, English as a compulsory foreign language subject and students need to meet the standards prescribed by the Ministry of Education and Training to be considered for graduation 1.3 The development of competency-based teaching is a new trend of modern education, focusing on the capacity to act towards what learners are expected to rather than what they need to learn Therefore, the management of English teaching according to the competencybased approach at universities for non-linguistics major students requires management subjects to actively grasp the nature of competency-based teaching and how to organize teaching according to the competency-based approach, at the same time, must be carried out in accordance with its components, in order to create the overall resonance and strength of the system 1.4 In order to contribute to improving the quality of English teaching for non-linguistic major students at universities, the thesis “Management of English teaching for non-linguistics major students at Vietnamese universities according to the competency-based approach” has achieved the following main research results: In terms of theory, the thesis has contributed to supplementing and developing the theoretical basis of the problem of managing English teaching activities for non-linguistics students at universities according to the competency-based approach, presenting and analyzing the instrumental concepts of the topic, especially the concept of managing teaching activities according to the competency-based approach; at the same time, specifying the management of English teaching activities according to the competency-based approach is both an opportunity to improve the quality of teaching and a great challenge for teachers and administrators of universities According to the CIPO model, the thesis identifies the core content of English language teaching management in universities including: input management; process factor management; output management; management of contextual factors affecting the English teaching process In terms of practice, the thesis has conducted a comprehensive survey and analysis of 32 the situation of managing English teaching activities according to the competency-based approach for students of some universities with three contents: (i) The current situation of English ability of non-linguistic major students and the capacity of English teaching teachers ; (ii) The current state of English teaching according to the competency-based approach in universities; (iii) The current situation of managing English teaching for non-linguistic major students according to the competency-based approach in universities, on the basis of the survey subjects are 11 administrators (Principals, Vice Principals, Deans, Heads of Department), 93 foreign language teachers; 281 students from universities (National University of Economics, Hanoi University of Industry, Hoa Binh University and Thanh Do University) Information on the current situation of English teaching management according to the competency-based approach is mainly collected through the following ways: (1) Survey of teachers, administrators and students by questionnaire (Appendix 1,2); (2) In-depth interviews with some teachers and students (Appendix 3,4); (3) Study the set of materials in the overall curriculum and curriculum according to each subject Therefore, the thesis specifies the strengths, weaknesses and causes of strengths and weaknesses, especially related to the awareness and qualifications of teachers teaching directly in the program, as a practical basis to propose solutions to manage English teaching activities for non-linguistics students at universities According to the competency-based approach On the basis of theoretical research and survey to assess the current situation of management of English teaching activities according to the competency-based approach of universities, the thesis proposed measures for managing English teaching activities according to competency approach for non-linguistics students at universities: - Instructing the improvement of the output standards of English modules for non-linguistic major students according to the competency approach based on the competency framework suitable to the characteristics of each discipline - Organizing training to improve the capacity to manage English teaching activities according to the competency-based approach - Instructing the development of an English teaching environment according to capacity approach - Organizing training to improve the capacity of English teaching according to the capacity of the teaching staff - Instructing the renewal of learning forms and improve self-study capacity for learners - Instructing the completion of the testing process to evaluate learning outcomes in the direction of developing learners' capacity Through surveys on the level of necessity and feasibility, measures are assessed as essential and feasible This continues to be confirmed by the results of testing a number of solutions, especially in linking teacher capacity building Teachers have participated in professional exchanges, shared and jointly developed teaching materials, evaluated, and applied new methods in teaching Recommendations 2.1 For the Ministry of Education & Training 2.2 For universities with non-linguistics students 2.3 For Faculties/Centers of Foreign Languages ... prescribed by định the Ministry of Education and Training phù hợp for vớiuniversity-level trình độ tiếng Anh bậc đại học theo quy GD&ĐT All suitable training requirements for students ofngành business