An investigation into hue university non english major students perception of and preparation for the ceer b1 level as their expected learning outcomes

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES NGUYEN NU HANH HIEN AN INVESTIGATION INTO HUE UNIVERSITY NON-ENGLISH MAJOR STUDENTS’ PERCEPTION OF AND PREPARATION FOR THE CEFR-B1 LEVEL AS THEIR EXPECTED LEARNING OUTCOMES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: PHAM THI HONG NHUNG, Assoc Prof., Ph.D HUE, 2016 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ -NGUYỄN NỮ HẠNH HIÊN NGHIÊN CỨU VỀ NHẬN THỨC VÀ CHUẨN BỊ CỦA SINH VIÊN NGOẠI NGỮ KHÔNG CHUYÊN ĐẠI HỌC HUẾ ĐỐI VỚI YÊU CẦU ĐẦU RA TIẾNG ANH BẬC 3/6 LUẬN VĂN THẠC SỸ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS TS PHẠM THỊ HỒNG NHUNG HUẾ, 2016 ii STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Nguyen Nu Hanh Hien Date: 19 December, 2016 iii ABSTRACT This study examined Hue University students’ perception of the CEFR B1 as their language outcomes It also investigated into their preparation to achieve the CEFR B1 level as well as their suggestions for better English teaching and learning The study collected related data from 303 second-year students from Hue University of Medicine and Pharmacy by means of questionnaire and interview, using a combination of open-ended questions and close-ended questions The data from questionnaires were processed and presented in tables and information from the interviews were analysed to serve the research purposes The findings of the research show that the language outcomes were not properly communicated to the students, therefore most of them not have accurate and sufficient perceptions to build an accordingly suitable learning strategy The language outcomes as described in the syllabus for each level were not sufficient enough and the outcomes set by the main course-book could not faithfully serve the overall outcomes set by the General English course As a result, students could not adequate preparation to achieve the best results In response to most students’ suggestion, an online site was initiated by the researcher with the hope of providing non-English major students with essential information about their General English course including the language outcomes iv Acknowledgement I wish to express my deep gratitude to Dr Pham Thi Hong Nhung of Hue University of Foreign Languages, my supervisor, for her constant help, precious advice, and enlightening guidance and especially for her valuable corrections during the reading of this work in manuscript I am grateful to all my teachers at Hue University of Foreign Languages for their useful lectures and instructions, which lay the foundation for this study My sincere thanks are due to the teachers from ESP Department of HUFL who offered me great help and precious advice without which I could not have finished the paper Finally, I owe the completion of this study to my family for their words of encouragement throughout the time I worked on this study Hue, Autumn of 2016 Nguyen Nu Hanh Hien v TABLE OF CONTENTS Contents Pages SUB COVER PAGE………………………………………………… i SUB COVER PAGE (in Vietnamese) ………………………………… ii STATEMENT OF AUTHORSHIP…………………………………… iii ABSTRACT………………………………………………… iv ACKNOWLEDGEMENT…………………………………………… v TABLE OF CONTENTS……………………………………………… vi LIST OF ABBREVIATIONS………………………………………… x CONTENTS OF THESIS…………………………………………… CHAPTER I: INTRODUCTION 1.1 Background of the study………………………………………… 1.2 Rationale for the study…………………………………………… 1.3 The aims and research questions………………………………… 1.4 Research Methodology…………………………………………… 1.5 Scope of the study………………………………………………… 1.6 Structure of the thesis…………………………………………… CHAPTER II: LITERATURE REVIEW……………………………… 2.1 Defining key terms……………………………………………… 2.1.1 Learning outcomes……………………………………………… vi 2.1.2 Standard-based learning outcomes……………………………… 2.1.3 Perceptions……………………………………………………… 2.2 Standard-based learning outcomes……………………………… 2.2.1 Standard-based learning outcomes in education……………… 2.2.2 Standard-based learning outcomes in language education……… 2.2.3 The significance of learners’ perceptions of learning outcomes 12 2.3 The CEFR and language education……………………………… 12 2.3.1 What is the CEFR? 12 2.3.2 The use of the CEFR in language teaching…………………… 16 2.3.3 The application of the CEFR in Vietnam: The 2020 Project and standard-based learning outcomes for non-English major students…… 17 2.4 The current state of English education for non-English major 19 students at Hue University…………………………………………… 2.4.1 Who are the students? 19 2.4.2 The English teaching objectives………………………………… 20 2.4.3 Procedure of setting and stating standard-based learning outcomes……………………………………………………………… 20 2.4.4 The choice of teaching materials……………………………… 21 2.4.5 The curriculum and teaching plan……………………………… 21 2.4.6 Current teaching and learning facilities………………………… 25 2.4.7 Assessment for non-English major students…………………… 25 vii 2.4.7.1 Ongoing assessment………………………………………… 25 2.4.7.2 End-of-semester assessment………………………………… 26 2.4.7.3 Proficiency test (B1)………………………………………… 26 2.4.8 Support/Services available for students………………………… 28 2.5 Review of relevant research on perceptions of learning outcomes and learners’ preparation……………………………………………… 28 2.6 Chapter summary………………………………………………… 31 CHAPTER III: METHODOLOGY…………………………………… 33 3.1 Research questions……………………………………………… 33 3.2 Research design…………………………………………………… 33 3.2.1 Qualitative research approach…………………………………… 33 3.2.2 Quantitative approach…………………………………………… 34 3.3 Participants……………………………………………………… 35 3.4 Data collection methods/instruments……………………………… 36 3.4 Questionnaire as data collecting tool…………………………… 36 3.4 In-depth interview as data collecting tool……………………… 37 3.5 Data collection procedure………………………………………… 38 3.6 Data analysis methods…………………………………………… 39 3.7 Chapter summary………………………………………………… 39 CHAPTER IV: FINDINGS AND DISCUSSIONS…………………… 40 4.1 The participants’ perception of the CEFR-B1 learning outcomes 40 viii 4.2 The participants’ preparation for the CEFR-B1 learning outcomes 47 4.3 The participants’ comments and suggestions related to the CEFRB1 learning outcome………………………………………………… 53 4.4 Chapter summary………………………………………………… 60 CHAPTER V: CONCLUSION AND SUGGESTIONS……………… 61 5.1 Summary of the findings………………………………………… 61 5.2 Suggestions……………………………………………………… 62 5.3 The site designed by the author’s in response to students’ suggestion…………………………………………………………… 62 5.4 Proposal for further research…………………………………… 64 REFERENCES………………………………………………………… 65 APPENDICES……………………………………………………… 69 Appendix The level skill descriptors and self- assessment descriptors for CEFR- A1…………………………………………… 69 Appendix The level skill descriptors and self- assessment 72 descriptors for CEFR- A1…………………………………………… Appendix The level skill descriptors and self- assessment 78 descriptors for CEFR- B1……………………………………………… Appendix 4: Questionnaire…………………………………………… 85 Appendix 4b: Questionnaire (in Vietnamese)………………………… 89 Appendix 5: Interview Questions……………………………………… 93 Appendix 5b: Interview Questions (in Vietnamese) ………………… 94 ix LIST OF ABBREVIATIONS CEFR Common European Framework of Reference for Languages ESP English for Specific Purposes HUFL Hue University of Foreign Languages IELTS International English Language Testing System MOET Vietnam’s Ministry of Education and Training TOEFL Test of English as a Foreign Language TOEIC Test of English for International Communication x - Can describe dreams, hopes and ambitions, events, real or imagined - Can narrate a story 2.3 Monologue: Putting a case (e.g in a debate) - Can develop an argument well enough to be followed without difficulty most of the time - Can briefly give reasons and explanations for opinions, plans and actions 2.4 Addressing audiences - Can give a prepared straightforward presentation on a familiar topic within his/her field which is clear enough to be followed without difficulty most of the time, and in which the main points are explained with reasonable precision - Can take follow up questions, but may have to ask for repetition if the speech was rapid 2.5 Overall spoken interaction - Can exploit a wide range of simple language to deal with most situations likely to arise whilst travelling - Can enter unprepared into conversation of familiar topics, express personal opinions and exchange information on topics that are familiar, of personal interest or pertinent to everyday life (e.g family, hobbies, work, travel and current events) - Can communicate with some confidence on familiar routine and non- routine matters related to his/her interests and professional field Can exchange, check and confirm information, deal with less routine situations and explain why something is a problem Can express thoughts on more abstract, cultural topics such as films, books, music etc 2.6 Can enter unprepared into conversations on familiar topics - Can follow clearly articulated speech directed at him/her in everyday conversation, though will sometimes have to ask for repetition of particular 80 words and phrases - Can maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what he/she would like to - Can express and respond to feelings such as surprise, happiness, sadness, interest and indifference 2.7 Transactions to obtain goods and services - Can deal with most transactions likely to arise whilst travelling, arranging travel or accommodation, or dealing with authorities during a foreign visit - Can cope with less routine situations in shops, post offices, banks, e.g returning an unsatisfactory purchase Can make a complaint - Can deal with most situations likely to arise when making travel arrangements through an agent or when actually travelling, e.g asking passenger where to get off for an unfamiliar destination 2.8 Interviewing and being interviewed - Can provide concrete information required in an interview/consultation (e.g describe symptoms to a doctor) but does so with limited precision - Can carry out a prepared interview, checking and confirming information, though he/she may occasionally have to ask for repetition if the other person‟s response is rapid or extended - Can take some initiatives in an interview/consultation (e.g to bring up a new subject) but is very dependent on interviewer in the interaction - Can use a prepared questionnaire to carry out a structured interview, with some spontaneous follow up questions Reading skill descriptors 3.1 Overall reading comprehension - Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension 81 3.2 Reading for information & argument - Can identify the main conclusions in clearly signalled argumentative texts - Can recognise the line of argument in the treatment of the issue presented, though not necessarily in detail - Can recognise significant points in straightforward newspaper articles on familiar subjects 3.3 Reading for orientation - Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task - Can find and understand relevant information in everyday material, such as letters, brochures and short official documents 3.4 Reading correspondence - Can understand the description of events, feelings and wishes in personal letters well enough to correspond regularly with a pen friend 3.5 Processing text - Can collate short pieces of information from several sources and summarise them for somebody else - Can paraphrase short written passages in a simple fashion, using the original text wording and ordering 3.6 Reading instructions - Can understand clearly written, straightforward instructions for a piece of equipment Writing skill descriptors 4.1 Overall written production - Can write straightforward connected texts on a range of familiar subjects within his field of interest, by linking a series of shorter discrete elements into 82 a linear sequence 4.2 Creative writing - Can write straightforward, detailed descriptions on a range of familiar subjects within his field of interest - Can write accounts of experiences, describing feelings and reactions in simple connected text - Can write a description of an event, a recent trip - real or imagined - Can narrate a story 4.3 Reports and essays - Can write short, simple essays on topics of interest - Can summarise, report and give his/her opinion about accumulated factual information on familiar routine and non- routine matters within his/her field with some confidence - Can write very brief reports to a standard conventionalised format, which pass on routine factual information and state reasons for actions 4.4 Overall written interaction - Can convey information and ideas on abstract as well as concrete topics, check information and ask about or explain problems with reasonable precision - Can write personal letters and notes asking for or conveying simple information of immediate relevance, getting across the point he/she feels to be important 4.5 Correspondence - Can write personal letters giving news and expressing thoughts about abstract or cultural topics such as music, films - Can write personal letters describing experiences, feelings and events in some detail 83 4.6 Notes, messages & forms - Can take messages communicating enquiries, explaining problems - Can write notes conveying simple information of immediate relevance to friends, service people, teachers and others who feature in his/her everyday life, getting across comprehensibly the points he/she feels are important - Can take a short, simple message provided he/she can ask for repetition and reformulation 4.7 Processing text - Can paraphrase short written passages in a simple fashion, using the original text wording and ordering 3.2.The self-assessment descriptors for CEFR- B1 (Council of Europe, 2016, pp 26-27) Reception Listening Interaction Reading Production Spoken Written Spoken Written Interaction Interaction Production Production I can understand I can I can deal with I can write I can connect I can write the main points of understand most situations personal phrases in a straightfor clear standard texts that likely to arise letters simple way in ward speech on familiarconsist whilst travelling describing order to connected matters regularly mainly of in an area where experience describe text on encountered in high the language is s and experiences andtopics, work, school, frequency spoken I can impression events, my which are leisure, etc I can everyday or enter unprepareds dreams, hopes familiar, understand the job- related into & ambitions I or of main point of language I conversation on can briefly givepersonal many radio or TV can topics that are reasons and interest programmes on understand familiar, of explanations current affairs or the personal interest for opinions topics of personal description ofor pertinent to and plans I can or professional events, everyday life narrate a story interest when the feelings and (e.g family, or relate the delivery is wishes in hobbies, work, plot of a book relatively slow andpersonal travel and or film and clear letters current events) describe my reactions 84 Appendix 4: Questionnaire QUESTIONNAIRE We are conducting research on the non- major English students’ perception of their B1 English language outcomes We would like to hear from you about your own perception, preparation, and comments concerning this topic Your information will be useful in improving the present situation of language learning and teaching for non-English major students All personal information you provide will be kept confidential and used only for the purpose of this research The survey should take not more than 20 minutes We really appreciate your cooperation PART 1: PERSONAL INFORMATION 1.Your name: 2.Gender: Male Female 3.Class: 4.College: 6.Major subject: 7.English Starting level: A1 A2 B1 8.B1 test:  passed  taken but not passed 5.e-mail/phone:………… not yet taken PART 2: PERCEPTIONS OF THE CEFR- B1 LEARNING OUTCOMES Since when have you known about CEFR- B1 learning outcomes?  When you started your first semester at university  Sometimes during the second semester of your university programme  In your third semester (1st semester of the 2nd year)  Right after you finished all English courses (A1, A2 and B1)  Others (please specify):……………………………………………………… From where did you get information about CEFR- B1 learning outcomes? Teacher Friend Internet English course syllabus Others (Please specify) 85 What is the CEFR- B1?  It’s an English proficiency test  It’s a level of proficiency with language skills  It’s a level of the Common European Framework for References of language  It’s an English teaching curriculum  Others (please specify): In your understanding, what does it mean when the CEFR- B1 level is set as your learning outcomes? Does CEFR- B1 as the required learning outcomes play any part in your learning English? Yes No - If yes, why is it necessary to your English learning? - If no, then explain why not? In your opinion, what can people at the CEFR- B1 level use English for? (for example, for work, for daily communication, for doing research in their field…) In order for a Vietnamese person to obtain the CEFR- B1 level in English, how many learning hours should s/he spend learning it?  less than 100 hours  from 100- 300 hours  from 300 – 400 hours  I don’t know  Others (please specify):……………………………………………………… In general, which of the followings best describe your case?  I am confident that I understand well the learning outcomes expected of me at the end of general English courses  I am not so sure about the learning outcomes expected of me at the end of general English courses  I really don’t think much about the learning outcomes expected of me  All I want is to pass the B1 test 86  Others (Please specify) PART 3: PREPARATION FOR THE CEFR- B1 LEARNING OUTCOMES Do you know that for ONE class-hour of learning with your teacher you should spend THREE HOURS at home on your self- study? Yes 10 Do you spent time learning English on a regular basis? Daily 11 No Weekly Monthly Irregularly  How many hours per week you spend on homework and self- study? 0 hour 1- hours 3- hours 5- hours 7- hours  > hours 12 What you think about your ability of language self- study? High 13 Never Always Sometimes How often did you refer to the learning outcomes when selecting tasks to practise? 15 Low How often did you refer to the learning outcomes when choosing learning material? 14 Average Never Always Sometimes From what resources did you have access to for your English self-study? (Choose all options applicable) Teacher Friend Library Internet Others (Please specify) 16 Do you have a list of B1 English vocabulary? Yes No If yes, where did you get that list? Teacher Friend Library Internet Others (Please specify) 17 Do you have a list of B1 English writing topics? Yes No If yes, where did you get that list? Teacher Friend Library Internet Others (Please specify) 18 Do you have a list of B1 English reading topics? Yes No If yes, where did you get that list? Teacher Friend Library Internet Others (Please specify) 19 Do you have a list of B1 English listening topics? Yes No If yes, where did you get that list? Teacher Friend Library Internet Others (Please specify) 20 Do you have a list of B1 English speaking topics? Yes No If yes, where did you get that list? Teacher Friend Library Internet Others (Please specify) 87 21 How many B1 English sample tests have you done? Where did these sample tests come from? 22 Which of the followings best describes your case? (Choose all options applicable)  I know where and whom to go to when preparing for the required learning outcomes  I have all the support I need to prepare for the required learning outcomes  I am not so sure what I should to meet the required learning outcomes  I have problems finding the support (for example, materials and learning advice) I need for the required learning outcomes  There are supports available but I don’t need them  Others (please specify): …………………………………………………… PART 4: COMMENTS AND SUGGESTIONS 23 In your opinion, the way the required learning outcomes is communicated to you/students is…  Very clear  Clear  not so clear  It was not at all communicated 24 In your opinion, what is the best way to have the learning outcomes communicated to students? 25 In your opinion, the set learning outcomes (the CEFR- B1 level) is…  too high  too low or  just right no opinion 26 Do you think the time allotted to classroom learning (30 hours for A1, A2; 45 hours for B1) is enough? Yes No If not, what is your suggestion? 27 Do you think the English Elements series is good enough for you to achieve the learning outcomes? Yes No 28 What are you expecting from the English teacher(s) to help you achieve the required learning outcomes? 29 What kind of service would you like HUFL to provide to support non-English major students in preparation for achieving the learning outcomes? (for example, on-line exercises, on-line test…) 30 What are your suggestions towards to Hue University of Foreign Languages to help you learn English better? 88 Phụ lục 4b: Bảng câu hỏi BẢNG CÂU HỎI Chúng tiến hành nghiên cứu nhận thức sinh viên học tiếng Anh không chuyên ngữ yêu cầu đầu tiếng Anh B1 Chúng muốn biết nhận thức riêng bạn, việc bạn chuẩn bị cho nó, ý kiến liên quan đến chủ đề Thông tin bạn hữu ích việc cải thiện tình hình học tập và giảng dạy ngoại ngữ cho sinh viên học tiếng Anh không chuyên ngữ Tất thông tin cá nhân mà bạn cung cấp giữ bí mật sử dụng cho mục đích nghiên cứu mà thơi Chúng mong muốn bạn dành khoảng 20 phút cho khảo sát Chúng thực đánh giá cao hợp tác bạn PHẦN 1: THÔNG TIN CÁ NHÂN 1.Họ tên ………………………… 2.Giới tính: Nam Nữ 3.Lớp:…………… 4.Trường:……………… 5.E-mail / điện thoại: 6.Ngành học:……………………… 7.Tiếng Anh đầu vào A1 A2 B1 8.Thi đầu B1: thi đạt thi không đạt chưa thi PHẦN 2: NHẬN THỨC VỀ ĐẦU RA B1 HAY BẬC 3/6 KNLNN Bạn biết yêu cầu đầu B1 nào? Khi bạn bắt đầu học kỳ trường đại học Trong học kỳ thứ hai chương trình đại học bạn Trong học kỳ thứ ba (học kỳ năm thứ 2) Sau bạn hồn thành tất khóa học tiếng Anh (A1, A2 B1) Khác (xin ghi rõ): Bạn nhận thông tin đầu B1 từ đâu? Chương trình Tiếng Anh Giáo viên Bạn bè Internet Khác (xin ghi rõ) Đầu ngoại ngữ B1 gì? Đó kiểm tra trình độ tiếng Anh Đó mức độ thành thạo kỹ ngơn ngữ Đó mức khung tham chiếu ngoại ngữ châu Âu Đó chương trình giảng dạy tiếng Anh 89 Khác (xin ghi rõ):……………………………………………………………… Theo bạn hiểu, việc quy định đầu ngoại ngữ B1 có ý nghĩa gì? Quy định đầu ngoại ngữ B1 có đóng vai trị việc học tiếng Anh bạn? Có Khơng - Nếu có, cần thiết việc học tiếng Anh bạn? - Nếu khơng, xin giải thích khơng? Theo ý kiến bạn, người có tiếng Anh cấp độ B1 sử dụng tiếng để làm gì? (Ví dụ, cho cơng việc, giao tiếp hàng ngày, phục vụ cho lĩnh vực nghiên cứu ) Để người Việt đạt tiếng Anh cấp độ B1, họ cần học? Ít 100 Từ 100 đến 300 300-400 Tôi Khác (xin ghi rõ): Nói chung, mơ tả sau với trường hợp bạn? Tôi tự tin hiểu rõ đầu dự kiến cuối khóa học tiếng Anh Tôi không chắn đầu dự kiến cuối cuối khóa học tiếng Anh Tôi thực không nghĩ nhiều đầu dự kiến cuối khóa Tơi muốn qua kỳ thi B1 mà Khác (xin nêu rõ) PHẦN 3: CHUẨN BỊ CHO YÊU CẦU ĐẦU RA TIẾNG ANH B1 Bạn có biết với MỘT học lớp với giáo viên, bạn phải dành BA nhà để tự học khơng? Có Khơng 10 Bạn có dành nhiều thời gian học tiếng Anh cách đặn không? Hàng ngày Hàng tuần Hàng tháng Bất thường 11 Mỗi tuần bạn dành làm tập nhà tự học? 0 1-2 3-4 5-6 7-8 > 12 Bạn nghĩ khả tự học ngoại ngữ mình? Tốt Trung bình Kém 90 13 Bạn thường xuyên tham khảo yêu cầu đầu lựa chọn tài liệu học tập? Không Luôn Đôi 14 Bạn thường xuyên tham khảo yêu cầu đầu lựa chọn tập để thực hành? Không Ln ln Đơi 15 Bạn có tài liệu tự học tiếng Anh từ nguồn nào? (Có thể chọn nhiều tùy chọn đây) Giáo viên Bạn bè Thư viện Internet Khác (xin ghi rõ) 16 Bạn có danh mục từ vựng tiếng Anh B1 khơng? Có Khơng Nếu có, bạn có danh mục từ đâu? Giáo viên Bạn bè Thư viện Internet Khác (xin ghi rõ) 17 Bạn có danh mục chủ đề viết tiếng Anh B1 khơng? Có Khơng Nếu có, bạn có danh mục từ đâu? Giáo viên Bạn bè Thư viện Internet Khác (xin ghi rõ) 18 Bạn có danh mục chủ đề đọc hiểu tiếng Anh B1 khơng? Có khơng Nếu có, bạn có danh mục từ đâu? Giáo viên Bạn bè Thư viện Internet Khác (xin ghi rõ) 19 Bạn có danh mục chủ đề nghe hiểu tiếng Anh B1 khơng? Có Khơng Nếu có, bạn có danh mục từ đâu? Giáo viên Bạn bè Thư viện Internet Khác (xin ghi rõ) 20 Bạn có danh mục chủ đề nói tiếng Anh B1 khơng? Có Khơng Nếu có, bạn có danh mục từ đâu? Giáo viên Bạn bè Thư viện Internet Khác (xin ghi rõ) 21 Bạn làm thi mẫu tiếng Anh B1? Những thi mẫu đến lấy từ đâu? 22 Phát biểu sau mô tả tốt trường hợp bạn? (Bạn chọn tùy chọn) 91 Tơi biết đâu tìm tới chuẩn bị cho u cầu đầu tiếng Anh B1 Tơi có tất hỗ trợ cần để chuẩn bị cho yêu cầu đầu tiếng Anh B1 Tôi phải làm để đáp ứng yêu cầu đầu tiếng Anh B1 Tôi gặp vấn đề tìm kiếm hỗ trợ (ví dụ, tài liệu tư vấn) mà cần để đáp ứng yêu cầu đầu tiếng Anh B1 Hỗ trợ có sẵn, không cần Khác (xin ghi rõ): PHẦN 4: GÓP Ý VÀ ĐỀ XUẤT 23 Theo bạn, cách thức yêu cầu đầu thông báo cho bạn Rất rõ ràng Khá rõ ràng Không rõ ràng Tôi không thông báo 24 Theo bạn, cách tốt để truyền đạt yêu cầu đầu cho sinh viên gì? 25 Theo ý bạn, yêu cầu đầu B1 Quá cao Quá thấp Vừa phải Không có ý kiến 26 Bạn có nghĩ số học lớp (30 cho A1, A2, 45 cho B1) đủ khơng? Có Khơng Nếu khơng, đề nghị bạn nào? 27 Bạn có nghĩ sách English Elements đủ tốt để bạn đạt đầu B1? Có Khơng 28 Bạn mong giáo viên tiếng Anh làm để giúp bạn đạt đầu B1? 29 Bạn mong muốn trường Đại học Ngoại ngữ Huế cung cấp hỗ trợ để sinh viên khơng chun ngữ chuẩn bị cho đầu B1? (Ví dụ, tập on-line, kiểm tra on-line ) 30 Bạn có đề xuất với trường Đại học Ngoại ngữ Huế để bạn học tiếng Anh tốt hơn? 92 Appendix 5: Interview questions What are the suggestions that you would like to make in order to improve the current situation of non-English major students‟ English learning to achieve the B1 learning outcomes? a) in terms of the textbook b) in terms of the duration of the course c) in terms of schedule, class size d) in terms of how to realize the so-called self-study e) in terms of the classroom teaching/learning activities f) in terms of resources that student can access g) in terms of learning motivation h) in terms of having access to information about English learning out comes Questions to clarify information obtained from the questionnaire - Why you think CEFR-B1 is a kind of proficiency test? - Do you still remember the learning outcomes communicated to you when you started the General English course? - Where did you get information about the number of learning hours you should spend to reach each CEFR level? - Why don‟t you pay any intention to general English? - What you think about the role of self-study in your General English course? - Any difficulties with your self-study? - Are you sure the material you have from the internet is relevant to your preparation for achieving B1 English level? 93 Phụ lục 5b: Các câu hỏi vấn Những đề nghị mà bạn muốn thực nhằm cải thiện tình hình học tập tiếng Anh sinh viên không chuyên ngữ để đạt yêu cầu đầu B1 gì? a) sách giáo khoa b) thời gian khóa học c) tiến độ, quy mô lớp học d) cách thực tự học e) hoạt động giảng dạy/học tập lớp học f) nguồn tài liệu mà sinh viên truy cập g) động lực học tập h) việc tiếp cận với thông tin đầu tiếng Anh B1 Các câu hỏi để làm rõ thông tin thu từ bảng câu hỏi - Tại bạn nghĩ CEFR-B1 loại test lực ngơn ngữ? - Bạn cịn nhớ yêu cầu đầu thông báo cho bạn bạn bắt đầu khóa học tiếng Anh khơng? - Bạn có thơng tin số học lớp phải có để đạt cấp độ ngoại ngữ từ đâu? - Tại bạn không ý đến tiếng Anh bản? - Bạn nghĩ vai trị tự học khóa học tiếng Anh bạn? - Bạn có khó khăn với việc tự học bạn hay khơng? - Bạn có chắn tài liệu bạn có từ internet thích hợp cho việc chuẩn bị bạn để đạt cấp độ B1 tiếng Anh không? 94