An investigation into teachers’ use of the set of new english textbooks tieng anh 11 as resources for achievement tests at some upper secondary schools in quang tri province

MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY NGUYEN THI HA LINH AN INVESTIGATION INTO TEACHERS’ USE OF THE SET OF NEW ENGLISH TEXTBOOKS TIENG ANH 11 AS RESOURCES FOR ACHIEVEMENT TESTS AT SOME UPPER SECONDARY SCHOOLS IN QUANG TRI PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2020 MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY NGUYEN THI HA LINH AN INVESTIGATION INTO TEACHERS’ USE OF THE SET OF NEW ENGLISH TEXTBOOKS TIENG ANH 11 AS RESOURCES FOR ACHIEVEMENT TESTS AT SOME UPPER SECONDARY SCHOOLS IN QUANG TRI PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: TRUONG BACH LE, D.Ed HUE, 2020 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN THỊ HÀ LINH NGHIÊN CỨU GIÁO VIÊN SỬ DỤNG BỘ SÁCH GIÁO KHOA TIẾNG ANH 11 MỚI NHƯ NGUỒN TƯ LIỆU CHO KIỂM TRA ĐỊNH KỲ Ở MỘT SỐ TRƯỜNG THPT Ở TỈNH QUẢNG TRỊ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRƯƠNG BẠCH LÊ HUẾ, 2020 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, my thesis contains no materials previously published or written by another person except where due reference is made in the thesis itself Signed: Nguyễn Thị Hà Linh Date: 18/ 12/ 2020 i ABSTRACT The purposes of this study are to investigate Vietnamese upper secondary school teachers‟ use of the set of new English textbooks Tieng Anh 11 including two student‟s books Tieng Anh 11 and the accompanying components- two workbooks, two accompanying CDs, and two teacher‟s books as resources for achievement tests To carry out this research, both qualitative and quantitative approaches including questionnaire and interviews were used to collect the data from research participants at some upper secondary schools in Quang Tri Province The findings of the study showed the teachers‟ practices in using the set of new English textbooks Tieng Anh 11 for achievement tests They reported adapting the exercises and activities, following the teaching procedures, and referring to the book maps in the set of new English textbooks Tieng Anh 11 to organize revision, design one-period tests and semester exams Furthermore, using the accompanying workbooks to revise what students learned accounted for the highest rate Besides, the teachers reported the benefits of using this set of materials in different ways as resource for achievement tests, i.e., a syllabus to determine the content of the tests and to develop the matrix frame, supply of exercises in English language knowledge (grammar, vocabulary, pronunciation) and four skills to revise and design the achievement tests Some main challenges of the upper-secondary school teachers in using this set are also uncovered through the results The teachers mostly have difficulties in finding the relevant materials matching the prescribed test formats as well as the required language competence in the set of new English textbooks Tieng Anh 11, lacking the instructions in the teacher‟s books for teachers to revise and design the achievement tests From the research findings, some implications were suggested for teachers‟ flexibility in their teaching and test preparation processes, and for improving the set of new English textbooks Tieng Anh 11 ii ACKNOWLEDGEMENTS A complete study would not have been completed without assistance Therefore, I wish to express my sincere gratitude to people supporting and helping me during the research Firstly, I am deeply grateful to my supervisor – Dr Truong Bach Le for giving me valuable guidance, sincere advice, and enthusiastic support in my entire research process Without his instructions and comments, I would not have overcome difficulties to accomplish this thesis Secondly, I would like to extend my thanks to University of Foreign Languages, Hue University for facilitating for me to finish this study Lastly, I also cordially thank the teachers at the upper secondary schools in Quang Tri Province who participated in the data collection process Finally, my special thanks to my family and friends who always helped, encouraged, and motivated me to continue this research iii TABLE OF CONTENTS Statement of original authorship i Abstract ii Acknowledgements iii Table of contents iv List of tables vii List of abbreviations viii CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Rationale of the study 1.3 Research aims 1.4 Research questions 1.5 Significance of the study 1.6 Scope of the study 1.7 Structure of the study CHAPTER 2: LITERATURE REVIEW 2.1 Textbooks in language teaching and testing 2.1.1 Definition of textbooks and the set of textbooks 2.1.2 Textbooks as resources 2.1.3 The role of textbooks in teaching and testing 2.1.4 The disadvantages of using textbooks 2.1.5 An overview of the set of new English textbooks Tieng Anh 11 10 2.2 Language testing 11 2.2.1 Basic concepts of test and testing 11 2.2.2 Types of tests 12 2.2.2.1 Diagnostic tests 12 2.2.2.2 Proficiency tests 13 2.2.2.3 Placement tests 13 2.2.2.4 Achievement tests 13 a Progress achievement tests 14 b Final achievement tests 14 c The role of achievement tests 15 d An overview of achievement tests at upper-secondary schools in Vietnam 15 iv 2.3 The role of testing in teaching and learning 17 2.4 The connection between textbooks and testing 17 2.5 Previous studies 18 CHAPTER 3: METHODOLOGY 23 3.1 Research questions 23 3.2 Research approach 23 3.3 Research participants 24 3.4 Data collection instruments 25 3.4.1 Questionnaire 25 3.4.2 Interviews 27 3.5 Data collection procedure 28 3.5.1 Pilot study 28 3.5.2 Main study 28 3.6 Data analysis 28 3.7 Research validity and reliability 28 3.8 Summary 31 CHAPTER 4: FINDINGS AND DISCUSSION 32 4.1 Results of the study 32 4.1.1 How teachers use the set of new English textbooks Tieng Anh 11 as resources for achievement tests 32 4.1.1.1 Teachers‟ adopting the teaching procedure, activities in the books 33 4.1.1.3 Teachers‟ use and adaptation of exercises and activities in the set of new English textbooks Tieng Anh 11 34 4.1.1.4 Teachers‟ designing practice exercises and test items for achievement tests 36 4.1.2 The benefits teachers had in using the set of new English textbooks Tieng Anh 11 as resources for achievement tests 36 4.1.2.1 The syllabus 37 4.1.2.2 The benefits of the contents and unit sections 38 4.1.2.3 The benefits of contents provided in the components of Tieng Anh 11 39 4.1.3 The difficulties/ challenges teachers had in using the set of new English textbooks Tieng Anh 11 as resources for achievement tests 41 4.1.3.1 The content load 42 4.1.3.2 The lack of test formats and scoring criteria in the set of new English textbooks Tieng Anh 11 42 v 4.1.3.3 The difficulties in finding extra materials relevant to the set of new English textbooks Tieng Anh 11 43 4.2 Discussion 45 4.2.1 Teachers‟ use the set of new English textbooks Tieng Anh 11 for achievement tests 45 4.2.2 The benefits teachers encountered in using the set of new English textbooks Tieng Anh 11 for achievement tests 46 4.2.3 The difficulties teachers faced in using the set of new English textbooks Tieng Anh 11 for achievement tests 47 4.3 Conclusion 48 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 49 5.1 Summary of findings 49 5.1.1 Teachers‟ use the set of new English textbooks Tieng Anh 11 as resources for achievement tests 49 5.1.2 The benefits teachers have in using the set of new English textbooks Tieng Anh 11 as resources for achievement tests 49 5.1.3 The challenges teachers have in using the set of new English textbooks Tieng Anh 11 as resources for achievement tests 50 5.2 Implications 50 5.2.1 Implications for teachers 50 5.2.2 Implications for textbook writers 51 5.3 Limitations and suggestions for further studies 52 5.3.1 Limitations 52 5.3.2 Suggestions for further studies 52 REFERENCES 54 APPENDICES vi LIST OF TABLES Table 3.1 Demographic characteristics of the respondents to the questionnaire for teachers 24 Table 3.2 Themes, subthemes and items in the teachers' questionnaire25 Table 3.3 Cronbach‟s alpha coefficient of the pilot questionnaire 27 Table 3.4 The criteria to measure the reliability coefficient via Cronbach‟s alpha coefficient 29 Table 3.5 Cronbach‟s alpha coefficient of three main clusters to evaluate the reliability of questionnaire 30 Table 4.1 Teachers‟ adopting the teaching procedure, activities in the books 33 Table 4.2 Teachers‟ reference to the topics of the units to find relevant materials 33 Table 4.3 Teachers‟ use and adaptation of exercises and activities 34 Table 4.4 Teachers‟ designing practice exercises and test items for achievement tests 36 Table 4.5 The benefits of the syllabus in the set of new English textbooks Tieng Anh 11 37 Table 4.6 The benefits of contents and unit sections 38 Table 4.7 The benefits of contents provided in components of Tieng Anh 11 39 Table 4.8 The content load 42 Table 4.9 The lack of test formats and scoring criteria 42 Table 4.10 The difficulties in finding extra relevant materials 43 vii ENGLISH_PROFICIENCY_LEVEL Frequency Valid Percent Valid Percent Cumulative Percent B2 3.6 3.6 3.6 C1 54 96.4 96.4 100.0 Total 56 100.0 100.0 QUESTION_1 Frequency strongly disagree Valid Percent Valid Percent Cumulative Percent 3.6 3.6 3.6 disagree 12 21.4 21.4 25.0 Not sure 12 21.4 21.4 46.4 Agree 26 46.4 46.4 92.9 7.1 7.1 100.0 56 100.0 100.0 Strongly agree Total QUESTION_2 Frequency Valid Percent Valid Percent Cumulative Percent disagree 12 21.4 21.4 21.4 Not sure 10 17.9 17.9 39.3 Agree 33 58.9 58.9 98.2 1.8 1.8 100.0 56 100.0 100.0 Strongly agree Total QUESTION_3 Frequency Valid Percent Valid Percent Cumulative Percent strongly disagree 1.8 1.8 1.8 disagree 10.7 10.7 12.5 Not sure 16 28.6 28.6 41.1 Agree 32 57.1 57.1 98.2 1.8 1.8 100.0 56 100.0 100.0 Strongly agree Total P 13 QUESTION_4 Frequency Valid Percent Valid Percent Cumulative Percent disagree 8.9 8.9 8.9 Not sure 7.1 7.1 16.1 44 78.6 78.6 94.6 5.4 5.4 100.0 56 100.0 100.0 Agree Strongly agree Total QUESTION_5 Frequency strongly disagree Valid Percent Valid Percent Cumulative Percent 8.9 8.9 8.9 disagree 27 48.2 48.2 57.1 Not sure 15 26.8 26.8 83.9 Agree 16.1 16.1 100.0 Total 56 100.0 100.0 QUESTION_6 Frequency strongly disagree Valid Percent Valid Percent Cumulative Percent 8.9 8.9 8.9 disagree 25 44.6 44.6 53.6 Not sure 11 19.6 19.6 73.2 Agree 15 26.8 26.8 100.0 Total 56 100.0 100.0 QUESTION_7 Frequency Valid Percent Valid Percent Cumulative Percent strongly disagree 7.1 7.1 7.1 disagree 14.3 14.3 21.4 Not sure 14 25.0 25.0 46.4 Agree 29 51.8 51.8 98.2 1.8 1.8 100.0 56 100.0 100.0 Strongly agree Total P 14 QUESTION_8 Frequency strongly disagree Valid Percent Valid Percent Cumulative Percent 5.4 5.4 5.4 disagree 27 48.2 48.2 53.6 Not sure 14 25.0 25.0 78.6 Agree 12 21.4 21.4 100.0 Total 56 100.0 100.0 QUESTION_9 Frequency Valid Percent Valid Percent Cumulative Percent disagree 5.4 5.4 5.4 Not sure 1.8 1.8 7.1 Agree 42 75.0 75.0 82.1 Strongly agree 10 17.9 17.9 100.0 Total 56 100.0 100.0 QUESTION_10 Frequency Valid Percent Valid Percent Cumulative Percent disagree 10.7 10.7 10.7 Not sure 12 21.4 21.4 32.1 Agree 33 58.9 58.9 91.1 8.9 8.9 100.0 56 100.0 100.0 Strongly agree Total QUESTION_11 Frequency Valid Percent Valid Percent Cumulative Percent disagree 12.5 12.5 12.5 Not sure 8.9 8.9 21.4 37 66.1 66.1 87.5 12.5 12.5 100.0 56 100.0 100.0 Agree Strongly agree Total P 15 QUESTION_12 Frequency Percent Valid Percent Cumulative Percent Valid disagree 16.1 16.1 16.1 Not sure 16.1 16.1 32.1 34 60.7 60.7 92.9 7.1 7.1 100.0 56 100.0 100.0 Agree Strongly agree Total QUESTION_13 Frequency Percent Valid Percent Cumulative Percent Valid disagree 10.7 10.7 10.7 Not sure 16 28.6 28.6 39.3 Agree 31 55.4 55.4 94.6 5.4 5.4 100.0 56 100.0 100.0 Strongly agree Total QUESTION_14 Frequency Percent Valid Percent Cumulative Percent disagree 10.7 10.7 10.7 Not sure 12 21.4 21.4 32.1 Agree 38 67.9 67.9 100.0 Total 56 100.0 100.0 Valid QUESTION_15 Frequency Percent Valid Percent Cumulative Percent Valid disagree 12.5 12.5 12.5 Not sure 11 19.6 19.6 32.1 Agree 34 60.7 60.7 92.9 7.1 7.1 100.0 56 100.0 100.0 Strongly agree Total P 16 QUESTION_16 Frequency Valid Percent Valid Percent Cumulative Percent disagree 7.1 7.1 7.1 Not sure 11 19.6 19.6 26.8 Agree 41 73.2 73.2 100.0 Total 56 100.0 100.0 QUESTION_17 Frequency Valid Percent Valid Percent Cumulative Percent disagree 16.1 16.1 16.1 Not sure 13 23.2 23.2 39.3 Agree 34 60.7 60.7 100.0 Total 56 100.0 100.0 QUESTION_18 Frequency Valid Percent Valid Percent Cumulative Percent disagree 14.3 14.3 14.3 Not sure 14.3 14.3 28.6 39 69.6 69.6 98.2 1.8 1.8 100.0 56 100.0 100.0 Agree Strongly agree Total QUESTION_19 Frequency Percent Valid Percent Cumulative Percent disagree 1.8 1.8 1.8 Not sure 16.1 16.1 17.9 Agree 46 82.1 82.1 100.0 Total 56 100.0 100.0 Valid QUESTION_20 Frequency Percent Valid Percent Cumulative Percent disagree 5.4 5.4 5.4 Not sure 19 33.9 33.9 39.3 33 58.9 58.9 98.2 1.8 1.8 100.0 56 100.0 100.0 Valid Agree Strongly agree Total P 17 QUESTION_21 Frequency Valid Percent Valid Percent Cumulative Percent disagree 7.1 7.1 7.1 Not sure 3.6 3.6 10.7 Agree 38 67.9 67.9 78.6 Strongly agree 12 21.4 21.4 100.0 Total 56 100.0 100.0 QUESTION_22 Frequency Valid Percent Valid Percent Cumulative Percent disagree 3.6 3.6 3.6 Not sure 11 19.6 19.6 23.2 Agree 40 71.4 71.4 94.6 5.4 5.4 100.0 56 100.0 100.0 Strongly agree Total QUESTION_23 Frequency Valid Percent Valid Percent Cumulative Percent disagree 5.4 5.4 5.4 Not sure 10 17.9 17.9 23.2 Agree 40 71.4 71.4 94.6 5.4 5.4 100.0 56 100.0 100.0 Strongly agree Total QUESTION_24 Frequency Valid Percent Valid Percent Cumulative Percent disagree 7.1 7.1 7.1 Not sure 12.5 12.5 19.6 36 64.3 64.3 83.9 16.1 16.1 100.0 56 100.0 100.0 Agree Strongly agree Total QUESTION_25 Frequency Valid Percent Valid Percent Cumulative Percent disagree 3.6 3.6 3.6 Not sure 7.1 7.1 10.7 42 75.0 75.0 85.7 14.3 14.3 100.0 56 100.0 100.0 Agree Strongly agree Total P 18 QUESTION_26 Frequency Valid Percent Valid Percent Cumulative Percent disagree 3.6 3.6 3.6 Not sure 14.3 14.3 17.9 Agree 33 58.9 58.9 76.8 Strongly agree 13 23.2 23.2 100.0 Total 56 100.0 100.0 QUESTION_27 Frequency Valid Percent Valid Percent Cumulative Percent disagree 14.3 14.3 14.3 Not sure 14.3 14.3 28.6 39 69.6 69.6 98.2 1.8 1.8 100.0 56 100.0 100.0 Agree Strongly agree Total QUESTION_28 Frequency strongly disagree Valid Percent Valid Percent Cumulative Percent 3.6 3.6 3.6 disagree 15 26.8 26.8 30.4 Not sure 16.1 16.1 46.4 Agree 30 53.6 53.6 100.0 Total 56 100.0 100.0 QUESTION_29 Frequency Valid Percent Valid Percent Cumulative Percent strongly disagree 1.8 1.8 1.8 disagree 7.1 7.1 8.9 Not sure 16 28.6 28.6 37.5 Agree 35 62.5 62.5 100.0 Total 56 100.0 100.0 QUESTION_30 Frequency strongly disagree Valid disagree Percent Valid Percent Cumulative Percent 8.9 8.9 8.9 31 55.4 55.4 64.3 P 19 Not sure 17 30.4 30.4 94.6 Agree 5.4 5.4 100.0 Total 56 100.0 100.0 QUESTION_31 Frequency Percent strongly disagree Valid Valid Percent Cumulative Percent 16.1 16.1 16.1 disagree 28 50.0 50.0 66.1 Not sure 16 28.6 28.6 94.6 Agree 5.4 5.4 100.0 Total 56 100.0 100.0 QUESTION_32 Frequency Percent strongly disagree Valid Valid Percent Cumulative Percent 14.3 14.3 14.3 disagree 29 51.8 51.8 66.1 Not sure 14 25.0 25.0 91.1 Agree 8.9 8.9 100.0 Total 56 100.0 100.0 QUESTION_33 Frequency Valid Percent Valid Percent Cumulative Percent strongly disagree 1.8 1.8 1.8 disagree 8.9 8.9 10.7 Not sure 17 30.4 30.4 41.1 Agree 27 48.2 48.2 89.3 10.7 10.7 100.0 56 100.0 100.0 Strongly agree Total QUESTION_34 Frequency Valid Percent Valid Percent Cumulative Percent disagree 7.1 7.1 7.1 Not sure 13 23.2 23.2 30.4 Agree 36 64.3 64.3 94.6 5.4 5.4 100.0 56 100.0 100.0 Strongly agree Total P 20 QUESTION_35 Frequency Valid Percent Valid Percent Cumulative Percent disagree 5.4 5.4 5.4 Not sure 11 19.6 19.6 25.0 Agree 39 69.6 69.6 94.6 5.4 5.4 100.0 56 100.0 100.0 Strongly agree Total QUESTION_36 Frequency strongly disagree Valid Percent Valid Percent Cumulative Percent 1.8 1.8 1.8 disagree 10 17.9 17.9 19.6 Not sure 14.3 14.3 33.9 34 60.7 60.7 94.6 5.4 5.4 100.0 56 100.0 100.0 Agree Strongly agree Total QUESTION_37 Frequency Valid Percent Valid Percent Cumulative Percent disagree 7.1 7.1 7.1 Not sure 13 23.2 23.2 30.4 Agree 36 64.3 64.3 94.6 5.4 5.4 100.0 56 100.0 100.0 Strongly agree Total QUESTION_38 Frequency Valid Percent Valid Percent Cumulative Percent strongly disagree 1.8 1.8 1.8 disagree 14.3 14.3 16.1 Not sure 3.6 3.6 19.6 41 73.2 73.2 92.9 7.1 7.1 100.0 56 100.0 100.0 Agree Strongly agree Total QUESTION_39 Frequency Valid Percent Valid Percent Cumulative Percent disagree 8.9 8.9 8.9 Not sure 11 19.6 19.6 28.6 Agree 35 62.5 62.5 91.1 P 21 Strongly agree Total 8.9 8.9 56 100.0 100.0 100.0 QUESTION_40 Frequency Valid Percent Valid Percent Cumulative Percent disagree 12.5 12.5 12.5 Not sure 15 26.8 26.8 39.3 Agree 29 51.8 51.8 91.1 8.9 8.9 100.0 56 100.0 100.0 Strongly agree Total QUESTION_41 Frequency Valid Percent Valid Percent Cumulative Percent disagree 10 17.9 17.9 17.9 Not sure 17 30.4 30.4 48.2 Agree 27 48.2 48.2 96.4 3.6 3.6 100.0 56 100.0 100.0 Strongly agree Total QUESTION_42 Frequency Valid Percent Valid Percent Cumulative Percent disagree 16.1 16.1 16.1 Not sure 8.9 8.9 25.0 39 69.6 69.6 94.6 5.4 5.4 100.0 56 100.0 100.0 Agree Strongly agree Total QUESTION_43 Frequency Valid Percent Valid Percent Cumulative Percent disagree 12.5 12.5 12.5 Not sure 10.7 10.7 23.2 39 69.6 69.6 92.9 7.1 7.1 100.0 56 100.0 100.0 Agree Strongly agree Total P 22 QUESTION_44 Frequency Valid Percent Valid Percent Cumulative Percent disagree 16.1 16.1 16.1 Not sure 3.6 3.6 19.6 42 75.0 75.0 94.6 5.4 5.4 100.0 56 100.0 100.0 Agree Strongly agree Total QUESTION_45 Frequency Valid Percent Valid Percent Cumulative Percent disagree 16.1 16.1 16.1 Not sure 7.1 7.1 23.2 36 64.3 64.3 87.5 12.5 12.5 100.0 56 100.0 100.0 Agree Strongly agree Total P 23 Appendix F Mean and std Deviation of items Descriptive Statistics N QUESTION_1 QUESTION_2 QUESTION_3 QUESTION_4 QUESTION_5 QUESTION_6 QUESTION_7 QUESTION_8 QUESTION_9 QUESTION_10 QUESTION_11 QUESTION_12 QUESTION_13 QUESTION_14 QUESTION_15 QUESTION_16 QUESTION_17 QUESTION_18 QUESTION_19 QUESTION_20 QUESTION_21 QUESTION_22 QUESTION_23 QUESTION_24 QUESTION_25 QUESTION_26 QUESTION_27 QUESTION_28 QUESTION_29 QUESTION_30 QUESTION_31 QUESTION_32 QUESTION_33 QUESTION_34 QUESTION_35 QUESTION_36 QUESTION_37 Minimum Maximum 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 56 2 1 1 2 2 2 2 2 2 2 2 2 1 1 1 2 P 24 5 5 4 5 5 5 4 5 5 5 5 4 4 5 5 Mean 3.32 3.41 3.46 3.80 2.50 2.64 3.27 2.62 4.05 3.66 3.79 3.59 3.55 3.57 3.63 3.66 3.45 3.59 3.80 3.57 4.04 3.79 3.77 3.89 4.00 4.02 3.59 3.20 3.52 2.32 2.23 2.29 3.57 3.68 3.75 3.50 3.68 Std Deviation 1.011 848 785 672 874 980 981 885 644 793 825 848 761 684 799 611 761 757 444 628 738 594 632 755 603 726 757 961 713 716 786 825 871 690 640 915 690 QUESTION_38 QUESTION_39 QUESTION_40 QUESTION_41 QUESTION_42 QUESTION_43 QUESTION_44 QUESTION_45 56 56 56 56 56 56 56 56 Valid N (listwise) 56 2 2 2 5 5 5 5 3.70 3.71 3.57 3.41 3.64 3.71 3.70 3.73 872 756 828 848 819 780 807 884 APPENDIX G N.O IELTS 6.5 7.0 7.5 8.0-9.0 English proficiency levels TOEFL PBT TOEFL IBT 550-580 79-92 583-607 93-101 610-677 102-109 637-677 110-120 P 25 Score conversion (10) 9.25 9.50 9.75 10.00 APPENDIX H ĐỊNH HƢỚNG KỸ NĂNG VÀ NĂNG LỰC ĐẦU RA CHO KIỂM TRA, ĐÁNH GIÁ HỌC SINH TRUNG HỌC MƠN TIẾNG ANH (Kèm theo Cơng văn số 5333/BGDĐT-GDTrH ngày 29/9/2014 Bộ Giáo dục Đào tạo) CẤP TRUNG HỌC PHỔ THƠNG - CHƢƠNG TRÌNH NĂM Lớp 10 Hết lớp 10, học sinh có khả năng: Nghe · Nghe hiểu đƣợc nội dung nội dung chi tiết đoạn độc thoại/hội thoại có độ dài khoảng 120-150 từ phạm vi nội dung chủ điểm học chƣơng trình · Hiểu đƣợc văn tốc độ tƣơng đối chậm Nói · Hỏi - đáp, trình bày nội dung liên quan đến chủ điểm có chƣơng trình · Thực số chức giao tiếp bản: bày tỏ ý kiến, hỏi đƣờng, hỏi thông tin cung cấp thông tin, Đọc · Đọc hiểu đƣợc nội dung nội dung chi tiết văn với độ dài khoảng 190 - 230 từ, xoay quanh chủ điểm có chƣơng trình · Phát triển kĩ từ vựng: sử dụng từ điển, ngữ cảnh, … Viết · Viết theo mẫu/hoặc có gợi ý đoạn văn có độ dài khoảng 100-120 từ nội dung liên quan đến chủ điểm học để phục vụ nhu cầu giao tiếp cá nhân xã giao đơn giản Lớp 11 Hết lớp 11, học sinh có khả năng: Nghe · Nghe hiểu đƣợc nội dung nội dung chi tiết đoạn độc thoại/hội thoại có độ dài khoảng 150-180 từ phạm vi nội dung chủ điểm học chƣơng trình · Hiểu đƣợc văn tốc độ gần tự nhiên · Nhận biết đƣợc quan điểm thái độ ngƣời nói Nói · Hỏi - đáp, trình bày nội dung liên quan đến chủ điểm có chƣơng trình · Thực số chức giao tiếp bản: bày tỏ hài lịng khơng hài lịng, tán thành phản đối, phân biệt kiện thực tế ý kiến cá nhân, nói đáp lại lời cảm ơn theo đặc điểm văn hoá khác nhau, làm quen, so sánh, đối chiếu tƣơng phản, P 26 Đọc · Đọc hiểu đƣợc nội dung nội dung chi tiết văn với độ dài khoảng 240-270 từ, xoay quanh chủ điểm có chƣơng trình · Phát triển kĩ từ vựng: sử dụng từ điển, ngữ cảnh, từ đồng nghĩa, trái nghĩa · Nhận biết thành tố ngữ pháp, liên kết văn Viết · Viết có gợi ý (khơng theo mẫu) đoạn văn có độ dài khoảng 120-130 từ nội dung liên quan đến chủ điểm học để phục vụ nhu cầu giao tiếp cá nhân xã giao đơn giản Lớp 12 Hết lớp 12, học sinh có khả năng: Nghe · Nghe hiểu đƣợc nội dung nội dung chi tiết đoạn độc thoại/hội thoại có độ dài khoảng 180-200 từ phạm vi nội dung chủ điểm học chƣơng trình · Hiểu đƣợc văn tốc độ gần tự nhiên Nói · Hỏi - đáp, trình bày nội dung liên quan đến chủ điểm có chƣơng trình · Thực số chức giao tiếp bản: bày tỏ quan điểm cá nhân, nói nhu cầu sở thích, giải thích lí do, … Đọc · Đọc hiểu đƣợc nội dung nội dung chi tiết văn với độ dài khoảng 280-320 từ, xoay quanh chủ điểm có chƣơng trình · Phân biệt đƣợc ý ý bổ trợ · Sử dụng đƣợc ý để tóm tắt văn Viết · Viết theo mẫu và/hoặc có gợi ý đoạn văn có độ dài khoảng 130-150 từ nội dung liên quan đến chủ điểm học để phục vụ nhu cầu giao tiếp cá nhân xã giao đơn giản P 27