Students and teachers attitudes towards the international training and education centres english curriculum at ho chi minh city university of science

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY VƯƠNG PHẠM THÙY VÂN STUDENTS’ AND TEACHERS’ ATTITUDES TOWARDS THE INTERNATIONAL TRAINING AND EDUCATION CENTER’S Tai Lieu Chat Luong ENGLISH CURRICULUM AT HO CHI MINH CITY UNIVERSITY OF SCIENCE MASTER OF ARTS IN TESOL Ho Chi Minh City, 2019 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY VƯƠNG PHẠM THÙY VÂN STUDENTS’ AND TEACHERS’ ATTITUDES TOWARDS THE INTERNATIONAL TRAINING AND EDUCATION CENTER’S ENGLISH CURRICULUM AT HO CHI MINH CITY UNIVERSITY OF SCIENCE Major: Teaching English to speakers of other language Major code: 60140111 MASTER OF ARTS IN TESOL Supervisor: NGUYỄN HOÀNG TUẤN, PhD Ho Chi Minh City, 2019 i STATEMENT OF AUTHORSHIP I certify that this thesis entitled “Students‟ and Teachers‟ attitudes towards the International Tranning and Education Center‟s English Curriculum at Ho Chi Minh City University of Science” is my own work Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person‟s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, September 2019 VUONG PHAM THUY VAN, MRS ii ACKNOWLEDGEMENTS First of all, I am deeply indebted to my supervisor, Dr Nguyen Hoang Tuan, whose compassion, encouragement and guidance throughout the research have helped in the completion of this thesis I am truly appreciated his comments, enthusiasm; kindness and calm to instruct me during a long time of doing this research I am also sincerely grateful to all lecturers of the Open University in Ho Chi Minh City for providing me with invaluable sources of intellectual knowledge during my study there The knowledge and experience I have learned from here is a valuable present for me to improve my teaching career Besides, I would like to say thank you to all of the lecturers, staff, and students at the ITEC- The International Training and Education Center of the University of Science who have always supported me and help me to collect the most accurate data to complete this thesis Last but not least, I would like to express my gratefulness to family and friends who have never given up the trust in me and facilitate my research unconditionally; especially my deceased Mom who encouraged me to pursue higher education after the Bachelor‟s degree iii ABSTRACT With the holistic purpose of improving the language teaching and learning quality at the ITEC center of University of Science (Ho Chi Minh City), the study focused on the students‟ and teachers‟ attitudes towards the current ITEC English curriculum The survey study was conducted at the ITEC center of University of Science (Ho Chi Minh City) with the participation of 105 students and 15 teachers The instruments included the attitude questionnaires and the semi-structured interviews The quantitative data obtained from the questionnaires were analyzed by SPSS version 20.0, while the qualitative data obtained from the interviews were thematically analyzed The findings show that both the students and the teachers concurrently showed their positive affective, cognitive and behavioral attitudes towards the clear objectives, assessment modes, teaching materials, and extra tasks In addition, content of the ITEC English curriculum were emotionally, cognitively and behaviorally approved by both the teachers and the students; however, some students thought that the content lacked an emphasis of culture elements and updated realistic situations Furthermore, while the teachers seemed to prefer the time allotment of the courses of the curriculum, many students did not express their favor or approval Besides, a big proportion of the target students liked its teaching methods and reckoned them as encouragement of their attendance and participation of the given courses; by reason, they believed in the usefulness of the teaching methods and delivery techniques, especially in developing and sharpening their language skills and test-taking skills Nevertheless, some of the teachers did not feel these teaching methods impressive and they were not in line with their preferential styles Finally, considering the curriculum type of the ITEC English curriculum, many teachers thought that the target curriculum belonged to the process-based one Based on the research findings, the paper concluded with some pedagogical implications and a recommendation for further study in line of research on teachers and students‟ attitudes towards the language curriculum i TABLE OF CONTENT STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENT i LIST OF FIGURES AND CHARTS vi LIST OF TABLES vii CHAPTER 1: INTRODUCTION 1.1 Introduction of Chapter 1.2 Rationale of the Study .1 1.3 Research Aims 1.4 Research Questions 1.5 Significance of the Study 1.6 Thesis Organization CHAPTER 2: REVIEW OF LITERATURE 2.1 Introduction of Chapter 2.2 Notion of Curriculum 2.3 Types of Curriculum 2.3.1 A Product-Based Curriculum .7 2.3.2 A Process-Based Curriculum .7 2.3.3 Learner-Centered Curriculum 2.4 Definitions and Roles of Attitudes in Language Acquisition 2.4.1 Definitions of Attitudes 2.4.2 Roles of Attitudes in Language Acquisition 10 2.5 Conglomerates of Attitudes 11 2.5.1 Affective Conglomerate of Attitudes .11 2.5.2 Cognitive Conglomerate of Attitudes 11 2.5.3 Behavioral Conglomerate of Attitudes 12 ii 2.6 Previous Studies 12 2.7 Research Gaps 15 2.8 Conceptual Framework 17 2.9 Summary of Chapter 18 CHAPTER 3: METHODOLOGY 19 3.1 Introduction of Chapter 19 3.2 Research Setting 19 3.2.1 Location 19 3.2.2 ITEC English Curriculum 20 3.3 Research Participants 26 3.3.1 Students 26 3.3.2 Teachers 27 3.4 Methods of Investigation 28 3.4.1 Overall Approach .28 3.4.2 Research Instruments .29 3.4.2.1 3.4.2.2 3.5 Questionnaires for Students and Teachers 30 Semi-structured Interviews for Students and Teachers 34 Data Analytical Framework 36 3.5.1 Quantitative Analysis for Questionnaires 36 3.5.2 Qualitative Analysis for Interviews 36 3.6 Reliability and Validity 37 3.6.1 Definition 38 3.6.2 Reliability of Research Instruments 38 3.6.3 Validity of Research Instruments .39 3.7 Pilot Study .40 3.7.1 Rationale for Pilot Study 40 3.7.2 Pilot Results of the Questionnaires 40 3.7.3 Pilot Results of the Semi-structured Interviews .42 3.8 Summary of Chapter 42 iii CHAPTER 4: FINDINGS AND DISCUSSION 44 4.1 Introduction of Chapter 44 4.2 Research Question .44 4.2.1 The Students‟ Attitudes towards the Objectives of the ITEC English Curriculum .44 4.2.2 The Students‟ Attitudes towards the Content of the ITEC English Curriculum .47 4.2.3 The Students‟ Attitudes towards the Time Allotment of the ITEC English Curriculum .51 4.2.4 The Students‟ Attitudes towards the Teaching Methods of the ITEC English Curriculum 54 4.2.5 The Students‟ Attitudes towards the Assessment of the ITEC English Curriculum .57 4.2.6 The Students‟ Attitudes towards the Teaching Materials of the ITEC English Curriculum 60 4.2.7 The Students‟ Attitudes towards the Extra Tasks of the ITEC English Curriculum .63 4.2.8 4.3 Discussion of Research Question 65 Research Question .72 4.3.1 The Teachers‟ Attitudes towards the Objectives of the ITEC English Curriculum .72 4.3.2 The Teachers‟ Attitudes towards the Content of the ITEC English Curriculum .74 4.3.3 The Teachers‟ Attitudes towards the Time Allotment of the ITEC English Curriculum .77 4.3.4 The Teachers‟ Attitudes towards the Teaching Methods of the ITEC English Curriculum 79 4.3.5 The Teachers‟ Attitudes towards the Assessment of the ITEC English Curriculum .83 iv 4.3.6 The Teachers‟ Attitudes towards the Teaching Materials of the ITEC English Curriculum 86 4.3.7 The Teachers‟ Attitudes towards the Extra Tasks of the ITEC English Curriculum .89 4.3.8 The Teachers‟ General Attitudes towards the ITEC English Curriculum Type 92 4.3.9 Discussion of Research Question 93 4.4 Summary of Chapter 100 CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 101 5.1 Conclusions 101 5.2 Implications 104 5.3 Limitations 105 5.4 Recommendations for Further Study 105 5.5 Summary of Chapter 106 REFERENCES 107 APPENDICES .113 APPENDIX A.1: QUESTIONNAIRE FOR STUDENTS .114 (ENGLISH VERSION) 114 APPENDIX A.2: QUESTIONNAIRE FOR STUDENTS (VIETNAMESE VERSION) 117 APPENDIX B.1: QUESTIONNAIRE FOR TEACHERS .120 (ENGLISH VERSION) 120 APPENDIX B.2: QUESTIONNAIRE FOR TEACHERS (VIETNAMESE VERSION) 124 APPENDIX C.1: SEMI-STRUCTURED INTERVIEW 128 FOR STUDENTS (ENGLISH VERSION) 128 APPENDIX C.2: SEMI-STRUCTURED INTERVIEW FOR STUDENTS (VIETNAMESE VERSION) 130 v APPENDIX D.1: SEMI-STRUCTURED INTERVIEW FOR TEACHERS (ENGLISH VERSION) 132 APPENDIX D.2: SEMI-STRUCTURED INTERVIEW FOR TEACHERS (VIETNAMESE VERSION) 134 APPENDIX E.1: A SAMPLED STUDENT TRANSCRIPT 136 APPENDIX E.2: A SAMPLED TEACHER TRANSCRIPT 140 128 APPENDIX C.1: SEMI-STRUCTURED INTERVIEW FOR STUDENTS (ENGLISH VERSION) Affective Attitudes: Feelings, emotions Do you like the objectives of the ITEC English curriculum? Is its content interesting and motivating? Do you like the ITEC English curriculum considering its time frame? Do you find the teaching methods of this curriculum interesting? Do you like the assessment modes of the ITEC English curriculum? Are the teaching materials involved in the ITEC English curriculum stimulating? Do you like extra tasks provided by the ITEC English curriculum? Cognitive Attitudes: Beliefs, perceptions, evaluations Do you consider that the objectives of the ITEC English curriculum are clear and achievable? Why? Do you believe in the usefulness of the content of the ITEC English curriculum? Why? 10 Do you think the time of the ITEC English curriculum is allotted logically and practically? Why? 11 Do you reckon that the teaching methods of the ITEC English curriculum are effective to your language learning and target outcomes? Why? 12 Do you think the assessment modes of the ITEC English curriculum are sensible? Why? 13 How you believe in the usefulness of the teaching materials of the ITEC English curriculum to your language learning and target outcomes? 14 How you perceive about the value of the extra tasks provided by the ITEC English curriculum? 129 Behavioral Attitudes: Tendency of actions 15 Do you want to pursue the ITEC English curriculum in terms of its predetermined objectives? Why? 16 Does the content of the ITEC English curriculum encourage you to attend and participate in class periods regularly and actively? Why? 17 To what extent you pursue the ITEC English curriculum in terms of time frame? Why? 18 Do the teaching methods in the ITEC English curriculum stimulate your attendance, participation, engagement in class periods? Why? 19 Do the assessment modes of the ITEC English curriculum increase the level of your attendance, participation, engagement in class periods? Why? 20 Do the teaching materials used in the ITEC English curriculum increase the level of your attendance, participation, engagement in class periods? Why? 21 Are you active and autonomous in your further learning with the presence of the extra tasks offered the ITEC English curriculum? Why? 130 APPENDIX C.2: SEMI-STRUCTURED INTERVIEW FOR STUDENTS (VIETNAMESE VERSION) Thái độ cảm xúc Bạn có thích chương trình tiếng Anh ITEC khơng? Nội dung thú vị gây hứng thú, tạo động lực không? Bạn có thích chương trình tiếng Anh ITEC xét khía cạnh khung thời gian? Bạn có thấy phương pháp giảng dạy chương trình thú vị khơng? Bạn có thích phương pháp đánh giá chương trình tiếng Anh ITEC khơng? Tài liệu giảng dạy chương trình tiếng Anh ITEC có gây hứng thú cho bạn khơng? Bạn có thích tập bổ sung cung cấp chương trình tiếng Anh ITEC khơng? Thái độ nhận thức Bạn có cho mục tiêu chương trình tiếng Anh ITEC rõ ràng dễ đạt khơng? Tại sao? Bạn có tin vào tính hữu ích nội dung chương trình tiếng Anh ITEC khơng? Tại sao? 10 Bạn có nghĩ thời gian chương trình tiếng Anh ITEC phân bổ hợp lý thực tế không? Tại sao? 11 Bạn có cho phương pháp giảng dạy chương trình tiếng Anh ITEC hiệu với việc học mục tiêu bạn không? Tại sao? 12 Bạn có cho phương pháp đánh giá chương trình tiếng Anh ITEC hợp lý? Tại sao? 13 Bạn tin tính hiệu tài liệu giảng dạy chương trình tiếng Anh ITEC hiệu với việc học mục tiêu bạn? 14 Bạn nhận thức giá trị tập bổ sung cung cấp chương trình giảng dạy tiếng Anh? 131 Thái độ hành vi 15 Bạn có muốn học chương trình tiếng Anh ITEC xét mục tiêu nó? Tại sao? 16 Nội dung chương trình tiếng Anh ITEC có khuyến khích bạn tham dự tham gia vào tiết học cách thường xun tích cực khơng? Tại sao? 17 Bạn muốn học chương trình tiếng Anh ITEC mức độ xét khung thời gian? Tại sao? 18 Phương pháp giảng dạy chương trình tiếng Anh ITEC có khuyến khích việc tham dự, tham gia tập trung vào tiết học không? Tại sao? 19 Phương pháp đánh giá chương trình tiếng Anh ITEC có nâng cao mức độ tham dự, tham gia tập trung vào tiết học không? Tại sao? 20 Tài liệu giảng dạy chương trình tiếng Anh ITEC có nâng cao mức độ tham dự, tham gia tập trung vào tiết học khơng? Tại sao? 21 Bạn có tích cực chủ động việc học thêm với tập bổ sung cung cấp chương trình tiếng Anh ITEC khơng? Tại sao? 132 APPENDIX D.1: SEMI-STRUCTURED INTERVIEW FOR TEACHERS (ENGLISH VERSION) Affective Attitudes: Feelings, emotions Do you like the pre-determined objectives of the ITEC English curriculum? Do you find pleasure in the content of the ITEC English curriculum? Do you prefer the ITEC English curriculum considering its time frame? Do you favor the teaching methods issued by this curriculum? Do you like the assessment modes of the ITEC English curriculum? Do you prefer the teaching materials involved in the ITEC English curriculum? Are you fond of extra tasks offered by the ITEC English curriculum? Cognitive Attitudes: Beliefs, perceptions, evaluations How you evaluate the objectives of the ITEC English curriculum? Do you believe in the usefulness of the content of the ITEC English curriculum? Why? 10 How you evaluate the time frame of courses of the ITEC English curriculum? 11 Do you think that the teaching methods of the ITEC English curriculum are effective to language learning and teaching? Why? 12 Do you think the assessment modes of the ITEC English curriculum are sensible and effective? Why? 13 Do you reckon that the teaching materials of the ITEC English curriculum are appropriate and practical? Why? 14 How you perceive about the roles of the extra tasks provided by the ITEC English curriculum on your learners‟ learning experience? Behavioral Attitudes: Tendency of actions 15 Which aspects of the ITEC English curriculum urge you to be in charge of its courses? 133 16 What suggestions would you like to make for the modification and implementation of the existing ITEC English curriculum regarding this aspect? General Attitudes (Types) 17 According to your perception and experience, is the ITEC English curriculum of a product-based, a process-based or a learner-centered type? Why? 134 APPENDIX D.2: SEMI-STRUCTURED INTERVIEW FOR TEACHERS (VIETNAMESE VERSION) Thái độ cảm xúc Thầy (Cơ) có thích mục tiêu chương trình tiếng Anh ITEC khơng? Thầy (Cơ) có thích nội dung chương trình tiếng Anh ITEC khơng? Thầy (Cơ) có thích phân bổ thời gian chương trình tiếng Anh ITEC khơng? Thầy (Cơ) có thích phương pháp giảng dạy chương trình tiếng Anh ITEC khơng? Thầy (Cơ) có thích phương pháp đánh giá chương trình tiếng Anh ITEC khơng? Thầy (Cơ) có thích tài liệu giảng dạy chương trình tiếng Anh ITEC khơng? Bạn có thích tập bổ sung chương trình tiếng Anh ITEC không? Thái độ nhận thức Thầy (Cô) đánh mục tiêu chương trình tiếng Anh ITEC? Thầy (Cơ) có tin vào tính hữu dụng nội dung chương trình tiếng Anh ITEC không? Tại sao? 10 Thầy (Cô) đánh khung thời gian khóa học thuộc chương trình tiếng Anh ITEC? 11 Thầy (Cơ) có nghĩ phương pháp giảng dạy chương trình tiếng Anh ITEC hiệu với việc dạy học ngơn ngữ khơng? Tại sao? 12 Bạn có nghĩ phương pháp đánh giá chương trình tiếng Anh ITEC hợp lý hiệu không? Tại sao? 13 Thầy (Cơ) có cho tài liệu giảng dạy chương trình tiếng Anh ITEC hợp lý khả dụng khơng? Tại sao? 14 Thầy (Cô) nhận thức vai trò tập bổ sung cung cấp chương trình tiếng Anh ITEC với việc học thêm sinh viên? 135 Thái độ hành vi 15 Những khía cạnh chương trình tiếng Anh ITEC khiến Thầy (Cô) muốn tiếp tục tham gia giảng dạy chương trình này? 16 Thầy (Cơ) đề xuất để điều chỉnh chương trình tiếng Anh ITEC khía cạnh cần thiết phải thay đổi? Thái dộ chung 17 Theo nhận thức kinh nghiệm Thầy (Cô), chương trình tiếng Anh ITEC thuộc loại chương trình dựa mục tiêu cuối cùng, dựa trình dạy học hay hướng người học? Tại sao? 136 APPENDIX E.1: A SAMPLED STUDENT TRANSCRIPT Do you like the objectives of the ITEC English curriculum? F4: Actually, I did like the objectives of the curriculum that I am following very much Is its content interesting and motivating? F4: Actually, the content of the ITEC English curriculum is interesting and motivating In reality, the curriculum involves different and exciting topics and themes Do you like the ITEC English curriculum considering its time frame? F4: No I not like the time frame of the current language curriculum much According to me, it consists of some troubles Do you find the teaching methods of this curriculum interesting? Yes, I I myself acknowledge that the teaching methods of the teachers during the courses are interesting In fact, my teachers usually provide impressive and funny examples Do you like the assessment modes of the ITEC English curriculum? F4: Yes, I Are the teaching materials involved in the ITEC English curriculum stimulating? F4: Yes, they are Do you like extra tasks provided by the ITEC English curriculum? F4: Yes, I Do you consider that the objectives of the ITEC English curriculum are clear and achievable? Why? F4: I not deny that the objectives of the courses embedded in the ITEC English curriculum However, they might be unachievable since some of the advancedleveled courses are beyond my capacity They are really too challenging and difficult to me 137 Do you believe in the usefulness of the content of the ITEC English curriculum? Why? F4: Yes, I I have experienced three courses of the ITEC English curriculum And I realize that these courses have helped me build up and develop language skills and areas 10 Do you think the time of the ITEC English curriculum is allotted logically and practically? Why? F4: Yes, I think so In reality, the time allotment for each course of the target curriculum is described and planned so logically and meticulously Each course includes 10 weeks in length The time for each unit and section is visibly grasped 11 Do you reckon that the teaching methods of the ITEC English curriculum are effective to your language learning and target outcomes? Why? F4: Of course, teaching methods help me know how to build up language proficiency level and how to take the tests effectively Generally speaking, these methods can help me achieve the target IELTS band score after the courses 12 Do you think the assessment modes of the ITEC English curriculum are sensible? Why? F4: In my opinion, I absolutely agree that the assessment modes of the ITEC English curriculum are sensible since they consist of emphasis on evaluating how the students attend and participate in the inside-class activities as well as concentration on how the students perform their language tasks It is so good 13 How you believe in the usefulness of the teaching materials of the ITEC English curriculum to your language learning and target outcomes? F4: I believe in the usefulness of the offered teaching materials, especially they support me to the IELTS tests more effectives 14 How you perceive about the value of the extra tasks provided by the ITEC English curriculum? F4: Thanks to the extra tasks, I can practice language structures and skills at home 138 15 Do you want to pursue the ITEC English curriculum in terms of its predetermined objectives? Why? F4: Frankly speaking, I pursue the ITEC English curriculum since it lets me know exactly what to be learnt and what to achieve after its courses 16 Does the content of the ITEC English curriculum encourage you to attend and participate in class periods regularly and actively? Why? F4: I regularly attend to the class to collect constructive lessons, open my knowledge of language and tests I also actively take part in these lessons since I reckon that my active participation can assist me to remember the knowledge longer 17 To what extent you pursue the ITEC English curriculum in terms of time frame? Why? F4: Okay, the time frame encourages me to pursue the ITEC English curriculum much frequently In fact, I realize that the time frame suits my own convenience and availability 18 Do the teaching methods in the ITEC English curriculum stimulate your attendance, participation, engagement in class periods? Why? F4: The teaching methods are effective to my learning outcomes, helping me build up language skills efficiently Therefore, I remind myself that I should attend the class regularly to absorb the useful lessons 19 Do the assessment modes of the ITEC English curriculum increase the level of your attendance, participation, engagement in class periods? Why? F4: I would like to get high score for the course completion, and I must attend the class regularly and participate in learning activities fully That is a quite big part of the assessment modes 20 Do the teaching materials used in the ITEC English curriculum increase the level of your attendance, participation, engagement in class periods? Why? F4: Actually, the teaching materials encourage me to attend the class frequently, engage into the lessons actively since they are interesting and colorful They 139 motivate me so much Besides, they really benefit my language learning and outcomes to large extent 21 Are you active and autonomous in your further learning with the presence of the extra tasks offered the ITEC English curriculum? Why? F4: The extra tasks encourage me much to complete at home since they are actually helpful to me in practicing needed skills, which is important to increase my target IELTS band score 140 APPENDIX E.2: A SAMPLED TEACHER TRANSCRIPT Do you like the pre-determined objectives of the ITEC English curriculum? T3: Yes, I Do you find pleasure in the content of the ITEC English curriculum? T3: Yes, I Do you prefer the ITEC English curriculum considering its time frame? T3: Yes, I but a little bit Do you favor the teaching methods issued by this curriculum? T3: Yes, I Do you like the assessment modes of the ITEC English curriculum? T3: Yes, I Do you prefer the teaching materials involved in the ITEC English curriculum? T3: Yes, I Are you fond of extra tasks offered by the ITEC English curriculum? T3: Yes, I How you evaluate the objectives of the ITEC English curriculum? T3: In my opinion, I see that the objectives are so clear and feasible, and the students can achieve them easily Do you believe in the usefulness of the content of the ITEC English curriculum? Why? T3: Yes, I totally approve of the usefulness of the content made up the ITEC English curriculum It benefits the students to build up their language level after each specific course Besides, this curriculum supports the students polish up their test-taking skills 10 How you evaluate the time frame of courses of the ITEC English curriculum? 141 T3: In my opinion, I consider that the time frame and distribution for each course is really proportionate and comfortable The time fund is sufficient for the students to accomplish the target level The time frame is consistent with the time availability of the students 11 Do you think that the teaching methods of the ITEC English curriculum are effective to language learning and teaching? Why? T3: Yes, I In reality, the teaching methods I comply with the ITEC English curriculum are useful and effective to both students and teachers For example, my students can develop language skills incrementally and feasibly These methods make the lesson delivery smoothly To my case, I can obtain the target objectives of the assigned courses effortlessly 12 Do you think the assessment modes of the ITEC English curriculum are sensible and effective? Why? T3: Yes, I totally agree that the assessment modes designed for the courses are proportionate and sensible since both language proficiency and participation level are evaluated at the same time 13 Do you reckon that the teaching materials of the ITEC English curriculum are appropriate and practical? Why? T3: Yes, I think so Simply, the teaching materials provide lessons of language skills and grammar, vocabulary and are ascendingly organized according to their difficulty level These materials are actually practical 14 How you perceive about the roles of the extra tasks provided by the ITEC English curriculum on your learners‟ learning experience? T3: The extra tasks, according to my perceptions, are very important when they help my students have much more chances to expose to and sharpen their skills outside class 15 Which aspects of the ITEC English curriculum urge you to be in charge of its courses? T3: All of aspects excluding time frame of some courses of this curriculum 142 16 What suggestions would you like to make for the modification and implementation of the existing ITEC English curriculum regarding this aspect? T3: According to my view, the teaching methods should be flexible and varied so that the class becomes more exciting and impressive At that time, the students can become more engaged into the lessons better Nevertheless, the prescribed teaching methods are also effective but not quite suitable to me T3: In my perspectives, the assessment of the curriculum needs adjusting the assessment modes a little bit For example, the performance of the extra activities should be focused on That will stimulate my students‟ learner autonomy 17 According to your perception and experience, is the ITEC English curriculum of a product-based, a process-based or a learner-centered type? Why? T3: With this curriculum, the students have opportunities to interact with their classmates, the teacher like me, the materials to construct their language knowledge and skills Of course, the most common objective of this curriculum is to help students approach the target IELTS band