Tóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu ra

Research Objectives Based on theoretical and practical research foundations onteaching and educational management, specifically in Englishlanguage teaching that meets the learning outcomTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu raTóm tắt: Quản lý dạy học môn tiếng Anh tại các trường sĩ quan quân đội đáp ứng chuẩn đầu ra

MINISTRY OF EDUCATION AND TRAINING HANOI

This work was completed at Hanoi University of EducationScientific advisors:

Associate Professor, PhD Lê Minh Nguyệt

Associate Professor, PhD Phan Trọng Ngọ

Objection 1: Professor, PhD Nguyen Thi Hoang Yen

National Academy of Education Management

Objection 2: Associate Professor, PhD Nguyen Vu Bich HienHanoi universities and colleges of Party Committee

Objection 3: PhD Nguyen Quoc Tri

Hanoi National University of Education

The dissertation will be defended before the DissertationExamination Council at the University level, held at Hanoi University ofEducation at o'clock on the day of month year

You can find the dissertation at the following libraries:

- National Library, Hanoi

- Library of Hanoi University of Education

THESIS-RELATED PUBLICATIONS

1 Do Manh Quyen (2020), Manegement of academic result assessment of students at a Vietnamese people’s military institutions under capacity approach, European Journal of Humanities and Social

Sciences, No 2, pp 196-201

2 Do Manh Quyen (2022), Managing foreign language teaching in military schools under the impact of the 4th industrial revolution, IGRS International Conference 2022, University of Foreign Languages,

Hanoi National University, 205-211

3 Do Manh Quyen (2024), Managing English teaching at academies and military officer schools today, Today's Teaching and

Learning Magazine, Today's Teaching and Learning Magazine, No 5,

1 Reasons for choosing the topic

1.1 Teaching according to the competency-based approachreflects the method of approaching higher education models towardoutput standards, aiming to develop competencies that meet thedemands of the labor market and learners' future progress

1.2 In the strategy for developing human resources in ourcountry, foreign language training is crucial Our Party clearly states:

"Enhancing the quality of teaching and learning foreign languages atall levels of education and training…" Accordingly, educationalinstitutions are implementing programs and teaching content inEnglish according to the Project of Teaching and Learning ForeignLanguages in the National Education System from 2017 to 2025.1.3 Enhancing foreign language proficiency for platoon-levelofficers is essential for early and far-reaching integration into theinternational community, contributing to the implementation ofstrategies and policies to protect the Fatherland; enhancing theposition of officers in the context of international integration andbuilding a "Revolutionary, Regular, Elite, Modern-step-by-step"military force… which demands platoon-level officer training "withforeign language and computer skills as mission requirements;…capable of working in international environments" Therefore,organizing foreign language teaching in Military Academies to meetthe output standards is deeply practical

1.4 To enhance the quality of foreign language teaching thatmeets the output standards, effective teaching management is crucial.However, the development of the output standards and theorganization of teaching English as a second language to meet theoutput standards are still limited Therefore, studying themanagement of foreign language teaching in Military Academies tomeet the output standards is an urgent necessity

Based on these reasons, researching the topic "Management ofEnglish Teaching in Military Academies to Meet the OutputStandards " is an imperative issue.

2 Research Objectives

Based on theoretical and practical research foundations onteaching and educational management, specifically in Englishlanguage teaching that meets the learning outcomes, this studyproposes management measures for English language teaching atMilitary Academies to meet the output standards (OSs), aiming toenhance the quality of foreign language education in the currentcontext

3 Research Subject, Object of Study

5 Research Objectives of the Dissertation

- Study the theoretical foundations of managing Englishlanguage teaching at Military Academies

- Survey, analyze, and evaluate the current situation of teachingand managing English language teaching at Military Academies

- Propose measures and experiment with implementing measures

to manage English language teaching at Military Academies to meetthe output standards (OSs)

6 Scope of Research

6.1 Content Limitations

The dissertation focuses solely on the management of teachingEnglish language at Military Academies to meet the output standards(OSs), excluding the study of teaching other foreign languages fordifferent training groups

6.2 Limitations on Geographic Area, Subjects, and Survey/Experiment Time

- Survey Area: 05 Military Academies, specifically (SQLQ1,SQLQ2, SQCT, SQTT, SQPB)

- Survey Subjects: School management officials, staff, teachers(Department, Board, English Department/Division) and students atthe 05 Military Academies

- Survey Time: Phase 1: May 2023, Phase 2: October 2023

- Experiment and Implementation Time: Phase 1 in November

7.2 Research Methods

7.2.1 Group of Theoretical Research Methods

7.2.2 Group of Practical Research Methods

7.2.3 Group of Supportive Methods

8 Thesis Statement

- Clarify theoretical and practical issues regarding the management

of teaching English language to meet the output standards (OSs)

- To enhance the effectiveness of managing English languageteaching at Military Academies to meet OSs, it is crucial toimplement measures such as directing the organization to perfectOSs, guiding the organization of teaching, and establishing anEnglish language learning environment These are decisive factorsinfluencing management outcomes

9 Contributions of the Dissertation

9.1 Theoretical Contributions:

The dissertation contributes to supplementing and developingtheoretical frameworks related to teaching approaches under theoutput standards (OSs)and the management of teaching Englishlanguage at Military Academies to meet OSs

9.2 Practical Contributions: It clarifies the current situation and

proposes necessary and feasible management measures for teachingEnglish language at Military Academies

 The results of the dissertation can serve as reference materialfor research, teaching, and learning, contributing to theenhancement of training quality

10 Structure of the Dissertation

The dissertation includes the following sections: Introduction,Conclusion, Recommendations, Published Scientific Works,References, Appendices, and consists of 3 chapters:

Chapter 1 THEORETICAL FOUNDATIONS OF MANAGING ENGLISH TEACHING AT MILITARY ACADEMIES TO MEET

OUTPUT STANDARDS

1.1 Overview of Related Research on the Dissertation Topic 1.1.1 Studies on Teaching English Language

Research on teaching English language has consistently garneredattention from educational scholars worldwide and in Vietnam.Notable figures in this field include Scott Thornbury, JeremyHarmer, as well as Vietnamese scholars such as Nguyễn Văn Lợi,Nguyễn Anh Tú, Trần Hữu Phúc, Phạm Xuân Thông, and Phan VănGiang

1.1.2 Studies on Management of Teaching English Language

Scientific research on the management of foreign language teaching,including English, includes works by authors such as Suleyman, D.,

F Heyworth, Sayyed, A., Trịnh Thị Hà, Trương Tố Loan, NguyễnThị Hạnh

1.1.3 Overview of Findings from Scientific Works and Issues for Further Research in the Dissertation

1.1.3.1 Overview of Research Results

The published scientific works hold significant theoretical andpractical value These are highly valuable sources of information andserve as a foundation for building the theoretical and practicalframework of the dissertation

1.1.3.2 Issues for Further Research in the Dissertation

Applying the CIPO model to research and clarify theoretical issuesand the current state of English language teaching management inmilitary officer schools to meet output standards

Proposing feasible measures for managing English language teaching

in military officer schools to meet output standards

1.2 Some Basic Concepts

1.2.1 Concept of Output Standards

1.2.2 Output Standards for English Language Courses for Cadets Training as Platoon-Level Officers at Military Officer Schools

1.2.3 Concept of Teaching English at Military Officer Schools to Meet Output Standards

1.2.4 Concept of Managing English Language Teaching at Military Officer Schools to Meet Output Standards

This involves the impact of the management entity on teachingactivities, including managing the development of output standards,directing the organization of teaching by teachers and learning bycadets according to the output standards, and managing theassessment and evaluation of teaching to meet the required skills(listening, speaking, reading, writing) in English according to thecourse objectives

1.3 Teaching English at Military Officer Schools to Meet Output Standards

1.3.1 Characteristics of Training at Military Officer Schools

The model and objectives; training programs and content; theteaching staff and educational management staff; cadets training asplatoon-level officers at the university level

1.3.2 Characteristics of Teaching English at Military Officer Schools to Meet Output Standards

Regarding the objectives of teaching English; regarding the Englishteaching program; regarding the content (listening, speaking,reading, writing) of English to meet output standards (Knowledge:vocabulary, grammar; Skills: listening, speaking, reading, writing;Level of autonomy and responsibility)

1.3.3 Teaching Foreign Languages at Military Officer Schools to Meet Output Standards

 Determining the objectives of teaching English to meetoutput standards

 Determining the requirements for cadets according to outputstandards (regarding the skills corresponding to the content;selecting teaching methods, etc.)

 Organizing English teaching activities to meet outputstandards

 Assessing and evaluating the English learning outcomes ofcadets to meet output standards

1.4 Managing Foreign Language Teaching at Military Officer Schools to Meet Output Standards

1.4.1 Management Entities for Teaching English at Military Officer Schools to Meet Output Standards

 The Board of Directors (headed by the principal) of themilitary officer schools

 Departments performing advisory functions

 Faculty members/Department heads of English

 English teachers are the direct entities organizing Englishteaching

 Cadets are both the objects and the subjects of the Englishteaching process to meet output standards

1.4.2 Model for Managing English Language Teaching at Military Officer Schools to Meet Output Standards

Managing input factors; managing the teaching program; managingthe teaching activities of the teachers; managing the learningactivities of the cadets; managing the teaching environment;managing the assessment and evaluation of English teachingoutcomes

1.4.3 Content of Managing English Language Teaching at Military Officer Schools to Meet Output Standards

- Managing the input factors of English teaching

- Managing the factors of the English teaching process

- Managing the output factors of English teaching

- Managing contextual factors

The management content includes: managing input factors;managing the factors of the English teaching process; managingoutput factors; managing contextual factors.

Chapter 2 PRACTICAL BASIS FOR MANAGING ENGLISH LANGUAGE TEACHING AT MILITARY OFFICER SCHOOLS TO MEET OUTPUT STANDARDS

2.1 General Overview of the Military Officer Schools System 2.2 Overview of the Survey on the Current State

2.3 Current State of English Language Teaching at Military Officer Schools to Meet Output Standards

2.3.1 Current State of Developing Output Standards for the English Language Training Program at Military Officer Schools

The survey results on developing output standards for the Englishlanguage training program at military officer schools are evaluatedwith an average score of 3.48 (Good level)

2.3.2 Current State of Implementing the Content of English Language Teaching at Military Officer Schools to Meet Output Standards

The survey results on the implementation of English languageteaching content are evaluated with average scores ranging from 3.42

ExceedingStandard

s

PartiallyExceedingStandards

MeetingStandards

PartiallyMeetingStandards

NotMeetingStandards

1 Listening Teacher

s

30 18,8 35 21,9 67 41,9 23 14,4 5 3,1 3,40

3 Reading Teacher

s

32 20,0 36 22,5 74 46,3 18 11,3 0 0,0

3,51Students58 20,7 60 21,4 130 46,4 32 11,4 0 0,0

4 Writing Teacher

s

29 18,1 45 28,1 56 35,0 25 15,6 5 3,1

3,43Students54 19,3 76 27,1 96 34,3 44 15,7 10 3,6

5 Overall

English

Teachers

29 18,1 53 33,1 49 30,6 23 14,4 6 3,8

3,50Students55 19,6 95 33,9 85 30,4 30 10,7 15 5,4

2.3.3 Current Situation of Implementing English Teaching Methods at Military Officer Academies to Meet Standards

Table 2.6 Achievement Levels of English Teaching MethodsImplementation According to Standards (OSs)

NoMethods Participa

nts

Level of achievement

ASVery

suitable

Quitesuitable Suitable

Partiallysuitable

Notsuitable

2 Speaking Teacher

s

38 23,8 54 33,7 50 31,2 18 11,3 0 0,0

3,70Students65 23,2 96 34,3 85 30,4 34 12,1 0 0,0

3 Reading Teacher

s

19 11,9 60 37,5 48 30,0 33 20,6 0 0,0

3,42Students36 12,9 104 37,1 84 30,0 56 20,0 0 0,0

4 Writing Teacher

s

13 8,1 58 36,3 51 31,9 38 23,8 0 0,0

3,30Students27 9,6 100 35,7 86 30,7 67 23,9 0 0,0

5 Overall

English

Teachers

18 11,3 55 34,4 53 33,1 34 21,3 0 0,0 3,35

It is evaluated from 3.42 to 4.22 points (Good level).

2.3.6 Current Situation of English Teaching Competency of Instructors at Military Officer Academies to Meet Standards

It is evaluated at a Good level, with scores ranging from 3.42 to 4.22points

2.4 Current Situation of English Teaching Management at Military Officer Academies to Meet Standards

2.4.1 Current Situation of Curriculum Standards Development for English Language Courses at Military Officer Academies to Meet Standards

Evaluated with an average score of 3.68 points (Good level)

2.4.2 Current Situation of Management in Achieving Objectives for English Language Courses at Military Officer Academies to Meet Standards

Table 2.11 Evaluation of the management of objective implementation

NoManagement

Content

Level of achievement

AS Ranking

Verygood Good

Fairlygood

Notgood

Difficult toanswer

It's evaluated with an average score of 3.38 points (Mediumlevel).

2.4.3 Current Situation of Managing the English Teaching Process at Military Officer Academies to Meet Standards

a) Management of English Teaching Activities byInstructors, evaluated with an average score of 3.45 points (Goodlevel)

b) Management of English Learning Activities by Students

to Meet Standards Evaluated with an average score of 3.43 (Goodlevel)

c) Management of Assessing Results of English Teaching,evaluated with an average score of 3.43 points (Good level)

d) Management of Facilities, Technical Resources ServingEnglish Teaching, evaluated with an average score of 3.47 points(Good level)

e) Management of English Learning Environment Evaluatedwith an average score of 3.42 points (Good level)

2.4.4 Current Situation of Factors Influencing the Management of English Teaching at Military Officer Academies

2.5.1 Strengths and Reasons

2.5.1.1 Strengths

- The objectives and content of teaching English have beendeveloped according to the standards of the trainingspecialization and closely align with mission requirements