THÔNG TIN TÀI LIỆU
1 INTRODUCTION 1.Rationale to choose thesis In the current context of integration in our country, laborers, especially highly qualified ones (university graduates) not only have their own occupational knowledge and high skills but they must also know and utilize foreign languages well, including skills: listening, speaking, reading, and writting, etc., to gain enough confidence when collaborating and working with foreigners in line with international laws; clearly understand & apply the world’s advanced technologies to domestic production for higher working productivity and better product quality For schools in general and universities in particular, teaching is the basic and typical activity to grasp occupational knowledge and skills upon specific objectives and requirements for training and relevancy to each career upon which leaders at schools will build up appropriate programs and contents with many subjects, including English that is regarded as indispensible in the current global integration context The actual levels of English usage by most of non-english majoring graduates have remained limited, that causes impacts on their work performance and quality; thence, English language teaching and studying at those schools need researching a lot Better management should be made to enhance the teaching quality It is true that the management of English language teaching at Foreign Language Non-Specialized universities remains a pressing issue with slowness for changes; the teaching and studying haven't really been effective because students just focus on learning it to cope with exams Thus, it is much formalistic and chasing virtual achievement Students have still been weak at practicing how to use English, understanding, listening, speaking, reading, and writing Thus, they haven't been able to communicate with foreign partners One of the reasons lies in the fact: schools haven't really upheld the English language teaching to meet outcome standards for students so the teaching efficiency hasn’t timely caught up with the development in reality Managers work out & realize teaching and studying objectives, plans, curriculum, teaching & studying management and this is the nature of impacts on the management of English language teaching at universities to meet outcome standards It is necessary to manage, check, assess outcomes, and assure for conditions to teach and study the subject to help students listen, speak, read, and write upon their determined objectives Outcomes of The management of English language teaching to meet the outcome standards are basis to assert universities’ prestige and commitments with respects of their graduates’ quality toward organizations, enterprises, and the society Over the past years, research works on English language teaching & studying, teaching management, and activities at different levels, including at universities have been paid with much interest for scientific theses, themes, and articles Theoretical & practical issues, solutions, and measures for teaching management have been summarized in the outcomes of the researches Thus, they have gained better quality However, none of the works has made any holistic and profound studies or researches on English language teaching management at universities to meet outcome standards; this is also the reason leading to limits in teaching and studying this subject as presented above Therefore, in order to train engineers with both good occupational qualification and good command for English, it is extremely pressing and urgent now to make researches and clarify theoretical, practical issues & put forward effective management solutions for English language teaching at universities to meet the outcome standards, especially, at Foreign Language Non-Specialized schools Upon the above-mentioned reasons and with the experience in teaching English at Foreign Language Non-Specialized Universities, the postgraduate chooses thesis "The management of English language teaching at universities to meet outcome standards" for the doctoral thesis on educational management with a wish to contribute to the enhancement of English language teaching efficiency and training quality at universities to meet requirements for the current international integration Thesis’s research objectives and tasks Research objectives To research and study to clarify theoretical and practical basis & propose measures for The management of English language teaching at universities to meet outcome standards and enhance the quality of English language teaching & to meet the current training objectives as well as requirements at universities; Research tasks To research and study to clarify theoretical basis on the management of English language teaching at universities to meet the outcome standards; To research and study to clarify the practical basis on the management of English language teaching at some universities in Hanoi City; To propose solutions for The management of English language teaching at universities to meet the outcome standards; and check the necessity & feasibility, and test some proposed or suggested solutions Object, subject, and research scopes of thesis The object for the research: Foreign-language teaching management at universities The subject for the research: The management of English language teaching at universities to meet the outcome standards Research scopes: The research scopes and contents include: The management of English language teaching at some Foreign Language Non-Specialized universities to meet the outcome standards Scopes of researched subjects: Educational managers at the universities; Centers, Faculties, English Faculty, Lecturers of English, and full-time students at 05 Foreign Language Non-Specialized universities in Hanoi like: National University of Art Education (NUAE), Electric Power University, Hanoi University of Industry, National Economics University (NEU), and Thu Do University With respect of time: Figures used for the process of thesis research have been surveyed, checked, reckoned, and summarized for 04 successive years, from 2016 until 2019 3 Scientific hypothesis To access the outcome standards in English language teaching & The management of English language teaching at universities, especially, NonSpecialized ones This directly relates to the quality of the subject teaching during the age of international integration; thus, if subjects effectively manage the teaching activity by lecturers and studying one by students; manage the supervision, assess students’ English learning outcomes strictly on the outcome standards of the universities; and manage material & technical conditions to assure for meeting the outcome standards, the management of English language teaching shall get more effective and make contributions to enhance the teaching quality as well as educate & train human resources to meet requirements for the current globalization & international integration Methodology and research methods Methodology: Thesis is made upon the material dialectic phylosophy of Marxism and Leninism and Ho Chi Minh’s Ideology, viewpoints on education and educational management, Vietnam’s Communist Party as well; simultaneously the application of viewpoints to access the system – structure, history – logics, functions, reality, and outcome standards to realize the task of the determined thesis research The research methods: To realize the task of thesis research, the author has utilized a group of theorectical, practical, and supporting methods, specifically as: Analyzing, summarizing, generalizing, polls by questionnaires; observation; negotiation, interview, research methods on educational products; summarizing educational experience, testing, expert, and mathematic methods, etc., New contributions by thesis The outcomes from thesis research make contributions to accomplish theories on the management of English language teaching at universities to meet the outcome standards like: basic definitions; teaching features, and the outcome standards for English at Foreign Language Non-Specialized universities; contents of management and influencers on The management of English language teaching at universities Surveys will be conducted to assess the actual quo of English language teaching and the management of English language teaching at some Non-Specialized universities in Hanoi City; to provide evidence to propose basic & feasible solutions for effective the management of English language teaching at universities to meet the outcome standards Thesis’s meanings Thesis clarifies theoretical issues on English language teaching and The management of English language teaching at universities to meet the outcome standards; simultaneously assessing the objective status quo and clearly presenting issues in The management of English language teaching at Foreign Language Non-Specialized universities; create practical basis to propose solutions for the effective management of English language teaching at those universities as well as other training devices with similar features & conditions compared to those at researched universities Thesis’s structure Thesis consists of the introduction, chapters, 13 sessions, conclusions, proposals, list of references, and appendix 4 Chapter OVERVIEW ON THESIS-RELATED RESEARCHES 1.1 Researches on foreign language teaching Abroad: Books by the author Jeremy Harmer von: “How to teach English” and “The practice of English language teaching” together with the book by Scott Thornbury on: “How to teach Grammar, vocabularies, speaking, and listening” show ways to teach foreign languages for the best effectiveness; especially, they have put forward some methods and ways applied by teachers during lessons at class to create a generation of active learners and students, etc., The book “Computer applications in teaching second language Acquisition” is the basic document for teaching, learning, testing, and self-testing by Carol A.Chappelle with the tittle “How to help learners to use English at classrooms” shows specific measures to help learners speak English more regularly and confidently The research on classroom-related teaching tendencies, Muhammaf AbdulMalik, Ali Murtaza, Abdul Majeed Khan (2001) in the work tittled “Role of Teachers in Managing Teaching Learning Situation”, Interdisciplinary Journad of Contemporary Research in Bussiness” considers teachers‘ roles in teaching situations and determines teaching situation-related issues that the teachers usually encounter; proposed teaching & learning-related solutions The research by Leithwood and partners (2006) on the relationship between schools and foreign language teachers supposes the leadership may make – 7% of influence on learners‘ learning achievements, etc., Those works help the author of thesis gain more scientific and theoretical basis to research and clarify directions for the management of English language teaching In our country: The author Nguyễn Quốc Hùng with the research “Methods to learn English” mentioned common methods for English learning in our country as well as worldwide and thence, he made comments on the efficiency of utilizing direct teaching method The author Đặng Ngọc Đức (2002) studied on “Teaching grammar of Russian language to Vietnamese foreign language students by using computers”, summarizing theoretical basis, surveys, assessing to clarify the status quo, and proposing measures to enhance the quality of teaching Russian language’s grammar to foreign language specialized students by using computers, etc., The author Nguyễn Hữu Hải (2006) with the work on “Research to build up the standard kit for assessment of reading comprehension of French language specialized students toward communication” explained the scientific foundation for the researched issue, clarified the standards for assessments of students’ reading comprehension, put forward solutions to build up the standard kit for assessment of reading comprehension of French language specialized students toward communication and application in the reality The author Nguyễn Văn Lợi (2014), studied: “Enhancement of the self-reliance in studies for English language specialized students – Awareness and implementation by English language lecturers at some universities”…Both local and foreign research theses on foreign language teaching in general and English language teaching in particular are the scientific basis for the study on the management of foreign language teaching, including English, so that they will gain chances for development to create basis for the study on the management of English language teaching at universities to meet the outcome standards 1.2 Researches on management of foreign language teaching In foreign countries, the authors from the Department of Education, South Africa (2008) with research works on the management of teaching and school management summarized, clarified the organization of classes and the teaching management, and pointed out: “(1) Lecturers must compile and submit subject syllabuses to their Deans; (2) The management system is to monitor and check the lecturers’ implementation of the above-mentioned syllabuses; (3) Universities/Faculties should arrange for their students to make comments on lecturers’ teaching performance, etc., With respect of students’ learning management, we should: “(1) Base on catalogues publicized by universities and syllabuses provided by lecturers; (2) Students refer to opinions and consultancy by lecturers to build up relevant learning plans; (3) Lecturers continuously make comments on students’ learning performance, report to the Department of Training, and let students know; (4) Universities rank students into the first and second year ones, etc., scientists study on the management of activities at universities in the most effective way The author W James, Stigter, and James Hiebert (2012) with the work: “Gaps in teaching” supposed, researches on teaching management are made to enhance the teaching quality of lecturers and highlighted Rectors must be those who directly participate in the management process to help lecturers improve their teaching performance, etc., Orientations for effective management of english language classes are made in some scientific articles by: A.Mehrak, R.and Fatemeh (2012), “EFL teachers’ classroom management orientations: investigating the role of individual differences and contextual variables” with various learning methods: learning offline, distant, and communication means, etc., A Sayyed (2014) with the article: “Knowledge Management View of Teaching English as a Foreign Language (TEFL) in General Educational System (GES) of Iran” generalized the knowledge on the management of English language teaching as a foreign language in Iran’s national eductional system, making contributions to orientations for State management and at educational devices In our country, the author Ngô Đức Quyết (2006) with the research work on: “Solutions to nurture lecturers’ ability to utilize foreign languages in their scientific studies at present” pointed out in his research outcome: the enhancement of scientific research quality means the ability to utilize foreign languages by each lecturer; thus, this must be organized and deployed with specific and feasible solutions that are relevant to conditions, features, and needs of lecturers of all training specialties at universities in the period of globalization and international integration like now On “Current management of foreign language teaching at universities”, the author Đậu Thị Giang Minh (2017) pointed out clearly that the core issue in the management work by subjects lies in: The management of build-up & realization of objectives, programs, contents of foreign language teaching; the teaching & learning management by lecturers & students with various, diversified, and positive methods as well as objective & precise assessments for their learning performance, etc., The author Nguyễn Thị Thúy (2018) studied theme: “Innovation in foreign language teaching method at universities – Chances and Challenges”…The above-mentioned overall outcomes of local and foreign works are the scientific fulcrums for the author to inherit and develop as they are the instructions for her to access the issue during the process of making this thesis on the management of English language teaching at universities to meet the outcome standards 1.3 Summaries of outcomes from research works and issues that focus on settling in thesis 1.3.1 Summaries of outcomes from publicized thesisrelated research works The researches on foreign language teaching have been focused on much by both local and foreign authors in terms of theories and reality; of which the build-up of English language teaching models for the Vietnamese, etc., has been presented rather holistically in some works and some such deeply researched contents as: Methods to learn English; Teaching Russian language’s gramma to foreign language specialized students; or enhancement of self-reliance in learning for English language specialized students, etc., have been mentioned All of the authors generalized that teaching foreign languages to help learners grasp knowledge on their grammar, vocabularies, and practices of listening, speaking, reading, and writing skills, etc., is to gain the objectives of the determined subjects Research outcomes in terms of contents, organization modes, and teaching methods trigger the positive-ness in students at different learning levels They have so far maintained their values and created theoretical and practical premises for next-coming researches Those research outcomes are the oriental basis for researches on English language teaching and its management at universities to meet the current outcome standards Recently publicized research works on foreign language teaching management as well as English language teaching at universities have pointed out theoretically and practically basic issues related to the management at different educational levels The teaching activity, including the management of building up plans, syllabuses, and the status quo of resource organization to serve for the teaching, deployment for the teaching, and management of outcome assessment are presented in some works Upon surveys of the actual status, management solutions and measures relevant to specific traits at universities will be made For instance, the learning of theories is attached with practices Clubs are opened and organized for students to practice their listening, reading, writing, and communication skills in English, etc., to turn the teaching process into the self-study one Outcomes from research works on foreign language teaching and its management, including those on English language, at universities, point out that: we must: manage objectives and contents in teaching English language, train and nurture lecturers of English, manage the teaching activity by lecturers and the learning one by students, manage the implementation of programs, renovate the teaching method, improve the teaching organization to make it relevant to specific traits of each subject, and specific conditions at each University; effectively invest in material infrastructure and equipment, innovate checks and assessments on learners’ performance in line with syllabuses, teaching methods, and requirements for English language, etc., The management of English language teaching at universities to meet the outcome teaching is the new research direction with the benefit to enhance the teaching quality and make contributions to change the awareness and ways to organize its teaching at Foreign Language Non-Specialized universities; nevertheless, there haven't been many research works toward this direction yet Thus, basic and intensive, profound researches are very necessary 1.3.2 Issues that need researching and studying in thesis Firstly, the management of English language teaching at universities has been studied at different levels The outcome standards at Foreign Language Non-Specialized universities, however, haven't been agreed yet The quality of English language teaching and its management has been slowly innovated It has remained limited Students’ ability to practice English has remained poor They haven't managed to use English fluently for communication, etc., Therefore, English teaching theory and its management at universities to meet the outcome standards needs clarifying in thesis Secondly, the reality of English language teaching and its management at universities has been studied by some local and foreign authors; however, how are the specific contents in the management of English language teaching at Foreign Language Non-Specialized universities deployed? This hasn’t been clarified yet so surveys, assessments, and the panorama of the actual status should be focused in thesis Thence, reasons for limits and restrictions will be pointed out as basis to propose effective management of English language teaching at universities to meet the current outcome standards Thirdly, feasible solutions to the management of English language teaching at universities to meet the outcome standards must be worked out, from the steps of building up objectives, plans, implementation of teaching syllabuses to diversifying and innovating teaching methods as well as the assessing management of teaching performance, etc., to meet the outcome standards relevant to features at Foreign Language Non-Specialized universities, help enhance the management quality of English language teaching at universities to meet the outcome standards and learners’ needs in the context of globalization and international integration; and this is also the vital topic that needs focusing on for settlement in thesis Conclusions to chapter The overall outcomes for local and foreign research directions for foreign language teaching and its management at universities show the topics are researched on different aspects in many works The outcomes clearly theoretical and practical issues & put forward measures and solutions to improve the teaching quality & the management of this subject All of these have helped the author access the issues upon theoretical and practical basis and avoid unnecessary shortcomings when making this thesis At the same time, overlapping in thesis-related theories and explanations are overcome; some contents have been settled while unsettled ones on the management of foreign language teaching at universities to meet the outcome standards; thence, the orientations of thesis have been determined This shows the urgency, necessity as well as theoretical and practical meanings of thesis that the postgraduate selected; thus, thesis-related research work by the author is independent but not overlapping with any other publicized works Chapter THEORETICAL BASIS FOR MANAGEMENT OF ENGLISH LANGUAGE TEACHING AT UNIVERSITIES TO MEET OUTCOME STANDARDS 2.1 Theoretical issues on English language teaching at universities to meet outcome standards 2.1.1 Definition of English language teaching at universities English language teaching at universities means consistent interactions and collaboration between the teaching and learning activities by lecturers and students successively to help the students grasp knowledge and skills to utilize English so that determined objectives and tasks of English language teaching will be realized 2.1.2 Features of English language teaching at universities *Firstly, objectives of teaching English at universities; *Secondly, syllabuses and contents of English language teaching at universities; *Thirdly, the teaching activity by lecturers and the learning one by students; *Fourthly, methods and modes to organize the teaching; * Fifthly, technical conditions and means to teach the subject; *Sixthly, checks and assessments of teaching performance 2.1.3 Outcome standards for English at Foreign Language NonSpecialized Universities Outcome standards for English at Foreign Language Non-Specialized Universities mean the assortment of students’ knowledge on grammar, vocabularies, listening, speaking, reading, writing, and communicative skills after finishing the syllabus; they reflect the commitment by the universities in terms of the teaching quality toward the society Table 2.1: Outcome standards for English at Foreign Language NonSpecialized Universities *Skills Joint-objectives: Norms for outcomes: Knowledge on grammar: Students should be able to understand regularly used sentences and structures related to the need for basic communication (such as information on family, students themselves, shopping, asking ways, and employment) 9 They should be able to exchange information on simple, daily, and familiar topics They should also be able to simply describe about themselves, the surrounding environment, and topics of essential needs Knowledge on vocabularies: Students should be able to learn enough vocabularies to make daily familiar situations and topic-related communication They should be able to gain enough vocabularies to express needs for basic communication and address the simpliest needs They should be able to control their small ranges of vocabularies for daily specific needs -Basic level: + Listening skill: Norms for the outcomes: Students should be able to understand phrases and expressions related to daily essential needs (on family, themselves, shopping, accommodation, studies, and work, etc.,) when these topics are expressed slowly and clearly They should be able to understand main meanings in daily familiar communication when the topics are expressed slowly and clearly They should also be able to determine topics of dialogues when the dialogues are spoken slowly and clearly They should understand main meanings in short, clear, and simple notices or text messages They should be able to understand instructions of ways and use simple means of public transportations They should also be able to determine key information from live news about events and accidents, etc., on radio and television + Speaking skill: Norms for the outcomes: Students should put forward and respond to simple judgements related to such familiar topics as about themselves, family, classes, schools or needs for daily minimum communication They should be able to describe about their families, living conditions, educational levels, current work, and the latest work before the current work They should also be able to describe their plans, daily habits, past activities, and their own experience; simply describe what they like or dislike; briefly present information that they prepare in advance on daily familiar topics, reasons & briefly explain for their viewpoints, plans, actions; communicate and speak about simple topics, exchange simple information directly on work & daily life-related issues They may not be able to maintain or control dialogues in their own ways They should also be able to apply daily polite and simple greetings; invite, propose, apologize, thank, reply to invitations, proposals, and apologies; participate in short dialogues about familiar topics that they are interested in in; get basic information on goods & services at stores, post offices or banks; provide and understand quantity, figure, number, and price-related information for goods & services; settle daily situations about accommodation, food, drinks, and shopping when going travelling; answer & assert their viewpoints by simple expressions of words when answering interviews; utilize some relevant expressions related to daily topics; communicating relevantly with their roles and simple contexts for communication in families, classes, and common work, etc., with clear, rather precise Pronunciation of word phrases, expressions, and short sentences though dialogue partners occasionally request 10 them to repeat They should be able to make their dialogue partners understand what they mean by adding small details despite hesitation, cuts of meanings, difficulties to re-express things Attitudes: Students should love learning English and get active during lessons, etc., + Reading skill: Norms for the outcomes: Students should be able to understand short and simple documents on familiar and specific topics; use words often met at work or daily life; determine specific information in such simple documents as letters, information, and short articles that describe events; find out specific and easily predictable information in frequently seen & simple documents like ads, menu, lists for references, and timetables; navigate specific expected information (for instance: using phone directories to find out phone numbers of a certain service); understand posts and notices in situations at public places (on streets, at restaurants; and railway stations, etc.,) or at working places, for instance, signposts, instructive posts, warning ones for dangers; understand types of letters and basic electronic documents (correspondences and letters for confirmation, etc.,) on familiar topics; understand short and simple personal letters; understand regulations such as those on safety when they are expressed in simple words; understand simple instructions for use for devices in the daily life like public phones; can realize and reshow words and phrases or short sentences from documents; and copy short documents presented in the printing or hand-writing formats, etc., + Writting skill: Norms for the outcomes: Students should be able to write simple phrases, sentences, and connect them by using conjunctions like: and, but, and because; write simple phrases or sentences about family, living conditions, learning process, and current jobs; briefly write frictional biography; write short notes, use forms of topics with interests; write simple personal letters for thanks or apologies; understand short & simple text messages; understand short & simple messages; write short and simple text messages related to topics with their interests; select & re-form important short words, phrases or sentences within their own ability and experience; re-write short document parts; possess basic linguistics to deal with situations with previously anticipated contents although they still have to adjust contents in the messages, and find words They should be able to briefly express their simple needs in the life, specifically such as personal information, daily habits, wishes, needs, and asks for information; use remembered simple sentences, short phrases, communicative models to express about themselves, other people, work, places, and possessions, etc.,; grasp limited vocabularies, including remembered short phrases for previously anticipated urgent situations; in unfamiliar situations that often cause misunderstandings and interrupt communication; write short sentences on daily topics like the ones to show ways; precisely write syllables (not necessarily or absolutely right) available in learners’ informal vocabularies, etc., Upon the teaching definitions & features and outcome standards for English at the above Foreign Language Non-Specialized universities, things can be generalized as follows: Teaching English at universities to meet outcome standards means the consistent collaboration or combination between the teaching activity by 11 lecturers and the studying one by students to indoctrinate and grasp knowledge on grammar, vocabularies, and practice listening, speaking, reading, and writing skills to meet the outcome standards in line with objectives for the subject determined by universities 2.2 Theoretical issues on the management of English language teaching at universities to meet outcome standards 2.2.1 Definition of the management of English language teaching at universities to meet outcome standards Upon the perception on English language teaching to meet the outcome standards in general and teaching English at universities to meet the outcome standards as being presented above, it can be generalized like this: The management of English language teaching at universities to meet the outcome standards means the system of impacts by managers on the entire objects for management (teaching English language: from determining teaching objectives and plans to managing the teaching & learning activities, testing, and assessing outcomes, etc.,) to meet the outcome standards of the subject (with respects of grammar, vocabularies, listening, speaking, reading, and writing skills in English) in line with objectives for the subject determined by universities 2.2.2 Contents for the management of English language teaching at universities to meet outcome standards 2.2.2.1 To build up objectives, syllabuses, contents, and plans to teach English at universities to meet the outcome standards; 2.2.2.2 To manage for the implementation of syllabuses and contents in teaching English by lecturers and subject teachers; 2.2.2.3 To guide lecturers and professional groups to innovate methods and modes to teach English to meet the outcome standards; 2.2.2.4 To manage the English language learning activity by students to meet the outcome standards; 2.2.2.5 To manage and assure for material & technical devices and devices to serve for the English language teaching and learning by lecturers and students successively; 2.2.6 To manage, check, and assess outcomes of English language teaching at universities to meet the outcome standards 2.3 Influencers on English language teaching and its management at universities to meet outcome standards 2.3.1 Managers’ awareness; 2.3.2 Managers’ capacity, numbers, quality of English lecturers, and students at universities; 2.3.3 Collaboration and combination by members & organizations at universities; 2.3.4 Material and technical devices to serve for the English language teaching; 2.3.5 And the leadership, checks, and assessments by managers toward universities and factors to assure for the quality of English language teaching Conclusions to chapter 12 The outcomes from the research in the chapter have clarified the perception of English language teaching at universities to meet the outcome standards and basic features of English language teaching at universities; especially the system of generalizing specific contents of the outcome standards for English language teaching at Foreign Language NonSpecialized universities, etc., to make contributions in accomplishing theoretical issues on English language teaching at universities to meet the outcome standards This creates the basis for studies on the management of this subject at universities The outcomes from researches clarify the perception for the management of English language teaching at universities to meet the outcome standards It is the system of impacts by managers on the entire objects for management (English language teaching: from determining teaching objectives and plans to managing the teaching & learning activities, testing, and assessing outcomes, etc.,) to meet the outcome standards of the subject (with respects of grammar, vocabularies, listening, speaking, reading, and writing skills in English) in line with determined teaching objectives Thence, specific management contents, influencers on English language teaching & its management at universities to meet the outcome standards This makes contributions to accomplish theoretical issues on the management of English language teaching at universities to meet the outcome standards and form the basis for surveys to assess the actual status of the management of English language teaching at universities, upon which relevant and feasible measures will be put forward to enhance the management quality of this subject teaching to meet the current outcome standards at universities Chapter REALISTIC BASIS FOR MANAGEMENT OF ENGLISH LANGUAGE TEACHING AT SOME UNIVERSITIES IN HANOI CITY 3.1 Overview on organization of foreign language teaching at some universities in Hanoi City and surveys on the actual status 3.1.1 Overview on organization of foreign language teaching at some universities in Hanoi City 3.1.1.1 Organizational structure, functions, and tasks of Foreign Language Faculty & Centers at some universities in Hanoi City With respect of organizational structure: With respect of functions and tasks: 3.1.1.2 The force of managers and lecturers who participate in teaching English at some Foreign Language Non-Specialized universities in Hanoi City With respect of managers (numbers and quality): With respect of English lecturers (numbers and quality): 3.1.1.3 Numbers of students who have passed some Foreign Language Non-Specialized universities in Hanoi city over the recent years Generalization of the organization for foreign language teaching at some universities in Hanoi city as presented above like: organizational structure, functions, and tasks of Faculties, Centers, Foreign Language Faculty, numbers and quality of 13 managers, lecturers, selected students, etc., over the recent years They bring about basic advantages and also cause difficulties & issues that need settling with respect of the management of English language teaching to meet the outcome standards; the actual status needs surveying specifically to gain basis for proposals of solutions for more effective management of this subject teaching 3.1.2 Organization for surveys on the actual State 3.1.2.1 Survey objectives and contents 3.1.2.2 Survey objects and areas 3.1.2.3 Figure processing methods 3.2 The actual State of English language teaching at some universities in Hanoi City 3.2.1 The actual state of managers, lecturers, and students’ awareness of the importance of English language teaching; 3.2.2 The actual state of syllabuses, contents, and modes to organize the English language teaching at some universities in Hanoi City 3.2.3 The actual state of English language teaching methods at some universities in Hanoi City 3.2.4 The actual state of checks and assessments on English language teaching performance at some universities in Hanoi City Generalization on the actual state of English language teaching is made Besides some rather well-done contents, others haven’t been assured in terms of objectives, thus, requirements for enhancement for English language teaching to meet the outcome standards, especially, pressing issues on changing teaching methods, modes, tests, and assessments on students’ English learning performance haven’t been attached with legitimate attention yet Restrictions and pressing issues of this actual State are caused by many reasons, including the one related to the current management of English language teaching by subjects or managers at universities 3.3 The actual state of the management of English language teaching at some universities in Hanoi City 3.3.1 The actual state of the implementation management of objectives and plans by universities for English language teaching The survey’s outcomes show: The actual state of the syllabus implementation is assessed at the good and rather good levels with the average point at 3.25, ranking at the 1st place The management to implement the regulations on teaching files is rather well-assessed at 95.0% with the average point at 3.23, ranking at the 2nd place whereas the one of self-improvement by lecturers is assessed at average and weak levels, at 45.0% with the average point at 2.30, ranking at the 7th place; the one of making plans for using and improving the teaching is assessed at 63.5% and at a low rate, with the average point at 2.20, ranking at the bottom; the one of principles to go to classes by foreign language faculty is assessed at 11.5% with good feedbacks and opinions with the average point at 2.69, ranking at the 5th place out of 8, etc., 3.3.2 The actual state of the management of lecturers’ implementation of English language teaching syllabus, contents, and plans 14 *With respect of the managementof lecturers’ implementation of English language teaching syllabus and content: The outcomes of the survey show: The generalization of some regulations on the implementation of education programs is done rather well, 35.0% only make assessments at the average level while the remaining ones make rather good and good assessments; the average score stands at 2.85, ranking at the 2nd place out of while 68% make assessments for the regular tracking of the implementation of progams through weekly & periodical reports is made at a good level; its average score is at 3.54, ranking at the 1st place 42.7% make assessments at the average and poor levels; 42.7% of “the professional group that checks plans for the subject teaching” makes assessments at the average and poor levels with an average point at 2.64, ranking at the 3rd place out of 6; and the others are at the low levels * With respect of the management of lecturers’ implementation of teaching plans: 40% make the average assessments for he organization of democratic and public checks for the build-up of lecturers’ plans while 22.7% make poor assessment with the average point of 2.29, ranking at the bottom 50.0% make the average and poor assessments for the investigation of planmaking by lecturers with an average point of 2.52, ranking at the th place out of The usage of checking plans for the ranking is assessed as rather good with the average point of 2.92, ranking at the 2nd place * With respect of the management of lecture preparation and going to classes by lectures: 95.0% make good assessments on the set-up of specific regulations on the lecture preparation while the remaining 5.0% make average and poor assessments with the average point of 3.23, ranking at the 1st place out of 85.0% make rather good and good assessments on the usage of test outcomes and classify lecturers while 15.0% only make average and poor assessments with the average point of 3.17, ranking at the nd place out of 68.8% of “the professional group that periodically checks lecturers’ syllabuses” makes rather good assessments with the average point of 3.05, ranking at the rd place while the others are at poor levels *The actual state of the management of lecturers’ school time and professional activities: 77.3% make rather good and good assessments on the build-up of specific regulations on lecturers’ implementation of lectures with the average point of 3.17, ranking at the nd place out of 76.5% make rather good and good assessments with the average point of 3.21, ranking at the st place out of whereas the others are at poor levels 3.3.3 The actual state of guidance on lecturers, enhanced scheduled hours, and innovation in English language teaching methods The outcomes of the survey show: the regulation on lecture attendance by lecturers is implemented rather well and assessed as good by 77.3% at the average point of 3.17, ranking at the st place To innovate and apply new teaching methods, Faculties have worked out such many measures and activities as the enhancement of awareness of the task to innovate the teaching methods, nurture & enhance lecturers’ capacity for methods (67.3% make rather good and good assessments), ranking at the 2nd place; 48.8% make rather good and good 15 assessments on the organization of seminars to apply and innovate teaching methods, nurture skills to use new technical devices for teaching (at 47.5%), ranking at the 3rd place out of 10 whereas the others are at poor levels * With respect of the actual state of guidance for innovation in students’ English language learning methods and modes: The organization to nurture English language learning methods to uphold students’ positivity is wellassessed by 5.7% while 53.5% make the average assessment on this, and even 17.3% make poor assessments on it with the average point of 2.17, ranking at the 3rd place out of 75.3% make rather good and good assessments on the implementation of regulations on English language learning principles at the average point of 2.89, ranking at the 2nd place while the others are at poor levels With respect of the management of students’ English language learning: the mobilization of devices and technical conditions to serve for students’ self-study is appreciated with the average point of 2.83, ranking at the st place while the average point of the management of students’ self-study contents and methods stands at 2.53; ranking at the 3rd place while the others are at poor levels 3.3.4 The actual State of the management of material devices and teaching means for English language 33.8% make good assessments on material devices at universities to assure for English language teaching while 39.2% make rather good ones and 27.0% only make average ones with the average point of 3.06, ranking at the st place 50.0% make good assessments on the quality of material devices whereas 33.3% make average ones, and 16.7% make poor ones 32% make good assessments on lecturers whereas 40% make average ones and 28% make poor ones 26% make good assessments on students while 34% make average ones, and 40% make poor ones 18.5% make good assessments on curriculums, dictionaries, documents for references in English while 55.8% make rather good ones on them but 18.0% still make average ones with the average point of 2.85, ranking at the 2nd place, and the others are at poor levels 3.3.5 The actual state of the management of checks and assessments on English language teaching performance The outcomes of the survey show: With respects of checks and assessments on lecturers’ teaching performance: The establishment of specific regulations on the professional file is assessed as rather good and good by 76.5% at the average point of 3.21, ranking at the st place out of The use of test outcomes in assessments on the quality of lecturers is assessed as rather good and good (68.5%) while 31.5% only make average assessments with the average point of 3.10, ranking at the 2nd place out of 57.3% make average and weak assessments on specific comments & requirements for post-checks with the average point of 2.43, ranking at the 3rd place out of With respects of the management of checks and assessments on students’ learning performance: 18.9% make poor assessments on “Organization for the supervision of exams” at the average point of 2.30, ranking at the 2nd place while the others are at poor levels 3.4 The actual state of influencers on English language teaching and its management at some universities to meet outcome standards 16 The outcomes of the survey show: 30.6% make assessments of much influential on the capacity of managers, numbers, and quality of English language lecturers whereas 65.0% make assessments as influential but 4.5% only make assessments on little or non-influential with the average point of 3.25, ranking at the 1st place out of The factor of 44% make assessments of very influential on “Checks by State managerial levels on conditions to assure for English language teaching quality at universities” while 31.5% make assessments of influential and 24.0% only make assessments of little influential at the average point of 3.20, ranking at the 2nd place out of whereas 69.4% make assessments of highly influential with the average point of 3.06, ranking at the rd place out of 5; up to 22.7% make assessments of little influential on such factors as awareness and collaboration among the forces, even 5.8% make assessments of no of influences with the average point of 2.92, ranking at the th place out of 5; 24.9% make assessments of little influence or no influence on the collaboration among the forces at universities, with the average point of 2.89, ranking at the bottom 3.5 Overall assessments on the actual status of English teaching management at universities to meet outcome standards 3.5.1 Advantages and restrictions Advantages: Among the management contents, the one of implementation for English teaching objectives and plans at universities is assessed as the best (the average point stands at 3.47, ranking at the 1st place out of 5) The next ranking one - the management of lecturers’ implementation of English language teaching programs and contents is highly appreciated (the average point stands at 3.26, ranking at the 2nd place out of 5); the next one lies in checks and assessments on English language teaching performance (the average point stands at 3.19, ranking at the rd place out of 5) With respect of restrictions: Among the management contents, 27.7% assess the material devices and technical equipment served for the subject teaching at the poor level and the average point stands at 1.95, ranking at the th place out of 5; and finally, the guidance work for lecturers, increases in lecture attendance, and innovation in teaching methods are assessed at the lowest level with the average point of 2.85, ranking at the 5th place out of 3.5.2 Causes of restrictions Firstly, professional managers’ awareness at some universities hasn’t been fully sufficient so they haven't worked out any specific measures for checks and assessments on the guidance for lecturers, increases in lecture attendance, and innovation in English language teaching methods Secondly, the management of lecturers’ teaching hasn’t been really innovated; some management methods have remained formalistic while lecturers haven't got many chances for being trained and nurtured with teaching methods Thirdly, the management of students’ learning methods haven’t been cared much; thus, students haven't got interested in the subject or got rightly aware of the importance and values of English in the integration tendency 17 Fourthly, the management of checks and assessments for the subject teaching and learning performances at some universities hasn’t been cared for innovation; thus, this activity hasn’t become a leverage to innovate the subject teaching and learning activity to meet the outcome standards requested by universities Fifthly, material devices, devices, and teaching methods have been in shortages; they haven't been diversified so they haven't been well managed or exploited; that has caused big impacts on the subject teaching and learning performances Conclusions to the chapter Upon the practical and realistic researches, the author has analyzed and assessed the actual state of English language teaching and its management at some Foreign Language Non-Specialized universities in Hanoi The management of English language teaching at those above-mentioned universities has brought about some certain outcomes, initially making contributions to enhancing the training quality in general and teaching English in particular Most of lecturers at Faculties, Centers, and Foreign Language Faculties are aware of the importance of Foreign Languages, including English in the current integration tendency They have implemented the teaching task rather well; fulfilled their assigned tasks, got aware of implementing professional rules, and fully & rightly assured for the contents However, the outcomes of the surveys show that the actual state of English language teaching & its management remains with many restrictions & the management hasn’t been highly effective Many activities and contents, etc., haven't been regularly made mainly because of the fact that the universities haven't shown enough cares for the outcome standards for this important subject The above actual state is the basis and foundation for the author to put forward “Management measures for the English language teaching at universities to meet the outcome standards” to make it effective in line with the current practical requirements Chapter SOLUTIONS AND VERIFICATION FOR MANAGEMENT OF ENGLISH LANGUAGE TEACHING AT UNIVERSITIES TO MEET OUTCOME STANDARDS 4.1 Solutions for the management of English language teaching at universities to meet the outcome standards 4.1.1 Solutions for the management of English language teaching by lecturers to meet the outcome standards 4.1.1.1 Guidance for innovation in lecturers’ plans & syllabuses of English language teaching Objectives of the measures: To take this activity along the right direction and plans, making contributions to enhance the teaching quality to meet the outcome standards Contents of the measures: The Faculty empowers rights of initiatives to implement the plans of teaching & getting self-responsible to lecturers The management of the implementation includes: Managing the lecturers to teach lectures rightly, fully, timely, checking, assessing students’ learning 18 performances in line with the teaching plans; managing lecture hours, the design of electronic lesson plans, innovation in teaching methods, modes, utilizing modern teaching methods, and applying IT to the teaching Ways to implement the measures: The Faculty monitors principles for lecturers’ plan implementation of lectures at classes through lecturing schedules, lecture attendance, and students’ reflection, etc., Lecturers must firmly grasp plans, syllabuses, contents that they are in charge of, timely teach the syllabuses, and timely go to classes upon their assigned teaching schedules 4.1.1.2 Organization of strict checks for the teaching preparation by lecturers Objectives of the measures: mean the consolidation of checks by foregoers for lecturers’ teaching preparation to guide them to systematically lecture Contents of the measures: The Faculty needs to organize discussions on ways to prepare for lectures in the new direction: turning the focus from lecturers’ activity design into learner-centered activity Lectures are designed in relevancy to the specific traits of each skill: listening, speaking, reading, and writing The management of lecturers’ teaching activity includes: Managing professional files, self-study, and self-nurture; Managing conditions to assure for lecturers’ foreign language teaching Ways to implement the measures: To organize the deployment of mild but not nervous lecture hours to create comforting ambiance Lecturers should care about the step of lecture preparation; outcomes of tests will be used to assess their progression, capacity, and comments on their emulation 4.1.1.3.Guidance for innovation in teaching methods and enhancement in the quality of the subject teaching Objectives of the measures: To enhance lecturers’ occupational capacity; successfully apply and flexibly use modern teaching methods upon the perception of innovative viewpoints, and enhance the quality of the subject teaching Contents of the measures: Learners-centered viewpoints on teaching and awareness should be innovated; thus, lecturers must firmly grasp teaching methods, know how to combine advantages, to apply modern teaching devices to lectures They are requested to instruct their students with ways to learn, prepare for lessons, and self-study Relevant methods should be selected and combined to uphold learners’ positivity; absolutely utilize the modern technical devices to enhance lecturers’ teaching effectiveness, etc., Ways to implement the measures: Universities need to strictly boost up specific innovation, improve teaching methods, and assess lecturing hours by each lecturer Seminars should be further organized, and assessed for experience exchanges in teaching methods whereas sightseeing sessions and study ones at other universities should be organized to disseminate and exchange experience 4.1.1.4 Management for innovation in some activities by the professional groups by topics and lecture studies Objectives of the measures: to enhance the quality of professional activities by topics and lecture studies when implementing the syllabuses, teaching methods, and organization of scientific researches for lecturers 19 Contents of the measures: The lectureship makes plans for periodical professional activities right from the beginning of the school-year and strict implementation of the plans Lecturers should make exchanges at the professional exchange sessions by topics and lecture studies by the Faculty and the lectureship; agree to utilize types of documents, reference books served for the topics, English lectures Ways to implement the measures: Activity ways by topics and lecture studies should be changed to make the lectures various or attractive to students so that they aren't boring or formalistic but beneficial for lecturers Universities and Training Departments should enhance checks, assessments, and participation in the Lecturership’s activities which may be utilized as norms to comment on annual emulation and bonuses 4.1.1.5 Organization to improve and enhance lecturers’ occupational levels and knowledge Objectives of the measures: to enhance the quality of the subject teaching because lecturers’ occupational levels and knowledge play an important decisive role in the teaching quality to meet universities’ outcome standards Contents of the measures: To implement checks of lecture preparation by lecturers; attach special importance to encouraging lecturers’ self-study and selfresearches To create favorable conditions to lecturers to participate in short-term training courses regularly, and postgraduate education; and to attach special importance to nurture politics, ethics to lecturers, evoke their loves for the occupation; lecturers need to learn for enhancement of their professional levels Ways to implement the measures: Universities need to create an environment for lecturers to improve their English capacity; support expenses to them to find out learning courses relevant to enhance their occupational levels The lecturers need to make efforts for self-study through books, notebooks, discs, and internet, etc., they should be encouraged and triggered to overcome difficulties to gain professional, social knowledge, and improve their teaching quality to meet universities’ outcome standards 4.1.2 Solutions for the management of students’ English language learning activity to meet universities’ outcome standards 4.1.2.1 To organize education on occupational motivations, attitudes, awareness, and create an environment for English language learning for students to meet the outcome standards Objectives of the measures: To help students rightly aware of the subject’s roles and importance in the integration tendency, to serve for the futuristic occupations, and create motivations for them to actively learn to meet their universities’ outcome standards Contents of the measures: To learn about students’ psychology, thinking, and wishes on occupation, learning motivations, and attitudes, thence, determining orientations, helping, and educating them; To organize such collective activities as seminars, exchanges among enterprises, lecturers, and students, etc.,; To build up positive, aware, active, and creative learning principles; To organize exchanges about 20 the importance of specialized English language; share learning experience, and awareness of specialized English at universities Ways to implement the measures: To organize instructions of learning method, build up motivations, attitudes, responsibilities, and Plans; To monitor and detect signals of declines in studies to timely correct and encourage students; To organize Olympic contests; instruct students to find for reference documents in English; To organize English language clubs with various contents and modes and picnics in which the language shall be spoken; To create favorable conditions for brilliant students to participate in volunteer activities, serve for universities, City, and national activities, exchanges, learning exchanges with students from other universities in the area and in the world, etc., 4.1.2.2 Organization to nurture positive learning methods for students Objectives of the measures: to help students understand and gain knowledge on grammar, vocabularies, listening, speaking, reading, and writing skills, etc., to meet universities’ outcome standards and practical requirements for their futuristic occupation Contents of the measures: to instruct students to build up their learning plans, course outlines, know how to make presentations and debating in discussions, summarize reports, self-study; clearly point out purposes, requirements, notices of norms to assess their self-study outcomes; help them develop communication, team work, and presentation skills through organizing seminars for experience exchanges, etc., Ways to implement the measures: a favorable environment needs building up for students to nurture and learn experience among students themselves and with lecturers & experts, etc., To combine with the Department of Student Management and the Youth Union to organize discussions and extra-curriculum activities with universities’ supports for expenses; collaborate with libraries to provide references, support students’ self-study and self-researches, etc., 4.1.2.3 Checks and supervision of students’ self-study to meet universities’ outcome standards Objectives of the measures: to enhance the subject learning performance to meet universities’ outcome standards; help students learn well, fulfill their learning objectives; and strictly & seriously manage their self-study Contents of the measures: from the beginning of terms, checks and supervision by managers are regularly & strictly conducted and maintained; to form active and positive learning principles in students, helping them always know for self-research, practice to enhance their learning quality, grasp grammar, vocabularies, and practice skills of using English to meet the outcome standards Ways to implement the measures: there should be measures and methods to check, supervise, and enhance students’ self-study effectiveness; make assessments on their strengths & weaknesses, help them build up plans for selfstudy and self-practice; Collaborate with the Department of political work and the self-management team to strictly supervise and maintain students’ self-study; 21 To summarize, encourage, and award them who well implement the principle of self-study and gain good learning performance 4.1.3 Solutions for the management of checks and assessments on students’ English language learning performance to meet universities’ outcome standards 4.1.3.1 Implementation and application of many checking & assessment modes for students’ learning performance in line with universities’ outcome standards Objectives of the measures: to help check and assess students’ learning performance really effectively, objectively, and meet universities’ outcome standards Contents of the measures: the application of many checking & assessing modes plays a vital role for managers; thus, the Faculties and Lectureship ones need to improve the organization process of checking & assessing process in line with rules, fairness, and objectiveness Assessing them with multiple choice questions; write essays; and interviews, etc., Ways to implement the measures: to strictly abide by rules and regulations for checks and assessments; tests and exams should be assured as precise and relevantly difficult to the training requests; To organize the marking of exams precisely and objectively; make scientific analysis of the exam outcomes to determine learners’ levels, assess the relevancy of teaching contents, syllabuses, and methods; rightly and periodically conduct checks and well manage students’ learning performance files 4.1.3.2 Actively apply informatics and technologies in checking and assessing students’ English language learning performance to meet the outcome standards Objectives of the measures: To assure for the fairness, objectivity, and preciseness in checking and assessing students’ learning outcomes Contents of the measures: To build up the tool kit for multiple choice tests to implement the objective checking and assessing mode with matching questions, true/false questions, and multiple choice questions; guide lecturers to build up and implement many different test kits to meet universities’ outcome standards Ways to implement the measures: Leaders at all levels from Board of Trustees, Faculty, the Lecturership need to strictly guide and collaborate with the Training Department and IT Faculty of universities; need to increase expenses to invest in devices to serve for multiple choice tests 4.1.4 Solutions for the management of material & technical conditions to assure for English language teaching to meet outcome standards 4.1.4.1 Guidance for effective investment, development, exploitation, and use of material devices and English language teaching techniques; Objectives of the measures: to help lecturers and students to teach and learn the knowledge and practice the usage of English more effectively with a better quality to meet universities’ outcome standards Contents of the measures: To maintain and invest in developing material and modern devices to serve for the English language teaching; with the collaboration to supplement computers, audio and visual devices, etc., to serve for the IT & foreign language teaching and learning; to add modern devices to 22 specialized devices at foreign language specialized classrooms; build up regimes for lecturers and students to utilize to meet universities’ outcome standards Ways to implement the measures: To manage material and teaching devices in line with technical process, strictly abide by regulations for lending, using, and returning teaching devices, documents, and tools There should be English language teaching specialized and skill improving rooms to use modern devices for lecturers; there should be additional plans for maintenance and repairs, etc., to serve for teaching and learning English to meet universities’ outcome standards 4.1.4.2 Guidance to consolidate, upgrade University libraries, assure for learning needs, references for English language teaching and learning by lecturers and students Objectives of the measures: To assure for books, curriculum, and documents, etc., for lecturers and students to teach and learn English to meet universities’ outcome standards Contents of the measures: To learn about lecturers and students’ needs for books, magazines, publications, learning documents, and references in Vietnamese & English to make plans for shopping and investment, etc., To find out reliable sources to buy electronic books to diversify sources of information; specialized English documents sponsored by foreign partners and projects, etc., need exploiting to serve for teaching & learning to meet universities’ outcome standards Ways to implement the measures: To adjust and add regulations on serving modes at libraries; to build up friendly, cultural, and open style for staffs To implement the project of LAN and Internet network to be connected with libraries at universities to bring about conveniences to lecturers & students’ searches and information exchanges, etc., To organize to collect opinions from English lecturers to supplement documents, books, and discs relevant to the English language curriculum to serve for teaching & learning to meet universities’ outcome standards more effectively 4.1.5 The relationship among the solutions The solutions are strictly interrelated and support one another They also show the dialectic relationship in the tendency of maneuver and development These solutions are the basis and premises for the implementation of the other solutions and vice versa They form a consistent unity to manage the English language teaching at universities to gain the highest efficiency 4.2 Verification for the methods 4.2.1 Testing the necessity and feasibility of the solutions The outcomes of the tests for the necessity of the solutions The solutions for management are highly necessary with the average point of X at 2.92 The tier is as follows: the 2nd solution is with X=2.96, ranking at the 1st place out of 4; the 3rd one is with X=2.95, ranking at the 2nd place out of while the st solution is with X=2.90, ranking at the 3rd place out of 4, and the 4th solution is with X=2.87, ranking at the 4th place The 23 above outcomes are relevant to the reality of English language teaching management at universities to meet the current outcome standards With respect of feasibility of the solutions: the joint average point stands at X=2.85 (0.70 score lower than that of the necessity) The specific tier is as follows: The 3rd solution is with X=2.95, ranking at the 1st place out of 4; the 2nd one is with X=2.86, ranking at the 2nd place out of 4; the st one is with X=2.79, ranking at the 4th place out of 4; while the th one is X=2.80, ranking at the 3rd place out of The above outcomes are relevant to the current reality The comparative outcome shows: R = 0,60; this is the favorable interaction because the solutions are both necessary and feasible; therefore, the suggested solutions are necessary and rational If they are applied to the reality, they will make contributions to enhancing the management efficiency of English language teaching at universities to meet the current outcome standards 4.2.2 Tests for the solutions When comparing English language learning outcomes by the experimental class, they show English learning quality is higher than that of the comparative one The innovation in English language teaching methods meets the outcome standards after the st test at the experimental class that reached “Rather good” level (the average point is at 3.14); while it gained “Average” level (the average point is at 2.45) at the comparative class The outcome of guidance for innovation in teaching methods, etc., after impacts by tests at the experimental class and reaching “Rather good” (the average point stands at 3.15) while the comparative class remains at the “Average” level (the average point stands at 2.475) So, during the same time and similar conditions, the assessment outcome at the comparative class doesn’t get higher; that shows differentiations between the comparative class and the experimental class after the nd test are objective and rational thanks to the impacts by managers’ guidance Conclusions to the chapter Upon theoretical research outcomes and the reality, 04 solutions for the management of English language teaching at universities to meet the outcome standards are put forward in thesis; there are measures in each solution whereas objectives & contents are clarified Ways to implement the measures: The solutions are dialectically interrelated in the consistent management mode of English language teaching at universities to meet the outcome standards, making contributions to enhance the subject teaching quality The author conducted the survey of the solutions’ necessity and feasibility; the outcomes show all the four solutions are necessary and feasible; gaining high rates of agreements This shows they remain relevant and meet the requests in reality, making contributions to settling disputes in the current management of English language teaching at universities To verify the effectiveness of the solutions, the author tested the 3rd measure: Guiding lecturers to innovate teaching methods, enhance the subject teaching quality in the 1st solution: “Management of lecturers’ English language teaching to meet 24 the outcome standards” The outcomes of data analysis show the increase in results at LTN and LĐC is objective, thence, to assert the effectiveness of the measures in reality; and this is the proof to say the proposed solutions are scientically based and necessary in the current management of English language teaching at universities to meet the outcome standards CONCLUSIONS AND PROPOSALS Conclusions The overall outcomes from research works on foreign language teaching and its management show, different aspects of this issue have been studied in works For training facilities under Ministry of Education & Training, innovation & enhancement of foreign language teaching and learning quality, as well as English language, are discussed in some researches However, there hasn’t been any intensive research thesis on the management of English language teaching at universities in Hanoi City to meet the outcome standards This shows the pressing necessity of theoretical and practical meanings of thesis that the author selected to study on The outcomes from thesis make contributions to clarifying theoretical issues on English language teaching at universities, features, and the outcome standards at Foreign Language Non-Specialized universities; clarify the perception of the management of English language teaching at universities to meet the outcome standards It is the system of impacts by managers on all of the managers (English language teaching: from determining teaching objectives, plans to checking, and assessing the outcomes, etc., to meet the outcome standards (in terms of knowledge on grammar, vocabularies, listening, speaking, reading, and writing skills) upon the teaching objectives Thence, basic management contents and influencers on the management of English language teaching at universities to meet the outcome standards are clarified Upon the oriental theoretical basis, the author utilizes the practical research methods to survey, analyze, assess, and clarify the actual state of English language teaching and its management at some Foreign Language Non-Specialized universities in Hanoi; and clearly point out advantages, disadvantages, and causes; figures, tables, and charts that reflect that entire research outcome to form basis for conclusions Upon the outcomes of theoretical and practical researches on actual states, thesis author suggests 04 solutions for the management of English language teaching at universities to meet the outcome standards; The solutions are dialectically interrelated in the consistent management mode of English language teaching at universities to meet the outcome standards, making contributions to enhance the subject teaching quality To verify the research outcomes, the author conducted the survey of the solutions’ necessity and feasibility; the outcomes show all the four solutions are necessary and feasible; The outcomes of data analysis show the increase in results at LTN and LĐC is objective Therefore, thesis has fulfilled the research task, gained the put-forward objectives, and prove the legimiteness of the scientific hypothesis 25 Proposals With Ministry of Education and Training With Foreign Language Non-Specialized universities in Hanoi City With lecturers of English at Foreign Language Non-Specialized universities ... make assessments of little influence or no influence on the collaboration among the forces at universities, with the average point of 2.89, ranking at the bottom 3.5 Overall assessments on the... The generalization of some regulations on the implementation of education programs is done rather well, 35.0% only make assessments at the average level while the remaining ones make rather good... average assessments for he organization of democratic and public checks for the build-up of lecturers’ plans while 22.7% make poor assessment with the average point of 2.29, ranking at the bottom
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