Evaluation of the 3rd semester reading syllabus for English major students at Hanoi University of Industry (HaUI). M.A Thesis Linguistics

Vietnam national university College of Foreign Languages Department of postgraduate studies - - NGUYỄN THU HƯƠNG Evaluation of the 3rd Semester Reading Syllabus for English Major Students at Hanoi University of Industry (HaUI) Đánh giá đề cương môn đọc hiểu học kỳ cho sinh viên chuyên ngữ trường Đại học Công Nghiệp Hà Nội M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY Supervisor: Dr To Thi Thu Huong Hanoi, 2010 TABLE OF CONTENT Chapter Introduction 1.1 Theoretical background 1.2 Background of the study 1.3 Statement of the problem 1.4 Objective and structure of the study Chapter 2.1 Literature review An overview of evaluation 2.1.1 Needs analysis 2.1.1.1 Needs 2.1.1.2 The roles of needs analysis 2.1.2 Language course evaluation 2.2 Overview of reading process 2.2.1 Reading and reading comprehension 2.2.2 Reading strategies 11 2.2.2.1 Reading strategies to approach reading materials effectively 11 2.2.2.2 Reading strategies for effective processing of reading materials 12 2.2.3 Purposes of reading 13 2.3 Overview of syllabus 14 2.3.1 Syllabus vs Curriculum 14 2.3.2 Definitions of syllabus 15 2.3.3 Types of syllabus 16 2.3.4 Roles of syllabus in training program 17 2.3.5 The role of reading syllabus in language curriculum 17 Chapter The study 20 3.1 Research objectives and methodology 20 a Subjects 20 b Instruments 21 iv i Document analysis 21 ii Questionnaires for teachers and students 21 iii Interview with teachers and officials 22 c Data presentation 22 i ii Document and context analysis 22 The curriculum (Appendix 1) 22 The syllabus (Appendix 2) 23 Questionnaire results 25 iii Interview results 31 Chapter Findings and recommendations 34 4.1 Finding of the study 34 4.1.1 Students‟ needs 34 4.1.2 Objectives in relation to students‟ needs 34 4.1.3 Effectiveness of the course book in use 35 4.1.4 Time allocation 35 4.1.5 Other findings 35 4.2 Recommendation for improving the current syllabus 35 Goal and Objectives 36 Goal of the course 36 Objectives 36 Time allocation modification 37 Course book consideration 37 Chapter Conclusion 38 Appendix 39 Appendix 43 Appendix 46 Appendix 49 Appendix 51 References 56 v Chapter Introduction 1.1 Theoretical background Recently, along with the development of technology and business, English is considered to be the language of opportunity that is the reason why the demand of English has remarkably changed Particularly in Vietnam, people use English to learn better, to know more about new technology and be able to get a good job For many reasons, English has gradually become the most widely used language in international relations In Vietnam, many foreign companies, the majority of which use English as a medium of communication, have come and invested in various fields like tourism, electronics, telecommunication, banking, transportation, environment, oil industry, etc Therefore, how to teach and learn English effectively has become an important mission to meet the great demand for communication with foreigners, especially in various fields mentioned above That is the reason why the demand of good English users is higher especially in the field of translation and interpretation Another issue is whether the designed syllabus meets the expectation of both teachers and learners In this light, evaluation is very important for teachers because of the future direction in classroom practice, the planning of course and the management of learning tasks and students (Rea- Dinkins and Germaine, 1992) Being the systematic collection and analysis of all relevant information necessary to promote the improvement of a syllabus and assessment of its effectiveness and efficiency, as well as the participants‟ attitudes within the context of particular institutions involved (Rea- Dinkins and Germaine, 1992, p.3), evaluation plays three interrelated and overlapping roles in course design They are evaluating needs, student‟ learning and the course itself (Grave, 2000, p.207) Evaluation could be done at the end of a course and provides information about the students‟ overall achievement as well as the overall effectiveness of the course (Hedge, 2000, p 375) for further improvement When you evaluate the course, you assess what your course design has achieved with respect to you intention in designing it (Grave, 2000, p.207) However, evaluation is not an easy job as it needs to take into consideration many different factors such as course objectives, time allocation, material and assessment; once completed, the evaluation of a course can help further improve the course With the aim to make a better change in the implementation of the 3rd semester English reading syllabus for English major students at Hanoi University of Industry (HaUI) this study focuses on evaluating the syllabus developed by teachers at the English Department at HaUI regarding factors such as course objectives, time allocation, material and assessment 1.2 Background of the study Hanoi University of Industry (HaUI), which previously known as a college of vocational training, was founded in 2005 Previously, English was taught as a compulsory subject following the requirement of Ministry of Education and Training After finishing the college, students only need to master basic level of General English (GE) Although at that time English was a compulsory subject, students and teachers did not consider English as important as other subjects, thus teachers thought that it was not necessary to evaluate any GE syllabuses Recently, recognizing the needs of society for good English for Specific Purposes (ESP) teachers, translators and interpreters, HaUI establishes its English Department at the same time of HaUI‟s foundation The ultimate goal of the English Department is to train ESP teachers, translators and interpreters who need both English and knowledge in specific fields of science and technology The English Department has 50 teachers who mostly graduated from University of Foreign Languages in Hanoi and some from other places nationwide to meet the demand of training At present, these English teachers are able to teach GE as well as ESP 1.3 Statement of the problem Having been teaching at Hanoi University of Industry (HaUI) for five years, I have used many syllabuses in teaching English for different kinds of students namely nonEnglish major students, for ESP, and for English major students As far as I am concerned, the English syllabi at HaUI have not ever been evaluated yet I, therefore, would like to make contribution to the development of teaching English at my University in general and at the English Department in particular This is the reason why I evaluate one of the syllabi used at the English Department at HaUI with the aim of revising the current syllabus and the hope to make a better change in its implementation My study is targeted at the 3rd semester reading syllabus of English major students of the English Department 1.4 Objective and structure of the study The ultimate goal of the study is to evaluate the current 3rd semester reading syllabus (thereafter called the syllabus) for English major students at HaUI Due to time constrain, I plan to conduct the research to find answers to the following questions: To what extent does the syllabus meet the expectations of both teachers and learners in terms of course objectives, time allocation, materials and assessment? What are the suggestions to further improve the syllabus? Such findings will provide insights into the strengths and weaknesses of the current syllabus and help propose some recommendations for an even better syllabus The thesis is organized into five chapters Chapter is the Introduction, Chapter is the Conclusion Chapter 2, Literature Review, consists of an overview of evaluation, reading process and of syllabus Chapter 3, the Study deals with the methodology of the study detailing the data collections and analysis Chapter 4, Findings and Recommendations, provides an insight into the current syllabus with its own strengths and weakness in real situation via feedbacks from students and teachers It also gives recommendations for an even better syllabus Chapter Literature review 2.1 An overview of evaluation There are many definitions of evaluation Basically, evaluation is asking questions and acting on the responses According to Brown (1989, p.223), evaluation is the systematic collection and analysis of all relevant information necessary to promote the improvement of a curriculum and assess its effectiveness and efficiency, as well as the participants‟ attitudes within the context of the particular institutions involved Rea- Dickins and Germaine (1992) claim that evaluation is an intrinsic part of teaching and learning It can provide a wealth of information to use for the future of classroom practice, for planning of courses, and for the management of learning tasks and students They assert that “making evaluative judgments is therefore a feature of social life, but evaluation is not always something that we in a principle and systematic way” Evaluation plays three interrelated and overlapping roles in course design The first is evaluating needs, the second is evaluating students‟ learning and the third is evaluating the course itself (Graves, 2000, p.207) While evaluation entails the collection of information on what learners can in the target language, it also involves additional processes designed to assist us in interpreting and acting on the results of our evaluation Graves also believes that evaluation can be both formative and summative Formative evaluation, whose purpose is pedagogically motivated (Hedge, 2000, p 376), takes place as the course is in progress and provides information about how well the students are doing what they have achieved, what they need to work on, and how well the course is meeting their needs Summative evaluation is done at the end of a course and provides information about the students‟ overall achievement as well as the overall effectiveness of the course Hedge (2000) also refers to the term “evaluation” as “the assessment of students at the end of the course Recently, however, the meaning of evaluation is understood as an assessment of all aspects of a program Evaluation can relate to course and learners in a number of ways First, the course can be judged as it is planned Second, all what are actually happening in the classroom can be observed, described and assessed Thus, there is parallel between assessing the students‟ learning and evaluating the course According to Graves (2000, p 208), when you evaluate the course, you assess what your course design has achieved with respect to your intentions in designing In conclusion, evaluation relates to courses and learners, it is also include the aspects of a program so it can be referred to three notions of evaluations such as pre-course evaluation, on- course evaluation or post-course evaluation which depend on the purpose of the evaluation The following parts briefly discuss need analysis and language course evaluation 2.1.1 Needs analysis In need analysis, not only students‟ needs are mentions, but the institutional needs and teachers‟ needs should be as well However, in the case of this minor thesis, these needs are already reflected through the objectives of the 3rd semester reading syllabus for English major students, which were designed by teachers of the English Department This shows that teachers expect students to achieve the reading skills through working on selected English books Thus, teachers‟ needs are not dealt with in the survey for this study 2.1.1.1 Needs In fact, there are different discussions about the meanings of needs Researchers like R Berwick, H.G Widdowson and P.C Robinson and T Hutchinson & A Walter expressed their opinion about needs as follows: - Needs can refer to learners‟ study or job requirement that is what they have to be able to at the end of their language course This is called to be a goaloriented definition of needs (Widdowson, 1981, p.2) - Needs can be considered what the learners need to to actually acquire the language This is a process- oriented definition of needs and the means of learning (Widdowson, 1981, p.2) - Needs are considered to be what students themselves would like to gain from the language course In this sense “needs are perhaps more appropriately described as objectives” (Berwick, 1989, p 57) - Needs may be interpreted as lacks, that is what students not know or cannot in English (Robinson, 1991, p 8) In this study, learners‟ needs will be taken into account under Hutchinson and Walters‟ point of view in terms of target needs and learning needs Target needs are what the learner needs to in the target situation and can be categorized as necessities, lacks and wants “Necessities are the type of needs which are determined by the demands of the target situation, that is what learner has to know in order to function effectively in the target situation” (Hutchinson & Walters 1987, p.55) In other words, necessities can be regarded as learners‟ target proficiency – the scope of the language knowledge and skills that learners are supposed to acquire on completing a course Lacks are the gap between the target proficiency and the existing proficiency of the learners‟ (Hutchinson & Walters 1987, p.56) In other words, information about learners‟ lacks will help the designer to determine how much language training is needed to bridge the gap between learners‟ entry level and their exit one Wants is one of the terms of target needs with the actual learners playing active role that is the learners have a view as to what their needs are Richterich (1984) comments that needs not exist independently of a person People build the image of their needs on the basis of data relating to themselves and their environment In conclusion, within the category of target needs, further division under necessities, lacks and wants in which the route from the starting point (lacks) to the destination (necessities) and what the destination should be (wants) form the so called learning needs (Hutchinson & Walters, 1993, p.60) In other words, learning needs are defined in terms of what the learner needs to in order to learn However, to the destination successfully, Hutchinson & Walters (1987) point out: It is native to base a course design simply on the target objectives, just as it is native to think that a journey can be planned solely in terms of the starting point and the destination The needs, potential and constrains of the route (i.e the learning situation) must also be taken into account, if we are going to have any useful analysis of learners‟ needs (p.61) On the basis of the theory above, information on learners‟ needs is often collected and analyzed in the various steps of teaching and learning, from the course design, implementation to the evaluation 2.1.1.2 The roles of needs analysis Needs analysis is of great importance in defining and meeting the various needs of particular learners The course designer has to analyze the learners‟ needs so as to design appropriate course and help the learners to acquire English more effectively and successfully Discussing the important role of needs analysis, Hutchinson & Walters (1987) assert that: If learners, sponsors and teachers know why learners need English, that awareness will have an influence on what will be acceptable as reasonable content in the language course, and on the positive side, what potential can be exploited (p.53) It is clear that needs analysis very much influence the input of a language programme A major reason for conducting a needs analysis is to provide a specifications of input which is relevant to the needs of a given learner or group of learners (target needs) If it were possible or desirable to teach the entire system of the target language, then need analysis would not be necessary (Nunan, 1985, p.7) Need analysis can be divided into two stages The first stage is the objective analysis which is carried out before the beginning of a course and involves consideration of both input and methodology The Kirn, E and Hartmann, P (2003) Interaction – Reading, 4th Ed Macgraw Hill Contemporary Publishers  References: - H., Sandra (1995) More true stories Longman Publishers - L., Linda & B., Barbara (1999) Thoughts and notion Heinle & Heinle Publishers 10 Assessment Criteria - Mark of regular test -  Number of test: 03  Time for each test 15- 30 minutes)  Test form: Reading, writing and multiple choice Final term test  Time allowance: 60 minutes  Test form: Reading, writing and multiple choices (mainly test reading skill/ strategies which student learnt during the course 11 Detailed content of the course Nmber Chapter Time allocation ( number of study period) Total Theory Practice Chapter 1: Education and student life 1.6 4.4 Chapter 2: City life 1.6 4.4 Chapter 3: Business and money 0.8 2.2 Chapter 4: Jobs and professions 0.8 1.7 44 Test 0.5 Test Chapter 5: Lifestyles around the world 0.8 2.2 Chapter 6: Global connections 0.8 2.2 Chapter 7: Language and communication 0.8 2.2 Chapter 8: Tastes and preference 0.8 1.7 0.5 Test Chapter 9: New frontiers 0.8 2.2 10 Chapter 10: Medicine , myths and magic 0.8 2.2 11 Chapter 11: The Media 0.8 2.2 12 Chapter 12: With the liberty and justice for all 0.8 1.7 0.8 2.2 Test 13 Revision 45 0.5 Appendix Questionnaire for students Student‟s name (optional)…………………………………………… Class This study is being conducted at the English Department at HaUI to evaluate the 3rd semester reading syllabus for English major students The purpose of evaluation is to find out the merits and demerits of implementing the reading syllabus Please answer the questions as honestly as you can by writing in the spaces provided or ticking the chosen box as appropriate You can write the answers in English and/or Vietnamese Thank you very much for your cooperation What are the content of the course book like? Nội dụng giáo trinh nào? Very useful useful not very useful useless Rất có ích Có ích Khơng có ích Vô ích Do you think that the course objectives are appropriately written and clearly expressed? Bạn có cho mục tiêu khóa học viết giải thích rõ ràng? Yes No No answer Có Không Không trả lời How relevant are the topics in the course book to your needs as a second year student? ( ranking from 1= very relevant to 5= very irrelevant) Đối với sinh viên năm thứ hai chủ đề giáo trình phù hợp với nhu cầu bạn ? 46 Topic Education and student life City life Business and Money Jobs and Professions Lifestyle around the world Global connections Language and communication Tastes and preferences New frontiers Medicine, myth, and magic The media With liberty and justice for all Do you want to add some more topic in the course? Yes/No Please suggest some topic If the answer is Yes ………………………………………………………………………………………… Do you agree with the grading policies described in the syllabus? Bạn có đồng ý với quy định tính điểm nói chương trình mơn học? strongly agree agree Undecided Disagree 5.strongly disagree Do you have any comments on the time allocation of the syllabus? YES/ NO If the answer is Yes, please give your comment 47 Bạn có ý kiến phân bố thời gian chương trình mơn học Nếu câu trả lời có Bạn cho biết ý kiến ? Please evaluate your overall your satisfaction with the course objectives Đánh giá mức độ hài lịng bạn mục tiêu khóa học 1.Very satisfied Satisfied Dissatisfied very dissatisfied Rất hài lòng Hài lịng Khơng hài lịng Rất khơng hài lịng Do you agree with the time allocation for each unit of the book (please tick the appropriate box)? strongly agree agree Undecided 48 Disagree 5.strongly disagree Appendix Questionnaire for teachers Teacher‟s name (optional)…………………………………………………………… This study is being conducted at the English Department at HaUI to evaluate the 3rd semester reading syllabus for English major students The purpose of evaluation is to find out the merits and demerits of implementing reading syllabus for further improvement Please answer the questions by writing in the spaces provided or ticking the chosen box as appropriate Thank you very much for your cooperation What you think about the course objectives of the syllabus? Do your students meet the objectives of the syllabus at the end of the rd semester? (If not, why can‟t they achieve the objective?) …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… What you think about the tasks and exercises in the course book? …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …Do you agree with the time allocation of the syllabus? Give your comments If the answer is YES: …………………………………………………………………………………………… …………………………………………………………………………………………… What you think about the supplementary materials for the course? …………………………………………………………………………………………… …………………………………………………………………………………………… 49 What you think about the regular tests and end term test? Is there a good balance between what the tests require and what the students need? …………………………………………………………………………………………… ………………………………………………………………………………………… 50 Appendix QUESTIONNAIRE RESULTS What are the content of the course book like? (Ranking from 1= very useful to 4= useless) What are the content of the course book like? (Ranking from 1= very useful to 4= useless) Number and percentage Course book Interaction 33 85 (27%) (72%) (1%) (0%) Table Questionnaires result on content of the course book Do you think that course objectives are clear expression? Do you think that course objectives are clear expression? Number and percentage Course objectives Help students master on reading skills and become an independent reader Students have to Yes No No answer 25 83 12 (20%) (70%) (10%) imagine the aims and ideas before reading Give comment and discuss main ideas Students can discuss author’s view and express their own ideas Table Questionnaires result on comment on the course objectives Evaluate your overall satisfaction with the course objectives (Ranking from 1= very satisfied to 4= very dissatisfied) 51 Evaluate your overall satisfaction with the course objectives Number and percentage ( Ranking from 1= very satisfied to 4= very dissatisfied) Level of satisfaction 30 89 (25%) (75%) (0%) (0%) Table Questionnaires result on comment on the course objectives How relevant are the topics in the course book to your need as a second year student?( ranking from 1= very relevant to 5= very irrelevant) How relevant are the topics in the course book to your need as a second year student? ( ranking Number and percentage from 1= very relevant to 5= very irrelevant) Topics Education and student life City life Business and money Job and professions 52 10 65 25 (54%) (21%) (8%) (13%) (4%) 71 12 (6%) (60%) (20%) (10%) (4%) 75 (7%) (64%) (16%) (8%) (5%) 55 40 24 20 14 15 10 10 5 Lifestyle around the world Global connection Language and communication Taste and preference New frontiers Medicine, myths and magic The Media With liberty and justice for all (46%) (34%) (12%) (8%) (0%) 40 52 (34%) (44%) (14%) (7%) (1%) 62 (7%) (52%) (33%) (8%) (0%) 37 49 (31%) (42%) (19%) (7%) (1%) 22 15 (0%) (19%) (35%) (33%) (13%) 20 (1%) (16%) (26%) (49%) (8%) 25 65 (21%) (54%) (13%) (8%) (4%) 15 75 (13%) (64%) (15%) (7%) (1%) 20 12 (2%) (16%) (15%) (57%) (10%) 17 38 23 42 31 16 19 19 Table Questionnaires result on Topics Do you agree with the time allocation for each unit of the book? (Ranking from 1= strongly agree to 5= strongly disagree) Do you agree with the time allocation for each 53 10 40 57 10 66 10 unit of the book? Number and percentage ( Ranking from 1= strongly agree to 5= strongly disagree) Topics Education and student life 18 100 (0%) (1%) (0% (0%) (1%) (0%) 98 18 (15%) (84% 18 City life 100 (15%) (84% Business and money Job and professions Lifestyle around the world Global connection Language and communication Taste and preference New frontiers 54 (0%) (3%) (0%) 98 11 (0%) (8%) (1%) (82%) (9%) 99 18 (0%) (2%) (0%) (0%) (2%) (0%) (0%) (2%) (0%) (0%) (1%) (0%) (0%) (1%) (0%) (82%) (15%) (83%) (15%) 97 20 (81%) (17%) 98 19 (82%) (16%) 99 19 (83%) (16%) 99 18 (83%) (15%) Medicine, myths and magic The Media (0%) (1%) (0%) (0%) (1%) (0%) (1%) (0%) With liberty and justice for all (0%) 97 21 (81%) (18%) 98 20 (82%) (17%) 100 18 (84%) (15%) Table Questionnaires result on time allocation Do you agree with the grading policies described in the syllabus? 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