Applying ASEAN university network quality assurance for assessing the course of english for tourism at ho chi minh city open university

HO CHI MINH CITY OPEN UNIVERSITY SCHOOL OF ADVANCED STUDY GRADUATION THESIS MAJOR: BUSINESS ENGLISH Applying ASEAN University NetworkQuality Assurance for Assessing the Course of English for Tourism at Ho Chi Minh City Open University Intern’s name: Le Tri Thien Student code: 1457012325 Major: Business English Instructor: M.Ed Bui Do Cong Thanh Ho Chi Minh City – 2019 ACKNOWLEDGEMENTS First and foremost, I want to use this opportunity to show my deep gratitude for Mr Bui Do Cong Thanh for being an inspiring model and an erudite mentor that leaves a remarkable influence on my thoughts and emotions Without his constant and thorough guidance, I would not have the energy and commitment needed to finish this report paper His role model has left a long-lasting impact on my learning and studying pattern and working attitude that has already shown positive prospect Furthermore, my genuine appreciations also go to my father, my mother, my little brother, and my darling for their emotional anchors that keep me straight forward Were it not their support and encouragement, it would be impossible for me to tackle the problems arising while writing the reports Last but not least, I would like to express my gratitude to all the academic staff of both the School of Advanced Study and the Faculty of Foreign Languages for the opportunity and experience that I have attained while working with such prominent progenitors Also, the hospitable and professional working environment at both the faculties will indeed lay a strong foundation for my future career TABLE OF CONTENTS CONTENT PAGE ACKNOWLEDGEMENTS i COMMENTS OF INSTRUCTOR Error! Bookmark not defined TABLE OF CONTENTS i TABLE & FIGURE iii ABBREVIATIONS iv ABSTRACT v CHAPTER 1: INTRODUCTION .1 1.1 BACKGROUND OF THE REPORT .1 1.1.1 Current Situation of English 1.1.2 English in Tertiary Education Level in Vietnam 1.2 RATIONALE 1.3 METHOD DESIGN 1.4 SCOPE AND LIMITATION 1.5 STRUCTURE OF THE THESIS CHAPTER 2: REVIEW OF LITERATURE 2.1 DEFINITION OF EVALUATION IN EDUCATION 2.2 INTRODUCTION TO QUALITY ASSURANCE IN HIGHER EDUCATION SETTING .11 2.3 ASEAN UNIVERSITY NETWORK – QUALITY ASSURANCE 12 2.4 THEORETICAL FRAMEWORK 15 Expected Learning Outcomes 16 2.5 SUMMARY 28 CHAPTER 3: METHODOLOGY 30 3.1 SETTING 30 3.2 PARTICIPANTS 30 3.3 RESEARCH DESIGN .31 3.4 INSTRUMENTS 32 3.5 ETHICAL ISSUES 36 Chapter 4: RESULTS AND DATA ANALYSIS .37 4.1 FINDINGS ARISING FROM THE SURVEY RESPONSES 37 i 4.1.1 Course learning outcomes .37 4.1.2 Course specification 39 4.1.3 Course structure and content 42 4.1.4 The coursebook 43 4.1.5 Teaching and Learning Approach 47 4.1.6 Student assessment 51 4.2 OVERVIEW OF THE RESULTS AND RECOMMENDATIONS 52 CHAPTER 5: CONCLUSIONS & RECOMMENDATIONS 55 5.1 PROBLEMS SIGHTED DURING THE SPAN OF CONDUCTING THE RESEARCH 55 5.2 CONCLUSIONS 56 5.3 RECOMMENDATIONS 57 REFERENCES 59 Appendix A Appendix B Appendix C Questionnaire (English & Vietnamese Version) ii TABLE & FIGURE Figure 3: AUN-QA Models for Higher Education .13 Figure 4: AUN-QA Models for Programme Level 14 Figure 5: Theoretical Framework .15 Figure 4: Students' average satisfaction towards Course Learning Outcomes .38 Figure 5: Student's average satisfaction towards Course Specification .40 Figure 6: Students' average satisfaction towards Course structure and Content 42 Figure 7: Students' average satisfaction towards the coursebook and its content 43 Figure 8: Students' average satisfaction towards coursebook organisation and structure, language, and layout 45 Figure 9: Students' average satisfaction towards teaching and learning approach .48 Figure 10: Students' average satisfaction towards the key competences of education .50 Figure 11: Students' average satisfaction towards student assessment 51 Figure 12: Scatter Chart .54 Table 1: FFL Programmes Learning Outcomes 19 Table 2: Course Objectives of English for Tourism 20 Table 3: Course Learning Outcomes of English for Tourism 22 Table 4: Summary of students' satisfaction towards Course Learning Outcomes .38 Table 5: Summary of students’ satisfaction towards the course specification .40 Table 6: Summary of students’ satisfaction towards the course structure and content 42 Table 7: Summary of students’ satisfaction towards the content of the coursebook 43 Table 8: Summary of students’ satisfaction towards organisation and structure; language; and coursebook layout 45 Table 9: Summary of students’ satisfaction towards teaching and learning approach 48 Table 10: Summary of students’ satisfaction towards the key competences of education 50 Table 11: Summary of students’ satisfaction towards student assessment 52 Table 12: Summary of students’ average satisfaction 53 iii ABBREVIATIONS HOU: Ho Chi Minh City Open University FFL: Faculty of Foreign Languages ESL: English as a Secondary Language EFL: English as a Foreign Language EIL: English as an International Language MOET: Ministry of Education and Training AUN-QA: ASEAN University Network – Quality Assurance VSTEP: Vietnamese Standardised Test of English Proficiency CEFR: Common European Framework of Reference for Languages iv ABSTRACT With an unprecedented growth of importance of English sighted in recent years (Galloway & Rose, 2015), there have been calls for an proper English teaching and learning model that works beyond the native-speaking one (Sharifian, 2009) Being no outsider to an upward trend of the world, the English teaching and learning system in Vietnam has been undergoing drastic changes, especially in the form of programmes using English as medium of instruction, yet the innovative implementation is not without fault (Hamid, Jahan, & Islam, 2013; Le D M., 2012) With this view in mind, many researchers identified problems within the English teaching and learning in Vietnam (Hoang, 2011; Le D M., 2012), many of which refer to the validity of the programme To ensure the quality of tertiary education programme, the use of quality assurance, or accreditation has been in practice globally by governments and recognised bodies (QAA, 2019) One of such bodies that has been working on the betterment of education in the region, ASEAN University Network (ASEAN University Network, 2015), has been devising and perfecting a form of quality assurance concerning various aspects of a higher education institute on the programme level These standards have been applied throughout the region and at many local institutes In light of this fact, the paper serves as a proposal for a pilot descriptive research utilising the format of AUN-QA to assess a course of the English Major, in the hope of contributing to the process of continuous improvement needed for the quality assurance in immediate future By employing five factors among that of AUN-QA, the author aims to examine the effectiveness of the course in the view of lecturers and students following the course v CHAPTER 1: INTRODUCTION The following paper investigates the efficiency of the course book Going Places as perceived by learners and lecturers at HOU In this chapter, the study background will be discussed Then, the problem statement, the research purposes, the significance of the paper as well as the thesis structure will be addressed 1.1 BACKGROUND OF THE REPORT 1.1.1 Current Situation of English The language of English is spoken in many parts of the world, including Asia, Europe, Africa, the Americas, Australia, and even in some of the islands drifting amidst the Atlantic, Indian, and Pacific Oceans In fact, it is now acknowledged as the lingua franca or a ‘world language’ (Viney, 2008) with the status of official language in at least 80 nations and regions around the world as reported in Ethnologue (2019) This fact solidifies the position of the English language with the number of non-native speakers greatly exceeding that of native one (Galloway & Rose, 2015) Similarly, (Graddol, 2006) reported that approximately 74% of global tourism travelling are from non-native speaking nations to native ones, thus cemented the position of English in intercontinental communication as the most important bridge language in this ever-changing and mobile modern world With the explosion of social network platforms including Facebook and YouTube, the Internet now serves as a vital medium of the dissemination of the English language as learners communicate and interact with others via the evolutionary platform The high status of English can be summarised as in Michael’s work: “English has become a world language in both senses, international and global: international, as a medium of literary and other forms of cultural life…; global as the co-genitor of the new technology age… It seems that if you want to resist the exploitative power of English, you have to use English to it.” (Halliday, 2006, p 362) As English spreads further away from its birthplace, the language undergoes drastic transformation structurally and pragmatically Even though this transformation can be traced back to the earlier stages of history with the expansion of the former British Empire and the rise of the United States, the differences are more remarkable in the modern era ESL/EFL users not just assimilate their native accents into the sounds of English but also adapt their own cultural influences to English daily usages Sharifian (2009) reported the phenomenon of cultural conceptualisations in which non-native speakers would draw on their own cultural references in making conversation in English Notably, bilingual speakers may use English vocabulary that delivers the polar opposite to what they want to convey By the same token, Honna (2000) issued the reality of creating new variants of English that suits the “international, interethnic communication” among the communities of Asian non-native English speakers This occurrence can be observed throughout nations of East Asia, thus resulted in the formation of different varieties such as Chinese-, Japanese, and Korean-influenced English For example, Sharifian (2009) recorded a substantial difference in meaning perceived by people from different cultural settings that can cause misunderstanding on even a common notion such as ‘friendship’ These findings reflect a phenomenon that can be concluded as a cultural schema that was explicitly defined in a recent work of Shahghasemi (2017) This theory suggests that people with different cultural identities will employ classification to comprehend each other, and then further add their own influence into the previously existing categories As concluded in Introducing Global Englishes: “There has been an explosive growth in the number of English users, thus increased the usage on a global level has resulted in innovations in its use as it is employed by speakers from diverse linguistic and cultural background and assumes distinct functions and forms in different contexts.” (emphasised as in original document.) Galloway & Rose (2015, p x) This phenomenal innovation puts forward suggestions of re-framing the pedagogical and teaching English methods (Galloway & Rose, 2015) Specifically, the need of a paradigm shift in teaching English as a global language of communication expanding beyond the NSs model was issued by Sharifian (2009) and further fuelled the quest of establishing an appropriate approach toward English as an International Language (hereinafter referred to as EIL) With no exception from the movement of the world, the shifting toward the EIL paradigm is a matter of considerable concern for Vietnam, as the language has already played the role of a driving force toward Vietnam’s economic, cultural, and socio-political development ever since the economic reform known as Renovation English’s status then continued to receive a further emphasis after Vietnam became a member of many regional and global associations, including the Association of South East Asia Nations (ASEAN), the AsiaPacific Economic Cooperation (APEC), and most recently, the World Trade Organisation (WTO) Since the Renovation, Vietnam has gathered considerable attention from Foreign Direct Investment (FDI), whose interactions require English as the bridge of communication According to statistics collected from Vietnam’s Ministry of Planning and Investment, Vietnam has attracted approximately 30,000 projects from foreign investors, thus gaining a total registered capital of 415 billion USD (General Statistics Office, 2019) The biggest investors are the Korean Republic, Japan, and Singapore Henceforth, more and more English-speaking foreign businesses have come to invest in projects in Vietnam and bring the need for teaching English as intercultural communication language to a more significant level Experiencing the accelerating speed of development, English remains not only the most preferred foreign language for learning and teaching but also the gatekeeping tool in the societal context where English proficiency serves as a golden ticket for education and career This results in an unprecedented need for English thus creates a hefty power surge in terms of the number of teachers and centres of English Nonetheless, the previous existing yet unarguably low-standard English teaching in Vietnam is not likely to cope with the fast process of globalisation and cease to serve the demands being made on In light of this alarming situation, Decree No 14/2001 TC-TTg was issued to call for the Renovation of Vietnamese General Education Curriculum, thus specifically adjusted the requirements and the tasks of Ministry of Education and Training (MOET) In the case of English, the aims of Vietnam’s English language teaching are: providing students with the ability of using English as a mean of communication; a general knowledge on English phonetics, grammar and vocabulary; and understanding the native culture as well as promoting Vietnam’s sociocultural roots A further effort to promote the study of English and to improve English learning and teaching standards to contend with the globalisation and international interdependency movement has been made with the issue of Decision No 1400/QD-TTg on Approving the 10-year National Plan for “Teaching and Learning Foreign Languages in the National Formal Educational System in the Period of 2008 – 2020” (MOET) The three-phase plan has three distinctive goals: developing and perfecting foreign language curriculum; introducing 10-year curriculum for all levels of the general education system; and developing intensive foreign language programmes for other education levels while perfecting the aforementioned 10-year curriculum Concerning tertiary education, the Plan also establishes the 6-level testing system of Vietnamese Standardised Test of English Proficiency (VSTEP) based on the Common European Framework of Reference for Languages (CEFR) as the standard for assessing language proficiency for students as well as encourages the creation of bilingual programmes The current situation of English language teaching and learning in higher education context of Vietnam will be the primary concern in the following sections 3 Connections between related topics or concepts are highlighted There is no unnecessary repetition in content There are multiple perspectives and balanced viewpoints on issues There is no bias in content, such as over-generalisation and stereotyping The content and illustrations not carry any form of discrimination Selected further reading lists or related websites are included to let students read extensively An index is included to make easy reference Organisation and Structure Are you satisfied with the coursebook content and structure? Very Dissatisfied Fairly Fairly Satisfied Very dissatisfied dissatisfied satisfied Satisfied Do you agree with these Strongly characteristics concerning the disagree organisation and structure? The content sequence is appropriate and logical Key words and concepts are identified and highlighted The structure of the content is made apparent by means of functional devices including table of contents, Disagree Fairly disagree Fairly agree Agree Strongly agree chapter titles, headings and outlines An overview of the learning targets can be put at the beginning and a summary at the end of each unit of study / chapter / module A simple student’s guide can be put in an introductory section to teach students how to use the textbook Language Are you satisfied with the coursebook language? Do you agree with these characteristics concerning the language? The level of difficulty of the language is commensurate with the language ability of the target students, with new vocabulary progressively introduced in context at appropriate times Very Dissatisfied Fairly Fairly Satisfied Very dissatisfied dissatisfied satisfied Satisfied Strongly disagree Disagree Coherent passages are included to help students process text content Fairly disagree Fairly agree Agree Strongly agree Students are provided with opportunities to make good use of language to study the subject, i.e to use reading, writing, listening and speaking as tools to discover, clarify and extend meaning for constructing knowledge in a given subject The language is accurate and precise Students are provided with help in understanding and using the vocabulary and specific patterns of discourse of the subject Coursebook Layout Are you satisfied with the Very Dissatisfied Fairly Fairly Satisfied Very coursebook layout? dissatisfied dissatisfied satisfied Satisfied Do you agree with these Strongly characteristics concerning the disagree layout? The layout is logical and consistent The materials are well-organised, with appropriate use of space and margin for ease of reading, but avoiding unnecessary use of blank space Disagree Fairly disagree Fairly agree Agree Strongly agree Illustrations are accurate, appropriate, effective and suitably annotated to stimulate and facilitate learning The design facilitates the reuse of textbooks The sources of figures and statistics are appropriately indicated so that students can search for the most up-to-date information if necessary Section The font type is one that is commonly used To avoid confusion, the font type and font size are consistent throughout the textbooks Teaching and learning methods Are you satisfied with the teaching and learning methods? Very Dissatisfied Fairly Fairly Satisfied Very dissatisfied dissatisfied satisfied Satisfied Do you agree that the teaching and learning methods ensures that expected learning outcomes are achieved? Do you agree that teaching and learning activities are studentcentred? Strongly disagree Disagree Fairly disagree Fairly agree Agree Strongly agree Strongly disagree Disagree Fairly disagree Fairly agree Agree Strongly agree Do you agree that teaching and learning activities relate to the Strongly disagree Disagree Fairly disagree Fairly agree Agree Strongly agree concepts and learning strategies of learners? Do you agree that teaching and learning activities are set in a relaxed, supportive and cooperative learning environment? Do you agree that teachers enables individual participations in the learning process? Strongly disagree Disagree Fairly disagree Fairly agree Agree Strongly agree Strongly disagree Disagree Fairly disagree Fairly agree Agree Strongly agree Do you agree that teachers allow flexibility in assessment? Strongly disagree Disagree Fairly disagree Fairly agree Agree Strongly agree Do you agree that the course promotes the following principals? Literacy Language Science, technology, engineering and mathematics (STEM) Digital Personal, social and learning Civic Entrepreneurship Cultural awareness and expression Student assessment Strongly disagree Disagree Fairly disagree Fairly agree Agree Strongly agree Are you satisfied with the student assessment? Very Dissatisfied Fairly Fairly Satisfied Very dissatisfied dissatisfied satisfied Satisfied Section Do you agree that the course assess how well the students have achieved expected learning outcomes? Do you agree that the course measures the achievement of all the expected learning outcomes of the course? Do you agree that the course is used in a planned manner? Strongly disagree Disagree Fairly disagree Fairly agree Agree Strongly agree Strongly disagree Disagree Fairly disagree Fairly agree Agree Strongly agree Strongly disagree Disagree Fairly disagree Fairly agree Agree Strongly agree Do you agree that the course communicates timelines, methods, regulations, weight, distribution, rubrics and grading? Do you agree that the course ensures validity, reliability, and fairness? Strongly disagree Disagree Fairly disagree Fairly agree Agree Strongly agree Strongly disagree Disagree Fairly disagree Fairly agree Agree Strongly agree Do you agree that the course using students’ feedback to improve learning? Strongly disagree Disagree Fairly disagree Fairly agree Agree Strongly agree 10 Bảng câu hỏi Gửi bạn sinh viên, Bài khảo sát thực nhằm tìm hiểu mức độ hài lịng bạn mơn học Anh ngữ Du lịch trường Đại học Mở Thành phố Hồ Chí Minh Chúng tơi cam đoan bảo mật thông tin mà bạn cung cấp Các thông tin tổng hợp phân tích để xây dựng phát triển hoạt động giáo dục cộng đồng tương lai Chúng mong bạn tham gia cung cấp thơng tin xác để chúng tơi hồn thành khảo sát Phần Thông tin Bạn: Tên Bạn Lớp Bạn Phần Chuẩn đầu môn học Bạn có hài lịng với chuẩn đầu mơn học khơng? Rất khơng hài lịng Khơng hài lịng Hơi khơng hài lịng Hơi hài lịng Hài lịng Rất hài lịng Bạn có đồng ý với nhận định sau không? Môn học thiết kế rõ ràng nhằm đạt chuẩn đầu chương trình học Rất khơng đồng ý Khơng đồng Hơi khơng ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Mơn học cung cấp kiến thức hữu ích thuật ngữ vấn đề cập nhật chuyên ngành Du lịch (đã edit) Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Môn học cung cấp kỹ cần thiết lĩnh vực Du lịch Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Môn học đạt chuẩn đầu theo nhu cầu sinh viên Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý 11 Các chuẩn đầu mơn học đo lường Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Bạn đạt chuẩn đầu môn học Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Phần Đề cương mơn học Bạn có đồng ý thông tin Rất đề cương đồng ý môn học không? Tên môn học Yêu cầu môn học (Môn học tiên trước học mơn này, số tín chỉ, v.v ) Chuẩn đầu môn học bao gồm kiến thức liên quan đến lĩnh vực Du lịch Chuẩn đầu môn học bao gồm kỹ liên quan đến lĩnh vực Du lịch Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Chuẩn đầu môn học bao gồm thái độ liên quan đến lĩnh vực Du lịch Phương pháp dạy phương pháp đánh giá môn học để đạt chuẩn đầu Nội dung môn học Thông tin chi tiết phương pháp đánh giá sinh viên 12 Ngày hồn tất ngày điều chỉnh đề cương mơn học (Bỏ) Bạn có đồng ý với nhận định sau không? Đề cương môn học dễ hiểu Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Đề cương môn học cập nhật Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Đề cương môn học giới thiệu đến bạn Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Phần Cấu trúc nội dung mơn học Bạn có hài lịng với cấu trúc mơn học khơng? Rất khơng hài lịng Khơng hài lịng Hơi khơng hài lịng Hơi hài lịng Hài lịng Rất hài lịng Bạn có đồng ý với nhận định sau không? Các vấn đề giới thiệu môn học kết nối cách logic có hệ thống Rất khơng đồng ý Khơng đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Môn học chứa đựng thay đổi gần lĩnh vực Du lịch Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý 13 Môn học phù hợp cập nhật Phần Giáo trình mơn học Bạn có hài lịng với giáo trình mơn Rất khơng học khơng? hài lịng Nội dung giáo trình Bạn có hài lịng với nội dung giáo trình khơng? Bạn có đồng ý yếu tố với phù hợp với nội dung giáo trình khơng? Mục đích mục tiêu môn học phù hợp với mục tiêu nêu đề cương môn học tài liệu hướng dẫn Giáo trình cung cấp đầy đủ thơng tin để đạt chuẩn đầu môn học Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Khơng hài lịng Hơi khơng hài lịng Hơi hài lịng Hài lịng Rất hài lịng Rất khơng hài lịng Khơng hài lịng Hơi khơng hài lịng Hơi hài lịng Hài lịng Rất hài lịng Rất khơng đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Rất không đồng ý Nội dung giáo trình cập nhật Thơng tin số liệu giáo trình phù hợp xác Nguồn thơng tin trình bày rõ ràng Các khái niệm thể xác Các thơng tin cung cấp cách mạch lạc xuyên suốt Có đủ ví dụ, hình ảnh minh họa phù hợp hấp dẫn 14 Nội dung giáo trình vừa đủ khó với u cầu mơn học trình độ nhận thức sinh viên Mối liên hệ chủ đề khái niệm nhấn mạnh Khơng có lặp lại thơng tin khơng cần thiết Giáo trình cung cấp nhiều góc nhìn vấn đề giới thiệu Khơng có thiên vị giáo trình (Ví dụ khái qt q mức rập khuôn khái niệm) Nội dung hình minh họa khơng chứa đựng hình thức phân biệt đối xử Có danh sách đọc thêm chọn lọc trang web liên quan phép sinh viên đọc thêm lên lớp Có mục lục để sinh viên dễ tham khảo (bỏ) Tổ chức cấu trúc giáo trình Bạn có hài lịng với nội dung cấu Rất khơng trúc giáo trình khơng? hài lịng Bạn có đồng ý yếu tố phù hợp với tổ chức cấu trúc giáo trình khơng? Trình tự nội dung phù hợp hợp lý Từ khóa khái niệm xác định nhấn mạnh Hơi không hài lòng Hơi hài lòng Hài lòng Rất hài lòng Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Khơng hài lịng Rất khơng đồng ý 15 Cấu trúc giáo trình thể rõ ràng qua phương tiện bảng mục lục, tựa đề chương, đề mục Câu từ Bạn có hài lịng với câu từ giáo trình khơng? Rất khơng hài lịng Bạn có đồng ý yếu tố Rất không phù hợp với câu từ giáo đồng ý trình khơng? Độ phức tạp câu từ tương đồng với khả ngôn ngữ sinh viên Các từ vựng giới thiệu ngữ cảnh sách thời điểm thích hợp Sinh viên có hội sử dụng ngôn ngữ môn học (như nghe, nói, đọc, viết) để khám phá, làm rõ mở rộng ý nghĩa nhằm xây dựng kiến thức chủ đề định Câu từ phù hợp xác Sinh viên trợ giúp việc hiểu sử dụng từ vựng câu từ môn học Cách trình bày giáo trình Bạn có hài lịng với cách trình bày giáo trình khơng? Hơi khơng hài lịng Hơi hài lịng Hài lịng Rất hài lịng Khơng đồng Hơi khơng ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Hơi khơng hài lịng Hơi hài lịng Hài lịng Rất hài lịng Khơng hài lịng Rất khơng hài lịng Khơng hài lịng 16 Bạn có đồng ý yếu tố phù hợp với cách trình bày giáo trình khơng? Giáo trình trình bày hợp lý quán Tài liệu tổ chức tốt, với việc sử dụng không gian lề thích hợp để dễ đọc (đã edit) Minh họa xác, phù hợp, hiệu thích phù hợp để kích thích tạo điều kiện học tập Phần Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Rất khơng hài lịng Khơng hài lịng Hơi khơng hài lịng Hơi hài lịng Hài lịng Rất hài lịng Rất khơng đồng ý Khơng đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Thiết kế thúc đẩy việc tái sử dụng giáo trình Các nguồn số liệu số liệu thống kê thể rõ ràng để sinh viên tìm kiếm thơng tin cập nhật cần thiết Loại font chữ loại thường sử dụng Để tránh nhầm lẫn, loại font chữ kích thước font chữ qn tồn giáo trình Phương pháp dạy học Bạn có hài lịng với phương pháp dạy học khơng? Bạn có đồng ý với nhận định sau không? Phương pháp dạy học đảm bảo đạt chuẩn đầu môn học 17 Các hoạt động dạy học xoay quanh sinh viên Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Các hoạt động dạy học liên quan đến khái niệm phương pháp học sinh viên Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Các hoạt động dạy học đặt môi trường học tập nhẹ nhàng, có hỗ trợ thúc đẩy hợp tác Giảng viên khuyến khích tham gia cá nhân suốt q trình học Rất khơng đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Giảng viên có linh động lựa chọn hình thức đánh giá sinh viên Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Bạn có đồng ý mơn học thúc đẩy nguyên tắc không? Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Khả đọc hiểu Ngôn ngữ Khoa học, cơng nghệ, kỹ thuật tốn học (viết tắt tiếng Anh STEM) Kỹ thuật số (Bỏ) Học tập cho cá nhân cộng đồng Trách nhiệm công dân Tinh thần khởi nghiệp 18 Phần Nhận thức thể vấn đề văn hóa Hình thức đánh giá sinh viên Bạn có hài lịng với hình thức đánh giá Rất khơng sinh viên khơng? hài lịng Khơng hài lịng Hơi khơng hài lịng Hơi hài lịng Hài lịng Rất hài lịng Bạn có đồng ý với nhận định sau không? Môn học đánh giá mức độ mà sinh viên hoàn thành chuẩn đầu môn học Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Môn học đo lường chuẩn đầu Rất không môn học đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Môn học giảng dạy có kế hoạch Rất khơng đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Môn học cung cấp đầy đủ thời gian học, phương pháp dạy học, quy định, trọng số phương thức đánh giá, tỉ lệ phân phối phương thức đánh giá, cách đánh giá, cách cho điểm Môn học đảm bảo độ tin cậy công Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý Rất không đồng ý Không đồng Hơi không ý đồng ý Hơi đồng ý Đồng ý Rất đồng ý 19 ... Places This course book is a mandatory learning document for the course of English for Tourism offered for students in the major of English Interpretation and Translation at the Faculty of Foreign... subject for one of the most attractive majors offered at the School of Advanced Study, thus provide the Dean of the faculty the information needed for adjustment towards the goal of innovation,... utilising the format of AUN-QA to assess a course of the English Major, in the hope of contributing to the process of continuous improvement needed for the quality assurance in immediate future