Business English Program for Freshmen at ULIS-VNU-HN: Initial Evaluation by the stakeholders

1. Business English Program for Freshmen at ULIS-VNU-HN: Initial Evaluation by the stakeholders TrầnThịQuỳnhLê TrầnThịThanhPhúc ULIS-VNU-HN

2. Contents 1 2 3 The Business English Program at ULIS-VNU Introduction Evaluation of the assignments

3. Introduction: rationale The growing importance of English in business communication The situation in ULIS – VNU Aims of the paper: Description of the BE speaking program in ULIS-VNU Evaluation of the two assignments employed as formative assessment tools

4. Introduction: Literature review Curriculum Kerr (1983): all learning planned and guided by the school Evan (1995): a structured set of learning outcomes or tasks OECD (1998): content, teaching, learning and resources Two features: Planned and guided learning Schooling activities

5. Introduction: Literature review Curriculum development Tayler (1949): Select aims, goals, objectives Select learning experiences and content Organize learning experiences Evaluate of the achievements of objectives Wiggins and McTighe (2005): Identify desired results Determine acceptable evidence Plan learning experience

6. Introduction: Literature review Curriculum evaluation Tuckman (1979): means to determine whether the program is meeting its goals, whether the outcomes match the intended outcomes The current BE speaking program comprises both: Curriculum design (Wiggins & McTighe, 2005) Curriculum evaluation

7. Introduction: Literature review Assessment Hanson (1993): representational technique Messick (1989): validation of assessment Forms: Summative: encapsulates all the evidence to a given point (Maddalena, 2005) Formative: compasses all activities to provide information to be used as feedback for modification of teaching and learning activities (Black, 1998)

8. The BE speaking program Steps to design the program: Identify the desired goals (knowledge, skills, attitudes) Determine acceptable evidence Two assignments Final speaking test Learning plan (working out the syllabus) Collect data on the effectiveness of the program

9. The BE speaking program Core book: Name: New Market Leader (Pre-intermediate) Second Edition by Cotton, David and Kent (2005) Reasons for choosing: Suitable level Authentic input Case study in each unit (review) Supplementary material: Name: Business Vocabulary in Use -Intermediate by Mascull (2002) Reason for choosing: Business Vocabulary in Use -Intermediate by Mascull (2002 Explanation of key business terms Build up vocabulary (Levelt 1989, Ota 2003)

10. The BE speaking program Assignments Vocabulary mini-test: one test per two weeks, 10 minutes, 20-25 items Semester 1: 50% from the two books, 50% from other BE books (low performance) Semester 2: 50% from each book Case-study: focus on discussion and presentation skills Semester 1: adapted case study Semester 2: no official adaptation End of term speaking test (adapted from BEC Premilenary speaking test)

11. Evaluation of the two assignments Research questions: i. How were the assignments received by the teachers and students? ii, What are their suggestions in improving the assignments? Instruments Questionnaires (60 students, 5 teachers) about the effectiveness and their preference Interviews (5 students, 2 teachers) Procedure Questionnaire completion (60 randomly selected students and 5 teachers who taught the program) Interview: 2 teachers and 5 students

12. Evaluation of the two assignments Findings: How were the assignments received by the teachers and students? The effectiveness of the case studies – Students’ feedback

13. Evaluation of the two assignments Findings: How were the assignments received by the teachers and students? Comments on case study (CS): T1: prefers the CS of semester 1 Most Ss: prefers the CS of semester 1 Reasons: more suitable for Ss’ level, more close to the Ss, Ss have more to say Ss: favor CS that invited discussion and argument from the audience The effectiveness of the case studies – Students’ feedback

14. Evaluation of the two assignments Findings: How were the assignments received by the teachers and students? The effectiveness of the mini-test – Students’ feedback

15. Evaluation of the two assignments Findings: How were the assignments received by the teachers and students? Comments on vocabulary mini-test (VT): Make Ss learn more Help Ss re-check business vocabulary Ss may forget what they learn Ss favor VT in semester 2 (only from the assigned books) Level: not appropriate (too difficult in semester 1 while very predictable in semester 2)

16. Evaluation of the two assignments Suggestions for CS: Contextualize CS: More assessable Related to the real world of work Same situation and complex language with minor change More work on CS before going to class Fewer CS for Ss to have better preparation Suggestions for VT: Better design Some focus on pronunciation More time to deal with the vocabulary

17. Evaluation of the two assignmentsImplications CS promotes speaking skills. CS work well when being practical and familiar. Ss need to be exposed to unfamiliar situations. More exploitation of input is necessary. Ss and Ts use Internet to adapt CS. More speaking elements should be employed in the VT. Ss must have more opportunities to use the items in the VT.

18. Limitation and suggestion for further research Broader scale Comparison between the current program and other BE programs at other universities More comments from other researchers

19. REFERENCES Black, P. & William, D. (1998) Assessment and Classroom Learning, Assessment in Education 5(1) pp 7-74 Cotton, D., David, F. & Kent, S. (2005) Market – Leader (Pre-intermediate_New Edition) Student's Book), Pearson Education Limited Howell, K.W. & Evan, D.G. (1995) Must instructionally useful performance assessment be based in the curriculum? Comment. Exceptional Children, 61 (4), pp 394-396 Hanson, F.A. (1993) Testing Testing: Social Consequences of the Examined Life. Berkeley: University of California Press. Kelly, A. V. (1983; 1999) The Curriculum. Theory and practice 4e, London: Paul Chapman Levelt, W.J.M. (1989) Speaking: From intention to articulation, MA: MIT Press Mascull, B. (2002) Business Vocabulary in Use, Cambridge University Press Messick, S. (1989) Validity, In R.L.Linn (Ed.), Educational Measurement (3rd ed.), Phoenix, AZ: Oryx Press, pp 13-103 Nomura, M. (2004) Enhancement of speaking ability and vocabulary: Using an archaeological research method, Naruto English Education, 18, 60-71. Naruto University of Education, Department of English OECD. (1998) Making the Curriculum Work, Paris: Centre for Educational Research and Innovation, Organization for Economic Co-operation and Development Ota, H., Kanatani, K., Kosuge, A., & Hidai, S. (2003) How English ability is developed: Exploring English acquisition process of junior high school students, Tokyo: Taishukan Taras, M. (2005) Assessment – Summative and Formative – Some Theoretical Reflections, British Journal of Educational Studies, ISSN 0007-1005, Vol.53, pp 466-478 Tuckman, B.W. (1979) Evaluating Instructional Programmes, Boton/London: Allyn & Bacon Inc. Tyler, R.W. (1949) Basic principles of curriculum and instruction, Chicago: The University of Chicago Press. Wiggins, G. & McTighe, J. (2005) Understanding by design, Alexandria, VA: Association for Supervision & Curriculum Development

21. Appendix 1: Identify the desired goals

22. Appendix 2: Semester 1vocabulary mini-test 1 (part 1)

23. Appendix 2: Semester 1vocabulary mini-test 1 (part 2)

24. Appendix 3: Semester 2vocabulary mini-test 1 (part 1)

25. Appendix 3: Semester 2vocabulary mini-test 1 (part 2)

26. Appendix 4: Case-study 2 (part 1) (in the core book)

27. Appendix 4: Case-study 2 (part 2) (in the core book)

28. Appendix 4: Case-study 2 (part 3) (in the core book)

29. Appendix 5: Case-study 2 - adapted