LUẬN VĂN TỐT NGHIỆP CHUYÊN NGÀNH NGÔN NGỮ ANH

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1.1.

CHAPTER 1: INTRODUCTION
Statement of the problem and the rationale for the study
In globalization era, English is considered as an international
language which plays a vital role to communicate, connect to the
world and develop economy. In Vietnam, tendency of using English
is increasing evidently along with industrialization and integration
trend. It is the fact that English plays a critical role as the official
language transactions in all areas of business, trade, communications,
tourism, etc in over the world so that proficiency in English will
improve competitive advantages as well as ability to integration with
the international labor market. Thus, the problem of enhancing the
quality of training English becomes a prime target for the present
educational system.
Along with of accessing WTO and other international
organization, joining ASEAN Economic Community – AEC 2015, a
community in which countries are probably free to exchange skilled
labors, has been posing numerous challenges for Vietnam education
and human resources. “In the near future, the competitiveness for
employment opportunities is huge. Students graduate from schools
during both deep integration and a recovery period of global
economic crisis , so the career opportunities for students are not only
fiercely competing with domestic students but also confronting the
students to from other countries in the ASEAN region” (Tran Dung,
2013). Therefore, Vietnamese students have to possess enough
essential knowledge and skills, especially English skills, to assert
themselves, because English is considered as a prerequisite to obtain
competitive advantages. For this reason, the importance of learning
and educating English becomes pressing than ever.

To tackle this statement, the government has had special interest
in issues of teaching and learning foreign languages in recently
years. On September 30, 2008 the Prime Minister signed Decision
No. 1400/QD-TTg approving the project "Teaching and learning


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foreign languages in the national education system" - referred to as
the National Foreign Language 2020 project (NFL2020) . The
overall objective of the project is “to implement the comprehensive
innovation for teaching and learning foreign languages in the
education system, including higher education, to ensure achieving
significant improvement in the level and capacity of using of foreign
language of human resources, especially for some priority areas".
Expressing determination to enforce NFL2020, on April 4, 2011, the
Minister of Education and Training Department signed Decision No.
1400/QD-BGDDT establishing the project “Teaching and learning of
foreign languages in the national education system for the period
2008-2020 ". Whereby, we find that the government has significant
interest in foreign language training strategies for the future
generation of the country aiming to satisfy requirement of social and
economic development during integration period of the nation.
It is clear that to achieve these objectives of training English
which stated above, having a good curriculum for training English is
one of important fundamental steps. It leads to the importance of
evaluation so as to ensure the success of a curriculum.
School of foreign languages was established in 2007 with various
majors aiming to educating human resource for the midlands and
northern mountainous region. The curriculum for Bachelor of
English is one of important major which enables students to have a

proficient knowledge and skills of English. Despite the fact that SFL
has constant effort to develop the curriculum for Bachelor of English,
numerous problems are raised by the rapidly changing of society and
the need of learners. Moreover, since the program was established,
no study has been fulfilled to determine how effective the curriculum
implementation is. Therefore, evaluating the English Bachelor
curriculum is urgent to assess the success of the program in order to
attain necessary information for suitable revision decision in


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methodology, content and other features that keeping up with the
reality.
That has given me a desire to conduct the thesis “Evaluating the
curriculum for Bachelor of English Language at SFL-TNU via
alumni and employers”.
Aims and objectives of the study
This study aims to evaluate the effectiveness of the curriculum for
Bachelor of English at School of Foreign Languages – Thai Nguyen
University through investigating satisfaction and assessments of
graduates and employers. Simultaneously, the paper also analyzes
data collected from questionnaire and interview on participants to
reveal strengths and weaknesses of the current curriculum. By means
of this study, the author suggests some relevant adaptations in
accordance with the reality in order to contribute to the improvement
of the curriculum for Bachelor of English.
The objectives of this study are to:

1.2.

1.3.

Indicate satisfaction of English Bachelor alumni and employer on the
curriculum.
Study the strengths and drawbacks of the current Bachelor of English
Language curriculum.
Evaluate the effectiveness of the curriculum for Bachelor of English.
Suggest some solutions to improve the current curriculum.
Significance of the study
This paper was conducted to gather comments and feedbacks of
English Bachelor graduates on the curriculum they enrolled in order
to find out strengths and drawbacks of the program. Thus, the results
of this study will provide valuable information for the school figures
out how the effectiveness of the curriculum for Bachelor of English
is. Through conceiving of the existing program, it is hoped that the
study will causes relevant revisions such as applying new
methodologies, techniques in teaching and supplying suitable


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1.4.

1.5.

elements to the needs of learners and employers so as to improve the
quality of the curriculum. Moreover, the thesis is expected to capture
the overall of social needs in order to encourage learners set up their
individual studying and practicing plan. To do this, the administrators
also have a vital role in orienting learners.

Scope of the study
The study focuses on investigating the curriculum for Bachelor of
English via alumni enrolled the 2009 – 2013 academic year at SFL –
TNU and employers of companies and organizations in Thai Nguyen
and Hanoi.
Structure of the study
The study consists of five chapters. Chapter I, Introduction, deals with
general backgrounds, aims, significances, scope of the study, and the
organization of the study. Chapter II, Literature review, reviews the
theoretical literature involving the curriculum development, need analysis
and curriculum evaluation. Chapter III, Methodology, mentions
approaches used in the study. Chapter IV, Results and discussion,
presents and discusses findings of questionnaire and interview on both
alumni and employers about the curriculum for Bachelor of English
Language at SFL-TNU. Chapter V, Conclusion, identifies, synthesize
findings in order to give some suggestions for the recent curriculum
and provide recommendations for future research.
CHAPTER II: LITERATURE REVIEW
2.1. Conception of curriculum
Curriculum is an essential element of any educational process.
However, it is not easy to exactly indentify its definition as a single
concept. During the history, the term curriculum has been broadened
from the narrow sense referring to the term syllabus; to the wider
sense, a complex component of many elements such as planning,
implementation and evaluation an educational program. In this paper,


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the conception of curriculum is considered as a crucial component of
four elements which are not independent each other but have a close

relationship and mutual interaction: educational purposes, the
contents, teaching procedures and evaluation the curriculum’s
effectiveness.
2.2. Curriculum development
In language teaching, curriculum development is “an aspect of a
broader field of educational activity known as curriculum
development and curriculum studied” (Richard, p.2). It is a cyclic
process including various interactive elements which plays an
important role as a foundation of any educational process.
2.3. Need analysis
2.3.1.
Definition
In language teaching program, need analysis is an important part
of developing curriculum considering as a procedure of gathering
information about the need of learners in order to define and validate
defensible curriculum purposes that satisfy the language learning
requirements of students within the context of particular institutions
that influence the learning and teaching situation (Brown, p.35).
2.3.1. Purposes of need analysis
In different period of implementing the curriculum, need analysis
is used for a variety of purposes. In this thesis, I implement a need
analysis on alumni and employers in order to indentify whether the
curriculum’s objectives as well as the expectation of learners and
employer as were achieved or not, also help to consider relevant
revision to improve the curriculum.
2.4. Curriculum evaluation
2.4.1.
Definition and purposes of evaluation
Oliva (2012) defined curriculum evaluation is as “the process of
delineating, obtaining, and providing useful information for judging

decision alternatives. The primary decision alternatives to consider
based upon the evaluation results are: to maintain the curriculum as


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2.4.2.
2.4.3.
2.4.4.

3.1.
-

3.2.

is; to modify the curriculum; or to eliminate the curriculum”.
Through this statement, it is can be assumed that the curriculum
evaluation is used for judging whether the curriculum should be
alternated or not. Information gathered from the evaluation process is
significant for making decision how to continuously implementation
the curriculum: keeping, modifying or eliminating unsuitable
elements. Thus, evaluating curriculum is a crucial component for
ensuring the worth the educational program.
Summative and formative evaluation.
CIPP curriculum evaluation model
Criteria for evaluation
According to the set of criteria published by TNU, the
effectiveness of a curriculum is evaluated through eight standards
which include total 36 items elaborated to judge the curriculum in
detail: Objective and output standard, content, teaching and learning

strategies, assessment, staffs and faculties, learners, equipments and
materials, and the quality assurance of teaching and learning process.
However, due to aim of the thesis is to evaluate the curriculum
through alumni and employers, I focused solely 7 criteria standing
for 7 fundamental components of a curriculum which includes total
23 items.
CHAPTER III: METHODOLOGY
Research questions
To what extent are alumni and employers completely satisfied with
the curriculum for Bachelor of English at SFL?
To what extent do knowledge, skills and attitudes that the curriculum
provided to learners meet employers’ expectation and the
requirement of workforces?
What are the strengths and drawbacks of the current curriculum for
Bachelor of English Language at SFL?
Subjects of the study


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3.2.1.

3.2.2.

3.3.

3.4.
3.5.

4.1.

4.2.
4.2.1.

To conduct sufficient evidences for “evaluating the curriculum for
Bachelor of English at SFL- TNU”, this paper focused on two main
subject groups including alumni and employers.
Alumni
Seventy graduates attending the Bachelor of English program in
the academic year 2009 at SLF is the first group to gather
information for the thesis.
Employers
The questionnaires were also sent to eight companies,
organizations located at Thai Nguyen and Hanoi including four
companies in Thai Nguyen (International School – TNU, Masan JSC,
AMA English Center, Pyramid JSC) and four companies in Hanoi
(Langmaster, Hanaro TNS, Childfund International, Templaza JSC.
Data collection instruments
Data in this thesis were simultaneously collected by using a
combination of questionnaires and interviews procedures in order to
guarantee the thesis’s objectiveness.
Procedures of data collection
Data analysis
The data from questionnaires and interviews was collected with
the help of Google Docs program.
To judge qualitative data, frequencies (f) and percentage (%)
value were demonstrated. The percentage value is also illustrated by
charts and tables in order to conduct descriptive statistics.
CHAPTER IV: FINDINGS AND DISCUSSION
Overview of the survey

The questionnaires were designed and carried out in convenient
way for respondent to respond by the online form provided by
Google Docs. The number of respondents was 70 alumni and 8
employers. The qualitative data were analyzed via content analysis.
Findings and discussion data from questionnaire
Questionnaires for alumni


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a. Seven criteria of curriculum evaluation
Criterion 1: Output Standards and Objectives
Through data from alumni questionnaire, it can be assumed that
the objectives and output standard of the curriculum were not as
completely effective as it is expected.
Criterion 2: Program structure and content
Over 40% of respondents who slightly agreed that the
curriculum’s content is balanced. This figure was approximate
double higher than that at level 4 (21.4%) and level 5 (23.2%).
Of these items, coherence of all subjects in the curriculum
framework accounted for the highest proportion of agreement (60%).
The content’s depth and breadth, by common consent, was at
somewhat level (51.4%). Thereby, over half of alumni slightly
agreed that the curriculum provides sufficient insight into the content
and fully satisfy learners and employers.
Criterion 3: Teaching and learning strategies
57.1% of respondents strongly agreed that the university used the
learner - centred teaching method during the curriculum
implementation. This figure is double higher than the proportion of
alumni who agreed (28.6%). Virtually the percentage of respondents
who agreed this statement accounted for 30% while just eight alumni

had neutral opinion (11%) and not a single respondent to the survey
totally disagreed opinion.
For the second item, 28.6% of alumni agreed with that the
institution counseled students about how to learn effectively. The
percentage of those who strongly agreed was 24.3%. However, the
proportion at level 2 (disagreement) was slightly higher than that at
others level, made up 30%.
A remarkable proportion (43%) was disagreement with the
statement that the curriculum set up a variety of activities for learners
to learn and exchange knowledge, experiences in order to improve


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their own capacities while just 15% of graduates agreed with this
statement.
Criterion 4: Student assessment
To brief, over half of alumni positively evaluated that a range of
assessment methods was relevant to the objectives and was explicit,
valid and reliable to assess student’s performance. Assessment
schemes and standards were clearly presented for learners. Beside,
the result complaining procedure is available for students and all
results were stored sufficiently.
Criterion 5: Instructors
It is apparent from the data supplied that more than half of alumni
(55.7%) agreed that academic staffs of the university had master
knowledge, teaching skills and experiences in professional work. The
percentage of alumni who strongly agreed with this statement
accounted for a fifth of total proportion.
With regard to the quantitative of instructors, the significant
number of respondents, 44 alumni, agreed that the quantity of

academic staffs is adequate for the curriculum. Just 10% of
respondents somewhat agreed while the percentage of those who
strongly agreed is over double higher, 24.3%.
Criterion 6: Learners
About half of respondents had neutral opinion that essential
information about content, objectives, output standards or assessment
methods were presented obviously and sufficiently. Almost two –
fifth of respondents reported that the university has given guidance
or advices for student in order that they could choose their
specialized major which is sufficient to their abilities. This figure
was just slightly higher than proportion of those who expressed their
somewhat agreement (33%).
Half of respondents agreed that regulations and social policies
were provided adequately for students. More than a – fourth of total


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percentage expressed their strongly agreement with in this evaluation
item. The proportion of respondents who agreed accounted for the
highest one, 47.1%.
The last item showed the noticeable figure (55.7%) of respondent
who agreed with the effectiveness of activities which are supported
for learners. Beside, the number of those who agreed with this
statement slightly higher than that of those who somewhat agreed
(21.6%).
Criterion 7: Infrastructures
55.7% of alumni asserted that learning materials are sufficient to
deliver the curriculum while only 8.6% disagreed with this
statement. The proportion at the level of totally agreement was also
higher than that of totally disagreement (almost 13%).

Virtually 53% of graduates thought that the number of facilities is
adequate for the needs of curriculum.
In the last item of this criterion, 58.6% of respondent agreed that
the infrastructure of computer and information technology is set up
to keep up with the needs of learning and researching of learners and
faculties.
b. Subjects of the curriculum
It can be assumed that alumni highly evaluated the importance of
Informatics and Second foreign language subjects in their career due
to these subjects provided crucial abilities to deal with professional
tasks. Meanwhile, many alumni considered that Philosophy and
Introduction to language subjects were two subjects which had not
met their expectation and the job’s demands.
One particularly interesting fact highlighted by the figure is that
perception of alumni on foundational knowledge was very high.
Virtually all respondents replied that these subjects were extremely
important for their work. This proves that the institution


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implemented an effective framework of basic knowledge which
adequate to the career orientation learners.
Not surprisingly, the vitally importance of specialized knowledge
was emphatically asserted by the substantial percentage of almost
respondents (from 85 – 95.5%). It is noticeable that the proportion
of alumni agreed with the extremely importance of English for
specializes was the highest one, made up 98.5%, and the rest of
percentage was at level 3 (important). Thus, it can be asserted that
English for specialize should be paid attention so as to satisfy the
learners’ specific purposes.

4.2.2. Questionnaire for employers
a. Identification employers’ characteristics
b. The quality of skills and attitudes which the curriculum equipped
for students.
62.5% of respondents asserted that English Bachelor graduates
from SFL could use English well, at least C1 level of CEFR while
the rest percentage, 25% of the employers evaluated the quality of
English proficiency of alumni is excellent. Meanwhile, ability of
using second foreign language of SFL English Bachelor graduates
was not evaluated as great as ability of using English.
Similarly capacity of applying knowledge to resolve professional
tasks in the work environment also accounted for the highest
proportion at scale 4.
Creative thinking evaluated as the most impressed skills of SFL
graduates with 62.5% of votes at excellent level. Ability to manage
time and resource was also rated at the highest level by 50% of
respondents. The second professional skill was evaluated at level 4
(good). Two alumni’s skills had not effective according to employers,
are critical thinking and analytic reasoning and problem solving with
12.5% of respondent thought that these skills of SFL graduate were
very poor.


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In general, employers evaluated highly the attitudes of SFL
graduates. With third - fourth of total percentage, professional
behavior was considered as the best attitude of graduates of English
Bachelor from SFL. Likewise, proactively planning for orientation
career, trust and loyalty attitudes of SFL graduates were also judge
very highly with 75%.

c. Importance of subject in the curriculum for the work’
requirements.
It is evident that a majority of subjects in the set of generic
knowledge were rated at either unimportant or somewhat important
level, except Informatics and Second Foreign Languages were
expected to the most important subject because of its practical
application in the reality.
It is surprising to notice that English phonetic was rated as very
importance level by 100% of respondents. Most of subject also rated
at this with a significant proportion, however, three subjects, English
oral proficiency, English written proficiency and Cross – cultural
communication English were considered as extremely important
subjects to supply crucial knowledge and abilities for learners.
All five subject of specialized knowledge were judged as very
important, in which, English for specialties and internship were
judged as the most extremely important by 100% respondents.
4.2.3. Satisfaction of stakeholders
Figure : Satisfaction of stakeholders on the curriculum
It is evident from the information that the curriculum for English
Bachelor met satisfaction of over 60% of both two group of
stakeholders including alumni and recruiters. A quarter of employers
asserted that they very satisfied with the quality of the curriculum.
This figure was just approximate 4% higher than the figure of
alumni. Meanwhile, the percentage of alumni who rated the
effectiveness of the curriculum at somewhat level accounted for


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4.3.

4.3.1.

4.3.2.

14.3% and slightly higher than that of employers. Through this
analysis, it can be assumed that the curriculum for Bachelor of
English at SFL satisfied the requirement of alumni and employers.
Findings from interviews
The effectiveness of knowledge, skills and attitudes which the
curriculum provided for learners.
Through the data collected from the interviewees, it can be
affirmed that the curriculum for Bachelor of English at SFL met the
labor market’s requirements but not high. According to Alumni 1,
SFL students lost competitive advantages due to miss some essential
skills such as writing curriculum vitiate, interview responding when
they apply for a job.
It can be assumed that soft skill, professional abilities, IT and
computer skills were skills which the curriculum had not equipped
sufficiently to learner in order to well undertake their vacancies.
Strengths and weaknesses of the curriculum
Employers highly evaluate attitude of graduates from SFL. They
asserted that SFL graduates were very active, creative, curiosity to
learn and explode knowledge. However, their specialized knowledge
was not great. Their teamwork skill, sometime, was not really
effective. Also, IT and computer skills especially skills of using
office programs such as MS Words, Excel, Power Point need to be
equipped more effective to meet the work’s requirements.
According to alumni’s interview, knowledge and skills which
involved in the curriculum was not specific but too general so that
they could not meet career orientation of learners. Also, the

university has not provided opportunities so that learners can
approach reality and practice skills instead of learning solely theory.
The curriculum‘s strengths, were considered that “the curriculum
equipped a strong foundation of knowledge for student”. “The
curriculum is flexible so that students could choose their suitable
course and learning process”, Alumni 1 stated.


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5.1.

CHAPTER 5: CONCLUSION AND IMPLICATIONS
Summary of the findings
The aims of this study are to identify satisfaction alumni and
employers with the curriculum for Bachelor of English, then
determine its strengths and drawbacks. Thereby, the author evaluates
the effectiveness and suggests recommendations to help the
institution improve the current curriculum for English Bachelor in
the near future.
It is evident from the thesis that the curriculum for Bachelor of
English at SFL –TNU was partially effective. Thus, it has not met
completely satisfaction of stakeholders.
From the data gathered through this study, it can be affirmed that
the curriculum for Bachelor of English has not only a lot of strengths
but also numerous drawbacks need to be overcome.
It is noticeable that the curriculum for Bachelor of English was
designed and implemented well. Firstly, the curriculum framework is
accurate that covers a wide range of essential knowledge and skills
which learners should attain. Also, the curriculum framework is
flexible for learner to select suitable learning process. In addition, the

quality and quantitative of faculties, according to alumni, is quite
good. A large number of alumni who participated the questionnaire
survey asserted that faculties and instructors of SFL are enthusiast
and have master knowledge and skills.
However, there are numerous of weaknesses remaining during the
implementation of the curriculum. First of all, the curriculum did not
present the depth and width of contents and activities to meet
educational standards. Furthermore, some subjects of specialized
knowledge such as Translation theory, English for Specialties have
not been focused on sufficiently for learners’ expectation. In
addition, the range of English for specialties has not assured the
multiplicity for a variety of learners’ specific career orientations.


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5.2.

Beside, as noted by some alumni, teaching methods has not totally
effective to encourage and motivate learners. Lastly, the curriculum
has not created opportunities in order that learners could exchange
and explode knowledge, improve their personal and interpersonal
skills as well as practice theory into reality.
. Implications
Based on the result of the thesis, it is expected that the curriculum
needs to be modified to tailor the higher quality. The following
recommendation and suggestions might contribute to the
improvements
For the administrators, I would like to suggest that the curriculum
should be added more subjects for special purposes of learners. Also,

it needs to focus on orientation career at the beginning of the
program and divided into typical specialties in order to offer
intensive training for learner. In addition, it is necessary to provide
more soft skills and professional skills to help students achieve
competitive advantages when they apply for a job. Lastly, aiming to
help the curriculum meet the social needs, the institution should draw
up program linking with company, organization for internship term
or outside activities and practicing activities in the real life. This is
considered as one of effective methods to investigate strengths and
weakness of students so as to make relevant revision.
For students, I would suggest that they should continuously
improve their own abilities, broaden knowledge and practice more.
As many alumni suggest that students at university should self –
study, take part in extra curriculum and be active to learn about the
reality as well as discovery their own characteristic to decide relevant
career orientation and set up effective learning plan to achieve
objectives.
Limitations of the study and directions for future research.


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The paper aimed to evaluate the English Bachelor curriculum
based on alumni and employers. However, because of limitation of
time, capacity of the author and some difficulties in contacting with
alumni and employers, the author only gathered data from 70
graduates enrolling the academic year 2009 – 2013 and 8 employers
at Thai Nguyen and Hanoi. Thus, this paper had a limited number of
subjects.
Therefore, the further studies about this topic need to investigate
data from a larger number of participants to make the results more

valid and reliable.