scholarly journals The Need for a Change in Assessing Non-English Major Students at the Tertiary Level from Teachers’ Perspectives

2014 ◽  
Vol 2 (2) ◽  
pp. 216
Author(s):  
Tuyen Van Le
Keyword(s):  
Classroom Assessment ◽  
Language Education ◽  
Achievement Tests ◽  
Tertiary Level ◽  
Learning Assessments ◽  
Efl Teachers ◽  
English Major ◽  
Assessment Techniques ◽  
Main Components ◽  
The Right

<p>Assessment is one of the six main components of an English as a foreign language (EFL) curriculum. It plays an important role in language education. Having the right techniques to assess students certainly supports learning. However, whether an institution or a department has an appropriate policy of assessing students, and a teacher has effective assessment techniques or not needs to be investigated through teachers’ opinions as well as real classroom observation. This paper aimed to explore how non-English major students were assessed regarding classroom assessment and achievement tests and whether the applied assessment techniques were effective or not. This study was conducted at the tertiary level through the use of two instruments: “open-response questionnaire” with six experienced EFL teachers and observations of six classes at three universities in Ho Chi Minh City, Vietnam. The findings revealed that very few classroom assessment techniques were used during the class and achievement tests did not meet their qualities such as validity and authenticity. The findings of the study provide administrators and EFL teachers with both theoretical and practical implications in student learning assessments at the tertiary level in Vietnam.</p>

scholarly journals Factors Affecting Task-Based Language Teaching from Teachers’ Perspectives

2014 ◽  
Vol 2 (1) ◽  
pp. 108 ◽  
Author(s):  
Tuyen Van Le
Keyword(s):  
Time Allocation ◽  
English Language ◽  
English Proficiency ◽  
Language Teaching ◽  
Language Education ◽  
Tertiary Level ◽  
English Language Education ◽  
Factors Affecting ◽  
Efl Teachers ◽  
Teachers Perspectives

<p><strong> </strong></p><p><em>Teachers play the most important part in the application of a new method or approach in English language education. However, whether they implement the method successfully or not depends on various factors. This paper aims to explore the factors that affect English as a foreign language (EFL) teachers’ implementation of task-based language teaching (TBLT) at the tertiary level through the use of two instruments: “focus-groups” with five experienced EFL teachers and interviews with ten individual teachers at five universities in Ho Chi Minh City, Vietnam. The findings revealed that factors affecting teachers’ implementation of TBLT include external factors such as time allocation, testing, students’ motivation and English proficiency and textbooks, and internal factors such as teachers’ experience, knowledge about TBLT, English proficiency, and ability to use technology. The findings of the study provide EFL curriculum designers and teachers with both theoretical and practical implications in the implementation of TBLT at the tertiary level in Vietnam.</em></p><p><strong> </strong></p>

scholarly journals LEARNER AUTONOMY: PRACTICES USED AND CHALLENGES ENCOUNTERED BY EFL TEACHERS IN FOSTERING LEARNER AUTONOMY AT TERTIARY LEVEL

2019 ◽  
Vol 35 (4) ◽  
Author(s):  
Le Van Tuyen ◽  
Huynh Thi An
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Learner Autonomy ◽  
First Year ◽  
Tertiary Level ◽  
First Year Students ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teachers And Students

It is undoubted that teacher autonomy (TA) and learner autonomy (LA) are among the factors that affect the effectiveness of English teaching and learning in non-native English speaking contexts like Vietnam.  Investigating how teachers and students perceive TA and LA may be considered a valuable addition to the literature. This study, therefore, aimed to explore students’ perceptions of teachers’ practices used to foster LA and teachers’ perceptions of challenges they may encounter in fostering LA in EFL classes at Ho Chi Minh City University of Technology (HUTECH)-Vietnam. Two instruments were employed to collect both qualitative and quantitative data, namely the questionnaire and interview with the participation of 12 EFL teachers and 160 first-year English majored students. The findings of the study revealed that most of the EFL teachers who taught the first-year students used practices through responsibility-informing and in-class activities to foster LA. However, the findings also indicated that the teachers encountered several challenges related to students, teachers and the context. It is expected that the findings of the study would partly contribute to the enhancement of TA and LA in English language education at HUTECH in particular and at the Vietnamese tertiary level in general.

INVESTIGATING EFL TEACHERS’ PERCEPTIONS AND PRACTICES REGARDING LEARNER AUTONOMY AT DONG THAP UNIVERSITY

2018 ◽  
Vol 127 (6B) ◽  
pp. 5
Author(s):  
Anh Thanh Nguyet Le
Keyword(s):  
Language Education ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Teachers Perceptions ◽  
Local Contexts ◽  
Efl Teachers ◽  
University Life

<p><em>Learner autonomy is currently one of the central themes in language education. </em><em>Autonomous learning plays an important role not only in university life but also throughout life for learners.</em><em> Exploring teachers’ perceptions and practices regarding learner autonomy is necessary, especially in local contexts, to provide more insights of this field. The present study was conducted with 20 EFL teachers at Dong Thap University through interview. The findings showed that all of them had positive understandings in related aspects and levels of learner autonomy. In practice, they made significant attempts to cultivate students’ autonomy. However, they faced certain problems shared by EFL teachers elsewhere.  </em></p><p><em></em><em><br /></em></p>

Strategi Humas Partai Gerindra dalam Membangun Citra Partai pada Pemilu 2014

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Rialdo Rezeky ◽  
Muhammad Saefullah
Keyword(s):  
Data Collection ◽  
Public Relations ◽  
Media Relations ◽  
Executive Board ◽  
The Public ◽  
Community Or ◽  
The Subject ◽  
Main Components ◽  
The Right ◽  
Participatory Observation

The approach of this research is qualitative and descriptive. In this study those who become the subject of research is an informant (key figure). The subject of this study is divided into two main components, consisting of internal public and external public that is from the Board of the Central Executive Board of Gerindra Party, Party Cadres, Observers and Journalists. The object of this research is the behavior, activities and opinions of Gerindra Party Public Relation Team. In this study used data collection techniques with interviews, participatory observation, and triangulation of data. The results of this study indicate that the Public Relations Gerindra has implemented strategies through various public relations programs and establish good media relations with the reporters so that socialization goes well. So also with the evaluation that is done related to the strategy of the party. The success of Gerindra Party in maintaining the party’s image in Election 2014 as a result of the running of PR strategy and communication and sharing the right type of program according to the characteristics of the voting community or its constituents.Keywords: PR Strategy, Gerindra Party, Election 2014

Classroom Assessment Techniques: A Handbook for College Teachers.

1995 ◽  
Vol 66 (1) ◽  
pp. 108 ◽  
Author(s):  
Nancy Van Note Chism ◽  
Thomas A. Angelo ◽  
K. Patricia Cross
Keyword(s):  
Classroom Assessment ◽  
College Teachers ◽  
Assessment Techniques

STATE AND PROSPECTS OF FOREIGN LANGUAGE EDUCATION IN KAZAKHSTAN: EXPERIENCE OF EMPIRICAL STUDY

2021 ◽  
Vol 66 (2) ◽  
pp. 74-83
Author(s):  
A. Ye. Bizhkenova ◽  
◽  
D.M. Kabenova ◽  
Z.S. Takuova ◽  
M. Adilkhanuly ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Scientific Work ◽  
Foreign Language Education ◽  
Educational Process ◽  
Preschool Age ◽  
English Classes ◽  
Language Communication ◽  
Eighth Grade Students ◽  
The Right

In the system of foreign language education in Kazakhstan,English is a priority at all levels of education. English is the language which is chosen by parents as a foreign for their children in preschool age. This article is devoted to the study of the status and current issues of teaching English in Kazakhstan. It is based on the results of a practical survey of eighth grade students of some secondary schools, as well as on observation of the educational process. During a visit to English classes and after conversations with school teachers, the problematic aspects of the learning process were identified. The article provides an overview of modern methods and principles of classes’ organization, contains recommendations for solving theidentified problems. The authors of the article also tried to find out the desire of students to learn not only English, but also other foreign languages, because according to the state regulatory documents, students at school have the right to choose a foreign language, which they want tolearn. The desire to communicate in a foreign language, readiness for foreign language communication, the role ofEnglish language in the student’s life, the main activities in foreign language lessons were some of the key issues, that were considered in this scientific work.

The Students’ Perceptions towards the effects of EFL Teachers’ Classroom Assessment Technique on their Academic Achievements: The Case of Four Selected Secondary Schools in Wolaita Zone, Ethiopia

2019 ◽  
Vol 7 (4) ◽  
pp. 20-27
Author(s):  
Faskal Faranso Faltamo
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Classroom Assessment ◽  
Qualitative And Quantitative ◽  
Secondary Sources ◽  
Qualitative And Quantitative Methods ◽  
Academic Achievements ◽  
Efl Teachers ◽  
Data Collections

Assessment is an integral part of measuring effectiveness of teaching and learning processes. It basically focused on measuring the students’ progress in what they learned. Current study examined the relation between the students’ perceptions towards EFL teachers Classroom Assessment methods and their academic achievements. To this end, descriptive research design with qualitative and quantitative methods of data collections was employed. Data were collected from primary and secondary sources via questionnaire, interview and observations. Target populations of current study were randomly selected 281students and purposely selected four teachers of secondary schools at Wolaita zone, Ethiopia. The data were analyzed using mixed methods of data analysis. Based on results obtained from qualitative and quantitative data, it was found out that the students’ perceptions towards teachers’ assessment was proportional to their achievement. Most dominantly, low achievers were not satisfied with their teachers’ methods of assessment as their students were low and the vice versa it true.

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