1 | P a g e STUDENT LEARNING OUTCOMES ASSESSMENT REPORT: HIGHLIGHTING ASSESSMENT AS AN INTEGRAL ASPECT FOR DESIGN, DEVELOPMENT AND DELIVERY OF AN EFFECTIVE TEACHING AND LEARNING Võ Thị Minh Phụng, Ph.D. Jason Lai, MSc.ISM An Giang University, Vietnam ACKNOWLEDGEMENTS Gratefully I would like to extend my appreciation to the contribution of the following individuals who jointly develop or provide assistance in making this report: Ms. Xuyen Ychi, FLF student of class DH19AV Ms. Phan Tuyet Cuong, FLF student of class DH19AV INTRODUCTION The changing needs of the graduate employment market require universities to take a broader view of the goals of higher education. In an era of mass higher education, we must take into account that we are preparing students for a dynamic employment market, postgraduate study and life-long learning. Assessment of student learning matters as an integral part of higher education in the changing world and with changing expectations society has of its university graduates. It is essential that educators involved in supporting student learning endeavor to enhance student learning through effective assessment. Figure 2: A simplified version of Cowan & Harding’s Logical Model of Curriculum development places learning outcomes at the center. Over the past decade or so, there have been global shifts towards mass higher education and widening participation, putting considerably more focus on the nature and quality of university education and pressure on universities to develop a greater understanding of what it takes to facilitate the learning of a more diverse student population. This in turn has necessitated academic staff to develop an understanding of what it takes to design, develop and deliver an effective teaching and learning curriculum for all students.
ABSTRACT The purpose of this study is: to examine the overall performance of “Tiếng Trưng 2” student (thereinafter as Students) so to add to the understanding of how well the current Chinese language curriculum meets the responsibilities to Students and the public; to evaluate Students’ academic achievement against HSK certification system, a universally accepted objective assessment standards in order to see how well Students meet the goals and expectations; to evaluate how well the current teaching materials synchronizes with the HSK certification requirements; to understand the strength of and the difficulties for Students in each learning area -listening, reading, conversation, grammar and logogram recognition, so to provide information for continuous improvement in curriculum design, development and deliver. Student-focused, findings and benefits All data collected and analyzed are ensured to bear the sole purpose of improving our Chinese education program for the students’ benefit. All participants and identifiable data are handled anonymously and confidentially. Main Conclusion Learning Outcome Number of students Number of Students with Exceptional &Excellent Performance Pass/Đạt HSK1 55 45% The figure below shows the average scores of Students from each class and all Students for each tested part. L1~L4 are the four different parts of listening test, while R1~R4 are the four different parts of reading test. The average score of all Students for all parts of tests is 7.44 per Vietnam’s rubric system. CLass L1 Word -Picture L2 Sentence -Picture L3 Conversation -Picture L4 Sentence Logogram R1 Word -Picture R2 Sentence -Picture R3 Conversation -Logogram R4 Grammer -Logogram OVERALL ALL 7.50 6.73 7.35 7.98 7.76 8.26 6.99 6.94 7.44 AV 7.18 8.82 7.76 7.76 7.18 8.35 6.47 5.29 7.35 KH 7.08 4.77 6.00 8.00 4.77 7.23 6.62 4.00 6.06 TA1 7.00 5.86 8.71 8.14 9.29 9.29 8.86 9.57 8.34 TA2 8.73 7.45 6.91 8.00 9.82 8.18 6.00 8.91 8.00
3 | P a g e Analysis shows that 45% of the Students are of excellent or exceptional performance, but noticeably there are also approximately 36% of the Students barely manage to stay above the passing mark or even fail. Analyzing listening and reading scores separately side by side reveals that Students are doing better in reading than listening. On the other side of the token, it also reveals the weakness in our Chinese language education being lack of communicative skills training -listening and speaking. Drill down analysis from the overall scores reveals that there is a group of approximate 50% of the Students consistently showing excellent or exceptional performance in either Listening or Reading which can mean that this Students population has great interest and is devotion great amount of efforts in learning the Chinese language. Drilling further down on listening finds that approximately 1 in 3 Students has been facing quite evenly the same degree of difficulties in all areas of listening and it gets worse, about half of the Students, in more complex scenario as of "sentence-to-picture"(part 2) and "conversation-to-picture"(part 3). Drilling further down on reading reveals that as the amount of vocabularies increase in the scenario as of “sentence-to-logogram" (part 3), “grammar-to-logogram"(part 4), the Student population with excellent and exceptional performance drops from close to 70% to 56 %. Although Students are doing better in reading than listening; however, there are still over 40% (compared to 50% in listening) of the Students that are facing difficulties in reading. DATA COLLECTION Focus groups: All students enrolled in the “Tiếng Trưng 2” class including DH19TA1, DH19TA2, DH19VA and DH19KH. Way data collected: By giving HSK1 mock test to DH19TA1, DH19TA2, DH19VA students in the class; and, to DH18KH students as homework. Time collected/Thời gian thu thập: October, 2019/Tháng 10 năm 2019. Participants: Total 55 with 14 students from DH19TA1, 11 students from DH19TA2 and 17 students from DH19AV and 13 students from DH19KH.
FINDINGS/KẾT QUẢ Student Learning Outcome Assessed: Students demonstrating the ability to meet the passing mark of HSK1 test of 120 points. Methods Used to Assess Student Achievement of This Outcome Mock Test HSK1 H10901 Interpretation of Assessment Results I. Table 1 shows the rubric used to interpret the analysis data. Figure 1 illustrates the plot of the distribution of Students’ scores; each dot represents one student. It shows that the majority of Students manage to stay above the passing mark. Figure 2 provides the summary for the student scores and the Pareto distribution of students’ achievements. It shows that 45% of the students are of excellent performance, but noticeably there are also approximately 36%+ of the students barely manage to stay above the passing mark or even fail. It is necessary to explore further to find out why. HSK score Vietnam Grading System Equivalents Vietnamese Description English Description Percentage of Students 180 - 200 9 - 10 A+ 4.0 Xuất sấc Outstanding 96% - 100% 160 - 180 8 - 9 A 3.5 Giỏi Excellent 90% - 95% 140 - 160 7 - 8 B+ 3.0 Khá Good 70% - 89% 120 - 140 6 - 7 B 2.5 Trung bình Average 30% - 69% 5 - 6 C+ 2.0 Đạt Pass 20% - 39% 0 -120 <5 D+ - F 0.0 Trượt Fail 0% - 19% Table 1 Summary of rubric Figure 1. The distribution of students’ scores
5 | P a g e Figure 2. Summary of students’ scores and Pareto II. Students’ total listening and reading score distributions are shown in Figure 3 and Figure 4. It demonstrates clearly that universally students are doing better in reading than listening. On the other side of the token, it also reveals the weakness in our Chinese language education -coming short of listening and speaking training, the most essential and crucial elements in language learning in terms of its communicative function, at work places included. Figure 3. Students’ listening score distribution Figure 4. Students’ reading score distribution Pareto distribution analysis of students’ listening scores (Figure 5) and reading scores (Figure 6) show that: 1. There is a group of approximate 45% of the Students that consistently shows EXCELLENT performance in either Listening or Reading which can mean that this students population has great interests and is devotion great amount of efforts in learning the Chinese language. 2. There are approximately 30% of the students (35% in listening and 29% in reading) who barely manage to stay above the passing mark or even fail which indicates that this group of student population is having difficulties in learning Chinese.
Figure 5. Pareto chart of students’ listening scores Figure 6. Pareto chart of students’ reading scores III. Further drilling down is performed on both the listening and reading to find out more specifically the areas that Students have difficulties with. Listening: The drilldown analysis shows that approximately 1 in 3 Students has been facing quite evenly the same degree of difficulties in all areas of listening, with increasing number of Students in more complex scenario as of “L2 sentence-to-picture” (47% of Students) and “L3 conversation-to-picture” (49% of Students). Figure 7 shows the distribution of Students’ listening performance, while Figure 8 shows the Pareto chart of the drilldown analysis done on 4 of the listening fields tested: “L1 word-to-picture”(part 1), “L2 sentence-to-picture”(part 2), “L3 conversation-to-picture”(part 3) and “L4 sentence-to-logogram”(part 4). Figure 7. Distribution of Students’ listening performance
7 | P a g e Figure 8. Pareto chart of drilldown analysis Students’ listening scores Reading: The drilldown analysis shows that approximately 70% of the Students are doing quite well in part 1, "R1 word-to-picture" and part 2, "R2 sentence-to-picture". As the amount of vocabularies increase in part 3, “R3 sentence-to-logogram" and part 4, "L4 grammar-to-logogram", this student population drops to 56%. Figure 9 shows the distribution of students’ listening performance, while Figure 10 shows the Pareto chart of the drill-down analysis done on 4 of the reading fields tested: "R1 word-to-picture"(part 1), "R2 sentence-to-picture"(part 2), "R3 sentence-to-logogram"(part 3) and "R4 grammar-to-logogram"(part 4). Figure 9. Distribution of Students’ reading performance
Figure 10. Pareto chart of the drilldown analysis of Students’ reading scores CONCLUSION Revamping 10+ year old curriculum Highly Recommended The current text book has about 30 vocabularies in each lessen and each lesson is taught in two 100-minutues classes each week. There are approximately 15 weeks in one semester and so far, Students have invested around 25 weeks, equivalent to a total of over 83 hours in Chinese learning and 750+ vocabularies being taught. It is 5 times the amount of vocabularies required by HSK1 certification (150 vocabularies) and Students should be able to breeze through the test with high marks.; nevertheless, the assessment results of the group of Students with “excellent and exceptional” performance does not in line with this expectation. Most likely the problems lie in the mix of the following: Current text book and learning materials are not in sync with the HSK standard curriculum; Too much are being taught to the students in an improper way making the goal/outcome unachievable. Investigation finds that although there are total 776 vocabularies from the current textbook for “Tiếng Trưng 1” and “Tiếng Trưng 2”, they are only able to cover about 80% ~ 85% of the total 300 vocabularies for HSK1 & HSK2 together.
9 | P a g e Vocabulary Check List - HSK 1&2 Covered by Current Textbook NOT COVERED 45 15.0% Covered 241 80.3% Partially Covered 10 3.3% Covered but with local dialect 4 1.3% The results from the “Questionnaire -Chinese Language Courses Review & New Curriculum Development” (“Questionnaire”, Attachment 2) shows that: On average 47% of all the students and 65% of the CAO ĐẲNG SƯ PHẠM students consider the current course workload too heavy and the learning outcomes unachievable. (Question 9) On average 32% of all the students and 47% of the CAO ĐẲNG SƯ PHẠM students consider that current course is being taught in an improper way. (Question 11.2) On average 44% of all the students and 47% of the CAO ĐẲNG SƯ PHẠM students consider that current course materials are not meeting HSK certification requirements. (Question 12) Language is always changing, across space and social groups. Language also varies across time. The current text book and test database were put in place more than 10 years ago. By examine Lesson 16 as an example, mistakes in vocabularies and grammars are found; in addition, it contains too much of the northern dialect. Questionnaire results show that: There are only 17% of ĐH19TA1, ĐH19TA2 & ĐH19VA students and 12% of CAO ĐẲNG SƯ PHẠM students disagree that it is necessary to search for new textbooks, redesign and redevelop the current “Tiếng Trung 1” and “Tiếng Trung 2” courses. (Question 13) Moreover, the text book pays most of its attention on the academic skills -reading, writing and grammatic rules rather than the essence of any language -the communicative skills, listening and speaking. As a matter of fact, this is the inherited shortcoming of the printed media as compared to the digital media. To go along with the advent of new technologies and with the very positive benefits and significant opportunities of the growing prevalence of smart phones, tablets, laptops and Internet, a very different approach to the language teaching and learning must be taken. Questionnaire results show that: Overall there are only 17% of all the students disagree that the “Tiếng Trung 1” and “Tiếng Trung 2” courses should focus more on the communicative skills, the speaking and listening rather than academic skills, the reading, writing and grammars. (Question 14) Actual classroom teaching experience also finds that more than often the lecturer needs to race through the course materials in the text book in order to deliver a lesson in time. As a result, majority of the Students won’t be able to keep pace with the lecturer in the classroom or manage to invest time and efforts to catch up outside classroom. Eventually and unfortunately passing the exams for the credits pathetically becomes the remain goal. In such case an effective learning is an impractical and unachievable outcome and the Students are not equipped with the proper level of competency for the job market, postgraduate study and other real-world application of the Chinese language skills. Questionnaire results show that: There are 66% of ĐH19TA1, ĐH19TA2 & ĐH19VA students and 59% of CAO ĐẲNG SƯ PHẠM students consider the pace of the Course is appropriate. (Question 27) HSK certification, a universally accepted objective assessment standards should be placed at the center of the learning outcomes with expanded subject- and concept-oriented contents as its adminicle. It is strongly advisable to search for new textbooks, redesign and redevelop a new and effective curriculum for the current “Tiếng Trưng 1” and “Tiếng Trưng 2” Chinese language curriculum. Taking into account the results of the Questionnaire revealing that there are more than 50% of the students do not consider the current course workload too heavy (Question 9), it is possible to devise HSK1, HSK2 and HSK3 courses (total 600 vocabularies) into the new “Tiếng Trưng 1” and “Tiếng Trưng 2” curriculum. RECOMMENDATION DEVISE A REINVENTED CURRICULUM OF VOCABULARY CENTRIC, HSK ORIENTED AND DIGITAL TECHNOLOGY
SUPPORTED LANGUAGE ACQUISITION WITH “NATURAL”, “IMMERSIVE” AND “THEMATIC” TEACHING CRAFTED TO BLEND WITH THE CURRENT STRUCTURAL “BILINGUALISM” APPROACH, THE GRAMMAR METHOD THAT DECONSTRUCTS A LANGUAGE INTO ITS COMPONENT PIECES, AND THE LISTEN-AND-REPEAT DRILLS TO LANGUAGE ACQUISITION. Results from the Questionnaire: On average 94% of all the students (100% for CAO ĐẲNG SƯ PHẠM students) consider the new curriculum should be proximal to HSK. (Question 54) On average 91% of all the students consider the learning materials for the new courses shall include printed and digital technology supported media. (Question 55) Overall all the students would like to have the following communicative and immersive “Language Acquiring” activities: (Question 56.1, 56.2, 56.3, 56.4) 95% for Native speaker visits; 96% for Audio Immersion via Transcription; 95% for Video Immersion via Transcription; 90% for Food safari. Overall all the students would like to have the following “Language Learning” activities: (Question 57.1, 57.2, 57.3, 57.4, 57.5, 57.6, 57.7) 98% for Articulation exercises; 93% for Lockstep teaching; 98% for Conversation practice; 91% for Pair work; 99% for Vocabulary training; 99% for Working with audio; 98% for Using pictures and videos. Overall more than 70% of the university students (ĐH19TA1/TA2/AV/KH) would like the new syllabus to devote at least 50% of time to focus on communicative skills. (Question 58.1) Overall more than 95% of the university students (ĐH19TA1/TA2/AV/KH) prefer course delivery in Chinese/Vietnamese bilinguals and by native Vietnamese speakers with the co-teaching of Chinese native speakers, rather than the “Linguistic Immersion” -courses being taught entirely in Chinese (approximately 70%). (Question 59.2, 60) On average 91% of all the students support “Natural Approach to Language Learning”: focus on comprehension. (Question 63) On average 93% of all the students consider classrooms that are interactive, non-threating and supportive can have direct positive effect on their ability to learn. (Question 66) On average 94% of all the students consider involving them in picking topics relevant to the students through “Topic/Theme-Based Teaching” helps them make sense of what they are being taught and retain more information. (Question 67) On average only 5% of all the students disagree that “Mind Mapping” would help them think, collect knowledge, remember and create ideas. (Question 68) On average 90% of all the students consider “Concept-Based Curriculum” - intellectual development via engaging students in objects and important conceptual ideas is crucial to my language development. (Question 69) On average only 2% of all the students do not subscribe to the philosophy of “Building Quality into Process”.
11 | P a g e Emphasize on the communicative skills -listening and speaking; the academic learning skills -reading, writing and grammar come at the later time of the curriculum. Chinese characters are logograms. At the early stage the students need only to recognize a picture of tiger a tiger; learning to draw the tigers is not the immediate matter of essence. With the correct or even the approximate Pinyin the computer software nowadays is smart enough to offer a pool of targeted logograms for selection. Students only need to be able to recognize and pick the right characters. The world changes every day, as a result, an institution has to acknowledge these shifts and then be able to implement them into the curriculum planning. Innovative instructional strategies, teaching techniques and organizational methods that are focused on achieving optimal student development and student learning outcomes must be constantly being devised in order to improve the student learning experiences. NATURAL APPROACH TO LANGUAGE LEARNING The Natural Approach is a language learning theory developed by Dr. Stephen Krashen of USC and Dr. Tracy Terrell of the University of California, San Diego. It is a method based on the observation and interpretation on how a child acquires his first language. It emphasizes on communication rather than on grammar.
In the Natural Approach, the initial focus really is on comprehension. The crux of the issue is, “Do students understand what is being said?” (No need to notice subject-verb agreement for this.) Students listen, pick up on meanings, read context clues, interpret and make guesses on what is being said, make mistakes and hone their guesses; and “Are they being understood by the other person?” (No need perfect grammar for this.) Bothering with correct grammar comes late in the acquisition stage - when students have had plenty of experience with the language. The design of HSK1 and HSK2 tests pretty much subscribes to Dr. Krashen’s natural learning theory. “The acquisition of grammatical structures proceeds in a predictable order." For a given language, some grammatical structures tend to be acquired early, others late, regardless of the first language of a speaker. “Learning” involves conscious activities – studying a language, its linguistic forms (grammar, semantics, phonology) and how the different elements interact with each other. “Learning the language” will get students good grades, but it will not necessarily lead to fluency. “Acquiring,” on the other hand, involves different activities which are, for the most part, communicative and immersive in nature. Meaning, these activities give students plenty of opportunities to listen, observe and experience how language is used. And, even better, these activities give students plenty of opportunities to use the language in order to communicate. According to the “Affective Filter Hypothesis” of the Natural Approach, pressure won’t lead to acquisition. A low filter is associated with relaxation, confidence to take risks and pleasant learning environment. The pressure of a language test might push students to get good grades, but it can’t always lead students to acquire language. Language acquisition is about being so relaxed and so dialed into the conversation that students forget they are learning a foreign language and engrossed with the message or content, instead of the medium.
13 | P a g e THEMATIC TEACHING (TOPIC-BASED TEACHING)/ GIẢNG DẠY THEO CHỦ ĐỀ Thematic Teaching is a teaching approach that organizes subject matter around unifying themes. Each subject area is brought together under the banner of a certain topic. It crosses over subject lines and through interactive, integrated activities helping students relate academic skills to real-world ideas. The benefits of a thematic approach are many. Teaching thematically helps students make sense of what they are being taught, since content areas are integrated and not made to stand alone. Students are able to retain more information when it is not presented as isolated facts, but rather as part of a whole. Thematic units encourage the involvement of all students through topics relevant to them. Students are able to relate to realworld experiences and build on prior knowledge of a topic. Thematic units also help teachers teach to the different learning styles of their students. Researches conducted by famous scientists suggest that integrating subject matter across different content areas engages the whole brain through active and hands-on involvement. Two effective tools: MIND MAPPING Mind mapping helps students think, collect knowledge, remember and create ideas. Mind maps can be created in many different ways, but they share the same basics:
1. Central theme/Chủ đề chính A central theme is the title, the subject, a problem or just a thought. 2. Associations/Liên kết From the central theme associations radiate out. The brain thinks by imagination and association. When associations are created, connections are made. These connections are essential for remembering and thinking. 3. Keywords/Từ khóa Mind maps summarize information. Instead of sentences, ideally only single keywords are used. A single word per association gives more freedom, creativity and clarity. 4. Color & images/Màu sắc & hình ảnh Research shows that people who use color and images in their imagination, when they are learning, are better in remembering than those who don’t. According to research, mind mapping improves learning, information recall, productivity and creativity: 1. It Helps with Memorization and Retention “Diagrams are more easily stored in memory than other kinds of representational formats.”. “Maps allow the separate encoding of information in memory in visual and well as propositional (written) form.” In the study— “The Efficacy of the Mind Map Study Technique”—researchers found that studying with mind maps helped boost retention by 10-15%. 2. It’s a More Engaging Form of Learning “Meaningful engagement is a critical factor in promoting deeper learning.” Unfortunately, some of the most common learning methods—such as listening to a lecture or reading a textbook—do not create meaningful engagement. Mind mapping, on the other hand, does create meaningful engagement because learners actively engage in the process of brainstorming, generating ideas, and connecting concepts together while reviewing and developing mind maps. In addition to recommending that teachers use mind maps in the classroom while teaching, having students create mind maps of their own to assess learning—and to compare their mind maps with those of their classmates can be used for additional meaningful learning activities. 3. It Enables Meaningful Learning
15 | P a g e The researchers define meaningful learning as change, which is “a consequence of the integration of new material and the prior knowledge structure.” By mapping disparate pieces of knowledge around a central topic, students can form connections between what they already know and what they’ve just learned, an exercise that leads to meaningful learning. 4. It Improves Writing In a 2009 study, researchers looked at the writing of two groups of students. One group received traditional in-class writing instruction with textbooks and lectures. The second group received this instruction as well as mind mapping software that they were instructed to use for each writing assignment. While researchers wrote that there were no significant differences between the writing skills of the students in either group from a writing test that was administered before the research began, notable differences were observable after the instruction was complete. The study found that students in the group that used mind mapping software “made higher gains in writing achievement as a result.” Their results “showed more relevant details and better organized and connected ideas than paragraphs written by the control groups.” CONCEPT BUILDING Two Classic Questions in Curriculum-development work: What do we want students to learn? How do we want to organize that learning?
According to Vygotsky’s influential theory of the "zone of proximal development", language acquisition involves not only a learner’s exposure to words but also an interdependent process of growth between thought and language. Rather than engage students in a primary signal system, in which objects are referred to merely as themselves, students are engaged in a secondary signal system, in which words represent objects and ideas. Intellectual development is crucial to language development. Inner speech is thinking in pure meanings; through the development of inner speech, students straddle the divide between thought and language, eventually being able to express their thoughts coherently. Shift curriculum to Concept-based: Knowledge, Skills, and Attitudes Concept-based Based primarily on topics, skills, and facts. Focuses on the transfer of the important conceptual ideas.
17 | P a g e Content focuses on facts that are often isolated and disconnected. Knowledge is fragmented. Focuses on making sense of facts and the world around. Understand the relationship between individual facts, principles, or generalizations. Verbs are used to tell students what to know or do. Concept-based is a thinking curriculum. The verb describes the ways through which students come to understand the concept. Represents a two-dimensional design model that includes process and content knowledge. Has a third dimension–conceptual understanding. Content-based teaching may not get beyond the transmission of superficial learning. Concept-based curriculum focuses on critical concepts and processes that students will be able to transfer to new situations. Knowledge expands in exponential matter; simply covering long lists of content and skill objectives does not result in deep understanding. Key concepts become the “drivers” for learning, leading students to deeper understandings that transfer across different situations. IMMERSION MODEL OF SECOND LINGUAL EDUCATION “Immersion” is a particular type of language teaching in which the target language is the content and also the medium of instruction. In other words, students learn the language by receiving instruction in the language. Students are not just learning about the language, its different grammatic rules and such. They are actively engaged in its actual use, even if awkwardly at first. Effectively, “Bilingualism” just means that students receive instruction in two languages, although completely different from “Immersion”, but the two practices can be combined; nevertheless, in a way immersion bilingual education should be the goal of teaching. Immersion most closely mimics the way we learn our first language making classes potentially more motivational than bilingual education that treats the target language as a separate entity, something that needs to be memorized and learned rote. In linguistic immersion, the target language is used in some engaging activities or in a communicative way that students immersed linguistically forget that they are learning the second language. Immersion works because it fundamentally changes how students think about the target language. Suddenly, the language is not simply some learning subject, it becomes the very instrument with which students are gradually able to think, express themselves and accomplish tasks. This real-world, close-quarter experience with the language effectively mimics how native speakers learn their mother tongues. CONTINUOUS IMPROVEMENT EFFORTS By the time Students finish the class “Tiếng Trưng 2”, they will have already invested 100 hours and about 4 million Vietnam Dong in studying the Chinese language. The group of Students participating in this assessment with consistent performance of excellence in either Listening or Reading (approximate 60% of the Students population) can be interpreted as having great interests and devoting great amount of efforts in learning the Chinese language. For achieving optimal student development and student learning outcomes, I would suggest answering to the Students’ wishes of offering the opportunities to retain what they have already invested and meanwhile continue to better their Chinese language skills, instead of having to go to study at the language centers. Questionnaire results show that: ĐH19TA1, ĐH19TA2 & ĐH19VA students consider the University should provide intermediate Chinese language elective courses (4-credit each): (Question 46.1, 46.2) 79% for Tiếng Trung 3 & 4 for HSK3 certification (only 4% disagree); 66% for Tiếng Trung 5 & 6 for HSK4 certification (only 9% disagree). Percentage of the students that will register the intermediate Chinese courses at the Resource Center for
Community Development Center (RCCD): (Question 48.1, 48.2) 83% if free of charge 74% if for minimal fee to cover RCCD cost to the University (not to exceed the fee of 4 credits or cost at language center) There are 77% of the ĐH19TA1, ĐH19TA2 & ĐH19VA students and 65% of the CAO ĐẲNG SƯ PHẠM students support the proposition of RCCD offering advanced Chinese courses. There are 91% of the ĐH19TA1, ĐH19TA2 & ĐH19VA students (and 94% of the CAO ĐẲNG SƯ PHẠM students) opt for the revival of Mandarin Chinese Club (MCC). (Question 50) Other activities the students prefer MCC to offer: 94% for Internship; (Question 51.2) 94% Placement assistance, job fair attendance; (Question 51.4) 98% for Study abroad and scholarship consultation; (Question 51.5) 100% for Singing band, cultural activities (calligraphy, Chinese brush painting, book/reading circle...); (Question 51.6) 87% for Participate social business, charity activities; (Question 51.7) 98% for Field trips to China, Taiwan, local Chinese communities, ... (Question 51.8) Outlined below in the table are the proposed revision of the currently established academic program and the development of the new courses. The new courses can be offered as electives with credits for the students’ best benefits; or, alternatively be offered at the Resource Center for Community Development (RCCD) for no credits and at no charge or with a minimal fee to cover the expenses of the Center. Bottom line will be offering these classes to the Students through resurrecting the Mandarin Chinese language club. AGU LEVEL CẤP AGU VENUE ĐỊA ĐIỂM HỌC TEACHING OUTCOME HIỆU QUẢ GIẢNG DẠY SEMESTER HỌC KỲ VOCABULARY TỪ VỰNG CLOCK HOURS TỔNG SỐ GIỜ HỌC CREDITS TÍN CHỈ Tiếng Trưng 1 FLF* HSK Level 1 & 2 2 ND 200 50 (4 tiết*15 wk.) 4 Tiếng Trưng 2 FLF HSK Level 2 & 3 (Total 600+) 3 RD 400 50 (4 tiết*15 wk.) 4 Tiếng Trưng 3 FLF/RCCD HSK Level 4 (Total 1200+) 4 TH 600 50 (4 tiết*15 wk.) 4 Tiếng Trưng 4 FLF/RCCD HSK Level 5 5 TH 600 50 (4 tiết*15 wk.) 4 Tiếng Trưng 5 FLF/RCCD HSK Level 5 (Total 2500+) 6 TH 700 50 (4 tiết*15 wk.) 4 Tiếng Trưng 6 FLF/RCCD HSK Level 6 7 TH 700 50 (4 tiết*15 wk.) 4 Tiếng Trưng 7 FLF/RCCD /MCC HSK Level 6 8 TH 700 50 (4 tiết*15 wk.) 4 Tiếng Trưng 8 RCCD/MCC HSK Level 6 - 700 75 (6 tiết*15 wk.) - Tiếng Trưng 9 RCCD/MCC HSK Level 6 (5000+) - 700 75 (6 tiết*15 wk.) - *FLF – Foreign Language Faculty
19 | P a g e REFERENCES Alberta Council for Environmental Education (ACEE, 2019): Why Shift to a Concept-based Curriculum? The Alberta Context for Concept-based Curriculum, Alberta Regional Professional Development Consortia (ARPDC). Alberta Education Student Learning Standards Division (2016): developing new K–12 provincial curriculum in 6 subject areas of Language Arts (English, Français, French), Mathematics, Social Studies, Sciences, Arts, and Wellness Education. Alberta Learning (2002): Kindergarten to grade 9 health and life skills: guide to implementation, Appendix C – Student activity masters, Edmonton: Learning and Teaching Resources Branch. Amy Gardener (2019), Immersion Bilingual Education for Your Students and School: How to Get Started [online]. Available from https://www.fluentu.com/blog/educator/immersion-bilingual-education/. An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta/COGG: Immersion Education: A Short Guide for Teachers adapted from Eugene McKendry (2006), An Tumoideachas/Immersion Education, Belfast: School of Education Queen’s University. Chris Lawrence, Five Reasons to Try Theme-Based Learning [online]. Available from https://www.edtechlens.com/blog/try-theme-based-learning. Innovative Learning (2011), Zone of Proximal Development [online]. Available from http://www.innovativelearning.com/educational_psychology/development/zone-of-proximal-development.html. Jack Brondum and Nancy Stenson (1998), Types of Immersion Education: An Introduction, The ACIE Newsletter, February 1998, Vol. 1, No. 2 [online]. Available from https://carla.umn.edu/immersion/acie/vol1/Feb1998_ImmersTypes.html Kendra Cherry (2019), The Zone of Proximal Development as Defined by Vygotsky [online]. Available from https://www.verywellmind.com/what-is-the-zone-of-proximal-development-2796034 LORRAINE STEFANI (2004), Assessment of Student Learning: promoting a scholarly approach, University of Auckland: Learning and Teaching in Higher Education, Issue 1, 2004-05. LTL Mandarin School (2019), HSK LEVELS [ONLINE] [online]. Available from https://ltl-school.com/hsklevels/. Luciano Passuello (2019), What is Mind Mapping? (and How to Get Started Immediately) [online]. Available from https://litemind.com/what-is-mind-mapping/. Mike Bostwick (2013), Katoh Gakuen English Immersion/Bilingual Program[online]. Available from http://bilingual.com/about_us_0151.php. Office of Intuitional Research and assessment (2017): Student Learning Outcomes Assessment Reports Instructions and Examples, Chapel Hill: University of North Carolina. Parent-Trustee Forum (2019): Concept-Based Learning, Alberta: Calgary Catholic School District. Ricardo E. Schütz (2019), Stephen Krashen's Theory of Second Language Acquisition [online]. Available from https://www.sk.com.br/sk-krash-english.html. Scholaro (2018), Grading System in Vietnam [online]. Available from https://www.scholaro.com/pro/countries/Vietnam/Grading-System. Stevie D. (2019), Learning That Really Works: 5 Scientific Tips Derived from the Natural Approach to Language Learning [online]. Available from https://www.fluentu.com/blog/natural-approach-to-language-learning/. Wikipedia (2019), Zone of proximal development [online]. Available from https://en.wikipedia.org/wiki/Zone_of_proximal_development. 杨寄洲 (2006), 汉语教程 第一册(上) , 北京: 北京语言大学出版社, page 152-157. 杨寄洲 (2006), 汉语教程 第一册(下) , 北京: 北京语言大学出版社, page 224-231.
STUDENT QUESTIONNAIRE: COURSE EVALUATION & CURRICULUM DEVELOPMENT BẢNG CÂU HỎI CỦA SINH VIÊN: ĐÁNH GIÁ KHÓA HỌC & PHÁT TRIỂN CHƯƠNG TRÌNH GIẢNG DẠY Department/Major Khoa / Chuyên ngành ☐Foreign Language Ngoại ngữ ☐Business Kinh tế ☐Agriculture Nông nghiệp ☐Culture & Tourism Văn hóa, du lịch ☐STEM Khoa học, Công nghệ, Kỹ thuật, Toán học Thank you for participating in this study. This information will help evaluate and better the curriculum, syllabus, course materials and their deliveries. Please be frank and constructive in your comments so that Chinese language learning courses quality can be bettered for you and for the future students. The results concluded from this questionnaire will serve as the base for assessing the legitimacy of proposing new Chinese Language courses to the University as well. Cảm ơn bạn đã tham gia vào nghiên cứu này. Thông tin này sẽ giúp đánh giá và cải thiện chương trình giảng dạy, giáo trình, tài liệu khóa học và phương pháp giảng dạy. Hãy thẳng thắn và đóng góp ý kiến của bạn để chất lượng môn học tiếng Trung có thể được cải thiện cho bạn và các học viên tương lai. Các ý kiến được thu lại từ bảng hỏi này sẽ cơ sở để đánh giá tính hợp pháp của việc đề xuất các khóa học tiếng Trung mới ở Trường Đại học An Giang. COURSE EVALUATION ĐÁNH GIÁ KHOA HỌC COURSE CONTENT AND ORGANIZATION NỘI DUNG KHÓA HỌC VÀ TỔ CHỨC Strongly Agree Hoàn Toàn đồng ý Agree Đồng ý Uncertain Phân vân Disagree Không đồng ý Strongly Disagree Hoàn toàn không đồng ý 1. Course objectives are clearly defined. Mục tiêu khóa học được xác định rõ ràng. ☐ ☐ ☐ ☐ ☐ 2. This Course is meaningful and exciting. Đây khóa học có ý nghĩa và thú vị. ☐ ☐ ☐ ☐ ☐ 3. This Course has increased my interest in Chinese language study. Khóa học này giúp tôi tăng sự yêu thích việc học tiếng Trung. ☐ ☐ ☐ ☐ ☐ 4. This course gives me confidence to do more advanced study in the subject. Khóa học này đem lại cho tôi sự tự tin trong việc học môn học này ☐ ☐ ☐ ☐ ☐ 5. I believe what I am being asked to learn in this course is important. Tôi tin rằng những gì tôi đang được yêu cầu học trong khóa học này là quan trọng. ☐ ☐ ☐ ☐ ☐ 6. Learning materials are appropriate to the goals of the Course. Tài liệu học tập phù hợp với mục tiêu của Khóa học. 6.1. Textbook is appropriate, comprehensible, interesting and clear. Giáo trình thích hợp, dễ hiểu, thú vị và rõ ràng. ☐ ☐ ☐ ☐ ☐ 6.2. Signing sessions are relevant and useful. Những bài học thông qua bài hát có liên quan và hữu ích cho môn học. ☐ ☐ ☐ ☐ ☐ 6.3. The written assignments contribute to my knowledge and understanding of the subject. Các bài tập viết chữ Hán góp phần cải thiện kiến thức và sự hiểu biết của tôi đối với môn học. ☐ ☐ ☐ ☐ ☐ 8. The course workload and requirements were appropriate for the course level. Khối lượng kiến thức và yêu cầu của môn học là phù hợp với cấp độ của khóa học. ☐ ☐ ☐ ☐ ☐ 9. Taking into account of the 150 vocabularies by HSK1 certification and 300 required by HSK2 certification, I consider the current course workload too heavy; too much are being taught making the learning outcomes unachievable. Chứng nhận HSK1 yêu cầu 150 từ vựng và chứng nhận HSK2 là 300 từ vựng. Tôi cho rằng khối lượng kiến thức hiện tại được dạy quá nhiều làm cho kết quả học tập không thể đạt được. ☐ ☐ ☐ ☐ ☐ 10. Course is well structured to achieve the learning outcomes. Chương trình của khóa học được xây dựng nhằm hướng đến chuẩn đầu ra của khóa học 10.1. Communicative skills training is appropriate (speaking and listening). Việc rèn luyện kỹ năng giao tiếp (kỹ năng nghe và nói) là phù hợp. ☐ ☐ ☐ ☐ ☐ 10.2. Academic skills learning is appropriate (reading, writing, grammar) Các kỹ năng học thuật (kỹ năng đọc, viết và ngữ pháp) là thích hợp ☐ ☐ ☐ ☐ ☐
21 | P a g e 10.3. There is a good balance of lectures, practices and etc. Có sự cân bằng tốt giữa bài giảng và thực hành … ☐ ☐ ☐ ☐ ☐ 11. Taking into account of the 150 vocabularies by HSK1 certification and 300 required by HSK2 certification, I consider: Cần 150 từ vựng theo chứng chỉ HSK1 và 300 từ vựng theo yêu cầu của chứng chỉ HSK2, tôi cho rằng: 11.1. the current course workload too heavy and induces a lot of pressure; Khối lượng kiến thức hiện tại quá nặng nề và gây ra rất nhiều áp lực; ☐ ☐ ☐ ☐ ☐ 11.2. too much are being taught in an improper way making the learning outcomes unachievable. Quá nhiều kiến thức đang được giảng dạy chưa phù hợp làm cho mục tiêu môn học khó có thể đạt được. ☐ ☐ ☐ ☐ ☐ 12. HSK1 certification only requires 150 vocabularies. So far, I have invested over 80 hours and learned 750+ Chinese vocabularies but from the HSK1 test results, I suppose current course materials are not in sync or meeting HSK certification requirements. Chứng chỉ HSK1 chỉ yêu cầu 150 từ vựng. Tuy nhiên, cho đến nay tôi đã đầu tư hơn 80 giờ để học hơn 750 từ vựng tiếng Trung; nhưng từ kết quả kiểm tra HSK1 cho tôi thấy: tài liệu học hiện nay chưa đồng bộ với các yêu cầu của HSK ☐ ☐ ☐ ☐ ☐ 13. I perceive that it is necessary to search for new textbooks, redesign and redevelop the current “Tiếng Trung 1” and “Tiếng Trung 2” courses. Tôi nhận thấy rằng cần phải tìm kiếm các tài liệu mới và thiết kế lại chương trình “tiếng Trung 1” và tiếng Trung2” hiện tại. ☐ ☐ ☐ ☐ ☐ 14. I would like the entry level courses “Tiếng Trung 1” and “Tiếng Trung 2”to focus more on the communicative skills, the speaking and listening rather than academic skills, the reading, writing and grammars. Tôi muốn các khóa học “tiếng Trung 1” và “tiếng Trung 2” nên tập trung hơn vào các kỹ năng giao tiếp ( kỹ năng nghe, nói) chứ không phải là các kỹ năng học thuật (kỹ năng đọc , viết và ngữ pháp). ☐ ☐ ☐ ☐ ☐ 15. Comments Ý kiến khác: STUDENT CONTRIBUTION ĐÓNG GÓP CỦA SINH VIÊN Strongly Agree Hoàn Toàn đồng ý Agree Đồng ý Uncertain Phân vân Disagree Không đồng ý Strongly Disagree Hoàn toàn không đồng ý 16. I consistently prepare for class. Tôi luôn luôn chuẩn bị bài trước khi đến lớp. ☐ ☐ ☐ ☐ ☐ 17. I have put a great deal of effort into advancing my learning in this course. Tôi đã nỗ lực rất nhiều để học tốt môn học này. ☐ ☐ ☐ ☐ ☐ 18. I am well-prepared for class. Tôi đang chuẩn bị tốt cho các buổi học. ☐ ☐ ☐ ☐ ☐ 19. I participate actively in the Course. Tôi tham gia tích cực vào Khóa học. ☐ ☐ ☐ ☐ ☐ 20. I am satisfied with the progress that I made in this Course. Tôi hài lòng với sự tiến bộ mà tôi đã đạt được trong Khóa học này. ☐ ☐ ☐ ☐ ☐ 21. My ability to communicate in Chinese has increased. Khả năng giao tiếp bằng tiếng Trung của tôi đã tăng lên. ☐ ☐ ☐ ☐ ☐ 22. Comments Ý kiến khác: LEARNING ENVIRONMENT, RESOURCES AND TEACHING METHODS MÔI TRƯỜNG HỌC TẬP, TÀI LIỆU VÀ PHƯƠNG PHÁP GIẢNG DẠY Strongly Agree Hoàn toàn đồng ý Agree Đồng ý Uncertain Phân vân Disagree Không đồng ý Strongly Disagree Hoàn toàn không đồng ý 23. Learning and teaching methods encourage my participation and learning. Phương pháp học tập và giảng dạy khuyến khích sự tham gia của tôi vào học tập. ☐ ☐ ☐ ☐ ☐ 24. Overall environment and atmosphere in the class are welcoming and conducive to learning. Môi trường và không khí lớp học thoải mái, thuận lợi cho việc học tập. ☐ ☐ ☐ ☐ ☐ 24. Provision of learning resources on the Web was adequate and appropriate. Việc cung cấp tài liệu học tập trên trang Web là đầy đủ và phù hợp. ☐ ☐ ☐ ☐ ☐ 25. Comments Ý kiến khác:
QUALITY OF DELIVERY CHẤT LƯỢNG ĐÀO TẠO Strongly Agree Hoàn toàn đồng ý Agree Đồng ý Uncertain Phân vân Disagree Không đồng ý Strongly Disagree Hoàn toàn không đồng ý 26. Lecturers stimulate my interest and thought on the subject area. Giảng viên kích thích sự quan tâm và suy nghĩ của tôi về chủ đề học. ☐ ☐ ☐ ☐ ☐ 27. Pace of the Course is appropriate. Tốc độ của khóa học là phù hợp. ☐ ☐ ☐ ☐ ☐ 28. Ideas and concepts are presented clearly. Ý tưởng và khái niệm được trình bày rõ ràng. ☐ ☐ ☐ ☐ ☐ 29. Comments Ý kiến khác: ASSESSMENT THẨM ĐỊNH, ĐÁNH GIÁ Strongly Agree Hoàn toàn đồng ý Agree Đồng ý Uncertain Phân vân Disagree Không đồng ý Strongly Disagree Hoàn toàn không đồng ý 30. Exams and assignments are reflective of the course content. Các bài kiểm tra và bài tập phản ánh đúng nội dung của Khóa học. ☐ ☐ ☐ ☐ ☐ 31. Methods of grading are reasonable. Phương pháp chấm điểm là hợp lý. ☐ ☐ ☐ ☐ ☐ 32. Practices of grading are fair. Thực hành chấm điểm là công bằng. ☐ ☐ ☐ ☐ ☐ 33. My learning is fairly assessed (e.g., through quizzes, exams, and other graded work). Việc học của tôi được đánh giá đúng (ví dụ như thông qua các câu hỏi, bài kiểm tra, và các nhiệm vụ được giao khác). ☐ ☐ ☐ ☐ ☐ 34. The tests/assignments accurately assess what I have learned in this Course. Các bài kiểm tra/ bài tập đánh giá chính xác những gì tôi đã học trong môn học này. ☐ ☐ ☐ ☐ ☐ 35. Comments Ý kiến khác: OVERALL EVALUATION ĐÁNH GIÁ TỔNG THỂ Strongly Agree Hoàn toàn đồng ý Agree Đồng ý Uncertain Phân vân Disagree Không đồng ý Strongly Disagree Hoàn toàn không đồng ý 36. I would recommend this course to other students. Tôi muốn giới thiệu khóa học này cho các sinh viên khác. ☐ ☐ ☐ ☐ ☐ 37. Overall, this course met my expectations for the quality. Nhìn chung, khóa học này đáp ứng mong đợi của tôi về chất lượng. ☐ ☐ ☐ ☐ ☐ 38. This course is useful in progress toward my goal of future career development, academic study or societal language proficiency. Khóa học này rất hữu ích trong tiến trình hướng tới mục tiêu phát triển nghề nghiệp trong tương lai hoặc nghiên cứu học thuật ☐ ☐ ☐ ☐ ☐ 39. What are one to three specific things about the course or instructor that could be improved to better support your learning? Một đến ba điều cụ thể về khóa học hoặc người hướng dẫn nên cải thiện để hỗ trợ tốt hơn cho việc học của bạn là gì? 40. What are one to three specific things about the course or instructor that especially helped to support your learning? Một đến ba điều cụ thể về khóa học hoặc người hướng dẫn có ý nghĩa đến việc học của bạn là gì?
23 | P a g e 41. What parts of the course aide your learning the most? Phần nào của khóa học hỗ trợ việc học của bạn nhiều nhất? 42. What parts of the class are obstacles to your learning? Những phần nào của lớp học làm trở ngại cho việc học của bạn? 43. Do you have any specific recommendations for improving this course? Bạn có những khuyến nghị để cải thiện khóa học này? NEW CURRICULUM DEVELOPMENT CẢI THIỆN CHƯƠNG TRÌNH MỚI GENERAL TỔNG QUÁT Strongly Agree Hoàn toàn đồng ý Agree Đồng ý Uncertain Phân vân Disagree Không đồng ý Strongly Disagree Hoàn toàn không đồng ý 44. I recognize the following practical needs for Chinese language important: Tôi cho rằng những nhu cầu sau đây đối với việc học tiếng Trung là quan trọng: 44.1. Work/Business Làm việc / kinh doanh ☐ ☐ ☐ ☐ ☐ 44.2. Education/Training Giáo dục / Đào tạo ☐ ☐ ☐ ☐ ☐ 44.3. Formal social contacts Giao tiếp chính thức ☐ ☐ ☐ ☐ ☐ 44.4. Informal social contacts Giao tiếp không chính thức ☐ ☐ ☐ ☐ ☐ 45. I perceive the Chinese language proficiency essential for: Tôi nhận thấy trình độ tiếng Trung cần thiết cho: 45.1. Academic language proficiency Thành thạo ngôn ngữ học thuật ☐ ☐ ☐ ☐ ☐ 45.2. Professional language proficiency Thành thạo ngôn ngữ chuyên nghiệp ☐ ☐ ☐ ☐ ☐ 45.3. Societal language proficiency Thành thạo ngôn ngữ xã hội ☐ ☐ ☐ ☐ ☐ 45.4. Informal/tourist language proficiency Thành thạo ngôn ngữ du lịch / không chính thức ☐ ☐ ☐ ☐ ☐ 46. I suppose the University should provide intermediate Chinese language elective courses (4-credit each): Tôi cho rằng trường Đại học An Giang nên cung cấp các khóa học tiếng Trung tự chọn (4 tín chỉ mỗi khóa): 46.1. Tiếng Trung 3 & 4 for HSK3 certification Tiếng Trung 3 & 4 cho chứng chỉ HSK3 ☐ ☐ ☐ ☐ ☐ 46.2. Tiếng Trung 5 & 6 for HSK4 certification Tiếng Trung 5 & 6 cho chứng chỉ HSK4 ☐ ☐ ☐ ☐ ☐ 46.3. I would like these courses to be delivered 3 sessions per week with 100 minutes in each session. Tôi muốn các khóa học này sẽ gồm 3 buổi mỗi tuần với 100 phút trong mỗi buổi ☐ ☐ ☐ ☐ ☐ 47. I will register these advanced elective credit courses if they are offered by the Universality Tôi sẽ đăng ký các khóa học tự chọn nâng cao này nếu chúng nằm trong chương trình giảng dạy. 47.1. Tiếng Trung 3 & 4 for HSK3 certification Tiếng Trung 3 & 4 cho chứng chỉ HSK3 ☐ ☐ ☐ ☐ ☐ 47.2. Tiếng Trung 5 & 6 for HSK4 certification Tiếng Trung 5 & 6 cho chứng chỉ HSK4 ☐ ☐ ☐ ☐ ☐ 48. I will register these intermediate Chinese courses at the Resource Center for Community Development Center (RCCD) if they are not to be offered by the Universality and if they are: Tôi sẽ đăng ký các khóa học tiếng Trung này tại Trung tâm tạo nguồn nhân lực và phát triển cộng đồng (RCCD) nếu chúng không nằm trong chương trình giảng dạy và nếu chúng là:
48.1. Free of charge Miễn phí ☐ ☐ ☐ ☐ ☐ 48.2. For minimal fee to cover RCCD cost to the University (not to exceed the fee of 4 credits or cost at language center) Chi trả các chi phí tối thiểu cho RCCD (học phí không vượt quá lệ phí của 4 tín chỉ hoặc học phí tại trung tâm ngoại ngữ). ☐ ☐ ☐ ☐ ☐ 48.3. Taught 3 times a week, 2 hours each session Dạy 2 giờ mỗi buổi, 3 buổi một tuần. ☐ ☐ ☐ ☐ ☐ 49. I support the proposition of RCCD, for its community human resource development function, offering advanced courses of HSK5 and HSK6. Tôi ủng hộ đề xuất của RCCD (Trung tâm đào tạo nguồn nhân lực và phát triển cộng đồng), mở các khóa học HSK5 và HSK6. ☐ ☐ ☐ ☐ ☐ 50. I opt for the revival of Mandarin Chinese Club (MCC) and have these classes offered through this venue. Tôi ủng hộ cho việc trở lại của Câu lạc bộ tiếng Hoa (MCC) vì nơi đây sẽ mang lại những bài học bổ ích. ☐ ☐ ☐ ☐ ☐ 51. The following activities can be offered by the Club: Câu lạc bộ có thể cung cấp các hoạt động sau đây: 51.1. Participate trade shows Tham gia hội thảo thương mại ☐ ☐ ☐ ☐ ☐ 51.2. Internship Thực tập ☐ ☐ ☐ ☐ ☐ 51.3. Participate Business organization (foreign or local) activities Tham gia các hoạt động tổ chức kinh doanh (nước ngoài hoặc địa phương) ☐ ☐ ☐ ☐ ☐ 51.4. Placement assistance, job fair attendance Hỗ trợ tìm kiếm việc làm, tham dự hội chợ việc làm ☐ ☐ ☐ ☐ ☐ 51.5. Study abroad and scholarship consultation Tư vấn du học và học bổng ☐ ☐ ☐ ☐ ☐ 51.6. Singing band, cultural activities (calligraphy, Chinese brush painting, book/reading circle...) Các hoạt động văn hóa (ca hát, thư pháp, câu lạc bộ đọc sách, vẽ cọ tranh Trung Quốc...) ☐ ☐ ☐ ☐ ☐ 51.7. Participate social business, charity activities Tham gia các hoạt động kinh doanh xã hội, từ thiện ☐ ☐ ☐ ☐ ☐ 51.8. Field trips to China, Taiwan, local Chinese communities, ... Các chuyến đi thực địa đến Trung Quốc, Đài Loan, cộng đồng người Hoa địa phương ... ☐ ☐ ☐ ☐ ☐ 52. Do you have any specific recommendations? Những kiến nghị khác của bạn: COURSE CONTENT AND ORGANIZATION NỘI DUNG KHÓA HỌC VÀ TỔ CHỨC Strongly Agree Hoàn toàn đồng ý Agree Đồng ý Uncertain Phân vân Disagree Không đồng ý Strongly Disagree Hoàn toàn không đồng ý 53. New curricula should be vocabulary centric. The essence of language is meaning. Vocabulary, not grammar is the heart of language. Chương trình giảng dạy mới nên lấy từ vựng làm trung tâm. Bản chất của ngôn ngữ là ý nghĩa, từ vựng là trái tim của ngôn ngữ chứ không phải ngữ pháp ☐ ☐ ☐ ☐ ☐ 54. New curricula should be proximal to HSK, a universally accepted certification standard. Chương trình giảng dạy mới nên áp dụng HSK- một tiêu chuẩn Quốc tế. ☐ ☐ ☐ ☐ ☐ 55. The learning materials for the new courses shall include printed and digital technology supported media. Các tài liệu cho môn học bao gồm các ứng dụng công nghệ thông tin. ☐ ☐ ☐ ☐ ☐ 56. Language “Acquiring” involves different activities which are communicative and immersive in nature. I would like the following activities being devised into the courses. “Tiếp thu” ngôn ngữ qua các hoạt động có tính giao tiếp và nhập vai tự nhiên. Tôi muốn các hoạt động sau đây được đưa vào các khóa học. 56.1. Native speaker visits: to give speech and hold conversations with students. Người bản ngữ đến thăm: phát biểu và trò chuyện với sinh viên. ☐ ☐ ☐ ☐ ☐ 56.2. Audio Immersion via Transcription: the audio clip can be a news clip, a short narration of a scene, a brief dialogue, an excerpt speech and etc. “Ngấm” tiếng Trung qua sự chuyển tả âm thanh: các clip âm thanh có thể là một đoạn tin tức, một tường thuật ngắn của một phân cảnh, một cuộc đối thoại ngắn gọn, một bài phát biểu, … ☐ ☐ ☐ ☐ ☐ 56.3. Video Immersion via Transcription ☐ ☐ ☐ ☐ ☐
25 | P a g e “Ngấm” tiếng Trung qua sự hoạt động xem video 56.4. Food safari: cooking presentation and actual dishes. Students will be picking up not only food and cultural insights but language lessons too. Quy trình nấu ăn: nấu và trình bày các món ăn hấp dẫn. Học viên sẽ được học không chỉ về thức ăn và những hiểu biết về văn hóa mà còn là những bài học ngôn ngữ. ☐ ☐ ☐ ☐ ☐ 56.5. Historical Flashback: Students make presentation of a historical figure, a building and etc. Phân đoạn lịch sử: Học viên làm bài thuyết trình của một nhân vật lịch sử, di tích lịch sử, … ☐ ☐ ☐ ☐ ☐ 56.6. Ritual Investigation: Students make presentation of a ritual, a tradition or a feast day celebrated by Chinese people. Nghiên cứu nghi lễ: Học viên làm bài thuyết trình của một nghi lễ, một truyền thống hay một ngày lễ kỷ niệm của người Hoa. ☐ ☐ ☐ ☐ ☐ 56.7. Site Visits: visit “Chinatown,” expat organizations, companies, embassies or even the homes of native speakers. Khám phá thực tế: “Khu Hoa kiều”, tổ chức nước ngoài, công ty, đại sứ quán và ngay cả những ngôi nhà của người bản ngữ. ☐ ☐ ☐ ☐ ☐ 57. Language “Learning” involves conscious activities – studying a language, its linguistic forms (grammar, semantics, phonology) and how the different elements interact with each other. I consider the following activities effective. “Học tập” ngôn ngữ liên quan đến các hoạt động có ý thức: tìm hiểu mối liên hệ giữa nội dung và hình thức ngôn ngữ (ngữ pháp, ngữ nghĩa, âm vị học). Tôi cho rằng các hoạt động sau đây có hiệu quả. 57.1. Articulation exercises Bài tập phát âm ☐ ☐ ☐ ☐ ☐ 57.2. Lockstep teaching: a model in which all students in a class are engaged in the same activity at the same time, all progressing through tasks at the same rate. Giảng dạy cùng bước: một mô hình trong đó tất cả học viên trong một lớp đều tham gia vào cùng một hoạt động, tất cả đều tiến bộ thông qua các nhiệm vụ với cùng một tốc độ. ☐ ☐ ☐ ☐ ☐ 57.3. Conversation practice Luyện tập giao tiếp ☐ ☐ ☐ ☐ ☐ 57.4. Pair work: students working together in pairs to increase the opportunities to use Chinese in the class. The learners are answering comprehension questions in pairs after reading a text. Tập luyện theo cặp: học sinh làm việc cùng nhau theo cặp để tăng cơ hội sử dụng tiếng Trung trong lớp. Các học viên trả lời các câu hỏi đọc-hiểu theo cặp sau khi đọc một văn bản. ☐ ☐ ☐ ☐ ☐ 57.5. Vocabulary training Luyện từ vựng ☐ ☐ ☐ ☐ ☐ 57.6. Working with audio Tận dụng âm thanh để học ☐ ☐ ☐ ☐ ☐ 57.7. Using pictures and videos Tận dụng hình ảnh và video để học ☐ ☐ ☐ ☐ ☐ 58. I would like the new syllabus to devote more time to focus on communicative skills. Tôi muốn giáo trình mới dành nhiều thời gian hơn để tập trung vào các kỹ năng giao tiếp. 58.1. At least 50% of the clock hours Ít nhất 50% số giờ ☐ ☐ ☐ ☐ ☐ 58.2. At least 60% of the clock hours Ít nhất 60% số giờ ☐ ☐ ☐ ☐ ☐ 58.3. At least 70% of the clock hours Ít nhất 70% số giờ ☐ ☐ ☐ ☐ ☐ COURSE DELIVERY, LEARNING ENVIRONMENT AND TEACHING METHODS CHƯƠNG TRÌNH GIẢNG DẠY, MÔI TRƯỜNG HỌC TẬP VÀ PHƯƠNG PHÁP GIẢNG DẠY Strongly Agree Hoàn toàn đồng ý Agree Đồng ý Uncertain Phân vân Disagree Không đồng ý Strongly Disagree Hoàn toàn không đồng ý 59. I prefer Course delivery in Chinese/Vietnamese bilinguals. Tôi thích học bằng song ngữ nói tiếng Trung/tiếng Việt. 59.1. By native Vietnamese speakers. Do giảng viên người Việt Nam giảng dạy ☐ ☐ ☐ ☐ ☐ 59.2. By native Vietnamese speakers with the co-teaching of Chinese native speakers. Do giảng viên người Việt nam cùng giảng dạy với người bản ngữ. ☐ ☐ ☐ ☐ ☐ 60. I prefer the LINGUISTIC IMMERSION -courses being taught entirely in Chinese and by native Chinese speakers. Tôi thích mô hình “ngấm tiếng Trung”- các bài giảng được giảng dạy hoàn toàn bằng tiếng Trung và được giảng dạy bởi người bản ngữ. ☐ ☐ ☐ ☐ ☐
61. Placement test of HSK2 is necessary to admit students to Tiếng Trung 3 course. Bài kiểm tra đầu vào bằng HSK2 là cần thiết để nhận học sinh vào khóa học Tiếng Trung 3. ☐ ☐ ☐ ☐ ☐ 62. Tiếng Trung 3 syllabus should include the design of closing the gap between current Tiếng Trung 1 & 2 and HSK2 before proceeding to HSK3. Giáo trình Tiếng Trung 3 nên thiết kế sau cho thu hẹp khoảng cách giữa Tiếng Trung 1 & 2 hiện tại và HSK2 trước khi hướng đến HSK3. ☐ ☐ ☐ ☐ ☐ 63. I support NATURAL APPROACH TO LANGUAGE LEARNING: focus on comprehension. “Do students understand what is being said?” Students listen, pick up on meanings, read context clues, interpret and make guesses on what is being said; “Are students being understood by the other person?” (No need to notice grammar for speaking.); Bothering with correct grammar comes late in the acquisition stage - when students have had plenty of experience with the language. Tôi ủng hộ CÁCH TIẾP CẬN TỰ NHIÊN ĐỂ HỌC NGÔN NGỮ: tập trung vào việc hiểu. Học viên có hiểu những gì đang nghe hay không? Các học viên lắng nghe, tiếp thu ý nghĩa, đọc các đoạn hội thoại, diễn giải và đoán về những gì đang được nói; “Người khác hiểu những gì học viên nói hay không?” (Không cần phải chú ý ngữ pháp khi nói) ; Phải đúng ngữ pháp khi đã thành thạo - khi học viên đã có khá nhiều kinh nghiệm với các ngôn ngữ. ☐ ☐ ☐ ☐ ☐ 64. Negative emotions can create a barrier to the student’s learning of a new language. Những cảm xúc tiêu cực có thể tạo ra một rào cản đối với việc học ngôn ngữ mới của học viên. ☐ ☐ ☐ ☐ ☐ 65. Forced to speak out in a new language can result in anxiety, embarrassment and/or, anger. Buộc phải nói ra một ngôn ngữ mới có thể dẫn đến lo lắng, bối rối hoặc tức giận. ☐ ☐ ☐ ☐ ☐ 66. Classrooms that are interactive, non-threating and supportive can have direct positive effect on my ability to learn. Lớp học có tương tác, không có sự đe dọa và hỗ trợ có tác động tích cực trực tiếp đến khả năng học hỏi của tôi. ☐ ☐ ☐ ☐ ☐ 67. Involvement of all students in picking topics relevant to them through TOPIC/THEME-BASED TEACHING helps students make sense of what they are being taught and retain more information. Tôi khuyến khích tất cả các học viên chọn các chủ đề liên quan đến họ, thông qua DẠY HỌC THEO CHỦ ĐỀgiúp sinh viên hiểu được những gì họ đang được dạy và giữ lại nhiều thông tin hơn. ☐ ☐ ☐ ☐ ☐ 68. Mind Mapping helps me think, collect knowledge, remember and create ideas. SƠ ĐỒ TƯ DUY giúp tôi suy nghĩ, thu thập kiến thức, ghi nhớ và tạo ra ý tưởng. ☐ ☐ ☐ ☐ ☐ 69. Intellectual development is crucial to my language development. CONCEPT-BASED CURRICULA engage me in objects and important conceptual ideas that words represent; rather than a twodimensional design model that words referred to merely as facts and skills is the primary goal. Phát triển trí tuệ là rất quan trọng để phát triển ngôn ngữ của tôi. Chương trình giảng dạy dựa trên quan điểm thu hút bản thân vào đối tượng học, và từ vựng là những khái niệm quan trọng về ý tưởng; thay vì một mô hình thiết kế hai chiều mà các từ chỉ đơn thuần là chỉ sự kiện và kỹ năng làm mục tiêu chính. ☐ ☐ ☐ ☐ ☐ ASSESSMENT THẨM ĐỊNH/ĐÁNH GIÁ Strongly Agree Hoàn toàn đồng ý Agree Đồng ý Uncertain Phân vân Disagree Không đồng ý Strongly Disagree Hoàn toàn không đồng ý 70. I subscribe to the philosophy of “Building Quality into Process”. My learning will be graded entirely based through quizzes from Every Class Session, activities, projects, and other graded work. Mid-term exam will be just the bonus. Tôi tán thành ý kiến “Xây dựng một quá trình chất lượng”. Việc học của tôi sẽ được chấm điểm hoàn toàn dựa trên các câu hỏi từ mỗi buổi học, hoạt động phát biểu, học tập có đào sâu và các công việc khác. Kỳ thi giữa kỳ sẽ chỉ là điểm cộng ☐ ☐ ☐ ☐ ☐ 71. Do you have any specific recommendations? Bạn có đề xuất ý kiến nào khác không?