VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERN. ONAL STUDIES: FACULTY OF POST- GRADUATE STUDIES TRAN THỊ TUYẾT AN EVALUATION OF THE AMERICA-VIETNAM JOINT EDUCATION PROGRAM AT DOAN TL DIEM SECONDARY SCIIOOL DANH GIA CHUONG TRINH HOP TAC GIAO DUC VIET -MỸ TẠI TRƯỜNG 'TRUNG HỌC CƠ SỞ DOAN TH DIEM.A Mimor Progranmnc Thesis Ficld: ELT Mcthodotogy Code: 601410 HANOL, 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERN. ONAL STUDIES: FACULTY OF POST- GRADUATE STUDIES TRAN THỊ TUYẾT AN EVALUATION OF THE AMERICA-VIETNAM JOINT EDUCATION PROGRAM AT DOAN TL DIEM SECONDARY SCIIOOL DANH GIA CHUONG TRINH HOP TAC GIAO DUC VIET -MỸ TẠI TRƯỜNG 'TRUNG HỌC CƠ SỞ DOAN TH DIEM.A Mimor Programme Thesis Field: ELT Methodology Code: 601410 Supervisor: Phimg Ha Thanh, M.Ed TANOI, 2010 TABLE OF CONTENTS INTRODUCTION 0. Rationale Tor the study 10 2 Aims af the study - - I 3.
§cope of the sfmdy. Methods of the study. Significance of the study - - 13 6. Overview of the rest of the paper.
-14 CHAPTER ONE: LITERATURE REVIEW .1 Canceptions of program evaluation 15 1.1 Definition of program cvaluation.2 Purposes of program evaluation.2Overvicw of Inumersion progyam.4 Definition of Immersion program. Models of immersion program 20 1.3 Characteri: of immersion programs 1.4 Overview of cvaluation of immersion programs.3 Chapter summary - - - - 30 CHAPTER TWO: METHODOLOGY.2, Selting of the stutly - - 32 2.4 Data collection instrurent.1 Justification for the use of semi-structured, open- ended interviews.2 Description of interview schedule - - - - 34 3.3 Procedure of data colfccfion.6 Chapter summary 36 ik Immersion program originated in Canada in the 1960s, is one of the most thoroughly researched arcas of sccond language loaming. Evidence and eoncem and interest in immersion program are shown through a large body of research studies on different aspects of immersion program. ‘fhe effects of immersion program on second or foreign language jearning have been carefully examined through research done by Genesze (1984), Larnherl (1984), Swain (1980}, Swain (1984), Swain (1996), Genesee (2005), Zhou (2008).
These researches show that immersion program has positive efiects on language learners. Despite such a waallh of roscarch data in the cffectivenass of the immersion program, rescarch implications can not be applied in every context due to different social- cultures. Seeing the benefits of the immersion program in language leaming, the educators have applied the imme sion program in inlcruational schools in Vicinarn for the past few years. However, thers has bean no research conducted to investigate the effectiveness and the results of the immersion program in Vietnam in general and at Doan Thi Diem School in particular.
The fact that, every program needs evaluating from time to time in order to improve the quality of teaching and lcarning for all Icamers within an educational system. This is to cnsurc that the teaching is on tracks and that learners are learning what they are supposed to leam so that the desired resulls can be allained The above reasons have made the researcher conduct this study. 2 Aims of the study ‘The study aims lo avaluate ths Amoriea-Vietnam joint cdueation program al Doan Thi Diem Secondary School from the perspective of the teachers and the students, Specifically, the research focuses on the strengths and weaknesses of the program. ‘These aims could be achieved by sooking ans ors to the following six rescarch questions: From the perspective of the teachers 1) What are the expectations of the program? 2) Whut are the sttengths of the prograrn? 3) What are the weaknesses of the program? Irom the perspective of the students: 4) What are the expectations of the program? 5) What are the strangths of program? 6) What are the weaknesses of the program? 3.
Scope of the study Livery evaluation is based ona framework which determings both the strategies for gathering data and the extrapolation of judgments from these. In some evaluation process this famework is either implicit or explicit, but increasingly the exigencies of openness and accountability in such processes require that criteria be clearly stated, According to Dudley- Evans and St. John (1998), in the evaluation process, the evaluator must tke evaluation criteria into account before any evaluation takes place. Criteria for evaluation depend on what is being evaluated and why they need to be evaluated, Thi rescareh was conducted lo cvaluale the Americas Vietnam joint cdueation program al Doan Thi Diem secondary school tiom the teachers’ and students’ perception.
The researcher focused on investigating the strengths and weaknesses of the program after a year implementation. Strengths of the program in this study are identified as the factors of the program that mect the needs of teachers and students. As a result, teachers and students can reach the achievements. And the weaknesses of the program are the factors of the program that do nol meel the needs of teachers and sludents.
As a resull, teachers and students can not seach the achievernents. In so doing, first and foremost, the researcher investigated the expectations of teachers and students in terms of facilitators which include environment, facititics, managenionl, mothedotogy and conienk; and their sxpoctations of achievericnts Based on this framework of facilitators and the achievements at the end of the first year implementing, the strengths and weaknesses of the program from the perspectives of teachers and sindents would be presented I'hen the researcher would figure out the strengths and weakne of the program. Methods of the study This case study was conducted at class 6M, Doan Thi Diem secondary school. With a view to support the research with varied and valid data, the qualitative research was used together with the quantitative one.
‘he main tool of the research to collect data is semi- structured opon- ended interviews wilh [cachers and students. The inlorviews wore conductsd with two native teachers teaching in the program of the school year 2009-2010 and with thirty- one students of class 6M. he interviews were conducted after one year of teaching and learning int the program, 5. Significance of the study After finishing the study, the researcher hopes that this case study can have some practical contributions.
Mirstly, this research can provide usefull information for the stakeholder and supervisors of the program, The joint cducation program is a new model in education in Vietnam and it is quickly widened at not only Doan Thi Diem secondary school but also many other private schools. This study involves specific information that is definitely needed to be taken into consideration. The study is the description of the teachers’ and students’ perception of the program. Through the insiders’ view, the stakchelders and supervisors can have a better understanding of the strengths and weaknesses of the program.
‘Then they can figure out methods to znhance the outcomes of the program. Furthermore, from the weaknesses perceived by teachers and students, some solutions oan be applied to minimize the weaknesses of the program. Secondly, the teachers can have a full view of their teaching process, The students’ opinion is a powerful tool for teachers to form a better reflection of their teaching. The teachers can base on this to apply the most effective teaching methods to improve the quality of teaching and jearning process.
Finally, this study once being completed can be a valuable source of Auformation for further related researches. CHAPTER THREE: RESULTS, FINDINGS, RECOMMENDATIONS 37 3.1 Results of the teacher inlerviews - - 37 3.2 Result of student interviews.1 The strengths of the pragram 49 3.2 The weaknesses of the program.5 Chapter summary - - 54 CONCLUSION.neneeeriee „55 REFERENCES, - - 57 APPENDICES, - - - - 59 APPENDICE I: TEACHER INTERVIEW SCHEDULE. „60 APPENDICE 2: STUDENT INTERVIEW SCHEDULE. 26 APPENDICE 3: CAU HỘI PHÓNG VẤN HỌC SINH.
- - 62 APPENDIX 4: CONTENTS OF THE READING STREET BOOK.63 APPENDICE 5: CONTENTS ÖE THE SCIENCE BOOK. „66 APPENDICE 6: CONTENTS OF THE MATII BOOK - - 67 13 4. Methods of the study This case study was conducted at class 6M, Doan Thi Diem secondary school. With a view to support the research with varied and valid data, the qualitative research was used together with the quantitative one.
‘he main tool of the research to collect data is semi- structured opon- ended interviews wilh [cachers and students. The inlorviews wore conductsd with two native teachers teaching in the program of the school year 2009-2010 and with thirty- one students of class 6M. he interviews were conducted after one year of teaching and learning int the program, 5. Significance of the study After finishing the study, the researcher hopes that this case study can have some practical contributions.
Mirstly, this research can provide usefull information for the stakeholder and supervisors of the program, The joint cducation program is a new model in education in Vietnam and it is quickly widened at not only Doan Thi Diem secondary school but also many other private schools. This study involves specific information that is definitely needed to be taken into consideration. The study is the description of the teachers’ and students’ perception of the program. Through the insiders’ view, the stakchelders and supervisors can have a better understanding of the strengths and weaknesses of the program.
‘Then they can figure out methods to znhance the outcomes of the program. Furthermore, from the weaknesses perceived by teachers and students, some solutions oan be applied to minimize the weaknesses of the program. Secondly, the teachers can have a full view of their teaching process, The students’ opinion is a powerful tool for teachers to form a better reflection of their teaching. The teachers can base on this to apply the most effective teaching methods to improve the quality of teaching and jearning process.
Finally, this study once being completed can be a valuable source of Auformation for further related researches. LIST OF FIGURES AND TABLES Figure 1: Model of early total immersion program in Canada Figure 2: Model of middle imumersion program in Canada Figure 3: Model of late immersion program in Canada Table 1: A summary of the strengths and the weaknesses of the program LIST OF FIGURES AND TABLES Figure 1: Model of early total immersion program in Canada Figure 2: Model of middle imumersion program in Canada Figure 3: Model of late immersion program in Canada Table 1: A summary of the strengths and the weaknesses of the program 13 4. Methods of the study This case study was conducted at class 6M, Doan Thi Diem secondary school. With a view to support the research with varied and valid data, the qualitative research was used together with the quantitative one.
‘he main tool of the research to collect data is semi- structured opon- ended interviews wilh [cachers and students. The inlorviews wore conductsd with two native teachers teaching in the program of the school year 2009-2010 and with thirty- one students of class 6M. he interviews were conducted after one year of teaching and learning int the program, 5. Significance of the study After finishing the study, the researcher hopes that this case study can have some practical contributions.
Mirstly, this research can provide usefull information for the stakeholder and supervisors of the program, The joint cducation program is a new model in education in Vietnam and it is quickly widened at not only Doan Thi Diem secondary school but also many other private schools. This study involves specific information that is definitely needed to be taken into consideration. The study is the description of the teachers’ and students’ perception of the program. Through the insiders’ view, the stakchelders and supervisors can have a better understanding of the strengths and weaknesses of the program.
‘Then they can figure out methods to znhance the outcomes of the program. Furthermore, from the weaknesses perceived by teachers and students, some solutions oan be applied to minimize the weaknesses of the program. Secondly, the teachers can have a full view of their teaching process, The students’ opinion is a powerful tool for teachers to form a better reflection of their teaching.
