VIETNAM NATIONAL UNIVERSITY-HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES WACULTY OF POSTGRADUATE STUDIES PILAM TH BÍCH HẠNH ASSESSMENT CRITERIA FOR AN EFFECTIVE EFT. PRESENTATION OF ENGLISH MAJORS AT HANAM TEACHERS TRAINING COLLEGE PROBLEMS AND SOLUTIONS: {CAC YEU TO DANH GIA CHO BAI THUYET TRINH HIEU OUA CUA SINH VIÊN CHUYEN TIẾNG ANH TRƯỜNG CAO DANG SƯ PHẠM HÀ NAM. VAN DẺ VÀ GIẢI PHÁP) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60.10 Tanoi - 2011 VIETNAM NATIONAL UNIVERSITY-HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES PHẠM THỊ BÍCH HẠNH ASSESSMENT CRITERIA FOR AN EFFECTIVE EFL PRESENTATION OF ENGLISH MAJORS AT HANAM TEACHERS TRAINING COLLEGE PROBLEMS AND SOLUTIONS: {CAC YEU TO DANH GLA CHO BAI THUYET TRINH HIEU QUA CUA SINH VLEN CHUYEN TIENG ANH TRUONG CAO DANG SU PHAM HA NAM VAN DE VA GIAI PHAP) M.A MINOR PROGRAMME TIIESIS Wield: English Teaching Methodology Code: — 60.1410 Supervisor: Vũ Mai Trang , M.Ed Hanoi - 2011 TABLE OF CONTENTS: Declaration. Tabk of contents.
List of abbreviations List of figures and tables PART A: INTRODUCTION. Rationale of the study. Purpose of the study 3. Significance of the study PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1, Definitions of oral presentation.
Lypes of oral Presentation. Oral Presentations in classroam settings 2. Introduction to needs analysis. Definition of needs analysis “4 2.
Types af needs analysis 3. An overview of classroom assessment 10 3. Washback of classroom assessment on students. Document study on assessment critoria for oral presentation 14 CILAPTER 0: THE STUDY 16 1.2 Teachers 16 7 LIST OF FHGURES AND TABLES: Output standards for English language students (teaching and non-teaching) 17 1.4 Applying EFL oral presentations in HTTC contest 0.
Data analysis Teen 19 CHAPTER IIE: RESULTS AND DISCUSSIONS 20 1. Types of oral presentation assessments used to evaluate EFL oral presenfations of knglish majors at HTTEC. Criteria used to evaluate EFT. oral presentations of English majors at HTTC 3.
Current situation of making EFL oral presentation of English Majer at TITTC frem teachers’ evaluations 3. A suggested Evaluation Sheet for oral prescutation. Implications and suggestions S. For the students .2 For the teachers.
Cenclusion of the study 2, Limitations and Suggestions for future research. documents on different assessment criteria used by experts, educators, researchers, and other teachers ta assess presentations. Finally, basing on these, the researcher suggested a sel of criteria for assessing presentations of HTTC English majors, which are sutable with the needs of both the teachers and the students of HT'T'C. Research questions Based on the purposes of the study, thns study sought to answer the following three major questions: 3.1, What are the asscssment types and criteria being used by teachers at HTTC to evaluate EFL presentations of English majors? 3.2 What are the current strengths and problems of English majors at H1'I'C in making EFI.3, What assessment criteria should be used to evaluate EFL presentations of English majors at ITC? 4, Methodology The study has been conducted in the form of a case study, using observations, semi structured interviews and document study as instruments of data collection.
5, Significance of the study Although studies of applying oral presentations in EFL context are numerous in many Western and Asian countries, such stucies of criteria in oral presentations in Asia and in Victram are still scarec. The study is undertaken lo find oul criteria. used by teachers and the current strengths and weaknesses of English majors, as well as the criteria learnt ftom document study to set up suitable criteria for marking EFL presentations in Vietnamese context, particularly at IITTC. Therefore, firstly, this study is practical and useftl for bottr teachers and students at HTTC.
In addition, it contributes to enrich the research on this area in the context of university English classrooms in our country. ‘Lhe Gndings and implications of this study will of much help and can be used for reference of researchers, cducators, teachers and students. is going to mark them. As a result, it is important for FFI.
teachers to reconsider the purposes of each oral presentation, the students, and the required learners’ presentation skills lo build their own evaluative criteria for oral presentation. Oral presentation is an effective communicative activity that has widely adopted by BFL teachers at Hanam Teachers Training College (HTTC) to promote oral proficiency of their English majors. However, when oral presentations are assigned in class, the teacher will get either complete silence or grumbles fom students who find the idea of oral presentations frustrating and intitnidaling. Students are overwhelmed with the reszarch and communication skills that are necessary for a successful presentation.
Some serious students who invest time and effort into an oral presentation do not always get the intended outcomes, Other students try to gel Usongh the ideal as quickly as possible, bul do not improve their speaking skills under such stressful situations. Thus, oral presentations can be a time-consuming, project with no guarantee ofa satisfactory performance. Being an English teacher al TITTC for nearly five years, I have also used oral presentation as a form to promote the speaking ability of my English majors. However, | tind it not easy to access their performance because, like many other EFL teachers at my college, we often take a ready-made oral pre tation rubvie or checklist to mark the presentation.
Yel using the valing criteria based on native speakers’ standards 10 measure learners? oral proficieney was not suitable for the actual use of English in the context where English is taught as a second language. Because it would not be appropriate simply to provide a standard list ofassessment criteria that would guide the marking of any presentation because what is valucd in a presentation might ditfer The above-mentioned problems are the researcher’s primary concern and the motivation for doing the thesis on the topic: “Assessment criteria for an effective EFL presentation of English majors at Hanam Teachers Training College. Problems and solitions. Purpose af the study “This research is designed with a purpose to build up a set of assessment criteria for teachers to evaluate oral presentations of Tinglish majors al TITTC.
In order 1a implement such purpose, firstly, the researcher mvestigated which criteria used by teachers at HTTC in evaluating EKL oral presentations. Secondly, she tried to find out the problems and the strengths of English majors at LITTC in making oral presentations. hen shs studied LIST OF ABBREVIATIONS EPL. English as a foreign language HTTC: Hanam Teachers Training College documents on different assessment criteria used by experts, educators, researchers, and other teachers ta assess presentations.
Finally, basing on these, the researcher suggested a sel of criteria for assessing presentations of HTTC English majors, which are sutable with the needs of both the teachers and the students of HT'T'C. Research questions Based on the purposes of the study, thns study sought to answer the following three major questions: 3.1, What are the asscssment types and criteria being used by teachers at HTTC to evaluate EFL presentations of English majors? 3.2 What are the current strengths and problems of English majors at H1'I'C in making EFI.3, What assessment criteria should be used to evaluate EFL presentations of English majors at ITC? 4, Methodology The study has been conducted in the form of a case study, using observations, semi structured interviews and document study as instruments of data collection. 5, Significance of the study Although studies of applying oral presentations in EFL context are numerous in many Western and Asian countries, such stucies of criteria in oral presentations in Asia and in Victram are still scarec. The study is undertaken lo find oul criteria.
used by teachers and the current strengths and weaknesses of English majors, as well as the criteria learnt ftom document study to set up suitable criteria for marking EFL presentations in Vietnamese context, particularly at IITTC. Therefore, firstly, this study is practical and useftl for bottr teachers and students at HTTC. In addition, it contributes to enrich the research on this area in the context of university English classrooms in our country. ‘Lhe Gndings and implications of this study will of much help and can be used for reference of researchers, cducators, teachers and students.
Output standards for English language students (teaching and non-teaching) 17 1.4 Applying EFL oral presentations in HTTC contest 0. Data analysis Teen 19 CHAPTER IIE: RESULTS AND DISCUSSIONS 20 1. Types of oral presentation assessments used to evaluate EFL oral presenfations of knglish majors at HTTEC. Criteria used to evaluate EFT.
oral presentations of English majors at HTTC 3. Current situation of making EFL oral presentation of English Majer at TITTC frem teachers’ evaluations 3. A suggested Evaluation Sheet for oral prescutation. Implications and suggestions S.
For the students .2 For the teachers. Cenclusion of the study 2, Limitations and Suggestions for future research. is going to mark them. As a result, it is important for FFI.
teachers to reconsider the purposes of each oral presentation, the students, and the required learners’ presentation skills lo build their own evaluative criteria for oral presentation. Oral presentation is an effective communicative activity that has widely adopted by BFL teachers at Hanam Teachers Training College (HTTC) to promote oral proficiency of their English majors. However, when oral presentations are assigned in class, the teacher will get either complete silence or grumbles fom students who find the idea of oral presentations frustrating and intitnidaling. Students are overwhelmed with the reszarch and communication skills that are necessary for a successful presentation.
Some serious students who invest time and effort into an oral presentation do not always get the intended outcomes, Other students try to gel Usongh the ideal as quickly as possible, bul do not improve their speaking skills under such stressful situations. Thus, oral presentations can be a time-consuming, project with no guarantee ofa satisfactory performance. Being an English teacher al TITTC for nearly five years, I have also used oral presentation as a form to promote the speaking ability of my English majors. However, | tind it not easy to access their performance because, like many other EFL teachers at my college, we often take a ready-made oral pre tation rubvie or checklist to mark the presentation.
Yel using the valing criteria based on native speakers’ standards 10 measure learners? oral proficieney was not suitable for the actual use of English in the context where English is taught as a second language. Because it would not be appropriate simply to provide a standard list ofassessment criteria that would guide the marking of any presentation because what is valucd in a presentation might ditfer The above-mentioned problems are the researcher’s primary concern and the motivation for doing the thesis on the topic: “Assessment criteria for an effective EFL presentation of English majors at Hanam Teachers Training College. Problems and solitions. Purpose af the study “This research is designed with a purpose to build up a set of assessment criteria for teachers to evaluate oral presentations of Tinglish majors al TITTC.
In order 1a implement such purpose, firstly, the researcher mvestigated which criteria used by teachers at HTTC in evaluating EKL oral presentations. Secondly, she tried to find out the problems and the strengths of English majors at LITTC in making oral presentations. hen shs studied is going to mark them. As a result, it is important for FFI.
teachers to reconsider the purposes of each oral presentation, the students, and the required learners’ presentation skills lo build their own evaluative criteria for oral presentation. Oral presentation is an effective communicative activity that has widely adopted by BFL teachers at Hanam Teachers Training College (HTTC) to promote oral proficiency of their English majors. However, when oral presentations are assigned in class, the teacher will get either complete silence or grumbles fom students who find the idea of oral presentations frustrating and intitnidaling. Students are overwhelmed with the reszarch and communication skills that are necessary for a successful presentation.
