Speakers
Description
Teaching and learning English is not simply the delivery of knowledge, but it also needs to follow specific standards. The set of learning outcome standards is an important tool for evaluating the quality of language teaching. This study examines the alignment of teaching English with the learning outcome standards at a college in Ho Chi Minh City. The teaching of English focuses on teaching methods, curriculum content, the teaching modes, testing and assessment, and facilities. These fields are investigated through a mixed-method approach. The study utilizes surveys with 50 non-English-major students and interviews with 15 students, four language teachers, and one quality assurance staff. Quantitative results from student surveys, triangulated with interview findings, indicated a need for improvement in the curriculum content, teaching methods, and testing and assessment. Also, qualitative findings from interviews provide deeper insights and suggestions for improvement. The study contributes to the existing literature of teaching English to meet outcome standards at the research site and similar institutions.
Keywords: non-English-major students, outcome standards, content, testing and assessment; methods
Biography
Bio 1: Quy Tran holds a Master of Education in TESOL from Edith Cowan University, Australia, and is currently an English as a Foreign Language (EFL) instructor at the Posts and Telecommunications Institute of Technology in HCMC. With over four years of teaching experience, she has worked with a wide range of learners, particularly at the tertiary level. Her academic interests lie in exploring innovative, student-centered approaches to language instruction. She is especially passionate about integrating active learning strategies and educational technology to enhance student engagement and learning outcomes. Her recent work also includes investigating assessment practices aligned with learning outcome standards.
Bio 2: Chau Nguyen is currently working at the Posts and Telecommunications Institute of Technology. She graduated from the University of Social Sciences and Humanities, where she cultivated a strong academic foundation in language teaching. Her primary research interest lies in professional development, particularly within the context of higher education and teacher growth. With a commitment to advancing educational practices, she aims to contribute to the field through both teaching and ongoing research initiatives.
Bio 3: Nhan Dinh is a dedicated educator currently serving as a teacher at the Posts and Telecommunications Institute of Technology in HCMC. She holds a degree in Teaching English to Speakers of Other Languages (TESOL), equipping her with a strong foundation in both language pedagogy and cross-cultural communication. With a deep commitment to improving educational outcomes, her primary area of expertise lies in active learning methodologies, which she applies to foster student engagement, autonomy, and critical thinking in the classroom. Throughout her academic career, she has consistently promoted learner-centered approaches and innovative teaching strategies that support the development of both language proficiency and 21st-century skills. She regularly participates in professional development and academic conferences to stay updated with current trends in language education. Her passion for teaching, combined with her academic background, positions her as a forward-thinking educator contributing to the enhancement of English language instruction at the tertiary level.
