University Students’ Perceptions of Standard-Based English Language Learning Outcome

Pham Thi Tuyet Nhung

doi:doi:10.11648/j.ijll.20190706.19

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University Students’ Perceptions of Standard-Based English Language Learning Outcome

Pham Thi Tuyet Nhung

Published in International Journal of Language and Linguistics (Volume 7, Issue 6)

Received: 17 September 2019 Accepted: 14 October 2019 Published: 9 November 2019

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Abstract

On the implementation level of the National Foreign Languages Project, the Vietnamese Ministry of Education and Training (MOET) has set new language learning outcomes for different educational levels from primary education to tertiary education based on different levels of proficiency of the Common European Framework for Reference of Languages by the Council of Europe (2001) (the CEFR). As a result of the adoption of the CEFR to set learning standards, university students who are majored in a foreign language must obtain evidence of their proficiency in that language at least at C1 level in their first foreign language and B1 level in a second foreign language as pre-requisite to be awarded university graduation degree. This paper reports a study on university French-majored students’ perceptions of the CEFR-A1, A2, and B1 standard-based English language learning outcomes and the problems they face while trying to achieve these learning outcomes. The findings have shown that the investigated students have limited understanding of the standards expected of them and tend to associate the required learning outcomes with the test results rather than the development of their own language skills. The study has also revealed common problems the students faced during the implementation of the the standard-based learning outcome policy.

Published in	International Journal of Language and Linguistics (Volume 7, Issue 6)
DOI	10.11648/j.ijll.20190706.19
Page(s)	315-318
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Standard-Based, Learning Outcome, CEFR, Perception

References

[1]	Alderson, J. C. (2007). The CEFR and the need for more research. The Modern Language Journal, 91, 659-663.
[2]	Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
[3]	Desveaux, S. (2013). Guided learning hours. https://support.cambridgeenglish.org/hc/en-gb/articles/202838506-Guided-learning hours. Retrieved on July 1st, 2015.
[4]	Forbes, H., Duke, M., & Prosser, M. (2001). Students' perceptions of learning outcomes from group-based, problem-based teaching and learning activities. Advances in Health Sciences Education, 6 (3), 205-217.
[5]	Gosling, D. (2009). Learning outcomes debate. Accessed June 11, 2013. http://www.davidgosling.net/userfiles/Learning%20Outcomes%20Debate(1).pdf.
[6]	Hussey, T., & Smith, P. (2008). Learning outcomes: A conceptual analysis. Teaching in Higher Education, 13 (1), 107–115.
[7]	MOET (2013a). MOET annual report. National Conference on Strategic Action Plan for the 2020 Project. Hanoi, October, 2013.
[8]	MOET (2013b). Dispatch No. 7475 Guidance on learning outcomes for university programs. Hanoi, April, 2013.
[9]	Nguyen, V. T. (2018). Project 2020 and professional development for high school EFL teachers in Vietnam. In K. Hashimoto & V. Nguyen (Eds.) Professional development of English language teachers in Asia (pp. 95-108). New York: Routledge.
[10]	Pham, T. H. N. (2013). Obstacles to primary school teachers’ implementation of methodological innovations to teach English to young learners. Hue University Journal of Science, 80 (2), 35-46.
[11]	Pham, T. H. N. (2017). Applying the CEFR to renew general English curriculum: Successes, remaining issues and lessons from Vietnam. In F. O’ Dwyer et al. (Eds.) Critical, constructive assessment of CEFR-informed language teaching in Japan and beyond (pp. 97-117). Cambridge: Cambridge University Press.
[12]	Pham, T. H. N. (2018). General English proficiency or English for teaching? The preferences of in-service teachers. RELC Journal, 49 (3), 339–352.
[13]	Trim, J. (Ed.) (2001). Common European framework of reference for languages: Learning, teaching and assessment. User guide. Strasbourg: Council of Europe, available online: www.coe.int/lang-CEFR.
[14]	Walker, P. (2008). What do students think they (should) learn at college? Student perceptions of essential learning outcomes. The Journal of Scholarship of Teaching and Learning, 8 (1), 45-60.
[15]	Wright, S. (2002). Language education and foreign relations in Vietnam. In J. W. Tollefson (Ed.) Language policies in education: Critical issues (pp. 225-244). Mahwah, NJ: Lawrence Erlbaum.

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Pham Thi Tuyet Nhung. (2019). University Students’ Perceptions of Standard-Based English Language Learning Outcome. International Journal of Language and Linguistics, 7(6), 315-318. https://doi.org/10.11648/j.ijll.20190706.19

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Pham Thi Tuyet Nhung. University Students’ Perceptions of Standard-Based English Language Learning Outcome. Int. J. Lang. Linguist. 2019, 7(6), 315-318. doi: 10.11648/j.ijll.20190706.19

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AMA Style

Pham Thi Tuyet Nhung. University Students’ Perceptions of Standard-Based English Language Learning Outcome. Int J Lang Linguist. 2019;7(6):315-318. doi: 10.11648/j.ijll.20190706.19

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@article{10.11648/j.ijll.20190706.19,
  author = {Pham Thi Tuyet Nhung},
  title = {University Students’ Perceptions of Standard-Based English Language Learning Outcome},
  journal = {International Journal of Language and Linguistics},
  volume = {7},
  number = {6},
  pages = {315-318},
  doi = {10.11648/j.ijll.20190706.19},
  url = {https://doi.org/10.11648/j.ijll.20190706.19},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20190706.19},
  abstract = {On the implementation level of the National Foreign Languages Project, the Vietnamese Ministry of Education and Training (MOET) has set new language learning outcomes for different educational levels from primary education to tertiary education based on different levels of proficiency of the Common European Framework for Reference of Languages by the Council of Europe (2001) (the CEFR). As a result of the adoption of the CEFR to set learning standards, university students who are majored in a foreign language must obtain evidence of their proficiency in that language at least at C1 level in their first foreign language and B1 level in a second foreign language as pre-requisite to be awarded university graduation degree. This paper reports a study on university French-majored students’ perceptions of the CEFR-A1, A2, and B1 standard-based English language learning outcomes and the problems they face while trying to achieve these learning outcomes. The findings have shown that the investigated students have limited understanding of the standards expected of them and tend to associate the required learning outcomes with the test results rather than the development of their own language skills. The study has also revealed common problems the students faced during the implementation of the the standard-based learning outcome policy.},
 year = {2019}
}

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TY  - JOUR
T1  - University Students’ Perceptions of Standard-Based English Language Learning Outcome
AU  - Pham Thi Tuyet Nhung
Y1  - 2019/11/09
PY  - 2019
N1  - https://doi.org/10.11648/j.ijll.20190706.19
DO  - 10.11648/j.ijll.20190706.19
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 315
EP  - 318
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20190706.19
AB  - On the implementation level of the National Foreign Languages Project, the Vietnamese Ministry of Education and Training (MOET) has set new language learning outcomes for different educational levels from primary education to tertiary education based on different levels of proficiency of the Common European Framework for Reference of Languages by the Council of Europe (2001) (the CEFR). As a result of the adoption of the CEFR to set learning standards, university students who are majored in a foreign language must obtain evidence of their proficiency in that language at least at C1 level in their first foreign language and B1 level in a second foreign language as pre-requisite to be awarded university graduation degree. This paper reports a study on university French-majored students’ perceptions of the CEFR-A1, A2, and B1 standard-based English language learning outcomes and the problems they face while trying to achieve these learning outcomes. The findings have shown that the investigated students have limited understanding of the standards expected of them and tend to associate the required learning outcomes with the test results rather than the development of their own language skills. The study has also revealed common problems the students faced during the implementation of the the standard-based learning outcome policy.
VL  - 7
IS  - 6
ER  -

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Author Information

Pham Thi Tuyet Nhung

Department of French, University of Foreign Languages, Hue University, Hue, Vietnam

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APA Style

Pham Thi Tuyet Nhung. (2019). University Students’ Perceptions of Standard-Based English Language Learning Outcome. International Journal of Language and Linguistics, 7(6), 315-318. https://doi.org/10.11648/j.ijll.20190706.19

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ACS Style

Pham Thi Tuyet Nhung. University Students’ Perceptions of Standard-Based English Language Learning Outcome. Int. J. Lang. Linguist. 2019, 7(6), 315-318. doi: 10.11648/j.ijll.20190706.19

Copy | Download

AMA Style

Pham Thi Tuyet Nhung. University Students’ Perceptions of Standard-Based English Language Learning Outcome. Int J Lang Linguist. 2019;7(6):315-318. doi: 10.11648/j.ijll.20190706.19

Copy | Download

@article{10.11648/j.ijll.20190706.19,
  author = {Pham Thi Tuyet Nhung},
  title = {University Students’ Perceptions of Standard-Based English Language Learning Outcome},
  journal = {International Journal of Language and Linguistics},
  volume = {7},
  number = {6},
  pages = {315-318},
  doi = {10.11648/j.ijll.20190706.19},
  url = {https://doi.org/10.11648/j.ijll.20190706.19},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20190706.19},
  abstract = {On the implementation level of the National Foreign Languages Project, the Vietnamese Ministry of Education and Training (MOET) has set new language learning outcomes for different educational levels from primary education to tertiary education based on different levels of proficiency of the Common European Framework for Reference of Languages by the Council of Europe (2001) (the CEFR). As a result of the adoption of the CEFR to set learning standards, university students who are majored in a foreign language must obtain evidence of their proficiency in that language at least at C1 level in their first foreign language and B1 level in a second foreign language as pre-requisite to be awarded university graduation degree. This paper reports a study on university French-majored students’ perceptions of the CEFR-A1, A2, and B1 standard-based English language learning outcomes and the problems they face while trying to achieve these learning outcomes. The findings have shown that the investigated students have limited understanding of the standards expected of them and tend to associate the required learning outcomes with the test results rather than the development of their own language skills. The study has also revealed common problems the students faced during the implementation of the the standard-based learning outcome policy.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - University Students’ Perceptions of Standard-Based English Language Learning Outcome
AU  - Pham Thi Tuyet Nhung
Y1  - 2019/11/09
PY  - 2019
N1  - https://doi.org/10.11648/j.ijll.20190706.19
DO  - 10.11648/j.ijll.20190706.19
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 315
EP  - 318
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20190706.19
AB  - On the implementation level of the National Foreign Languages Project, the Vietnamese Ministry of Education and Training (MOET) has set new language learning outcomes for different educational levels from primary education to tertiary education based on different levels of proficiency of the Common European Framework for Reference of Languages by the Council of Europe (2001) (the CEFR). As a result of the adoption of the CEFR to set learning standards, university students who are majored in a foreign language must obtain evidence of their proficiency in that language at least at C1 level in their first foreign language and B1 level in a second foreign language as pre-requisite to be awarded university graduation degree. This paper reports a study on university French-majored students’ perceptions of the CEFR-A1, A2, and B1 standard-based English language learning outcomes and the problems they face while trying to achieve these learning outcomes. The findings have shown that the investigated students have limited understanding of the standards expected of them and tend to associate the required learning outcomes with the test results rather than the development of their own language skills. The study has also revealed common problems the students faced during the implementation of the the standard-based learning outcome policy.
VL  - 7
IS  - 6
ER  -

Copy | Download