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... ite any comments and opinions on their papers. Question 1: there were 32 choices (27 %) that learners came to Nong Lam University, Center for Foreign Studies for the reputation of the Center. 67 choices (58 %) that they came to the Center for their study because they were recommended from their friends. And 18 (15 %) got adverts from newspapers. Question 2: Answering the question why they like to learn English, 72 students (61. 5 %) said that they studied English in order to pass the National Certificates. 40 of them (34 %) stated that they needed to get good jobs. Only 5 of them (4. 5 %) said that they studied English to communicate with foreigners.
Question 3 & 4: The purpose of the researcher on this question was to ask what materials of the Center that the learners find appropriate to their needs. 47 choices (40 %) were on listening material, 35 (29 %) were on reading material, 36 choices (30 %) on the speaking material and 89 choices (76 %) were on grammar material. For the choices on grammar, learner gave their reasons that the grammar textbooks provided them with variety of grammar points, and all of these points were very useful to their daily life. Many high school and secondary school students also said that these grammar textbooks were very helpful for their school work, so they improved a lot in their studies. In addition, many students said that they liked to learn grammar because they needed grammar, and grammar was important to them.
However, there were 4 choices (3. 5 %) from students that they disliked the listening material, 9 of them (8 %) disliked reading material, 8 (7 %) disliked speaking material and 4 of them (3. 5 %) disliked grammar. Some students stated that they disliked grammar textbooks because they were a little difficult for them. These results were shown in the following chart: Question 5: There were 51 learners who said that they liked to study grammar so that they could do well at their schools. 56 choices stated that they liked to learn grammar in order to pass the tests in the National Certificate Examinations. 4 learners told that they learned grammar in order to read well English books or newspapers. 6 of these learners said that they needed grammar to support their writing skills. Question 6: The final question aimed to have learners evaluate the learning quality of the course that they had already taken. None (0 %) chose the choice of "bad" quality. 4 learners (3. 5 %) said that the quality of the course was "OK." 100 students (85. 5 %) evaluated that the quality of the course was "good", and 13 choices (11 %) were on the quality of "excellent." The following chart will show the quality of teaching and learning at the division 4 of Nong Lam University, Center for Foreign Studies: SOME LIMITATIONS The innovation of the new textbooks of grammar has some limitations. First of all, the materials were designed in the traditional forms including theories, formulas and exercises.
They only helped students learn grammar purely. The materials did not follow the method of communicative approach. Therefore, students learned grammar in order to do the tests well, not to really apply what they had learned to their daily communication. However, this phenomenon somewhat was still good for secondary school and high school students in the current educational system in Viet Nam today. For the materials of teaching and learning English at these schools aimed at training students with good reading abilities, good skills in structure and grammar in order to pass the very hard college entrance examinations every year.
Those exams were nightmares for students everywhere in Viet Nam. Second, these textbooks were only best applied to students at Bien Hoa Division, not anywhere else of the Center because of the differences in time-discriminations, and because of the types of students, so this innovation did not have the generalization. CONCLUSION This action research was done in the system of top-down of the researcher who is in the place of the manager of the Division 4 of Nong Lam University- Center for Foreign Studies. The researcher himself found the needs and interests of students in his own division to do the innovation. He had a great care for the process of applying the innovation because this innovation caused a big influence on his successful career.
However, the success of this innovation was much relied on the cooperation of all the teachers who got involved in the innovating process. They all shared the same thought with the division manager who did this innovation research to improve the quality of teaching at Bien Hoa Division. In other words, the researcher and other teachers together discovered the needs and interests of their students to help them satisfy what they really needed to know. This success were of all the teachers at Bien Hoa division who were enthusiastic of helping their students. Although the method of teaching grammar of the textbooks of the innovation was traditional, it could serve learners with very effective results in learning process in the system of Education in Vietnam today. In the future, the needs and interests of learners may change, but somehow, this innovation of grammar textbooks is still good for those who do not have much time in learning English grammar.
All in all, although this is a small innovation, it has brought a big amount of students to the Center, and it has helped students with good results in every test they have taken in the educational system in Vietnam nowadays. QUESTIONNAIRES 1. Why do you like studying English here at Nong Lam University - Center for Foreign Studies? a. reputation b. recommendation from friends c.
Advertisement d. other reason Why do you like to learn English? a. to get National Certificate level A, B, C b.
to get a good job c. to communicate with foreigners d. other reason What materials of this center do you like to study? a.
Start with listening b. Questions and Answers c. Changes d. Grammar e. Reason What materials you dislike?
a. Start with listening b. Questions and Answers c. Changes d. Grammar e. Reason Why do you like to study grammar?
a. to do well at schools b. to pass the tests in National Certificate Exam c. to read well d. to write well 6. According to you, how do you evaluate the quality of this course?
a. bad b. OK c. good d. excellent REFERENCES 1. Chin, R. & Benne, K.
D. (1976) General strategies for effecting changes in human systems. In W. G. Bennis K. D.
Benne, R. Chin and K. E. Corey (Eds. ) The planning of change. (3 rd Edition).
New York: Holt, Rinehart and Winston. 22 - 45. 2. Everard, B. E. & Mori's, G. (1990) Effective School Management. London: Paul Chapman Publishing. 3. Ferrin, G.
Bruce, Lenders, Robert, Reck, F. Robert (2001). Integrated supply matrix management, A TQM approach for curriculum development. (Vol. 31) pp. 520 - 537. 4. Havelock, R.
G. (1973) The change agent's guide to innovation in education. Englewood Cliffs, N. J. : Educational Technology Publications. 5. Havelock, R. G. (1971) The Utilization of educational research and development. British Journal of Educational Technology 2 (2): 84 - 97. 6.
Kennedy, G. (1999) Innovation and best practice. In Tingguo, Z. (2002). Managing Staff Development in the Face of Change. ELT Teaching (35). 26 - 29. 7. Role, Ian (1999). Innovation and creativity in organizations: a review of the implications for training and development. (Vol. 23), pp. 224 - 241. 8.
Tingguo, Z. (2002). Managing Staff Development in the Face of Change. ELT Teaching (35). 26 - 29. 9. Weedall, Michael (2004). A case study of the fidelity approach in an educational innovation. (vol. 18), pp. 49 - 57. 10. White, R.
V. (1988). Language Curriculum Design: Process and Management. In The ELT Curriculum; Design, Innovation and Management. Oxford: Blackwell.
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Research essay sample on Viet Nam Learning English
