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Dialectical behavior therapy for problematic behavior of the 21st century youth: Input to development of online counseling program ...
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| 42 |
英語課後輔導計畫對小學生英語學習及大學生輔導員之成效研究 ; Effectiveness of an Afterschool English Tutoring Program for Elementary School Students and College Tutors
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| 43 |
Structural over-determination of education reforms and agency ; Strukturna naddoločitev izobraževalnih reform in delovanje
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In: CEPS Journal 11 (2021) 2, S. 77-95 (2021)
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| 44 |
Supporting parents as their child’s first teacher: Aboriginal parents’ perceptions of kindilink
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In: Research outputs 2014 to 2021 (2021)
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| 45 |
Peer learning ; mentoring in a Portuguese as a foreign language course
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| 46 |
Desenvolvimento da consciência fonológica no 1º ano do 1º CEB
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| 48 |
Comparing the effectiveness of a SNAP simulation given to dietetics students in the classroom versus on the computer
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In: Graduate Theses and Dissertations (2021)
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Тематический анализ текстовой информации на основе частотных характеристик ... : Thematic Analysis of Text Information Based on Frequency Characteristics ...
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Optimization of a Customized Leadership Development Program Upskilling English Language Fluency in Brazil Aviation Leaders
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In: Publications (2021)
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An evaluation study of an English for academic purposes program in a Vietnamese university
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Nguyen, Nga Ngoc. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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Abstract:
English for academic purposes (EAP) pathway programs have boomed in Vietnam following a dramatic increase in English-medium instruction (EMI) university programs. These EAP programs are the pathway, and also the prerequisite, for students who fail to gain direct entry into the EMI programs. However, questions have arisen as to how well such EAP programs prepare students for future EMI study. This study evaluated an EAP program offered by one Vietnamese public university. It was one of the first EAP programs established in the country and had been adapted from an overseas curriculum package. However, alarming failure rates in the final examination have prompted a need to evaluate the program, which to date has not occurred. Using Stufflebeam’s (2014) Context, Input, Process and Product (CIPP) model, this study evaluated how well the program met the needs of its students via different aspects of teaching content, teaching materials, assessments, teaching and learning processes, and outcomes. To achieve both depth and breadth in evaluation, a mixed-methods approach was adopted. Quantitative data were collected at the start and the end of the program from two student questionnaires. Qualitative data were collected from documents related to the program; interviews with key participants (students, teachers, administrators) in the EAP program and the subsequent EMI program (students, lecturers). The study identified four key areas of students’ needs which the program met with varying levels of success. The program generally assisted students to develop their general English proficiency and academic study skills. However, the program failed to meet their requirements for academic English skills, which in turn compromised two other important needs: to pass all examinations, especially the final examination; and to be ready for the EMI program. The study found that the lack of a comprehensive, contextualised investigation of students’ needs and its use of the International English Language Testing System (IELTS) as a driver of the curriculum contributed to its partial failure to meet students’ learning needs. This study makes several significant contributions to knowledge. First, it is the first attempt to evaluate an EAP program in Vietnam, drawing on Stufflebeam’s (2014) CIPP model. The results in the study showed that this model was clearly an effective evaluation framework, likely to be applicable to other L2 education programs. Second, by conducting a comprehensive evaluation, the study provides evidence that could contribute to the improvement of the EAP program itself and other similar programs in Vietnam. Third, the study extends local and international understandings of EAP education in Vietnam and provides valuable insights for EAP policy makers and practitioners in Vietnam, and those in similar contexts. The study highlights the importance of systematic and comprehensive program evaluation in ensuring quality language education in Vietnam, especially when adopting curriculum from very different educational contexts.
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Keyword:
CIPP model; English for academic purposes (EAP); English pathway; English preparation; Higher Education; IELTS-oriented EAP; Language and Literacy Education; Program evaluation; students’ needs; Vietnam
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URL: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3466&context=theses
https://ro.ecu.edu.au/theses/2464
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| 53 |
The Predictive Relationship between Elementary Pre-service Teacher Praxis Subject Assessment Scores and Pedagogical Knowledge
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In: Doctoral Dissertations and Projects (2021)
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| 54 |
Impact of an Online Sleep and Circadian Education Program on University Students’ Sleep Knowledge, Attitudes, and Behaviours
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In: International Journal of Environmental Research and Public Health ; Volume 18 ; Issue 19 (2021)
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| 55 |
Remodeling the STEM Curriculum for Future Engineers
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In: Sustainability ; Volume 13 ; Issue 22 (2021)
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| 56 |
A Study of Social Integration through Sports Program among Migrant Women in Korea
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In: Societies ; Volume 11 ; Issue 4 (2021)
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Toward a Better Understanding of Academic Programs Educational Objectives: A Data Analytics-Based Approach
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In: Applied Sciences ; Volume 11 ; Issue 20 (2021)
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| 58 |
La política lingüística educativa en Colombia: análisis de la literatura académica sobre el Plan Nacional de Bilingüismo
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In: Tonos Digital; NÚMERO 41- JULIO 2021 (2021)
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Influences of Age and Language Background on Co-Speech Gesture Processing
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In: Undergraduate Research and Engagement Symposium (2021)
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| 60 |
Aprendo a hablar jugando contigo. Programa de entrenamiento para familias en riesgo de exclusión social
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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