Abstract
This study aimed to investigate EFL students’ perceptions of an English language training curriculum for English language majors at a university in Vietnam. The participants included one hundred attendants of the English language courses in the curriculum. The data were collected through questionnaires and semi-structured interviews. The study results reveal that five components of the English language training curriculum for English language majors at the university (including objective, content, material, teaching method, and assessment) have not yet been done at optimum, as perceived by the students. The participants also suggest making certain modifications in the five components of the curriculum to make it more effective and better adjusted to the learners’ needs. Several important implications and recommendations relevant to the field have also been included.
Highlights
The word “curriculum” is derived from an ancient Latin term meaning “racecourse”; over time, it has evoked different thoughts in many educators. Tanner (1980) defined curriculum as “the planned and guided learning experiences and intended outcomes, formulated through the systematic reconstruction of knowledge and experiences under the auspices of the school, for the learners’ continuous and willful growth in personal social competence” (p. 13)
The central question of this study is to examine what English as a foreign language (EFL) students’ overall perceptions of the English language training curriculum for English language majors at the university are
The findings of the questionnaire show that EFL students tended to be satisfied with the language training program for English language majors, but they still remained their neutral positions
Summary
The word “curriculum” is derived from an ancient Latin term meaning “racecourse”; over time, it has evoked different thoughts in many educators. Tanner (1980) defined curriculum as “the planned and guided learning experiences and intended outcomes, formulated through the systematic reconstruction of knowledge and experiences under the auspices of the school, for the learners’ continuous and willful growth in personal social competence” (p. 13). Haas (1987) provided a broader definition, stating that a curriculum includes “all of the experiences that individual learners have in a program of education. On the other hand, Ornstein and Hunkins (2004) provide five different definitions for the concept of curriculum. A curriculum can be defined as a plan for action or a written document that includes strategies for achieving desired goals or ends. A curriculum can be defined broadly—as dealing with experiences of the learner. Curriculum can be considered as a system for dealing with people and the processes or the organization of personnel and procedures for implementing that system. Curriculum can be considered in terms of subject matter or content (ibid.)
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