Evaluation of Higher Vocational English Curriculum Toward Enhanced Program Implementation

Abstract

This descriptive-comparative research aims to examine the difficulties encountered by educators and students during the implementation of the English curriculum. This research examines the survey data collected from both instructors and students in order to get a thorough comprehension of the factors that impact curriculum delivery and learning experiences. The results of the study provide significant insights on the distribution of gender, age groups, teaching experience, student categories, and college affiliations. Prominent observations reveal significant disparities in perspectives between educators and students with regards to several aspects of the curriculum, such as its design, characteristics, objectives, material applicability, teaching methods, and assessment approaches. The findings of this study indicate that gender and categorization did not have a significant effect on the observed disparities. However, it was observed that college affiliation had a major role in influencing these discrepancies. Educators and students encounter a range of hurdles that include deficiencies in linguistic foundation, restrictions in vocabulary, complexity in grammar, difficulty in pronunciation, concerns with confidence and motivation, impediments in independent learning, and the significance of cross-cultural understanding. The implications derived from the results underscore the need for enhanced cooperation and communication between educators and learners. This research highlights the need of developing flexible courses that accommodate the varied interests and requirements of students. This research offers a comprehensive examination of the intricacies involved in the implementation of English curriculum in Chinese educational contexts. Moreover, it puts forward practical suggestions for improving the quality of teaching and learning in these settings.