Abstract
Throughout the world it is a matter of discussion that what should be the constructive alignment in a syllabus. This study contributes something in this area. For English syllabus perceptions have been studied for both teachers and students’ in a Vietnamese university. Through structured and semi-structured data collection tools data had been collected from 60 faculties and 167 pupils of South Vietnam. Data were of two types: qualitative and quantitative. An agreement has been noticed for both teachers and students regarding the association between the learning outcomes and teaching and assessment activities in the General English syllabus. Based on result, effect of syllabus reframing has been captured.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: The International Journal of Humanities & Social Studies
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
