The Assessment and Recommendations for Teaching Chinese as a Foreign Language (CFL) at a Public Higher Education Institution in The Mekong Delta Region, Vietnam

Abstract

The changing needs of the graduate employment market require universities to take a broader view of the goals of higher education (HE). Over the years, more Chinese investors have come to invest their business in Vietnam, creating a huge demand for Chinese language skills to meet its job markets. The assessment of student learning matters as an integral part of HE and it is essential to enhance student learning through effective assessment. This study employed an interpretive qualitative research approach in which three data collection tools, including document analysis, a test design and questionnaires, were utilized. The questionnaires were delivered to all students learning Chinese 2 (Tiếng Trung 2 – the highest Chinese-level course offered at An Giang University (AGU) in order to assess their learning outcomes according to the current learning curriculum and to research what needs addressing if a new curriculum is to be developed. The data collected showed that although the current course load was heavy, it did not meet HSK certification requirements in each area - listening, reading, conversation, grammar and logogram recognition. Over 80% of the students considered necessary to reconstruct the current Chinese curriculum and redevelop the courses focusing on the communicative skills rather than academic ones. The study finally suggested some recommendations for improving the Chinese learning and teaching materials and the teaching Chinese approach for the teaching staff in the faculty effectively.