Practices of Designing English Program Syllabi at a Regional University in Vietnam
Abstract
Examining the current practices of designing course curricula and syllabi is essential for the success of any undertaking to restructure a training program. This study employs descriptive research design to investigate the current practices of drafting English course syllabi of twelve English instructors at five different tertiary educational institutions of Thai Nguyen University, a key regional educational center of Vietnam. Results from the study show typical problems in the practices of drafting curricula and syllabi in general and of designing intended learning outcomes, teaching and learning activities, and assessment tasks of these educators in particular, from which suggestions and recommendations will be given to ensure the successful design of any incoming instructional plans in the light of Outcomes-based Education.Key words: Practices, Designing Course Syllabi, Outcomes-Based Education, VietnamTerms and conditions of Creative Commons Attribution 4.0 International License apply to all published manuscripts. This Journal is licensed under a Creative Commons Attribution 4.0 International License. This licence allows authors to use all articles, data sets, graphics and appendices in data mining applications, search engines, web sites, blogs and other platforms by providing appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
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