Students’ attitudes towards the application of formative assessment in english for ecomonics to students in english interpretation and translation major, felte, ulis – vnu = Thái độ của sinh viên về việc áp dụng phương pháp đánh giá thường xuyên trong khóa học tiếng anh kinh tế của sinh viên chuyên ngành biên phiên dịch, khoa sư phạm Tiếng anh, đại học Ngoại Ngữ, đại học Quốc gia Hà Nội
In the dynamic modern world, the importance of English for Economics has become ever more profound. In acknowledgement of the situation, the course of English for Economics has been designed and integrated in the learning program for students of translation and interpretation division in FELTE, U...
Saved in:
| Main Authors: | , |
|---|---|
| Other Authors: | |
| Format: | Final Year Project |
| Language: | English |
| Published: |
2021
|
| Subjects: | |
| Online Access: | http://repository.vnu.edu.vn/handle/VNU_123/101045 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Institution: | Vietnam National University, Hanoi |
| Language: | English |
| Summary: | In the dynamic modern world, the importance of English for Economics has
become ever more profound. In acknowledgement of the situation, the course
of English for Economics has been designed and integrated in the learning
program for students of translation and interpretation division in FELTE, ULIS,
VNU, in concern to students‟ future employments. Adopting the learnercentered approach with a range of formative assessment activities, the course
expects to provide students with fundamental knowledge about the real-world
economics while also help students to enhance their essential skills. However,
due to the new changes of the program, there has only been a limited body of
research dedicated to exploring the effectiveness of the new formative
assessment method and the attitude of students towards it. Thus, this paper
aims to: (1) report students‟ identification of formative assessment activities in
the subject English for Economics, (2) explore the students‟ attitudes towards
the formative assessment activities of the course, and (3) offer suggestions for
modification in course design. For the achievement of these objectives, the
researcher utilizes a combination of questionnaire and semi-structured
interviews as main data collection instrument. Through data analysis, it is
revealed that the majority of students responded positively to formative
assessment in consideration of the benefits it confers in terms of knowledge,
skills, self-awareness and overall score. However, there exists certain problems
including excessive stress that need to be addressed. Thus, suggestions to
students, teachers and course designers are put forward based on the findings. |
|---|