Publication:
Constructive Alignment in Teaching English at Tertiary Level: An Insight into an Aun Designed Course
Constructive Alignment in Teaching English at Tertiary Level: An Insight into an Aun Designed Course
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Date
2020
Authors
Nguyễn Thanh Minh
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Research Projects
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Abstract
In recent years, the issue of improving teaching and learning quality in higher education has received many concerns from the stakeholders. An example of this phenomenon is the trend of registering for different kinds of quality accreditation, such as National Standard Accreditation, and the Asian University Network Quality Assurance. Following up this trend, constructive alignment has arisen as an effective tool as well as a “must” in the process of quality assurance. This study aims at taking a look at a course designed under the format of Asian University Network Quality Assurance – Speaking class for English majors. To address this issue, a small-scale qualitative case study is conducted within 10 weeks in order to answer the question of whether constructive alignment exists in the real classroom situation. A class of 30 students and their lecturer are involved in the study. After analyzing the data from both classroom observations and interviews, the researcher finds that constructive alignment is not fully implemented in the classroom. Specifically, there are some misalignments between intended learning outcomes and teaching and learning activities and assessment tasks, negatively affecting the implementation.
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Keywords
constructive alignment,
teaching English,
tertiary level,
AUN-QA,
Van Lang University