the_competency-based_English_oral_communication_course_for_PR_students.doc

8/20/2019 the_competency-based_English_oral_communication_course_for_PR_students.doc

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ESP World, www.esp-world.info, Issue 4 (25), Volume 8, 2009

Development of a Competency-based English Oral Communication Course for

Undergraduate Public Relations Students

Fasaang Pattanapichet

!ssociate Professor Sumalee Chino"ul# PhD

Chulalong"orn University

Contact address

$%& Soi Udomsoo" '$# Udomsoo" Road# (ang)ar" Pra"anong District

(ang"o" *hailand $%+,% Fa. ,,+-/0,-'&%, E-mail. fasaangp1yahoo2com

(3OD!*! OF *4E !U*4ORS

Fasaang Pattanapichet o!"ined #er $.%. in &ES' from E"s!ern $i#i*"n +niersi!,

+S%. %f!er reeiin* #er $.%. s#e wored full-!ime "s " !e"#er "! "n*u"*e Ins!i!u!e of

/"n*o +niersi!, "il"nd for e"rs. en, s#e #"s reeied " s#ol"rs#ip from /"n*o

+niersi! !o pursue " P#.1. in En*lis# "s "n in!ern"!ion"l l"n*u"*e "! #ul"lon*orn

+niersi!. S#e is ri*#! now in !#e proess of wri!in* up #er disser!"!ion under !#e superision

of #er "disor, %ssoi"!e Professor

1r. Sum"lee #inoul. 3er disser!"!ion proe! w"s sele!ed !o reeie " fin"ni"l sponsors#ip

from e 90!# %nniers"r of #ul"lon*orn +niersi! und.

3er rese"r# in!eres! is in ESP "nd ourse deelopmen!.

!ssociate Professor Dr2 Sumalee Chino"ul o!"ined #er 1o!or of P#ilosop# in %pplied

in*uis!is from e +niersi! of Sdne, %us!r"li". S#e is urren!l " full-!ime !e"#er of "

f"ul! of Edu"!ion "nd pos!*r"du"!e pro*r"m in En*lis# "s "n In!ern"!ion"l "n*u"*e (EI)

"! #ul"lon*orn +niersi!, "il"nd. S#e #"s een superisin* under*r"du"!e "nd *r"du"!e

s!uden!s in !#e field of edu"!ion "nd EI. S#e is !#e "u!#or of 6 "nd o-"u!#or of sien!ifi

rese"r# p"pers. 3er rese"r# in!eres! is in ESP, !e"#er edu"!ion "nd l"ssroom-"sed

rese"r#.

7


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!bstract

e issue of disrep"nies e!ween uniersi! En*lis# l"n*u"*e urriulum

"nd En*lis# reuiremen!s "! !#e worpl"e #"s resul!ed in inompe!en! En*lis#

l"n*u"*e *r"du"!es. is #"s influened " !rend !ow"rd !#e promo!ion of

oup"!ion"lprofession"l edu"!ion in #i*#er edu"!ion su# "s %"demi-for-

oup"!ion"l purposes En*lis# (E%'P) in ESP world. e s!ud proposes !#e use of

" ompe!en-"sed "ppro"# "nd presen!s " de!"iled proess for deelopin* su# "

ourse s!ep--s!ep, wi!# " fous on euippin* under*r"du"!e P: s!uden!s wi!# !#e

needed ompe!enies in En*lis# or"l ommuni"!ion in !#e P: o m"re!.

e s!ud onsis!s of !wo p#"ses; ourse deelopmen! "nd ourse

implemen!"!ione"lu"!ion. &o deelop !#e ourse, " needs "n"lsis w"s ondu!ed

"sed on !#e modified 1%+$ !e#niue "nd "lso " ues!ionn"ire sure.


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Introduction

$"n s!udies #"e !"led "ou! !#e need for En*lis# or"l ommuni"!ion "nd

" disrep"n e!ween !#e uniersi! En*lis# l"n*u"*e urriulum "nd En*lis#

l"n*u"*e reuiremen!s for os (P#osw"rd 7989? Silp"-%n"n 7997? /oon"ipe! 7992?

roslin* "nd W"rd 2002? V"s""ul 200@). 1omin*ueA "nd :oowsi (2002) refer !o

!#e s"me issue "s Bthe abyss existing between the goals of the academic and the

professional world C "nd propose "n ide" of rid*in* !#e *"p e!ween En*lis# for

%"demi "nd 'up"!ion"l purposes. is orresponds !o w#"! Dru "nd "Aerson

(2005) s!"!e in e ourn"l of 3i*#er Edu"!ion !#"! !#ere #"s een " !rend !ow"rd !#e

promo!ion of oup"!ion"l profession"l edu"!ion in #i*#er edu"!ion. In !#e "re" of

En*lis# for Speifi Purposes (ESP), /el#er (2004) uses !#e !erm--- ‘Academic-for-

occupational purposes English’ (EA/OP for !#e in!e*r"!ion e!ween En*lis# for

""demi purposes (E%P) "nd En*lis# for oup"!ion"l purposes (E'P). In #er p"per,

s#e *ies " rief e="mple of !#e in!e*r"!ion suppor!ed wi!# !#e use of new

!e#nolo*ies su# "s ideo "mer"s, ne!wor ompu!ers "nd !#e in!erne! "llowin*

"ess !o ir!u"ll re"l world se!!in*s. S#e s!"!es !#"! !e#nolo* f"ili!"!es no! us!

olle!in* "nd "n"lAin* d"!" u! "lso *ener"!in* !e"#in* m"!eri"ls from !#ose "!u"l

oup"!ion"l si!u"!ions. In "ddi!ion, Dru "nd Eileen (7992;29) presen! " model

"lled remedi"l En*lis#-"s-"-seond-"n*u"*e (ES) pro*r"m wi!# "n oup"!ion"l

fous "s !#e pu! i!; ‘!the integration of occupational content and academic

instruction in"ol"es teaching basic s#ills (or English within courses that draw

reading$ "ocabulary$ writing exercises and other applications from a broad

occupational area as well as pro"iding what might be termed career exploration---an

introduction to the specific %obs within the occupation and to the concepts$ practices

and demands in these positions’ & 3oweer, !#ere is no! mu# inform"!ion "ou!


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in!e*r"!ion "nd #ow !o deelop su# " ourse of in!e*r"!ion in !#e e=is!in* ESP

li!er"!ure.

e mism"!# e!ween w#"! !#e urren! En*lis# ourses offer "! /"n*o

+niersi! "nd w#"! is e=pe!ed "! !#e worpl"e w"s repor!ed in F A 'tudy of

Problems and eeds of )ndergraduate 'tudents at *ang#o# )ni"ersity in +earning

English for 'pecific PurposesG ondu!ed $uns"orn (2006). %ordin* !o !#e

s!ud, m"n ESP ourses "re proided for /"n*o +niersi! s!uden!s su# "s

En*lis# for /usiness Purposes, En*lis# for ine %r!s, En*lis# for ommuni"!ion

%r!s, e!. 3oweer, i! seems !#"! !#ose ourses "re no! suffiien!. I! is ree"led !#"!

!#ere is " "ll for "ddi!ion"l En*lis# ourses wi!# e"# p"r!iul"r oup"!ion"l fous.

e rese"r#er #"s ondu!ed " prelimin"r in!eriew wi!# !#e 1ire!or of !#e

"n*u"*e Ins!i!u!e of /"n*o +niersi! "nd !#e 3e"d &e"#er of !#e Puli

:el"!ions 1ep"r!men!. rom !#e in!eriew, i! #"s een ree"led !#"! !#ere is " need !o

se! up " speifi En*lis# ourse for /"n*o +niersi! s!uden!s m"orin* in Puli

:el"!ions (P:). e re"son e#ind !#e ide" is !#"! En*lis# profiien is usu"ll "

reuiremen! !o wor in !#e field of puli rel"!ions, u! mos! of !#e P: s!uden!s do no!

#"e s!ron* En*lis# profiien. I! seems !#"! !#e ourses offered !o !#em "s p"r!s of

!#eir de*ree reuiremen!s "re no! enou*# !o #elp !#em e "le !o *e! " o in !#e field

of !#eir e=per!ise. Ins!e"d, ine=periened l"-of-P:-nowled*e En*lis# m"or

s!uden!s "re #osen oer P: s!uden!s in !#e P: o m"re!. $s. Penruedee Sriw"!!"n",

1ire!or of Erns! H oun* :erui!men! !d., responsile for rerui!in* s!"ff for m"n

omp"nies, s#"res " simil"r opinion F" m"or prolem of o "ppli"n!s is !#"! some

er ompe!en! people in !#eir profession re*re!!"l f"il !o l"nd " *ood oposi!ion

due !o " l" of ompe!ene !o ommuni"!e in En*lis#G (+ne-%ree, 200@).

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erefore, !#e purpose of !#is s!ud is !o deelop "n En*lis# or"l

ommuni"!ion ourse for under*r"du"!e P: s!uden!s. I! illus!r"!es #ow !o deelop "n

in!e*r"!ed ourse of E%P "nd E'P sine !#e ourse is desi*ned !o !e"#

under*r"du"!e P: s!uden!s u! is "sed on !#e or"l En*lis# needs "nd uses of P: o

prospe!s in in!ern"!ion"l or*"niA"!ions. Su# " ourse is proided "s p"r! of !#eir

de*ree pro*r"m "nd is !"u*#! "lon*side wi!# o!#er sue! ""demi ourses. %

ompe!en-"sed "ppro"# w"s sele!ed for !#e ourse "s " e for in!e*r"!ion.

e ourse emp#"siAes ompe!enies in En*lis# or"l ommuni"!ion sine

En*lis# or"l sills "re repor!ed "s !#e mos! w"n!ed "nd needed for ommuni"!ion

%r!s s!uden!s ($uns"orn, 2006). Espei"ll in !#e "re" of P:, ompe!enies in

En*lis# or"l ommuni"!ion "re onsidered " "lu"le "sse! for P: pr"!i!ioners. e

ourse is !#us e=pe!ed !o euip P: s!uden!s wi!# En*lis# or"l ompe!enies so !#"!

!#e will reeie more oppor!uni!ies in P: o emplomen!.

is p"per "ims !o "nswer !#e followin* rese"r# ues!ions

7. 3ow "n " ompe!en-"sed En*lis# or"l ommuni"!ion ourse for

under*r"du"!e P: s!uden!s e deelopedJ

2. 3ow effe!ie is !#e ourse "s e"lu"!ed "*"ins! !#e se! ri!eri" efore,

durin* "nd "f!er !#e ourse implemen!"!ionJ

&o "nswer !#ese rese"r# ues!ions, !#is p"per presen!s " proess of

deelopin* !#e ompe!en-"sed En*lis# or"l ommuni"!ion ourse for P:

s!uden!s. e p"per illus!r"!es four m"in fr"mewors w#i# were proposed "nd used

"s " *uideline for ourse desi*n. "!er, resul!s of !#e ourse e"lu"!ion "*"ins! seen

ri!eri" in !#ree p#r"ses "re desried.

is p"per is p"r! of " do!or"l disser!"!ion en!i!led ,e"elopment of a

ompetency-based English Oral ommunication ourse for )ndergraduate Public

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.elations 'tudents& I! oers !#e onep! of ompe!en-"sed edu"!ion, w#i# is !#e

m"in fous of !#e s!ud. e findin*s !es!if !o !#e effe!ieness of !#e ompe!en-

"sed "ppro"# used in ESP ourses.

Competency-based Education (CBE)

1ue !o widespre"d onern "ou! !#e u"li! of s!uden!s le"rnin*,

ompe!en-"sed edu"!ion ori*in"!ed in response !o inre"sed "lls for !e"#er

"oun!"ili!, for me"sur"le "ssessmen! of s!uden! "#ieemen!, "nd for sills-

"sed urriul" w#i# !r"in s!uden!s for speifi !"ss (%uer"#,798@). Espei"ll in

pos!-seond"r edu"!ion, !#ere #"s een " *r"du"l moemen! !ow"rd ompe!enies

"nd " orrespondin* fous on le"rnin* ou!omes "s uniersi!ies #"e "!!emp!ed !o e

more responsie !o usiness needs. is s#if! #"s #"ppened in p"r"llel wi!# "n

e=!ensie in!eres! in usin* ompe!enies "s " uni! of "n"lsis "nd " *rowin* !rend in

usin* perform"ne-"sed models of !#e #um"n resoures field in !#e usiness se!or

(P"ulson, 2007).

%s for l"n*u"*e urriulum deelopmen!, ompe!en-"sed urriul" #"e

een "lled Fthe most important brea#through in adult E'+G (en!er for %pplied

in*uis!is, 798;7). +nlie !r"di!ion"l pro*r"ms, in w#i# er!ifi"!es "nd diplom"s

er!if !#"! !#e s!uden!s #"s omple!ed " speifi numer of redi! #ours, er!ifi"!es

"nd diplom"s *r"n!ed under /E pro*r"ms er!if !#"! !#e s!uden!s "n perform

speified !"ss. %ordin* !o !#e "r!ile !i!led Educational Accountability0 in E:I

1i*es! (7985), i! is one me!#od of "ssurin* !#e *ener"l puli !#"! de*ree "!!"inmen! is

" proess of le"rnin*. Pol (7982) e=pl"ins !#"! /E reuires s!uden!s !o "#iee

m"s!er of seuen!i"ll ordered ourse m"!eri"l, reuire s!uden!s !o demons!r"!e

ompe!ene in performin* sills "nd e#"iors !#"! "re en!r"l !o speifi !"ss,

"!ii!ies or "reers. indle "nd


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successful model for the deli"ery of educational ser"ices that allows for responsible

and accountable teaching0. %s !#e resul!, !#e "ppro"# #"s ome !o e "ep!ed "nd

widel used in m"n soi"l suri"l or worpl"e-orien!ed l"n*u"*e pro*r"ms.

%s disussed e"rlier, !#e presen! s!ud "ims !o desi*n " profession"l

prep"r"!ion ourse for P: under*r"du"!e s!uden!s. e ourse will e simil"r !o "

worpl"e-orien!ed l"n*u"*e pro*r"m sine !#e ourse #"s " *o"l !o en"le !#e

s!uden!s !o e "le !o use En*lis# !o or"ll ommuni"!e in P: o rou!ines.

erefore, !#e ompe!en-"sed "ppro"# is sele!ed !o e !#e fous of !#e s!ud

sine !#e "ppro"# is perform"ne-"sed emp#"siAin* B!#e ou!omes or ou!pu!s of

le"rnin* in !#e deelopmen! of " l"n*u"*e pro*r"mC (:i#"rds "nd :od*ers, 2007;

747). e fous of !#e "ppro"# m"!#es wi!# w#"! !#e P: under*r"du"!e s!uden!s

w#o "re "ou! !o en!er !#e l"or m"re! will need.

English oral communication for Public Relations

En*lis# or"l ommuni"!ion #"s eome influen!i"l in "i soie! in !erms of

" reuired u"lifi"!ion in m"n professions. Espei"ll in !#e field of P:, En*lis#

or"l ommuni"!ion is onsidered " "lu"le "sse! for P: pr"!i!ioners (Se!"w"din

2005). /e*innin* in 2005, e En*lis# "n*u"*e 1eelopmen! en!er (E1)

deeloped s!"nd"rds of En*lis# for 25 oup"!ions in order !o use !#em "s ri!eri" !o

"ssess personnel En*lis# profiienies "nd "s " "sis for worpl"e En*lis#

urriulum deelopmen!, lesson pl"nnin*, m"!eri"ls deelopmen!, resoure sele!ion,

le"rner pl"emen! "nd "ssessmen!. S!"nd"rds of En*lis# for Puli :el"!ions were

inluded in 200@. e s!"nd"rds onernin* En*lis# or"l ommuni"!ion for Puli

:el"!ions is desried in &"le 7 elow;

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+sin* spoen En*lis# "! "n in!ermedi"!e leel

/en#m"r indi"!ors;7. use "nd respond !o "si our!es formul"s, e.*. *ree!in*s, le"e-!"in*, in!rodu!ions2. use "nd respond !o ues!ions, reues!s opinions, su**es!ions "nd "die from emploers "nd

*ues!s. *ie emploersC*ues!sC dire!ions, ins!ru!ions, su**es!ions, omplimen!s, "die,

onfirm"!ions, "polo*ies "nd w"rnin*4. ini!i"!e "nd "rr on sm"ll !"l 5. #"ndle p#one oners"!ions "nd s!"nd"rd replies@. e=press "nd respond !o *r"!i!ude, "pprei"!ion, ompl"in!s, dis"ppoin!men!, diss"!isf"!ion,

s"!isf"!ion "nd #ope

6. *ie le"r dire!ions "nd ins!ru!ions in " worpl"e si!u"!ion8. spe" wi!# onsider"le fluen "nd "ur" wi!# emp#"sis on le"r pronuni"!ion p"!!erns9. "dus! l"n*u"*e for l"ri! "nd "ur"

+sin* "n "ppropri"!e l"n*u"*e "rie! "nd re*is!er "ordin* !o "udiene, purpose, se!!in* "ndul!ure

+nders!"ndin* "nd usin* noner"lommuni"!ion "ppropri"!e !o "udiene, purpose,se!!in* "nd ul!ure

%d"ned /en#m"r indi"!ors;7. use "ppropri"!e l"n*u"*e re*is!er !o

in!er"! wi!# emploers*ues!s2. respond "ppropri"!el !o omplimen!s,

refus"ls, ne*"!ie "lue ud*men!s,ri!iism "nd ompl"in!s fromemploers*ues!

. use poli!e l"n*u"*e !o in!er"! wi!#*ues!s, espei"ll w#en persu"din*,

ne*o!i"!in*, "nd e=pressin* "lue ud*men!s "nd emo!ions

4. use idiom"!i e=pressions "ppropri"!el5. use "ppropri"!e s!r"!e*ies !o #"ndle

ommuni"!ions prolems

%d"ned /en#m"r indi"!ors;7. unders!"nd od l"n*u"*e norms "mon*

"rious ul!ures2. iden!if noner"l ues !#"! "use

misunders!"ndin*s or indi"!eommuni"!ion prolems

. iden!if "!!i!udes "nd emo!ions ofemploers *ues! from !#eir noner"lommuni"!ion

4. unders!"nd "nd use *es!ures, f"i"l "nd od l"n*u"*e "ppropri"!e !oemploersC*ues!sC ul!ures e.*. sp"e !om"in!"in w#ile s!"ndin*si!!in* ne"r*ues!s, leel of ee on!"!

5. use in!on"!ion, pi!#, olume "nd !one of

oie "ppropri"!el&"le 7; E1 s!"nd"rds for En*lis# or"l ommuni"!ion for P:

3oweer, i! seems !#"! !#e "oe s!"nd"rds "re no! ui!e omple!e nor

suffiien!l speifi sine !#e indi"!ors do no! speif "n de!"il rel"!ed !o P: o

desrip!ions. %p"r! from !#is, i! seems !#"! !#ere is no rese"r# s!ud or mu#

inform"!ion "ou! En*lis# or"l ommuni"!ion for P: s!uden!s ""il"le "! !#e

presen!. erefore, !o deelop !#e ourse, "n in-dep!# ines!i*"!ion of needed

ompe!enies in En*lis# or"l ommuni"!ion for P: s!uden!s w"s ondu!ed !o s#ed

some li*#! in !#e "re" w#ere resoures "re limi!ed.

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Research Methodology

ere were !#ree m"in p"r!s in !#e s!ud - needs "n"lsis, ourse deelopmen!

"nd ourse implemen!"!ione"lu"!ion.

$2 6eeds !nalysis

is s!ud ondu!ed " needs "n"lsis in !#ree s!eps. e firs! !wo s!eps

"dop!ed !#e "si priniples of !#e 1%+$ !e#niue. e 1%+$ !e#niue is "n

oup"!ion"l "n"lsis proess "nd is widel used in #um"n resoure m"n"*emen! !o

proide " pi!ure of w#"! !#e worer does in !erms of du!ies, !"ss, nowled*e, sills,

!r"i!s "nd in some "ses !#e !ools !#e worer uses, "llows !#e rese"r#er !o

ss!em"!i"ll olle! d"!" from e=per!s in !#e field. 3oweer, due !o !ime "nd

resoures limi!"!ion, !#e 1%+$ !e#niue in !#is s!ud w"s modified !o e!!er sere

!#e on!e=! of !#e si!u"!ion u!iliAin* !wo rounds of in-dep!# in!eriews wi!# !#e

e=per!s in s!e"d of ondu!in* " wors#op "s desried elow;

7.7. e firs! in!eriew round w"s " semi-s!ru!ured in!eriew wi!# 72 P: e=per!s.

e onsis!ed of P: in-#ouse m"n"*ers w#o wor in four differen! !pes of

in!ern"!ion"l or*"niA"!ions (" *oernmen! or*"niA"!ion, " non-profi! or*"niA"!ion, "

pri"!e omp"n, "nd " fin"ni"l ins!i!u!e)? P: m"n"*ers en*"*ed in four differen! P:

onsul!"nies? "nd full-!ime e=periened P: !e"#ers from four uniersi!ies. %ll of

!#em #"e some e=periene rerui!in* P: en!r-leel personnel. In-dep!# semi-

s!ru!ured in!eriews were used !o sus!i!u!e for " 7- or 2-d" r"ins!ormin* proess

due !o l" of !ime "nd resoures !o *"in inform"!ion "ou! !#e needs for

ompe!enies in En*lis# or"l ommuni"!ion for P: os "nd !#e re"diness of P: new

*r"du"!es "s P: o "ndid"!es.

7.2. e seond in!eriew round were s!ru!ured in!eriew wi!# 7@ e=per!s !o "lid"!e

d"!". e onsis!ed of P: in-#ouse m"n"*ers from four o!#er differen! !pes of

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in!ern"!ion"l or*"niA"!ions (" *oernmen! or*"niA"!ion, " non-profi! or*"niA"!ion, "

pri"!e omp"n, "nd " fin"ni"l ins!i!u!e), P: m"n"*ers in four o!#er differen! P:

onsul!"nies, full-!ime e=periened #e"ds of P: uniersi! !e"#ers from !#e four

uniersi!ies? "nd full-!ime e=periened #e"ds of ESP !e"#ers from !#e four

uniersi!ies. e p"r!iip"n!s were "sed !o "ep! or !o reise e"# s!"!emen! on !#e

lis! "nd "lso !o *ie su**es!ions. E"# i!em ielded " onsensus "sed on !#e m"ori!

of !#e "nswers. e resul!s of !#is in!eriew round, "lled B!#e "lid"!ed lis! of !#e

ompe!enies in En*lis# or"l ommuni"!ion for P: under*r"du"!e s!uden!s,C were

!#en inluded in !#e ues!ionn"ire for s!uden!s !o iden!if !#eir w"n!s "nd e=pe!"!ions

of !#e needed ompe!enies for !#eir ESP ourse.

7.. e !#ird s!ep w"s " sure ues!ionn"ire wi!# 222 unior "nd senior P: s!uden!s

"! /"n*o +niersi!. is s!"*e uses " ier!Cs s"le (7-5 #oies) "imin* !o

e=plore !#e s!uden!sC poin!s of iew "nd !o *"in insi*#!s "ou! !#e impor!"ne of

En*lis# or"l ommuni"!ion, !#eir En*lis# le"rnin* "nd !e"#in* prolems onernin*

En*lis# or"l ommuni"!ion, !#eir self-"ssessmen! of !#eir ompe!enies in En*lis#

or"l ommuni"!ion for P:, "nd !#eir w"n!s "nd e=pe!"!ions of !#e needed

ompe!enies !o e inluded in !#eir ESP ourse.

+2 Course Development

e resul!s of !#e needs "n"lsis ree"led " lis! of !#e needed ompe!enies in

En*lis# or"l ommuni"!ion for under*r"du"!e P: s!uden!s.


11/46


e"lu"!e !#e lesson pl"ns "nd m"!eri"ls "nd fie e=per!s were ini!ed !o "lid"!e "nd

e"lu"!e !#e En*lis# or"l !es!.


12/46


e !imin* of !#e e"lu"!ion proess

e ins!rumen!s used &pes of !#e *"!#ered d"!"

/efore !#e ourse implemen!"!ion 7. e #elis! for !#e e=per!s !o"lid"!e !#e s"mple lesson pl"ns"nd m"!eri"ls

Ku"n!i!"!ie "ndu"li!"!ie d"!"

2. e #elis!s for !#e e=per!s !o

"lid"!e !#e En*lis# or"l !es! "nd!#e sorin* ruris

Ku"n!i!"!ie "nd

u"li!"!ie d"!"

. e En*lis# or"l !es! (pre!es!) Ku"n!i!"!ie d"!"

4. e Self #elis! (1" 7) Ku"n!i!"!ie d"!"

5. !#e l"ss oser"!ion form

(pilo! s!ud)

Ku"n!i!"!ie "nd

u"li!"!ie d"!"

@. !#e e"lu"!ion form for !#es"mple lessons (pilo! s!ud)


1urin* !#e ourse implemen!"!ion 6. e in-l"ss self-#elis!s Ku"n!i!"!ie d"!"

8. e !e"#erClo*s "nds!uden!sClo*s

Ku"li!"!ie d"!"

%f!er !#e ourse implemen!"!ion 9. e En*lis# or"l !es! (pos!!es!) Ku"n!i!"!ie d"!"

70. e self-#elis! (e end of !#e ourse)

Ku"n!i!"!ie d"!"

77. e end-of !#e oursee"lu"!ion form


72. Semi-s!ru!ured in!eriewwi!# !#e p"r!iip"n!s

Ku"li!"!ie d"!"

&"le 2; e !imin* "nd !#e rese"r# ins!rumen!s used for ourse e"lu"!ion

Seen ri!eri" were se! !o e="mine !#e effe!ieness of !#e ourse !#rou*#ou!

!#e ourse. e ri!eri" "re lis!ed in &"le elow;

72


13/46


ri!erionnumer &peof !#e ri!eri"

&imin* of !#ee"lu"!ion

1esrip!ions of e"# ri!erion

ri!erion no.7%ffe!ieri!erion

/efore !#e ourseimplemen!"!ion

-e"lu"!in* !#e deeloped ourse m"!eri"ls e=per!susin* "n e"lu"!ion form for !#e ourse m"!eri"ls.

-e resul!s of !#e ourse m"!eri"l e"lu"!ion "re ΧL.50 w#i# indi"!es posi!ie opinions of !#e e=per!s!ow"rd !#e u"li! of !#e ourse m"!eri"ls.


1urin* !#e ourseimplemen!"!ion

-omp"rin* !#e s!uden!sC self-#elis!s on !#eir firs! "nd!#eir seond perform"ne.-e s!uden!sC sores of !#e self-#elis! (on !#eirseond perform"ne) "re #i*#er !#"n !#e sores from !#eself-#elis! (on !#eir firs! perform"ne).

ri!erion no.

%ffe!ieri!erion

1urin* !#e ourse

implemen!"!ion

-e"lu"!in* !#e proess of !e"#in* "nd le"rnin* usin*

!e"#erCs lo*s "nd s!uden!sC lo*s-e !e"#erCs lo*s "nd s!uden!sC lo*s indi"!e posi!ieresul!s.

ri!erion no.4o*ni!ieri!erion

%f!er !#e ourseimplemen!"!ion

-omp"rin* s!uden!sCsores on !#e En*lis# or"l !es!s efore "nd "f!er !#e implemen!"!ion-e s!uden!sC sores of !#e pos!-or"l !es! "re

si*nifi"n!l #i*#er !#"n !#e sores from !#e pre-!es!"ordin* !o !-!es! "nd !#e o#enCs d effe! siAe s#ould e L 0.5 (medium effe! siAe)



-omp"rin* !#e s!uden!sC self-#elis!s 1% 7 "nd !#es!uden!sC self-#elis!s "! !#e end of !#e ourse-e s!uden!sC sores of !#e self-#elis! ("! !#e end of!#e ourse) "re si*nifi"n!l #i*#er !#"n !#e sores from!#e self-#elis! (1% 7).

ri!erion no.@

%ffe!ie

ri!erion

%f!er !#e ourse

implemen!"!ion

-s!udin* !#e s!uden!sC opinions !ow"rds !#e oer"ll

deeloped ourse in !erms of !#eir s"!isf"!ion, i!s

usefulness "nd i!s pr"!i"li! !#rou*# !#e use ofues!ionn"ire-e resul!s of !#e end-of-!#e ourse ues!ionn"ire

sure "re Χ L .50 w#i# indi"!es posi!ie opinions

!ow"rd !#e oer"ll ourse "! !#e end of !#e ourse.

ri!erion no. 6

%ffe!ieri!erion

%f!er !#e ourse

implemen!"!ion

-s!udin* !#e s!uden!sC opinions !ow"rds !#e oer"ll

deeloped ourse in !erms of !#eir s"!isf"!ion, i!susefulness "nd i!s pr"!i"li! !#rou*# !#e use ofin!eriew wi!# !#e p"r!iip"n!s-e resul!s of !#e in!eriew wi!# !#e p"r!iip"n!sindi"!e posi!ie opinions !ow"rd !#e oer"ll ourse.

&"le ; is! of ri!eri" used !o e"lu"!e !#e deeloped ourse

Findings

7. In response !o !#e rese"r# ues!ion 7; 3ow "n !#e ompe!en-"sed En*lis# or"l

ommuni"!ion ourse for under*r"du"!e P: s!uden!s e deelopedJ We !r"nsl"!ed !#e

needs "n"lsis in!o !#e ourse deelopmen!. irs! of "ll, we speified impor!"n!

findin*s from !#e needs "n"lsis "s follows;

7


14/46


7. I! is oious !#"! !#e s!uden!s need "n En*lis# ourse !o improe !#eir

En*lis# ompe!enies. e resul!s of !#e needs "n"lsis ree"l " lis! of !#e needed

ompe!enies onsis!in* of four needed ompe!enies for P: o in!eriew "nd ei*#!

needed ompe!enies for P: en!r-leel wor (see %ppendi= 7). e s!uden!sC self-

"ssessmen! s#ows !#"! !#e s!uden!s r"!ed !#eir ompe!enies ui!e low for "ll of !#e

needed ompe!enies. ur!#ermore, !#e resul!s of !#eir w"n!s "nd e=pe!"!ions

indi"!e !#"! "ll of !#e ompe!enies "re w"n!ed "nd e=pe!ed !o e inluded in!o !#eir

En*lis# ourses. 3oweer, !#e rese"r#er needed !o sele! onl some of !#e needed

ompe!enies !o e !#e le"rnin* oe!ies of !#e ourse. Sine !#e ourse onsis!s of

!wele sessions for ins!ru!ions "nd !wo sessions for "ssessmen! "nd e"lu"!ion, onl

four of !#e needed ompe!enies were #osen !o e !#e le"rnin* oe!ies of !#e

ourse "s lis!ed elow;

e"rnin* oe!ies of !#e ourse

7. S!uden!s will e "le !o in!rodue !#emseles? desrie !#eir edu"!ion"l "*rounds,!#eir p"r!iip"!ion in e=!r" urriulum "!ii!ies "nd o e=perienes.

2. S!uden!s will e "le !o !"l "ou! !#eir "ili!ies, !#eir #oies, !#eir n"!ure, !#eir s!ren*!#s"nd we"nesses "s well "s !#eir lies "nd dislies.

. S!uden!s will e "le !o *ie some inform"!ion "ou! !#e or*"niA"!ion !#e "re "pplin*for.

4. S!uden!s will e "le !o #"ndle p#one oners"!ions "nd s!"nd"rd replies.&"le 4; e sele!ed le"rnin* oe!ies for !#e ourse

e firs! !#ree needed ompe!enies for P: o in!eriews were #osen

e"use !#ese ompe!enies "re er essen!i"l for !#e s!uden!s !o *e! " o. e

s!uden!s need !o *o !o " proess of o in!eriew efore !#e wor. $oreoer, !#e

resul!s of !#eir self-"ssessmen! s#ow !#"! !#e r"!ed !#eir ompe!enies ui!e low (in "

r"n*e of [email protected]). %s for ompe!en in #"ndlin* !elep#one oners"!ions, i! w"s

#osen e"use i! w"s r"!ed "s !#e mos! w"n!ed "nd e=pe!ed ourse oe!ie for

worin* effe!iel "s en!r-leel P: personnel. In "ddi!ion, li!er"!ure "nd

inform"!ion from !#e prelimin"r in!eriew indi"!e !#"! ommuni"!in* oer !#e

74


15/46


!elep#one is one of !#e !"ss !#"! en!r-leel P: personnel need !o #"ndle d"il "nd

mos! freuen!l.

2. or de*ree of prolems in En*lis# or"l ommuni"!ion, Bun"le !o #"e "

usiness oners"!ion fluen!l "nd properlC w"s on !#e !op of !#e lis!. Ine=periene "s

well "s !#e l" of pr"!ie, w#i# w"s indi"!ed "s !#e i**es! issue for !#eir En*lis#

le"rnin* "nd !e"#in*, ould e !#e mos! impor!"n! f"!ors. erefore, i! is impor!"n!

!o fous on usiness En*lis# "nd usiness e!iue!!es. I! is "lso neess"r !o *ie !#e

s!uden!s " lo! of oppor!uni! !o pr"!ie !#eir sills in order !o "#iee !#e !"r*e!

ompe!enies.

. %s for le"rnin* "nd !e"#in* me!#od, *roup "!ii!-"sed le"rnin* "nd

!e"#in* w"s on !#e !op of !#e lis! w#ile role-pl"s "nd l"ss disussions were pl"ed

!#e seond (2.90) "nd !#e !#ird (2.8@) respe!iel. $oreoer, !#ere were seen

ommen!s in !#e open-ended p"r! su**es!in* !#"! !#e lessons s#ould e *roup

"!ii!ies fousin* on re"l "ppli"!ions in s!e"d of !#eories. erefore, !#e lessons

s#ould proide !#e s!uden!s oppor!uni! !o do lo!s of *roup "!ii!ies so "s !o #elp !#e

s!uden!s le"rn "nd pr"!ie !#eir En*lis# wi!# !#eir peers.

4. onernin* "ssessmen!, perform"ne-"sed "ssessmen! w"s "*ree"le !o

o!# *roups, !#e e=per!s "nd !#e s!uden!s ( Χ M .07). erefore, !#is s!ud emplos

perform"ne-"sed "ssessmen!s. e le"rners "re "ssessed "s !#e "!u"ll perform

!#e e#"ior !#"! we w"n! !o me"sure.


16/46


7@

S!"*es in !#e

ESP proess

re"li!

(1udle-

E"ns H S!

o#n, 2002)

le"rnin*

%ssessmen!

E"lu"!ion

ompe!en-"sed

"ppro"#

1oumen! %n"lsis1%+$

Kues!ionn"ire sure

S!eps in findin* ou!En*lis# ompe!eniesneeded in " p"r!iul"r

worpl"e(Su"n", 2005)

/"w"rd 1esi*n

(Wi**ins H

$&i*#e,2002)

V*o!sCs NP1 H

S"ffoldin*

• ree s!"*es of

ins!ru!ion"l proessornur (200@)

• ree e i!ems in

spe"in* l"ss/rown H


17/46


Figure $. an overvie of theoretical frameor"s used for course development of the

study

i*ure 7; "n oeriew of !#eore!i"l fr"mewors used for ourse deelopmen! of !#e s!ud

%ordin* !o !#e "oe fi*ure, 5 omponen!s !"en from Bs!"*es in !#e ESP

proess re"li!C (1udle-E"ns H S! o#n, 2002) "nd priniples of ompe!en-"sed

"ppro"# were #osen !o e !#e ore fr"mewors for ourse deelopmen!.


18/46


Frameor" $. Steps in developing the competency-based English oral

communication course

i*ure 2; % fr"mewor for deelopin* !#e ompe!en-"sed En*lis# or"l ommuni"!ion ourse

e deelopmen! of !#e ompe!en-"sed En*lis# or"l ommuni"!ion ourse for P:

s!uden!s onsis!s of !#ree m"in p#"ses; 7. ourse deelopmen! 2. ourse

implemen!"!ion "nd e"lu"!ion.

P#"se I ; ourse deelopmen! onsis!s of !#ree su-s!eps;

S!ep 7; needs "n"lsis

78


19/46


e needs "n"lsis e*"n wi!# iden!ifin* !"r*e! *roup, iden!ifin* du!ies of

profession"l worers, "ssessin* ommuni"!ie needs, !r"nsl"!in* ommuni"!ie

needs in!o En*lis# l"n*u"*e ompe!enies "nd "lid"!in* !#e needed ompe!enies.

%ll !#ese were done i" doumen! "n"lsis, !#e modified 1%+$ !e#niue "nd "

ues!ionn"ire sure wi!# P: s!uden!s. W#"!Cs ne=! w"s speifin* impor!"n! findin*s

from needs "n"lsis "nd moin* on !o s!ep 2, deelopin* !#e ourse.

S!ep 2; deelopin* !#e ourse

ree s!"*es of e /"w"rd 1esi*n (Wi**in*s "nd $&i*#e, 2002) were

el"or"!ed "s lis!ed elow;

7. Iden!ifin* desired resul!s

%! !#is s!"*e, le"rnin* oe!ies were sele!ed "nd !r"nsl"!ed in!o lin*uis!i "nd

o!#er speifi"!ions.

2. 1e!erminin* "ep!"le eidene

%! !#is s!"*e, !#e "ssessmen! pl"n w"s ons!ru!ed "nd "ssessmen! m"!eri"ls were

desi*ned.

. Pl"nnin* le"rnin* e=perienes "nd le"nin* ins!ru!ion

%! !#is s!"*e, lesson pl"ns "nd m"!eri"ls were desi*ned.

S!ep ; !#e erifi"!ion of !#e deeloped ourse

'ne !#e ourse w"s desi*ned, i! w"s erified e=per!s "nd pilo! s!ud prior !o !#e

m"in ourse implemen!"!ion.

P#"se II; ourse implemen!"!ion "nd e"lu"!ion

%f!er !#e implemen!"!ion, !#e ourse w"s "ssessed "nd e"lu"!ed in !#ree

p#"ses. efore, durin* "nd "f!er !#e implemen!"!ion wi!# !#e use of !#e En*lis# or"l

!es!, self-#elis!s, s!uden!sC lo*s "nd !e"#erCs lo*s, !#e end-of-!#e ourse

ues!ionn"ire "nd in!eriew. $ore de!"ils of "ssessmen! pl"n "re proided elow;

79


20/46


Frameor" +. *he assessment plan

e seond fr"mewor is B!#e "ssessmen! pl"nC. e fr"mewor illus!r"!es

#ow !#e le"rner p"r!iip"n!s will e "ssessed.

Formative assessment Summative assessment

(efore implementation During implementation !fter implementation

*he pre-oral test

Self-chec"list :pre-test;

4omeor" assignments

*eacher< logs

=ui>>es

Student


21/46


%s for !#e En*lis# or"l !es!, w#i# is !#e m"in ins!rumen! in "ssessin* !#e

p"r!iip"n!sC ompe!enies, !#e SP !es!in* !#eor deeloped 1ou*l"s (2000) w"s

used !o desi*n " fr"mewor for deelopin* !#e En*lis# or"l !es! elow;

i*ure ; % fr"mewor for deelopin* !#e En*lis# or"l !es!

e fr"mewor illus!r"!es #ow !#e En*lis# or"l !es! w"s deeloped. e

proess of deelopin* !#e En*lis# or"l !es! s!"r!ed wi!# "n "n"lsis of " speifi

purpose !"r*e! l"n*u"*e use si!u"!ion w#i# w"s !#e resul!s of !#e needs "n"lsis "nd

followed " desi*n of !es! !"ss "nd on!en! w#i# is !#e represen!"!ie of !"ss in

!#e !"r*e! si!u"!ion.


22/46


Business !elep#one e!iue!!esC is "n "ddi!ion"l ri!erion on !#e sorin* ruri for

usiness !elep#one oners"!ion. %s for !#e !es! !"ss, i! onsis!s of four perform"ne

s"les s!"r!in* from 7 me"ns Blimi!edC, 2 me"n Bdeelopin*C, me"ns Bprofiien!C "nd

4 me"ns Bne"r n"!ieC. e s"le 7 "nd 2 indi"!e !#e !es! !"erCs perform"ne is

un"ep!"le (s!ill in need of improemen!) w#ile !#e s"le "nd 4 indi"!e !#"! !#e

!es! !"erCs perform"ne is "ep!"le. %s " resul!, inferenes "ou! " !es! !"erCs

"p"i! !o use l"n*u"*e in speifi dom"in "re !#e e=pe!ed ou!omes of !#e En*lis#

or"l !es! in !#is s!ud.

Frameor" 0. ! frameor" for designing the instructional?learning plan

e le"rnin* "nd ins!ru!ion"l pl"n w"s "sed on V*o!sCs None of Pro=im"l

1eelopmen! (NP1) "nd s"ffoldin* "s well "s s!"*es of ins!ru!ion"l proess of

ornur (200@) "nd /rown "nd


23/46


onernin* !#e !pes of !#e ins!ru!ion, e"# of !#e lesson uni!s norm"ll

s!"r!ed wi!# form-foused ins!ru!ion efore moin* on !o me"nin*-foused "nd

fin"ll !o deelopin* fluen. 3oweer, e"# of !#e lessons w"s fle=ile. e !pe of

ins!ru!ion ould e oerl"ppin* for some "!ii!ies. or e="mple, i! w"s possile !#"!

"ppropri"!ion "!ii!ies ould e o!# form-foused "nd me"nin*-foused. I! ould

"lso e "ep!"le if "ppropri"!ion "!ii!ies "llowed some sor!s of Bdeelopin*

fluenC ins!ru!ion in " w".

%ll of !#ese fr"mewors were used "s " lueprin! !o deelop !#e ompe!en-

"sed En*lis# or"l ommuni"!ion ourse for P: s!uden!s. %f!er !#"!, we e*"n !o

desi*n !#e ourse s!ru!ure "sed on !#e four sele!ed le"rnin* oe!ies. Sine !#e

firs! !#ree le"rnin* oe!ies "re p"r!s of needed ompe!enies for o in!eriew

w#ile !#e l"s! one is " p"r! of needed ompe!enies for P: worin* si!u"!ions. e

ourse !#erefore on!"ined !wo modules; En*lis# for o in!eriew "nd En*lis# for

en!r-leel P: personnel "s illus!r"!ed in !#e proposed ourse s!ru!ure elow;

*he course structure of English oral communication course for PR students

English Oral Communication Course for PR students

@odule 3. English for Aob 3ntervie : , sessions;

• In!rodu!ion !o P: o rerui!men! proess "nd P: o posi!ions

• &"lin* "ou! our "*round "nd e=perienes

• &"lin* "ou! our s!ren*!#s

• &"lin* "ou! our we"nesses

• &"lin* "ou! omp"nies "nd or*"niA"!ions

• Pr"!iin* " o in!eriew888 3n-class @idterm Eam ?Posttest $ :$ session;

@odule 33. English for entry-level PR personnel :, sessions;

332$ Receiving business telephone calls :7 sessions;

• &"in* usiness !elep#one mess"*es

• :eeiin* usiness !elep#one "lls

• :eeiin* ompl"in! "lls

332+ @a"ing business telephone calls : + sessions;

• $"in* P:-rel"!ed usiness !elep#one "lls

• Pr"!iin* m"in* P: rel"!ed usiness !elep#one "lls

332, Brap-up session :$ session;

888 3n-class Final Eam ? Posttest + :$ session;

2


24/46


&"le @; e ourse S!ru!ure

e ourse onsis!ed of 74 sessions (2 #ourssession). e firs! si= sessions

were dedi"!ed !o En*lis# lessons for o in!eriew. en, " wee "f!er !#e s!uden!s

needed !o !"e " mid!erm e="m w#i# w"s onsidered !#eir pos!!es! 7. e on!en! of

!#e e="m oered !#e firs! four le"rnin* oe!ies. or lessons under !#e module of

En*lis# for en!r-leel P: s!"ff, si= sessions were dedi"!ed !o oer !#e mos!

reuired "spe!s of usiness !elep#one oners"!ions (!#ree sessions for reeiin*

usiness !elep#one "lls, !wo sessions for m"in* usiness !elep#one "lls "nd one

session for wr"p-up pr"!ie). % wee l"!er, in !#eir l"s! session "! !#e end of !#e

ourse !#e s!uden!s needed !o !"e in-l"ss fin"l e="m w#i# w"s !#eir pos!!es! 2. e

on!en! of !#e e="m oered onl !#e le"rnin* oe!ie 5 w#i# is "ou! #"ndlin*

usiness !elep#one oners"!ions.

e lessons were deeloped "nd "d"p!ed from seer"l soures onsidered

rele"n! !o !#e p"r!iip"n!s. or e="mple, some of !#e !e=!oos #"e een produed

"nd used m"or uniersi!ies in "il"nd su# "s "mm"s"! +niersi! "nd

1#ur"i /undi! +niersi! "nd "u!#en!i m"!eri"ls su# "s re"l P: o

"der!isemen!s, ideo lips from !#e in!erne! #"e een inluded in !#e lessons. e

lessons in !#is module were erified !wo En*lis# l"n*u"*e !e"#ers wi!# " do!or"l

de*ree "nd one P: !e"#er wi!# P: worin* e=perienes "s ein* "ppropri"!e "nd

useful for !#e s!uden!s.

2. In response !o !#e rese"r# ues!ion 2; 3ow effe!ie is !#e ourse "s

e"lu"!ed "*"ins! !#e se! ri!eri" efore, durin* "nd "f!er !#e ourse implemen!"!ionJ

e resul!s of e="minin* !#e effe!ieness of !#e ourse "*"ins! e"# ri!erion

"re repor!ed in &"le 5 "s followin*;

24


25/46


ri!erion

numer&pe of !#eri!eri"

&imin* of !#e

e"lu"!ion

1esrip!ions of e"# ri!erion e ou!ome

ri!erionno.7%ffe!ieri!erion

/efore !#e ourseimplemen!"!ion

-e"lu"!in* !#e deeloped oursem"!eri"ls e=per!s usin* "ne"lu"!ion form for !#e oursem"!eri"ls.-e resul!s of !#e ourse m"!eri"l

e"lu"!ion "re Χ O .50 w#i#

indi"!es posi!ie opinions of !#ee=per!s !ow"rd !#e u"li! of !#eourse m"!eri"ls.

on !#e fie-r"!in* s"le, "llof !#e lis!ed ri!eri" on o!#of !#e e"lu"!ion forms ( for !#e lesson pl"ns "nd !#eEn*lis# or"l !es!) reeied

Χ O .50 w#i# indi"!es

posi!ie opinions of !#ee=per!s !ow"rd !#e u"li!of !#e ourse m"!eri"ls (see

%ppendi= 2).ri!erionno.2

%ffe!ieri!erion


-omp"rin* !#e s!uden!sC self-#elis!s on !#eir firs! "nd !#eir

seond perform"ne.-e s!uden!sC sores of !#e self-#elis! (on !#eir seond perform"ne) "re #i*#er !#"n !#esores from !#e self-#elis! (on!#eir firs! perform"ne).

e resul!s of !#e self-#elis!s durin* !#e ourse

implemen!"!ion from p"ireds"mples !es! indi"!e !#"! p"r!iip"n!s r"!ed!#emseles #i*#er "f!er !#eourse implemen!"!ion "! "s!"!is!i"l si*nifi"n! leel

(p .05) ( See %ppendi= )

ri!erionno.%ffe!ieri!erion


-e"lu"!in* !#e proess of !e"#in*"nd le"rnin* usin* !e"#erCs lo*s"nd s!uden!sC lo*s-e !e"#erCs lo*s "nd s!uden!sClo*s indi"!e posi!ie resul!s.

ree m"in "spe!s;l"ssroom enironmen!,"w"reness of !#eirwe"nesses "nd s!ren*!#s"nd mo!i"!ion wereosered "nd !#ere were

posi!ie eidenes for "ll of!#e !#ree "spe!s.

ri!erionno.4o*ni!ieri!erion


-omp"rin* s!uden!sCsores on !#eEn*lis# or"l !es!s efore "nd "f!er!#e implemen!"!ion-e s!uden!sC sores of !#e pos!-or"l !es! "re si*nifi"n!l #i*#er!#"n !#e sores from !#e pre-!es!

"ordin* !o !-!es! "nd !#e o#enCsd effe! siAe s#ould e L 0.5(medium effe! siAe)

e resul!s of [email protected] fromt-test indi"!ed !#"! p"r!iip"n!s in !#e s!ud #"d#i*#er sores in !#eir or"l pos!-!es! "! " si*nifi"n!leel (p .05). e

o#enCs d effe!-siAe of2.@5 indi"!es " l"r*e effe!siAe (see %ppendi= 4).

ri!erionno.5%ffe!ieri!erion


-omp"rin* !#e s!uden!sC self-#elis!s 1% 7 "nd !#e s!uden!sCself-#elis!s "! !#e end of !#eourse

-e s!uden!sC sores of !#e self-#elis! ("! !#e end of !#e ourse)"re si*nifi"n!l #i*#er !#"n !#esores from !#e self-#elis! (1%7).

e resul!s of !#e self-#elis!s efore "nd "f!er!#e ourse implemen!"!ionfrom p"ired s"mples !es!

indi"!e !#"! p"r!iip"n!sr"!ed !#emseles #i*#er"f!er !#e ourseimplemen!"!ion "! "s!"!is!i"ll si*nifi"n! leel(p .05) (see %ppendi= 5).

25


26/46


ri!erionno.@%ffe!ieri!erion


-s!udin* !#e s!uden!sC opinions!ow"rds !#e oer"ll deelopedourse in !erms of !#eir s"!isf"!ion,i!s usefulness "nd i!s pr"!i"li!

!#rou*# !#e use of ues!ionn"ire-e resul!s of !#e end-of-!#e

ourse ues!ionn"ire sure "re

Χ O .50 w#i# indi"!es posi!ie

opinions !ow"rd !#e oer"ll ourse"! !#e end of !#e ourse.

'n !#e fie-r"!in* s"le, "llof !#e lis!ed ri!eri" on o!#of !#e e"lu"!ion form

reeied Χ O .50 w#i#

indi"!es posi!ie opinions

of !#e p"r!iip"n!s !ow"rd!#e oer"ll ourse ( see%ppendi= @)

ri!erion

no. 6%ffe!ieri!erion

%f!er !#e ourse

implemen!"!ion

-s!udin* !#e s!uden!sC opinions

!ow"rds !#e oer"ll deelopedourse in !erms of !#eir s"!isf"!ion,i!s usefulness "nd i!s pr"!i"li!!#rou*# !#e use of in!eriew wi!#!#e p"r!iip"n!s-e resul!s of !#e in!eriew wi!#

!#e p"r!iip"n!s indi"!e posi!ieopinions !ow"rd !#e oer"ll ourse.

%ll of !#e p"r!iip"n!s s"id

!#"! !#e ourse w"s BusefulC"nd Bpr"!i"lC. issu**es!s !#"! !#ewere s"!isfied wi!# !#eourse.

&"le 6; se! ri!eri" for ourse e"lu"!ion

In onlusion, !#e resul!s of !#e ourse e"lu"!ion indi"!e !#"! !#e ourse w"s

effe!ie sine "ll of !#e se! ri!eri" (o!# o*ni!ie "nd "ffe!ie ri!eri") were

"#ieed. /o!# u"n!i!"!ie "nd u"li!"!ie d"!" ree"l !#"! !#ere were si*nifi"n!

improemen!s in p"r!iip"n!sC ompe!enies in En*lis# or"l ommuni"!ion "nd

iscussion

is se!ion disusses some dis!in*uis#in* fe"!ures of !#e s!ud; !#e ourse

deelopmen! "nd !#eore!i"l us!ifi"!ions of !#e ourse effe!ieness

$2 *he course development

e presen! s!ud #"s omple!el oered !#e w#ole proess of "n ESP ourse

desi*n r"n*in* from " !#orou*# needs "n"lsis !o ourse deelopmen!, ourse

implemen!"!ion "nd ourse e"lu"!ion. :eferrin* !o i*ure7;e ompe!en-"sed

En*lis# or"l ommuni"!ion ourse !#eore!i"l fr"meworC "s preiousl presen!ed,

seer"l !#eories "nd priniples were inorpor"!ed !o ons!ru! !#e proper fr"mewor

for !#e presen! s!ud. /"sed on s!"*es in !#e ESP proess re"li! "nd !#e ompe!en-

"sed "ppro"#, !#e s!ud #"s s!"r!ed from !#e needs "n"lsis inorpor"!in* BS!eps

2@


27/46


of ompe!en-"sed %ppro"# of ourse 1esi*nC (Su"n", 2005) "nd 1%+$

!e#niue inludin* !#e ues!ionn"ire sure wi!# !#e s!uden!s. e s!ud !#en moes

!o deelopin* !#e ourse. e /"w"rd 1esi*n deeloped Wi**ins "nd $&i*#e

(2002) w"s #osen !o e !#e fr"mewor for ourse desi*n e"use of i!s underlin*

priniple !#"! fouses on !#e ou!omes m"!#es !#e onep! of ompe!en-"sed

"ppro"#. $oreoer, !#e onep! of mul!iple "ssessmen!, form"!ie "nd summ"!ie

"ssessmen! were !#e "sis of !#e "ssessmen! "nd e"lu"!ion. e SP !es!in* !#eor

w"s "dop!ed for ons!ru!in* !#e En*lis# or"l !es!. In !erms of !e"#in* "nd le"rnin*,

!#e le"rnin* "nd ins!ru!ion"l pl"n w"s "sed on V*o!sCs None of Pro=im"l

1eelopmen! (NP1) "nd s"ffoldin* "s well "s s!"*es of ins!ru!ion"l proess of

ornur (200@) "nd /rown "nd


28/46


s!ud. '!#er deelopmen!"l s!udies proposed "n e=lusie fr"mewor for ourse

deelopmen!. V"s""ul (2005) in!e*r"!es rele"n! !#eories of needs "n"lsis, "dul!

le"rners, soi"l ons!ru!iism, ompe!en-"sed "ppro"# "nd ESP !o re"!e #er

own fr"mewor for deelopin* !#e /usiness En*lis# 'r"l ommuni"!ion (/E')

ourse for us!omer-series s!"ff of in!ern"!ion"l "ns in "il"nd.

In #er s!ud, ondu!in* si!e oser"!ions "! worpl"e "p"r! from "

ues!ionn"ire sure "nd " semi-s!ru!ured in!eriew w"s " dis!in!ie elemen! in !#e

proess of needs "n"lsis. I! is impossile due !o !#e issue of onfiden!i"li! "nd

!imin* in !#is presen! s!ud. In se"r# for sui!"le d"!" olle!ion rese"r# s!r"!e*ies

for !#is s!ud, !#e rese"r#er "me "ross !wo rese"r#-"sed s!r"!e*ies used in

iden!ifin* impor!"n! ompe!enies; 1%+$ &e#niue "nd 1elp#i &e#niue.

3oweer, "f!er delier"!in* on !#e possiili! "nd pros "nd ons of e"# !e#niue, !#e

rese"r#er deided !o "dop! !#e e priniples of !#e 1%+$ !e#niue "nd modif

!#e proess. &wo rounds of in-dep!# in!eriews were #osen !o e "n "l!ern"!ie

me!#od ins!e"d of ondu!in* " wors#op.

%no!#er e="mple is !#e proess model for !#e deelopmen! of !ourism s!uden!sC

ESP ompe!ene proposed u" (2009). e model w"s re"!ed "sed on "!ion

!#eor "nd soi"l ons!ru!iism wi!# !#e use of !#e in!e*r"!ed sll"us---"

omin"!ion of !opi"l sll"us, !"s-"sed "nd proess sll"i. &opi"l sll"us w"s

#osen "s !#e le"din* sll"us "nd !"s-"sed "nd proess sll"i were used "s !#e

supplemen!"r ones. e !#eme is s!udied usin* " spei"ll re"!ed ss!em of

!"ss. I! is e*un " ommuni"!ie pre-!"s, "nd followed " !"s p#"se in w#i#

s!uden!s s!ud !#e !#eme ooper"!in* "mon* !#em. e !#eme is omple!ed "

ompre#ensie pos!-!"s p"r!, w#i# s!"r!s wi!# simple !"ss "nd is omple!ed wi!#

re"!ie prolem solin* !"ss !#"! on!"in !ourism rel"!ed prolems, w#i# promo!e

28


29/46


s!uden!sC profession"l !#inin*. 3er fr"mewor of !#e sll"us desi*n onsis!in* of

!#ree p#"ses of !"ss is simil"r !o !#e deeloped - s!ep fr"mewor for desi*nin* !#e

ins!ru!ion"l pl"n of !#e ompe!en-"sed En*lis# or"l ommuni"!ion ourse for P:

s!uden!s (refer !o i*ure 4)./o!# fr"mewors "re "sed on soi"l ons!ru!iism,

pu!!in* emp#"sis on soi"l in!er"!ion "nd oll"or"!ie le"rnin* proidin* !#ree

p#"ses of ins!ru!ion"lle"rnin* !"ss le"din* !o "uisi!ion of e"# !"r*e! ompe!en.

3oweer, !#ere is " li!!le i! differene e!ween !#e !wo fr"mewors. W#ile !#e u"Cs

fr"mewor uses " !#eme-"sed "ppro"# wi!# !#e l"s! p#"se "imin* "! ompre#ension

of !#e !"r*e! !#eme "nd deelopin* prolem solin* "nd !#inin* sills, !#e

rese"r#erCs fr"mewor fouses on "uirin* e"# !"r*e! ompe!en "nd "#iein*

fluen !#rou*# pr"!ie in !#e fin"l p#"se.

%no!#er simil"ri! "nd differene "n "lso e osered in !#e proess of

"ssessmen! "nd e"lu"!ion. e !wo fr"mewors u!iliAe o!# of form"!ie "nd

summ"!ie "ssessmen!. 3"in* omple!ed !#e !#eme, followin* u"Cs proess "nd

!#e ompe!en, followin* !#e rese"r#erCs proess, s!uden!s performed " !es!, self-

"ssessmen! of !#eir ompe!en "nd reorded !#eir feed"s. e differene is in !#e

e"lu"!ion proess. In u"Cs s!ud, !#e e"lu"!ion is done "f!er !#e omple!ion of

e"# sll"us "nd "f!er !#e omple!ion of !#e w#ole urriulum. e urriulum is

"lso e"lu"!ed !#e e=per!s durin* i!s "redi!"!ion proess, "s well "s emploers

"nd "lumni of !#e "ul!. 'n !#e on!r"r, !#e presen! s!ud proposed !#ree p#"ses of

e"lu"!ion; efore, durin* "nd "f!er !#e ourse implemen!"!ion. /efore !#e ourse

implemen!"!ion, !#e ourse w"s e"lu"!ed e=per!s !#ou*# doumen! e"lu"!ion,

pilo! s!ud "nd l"ss oser"!ion efore !#e ourse implemen!"!ion. 1urin* !#e

ourse, d"!" w"s deried from self-"ssessmen!s, s!uden!sClo*s "nd !e"#er lo*s. %! !#e

end of !#e ourse, d"!" from !#e or"l !es!, self-"ssessmen!, " ues!ionn"ire sure "nd

29


30/46


in!eriew w"s used. is s!ud did no! *o eond !o e"lu"!e !#e ourse e=per!s,

emploers "nd "lumni of !#e "ul! durin* i!s "redi!"!ion.

I! "n e onluded !#"! !#eories "nd priniples of ourse deelopmen! proide

us! " i* pi!ure of #ow " ourse is deeloped. /"sed on !#ose !#eories ESP ourse

deelopers m" need !o "d"p! "nd re"!e !#eir own fr"mewors !#"! "re speifi !o !#e

on!e=! of !#e ourse in order !o e!!er sere !#e purposes of !#e ourse "nd "#iee

!#eir *o"l. In "ddi!ion, !#is illus!r"!es !#e oun!erl"im "*"ins! !#e onern of " l" of

re"!ii! of !#e ompe!en-"sed edu"!ion. I! suppor!s "rsonCs "r*umen! !#"!

!e"#er re"!ii! in desi*nin* ins!ru!ion "nd deelopin* le"rnin* "!ii!ies is no!

res!ri!ed in " ompe!en-"sed pro*r"m. e "oe "n"lsis s#ows !#"! "sed on

!#e m"in !#eories of ourse deelopmen! "nd !#e priniple of ompe!en-"sed

"ppro"#, "rious "ppli"!ions s#owin* re"!ii! "re possile in numerous ESP

ompe!en-"sed ourses.

• @ultiple means of assessment . an important ingredient in

competency-based education

$ul!iple me"ns of "ssessmen! were used in !#ree p#"ses; efore !#e ourse

implemen!"!ion, durin* !#e ourse implemen!"!ion, "f!er !#e ourse implemen!"!ion.

e use of mul!iple me"ns of "ssessmen! is suppor!ed o#en (7994;79@) s!"!in*

!#"! "ssessmen! of l"n*u"*e enefi!s from !#e use of mul!iple me"ns oer !ime. /

u!iliAin* mul!iple me"ns of "ssessmen!, !#e !e"#er w"s "le !o o!"in ri# d"!" of

o!# u"n!i!"!ie "nd u"li!"!ie inform"!ion. e use of mul!iple me"ns of

"ssessmen! is espei"ll neess"r espei"ll for ompe!en-"sed ourses e"use

!#e ri# d"!" o!"ined from "rious me"ns of "ssessmen! "llow !#e !e"#er !o "n"lAe

"nd iden!if !#e proess of "#iein* !#e ou!omes. e !e"#er is "le !o s!"!e w#"!

ou!omes were "#ieed, w#en !#e were "#ieed, #ow !#e were "#ieed "nd w#

0


31/46


!#e were "#ieed. In !#is s!ud, !#e rese"r#er !#ins !#"! !#e "n"lsis of !#e proess

of ou!ome "#ieemen! is impor!"n! for us!ifin* B"oun!"ili!C of !#e ourse.

• Developing an ESP course. ! long but orthhile )ourney

%ll of !#e fr"mewors illus!r"!e #ow " ompe!en-"sed uniersi! ESP

ourse is deeloped. % deelopmen! of !#e ourse e*ins wi!# "reful ines!i*"!ion of

!#e le"rnersC needs, " pl"n !o !r"nsl"!e !#ose needs in!o " ourse desi*n, " proess of

erifi"!ion "nd e"lu"!ion of !#e lessons "nd m"!eri"ls, !#en "n implemen!"!ion of !#e

ourse "nd fin"ll "n e"lu"!ion of !#e ourse. I! is oious !#"! !#e proess of

deelopin* su# " ourse inoles m"n s!eps "nd !"es ui!e " lo! of !ime "nd

resoures.

In !#is s!ud, !#e needs "n"lsis s!"r!ed in "nu"r 2008 "nd finis#ed in %pril

2008.


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mo!i"!ion "nd !#e le"rnerCs s"!isf"!ion). If more "nd more effe!ie ESP ourses "re

""il"le !o !#e s!uden!s, i! would m"e " #u*e differene in edu"!ion "nd n"!ion"l

worfores "s uniersi!ies "re "le !o produe more "nd more En*lis# profiien! o

"ndid"!es.

+2 *heoretical )ustifications for the effectiveness of the competency-based English

oral communication for undergraduate PR students

e effe!ieness of !#is ompe!en-"sed En*lis# or"l ommuni"!ion

ourse for P: s!uden!s w"s e="mined in !#ree p#r"ses; efore !#e implemen!"!ion of

!#e ourse, durin* !#e implemen!"!ion of !#e ourse "nd "f!er !#e implemen!"!ion of

!#e ourse. Seen ri!eri" were used !o e="mine !#e effe!ieness of !#e ourse. %s "

resul!, "ll of !#e ri!eri" were "#ieed. I! "n e s"id !#"! !#e ompe!en-"sed

En*lis# or"l ommuni"!ion ourse for P: s!uden!s wors well. e followin*s "re

!#eore!i"l us!ifi"!ions for !#e effe!ieness of !#e ourse.

• 6eeds analysis is the corner stone of ESP and leads to a very

focused course< :Dudley-Evans and St Aohn $&&. $++;

'ne of !#e mos! impor!"n! re"sons le"din* !o !#e effe!ie ourse desi*n is !#e

f"! !#"! !#e ourse w"s !"ilor-m"de !o sere !#e er speifi needs of !#ese le"rners

"nd !#is mo!i"!es !#em "nd en"les !#em !o e "le !o onen!r"!e on !#eir le"rnin*

in order !o "#iee !#e needed ompe!enies. %s !#e resul!s of !#e-end-of-!#e ourse

sure ree"led, !#e #i*# me"n of 4.@9 indi"!es !#"! !#e ourse responded !o !#e

needs of !#e s!uden!s "nd !#e er #i*# me"n of 4.97 s#ows !#"! !#e ourse w"s useful

"nd pr"!i"l. e s"me resul!s ree"led in !#e in!eriew. 700Q of !#e le"rner

p"r!iip"n!s s#"red !#e s"me ommen! durin* !#e in!eriew s!"!in* !#"! !#e ourse w"s

effe!ie e"use i! w"s "ppropri"!e, pr"!i"l "nd sered !#eir needs wi!# 40Q of !#e

p"r!iip"n!s !#ou*#! !#e ourse w"s effe!ie e"use i! w"s spei"ll desi*ned for P:

2


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s!uden!s. is suppor!s !#e poin! !#"! surein* s!uden!sC needs efore !#e l"ss "n

#ei*#!en le"rner mo!i"!ion, "s s!uden!s m" feel w#"! is !"u*#! in l"ss will e

rele"n! !o !#eir needs (/rown 7995).

e resul!s from !#is presen! s!ud onfirm !#e ide" of needs "n"lsis, !o

*"!#er "s mu# inform"!ion "ou! !#e needs "nd prolems of p"r!iip"n!s is !#e e

"nd i!"l s!ep for " suessful ESP ourse desi*n.

• E!?OP courses heighten motivation leading to the success of the

course

e seond re"son !o e=pl"in w# !#e ourse w"s effe!ie is !#"! !#e n"!ure of

!#e ourse w#i# is E%'P "ffe!s !#e s!uden!sC #i*# mo!i"!ion on!riu!in* !o !#e

suess of !#e ourse. is "d"n!"*e of ESP espei"ll E'P is "lso poin!ed ou!

orenAo (2005; 7). In #is opinion, ESP onen!r"!es more on l"n*u"*e in on!e=! !#"n

on !e"#in* *r"mm"r "nd l"n*u"*e s!ru!ures "nd "s ESP is usu"ll deliered !o "dul!

s!uden!s, freuen!l in " wor rel"!ed se!!in* (E'P), !#"! mo!i"!ion !o le"rn is #i*#er

!#"n in usu"l ES (En*lis# "s " Seond "n*u"*e) on!e=!s. In !#is s!ud, !#e

p"r!iip"n!s "re !#ird-e"r "nd four!#-e"r s!uden!s. eir pro*r"m of s!ud eomes

more in!ense in !#eir disiplines "nd pr"!ie. e s!uden!s s!"r! !#inin* "ou! !#eir

fu!ure; !#eir o oppor!uni!ies. is ourse fousin* on oup"!ion"l purposes #elp !#e

s!uden!s prep"re for w#"! !#e need in !#e fu!ure. I! "lso "llows !#e s!uden!s !o rin*

w#"! !#e #"e le"rned in !#eor in!o pr"!ie *iin* !#em " #"ne !o "!u"ll

perform !#e o-rel"!ed !"ss. is ould e " re"son for #i*# mo!i"!ion of !#e

s!uden!s.

• *he components of C(E contribute to the success of the course

e #"r"!eris!is of ompe!en-"sed "ppro"# pl" " i* role in !#e

"#ieemen! of !#e ourse. irs!l, ompe!enies "re preise "nd useful. I! me"ns !#"!


34/46


!#e "re well defined "nd !#"! !#e "n e rel"!ed !o w#"! s!uden!s need "nd !o w#"! is

"ppe"lin* !o !#em. Seondl, !#e w" !#"! ompe!en-"sed "ppro"# pu! emp#"sis

on !#e ou!omes is s!r"i*#!forw"rd "nd e"s !o unders!"nd for !#e !e"#er "nd !#e

s!uden!s. W#en desi*nin* !#e ou!ome-"sed ourse, i! is e"s for ourse desi*ners !o

re"!e ins!ru!ion"l "nd "ssessmen! pl"n e"use !#e fous of !#e ourse w#i# is !#e

e=pe!ed ou!omes "re m"de oious "nd e=plii! "! !#e e*innin*. In " ompe!en-

"sed l"ssroom, ri!eri" of "n e=pe!ed perform"ne is m"de le"r "nd "*reed upon

e!ween !#e !e"#er "nd !#e s!uden!s "! !#e e*innin* of !#e ourse. e "ppro"#

#elps !#e !e"#er !o onen!r"!e in le"din* !#e s!uden!s in "n "ppropri"!e dire!ion "nd

no! *e!!in* los! on !#e w" "s !#e "ppro"# i!self reuires !#e !e"#er !o se! up le"r

me"sur"le oe!ies sine !#e e*innin*. %s !#e fous is pu! on !#e ou!ome

perform"nes, !#e !e"#er "n "lw"s "ssess "nd reiew !#eir ins!ru!ions w#eneer

!#e s!uden!s f"il !o mee! !#eir s!"nd"rd. %s for !#e s!uden!s, !#is "ppro"# "lso "ssis!s

!#e s!uden!s !remendousl espei"ll !#e we" ones. e "re informed dire!l w#"!

!#e need !o le"rn "nd w#"! e="!l is *oin* !o e !es!ed in !#e ourse. is w",

s!uden!s "re *oin* !o e "w"re of !#eir le"rnin* proess "nd !#e *o"ls !#e need !o

"#iee. %no!#er w" !o loo "! i!, w#en eer!#in* is s!"!ed le"rl "nd e=plii!l !o

o!# p"r!ies "! !#e e*innin* of !#e ourse, i! is lie si*nin* " on!r"! e!ween !#e

!e"#er "nd !#e s!uden!s !o omple!e " mission. %s " resul!, !#e !e"#er "nd !#e

s!uden!s feel lie worin* in " !e"m !o "omplis# !#e mission. is "ppe"rs in some

of !#e ommen!s on !#e !e"#erCs lo*s "s well "s on !#e s!uden!sC lo*s "nd in!eriew;

e ommen! from one of !#e !e"#erC lo*s s"s;

After a while$ the students #new their roles in class& 1hey understood the rules and

they were willing to participate& 2 felt that we were wor#ing "ery well as a team& 1his

made the class run "ery smoothly&0

4


35/46


e followin* ommen!s "re !"en from !#e s!uden!sC lo*s;

2 en%oyed the class& 3or#ing in group made learning fun& E"erybody participated in

class acti"ities& o stress& 1he class was "ery acti"e&0

3e wor#ed well together& 3e cooperated "ery well& 2 had fun0&

e followin* ommen!s "re !"en from !#e in!eriew;

1he teacher told us right at the beginning what the ob%ecti"es were& 'he explained

the acti"ities and the assessment criteria& 2 thin# it was fair and helpful& 4y friends

and 2 en%oyed learning and practice spea#ing English&0

1he class was "ery acti"e and energetic& 2 li#ed it& E"erybody pay attention in

learning and practicing& 3e helped one another in learning& 2 really en%oyed the

class&0

irdl, !#e f"! !#"! "ssessmen! in ompe!en-"sed "ppro"# is me"nin*ful

"nd f"ir !o !#e s!uden!s inre"ses mo!i"!ion of !#e s!uden!s. ompe!en-"sed

"ppro"# emplos perform"ne-"sed "ssessmen! w#i# is ri!erion-referened. I!

me"sures #ow mu##ow well " le"rner #"s "omplis#ed on e"# oe!ie wi!#ou!

referene !o !#e o!#er le"rnerCs resul!s. I! is opposi!e !o "ssessmen! in !r"di!ion"l

uniersi! En*lis# ourses w#i# relies #e"il on p"per "nd penil !es!s "nd e"#

s!uden!Cs perform"ne is usu"ll omp"red !o !#e *roup norm (" norm-referened

!es!). $oreoer, !#ere were m"n "!ii!ies proided for !#e s!uden!s !o #elp !#em

pr"!ie !#eir En*lis# or"l ompe!enies. % "rie! of "!ii!ies in e"# l"ss su# "s

disussion, lis!enin*, re"din*, wri!in*, *"mes, role-pl"s, $S< "!#es !#e s!uden!sC

in!eres!. 3e" emp#"sis on Bpr"!iin*C e"# ompe!en is *ien in eer session.

In e"# session, l"ss "!ii!ies "s well "s #omewor "ssi*nmen!s "ims !o #elp !#e

p"r!iip"n!s !o "#iee e"# ompe!en. % lo! of pr"!ies !o*e!#er wi!# !#eir s!ron*

5


36/46


mo!i"!ion !o le"rn ould e one of !#e re"sons w# p"r!iip"n!s demons!r"!ed

si*nifi"n! improemen!s.

• *he importance and the benefit of self- and peer assessment in the

competency-based course

In " le"rner-en!ered ss!em, le"rners "n e sensi!iAed !o !#eir roles "s le"rner,

"nd "n "lso e "ssis!ed !o deelop "s "u!onomous le"rners !#e ss!em"!i use of

self-"ssessmen!. Su# le"rner-en!ered "ssessmen! will #elp deelop " ri!i"l self-

onsiousness le"rners of !#eir own role "s "!ie "*en!s wi!#in !#e le"rnin*

proess (


37/46


of !#e le"rners. e seond re"son is !#"! !#e resul!s of !#e self-"ssessmen! or peer-

"ssessmen! "re no! used !o infer " re"l l"n*u"*e "p"i! of !#e p"r!iip"n!s. /u!, !#e

were used !o e="mine !#e "ffe!ie "spe!s of !#e p"r!iip"n!s in !erm of !#eir

s"!isf"!ion of !#eir pro*ress. In !#is s!ud, !#e resul!s of !#e in-l"ss self-"ssessmen!

s#ow !#"! mos! of !#e s!uden!s r"!ed !#eir seond in-l"ss perform"ne #i*#er !#"n

!#eir firs! in-l"ss perform"ne. e s"me resul!s found from !#e omp"rison of self-

"ssessmen! 1" 7 "nd "! !#e end of !#e ourse. is me"ns !#"! mos! s!uden!s fel! !#"!

!#e #"d m"de " pro*ress. 1urin* !#e in!eriew, some of !#e s!uden!s proided "

ommen! on !#e use of self-"ssessmen! "s follows;

1he self and peer assessment was useful because it made me reali5e my

strengths and wea#nesses as well as my peers’& 3e got to obser"e and comment one

another& 2t showed my de"elopment& *efore 2 was able to spea# little$ but now 2 can

spea# English better&0

3e got to #now what we ha"e learned and how we ha"e achie"ed each wee#&

2t (self-assessment was useful because we were able to learn from the comments and

#eep de"eloping& 2t (self-assessment gi"es us an idea of how we spea# and whether

we spea# correctly&0

ewis (7990) proides " onsis!en! ommen! s!"!in* !#"! self-"ssessmen! is

" useful !ool in enour"*in* le"rners !o e more inoled in pl"nnin* !#eir own

le"rnin*, refle!in* !#eir pro*ress "nd i! is " me"ns !o see if le"rners "re mee!in* !#eir

needs.

%ll of !#e "oe re"sons e=pl"in !#e f"!ors on!riu!e !o suess of !#e ourse.

e #"r"!eris!is of ompe!en-"sed "ppro"# pl" " m"or role in !#e

"#ieemen! of !#e ourse. is suppor!s "n ide" !o use ompe!en-"sed "ppro"#

in ESP ourses.

6


38/46


Conclusion

e s!ud presen!s " proess of deelopin* !#e ompe!en-"sed En*lis# or"l

ommuni"!ion ourse for under*r"du"!e P: s!uden!s. e resul!s "nd findin*s from

e"# s!"*e of !#e s!ud "re repor!ed in response !o !#e rese"r# ues!ions. %f!er !#e

needs "n"lsis w"s ondu!ed, !#e !"ilor-m"de ompe!en-"sed En*lis# or"l

ommuni"!ion ourse for P: s!uden!s w"s deeloped. e s!ud presen!s !#e ourse

deelopmen! proess. our fr"mewors for deelopin* " ompe!en-"sed En*lis#

or"l ommuni"!ion ourse were proposed "nd used "s *uidelines in desi*nin* !#e

ourse. e m"in s!ud w"s ondu!ed in !wele sessions "nd e"lu"!ion of !#e ourse

is m"de. e resul!s of !#e ourse e"lu"!ion ree"l si*nifi"n! improemen! o!# in

!erms of En*lis# or"l perform"nes "nd s!uden!sC s"!isf"!ion !ow"rd !#e ourse.

Seer"l re"sons underlin* !#e "#ieemen! of !#e ourse "re disussed. Ver

impor!"n!l, !#e s!ud suppor!s !#e use of ompe!en-"sed "ppro"# in ESP ourses

"s i!s #"r"!eris!is on!riu!e " *re"! de"l of !#e ourse effe!ieness.

!c"noledgments

We !#"n e 90!# %


39/46


References

%uer"#, E.:. (798@). ompe!en-"sed ES; one s!ep forw"rd or !wo s!ep "J

&ES' Ku"r!erl, 20(), 477-429.

/oon"ipe!, . (7992).e


40/46


E:I 1i*es! (7984). Edu"!ion"l %oun!"ili!. os %n*les %; E:I

le"rin*#ouse for unior olle*es (E1 28@557). %"il"le from

#!!p;www.eridi*es!s.or*pre-92@edu"!ion"l.#!m2008, une 20T

indle, .%. H


41/46


edu"!ion. In :.%. Voor#ees (Ed.), $e"surin* w#"! m"!!ers ompe!en-"sed

le"rnin* models in #i*#er edu"!ion (pp.47-54). S"n r"niso; osse-/"ss.

P#olsw"rd, :. (7989).e %ssessmen! of !#e En*lis# "n*u"*e


42/46


!ppendi $

e needed ompe!enies "re lis!ed elow;

or P: o "ppli"!ion;

7. "n in!rodue !#emseles, desrie !#eir edu"!ion"l "*rounds, !#eir

p"r!iip"!ion in e=!r" urriulum "!ii!ies, "nd o e=perienes.

2. "n !"l "ou! !#eir "ili!ies, !#eir #oies, !#eir s!ren*!#s "nd

we"nesses, "s well "s !#eir lies "nd dislies.

. "n *ie some inform"!ion "ou! !#e or*"niA"!ion !#e "re "pplin* for.

4. "n use some proper ommuni"!ie s!r"!e*ies !o #elp !#em w#en !#e "re

"sed some diffiul!prolem"!i ues!ions.

or worin* "s en!r-leel P: personnel;

7. "n use "si our!es formul"s "nd "rr on sm"ll !"l.

2. "n #"ndle p#one oners"!ions "nd s!"nd"rd replies, i.e., reeiin* " !elep#one

"ll, !"in* mess"*es, "nd m"in* " "si p#one "ll lie ini!in* *ues!s !o press

onferenes or "rr"n*in* "ppoin!men!s.

. "n welome omp"n *ues!s "nd "ssis! !#em w#en !#e p" " isi! !o !#e

omp"n or w#en !#e ome !o oin !#e omp"n een!s.

4. "n "!# impor!"n! poin!s from inform"!ion reeied "nd e "le !o ommuni"!e

i! !o !#eir osses, !#eir olle"*ues, "nd !#e press.

5. "n "nswer "nd *ie inform"!ion "ou! omp"n produ!s "nd series !o lien!s

"nd !#e press.

@. "n desrie m"re!in* on!e=!s of lien!s "nd lien!sC opponen!s !o !#eir

olle"*ues "nd !#eir superisors.

6. "n s#"re !#eir opinions plus !#eir suppor!in* re"sons in " mee!in*.

42


43/46


8. "n persu"de, onine, or ne*o!i"!e (e.*., !"in* "si ompl"in!s from lien!s or

from !#e press or persu"din*oninin* !#e press !o ome !o !#e press onferene or

!o pulis# !#eir press rele"se.

!ppendi +

*he results of the evaluation of the proposed course and materials by the epertsCriteria for evaluating the course plan @ean

!. Ob)ectives.

7. e oe!ies "re re"lis!i. 02,%

2. e oe!ies "re "ppropri"!e. 027%

. e oe!ies "re "#ie"le. '2%%

(. Contents.

4. e on!en!s "re rele"n! !o !#e s!uden!sC needs. 02,%

5. e on!en!s "re "! !#e ri*#! leel. 02,%

@. e on!en!s "re sui!"le for !#e !ime "llo!!ed. 02,%

6. e seuene of !#e on!en!s is "ppropri"!e. 02,%

8. e on!en!s "re ompre#ensie enou*#. 02,%

9. e on!en!s "re foused enou*#. 02%%

C. *he ay the course is organi>ed

70. I! flows from uni! !o uni!. 02,%

77. I! flows wi!#in uni!s. 027%

72. I! "llows !#e s!uden!s !o pereie " sensile pro*ression. 02,%

D. *he materials and instructional activities

7. e m"!eri"ls "!ii!ies m"!# !#e uni! oe!ies. 02,%

74. e m"!eri"ls"!ii!ies m"e le"r !#e ommuni"!ie uses of !#e l"n*u"*e. 02,%75. e m"!eri"ls"!ii!ies "re "*e "ppropri"!e, "! !#e ri*#! leel "nd of "ppropri"!ediffiul!.

02,%

7@. e m"!eri"ls "!ii!ies "re en*"*in* "nd le"rner-en!ered. 02%%

76. e m"!eri"ls"!ii!ies enour"*e ooper"!ie le"rnin*. 02,%

78. e m"!eri"ls"!ii!ies "re me"nin*ful "nd useful !o !#ese s!uden!s. '2%%

79. e m"!eri"ls "!ii!ies "re "ried "nd "n "ommod"!e differen! le"rnin* s!les "nd preferenes.

72'%

20. e m"!eri"ls"!ii!ies inlude ul!ur"l on!en! "ppropri"!e !o !#e !"r*e! ul!ure. 02%%

27.e m"!eri"ls "!ii!ies "re "u!#en!i 027%

22. e m"!eri"ls"!ii!ies seem fun "nd in!eres!in*. 02,%

2. e m"!eri"ls"!ii!ies "re sui!"le for !#e !ime "llo!!ed. 02%%

24. e ins!ru!ions "re le"r "nd "ppropri"!e !o !#e s!uden!s. '2%%25. ere is enou*# pr"!ie for !#e s!uden!s. 02,%

E. *he assessment and evaluation plan

2@. e "ssessmen!e"lu"!ion pl"n "llows !#e s!uden!s !o unders!"nd #ow "nd w# !#e will e "ssessed.

02,%

26. e "ssessmen! "!ii!ies "ssess w#"! #"s een le"rned. 02%%

28. e "ssessmen! "!ii!ies "re "ppropri"!e !o !#e s!uden!sC leel. 02,%

29. e "ssessmen! "!ii!ies "re "le !o me"sure pro*ress or "#ieemen!. 02%%

0. e "ssessmen! "!ii!ies "re sui!"le for !#e !ime "llo!!ed. '2%%

Criteria for evaluating the oral test @ean

7. e !es! is "lid "nd onsis!en! wi!# i!s oe!ies. 02%

2. e !es! #"s "ppropri"!e on!en! "nd ons!ru! "lidi!. 02%

. e !es! "ssesses ompe!enies in or"l ommuni"!ion !#rou*# "!u"l perform"ne in

soi"l se!!in*s "ppropri"!e !o !#e ompe!enies ein* "ssessed.

02+%

4. e resul!s of !#e !es! will refle! !#e in!ended ompe!enies. 72%

4


44/46


5. e len*!# of !#e !es! is "ppropri"!e. 02+%

@. e !es! is sui!"le for !#e !ime "llo!!ed. 72%

6. e l"n*u"*e is used "ppropri"!el. 02+%

8. e ins!ru!ions of !#e !es! "re le"r "nd sui!"le. 02%%

9. e !es! #"s "n "ep!"le leel of reli"ili! (e.*. in!er-r"!er reli"ili!) 02,%

70. e !es! is free from ul!ur"l, se=u"l, e!#i"l, r"i"l, "*e "nd deelopmen!"l i"s. 020%

77. e !es! is sui!"le for !#e deelopmen!"l leel of !#e indiidu"l ein* "ssessed. 02+%72. e sorin* ruri for "ssessin* or"l ommuni"!ion desries de*rees of ompe!enies. 020%

7. e sorin* ruri onsis!s of "ppropri"!e "nd enou*# ri!eri" !o "ssess !#e in!endedompe!enies.

020%

!ppendi 7

! comparison of the participants< self-assessment on English oral communication for a )ob

intervie

o in!eriew $in $"=

Χ

S1 !-!es! o#enCs d

Perform"ne 7 2.00 .00 2.028@ .7@90 -24.598 5.@9

Perform"ne 2 .00 4.00 .8000 .40584

p 0.05

! comparison of the participants< self assessments on receiving business telephone calls

:eeiin* "lls $in $"= Χ

S1 !-!es! o#enCs d

Perform"ne 7 2.00 4.00 2.9674 .60@57 -5.722 7.78

Perform"ne 2 .00 4.00 .@856 .4670

p 0.05

! comparison of the participants< self assessments on ma"ing business telephone calls

$"in* "lls $in $"= Χ

S1 !-!es! o#enCs d

Perform"ne 7 2.00 .00 2.@28@ .49024 -70.492 2.28

Perform"ne 2 .00 4.00 .674 .4585

p 0.05

!ppendi 0

*he mean scores of the English oral pretest and posttest including the effect si>e

of Cohen


45/46


ΧS1 ! o#enC d

Pre!es! 7.00 .00 7.@2 0.59

[email protected] 2.@5

Pos!!es! 2.00 4.00 .00 0.42

Pre!es!-

pos!!es!-7.6 0.49

p0.05

!ppendi '

Paired Samples *est of the Self-chec"lists before and after the course

implementation

3tems Paired Differences t Cohen


46/46


*he results of the end-of-the-course uestionnaire survey

Criteria for evaluating the course 6 @in @a @ean SD2

7. e lessons responded !o !#e needs of !#e s!uden!s. 5 4.00 5.00 4.@9 .46

2. e lessons were useful "nd pr"!i"l. 5 4.00 5.00 4.97 .28

. e lessons were unders!"nd"le "nd sui!"le !o !#es!uden!Cs l"n*u"*e leelnowled*e "nd "*e.

5 4.00 5.00 4.8@ .@

4. e lessons were "u!#en!i. 5 .00 5.00 4.8 .45

5. e seuene "nd !#e or*"niA"!ion of !#e lessonswere sui!"le.

5 4.00 5.00 4.66 .4

@. e !imin* w"s sui!"le. 5 2.00 5.00 4.4 .6

6. e speed w"s "ppropri"!e. 5 .00 5.00 4.4 .5@

8. e lessons were fun "nd in!eres!in*. 5 4.00 5.00 4.@9 .46

9. e lessons "nd !e"#in* s!les were "rious. 5 4.00 5.00 4.57 .57

70. e !e"#er !#e !e"#in* me!#ods #elped ou !ole"rn.

5 4.00 5.00 4.89 .2

77. e !e"#er!#e !e"#in* me!#ods "llowed

oppor!uni!ies for e=#"n*in* nowled*e "nd promo!eds#"red le"rnin*.

5 .00 5.00 4.80 .46

72. e m"!eri"ls were useful "nd "ppropri"!e. 5 .00 5.00 4.49 .@7

7. e "ssessmen! w"s le"r "nd useful. 5 4.00 5.00 4.56 .50

74. ou #"e le"rned "nd improed our ompe!en

in En*lis# or"l ommuni"!ion "f!er !#e lessons.5 4.00 5.00 4.80 .47

75. 'er"ll, ou lie !#e lessons "nd !#e !e"#in* "ndou would lie !o on!inue !o s!ud more lessons.

5 4.00 5.00 4.89 .2

7@. ou !#in !#"! !#ere s#ould e " ourse lie !#is oneoffered for ou in !#e uniersi!.

5 4.00 5.00 4.89 .2

76. ou !#in !#"! !#ere s#ould e some o!#erseuen!i"l or rel"!ed ourses lie !#is one e.*. En*lis#ourses !e"#in* o!#er sills of En*lis# for P: s!uden!s

!#"! "re neess"r for o "ppli"!ion "nd worin* "sP: personnel.

5 4.00 5.00 4.89 .2

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