TEACHERS’ PERCEPTIONS TOWARDS IMPLEMENTING OUTCOME-BASED APPROACH FOR TEACHING YOUNG LEARNERS

Authors

  • Luu Nguyen Quoc Hung Can Tho University, Vietnam

DOI:

https://doi.org/10.46827/ejel.v6i6.3957

Keywords:

challenges, learning outcomes, outcome-based approach, perceptions

Abstract

In recent years, the implementation of outcome-based approach has been much emphasized as an increasing effort to improve educational quality and institutional accountability. Relatively contrary to the traditional education, outcome-based approach has put much emphasis on learners and their learning process. Understanding teachers’ beliefs about learning outcomes and outcome-based approach can help reinforce teaching practices. This small-scaled study investigated a group of 32 teachers of young learners about their perceptions of implementing outcome-based education at the Center for Foreign Languages in Can Tho City in Vietnam. Overall, the teachers indicated positive perceptions towards practices of using learning outcomes and presented typical challenges of implementing learning outcomes for teaching young learners. There were several major recommendations for teachers for effective implementation of outcome-based approach.

Article visualizations:

Hit counter

Author Biography

  • Luu Nguyen Quoc Hung, Can Tho University, Vietnam
    Luu Nguyen Quoc Hung is an English lecturer at Can Tho University. He has been teaching English for 29 years, and currently a director of the Center for Foreign Languages, Can Tho University in Vietnam. He holds a BA in TESOL from Can Tho University, an MEd in Educational Leadership and Management from RMIT International University, Vietnam, and a PhD in Education from the University of Wollongong, Australia. His research interests focus on academic performance appraisal and quality assurance in higher education, social-cognitive theory in teaching and learning, and pedagogy of teaching English for young learners, and teaching English skills: listening, speaking, reading and writing.

References

Abbott L. (2018). Selecting and adapting tasks for mixed-level English as a second language classes. TESOL Journal 10. doi: 10.1002/tesj.386

Donnelly R., Fitzmaurice M. (2005). Designing Modules for Learning. In: Emerging Issues in the Practice of University Learning and Teaching, O’Neill, G et al. Dublin : AISHE.

Eldeep R., Shatakumari N. (2013). Outcome Based Education (OBE) - Trend Review. IOSR Journal of Research & Method in Education 1: 9-11.

Jenkins A., Unwin D. (2001). How to write learning outcomes. http://www.ncgia.ucsb.edu/education/curricula/giscc/units/format/outcomes.html

Lile R., Bran C. (2014). The assessment of learning outcomes. Social and Behavioral Sciences 163: 125-131. doi: 10.1016/j.sbspro.2014.12.297

Mahajan M., Singh K. (2017). Importance and Benefits of Learning Outcomes. IOSR Journal of Humanities and Social Science 22: 65-67.

Monks J., Schmidt M. (2011). The Impact of class size on outcomes in higher education. Journal of Economic Analysis & Policy 11. doi:10.2202/1935-1682.2803.

Nakkeeran R., Babu R., Manimaran R., Gnanasivam P. (2018). Importance of outcome-based education (OBE) to advance educational quality and enhance global mobility. International Journal of Pure and Applied Mathematics 119: 1483-1492.

Suharti S., Wigati A., Taufanawati E. (2021). Investigating the components of outcome-based education in EFL classroom: A lesson plan analysis. English Review: Journal of English Education 9: 399-408.

Villaluz S. (2017). Awareness on the advantages and disadvantages of outcome-based education among graduating psychology students. Journal of Social Sciences 6: 224-234.

Downloads

Published

2021-09-30

Issue

Vol. 6 No. 6 (2021)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).