English Language Teaching Methodology 1 (ELT 1) is a preliminary course for year-2 students of Department of English - Ho Chi Minh City University of Education, designed to provide them with theoretical basis concerning the learning and teaching of English as a foreign language.

This course aims to help students to:

  • gain insights into the principles and implications of major theories of language learning and approaches to language teaching.
  • have a basic knowledge of textbook evaluation.
  • be aware of the fundamental principle and techniques in language testing.
“Educational assessment, on the one hand (particularly formative assessment), and proficiency assessment, on the other, are often seen as distinct, eve incompatible areas of specialisation, conducted by different people employing different techniques, informed by different theories, and embracing different values.” (Green, 2014, p. 16)
As clearly indicated in the direct citation above, a distinction is often made between summative and formative assessment. However, this course is especially designed for the latter only. Therefore, it will mainly focus on:
1. Theories,
2. Principles, and
3. Techniques
of formative assessment.
As formative assessment is assessment FOR learning, this course is also aimed to help the participants to use assessment feedback for teaching and learning improvement.
“Educational assessment, on the one hand (particularly formative assessment), and proficiency assessment, on the other, are often seen as distinct, eve incompatible areas of specialisation, conducted by different people employing different techniques, informed by different theories, and embracing different values.” (Green, 2014, p. 16)
As clearly indicated in the direct citation above, a distinction is often made between summative and formative assessment. However, this course is especially designed for the latter only. Therefore, it will mainly focus on:
1. Theories,
2. Principles, and
3. Techniques
of formative assessment.
As formative assessment is assessment FOR learning, this course is also aimed to help the participants to use assessment feedback for teaching and learning improvement.
“Educational assessment, on the one hand (particularly formative assessment), and proficiency assessment, on the other, are often seen as distinct, eve incompatible areas of specialisation, conducted by different people employing different techniques, informed by different theories, and embracing different values.” (Green, 2014, p. 16)
As clearly indicated in the direct citation above, a distinction is often made between summative and formative assessment. However, this course is especially designed for the latter only. Therefore, it will mainly focus on:
1. Theories,
2. Principles, and
3. Techniques
of formative assessment.
As formative assessment is assessment FOR learning, this course is also aimed to help the participants to use assessment feedback for teaching and learning improvement.
This course in Research Methodology is specifically designed to supplement the teacher trainees in BA courses with fundamental knowledge about research methodology, including the distinction between primary and secondary research studies, the basic steps in doing research, which are problematisation, theoretical and conceptual framework, research design and method of investigation, analysis of quantitative, qualitative and mixed-method data, discussion of the findings, as well as conclusions and recommendations. Besides, the participants will also be instructed to cite sources in their study properly.
This course in Research Methodology is specifically designed to supplement the teacher trainees in BA courses with fundamental knowledge about research methodology, including the distinction between primary and secondary research studies, the basic steps in doing research, which are problematisation, theoretical and conceptual framework, research design and method of investigation, analysis of quantitative, qualitative and mixed-method data, discussion of the findings, as well as conclusions and recommendations. Besides, the participants will also be instructed to cite sources in their study properly.
This course in Research Methodology is specifically designed to supplement the teacher trainees in BA courses with fundamental knowledge about research methodology, including the distinction between primary and secondary research studies, the basic steps in doing research, which are problematisation, theoretical and conceptual framework, research design and method of investigation, analysis of quantitative, qualitative and mixed-method data, discussion of the findings, as well as conclusions and recommendations. Besides, the participants will also be instructed to cite sources in their study properly.