¹Huynh Thanh Tien ,² Jihchen Lai ,³ Huynh Thanh Viet

¹Director of Resource Center for Community Development (RCCD) An Giang University -Vietnam National University HCM City 18 Ung Văn Khiem Street, Long Xuyen City, An Giang Province

²Visiting Lecturer of Chinese language, Faculty of Foreign LanguagesAn Giang University -Vietnam National University HCM City 18 Ung Văn Khiem Street, Long Xuyen City, An Giang Province

³IT Lecturer and official staff of Examination and Quality Assurance OfficeAn Giang University –Vietnam National University HCMCity 18 Ung Văn Khiem Street, Long Xuyen City, An Giang Province

DOI : https://doi.org/10.47191/ijsshr/v4-i9-40

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Abstract

The changing needs of the graduate employment market require universities to take a broader view of the goals of higher education (HE). Over the years, more Chinese investors have come to invest their business in Vietnam, creating a huge demand for Chinese language skills to meet its job markets. The assessment of student learning matters as an integral part of HE and it is essential to enhance student learning through effective assessment. This study employed an interpretive qualitative research approach in which three data collection tools, including document analysis, a test design and questionnaires, were utilized. The questionnaires were delivered to all students learning Chinese 2 (Tiếng Trung 2 – the highest Chinese-level course offered at An Giang University (AGU) in order to assess their learning outcomes according to the current learning curriculum and to research what needs addressing if a new curriculum is to be developed. The data collected showed that although the current course load was heavy, it did not meet HSK certification requirements in each area - listening, reading, conversation, grammar and logogram recognition. Over 80% of the students considered necessary to reconstruct the current Chinese curriculum and redevelop the courses focusing on the communicative skills rather than academic ones. The study finally suggested some recommendations for improving the Chinese learning and teaching materials and the teaching Chinese approach for the teaching staff in the faculty effectively.

KEYWORDS

Assessment, Curriculum, Document analysis, Interpretive qualitative research, Learning outcomes

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VOlUME 04 ISSUE 09 SEPTEMBER 2021