Mức độ đạt chuẩn đầu ra do sinh viên tự đánh giá: Nghiên cứu trường hợp sinh viên không chuyên tiếng Pháp tại Đại học Cần Thơ

Tóm tắt

Within an Outcome-Based Education (OBE) approach in higher education, student self-assessment provides useful feedback for examining learning outcomes attainment. This descriptive quantitative study investigated how non-French-major students (French as a second foreign language) self-assessed their attainment of level-3 language learning outcomes after completing French Basic Courses 1-2-3 at Can Tho University. Data were collected from 325 students using a five-point Likert-scale questionnaire aligned with “can-do” descriptors of the Vietnamese 6-level Foreign Language Competency Framework, and analyzed using descriptive statistics in SPSS 20. The results indicate that the overall level of self-assessment reached a “fairly adequate” level in terms of learning outcomes attainment (M = 3.60/5), with reading rated highest and speaking lowest. Students tended to be more cautious when self-assessing interactive communicative skills. These findings provide empirical evidence for reviewing learning outcomes and adjusting teaching practices in non-major French language instruction within an OBE approach.