Development of the English for hotel curriculum based on Asean common competency standards and content and language integrated learning approach for undergraduate English major students

Abstract

The purposes of this research were to develop and to study the implementation results of the English for hotel curriculum based on ASEAN common competency standards and content and language integrated learning approach for undergraduate English major students. The researcher followed the research and development methodology in 4 steps as follows: 1) the process of studying information and synthesis of basic information related to creating an English for hotel curriculum; 2) the process of designing the curriculum and taking the developed curriculum to 7 specialists to consider the quality of the curriculum; 3) the curriculum implement process. The sample group were 33 of third year English major students, Faculty of Liberal Arts, University of Phayao. The results were measured and evaluated using the listening-speaking skill assessment form and the functional competency assessment form; and 4) the evaluation and curriculum improvement process by inquiring the satisfaction towards the curriculum of the students who were the same group of students as phase 3. Then the results were compiled and improved the components of the English for hotel curriculum to be more appropriate. The research results can be summarized as follows: 1. The English for hotel curriculum, developed by researcher, consisted of 8 components: 1) principles of the curriculum; 2) objectives of the curriculum; 3) course description; 4) learning content; 5) curriculum structures and learning units; 6) learning activities; 7) learning materials; and 8) evaluation and assessment by using the period of organizing activities according to the learning content of all 5 units for 15 weeks, totaling 60 hours, consisting of 15 lesson plans. The overall quality assessment of the curriculum was accurate and proper at the highest level. 2. The results of the implementation of the English for hotel curriculum revealed that 1) the students' listening-speaking skills after studying were higher than before using the English for hotels curriculum and was higher than the criteria of 60%, 2) the students' functional competency after studying was higher than before using the English for hotel curriculum and was higher than the criteria of 60%, and 3) the overall satisfaction of the students with the English for hotels curriculum was at a high level.