PERSPECTIVES OF EFL INSTRUCTORS ON PERFORMANCE ASSESSMENT IN INTERNATIONALIZATION OF HIGHER EDUCATION INDICATORS FOR PREPARING STUDENTS TO BECOME KNOWLEDGE WORKER

Abstract

          The purpose of this research was to investigate EFL instructors’ points of view and their teaching strategies towards the performance assessment in internationalization employed by English instructors, College of General Education and Languages, primarily in three aspects: curriculum; research; and teaching-learning strategies. The study, moreover, focused on the imperative of internationalization and globalization within the context of knowledge -based in order to prepare students for knowledge-based working context. Globalization can be considered as the catalyst while internationalization is the response in a proactive way. These lead to a question of the growth in knowledge-based sectors as work become more skillful across industries and within individual occupations context.
          The study employed qualitative research by using in-depth interview with 14 participants divided into two categories: two English instructors with Executive position and twelve English instructors. The research findings were analyzed through the theory of ethnographic research which aims on investigating the insight thought of the participants and exploring classroom environment in international context. Related documents on as teaching materials and teaching styles were used for analyzing in this study. Multilateral frameworks of main driving forces influencing the internationalization process, globalization and knowledge economy were analyzed throughout the research discussion.