MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY PHAN THI HONG LAM 443025 GRADUATION PAPER Hanoi-2023 MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY PHAN THI HONG LAM 443025 A STUDY ON THE PERCEIVED IMPACT OF SOCIAL NETWORKS ON STUDENTS' ENGLISH LANGUAGE LEARNING AT HANOI LAW UNIVERSITY SUPERVISOR Nguyen Thu Trang, M. Hanoi-2023 DECLARATIONS I hereby state that I: Phan Thi Hong Lam — class 4430, being a candidate for the degree of Bachelor of Arts accept the requirements of the University relating to the retention and use of Bachelor’s Graduation Paper deposited in the library. In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper. Supervisor Student April 4" , 2023 il ACKNOWLEDGEMENTS First and foremost, I would like to express my greatest gratitude to my Supervisor, Ms.
Nguyen Thu Trang M., for her enormous support towards my research with her enthusiastic dedication, profound insight and experience, perseverance, helpful and detailed comments and suggestions throughout the research process. I have managed to overcome various challenges and complete this thesis thanks to her spiritual encouragement and inspiration. I am deeply thankful to all the Members of the Thesis Committee, the teachers who diligently and fairly assessed my study, offered perceptive remarks and questions, and gave me thorough input to aid in my future studies. I owe a great deal of gratitude to all the administrative personnel and staff members of Hanoi Law University and particularly Faculty of Legal Foreign Languages providing interesting, highly applicable and practical topics that help me confidently express my views.
I would also like to give special thanks to all the students who actively participated in the survey and interview, who spent their precious time to assist me in collecting data to make my thesis more precise, complete, and profound. Last but not least, I am particularly grateful for my dearest family members, my beloved friends, my fellow 4430 classmates who have always been there to support and care for me with unconditional love, understanding and sympathy in the writing and survey process. ill ABSTRACTS Social networking plays an important role in people's life, especially in the use of language. The main purpose of this study is to explore the effects of social networks on English majors at Hanoi Law University in learning English.
To achieve this, the researcher applied the combined approach of quantitative and qualitative methods. A survey questionnaire and interviews were carried out during seven days at HLU for 100 final year English-majored students. The research shows that using social networks to learn English produce different results for the participants. On one hand, the use of social networks brings certain benefits for languages students' self-study as well as provides teachers with new teaching methods.
On the other hand, there are still disadvantages such as neglecting schoolwork, wasting time, loss of interaction with real life. In general, HLU’s English majors have not found effective measures when using social networks as a tool to support language learning and are affected by many disadvantages. Some recommendations regarding the use of social networks for better learning for both students and teachers are given at the end. The results of this study can also be applied to research papers In this field.
IV TABLE OF CONTENTS ae ae i DeCIAVATLIONS «0.6 ccc ELLE EEE EEE il AcknowWl€dĐGIGHÍ. Ăn vớt iii GU OXS A661 SH ng HE HH tk nh xy iv Table Of COHÍ€HÍS. EEE EEE vn và ES Vv ET CUT CRAPO sc 0n ts sans ek mes Sate tl Se Gem Satta aT lỶlỶẻ vii List OffIQUres ma. EE Ente vill INTRODUCTION.
| eM Rationale of the study.cằằẰẶcẰẰ | RINNE, ELS SURI sox T1 1010100770700 sam a Bam 9 HRN 9 a a A Research Questions. 0c cece cece cece eee e eee eee e eee een n eee e ee enn ees 3 Scope of the study. Ăn eens 3 Siomrireanee 0Ï CNG SEG an tán gạt tung eset wane sea oi HH TRƠN AE AR 185317 k Organization of the study. 4 5 CHAPTER I: LITERATURE REVIEW.
1„1„ SSAWMEN ARN TRAINhi» at 5x oes 5 me a 4 LY Hw HN Si 80g 4U A RA 3 LJ. Definition of social network.iicscccciasassasssasnanasaene Là cha 00ả42 | 1. Types of social networks as a language learning tool. The roles of social networks for language learners.
The use of social networks for English learning. Advantages of social networks in English language learning 12 1. Disadvantages of using social networks in English language 14 S00 1. Previous studies on using social networks to learn English.
ch ees 19 CHAPTER II: METHODOLOGY. 20 2uly Design Of thre NẾUẨY::x:«‹::‹z:zc esses econ tn sae bai sa sana aa ows BA ne ena ka 20 2. Research questions resfafed. Data collection insfrumenf.
Data anaÌySÌS. nce een eee nee enna nh khe 22 2. cece cee ene cence een e etna eee enaeeeeeeeeeaeenenaeees 22 CHAPTER III: RESULTS AND DISCUSSION. English-majored students’ using social networks for learning Za 130022 0c) 0 c2 ng n2 SH ng nh kh He 3.
Aspects of English language improved through English-majored 29 students’ use of social netWorks. Drawbacks that social networks bring to English-majored 33 students in the process of learning English. Major findings and discussion. English majors’ utilization social networks for learning English 34 3.
Impact of social networks on learning English of English majors 35 Fs 0 0 SHnu 3. HH HH kg 36 CHAPTER IV: RECOMMENDATIONS. Recommendations for English-majored students in learning 37 English via social networks. Recommendations for English teachers in using social networks 38 to teach English to English-majored studentfs.
nà 40 RPSL AL IẾC TÌN ne tư na oon sea con ws ee HÔI Bi ï OE BE ce ee § Hi VN bát š SƠ 41 1. Summary of the main findinøs. Limitations and suggestions for further study. 4] EIN CO a ca mz x cs om vm wuz wn sim ca tov ki Bí BH lì 3 Dã DDDSỐ 43 APPENDICES.
e ence eee nhe, 47 APpendlx I: ee 47 JšY[IGITTUEISE, Ñ Lý. xui: wasn» mg ss sw vất VồN š VU et gt 1N a Bút sa ee Bói š EG Oa 32 Vi LIST OF ABBREVIATIONS E-learning : Electronic Learning HLU : Hanoi Law University Vil LIST OF FIGURES Figure 1. K44 English majors at HLU’ frequency of using SOCial NEtWOLkS. cece cece cece eee ccceeeccceuncceuunceeuuneeeueenes 23 Figure 2.
Necessity’s social networks in learning English of K44 English majors at HLU. Devices’s using of K44 English majors at HLU. Application’s learning English of K44 English majors Figure 5. As a method to support teaching.
Ways’s learning English via social networks of K44 English majors at HLU. Effectiveness in autonomous English learning English 29 Figure 8. Aspects of concentration when learning English through social networks of K44 English majors at HƯU. Advantages of using social networks for learning English by K44 English majors at HƯU.
Drawbacks of using social networks for learning English by K44 English majors at HƯU. 33 Vill INTRODUCTION The purpose of this chapter is to lay the groundwork for the research paper by describing its rationale, aims, research questions, scope, significance, and organization with a clear focus, purpose, and direction. Rationale of the study In the era of industry 4.0, the development of science and technology has made great progress, leading to the fact that social networks are becoming more and more widespread and popular. Entertainment, learning, connecting, sharing, etc.
are easily done by people through social networks. With the great roles that social networks bring, people in general and especially young people today in particular use social networks for many different purposes. Social networks are also a useful tool to help students 1n learning English language. At the end of December 2019, when the Covid 19 epidemic began to appear, the education sector was considered one of the areas affected when many schools were forced to close to minimize the spread of the epidemic.
In that context, in order to prevent the spread of diseases; while maintaining the quality of teaching and completing the program on schedule, ensuring the learning of students; many schools have applied teaching in the online form for almost all levels of education. Social networks are more essential than ever. A few studies have suggested that using technology can increase student engagement and time spent participating in extracurricular activities (Chen et al. 2010, Henrie et al.
2015, Hu and Kuh 2001, Junco et al. 2013, Nelson Laird et al. 2005, Robinson and Hullinger 2008, Junco 2012). Using asynchronous technology tools, for instance, encouraged reflection, which results in higher- order thinking, according to one study (Robinson and Hullinger 2008).
Others discovered that the need for collaboration among students in online courses increased (Thurmond and Wambach 2004), and that greater interactivity and 1 participation in online discussion forums were associated with better course performance (Kent et al. In addition to the benefits that come with online learning, the reality demonstrates that switching from traditional to online learning has presented many difficulties for students. In particular, up to 64% of students claimed that there 1s no private space for online study and that noise is a frequent distraction. 71% of students made the point that they are frequently bothered by family members, feel constrained, and aren't allowed to travel, making up 79.1%; Additionally, psychological issues like "difficulty concentrating" and "lack of motivation" are another challenge for students who are learning online (Dang Thi Thuy Hien and Tran Huu Tuan, 2020).
The importance of social networks cannot be denied. It can contribute to cohesion and promote curiosity, gradually forming the ability to learn in students, thanks to the information, images, videos, vivid knowledge, and diversity of social networks. However, inappropriate use of social networks can also influence youngsters with negative information if they do not know how to choose or learn the wrong method. With these challenges in mind, I am undertaking this study as an English major to investigate how English-majored students at Hanoi Law University use social networks to learn and enhance their English abilities.
Aims of the study The research paper has three primary purposes as follows: 1. Finding out about the practice of using social networks in learning English for English-majored students at HLU. Investigating aspects of English language that HLU’s English- majored students are improved through the utilization of social networks. Exploring the drawbacks that social networks bring about to HLU’s English-majored students in English language learning process.
Research questions The research will be undertaken to address the following questions: 1. How are social networking sites used by HLU’s English-majored students in learning English? 2. What aspects of English language for HLU’s English-majored students are improved through the utilization of social networks? 3. What drawbacks do social networks bring about to HLU’s English- majored students in English language learning process? 4.
Scope of the study This study focuses on final year English majors at HLU. For students majoring in English, the requirement for foreign language proficiency is very high. In the context of final year students studying in a dynamic and flexible environment, learning from basic English to specialized English combined with the academic nature of law, the use of the Internet as a tool to support English learning is extremely necessary. For that reason, this study is limited to the use of social networks to support and improve English learning of K44 English majors at HLU.
Significance of the study Social networking is one of the favourite means of communication among students in the modern time. However, how to make students use social networks in learning English wisely of concern to teachers and educators.