MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY DUONG KHANH LINH 443036 SELF-STUDY STRATEGIES EMPLOYED BY FIRST-YEAR AND SECOND-YEAR ENGLISH- SKILLS: A COMPARATIVE STUDY AT HANOI LAW UNIVERSITY. GRADUATION PAPER Hanoi - 2023 MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY DUONG KHANH LINH 443036 SELF-STUDY STRATEGIES EMPLOYED BY FIRST-YEAR AND SECOND-YEAR ENGLISH- MAJORED STUDENTS TO IMPROVE SPEAKING SKILL: A COMPARATIVE STUDY AT HANOI LAW UNIVERSITY. SUPERVISOR Tran Thi Thuong, MA. Hanoi - 2023 DECLARATIONS I hereby state that I: Duong Khanh Linh, 443036 — 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 , 2023 ACKNOWLEDGEMENTS First of all, I would like to acknowledge the great assistance of my supervisor, Mrs. Tran Thi Thuong. I am very grateful to her for all the help she has kindly given to me.
He has always provided helpful comments, and support for my thesis whenever I needed it. I would never have completed this thesis without her kind help. Additionally, I owe a special debt to all my research subjects that are first- year English major students at Hanoi Law University for giving their time and enthusiastic participation during my data collection. I wish to express my respect and most grateful thanks to Foreign Language Department, especially the English team for their support during my study.
Above all, I owe my greatest debt and most heartfelt thanks beloved parents, elder brother, and my dearest friends for there to my emotional support, patience, and active encouragement. Without all of which, my thesis would have not been possible. il ABSTRACTS This study investigates the current situation of the first-year and second- year English-majored students at the Legal Foreign Language Faculty of Hanoi Law University, especially about the self-study strategies used by those students to improve their speaking skills. Remarkably, the current research aims at discovering the differences between their strategies to see which is more effective and preferable to suggest.
In this study, the researcher worked with 104 participants who were first-year and second-year English majors at Legal English Faculty. The participants were divided into two groups which were first- year students and second-year students. All data were collected through a questionnaire and an interview. After analyzing and discussing the results of the survey, the differences between those strategies were discovered, especially the dissimilarities of each group on using those strategies to practice four elements of English speaking.
Based on the results, the researcher would propose some useful strategies and recommend some solutions to overcome the drawbacks of those strategies to improve speaking skills in general. 1H TABLE OF CONTENTS ))3769)0.ÍN OPV Lai} IVUIEIN TSS manh sen ans rac scorn cs wc as WS AA HI IN S208 ii. IV CHAPTER 1: INTRODUCTIƠN. Rationale for the study.-- - - - G11 n ng TH ng re 1 2.
Aims Of the Study 20. Research que€eSfÏOIS. Scope of the s(udy. LH TH Hư 2 SME CUT HỆ UU, iee 2 6, Opmanization 0Ï thie SHU 9 6 cissssccsscccnss canscamasncons samsanmannsnins somsacanannasina ni 3 CHAPTER 2: LITERATURE REVILEW.
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Definition and characteristics of self-study StrateQieS:. Common self-study strategies for mastery of English Speaking. Previous studies on self-study strategies:. Stulies in the WOT?.
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Effectiveness of using those strategies to improve four elements of Speaking by first years r€SDOHÌ©HfS:. Effectiveness of using those strategies to improve four elements of Speaking by second years reSPONACNUS:. Drawbacks of self-study strategies and solutions to overcome as Perceived by the StUACNIS:. DA) 0) | -Q QG HH TH nà 41 4.
Research question one: What are the similarities and differences in self-study strategies to improve speaking skills employed by the first-year and second-year English-majored Students?. 5c ss + £++sv+sssx+ 41 4. Research question two: What self-study strategies are perceived as OCffective Dy StUACNES ? .oicccccccccsccccssccsscccssnscssneeesseeesseeessseceseeseeeesssecesaeeeeaeenaes 42 CHAPTER 5: CONCLUSION AND RECOMMEDATIONS. Summary Of main fïndings:.
The comparison between first-year students and Second-year ÿ////77AYPEERREERERE 44 Vv 5. Personal opinions with respect to Self-study Strategies in English Speaking improvement used by English-majored Students at Legal English li II? Cf PTE crass secs Ss 1 AOA NIAAA BAO LI ABO RAO RI ODA ki 45 5. Implications and Recommendations:. Recommendations fOr Students:.
5c SE ES++seEEEeeeeeseesss 46 5. Recommendations for teachers in teaching English speaking skills:47 LIST GP REBEREIN GES svasccasiccsassonssimasncanas samsasinasaccea L201241014 ã00065 L43853248333 4585 488 48 APPENDICES 000. cecceccesecsseesseeseneeeseeeaeeeseeeseeceeeceneceaeceaeeeaeeeeaeesaeseaeeeaeeeaes 51 APPEDIX 1: Interview questions:. ccc ceccceeeneeeeeeeeeeeeneeeeeneeeeeeaees 51 APPEDIX 2: Survey on Self-study strategies employed by first-year and second-year English-majored students to improve speaking skill.
51 VI LIST OF ABBREVIATIONS ALU Hanoi Law University SPSS/PC Statistical Package for the Social Sciences on Personal Computer LOI Level of Interpretation Vil LIST OE TABLES Table 1. The interpretation of Mean Range Table 2. Gender identity Table 3. Current academic level Table 4.
Cumulative years of learning English Table 5. English language level Table 6: Student’s confidence of using self-study strategies: Table 7: Self-study strategies which are usually used by the respondents to practice English Speaking skills. Frequency of using tongue twisters Table 9. Frequency of using Shadowing English speech Table 10.
Frequency of using Shadowing English speech Table 11. Frequency of using Retelling an English story Table 12. Frequency of using Talking to yourself in English Table 13. Frequency of using Practicing thinking in English Table 14.
Frequency of using Taking online English-speaking courses Table 15. Frequency of using Chatting with native English speakers online Table 16. Frequency of using Finding local opportunities to speak English: Table 17. Frequency of using Going to a country which uses English as the first-language Table 18.
Drawbacks of self-study strategies. Vill CHAPTER 1: INTRODUCTION 1. Rationale for the study In order to interact and communicate internationally, English language proficiency is required. Writing and speaking are considered to be the following two productive skills that are vitally connected with the growth of successful communication, whereas reading and listening are thought of as the two receptive abilities needed to learn a language.
Speaking appears to be the most crucial of the four macro-English abilities needed for communication. On the other hand, speaking for specific reasons often occurs 1n contexts when a speaking performance is provided to an audience under peculiar circumstances. The principles of public speaking are closely related to the development of speaking for special communication. Speaking in front of an audience is considered to be more difficult than having a routine conversation with a friend or family member.
In reality, selecting themes, structuring ideas, personalizing the message, and reacting to listener responses are just a few of the extra abilities required for effective speaking (Lucas, 2001). For English to be spoken at an acceptable level for a non-native speaker, various sub-skills must be present, including lexical resources, grammatical structures, pronunciation, rhythm, intonation, and others. There are other ways to learn these skills, but several studies have shown that improving speaking skills through self-study is the most effective strategy. Self-study is an effective strategy for improving any educational experience and can open up new academic and professional opportunities.
Additionally, self- study can be used to learn a new subject or gain expertise in a new skill. Numerous benefits of independent study are entirely dependent on the goals of the individual students (Rahmonova, 2017). Therefore, this research study will mainly focus on the self-study strategies that young learners use 1n order to help them improve their English skills. Aims of the study The primary purpose of this study is to see what differences there are between strategies used by first-year and second-year English-majored students at Hanoi Law University.
In addition, the study would show how those strategies affect the participants to improve their speaking skills. Research questions This study aimed to answer the following questions: 1. What are the similarities and differences in self-study strategies to improve speaking skills employed by the first-year and second-year English-majored students? 2. What self-study strategies are perceived as effective by students? 4.
Scope of the study As previously stated, the researcher would like to conduct a study on the English majors' independent study at the Hanoi Law University's Legal Foreign Language Faculty. Additionally, this study only includes first- and second-year students at the Legal Foreign Language Faculty; it does not include other faculty members. Finally, this study excludes strategies to enhance other skills and only focuses on self-study techniques for improving English speaking abilities. Significance of the study Even though this study is carried out on a small scale, the researcher hopes that once completed, the study, to some extent, would show how those strategies affect the participants to improve their speaking skills.
Furthermore, the researcher expects that the study results could provide effective solutions for young generations who are willing to improve their speaking skills through self- study strategies to overcome the drawbacks of those self-study strategies. Organization of the study Chapter 1: The Introduction presents the background of the study, the aim of the study, the questions of the study, the scope of the study, and the significance of the study. Chapter 2: Literature Review starts with the nature of speaking skills, the definition, and the characteristics of self-study strategies. This sector also mentions some previous studies on self-study strategies.
Chapter 3: Methodology includes five parts. The first part is the research questions. The second part presents the subject. The third part discusses the data collection instruments.
The following part shows the data analysis. The last part is summary. Chapter 4: Findings and Discussion which includes the result of the questionnaire of each group of participants. This part also shows the comparison between them.
Chapter 5: Conclusion and Recommendations focus on the recommendation to help the English majors improve their speaking skills through self-study strategies. CHAPTER 2: LITERATURE REVIEW 2. Definition of speaking: Definitions of speaking have been proposed by numerous authors before. Speaking is defined in Webster's New World Dictionary as saying things out loud, talking to someone, asking for something, and giving a speech.
According to Hornby (1995, p. 20), speaking is engaging in verbal communication with others, making direct eye contact with them, saying something, or expressing oneself in a certain language. It also entails having a topic to discuss. According to Bygate (1987), speaking is the act of producing auditory cues that prompt listeners to verbally respond in a number of ways.
Speaking is an interactive process of meaning-making that comprises information creation, reception, and processing, according to Brown (1994) and Burns and Joyce (1997). It is hypothesized that it methodically combines sounds to produce coherent utterances.