TRƯỜNG ĐẠI HỌC HẢI PHÒNG KHOA NGOẠI NGỮ KHÓA LUẬN TỐT NGHIỆP CHUYÊN NGÀNH: NGÔN NGỮ ANH ĐÁNH GIÁ KỸ NĂNG TỰ HỌC CỦA SINH VIÊN NĂM THỨ TƯ CHUYÊN NGÀNH NGÔN NGỮ ANH TẠI TRƯỜNG ĐẠI HỌC HẢI PHÒNG Sinh viên thực hiện: Trần Hải Bình Ngày sinh: 19/12/2002 Lớp: ĐHNNA1. K21 Khoá: K21 Giảng viên hướng dẫn: TS. Đinh Minh Thu Hải Phòng, tháng 05 năm 2024 HAI PHONG UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES GRADUATION PAPER MAJOR: ENGLISH LANGUAGE EVALUATING 4TH YEAR ENGLISH MAJORS' SELF-STUDY SKILLS AT HAI PHONG UNIVERSITY Student’s name: Tran Hai Binh Date of birth: 19/12/2002 Class: DHNNA1. K21 Course: K21 Supervisor: Dr.
Dinh Minh Thu Haiphong, May 2024 i ACKNOWLEDGMENT I would like to extend my heartfelt gratitude to all those who played a pivotal role in bringing this research project to fruition. I am deeply indebted to the Faculty of Foreign Languages at Hai Phong University for their generous assistance and collaboration in facilitating data collection and providing access to essential resources. My sincere thanks are owed to Dr. Dinh Minh Thu for her unwavering guidance, support, and encouragement throughout every stage of this endeavor.
Her expertise and invaluable feedback have profoundly influenced the direction and caliber of this study. I wish to express my profound appreciation to the participants of this study whose openness in sharing their experiences and insights has greatly enriched the findings of this research. Moreover, I am immensely grateful to my family and friends for their steadfast encouragement and understanding during this journey. Their unwavering support has been a constant source of strength.
Lastly, I would like to acknowledge the contributions of all researchers and authors whose work has inspired and guided this study. Their groundbreaking insights have been instrumental in shaping the trajectory of this research. To all those mentioned above, all the support and contributions have been indispensable to the success of this project. I extend my heartfelt thanks for being integral to this endeavor.
Hai Phong, May 2nd, 2024 Student Tran Hai Binh ii TABLE OF CONTENTS ACKNOWLEDGMENT. i TABLE OF CONTENTS .ii LIST OF TABLES. iv LIST OF FIGURES. Research aims and objectives.
Scope of the research. 4 CHAPTER 1: LITERATURE REVIEW. Concepts of self-study skill. Concept of skill.
Concept of self-study. Concept of self-study skills. Components of self-study skills. Previous studies of students’ self-study skills.
Reading and handling documents skills. Time management skills. Self-assessment and self-improvement skills. Data collection procedures.
Identification of information to be collected. Time frame setting for data collections. Determination of data collection method. Data analysis and conclusions.
20 CHAPTER 3: FINDINGS AND DISCUSSIONS. Reading-and-handling-document skills. Time management skills. Self-assessment-and-improvement skills .1 Writing self-study plans skills.
Asking for support from lecturers skill .3 Applying knowledge from documents to practical learning skill. Identifying wasted time .5 Self-regulating emotional behavior skill .1 Recommendations for students. Recommendations for instructor. Recommendations for policy makers.
Suggestions for further studies. 40 iv LIST OF TABLES Table 3.1: Students’ perceptions of their planning skills .2: Students’ perceptions of their implementing skills .3: Students’ perceptions of their reading-and-handling-document skills .4: Students’ perceptions of their time management skills .5: Students’ perceptions of their self-assessment skills .6: Reasons for weak skills in writing self-study plans given by students .7: Reasons for weak skills in asking for support from lecturers given by students .8: Reasons for weak skills in applying knowledge from documents to practical learning given by students.9: Reasons for weak skills in identifying wasted time given by students .10: Reasons for weak skills in self-regulating emotional behavior given by students. 30 v LIST OF FIGURE Figure 1.1: Five components of self-study skills .1: Number of students participating in the study from each class. 17 1 PART 1: INTRODUCTION This chapter presents the rationale for the study, research aim & objectives, research questions, research methods, and scope of the research and research organization.
Rationale Self-study skills, which include many components of skills, play a crucial role in empowering individuals to become independent learners. The importance of self- study skills in a university education cannot be overstated. As students advance in their academic journey, the onus is on them to take charge of their learning and growth. Cultivating robust self-study skills not only ensures success in coursework but also empowers students to excel in their future professions.
In the contemporary educational landscape, governmental educational policies have been implemented with the goal of encouraging learners to transition from passive to active modes of learning. One of the key principles outlined in the Party's guiding documents, as well as by The National Assembly and the State, is the importance of nurturing autonomous learners. Specifically, Resolution No. 29-NQ/TW emphasizes the need to foster creativity, self-study, and a lifelong passion for learning in general education.
In higher education, there is a focus on cultivating talent, enhancing personal qualities, and strengthening the capacity for self-directed learning and innovation. The 2019 Education Law emphasizes the importance of using scientific methods to cultivate positive qualities such as initiative, self-discipline, and creativity in students, while also promoting collaboration, practical skills, and a love for learning and self-improvement. Therefore, it is crucial to equip students with the necessary skills to develop their capacity for self-study from the outset of their academic journey at universities. As a result, research on self-study skills has seen a significant increase since the 1980s, with numerous studies exploring the benefits of self-study for students.
Scholars such as O'Shea and Spencer & Jordan have highlighted the positive impact of self-study skills on students' self-confidence, autonomy, motivation, and lifelong learning capabilities. Weinert emphasized the importance of integrating self-study into university education as early as 1982. In Vietnam, research on self-study skills is predominantly focused on university campuses, aiming to better understand students' 2 current self-study practices. However, at Hai Phong University, there is a clear research gap regarding the evaluation of self-study skills among English Major students.
Consequently, this study seeks to address this gap by evaluating the self-study skills of these students. The findings of this research will provide valuable insights that can ultimately improve the learning outcomes for English language students at the university. Research aims and objectives This research aims to evaluate Hai Phong University’s English-majored seniors’ self-study skills and provide recommendations for students to improve their self-study skills. As a result, the research objective is set: find out the extent of Hai Phong University’s English-majored seniors’ self-study skills and provide recommendations.
Research questions To fulfill the research objectives, two research questions are formulated: (1) To what extent are the self-study skills of English major seniors at Hai Phong University? (2) What are the recommendations for Hai Phong University’s English-majored seniors to improve their self-study skills? 4. Research methods In order to achieve the research objectives, mixed methods are exploited. The questionnaire survey, which will be administered to students in DHNNA.K21 classes at the Faculty of Foreign Languages, will provide valuable insights into the students' self- study skills. Additionally, interviews with students who took part in the questionnaire survey before will allow for in-depth discussions on their self-study skills.
Scope of the research The researcher focused on evaluating students' self-study skills within the scope of Linguistics subjects, which students rated as challenging, and also were the subjects that students studied during the time the research took place. The research will be conducted over a four-month period, from October 2023 to January 2024, in order to capture a holistic view of the participants' self-study skills throughout the academic year. Ultimately, the findings from this study have the potential 3 to inform educators and administrators on how to better support English Major students in developing effective self-study habits and achieving academic success. Research organization In addition to the table of contents, references and appendices, this research includes these following parts: Part 1: Introduction Part 2: Content (Chapter 1: Literature Review, Chapter 3: Methodology, Chapter 3: Findings and Discussions) Part 3: Conclusion 4 PART 2: CONTENTS CHAPTER 1: LITERATURE REVIEW This chapter discusses the concept of skill, the concept of self-study skill, the components of self-study skills and the previous studies of students’s self-study skills.
Concepts of self-study skill 1. Concept of skill While reviewing previous studies on students' self-study, the researcher encountered two distinct research concepts: self-study ability and self-study skills. These terms are often conflated, leading to confusion. To clarify this distinction, the researcher has dedicated the first part of this chapter to elucidating the concept of skills.
The concept of "skill" has garnered considerable attention among researchers and has received various definitions. Robert (2000) defines skill as the ability to perform a task efficiently. Similarly, in their research, Anderson, Reder, and Simon (1996) outline skill as the capacity to achieve specific goals or outcomes through practice and experience. Besides, skills are defined as the capacity to utilize acquired knowledge to address novel challenges (Le Van Hong, 2001).
Matthew (2023) further posits that skill encompasses a combination of knowledge, competence, and aptitude for task execution, honed through accumulated life and professional experiences and may also be acquired through formal education. Therefore, skills differ from abilities in that they necessitate practical experience. Consequently, the exploration of self-study skills will also vary from that of self-study ability. Concept of self-study The essence of self-study is inherently encapsulated within the meanings of the two constituent words.
Given that research on student self-study continually garners significant attention from scholars, diverse definitions of self-study have emerged over time. Self-study, as emphasized by Hannon (2003), is a vital aspect of learning that allows individuals to take control of their educational journey, catering to their unique needs and preferences. In the digital age, the concept of self-study continues to evolve with the emergence of online learning platforms and resources. Thai Duy Tuyen (2008) defines self-study as an autonomous endeavor aimed at acquiring knowledge, 5 skills, and techniques, utilizing the learner's innate capabilities to master a particular subject matter or aspects of human experiences.
Malcolm Shepherd Knowles (2014) describes self-study as a self-directed learning process where learners independently engage in educational activities, showcasing their ability to discern motives, manage materials, execute plans, and self-assess. Wang, Eberle, and Ko (2017) highlight self- study as individuals taking the initiative to acquire knowledge and skills through various resources. Zhang and Chen (2010) state that self-study involves learning independently without the directly guidance of a teacher or instructor, with individuals setting goals, determining resources, and evaluating their progress. Hence, self-study can be understood as the process wherein students assume responsibility for their own learning by engaging in various tasks.
As students engage in self-study over time, they accumulate experiences that contribute to the development of self-study skills. Concept of self-study skills Researchers have yet to provide a precise definition for self-study skills as it encompasses a wide array of component skills that collectively contribute to its overall effectiveness. Previous studies consistently share the commonality that self-study skills encompass the ability of a learner to independently plan, organize, and execute their learning process. Research by Zimmerman (2002) illustrates that these skills involve setting goals, time management, progress monitoring, and adapting study strategies based on feedback.
Pintrich and De Groot (1990) add that self-study skills also require self- motivation, reflection, and evaluation for successful learning outcomes. This concept involves multiple abilities, such as identifying learning needs, setting clear goals, utilizing appropriate resources, employing effective strategies, and assessing outcomes independently or with guidance. Tran Thi Ha Giang (2013) further explains that self- study skills involve conducting organized and self-regulated tasks based on past experience. Ultimately, self-study skills are a set of competencies that enable individuals to take charge of planning, sustaining, and evaluating their own learning processes (Merriam et al.
Therefore, accurately identifying the components of self-study skills is crucial for developing a comprehensive concept.
