Khả Năng Chịu Đựng Trong Học Tiếng Anh Như Một Ngôn Ngữ Nước Ngoài: Nghiên Cứu Khám Phá Tại Việt Nam

Khám phá các khía cạnh quan trọng của luận văn, từ cấu trúc đến phương pháp nghiên cứu, giúp nâng cao chất lượng bài viết học thuật.

• Tác giả: Hoang Khanh Bao
• Người hướng dẫn: A/Prof Margaret Franken
• Trường học: University of Waikato
• Chuyên ngành: Education
• Đề tài: Resilience in the Context of Learning English as a Foreign Language in Vietnam: An Exploratory Study Using Complex Dynamic Systems Theory
• Loại tài liệu: thesis
• Năm xuất bản: 2021
• Địa điểm: Hamilton

Mục lục chi tiết

• ABSTRACT
• ACKNOWLEDGEMENTS
• CONFERENCE PRESENTATIONS ASSOCIATED WITH THIS THESIS
• LIST OF ABBREVIATIONS
• TABLE OF CONTENTS
• LIST OF TABLES
• LIST OF FIGURES
• 1. CHAPTER 1: INTRODUCTION
• 1.1. Aim of the study
• 1.2. Context of the study
• 1.3. Significance of the study
• 1.4. Structure of the thesis
• 1.5. The concept of resilience
• 1.5.1. What is resilience?
• 1.5.2. Resilience as a contextually nuanced term
• 1.5.3. Resilience in sports
• 1.5.4. Educational/academic resilience
• 1.5.5. Resilience in foreign/second language learning
• 1.5.6. Studies on international students studying foreign languages abroad
• 1.5.7. Studies on students studying English as a foreign language in their home countries
• 1.5.8. A qualitative study on resilience in learning English as a foreign language
• 1.5.9. Academic buoyancy in foreign language learning
• 1.6. Factors affecting success in second language acquisition
• 1.7. A complex dynamic systems theory perspective on foreign language learner resilience
• 1.7.1. An overview of complex dynamic systems theory
• 1.7.2. A systematic view of resilience in second/foreign language learning
• 1.7.3. A working definition of foreign language learner resilience
• 1.7.4. CDST as the theoretical framework
• 1.7.5. CDST and its methodological principles
• 1.7.6. Methods used in researching complex dynamic systems
• 1.7.7. Research methods for the current study
• 4. CHAPTER 4: THE SYSTEM OF FOREIGN LANGUAGE LEARNER RESILIENCE: TEACHERS’ PERSPECTIVES
• 4.1. Lacking self-efficacy
• 4.2. Encouragement and assessment triggered
• 5. CHAPTER 5: THE SYSTEM OF FOREIGN LANGUAGE LEARNER RESILIENCE: FIRST-YEAR STUDENTS’ PERSPECTIVES
• 5.1. First-year students’ perception of risk factors
• 5.1.1. Constraints related to society and community contexts
• 5.1.2. Constraints related to familial issues
• 5.1.3. Constraints related to institutional issues
• 5.1.4. Summary of first-year students’ perception of risk factors
• 5.2. First-year students’ perception of protective factors
• 5.2.1. Protective factors from familial aspects of context
• 5.2.2. Protective factors from institutional aspects of context
• 5.2.3. Protective factors from the society/community contexts
• 5.2.4. Information and communications technology as another external resource
• 5.2.5. Internal resources as internal protective factors
• 5.2.6. Summary of first-year students’ perceptions of protective factors
• 6. CHAPTER 6: THE SYSTEM OF FOREIGN LANGUAGE LEARNER RESILIENCE: FOURTH-YEAR STUDENTS’ PERSPECTIVES
• 6.1. Fourth-year students’ perception of risk factors
• 6.1.1. Constraints related to society/community context
• 6.1.2. Constraints related to family
• 6.1.3. Constraints related to institutional contexts
• 6.1.4. Summary of fourth-year students’ perceptions of risk factors
• 6.2. Fourth-year students’ perceptions of protective factors
• 6.2.1. Protective factors from familial aspects of context
• 6.2.2. Protective factors from institutional aspects of context
• 6.2.3. Protective factors from society/community context
• 6.2.4. ICT as another source of protective factors
• 6.2.5. Internal resources as internal protective factors
• 6.2.6. Summary of fourth-year students’ perceptions of protective factors
• 7. CHAPTER 7: OVERVIEW OF THE RESEARCH
• 7.1. Phase 1 – Teachers’ perspectives on FLLR
• 7.2. Phase 2 – Students’ perspectives on FLLR
• 7.3. The complex dynamic system of foreign language learner resilience
• 7.3.1. The interplay between individual factors and the contexts
• 7.3.2. Motivation in relation to contexts
• 7.3.3. Emotion in relation to contexts
• 7.3.4. Agency and autonomy in relation to contexts
• 7.3.5. Perseverance and optimism in relation to contexts
• 8. CHAPTER 8: CONCLUSIONS AND IMPLICATIONS
• 8.1. For teachers of English
• 8.2. For administrators and policy-makers
• 8.3. Limitations and recommendations for further research
• 8.3.1. Limitations of the study
• 8.3.2. Recommendations for further research
• APPENDIX A: Information letter for administrators
• APPENDIX B: Information letter and consent form for teachers
• APPENDIX C: Information letter and consent form for students
• APPENDIX D: Prompt and questions for focus group discussions
• APPENDIX E: Possible questions for semi-structured interviews with students
• APPENDIX F: Procedure for piloting focus group discussion
• APPENDIX G: Focus group protocol matrix
• APPENDIX H: Fieldnotes form
• APPENDIX I: Focus group participants’ profiles and summary of main points from their data
• APPENDIX J: Focus group participants’ profiles and transcript sample
• APPENDIX K: Excerpts from semi-structured interview transcript
• APPENDIX L: Semi-structured interview protocol
• APPENDIX M: Letter to apply for the extension to research ethics approval and questions for semi-structured interview
• APPENDIX N: Screenshots of data analysis using Nvivo
• APPENDIX O: Self-reflection form
• LIST OF TABLES
• LIST OF FIGURES

Tóm tắt

I. Tổng Quan Về Khả Năng Chịu Đựng Trong Học Tiếng Anh

Khả năng chịu đựng trong học tiếng Anh như một ngôn ngữ nước ngoài tại Việt Nam là một chủ đề quan trọng. Nghiên cứu cho thấy rằng việc học một ngôn ngữ thứ hai không chỉ đơn thuần là việc tiếp thu từ vựng và ngữ pháp. Nó còn liên quan đến nhiều yếu tố tâm lý và xã hội. Đặc biệt, khả năng chịu đựng trong học tiếng Anh giúp người học vượt qua những khó khăn và thách thức trong quá trình học tập.

1.1. Khái Niệm Khả Năng Chịu Đựng Trong Học Tiếng Anh

Khả năng chịu đựng được định nghĩa là khả năng phục hồi sau những khó khăn trong học tập. Điều này bao gồm việc duy trì động lực và cảm xúc tích cực trong quá trình học tiếng Anh.

1.2. Tầm Quan Trọng Của Khả Năng Chịu Đựng

Khả năng chịu đựng không chỉ giúp người học vượt qua khó khăn mà còn là yếu tố quyết định đến thành công trong việc học tiếng Anh. Nghiên cứu cho thấy rằng những người học có khả năng chịu đựng cao thường đạt được kết quả tốt hơn.

II. Những Thách Thức Khi Học Tiếng Anh Như Một Ngôn Ngữ Nước Ngoài

Học tiếng Anh tại Việt Nam gặp phải nhiều thách thức. Những khó khăn này có thể đến từ môi trường học tập, phương pháp giảng dạy, và cả yếu tố cá nhân. Việc nhận diện những thách thức này là rất cần thiết để tìm ra giải pháp hiệu quả.

2.1. Khó Khăn Trong Môi Trường Học Tập

Môi trường học tập tại Việt Nam thường bị ảnh hưởng bởi quy mô lớp học lớn và thiếu tài nguyên. Điều này làm giảm khả năng tương tác giữa giáo viên và học sinh, ảnh hưởng đến quá trình học tập.

2.2. Phương Pháp Giảng Dạy Truyền Thống

Phương pháp giảng dạy truyền thống thường tập trung vào việc ghi nhớ và kiểm tra, không khuyến khích sự sáng tạo và giao tiếp. Điều này có thể làm giảm động lực học tập của sinh viên.

III. Phương Pháp Học Tiếng Anh Hiệu Quả Tại Việt Nam

Để vượt qua những thách thức trong học tiếng Anh, người học cần áp dụng những phương pháp học tập hiệu quả. Các phương pháp này không chỉ giúp cải thiện kỹ năng ngôn ngữ mà còn tăng cường khả năng chịu đựng.

3.1. Chiến Lược Học Tập Tích Cực

Sử dụng các chiến lược học tập tích cực như học nhóm, thảo luận và thực hành giao tiếp có thể giúp người học cải thiện kỹ năng tiếng Anh và tăng cường khả năng chịu đựng.

3.2. Tài Liệu Học Tập Đa Dạng

Việc sử dụng tài liệu học tập đa dạng như sách, video, và ứng dụng học tiếng Anh giúp người học tiếp cận ngôn ngữ một cách phong phú và thú vị hơn.

IV. Ứng Dụng Thực Tiễn Của Khả Năng Chịu Đựng Trong Học Tiếng Anh

Khả năng chịu đựng có thể được áp dụng trong nhiều tình huống học tập khác nhau. Việc hiểu rõ về khả năng này giúp người học có thể phát triển các kỹ năng cần thiết để thành công trong học tiếng Anh.

4.1. Kết Quả Nghiên Cứu Về Khả Năng Chịu Đựng

Nghiên cứu cho thấy rằng những sinh viên có khả năng chịu đựng cao thường có kết quả học tập tốt hơn. Họ có thể vượt qua những khó khăn và duy trì động lực học tập.

4.2. Tác Động Của Khả Năng Chịu Đựng Đến Thành Công

Khả năng chịu đựng không chỉ ảnh hưởng đến kết quả học tập mà còn đến sự tự tin và sự phát triển cá nhân của người học trong quá trình học tiếng Anh.

V. Kết Luận Về Khả Năng Chịu Đựng Trong Học Tiếng Anh

Khả năng chịu đựng là một yếu tố quan trọng trong việc học tiếng Anh như một ngôn ngữ nước ngoài tại Việt Nam. Việc phát triển khả năng này không chỉ giúp người học vượt qua khó khăn mà còn mở ra nhiều cơ hội trong tương lai.

5.1. Tương Lai Của Khả Năng Chịu Đựng Trong Học Tiếng Anh

Trong tương lai, việc nghiên cứu và phát triển khả năng chịu đựng trong học tiếng Anh sẽ tiếp tục được chú trọng. Điều này sẽ giúp cải thiện chất lượng giáo dục và kết quả học tập của sinh viên.

5.2. Đề Xuất Giải Pháp Cải Thiện

Cần có các chương trình đào tạo và hỗ trợ cho giáo viên và sinh viên để phát triển khả năng chịu đựng. Điều này sẽ giúp tạo ra một môi trường học tập tích cực và hiệu quả hơn.

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nz/ Research Commons at the University of Waikato Copyright Statement: The digital copy of this thesis is protected by the Copyright Act 1994 (New Zealand). The thesis may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use:  Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person.  Authors control the copyright of their thesis. You will recognise the author’s right to be identified as the author of the thesis, and due acknowledgement will be made to the author where appropriate.

 You will obtain the author’s permission before publishing any material from the thesis. Resilience in the Context of Learning English as a Foreign Language in Vietnam: An Exploratory Study Using Complex Dynamic Systems Theory A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at The University of Waikato by HOANG KHANH BAO 2021 ABSTRACT Learning a second/foreign language can be an arduous process during which the language learner may encounter many challenges both from the context and from within. To maintain the learning process and to succeed, it seems that the learner needs resilience - the ability to bounce back from adversity. Although success in second/foreign language learning has been claimed by SLA researchers to be attributable to various contextual and individual factors, resilience has received scant attention in the field of second language acquisition.

This study explores the concept of resilience to shed light on the phenomenon of success in foreign language learning despite challenges and difficulties. It aims to conceptualise foreign language learner resilience in the context of English teaching and learning at the university level in Vietnam. The study is guided by the overarching research question What does foreign language learner resilience look like? This study explored foreign language learner resilience as a complex dynamic system. Accordingly, it took the notions of self-organisation of complex dynamic systems and retro- diction in researching complex dynamic systems as the basis for designing the research.

The foreign language learner resilience system, hence, was explored retrospectively by identifying a selection of people who seemed to typify resilient learners and the study worked backwards to explain how they had become so. The study employed a qualitative research design which included focus group discussions and semi-structured interviews, sequentially linked with each other, as the two main data collection methods. Three focus group discussions were conducted with teachers of English at a university in Vietnam (N=13) to identify typical resilient language learners seen as possible patterns in the system. Based on the focus group discussion data, questions for semi-structured interviews were developed for the second phase of data collection which aimed to identify the components of the system.

Thirty students who self-identified as resilient English learners voluntarily participated in the semi-structured interviews. They included first-year students (N=17) and fourth-year students (N=13) from the same university. Findings indicated that foreign language learner resilience is a complex dynamic system, composed of contextual and individual factors emerging from the interactions between the students and aspects of three contextual dimensions (community/society, institution and family), across their English learning trajectories. Core to the system are motivation, emotion, agency, autonomy, perseverance and optimism evolving and fluctuating in association with their interactions with the above contexts.

The system is characterised by the nonlinear i interactive mechanism between factors both detrimental and conducive to the language learning process. The findings of this study attest to the conceptualisation of resilience as a process in mainstream psychological research. Given the scant research into the concept in the SLA field, this study provides a new and deeper understanding of resilience in second/foreign language learning. More importantly, its findings help integrate a disparate set of contextual and individual factors influencing second/foreign language learning success.

As the study presents a new concept to the context of foreign language education in Vietnam, it provides teachers and administrators with insights into the difficulties and challenges Vietnamese EFL learners at the university level might face and the resources they can draw on in the face of adversity or stress. Drawing on the findings, it is suggested that teacher-student rapport should be enhanced to contribute to generating a synergy of motivation, positive emotions, autonomy and agency, perseverance and optimism that help the learners withstand challenges and difficulties to succeed in foreign language learning. ii ACKNOWLEDGEMENTS This research would not have been possible without the guidance, support and encouragement of many people to whom I owe my deepest gratitude. First, my deepest gratitude goes to my supervisors A/Prof Margaret Franken and Dr Judy Hunter.

Without their tremendous guidance, constant support and encouragement, from the first days of my PhD candidature, I would not have been able to go this far in my knowledge inquiry journey. I owe thanks to Margaret, my chief supervisor, for her thoughtful input and confidence in my abilities that pushed me to extend myself. I am thankful to Judy, my co-supervisor, for her careful reading and meticulous comments that triggered my critical thinking and pushed me to clarify my ideas. Apart from their professional expertise that has contributed to scaffolding my research skills and shaping my thesis, their kindness, patience and care have uplifted me emotionally at critical times throughout my PhD journey.

My sincere thanks go to the teachers and students who volunteered to participate in this research project. Without their willingness and enthusiasm to share their experiences, this thesis would not have taken shape. My gratitude also goes to the leaders at Tay Nguyen University and the Faculty of Foreign Languages for creating favourable conditions for my study. I would like to express my heartfelt thanks to my wife and soul mate, Nguyen Thi Hien Linh and my two daughters, Hoang Nguyen Cat Tuong and Hoang Nguyen Lan Khue for accompanying me and experiencing together with me all the ups and downs throughout my PhD journey.

Without their sacrifices, love, support, and encouragement, I would not have been able to finish this journey. Thank you, Linh for your sacrifices, endless love and support. I am so lucky to have so resilient a woman by my side. Thank you, Cat Tuong for being a responsible person in the family.

Your maturity and academic success have given me the impetus to move on. Thank you, Lan Khue for showing your love and care explicitly by asking about the progress of my research whenever I am home. The music talent of you both has always cheered me up as well. I am indebted to my family in Vietnam, in particular to my Mum and Dad whose unconditional love, continuous encouragement and support have always given me the strength and determination to move forward.

I am grateful to my younger brother for taking care of my parents while I am away for my study. Without his sacrifices and support, I would not have been able to complete this journey. iii I am deeply grateful to my mother-in-law and my sister-in-law who took care of my father-in- law from his serious illness until the last minutes of his life. Their support and sacrifices have contributed to the completion of this thesis.

I am extremely thankful to my late father-in-law who I believe has supported me spiritually from Heaven. I would like to thank Dr Pham Hoa Hiep and his family for supporting me in my very first days in Hamilton. Thank you Dr Hiep for your encouragement and support which have given me the impetus to pursue my PhD study. I am grateful to Lynnette Lopez-Raman for her kindness, care and support.

Thank you Lynnette for treating me, my wife and my daughters as your family members. I would like to extend my thanks to the ELLA staff at Knighton Normal School. I am indebted to Diane Cooper for offering me the opportunity to work in an amazing environment with great team members. My thanks also go to Julie, Laura, Naseema, Wallace, Sadia, and Jodie for their encouragement and emotional support.

My thanks also go to my officemate Yu Yuan and other doctoral researcher fellows for their friendship and encouragement. I will miss the times when we got together to share our experiences and support each other both academically and emotionally. Last but not least, I would like to acknowledge the Vietnamese government and the University of Waikato for their co-sponsorship of my doctoral study. iv CONFERENCE PRESENTATIONS ASSOCIATED WITH THIS THESIS Hoang, K.

Improving outcomes for university English language learners in Vietnam: Can a perspective on resilience help? Paper presented at the VinhTESOL International Conference on English Language Teaching, Vinh, Vietnam. Visualising foreign language learner resilience: model development from the perspective of complex dynamic systems theory. Paper presented at the Post Graduate Symposium, Hamilton, New Zealand. Foreign language learner resilience: a snapshot from the perspective of complex dynamic systems theory.

Paper presented at the The Applied Linguistics Conference, Perth, Australia. Foreign language learner resilience: Students’ perceptions of factors from multiple contexts. Paper presented at the VietTESOL International Convention 2020 [Virtual conference]. Foreign language learner resilience (FLLR): Capture the complexity of factors in learner success.

Paper presented at the Division of Education Post Gradudate Conference 2020, Hamilton, New Zealand v LIST OF ABBREVIATIONS CDST Complex dynamic systems theory CEFR Common European Framework of Reference for Languages EFL English as a foreign language FLLR Foreign language learner resilience ICT Information and communication technology SLA Second language acquisition vi TABLE OF CONTENTS ABSTRACT .iii LIST OF ABBREVIATIONS. vi TABLE OF CONTENTS .vii LIST OF TABLES. xi LIST OF FIGURES. xi CHAPTER 1: INTRODUCTION.

Aim of the study. Context of the study. Significance of the study. Structure of the thesis.

The concept of resilience. What is resilience?. Resilience as a contextually nuanced term. Resilience in sports.

Educational/academic resilience. Resilience in foreign/second language learning. Studies on international students studying foreign languages abroad. Studies on students studying English as a foreign language in their home countries.

A qualitative study on resilience in learning English as a foreign language. Academic buoyancy in foreign language learning. Factors affecting success in second language acquisition. A complex dynamic systems theory perspective on foreign language learner resilience.

An overview of complex dynamic systems theory. A systematic view of resilience in second/foreign language learning. A working definition of foreign language learner resilience. CDST as the theoretical framework.

CDST and its methodological principles. Methods used in researching complex dynamic systems. Research methods for the current study. 73 CHAPTER 4: THE SYSTEM OF FOREIGN LANGUAGE LEARNER RESILIENCE: TEACHERS’ PERSPECTIVES.

Lacking self-efficacy. Encouragement and assessment triggered. 87 CHAPTER 5: THE SYSTEM OF FOREIGN LANGUAGE LEARNER RESILIENCE: FIRST-YEAR STUDENTS’ PERSPECTIVES. First-year students’ perception of risk factors.

Constraints related to society and community contexts. Constraints related to familial issues. Constraints related to institutional issues. Summary of first-year students’ perception of risk factors.

First-year students’ perception of protective factors. Protective factors from familial aspects of context. Protective factors from institutional aspects of context. Protective factors from the society/community contexts.

Information and communications technology as another external resource. Internal resources as internal protective factors .6 Summary of first-year students’ perceptions of protective factors. 145 CHAPTER 6: THE SYSTEM OF FOREIGN LANGUAGE LEARNER RESILIENCE: FOURTH-YEAR STUDENTS’ PERSPECTIVES. Fourth-year students’ perception of risk factors.

Constraints related to society/community context. Constraints related to family. Constraints related to institutional contexts. Summary of fourth-year students’ perceptions of risk factors.

Fourth-year students’ perceptions of protective factors. Protective factors from familial aspects of context. Protective factors from institutional aspects of context. Protective factors from society/community context.

ICT as another source of protective factors. Internal resources as internal protective factors .