VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A SURVEY ON THE 10TH GRADERS’ USING MOBILE PHONES IN LEARNING ENGLISH AT NGUYEN DU HIGH SCHOOL, BAC NINH PROVINCE (KHẢO SÁT VIỆC SỬ DỤNG ĐIỆN THOẠI DI ĐỘNG TRONG VIỆC HỌC TIẾNG ANH CỦA HỌC SINH LỚP 10 TẠI TRƯỜNG THPT NGUYỄN DU, TỈNH BẮC NINH) Student : NGUYEN THI BICH NGOC Student code : 621208 Class : K62ENGA Major : ENGLISH Supervisor : NGUYEN THI THU THUY, Ph.D Hanoi – 2021 VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS A SURVEY ON THE 10TH GRADERS’ USING MOBILE PHONES IN LEARNING ENGLISH AT NGUYEN DU HIGH SCHOOL, BAC NINH PROVINCE (KHẢO SÁT VIỆC SỬ DỤNG ĐIỆN THOẠI DI ĐỘNG TRONG VIỆC HỌC TIẾNG ANH CỦA HỌC SINH LỚP 10 TẠI TRƯỜNG THPT NGUYỄN DU, TỈNH BẮC NINH) Student : NGUYEN THI BICH NGOC Student code : 621208 Class : K62ENGA Major : ENGLISH Supervisor : NGUYEN THI THU THUY, Ph.D Hanoi – 2021 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled A SURVEY ON THE 10TH GRADERS’ USING MOBILE PHONES IN LEARNING ENGLISH AT NGUYEN DU HIGH SCHOOL, BAC NINH PROVINCE submitted in partial fulfillment of the requirements for the degree of Bachelor in English Language. Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis. Hanoi, 2021 Nguyen Thi Bich Ngoc Approved by SUPERVISOR (Signature and full name) Date:…………………… i ACKNOWLEDGMENT In the process of completing this research paper, I have received great deal of helps, guidance and encouragements from teachers and friends. First of all, I would like to express my deepest thanks to my supervisor, Ph.D Nguyen Thi Thu Thuy who given me suggestions on how to shape the study and always been most willing and ready to give me valuable advice, helpful comments as well as correction of my research paper.
Next, I would like to express my gratitude to all teachers in Faculty of Education and Foreign language of Vietnam National University of Agriculture that help me much in completing this paper. Although many efforts have been made during the implementation of the thesis, there may be limitations and shortcomings. I look forward to receiving comments and guidance from teachers and friends. ii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY.
ii TABLE OF CONTENTS. iii LIST OF TABLES. v LIST OF FIGURES. vii PART I: INTRODUCTION.
RATIONALE FOR THE STUDY. AIMS AND OBJECTIVES OF THE STUDY. SCOPE OF THE STUDY. SIGNIFICANCE OF THE STUDY.
DESIGN OF THE STUDY. 3 PART II: DEVELOPMENT. 5 CHAPTER 1: LITERATURE REVIEW. REVIEW OF THE PREVIOUS STUDIES.
REVIEW OF THEORETICAL BACKGROUND. Definition of mobile phones. Impacts of using mobile phones on students’ learning English. Advantages and disadvantages of using mobile phones on students’ learning.
RESEARCH QUESTION REVISITED. 16 CHAPTER 3: FINDINGS AND DISCUSSION. Finding from questionaire. Finding from interview.
Finding from observation .3 LIMITATION OF THE STUDY. 45 iv LIST OF TABLES Table 3.1: Frequency of accessing social networking sites by students .2: Student's assessment of the usefulness of using mobile phones to learn foreign language.3: Student's assessment of the effectiveness of using mobile phones to learn English.4: Students' desire in teaching and learning English. 32 v LIST OF FIGURES Figure 3.1: Student's mobile phone usage time in non-academic activities .2: Non-academic activities that students perform on mobile phones .3: Students' habits of accessing social networking sites.4: The duration of using mobile phones to learn English .5: Activities students frequently use in learning English on mobile phones .6: Student access to English learning apps on mobile phones.7: Student access to English learning websites on mobile phones .8: English skills students want to improve the most. 28 vi ABSTRACT In today's modern world, mobile phones have become inseparable from human beings.
We cannot deny that mobile phones have so many benefits, especially in education. In learning English for students, mobile phones have many applications and support tools such as websites and online learning channels to help them learn English. This study attempts to discover and investigates the current situation of using mobile phones in learning English adapted by the 10th graders at Nguyen Du high school in Bac Ninh province. The study describes the present educational situation of 10th graders use mobile phones in learning English in class and outside of school hours.
A questionnaire survey, an observation, and an interview have been conceived and conducted on 120 students on the 10th graders of three classes 10A1 10A2, and 10A3. The results from the analysis of the questionnaire, observation, and interview represented that mobile phones in English learning in the classroom were still restricted. Through the study, there are some suggestions to help students learn English more effectively on mobile phones. Keywords: mobile phone, current situation, learning English, the 10th graders.
vii PART I: INTRODUCTION 1. RATIONALE FOR THE STUDY In recent years, mobile phones have been used popularly in people and we cannot deny them benefits it in the educational system. While the first generations of mobile phones did not offer much functionality beyond phoning and text messaging, the newest 3G generation of mobile phones offers far greater possibilities to suggest multimedia content, location-based learning materials, and earnest games that elevate the learners’ enjoyment and enthusiasm (Claudill, 2007). With a mobile phone connected to the Internet or 3G, 4G, learners can easily learn anytime, anywhere, find information what they want, regardless of time or place.
The learner is no longer constricted to learn at fixed locations. In addition, the location where learning takes place can become an applicable part of the learning context (Baldauf, et al. It is undeniable that children do absorb in the classroom and casually out of the classroom. Their informal experiences outside learning times at school may extend just as meaningful learning opportunities as the structured learning environment established within schools.
For example, if you are travelling or at home, you can still study online learning apps without the limitations of desktop computer technology. Even you submit online papers if you cannot return in time or due to epidemics, you can still contact the teacher via study management software such as MS team, Zoom. Thornton and Houser (2003) pointed out that young Japanese students use mobile phones for many activities, from emailing to reading books. Especially in learning English, there is a more useful software to help students or even employees can simply access and use them such as Duolingo, Native Talk.
Research on the use of mobile phones for the delivery of vocabulary materials to English learners in Taiwan showed that learners were fond of using their phones because it was easy to access materials and be able to practice anytime and 1 anywhere; in addition, some students enjoyed the screen size restrictions, which made contents more manageably than that of other teaching materials (Chen, et al. As learning with a mobile phone is fundamentally different from classroom learning, a new field of study has come into shape, namely that of Mobile Learning (Sharples, 2000). Although there are many useful English learning apps that you can learn from your mobile phone, the researches of Vietnamese students' self-study of foreign languages based on mobile phones is still relatively limited. That is why I chose the study “ A survey on the 10th graders’ using mobile phones in learning English at Nguyen Du high school in Bac Ninh province”.
Through questionnaires, interviews, and observations, this study pointed to the current situation of the 10th-grade students at Nguyen Du High School, Bac Ninh province using mobile phones to learn English and offered suggestions to help students learn English more effectively. AIMS AND OBJECTIVES OF THE STUDY The aim of the study is to determine the current situation of using mobile phones in learning English adapted by the 10th graders at Nguyen Du high school in Bac Ninh province. The objectives of the study are as follows: - Investigating the current situation on the 10th graders’ using mobile phones in learning English at Nguyen Du high school in Bac Ninh province. - Making some suggestions to help students learn English better by using mobile phones.
RESEARCH QUESTIONS The study seeks to answer the following: 1. What is the current situation on the 10th graders’ using mobile phones in learning English at Nguyen Du High School in Bac Ninh province? 2 2. What should be made suggestions so as to help the 10th graders of Nguyen Du High School in Bac Ninh province learn English more effectively via using mobile phones? 4. SCOPE OF THE STUDY The study carried out at Nguyen Du High School in Bac Ninh province in semester 2 of the school year 2020 – 2021 for 6 weeks from March to April in 2021.
The Nguyen Du High School consists of 11 in grade 10 classes, but due to limited research time and the Covid-19 epidemic, the scope of the study had to conduct on 3 classes: 10A1, 10A2, and 10A3, about 120 students. SIGNIFICANCE OF THE STUDY The study of “Mobile phone usage in learning English” has been done not just once. Conversely, different execution times and locations will gain different results. Mobile phones have many benefits in supporting students' learning in cities and provinces, but in Bac Ninh province, there has not been any research on the application of mobile phones in learning English in particular and learning in general.
This is the first time that a research study has conducted with grade 10 students at Nguyen Du High School in Bac Ninh province. The results of the study showed the reality of using mobile phones in English learning of grade 10 students at Nguyen Du high school, Bac Ninh province. From there, we extracted the problems, gave solutions, appropriate suggestions to improve the English learning of 10th graders better on mobile phones. DESIGN OF THE STUDY Apart from abstracts, references & appendices, the study consists of three main parts: PART 1 - INTRODUCTION presents the rationale of the study, aims and objectives of the study, research questions, the scope as well as the significance of the study.
3 PART 2 - DEVELOPMENT is divided into 3 chapters: Chapter 1 - LITERATURE REVIEW provides the theoretical background for the study including definitions of mobile phones and outlines the impact of cell phone use on high school students in general and English learning in particular. Besides, this chapter gives some domestic and overseas studies regarding the use of mobile phones in English learning. Chapter 2 - METHODOLOGY describes the methodology used in the research including the data collection instruments, participants, the procedures employed to carry out the research. Chapter 3 - FINDINGS AND DISCUSSIONS reports and discusses the findings of the study.
PART 3 - CONCLUSION summarizes the main issues that have been addressed in the study, points out the limitations and suggests several solutions. 4 PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1. REVIEW OF THE PREVIOUS STUDIES In Vietnam, there have been a number of studies on the use of mobile phones in learning English, but no research topic has been found on the current situation of using mobile phones in learning English among 10th graders. Nguyen Xuan Nghia and many authors have conducted a study: "Students and smartphones: use and effects on learning and social relations" (2017) at Ho Chi Minh City Open University, have stated that to use mobile phones in a more positive way for learning, we need to think about how does that create inequality for poor students? What additional conditions must schools and society be equipped with (for example, free and strong wifi?) What changes should be made in the way of learning and teaching?.