MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY NGUYEN THI BAO HAN 443052 GRADUATION PAPER Hanoi-2023 MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY NGUYEN THI BAO HAN 443052 AN INVESTIGATION INTO THE USE OF THE INTERNET TO PROMOTE AUTONOMOUS LEARNING IN LEGAL ENGLISH OF SENIOR STUDENTS AT HANOI LAW UNIVERSITY Major: English Language GRADUATION THESIS SUPERVISOR Lã Nguyễn Binh Minh, MA. Hanoi-2023 DECLARATIONS I hereby state that I: Nguyen Thi Bao Han, 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 La Nguyén Binh Minh Nguyễn Thị Bao Hân April 4th, 2023 ACKNOWLEDGEMENTS First and foremost, I would like to express my heartfelt appreciation to my wonderful Supervisor, Ms.
La Nguyen Binh Minh M., for her enormous support towards my research with great patience, devotion, unwavering advice, profound insight and experience. I have managed to overcome all the various obstacles and finished this thesis thanks to her constant, inspiring guidance and encouragement throughout the writing process. Besides my Supervisor, my sincere thanks goes to all the Members of the Thesis Committee, the teachers who work hard and fair to evaluate this research of mine, give insightful comments and questions, as well as provide me with detailed feedback to help my future studies. Last but not least, I am particularly grateful for my family members and close friends who have been supportive and caring throughout the journey with their unconditional love, understanding and kindness.
I express my gratitude to my classmates, friends from the university club, and colleagues from my internship for the tremendous amount of advice and cooperation to support me in the writing and survey process. il ABSTRACTS This study was expected to describe profoundly the use of Internet to promote autonomous learning in legal English among senior students at Hanoi Law University. To achieve this goal, the researchers employed a survey questionnaire and an semi-structured interview. The survey questionnaire was administered to a sample of 90 senior students majoring in the Advanced Program of General Law, International Trade and Business Law, and Legal English Language.
Additionally, three respondents were invited for an in- depth interview. The collected data was descriptively analyzed and presented using charts and tables. The research findings indicate that senior students have a considerable understanding of autonomy. Moreover, students demonstrate awareness and positive attitudes towards the effectiveness of Internet tools in enhancing their legal English proficiency.
Notwithstanding, the use of the Internet to facilitate autonomous learning in legal English is still associated with some disadvantages. As an illustration, the amount of time devoted to autonomous learning of legal English 1s still limited. Moreover, the strategies for using the Internet as a tool for autonomous learning have not yet been widely adopted. This has resulted in a significant discrepancy between autonomous learners and those who rely solely on traditional teaching methods.
The outcomes of this study offer several recommendations to help students and teachers identify and maximize the significant role of the Internet in improving learners’ autonomy both inside and outside the classroom. Overall, the study’s findings emphasize the importance of the Internet in promoting learners’ autonomy and suggest that the integration of technology in language learning can contribute significantly to the enhancement of learners’ skills and proficiency in legal English. ill TABLE OF CONTENTS I5 0)8. ceeceesceesseesseeesneeescecssneceaeecsaeeesaeeesaeessaeeeseesesneeeeeeeas II PEST AIGT Bsc ces cai sas sche a.
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ORGANIZATION OF THE STUDY. THE LITERATURE REVIEÔW. Snn S2 nh re 5 Lads -1MNHTIHÍTNHÍ, TÍNHNNBVHI ghe nghĩ tú H1Ä<.1 1ö Hi H5 0,1205 86138 KH 3A5 0,1:1033065 Haha aR He bị 1. Overview of related preVviOs sfMđÏeS.
METHCDOLOT cá cán ¿có Lo ih Hà Lá Gan Họ Riba nh RR 16 2. Design Of the Study.) nan ng ốốố. RESULTS AND DISCUSSION. Results of research question 01: How do students at HLU perceive themselves as autonomous legal English learners through the use of Internet? 3.
Results of research question 02: How effectively and efficiently do students use the Internet to study legal Englisn?. ‹ «+ sss++ss++ssx++ 27 IV 3. Results of research question 03: How can teachers help students to be more autonomous in learning the legal foreign language through using 77-7877. Recommendations for students in autonomous learning of legal English by USING the INtCrnel 0 nnn77.
Recommendations for English teachers to developing learner autonomy 40 4. SUMMARY OF THE STUDY. LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDY. XV Pe POPTPEI SING, HỖ cenit.
SL A XVI LIST OF ABBREVIATIONS EFL (English as a Foreign Language) ESP (English for Specific Purposes) HLU (Hanoi Law University) M (Mean) SD (Standard Deviation) TMU (Thuong Mai University) USA (United States of America) LIST OF FIGURES & TABLES Figure 1 The Average Time HLU Students Spend on the Internet to Learn Legal English Per Day Figure 2 The Motives of HLU Students to Learn Legal English through the use of Internet Figure 3 Factors Affecting the Choice of Students When Choosing Online Resources to Learn Legal English. Table 1 HLU Students’ Evaluation of Their Confidence in Their Ability to Learn Legal English Autonomously Through the Internet Table 2 Online Resources Used by HLU Students to Learn Legal English Table 3 HLU Students’ Opinion on the Effectiveness and Efficiency of Learning Legal English Autonomously Through the Internet Table 4 HLU Students’ Strategies to Learn Legal English Autonomously Through the Use of Internet Table 5 Contributing factors to the difficulties faced by HLU students when using the Internet to learn Legal English Table 6 Opinion of HLU Students on the Importance of Teacher’s Guidance in Autonomous Learning of Legal English. Table 7 Opinion of HLU Students on the Necessity for Each Type of v1 Teacher’s Guidance in Autonomous Learning of Legal English Vii INTRODUCTION The purpose of this chapter 1s to establish the foundation for the research paper by outlining its rationale, aims, research questions, scope, significance and organization with a clear focus, purpose and direction. Rationale for the study In the age of digital technology, the Internet has become an integral part of our daily life and has revolutionized the way we learn and acquire knowledge.
Internet serves as the most valuable source that may assist learners, while allowing them to explore, communicate and learn about the diversity of English language through online materials, books, newspapers, videos, social media platforms. Internet has further allowed students to access different information related to the language across the globe (Baik & Shim, 2002). The dismantling of international boundaries in the pursuit of international markets and global agreements has meant the matching of different legal frameworks in the global context, as well as the implementation of legislative procedures and juridical processes across countries. Hence, it could be said that globalized business activities and dispute resolution through arbitration between individuals and institutions have been accompanied bya process of legal internationalization.
But such a process requires a common language for legal officials and scholars to understand one another, and such language is, undeniably, English (Llopis, 2017). Indeed, with the increasing importance of English as the global language of law, it is essential for students to have a high level of proficiency in legal English to succeed in their future careers. Although traditional classroom-based learning has its benefits, it may not be adequate in developing the language proficiency needed to excel in the legal field. Autonomous learning has proven to be the right approach to enhancing skills as it entails learners taking charge of their own learning and utilizing resources beyond the classroom, as indicated by Esfandiari and Gawhary (2019).
Firstly, it gives students the ability to enhance their legal vocabulary and comprehension skills, making them more competent in the field of law. Secondly, autonomous learning enables students to develop their research and analysis skills, which are essential in the legal profession. Thirdly, it allows students to communicate effectively with international clients and | colleagues, giving them a competitive edge in a globalized legal industry. Additionally, autonomous learning of legal English provides students with the flexibility to tailor their learning to their specific needs and learning styles, promoting independent thinking and self-motivation.
The use of the Internet for teaching and learning has been explored in numerous studies both domestically and internationally. However, the majority of these studies have primarily focused on autonomous learning of English in general or business English, with limited research on autonomy in learning legal English. Acknowledging this issue, this study was undertaken to underscore how the Internet could be utilized to promote autonomous learning of legal English among students specializing in different disciplines and studying legal English at HLU. Consequently, it can help enhance students knowledge and language skills in the field of law in particular and improve the quality of teaching and learning of legal English at this institution in general.
Aims of the study Overall, this study aimed to provide insights into the potential of using the Internet to leverage autonomous learning of legal English among students at HLU. To achieve this goal, the researcher established three specific objectives as follows. The first objective was to explore HLU students’ self-evaluation of their ability to learn legal English autonomously using the Internet. The second objective was to evaluate the effectiveness and efficiency of students’ utilization of the Internet as a means of learning legal English.
Finally, the study sought to examine the roles of teachers in helping students become more autonomous in learning legal English through the use of the Internet. Research questions In line with the rationale and aims outlined above, the researcher seeks to gain a deeper understanding of leveraging the Internet to promote autonomous learning of legal English among senior students at HLU by exploring the following questions: (1) How do students at HLU perceive themselves as autonomous legal English learners through the use of Internet? (2) How effectively and efficiently do students use the Internet to study legal English? (3) How can teachers help students to be more autonomous in learning the legal foreign language through using Internet? 4. Scope of the study This research paper focuses on promoting autonomous learning in legal English among senior students at HLU through the use of the Internet. As legal English courses are not offered to all students at the institution, this study is limited to those students majoring in General Law (Advanced program), International Trade and Business Law, and English Language (Legal English), who take legal English courses as compulsory credits.
Additionally, seniors at the university are believed to be more digitally literate compared to juniors, sophomores, and freshmen. Therefore, this research paper is narrowed down to the utilization of the Internet to promote autonomous learning in legal English of seniors pursuing majors in General Law (Advanced program), International Trade and Business Law, or English Language (Legal English). Significance of the study This study lies in its potential to inform the development of language learning strategies and pedagogies that foster autonomous learning and leverage the Internet as a tool. First, it addresses the need for autonomous learning in higher education, especially in the context of legal English, a domain that requires proficiency in both legal knowledge and language.
Second, the study explores the potential of the Internet in providing learners with resources and opportunities for autonomous learning. This potential focus on senior students at HLU highlights the importance of enhancing the language proficiency of future Vietnamese legal practitioners.