Luận văn thạc sĩ workbook on english language micro skills for first year college students in selected universities in thai nguyen province vietnam

Luận văn thạc sĩ phân tích workbook on english language micro skills for first year college students in selected universities, đánh giá thực trạng, chỉ ra hạn chế, đề xuất giải

• Tác giả: Dang Thi Thu Huong
• Người hướng dẫn: Dr. Dimaano
• Trường học: Batangas State University
• Chuyên ngành: English
• Đề tài: Workbook on English Language Micro-Skills for First Year College Students in Selected Universities in Thai Nguyen Province, Vietnam
• Loại tài liệu: dissertation
• Năm xuất bản: 2015
• Địa điểm: Batangas City

Mục lục chi tiết

• TITLE PAGE
• APPROVAL SHEET
• ABSTRACT
• ACKNOWLEDGMENT
• DEDICATION
• TABLE OF CONTENTS
• 1. THE PROBLEM
• 1.1. Introduction
• 1.2. Statement of the Problem
• 1.3. Scope, Delimitation and Limitation of the Study
• 1.4. Significance of the Study
• 2. REVIEW OF LITERATURE
• 2.1. Conceptual Literature
• 2.2. Synthesis
• 2.3. Definition of Terms
• 3. RESEARCH METHOD AND PROCEDURE
• 3.1. Research Environment
• 3.2. Subjects of the Study
• 3.3. Data Gathering Instrument
• 3.4. Data Gathering Procedure
• 3.5. Statistical Treatment of Data
• 4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
• 5. SUMMARY, CONCLUSION AND RECOMMENDATION
• 5.1. Summary of Findings
• APPENDICES
• CURRICULUM VITAE
• LIST OF TABLES
• LIST OF FIGURES

Tóm tắt

I. Giới thiệu về Luận Văn Thạc Sĩ

Luận văn thạc sĩ này tập trung vào việc phát triển workbook tiếng Anh nhằm hỗ trợ sinh viên năm nhất tại các trường đại học ở Thái Nguyên. Nghiên cứu đánh giá nhu cầu về kỹ năng tiếng Anh vi mô của sinh viên, bao gồm bốn kỹ năng chính: đọc, viết, nói và nghe. Mục tiêu chính là xác định những khó khăn mà sinh viên gặp phải và đề xuất một tài liệu học tập bổ trợ để cải thiện kỹ năng giao tiếp tiếng Anh.

1.1. Bối cảnh nghiên cứu

Nghiên cứu được thực hiện tại bốn trường đại học ở Thái Nguyên, với sự tham gia của 380 sinh viên năm nhất và 53 giảng viên tiếng Anh. Chương trình học hiện tại được đánh giá là chưa đáp ứng đủ nhu cầu phát triển kỹ năng tiếng Anh vi mô của sinh viên. Các kỹ năng tiếng Anh vi mô bao gồm kỹ năng vận động-nhận thức, kỹ năng ngữ điệu, kỹ năng suy luận, và kỹ năng nhận thức giao tiếp.

1.2. Mục tiêu nghiên cứu

Nghiên cứu nhằm xác định mức độ thành thạo kỹ năng tiếng Anh của sinh viên trong bốn kỹ năng chính. Đồng thời, nghiên cứu cũng đánh giá những kỹ năng tiếng Anh vi mô mà sinh viên gặp khó khăn nhất, từ đó đề xuất một workbook tiếng Anh bổ trợ để cải thiện hiệu quả học tập.

II. Phương pháp nghiên cứu

Nghiên cứu sử dụng phương pháp mô tả, với hai công cụ thu thập dữ liệu chính là bảng câu hỏi khảo sát và bài kiểm tra do giảng viên thiết kế. Dữ liệu được phân tích để đánh giá mức độ thành thạo kỹ năng tiếng Anh của sinh viên và xác định những khó khăn cụ thể trong từng kỹ năng.

2.1. Đối tượng nghiên cứu

Nghiên cứu tập trung vào 380 sinh viên năm nhất và 53 giảng viên tiếng Anh tại bốn trường đại học ở Thái Nguyên. Sinh viên được đánh giá qua bốn kỹ năng: đọc, viết, nói và nghe.

2.2. Công cụ thu thập dữ liệu

Bảng câu hỏi khảo sát và bài kiểm tra do giảng viên thiết kế được sử dụng để thu thập dữ liệu. Các câu hỏi tập trung vào đánh giá kỹ năng tiếng Anh vi mô và mức độ thành thạo của sinh viên trong từng kỹ năng.

III. Kết quả nghiên cứu

Kết quả nghiên cứu cho thấy sinh viên có mức độ thành thạo trung bình trong các kỹ năng đọc, viết, nói và nghe. Tuy nhiên, một số kỹ năng tiếng Anh vi mô như kỹ năng ngữ điệu và kỹ năng nhận thức giao tiếp được đánh giá là khó khăn nhất. Nghiên cứu cũng chỉ ra rằng việc sử dụng workbook tiếng Anh bổ trợ có thể cải thiện đáng kể kỹ năng giao tiếp của sinh viên.

3.1. Đánh giá kỹ năng đọc

Sinh viên đạt mức độ thành thạo trung bình trong kỹ năng đọc, với điểm số cao nhất ở các lĩnh vực như tìm ý chính và suy luận. Tuy nhiên, kỹ năng tóm tắt vẫn là điểm yếu của nhiều sinh viên.

3.2. Đánh giá kỹ năng viết

Kỹ năng viết của sinh viên được đánh giá là trung bình, với điểm số cao ở các lĩnh vực như sắp xếp từ trong câu. Tuy nhiên, kỹ năng sử dụng dấu câu và đặt vị trí từ vẫn còn hạn chế.

IV. Đề xuất và ứng dụng thực tiễn

Nghiên cứu đề xuất việc sử dụng workbook tiếng Anh bổ trợ để cải thiện kỹ năng tiếng Anh vi mô của sinh viên. Workbook này được thiết kế dựa trên các tiêu chí cụ thể, bao gồm việc cung cấp các bài tập thực hành và tài liệu học tập phù hợp với nhu cầu của sinh viên.

4.1. Thiết kế workbook

Workbook tiếng Anh được thiết kế dựa trên các tiêu chí như mức độ khó của bài tập, sự phù hợp với chương trình học, và khả năng hỗ trợ sinh viên phát triển kỹ năng tiếng Anh vi mô. Các bài tập trong workbook tập trung vào việc cải thiện kỹ năng đọc, viết, nói và nghe.

4.2. Ứng dụng thực tiễn

Workbook tiếng Anh được đề xuất sẽ được thử nghiệm và đánh giá trước khi áp dụng rộng rãi. Nghiên cứu cũng khuyến nghị việc tổ chức các khóa đào tạo cho giảng viên để nâng cao hiệu quả giảng dạy kỹ năng tiếng Anh.

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i THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines WORKBOOK ON ENGLISH LANGUAGE MICRO-SKILLS FOR FIRST YEAR COLLEGE STUDENTS IN SELECTED UNIVERSITIES IN THAI NGUYEN PROVINCE, VIETNAM A Dissertation Presented to The Faculty of Graduate School Batangas State University Batangas City, Philippines In Partial Fulfillment Of the Requirements for the Degree Of Doctor of Philosophy Major in English By: DANG THI THU HUONG June 2015 e ii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines APPROVAL SHEET This dissertation entitled “WORKBOOK ON ENGLISH LANGUAGE MICRO-SKILLS FOR FIRST YEAR COLLEGE STUDENTS IN SELECTED UNIVERSITIES IN THAI NGUYEN PROVINCE, VIETNAM” prepared and submitted by DANG THI THU HUONG in partial fulfillment of the requirements for the degree of Doctor of Philosophy major in English has been examined and is recommended for Oral Examination. Adviser PANEL OF EXAMINERS Approved by the committee on Oral Examination with a grade of _________. BANAAG Chairman DR. PANOPIO Member Member DR.

SULIT External Representative Accepted and approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy major in English. Comprehensive Examination: PASSED _____________ MATILDA H. Date Dean, Graduate Studies College of Arts and Sciences e iii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines ABSTRACT Title : Workbook on English Language Micro-skill for First Year College Students in Selected Universities in Thai Nguyen Province, Vietnam Author : Dang Thi Thu Huong Course : Doctor of Philosophy Major : English Year : 2015 Adviser : Dr. Dimaano Summary The study was conducted to assess the English language micro- skill needs of first year college students in selected universities in Thai Nguyen Province, Vietnam.

It covered the level of English language proficiency among students in the four modes of language performance in reading, writing, speaking and listening. The faculty also assessed the students English micro skills relative to motor-perceptual skills for spoken and written media, intonation skills concerned with understanding and conveying meaning especially attitudinal meaning, deductive skills: deducing meaning or use of unfamiliar lexical items such as reducing recourse to use of dictionary, perceptual or communicative skills, conceptual skills: understanding and expressing conceptual meaning, intrasentencial structure and semantic e iv THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines relations skills, discourse coherence skills and information transfer skills. This study also determined which among the four modes of language performance the students find most difficult and which among the English micro skills students find difficult as assessed by faculty respondents. The output of the study is a proposed supplementary workbook to enhance the students micro skill needs.

The study covered the four (4) Thai Nguyen Universities in Thai Nguyen Province with three hundred eighty (380) freshman students and 53 English language teachers as respondents of the study. It made use of descriptive research and utilized the survey questionnaire and the teacher- made- test as the data gathering instruments. Results of the study as to the level of students’ proficiency in the four modes of English language performance, students generally have an average proficiency in all the test areas in the performance in reading with an average correct rating of 65.26 percent and a verbal equivalent of average with the highest proficiency was observed in the areas on context clues and fact and inference with 82.05 percent, and topic sentence and main idea with a percent correct scores of 69.86 percent respectively; and summary statements with a percent correct score of 42.32 percent and interpreted as e v THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines low average. In writing students generally showed an average performance with an average correct score of 54.

This value may appear high and above 50 percent, but among the component areas, only three of the five items had high values which mean that the students have developed proficiency along these three component areas with most adeptness gained in words in sentences where they get the high average rating. The two low scoring items are punctuation and modifier placement with the former acquiring the lowest performance rating of 18. For speaking, students generally showed an average performance with a percent correct rating of 49.11 percent which means the students were performing at an average level in the modality of speaking. Numerically, the performance in speaking was lower and below 50 percent.

The students showed the lowest numerical proficiency value in this language mode indicating this area to be the weakest. In listening on the other hand, the students generally showed an average proficiency with an average correct rating of 59. Though this value appears to be high and above 50 percent, only the items on sentence constituents and grammatical word class contributed to the high values which mean that the students were proficient in e vi THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines grammatical areas of listening and less proficient in vocabulary and main idea finding. In terms of faculty assessment of the students’ English language micro- skills, all of the 20 items obtained an agree score of >84.91 percent with six items that recorded a score of 84.91 percent which means that the list presented are valid language micro-skills that can be used to assess students’ linguistic proficiency.

The micro-skill with the highest agree score is perceptual- communicative skills while the lowest is the conceptual skills. According to the frequency of use, findings revealed that all of the items got ratings >3.6 which is verbally equivalent to often which means that the teachers generally perceived all the micro-skills to be practiced often by the students. The item with the highest score is a tie between perceptual- communicative skills and intrasentencial structure and semantic relations skills both with a mean frequency score of 4. The teacher respondents also rate the micro-skill items according to their degree of importance.

Results indicate that all of the items had ratings >4.4 which means that the items could range from moderate to very important. The item with the highest rating in terms of degree of importance is a tie between perceptual- communicative skills and intonation skills. The lowest e vii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines scoring item is intrasentential structure and semantic relations skills. In the aspect of difficulties encountered by students in the four modes of language, seven out of the 17 test areas on the four modes of language, students got the proficiency rating below 50 percent.

These areas are punctuation and modifier placement in riting, word order and use of stress in speaking, meaning of words and topic sentence in listening, and summary statements in reading. There were two difficult component items each for writing, speaking, and istening and only one item for reading. This means that reading in spite of being the most advance skill, difficulties are still encountered by students in this modality, particularly in making summary statements. Relative to the teachers’ assessment of the students’ micro-skills in the four modes of language according to the frequency of use, results showed that all the items got ratings of >3.7 which is verbally equivalent to often which indicates that all the micro-skills are used often by the students.

The item with the highest mean frequency score is the item that pertains to the use of correct words, a writing micro-skill followed by the item on fact and inference, a reading micro-skill, and the item on form of words, a speaking micro-skill. According to their degree of importance, all of the items had ratings >4.4 which means that the items could range from moderate to very important. This e viii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines indicates that the teacher respondents generally perceived all the micro-skills to be of a high degree of importance and thus, must always be included in the teaching scheme and competency assessment of freshman students. The item with the highest rating in terms of degree of importance is a tie between perceptual-communicative skills and intonation skills.

The lowest scoring item is intrasentential structure and semantic relations skills. As to the relationship of teacher’s assessment and students’ performance in the three language modalities, results indicate that 14 out of 17 micro-skill items compared showed significant differences. The significantly different label indicates that the students’ proficiency scores are not related to the teachers’ frequency assessment and are independent of each other which mean that in majority of the micro-skills evaluated, no relationship could be established between the students’ performance and the teachers’ assessment. For the proposed supplementary workbook to address the micro-skill deficiencies of the students in four modes of language, criteria were made as bases.

The study recommended that the proposed supplementary workbook be reviewed, tried out and evaluated; that teachers need to be given series of trainings along language teaching; and that this study may be replicated along this area in other universities. e ix THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines ACKNOWLEDGMENT The researcher would like to convey her sincere gratitude to the following persons whose valuable contributions lead to the completion of this academic work. Dang Kim Vui, President of Thai Nguyen University, Vietnam for the opportunity given to be included in the Ph.D English Program in partnership with Batangas State University, Philippines. Dimaano, Dissertation Adviser, for the valuable inputs, critical comments, suggestions and recommendations that greatly improved this study.

Her expertise in research, guidance and encouragement contributed much in the completion of this study. The Panel of Examiners, Dr. Sulit, for their insights, and commendable suggestions; Dr. Magnaye, Recording Secretary, for sharing her time in encoding the minutes of the oral defense and for her assistance; Dr.

Nguyen Tuan Anh; Dr. Nguyen The Hung, Former Directors, and Dr. Hoang Thi Bich Thao, Director of the International Training Center, Thai Nguyen University, for their support and encouragement; e x THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines The Rectors of the four selected universities of Thai Nguyen University for their permission to conduct the study; The Teachers and the Student respondents of the study, for their active participation and cooperation; All her friends, her parents and relatives for their encouragement and support. Dang Thi Thu Huong e xi THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines DEDICATION This dissertation is lovingly dedicated to my husband and children.

Dang Thi Thu Huong e xii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines TABLE OF CONTENTS Page TITLE PAGE. xi TABLE OF CONTENTS. xii LIST OF TABLES. xv LIST OF FIGURES.

THE PROBLEM Introduction. 1 Statement of the Problem. 9 Scope, Delimitation and Limitation of the Study. 10 Significance of the Study.

REVIEW OF LITERATURE Conceptual Literature. 49 e xiii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines Synthesis. 65 Definition of Terms. RESEARCH METHOD AND PROCEDURE Research Environment.

69 Subjects of the Study. 70 Data Gathering Instrument. 72 Data Gathering Procedure. 76 Statistical Treatment of Data.

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA. SUMMARY, CONCLUSION AND RECOMMENDATION Summary of Findings. 166 e xiv THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines APPENDICES…………………………………………………………. Questionnaires on English Language Micro Skills.

Questionnaire on Teacher’s Assessment of the English Language Micro Skills. Letters of Request to the Head of the Institutions. Photographs of the Study Sites. Photographs of the Test Questionnaire Dry Run.

Photographs of the Heads of Four Universities where Letters of Requests were Forwarded for Signature to Conduct the Study. Photographs of Students Respondents. Photographs of Teacher Respondents. Psychrometric Conversion Table.