TRUONG DAI HOC HANG HAI VIET NAM VIEN DAO TAO QUOC TE BAO CAO TONG KET DE TAI NGHIEN CUU KHOA HOC SINH VIEN NAM HOC 2021-2022 A STUDY ON ISE STUDENTS AUTONOMY IN LEARNING ENGLISH: REALITY AND SOLUTIONS. (NGHIEN CUU VE TINH CHU DONG TRONG VIEC HOC TIENG ANH CUA SINH VIEN VIEN DAO TAO QUOC TE: THUC TRANG VA GIAI PHAP) HO VA TEN : BUI NGOC LINH DAN -89970- NAM THU 2/4 BUI THI PHUONG ANH -89698- NAM THU 2/4 NGUYEN THI PHUONG THAO -89535- NAM THU 2/4 GIANG VIEN HUONG DAN : DO THI ANH THU HAI PHONG, 2022 TABLE OF CONTENS LIST OF TABLES AND CHARTS ABBREVIATIONS. Statement of the problems. The aims of the study and research questions.
The scope of the study.7 As mentioned above, the researchers would like to carry out a study on the non- English majors’ self-study at the Vietnam Maritime University. Outline of the research.7 CHAPTER 2: LITERATURE REVIEW. The nature of self-study in language learning. The definitions of self-study.
Factors involved in self-studying. Difficulties and Challenges that students face in their self-study and pros and cons. The difficulties and challenges encountered by students. Pros and cons of self-study.
Some measure to develop self-study of student in university. Instruct students to practice self-learning skills.3 Data collection instruments. Results from the questionnaires.1 Results from students’ questionnaires.2 Results from teachers’ questionnaire. Results from learners’ journals.
Results from face-to-face interviews.36 CHAPTER V: DISCUSSION AND RECOMMENDATIONS. Measures to develop self-study skills for students of ISE.2 Measures to develop self-study skills for students with the help of teachers. Measures to develop self-study skills with the help of Vimaru.44 Construct a self-study area with necessary facilities for students Aims. Problems and limitations of the study.48 LIST OF TABLES AND CHARTS TABLES 2 Table 1: The teachers’ experience of teaching English Table 2: The assessment of non-English majors’ awareness of self-study CHARTS Chart 4.1: Students’ awareness of non-English self-study Chart 4.2: Self-evaluate learning process Chart 4.3: Difficulties in self-study Chart 4: Students’ learning extracurricular activities Chart 5: Teachers’ awareness of the importance of self-study of non-English majors ABBREVIATIONS 1.
VMU: Vietnam Maritime University 2. ISE: International School of Education 3.: Student 1, Student 2, Student 3,… 3 ACKNOWLEDGEMENTS We would like to thank those who have given their invaluable helps for the completion of our research. First and foremost, we would like to express our heartfelt appreciation to our supervisor, MA. Do Thi Anh Thu, for her wonderful collaboration, valuable guidance, and significant encouragement in the completion of the research paper.
Second, we would like to express our gratitude to the teachers at Vietnam Maritime University for their assistance and provision of English knowledge on which we have completed our studies. Furthermore, we would like to thank the International School of Education students for their enthusiastic cooperation; without their help, we would not have been able to complete this paper. Last but not least, we would like to thank our parents and friends for their support and patience. We appreciate any feedback from our readers who are interested in this research.
4 ABSTRACT The study will delve deeper into the current state of self-study for non-English majors at ISE. This study focuses on non-English majors' self-study. The current study seeks to ascertain the current state of self-study among non-English majors at ISE, as well as the difficulties and challenges they face, and to propose some changes to improve non-English majors' self-study skills at ISE. The researchers conducted this study at Vietnam Maritime University with students from three different classes of non-English majors and teachers.
Questionnaires, interviews, and learner journals were used to collect all data. After analyzing and discussing the survey results, the difficulties encountered by students during self-study were discovered. According to the findings, students do not demonstrate a high level of self-study. Based on these challenges, we would like to make some recommendations to improve the quality of self-study for non-English majors at VMU.
Statement of the problems Present era, the importance of English cannot be overstated because it is the most widely spoken language throughout the world. As a result, it has become a mandatory subject taught at universities/colleges in Vietnam, and students must meet the outcome standard. Especially now, as our country is rapidly integrating and developing, the demand for a highly qualified education sector has been the primary concern of our Party and Government, with teacher education receiving increased attention from both authorities and educators. Class-based learning is insufficient for adjusting these requirements.
According to Uncle Ho, Vietnam's former president, self-study is the most important aspect of learning. Self-study is essential for students at any grade level, but especially for university students. In fact, students only have to attend class for about 5 hours on weekdays, so self- study is more important. Isaac Asimov, an American author and professor of biochemistry at Boston University, agreed that students can only learn something through self-study.
The only task of the school is to facilitate self-study. If this process is not carried out, the school will lose the meaning of its existence. With this in mind, Vietnam Maritime University strongly advises students to self-study in general, and English in particular. However, based on some informal interviews, the researchers in this study conclude that the majority of students have yet to apply the theory in practice.
This is due to a variety of factors. For starters, many English learners are unaware of their own self-study. Most of them believe that self-study entails only completing all of the exercises assigned by the teacher. Others claim that they only learn when and what they want.
Second, students have not yet achieved a balance between their academic work and participation in university activities such as singing, dancing, and so on. Some report feeling tired after activities, making it difficult to concentrate on learning. Furthermore, many of them lack effective self-study strategies. They expect to be given the best methods for self-study.
For all of the aforementioned reasons, the researchers in 6 the current study hope to investigate the current state of self-study among non- English speakers. The researchers hope that this study will aid in determining the challenges and difficulties that non-English at VMU face during the self-study process, as well as recommending some strategies to improve their self-study in particular and learning quality in general. The aims of the study and research questions This study aims to investigate the current state of non-English majors' self- study at ISE, as well as the difficulties and challenges they face, and to recommend some solutions to improve non-English majors' self-study skills at ISE. Particularly, this research aimed at answering the following questions: 1.
What is the current situation of the non-English majors' self-study of ISE students? 2. What are challenges of self-study that ISE students have to face up with? 3. What should be done to enhance the non-English majors' self-study skills of ISE students? 1. The scope of the study As mentioned above, the researchers would like to carry out a study on the non-English majors’ self-study at the Vietnam Maritime University.
Outline of the research Chapter 1: The background to the study, the study's goals, research questions, the investigation's scope, and the study's importance are all presented in The introduction. Chapter 2: The literature review starts with the nature of self-study in language learning. This chapter also includes the difficulties and challenges that students face in their self-study and possible causes. Chapter 3: Methodology is five segments in all.
The first section consists of research questions. The subject is presented in the second part. The method 7 of data gathering instruments is discussed in the third section. The data analysis is described in the following section.
The last section is a summary Chapter 4: Results discusses the results of data collection of the second- year non-English at ISE, including results of questionnaires, the results of face- to-face interviews, and the results of learners’ journals. Chapter 5: Discussion and Recommendation focus on the recommendation to help non-English improve their self-study. 8 CHAPTER 2: LITERATURE REVIEW 2. The nature of self-study in language learning 2.
The definitions of self-study Self-studying is a method of learning in which students direct their own learning outside of the classroom and without direct supervision. Self-study can be a very valuable way for many students to learn because it allows them to control what (and how) they learn. Self-study and traditional classroom learning can be used in tandem to help your child get the most out of his or her learning experience. Together, these methods help students learn and retain information more effectively, which improves comprehension, grades, and motivation.
Languages are not learned solely in the language classroom but can take place at any time and in any place (Pickard, 1995; Hyland, 2004). Out- of- class learning is defined as any learning that takes place outside the classroom and involves self-instruction, naturalistic learning, or self- directed naturalistic learning (Benson, 2001). In recent years, out-of-class language learning has been a focus of research. However, Pearson (2003) argues that much more is known about what second language learners and teachers do inside classrooms than what learners do outside the classroom, activities which might develop an appreciation of the target culture and fluency in the target language.
Pearson believes an appreciation of the factors that shape the behavioral pattern of students’ out-of-class language learning will contribute to a broader understanding of differences in the development of individual second language skills and the different levels of fluency and overall proficiency. He further states that “the insights offered through an increased understanding of out-of-class language learning aid the implementation of learner autonomy as a goal, and contribute to the effectiveness of guidance given to learners by teachers” (Pearson, 2003, p. Benson argues that autonomy “is a natural product of the practice of self- 9 directed learning in which the objectives, progress, and evaluation of learning are determined by the learners themselves” (2001, p. Following this line of thought, this study has been conducted to investigate the extent to which a group of first-year university students continues their act of learning English outside the classroom and their perceptions of the importance of out-of-class learning activities to their language learning.
The ultimate purpose has been to discover the nature of out-of-class language learning experiences and their contributions to learning outcomes in terms of language learning and personal development within the process of self- directing their language studies. Julide Inozu, Ph., assistant professor of English Language Teaching Department, Cukurova University; research fields: psychology of language learning, language learning strategies. Sehnaz Sahinkarakas, Ph., assistant professor of English Language Teaching Department, Cukurova University; research fields: language testing and assessment, learner autonomy. Hulya Yumru, Ph., assistant professor of English Language Teaching Department, Cag University; research fields: constructivist research in teacher education, instructional materials evaluation.
Autonomous learning According to Holec (1981), autonomy is a methodology that enables teachers to aware of what learning is, rather than paying attention on teaching methods. It is defined as “the ability to take charge of one’s own learning, having all responsibility for all decisions concerning all aspects of this learning” (Holec, 1981, p. The author also interprets students who are autonomous may have ability of setting objectives, defining the contents and progressions, choosing techniques and methods, monitoring the procedures, and evaluating the result of learning. Agreeing with this view, Benson (2001) 10 says that “autonomy implies the capacity to take control over one’s own learning and autonomy is exercised and displayed” (Benson, 2011, p 110).
Independent learning Knight stated in his academic discourse, "Independent learning implies going it alone, unaided" (1996: 35) Biggs (2003) asserts that all learning is relational, with learners relating to new information, concepts, processes, and people within the social context of the educational environment. It is described as an isolated and solitary activity, in practice selfish and self-centered, and undertaken without the assistance or supervision of tutors (Allan et al, 1996).