BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS AN INVESTIGATION INTO THE FACULTY OF FOREIGN LANGUAGES’ SENIOR SATISFACTION TOWARDS ONLINE LEARNING AT BANKING ACADEMY Student: Nguyen Phuong Nhat Linh Student ID: 20A7510107 Class: K20ATCB Supervisor: Ms. Duong Thi Thanh Hoa (M.A) Hanoi, May 2021 17014125829251000000 CERTIFICATE OF ORIGINALITY I declare that the graduation thesis entitled “An Investigation into the Faculty of Foreign Languages’ Senior Satisfaction towards Online Learning at Banking Academy” is the work conducted by me under the guidance of Ms. Duong Thi Thanh Hoa. The results from the work belong to my research.
The contributing information derived from other sources is entirely cited and mentioned in the thesis reference. Signature Nguyen Phuong Nhat Linh i ACKNOWLEDGEMENTS “Great things are never done by one person.” This part is for those who side by side supported, contributed their efforts, and gave me strength to accomplish the work, whether directly or indirectly. My sincere thanks go to my supervisor and my teacher, Ms. Duong Thi Thanh Hoa.
She is the first person to convey knowledge of how to do a research proposal to me. Her deep knowledge, detailed guidance, kind comments, and enthusiastic support are the main factors building the backbone of the study. Besides, I would like to express my deep gratitude to the lecturers of the Faculty of Foreign Languages for all the lessons I learned from them throughout 4 years of university. Further thanks must go to my parents.
All their silent sacrifices and tons of efforts to finish their hard daily duty, which is being a parent, are deserved to be recognized by the world. And for all of my beloved friends that I was fortunate to meet during my university years, thank you for being a beautiful part of my life. Because of you, every day at school was a delightful and memorable day. I hope you will succeed in whatever path you choose and live the happiest life.
ii TABLE OF CONTENTS ACKNOWLEDGEMENTS. ii TABLE OF CONTENTS. iii LIST OF ABBREVIATIONS. v LIST OF TABLES.
vi LIST OF FIGURES. vii LISTS OF APPENDIX .2 Background of the study .3 Objectives of the study .4 Significance of the study.5 Scope and limitation of the study .6 Definition of terms. 6 CHAPTER 2: REVIEW OF RELATED LITERATURE .9 Figure 1: The SERVQUAL Model. 11 Figure 2: Factors determining student satisfaction based on related studies .2 Proposed Conceptual framework.
14 Figure 3: Factors determining the satisfaction of the Faculty of Foreign Languages’ seniors towards online learning with Report Writing at Banking Academy framework14 CHAPTER 3: RESEARCH METHODOLOGY. Locale of the study. Data gathering procedure. Population and Sample description.
Reliability and Validity. 23 CHAPTER 4: FINDINGS AND DISCUSSION .1 Findings and Discussion of Lecturer – Teaching .2 Finding and Discussion of Lecturer – Feedback .3 Findings and Discussion of Training Program – Subject.4 Findings and Discussion of Training Program - Examinations.5 Findings and Discussion of Facilities - Learning Materials .6 Findings and Discussion of Facilities - Online Learning Platforms .7 Findings and Discussion of Overall Satisfaction. 50 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS. Summary of findings .1 The Lecturer factor .2 The Training Program factor .3 The Facilities factor .4 The Overall Satisfaction factor.
63 iv LIST OF ABBREVIATIONS Abbreviation Meaning AFTA ASEAN Free Trade Area APEC Asia-Pacific Economic Cooperation ASEAN Association of Southeast Asian Nations ASEM Asia–Europe Meeting IELTS International English Language Testing System MOET Ministry of Education and Training SPSS Statistical Package for the Social Sciences TPP Trans-Pacific Partnership WTO World Trade Organization v LIST OF TABLES Table 3.1: Construction of the questionnaire .2: Data From The Questionnaire Coding Frame .1 Reliability Scale of Lecturer - Teaching .1 - Students' evaluation of Lecturer - Teaching .2 - Students' evaluation of Lecturer - Teaching .2 Reliability Scale of Lecturer - Feedback .1 - Students' evaluation of Lecturer - Feedback .3 Reliability Scale of Training Program – Subject .1 - Students' evaluation of Training Program - Subject .4 Reliability Scale of Training Program - Examinations .1 - Students' evaluation of Training Program - Examinations .5 Reliability Scale of Facilities - Learning Materials .1 - Students' evaluation of Facilities - Learning Materials .6 Reliability Scale of Facilities - Online Learning Platforms .1 - Students' evaluation of Facilities - Online Learning Platforms .7 Reliability Scale of Overall Satisfaction .1 - Students' evaluation of Overall Satisfaction. 51 vi LIST OF FIGURES Figure 1: The SERVQUAL Model. 11 Figure 2: Factors determining student satisfaction based on related studies. 12 Figure 3: Factors determining the satisfaction of the Faculty of Foreign Languages’ seniors towards online learning with Report Writing at Banking Academy framework14 vii LISTS OF APPENDIX Appendix 1: Questionnaire.
63 Appendix 2: Interview questions. 79 Appendix 3: Consent form. 70 Appendix 4: Withdrawal form. 71 viii ABSTRACT Title: An Investigation into the Faculty of Foreign Languages’ Senior Satisfaction towards Online Learning at Banking Academy Author: Nguyen Phuong Nhat Linh Key words: Banking Academy of Vietnam, Faculty of Foreign Languages’ students, Faculty of Foreign Languages, online learning, Report Writing, seniors, student satisfaction.
Duong Thi Thanh Hoa Summary of the thesis: Online learning has been applied in almost all educational institutions worldwide as an urgent measure in response to the critical situation of the COVID-19 pandemic. This present study was conducted with an aim of examining the factors determining the satisfaction of the Faculty of Foreign Languages’ seniors towards online learning with Report Writing. The mixed method was employed in this paper. 59 seniors of the Faculty of Foreign Languages were the participants.
They had already completed the Report Writing course which was delivered online. Questionnaire and individual interview were two data collection methods which were applied to investigate the satisfaction of these participants. The findings revealed that the lectures was the factor gaining the most satisfaction among participants. The syllabus and examination content as well as the subject practicality were also identified as the strengths of the course.
Additionally, the students showed their sense of satisfaction with the learning materials and the interface of the online learning platforms: Zoom and Google Classroom. However, time allocated for the whole semester and examinations were regarded as the shortcomings of this course since it is insufficient for the students to fully understand the lessons as well as complete all tasks in the tests. Based on the results, some recommendations were put forward to meliorate the satisfaction of online learners.1 Introduction In the context of globalization, Vietnam has had foreign relations with 189 countries all over the world. Furthermore, the country has become a member of more than 70 regional and international rostra and organizations such as World Trade Organization (WTO), Association of Southeast Asian Nations (ASEAN), ASEAN Free Trade Area (AFTA), Asia–Europe Meeting (ASEM), Asia-Pacific Economic Cooperation (APEC), Trans Pacific Partnership (TPP), and so on.
It brings a good chance of international integration to Vietnam. In addition, it contributes to maintaining a stable peace, creating a favorable environment for national development, and enhancing Vietnam’s position in the world arena. Therefore, it is requisite for the Vietnamese, especially the young, to possess foreign language competence as a means to break down the barrier between Vietnam and other countries. Although English is not the most spoken language in the world, it is regarded as the most common second language of the globe.
English has been playing a major role in many sectors on a daily basis. This is the language of international trading and communication as well (Rao, 2019). In English, there are four skills which are equally crucial and form a strong connection with each other: listening, speaking, reading, and writing. The effectiveness of description and communication through writing is incontrovertible.
There are various types of writing, namely persuasive writing, compare and contrast writing, opinion writing, report writing, and so forth. With regard to English-majored students, it is essential to learn the skill of writing a report. The first driving force is report writing is one of the job-related skills. As a part of the personnel of a company, being able to grasp and appropriately present and explain data of a report, such as an annual report or a meeting report, is compulsory.
Hence, learning Report Writing means preparing to step into the career path. Additionally, in the short term, students would apply what they have learnt from this 2 subject in the Writing Task 1 of the International English Language Testing System (IELTS) in the event that they plan to take part in the English language test.2 Background of the study Realizing the significance of report writing skill, the Faculty of Foreign Languages of Banking Academy of Vietnam designed the subject of Report Writing for the students who have a demand for learning the skill. The course is exclusively for the Faculty of Foreign Languages’ students. Based on the training program of the Faculty, Report Writing is an optional 3-credit subject of the third year of university.
The subject lasts for eight weeks which is equivalent to sixteen lessons with different activities including group discussions, individual and group assignments. The objective of Report Writing is training students to have a full capability of writing a report paper of 500 to 2000 words in an appropriate format of structure and language style. Students are required to present as well as analyze data and information of diverse types of reports, which are typically used in the workplace, such as pie chart, table, line graph, meeting agenda, interview report, and so on. Making mention of assessment, the academic performance of each student is evaluated based on the attendance grade which is worth 10%, two midterm test grades accounting for 15% for each, and an end-of-term assignment grade constituting 60%.
As usual, Report Writing along with other subjects is taught face-to-face in a physical classroom at Banking Academy of Vietnam. However, the end of 2019 saw the fierce outbreak of COVID-19 which is a severe global pandemic caused by a new strain of coronavirus. This simply infectious and easily transmittable virus strain engenders symptoms of the respiratory disease. The disease gave rise to the requirement of social distancing in order to prevent the spread of the virus in the community.
To comply with the requirement, educational institutions have been shut down in the vast majority of countries, including Vietnam. On February 2nd, 2020, the Prime Minister issued Directive No. 156/CĐ - TTg on strengthening prevention and control of acute respiratory infection caused by the new strain of coronavirus. Accordingly, it was 3 stated that occupant density and large gatherings were limited as well as student leave was required in an attempt to ensure their safety.
In response to the emergence of the COVID-19, on the 14th of February, 2020, the Minister of Education and Training issued the Official Correspondence No. 432/BGDĐT-GDTC (MOET, 2020) on extending time off of students from school due to the COVID-19 pandemic. On the same day, the Hanoi People’s Committee issued the Official Correspondence No. 465/SGDĐT-CTTT (Hanoi People’s Committee, 2020) on the continuation of time off of students from school to prevent and control acute respiratory infection caused by the COVID-19 virus.
As a consequence, study courses at schools were shifted into a new form of teaching and learning which was formal classroom-based training through online instruction during the period of social distancing. On the 15th of February, 2020, according to the Official Correspondence No. 432/BGDDT-GDTC of the Ministry of Education and Training and the Official Correspondence No. 465/SGDĐT-CTTT of the Hanoi People’s Committee, the Vice Director of the Banking Academy issued the Notice No.
60/TB-HVNH (Banking Academy of Vietnam, 2020) on delaying the study time for Banking Academy students as well as applying Internet-based learning in all subjects of the university. This new learning form which is through digital platforms has exerted an influence on the learning experience of students.