BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ------------------------------- KHÓA LUẬN TỐT NGHIỆP NGÀNH : NGÔN NGỮ ANH –ANH Sinh viên : Đỗ Thị Nhinh HẢI PHÒNG – 2024 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ----------------------------------- A STUDY ON THE FIRST YEAR ENGLISH MAJORS' SELF- STUDYING AT HAI PHONG UNIVERSITY OF MANAGEMENT AND TECHNOLOGY AND SOME SUGGESTED SOLUTIONS KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGÔN NGỮ ANH - ANH Sinh viên : Đỗ Thị Nhinh Giảng viên hướng dẫn : ThS. Phạm Thị Thúy HẢI PHÒNG – 2024 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG -------------------------------------- NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Đỗ Thị Nhinh Mã SV: 2012751007 Lớp : NA2401A Ngành : Ngôn ngữ Anh-Anh Tên đề tài: A study on the first year English majors' self- studying at Hai Phong University of Management and Technology and some suggested solutions NHIỆM VỤ ĐỀ TÀI 1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… 2. Các tài liệu, số liệu cần thiết ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… 3.
Địa điểm thực tập tốt nghiệp ……………………………………………………………………… CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Họ và tên : Phạm Thị Thúy Học hàm, học vị : Thạc Sĩ Cơ quan công tác : Trường Đại học Quản lý và Công nghệ Hải Phòng Nội dung hướng dẫn: A study on the first year english majors' self- studying at Hai Phong university of management and technology and some suggested solutions. Đề tài tốt nghiệp được giao ngày 23 tháng 01 năm 2024 Yêu cầu phải hoàn thành xong trước ngày 18 tháng 05 năm 2024 Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Giảng viên hướng dẫn Đỗ Thị Nhinh Phạm Thị Thúy Hải Phòng, ngày tháng năm 2024 XÁC NHẬN CỦA KHOA CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ và tên giảng viên:. Đơn vị công tác: Trường Đại học Quản lý và Công nghệ Hải Phòng Họ và tên sinh viên: Đỗ Thị Nhinh Chuyên ngành: Ngôn ngữ Anh – Anh Đề tài tốt nghiệp: A study on the first year english majors' self- studying at Hai Phong university of management and technology and some suggested solutions 1. Phần nhận xét của giáo viên chấm phản biện.
Những mặt còn hạn chế. Ý kiến của giảng viên chấm phản biện Được bảo vệ Không được bảo vệ Điểm hướng dẫn Hải Phòng, ngày … tháng … năm. Giảng viên chấm phản biện (Ký và ghi rõ tến) ACKNOWLEDGEMENT Throughout the process of writing this graduation paper, I received much- needed assistance, valuable ideas, and timely encouragement from my teachers, family, and friends. First and foremost, I would like to thank my supervisor, Mrs.
Pham Thi Thuy, M., for her generous assistance, enthusiastic guidance, and constructive supervision throughout my research. This graduation paper could not have been completed without her support. Second, I would like to thank the other teachers at the Foreign Language Department at Hai Phong Management and Technology University for their valuable lectures and instructions, the time they spent on helping me overcome all the obstacles in the process of learning and practicing in this university environment over the past four years, which have greatly aided me in completing my research. Following that, special thanks are extended to all the first-year English majors for their enthusiasm in completing the survey questionnaires.
Finally, I want to express my gratitude to my family and friends, who have always been by my side and encouraged me during the time I carried out this study. i ABSTRACT Self-study is a very important thing for students, especially for difficult subjects like English, which have even higher requirements for self- study.However, in reality, many students' self-study is not effective. This research using qualitative questionnaires with 8-question for 26 first- years students majoring in English at Hai Phong University of Management and Technology to find out the difficulties when self-studying and give some solutions. ii TABLE CONTENTS ACKNOWLEDGEMENT.
ii TABLE CONTENTS. Rationale of study. Aims of the study. Scope of the study.
Methods of the study .4 CHAPTER 1: THEORETICAL BACKGROUNDS OF SELF- STUDY. Definition related to self-study. The role of self-study.Self-study is a great learning method for those who want to improve their knowledge and practice their own skills.Improve and enhance work and study performance. Self-study classification.
Form of self-study. Self- study conditions. Basic skills of self- studying activities.Study planning skills.Plan implementation skills.Skills to self-examine, evaluate, and learn from experience. Effective self-study methods.
Factors affecting self-study. Self-study attitude. Ability to self-study. The first is teacher group, teachers also have an influence on the students' self-study process.
The second group of factors is document sources. The last group of factors belongs to family factors. Difficulites in self- study. Lack of motivation.
Dificulty in concentrating. Difficult to find suitable learning process. Difficult to find suitable materials. Lack of evaluation and commen.
THE IMPACT OF UNIVERSITY ENVIRONMENT ON STUDENT’S SELF – STUDY. Form of teaching organization. Facilities and surrounding environment. Data collection instruments.
Data collection and procedures. 23 iv PART III. The design of the survey questionnaires. 25 PART IV: FINDING AND DISCUSSION.
Fingding and discussion. Set a short-tearm career goals. Find a friend to study together. Break each study part into smaller parts.
Create focus on learning. Minimize distractions that cause you to procrastinate studying. Use mind maps. Some materials for self- study.
Book to learn Listening. Book to learn communication. Book to learn reading. Book to learn writing.
Take some courses apply AI to self- study. Some learning method. Self-study through Podcast. Self- study through Watch movie.Listen to English music.
Read e-books, articles and online magazines. Overview of the study. Limit of the study. Suggestions for further studies.
55 APPENDIX : STUDENTS’ SURVEY QUESTIONNAIRE. Rationale of study. In the era of information technology explosioninformation and extremely rapid economic growth, foreign languages play an important role in the needs of socio-economic development, integration and cooperation between our country and the world, learning foreign languages truly becomes invaluable. In the future, people who have good skills in English will also get a lot of great opportunities to develop themselves In Vietnam, English is considered as a second language and it is taught at all levels: elementary school, high school and even university.
English is a subject that needs a lot of new words and grammar, which requires a high level of instruction. Therefore, if students need to learn not only at school, listening to teachers lecture, but also need to have a sense of self-study at home. Especially for university students, students need to study all specialized subjects and the time in class is too little, teachers will mainly guide and help students understand the subject and do research. So, self-study plays a huge role in improving learning outcomes.
At Hai Phong University of Management and Technology, there are still some problems with students' self-study, especially for first-year students, when they are not familiar with the living environment and teaching style. At university - an environment with a completely different teaching method than in high school, adapting and getting used to it is still difficult. Some students still cannot be aware of, determine their direction, and do not have a reasonable method, while the requirement for initiative in learning is very high. To be able to grasp all knowledge, students must make a lot of effort in learning activities, especially self-study and research, and need a correct and effective learning method, and this research aims to help students achieve effectiveness in self- study.
The study benefits a wide range of subjects, especially for the first-year English majors at Hai Phong Management and Technology University. 1 Therefore, the study aimed to find out the difficulties in self-study of first- year students at Hai Phong University of Management and Technology, and also give a few suggestions to help their self-study better. Research The research was conducted at Hai Phong University of Management and Technology. Aims of the study.
This study aims to find out student’s difficulties in self-studying of first- year students majoring in English at Hai Phong University of Management Technology. Because from high school to university, the learning environment is completely different from before. University has very high requirements for self-study of each student, so having the right self-study skills from the beginning make the process of learning English at university becomes easier and more effective. The following research question was posed: What are the difficulties of first-year students majoring in English at Hai Phong University of Management and Technology when self- study? 4.
Scope of the study. The subjects of this study are limited to the first-year English majors at Hai Phong Management and Technology University. A self-administered questionnaire served as the survey instrument. Participants complete the questionnaire on their own.
The questionnaire contains both closed-ended and open-ended questions. Methods of the study The quantitative method is used to gather data for the study. A survey questionnaire for first-year English majors was used to collect data. In addition, an informal interview is conducted as a supplement to the survey questionnaire.
All conclusions and recommendations are made based on the results of the data analysis of the study. Design of the study The study is divided into five main parts: Part I is an Introduction, this chapter provides an overview of the research such as rationale, aims, research questions, scope, methods and design of the study. Part II is Development - the core of this chapter is divided into 3 chapters: Chapter 1: Theoretical backgrounds of self – study This section provides some detailed information about self-study, such as definitions of self-study, theories of self-study (the role, classification, skills,.), and factors affecting self-study. Chapter 2: The impact of university environment on student’s self – study.
Chapter 3: Methodology This chapter provides a detailed introduction to: the researcher; participants; resources and materials; instruments for collecting data; data collection procedures; and finally, a conclusion. Part III is Data Analysis. This part consist of 2 parts: The first is the design of the survey questionnaires, which presents the questions to be included in the survey. The second is data analysis.
The second section analyzes in detail the data collected after the survey. Part IV is the Results and discussion, then there are a few suggested solutions for students after the survey process. Part V is the Conclusion, which summarizes what was given in previous chapters, the limitations of the study, and makes recommendations for further study. DEVELOPMENT Chapter 1: Theoretical backgrounds of self- study.
Definition related to self-study. Self-study is an important step in the learning process. Self-study skills help people learn and grasp knowledge effectively. But do we really understand about self-study? Educators and authors have expressed a variety of perspectives on the definition of self – study.
One of the pioneers who officially introduced the concept of autonomous learning to foreign language teaching was Henri Holec. Holec published Autonomy and foreign language (Oxford Perganmon Press,1981) presented the concept of autonomy in foreign language learning. He defines self study as the ability that the learner is responsible for his own learning. In his view, the learner should be responsible for the experimental responsibility for all decisions concerning all aspects of learning, including objective identification, content and process determination, selection of learning methods, monitoring and evaluation of learning processes.
Later authors have supplemented and explained this concept in a variety of ways.