HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES --------------- TRAN VU KHANH NGAN HUFLIS FIRST YEAR ENGLISH MAJORS’ PERCEPTIONS OF THEIR ONLINE WRITING 1 CLASSES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages, Hue University THUA THIEN HUE, 2023 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES --------------- TRAN VU KHANH NGAN HUFLIS FIRST YEAR ENGLISH MAJORS’ PERCEPTIONS OF THEIR ONLINE WRITING 1 CLASSES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: DR. TRAN THI THAO PHUONG THUA THIEN HUE, 2023 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ --------------- TRẦN VŨ KHÁNH NGÂN NHẬN THỨC CỦA SINH VIÊN NĂM 1 CHUYÊN NGÀNH TIẾNG ANH VỀ CÁC LỚP HỌC VIẾT 1 TRỰC TUYẾN TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS. TRẦN THỊ THẢO PHƯƠNG THỪA THIÊN HUẾ, 2023 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not been previously submitted for a degree in any university. I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself.
Signed: ………………………… (Candidate’s full name) Date: ……/ ……/……… ABSTRACT This study seeks to explore the perceptions of first-year English majors enrolled at the University of Foreign Languages and International Studies, Hue University (HUFLIS) concerning their participation in online Writing 1 courses in Semester 1, academic year 2021-2022. The data for this investigation was gathered by means of a survey distributed to a cohort of 100 first-year English majors at HUFLIS. Additionally, 10 participants were invited for in-depth interviews to elicit valuable insights into their perspectives on online Writing 1 instruction, their preferred learning methodologies, and strategies for enhancing their academic performance. The outcomes of this research reveal that students exhibit a nuanced perspective towards online Writing 1, encompassing both positive and negative aspects of their educational encounters.
These students encountered a diverse array of online platforms, including Zoom, Google Meet, and a Learning Management System (LMS), during their coursework. Moreover, this study provides valuable insights pertaining to students' allocation of study time, their reception of writing feedback, the frequency of assigned tasks, and the structuring of their academic commitments. In light of these findings, a series of recommendations are put forth for educators tasked with delivering online Writing 1 courses. These recommendations encompass the need for clearer and more comprehensive instructional guidance, the integration of interactive teaching methods, an increased frequency of feedback on written assignments, and the establishment of robust online communication channels for enhanced teacher-student interaction.
Additionally, suggestions are offered for students, encouraging them to actively engage in the learning process, maintain a high level of attentiveness, and adequately prepare for online learning experiences. Furthermore, this research underscores the importance of educational institutions in adapting to the evolving landscape of online education. To this end, recommendations for educational i organizations are outlined, emphasizing the design of a tailored curriculum suitable for online delivery, the selection of accessible and user-friendly digital platforms, the implementation of interactive communication channels to facilitate student engagement, and the provision of relevant and up-to-date learning materials. These measures collectively aim to optimize the online learning experience and foster academic growth among first-year English majors at HUFLIS.
ii ACKNOWLEDGEMENTS First of all, I would like to express my deepest gratitude to my supervisor Dr. Tran Thi Thao Phuong, for her insightful advice, professional guidance and warm encouragement during the planning and development of this research paper. Without her assistance and constant support, this thesis could never have been finished on time. She is one of the most dedicated, enthusiastic and knowledgeable lecturers that I have had opportunities to work with.
Next, I sincerely thank the first-year English majors at HUFLIS for completing the questionnaires, and interviews with valuable information for this research. Their responses are important to help me to shape the findings of the study. In addition, special thanks should be given to the Faculty of English for allowing me to conduct the MA thesis. Hopefully, the outcomes of study will serve as a reference source for further research later on and make contribution on the quality of teaching and learning at HUFLIS.
Finally, I wish to express my special thanks to my family and my beloved friends who were always by my side, encouraged and loved me unconditionally while I was conducting this research. iii LIST OF TABLES Table 2.1 Writing 1 - Unit description (see appendix A).1 The participants’ demographic information.2 Participants’ perceptions of their own writing proficiency.3 Platforms used for teaching Writing 1 online .4 The number of platforms that a student learns in online Writing 1 course.5 Advantages of learning Writing 1 online .6 Students’ problem when learning Writing 1 online .7 Students’ suggestions for teachers .8 Suggestions for students .9 Suggestions for schools. 51 iv LIST OF CHARTS Chart 4.1 Students’ attitudes towards the importance of writing skills.2 Amount of time spent by participants practicing their writing skills a week .3 The method of learning Writing 1 course online.4 The time on learning and practicing writing 1 a week .6 The number of writing tasks the students have a week .7 Arrangement for online writing tasks .8 The ways students’ writings get feedback .9 The number of writing tasks get feedback from the teacher and classmates .10 The satisfaction with the assessment criteria.11 The students’ satisfaction with their online writing 1 classes. 44 v LIST OF FIGURES Figure 2.1 Online Learning Ecosystem (Alsamrani, 2019).
11 vi TABLES OF CONTENTS ABSTRACT. iii LIST OF TABLES. iv LIST OF CHARTS. v LIST OF FIGURES.
vi TABLES OF CONTENTS. vii Chapter 1: Introduction .3 Significance of the study .4 Scope of the study .5 Objectives of the research .6 Structure of the study. 5 Chapter 2: Literature review .2 Definitions of key terms. Perceptions and students’ perceptions.
Writing skills and their importance .3 English Writing 1 course at HUFLIS .1 The overall purpose of the course .2 The specific purpose of the course .3 The content of the course .4 Review of related studies .1 Previous research on the teaching and learning English writing courses for EFL learner .2 Previous research on students’ perceptions on the role of English writing courses at university .3 Previous research on strategies to improve the quality of teaching and learning in online writing classes .5 Gaps in the literature .4 Data collection instruments.5 Procedure of data collection.7 Reliability and validity. 32 Chapter 4: Findings and Discussion .2 Description of participants .3 The ways HUFLIS first year English majors learn in their online Writing 1 classes .4 HUFLIS first year English majors’ overall perceptions of their online Writing 1 classes .1 Advantages of learning Writing 1 online.2 Problems of learning Writing 1 online .5 Students’ suggestions to improve the quality of online Writing 1 classes .1 Students’ suggestions for teachers .2 Suggestions for students .3 Suggestions for schools .1 Summary of the key findings .1 The ways HUFLIS first year English majors learn in their online Writing 1 classes .2 HUFLIS first year English majors’ overall perceptions of their online Writing 1 classes .3 Suggestions to improve the quality of online Writing 1 classes .2 Limitations of the study .1 Implications for teaching practice .2 Implications for student learning .4 Suggestions for further study. 89 ix Chapter 1: Introduction 1.1 Introduction This chapter provides an overview of the study, outlining its key sections. It begins by introducing the rationale and significance of the study, respectively.
The scope of the study, the study's objectives and research questions are also discussed. Moreover, it provides an overview of the organization of the study. Conclusion is illustrated by summarizing the key points at the end of the chapter.2 Rationale In contemporary Vietnam, English language proficiency has gained immense popularity, particularly among high school, college, and university students. However, mastering writing skills poses a significant challenge for most students (Moses & Mohamad, 2019).
At Hue University of Foreign Languages and International Studies (HUFLIS), the English Department has long been concerned about effectively teaching writing skills. Defining writing has proved to be complex, as it varies depending on the context and purpose. Writing is generally understood as a powerful means of expressing thoughts, feelings, and opinions (Zuhri & Sukarnianti, 2015, p. For EFL students, achieving proficiency in writing is an essential goal (Widdowson, 1978, p.
Writing skills allow people to communicate effectively without physical presence. Moreover, the COVID-19 pandemic presented unprecedented challenges for educational institutions, especially in higher education. To comply with safety measures, universities worldwide, including Vietnam, transitioned to online teaching. Online learning, or e-learning, uses technology to deliver educational experiences (Benson, 2002; Carliner, 2004; Conrad, 2002).
Despite its advantages, online learning has presented technological hurdles such as connectivity issues, software problems, and low student engagement (Sangeeta & Tandon, 2020). In 2020, Yusnilita showed that teachers faced 1 problems in online classes because lack of technical skills, student’s interest and their participation. At Hue University of Foreign Languages and International Studies (HUFLIS), the development of writing skills holds great significance for students throughout their four- year program. In the majority of English as a Foreign Language (EFL) classes at HUFLIS, English majors engage in five writing courses over the course of five semesters.
Each course typically consists of 30 in-class periods and 60 periods of self-practice. These courses encompass a range of writing skills, starting from fundamental elements like sentence construction and progressing to paragraph and essay writing. Additionally, students become acquainted with various genres, including formal and informal letters, as well as different types of essays. However, this comprehensive exposure often results in a lack of specialization in a specific area.
Moreover, students frequently encounter difficulties when writing in English, such as selecting appropriate words, employing correct grammar, organizing ideas, and generating content (Pratiwi, 2016). They tend to rely on translation from their mother tongue and express ideas in lengthy sentences. Due to limited background knowledge, students often experience boredom when engaged in written work, particularly when lacking support and motivation from their teachers. In response to the Covid-19 outbreak in 2021, HUFLIS implemented online learning for Writing 1 classes.
This transition to online learning posed challenges for many students, as they were unfamiliar with this mode of instruction. In online writing classes, students often struggle due to a lack of feedback from their teachers (Premont, 2020). However, in the process of learning writing, students require guidance, feedback, and opportunities for improvement. Additionally, challenges arise from the disparities between offline classroom teaching and online instruction.
Issues such as poor internet connectivity, difficulties in explaining course materials, and challenges with application usage frequently impede the teaching 2 and learning process in an online environment (Tukan, 2020). Furthermore, online learners face a variety of challenges, including technical problems, a lack of concentration, limited interaction, time management issues, health concerns, knowledge acquisition, motivation, psychological problems, and collaboration difficulties (Bui, 2022). Surprisingly, there is a dearth of research that specifically examines students' perceptions of online writing instruction, both internationally and at HUFLIS. This gap is particularly evident among first-year English majors who are just beginning their university studies.
Therefore, this research aims to provide a deeper understanding of the perceptions of first-year HUFLIS students regarding their online Writing 1 classes. The study, titled "HUFLIS First-Year English Majors' Perceptions of Their Online Writing 1 Classes," seeks to shed light on the experiences and perspectives of these students in order to enhance the quality of online writing instruction.3 Significance of the study This research carries considerable importance as it contributes to the current body of knowledge concerning students' perspectives on acquiring writing skills through online teaching and learning methods.