MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY THE INFLUENCES OF ONLINE TECHNOLOGY PLATFORMS ON THE AUTONOMY IN LEARNING ENGLISH OF FINAL-YEAR ENGLISH MAJOR STUDENTS AT HANOI LAW UNIVERSITY GRADUATION PAPER Hanoi-2023 MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY NGUYEN ANH DUONG 443055 SUPERVISOR PHAM THI THANH HOA, MA. Hanoi-2023 DECLARATION I hereby state that I: Nguyen Anh Duong, class 4430, being a candidate for the degree of Bachelor of Arts accept the requirements of the University relating to the retention and use of Bachelor’s Graduation Paper deposited in the library. In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper. April 1%, 2023 Supervisor’s confirmation Author’s signature Pham Thi Thanh Hoa, MA Nguyen Anh Duong il ACKNOWLEDGEMENT To fulfill the thesis, I have owed great debts of gratefulness to many people.
First of all, I would like to express my deepest gratitude to my supervisor, Mrs. Pham Thi Thanh Hoa, MA, Hanoi Law University, for her invaluable guidance, advice, and effort when revising the manuscript with endless patience and insightful suggestions. Besides that, I thank all other lecturers and the Faculty of Foreign Legal Languages for their tolerant teaching and support during the past four years. I also sincerely thank my colleagues of the 4429 and 4430 classes for their cooperation and support.
I would also like to express my appreciation for the constant support, care, and assistance from my dear friends, especially Tran Khanh Linh, Hoang Tuan Minh, and Trinh Thi Yen Nhi. Without you, I would not have the motivation and strength to complete this research. Last but not least, special thanks belong to my husband, and my family, who has been incredibly supportive throughout my life as well as during the time I was carrying out this thesis. ill ABSTRACT Nowadays, English language teaching methodology has shifted from the traditional teacher-centered approach to a more active one with a learner- centered approach.
Learner autonomy is one of the factors influencing the language learner’s learning process, particularly the English learner. Learner autonomy plays a vital role in the success of English education. Besides, technology plays a crucial role in the autonomous learning of English. Nevertheless, many students in different contexts still need to pay more attention to the application of technology platforms to enhance their autonomy in learning English.
Therefore, this study investigates the effect of online platforms on autonomy in learning English among final-year English- major students at Hanoi Law University. The study employed a survey approach using two data collection tools (questionnaires and interviews). From the study results, we can see that students are aware of their roles in learning by using online technology platforms. Thus, online technology platforms successfully promote students’ autonomy in learning English.
The findings also supported the researcher in making recommendations to motivate self-controlled learners. IV TABLE OF CONTENT 5 0)0. V LIST OF ABBREVIA TIƠNS. L2 Q11 11 HH 1y re Vil LIST OF TABLES 1177.
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HH 009000108 6 CHAPTER 1: LITERATURE REVIEYW.Online technology platforms. Definitions of online technology platforms. Benefits and drawbacks of online platforms. Definitions of learner autonOMY .The role of learner autonomy in learning English.Components of learner aufOnOIV.Measurement of learner autonomy in learning.Online technology platforms on autonomy in learning.4, SUMIMNAPY sácscexseeueseeeiaiebiDinrotiasagNaiektitascgtSG6ug480409/10046148V93060080006010550000581046010/0013/4556 19 CHAPTER 2: METHODOLUOYY.
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0000000 06000004 0800996 37 CHAPTER 3: FINDINGS AND SUGGESTIONS. Suggestions for the using of online platforms in learning English AULONOMOUSLY 2777.G Gvkh 4] awe ee A) ee 42 1.Summary of the main ÍindÏIngS.-‹ - + s3 33 ****#EEE+veeveeeeesrereeerrrrs 42 Frc CTR CUI sex sai Ahk tA i ck SS AR ack RI a kế 42 3.Limitations and suggestions for further research.-- --««+--««++<sss+ 43 SN N60 on ae. 1111 11110 111101 11H vn kg khe 43 REFERENCES. LH TH TH HH HH 44 APPENDICES Di QUES TION INA UR Frcs.
thanh cssomsnonns eames sco aos ecu scone means 6Ø 47 APPENDICES II: INTERVIEW 00. ee ceceeseeeseeeseeeeeeeeseeeaeeeaeeeeeeseeeeeaeeeaeeeaee 51 v1 LIST OF ABBREVIATIONS HLU Hanoi Law University Vil LIST OF TABLES Table 1: Autonomy: Levels of Implementation (Nunan, 16 2000) Table 2: Time spending on learning English of 24 participants Table 3: Students’ Motivation on Learning English 26 Table 4: The frequency of learning English activities 30 via online platforms Table 5: Online platforms help students in autonomous 31 learning English Table 6: The challenges that students face when using online platforms to learn English Vili LIST OF FIGURES Figure 1: Percentage of gender participants’ involvement in the research Figure 2: Students’ learning English goals by online 24 platforms Figure 3: How confident do you feel about your ability 25 to learn English autonomously through online platforms? Figure 4: Students’ awareness of the importance of 28 learner autonomy Figure 5: Which skills do the students improve via 29 online platforms? Figure 6: How would you evaluate the usefulness of 34 online platforms for learning English? 1X PART A: INTRODUCTION This chapter provides an overview of the research. It begins with some discussion on the rationale of the study. Then it focuses on the aims of the study and the research questions.
The rest of the chapter highlights the significance and scope of the study. Finally, the chapter concludes with the presentation of the thesis structure, providing readers with a road map of the research project.Rationale for the study The ability to learn autonomously is necessary for English learners, who must possess strong language skills. Besides, online technology platforms have provided students with means to learn autonomously. These platforms have offered several possibilities conducive to learner autonomy.
However, as far as the researcher studied, there is little research on the impact of online platforms on students’ autonomy. There is especially little research on the effect of online platforms used for learning English autonomously. This research investigates how online technology platforms, such as learning management systems, social media, and language learning apps, are used by final-year English major students at Hanoi Law University to enhance their autonomy in learning English. It is important to understand the extent to which these platforms can foster autonomy, which is a key skill for lifelong learning and personal development.
One gap in the literature on this topic is the potential negative impact of social media on students' autonomy. Siavosh Sahebi and Paul Formosa (2019) argue that social media can undermine students' autonomy by promoting conformity, dependency, and distraction. Therefore, it is important to explore how social media use affects students' autonomy in the context of learning English. Another gap in the literature is the need to investigate the evolution of learner autonomy in online environments.
Qunyan Maggie Zhong (2021) explores the case of a New Zealand university and suggests that the design of online learning environments can support learner autonomy by providing opportunities for self-directed learning, goal-setting, and reflective practice. However, more research is needed to examine how online technology platforms can support learner autonomy in the specific context of learning English at Hanoi Law University.Aims of the study The primary objective of this study is to examine how the use of online learning platforms can impact the level of autonomy in English language learning of senior English-major students at Hanoi Law University. To accomplish this goal, the research aims to explore the current state of learner autonomy in English language learning through the use of online technology platforms among final-year English-major students at Hanoi Law University. This objective will be achieved by conducting a survey and analyzing the data collected from the participants.
Another objective of the study is to provide recommendations for enhancing the application of online technology platforms to promote learner autonomy in English language learning of final year English-major students at Hanoi Law University. The research will identify the challenges and opportunities associated with online technology platforms for enhancing learner autonomy in English language learning, as well as provide practical strategies to overcome these challenges and make the most of the opportunities.Research questions In order to achieve the mentioned aims, the study is intended to find answers to the following questions: 1. What is the current situation of students’ autonomy in learning English? 2. How do online technology platforms influence students’ autonomy? 3.
What are the recommendations for improving learner autonomy in learning English at Hanoi Law University? 4.Scope of the study The main purpose of this thesis is to investigate the effects of online technology platforms on the autonomy of English learning of final-year English-major students at Hanoi Law University. With the rise of online learning platforms, it is essential to understand how they impact the learning process of English language learners, especially those who major in English. This study aims to provide insights into how the use of online platforms affects the psychology and learning outcomes of students, as well as their attitudes toward autonomous learning. By analyzing the impacts of online platforms on the learning process of students, this thesis can help identify the strengths and weaknesses of the platforms and suggest ways to improve their effectiveness in supporting autonomous learning.
Furthermore, this study aims to offer recommendations for applying online technology platforms to enhance learner autonomy in learning English among final-year English- major students at Hanoi Law University. Overall, the findings of this thesis can provide valuable insights into the use of online platforms for language learning and inform the development of effective strategies for promoting autonomous learning in English language education.Significance of the study The findings of this study will determine the situation of exploiting online English studying resources and the effect of online platforms on autonomy in learning English. In this way, the researcher hopes that the student’s awareness of autonomy in learning and learner autonomy can be raised. In addition, it is believed that the findings of this study could be useful for educators at HLU in increasing their ability and autonomy in learning English.
Despite the small scale of the study, it is also hoped that the research outcomes could serve as reference materials for developing as well as improving other ESP courses in the relevant fields. The main purpose of this thesis is to investigate the effects of online technology platforms on the autonomy of English learning of final-year English-major students at Hanoi Law University. With the rise of online learning platforms, it is essential to understand how they impact the learning process of English language learners, especially for those who major in English. This study aims to provide insights into how the use of online platforms affects the psychology and learning outcomes of students, as well as their attitudes toward autonomous learning.
By analyzing the impacts of online platforms on the learning process of students, this thesis can help identify the strengths and weaknesses of the platforms and suggest ways to improve their effectiveness in supporting autonomous learning. Furthermore, this study aims to offer recommendations for applying online technology platforms to enhance learner autonomy in learning English among final-year English-major students at Hanoi Law University. Overall, the findings of this thesis can provide valuable insights into the use of online platforms for language learning and inform the development of effective strategies for promoting autonomous learning in English language education. Organization of the study The research content is organized into three parts as the main text.