BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC BÀ RỊA-VŨNG TÀU -------------------------------------- TRẦN THỊ XUÂN THU STUDENTS’ ENGAGEMENT IN ENGLISH LANGUAGE LEARNING AT VASCHOOLS VUNG TAU LUẬN VĂN THẠC SĨ Bà Rịa-Vũng Tàu, tháng 3 năm 2024 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC BÀ RỊA-VŨNG TÀU -------------------------------------- TRẦN THỊ XUÂN THU STUDENTS’ ENGAGEMENT IN ENGLISH LANGUAGE LEARNING AT VASCHOOLS VUNG TAU LUẬN VĂN THẠC SĨ Ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh Mã ngành: 8140111 CÁN BỘ HƯỚNG DẪN KHOA HỌC: TS. NGUYỄN HOÀNG TUẤN Bà Rịa-Vũng Tàu, tháng 3 năm 2024 BA RIA-VUNG TAU UNIVERSITY POSTGRADUATE INSTITUTE Ba Ria-Vung Tau, March 2024. MASTER’S THESIS REPORT Student name: TRAN THI XUAN THU Sex: Female Date of birth: 06/03/1979 Place of birth: Hai Phong Major: Master in TESOL Student code: 21110010 I- Thesis title: STUDENTS’ ENGAGEMENT IN ENGLISH LANGUAGE LEARNING AT VASCHOOLS VUNG TAU II- Objectives and contents: In this study, students’ engagement was investigated not only in learning English in the classroom setting but also in school activities related to English. The objectives of the research include: To examine VAschools students’ engagement in English learning and school activities using English.
To find out what factors influence the students' engagement in English learning at VAschools. To suggest several ways to improve VA students’ engagement in learning English as well as school events. This study was conducted at VAschools Vung Tau – secondary campus. Its aim was to focus on student engagement in learning English and participating in school activities.
The study subjects included six teachers teaching Global English and IGCSE English as general English, and 40 students at different levels and ages. English is a compulsory subject for VAschools students from grade 6 to grade 12. A mixed research method is applied to evaluate and examine this topic. Three instruments including class observations, questionnaires and semi-structured interviews were used to collect data from the research subjects.
Observations were carried out in 13 classes. Surveys were delivered to all six teachers of Global English (Level 6 to Level 9) and IGCSE English and 40 students who were selected at random from 250 students for interviews to get detailed information. III- Starting date: March 2023 IV- Completing date: March 2024 V- Academic supervisor: Dr. NGUYEN HOANG TUAN ACADEMIC SUPERVISOR SCHOOL HEAD (full name, signature) (full name, signature) Dr.
Nguyen Hoàng Tuan i CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: STUDENTS’ ENGAGEMENT IN ENGLISH LANGUAGE LEARNING AT VASCHOOLS VUNG TAU In terms of the statement of requirements for Theses in Master’s programs issued by Higher Degree Committee of Postgraduate Institute, Ba Ria-Vung Tau University, Ba Ria-Vung Tau province, March 2024. TRAN THI XUAN THU ii RETENTION AND USE OF THE THESIS I hereby state that I, Tran Thi Xuan Thu, a TESOL candidate, declare that I have read and agree to the terms of Ba Ria-Vung Tau University on the the retention and use of Master's theses deposited in the library. Under these terms, I agree that my Master’s Thesis should be accessible for study and research purposes, in compliance with the standard procedures for the normal conditions established by the Librarian for the care and reproduction for theses. Ba Ria-Vung Tau, March 2024.
Signature …………………… TRAN THI XUAN THU iii ACKNOWLEDGEMENTS I would like to express my deepest appreciation to those who have made great contributions to my thesis completion. First and foremost, I would like to express my profound gratitude to Dr. Nguyen Hoang Tuan, my supervisor, for his valuable comments, suggestions during the whole research process. It was Dr.
Nguyen Hoang Tuan that instructed me to choose the right name for the thesis. Student engagement best describes my school’s current student status. Secondly, I would like to express my sincere thanks to Rossman Matthew and Steven Slade, two experienced native teachers at my English department, who accompanied and willingly shared their knowledge and experience in Master course during thesis completion. Thirdly, my colleagues and students at VAschools did fully support in the surveys and interviews.
Last but not least, my family is the greatest motivation to me. Without them, I couldn’t complete my thesis. iv ABSTRACT Student engagement is one of the most significant factors that determines successful learning. Student engagement refers to a dedication to meeting learning objectives and active involvement in a variety of academic, extra-curricular, and school-related activities.
The primary objective of this study was to investigate the level of involvement of VAschools students in English language classroom tasks and school events as well as factors influencing student engagement. Student engagement was evaluated through a combination of quantitative method such as surveys, and qualitative approaches, including class observations and semi-structured interviews. Both the surveys and the interviews were developed by the researcher. Findings from the survey and the analysis of interview data revealed a significant lack of engagement among students in school-related activities and English language classroom activities (in several classes).
Consequently, several recommendations and suggestions have been put forward based on these outcomes. v TABLE OF CONTENTS Page CHAPTER 1: INTRODUCTION 1. Background to the study. Statement of the problems.
Aims and objectives of the study. Scope of the study. Significance of the study. Organization of the study.3 CHAPTER 2: LITERATURE REVIEW 2.
Definitions of student engagement. Key terms in the definition. Characteristics of student engagement. Different levels of engagement.
Dimensions of student engagement. Influential factors on student engagement.21 CHAPTER 3: RESEARCH METHODOLOGY 3. Data collection instruments. Semi-structured interviews.
Data collection procedures. Data collection procedures. Reliability and validity of the study.33 vi CHAPTER 4: RESULTS AND DISCUSSION 4. Results of student engagement in school activities.
Results of student engagement in class. Results from class observations.Results of student engagement in class. Reports on student engagement through questionnaires and interviews. Results on influential factors on student engagement in learning English.
Learner-related factors. Family-related factors. School-related and Teacher-related factors. Relationship between student engagement and their academic outcomes in school-year 2022-2023.47 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS/ SUGGESTIONS 5.
Limitation of the study. Recommendations for further research.64-82 vii LIST OF ABBREVIATIONS NO. ABBREVIATIONS DEFINITIONS 1 EFL English as a foreign language 2 IGCSE International General Certificate of Secondary Education 3 M Mean (the mathematical average of a set of two or more numbers) 4 PBL project-based learning 5 SD Standard Deviation (a measure which shows how much variation (such as spread, dispersion, spread,) from the mean exists) 6 TBLL Task-based language learning LIST OF FIGURES NO. FIGURES NAMES OF FIGURES PAGES 1 Figure 2.1 Model of motivational dynamic 8 2 Figure 2.2 Different levels of engagement 9 3 Figure 2.3 A contextual model for student engagement 13 4 Figure 2.4 Venn Diagram Model of Student Engagement 15 5 Figure 2.5 Double Helix Model of Student Engagement 15 6 Figure 2.6 Conceptual framework of student engagement 22 viii LIST OF TABLES NO.
TABLES NAMES OF TABLES PAGES 1 Table 2.1 Dimensions of student engagement 10 2 Table 2.2 The 4Cs concept 12 3 Table 2.3 Model of associations between context, 22 engagement and student outcomes 4 Table 3.1 Different instruments in engagement measurement 24 5 Table 3.2 Description of EFL classes at VAschools Vung 26-27 Tau (secondary campus) 6 Table 3.3 28 Assignment of English classes to native teachers (academic year: 2022-2023) 7 Table 4.1 Descriptive statistic on school engagement 35 8 Table 4.2 Results of Student Attendance through the class 36 observations 9 Table 4.3 Percentages of the engaged students in cognitive 38 activities 10 Table 4.4 39 Detailed result of student participation in class 11 Table 4.5 Description of observation results 40-41 12 Table 4.6 Student engagement in learning general English 42 13 Table 4.7 Learner-related factors affecting student 42 engagement in learning English 14 Table 4.8 Family-related factors affecting student 43 engagement in learning English 15 Table 4.9 School & Teacher-related factors affecting student 44 engagement in learning English 16 Table 4.10 Relationship between student engagement and 45 their academic outcomes in school-year 2022-2023 17 Table 5.1 Dimensions of student engagement and associated 49 high school reforms ix APPENDICES NO. APPENDIX NAMES OF APPENDIX PAGE 1 Appendix 1 Scripts for data collection (questionnaires) 65 2 Appendix 2 Scripts for data collection (group interviews) 66 3 Appendix 3 A student self-report on school engagement 67-68 4 Appendix 4 A student self-report on engagement in class 69-70 5 Appendix 5 Influential factors on student engagement 71-72 6 Appendix 6 Class observation checklist 73-74 7 Appendix 7 Teacher report on school engagement in 75-76 classrooms 8 Appendix 8 Interview questions for teachers (student 77-78 engagement in classrooms) 9 Appendix 9 Interview questions for engaged students 79-80 10 Appendix 10 Interview questions for disengaged students 81 11 Appendix 11 Scripts for a pilot test 82 x CHAPTER 1. INTRODUCTION This chapter introduces the background, statement of the problems, aims and objectives of the study, research questions, scope and significance as well as explains several key terms mentioned in the research. Background to the study One of the most significant factors influencing effective learning is student engagement.
Student engagement refers to active participation or involvement in various academic and school-related activities as well as a commitment to achieving learning objectives. Learners with a strong interest in the subject matter are more likely to devote their time and effort to achieve their goals. As a result, engagement is viewed as a motivator which helps students obtain their academic success or achievement (Astin, 1984; Pascarella & Terenzini, 1991; Robinson & Hullinger, 2008; Tinto, 2012; Kuh. The degree to which students act in terms of attention, curiosity, interest, enthusiasm, and motivation to accomplish advancement in their studies can be used to determine how engaged they are in learning.
Statement of the problem English language learning takes place throughout learners’ childhood. The question is how to create, develop student engagement or keep their engagement consistent in the classroom-based setting as well as in school events. As can be seen clearly during the lessons that a number of students who keep silent or show demotivation or little interest, even though they are at a higher level of English proficiency. They did their learning activities passively in classes.
Some students seem to use more mother tongue instead of English for communication in class. Some others easily fall asleep or talk too much in the class while most of the students do not participate in the scheduled after-school activities or extra curriculum programmes related to English. Even some good students who used to be outstanding at the primary school show disengagement when they transition from the primary school to the secondary school and to the high school. Therefore, it is necessary to portray the situation and identify what the causes are as well as what influences student engagement to increase student engagement as well as its consistency.
Aims and objectives of the study This study aims to investigate the nature of engagement, capture the necessary conditions for or influential factors on engagement and explore what extent of engagement VAschools students at any levels show in the EFL classes. It closes with some practical implications for curriculum design and English language teaching strategies, as well as recommendations for not only maintaining learning engagement but also re-engaging disaffected students. The research objectives are as follows: To examine how engaged VAschools students are to perceive English lessons and to participate in school events using English language. To explore factors influencing student engagement.
To find out effective ways to optimize student engagement and maintain the consistency in the engagement among the students so that they can achieve and promote positive development. Research questions The following research questions must be addressed to achieve the previously mentioned goals: 1. To what extent do VAschools students engage in learning English and school events using English language? 2. What factors influence student engagement? 3.
What should be done to improve student engagement in learning English in the offline setting and participating in school events using English?