TRUONG DAI HOC HANG HAI VIET NAM VIEN DAO TAO QUOC TE BAO CAO TONG KET DE TAI NGHIEN CUU KHOA HOC SINH VIEN NAM HOC 2021 2022 A STUDY ON ISE STUDENTS AUTONOMY IN LEARNING ENGLISH REALITY AND SOLUTIONS[.]
TRUONG DAI HOC HANG HAI VIET NAM VIEN DAO TAO QUOC TE BAO CAO TONG KET DE TAI NGHIEN CUU KHOA HOC SINH VIEN NAM HOC 2021-2022 A STUDY ON ISE STUDENTS AUTONOMY IN LEARNING ENGLISH: REALITY AND SOLUTIONS (NGHIEN CUU VE TINH CHU DONG TRONG VIEC HOC TIENG ANH CUA SINH VIEN VIEN DAO TAO QUOC TE: THUC TRANG VA GIAI PHAP) HO VA TEN : BUI NGOC LINH DAN -89970- NAM THU 2/4 BUI THI PHUONG ANH -89698- NAM THU 2/4 NGUYEN THI PHUONG THAO -89535- NAM THU 2/4 GIANG VIEN HUONG DAN : DO THI ANH THU HAI PHONG, 2022 TABLE OF CONTENS LIST OF TABLES AND CHARTS ABBREVIATIONS ACKNOWLEDGEMENTS ABSTRACT CHAPTER 1: INTRODUCTION 1.1 Statement of the problems 1.2 The aims of the study and research questions 1.3 The scope of the study As mentioned above, the researchers would like to carry out a study on the non- English majors’ self-study at the Vietnam Maritime University 1.4 Outline of the research .7 CHAPTER 2: LITERATURE REVIEW 2.1 The nature of self-study in language learning 2.1.1 The definitions of self-study 2.1.2 Factors involved in self-studying 12 2.2 Difficulties and Challenges that students face in their self-study and pros and cons 13 2.2.1 The difficulties and challenges encountered by students 13 2.2.2 Pros and cons of self-study 16 2.3 Some measure to develop self-study of student in university 17 2.3.1 Instruct students to practice self-learning skills 17 CHAPTER 3: METHODOLOGY 20 3.1 Research questions 20 3.2 Subjects 20 3.3 Data collection instruments .20 3.4 Data analysis 22 3.5 Summary 22 CHAPTER 4: RESULTS 23 4.1 Results from the questionnaires .23 4.1.1 Results from students’ questionnaires 23 4.1.2 Results from teachers’ questionnaire 31 4.2 Results from learners’ journals 35 4.3 Results from face-to-face interviews 36 CHAPTER V: DISCUSSION AND RECOMMENDATIONS 37 5.1 Discussion 37 Recommendation 38 5.2.1 Measures to develop self-study skills for students of ISE 38 5.2.2 Measures to develop self-study skills for students with the help of teachers 43 5.2.3 Measures to develop self-study skills with the help of Vimaru 44 Construct a self-study area with necessary facilities for students Aims .44 5.3 Conclusions 45 5.4 Problems and limitations of the study 46 REFERENCES 47 APPENDIXES 48 LIST OF TABLES AND CHARTS TABLES Table 1: The teachers’ experience of teaching English Table 2: The assessment of non-English majors’ awareness of self-study CHARTS Chart 4.1: Students’ awareness of non-English self-study Chart 4.2: Self-evaluate learning process Chart 4.3: Difficulties in self-study Chart 4: Students’ learning extracurricular activities Chart 5: Teachers’ awareness of the importance of self-study of non-English majors ABBREVIATIONS VMU: Vietnam Maritime University ISE: International School of Education S1, S2, S3, : Student 1, Student 2, Student 3,… ACKNOWLEDGEMENTS We would like to thank those who have given their invaluable helps for the completion of our research First and foremost, we would like to express our heartfelt appreciation to our supervisor, MA Do Thi Anh Thu, for her wonderful collaboration, valuable guidance, and significant encouragement in the completion of the research paper Second, we would like to express our gratitude to the teachers at Vietnam Maritime University for their assistance and provision of English knowledge on which we have completed our studies Furthermore, we would like to thank the International School of Education students for their enthusiastic cooperation; without their help, we would not have been able to complete this paper Last but not least, we would like to thank our parents and friends for their support and patience We appreciate any feedback from our readers who are interested in this research ABSTRACT The study will delve deeper into the current state of self-study for non-English majors at ISE This study focuses on non-English majors' self-study The current study seeks to ascertain the current state of self-study among non-English majors at ISE, as well as the difficulties and challenges they face, and to propose some changes to improve non-English majors' self-study skills at ISE The researchers conducted this study at Vietnam Maritime University with students from three different classes of non-English majors and teachers Questionnaires, interviews, and learner journals were used to collect all data After analyzing and discussing the survey results, the difficulties encountered by students during self-study were discovered According to the findings, students not demonstrate a high level of self-study Based on these challenges, we would like to make some recommendations to improve the quality of self-study for non-English majors at VMU CHAPTER 1: INTRODUCTION 1.1 Statement of the problems Present era, the importance of English cannot be overstated because it is the most widely spoken language throughout the world As a result, it has become a mandatory subject taught at universities/colleges in Vietnam, and students must meet the outcome standard Especially now, as our country is rapidly integrating and developing, the demand for a highly qualified education sector has been the primary concern of our Party and Government, with teacher education receiving increased attention from both authorities and educators Class-based learning is insufficient for adjusting these requirements According to Uncle Ho, Vietnam's former president, self-study is the most important aspect of learning Self-study is essential for students at any grade level, but especially for university students In fact, students only have to attend class for about hours on weekdays, so selfstudy is more important Isaac Asimov, an American author and professor of biochemistry at Boston University, agreed that students can only learn something through self-study The only task of the school is to facilitate self-study If this process is not carried out, the school will lose the meaning of its existence With this in mind, Vietnam Maritime University strongly advises students to self-study in general, and English in particular However, based on some informal interviews, the researchers in this study conclude that the majority of students have yet to apply the theory in practice This is due to a variety of factors For starters, many English learners are unaware of their own self-study Most of them believe that self-study entails only completing all of the exercises assigned by the teacher Others claim that they only learn when and what they want Second, students have not yet achieved a balance between their academic work and participation in university activities such as singing, dancing, and so on Some report feeling tired after activities, making it difficult to concentrate on learning Furthermore, many of them lack effective self-study strategies They expect to be given the best methods for self-study For all of the aforementioned reasons, the researchers in the current study hope to investigate the current state of self-study among nonEnglish speakers The researchers hope that this study will aid in determining the challenges and difficulties that non-English at VMU face during the self-study process, as well as recommending some strategies to improve their self-study in particular and learning quality in general 1.2 The aims of the study and research questions This study aims to investigate the current state of non-English majors' self- study at ISE, as well as the difficulties and challenges they face, and to recommend some solutions to improve non-English majors' self-study skills at ISE Particularly, this research aimed at answering the following questions: What is the current situation of the non-English majors' self-study of ISE students? What are challenges of self-study that ISE students have to face up with? What should be done to enhance the non-English majors' self-study skills of ISE students? 1.3 The scope of the study As mentioned above, the researchers would like to carry out a study on the non-English majors’ self-study at the Vietnam Maritime University 1.4 Outline of the research Chapter 1: The background to the study, the study's goals, research questions, the investigation's scope, and the study's importance are all presented in The introduction Chapter 2: The literature review starts with the nature of self-study in language learning This chapter also includes the difficulties and challenges that students face in their self-study and possible causes Chapter 3: Methodology is five segments in all The first section consists of research questions The subject is presented in the second part The method of data gathering instruments is discussed in the third section The data analysis is described in the following section The last section is a summary Chapter 4: Results discusses the results of data collection of the secondyear non-English at ISE, including results of questionnaires, the results of face- to-face interviews, and the results of learners’ journals Chapter 5: Discussion and Recommendation focus recommendation to help non-English improve their self-study on the CHAPTER 2: LITERATURE REVIEW 2.1 The nature of self-study in language learning 2.1.1 The definitions of self-study Self-studying is a method of learning in which students direct their own learning outside of the classroom and without direct supervision Self-study can be a very valuable way for many students to learn because it allows them to control what (and how) they learn Self-study and traditional classroom learning can be used in tandem to help your child get the most out of his or her learning experience Together, these methods help students learn and retain information more effectively, which improves comprehension, grades, and motivation Languages are not learned solely in the language classroom but can take place at any time and in any place (Pickard, 1995; Hyland, 2004) Outof- class learning is defined as any learning that takes place outside the classroom and involves self-instruction, naturalistic learning, or selfdirected naturalistic learning (Benson, 2001) In recent years, out-of-class language learning has been a focus of research However, Pearson (2003) argues that much more is known about what second language learners and teachers inside classrooms than what learners outside the classroom, activities which might develop an appreciation of the target culture and fluency in the target language Pearson believes an appreciation of the factors that shape the behavioral pattern of students’ out-of-class language learning will contribute to a broader understanding of differences in the development of individual second language skills and the different levels of fluency and overall proficiency He further states that “the insights offered through an increased understanding of out-of-class language learning aid the implementation of learner autonomy as a goal, and contribute to the effectiveness of guidance given to learners by teachers” (Pearson, 2003, p 1) Benson argues that autonomy “is a natural product of the practice of self9