(Tiểu luận) huflit junior’s awareness of self study (ý thức tự học của sinh viên năm 3 ở trường đại học ngoại ngữ tin học tphcm)

MISISTRY OF EDUCATION AND TRAINING  HO CHI MINH CITY UNIVERSITY OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY RESEARCH METHODOLOGY COURSE HUFLIT JUNIOR’S AWARENESS OF SELF STUDY (Ý THỨC TỰ HỌ[.]

MISISTRY OF EDUCATION AND TRAINING  -HO CHI MINH CITY UNIVERSITY OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY RESEARCH METHODOLOGY COURSE HUFLIT JUNIOR’S AWARENESS OF SELF-STUDY (Ý THỨC TỰ HỌC CỦA SINH VIÊN NĂM Ở TRƯỜNG ĐẠI HỌC NGOẠI NGỮ- TIN HỌC TPHCM) Instructor : Mr Vuu Tien Vi ( M.A.) Student’s full name : Bui Thi Cam Tien Student’s number : 18DH713316 Class : TA1814 h Student’s full name: …………………………………………… Student’s number: …………………………… WRITING A RESEARCH PAPER EVALUATION FORM Rate Rubrics of Research Paper Purpose: Scores 0.25 0.5 10% 0.75 Content: 0.25 0.5 10% 0.75 Organization: 0.25 0.5 10% 0.75 Tone: 0.25 0.5 10% 0.75 10% Structure & Word Choice: h 0.25 0.5 0.75 Design and Title: 0.25 0.5 10% 0.75 Grammar,Spelling,Writing,Mechanics(punctuation,italics, capitalization,etc.): 0.25 0.5 10% 0.75 References: 0.25 0.5 10% 0.75 ATTENDANCE, PARTICIPANCE, ATTITUDE (20%) + FINAL RESEARCH PAPER (80%) h = TOTAL SCORES NAME: Bui Thi Cam Tien STUDENT’S ID: 18DH713316 UNIT NAME: Research Methodology EMAIL: tienbui24032000@gmail.com DATE SUBMITTED: May 29, 2021 WORD COUNT: 6506 Declaration I certify that the attached material is my original work No other person’s work or ideas have been used without acknowledgement Except where I have clearly stated that I have used some of this material elsewhere, I have not presented this for assessment in another course or unit at this or any other institution Name/signature Date: h ABSTRACT Self-study is the method where students learn outside of the classroom without direct supervision To help HUFLIT students have better learning results, students themselves and the school need to find new methods to help students have a more correct perception of selfstudy Self-study is the best option for students, if they want to achieve good academic results and succeed in the future This study aims to survey the self-study situation of students, specifically students of the University of Foreign Languages and Informatics in Ho Chi Minh City In addition, the study sheds light on the difficulties students may face in self-study From the above difficulties, we offer the best solutions to help students overcome difficulties when studying on their own To carry out this research, the researcher conducted the survey with 100 junior students and interview with 20 students from English Business major at HUFLIT In the questionnaire, the researcher made research questions and interview questions for participants to give the answers The researcher used Google form to survey, then researcher collected and analyzed the questionnaire from student after week In general, most of the students were well aware of the importance of the self-study The results that Self-study approach should be used regularly by HUFLIT students in learning due to its numerous benefits for students and educators In addition, students need to find themselves a complete learning method to get the best results h TABLE OF CONTENTS DECLARATION ii INSTRUCTOR’S ASSESSMENT .ii ABSTRACT iii CHAPTER 1:INTRODUCTION 1-3 1.1 Background 1.2 Literature Review 1.3 Objectives .2 1.4 Scopes 1.5 Organization CHAPTER 2:LETERGATURE REVIEW 4-9 2.1 Defining Self-study 2.2 The situation of student about self-study approach 2.2.1 The situation of students in the world 2.2.2 The situation of Vietnamese students 2.3 Positive of self-study 2.3.1 Learning more effectively 2.3.2 Discovering more about the topics they’re studying 2.3.3 It can boost students’ self-esteem .7 2.3.4 Students can learn at their own space 2.3.5 Encourages curiosity 2.4 Challenges of self-study approach 2.4.1 Experiencing low motivation 2.4.2 There are too many distractions 2.4.3 Lacking the right resources 2.4.4 Struggling with time management Concluding CHAPTER 3: RESEARCH METHODOLOGY 10-11 3.1 Description of the subjects 10 h 3.2 Materials 10 3.3 Procedures of Data Collection 10 3.4 Statistical Treatment 11 CHAPTER 4: RESULTS AND FINDINGS 12-20 4.1 Result of the questionnaire 12 4.1.1 Do you often self-study? .13 4.1.2 What you think about self-study? 14 4.1.3 Where you usually self-study? 15 4.1.4 How much time you spend on self-study? 16 4.1.5 How often you revise and prepare new lesson? 17 Concluding 18 4.2 Result of the interview .18 4.2.1 What challenges you face in self-study? 18 4.2.2 How you often overcome difficulties in self-study? .19 Concluding of Chapter 20 CHAPTER 4: DISCUSSION 21-24 5.1 Research questions .21 5.2 Important Findings .21 5.2.1 How is the current situation of students' self-study? 21 5.2.2 What are difficulties that the students encounter in their self-study? .22 5.2.3 What solutions help students overcome difficulties in their self-study? 22 5.3 Limitation 23 5.4 Need for Further Research 24 CHAPTER 6: RECOMMENDATION 25 6.1 Some recommendations for the educators 25 6.2 Some recommendations for students 25 REFERENCES 27 APPENDIX 29 APPENDIX 30 h CHAPTER1 INTRODUCTION 1.1 Background A self-study is an indispensable form of learning for students studying at universities and colleges Organizing rational, scientific, quality and effective self-study activities is the learner’s responsibility The current situation of students is unaware of the importance of self-study, still familiar with the method of reading and writing, and passive in learning Some students believe that just trying to study can achieve good results In fact, going to college is much different from high school and knowing going to college is very important According to the survey data, most of the students autonomy in the learning of students There are 75% of respondents think those students not have the habit of self-study and prepare lessons before going to class (Schulman, 2014, p15) The current fact is that students are “very lazy to read books” 85% say they “do read” but only a few specialized books when presenting, reporting, or taking tests The remaining 15% say that they not read reference materials, there are final year students who have never come to the library to look for books (Schulman, 2014, p.29 ) “the outstanding characteristics of the extended professional is a capacity for autonomous professional self-development through systematic self-study, through the study of the work of other teachers and through the testing of ideas by classroom research procedures” (Stenhouse 2010, p.144) Characteristics of self-study are the involvement of critical friends (Schuck & Russell, 2013, p107); the use of theory to help to gain wider perspectives on practice; and methodological rigor (Debora, 2014) Selfstudy aims not only to enhance the quality of practice but also to open up the self-study to public debate in the academic community, contributing to the knowledge base of teacher education (Vanassche&Keltchermans,2015,p22) z Bui Thi Cam Tien-18DH713316 h  HUFLIT Junior’s Awareness of Self-study Interestingly self-study has not been used to the same extent in Europe as it has been in North America or Australia Self-study research on the part of the teacher educators can thus be defined as research and reflection on these teacher educators’ own practices, leading to both an improvement of these practices and a contribution to the general knowledge base of teacher education (Mary, 2012) 1.2 Literature Review The term “Self-study” has the potential to benefit the learning of professionals from a range of disciplines who are teaching in higher education. Vanassche (2018, p13) defines self-study as “has the potential to critique the rather narrow and instrumentalist view of teacher education practice and scholarship furthered by policies in many countries” Russell (2007,p117) defines it as “only by significant effort over several years am I able to fully understand the potential benefits and personal consequences of a change recommended by research, and only through self-study am I able to achieve that understanding” Bullock (2007, p212) at the end of his account, he describes is as “ has much to learn on my journey of thinking about teaching and learning and confident that self-study of teacher education practices will help me to articulate my teaching practice and to continue to learn and teach about teaching” 1.3 Objectives The aim of this paper is to offer an overview of the self-study definitions, to exam the reasons for self-study and to survey of students at HUFLIT in training mode based on learning signals Furthermore, this paper also proposing solutions to promote learning activities of university students in HUFLIT 1.4 Scopes Numerous studies highlighted the importance of self-study approach Nowadays, some research has been done about how self-study can effect and benefits with students Therefore, the focus of this research is on students in HUFLIT, especially juniors Bui Thi Cam Tien-18DH713316 h  HUFLIT Junior’s Awareness of Self-study 1.5 Organization This research begins with an introduction about Self-study (what is it? How important is it?) It then goes on to present how the research carried out The next chapter is devoted to findings and discussing the research Finally, the last chapter gives conclusion and offers recommendation to help junior self-conscious in studying at HUFLIT Bui Thi Cam Tien-18DH713316 h