Esl engineering students’ self efficacy in learning an interdisciplinary english mooca comparative study graduation thesis faculty of foreign languages

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATIONTHESIS ESL ENGINEERING STUDENTS’ SELF-EFFICACY IN LEARNING AN INTERDISCIPLINARY ENGLISH MOOC: A COMPARATIVE STUDY STUDENT NAME: TRUONG THI THANH HUONG ID NUMBER: 17016611 CLASS CODE: DHAV13A COHORT: 2017 -2021 SUPERVISOR NAME: PHAN THI TUYET NGA, Ph.D HCMC, 05/2021 Student name: Truong Thi Thanh Huong Student ID number: 17016611 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - Student name : Truong Thi Thanh Huong ID Number : 17016611 Class Code : DHAV13A Cohort : 2017-2021 Supervisor Name : Phan Thi Tuyet Nga, Ph.D Student’s declaration: I declare that this graduation report is entirely my own work and does not involve in plagiarism or collusion It also has not been accepted as part of a submission to another purpose elsewhere I accept heavy penalty for any cheating or plagiarism Date submitted : 15/05/2021 Signed : Truong Thi Thanh Huong Word count : 8064 words Supervisors: Phan 2|Page Student name: Truong Thi Thanh Huong Student ID number: 17016611 ESL ENGINEERING STUDENTS’ SELF-EFFICACY IN LEARNING AN INTERDISCIPLINARY ENGLISH MOOC: A COMPARATIVE STUDY ABSTRACT MOOCs play an important role in higher education in the current time More and more English MOOCs in various academic fields have been applied in colleges and universities, especially in Asian countries Besides, self-efficacy is thought to be a critical component in successful online learning This investigation were carried out in order to a) value the level of self-efficacy among engineering IUH and NIU students in joining MOOCs and b) compare the self-efficacy level of students between these contexts A mixed method was used in this present study About 250 students from the two schools participated in the questionnaire survey and then about 30 participants among them joined the interviews The scale which was utilized in this study was designed based on the Self-efficacy Questionnaire for Online Learning (SeQoL; Shen et al., 2013) The level of self-efficacy was measured in three aspects: using technology, time management and learning in an Interdisciplinary English MOOC environment The study found out some problems that affected the students’ self-efficacy level in joing MOOCs The findings’ interpretations and implications were discussed KEY WORDS: engineering students’ self-efficacy, ESL context, English MOOCs, selfefficacy level in E-MOOCs Supervisors: Phan 3|Page Student name: Truong Thi Thanh Huong Student ID number: 17016611 ACKNOWLEDGEMENT This study would not be completed without any assistance As a result, the author of this study gladly acknowledges the encouragement and motivation of my team through the course of conducting this research as a condition of completing my graduation thesis First of all, I would like to thank all teachers of Industrial University of Ho Chi Minh City and Faculty of Foreign Languagefor facilitating the completion of my graduation thesis I also would like to express sincere appreciation to my supervisor Dr Phan Thi Tuyet Nga She is one of the most enthusiastic and patient teacher that I have ever met She is a well-organized person that always helped my team and I made good plans for achieving our goals Although Dr Phan had tons of work to because of her position in the Faculty of Foreign Languages, she still encouraged and helped us to keep up with our schedule She was extremely conscientious to find out the best way to help us conductthe study successfully Without her instructions and support, this thesis would have been impossible to be done effectively Secondly, I would like to send my gratitude to Pro Chen and his team at National Ilan University (NIU) Thanks to their support and motivation, my team and I were able to have many valuable materials which were taken full advantage of in our thesis Also, Pro Chen played an important role during our process of doing surveys He and Dr Phan provided a link between us and NIU He also helped us collect the data from NIU students The success of our thesis had a great contribution of Pro Chen and his team Thirdly, I would like to thank my group members: Dang Thi My Chau and Nguyen Nhu Quynh who always supported me whenever I needed They are the best partners during my school life Working with them wasa special opportunity for me to widen my mind and obtain more skills Their encouragement helped me much during the process of completing the thesis Last but not least, I wholeheartedly thank all of my study participants Without their help, my team and I could not gain reliable data and complete this thesis Particularly, my family and my friends also encouraged me a lot during this graduation thesis Hence, I would like to give my deep gratitude to them In short, I would like to thank all people that helped me finish my graduation thesis Besides,this is my first time doing scientific research, so the thesis inevitably has limitations and shortcomings I look forward to receiving the comments of teachers of the Faculty to improve this thesis Supervisors: Phan 4|Page Student name: Truong Thi Thanh Huong Student ID number: 17016611 TABLE OF CONTENTS CHAPTER I: INTRODUCTION 1.1 Rationale: 1.2 Research Objectives: 1.3 Research Questions: 1.4 Scope of the study: CHAPTER II: LITERATURE REVIEW 10 2.1 Definitions 10 2.2 Related Studies 12 CHAPTER III: RESEARCH DESIGN 14 3.1 Research context 14 3.2 Participants 14 3.3 Research methodology and research methods 14 3.3.1 Research methodology 14 3.3.2 Research methods 15 3.4 Procedures 17 3.5 Data analysis 18 CHAPTER IV: FINDINGS AND DISCUSSION 19 4.1 Findings 19 4.2 Discussion 30 CHAPTER V: CONCLUSION 32 REFERENCES 34 Supervisors: Phan 5|Page Student name: Truong Thi Thanh Huong Student ID number: 17016611 LIST OF TABLES Table 3.1.The English level of IUH and NIU engineering students .16 Table 3.2.Scale: Self-Efficacy to manage time 16 Table 3.3.Scale: Self-Efficacy to learn in the interdisciplinary English MOOC environment 17 Table 4.1.The average rating of engineering students’ self-efficacy in joining MOOCs at IUH and NIU .19 Table 4.2.Measured factors, items, and descriptive statistics of self-efficacy level among engineering IUH and NIU students in using technology 20 Table 4.3.Measured factors, items, and descriptive statistics of self-efficacy level among engineering IUH and NIU students in time management .22 Table 4.4.Measured factors, items, and descriptive statistics of self-efficacy level among engineering IUH and NIU students in learning in an Interdisciplinary English MOOC environment 24 LIST OF FIGURES Figure 4.1 Comparison of the self-efficacy level in using technology in MOOCs of IUH and NIU engineering students 21 Figure 4.2 Comparison of the self-efficacy levels in managing time in MOOCs of IUH and NIU engineering students 23 Figure 4.3.Comparison of the self-efficacy levels in learning in the Interdisciplinary English MOOC environment of IUH and NIU engineering students 26 Figure 4.4 The English level of IUH and NIU engineering students 30 Supervisors: Phan 6|Page Student name: Truong Thi Thanh Huong Student ID number: 17016611 CHAPTER I: INTRODUCTION 1.1 Rationale: In current society, the development of technology has changed the way information is delivered and approached, which has also brought many benefits to humans in many fields, especially in education Online learning has a great effect on educational systems and teaching-learning activities.Many things are involved in online learning, including Massive Open Online Courses (MOOCs) According to New Media Horizon (2012), MOOCs were the next major thing in higher education's technological evolution Also, New York Times (2013) described that it had taken the educational world by storm, signaling a significant educational change (retrieved from Chen, 2013, p.2-3) Therefore, more and more Asian universities are considering to offer MOOCs for students to access various academic fields in English as Second Language (ESL) context Furthermore, science and technology fields are raising day by day so that engineering students have also considered to study through MOOCs in an ESL context Human knowledge is extremely large and unstoppably growing in modern society; therefore, it is crucial for engineering students to access the world, learn and widen knowledge via MOOCs However, to connect to the world, the students have to use a global language as well as English English language becoming a bridge to connect people around the world has resulted in a fact that more MOOCs taught and learned by English (English-MOOC or E-MOOC) have been launched On the other hand, according to Chen (2013), the number of students participating in MOOCs have been increasing rapidly since 2012 (p.3), this has resulted that the number of Asian countries has been also growing as following brief descriptions: “In 2013, Taiwan’s Ministry of Education started a MOOC project to include 15 universitieswith 100 courses as target and the National Taiwan University joined Cousera.” (p.4) “The website glr.cn is the proponent of MOOC in China.”(p.4) “The National University of Singapore and Nanyang Technology University joined iTunes U The former also joined Coursera.” (p.4) In order to learn through English-MOOCs (E-MOOCs) effectively, university engineering students' self-efficacy is one of the most essential elements that can help to predict their successful performance through English-MOOCs as Hodges (2008) said that the main finding is that students' self-efficacy beliefs are related to academic achievement in a significant and positive way" Perceived self-efficacy is defined as "people's judgments of their capabilities to Supervisors: Phan 7|Page Student name: Truong Thi Thanh Huong Student ID number: 17016611 organize and execute the courses of action required to produce given attainments” (Bandura, 1986, p.391) Based on a study of the literature on self-efficacy in Internet-based learning environments, Tsai, Chuang, Liang, and Tsai (2011) concluded that students' self-efficacy has a positive role in their attitude toward, as well as their processes and outcomes derived from Internet-based learning (p 222) For example, engineering students with a higher level of selfefficacy are likely to be more confident in online learning through E-MOOCs and vice versa Ali and Leed’s study (2009) shown that students in online learning environments have a greater dropout rate than students in traditional learning contexts That was linked to a lack of self-efficacy (Lee & Choi, 2011) In other words, self-efficacy can be a crucial component of academic achievement in distant education (Hodges, 2008); therefore, learning via MOOC with high selfefficacy levels can solve this matter Thus, it is necessary to consider the levels of ESL engineering students’ self-efficacy in joining in English-MOOCs and factors that affect their selfefficacy levels in the two contexts in order to develop effective E-MOOCs in these ESL contexts can retain engineering students 1.2 Research Objectives: The purposes of the study were to a) compare how confident ESL engineering students are in EMOOCs between NIU and IUH universities and b) examine if there are any differences in the factors that influence engineering students’ self-efficacy in E-MOOC between the two universities The results of this study may contribute to the development of MOOCs and the improvement of ESL engineering students’ self-efficacy at the two contexts in participating in English-MOOCs 1.3 Research Questions: To accomplish the purposes of this study, the research was carried out by a mixed-method utilizing questionnairesandgroup interviews The following research questions were used to guide this study: 1.What are the perceived self-efficacy levels of engineering students in joining MOOCs at IUH and NIU universities? 2.What predicts engineering students’ self-efficacy in joining a MOOC in the two contexts? 1.4 Scope of the study: This study focuses on engineering students’ self-efficacy levels in learning an interdisciplinary English MOOC between the two contexts: at National Ilan University (NIU), Taiwan, and Supervisors: Phan 8|Page Student name: Truong Thi Thanh Huong Student ID number: 17016611 Industrial University of Ho Chi Minh City (IUH),Vietnam About 250 engineering students from the two universities will take part in this research Quantitative data, which was collected by using a scale based on the Self-efficacy Questionnaire for Online Learning (SeQoL; Shen et al., 2013) will be processed by Statistical Package for the Social Sciences (SPSS) for getting valid and reliable results Qualitative data included focus group discussions collected from students in both contexts The scale of this study consists of 30 items and subscales (technology use, time management and learning in an interdisciplinary English MOOC environment) Supervisors: Phan 9|Page Student name: Truong Thi Thanh Huong Student ID number: 17016611 CHAPTER II: LITERATURE REVIEW 2.1 Definitions  Students’ Self-Efficacy Beliefs As stated by Bandura (1986), the term "perceived self-efficacy" refers to "people's judgments of their capabilities to organize and execute the courses of action required to produce given attainments" "Self-efficacy beliefs determine how people feel, think, motivate themselves and behave" There are four main ways of developing people's self-efficacy: (1) mastery experiences (learners’ past performances, (2) vicarious experience (experiences with others’ performances, (3) social persuasion (persuasion from significant others), and (4) psycho-physiological states (physiological and emotional changes) According to Bandura (1994, 1998), mastery experiences are the most effective way of building self-efficacy It is said that there is no better way for one person to start believing in his ability to succeed than to set a goal, persist through challenges on his road to goal-achievement, and enjoy the satisfying results (Bandura, 2008) because anyone who easily achieves success will tend to expect quick results and can be immediately discouraged by failures (Bandura, 1994, 1998) Bandura also claimed: "A resilient sense of efficacy requires experience in overcoming obstacles through perseverant effort Some setbacks and difficulties in human pursuits serve a useful purpose in teaching that success usually requires sustained effort After people become convinced they have what it takes to succeed, they persevere in the face of adversity and quickly rebound from setbacks By sticking it out through tough times, they emerge stronger from adversity."(Bandura, 1994, 1998, p.2) Hodges said that mastery experiences concern the learner's prior experiences It means that if the learner had prior or successful experiences relating to his current tasks or subjects, he would seem to be more confident and have a positive manner to his current tasks (Hodges, 2016) In general, self-efficacy plays a crucial part in students' performance It is an essential psychological factor in online learning, but it also has a significant effect particularly on students' academic success ( Yavuzalp & Bahcivan, 2020, p.2) In this context, studies should be carried out to illuminate variables affecting engineering students’ self-efficacy in learning an interdisciplinary English MOOC In this way, students’ self-efficacy can be easily increased and improved to help them in online learning and even in MOOC  Online Learning and MOOCs Supervisors: Phan 10 | P a g e Student name: Truong Thi Thanh Huong Student ID number: 17016611 Appraisal(10 Continuous improvement (6) ) Supervisor’s Appraisal on teamwork (05) Group Decision &Planning Roles & Distribution Establish Goals Meeting Minutes Peer Contribution to the team project evaluation Taking responsibility on teamwork (05) Working with others Other comments TOTAL SCORES ………./100 Date: …………………………… Signature ……………………………… Supervisors: Phan 47 | P a g e Student name: Truong Thi Thanh Huong Student ID number: 17016611 INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES EXAMINER’S EVALUATION FORM Student’s name: Trương Thị Thanh Hương Student ID No.: 17016611 Examiner’s name: …………………………………………………………………………… CRITERIA Format And Format (3) Language Use Coherence and Organization (4) SCORE Grammar mistakes(3) Introduction Written Graduation Research questions (5) Literature Definitions of key terms/concepts(5) Review Review of previous studies (10) Thesis (80) Rationale and objectives of research (5) Referencing (5) Methodology Research Methodology& Methods (10) Research Collecting and analyzing data (5) Findings Relevance between research findings and objectives (5) Evaluating and discussing the findings (10) Conclusions Oral Content (6) Presentation Performance (6) (20) Conclusions & Recommendation (10) Time management (10 minutes) (4) Questions responses (4) Other comments TOTAL SCORES Supervisors: Phan ……… /100 48 | P a g e Student name: Truong Thi Thanh Huong Student ID number: 17016611 Date: ………………………… Signature ……………………………… Supervisors: Phan 49 | P a g e Student name: Truong Thi Thanh Huong Student ID number: 17016611 INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES PROGRESS FORM GRADUATION THESIS Research title: ESL Engineering Students’ Self-Efficacy in learning an Interdisciplinary English MOOC: A Comparative Study Student name: TrươngThị Thanh Hương Student ID No.:17016611 Supervisor name: Phan Thi Tuyet Nga, Ph.D Week Date Content Supervisor’s comments &Signature (14/12/202020/12/2020) 17/12/2020 -The first meeting between Ms Nga, prof Chen and students - Ms Nga introduced and instructed students how to build and develop main points based on the thesis’s topic: Engineering student’s selfefficacy in online learning: A comparative study The research is a co-operation between FFL and APEC as a part of the MOOCs Finished project - Ms Nga & prof Chen gave us some assignments: x Search and read related articles x Write and submit an outline for Chapter and Chapter 2 (28/12/202003/01/2021) (04/01/202110/01/2021) 31/12/2020 - Ms Nga informed a new deadline Finished 10/01/2021 - Students submited the reviewed outline (Chapter 1,2) -Ms Nga and students reviewed the outline of Chapter and - Ms Nga gave a new deadline: x Supervisors: Phan Finish the outlines and the Finished 50 | P a g e Student name: Truong Thi Thanh Huong Student ID number: 17016611 research questions, due date: Jan 17th, 2021 x x (18/01/202124/01/2021) - 12/01/2021 - 18/01/2021 Collect reliable questionnaires related to the research topic from previous studies, due date: Jan 24th, 2021 Finish a detailed questionnaire and interview question, due date: Jan 31 st, 2021 - Students developed a scale for the study - Ms Nga & prof Chen reviewed research questions Finished -22/01/2021 (25/01/202131/01/2021) - 27/01/2021 - 30/01/2021 -31/01/2021 (01/02/202107/02/2021) - 01/02/2021 - 04/02/2021 - 05/02/2021 (08/02/202114/02/2021) (15/02/202121/02/2021) 09/02/2021 15-20/2/2021 Check Supervisors: Phan - Students showed questionnaire of the study; Ms Nga and students discussed about the questionnaire and SPSS tool - Students showed the English version of the questionnaire Students translated the questionnaires into Vietnamese Finished - Students calculated and confirmed the number of participants to Ms Nga - Ms Nga & prof Chen gave feedback to the students’ questionnaire - The students uploaded the Finished Vietnamese version online for testing - Students submitted Chapter 1, and reviewed the questionnaire - The questionnaire in English and Finished Vietnamese version were approved - Students sent the English version Finished of the quetionnaire to Pro Chen in NIU - Ms Nga instructed students to write arguments, APA style in Chapter 1,2 and reviewed Chapter 1,2 - Work completion: 35% Continued 51 | P a g e Student name: Truong Thi Thanh Huong Progress (01/03/202107/03/2021) 10 (15/03/202121/03/2021) 02/03/2021 11 (05/04/202111/04/2021) - 09/04/2021 12 (12/04/202118/04/2021) 13 (19/04/202125/04/2021) 14 (03/05/202109/05/2021) 15 (17/05/202123/05/2021) 16 (24/05/202130/05/2021) 15/04/2021 - 15-22/03/2021 - 20/03/2021 - 06-19/04/2021 19-20/03/2021 Student ID number: 17016611 - Continue or not? ……………………………… - Ms Nga gave students the final Finished check of Chapter Students delivered the Finished questionnaires to IUH students - Ms Ngagave students the final check of Chapter - Group interviews were conducted Finished for NIU participants via Microsoft team - IUH team transcripted the video of NIU group interviews - Students submitted Chapter Finished 20/05/2021 - Ms Nga and students discussed Finished how to conduct group interviews for IUH participants - Students submitted Chapter Finished - Students submitted transcripts of IUH group interviews - Students submitted Chapter Finished 26/05/2021 - Ms Nga reviewed Chapter and Finished 05/05/2021 06/05/2021 The supervisor’s approval of the students’ submission (Yes/ No): Yes Date: June 5th Supervisor (Signed) Phan Thi Tuyet Nga Supervisors: Phan 52 | P a g e Student name: Truong Thi Thanh Huong Student ID number: 17016611 Rubrics for Written Graduation Thesis (70%) Item/ Weight Format (3) 10 Coherence and Organization (4) Grammar mistakes (3) Rationale and objectives of research (5) Introduc tion 10 Research questions (5) Supervisors: Phan Unsatisfactory There are consistent mistakes in the required format The development of paper is vague; no apparent logical order of presentation There are consistent spelling and grammar mistakes in the paper The rationale of the research topic area is unclearly described Little evidence shows the significance and objectives of the research topic Developing There are several mistakes in the required format Satisfactory There are minor mistakes in the required format Exemplary 10 There are hardly any mistakes in the required format The paper is presented with connected concept and ideas, clear transitions The paper is presented in logical sequence and well organized The paper is clearly stated, well-developed and well organized There are several spelling and grammar mistakes in the paper There are minor spelling and grammar mistakes in the paper There are hardly any spelling and grammar mistakes in the paper The rationale of the research topic is introduced in a coherent and interesting manner The significance and objectives of the paper is well justified The rationale of the research topic is presented and the significance and objectives of the paper is justified Research Research questions questions are are defined not successfully defined The rationale of the research topic is adequately defined The significance and objectives of the paper is well justified Research Research questions are questions are coherently and scientifically clearly defined meaningful and challenging 53 | P a g e Student name: Truong Thi Thanh Huong 15 Definitions of key terms/concepts (5) Definition of key concepts is insufficient Key concepts are recognized The key concepts related to the research topic are defined The key concepts related to the research topic are also clearly defined Review of previous studies (5) The previous studies are inadequately relevant with the research topic and inappropriatel y summarized References are of poor quality The format and layout are inconsistent and not in line with APA style The previous studies are relevant with the research topic and summarized The previous studies are quite relevant with the research topic and appropriately summarized The previous studies are adequately relevant with the research topic and appropriately summarized The referencing is in a proper and extensive manner The format and layout of the bibliography are correct and in line with APA style The author justifies his/ her choice of research methods systematically and demonstrates a deep understanding in the application of relevant research methodology Referencing (5) 10 Student ID number: 17016611 Research Methodology and Methods (10) Supervisors: Phan The author displays such a low level of research methodology and methods that it can be regarded as unacceptable The referencing is in a proper manner but the layout of the bibliography is consistent with APA style There are, however, a number of inconsistencies The referencing is in a proper manner and the layout of the bibliography is largely in line with APA style The author correctly presents the research methods and shows good organization and application of research methodology The author justifies his/her choice of analysis methods and demonstrates effective application of relevant research methodology 54 | P a g e Student name: Truong Thi Thanh Huong Collecting and analyzing data (5) Research findings 15 Relevance between research findings and objectives (5) Evaluating and discussing the findings (5) Supervisors: Phan Student ID number: 17016611 The author describes the data collecting and analyzing stages but the description does not form a coherent and logical whole The analysis methods are mainly chosen to answer the research questions, but the author has an insufficient command of the methods The author correctly presents the data collecting and analyzing stages and also outlines the analysis The analysis demonstrates a good command and reliable use of the method The author presents the data collecting and analyzing stages clearly The author makes good use of the data in the analysis The author chooses the methods sensibly to summarize the information provided by the data The author presents the data collecting and analyzing stages correctly and clearly The author makes great use of the data in the analysis The author chooses the relevant methods to best summarize the information provided by the data The author demonstrates a poor level of understanding in the analysis of the research findings The research are findings inadequate in meeting objectives of study The thesis does not succeed in making contribution to the knowledge base of the discipline and field of study The author demonstrates a satisfactory understanding in the analysis of the research findings The research findings may be adequate but not as described The author demonstrates adequate levels of understanding in the analysis of the research findings The research findings are adequate relevant to the objectives of the study The author demonstrates advanced levels of understanding in the analysis of the research findings The research findings are relevant to the objectives of the study The research findings make a minor contribution to the knowledge base of the discipline and field of study The research findings make a good contribution to the knowledge base of the discipline and field of study The research findings make a significant contribution to the knowledge base of the discipline and field of study 55 | P a g e Student name: Truong Thi Thanh Huong 10 No logical Conclusion &Reconmmend conclusions are reached ation (10) Answers to research questions studied and discussion about them is almost entirely missing or it is unconnected from the perspective of the research The final summary in no way communicates the purpose and findings of the study The author demonstrates inadequate understanding of the strengths and weaknesses of his/her own research Supervisors: Phan Student ID number: 17016611 The conclusions are partially logical The link between the conclusions and research questions is left somewhat unclear The final summary only partially communicates the purpose and findings of the study The author demonstrates quite adequate understanding of the strengths and weaknesses of his/her own research The conclusions are presented logically and answers to research questions are explained in a good manner The final summary communicates thepurpose and findings ofthe study The author demonstrates adequate understanding of the strengths and weaknesses of his/her own research The conclusions are presented logically and answers to research questions are explained in a coherent manner The final summary is relevant and communicates the objectives and findings of the study The author demonstrates good understanding of the strengths and weaknesses of his/her own research 56 | P a g e Student name: Truong Thi Thanh Huong Student ID number: 17016611 Rubrics for Oral Presentation (10%) Unsatisfactory Organizational structure present but unclear with underdeveloped introduction, body and conclusion Transitions are awkward Developing Organizational structure present clearly with introduction, body and conclusion A few transitions Satisfactory Appropriate organizational pattern used and easy to follow with developed introduction, understandable body part and satisfying conclusion Main points are smoothly connected with transitions Performance (3) Very little gestures or eye contact Monotone voice or insufficient volume Reading of notes only Speech is often unintelligible Adequate use of gestures, eye contact, language, and voice Limited oral fillers and nonverbal distractions Uses a wide range of pronunciation features Time management (10minutes) (2) No regard for time constraints six or seven minutes above or below the allotted time Unable to respond many questions Little gestures or eye contact Monotone voice or insufficient volume Little poise Heavy reliance on notes Abundant oral fillers and nonverbal distractions Mispronunciatio ns are frequent and cause some difficulty for the listener Presentation given within four or five minutes above or below the allotted time Most questions are responded competently Item/ Weight Content (3) Questions response (2) Supervisors: Phan Exemplary 10 Organizational pattern is compelling and moves audience through speech with ease Introduction draws in the audience and conclusion is satisfying Main points are clearly made and smoothly connected with transitions Effective use of gestures, eye contact, vivid language, and voice to add interest to speech Poised with use of notes for reference only No oral fillers and nonverbal distractions Clear pronunciation Presentation given within two or three minutes above or below the allotted time Presentation given within time constraints (from 9-11 minutes) Nearly all questions are responded knowledgably and respectively All questions are responded knowledgably and respectively 57 | P a g e Student name: Truong Thi Thanh Huong Student ID number: 17016611 Rubrics for Supervisor’s Appraisal (10%) Item/ Unsatisfactory Developing Satisfactory Exemplary Weight Communic ation skill (2) Punctuality (2) Continuous improveme nt (6) Supervisors: Phan Students show a weak communication skill in meetings with the supervisor and group members Students show an adequate communication skill in meetings with the supervisor and group members Students are always late in meetings with the supervisor Students are sometimes late in meetings with the supervisor Students show an unwilling attitude towards assigned work, complete work late often and make no reference from the supervisor Students show a positive attitude towards assigned work, complete work late sometimes and can make a relevant reference from the supervisor Students show a good communication skill in meetings with the supervisor and group members Students are usually punctual in meetings with the supervisor Students show a positive attitude towards assigned work, complete work on time or make alternative arrangement and make a good reference from the supervisor 10 Students show a very good communication skill in meetings with the supervisor and group members Students are always punctual in meetings with the supervisor Students show a willing attitude towards assigned work, complete work on time or make alternative arrangement and make a good reference from the supervisor 58 | P a g e Student name: Truong Thi Thanh Huong Student ID number: 17016611 Rubrics for Teamwork (10%) Rubrics for Supervisor’s Appraisal (5%) Rubrics for Peer Evaluation (5%) Rubrics for Supervisor’s Appraisal (5%) Student’s name: Trương Thị Thanh Hương Item/ Weight Group Planning & Decision Unsatisfactory Developing There is no planning&decisio n making process, decisions are made by individuals A procedure for planning& making decisions is established by the group, but it is not clear and/or it focuses on individuals The group does not establish roles for each member Roles & and/or the Distribution workload is unequally distributed Meeting Minutes Supervisors: Phan Scheduled meetings minutes are rarely recorded and the efforts are scattered The group establishes informal roles for each member The workload could be distributed more equally Scheduled meetings minutes are often recorded and the contribution of each team members are NOT identified Student code: 1706611 Satisfactory A clear procedure for planning & making decisions in research work is informally established by all members of the group Exemplary 10 A clear procedure for planning & making decisions in research work is formally established by all members of the group The group establishes clear and formal roles for each member and distributes the workload equally The group establishes and documents clear and formal roles for each member and distributes the workload equally Scheduled meetings minutes are usuallyrecorded and the contribution of each team members are identified Scheduled meetings minutes are always recorded and the contribution of each team members are identified 59 | P a g e Student name: Truong Thi Thanh Huong Student ID number: 17016611 Rubrics for Teamwork (10%) Rubrics for Peer Evaluation (5%) Name of member: Trương Thị Thanh Hương Unsatisfactory Does not collect any relevant information; no useful suggestions Contribution to address team's to the team needs; project Developing Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs; Satisfactory Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs; Does not perform assigned tasks; often misses meetings and, when present, does not have Taking responsibility anything constructive to say; relies on others to the work; Exemplary 10 Collects and presents to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic Performs assigned Performs all Performs all tasks tasks but needs assigned tasks; very effectively; many reminders; attends meetings attends all attends meetings regularly and meetings and regularly but usually participates participates generally does not effectively; enthusiastically; say anything constructive; sometimes expects others to his/her work; Rarely listens to, shares with, and Working with supports the efforts of others; others often uses inappropriate language; often is not a good team member Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work; Generally listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas; Item/ Weight Almost always listens to others and their ideas; helps them develop their ideas while giving them full credit Final Score: 10 points Evaluator's name: Đặng Thị Mỹ Châu Date of evaluation: 05/06/2021 Supervisors: Phan 60 | P a g e Student name: Truong Thi Thanh Huong Student ID number: 17016611 Rubrics for Teamwork (10%) Rubrics for Peer Evaluation (5%) Name of member: Trương Thị Thanh Hương Unsatisfactory Does not collect any relevant information; no useful suggestions Contribution to address team's to the team needs; project Developing Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs; Satisfactory Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs; Does not perform assigned tasks; often misses meetings and, when present, does not have Taking responsibility anything constructive to say; relies on others to the work; Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to his/her work; Performs all assigned tasks; attends meetings regularly and usually participates effectively; Rarely listens to, shares with, and the Working with supports efforts of others; others often uses inappropriate language; often is not a good team member Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work; Generally listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas; Item/ Weight Exemplary 10 Collects and presents to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic Performs all tasks very effectively; attends all meetings and participates enthusiastically; Almost always listens to others and their ideas; helps them develop their ideas while giving them full credit Final Score: 10 points Evaluator's name: Nguyễn Như Quỳnh Date of evaluation: 05/06/2021 Supervisors: Phan 61 | P a g e