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

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATION THESIS ESL ENGINEERING STUDENTS’ SELF-EFFICACY IN LEARNING AN INTERDISCIPLINARY ENGLISH MOOC: A COMPARATIVE STUDY STUDENT NAME: NGUYEN NHU QUYNH ID NUMBER: 17022051 CLASS CODE: DHAV13C COHORT: 2017 – 2021 SUPERVISOR NAME: PHAN THI TUYET NGA, Ph.D HCMC, 06/2021 HCMC, 06/2021 STUDENT NAME: NGUYEN NHU QUYNH STUDENT ID NUMBER: 17022051 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - Student name : Nguyen Nhu Quynh ID Number : 17022051 Class Code : DHAV13C Cohort : 2017 – 2021 Supervisor Name : Phan Thi Tuyet Nga, Ph.D Chen Cheng-Hu, 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 else where I accept heavy penalty for any cheating or plagiarism Date submitted : 17/06/2021 Signed : Nguyễn Như Quỳnh Word count : 7757 words SUPERVISOR NAME: PHAN 1|P a g e STUDENT NAME: NGUYEN NHU QUYNH STUDENT ID NUMBER: 17022051 ESL ENGINEERING STUDENTS’ SELF-EFFICACY IN LEARNING AN INTERDISCIPLINARY ENGLISH MOOC: A COMPARATIVE STUDY ABSTRACT In recent years, there has been considerable research into the self-efficacy of engineering students in online learning By contrast, few studies have focused investigated English as second language (ESL) engineering students’ self-efficacy in MOOCs learning in Asia countries This study examined and compared the MOOCs’ self-efficacy levels of engineering students in Taiwan and Vietnam by surveying 222 students, which including 100 students from a technical university in Vietnam and 122 students from a comprehensive university in Taiwan The results show that there were no significant differences in the self-efficacy beliefs of students in both sites in three dimensions of MOOCs: a) using technology, b) managing time, and c) learning in the interdisciplinary English MOOCs environment In addition, to contribute to the research on Asian engineering students’ MOOCs self-efficacy, by conducting focus group interviews on 30 volunteers from the survey participants, our study showed that previous experience, planning skills, English language ability could predict how confident an engineering student would be in an English MOOCs environment Keywords: ELS, MOOCs, self-efficacy, Asian students, engineering students, MOOCs learning, MOOCs self-efficacy SUPERVISOR NAME: PHAN 2|P a g e STUDENT NAME: NGUYEN NHU QUYNH STUDENT ID NUMBER: 17022051 ACKNOWLEDGEMENT Throughout the writing of this dissertation, I have received plenty of enthusiastic help and support that guide and encourageme to overcome all the challenges and finish our research work Without them, this project would not exist as it does today Firstly, I would like to express my special thanks of gratitude to my esteemed supervisor – Dr Phan Thi Tuyet Nga, from Industrial University of Ho Chi Minh City (IUH), for her invaluable supervision, guidance and tutelage during my research process She not only gave me the golden opportunities to this wonderful project on the topic “ESL engineering students’ self-efficacy in learning an interdisciplinary English MOOC”, which allowed me gained precious knowledge and useful skills but also me sharpen my thinking and brought my work to a higher level with her insightful comments and suggestions I also would like to extend my sincere thanks toAssoc Prof Dr Chen Cheng-Hu, co-advisor, from National I-Lan University (NIU), and his teamfor their meaningful assistance at every stage of the research project Without their support, my team could not achieve our goals and this thesis could not be done on schedule Secondly, I wish to express my sincere appreciationto all IUH and NIU engineering university for their patience and effort in participatingin the questionnaire survey as well as focus group interviews They not only provided me meaningful data of engineering students’ self-efficacy but also sharedwith me their feelings, opinion and experiences in learning MOOCs Their positive support was the key factor that completed my research work Last but not least, I also had great pleasure of working with Dang Thi Mi Chau and Truong Thi Thanh Huong As my team members, I could not begin to express my thanksfor their wonderful collaboration, for the stimulating discussions and all the sleepless night we were working together before deadlines And as friends, their unwavering support and belief in me, as well as their treasured advices and encouragements were things that helped me to maintain a positive mindset and successfully overcome all the challenges during this period of writing the dissertation Working with them in this research project was one of the most cherished experiences in my life SUPERVISOR NAME: PHAN 3|P a g e STUDENT NAME: NGUYEN NHU QUYNH STUDENT ID NUMBER: 17022051 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 2.1 Definition of key terms/concepts 2.1.1 Engineering Students’ Self-Efficacy Beliefs 2.1.2 Online Learning and MOOCs 2.1.3 Engineering education and MOOCs: 2.1.4 Comparative Study 10 2.2 Results of previous studies 11 CHAPTER III: RESEARCH DESIGN 14 3.1 Research site 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 16 3.5 Data analysis 17 CHAPTER IV: FINDINGS AND DISCUSSION 18 4.1 Findings 18 4.1.1 Question 1: What are the perceived self-efficacy levels of engineering students in joining an Interdisciplinary English MOOC at the two universities? 18 SUPERVISOR NAME: PHAN 4|P a g e STUDENT NAME: NGUYEN NHU QUYNH 4.1.2 STUDENT ID NUMBER: 17022051 Question 2: What predicts engineering students’ self-efficacy in joining the MOOC in the two contexts? 19 4.2 Discussion 24 CHAPTER V: CONCLUSION 26 LIST OF TABLES Table 4.1.Perceived self-efficacy of IUH and NIU engineering students Error! Bookmark not defined.8 Table 4.2.Comparative analysis between the engineering students of two universities regarding the MOOCs self-efficacy scale 18 SUPERVISOR NAME: PHAN 5|P a g e STUDENT NAME: NGUYEN NHU QUỲNH STUDENT ID NUMBER: 17022051 CHAPTER I: INTRODUCTION 1.1 Rationale According to Carew and Mitchell (2001), engineering profession constantly develops to meet the changing demands of environment, society and economy While originally being “a broad spectrum of artistic knowledge, craftsmanship and management skills” (Kastenhofer et al., 2010, p 44), in the 21st century this profession has shifted towards a more specialized and technically focused side This eventually led to a requirement for engineering students to develop their sustainability literacy (knowledge, competences, values, and attitudes related to sustainable development) and quickly adapt to new engineering technology and machines However, to keep up with the continuously growing environmental, economic and social demands of this era, engineering students may need more knowledge and practical skills than what they can learn from a sole university or the outdated traditional education program In line with the rapid development of education today, new technology are emerging, providing a variety of tools for educators to improve the process of teaching and learning Among those, online learning in general and MOOCs (Massive open online courses) in particular has contributed a significant part in lifelong education (Kalz, 2015) Especially in the last decade, MOOCs have become a major innovation in the teaching and learning processes in both academia and industry, with advanced platforms which allow hundreds of thousands of learners worldwide to study from the best instructors and to access the most updated knowledge, regardless of time or location, provided they have a device with Internet access (Baturay, 2015) To engineering students, not only they can equip themselves with the most suitable knowledge and skills to deal with the global environmental, economic and social concerns of the 21 stcentuary but they can also gain more laboratory practical skills through virtual and remote laboratories or computer simulations in MOOCs platform (Iqbal et al., 2014) According to a study conducted by Liyanagunawardena, Williams and Adams, (2013) which examined the locations of MOOC participants, including Mobi MOOC’s, the majority are from North America and Europe, while Asia and Africa have limited participation Aside from Taiwan, China, Japan, South Korea, and Singapore, the influence of MOOCs in other parts of Asian, including Vietnam was quite limited (Chen, 2013) SUPERVISOR NAME: PHAN 5|P a g e STUDENT NAME: NGUYEN NHU QUỲNH STUDENT ID NUMBER: 17022051 In addition, although students have the convenience of working through a MOOC at their own time and pace, the dropout rate is surprisingly high Several studies stated that more than 90% of people who register for MOOCs, even the most popular ones, not continue to complete the course (Daniel, 2012; Sandeen, 2013) Also, according to Chopra1 and Syazwani (2020), the MOOCs’ completion rate in developing countries is much lower than in developed countries Mc.Aulay, Stewart, and Siemens (2010) stated that the high dropout ratio is an almost-inevitable result of any open, online activity, because initial commitment is missing However, as MOOCs are becoming more and more popular all over the world, many researchers and educational developer are starting to explore innovative ways to settle this problem and enhance students’ participation in the courses Zimmerman (2000) suggested that learner’s self-efficacy beliefs are possibly one of the major factors that need to be seriously considered, as high self-efficacy levels can bringpositive impacts to students’ performance and potentially decrease MOOCs students’ dropout rate As stated above, the literature has shown the current learning needs of engineering students to catch up with technology and knowledge changes, a limited number of MOOCs in Asia and the high dropout rate of MOOCs learners Therefore, the need to develop MOOCs in this area of the world which has a small number of dropping-out engineering students is urgent However, in order to offer such MOOCs, it is important to understand what can encourage engineering students to attend MOOCs and what can help them retain their learning Therefore, this study is conducted to understand engineering students’ self-efficacy in learning an Interdisciplinary English MOOC 1.2 Research Objectives: This study is one part of a project which is to develop an Interdisciplinary English MOOC for engineering students at a university in Vietnam and a university in Taiwan Therefore, the main purposes of the present thesis are:  Making a comparison of the self-efficacy levels in learning an Interdisciplinary English MOOC of engineering students in both universities  Understanding the reasons for the ratings of self-efficacy levels It’s expected that results of this study will contribute to the development of the English Interdisciplinary MOOC in the two universities, which is very important and meaningful to the engineering education 1.3 Research Questions SUPERVISOR NAME: PHAN 6|P a g e STUDENT NAME: NGUYEN NHU QUỲNH STUDENT ID NUMBER: 17022051 Our thesis is a comparative study which focus on comparing the self-efficacy levels of engineering students’ in a university in Taiwan) and a university in Vietnam) This led to the following two research questions:  What are the perceived self-efficacy levels of engineering students in joining an Interdisciplinary English MOOC at the two universities?  What predicts engineering students’ self-efficacy in joining the MOOC in the two contexts? 1.4 Scope of the study This study primarily focused on comparing of self-efficacy levels of engineering students in IUH – Industrial University of Ho Chi Minh City (Vietnam) and NIU – National Ilan University (Taiwan) The researchers aimed to describe the difference of self-efficacy levels in both universities in term of using technology, managing time, and learning in the interdisciplinary English MOOCs environment The scope of the study was limited to recruiting 180 volunteers who are engineering students at IUH and NIU university This recruitment period would last for a maximum of two months Each participant to the study would be asked to complete a short questionnaire in order to evaluate their self-efficacy levels in learning an Interdisciplinary English MOOC 30 volunteers would be contacted using their emails accounts or cell phone numbers to attend a focus group interview SUPERVISOR NAME: PHAN 7|P a g e STUDENT NAME: NGUYEN NHU QUỲNH STUDENT ID NUMBER: 17022051 CHAPTER II: LITERATURE REVIEW In this section, a literature review was conducted to determine if suitable instruments already existed that could be used for the present study Specifically, we focus on work relating to engineering students’ self-efficacy beliefs, online learning, engineering education and MOOCs, and comparative study 2.1 Definition of key terms/concepts 2.1.1 Engineering Students’ Self-Efficacy Beliefs Self-efficacy is defined as “people’s judgments of their capabilities to organize and execute a course of action required to attain designated types of performances” (Bandura, 1986, p 391) In the context of education, it refers to students’ beliefs on their ability to perform well in both traditional face-to-face classroom and online courses The influence of self-efficacy on human behaviors is far-reaching Bandura (1997) states that self-efficacy beliefs “influence the courses of action people choose to pursue, how much effort they put forth in given endeavors, how long they will persevere in the face of obstacles and failures, their resilience to adversity, whether their thought patterns are self-hindering or self-aiding, how much stress and depression they experience in coping with taxing environmental demands, and the level of accomplishments they realize.” (p 3) On one hand, if an engineering student has a high level of self-efficacy toward a task, they may put more effort in finishing the task, have a positive attitude in performance it, persist in the face of difficulties and tend to have high goal achievement On the other hand, engineering students with a low level of self-efficacy are most likely to reduce the effort they put in accomplish the tasks or even completely abandon the given tasks, which lead to failure It is also noted that students reported with higher self-efficacy beliefs in engineering tended to work harder and have a better plan for pursuing engineering careers than those with low self-efficacy (Jones et al., 2010) According to Bandura (1997), there are four major factors that contribute to an individual’s selfefficacy belief: enactive experiences, vicarious experiences, verbal persuasion, and physiological index The first and also the most important factor -enactive experiences or direct experiences refers to the individual’s personal experiences in success or fail to overcome a new challenge in the past The second major factor, vicarious experiences or indirect experiences are the experiences SUPERVISOR NAME: PHAN 8|P a g e STUDENT NAME: NGUYEN NHU QUỲNH SUPERVISOR NAME: PHAN STUDENT ID NUMBER: 17022051 44|P a g e STUDENT NAME: NGUYEN NHU QUỲNH STUDENT ID NUMBER: 17022051 Rubrics for Supervisor’s Appraisal (10%) Item/ Unsatisfactory Developing Satisfactory Exemplary Weight Communic ation skill (2) Punctuality (2) Continuous improveme nt (6) 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 SUPERVISOR NAME: PHAN 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 45|P a g e STUDENT NAME: NGUYEN NHU QUỲNH STUDENT ID NUMBER: 17022051 Rubrics for Teamwork (10%) Rubrics for Supervisor’s Appraisal (5%) Rubrics for Peer Evaluation (5%) Rubrics for Supervisor’s Appraisal (5%) Student’s name: NguyễnNhưQuỳnh 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 Student code: 17022051 Scheduled meetings minutes are rarely recorded and the efforts are scattered SUPERVISOR NAME: PHAN 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 Satisfactory A clear procedure for planning & making decisions in research work is informally established by all members of the group The group establishes clear and formal roles for each member and distributes the workload equally Scheduled meetings minutes are usually recorded and the contribution of each team members are identified Exemplary 10 A clear procedure for planning & making decisions in research work is formally established by all members of the group The group establishes and documents clear and formal roles for each member and distributes the workload equally Scheduled meetings minutes are always recorded and the contribution of each team members are identified 46|P a g e STUDENT NAME: NGUYEN NHU QUỲNH STUDENT ID NUMBER: 17022051 Rubrics for Teamwork (10%) Rubrics for Peer Evaluation (5%) Name of member: NguyễnNhưQuỳnh Unsatisfactory Does not collect any relevant information; no Contribution useful suggestions to the team to address team's needs; project (10 points) 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, Taking does not have responsibility anything (10 points) 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 others efforts of others; (10 points) 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: 30 points Evaluator's name: TrươngThị Thanh Hương Date of evaluation: 11/06/2021 SUPERVISOR NAME: PHAN 47|P a g e STUDENT NAME: NGUYEN NHU QUỲNH STUDENT ID NUMBER: 17022051 Rubrics for Teamwork (10%) Rubrics for Supervisor’s Appraisal (5%) Rubrics for Peer Evaluation (5%) Rubrics for Supervisor’s Appraisal (5%) Student’s name: Nguyễn Như Quỳnh Student code: 17022051 Unsatisfactory Does not collect any relevant information; no Contribution useful suggestions to the team to address team's needs; project (10 points) 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 Taking not have anything responsibility constructive to (10 points) 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 Working with supports the efforts others of others; often (10 points) 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: 30 points SUPERVISOR NAME: PHAN 48|P a g e STUDENT NAME: NGUYEN NHU QUỲNH STUDENT ID NUMBER: 17022051 Evaluator's name: ĐặngThịMỹChâu Date of evaluation: 11/06/2021 SUPERVISOR NAME: PHAN 49|P a g e STUDENT NAME: NGUYEN NHU QUỲNH STUDENT ID NUMBER: 17022051 QUESTIONNAIRE FOR STUDENTS AT IUH AND NIU ESL ENGINEERING STUDENTS’ SELF-EFFICACY IN LEARNING AN INTERDISCIPLINARY ENGLISHMOOC: A COMPARATIVE STUDY MỨC ĐỘ TỰ TIN CỦA SINH VIÊN NGÀNH KỸ THUẬT KHI THAM GIA HỌC KHÓA HỌC MOOC TIẾNG ANH LIÊN NGÀNH: NGHIÊN CỨU SO SÁNH Thank you very much for your participation in this survey research Your participation will help us better understand ESL university students’ confidence in learning an interdisciplinary English MOOC Please take some time to answer the items on the questionnaire There is no right or wrong answers You should answer all questions Your answers will be treated confidentially Xin chânthànhcảmơncácbạnvìđãdànhthờigianthamgiakhảosátnghiêncứunày Sựthamgiacủabạnsẽgiúpchúngtơihiểuhơnvềmứcđộtự củasinhviênngànhkỹthuậtkhithamgiakhóahọcMOOCTiếng tin Anh liênngành online Chúngtơirấtmongbạndànhchútthờigianđểtrảlờicáccâuhỏitrongbảngkhảosátnày Khơngcóbấtkìđápánnàođúnghoặcsai, vậynênxinbạnhãytrảlờitấtcảnhữngcâuhỏidướiđây Chúngtơiđảmbảosẽbảomậtcâutrảlờicủabạn Some important words in the questionnaire: ™ MOOCs: are online courses available for anyone to enroll MOOCs provide an affordable and flexible way to learn new skills, advance your career and deliver quality educational experiences at scale ™ Self-efficacy: is individuals’ confidence in their abilities to a task Individuals judge their current ability, knowledge, and skills to see if they can the task Mộtsốthuậtngữđượcsửdụngtrongbảngcâuhỏi: ™ Khóahọc MOOCs: làkhóahọcthơng qua Internet khơnggiớihạnsốngườithamdự Xuấtpháttừ ý tưởngcủagiáodụctừxa, HầuhếtcácKhóahọctrựctuyếnmởcungcấpcác khóahọc miễnphíchobấtcứ ai, bấtcứnơinào SUPERVISOR NAME: PHAN 50|P a g e STUDENT NAME: NGUYEN NHU QUỲNH STUDENT ID NUMBER: 17022051 nhằm giúp người tham gia học kỹ mới, thăng tiến nghiệp cung cấp trải nghiệm giáo dục chất lượng quy mơ lớn ™ Self-efficacy: làlịngtự tin củabảnthânkhithựchiệnmộthànhđộngtrongtươnglai Cánhânngườithựchiệnhànhđộngsẽtựđánhgiákiếnthức, kỹnăng, trìnhđộ hiệntạicủabảnthânđểxemmìnhcóthểthựchiệnhànhđộngđó hay khơng SUPERVISOR NAME: PHAN 51|P a g e STUDENT NAME: NGUYEN NHU QUỲNH STUDENT ID NUMBER: 17022051 Part I: General Information Thông tin chung We will not disclose your personal information to a third party without your consent and only use the provided information for research purpose Chúngtơixin cam đoanrằngsẽkhơngtiếtlộthơng tin cánhâncủabạnchongườikhácmàkhơngcósựđồng ý củabạnvàchỉsửdụngcácthơng tin bạncungcấpvàomụcđíchnghiêncứu What’s your citizenship? Please tick one option.(Quốc tịch bạn gì? Vuilịngchọnmộtđápán.) (1) Vietnamese(Việt Nam) (2) Taiwanese(Đài Loan) Age Please tick one option.(Tuổi Vui lòng chọn đáp án.) (1) Under 20(Dưới 20 tuổi) (2) 20 –25 (20-25 tuổi) (3) 26 – 30(26 – 30 tuổi) (4) Above 30(Trên 30 tuổi) Sex Please tick one option.(Giới tính Vui lịng chọn đáp án.) (1) Male (Nam) (2) Female (Nữ) Years of study Please tick one option.(Bạn sinh viên năm mấy? Vui lòng chọn đáp án.) (1) Freshman (Năm nhất) (2) Sophomore (Năm hai) (3) Junior (Năm ba) (4) Senior (Năm tư) (5) Other Please specify:………… (Khác Vui lòng ghi rõ:… ) What is your major? Please tick one option.(Chuyên ngành bạn gì? Vuilịngchọnmộtđápán.) (1) Computer Engineering (Ngành Kỹ thuật Máy tính) (2) Electrical Engineering (Ngành Kỹ thuật Điện) (3) Mechanical Engineering (Ngành Kỹ thuật Cơ khí) (4) Electronics Engineering (Ngành Kỹ thuật Điện tử) (5) Automotive Engineering (Ngành Kỹ thuật Ơ tơ) (6) Chemical Engineering (Ngành Kỹ thuật Hóa học) (7) Biochemical Engineering (Ngành Kỹ thuật Hóa sinh) (8) Environmental Engineering (Ngành Kỹ thuật Môi trường) (9) Robotics Engineering (Ngành Kỹ thuật Robot học) (10) Other Please specify: ………… (Khác Vui lòng ghi rõ: ….) SUPERVISOR NAME: PHAN 52|P a g e STUDENT NAME: NGUYEN NHU QUỲNH STUDENT ID NUMBER: 17022051 What is your current level of English? Please tick one option.(Trình độ tiếng Anh bạn mức độ nào? Xin vui lòng chọn đáp án.) (1) Beginner (equivalent to A1-CEFR/2.5 IELTS/250 TOEIC) Cơbản (tương đương với trình độ A1-CEFR/2.5 IELTS/ 250 TOEIC) (2) Elementary (equivalent to A2–CEFR/3.0IELTS/350 TOEIC) Sơcấp (tương đương với trình độ A2-CEFR/3.0 IELTS/ 350 TOEIC) (3) Low Intermediate (equivalent to low B1 – CEFR/3.5 IELTS/400 TOEIC) Dướitrungcấp (tương đương với trình độ thấp B1-CEFR/3.5 IELTS/ 400 TOEIC) (4) Intermediate (equivalent to B1 – CEFR/4.0 IELTS/450 TOEIC) Trungcấp (tương đương với trình độ B1-CEFR/4.0 IELTS/ 450 TOEIC) (5) Other Please specify:………… (Khác Vuilòngghirõ: ….) (1) (2) (3) (4) (5) (1) (2) (3) (4) (5) How many online courses (excluding MOOCs) have you completed? Please tick one option.(Bạn hồn thành khóa học trực tuyến (bao gồm khóa học MOOCs)? Xin vui lịng chọn đáp án.) None (Không) One (Một) Two (Hai) Three (Ba) More than three (Nhiều 3) How many MOOCs have you completed? Please tick one option.(Bạn hoàn thành Khóa học MOOC? Xin vui lịng chọn đáp án.) None (Không) One (Một) Two (Hai) Three (Ba) More than three (Nhiều 3) SUPERVISOR NAME: PHAN 53|P a g e STUDENT NAME: NGUYEN NHU QUỲNH STUDENT ID NUMBER: 17022051 Part II: Self-efficacy in learning an interdisciplinary English MOOC Sự tự tin vào lực thân việc tham gia học Khóa học MOOCliênngànhbằngTiếng Anh Suppose that you will take part in an interdisciplinary English MOOC next semester The number of tasks in the course MOOCare listed below Please rate how confident you are that you can each of these tasks as of now using the scale given below A rating of (you have no confidence that you can the task) is the lowest while that of 10 (you have complete confidence that you can the task) is the highest Giảsửtronghọckỳtớibạnsẽthamdựmộtkhóahọc MOOC Tiếng Anh liênngành Một số hoạt động MOOCkhoáhọcđược liệt kê bảng Xin vui lòng đánh giá mức độ tự tin thời điểm bạn việc thực hoạt động theo thang điểm Mức độ mức độ thấp (bạn khơng tự tin thực hoạt động này), mức độ 10 mức độ cao (bạn hồn tồn tự tin thực hiệnhoạt động này) 10 Can Moderately Highly not certain can certain at all (Thựchiệnđược can (Hồn (Hồn tồn mứcđộvừaphải) tồn khơng thể thực thực hiện) hiện) SUPERVISOR NAME: PHAN 54|P a g e STUDENT NAME: NGUYEN NHU QUỲNH STUDENT ID NUMBER: 17022051 (Tự tin vàonănglựccủabànthântrongviệcsửdụngcôngnghệ) Self-Efficacy to use technology Suppose you will attend an Interdisciplinary English MOOC next semester Please rate how confident you are that you can: Giảsửbạnsẽthamgiamộtkhóahọc liênngành MOOC Tiếng Anh Vuilòngđánhgiámứcđộtự tin vàonănglựccủabảnthântrongviệc: 1.1.navigate the MOOC materials(sửdụngtrang web củakhóahọcđểtìmtàiliệuhọc MOOC) 1.2.find the course syllabus online(tìmđềcươngkhóahọctrongkhóa MOOC) 1.3.view the MOOC materials(xemcáctàiliệucủakhóa MOOC) 1.4.search the Internet to find the answer to the MOOCrelated questions(tìmcâutrảlờitrên Internet chocácvấnđềliênquantớikhóa MOOC) 1.5.create a new thread in the discussion forum(tạomộtchủđềmớitrêndiễnđànthảoluận) 1.6.post reply to others’ messages in the discussion forum(trảlời tin nhắncủacácbạnhọckháctrêndiễnđànthảoluận) 1.7.do an online quiz/test(hoànthànhcácbàikiểmtratrựctuyến) 1.8.submit assignments to the MOOC platform(nộpbàitậptrênhệthống MOOC) 1.9.inform technical support in case of technical difficulties using the given contact details(yêucầuhỗtrợkỹthuậtkhigặpvấnđềvềkỹthuậtbằ ngcácsửdụngthông tin liênlạcđượccungcấp) SUPERVISOR NAME: PHAN 55|P a g e STUDENT NAME: NGUYEN NHU QUỲNH 1.10 STUDENT ID NUMBER: 17022051 learn to use a new type of technology efficiently(họccáchsửdụngcôngnghệmớihiệuquả) time(Tự tin vàonănglựccủabảnthântrongviệcquảnlýthờigian) Self-Efficacy to manage Suppose you will attend an interdisciplinary English MOOC next semester Please rate how confident you are that you can: Giả sử học kỳ tới bạn tham dự khóa học MOOC tiếng Anh liên ngành Vui lòng đánh giá mức độ tự tin bạn việc: complete all assignments on time(hoànthànhtấtcảbàitậpđúngthờihạn) meet deadlines with very few reminders(nộpbàiđúnghạnmàítkhibịnhắcnhở) focus on school work when faced with distractions(tậptrungvàoviệchọc, khôngdễbịxaolãng) develop and follow a plan for completing all required work on time(lậpvàtntheokếhoạchđểhồnthànhmọinhiệmv ụđượcgiaođúngthờihạn) manage time effectively(quảnlíthờigianhiệuquả) Self-Efficacy to learn in the interdisciplinary English MOOC environment (Tự tin vào lực bàn thân việc học tập mơi trường khóa MOOC tiếng Anh liên ngành) Suppose you will attend an interdisciplinary English MOOC next semester The interdisciplinary MOOC materials are presented in English covering levels from Elementary (equivalent to A2 – CEFR/3.0 IELTS/350 TOEIC) to Low SUPERVISOR NAME: PHAN 56|P a g e STUDENT NAME: NGUYEN NHU QUỲNH STUDENT ID NUMBER: 17022051 Intermediate (equivalent to Low B1 – CEFR/3.5 IELTS/400 TOEIC) GiảsửbạnsẽthamdựmộtkhóahọcMooctiếng Anh liênngành TàiliệugiảngdạyđượctrìnhbàybằngTiếng Anh vớinhiềutrìnhđộcụthểkhácnhautừSơcấp (tươngđươngvớitrìnhđộ A2 - khungngoạingữChâuÂu / 3.0 IELTS / 350 TOEIC) đếndướiTrungcấp(tươngđươngvớitrìnhđộtiền B1 - khungChâuÂu / 3.5 IELTS / 400 TOEIC Please rate how confident you are that you can: Vuilòngđánhgiámứcđộtự tin vàonănglựccủabảnthântrongviệc: learn without being in the same room as the instructor(họcmàkhơngcần chungphịngvớigiáoviên) learn without being in the same room as other students(họcmàkhôngcần chungphòngvớicácbạnhọckhác) understand the videos’ contents(hiểunội dung video) understand reading materials of the course(hiểucáctàiliệuđọccủakhóahọc) understand task requirements(hiểuyêucầucủabàitập) take notes from the videos effectively (ghichépnội dung video hiệuquả) communicate discussion with others effectively in the forum(giaolưuvớicácbạnhọckhác qua diễnđànthảoluậnhiệuquả) oral presentations (thuyết trình lời nói) SUPERVISOR NAME: PHAN 57|P a g e STUDENT NAME: NGUYEN NHU QUỲNH STUDENT ID NUMBER: 17022051 read more English materials to understand the MOOC lessons in depth (đọc thêm tài liệu tiếng Anh để hiểu sâu khóa MOOC) 10 complete the MOOC assignments without copying ideas from other students or the Internet (hoàn thành tập MOOC mà không chép ý tưởng từ bạn học khác hay từ Internet) 11 complete all assignments with a good grade(hoànthànhtấtcảbàitậpvớiđiểmcao) 12 evaluate classmates’ assignments according to the criteria provided by the instructor(đánhgiácácbàitậpcủabạncùnglớpdựavàoti êuchímàgiáoviêncungcấp) 13 work effectively with other students in doing groupbased tasks (làm việc hiệu với học sinh khác làm tập nhóm) 14 complete the course without dropping out (hồn thành khóa học mà khơng bỏ chừng) 15 explain the knowledge learnt from the course to others (giải thích kiến thức học từ khóa học cho người khác) END OF SURVEY (KẾT THÚC KHẢO SÁT) THANK YOU FOR YOUR CO-OPERATION (CẢM ƠN CÁC BẠN Đà HỢP TÁC) SUPERVISOR NAME: PHAN 58|P a g e