Điều tra hoạt động học tiếng anh ngoài giờ lên lớp của sinh viên công nghệ thông tin ở thành phố huế

CHAPTER INTRODUCTION This chapter presents in detail the background that motivates the research It then describes the aims, the questions, as well as the scope of the research Finally, the structure of the study is also presented in the chapter 1.1 Research background Nowadays, English has been considered as the official international language and spoken in many parts throughout the world This is the reason why, for various purposes, more and more people are learning English Along with this trend, English becomes one of the compulsory subjects in Vietnamese education curricula This requires students to start learning English from grade to grade 12 Additionally, in terms of graduation condition, students in non-English specialties of universities and colleges in Hue city have to get B1 certificate which belongs to the Common European Framework of Reference for Languages (CEFR) applied in Vietnam Besides, in the era of Information and Technology (IT), English plays an indispensable role in communication and globalization For IT students, in particular, English is a useful tool for approaching their specialised knowledge when attending lectures, reading IT materials in English, and doing further research in their study In addition, for those who are working in IT field, most of the terms are quite complicated when translating into Vietnamese Therefore, English is an essential tool for communication and for their job On the other hand, with the development of communicative approach which focuses on learner-centeredness, students are required to be active in gaining their own knowledge with the assistance of teachers Furthermore, since learning English is not limited inside the classroom, out-of-class activities can be very important for students in enhancing English proficiency, especially for IT-majored students However, despite the fact that the importance of out-of-class English learning activities is undeniable, these activities are not well-conducted by many students On the other hand, as an English teacher teaching English for IT students in Hue-Aptech center, I find that IT students have many difficulties in learning English in general and English for IT in particular Being different from English-majored students, IT students in Hue-Aptech center have to learn not only their speciality knowledge but also how to use English as a tool to support their IT study Therefore, these students should spend more time on learning both their speciality subject and English Besides, all of their textbooks are in English with full of technical terms At the end of each theory course, the students have to take the tests in English and they are quite difficult for them to pass For IT classes, the teachers usually use English slides to teach and try to explain the steps by showing the instructions on the screen Then, they cannot get the whole meaning of the technical terms they learn in such a short period time in class In addition, in reality, with the limited periods of English lessons in the classroom, students majoring in IT can hardly develop their English proficiency effectively without taking part in out-ofclass English learning activities Therefore, the researcher would like to investigate some common out-of-class English learning activities conducted by IT-majored students and their impacts in order to help them more successful in their learning process Hence, the researcher would like to explore the common out-of-class English activities among IT students in Hue city to find out their common interests, benefits, and difficulties while conducting those out-of-class English learning activities As a result, the study on “An Investigation into Out-of-class English Learning Activities among Information and Technology Students in Hue City” is conducted to help students implement their language learning effectively The researcher hopes that, this research paper, to some extent, can provide an overview of out-of-class English learning activities conducted by IT students in Hue city and their influence on developing student‟s English proficiency Besides, some suggestions are provided in order to make necessary improvements in their learning process 1.2 Research aims The research aims to investigate the perceptions of IT students of out-ofclass English learning activities as well as find out the common activities conducted by the students While exploring the impacts of those activities, this research also aims to find out the benefits they get and the difficulties they are being encountered during IT students‟ learning process 1.3 Research questions With the aim to investigate the perceptions and the reality of IT students in Hue city in conducting out-of-class English learning activities, this research attempts to answer the three following questions: (1) What are IT students‟ perceptions of out-of-class English learning activities? (2) What out-of-class English learning activities are adopted by IT students? (3) What benefits and difficulties students have in the learning process? 1.4 Research scope The research focuses on out-of-class English learning activities conducted by IT students in Hue city including students from Hue-Aptech Center, IT students of Hue University of Sciences and University of Education, and their impacts on developing students‟ English proficiency All of them have passed at least years of learning English at Secondary school and High school and about 2-3 years learning ESP at the university; however, their proficiency and their experience in learning English were not the same Especially for Aptech Center students who only attend a class of English for IT in about months in semester Thus, the background variables may provide different perceptions and activities 1.5 Research structure The research is structured as follows: Chapter 1: INTRODUCTION: The presentation of the background, the aims, the questions, the scope, as well as the structure of the research Chapter 2: LITERATURE REVIEW: The review of some previous related researches Chapter 3: RESEARCH METHODOLOGY: Description of the research methods, participants, data collection, and data analysis process Chapter 4: FINDINGS AND DISCUSSION: This chapter concentrates mainly on the data collected from questionnaires and informal interviews In this chapter, the data collected will be analyzed to answer the research questions Then, a discussion is conducted based on the collected data from the research Chapter 5: CONCLUSION AND IMPLICATIONS: This final chapter summarises the whole research and suggests the pedagogical implications related to the main issues of the thesis 1.6 Summary In short, this chapter has introduced in detail the background of the research The aims, the questions, the scope, as well as the structure of the research were also presented clearly CHAPTER LITERATURE REVIEW This chapter will focus on the theoretical background of the research The chapter begins with the review of previous studies on the field of out-of-class learning activities Next, different definitions of “autonomous” and “out-of-class” learning are identified Besides, common out-of-class learning activities in enhancing English proficiency are presented The chapter closes by addressing some benefits of out-of-class English learning activities and students‟ difficulties in conducting those activities 2.1 Review of previous studies There were many previous researches focusing on the out-of-class English learning activities in many foreign countries and in Vietnam Each research emphasised a specific field in terms of autonomous language learning First of all, the study of Shen, Tseng, Kuo, Su & Chen (2005) on out-of-class English learning activities was conducted in Taiwan with the participants of 316 EFL college students from 18- 40 years old The results pointed out that most students prefer writing emails in English, reading English news online, studying English online, and watching English movies They affirmed that the most difficult language skill was writing And the problem of vocabulary shortage caused big problem in enhancing the four language skills Therefore, an important issue was posed for EFL teachers of how to enhance the student‟s word power Different from Shen et al (2005) whose study focused on EFL students, Violeta, Ivelina & Mariana (2010) emphasised on ESP students and the use of Portfolio They stated that teaching ESP was quite difficult for students because of the requirements of achieving a “high level of communicative competence in a multicultural professional environment” Hence, the researchers affirmed that autonomous learning was an essential skill which should be developed in ESP lectures The study emphasized on the Portfolio of Maritime English Teaching materials for the speciality of Marine Engineering which was designed for student‟s self-study as a vital step of acquiring autonomous learning skills The research cited the work of Thanasoulas (2000) that autonomous learning was “one of the major approaches in teaching ELT and ESP” and was considered to be useful to learning It also cited the study of Aoki & Smith (1999) and Littlewood (2001) pointed out the common problems was that the limitation of teaching hours at the university was not enough for students to change their learning habits and styles and made them become “totally involved, active and autonomous learners” In doing the Portfolio, the students, considered as autonomous learners, were free to choose the activities to without depending on their succession and immediate learning situation The study ended with the conclusion that autonomy should be “an explicit aim and be integrated into the curriculum” Since out-of-class English learning activities were not only conducted by college students, the research of Sundqvist (2011) was implemented with the participation of the ninth-grade students (aged 15-16) from three schools in Sweden The study was conducted to explore the out-of-school activities which were engaged by English language learners in Sweden in their free time The research emphasised on the term “extramural English” which refers to “any types of contact that young people (learners) have with English outside the walls of the classroom” (p.107) It came to the conclusion with the “gender pattern” which pointed out that the boys got greater impact on oral proficiency and vocabulary than the girls due to the preference on productive extramural English activities (p.117) Different from the previous researches which were quite broad when focusing on English skills in general, Broemer & Virkkunen-Fullenwider (2011) emphasised on listening skills and the use of Listening Log The researcher required students to choose their own activities and spend at least seven hours listening to English Some activities were suggested such as: listening to English news on the radio or Internet, watching TV programs without subtitles, speaking with friends or native speakers, etc They were required to document their activities as a kind of self-report The results showed the two popular listening activities were watching BBC or other English news and listening to music in English on CDs or portable media players The study affirmed the usefulness of these activities and the researcher suggested using the Listening Log exercise as something to help students listen effectively outside the classroom However, the teacher had to give more accurate instructions as to what kinds of targets the students should be able to achieve when completing the listening tasks Inheriting the results from the studies of many previous foreign researchers, Hien (2012) and Huong (2013) conducted studies on out-of-class English learning activities in Vietnam: Combining the two directions of Violeta et al (2010) and Broemer & Virkkunen-Fullenwider (2011) which focused on ESP participants and a specific English skill, Hien (2012) did the research on exploring some out-of-class English learning activities conducted by students of Advanced Physics at Hue University of Education The study focused on speaking skills which were one of the necessary English skills students need in learning a language The findings showed that most students wished to be able to express their ideas, opinions, and feelings in English at both inside and outside classroom The results demonstrated that the most common activity used in speaking practice was discussion Besides, interview, information gap and oral presentation were the preferred activities for these students Therefore, basing on the teachers‟ ability and students‟ level, the teachers themselves could choose the activities which were suitable for students‟ interests and help students express their opinions and ideas well Unlike Hien (2012), Huong (2013) followed the orientation of Shen et al (2005) when emphasising on EFL students and English skills in general She did the research on out-of-class English learning activities and explored some impacts of the activities on developing students‟ English proficiency for English-majored students at Hue University of Foreign Languages Notwithstanding the focus on the English proficiency, the study emphasised mainly on the students whose English was their speciality and they did not have to spend much time on learning any other specialities The study results showed the most popular out-of-class English learning activity of EFL students at HUFL was listening to English songs Additionally, they were also interested in watching English videos/DVDs/VCDs and TV programmes in English Beside many others common activities such as “talking with native speakers”, “surfing the Internet”, “writing emails in English”, and “reading English newspapers and magazines”, the study showed some out-ofclass English learning activities suggested by students such as “doing part-time jobs related to English”, “participating in volunteering activities in Hue”, free-writing at home, using mobile phones and computers in English, and attending charitable classes held by native speakers The researcher concluded the study by stating that out-of-class English learning activities can be very essential for EFL students in enhancing students‟ English proficiency Although there were many researches which focused on out-of-class English learning activities conducted by ESP students, the researcher have found no study which concentrated on IT students In summary, most of the previous studies showed that “out-of-class” English language learning received much attention from researchers in both foreign countries and Vietnam Therefore, in recent decades, the terms “autonomous” and “out-of-class” learning have become familiar in English language learning However, its definition and characteristics were defined differently by many researchers 2.2 An overview of “autonomous” and “out-of-class” learning To begin with, Dickinson (1993) specified some characteristics of autonomous learners as the ability to “recognize and maintain interest in the topic taught in the class”, to “set their learning goals in cooperation with their teachers”, to “choose and use learning strategies that appeal to learning goals”, and to “regulate their learning in terms of using learning strategies and revise when necessary” (as cited in Hayta & Yaprak, 2013) Sharing the same idea, Dam (1995) pointed out that “autonomous learners choose their own goals, time, materials, methods, and tasks, implement their choices, and then evaluate their actions” (cited in Benson, 2001, p.248) Additionally, Breen & Mann (1997) claimed that taking advantage of as many opportunities as learners can to learn and use the target language is very important to them And he pointed out that those learners should be considered as „autonomous‟ They also defined “autonomous learners” as the ones who “seek the opportunities to learn outside classroom setting and create their own instructional settings freed from the teacher” (cited in Bayat, 2011, pp 107-108) In the same vein, Benson (2001) stated that learner autonomy was first defined as “the ability to take charge of one‟s learning” (Holec, 1981, cited by Hui, 2010) (p 248) He also pointed out that “autonomy in learning” in general means learners control their study in and outside classrooms and “autonomy in language learning” is about learners control their language learning for the purposes and the ways they learn (p.1) Moreover, he defined out-of-classroom language learning (hereafter referred to as OCLL) in a general sense as “any kind of learning that takes place outside the classroom and involves self-instruction, naturalistic learning or self-directed naturalistic learning” (p 62) He clearly specified the three types, cited in Wu (2012) that, firstly, self-instruction were the intentionally plans which language learners implemented for enhancing their target language For instance, in order to enhance their grammar, they read grammar books Secondly, naturalistic language learning was more deliberately For example, learners discuss in the target language Finally, self-directed naturalistic language learning- that is, learners take advantage of opportunities for learning a language without focusing on a specific part (e.g grammar) while carrying out the activities (p 37) Additionally, Shen et al (2005) defined that out-of-class English learning activities were the ones students use “in listening, speaking, reading, writing, vocabulary learning, and grammar learning” in order to enhance their English outside the classroom (p 465) Furthermore, as Little (2007) asserted, the term “autonomous learners” was originally from „learner-centred theories‟ within constructivist epistemologies, it was also known as „independent learning‟ (cited in Benson, 2001, p.248) As cited in Wu (2012, p 36), Gao (2009) affirmed that out-of-class language learning activities were considered to be related to learner autonomy Besides, after having researched for a long time, Benson (2011) asserted that there were numbers of alternative terms to describe “language learning beyond the classroom” These included „out-of-class‟, „out-of-school‟, „after-school‟, „extracurricular‟ and „extramural‟; „non-formal‟ and „informal‟; „self-instructed‟, „non-instructed‟ and „naturalistic‟; „independent‟, „self-directed‟ and „autonomous‟ language learning (p 9) He also pointed out that „out-of-class‟ and „out-of-school learning‟ describe “non-prescribed activities that students carry out independently to broaden their knowledge of a subject” (p 9) Despite the fact that there has been a great deal of variation in the literature in the way that the terms “autonomous” and “out-of-class” are used, to certain extent, they shared several common interpretations and assumptions As a consequence, the concepts will be used interchangeably in the study In addition to the various definitions of the terms “autonomous” and “out-ofclass”, the researchers found out many common out-of-class learning activities in enhancing English skills of students The activities are diverse in many smaller aspects related to the skills and language knowledge 2.3 Common out-of-class learning activities in enhancing English skills First of all, Naiman, Frohlich, Stern, & Todesco (1978) showed that learners tended to involve themselves actively in the language learning task differently in many ways including the use of reading in foreign language, listening to tapes in the car, listening to the news, reading novels in second language and writing to penfriends On the other hand, as cited in Shen et al (2005), Pickard (1996) showed that the learning activities which account the highest rate were listening to the radio, reading newspapers, and novels outside of the classroom However, he pointed out 10 (Youtube, videoclips ) 52- H c ch ng tr nh ti ng Anh qua m ng có tr ti n 53- Ch i i n tử tr n m y t nh d ng ti ng Anh Chủ đề : Các hoạt động học tiếng Anh ngồi lên lớp anh/chị có h u ích việc cải thiện khả tiếng Anh anh/chị? Rất H u Không Không Hồn h u ích chắn h u ích tồn ích không h u ích C c ho t ng h c ti ng nh anh ch ngo i gi l n l p có hữu ch vi c c i thi n kh ti ng nh anh ch th n o? 54- Nói chuy n v i ng i b n ngữ 55- Nói chuy n v i b n bè 56- Nói chuy n v i ồng nghi p/ i t c 57- Nói chuy n v i c c th nh vi n gia ng nh/ i th n 58- Nói chuy n v i m i ng i cửa h ng 59- Nói chuy n v i sinh vi n trao i qu c t 80 60- Nói chuy n v i kh ch du l ch 61- Vi t email 62- Vi t th 63- Vi t nh t ký 64- c b o 65- c t p ch 66- c tin t c trực n 67- c tiểu thuy t 68- c truy n tranh 69- c s ch gi o khoa 70- c s ch h c thu t/chuy n ng nh 71- Nghe tin t c b ng ti ng Anh 72- Nghe radio 73- Nghe c c b i h t ti ng Anh 74- Nghe b ng ĩa gi o khoa 75- Xem ch ng tr nh TV có ph 76- Xem ch ng tr nh TV kh ng có ph 81 77- Xem phim có ph 78- Xem phim kh ng có ph 79- Xem video (trực n/ngo i n) 80- Xem k t qu bóng 81- H c trực n 82- Chat v i b n bè 83- L m th m c c c ng vi c có li n quan n ti ng Anh 84- Tham gia c c ho t ng t nh nguy n có nói ti ng Anh 85- Sử d ng i n tho i di ch ng v m y t nh ti ng Anh 86- Tham gia c c bu i h p nói ti ng Anh 87- Tham gia c c bu i h i th o ti ng Anh 88- Tham gia c c b i gi ng b ng ti ng Anh 89- Tham gia c c bu i thuy t tr nh ti ng Anh 90- Tham gia c c l p h c ti ng Anh t thi n 82 91- i du l ch n c ngo i 92- Tự h c ti ng Anh qua c c t i nguy n miễn ph tr n m ng (Youtube, videoclips ) 93- H c ch ng tr nh ti ng Anh qua m ng có tr ti n 94- Ch i i n tử tr n m y t nh d ng ti ng Anh C c ho t ng h c ti ng nh ngo i gi l n l p hữu ch th n o vi c c i thi n c c k m ng ki n thức ti ng nh anh ch ? 95- K n ng Nói 96- K n ng Vi t 97- K n ng Nghe 98- K n ng c 99- T vựng ti ng Anh 100- Ki n th c ngữ ph p 101- Nh n chung, c c ho t ng tr n hữu ch i v i vi c ph t triển kh n ng ti ng Anh c a anh/ch nh th n o? 83 Chủ đề 4: Anh/chị có nh ng thuận lợi khó khăn học tiếng Anh lên lớp? Hoàn Hoàn tồn đồng ý Đồng ý Khơng Khơng chắn đồng ý Những thuận lợi h c ti ng nh ngo i gi l n l p anh/ch ? 102- T i c m th y tự tin h n sử d ng ti ng Anh thực t 103- T i h c c nhi u t vựng h n t nhi u nguồn 104- T i hiểu nhi u iểm ngữ ph p sử d ng ch ng 105- T i t iểm cao m n Ti ng Anh 106- T i c t i li u v i c c thu t ngữ chuy n ng nh dễ d ng h n 107- T i y u th ch h c ti ng Anh h n 108- T i p d ng th h c v o thực t 109- T i có c h i i du l ch v du h c n c ngo i 110- T i t m t c c ng vi c t t ng lai Những khó khăn anh/ch h c ti ng nh ngo i gi l n l p? 111- T i kh ng có ng lực 112- T i kh ng có th i gian 113- T i kh ng có luy n t p Ti ng 84 tồn khơng đồng ý Anh v i t i 114- T i kh ng v i m i ng tự tin ể nói chuy n i 115- M t s ho t Internet c n ph i ng li n quan n c thực hi n n i có k t n i Internet 116- M t s ki n/ ho t óng ph ng y u c u ể tham gia 117- T i kh ng thể t m th y m i tr ng ph h p ể luy n t p ti ng Anh 118- M t s ho t ng c n có gi p c a gi o vi n 119- T i kh ng th ch tham gia c c ho t ng h c Ti ng Anh ngo i gi l n l p 120- T i kh ng th ch Ti ng Anh Những xu t/ óng góp ể c c ho t ng h c ti ng Anh ngo i gi l n l p thực hi n hi u qu h n? …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… H t IN CHÂN TH NH C N 85 H T C C A ANH/CH c APPENDIX 3: INTERVIEW QUESTIONS FOR STUDENTS (English version) QUESTIONS FOR INTERVIEW How confident you feel about your English proficiency? Would you like to enhance your English proficiency? Why? How important is English to your IT major? Which skill is the most important? Why? Do you think that learning English in-side the official classes at University is enough for IT majored students? If not, in your opinion, what further activities should IT majors to improve their English? Why? What you think about the role of out-of-class English learning activities in improving your English proficiency? What you think about the current state of engaging in out-of-class English learning activities of IT students? Why? Which activities you often outside the classroom to improve your English proficiency? Why? Among those out-of-class English learning activities you have done, which activity is the most effective one? Why? In your own experience, are there any difficulties in conducting out-of-class English learning activities? If yes, what are they and what did you to overcome the difficulties? Could you please give some suggestions for more effective out-of-class English learning activities in improving IT majored students‟ proficiency? -The endTHANK YOU VERY MUCH FOR YOUR COOPRATION 86 APPENDIX 4: INTERVIEW QUESTIONS FOR STUDENTS (Vietnamese version) CÂU HỎI HỎN VẤN B n th y tự tin v kh n ng ti ng Anh c a b n nh th n o? B n có mu n n ng cao kh n ng ti ng Anh c a b n kh ng? T i sao? Ti ng Anh có vai trò quan tr ng nh th n o i v i chuy n ng nh C ng ngh th ng tin c a b n? K n ng n o l quan tr ng nh t? T i sao? B n nh n th y ch ng tr nh h c ti ng Anh l p h c ch nh khóa có iv i sinh vi n chuy n ng nh C ng ngh th ng tin kh ng? N u kh ng, theo b n, ho t ng n o sinh vi n IT n n tham gia ể c i thi n ti ng Anh? V sao? B n nghĩ nh th n o v vai trò c a c c ho t ng h c ti ng Anh ngo i gi l n l p vi c c i thi n kh n ng ti ng Anh c a b n? B n nghĩ g v thực t c a vi c sinh vi n chuy n ng nh C ng ngh th ng tin tham gia v o c c ho t Những ho t ng h c ti ng Anh ngo i gi l n l p? T i sao? ng n o b n th ng tham gia ngo i gi l n l p ể c i thi n kh n ng ti ng Anh c a m nh? T i b n tham gia c c ho t Trong ho t ng ó? ng h c ti ng Anh ngo i gi l n l p m b n tham gia, ho t ng n o theo b n l hi u qu nh t? V sao? Theo kinh nghi m c nh n, có khó kh n n o thực hi n c c ho t ng h c Ti ng Anh ngo i gi l n l p kh ng? N u có, ó l khó kh n g v b n l mg ể kh c ph c khó kh n ó? B n có ho t ngh / xu t g ể sinh vi n C ng ngh th ng tin tham gia c c ng h c ti ng Anh ngo i gi l n l p hi u qu h n kh ng? -H tCHÂN TH NH C N 87 H T CC AB N APPENDIX 5: DOCUMENT ANALYSIS (collected from students) A5.1 Links of websites Learning English with Kenny N: https://www.youtube.com/user/HocEnglishOnline Learning Online in IT: http://www.w3schools.com/ http://webdesign.tutsplus.com/ A5.2 Books titles Eric, G H (2012) Basic English for Computing/Eric H Glendinning, John McEwan McCarter, S., Easton, J., Ash, J., & Nguyễn, T Y (2006) A book for IELTS T ng h p Th nh ph Hồ Ch Minh Duigu, G (2001) Visuals writing about graphs, tables and diagrams–Preparing for the IELTS Academic Writing Task Ash, J., & McCarter, S IELTS Testbuilder: With Answer Key; Tests that Teach A.5.3 Magazines (taken from the library of Hue-Aptech Computer training Centre) The Saigon Times: weekly magazine; Website to follow: http://www.thesaigontimes.vn/ Vietnam Economic News: Official Publication of the Ministry of Industry and Trade; Website to follow: www.ven.vn PC magazine: computer magazine published by Ziff Davis A print edition was published from 1982 to January 2009; Website to follow: http://asia.pcmag.com/ 88 A5.4 Name of games (The small games are provided in each website) BubbleBox: website: www.bubblebox.com Armor Games: Website: www.armorgames.com Congregate: website: www.congregate.com A5.5 Writing samples 89 90 91 A5.5 Movies / TV Series Flash (Action, Adventure) a “I‟ve spent my whole life searching for the impossible, Never imagining that I would become the impossible – Barry Allen” b “We can never learn to fly without crashing a few time – Harrison Wells” Arrow (Action, Adventure, Crime) a “Every warrior must learn the simple truth, the pain is inevitable and suffering is optional – Malcolm Merlyn” b “You know, I used to think the vigilante was a criminal, too But, it seems to me he‟s willing to sacrifice an awful lot to help the people of city That kind of makes him a hero, doesn‟t it? – Felicity Smoak” Smallville (Adventure, Romance) Gotham ( Crime, Thriller) Lucifer (Fantasy) Daredevil (Action, Crime) Jessica Jone (Action, Crime) Games of Throne (Adventure, Fantasy) Da Vinci’s Demons (Adventure, Fantasy) 10 White Collar (Comedy, Crime) 11 Limitless (Thriller) 12 Quantico (Crime, Mystery) 13 Shameless (Comedy) 14 Mr Robot (Crime, Thriller) a “Life is so much easier when you „re numb – Elliot Alderson” 15 The Simpsons (Animation, Comedy) 92 APPENDIX 6: SUGGESTED SOURCES FOR STUDENTS A6.1 Links of websites A6.1.1 Websites from Youtube.com to follow: Learning English with Rachel: https://www.youtube.com/user/rachelsenglish Learning English with Jennifer: https://www.youtube.com/user/JenniferESL Learning English with Let‟s Talk https://www.youtube.com/user/learnexmumbai Learning English with EngVid https://www.youtube.com/watch?v=xY_xiGadcgk&list=PLaNNx1k0ao1ux_nKdKNh7cKALzelzXjY Watching English Video with Real English https://www.youtube.com/user/realenglish1 A6.1.2 Websites for learning Coding: Codecademy: www.codecademy.com (Free website- Level Intermediate) About: HTML, CSS, JavaScript, jQuery, PHP, Ruby, Python, API Code Avengers: www.codeavengers.com (Free website- Level Easy) About: HTML5, CSS3, JavaScript-Code Interpreter, Progress Saver, Project, Note LearnStreet: www.learnstreet.com (Free website- Level Easy) About: HTML, CSS, JavaScript, Python, Ruby 93 A6.2 Book titles Perry, W E (2007) Effective Methods for Software Testing: Includes Complete Guidelines, Checklists, and Templates John Wiley & Sons Sinha, P K., & Sinha, P (2003) Foundation of computing BPB, Publication Holzner, S (2005) Visual Basic Net Programming Black Book (W/Cd) Dreamtech Press Troelsen, A (2003) C# and the NET Platform Apress Kamal, R (2002) Internet and Web technologies Tata McGraw-Hill Education A6.3 Magazines Creative Bloq: http://www.creativebloq.com/net-magazine 94