Language learning beyond the classroom resources and activities by english majored students at university of foreign languages hue university

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES NGUYEN VU KHANH LANGUAGE LEARNING BEYOND THE CLASSROOM: RESOURCES AND ACTIVITIES BY ENGLISH-MAJORED STUDENTS AT UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages, Hue University THUA THIEN HUE, 2021 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES NGUYEN VU KHANH LANGUAGE LEARNING BEYOND THE CLASSROOM: RESOURCES AND ACTIVITIES BY ENGLISH-MAJORED STUDENTS AT UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: DR TRUONG BACH LE THUA THIEN HUE, 2021 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN VŨ KHÁNH HỌC NGƠN NGỮ BÊN NGỒI LỚP HỌC: NGUỒN HỌC LIỆU VÀ HOẠT ĐỘNG HỌC TẬP CỦA SINH VIÊN CHUYÊN NGỮ TIẾNG ANH TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRƯƠNG BẠCH LÊ THỪA THIÊN HUẾ, 2021 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not been previously submitted for a degree in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Signed: Nguyen Vu Khanh Date: 14/12/2021 i ABSTRACT This study aimed at investigating the use of resources and activities for English language learning after class time by English-majored students at University of Foreign Languages, Hue University To reach its goals, a mixed method approach was adopted, involving the use of a questionnaire delivered online to 200 surveyed respondents via Google Form and in-depth semi-structured interviews conducted with 10 interviewed participants The findings clearly reflected the transition of the conventional language learning inside the classroom to the most current online/computer/mobile-based language learning beyond the classroom, especially during the COVID-19 pandemic Besides, the results expand the realm of English learning far beyond the confinement of the classroom to encompass not only selfdirected naturalistic language learning activities but also self-instruction and naturalistic ones In addition, the results from the study also shed light on various factors affecting learners’ decision-making process regarding which resource and activity to choose These ranged from the availability of the resources, the requirements of the current curriculum, learners’ preferences and needs, influences from teachers and friends to identity construction Besides, a positive relationship between the frequency of use and the perceived utility of resources and activities in improving their English proficiency was also reported by the students Particularly, they believed that employing the resources and activities for English language learning outside the classroom might exert beneficial influences on their pronunciation, vocabulary, and listening and speaking skills Despite reaping great benefits, participants in this study also encountered some obstacles while learning English outside the classroom These included the lack of teachers’ guidance and support, the attention shifts away from learning to entertaining, the worry about the reliability, accuracy and appropriateness of the information sources, and the unavailability of certain resources ii ACKNOWLEDGEMENTS I would first like to express my gratitude to my thesis supervisor, Dr Truong Bach Le, for his support, patience, and encouragement throughout this project His technical and editorial advice was essential to the completion of this paper and has taught me innumerable lessons and insights on the workings of academic research in general I would also like to express my gratitude towards the second-year English-majored students participating in the questionnaire and interviews fo r their untiring support to this research project Without their passionate participation and input, the study could not have been successfully conducted Last, but not least, thanks are due to family and friends their dedication and support during my thesis study that provided the foundation for this work iii LIST OF TABLES Table 2.1 Categorization of LLBC activities Table 2.2 Overall dimensions of LLBC 25 Table 2.3 Compact dimensions of LLBC 26 Table 3.1 LLBC activities in category 31 Table 3.2 The reliability statistics of the piloted and total questionnaires 35 Table 4.1 Frequency of overall LLBC resources and activities use 43 Table 4.2 Frequency of individual LLBC resource use 44 Table 4.3 Frequency of individual LLBC activity use 46 Table 4.4 Frequency of individual activity use in the self-instruction category 48 Table 4.5 Frequency of individual activity use in the naturalistic language learning category 49 Table 4.6 Frequency of individual activity use in the self-directed naturalistic language learning category 50 Table 4.7 Overall perception of LLBC 51 Table 4.8 Perceived utility of individual LLBC resource 52 Table 4.9 Perceived utility of individual LLBC activity 53 Table 4.10 Perceived utility of individual activity in the self-instruction category 54 Table 4.11 Perceived utility of individual activity in the naturalistic language learning category 55 Table 4.12 Perceived utility of individual activity in the self-directed naturalistic language learning category 56 Table 4.13 Participants’ selection of LLBC resources and activities 59 iv List of Figures Figure 4.1 Percentage of participants by gender 39 Figure 4.2 Percentage of participants by major 40 Figure 4.3 Participants’ self-rated proficiency in their English skills 41 Figure 4.4 Participants’ levels of weekly involvement 42 Figure 4.5 Perceived utility of LLBC resources and activities in improving English proficiency 57 v List of Abbreviations EFL English as a foreign language ESL English as a second language ER Extensive reading EL Extensive listening EV Extensive viewing HU-UFL University of Foreign Languages, Hue University LLBC Language learning beyond the classroom L2 Second language vi TABLE OF CONTENTS STATEMENT OF ORIGINAL AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENTS iii LIST OF TABLES iv List of Figures v List of Abbreviations vi Chapter 1: Introduction 1.1 Rationale of the study 1.2 Aims of the study 1.3 Significance of the study 1.4 Scope of the study 1.5 Structure of the study 1.6 Summary of the chapter Chapter 2: Literature Review 2.1 Introduction to LLBC 2.2 LLBC resources and activities 2.2.1 LLBC resources 2.2.2 LLBC activities .9 2.3 Previous studies 19 ENGLISH MOVIES (NETFLIX): a Cartoon: ü Bee movie ü Kung-fu Panda series ü Minions ü Despicable series ü Small foot ü Hotel Transyvania ü Stand by me: Doremon b Sitcom: ü Friends ü Modern Family ü How I met your mother c Comedy: ü idiots ü Our planet ü Home Alone ü Clueless ü Men in Black series d Romance: ü Call me by your name e British crimes & mysteries: ü Enola Holmes ü Sherlock BBC ü Sherlock Holmes series f U.S crimes & mysteries ü 13 reasons why g U.S medical: ü The good doctor h Horror: ü The Conjuring Universal series XXVII SOCIAL MEDIA a Facebook: XXVIII b TikTok: XXIX c Instagram: XXX PODCASTS a Spotify XXXI b Apple podcasts XXXII NOVELS: a Print: XXXIII XXXIV b Online: XXXV ENGLISH SONGS: a Pop: ü Que Sera Sera, Maniac, Panic room, Stay, … b Alternative Rock/Indie: ü Control, Copycat, Hypnotic, … c EDM: ü Criminal, Ocean Eyes, … d R&B/Soul: ü If I ain't got you, Leave the door open, … e Jazz: ü Fly me to the moon, … f Rap: ü California, … XXXVI ACADEMIC BOOKS: XXXVII XXXVIII NEWSPAPERS & MAGAZINES (ONLINE): XXXIX ENGLISH LEARNING APPS: a Intelli XL b Vocabulary XLI