Những cảm xúc được sinh viên năm hai trường đại học ngoại ngữ đại học huế cảm nhận trong các lớp nói tiếng anh trực tuyến

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES NGUYEN HOANG ANH SELF-REPORTED EMOTIONS EXPERIENCED IN ONLINE ENGLISH SPEAKING CLASSES BY SECOND-YEAR STUDENTS AT HUE UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES, 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 and International Studies, Hue University THUA THIEN HUE, 2022 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES NGUYEN HOANG ANH SELF-REPORTED EMOTIONS EXPERIENCED IN ONLINE ENGLISH SPEAKING CLASSES BY SECOND-YEAR STUDENTS AT HUE UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES, HUE UNIVERSITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: Dr PHAM THI NGUYEN AI THUA THIEN HUE, 2022 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN HOÀNG ANH NHỮNG CẢM XÚC ĐƯỢC SINH VIÊN NĂM HAI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ CẢM NHẬN TRONG CÁC LỚP NÓI TIẾNG ANH TRỰC TUYẾN LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS PHẠM THỊ NGUYÊN ÁI THỪA THIÊN HUẾ, 2022 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: ……………………… Date: 09/11/2022 i ABSTRACT This study aimed to investigate the perceptions of second-year English-majored students at Hue University of Foreign Languages and International Studies about the emotions they experienced during online English speaking classes amid the outbreak of Covid-19 pandemic This research also contributed to finding out the impacts and sources of the reported emotions To achieve those aforementioned purposes, both quantitative and qualitative research methods were employed The data sources were obtained from questionnaires and semi-structured interviews The data from the questionnaire were analyzed statistically while the data from the interviews were interpreted accordingly to give insights into the research issues The results showed that a great number of the participants acknowledged the impacts of emotions when they spoke English In addition, the study discovered that the students experienced negative emotions more often than positive ones when they dealt with technology-related factors The negative emotions caused the students to be reluctant to speak while positive emotions stirred up the willingness to speak within them Furthermore, both positive and negative emotions were released regarding the social interaction in classes While positive feelings motivated the students to take part in speaking activities, negative feelings hampered their involvement in activities The study further revealed that the students were also affected positively and negatively by external factors On the basis of the results, several pedagogical implications can be proposed for students and teachers ii ACKNOWLEDGEMENTS It must be acknowledged that this thesis would have not been completed without the contributions and assistance of many individuals I would like to extend my gratitude to everyone whose commitment to my work is always appreciated First and foremost, I am ineffably grateful to my research supervisor, Dr Pham Thi Nguyen Ai, for quickly and promptly responding to my questions in every step throughout the process I truly appreciate her invaluable instructions and infinite patience that guided me through this study Her thoughtful suggestions along with detailed advice were of great help for me to refine the thesis Secondly, my gratitude goes to all the lecturers of Hue University of Foreign Languages and International Studies for their instructions and guidance during the course of my studies Their adequate instructions made a positive contribution to my thesis Thirdly, I am indebted to 103 second-year English-majored students of Hue University of Foreign Languages and International Studies who willingly completed the questionnaires More than that, I am greatly grateful for of them who voluntarily took part in the interviews and were always willing to satisfy my curiosity afterwards Their participation during the course of my collecting data contributed to the completion of the current study Finally, I wish to express my special thanks to my family and my friends for their love, wholehearted support, and words of encouragement, which made my thesis come into being iii List of Tables Table 1: The two clusters in section 23 Table Emotions due to unstable and slow internet connection 31 Table Lack of the ability to deal with technology 33 Table Speaking through digital devices 36 Table Emotions due to speaking without genuine interaction 38 Table Emotions when students could or could not understand the instructions clearly 42 Table Emotions due to untimely support for vocabulary and ideas 44 Table Emotions after receiving negative and positive evaluations 45 Table Emotions due to inactive and active co-operations from friends 48 iv List of Figures Figure Participants’ English speaking ability 22 Figure The impacts of emotions in speaking English 30 v List of Abbreviations % Percent EFL………… English as a Foreign Language SLA………… Second Language Acquisition HUFLIS Hue University of Foreign Languages 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 Table of contents vii Chapter 1: Introduction 1.1 Background 1.2 Rationale 1.3 Research aims 1.4 Research questions 1.5 Significance of the study 1.6 Organization of the study Chapter 2: Literature Review 2.1 Second language acquisition and the importance of speaking skills 2.2 Definition of emotions 2.3 Emotions in SLA 2.3.1 Sources of emotions 2.3.2 The roles of emotions 12 2.4 Virtual Classes and Emotions 13 2.4.1 Virtual Classes 13 2.4.2 Emotions in Virtual Classes 14 vii Guazzini, A., Meringolo, P., Arcidiacono, C., & Procentese, F (2021) Community dimensions and emotions in the era of COVID-19 Journal of Community & Applied Social Psychology https://doi.org/10.1002/casp.2560 Maxwell, J A (2013) Qualitative research design: An interactive approach (3rd ed.) Sage Publications, Inc Miyahara, M (2015) Emerging self-identities and emotion in foreign language learning: A narrative-oriented approach Multilingual Matters Oluwatayo, J A (2012) Validity and reliability issues in educational research Journal of Educational and Social Research, 2(2), 391–400 https://doi.org/10.5901/jesr.2012.v2n2.391 Oppenheim, A N (1992) Questionnaire design, interviewing and attitude measurement (New ed) Continuum O’Regan, K (2003) Emotion and E-learning JALN, 7(3), 78–92 Patten, M L (2017) Questionnaire research: A practical guide (4th ed.) Routledge Pham, T N A (2017) Emotion in English as an additional language oral communication: Vietnamese English language teachers and students The University of Waikato Rao, P S (2019) The importance of speaking skills in English classrooms Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6–18 Reeve, J (2005) Understanding Motivation and Emotion (5th ed.) University of Iowa Reilly, J R., Gallagher-Lepak, S., & Killion, C (2012) “Me and my computer”: Emotional factors in online learning Nursing Education Perspectives, 33(2), 100–105 Rubin, H J., & Rubin, I S (2012) Qualitative interviewing: The art of hearing data (3rd ed.) Sage Publications, Inc 65 Saville-Troike, M., & Barto, K (2017) Introducing Second Language Acquisition (3rd ed., Vol 26) Seok, S (2008) Teaching aspects of e-learning International Journal on E-Learning, 7(4), 725–741 Shao, K., Pekrun, R., & Nicholson, L J (2019) Emotions in classroom language learning: What can we learn from achievement emotion research? System, 86 https://doi.org/10.1016/j.system.2019.102121 Subaşı, G (2010) What are the main sources of Turkish EFL students’ anxiety in oral practice? Turkish Online Journal of Qualitative Inquiry, 1(2), 29–49 Tashakkori, A., & Teddlie, C (2009) Integrating qualitative and quantitative approaches to research In L Bickman & D J Rog The SAGE handbook of applied social research methods (pp 283-317) SAGE Publication, Inc Turnbull, M., & Arnett, K (2002) Teachers’ uses of the target and first languages in second and foreign language classrooms In Annual Review of Applied Linguistics (pp 204– 218) Cambridge University Press Williams, K E., & Andrade, M R (2008) Foreign language learning anxiety in Japanese EFL university classes: Causes, coping, and locus of control Electronic Journal of Foreign Language Teaching, 5(2), 181–191 Zembylas, M (2008) Adult learners’ emotions in online learning Distance Education, 29(1), 71–87 https://doi.org/10.1080/01587910802004852 Zembylas, M., Theodorou, M., & Pavlakis, A (2008) The role of emotions in the experience of online learning: Challenges and opportunities Educational Media International, 45(2), 107–117 https://doi.org/10.1080/09523980802107237 66 Appendices Appendix 1: Questionnaire Self-reported emotions in English online speaking classes Dear participants, My name is …… Currently, I am a Master student at English Department, Hue University of Foreign Languages and I would like to conduct research as a requirement of my Master’s degree The title of my research is “Self-reported emotions experienced in online English speaking classes by second-year students at Hue University of foreign languages, Hue University” I would like to invite you to take part in the research for my Master’s degree by completing this survey This survey attempts to investigate your perceptions of the emotions experienced in English online speaking classes The survey consists of four parts and will take you less than 15 minutes to complete Please read carefully the instructions for each part The response(s) will be kept confidential The information from your response(s) will be used only for the research, and the results will be presented in a form from which no individual will be identifiable Your completion of the survey will indicate your consent to participate in this research Thank you for your participation! YOUR BACKGROUND Gender 67  Female  Male How many years have you learned English?  – years  – 10 years  11 – 13 years  > 13 years How long did you learn English speaking skills via virtual classes?  semester  semesters  semesters  semesters How good are you at using technology?  I have no clue how to use it  I know some basic operations  I master using technology How would you rate your overall English speaking ability?  Poor  Fair  Good  Very good  Excellent EMOTIONS IN SPEAKING ENGLISH IN GENERAL 68 To what extent you think emotions have influenced your English speaking performance? Please choose only one of the following:  Little or none  Some  An average/ A moderate amount  Quite a lot  A great deal EMOTIONS IN ONLINE ENGLISH SPEAKING CLASSES For each of the following questions, you will be given a different situation and a table The table includes a list of emotions in the first column and their impacts on your oral communication (i.e fear of speaking, reluctance to speak and willingness to speak) You are required to tick on the column(s) of the impact(s) corresponding to the emotion(s) that you felt Please choose response(s) only for the emotion(s) that you felt Với câu hỏi tiếp theo, bạn đưa tình khác diễn lớp học kèm theo bảng hỏi Bảng hỏi bao gồm danh sách cảm xúc (nằm cột bên trái) ảnh hưởng chúng lên trình giao tiếp với giáo viên bạn lớp (sợ hãi việc nói, chần chừ việc nói, hào hứng việc nói) Bạn cần đánh vào (các) cột ảnh hưởng tương ứng với (các) cảm xúc bạn có tình đưa Hãy chọn (những) cột miêu tả bạn cảm thấy How did you feel in each of the following situations? How did those emotions affect your oral performance? (Answer questions – 32) 69 When your Wifi connection was not stable during lessons? Fear of speaking Reluctance to speak When you were speaking but had problems with the WIFI connection? Willingness to speak Fear of speaking Irritated Frustrated Anxious Content Excited Proud Satisfied Irritated Frustrated Anxious Content Excited Proud Satisfied Other: … Other: … When you COULD NOT hear what others said due to slow internet connection? Fear of speaking Reluctance to speak Reluctance to speak Willingness to speak 10 When you lacked the ability to deal with technology? Willingness to speak Fear of speaking Irritated Frustrated Anxious Content Excited Proud Satisfied Irritated Frustrated Anxious Content Excited Proud Satisfied Other: … Other: … 70 Reluctance to speak Willingness to speak 11 When you had to use electronic equipment to record your individual presentations for your online speaking assignments? Fear of speaking Reluctance to speak 13 When you COULD NOT understand your teacher’s instructions clearly? Willingness to speak Fear of speaking Irritated Frustrated Anxious Content Excited Proud Satisfied Irritated Frustrated Anxious Content Excited Proud Satisfied Other: … Other: … 12 When you could understand your teacher’s instructions clearly? Fear of speaking Reluctance to speak Reluctance to speak Willingness to speak 14 When you were suddenly called on by your teacher? Willingness to speak Fear of speaking Irritated Frustrated Anxious Content Excited Proud Satisfied Irritated Frustrated Anxious Content Excited Proud Satisfied Other: … Other: … 71 Reluctance to speak Willingness to speak 17 When you could answer your teacher’s question(s) smoothly? 15 When you were NEVER called on by your teacher? Fear of speaking Reluctance to speak Fear of speaking Willingness to speak Reluctance to speak Willingness to speak Irritated Frustrated Anxious Content Excited Proud Satisfied Irritated Frustrated Anxious Content Excited Proud Satisfied Other: … Other: … 16 When you had to repeat your answer many times so that others could hear you? 18 When you struggled with giving answers to your teacher’s questions? Fear of speaking Reluctance to speak Fear of speaking Willingness to speak Irritated Frustrated Anxious Content Excited Proud Satisfied Irritated Frustrated Anxious Content Excited Proud Satisfied Other: … Other: … 72 Reluctance to speak Willingness to speak 19 When you were observed by classmates and teacher(s) when you spoke in virtual classes? Fear of speaking Reluctance to speak 21 When your classmates actively worked with you in smaller groups through learning apps? Willingness to speak Fear of speaking Irritated Frustrated Anxious Content Excited Proud Satisfied Irritated Frustrated Anxious Content Excited Proud Satisfied Other: … Other: … 20 When your classmates DID NOT actively work with you in smaller groups through learning apps? Fear of speaking Reluctance to speak Reluctance to speak Willingness to speak 22 When you received timely support from your teacher(s) when you struggled with ideas? Willingness to speak Fear of speaking Irritated Frustrated Anxious Content Excited Proud Satisfied Irritated Frustrated Anxious Content Excited Proud Satisfied Other: … Other: … 73 Reluctance to speak Willingness to speak 23 When you DID NOT receive timely support from your teacher(s) when you struggled with ideas? Fear of speaking Reluctance to speak 25 When you DID NOT receive timely support from your teacher(s) when you struggled with vocabulary? Willingness to speak Fear of speaking Irritated Frustrated Anxious Content Excited Proud Satisfied Irritated Frustrated Anxious Content Excited Proud Satisfied Other: … Other: … 24 When you received timely support from your teacher(s) when you struggled with vocabulary? Fear of speaking Reluctance to speak Reluctance to speak Willingness to speak 26 When your performance was NEGATIVELY evaluated by your teacher(s)? Willingness to speak Fear of speaking Irritated Frustrated Anxious Content Excited Proud Satisfied Irritated Frustrated Anxious Content Excited Proud Satisfied Other: … Other: … 74 Reluctance to speak Willingness to speak 27 When your performance was POSITIVELY evaluated by your teacher? Fear of speaking Reluctance to speak 29 When you received timely feedback from your teacher(s)? Willingness to speak Fear of speaking Irritated Frustrated Anxious Content Excited Proud Satisfied Irritated Frustrated Anxious Content Excited Proud Satisfied Other: … Other: … 28 When you DID NOT receive timely feedback from your teacher(s)? Fear of speaking Reluctance to speak Reluctance to speak Willingness to speak 30 When learning without seeing your teacher’s and classmates’ faces? Willingness to speak Fear of speaking Irritated Frustrated Anxious Content Excited Proud Satisfied Irritated Frustrated Anxious Content Excited Proud Satisfied Other: … Other: … 75 Reluctance to speak Willingness to speak 31 When speaking without face-to-face interactions with your teachers and classmates? Fear of speaking Reluctance to speak Willingness to speak Irritated Frustrated Anxious Content Excited Proud Satisfied Other: ……… 32 When you realized that speaking time was not enough for everyone to speak in online classes? Fear of speaking Reluctance to speak Irritated Frustrated Anxious Content Excited Proud Satisfied Other: ……… 76 Willingness to speak C Levels of interest in various speaking activities in online speaking classes 33 How interesting were those activities in English online speaking classes? Please rank each of the following speaking activities on the scale from least (1) to most (5) to indicate their potential for making you feel interested in speaking English in online classes Least interesting Most interesting Interview o o o o o Q&A section o o o o o Discussion o o o o o Role-play o o o o o Class survey o o o o o Group presentation o o o o o Individual presentation o o o o o Debate o o o o o Other (Please specify ): ……… GENERAL RECOMMENDATION What you usually when you feel very emotional while speaking English? ………………………………………………………………………………………………… What would you advise EFL learners to when they feel very emotional while speaking English? ………………………………………………………………………………………………… Thank you for completing this questionnaire! 77 Appendix 2: Interview (English version) Who did you live with when you attended online classes? Which aspect of online learning did you enjoy most? Was the lack of genuine interaction with others advantageous or disadvantageous to you? Why? Had you ever thought that no one listened to you while you spoke in online classes? How did you feel? Are you scared of being evaluated? Did online learning help to reduce it? How did you feel about learning online in this case? Were you affected by others? What interests you most in speaking in general? What interests you most in online speaking classes? Which activities did you enjoy most in online speaking classes? 77 Appendix 3: Interview (Vietnamese version) Khi tham gia lớp Nói trực tuyến, em với ai? Có cản trở khơng? Khía cạnh việc học online em thấy thích nhất? Việc thiếu tương tác với người có lợi hay bất lợi thân em? Tại sao? Em có nghĩ khơng có lắng nghe em nói chưa? Khi em cảm thấy nào? Em có sợ bị đánh giá khơng? Học online có giúp giảm sợ hãi em không? Việc học online giúp em cảm thấy khía cạnh này? Em có bị ảnh hưởng người khác lớp Nói trực tuyến khơng? Điều khiến em hứng thú việc học Nói nói chung? Điều khiến em thích thú lớp học Nói trực tuyến? Hoạt động em thích lớp học Nói trực tuyến? 78