Trang 1 DECLARATION I certify my authorship of the study report entitled “A study on the self-study activities of speaking skills for the first year English major students at Hung Yen Un
i DECLARATION I certify my authorship of the study report entitled “A study on the self-study activities of speaking skills for the first year English major students at Hung Yen University of Technology and Education” This graduation paper is the result of my research and the substance of this graduation paper has not been submitted for a degree to any other university or institution and that if this declaration is found to be false, disciplinary measures and penalties can be taken and imposed following university policies and rules Hung Yen, Jun 2021 Nguyen Duy Trung ii ACKNOWLEDGMENTS During the process of doing this graduation paper, I have received much necessary assistance, precious ideas, and timely encouragement from my teachers, family, and friends This paper could not have been completed without the help, encouragement, and support from several people who all deserve my sincerest gratitude and appreciation First of all, I wish to express my deepest gratitude to my supervisor – Mr Nguyen Dinh Sinh, the English teacher of the Faculty of Foreign Language, who has always been willing to give me valuable advice and suggestions so that I can successfully complete this study I also would like to take this opportunity to show my sincere thanks to all my teachers at the Faculty of Foreign Languages, Hung Yen University of Technology and Education, who have handed me basic knowledge to complete this study I am so thankful to students of K18 at the Faculty of Foreign Language for their wholeheart participation in the study I would like to acknowledge my thanks to all the authors of the books, magazines, and the other materials listed in the reference part for their ideas that have been reflected and developed in the study I am equally indebted to my classmates for their suggestions and encouragement in the process of my study Last but not least, my particular thanks are given to my parents for their encouragement and support which played an important role in my graduation paper Hung Yen, Jun 2021 Nguyen Duy Trung iii ABSTRACT With the development of technology as well as the change of credit training form This study aims to find out the reality and difficulties that students face when studying on their own Qualitative and quantitative methods are used to analyze and find solutions to problems The study was conducted at UTEHY and the subjects of this study were first-year language majors from FFL This study has 86 students Data were collected by questionnaire and interview The results of the analysis of students' difficulties in self-study To solve their difficulties and desire to provide solutions for their self-study activities, they are based on three main factors: the situation, the problem and the solution To solve these problems and wish to improve the current situation, the researcher proposes some solutions so that students can better self-study in learning speaking skills iv TABLE OF CONTENS DECLARATION i ACKNOWLEDGMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS vi LIST OF TABLES AND CHARTS vii CHAPTER I: INTRODUCTION 1 Rationale of the study Aim and objectives of the study Research questions The scope of the study The method of the study Design of the study CHAPTER 2: LITERATURE REVIEW 2.1 Overview of Speaking skills 2.1.1 Definitions of Speaking 2.1.2 The importance of Speaking 2.1.3 Difficulties of speaking skills 2.1.4 Attitudes and motivations 2.2 Overview of self-study 2.2.1 Definitions of self-study 2.2.2 The importance of self-study 2.2.3 Developing student’s self-study 2.2.4 The facility of the development of self-study capacity 10 2.3 Overview of the design English speaking self-study activity 10 2.3.1 Definitions of English speaking self-study 10 2.3.2 The difficulties in English speaking self-study 11 v CHAPTER 3: THE STUDY 14 3.1 Methods of the study 14 3.1.1 Participants 14 3.1.2 Instruments 14 3.1.3 Procedures of data collection 15 3.2 Results and discussion 15 3.2.1 The reality of self-learning English speaking skills 15 3.2.2 The difficulties of self-learning English speaking skills 17 3.2.3 Solution for English speaking self-study at home or class 20 3.3 Interviews 23 3.4 Findings 24 3.5 Recommendations 24 3.5.1 Organization of self-study activities 25 3.5.2 Some speaking self-study activities and apps 25 CHAPTER 4: CONCLUSION 27 4.1 The achievements to the study 27 4.2 The study’s limitation 27 4.3 Suggestions for further study 27 REFERENCES I APPENDICES IV APPENDIX IV APPENDIX XIII vi LIST OF ABBREVIATIONS FFL: Faculty of Foreign Languages UTEHY: Hung Yen University of technology and education vii LIST OF TABLES AND CHARTS Chart 1: The importance of English speaking self-study 16 Chart 2: The importance of speaking skills 17 Chart 3: The excitement of self-learning English speaking skills 17 Chart 4: Learning time 19 Table 1: Topics 19 Table 2: Difficulties of learning English speaking skills 20 Table 3: Self-study websites 21 Table 4: Self-study applications 22 Table 5: Learning vocabulary activities 22 Table 6: Learning grammar activities 23 Table 7: Learning pronunciation activities 24 Table 8: Developing ideas activities 25 Table 9: Linking words activities 25 Table 10: Learning resources 26 CHAPTER I: INTRODUCTION Rationale of the study In our country, the ability to self-study is considered one of the most important factors that not only help learners have good academic achievements but also gain extensive knowledge The ability to self-study in our country has also been promoted through many historical periods Many talented people have successfully fought against the mighty invaders by applying theories into practice without going through a school However, current education is completely different The fact that extra classes are opening up more and more has caused a lot of controversy in society There are more and more, but the quality of learning is worrying because students will not be able to deal with problems or take responsibility for themselves, especially when they are responsible for their own future All of the reasons have urged the researcher to carry out a study: “A study on the self-study activities of speaking skill for the first year English major students at Hung Yen University of Technology and Education” finds out the causes as well as difficulties in selfstudy English At the same time, the topic will also offer self-study activities as well as solutions to help students develop their English self-study ability Aim and objectives of the study - Search the attitudes of the second year students of FFL at UTEHY towards English speaking self-study - Find out the difficulties faced by the second year students of FFL at UTEHY in English speaking self-study - Design activities to improve the effectiveness of English speaking self-study for second year English major students of FFL at UTEHY Research questions 1) What are the attitudes of the first year English major students of FFL at UTEHY towards English speaking self-study? 2) What are the difficulties faced by second year non-English major students of FFL at UTEHY in English speaking self-study? 3) What are some activities to improve English speaking self-study for second year nonEnglish major students of FFL at UTEHY? The scope of the study Due to limited time and knowledge, and lack of references, this study cannot cover the whole problem of self-study speaking skills It will only focus on finding factors that influence students’ self-study English speaking skills, moreover, this study cannot cover all students The method of the study A supported tool for this research is using a survey questionnaire designed for a primary target of freshman students The survey form will consist of three main parts The first part will explore students’ learning attitudes towards self-study, the second part will explore the current state of self-study and the last part will provide solutions to help students improve their abilities Self-learning This interview question only applies to freshman English majors Once data has been collected, research will be done using qualitative and quantitative methods Once the results are received, the researcher will use tables and charts to present the data collected Design of the study The organization of this research includes four main chapters and is arranged as follow: Chapter is to introduce the theoretical basis of the research, the purpose of the research, the research question, the scope of the study, the research method, the design of the study Chapter is a Literary Overview that includes related studies and an overview of theories such as the definition of self-study, the definition of speech, the difficulties of selflearning speaking skills and some solutions to improve skills self-study force Chapter is The Study that includes an overview of the situation, the research methodology, data collection from the survey questionnaires and interviews, data analysis and discussion, findings, and recommendations Chapter is the Conclusion which summarizes the study as well as limitations of study and suggestions for further study CHAPTER 2: LITERATURE REVIEW 2.1 Overview of speaking skills 2.1.1 Definitions of Speaking Speaking is fundamental to human communication Although different linguists have different concepts of speaking they all agree with this idea In Oxford Advanced Dictionary[15] the definition of speaking is “ to express or communicate opinions, feelings, ideas, etc., by or as talking and it involves the activities on the part of the speakers as psychological, psychological (articulator) and physical (acoustic) stages” According to Chaney[15], speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts While another expert, Theodore Huebner said: “Language is essentially speech, and speech is basically communication by sound” And according to him, speaking is a skill used by someone in daily life communication whether at school or outside The skill is acquired by many repetitions; it is primarily a neuromuscular and not an intellectual process It consists of competence in sending and receiving messages From the above definition, it can be inferred that speaking is expressing ideas, opinions, or feelings to others by using words or sounds of articulation in order to inform, to persuade, and to entertain that can be learned by using some teaching-learning methodologies 2.1.2 The importance of Speaking Speaking skill is important whether it is used to communicate one to one to a larger audience Good speaking helps people communicate the fastest and most effectively According to Flohn and Pasesler (2006), speaking skill is the most important one in learning a foreign language They also emphasize, “The focus on learning a foreign language is on communication activities, expressive abilities and the goal to become a fluent speaker” A person who communicates well and has good speaking skill does not necessarily use big words and elaborate jar In fact, those things can serve to turn a listener off They feel patronized, inadequate and structured if someone is using fancy language The point of communicating is to convey information, to share with others and to have a two-way exchange Speaking Clearly and confidently can gain the attention of an audience, providing the excellent opportunity for the speakers to make the message known Wise 26 27 CHAPTER 4: CONCLUSION 4.1 The achievements to the study In general, the study is successful in surveying and analyzing data as well as identifying students' difficulties in self-learning English speaking skills and offering some methods to help first year English major students at FFL understand First, research focuses on students' attitudes and perceptions about the selflearning process of speaking Second, the research has successfully found the difficulties that students are facing Finally, research has given some suggestions for self-study activities to help students improve their ability to self-study English speaking skills 4.2 The study’s limitation Due to the limited time and experience, the research cannot cover all information about self-study speaking skills for first-year students at FFL - UTEHY Due to the lack of time, and knowledge, this research is difficult to avoid errors Any comments on using language games will be warmly welcomed 4.3 Suggestions for further study Because of the limitation, I have given some suggestions that may help improve some other research on this area in the future Many of the unanswered issues in this research will be interesting topics for us to study further in the future I have researched and come up with study plans for 10 topics about speaking skills Out of 10 topics, I cannot cover the whole activity The best way to grow is to design as many interesting and rewarding activities to create a sense of excitement and curiosity for the FFL - UTEHY second year students as possible Students mainly rely on the study plan I have built in so I not have much experience with design and dissemination to more students I hope further research will focus on that I REFERENCES [1] ANDERSON, Elaine, GOSLING, Marry and MORTIMER, Marry Learn Basic Library Skills- 4th edition.- Canberra: DocMatrix, Pty Ltd, 2007 [2] Benson, P (2001) Teaching and researching autonomy in language learning Oxford, Oxford University Press [3] Büyükduman, İ., & Şirin, S (2010) Learning Portfolio (LP) to enhance constructivism and student autonomy Procedia Social and Behavioral Sciences, 3, 5561 doi:10.1016/j.sbspro.2010.07.012 [4] Bygate, M(1987), Speaking, Oxford University Press [5] Chan, V (2001) Readiness for learner autonomy: What our learners tell us? Teaching in Higher Education, 6(4), 505-518 [6] Cotterall, S (1995) Readiness for autonomy: Investigating learner beliefs System, 23(2), 195-206 [7] Dam, L (2000) Why focus on learning rather than teaching Dublin: Authentik [8] Duong, M T (2015) A portfolio-based learner autonomy development model in an EFL writing course (Unpublished doctoral dissertation) Suranaree University of Technology Nakhon Ratchasima, Thailand [9] Duong, M T., & Seepho, S (2014) Promoting learner autonomy: A qualitative study on EFL teachers’ perceptions and their teaching practices Proceedings of the International Conference: DRAL / ILA 2014, 129-137 [10] Harmer, J (2001) The practice of language teaching New York:Longman [11] Henri Holec (1981) Autonomy in Foreign Language Learning, Oxford Dimitrios [12] Ho, J & Crookall, D (1995) Breaking the Chinese cultural traditions: Learner autonomy in language teaching System, 23, 235-243 II [13] Ismail, N., & Yusof, M A M (2012) Using language learning contracts as a strategy to promote learner autonomy among ESL learners Procedia - Social and Behavioral Sciences, 66, 472-480 [14] Little, D (2000) Learner autonomy: Why?: Multilingual Matters [15] Littlemore, J (2001) Learner autonomy, self-instruction and new technologes in language learning: Current theory and practice in higher education In A Chambers & G Davies (Eds.), ICT and language learning: An Enropean perspective (pp 39-52) Lisse, Netherlands: Swets & Zeitlinger Publishers [16] Macià, E A I., Ramos, C R., Cervera, A S., & Fuentes, C B (2003) Developing learner autonomy through a virtual EAP course at university Retrieved December 3, 2019, from http://www.publicacions.ub.edu/revistes/bells12/PDF/art01.pdf [17] Nunan, D (2000, November) Autonomy in language learning Paper presented at ASOCOPI, Cartagena, Colombia [18] Nguyễn Minh Hiệp, Cơ sở khoa học thông tin thư viện, TP Hồ Chí Minh: Giáo dục, 2008 [19] Oxford Advanced Dictionary, p 13 A L Chaney and T L Burke [20] TW dated November 4, 2013 Resolution of the 8th session of the XI Central Conference on fundamental and comprehensive innovation of education and training Retrieved January 12, 2020, from https://moet.gov.vn/tintuc/Pages/doimoi-can-ban- toan-dien-gd-va-dt.aspx?ItemID=3928 [21] Yunus, M M., & Arshad, N D M (2015) ESL teachers' perceptions toward the practices and prospects of autonomous language learning Asian Social Science, 11(2), 41-51 IV APPENDICES APPENDIX SURVEY QUESTIONS GENERAL INFORMATION (THÔNG TIN CƠ BẢN) What is your gender? (Giới tính bạn) Male (Nam) Female (Nữ) How old are you? (Bạn tuổi?) ……………… Years old (tuổi) How long have you been studying English (Bạn học tiếng Anh thời gian bao lâu?) Dưới năm – năm – 11 năm Nhiều 11 năm PART 1: STUDENT ATTITUDES ABOUT SELF-STUDY ENGLISH SPEAKING SKILL (PHẦN 1: THÁI ĐỘ CỦA SINH VIÊN VỚI VIỆC TỰ HỌC KỸ NĂNG NÓI TIẾNG ANH) How difficult you feel about self-studying English speaking skills? (Bạn cảm thấy tự học kỹ nói tiếng Anh khó nào?) Very difficult (rất khó) Difficult (khó) Normal (bình thường) Not Difficult (khơng khó) Khác: ………… How important you feel about self-study English speaking skill? (Bạn cảm thấy tự học kỹ nói tiếng Anh quan trọng nào?) Very important (rất quan trọng) Important (quan trọng) Normal (bình thường) Not important (khơng quan trọng) How interesting you feel self-study English speaking skill (Bạn có thấy tự học kỹ nói tiếng Anh thú vị nào?) Very interesting (rất thú vị) Interesting (thú vị) Normal (bình thường) Not interesting (khơng thú vị) V PART 2: DIFFICULTIES IN ENGLISH SPEAKING SELF-STUDY (KHÓ KHĂN TRONG VIỆC TỰ HỌC TIẾNG ANH) Which topics you feel difficult? (Chủ đề học bạn cảm thấy khó?) Strongly Disagree Topics (Các chủ đề) members in your family 2.Talk about your favourite object 3.Talk about your favourite places 4.Talk about your favourite hometown 5.Talk about your free time Talk about your favourite food Talk about your favourite journey Talk about your famous person Talk about your best friend 10 Talk about your favourite film Neutral (Hồn tồn (Khơng (Bình khơng đồng đồng ý) thường) ý) 1.Talk about one of Disagree Agree (Đồng ý) Strongly Agree (Rất đồng ý) VI How much time you spend on English speaking self-study? (Bạn dành thời gian cho việc tự học kỹ nói? ) Less than 15 minutes/day (dưới 15 phút/ngày) 15 minutes – 30 minutes/day (15 phút – 30 phút/ngày) hour – hour 30 minutes/day (1 - 1h30 phút/ngày) More than hour 30 minutes/day (hơn 1h30 phút/ngày) Other (khác):………… What difficulties you often encounter in self-learning speaking skills? (Những khó khăn bạn hay gặp phải q trình tự học nói?) Strongly Disagree Difficulties (Hồn (Những khó khăn) tồn khơng Disagree Neutral (Khơng (Bình đồng ý) thường) Agree (Đồng ý) Strongly Agree (Rất đồng ý) đồng ý) Vocabulary Grammar Pronunciation Confidence Ideas Learning resources What difficulties you face in using the following websites in English speaking selfstudy? (Bạn gặp khó khăn việc sử dung websites in English speaking self-study?) VII Strongly Disagree Websities (Hồn (Những trang web) tồn khơng Disagree Neutral (Khơng (Bình đồng ý) thường) Agree (Đồng ý) Strongly Agree (Rất đồng ý) đồng ý) Ello Fun easy English Go4English Vocabsushi TED-Talk BBC Learning English Other (Khác What difficulties you face in using applications that support in English speaking self-study? (Bạn gặp khó khăn việc sử dung ứng dụng hỗ trợ in English speaking self-study?) Strongly Disagree Activities (Những hoạt động) (Hồn tồn khơng đồng ý) Duolingo Memerise Elsa Speak Italki Grammarly Texttospeech Disagree Neutral (Khơng (Bình đồng ý) thường) Agree (Đồng ý) Strongly Agree (Rất đồng ý) VIII Otter.Ai Other (Khác PART 3: SOLUTIONS FOR SELF-STUDY ENGLISH SPEAKING SKILLS AT HOME AND CLASSROOM (GIẢI PHÁP CHO VIỆC TỰ HỌC TIẾNG ANH TẠI NHÀ VÀ TRÊN LỚP) Which of the following activities you think helps you improve your vocabulary during self-study? (Theo bạn hoạt động giúp bạn cải thiện vốn vựng trình tự học?) Strongly Disagree Activities (Những hoạt động) (Hồn tồn khơng Disagree Neutral (Khơng (Bình đồng ý) thường) Agree (Đồng ý) Strongly Agree (Rất đồng ý) đồng ý) Repeat reading (đọc lặp lại) Through Song, Movies (qua hát, phim) Through pictures (qua hình ảnh) Play games (chơi trò chơi) Other (Khác 10 In your opinion, which of the following activities helps you improve your grammar during self-study? (Theo bạn hoạt động giúp bạn cải thiện ngữ pháp trình tự học?) Activities (Những hoạt động) Strongly Disagree Neutral Disagree (Khơng (Bình (Hoàn đồng ý) thường) Agree (Đồng ý) Strongly Agree (Rất đồng ý) IX tồn khơng đồng ý) Use books, magazine, newspapers (sách, tạp chí, báo) Create Story (sáng tạo câu truyện) Through Websites (Perfect Grammar, Using Grammar, …) (qua số trang web) Write and check (Viết kiểm tra) Other (Khác 11 Which of the following activities you think help you improve pronunciation during self-study? (Theo bạn hoạt động giúp bạn cải thiện phát âm trình tự học?) Strongly Disagree Activities (Hồn (Những hoạt động) tồn khơng đồng ý) Practice listening and recognizing (Luyện nghe nhận diện) Practice speaking by words and Disagree Neutral (Không (Bình đồng ý) thường) Agree (Đồng ý) Strongly Agree (Rất đồng ý) X phrases (Luyện nói theo từ cụm) Record and listen (Ghi âm nghe lại) Test with the tool (Tự kiểm tra với công cụ) (websites, app) Other (Khác 12 Which of the following activities you think help you develop ideas in selfstudying speaking skills? (Theo bạn hoạt động giúp bạn phát triển ý tưởng tự học kỹ nói?) Strongly Disagree Activities (Hồn (Những hoạt động) tồn khơng đồng ý) Watching film (xem phim) Listen radio on youtube (Nghe Radio Youtube) Write paragraph (viết văn) Read reference books (đọc sách tham khảo) Other (Khác Disagree Neutral (Khơng (Bình đồng ý) thường) Agree (Đồng ý) Strongly Agree (Rất đồng ý) XI 13 Which of the following activities help you self-study word matching skills in selfstudying speaking skills? ( Những hoạt động giúp bạn tự học kỹ nối từ tự học kỹ nói? ) Strongly Disagree Activities (Những hoạt động) Disagree Neutral (Hồn tồn (Khơng (Bình khơng đồng đồng ý) thường) Strongly Agree Agree (Đồng ý) (Rất đồng ý) ý) Guess Words (đoán từ) 2.Match Words (nối từ) 3.Make a sentence (tạo câu) Watch videos (xem video) Other (Khác 14 In your opinion, which learning resources support you to self-study English? (Theo bạn nguồn học hỗ trợ bạn tự học tiếng Anh?) Strongly Disagree Activities (Hoàn (Những hoạt động) toàn không đồng ý) 1.Websities (BBC, VOA, CNN, TED Talk, …) (các trang web) Your Teacher (giáo viên bạn) Your Friends (bạn bè bạn) Disagree Neutral (Không (Bình đồng ý) thường) Agree (Đồng ý) Strongly Agree (Rất đồng ý) XII Books, Newspasper, magazines (sách, báo, tạp chí) Other (Khác Once again thank you very much for your cooperation! XIII APPENDIX Interview questions for second English major students at FFL The purpose of this interview questionnaire for our study is to check the validity and reliability of the survey questionnaire We are deeply grateful for your assistance and cooperation in truthfully completing the interview questionnaire Question What are the difficulties when you self-study speaking English skills? Question How you often self-study English speaking skills? Question What are the best activities to improve your English speaking skills? XIV