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Trang 1 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES --- TRAN VU KHANH NGAN HUFLIS FIRST YEAR ENGLISH MAJORS’ PERCEPTIONS OF THEIR ONLINE WRITING 1 CLASSES MA
HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES - TRAN VU KHANH NGAN HUFLIS FIRST YEAR ENGLISH MAJORS’ PERCEPTIONS OF THEIR ONLINE WRITING CLASSES 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, 2023 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES - TRAN VU KHANH NGAN HUFLIS FIRST YEAR ENGLISH MAJORS’ PERCEPTIONS OF THEIR ONLINE WRITING CLASSES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: DR TRAN THI THAO PHUONG THUA THIEN HUE, 2023 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - TRẦN VŨ KHÁNH NGÂN NHẬN THỨC CỦA SINH VIÊN NĂM CHUYÊN NGÀNH TIẾNG ANH VỀ CÁC LỚP HỌC VIẾT TRỰC TUYẾN 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 TRẦN THỊ THẢO PHƯƠNG THỪA THIÊN HUẾ, 2023 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: ………………………… (Candidate’s full name) Date: ……/ ……/……… ABSTRACT This study seeks to explore the perceptions of first-year English majors enrolled at the University of Foreign Languages and International Studies, Hue University (HUFLIS) concerning their participation in online Writing courses in Semester 1, academic year 2021-2022 The data for this investigation was gathered by means of a survey distributed to a cohort of 100 first-year English majors at HUFLIS Additionally, 10 participants were invited for in-depth interviews to elicit valuable insights into their perspectives on online Writing instruction, their preferred learning methodologies, and strategies for enhancing their academic performance The outcomes of this research reveal that students exhibit a nuanced perspective towards online Writing 1, encompassing both positive and negative aspects of their educational encounters These students encountered a diverse array of online platforms, including Zoom, Google Meet, and a Learning Management System (LMS), during their coursework Moreover, this study provides valuable insights pertaining to students' allocation of study time, their reception of writing feedback, the frequency of assigned tasks, and the structuring of their academic commitments In light of these findings, a series of recommendations are put forth for educators tasked with delivering online Writing courses These recommendations encompass the need for clearer and more comprehensive instructional guidance, the integration of interactive teaching methods, an increased frequency of feedback on written assignments, and the establishment of robust online communication channels for enhanced teacher-student interaction Additionally, suggestions are offered for students, encouraging them to actively engage in the learning process, maintain a high level of attentiveness, and adequately prepare for online learning experiences Furthermore, this research underscores the importance of educational institutions in adapting to the evolving landscape of online education To this end, recommendations for educational i organizations are outlined, emphasizing the design of a tailored curriculum suitable for online delivery, the selection of accessible and user-friendly digital platforms, the implementation of interactive communication channels to facilitate student engagement, and the provision of relevant and up-to-date learning materials These measures collectively aim to optimize the online learning experience and foster academic growth among first-year English majors at HUFLIS ii ACKNOWLEDGEMENTS First of all, I would like to express my deepest gratitude to my supervisor Dr Tran Thi Thao Phuong, for her insightful advice, professional guidance and warm encouragement during the planning and development of this research paper Without her assistance and constant support, this thesis could never have been finished on time She is one of the most dedicated, enthusiastic and knowledgeable lecturers that I have had opportunities to work with Next, I sincerely thank the first-year English majors at HUFLIS for completing the questionnaires, and interviews with valuable information for this research Their responses are important to help me to shape the findings of the study In addition, special thanks should be given to the Faculty of English for allowing me to conduct the MA thesis Hopefully, the outcomes of study will serve as a reference source for further research later on and make contribution on the quality of teaching and learning at HUFLIS Finally, I wish to express my special thanks to my family and my beloved friends who were always by my side, encouraged and loved me unconditionally while I was conducting this research iii LIST OF TABLES Table 2.1 Writing - Unit description (see appendix A) 14 Table 4.1 The participants’ demographic information 33 Table 4.2 Participants’ perceptions of their own writing proficiency 34 Table 4.3 Platforms used for teaching Writing online 36 Table 4.4 The number of platforms that a student learns in online Writing course 37 Table 4.5 Advantages of learning Writing online 45 Table 4.6 Students’ problem when learning Writing online 47 Table 4.7 Students’ suggestions for teachers 49 Table 4.8 Suggestions for students 50 Table 4.9 Suggestions for schools 51 iv LIST OF CHARTS Chart 4.1 Students’ attitudes towards the importance of writing skills 35 Chart 4.2 Amount of time spent by participants practicing their writing skills a week 35 Chart 4.3 The method of learning Writing course online 37 Chart 4.4 The time on learning and practicing writing a week 38 Chart 4.5 Writing homework 39 Chart 4.6 The number of writing tasks the students have a week 39 Chart 4.7 Arrangement for online writing tasks 40 Chart 4.8 The ways students’ writings get feedback 41 Chart 4.9 The number of writing tasks get feedback from the teacher and classmates 42 Chart 4.10 The satisfaction with the assessment criteria 43 Chart 4.11 The students’ satisfaction with their online writing classes 44 v LIST OF FIGURES Figure 2.1 Online Learning Ecosystem (Alsamrani, 2019) 11 vi