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MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY NGUTY HIE TIN NH 443047 STRATEGIES USED BY ENGLISH-MAJORED STUDENTS AT HANOI LAW UNIVERSITY TO PROMOTE THE INTEREST IN LEARNING LEGAL ENGLISH Hanoi — 2023 MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY NGUYEN THI TINH 443047 STRATEGIES USED BY ENGLISH-MAJORED STUDENTS AT HANOI LAW UNIVERSITY TO PROMOTE THE INTEREST IN LEARNING LEGAL ENGLISH NHỮNG CHIEN LƯỢC SINH VIÊN CHUYEN NGANH TIENG ANH TRUONG DAI HỌC LUAT HÀ NOI SỬ DUNG DE THUC DAY SU HUNG THU TRONG VIEC HOC TIENG ANH PHAP LY Major: Legal English Supervisor La Nguyen Binh Minh, MA Hanoi — 2023 DECLARATIONS TI hereby state that I: Nguyen Thi Tinh, class 4430, being a candidate for the degree of Bachelor of Arts accept the requirements of the University relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms ofthese conditions, I agree that the origin ofmy paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Supervisor August 3", 2023 Student La Nguyen Binh Minh, MA ACKNOWLEDGEMENT First of all, I would like to express my sincere gratefulness towards my supervisor, Ms La Nguyen Binh Minh, M.A., for her support with great patience, devotion, unwavering advice, profound insight and experience She has been very attentive to me and guided me through the difficulties I have in the process of writing this paper Besides my supervisor, my sincere thanks go to all the Members of the Paper Committee, the lecturers who work hard and fair to evaluate this research of mine, give insightful comments and questions, as well as provide me with detailed feedback to help my future studies I am deeply grateful that Hanoi Law University creates such opportunity for me to enhance my writing and research skills Via this activity, I and other students shall gain a variety of useful knowledge and experience for our future careers Last but not least, I am particularly grateful for my family members and close friends who have been supportive and caring throughout the journey with their unconditional love, understanding and kindness I thank my fellow 4429 and 4430 classmates for the tremendous amount of advice and cooperation to support me in the writing and survey process il ABSTRACT This research aims to investigate the factors influencing the interest of English-majored students in learning legal English at Hanoi Law University and explore the strategies they employ to promote their interest in this domain A survey questionnaire was utilized to gather data from the participants A total of 68 senior English-majored students at Hanoi Law University participated in the study The results of questionnaire indicate that the majority of participants exhibit a moderate level of interest in learning legal English Regarding the factors influencing the interest in learning legal English, the participants showed that the factors related to the teacher had the most influence, followed by factors related to the legal English subject Other factors namely facilitiy and internal factors also have impact on students’ learning interest but at a lower level compared to teacher-related factors and legal English subject- related factors Pertaining to the strategies employed by students to enhance their learning interest, this present study found out that the use of digital tools received the highest satisfaction rating to promote their interest in learning legal English among the strategies investigated Concerning the strategies that they expect, students expressed a strong preference for teacher-related strategies in the teaching process Accordingly, the researcher also provides some recommendations for students, teachers and the institution respectively 1H TABLE OF CONTENTS DECLARATIONS i ACKNOWLEDGEMENT li ABSTRACT iii TABLE OF CONTENTS iv LIST OF FIGURES vi LIST OF TABLES vil INTRODUCTION 1 1 Rationale for the study 1 2 Aims of the study 3 3 Research questions 4 4 Scope of the study 4 5 Significance of the study 4 6 Organization of the study 6 DEVELOPMENT 7 CHAPTER 1: LITERATURE REVIEW 7 1.1 English for Specific Purposes 7 1.2 Legal English 8 1.2.1 Definition of legal English 8 1.2.2 Characteristics of legal English 9 1.3 Learning interest II 1.3.1 Definition of interest 11 1.3.2 Definition of learning interest 11 1.3.3 Expressions of learning interest 12 1.3.4 The importance of learning interest 13 1.3.5 The factors influencing learning interest 14 1V 1.4 Review of some previous related research So) 1.5 Summary 24 CHAPTER 2 METHODOLOGY 26 2.1 Research design 26 2.2 Participants 26 2.3 Data collection 28 2.3.1 Research instruments 28 2.3.2 Data collection procedures 29 2.4 Data analysis 29 2.3 Summary 30 CHAPTER 3 RESULTS AND DICUSSION 31 3.1 Research question 1 31 3.2 Research question 2 32 3.3 Research question 3 38 3.4 Summary 42 CHAPTER 4: RECOMMENDATIONS 43 4.1 Recommendations for students 43 4.2 Recommendations for teachers 44 4.3 Recommendations for institutions 44 4.4 Summary 44 CONCLUSION 46 1 Summary of the main findings 46 2 Implications 46 3 Limitations and suggestions for further research 47 REFERENCES Viii APPENDICES xiv LIST OF FIGURES Page 27 Figure 1 Percentage participants’ class 27 Figure 2 Percentage participants’ gender VI LIST OF TABLES Page eal Table 1 Level of interest in learning legal English 33 Table 2 Physicalfactor 33 Table 3 Mental factors 34 Table 4 Cognitive factor 35 Table 5 The legal English subject-relatedfactors 36 Table 6 The facility-relatedfactors Be Table 7 The teacher-relatedfactors 39 Table 8 Strategies students used 40 Table 9 The teacher-related strategies 41 Table 10 The institution-related strategies Vil INTRODUCTION This part intends to lay the groundwork for the research paper by describing its rationale, aims, research questions, scope, significance and organization with a clear focus, purpose, and direction 1 Rationale for the study Interest plays a crucial role in learning, serving as a catalyst for motivation, engagement, and deep understanding According to Hidi and Renninger (2006), interest enhances cognitive processes such as attention, encoding, and retrieval of information, leading to better retention and transfer of knowledge Furthermore, studies have demonstrated that interest-based learning experiences foster intrinsic motivation, which is essential for long- term engagement and mastery of a subject (Harackiewicz et al., 2008) When learners are intrinsically motivated, they exhibit higher levels of curiosity, persistence, and enjoyment, resulting in enhanced learning outcomes However, there are many factors that influencing the interest in learning One crucial factor is the learning environment Fredricks et al (2004) indicated that the learning environment needs to be stimulating and supportive, providing appropriate materials and activities to create an engaging and exciting learning space Additionally, the teacher-student relationship also has a significant impact on learning interest Wentzel (1997) demonstrated that a warm and supportive classroom environment, where teachers foster positive interactions and encourage student engagement, can increase interest and motivation for learning Furthermore, personal beliefs and students' connection to a particular topic or subject also play a role A study by Ainley and Hidi (2014) revealed that students who have a deep personal interest and connection with the learning content tend to have higher levels of interest and achieve better learning outcomes
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