Luận văn thạc sĩ Luật học: Nghiên cứu việc sử dụng Internet nhằm thúc đẩy việc tự học tiếng Anh pháp luật của sinh viên năm cuối Trường Đại học Luật Hà Nội

MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAININGHANOI LAW UNIVERSITY NGUYEN THI BAO HAN 443052 AN INVESTIGATION INTO THE USE OF THE INTERNET TO PROMOTE AUTONOMOUS LEARNING IN LEGAL

MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING

HANOI LAW UNIVERSITY

NGUYEN THI BAO HAN

443052

GRADUATION PAPER

Hanoi-2023

MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING

HANOI LAW UNIVERSITY

NGUYEN THI BAO HAN

443052

AN INVESTIGATION INTO THE USE OF THE

INTERNET TO PROMOTE AUTONOMOUS LEARNING

IN LEGAL ENGLISH OF SENIOR STUDENTS

AT HANOI LAW UNIVERSITY

Major: English Language

GRADUATION THESIS

SUPERVISOR

Lã Nguyễn Binh Minh, MA.

Hanoi-2023

care, loan or reproduction of the paper.

Supervisor Student

La Nguyén Binh Minh Nguyễn Thị Bao Hân

April 4th, 2023

First and foremost, I would like to express my heartfelt appreciation to

my wonderful Supervisor, Ms La Nguyen Binh Minh M.A., for her enormous

support towards my research with great patience, devotion, unwaveringadvice, profound insight and experience I have managed to overcome all the

various obstacles and finished this thesis thanks to her constant, inspiring

guidance and encouragement throughout the writing process

Besides my Supervisor, my sincere thanks goes to all the Members of the

Thesis Committee, the teachers who work hard and fair to evaluate thisresearch of mine, give insightful comments and questions, as well as provide

me with detailed feedback to help my future studies

Last but not least, I am particularly grateful for my family members andclose friends who have been supportive and caring throughout the journeywith their unconditional love, understanding and kindness I express mygratitude to my classmates, friends from the university club, and colleaguesfrom my internship for the tremendous amount of advice and cooperation tosupport me in the writing and survey process

il

This study was expected to describe profoundly the use of Internet topromote autonomous learning in legal English among senior students at Hanoi

Law University To achieve this goal, the researchers employed a survey

questionnaire and an semi-structured interview The survey questionnaire was

administered to a sample of 90 senior students majoring in the AdvancedProgram of General Law, International Trade and Business Law, and LegalEnglish Language Additionally, three respondents were invited for an in-depth interview The collected data was descriptively analyzed and presented

using charts and tables The research findings indicate that senior students

have a considerable understanding of autonomy Moreover, studentsdemonstrate awareness and positive attitudes towards the effectiveness ofInternet tools in enhancing their legal English proficiency Notwithstanding,the use of the Internet to facilitate autonomous learning in legal English is still

associated with some disadvantages As an illustration, the amount of time

devoted to autonomous learning of legal English 1s still limited Moreover, thestrategies for using the Internet as a tool for autonomous learning have not yetbeen widely adopted This has resulted in a significant discrepancy between

autonomous learners and those who rely solely on traditional teachingmethods The outcomes of this study offer several recommendations to help

students and teachers identify and maximize the significant role of theInternet in improving learners’ autonomy both inside and outside theclassroom Overall, the study’s findings emphasize the importance of theInternet in promoting learners’ autonomy and suggest that the integration oftechnology in language learning can contribute significantly to theenhancement of learners’ skills and proficiency in legal English

TABLE OF CONTENTS

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1 RATIONALE FOR THE STUD Y << + E111 11 1 vn tr |

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6 ORGANIZATION OF THE STUDY 222223361 11EEEEEEEEEEEEEEEEEEEEEEEEEEEEEEekeeeeree 3CHAPTER 1 THE LITERATURE REVIEÔW - Đ Snn S2 nh re 5Lads -1 MNHTIHÍTNHÍ, TÍNHNNBVHI ghe nghĩ tú H1Ä<.1 1ö Hi H5 0,1205 86138 KH 3A5 0,1:1033065 Haha aR He bị1.2 Overview of related preVviOs sfMđÏeS -.c 5c + ‡+s++svcxssexsexxs 12INN ////(liaNnara(hhiii 15(CHAPTER 5 METHCDOLOT cá cán ¿có Lo ih Hà Lá Gan Họ Riba nh RR 162.1 Design Of the Study 1111121111511 1111111111111 1111111 ky 162.2 ;475/2., 000058884 16PP ) nan ng ốốố.ố.ố.ốố.ố.ố.ố.Ố.ẻ 17P2 1 ) 6n 19PIN ) 000nnẺnẺaan-Ả Aẻaăăăăăă 20CHAPTER 3 RESULTS AND DISCUSSION -Ặ.ĂcSẰẰeeeeie 21

3.1 Results of research question 01: How do students at HLU perceive

themselves as autonomous legal English learners through the use of Internet?

3.2 Results of research question 02: How effectively and efficiently do

students use the Internet to study legal Englisn? ‹ «+ sss++ss++ssx++ 27

IV

3.3 Results of research question 03: How can teachers help students to be

more autonomous in learning the legal foreign language through using

77-7877 343.4 SUIMINALY oo sa ƠƠơồốỒ 39CHAPTER 4 RECOMMENDATIONS occ c cc cccccccccccccceceeeeeeeeeeeeeeeeeeeseeeeeenenaess 394.1 Recommendations for students in autonomous learning of legal English byUSING the INtCrnel 0 nnn77.a ố.ố 394.2 Recommendations for English teachers to developing learner autonomy 404.3 , aaa ƠBậậậa 42CONCLUSION 0 43

1 SUMMARY OF THE STUDY - (2222338833831 E98 E111 11111 rrke 43

2 LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDY - ««<<++<<+ 44

M (Mean)

SD (Standard Deviation)TMU (Thuong Mai University)

USA (United States of America)

LIST OF FIGURES & TABLES

The Average Time HLU Students Spend on the Internet to LearnLegal English Per Day

The Motives of HLU Students to Learn Legal English throughthe use of Internet

Factors Affecting the Choice of Students When ChoosingOnline Resources to Learn Legal English

HLU Students’ Evaluation of Their Confidence in Their Ability

to Learn Legal English Autonomously Through the InternetOnline Resources Used by HLU Students to Learn LegalEnglish

HLU Students’ Opinion on the Effectiveness and Efficiency ofLearning Legal English Autonomously Through the InternetHLU Students’ Strategies to Learn Legal English AutonomouslyThrough the Use of Internet

Contributing factors to the difficulties faced by HLU studentswhen using the Internet to learn Legal English

Opinion of HLU Students on the Importance of Teacher’s

Guidance in Autonomous Learning of Legal English

Opinion of HLU Students on the Necessity for Each Type of

v1

Teacher’s Guidance in Autonomous Learning of Legal English

INTRODUCTIONThe purpose of this chapter 1s to establish the foundation for the research paper

by outlining its rationale, aims, research questions, scope, significance andorganization with a clear focus, purpose and direction

1 Rationale for the study

In the age of digital technology, the Internet has become an integral part of our

daily life and has revolutionized the way we learn and acquire knowledge Internet

serves as the most valuable source that may assist learners, while allowing them to

explore, communicate and learn about the diversity of English language through onlinematerials, books, newspapers, videos, social media platforms Internet has furtherallowed students to access different information related to the language across theglobe (Baik & Shim, 2002)

The dismantling of international boundaries in the pursuit of internationalmarkets and global agreements has meant the matching of different legal frameworks

in the global context, as well as the implementation of legislative procedures and

juridical processes across countries Hence, it could be said that globalized business

activities and dispute resolution through arbitration between individuals andinstitutions have been accompanied by a process of legal internationalization But such

a process requires a common language for legal officials and scholars to understand

one another, and such language is, undeniably, English (Llopis, 2017) Indeed, withthe increasing importance of English as the global language of law, it is essential forstudents to have a high level of proficiency in legal English to succeed in their future

careers.

Although traditional classroom-based learning has its benefits, it may not beadequate in developing the language proficiency needed to excel in the legal field

Autonomous learning has proven to be the right approach to enhancing skills as it

entails learners taking charge of their own learning and utilizing resources beyond theclassroom, as indicated by Esfandiari and Gawhary (2019) Firstly, it gives studentsthe ability to enhance their legal vocabulary and comprehension skills, making themmore competent in the field of law Secondly, autonomous learning enables students to

develop their research and analysis skills, which are essential in the legal profession

Thirdly, it allows students to communicate effectively with international clients and

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colleagues, giving them a competitive edge in a globalized legal industry.

Additionally, autonomous learning of legal English provides students with theflexibility to tailor their learning to their specific needs and learning styles, promotingindependent thinking and self-motivation

The use of the Internet for teaching and learning has been explored in numerousstudies both domestically and internationally However, the majority of these studies

have primarily focused on autonomous learning of English in general or business

English, with limited research on autonomy in learning legal English Acknowledgingthis issue, this study was undertaken to underscore how the Internet could be utilized

to promote autonomous learning of legal English among students specializing indifferent disciplines and studying legal English at HLU Consequently, it can helpenhance students knowledge and language skills in the field of law in particular andimprove the quality of teaching and learning of legal English at this institution ingeneral

2 Aims of the study

Overall, this study aimed to provide insights into the potential of using theInternet to leverage autonomous learning of legal English among students at HLU Toachieve this goal, the researcher established three specific objectives as follows The

first objective was to explore HLU students’ self-evaluation of their ability to learn

legal English autonomously using the Internet The second objective was to evaluatethe effectiveness and efficiency of students’ utilization of the Internet as a means oflearning legal English Finally, the study sought to examine the roles of teachers inhelping students become more autonomous in learning legal English through the use ofthe Internet

3 Research questions

In line with the rationale and aims outlined above, the researcher seeks to gain adeeper understanding of leveraging the Internet to promote autonomous learning oflegal English among senior students at HLU by exploring the following questions:

(1) How do students at HLU perceive themselves as autonomous legal English

learners through the use of Internet?

(2) How effectively and efficiently do students use the Internet to study legal

(3) How can teachers help students to be more autonomous in learning the legal

foreign language through using Internet?

4 Scope of the study

This research paper focuses on promoting autonomous learning in legal English

among senior students at HLU through the use of the Internet As legal English

courses are not offered to all students at the institution, this study is limited to those

students majoring in General Law (Advanced program), International Trade and

Business Law, and English Language (Legal English), who take legal English courses

as compulsory credits Additionally, seniors at the university are believed to be moredigitally literate compared to juniors, sophomores, and freshmen Therefore, thisresearch paper is narrowed down to the utilization of the Internet to promoteautonomous learning in legal English of seniors pursuing majors in General Law(Advanced program), International Trade and Business Law, or English Language(Legal English)

5 Significance of the study

This study lies in its potential to inform the development of language learningstrategies and pedagogies that foster autonomous learning and leverage the Internet as

a tool First, it addresses the need for autonomous learning in higher education,especially in the context of legal English, a domain that requires proficiency in both

legal knowledge and language Second, the study explores the potential of the Internet

in providing learners with resources and opportunities for autonomous learning This

potential focus on senior students at HLU highlights the importance of enhancing the

language proficiency of future Vietnamese legal practitioners Third, this study can

provide valuable insights and recommendations for teachers to enhance their teaching

methods and promote more independent and effective learning among their students.Furthermore, this graduation paper is expected to contribute to the growing body ofliterature on autonomous learning and the use of technology in education, with aspecific focus on legal English learning for senior students at HLU

6 Organization of the study

The study is organized into three central parts: Introduction, Development, and

Conclusion

The Introduction includes the Rationale, Aims, Research questions, Scope,Significance and Organization of the study.

The Development is divided into four chapters as follows:

Chapter 1 The Literature Review setting out the theoretical framework for researchand reviewing some of the earlier studies

Chapter 2 Methodology, which provides the data collection instruments, procedures

of data collection and procedures of data analysis

Chapter 3 Results and Discussion revealing the analytical findings of the survey and adetailed interpretation of the data obtained

Chapter 4 Recommendations, where a number of suggestions are made on the basis ofthe results of this study

The Conclusion delivers a summary of the study, limitations and suggestions forfuture research

CHAPTER 1 THE LITERATURE REVIEW1.1 Theoretical framework

1.1.1 The concept of autonomous learning and autonomous learner

To comprehend the concept of autonomous learning, we must firstunderstand the concept of autonomy Originating in the early 17" century, theterm autonomy was derived from the Greek words autos, meaning “self” and

nomos, meaning “law,” which means “having its own laws” The concept ofautonomy has been discussed in various fields throughout history, includingpolitics, philosophy, psychology and education

Autonomy can describe the ability of a group to self-govern, as in politics

In philosophy, it is linked with free will, where individuals can make choiceswithout external influence Psychology considers it as a crucial element ofintrinsic motivation since people who feel in control of their lives are morelikely to engage 1n activities that are personally meaningful Autonomy is vital

in education, particularly in student-centered learning, where it is associatedwith student motivation and engagement Fundamentally, autonomy is a keyfactor in autonomous learning, since it allows learners to take charge of theirlearning process and develop self-determination and independence

Autonomous learning is a concept that has received considerable attention

in the field of education, particularly in the context of language learning At its

core, autonomous learning refers to the ability of learners to take control of their

own learning process, setting their own goals, choosing their own learningmaterials, and taking responsibility for their own progress Indeed, the mostsuccessful language learners are those who take responsibility for their ownlearning, as the main issue is not the differences between students in terms of

studying specific books, having the same teachers, employing identical learning

styles, or experiences, but rather the ways they have found to learn a languagemore economically and productively (Ngo, 2019)

To be autonomous learners, students need to have some choice and control(McCombs, 2012) To express it in another manner, they are able to guide

5

themselves towards their learning goals without relying on the teacher’sdirection or being passive, as they take responsibility for their learning and

behave independently Based on the aforementioned, it is possible to outline

certain attributes of autonomous learners, which are as follows

Investing time in the process of learning is a fundamental aspect of being

an autonomous learner Most literature suggests that autonomous learnersprioritize self-regulated learning strategies and taking control of their ownlearning process, rather than focusing on the amount of time spent on their

studies, when evaluating their autonomy However, it is undeniable that theamount of time dedicated to learning can be seen as a tangible sign of learner

engagement and commitment Autonomous learners who take responsibility fortheir own learning are inclined to invest a significant amount of time in thelearning process, as it showcases their unwavering engagement to the learning

endeavor It is crucial to understand that by investing time in the learning

process, learners not only acquire knowledge, critical thinking and

problem-solving skills but also hone their self-discipline and determination Although

investing time in learning is undoubtedly a crucial aspect of being an

autonomous learner, it should not be the sole criterion for assessing learners

autonomy.

Choosing appropriate materials is a vital factor in the success ofautonomous learners, particularly when it comes to online resources The sheerabundance of information available on the internet can be overwhelming,making it challenging for learners to identify reliable and appropriate resources

In the eyes of Esfandiari and Gawhary (2019), the use of technology,specifically the Internet as a source of information, can give learners the

opportunity to have unlimited access to authentic materials in the target

language This implies that learners are able to access a wide variety ofresources for out-of-class learning which itself may encourage greater learner

autonomy Therefore, it is essential to carefully choose materials that align with

the learner’s objectives, preferences, and level of expertise to enhance their

learning experience

Strategies are crucial for autonomous learners because they provide aframework for effective learning An autonomous learner is someone who takescharge of their own learning process and seeks out opportunities to acquireknowledge and skills independently By developing and utilizing effective

learning strategies, autonomous learners can maximize their learning potential

and achieve their goals more efficiently As per the viewpoint of Dickinson(1993), an important feature of the idea of autonomous learners is that they are

continually able to track their strategy usage and modify their strategy if it fails

to achieve their goals

The establishment of clear goals is an essential component for autonomouslearners A significant advantage of allowing students to assess their progressand set learning goals is the increase in their overall motivation — particularlyintrinsic motivation (Guilloteaux & Dornyei, 2008; Cheng & Dornyei, 2007;Dornyei, 1994) Clarity of purpose helps learners to stay focused and motivated,enabling them to channel their energy and resources towards meaningfulactivities that contribute to their desired outcomes Furthermore, having cleargoals helps learners to evaluate their progress and adjust their strategiesaccordingly This allows them to monitor their performance and identify areasthat require improvement, leading to more efficient and effective learning

Teacher intervention plays a significant role in supporting the development

of autonomous learners While autonomous learners are defined as individualswho can make decisions about their learning (Holec, 1981), Benson (2001)argues that taking control of the learning process is not as straightforward as thisdefinition may suggest Instead, some form of teacher intervention seems to be

necessary; the teacher’s role in encouraging learner involvement, learner

reflection, and appropriate target language use can be seen as pedagogicalprinciples of encouraging autonomy in learning (Little & Dam, 1989) Indeed,autonomous learners can work not only independently, but also confidently as

7

the result of acquiring learning strategies and broadening their knowledge oflearning through teacher intervention.

Ultimately, autonomous learning is a crucial aspect of education that

enables learners to take control of their learning process Autonomous learners

invest time in the learning process, choose appropriate materials, utilizeeffective learning strategies, establish clear goals, and work independently, with

teacher intervention playing a supportive role The attributes of autonomous

learners identified by the researchers mentioned earlier will be viewed as theprimary criteria for evaluating autonomous learning in upcoming research

1.1.2 The concept of legal English and its characteristics

Legal English refers to the language used in legal contexts, which ischaracterized by a complex and specialized vocabulary, syntactic structures, and

discourse features The concept of legal English has received increasing

attention in the field of legal studies, with scholars investigating various aspects

of this specialized language In order to clarify the legal English terminologydiscussed in the thesis, it is essential to provide some defining features as the

existing understanding of legal English is quite varied

To begin with specialized vocabulary, legal English, like other professional

languages, incorporates a large amount of specialized terminology that may beunfamiliar to non-experts, such the use of archaisms, technical terms, borrowedwords, or synonymy (Nghi, 2018) In which, archaic terms refer to the use of oldexpressions by lawyers called legalese such as pursuant to (under; in accordancewith) which makes it hard for laypersons to understand (Veretina-Chiriac,2012) Some technical terms are familiar to laypersons (patent, share, royalty),and some technical terms generally only known to lawyers (bailment,

abatement) Some terminology derived from Latin and French (persona non

grata, pacta sunt servanda) In addition, Haigh (2009) stated a large number ofsynonyms referring to the same legal concept (e.g., assign — transfer; breach —

violation; clause — provision — article) makes legal drafting and writing more

Following with syntactic structures, legal English involves complex and

compound sentences, nominalization, and the use of passive voice One of these

features is the use of complex and compound sentences, which are employed to

convey a great deal of information, including repetitive noun phrases and

subordinate clauses (Veretina-Chiriac, 2012) Another hallmark of legal writing

is the use of nominalization, which involves the use of nouns derived from verbs

instead of the verbs themselves Although nominalization can make the text

longer and less dynamic, it is pervasive in legal English and difficult toeliminate (Bhatia, 1993) In addition, legal documents tend to employ an

impersonal style that uses third-person pronouns and passive voice to create the

impression of impartiality However, this can make the text difficult for lawyers to understand (Veretina-Chiriac, 2012)

non-In addition to its specialized vocabulary and syntactic structures, legalEnglish has the following discourse features Firstly, the absence of punctuation,particularly prevalent in archaic legal drafting such as deeds and conveyances,continues to be an issue that can lead to ambiguity and uncertainty Secondly,legal English operates within a specific disciplinary value system, defined by

professional, epistemological, and pragmatic considerations Lastly, legal

English incorporates several foreign words and forms, including doublets andtriplets, irregular word order, and unfamiliar pro-forms, pronominal adverbs, andphrasal verbs

In summary, legal English refers to the specialized language used in legaldocuments, contracts, and other legal communications It is a highly precise andtechnical language used to ensure clarity, consistency, and accuracy in legaldocuments and communication Due to its heavy dependence on preciselanguage and technical terminology, legal English is crucial for future legalpractitioners, especially in the context of globalization The need for effectiveteaching and learning of legal English for non-native speakers is inevitable.1.1.3 The importance of the Internet in promoting legal Englishlearners autonomously

The Internet has become an essential component of modern society in the21st century It has revolutionized the way we learn, work, communicate, and

access information As a learning tool, the Internet has facilitated the creation ofpersonalized learning environments that cater to the needs and preferences ofindividual learners, as highlighted by research by Hwang and Lai (2017)

Regarding the autonomous learning of legal English, the Internet has been

recognized as a powerful tool for promoting among learners According to Jin

and Zhang (2020), the Internet provides learners with easy access to a wide

range of authentic legal materials, such as court judgments, legal reports, and

contracts, which are often difficult to obtain through traditional sources Thesematerials not only enable learners to gain a better understanding of legal

concepts and terminology but also allow them to practice their language skills in

a meaningful context In addition, the Internet provides opportunities forlearners to engage in interactive and collaborative learning through online

discussion forums, language exchange programs, and social media Such

opportunities enable learners to practice their legal English skills and receivefeedback from both native and non-native speakers, which can enhance theirlanguage proficiency and confidence

Furthermore, the Internet offers flexible and personalized learningexperiences, allowing learners to tailor their learning goals, pace, andpreferences to suit their individual needs and interests All things considered, theInternet has emerged as a key platform for promoting autonomous learning oflegal English, offering learners a wealth of learning resources, interactive andcollaborative opportunities, and personalized learning experiences

1.1.4 The roles of teachers in helping learners become moreautonomous in learning Legal English through the use of the InternetAlthough the benefits of using the Internet to promote autonomous learning

in legal English are undeniable, the disadvantages of this two-sided coin cannot

be ignored It is for this reason that we need teacher’s guidance to be able to usethe Internet most effectively A study by Liu (2016) highlights the advantages of

the network environment, such as the provision of a variety of learning materials

and methods that cater to individual students’ needs, and the ability to promote

self-regulated learning However, the study also recognizes that the construction

of teaching resources and platforms needs improvement, and there is a risk of

overuse or misuse of technology The paper emphasizes the importance ofteachers’ roles in creating good learning conditions, setting learning goals and

plans for students, and using technology to enhance, rather than replace,

traditional teaching methods

According to Duong and Tran (2021), teachers can help learners identify

and evaluate relevant online resources, develop learning strategies, and set goalsfor their language learning Additionally, teachers can provide feedback andassess learners’ progress, as it is essential for learners to monitor their ownlearning and make necessary adjustments

In a similar vein, Murray and Christison (2017) suggest that teachers can

design online activities and tasks that are relevant to learners’ needs and

interests and provide opportunities for meaningful language use and interaction

To give an instance, teachers can create online forums or discussion groupswhere learners can share their thoughts and ideas about legal topics or engage incollaborative tasks such as analyzing legal cases or drafting legal documents Bydesigning activities that are authentic and meaningful, teachers can help learners

develop their language skills while also promoting their autonomy and

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1.2 Overview of related previous studies

A case in point related to this topic is “Autonomy in the Use of DigitalResources in a Legal English Course” conducted by Đorđeviờ and Bojaniđờ(2014) explores the role of digital resources in promoting learner autonomy in alegal English course for law students at a Serbian university The studyhighlights the importance of incorporating digital resources in academic

language classes, from the beginning of tertiary education, to equip students

with the necessary skills to effectively use these resources The researchinvolved 19 third-year English language students, who participated in a ten-week blended learning model designed to develop their writing skills throughthe use of digital resources The study hypothesized that gradual instruction onhow to search and use online resources would help students select appropriate

sources and use them autonomously in their writing The results of the studywere evaluated based on the degree of autonomy demonstrated by students in

the final written assignments and the factors that influenced this outcome Thestudy emphasizes the importance of incorporating digital resources in academiclanguage classes at the tertiary level, starting from the beginning of the

curriculum, to enable students to develop the necessary skills for effective use of

these resources

Several studies on this matter also support the use of specific tools on theinternet to foster the autonomy of learners As an illustration, the study “SocialMedia as an Autonomous Learning Facility to Enhance Writing Skill in DigitalEra” by Sari (2019) found that social media platforms such as Facebook andTwitter not only promote more frequent writing practice among Indonesianstudents but also allow for monitoring and enjoyable learning experiences.Therefore, social media can be the best autonomous learning medium to leadand motivate students in learning English, and it can encourage learners to usetheir creativity combined with personal expression Another study by Dabrowski(2016) titled “Reel Justice in the Context of Teaching Legal English as aForeign Language” suggested that, in the light of current trends in ESP and film

pedagogy, reel justice serves as a valuable didactic material that provideslanguage, intercultural, and subject-specific knowledge It tackles topics relevant

to learners’ academic and professional concerns and readily engages theirinterest, thereby playing a vital motivational role Additionally, Unadi (2018)conducted a study entitled “Using On-Line Dictionaries for Students’Autonomous Learning,” which highlighted the value of online dictionaries in

promoting autonomous language learning This type of learning can be

structured and guided through the use of online textbooks, complementinglanguage training courses and serving as an important resource for languagelearners

Another investigation of this area is “Is Technology Paving the Way forAutonomous Learning?” by Esfandiari and Gawhary (2019) from the DefenseLanguage Institute Foreign Language Center, Monterey, California, USA Theresearch findings reinforced the perspective that the shift towards learner-

centered approaches to teaching has highlighted the importance of promoting

autonomy in language learning, as it enables students to take responsibility fortheir own learning and break down barriers that may arise in teacher-directed

environments Autonomous learners devise effective learning strategies by

taking control over content and reflecting on their progress The role oftechnology, particularly the Internet as a source of authentic materials, has thepotential to encourage greater learner autonomy Nevertheless, the researchcontended that proper guidance is crucial in fostering autonomy, and theinterrelation between pedagogy and technology must be explored to payattention to the affordances of certain technological tools Learner autonomy isclosely linked to motivation and creativity, and it is necessary to exploreautonomy in terms of both individual and social dimensions Overall, the study

concluded while technology have the potential to create opportunities for the

promotion of autonomous learning, it is not enough by itself

Regarding research conducted by Vietnamese scholars, Hoang Thu Ba

(2018) carried out a research entitled “Using the Internet to Promote Business

13

Learners’ Autonomy in Vietnam” to examine the usefulness of the Internet use

in fostering the autonomy of business learners and enhancing their learning

skills The study involved administering questionnaires and conducting

interviews with 200 third-year students and 10 English teachers at TMU The

results showed that while students were aware of the potential benefits of usingthe Internet for autonomous learning, they often lack effective learning strategies

and motivation, and were easily distracted The study recommends

implementing training programs for learning strategies, creating a languagelearning environment among students, and increasing motivation and interest

through the use of authentic materials Teachers should also play a more

facilitating role, encouraging students to become independent learners.Ultimately, integrating the Internet in language learning can be an effective way

to promote autonomy and improve language skills if appropriate strategies are inplace

Another researcher, Ngo Thi Thanh (2019), conducted a research named

“Promoting Learner Autonomy through Self-Assessment and Reflection” aimed

at helping students explore their inner strength of working independently outside

the classroom and self-assess their own skills with the ultimate aim to improve

their listening and speaking performance Drawing on the theoreticalframeworks of self-assessment and reflection by Andrade and Valtcheva (2009),together with learner autonomy by Holec (1981), the researcher implemented aresearch project on 2nd-year students in three non-English major classes at auniversity in a 15-session learning program From the results, the research

demonstrates that self-assessment and reflection activities can be useful tools to

encourage students to become independent learners

The use of the Internet to promote autonomous learning in English has been

widely studied, with a focus on various perspectives and approaches for

promoting autonomous learning of English as a foreign language among

Vietnamese tertiary students Their findings have significantly contributed to

improving the current situation of language teaching and learning at universities

in Vietnam However, there 1s a lack of research on the use of the Internet topromote autonomous learning in legal English, compared to other topics in the

field In this study, the researcher aims to contribute more to the research on

learner autonomy in studying general English and legal English, particularly in

the context of teaching and learning legal English at HLU

1.3 Summary

The first chapter of the research paper sets the stage by providing a

theoretical foundation and reviewing previous studies The review focuses on

relevant literature related to the research topic, which is how the Internet can be

used to promote autonomous learning in legal English The review reveals that

learner autonomy is crucial for effective learning, and the Internet can enhancethis ability Specifically, the literature suggests that the use of the Internet ineducation leads to numerous benefits, such as improved knowledge,

independence, self-esteem, and attitude Additionally, the literature emphasizes

the importance of teachers in developing learner autonomy Teachers must notonly provide support and help students develop study strategies and goals, but

also create a conducive learning environment for students to excel in English

studies Overall, the literature suggests that utilizing Internet resources cansignificantly contribute to the development of autonomous learning, particularly

for senior students learning legal English

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CHAPTER 2 METHODOLOGY

The purpose of this chapter 1s to provide a clear and concIse explanation ofhow the research was conducted, enabling the reader to understand the validity

and reliability of the research findings

2.1 Design of the study

The study was conducted as a case study at HLU to investigate how senior

students learn legal English autonomously through the use of the Internet andtheir perceptions of teachers’ role in facilitating learner autonomy A mixed-methods approach was employed, using both quantitative and qualitativemethods to collect and analyze data For the quantitative method, the researcher

developed a survey questionnaire consisting of 15 sets of items For the

qualitative method, the researcher conducted interviews with students to gaininsights into the data The raw data gathered from the survey and interviewswere analyzed using Microsoft Excel software to provide a descriptive overview

of the findings

2.2 Participants

The participants for this research comprise more than 90 students fromHLU In terms of gender, roughly 66,7% of participants are female, 24,4% aremale, and 8,9% identify as other genders With regard to the current academic

year of participants, circa 95,6% are fourth-year students (K44) and 4,4% are

third-year students (K45) Additionally, this research selected a group of

students majoring in the Advanced Program of General Law, International Trade

and Business Law, and Legal English Language at HLU, as they have completedall legal English modules, including basic and advanced ones, during theirtraining They have been exposed to legal English for a considerable amount oftime, which has given them significant experience in learning legal English andusing the Internet as a learning tool Therefore, their opinions are particularly

relevant to the search for strategies to enhance learner autonomy in legal English

learning This group consists approximately of 33,3% of students majoring inGeneral Law (Advanced program), 32,4% of students majoring in InternationalTrade and Business Law, and 34,3% of students majoring in English Language(Legal English)

2.3 Data collection

2.3.1 Data collection instruments

The research adopts two data collection instruments namely surveyquestionnaire and interview The purpose of the questionnaire was to examinestudents’ self-perception and the effectiveness of using the Internet to learn legalEnglish autonomously It also aimed to investigate students’ opinions on the role

of teachers in promoting learner autonomy through the use of the Internet

The purpose of conducting interviews in this research is to gather detailed

information from the students regarding their perspective and attitudes abouthow the Internet can be utilized to promote learner autonomy in the context oflearning legal English

Survey questionnaire: To conduct quantitative data analysis, the researcherutilized a survey questionnaire comprising 15 sets of questions The survey

questions have been developed using various formats such as multiple choice

questions, multiple choice grids, open-ended questions, and questions for written

answer These questions were formulated by the researcher and divided into four

parts: Part 1 is designed to gather general information about the participantsincluding their gender, the current academic level and the major they arepursuing at HLU; Part 2 includes four items that are intended to examine

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students’ perception of their autonomous legal English learning using the

Internet, including their confidence level, the average time and resources theyutilize, and their motivation to learn legal English autonomously; Part 3 of the

study is composed of five items that aim to explore the effectiveness and

efficiency of autonomous legal English learning via the Internet These items aredesigned to investigate participants’ feelings, the strategies they employ, the

factors that influence their selection of online resources, the impact of

challenges, and how they overcome them; Part 4 comprises three items aimed atinvestigating the role of teachers in facilitating students to become moreautonomous learners These items explore the significance of teachers inautonomous learning, the necessity of teachers’ guidance, and the expectations

of the participants for their teachers

Interview: The researcher conducted interviews with three senior studentsfrom different majors to gain detailed insights into their self-perception as

autonomous legal English learners, their experiences using the Internet to

enhance learner autonomy, and the role of teachers in fostering autonomy Thequestions in the interviews were constructed in a semi-structured format toprovide room for the interviewees to elaborate on their responses and providemore in-depth and detailed information The interviews focused on sevenprimary questions, with supplementary questions asked for clarification duringthe interview process

2.3.2 Data collection procedures

The information was collected and reinforced through the use of a surveyquestionnaire and interview questions that were created for research purposes.The survey was allowed to gather student data from the HLU, as well as

personal consent The researcher collected data over a fourteen-day period Forsurvey questionnaire, researcher sent a Google Forms to K44 English Language

majored via social media platforms for participants to complete online For

students majoring in the Advanced Law program and International Trade Law,

researcher delivered the Google Forms through friends who studying in these

majors The online questionnaire provides a succinct description of the intentand a straightforward explanation of how to respond to the questions; hence,

there was no need for additional explanation When the questionnaire on Google

Forms was finished, it was closed to ensure that the registered data did not

change For the interview questions, the researcher selected randomly threeparticipants from different majors Of these, two students were subject to face-

to-face interviews, while the third was interviewed via online video call The

responses from the interviews were transcribed and restored for review All

three majors had a strong response rate, with 30/33 students majoring in General

Law (Advanced program) responding, as well as 29/30 International Trade andBusiness Law students and 31/33 English Language (Legal English) studentsstudents completed the questionnaire survey on the designated date In addition,all three students who were interviewed cooperated

2.4 Data analysis

As this research paper employs mixed approaches, the best results areobtained by coding and interpreting data from both qualitative and quantitative

sources using raw information collected from the respondents

The results of the questionnaire survey were analyzed using MicrosoftExcel software in this study The data gathered are illustrated by the means ofbar charts and tables The main type of analysis used is Excel DescriptiveStatistics Initially, variables defined in the questionnaire by qualitative values

were converted to quantitative values based on the Linker scale as follows:

Subsequently, the mean scores would be interpreted as follows:

Alternatively, the results of the interviews were manually analyzed To

classify the study participants, the audio recording files from the interviews were

labeled by their majors, and then professionally transcribed by typing Later on,the audio files were analyzed to find out the ways to enhance the autonomous

learning of legal English through the Internet

2.5 Summary

In this chapter, the author explains and justifies the methodology used in

this study The chapter is divided into four sections, which are: Design of thestudy, Sample population, Data collection instruments, Data collectionprocedures and data analysis The researcher provides detailed information to

support and clarify each section

CHAPTER 3 RESULTS AND DISCUSSION

In this chapter, the information collected from surveys and interviews has

been presented in tables using statistical visualization techniques The researcher

has analyzed and discussed the results, providing further explanation, anddrawing appropriate conclusions and recommendations based on the data

3.1 Results of research question 01: How do students at HLU perceivethemselves as autonomous legal English learners through the use ofInternet?

Students’ confidence in their ability to learn legal English autonomouslythrough the Internet

N | Mean | peviation

Level of confidence in student’s ability

to learn legal English autonomously 90 3.48 0.895through the Internet

Table 1 HLU Students’ Evaluation of Their Confidence in Their Ability to

Learn Legal English Autonomously Through the InternetAccording to the results, the Mean value of 3.48 indicates that, on average,students have a high level of confidence in their ability to learn legal Englishautonomously through the Internet The SD of 0.895 implies that the students’opinions are relatively consistent in their abilities to utilize the Internet forautonomous learning of legal English Looking more closely at the data, it can

be observed that vast majority of senior students at HLU are ‘quite confident’(44%) or ‘confident’ (33%) in their ability to learn legal English autonomously

A smaller proportion of students (approximately 13%) rated their choice as

‘extremely confident’ while others (approximately 10%) are “somewhatconfident’ or “unconfident” in their ability to learn legal English autonomouslythrough the Internet Previous studies do not seem to have investigated the self-perception of students with respect to their ability to engage in autonomous

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learning Consequently, it is challenging to establish any meaningfulcomparisons based on the existing literature.

The average time spend on learning legal English via Internet per day

Question: What is the average time you use per day to learn

Legal English through the Internet?

41%

approximately 30 minutes 30 minutes to | hour more than | hour do not have a specific

or less amount of time

Figure 1 The Average Time HLU Students Spend on the Internet to Learn Legal

English Per Day

In light of the findings, a significant portion of senior students at (HLU),(around 41%) spent approximately 30 minutes or less on the Internet per day

The second most common group, accounting for 28% of the respondents, spent

between 30 minutes to 1 hour on the activity A smaller percentage (around15%) reported spending approximately one hour or more on utilizing theInternet for autonomous learning of legal English Lastly, 16% of studentsreported not having a specified amount of time for learning legal Englishthrough the internet, possibly indicating a more ad-hoc or sporadic approach totheir learning As depicted by the bar chart, the majority of students use arelatively small amount of time per day to learn legal English through theInternet

Further interviews revealed that the average time spent on learning legalEnglish via the internet per day varies among students The results were as

follows: “I spend more than an hour per day learning legal English via the

internet, and I feel extremely confident about my ability to learn autonomously.”

“IT do not have a specific amount of time that I spend learning legal English via

the internet each day However, I feel quite confident about my ability to learn

autonomously.” “I spend approximately 30 minutes learning legal English via

the internet per day, and I feel quite confident about my ability to learnautonomously.”

Online resources to learn legal English autonomously via Internet

Law dictionaries 90 3.41 0.854

Legal documents of International 90 352 0.860Organizations

Legal news websites 90 3.16 0.949

Legal blogs and articles 90 2.95 1.045

Legal podcasts 90 2.42 1.138Legal dramas/Lawyer shows 90 3.28 1.008

Legal writing guides 90 219 0.854Legal English online courses 90 2.39 1.198Online legal forums and discussion 90 246 1221

groups

Legal English language worksheets, 90 3.00 1.069quizzes and games

Table 2 Online Resources Used by HLU Students to Learn Legal English

By the value of the Mean parameter, it is possible to determine whichresources students prioritize when learning legal English autonomously through

the use of the Internet Undoubtedly, legal documents of International

organizations (M=3.52) and law dictionaries are usually used by students Someresources are used occasionally with the mean scores ranging from 2.79 to 3.28including Legal dramas/Lawyer shows (M=3.28), Legal news websites(M=3.16), Legal English worksheets, quizzes, and games (M=3.00), legal blogs

and articles (M=2.95), and legal writing guides (M=2.79) The least commonlyused resources are online legal forums and discussion groups (M=2.46), legal

podcasts (M=2.42), and legal English online courses (M=2.39), which means

that students “minimally” access these resources It can be inferred from the

findings that students access various resources on the Internet to learn legal

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English with different degrees of frequency Legal documents of internationalorganizations and dictionaries are the most commonly used resources compared

to other resources which are more interactive such as liveworksheets, shows,

forum and discussion groups, online courses and so on

The results of the interview align with the questionnaire analysis Theresponse of the General Law (Advanced program) student showcases an

extensive use of online resources such as legal documents, legal news websites

and blogs, legal dramas, and online forums and discussion groups As theinterviewee highlighted, “I rely on various online resources such as legaldocuments from International Organizations, legal news websites and blogs,legal dramas, online forums and discussion groups, and language worksheetsand games.” The International Trade and Business Law student emphasizedusing the internet as a tool to search for legal documents and translate legalphrases “Generally, I use the Internet as an effective tool for searching for legal

documents and translating legal phrases For example, when I don't understandany legal words or terms, I would access the Internet translation sites to look

bà

them up,” as they stated It is noteworthy that the English Language (Legal

English) major student's focus is more on language skills than gaining legal

knowledge The interviewee remarked, “I make use of several online resources,such as law dictionaries, legal news websites, and online discussion groups toimprove my proficiency.”

Students’ motives to learn legal English autonomously via Internet

Question: What is your motivation to learn Legal English

autonomously through Internet?

to prepare for future career in international setting (ITT 53%

enhance employability, or pursue further education abroad in English-speaking

countries Finally, learning legal English to understand the legal systems indifferent countries (49%) and having a personal interest in legal language andconcepts (42%) were rated by the lowest percentage of students The motives

of final year students at HLU suggest that practical reasons, such as accessing

legal resources and enhancing career prospects, are the most common factors

The results of the interview show slight differences, although all the

respondents emphasized the significance of mastering legal English throughthe use of the Internet, as it provides more significant opportunities for

personal and professional growth However, there are slight variations in their

responses The student majoring in General Law is motivated by the desire to

excel in legal studies, enhance employability, and prepare for an international

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legal career On the other hand, the student majoring in International Trade andBusiness Law highlights the importance of being an expert in legal English for

future career success In addition, the student majoring in English Language(Legal English) is motivated by the desire to pursue further education abroadand work in an international legal setting

Regarding the first research question, the primary objective of this

question is to investigate the perspective of senior students at HLU regarding

their capacity for autonomous learning of legal English, particularly with theirutilization of the Internet The question mainly focuses on the ability oflearners to make informed decisions about the selection of appropriate learningmaterials, as well as to stay motivated throughout the autonomous learningprocess Based on the outcomes derived from the questionnaire and interview

sections, the response to the research question “7o what extent do HLU

students perceive themselves as autonomous learners of legal English throughthe utilization of the Internet?” can be presented as follows

In the realm of autonomous learning among students, there exist bothpositive and negative aspects to consider On a positive note, students tend toexhibit a relatively high degree of confidence in their own autonomous learningcapabilities Additionally, they possess the knowledge and ability to selectivelychoose appropriate resources that will aid in their autonomous learning through

the use of the Internet According to Gardner and Lambert (1972), a learner’s

desire to learn is reflected in their attitudes toward English speakers and theEnglish language itself Similarly, the evident drive and motivation of HLU

senior students to learn legal English suggest that they possess a positive attitude

toward the language and a strong desire to improve their skills

On the other hand, despite all the positives such as the students’

confidence, ability to select suitable resources, and motivation, the time they

spend utilizing the Internet to learn legal English autonomously is incompatible.Commensurate with Little (1991) opinion, capacity was sometimes considered

an important factor that might affect autonomous behavior and from time to

time, it has been used instead of the concept of ability that was used in Holec’sdefinition In addition, Dam, emphasized the role of willingness in promoting

autonomy, stating that, in order to develop autonomous behavior, learners

should first be willing to learn (1995) Based on the aforementioned statements,

it is apparent that the students’ willingness to engage in autonomous learningoutside the classroom is not particularly strong This indicates that the level of

autonomy exhibited by students in their learning of legal English is

comparatively low Ba’s (2018) findings are consistent with the present study, asboth suggest that merely being aware of the advantages of autonomous learning

does not necessarily translate into students effectively using the internet to learn

foreign languages Another existing problem is the disparity in the level ofautonomy among students While some exhibit high levels of autonomy, othersstill lack awareness of their own capabilities in this regard

3.2 Results of research question 02: How effectively and efficiently dostudents use the Internet to study legal English?

Students’ opinion on the effectiveness and efficiency of autonomous learning

N | Mean | DeviationLevel of effectiveness and efficiency

while using the Internet to learn legal 90 ae 0.990

English autonomously

Table 3 HLU Students’ Opinion on the Effectiveness and Efficiency of Learning

Legal English Autonomously Through the Internet

As can be seen from Table 3, the Mean score of 3.53 suggests that overall,

students viewed autonomous learning as effective and efficient Though the SD

is of 0.990, which indicates that the opinions of students were spread out, but

not excessively so The Mean and SD signals that the opinions of students were

generally centered around the idea that autonomous learning through the Internet

is effective and efficient Zooming in on specific figures, the majority of senior

students rated autonomous learning as either ‘effective’ (around 33%) or ‘very

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