Luận văn thạc sĩ Luật học: Sử dụng Internet phát huy tính tự chủ của người học chuyên ngành tiếng Anh nhằm nâng cao vốn từ vựng tại Đại học Luật Hà Nội

MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAININGHANOI LAW UNIVERSITY LE NGOC DUNG 442931 "USING THE INTERNET TO PROMOTE ENGLISH-MAJORED LEARNER’S AUTONOMY TO ENHANCE VOCABULARY AT

MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING

HANOI LAW UNIVERSITY

LE NGOC DUNG

442931

"USING THE INTERNET TO PROMOTE

ENGLISH-MAJORED LEARNER’S AUTONOMY

TO ENHANCE VOCABULARY

AT HANOI LAW UNIVERSITY

Hanoi, 2023

MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING

HANOI LAW UNIVERSITY

LE NGOC DUNG

442931

USING THE INTERNET TO PROMOTE

ENGLISH-MAJORED LEARNER’S AUTONOMY

TO ENHANCE VOCABULARY

AT HANOI LAW UNIVERSITY

SUPERVISORNguyen Thi Huong, MA

Hanoi, 2023

il

I hereby state that I: (Student’s name, class), 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 of these conditions, I agree that the origin of my 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 Student

Nguyen Thi Huong, MA April 4", 2023

Aside from my efforts, the success of this project is highly dependent onthe encouragement and guidance of many people Therefore, I want to thank all

who contributed to the success of this graduation project

I am grateful for the guidance and supervision of Instructor Nguyen ThiHuong, who provided the necessary information about the project and assisted

me in completing the project

Finally, I sincerely thank my parents, friends, and supporters who

accompanied and encouraged me in this project, helping me survive all the

stress from this year and not letting me give up

il

Learning vocabulary is a difficult challenge for students majoring inEnglish In the past, students relied heavily on their teachers for guidance, but

new teaching methods now encourage students to take more responsibility for

their own learning At the university level, students are expected to become

more independent and find ways to improve their vocabulary acquisition Due

to the limited exposure to the target language in university classes, students

must make a conscious effort to learn vocabulary outside of the classroom,

which highlights the importance of learner autonomy in this process Moreover,having difficulties in the learning process is inevitable This paper explores theactivities when English-majored use the internet to promote their autonomy in

vocabulary learning, emphasizing the significance of autonomous learning

activities It also finds out the challenges that students often encounter whenlearning English vocabulary online Subsequently, the researcher givesrecommendations for both students and lecturers In order to improve the

quality of teaching and studying, teachers should support and enhance learner

autonomy in vocabulary learning, outlines the roles of both teachers andstudents in this process, and predicts the positive effects of the Internet onlearner autonomy in vocabulary acquisition

ill

Table of contents

List of abbreviations

List of figures/ tables

INTRODUCTIONCHAPTER 1: LITERATURE REVIEWVOCABULARY LEARNING AND ITS IMPORTANCE _IN

LANGUAGE LEARNING

AUTONOMY

1.2.1 Definition of autonomy1.2.2 Autonomy in learning English vocabularyTHE ROLE OF INTERNET IN ENHANCING VOCABULARY

THE EFFECTS OF USING THE INTERNET IN IMPROVING

LEARNERS' AUTONOMY

CHAPTER 2: METHODOLOGY2.1 Research design

2.2 Participants

2.3 Research instruments

2.2.1 Questionnaire

2.2.2 In-depth interview2.4 Procedures of data collection

2.4.1 Data from questionnaire

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2.4.1 Data from In-depth Interview

3.2 The challenges of using the internet to promote English-majored

learners' autonomy in English vocabulary learning

CHAPTER 4: RECOMMENDATIONS4.1 Suggestions for students

4.2 Suggestions for lecturers

151616

161825

2g2930

323233343639

LIST OF ABBREVIATIONS

HLU: Hanoi Law University

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LIST OF TABLES AND FIGURES

Table 1 Students’ Perception of Using the Internet to learn English vocabulary

Table 2 Students’ activities by using the Internet to learn English vocabulary

Table 3 The challenges of using the internet to promote autonomy in learningEnglish vocabulary

Figure 1: Frequency of students' using well their online time studying English

vocabulary

Figure 2: Frequency of students use online dictionaries and thesauruses to look

up unfamiliar words and find synonyms and antonyms

Figure 3: Frequency of students using mobile applications with Internet

accessto learn new words

Figure 4: Frequency of students participating in online quizzes and games

Figure 5: Frequency of students’ reading online English news and blogs

vil

1 Rationale

In the era of Industry 4.0, along with the strong development ofInformation Technology, learners can quickly learn information andknowledge through the Internet Besides, through online learning software

(Zoom, Google Classroom, Microsoft Teams ), learners can exchange and

discuss learning problems with teachers and classmates However, facing a

world where the speed of knowledge is increasing rapidly, learners must

actively learn and improve their autonomy in absorbing new knowledge to learn

to know, do, and share Living, learning to grow up - perspective of the fourpillars of education in the 21st century (Delors, 1996)

Nowadays, the learner-centered educational method is increasinglybeing applied at all levels of education, especially at the university level.Thanks to this method, learners are enhanced their self-study and self-control

in the continuous, voluntary, and self-motivated pursuit of knowledge (Quyen

& Ha, 2022) Learning autonomy is more urgent than ever for foreign languagelearners in general and English in particular In addition to learning withteachers, learners need to learn and practice with friends and people aroundthem, and at the same time, they must understand the purpose of learning, make

a study plan, and effectively use their study time monitor and evaluate theirown learning process (Cheng, 2019) In addition, learners also need to activelylearn information on their own, how to learn through advanced informationtechnology means such as computers, and network technology,

Moreover, when it comes to learning a new language, the four critical

skills to master are reading, writing, listening, and speaking To reach a certainlevel of proficiency foreign learners have to possess not only proper grammarbut more importantly, sufficient lexical resources So, how can we define

“sufficient” in this context? In order to comprehend foreign language discourse,

|

a language student must typically learn thousands of words Therefore, it isbecoming increasingly important to build up a large store of words However,

not everyone knows exactly the most suitable and efficient way to learn new

words As a result, vocabulary-building strategies and resources are graduallyreceiving greater attention from teachers and students alike Thousands of

surveys and research have been carried out, followed by a number of creative,

helpful learning methods introduced to learners In this research, I would like

to focus on studying vocabulary with an autonomy-enhancing tool that we find

exciting and adaptable to this new generation of students: the INTERNET

2 Aims and objectives of the study

The purpose of this study is to find out about the student's activities inlearning vocabulary via the Internet and its challenges on the autonomy ofEnglish-majored learners at the university level To that end, we conducted a

survey questionnaire and in-depth interviews to get a closer look at the context

of Hanoi Law University From there, I propose a number of solutions topromote the autonomy of learners to help improve the quality of learning

3 Research questions

© Question 1: What are the activities of students in using the Internet to

enhance autonomy in learning vocabulary?

© Question 2: What are the challenges of using the internet to promoteEnglish-majored learners' autonomy in English vocabulary learning atHanoi Law University?

4 Scope of the study

4.1 The population or sample of the study: 100 students of the LegalEnglish department at HLU

4.2 The duration of the study: 2/1/2023 - 4/4/2023

4.3 The geographical location covered in the study: Hanoi Law

University (87 Nguyen Chi Thanh, Lang Thuong precinct, Dong Dadistrict, Hanoi)

5 Significance of the study

As stated above, the importance of the internet in supporting students'vocabulary learning is undeniable The purpose of this study is to find out

about the student's activities in learning vocabulary via the Internet and its

challenges on the autonomy of English-majored learners at Hanoi LawUniversity Although this is not a new topic in the field, there has not been aparticular study carried out at Hanoi Law University Through this study, thelecturers also can understand deeper their students’ vocabulary learning

behaviors and vocabulary errors One way or another, this might help in

developing teaching methods and also lesson plans To the students,understanding their weaknesses in the vocabulary learning process andlearning to improve them are truly necessary Instead of just waiting for

teachers to lighten their way on their academic path, students must also raise

their awareness right in their self- studying In this day and age, a computer or

a smartphone having an internet connection, together with an effective

strategy, is already enough for a determined mind to become a better self

7 Structure of the study

This study includes 3 Parts mainly organized as follows:

e Part I Introduction

e Part II Development

Chapter 1 Literature Review

CHAPTER 1: LITERATURE REVIEWThis chapter reviews the relevant literature relating to vocabulary learning,learner autonomy, and the role of the Internet in promoting learners' autonomy

to enhance English vocabulary

e The chapter begins with some information about learning vocabulary

e The second section of the chapter presents background knowledge aboutautonomy and the fact that it is one of the most important elements to

mastering a language quickly

The last section discusses the role of the Internet in helping to enhance

vocabulary

1.1 VOCABULARY LEARNING AND ITS IMPORTANCE IN

LANGUAGE LEARNING

Vocabulary learning is an essential component of language learning It

involves acquiring and memorizing words, phrases, and expressions that form

the building blocks of language A good command of vocabulary enables

learners to communicate effectively and express their thoughts and ideas

accurately

During the process of learning a second language, vocabulary refers to

one of four types, each of which represents a progressively increasing mastery

of vocabulary terms These four types are listening to vocabulary, speaking

vocabulary, reading vocabulary, and writing vocabulary The first two types

relate to the oral use of language, whereas the latter two are typically developedduring the school years

Various researchers, including Laufer and Nation (1999), Maximo(2000), Read (2000), Gu (2003), Marion (2008), and Nation (2011), haverecognized the importance of vocabulary acquisition in achieving successfulsecond language proficiency They assert that it plays a vital role in

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constructing coherent written and spoken texts (cited in (Alqahtani, 2015).Furthermore, Rivers and Nunan (1991)! argue that having an extensivevocabulary is crucial for successful second language use because it enables

learners to use the language structures and functions they have learned for

effective communication Research indicates that second language learnersheavily rely on their vocabulary knowledge, and a lack of such knowledge is a

significant obstacle for language learners to overcome (Berkenkotter &Huckin, 1995)

Being of paramount importance, vocabulary, on the other hand, has beenacknowledged as language learners’ greatest single source of problems (Meara,1980) Unlike syntax and phonology, vocabulary has no specific rules thatlanguage learners can follow Therefore, they have no choice but to learn byheart all the words they met throughout the learning process In other words, it

is unclear which rules apply in language vocabulary learning or which

vocabulary items should be learned first Another reason is that the vocabulary

system is open-ended According to Oxford (1990), vocabulary is "by far the

most significant and unmanageable component in learning any language,

whether a foreign or one's mother tongue, because of tens of thousands ofdifferent meanings’ Despite the extreme difficulties coming from learningvocabulary, learners still have to deal with it on a regular basis, for ‘‘vocabularyhas traditionally been one of the language components measured in languagetests” (Schmitt, 1999)

Acknowledging the importance of vocabulary learning and severalproblems faced by language learners, researchers have worked hard for the past

decades to find out effective ways to make it easier for students to learn new

! (Nunan, 1997)

> (Oxford, 1990)

words This research will look at a technology-integrated learning method:using the Internet.

1.2 AUTONOMY

1.2.1 Definition of autonomy

According to Holec, learner autonomy is "the ability to take charge of

’8 This means that the individual will be responsible forone's own learning

making organizational and learning management decisions, setting learning

objectives, and learning content, choosing appropriate learning methods,

monitoring the process of acquiring knowledge, evaluating results, and makingprogress Accordingly, learner autonomy 1s the ability to recognize how to learninstead of finding ways to acquire this ability

Developing further concept of Holec about learner autonomy, Littleemphasized that "self-control is fundamentally a matter of the psychology ofthe learner, the psychological relationship with the learning process and

content - the ability to work independently, think critically, make decisions andact independently’* This means that learners should be psychologicallyprepared for the learning process and learning content

Meanwhile, Morrison paid more attention to the need for support fromteachers or classmates during language learning He argues that learner

autonomy should be “not a single experience but an experience in which the

learner, in association with others involved, can make the necessary decisions

to meet their needs”

Sharing the same view as the above researchers, I define learner

autonomy as "the willingness, ability to take responsibility, plan, implement,

monitor and evaluate learners' learning with guidance and support from

3 (Holec, 1981)

4 (Little, 1991)

teachers” Therefore, interaction, as well as communication between learnersand teachers, plays an important role in autonomous learning In addition,

learners must also be proactive and willing to participate in learning

1.2.2 Autonomy in learning English vocabulary

Autonomy in learning vocabulary refers to the ability of learners to takecharge of their own learning process and make decisions about how, when, and

what vocabulary to learn It involves learners being proactive and self-directed,

setting their own goals, selecting appropriate resources and strategies, andmonitoring their own progress

When it comes to learning vocabulary, autonomy is _ particularlyimportant because vocabulary knowledge is a key component of language

proficiency Learners who are able to take control of their own vocabularylearning are more likely to develop a rich and nuanced vocabulary that enablesthem to communicate effectively in a variety of contexts

To develop autonomy in learning vocabulary, learners need to have

access to a wide range of resources, including dictionaries, vocabulary lists,flashcards, and online resources They also need to be familiar with a variety

of vocabulary learning strategies, such as context clues, word roots and affixes,and guessing from context

Teachers can also support learners in developing autonomy in learning

vocabulary by providing guidance and feedback, encouraging them to reflect

on their learning, and helping them to set realistic goals Ultimately, autonomy

in learning vocabulary is about empowering learners to take ownership of their

learning and become independent, confident, and successful language learners

1.3 THE ROLE OF INTERNET IN ENHANCING VOCABULARY

The Internet is a global network of computers and servers thatcommunicate with each other using a common set of protocols and standards

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It is a vast, decentralized network that connects millions of devices and usersaround the world, allowing them to share information, communicate, andcollaborate in real time The Internet consists of a variety of different types ofnetworks, including private networks, public networks, and wireless networks,

and is used for a wide range of purposes, such as research, communication,

entertainment, e-commerce, and education

The Internet can be a valuable tool for enhancing vocabulary Here aresome ways in which the Internet can help to enhance vocabulary learning:

® Access to a wide range of reading material: The Internet provides easy

access to a vast amount of reading material, including articles, blogs, books, and online news sources Exposure to new words in context canhelp to expand vocabulary

e-® Online dictionaries and thesauruses: The Internet provide access toonline dictionaries and thesauruses, making it easy to look up themeanings of words, find synonyms and antonyms, and learn more aboutthe nuances of word usage Some popular websites include OxfordDictionary, Glosbe Dictionary, and Thesaurus.com

e Language learning resources: The Internet provides access to a wealth

of language learning resources, including online courses, languageexchange programs, and language learning apps, which can help toexpand vocabulary in a targeted way

® Vocabulary-building websites: The Internet offers a variety of

vocabulary-building games and quizzes that can make learning new

words more fun and engaging Some popular ones include

Vocabulary.com, Quizlet, and Memorise These websites offer a variety

of activities, including flashcards, matching games, and word associationexercises

® Online communities: The Internet provides a platform for connectingwith other people who share an interest in language learning Online

communities can provide a supportive environment for sharing tips and

resources, practicing language skills, and getting feedback on writing

1.4 THE EFFECTS OF USING THE INTERNET IN IMPROVING

LEARNERS' AUTONOMY

For learning, the Internet provides many chances for improving modes

of learning and providing valuable sources for many kinds of knowledge.Teeler and Gray (2000) stated that the Internet has been always an effectivetool for enhancing modes of teaching and learning processes In the classroom,students are confined to limited materials used by the teacher° For outsideclassroom learning, the Internet can offer a wide range of audio and visualmaterials in addition to various documents and e-books As Pasch and

Norsworthy (2001), the Internet provides a far richer learning environment thansecondary source language textbooks and limited collections of audio material®.

As a widespread technology, the internet provides certain programs toexchange materials and information, the most known application programs forthe use of the internet are email and world wide web (Teeler & Gray, 2000)

Website is a multimedia and communication tool which offers a range of

opportunities to develop four skills in a playful and enjoyable context, namely

songs, videos, audiobooks, and digital stories Consequently, we will set light

on these different materials to give learners an overview of how these learning

materials should be used and how they can be effective for language learning

learners

5 (Teeler, D & Gray, P., 2000)

5 (Pasch, G & Norsworthy, K , 2001)

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In terms of learner autonomy, Benson (2001)’ stated there are 5 ways ofsupporting learner autonomy including resource—based, technology—based,

classroom—based, curriculum—based, teacher-based, and learner-based Of

those, computer technology is considered the fundamental factor contributing

to the autonomy in institutionalized and non-institutionalized languagelearning The internet is an influential educational tool that enhancesinstructional materials and holds a significant role in the English language

classroom Recent literature on this topic highlights how the use of technology

creates opportunities for learner autonomy in both the development and

application of these tools Schemenk (2005, p 107) found out that the

popularity of learner autonomy may be at least partially related to the rise ofcomputer technology and the growing importance of computers in languagelearning environments worldwideŸ° Therefore, Godwin-Jones (2011)?emphasizes that students should be encouraged to develop and use meta-cognitive strategies which help to improve learner autonomy through the use

of computer technology Moreover, according to Godwin-Jones (2011),

teachers may guide students in terms of using web-based materials effectively

to stimulate learners to use those materials critically knowing both their benefitsand limitations

7 (Benson P, 2001)

8 (Schmenk, 2005)

? (Godwin-Jones, 2011)

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CHAPTER 2: METHODOLOGY

In this chapter, the researcher will provide a comprehensive analysis of data

acquired from survey questionnaires for the student’s use of the Internet in

promoting their autonomy in English vocabulary learning

2.1 Research design

The data was retrieved from questionnaires When adapting the

questionnaire, the literature on learner autonomy, especially, features of

autonomous learners, the Internet, and teachers’ roles in learners’ autonomy,

was used as a reference The questionnaire was designed for final-year students

to collect data about their habits of using the Internet, and their awareness oflearners’ autonomy, opinions, and habits of using the Internet to promote theirautonomy in English vocabulary learning The questionnaires were translatedinto Vietnamese and checked by my instructor supervisor to ensure an accurate

understanding of the items Then I distributed online using Google Forms The

participants were given one day to complete the questionnaires In addition,

about the in-depth interview, 5 questions were invented to ask about students’use of the Internet to promote their autonomy to enhance English vocabulary

To determine the degree of influence of the Internet on learner autonomy

in learning English vocabulary and solutions to improve learner autonomy, this

study focuses on answering the following two questions:

© Question 1: What are the activities of students in using the Internet to

enhance autonomy in learning vocabulary?

© Question 2: What are the challenges of using the internet to promote

English-majored learners' autonomy in English vocabulary learning atHanoi Law University?

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2.2 Participants

The participants in this study included 100 final-year English-majoredstudents who are majoring in the English Language at Faculty of Legal ForeignLanguages of Hanoi Law University The final-year students were chosen toparticipate in this study because they have spent 4 years in university They are

supposed to be more aware of the importance of being independent in learning

and will have more experience in using the Internet in their study

2.3 Research instruments

2.3.1 Questionnaire

The instruments employed to collect the data are research-madequestionnaires The questionnaire has 2 parts: Part 1 includes two itemsincluding sex and class Part 2 consists of main contents related to investigatingstudents’ awareness of their autonomy in English vocabulary learning

including participants’ self-assessment of the Internet use in promoting their

autonomy; and the problems which hinder their autonomous English

vocabulary learning with the tools of Internet and roles of teachers in guiding

their study online The main content for those parts was rated by a 5-LikertScale

Before being distributed to the final-year English-majored students, thesurvey questionnaire was calibrated thoroughly by the instructor supervisor to

ensure its validity and reliability Then, the primary data was utilized to carryout the analysis

2.3.2 In-depth interview

The set of the interview questions was invented and meticulously

scrutinized with the academic assistance of the supervisor before direct

interviewing Afterwards, the primary data was utilized to carry out the

analysis

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2.4 Procedures of data collection

2.4.1 Data from questionnaire

The data was gathered through a research-made questionnaire and

in-depth interviews concerning using the Internet to promote autonomy in learning

English vocabulary of the fourth-year students majoring in the Legal English

department

2.4.1 Data from questionnaire

After the survey questionnaire was conscientiously designed with the

help of the instructor supervisor, it was uploaded on Google Forms after beingtranslated into Vietnamese In the online questionnaire, I offered detailedexplanations about the sole aims of the study, a brief description of how toreply, along with a guarantee of preserving participants’ confidentiality Andthen, a link of Google Forms titled “USING THE INTERNET TO PROMOTEENGLISH-MAJORED LEARNERS' AUTONOMY TO ENHANCE

VOCABULARY AT HANOI LAW UNIVERSITY”- “Sử dung internet dé

phát huy tinh chủ động của người học chuyên ngành tiếng Anh nhằm nang cao von từ vựng tại Dai học Luật Ha Nội” was sent to 5 volunteers 1n a day in order

to testing to assure its reliability

This is followed by the researcher contacting participants via Messengerand asking for the participant as well as the personal consent of the prospectiveparticipants In addition, I also sent messages to class monitors of 02 classes(4429 and 4430) of the Legal English Department in HLU to ask them to deliverthe questionnaire to their classmates The respondents were asked to return their

answers over a period of 2 weeks (from 09/02/2023 to 23/02/2023)

Finally, the data screening was conducted to discover the relevantanswers for data analysis

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2.4.2 Data from In-depth interview

Following the survey questionnaire, an in-depth interview was

conducted to gain a thorough grasp of the survey results First and foremost,

the list of interview questions was sent to the research supervisor Then, the

researcher contacted 5 out of 96 students who answered the surveyquestionnaire

In-depth interview participants were asked for face-to-face interaction

Each interview took about 10-12 minutes The researcher initiated every

interview by briefly informing the student of the purpose of this research and

generally requested the interviewees to be sincere, truthful, and forth

throughout the whole process for optimal achievement To create a comfortableatmosphere from the external context, I kept the degree of formality to the least

to help the interviewees feel comfortable throughout the interview

2.5 Data analysis

The quantitative data collected from English-majored students via

Google- form-questionnaire was thoroughly reviewed The questionnaires were

then coded for the purpose of the data treatment by converting them topercentages in total Frequencies and descriptive were employed with 5-LikertScales:

e (1) Strongly disagree; (2) Disagree; (3) Neutral; (4) Agree; (5) Strongly agree

e (1) Never; (2) Rarely; (3) Sometimes; (4) Often; (5) Always

The qualitative data of the in-depth interview was processed through thecontent of the answers Before starting the analysis, the audio files of each

interviewee were numbered from one to six to ensure their anonymity and then

transcribed in writing in English Based on the interview transcript, the

researcher conducted a frequency analysis of the results to uncover the common

tendency among participants’ answers to each question

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CHAPTER 3: RESULTS AND DISCUSSIONS

In this chapter, the data collected through data analysis procedures ofquestionnaire survey and the information gained from the in-depth interviewwill be taken into comprehensive account with pie charts and tables

3.1 Activities of students in using the Internet to enhance autonomy inlearning English vocabulary

3.1.1 Students’ perceptions

Table 1 below is to survey the perceptions of English-majored of HLU

about using the Internet in learning English vocabulary This table includes four

typical ideas as follows:

SD D N A SA

No Statements

(%) | (%) | (2⁄2) | (%) | (%)

I think the Internet plays an 6 6 25 19 44

Ị important role in learning

(6%) | (6%) | (25%) | (19%) | (44%)

English vocabulary

The internet 1s flexible and

convenient, which allows me 0 0 25 31 44

2 | to learn English vocabulary

of English language materials (0%) (2%) (30%) (24%) (44%)

I feel more motivated when 0 5 19 45 31

4 | learn English vocabulary

T (0%) | (5%) | 19%) | (45%) | (31%)

online

Table 1 Students’ Perception of Using the Internet to learn English vocabulary

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Firstly, looking at the data in Table 1, it can be seen that overall, theparticipants have a positive attitude towards internet use More than 2/3 of the

respondents were used to studying online or accessing the internet for getting

the materials they need for their studies The majority believed the Internetplays an important role in learning English vocabulary This confirms the ideathat being the members of Generation Z, the participants were 'tech-savvy’.They were the first generation born into a globally (internet) connected world

and therefore live with technology Moreover, students also know how to take

advantage of the strongest point (flexible and convenient) of the Internet to find

information As tech-savvy, they also believe that the internet is the primary

means of connecting them to the world

"Internet has a crucial role in helping learners improve theirEnglish vocabulary, especially during the covid-19 period It has created

opportunities for every learner, regardless of rich or poor, to access

documents, media, and lectures related to English vocabulary Thus, it

helps learners have more channels to self-study vocab instead of taking

time and money learning at any English centers." (Student 4)

However, there are still a small number of students (12%) who strongly

disagree and disagree with the importance of the Internet in their vocabulary

learning The other 25% of the respondents were undecided Maybe thesepeople are used to learning vocabulary in a traditional way or have difficultywith using Internet that making them think the Internet is not really importantand unnecessary when they learn new words

Secondly, Table 1 shows that the majority of the respondents basically

agree (31%) and strongly agree (44%) with the statement "The internet is

flexible and convenient" No one chooses to disagree and extremely disagree

It means students appreciate the flexibility and convenience of the internet,which allows them to learn English vocabulary whenever and wherever they

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want This can make it easier to fit language learning into their busy schedulesand can help them feel more in control of their own learning "/t is verypractical to learn English vocabulary online because it can be pursued at anyplace and one does not have to drive to school." (Student 3)

Similar to the statement survey results, more than half of the students

(68%) students agree and extremely agree that they can access to a wide range

of English language materials Although there are still 2% of students who

disagree but cannot deny that the Internet provides students with greater

exposure, which can expose them to new vocabulary and language structures.This can help students to develop a broader and more nuanced understanding

of English vocabulary

Last but not least, this finding indicate that a majority of the respondentsfeel more motivated when learning English vocabulary online While almost

all students agree, and only 5% disagree with this perception:

"T don't see any differences in motivation between traditional and

online learning in Eng vocab because it depends on the self-attention of

the learner at the time of studying If you do not focus on studying, you

may use the internet as a way of entertaining rather than studying, for

example, surfing Facebook or TikTok while studying." (Student 4)

3.1.2 Students’ activities

In the second questionnaire, students were asked to indicate their

frequency about the development of autonomy activities in English vocabulary

learning, and the statements are ranked on a 5-point Likert scale ranging from

"never to "always"

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Never | Rarely | Sometimes | Often | Always

I use online dictionaries

and thesauruses to look

0 4 21 56 19

2 | up unfamiliar words and

(0%) | (4%) | (21%) | (56%) ) (19%)find synonyms and

antonyms.

I watch English

3 language videos on 0 13 19 37 31platforms such as (0%) | 13%) | (193%) | B7%)) B1%)YouTube, TED Talks

new words

é I participate in online 0 13 52 25 7quizzes and games (0%) | 13%) | (52%) | (25%)) (7%)