ACADEMIC WRITING FINAL ASSIGNMENT

Tiểu luận cuối kì môn Academic Writing, ngành Ngôn ngữ Anh, bậc Thạc sĩ. Tiểu luận được đầu tư công phu, có link tài liệu tham khảo (chuẩn APA 7th), đạt điểm cao.

FACULTY OF ENGLISH LANGUAGE

COURSE: ACADEMIC WRITING

COURSE CODE:

FINAL EXAMINATION

STUDENT NAME :

STUDENT CODE :

INSTRUCTOR :

INSTRUCTOR’S COMMENTS

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HCM CITY …………/………/ 2023

SIGNATURE

Topic title: Motivating learner autonomy in English Vocabulary Learning through using Technological Application: A study at Transport College in Ho Chi Minh City

Task 1 (3 marks)

Based on the topic that you have already selected, search 5 articles related to the topic Write a SUMMARY of each article, including title, aims, participants, site, and instruments for collecting and analyzing data, results, and implications (around 120-130 words for each summary) At the end of the section, write the CONCLUSION for the 5 summaries Finally, a list of references must be provided

I SUMMARY OF FIVE ARTICLES

1 Title: Autonomy in Vocabulary Learning of Turkish EFL Learners

Korlu and Mede (2018) conducted a study to explore the influence of applying Quizlet, a mobile flashcards application, in learning, practicing, and teaching vocabulary in English language preparatory classes in a foundation university in Istanbul, Turkey Moreover, this research also aimed to define the students’ and teachers’ perceptions about using Quizlet tool

to learn, practice, and teach target vocabulary The participants included 40 pre-intermediate level students at the Preparatory Program of a foundation university in Istanbul, Turkey The researcher used a nonrandomized quasi-experimental research design and a qualitative and quantitative data collection instrument consisting of pre- and post-vocabulary tests, an online survey, learners’ interviews, and a teacher’s reflective journal to collect data The findings showed that there is a positive impact of Quizlet on both students’ performance and their autonomy in vocabulary learning Besides, the result also asserted that students and teachers had positive thinking about using Quizlet in learning and teaching English vocabulary

2 Title: Using Quizlet in generating Learners' Autonomy in Learning English Vocabulary

This is another study with the aim to examine the students’ self-studying habits, frequency, and attention, and to investigate the effects of Quizlet in fostering learner autonomy

that was conducted by Hong and Du (2021) The participants consisted of 60 sophomore non-English major students of the same class with different non-English proficiency levels from elementary to pre-intermediate at Thai Nguyen University of Economics and Business Administration The authors used two survey questionnaires to collect data for this research’s analysis including the pre-intervention questionnaire before applying Quizlet and the post-intervention questionnaire after application The findings of this study revealed that students’ vocabulary became better after using Quizlet They had a positive attitude, participated more actively, and spent more time learning and practicing exercises with Quizlet because it’s easy

to access independently inside and outside the classroom

3 Title: Non-English Majored Students’ Use of English Vocabulary Learning Strategies with Technology-Enhanced Language Learning Tools.

Regarding English vocabulary learning strategies, Tham et al (2021) employed the research with the purpose of clarifying the extent of non-English major students’ use of technology-enhanced language learning (TELL) tools based on English vocabulary learning strategies and the difference in frequency level between the first-year students and the second-year students in the context of Ho Chi Minh City University of Technology (HUTECH) Two instruments were employed for collecting both quantitative and qualitative data, including questionnaires and semi-structured interviews 240 non-English major students (50% of the first-year and 50% of the second-year) of HUTECH University participated in the study Besides, 20 out of 240 participants (10 males, 10 females) were selected for the semi-structured interviews The finding showed that the students often used the TELL tool to study English vocabulary and the second-year students utilized it more often than the first-year students

4 Title: Digital Media and its Implication in Promoting Students’ Autonomous Learning

Concerning the digital media application in promoting students’ autonomy learning, a study was conducted by Wiwin et al (2022) to examine the kinds of digital technology applications and the conditions of digital technology help to promote students’ learner autonomy The researcher used the systematic literature review method following the

PRISMA statement’s criteria and meta-analysis to find out the answers for this study After analyzing seven articles published from 2015 to 2020 from Google Scholar, Science Direct, and Sinta, the findings indicated seven applications that effectively promote students’ autonomous learning consisting of Schoology, Multimedia-assisted Instruction (MAI), Information Communication Technologies (ICTs), Memrises, Mobile apps (Quizlet, Socrative, andSli-do), and Three-Dimensional (3D) The result of the study also revealed that long-distance learning, classroom learning activities as well as self-training activities were effective environments supporting students in learning autonomously

5 Title: Factors Affecting Learner Autonomy in Tertiary Level English Learning: A Study at Van Lang University

Tram and Kha (2022) published an informative article with the aim to identify the factor that both foster and impede the development of learner autonomy This study was conducted at the Faculty of Foreign Language, Van Lang University Two types of research methods were used in this study including qualitative and quantitative methods with two research instruments consisting of focus group interviews and a closed-ended questionnaire

18 English-majored students from 3 classes formed into 3 groups joined the interview The finding of this study indicated that both internal and external factors might help and hinder students’ capacity in studying English independently While internal factors included psychological aspects, learning habits and learning strategies, positivism, constructivism, critical theory, critical theory, cognitive strategies, metacognitive strategies, and developed skills and awareness, the external factors consisted of the teachers, the tasks, and the environment Moreover, the support of their surroundings, intrinsic motivation, studying preferences as well as technology advancements might help students learn independently

II CONCLUSION

In conclusion, the above five studies asserted that technology application in learning English vocabulary might support students to learn autonomously These studies used effectively a variety of research instruments to collect quantitative and qualitative data in different contexts Several kinds of technological application were supposed for promoting English vocabulary learner autonomy However, the focus on the non-English major students’

use of technological application has not been much conducted in the context of colleges in Vietnam Therefore, this study attempts to examine carefully the technological applications use in order to motivate non-English major students in learning English vocabulary autonomously

List of References

Hong, N T T., & Du, N T (2021) Using Quizlet in generating learners' autonomy in

learning English vocabulary TNU Journal of Science and Technology, 226(3), 34-42

https://doi.org/10.34238/tnu-jst.4100

Korlu, H., & Mede, E (2018) Autonomy in vocabulary learning of Turkish EFL learners The

EUROCALL Review, 26(2), 58-70

Tham, D M., Thao, T Q., & Thao, N P T (2021) Non-English majored students’ use of

English vocabulary learning strategies with technology-enhanced language learning

tools Asian Journal of University Education, 17(4)

https://doi.org/10.24191/ajue.v17i4.16252

Tram, T T B., & Kha, V T (2022) Factors affecting autonomy in tertiary level English

learning: A study at Van Lang university International Journal of TESOL &

Education, 3(1) https://doi.org/10.54855/ijte.23311

Wiwin, D., Widiati, U., & Tarisman (2022) Digital media and its Implication iin promoting

students’ autonomous learning Journal of English Teaching, 8(1), 97-106

https://doi.org/10.33541/jet.v8i1.3284

Task 2 Write “Statement of the Problem”, “Aim and Objectives” and

“Research questions” for the Topic you have already selected (4 marks)

Topic Title: Motivating learner autonomy in English Vocabulary Learning through using Technological Application: A study at Transport College in Ho Chi Minh City

Statement of the problem (half a page):

Regarding the role of vocabulary in learning English, it seems to be fundamental to successful language acquisition (Nunan, 2015) Specially, vocabulary is an element that links four skills in learning a language including speaking, listening, reading, and writing (Krashen, 1982) This means that learners need to acquire more and more vocabulary to master the language However, it is difficult for students to learn all the vocabulary they need in the classroom because of the limited time that teachers cannot meet their needs Moreover, it is true that English is very rich lexically and impossible to estimate accurately the number of English words because they are coined every day Therefore, learners should be responsible for expanding their vocabulary with a high level of autonomy in learning

Concerning the role of using technological application in English vocabulary learning, a number of studies asserted that technological advancement might help to motivate students in learning English vocabulary (Heriyanto, 2015; Klimova & Polakova, 2020; Phuong, 2016) In recent years, it is not difficult for a students to possess a smart device such as smartphone, laptop, or tablet Moreover, with the advancement of information technology, learners can easily access a variety of modern technological applications to study English vocabulary Currently, although vocabulary is one of essential elements in learning English, non-English major learner autonomy at the College of Transport in Ho Chi Minh City is undesirable because they lack autonomy in English vocabulary learning It is seen that most of the students have a limited vocabulary level and they usually use translation applications on smartphones to help them find the meaning of words It cannot be denied that they face a lot of problems during the process of learning and practicing English skills Furthermore, learners

lose motivation in learning English Most teachers agree that it is easier for autonomous learners to succeed than those learners who depend much on teachers (Yapari-Aktripa, 2016) Therefore, students need to realize the important role of autonomy in learning vocabulary and try to employ vocabulary learning autonomously to support their English skills In the context

of Vietnam, most of students do not recognize the effectiveness of technology in English language learning (Thao & Tham, 2018) Specifically, in the context of the College of Transportation, it is seen that students can use smartphones, laptops, tablets anytime and anywhere; however, they hardly ever learn English vocabulary through using smart devices That is the reason why this study attempts to motivate non-English major students at Transport College in learning English vocabulary autonomously through using technological application

Aim and objectives:

This study aims to motivate learner autonomy of Transport College’s non-English major students in English vocabulary learning through using technological applications More specifically, the objectives of the study are:

 To examine the attitude of Transport College’s non-English major students in learning English vocabulary autonomously through using technological applications

 To clarify the difference in motivation of learner autonomy between technological applications using groups and non-using groups of Transport College’s non-English major students for learning English vocabulary

Research questions

The questions are formed as follows:

1 What are the attitudes of Transport College’s non-English major students towards learning English vocabulary autonomously through using technological applications?

2 Is the technological application using groups of students different from the other technological application non-using groups in term of autonomy learner motivation? If yes, how?

List of References

Heriyanto, D (2015) The effectiveness of using Youtube for vocabulary mastery English

Teaching Journal, 6(1) https://doi.org/10.26877/eternal.v6i1.2290

Klimova, B., & Polakova, P (2020) Students’ perceptions of an EFL vocabulary learning

mobile application Education Sciences, 10(2), 8

Krashen, S D (1982) Principles and practice in second language acquisition Elsevier Nunan, D (2015) Teaching English to speakers of other languages An introduction

Routledge

Phuong, T (2016) Training learners to use Quizlet vocabulary activities on mobile phones in

Vietnam with Facebook Jalt Call journal, 12(1), 43-56.

Thao, T Q., & Tham, D M (2018) EFL learners' perceptions of factors influencing learner

autonomy development Kasetsart Journal of Social Sciences, 4(1)

https://doi.org/10.1016/j.kjss.2018.02.009

Yapari-Aktripa, S (2016) An analysis of factors influencing the autonomous learners in

learning English Journal of English Language Teaching in Indonesia, 4(1)

https://doi.org/10.22460/eltin.v4i1.p%25p

Task 3 (3 marks)

Based on the selected topic , write the literature of ONE SUBSECTION which will be included in the Section of “Literature Review” of the proposal, including the list of references (at least one page long)

Topic Title: Motivating learner autonomy in English Vocabulary Learning through using Technological Application: A study at Transport College in Ho Chi Minh City LITTERATURE REVIEW

1 Learner autonomy

1.1. Definition of learner autonomy

1.2. Factors influencing learner autonomy

2 English Vocabulary Learning

2.1. The importance of Vocabulary in learning English

2.2. Strategies in English Vocabulary Learning

3 The vital role of learner autonomy in English Vocabulary Learning

4 Using Technological Application in English Vocabulary Learning

4.1. The effectiveness of using Technological Applications in English Vocabulary

Learning

4.2. The role of using Technological Application in motivating learner autonomy in

English Vocabulary Learning

4.3. Kinds of Technological Application used in English Vocabulary Learning

4.4. The strategies of using Technological Application to motivate learner autonomy

in English Vocabulary Learning

5 Previous studies

Write the literature of ONE SUBSECTION

1 Learner autonomy

1.1 Definition of learner autonomy

A number of researches on learner autonomy in learning English have been remarkably conducted by a lot of authors in recent years Learner autonomy is known as the