--- ????? ---HO CHI MINH CITY UNIVERSITY OF FOREIGN LANGUAGES – INFORMATION TECHNOLOGY RESEARCH PAPER TOPIC: RESEARCH ON THE FACTORS IMPACTING ON THE RESULT OF SELF-STUDYING ENGLISH ONL
INTRODUCTION
Background
In recent years, the investment boom of foreign companies in Vietnam has created more and more job opportunities for graduates, but students with current English knowledge from formal education are merely at a relative level in terms of reading and comprehension.
Therefore, the majority of students struggle to find a solution that would enable them to accelerate their English-language learning The significance of online self-study as a component of students' education and awareness has increased But even while it is believed to have unique advantages for the learning process and can support academic accomplishment, the biggest barrier is a lack of crucial skills and learning data.
Researchers must consider and evaluate the status of online English self-study as well as the factors that impede the improvement of the quality of English self-study to identify steps that can be taken to further improve students' online English self-study performance, according to the standards for assessing the quality and ability of students to self-study English
University lecturers need to provide students with appropriate guidance to enable them to acquire essential skills such as critical thinking and evaluation during the quarantine season Students feel that the shift in the learning environment during this period is significantly more adaptive when university lecturers encourage them to build soft skills.
Research question
(1) What is the purpose of HUFLIT students' English self-study?
(2) What factors are affecting HUFLIT students' self-studying English online in the epidemic situation?
(3) How do HUFLIT lecturers assist students with online self-study English during the COVID-19 epidemic?
(4) What are the results of HUFLIT students self-learning English?
Objectives
The core of the research question is the following fourth goals:
Find out factors are affecting HUFLIT students' self-studying English online in midst of the 2021
pandemic in Vietnam was the first goal.
The second goal is recognize reasons HUFLIT students desire to enhance their English abilities
through online self-study during quarantine the COVID-19 epidemic.
The third goal was to determine the role of the HUFLIT lecturer in assisting students who used to
self-study English while practicing social isolation.
The researcher also wants to find out how well students studied English on their own while the
Hypothesis
Students will have a better chance of succeeding if they know how to use online self-study and the assistance of qualified lecturers to improve their English proficiency The outcomes of the self- learning process will differ for each person because it depend on a variety of factors.
Scopes
The research aimed to find out the present status of online English self-study via the
comprehension and understanding of Vietnamese students and teachers, and HUFLIT students will be the research subjects.
Furthermore, the elements that researchers seek to exploit are those that have a direct impact on
students' self-study, with lecturers being one of the most significant.
In general, online English self-study is gaining popularity among university students, thus it is
critical to have information and awareness in order to take prompt action to increase foreign language ability.
Limitation
About 132 people from three faculty of HUFLIT participated in the vote Poll's respondents could be connected to or have power over pupils' self-study English online The poll will be carried out via a number of URLs that will be shared through social media.
LITERATURE REVIEW
Overview about self-learning online in COVID-19
Mss Tran Huong Quynh, Hanoi University of Education, has shared: "It is important to let your child's love of language come from within and maintain passion. Children who are forced to study too much will have the opposite reaction" This
7 sentence is not only true for Gen Z, but it is valid in all educational settings Students' English learning and communication from school are generally limited, and learning is often just coping with exams This leads to the fact that even though students are mentally prepared to enter a new environment, even if they have a good foundation in high school, learning English at university is still a shock The reality shows that when sitting on university chairs, students still do not understand the importance of and set out a roadmap to improve their language, considering English as a subject to pass; after the degree, all knowledge can quickly fly away The above incident creates one of the worrisome situations today that students lack basic and specialized English knowledge Mss To Thuy Trang - Lecturer of English at Foreign Trade University Campus 2 in Ho Chi Minh City, said: "The fact that new students are astonished, and feel considerably inferior to many other pupils This is usual since many students have been invested by their families since infancy and, by the age of 18, had utilized English as if they were natural speakers Furthermore, the manner of teaching English at university is primarily geared toward independent study; professors are not required to guide pupils methodically as they are in high school To have the most meaningful and productive university life, students should psychologically prepare extensively for self-study However, self-study, the initiative to seek information, and hard effort may compensate for all losses (Tuong Han (2017) English at university - 'obsession' or opportunity? Tuoi Tre Newspaper)
Never before has the resilience of colleges and universities been put to the test as severe as it was during the Corona epidemic The health crisis has highlighted the digital technology divide and economic disparity as unsettling facts hurting students' abilities to cope with the COVID-19 pandemic While the world's finest colleges are unlikely to suffer long-term effects, many higher education institutions will face serious financial challenges Millions of students with low means may be forced to drop out of college Originally, learning English has encountered invisible barriers, the
Corona pandemic has created greater difficulties, so it is urgent to find a new learning method Free online resources are user-friendly technologies which have become available through the Internetin recent years and gain popularity during COVID-19. Since learners use smartphones, free online resources are easily accessible and this will be the best platform for students to orient and improve their English knowledge. (Isai Amuthan Krishnan ,(2020) Challenges of Learning English in 21st Century: Online vs Traditional During COVID-19, MJSSH)
The pandemic has exposed the depth of digital divides and socioeconomic inequalities, further widening the stark gap between countries, between higher education institutions and between countries Therefore essential to consider, at the national and institutional level, measures that focus on achieving equity in higher education for students (Impact of COVID-19 on higher education from an equity perspective (2021) Jamil Salmi Center for International Higher Education, BostonCollege, USA)
Ground conditions for self-learning in COVID-19 pandemic
2.3.1 Solution for self-learning development:
The past reality has shown that: the traditional learning method: lecturer - student, School - direct interaction, could not meet the needs of safe learning during the epidemic season if everyone went to the office to work It does not comply with the social distancing policy, all are forced to study and work online Although it was difficult initially, the gorverment have also had initial success, and online learning has become a habit Therefore, each school should review the organization's technology, teaching technology, and operating technology to reshape jobs to suit new conditions. (GS.Dr Nguyen Thi Doan (August 1, 2021) Citizens study during the COVID-19 pandemic)
Distance education via an online platform is the most effective approach that can be discussed from there Several studies have found that distant education allows students to maximally improve their talents in self-study, self-direction, and personal growth while being guided by professors Following the study paper of “Autonomous learning not only requires students to self-monitor and adjust their cognition, emotions, motivation, behavior, and environment, but also requires the creation of external environments and the provision and support of teaching strategies”( Longjun Zhou, Chungang Li (2020), Can Student Self-Directed Learning Improve Their Academic Performance, SIEF)
In terms of the learning environment, community isolation during the Corona epidemic was like building an ideal pillar for learning English using online self-study, or distance education methods In this environment, students and lecturers are not bound by time, school and parental monitoring or other external factors As a result, the subject must be encouraged to grow, and an appropriate learning plan must be developed This study will draw conclusions from both participants' perspectives on self-study, language learning ability throughout the epidemic season, and the quality of English interaction between lecturers and students at HUFLIT following the pandemic after a practice and application procedure.
2.3.2 Guider for self-learning development:
Lee and Yamaguchi Johnson argue that "teachers have an important role in supporting students in their learning process" (Lee, A N., & Yamaguchi Johnson, T.
(2007) The teacher's role in developing students' capacity for self-directed learning.P.223) To become fully proficient in a language, students generally need to look beyond their course-based studies and seek autonomous, out-of-class learning opportunities The path to efficient and sustained self-directed learning is not without its challenges, but educators can play an integral role in enhancing students' opportunities to gain the skills and motivation required (Louise Ohashi (2018) Self- directed learning and the teacher's role: insights from two different teaching contexts. P.236)
If teachers can motivate students for greater acceptance and use self-study, then by how much and what techniques are effective? Lai points out that "a majority of research in the English language learning field has been focusing largely on teaching or course effectiveness, but little has been done to look at what makes learners become self-determined enough to take control of their learning, and the factors that differentiate successful and less successful self-access users" (Lai, M W C., & Gardner, D (2007) The influence of learner motivation on developing autonomous learning P.7)
Through some data from previous studies,/Masters Lee and Yamaguchi Johnson stated that "teachers have an important role in supporting students in the self - learning process" (Lee, A N., & Yamaguchi Johnson), T (2007) The role of teachers in developing students' self-directed learning capacity) P.223) From the past and present, the relationship between teachers and students is the foundation of the development of education In any circumstance, teachers have specific roles In 2021-
2022, more than 20 million pupils and students and nearly 2 million teachers at all levels cannot continue to teach and learn by direct teaching methods Many educational and training institutions have had to close their doors for a long time or switch to online teaching in the context of lack of preparation and passivity regarding the capacity of teachers, administrators, and facilities and infrastructure This situation, interrupted and lasted through four COVID-19 outbreaks, has significantly affected learning and knowledge exchange between students and lecturers This is a massive challenge for students to apply their self-study ability with the support of lecturers through online platform ”By analyzing the experimental data of the
11 experimental group and the control group, it is concluded that a well-designed protocol-guided learning teaching can become an effective carrier for students’ self- learning By promoting students’ autonomous learning, students’ performance can be effectively improved” ( Chungang Li, Longjun Zhou (2020) Can Student Self- Directed Learning Improve Their Academic Performance? SIEF.) This is also the right time for the researcher to delve deeply into the entire process of students' English self-study and capture data on the interaction between lecturers and students through Self-study during the COVID-19 Pandemic methods.
2.3.3 Technology for self-learning development:
E-learning uses telecommunication technology to deliver information for education and training With global communication and Internet connection speed,web content has grown more prosperous and interactive for users It has undoubtedly changed the way students acquire knowledge Learning is no longer the same as before, limited to lessons in the classroom E-learning is seen as a future application worldwide as it promotes lifelong learning by enabling learners to learn anytime and anywhere Further, the researcher believes that e-learning could be an opportunity for future education "Recently, blogs and personal pages have emerged as popular uses of the Internet for people to learn, share and interact with people from all walks of life across the world Moreover, with the popularity of E-learning increasing among academic and training institutions, learning and knowledge building have become a highly integrated and interactive global process." (Ding Aixia and Dan Wang (2011).Factors Influencing Learner Attitudes Toward E-learning and Development of E- learning Environment Based on the Integrated E-learning Platform.InternationalJournal of e-Education, e-Business, e-Management and e-Learning, Vol 1, No 3 P.1)
Online learning and electronic devices were like a luxury in the old days With the convenience of the 4.0 era, this is easier than ever Moreover, the scope of this innovation is unthinkable The appropriate use of digital tools can also equip learners with transversal skills, such as information literacy, communication, creativity, and digital literacy At the same time, virtual and augmented reality can offer safe spaces for learners to acquire technical skills in a simulated environment, where mistakes could otherwise prove expensive, impractical, or potentially dangerous in a real-world context (Maria Melstveit Roéme (2021) Enhancing learning through digital tools and practices: How digital technology in compulsory education can help promote inclusion European Commission P.4)
2.4 Strengths and weaknesses of self- studying English online in COVID- 19:
The "GEN Z" stories demonstrate that learning English in the 4.0 age has become exceedingly simple, adaptable, and engaging With each young person's agility, English truly becomes a tool to assist Gen Z increases points in both daily life and their career journey (Quang Vu (2022) Learning English In Gen Z Tuoi Tre News.) With their ability, today's young generation can easily master themselves in English learning when they have confirmed, set clear goals and rewards However, the problem is also the biggest weakness still lies in whether you are on the right track on this path or not There is a significant difference between the learning situation, in which “I have to” and the one in which “I want to” learn In the first instance, we enroll on a course or start to learn on our own, since we are instructed to do so by our superior or because we have to find a job or in order not to lose our position in the labor market, etc In the latter case, however, students wish to fulfill our their ambitions, satisfy our cognitive curiosity, or fulfill our passions and interests The
13 problem, however, is that goals set by ourselves can at any time be changed, modified, reduced or even entirely eliminated If the only person we account for our accomplishments to is us, we can always change our desires in such a way so as to feel satisfied and eliminate any dissonance, even at the expense of our own ambitions (Frąckowiak, 2005) Alina Gil, (2015) The Role of the Internet in Self-Study Jan Dlugosz University In Czestochowa, Poland)
On the other hand, according to the research of Bui Thi Kieu Giang & Vu Van Tuan (2018) Using internet resources to enhance the self-study of Vietnamese students in improving their English competence The Turkish Online Journal of Design, Art, and Communication: "The findings reveal that the accessibility and ability to use the social networking sites of teachers and students are very high. However, the teachers failed to support the students in self-directed English learning by utilizing Internet resources There is a need to change the curriculum and to retrain the teachers in order to take the best advantages of digital learning and teaching Second Language Acquisition”.
This study shows that using Internet resources to improve the self-study ofVietnamese students is significant The authors surveyed 22 teachers and 74 students.This study was conducted to encourage the self-study of Vietnamese learners to useEnglish as a second language with the support of digital technology These researchers have shown that students do not recognize the effectiveness of the Internet in self- studying English The researcher paper shows that students do not have the proper awareness of how to study online effectively and do not have a suitable method to use the Internet as an online self-study tool for themselves Therefore, this information helps researchers learn more about students' current situation of online self-study According to the research paper, self-study is also considered a valuable way of learning English because learners have to challenge themselves with a new type of knowledge Technology is essential in helping them practice a new skill or learn a new concept Internet resources are available to everyone and are the best place for students to exploit their existing capabilities Besides that, but instructors' companionship and help in leading students to self-study is critical Self-study is particularly important for instructors during times of community isolation since it allows them to upgrade lesson plans, modify teaching techniques, and refresh their expertise to make English teachings more relevant to pupils
With the help of Advanced Technology and learning software and applications available on the internet, self-studying English becomes extremely easy. Unfortunately, being raised with this technology gives Gen Z a natural advantage that other generations struggle to keep up with, such as Gen X, an issue found in all areas of modern life, including the workplace Studies show that people from older generations are struggling to keep up with the constant advances in technology, and teachers are not immune to this issue (Eleftheria Vaportzis, (2017), Older Adults Perceptions of Technology and Barriers to Interacting with Tablet Computers: A Focus Group Study) This is the strength of technology for self-learning, briefly called "self- e-learning" The use of digital education requires certain additional practice in communicating with the use of short text messages used during chats or through e- mails, thus the first ability one needs when self-education through the Internet is efficient interpersonal communication (Clarke, 2007) It is combined with the next crucial skill of information processing The acquired knowledge has to internalized and subsequently, verified in practice What is crucial is regularity, as well as ahead planning of the learning process In short, another skill appropriate, rational work organization
General Comment
The study's goal is to examine the variables influencing HUFLIT students' and lecturers' online English self-study during the COVID-19 pandemic isolation phase in
2021 The study group will also pay attention to the registration process Then, create efficient and innovative tests using the pupils' newly learned English abilities. This research report will be based on a survey of 132 people Including:
- 12 HUFLIT lecturers who have more than 5 years of teaching experience at the universities
- 60 male and 60 female bachelor's degree students who are between the ages of 19 and 22.
The survey will be administered to students and lecturers from three HUFLIT faculties, spread across five HUFLIT campuses, taking into account the practical level and accessibility of the research team, including:
- The Faculty of International Relations.
- The Faculty of Foreign Languages.
- The Faculty of Information Technology.
Research subjects are divided into 2 main groups: students, lecturers The researcher divided into the following groups:
METHODOLOGY
Overview
The study's goal is to examine the variables influencing HUFLIT students' and lecturers' online English self-study during the COVID-19 pandemic isolation phase in
2021 The study group will also pay attention to the registration process Then, create efficient and innovative tests using the pupils' newly learned English abilities. This research report will be based on a survey of 132 people Including:
- 12 HUFLIT lecturers who have more than 5 years of teaching experience at the universities
- 60 male and 60 female bachelor's degree students who are between the ages of 19 and 22.
The survey will be administered to students and lecturers from three HUFLIT faculties, spread across five HUFLIT campuses, taking into account the practical level and accessibility of the research team, including:
- The Faculty of International Relations.
- The Faculty of Foreign Languages.
- The Faculty of Information Technology.
Research subjects are divided into 2 main groups: students, lecturers The researcher divided into the following groups:
Group A has about 120 students from 3 faculties in HUFLIT The study was conducted on about 40 students from each faculty including Faculty of International Relation, Faculty of Foreign Language and Faculty of Information Technology The study approached students from freshmen to final year students of HUFLIT
In addition, these students must major in English language or English pedagogy at school Group A was selected with equal sex ratio with 20 of them were male students and 20 of them were female students were randomly selected to answer the questionnaire and their ages ranged from 19-22
The research subjects are all students majoring in English at HUFLIT This means that all students are enrolled in the same English program and this subject has the same characteristics for all subjects; that is the need and condition for the students to be considered for graduation and find a job later Therefore, students may have a relatively equal awareness of the importance of self-studying English online.
Group B has 12 lecturers at 3 faculties in HUFLIT, including Faculty of International Relation, Faculty of Foreign Language and Faculty of Information Technology The researcher approached 4 lecturers from each faculty including 2 female lecturers and 2 male lecturers
They will be lecturers that have been teaching any subject in the English major.All lecturers have more than 5 years of teaching experience at the university They are the ones who directly impart knowledge and educate students at the university.Therefore, the subjects of group B will focus on providing information on the current status of students' online English self-study and offer the most useful and practical methods to help students have the most correct awareness of this learning problem
In addition, group B was also asked for information related to influencing factors and their influence on students' online English self-study Then, the researcher will interview and analyze the most accurate information from the perspective of the educator about this research topic
Online self-administered survey questionnaires for group A students from freshmen to seniors in the coming school year The questionnaire is structured into two main parts Questionnaires can help the researcher collect specific, accurate and comprehensive information about the problem being studied The online questionnaire includes 15 questions The first part is general information with 3 questions and the second part is 12 questions with detailed information about self-studying English online.
In the first part of the questionnaire, those questions were designed in the way of multiple-choice and it asked about the major, semester and gender In the second part, based on the research question as well as the theoretical basis on self-studying English online in particular and learning English in general and based on the results of other studies in the same research field, the questionnaire includes: 10 scaling questions, 3 multiple choice questions and 2 open questions The questions revolved around four main issues: Analyze the state of students' online English self-study at the time of translation in 2021, as well as variables influencing that system, the extent to which students' online English self-study has influenced that aspect, and the students' specific online English self-study strategy Additionally, in this panel question, students are asked to offer some recommendations for better ways to enhance and increase student understanding of the condition of online English learning.
A table of 6 interview questions was created based on ideas for in-depth interviews Group B interviewees were the ones who took part in the interview The interviewing system enables respondents to enter interview data online All of those queries were open-ended, allowing the interviewee to respond with any number of viewpoints
The interviews were conducted to confirm facts already known and to learn more about self-studying English online amid the present COVID-19 pandemic,which is a severe issue not just in Vietnam but throughout the entire world The inquiries center on information and thoughts regarding the scenario, elements influencing students' online English self-study circumstances, and the impact of students learning English online.
Material
Online self-administered survey questionnaires for group A students from freshmen to seniors in the coming school year The questionnaire is structured into two main parts Questionnaires can help the researcher collect specific, accurate and comprehensive information about the problem being studied The online questionnaire includes 10 questions The first part is general information with 3 questions and the second part is 7 questions with detailed information about self-studying English online.
In the first part of the questionnaire, those questions were designed in the way of multiple-choice and it asked about the major, semester and gender In the second part, based on the research question as well as the theoretical basis on self-studyingEnglish online in particular and learning English in general and based on the results of other studies in the same research field, the questionnaire includes: 4 scaling questions, 3 multiple choice questions and 3 open questions The questions revolved around four main issues: assessing students' current online English self-study situation, factors affecting students' online English self-study situation, the influence of students studying English online on those factors and the online English self-study methods that students are using Moreover, this questionnaire also asked students offering some suggestions for more effective methods to improve and raise students' awareness about their online English self-study status.
The goal of this study's funding was to conduct a survey of HUFLIT students. Faculty of International Relation, Faculty of Foreign Language and Faculty of Information Technology are the three HUFLIT faculties where the survey will be given to students and instructors Since the pupils are in an atmosphere where English is widely spoken, the data's objectivity and reality will be more obvious The researcher will look up material on each school's website before sending recommendation letters to all of them and setting up appointments Each faculty held a briefing for the lecturers and students, followed by the distribution of notices and the electronic return of consent forms to the students After that, the researcher will email a link to the survey to a student The survey was produced on the linked Google form, and it was then distributed to respondents via social media sites (Facebook, Zalo, Mail, etc.)
Respondents click the link and complete the form's questions First, participants will be required to complete an online questionnaire that has about 10 questions and takes between 5 and 10 minutes to complete Some of them may be given the information in the questionnaire, while others may request that the researcher explain it in detail because they have questions about the questionnaire's questions. Additionally, assistance is provided to the researcher in clarifying and making them understandable to the respondents Within two days, the researcher will administer the
21 online survey to each faculty And after six days of implementation in three faculties and two additional days of data collection via online surveys As a result, the researcher collected all questionnaires for the research paper within 8 days.
A table of six interview questions was created based on ideas for in-depth interviews The group B interviewees were the ones who took part in the interview.The interviewing system enables respondents to enter interview data online These questions were completely open-ended, allowing the interviewee to offer a variety of responses The purpose of the interviews was to corroborate information that was already known and to learn more about self-studying English online in 2021 during the COVID-19 epidemic Information and comments on the scenario, factors affecting students' online English self-study situations, the effects of those factors on students studying English online, and the methods students are using for online English self- study are the main topics of the questions The researcher intends to learn more from the interview in order to comprehend the nature of students' self-directed onlineEnglish education more fully It will then extract more data after that.
Procedures
To gather the information and data required for this inquiry, the researcher must employ a number of data gathering approaches.It took 2 weeks to gather the information required for this inquiry from 24/8/2022 to 4/10/2022 The questionnaire approach was used to first identify the students in HUFLIT group A After that, group
B interviews with HUFLIT teachers were done by the researcher The survey will be disseminated on Facebook.The questionaire took 1 week from 6/10/2022 to13/10/2022 Next, the survey will be carried out using Google Forms Not to forget,the interviews will happen during Google Meetings.
Statistical treatment
After receiving survey replies, Google Forms was used to collect survey questions, which were then identified and entered using the Microsoft Excel spreadsheet application The statistical frequency approach was utilized to conduct the analysis after data submission For data analysis, statistics, and information aggregation, Microsoft Excel's statistical analysis function is frequently used All survey results were gathered and statistically ordered using Microsoft Excel software. Through the course of the data analysis, correlations between variables were investigated to see if the difference was more than expected owing to sampling variance Students at HUFLIT who were engaged in online English self-study before and after the COVID-19 epidemic were compared to see how these criteria and practical tactics affected their performance
With lecturers were interviewed, and their main viewpoints were published online and in print In some delicate circumstances, the researcher can take brief notes,use characters, and concentrate on pertinent and common facts about the issue.Frequency statistics will be created after the grouping of the interview data.
FINDING AND DISCUSSION
QUESTIONNAIRE
Tôi tên là…, sinh viên năm 3, khoa…, trường Đại học …
Tôi đang thực hiện bài tập môn Nghiên Cứu Khoa Học với chủ đề “Thực trạng tự học tiếng Anh trực tuyến của sinh viên ở Việt Nam trong thời kỳ dịch bệnh covid-19 hiện nay”. Để hoàn thành bài nghiên cứu khoa học một cách khoa học và thực tiễn, tôi đã soạn ra bảng câu hỏi này với mục tiêu nghiên cứu về kết quả của việc tự học tiếng Anh trực tuyến trong thời kì giãn cách COVID 19 năm 2021 thông qua sự nhận thức và hiểu biết của các bạn về vấn đề này Vì vậy, tôi rất mong các bạn vui lòng dành chút thời gian quý giá của mình trả lời bảng câu hỏi này nhằm tạo điều kiện giúp tôi hoàn thành tốt bài nghiên cứu của mình.
Mục đích của việc thực hiện Bảng câu hỏi khảo sát này nhằm phục vụ cho bài tập môn Nghiên Cứu Khoa Học và không sử dụng cho mục đích riêng nào khác Để đảm bảo thông tin được giữ bí mật, xin các bạn vui lòng không viết thông tin riêng tư như tên, ký tên, số điện thoại, địa chỉ email hay bất cứ dấu hiệu riêng nào trên bảng câu hỏi này.
Tôi rất cảm ơn vì sự hợp tác của bạn!
Phần 1: Thông tin tổng quát:
3 Chuyên ngành học của bạn là gì?
Phần 2: Thông tin chi tiết:
4 Bạn học tiếng Anh vì mục đích gì?
Công việc Đọc tài liệu chuyên ngành
Học để cho qua nhằm tích lũy tín chỉ
5 Bạn có thể đưa ra nhận xét khái quát về việc tự học tiếng Anh của bạn hiện nay?
6 Hiện tại, bạn thường dành thời gian bao lâu cho việc tự học tiếng anh online? Ít hơn 1 giờ
7 Vậy so với thời gian hiện tại, bạn dùng để tự học tiếng Anh, ít hay nhiều hơn thời điểm dịch COVID-19 năm 2021? Ít hơn
8 Bạn đánh giá những yếu tố mà bạn cho là có ảnh hưởng nhất đối với việc tự học tiếng Anh của sinh viên?
Vui lòng điền số từ 1-5 tùy theo mức độ nghiêm trọng của nó.
(1-rất nghiêm trọng, 2-nghiêm trọng, 3-bình thường, 4-ít nghiêm trọng, 5-không nghiêm trọng)
3 Trang thiết bị dùng để học (điện thoại, máy tính, mạng internet,…)
4 Kỹ năng sử dụng công nghệ thông tin
5 Tâm lý (lười, chán, việc riêng …)
7 Yếu tố từ gia đình, người thân, bạn bè,
9 Bạn đánh giá thế nào về những ảnh hưởng của các yếu tố trên đối với việc tự học tiếng anh online?
Vui lòng đánh dấu vào một ô thích hợp nhất cho mỗi câu hỏi.
STT Các ảnh hưởng Rất thường xuyên
Bình thường Ít thường xuyên
1 Kết quả học tập giảm sút
2 Ảnh hưởng đến sức khoẻ thể chất
3 Ảnh hưởng đến tâm lý
4 Ảnh hưởng đến sở thích cá nhân
5 Ảnh hưởng đến công việc hằng ngày
10 Bạn đánh giá như thế nào về những giải pháp đối với việc tự học tiếng anh online của sinh viên? Bạn có thể chọn nhiều giải pháp.
Chủ động lên kế hoạch và sắp xếp thời gian tự học
Sự can thiệp, tác động từ bạn bè
Sự can thiệp, tác động thầy cô
Sự can thiệp, tác động từ gia đình
INTERVIEW 34 REFERENCES
(Giảng viên tại Đại học Ngoại ngữ - Tin Học TP HCM)
Mời Thầy/Cô dành ít phút trả lời bài phỏng vấn về kết quả của việc tự học tiếng Anh trực tuyến của sinh viên thời điểm dịch COVID-19 để đưa ra những cái nhìn rõ ràng hơn về chủ đề này Làm ơn hãy trả lời trung thực.
Cảm ơn sự tham gia của Thầy/Cô!
1 Môn học mà Thầy/Cô dạy ở trường là gì?
2 Thâm niên công tác của Thầy/Cô?
3 Thầy/Cô đánh giá thực trạng tự học tiếng Anh của sinh viên hiện nay đang diễn ra như thế nào?
4 Thầy/Cô có thể cho biết những yếu tố ảnh hưởng đến việc tự học tiếng Anh trực tuyến của sinh viên thời điểm dịch COVID-19 năm 2021?
5 Thầy/Cô nghĩ rằng những yếu tố đó ảnh hưởng như thế nào đến việc tự học tiếng Anh trực tuyến của sinh viên?
6 Theo Thầy/Cô, có thể có những phương pháp hữu ích nào giúp nâng cao nhận thức của sinh viên về việc tự học tiếng Anh?
Amanda Athuraliya, (2021) The Easy Guide to Self-Learning for Remote Learning Students.
David Little, (2003) Learner autonomy and second/foreign language learning. The Guide to Good Practice for Learning and Teaching in Languages, Linguistics and Area Studies.
Cotterall, S (2000) Promoting Learner Autonomy through the Curriculum Principles for Designing Language Courses ELT Journal, 54, 109-117.
Duong My Tham and partners (2020) First-year English majors' perceptions of the importance of learner autonomy, Science Journal of the Open University of
Nguyen Hien Le, (1992) Self-study is a need of the times Culture and Information Publishing House Hanoi, 12 pages.
JEANNETTE LITTLEMORE , (2012), Metaphoric Competence: A Language Learning Strength of Students With a Holistic Cognitive Style?.
Tuong Han (2017) English at university - 'obsession' or opportunity? Tuoi Tre Newspaper.
Isai Amuthan Krishnan ,(2020) Challenges of Learning English in 21st Century: Online vs Traditional During COVID-19, MJSSH.
Impact of COVID-19 on higher education from an equity perspective (2021) Jamil Salmi Center for International Higher Education, Boston College, USA.
Dr Nguyen Thi Doan (August 1, 2021) Citizens study during the COVID-19 pandemic.
Longjun Zhou , Chungang Li (2020), Can Student Self-Directed Learning Improve Their Academic Performance, SIEF.
Lee, A N., & Yamaguchi Johnson, T (2007) The teacher's role in developing students' capacity for self-directed learning P.223.
