UET it sophomores' English learning strategies for reading skills an exploratory research

UET it sophomores' English learning strategies for reading skills: an exploratory research Đỗ Hà Lan Trường Đại học Ngoại ngữ Luận văn Thạc sĩ ngành: Methodology; Mã số: 60 14 10 Người hướng dẫn: Dr. Dương Thị Nụ Năm bảo vệ: 2010 Abstract. This study’s objective was to explore the learning strategies for reading skills used by sophomores of Information Technology Faculty, University of Technology and Engineering, VNU. It was carried out using a survey and online general guide interviews. Results indicate that although the majority of sophomores of IT Faculty are not familiar with the term, they all have used some kinds of learning strategies for reading skills unconsciously. They also expect their teachers to introduce and provide them more practice on those strategies because the main reason why they have not applied the strategies in their reading process is their lack of knowledge on both the strategies and how to use them. Keywords. Tiếng Anh; Kỹ năng đọc; Phương pháp dạy học; Chiến lược học Content 1. Rationale English is a compulsory subject to students of Information Technology Faculty (IT Faculty), University of Engineering and Technology (UET), Vietnam National University (VNU). Any student who wants to earn an IT degree needs to take four English courses with 14 credits. Though the required level of English courses is only pre-intermediate, a lot of students find it hard to pass the courses, not to mention to have high grades. It is even more surprising to find that the majority of students attending Information Technology Faculty, University of Engineering and Technology have learnt English for at least three years at high school before going to college. One of their problems with learning this language is that all they have tried to do is memorization instead of having appropriate English learning strategies. These strategies are not only essential to students while learning English at college but also useful for their own self- study once they graduate. It is no doubt that Information Technology students need English for their future jobs. Among all the English skills Information Technology students learn at college, reading skills is the one that is paid much attention within the course syllabus. IT students spend more than a quarter of their time in class learning reading skills among all the language skills and elements. Reading skills also accounts for 50% of the grades students may get in English exams. Reading skills is also the skills that IT students use the most after graduation. Besides, it is widely believed among teachers that knowledge is immense (IT is an ever-changing field) and thus, there is no point in trying to teach students everything. More importantly, teachers should motivate them to learn and teach them how to learn so that they can study by themselves and for themselves. Accordingly, during the teaching and learning process, special emphasis is placed on creating a positive learning environment, developing students’ autonomy and creativity, teaching study skills, and building students’ confidence. That is why teachers of English for Information Technology Division, English Faculty, University of Languages and International Studies wish to introduce students with English learning strategies for reading skills. But before introducing those skills, it is necessary to investigate what IT students already know and what they do not. This exploratory research is done for that intention. 2. Purposes of the study The ultimate purpose of this study is to explore the English learning strategies for reading skills that sophomores of Information Technology Faculty, University of Engineering and Technology have already used. It wishes to achieve the three primary aims: (i) to know IT sophomores’ awareness and attitude towards English learning strategies for reading skills (ii) to explore the learning strategies that sophomores of IT Faculty have already used in their reading process. (iii) to propose some suggestions to the teachers on integrating the introduction and practice of English learning strategies for reading skills into the syllabus. 3. Research questions The exploratory research is intended to answer the following questions: (i) Research question 1: What are the attitudes of Information Technology sophomores, University of Engineering and Technology, towards English learning strategies for reading skills? (ii) Research question 2: What are English learning strategies for reading skills that Information Technology sophomores, University of Engineering and Technology, have already used? 4. Methods of the study In view of the exploratory nature of the study, the source which is used to collect the data is from a survey conducted on sophomores of Information Technology Faculty, University of Engineering and Technology, Vietnam National University, Hanoi, who are currently in their third term of learning English at college, to investigate students’ awareness, attitudes towards English learning strategies for reading skills, as well as the strategies they have been using so far. Therefore, this exploratory takes a quantitative approach. Besides, online general guide interviews are also done on some randomly selected subjects to know the underlying reasons for their attitudinal and behavioral answers in the survey. Basing on the results obtained, the researcher will propose some suggestions on integrating the introduction and practice of those strategies into the reading syllabus. 5. Scope of the study The present study operates within the following scope: (i) English learning strategies for reading skills include both direct strategies (which involve the English language in the reading process) and indirect ones (which support the business of acquiring reading skills). Therefore, this study will investigate sophomores’ awareness, attitude and usage of both types. (ii) Even though the students in the Faculty of Information Technology, University of Engineering and Technology have to attend four semesters of English, the subjects chosen for this research are in the their third semester. As the students have experienced two semesters learning English at college and have developed self-study competence, their responses will better reflect the reality. The study will, therefore, have more practical implications as well as applicable suggestions. 6. Significance of the study Despite the fact that the research only explores the learning strategies for reading skills that students have been using, its significance is remarkable. Theoretically, it touches upon the issue of learning strategies which is normally overlooked in the process of learning and teaching in Vietnam while self-study is presently having great impacts on the society, especially in education, and is currently drawing lots of attention from educators and ELT professional. Particularly, it is carried out in the context of a university – an academic institution where learners are supposed to make full use of self-study competence and teachers are increasingly encouraged to play the role of a facilitator. Practically, its results are hoped to provide teachers with a picture of students’ learning strategies, therefore, teachers of English for Information Technology Division, English Faculty, University of Languages and International Studies can base on that to integrate the introduction and practice of English learning strategies into the teaching syllabus. 7. Design of the study This study consists of three parts: introduction, development, and conclusion. The introduction presents the rationale, purpose, research questions, scope, significance, and design of the study. The development comprises three chapters: - Chapter I reviews the theoretical background to English learning strategies for reading skills. - Chapter II details the setting, the methods, data analysis, and findings of the study. - Chapter III is centered around the author’ suggestions on integrating the introduction and practice of English learning strategies into the learning and teaching syllabus for students of Information Technology Faculty, University of Engineering and Technology. The conclusion, apart from summarizing the main issues so far touched upon in the study, proposes directions for future research. References 1. Chamot, A.U. & Keatley, C. W. (2003), Learning strategies of adolescent low literacy Hispanic ESL students, Paper presented at the 2003 Annual Meeting of the American Educational Research Association, Chicago, IL 2. Ellis, R. (1994), The study of second language acquisition, Oxford University Press, Oxford. 3. 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(ii) Research question 2: What are English learning strategies for reading skills that Information Technology sophomores, University of. Division, English Faculty, University of Languages and International Studies wish to introduce students with English learning strategies for reading skills. But before introducing those skills, it. UET it sophomores' English learning strategies for reading skills: an exploratory research Đỗ Hà Lan Trường Đại học Ngoại ngữ Luận văn