An investigation into the use of out of class english learning activities of 10th grade students at a high school in hai duong province

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGUYỄN THU THẢO AN INVESTIGATION INTO THE USE OF OUT-OF-CLASS ENGLISH LEARNING ACTIVITIES OF 10th GRADE STUDENTS AT A HIGH SCHOOL IN HAI DUONG PROVINCE NGHIÊN CỨU VIỆC SỬ DỤNG CÁC HOẠT ĐỘNG HỌC TIẾNG ANH NGOÀI LỚP HỌC CỦA HỌC SINH KHỐI LỚP 10 Ở MỘT TRƢỜNG THPT TẠI TỈNH HẢI DƢƠNG M.A Minor Program Thesis Field: English Teaching Methodology Code: 8140231.01 HANOI – 2021 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGUYỄN THU THẢO AN INVESTIGATION INTO THE USE OF OUT-OF-CLASS ENGLISH LEARNING ACTIVITIES OF 10th GRADE STUDENTS AT A HIGH SCHOOL IN HAI DUONG PROVINCE NGHIÊN CỨU VIỆC SỬ DỤNG CÁC HOẠT ĐỘNG HỌC TIẾNG ANH NGOÀI LỚP HỌC CỦA HỌC SINH KHỐI LỚP 10 Ở MỘT TRƢỜNG THPT TẠI TỈNH HẢI DƢƠNG M.A Minor Program Thesis Field: English Teaching Methodology Code: 8140231.01 Supervisor: Lê Thị Hồng Duyên, Ph.D HANOI – 2021 DECLARATION I, Nguyễn Thu Thảo, hereby certify that the thesis entitled “An investigation into the use of out-of-class English learning activities of 10th grade students at a high school in Hai Duong province” is submitted for the partial fulfillment of the Degree of Master of Arts at the Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi I also declare that this thesis is the result of my own research and efforts and it has not been submitted for any other purposes Hanoi, 2021 Student Nguyễn Thu Thảo i ACKNOWLEDGEMENTS First and foremost, I would like to offer my sincerest gratitude to my honorable supervisor, Dr Le Thi Hong Duyen, who has supported me throughout my thesis with her patience and sincerity It was her guidance that has enabled me to find the right way to complete this study My heart-felt thanks go to all of the lecturers and the staff of the Faculty of Post Graduate Studies at University of Languages and International Studies for their valuable lectures on which my minor thesis was laid the foundation A special word of thank goes to all the 10th grade students at the chosen school who has participated in my survey Without their support, I could not have such relevant data Last but not least, I am deeply grateful to my family and my friends for their notable assistance and constant encouragement throughout my research work ii ABSTRACT The study is concerned with the use of out-of-class English learning activities of 10th grade students at a high school in Hai Duong province The main purposes of the study are to investigate the English learning activities implemented out of the classroom by students, the factors affecting their choice and their attitudes s towards the use of those activities Data were collected through a questionnaire and an interview and then analyzed quantitatively and qualitatively The results showed that there were a wide range of English out-of-class activities implemented by students However, the receptive activities were carried out the most due to living and learning environment of the learners and the culture of Vietnamese people Besides, interests, personal needs and context were the factors that affect students‟ choice In addition, the finding also indicated that all students recognized the importance of the use of English out-of-class activities These activities brought positive changes to students such as the English exposure, English proficiency and outcome and the ability of independent learning Moreover, the researcher has found out a new finding which was not mentioned in any previous related studies No matter which skills the activities are, as long as they helped students to develop their speaking and listening skills, they are evaluated as the effective ones by students From the findings of the research, some pedagogical suggestions were proposed to bring out-of-class learning closer to students as well as maximize the English learning development outcomes iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF FIGURES AND TABLES vii ABBREVIATIONS viii CHAPTER 1: INTRODUCTION 1.1 Rationale for the study 1.2 Aims and objectives of the study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Definition of OCLL activities 2.2 Classification of OCLL activities 2.2.1 Self-instruction 2.2.2 Self-directed naturalistic language learning 2.2.3 Naturalistic language learning 2.3 Advantages of OCLL activities 2.3.1 Increasing the exposure to the target language 2.3.2 Improving the learning proficiency and outcome 2.3.3 Fostering learner autonomy 11 2.4 Factors that influence the choice of out-of-class learning activities 13 2.5 Review of previous related studies 15 2.5.1 Previous related studies overseas 15 2.5.2 Previous related studies in Viet Nam 16 iv 2.6 Summary 18 CHAPTER 3: METHODOLOGY 19 3.1 Restatement of research questions 19 3.2 Context of the study 19 3.2.1 Setting of the study 19 3.2.2 Participants 20 3.3 Research types 20 3.4 Data collection instruments 20 3.4.1 Questionnaire 21 3.4.2 Interview 21 3.5 Data collection procedures 22 3.5.1 Questionnaire 22 3.5.2 Interview 22 3.6 Data analysis methods 22 3.7 Summary 23 CHAPTER 4: FINDINGS AND DISCUSSION 24 4.1 Research question 1: What English learning activities 10th grade students implement out of the classroom? 24 4.2 Research question 2: What factors affect their use of out-of-class English learning activities? 28 4.2.1 Extrinsic factors that decided students‟ choice of out-of-class English activities 28 4.2.2 The language skills and language knowledge that affected students‟ choice of out-of-class English activities 31 4.3 Research question 3: What are students' attitudes s towards those out-of-class activities? 32 4.3.1 The importance of the use of out-of-class English in students‟ daily life 33 4.3.2 Advantages of out-of-class English activities reported by students 34 v 4.3.3 Students‟ evaluation of the effectiveness of out-of-class English activities 35 4.4 Summary 40 CHAPTER 5: CONCLUSIONS 41 5.1 Recapitulation 41 5.2 Concluding remarks 41 5.3 Limitations of the current research 42 5.4 Implications of the findings 43 5.5 Suggestions for further research 43 REFERENCES 45 APPENDIX I APPENDIX VI APPENDIX XI APPENDIX XIII vi LIST OF FIGURES AND TABLES Table 4.1: Out-of-class English learning activities that students reported engaging in 24 Figure 4.2.1: Factors affecting students‟ choice of out-of-class English learning activities 28 Table 4.2.2: The language skills and language knowledge affected students' choice of out-of-class English activities 31 Figure 4.3.1: The importance of the use of out-of-class English in students‟ daily life 33 Figure 4.3.2: Students' report on the positive changes due to out-of-class English activities 35 Table 4.3.3: Students‟ evaluation of the effectiveness of English language out-of-class activities 36 vii ABBREVIATIONS OCLL: out-of-class language learning ESL: English as a Second Language ULIS: University of Languages and International Studies IUH: Industrial University of Ho Chi Minh city viii language learning of English program and Regular program students in secondary schools Master thesis Chulalongkorn University Sundqvist, P (2011) A possible path to progress: Out-of-school English language learners in Sweden In Benson, P & Reinders, H (eds), Beyond the language classroom Houndmills, Basingstoke: Palgrave Macmillan, 106-118 Truong, T M N (2018) The reality of English speaking skill and suggestions of some English speaking practice outside the classroom for technique students of Industrial University of Ho Chi Minh city Industrial University of Ho Chi Minh city Uuskoski, O (2011) Playing video games: A waste of time…or not? Exploring the connection between playing video games and English grades Helsinki: Helsinki University Press Webb, S & Rodgers, M P H (2009) Vocabulary Demands of Television Programs Language Learning, 59(2), 335-366 Wenden, A (1999) An introduction to metacognitive knowledge and beliefs in language learning: beyond the basics System, 27, 435-441 Wiengnil, A (2010) A study of out of class English language learning activities of secondary school students in English program Master thesis Chulalongkorn University Xiao, L., & Luo, M (2009) English co-curricular activities: A gateway to developing autonomous learners CamTESOL Selected Papers, 5, 239-251 Yang, N D (1999) The relationship between EFL learners‟ beliefs and learning strategy use System, 27, 515-535 Yap, S L (1998) Out-of-class use of English by secondary school students in a Hong Kong Anglo-Chinese School Master Thesis University of Hong Kong 49 APPENDIX OUT-OF-CLASS ENGLISH LEARNING ACTIVITIES QUESTIONNAIRE (English version) Dear students! This survey is being carried out to investigate the use of out-of-class activities of 10th graders to improve their English language skills outside the classroom All responses will remain anonymous I desperately hope to get your help in answering the following questions fully and honestly Your participation plays an important role in the success of the research Thank you very much for your co-operation.! Please circle your gender Male Female How important is the use of out-of-class English in your daily life? A Very important: I use it frequently every day in many contexts B Important: I often use it in different situations C Not very important: I only use it occasionally D Not important at all: I never use it outside the classroom If your answer is D, what are the reasons that prevent you from doing English out-of-class activities? (More than one answer is acceptable) A Reason 1: I think English out-of-class activities are unnecessary B Reason 2: I am not interested in English out-of-class activities C Reason 3: I am under no condition to English out-of-class activities D Others (please specify) If you have never used English outside the classroom, you have completed the survey here! Thank you so much for spending your time! I Beside in-class learning, what should you to improve English capacity? How frequently you carry out the following activities in English? Very Often often (4) (5) Watch TV programs Listen to the radio Listen to songs Read newspapers and magazines Read academic books and articles Read novels Read slogans or advertisements Chat with friends Speak with family members Surf the internet Watch videos Talk to people in daily life (in shops/ on streets,…) Talk on the phone Talk to yourself II Sometimes Rarely Never (3) (2) (1) Attend meetings Write emails Others ………………… ………………………… Please indicate how effective you find these activities for improving your English Very Effective effective Neither Ineffective effective nor Very ineffective ineffective (5) (4) Watch TV programs Listen to the radio Listen to songs Read newspapers and magazines Read academic books and articles Read novels Read slogan or advertisement Chat with friends Speak with family members Surf the internet Watch videos Talk to people in III (3) (2) (1) daily life (in shops/ on streets,…) Talk on the phone Talk to yourself Attend meetings Write emails Watch TV programs Others …… …………………… Is there anything you think you should/ could to improve your English, but you don’t? If so: Please briefly indicate what they are Please explain why you don’t those activities What aspects have positively changed because of out-of-class learning activities? (More than one answer is acceptable) A Your English exposure B Your English level C Your English academic results D Your ability of independent learning E Others (Please specify) IV Which skills and language knowledge that you want to improve through English out-of-class activities? (More than one answer is acceptable) A Speaking skill E Vocabulary B Listening skill F Grammar C Reading skill D Writing skill Circle the answers that best suit you (More than one answer is acceptable) The types of activities that you choose to carry out outside the class depend on: A Your interest B Your teachers‟ assignment C The context that you are in D Others Please specify your answers: 10 For more information regarding your out-of-class English learning activities, please let me know if you are willing to take part in the next interview A Yes, I am willing B No, I am not Your contact (in case you are willing to join): Thank you so much for your co-operation! V APPENDIX BẢNG CÂU HỎI KHẢO SÁT HOẠT ĐỘNG SỬ DỤNG TIẾNG ANH NGOÀI GIỜ HỌC Các em học sinh thân mến! Bảng khảo sát đƣợc thực nhằm mục đích tìm hiểu việc sử dụng hoạt động tiếng Anh hoc học sinh khối 10; qua giúp em cải thiện kĩ tiếng Anh lớp học Các em đƣa câu trả lời với suy nghĩ em Tất câu trả lời đƣợc giữ bí mật Cơ mong nhận đƣợc hợp tác em Sự tham gia em đóng vai trị quan trọng thành cơng đề tài Giới tính: Nam Nữ Ngồi học, việc sử dụng tiếng Anh quan trọng nhƣ sống thƣờng ngày em? A Rất quan trọng: Em sử dụng tiếng Anh thƣờng xuyên ngày nhiều ngữ cảnh B Quan trọng: Em thƣờng sử dụng tiếng Anh tình khác C Không quan trọng lắm: Em sử dụng tiếng Anh D Không quan trọng: Em khơng sử dụng tiếng Anh ngồi lớp học Nếu đáp án em D, lý khiến em khơng tiến hành thêm hoạt động ngồi lớp học? (có thể chọn nhiều đáp án) A Cảm thấy không cần thiết B Không thấy hứng thú C Khơng có điều kiện tiếp cận D Lý khác: (xin vui lòng nêu cụ thể) VI Theo em, học lớp, em cần tham gia (thực hiện) hoạt động để cải thiện tiếng Anh? Em sử dụng hoạt động sau Tiếng Anh với tần suất nhƣ nào? (đề nghị khoanh tròn vào ô với thân em) Rất thƣờng Thƣờng Thỉnh Hiếm Không xuyên xuyên thoảng (5) (4) (3) (2) (1) Xem chƣơng trình tivi Nghe đài Nghe nhạc Đọc báo tạp chí Đọc sách/ nghiên cứu học thuật Đọc tiểu thuyết Đọc câu hiệu biển quảng cáo Tán gẫu với bạn bè Trị chuyện với thành viên gia đình Lƣớt mạng Xem video Nói chuyện với ngƣời tình cụ thể đời sống hàng ngày (trên đƣờng, VII hàng, ) Nói chuyện điện thoại Nói chuyện với (độc thoại) Tham gia buổi gặp gỡ Viết email Hoạt động khác …………… …………………………… Em đánh giá mức độ hiệu hoạt động sau nhƣ việc giúp cải thiện Tiếng Anh mình? Rất hiệu Hiệu Trung Khơng Rất khơng quả bình hiệu hiệu (5) (4) (3) (2) (1) Xem chƣơng trình tivi Nghe đài Nghe nhạc Đọc báo tạp chí Đọc sách/ nghiên cứu học thuật Đọc tiểu thuyết Đọc câu hiệu biển quảng cáo Tán gẫu với bạn bè Trò chuyện với thành viên gia đình Lƣớt mạng Xem video VIII Nói chuyện với ngƣời tình cụ thể đời sống hàng ngày (trên đƣờng, hàng, ) Nói chuyện điện thoại Nói chuyện với (độc thoại) Tham gia buổi gặp gỡ Viết email Hoạt động khác…………… …………………………… Theo em, cịn có cách khác giúp em cải thiện khả Tiếng Anh nhƣng em không làm chƣa tâm làm? Xin giải thích lí em khơng thực (các) hoạt động Các hoạt động lớp học giúp em cải thiện điều dƣới đây? (Em chọn nhiều đáp án) A Tần suất tiếp xúc với Tiếng Anh B Trình độ Tiếng Anh C Kết học tập môn Tiếng Anh D Khả tự học E Đáp án khác (Xin vui lịng giải thích rõ) IX Các kĩ năng, kiến thức ngôn ngữ em muốn cải thiện sử dụng hoạt động tiếng học? (Em chọn nhiều đáp án) A Kĩ nói E Từ vựng B Kĩ nghe F Ngữ pháp C Kĩ đọc D Kĩ viết Các hoạt động tiếng mà em chọn để thực ngồi lớp học phụ thuộc vào: (Em chọn nhiều đáp án) A Sở thích B Bài tập đƣợc giao C Ngữ cảnh (môi trƣờng) D Lí khác Xin vui lịng giải thích rõ: 10 Để biết thêm thông tin chi tiết hoạt động học tiếng Anh học em, vấn nhỏ tới đƣợc thực Em vui lòng cho biết có sẵn sàng tham gia không? A Em đồng ý B Em không đồng ý Thông tin cá nhân: (Trong trƣờng hợp em đồng ý tham gia vấn) Cảm ơn em dành thời gian! X APPENDIX OUT-OF-CLASS ENGLISH LEARNING ACTIVITIES INTERVIEW GUIDELINES Part 1: Feelings and beliefs about using English outside the classroom Do you use English outside the classroom?  If yes, how important is English in your life? (frequency, purposes,…)  If no, give the reason please (belief, disadvantages,…) How confident you feel about the ability of using English? Are there any specific areas that you would like to improve? If yes, why? Do you look for opportunities to use English or you avoid it whenever possible? Why? Do you agree or disagree with the following statements? Give the reason why? Statement Statement Statement Statement Out-of-class English activities are unnecessary because only in-class learning is enough Final exams only focus on the knowledge in text books, so there is no need to learn from other sources Out-of-class English activities only work for those whose language is already at high-level It is not until graduating from universities or working that I need to expand my English Part 2: Activities implemented in English outside the classroom What percentage of time you spend using English in a typical week including time at home, at school and elsewhere? (Just give a rough estimate) What out-of-class activities you usually implement in English? XI Why are these activities useful to you to improve and extend your English? Part 3: Activities carried out specifically to improve English outside the classroom Which of the above activities you with the main aim of improving your English? Do you purposefully engage in any particular activities to develop your oral kills/ listening skills/ reading skills/ writing skills/ vocabulary/ grammar in English outside the classroom? If yes, what are they? 10 If a friend told you that he/she wanted to find ways to improve his/her English without enrolling for a course, what activities would you advise him/her to do? XII APPENDIX BẢNG CÂU HỎI PHỎNG VẤN HOẠT ĐỘNG SỬ DỤNG TIẾNG ANH NGOÀI GIỜ HỌC Phần 1: Cảm nghĩ sử dụng Tiếng Anh học Em có sử dụng hoạt động Tiếng Anh ngồi học khơng?  Nếu em có, Tiếng Anh quan trọng nhƣ sống em? (tần suất sử dụng, mục đích sử dụng,…)  Nếu em khơng, xin nêu lí (khó khăn, lịng tin ,…) Em có tự tin việc khả sử dụng Tiếng Anh thân khơng? Em có muốn cải thiện điều khơng? Nếu có, sao? Em chọn tìm kiếm hội để sử dụng Tiếng Anh học hay em tránh có thể? Tại sao? Em đồng ý hay không đồng ý với phát biểu sau? Xin biết lí sao? Phát biểu Các hoạt động Tiếng Anh ngồi học khơng cần thiết cần học lớp đủ Các kì thi cuối kì tập trung vào kiến thức sách Phát biểu giáo khoa nên không cần phải học thêm từ nguồn khác Phát biểu Phát biểu Các hoạt động Tiếng Anh ngồi học có hiệu với có trình độ Tiếng Anh mức cao Chỉ đến tốt nghiệp đại học làm cần mở rộng vốn Tiếng Anh Phần 2: Các hoạt động tiếng Anh học Em dành thời gian cho việc sử dụng Tiếng anh tuần bao gồm thời gian nhà, trƣờng nơi nào? (Chỉ cần ƣớc lƣợng tƣơng đối) Hoạt động học em thƣờng thực bẳng Tiếng Anh? XIII Tại hoạt động lại giúp ích việc cải thiện khả Tiếng Anh em? Phần 3: Các hoạt động học đƣợc chủ ý thực để cải thiện khả Tiếng Anh Trong hoạt động em vửa nêu, hoạt động em thực với mục đích cải thiện khả Tiếng Anh? Em có chủ ý tham gia vào hoạt động Tiếng Anh để phát triển kĩ nói/ nghe/ đọc/ viết/ từ vựng/ngữ pháp khơng? Nếu có, hoạt động nào? 10 Nếu ngƣời bạn nói với em bạn muốn cài thiện khả Tiếng Anh nhƣng tham gia khóa học nào, em khuyên bạn làm gì? Tại sao? XIV ... with the use of out -of- class English learning activities of 10th grade students at a high school in Hai Duong province The main purposes of the study are to investigate the English learning activities. .. and valid answers 20 The research goals are achieved by means of both quantitative and qualitative data The qualitative data (interviews with students) was obtained after the quantitative data collection... Aims and objectives of the study The study aimed at investigating the use of out -of- class English learning activities of 10th grade students at a high school in Hai Duong province This overall aim