Huflit junior’s awareness of self study (ý thức tự học của sinh viên năm 3 ở trường đại học ngoại ngữ tin học tphcm)

MISISTRY OF EDUCATION AND TRAINING  HO CHI MINH CITY UNIVERSITY OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY RESEARCH METHODOLOGY COURSE HUFLIT JUNIOR’S AWARENESS OF SELF STUDY (Ý THỨC TỰ HỌ[.]

HO CHI MINH CITY UNIVERSITY OF FOREIGN LANGUAGES AND

INFORMATION TECHNOLOGY

RESEARCH METHODOLOGY COURSE

HUFLIT JUNIOR’S AWARENESS OF

SELF-STUDY

(Ý THỨC TỰ HỌC CỦA SINH VIÊN NĂM 3 Ở TRƯỜNG ĐẠI HỌC NGOẠI NGỮ- TIN HỌC

TPHCM)

Instructor : Mr Vuu Tien Vi ( M.A.)

Student’s full name : Bui Thi Cam Tien

Student’s number : 18DH713316

Class : TA1814

WRITING A RESEARCH PAPER

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supervision To help HUFLIT students have better learning results, students themselves andthe school need to find new methods to help students have a more correct perception of self-study Self-study is the best option for students, if they want to achieve good academicresults and succeed in the future This study aims to survey the self-study situation ofstudents, specifically students of the University of Foreign Languages and Informatics in HoChi Minh City In addition, the study sheds light on the difficulties students may face inself-study From the above difficulties, we offer the best solutions to help students overcomedifficulties when studying on their own To carry out this research, the researcher conductedthe survey with 100 junior students and interview with 20 students from English Businessmajor at HUFLIT In the questionnaire, the researcher made 8 research questions and 2interview questions for participants to give the answers The researcher used Google form tosurvey, then researcher collected and analyzed the questionnaire from student after 2 week.

In general, most of the students were well aware of the importance of the self-study Theresults that Self-study approach should be used regularly by HUFLIT students in learningdue to its numerous benefits for students and educators In addition, students need to findthemselves a complete learning method to get the best results

INSTRUCTOR’S ASSESSMENT ii

ABSTRACT iii

CHAPTER 1:INTRODUCTION 1-3 1.1 Background 1

1.2 Literature Review 2

1.3 Objectives 2

1.4 Scopes 2

1.5 Organization 3

CHAPTER 2:LETERGATURE REVIEW 4-9 2.1 Defining Self-study 4

2.2 The situation of student about self-study approach 4

2.2.1 The situation of students in the world 5

2.2.2 The situation of Vietnamese students 5

2.3 Positive of self-study 6

2.3.1 Learning more effectively 6

2.3.2 Discovering more about the topics they’re studying 6

2.3.3 It can boost students’ self-esteem 7

2.3.4 Students can learn at their own space 7

2.3.5 Encourages curiosity 7

2.4 Challenges of self-study approach 7

2.4.1 Experiencing low motivation 7

2.4.2 There are too many distractions 8

2.4.3 Lacking the right resources 8

2.4.4 Struggling with time management 9

Concluding 9

CHAPTER 3: RESEARCH METHODOLOGY 10-11 3.1 Description of the subjects 10

3.4 Statistical Treatment 11

CHAPTER 4: RESULTS AND FINDINGS 12-20 4.1 Result of the questionnaire 12

4.1.1 Do you often do self-study? 13

4.1.2 What do you think about self-study? 14

4.1.3 Where do you usually self-study? 15

4.1.4 How much time do you spend on self-study? 16

4.1.5 How often do you revise and prepare new lesson? 17

Concluding 18

4.2 Result of the interview 18

4.2.1 What challenges do you face in self-study? 18

4.2.2 How do you often overcome difficulties in self-study? 19

Concluding of Chapter 4 20

CHAPTER 4: DISCUSSION 21-24 5.1 Research questions 21

5.2 Important Findings 21

5.2.1 How is the current situation of students' self-study? 21

5.2.2 What are difficulties that the students encounter in their self-study? 22

5.2.3 What solutions help students overcome difficulties in their self-study? 22

5.3 Limitation 23

5.4 Need for Further Research 24

CHAPTER 6: RECOMMENDATION 25

6.1 Some recommendations for the educators 25

6.2 Some recommendations for students 25

REFERENCES 27

APPENDIX 1 29

APPENDIX 2 30

INTRODUCTION 1.1 Background

A self-study is an indispensable form of learning for students studying at universitiesand colleges Organizing rational, scientific, quality and effective self-study activities is thelearner’s responsibility The current situation of students is unaware of the importance ofself-study, still familiar with the method of reading and writing, and passive in learning.Some students believe that just trying to study can achieve good results In fact, going tocollege is much different from high school and knowing going to college is very important.According to the survey data, most of the students autonomy in the learning of students.There are 75% of respondents think those students do not have the habit of self-study andprepare lessons before going to class (Schulman, 2014, p15) The current fact is thatstudents are “very lazy to read books” 85% say they “do read” but only a few specializedbooks when presenting, reporting, or taking tests The remaining 15% say that they do notread reference materials, there are final year students who have never come to the library tolook for books (Schulman, 2014, p.29 ) “the outstanding characteristics of the extendedprofessional is a capacity for autonomous professional self-development through systematicself-study, through the study of the work of other teachers and through the testing of ideas

by classroom research procedures” (Stenhouse 2010, p.144) Characteristics of self-studyare the involvement of critical friends (Schuck & Russell, 2013, p107); the use of theory tohelp to gain wider perspectives on practice; and methodological rigor (Debora, 2014) Self-study aims not only to enhance the quality of practice but also to open up the self-study topublic debate in the academic community, contributing to the knowledge base of teachereducation (Vanassche&Keltchermans,2015,p22)

z

in North America or Australia Self-study research on the part of the teacher educators canthus be defined as research and reflection on these teacher educators’ own practices, leading

to both an improvement of these practices and a contribution to the general knowledge base

of teacher education (Mary, 2012)

1.2 Literature Review

The term “Self-study” has the potential to benefit the learning of professionals from arange of disciplines who are teaching in higher education Vanassche (2018, p13) definesself-study as “has the potential to critique the rather narrow and instrumentalist view ofteacher education practice and scholarship furthered by policies in many countries” Russell(2007,p117) defines it as “only by significant effort over several years am I able to fullyunderstand the potential benefits and personal consequences of a change recommended byresearch, and only through self-study am I able to achieve that understanding” Bullock(2007, p212) at the end of his account, he describes is as “ has much to learn on my journey

of thinking about teaching and learning and confident that self-study of teacher educationpractices will help me to articulate my teaching practice and to continue to learn and teachabout teaching”

1.3 Objectives

The aim of this paper is to offer an overview of the self-study definitions, to examthe reasons for self-study and to survey of students at HUFLIT in training mode based onlearning signals Furthermore, this paper also proposing solutions to promote learningactivities of university students in HUFLIT

1.4 Scopes

Numerous studies highlighted the importance of self-study approach Nowadays,some research has been done about how self-study can effect and benefits with students.Therefore, the focus of this research is on students in HUFLIT, especially juniors

1.5 Organization

This research begins with an introduction about Self-study (what is it? Howimportant is it?) It then goes on to present how the research carried out The next chapter isdevoted to findings and discussing the research Finally, the last chapter gives conclusionand offers recommendation to help junior self-conscious in studying at HUFLIT

CHAPTER 2 LITERATURE REVIEW

2.1 Defining Self-study

Self-study has been defined in several ways, and a generally accepted definition does

not exist It is used interchangeably with distance study, learning, education, teaching, autodidactism and self-directed learning The literature defines self-study in manydifferent ways according to instructional methods The common definitions are:

Self-studying is a learning method where students direct their own studying— outside the classroom and without direct supervision Since students are able to take control of what (and how) they are learning, self-study can be a very valuable way for many students to learn (Enrichment, 2018).

Self-study can be viewed as:

- Study or examination of oneself

- A form of study in which one is to a large extent responsible for one’s owninstruction

-Study by oneself, as through correspondence course, without classroom instruction

- Study without the aid of a formal education institute ( Kerress,2012)

Self-study and traditional classroom learning can be used together to help your childget the most out of his or her learning experience Together, these methods help studentslearn and retain information better, helping boost comprehension, grades, and motivation

As described above, there are many variation in defining self-study and different institutionimplement self-study approaches in different ways

2.2 The situation of student about self-study approach

2.2.1 The situation of students in the world

Over the past 25 years, self-study research has emerged strongly as a form of teachereducator research in North America and Australia However, self-study research is stilllimited across Europe In the UK, this may be because some teacher educators fear that self-study may not be recognized as an acceptable research approach for inclusion in theResearch Excellence Framework submission This may be because some assessors andresearch leaders may believe that self-study, and other practitioner research, lackstheoretical underpinning, rigor and ability to contribute to the evidence-base for teachingbecause of the difficulty of general from small-scale research

A report of self-study practices in Iceland, the Netherlands, England and Ireland showsthe development of self-study groups and the use of this methodology in an increasingnumber of doctoral studies In England there are discreet areas of practice that have arisenthrough local interest and needs, reflecting the fragmented context of teacher education(Hayler, 2010)

2.2.2 The situation of Vietnamese students

According to survey 2012 there are 60 percent of students believe self-study plays avery important role in their university education However, it only has 16 percent of 300surveyed students have “high” self-awareness in planning self-study Only 2 percent ranked

“very high”, while 76 percent rated “average” Students need to prepare well before going toclass; they need to understand theoretical issues, read the documents provided by lecturers,seek relevant knowledge and prepare for topics of discussions They also have to dotheoretical and home exercises, and carry out experiments and research Besides that 60percent of students cannot meet the requirements The proportions could be even higher, 70-

80 percent, in some “special classes” “This explains why lecturers and students cannotinteract during the lecture hours Students cannot raise questions and do not have necessaryunderstanding to discuss topics” (Maugham,2012)

Investing in self-study to prepare for the next lesson is often not paid enoughattention Up to 86.2% of students do not have the habit of reading lessons before going toclass This shows the overload in the learning process and no time to study by yourself athome In addition, the statistics also show that students rarely read back the content theyhave learned, the survey data shows that 77.6% of students confirm that they read thecontent once in a while There are 48.3% of students think that it is important to learnknowledge outside the curriculum and professional books to supplement in the learningprocess and need to be regularly collected Access to additional professional knowledgefrom Internet sources is still the main thing, up to 63.8% of students agree with this point ofview (Maugham, 2012)

Self-study encourages their own learning spirit due to motivation from lecturers, trying

to find out information from outside to keep up with lecturers' next day lecture Self-studyalso connects friend relationships to exchange learning from each other Besides, it also helpstudents have the ability to work independently, be able to handle unexpected situations,overcome lazy habits, and take work lightly individual study

2.3 Positive of self-study

2.3.1 Learning more effectively

Exploring a topic on his or her own encourages your child to actively engage with theinformation Self-studiers are able to think about topics more deeply and make connectionsbetween what they are learning And when students are engaged (and excited) about whatthey are learning, they’re able to remember it better Self-study also helps build study skillsyour child can use to explore new topics or tackle challenging schoolwork

2.3.2 Discovering more about the topics they’re studying

Self-study is all about searching out new information on a topic your child is interested

in Seeking out this information themselves gives students a chance to learn more about thattopic (rather than just what they are taught in class)

2.3.3 It can boost students’ self-esteem

As students do more self-study, many become more confident learners They are able

to see themselves as an independent person who is able to learn new things without anyonehelping them This can be a major motivation boost for students

2.3.4 Students can learn at their own space.

Self-study allows students to take learning at their own pace, focusing on areas theyare most interested in (or want to understand a bit better) This helps reduce feelings offrustration, anxiety, or boredom that students may struggle with in a classroom setting

2.3.5 Encourages curiosity.

Curiosity is one of the biggest (and often overlooked) pieces of motivating students tolearn When students aren’t engaged with what they are learning, they absorb less of theinformation They study to memorize rather than understand Self-study allows students tochoose something they are interested in and excited to learn about, leading to a moreeffective learning experience

2.4 Challenges of self-study approach

2.4.1 Experiencing low motivation

Low motivation is one of the biggest problems you may have to tackle during youreducation Without sufficient internal drive to achieve, getting through the sheer volume ofwork needed to gain qualifications can feel impossible Key to understanding lowmotivation is to figure out the reasons behind it Low motivation may be experienced eitherfor certain subjects, or across the board; some of the common causes of it include:

- Students are tired and stressed, with too much to do

- There are other, more interesting things to do

- Students find the subject boring, or don’t enjoy it for some other reason

- Students don’t like teacher for a certain subject

- Students have other things happening in your life, meaning studying doesn’t feelimportant right now

- Students worrying about failure

2.4.2 There are too many distractions

There are so many external stimuli these days that it’s little wonder that many studentsfeel distracted Social media, friends, phone, television, video games and outings all have apart to play in wreaking on students’ ability to focus on studying Many students easy feel issuffering from a multitude of distractions Eliminate the things to be his or her weaknessesfrom Study space This could be smart phone, the internet, the television and some more.Limit socialising to weekends, and consider installing a browser app that stops his or hergoing on Facebook or other favourite sites for certain periods of time such as LeechBlock,Tiktok, so on.( Russell & Berry,2016)

If student find it impossible to get work done at home because of the number ofdistractions, try working somewhere else The library would be a good place, as library canshut the phone away in the locker, and peace and quiet is guaranteed

2.4.3 Lacking the right resources

This is arguably the easiest problem on this list to fix Academic success relies onhaving access to the right resources, whether that’s the necessary books, equipment, ateacher to talk to, or anything else you need to learn effectively If it’s books his or her need,ask their teacher to recommend some, so that students don’t inadvertently take their learning

in the wrong direction Equipment – such as a new laptop, stationery and so on – will be amatter to discuss with their parents If there’s a compelling argument for investing in new

equipment (such as a new laptop, or an iPad), speak to their parents about it and present his

or her case

2.4.4 Struggling with time management

Studying at any level requires good time management, and if student find yourselfstruggling to meet deadlines, or his or her frequently end up having to stay up late into thenight to finish off a piece of homework This is a sign that their need to work on your timemanagement skills It also means being more disciplined with student routine: getting upearlier, planning out your day, and making maximum productive use of the time allocate toeach of their subjects Student will find lots more time management and general productivitytips here ( Russell & Berry,2016)

Concluding

To sum up, there are many definition of self-study and the synonym of this Besides,Vietnamese students in particular and international students in general are underestimatingthe importance of self-study However, self-study brings a wealth of benefits to students.Firstly, students learn more effectively Next, Students discover more about the topicsthey’re studying Thirdly, it can boost students’ self-esteem The other benefit is studentscan learn at their own space Finally, self-study also encourages curiosity of student In theother hand, self-study also has many challenges with students The first, students areexperiencing low motivation The second, There are too many distractions with students.Next, students lack the right resources and goal The last one is students struggle with timemanagement Using self-study, students are able to go beyond simply learning what theirclass textbooks and instructors teach them By practicing self-study, they are encouraged tofurther explore topics they are interested in, developing stronger study skills as a result

CHAPTER 3

RESEARCH METHODOLOGY

3.1 Description of the subjects

In the survey, 100 juniors from Business English majors at Ho Chi Minh CityUniversity of Foreign Language and Technology Information were chosen to participate inthe survey All of these participants were upper level of English Furthermore, they wereyoung people from 20 to 21 years old, so they had a lot of experience to use basictechnology such as Facebook, Google Form or Email, some more They attended manycourses, which were applied the Self-study approach in learning- in university Therefore,when attending this survey, they could give trustworthy answers in the questionnaires

3.2 Materials

The study was conducted on the base of the quantitative and qualitative approaches

In the quantitative approach the researcher made of questionnaire The questionnaire had all

8 questions There are 3 questions about personal information such as major, age andgender There are 5 questions regarding such problems as situation, behavior or attitude, andchallenges of self-study For example how long students spent on self-study or commondifficulties in self-study In the qualitative the researcher had two questions for participants.Those questions could be asked about opinion each student It related to challenges ordifficulties, and this question need student give own solution and recommendation for issue

3.3 Procedures of Data Collection

Research was divided into four steps The first step the researcher createdquestionnaires according to Google Form, to ensure that everyone understands the question.The second step, after completed form, the researcher looked for juniors sent this form to

groups Business English major at Ho Chi Minh City University of Foreign Language andTechnology Information course 2018 by Facebook or Email The third step, the researcherset a week time limit for juniors to do the survey The juniors were required to be honest andthink carefully before giving the answers They could ask for clarification to have thetrustworthy and reliable answers Almost all students are equipped with basic knowledge oftechnology, so they are able to use basic applications such as Google Form, Email andFacebook After a week, the researcher collected answer by excel to analyze The fourthstep, the researcher randomly selected 20 students for the interview question The researcherused interview directly to record the most positive and accurate result Respondents will beprovided with 2 interview questions about challenges and recommendations After 1 to 1week interview, researcher will collect and process

3.4 Statistical Treatment

To analyze the situations, attitudes and challenges of Self-study approach, theresearcher collected the data from questionnaire Results from the questionnaire werereported in percentage and displayed in different charts For example how many peoplechosen yes, no, strongly agree, agree, disagree or have no opinion with the researcher’sideal

CHAPTER 4 RESULTS AND FINDINGS

In the survey, 100 students responded to the questionnaire and 20 students wereinterviewed directly After a week, the researcher collected the results and start analyzingthe data In the questionnaire, 35% of the total a male students and the rest 65% are femalestudents In the interview, 35% out of 20 students are male students and up to 65% arefemale students Most of the students are between the ages of 20 to 21 and only 3% are 22years old Almost all students are students of the foreign language department at HUFLIT

In which, more than 85% are students majoring in Business English and only 5% aremajoring in Bilingual English-Chinese, the rest 10% are majoring in Pedagogy

4.1 Result of the questionnaire

In the questionnaire, there are 5 research questions include the following format yes

or no, 5 level question and multiple choice This questions regarding such problems assituation, behavior or attitude, and challenges of self-study All responses were statisticallycalculated by the researcher based on excel in percentages

4.1.1 Do you often do self-study?

Figure 1 shows the habit of self-study approach for students at Ho Chi Minh City

University of Foreign Language – Information Technology It gives the number of studentswho answered Yes or No which the researcher mentioned Overall, the student choices

vary greatly It affects each option differently Most of the students answered yes with the

ideas of the researcher To be more specific, of the 100 students who answered thequestionnaire, 75% students selected yes that they often self-study The remaining 25%chose No with the ideas of the researcher In the condition of being free and comfortablewhen there is no pressure from the next family, the majority of students are not aware oftheir self-awareness role in learning and training Most students see the importance of self-study in credit training, but only a few students are not interested in learning Meanwhile,many students think that their self-study motivation is to acquire knowledge for later work,not self-study to achieve high results in exams Many students have a correct understanding

of the importance of self-study