Learning a graduation thesis course online the match and mismatch between ffl seniors and lecturers perceptions at iuh during the covid 19 pandemic graduation thesis faculty of foreign languages

The research paper was conducted to find out the similarities and differences opinions between lecturers and students about important requirements in the process of writing a graduation

INTRODUCTION

Rationale

The Covid-19 pandemic has significantly impacted education, leading to a rapid shift from traditional classroom settings to online learning, particularly in Ho Chi Minh City, Vietnam, where schools and universities have closed due to social isolation The Industrial University of Ho Chi Minh City (IUH) is adapting to this new norm, with students, especially those majoring in Foreign Languages (FFL), facing the challenge of completing their graduation thesis online This thesis is crucial for evaluating the educational quality of university students, yet there is limited research on the effectiveness of conducting such important projects in an online format Therefore, it is essential for seniors to grasp the requirements of the graduation thesis course in the context of online learning This research aims to explore the perspectives of seniors and lecturers regarding the necessary components for successfully completing this course online, as well as the potential benefits and drawbacks associated with this mode of learning.

Research objectives

This research investigates the perceptions of seniors and lecturers at FFL regarding essential requirements and the pros and cons of distance learning and teaching in the Graduation Thesis Course.

In addition, the research gives useful suggestions and solutions to help final-year students improve or enhance their Graduation thesis course if the Covid 19 pandemic keeps going on.

Research questions

1 What are FFL seniors’ and lecturers' perceptions of the necessary requirements of an online Graduation Thesis course?

Supervisor: Phan Thi Tuyet Nga, Ph.D Page 2

2.What are FFL seniors’ and lecturers’ perceptions of the expected advantages of an online graduation thesis course?

3.What are FFL seniors’ and lecturers’ perceptions of the expected disadvantages of an online graduation thesis course?

Scope of the study

The online graduation thesis course for final-year English major students at IUH presents several real challenges This research focuses on the essential knowledge requirements for students and examines the advantages and disadvantages experienced by 200 seniors and 25 lecturers at the Industrial University of Ho Chi Minh City in both learning and teaching this course.

LITURATURE REVIEW

Definition of key terms/concepts

In 2019, the World Health Organization (WHO) and Chinese officials swiftly identified a new virus, termed “Novel Corona Virus (2019-nCoV)” (Roy et al., 2020) This epidemic, which originated in Wuhan, China, rapidly spread to multiple countries, including the first recorded case in the United States The primary symptoms of COVID-19 include fever, cough, and difficulty breathing, while secondary effects may encompass tiredness, muscle aches, headaches, sore throats, sneezing, gastrointestinal issues, and a loss of smell or taste (Coronavirus, 2020).

In 2020, there were 211 local cases of COVID-19, contributing to over 1.5 million infections globally (Basilaia & Kvavadze, 2020) The lockdown of national borders significantly hindered economic growth, as well as the tourism and service sectors worldwide (Harper et al.).

2020) Besides, the schools and institutions have immediately canceled all education activities according to the government guidance to limit the spread and save lives (Rashid & Yadav, 2020)

A graduation thesis is a crucial research project that students must complete prior to graduating from colleges and universities Its primary aim is to enable students to apply their theoretical knowledge and professional skills to real-world challenges Completing a graduation thesis represents the culmination of university education and serves as essential preparation for practical teaching (He & You, 2020).

Working on a graduation thesis is a crucial step for students, allowing them to apply their knowledge and skills to real-world problems It serves not only as a comprehensive evaluation of their specialization but also as an opportunity to enhance their abilities and work-related skills This process fosters independent thinking and analytical skills, equipping students with essential training for their professional careers Such experiences are vital for the development of students' overall performance (Wei, Yuan, Lian & Ding, 2018).

Online learning, a key component of distance education, integrates technological applications with the learning process through the Internet, virtual platforms, and network collaboration It encompasses a variety of computer-based learning technologies, delivery modes, and materials, including audiovisual content, educational programs, simulations, and contemporary media across diverse fields This form of learning, often referred to as internet-based education, offers flexibility by removing time and location constraints for learners, thereby enhancing educational accessibility (Pei & Wu, 2019) Ultimately, online learning leverages technologies such as websites, email, and video lessons, establishing the internet as a fundamental tool in the educational process, making learning accessible from anywhere (Sari).

In an online course, an instructor compensates for the absence of physical presence by creating an ideal environment that encourages all students to participate comfortably.

2.1.4 Definition of Technology devices and challenges:

Technological items such as mobile phones, computers, the Internet, and television significantly impact student performance (Yesilyurt et al., 2014) Aksoğan (2020) highlighted that these devices can connect to the internet, enhancing distance education and facilitating real-time communication within the community Additionally, Lozano (2021) noted that cell phones, tablets, laptops, and computers serve as valuable educational tools, offering numerous benefits for learning.

Results of previous studies

The graduation thesis is a crucial project that evaluates the overall knowledge and skills of final-year university students Therefore, it is essential for students to develop the necessary skills in advance to successfully complete this important undertaking.

Elmabruk and Bishti (2020) examined the attitudes of EFL students and staff in Libya towards the Returning Graduation Project, highlighting the challenges they encounter The study utilized both quantitative and qualitative research methods, employing questionnaires and focus groups for data collection.

In a study supervised by Phan Thi Tuyet Nga, Ph.D., students identified key skills necessary for preparing their graduation thesis through group discussions and semi-structured interviews The survey results revealed that students faced the greatest challenges with research methods, followed closely by referencing and citation, as well as planning and organization Other areas of difficulty included critical thinking, research writing, and IT skills, with grammar being the least challenging skill.

Boufeldja and Bouhania (2020) investigated the challenges faced by EFL students and supervisors in Algeria during thesis writing Utilizing qualitative methods, the study gathered data from 30 students and six supervisors through semi-structured interviews and open-ended questionnaires The findings highlighted not only the difficulties in thesis writing but also emphasized the necessity for students to develop a range of skills essential for successful thesis completion Key areas of focus include enhancing writing skills such as summarization, paraphrasing, grammar, and sentence structure, as well as improving research skills related to formulating main questions, selecting appropriate study techniques, and conducting statistical data analysis.

Technology devices play a crucial role in enhancing online learning for both teachers and students Numerous studies have highlighted the challenges and issues related to technology support in the educational process.

SHATRI (2020) explored the advantages and disadvantages of using technology devices in teaching primary and elementary school students, involving 50 participants aged 11 to 14 The study utilized a questionnaire with four types of scientific questions: discovery, descriptive, explanatory, and evaluation, aligning with a quantitative research approach Findings indicated that technology facilitated the acquisition of new knowledge and skills, including writing, reading, drawing, and collaboration, while also improving students' engagement in lessons and enabling immediate problem-solving Overall, technology plays a significant role in shaping modern education for today's students.

Fatoni (2020) examined the advantages, challenges, and solutions faced by students at private universities in Indonesia during online learning amid the COVID-19 pandemic Utilizing a qualitative approach and a survey method, the study gathered responses from 100 students through an online semi-structured questionnaire after six weeks of distance learning The findings revealed that technological devices significantly enhance student satisfaction with online education, enabling effective interaction through virtual meetings, social networking, and discussion groups Consequently, technology has transformed learning environments, allowing students to engage anytime and anywhere.

Research relies heavily on gathering information and data to support project foundations Recognizing the importance of online resources, many researchers recommend various tools and applications that students can utilize to effectively find information and data during their studies.

Owan et al (2021) investigated the use of electronic methods by African researchers for disseminating scientific publications in higher education through a quantitative descriptive survey involving 1,977 academic lecturers from 54 African countries Utilizing online snowball sampling, the study found that "Research Gate" was the most preferred platform among academic staff, with 81.34% usage, while "Google Scholar" also ranked highly, and other tools were used infrequently.

Bakare (2015) conducted a quantitative study on the use of social media applications for information sharing among university students and faculty at the Federal University of Agriculture, Abeokuta, Ogun State, Nigeria The research involved a questionnaire survey that gathered data from 250 lecturers and 1200 students The findings highlighted that social networks, such as Facebook and Twitter, were significant platforms for this purpose.

Lecturers and students frequently utilize platforms like YouTube, instant messaging, and video sharing for educational purposes Social media serves as a vital tool for connecting with friends and teachers, enabling users to access and share documents, discover learning resources, and exchange knowledge and skills effectively.

Supervisor: Phan Thi Tuyet Nga, Ph.D Page 7 others, the findings also showed the positive students and academic staff attitudes to social media

In online classrooms, effective educational activities rely heavily on the availability of online classroom tools and virtual learning platforms Research by Agusriadi et al (2021) highlights the importance of equipping teachers and lecturers with the necessary skills to manage online learning environments, specifically through a study conducted via an online survey using Google Forms The findings revealed that Google Forms is the most utilized tool for managing online classrooms, with 58.7% of participants indicating its use for instruction Additionally, Google Classroom received high appreciation from educators, with 51.7% valuing its functionality as a guidance platform Other tools mentioned include LMS Moodle and Google Sheets.

“Lainnya” were useful platforms but there were not many participants often used

Albashtawi and Al Bataineh (2020) explored the influence of Google classroom on academic performance as well as attitude in using Google classroom of English majors at Jordan

A study conducted at a university utilized a quasi-experimental pretest-posttest design with 26 EFL Syrian students to assess the impact of Google Classroom on reading and learning performance The findings indicated that Google Classroom positively influenced students' performance, being highly regarded for its usefulness, convenience, and accessibility This developing online application significantly enhanced student engagement in the classroom.

A study by Surani & Hamidah (2020) investigated students' opinions on online learning at Bina Bangsa University, utilizing a questionnaire survey with 239 participants Descriptive statistical analyses were employed to evaluate both quantitative results and qualitative data from open-ended questions The findings indicated that various virtual platforms are utilized during the online education process, with "Google Classroom" being the most frequently used platform among students.

According to Supervisor Phan Thi Tuyet Nga, Ph.D, the term "WAG" is the second most popular tool among students, with a usage rate of 23.2%, indicating its widespread utilization Additionally, "ZOOM" is recognized as a prominent tool for virtual meetings.

RESEARCH DESIGN

Research site/context

The Industrial University of Ho Chi Minh City (IUH) is one of the oldest universities in Vietnam, established in 1956 by Don Bosco monks as Go Vap Vocational School In 2005, IUH introduced the Faculty of Foreign Languages (FFL), offering 12 undergraduate programs, 10 college courses, and 7 vocational courses, supported by over 60 lecturers Recently, the FFL has seen significant growth in both the number and quality of its students.

Participants/Objects

The total study’s participants for the survey, there were just only 200 FFL’s senior students and

25 lecturers studying and working at IUH Besides, to provide further datafor the Questionnaires, there were a total of 3 lecturers and 20 students who took part in the Interview

Participants were chosen based on their involvement in the course and the context of their learning and teaching This selection process facilitated the collection of relevant ideas during data gathering However, the survey did not reach all seniors and lecturers due to various reasons, including some not being enrolled or teaching the course this semester, refusal to participate, lack of response to questionnaires, incomplete information, and a few not being part of any FFL group or social media, which hindered access to their information.

Research methodology and research methods

This study employed both qualitative and quantitative methodologies to explore the perceptions of FFL seniors and lecturers regarding the requirements, advantages, and disadvantages of an online graduation thesis course during the Covid-19 pandemic The quantitative approach gathered diverse opinions from participants, ensuring objectivity, while the qualitative methods provided deeper insights into key aspects of the topic, resulting in more realistic research outcomes.

The study utilized two types of instruments to measure three key variables: questionnaires and interviews Questionnaires were chosen for their efficiency in gathering data from lecturers and students quickly, while interviews provided in-depth insights into their experiences and opinions The subsequent section will offer a detailed description of the data collected from both instruments.

The survey gathered insights from 200 final-year students at FFL regarding their experiences with an online graduation thesis course at IUH The study is structured into three main sections, encompassing six subsections that explore the essential requirements, advantages, and disadvantages of undertaking an online graduation thesis course.

In the first section, multiple-choice questions were utilized to identify the essential skills and technical support required by students for completing their online graduation thesis course The second part employed a 5-point Likert scale, ranging from "strongly disagree" to "strongly agree," to assess the benefits participants experienced while working on their online graduation thesis Similarly, the final section, using the same format, aimed to gather insights on the challenges faced during the online graduation thesis process.

Surveys conducted among students and lecturers revealed no significant changes in the key sections, questions, or design of the survey forms The study, which involved 25 lecturers, aimed to assess their perspectives on the essential skills, technological devices, support, and online resources necessary for students to successfully complete an online graduation thesis Additionally, it explored the benefits of the online graduation thesis course for both lecturers and students, as well as the potential challenges students may encounter.

The interview aimed to validate the survey results and gain a more accurate understanding of the experiences of students and lecturers in conducting and supervising graduation theses online Two distinct interview versions were created: one tailored for students and another for lecturers.

The interview featured six open-ended questions aimed at uncovering the essential skills and knowledge that final-year English majors should acquire for their thesis writing Additionally, it explored the advantages and disadvantages of pursuing an online course in this context.

The study explored lecturers' perspectives on the essential requirements for students during the thesis process, highlighting both the advantages and disadvantages of their instructional methods Six open-ended questions were utilized, similar to those posed in student interviews, to gain insights into the lecturers' thoughts on effective thesis guidance.

Procedures

The questionnaires for the academic year 2021-2022 were conducted over a week, with researchers explaining their purpose to participants beforehand Utilizing Google Forms, the online survey link was shared with senior groups on Facebook, specifically targeting those who had not previously taken the course, while lecturers received the link directly via social media platforms like Zalo and Facebook Following the data collection, 20 students and 3 teachers were invited for interviews, which were arranged through social media and conducted on Zoom Finally, all responses were recorded and transcribed into text for analysis.

Data analysis

Data collection was followed by downloading and analyzing the information using Microsoft Excel The results were then organized into a comparative table of statistical figures for lecturers and students in Microsoft Word The analysis of these findings will be presented in the subsequent chapter Additionally, the researcher organized and saved participants' interview responses by typing them in Microsoft Word.

FINDINGS AND DISCUSSION

Findings

The study involved a questionnaire completed by 25 lecturers, with 75% being female and 24% male Among 200 student participants, 71.5% were female and 28.5% were male The findings indicated that both lecturers and students preferred to conduct the graduation thesis course in an online format.

2 Lecturers expect an online Graduation Thesis course to students

2 Students expect an online Graduation Thesis course

Supervisor: Phan Thi Tuyet Nga, Ph.D Page 15 a The necessary requirements when learning a Graduation Thesis course online

The table highlights essential skills required for completing the graduation thesis course, reflecting both lecturers' and students' perspectives Notably, teamwork skills were deemed the most critical, with 95.8% of lecturers and 82% of students recognizing their importance In contrast, lecturers placed a high value on initiative in work (95%) and timely submission of draft chapters (91.7%), while students did not share the same level of appreciation for these skills.

Table 1: Required Skills For Doing The Graduation Thesis

B.Finding reliable resources by their own 18 75% 125 62.5%

E.Submit all drafts chapters on time 22 91.7% 84 42%

F.Have necessary tools to support learning 19 79.2% 128 64%

G.Apply the knowledge learned from the previous courses 16 66.7% 144 72%

Data reveals that telephone assistance during regular office hours is crucial for completing an online thesis course, with 40% of lecturers and 39.2% of students agreeing on its importance Additionally, 28% of students viewed email as a valuable support tool, while only 11.1% of lecturers shared this sentiment Other factors contributed minimally to the overall support for online thesis completion.

A Assistance by telephone available during regular office hours

B.Assistance by telephone available 24 hours a day (or a time frame close to that)

C Assistance by email available during regular office hours 7 28% 22 11.1%

D Assistance by email available 24 hours a day 2 8% 18 9%

Supervisor: Phan Thi Tuyet Nga, Ph.D Page 18 equipment

Table 3 highlights key online resources that assist students in their graduation thesis work Notably, Google Scholar emerged as a primary tool, with 87.5% of lecturers and 71% of students recognizing its value While nearly all lecturers (95.8%) deemed academic journals essential for thesis references, only 42.5% of students were familiar with them.

E Academic journals (asiatefl, asian-efl-journal) 23 95.8% 85 42.5%

According to Table 4, Zalo and Zoom are the preferred online platforms for working on graduation theses, with usage rates of 96%, 80%, and 67.5%, and 71% respectively Notably, 76% of lecturers view Facebook as a crucial platform, while Google Classroom is deemed unsuitable for students' thesis work.

Supervisor: Phan Thi Tuyet Nga, Ph.D Page 21 b The expected advantages of learning a Graduation Thesis course online

Both lecturers and students largely agree on the convenience of completing graduation theses online, with 88% of lecturers and 68% of students supporting this method Many believe that online learning allows for better integration of studies with daily life, reduces stress, provides continuous support, saves money, and enhances time management However, lecturers express uncertainty about whether students are genuinely interested in engaging with technology for their learning.

Table 5 The expected advantages of learning a Graduation Thesis course online

(They/I) have the opportunity to study when it is convenient; there is no need to attend the university every week

(They/I) have the opportunity to combine studies with work, family life, hobbies

More freedom, less stress and pressure on the part of the school, no need to be ashamed for a mistake in front of schoolmates and the supervisor

(They/I)enjoy studying and researching using different technologies

(They/I) get support and encouragement from me/ the supervisor all the time

Under the guidance of Supervisor Phan Thi Tuyet Nga, Ph.D, students are empowered to take charge of their own learning by selecting their study times, topics, and prioritizing tasks This approach fosters the development of essential self-organization skills.

Supervisor: Phan Thi Tuyet Nga, Ph.D Page 24 c The expected disadvantages of learning a Graduation Thesis course online

A significant majority of lecturers and students, approximately 75%, reported facing challenges in timely and properly submitting thesis drafts, adhering to data collection methods, and maintaining self-discipline in their studies In contrast, 72% of students expressed stress regarding their ability to access support from their supervisors.

Table 6 The expected disadvantages of learning a Graduation Thesis course online

Concerns about submitting the soft copy of the thesis on time and in right form

Lack of interaction with other team members and the supervisor

More likely to misunderstand directions

Concern about the assessment that is done online rather than face-to-face

More challenging to understand content when not face-to face with the supervisor

Restrict on data collection methods

Requires more self- discipline for reading and learning

More stressful related to technical issues

(bad Internet connection, broken electronic devices, lack of essential devices….)

More stressful trying to reach the supervisor when help is needed

4.1.2 Interview a The necessary requirements when learning a Graduation Thesis course online

To successfully complete a graduation thesis, students must enhance and master essential skills such as time management, teamwork, ICT proficiency, and effective communication.

Effective collaboration within a group is essential, as individuals must work together and communicate effectively Additionally, mastering technological skills is crucial for efficiently searching for information and utilizing tools such as the internet, Microsoft Word, and Microsoft Excel.

“Through learn online have also have some skills, like teamwork skills, I can manage my time ”(S8)

“I think that Computer skills, this skill is necessary for finding new job in the future ”(S11)

Furthermore, students need to be active in their studies because mastering this course took a significant amount of effort

“They need to be active, need to master the form and they need to actively engage in the topic, they need to ask for the instructor advices or supports” (L3)

The Internet is a crucial element in online learning and is particularly vital for conducting thesis work on digital platforms Additionally, both educators and students highlighted the importance of learning devices, effective time management, and guidance from supervisors.

Technology is essential for students, and it is crucial that they are equipped with the necessary devices, such as laptops and PCs, along with reliable internet access.

“ the next one is the guidance of the supervisor.” (S2)

Effective time management is crucial for students, as it allows them the flexibility to design their own schedules It is essential for students to proactively communicate with their supervisors, submit assignments punctually, and plan ahead to succeed.

Besides, the supervisor emphasized the importance of reference sources and self-discipline in the implementation of the thesis

The graduation thesis course requires students to have access to good facilities for effective self-study and research Participants noted that an online format for the graduation thesis course offers significant advantages, such as convenience in scheduling meetings and receiving support at any time This format also facilitates easy sharing of materials and communication with peers and supervisors Additionally, it saves students time by eliminating the need to commute to campus, allowing them to concentrate on mastering their specialized knowledge and skills Moreover, the online approach positively influences students' learning attitudes, making them feel more relaxed and comfortable while studying in their own environments.

The entire process can be conducted online, highlighting the crucial role of technology in today's digital landscape Students can easily gather data and access reference materials, such as theses, all available online They can analyze this data using various online applications, making it possible to complete their work entirely through digital means.

CONCLUSION

Conclusion

The research aimed to explore the similarities and differences between teaching staff and students regarding the key requirements, advantages, and disadvantages of working on an online graduation thesis The findings indicate that students can successfully complete their graduation thesis in an online format.

In the process of writing an online graduation thesis, telephone support, social networks, and video sharing platforms were crucial tools Additionally, Google Scholars and academic journals served as essential online resources for students to find references Completing a graduation thesis necessitated a variety of important skills, including research, ICT, writing, time management, teamwork, and initiative in both working and learning.

Both lecturers and students experienced significant benefits from writing graduation theses online, as it reduced commuting time and facilitated easier collaboration between study and work This modern approach provided a more comfortable alternative to traditional methods and allowed for the development of new skills The convenience of technology enabled students to maintain constant connections and receive support from peers and instructors.

Completing an online graduation thesis presents numerous challenges for students, including difficulties in comprehending the instructor's guidance, engaging with peers, and accessing diverse data collection methods To overcome these obstacles, students must dedicate significant effort to enhancing their knowledge, skills, and learning attitudes.

Limitation

This study aims to explore the opinions of lecturers and students regarding the process of writing an online graduation thesis Currently, there is a lack of previous research on this topic Due to time constraints, the study does not include a comparison of perspectives between lecturers and students from different departments at IUH or other universities in Ho Chi Minh City.

Many students enrolled in this course during the second semester, limiting the research to their expectations and resulting in less realistic outcomes Additionally, the researcher faced challenges in reaching a larger number of lecturers for interviews due to their busy schedules, refusals to participate, and difficulties in establishing contact.

Recommendations

Students must understand the essential components of their research, including its format, chapter structure, and specific tasks for each chapter In addition to this foundational knowledge, they should enhance their writing, teamwork, ICT, and active learning skills Instructors can support students by recording video instructions for better comprehension and holding weekly meetings to facilitate discussions, which can help alleviate stress and foster group interaction during the thesis process.

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APPENDICES APPENDIX 1: QUESTIONNAIRE FOR STUDENTS

Is The Graduation Thesis Course learnt online? A Descriptive Case Study of FFL's Seniors and Lecturers during the Covid-19 Pandemic

2 Have you EXPECT BEING taught an online Graduation Thesis Course?

Part 2: The necessary requirements when learning Graduation Thesis?

2.1 In your opinion, what is required of you to complete the course? (You can choose more than one)

 Finding reliable resources by their own

 Submit all drafts chapters on time

 Have necessary tools to support learning

 Apply the knowledge learned from the previous courses

2.2 What kinds of technical support do you consider to be NECESSARY if you were to take the Graduation Thesis course online?

A Assistance by telephone available during regular office hours

B Assistance by telephone available 24 hours a day (or a time frame close to that)

C Assistance by email available during regular office hours

D Assistance by email available 24 hours a day

G No necessary assistance or equipment

2.3 What online resources can you get access? (You can choose more than one)

 Academic journals (asiatefl, asian-efl-journal)

2.4 What are the Virtual Learning Platforms do you consider to be NECESSARY if you were to take the Graduation Thesis course online? (You can choose more than one)

Part 3: Advantages of learning an Online Graduation Thesis Course:

What are your Perceptions of the Expected Advantages of the Online Graduation Thesis Course?

Strongly Disagree Disagree Undecided Agree Strongly

I have the opportunity to study when it is convenient; there is no need to attend the university every week

I have the opportunity to combine studies with work, family life, hobbies

I enjoy studying and researching using different technologies

I get support and encouragement from the supervisor all the time

Self-management opportunities in time planning empower students to decide when and what to study, allowing them to prioritize tasks effectively This autonomy fosters the development of essential self-organization skills.

Part 4: Disadvantages of learning an Online Graduation Thesis Course:

What are your Perceptions of the Expected Disadvantages of the Online Graduation Thesis Course?

I have the opportunity to study when it is convenient; there is no need to attend the university every week

I have the opportunity to combine studies with work, family life, hobbies

I enjoy studying and researching using different technologies

I get support and encouragement from the supervisor all the time

Self-management opportunities empower students to take charge of their learning by allowing them to decide when and what to study, as well as prioritize tasks This autonomy fosters the development of essential self-organization skills.

Is The Graduation Thesis Course learnt online? A Descriptive Case Study of FFL's Seniors and Lecturers during the Covid-19 Pandemic

2 Would you choose to deliver an online graduation thesis course to students?

Part 2: The necessary requirements when learning Graduation Thesis?

2.1 What do you expect from students when instructing them a Graduation Thesis Course online? (You can choose more than one)

 Finding reliable resources by their own

 Submit all drafts chapters on time

 Have necessary tools to support learning

 Apply the knowledge learned from the previous courses

2.2 What kinds of technical support do you think your students consider to be

NECESSARY if they were to take the Graduation Thesis course online?A Assistance by telephone available during regular office hours

B Assistance by telephone available 24 hours a day (or a time frame close to that)

C Assistance by email available during regular office hours

D Assistance by email available 24 hours a day

G No necessary assistance or equipment

2.3 What are online resources do you think your students can get access? (you can choose more than one)

 Academic journals (asiatefl, asian-efl-journal)

2.4 What are the Virtual Learning Platforms do you think your students consider to be NECESSARY if they were to take the Graduation Thesis course online? (You can choose more than one)

Part 3: Advantages of learning an Online Graduation Thesis Course:

What are the Expected Advantages do you think your students will gain if they take the Graduation Thesis online Course?

They have the opportunity to study when it is convenient; there is no need to attend the university every week

They have the opportunity to combine studies with work, family life, hobbies

They enjoy studying and researching using different technologies

They get support and encouragement from me all the time

Self-management opportunities empower students to take charge of their learning by allowing them to decide when and what to study, as well as prioritize tasks This autonomy fosters the development of essential self-organization skills.

Part 4: Disadvantages of learning an Online Graduation Thesis Course:

Disadvantages of learning an Online Graduation Thesis Course in the opinion of students:

They have the opportunity to study when it is convenient; there is no need to attend the university every week

They have the opportunity to combine studies with work, family life, hobbies

They enjoy studying and researching using different technologies

They get support and encouragement from me all the time

Opportunities for self-management: time planning, the student is the one who chooses when and what to study and which task is more important, thus self-organization skills

Supervisor: Phan Thi Tuyet Nga, Ph.D Page 48 are developed

What are the FFL seniors’ perceptions of the necessary requirements when learning a graduation thesis course online?

1 You can talk about the valuable skills you have acquired through learning a graduation thesis course online

2 Can you tell me, what is the most important thing to be able to learn the graduation ghesis course online?

What are FFL seniors’ perceptions of the expected advantages of learning a graduation thesis course online?

1 Why do you think the graduation thesis can be possible to learn online?

2 Can you tell me about the benefits of learning the graduation thesis course online compared to traditional teaching?

3 What are FFL seniors’ perceptions of the expected disadvantages of learning a graduation thesis course online?

1 Can you tell me, which are the main reasons why learninga graduation thesis course will not be effective/feasible online form, by yourself or by external factors, or both?

2 Why do you think it is more effective to learn the graduation Thesis course in the traditional way?

What are the FFL lecturers' perceptions of the necessary requirementswhen learning a graduation thesis course online?

1 You can talk about the valuable skills students have acquired through instructing a graduation thesis course online

2 Can you tell me, what is the most important thing to be able to instruct the graduation ghesis course online?

What are FFL's seniors and FFL's lecturers’ perceptions of the expected advantages of learning a graduation thesis course online?

3 Why do you think the graduation thesis can be possible to instruct online?

4 Can you tell me about the benefits of instructing the graduation thesis course online compared to traditional teaching?

What are FFL's seniors and FFL's lecturers’ perceptions of the expected disadvantages of learning a graduation thesis course online?

3 Can you tell me, which are the main reasons why instructing a graduation thesis course will not be effective/feasible online form, by yourself or by external factors, or both?

4 Why do you think it is more effective to instruct the graduation Thesis course in the traditional way?

Student’s name: Tran Kim Hoang Student ID No.:18062621

Supervisor’s name: Phan Thi Tuyet Nga, Ph.D

Definitions of key terms/concepts 5

Relevance between research findings and goals (Findings) 5

Evaluating and discussing the findings

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

Contribution to the team project

Taking responsibility Working with others

Date: … /… /2021 Supervisor's name and signature:

Student’s name: Tran Kim Hoang Student ID No.: 18062621

Definitions of key terms/concepts 5

Relevance between research findings and goals (Findings) 5

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES

Evaluating and discussing the findings (Discussion) 10

Date: … /… /2021 Examiner's name and signature:

Name of member: Trần Kim Hoàng

Item/ Weight Unsatisfactory Developing Satisfactory Exemplary

Does not collect any relevant information; no useful suggestions to address team's needs;

Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs;

Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs;

Collects and presents to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic

Does not perform assigned tasks; often misses meetings and, when present, does not have anything constructive to say; relies on others to do the work;

Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to do his/her work;

Performs all assigned tasks; attends meetings regularly and usually participates effectively;

Performs all tasks very effectively; attends all meetings and participates enthusiastically;

Rarely listens to, shares with, and

Usually listens to others but

Generally listens to others' points of

Almost always listens to others

Effective collaboration involves supporting the efforts of others and using appropriate, respectful language A good team member actively listens to others, values their ideas, and makes a concerted effort to understand different perspectives By helping to develop these ideas and giving full credit, team members foster a positive and productive environment.

Evaluator's name: Cung Phương Uyên

Date of evaluation: Friday, December 3 rd , 2021