ESL ENGINEERING STUDENTS’ SELF-EFFICACY IN LEARNING AN INTERDISCIPLINARY ENGLISH MOOC: A COMPARATIVE STUDY ABSTRACT In recent years, there has been considerable research into the self-
CHAPTER I: INTRODUCTION
Rationale
The engineering profession is evolving to address the changing demands of the environment, society, and economy (Carew & Mitchell, 2001) Initially characterized by a blend of artistic knowledge, craftsmanship, and management skills (Kastenhofer et al., 2010), it has become increasingly specialized and technically focused in the 21st century This shift necessitates that engineering students enhance their sustainability literacy, encompassing the knowledge, competencies, values, and attitudes essential for sustainable development To meet the growing environmental, economic, and social challenges, engineering students require more comprehensive knowledge and practical skills than what traditional university programs can provide.
The rapid advancement of education has led to the emergence of new technologies that enhance teaching and learning processes Notably, Massive Open Online Courses (MOOCs) have significantly impacted lifelong education, becoming a key innovation in both academia and industry over the past decade These advanced platforms enable learners worldwide to access high-quality instruction and up-to-date knowledge anytime and anywhere, provided they have internet access For engineering students, MOOCs not only offer essential knowledge and skills to address 21st-century global challenges but also provide opportunities to develop practical laboratory skills through virtual and remote labs or computer simulations.
A study by Liyanagunawardena, Williams, and Adams (2013) found that most MOOC participants, including those from Mobi MOOC, are primarily located in North America and Europe, with limited participation from Asia and Africa Notably, while countries like Taiwan, China, Japan, South Korea, and Singapore show some engagement, the impact of MOOCs in other Asian regions, such as Vietnam, remains minimal (Chen, 2013).
Despite the flexibility of MOOCs allowing students to learn at their own pace, the dropout rate remains alarmingly high, with over 90% of registrants failing to complete courses (Daniel, 2012; Sandeen, 2013) Completion rates are particularly low in developing countries compared to developed ones (Chopra & Syazwani, 2020) McAulay, Stewart, and Siemens (2010) attribute this high dropout rate to a lack of initial commitment in open online courses As MOOCs gain popularity globally, researchers and educational developers are actively seeking innovative solutions to improve student engagement Zimmerman (2000) emphasizes the importance of learners' self-efficacy beliefs, suggesting that higher self-efficacy can enhance performance and reduce dropout rates in MOOCs.
The literature highlights the pressing learning needs of engineering students to keep pace with technological advancements and knowledge evolution, particularly in Asia, where there are few MOOCs and a high dropout rate among learners This underscores the urgent necessity to develop MOOCs tailored for engineering students in this region To effectively create such MOOCs, it is crucial to identify factors that motivate engineering students to enroll and persist in their learning Consequently, this study aims to explore the self-efficacy of engineering students in engaging with an Interdisciplinary English MOOC.
Research Objectives
This study is part of a project aimed at developing an Interdisciplinary English MOOC for engineering students at universities in Vietnam and Taiwan The primary objectives of this thesis are to enhance English language proficiency and interdisciplinary skills among engineering students.
Making a comparison of the self-efficacy levels in learning an Interdisciplinary English MOOC of engineering students in both universities
Understanding the reasons for the ratings of self-efficacy levels
The findings of this study are anticipated to enhance the English Interdisciplinary MOOC at both universities, playing a crucial role in advancing engineering education.
Research Questions
This thesis presents a comparative study examining the self-efficacy levels of engineering students at a university in Taiwan and a university in Vietnam The research is guided by two key questions aimed at understanding the differences in self-efficacy among these students.
What are the perceived self-efficacy levels of engineering students in joining an Interdisciplinary English MOOC at the two universities?
What predicts engineering students’ self-efficacy in joining the MOOC in the two contexts?
Scope of the study
This study compares the self-efficacy levels of engineering students at the Industrial University of Ho Chi Minh City (IUH) in Vietnam and National Ilan University (NIU) in Taiwan The researchers aimed to identify differences in self-efficacy related to technology use, time management, and learning within an interdisciplinary English MOOCs environment The study involved 180 engineering students from both universities, with a recruitment period of up to two months Participants completed a questionnaire to assess their self-efficacy in learning through an interdisciplinary English MOOC, and 30 volunteers were selected for a focus group interview via email or phone.
CHAPTER II: LITERATURE REVIEW
Definition of key terms/concepts
2.1.1 Engineering Students’ Self-Efficacy Beliefs
Self-efficacy, as defined by Bandura (1986), refers to individuals' assessments of their abilities to organize and execute actions necessary for achieving specific performance goals In educational settings, it pertains to students' confidence in their capacity to succeed in both traditional and online learning environments The impact of self-efficacy on behavior is significant, as highlighted by Bandura (1997), emphasizing its crucial role in shaping educational outcomes.
The choices individuals make, the effort they invest in their pursuits, and their perseverance in overcoming challenges are significantly influenced by their mindset This mindset affects their resilience to adversity, the nature of their thought patterns—whether they hinder or support their progress—and the stress and depression they may experience when facing demanding situations Ultimately, these factors play a crucial role in determining the level of success they achieve.
Engineering students with high self-efficacy are more likely to exert greater effort, maintain a positive attitude, persist through challenges, and achieve their goals Conversely, those with low self-efficacy often reduce their effort or abandon tasks, leading to failure Research indicates that students with higher self-efficacy beliefs in engineering tend to work harder and develop better plans for their engineering careers compared to their low self-efficacy peers (Jones et al., 2010).
According to Bandura (1997), an individual's self-efficacy belief is influenced by four key factors: enactive experiences, vicarious experiences, verbal persuasion, and physiological index The most significant of these is enactive experiences, which encompass personal successes or failures in overcoming past challenges Vicarious experiences, on the other hand, involve learning through the experiences of others.
Observing the successes and failures of others can significantly enhance an individual's self-efficacy Verbal persuasion is a widely used method due to its accessibility, as skilled efficacy builders encourage individuals to focus on self-improvement rather than competing against others (Bandura, 1997) Positive feedback and encouragement during challenging tasks can elevate self-efficacy, while unrealistic advice and negative criticism can diminish it Additionally, an individual's emotional, physical, and psychological well-being, referred to as the physiological index, plays a crucial role; those who are free from stress and anxiety are more likely to have confidence in their abilities.
Online learning has become a crucial component of distance education globally, with over 25% of U.S undergraduates enrolling in at least one online course in 2013, a trend that continues to rise annually (Allen & Seaman, 2015) Among various online learning formats, MOOCs have garnered significant interest from educators and students alike (Hew & Cheung, 2014) The term "MOOC" was first introduced in 2008, referring to an open online course provided by the University of Manitoba in Canada.
In 2016, over 23 million individuals worldwide participated in various MOOCs Greene, Oswald, and Pomerantz (2015) highlight that the majority of these MOOCs are instructor-led online learning platforms, providing resources such as video lectures, assessments, and discussion forums These offerings are typically free or low-cost, making higher education accessible to students with an Internet connection, including those who might not otherwise have the opportunity to pursue higher education.
Massive Open Online Courses (MOOCs) leverage advanced technological infrastructure to provide free or low-cost education to a diverse range of individuals, regardless of their location, gender, educational background, or employment status Despite facing challenges such as higher dropout rates compared to traditional online learning, MOOCs are recognized as one of the top ten technologies poised to transform education by 2022.
Engineering education focuses on imparting essential practical principles and skills necessary for developing future structures and services As highlighted by Sajid et al (2014), while conceptual understanding is vital in the engineering field, hands-on training is the most critical component for engineering students.
In the past decade, prestigious institutions like Stanford, MIT, and Harvard, along with platforms such as Coursera and Udacity, have launched MOOCs in Electrical Engineering and Computer Science These courses effectively combine quizzes, assignments, programming exercises, and practical demonstrations As a result, students worldwide who lack access to traditional high school computer science courses have successfully prepared for and passed the AP Computer Science exam by utilizing course videos Furthermore, many educators have reported positive outcomes from implementing flipped classrooms based on these MOOCs (Kim et al., 2014).
Comparative studies have long been a valuable research tool across various fields According to Bukhari (2011), these studies involve analyzing and comparing two or more objects or ideas, highlighting their similarities and differences Bukhari emphasizes that comparative studies focus on the relationship between subjects, providing valid reasons for their connections and distinctions Furthermore, such studies can "reveal the general underlying structure" of the subjects being examined, enhancing our understanding of their interrelations.
A comparative study in education examines educational challenges across various countries and cultures (Asino, 2015; Carnoy, 2006) Its primary aim is to identify the similarities and differences in these educational issues while providing reasonable solutions tailored to each context This approach proves to be effective in addressing the culturally diverse learning environments associated with MOOCs.
MOOCs are accessible to all online learners, regardless of cultural background or ethnic identity Recognizing the differences in learning patterns among learners from various countries is essential for creating an online platform that fosters success in MOOCs.
A comparative study's validity hinges on the similarity of the units being compared, as highlighted by Tang (2018) For instance, Singh and Jha (2013) examined anxiety levels among medical and engineering students in private colleges in North India, ensuring that the institutions shared comparable standards, infrastructure, and course offerings The research focused on students from the 2nd to 4th semesters across districts in Uttar Pradesh, each with significant populations and multiple private colleges However, if the comparison included private medical students from the 1st to 2nd semester alongside public engineering students from the 3rd to 4th semester, the study would lack validity due to the dissimilarity of the units.
Results of previous studies
In light of the rapid growth of MOOCs in engineering education, it is crucial for researchers to explore factors that motivate engineering students to participate in these courses and enhance their learning retention Despite numerous studies on MOOCs and the engineering profession, there is a notable lack of research specifically addressing the self-efficacy of engineering students in learning through English MOOCs.
Numerous studies indicate a strong positive correlation between students' self-efficacy and their academic achievements, regardless of age, gender, or discipline (Wong, 2005; Jones et al., 2010) Research by Tsai et al (2011) highlights that higher self-efficacy enhances students' attitudes and outcomes in Internet-based learning, demonstrating its crucial role in educational success.
A recent study by Rabin et al (2020) found that low self-efficacy can impede participants' ability to engage effectively in learning experiences, particularly in acquiring necessary knowledge and managing technical challenges Additionally, the research highlighted that MOOC participants who struggle with time management are more prone to knowledge-related issues and are likely to drop out after completing only portions of the course.
Research indicates that learners with high self-efficacy in addressing Internet-related challenges tend to excel in online learning environments These confident individuals are better equipped to handle technical issues, identify key concepts, and assess the information available online Consequently, they adapt more quickly to new platforms and achieve superior performance in web-based learning tasks.
Chang, Tseng, and Kang (2015) investigated the internet self-efficacy of learners with experience in online engineering graphics Their research involved a survey administered to 3,585 students enrolled in the Coursera Engineering Graphics course offered by the Department of Civil Engineering at National Taiwan University, resulting in 265 valid responses The questionnaire included two subscales, one of which was "Positive Affirmation," assessing learners' confidence in their ability to master engineering graphics.
The study on "Negative Self-Awareness" explored engineering students' self-efficacy in MOOC online courses through a 15-question Likert 5-point scale While it provided a reliable tool for assessment, it failed to establish a link between self-efficacy levels and students' learning outcomes Additionally, the research did not disclose the age, gender, or citizenship of the participants.
In addition, as there is a diverse community of MOOCs leaners, learning behaviors in different countries and cultural settings is a significant factor that need to be took into consideration Tang
A comparative study conducted in 2018 examined the self-regulated profiles of 3,617 learners from 111 countries enrolled in an eight-week Canvas MOOC on Project Management for Business Professionals The research highlighted that self-efficacy, along with outcome expectations, intrinsic interest, and goal orientation, plays a crucial role in the forethought phase of self-regulated learning The author noted that "Highly self-regulated learners determine their goals in a hierarchical structure that enables them to gradually move forward and increase their self-efficacy" (p.27), establishing a link between self-regulation and self-efficacy Additionally, the study revealed that online learners from diverse cultural backgrounds exhibited varying performance levels in MOOCs, with those from countries with a higher Power Distance Index (PDI) being more likely to demonstrate comprehensive self-regulation, actively managing their learning without reminders from instructors.
Research indicates that online learners from cultures with restrained backgrounds, such as Eastern Europe and certain Asian countries, exhibit higher levels of responsibility and self-efficacy compared to those from indulgent cultures that prioritize freedom and enjoyment This increased self-efficacy contributes to better performance in self-directed learning environments like MOOCs However, Tang's 2018 study primarily examined self-regulated aspects of MOOC learners, with limited insights into their self-efficacy levels Additionally, the research relied on data from a single MOOC course, which restricted the findings to a general overview of learner performance across 111 countries and regions, rather than providing an accurate representation of the actual conditions faced by online learners.
This comparative study aims to fill the gap in understanding how varying levels of self-efficacy influence learner performance in MOOCs, specifically among engineering students from Taiwan and Vietnam It focuses on three key dimensions of self-efficacy: a) the ability to use technology, b) time management skills, and c) learning in an interdisciplinary English MOOC environment The research employs a questionnaire to collect extensive data for comparison, alongside focus group interviews to explore the reasons behind the similarities and differences in self-efficacy levels between students at NIU University and IUH University.
CHAPTER III: RESEARCH DESIGN
Research site
A comparative study was conducted between a technical university in Vietnam and a comprehensive university in Taiwan, both of which offer university degrees, in-service degrees, and vocational certificates While they specialize in various fields, these institutions are particularly renowned for their high-standard engineering education, including electrical, electronic, mechanical, environmental, and civil engineering Despite their differing visions, both universities share the common goal of cultivating students with strong professional knowledge and practical skills to contribute effectively to the socio-economic development of their respective industries and countries.
Participants
Participants in this study were 222 English as a second language (ESL) MOOC students, which include 122 NIU students and 100 IUH students These participants were randomly selected from
The study involved 222 participants aged under 20 to over 30, enrolled in 16 engineering-related majors across various universities Among them, 90.1% (N = 200) were men, while 9.9% (N = 22) were women The majority of the students were of Asian descent, with 53.1% (N = 118) identifying as Taiwanese and 45% (N = 100) from other Asian backgrounds.
The study included a diverse group of participants, with 100 Vietnamese students (71.6%), 3 Hongkongers (1.4%), and 1 Paraguayan (0.5%) The majority of participants were mechanical engineering students, while electrical engineering students made up 13.5% Other engineering-related majors, such as automotive, biochemical, civil, computer, and construction engineering, represented only a small fraction of the total, accounting for approximately 1 to 2 percent.
Research methodology and research methods
This study aims to explore engineering students' self-efficacy in learning through an Interdisciplinary English MOOC A key focus is to identify the variations in students' experiences as they evaluate their self-efficacy levels across different tasks within the MOOC To achieve this, the research employs a mixed-methods approach.
This study employs a mixed research methodology, combining quantitative and qualitative approaches Quantitative research focuses on explaining phenomena through the collection and mathematical analysis of numerical data, while qualitative research emphasizes participants' perspectives and experiences, capturing the complexity of interactions among various factors By integrating these methodologies, we can analyze numerical statistics from two different research sites to identify differences among test subjects, as well as gain deeper insights into the factors motivating engineering students to participate in MOOCs.
A comprehensive survey and focus group interviews were utilized to address the research questions, with the survey serving as the primary data-collection method and the focus groups providing additional insights into participants' experiences and perspectives.
A large-scale survey was conducted with 4 groups of NIU engineering students and 9 groups of IUH engineering students using an online Google Forms questionnaire The survey employed an 11-point confidence Likert scale, ranging from 0 (“Cannot do at all”) to 10 (“Highly certain can do”), to assess the self-efficacy levels of engineering students in participating in English MOOCs The questionnaire, originally in English, was also translated into Chinese and Vietnamese, comprising a total of 39 questions across three dimensions: a) self-efficacy in using technology, b) self-efficacy in managing time, and c) self-efficacy in learning within the interdisciplinary English MOOC environment The reliability of the questionnaire, evaluated using the Cronbach Alpha method, was found to be high (α = 98), indicating it is sufficiently reliable for the study.
A total of 30 volunteers were selected from 222 participants for focus group interviews, which were conducted via email or phone invitations Each interview, lasting approximately 90 minutes, included 7 to 8 participants and a professor for translation assistance in sessions with NIU students The interviews were digitally recorded, and verbatim transcripts were created by the research team The questions for the group interviews were derived from the questionnaire items and students' responses, focusing on five main questions.
1) Do you have any troubles in taking an English MOOC? How do you improve them?
2) Some MOOCs participants are lack of self-efficacy in doing oral presentations in English In your opinion, what are the causes for this problem?
3) In your opinion, what can MOOCs participants do to improve their self- efficacy in doing oral presentations in English?
4) Some MOOCs participants are lack of self-efficacy in accomplishing the courses In your opinion, what are the reasons for this?
5) In your opinion, what learners can do to improve their self-efficacy in accomplishing MOOCs?
This study examines the self-efficacy levels of engineering students, identifying key factors that influence these levels and the reasons behind them By analyzing this information, the research aims to propose solutions to enhance self-efficacy, motivate students to complete MOOCs, and contribute to the development of reliable MOOC platforms in Asian countries.
Procedures
Between late February and March 2021, over 300 students from universities in Taiwan and Vietnam participated in a large-scale questionnaire survey conducted via Google Forms Participants rated their self-efficacy in learning English MOOCs on a scale from 0 to 10 and provided their contact information Prior to completing the questionnaire, students were informed about the survey's terms and assured that their personal information and responses would remain confidential and used solely for research purposes After collecting the responses, those that were incomplete or not submitted by engineering students were deemed invalid, resulting in a total of 222 valid questionnaires Reliability and validity analyses were performed on the sorted data, which subsequently informed the design of focus-group interview questions.
In April 2021, focus-group interviews were conducted over the course of a month after data collection was completed A total of 222 valid participants were identified, and 30 volunteers were selected through email and phone outreach to participate in group interviews The interviews were conducted in English, facilitating communication between the researcher and the volunteers, as well as among the participants.
The interviewees, guided by Supervisor Phan, shared their experiences and challenges with online learning, specifically focusing on MOOCs Their responses were recorded to identify the issues faced by engineering students in this learning environment and to explore potential solutions that researchers could provide to address these challenges.
Data analysis
The data for this study was imported into MS Excel 2019 and analyzed using SPSS version 26.0 To assess the internal consistency of each instrument, Cronbach’s alpha was calculated Independent sample t-tests were conducted to compare the mean values of 39 question items, aiming to identify significant differences in self-efficacy levels between IUH and NIU students concerning MOOCs tasks The findings from the t-tests were organized into tables, categorized into descriptive statistics and t-test results.
CHAPTER IV: FINDINGS AND DISCUSSION
Findings
4.1.1 Question 1: What are the perceived self-efficacy levels of engineering students in joining an Interdisciplinary English MOOC at the two universities?
In order to answer Research Question 1, descriptive statistics and independent samples t-test were conducted using IBM SPSS Statistics 26 After obtain the data, we can summarize some tables
A probability value of less than 0.05 (p < 0.05) indicates a significant difference in self-efficacy beliefs between IUH and NIU engineering students for that variable.
Table 4.1: Perceived self-efficacy of IUH and NIU engineering students
Self-efficacy of engineering students in joining the MOOCs
Table 4.2: Comparative analysis between the engineering students of two universities regarding the MOOCs self-efficacy scale
MOOCs’ self-efficacy scaled dimensions
Self-efficacy to use technology 5.99 0.25 5.97 0.18 188 0.05 0.96
Self-efficacy to manage time 6.22 2.25 6.45 1.84 190 -0.82 0.42
Self-efficacy to learn in the interdisciplinary English
The t-test results indicate that there is no significant difference in self-efficacy levels between IUH and NIU engineering students Both groups were evaluated across three dimensions of the MOOC self-efficacy scale: technology use, time management, and learning in an interdisciplinary English MOOC environment The findings show that IUH students exhibit similar self-efficacy values to NIU students across all dimensions measured.
Table 4.1 indicates that the average confidence levels of engineering students at both IUH and NIU in their abilities to succeed in MOOCs are slightly above average, with mean values exceeding 5.00 Furthermore, as shown in Table 4.2, both groups of students reported similar self-efficacy levels in technology use, with a standard deviation of less than 1.00, while their responses varied significantly in the other two categories, exhibiting a standard deviation greater than 1.00.
Most IUH and NIU students demonstrated inefficacy in delivering oral presentations, with a mean score below 5.00 This issue will be explored further in the discussion sections.
4.1.2 Question 2: What predicts engineering students’ self-efficacy in joining the MOOC in the two contexts?
This study aims to compare the self-efficacy levels of engineering students at NIU University and IUH University, while also identifying the factors that predict their self-efficacy in participating in MOOCs We conducted focus group interviews with 30 volunteers from both institutions, and after four interviews, we gathered valuable insights that will be detailed in the following sections.
Self-efficacy to use technology
Volunteers from IUH and NIU exhibited comparable self-efficacy levels regarding technology use in MOOCs, with most expressing confidence in their abilities They found tasks such as searching for materials, posting homework, responding to instructors, and participating in discussion forums to be straightforward Although some initially struggled with these tasks, they quickly adapted to the technology and encountered few issues thereafter Certain students attributed their higher self-efficacy in using technology in MOOCs compared to other areas to their positive experiences.
I have been engaged in distant learning and online courses since my senior high school years, making this experience familiar and comfortable for me.
With my background in computer-related courses during senior high school, I have gained valuable experience in researching information online As a result, I feel confident navigating and operating various MOOC platforms without any technological concerns.
“Our major has required us to download materials, using software, which also has a similar part to the MOOCs platforms So, I feel confident in using the technology.”
“We also study online at school and used the LMS platform of our university a lot, so using technology won’t cause me much trouble.”
Previous experience significantly influences students' self-efficacy in participating in MOOCs For example, although few engineering students have previously engaged in English MOOCs, many still exhibit high self-efficacy in performing technological tasks on these platforms This is largely due to their familiarity with similar tasks encountered during their university or senior high school studies Thus, past experiences play a crucial role in shaping students' perceptions of their capabilities both in university and beyond.
Self-efficacy to manage time
Interviewees provided contrasting feedback regarding time management for MOOCs; some reported minor issues, while others faced significant challenges Notably, students from IUH and NIU predominantly fell into the latter category, indicating a struggle to effectively manage their tasks.
IUH students expressed concerns about effectively balancing their time between university studies and MOOCs, while NIU students highlighted difficulties in completing assignments on time with minimal reminders Overall, responses indicated a connection between students' self-efficacy and their time management skills when participating in MOOCs.
Balancing work and university studies can be manageable with effective task prioritization When faced with challenges, it's essential to organize tasks by their importance By establishing a priority order for your responsibilities, you can easily adjust your schedule when unexpected situations arise.
Despite the challenges associated with these tasks, I am confident in my ability to manage them effectively To ensure timely submission of assignments, I will create a structured plan that allows me to complete them promptly, enabling me to meet deadlines consistently.
“In my opinion, I may have difficulty in managing time I possibly cannot balance between studying at school, my private matters and joining the MOOCs.”
Effective time management can be challenging, especially when unexpected changes occur, such as sudden job schedule alterations or urgent tasks being assigned These situations can disrupt my ability to manage time flexibly and meet tight deadlines.
Unexpected events can disrupt my schedule, making it challenging to balance my job and participation in MOOCs Consequently, I may need to take a day off work.
Discussion
This study builds on previous research that highlights the significant link between self-efficacy and student performance in distance learning (Zhang et al., 2001; Simmering et al., 2009; Wang & Newlin, 2002) It specifically compares the self-efficacy levels of engineering students participating in an Interdisciplinary English MOOC at two universities in Taiwan and Vietnam The research evaluates self-efficacy across three key dimensions: a) the ability to use technology, b) time management skills, and c) the capacity to learn effectively in the interdisciplinary English MOOC setting.
Our study, which utilized data from a large-scale questionnaire and focus-group interviews, revealed no significant difference in general self-efficacy levels between IUH and NIU engineering students Both groups reported a slight confidence in achieving positive outcomes from MOOCs This finding aligns with expectations, as the participants were highly educated and professionally trained engineering students, likely fostering positive beliefs in their ability to enhance their knowledge and expertise.
Our study revealed that oral presentations in English posed significant challenges for engineering learners in MOOCs, particularly among beginners, who comprised 80% of IUH students and nearly 50% of NIU students The data indicated a correlation between students' English proficiency and their confidence in presenting assignments This finding aligns with Calle et al (2019), which noted that engineering students often struggle with oral presentations due to a curriculum focus on technical knowledge over communication skills Additionally, it supports research by Razawi et al (2019) and Yusi Chen (2015), highlighting the difficulties ESL students face when presenting in a non-native language.
The current study identified key factors influencing engineering students' self-efficacy in participating in MOOCs, including prior experience, planning skills, English language proficiency, and fear of failure These findings are consistent with the research of Littlejohn et al (2016), which emphasized the importance of connecting MOOC learning experiences to existing knowledge or prior learning.
Research indicates that learning experiences enhance learners' self-efficacy (Phan, p 9) A study by Ramalingam et al (2004) supports this by identifying previous experience as a key predictor of students' self-efficacy Furthermore, earlier studies (Collins et al., 2017; Caraway et al.) emphasize the significant relationship between English language proficiency, fear of failure, and self-efficacy.
Our research effectively compared the self-efficacy beliefs of engineering students from NIU and IUH, offering valuable insights into the factors that predict their self-efficacy in participating in MOOCs.
CHAPTER V: CONCLUSION
Our study, which involved 222 engineering students from IUH University in Vietnam and NIU University in Taiwan, compared their self-efficacy levels in participating in MOOCs We focused on three dimensions of MOOC learning self-efficacy: technology use, time management, and learning in an interdisciplinary English MOOC environment The findings indicated no significant differences in self-efficacy levels between the two universities, with students at both institutions displaying a slight confidence in engaging with MOOCs Notably, the highest self-efficacy was observed in technology use, while the lowest was in learning within the interdisciplinary English MOOC context Additionally, students reported that oral presentations were the most challenging aspect of MOOCs, as many lacked confidence in their ability to perform well in this area.
Our study, based on focus-group interviews with volunteers, identified key predictors of engineering students' self-efficacy in MOOCs learning, including prior experience, planning skills, English language proficiency, and fear of failure To enhance MOOCs platforms and increase participant engagement, it is essential to address these factors.
Our focus-group interview provided valuable insights into engineering students' feelings, opinions, and challenges regarding MOOCs A significant concern identified was the students' English proficiency in the interdisciplinary English MOOC environment To address this, we recommend providing handouts with new vocabulary, professional terms, and their explanations prior to class, enabling students to familiarize themselves with the material and better understand lecture videos Additionally, lecturers should minimize the use of advanced terminology in their explanations, and platforms should offer English subtitles after listening tasks Both IUH and NIU students emphasized these suggestions during the interviews Furthermore, enhancing video content to be more practical and engaging, along with offering encouragement such as feedback, small rewards for achievements, and friendly competition, can motivate learners effectively.
SUPERVISOR NAME: PHAN 27|P a g e positive mindset and reduce stress, anxiety were also great solutions to settle the dropout problems of engineering students when learning in the interdisciplinary English MOOC environment
Our study faced several limitations, primarily related to the sample size and demographic representation With only 222 participants, predominantly male and over 70% being freshmen and sophomores, the findings may not accurately reflect the broader population of engineering students at IUH and NIU universities Additionally, our research was limited to students from just two countries, Vietnam and Taiwan, out of a total of 48 countries in Asia Furthermore, the reliance on self-reported data raises concerns about potential bias, as some students might exaggerate or downplay their abilities in completing MOOCs tasks when responding to the questionnaire.
In conclusion, we suggest three avenues for future research First, it is essential to gather and analyze data from a larger and more diverse sample of male and female learners across various Asian countries to determine if the findings of our study are consistent Second, future studies should statistically investigate the significant predictors of engineering students' self-efficacy in MOOCs through large-scale surveys, as there may be additional factors influencing self-efficacy beyond those identified in our research Lastly, there is a need for extensive qualitative research focused on strategies to enhance engineering students' self-efficacy in the interdisciplinary English MOOC context, addressing aspects such as oral presentations, independent learning without instructors, and comprehension of video content.
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Research title: ESL Engineering Students’ Self-Efficacy in learning an Interdisciplinary English
Student name: NguyễnNhưQuỳnh Student ID No.:17022051
Supervisor name: Phan Thi Tuyet Nga, Ph.D
Week Date Content Supervisor’s comments &Signature
17/12/2020 -The first meeting between Ms Nga and students
Ms Nga guided students in constructing and enhancing key points related to the thesis topic: "Engineering Students' Self-Efficacy in Online Learning: A Comparative Study." This research is a collaborative effort between FFL and APEC, contributing to the MOOCs project.
- Ms Nga gave us some assignments: x Search and read related articles x Write and submit an outline for Chapter 1 and Chapter 2
31/12/2020 - Ms Nga informed a new deadline
- Students submited the reviewed outline (Chapter 1,2)
-Ms Nga and students reviewed the outline of Chapter 1 and 2
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
SUPERVISOR NAME: PHAN 33|P a g e x Finish the outlines and the research questions, due date:
Jan 17th, 2021 x Collect reliable questionnaires related to the research topic from previous studies, due date: Jan 24 th ,
2021 x Finish a detailed questionnaire and interview question, due date: Jan 31 st ,
- Students developed a scale for the study
- Ms Nga reviewed research questions
- Students showed questionnaire of the study; Ms Nga and students discussed about the questionnaire and SPSS tool
- Students showed the English version of the questionnaire
- Students translated the questionnaires into Vietnamese
- Students calculated and confirmed the number of participants to Ms
- Ms Nga gave feedback to the students’ questionnaire
- The students uploaded the Vietnamese version online for testing
- Students submitted Chapter 1, 2 and reviewed the questionnaire
09/02/2021 - The questionnaire in English and
- Students sent the English version of the quetionnaire to Pro Chen in NIU
- Ms Nga instructed students to write arguments, APA style in Chapter 1,2 and reviewed Chapter 1,2
02/03/2021 - Ms Nga gave students the final check of Chapter 1
- Students delivered the questionnaires to IUH students
- Ms Ngagave students the final check of Chapter 2
- Group interviews were conducted for NIU participants via Microsoft team
- IUH team transcripted the video of NIU group interviews
19-20/03/2021 - Ms Nga and students discussed how to conduct group interviews for IUH participants
- Students submitted transcripts of IUH group interviews
26/05/2021 - Ms Nga reviewed Chapter 4 and 5 Finished
The supervisor’s approval of the students’ submission (Yes/ No): Yes
Student’s name: NguyễnNhưQuỳnh Student ID No.:17022051
Supervisor’s name: Phan Thi Tuyet Nga, Ph.D
Format (3) Coherence and Organization (4) Grammar mistakes (3)
Introduction Research topic and objectives of research (5) Research questions (5)
Definitions of key terms/concepts(5) Review of previous studies (5) Referencing (5)
Collecting and analyzing data (5) Relevance between research findings and objectives (5)
Evaluating and discussing the findings
Content (3) Performance (3) Time management (10 minutes) (2) Questions response (2)
Communication skill (2) INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
Group Decision &Planning Roles & Distribution Establish Goals Meeting Minutes
Contribution to the team project Taking responsibility
Student’s name: NguyễnNhưQuỳnh Student ID No.: 17022051
Format (3) Coherence and Organization (4) Grammar mistakes(3)
Introduction Rationale and objectives of research (5)
Definitions of key terms/concepts(5) Review of previous studies (10) Referencing (5)
Collecting and analyzing data (5) Relevance between research findings and objectives (5)
Evaluating and discussing the findings (10)
Content (6) Performance (6) Time management (10 minutes) (4) Questions responses (4)
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
Rubrics for Written Graduation Thesis (70%)
Item/ Weight Unsatisfactory Developing Satisfactory Exemplary
There are consistent mistakes in the required format
There are several mistakes in the required format
There are minor mistakes in the required format
There are hardly any mistakes in the required format
The development of paper is vague; no apparent logical order of presentation
The paper is presented with connected concept and ideas, clear transitions
The paper is presented in logical sequence and well organized
The paper is clearly stated, well-developed and well organized
There are consistent spelling and grammar mistakes in the paper
There are several spelling and grammar mistakes in the paper
There are minor spelling and grammar mistakes in the paper
There are hardly any spelling and grammar mistakes in the paper
Rationale and objectives of research (5)
The rationale of the research topic area is unclearly described Little evidence shows the significance and objectives of the research topic
The rationale of the research topic is presented and the significance and objectives of the paper is justified
The rationale of the research topic is adequately defined The significance and objectives of the paper is well justified
The rationale of the research topic is introduced in a coherent and interesting manner The significance and objectives of the paper is well justified
Research questions are not successfully defined
Research questions are coherently and clearly defined
Research questions are scientifically meaningful and challenging
15 Definitions of key terms/concepts
Definition of key concepts is insufficient
The key concepts related to the research topic are defined
The key concepts related to the research topic are also clearly defined
The previous studies are inadequately relevant with the research topic and inappropriatel y summarized
The previous studies are relevant with the research topic and summarized
The previous studies are quite relevant with the research topic and appropriately summarized
The previous studies are adequately relevant with the research topic and appropriately summarized
References are of poor quality
The format and layout are inconsistent and not in line with APA style
The referencing is in a proper manner but the layout of the bibliography is consistent with APA style There are, however, a number of inconsistencies
The referencing is in a proper manner and the layout of the bibliography is largely in line with APA style
The referencing is in a proper and extensive manner The format and layout of the bibliography are correct and in line with APA style
The author displays such a low level of research methodology and methods that it can be regarded as unacceptable
The author correctly presents the research methods and shows good organization and application of research methodology
The author justifies his/her choice of analysis methods and demonstrates effective application of relevant research methodology
The author justifies his/ her choice of research methods systematically and demonstrates a deep understanding in the application of relevant research methodology
The author describes the data collecting and analyzing stages but the description does not form a coherent and logical whole
The analysis methods are mainly chosen to answer the research questions, but the author has an insufficient command of the methods
The author correctly presents the data collecting and analyzing stages and also outlines the analysis The analysis demonstrates a good command and reliable use of the method
The author effectively outlines the stages of data collection and analysis, utilizing the data proficiently in their analysis Sensible methods are chosen to summarize the information derived from the data.
The author effectively outlines the stages of data collection and analysis, utilizing the data skillfully in the analysis By selecting appropriate methods, the author successfully summarizes the information derived from the data.
Relevance between research findings and objectives
The author demonstrates a poor level of understanding in the analysis of the research findings The research findings are inadequate in meeting objectives of study
The author demonstrates a satisfactory understanding in the analysis of the research findings
The research findings may be adequate but not as described
The author demonstrates adequate levels of understanding in the analysis of the research findings
The research findings are adequate relevant to the objectives of the study
The author demonstrates advanced levels of understanding in the analysis of the research findings The research findings are relevant to the objectives of the study
Evaluating and discussing the findings
The thesis does not succeed in making contribution to the knowledge base of the discipline and field of study
The research findings make a minor contribution to the knowledge base of the discipline and field of study
The research findings make a good contribution to the knowledge base of the discipline and field of study
The research findings make a significant contribution to the knowledge base of the discipline and field of study
No logical conclusions are reached
Answers to research questions studied and discussion about them is almost entirely missing or it is unconnected from the perspective of the research
The final summary in no way communicates the purpose and findings of the study The author demonstrates inadequate understanding of the strengths and weaknesses of his/her own research
The conclusions are partially logical
The connection between the conclusions and the research questions remains somewhat ambiguous The concluding summary only partially conveys the study's purpose and findings However, the author shows a solid understanding of the strengths and weaknesses of their research.
The conclusions are logically presented, effectively addressing the research questions The final summary clearly conveys the study's purpose and findings The author shows a solid understanding of the strengths and weaknesses of their research.
The conclusions are logically presented, effectively addressing the research questions in a coherent manner The final summary is pertinent, clearly conveying the study's objectives and findings The author shows a strong understanding of the strengths and weaknesses of their research.
Item/ Weight Unsatisfactory Developing Satisfactory Exemplary
Organizational structure present but unclear with underdeveloped introduction, body and conclusion
Organizational structure present clearly with introduction, body and conclusion A few transitions
Appropriate organizational pattern used and easy to follow with developed introduction, understandable body part and satisfying conclusion Main points are smoothly connected with transitions
An effective organizational pattern captivates the audience and facilitates a seamless flow throughout the speech The introduction engages listeners, while the conclusion provides a satisfying closure Key points are articulated clearly and are cohesively linked through smooth transitions.
Very little gestures or eye contact
Monotone voice or insufficient volume
Reading of notes only Speech is often unintelligible
Little gestures or eye contact
Monotone voice or insufficient volume Little poise Heavy reliance on notes Abundant oral fillers and nonverbal distractions
Mispronunciatio ns are frequent and cause some difficulty for the listener
Adequate use of gestures, eye contact, language, and voice Limited oral fillers and nonverbal distractions Uses a wide range of pronunciation features