An investigation into self study of englishmajored students at thuongmai university in the subject of translation

LIST OF TABLES AND CHARTS Chart 3.1: Survey participants Chart 3.2: Gender Chart 3.3: Translating courses studied English-majored studentsChart 3.4: Self-assessment of translation level

THUONGMAI UNIVERSITY ENGLISH FACULTY

Student code: 18D170006

Hanoi, 2022

ABSTRACT

Humans spend a lifetime studying and accumulating experiences in life And for students, just studying in school is not enough, self-study at home is also essential Self-study aids students in practicing their translation skills and strengthening their own knowledge when learning English in general and the translation course in particular

However, how are students of the English Faculty of Thuongmai University doing self-study for the translation course? Are they using reasonable methods and sources of translation that are appropriate for their abilities? An investigation was conducted utilizing qualitative and quantitative approaches on 100 English-majored students who have been studying the subject of translation Students will demonstrate the efficiency

of self-study for the subject of translation through the questions, as well as some obstacles that they face in memorizing language

At the end of this investigation, more effective methods will be given to students

to solve basically the obstacles they are experiencing Future translation-oriented students will have more suggestions to hone their translation skills

ACKNOWLEDGEMENT

First of all, I would like to express my sincere and deep thanks to my advisor teacher, Ms Nguyen Thi Lan Phuong, who wholeheartedly guided, and always gave meticulous feedback in the fastest time to help me during the past time to be able to finish this thesis

I also want to thank the teachers of Thuongmai University, especially the teachers

of the English department, who have always enthusiastically supported and created conditions for me to successfully complete my university program

During the process of writing the thesis, I have encountered many difficulties in terms of health and psychology, I always want to thank my family and friends who have always accompanied, supported, and encouraged me during this time past time

Due to limited knowledge and reasoning ability, the thesis still has certain shortcomings I look forward to receiving the contributions of teachers and teachers to make my graduation thesis more complete

I sincerely thank you!

Hanoi, April 10th, 2022

Student

Doan Ngoc Dieu

TABLE OF CONTENTS

ABSTRACT i

ACKNOWLEDGEMENT ii

LIST OF ABBREVIATIONS v

LIST OF TABLES AND CHARTS vi

CHAPTER 1 OVERVIEW OF THE STUDY 1

1.1.Rationale 1

1.2 The previous studies 1

1.3 Aims of the study 5

1.4 Research subjects 5

1.5 Scope of the study 5

1.6 Research methodology 5

1.6.1 Participants 5

1.6.2 Research Instruments and Materials 6

1.6.3 Data Gathering Procedure 6

1.6.4 Data Processing Method 7

1.7 Organization of study 7

CHAPTER 2 LITERATURE REVIEW 8

2.1 Translation theory 8

2.1.1 Definition of translation 8

2.1.2 The source of materials for translation practice 9

2.2 Self-study concepts 10

2.2.1 Definition of self-study 10

2.2.2 The role of self-study 11

2.2.3 Classification of factors influencing self-study 12

CHAPTER 3 RESEARCH RESULTS 15

3.1 Research purposes 15

3.2 Research subject and research object 15

3.3 Research question 15

3.4 Research methodology 15

3.5 Data processing method 16

3.6 Research results 16

3.6.1 Results from the questionnaire 16

3.6.2 Results from interviews 29

3.7 Discussion 32

CHAPTER 4: SUGGESTIONS AND RECOMMENDATIONS 34

4.1 Suggestions for students 34

4.2 Suggestions for teachers 38

4.3 Recommendation for further studies 39

CONCLUSION i

REFERENCE iii

APPENDIX iv

LIST OF TABLES AND CHARTS

Chart 3.1: Survey participants

Chart 3.2: Gender

Chart 3.3: Translating courses studied English-majored studentsChart 3.4: Self-assessment of translation level

Chart 3.5: Time to self-study translation of students

Chart 3.6: Evaluation of the difficulty of self-studying translation Chart 3.7: Factors affecting self-study of translation

Chart 3.8: Influence of specialized skills

Chart 3.9: Influence of study environment

Chart 3.10: Influence of the self-study method

Chart 3.11: Influence of self-study time

Chart 3.12: The influence of self-study consciousness

Chart 3.13: The most influential cause of self-study

Chart 3.14: The most effective method for self-study translation

CHAPTER 1 OVERVIEW OF THE STUDY 1.1 Rationale

The translation is interpreting the meaning of a text in one language and producing an equivalent text in another language to convey the same message In other words, translation is the act of translating a document from one language to another

To be able to become a successful translator, it is imperative that learners have a certain understanding of context and word usage Meanwhile, the context is limitless, and the vocabulary is always so diverse that no class could possibly cover all Therefore, translation is a subject that necessitates a significant amount of time dedicated to self-study, self-practice, self-improvement, and self-conclusion of translation experiences

At the English Faculty of Thuongmai University, translation accounts for about

8 credits out of a total of 120 credits As a result, it is insufficient for students to just study and practice translation in class Students should self-study at home to strengthen their vocabulary and translation skills Are they, on the other hand, allocating time to practice translation properly? Are the methods they are using really effective? Is the material they are using suitable for their capacities?

With the above questions and to better understand the practice of translation of

English-majored students at Thuongmai University, the author has chosen the topic "An

investigation into self-study of English-majored students at Thuongmai University in the subject of translation” In this investigation, the author frankly pointed out the

reality of students' self-study to translate, identified the causes, and proposed solutions

to help students practice translation easier and more effectively

1.2 The previous studies

On the issue of self-study translation, the author summarized some previous studies that are related to this topic It includes both studies from universities in Vietnam and some from foreign universities Referring to many previous studies will help the author have more data and uncover more aspects of the research

First of all, a study by Van Lang University titled “Using the internet for

self-study to improve the translation for English-majored seniors at Van Lang University”

was written by two students Nguyen Bao Vy and Ngo Thi Cam Thuy Seniors studying

in the course of "22" of the Faculty of Foreign Languages at Van Lang University (VLU) were chosen to become the scope of this study Narrowing the scope down to the seniors instead of the whole English-majored students studying at VLU Nowadays, with the rapid growth of the Internet, using the Internet for translation allows for quick and high-quality translation According to the author of this article, the majority of their friends have not utilized the translation tool, or if they have, they have used it poorly, lowering the quality of the translation The researcher also found out that the students tended to use bilingual dictionaries instead of monolingual ones Even though Google Translate does provide English definitions for an English word, the participants mostly paid attention to a word’s equivalents in Vietnamese Consequently, they chose vocabularies that cannot fully express the ideas of the source texts in their translated documents Some solutions are given such as encouraging students to use more internet tools to support their translation practices at home and read more in Vietnamese when they translate English texts into Vietnamese Besides, reading more in English can help them learn how native speakers use vocabulary, how they construct sentences to express their ideas, and how words go together In this study, the results of the research mainly detect errors when using Internet support, share the specifications and some of

the scientific approaches, but there are two issues that were discovered: the impact of

the Internet on the student’s concentration during the self-study process and the students’ reliance on the translation tools

Secondly, a study of Kanjuruhan Malang, Indonesia, conducted by four students: Rizky Lutviana, Siti Mafulah, Sugeng Hariyanto, Faisal Rahutomo with the topic

“What translation skills should be developed in Translation course?” This study

concentrates on translation skills, especially for students who needed to learn the skill

to translate text from the English language, and vice versa, they also needed to learn to

students, such as subject matter, translation strategy, and translation method Besides,

in the learning process of translation, students needed to learn skills to work both individually and with groups, skills to use the theory of translation in the analysis and skills to as resources such as textbooks To sum up, in this study, the author has only pointed out four basic skills that students need to pay attention to reading skills, dictionary usage skills, material selection skills, and teamwork skills These are all general skills of the subjects, not very specialized for the translation course in particular For a course that is diverse in specialized knowledge like translation, students need to

have many other specialized skills in addition to the four above

Thirdly, a study came from Changchun University of Science and Technology

It was written by Liu Ziyu and Xiao Jing with the title “Study on the strategy of

improving self-learning ability of college students” The research team chose Jilin

Communications Vocational and Technical College as a research case in order to better understand the autonomous learning ability of higher vocational college students in China and to provide a reference for teaching reform in higher vocational colleges From 2016 to 2018, they conducted a follow-up survey on three-year college students majoring in logistics management from 2015 to 2017, with a total of 81 students surveyed The survey shows that the number of students actually studying in vocational colleges is not large, their learning power is not strong, and they have no interest in studying Instead, college students use cell phones to play games, watch TV shows, and movies Moreover, students rarely think independently when facing problems Instead, they turn to the teacher, hoping that the teacher can give a direct answer without self-discipline and inquiry They are not willing to make inferences about the problems encountered in their life and study Especially in China, children are the treasure of the family, everything is arranged by parents Children form the habit of relying on others The result is a lack of a sense of learning, thinking and innovation Students' self-management and self-study ability is not strong Some students even show signs of not being able to manage time The ability to manage living space is not strong, and the ability to think independently is weak Their cooperation is poor with their classmates

The survey offers a variety of strategies for schools, teachers and students For example, schools should intensify reform, change the evaluation mechanism, and evaluate students in multiple ways and in many aspects, teachers should strengthen the emotional communication and communication with students, a student is firstly to have correct learning attitude and motivation, students' learning must be from the bottom of their heart, enhance their own self-control ability, do not play with mobile phones, do not whisper in the class However, because the study includes students from various majors, many strategies are not suitable for them Even more, Strategies for the school are quite illusory or if approved, it is also a long process of reform For teachers, it is relatively difficult to implement given suggestions because there are too many students

in the university frame and they cannot follow closely The solutions for students are too sketchy and not convincing enough Similar research came from Monash University

written by John Loughran with the title “Research methods for the self-study of

practice” The methods given are able to apply to the subject of translation, but it is

mostly the emotional encouragement such as studying with friends, playing translation games, etc

“Research for challenges of self-study and the opportunities for students from teachers’ support” – a study conducted by Kare Hauge, a student at Norwegian

University of Science and Technology Self-study is normally only recognized as an active process of acquiring knowledge without the aid of others However, as the author

of the above study has demonstrated, self-study becomes more effective and easier when it is accompanied by other people, such as teachers This study compares self-study and self-study with teacher support From there, identifying challenges and opportunities as well as providing appropriate solutions for both students and teachers while maintaining the core of self-study In the end, the research only stopped at the student aspect and did not provide the methods to help teachers support students better while the teacher was also the main factor studied

The studies mentioned above are related to self-study and translation skills Translation, on the other hand, is a discipline that develops over time That is why it is necessary to have a topic that can cover both of the above issues for students of the English department, especially for students who pursue the field of translation later Therefore, the author conducted a survey with the title “An investigation into self-study

of English-majored students at Thuongmai University in the subject of translation.”

1.3 Aims of the study

This investigation is conducted to find out the current situation of self-study in the subject of translation among English-majored students of Thuongmai University It then identifies positives and negatives suggests solutions for students to practice translation by themselves more effectively

1.4 Research subjects

The subject of this investigation is the situation of self-study in the subject of translation as well as efficient solutions for improving self-study for English-majored students

1.5 Scope of the study

Self-study is no longer a strange definition for students in the university Each faculty, major, and subject has its own learning methods As a result, research for self-study, in general, will be limited by time and knowledge In addition, a subject like translation, which requires a significant amount of self-study time, should be prioritized for surveys The spatial scope of this study was also reduced and focused on students

of the English Faculty of Thuongmai University, where many students oriented toward the field of translation in the future Finally, the temporal scope is the 2nd semester of the 2021-2022 school year

1.6 Research methodology

1.6.1 Participants

The study is carried out with the participation of 100 students from the English Faculty The researcher distributes a questionnaire and interview questions to English-majored students at Thuongmai University

1.6.2 Research Instruments and Materials

Aiming at evaluating the current situation of students' self-study issues for the subject of translation, the main methodology in this study includes questionnaires and interviews The combination of both qualitative and quantitative methodologies will assist the researcher in analyzing the data more accurately and objectively It is feasible

to provide reliable and effective results from there

 Questionnaire

The questionnaire is built by Google Form to survey the current situation of students' self-study and translation problems and the objective factors influencing that situation The survey questions are designed in the form of multiple-choice, linear ranges, and numerical rating scales Moreover, open-ended questions are also added to the questionnaire allowing participants to freely express their personal opinions

 Interview questions

To get more specific answers, the researcher decided to interview a few students from the English Faculty Due to the impact of the epidemic, the interviews are conducted via Google Meeting It not only creates comfort for both researcher and participants but also helps them understand more deeply the situation and attitude of students towards self-study in the subject of translation In addition, it is possible that some of the research assumptions made in the questionnaire do not cover all the issues surrounding the self-study of English-majored students, so the direct interview method will be the best choice to complement questionnaires as well as survey results

1.6.3 Data Gathering Procedure

The questionnaire is made based on Google Form and sent to students on Facebook groups of English Faculty of Thuongmai University Interviews are held on

the platform of Google Meeting to avoid direct contact, spreading the disease to both

interviewers and participants

1.6.4 Data Processing Method

The researcher creates an Excel data table that is exported from Google Form

Regarding the responses to the interview questions, the researcher recorded and

analyzed the specific responses of each participant

This investigation consists of four chapters: (I) Overview of the study, (II)

Literature review, (III) Research Findings, (IV) Suggestions and recommendations

Chapter I presents the theoretical basis of the research, summarizes previous

studies, the purpose, scope, and object of the thesis Furthermore, this chapter also

includes the research methodology, a description of the participants, as well as the

research instruments utilized to gather and analyze the research data In addition, the

organization of the thesis is also presented in this chapter

Chapter II reviews the literature on the definitions of translation and self-study,

factors surrounding the subject of translation such as the translation field, materials for

practicing translation, etc

Chapter III analyses and discusses the results of the questionnaire and the

interview questions from the responses of the learners

Chapter IV finishes with recommendations and suggestions for learners to help

them reshape their self-study situation and improve their translation practice methods

CHAPTER 2 LITERATURE REVIEW 2.1 Translation theory

2.1.1 Definition of translation

For thousands of years, people have had access to translation Translation and language conversion have been documented in history since the 3rd century BC With such a long process of formation and development, the definition of translation is also changed and perfected over time

The first translators were Greek authors According to them, translation is a by-word process, but eventually, there is a conflict between the "meaning" in the original text on the one hand, and the "word" on the other, which must be replaced because it was considered that Greek could not be translated exactly into Latin Thus, Cicéron (106-43

word-BC) presented the method he followed in his own translations: “I did not translate them

in the simple way of a translator, but as a speaker who respects whole sentences, word combinations or thoughts, and sometimes uses words modified to suit Latin parlance So

I don't think it's necessary to translate word to word.” (Oseki-Dépré, 1999, page 19)

It was not until the 19th century that completely new thinking on translation

emerged and brought new concepts of translation Foster states that “Translation is a

mental activity in which the meaning of given linguistic discourse is rendered from one language to another It is the act of transferring the linguistic entities from one language into their equivalents into another language The translation is an act through which the content of a text is transferred from the source language into the target language.” The

source language (SL), like him, is the language to be translated, whereas the target language (TL) is the language to be translated into or arrived at (TL) The translator must have a strong command of both the source and target languages, as well as a high level

of linguistic sensitivity, as he must accurately and faithfully convey the writer's intention, original views, and opinions in the translated version

Peter Newmark was a key chart in the twentieth-century establishment of Translation Studies in the English-speaking world, given one of the most prominent

definitions of translation He stated that “translating the meaning of one text into another

language in the way that the author intended the text” Also in the same period, Jeremy

Munday, is Senior Lecturer in Spanish and Translation Studies at the University of Leeds,

defined translation as follows: "The process of translation between two different written

languages involves the changing of an original written text (the source text or ST) in the original verbal language (the source language or SL) into a written text ( the target text

or TT) in a different verbal language (the target language or TL)"

In the last years of the 20th century, translation is considered a process and a product John Cunnison Catford who founded the School of Applied Linguistics at the University of Edinburgh, as well as another department in the same university that undertook the mapping of different English dialects throughout Scotland According to him, translation is the replacement of a text document in one language (SL) with an equivalent text document in another language (TL) This definition shows that translation is a process in the sense of activity, carried out by people from time to time,

as expressions are translated into simpler expressions in the same language Translation can be done from one language to another on the other hand, translation is a product because it provides us with different cultures, ancient societies, and civilized life when the translated texts reach us (Yowell and Mutfah, 1999)

In summary, the above definitions are the premise of the study to help the author have a broader view of the definition of translation over time From that, it can be seen that people's thinking about translation changes in an upward direction over time, and translation becomes more important to people than ever

2.1.2 The source of materials for translation practice

Documentation for translation practice or the source text is an important part for students who want to practice translation themselves With the strong development of the Internet, it is not difficult for students and teachers to search for quality source texts and to cover all aspects of social life Some resources are often used by English-majored students at Thuongmai University, such as: Online newspapers Vietnamtimes.org.vn,

en.vietnamplus.vn, hanoitimes.vn, vnexpress.net, These newspapers are constantly updated, thereby bringing up-to-date source documents In addition, students of the English faculty often choose articles related to economics, politics, tourism etc Some source documents in other fields are also available but relatively few

2.2 Self-study concepts

2.2.1 Definition of self-study

Self-study is the process of self-improvement of knowledge not only from books but also from experiences in life Curiosity and love of discovery make it possible for people to learn anything from work no matter what profession they join such as accounting, business, Marketing, programming, to improve yourself The ability to think analytically, critically and thereby form new knowledge In particular, we not only have the ability to solve problems by ourselves, but we also need self-assessment skills

to know the limitations that need to be overcome and practice as well as learn additional information

“Self-learning is brainstorming, thinking using intellectual capacity (observing, comparing, analyzing…) and sometimes muscles (when using tools) and the main qualities of oneself learning (honesty, objectivity, forward-thinking, perseverance, patience, passion for science) both motivation, emotion, human outlook, and worldview

to occupy a certain field of knowledge that of humanity, turning that field under its own"

- According to Nguyen Canh Toan (1997), the process of teaching - self-study, Education Publishing House

Author Nguyen Ky in the Journal of Educational Research No 7, 1998 also

discussed the concept of self-study: "Self-learning is an active learner who actively finds

out by himself/herself experience, knowledge by his own actions and self-expression Self-study is putting oneself in a learning situation, in a position of research, dealing with situations, solving problems, testing solutions Self-study belongs to the process of personalizing learning.”

In his speech at the seminar "Improving the quality of teaching" held in November

2005 at Hue University, Prof Tran Phuong said: "Learning is always mainly self-study,

that is, transforming knowledge into science accumulated from many generations of mankind into its own knowledge, reforming their own thinking and training themselves the skills to practice such knowledge”

Learning is a process of constant development and improvement Learning and acquiring knowledge is the responsibility of every student Studying in school is not enough time for students to firmly grasp the knowledge they have learned and self-study

at home is very necessary

2.2.2 The role of self-study

Because the study method at university is fundamentally different from that in high school, there is no daily inspection by the teacher at university, so students' learning

is mostly self-study It can be said that: the nature of university students' self-study work

is the self-conscious, active, self-reliant cognitive process without the direct participation

of teachers In other words, self-study outside the classroom plays an important role in the university

Self-study makes learning more effective Exploring a topic on your own will encourage you to actively seek information Self-taught people are able to think about topics more deeply and make connections between what they are learning Self-study also helps build and develop study skills that studetns can use to discover new topics or solve difficult problems in life or work

Self-study aids in developing big ideas Self-learners will often look at a problem from many perspectives, ask questions, and do their own research to find the answers It

is this process that will increase the ability to think, discover creative ideas and practical applications Many scientific discoveries have been created from ideas in the process of research and learning

Training the will is another benefit of self-study that we cannot help but talk about Self-study is not an action but a process, helping people to practice strong will Self-

learners will persistently learn to hone their own knowledge and practice solving thinking to step by step overcome obstacles on the journey

problem-Boost student confidence When students study on their own and achieve high results, they will feel extremely confident They can see themselves as an independent person, able to learn new things without anyone's help And this will be a motivating force, helping them to study harder

By the way of self-study, each individual will not feel behind the times, adapting and catching up quickly with new situations that modern life brings, including great challenges from the professional environment However, self-study has not necessarily gone smoothly, but it is affected by many factors that lead to many difficult problems later

2.2.3 Classification of factors influencing self-study

Studying is always influenced by many factors Including internal factors (psychology, health, interests ) and external factors (family, school, class schedule, documents ) Especially for students who study away from home, temporarily away from the care of their parents and relatives, and begin to have to be more independent in life, those factors increasingly strongly affect their studies The classification below is

based on the master thesis “Situation of self-study of students in the English Faculty at

University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City” written by Nguyen Thi Thi Thu in 2010

Psychological factors: Psychology greatly affects learning When faced with a subject that we are interested in, there will be excitement first As for subjects that are difficult compared to their own abilities, people will have psychological fear and avoidance Scientifically explained, when there is a happy mentality, more blood is brought to the brain, the human brain processes information quickly, and has high receptivity Psychological factors also affect the way the problem is viewed Good psychology makes us see learning as a pleasure, and study more enthusiastically On the contrary, when psychologically bored, people have many negative thoughts, mental stress, ability to concentrate decreases, see studying as a burden that negatively influences learning performance

Hobbies determine each individual's interest in learning Reality has proven that anyone will learn better in the subjects they like Meanwhile, studying is not effective when studying subjects that they dislike Failure to achieve the desired results makes learners feel depressed about subjects that have not had much affection The interest in learning is born with a subject that increases students' receptivity and patience for it, allowing us to try harder in our favorite subject to achieve good results Making yourself able to enjoy many subjects as well as making the subjects you don't like become less boring is an important thing to increase learning efficiency

2.2.3.2 Objective factors

Besides internal factors, external factors also have certain influences on learning Family plays a huge role in shaping the development of each individual It can be said that family is a very important factor affecting students' learning First, family academic traditions form an important foundation in an individual's academic career Secondly, the family atmosphere also affects learning A happy and warm family is the spiritual motivation to help students focus on learning to achieve high efficiency Thirdly,

it is impossible not to mention the influence from the family economy Obviously, an economic family will provide their children with adequate and convenient facilities for learning

Relationships: A student learns better when he has good relationships with his peers First of all, if they play with good friends who have learning abilities, it will create competition and promote the individual's learning process At the same time, create a good learning environment for yourself We also learn a lot of good things from our friends

The teacher is a guide to help us understand the content of the lesson Having a good relationship with teachers helps us to be interested in learning, and no longer feel disgusted At the same time, when having a good relationship with the teacher, students will not feel shy when asking for the teacher's help in learning As a result, learning efficiency is greatly increased

School factor: The school plays a role in promoting students' self-study through competency-based training The academic results of each person not only depend on their own efforts but also on the school environment a lot Learners themselves have also recognized the role of the school in influencing their self-study such as teaching methods

of teachers, knowledge level of teachers, facilities, schedule, and documents

CHAPTER 3 RESEARCH RESULTS 3.1 Research purposes

The investigation aims to carry out the following purposes:

Firstly, to survey the situation of self-study in the subject of translation of majored students at Thuongmai University

English-Secondly, to point out the factors affecting the improvement of their translation skills

Thirdly, propose some methods to help students self-study the subject of translation more effectively and thereby improve students' translation skills

3.2 Research subject and research object

Subjects of research are the situation of self-study of English-majored students at Thuongmai University

The research object is 100 students of English Faculty at Thuongmai University These are not random samples but purposefully selected For accurate results, the author chooses students who have studied the subject of translation

The reason for choosing such a research sample is that the author can easily reach these students, and can survey them The author chose the number of 100 students because this number can produce more diverse and objective results

3.5 Data processing method

In this study, the author used methods of synthesis, analysis, statistics and comparison to process the data After collecting the forms of the students, the author has made statistics of the factors which impact on self-study of English-majored students at Thuongmai University in the subject of translation In addition, the author also uses qualitative data from student interviews to analyze the impact and propose methods and suggestions for self-study and improvement of translation skills

3.6 Research results

3.6.1 Results from the questionnaire

Thanks to the students’ help, the author gained helpful information serving for researching and analyzing the data Below is a detailed analysis of the questionnaire results

Chart 3.1: Survey participants

The author distributed questionnaires to 100 students of the English Faculty at Thuongmai University, of which 0 freshmen accounted for 0%, 30 second-year students accounted for 30%, 40 third-year students accounted for 40% and 30 fourth-year students made up 30%

Chart 3.2: Gender

According to the chart, questionnaires were distributed to 100 students of English Faculty at Thuongmai University, of which 74 female students accounted for 74%, 20 male students accounted for 20%, and 6 students who did not want to reveal their gender accounted for 6%

Chart 3.3: Translating courses studied English-majored students

Chart 3.3 shows which courses English-majored students have studied in the subject of translation According to the training program of English Faculty at Thuongmai University, Theory of Translation and Practice of Translation are two compulsory courses, so 100% of the students must study In addition, Advanced Translation is an elective subject and enhances knowledge, so the number of students studying this course is less and only accounts for 60%

Chart 3.4: Self-assessment of translation level

According to chart 3.4, most students self-assessed their translation level at a normal level, specifically 51% of students rated their translation level as normal, 29% of students had a good level of translation skill, 13% of students rated their translation skills

as not good and only 7% of students have excellent translation level

Chart 3.5: Time to self-study translation of students

Regarding the time spent by students to self-study translation skills, it is shown

in chart 3.5 that students who spend less than 2 hours on self-studying translation skills each day account for 44%, 35% of students spend 2 to 5 hours a day for self-study, 15%

of students do not spend time learning translation skills by themselves, and only 6% of students spend more than 5 hours on self-study

Chart 3.6: Evaluation of the difficulty of self-studying translation

According to chart 3.6, the students rated self-study of translation as very difficult, accounting for 45% At the difficult level, the number of students rated 15% At the normal level, the number of students rated 34% and only 6% of students consider self-learning translation skills not difficult

 The factors influencing self-studying translation

Chart 3.7: Factors affecting self-study of translation

The data from chart 3.7 about the factor of accommodation shows that 45% of survey respondents agree and strongly agree that it is the main influence of self-study of translation 25% of the participants held a neutral opinion and 35% of the participants said that accommodation does not impact on self-study of translation

About the time arrangement factor, 30% of the students participating in the survey agree and strongly agree with the idea that the arrangement of self-study time is an element affecting the ability to self-study translation, 40% of participating students kept

a neutral attitude and 30% of the participating students disagreed and strongly disagreed with the idea that the arrangement of self-study time is a factor affecting the ability to self-study translation

The study space factor includes 20% of the students participating in the survey agree and strongly agree with the idea that the study space is a factor affecting the ability

to self-study translation, 45% of participants kept a neutral attitude and 35% of the participating students disagreed and strongly disagreed with the idea that study space is

a factor affecting the ability to self-study translation

With other relationships, 7% of students participating in the survey agreed with the idea that surrounding relationships are a factor affecting the ability to self-study translation, 50% of students participating in the survey maintain a neutral attitude and 30% of the participating students disagreed and strongly disagree with the idea that surrounding relationships are a factor affecting the ability to self-study translation

Regarding the study material factor, 50% of the students participating in the survey agreed and strongly agreed with the idea that materials are an element affecting the ability to self-study translation, 35% of students who participated kept a neutral attitude and 15% of the participating students disagreed with the idea that materials are

a factor affecting the ability to self-study translation

In terms of the study method, 37% of the students participating in the survey agreed and strongly agreed with the idea that the self-study method is a factor affecting the ability to self-study translation, 60% of students who participated kept a neutral attitude and 3% of the participating students disagreed with the idea that the self-study method is a factor affecting the ability to self-study translation

The self-study consciousness is a factor that shows 30% of the students participating in the survey agree and strongly agree with the idea that this is a factor

affecting the ability to self-study translation, 70% of students who participated kept a neutral attitude and 0% of the participating students disagreed and strongly disagreed with the idea that self-study is a factor affecting the ability to self-study translation

 Analyze in detail the factors influencing self-studying translation

In the following, the author will go into detail about the factors Through the survey process, the author finds that they are the factors that affect students' self-study

of translation

*The first is about specialized skills

According to the data from chart 3.8, 69% of survey participants agree and strongly agree that their vocabulary and sentence structure are still not good, leading to difficulties in the self-study translation process, 25% of participants held a neutral opinion and 6% of participants disagreed

Regarding the limitation in mastering the background knowledge about a certain field, 89% of survey respondents agree and strongly agree that they do not have enough background knowledge in a field, leading to still difficulties in the self-study process as well as practicing translation, 10% of the participants held a neutral opinion and only 1%

of the participants strongly disagreed

About the lack of understanding of translation strategies such as translating proper names, translating titles, etc 72% of survey respondents agree and strongly agree that it

is because they do not fully understand and do not remember translation strategies, leading to difficulties in self-study of translation, 20% of the participants held a neutral opinion and 8% of the participants disagreed

Based on survey results, specialized skills greatly affect students' self-study translation Not having good expertise is also a barrier that makes students bored in the self-study process It is also quite easy to explain because when practicing translation, it requires high vocabulary, sentence structure and even the most effective translation methods, translation voice, ect All these factors are not guaranteed by all students, and there are many other factors that impact such as time arrangement, self-study consciousness, to be able to cultivate professional abilities

*The second is about the study environment factor:

Chart 3.9: Influence of study environment

According to the data from chart 3.9, 49% of survey participants agree and strongly agree that studying alone will be more effective than learning in groups, 35%

of participants hold a neutral opinion and 16% of people participants disagree and strongly disagree

With the idea of group learning, it is more effective because there is interaction and exchange 25% of survey participants agree and strongly agree with the above idea, 44% of participants hold a neutral opinion and 31 % of participants disagree

Regarding quiet study spaces such as libraries, cafes, and places with beautiful layouts that make self-study more interesting, 68% of survey respondents agree and strongly agree that the ideal study space is as above makes it easier to self-study translation, 30% of the participants kept a neutral opinion and 2% of the participants disagreed

In contrast, for the home-based study environment, 2% of the participants agreed that studying at home was more effective, 67% of the participants kept a neutral attitude, and 30% of the participants disagreed with the idea above

The survey result shows that the study environment factor is also a factor that greatly affects the self-study of students in the subject of translation and mainly affects the learning spirit In general, students tend to prefer to study independently and in a quiet, beautiful environment to inspire learning Regarding group learning, there is a strong point of exchange, interaction and not being bored, but the students assessed that studying in groups will be quite easy to lose focus, talk a lot, and stray from the main topic

*The third is about the element of the self-study method:

Chart 3.10: Influence of the self-study method

Chart 3.10 illustrates 78% of survey participants agree and strongly agree that regularly watching the news to improve background knowledge makes it easier to translate, 22% of participants keep neutral opinions and 0% of participants disagree and strongly disagree

For the method of regularly reviewing vocabulary, sentence structure, and translation methods, 97% of survey participants agree and strongly agree with the above opinion, 3% of participants hold a neutral opinion and 0% of participants disagree

Regarding the opinion that there are currently not many studies on effective study methods of translation, 73% of survey participants agree and strongly agree with the above opinion, 37% of participants hold the opinion that neutral and 0% of participants disagree

self-According to the survey results, the factor of self-study method of translation skills was found by most students, but there were not really many solutions, leading to self-studying is still quite difficult because the old methods are academic and sometimes inappropriate

*Fourth is about self-study time arrangement:

Chart 3.11: Influence of self-study time

According to the data from chart 3.11, 78% of survey participants agree that study in the period from 20h-24h is the ideal time, 22% of participants keep a neutral opinion and 0% participants disagree and strongly disagree

self-Regarding the idea of self-study in the period from 4 am to 6 am, 27% of survey participants agree with the above opinion, 52% of participants hold a neutral opinion and 21% of participants disagree

On the other hand, only 9% of the survey participants agreed with learning from 11:30 to 14:30, 34% of the participants held a neutral opinion and 54% of the participants disagreed

About the opinion that due to the influence of schoolwork and part-time job, there

is no time for self-study, 54% of survey participants agree with the above opinion, 23%

of participants hold a neutral opinion and 23% of participants disagreed

With the final given opinion that although there is not too much work to do, students themselves do not know how to arrange their time properly, 69% of survey participants agree with the above opinion, 31% of participants keep neutral opinion and 0% of participants disagree

Based on the survey results, the element of time arrangement for self-study is quite difficult because in fact most of the morning and afternoon hours are spent on studying at school, working part-time, so they cannot arrange time to self-study translation skills There is only a time frame from 8 pm to 24 pm to arrange self-study time, but through research, students often spend time on other things such as other subject assignments, going out, using social networks, etc They do not really prioritize practicing compilation skills

*The fifth is about the element of self-study consciousness: