Introduction
Rationale of the Study
In light of globalisation and modernisation, students in the field of science and technology are more and more getting involved in the process of professional development
Conducting research is essential for individuals seeking a deep understanding of their fields It provides scientists worldwide with diverse opportunities to acquire both theoretical and practical knowledge in specific areas.
According to Tynjọlọ et al (2006), knowledge-intensive organizations leverage university-produced knowledge while also generating and managing their own to foster innovation Engaging in research is highly beneficial for students, equipping them with essential skills for their future careers, including time management, IT proficiency, and statistical analysis (Shrestha & Shrestha, 2007) Therefore, it is crucial to recognize and invest in the development of fundamental research competencies, as mastering these skills requires substantial time and practice.
Research at an early stage fosters systematic thinking in students and provides them with early exposure to ethics (Shrestha & Shrestha, 2007) Additionally, Willison & O’Regan (2007) highlight that this early engagement enhances students' research skills.
Many students fail to recognize the importance of developing research skills for their future careers, often having to piece together their understanding from various research experiences throughout their studies According to Jamieson & Saunders (2020), the emphasis on research competence aims to identify and enhance areas of study that bolster one's ability to conduct research effectively and assess its quality This challenge can hinder undergraduate students from forming a solid connection with their majors as they advance in their education, necessitating significant time and effort to refine their skills for professional growth in their chosen fields.
In today's evolving educational landscape, higher academic qualifications are increasingly essential for securing good jobs Research by Katkin (2003) and Seymour et al (2004) highlights the significance of undergraduate research as a core component of higher education globally However, in Vietnam, a limited number of students engage in research during their final university year, presenting a significant challenge in developing research competence At Hue University of Foreign Languages and International Studies (HUFLIS), the lack of encouragement and absence of research-focused syllabi hinder students' involvement in research activities Consequently, the importance of developing research skills is often overlooked during their university education.
Undergraduate students have access to only one course, Research Methodology, which may not sufficiently prepare them to understand the significance of research This limited exposure hinders their ability to build a strong foundation for developing their research skills.
Research can be a challenging endeavor for students, often requiring them to seek assistance from various sources to enhance their skills Despite the importance of developing research competence, particularly in Thua Thien Hue, Vietnam, there is a lack of studies focusing on the factors that facilitate this development Addressing this gap is crucial for promoting awareness and encouraging research activities, thereby highlighting the contributions of beneficial factors in the research process.
This study aims to explore students' perceptions of research and assess their research competence levels Additionally, it seeks to identify factors that could help undergraduate students enhance their research skills in the future.
Research Aims and Objectives
This research aims to achieve insights into students’ perceptions of doing research and a profound understanding of students’ research competence at University of Foreign
This research at Hue University’s Languages and International Studies department seeks to identify the key factors that can enhance undergraduate students' research competence during their research activities.
Research Questions
1 What are undergraduate students’ perceptions of doing research and research competence at HUFLIS?
2 What is the reality of research competence perceived by undergraduate students at HUFLIS?
3 What would facilitate undergraduate students to develop research competence at HUFLIS?
Scope of the Study
The research was carried out at the University of Foreign Languages and International Studies, Hue University, involving 120 EFL undergraduate students from the Faculty of English, specifically second, third, and fourth-year students during the 2021-2022 academic year.
Significance of the Study
Research competence is essential for professional development, yet it often receives insufficient focus This study aims to highlight the importance of engaging in research and identifies key factors that enhance research competence among undergraduate students The findings are expected to improve the educational system by helping EFL undergraduate students and their teachers better understand students' research abilities, ultimately fostering the development of research skills Additionally, the study will consider various perceived factors that can support EFL undergraduate students in advancing their research competence.
Organisation of the Study
The study consists of five chapters:
Chapter 1 (Introduction) states the rationale, purposes of the study, the research questions and the scope of the study
Chapter 2 (Literature review) presents the literature review of the study including theoretical background related to undergraduate research and research competence development
Chapter 3 (Methodology) describes the research method in this study, consisting of information of the setting, the participants, data collection instrument and procedure
Chapter 4 (Findings and Discussion) analyses data collected from the survey questionnaires and interviews, and then discusses the findings
Chapter 5 (Conclusion and Implications) includes summary, implications, limitations of the study and suggestions for future studies
Literature Review
Introduction
This chapter offers a theoretical foundation for the study by defining research and outlining its processes It includes essential background knowledge about undergraduate research and the experiences of students engaging in research activities Additionally, the chapter presents both theoretical and practical insights related to research competence Finally, it reviews several previous studies pertinent to the discussed topic.
Overview of Research
Research is defined in various ways within academia, but Creswell (2002) emphasizes that it is primarily used to explain, explore, or compare situations through the collection and analysis of data.
Research is the systematic process of collecting essential and pertinent information, followed by a careful analysis of the data to achieve a comprehensive understanding of the issues at hand and to identify effective solutions.
According to Steneck (2006), research is predominantly a professional activity today, led by individuals specifically trained for this purpose Researchers are expected to align their work with the established norms, codes, and guidelines of their profession, while also adhering to the policies and regulations set by their employers, such as universities, industry, or research institutions, as well as government standards.
Research, as defined by Shuttleworth (2008), encompasses the collection of data, information, and facts to enhance knowledge Herr & Anderson (2014) emphasize that research involves various facets, primarily focusing on problem-solving through systematic data gathering.
The research utilizes primary sources to serve a new purpose, grounded in empirical evidence It emphasizes the importance of accurate observation and truthful descriptions The primary objective is to uncover an unbiased solution to the identified problem.
Conducting research is crucial for students as it fosters essential traits like self-discipline, commitment, and determination, enabling them to achieve results efficiently This experience not only enhances their project writing skills but also provides a competitive advantage in the job market, particularly for those aspiring to an academic career (Shrestha & Shrestha, 2007).
Bensimon et al (2004) assert that research aims to generate practical, scientific knowledge that can enhance educational outcomes and student success at the local level Similarly, Creswell (2002) emphasizes the importance of research in suggesting improvements to current practices.
Freedman (2011) emphasized that research can reveal previously unrecognized issues and prompt critical questions Therefore, it is vital for individuals to develop skills in brainstorming ideas, collecting and analyzing data, and drawing conclusions to enhance their professional contributions In conclusion, research is fundamental across all areas of life.
Undergraduate Research
In the subject of undergraduate research, it is stated that early research education enables the students to develop critical appraisal skills (Hren et al., 2004) Beckman &
Undergraduate research plays a crucial role in enhancing student learning by guiding them through a developmental trajectory in research practices (Hensel, 2009) In the context of medical fields, this focus becomes even more significant, as highlighted by Guerrero & Notarte (2020).
8 presented that undergraduate research can provide vital information on medicinal plants studies, especially on an institutional and regional level.
Undergraduate Students in Doing Research
Allwright & Bailey (1991) stated that our students do not need “the latest” method, but rather a better comprehension of the classroom and what goes on there Glesne & Webb
Students should select research topics based on their personal interests to enhance their learning experience, as emphasized in a 1993 study Additionally, research by Nnadozie et al (2000) found a positive correlation between undergraduate research experiences and success in graduate school.
Participation in undergraduate research has been shown to positively influence students' likelihood of pursuing graduate education and engaging in future research (Hathaway et al., 2002) Students are expected to develop skills in seeking and selecting relevant information through libraries and online resources in their fields of interest (Meerah et al., 2012) However, as noted by Merkel (2003), access to research opportunities is often limited to the top-performing students at research universities.
Qualities of a Good Undergraduate Student
Research has identified key qualities that characterize an ideal undergraduate student Sisson et al (1961) highlighted five essential traits: discipline, independence, intellectual control, courage, and dedication Additionally, Gray (2018) emphasized five major qualities—attitude, academic skills, awareness, accomplishment, and ability—that contribute to a university student's success Students who embody these attributes are more likely to excel in higher education and society.
According to Llamas (2006), the ideal university student embodies a passion for learning and actively engages in the broader university community.
O’Brien et al (2016) identified that supervisors in the U.S medical field perceive the ideal student as proactive and self-directed, alongside essential qualities such as academic competence, personal commitment, professionalism, and discipline-specific attributes.
Wong & Chiu (2020) highlight that ideal university students possess two essential skill sets: personal and academic Personal skills encompass preparation, engagement, and commitment, with preparation involving prior awareness of the topic through resources like lecture slides, course handbooks, and required or optional readings Academic skills include critical thinking, reflection, and continuous progress.
A committed study attitude and strong work ethic are essential for academic success Self-regulation plays a crucial role, enabling students to effectively manage their studies, identify challenges, and develop strategies to overcome them Additionally, possessing specific academic skills is vital for those aiming for a successful university experience Notably, the ability to employ research skills to analyze, generate, and communicate solutions to complex and unpredictable problems is considered a hallmark of exemplary university graduates (Brew, 2006).
In Vietnam, the law of education emphasizes that a successful undergraduate student should possess strong professional knowledge and practical skills, enabling them to work independently and creatively while effectively solving problems in their field Consequently, it is essential for students to engage actively in their studies and seek to expand their experiences during their university years.
Research Competence
Research competence, as defined by Ponomarchuk (2009), encompasses a graduate's overall preparedness for engaging in professional research activities aimed at acquiring new knowledge This readiness includes the ability to conduct scientific investigations, develop research behaviors, master practical methods and technologies specific to their training direction, and effectively navigate professional situations characterized by uncertainty (Abdrafikova et al., 2014; Skornyakova, 2013; Zabelina, 2015).
Wester & Borders (2013) identified key components of research competence essential for scholars in the counseling field, which include: knowledge of current trends, proficiency in research design and methods, familiarity with data collection procedures, comprehension of the interconnections among research processes, strategies to minimize bias and enhance objectivity, and the ability to improve applicability These elements are crucial for developing robust research competence.
Lukashenko (2011) defines research competence as a comprehensive quality that encompasses an individual's readiness and ability to independently tackle research and creative challenges This includes mastery of research methodologies, an appreciation for the importance of research skills, and a preparedness to apply these skills in professional contexts.
According to a study conducted in 2018, research competence necessitates a systematic methodology that involves the ability to observe phenomena, analyze data, draw generalizations and conclusions, and refine these conclusions as new data emerges or scientific approaches evolve.
Understanding the various concepts of research competence is essential for undergraduate students, as it enables them to identify the skills necessary for practice and development within their specific fields.
2.6.2 The Necessity of Developing Research Competence for Undergraduate Students
Research competence plays a crucial role in education, as highlighted by Ismuratova et al (2018) It not only enhances learning during class and extracurricular activities but also serves as a tool for acquiring new knowledge This competence guides individuals in their pursuits, fosters self-discovery and personal growth, and supports self-realization and affirmation through practical application of learned knowledge.
In today's world, the demand for self-improvement, self-development, and professional mobility is higher than ever, as these qualities significantly contribute to an individual's value both personally and professionally (Biktagirova & Valeeva, 2013) Consequently, graduate students must be equipped to analyze unfamiliar concepts in both theory and practice, enabling them to address critical professional challenges, master research methodologies, and derive accurate conclusions from their findings (Yarullin et al., 2015).
According to Prosekov et al (2020), the theoretical analysis of the problem and the experimental studies proved that the development of research competency can be considered from three different angles:
Pedagogical science focuses on understanding the development and formation of specialists, aiming to enhance professional education through the advancement of stages, content, forms, and methods.
as methodological support for the entire process of education, e.g compiling curriculums and didactic materials, teacher training, etc (applied aspect);
as a direct professional activity of teachers of professional educational institutions (practical aspect)
Developing research competence is essential for individuals aiming to enhance their professionalism in their respective fields By understanding the advantages of cultivating research skills, they can significantly improve their expertise and career prospects.
Research skills and attributes are crucial outcomes of higher education programs, making it essential for students to be allowed to acquire, develop, and master these competencies (Laidlaw et al., 2012).
In their studies, Doff (1988), Wallace & Bau (1991), and others (1994) emphasized the importance of undergraduate research competence, highlighting that preservice teachers should cultivate research skills during their pedagogy coursework prior to engaging in action research during their practicum.
According to Showman et al (2013), essential traits for undergraduates to effectively conduct research include organization, good judgment, effective communication, creativity, and persistence These skills are equally important as students transition from learning about discoveries to making their own Therefore, it is crucial to facilitate the development of research competence in undergraduate students by considering these key elements.
Undergraduate students are increasingly motivated to participate in research activities as a means to enhance their skills and foster personal development.
In the study of Yarullin et al (2015), they showed the structure of research competence with various aspects as follow:
Figure 1 Structure of research competence
Research competence encompasses personal qualities essential for success and expertise, but it does not fully encompass the entire research process (Yarullin et al., 2015).
To get a more specific understanding for research competence, in the idea of Bửttcher
According to Thiel (2018), research competence is structured around five key factors: content knowledge, the ability to review existing research, methodological skills, reflective skills regarding research findings, and effective communication skills.
Summary of the Chapter
This chapter has outlined the literature review, establishing a theoretical and conceptual framework for the study It covers key definitions related to research and undergraduate research, highlights the qualities of an effective undergraduate student, and discusses the components of research competence Additionally, it addresses the gaps identified in previous research.
Methodology
Introduction
This chapter outlines the research methods used for data collection, detailing participant information and the instruments employed Additionally, it encompasses the procedures for data collection and analysis.
Research Design
This mixed methods study aimed to explore EFL students' perceptions of research competence development and identify factors that aid undergraduate students in their research process Following Creswell's (2002) definition, the research utilized both qualitative and quantitative approaches to gain a comprehensive understanding of the research problem.
Hurmerinta-Peltomäki and Nummela (2006) explored the significance of mixed methods in business research, revealing that this approach enhances the validity of findings, guides the collection of secondary data, and fosters knowledge creation Their study indicates that employing both quantitative and qualitative methods provides a more comprehensive understanding of phenomena compared to studies that rely solely on one method.
Combining quantitative and qualitative research methods can enhance the reliability of findings and enrich the interpretation of results (Condelli & Wrigley, 2004) This study utilized both questionnaires and interviews to collect data Questionnaires are effective for obtaining original insights into individuals' behaviors, experiences, social interactions, attitudes, opinions, and awareness of events (McLafferty, 2010; Parfitt, 2013) Additionally, qualitative interviewing provides a deeper understanding of participants' perspectives.
The use of flexible and powerful tools, such as questionnaires and interviews, allows researchers to effectively capture and analyze the diverse ways individuals interpret their experiences (Rabionet, 2011) This approach enhances the depth of data collection, enabling a more comprehensive response to research questions.
Participants
The study involved 120 EFL students from the Faculty of English at the University of Foreign Languages and International Studies, Hue University, including 59 second-year, 31 third-year, and 30 fourth-year students who had completed a Research Methodology course Among the participants, there were 24 males and 96 females, with varying levels of English proficiency, all of whom were invited to take part in the questionnaires.
When it comes to participants’ majors, most of the students (70.8%) majored in English Language Study, while the percentage of English Language Teaching-majored students was 29.2%
The study revealed that participants demonstrated a high level of English proficiency, with 52.5% achieving a B2 level, followed by 36.7% at the C1 level, and 10.8% at the B1 level.
There were 10 students among 120 students invited to participate in the interview.
Data Collection Instruments
To ensure the validity and reliability of a study, appropriate research instruments are crucial for data collection This research employs a structured questionnaire to gather insights from EFL undergraduate students regarding their perceptions of research and their research competence It also examines the actual practice of research competence among EFL students and identifies factors that facilitate their development in this area Additionally, interviews are conducted with students who have engaged in research to obtain more specific data By utilizing these two instruments, the researcher aims to produce valid and reliable results and findings.
Utilizing questionnaires is an effective method for swiftly and cost-effectively gathering specific information (Bell, 1993) Additionally, they enable data collection from a large number of participants.
Research questionnaires can be distributed through various methods, including post, email, online platforms, or face-to-face interactions (Rowley, 2014) They are primarily utilized in quantitative research to profile samples numerically, such as determining the proportion of different age groups, or to quantify the frequency of opinions, attitudes, experiences, processes, behaviors, or predictions (Rowley, 2014).
This study utilized a questionnaire to investigate EFL undergraduate students' perceptions and practices regarding research competence, along with their views on factors that facilitate the development of research skills at the University of Foreign Languages.
The study conducted by the Languages and International Studies department at Hue University utilized a 5-point Likert scale for its questionnaires, ranging from strongly disagree (1) to strongly agree (5) The questionnaire was structured into three sections, each aligned with the corresponding research questions.
Three Main Clusters of the Questionnaire
Cluster 1: EFL students’ perceptions of doing research and research competence
13 To investigate what the students think of research and their abilities in doing research Cluster 2: Research competence practice perceived by EFL students
19 To see how the students perceive their research competence through their experience
EFL students’ research competence development
9 To find out what factors are considered as the most useful for students’ research competence development
Interviews were selected as the primary research instrument for this study due to their established effectiveness in qualitative research McMillan & Schumacher (1993) describe the interviewing method as a "flexible and adaptable technique" that provides deeper insights into specific issues Furthermore, in-person interviews allow for the observation of participants' verbal and non-verbal behaviors, which can enhance motivation and engagement when discussing personal qualities or feelings.
This study utilized semi-structured interviews to gather specific insights from undergraduate students who had previously completed questionnaires, thereby ensuring the reliability of the results Conducted in both English and Vietnamese, the interviews facilitated a comprehensive expression of viewpoints The interview comprised 10 questions aligned with the questionnaire content, with the first three focusing on students' perceptions of research and their involvement in it The subsequent five questions assessed students' self-perceived research competence, while the final two aimed to identify additional factors that support the development of research skills To enhance accuracy for further analysis, the interviews were tape-recorded, with the complete set of questions available in Appendix 3.
Data Collection Procedure
The data collection procedure of this study includes the following steps:
The questionnaires were initially piloted with 10 participants to confirm their reliability before being distributed to 120 English-majored students at the University of Foreign Languages and International Studies, Hue University, both offline and online Completing the questionnaires required approximately thirty minutes, which included five minutes for explanation and collection Each questionnaire consisted of 41 items, and participants responded by marking their answers on a five-point scale ranging from strongly disagree to strongly agree Careful consideration was given to the timing of the questionnaire administration to ensure that students could comfortably reflect and complete their responses effectively.
Having collected the data for the questionnaires, ten students were invited to join in the interviews Each interview lasted from 20 to 30 minutes The process of the interviews
27 was estimated carefully in terms of the amount of time and made to be convenient for participants to express their thoughts easily.
Data Analysis
In this study, the data collected were analysed in the quantitative and qualitative approaches The process of analysing the data from questionnaires was conducted by applying the quantitative approach
The quantitative data gathered from the questionnaires were analyzed using SPSS software version 20.0 A scale test was conducted to assess the reliability of the questionnaires (refer to Appendix 2).
The interviews will be analyzed using a qualitative approach, specifically through content analysis This method aims to enhance the specificity and validity of the information, ensuring it effectively meets the study's objectives.
Research Reliability and Validity
Patton (2002) states that validity and reliability are two factors which any qualitative researcher should be concerned about while designing a study, analysing results and judging the quality of the study
Reliability refers to the consistency and stability of measurement results over time, as highlighted by Carmines & Zeller (1979) and Joppe (2000) It is defined as the degree to which results accurately represent the total population under study A research instrument is deemed reliable if its results can be reproduced using a similar methodology.
Cronbach's alpha, introduced by Cronbach in 1951, is a crucial measure of reliability widely utilized in social and organizational sciences It is essential to calculate and report the Cronbach’s alpha coefficient for internal consistency when employing Likert-type scales Reliability coefficients range from 0.00 to 1.00, with higher values indicating greater reliability (Kimberlin & Winterstein, 2008) George and Mallery (2003) offer guidelines for assessing the reliability of Likert-scale questionnaires.
Criteria to Measure the Reliability Coefficient via Cronbach’s Alpha Coefficient
The piloted scale test (N) demonstrated a high coefficient of reliability (α = 908), while the subsequent scale test (N0) also yielded a strong coefficient (α = 870) Additionally, the specific coefficients for the three clusters of the questionnaire were notably high (α = 770, α = 803, α = 795) Consequently, the questionnaire is deemed reliable for data analysis.
Semi-structured interviews allow interviewers the flexibility to modify questions during the conversation and to explore deeper based on respondents' answers, enhancing the richness of the data collected (Luo & Wildemuth, 2009).
Open-ended questions empower subjects to share what they find relevant and important, free from the constraints of researchers' preconceived notions To enhance the reliability of the interviews, this study employed a semi-structured interview format predominantly featuring open-ended questions as the primary research instrument.
Oliver (2010) emphasizes that validity is an essential criterion for all research studies It determines how effectively a research instrument measures its intended variables (Robson, 2011) Kimberlin and others also highlight the importance of ensuring that research tools accurately reflect the concepts they are designed to assess.
According to Winterstein (2008), validity should not be viewed as an inherent property of a test or instrument Instead, it refers to the degree to which the interpretations of the test results are justified, which is contingent upon the intended use of the test or instrument.
In order to ensure the validity of the study, internal validity and external validity are taken into consideration Internal validity speaks to the validity of the research itself (Drost,
Internal validity is crucial for ensuring that a study's design, execution, and analysis yield reliable answers to research questions (Andrade, 2018) According to Slack & Draugalis Jr (2001), assessing the internal validity and potential biases of a study follows a logical framework This particular study focuses exclusively on EFL undergraduate students, utilizing a Likert-scale questionnaire for data collection The process involves a step-by-step approach, beginning with a pilot test conducted with ten EFL students, followed by the distribution of the questionnaire to all participants for completion as a posttest.
External validity in research refers to the ability to generalize findings to different individuals, settings, and timeframes (Drost, 2011) According to Shadish et al (2002), it encompasses four key aspects: the similarity of study participants to those typically exposed to the stimuli, the resemblance of the study context to real-world situations, the alignment of the stimuli used with those of practical interest, and the relevance of the outcome measures to theoretical or practical implications This study ensures external validity through the careful selection of participant characteristics, as detailed in section 3.3.
Bias in research, as defined by Bergen & Labonté (2020), refers to the discrepancy between participants' authentic perception of reality and how that reality is conveyed to researchers To uphold the validity of interviews, it is crucial for researchers to minimize bias during the data collection process.
Ethical Approval
This study ensured that data collection was conducted with the consent of all participants Prior to participating in the survey questionnaires and interviews, participants were informed that their personal information would be kept confidential in the presentation of their opinions in this research.
Summary of the Chapter
This chapter outlines the research methodology, highlighting the mixed methods approach used to effectively address the research questions It provides specific information about the study participants and details the data collection and analysis processes to illustrate how the data was processed The subsequent chapter will present a thorough analysis of the data and the key findings.
Findings and Discussion
Introduction
This chapter presents the study's findings addressing the research questions It details the statistical analysis of questionnaire data and the qualitative insights from interviews, focusing on EFL undergraduate students' research competence practices and the factors influencing its development Additionally, the discussion section is included to further elaborate on these findings.
Mean Scores of Three Surveyed Clusters
EFL students’ perceptions of doing research and research competence Research competence practice perceived by EFL students
Perceived factors facilitate EFL students’ research competence development Figure 4 Mean scores of three main clusters in the questionnaire
The bar chart illustrates the average scores of three primary clusters from a survey conducted with 120 participants Notably, Cluster 3, which focuses on "Factors Facilitating the Development of Research," exhibits the highest mean score among the clusters.
32 competence in EFL students” (M3=3.94) is the highest, followed by that of Cluster 1 – “EFL undergraduate students’ perceptions of doing research and research competence” and Cluster
2 – “EFL undergraduate students’ perceived practice of research competence” ((M1=3.48 and M2=3.39, respectively) To sum up, it is clear that the items in Cluster 3 are supported more than those in Cluster 1 and 2.
EFL Undergraduate Students’ Perceptions of Doing Research and Research
This section presents the results of the questionnaires about the attitudes that EFL students have
Quantitative data about EFL undergraduate students’ perceptions of doing research and research competence
One Sample T test and Descriptive Statistics were run to analyse EFL undergraduate students’ perceptions of doing research and research competence
One Sample T Test of Cluster 1
N Mean Std Deviation Std Error Mean
95% Confidence Interval of the Difference
A one-sample T test was conducted to assess the difference in EFL students' perceptions, which had a mean score of 3.48, categorized as medium This was compared to the accepted mean score of 3.6 for a high level, as established by Oxford (1990) The analysis revealed a significant difference between the sample mean and the test value of 3.6, with results indicating t = -3.021, df = 119, and p < 0.05.
= 003