Introduction
Introduction
This chapter provides an overview of the study's background and problem statements, detailing the objectives, research questions, scope, and significance of the research It concludes with an outline of the thesis organization.
Rationale
Research plays a crucial role in human and social development, significantly advancing our lives The inseparability of research and development highlights that without research, development would likely stagnate (Abun, Magallanes, Foronda, & Incarnacion, 2019) Novick (1965) emphasized the importance of distinguishing between research and development, advocating for a focused examination of research as a distinct activity separate from development (p.13).
In other words, the ultimate purpose of research is to facilitate better human life (Ariola,
Research is essential for uncovering unknown answers, addressing unresolved issues, and expanding human knowledge According to Zarah (2019), it serves several key purposes: it enhances knowledge and facilitates learning, promotes understanding of important issues while raising public awareness, and contributes to success in both business and career endeavors Additionally, research plays a crucial role in debunking falsehoods and validating truths.
Recognizing the vital role of research in human and societal development, many countries have established national educational research policies A world survey by Debeauvais (2000) indicates that numerous nations have implemented strategies to foster research areas that can enhance education policy-making and practice (Healey and Jenkins, 2009) In modern educational settings, research is increasingly seen as a responsibility not just for educators but also for students, particularly at the higher education level In 2005, the Council of Undergraduate Research and the National Conference on Undergraduate Research jointly declared undergraduate research as "the pedagogy for the 21st century," emphasizing an inquiry-based model that promotes collaboration between mentees and mentors (Walkington).
Healey and Jenkins (2009) argued that all undergraduate students in higher education should engage in learning through research and inquiry, emphasizing that students should be assessed in ways similar to academic staff conducting their own research Supporting this view, Abun et al (2019) pointed out that a key aspect of education is teaching students how to conduct research, suggesting that this instruction should begin as soon as they enter university or college.
Research methodology is a vital component of undergraduate curricula worldwide, as it is mandated as a compulsory course for students (Hussain et al., 2016) Studies have shown that engaging in undergraduate research enhances critical thinking, communication, organizational skills, self-efficacy, and collaborative learning (Badura et al., 2000; Laursen et al., 2006; Lopatto, 2006; Seymour et al., 2004) Walkington (2015) describes the concept of "students as researchers" as a pedagogic approach that supports students' involvement in research both within and beyond the formal curriculum This approach aims to deepen students' knowledge and understanding while contributing significantly to the broader knowledge base of their respective disciplines.
Undergraduate research presents significant challenges for students, as highlighted by various studies that reveal common barriers they face Papanastasiou (2005) noted that many students harbor negative perceptions of research methods courses due to the complexities involved in conducting research, including workload and subject-related concerns (Hussain et al., 2016) Furthermore, Sachitra (2016) found that students often view research as a “stressful, complicated, and boring task,” leading to an overall negative attitude towards research activities This underscores the urgent need to explore undergraduate students' perceptions and practices regarding research to develop effective strategies that enhance their engagement and address the difficulties they encounter.
Undergraduate research in EFL contexts is gaining traction due to its applications in English language teaching, second language acquisition, and linguistics Many higher education institutions are incorporating research methodology courses into their curricula, encouraging students to engage in research For instance, in Taiwan, English departments mandate research papers in composition classes, while in countries like Libya, Vietnam, and Saudi Arabia, final-year students undertake graduation research projects Despite this growing emphasis, there is a notable lack of research focusing specifically on undergraduate student research in EFL contexts.
Problem Statements
Vietnam has recently embraced the global trend of emphasizing research in education by introducing research activities for higher education students Recognizing the significance of research in academic and cognitive development, the country encourages undergraduate students to engage in scientific and technological research, as outlined in Article 39 of the Law on Education of Vietnam (2019).
Training a highly qualified workforce and enhancing knowledge are essential for socio-economic development, national defense, and international integration Across Vietnam, universities and colleges are actively engaging students in scientific research, supported by prestigious awards like the "Vietnam Young Science Talent Award" and the "Student Scientific Research Award – Euréka." These initiatives have spurred increased student participation in research; however, the overall number of studies remains limited This limitation may stem from a lack of awareness about the significance of research and a belief that it is only for exceptional students Many students may not fully understand scientific research or know where to begin Therefore, it is crucial to investigate undergraduate research from students' perspectives, examining how they conduct research and the challenges they encounter in the process.
Despite extensive research in STEM fields regarding students' perspectives on research, there is a significant lack of studies in the social sciences and humanities, particularly concerning EFL (English as a Foreign Language) students This study aims to address this gap by examining EFL students' awareness of the importance of research and their attitudes towards it at the undergraduate level, as these factors influence their willingness to engage in research activities Furthermore, the research will explore students’ perceived practices related to undergraduate research, including the preparation and support available, and identify the challenges they face while conducting research in an EFL context.
Objectives of the Study
This research aims to investigate EFL students' awareness, attitudes, and perceived practices regarding research at the University of Foreign Languages, Hue University.
Research Questions
This research aims to explore several key questions regarding EFL students at the University of Foreign Languages, Hue University Firstly, it investigates students' awareness of the significance of research in their academic journey Secondly, it examines their attitudes towards engaging in research activities Additionally, the study looks into the perceived practices of EFL students concerning research Lastly, it identifies the challenges these students encounter while conducting research at the university.
Significance of the Study
While numerous studies have explored undergraduate research experiences, there is a notable lack of research focusing on students' awareness of the significance of engaging in research, their attitudes towards it, and the challenges they face, especially within the context of second or foreign language learning.
Recent years have seen a push for undergraduate research among university students, yet only a small fraction of EFL students engage in research within their fields, such as English Language Teaching and Study Notably, in the 2019-2020 academic year, English-majored students completed 23 graduation and 6 university-level research projects, but these numbers declined in the following year This limited participation may indicate a lack of interest in undergraduate research Additionally, little is known about the perceptions and challenges faced by students who do undertake research While previous studies have addressed preliminary research challenges, this study aims to explore EFL students' awareness and obstacles related to undergraduate research at Hue University It will also investigate the necessary preparations and institutional support available for conducting research The findings are expected to enhance understanding of the importance of student research, improve students' research experiences, and support educational and professional development, ultimately serving as a valuable resource for teachers and future researchers.
Scope of the Study
The study took place at Hue University of Foreign Languages, Hue City, Vietnam
A study involving 200 EFL undergraduate students in their final two years at the Faculty of English explored their awareness and attitudes towards conducting research, following in-depth interviews with 10 participants who had prior research experience These students had completed a Research Methodology course and engaged in various research projects, including mini-research and graduation projects The research focused on their perceived practices and challenges faced while conducting research at Hue University of Foreign Languages during the 2020-2021 academic year While the findings are relevant to the participants and timeframe, they may not be applicable to a broader population or different contexts.
Organization of the Study
This research consists of five chapters: (1) Introduction, (2) Literature review, (3) Research Methodology, (4) Findings and Discussion, and (5) Conclusions and Implications
Chapter 1 introduces the background of the study on undergraduate research conducted by students After that, the study’s objectives are introduced to find out the answers to research questions The scope, significance as well as organization of the study are also presented in detail
Chapter 2 first presents the definition of concepts, and then considers a theoretical and empirical framework of research, namely students’ undergraduate research, practices of doing research, benefits, and challenges of doing research Previous studies concerning the domain of research are also reviewed in this chapter
Chapter 3 describes the methods that were used for conducting the research and the analysis of the data used in this study All the information about the research participants, research instruments, the operational procedures used for collecting data, and data analysis are specifically described
Chapter 4 presents and explains the results of the study from the data collected from the questionnaires and the interviews
Chapter 5 presents the summary of research findings and then discusses the findings by comparing and contracting with other available research After that, the researcher concludes and discusses pedagogical implications, limitations of the study, and suggestions for further research related to this research topic.
Summary of the Chapter
This chapter provides an overview of the study, focusing on the theoretical and contextual justifications for exploring EFL students' awareness and challenges in conducting research at the undergraduate level in Vietnam It outlines the study's objectives and significance, concluding with the structure and organization of the thesis Overall, this chapter establishes the essential background knowledge needed for the following chapters.
Literature Review
Introduction
This chapter provides a comprehensive overview of undergraduate students' awareness and challenges in conducting research It begins by defining key concepts relevant to the study, followed by an exploration of the theoretical background of undergraduate research and the role of students as researchers Additionally, the chapter discusses both the benefits and challenges associated with conducting research Finally, it includes a thorough review of previous studies on student research to identify existing research gaps.
Definitions of Key Terms
To begin with, the term awareness is not explicitly defined as there is little literature on awareness According to the Oxford Learner’s Dictionary (2021), “awareness” is
“knowing something or knowing that something exists and is important” More specifically, Gafoor (2012) defined this term as follows:
Awareness refers to the state of being knowledgeable, conscious, and alert, allowing individuals to perceive and feel events, objects, or sensory patterns This level of consciousness enables an observer to confirm sense data without implying full understanding While possessing knowledge requires awareness, mere awareness itself does not equate to knowledge Ultimately, awareness encompasses the quality of being conscious of something.
Awareness is defined as the state of understanding, recognizing, or being interested in learning about something, as well as acknowledging its significance In the context of education, awareness is often described as "knowledge from milieu without direct teaching" (Gafoor, 2012, p.2).
Awareness is a crucial area of study as it enables individuals to gain insight into their perspectives, helping them assess whether these views are advantageous or harmful According to Harrison (n.d.), heightened awareness fosters knowledge, which in turn equips individuals with the understanding necessary to identify their goals and the steps required for personal advancement and success.
According to Levy (2013), the deliberative perspective limits an agent's decision-making to the options they are consciously aware of, meaning that only those choices can constitute the basis for their reasons for action.
This study explores EFL students' awareness of the significance of research, focusing on their recognition of its necessity at the undergraduate level The hypothesis posits that increased awareness of research's importance will encourage students to engage in research activities in the future.
According to Ajzen (1993), an attitude is defined as an individual's tendency to respond favorably or unfavorably to various aspects of their environment, including objects, behaviors, and events Despite differing definitions among theorists, a common agreement exists that attitudes possess an evaluative dimension (Bem, 1970; Edwards, 1957; Fishbein & Ajzen, 1975; Hill, 1981) Ajzen proposed that attitudes can be measured through an individual's reactions, which can be categorized into cognitive, affective, and conative responses, as outlined by Rosenberg and Hovland (1960) The cognitive component involves a person's thoughts and beliefs about a subject, while the affective component encompasses emotional responses, reflecting feelings toward the subject Additionally, the conative aspect relates to how attitudes influence behavioral intentions, including plans and commitments to act Thus, attitudes are recognized as a multidimensional concept.
Abun et al (2019) established a connection between students' cognitive and emotional attitudes toward research and their future research intentions The study indicated that both positive and negative attitudes significantly influence students' motivation to engage in research activities Furthermore, a favorable attitude toward research is essential for success in a knowledge-driven society, as highlighted by Hussain et al (2016) Consequently, understanding students' attitudes toward research is crucial when examining undergraduate research engagement.
In common terminology, “perception” is defined by Oxford Learner’s Dictionary
Perception is defined as an idea, belief, or image formed from our understanding of the world, encompassing our sensory experiences and the ability to grasp the true nature of things (2021) Susuwele-Banda (2005) emphasizes that perceptions are shaped by individual thoughts and beliefs influenced by experiences and external factors, highlighting our responses to information Similarly, Ou (2017) describes perception as the process of sensing and being aware of the surrounding environment, utilizing our sensory organs to recognize stimuli and assign meaning to them In philosophical, psychological, and cognitive contexts, perception is understood as the attainment of awareness or understanding of sensory information, allowing us to interact effectively with our environment.
Research has shown that students recognize the benefits of research experience, which can spark their interest in future research endeavors (Alghamdi et al., 2014; Alderton & Manzi, 2017; Imafuku et al., 2015; Popovic et al., 2021; Yeh, 2009) However, they also encounter challenges that lead to negative perceptions about the research process (Alghamdi et al., 2014; Elmabruk & Bishti, 2020; Jiang & Roberts, 2011; Yeh, 2009) Therefore, it is essential to examine students' perceptions of the preparation and institutional support for research, as well as the obstacles they face, to better understand the balance between the benefits and challenges of conducting research This study specifically investigates how EFL students perceive these various aspects of the research experience.
2.1.4 Definitions of research and its importance
Research is defined as a systematic process of collecting and analyzing information to enhance understanding of a topic or issue McMillan and Schumacher (2001) describe it as a logical approach to data collection for specific purposes, while Creswell (2008) emphasizes a structured series of steps that include posing a question, gathering data, and presenting answers Swindoll (2012) adds that research involves gathering relevant information and scrutinizing it to understand problems and find solutions Researchers typically follow a six-step procedure in their studies, ensuring a comprehensive approach to inquiry.
3 Specifying a purpose and research questions or hypotheses
4 Collecting either quantitative or qualitative data
5 Analyzing and interpreting either quantitative or qualitative data
6 Reporting and evaluating the research
Figure 2.1 below illustrates six steps in the process of research in more detail
Note Extracted from Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research by Cresswell, 2008, p.8
Research is fundamentally about seeking answers to questions and solving problems, leading to enhanced knowledge and new insights into various issues (Cresswell, 2008; Zarah, 2019) This pursuit is crucial as it not only contributes to existing knowledge but also suggests improvements in current practices By utilizing research findings, professionals can reflect on and evaluate their work, ultimately becoming more effective in their fields Therefore, engaging in research is essential across all disciplines.
Undergraduate Research
Undergraduate research has its roots in U.S educational practices, particularly through the pioneering efforts of Margaret MacVicar In 1969, she established the Undergraduate Research Opportunities Program while serving as the dean of undergraduate education at the Massachusetts Institute of Technology, marking a significant advancement in integrating research into the curriculum.
In the 1976 program cited by MacVicar and referenced by Healey & Jenkins (2010), students earned academic credits or financial compensation for their research efforts This initiative, aimed at facilitating student-initiated and faculty-supported projects, evolved into a "cross-institutional initiative" recognized as the "elite model" for student engagement in research It focuses on involving a select group of highly capable students in internships that support research programs or established academic projects (Healey & Jenkins, 2009) Consequently, an increasing number of national systems and institutions worldwide have adopted the concept of "undergraduate research," adapting their curricula to fit their unique academic cultures and funding structures (Healey & Jenkins, 2010).
The Boyer Commission Report (1998) was one of the first national position papers advocating for the integration of research-based learning in undergraduate programs The Commission criticized the prevalent elite research-intensive model in many institutions, highlighting its failure to offer undergraduate students the chance to engage with renowned professors.
Research universities must leverage their graduates' resources and research programs to enhance undergraduate education quality, advocating for research-based learning as the norm (Boyer, 1998) This has led to a transition towards a "mainstreaming model," where collaborative research opportunities are integrated into the curriculum through project work (Healey & Jenkins).
According to Healey and Jenkins (2009), perspectives on undergraduate research in the U.S vary significantly Some advocate for students to generate "original" or "cutting-edge" knowledge suitable for external peer-reviewed journals In contrast, others emphasize the importance of the learning process, where students engage in research through structured courses that mimic disciplinary research methods In such scenarios, students may not contribute new knowledge to the field but rather gain insights that are novel to them, highlighting the educational value of the research experience.
Undergraduate research plays a crucial role in enhancing student learning by guiding them through a developmental trajectory in research practices (Beckman & Hansel, 2009) This growth process typically begins in the first year of college and progresses until students can conduct independent research with faculty mentorship However, if opportunities are limited to only the most competent students assisting faculty in their studies, participation in research projects may be restricted to a select few.
Healey and Jenkins (2009) highlight that undergraduate research in the UK differs from that in the US, primarily due to the emphasis on the final-year dissertation as a "capstone" experience Most UK institutions mandate or strongly recommend a final-year research project for Honours graduation, requiring students to complete research methods courses and advanced classes aligned with faculty interests In response to trends in the US, many UK higher education institutions are evolving their perspective on the final-year dissertation, developing diverse programs that integrate teaching and research.
Undergraduate research is defined variably based on context, but Healey & Jenkins (2009) highlight the University of Gloucestershire's definition as particularly effective This definition emphasizes the connection between research, inquiry, and knowledge exchange, describing undergraduate research as the engagement of students—from induction to graduation—in both individual and group research on disciplinary, professional, and community-based issues, along with participation in knowledge exchange activities (Childs et al., 2007; as cited in Healey & Jenkins, 2009).
Healey and Jenkins (2010) identified four key methods for engaging undergraduate students in research and inquiry, acknowledging that these experiences can vary widely The first three approaches focus on different strategies to enhance student involvement in research activities.
“research-led”, “research-oriented”, and “research-based”, were first created by Griffiths
(2004) as a typology of research-teaching linkages Later, Jenkins and Healey (2005) added
The fourth method, termed "research-tutored," is distinguished by its research focus and the role of students, as outlined by Walkington (2015) This differentiation has resulted in the identification of four distinct types of curriculum.
The curriculum is designed to be research-led, ensuring that students engage with the latest findings and ongoing studies in their field This approach emphasizes the integration of current research, including work conducted by their instructors, into the learning experience.
- Research-tutored: Engaging in research discussions Here the focus is on students and staff critically discussing research in the discipline as, for example, in many seminar-based courses
Developing research skills is essential for students, as it enhances their understanding of appropriate research methodologies and techniques relevant to their field or profession This focus on research-oriented education equips students with the necessary tools to effectively conduct and apply research in their academic and professional pursuits.
The curriculum emphasizes a research-based approach, prioritizing student learning through research and inquiry methods (Healey, Flint & Harrington, 2014, p.42).
All four proposed ways of engaging students in research are viable and worthwhile; therefore, they believe that curricula should incorporate components of each (Healey & Jenkins, 2010)
Walkington (2015) identified five distinct levels of student participation in research, organized hierarchically from Level 1 at the base to Level 5 at the top.
Five levels of student participation in research
5 Student initiated, decisions shared with university staff
At level 5, students take the initiative in their research by framing their own inquiries and conducting studies with guidance from university staff, tailored to their needs This approach fosters ongoing feedback and helps students build relationships with supervisors or mentors Typically associated with final year research, the outputs can differ based on context; while dissertations or theses are common, students may also present their findings in various formats, such as research papers or at undergraduate research conferences.
Students as Researchers
Many universities now offer research methods courses to enhance students' understanding of various research approaches and academic skills Undergraduate research is recognized as a high-impact educational practice (Kuh, 2008), with the "Students as Researchers" (SAR) pedagogy proposed by Walkington (2015) as a means to foster this engagement SAR involves three key forms of student involvement: first, students actively engage in their coursework by utilizing research methods such as interviews and questionnaires; second, they participate in adult-led research initiatives where they assist in planning and analyzing data; and third, there is an increasing trend of supporting student-directed research with guidance from experienced adults By incorporating these approaches, educational partnerships between students and teachers are strengthened, enhancing the overall learning experience.
“mobilize” their grasp of understanding at school would be promoted (Fielding & Bragg,
Fielding and Bragg (2003) highlight the essential role of students as "change agents" in the educational process, advocating for their active involvement in research to foster a shared responsibility among teachers and students This approach aims to enhance the quality of teaching and learning by recognizing students not merely as recipients of information, but as valuable resources and contributors to knowledge creation.
In higher education, Student as Researchers (SAR) is viewed as a pedagogic approach aimed at enhancing student engagement in undergraduate research, both within and outside the formal curriculum, thereby broadening their knowledge and contributing to their discipline's knowledge base (Walkington, 2015) This concept, also recognized in schools, promotes a pedagogy of participation that facilitates smoother transitions between educational contexts (Fielding and Bragg, 2003; McGregor, 2005; Lambert, 2009).
In conclusion, Student Action Research (SAR) represents an innovative pedagogic approach that universities and institutions can implement to improve students' comprehension of research and their involvement in the research process According to Rodriguez and Daly (2017), SAR activities are often serendipitous and have demonstrated effectiveness as a valuable learning technique, suggesting their potential application in larger modules in the future.
The Benefits of Research Experiences for Undergraduate Students
Numerous studies indicate that undergraduate students significantly benefit from participating in research projects Kuh (2003) emphasized that students who engage actively in their learning experience richer educational outcomes, enhancing their motivation and sense of responsibility Engaging in meaningful research not only familiarizes students with scientific concepts but also influences their educational and career trajectories Lopatto (2010) found that students involved in summer science research programs reported improved classroom experiences and a better understanding of their coursework The advantages of such research experiences include enhanced discipline skills, study design, data analysis, and information literacy Additionally, students noted professional growth opportunities like academic publishing, joining learning communities, and building relationships with mentors These findings align with qualitative results from Seymour et al (2004), highlighting the importance of research in shaping students' academic and professional paths.
Students majoring in the sciences reported significant personal and professional gains, particularly in areas such as confidence, independence, responsibility for project quality, and collegiality in their work practices Research indicates that undergraduate students with research experience are more likely to complete their degrees and pursue postgraduate programs, highlighting the importance of hands-on research in academic success.
Research has shown that undergraduate research offers significant benefits that extend beyond academic achievement, including improved critical thinking skills, increased efficacy and competence, and enhanced collaborative learning experiences (Alderton & Manzi, 2017; Falconer & Holcomb, 2008; Laursen et al., 2006; Lopatto, 2004; Seymour et al., 2004).
A three-year study by Seymour et al (2004) regarding the benefits of research experiences for undergraduate students in the sciences reported the gains in different aspects
Students engaged in undergraduate research experienced significant personal and professional gains, particularly in the development of essential skills such as formal scientific writing, editing, and effective communication, which was deemed the most critical Additionally, they found value in clarifying their career plans and enhancing their preparation for graduate school Laursen et al (2006) supported these findings, highlighting that both students and faculty recognized the substantial benefits of research experiences, especially within the apprenticeship model in STEM fields.
Research experience significantly enhances education by complementing traditional teaching methods, as noted by Falconer and Holcomb (2008) It prepares students for graduate programs and career paths, fostering a deeper understanding of their fields Key benefits include improved critical thinking, collaboration, communication, and social skills, alongside enhanced self-efficacy and stronger faculty-student relationships Additionally, Lei and Chuang (2009) emphasize that skills such as self-confidence, teamwork, leadership, time management, and social relations are vital outcomes of the research process, essential for undergraduate students' future career success.
Research participation at the undergraduate level offers significant advantages for students, enhancing their educational experience, academic performance, professional development, career trajectories, and personal skills Consequently, it is essential to provide students with increased opportunities to engage in diverse research activities to fully realize these benefits.
Challenges faced by Students when Conducting Research
Research by its nature is a complicated and strenuous task for students at any level
Undergraduate students face significant challenges as first-time researchers due to the unique nature of each study project, which requires thorough investigation and in-depth examination of the subject matter (Odunze, 2019) Research indicates that many students harbor negative attitudes towards research methods courses, primarily due to the complexities of conducting research and the overwhelming workloads (Papanastasiou, 2005; Hussain et al., 2016) Furthermore, a study by Sachitra (2016) revealed that undergraduate students perceive research as a "stressful, complicated, and difficult task," contributing to their overall negative outlook on the research process.
(2012) classified 3 main categories of challenges that influence how successful a student's research experience is They are:
- Mentor-student challenges, for example, the engagement between the instructor and student or advisor’s availability;
- Student-related challenges such as students’ motivation or commitment, and lack of knowledge;
- Institution-related challenges, namely lack of research materials and workshops to help foster a student's computer literacy or research skills
These challenges may hinder undergraduate students from engaging in research as well as conducting their research Based on Mapolisa and Mafa’s (2012) findings, Odunze
(2019) further broke down and discussed these challenges
Students often face significant challenges in mentor-student relationships, primarily due to their limited scientific knowledge and training Despite completing courses in research methodology, they struggle to apply theoretical concepts in practical settings Additionally, ineffective communication and collaboration with supervisors, along with insufficient guidance during the research process, further complicate their academic journey.
Students face various challenges when conducting research, including the common mistake of defining their research problem either too broadly or too narrowly The extensive literature review can be overwhelming for both professional researchers and undergraduate students alike Additionally, selecting the appropriate data collection methods and instruments poses a significant challenge Interpreting the collected data and integrating findings into the existing body of research often adds to their struggles Furthermore, as noted by Odunze (2019), issues such as lack of confidence in research, poor time management, and difficulty meeting deadlines are also prevalent among students.
The final challenge identified is institution-related, primarily focusing on inadequately equipped libraries and limited access to resources, which significantly hinders undergraduate research students (Al-Qaderi, 2016) Ochogwu (2010) emphasizes that the scarcity of research resources poses a challenge for researchers at universities globally He categorizes these resources into three types: information materials such as textbooks and journals; equipment including computers and audio-visual aids; and physical facilities like libraries and laboratories.
In conclusion, while research experience offers significant benefits for students, it also presents substantial challenges that can hinder their motivation and affect the quality of their work Addressing these difficulties promptly and effectively is crucial to ensuring a positive research experience for student researchers.
Related Studies
2.6.1 Students’ feedback on the practice of doing research at the undergraduate level
Undergraduate research experience is a growing concern among researchers, as its true benefits for students are still under investigation Students' perceptions and attitudes towards research play a vital role in evaluating the effectiveness of these experiences Understanding these perceptions can inform essential recommendations for undergraduate curriculum development, teaching methods, and student learning Various studies have been conducted across different fields to explore students' views on engaging in research.
Jiang and Roberts (2011) investigated the impact of two research-led education methods on student learning in International Business, involving 27 undergraduate and graduate students The first method integrated the lecturer's research into a case study on intercultural business transactions, while the second required students to conduct a research project analyzing academic literature for practical business implications and theoretical gaps Through an open questionnaire, students reported positive perceptions of both approaches, appreciating the lecturer's relevant expertise However, the second method had a more significant impact on their understanding of university learning and research, leading to enhanced research skills and enjoyment of the subject Despite these benefits, students faced challenges due to their lack of research experience, struggling with the research process, time management, and adapting from traditional essay assessments to a more creative research-focused approach.
A study by Alghamdi et al (2014) investigated the perceptions, attitudes, and practices of senior medical students towards research at a Saudi Arabian university, involving 172 fourth and fifth-year medical students through a questionnaire survey The findings indicated that most students recognized the importance of research, believing it should be a mandatory component of medical education However, only about half of the students engaged in research activities during their studies Key barriers to participation included a lack of professional supervision, training opportunities, time constraints, and funding Despite these challenges, students acknowledged that conducting research enhances their research skills, adds value to their resumes, and fosters a spirit of teamwork.
A study by Imafuku et al (2015) investigated how undergraduate research projects in the medical field influenced students' perceptions of research and learning Unlike the mixed-method approach used by Alderton & Manzi (2017), this qualitative research employed phenomenography, utilizing semi-structured interviews and direct observation with a sample of 14 third-year medical students The findings revealed significant qualitative changes in students' views on research; initially, most students had a narrow understanding focused solely on scientific content and results However, reflections at the project's conclusion indicated a shift towards recognizing the processes of research, such as researcher autonomy and collaboration, and an understanding of how knowledge is constructed Crucially, students began to acknowledge the connection between research and learning, indicating an epistemological shift that encouraged a deeper approach to their undergraduate studies.
Alderton and Manzi (2017) conducted a successful mixed-method research project involving 15 female undergraduate pre-service education students, who participated in data collection while engaging in community service activities with young children and their families This study aimed to explore students' perceptions of their future roles as researchers and the impact of their engagement on emergent literacy The findings highlighted the advantages of undergraduate research experiences, revealing that students developed a strong interest in pursuing future research and graduate studies in education Additionally, the research experience enhanced critical thinking, collaboration, self-efficacy, communication, and social skills, as well as fostering positive student-faculty relationships Notably, students recognized the value of this experience in gaining insights into young children's emergent literacy, which enriched their overall learning journey.
A case study by Popovic et al (2021) at a Canadian University explored the research experiences of undergraduate psychology students collaborating with faculty on a research project Utilizing autoethnography, the study highlighted the roles of two students who engaged in data collection, coding, analysis, and conclusion writing under the guidance of experienced researchers Despite the small sample size, the findings revealed that the students had a generally positive experience, gaining valuable insights into the research process and enhancing their research skills and confidence through teamwork However, they also noted challenges related to power dynamics with faculty and the issue of unpaid labor, although specific challenges faced during the project were not detailed.
2.6.2 Challenges faced by students when conducting research in EFL contexts
Research on undergraduate student involvement in English as a Foreign Language (EFL) contexts is limited, as conducting research in a second language like English is a relatively new field Nonetheless, this emerging area has garnered interest from several researchers, whose findings are discussed in the subsequent section.
Yeh (2009) explored Taiwanese students' perceptions of an EFL undergraduate research writing project, involving one American instructor and seven Taiwanese English majors The qualitative study included three semi-structured interviews with each student at different project stages Findings indicated that students found the research project beneficial, despite facing challenges such as topic selection, data synthesis, time and resource constraints, and the need to paraphrase effectively without plagiarizing.
In the Vietnamese EFL context, Nguyen Thanh Tung (2008) and Phan Canh My Duy
In 2017, two studies investigated the challenges faced by EFL students during the preparatory stage of research Conducted at Can Tho University and the University of Foreign Languages, Hue University, the research involved 123 English majors with varying levels of research experience Data was collected through questionnaires and interviews, revealing a consensus on four main problem categories: selecting research topics, conducting literature reviews, formulating research questions, and lacking research resources Students often struggled with choosing overly broad topics, finding relevant materials, and crafting appropriate research questions These difficulties were attributed to both internal factors, such as inadequate research skills, and external factors, including limited access to research resources.
A study by Qasem and Zayid (2019) explored the challenges faced by final-year undergraduate students at the College of Science and Arts, University of Bisha, Saudi Arabia, as they write research projects in their second language (L2) Involving around 60 participants from the Departments of English and Computer Science, the research utilized questionnaires and in-depth interviews to gather data The findings revealed that approximately 70% of students encounter significant difficulties when conducting research in English, with about 50% preferring to work in their first language (L1) Key challenges identified include difficulty in selecting research topics, insufficient knowledge of methodologies, challenges in finding relevant contemporary references, lack of interest in the research, inadequate understanding of the subject, time constraints, and insufficient research guidance.
Elmabruk and Bishti (2020) conducted a mixed-method study to investigate the attitudes and perceived challenges of EFL students and staff at a Libyan EFL Department regarding graduation research projects The research involved a questionnaire with 52 EFL students, a focused group discussion with 10 participants, and semi-structured interviews with staff The findings revealed that over half of the students held a positive attitude towards their graduation research projects, while others exhibited ambivalence The study identified both realistic challenges, such as a lack of resources, insufficient research skills, and supervisory issues, as well as unrealistic challenges, including time constraints, fear of public speaking, and difficulties in selecting research topics.
This article reviews various studies on undergraduate students' perceptions and attitudes toward research, highlighting a significant gap in understanding the importance of research in the medical sector, as noted by AlGhamdi et al (2014) Despite recognizing the benefits of research, students may not engage in it if they find it irrelevant or daunting There is a pressing need for further research to enhance student awareness of the necessity of conducting research in their fields Most existing studies focus on students with research experience but overlook their attitudes and perceptions, which are crucial for fostering future researchers Recent findings indicate that student engagement in research is vital for educational growth, particularly in EFL contexts However, studies on Vietnamese EFL students reveal limited scope and small sample sizes, necessitating broader research to address challenges faced throughout the research process Factors such as inadequate preparation, lack of resources, and limited access to supervisors contribute to these challenges, yet remain underexplored Understanding whether Vietnamese EFL students recognize the significance of research and their attitudes toward it is essential, underscoring the need for comprehensive investigations to fill these research gaps.
Summary of the Chapter
This chapter provides an overview of research definitions and the evolution of undergraduate research It highlights the significant advantages that undergraduate research offers students, enhancing their educational experiences, career trajectories, and personal growth However, previous studies indicate that students encounter various challenges throughout their research process, including negative attitudes towards research and difficulties in mentor-student relationships, as well as institution-related issues Notably, English as a Foreign Language (EFL) students also face unique challenges in their research endeavors Consequently, there is a pressing need for further investigation to enrich the existing literature on the research experiences of EFL undergraduate students.