INTRODUCTION
Overview
This chapter provides an overview of the research project, outlining its background and rationale It details the primary aims, research questions, and scope of the study, highlighting its significance Additionally, the chapter concludes with a description of the study's structure.
Background of the Research
Out-of-class learning activities play a crucial role in language acquisition, garnering widespread interest among educators and students alike Research indicates that language learning extends beyond traditional classroom settings, emphasizing the importance of engaging in extracurricular activities to boost proficiency As President Benjamin Franklin aptly stated, "Tell me and I forget, teach me and I may remember, involve me and I learn," highlighting the value of active participation in the learning process.
The modern communicative approach emphasizes learner-centeredness, positioning teachers as instructors, facilitators, and partners in the educational process (Littlewood, 1981; Larsen-Freeman, 1986; Bang et al., 2003; Tan, 2005; Richards, 2006; Gangawat, 2010; Choudhury, 2011).
Teachers play a crucial role in imparting knowledge and guiding students on effective study methods, but students must actively engage in their learning outside the classroom The significance of out-of-class learning activities is clear; however, many students struggle with self-study and often lack direction on how to improve their English skills without explicit instruction from teachers (Chusanachoti, 2011, p.1) This highlights the need for students to develop self-directed learning strategies to enhance their language proficiency independently.
2 class learning activities still have not been really effectively conducted by students in the process of learning English.
Rationale of the research
Out-of-class learning activities are essential for enhancing English language proficiency, yet many students do not fully understand their significance It is crucial for students, particularly those majoring in English, to recognize the importance of these activities and learn how to effectively engage in them Familiarizing themselves with common and effective out-of-class learning strategies can greatly benefit their English learning journey.
Secondly, as a famous Vietnamese saying goes, Có công mài sắt có ngày nên kim (Practice makes perfect), learning English, of course, needs a lot of practice
Practicing English regularly, both in and out of the classroom—such as at home, in English clubs, or at language centers—enables students to enhance their language skills more effectively This article explores various out-of-class learning activities undertaken by English majors, providing teachers with insights to better support and motivate their students in naturally improving their English proficiency through engaging experiences.
Students majoring in English often struggle to effectively enhance their language proficiency within the limited time available at college, making participation in out-of-class learning activities crucial for their development Despite the significance of these activities, many students remain unaware of their benefits Therefore, conducting a study on "Out-of-class learning activities and their impacts on developing proficiency for English-majored students at Hue University, College of Foreign Languages" is essential to guide students toward greater success in their language learning journey.
This research project aims to provide an overview of out-of-class learning activities undertaken by English majors at Hue University, College of Foreign Languages, and their effects on enhancing students' English proficiency The findings will offer valuable suggestions to assist students in making essential improvements in their English learning process.
Purposes of the Research
- Get to know more about EFL teachers’ and English majored students’ attitude toward out-of-class learning activities
- Gain more insight into some common out-of-class learning activities and their impacts on developing English majored students’ proficiency
- Evaluate and give some suggestions for more effective out-of-class learning activities.
Research Questions
As far as the aims of this research are concerned, the following research questions are taken into consideration:
1 What are English language teachers’ and students’ perceptions on out-of-class learning activities at Hue University, College of Foreign Languages?
2 How are out-of-class learning activities conducted by English majored students at Hue University, College of Foreign Languages?
3 What are the impacts of out-of-class learning activities on developing students’ English proficiency?
4 What implications can be drawn for more effective out-of-class learning activities?
Research Scope
This research project examines the out-of-class learning activities undertaken by English majors at Hue University, College of Foreign Languages, and their effects on enhancing students' English proficiency.
Significance of the Research
Many Vietnamese students and EFL teachers underestimate the significance of out-of-class learning activities in mastering English, which often leads to subpar language proficiency, even among English majors Despite some engagement in these activities, students may struggle to see progress This research paper aims to highlight effective out-of-class learning strategies and their practical application, ultimately fostering a better understanding among teachers and students of their importance By enhancing perceptions of these activities, the paper seeks to motivate students to actively participate in diverse out-of-class learning experiences, making their English learning journey more engaging and successful.
English teachers can gain valuable insights into the current state of out-of-class learning activities through research, enabling them to recognize their significance By understanding the importance of these activities, teachers can create essential tasks that foster student independence in learning This approach allows for the implementation of more effective teaching methods that integrate both classroom learning and self-study, ultimately enhancing the educational experience.
This research paper aims to support the university's development by highlighting the significance of out-of-class learning activities in enhancing students' English proficiency It seeks to provide university authorities with positive insights on the importance of these activities, encouraging the organization of effective programs that promote self-study among students Ultimately, the paper aspires to motivate the university to develop more effective curricula that align with these goals.
5 which can combine teaching and learning inside and outside classrooms so that the teaching and learning process can be most effective.
Structure of the study
The research consists of five chapters as follows:
Chapter 1, the introduction of the research, presents the background, the purposes, the research questions, the scope, the significances and the structure of the research
Chapter 2 presents and explains some key terms as well as reviews some theories related to the inquiry In addition, it also argues for the need of this project Chapter 3 describes the research methods, participants, data collection and data analysis process
Chapter 4 concentrates mainly on the data collected from questionnaires and interviews In this chapter, the data collected will be analyzed to answer the research questions of the research paper Then, a discussion is conducted based on the data collected in the research
Chapter 5 summarizes the whole research paper After that, some suggestions and implications related to the main issues of the thesis are also provided in this chapter
LITERATURE REVIEW
Introduction
This chapter provides a theoretical framework for the research, beginning with definitions of language learning strategies and key terms related to out-of-class learning activities It explores the significance of these activities in enhancing English as a Foreign Language (EFL) learning, their classifications, and the current state of such activities in Vietnam Additionally, it addresses the roles of EFL teachers and students, while also highlighting common challenges faced in implementing out-of-class learning initiatives The chapter concludes with a review of previous studies related to the topic, reinforcing the rigor of the current research project.
Definitions of Language Learning Strategies
The term "Learning strategy" has been interpreted differently by various researchers, reflecting their unique perspectives For instance, Tarone (1983) defines a learning strategy as an effort to enhance linguistic and sociolinguistic competence in the target language, emphasizing the integration of these skills into one's interlanguage competence This definition highlights the importance of sociolinguistic competence in the learning process.
O’Malley and Chamot (1990) define learning strategies as the specific thoughts or behaviors that individuals employ to enhance their comprehension, learning, or retention of new information This definition highlights the diversity of concepts surrounding learning strategies and aims to simplify their understanding.
According to Oxford (1990), learning strategies are defined as specific actions that learners undertake to enhance their learning experience, making it easier, faster, more enjoyable, and effective These strategies not only facilitate the learning process but also promote self-direction and adaptability to new situations.
Rubin (1987) defines learning strategies as essential tools that facilitate the learning process, stating that they contribute to the development of the language system that learners construct These strategies directly influence the effectiveness of learning, highlighting their importance in language acquisition.
Learning strategies have been defined in various ways, but they all share a common theme: these strategies are designed to assist learners in enhancing their learning processes.
Learning strategies are defined in various ways, but for clarity and comprehensiveness, this research will adopt Oxford's definition as the working framework Thus, in this study, learning strategies will be understood as
“specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferrable to new situations” (Oxford, 1990, p.8).
Concepts of out-of-class learning activities
Engaging in out-of-class learning activities is an effective strategy that empowers learners to take control of their education and discover the most suitable methods for enhancing their learning experience Numerous scholars, including Benson (2001), Biniam Atnafe (2008), and Freiberg (1999), have provided various definitions and insights into the concept of out-of-class learning activities, highlighting its significance in the educational landscape.
“out-of-class learning activities”
Firstly, according to Benson (2001), out-of-class learning activities can be seen as every kind of out-of-class learning He states:
Out-of-class language learning encompasses various forms of education that occur beyond traditional classroom settings This includes self-instruction, naturalistic learning, and self-directed naturalistic learning, all of which emphasize the importance of independent study and real-world practice in language acquisition.
Sharing the same point of view with Benson, Atnafe’s (2008) also defines
Out-of-class learning activities refer to voluntary student participation in activities beyond regular class hours aimed at enhancing English as a Foreign Language (EFL) skills (Atnafe, 2008) While both Benson and Atnafe discuss these activities, Atnafe emphasizes the importance of voluntary participation Additionally, Atnafe notes that the term "out-of-class learning activities" can be synonymous with phrases like "student activities," "outside classroom activities," "co-curricular activities," and "extracurricular activities."
“extra class activities” These activities, in his opinion, can include “group discussions”, “dialogue”, “role play”, “language games”, “dramatic activities” and
Freiberg (1999) introduces a fresh perspective on out-of-class learning by advocating for the term "co-curricular activities." He emphasizes the connection between these activities and the standard curriculum, suggesting that referring to them as "co-curricular activities" more accurately reflects their role in education.
Many scholars have explored the concept of "out-of-class learning activities," highlighting its universal significance McKown (1956) emphasizes the complexity of defining these activities, noting that they extend beyond student involvement Teachers play a crucial role in organizing and promoting these activities, often supported by full-time professional directors Additionally, schools provide necessary resources such as classrooms, time, equipment, and materials The integration of these activities with the regular curriculum is essential, as participation may earn students credit and recognition in various forms.
Out-of-class learning activities encompass a range of definitions that reflect their complexity, challenging the common perception that they are straightforward This complexity may contribute to misunderstandings about their true nature and significance in the educational process.
Researchers have struggled to define the term in question, but it is evident that out-of-class learning activities significantly contribute to the success of learners.
Significances of out-of-class learning activities in assisting EFL learning
Engaging in out-of-class learning activities plays a crucial role in education, as highlighted by Trần Bá Hoành (1998) He asserts that these activities are fundamental to the educational process, where teachers not only impart knowledge but also guide students towards self-directed learning As students progress in their studies, their awareness of the importance of self-study increases Furthermore, self-study serves as a powerful motivator for academic success, as learners thrive when they are motivated Finally, incorporating out-of-class activities leads to continuous improvement in students' academic performance Thus, these activities are essential for fostering successful learning outcomes.
Little (2000) emphasizes the significance of self-study in language education, advocating that fostering learner autonomy should be a primary goal He argues that autonomous language learners become more effective in both learning and using the language.
Nunan (1997) emphasizes the crucial role of out-of-class learning activities in the training process, asserting that self-study is essential for effective second language acquisition He notes that during instruction, students often divert their attention away from the material being taught Consequently, allowing learners to cultivate and practice autonomy significantly enhances the efficiency of their language learning journey.
Out-of-class learning activities play a crucial role in enhancing students' educational experiences According to Fried-Booth (2001), such activities allow students to "move out of the classroom and into the world," effectively bridging the gap between language study and practical use (Fried-Booth, 2002, p.7) Engaging in these projects significantly expands the learning environment for students Similarly, Pearson (2004) emphasizes that participation in out-of-class activities provides learners with opportunities to apply their knowledge in real-life situations, which is essential for fostering authentic language usage and promoting student autonomy.
Asserting the essential significance of out-of-class learning activities, Atnafe
(2008) thinks that language learning process “can be ensured if students get involved in the practice of extra class activities” (Atnafe, 2008, p.22) He explains,
“in the process of second or foreign language learning, learning is more likely if the learning environment is friendly, supportive, resource rich, and interactive” (Atnafe, 2008, p.22)
Furthermore, the practice of students’ activities outside the classroom would facilitate learning and create favorable language learning environments (Wilmer,
Keefe and Jenkins (1997) argue that schools should not solely focus on formal learning, as out-of-class learning complements and enhances the educational experience They emphasize that outside classroom activities can support the standard curriculum, contributing to a successful learning environment Additionally, these activities promote authentic instruction and effective communication, enriching the overall educational process.
Pegrum (2000) emphasizes the importance of out-of-class learning activities, describing them as a vital "bridge" connecting the classroom to the real world He believes that participating in these activities offers numerous benefits for students, enhancing their overall educational experience.
He listed out some essential benefits as follows:
whatever language students encounter in the outside world is authentic language
Engaging in real transactions within specific areas allows students to prepare effectively, leading to comprehensible input By initiating these transactions, students gain insights into the expected responses, enhancing their learning experience.
when well-prepared, students can gain a lot of fruitful listening practice and vocabulary reinforcement from television shows, films, lectures, etc
Understanding how to navigate daily language interactions is crucial for students who have recently arrived in a new country This knowledge not only aids in their survival but also helps alleviate the disorientation and fear that often accompany the challenge of adapting to an unfamiliar linguistic environment.
Students can acquire valuable practical knowledge, including navigation tips, information on where to buy specific products, and insights into the costs of sending letters back to their home countries.
students may gain a great deal of cultural knowledge and insight
Once individuals engage with the international anglophone cyberspace community through activities like net surfing, emailing, or webpage building, they gain the ability to remain active participants long after their studies This ongoing involvement allows them to continuously refresh and enhance their language skills.
The initial development of linguistic competence in everyday situations is highly motivating for students, as it is essential for their communication needs As they gradually enhance their skills in various areas, they quickly recognize their progress, which boosts their confidence and encourages them to explore independently.
this puts them on track to becoming independent learners, who can make use of the English-speaking environment to learn in their own time
Out-of-class learning activities play a crucial role in enhancing language acquisition, as highlighted by Atnafe (2008), who categorized their significance into five key aspects One of the primary benefits is that these activities can facilitate cooperative language learning, promoting collaboration among learners (Atnafe, p.22).
As student’s activities outside the classroom involve many students at a time, they have such feature of cooperation among students which help learners develop the tradition of collaborative language learning
In his opinion, since the activities outside the classrooms involve learners with a variety of “experience, background, knowledge, and skills”; to some extent, they may
Extracurricular activities play a crucial role in enhancing cooperative language learning by allowing learners to model each other and develop language skills through imitation According to Atnafe (2008), these activities not only foster collaboration but also significantly increase motivation among learners Engaging in learning experiences outside the traditional classroom setting can effectively support language acquisition and encourage a more interactive learning environment.
To support for his idea, Atnafe cited Pegrum’s (2000) opinion as the foundation for his statement,
Engaging in outdoor learning enhances student motivation, fostering independence and enabling them to utilize the English-speaking environment for self-directed learning at their own pace.
Cooperative language learning fosters a motivating and anxiety-free environment for students, as highlighted by Hedge (2000), aligning with Atnafe's perspective (2008, p.23) This approach significantly enhances learner motivation, which is crucial for effective learning, a concern emphasized by Spada.
Classifications of out-of-class learning activities
“There are many accessible ways to improve English proficiency effectively without taking formal classes”
Improving English proficiency can be achieved through numerous methods, which have been categorized by various researchers Here are some typical classifications of these strategies.
When giving suggestion for improving students’ speaking skill, Malley presented four kinds of self study that students can follow without the help of the teacher
Malley (1989) emphasizes the importance of practicing English speaking outside the classroom by encouraging learners to find conversation partners and engage in discussions whenever possible This approach highlights that maximizing speaking opportunities is crucial for improving English speaking skills, urging students to actively seek out chances to converse in English.
Malley emphasizes that while interacting with native English speakers is ideal for students, those who cannot do so should not be discouraged Instead, they should seek out peers with similar language proficiency to practice speaking English together.
If learners struggle to find conversation partners for practicing English, they can effectively practice on their own One effective method is to read aloud English stories or poems, which helps improve pronunciation, intonation, and expression.
To enhance speaking skills independently, students should regularly record their voice while speaking By listening to these recordings, they can identify their strengths and weaknesses, allowing them to focus on improving their weaknesses in future practice sessions.
While this classification is beneficial, it primarily emphasizes activities aimed at enhancing English speaking skills To achieve overall English proficiency, which includes listening, speaking, reading, and writing, students should explore additional methods of improvement as outlined in Hamel’s (2012) classification.
In Hamel’s opinion, there are four main kinds of out-of-class learning activities:
- The first and most effective way is “Speaking regularly” (Hamel, 2012)
Practicing spoken English is crucial for enhancing real-world understanding and practical application of the language Language learners should make every effort to engage in speaking activities, as this significantly boosts their speaking proficiency.
Watching or listening to media in English can enhance comprehension in a relaxed manner, as noted by Hamel (2012) It is crucial for learners to engage with films and music performed by native speakers, as this exposure helps them grasp authentic pronunciation and intonation Furthermore, these activities not only improve listening skills but also expand vocabulary.
- Thirdly, Hamel (2012) also suggests “Online Learning” as an effective kind of self study He states,
Engaging in an English-speaking forum or message board is an effective method to enhance your writing skills while exploring topics that interest you Utilizing the Internet enables you to practice English daily, contributing to your language development.
According to Hamel, the Internet serves as a powerful resource for enhancing English proficiency, offering students valuable opportunities to practice their language skills with native speakers.
Hamel emphasizes that participating in extra classes or joining English clubs constitutes valuable out-of-class learning activities, providing opportunities for language development.
Taking English classes or joining a dedicated learning club can significantly enhance your proficiency in the language These structured environments boost motivation and establish a consistent study schedule, both of which are crucial for effective language acquisition.
Participating in extra classes, evening courses, and English clubs is crucial for language learners, as these self-study opportunities significantly enhance motivation According to Spada & Lightbown (1993), success breeds motivation, and increased motivation leads to further success in language acquisition.
There is a wide variety of out-of-class learning activities available; however, it is crucial for learners to identify the activities that align best with their interests, learning styles, and strategies.
Thanks to this, their English proficiency can be improved naturally and most effectively.
Current state of out-of-class learning activities in Vietnam and roles of
2.6.1 Current state of out-of-class learning activities in Vietnam
In Vietnam, the concept of "out-of-class learning activities" remains unfamiliar to many students, including those majoring in English Trần Nam Dũng (2012) expresses concern over students' lack of enthusiasm for these activities, noting their heavy reliance on teachers and classroom instruction Despite some students' efforts, their results often fall short, primarily due to a focus on in-class learning and insufficient attention to out-of-class activities This issue is compounded by the diverse range of available activities, which can overwhelm students when selecting the most suitable options for their needs According to Benson (2001), out-of-class learning encompasses various forms of self-directed and naturalistic language learning It is crucial for students to engage in these activities that align with their interests and learning styles, yet many Vietnamese students continue to prefer traditional classroom settings, neglecting the potential benefits of out-of-class learning.
2.6.2 Roles of EFL teachers and students
The teacher's role in the classroom is crucial as it shapes the classroom environment and influences student behavior Additionally, the way students engage and participate is closely linked to the teacher's approach and role in the learning process.
(Choudhury, 2011, p.34) That is to say, the role of the teachers can be very important and, to some extent, it may determine their students’ success in studying a foreign language
2.6.2.1 Traditional roles of EFL teachers and students
The traditional teaching method is mainly teacher-centered In other words, in this teaching method, the teacher is considered as the authority in the class Therefore,
Teachers often emphasize discrete grammar and phonology points in isolated lessons, prioritizing formal language features while neglecting to promote actual language use This traditional approach relies heavily on repetitive practice, mechanical drills, and the memorization of grammar rules, which are seen as essential components of language teaching.
In the context of education in Vietnam, teachers are often regarded as paternal figures, wielding significant influence over their students This dynamic is poignantly illustrated in a notable poem.
The king, the teacher, and the father each hold distinct roles in society; however, children should honor and respect them equally, recognizing their unified importance.
Traditional teaching methods often limit student autonomy, positioning teachers as dominant authority figures, which can lead to passive learning and reluctance among students to share their ideas This dynamic may stifle creativity and hinder effective knowledge acquisition In contrast, the modern learner-centered approach has transformed the role of English teachers, fostering a more engaging and participatory classroom environment.
2.6.2.2 Roles of EFL teachers and students in learner-centered approach
Choudhury (2011) believes that instead of being an “authority”, a
The role of an English teacher has evolved from being merely a "controller" or "organizer" to that of a "facilitator." According to Choudhury, facilitation empowers learners by encouraging them to take greater initiative and responsibility in their learning process.
The teacher serves as a supportive guide, offering personalized advice to students by assessing their strengths and weaknesses By planning future tasks and introducing new language concepts, the teacher stimulates learners' intellect and keeps them motivated.
According to Littlewood (1981), the language teacher serves as a "facilitator of learning," encompassing various sub-roles such as a "classroom manager," "consultant," "adviser," and "co-communicator" with students (Choudhury, 2011, pp 38-39) This broad conceptualization highlights the multifaceted responsibilities of language educators in enhancing the learning experience.
In a learner-centered approach, teachers facilitate knowledge introduction and effective study methods, while students are responsible for actively engaging in their learning Consequently, out-of-class learning activities play a crucial role in language acquisition, enhancing the overall learning experience.
Difficulties in conducting out-of-class learning activities
Out-of-class learning activities play a crucial role in enhancing students' education; however, many students often feel confused when engaging in these experiences Pegrum (2000) highlights common challenges faced by students in these activities and offers potential solutions to address these issues.
there are, as Allwright argues, no "'teacher-proof’ teaching materials"
According to Allwright (1990: 136), even the finest resources will not provide linguistic benefits unless they are paired with well-planned activities suitable for the learners' proficiency level It is crucial to ensure that enjoyable activities are also effective in promoting student learning, as poorly designed tasks can result in minimal educational value.
if not properly prepared, learners may be daunted by and fail in the set task, which would be very demotivating
Before planning a visit, teachers should verify essential details such as store opening hours, the specific products available in each shop, and the types of exhibits featured in museums.
When utilizing smaller stores or businesses for class activities, it is essential for the teacher to secure permission beforehand This can often be achieved by emphasizing that the students represent potential future customers, which highlights the mutual benefits of the arrangement.
Certain activities, like treasure hunts, necessitate significant preparation, whereas others, such as student-led surveys and websites, depend heavily on ongoing teacher support during their execution.
The answers to set quizzes can change over time due to rising prices or updates to websites, making it essential to verify the information each time the activity is conducted.
Given the high cost of living for students, it is essential to organize free activities whenever possible However, if there are minor expenses involved, such as entry fees for an art gallery, these should be communicated clearly to all students Alternatively, the college could consider covering these costs to ensure accessibility for everyone.
Internet and email activities should only be carried out in institutions that have adequate resources, and it's essential for teachers to possess computer literacy While many younger students are generally comfortable with technology, some may still need extra assistance to navigate these tools effectively.
(Pegrum, 2000, p.8) Besides, Little (2009) listed out three problems:
a lack of an adequate English environment
a lack of know-how for carrying out the task
The rigid structure of traditional curricula, schedules, textbooks, and exams necessitates a shift in responsibility towards learners, demanding a change in teachers' perspectives and commitment (Thanasoulas, 2000) The out-of-class activity presented in this study can be seamlessly integrated into existing teaching methods without disrupting regular classroom instruction.
In the following sections, the author describes the design and implementation of the activity as well as its impact on students’ language awareness through a quantitative methodology
Conducting out-of-class learning activities presents various challenges, but each problem has potential solutions It is crucial for students to persevere in overcoming these difficulties, as doing so enables them to participate more effectively in these activities Consequently, this engagement can significantly enhance their language proficiency.
Previous studies related to the research
Self-study and out-of-class learning activities have been widely recognized as crucial components in the language learning process, significantly enhancing linguistic proficiency and overall educational outcomes As a result, out-of-class learning activities have garnered substantial attention from researchers, who continually seek to understand their impact and optimize their effectiveness.
A study by Santamina (2011) investigated the impact of self-study habits on the academic achievement of grade VI pupils at Balubad Elementary School in Atimonan, Quezon The research revealed that self-study is a crucial foundation for educational success, highlighting its significant role in enhancing learning outcomes for sixth-grade students.
A study by Nunan (1989) highlights the importance of out-of-class learning activities in improving students' English proficiency The findings indicate that participation in these external learning experiences significantly boosts language development, underscoring the necessity of integrating such activities into educational practices for enhanced learning outcomes.
The book "Self-Directed Learning" by Malcolm Knowles (1975) serves as a valuable resource for both students and educators, offering insights on self-study and guiding learners through a self-discovery process It emphasizes the importance of understanding the role and responsibilities of self-directed learners in their educational journey, making it a practical guide for enhancing the learning experience.
In a study conducted by Pearson (2004) on eight Chinese university students enrolled in an English for Academic Purposes course, it was found that their primary out-of-class English learning habits included studying in the library, reading various materials, watching TV and movies, and listening to music The study highlighted the significance of learners' motivation and awareness in language acquisition, concluding that the frequency and type of out-of-class activities are crucial factors influencing students' language proficiency.
In Hong Kong, Hyland (2004) highly evaluate out-of-class learning activities for his study in Hong Kong He claimed that language learners who engaged in
Engaging in diverse English activities outside the classroom significantly enhances students' language skills It is crucial for educational institutions to foster both in-class and out-of-class learning opportunities, as these experiences play a vital role in improving students' English proficiency.
Chan's (2001) study investigated learners' attitudes and expectations regarding language learning, as well as their roles and preferences at the tertiary level in Hong Kong He concluded that diverse learning conditions and group activities are crucial for enhancing student motivation and interest While the term "out-of-class learning activities" is not explicitly mentioned, it can be inferred that such activities are vital for college students, as they require varied conditions and collaborative experiences to foster motivation in their learning journey.
In a study conducted by Vanijdee (2003) on Thai distance English learners, it was revealed that educational institutions need to offer more learning contexts and resources to foster student autonomy The findings indicate that, within the Asian context, students often struggle with independent learning, which negatively impacts their academic performance Consequently, this research underscores the importance of out-of-class learning activities in enhancing English language acquisition.
Trinh Quoc Lap (2005) conducted a research project focused on fostering learner autonomy in English language education to address student passiveness in learning The study aimed to improve the quality of secondary school English teacher education by developing a curriculum designed to enhance students' autonomy and communicative competence It proposed effective strategies for curriculum design and planning that motivate learners to take charge of their own learning.
Research indicates that self-regulation plays a crucial role in language learning, particularly in English To enhance student outcomes, English teachers should design lesson plans that promote learner independence This independence means that students should rely less on their teachers and focus on achieving knowledge through self-study and personal effort.
Recent studies have highlighted the importance of out-of-class learning activities, but most research, including works by Santamina (2011) and Nunan (1989), primarily addresses self-study in general In Vietnam, the exploration of this topic remains limited, making the concept of "out-of-class learning activities" relatively unfamiliar to students accustomed to traditional teaching methods and those struggling with independent learning.
This research project investigates common out-of-class learning activities and their effects on English major students at Hue University, College of Foreign Languages The goal is to provide suggestions for enhancing these activities to improve students' success in learning English The findings aim to offer English majors new insights into the importance of out-of-class learning, helping them recognize its essential role in their education Ultimately, this research seeks to guide students in identifying the most effective out-of-class learning strategies to boost their English proficiency.
Conclusion
This chapter outlines key theoretical concepts relevant to the research topic, drawing from various documents and articles It specifically introduces the concept of learning strategies, establishing a foundation for further exploration in the study.
This article highlights key issues surrounding out-of-class learning activities and their importance in enhancing English as a Foreign Language (EFL) learning It categorizes various types of these activities and examines their current implementation in Vietnam, alongside the roles of EFL teachers and students Additionally, the chapter addresses challenges faced in executing out-of-class learning and reviews previous research in this area Despite numerous theories on out-of-class learning, there is a notable lack of studies investigating the effects of self-study on students' English proficiency This gap motivates the research titled “Out-of-class learning activities and their impacts on developing proficiency for English majored students at Hue University, College of Foreign Languages.”
METHODOLOGY
Introduction
This research investigates the attitudes of EFL teachers and English majors towards out-of-class learning activities, aiming to understand their impact on students' language proficiency Additionally, it evaluates common out-of-class activities and offers suggestions for enhancing their effectiveness This chapter outlines the research methodology, detailing the approach, participants, research site, data collection instruments, and the data analysis process.
Research approach
This research project utilized both quantitative and qualitative approaches, each offering distinct advantages The quantitative approach focuses on numerical data for reporting results, sampling, and assessing instrument reliability and validity, as highlighted by McMillan & Schumacher (1993) In contrast, the qualitative approach emphasizes the description and analysis of individuals' and groups' social actions, beliefs, thoughts, and perceptions By integrating these two methodologies, the research project gains significant value and depth.
Participants
This research involved two randomly selected groups: EFL teachers and English major students from Hue University, College of Foreign Languages.
A study was conducted with a random sample of 120 English majors from the College of Foreign Languages at Hue University, comprising 30 freshmen, 30 sophomores, 30 juniors, and 30 seniors, each exhibiting varying levels of English proficiency and learning experiences.
The second group comprised five EFL teachers (four females and one male) from Hue University, College of Foreign Languages, with ages between 24 and 55 Their teaching experience varied significantly, ranging from 2 to 30 years; two teachers with over five years of experience were classified as experienced, while three teachers with less than five years were deemed inexperienced.
The primary group selected for the study consists of key sources that provide insights into student proficiency in English Additionally, the second group of teachers was included because they offered valuable information regarding students' development of English skills through extracurricular learning activities These educators, with their extensive experience in teaching various English classes, serve as representative figures for English teachers at HUCFL.
Instruments for Data Collection
The data was collected by means of questionnaires and informal interviews with EFL teachers and students at Hue University, College of Foreign Languages
Table 3.1 Instruments for data collection
Instruments for Data Collection Participants
Questionnaires were delivered for 2 groups:
Group 1: 120 English majored students at Hue University, College of Foreign Languages
Group 2: five EFL teachers at Hue University, College of Foreign Languages
There were two questionnaires – Questionnaire for students (see appendix 1&2) and questionnaire for teachers (see appendix 3&4) In the questionnaires,
The survey included both open-ended and closed-ended questions, presented in English and translated into Vietnamese Notably, the quantity of closed-ended questions surpassed that of open-ended ones, as indicated by Newman.
Closed-ended questions are efficient for both respondents and researchers, facilitating quicker responses In this study, a Vietnamese questionnaire was utilized to ensure participants comprehended the questions clearly, leading to the collection of reliable information.
The questionnaires began with a brief explanation of the purpose behind data collection, assuring participants that their responses would solely be used for research purposes and not for any other reasons.
The study includes a questionnaire with 10 questions for students and 12 questions for EFL teachers, designed to address specific research inquiries The primary focus of these questionnaires is to gather insights on key issues relevant to the research objectives.
1 EFL teachers’ and students’ perceptions on out-of-class learning activities
2 How out-of-class learning activities are conducted by English majored students at Hue University, College of Foreign Languages
3 The impacts of out-of-class learning activities on developing students’ English proficiency
4 Some implications for more effective out-of-class learning activities
* The questionnaire was chosen as an instrument for collecting data is of the following reasons:
Using a questionnaire allows for the simultaneous collection of a significant amount of information, making it an efficient method for data gathering Additionally, this approach saves time as multiple questionnaires can be distributed and collected concurrently.
The use of primarily closed-ended questions in the questionnaire allows participants to respond quickly, minimizing the time required to complete it.
Finally, questionnaire can be very helpful because it can help the researcher easier to categorize the collected information
Besides questionnaire, interview can be also a very effective tool to collect data In this research, interview was used to collect data because it has the following advantages:
The interview process allowed the researcher to gather additional insights from participants, addressing any potential obstacles that might hinder their ability to provide reliable answers in the questionnaires.
Secondly, thanks to informal interviews, the participants could talk openly about the matters which they were asked
Finally, interview can help the researcher reaffirms the results collected from questionnaires
Informal interviews were conducted with two EFL teachers and nine English major students at Hue University, College of Foreign Languages, utilizing two sets of questions translated into Vietnamese These questions, derived from the initial questionnaires, aimed to validate participants' responses while additional queries were included to gather more in-depth information The interview questions for English major students comprised eight items, while the EFL teachers' interview included seven questions, enhancing the research's practicality.
Before the interviews, all of the interviewees were explained about the reasons for doing interview and the time the interview might take (about 30 minutes for each interview)
All interviews were conducted in Vietnamese to ensure that the students felt confident expressing their thoughts and emotions Using their mother tongue allowed the participants to articulate their ideas clearly and accurately Additionally, conducting interviews in Vietnamese helped the researcher avoid potential misunderstandings.
29 misunderstandings between the interviewer and interviewees in giving and receiving information
Especially, all of the interviews were recorded or taken note as proofs of the research
This research was conducted at Hue University, College of Foreign Languages, selected for its dynamic learning environment fostered by a credit-based training system that encourages students to engage in self-study both inside and outside the classroom Additionally, the location facilitates convenient data collection for the researcher, making it an ideal site for exploring out-of-class learning activities.
Data analysis
The analysis of the collected data utilized a quantitative approach for questionnaires and a qualitative approach for interviews The data was processed using SPSS Statistics 17.0, which facilitated statistical analysis through frequency and percentage calculations The quantitative data from questionnaires and qualitative insights from interviews were analyzed and presented in charts and tables, enhancing reader comprehension of the discussed issues Ultimately, the researcher provided comments and evaluations based on the findings.
Procedure
The process of collecting and analyzing data were conduced according to the following procedure:
Firstly, the list of questions for interviews and questionnaires for EFL teachers and students were designed
Next, the sets of questionnaires were distributed to five EFL teachers and
To ensure the reliability of the data collected from 120 English major students, questionnaires were distributed with a one-week completion period This approach allowed participants ample time to thoughtfully respond before the collection of questionnaires from both EFL teachers and students was conducted.
Informal interviews were conducted with EFL teachers and English majors to validate the questionnaire responses and gather additional insights, aiming to address the research questions outlined in section 1.5 of chapter 1.
After collecting data from questionnaires and interviews, it was organized into four groups based on the corresponding research questions Utilizing SPSS Statistics 17.0, the data was calculated, summarized, and displayed in tables and charts Additionally, qualitative insights from the interviews were integrated to enhance the analysis Explanations accompanying each table and chart were provided to facilitate a deeper understanding for readers, while comments and evaluations played a crucial role in the overall data analysis process.
Conclusion
This chapter outlines the research methodology, employing both quantitative and qualitative approaches It involved five EFL teachers and 120 English major students as participants Data collection was conducted through questionnaires and interviews, while SPSS 17.0 was utilized for data analysis to enhance reliability The analyzed data is presented in clear tables and charts for better understanding The subsequent chapter will provide an in-depth report and analysis of the research findings.
FINDINGS AND DISCUSSIONS
Introduction
This chapter outlines the key findings from the questionnaires and interviews conducted, focusing on EFL teachers' and English major students' attitudes towards out-of-class learning activities It details the common out-of-class activities undertaken by English majors at HUCFL and examines their impact on students' proficiency Additionally, the chapter presents strategies to enhance the effectiveness of these activities, supported by charts and tables displaying specific data analyzed using SPSS 17.0 The collected data will be thoroughly analyzed and discussed to address the research questions of the project.
Findings and discussions
Table 4.1 reveals an overall alpha of 811, significantly exceeding the 7 threshold This high value indicates strong internal consistency among participant responses, confirming the reliability of the research data collected.
4.2.2 EFL teachers’ and English majored students’ attitudes toward out-of- class learning activities
4.2.2.1 EFL teachers’ attitudes toward out-of-class learning activities 4.2.2.1.1 EFL Teachers’ evaluation on the EMSs’ English proficiency
Table 4.2 Teachers’ evaluation on the EMSs’ English proficiency
Frequency Percent Valid Percent Cumulative Percent
EFL teachers expressed dissatisfaction with their students' English proficiency, noting that 60% rated it as "rather good" and 40% as "average." They believe this average level may stem from the low standards set by university entrance examinations One teacher articulated her concerns during a private interview.
I believe that the English test score should carry double the weight compared to mathematics and literature This is because a student excelling in mathematics or literature should not be evaluated on the same level as one who achieves a high score in English, especially if their major is English For EFL students, proficiency in English is far more relevant to their academic and professional futures than performance in other subjects.
(Interview with teacher 1 on 15 th March, 2013)
4.2.2.1.2 EFL teachers’ attitudes toward out-of-class learning activities
Table 4.3 Teachers’ opinions on the importance of out-of-class learning activities for EFL students at HUCFL
Frequency Percent Valid Percent Cumulative
Table 4.3 indicates that 60% of teachers recognize the significant impact of out-of-class learning activities on enhancing students' English proficiency, while the remaining 40% also acknowledge their importance, resulting in unanimous agreement among educators This strong consensus is further supported by Table 4.4, where all teachers affirmatively responded to encouraging English majors to participate in these activities, highlighting their understanding of the vital role such learning experiences play in student development.
Frequency Percent Valid Percent Cumulative
To some extent, these encouragements can be great motivation for their students to take part in out-of-class learning activities, as a student shared:
My EFL teachers consistently motivate us to participate in out-of-class learning activities, highlighting their significance in enhancing our English skills This encouragement fosters our understanding of the value of such experiences, leading to increased motivation and the aspiration to improve our proficiency in the language.
An interview conducted with student 5 on March 8, 2013, revealed that EFL teachers generally hold a negative perspective regarding the effectiveness of out-of-class learning activities in enhancing English proficiency This sentiment is clearly illustrated in the accompanying table.
Table 4.5 Teachers’ opinions on students’ current state of improving English proficiency through engaging in out-of-class learning activities
Frequency Percent Valid Percent Cumulative
According to the data, 20% of teachers at HUCFL were unaware of the current state of improving English proficiency through out-of-class learning activities Another 20% rated the situation as "average," while the majority, 60% of EFL teachers, expressed a positive outlook, describing the current state as "rather good."
Despite my encouragement for students to participate in out-of-class learning activities, many remain disengaged This lack of participation may stem from their passivity or the demands of part-time jobs, which leave them with little time for additional learning opportunities.
34 learning activities To some extent, they haven’t found out the out-of-class learning activities which are most suitable for their learning styles yet
In an interview with a teacher on April 6, 2013, it was emphasized that understanding the significance of out-of-class learning activities is not sufficient for EFL students to enhance their English proficiency It is crucial to familiarize these students with the concept of such activities and to guide them in discovering suitable options that align with their interests and learning styles.
4.2.2.2 English majored students’ attitudes toward out-of-class learning activities
Chart 4.1 English majored students’ current level of English
The chart reveals that 49% of students rated their English proficiency as average, while only 13% (15 out of 120 students) considered their skills to be good Additionally, 34% felt they were rather good at English, but a mere 4% expressed a pessimistic view by selecting "below average." This indicates that many English majors lack confidence in their language abilities, suggesting that improving English proficiency remains a significant challenge for them.
Although I am an English majored student, my English proficiency is not good enough and I am not pleased with my English skills Truly speaking, I cannot improve my English skills effectively and equally In particular, I can be quite confident in speaking skill; however, I am really bad at listening and writing skills
An interview conducted with a student on March 7, 2013, revealed a common sentiment among English learners, as the majority expressed dissatisfaction with their English proficiency This trend is further illustrated in Chart 4.2, where most students responded negatively to the question regarding their satisfaction with their language skills.
Chart 4.2 English majored students’ satisfaction on their English proficiency
A significant 88% of participants expressed dissatisfaction with their English proficiency, with only 15 out of 120 students responding positively to their skills This raises critical questions about why English majors feel this way and what obstacles hinder their improvement Many students shared in questionnaires that they realize their knowledge is inadequate over time, stating, "The more I study, the more I become unsatisfied with my English proficiency." Others noted challenges in using English naturally, with one student admitting, "I feel embarrassed when speaking English because I am still confused when using it in real life."
In fact, those who only concentrate on official language classes at College can hardly obtain good English skills Obviously, we all know that in order to be
To excel in English, students need to engage in practice both on and off campus As an English major, I understand that participating in extracurricular activities is essential for enhancing language skills beyond formal classes.
English proficiency is essential for academic success Based on my experience, classroom learning offers only foundational knowledge, equipping me with approximately 50% of what I need The remaining 50% of my learning and success relies on my personal efforts and dedication.
Conclusion
This chapter thoroughly analyzed the data gathered from questionnaires and interviews with EFL teachers and students at HUCFL, revealing that the majority of participants recognize the significance and necessity of out-of-class learning.
Out-of-class learning activities play a crucial role in enhancing English proficiency for EFL students However, students often struggle to identify the activities that align with their individual learning styles and interests Each student’s unique preferences can lead to varying experiences with these activities Success in this area requires perseverance, as students may encounter challenges that affect their participation and the effectiveness of their learning Academic performance, as reflected in college grades, can indicate English proficiency levels, revealing differing attitudes and impacts of out-of-class activities among students of varying achievement levels Ultimately, by selecting suitable activities and remaining patient, students can increase their engagement and significantly improve their English skills, embodying the principle that “practice makes perfect.”