APPLYING SOME APPROACHES TO HELP 12 GRADERS SELF-STUDY FOR ENGLISH GRADUATION EXAM AT TAN KY 3 HIGH SCHOOL February, 2025... NGHE AN DEPARTMENT OF EDUCATION AND TRAINING TAN KY 3 HIGH
INTRODUCTION
Contributions of the study
This study addresses a topic with both theoretical and practical significance in education, particularly in enhancing students’ performance in the high school graduation English exam at Tan Ky 3 High School
By conducting this research, the author contributes to Vietnam’s ongoing educational reform while helping to improve students' exam results, especially at
The study highlights the importance of effective revision strategies in fostering students' interest in English and improving their exam performance
A structured multiple-choice question bank for Grade 12 English will be developed This will provide both teachers and students with a valuable resource for teaching, learning, and assessment
The research is an independent and creative effort by the team, with the potential to be implemented in other high schools across Nghe An province
This study aims to accomplish the following objectives and tasks:
- Analyze, compile, and summarize the theoretical foundations related to the topic
- Explore and suggest effective approaches to assist students in self-study for English graduation exam, helping them achieve higher scores
Create a well-organized system of multiple-choice questions derived from the topics outlined in the reference exam, providing a valuable resource for teachers and students alike in their exam preparation.
- Practical research, observation, and surveys
- Summarization and experience-drawing methods
To effectively prepare for the Grade 12 English exam, it is essential to read relevant materials, including textbooks, standard knowledge and skills documents, sample exams, and official past exams provided by the Ministry of Education Additionally, utilizing reference tests from the Department of Education and exploring various articles and research on English exam preparation methods can significantly enhance your study strategy.
- Conducting questionnaires to gather opinions from students and teachers The collected data will be analyzed to develop suitable methods for different student groups
Summarization and experience-drawing method:
- Using statistical and probability methods to process experimental pedagogical results between two groups to draw general conclusions and demonstrate the feasibility of the research
- The research focuses on methods to help learners self – study to prepare for English graduation exam.
Methods of the study
- Practical research, observation, and surveys
- Summarization and experience-drawing methods
To effectively prepare for the Grade 12 English exam, it is essential to read relevant materials, including textbooks, standard knowledge and skills documents, sample exams, and official past exams provided by the Ministry of Education Additionally, utilizing reference tests from the Department of Education and exploring various articles and research on English exam preparation methods can significantly enhance your study strategy.
- Conducting questionnaires to gather opinions from students and teachers The collected data will be analyzed to develop suitable methods for different student groups
Summarization and experience-drawing method:
- Using statistical and probability methods to process experimental pedagogical results between two groups to draw general conclusions and demonstrate the feasibility of the research.
Scope of the study
- The research focuses on methods to help learners self – study to prepare for English graduation exam.
CONTENT
Theoretical and practical background
2.1.1.1 What is the concept of self-study?
The phrase "Study, learn more, study forever" emphasizes the timeless importance of self-education and perseverance, a value cherished across generations Understanding self-learning requires a clear definition, as interpretations may differ, yet they consistently underscore the essential roles of self-awareness and discipline in a learner's growth.
Nguyen Canh Toan (1997) in "The Process of Teaching - Self-Study" defines self-study as an intellectual journey that encompasses reasoning, critical thinking, and analytical skills through observation, comparison, and evaluation It demands practical effort and essential personal qualities, including honesty, objectivity, perseverance, patience, and a deep passion for learning Beyond merely gathering information, self-study enables individuals to internalize knowledge and cultivate their unique perspectives.
Luu Xuan Moi (2000) defines self-study as an individual's initiative to gain knowledge and skills both inside and outside the classroom, whether through the curriculum or independent exploration In higher education, self-learning is essential, requiring significant autonomy and initiative while still being connected to structured teaching methods He emphasizes that self-study is an active process where students independently plan, manage, and assess their learning, utilizing available resources to meet academic objectives and cultivate skills for future success.
Based on different signs, people have many ways to classify different forms of self-study, in fact there are usually the following forms of self-study:
+ Based on the direction of the teacher towards the learners (take place under the teachers’ guidance and control, however not face to face)
+ Based on the self-study space
Self-study in the classroom allows students to gain knowledge by actively listening to lectures, taking notes, and completing exercises This approach also facilitates direct interaction and information exchange with both teachers and classmates, enhancing the overall learning experience.
- Self-study outside the classroom: With this form, students are active in finding sources of knowledge, arranging study time and exchanging necessary information with teachers through many interactive channels
+ Based on self-study support means:
- Self-study through manuals: In the process, learners are active and versatile to complete the given requirements
Analyzing various self-study methods reveals distinct advantages and disadvantages for each To enhance active and effective learning, it is essential to integrate these teaching forms, thereby maximizing student motivation and engagement.
2.1.1.2 The importance of self - study for the exam
Self-study is vital for effective exam preparation, as it enables students to gain a profound understanding of their subjects, sharpen their critical thinking abilities, and cultivate self-discipline Although classroom instruction offers valuable structure, independent study is where students genuinely reinforce their knowledge and boost their academic success Here are several key reasons highlighting the importance of self-study for exams.
In a classroom, students encounter new concepts, but without personal effort in reviewing and practicing, they risk forgetting the information Self-study enables students to revisit lessons at their own pace, enhancing long-term retention Effective techniques like summarizing notes, creating mind maps, and practicing past exam questions can significantly reinforce understanding and improve recall.
Enhancing problem-solving and critical thinking skills
Exams necessitate that students utilize their knowledge through application rather than mere memorization Self-study fosters critical thinking and independent problem-solving skills, as students engage with practice problems in subjects like mathematics or analyze reading passages in various contexts This approach allows them to tackle questions from diverse perspectives, ultimately enhancing their problem-solving capabilities.
Developing self-discipline and time management
Self-study cultivates responsibility and self-motivation in students By actively organizing their study schedules, learners enhance their time management skills, allowing them to balance various subjects and prevent last-minute cramming Effective time management not only alleviates stress but also guarantees thorough preparation for exams.
Independent study empowers students to evaluate their progress and pinpoint areas for improvement Unlike the structured environment of a classroom, self-study offers the flexibility to dedicate more time to difficult subjects, explore extra resources, or seek assistance as necessary By identifying their strengths and weaknesses, students can concentrate on enhancing specific skills before exams.
Active learning strategies, including self-quizzing, summarizing information in one's own words, and teaching concepts to others, enhance the effectiveness of studying By actively engaging with the material rather than passively listening to lectures, students improve their information retention and gain a better understanding of complex topics.
Increasing confidence and reducing exam anxiety
A well-prepared student approaches exams with increased confidence, as self-study effectively reduces uncertainty and anxiety By familiarizing themselves with the material and practicing various question types, students enhance their comfort with the subject, ultimately lowering stress levels on exam day.
Self-study fosters independent learning habits that are crucial for success in higher education and future careers It enhances students' abilities to research, analyze information, and acquire new skills autonomously, which is vital for both professional and personal development.
Self-study plays a crucial role in achieving exam success by improving knowledge retention, enhancing critical thinking, fostering self-discipline, and increasing confidence When students take charge of their learning, they not only elevate their exam performance but also cultivate vital skills for lifelong success Consequently, establishing effective self-study habits should be a top priority for any student striving for academic excellence.
Practical background
2.2.1 Brief introduction about students in Tan Ky 3 High School
Challenges in teaching and high school graduation exam preparation
The quality of education and high school graduation exam outcomes are significant concerns for secondary institutions like Tan Ky 3 High School Preparing students for these exams presents numerous challenges for both the administration and teachers, stemming from various internal and external factors The school is committed to making ongoing efforts to address and overcome these obstacles.
Tan Ky 3 High School is located in Tan An Commune, Tan Ky District, Nghe
An Province serves students from surrounding areas such as Nghia Phuc, Dong Van, Tan Huong, Huong Son, Phu Son, and Tien Ky The region faces economic challenges, with residents primarily engaged in farming and forestry, leading to a limited understanding of the importance of education for enhancing knowledge and skills Many parents work far from home or abroad, leaving children in the care of grandparents or alone, which results in a lack of parental guidance and irregular school attendance Consequently, encouraging students to attend school is already a challenge, and it becomes even more difficult to motivate them and their parents to prioritize exam preparation.
Students entering Grade 10 at Tan Ky 3 High School often exhibit low academic skills, as the school has some of the lowest entrance scores in the province, occasionally facing insufficient applicants for a proper admission process Consequently, many students struggle academically and lack independent study skills, relying heavily on teachers rather than taking responsibility for their own learning Additionally, a significant number of Grade 12 students do not intend to pursue university or professional training, focusing instead on passing the graduation exam and considering immediate work or opportunities abroad This mindset poses challenges for the school in maintaining discipline, implementing effective teaching methods, and enhancing exam results.
Improving graduation exam scores presents a significant challenge, making it essential for teachers, particularly those in English, to discover more effective methods for preparing students This urgent task aims to enhance student performance and ensure better outcomes in their exams.
Internal challenges affecting exam performance
Tan Ky 3 High School is experiencing internal challenges that affect its graduation exam results, particularly an imbalance in students' subject choices between the Natural Sciences and Social Sciences exam groups.
In the academic year 2024-2025, out of nearly 400 Grade 12 students, 66 have selected English as their exam subject While half of these students possess a strong command of the language, some aspiring to work abroad face challenges in their English proficiency This gap in skills places extra pressure on teachers tasked with preparing students for the English exam.
An analysis of a recent workshop with teachers and students highlights key findings in exam preparation Teachers have made efforts to adopt innovative strategies and share experiences to enhance students' outcomes; however, the improvements in results remain minimal Despite incorporating methods like peer-to-peer learning and targeted practice with past exam papers, students often struggle to apply these techniques effectively during exams Furthermore, some teachers express concerns about insufficient training and institutional support, which may hinder the successful implementation of these new strategies.
Surveys reveal that students experience a blend of preparedness and anxiety, often feeling overwhelmed by the extensive materials they must study Limited access to supplementary resources, such as online tutorials and study guides, along with inconsistent support from teachers and peers, further intensifies disparities in their preparation Despite the active engagement of both teachers and students, the lack of notable improvement indicates a disconnect between effort and execution, highlighting the need for effective solutions.
The study involved 66 students from Tan Ky 3 High School, specifically from three classes: 12A11 (20 students), 12A10 (41 students), and 12A5 (5 students) These students have chosen English as the optional subject for graduation exam
The survey was conducted twice - initially at the start of the first semester, before introducing the techniques, and again in the middle of the second semester, after their implementation
A questionnaire consisting of eight questions with four answer choices was utilized to evaluate students' attitudes toward self-study for their exams The survey focused on assessing their perceptions of the significance of independent learning.
The following table shows the results of questionnaire:
1 How many hours per day do you typically spend on self-study during exam preparation?
2 How do you usually organize your study time?
B I study whenever I feel like it 54,1
C I study intensively just before exams 4,5
D I struggle to manage my time 28,3
3 How do you stay motivated during self-study?
4 Do you set specific goals for each study session?
5 How confident do you feel in your ability in self-study?
6 What are your biggest challenges when self- studying?
7 Do you use any digital tools/apps for self- study?
8 What would help you improve your self- study habits?
The study reveals a notable distribution of student study habits, with 37.5% dedicating 1-2 hours daily to exam preparation, reflecting a moderate level of commitment In contrast, 22.8% of students study for less than 1 hour, a decrease compared to earlier surveys Additionally, a significant 39.7% of students are investing over 3 hours each day in self-study, indicating an increasing trend towards extended study periods.
The data reveals alarming trends in students' study habits, with 54.1% studying at their convenience and only 13.1% adhering to a fixed schedule, highlighting significant issues in time management Additionally, 28.3% of students face challenges in managing their time effectively, underscoring the need for improved study routines Consequently, the majority of students lack a structured approach to studying, resulting in inconsistent preparation.
Recent data highlights significant trends in student motivation, revealing that 53.7% of students favor studying with friends, making it the most effective method for motivation In contrast, only 10.4% engage in setting study goals, indicating a lack of strategic planning in their study sessions Additionally, 9.3% of students report difficulties in maintaining motivation, though this is not a widespread issue While social learning emerges as a primary motivator, personal goal-setting remains underutilized among students.
Goal setting in study sessions
A significant gap in structured learning habits is evident, with 20.4% of students never setting specific study goals Only 9.8% consistently establish goals, indicating that very few students adopt a planned approach to their studies This lack of clear study objectives among the majority may negatively impact their learning effectiveness.
Only 25.2% of students report feeling very confident in their self-study abilities, highlighting a significant discomfort with independent learning Additionally, a combined 50.2% of students exhibit low confidence levels, suggesting that many feel unprepared for self-study This indicates a widespread lack of confidence among students regarding their effectiveness in self-directed learning.
Biggest challenges in self-study
The data reveals a clear hierarchy of challenges faced by students, with 40.3% struggling with motivation, making it the most prevalent issue Additionally, 22.7% of students experience distractions, highlighting difficulties in maintaining focus Poor time management affects 20.6% of students, further emphasizing the need for effective strategies Furthermore, 16.4% find it challenging to grasp concepts, indicating a demand for improved learning techniques Overall, lack of motivation and distractions emerge as the primary barriers to successful self-study.
Use of digital tools for self-study
Solutions
In effort to help students have motivation for self study, a lot of solutions have been designed as follow:
2.3.1 Solution from the leaders of the school
Tan Ky 3 High School is dedicated to fostering self-study skills in students, which are crucial for both academic achievement and personal development The school actively implements strategies to encourage independent learning among its students.
Schools foster a structured environment that promotes self-study by implementing schedules and timetables that allocate time for independent learning, including review sessions and homework This approach aids students in developing a routine and enhances their time management skills.
Schools provide valuable resources for self-study, such as textbooks, sample exam papers, and access to online tools and libraries At Tan Ky 3 High School, educators utilize past graduation exam formats to assist students, facilitating independent practice and enhancing their preparation.
Teachers play a crucial role in helping students develop independent study skills, including effective note-taking, planning, and goal-setting For instance, subject group leaders can assist students in identifying key topics and addressing weak areas, particularly in preparation for graduation exams.
Tan Ky 3 High School prioritizes student focus by minimizing distractions and responsibilities, particularly for 12th graders who are exempt from labor duties and supervision tasks This approach allows students to dedicate more time to self-study and academic success.
Schools play a crucial role in motivating students and tracking their progress through mock exams and constructive feedback, allowing them to identify their strengths and weaknesses Additionally, remedial classes provide support for struggling students, fostering independent improvement At Tan Ky 3 High School, the signing of agreements among teachers, students, and parents enhances accountability and encourages students to take responsibility for their own learning.
The school enhances self-study by offering essential structure, resources, guidance, time, and motivation, which significantly aids 12th graders in exam preparation and fosters lifelong learning skills.
The ceremony to launch the 90-day intensive review for the graduation exam
2.3.2.1.Creating Zalo groups basing on students’ ability
At the start of the school year, teachers established Zalo groups to support students effectively These groups enhance communication, engagement, and accountability by providing real-time updates and facilitating easy progress monitoring With features like file sharing, voice messages, and polls, Zalo enables teachers to foster an interactive and supportive learning environment, helping students stay aligned with their learning objectives.
With 66 students, teacher has divided them into two groups: One group for university entrance exam preparation with 20 members and one group for graduation with 46 members This helps teachers to provide targeted support based on their learning needs more effectively Moreover, with online trial tests released not only by teachers but also by Nghe An Department of Education and Training
2.3.2.2.Inspriring students to study through motivational videos
Motivational videos that focus on overcoming life's challenges offer students a powerful means of personal and emotional growth Two key benefits of these videos are the opportunities they create for self-reflection and the encouragement they provide to express love and respect towards their parents.
Videos showcasing stories of struggle and triumph serve as a reflective mirror for students, prompting them to contemplate their own challenges, choices, and strengths For example, narratives about overcoming poverty or family hardships can inspire students to reassess their resilience and acknowledge their personal growth This process of introspection fosters a deeper understanding of their identity and potential, motivating them to take ownership of their future.
Motivational videos often emphasize the sacrifices parents make, which can deeply resonate with students and encourage them to recognize the unseen efforts—such as long work hours, emotional support, and financial struggles—that their parents endure Inspired by these examples, students may feel compelled to express gratitude through words, actions, or a change in attitude, ultimately strengthening family bonds and fostering humility and connection This transformation of mindset into action is essential for nurturing meaningful relationships.
Some images taken from videos
2.3.2.3 Setting goals and creating a scientific study plan
Self-study requires clear goals and a structured plan to stay focused and make steady progress Below is a step-by-step guide setting effective goals and developing a scientific study plan
Setting effective study goals is crucial for a successful self-study plan, and utilizing the SMART framework makes these goals both practical and motivating Specific goals clarify what students aim to achieve, steering clear of vague intentions like "improve in English." Measurable goals enable students to monitor their progress with clear indicators, showcasing tangible results Achievable goals ensure that objectives remain realistic based on current skills and available time; for instance, mastering an entire language in a week is unrealistic, while learning 10 new phrases in a day is attainable.
Step 2: Analyze your current level & learning needs
Before creating a study plan, students must engage in critical self-reflection to assess their current academic standing and identify areas for improvement This process can include taking online quizzes, reviewing recent grades, or completing practice tasks like writing a short paragraph to pinpoint weaknesses in spelling or structure Additionally, seeking external feedback from teachers can provide valuable insights into specific challenges they may face.
Step 3: Create a scientific study plan
By establishing clear goals and needs, students can develop an effective scientific study plan that transforms intentions into actionable steps This process begins by dividing the overarching goal into smaller, more manageable stages, creating a structured and logical schedule that aligns with optimal learning strategies.
Step 4: Stay motivated & avoid burnout
Questionaire and results after applied solutions
The following table shows the results of questionnaire both pre-test and post tests
1 How many hours per day do you typically spend on self- study during exam preparation?
2 How do you usually organize your study time?
B I study whenever I feel like it 54,1 18,6
C I study intensively just before exams
D I struggle to manage my time 28,3 10,1
3 How do you stay motivated during self-study?
4 Do you set specific goals for each study session?
5 How confident do you feel in your ability to self-study effectively?
6 What are your biggest challenges when self-studying?
7 Do you use any digital tools/apps for self-study?
8 What would help you improve your self-study habits?
The questionnaire results indicate a notable improvement in self-study habits among respondents after the intervention aimed at enhancing study practices Specifically, the time spent on self-study during exam preparation increased significantly, with the percentage of students studying more than 4 hours per day rising from 18.2% to 50.7% Conversely, those studying less than 1 hour decreased from 22.8% to 5.3% This shift suggests that the intervention successfully motivated students to prioritize their studies, likely by fostering a greater awareness of the importance of consistent preparation and providing better access to resources for extended study sessions.
Significant improvements were observed in study time organization and goal-setting practices, with respondents adhering to a fixed schedule increasing from 13.1% to 66.3% and those consistently setting specific goals for each study session rising from 9.8% to 80.8% These changes suggest that the intervention effectively introduced structured study approaches, such as study plans and goal-setting, which resonate with the high perceived urgency of creating a scientific study plan Additionally, the notable decrease in respondents studying "whenever I feel like it" (from 54.1% to 18.6%) and those who never set goals (from 20.4% to 0%) highlights a shift towards more disciplined and intentional study habits.
Significant enhancements in motivation and confidence were observed, particularly in Questions 3 and 5 The use of goal-setting as a motivational tool surged from 10.4% to 43.1%, while the number of respondents facing challenges in maintaining motivation decreased dramatically from 9.3% to 1.6% Additionally, there was a notable rise in confidence regarding self-study capabilities.
The intervention led to a significant increase in "very confident" responses, rising from 25.2% to 46.1%, while "not confident at all" responses dropped dramatically from 26.7% to 4.3% This suggests that participants gained practical tools and a heightened sense of self-efficacy, likely through strategies such as setting achievable goals and rewarding progress, which also saw a slight increase from 26.6% to 33% Additionally, the decline in studying with friends, from 53.7% to 22.3%, indicates a shift towards more independent and self-driven study practices, further contributing to the boost in confidence.
The intervention significantly impacted the adoption of digital tools, with usage rising from 35.6% to 86.2%, reflecting the urgent need for technology integration This suggests the introduction of apps or platforms that facilitate self-study, such as mindmapping tools While challenges related to motivation and distractions decreased notably, issues like difficulty in understanding concepts and poor time management persisted This indicates that although motivational barriers were effectively addressed, some respondents continue to struggle with academic and organizational challenges, highlighting an increased demand for improved time management strategies.
The intervention has proven to be highly effective in enhancing self-study habits, discipline, confidence, and technology use Nonetheless, ongoing challenges in understanding concepts and time management highlight the need for further improvement The reduction in reliance on teacher guidance from 40.7% to 24.2% indicates increased independence among respondents, while the stable demand for study materials (30.2% to 30.8%) suggests that support is still necessary in certain areas Future interventions should aim to tackle comprehension difficulties through targeted resources or tutoring and enhance time management skills to maintain these positive outcomes.
The survey of evaluating the urgency and feasibility of the suggested
This study’s aim at evaluating the urgency and feasibility of the suggested techniques to enhance students’ self-study ability
2.5.2 Content and methods of the survey
The content of the survey focused on the following two main issues:
- Are the suggested techniques really urgent for the current problem of students’ self - study?
- Are the suggested techniques really feasible for improving students’ situations?
The survey was conducted by delivering a survey link through Google form containing multiple choice questions for the 23 teachers of English from four high schools
The average score is calculated by Excel
A survey utilizing a questionnaire is essential for assessing the necessity and feasibility of implementing experiential activities to improve the presentation skills of 12th graders This survey employs a 1 to 4 scale, reflecting four distinct levels of evaluation.
For necessity: not urgent (1 point), less urgent (2 points), urgent (3 points), and very urgent (4 points)
For feasibility: unfeasible (1 point), less feasible (2 points), feasible (3 points), and really feasible (4 points)
After gathering the results, I systematically analyze and arrange the data into a statistical table that displays the number of participants (N0) alongside the points awarded for each level of a solution (Ps) Subsequently, I compute the total score (∑) and determine the average score.
(X) for each solution from the survey Finally, the solutions are ranked to provide comments, evaluations, and conclusions
I have carried out the survey with 23 English teachers from high schools in Nghe
Summary of the survey participants
1 Teachers from Tan Ky high school 5
2 Teachers from Le Loi high school 8
3 Teachers from Tan Ky 3 high school 6
5 Teachers from Do Luong 3 high school 2
2.5.3 Results of the survey on the urgency and feasibility of the suggested solutions
The urgency of the suggested solutions
Zalo groups base on their ability
2 Set goals and create a scientific study plan
The research highlights that leveraging technology, forming Zalo groups based on skills, and implementing a scientific study plan are critical strategies for enhancing learning outcomes These approaches are prioritized for their emphasis on digital tools, organized planning, and peer collaboration Although establishing a self-study environment and utilizing mind maps are recognized as valuable, they are deemed less urgent Ultimately, the findings advocate for a focus on technology integration, collaboration, and clear goal-setting to boost student success.
The feasibility of the suggested solutions
1 Create Zalo groups based on their ability
2 Set goals and create a scientific study plan
Very feasibl e 4.Create self- study environment
Very feasibl e 5.Using mindmaps 11 12 0 0 80 3,48 Feasibl e
The survey data indicates a consensus among respondents that all five proposed solutions are practical Strategies such as "Setting goals and creating a scientific study plan," "Utilizing technology," and "Creating a self-study environment" received high mean scores, highlighting their viability In contrast, "Zalo groups based on ability" and "mindmaps" were viewed as feasible but garnered slightly lower evaluations Overall, there is a clear endorsement of the proposed interventions, particularly those that prioritize organization, digital literacy, and personalized study environments.
CONCLUSIONS
This study highlights strategies to enhance students' independent learning skills in preparation for high school graduation exams, emphasizing key benefits such as fostering student autonomy, which promotes responsibility and motivation By improving self-study skills, students can revise more effectively, leading to better exam performance Additionally, developing lifelong learning habits prepares students for success in higher education and future careers Effective self-study methods also reduce students' reliance on teachers, promoting a balanced learning approach Furthermore, these strategies address learning gaps, enabling students to focus on weaknesses and improve understanding This study serves as a model for enhancing self-study habits and can be adapted for other schools or grade levels.
To ensure that the project is widely applied, synchronized, and effective, we propose the following recommendations:
At our educational management levels, we are committed to sharing our knowledge and experiences with fellow teachers and colleagues We invite honest suggestions and constructive feedback to enhance our initiative, ensuring it becomes more engaging and enjoyable for everyone involved.
Teachers must maintain a passionate commitment to their profession and students, inspiring a love for learning Continuous self-study and professional development are essential for enhancing teaching skills and expertise By engaging in professional exchanges with colleagues, both within and outside their schools, teachers can gain valuable insights and experiences that improve educational quality Regularly updating teaching techniques is crucial for sparking students' interest in learning English and ensuring effective lessons Annual training for English teachers is vital to stay aligned with contemporary educational trends, ultimately enhancing teaching and learning practices.
Teachers should enhance the monitoring and supervision of students' study habits both in class and at home, focusing on their self-study skills It is essential for educators to foster motivation and set positive learning goals, encouraging students to take initiative in their studies and exam preparations Providing timely praise and support is crucial, as is identifying and addressing any challenges students encounter in their learning journey.
Students must understand the essential importance of self-study, not just for preparing for graduation exams but also for their future professional and personal endeavors This realization will motivate them to engage more proactively, work hard, and think innovatively to identify the most effective strategies for continuously enhancing their self-study skills.
2 Http://www.ngllife.com/teacher-resources
3 Nguyen Canh Toan, 1997, The Process of Teaching - Self-Study, Education Publishing House
APPENDIX THE QUESTIONNAIRE TO SURVEY THE URGENCY AND
FEASIBILITY OF APPLYING SOLUTIONS BY TEACHERS.