Chuyen de tot nghiep manh duy

MINISTRY OF EDUCATION AND TRAINING
NGUYEN TAT THANH UNIVERSITY

THE FACULITY OF FOREIGN
LANGUAGES

GRADUATION PROJECT


Dương Vũ Mạnh Duy

Titles: Online English learning motivates student’s ability of selfstudying at Nguyen Tat Thanh University (NTTU)

Instructor: Mrs. Trần Nhứt Nhựt Tân, M.A.

Ho Chi Minh City, 9/2018

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Table of content

I.Abstract........................................................................................................3
II.Introduction...............................................................................................3
III.Literature review:....................................................................................4
1. Online English learning............................................................................4
2. Motivation..................................................................................................7
IV.Research Methodology.............................................................................9
1. Approaching and methodology.............................................................9
2. Participants............................................................................................9
3. Survey instrument.................................................................................9

V.Result...........................................................................................................10
VI.Discussion..................................................................................................14
VII.Conclusion...............................................................................................15
VIII.References..............................................................................................16
Appendix........................................................................................................16

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I. Abstract
This paper based on an examination poll to investigation inspiration senior
understudies' capacity of self-learning at NTT University and gives result insights
about this issue. The reason for the investigation to decide the strategy that the
students way to deal with pondering the English. Fifty understudies from numerous
majors Accounting, Business Administration, Food Technology, Information
Technology, hotel Management… take part in the investigation. In view of the
outcome, we partition two gathering of understudy, some portion of them want to
think about by conventional strategies, one for consideration by on the web. After
one month, two groups perform this survey again to view that students can remain
to study English by themselves or not at all.
Keyword: motivate, online English learning, questionnaire, international language,
self-studying, survey, ability

II. Introduction
Learning on the web has turned out to be mainstreamed at college condition.
Not the same as secondary school, understudy learn at school with the instructor as
well as they need to contemplate independent from anyone else. This strategy
enables students to think about more dynamic by discovering more data. Self-study
and self-contemplate expertise is one of the issues numerous individuals focus,
particular understudy at the college. It brings numerous compelling and trouble for

students. For this technique, students can deal with their chance, adjust work and
concentrate yet they ought to have enormous inspiration to do this. On the off
chance that does not have enough inspiration, this technique can't bring for the
most part viable for the student. This paper would examination more particular
about the technique and result through fifty students' exploration.

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Research question:
1. Does the online English learning create the motivation to NTT students'
ability of self-studying?
2. How to learn English online brings the motivation for self-study of students?

III. Literature review:
1. Online English learning
Is online learning as an environment to learn English?
The scientist online English learning for educating and learning and
distinctive encourages did an Internet inquiry and discovered numerous sites that
exhibit and guide instructors on the best way to utilize online learning for
classroom educating and learning English. Additionally, articles of various length
and profundity on learning English on the internet show up in different instructive
also close to home website pages, talking about the preferences and burdens of
online English learning, motivations to utilizing thoughts in view of learning
English online with its one of a kind highlight, for example, feed, internet
diversions, and talk urge clients to collaborate and connect with anybody from any
parts of the world in any dialect that they are agreeable in. Be that as it may, since
the vast majority of the highlights are in English, one need to comprehend English
with a specific end goal to partake in the exercises and capacities given by online
learning. All the above highlights of the online learning show that it has

possibilities for English dialect learning in advanced education organizations.
Subsequently, we agree with the perspective of Godwin-Jones (2008) that
apparatuses and stages, for example, FB, "that upgrade correspondence and human
collaboration can possibly be saddled for dialect learning" and have turned out to
be new locales for potential research (Bloch, 2008). Bloch(2008) claims that, from
the point of view of student’s composition, while there has been a great deal of
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narrative proof, there has been little research on how making web pages enhances
their written work. In an applied paper, Blattner and Fiori (2009) talk about and
analyze how online English learning can give chances to improve the
"advancement of socio-down to business skill in dialect students" and the "feeling
of the network in dialect classrooms". What's more Blattner and Fiori (2009)
additionally bring up that online English studying can be used for valid dialect
cooperation, and can be utilized to build inspiration and enhance the execution of
English dialect students. They contend that web-based, has "one of a kind
highlights that offer helpful instructive encounters while keeping up security and
wellbeing" and that the capability of online English learning is "developing each
day with new applications" that are yet to be investigated and inspected.
Various investigations that analyze the utilization of mixed media
instruments or online applications for educating and adapting, especially consider
on perusing cognizance and vocabulary learning, apply thoughts from accidental
figuring out how to clarify the idea of discovering that occurs in those
examinations, and also illuminate the purposes behind such learning designs
furthermore, practices (see Chun, and Plass, 1996; Akbulut, 2007; Shahrokni,
2009).The

previously

mentioned

specialists

have

examined

coincidental

vocabulary picking up utilizing sight and sound/hypermedia. Accidental learning in
instruction adds to unexpected or spontaneous discovering that outcomes from
different exercises, paying little mind to those exercises are scholastic or nonscholarly (Kerka, 2000). Coincidental learning is particularly viable when utilizing
a PC (Pennington, 1989) and it, for the most part, occurs during the time spent
finishing assignments utilizing PCs (Cahoon, 1995) and additionally in the online
condition (McFerrin, 1999) through perception, redundancy, social connection and
issue lluminating (Rogers, 1997). Holzinger, Pichler, Almer, and Maurer (2001)
suggest that accidental learning, from the point of view of processing, innovation
and training would then incorporate ideas and thoughts that Ross-Gordon and
Dowling (1995) have proclaimed prior: "learning from botches, learning by doing,
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learning through systems administration, and gaining from a progression of
relational examinations". Additionally, Herrmann, Fox, and Boyd (2000) voice that
the amalgamation of training and innovation influences "either purposefully or
unexpectedly what occurs: now and then for better, now and then for more
awful" .These, more or less, point to the way that when PC advances are utilized
for instructive purposes, educators ought to know about the unintended learning
results that may have positive or negative impacts, or both, on students.

Web-based English learning is utilized these days as another alternative to up
close and personal instruction. In actuality, its utilization increment in an
immediate extent with the expansion of the number of students. This has
influenced instructors to apply a great deal of push to assist the students with
getting the intelligent substance that is loaded with sight and sound as it has been
demonstrated that it has a critical impact on the way toward learning. The effect of
online journals has likewise been examined on students' cooperation and reflection
and it were accounted for that they both have a beneficial outcome.
Online English learning has been presented as an apparatus in the learning
process in most of the worldwide colleges around the world. S.Z. Keith, T.
FitzPatrick
Truth be told, the citation of demonstrates a large portion of the points of
interest of e-learning for students and educators. Despite the fact that the e-learning
term and instruments do exist for over 10 years, the instructive research field has
not given enough regard for the investigation of students’ inspiration under the
impact of web-based learning.
Online English studying has developed in noteworthiness as an instructive
apparatus similarly as innovation has created and advanced throughout the years.
Strikingly, there have been a larger number of endeavors at propelling innovation
than on endeavoring to get it the requirements and learning styles of individual
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students and instructional plan. The 21st century has seen fast improvement with
so a great deal of things as the Internet and even web-based English learning.
The Education area, numerous analysts and educationalists tried to contrast
these and educating expectedly.
There is such a great amount of research on this issue that they discover it
immeasurable that any sensible learned, impartial, and the expert individual could
deny the way that innovation can convey guideline too as conventional modes in

any event.
Various examinations attempted experimental examinations of the impacts of
channel type (i.e., sound, sound in addition to the video, eye to eye) upon results
and states of mind and found that as a free factor one method of the guideline was
definitely not huge. Russell listed no less than 355 similar considers in the period
1928, and1996 and reasoned that nobody technique for conveying guideline is
certifiable, through this examination, more powerful than another. Base on this in
order that we implement our study.

2. Motivation
Ongoing investigations show that college students who have been selected in
online English learning courses beat those being educated on customary courses.
Fusing innovation in the learning online procedure does not really ensure roused
students. Truth be told, online direction has brought about the understudy educator
relationship winding up less close to home. Instructors are required to transform
the classroom into an online domain. The inquiry is the thing that precisely is
expected of educators to share to students in an online domain?
It is basic for educators to comprehend their students' inspirations. Despite in
the fact that they take online courses with the expectation of effectively finishing
them, they tend to come up short for various reasons. The achievement or
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disappointment of online direction is maybe identified with understudy inspiration.
To invigorate students, instructors ought to (M.Nehme, 2010):
1. Remember that inspiration must be natured in students.
2. Disclose to their understudies how the online condition might be utilized.
3. Support connection and coordinated effort among their understudies.
4. Fabricate think about gatherings with the goal that student will never again be
contemplating in disengagement.

5. Assist students with making companions by meeting individual understudies in
the online condition.
6. Interface with their students by checking the on the web nearness of them and
providing them with consistent input.
7. Build their learning materials and condition to focus on their students.
8. Encourage the students' English communication with the online material by
clarifying the objective behind assigned errands.
9. Know about students' scared, stresses and apprehension since such uneasiness
may have a negative impact on their openness and inspiration.
These methodologies could be vital devices to create new key instructing
plans that may help teachers to impact students' level of inspiration. Wlodkowski
(MCIT: 2008) claims that "students take in more utilizing PC based guideline in
contrast with conventional classroom strategies." One conceivable factor for this is
by all accounts the expanded level of student investment through intelligence.

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IV. Research Methodology
1. Approaching and methodology
This study depended on approaching way in reality to find out how online
learning motivate students 's ability of self-study in education at the NTT
university.
We utilize two review tables for this examination to gather quantitative
criticism for assessment.
2. Participants
The participants are a small group about 50 students in total from Nguyen Tat
Thanh University. All of them are undergraduated and at the age around 20-21
years. The students get involved in this investigation was considering in a wide
range of major, for example, Bussiness English, teaching English specialized,

interpreter translation, Management of environmental resources, Financial
Economics and so forth...
3. Survey instrument
This study collected qualitative and quantitative data through survey
questionaire. To perform this study we divide this group into two smaller groups,
each group has 25 students. Group 1 attends to an English class with the traditional
face-to-face the lecture, group 2 attends to a online English class. They study for 2
two month. We do the first survey at the beginning and the second survey when
they finish the class.
The resulting survey instrument includes 2 tables which includes 18 yes/no
questions for the evaluation about the motivation of 2 study way self-study ability:
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The first survey table has 12 questions, which is about feelings of the students
about traditional learning way and online learning.
The second survey table has 5 questions, which focus on the difference in
results of two learning ways, the study achievement and the self-study ability.

V. Result
Survey 1

Question
1. Traditional teaching

Yes

No

84%

16%

74.3%

36.7%

84,4%

16,6%

66.3%

34.7%

72.5%

38.5%

56.3%

44.7%

method makes you feel
comfortable
2. Online study is easier
and less stressful
3. Online study is more
interesting than on paper
4. Is it easy to exploit

information from the
internet by study online?
5. Online study can help
you to concentrate more
6. it is difficult for you to
ask teacher a question at
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class than online study
7. Traditional study is

54%

46%

70%

30%

71%

29%

84.3%

16.7%

clear and easy to
understand

8. Online study focus
most on the self-study
ability
9. Do you think teacher
should apply online study
instead of traditional
study?
10. Do you want to study
in traditional way and
online at the same time?

The first question, students of Nguyen Tat Thanh University were feeling
uncomfortable learning in traditional methods. With more than 84% of students
answered "No" and the remaining 16% Answered "Yes" to the question:
Traditional teaching method makes you feel comfortable?
With the question: Is the traditional learning method is clear and easier to
understand. Many students think that the traditional way is not easy to understand,
with 46% answering "No" and 54% saying "Yes." It shows that students can’t
understand the amount of knowledge that teachers have. Traditional learning can’t
help students improve their sense of self-studying.
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It is through the poll about the advantages and the hindrances of web-based
learning.
It is obvious to see the distinction in the consequence of the study. Most
understudies feel that learning on the web is more compelling and agreeable than
learning at school with 74.3% of understudies replied "Yes". It is conceivable to
think about online at whenever and anyplace, helping students to feel more great
and intriguing. It enhances the capacity of self-learn at home. Through the table,

understudies of Nguyen Tat Thanh University want to think about online at home
by PC or system associated gadgets than learning at school.
What's more, realizing on the web encourages them less demanding to the
center than in conventional ways, besides, their self-ponder capacity enhanced
prompts better accomplishment. These days there are many showing English
online locales with all the learning in the web and assortment gaining strategies
that assistance understudies effortlessly get to the learning such a significant
number of students reply "Yes" with (66.3%) to the inquiry "Is it simple to abuse
data from the web by concentrate on the web?
At the point when requested the inquiry "Do you figure the instructor ought to
apply online investigation rather than customary examination?" "Would you like to
think about in the conventional way and online in the meantime?" To 71% and
84.3% of understudies need educators to embrace web-based learning rather than
conventional learning. These days Students don't prefer to learn in a controlled and
controlled way, or the exercises are too long and don't move students to come to
class. Demonstrate that learning on the web is continuously irritating students. The
customary school needs to change help students don't exhaust to go to classes and
animate the soul of self-investigation of students.

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Survey 2

Question
1. Do you feel stressful

Yes

No

66.3%

34.7%

73.4%

27.6%

76.5%

24.5%

81.3%

19.7%

66.4%

34.5%

during your study
process?
2. Is there anything that
helps you have a
motivation to study by
yourself?
3. Is your study
achievement better after
finishing this class?

4. Do you keep self-study
at home after school?
5. Does your self-study
time at home increase?

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The results of this survey were made after some time to re-evaluate the self-study
ability of this group of students
According to our survey results, there are 66.3% of students who feel stress
because of online self-studying. It expresses the pressure of this studying method
with productivity will be proved by some following questions.
The second question “Is there anything that helps you have a motivation to
study by yourself” with 73.4% “Yes” answers proves that the studying motivation
of students can be enhanced by themselves with the way of studying online. By
this method, students have to learn hard and search information on internet to catch
up with the knowledge provided from the lessons. This habit can help them to
build their self-discipline and inspires them in studying English. After completing
the course, most students have achievement. Most importantly, it is possible to
improve their self-study that previous traditional learning methods didn’t bring
with 76.5% answered “Yes”.
In addition, after the course completed, students still study at home when they
needed, because online courses can be used any time, student just have a
connection device with 81.3% answered “Yes” . Finally, self-study at home will
increase to (66.4%) students answer "Yes" to the question "Do your self-study time
increase at home?’’. Online study not only helps students learn when they need it
but also increases their self-study ability, stimulate your ability.
VI. Discussion
Research has shown that using English online can help increase student selfsufficiency. It will also increase classroom participation, and improve behavior and

performance on core subjects.

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One of the most important factors for student success during self-study is the
proactive learning process. The integration of information technology and
communication with the learning process depends on individual motivation.
However, many studies have shown that self-study needs to have the
persistence and self-consciousness of each person. The lack of confidence and
experience in using technology can be a hindrance to other students. In the process
of learning, people seem to choose to study online for self-direction as they study
or due to their schedule. The more likely they are to be motivated when they start
self-directed learning if they feel their learning goals are more appropriate and
their ability to use high technology. In our study, the online focus on learning
resulted in the self-learning of students in the school. This level of temporary
dynamics is best predicted by surveys of 50 students at NTTU. With the first
survey, it is possible to evaluate the opinions of people on English learning that
motivate students to study at NTTU. Results obtained at 50 to 60% agree that
online results are good for self-study. After a month we had a second survey to
confirm whether or not they continued to spend their self-study time. The results
showed that online group had higher self-learning rate than traditional group. So to
develop good self-study, then firstly skip feeling shy to speak English all the time
can. second, the courage to seek opportunities to speak English. Finally, the
initiative to practice English anytime, anywhere.
VII.

Conclusion:

English is increasingly popular with countries around the world. Be eager to

learn, do not hide what you do not know, ask your teacher if you can not find out.
Be confident and think that you can not only learn, but also learn a foreign
language. Confidence is very important in communication, especially important
when speaking English, only when we are not afraid of the wrong, do not fear
others laugh, we speak fluently, and speak properly in the style of speaking. native
speaker. Do not give up, look for satisfactory solutions to all the skeptic questions.
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Be an active student if you attend classes, or if you are self-taught if you are selftaught.
Improving students' English speaking skills is not a simple task at all. It is
difficult to have time to change a habit of learning a foreign language that has
become obsolete, no longer suitable in the new situation. Moreover, to have a
perfect skill also requires enough time to practice, there must be close cooperation
between the teacher and the learner. Even more important is the learning method of
the learner itself. A good learning method will be the key to your success.

VIII. References:
1. Facebook: An online environment for learning of English in institutions of
higher education?
Muhammad Kamarul Kabilan ⁎, Norlida Ahmad, Mohamad Jafre Zainol Abidin
2. CHANGES IN STUDENT MOTIVATION DURING ONLINE LEARNING
KYONG-JEE KIM
Sungkyunkwan University, Korea
THEODORE W. FRICK Indiana University Bloomington
3. Motivation and ability: which students use online learning and what
influence does it have on their achievement?
Sherria L. Hoskins and Johanna C. van Hooff
4. E-Learning and Students’ Motivation: A Research Study on the Effect of ELearning on Higher
M. Samir Abou El-Seoud 1, Islam A.T.F. Taj-Eddin1 , Naglaa Seddiek1, Mahmoud

M. El-Khouly2 , Ann Nosseir1
5. A Comparative Study of Student Performance in Traditional Mode and
Online Mode of Learning
QIPING SHEN,1 JACKY K. H. CHUNG,2 DI CHALLIS,3 RONNIE C. T.
CHEUNG

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Appendix

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