Research Proposal Methods To Build Up Self-Study English Skills (Reading, Writing, Listening & Speaking) For English Major Students At Huflis.pdf

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<b>Methods to build up self-study English skills </b>

<b>(reading, writing, listening & speaking) for English major students at HUFLIS</b>

<b>Instructor: Dr. Tran Quang Ngoc ThuyStudent(s): Huynh Thi Mui</b>

<b>Nguyen Thi Hong NhiNguyen Thien TamHo Quy Long</b>

<b>Group number: 3.10</b>

<b>THUA THIEN HUE, 2023</b>

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2.4. Difficulties that prevent some English major students from having

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<b>1. INTRODUCTION. 1.1. Background of the Study.</b>

It is English that has become an international language. In present days, most people acquire English as their mother language or second language. English is spoken in some of the world’s most culturally and economically prominent countries, and it has become the primary language not only of worldwide communication, but also of international business, academia, medicine, science, technology, and law over time.

In Vietnam, modern modifications to education in Vietnam have drawn attention to the crucial role of English as a mandatory subject taught at every level, from kindergarten to university. As a result, students must have a great understanding of the English language to succeed in their educational contexts.

Among the ways to develop English skills, self-study is regarded as one of the most effective methods for students to acquire terms of learning English since it is a wide language that students only learn from class is not enough, but also the importance of self-study is essential to know, especially for English major students. Moreover, students' difficulties in self-study English have become a persistent problem in particular on skill issues like listening, speaking, reading, and writing.

Seeing that phenomenon, this study aimed to deeply research the methods of self-study English among the students of the English language Department, especially at HUFLIS (Hue University of Foreign Language).

<b>1.2. Problem Statements.</b>

Some English major students at HUFLIS struggle to build up their English language skills in reading, writing, listening, and speaking despite the availability of various self-study methods. This is a significant problem because mastery of English language skills is critical for both personal and professional achievement in many fields. There is a wide range of possible factors that contribute to this situation, including limited access to resources, lack of motivation, and insufficient guidance on self-study techniques.

As a result, the problem of building up self-study English skills is an area of research that requires further examination. This study manages to explore

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various methods that English major students can employ to build up their English language skills, considering all four language skills, reading, writing, listening, and speaking. The study will also analyze the factors that influence English major students' self-study success, and propose practical solutions to overcome these challenges and improve student outcomes.

<b>1.3. Research Objectives/Research Questions.1.3.1. Research Objective.</b>

The objective of the research would be to identify the most effective methods, strategies, and resources for boosting self-study skills in English for English major students, thereby helping them become more proficient in the language and maximizing their educational outcomes.

<b>1.3.2. Research aims.</b>

This research topic aims to explore different methods that can help English major students improve their self-study skills in English, which can ultimately lead to better student outcomes and better-prepared graduates who are more prepared to enter the workforce or pursue graduate studies.

<b>1.3.3. Research questions</b>

1. What strategies and methods of self-study English are commonly used by English major students at HUFLIS?

2. Why do some English major students at HUFLIS have difficulties in self-study English?

3. How to develop the self-study consciousness of English major students at HUFLIS over time and in every English skill?

<b>1.4. Scope and Limitations of the Study.</b>

The scope of the study refers to the specific research question, objectives, and focus of the study, which is to explore the various methods to build up self-study English skills for English major students in HUFLIS.

The limitations of the study are factors that may adversely affect the results or validity of the study. The limitations of the study could include a small sample

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size, selection bias, data collection methods, and external validity. These limitations may hinder the generalizability and replicability of the findings.

<b>1.5. Significance of the Study.</b>

The significance of the study is that it provides valuable insights into the methods that English major students can use to build up their self-study English strengths in reading, writing, listening, and speaking. The study's findings will help English major students and teachers to develop more effective and efficient self-study strategies, which will in turn enhance their overall English proficiency. Additionally, the study's results will also contribute to the body of knowledge on self-study methods in the field of English language learning and education.

<b>2. LITERATURE REVIEW.</b>

The following sections will review the literature on three main concepts: Strategies for self-study English, Reasons some students do not have abilities to self-study English skills, and Ways to enhance the self-study consciousness. Besides, there are some other additions.

<b>2.1. Definition of self-study English.2.1.1. Definition of self-study.</b>

There are numerous definitions of self-study by different researchers:

According to Abduvalieva (2022), who defines self-study as "a process in which individuals learn independently, with or without the assistance of a teacher, and without direct human guidance." In this context, self-study is a method of learning in which students take an active role in their learning, seeking out resources and materials that will help them achieve their goals. In addition, Brown & Jones (2004) stated self-learning as "the process by which learners take control of their learning, identifying their strengths and weaknesses, taking responsibility for their progress and learning, making learning choices based on their learning needs and preferences, and using feedback to guide their learning" (p. 467). This process of taking control of one’s learning is often associated with self-study, which involves learning independently and using self-directed strategies.

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Meanwhile, O’Donnell & DeGrana (2005) defined "self-study" at the beginning of their paper. They stated that self-study is "the process of language learning carried out largely by oneself, either with or without teacher guidance," and that the teacher's role is "to create the supportive environment in which students can effectively engage in self-study activities."

Those above are the author's perspectives about the definition of ‘self-study’. In brief, it could be understood that self-study is an approach to learning that involves a student studying independently, without the direct guidance or assistance of a teacher or tutor. It involves the student taking responsibility for their learning process and making independent decisions about how they will learn and what they will study. Self-study involves a higher level of motivation and self-discipline than traditional classroom learning, as the student must be self-motivated and self-disciplined to effectively engage in self-study activities.

<b>2.1.2. Definition of self-study English:</b>

Schult, B. & Schult, M. (2012) define self-study, in this case, self-learning English, as "the process by which students learn a language independently from a teacher." They further explain that self-study is an important component of language learning, as it allows students to actively participate in their learning process and develop their (English) language skills outside of a traditional classroom setting. The authors argue that self-study should be a central part of language learning, as it can help students stay motivated, engaged, and committed to their studies.

<b>2.2. Student’s perception of English language self-study.</b>

Agbabi and Ajayi (2017) explored the perceptions of English Language Education students about self-study of English as a foreign language, as well as their self-assent of their English language proficiency. The results indicated that the students had a positive perception of self-study as a learning strategy, and many students believed it was an effective way to improve their English language proficiency. The students reported that self-study helped them to improve their listening, speaking, and writing skills and that it improved their understanding of English grammar and vocabulary. They also reported that self-study helped them to become more confident in their English language abilities, and enabled them to apply their learning in real-life situations. However, the study also revealed that some students found self-study challenging, due to a

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lack of motivation, time management issues, and difficulty in obtaining resources. Nevertheless, the study concluded that the students believed self-study was a crucial component in their English language learning process, and that it improved their English language proficiency overall.

<b>2.3 Strategies for self-study English.</b>

To be successful in learning a foreign language, in this case, English, students might need to develop some other study skills or understandings as strategies that are essential for self-study. These are: recognizing the aim of their studying; taking charge of what they are learning initially; taking an active role in looking for suitable educational materials; and frequently reviewing and assessing their progression.

Biggs (2003) suggests three tiers of skills required for students to succeed as autonomous learners. These are the skill tiers:

a. Generic study skills.

Generic study abilities are defined by him as "ways of managing time and space" (2003, pp. 93-94). These abilities might involve managing time, deadline management, setting priorities, taking notes, building effective presentation skills, appropriately referencing, and effective learning.

b. Study skills related to specific content.

The following are some study techniques that apply to a particular piece of content: Reading for meaning rather than detail, underlining paragraphs' important words, taking notes properly by capturing the main idea of several sentences, effectively collecting notes by summarizing multiple sentences in one's own words, using concept maps to develop a major structure, writing essays using predetermined structures, and employing review and revisions. c. Capacity for metacognitive learning.

Among the metacognitive abilities are the following: developing problem-solving strategies, learning from experience, learning without the assistance of a lecturer, learning independently, developing self-evaluation and self-monitoring skills, and gaining the ability to learn from both peers and self-assessment.

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In conclusion, students who self-study require a unique set of study skills. The levels of the students determine how these skills vary. The researcher of the current study created a list of self-study abilities suitable for prep students and connected to English skills.

Language learning strategies (LLS) are techniques that students use to help them learn a language more effectively. LLS can be general, such as setting goals and monitoring progress, or specific, such as using flashcards or watching English-language movies. A study found that self-regulation strategies, such as goal-setting, self-monitoring, and self-evaluation, were positively correlated with English language proficiency among Vietnamese students.

<b>2.4. Difficulties that prevent some English major students from havingabilities in self-study English skills.</b>

These are some main challenges that we found and concluded from some studies.

<b>2.4.1. Lack of self-discipline.</b>

The study by Aghedo (2013) highlights a lack of self-discipline as a challenge for learners who engage in self-study for English language attainment. Self-discipline is a crucial skill that can help learners stay on track with their learning goals, stay focused and motivated, and manage their time effectively. Without self-discipline, learners might struggle to make consistent progress and could miss out on opportunities to improve their English language skills.

According to the study, self-discipline can be challenging for learners who are not used to independent study, who may lack the necessary skills or motivation to stay focused, or who may face distractions or other challenges in their learning environment. The study suggests that language teachers and educators can help learners develop self-discipline by providing guidance, support, and accountability to help learners stay on track and achieve their learning goals.

<b>2.4.2. Lack of proper studying materials.</b>

The study written by Adedokun (2011), notes the lack of proper material as a major challenge for the students in engaging in self-study for English language attainment. The study mentions that the students often face difficulty in accessing appropriate reference texts, audio materials, and language labs that

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can support their learning. This lack of proper material can make it difficult for students to learn English effectively and efficiently.

Another challenge that the study highlights is that the use of self-study materials that are not well-designed or organized may cause confusion among students and inhibit their learning progress. This lack of proper material can also result in less motivation and engagement in self-study, as the students may feel overwhelmed by the inadequate resources available to them.

<b>2.4.3. Lack of time.</b>

The research of Kwon, Kim, and Han (2013) finds the challenges and experiences of Korean college students who engage in self-study for English language education. One of the difficulties mentioned in the research is the lack of time, which can make it challenging for students to allocate enough time to their English language learning goals.

The study notes that many students face a lack of time due to their demanding academic schedules, part-time jobs, family responsibilities, and other commitments. As a result, they might struggle to find enough opportunities to engage in self-study and may find themselves prioritizing other tasks and responsibilities over their language learning goals.

To address this difficulty, the study suggests that language teachers and educators can provide effective strategies to help students manage their time effectively and allocate enough time to their English language learning goals. This can include providing a clear syllabus and schedule for self-study activities, providing guidance on effective time management strategies, and providing support and resources to help students navigate the challenges of daily life.

<b>2.4.4. Lack of motivation.</b>

In the study by Martin (2018), lack of motivation is seen as one of the main difficulties faced by adult language learners (could be seen as students) when engaging in self-study. This is particularly true for learners who study on their own without any external motivation or support. Martin argues that motivation is a key factor in language learning success and that without motivation, learners may struggle to stick to their study routine and make progress in their language learning journey.

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The study highlights several reasons why learners might lack motivation, such as:

1. Lack of a clear goal: this means not having a clear goal or target in mind when starting to study.

2. Inadequacy of a defined study plan: without a clear study plan, learners might feel overwhelmed or not be sure how to structure their study time.

3. Insufficiency of feedback: students who study on their own might not receive feedback on their efforts.

4. Frustration with progress: learners who don't see progress in their language learning have a high chance to become frustrated and discouraged.

5. Difficulty balancing work and study: many students have a high percent struggle to balance their work and study commitments.

6. Burnout: some learners might become burnt out from studying or feel overwhelmed by the amount of material they need to cover.

7. Lack of a support network: students who study on their own might not have a support network of classmates or teachers to help motivate them.

<b>2.5. Ways to enhance self-study consciousness.</b>

To enhance self-study consciousness, Martin (2018) suggests several strategies ways in which language learners can enhance their self-study consciousness: 1. Planning and Goal setting: Language learners can set clear goals for their self-study and create a study plan to achieve those goals. This helps them to stay motivated and focused on their studies.

2. Self-reflection and evaluation: Language learners can engage in self-reflection and evaluation to identify their strengths and weaknesses in language learning. This can help them to focus their learning on areas where they need improvement.

3. Seeking feedback: Language learners can seek feedback from language buddies or online language communities to help them improve their language skills. This feedback can help them to identify areas for improvement and to get a better understanding of what they need to work on.

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