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EFL STUDENTS' AWARENESS AND CHALLENGES OF CONDUCTING RESEARCH: AT UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY : NHẬN THỨC CỦA SINH VIÊN VỀ VIỆC NGHIÊN CỨU KHOA HỌC VÀ NHỮNG KHÓ KHĂN TRONG QUÁ TRÌNH THỰC HIỆN NGHIÊN CỨU TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ / Trần Nhã Quân; Trương Viên
Huế, 2021
104tr. ; 28cm.
Trường Đại học Ngoại ngữ - Đại học Huế
The purposes of this mixed-methods study were to explore EFL students’ awareness of the importance of conducting research at the undergraduate level and challenges faced by students when conducting research were investigated. In addition, students’ attitudes towards conducting research, students’ perceived practices of conducting research, including the preparation and institutional support for conducting research. The population of the study was EFL undergraduate students studying at the University of Foreign Languages, Hue University. The sample consisted of 200 third-year and fourth-year students majoring in English Language Studies and English Language Teaching. The data was collected through structured questionnaires and in-depth, semi-structured interviews. The results show that EFL students were aware of the importance of doing research at the undergraduate level and showed a positive attitude towards participating in research as student researchers. In terms of the EFL students’ perceived practices of conducting undergraduate research, two issues were investigated. The first one was the preparation for students’ undergraduate research. The findings reveal that the studied EFL students, with or without research experience, were prepared in a variety of ways to conduct research at the university level. For students who had the experience of doing research, they received considerable support from their institution, especially from their supervisors, when doing research. However, the findings suggest that the reality of conducting undergraduate research does pose some considerable challenges for these students. The most frequently encountered difficulties included choosing an interesting research topic, developing a theoretical framework relevant to the research objectives, and identifying research gaps following a review of prior studies. These findings imply that, in recognition of the value of undergraduate research, the institution should expand the chances for all students to conduct research during their university years and provide them with more substantial and immediate assistance throughout the research process to assist them in overcoming obstacles and achieving satisfactory outcomes.
Đầu mục:1 Tài liệu số:1
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INCORPORATING SERVICE-LEARNING INTO SPEAKING SYLLABUS FROM STUDENTS' PERSPECTIVE AT UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY : Tích hợp học tập phục vụ cộng đồng vào chương trinh học môn nói từ góc nhìn của sinh viên tại Đại học Ngoại ngữ - Đại học Huế / Trương Thị Xuân Huyền; Bảo Khâm
Huế, 2021
112tr. ; 28cm.
Trường Đại học Ngoại ngữ - Đại học Huế
Service-learning has been studied as an effective teaching method worldwide. Nonetheless, it is still fairly new in Vietnam generally and at Hue University particularly. At Hue university, some studies have mainly focused on integrating service-learning into university curriculum for English as a Foreign language (EFL) students of the pedagogy sector, whereas there seems to be a scarcity in the studies on incorporating service-learning into Speaking syllabus at universities for English language study sector. This study, therefore, aims to investigate students’ perception of service-learning and incorporating service-learning into the English Speaking syllabus at University of Foreign Languages, Hue University, specifically students’ perceived concept of service-learning and their perceptions of challenges in integrating service- learning into speaking syllabus. The qualitative research methodology was utilized for the research in which the data analyzed came from focus-group interviews with10 English majors, including 5 fairly good students and 5 good students. The findings revealed that, initially, in terms of students’ perceived concept of service-learning, even though service-learning was unknown to them before, after the discussion, they quite understood what service-learning was and how different it was from volunteerism. Secondly, the students supposed that challenges existed for beneficiaries (store/restaurant owners), service providers (students), and lecturers when incorporating service-learning into the English speaking syllabus. Some suggestions from students were manifested to better integrate service-learning into speaking syllabus.
Đầu mục:1 Tài liệu số:1