NHẬN THỨC CỦA SINH VIÊN NĂM NHẤT CHUYÊN NGÀNH TIẾNG ANH VỀ ĐỘNG LỰC HỌC TẬP VÀ NIỀM TIN NĂNG LỰC LÊN KHẢ NĂNG NGHE HIỂU
Nội dung chính của bài viết
Tóm tắt
Nghiên cứu tìm hiểu nhận thức của 69 sinh viên năm nhất chuyên ngành tiếng Anh về động lực học tập và niềm tin năng lực lên khả năng nghe hiểu. Phương pháp nghiên cứu hỗn hợp kết hợp dữ liệu lượng sử dụng bảng câu hỏi và dữ liệu định tính thông qua phỏng vấn bán cấu trúc. Kết quả cho thấy tự tồn tại của các yếu tố đa dạng ảnh hưởng đến mức độ động lực, trong đó động lực công cụ là yếu tố phổ biến nhất, nhưng đồng thời cũng có sự hiện diện đáng kể của động lực nội tại và động lực hội nhập. Niềm tin năng lực ở mức trung bình đến cao trên nhiều phương diện, đặc biệt là khả năng nghe hiểu. Kết quả cũng đề cập các hoàn cảnh đặc biệt liên quan đến động lực học tập và niềm tin năng lực của sinh viên; cụ thể là bối cảnh kinh nghiệp thực tập cũng như việc tiếp xúc với phương tiện truyền thông. Nghiên cứu này là nguồn tham khảo về động lực học tập và niềm tin năng lực của sinh viên chuyên ngành tiếng Anh, đóng góp vào việc nghiên cứu các phương pháp giảng giảng hoặc thiết kế chương trình ở các cơ sở giáo dục đại học.
Từ khóa
động lực học tập, khả năng nghe hiểu, niềm tin năng lực
Chi tiết bài viết
Tài liệu tham khảo
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Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). Longman.
Chowdhury, M. S., & Shahabuddin, A. M. (2007). Self-Efficacy, Motivation and Their Relationship to Academic Performance of Bangladesh College Students. College Quarterly, 10(1), 1-9.
Chamot, A. U, & Kupper, L, & O’ Malley, J. M. (1989). Listening Comprehension Strategies in second language acquisition. Applied Linguistics, 11(4), p. 418–437.
Chou, M.-H. (2019). Predicting self-efficacy in test preparation: gender, value, anxiety, test performance, and strategies. Journal of Education, 112, 61–71. doi:10.1080/00220671.2018.1437530
Chowdhury, M. S., & Shahabuddin, A. M. (2007). Self-Efficacy, Motivation and Their Relationship to Academic Performance of Bangladesh College Students. College Quarterly, 10(1), 1-9.
Creswell, J. W., & Clark, V. L. P. (2017). Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: Sage Publications.
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Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum
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Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in language learning. Rowley, MA: Newbury House.
Goh, C. (2010). Listening as process: Learning activities for self-appraisal and self-regulation. In N. Harwood (ed.), English language teaching materials: Theory and practice. Cambridge: Cambridge University Press, 179–206.
Harmer, J. (1991). The practice of English language teaching (New ed.). London, UK: Longman
Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EFL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-155.
Kim, D.-H., Wang, C., and Truong, T. N. N. (2021). Psychometric properties of a self-efficacy scale for English language learners in Vietnam. Lang. Teach. Res. 136216882110278. doi: 10.1177/13621688211027852
Lanvers, U. (2017). Language learning motivation, global English and study modes: A comparative study. Journals of Language Learning, 45, 220–244. doi: 10.1080/09571736.2013.834376
Lightbown, P. M., & Spada, N. (1999). How languages are learned. Oxford, UK: University of Oxford Press.
Liu, H. (2008). A study of the interrelationship between listening strategy use, listening proficiency levels, and learning style. ARECLS, 5, 84-104.
Nguyen, T. P. L. (2022). Language learning motivation of Vietnamese EFL students and their attitudes towards classroom factors. HCMCOUJS – Scocial Sciences, 12(1), 63-78.
Noels, K. A, Pelletizes, L. G, Clement, R.& Vallerand, R. J. (2001). Intrinsic, extrinsic, and integrative orientations of French-Canadian learners of English. The Canadian Modern Language Review, 57(3):424-442. https://doi.org/10.3138/cmlr.57.3.424
Nunan, D. (1997). Approaches to teaching listening in the language classroom. Proceedings of the 1997 Korea TESOL conference. Taejion, Korea: HOTESOL, pp.23-46.
Parsons, R., Hinson, S., & Brown, D. (2001). Educational psychology: Practitioner – researcher models of teaching. University of Virginia, Virginia: Wadsworth Thomson Learning.
Passer, M. W., & Smith, R. E. (2004). Psychology - The science of mind and behavior. New York, NY: McGraw-Hill Companies
Prat‐Sala, M., & Redford, P. (2010). The interplay between motivation, self‐efficacy, and approaches to studying. British Journal of Educational Psychology, 80(2), 283-305.
Quyen, N. N. & Dan, T. C. (2018). Listening comprehension: First-year English major students’ perceptions and problems. Can Tho Univetisty Journal of Science, 54(2), 75-83.
Raoofi, S., & Maroofi, Y. (2017). Relationships among motivation (self-efficacy and task value), strategy use and performance in L2 writing. Southern African Linguistics and Applied Language Studies, 35(3), 299-310.
Riengthong, D. (2021). Factors Affecting the Efficiency of Teaching and Learning Chinese Language in the Secondary Schools under the Secondary Educational Service Area Office 1-3. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(12), 313-323.
Shi, Z.M. (2021). Research on Chinese Learning Motivation and Learning Efficacy of students in Chinese Vocational Education Class of China-Laos Friendship School in Laos (Unpublished Master’s thesis). Yun Nan, Yunnan Normal University, China.
Teng, H. C. (2002). An investigation of EFL listening difficulties for Taiwanese college students. 11th International Symposium on English Teaching, 4th Pan-Asia Conference, pp.526-533.
Todaka, Y. (2017). Self-efficacy of English listening skills in Japanese college EFL learners: Quantitative and qualitative analyses. European Journal of English Language Teaching, 2(1), 93-120. doi: 10.5281/zenodo.321540.
Torres, J., & Alieto, E. (2019). English learning motivation and self-efficacy of Filipino senior high school students. Asian EFL Journal, 22(1), 51-72.
Wang, C., Harrison, J., Cardullo, V., and Lin, X. (2018). Exploring the relationship among international students’ English self-efficacy, using English to learn self-efficacy, and academic self-efficacy. Journals of International Studies, 8, 233–250. doi: 10.5281/zenodo.1134299
Xu, M., Wang, C., Chen, X., Sun, T., and Ma, X. (2022). Improving self-efficacy beliefs and English language proficiency through a summer intensive program. System, 107:102797. doi: 10.1016/j.system.2022.102797
Zhang, H. (2023). Chinese learning motivation and self-efficacy of Thai senior high school students: A case study of a Thai local school. Master thesis. Rangsit University.
Zhang, H. & Chinokul, S. (2023). Chinese learning motivation and academic self-efficacy of Thai senior high school students. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 77-93.
Awan, R., Noureen, G., & Naz, A. (2011). A study of relationship between achievement motivation, academic self-concept and achievement in English and mathematics at secondary level. International Education Studies, 4(3), 72-79. doi:10.5539/ies.v4n3p72
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs: Prentice-Hall.
Boyle, J. P. (1984). Factors affecting listening comprehension. ELT Journal, 38(1), 34-38. DOI: http://dx.doi.org/10.1093/elt/38.134.
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). Longman.
Chowdhury, M. S., & Shahabuddin, A. M. (2007). Self-Efficacy, Motivation and Their Relationship to Academic Performance of Bangladesh College Students. College Quarterly, 10(1), 1-9.
Chamot, A. U, & Kupper, L, & O’ Malley, J. M. (1989). Listening Comprehension Strategies in second language acquisition. Applied Linguistics, 11(4), p. 418–437.
Chou, M.-H. (2019). Predicting self-efficacy in test preparation: gender, value, anxiety, test performance, and strategies. Journal of Education, 112, 61–71. doi:10.1080/00220671.2018.1437530
Chowdhury, M. S., & Shahabuddin, A. M. (2007). Self-Efficacy, Motivation and Their Relationship to Academic Performance of Bangladesh College Students. College Quarterly, 10(1), 1-9.
Creswell, J. W., & Clark, V. L. P. (2017). Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: Sage Publications.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, UK: Edward Arnold.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in language learning. Rowley, MA: Newbury House.
Goh, C. (2010). Listening as process: Learning activities for self-appraisal and self-regulation. In N. Harwood (ed.), English language teaching materials: Theory and practice. Cambridge: Cambridge University Press, 179–206.
Harmer, J. (1991). The practice of English language teaching (New ed.). London, UK: Longman
Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EFL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-155.
Kim, D.-H., Wang, C., and Truong, T. N. N. (2021). Psychometric properties of a self-efficacy scale for English language learners in Vietnam. Lang. Teach. Res. 136216882110278. doi: 10.1177/13621688211027852
Lanvers, U. (2017). Language learning motivation, global English and study modes: A comparative study. Journals of Language Learning, 45, 220–244. doi: 10.1080/09571736.2013.834376
Lightbown, P. M., & Spada, N. (1999). How languages are learned. Oxford, UK: University of Oxford Press.
Liu, H. (2008). A study of the interrelationship between listening strategy use, listening proficiency levels, and learning style. ARECLS, 5, 84-104.
Nguyen, T. P. L. (2022). Language learning motivation of Vietnamese EFL students and their attitudes towards classroom factors. HCMCOUJS – Scocial Sciences, 12(1), 63-78.
Noels, K. A, Pelletizes, L. G, Clement, R.& Vallerand, R. J. (2001). Intrinsic, extrinsic, and integrative orientations of French-Canadian learners of English. The Canadian Modern Language Review, 57(3):424-442. https://doi.org/10.3138/cmlr.57.3.424
Nunan, D. (1997). Approaches to teaching listening in the language classroom. Proceedings of the 1997 Korea TESOL conference. Taejion, Korea: HOTESOL, pp.23-46.
Parsons, R., Hinson, S., & Brown, D. (2001). Educational psychology: Practitioner – researcher models of teaching. University of Virginia, Virginia: Wadsworth Thomson Learning.
Passer, M. W., & Smith, R. E. (2004). Psychology - The science of mind and behavior. New York, NY: McGraw-Hill Companies
Prat‐Sala, M., & Redford, P. (2010). The interplay between motivation, self‐efficacy, and approaches to studying. British Journal of Educational Psychology, 80(2), 283-305.
Quyen, N. N. & Dan, T. C. (2018). Listening comprehension: First-year English major students’ perceptions and problems. Can Tho Univetisty Journal of Science, 54(2), 75-83.
Raoofi, S., & Maroofi, Y. (2017). Relationships among motivation (self-efficacy and task value), strategy use and performance in L2 writing. Southern African Linguistics and Applied Language Studies, 35(3), 299-310.
Riengthong, D. (2021). Factors Affecting the Efficiency of Teaching and Learning Chinese Language in the Secondary Schools under the Secondary Educational Service Area Office 1-3. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(12), 313-323.
Shi, Z.M. (2021). Research on Chinese Learning Motivation and Learning Efficacy of students in Chinese Vocational Education Class of China-Laos Friendship School in Laos (Unpublished Master’s thesis). Yun Nan, Yunnan Normal University, China.
Teng, H. C. (2002). An investigation of EFL listening difficulties for Taiwanese college students. 11th International Symposium on English Teaching, 4th Pan-Asia Conference, pp.526-533.
Todaka, Y. (2017). Self-efficacy of English listening skills in Japanese college EFL learners: Quantitative and qualitative analyses. European Journal of English Language Teaching, 2(1), 93-120. doi: 10.5281/zenodo.321540.
Torres, J., & Alieto, E. (2019). English learning motivation and self-efficacy of Filipino senior high school students. Asian EFL Journal, 22(1), 51-72.
Wang, C., Harrison, J., Cardullo, V., and Lin, X. (2018). Exploring the relationship among international students’ English self-efficacy, using English to learn self-efficacy, and academic self-efficacy. Journals of International Studies, 8, 233–250. doi: 10.5281/zenodo.1134299
Xu, M., Wang, C., Chen, X., Sun, T., and Ma, X. (2022). Improving self-efficacy beliefs and English language proficiency through a summer intensive program. System, 107:102797. doi: 10.1016/j.system.2022.102797
Zhang, H. (2023). Chinese learning motivation and self-efficacy of Thai senior high school students: A case study of a Thai local school. Master thesis. Rangsit University.
Zhang, H. & Chinokul, S. (2023). Chinese learning motivation and academic self-efficacy of Thai senior high school students. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 77-93.