Thư viện tri thức trực tuyến
Kho tài liệu với 50,000+ tài liệu học thuật
© 2023 Siêu thị PDF - Kho tài liệu học thuật hàng đầu Việt Nam
An analysis of advantages and disadvantages of learning speaking online through role play activities among english-majored sophomores at Faculty of Foreign Languages of Industrial University of Ho Chi Minh City :Graduation Thesis - Faculty of Foreign Languages
Nội dung xem thử
Mô tả chi tiết
MINISTRY OF INDUSTRY AND TRADE
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
FACULTY OF FOREIGN LANGUAGES
------
GRADUATION THESIS
AN ANALYSIS OF ADVANTAGES AND DISADVANTAGES OF
LEARNING SPEAKING ONLINE THROUGH ROLE PLAY
ACTIVITIES AMONG ENGLISH-MAJORED SOPHOMORES AT
FACULTY OF FOREIGN LANGUAGES OF INDUSTRIAL
UNIVERSITY OF HO CHI MINH CITY
STUDENT NAME: VO THI THAO DUYEN
ID NUMBER: 18076841
CLASS CODE: 420300165603
COHORT: 2018-2022
SUPERVISOR NAME: NGUYEN THI THUY LOAN, M.A.
HCMC, 12/2021
MINISTRY OF INDUSTRY AND TRADE
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
FACULTY OF FOREIGN LANGUAGES
------
GRADUATIONTHESIS
AN ANALYSIS OF ADVANTAGES AND DISADVANTAGES OF
LEARNING SPEAKING ONLINE THROUGH ROLE PLAY
ACTIVITIES AMONG ENGLISH-MAJORED SOPHOMORES AT
FACULTY OF FOREIGN LANGUAGES OF INDUSTRIAL
UNIVERSITY OF HO CHI MINH CITY
STUDENT NAME: VO THI THAO DUYEN
ID NUMBER: 18076841
CLASS CODE: 420300165603
COHORT: 2018-2022
SUPERVISOR NAME: NGUYEN THI THUY LOAN, M.A.
HCMC, 12/2021
MINISTRY OF INDUSTRY AND TRADE
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY
FACULTY OF FOREIGN LANGUAGES
------
Student name : Vo Thi Thao Duyen
ID Number : 18076841
Class Code : 420300165603
Cohort : 2018-2022
Supervisor Name : Nguyen Thi Thuy Loan, M.A.
Student’s declaration: I declare that this graduation report is entirely my own work
and does not involve in plagiarism or collusion. It also has not been accepted as part
of a submission to another purpose elsewhere. I accept heavy penalty for any
cheating or plagiarism.
Date submitted : December 9th, 2021
Signed : …………………
Word count : 8,600 words
AN ANALYSIS OF ADVANTAGES AND DISADVANTAGES OF
LEARNING SPEAKING ONLINE THROUGH ROLE PLAY
ACTIVITIES AMONG ENGLISH-MAJORED SOPHOMORES AT
FACULTY OF FOREIGN LANGUAGES OF INDUSTRIAL
UNIVERSITY OF HO CHI MINH CITY
Abstract
When COVID-19 pandemic has expanded all over the world, online learning is being applied in
Faculty of Foreign Languages at IUH. Consequently, role play activities in learning speaking skills
are also being organized online. It is essential to determine some aspects regarding this kind of
activities. This analysis aimed at finding out advantages and disadvantages of learning speaking
online through role play activities. Quantitative is the chosen methodology and questionnaire was
given to 200 English-majored sophomores at FFL-IUH. The results showed that role play activities
have many benefits which includes helping students improve their speaking skills as well as their
attitude toward learning speaking online. Nevertheless, English-majored students at FFL-IUH
faced some problems when learning speaking online with role play. The findings indicated that
students’ difficulties can be divided into internal and external drawbacks. Internal shortcomings
refer to learners’ knowledge and concentration on online speaking classes while external
drawbacks relate to problems with online tools. After the study, learners are given some advice to
overcome the disadvantages. Besides, recommendations are also mentioned for lecturers at FFLIUH to apply role play activities in teaching speaking skills more efficient.
Keywords: advantages and disadvantages, online speaking, role play activities
ACKNOWLEDGEMENT
As a senior at Faculty of Foreign Languages at Industrial University of Ho Chi Minh city, I was
given the opportunity to work on a thesis and have a lot of experience writing academic papers. I
received a lot of support and coaching to assist me overcome any obstacles and finish this
difficult but meaningful time.
First of all, I would like to thank the School Board of Industrial University of Ho Chi Minh City
and the Faculty of Foreign Languages for providing me with several possibilities to complete my
thesis in the best possible way.
Secondly, I want to show my gratitude to Ms. Nguyen Thi Thuy Loan, M.A., my thesis advisor,
for providing me with helpful counsel and assistance throughout the thesis process, as well as
several fascinating suggestions and error fixes for my graduation thesis. This dissertation would
not have been feasible without her advice and unwavering support.
In addition, I would like to convey my appreciation to English-majored sophomores of the Faculty
of Foreign Languages at Industrial University Ho Chi Minh City. Those who took the time to
complete my questionnaires. Without their help, I would not have been able to finish the surveys.
Next, I want to thank my group members, Hoang Kieu Diem, Phan Thi Nhu Phuong and Vo Thi
Kim Le who have always been friendly, supportive, and quick to assist me.
Finally, I must appreciate a number of authors who have published a variety of relevant materials
so that I may now read their works, which have supplied me with a lot of information.
In conclusion, I truly want to express my deepest thanks to all people who assisted and encouraged
me to complete my graduation thesis.
Student’s name: Vo Thi Thao Duyen Student’s ID: 18076841
Supervisor: Nguyen Thi Thuy Loan, M.A.
Table of contents
CHAPTER I: INTRODUCTION .................................................................................................... 1
1.1. Rationale ............................................................................................................................... 2
1.2. Research objectives............................................................................................................... 2
1.3. Research questions................................................................................................................ 2
1.4. Scope of the study................................................................................................................. 3
CHAPTER II. LITERATURE REVIEW........................................................................................ 4
2.1. Definitions of key terms. ...................................................................................................... 5
2.1.1. Definition of speaking skills .......................................................................................... 5
2.1.2. Definition of online learning.......................................................................................... 7
2.1.3. Definition of role play activities..................................................................................... 7
2.2. Results of previous studies. .................................................................................................. 8
2.2.1 Advantages of role play activities in learning speaking online....................................... 8
2.2.2. Disadvantages of role play technique in learning speaking online. ............................. 11
2.3. Summary of previous studies.............................................................................................. 13
CHAPTER III: RESEARCH DESIGN ......................................................................................... 15
3.1. Research site. ...................................................................................................................... 16
3.2. Participants/Objects ............................................................................................................ 16
3.3. Research methodology and research methods.................................................................... 16
3.3.1. Research methodology ................................................................................................. 16
3.3.2. Research methods......................................................................................................... 17
3.4. Procedures........................................................................................................................... 17
3.5. Data analysis....................................................................................................................... 17
CHAPTER IV: FINDINGS AND DISCUSSION......................................................................... 19
4.1. Findings .............................................................................................................................. 20
4.1.1. The general information of English-majored sophomores at FFL-IUH ...................... 20
4.1.2. The advantages of role play activities in learning speaking online among Englishmajored sophomores at FFL-IUH .......................................................................................... 24
4.1.3. The disadvantages of role play activities in learning speaking online among Englishmajored sophomores at FFL-IUH .......................................................................................... 28
4.1.4. Second-year English-majored students’ further perspective about role play activities in
learning speaking online at FFL-IUH. ................................................................................... 32
Student’s name: Vo Thi Thao Duyen Student’s ID: 18076841
Supervisor: Nguyen Thi Thuy Loan, M.A.
4.2. Discussion........................................................................................................................... 34
4.2.1. The general information about English-majored sophomores at FFL-IUH................. 34
4.2.2. The advantages of role play activities in learning speaking online among Englishmajored sophomores at FFL-IUH .......................................................................................... 34
4.2.3. The disadvantages of learning speaking online through role play activities toward
English-majored at FFL-IUH................................................................................................. 35
4.2.4. Students’ further perspective regarding role play activities in learning speaking online
at FFL-IUH............................................................................................................................. 36
CHAPTER V: CONCLUSION ..................................................................................................... 37
5.1. Conclusion .......................................................................................................................... 38
5.2. Suggestions......................................................................................................................... 38
5.2.1. Suggestions for English-majored students at FFL-IUH............................................... 38
5.2.2. Suggestions for lecturers at FFL-IUH.......................................................................... 39
5.3.3 Suggestion for FFL’s Executive Board......................................................................... 39
5.3. Limitations of the study ...................................................................................................... 39
5.4. Further study ....................................................................................................................... 39
REFERENCES:............................................................................................................................. 41
APENDICES ................................................................................................................................. 43