ESL engineering students’ self-efficacy in learning an interdisciplinary english mooc:a comparative study :Graduation Thesis - Faculty of Foreign Languages

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

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GRADUATION THESIS

ESL ENGINEERING STUDENTS’ SELF-EFFICACY IN

LEARNING AN INTERDISCIPLINARY ENGLISH

MOOC:A COMPARATIVE STUDY

STUDENT NAME: DANG THI MY CHAU

ID NUMBER: 17052301

CLASS CODE: DHAV13A

COHORT: 2017-2021

SUPERVISOR NAME: PHAN THI TUYET NGA, Ph.D.

HCMC, 06/2021

STUDENT NAME: DANG THI MY CHAU STUDENT ID NUMBER: 17052301

SUPERVISORS: PHAN 1|P a g e

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

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Student name : Dang Thi My Chau

ID Number : 17052301

Class Code : DHAV13A

Cohort : 2017-2021

Supervisor Name : Phan Thi Tuyet Nga, Ph.D.

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 else where. I accept heavy penalty for any

cheating or plagiarism.

Date submitted : 11/06/2021

Signed : Đặng Thị Mỹ Châu

Word count : 6798 words

STUDENT NAME: DANG THI MY CHAU STUDENT ID NUMBER: 17052301

SUPERVISORS: PHAN 2|P a g e

ESL ENGINEERING STUDENTS’ SELF-EFFICACY IN

LEARNING AN INTERDISCIPLINARY ENGLISH MOOC: A

COMPARATIVE STUDY

ABSTRACT

The purpose of this study was to determine the perceived self-efficacy levels of engineering

students as well as make predictions their self-efficacy beliefs in joining an Interdisciplinary

English MOOC at IUH and NIU. The scale in this study was designed based on the Self-Efficacy

Questionnaire for Online Learning (SeQoL; Shen et al., 2013). A 11-point Likert Scale

questionnaire was administered to measure the three dimensions of engineering students’ self￾efficacy perceptions: (a) self-efficacy to use technology, (b) self-efficacy to manage time, and (c)

self-efficacy to learn in the Interdisciplinary English MOOC environment. To serve the purpose of

the study, a total of 220 engineering students enrolled in the questionnaire survey and 30 students

were invited to elicit their perspectives in focus group discussions. In this research, our findings

revealed some similarities and differences in relation to engineering students’ self-efficacy level in

the two universities as well as indicated learners’ obstacles in joining an Interdisciplinary English

MOOC.

Keywords:

engineering students’ self-efficacy, English MOOCs, ESL context,MOOCs, self-efficacy

STUDENT NAME: DANG THI MY CHAU STUDENT ID NUMBER: 17052301

SUPERVISORS: PHAN 3|P a g e

ACKNOWLEDGEMENT

I highly respectall the people who have supported and influencedmeduring this project and I could

not complete the research work without their tremendous and continuous support.

Firstly, I would like to express my very great appreciation and sincere thanks to Dr. Phan Thi Tuyet

Nga – our research advisor who gave us professional and helpful guidance, valuable advice and

strong support and always kept our progress on schedule during the writing of this research work.

Secondly, I would like to express my deep gratitude to Assoc. Prof. Dr. Chen Cheng-Hu, co-advisor,

and Mr. Shih-Hsien Chang–an enthusiastic student from National I-Lan University (NIU), for their

generous advice and constructive suggestions to this research.

Special thanks are also addressed to IUH and NIU engineering students who spent valuable time

and effort participating in the questionnaire survey as well as focus group interviews. Thanks for

their positive contribution, we discovered remarkable findings related to the engineering students’

self-efficacy level in the Interdisciplinary English MOOC at the two universities.

Last but not least, many thanks to my research team members: Nguyen Nhu Quynh and Truong

Thi Thanh Huong for the wonderful collaboration throughout my journey. We always supported

and listened each other with untiring encouragement, besides, they provided me with helpful advice,

suggestions and recommendations in numerous ways when I dealt with hardships during the thesis.

STUDENT NAME: DANG THI MY CHAU STUDENT ID NUMBER: 17052301

SUPERVISORS: PHAN 4|P a g e

TABLE OF CONTENTS

ABSTRACT .............................................................................................................................. 2

ACKNOWLEDGEMENT........................................................................................................ 3

TABLE OF CONTENTS.......................................................................................................... 4

TABLE OF PICTURES............................................................................................................ 0

TABLES .................................................................................................................................... 0

CHAPTER I: INTRODUCTION ............................................................................................. 0

1.1. Rationale ......................................................................................................................... 0

1.1. Research Objectives......................................................................................................... 2

1.2. Research Questions.......................................................................................................... 2

1.3. Scope of the study............................................................................................................ 2

CHAPTER II: LITERATURE REVIEW................................................................................ 0

2.1. Definitions....................................................................................................................... 0

2.2. Results of previous studies............................................................................................... 1

CHAPTER III: RESEARCH DESIGN.................................................................................... 4

3.1. Research Context............................................................................................................. 4

3.2. Participants...................................................................................................................... 4

3.3. Research methodology and research methods .................................................................. 4

3.3.1. Research Methodology............................................................................................. 4

3.3.2. Research Methods.................................................................................................... 5

3.4. Procedures....................................................................................................................... 6

3.5. Data analysis.................................................................................................................... 6

CHAPTER IV: FINDINGS AND DISCUSSION .................................................................... 7

4.1. Findings........................................................................................................................... 7

4.1.1. Question 1: What are the perceived self-efficacy levels of engineering students in

joining an Interdisciplinary English MOOC at the two universities? ..................................... 7

4.1.2. What predicts engineering students’ self-efficacy in joining the MOOC in the two

universities? ....................................................................................................................... 13

4.2. Discussion ..................................................................................................................... 17

CHAPTER V: CONCLUSION .............................................................................................. 19

REFERENCES ....................................................................................................................... 20