TABLE OF CONTENTS STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENTS TABLE OF CONTENTS LIST OF FIGURES AND CHARTS ABSTRACT 1.2 Aims of the study 1.5 Scope of the study Introduction 3.1 Introduction 36 3.3 Participants 37 The participants in this research are 100 English majors at Hue University College of Foreign Languages They came from different provinces of Vietnam Among them were first year, second year, third year and fourth year students, aged from 19- 22 years These students were chosen randomly to answer the questionnaires During the process of giving questionnaires, the researcher also mentioned that the information collected is very necessary to the success of the study and the data serve the research purposes After the questionnaires are being distributed, one hundred students at Hue University College of Foreign Languages took part in the research and filled out the questionnaires Most of them concerned about the socio-cultural factors affecting their English learning out of class because it was one of the important keys for them to seek essential factors outside the classroom which have great influences on improving their English 37 3.7 Summary .40 LIST OF TABLES AND CHARTS LIST OF TABLES Table 3.1 Summary of the questionnaire components……………………………41 Table 4.1 The reliability of the piloted questionnaires………………………… 44 Table 4.2 The reliability of the questionnaires……………………………………45 Table 4.3 Mean score of the impact of social factors on learning English out of class by English majors……………………………………………………………46 Table 4.4 Frequencies and percentage of opinions on the fact that students in big cities have better English competence than those in rural remote areas………….47 Table 4.5 Mean score of the effects of social-factors on learning English out of class by English majors at College of Foreign Languages……………………… 57 Table 4.6 Frequency of item 8: I dare not ask for clarification in class for fear of losing face Therefore, I seek ways of studying English out of class to become more self-confident in public…………………………………………………………….61 Table 4.7 Frequency of item 10: Students dare not exchange their ideas with the teachers because of hierarchical relationships, so they want self-study through friends, forums, internets and so on………………………………………………62 Table 4.8 Frequency of item 13: Vietnamese students’ unwillingness to express opinions is due to Confucian morality Thus, they want to learn out of class to have chances to show their own ideas………………………………………………… 62 Table 4.9 Frequency of item 17: Vietnamese students tend to avoid arguing and debating with others about disagreement of ideas…………………………………63 LIST OF FIGURES AND CHARTS Figure 2.1 Essential aspects of the ideal teaching-learning process .27 Chart 4.1 Percentage of English majors’ agreement with the impact of one’s… 50 Chart 4.2 Percentage of students’ opinions of negative learning experiences and poor achievement due to cultural factors………………………………………….51 Chart 4.3 Mean score of the reasons of learning English out of class……………52 Chart 4.4 Percentage of the influence of “traditional for craving knowledge” on English studying out of class………………………………………………………53 Chart 4.5 Percentage of the increasing demand for English learning people due to open-door policy………………………………………………………………… 58 Chart 4.6 Mean score of the influence of social classes on studying English out of class……………………………………………………………………………… 59 ABSTRACT The current study investigates the impact of socio-cultural factors on learning English out of class by English majors at Hue University College of Foreign Languages The first aim of this study is to examine socio-cultural factors that affect learning English out of class The second aim is to explore how these socio-cultural factors have effects on studying English out of class by English majors The data were collected through interviews and questionnaires with English majors at Hue College of Foreign Languages The results indicated that most of the students agreed that socio-cultural factors affect their English learning out of class English majors were influenced by socio-cultural factors The students want to learn English out of class more to practice by themselves due to the impact of Confucianism In fact, they dare not exchange or discuss their ideas with the teachers in classes Besides, they also take advantages of studying English out of class to become more active and self-confident because of students’ shyness, passiveness and lack of confidence Indeed, they are not ready to take part in activities in classes or to express their own ideas before classes Furthermore, students want to seek ways of learning English out of class through friends, forums, English clubs and the Internet since the crowded classroom prevents them from free communicative activities Finally, the majority of students want to practice English out of class to master it so that they can meet the demand of society and employment Based on the findings, recommendations and implications are provided to students so that they can have good ways of studying English out of class CHAPTER 1: INTRODUCTION 1.1 Rationale English has become one of the most important languages in the world It has trickled even into lesser known countries as something that is needed to communicate with others English is used in politics, business dealings, and everyday life Many people are finding it hard to get by without knowing English (Grace, n.d.) In many countries, most tourism authorities and other officials in contact with the public speak English to interact and engage with tourists and immigrants English is also one of the most helpful ways to narrow the gaps among countries in this new era In addition, English nowadays is considered as the golden key that helps us promote our positions and relationships with many other countries, it obviously becomes a global language Besides, Vietnam is a member in the community of developing countries, so it seems hard for us to keep up with the latest changes as well as the day-by-day development of the worldwide nations, to exchange the matters of culture, society and economy if lacking English Thus, English is a popular tool of communication because of its importance Nowadays, Vietnam is a member of Asian Bloc and World Trade Organization; hence, there are many Non- Governmental Organizations that come to Viet Nam to invest in the fields of business, economy, education, etc Moreover, our society is changing at a rapid speed with the structural shifts in production, education and many other fields of life, etc From these facts, many serious challenges have presented themselves with regard to maintenance and function of higher education In line with these events, the number of people those who can communicate fluently in English must be in proportion to that development In Vietnam, most students at all levels have to learn English because it is a compulsory subject at most schools They realize the essence of English as it is the magic key to the future In the current time, students with Bachelor Degrees who want to get Master or PhD Degrees in Vietnam or abroad have to equip themselves with good English skills as one of the first criteria Besides, English has long been the international language and globalization has made it more important than ever Due to globalization, media from around the world is more readily available through a variety of sources such as the internet, television and radio Thus, besides studying English inside the class, most of the students take English out of class to satisfy their requirement and to explore new horizons in the social and human spheres In addition, the factors out of class enable the students with multiple choices to discover new values and relations by widening their understanding of the vivid experience Furthermore, English is said to be the global lingua franca that is used by several countries so as to communicate with other countries That is why we need to be proficient in speaking it The need for knowing the English language increases because of globalization and our connections, relations and transactions with other countries Because of this great need, schools from all over the world require the study of the English language Students even tend to study English outside of their country so as to suffice their need of the language Nowadays, the majority of classroom environments are culturally diverse Although the university has the capability of providing opportunities to students, there are still other factors that could affect the quality of the English language learning (Celis et al., 2011) They are socio- cultural factors From the above reasons, I have decided to conduct a study titled: “An investigation into the impact of socio-cultural factors on learning English out of class by English majors at hue University College of Foreign Languages” 1.2 Aims of the study This study focuses on two main aims The first aim is to find out the sociocultural factors that have influences on learning English out of class by English majors The second aim is to explore how these socio-cultural factors have effects on learning English out of class by the English majors 1.3 Research significance It is hoped that the findings of the research will help the Vietnamese EFL teachers as well as students find out the socio-cultural factors which affect learning English out of class As an English teacher, the researcher has a desire to help all of the English majors and her colleagues know more about how the impact of these socio-cultural factors is so that they can consider success or failure in learning as well as teaching English In addition, the teachers of English can have new methods to improve their teaching and English majors can take advantage of every chance to enhance their learning English out of class More importantly, through this thesis, the readers can realize the influences of socio cultural factors out of class on English majors as well as their learning style to find out appropriate ways of applying new methods successfully in teaching and learning English in Viet Nam 1.4 Research questions This thesis seeks the answers for the following questions: What socio-cultural factors affect learning English out of class by English majors? How these socio-cultural factors have effects on learning English out of class by English majors? 1.5 Scope of the study This study was carried out at Hue University College of Foreign Languages with 100 English majors 1.6 Structure of the thesis This thesis consists of chapters: Chapter 1- The Introduction: introduces the reasons, aims, research questions and scope of the study, from which the readers can easily have a whole view of the topic Chapter 2- The Literature review: tells readers all about the theoretical background relating to the thesis Chapter 3- The Methodology: presents research methodology: the participants, data collection and other steps used during the research process Chapter 4- The Findings and discussions: describes the findings of the research and the discussion on what the study has found Chapter 5- The Conclusion: summarizes the main findings and presents the conclusion, implications, limitations and suggestions for further research CHAPTER 2: LITERATURE REVIEW Introduction This chapter presents the literature review related to the present study There are five main parts in this section The first part introduces some socio-cultural factors The second part presents learning English out of class versus in class The third part discusses self study The fourth part emphasizes the impact of sociocultural factors on learning English out of class The next part reviews the previous readings relating to the topic The last section provides a summary of the whole chapter 2.2 Socio-cultural factors It stands to reason that there is an interaction between socio-economic or socio-cultural factors and language learning As an international language, English is ubiquitously learnt; and certainly English learning is also influenced by some of or all of the socio-cultural factors of a certain society where English is being learnt (Bui, 1999) The socio-cultural factors can be: culture, social demand, social attitudes, population and learning environment Within the scope of this paper, I not hope to cover every factor influencing on English learning out of class Instead, I just briefly go through the factors mentioned in some recent research works 2.2.1 Social factors More than ever before, the world today is developing in thousand of relations among nations in so many fields: politics, economics, technology, science, information, culture, tourism, education and so forth In such a scene, foreign languages became the key to promote the development of each country and to open the efficient co-operations between countries (Bui, 1999) To satisfy such an urgent purpose, foreign language teaching and learning has to change; and indeed, it has changed So far social needs make language teaching and learning change a lot The number of people learning foreign languages to meet the demand of society is highly increasing Consequently, many Foreign Language Centers have come into existence, many students have mastered foreign languages to become foreign language teachers and wide ranges of materials have come out These are just a few examples showing the changing made by social demands of foreign languages In response to the increasing demand and the national renewal, educational system is required to change accordingly According to Nguyen (1999:4), the need of renovation in methodology has risen out of the contradiction between new requirements for Vietnamese citizens to lend their hands in the industrialization and modernization of our country and the backward state of traditional methodology as well as teaching styles In accordance with a developing society, students’ language needs nowadays vary greatly: “some students learn to go abroad, some to work in foreign trades or other careers and some to continue their studies Some want to improve oral English, some want to improve written communication, and some still want to learn grammars Actually, learning needs change faster than the Education Commission changes the national curriculum and textbooks” (Leng, 1997: 40) Therefore, “to ensure some success for learners, teachers need to determine what each learner needs and wants to need” (Maribel, 1999:30) Through 10 rude and disrespectful As the result, self-study and study out of class are good choices for them to take every chance to share their view about some issue Similarly, results from the interview also revealed that the interviewees considered socio-cultural factors and the impact of those factors on learning English out of class However, not all of the interviewed students agreed with some socio-cultural factors which have an impact on their English learning out of class 5.2 Implications From the study findings, some possible implications for teachers, administrators and students are suggested as followed: 5.2.1 Implications for teachers Having a deep understanding about their students’ needs and objectives is very essential for teachers to adjust their teaching materials as well as their teaching methods Based on the findings from this research, some implications for teachers are suggested:  Teachers should spend time getting to know their students at the very first time By doing this, teachers can know students’ goals and their needs, their purposes of learning It is necessary for the teachers to show their students how the class can help them achieve their setting goals, their needs It is suggested that the objectives of the program must be indicated clearly at the very beginning of each semester  Teachers should base on students’ goals and needs to choose suitable materials for students Indeed, the teachers should equip themselves with not only updated information, necessary teaching sources as well as knowledge but they also have to prepare more teaching materials such as handouts, posters, cassettes, etc… to help their students follow and understand the curriculum clearly Moreover, the 71 teachers can develop some learning topics, organize some outdoors activities to help students have more chances to communicate in English  Teacher should encourage students to have the habits of self-study and study more out of class such as joining English clubs and English learning forums, searching English materials on the websites and contacting foreigners frequently so that they can practice English skills more  There are always some quiet students in each class, and the teachers should make efforts to encourage them to participate in the classroom’s activities Therefore, one suggestion can be the use of good marks whenever a student performs an excellent task or contribute good ideas in the classroom’s activities 5.2.2 Implications for administrators  The administrators need to be aware of the students’ goals and needs It is worth making recommendations about adapting the current program to meet students’ needs To Lana Low’s ideas (2000, p.53), “Satisfaction of college students is an important indicator of persistence Successful institutions focus on the needs of their students, continually improve the quality of the educational experience, and use student satisfaction data to shape their directions”  Since the findings indicate that one of the social factors discouraging students from joining variety of activities and urging them to seek ways of improving English out of class is the class size It is strongly recommended that the University administrators should take necessary actions in order to moderate the number of students in each class  As being mentioned in the findings, the need for practicing English out of class to English majors is very essential Therefore, the administrators should create more conditions or activities for the students to develop their language skills and communications by holding more English clubs, outdoor activities, etc 72  It is better for the administrators to consult with the director’ board, teachers and students to identify students’ needs By doing this, students can have chances to express their reflections, their needs as well as the problems they are encountering  Since lack of native English teachers does not meet the students’ need of learning English, it is advisable that the University administrators consider this and have essential decisions in terms of employing more native English teachers to help teach students English more effectively  The administrators should assist in program evaluation and updating In addition, the administrators should research and develop a new program that aims to develop and qualify the students’ language skills in the future  Teaching is a nonstop process of learning new experiences and bettering the profession Therefore, activities that encourage the teachers to learn and share are of vital importance For example, the University administrators can organize English teaching competitions among the teachers of colleges, or can organize those competitions in a larger scale by welcoming the participants from other colleges When the teachers aim at the good performance in the competitions, they will have the urge to make their teaching the best By this way, teachers can learn from teachers and all of them will be inspired 5.2.3 Implications for students  EFL learning out of class is affected, to a great extent, by socio-cultural factors Therefore, students should be encouraged to notice the socio-cultural factors which have an impact on their learning English out of class so that they can have good ways to improve English  It is expected that students need to spend much time learning English out of class There are many ways for students to access English in this modern time such as reading materials from the Internet, watching films in English, listening to English songs, communicating with friends or foreigners in English, taking 73 part in English clubs, etc These ways will help students develop English gradually  Students should take any opportunity to have conversations with other classmates or the English teachers so as to practice the spoken English as much as possible  English is very necessary for students in general and students at Hue University College of foreign Languages in particular after their graduation Their future jobs will demand them to communicate in English more often, thus students from now, have to equip themselves with good knowledge of English  Students should make their goals and objectives in learning English  Students should have voices in choosing materials and give their opinions of classroom management when learning English 5.3 Contribution of the study This study is supposed to gain some insights into the impact of sociocultural factors on learning English out of class with the hope to find out those socio-cultural factors, and most importantly, to take the initiative to investigate how the socio-cultural factors have effects on English outside the classroom It is expected that the study can partly contribute to the further success of helping students clearly understand socio-cultural factors that have a strong impact on practicing English out of class so that they can enhance their English as much as possible Besides, the study provides learners with practical suggestions for practicing English out of class 74 5.4 Limitations of the study First of all, the related references were not so updated; therefore, some gaps in the literature review were inevitable In addition, the results from the interviews were generalized from responses of ten English majors whose opinions may not stand for the opinions of all the students at Hue University College of Foreign Languages 5.5 Suggestions for future research Based on the findings of the study, some suggestions for future research are as follows:  Since the study was conducted with 100 participants who are English majors in Hue University College of Foreign Languages, it is advisable that future research should have a large number of participants and, if possible choose some representatives from other provinces and cities so that the findings from the research can be closer to the reality of the impact of socio-cultural factors on learning English out of class by English majors in our country  Researches on this issue in the future can be done with another aspect like learning styles For further study, the suggested topic relating to this research paper for the future investigations can be: “The impact of socio-cultural factors on students’ English learning styles at Hue University College of Foreign Languages” 5.6 Conclusion Learning English has always been an essential for all the students in our society Therefore, when we look more deeply into the issue, the impact of socio-cultural factors on learning English, especially learning English out of 75 class, plays a crucial part in the success of the learners later in their lives because once English students are affected by socio-cultural factors, they tend to study out of class to enhance their knowledge It can be seen from 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Introduction This chapter presents the results of the research on the impact of the sociocultural factors on learning English out of class by English majors at Hue University College of Foreign Languages. .. 3.6 Data analysis methods The data on socio-cultural factors on learning English out of class by English majors at Hue University College of Foreign Languages were collected by using questionnaires