Non – English Major Students Essay

TABLE OF CONTENTS Abstract 1. Introduction 1. Rationale 2. Aims of Research 3. Research Questions 4. Limitation of the Research 2. Literature Review 2. 1. Definition of Attitude 2. 2. Definition of non-English Major Students 2. 3. Language Learning Methods 3. Methodology 3. 1. Subjects 3. 2. Study Variables 3. 3. Data Collection Instruments 3. 4. Methods of Data Analysis 4. Findings and Discussion 4. 1. The General Reality of Learning English of non-English Major Students 4. 1. 1. The Attitudes of non-English Major Student toward English 4. 1. 1. 1. The Importance of English . 1. 1. 2. Effect of Students’ Major to Learning English 4. 1. 1. 3. Students’ Attitude in participating in English Lesson 4. 1. 2. English Learning Methods of non-English Major Students 4. 2. The Differences in Term of Gender 4. 3. Differences between Science and Social Students in Learning English 4. 4. Differences between Junior and Senior 4. 5. Some common difficulties of students 5. Conclusion and Recommendations 5. 1. Recapitulation 5. 2. Recommendations References Appendices Abstract English is an international and powerful language.

It is obvious that English is more and more important and necessary, especially when our country has integrated WTO organization, and there have been many foreign companies investing in Vietnam. Therefore, when you apply to a company, of course, they will request you to have English certificate as a necessity. At Dalat University (DLU), English is considered as a compulsory subject in some faculties. Seeing the importance of English, we have carried out this paper to research the reality of learning English of non-English major students at Dalat University, and to investigate the attitudes of DLU non-English major students towards English. . INTRODUCTION 1. 1. Rationale Nowadays, English is a popular language in all over the world. In the situation that Vietnam became a member of WTO, English plays a much important role in process of economic development and international integration. Therefore, young generation today, Vietnamese student as a representative, must try hard to improve language skills, English, especially. In recent years, English becomes an international language that is used in business all over the world. Moreover, English is considered as a powerful factor in modern economy.

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That is reason why most companies require excellent English skills from the candidates when they recruit. Consequently, it is vital that students should prepare carefully for their English skills in order to get a good job by themselves. Intermingling into the new trend of learning English, Dalat University students are also laborious studying in English. In the Dalat university curriculum, English is an obligatory subject for some majors such as Mathematics, Law, Social works, Tourism, Accounting, and so on.

No matter what English is obligatory or optional subject, Dalat students should aware clearly of the importance of English. However, there are some insufficient points in the English learning methods as well as the attitude of non-major English students toward this subject. These insufficient points partly reflect the reality of learning English at Dalat University. In the Dalat university curriculum, learning English has a remarkable goal that is to transfer to students the basis skills in Listening, Speaking, Reading and Writing.

Furthermore, some majors are equipped with professional knowledge in English. We hope that teachers as well as students who are teaching and learning English will have an overview about the reality of learning English of non-major English students in order to improve teaching and learning methods. That is the reason why we do this research. 1. 2. Aims of Research This research paper is carried out three aims. First, hopefully, the collected data from this study can show us the reality of learning English of DLU non- major students.

Second, we research to figure out the attitude of DLU non- English major students toward English and recommend some suggestions so that we can change the point of views of students toward English as well as the learning English method. Finally, this study will point out the differences among male and female, terms of year and different between majors in learning English. From the finding, we hope that the teachers and students can find interesting and effective method in order to improve teaching and learning English. 1. 3. Research Questions

This research is designed to answer two these questions: 1. What is the actual reality of learning English of DLU non-English major students? 2. What are the non-English major students’ attitudes towards English? 1. 4. Limitation of the Research Because of the small number of the subjects and the short length of time, the research cannot avoid some limitations. The material shortage brought me great troubles with completing the section of literature review. Another limitation 2. Literature Review 2. 1. Definition of Attitude

Attitudes could be viewed as a tendency to respond positively or negatively towards a certain thing, idea, person or situation and so on. Gardener (1995) defined attitudes as “an evaluative reaction to some referent, inferred on the basis of the individual’s beliefs or opinions about the referent”. 2. 2. Definition of non-English Major Students Khader (2010) defined non-English major students as university student who are specialized in any field except English language. 2. 3. Language Learning Methods According to Peterson (2011), language learning is a universal pursuit around the world.

Whether you are learning a new language for the first time or adding a fourth, it is nice to know your language learning options. He also indicates that there are five remarkable methods for language learning including learning through the internet, books, CDs, television and blogs. Learning method is the strategy that learners used to assist their progress in developing the second or foreign language skills, such as questions during lectures, reflection after reading, etc. In studying a language, learning strategy is a specific action or technique that learners use.

According to Oxford (1990), learning strategies consist of six categories. They are Memory, Cognitive, Compensation, Meta-cognitive, Affective and Social strategies. The task requirements will help students to determine what strategies they should choose. 3. Methodology 3. 1. Subjects For this study, the population is defined as non-English major students at Dalat University. We chose 120 students from six faculties included Physics, Accounting, Mathematics, Law, Socialism, Oriental study. Students randomly selected between junior and senior years.

Moreover, the subject is divided due to their major and gender so that further analysis can be done to determine if differences in gender and majors. 3. 2. Study Variables Independent variable of the study was the students’ major. The majors in this study were divided into two types: social science and science. Dependent variables of the study were student’s attitude and language learning methods. 3. 3. Data Collection Instruments We used 13-item questionnaire written in Vietnamese and distributed to the 120-student. The questionnaire can be found in Appendix 1. . 4. Methods of Data Analysis We used Tabulation in order to make the comparisons between groups including gender, years of study and majors. 4. Findings and Discussion 4. 1. The General Reality of Learning English of non-English Major Students In general, English is very necessary and compulsory in not only Dalat University but also other universities. English helps students to pursue their studies a in particular to look for information and acquire knowledge. Therefore, students at Dalat Universities also are aware of the importance of English. 4. 1. 1.

The Attitudes of non-English Major Student toward English 4. 1. 1. 1. The Importance of English The attitude of non-English major students towards the importance of English is based on the question number 2 which is “How important is English to you? ” with four options including four options. As illustrated in the pie chart below, over a half of the students who are asked think that English is important to them (55%), and 34% think that it is very important. Figure 1 Beside, there is still 9% of the students saying that English is unimportant and 2% choose the item quite unimportant.

We can see that most of non-English major students believe that English play an important role in their studying and future job. However, some students still ignore the role of English. 4. 1. 1. 2. Effect of Students’ Major to Learning English According to the findings, many students, (87%), say that their major affects their learning English because of two main reasons. The first, due to the time they have to spend on their major is so much that they do not have enough time to learn English. The second one is that because of different extent of using English in each major, there are different effects to learning English.

Science and Business students apply English more than Social and Law students. The others (13%) say that their major do not affect their learning English, most of whom are in Social Students. 4. 1. 1. 3. Students’ Attitude in participating in English Lesson Despite the fact that most of the students think that English is important, this result does not mean that they always volunteer and participate actively in their English class. To clarify the attitude of non-English major towards English class, we also give question number five that is “How often do you participate in your English class ”.

There are just seven per 120 students saying that they contribute the English class very often, and 13 other students choose the item “often”. In comparison, 55% of the students think English is important, but there is also nearly 52% say that they just sometimes volunteer and contribute in their English class. Moreover, 24/120 rarely and even 11/120 students never contribute and participate in English class. 4. 1. 2. English Learning Methods of non-English Major Students There are four significant skills in learning English including listening, speaking, reading and writing.

According to our research, non-English students at Dalat University mainly focus on listening and speaking skills. We can see the result more clearly through the bar chart below. [pic] Figure 1: Focusing skills The bar chart indicates that speaking and listening are the two most interested skills of Dalat non-English major students. There are 42 students who think that listen is their mainly focusing skill and 56 students for speaking. Because of the differences between the skills, students have various methods to apply for improving each skill, especially, listening and speaking skills.

Listening is the most difficult skill of English. It requires the learners not only be active and sensible but also high measure of concentration. In otherwise, speaking skill has the learners be creative, confident and prompt to speak out to other people. Therefore, we do research on the essential learning methods of listening and speaking skill. First, about the listening skill, students is basically use some methods such as listening to English songs, watching TV, listen news and through internet. This bar chart below will show the percentage of using some remarkable methods in learning listening skill. pic] Figure 2 The pie chart presents the portion of learning listening methods. We can see clearly that students prefer to listen to English songs (48%) and watching TV (37%) because they want to learn English through the ways that not only help them to learn listening but also can entertain them. Moreover, the language in English songs and TV programs are close to students’ life. That is why they are easier to remember the words. Speaking is a skill that requires learners practice frequently. Only practicing can help students improve their speaking ability.

They usually use some acquainted methods to practice speaking as in the chart below. Figure 3 The pie chart shows us the portion of learning speaking methods of Dalat non-English major students. Watching English films makes up the biggest percentage with 53%. In addition, the second is the others methods such as through internet, repeat the conversations and so on. Occupying 15% is speaking with friends and the last one is speaking with foreigners. We think that speaking with foreigners is the best methods to improve speaking skill because it not only helps us improve pronunciation but also get the natural in speaking.

However, students seem to be not confident and be afraid of speaking with foreigners. They still do not want to make mistakes when they talk because they want to keep their face. This is the biggest misunderstanding because making mistakes students will know what they need to learn more to improve their speaking quickly. 4. 2. The Differences in Term of Gender Between male and female have some remarkable differences in their awareness of the role of English toward their study. |Unimportant |Important |Very important | |Male |17% |50% |37% | |Female |5% |60% |35% | Table 1: The students’ awareness of the role of English toward their study The table shows the unequal percentage of male and female in evaluating the importance of English.

A half of male students think that English is an important subject for them. However, there are 17% male students say that English is not important for them. On the other hand, only 5% of female students indicate that English is unimportant subject and up to 60% of them agree that English is important. According to the study, we can easily see that female students attribute an importance on English higher than male students do. The attitude toward English of students can create their motivation in learning English. The two-table below illustrates this. |Participate in a English course beside class |Do not participate in any English course | | | |beside class | |Male |34 |26 | |Female |38 |22 |

Table 2 | |? 1hour |2-3 hours |3-4 hours |5 hours | |Male |41. 7% |28. 3% |15% |15% | |Female |7. 7% |26. 7% |46. 7% |18. 9% |

Table 3: Time for learning English per week of non-English major students Form the data of the two-table; it is obvious that female students are more laborious than male students in learning English are 46. 7% of female students spend 3-4 hours per week to learn English while only 15% of male students do this. Moreover, nearly a half of male students study English only in ? 1 hour per week (41. 7%). Furthermore, the number of female students who participate in an extra course in English beside class is more than the male (38 and 34 students).

It proves that female students are more interested in learning English than male students are. We can understand more clearly with the two tables below. | |Very bored |Bored |Neutral |Interested |Very interested | |Male |1. 7% |18. 3% |36. 7% |31. 7% |11. 6% | |Female |1. 7% |1. 3% |28. 3% |56. % |12% | Table 4: The sensation of students when they are in English class | |Never |Seldom |Sometimes |Often |Frequently | |Male |15% |15% |40% |13% |17% | |Female |2% |5% |50% |25% |18% |

Table 5: Frequency of volunteer in English class of students In English class, female students are more active than male students are. Through the table 5, it is clear that female volunteer in English class more frequently than male students do. The reason for this is the excitement of female students for English. The more they are interested in English, the more they pay attention to English study. 4. 3. Differences between Science and Social Students in Learning English Obviously, both Science and Social students say that English plays an important role in their study as well as their life.

However, in this paper, we would like to investigate whether there are any differences in learning English between Science and Social students about the attitude, time, and satisfaction. In Science faculties, we focus on Accounting, Physics and Mathematics Information in which English is taken serious consideration. Especially, English is a compulsory subject for all students in Accounting faculty because English is very necessary for business and trading. Besides, if students of Mathematics Information are not good at English, it will be very difficult for them to learn their major as there are many English terminologies used.

As illustrated in the table below, we can see that the number of students who take English extra courses between Science and Social faculties are different. There is 75% of the Science students taking English extra course, while it is just 45% among Social students. |Take part in extra course |Yes (%) |No | |Science students |75 |25 | |Social students |45 |55 |

Table 6: Students taking English extra course between Science and Social faculties Another area is time students spend on learning English. The table below shows us that science students spend more time for learning English than social student. There is 23% of science students learning English 5h per week more than about 14% with social student (9%). It means that science student concentrate on learning English because it is very necessary for their major. |Time |? 1h |2-3h |3-4h |? h | |Science students |38% |20% |19% |23% | |Social students |48% |30% |13% |9% | Table 7: Time students spending on earning English However, it seems not to be different in term of satisfaction extent. In both Science and Social faculties, the numbers of students who are dissatisfied with their knowledge of English are about 40-42%, which is more than the number of students is satisfied (32-35%).

In spite of taking more English extra course as well as spending more time on learning English, Science students are not still content with their English. |Satisfaction extent |Yes |No |No idea | |Science students |32% |42% |26% | |Social students |35% |40% |25% | Table 8: Satisfaction extent 4. 4.

Differences between Junior and Senior At Dalat University, English is often taught for sophomore and junior. Students will have to learn English on 3 terms (2 semesters of second year and the first semester of the third year). That is the reason why we choose students from term of 34 and 33, who are senior and junior to search the differences. We focus on the differences in the attitude and the methods to learn English of these students. To find out the attitude in learning English of the senior and junior, the question number 7 is given which is “ How much time do you spend on learning English per week? with 4 options. [pic][pic] K34K33 As we can see in two pie charts above, the portion of students spending more than 5 hours on learning English per week is different, which is 5% in the junior and 21% in the senior. The last year students tend to spend more time learning English than the third year students do. When being asked whether they take any extra English course, 70% of senior say that they are taking at least one English extra course. It proves that most students are aware of the necessity towards English, and want to improve their English skill to prepare for their future jobs before graduating.

Otherwise, only 45% of junior state that they take English courses outside class. 4. 5. Some common difficulties of students Learning English as a second language or any other second language acquisition is always a challenge, especially the non-English major students. In school, the only time when English is used to during English lessons. That certainly is not enough. Second language learners face several difficulties. In this paper, we focus on non-English major students at Dalat University and we find that 65% of these students state that they often have difficulties with speaking and listening skills.

That can be understood easily when we are from a place where people hardly use that second language in their regular life. Another cause is that students do not have enough time to learn English and some of them have not found effective methods. 5. Conclusion and Recommendations 5. 1. Recapitulation The research attempts to figure out the reality of learning English of non-English major students at some faculties at Dalat University. Moreover, we also want to find out the students’ attitudes toward the study of English.

Then, I did some comparisons in term of gender, year of study and majors to make clear the differences attitudes and learning English methods of non-English major students. After doing this research, we can draw some conclusions below. Firstly, almost students are deeply aware of the importance of English because they know clearly that when Vietnam became a member of WTO, English plays a much important role in process of economic development and international integration so that English is a required condition if they want to get a good job.

On the other hand, some of them still consider English as an unimportant subject, which they do not spend too much time. Therefore, they just learn to take turn or just to pass the subject. Secondly, for non-English major students, speaking and listening are the two most difficult skills, which they pay more attention. To study these skills, non-English major students have some significant methods depending on their hobby such as listening English songs, watching English movies, through internet and so on. Thirdly, learning English is affected by their majors.

Students of some science faculties such as Mathematics Information, Accounting and Physics pay more attention in learning English than students of some social faculties such as Law, Social Work, and Oriental Study do. The reason is that their majors use English frequently. Finally, about differences between term of gender and year of study, there are unequal statistics when we did comparison. This difference shows that female students are more interested and more laborious in learning English than male students are. Besides, senior learn English carefully because they are going to graduate. . 2. Recommendations The findings of our research regarding the attitude of non-English major students toward English indicates that most of the students are not satisfied with the amount of knowledge which they got after finishing three English courses at Dalat University. The recommendation below is for both teachers and students. According to our study, almost students suggest that they want to practice more listening and speaking tasks in class. Besides, they would like to be taught grammar carefully and in a vivid way to remember structures easier.

From students’ ideas, English teachers should change their teaching methods in order to create the motivation for students. About English learning method for students, our recommendation is that they should practice English skills everyday, about 30 minutes per day. Moreover, they can learn English from books, magazines, groups an REFERENCES Brown, H. D. (2000). Principles of Language Learning and Teaching, 4th ed. New York : Addison Wesley Longman. Gardner, R. C. (1995). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold. Holec, H. 1981). Autonomy and Foreign Language Learning. Oxford: Pergamon Press. Khader, T. (2010). Reasons Behind Non-English Major University Students’ Achievement Gap in English Language in Gaza Strip from Students’ Perspectives. [Online]. Available at: http://www. qou. edu/english/conferences/firstNationalConference/pdfFiles/khaderKhader. pdf. Retrieved on 15 October 2012. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House. Peterson, D (2011). Language Learning – 5 Methods of Language Learning [Online]. Available at http://adulted. about. om/od/esl/tp/languagelearninglist. htm. Retrieved on 20 October 2012. Tickle, L. , (1994). The Induction of New Teachers. 1st Published. Trowbridge Wiltshire, Britain: Redwood Books. Wenden, A. L. ; Rubin, J. (1987). Learner strategies in language learning. New Jersey: Prentice Hall. APPENDICES Questionnaire We are doing a research about the English learning of non-English major students at Dalat University. We would be grateful if you could help us complete this questionnaire. All the data will be used for the purpose of the study only and your information will be kept confidential.

Please circle the choice that most matches your answer. Class:…………………………….. Gender:……………………………….. 1. How long have you learnt English? …………………………………. year(s). 2. How important is English to you? 3. How do you feel when you learn English? A. Very bored B. BoredC. NeutralD. InterestingE. Very interesting 4. Do you take any extra English course? A. Yes B. No 5. How often do you participate in English class? A. Never B. Seldom C. Sometimes D. Often E. Frequently 6.

Which of method do you often choose to learn English speaking skill? A. Speak English with friends B. Speak English with foreigners C. Watching bilingual movies D. Others(………………………………. ) 7. How much time do you spend on learning English per week? A.? 1hB. 2-3hC. 3-4hD.? 5h 8. Which part(s) of English is the most difficult part for you? ( You can choose more than 1 answer) A. Grammar B. Listening C. Speaking D. Reading E. Writing F. Vocabularies 9. Which of method do you often choose to learn English listening skill? A. Listening musicC.

Listening English News B. Watching televisionD. Listening conversations and lectures on the internet 10. Does your major affect your English learning? And how? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………… 11. Which part(s) of English do you focus on? A. GrammarB. ListeningC. SpeakingD. ReadingE. Writing 12. Could you give us some suggestions for learning English effectively? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………… 13. Are you satisfied with your knowledge of English after finish your English course? A.

YesB. NoC. No idea B? ng Cau H? i Di? u Tra Vi? c h? c ti? ng Anh c? a sinh vien khong thu? c chuyen nganh ti? ng Anh t? i tru? ng d? i h? c Da L? t Chung toi dang th? c hi? n m? t cu? c di? u tra th? c tr? ng h? c ti? ng Anh c? a sinh vien khong thu? c chuyen nganh ti? ng Anh t? i tru? ng D? i h? c Da L? t. R? t mong nh? n du? c y ki? n va s? h? p tac t? cac b? n. T? t c? thong tin ca nhan ch? danh d? ph? c v? cho m? c dich nghien c? u Vui long khoanh tron cau tr? l? i c? a b? n. Thong tin ca nhan L? p:……………………………………….. Khoa……………………. Gi? tinh:…………………………………. 1. B? n da h? c ti? ng Anh trong…………………….. nam. 2. Ti? ng Anh quan tr? ng d? i v? i b? n nhu th? nao? [pic] 3. Khi h? c ti? ng Anh b? n c? m th? y th? nao? A. R? t chan B. Chan C. Binh thu? ng D. Thu v? E. R? t thu v? 4. B? n co tham gia khoa h? c ti? ng Anh nao khac ngoai h? c tren l? p khong? A. Co B. Khong 5. B? n co thu? ng tham gia dong gop y ki? n trong gi? h? c ti? ng Anh khong? A. Chua bao gi? B. Hi? m khi C. Th? nh tho? ng D. Thu? ng xuyen E. R? t thu? ng xuyen 6. B? n thu? g h? c k? nang noi ti? ng Anh b? ng cach nao? A. Noi chuy? n b? ng ti? ng Anh v? i b? n be B. Noi chuy? n v? i ngu? i nu? c ngoai C. Xem phim ti? ng Anh D. Nh? ng cach khac(………………………………………………….. ) 7. B? n dung bao nhieu th? i gian m? i tu? n d? h? c ti? ng Anh? A. ? 1h B. 2-3 h C. 3-4 h D. ;gt; 5 h 8. B? n nghi ki nang nao trong ti? ng Anh la kho khan d? i v? i b? n? (Co th? ch? n nhi? u hon 1 dap an). A. Ng? phap B. Nghe C. Noi D. D? c E. Vi? t F. T? v? ng 9. B? n thu? ng h? c k? nang nghe ti? ng Anh b? ng cach nao? A. Nghe nh? c B. Xem Tivi

C. Nghe tin t? c D. Nghe cac do? n h? i tho? i va bai gi? ng tren m? ng 10. B? n co nghi chuyen nganh c? a b? n ? nh hu? ng d? n vi? c h? c ti? ng Anh khong? Nhu th? nao? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 1. Ki nang nao trong ti? ng Anh b? n chu tr? ng? A. Ng? phap B. Nghe C. Noi D. D? c E. Vi? t 12. B? n co th? dong gop m? t s? y ki? n v? vi? c h? c d? i voi ki nang ti? ng Anh ma b? n th? y kho khan nh? t d? d? t du? c k? t qu? t? t hon khong? ……………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 13. Sau khi h? c ti? ng Anh b? n co hai long v? i lu? ng ki? n th? c ma minh thu du? c khong? A. Co B. Khong C. Khong co y ki? n ———————– [pic] [pic] Quite important Quite unimportant Important Unimportant Khong h? quan tr? ng Khong quan tr? ng l? m Quan tr? ng R? t quan tr? ng