Sự “tham kết cảm xúc” và chủ động của sinh viên chuyên ngành Tiếng Anh trong khóa học tiếng Anh chuyên ngành tích hợp dự án
Tóm tắt
Amid the context of Vietnamese higher education promoting learning models linked to professional practice, understanding how students emotionally and proactively engage in English for Specific Purposes (ESP) projects remains limited. This study explores two dimensions of engagement among 25 English major students in a project-integrated ESP module. The research results indicate a progression in emotional engagement, ranging from initial anxiety to increasing interest and pride upon product completion, and a change in the level of proactive engagement through proposing initiatives, negotiation, and task coordination. Furthermore, the study also reveals that peer support and the relevance of project tasks to professional practice are the most important contextual factors influencing both dimensions of engagement. The study also proposes expanding the sample size, incorporating in-depth interviews and analysis of learning products, and developing subsequent research utilizing learner diaries to track the engagement process more continuously and comprehensively, especially when investigating all five dimensions of engagement within the ESP context. This research contributes a new perspective, both academic and practical, on how learners develop, maintain, and regulate their emotions and level of proactivity when participating in projects directly related to professional activities.
Tài liệu tham khảo
Alt, D., Raichel, N., & Naamati-Schneider, L. (2022). Higher education students’ reflective journal writing and lifelong learning skills: Insights from an exploratory sequential study. Frontiers in Psychology, 12, 707168. https://doi.org/10.3389/fpsyg.2021.707168
Beckett, G. H. (1999). Project-based instruction in a Canadian secondary school’s ESL classes: Goals and evaluations. TESL Canada Journal, 17(1), 52-66. https://doi.org/10.18806/tesl.v17i1.891
Beckett, G. H., & Slater, T. (2020). Project-based learning in second and foreign language contexts: Theory, research, and practice. Routledge. https://doi.org/10.4324/9780429324645
Beckett, G. H., Slater, T., & Mohan, B. (2020). Project-based learning and content-language integration. In G. H. Beckett & T. Slater (Eds.), Project-based learning in second and foreign language contexts (pp. 263-284). Routledge. https://doi.org/10.4324/9780429324645-16
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Cucchi, C. (2024). Research-based projects and reflective journals to promote student engagement in learning settings. European Journal of Applied Linguistics and L2 Teaching, 12(1), 1-20. https://doi.org/10.21248/ejournall.2936
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum. https://doi.org/10.1007/978-1-4899-2271-7
Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274. https://doi.org/10.14746/ssllt.2014.4.2.5
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1-4. https://doi.org/10.1016/j.learninstruc.2016.02.002
Hiver, P., Al-Hoorie, A. H., & Mercer, S. (2021). Student engagement in language learning: Theory, research, and practice. Multilingual Matters. https://doi.org/10.21832/9781788923618
Kilpatrick, W. H. (1918). The project method. Teachers College Record, 19(4), 319-335. https://doi.org/10.1177/016146811801900404
Linh, T. T. T., & Van Loi, N. (2024). Cultural influences on learner autonomy from the perspectives of Vietnamese EFL learners. TESL-EJ, 28(2). https://doi.org/10.55593/ej.28110a5
Mercer, S., & Dörnyei, Z. (2020). Engaging students in contemporary language learning. Cambridge University Press. https://doi.org/10.1017/9781108684275
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. https://doi.org/10.1007/s10648-006-9029-9
Philp, J., & Duchesne, S. (2016). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, 36, 50-72. https://doi.org/10.1017/S0267190515000094
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579-595. https://doi.org/10.1037/a0032690
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267. https://doi.org/10.1016/j.cedpsych.2011.05.002
Stoller, F. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In G. H. Beckett & P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 19-40). Information Age Publishing. https://doi.org/10.1108/978-1-60752-675-920251005
Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation. http://www.bie.org/index.php/site/RE/pbl_research/29
Tien, H. H. (2021). Integrating project-based learning into English for specific purposes classes at tertiary level: Perceived challenges and benefits. VNU Journal of Foreign Studies, 37(4), 128-148. https://doi.org/10.25073/2525-2445/vnufs.4762
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Association for Supervision and Curriculum Development.
Zečević, S. M., Dilparić, B. M., & Andrejević, A. M. (2025). Project-based learning in English for specific purposes instruction in higher education: Opportunities and challenges. Collection of Papers of the Faculty of Philosophy, 55(3), 59-79. https://doi.org/10.5937/zrffp55-60473
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
