STUDENTS’ VIEWPOINTS OF CHALLENGES IN UTILIZING INTERNET RESOURCES FOR AUTONOMOUS LEARNING OF LEGAL ENGLISH

Vũ Văn Tuấn; Nguyễn Lan Nhi

doi:10.34238/tnu-jst.9957

STUDENTS’ VIEWPOINTS OF CHALLENGES IN UTILIZING INTERNET RESOURCES FOR AUTONOMOUS LEARNING OF LEGAL ENGLISH

About this article

Received: 25/03/24 Revised: 23/05/24 Published: 23/05/24

Authors

1. Vu Van Tuan , Hanoi Law University
2. Nguyen Lan Nhi, Hanoi Law University

Abstract

Learner autonomy can be facilitated by providing access to materials, resources, and asynchronous learning modules online that cater to different levels of English proficiency under the age of the fourth industrial revolution. This study aimed to delve into the challenges and methods of using Internet resources for the self-study of legal English major students at Hanoi Law University during the first term of the 2023-2024 academic year. The descriptive study employed a mixed-methods research with a sample of 71, particularly 51 respondents answering the researcher-made survey questionnaire, and the other 20 students participated in semi-structured interviews. The results revealed that the participants in the survey questionnaire found it challenging to understand the meaning and use of legal terminology without immediate guidance from teachers. Although armed with the ease of having access to Internet resources, students still need teachers’ support. As such, the questionnaire results are somehow consistent with those in semi-structured interviews in that teachers’ assistance brings valuable help for the students in utilizing the Internet resources for their self-study of legal English. The research findings would possibly provide resourceful references for teachers and learners concerning the use of Internet resources for autonomous learning of legal English.

Keywords

Autonomous learning; Legal English; Fourth Industrial Revolution; Tertiary level; Higher education institution

Full Text:

PDF

References

[1] P. Benson, “Autonomy in language learning: Learning and life,” Synergies France, vol. 9, pp. 29-39, 2012.

[2] V. T. Vu, “Comparison of Vietnamese Teachers’ and Learners’ Perceptions of Autonomous Language Learning,” Journal of Contemporary Educational Studies, vol. 72, no. 3, pp. 174-194, 2021.

[3] O. C. Nuray, “Fostering learner autonomy,” Procedia - Social and Behavioral Sciences, vol. 199, pp. 85-93, 2015.

[4] V. T. Vu and T. K. C. Hoang, “English Language teachers’ belief and practices to promote learner autonomy,” TNU Journal of Science and Technology, vol. 225, no. 12, pp. 93-100, 2020.

[5] Y. Yunus and M. Y. Hur, “Learner Autonomy: A Central Theme in Language Learning,” International Journal of Social Sciences and Educational Studies, vol. 7, no. 3, pp. 208-212, 2020.

[6] V. T. Vu and T. K. G. Bui, “The utilization of the internet resources for enhancing the self-study of Vietnamese students in improving their English competence,” The Turkish Online Journal of Design, Art and Communication, Special Edtition, pp. 186-197, 2018.

[7] H. Liu, “Learner autonomy: The role of motivation in Foreign Language Learning,” Journal of Language Teaching and Research, vol. 6, no. 6, pp. 1165-1174, 2015.

[8] M. T. Duong, “Learner autonomy in English language learning: Vietnamese EFL students’ perceptions and practices,” Indonesian Journal of Applied Linguistics, vol. 11, no. 2, pp. 307-317, 2021.

[9] R. P. Srinivas, “The importance of English in the modern era,” Asian Journal of Multidimensional Research (AJMR), vol. 8, no. 7, pp. 7-19, 2019.

[10] N. S. Foen, G. J. Confessore, and M. Abdullah, “Learner autonomy coaching: Enhancing learning and academic success,” International Journal of Mentoring and Coaching in Education, vol. 1, no. 3, pp. 191-204, 2012.

[11] T. H. Nhac, “Challenges in Learning Legal English from Student’s Perspective at Hanoi Law University,” International Journal of Language and Literary Studies, vol. 2, no. 3, pp. 177-188, 2021.

[12] D. Jasmina and R. B. Biljana, “Autonomy in the use of digital resources in a legal English course,” E.S.P. today, vol. 2, no. 1, pp. 71-87, 2014.

[13] D. B. Butler, “Strategies for clarity in L2 legal writing,” Journal of the International Association Promoting Plain Legal Language, vol. 70, pp. 1-12, 2013.

[14] A. Almarwaey, “Using Social-Networking Sites in Learning English Language and Students’ Self-Efficacy,” US-China Education Review, vol. 7, no. 5, pp. 246-254, 2017.

[15] D. A. Oberiri and O. I. Timothy, “University students' usage of the Internet resources for research and learning: forms of access and perceptions of utility,” Helion, vol. 4, no. 12, pp. 1-34, 2018.

[16] V. T. Vu, “The Impact of Social Networking Sites on Study Habits and Interpersonal Relationships among Vietnamese Students,” Journal of Language and Education, vol. 7, no. 1, pp. 206-218, 2021.

[17] L. J. Cronbach, “Coefficient alpha and the internal structure of tests,” Psychometrika, vol. 16, pp. 297-334, 1951.

DOI: https://doi.org/10.34238/tnu-jst.9957

Refbacks

There are currently no refbacks.



Remember me