Self-study in English writing skills by Quy Nhon University's English-majors

Abstract

This study aimed to evaluate the perceptions and practices of third-year students majoring in English Language and English Teaching at Quy Nhon University regarding the significance, purpose, and effectiveness of self-study writing activities. A mixed-methods approach was employed, with data gathered through Google Forms surveys and quantitatively analyzed using Excel, alongside qualitative data collected from open-ended questions and analyzed via content analysis. The results revealed that the majority of students recognize the importance of self-study in improving their writing skills, particularly in boosting motivation, confidence, and self-regulation. However, discrepancies were found in students' self-study practices, as some students maintained consistent study routines, while others struggled to establish an effective study schedule. Students primarily engage in study sessions in the evening at home, yet they have not fully embraced diverse learning methods. Based on these findings, the study recommends increasing the frequency of writing practice, developing structured study plans, incorporating writing support technologies, and promoting group writing activities to enhance the effectiveness of self-study.