NON-ENGLISH MAJORS’ SATISFACTION LEVEL WITH SELF-STUDY ENGLISH READING COMPREHENSION TASKS ON A LEARNING MANAGEMENT SYSTEM (LMS): A STUDY AT HONG DUC UNIVERSITY
Main Article Content
Abstract
This study investigates the satisfaction level of non-English major students with self-study English reading comprehension tasks implemented on the LMS platform at Hong Duc University after a 10-week implementation period. The study employed an explanatory mixed-methods design, combining a 5-point Likert-scale questionnaire with semi-structured interviews. Data were collected from 60 students on task content, self-study effectiveness, LMS experience, feedback and assessment, technical support, and intention to continue using the system. Interview data from 10 students were used to explain the quantitative findings.
The results indicate that overall satisfaction reached 3.62/5. Students rated task relevance, task variety, and ease of use positively, whereas loading speed, technical support, clarity of assessment, explanatory feedback, and perceived self-study effectiveness received lower mean scores.
The findings suggest that students’ satisfaction depends not only on LMS usability but also on pedagogical task design, self-study support, and technical reliability. Recommendations are proposed to improve LMS performance, strengthen feedback, and redesign self-study reading tasks.
Keywords
Satisfaction level, non-English majors, English reading comprehension, self-study tasks, LMS.
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References
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