Rationale for the study
In Vietnam, the government is promoting the acquisition of knowledge through science and technology transfer, despite the country's slower development compared to developed nations Proficiency in reading and understanding English is essential, as the majority of knowledge is disseminated in written form in this language Furthermore, reading enhances language acquisition and indirectly boosts other language skills Therefore, prioritizing reading comprehension should be a key focus in English language education for learners in Vietnam.
In recent years, Vietnam's educational system has transitioned from a teacher-centered to a learner-centered approach, emphasizing the importance of learners in teaching methods, material development, and proficiency assessment Understanding learner characteristics is crucial for educational success The newly adopted credit-based system reduces class time and increases student independence and responsibility for their own learning, leading to greater success, particularly in English language learning Defined by Holec in 1981 as the “ability to take charge of one’s own learning,” learner autonomy (LA) has attracted significant interest from researchers and practitioners, yielding positive outcomes for nearly four decades Numerous studies have explored various aspects of LA, including perceptions and beliefs of teachers and learners, teaching practices, and strategies to enhance LA in language learners across different contexts.
Understanding that perceptions of autonomy vary across cultural and educational contexts is crucial before promoting learner autonomy It is essential to assess students' readiness for autonomous learning by examining their willingness to engage with the necessary conditions and opportunities (Chan, 2003) Promoting learner autonomy entails a shift in responsibility between teachers and learners, necessitating an investigation into learners' perceptions of responsibility in the language learning process, as well as their actual practices in autonomous language learning (Cotterall, 1995; Spratt, Humpreys).
Most studies on language awareness (LA) in the Vietnamese context have primarily examined the perceptions and beliefs of language teachers regarding LA and methods to enhance it in classrooms However, there is a notable gap in research focusing on learners' perceptions of LA, particularly in English reading comprehension (ERC) learning Given the ongoing demand for a deeper understanding of LA to improve English proficiency among learners, this study aims to investigate learners' perceptions of LA in ERC learning at the university level.
Objectives and significance of the study
This study aims to enhance English teaching staff's understanding of students' perceptions and practices regarding Learning Analytics (LA) in English Reading Comprehension (ERC) education The primary objectives focus on investigating the extent to which university students recognize and engage with the concept of LA in their ERC learning experiences.
(ii) the extent to which they practice LA in their ERC learning process Accordingly, two research questions have been formulated as follows
RQ1 To what extent do students at the University perceive LA in English reading comprehension learning?
RQ2 To what extent do the students practice LA in their English reading comprehension learning process?
The study's findings aim to enhance the University’s English teaching staff's understanding of students and their learning processes This knowledge will enable educators to identify and implement effective teaching methods and strategies, ultimately improving the quality of English instruction and promoting student autonomy at the University.
Scope and subjects of the study
The current study explores students' perceptions of Learning Autonomy (LA) in various aspects of English language learning, including course objectives, material selection, learning methods, and assessment of outcomes It also examines how these perceptions influence learners' engagement in English language practice and their realization of effective learning strategies.
The study engaged both students and teachers at the University, with 120 students from three cohorts participating in a questionnaire survey Additionally, ten students maintained learning diaries over eight weeks, while six were invited to a focus group discussion Furthermore, five English teachers at the University contributed by completing the teacher-specific questionnaire.
Research methods
This study employs a sequential mixed methods approach to address the proposed research questions, as outlined by Creswell and Garrett (2008) By integrating quantitative and qualitative data, this design offers a deeper understanding of research problems, allowing for a more detailed explanation of quantitative results through qualitative insights To gather comprehensive data, the research utilizes questionnaires, focus groups, and students' learning diaries, ensuring a rich collection of information to thoroughly answer the research questions.
This study's data collection process consists of two phases Initially, 120 students participated in a questionnaire survey to assess their understanding of the Learning Analytics (LA) concept and its application in the Educational Research and Communication (ERC) learning process In the subsequent phase, ten students maintained learning diaries documenting their ERC practices, and later, six of these students were invited to share their experiences in a focus group discussion.
Structure of the report
In addition to the Introduction and Conclusion, the thesis is developed into three focal sections preceded and followed by an introduction and a chapter summary respectively
Chapter I - Literature Review provides a theoretical background on the concepts of learner autonomy, reading comprehension and relating issues
Chapter II - Methodology describes the methodological approach for the research
It details the research design with the choice of mixed methods approach and the instruments for data collection process
Chapter III – Data Analysis and Findings Discussion outlines the analysis of the collected data and highlights key results from the two-phase research paradigm Additionally, the Appendices section includes samples of data gathered using various apparatuses and presents other significant information not detailed in the main thesis.
LITERATURE REVIEW
Reading and Reading comprehension
1.1.1 Definitions of reading and reading comprehension
Reading has long captivated linguistic researchers, leading to numerous studies focused on reading comprehension and strategies to enhance learners' abilities across various contexts Despite the wealth of knowledge gained, it remains valuable to revisit and reflect on the insights acquired regarding reading and comprehension skills.
Alderson and Bachman (2000) highlight the distinction between reading as a process and the comprehension that results from it, emphasizing that reading involves an interactive relationship between the reader and the text (as cited in Tabataba'ian & Zabihi, 2011) They argue that reading is a dynamic process, where the meaning derived from a text is the outcome of this interaction Thus, both readers and writers play crucial roles in effectively conveying messages through written content.
According to Brown (2001), a text does not inherently possess meaning; rather, readers interpret it by integrating their own knowledge, emotions, and experiences He distinguishes between two types of schemata: content schema, which encompasses our understanding of people, culture, and the world, and formal schema, which relates to our awareness of text structures Both schemata significantly influence how readers comprehend texts during the reading process.
Reading comprehension is defined by Grellet (1981) as the efficient extraction of necessary information from a text, while Kirby (2007) offers a broader perspective, describing it as the process of understanding texts Kirby emphasizes that reading encompasses various levels, from individual words to overarching themes, and highlights that effective reading comprehension requires intentional instruction, making it more challenging than listening comprehension, which tends to develop naturally with less deliberate effort.
Reading comprehension, as defined by Snow (2002), is the process of extracting and constructing meaning through interaction with written language This comprehension process evolves as readers mature, gain experience with complex texts, and receive instruction Snow identifies three key elements in reading comprehension: the reader, the text, and the comprehension activity, all of which interact within a sociocultural context Despite variations in definitions, they all emphasize that reading comprehension involves extracting, analyzing, and understanding information conveyed through written words Snow's definition highlights the dynamic nature of this process.
Reading comprehension is defined as "the process of simultaneously extracting and constructing meaning through interaction and involvement with written language," a definition that effectively clarifies the nature of reading comprehension and outlines its key components This study will adopt Snow's (2002) definition as a foundational construct.
Basically, there are three models of reading comprehension including bottom-up, top-down, and interactive (Brown, 2001; Ghonsooly, 1997; McCormick , 1988)
The bottom-up reading model emphasizes the process of comprehension that begins with the text itself This model suggests that learners enhance their understanding by decoding various elements of the written material, progressing from letters to words, phrases, and ultimately sentences Meaning is constructed in a linear fashion, making this approach somewhat passive, as readers depend heavily on specific textual components to extract meaning (Celce-Murcia & Olshtain, 2000; Van Dijk & Kintsch, 1983).
The top-down reading model contrasts with the bottom-up approach by emphasizing the reader's prior knowledge, including their understanding of the world, text structure, and language This existing knowledge is crucial for comprehending a text, but it often requires activation through engaging activities such as discussions, questionnaires, quizzes, brainstorming, and vocabulary anticipation.
Figure 2: Levels of processing in reading
The interactive reading model, as described by Alderson & Bachman (2000) and Brown (2001), highlights that readers often utilize a blend of bottom-up and top-down approaches, adapting their strategies based on the text and required information This model emphasizes the importance of both word structure knowledge and background knowledge in interpreting texts, allowing for differentiation among students Rather than conforming to a single method, students can leverage their unique strengths to comprehend texts and acquire new information Additionally, the interactive reading model fosters collaboration, enabling readers to draw from their experiences and engage with others to construct meaning, making it a widely accepted and comprehensive framework for understanding the reading process (Anderson, 1999).
Reading strategies are essential mental operations that enable readers to understand and engage with text effectively These strategies influence how readers perceive tasks, focus on textual cues, and interpret content, particularly when faced with complex or lengthy materials They facilitate active text processing, comprehension monitoring, and connections to prior knowledge and other text elements Numerous research-backed strategies exist to enhance reading comprehension, as highlighted by various studies (NRP, 2000; McNamara, 2004, 2007).
1 Comprehension monitoring in which the reader learns how to be aware or conscious of his or her understanding during reading and learns procedures to effectively deal with problems arising in understanding the text
2 Previewing identifies the topic and the level of readers‟ familiarity with the topic
3 Identifying paragraph structure to see the pattern of the paragraph, whether it is deductive or not In other words, this strategy suggests that the readers should locate the position of the topic sentence first to get the main idea of the whole paragraph
4 Using background knowledge to relate new idea presented and what is already known about it by asking questions about the topic
5 Predicting what types of information could be provided in the text
6 Guessing the meaning of new words from the context
7 Inferring information from what is written
8 Question answering in which the reader answers questions posed by the teacher and is given feedback on the correctness
9 Summarizing in which the reader attempts to identify and write the main or most important ideas that integrate or unite the other ideas or meanings of the text in a coherent way
1.1.4 Studies on improving reading comprehension in EFL contexts
Reading comprehension plays a crucial role in English as a Foreign Language (EFL) contexts, making it a prominent focus of research among linguists and language educators Numerous studies have been conducted to explore effective methods for improving EFL learners' reading comprehension skills, including the examination of techniques like visualization These research efforts aim to validate or challenge the effectiveness of various strategies in specific EFL environments.
Research studies, including those by Zafarani & Kabgani (2014) and Fan (2010), demonstrate the positive impact of summarization and comprehension strategy instruction Nonetheless, it is recommended that these methods be tailored to fit specific contexts to maximize their effectiveness.
Learner Autonomy
Learner Autonomy (LA) has become a central topic in language education research and practice, with extensive discussions stemming from various research projects Initially defined by Holec (1981) as the "ability to take charge of one’s own learning," LA emphasizes the learner's responsibility for making decisions related to the management and organization of their learning at different stages.
- defining the contents and progressions;
- selecting the methods and techniques to be used;
- monitoring the procedure of acquisition properly speaking (rhythm, time, place, etc.)
- evaluating what has been acquired
The definition of learner autonomy, initially proposed by Holec, has garnered partial consensus among various researchers, including Dickinson (1995), Cotterall (1995), Littlewood (1999), Benson (2001), and Little (2007) However, modifications have been introduced, with "capacity" substituting "ability," and phrases like "take responsibility for" or "take control of" replacing "take charge of," reflecting the evolving understanding of learner autonomy in educational contexts.
Benson (2001) critiques Holec's definition of autonomy in learning, noting that while it addresses key areas where autonomous learners exercise control, it primarily focuses on technical decision-making abilities and overlooks cognitive factors essential for developing autonomy He references Little (1991), who describes autonomy as a capacity that encompasses detachment, critical reflection, decision-making, and independent action, emphasizing that learners form a unique psychological relationship with their learning process and content This capacity for autonomy is evident in both the learner's approach to acquiring knowledge and their ability to apply what they have learned in broader contexts.
Little's definitions of autonomous learning overlook the crucial aspect that learners should have the freedom to determine their own learning content, which encompasses both situational and social dimensions Benson (1996) emphasizes that control over the learning process is rooted in collective decision-making rather than individual choice Consequently, it is essential for autonomous learners to develop specific interaction skills to collaborate effectively with others during their learning journey.
Benson (2001) defines language autonomy (LA) as the ability of individuals to take control over their language learning purposes and methods This concept encompasses learners' abilities and attitudes, which can vary in degree LA is described as a "multidimensional capacity" that manifests differently across individuals and contexts While a comprehensive definition of LA may be lengthy, Benson suggests a simpler interpretation: it is the capacity to take control of one's learning, allowing for diverse emphases He also highlights three critical levels of control that autonomous learners can exercise: learning management, cognitive processes, and learning content.
Effective management of learning involves learners taking control of their behaviors in planning, organizing, and evaluating their own education According to Benson (2001), this autonomy is most observable in learners' cognitive processes, which include attention, reflection, and metacognitive knowledge Little (1991) emphasizes that autonomous learners develop a unique psychological relationship with their learning process, distinguishing genuine autonomy from superficial autonomy (Breen and Mann, 1997, cited in Benson, 2001) Furthermore, control over learning content necessitates social interactions, where learners engage with peers and educators to set and achieve their learning goals This interaction fosters the development of learners' abilities to participate in discussions about their education, while also requiring educators to create supportive environments that promote independent learning Despite slight variations in definitions from different researchers, a common theme emerges: learner autonomy (LA) requires individuals to take responsibility for their learning during and after formal education, actively participating in decision-making regarding objectives, methods, content, and assessments, traditionally viewed as the teachers' responsibilities.
In this study, learner autonomy (LA) is defined as the ability of language learners to take charge of their own learning across various aspects, including objectives, methods, content, and assessment This understanding serves as the foundation for formulating questions in a questionnaire survey designed to investigate the perceptions of respondents regarding learner autonomy.
1.2.2 Types and Levels of autonomy
Littlewood (1999) identifies two forms of autonomy in learning: "proactive autonomy" and "reactive autonomy." Proactive autonomy allows learners to take control of their education by setting personal goals, choosing learning methods, and assessing their progress In contrast, reactive autonomy serves as a preliminary step towards proactive autonomy, enabling learners to organize their resources effectively once a learning direction is established Littlewood emphasizes the significance of reactive autonomy in educational discussions, arguing that it deserves attention alongside proactive autonomy, as both play crucial roles in the learning process.
In language learning and teaching, learners should not rely solely on themselves; instead, they can greatly benefit from the support and guidance of teachers or supervisors To effectively promote learner autonomy (LA), educators can implement strategies that provide direction and assistance, fostering an environment conducive to independent learning.
Learner autonomy (LA) can be expressed in various forms and degrees, as outlined by Nunan (1997: 195), who identifies five levels of autonomy in "learner action": awareness, involvement, intervention, creation, and transcendence These levels encompass both content and process dimensions, which can guide the sequencing of learner development materials; however, they have faced criticism.
“overlaps” and the possibility that “learners will move back and forth among levels” (Hsu, 2005: 99)
Littlewood's (1997) model of language acquisition encompasses three key dimensions: language acquisition, learning approach, and personal development, highlighting the importance of autonomy in communication, learning, and personal growth Autonomy is defined as the ability to independently use language in real-life situations, the responsibility of learners to engage in their own learning with relevant strategies, and the overarching goal of achieving greater independence as individuals (Benson, 2007) This model parallels Macaro's (1997) framework, which also identifies three stages: autonomy in language competence, autonomy in learning language competence, and autonomy in choice and action (Benson, 2007).
The models suggest a progression from lower to higher levels of autonomy, aligning with Little's (1991) assertion that autonomy is not a fixed state attained permanently by learners.
In other words, LA fluctuates considerably during the learning process in different contexts and under different conditions As a result, suitable strategies are needed to deal with this fluctuation
Researchers have explored the traits of autonomous learners, compiling various characteristics associated with autonomy Notably, Candy (1991) identified over 100 competencies categorized into 13 key areas that define successful autonomous learners, highlighting essential attributes such as self-direction and motivation.
“methodical and disciplined”, “reflective and self – aware”, “interdependent and interpersonally competent”, able to “develop and use criteria for evaluating” (cited in Benson, 2001: 85)
In the context of language learning, Breen and Mann (1997:134-6) suggest that autonomous learners are those who:
Learners perceive their relationship with the learning material, the methods of learning, and the available resources as one where they hold the reins and exercise control.
- are in an authentic relationship to the language they are learning and have a genuine desire to learn that particular language;
- have a capacity to learn that is independent of the educational processes in which they are engaged;
- are able to make use of the environment they find themselves in strategically;
- are able to negotiate between the strategic meeting of their own needs and responding to the needs and desires of other group members
The characteristics often associated with autonomous learners focus more on personality traits and attitudes towards learning rather than specific management skills As noted by Benson (2001: 86), these descriptions tend to portray the autonomous learner as an ideal type rather than emphasizing cognitive skills that can be developed Furthermore, as the list of traits expands, it becomes less clear whether we are identifying a limited set of characteristics related to autonomy or merely outlining the qualities of an "ideal learner."
Learner Autonomy and Reading Comprehension
Research has highlighted the critical connection between reading comprehension and learner autonomy (LA) in language education Studies such as those by Mede, İnceỗay, & İnceỗay (2013) have examined how extensive reading can enhance LA, while Poorahmadi (n.d.) focused on the impact of instructional support in developing autonomous readers Additionally, Zarei & Gahremani (2010) investigated the correlation between LA and reading comprehension among MA students in Tehran and Karaj, and Bayat (2011) explored how autonomy perception affects English language learners' reading comprehension achievements To effectively foster autonomy in language learning, it is essential for learners to adopt strategies that promote self-guided and independent learning, moving beyond traditional teacher-led approaches (Little, 2007a; Thanasolus, 2000; Dafei, 2007).
In case of reading comprehension, this means that students need to manifest self- confidence in their ability to tackle texts and monitor their comprehension
This study investigates students' perceptions and practices of Learning Analytics (LA) in enhancing English reading comprehension A review of relevant literature on reading comprehension and LA in English as a Foreign Language (EFL) contexts establishes a solid theoretical foundation for the research This literature informs the development of questions for the questionnaire and interviews, and will also guide the comparison and analysis of findings from these data collection methods.
METHODOLOGY
Research Objectives and Research Questions
This study aims to investigate two key aspects: first, how University students perceive the concept of Learning Analytics (LA) in their Educational Research and Curriculum (ERC) studies, and second, the degree to which they actively implement LA in their learning processes To guide this exploration, two specific research questions have been developed.
RQ1 To what extent do students at the University perceive LA in English reading comprehension learning?
RQ2 To what extent do the students practice LA in their English reading comprehension learning process?
This study employed a mixed methods approach, utilizing questionnaires, learners' learning diaries, and focus group discussions as primary data collection instruments Subsequent sections will provide a detailed discussion of these methods, the rationale behind their selection, as well as the procedures for data collection and the framework for analyzing the gathered data.
Research Design
2.2.1 Exploratory study using mixed methods
An exploratory study is essential when previous research is limited or nonexistent, as it helps identify and describe new patterns or relationships related to a research problem This type of study is particularly useful for gaining insights into potential research questions that require further investigation.
Familiarity with basic details, settings, and concerns
Well grounded picture of the situation being developed
Generation of new ideas and assumptions
Development of tentative theories or hypotheses
Determination about whether a study is feasible in the future
Issues get refined for more systematic investigation and formulation of new research questions
Direction for future research and techniques get developed
Exploratory research design is an effective method for gathering background information on various topics, offering flexibility to address diverse research questions such as what, why, and how However, its unstructured nature makes it challenging to draw definitive conclusions from the findings Consequently, exploratory research is primarily utilized to formulate formal hypotheses and refine specific research problems.
Exploratory research often relies on small sample sizes, which limits the ability to generalize findings to a larger population Researchers must also recognize the absence of stringent standards in data collection and analysis methods To effectively address research problems, it is crucial to explore and identify the most suitable methodologies, necessitating careful attention during the data gathering and analysis phases.
Research projects typically employ two fundamental approaches: qualitative and quantitative research The qualitative approach focuses on non-numeric data, emphasizing the in-depth study of small, purposefully selected participant samples Researchers utilizing this method aim to gain a comprehensive understanding of the phenomena under investigation.
Quantitative research emphasizes numerical data to draw conclusions and verify hypotheses, relying on clear statistics and facts to produce objective, generalizable results This approach facilitates easier analysis and presentation of data In contrast, qualitative research delves deeper into subjects, examining their relationships within specific contexts through detailed descriptions and visual evidence, offering a richer understanding of the topic at hand.
Qualitative and quantitative research approaches are valuable for addressing research problems through effective data collection and analysis methods; however, they each have notable limitations The quantitative approach often overlooks the context of the study, failing to consider the significance of findings in natural settings or their meanings to different individuals Additionally, it requires a large sample size to ensure statistical accuracy, which can be costly and time-consuming Conversely, the qualitative approach involves the researcher deeply in the process, leading to potential subjectivity in interpreting data This researcher bias can influence the findings and conclusions, making them somewhat subjective.
The quantitative approach is favored in statistics-based research, while qualitative methods are often used in social sciences However, certain research questions require both quantitative and qualitative data for comprehensive answers In these instances, mixed methods research emerges as an effective solution.
2.2.1.2.2 Mixed methods research a Definition and purposes of mixed methods research
Mixed methods research combines qualitative and quantitative approaches, as defined by Johnson and Onwuegbuzie (2004), who describe it as the integration of various research techniques within a single study This approach is often driven by multiple objectives, with researchers aiming for triangulation, complementarity, development, initiation, or expansion of their findings (Greene et al.).
Riazi and Candlin (2014) expand on Greene et al.'s (1989) five purposes for using mixed methods in language learning and teaching research They highlight that mixed methods designs facilitate convergence and corroboration of results from different approaches, thereby reducing bias through triangulation Additionally, these methods allow researchers to explore various layers of a phenomenon by integrating quantitative and qualitative findings for complementarity The results from one method can inform another phase of the study, known as development, while also revealing contradictions through initiation Lastly, mixed methods enhance the breadth and depth of research by employing diverse approaches to examine different aspects of the study object, referred to as expansion.
Cresswell (2013) suggests that integrating quantitative and qualitative data can occur at various stages of the research process, including data collection, analysis, and interpretation For instance, researchers may employ a questionnaire that combines pre-coded and open-ended questions to gather information In mixed methods research, qualitative methods can be applied in one phase while quantitative methods are used in others, allowing for concurrent or sequential execution of these phases, which can be partially or fully integrated Leech & Onwuegbuzie (2009) differentiate between partially mixed methods, where data mixing occurs during the interpretation stage, and fully mixed methods, which involve integrating techniques across multiple stages They also classify mixed methods designs based on the level of mixing, time orientation, and the emphasis of approaches Johnson and Onwuegbuzie (2004) further propose a classification that considers time order and paradigm emphasis.
Figure 3: Mixed methods design matrix (adapted from Johnson & Onwuegbuzie, 2004)
Teddlie and Tashakkori (2003) enhance the understanding of mixed methods research through their Methods-Strands 1 Matrix, which categorizes research designs in the social and behavioral sciences This typology encompasses both monomethod designs (qualitative or quantitative) and various mixed methods research designs, including sequential, concurrent, conversion, and fully integrated models This thesis will specifically concentrate on mixed methods designs.
In concurrent designs, multiple independent phases of a study are executed simultaneously The conclusions drawn from each phase are integrated to generate comprehensive inferences.
1 By Strands, the authors mean Phases end of the study The design is helpful when researchers want to simultaneously ask confirmatory and exploratory questions
In sequential designs, two strands are organized chronologically, with one strand emerging from the other Conclusions are drawn from the results of the first strand, which informs the data collection and analysis of the subsequent strand Ultimately, inferences are based on the combined results of both strands The second strand may either confirm or disconfirm the inferences of the first strand or provide additional explanations for its findings.
Figure 4: Sequential mixed methods design (adapted from Tashakkori & Teddlie, 2003, p 688)
Conversion design is a distinctive approach in mixed methods research that enables the transformation of qualitative data into quantitative analysis, known as quantitizing, and the conversion of quantitative data into qualitative analysis, referred to as qualitizing This methodology allows for a singular inference to be drawn from the combined results of both data types, as outlined by Tashakkori and Teddlie (2003).
The fully integrated mixed methods design, classified as a mixed model design by the authors, combines multiple mixed method designs, which is why it will not be explored further This approach has its own strengths and weaknesses, making it essential to understand its implications in research.
Much has been debated about the strengths and weaknesses of mixed methods research Following are major strengths that make mixed methods research superior in research
Description of the context
This study was conducted at a private university in Bac Ninh province, Vietnam, referred to as "the University" for confidentiality Established nearly a decade ago, the University offers a diverse range of educational programs across ten majors, including Business Administration, Finance & Banking, Accountancy, Information Technology, Civil Engineering, Electrical–Electronic Engineering, Thermal and Refrigeration Engineering, Control and Automation Engineering, Manufacturing Technology, and Food Processing Technology.
The University is dedicated to training qualified engineers and graduates equipped with specialized knowledge, practical experience, and essential skills in both technical and economic fields It stands out among state-funded and private institutions in Vietnam by providing a unique educational environment that blends university features with those of an economic group, catering to diverse student backgrounds In this setting, students gain not only theoretical knowledge but also hands-on experience, allowing them to apply what they have learned in real-world situations This dual focus on theoretical and practical learning ensures students are well-prepared for their future careers.
The University’s management recognizes that English language skills are crucial for students' future career success, leading to a high prioritization of English language learning However, as a relatively new institution with less than a decade of history, there has been a lack of official research on English teaching and learning, which negatively impacts the effectiveness of these programs This gap in research is a key motivator for the researcher to conduct this study.
Participants
The study involved 120 non-English major students at the University, all of whom began with low English proficiency In the second phase, 10 students documented their English reading comprehension practices through learning diaries over two months Subsequently, six of these students participated in a focus group discussion during the 14th week of the semester.
The study engaged five experienced English language teachers at the University, who had been instructing the participating students for an extended period This long-term interaction allowed the teachers to provide insights based on their extensive experience and direct observations of the students' learning processes, rather than relying on initial impressions.
Procedures
Following the trial survey carried out in the first week of the second semester 2015-
In the 2016 academic year, the student version of the PPLAQ was administered to University students with the help of two volunteers during week 3, ensuring participation was entirely voluntary Completed questionnaires were sent to the researcher for initial analysis, while the teacher version, SPLAQ, was given to five English teachers at the University In the second phase, 10 students voluntarily recorded their actual ERC practices in learning diaries over two months, from week 5 to week 13 Subsequently, six of these students participated in a focus group discussion during week 14, concluding the data collection by the semester's end.
Data analysis
The data collected for this study were analyzed using SPSS 20, enabling statistical analysis of quantitative data from the questionnaire survey For qualitative data obtained from learning diaries and focus groups, the analysis followed three key steps: gaining an overall understanding of the material, coding the data, and identifying themes, as outlined by Creswell (2008).
This chapter details the adoption of a mixed methods research design and the utilization of data collection instruments, including a questionnaire survey, learners' learning diaries, and focus groups, to gather essential data for addressing the two research questions of the study It also outlines the processes of data collection and analysis The subsequent chapter will present the findings derived from the data analysis.