Mẫu bìa Đề cương luận văn 1 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY EFL TEACHERS’ AND STUDENTS’ READINESS FOR PROMOTING LEARNER AUTONOMY AT KENT INTERNATIONAL COLL[.]
MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY EFL TEACHERS’ AND STUDENTS’ READINESS FOR PROMOTING LEARNER AUTONOMY AT KENT INTERNATIONAL COLLEGE Submitted to the Faculty of English Language in partial fulfillment of the Master s degree in English Language Course code: 60220201 By NGUYEN TUONG VY Supervised by DUONG MY THAM, Ph.D HO CHI MINH CITY, MAY 2020 TABLE OF CONTENTS MASTER’S THESIS REPORT ii CERTIFICATE OF ORIGINALITY .iv RETENTION AND USE OF THE THESIS v ACKNOWLEDGEMENTS vi ABSTRACT vii LIST OF TABLES xii LIST OF FIGURES xiii LIST OF ABBREVIATIONS AND SYMBOLS xiv CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Aims and objectives of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Definition of key terms 1.8 The organization of the thesis CHAPTER LITERATURE REVIEW 2.1 Learner autonomy viii 2.1.1 Definition of learner autonomy 2.1.2 The importance of learner autonomy in English language learning and teaching 10 2.1.3 Proactive versus Reactive Autonomy 11 2.2 Readiness for learner autonomy 14 2.2.1 Students’ readiness in fostering learner autonomy 14 2.2.2 Teachers’ readiness in fostering learner autonomy 14 2.3 Previous studies 16 2.3.1 Promoting learner autonomy in contexts 16 2.3.2 Readiness for learner autonomy 20 2.4 Conceptual framework 24 2.5 Summary 25 CHAPTER 26 METHODOLOGY 26 3.1 Research design 26 3.2 Research site 27 3.3 Participants 27 3.4 Sample and sampling procedures 30 3.5 Research instruments 30 3.5.1 Students’ questionnaire 31 3.5.2 Teachers’ questionnaire 32 3.5.3 Teachers’ interview 33 3.6 Data collection and analysis procedures 34 3.7 Validity and Reliability of the research instrument 36 3.7.1 Validity 36 3.7.2 Reliability 38 3.7.3 Instrument piloting 40 3.8 Ethical issues 40 ix 3.9 Summary 41 CHAPTER 42 RESULTS AND DISCUSSIONS 42 4.1 Results 42 4.1.1 Students’ readiness for promoting learner autonomy 42 4.1.2 Teachers’ readiness for promoting learner autonomy 47 4.2 Discussion 56 4.2.1 Students’ readiness of promoting learner autonomy 56 4.2.2 Teachers’ readiness of promoting learner autonomy 57 4.3 Summary 60 CHAPTER 61 CONCLUSION AND RECOMMENDATION 61 5.1 Summary of the main findings of the thesis 61 5.2 Pedagogical implications 62 5.2.1 Teachers 62 5.2.2 Students 62 5.2.3 School managers 63 5.3 Limitations 63 5.4 Recommendations for further research 64 REFERENCES 65 APPENDIXES 73 APPENDIX A – TEACHERS’ QUESTIONNAIRE 73 APPENDIX B - BẢNG HỎI GIÁO VIÊN 76 APPENDIX C – STUDENTS’ QUESTIONNAIRE 79 APPENDIX D - BẢNG HỎI CHO SINH VIÊN 82 x APPENDIX E – TEACHER INTERVIEW QUESTIONS 84 APPENDIX F - CÂU HỎI PHỎNG VẤN CỦA GIÁO VIÊN VỀ QUYỀN TỰ CHỦ 85 APPENDIX I – VIPER PLAGIARISM REPORT 86 DATA COLLECTION ENDORSEMENT FORM xi LIST OF TABLES Page Table 3.1: Participants’ personal information 28 Table 3.2: The adaption of the students’ questionnaire 32 Table 3.3: The adaptation of the teachers’ questionnaire 33 Table 3.4 Data analysis procedures in relation to research questions and instrument 36 Table 3.5: The reliability of the students’ questionnaire 39 Table 3.6: The reliability of the teachers’ questionnaire 39 Table 4.1: Students’ readiness for learner autonomy 42 Table 4.2: Students’ readiness towards learner autonomy in terms of their self-awareness 44 Table 4.3: Students’ readiness towards learner autonomy in terms of their self-efficacy 45 Table 4.4: Students’ readiness towards learner autonomy in terms of their motivation 46 Table 4.5: Teachers’ readiness for learner autonomy 47 Table 4.6: Teachers’ readiness towards learner autonomy in terms of their attitudes 49 Table 4.7: Teachers’ readiness towards learner autonomy in terms of their knowledge 52 Table 4.8: Teachers’ readiness towards learner autonomy in terms of their encouragement and inspiration 55 xii LIST OF FIGURES Page Figure 2.1 Conceptual framework Figure 3.1 Data collection 25 36 xiii LIST OF ABBREVIATIONS AND SYMBOLS EFL English as a Foreign Language ELL English language learning ELT English language teaching ICT Information and Communication Technology KIC Kent International College LA Learner Autonomy M Mean SD Standard Deviation SPSS Statistic Package for Social Science T1 Teacher T2 Teacher T3 Teacher T4 Teacher T5 Teacher xiv CHAPTER INTRODUCTION 1.1 Background to the study In today's world, English as an international language is used in almost every aspect of life It is the best way to access job markets, travel around the world, and interact with foreigners Therefore, learning English is necessary for students' success and self-study is fast becoming a key aspect of learning a language Together with the development of modern social, Vietnam education system has been changed with new teaching methods and approaches, especially in English language teaching (ELT) The explosive development of information technology with a variety of tools such as Facebook, Zalo, Instagram, Youtube, Google, Twitter, etc provides students with great opportunities to develop personal growth and achievement It also gives them independence in their learning Besides, the Vietnamese Government has made a lot of efforts in promoting ELT, for example, issuing policies relating to ELT and spending a larger proportion of its budget (Le Van Canh, 2007; Nguyen Ngan, 2012) In a global communication with an easy access to the Internet which offer information and authentic materials in English, inevitably, it provides students with chances for their learning In Vietnam, there have been a lot of teaching methods and approaches employed in the education system so far e.g., The Direct Method, Grammar-Translation Method, Audio-lingual Method, Communicative Language Teaching (CLT), The Natural Approach, Taskbased Language Learning Nevertheless, the effect of the methods depends much on the learners, the contexts, and the purposes Associating with the changing landscape of ELT, the concept of learner autonomy becomes an important consideration Holec (1981) claims that learner autonomy is an “ability to take charge of one's own learning” In other words, students are responsible for their own learning process (Holec, 1981) Lengkanawati (2014) holds the view that learner autonomy is essential to achieve effective learning In order to study English language well, learners have to be aware of their responsibility for what they want to achieve That is, they must a lot of self-efforts to improve and enhance their learning (Holec, 1981) Moreover, teachers play an important role in the creation and maintenance of learner autonomy According to Dickinson (1995) and Little (2007), teachers should keep their roles in fostering learner autonomy by creating a learning environment with different study activities In connection with the importance of teachers, the following quote “you can bring the horse to the water, but you cannot make him drink” (Scharle and Szabö, 2000) also explains why autonomy is the most concern Teachers can orient others to something, but they have to it by themselves It is true for learning Teachers play a key role in guiding students to participate in planning, determining, maintaining, and evaluating their learning However, students have to be the one who study by themselves Thus, they can succeed in their attempt in studying English Every year, there are more than one hundred Non-English major students at Kent International College (KIC) graduate Most of them will study abroad, and learner autonomy is an indispensable part of their journey It is likely that they need to own certain knowledge about autonomous learning in order that they can possibly use the target language Currently, teachers at KIC have applied variety of methods and approaches Each method or approach has both strengths and weaknesses Specifically, when teaching grammar, they might use Grammar-translation method so that students can understand and use the grammatical point accurately Moreover, they also make use of Communicative Language Teaching activities to make sure that students can apply it in real-life situations Most KIC students' reason for studying English is to be able to go abroad to study and live Due to the needs, teachers need to not only teach them grammar, vocabulary, etc but also create more opportunities for them to practice their skills Task-based language teaching has been one of the methods that KIC teachers apply in their teaching This is a good tool for them to engage students in speaking contexts It helps enhance learners’ speaking skills and makes them feel more confident upon communicating with foreigners All ... explore the readiness for promoting learner autonomy of teachers and students at Kent International College in order to support and give some implications for teachers and students to increase students’. .. Aviation, Multimedia) at KIC Teachers’ readiness for learner autonomy is that teachers have selfawareness, knowledge, and encouragement of building learner autonomy Students’ readiness for learner. .. study were as follows: • To find out students’ readiness for promoting learner autonomy at KIC • To determine teachers’ readiness for promoting learner autonomy at KIC 1.4 Research questions In order