Insights into autonomous language learning strategies at college of foreign economic relations efl learners perceptions and practices a thesis submitted in partial fulfillment of the requirements for the degree of master

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY - - VO THI TU TRINH INSIGHTS INTO AUTONOMOUS LANGUAGE LEARNING STRATEGIES AT COLLEGE OF FOREIGN ECONOMIC RELATIONS: EFL LEARNERS’ PERCEPTIONS AND PRACTICES MASTER OF ARTS IN TESOL Ho Chi Minh City, 2021 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY - - VO THI TU TRINH INSIGHTS INTO AUTONOMOUS LANGUAGE LEARNING STRATEGIES AT COLLEGE OF FOREIGN ECONOMIC RELATIONS: EFL LEARNERS’ PERCEPTIONS AND PRACTICES Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES Major code: 140 111 MASTER OF ARTS IN TESOL Supervisor: DUONG MY THAM, Ph.D Ho Chi Minh City, 2021 STATEMENT OF AUTHORSHIP I certify that the thesis entitled “Insights into Autonomous Language Learning Strategies at College of Foreign Economic Relations: EFL Learners’ Perceptions and Practices” is my original work It is based on my own research to meet the requirements for theses in Master’s Programs at Ho Chi Minh City Open University issued by the Higher Degree Committee All sources used by me have been documented No other person’s work has been used without due acknowledgement This thesis has not previously been submitted for assessment in this or any other subject or course at this University or elsewhere Ho Chi Minh City, 2021 VO THI TU TRINH I ACKNOWLEDGEMENTS I am deeply indebted to my supervisor, Dr Duong My Tham who has assisted me throughout the research Without her guidance, encouragement and compassion, it is impossible for me to complete this master thesis I have learned many useful things from her excellent skills and from her wide experience in research No words are adequate enough for me to express my gratitude I am grateful to the lecturers who have taught me all subjects during my master’s studies at Ho Chi Minh City Open University Thanks to their dedicated instructions, my knowledge related to the teaching and learning of English has been deepened and widened I would like to express my particular gratitude to my beloved Family and my boyfriend for their unconditional love, understanding, encouragement and spiritual support over time and distance I gratefully acknowledge the third-year non-English majors at College of Foreign Economic Relations for contributing data to this thesis Finally, I owe a great debt of gratitude to my friend, MBA Truong Anh Tuan, for his dedication and enthusiasm for supporting me and giving me valuable advice when I encountered obstacles to completing this thesis VO THI TU TRINH II ABSTRACT Autonomous language learning strategies (ALLSs) have been considered to significantly contribute to learners’ autonomous learning The present study aimed to investigate the College of Foreign Economic Relations (COFER) third-year non-English majors’ perceptions of the importance of ALLSs and their practices on ALLSs The mixedmethods study was conducted with the participation of 342 third-year non-English majors at COFER The quantitative data collected from the questionnaire were processed by SPSS (26.0), whereas content analysis was employed to analyze the qualitative data obtained from the semi-structured interview The findings, in general, revealed that except for affective strategies, most of the remaining ones including memory, cognitive, compensation, metacognitive, social strategies were thought to be significant by the large number of the students In terms of their practices on ALLSs, most of the participants utilized memory, compensation, affective and social strategies at the medium frequency Only some items in the groups of cognitive and metacognitive strategies were employed frequently by the majority of the participants Finally, it is recommended that more studies on learners’ perceptions and practices on ALLSs should be conducted Keywords: autonomous language learning strategies, non-English majors, perceptions, practices, Vietnamese EFL context III TABLE OF CONTENTS Page STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF FIGURES ix LIST OF TABLES x LIST OF ABBREVIATIONS xii CHAPTER 1: INTRODUCTION 1.1 Background of the Study 1.2 Statement of the Problem 1.3 Rationale for the Study 1.4 Research Objectives 1.5 Research Questions 1.6 Scope of the Study 1.7 Significance of the Study 1.8 Operational Definitions of Key Terms 1.9 Organization of the Study 1.10 Summary 10 CHAPTER 2: LITERATURE REVIEW 11 2.1 Definition of Learner Autonomy 11 IV 2.2 Definition of Autonomous Language Learning Strategies 12 2.3 Taxonomy of Autonomous Language Learning Strategies 13 2.4 Characteristics of Autonomous Language Learners 15 2.5 Applying Autonomous Language Learning Strategies in EFL Contexts: From Perception to Practice 15 2.6 Previous Studies 17 2.7 Research Gaps 20 2.8 Conceptual Framework 21 2.9 Summary 22 CHAPTER 3: RESEARCH METHODOLOGY 23 3.1 Research Design 23 3.2 Research Site and Participants 24 3.2.1 Research Site 24 3.2.2 Participants and Sampling Method 25 3.3 Instruments 29 3.3.1 Questionnaire 29 3.3.2 Semi-structured Interview 30 3.4 Pilot Study 31 3.5 Data Collection and Data Analysis Procedures 31 3.5.1 Data Collection 31 3.5.2 Data Analysis 32 3.6 Methodological Issues 33 V 3.6.1 Reliability 34 3.6.2 Validity 35 3.6.3 Ethics 35 3.7 Summary 36 CHAPTER 4: RESULTS AND DISCUSSION 37 4.1 Results 37 4.1.1 Non-English Majors’ Perceptions of the Importance of ALLSs 37 4.1.1.1 Overall Results 37 4.1.1.2 Detailed Results 38 4.1.1.2.1 Memory Strategies 38 4.1.1.2.2 Cognitive Strategies 40 4.1.1.2.3 Compensation Strategies 42 4.1.1.2.4 Metacognitive Strategies 45 4.1.1.2.5 Affective Strategies 47 4.1.1.2.6 Social Strategies 49 4.1.2 Non-English Majors’ Practices on ALLSs 52 4.1.2.1 Overall Results 52 4.1.2.2 Detailed Results 53 4.1.2.2.1 Memory Strategies 53 4.1.2.2.2 Cognitive Strategies 55 4.1.2.2.3 Compensation Strategies 57 4.1.2.2.4 Metacognitive Strategies 60 VI 4.1.2.2.5 Affective Strategies 63 4.1.2.2.6 Social Strategies 65 4.2 Discussion of Findings 67 4.2.1 Non-English Majors’ Positive Perceptions of the Importance of ALLSs 67 4.2.2 Non-English Majors’ Moderate Use of ALLSs 69 4.3 Summary 71 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 72 5.1 Conclusions 72 5.1.1 Non-English Majors’ Perceptions of the Importance of ALLSs 72 5.1.2 Non-English Majors’ Practices on ALLSs 73 5.2 Pedagogical Implications 73 5.2.1 For Learners 73 5.2.2 For Teachers 74 5.3 Limitations 75 5.4 Recommendations for Further Studies 75 5.5 Summary 76 REFERENCES 77 APPENDICES 84 Appendix A.1: Student Questionnaire (English Version) 84 Appendix A.2: Student Questionnaire (Vietnamese Version) 90 PHIẾU KHẢO SÁT 90 Appendix B.1: Student Interview (English Version) 96 VII Appendix B.2: Student Interview (Vietnamese Version) 100 Appendix C.1: Reliability Indexes 105 (Students’ Perceptions of the Importance of ALLSs) 105 Appendix C.2: Reliability Indexes 111 (Students’ Practices on ALLSs) 111 VIII  Tôi luyện tập tiếng Anh với người khác Vui lòng làm rõ câu trả lời bạn II Việc áp dụng chiến lược tự học vào việc học tiếng Anh sinh viên 2.1 Bạn áp dụng chiến lược ghi nhớ thường xuyên nào? Ví dụ như:  Tôi bảo đảm việc ghi nhớ kiến thức tiếp thu  Tôi bảo đảm việc ghi nhớ kỹ học  Tôi thường xuyên ôn lại học tiếng Anh  Tơi liên kết tơi biết với điều tơi học tiếng Anh Vui lịng làm rõ câu trả lời bạn 2.2 Bạn áp dụng chiến lược nhận thức thường xuyên nào? Ví dụ như:  Tơi chọn tài liệu học tập hiệu  Tôi chọn tài liệu học tập có liên quan  Tơi chọn lộ trình học phù hợp cho tập tới  Tôi sử dụng tài liệu nguồn học tiếng Anh cách hiệu học tiếng Anh nhà Vui lòng làm rõ câu trả lời bạn 2.3 Bạn áp dụng chiến lược đối phó thường xuyên nào? Ví dụ như:  Tơi ý nhiều vào kiến thức mà không giỏi  Tơi ơn luyện nhiều ngồi học lớp để theo kịp với bạn học bạn lớp  Khi đàm thoại tiếng Anh, tơi khơng biết từ tơi dùng cử chỉ, điệu  Tơi nghĩ từ tiếng Anh từ 102  Tơi cố gắng đốn người khác định nói tiếng Anh Vui lòng làm rõ câu trả lời bạn 2.4 Bạn áp dụng chiến lược siêu nhận thức thường xuyên nào? Ví dụ như:  Tơi lập mục tiêu việc học tiếng Anh cố gắng đạt  Tơi thực kế hoạch học tập chúng lập  Tôi thay đổi nội dung mục tiêu học tập theo nhu cầu  Tôi theo dõi xem việc học có diễn theo kế hoạch tơi lập hay không  Tôi chọn tiêu chuẩn để đánh giá kết học tập  Tôi xem lại tơi học có đạt mục tiêu học tập tơi hay chưa Vui lịng làm rõ câu trả lời bạn 2.5 Bạn áp dụng chiến lược tình cảm thường xun nào? Ví dụ như:  Tôi học tiếng Anh tâm trạng  Tôi viết cảm xúc việc học tiếng Anh nhật ký học ngoại ngữ  Tôi tự thưởng cho tơi học tốt tiếng Anh  Tôi cố gắng thả lỏng sợ dùng tiếng Anh  Tơi tự động viên nói tiếng Anh tơi sợ mắc lỗi Vui lòng làm rõ câu trả lời bạn 2.6 Bạn áp dụng chiến lược xã hội thường xuyên nào? Ví dụ như:  Tơi hỏi giáo viên tơi tơi có thắc mắc tiếng Anh  Tôi trao đổi với bạn bè hay họ hàng tơi có thắc mắc tiếng Anh  Tơi nói chuyện với người nước ngồi tiếng Anh tơi tình cờ gặp họ đường 103  Tơi nhờ người nói tiếng Anh sửa lỗi cho tơi tơi nói tiếng Anh  Tơi luyện tập tiếng Anh với người khác Vui lòng làm rõ câu trả lời bạn 104 Appendix C.1: Reliability Indexes (Students’ Perceptions of the Importance of ALLSs) MEMORY STRATEGY Reliability Statistics Cronbach’s Alpha N of items 688 Item-Total Statistics Scale Mean if Scale Variance Corrected Cronbach’s Item Deleted if Item Deleted Item-Total Alpha if Item correlation Deleted I1 11.2368 4.310 380 677 I2 11.4415 3.772 525 595 I3 11.5088 3.306 532 582 I4 11.5409 3.258 474 629 105 COGNITIVE STRATEGY (1 ITEM DELETED – ITEM 7) Reliability Statistics Cronbach’s Alpha N of items 675 Item-Total Statistics Scale Mean if Scale Variance Corrected Cronbach’s Item Deleted if Item Deleted Item-Total Alpha if Item correlation Deleted I5 11.4006 3.484 488 589 I6 11.7515 3.495 495 585 I8 11.7135 3.390 474 597 I9 11.8713 3.549 378 664 106 COMPENSATION STRATEGY Reliability Statistics Cronbach’s Alpha N of items 669 Item-Total Statistics Scale Mean if Scale Variance Corrected Cronbach’s Item Deleted if Item Deleted Item-Total Alpha if Item correlation Deleted I10 13.8889 7.471 349 648 I11 14.1140 7.386 411 624 I12 14.4532 6.589 471 594 I13 14.7047 6.549 459 600 I14 14.5351 6.596 424 617 107 METACOGNITIVE STRATEGY Reliability Statistics Cronbach’s Alpha N of items 808 Item-Total Statistics Scale Mean if Scale Variance Corrected Cronbach’s Item Deleted if Item Deleted Item-Total Alpha if Item correlation Deleted I15 18.1433 10.598 559 781 I16 18.5819 9.957 634 764 I17 18.5351 10.959 451 803 I18 18.7047 9.376 654 758 I19 18.6462 10.153 558 781 I20 18.5585 10.177 553 782 108 AFFECTIVE STRATEGY Reliability Statistics Cronbach’s Alpha N of items 697 Item-Total Statistics Scale Mean if Scale Variance Corrected Cronbach’s Item Deleted if Item Deleted Item-Total Alpha if Item correlation Deleted I21 12.8333 9.406 386 677 I22 13.0673 9.183 452 648 I23 12.4766 8.455 534 610 I24 11.8626 9.491 454 647 I25 11.8187 9.797 442 653 109 SOCIAL STRATEGY Reliability Statistics Cronbach’s Alpha N of items 575 Item-Total Statistics Scale Mean if Scale Variance Corrected Cronbach’s Item Deleted if Item Deleted Item-Total Alpha if Item correlation Deleted I26 13.6608 19.175 407 511 I27 14.3158 18.791 391 510 I28 14.0205 17.926 468 476 I29 13.3713 18.105 490 474 I30 13.2749 10.153 303 714 110 Appendix C.2: Reliability Indexes (Students’ Practices on ALLSs) MEMORY STRATEGY Reliability Statistics Cronbach’s Alpha N of items 762 Item-Total Statistics Scale Mean if Scale Variance Corrected Cronbach’s Item Deleted if Item Deleted Item-Total Alpha if Item correlation Deleted I1 9.8421 4.245 560 706 I2 9.8626 4.142 616 678 I3 9.8889 3.970 639 663 I4 10.0205 4.108 451 774 111 COGNITIVE STRATEGY (1 ITEM DELETED – ITEM 7) Reliability Statistics Cronbach’s Alpha N of items 786 Item-Total Statistics Scale Mean if Scale Variance Corrected Cronbach’s Item Deleted if Item Deleted Item-Total Alpha if Item correlation Deleted I5 10.3801 5.186 660 699 I6 10.4503 5.269 662 699 I8 10.6345 5.230 572 745 I9 10.7368 5.690 488 785 112 COMPENSATION STRATEGY Reliability Statistics Cronbach’s Alpha N of items 775 Item-Total Statistics Scale Mean if Scale Variance Corrected Cronbach’s Item Deleted if Item Deleted Item-Total Alpha if Item correlation Deleted I10 12.5760 9.999 473 757 I11 12.9415 9.592 536 737 I12 13.2076 8.529 615 709 I13 13.4854 8.790 588 719 I14 13.3801 9.046 527 741 113 METACOGNITIVE STRATEGY Reliability Statistics Cronbach’s Alpha N of items 865 Item-Total Statistics Scale Mean if Scale Variance Corrected Cronbach’s Item Deleted if Item Deleted Item-Total Alpha if Item correlation Deleted I15 16.8596 13.388 626 848 I16 17.1754 13.160 657 842 I17 17.0292 13.624 613 850 I18 17.2018 12.689 716 831 I19 17.1637 12.648 710 833 I20 17.0409 13.547 633 847 114 AFFECTIVE STRATEGY Reliability Statistics Cronbach’s Alpha N of items 697 Item-Total Statistics Scale Mean if Scale Variance Corrected Cronbach’s Item Deleted if Item Deleted Item-Total Alpha if Item correlation Deleted I21 11.7368 9.344 422 661 I22 12.0965 9.624 399 670 I23 11.5351 8.701 499 628 I24 10.9942 9.032 476 638 I25 10.9357 9.357 469 642 115 SOCIAL STRATEGY Reliability Statistics Cronbach’s Alpha N of items 796 Item-Total Statistics Scale Mean if Scale Variance Corrected Cronbach’s Item Deleted if Item Deleted Item-Total Alpha if Item correlation Deleted I26 12.1579 11.658 541 768 I27 12.6842 11.454 499 782 I28 12.6754 10.789 583 756 I29 12.1520 10.669 628 740 I30 12.1784 11.085 640 739 116 ... STATEMENT OF AUTHORSHIP I certify that the thesis entitled ? ?Insights into Autonomous Language Learning Strategies at College of Foreign Economic Relations: EFL Learners? ?? Perceptions and Practices? ??... LIST OF ABBREVIATIONS AEL: Autonomous English learning ALLSs: Autonomous Language Learning Strategies COFER: College of Foreign Economic Relations EFL: English as a Foreign Language LLSs: Language. .. compensation, metacognitive, affective, and social strategies based on the adaptation of Oxford’s (1990) classification of language learning strategies 14 2.4 Characteristics of Autonomous Language Learners