The reality of the freshmen english majors autonomous language learning in an giang university

UNDERGRADUATE THESIS THE REALITY OF THE FRESHMEN ENGLISH MAJORS’ AUTONOMOUS LANGUAGE LEARNING IN AN GIANG UNIVERSITY SUPERVISOR NGUYỄN THỊ ÁNH NGUYỆT, MA DECLARATION  - - I hereby declare that the thesis titled “The Reality of the Freshmen English Majors’ Autonomous Language Learning in An Giang University” represents my own work and that it has not been previously submitted to any other university or institute in application for admission to degrees or other qualifications _ May 2019 Van Thanh Thang i ACKNOWLEDGMENT  - - First of all, I would like to express my deep gratitude to Ms Nguyen Thi Anh Nguyet, MA., and Mr Ngo Ngoc Hoa, MA., who supported my research by provided insight and expertise that greatly assisted the research Besides, I sincerely thank some teachers for helping me collect research data, and 105 students coming from three classes DH19AV, DH19TA1 and DH19TA2 for cooperation and comments that greatly contribute to the study results Furthermore, I would also like to show my great gratitude to my friends for supporting and sharing their pearls of wisdom with me during the course of this research Finally, I thank my beloved family for supporting and encouraging me to carry out the study Without any of those help, I could not complete my research well ii TABLE OF CONTENTS LIST OF ABBREVIATIONS vi LIST OF FIGURES vii ABSTRACT viii CHAPTER INTRODUCTION 1.1 RATIONALE 1.2 RESEARCH AIMS AND QUESTIONS 1.2.1 RESEARCH AIMS 1.2.2 RESEARCH QUESTIONS 1.3 SCOPE OF THE STUDY 1.4 SIGNIFICANCE 1.5 LIMITATIONS 1.6 ORGANIZATION OF THE THESIS CHAPTER LITERATURE REVIEW 2.1 DEFINITION OF AUTONOMY 2.2 WHY DOES LEARNER LEARN AUTONOMOUSLY? 2.3 CHARACTERISTICS OF THE SUCCESSFUL AUTONOMOUS LEARNER 2.4 AUTONOMOUS OUT-OF-CLASS LANGUAGE LEARNING 2.5 LEARNER ATTITUDES AND MOTIVATION 11 2.6 MERITS AND DRAWBACKS OF AUTONOMY LEARNING 13 CHAPTER METHODOLOGY 15 3.1 RESEARCH DESIGN 15 3.2 PARTICIPANTS 15 3.2.1 POPULATION 15 3.2.2 SAMPLE 16 iii 3.3 INSTRUMENTS 16 3.3.1 QUESTIONNAIRE 16 3.3.2 INTERVIEW 16 3.4 DATA COLLECTION PROCEDURES 18 3.5 DATA ANALYSIS 19 CHAPTER FINDINGS AND DISCUSSION 20 4.1 DEMOGRAPHIC DATA OF THE PARTICIPANTS 20 4.2 FRESHMEN‟S COMPREHENSION TOWARD AUTONOMOUS LANGUAGE LEARNING 21 4.2.1 THE ATTITUDE ON AUTONOMOUS LANGUAGE LEARNING 21 4.2.2 THE UNDERSTANDING OF AUTONOMOUS LANGUAGE LEARNING 25 4.2.3 THE DISCUSSION ON THE FRESHMEN‟S COMPREHENSION TOWARD AUTONOMY 29 4.3 THE REALITY OF FRESHMEN ENGLISH MAJORS‟ AUTONOMOUS LANGUAGE LEARNING 30 4.3.1 DO THE FRESHMEN ENGLISH MAJORS ACTUALLY LEARN AUTONOMOUSLY? 30 4.3.2 HOW DO THE FRESHMEN ENGLISH MAJORS DO AUTONOMY LEARNING? 32 4.3.3 THE DISCUSSION OF THE REALITY OF FRESHMEN ENGLISH MAJORS‟ AUTONOMY 42 CHAPTER 5.1 CONCLUSIONS 44 IMPLICATIONS 44 5.1.1 IMPLICATIONS FOR THE UNIVERSITY 44 5.1.2 IMPLICATIONS FOR THE STUDENTS 45 5.2 RECOMMENDATIONS FOR FURTHER RESEARCH 45 5.3 CONCLUSION 46 REFERENCES 48 APPENDICES 52 APPENDIX RESEARCH QUESTIONNAIRE (ENGLISH VERSION) 52 iv APPENDIX RESEARCH QUESTIONNAIRE (VIETNAMESE VERSION) 54 v LIST OF ABBREVIATIONS AGU – An Giang University FFL – Faculty of Foreign Language L1 – first language – native language – mother tongue L2 – second language – foreign language – target language – foreign tongue CALL – Computer Assisted Language Learning vi LIST OF FIGURES Figure Class 20 Figure Do you like learning English? 21 Figure You think autonomy is interesting 22 Figure You think autonomy is important 23 Figure You think autonomy is boring 24 Figure What is autonomous language learning? 25 Figure You think autonomy can advance your English 26 Figure What can you to increase the autonomy's effectiveness? 27 Figure What you think can motivate autonomy? 28 Figure 10 Do you learn autonomously? 31 Figure 11 Why not you learn autonomously? 32 Figure 12 How much time per week you spend in your autonomy? 33 Figure 13 When you usually learn autonomously? 34 Figure 14 How many people you usually autonomously learn with? 35 Figure 15 Where you usually learn autonomously? 36 Figure 16 How you plan your autonomy? 37 Figure 17 When learning Listening autonomously, how you learn? 38 Figure 18 When learning Speaking autonomously, how you learn? 39 Figure 19 When learning Reading autonomously, how you learn? 40 Figure 20 When learning Writing autonomously, how you learn? 40 Figure 21 Autonomy has advanced your English 41 vii ABSTRACT Autonomous language learning is a modern learning theory of constructivism which means the students take charge of their own learning by carrying out their own learning plans according to their own needs It is also a student-centered learning model which emphasizes the learning environment and cooperative learning In An Giang University (AGU), English is taught as a foreign language However, the pathways to success in teaching English to the AGU learners are rather challenging as traditional language teaching classes just provide basic knowledge Obviously, it is not enough for students to develop in such a modern and active environment Thus, autonomous learning is extremely necessary Therefore, the survey was carried out to study the reality of freshmen English majors‟ autonomous language learning and their comprehension about it The result was based on (1) the questionnaires conducted to investigate the reality and their comprehension of autonomous language learning In addition, (2) informal interviews were conducted to seek out the students‟ opinion toward autonomy The results showed the praiseworthy numbers about the reality of their autonomy, besides, the comprehension of the students toward autonomy is also laudable From there, the researcher finds out many autonomous learning strategies popular among the students as well as gives some implications for the university and the students; and some recommendations for further research were also prosed viii CHAPTER 1.1 INTRODUCTION Rationale Classroom-based, teacher-directed language learning has been dominant in language teaching and learning for decades; however, the notion of independent, autonomous learners is also not novel to language teachers Both modes of language learning seem to have developed independently; no attempt had been made until the late 1980s to integrate self-access language learning into the school curriculum (e.g., Dam & Gabrielsen, 1988; Hall & Kenny, 1988; Karlsson, Kjisik & Nordlund, 1997) According to Lightbown & Spada (2006, pp 1), “language acquisition is one of the most impressive and fascinating aspects of human development” Ellis (1985) defined second language acquisition as a complex process involving many interrelated factors Different learners in different situations learn L2 in different ways Therefore, second language acquisition is a process of learning or acquiring a language influenced by many factors either in a classroom or naturalistic setting Autonomous language learning is a modern learning theory of constructivism (Jihui Wang, 2010) which means the students take charge of their own learning by carrying out their own learning plans according to their own needs (Holec, 1981) It is also a student-centered learning model which emphasizes the learning environment and cooperative learning In 1981, Holec Henri introduced the concept of “autonomous language learning” in his book named Autonomy and Foreign language learning After that, many scholars such as Lee (Supporting greater autonomy in language learning, 1998), Littlewood (Do Asian students really want to listen and obey?, 2000), Garden and Miller (Establishing Self-access: From theory to practice, 2002) studied the issue and made greater contributions to the field In An Giang University (AGU), English is taught as a foreign language, but the pathways to success in teaching English to the AGU learners are rather challenging as language teaching classes in the university just provide basic Crabbe, D (1999) Learner autonomy and the language teacher In C Ward and W Renandya (Eds.), Language Teaching: New Insights for the Language Teacher (pp 242-258) SEAMEO Regional Language Centre, Anthology Series 40 Dam, L., Eriksson, R., Little, D., Millander, J., & Trebbi, T (1990) Towards a definition of autonomy Dickinson, L (1987) Self-Instruction in Language Learning Cambridge: Cambridge University Press Dickinson, L (1994) Learner autonomy: What, why, and how Autonomy in language learning, 1-12 Dickinson, L (1995) Autonomy and Motivation: A Literature Review System, 23(2), 165-174 Dörnyei, Z (1998) Motivation in second and foreign language learning Language teaching, 31(3), 117-135 doi:10.1017/S026144480001315X Gardner, R C., & MacIntyre, P D (1993) On the measurement of affective variables in second language learning Language learning, 43(2), 157194 Gardner, D & Miller, L (2002) Establishing Self-access: from Theory to Practice Shanghai: Shanghai Foreign Language Education Press Harmer, J (2007) The Practice of English language teaching (4th ed.) London: Pearson Education https://doi.org/10.1093/elt/ccn029 Holec, H (1981) Autonomy and Foreign Language Learning Oxford/New York: Pergamon Press (First Published 1979, Council of Europe) Holec, H (1988) Autonomy and Language Learning: Present Fields of Application, Strasbourg: Council of Europe Holmes, J L & Ramos, R (1991) Talking about learning: establishing a framework for discussing and changing learning processes In James, C & Garrett, P (Eds.) Language Awareness in the Classroom (pp 198-212) Hurd, S., Lewis, T (2008) Language learning strategies in independent settings Bristol, UK: Multilingual Matters Lamb, M (2004) It Depends on the Students Themselves: Independent Language Learning at an Indonesian State School Language, Culture & Curriculum, 17, 229-245 49 Lee, I (1998) Supporting greater autonomy in language learning, ELT Journal, 52(4), 282–290, https://doi.org/10.1093/elt/52.4.282 Lier, V L (1996) Interaction in the Language Curriculum Awareness, Autonomy and Authenticity USA: Longman Lightbown, P & Spada, N (2006) Language Learning in Early Childhood, 1-27 Little, D (1991) Learner autonomy: definitions, issues and problems Dublin: Authentik Little, D (2003) Learner autonomy and second/foreign language learning Guide to Good Practice Littlewood, W (2000) Do Asian students really want to listen and obey? ELT Journal, 54(1), 31–36, https://doi.org/10.1093/elt/54.1.31 Mehrin, I (2017) Autonomous Language Learning: Bangladeshi Undergraduates‟ Attitudes and Perceptions BELTA Journal 1(1) Montaño-González, J X (2017) Learning Strategies in Second Language Acquisition US-China Foreign Language, 15(8) doi:10.17265/15398080/2017.08.001 Muchnick, A G & Wolfe, D E (1982) Attitudes and motivations of American students of Spanish The Canadian Modern Language Review, 38, 262-281 Nunan, D., (2000) Autonomy in Language Learning Retrieved from http://www.nunan.info/presentations/autonomy_lang_learn.pdf O'Malley, J.M & Chamot, A.U (1990) Learning Strategies in Second Language Acquisition Cambridge University Press Onozawa, C (2010) Promoting autonomy in the language class: How autonomy can be applied in the language class? Retrieved from www.kyoai.ac.jp/college/ronshuu/no-10/onozawa1.pdf Paiva, V.L.M D O (2006) Autonomy and complexity Revista Linguagem & Ensino, 9(1), 77-127 Pickard, N (1995) Out-of-class Language Learning Strategies: Three Case Studies Language Learning Journal, 12, 35-37 Pickard, N (1996) Out-of-class Language Learning Strategies ELT Journal, 50,150-159 Richards, J C (2005) Communicative language teaching today (pp 22-26) Singapore: SEAMEO Regional Language Centre 50 Ridley, D S., Schutz, P A., Glanz, R S., & Weinstein, C E (1992) Selfregulated learning: The interactive influence of metacognitive awareness and goal-setting Journal of Experimental Education, 60(4), 293-306 Retrieved from http://dx.doi.org/10.1080/00220973.1992.9943867 Rinvolucri, M (1984) Doubling: A psychodrama technique transposed to foreign‐ language teaching World Englishes, 3, 34-38 doi:10.1111/j.1467-971X.1984.tb00568.x Sultana, S (2017) Why and how promoting learners‟ autonomy in TESL in Bangladesh International Journal of Social Science & Education, 7(1) T Trebbi (Eds.) (1989) Third Nordic workshop on developing autonomous learning in the FL classroom Bergen: University of Bergen, 102–103 Tarone, E & Yule, G (1989) Focus on the Language Learner Oxford: OUP Thanasoulas, D (2000) What is learner autonomy and how can it be fostered? The Internet TESL Journal, 6(11), 37-48 Wenden, A (1998) Learner Strategies for Learner Autonomy Great Britain: Prentice Hall Wikipedia contributors (2019, April 1) Learner autonomy In Wikipedia, The Free Encyclopedia Retrieved from https://en.wikipedia.org/w/index.php?title=Learner_autonomy& oldid=890521546 Wang, J (2010) How to Develop College Students' Autonomous English Learning Skills Take Reading Course in Joint-Program in HCFT as an Example English Language Teaching, 3(3), 221-228 Zoghi, Masoud & Nezhad Dehghan, Hamid (2012) Reflections on the What of Learner Autonomy International Journal of English Linguistics, Zulaihah, S., & Harida, R (2017) Autonomous Learning Strategy of the Successful Nontraditional Students Eltin Journal, Journal of English Language Teaching in Indonesia, 5(2) 51 APPENDICES APPENDIX RESEARCH QUESTIONNAIRE (ENGLISH VERSION) RESEARCH QUESTIONNAIRE This questionnaire aims at collecting data for the study entitled "THE REALITY OF THE FRESHMEN ENGLISH MAJORS’ AUTONOMOUS LANGUAGE LEARNING IN AN GIANG UNIVERSITY" Autonomous language learning is a modern learning theory of constructivism which means the students take charge of their own learning by carrying out their own learning plans according to their own needs The study is carried out in order to investigate the reality of the autonomous English learning of freshmen English majors in AGU and the students’ comprehension toward autonomous English learning The researcher really appreciates the information you provide by answering this questionnaire Therefore, please complete the questionnaire with all your best to contribute to the success of the study All your answers will be completely confidential and used for research purposes only * Required Personal Information Class * Mark only one oval DH19AV DH19TA1 DH19TA2 Do you like learning English? * Mark only one oval Yes No 52 AUTONOMOUS LANGUAGE LEARNING This section aims at studying the comprehension of the autonomy of freshmen English majors in AGU Please complete all the questions With the checkbox questions, please check all answers that apply With the others, mark only one oval What is autonomous language learning? * Check all that apply Learning alone Learning with a specific plan Learning at school Doing homework Learning with friends Learning online Hard learning Other: You think autonomy is interesting * Mark only one oval Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree You think autonomy is important * Mark only one oval Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree You think autonomy is boring * Mark only one oval Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree 53 You think autonomy can advance your English * Mark only one oval Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree What can you to increase the autonomy's effectiveness? * Mark only one oval per row Strongly disagree Disagree Neither agree nor disagree Agree Learn in a suitable place Learn with a suitable method Learn with friends Balance four skills' learning time (Listening, Speaking, Reading and Writing) Set learning strategy suitable for the learning process in class Set learning strategy suitable for your ability Increase learning time as much as possible Set specific short-term goals and their prizes  Other ideas: What you think can motivate autonomy? * Check all that apply Make a group of your interest Reward yourself after achieving a goal Using learning methods that is interesting and suitable for your passion Desire to pass the tests Desire to get high marks Desire to improve your English Other: 54 Strongly agree 10 Do you learn autonomously? * Mark only one oval Yes No Skip to question 11 Skip to question 21 THE REALITY This section aims at finding out the reality of the autonomy of the freshmen English majors in AGU Please complete all the questions With the checkbox questions, please check all answers that apply With the others, mark only one oval 11 How much time per week you spend in your autonomy? * Mark only one oval - hours - hours - 10 hours More than 10 hours 12 When you usually learn autonomously? * Check all that apply In the morning In the afternoon In the evening At night Other: 13 How many people you usually autonomously learn with? * Mark only one oval Alone Pair Group 14 Where you usually learn autonomously? * Check all that apply At school At home At the Internet center At the coffee shop Other: 55 15 How you plan your autonomy? * Check all that apply I make a to-do list I plan base on the study process in class I set a specific goal I focus on main language skill (listening, speaking, reading, writing) I access online lessons and apply their plan I discuss with my friends and teachers I have no plan Other: 16 When learning Listening autonomously, how you learn? * Check all that apply I learn online courses I learn with friends I redo the class exercises I the exercises on the Internet I watch English videos, films and listen to English music I speak with the native speakers Other: 17 When learning Speaking autonomously, how you learn? * Check all that apply I learn online lessons I learn with friends I redo the class exercises I the exercises on the Internet I watch English videos films and listen to English music I speak with the native speakers I practice Speaking to the mirror Other: 56 18 When learning Reading autonomously, how you learn? * Check all that apply I learn online courses I learn with friends I redo the class exercises I the exercises on the Internet I read books and newspapers in English Other: 19 When learning Writing autonomously, how you learn? * Check all that apply I learn online courses I learn with friends I redo the class exercises I the exercises on the Internet I read books and newspapers in English I practice freewriting in English every day Other: 20 Autonomy has advanced your English * Mark only one oval Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree Stop filling out this form 21 Why don't you learn autonomously? * Check all that apply I think it's boring I don't like autonomy I don't know how to learn autonomously I don't have friends to learn with Traditional classrooms provide enough knowledge, I don't need to learn more I don't have time to learn Other: Powered by 57 APPENDIX RESEARCH QUESTIONNAIRE (VIETNAMESE VERSION) BẢNG CÂU HỎI NGHIÊN CỨU Bảng câu hỏi dùng để thu thập liệu cho nghiên cứu "THỰC TRẠNG VIỆC TỰ HỌC NGÔN NGỮ CỦA SINH VIÊN NĂM NHẤT CHUYÊN NGÀNH TIẾNG ANH CỦA TRƯỜNG ĐẠI HỌC AN GIANG" Tự học ngôn ngữ lý thuyết học tập đại kiến tạo, có nghĩa sinh viên tự chịu trách nhiệm cho việc học cách phụ trách kế hoạch học tập thân theo nhu cầu riêng họ Nghiên cứu thực để điều tra thực trạng việc tự học tiếng Anh sinh viên năm chuyên ngành tiếng Anh AGU nhận thức sinh viên tự học Người nghiên cứu thực đánh giá cao thông tin bạn cung cấp trả lời bảng câu hỏi Do đó, vui lịng hồn thành bảng câu hỏi với tất bạn cho tốt để đóng góp cho thành công nghiên cứu Tất câu trả lời bạn bảo mật hoàn toàn sử dụng cho mục đích nghiên cứu * Required Thông tin cá nhân Lớp * Mark only one oval DH19AV DH19TA1 DH19TA2 Bạn có thích học Tiếng Anh? * Mark only one oval Có Khơng 58 TỰ HỌC NGƠN NGỮ Mục đích phần nhằm nghiên cứu nhận thức sinh viên năm chuyên ngành tiếng Anh trường Đại học An Giang tự học Xin hoàn thành tất câu hỏi Với câu hỏi có đánh dấu, chọn tất đáp án phù hợp Còn với cấu hỏi khác, chọn đáp án Tự học gì? * Check all that apply Học Học với kế hoạch cụ thể Học trường học Làm tập nhà Học chung với bạn bè Học trực tuyến Học chăm Other: Theo bạn, tự học thú vị * Mark only one oval Rất không đồng ý Không đồng ý Phân vân Đồng ý Rất đồng ý Theo bạn, tự học quan trọng * Mark only one oval Rất không đồng ý Không đồng ý Phân vân Đồng ý Rất đồng ý Theo bạn, tự học chán * Mark only one oval Rất không đồng ý Không đồng ý Phân vân Đồng ý Rất đồng ý 59 Bạn cho tự học nâng cao trình độ tiếng Anh * Mark only one oval Rất không đồng ý Không đồng ý Phân vân Đồng ý Rất đồng ý Bạn làm cách để gia tăng hiệu việc tự học? * Mark only one oval per row Rất không đồng ý Không đồng ý Phân vân Đồng ý Rất đồng ý Học nơi thích hợp Học với phương pháp phù hợp Học chung với bạn bè Cân thời gian học kĩ tiếng Anh (Nghe, Nói, Đọc Viết) Học liên quan đến kiến thức lớp Lập chiến lược học tập phù hợp với khả thân Thời gian học nhiều tốt Đề mục tiêu ngắn hạn cụ thể phần thưởng hoàn thành chúng  Other ideas: Theo bạn làm để tăng động lực học tự học? * Check all that apply Tạo nhóm học tập có chung niềm sở thích Tự thưởng hồn thành mục tiêu đề Sử dụng phương pháp tự học thú vị phù hợp sở thích Mong muốn vượt qua kiểm tra Khao khát đạt điểm cao Muốn nâng cao trình độ tiếng Anh Other: 60 10 Bạn có tự học khơng? * Mark only one oval Có Skip to question 12 Khơng Skip to question 22 THỰC TRẠNG Mục đích phần nhằm nghiên cứu thực trạng tự học sinh viên năm chuyên ngành tiếng Anh trường Đại học An Giang Xin hoàn thành tất câu hỏi Với câu hỏi có đánh dấu, chọn tất đáp án phù hợp Còn với cấu hỏi khác, chọn đáp án 11 Bạn dùng bao nhiều tuần để tự học? * Mark only one oval - - - 10 Hơn 10 12 Bạn thường tự học khoảng thời gian nào? * Check all that apply Vào buổi sáng Vào buổi trưa Vào buổi chiều Vào buổi tối Other: 13 Bạn thường tự học với ai? * Mark only one oval Một Theo cặp Theo nhóm 14 Bạn thường tự học đâu? * Check all that apply Ở trường Ở nhà Ở tiệm Internet Ở quán cà phê Other: 61 15 Bạn lập kế hoạch học tập nào? * Check all that apply Tôi lập danh sách việc phải làm Tôi lập kế hoạch dựa học lớp Tôi đề mục tiêu cụ thể Tôi tập trung vào kĩ (Nghe, Nói, Đọc Viết) Tôi đăng ký học trực tuyến học theo kế hoạch họ đề Tôi thảo luận với thầy cô bạn bè để lập kế hoạch tự học Tơi khơng có kế hoạch tự học Other: 16 Bạn tự học môn Nghe nào? * Check all that apply Tơi học khóa học trực tuyến Tôi học chung với bạn bè Tôi làm lại tập lớp Tôi làm tập lấy từ mạng Tôi xem video, phim nghe nhạc tiếng Anh Tơi nói chuyện với người ngữ Other: 17 Bạn tự học mơn Nói nào? * Check all that apply Tơi học khóa học trực tuyến Tôi học chung với bạn bè Tôi làm lại tập lớp Tôi làm tập lấy từ mạng Tôi xem video, phim nghe nhạc tiếng Anh Tơi nói chuyện với người ngữ Tơi tập nói chuyện tiếng Anh trước gương Other: 62 18 Bạn tự học môn Đọc nào? * Check all that apply Tơi học khóa học trực tuyến Tôi học chung với bạn bè Tôi làm lại tập lớp Tôi làm tập lấy từ mạng Tôi đọc sách báo tiếng Anh Other: 19 Bạn tự học môn Viết nào? * Check all that apply Tôi học khóa học trực tuyến Tơi học chung với bạn bè Tôi làm lại tập lớp Tôi làm tập lấy từ mạng Tôi đọc sách báo tiếng Anh Tôi rèn luyện viết tự tiêng Anh ngày Other: 20 Tự học giúp bạn cải thiện trình độ tiếng Anh * Mark only one oval Rất không đồng ý Không đồng ý Phân vân Đồng ý Rất đồng ý Stop filling out this form 21 Tại bạn không tự học? * Check all that apply Vì chán Vì tơi khơng thích tự học Vì tơi khơng biết cách tự học Vì tơi khơng có bạn học chung Lớp học truyền thống cung cấp đủ kiên thức, không cần tự học thêm Tơi khơng có thời gian Other: Powered by 63