VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE ❧ ❧ ❖ ❧ ❧ A STUDY ON EFL STUDENTS’ PERCEPTIONS OF LEARNER AUTONO[.]
VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE ❧❧❖❧❧ A STUDY ON EFL STUDENTS’ PERCEPTIONS OF LEARNER AUTONOMY AT A UNIVERSITY IN HO CHI MINH CITY A minor thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By NGUYEN THI THANH TRA Supervised by NGUYEN THI KIEU THU, PH.D HO CHI MINH CITY, MAY 2021 VIETNAM NATIONAL UNIVERSITY- HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE A STUDY ON EFL STUDENTS’ PERCEPTIONS OF LEARNER AUTONOMY AT A UNIVERSITY IN HO CHI MINH CITY A minor thesis submitted to the Faculty of English Linguistics & Literature By NGUYỄN THỊ THANH TRÀ Supervised by NGUYỄN THỊ KIỀU THU, Ph.D HO CHI MINH CITY, MAY 2021 STATEMENT OF AUTHORSHIP I declaire this minor thesis entitled “A study on EFL students’ perceptions of learner autonomy at a university in Ho Chi Minh City” is my work The thesis has not been submitted for any degree in any other tertiary institution Ho Chi Minh City, May 2021 Nguyen Thi Thanh Tra i RETENTION AND USE OF THE THESIS I hereby state that I, Nguyen Thi Thanh Tra, being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of this condition, I agree that the original of my thesis deposited in the Library should be accessible for purposes of research, in accordance with the normal conditions established by the Library for the care, loan reproduction of theses Ho Chi Minh City, May 2021 Nguyen Thi Thanh Tra ii ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to my supervisor, Dr Nguyen Thi Kieu Thu, for her guidance and support during my study She gave me great encouragement and inspiration when I was pregnant and gave birth to my daughter I really appreciate all her help and suggesstions on various drafts of this thesis Without her valuable advice and support, this thesis could not have been completed on schedule Moreover, I would like to send my deep thanks to all the teachers and students at the People’ Security University where I conducted my study, for their kind cooperation and favorable conditions created throughout the process of conducting the research Last but not least, my particular gratefullness is sent to my family, my friends and colleagues for their warm love and care throughout my hard time performing the study iii ABSTRACT Learner autonomy has recently been raised as one of the top concepts concerned by researchers as well as educators in the language learning and teaching field when it is one of the principles to develop life-long learning However, the process of employing the curriculum integrated with fostering learner autonomy still faces many difficulties, especially when the students seem to feel tricky to get involved in the system For this concern, the current study was carried out to enhance the students’ awareness of learner autonomy In order to achieve this aim, the research attemped to find out whether or not the students are ready for autonomy through their perceptions of learner autonomy, which is one of the foremost steps to raise students’ awareness of learner autonomy The data were collected through a mixed methods approach including a questionnaire delivered to 162 students at People’s Security University, interviews with students The study revealed that students are more active in learner autonomy than expected To be specific, students are willing to take responsibility in many activities of learning English, except for their responsibility in methodological areas They are also aware of developing their learner autonomy in collaboration with their teacher, friends, or classmates Their wish to take the main control of their learning, however, is not strong enough Accordingly, solutions are recommended to help students develop learner autonomy Firstly, teachers should create a friendly atmosphere in the class for students to be more comfortable to decide their learning process or raise their voice when they need help or desire to debate some points of knowledge Second, teachers can also instruct their students to practice formative assessment inside and outside the class Finally, teachers should introduce some authentic resources or platforms of teaching and learning English to students Keywords: learner autonomy, interdependence, collaboration, responsibility, control iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii ABSTRACT iv Table of Contents v List of Tables and Figures viii List of abbreviation x CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Aims of the study 1.3 Significance of the study 1.4 Scope of the study 1.5 Organization of thesis chapters CHAPTER 2: LITERATURE REVIEW 2.1 Definition of learner autonomy 2.2 Dimensions of learning control 2.3 Interdependence and learner autonomy 2.4 Interpretations of learner autonomy in language learning 12 2.5 Factors influencing learner autonomy development 16 2.5.1 Voluntariness 16 2.5.2 Learner choice 16 2.5.3 Flexibility 17 2.5.4 Teacher’s role 17 v 2.5.5 Peer support 18 2.6 The development process of learner autonomy 18 2.7 Learner autonomy beyond the classroom 20 2.8 Perceptions of learner autonomy 21 2.9 Previous studies 21 2.10 Conceptual framework 23 CHAPTER 3: METHODOLOGY 25 3.1 Research questions 25 3.2 Research design 25 3.3 Research site 26 3.4 Participants 26 3.5 Research instruments 28 3.6 Data collection procedure 30 3.6.1 Questionnaire 30 3.6.2 Interview 30 3.7 Data analysis scheme 30 3.8 Reliability and validity 31 3.8.1 Reliability 31 3.8.2 Validity 31 3.9 Chapter summary 32 CHAPTER 4: RESULTS AND DISCUSSION 33 4.1 Analysis of data 33 4.1.1 Reliability of data 33 4.1.2 Students’ perceptions of learner autonomy in terms of taking responsibility for their learning 35 vi 4.1.3 Students’ perceptions of learner autonomy in collaboration with teachers and peers 43 4.2 Discussion 47 4.3 Summary of major findings 49 4.4 Chapter summary 50 CHAPTER 5: CONCLUSION 51 5.1 Summary of the report 51 5.2 Pedagogical implications 51 5.3 Limitations of the study 53 5.4 Recommendation for further study 53 5.5 Conclusion 54 References 55 Appendix A Students’ questionnaire (English version) 61 Appendix B Students’ questionnaire (Vietnamese version) 65 Appendix C Students’ interview questions (English version) 69 Appendix D Students’ interview questions (Vietnamese version) 71 Appendix E Chan, Spatt and Humphrey’s questionnaire 73 Appendix F Sakai, Takagi and Chu’s questionnaire 75 Appendix G Interview transcription 77 Appendix H Reliability analysis of student research questionnaire 85 vii LIST OF TABLES AND FIGURES Tables Table 2.1 Categories and Elements of Learner Autonomy (adopted from Cook, 2015) Table 2.2 Approaches to Teaching and Learning and their Impact on Autonomy (based on Brody & Hill, 1991; Kohonen, 1992; Berry & Shalberg, 1996; Nunan, 1997, 2000; Everhard, 2013, as cited in Everhard, 2015, p 19 11 Table 2.3 Descriptors and Key Points in the Psychological Perspective on the Autonomous Learner (Oxford, 2015) 14 Table 2.4 Descriptors and Key Points in the Sociocultural Perspective on the Autonomous Learner (Oxford, 2015) 15 Table 2.5 Index of Learner Autonomy Attributes in Three Processes (Dang, T T., 2012b) .20 Table 3.1 Demographic Characteristics of Student Respondents 27 Table 3.2 The Brief Summary of Main Research Questionnaire Items for Research Questions 29 Table 4.1: Reliability Statistics of Items Regarding Students’ Expectations for Taking Responsibility for their English Learning 33 Table 4.2: Reliability Statistics of Items Regarding Students’ Expectations for Taking Responsibility for their English Learning 34 Table 4.3: Reliability Statistics of other Groups of Data 34 Table 4.4: Students’ Perceptions of Taking Responsibility for their Learning English 36 Table 4.5: Students’ Perceptions of Doing Activities beyond Class 40 Table 4.6a: Students’ Perceptions of their Own Responsibilities for their English Learning .43 viii Appendix E Chan, Spatt and Humphrey’s questionnaire 73 74 Appendix F Sakai, Takagi and Chu’s questionnaire 75 76 Appendix G Interview transcription Interviewer: Hi everyone, I am currently doing a study on students' perceptions of learner autonomy at our school, I'm very pleased that you are here and join my interview I would like to ask who should be take main responsibility for the following activities, you or your teacher Firstly, the activity of choose what extra materials to use to learn English in your English lesson? Speaker 1: In my opinion, it is better for students to take responsibility for choosing what extra materials to use to learn English in their English lesson because they themselves know what they lack or which skills they need to practice more Interviewer: Uhm, how about you? Speaker 2: In my opinion, the selection of materials should come from both sides, students and teachers Students themselves know their language ability, their needs and determine the content of knowledge that needs to be conveyed the contents of materials Interviewer: Any other opinions? Speaker 4: For me, when choosing extra learning materials, the student will be the main responsible person because they know what their weaknesses are The teacher plays a role as a guider to orient the students to choose exercises that are appropriate for their level in class Students can also ask their teacher to help them find suitable materials Interviewer: Do you agree teachers need to take the main responsibility? Speaker 3: Yes, in my opinion, the teacher is the main responsible person for this activity because the teacher will know uhm will be able to choose the right materials for the class rather than the students For example, although there are a lot of sources on the Internet, I find it difficult to search the reliable and authentic materials which meet my competence As a result, I think that the teacher should be the one who chooses the materials for students Interviewer: What about evaluating the students’ learning? Speaker 5: With this activity, I think the teacher is the main responsible person because the teacher is a person who understands the general situation of the whole class as well as closely follows the learning, teaching and assessment process Interviewer: So you think the students have any responsibilities in the process of self-assessment? Speaker 5: With this process, well students can only know which part they are weak, which part is strong, how to supplement their learning Interviewer: How about the rest of you? Speaker 4: As for me, the assessment of students' learning process comes from both sides, based on evaluation criterias The teacher may assess students through tests, or follow their progress Students, yet, take responsibility for their learning, e.g they should be honest in doing exams and homework by themselves, etc Interviewer: What about the others? Do you agree with the view that teachers are primarily responsible for assessing student learning? 77 Speaker 1: From my perspectives, teachers and students should take shared responsibility The teacher should be in charge of evaluating the overall results of what the class has achieved, meanwhile, students are responsible for identifying what they have gained and which skills they need to improve through the course Interviewer: Do you have any other opinions? Speaker 2: I think that teachers should be responsible for assessing students' learning, judging by test scores, attendance However, the assessment is sometimes inaccurate, sometimes the teacher assesses that the students have learned, but in fact the students feel that they have not learned anything and have not absorbed much Interviewer: How about you? Speaker 3: In my opinion, both teachers and students need to take the main responsibility in the process of assessing the learning process of students Teachers use student’s homework tests to gauge how well they are doing However, students also have the obligation to evaluate their own learning processes Interviewer: What about activities of stimulating students’ interest in English, whose main responsibility is it, the teacher or the student? Speaker 4: Activities that create excitement for students in learning English come from both, the teacher and the student, but the teacher has the main responsibility The teacher should be the transmitter, it is very important, it is not necessary to give specific instructions for each lesson, but the teacher must be the one who tries to engage students into the lesson, the teacher is the person who inspires the students Students learn and self-aware that the lesson is important Through the lesson, students know what skills and knowledge they can improve Apart from that, students can create their own interest Speaker 1: I think motivating students should come from both sides Firstly, teachers inspire students, while students create their own learning motivation and excitement Interviewer: Do you have any other opinions? Speaker 2: I don't think this should put too much responsibility on anyone, but teachers should be dedicated to imparting new knowledge to students in class Interviewer: Do you mean that both teachers and students should take the primary responsibility for keeping students interested? Speaker 2: Yes! Interviewer: How about the rest of you? SILENT Interviewer: Now that you are learning English, which of the following activities you participate in in your English class? First: have any of you already decided on the lesson pace? All: Not yet Interviewer: Isn't that right? Speaker 2: Has the part been yet? 78 Interviewer: So is it because you didn't take the initiative or because the teacher didn't give you the opportunity? Speaker 2: There are many reasons It may not be that the teacher does not create opportunities, but only the teacher knows the suitable time allotted for each lesson And learners are often afraid that the lesson maybe slow down if they raise any ideas Speaker 5: About deciding the lesson pace, the teacher should be the one to decide it because each student has a different level of receptivity If the teacher changes at the pace of each individual, it will affect others The teacher is someone who understands the general level and the mood of the class, so he will choose the most suitable pace for all students in the class Interviewer: So now you feel that the pace in class is suitable for your level, faster or slower than you expected? Speaker 4: It doesn't matter if the tempo is fast or slow, because at the end of the course students have to take the same test Therefore, the teacher is often the one who decides the pace of the lesson, so that students need to focus on the whole lesson Speaker 2: It is possible that students are also involved in determining the lesson pacing For example, some students, as weak ones in the class, sometimes ask the teacher for teaching again the lessons that they have not yet understood Through that, I also see that students participate in deciding the learning of the class Interviewer: Thank you How about deciding the amount, type, and frequency of homework? Speaker 1: In my opinion, the amount of homework is currently very limited, mainly in the workbook, students still it but often copy their friends’ work Teachers rarely check assignments, so you are lazy Also, it is very hard for the teacher to conduct this work because they must make sure the amount and type of homework are abundant enough for students to choose Interviewer: How about the rest of you? Speaker 2: In my opinion, the decision of quantity and form is usually given to students by the teacher However, teachers rarely give homework because they know that students often copy each other's work Sometimes students take the initiative to ask for homework to serve the exam Interviewer: The assessment of the English course, have any of you here evaluated the English course? Speaker 4: In my opinion, most of the students have not been evaluated for the English course yet They may assess their own learning process, not all the course Therefore, in the coming time, I hope that after each English course, the Department or the teacher will have surveys or meetings for students to give feedback for teacher Interviewer: So you feel that the assessment of the English course is necessary for you? Speaker 1: Of course, it is necessary because the course assessment helps students to respond to the teacher about what we have learned and what we need to improve In addition, through the evaluation, the teacher may reflect on their teaching method 79 Speaker 2: According to me, through the exam, I have assessed my learning results in that course However, I think there should be a survey on whether the assessment is difficult or not In addition, students can evaluate the course by holding a meeting to sit down with each other to discuss what they have learned after the course, to get ideas for the next course Interviewer: What about the activities that determine the learning goals of the class? Speaker 1: In my opinion, each student has their own learning goals and these goals may be different from each other As a result, I think the teacher should be the one who decides the overall goal of the class because he/she can understand the situation of the class clearly Speaker 2: In my opinion, at the beginning of each module, students have already decided their own learning goals, and teachers are the ones who decide the overall learning goals of the class Each student decides on individual goals, then from individual goals, aggregate them into class goals Interviewer: So you think participating in deciding the learning goals of the whole class is beneficial for you? Or is this okay for the teacher to decide? Speaker 1: As stated above, everyone has their own goals, so it's not good to impose their goals on others, so in my opinion, teachers should be the ones who set goals A common goal for the whole class will be more effective Speaker 4: I see that students have very few opportunities to participate in deciding on learning goals in class, in fact, as the friends above said, each person has their own goal, but in my opinion, learners’ participating in deciding the learning goals of the class is necessary Students need to have common goals in line with the goals of each individual to encourage students to learn better Therefore, the teacher should be the one to orient the general goal of the class based on the individual goals of the students Based on that common goal, students will develop their own goals Interviewer: You mean that the class should have a common goal originated from thoughts and aspirations of the students in the class, right? Speaker 4: Yes Interviewer: What about evaluating your classmates? Speaker 5: During the learning process, I often evaluate my classmates, through the forms that are, um the teacher assigns lessons, groups exchange, grade and correct each other's work, or through pictures In my class, we often give comments on our classmates’ presentations, writing, or voice recording We have to define their strengths or weaknesses and make some recommendations on their work Interviewer: Have any of you participated in evaluating your classmates yet? And how you participate in addition to the forms your friend just mentioned? Speaker 4: I and my partner always compare our answers after completing the tasks given by the teacher Through sharing the results, we understand why we gave wrong answers, we learned from our mistakes Interviewer: So you think this kind of assessment will benefit you? 80 Speaker 1: My answer is yes Thanks to the assessment, we can define our strengths and weaknesses We can aslo learn alot from each other Interivewer: Besides helping you know your strengths and weaknesses, is there any other benefit? Speaker 2: Learners may develop their critical thinking skills and learn from their experiences and enhance their weaknesses Therefore, teachers should spend a lot of time, creating conditions for students to self-assess each other For example, teachers can spend minutes at the end of class for students to sit and discuss with each other what they learned today and which part did not understand and ask the students to understand the lesson to them In case all students not know, they will ask the teacher Interviewer: In your opinion, of the following activities (activities in part B of the questionnaire), which supports your English learning the most? Speaker 4: For me, the activity that supports me the most is setting my goals through each English course Because, when I have a goal in the learning process, I will examine myself to see what I have and have not achieved so that I can try harder in the next courses In addition, it is also important to check to see if you are making progress Through testing myself, I know if I'm on the right track, and from there adjust myself accordingly In addition, I also like to participate in deciding how to organize learning activities in class, because if only teachers organize activities in class, it can cause boredom Organizing activities in class will create a comfortable psychology for students, but must be within the prescribed framework I find it necessary and useful for students to organize activities in class Interviewer: What about the other guys? Speaker 1: I agree with you about setting learning goals and organizing activities I added an activity that determines the pace of the lesson Because it is the students themselves who know if they absorb the lesson quickly or slowly, if the teacher teaches too fast, I can't keep up, I will feel frustrated, but if the teacher runs too slowly, I will get bored And if it is suitable for students, it will create more comfort and learn more things when studying Another issue that I think is very important is: students selfevaluate each other It will help assess your friends’ strengths and weaknesses as well as yours to develop together Interviewer: Other opinions? Speaker 2: In my opinion, deciding on the amount, type and level of homework assignment is also necessary I admit is very hard for the teacher to conduct this work because they must make sure the amount and type of homework are abundant enough for students to choose But if it can be done I think it will be very useful Second, students can self-organize activities to avoid boredom and create new things in the class Speaker 4: Talking to you, I think that through this activity, not only will it create excitement for learning, but also help you develop soft skills such as: presentation, teamwork, behavior, communication Interviewer: Anyone esle would like to share your ideas? Speaker 3: In my opinion, keeping records of your learning, for example, homework and test scores is also important in learning English In the process of taking the test, 81 the homework will inevitably inevitably make mistakes, in terms of grammar, in terms of vocabulary When the teacher returns the test and allows the student to save the test, the student has the opportunity to recognize their mistakes and improve their problems If the teacher just returns the work and takes it back, the students won't be able to remember the mistakes for long Interviewer: How about you? Speaker 5: I agree with all of you I would like to emphasize that when students peer-assessment will increase learning excitement and motivation not only inside the class but also outside Speaker 2: I would also like to suggest that teachers should let students keep records of their learning progress Firstly, through the lessons I have done, corrected by the teacher, when I go back home, I will remember the knowledge longer, and learn from the experience for the next lesson In addition, I can borrow good classmates to see how they do, especially their essays Interviewer: Which activities outside class you often most and least? Why? In addition to the activities listed in the questionnaire, you can add more Speaker 1: In my opinion, speaking and listening skills are very important, so outside of class time I often watch movies with subtitles and may not need subtitles to practice these skills Maybe at first I didn't understand anything, but through the process of paying attention, I begin to guess the meaning of words, then look up the dictionary or review the subtitles, my skills have improved a lot When watching movies, there will be interactions between characters in the dialogues We can learn how to use the structure and vocabulary and improve English skills through these dialogues In addition, I am also fortunate to be in the same room with friends who are always willing to use English to communicate with each other in daily life We always chat in English Maybe, we just use simple English vocabulary and structure to speak with each other daily, but it helps us improve our speaking skills a lot.s In addition, I also read documents in English, usually online newspapers, because the resources are very rich, through which I will improve my vocabulary Speaker 3: I often read grammar books in English by myself, my own homework, write new words and their meanings, and practice English in groups Interviewer: How you practice in groups? Speaker 3: Often review the lessons learned in class, mainly the parts that you have not caught up in class Interviewer: How often you practice? Speaker 3: Once a week Interviewer: How many people in a group? Speaker 3: 2-3 people 82 Interviewer: So what are the benefits of reading grammar books in English, doing homework, writing new words and meaning of new words by yourself? Speaker 3: Actually, it helps me to improve my vocabulary and grammar to complement my other skills For example, I can use more words to speak, write better sentences, and listen better as I these activities Interviewer: How about the rest of you? Speaker 5: I often review and summarize the lesson content In addition, I listen to music, watch movies in English, play games in English The goal is to hone new words and improve my speaking and listening skills Speaker 4: I usually my homework by myself, study English in groups We form a group of 5-7 members learning together twice or three times a week in the everning First, one of us will be in charge of searching for materials related to the lesson we have learned in class, then we use these materials to practice vocabulary, grammar, and skills We can learn English in a relaxing way I love music At first, maybe I did not understand anything but after a long time of listening, I have learned more vocabulary, how to pronounce words correctly Moreover, I listen to FM radio stations specialized in English Speaker 2: I listen to English music, read newspaper in English If there are new words, I will copy them into my notebook Furthermore, I also learn English through some applications and platforms on my smartphone or play games Interviewer: What activities you the least? Speaker 1: I rarely my own homework, firstly, because the amount of homework is not plentiful enough for students to choose In addition, we feel bored when we have to homework I believe the purpose of doing homework is to help me review the lessons I have learned in class Instead of doing homework, I can choose other entertaining forms such as listening to music and watching movies for my revision Speaker 4: I rarely practice speaking English with my friends, because I don't have much time Besides, we are often afraid of speaking English, so we not create an environment to speak English together I also did not join English club at the university The activities held by the club are so boring Most students in our university join the club just for the university’s requirements, not for their interests Speaker 2: I, like my friends, often don't review lessons by myself We only homework assigned by the teacher, not have any spirit of doing self-studying even though we know this activity is necessary Speaker 3: I rarely read newspapers, books, and magazines in English because the content is difficult to understand I often choose to read stories that I have already known the content through the Vietnamese version Then, I read them again in English and compare the English version with the Vietnamese one to see how the native speakers use their languages Interviewer: How often you ask your teacher questions in your class? What were they about? 83 Speaker 3: I'm not regular Because I'm not confident when I ask in English, and I'm afraid to interfere with her and my classmates Speaker 5: I usually take advantage of the time when the teacher goes around to see the students doing their homework, I will ask her privately what I don't understand or new words I don't know how to use Speaker 4: Most of students rarely ask the teacher questions Only good English speakers dare to ask There are many students who really want to ask but they are afraid of their wrong pronunciation Usually, only when the teacher asks if you have any ideas, some of us will have an opinion, but actively ask, not Speaker 2: I think quite a few students ask the teacher questions Because of the fear that the question is too simple, it also makes the teacher angry Second, students tend to ask questions from friends rather than teachers Or if the teacher asked, he would dare to ask, but only 1-2 students, the rest are afraid to ask the teacher Interviewer: Where you think that fear comes from? Speaker 2: In my opinion, that mentality comes from the position between the teacher and the student, the second is also the fear of the teachers and classmates’ criticism make the students afraid to ask For example, I always think that my classmates will laugh at me and it makes me hesitate to ask Speaker 1: I think students' apprehension has been formed for a long time, since we were in high school, we are used to having to follow the teacher's opinions As a result, they have lost their proactive approach to learning Interviewer: If you feel confused about the lesson, you discuss with your classmates? Why? All: yes, often Speaker 2: usually I interact with friends around a lot, when I don't understand what the problem is, I will ask them right away Interviewer: Why I tend to discuss with friends more than with teachers? Speaker 2: Because my friends are more familiar, it's easier for me to talk Speaker 4: We are often afraid to ask questions to teachers Instead, we feel more comfortable to discuss with our friends For this reason, we interact with our friends around a lot Whenever we don't understand any knowledge, we will ask them immediately Speaker 3: I also often talk with my classmates In class, I usually just ask quick questions related to vocabulary As for going home, there are big problems that I don't understand, and I also discuss with my friends Interviewer: It is the end of our interview Thank you a lot for your contribution 84 Appendix H Reliability analysis of student research questionnaire Reliability Statistics of Items Regarding Students’ Expectations for Taking Responsibility for Their English Learning Cronbach’s Alpha: 782 Items Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted B2 498 759 B4 450 763 B6 532 755 B8 466 761 B10 428 767 B12 468 760 B14 428 767 B16 480 759 B18 507 755 Reliability Statistics of 13 Items Regarding Students’ Frequency of Doing Activities Outside Class Cronbach’s Alpha: 839 Items Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted C19 475 829 C20 497 827 C21 381 835 C22 535 825 C23 421 833 C24 578 822 C25 495 828 C26 344 839 C27 595 821 C28 524 825 C29 476 829 C30 577 822 C31 487 828 Reliability Statistics of 13 Items Regarding Students’ Expectations for Doing Activities Outside Class Cronbach’s Alpha: 906 Items Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted C32 652 897 C33 589 900 C34 589 900 C35 732 894 C36 635 898 C37 674 896 C38 703 895 C39 352 910 85 C40 C41 C42 C43 C44 730 647 508 669 580 894 898 903 897 901 Reliability Statistics of Items Regarding Students’ Perceptions of Taking Their Own Responsibilities for Their English Learning Cronbach’s Alpha: 746 Items Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted D45a 390 728 D46a 440 720 D47a 488 710 D48a 510 708 D49a 382 730 D50a 471 713 D51a 344 740 D52a 513 705 Reliability Statistics of Items Regarding Students’ Perceptions of Their Teacher’s Responsibilities for Their English Learning Cronbach’s Alpha: 783 Items Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted D45b 428 769 D46b 595 742 D47b 599 741 D48b 540 751 D49b 460 764 D50b 417 771 D51b 479 762 D52b 413 776 Reliability Statistics of Items Regarding Students’ Frequency of Interacting with Teachers and Peers Cronbach’s Alpha: 775 Items Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted E53 594 717 E54 531 738 E55 555 730 E56 536 737 86 Reliability Statistics of Items Regarding Students’ Expectations for Interacting with Teachers and Peers Cronbach’s Alpha: 850 Items Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted E57 695 809 E58 638 825 E59 672 815 E60 681 813 87