Using corpus based activities in english grammar lessons effects on learners achievements and perceptions of autonomy m a

VIETNAM NATIONAL UNIVERSITY – HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE USING CORPUS-BASED ACTIVITIES IN ENGLISH GRAMMAR LESSONS: EFFECTS ON LEARNERS’ ACHIEVEMENTS AND PERCEPTIONS OF AUTONOMY A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By TRINH KIM NGAN Supervised by PHO PHUONG DUNG, Ph.D HO CHI MINH CITY, JULY 2019 ACKNOWLEDGEMENTS I would like to express my sincere gratitude to my supervisor, Dr Pho Phuong Dung, for her dedication to and continuous support for my M.A thesis and related research Her timely advice and uplifting comments gently disciplined my procrastination and (sometimes) negligence I could not thank her enough for encouraging and helping me throughout this experience Any mistakes found in this thesis, however, are mine to shoulder alone I would also like to extend my heartfelt thanks to all of my friends and my colleagues at the EF for their constant support, and for the ups and downs that we have been through together Without them, I could not harness the motivation to complete this thesis Last but not least, I would like to dedicate this thesis to my whole family and, most importantly, my Grandmother, who taught me the very first English words Their unparalleled love has brought me here today, blessed with love and pride i STATEMENT OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: USING CORPUS-BASED ACTIVITIES IN ENGLISH GRAMMAR LESSONS: EFFECTS ON LEARNERS’ ACHIEVEMENTS AND PERCEPTIONS OF AUTONOMY in terms of the statement of the requirements for the Thesis in Master’s program issued by the Higher Degree Committee This thesis has not been submitted for the award of any degree or diploma in any other institution Hochiminh City, July 2019 Trịnh Kim Ngân ii RETENTION OF USE I hereby state that I, Trịnh Kim Ngân, 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 Thesis deposited in the library In terms of these conditions, I agree that the original of my thesis deposited in the library should be accessible for the purpose of study and research, in accordance with the normal conditions established by the library for the care, loan or reproduction of theses Hochiminh City, July 2019 iii TABLE OF CONTENTS ACKNOWLEDGEMENTS i STATEMENT OF ORIGINALITY ii RETENTION OF USE iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS ix LIST OF TABLES x LIST OF FIGURES xii ABSTRACT xiii CHAPTER INTRODUCTION 1 1.1 Background to the Study 1.2 Purposes of the Study 1.3 Research Questions 1.4 Significance of the Study 1.5 Scope of the Study 1.6 Organization of the Study CHAPTER LITERATURE REVIEW 2.1 Learning English Grammar 2.1.1 Grammar and Its Common “Myths” 2.1.2 Grammar Learning Strategies 11 2.1.3 English Majors’ Experience with English Grammar 14 2.2 Autonomy in Learning English Grammar 15 2.2.1 The Concept of Autonomy in Language Learning 15 2.2.2 A Construct of Learner Autonomy 17 2.2.3 Ways of Fostering Learner Autonomy in Learning Grammar 22 2.3 Using CBAs in Learning English Grammar 24 iv 2.3.1 Definitions of Key Terms 24 2.3.2 Theoretical Support for CBAs 26 2.3.3 Designing CBAs 27 2.3.4 Previous Studies related to the Use of Corpora in Learning Grammar and Fostering Autonomy 29 2.4 The Conceptual Framework 32 2.5 Summary 33 CHAPTER METHODOLOGY 34 3.1 Research Design 34 3.2 Research Setting 35 3.3 Participants 36 3.4 Pilot Study 39 3.5 Teaching and Learning Materials 40 3.5.1 The Textbook and Syllabus 41 3.5.2 BNCweb: Platform for the CBAs 44 3.5.3 Writing Assignments 47 3.5.4 Summary on Teaching Materials and In-class Activities 48 3.6 Research Instruments 49 3.6.1 The Grammar Achievement Tests 49 3.6.2 Questionnaires on Learners’ Perceptions of Autonomy 53 3.6.3 A Survey on Learners’ Feedback regarding the CBAs 57 3.6.4 Reflection Papers 58 3.6.5 Summary of the Research Instruments 59 3.7 Data Collection Procedure 59 3.8 Data Analysis Procedure 61 3.8.1 Statistical Analysis 61 3.8.2 Qualitative Analysis 63 3.8.3 Research Questions and Data Analysis 63 3.9 Chapter Summary 64 CHAPTER RESULTS AND DISCUSSION 65 v 4.1 Results of the Learners’ Grammar Achievement Tests 65 4.1.1 Preconditions for the Independent-samples t-Tests 65 4.1.2 Comparison of the Pre-test and Post-test Results (controlled test items) 67 4.1.3 Comparison of the Writing Task Results 71 4.1.4 Summary 77 4.2 Results on Learners’ Perceptions of Autonomy 78 4.2.1 Distribution of Questionnaire Data 78 4.2.2 Results of the Pre-questionnaire 79 4.2.3 Changes in Learners’ Perceptions of Autonomy 80 4.2.4 Differences in Learners’ Perceptions of Autonomy 83 4.2.5 Qualitative Results regarding Learners’ Perceptions of Autonomy 88 4.3 Results of Participants’ Feedback on the Use of CBAs 90 4.3.1 Statistical Data 90 4.3.2 Data from Open-ended Questions and Learners’ Reflection Papers 94 4.4 Discussion 96 4.5 Chapter Summary 98 CHAPTER CONCLUSION AND RECOMMENDATION 99 5.1 Major Conclusion 99 5.2 Pedagogical Implications 101 5.2.1 For English Grammar Teachers 101 5.2.2 For Educational Institutions 101 5.2.2 For English-Major Students 102 5.2.3 For Grammar Syllabus Designers 103 5.3 Limitations of the Study 104 5.4 Recommendations for Future Studies 105 REFERENCES 106 APPENDICES 112 Appendix Official Grammar 1-B2 Course Syllabus 112 vi Appendix Overview of the Learning Activities for the CG and EG in the Grammar 1-B2 Course 117 Appendix Sample of an In-class Worksheet 119 Appendix Guidelines for Using the BNCweb 121 Appendix The Peer Correction Forms for Writing Assignments 124 Appendix Test specifications and template of the Grammar 1-B2 course 125 Appendix Piloted Questionnaire on Learner’s Perception towards Autonomy in Learning Grammar (English Version) 131 Appendix Piloted Questionnaire on Learner’s Perception towards Autonomy in Learning Grammar (Vietnamese Version) 135 Appendix The Official Questionnaire on Learner Perceptions towards Autonomy in Learning English Grammar 140 Appendix 10 The Learners’ Feedback on the Use of Corpus-based Activities (English Version) 147 Appendix 11 The Learners’ Feedback on the Use of Corpus-based Activities (Vietnamese Version) 149 Appendix 12 The normal distribution test for the Pre-test and Post-tests (controlled test items) 151 Appendix 13 The Wilcoxon Signed Ranks Test for the Second Marking of the Post-Test 153 Appendix 14 Mann Whitney U-test for Pre-test and Post-test scores on the Writing Task 154 Appendix 15 Errors in the Pre-test and Post-test of the Writing Task 156 Appendix 16 The Normal Distribution Test for Questionnaire items regarding Learners’ Perceptions of Autonomy 166 Appendix 17 Independent-samples t-Test for Pre-questionnaire Items 180 Appendix 18 Independent-samples t-Test for Post- questionnaire Items 187 Appendix 19 Mean Scores of the CG on their Perceptions of Autonomy in Learning Grammar 194 Appendix 20 Mean Scores of the EG on their Perceptions of Autonomy in Learning Grammar 198 vii Appendix 21 Comparison of the Post-questionnaire items on Social Affective Gain 202 Appendix 22 Scoring Rubric for the Grammar Achievement Test 203 Appendix 23 Publication 203 viii LIST OF ABBREVIATIONS AY Academic Year BNC British National Corpus CBAs Corpus-based Activities CDIO Conceive – Design – Implement – Operate CEFR Common European Framework of Reference for Languages CG Control Group CTIs Controlled Test Items DDL Data-driven Learning EFL English as a Foreign Language EG Experimental Group GLS Grammar Learning Strategies ICT Information and Communication Technologies LLS Language Learning Strategies LUS Language Using Strategies QR Quick Response SD Standard Deviation SPSS Statistical Product and Services Solutions ix 19 I can Equal variances 527 470 -.856 67 395 -.237 277 -.791 316 -.859 66.99 393 -.237 276 -.789 314 describe how I assumed am learning Equal variances English not assumed grammar 20 I use varied Equal variances 1.175 282 -1.709 67 092 -.545 319 -1.183 092 -1.723 66.39 090 -.545 317 -1.178 087 strategies when assumed I learn English Equal variances grammar not assumed 21 I have in Equal variances 1.439 235 -1.049 67 298 -.321 306 -.931 290 -1.041 63.12 302 -.321 308 -.936 295 mind a plan for assumed improving my Equal variances English not assumed grammar 22 Learning Equal variances English assumed grammar Equal variances without 371 545 -.071 67 944 -.025 357 -.737 687 -.070 64.88 944 -.025 358 -.741 690 the not assumed encouragement of a teacher makes me a bit lazy 23 I need a Equal variances 539 466 644 67 522 184 286 -.387 756 643 66.19 522 184 286 -.388 756 teacher to tell assumed me if I’m Equal variances learning English not assumed grammar well 24 I feel Equal variances frustrated asking 2.324 132 529 67 599 187 353 -.518 892 533 66.55 596 187 351 -.513 887 assumed other Equal variances learners for help not assumed when I’m learning English grammar because I don’t know if they are correct 25 I only learn Equal variances grammatical 264 -.041 67 967 -.013 307 -.625 600 -.041 65.14 967 -.013 308 -.627 602 assumed structures that a Equal variances teacher 1.267 not assumed recommends in the classroom 190 26 My learning Equal variances is 053 819 -.177 67 860 -.056 314 -.683 572 -.177 66.55 860 -.056 314 -.683 571 effective assumed when I am not Equal variances pushed by my not assumed teacher 27 I have a Equal variances good assumed understanding Equal variances 1.091 300 2.685 67 009 773 288 198 1.347 2.663 62.38 010 773 290 193 1.353 of myself as a not assumed learner 28 I have strong Equal variances 006 937 726 67 470 217 299 -.380 814 727 66.74 470 217 299 -.379 813 opinions about assumed which learning Equal variances activities are not assumed good for me 29 I am Equal variances 025 875 095 67 925 025 267 -.508 558 095 66.55 925 025 267 -.507 558 proactive about assumed learning English Equal variances grammar not assumed 30 I want to get Equal variances 2.579 113 1.638 67 106 442 270 -.097 980 1.613 56.44 112 442 274 -.107 991 higher grades in assumed the grammar Equal variances course not assumed 31 Better Equal variances English 2.051 157 1.026 67 309 316 308 -.298 930 1.010 56.42 317 316 312 -.310 941 assumed grammar will Equal variances improve my not assumed English proficiency 32 I’m good at Equal variances 237 628 -.079 67 937 -.025 320 -.664 614 -.079 66.89 937 -.025 319 -.663 612 knowing how to assumed get myself in the Equal variances mood to learn not assumed English grammar 33 Learning Equal variances English 626 431 -1.210 67 230 -.298 246 -.789 194 -1.218 66.70 227 -.298 245 -.786 190 534 -.177 283 -.741 387 assumed grammar is fun Equal variances not assumed 34 I want to Equal variances learn 484 489 -.626 English assumed 191 67 grammar for the Equal variances satisfaction -.628 I not assumed 66.99 532 -.177 281 -.738 385 feel when I can use difficult grammar structures 35 I am Equal variances motivated find 932 338 -.377 67 707 -.104 275 -.652 445 -.374 63.47 709 -.104 276 -.656 449 to assumed suitable Equal variances materials for not assumed learning English grammar outside class 36 I experience Equal variances satisfaction when new 1.307 257 083 67 934 020 243 -.465 506 082 63.18 935 020 245 -.469 510 assumed learning Equal variances grammar not assumed points 37 When I feel Equal variances myself 189 665 -.718 67 475 -.227 316 -.859 404 -.716 65.59 476 -.227 317 -.861 406 getting assumed stressed my about Equal variances learning not assumed English Grammar, I know well what to about it 38 I am Equal variances confident my 153 697 -1.080 67 284 -.295 273 -.841 250 -1.080 66.39 284 -.295 274 -.842 251 with assumed grammar Equal variances when I use not assumed English 39 I can always Equal variances overcome assumed negative Equal variances feedback/ not assumed 2.608 111 1.149 67 254 313 272 -.231 857 1.139 61.50 259 313 275 -.237 863 assessment about my use of the English grammar 40 I keep a Equal variances 363 549 198 67 843 053 267 -.480 586 198 64.62 844 053 268 -.483 589 record of new assumed grammar points Equal variances learned not assumed 192 41 I’m likely to Equal variances 647 424 146 67 884 043 293 -.542 628 145 63.40 885 043 295 -.547 633 use the types of assumed resources Equal variances (books, DVDs, not assumed online materials, etc…) which match my learning style 193 Appendix 19 Mean Scores of the CG on their Perceptions of Autonomy in Learning Grammar (1) Learner control Pre-Questionnaire Items Mean Learning grammar at my 5.08 own pace means I am learning more successfully 11 I notice my English 4.67 mistakes and use that information to help me better 13 I try hard to find 4.53 opportunities to use the learned English grammar structures The last time I wrote 4.47 something in English, I checked it myself I am self-disciplined in 4.36 learning English grammar 10 I am good at finding out 4.22 the strengths and weaknesses of my English grammar 15 I think about my 4.19 progress in learning English grammar It is easy for me to find 4.19 suitable computer programmes and/or internet websites to help me learn grammar 14 I try to find ways of 4.06 practicing English grammar outside the classroom I plan my schedule so I 4.00 will have enough time to study English grammar It is easy for me to find suitable books and/or worksheets to help me learn English grammar I have clear goals for improving my English grammar I can define my needs in learning English grammar 12 I am good at identifying the strengths and weaknesses of the English grammar of others I am good at studying grammar on my own without a helper SD 1.180 862 1.000 1.383 1.046 959 1.142 1.215 1.170 1.219 3.92 1.339 3.78 1.198 3.72 1.186 3.36 1.099 3.11 1.166 Post-questionnaire Items Mean Learning grammar at my 5.11 own pace means I am learning more successfully 11 I notice my English 4.69 mistakes and use that information to help me better I can define my needs in 4.56 learning English grammar The last time I wrote 4.53 something in English, I checked it myself 15 I think about my 4.36 progress in learning English grammar 10 I am good at finding out 4.28 the strengths and weaknesses of my English grammar It is easy for me to find 4.25 suitable computer programmes and/or internet websites to help me learn grammar 13 I try hard to find 4.17 opportunities to use the learned English grammar structures It is easy for me to find 3.94 suitable books and/or worksheets to help me learn English grammar 12 I am good at identifying 3.78 the strengths and weaknesses of the English grammar of others I have clear goals for 3.75 improving my English grammar 14 I try to find ways of 3.75 practicing English grammar outside the classroom I am self-disciplined in 3.72 learning English grammar I plan my schedule so I 3.67 will have enough time to study English grammar I am good at studying 3.17 grammar on my own without a helper 194 SD 1.008 1.037 939 1.158 1.099 1.162 1.079 1.108 1.393 1.072 1.131 1.079 1.162 1.146 1.207 (2) Metacognitive Awareness Pre-questionnaire Items 20 I use varied strategies when I learn English grammar 17 I am able to choose good strategies to help me learn English grammar 18 I am likely to create new strategies to help me learn English grammar 16 I can explain why I choose the materials I use in learning English grammar 19 I can describe how I am learning English grammar 21 I have in mind a plan for improving my English grammar (3) Critical Reflection Pre-questionnaire Items 23 I need a teacher to tell me if I’m learning English grammar well 28 I have strong opinions about which learning activities are good for me 27 I have a good understanding of myself as a learner 22 Learning English grammar without the encouragement of a teacher makes me a bit lazy 24 I feel frustrated asking other learners for help when I’m learning English grammar because I don’t know if they are correct 25 I only learn grammatical structures that a teacher recommends in the classroom 26 My learning is effective when I am not pushed by my teacher Mean SD 4.06 1.194 3.72 974 3.61 1.076 3.61 1.022 3.47 1.298 3.08 1.131 Mean 5.28 SD 779 4.17 910 4.17 1.134 3.75 1.680 3.17 1.464 2.86 1.313 2.72 974 Post-questionnaire Items 17 I am able to choose good strategies to help me learn English grammar 20 I use varied strategies when I learn English grammar 19 I can describe how I am learning English grammar 16 I can explain why I choose the materials I use in learning English grammar 21 I have in mind a plan for improving my English grammar 18 I am likely to create new strategies to help me learn English grammar Post-questionnaire Items 23 I need a teacher to tell me if I’m learning English grammar well 27 I have a good understanding of myself as a learner 28 I have strong opinions about which learning activities are good for me 22 Learning English grammar without the encouragement of a teacher makes me a bit lazy 24 I feel frustrated asking other learners for help when I’m learning English grammar because I don’t know if they are correct 25 I only learn grammatical structures that a teacher recommends in the classroom 26 My learning is effective when I am not pushed by my teacher 195 Mean SD 3.86 1.150 3.67 1.434 3.61 1.202 3.53 1.207 3.19 1.167 3.17 1.298 Mean SD 4.64 1.175 4.50 1.082 4.28 1.256 3.94 1.413 3.28 1.579 3.14 1.222 2.94 1.308 (4) Information Literacy Pre-questionnaire Items 40 I keep a record of new grammar points learned It is easy for me to find suitable computer programmes and/or internet websites to help me learn grammar 41 I’m likely to use the types of resources (books, DVDs, online materials, etc…) which match my learning style It is easy for me to find suitable books and/or worksheets to help me learn English grammar (5) Motivation Pre-questionnaire Items 30 I want to get higher grades in the grammar course 31 Better English grammar will improve my English proficiency 34 I want to learn English grammar for the satisfaction I feel when I can use difficult grammar structures 36 I experience satisfaction when learning new grammar points 33 Learning English grammar is fun 32 I’m good at knowing how to get myself in the mood to learn English grammar 29 I am proactive about learning English grammar 35 I am motivated to find suitable materials for learning English grammar outside class Mean SD 4.64 1.175 4.19 1.215 4.14 1.018 3.92 1.339 Mean 5.56 SD 695 5.36 990 5.19 749 5.14 833 4.31 1.348 3.89 1.063 3.89 1.063 3.61 903 Post-questionnaire Items 40 I keep a record of new grammar points learned It is easy for me to find suitable computer programmes and/or internet websites to help me learn grammar It is easy for me to find suitable books and/or worksheets to help me learn English grammar 41 I’m likely to use the types of resources (books, DVDs, online materials, etc…) which match my learning style Post-questionnaire Items 30 I want to get higher grades in the grammar course 31 Better English grammar will improve my English proficiency 36 I experience satisfaction when learning new grammar points 34 I want to learn English grammar for the satisfaction I feel when I can use difficult grammar structures 33 Learning English grammar is fun 29 I am proactive about learning English grammar 32 I’m good at knowing how to get myself in the mood to learn English grammar 35 I am motivated to find suitable materials for learning English grammar outside class 196 Mean SD 4.42 1.052 4.25 1.079 3.94 1.393 3.86 1.125 Mean 5.47 SD 910 5.19 1.037 4.78 929 4.61 1.225 3.94 1.094 3.72 1.111 3.61 1.358 3.47 1.055 (6) Confidence Pre-questionnaire Items 39 I can always overcome negative feedback/ assessment about my use of the English grammar 37 When I feel myself getting stressed about my learning English Grammar, I know well what to about it 38 I am confident with my grammar when I use English (7) Learning Range Pre-questionnaire Items 34 I want to learn English grammar for the satisfaction I feel when I can use difficult grammar structures 36 I experience satisfaction when learning new grammar points 37 When I feel myself getting stressed about my learning English Grammar, I know well what to about it Mean 5.14 Post-questionnaire Items 39 I can always overcome negative feedback/ assessment about my use of the English grammar 37 When I feel myself getting stressed about my learning English Grammar, I know well what to about it SD 683 3.94 1.530 2.81 38 I am confident with my grammar when I use English .889 Mean 5.19 SD 749 5.14 833 3.94 1.530 Post-questionnaire Items 36 I experience satisfaction when learning new grammar points 34 I want to learn English grammar for the satisfaction I feel when I can use difficult grammar structures 37 When I feel myself getting stressed about my learning English Grammar, I know well what to about it 197 Mean SD 4.89 1.008 3.50 1.276 2.92 1.131 Mean 4.78 SD 929 4.61 1.225 3.50 1.276 Appendix 20 Mean Scores of the EG on their Perceptions of Autonomy in Learning Grammar (1) Learner control Pre-questionnaire Items Learning grammar at my own pace means I am learning more successfully The last time I wrote something in English, I checked it myself 11 I notice my English mistakes and use that information to help me better 15 I think about my progress in learning English grammar It is easy for me to find suitable computer programmes and/or internet websites to help me learn grammar 10 I am good at finding out the strengths and weaknesses of my English grammar I can define my needs in learning English grammar I am self-disciplined in learning English grammar 13 I try hard to find opportunities to use the learned English grammar structures 14 I try to find ways of practicing English grammar outside the classroom I have clear goals for improving my English grammar It is easy for me to find suitable books and/or worksheets to help me learn English grammar I plan my schedule so I will have enough time to study English grammar 12 I am good at identifying the strengths and weaknesses of the English grammar of others I am good at studying grammar on my own without a helper Mean SD 5.03 1.104 4.55 1.092 4.30 984 4.12 992 4.12 1.317 4.03 951 3.94 864 3.94 1.116 3.88 1.219 3.85 1.302 3.67 957 3.67 1.362 3.61 1.171 3.27 1.180 2.82 1.286 Post-questionnaire Items Learning grammar at my own pace means I am learning more successfully The last time I wrote something in English, I checked it myself 15 I think about my progress in learning English grammar 10 I am good at finding out the strengths and weaknesses of my English grammar 11 I notice my English mistakes and use that information to help me better 13 I try hard to find opportunities to use the learned English grammar structures I can define my needs in learning English grammar It is easy for me to find suitable computer programmes and/or internet websites to help me learn grammar 14 I try to find ways of practicing English grammar outside the classroom It is easy for me to find suitable books and/or worksheets to help me learn English grammar I am self-disciplined in learning English grammar I have clear goals for improving my English grammar 12 I am good at identifying the strengths and weaknesses of the English grammar of others I plan my schedule so I will have enough time to study English grammar I am good at studying grammar on my own without a helper 198 Mean SD 5.00 1.000 4.94 1.059 4.58 902 4.42 902 4.39 1.223 4.33 1.080 4.24 1.173 4.21 1.386 4.15 1.228 3.79 1.269 3.79 1.053 3.79 992 3.55 1.034 3.48 1.034 3.30 1.380 (2) Metacognitive awareness Pre-questionnaire Items 16 I can explain why I choose the materials I use in learning English grammar 20 I use varied strategies when I learn English grammar 17 I am able to choose good strategies to help me learn English grammar 19 I can describe how I am learning English grammar 18 I am likely to create new strategies to help me learn English grammar 21 I have in mind a plan for improving my English grammar (3) Critical reflection Pre-questionnaire Items 23 I need a teacher to tell me if I’m learning English grammar well 27 I have a good understanding of myself as a learner 28 I have strong opinions about which learning activities are good for me 22 Learning English grammar without the encouragement of a teacher makes me a bit lazy 25 I only learn grammatical structures that a teacher recommends in the classroom 24 I feel frustrated asking other learners for help when I’m learning English grammar because I don’t know if they are correct 26 My learning is effective when I am not pushed by my teacher Mean SD 4.03 1.045 3.97 1.237 3.94 899 3.70 1.015 3.55 1.277 3.27 1.126 Mean SD 4.55 1.523 4.52 906 3.88 927 3.67 1.708 2.76 1.300 2.76 1.501 2.64 1.055 Post-questionnaire Items 17 I am able to choose good strategies to help me learn English grammar 20 I use varied strategies when I learn English grammar 16 I can explain why I choose the materials I use in learning English grammar 19 I can describe how I am learning English grammar 18 I am likely to create new strategies to help me learn English grammar 21 I have in mind a plan for improving my English grammar Post-questionnaire Items 23 I need a teacher to tell me if I’m learning English grammar well 28 I have strong opinions about which learning activities are good for me 22 Learning English grammar without the encouragement of a teacher makes me a bit lazy 27 I have a good understanding of myself as a learner 25 I only learn grammatical structures that a teacher recommends in the classroom 24 I feel frustrated asking other learners for help when I’m learning English grammar because I don’t know if they are correct 26 My learning is effective when I am not pushed by my teacher 199 Mean 4.36 SD 895 4.21 1.193 3.88 1.139 3.85 1.093 3.76 1.173 3.52 1.372 Mean SD 4.45 1.201 4.06 1.223 3.97 1.551 3.73 1.306 3.15 1.326 3.09 1.331 3.00 1.299 (4) Information literacy Pre-questionnaire Items 40 I keep a record of new grammar points learned It is easy for me to find suitable computer programmes and/or internet websites to help me learn grammar 41 I’m likely to use the types of resources (books, DVDs, online materials, etc…) which match my learning style It is easy for me to find suitable books and/or worksheets to help me learn English grammar (5) Motivation Pre-questionnaire Items 30 I want to get higher grades in the grammar course 31 Better English grammar will improve my English proficiency 34 I want to learn English grammar for the satisfaction I feel when I can use difficult grammar structures 33 Learning English grammar is fun 32 I’m good at knowing how to get myself in the mood to learn English grammar 29 I am proactive about learning English grammar (6) Confidence Pre-questionnaire Items 39 I can always overcome negative feedback/ assessment about my use of the English grammar Mean 4.85 SD 906 4.12 1.317 3.67 1.164 3.67 1.362 Mean 5.58 SD 561 4.79 1.111 4.76 1.032 4.42 902 3.73 1.257 3.45 Mean 5.00 938 SD 829 Post-questionnaire Items 40 I keep a record of new grammar points learned It is easy for me to find suitable computer programmes and/or internet websites to help me learn grammar 41 I’m likely to use the types of resources (books, DVDs, online materials, etc…) which match my learning style It is easy for me to find suitable books and/or worksheets to help me learn English grammar Post-questionnaire Items 30 I want to get higher grades in the grammar course 31 Better English grammar will improve my English proficiency 34 I want to learn English grammar for the satisfaction I feel when I can use difficult grammar structures 33 Learning English grammar is fun 29 I am proactive about learning English grammar 32 I’m good at knowing how to get myself in the mood to learn English grammar Post-questionnaire Items 39 I can always overcome negative feedback/ assessment about my use of the English grammar 200 Mean SD 4.36 1.168 4.21 1.386 3.82 1.310 3.79 1.269 Mean SD 5.03 1.311 4.88 1.495 4.79 1.111 4.24 936 3.70 1.104 3.64 1.295 Mean SD 4.58 1.251 37 When I feel myself getting stressed about my learning English Grammar, I know well what to about it 38 I am confident with my grammar when I use English (7) Learning range Pre-questionnaire Items 36 I experience satisfaction when learning new grammar points 34 I want to learn English grammar for the satisfaction I feel when I can use difficult grammar structures 37 When I feel myself getting stressed about my learning English Grammar, I know well what to about it 4.12 1.111 3.00 1.061 Mean 4.85 4.76 4.12 37 When I feel myself getting stressed about my learning English Grammar, I know well what to about it 38 I am confident with my grammar when I use English Post-questionnaire SD Items 795 34 I want to learn English grammar for the satisfaction I feel when I can use difficult 1.032 grammar structures 36 I experience satisfaction when learning new grammar points 1.111 37 When I feel myself getting stressed about my learning English Grammar, I know well what to about it 201 3.73 1.353 3.21 1.139 Mean SD 4.79 1.111 4.76 1.091 3.73 1.353 Appendix 21 Comparison of the Post-questionnaire items on Social Affective Gain Motivation Control Group Items 30 I want to get higher grades in the grammar course 31 Better English grammar will improve my English proficiency 34 I want to learn English grammar for the satisfaction I feel when I can use difficult grammar structures 36 I experience satisfaction when learning new grammar points 33 Learning English grammar is fun 32 I’m good at knowing how to get myself in the mood to learn English grammar 29 I am proactive about learning English grammar 35 I am motivated to find suitable materials for learning English grammar outside class Experimental Group Mean 5.56 SD 695 5.36 990 5.19 749 5.14 833 4.31 1.348 3.89 1.063 3.89 1.063 3.61 903 Items 39 I can always overcome negative feedback/ assessment about my use of the English grammar Mean 5.14 SD 683 37 When I feel myself getting stressed about my learning English Grammar, I know well what to about it 3.94 1.530 38 I am confident with my grammar when I use English 2.81 889 Items 30 I want to get higher grades in the grammar course 31 Better English grammar will improve my English proficiency 34 I want to learn English grammar for the satisfaction I feel when I can use difficult grammar structures 36 I experience satisfaction when learning new grammar points 33 Learning English grammar is fun 29 I am proactive about learning English grammar 32 I’m good at knowing how to get myself in the mood to learn English grammar 35 I am motivated to find suitable materials for learning English grammar outside class Mean 5.03 SD 1.311 4.88 1.495 4.79 1.111 4.76 1.091 4.24 936 3.70 1.104 3.64 1.295 3.58 1.226 Confidence (37-39) Control Group Experimental Group Items 39 I can always overcome negative feedback/ assessment about my use of the English grammar Mean 4.58 SD 1.251 37 When I feel myself getting stressed about my learning English Grammar, I know well what to about it 3.73 1.353 38 I am confident with my grammar when I use English 3.21 1.139 Learning range (34-37) Control Group Items 34 I want to learn English grammar for the satisfaction I feel when I can use difficult grammar structures 36 I experience satisfaction when learning new grammar points 37 When I feel myself getting stressed about my learning English Grammar, I know well what to about it Experimental Group Mean 5.19 SD 749 5.14 833 3.94 1.530 Items 34 I want to learn English grammar for the satisfaction I feel when I can use difficult grammar structures Mean 4.79 SD 1.111 36 I experience satisfaction when learning new grammar points 4.76 1.091 37 When I feel myself getting stressed about my learning English Grammar, I know well what to about it 3.73 1.353 202 Appendix 22 Scoring Rubric for the Grammar Achievement Test Section (2 points): Number of correct items x 0.1 = …./2 Section (2 points): Number of correct items x 0.1 = …./2 Section (3 points): Number of correct items x 0.1 = …./3 Section (3 points) Points Response Ø Very good response Ø Appropriate length Ø Wide range of appropriate grammar and vocabulary with few serious errors Ø Satisfactory response Ø Range of appropriate grammar and vocabulary with some errors but not impede communication Ø Appropriate length Ø Weak response Ø Limited range of grammar and vocabulary with frequent errors Ø Not clearly organized Ø Task not attempted, not competed or too short 203 Appendix 23 Publication Trinh, K N (2018) Using AntConc as a corpus analysis tool in the EFL grammar classroom: Pros and cons In Le, T M H (Ed.), Proceeding of the International Conference on English Language Teaching 2018 (ICELT 2018): ELT for Innovation and Integration (pp 371-381) Ho Chi Minh City: Vietnam National University – Ho Chi Minh City Press 204