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MINISTRY OF EDUCATION AND TRAINING BARIA-VUNGTAU UNIVERSITY EFL TEACHERS’ PERCEPTIONS OF LEARNER AUTONOMY AND THE USE OF TEACHING STRATEGIES TO PROMOTE LEARNER AUTONOMY AT SENIOR HIGH SCHOOLS IN BA RIA VUNG TAU PROVINCE Nguyen Thi Huyen Trang Supervisor: Duong My Tham, Ph D Submitted in fulfilment of the requirements for the degree of Master of Arts Theory and Methodology of English Language Teaching Ba Ria- Vung Tau University [04/2022] MASTER’S THESIS REPORT Student name: NGUYEN THI HUYEN TRANG Sex: Female Date of birth: 05/03/1988 Place of birth: Ba Ria Vung Tau Province Major: English Language Student code: 18110102 I- Thesis title: EFL TEACHERS’ PERCEPTIONS OF LEARNER AUTONOMY AND THE USE OF TEACHING STRATEGIES TO PROMOTE LEARNER AUTONOMY AT SENIOR HIGH SCHOOLS IN BA RIA VUNG TAU PROVINCE II-Objectives and contents: This study aims at investigating perceptions of learner autonomy in language teaching and learning in the Vietnamese EFL context, particularly in senior high school levels The research objectives are as follows: - To explore perceptions of learner autonomy held by senior high school EFL teachers in Ba Ria Vung Tau Province - To examine teaching strategies the teachers have used to promote learner autonomy in an EFL classroom This study was conducted at 14 high schools (including both public and private high schools) in Ba Ria Vung Tau Province where there are more than 110 highschool teachers of English In order to gain the results, I applied the mixed method: quantitative and qualitative, two instruments were used: questionnaire and semistructured interview for the collection of the data III- Starting date: (as stated in the Decision issued by the University) IV- Completing date: V- Academic supervisor: DUONG MY THAM, Ph.D ACADEMIC SUPERVISOR ((full name, signature) FACULTY DEAN ((full name, signature) CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: EFL TEACHERS’ PERCEPTIONS OF LEARNER AUTONOMY AND THE USE OF TEACHING STRATEGIES TO PROMOTE LEARNER AUTONOMY AT SENIOR HIGH SCHOOLS IN BA RIA VUNG TAU PROVINCE In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ba Ria Vung Tau University Vung Tau City, April 22nd,2022 NGUYEN THI HUYEN TRANG RETENTION AND USE OF THE THESIS I hereby state that I, NGUYEN THI HUYEN TRANG, being a candidate for the degree of Master of Arts (English Language) accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Vung Tau City, April 22nd,2022 Signature …………………………… NGUYEN THI HUYEN TRANG ACKNOWLEDGEMENTS I would like to express my sincere thanks to those who have supported, encouraged and assisted me in my thesis completion First of all, I would like to express my special appreciation and thanks to Ph.D Duong My Tham, my supervisor, for her great patience, careful guidance, insightful advice, and constant encouragement through the whole research process Without her support and guidance, this thesis would never have been completed Secondly, I would like to express my thanks to the school board staff, including the principals, the vice principals and teachers of English at high schools in Ba Ria Vung Tau Province who have given me encouragement, support of time and finance and permission to implement this thesis there Last but not least, my deepest and sincerest gratitude goes to my family, including my parents, my older sister and husband with their unconditional love, understanding and help ABSTRACT This study aimed to explore EFL teachers’ perceptions of learner autonomy and the use of teaching strategies to promote learner autonomy at high schools in Ba Ria Vung Tau Province The mixed-methods approach was employed in this study, i.e., both quantitative and qualitative data were collected from questionnaires and semi-structured interviews There were 106 high school teachers of English from 14 high schools in Ba Ria Vung Tau Province who participated in the survey, and 20 of them were selected purposively for the individual interviews As for data analysis, descriptive statistics (e.g., mean, standard deviation, and frequencies/ percentages) were used to analyse quantitative data, whereas qualitative data were analysed through content analysis Based on the results obtained from the data analysis, there were two findings which were explored in this study First, the collected data showed that high school teachers had good understanding of learner autonomy in four aspects, including decision-making ability, learner independence, psychology of learning and levels of learner autonomy Second, high school teachers applied some teaching strategies for the promotion of learner autonomy among their students relating to three sub variables from decision-making ability, learner independence to psychology of learning These included giving students rights to make their own decisions about learning styles, learning materials and activities under the basis of teacher-learner agreement negotiations; encouraging students to develop learning strategies, study plans to achieve their own goals, identify their own needs as well as discover the language concepts by themselves and letting students to evaluate, reflect and monitor their leaning process as well Finally, high school teachers found it challenging to create teaching strategies in relation to learner autonomy because of time limit as well as scarceness of detailed criteria based on different activities for students’ assessment Notwithstanding that, teachers still tried their best to develop students’ autonomous learning ability in language learning Keywords: learner autonomy, teaching strategies, promotion of leaner autonomy, high school teachers, Vietnamese EFL classrooms C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY RETENTION AND USE OF THE THESIS ACKNOWLEDGEMENTS ABSTRACT TABLE OF CONTENTS APPENDICES LIST OF TABLES 10 LIST of FIGURES 11 LIST OF ABBREVIATIONS 12 Chapter 1: Introduction 1.1 Background of the study 1.2 Statement of the problem 1.3 Aim and objectives of the study .4 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Definitions of key terms 1.8 Organization of the thesis .7 Chapter 2: Literature Review 2.1 The shift from teacher-centred to learner-centred approach 2.2 Learner autonomy 12 2.3 The role of learner autonomy towards teaching and learning process 15 2.4 Teaching strategies to enhance learner autonomy 17 2.5 Previous research 20 2.6 Conceptual framework 23 2.7 Summary .24 Chapter 3: Methodology 25 3.1 Research design 25 3.2 Research site 26 3.3 Sample and sampling procedures 27 3.4 Research instruments 29 3.5 Data collection procedures 31 3.6 Data analysis procedures 32 3.7 Reliability and Validity .34 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 3.8 Pilot Study 35 3.9 Summary .36 Chapter 4: Results and Discussions 37 4.1 Results 37 4.2 Discussion .55 4.3 Summary .60 Chapter 5: Conclusion and Recommendations 61 5.1 Summary of the main findings of the thesis 61 5.2 Pedagogical implications 63 5.3 Limitations 64 5.4 Recommendation for the further research 65 References 66 Appendices 75 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDICES Appendix A1: Questionnaire for Survey (English Version) Appendix A2: Questionnaire for Survey (Vietnamese translation) Appendix B1: Interview Protocol (English Version) Appendix B2: Interview Protocol (Vietnamese translation) Appendix B3: Sample of interview data analysis (English Version) Appendix B3: Sample of interview data analysis (Vietnamese translation) Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF TABLES Table 3.1 Demographic information of the participants Table 3.2 Cronbach’s Alpha indexes of the questionnaire items in average Table 4.1 45 EFL teachers’ perceptions of learner autonomy in term of levels of learner autonomy Table 4.6 43 EFL teachers’ perceptions of learner autonomy in term of psychology of learning Table 4.5 41 EFL teachers’ perceptions of learner autonomy in term of learner independence Table 4.4 40 EFL teachers’ perceptions of learner autonomy in term of decision-making ability Table 4.3 36 The overall results of teachers’ EFL teachers’ perceptions of learner autonomy Table 4.2 30 47 The overall results of teaching strategies to promote learner autonomy 49 Table 4.7 Teaching strategies relating to decision-making ability 50 Table 4.8 Teaching strategies relating to learner independence 52 Table 4.9 Teaching strategies relating to psychology of learning 54 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Cambodia: IDP Education (Cambodia) Ltd Tok, H (2011) Classroom instructional responsibilities and learner autonomy: A case study in Turkey Energy Education Science and Technology Part B: Social and Educational Studies, 3(3), 211-220 Tran, Q T & Duong, M T (2018) EFL learners’ perceptions of factors influencing learner autonomy development Kasetsaart Journal of Socia Sciences Tudor, I (1993) Teacher roles in the learner-centred classroom ELT Journal, 47(1), 23-24 Retrieved from http://dx.doi.org/10.1093/elt/47.1.22 Voller, P (1997) Does the teacher have a role in autonomous learning? In P Benson, & P Voller (Eds.), Autonomy and Independence in Language Learning (pp 98-113) London: Longman Varol, B., Yilmaz, S (2010) Similarities and differences between female and male learners: inside and outside class autonomous language learning activities Procedia – Social and Behavioral Sciences, 3, 237–44 Wang, D Q (2002) Fostering learner autonomy in college English study Foreign Language World, 17-23 Xhaferi, B., & Xhaferi, G (2011) Developing learner autonomy in higher education in Macedonia Procedia – Social and Behavioral Sciences, 11, 150–154 Xu, J F (2007) The theory and practice of university foreign language autonomous learning Beijing: China Social Sciences Publishing House Xu, J F & L Xu (2004) On teachers’ role in autonomous learning Journal of Higher Education, 3, 77-79 Yang, N D (1998) Exploring a new role for teachers: promoting learner autonomy System, 26, 127-135 Yaşar, Ü (2020) Secondary school EFL teachers' perceptions on learner autonomy Zia, K (2016) An analysis of factors influencing the autonomous learners in learning English Eltin Journal, 4(I), 11-20 Zohrabi, M., Torabi, M.A., Baybourdiani, P (2012) Teacher-centred and/or Student-centred Learning: English Language in Iran English Language and Literature Studies 2(3) Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Chapter 5: Conclusion and Recommendations 73 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Appendices APPENDIX A APPENDIX A1 - TEACHERS’ QUESTIONNAIRE (English Version) This questionnaire was designed for a study named “EFL Teachers’ perceptions of learner autonomy and use of teaching strategies to promote learner autonomy at senior high schools in Ba Ria-Vung Tau province” It aimed to explore the perceptions of ELF teachers about learner autonomy and the use of teaching strategies to promote learner autonomy at senior high schools We highly appreciate it if you could spend your time answering following questions Your responses will greatly contribute to the success of this paper Your replies will be only used for survey purposes Sincerely, PART A: GENERAL INFORMATION Gender: Male Female Educational level: Bachelor Master Working experience as an English teacher: 1- years – 10 years 11- 15 years over 15 years PART B: EFL TEACHERS’ PERCEPTIONS OF LEARNER AUTONOMY Directions: Please put a tick (✓) and rate yourself honestly based on the given statements using the following scale: = Strongly disagree = Disagree No = Not sure = Agree Statements = Strongly agree Decision-making ability Autonomy means that learners can make choices about how they learn Learner autonomy is promoted when learners have some choice in the kinds of activities they Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Appendices 75 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Learner autonomy is promoted when learners can choose their own learning materials Learner independence Learner autonomy requires learners to be entirely independent of the teacher Learner autonomy is promoted by independent work in a selfaccess centre Psychology of learning Learner autonomy is promoted when learners are free to decide how their learning will be assessed Motivated language learners are more likely to develop learner autonomy than learners who are not motivated Confident language learners are more likely to develop autonomy than those who lack confidence Levels of learner autonomy Learner autonomy means that… Learners are aware of their own learning (e.g., setting goals, developing strategies, and determining content of materials) 10 Learners are involved in making choices from a variety of goals, content, and strategies 11 Learners can create their own learning styles (e.g., setting goals, developing content of materials, and creating learning tasks) 12 Learners can make connections between the content of classroom learning and the world PART C: TEACHERS’ STRATEGIES TO PROMOTE LEARNER AUTONOMY Directions: Please put a tick (✓) and rate yourself honestly based on the given statements using the following scale: = Never = Seldom No = Sometimes = Usually Statements = Always Decision-making ability Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Appendices 76 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an I let students make their own decisions on the basis of teacher learner agreement and negotiations I let students make choice about learning materials Learner independence Students are encouraged to develop learning strategies to achieve their own goals I let students develop their own study plans under the teacher’s instructions I let students identify their own needs I let students discover language concepts on their own rather than waiting for the teacher Psychology of learning I let students evaluate their own learning with the criteria given by the teachers I let students reflect on their own learning through sharing their products with friends I let students monitor their progress in learning English during the session 10 Other strategies: ………………………………………………………………………………………… …………………………………………………………………………………… THANK YOU FOR YOUR COOPERATION! Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Appendices 77 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX A2 - QUESTIONNAIRE (Vietnamese version) BẢNG CÂU HỎI KHẢO SÁT Xin kính chào Quý Thầy Cô Giáo, Bảng câu hỏi thiết kế phục vụ đề tài nghiên cứu “Nhận thức giáo viên tiếng Anh lực tự học việc sử dụng chiến thuật dạy học để phát triển lực tự học trường THPT Tỉnh Bà Rịa Vũng Tàu” nên cần giúp đỡ Quý Thầy Cô Rất mong Quý Thầy Cô dành chút thời gian quý báu để trả lời câu hỏi khảo sát Tôi xin cam đoan nội dung trả lời Quý Thầy Cô giữ bí mật tuyệt đối thơng tin sử dụng với mục đích nghiên cứu đề tài luận văn Xin chân thành cảm ơn hỗ trợ Q Thầy Cơ! PHẦN A: THƠNG TIN CHUNG Giới tính: Nam: - Nữ: Trình độ: Đại học: - Cao học: Kinh nghiệm giảng dạy Tiếng Anh: đến năm đến 10 năm 11 đến 15 năm 15 năm PHẦN B: NHẬN THỨC CỦA GIÁO VIÊN TIẾNG ANH VỀ NĂNG LỰC TỰ HỌC Xin Q Thầy Cơ vui lịng trả lời câu hỏi sau cách đánh dấu () vào ô theo thang điểm sau đây: = Hồn tồn khơng đồng ý = Không đồng ý = Không chắn = Đồng ý = Hoàn toàn đồng ý Câu hỏi khảo sát TT Khả tự định Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Appendices 78 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Tự học nghĩa học sinh tự lựa chọn cách học cho Năng lực tự học phát huy học sinh tự lựa chọn hoạt động học tập để thực Năng lực tự học phát huy học sinh tự lựa chọn tài liệu học tập cho Khả học tập độc lập Năng lực tự học đòi hỏi học sinh hoạt động độc lập với giáo viên Năng lực tự học học sinh phát huy làm việc độc lập môi trường mà học sinh trung tâm Yếu tố tâm lý học học tập Năng lực tự học phát huy học sinh tự đánh giá việc học Những học sinh có động lực học tập có khả phát triển lực tự học tốt học sinh khơng có động lực học tập Những học sinh tự tin có khả phát triển lực tự học học sinh thiếu tự tin Mức độ lực tự học Năng lực tự học nghĩa là… Học sinh tự ý thức việc học (về: đặt mục tiêu học tập, phát triển chiến thuật học tập xác định nội dung học tập) 10 Học sinh trực tiếp lựa chọn vấn đề học tập, ví dụ: mục đích, nội dung chiến thuật học tập 11 Học sinh tự xây dựng phong cách học tập riêng (về: đặt mục tiêu học tập, phát triển nội dung học tập tạo nhiệm vụ học tập) 12 Học sinh kết nối nội dung học tập lớp với giới bên PHẦN C: CÁC CHIẾN THUẬT GIÁO VIÊN SỬ DỤNG ĐỂ THÚC ĐẨY NĂNG LỰC TỰ HỌC CHO HỌC SINH TRONG LỚP Xin Q Thầy Cơ vui lịng trả lời câu hỏi sau cách đánh dấu () vào ô theo thang điểm sau đây: Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Appendices 79 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an = Không = Hiếm = Thỉnh thoảng = Thường xuyên = Luôn Câu hỏi khảo sát TT Khả tự định Tơi cho phép học sinh tự có định riêng trình học tập tảng thảo luận đồng ý giáo viên học sinh Tôi cho phép học sinh tự chọn học liệu cho việc học Khả học tập độc lập Học sinh khuyến khích tự phát triển chiến thuật học tập để đạt mục tiêu Tơi cho phép học sinh tự phát triển kế hoạch học tập thân hướng dẫn giáo viên Tôi cho phép học sinh tự xác định nhu cầu học tập Tơi cho phép học sinh tự khám phá khái niệm ngơn ngữ thay chờ đợi giáo viên cung cấp thông tin Yếu tố tâm lý học học tập Tôi cho phép học sinh tự đánh giá việc học dựa tiêu chí cung cấp giáo viên Tôi cho phép học sinh tự xem xét đánh giá việc học thông qua việc chia sẻ sản phẩm học tập với bạn bè Tôi cho phép học sinh tự theo dõi tiến suốt trình học tập 10 Các chiến thuật khác: …………………………………………………………………………………………… …………………………………………………………………………………………… XIN CHÂN THÀNH CẢM ƠN QUÝ THẦY CÔ! Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Appendices 80 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX B APPENDIX B1 - INTERVIEW PROTOCAL (English version) Guideline for Individual Interview Date: Location: Time to start: _ Time to finish: Introduction Thank you for your voluntary participation in this interview that is expected to last between twenty minutes and thirty minutes You will answer some questions during the interview, and you may wish to stop the interview at any time This interview aims to explore EFL teachers’ perceptions of learner autonomy and use of teaching strategies to promote learner autonomy in the classroom This interview does not aim to evaluate your knowledge or English level of proficiency With your permission, the interview will be audio-recorded All the information you share in the recording is treated confidentially and anonymously If you were not clear about the topic, it would be good to ask questions Questions A: Interviewee’s background information: Educational level: Years of teaching experience: _ Questions B: I EFL TEACHERS’ PERCEPTIONS OF LEARNER AUTONOMY 1) In your opinion, is the promotion of learner autonomy among high schools important in language teaching and learning? 2) In what ways does learner autonomy help students in their learning? 3) Do you think it is necessary for students to make choices in the learning styles, materials and activities to promote their autonomous learning? Why and why not? 4) Do you think that students should be motivated regularly in order to help them be more confident in their autonomous learning? Why? Why not? Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Appendices 81 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 5) Is learner autonomy developed from lower level and higher level? Why? Why not? II TEACHERS’ STRATEGIES TO PROMOTE LEARNER AUTONOMY 1) Does making choices play a crucial part in the development of learner autonomy in terms of decision-making ability? Why? Or why not? 2) Should students be allowed to develop their own plans, learning styles as well as identify their own needs for the purpose of enhancing learner autonomy in term of learner independence? Why? Or why not? 3) Is providing criteria for students to assess their performance important in the promotion of learner autonomy? Why? Or why not? 4) Is it necessary that students keep track of their own progress during the session so as to improve learner autonomy? Why? Or why not? Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Appendices 82 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX B2 - INTERVIEW (Vietnamese version) GIỚI THIỆU Cảm ơn Thầy Cô tham gia vấn Cuộc vấn có thời lượng từ 10-15 phút Thầy/ Cơ trả lời số câu hỏi vấn, Thầy/ Cơ dừng vấn lúc Thầy/ Cơ muốn Mục đích vấn để tìm hiểu kiến thức Thầy/ Cô lực tự học việc sử dụng chiến thuật dạy học để phát triển lực tự học cho học sinh lớp Cuộc vấn khơng nhằm mục đích đánh giá lực tự học Thầy Cơ Ngồi ra, vấn ghi âm với đồng ý Thầy/ Cô Tất thông tin Thầy/ Cô chia sẻ sử dụng cho nghiên cứu Trước vấn diễn ra, Thầy/ Cơ có câu hỏi không? Nếu không, bắt đầu CÂU HỎI A) Thông tin Thầy/ Cô vấn Chuyên ngành: Thầy Cô giảng dạy Tiếng Anh bao lâu: B) Câu hỏi vấn I Kiến thức lực tự học Giáo viên Tiếng Anh Theo Thầy Cô, việc phát triển lực tự học cho học sinh cấp THPT có quan trọng việc dạy học tiếng Anh không? Năng lực tự học giúp học sinh học tập tiếng Anh nào? Thầy Cơ có nghĩ việc học sinh lựa chọn cách thức học tập, tài liệu học tập hoạt động học tập giúp phát triển khả tự học? Tại sao? Hoặc khơng? 4) Thầy Cơ có nghĩ học sinh nên khuyến khích tạo động lực thường xuyên để giúp em tự tin trình tự học? Tại sao? Hoặc khơng? 5) Năng lực tự học có phát triển từ mức thấp đến mức cao hay không? Tại sao? Hoặc không? Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Appendices 83 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an II Việc sử dụng chiến thuật giảng dạy để phát triển lực tự học lớp Việc đưa lựa chọn có đóng vai trò quan trọng phát triển lực tự chủ học sinh khả tự đưa định không? Tại sao? Hoặc không? 2) Học sinh có nên phép tự xây dựng kế hoạch, cách học xác định nhu cầu thân mục đích nâng cao tính chủ động người học không? Tại sao? Hoặc không? 3) Việc cung cấp tiêu chí đánh giá trình học tập cho học sinh có quan trọng việc thúc đẩy lực tự học hay không? Tại sao? Hoặc không? 4) Việc học sinh phải tự theo dõi tiến suốt buổi học để nâng cao tính chủ động người học có cần thiết khơng? Tại sao? Hoặc không? Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Appendices 84 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX B3 A SAMPLE OF INTERVIEW TRANSCRIPTS (English version) The interview transcript with high school teachers Q: Question T: Teacher Question Q4 Do you think that students should be motivated regularly in order to help them be more confident in their autonomous learning? Why? Why not? T1 “In my opinion, students who are more motivated tend to learn autonomously than those who aren’t, and motivated students are more studious than unmotivated ones, so teachers need to find ways to motivate students more in their learning” T5 “Of course Motivation is really important in not only in autonomous learning environment but also in all aspects Because it can build up spirit, confidence and creativeness for all of us” T6 “I think in an autonomous class, students should be motivated to decide how their learning will be assessed because this indicates that students are both confident and responsible for their job and learning” T10 “As a teacher, I always feel happy and confident when being motivated by the principals And my students do, too Understanding this, I always try to find out the good things to encourage my students Of course, if my students make mistakes, I will give them advice, but choosing the right time and right words is what I always pay attention when talking to students in order to avoid demotivate them” T12 “To me, teachers should find out ways of motivating students regularly so that students feel believe in their own ability and feel eager to join in activities related to autonomous learning created by the teachers.” T15 “I think it is good for students to be motivated at the right time or appropriate time because this is called mysterious strength which help students be excited and confident in what they doing If they need advice, teachers are also by their sides to give valuable advice in order for them to make adjustments if necessary.” T18 “As for me, in order to make students more autonomous in learning, teachers have to build up students’ confidence during learning process; because if students feel scared, they can’t express their opinions and feelings freely and easily” Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Appendices 85 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX B4 A SAMPLE OF INTERVIEW TRASCRIPTS (Vietnamese version) Bảng ghi vấn với giáo viên Q: Câu hỏi T: Giáo viên Câu hỏi số Q4 Thầy Cơ có nghĩ học sinh nên khuyến khích tạo động lực thường xuyên để giúp em tự tin trình tự học? Tại sao? Hoặc không? T1 “Theo quan điểm tơi, học sinh có động lực học tập có xu hướng tự chủ học sinh khơng có động học sinh có động chăm học học sinh động lực, giáo viên cần tìm cách thúc đẩy học sinh nhiều học tập họ” T5 "Tất nhiên Động lực thực quan trọng không môi trường học tập tự chủ mà cịn khía cạnh Vì hun đúc tinh thần, tự tin khả sáng tạo cho tất ” T6 “Tôi nghĩ lớp học tự quản, học sinh nên thúc đẩy để định việc học đánh điều cho thấy học sinh vừa tự tin, vừa có trách nhiệm với cơng việc việc học mình” T10 “Là giáo viên, cảm thấy vui tin tưởng thầy cô động viên Và học sinh Hiểu điều này, tơi ln cố gắng tìm hay để động viên học trị Tất nhiên, học trị mắc lỗi, tơi góp ý cho họ, chọn lúc, thời điểm điều tơi ln ý nói chuyện với học trò để tránh gây tinh thần cho em ” T12 “Theo tơi, giáo viên nên thường xun tìm cách động viên học sinh để học sinh cảm thấy tin tưởng vào khả thân cảm thấy hào hứng tham gia hoạt động liên quan đến học tập tự chủ giáo viên tạo ra” T15 “Tôi nghĩ việc tạo động lực lúc, thích hợp tốt cho học sinh gọi sức mạnh bí ẩn giúp học sinh hào hứng tự tin vào cơng việc làm Nếu em cần lời khuyên, thầy cô bên cạnh đưa lời khuyên quý giá để em điều chỉnh cần thiết ” Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Appendices 86 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn
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