Learner autonomy promoting strategies in english teaching and learning perceptions of teachers and students at ho chi minh city university of science m a

VIETNAM NATIONAL UNIVERSITY - HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE LEARNER AUTONOMY PROMOTING STRATEGIES IN ENGLISH TEACHING AND LEARNING: PERCEPTIONS OF TEACHERS AND STUDENTS AT HO CHI MINH CITY UNIVERSITY OF SCIENCE A thesis submitted to the Faculty of English Linguistics and Literature in partial fulfillment of the Master’s degree in TESOL By TRUONG DIEP THANH AN Supervised by DANG TAN TIN, Ph.D HO CHI MINH CITY, JUNE 2019 The thesis title Learner Autonomy Promoting Strategies in English teaching and learning: Perceptions of Teachers and Students at Ho Chi Minh City University of Science on the cover page, approved in the Decision No 11 issued by the President of the University of Social Sciences and Humanities on January 2nd, has been converted into Learner Autonomy Supporting Strategies: Non-English Majored Students’ Desirability and Lecturers’ Practices at the University of Science - VNU-HCMC in the defence session for the following reasons Firstly, the phrases promoting practices and supporting strategies are alike in terms of their semantic meaning Both of them refer to the strategies to fostering learner autonomy, but the latter is more closely connected to theoretical arguments by Reeve, Bolt, & Cai (1999), Reeve (2006), Reeve & Jang (2006) Secondly, the research is conducted in a scientific university where English is taught in an attempt to supply learners with general knowledge of the language; accordingly, the old term in English teaching and learning does not differ from non-English majored students, neither of which conveys differences, but the latter sounds more familiar across research papers Thirdly, being a quite broad term, perceptions is replaced with desirability for the purpose of the research aims being best addressed rightaway from the research title Moreover, the researcher is particularly interested in learners’ desire for being supported with autonomous learning in comparison with lecturers’ implementations of LA enhancement in real-life classrooms; the research, therefore, targets to seek for teachers’ practices rather than their perceptions or desirability Finally, due to the fact that the permission for the modified title had not been asked for prior to the defence session, the new title was not yet approved in a new Decision In a nutshell, for the above rationales, it is contented that the new research title and its included key terms are valid for use throughout the paper VIETNAM NATIONAL UNIVERSITY - HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE LEARNER AUTONOMY SUPPORTING STRATEGIES: NON-ENGLISH MAJORED STUDENTS’ DESIRABILITY AND LECTURERS’ PRACTICES AT THE UNIVERSITY OF SCIENCE - VNU-HCMC A thesis submitted to the Faculty of English Linguistics and Literature in partial fulfillment of the Master’s degree in TESOL By TRUONG DIEP THANH AN Supervised by DANG TAN TIN, Ph.D HO CHI MINH CITY, JUNE 2019 ACKNOWLEDGEMENTS First of all, I would like to express my deep gratitude to my supervisor, Dr Dang Tan Tin, from whom I have received tremendous guidance, especially his expert knowledge in the field of learner autonomy Before working with him, autonomy meant little to me, and I had even thought that this concept is not likely to be applicable to students in the Vietnamese context It was his autonomy style of supervision that did put me into trouble at the early stage but thanks to that, I have gradually developed to be more autonomous myself in my professional development It is my best fortunate and honour to have had him as my supervisor This study would not have been possible without the great support from the University, of which I have always been a member of the teaching staff, and from my beloved colleagues who are not only my enthusiastic participants but also passionate and devoted language teachers who have been seeking for the best methods in the teaching career Many thanks to all my friends for their encouragements on my way to the completion of the thesis and for their friendship which made my time at the University of Social Sciences and Humanities full of joys and unforgettable moments Last but not least, I own my Mom’s love for her always being my best friend along this long journey She has been beside me through all ups and downs that we both create or cause for each other She is the most determined woman I have ever met, and it is my best luck to be her daughter, though she and I have had to suffer each others’ temper-losing at times We have been sharing our life for each other, so the Master’s Degree is no exception Again, had it not for my supervisor, colleagues, family and friends, I would have given up this long journey to the thesis i STATEMENT OF ORIGINALITY The work contained in this thesis has not been previously submitted to meet requirements for an award at this or any other higher education insitution To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made Signature: Truong Diep Thanh An Date: ii TABLE OF CONTENTS ACKNOWLEDGEMENTS i LIST OF ABBREVIATIONS v LIST OF TABLES vi LIST OF FIGURES .viii ABSTRACT .ix CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem .8 1.3 Purpose of the study 11 1.4 Research questions .11 1.5 Scope of the study 11 1.6 Organization of the thesis 12 CHAPTER LITERATURE REVIEW 13 2.1 Definitions of key terms 13 2.2 Learner autonomy 14 2.2.1 Negotiation .17 2.2.2 Choice 18 2.2.3 Assistance 19 2.3 Autonomy support 22 2.3.1 Organizational autonomy support 24 2.3.2 Procedural autonomy support 26 2.3.3 Cognitive autonomy support 27 2.3.4 Meta-cognitive autonomy support 29 2.3.5 In-class target language use autonomy support 32 2.3.6 Out-of-class TL use autonomy support 34 2.4 Factors affecting learner autonomy promotion 37 2.4.1 Institutional policy 38 2.4.2 Culture 39 2.4.3 Teacher-related issues 41 iii 2.5 Summary 43 CHAPTER METHODOLOGY 44 3.1 Research design 44 3.2 Context of the study 46 3.2.1 The researcher’s position in the study .46 3.2.2 English teaching and learning at HCMUS 46 3.2.3 Students at HCMUS 48 3.2.4 Lecturers of English at HCMUS 49 3.3 Sampling 49 3.4 Participants 52 3.5 Instruments 55 3.6 Data collection procedure 60 3.7 Data analysis procedure .61 3.8 Summary 63 CHAPTER FINDINGS AND DISCUSSIONS 64 4.1 The mismatches between non-English majored students’ desirability and teachers’ practice of autonomy supporting strategies 64 4.2 Factors causing the mismatches between non-English majored students’ desirability and teachers’ practice of autonomy supporting strategies 78 4.3 Discussion 93 CHAPTER CONCLUSION 108 5.1 Summary 108 5.2 Pedagogical implications 109 5.3 Theoretical contributions 110 5.4 Limitations 111 5.5 Further study 113 5.6 Conclusion 114 REFERENCES 116 APPENDICES 124 iv LIST OF ABBREVIATIONS L1 First language/mother tongue L2 Second language/foreign language/target language LA Learner autonomy TL Target language EFL English as a foreign language VNU-HCMC Vietnam National University - Hochiminh City HCMUS University of Science - Vietnam National University - Hochiminh City v LIST OF TABLES Table 2.1 Organizational autonomy support 124 Table 2.2 Procedural autonomy support 125 Table 2.3 Cognitive autonomy support 126 Table 2.4 Meta-cognitive autonomy support 127 Table 2.5 In-class TL use autonomy support 128 Table 2.6 Out-of-class TL autonomy use support 129 Table 3.1 No of invited students and real respondents 50 Table 3.2 Extracted items from student and teacher questionnaires 56 Table 3.3 No of questions made for lecturers 59 Table 4.1a Reliability analysis (ORG) 64 Table 4.1b Cronbach’s Alpha if items deleted (ORG) Table 4.1c ORG autonomy supporting strategies (T-tests) Table 4.2a Reliability analysis (PRO) 67 Table 4.2b Cronbach’s Alpha if items deleted (PRO) 67 Table 4.2c ` PRO autonomy supporting strategies (T-tests) Table 4.3a Reliability analysis (COG) 68 Table 4.3b Cronbach’s Alpha if items deleted (COG) 69 Table 4.3c COG autonomy supporting strategies (T-tests) Table 4.4a Reliability analysis (META-COG) 71 Table 4.4b Cronbach’s Alpha if items deleted (META-COG) 71 Table 4.4c META autonomy supporting strategies (T-tests) Table 4.5a Reliability analysis (IN-CLASS TL) 73 Table 4.5b Cronbach’s Alpha if items deleted (INCLASS TL) 73 64-65 161-162 163-164 165-166 167-169 vi Table 4.5c In-class TL use supporting strategies (T-tests) 169-170 Table 4.6a Reliability analysis (OUT-CLASS TL) 74 Table 4.6b Cronbach’s Alpha if items deleted (OUT-CLASS TL) 75 Table 4.6c Out-of-class TL use supporting strategies (T-tests) Table 4.7 Number of items before and after reliability analysis 171-172 77 and Cronbach’s Alpha Table 4.8 Statistical mean differences in brief 78 vii 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 L I this based on my teaching experience I must admit that I not ask each class I teach I think they are the same, so I just apply the same methods to the classes I Could you please give some ideas why you never let students decide how to submit their assignments? L I decide one format so that it can be easy for me to manage the downloaded mails I also show them how to write and email formally For speaking, students record and send the files via email I Is email the only way? L For writing, students must submit hard copy in handwriting First, typing English words on computer is more difficulty than writing them down in paper, which helps students to save time Second, students can copy and paste by using computer, so they must write, even they copy Third, they can practise their handwriting and spelling I How about allowing students to tell you what they want to be tested? Why you choose never for this practice? L Language knowledge is unlimited I not tell the content in advance in order to prevent them from learning by heart without understanding In addition, teachers not know what the (final) test is about I can only tell them about the structure I You mean the structure or the format of the test? L Yes I You design the test, why don’t know what is is about? L I mean the final test that we don’t know For the mid-term test, I inform students about the format beforehand The content of the test is confidential but it is easier I Why you sometimes let students choose activities corresponding with their interest? Would you like to it more often? L I let this sometimes because it depends on the activity they ask If it is reasonable, I will let them Otherwise, they have to the activity I require or design Can you give an example, what activity is reasonable and what isn’t? Take the topic Money for example, I design a speaking task but the class is rather good, so I ask them about debating and it is fine for them I How about evaluating learning activity effectiveness? Now you it sometimes, would you like to it more frequently? L I only ask students about the level of difficulty I You mean you are concerned more about designing more interesting activity rather than the meaning of the activity itself to students? L Yeah I decide the direction for them I So what you mean is how to make the learning more interesting, say, professional teaching, rather than the things students really get from it? 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 Page 158 of 184 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 L Yes This is general English for non-English majors, so I only create the interest for learning the language After they are aware of their learning, they further practise by themselves The content must be ensured, and it is student’s responsibility to monitor their improvements I Students express their wants of being praised and encouraged when they something well less than the real practice from the lecturers You gave the maximum score for this L This helps motivate students Obviously, compliment is always better than no or complaint I You react to students’ positively than they really need What can be said about this? In fact, you gave this a score out of L For a question raised by a student, I ask some other students to answer it If no one answers, I give them some clues I So basically, you think that positively replying to students is good, and you it a lot L Yes I You sometimes help your students with setting learning goals Why don’t you it more often? L It’s student responsibility to set learning goals I In the survey, you said that using self-assessment for students to evaluate their learning is never true for you Could you explain why it is so? L The school does not include student’s self assessment at the moment (20% midterm belong to teachers and 80% final test by the university) I You reported that you never have small talks in English with students out of class Could you explain a little for this? L I mainly talk with students who are interested in speaking It is partly due to culture, and Vietnamese can create students’ confidence in speaking out their thoughts I Why culture, please L Vietnamese teachers are often shy and afraid of interactions with students outside the class I Why Vietnamese and students’ confidence? L Moreover, communications in a foreign language result in incomplete meaning of conversation I Is there anything else, please? L One more thing, students learn English to pass the exam, not to master the language, so communications outside the class in English does not happen much I You say that you sometimes teach students English expressions for communications in the class Why is it? L The course book aims at teaching language skills For speaking, I know what to teach for them to pass the exam Teaching English for class communications takes time 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 Page 159 of 184 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 About rules for use of English and Vietnamese in the class, why you never it? L I don’t want to force them nor create pressure If they are forced, they feel demotivated, scared, and play with phone Also, students cannot learn or interact with others because they are afraid of speaking I About inviting English speakers to have a talk to students in the class, why is it never true for you? L It is fine that teacher invites English guest speakers However, there are security guards It is out of teacher’s control This belongs to administrations Also, several times is alright but too many is hard I You say that you occasionally create English speaking groups for students on social networking sites What difficulty you have when doing this? L Both students and me are busy Besides, many students are not good at technology, so they not join in the group for English interactions I What’s about English clubs? L This also belongs to administrations I How about helping students make friends with English-speaking people? You gave this a score of out of Why is it occasionally true for you? L I introduce students some English speaking clubs with tourists They can join when they are free The students who are from the faculty of Computer Science taking English are required to look for foreigners and talk, so they can make friends with them if they want I You sometimes introduce events involving English speaking participants, why is not more often? L I introduce the events for them if I know I Why don’t you it more often? L I not have much information about them because I not have much interest in it I The last question, guiding students to tourist attractions, what difficulty have you had that prevents you from doing this? L It depends on the policy For example, the private college where I am working include a learning session involving English speaking people in a park, and I am paid for that 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 Page 160 of 184 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 Table 4.1c Organizational autonomy supporting strategies (T-test) Levene's Test for Equality of Variances F Sig t-test for Equality of Means t df Sig Mean (2-tailed) Difference Std Error Difference 95% Confidence Interval of the Difference Lower Equal variances 7-Students discuss time assumed needed for Equal variances an activity not assumed 8-Students discuss due dates for assignments Equal variances assumed Equal variances not assumed 16.904 122 000 728 Upper 3.966 239 000 747 188 376 1.119 3.069 42.350 004 747 243 256 1.239 2.500 239 013 554 222 117 991 2.615 52.019 012 554 212 129 979 Page 161 of 184 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 9-Students discuss assessment methods Equal variances assumed 10-Students discuss activity order Equal variances assumed 11-Students choose working forms for an activity Equal variances assumed 12-Students discuss classroom rules Equal variances assumed 18-Students discuss teaching methods 011 918 Equal variances not assumed 1.119 291 Equal variances not assumed 708 401 Equal variances not assumed 489 485 Equal variances not assumed Equal variances assumed Equal variances not assumed 6.564 011 5.863 239 000 1.159 198 769 1.548 5.879 50.072 000 1.159 197 763 1.554 7.275 239 000 1.456 200 1.062 1.850 7.676 52.430 000 1.456 190 1.076 1.837 5.557 239 000 1.035 186 668 1.401 5.529 49.739 000 1.035 187 659 1.410 1.440 239 151 327 227 -.120 774 1.443 50.056 155 327 226 -.128 781 5.429 239 000 941 173 600 1.282 4.386 43.270 000 941 215 508 1.374 Page 162 of 184 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 Table 4.2c Procedural autonomy supporting strategies (T-test) Levene's Test for Equality of Variances F Sig t-test for Equality of Means t df Sig (2-tailed) Mean Difference Std Error Difference 95% Confidence Interval of the Difference Lower 2-Students discuss what knowledge to learn 3-Students decide in-class activities 4-Students choose to-do homework Equal variances assumed 5.176 024 Equal variances not assumed Equal variances assumed 2.280 132 Equal variances not assumed Equal variances assumed Equal variances not assumed 095 758 Upper 3.744 239 000 696 186 330 1.063 3.978 52.794 000 696 175 345 1.047 7.765 239 000 1.356 175 1.012 1.701 7.378 47.951 000 1.356 184 987 1.726 7.708 239 000 1.529 198 1.138 1.920 7.661 49.699 000 1.529 200 1.128 1.930 Page 163 of 184 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 5-Students choose learning materials 6-Students decide topics for language skill practice Equal variances assumed 815 Equal variances not assumed Equal variances assumed 4.485 035 Equal variances not assumed Equal variances 13-Students choose assumed work displaying Equal variances forms not assumed 16-Students decide ways to submit assignments 055 Equal variances assumed 3.286 7.445 071 007 Equal variances not assumed Equal variances assumed 17-Students discuss what to test Equal variances not assumed 1.365 244 5.037 239 000 1.065 211 648 1.481 5.009 49.715 000 1.065 213 638 1.492 5.578 239 000 970 174 628 1.313 4.786 44.761 000 970 203 562 1.379 1.803 239 073 334 185 -.031 699 1.611 45.915 114 334 207 -.083 752 7.120 239 000 1.383 194 1.001 1.766 6.114 44.780 000 1.383 226 928 1.839 4.845 239 000 1.081 223 641 1.520 5.304 54.415 000 1.081 204 672 1.489 Page 164 of 184 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 Table 4.3c Cognitive autonomy supporting strategies (T-test) Levene's Test for Equality of Variances F Sig t-test for Equality of Means t df Sig Mean (2-tailed) Difference Std Error Difference 95% Confidence Interval of the Difference Lower 20-Ls' consideration of Ss' opinions when making decisions 22-Ls give the reasons 23-Ss solve tasks with hints Equal variances assumed 1.781 183 1.457 239 146 225 155 -.079 530 1.263 45.024 213 225 178 -.134 585 169 1.032 239 303 172 166 -.156 499 972 47.643 336 172 177 -.183 527 -.314 239 754 -.049 157 -.359 261 -.398 65.506 692 -.049 124 -.297 198 Equal variances not assumed Equal variances assumed 1.907 Equal variances not assumed Equal variances assumed Equal variances not assumed 5.363 Upper 021 Page 165 of 184 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 26-Ls praise Ss 28-Ls encourage Ss Equal variances assumed 000 -4.319 239 000 -.766 177 -1.116 -.417 -6.315 84.574 000 -.766 121 -1.008 -.525 262 -2.241 239 026 -.379 169 -.711 -.046 -2.645 59.332 010 -.379 143 -.665 -.092 095 4.206 239 000 683 162 363 1.003 3.756 45.904 000 683 182 317 1.049 008 -1.761 239 079 -.244 139 -.517 029 -2.273 67.290 026 -.244 107 -.458 -.030 -.229 239 819 -.035 153 -.337 267 -.256 55.586 799 -.035 137 -.310 240 Equal variances not assumed Equal variances assumed 1.264 Equal variances not assumed Equal variances 29-Students choose assumed learning activities Equal variances with interests not assumed 32-Ls' positive reaction to Ss' questions 12.713 Equal variances assumed 2.808 7.090 Equal variances not assumed Equal variances 34-Ls' assumed understanding Ss' learning difficulties Equal variances not assumed 1.014 315 Page 166 of 184 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 Table 4.4c Meta-cognitive autonomy supporting strategies (T-test) Levene's Test for Equality of Variances F Sig t-test for Equality of Means t df Sig Mean (2-tailed) Difference Std Error Difference 95% Confidence Interval of the Difference Lower Equal variances 19-Ls help Ss with assumed organizing learning Equal variances materials not assumed 21-Ls help Ss with finding strengths and weaknesses 24-Ls help Ss with learning methods Equal variances assumed 3.577 928 060 336 Equal variances not assumed Equal variances assumed Equal variances not assumed 006 937 Upper 4.611 239 000 801 174 459 1.143 3.927 44.562 000 801 204 390 1.212 2.336 239 020 333 143 052 614 2.181 47.321 034 333 153 026 640 2.368 239 019 363 153 061 664 2.190 47.007 034 363 166 030 696 Page 167 of 184 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 25-Ls help Ss with setting learning goals 27-Ls help Ss with making plans for study 30-Ls' use of student self-assessment Equal variances assumed 36-Students evaluate leaning 402 Equal variances not assumed Equal variances assumed 1.365 244 Equal variances not assumed Equal variances assumed 710 400 Equal variances not assumed Equal variances 31-Ls help Ss with assumed monitoring learning Equal variances not assumed 33-Ls help Ss with revision 706 Equal variances assumed 2.407 1.968 122 162 Equal variances not assumed Equal variances assumed 13.293 000 2.255 239 025 393 174 050 736 2.401 52.903 020 393 164 065 721 1.843 239 067 362 196 -.025 748 1.669 46.327 102 362 217 -.075 798 2.737 239 007 427 156 120 734 2.379 45.120 022 427 179 066 788 1.668 239 097 322 193 -.058 703 1.445 45.015 156 322 223 -.127 771 -.357 239 721 -.052 147 -.342 237 -.395 54.997 694 -.052 133 -.319 214 3.761 239 000 641 171 306 977 Page 168 of 184 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 activity effectiveness Equal variances not assumed 2.962 42.714 005 641 217 205 1.078 Table 4.5c In-class TL use autonomy supporting strategies (T-test) Levene's Test for Equality of Variances F Sig t-test for Equality of Means t df Sig Mean Std Error (2-tailed Differenc Difference ) e 95% Confidence Interval of the Difference Lower Equal variances 38-Ls have in-class assumed English small talks Equal variances with Ss not assumed 40-Ls use English when giving feedback Equal variances assumed Equal variances not assumed 2.681 103 1.331 250 Upper 2.718 239 007 474 174 130 817 2.322 44.644 025 474 204 063 885 -.819 239 414 -.168 205 -.572 236 -.903 54.808 371 -.168 186 -.541 205 Page 169 of 184 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 41-Ls use English when delivering lessons Equal variances assumed 21.436 000 Equal variances not assumed Equal variances 44-Ls use English assumed when giving orders Equal variances not assumed 46-Ls use English when giving learning announcements Equal variances assumed 47-Ls teach English expressions for in-class communications Equal variances assumed 49-Ls have rules for English and Vietnamese use in class Equal variances assumed 3.322 070 335 563 Equal variances not assumed 3.999 047 Equal variances not assumed Equal variances not assumed 2.820 094 -1.397 239 164 -.2472 1770 -.5959 1015 -2.045 84.797 044 -.2472 1209 -.4876 -.0068 -1.293 239 197 -.245 189 -.618 128 -1.436 55.291 157 -.245 170 -.586 097 -1.498 239 136 -.315 211 -.730 099 -1.571 52.134 122 -.315 201 -.718 087 5.093 239 000 798 157 489 1.106 4.315 44.426 000 798 185 425 1.170 2.278 239 024 499 219 068 931 2.019 45.670 049 499 247 001 998 Page 170 of 184 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 52-Ls invite English-speakers inside classroom Equal variances assumed 414 520 Equal variances not assumed 12.831 239 000 2.361 184 1.999 2.724 11.568 46.189 000 2.361 204 1.950 2.772 Table 4.6c Out-of-class Tl use autonomy supporting strategies (T-test) Levene's Test for Equality of Variances F Ls create English-speaking groups online Ls organize English clubs Equal variances assumed 3.261 Sig .072 Equal variances not assumed Equal variances assumed Equal variances not assumed 1.146 285 t-test for Equality of Means t df Sig Mean (2-tailed Difference ) Std Error Difference 95% Confidence Interval of the Difference Lower Upper 6.886 239 000 1.310 190 935 1.685 6.063 45.481 000 1.310 216 875 1.745 9.577 239 000 1.853 194 1.472 2.234 8.535 45.838 000 1.853 217 1.416 2.290 Page 171 of 184 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 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