Outline autonomous strategies by efl students at le quy don high school for gifted students in quang tri province

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES NGUYEN THI THUY HANG ONLINE AUTONOMOUS STRATEGIES BY EFL STUDENTS AT LE QUY DON HIGH SCHOOL FOR GIFTED STUDENTS IN QUANG TRI PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages and International Studies, Hue University THUA THIEN HUE, 2022 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES NGUYEN THI THUY HANG ONLINE AUTONOMOUS STRATEGIES BY EFL STUDENTS AT LE QUY DON HIGH SCHOOL FOR GIFTED STUDENTS IN QUANG TRI PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: DR TRUONG BACH LE THUA THIEN HUE, 2022 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN THỊ THÚY HẰNG CHIẾN LƯỢC TỰ CHỦ TRONG VIỆC HỌC NGOẠI NGỮ TRỰC TUYẾN CỦA HỌC SINH TRƯỜNG TRUNG HỌC PHỔ THÔNG CHUYÊN LÊ QUÝ ĐÔN - TỈNH QUẢNG TRỊ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRƯƠNG BẠCH LÊ THỪA THIÊN HUẾ, 2022 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not been previously submitted for a degree in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Signed: Nguyễn Thị Thúy Hằng Date: 07/ 11 /2022 i ABSTRACT This research was carried out with the aim of investigating autonomous English language learning beyond classroom by the students at Le Quy Don High School for Gifted Students in Quang Tri Province, pertaining to strategies, online resources, affordances, and challenges The mixed methods design was employed in this research, with the use of questionnaire delivered directly to 200 student participants and semi-structured interviews conducted with ten students The quantitative and qualitative data were analyzed using SPSS 26.0 and thematic analysis, respectively The results revealed that the student participants adopted autonomous strategies, namely setting goals, planning learning activities, choosing learning resources, choosing learning methods, monitoring, and evaluating learning activities, at a medium level of frequency In terms of online learning resources, the highest frequency of use was witnessed by such resources as online dictionaries, You Tube videos, and social media, whereas the lowest utilization frequency belonged to emailing, radio, and discussion forums Besides, the most frequently-reported affordances included stable Internet connection, ability to find relevant materials, and time available At the same time, the most frequently-reported constraints involved learning methods and strategies, financial resources, and lack of knowledge about sources of technical assistance From the research findings, certain implications were suggested for both students and teachers with a view to optimizing the use of autonomous strategies and online resources to better English language learning and teaching In addition, suggestions for further studies were put forward ii ACKNOWLEDGEMENTS I wish to express my sincere gratitude to people supporting and helping me during the research I would first like to express my sincere and profound gratitude to my thesis supervisor, Dr Truong Bach Le, for his enthusiastic support, patience, and great encouragement throughout this project His comprehensive instructions and timely feedback significantly assisted me to accomplish this paper I would also like to acknowledge Ms Tran Thi Thao Phuong as the second reader of this thesis, and I am gratefully indebted to her for her valuable comments on this thesis I would like to express my gratitude towards the student participants in the questionnaires and interviews for their significant contributions to the completion of this research project Without their support and participation, the study could not have been successfully conducted I would also like to express my immense gratitude towards my colleagues at Le Quy Don High School for Gifted Students in Quang Tri Province for their intensive support during my course as well as my thesis study Finally, I would like to express my gratitude to my family and friends for their assistance and encouragement during my master course and my research project iii List of Tables Table 3.1 Themes, subthemes, and items in the questionnaire Table 3.2 Demographic characteristics of the student respondents to the questionnaire Table 3.3 The interpretations of Cronbach’s alpha coefficient values Table 3.4 The reliability statistics of the questionnaire Table 4.1 The interpretation of mean scores Table 4.2 Frequency of online out of class English learning Table 4.3 Targeted language elements and skills Table 4.4 Frequency of overall online autonomous learning strategies Table 4.5 Setting goals of learning Table 4.6 Planning learning activities Table 4.7 Choosing online resources Table 4.8 Choosing learning methods Table 4.9 Monitoring learning activities Table 4.10 Evaluating learning activities Table 4.11 Used online resources Table 4.12 Affordances and challenges in online autonomous English learning Table 4.13 Affordances and challenges: Low frequency and high frequency iv List of Figures Figure 2.1 The dynamic model of learner autonomy v List of Abbreviations EFL English as a Foreign Language SPSS Statistical Package for the Social Sciences vi TABLE OF CONTENTS STATEMENT OF ORIGINAL AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENTS iii List of Tables iv List of Figures v List of Abbreviations vi TABLE OF CONTENTS vii Chapter 1: Introduction .1 1.1 Background of the study 1.2 Rationale of the study 1.3 Research objectives 1.4 Research questions .5 1.5 Scope of the study 1.6 Significance of the study 1.7 Structure of the thesis Chapter 2: Literature Review 2.1 Learner autonomy in language education 2.1.1 Conceptions of learner autonomy 2.1.2 Perspectives of learner autonomy 12 2.1.3 Domains of learner autonomy 15 2.2 Online language learning 19 2.2.1 Definition of online language learning 19 2.2.2 Digital affordances of online language learning 20 2.2.3 Online language learning practices 23 vii George, D., & Mallery, P (2003) SPSS for Windows step by step: A simple guide and reference (4th ed.) 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of your ability I value your opinions, all of which will be treated with the utmost of confidentiality The responses to this questionnaire will only be used for the purposes of this research and for no other purposes Thank you very much for your time and consideration PERSONAL INFORMATION Please put a tick () in the box before the information that is relevant to you Gender □ Male □ Female Grade □ 10 □ 11 □ 12 You have learned English for… □ years □ years □ 10 years □ over 10 years CONTENT OF SURVEY Please read the following statements and inform the frequency of your conducting the activities and tick () the appropriate numbers: = NEVER, = RARELY, = SOMETIMES, = OFTEN, = ALWAYS I Targeted domains of online autonomous English learning No Statement 1 I go online to learn English outside the classroom I use online resources to improve my vocabulary I use online resources to improve my pronunciation 114 I use online resources to improve my grammar I use online resources to improve my speaking skills I use online resources to improve my writing skills I use online resources to improve my listening skills I use online resources to improve my reading skills II Used online resources for autonomous English learning I use the following online resources for my English learning outside the classroom No Online resources Online dictionaries 10 YouTube (videos on general topics) 11 Social media (following language influencers on Facebook, Instagram, etc.) 12 Text or voice messages 13 Watching films and series 14 YouTube (videos related to language learning) 15 News websites (BBC, CNN, etc.) 16 Reading or downloading English books online 17 Video chatting (Facebook, Skype, etc.) 18 Language learning sites (British Council, BBC Learning English, etc.) 19 Blogs written in English 20 Online magazines in English 21 Online courses related to language learning 22 Podcasts in English 115 23 Emailing 24 Radio broadcast in English 25 Discussion forums III Setting goals for online autonomous English learning No Statement 26 I have my own long-term objectives of online English learning (for example, IELTS 7.0, B2, etc.) 27 I have my own short-term objectives of online English learning that I can achieve in phases (for example, this month I focus on learning about present simple tense) 28 When learning English online outside the classroom, I have my own specific objectives to improve my knowledge of English language elements (such as vocabulary, grammar, pronunciation, etc.) 29 When learning English online outside the classroom, I have my own specific objectives to improve my English language skills (such as reading, listening, speaking, writing) 30 I set these learning goals considering my English level 31 I set these learning goals considering my learning conditions (for example, available time, internet connection, etc.) 32 I set these learning goals considering my English learning style (for example, visual, audial, etc.) IV Planning the online autonomous English learning 116 No Statement 33 I plan how I am going to learn English using online resources 34 I plan how much time I am going to spend learning English using online resources 35 I decide on language aspects or skills I want to focus on before I engage in online English learning 36 I make due dates for each learning target that I have 37 I schedule my daily activities so that I can have enough time for my online English learning V Choosing the learning resources for online autonomous English learning No Statement 38 When I find a good Internet site for studying English I 5 save the address 39 I choose online materials and resources that are at or near my English level 40 I choose online materials that suit my learning style 41 I try out new, unfamiliar online materials and resources (for example, new learning apps, new websites) VI Choosing the methods of online autonomous English learning No Statement 42 I choose learning methods and strategies that suit my English level 117 43 I choose learning methods and strategies that suit my learning style 44 I try out new and unfamiliar methods and strategies (for example, new methods to learn vocabulary or new ways to improve my listening skills) VII Monitoring the online autonomous English learning activities No Statement 45 I monitor my learning process 46 I decide the length of time spent learning English 5 online 47 I adjust the time for studying to suit the specific situations/ tasks 48 I focus on doing relevant activities until I reach my specific learning targets VIII Evaluating the online autonomous English learning activities No Statement 49 I evaluate my online English learning based on my specific learning target 50 I self-reflection to evaluate my online English learning 51 I assess the quality of English that I have got from learning on the internet 52 I assess the quantity of English that I have acquired from learning on the internet 118 53 I evaluate my online English learning by doing online tests 54 I self-assess my online English learning after a certain period of time (for example, after a semester) IX Affordances and constraints of online autonomous English learning No Statement 55 I have enough financial resources to online English learning 56 I have stable internet connection to online English learning 57 I have time for online English learning 58 I know where to ask for help if I have technical problems accessing online resources 59 I know how to find online materials relevant to my targets 60 I am familiar with a variety of materials and resources for English learning in online settings (on the Internet) 61 I am familiar with different learning methods and strategies to learn English on the internet Would you please inform me if you are able to join my interview about your autonomous online English learning? THANK YOU FOR YOUR COOPERATION! 119 APPENDIX B INTERVIEW QUESTIONS Do you use the online resources to improve your English learning out of class time? Could you share what and how you have learned English autonomously using the online resources in details? Have you planned your online autonomous English learning? How? When? Have you set goals in your online autonomous English learning? How? When? How you choose the online resources for your autonomous English learning? Can you list the online resources that you usually use for you English learning out of classroom? What language elements (grammar, vocabulary, pronunciation) can you learn autonomously using these online resources? What language skills can you practice autonomously using these online resources? Can you share how you carry out your online autonomous English learning? How much time you spend learning English autonomously using the online resources every day? How often? Can you arrange reasonable time for your online autonomous English learning? How? Have you evaluated your online autonomous English learning? How? When? What advantages you have when learning English online autonomously? Give reasons Which disadvantages you meet when learning English online autonomously? Give reasons 10 Do your teachers or parents or somebody else support your autonomous online learning? What have they done? 120 APPENDIX C Interview transcript with Student (S1) Yes, I use the online materials to learn English out of class time because the internet offers us enormous resources for English learning With online resources, I have learned English language elements like grammar and vocabulary as well as language four skills of listening, reading, speaking, and writing thanks to a large number of available learning materials such as learning apps, learning websites, films and series, and online tests I plan for my online English learning Before that, I online tests on https://learnenglish.britishcouncil.org or http://examenglish.com to check my language level and to know my weaknesses or limitations, so that I can make suitable plan for my learning activities Every six months, I test myself by doing online tests so that I can adjust my learning plan My current goal of learning English is to communicate fluently in English with native speakers Therefore, I choose learning apps which prioritize listening and speaking skills In terms of choosing the online resources for my autonomous English learning, I opt for official websites popularly used and recommended by many people such as TedTalk for academic listening; ReadTheory, CNN News, or BBC News for reading I carry out my online autonomous English learning with regard to my specific learning conditions In particular, when I have time, I find the online resources to improve the four skills, accumulate vocabulary, and grammar exercise online When I am busy with my schooling with coming tests and exams or other projects to be finished, I choose to listen to podcasts before bedtime, sometimes as a way to relax Every day I spend from 30 minutes to one-hour learning English using online 121 resources Learning English every day frees me from any stress, and sometimes serves as a pastime or an interesting experience in my daily routine I evaluate my autonomous English learning by doing online tests on https://learnenglish.britishcouncil.org every six months I these tests to identify my strengths and weaknesses in English, which helps me know what I need to learn more The first advantage when learning English using online resources is that we students can save a lot of money, in comparison to going to extra classes of English learning centers, especially when we need to learn English for a long time Secondly, I can flexibly adjust the time for my learning activities, because I have other projects and also other subjects to study It also helps me save travelling time In addition, when learning English on the internet, I am exposed to such enormous resources that no single English teacher can provide me I can find the learning materials that I have a preference for The obvious disadvantage of online learning English lies in the unstable internet connection which can disrupt my interactions with my partners Besides, there is unreliable the information on the internet which can lead to problems later on 10 People around me support my online autonomous English learning by recommending reliable and suitable resources for me to improve my English 122