The effects of self regulated learning strategy on oral communication performance of non english majors at bach viet college

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY THE EFFECTS OF SELF-REGULATED LEARNING STRATEGY ON ORAL COMMUNICATION PERFORMANCE OF NON-ENGLISH Tai Lieu Chat Luong MAJORS AT BACH VIET COLLEGE A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in TESOL Submitted by LE THI THU DAN Supervisor: TRAN THI MINH PHUONG, Ph.D HO CHI MINH City October, 2015 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY LE THI THU DAN THE EFFECTS OF SELF-REGULATED LEARNING STRATEGY ON ORAL COMMUNICATION PERFORMANCE OF NON-ENGLISH MAJORS AT BACH VIET COLLEGE Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES Major code: 1286014100010 MASTER OF ARTS IN TESOL Supervisor: TRAN THI MINH PHUONG, Ph.D HO CHI MINH City, 2015 ABSTRACT The ultimate aim of language learning is communication and self-regulated learning has displayed strong impacts on learners’ oral communication In fact, few studies on selfregulated strategy and its impacts on students’ oral communication performance was conducted, or those studies did focus on motivational aspects rather than metacognitive and cognitive strategies whose focal roles have been recognized Thus, the study on ‘The Effects of Self-regulated Learning Strategy on Non-English Majors’ Oral Communication Performance’ was satisfactorily carried out The sample size consisted of 86 preintermediate non-English majors, 43 each in experimental and control groups The study involved qualitative and quantitative methods using pre-and-post oral tests with the same formats to the two groups Basically, communicative language teaching was applied to the control group and communicative language teaching plus self-regulated learning strategy was implemented to the experimental group The study finds that self-regulated learning strategy can be operationalized by directly or indirectly infusing metacognitive and cognitive strategies into the lessons Remarkably, positive impacts of the self-regulated learning strategy on students’ oral communication are explored in this study In addition, students’ positive attitudes towards self-regulated strategy have been revealed through the questionnaire and interviews Furthermore, the study highlights self-regulated strategy need to be put into consideration for future research to to enhance students’oral communication and to facilitate their lifelong learning i STATEMENT OF AUTHORSHIP I certify that this thesis, entitled “The Effects of Self regulated Learning Strategy on Non – English Majors’ Oral CommunicationPerformance” is my own work Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the awarded of any degree or diploma in any other tertiary institution Ho Chi Minh City, October 2015 ii ACKNOWLEDGEMENTS I would like to exhibit my deepest gratitude to the dearest people who were willing to stand by me during the time I was writing my thesis Without them, the thesis would have been hardly possible to complete First of all, I would express the warmest thank to the professors, who devotedly worked with the TESOL courses and the greatest thank to the Graduate School of Ho Chi Minh City Open University for their timely and enormous support throughout the semesters Next, my special thanks are sent to my supervisor, Dr Tran Thi Minh Phuong, who was always there to ‘take me back’ whenever I get lost in the thesis direction and encouraged me to protect my conviction in conducting the thesis Indeed, my thesis could not be as good as expected without her support Also, I am sincerely thankful for the enthusiastic colleagues of Bach Viet College where I carried out the experiment for my thesis I also thank TESOL7 classmates during the valuable and memorial time working with them Then, I owe my family for their endless love to me, especially my parents They are the most motivation for me to try harder Also, I appreciate my dear friends, who offered help, gave me encouragement in writing the thesis I wish the best for all the people I am indebted to iii TABLES OF CONTENTS ABSTRACT I STATEMENT OF AUTHORSHIP II ACKNOWLEDGEMENT III TABLES OF CONTENTS IV LIST OF FIGURES AND TABLES V LIST OF ABRREVIATIONS VII CHAPTER INTRODUCTION 1.1 BACKGROUND OF THE STUDY 1.1.1 Self-regulated learning in Vietnam 1.1.2 The school context 1.2 PURPOSES OF THE STUDY 1.3 RESEARCH QUESTIONS 1.4 SIGNIFICANCE OF THE STUDY 1.5 ORGANIZATION OF THE STUDY CHAPTER LITERATURE REVIEW 2.1 THEORETICAL GROUNDING 2.2 SELF-REGULATED LEARNING 2.2.1 Definitions of self-regulated learning 2.2.2 Instruments to measure self-regulated learning 11 2.2.3 Challenges to foster self-regulated learning in classroom 13 2.3 RELATIONSHIP BETWEEN SELF-REGULATED LEARNING, SELF-DIRECTED LEARNING AND AUTONOMY 13 2.4 SELF-REGULATED LEARNING STRATEGIES 15 2.4.1 Overview of language learning strategy 15 2.4.2 Self-regulated learning strategy in language learning 15 2.5 SELF-REGULATED LEARNING STRATEGY AND ORAL COMMUNICATION IN LANGUAGE LEARNING 16 iv 2.6 CHARACTERISTICS OF SELF-REGULATED LEARNERS 17 2.7 THE FRAMEWORK OF THE STUDY 19 2.7.1 Metacognitive strategies in language learning 20 2.7.2 Cognitive strategies in language learning 21 2.7.3 Metacognitive and cognitive strategies in language learning 22 2.8 INSTRUCTIONAL APPROACHES TO DEVELOP SELF-REGULATED LEARNING 25 2.9 PROCEDURES TO IMPLEMENT SELF-REGULATED LEARNING STRATEGIES 28 2.9.1 Forethought and planning phase 29 2.9.2 Monitoring phase 29 2.9.3 Reflection phase 30 2.10 TEACHER’S ROLES IN DEVELOPING SELF-REGULATED LEARNING STRATEGIES 32 2.11 BACHMAN’S FRAMEWORK OF ORAL COMMUNICATION COMPETENCE 33 CHAPTER RESEARCH METHODOLOGY 35 3.1 RESEARCH QUESTIONS 35 3.2 DESIGN OF THE STUDY 35 3.2.1 The two chosen classes 37 3.2.2 The procedures of a typical Communicative Language Teaching lesson plan 38 3.2.3 Procedures of self-regulated learning strategy lesson plan 40 3.3 MEASUREMENT INSTRUMENT 44 3.3.1 Tests 44 3.3.2 Interviews 44 3.3.3 Questionnaire 45 3.3.4 Classroom observations 47 3.4 VALIDITY AND RELIABILITY OF THE STUDY 47 CHAPTER DATA ANALYSIS AND DISCUSSIONS OF RESULTS 49 4.1 ANALYZING DATA AND INTERPRETATION 49 v 4.1.1 Comparisons in students’ oral communication performance in the pre-tests and post-tests 49 4.1.2 Reliability statistics of the questionnaire 53 4.1.3 Descriptive analysis of the questionnaire 53 4.1.4 Students’ level use of SRLS 61 4.1.5 The relationship between students’ level use of self-regulated learning strategy and their oral test results 63 4.1.6 Students’ attitudes towards self-regulated learning strategies 65 4.2 DISCUSSIONS OF THE FINDINGS 66 4.2.1 Finding from statistic analysis 66 4.2.2 Finding from teacher’s observations and interviews with students 67 4.2.3 Summary of the findings of the research 71 CHAPTER CONCLUSIONS, IMPLICATIONS AND RECOMMENDATION 74 5.1 MAJOR CONCLUSIONS 74 5.2 LIMITATIONS 76 5.3 IMPLICATIONS 77 5.4 RECOMMENDATIONS 79 REFERENCES 81 APPENDIXES 98 vi LIST OF FIGURES AND TABLES FIGURES Figure 2.1: The directive process of self- regulated learning and achievement 11 Figure 2.2: A cyclic model of self regulatory learning 31 TABLES Table 1: The distribution scale of oral test of Bach Viet College Table 2: Self-regulated learning strategies 23 Table 3.1: The structure of experimental design 36 Table 3.2: The design of the study 36 Table 3.3: Communication in the Modern Language Classroom 38 Table 3.4: Summary of the a typical CLT lesson plan 39 Table 3.5: The schedule of the intervention 41 Table 3.6: Summary of the main procedures of the SRLS lesson plans 42 Table 3.7: The aims of the items in the questionnaire 46 Table 4.1: Summary of the pre-test resultof the EG and CG 49 Table 4.2: Summary of the pre-and-post-oral test results of the CG 50 Table 4.3: Summary of the pre-and-post-oral test results of the EG 51 Table 4.4: Summary of the post-test results of the EG and CG 52 Table 4.5: The descriptive statistics of Metacognitive items 54 Table 4.6: Summary of Item-total statistics of Metacognitive items 56 Table 4.7: The descriptive statistics of Cognitive items 56 Table 4.8: Summary of Item-total statistics of Cognitive items 58 Table 4.9: The descriptive statistics of Attitude items 59 Table 4.10: Summary of Item-total statistics of Attitudes items 60 Table 4.11: The level use of Metacognitive strategies 61 Table 4.12: The level use of Cognitive strategies 62 Table 4.13: The of level use of Metacognitive and Cognitive strategies 63 vii Table 4.14: The ANOVA regression 63 Table 4.15: Model summary 64 Table 4.16: The coefficients in SPSS regression 64 Table 4.17: Students’ attitudes towards SRLS 65 viii 20 Tôi chắn áp dụng Chiến lược tự học để cải thiện kỹ Nói ( Speak) tiếng Anh Chúng tơi đảm bảo giữ bí mật thơng tin cá nhân bạn Đóng góp bạn có ý nghĩa việc nghiên cứu lĩnh vực giáo dục Cám ơn bạn dành thời gian trả lời bảng câu hỏi Chúc bạn sức khỏe, niềm vui thành công học tập Thân 145 APPENDIX G1 (English Version) QUESTIONNAIRE Name of student: □ Female □ Gender: Male Year of student: _ Majoring: _ Years of learning English: _ The questionnaire below helps better teaching and learning English in our current setting Do you agree or disagree with the following statements and which scale you agree with? For Completely disagree Disagree Undecided Agree Completely agree example: If you completely agree, mark: X Please supply a quick response to the answer You Neither need to think twice Nor change your mind for another answer Please put an X for your choice 146 QUESTIONNAIRE ON MY SELF-REGULATED LEARNING STRATEGIES FOR I have set goals for the course E.g.: This term, I have to get 7.0 in the oral test I always set the goal for every lesson Eg After the lesson today, I can talk about my future job in English fluently I always preparations lesson have good for the new I often search for interesting websites to practice Speaking I always make up questions before talking about a topic I am always attentive to the teacher’s comments on my speaking performance 147 disagree Completely Disagree Undecided Agree agree Statements Completely SPEAKING I often evaluate how much effort I have put on every lesson I always find a quiet place to study to concentrate better I think Speaking is my worse 10 I feel satisfied with speaking achievement duringBE3 semester 11 I have got a note for good phrases/ structures for my speaking topics 12 I always take note the stressed syllables/words 13 I often watch English movies with subtitle in order to better my Listening skill 14 I always take notes good ideas for my speaking topics 15 When the teacher gives feedback on speaking performance, I carefully take notes of her comments 148 16 I always review what I have noted in my notebook prior the speaking exam 17 I often recall the interesting ideas for my topics and practice them fluently 18 I often practice topics over and over to better my speaking performance 19 I often translate new words into Vietnamese to remember more easily 20 I often try to describe physical objects around in English 21 If I fail to express my ideas in English, I use body languages 22 If I don’t understand the lesson, I ask my friends for help 23 I have applied the selfregulated learning strategies in my speaking performance 24 Self-regulated learning strategy is useful to my Speaking performance 149 25 I definitely will use selfregulated learning strategies to better my Speaking performance 150 QUESTIONNAIRE ON MY SELF-REGULATED LEARNING STRATEGIES FOR SPEAKING APPENDIX G2 (English Version) QUESTIONNAIRE Name of student: □ Female □ Gender: Male Year of student: _ Majoring: _ 10 Years of learning English: _ The questionnaire below helps better teaching and learning English in our current setting Do you agree or disagree with the following statements and which scale you agree with? For Completely disagree Disagree Undecided Agree Completely agree example: If you completely agree, mark: X Please supply a quick response to the answer You Neither need to think twice Nor change your mind for another answer Please put an X for your choice 151 QUESTIONNAIRE ON MY SELF-REGULATED LEARNING STRATEGIES FOR disagree Completely Disagree Undecided Agree agree Statements Completely SPEAKING Strategies * 26 I have set goals for the course GOAL SETTING& E.g.: This term, I have to get 7.0 PLANNING in the oral test 27 I always set the goal for every lesson GOAL SETTING& Eg After the lesson today, I can talk PLANNING about my future job in English fluently 28 I always make up questions GOAL SETTING& before talking about a topic PLANNING 29 I am always attentive to the SELF- teacher’s comments on my EVALUATION speaking performance 30 I often evaluate how much SELF- effort I have put on every EVALUATION lesson SELF- 31 I think Speaking is my worse EVALUATION 152 32 I feel satisfied with speaking SELF- achievement duringBE3 EVALUATION semester 33 I have got a note for good KEEPING phrases/ structures for my RECORDS- speaking topics 34 I always take note the stressed KEEPING syllables/words RECORDS 35 I always take notes good ideas KEEPING for my speaking topics RECORDS 36 When the teacher gives feedback on speaking KEEPING performance, I carefully take RECORDS notes of her comments 37 I always review what I have REVIEWING noted in my notebook prior RECORDS the speaking exam 38 I often recall the interesting ideas formy topics and REHEARSAL practice them fluently & MEMORIZING 39 I often practice topics over and over to better my REHEARSAL speaking performance & MEMORIZING 153 40 I often translate new words ORGANISING & into Vietnamese to remember TRANSFORMING more easily 41 I often try to describe physical ORGANISING & objects around in English TRANSFORMING 42 If I fail to express my ideas in ORGANISING English, I use body languages & TRANSFORMING 43 I have applied the selfregulated learning strategies APPLYING in my speaking performance 44 Self-regulated learning strategy is useful to my USEFULNESS Speaking performance 45 I definitely will use selfregulated learningstrategies to better my Speaking FUTURE USE performance We ascertain that your personal information is confidential Your contribution is worthy in education research Thank you for your time and cooperation Wish You be happy, healthy and successful in your study Best regards, Notes: To clarify the specific strategies used to measure (*) thereby was embedded for reference 154 APPENDIX H Teacher’s journal checklist This checklist was used to identify and measure how often students reflected on their learning plan and what strategies worked well and how much they reached their short and long term goals If the strategies were carried out, put a stick next to the statement Week (Vocabulary + Listening) √ (Grammar + Reading) - Set goal for the course - Set the objective to the lesson -Introduce self-regulated learning - Have students analyze strategies used - Set the objective to the lesson for the tasks - Describe strategies students used - Have students set time and prepare for the tasks ideas for the presentation - Instruct new strategies - Have students self-evaluate the - Evaluate the accomplishment of the effectiveness of the strategies used in the tasks and compare old and new tasks strategies - Provide comments on students’ strategy - Reflect the evaluation of the lesson use and performance Strategies instructed: New strategies instructed: - Goal settings & planning - Self -eveluation Comments: Comments: - Set the objective to the lesson - Set the objective to the lesson - Instruct keeping records and - Instruct rehearsing and memorizing monitoring - Have students analyze - Ask students to memorise the strategies used for the tasks presentation by listing, outlining, making - Have students set time and prepare a picture ideas for the presentation - Have students analyze strategies used - Self-evaluate the effectiveness of for the tasks the strategies used in the tasks - Have students set time and prepare Strategies instructed: ideas for the presentation Keeping records and monitoring - Have students rehearse the talk with their partners before presentation 155 √ - Self-evaluate the effectiveness of the Comments: strategies used in the tasks Strategies instructed: Rehearsing and memorizing Comments: - Set the objective to the lesson - Set the objective to the lesson - Instruct reviewing records - Instruct organizing and transforming - Have students analyze strategies strategies used for the tasks - Have students to make an outline, make - Have students set time and prepare up a picture, draw a table of the ideas ideas for the presentation - Have students arrange the ideas/ main - Have students use their notes for points of the talk logically the presentation - Have students analyze the strategies - Self-evaluate the effectiveness of used for the tasks the strategies used in the tasks - Have students set time and prepare Strategies revised : ideas for the presentation Reviewing records - Self-evaluate the effectiveness of the Comments: strategies used in the tasks Strategies instructed: Organizing and transforming Comments: - Set the objective to the lesson - Set the objective to the lesson - Have students analyze strategies - Have students analyze strategies used used for the tasks for the tasks - Have students set time and prepare - Have students set time and prepare ideas for the presentation ideas for the presentation - Self-evaluate the effectiveness of - Self-evaluate the effectiveness of the the strategies used in the tasks strategies used in the tasks * Practicing with the trained * Practicing with the trained strategies strategies 156 Comments: Comments: - Set the objective to the lesson - Set the objective to the lesson - Have students analyze strategies - Have students analyze strategies used used for the tasks for the tasks - Have students set time for the talk - Have students set time and prepare - Have students discuss and get ready ideas for the presentation for the presentation - Self-evaluate the effectiveness of the - Self-evaluate the effectiveness of strategies used in the tasks the strategies used in the tasks * Practicing with the trained * Practicing with the trained strategiesComments: strategies Comments: - Set the objective to the lesson - Set the objective to the lesson - Have students analyze strategies - Have students analyze strategies used used for the tasks for the tasks - Have students set time and prepare - Have students set time and prepare ideas for the presentation ideas for the presentation - Self-evaluate the effectiveness of - Self-evaluate the effectiveness of the the strategies used in the tasks strategies used in the tasks * Practicing with the trained * Practicing with the trained strategiesComments: strategiesComments: - Set the objective to the lesson - Set the objective to the lesson - Have students analyze strategies - Have students analyze strategies used used for the tasks for the tasks - Have students set time and prepare - Have students set time and prepare ideas for the presentation ideas for the presentation - Self-evaluate the effectiveness of - Self-evaluate the effectiveness of the the strategies used in the tasks strategies used in the tasks * Practicing with the trained * Practicing with the trained strategies 157 strategies Comments: Comments: - Set the objective to the lesson - Have students analyze strategies used for the tasks - Have students set time and prepare ideas for the presentation * Notice: For student’s good - Self-evaluate the effectiveness of preparations to the oral exam, Day 16th the strategies used in the tasks was treated as Student’s Self – study * Practicing with the trained strategies - Evaluate the effort and progress of the whole course Comments: *** For the sake of student’s interests, the order of the procedure of the lessons would change according to the activities or the tasks 158 APPENDIX I INTERVIEW QUESTIONS ( Experimental class) Did you use the SRLS for your speaking performance in this term? Do you think SRLS is useful to better your speaking performance? What is your ultimate goal after the BE3 course?/ What’s your expected result in the speaking exam? Among the strategies we have learnt, what strategies are more convenient for you in practicing speaking? What you like most about the SRLS class? Do you really think SRLS is practical and applicable to enhance your speaking performance? How you feel after learning with the SRLS? Are you going to use SRLS to better your speaking practice? 159