Using e portfolios to develop learner autonomy in a speaking course at newsky language center

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY USING E-PORTFOLIOS TO DEVELOP LEARNER AUTONOMY IN A SPEAKING COURSE AT NEWSKY LANGUAGE CENTER Submitted to the Faculty of English Language in partial fulfillment of the Master s degree in English Language Course code: 60220201 By NGUYEN THI LE TRINH Supervised by DUONG MY THAM, Ph.D HO CHI MINH CITY, MAY 2020 The thesis entitled Using E-portfolios to Develop Learner Autonomy in Speaking Course at NewSky Language Center was successfully defended and approved on……… date… at Ho chiminh City University of Technology (HUTECH) Academic supervisor: DUONG MY THAM, Ph.D Examination Committee 1.……………………………………………………….Chair 2.…………………………………………….…………Reader 3.……………………………………………………….Reader 4.……………………………………………………….Member 5.……………………………………………………… Secretary Member On behalf of the Examination Committee Chair i HCMC UNIVERSITY OF TECHNOLOGY POSTGRADUATE INSTITUTE HCMC, … ……………20 … MASTER’S THESIS REPORT Student name: NGUYEN THI LE TRINH Sex: Female Date of birth: 28th Jun 1994 Place of birth: Binh Thuan Major: English Language Student code: 1841900008 I- Thesis title: Using E-portfolios to Develop Learner Autonomy in Speaking Course at NewSky Language Center II- Objectives and contents: The purpose of this research study is to explore the learners’ attitudes towards autonomous learning and the development of learner autonomy learning skills in speaking English courses through using E-portfolios at NewSky Language Center in order to support and give some implications for teachers and students to increase students' self-learning ability III- Starting date: 30 Oct 2019 IV- Completing date: V- Academic supervisor: Duong My Tham, Ph.D ACADEMIC SUPERVISOR FACULTY DEAN (full name, signature) (full name, signature) ii CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: USING E-PORTFOLIOS TO DEVELOP LEARNER AUTONOMY IN A SPEAKING COURSE AT NEWSKY LANGUAGE CENTER In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City University of Technology Ho Chi Minh City,.……………… NGUYEN THI LE TRINH iii RETENTION AND USE OF THE THESIS I hereby state that I, NGUYEN THI LE TRINH, 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 origin 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 Ho Chi Minh City, Signature ………………… NGUYEN THỊ LE TRINH iv ACKNOWLEDGMENTS I would like to express my deepest gratitude to Dr Duong My Tham, my supervisor, for her patience, guidance, insightful advice, and constant encouragement throughout the whole research process Without her support and guidance, this thesis would never have been completed I would also like to express my gratefulness to HCMC University of Technology (HUTECH) for giving me the opportunity to make the thesis I would like to express my deep thankfulness to all the teachers of the Faculty of English Language thank, especially to Dr Nguyen Thi Kieu Thu for their guidance, advice, and support to help me completing the thesis I really express my gratitude to my best friends, Ms Nguyen Tuong Vy and Ms Ho Thi Thanh Tien, whose contribution in stimulating suggestions and encouragements, help me in all the time of thesis and writing of this thesis I owe earnest thankfulness to the manager of NewSky Language Center, Mr Bui Quang Trung, who permitted to use all the required equipment and the necessary materials to complete this thesis Last but not least, thanks a million to my parents and my siblings for supporting me spiritually throughout writing this thesis and my life in general v ABSTRACT In the context of Vietnam, teacher-centered language teaching and learning approaches have been regarded as a learning and teaching method for a long time Vietnamese EFL students, therefore, are more passive to gain communicative purposes in learning the target language At present, there are a variety of learning tools that are used to enhance the learner-centered model in learning foreign languages The aims of this study were to explore the learners’ attitudes about learner autonomy and the learners’ and teachers’ perceptions of the implementation of e-portfolios to develop the learners’ autonomous learning skills as a learning tool in a speaking English course at NewSky Language Center It was a mixed-methods research in which the main research instruments were questionnaire, interview, reflection, and diary The quantitative data were collected through the questionnaire administered twenty EFL learners at NewSky Language Center Besides, the data gained from the reflections and the dairy made by the teacher-in-charge throughout the course were also gathered Finally, the semi-structured interview with learners was also conducted The results showed that the learners agreed they had a positive attitude towards their autonomous learning through using e-portfolios in the EFL speaking class In addition, the findings also emphasized the learners’ and teachers’ perceptions of the implementation of e-portfolios to develop the learners’ autonomous learning skills in terms of three major categories (e.g., self-regulation, self-assessment, and accountability) It is hoped that the findings of the research may contribute to promoting learner autonomy in EFL contexts by using e-portfolios Keywords: EFL context, e-portfolios, learner autonomy vi TABLE OF CONTENTS MASTER’S THESIS REPORT ii CERTIFICATE OF ORIGINALITY iii RETENTION AND USE OF THE THESIS iv ACKNOWLEDGMENTS v ABSTRACT vi LISTS OF FIGURES xiii LIST OF ABBREVIATIONS AND SYMBOLS xiv CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem .3 1.3 Aims and objectives of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.8 Organization of the thesis CHAPTER 2: LITERATURE REVIEW .8 2.1 Electronic portfolios (e-portfolios) 2.1.1 Definition of e-portfolios .8 2.1.2 Characteristics of e-portfolios 2.1.3 Advantages of e-portfolios in language teaching and learning 10 vii 2.1.4 Disadvantages of e-portfolios 12 2.2 Learner autonomy 13 2.2.1 Definition 14 2.2.2 Levels of autonomy 15 2.2.3 Autonomous learning skills 16 2.3.4 The role of learner autonomy in EFL education 18 2.3 Previous studies 19 2.4 Conceptual Framework 23 CHAPTER 3: METHODOLOGY 25 3.1 Research design 25 3.2 Research site 25 3.3 Sample and sampling procedures 26 3.4 The experiment 27 3.4.1 Course description 27 3.4.2 Materials .27 3.4.3 Evaluation 28 3.4.4 Teaching procedures 28 3.5 Research instruments 29 3.5.1 Questionnaire 30 3.5.2 Semi-structured interview 31 viii 3.5.3 E-portfolio’s reflections 32 3.5.4 Diary 34 3.6 Data collection procedure 34 3.7 Data analysis procedure .35 3.7.1 Quantitative data 35 3.7.2 Qualitative data 36 3.8 Validity and reliability 37 3.8.1 Validity .37 3.8.2 Reliability 37 3.9 Summary 38 CHAPTER 4: RESULTS AND DISCUSSIONS 40 4.1 Results 40 4.1.1 The EFL learner's attitudes towards their autonomous learning through using e-portfolios 40 4.1.2 The learners’ and teachers’ perceptions of the implementation of e-portfolios to develop the learners’ autonomous learning skills 47 4.2 Discussion 52 4.2.1 The learners’ attitude towards learning autonomy through using e-portfolios 52 4.2.2 The learners’ and teachers’ perceptions of the implementation of e-portfolios to develop the learners’ autonomous learning skills 53 4.3 Summary 55 ix APPENDIX C LEARNERS’ SEMI-STRUCTURED INTERVIEW QUESTIONS Have you ever learned about “autonomy” before? Have you ever attended any courses that used “e-portfolio” (Google Classroom before)? I Self-regulation Can you preview objectives of the task outcomes? How? Can you set goals for the speaking tasks? Hows? Can you find materials to prepare necessary vocabulary/ideas for the task? How? Can you use strategies to overcome linguistics and psychology difficulties related to speaking skills? How? II Self-assessment Can you identify your strengths and weaknesses? How? Can you check logical organization while speaking? How? Can you evaluate your speaking skills in term of ideas/ vocabulary/ organization/ grammar? How? III Accountability 10 Do you learn English with your classmates outside of classroom? How? 11 Can you set a timetable during learning process.? How? 12 Do you try to finish the tasks on time? How? THE END! THANK YOU 78 APPENDIX D BẢNG CÂU HỎI PHỎNG VẤN 1.Bạn có nghe thuật ngữ “Sự tự chủ học tập” chưa? 2.Bạn có tham gia lớp sử dụng E-portfolio giảng dạy chưa? I.Self-regulation Bạn xác định trước mục tiêu đầu tập? Bạn làm nào? Bạn đặt mục tiêu hoàn thành cho tập giao hay không? Bạn làm nào? Bạn tìm tài liệu thích hợp đến từ vựng ý tưởng liên quan đến tập hay khơng? Bạn làm nào? Bạn sử dụng chiến lược để vượt qua khó khăn liên quan đến ngơn ngữ học lý học việc nói tiếng Anh? Và làm nào? II.Self-assessment Bạn xác định điểm manh điểm yếu nói hay khơng? Và làm nào? Bạn kiểm tra cách xếp ý tưởng cách hợp lý nói hay khơng? Và làm nào? Bạn đánh giá kĩ sử dụng Tiếng Anh thân nói (về ý tưởng, từ vựng, xếp bài, ngữ pháp)? Bạn làm nào? III.Accountability 10 Ngồi học lớp, bạn có học thêm tiếng Anh với bạn lớp hay không? Và học nào? 79 11 Bạn có lên thời gian biểu cho việc học hay không? Và lên lịch nào? 12.Bạn có hồn thành làm hạn hay không? CẢM ƠN! 80 APPENDIX E E-PORTFOLIO REFLECTIONS NAME: WEEK: DATE: No Content Questions Can you preview objectives of the task outcomes? How? …………………………………………………………… ….………………………………………………………… Can you set goals for the speaking tasks? Hows? …………………………………………………………… ….………………………………………………………… Can you find materials to prepare necessary vocabulary for the task? How? ………………………………………………………… Self-regulation ….………………………………………………………… Can you find materials to prepare necessary ideas for the tasks? How …………………………………………………………… ….………………………………………………………… Can you use strategies to overcome linguistics and psychology difficulties related to speaking skills? How? …………………………………………………………… ….………………………………………………………… Can you modify ideas to ensure logical organizations 81 while speaking? How? …………………………………………………………… ….………………………………………………………… Can you identify your strengths and weaknesses? How? …………………………………………………… ….……………………………………………… Can you check logical organization while speaking? How? Self-assessment …………………………………………………… ….……………………………………………… Can you evaluate your speaking skills in term of ideas/vocabulary/organization/grammar? How? …………………………………………………… ….……………………………………………… 10 Do you learn English with your classmates outside of classroom? How? …………………………………………………… ….……………………………………………… Accountability 11 Can you set a timetable during learning process.? How? ………………………………………………… ….……………………………………………… 12 Can you choose a suitable learning method, such as 82 talking with foreigners? How? …………………………………………………… ….……………………………………………… 13 Do you try to finish the tasks on time? How? …………………………………………………… ….……………………………………………… THE END AND THANK YOU! 83 APPENDIX F PHẢN HỒI TỪ E-PORTFOLIO TÊN: TUẦN: NGÀY: STT Nội dung Câu hỏi Bạn xác định trước mục tiêu đầu tập? Bạn làm nào? ….……………………………………………… Bạn đặt mục tiêu hồn thành cho tập giao hay khơng? Bạn làm nào? ….……………………………………………… Bạn tìm tài liệu thích hợp đến từ vựng liên quan đến tập hay không? Bạn làm nào? Sự tự điều chỉnh ….………………………………………………… Bạn tìm tài liệu thích hợp đến ý tưởng liên quan đến tập hay không? Bạn làm nào? …………………………………………………… Bạn sử dụng chiến lược để vượt qua khó khăn liên quan đến ngôn ngữ học lý học việc nói tiếng Anh? Và làm nào? ………………………………………………… Bạn xếp ý tưởng cách hợp lý nói hay khơng? Và làm nào? ….……………………………………………… 84 Bạn xác định điểm manh điểm yếu nói hay khơng? Và làm nào? …………………………………………………… Sự tự đánh giá Bạn kiểm tra cách xếp ý tưởng cách hợp lý nói hay khơng? Và làm nào? …………………………………………………… Bạn đánh giá kĩ sử dụng Tiếng Anh thân nói (về ý tưởng, từ vựng, xếp bài, ngữ pháp)? Bạn làm nào? …………………………………………………… 10 Ngoài học lớp, bạn có học thêm tiếng Anh với bạn lớp hay không? Và học nào? ………………………………………………… 11 Bạn có lên thời gian biểu cho việc học hay không? Và lên lịch nào? Sự tự giác học tập độc lập ………………………………………………… 12 Bạn có chọn phương pháp học tiếng Anh phù hợp, nói chuyện với người nước ngồi hay không? Và bạn làm nào? …………………………………………………… 13 Bạn có hồn thành làm hạn hay khơng? …………………………………………………… CẢM ƠN! 85 APPENDIX G LEARNERS’ E-PORTFOLIO REFLECTIONS EXAMPLE NAME: Vo Thanh Thu WEEK: DATE: 11/11/19 No Content Questions Can you preview objectives of the task outcomes? How? - I had an overview of the task outcome I knew what the task asked about 2.Can you set goals for the speaking tasks? Hows? - Based on the task outcome, I need to make clear the goals of the task, and knew what I need to to finish the task 14 Can you find materials to prepare necessary vocabulary for the task? How? Self-regulation - Actually, I knew I need to prepare the necessary vocabulary actively at home But I felt so lazy to look for the vocabulary and I didn’t know where I can find them 15 Can you find materials to prepare necessary ideas for the tasks? How - It was the same as the vocabulary, I were a problem in finding the sources I didn’t know how to arrange my all ideas correctly 16 Can you use strategies to overcome linguistics and psychology difficulties related to speaking skills? How? - Based on my finding, I felt more confident, but I also felt confused sometimes 17 Can you modify ideas to ensure logical organizations while speaking? How? 86 - I had more ideas to speak, but actually, I still got the trouble when suitable for arranging all my ideas 18 Can you identify your strengths and weaknesses? How? - Yes, I knew my strong and weak points during I prepared the task at home 19 Can you check logical organization while speaking? How? Self-assessment -I didn’t know exactly how can I check it correctly, but I used my findings and ideas to talk about the topics for the first time 20 Can you evaluate your speaking skills in term of ideas/vocabulary/organization/grammar? How? - Yes, the teacher and classmates give me the comments about my performance, and based on these comments, I could fix my task after 21 Do you learn English with your classmates outside of classroom? How? - Yes, we had the homework after the lesson time, and we need to work in a group at home to finish the task 22 Can you set a timetable during learning process.? How? Accountability - Yes, I need to plan my timetable to make sure that I can finish the task at home on time 23 Can you choose a suitable learning method, such as talking with foreigners? How? - I still felt shy when I talk with the foreigners, I thought I will be more confident after 24 Do you try to finish the tasks on time? How? - I forgot to finish the task on time for the first time, but I set the reminding to make sure that I remember after 87 APPENDIX H TEACHER’S DIARY Reflections How can Week Date Weekly students achieve Goals goals? Students’ skills in: - Self-regulation -Self-assessment -Accountability ….… ….… ….…… ….………………… ….… ….… ….…… ….………………… ….… ….… ….…… ….………………… ….… ….… ….…… ….………………… 10 ….… ….… ….…… ….………………… THE END! THANK YOU 88 APPENDIX I NHẬT KÝ CỦA GIÁO VIÊN GIẢNG DẠY Phản hồi Tuần Ngày Mục tiêu tuần Cách mà học sinh đạt mục tiêu tuần Kĩ học sinh về: - tự đánh giá -sự tự điều chỉnh -sự tự giác học tập độc lập ….… ….… ….…… ….………………… ….… ….… ….…… ….………………… ….… ….… ….…… ….………………… ….… ….… ….…… ….………………… 10 ….… ….… ….…… ….………………… CẢM ƠN! 89 APPENDIX J TEACHER’S DIARY EXAMPLE Reflections Week Date Weekly Goals How can students achieve goals? Students’ skills in: - Self-regulation -Self-assessment -Accountability 11/11/19 Holiday report -vocabulary -materials -speaking performances -peers’ interaction -students seemed to be active in preparing vocabulary and materials for the task, but they couldn’t be confident in public speaking (lack of ideas, vocabulary, ) - they also lacked the interaction with their friends during lesson time - the teacher still reminded them to finish the task at home 25/11/19 Houses furniture & -vocabulary -materials -speaking performances 90 - students had a better preparing of vocabulary and materials - they knew how to use -peers’ interaction - responsibility their findings in their speaking time, it made them felt more confident - the classmates were more active in giving comments - they still were reminded for completing their assignment by teachers 09/12/19 Describing the city -vocabulary -materials -speaking performances -peers’ interaction - responsibility - students were independent in looking for the necessary materials - they were confident and independent in their speaking performance - It seemed that all students joined the lesson positively -student finished their task independently 23/12/19 Describing food drinks & -vocabulary -materials -speaking performances -peers’ interaction - responsibility - preparing had a before good taking part in the lesson - they were confident and active in lesson time - the other student was positive to give comments for 91 student their friend’s performance - they finished their task on time 10 06/01/20 Fortune telling -vocabulary -materials -speaking performances -peers’ interaction - responsibility - student preparing had a before good taking part in the lesson - they were confident and active in lesson time - the other student was positive to give comments for their friend’s performance - they finished their task on time 92