High school students use of autonomous language learning activities to improve english reading comprehension

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE  HIGH SCHOOL STUDENTS’ USE OF AUTONOMOUS LANGUAGE LEARNING ACTIVITIES TO IMPROVE ENGLISH READING COMPREHENSION A thesis submitted to the Faculty of English Linguistics & Literature By NGUYEN THI PHUOC HANH Supervised by TRAN QUOC THAO, Ph.D HO CHI MINH CITY, MARCH 2023 The thesis entitled HIGH SCHOOL STUDENTS’ USE OF AUTONOMOUS LANGUAGE LEARNING ACTIVITIES TO IMPROVE ENGLISH READING SKILLS was successfully defended and approved on March 13, 2023 at HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES (HCMUSSH) Academic supervisor: Dr Trần Quốc Thao Examination Committee Dr Nguyễn Đăng Nguyên: Chair Dr Phạm Huy Cường: Reader Dr Nguyễn Thị Như Ngọc: Reader Dr Bùi Thị Thục Quyên: Member Dr Nguyễn Thị Hồng Thắm: Secretary Member On behalf of the Examination Committee Chair Dr Nguyễn Đăng Nguyên i MINISTRY OF EDUCATION AND TRAINING VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES Ho Chi Minh City, 10th February 2023 MASTER’S THESIS REPORT Student name: NGUYEN THI PHUOC HANH Sex: Female Date of birth: 28 February 1987 Place of birth: Dong Thap Major: Teaching English to Speakers of Other Languages (TESOL) Student code: 186014011108 I- Thesis title: High school students’ use of autonomous language learning activities to improve English reading skills II- Objectives and contents: This study aims to scrutinize high school students’ use of autonomous language learning activities to improve English reading skills at the context of Nguyen Trai High School, Thuan An City, Binh Duong Province, Vietnam The research objectives are as follows: - To find out high school students’ perceptions of learner autonomy in English reading comprehension at Nguyen Trai High School; - To examine how high school students use autonomous language learning activities to improve their English reading skills at Nguyen Trai High School This study was conducted at the context of Nguyen Trai High School, there are many facilities such as a Vietnamese-standardized library, experimental rooms, LAB, smartboard classrooms, computer rooms with Wi-Fi internet aiming to help students to study English As such, students are required to take responsibility to learn independently The participants were high school students at Nguyen Trai High School, Thuan An City, Binh Duong Province, Vietnam In order to gain the results, this study applied the mixed-method: quantitative and qualitative, two instruments were utilized: questionnaire and semi-structured interview so as to collect the data ii III- Starting date: January 7th 2020 IV- Completing date: February 10th 2023 V- Academic supervisor: Tran Quoc Thao, Ph D ACADEMIC SUPERVISOR FACULTY DEAN iii CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: “HIGH SCHOOL STUDENTS’ USE OF AUTONOMOUS LANGUAGE LEARNING ACTIVITIES TO IMPROVE ENGLISH READING SKILLS” Ho Chi Minh City, February, 2023 NGUYEN THI PHUOC HANH iv RETENTION AND USE OF THE THESIS I hereby state that I, NGUYEN THI PHUOC HANH, being a candidate for the degree of Master of TESOL 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 Ho Chi Minh City, February, 2023 v ACKNOWLEDGEMENTS Foremost, I have to express my deep gratitude to my supervisor, Dr Tran Quoc Thao for his professional guidance, efforts and support he gave me throughout the different phases of writing my Master Thesis I was very lucky to work on my research under his supervision and patience which inspired me to greater efforts I would also like to take the opportunity to thank examiners for reading my proposal for their in- depth comments and suggesting future steps they gave during the thesis defense I am also deeply grateful for the support of students at Nguyen Trai High School, the enthusiastic participation of the students in this research project This study would not have been possible without the valuable data they provided Last but not least, I owe my family wholehearted thanks for the eternal support and encouragement I received I might not have gone on my academic path without them vi ABSTRACT Learner autonomy has emerged as an indispensable part in education in general and in English language education in particular Accordingly, high school students’ use of autonomous language learning activities should be imperative This study, therefore, aims to uncover high school learners’ perceptions of learner autonomy in English reading comprehension and scrutinize high school students’ use of autonomous language learning activities to improve English reading comprehension at the context of Nguyen Trai High School, Thuan An City, Binh Duong Province, Vietnam The research participants were 102 high school students conveniently sampled answering the closed-ended questionnaires, and 15 of whom were invited for semi-structured interviews The quantitative data from questionnaires were processed by SPSS version 25, while the qualitative data from interviews were analyzed using the content analysis approach The findings shed light on research participants’ positive perceptions of learner autonomy in English reading comprehension and their actual use of autonomous language learning activities to improve English reading comprehension Among five components of perceptions of learner autonomy in English reading comprehension, it was found out that research participants were highly aware of the concepts of learner autonomy in English reading comprehension, they had positive sense of responsibilities for English reading comprehension learning issues, and they implemented some different autonomous language learning activities for learning English outside the classroom because they are well-aware of the importance of learner autonomy The findings also showed that most of research participants became more autonomous for their language learning and applied more autonomous language learning activities beyond the classroom Such preliminary findings are hoped to shed light on the enhancement high school students’ perceptions of learner autonomy in English reading comprehension and foster the implementation of their autonomous language learning activities to improve English reading comprehension Keywords: learner autonomy; autonomous language learning activities; English comprehension reading vii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY iv RETENTION AND USE OF THE THESIS v ACKNOWLEDGEMENTS vi ABSTRACT vii TABLE OF CONTENTS viii LIST OF TABLES xii LIST OF FIGURES .xiii LIST OF ABBREVIATIONS xiv CHAPTER I- INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Aims and objectives of the research 1.4 Research questions 1.5 Scope of the research 1.6 Significance of the research 1.7 Organization of the study CHAPTER II- LITERATURE REVIEW 2.1 Introduction 2.2 Reading and reading comprehension 2.2.1 Definitions of reading 2.2.2 Definitions of reading comprehension 2.2.3 Models of reading 2.2.3.1 The bottom-up model 2.2.3.2 The top-down model 2.2.3.3 The interactive model 2.2.4 Types of reading 10 2.2.4.1 Intensive reading 10 2.2.4.2 Extensive Reading 11 2.3 Learner autonomy (LA) 11 2.3.1 Definitions of LA 11 viii 2.3.2 Types and levels of autonomy 12 2.3.3 Principles of LA 14 2.3.4 Characteristics of a responsible learner 16 2.3.5 Characteristics of autonomous learners 16 2.3.6 Significance of LA and responsibility 18 2.4 LA in ERC 18 2.5 Autonomous language learning activities (ALLA) 19 2.5.1 Concept and benefit of ALLA 19 2.5.2 ALLA to improve English reading skills 20 2.6 Previous studies 22 2.6.1 International context 22 2.6.2 Vietnamese context 23 2.7 Conceptual framework 24 2.8 Summary 26 CHAPTER III- METHODOLOGY 27 3.1 Introduction 27 3.2 Research design 27 3.3 Research setting 28 3.4 Research participants 28 3.5 Research instruments 28 3.5.1 Questionnaire 28 3.5.2 Semi-structured interview 30 3.6 Data collection 30 3.7 Data analysis 31 3.8 Validity and reliability 32 3.9 Summary 34 CHAPTER IV- RESULTS AND DISCUSSIONS 35 4.1 Introduction 35 4.2 Results 35 4.2.1 Students’ perceptions of LA in ERC 35 4.2.1.1 Levels of LA in ERC 36 ix Muller, T., Herder, S., Adamson, J & Brown, P S (2012) Innovating EFL teaching in Asia UK: Palgrave Macmillan Murase, F (2012) Learner autonomy in Asia: How Asian teachers and students see themselves In T H Muller, Innovating EFL teaching in Asia (pp 66-81) UK: Palgrave Macmillan Neuman, W L (2003) Social research methods: Qualitative and quantitative approaches (5th ed.) 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How high school students use autonomous language learning activities to improve their English reading comprehension at Nguyen Trai High School? SECTION 1: STUDENTS’ PERCEPTIONS OF LA IN ERC PHẦN 1: NHẬN THỨC CỦA HỌC SINH VỀ TỰ CHỦ HỌC TẬP TRONG KỸ NĂNG ĐỌC HIỂU TIẾNG ANH To what extent you agree with the following statements? Mức độ đồng ý bạn ý kiến đây? Statement/ Ý kiến Level of Agreement/ Mức đợ đồng ý Page 68 Strongly Agree (5) Hồn tồn đồng ý Đồng ý/Agree (4) Undecided (3) Khơng có ý kiến Disagree (2) Khơng đồng ý Strongly Disagree (1) Hồn tồn khơng đồng ý Example: LA means self-study √ Tự chủ học tập nghĩa người học tự học LA means that learners are able to perceive their own learning ERC Tự chủ học tập nghĩa người học hiểu rõ việc học kỹ đọc hiểu tiếng Anh LA means that learners freely decide how their ERC learning will be assessed Tự chủ học tập nghĩa người học tự định cách thức đánh giá việc học đọc hiểu tiếng Anh LA means that learners modify their own goals and content of the learning ERC outside classroom Tự chủ học tập nghĩa người học điều chỉnh mục tiêu nội dung học đọc hiểu tiếng Anh LA means that learners create their own ERC learning styles Tự chủ học tập nghĩa người học tạo phong cách học kỹ đọc hiểu tiếng Anh riêng Page 69 LA means that learners can connect the content of classroom ERC learning with the world Tự chủ học tập nghĩa người học biết cách liên hệ nội dung học đọc hiểu tiếng Anh lớp với giới bên LA requires learners to be completely independent of the teacher in practicing ERC Tự chủ học tập yêu cầu người học hồn tồn đợc lập với giáo viên luyện tập đọc hiểu tiếng Anh LA requires learners to self-study ERC independently at home Tự chủ học tập yêu cầu người học tự học đọc hiểu tiếng Anh nhà LA is promoted if learners can pick out how to learn ERC Tự chủ học tập phát huy người học lựa chọn cách để học kỹ đọc hiểu tiếng Anh LA is promoted when learners are likely to choose their own ERC learning materials Tự chủ học tập nghĩa người học lựa chọn tài liệu học kỹ đọc hiểu tiếng Anh riêng 10 LA is promoted when learners freely decide how their ERC learning will be assessed Tự chủ học tập nâng cao người học tự định cách thức đánh giá việc học đọc hiểu tiếng Anh Page 70 11 Motivated language learners are more likely to develop learner autonomy in ERC than those who are not motivated Người có đợng lực học ngơn ngữ thường có nhiều khả phát triển tự chủ học đọc hiểu tiếng Anh người khơng có đợng lực 12 Confident language learners are more likely to develop LA in ERC than those who lack confidence Người tự tin học ngôn ngữ thường có nhiều khả phát triển tự chủ học đọc hiểu tiếng Anh người thiếu tự tin 13 I set learning goals for ERC ability in each term Tôi đưa mục tiêu khả đọc hiểu tiếng Anh học kỳ 14 I choose reference books for ERC lessons Tôi lựa chọn sách tham khảo học đọc hiểu tiếng Anh 15 I choose activities to self-learn ERC outside the classroom Tôi lựa chọn hoạt động để tự học đọc hiểu tiếng Anh bên lớp 16 I decide how to assess my ERC ability Tôi định phương thức đánh giá khả đọc hiểu (Adapted from Nguyen, 2017) Page 71 SECTION 2: STUDENTS’ ALLA TO IMPROVE ENGLISH READING COMPREHENSION PHẦN 2: CÁC HOẠT ĐỘNG HỌC NGÔN NGỮ TỰ CHỦ CỦA HỌC SINH ĐỂ CẢI THIỆN KỸ NĂNG ĐỌC HIỂU TIẾNG ANH How you use following ALLA to improve your English reading comprehension at NTHS? Bạn có sử dụng hoạt động học ngôn ngữ tự chủ sau để cải thiện kỹ đọc hiểu Tiếng Anh trường THPT Nguyễn Trãi? Degree of frequency Mức độ thường xuyên Activities Hoạt động Never Không (1) Rarely Sometimes Often Always Hiếm Thỉnh thoảng Thường xuyên Luôn (2) (3) (4) (5) 17 I look for and then choose appropriate strategies for ERC Tơi tìm kiếm sau lựa chọn chiến lược thích hợp để học đọc hiểu tiếng Anh 18 I intentionally use reading strategies when practicing ERC Tôi sử dụng một cách có chủ ý chiến lược đọc luyện đọc hiểu tiếng Anh 19 I monitor the use of reading strategies when practicing ERC Tơi kiểm sốt việc sử dụng chiến lược đọc luyện đọc hiểu tiếng Anh Page 72 20 I look for various opportunities to learn ERC outside the classroom Tơi tìm kiếm hội học đọc hiểu tiếng Anh 21 I make use of various opportunities to learn ERC outside the classroom Tôi tận dụng hội học đọc hiểu tiếng Anh 22 I make use of learning resources available on campus to learn ERC outside the classroom Tôi tận dụng nguồn tư liệu học tập sẵn có trường để học đọc hiểu tiếng Anh lớp học 23 I intentionally relate what I have learned in ERC texts/ passages to the world Tôi liên hệ điều học từ đọc hiểu Tiếng Anh với giới bên ngồi mợt cách có chủ ý 24 I cooperate with others to learn ERC outside class Tôi học đọc hiểu tiếng Anh với người khác lớp học 25 I formulate my own ERC study plan outside the classroom Page 73 Tôi đề kế hoạch học đọc hiểu tiếng Anh riêng lớp học 26 I set up learning objectives based on the actual situation of my ERC study Tôi đặt mục tiêu học tập dựa tình trạng học đọc hiểu tiếng Anh thực tế 27 I have clear requirements for improvements in my ERC study each semester Tôi có yêu cầu cụ thể tiến bộ việc học đọc hiểu tiếng Anh học kỳ 28 I plan the ERC learning time outside the classroom Tôi lập thời gian biểu để học đọc hiểu tiếng Anh lớp học 29 I evaluate my ERC learning methods to find out the problems and solutions Tôi đánh giá phương pháp học đọc hiểu tiếng Anh để tìm vấn đề giải pháp 30 I try to realize whether my ERC learning methods are appropriate or not Tơi cố gắng tìm hiểu xem phương pháp học đọc hiểu tiếng Anh có phù hợp hay không Page 74 31 I change for more proper ERC learning methods in time when finding mine not appropriate Tơi kịp thời thay đổi phương pháp thích hợp phát phương pháp học đọc hiểu tiếng Anh khơng phù hợp 32 I try to find out my mistakes in ERC learning Tơi cố gắng tìm lỗi sai việc học đọc hiểu tiếng Anh 33 I analyze the reasons why I made mistakes and correct them to improve my ERC learning Tôi phân tích ngun nhân khiến tơi mắc lỗi sửa chữa để cải thiện việc học đọc hiểu tiếng Anh 34 I practice more outside the classroom to catch up with others if I were lagged behind in class Tơi luyện tập ngồi lớp học nhiều để bắt kịp với người khác không theo kịp lớp (Adapted from Nguyen, 2017) Thank you for your cooperation! Xin chân thành cảm ơn hợp tác bạn! Page 75 APPENDIX B - PALAI LIST OF CLOSE-ENDED QUESTIONS FOR A PILOT SEMI-STRUCTURED INTERVIEW FOR STUDENTS SECTION 1: STUDENTS’ PERCEPTIONS OF LA IN ERC You can choose many below options Em chọn nhiều câu trả lời bên In your opinion, what is LA in ERC? Theo ý kiến em, tự chủ học tập đọc hiểu tiếng Anh gì? A LA means that I am willing to read English texts/ passages voluntarily and helps open my mind Tự chủ học tập nghĩa tự giác đọc bài, đoạn văn tiếng Anh một cách tự nguyện để mở mang kiến thức B LA means that I self-study ERC without needing anyone to remind Tự chủ học tập nghĩa tự học đọc hiểu tiếng Anh mà không cần nhắc nhở C LA means that I actively self-study ERC, including review and learn new words by heart autonomously, know how to ask what I don’t understand Tự chủ học tập nghĩa chủ động tự học đọc hiểu tiếng Anh tự động ôn học từ mới, biết cách hỏi mà khơng hiểu D LA means that I myself make an ERC learning plan autonomously Tự chủ học tập nghĩa tự động lập kế hoạch học đọc hiểu tiếng Anh E LA means that I myself find a suitable ERC learning method with me Tự chủ học tập nghĩa tự tìm phương pháp học đọc hiểu tiếng Anh phù hợp với F other ideas, please specify your ideas in Vietnamese: Nếu có ý kiến bổ sung khác, vui lòng ghi cụ thể tiếng Việt: _ _ _ _ Page 76 SECTION 2: STUDENTS’ ALLA TO IMPROVE ENGLISH READING COMPREHENSION You can choose many below options Em chọn nhiều câu trả lời bên How you use ALLA to improve your English reading comprehension at NTHS? Em sử dụng hoạt động học ngôn ngữ tự chủ để cải thiện kỹ đọc hiểu Tiếng Anh trường THPT Nguyễn Trãi? A Reading more English comics, magazines, newspapers, etc extensively helps enrich my knowledge of foreign countries’ history and culture Việc đọc mở rợng đa dạng loại truyện tranh, tạp chí, báo, v.v giúp mở mang kiến thức lịch sử, văn hóa nước ngồi B Practicing doing ERC exercises more often helps me widen vocabulary and improve ERC skills Luyện tập làm tập đọc hiểu Tiếng Anh thường xuyên giúp mở rộng vốn từ vựng cải thiện kỹ làm đọc hiểu Tiếng Anh C Rereading the text twice helps me brainstorm, analyze, and guess the meaning of complex difficult sentences Việc đọc lại đọc lần giúp rèn suy nghĩ, phân tích đốn nghĩa câu khó, phức tạp D Learning a lot of vocabulary, grammar, various sentence structures, and patterns helps me to translate and understand its content Học từ vựng, ngữ pháp, đa dạng cấu trúc câu, mẫu câu, giúp dịch nghĩa hiểu nợi dung tồn E other ideas, please specify your ideas in Vietnamese: Nếu có ý kiến bổ sung khác, vui lòng ghi cụ thể tiếng Việt: Hãy viết thêm bạn muốn đưa thêm hoạt động khác việc học tập tiếng Anh _ _ Thank you for your cooperation! 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