(LUẬN văn THẠC sĩ) developing students’ learning autonomy through project work at a secondary school in hanoi

INTRODUCTION

Statement of the problem and rationale for the study

Vietnamese traditional pedagogy, deeply influenced by Confucianism, prioritizes memorization over experiential learning, resulting in students being passive learners who primarily obey teachers The education system, characterized by standardized examinations mandated by the Department of Education and Training, shapes classroom dynamics and restricts interactive learning opportunities Consequently, teachers adhere to strict procedures, and students predominantly rely on textbooks, limiting their independence in the learning process This lack of autonomy in learning contrasts with the global emphasis on student responsibility for their educational decisions, highlighting the need for Vietnamese learners to embrace learning autonomy as a crucial component of successful education in a globalized world.

Developing students' learning autonomy through project work at a secondary school in Hanoi is a crucial educational approach This method encourages students to take initiative in their learning, fostering critical thinking and problem-solving skills By engaging in collaborative projects, students enhance their ability to work independently and develop a sense of responsibility for their education Educators play a vital role in facilitating this process, guiding students while allowing them the freedom to explore and learn at their own pace Overall, project-based learning not only promotes autonomy but also prepares students for future academic and professional challenges.

To enhance the learning autonomy of Vietnamese students, implementing project work in the educational process is an effective solution Ramírez (2014: 56) emphasizes that project work encourages students to take active roles by engaging in authentic and interesting tasks, allowing them to collaborate towards a common goal This approach not only fosters teamwork but also provides opportunities for students to improve their language skills, facilitating successful communication.

Despite extensive research on promoting learner autonomy through project work, there is limited exploration of this topic among adolescent learners, particularly in Vietnam This study aims to investigate how engaging in project work can enhance students' awareness of their responsibility in managing their own learning processes.

Aims, objectives, and research questions of the study

This action research investigates the potential for secondary school students to enhance their learning autonomy through engagement in project work The study is designed to fulfill two primary objectives to achieve this goal.

- Investigate the extent to which the students‟ learning autonomy can be enhanced through their participation in project work

- Explore the students‟ evaluations of the projects assigned to them to develop their learning autonomy

In accordance with these two objectives, the research tries to answer the following research questions:

1 To what extent does project work enhance the students‟ learning autonomy?

2 What are the students‟ evaluations of the projects in view of the impact of the projects on developing their learning autonomy?

Significance of the study

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills Project-based learning encourages active engagement, allowing students to take ownership of their education This approach not only enhances critical thinking but also promotes collaboration among peers By integrating real-world projects into the curriculum, educators can better prepare students for future challenges, ultimately leading to a more effective and enriching learning experience.

Recent research on learner autonomy has been conducted globally, including in some Asian countries, but studies specific to Vietnam remain limited While Vietnamese English language classrooms share similarities with those in China and Japan, they possess unique educational contexts Notably, there is a lack of comprehensive studies addressing the development of learning autonomy through project work among Vietnamese adolescents This study aims to contribute valuable insights into this important educational construct.

The study aims to provide valuable insights for secondary school teachers and students, particularly for those considering project work as an alternative approach in their English teaching and learning practices.

Scope of the study

The research, conducted over eighteen weeks during the second semester of the 2018-2019 school year (from December 25th to May 24th), focuses on the impact of project work on students' learning autonomy It specifically examines students' evaluations regarding the development of their learning autonomy through project-based activities The study involved a limited sample size of just fifty sixth-grade students.

The findings of this study, which focuses on a single teacher and class at one school, may not be applicable to other contexts However, it can serve as a valuable source of detailed information and offer hypotheses for future research endeavors.

Methods of the study

The study adapts action research approach According to Ferrance (2000: 1), action research is regarded as one of the most common research methods applied in

This study focuses on developing students' learning autonomy through project work at a secondary school in Hanoi Various instruments, including questionnaires, artifacts, observations, and interviews, are utilized to conduct an in-depth investigation of the subject matter.

Organization of the thesis

This research consists of five chapters:

This chapter aims at stating the research problems, the significance, the aims, the scope, and the methods of the study

This provides elaboration of key definitions as well as the review on related studies

This chapter issues the description of research approach, research participants, data collection methods and data analysis methods

In this chapter, research findings and discussions are presented Besides, discussion on the comparison between the findings and reviewed literature is also drawn

This chapter includes the summary of the research, the implication, the limitation of the study and suggestion for further research.

Summary

This chapter outlines the study's rationale, emphasizing the need to verify if project work can improve students' learning autonomy It clearly defines the research framework, including two key questions and a well-defined scope The detailed explanations provided not only validate the study's main content and structure but also serve as essential guidelines for the remainder of the paper.

LITERATURE REVIEW

Learning autonomy

Interest in learning autonomy has significantly increased over the past few decades, leading to various interpretations of the concept Holec (1981) defines learning autonomy as "the ability to take charge of one's own direct learning." This encompasses learning activities that empower learners to set their own objectives, select lesson content, choose methods and techniques, monitor their learning process, and evaluate their outcomes.

Bergen (1990: 102) emphasizes that learning autonomy involves a proactive approach to managing one's own education to meet personal needs and goals This concept encompasses both the ability and the desire to learn independently while also collaborating with others, reflecting a sense of social responsibility.

Learning autonomy, as described by Higgs (1988: 41), is a process where learners engage in tasks and activities with minimal dependence on the teacher, who primarily serves as a manager of the learning program and a resource person.

In addition, Joshi (2011: 14), defines an autonomous learner as “one who has capacity to make and carry out the choices which govern his or her actions

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent learning According to Joshi (2011), when autonomy is encouraged in the classroom, students assume greater responsibility and have more control over their educational choices, while still receiving guidance and support from their teachers This approach not only enhances students' engagement but also equips them with the skills necessary for lifelong learning.

Learner autonomy encompasses both individual and collaborative elements, highlighting that it is not solely an individualistic endeavor but also thrives on interdependence among learners.

Autonomy, as defined by the Oxford Dictionary, refers to the right or condition of self-governance and the ability to act according to objective morality rather than being swayed by personal desires In moral and political philosophy, autonomy serves as a foundational principle for assessing moral responsibility for actions This concept extends beyond philosophy, influencing fields such as education, medicine, and psychology, where it is refined to establish specific criteria for its application.

Kant (1956) introduced the concept of moral autonomy, emphasizing that it involves a moral agent's ability to freely and rationally adopt ethical principles He argued that an individual's moral principles stem from the exercise of reason, serving as an internal authority that guides their actions While individuals encounter various moral principles, they must reject those that do not align with the will's enactment of universal law Ultimately, autonomous moral principles are self-imposed laws that rational beings consciously identify with and adhere to.

In political ethics, autonomy is fundamental in defining essential inalienable rights, including personal liberty, freedom of speech, and property ownership, which should be guaranteed to all citizens This concept asserts that these rights are inherently protected unless a citizen voluntarily relinquishes them through unlawful actions.

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent decision-making skills Autonomy not only empowers students to take charge of their education but also encourages them to understand the consequences of their choices By engaging in project-based learning, students can navigate their own paths, enhancing their critical thinking and problem-solving abilities This approach respects each individual's capacity to make informed decisions, ultimately leading to a more enriching educational experience.

Promoting personal autonomy is a key goal in educational philosophy, emphasizing that students should have access to diverse choices and experiences while being equipped with the rational tools necessary for intelligent evaluation Upholding student autonomy allows them to face the consequences of their decisions with minimal interference, fostering an environment where guidance focuses on expanding awareness and introducing new options This approach encourages active thinking and exploration, rather than passive acceptance of information Ultimately, students who experience autonomy are empowered to experiment with new ideas, while also bearing the responsibility of ensuring their contributions are meaningful.

Autonomy in psychology, as defined by Frankfurt (1971), involves being guided by one's authentic self rather than external influences, emphasizing conscious intention and accountability for actions Within self-determination theory, autonomy is linked to "autonomy support versus control," suggesting that supportive environments promote self-determined motivation and healthy development Two essential conditions for autonomy are identified: "competency," which encompasses rational thought, self-control, and clear perception, and "authenticity," highlighting the importance of genuine self-expression in achieving autonomy.

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and self-directed learning This approach encourages students to engage in reflective practices, allowing them to assess their desires and make informed choices about their educational journey By incorporating authentic project-based learning experiences, educators can create an environment that supports personal growth and enhances students' ability to take ownership of their learning.

This study emphasizes learning autonomy in education, allowing students to make choices and engage in experiential learning By encouraging active thinking and exploration during projects, students feel free to experiment with new ideas while also taking responsibility for the value of their contributions.

Autonomous learners possess several key characteristics, including being methodical, disciplined, logical, and analytical They are reflective, self-aware, curious, open-minded, and highly motivated individuals Additionally, they demonstrate flexibility, interdependence, and strong interpersonal skills Persistence, responsibility, creativity, and a willingness to venture into new areas are also notable traits Furthermore, these learners are self-sufficient, skilled in seeking information, knowledgeable about the learning process, and exhibit critical thinking abilities.

Autonomous learners possess the ability to recognize what has been taught in class, collaborate with teachers to set their own learning objectives, and consciously select and implement effective learning strategies They actively monitor their use of these strategies and engage in self-assessment to evaluate their learning quality As noted by Cotterall (1995), the ability to assess one's own progress and skills is crucial for efficient learning, enabling learners to appreciate their capabilities and the advancements they make.

Project work

Project work is defined as a student-centered experience that fosters creativity and aligns with learners' interests (Jiménez Raya, 1994) It serves as a versatile tool for integrating language and content learning, encouraging students to engage in meaningful experiences beyond traditional classroom boundaries (Stoller, 1997) This approach allows learners and teachers to collaboratively design projects tailored to their specific contexts and needs Ultimately, project work empowers students by promoting intrinsic motivation, enhancing positive attitudes towards learning, increasing responsibility, facilitating decision-making, and encouraging autonomy, while also supporting interdisciplinary and cooperative efforts.

Project work is a comprehensive inquiry process where students collaboratively tackle complex questions or challenges, building on their classroom learning This approach involves teamwork, planning, organizing, and negotiating to develop solutions or products Key benchmarks include interaction, critical thinking, problem-solving, and collaboration According to Larner and Mergendoller (2010), essential components of project work encompass significant content, a compelling driving question, student agency, 21st-century skills such as collaboration and communication, inquiry and innovation, as well as feedback and revision, culminating in a publicly presented report.

Developing students' learning autonomy through project work in a secondary school in Hanoi is essential for fostering independent learning skills This approach encourages students to take ownership of their educational journey, enhancing critical thinking and problem-solving abilities By engaging in collaborative projects, students not only gain practical knowledge but also learn to work effectively in teams Implementing project-based learning strategies can significantly contribute to the overall development of students, preparing them for future academic and professional challenges.

Projects serve as comprehensive explorations of significant real-world topics, essential for students' knowledge and understanding These can include various types of initiatives such as creative reading and writing assignments, data organization tasks, extensive research projects, design challenges, problem-solving activities, argumentation exercises, and authentic projects Engaging in these seven project types promotes impactful learning experiences.

Students engage with various literary forms, including books, novels, plays, and poems, often centered around specific themes They may be assigned readings or choose their own Through reading and writing projects, students showcase their comprehension and interpretative skills These projects frequently involve class discussions on dilemmas presented in the texts, as well as written responses like interpretive essays, poems, and creative stories inspired by their readings.

Information-data organizing projects aim to enhance students' ability to collect, sort, and summarize information from diverse sources, including textbooks and various texts These projects encourage students to synthesize readings, analyze surveys, and present findings through different formats like graphs, charts, artwork, crafts, and music By engaging in these approaches, students gain valuable skills in utilizing multiple resources, fostering a deeper understanding of specific topics or questions beyond traditional textbook learning.

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills This approach encourages active participation, enabling students to take ownership of their learning process By engaging in collaborative projects, students enhance their critical thinking and creativity while applying theoretical knowledge to real-world situations The implementation of project-based learning not only boosts motivation but also prepares students for future academic and career challenges Overall, this educational strategy is vital for cultivating self-directed learners in today's dynamic environment.

Major investigation projects empower students to formulate their own questions on a given topic, allowing them to gather, organize, and assess information Through this process, they can draw conclusions and effectively share their findings via various formats, such as written papers, artwork, oral presentations, audio and video productions, photographic essays, simulations, or theatrical performances.

Students often choose research project topics based on their personal interests, but they may also focus on specific academic subjects being studied in class In certain senior project formats, students have the freedom to select any topic that captivates their curiosity for their investigation projects.

Investigation projects, though typically viewed as long-term endeavors, can also be effectively completed in shorter timeframes if sufficient daily effort is invested.

Students engage in innovative projects by inventing products, designing technology, or creating artwork and models For instance, they may apply scientific principles to engineer an object that descends slowly from a certain height, utilize artistic techniques to produce compelling artwork, or employ cutting-edge software to design modern homes.

Students engage in problem-solving and decision-making by tackling specific situations and complex challenges Topics like pollution, global events, healthcare, poverty, and economic issues serve as compelling areas of study, offering opportunities to explore current and future complexities This approach not only enhances their understanding of significant issues but also fosters creative problem-solving skills Additionally, complex mathematical problems contribute to their problem-solving experiences, further enriching their learning journey.

Developing students' learning autonomy through project work at a secondary school in Hanoi is a significant focus Engaging in decision-making projects that simulate both historical and contemporary scenarios proves to be an effective educational approach These projects not only enhance critical thinking skills but also empower students to take ownership of their learning, fostering independence and responsibility in their academic journey.

After extensive research and discussions on a specific issue, students craft a persuasive essay or position paper that articulates their viewpoint, supported by compelling reasons and evidence Additionally, some argumentation projects incorporate debates or simulations to enhance the learning experience.

Students gain valuable opportunities through projects that connect personal growth with real-world applications, fostering community engagement and service These initiatives promote multicultural experiences, enhance career understanding, and offer cooperative work experiences, including internships By focusing on health issues, these projects yield significant benefits for students in an evolving world.

Research questions

1 To what extent does project work enhance the students‟ learning autonomy?

2 What are the students‟ evaluations of the projects in view of the impact of the projects on developing their learning autonomy?

This research explores the impact of project work on enhancing learner autonomy, focusing on two key questions: the extent of change in students' autonomy and the challenges they encounter during projects The insights gained from these inquiries will guide the researcher in identifying effective strategies to promote student learning autonomy through project-based activities.

Participants

The study is carried out in the second semester (from December 24 th to May

In the 2018-2019 school year, a secondary school in Hanoi, Vietnam, hosted fifty sixth-grade students Each student is assigned to three types of classes: a home-room class (H), a Math class (M), and an English class (E) Math and English classes are organized according to students' levels and abilities, with those in the same Math class studying natural science subjects together, while students in the same English class focus on social science subjects Additional subjects such as life skills, music, and art are taught in the home-room class.

The fifty students from an English class are selected as the targeted population of the research They join the same English class but different home-

In a secondary school in Hanoi, a study focused on developing students' learning autonomy through project work revealed varying English proficiency levels among the participants Of the students assessed, 36% achieved good scores between 8.0 and 8.5, while 60% scored between 6.5 and 7.9, with only 2 students falling within the range of 5.0 to 6.4 Notably, none of the students scored below average, indicating a generally strong command of the English language However, it is important to note that these students had no prior experience with project-based learning.

Promoting learner autonomy is applicable to individuals of all ages, as noted by Dam (2011: 41) Consequently, the participants for this study were conveniently selected from the researcher’s own teaching group, and they willingly agreed to take part in the research.

The research focuses on a small population, leading the researcher to select all individuals as participants for the questionnaires This approach ensures that the entire population is represented in the sample, allowing for comprehensive data collection and analysis.

Selecting interview participants can be time-consuming, especially when dealing with a larger group of fifty students To streamline the process, the researcher has chosen ten students who represent varying English proficiency levels across different groups.

English textbook, English syllabus and the projects used in the study

Vietnamese schools predominantly utilize English textbooks published by the Vietnam Education Publishing House, including the institution involved in this study The participants in the research specifically use English Book 6 (Part 2), which encompasses two major themes: "Our World" and "Visions of the Future," each comprising three distinct topics.

(units) In other words, there are six units in the English Book 6 (Part 2), including

Television, Sports and Games, Cities of the world, Our houses in the future, Our greener world and Robots

In English textbook of grade six, there are seven lessons in each unit Lesson

1 is Getting started, which helps students have an overview of the topic and

The article discusses the development of students' learning autonomy through project work at a secondary school in Hanoi It outlines a curriculum that includes various lessons aimed at enhancing language skills Lesson 2 focuses on vocabulary and pronunciation, while Lesson 3 delves into grammar Lesson 4 emphasizes communication skills, and Lessons 5 and 6 concentrate on the four fundamental skills of English: listening, speaking, reading, and writing Finally, Lesson 7 provides an opportunity for students to review their learning and engage in a project, reinforcing their understanding and application of the material.

In Lesson 7, specifically in the Project section, the general clues and instructions provided make it challenging for students to develop their learning autonomy This research aims to adapt the textbook projects to enhance student autonomy across five key areas: setting objectives, selecting content, choosing methods and techniques, monitoring the learning process, and evaluating acquired knowledge.

The English course spans thirty-six weeks and includes one hundred and five periods, with teachers conducting three forty-five minute lessons each week Each lesson corresponds directly to a chapter in the textbook Additionally, students benefit from two extra periods weekly, designed to reinforce and expand upon the knowledge acquired from the textbook.

The study was conducted over thirty-four extra periods and twelve lesson periods, aligned with the school's English syllabus The researcher designed six projects based on the textbook's unit topics, requiring students to collaborate in groups over two weeks for each project Consequently, students completed a total of six two-week projects throughout the semester.

Table 3.1: The project used in the study

- Use and pronounce correctly words about

TV programmes, people and things

- Use conjunction: and, but, so, because, although

- Guide students when setting objectives, making outline and synthesizing information

- Selecting methods and techniques to be used -Choosing contents

Developing students' learning autonomy through project work at a secondary school in Hanoi involves several key steps Students are encouraged to identify a relevant topic, set clear objectives, and conduct thorough research to gather necessary information They must also prepare effectively for their presentations, showcasing their findings in front of the class Additionally, self-evaluation plays a crucial role, allowing students to assess their strengths and weaknesses throughout the project process This approach fosters independent learning and critical thinking skills among students.

- Listen to their presentation, and giving comments and feedback objectives

- Divide tasks and roles in each group

- Self- evaluate their strengths and weaknesses objectives

- Select methods and techniques to be used

- Evaluate what has been acquired

- Use and pronounce correctly words about sports and games

- Use past simple and imperatives

- Practice to choose the topic, set objectives, search and collect needful information, well-prepare for presentation, present in front of the class, and self-evaluate strengths and weaknesses

3 A city in the world that you want to visit

- Use and pronounce correctly words about continents, countries, cities and landmarks

- Use present perfect and superlatives of long adjectives

4 Your dream house in the future

- Use and pronounce correctly words about types of houses and appliances

- Use will and might to

Developing students' learning autonomy through project work at a secondary school in Hanoi is crucial for fostering independent thinking and problem-solving skills This approach encourages active participation and collaboration among students, enhancing their engagement and motivation By integrating project-based learning, educators can create a dynamic environment that promotes critical thinking and creativity Ultimately, this method prepares students for future challenges by equipping them with the necessary skills to navigate their educational and professional journeys effectively.

5 An environmental problem and solutions

- Use and pronounce correctly words about environmental problems and their effects and solutions

6 A type of robot that you want to own in the future

- Use and pronounce correctly words about robots and daily activities

- Use could and will be able to

- Practice to choose the topic, set objectives, search and collect needful information, well-prepare for presentation, present in front of the class, and self-evaluate strengths and weaknesses.

Procedure of the study

As illustrated in following table, the study was carried out in the period of

This article explores the development of students' learning autonomy through project work at a secondary school in Hanoi over an eighteen-week period during the second semester for sixth graders The action plan implemented aimed to enhance student engagement and foster independent learning skills By integrating project-based learning, the initiative sought to empower students to take ownership of their educational journey, ultimately leading to improved academic outcomes and personal growth.

Table 3.2: Procedure of the study

Time Phases of action research Instruments

Students did a questionnaire about their learning autonomy in studying English

Students did the first project about their favorite TV programs

At the end of week 2: Teacher checked students‟ diaries

Week 3+4 Students did the second project about their favorite sports/games

Week 5+6 Students did the third project about their favorite cities in foreign countries

Week 7+8 Revision, 45-minute test, mid-term test

Students did the fourth project about designing a type of house for their future life

Students did the fifth project about one problem and solutions for this problem to make the environment greener

Students did the last project about making a robot for their future life

Reflecting Students did a questionnaire about their learning autonomy in project work Students‟ diaries were collected Ten students were interviewed

Developing students' learning autonomy through project work is a vital focus at a secondary school in Hanoi This approach encourages students to take initiative in their learning processes, fostering critical thinking and problem-solving skills By engaging in collaborative projects, students enhance their ability to work independently while also developing teamwork skills The action plan outlines specific strategies to implement project-based learning effectively, ensuring that students are equipped with the necessary tools and support to thrive in an autonomous learning environment.

Revision, 45-minute test, end-term test

In this phase, the researcher prepared essential materials for the study, including a questionnaire, interview guide, teacher observation checklist, and student diary A pre-intervention survey was conducted to assess students' current learning autonomy Additionally, the course syllabus and lesson plans were developed to align with the expected outcomes Overall, the researcher created teaching materials, designed lesson plans, and delivered a questionnaire to evaluate learners' autonomy prior to the intervention.

During this phase, the researcher implemented project-based learning systematically over twelve weeks, focusing on optional periods and lesson 7 in each unit Students engaged in hands-on projects and delivered presentations, while also maintaining diaries to reflect on their roles within the group, detailing their contributions and evaluating the strengths and weaknesses of their collaborative efforts.

At the start of the second semester, the researcher introduced a selection of topics aligned with the "Tiếng Anh 6" curriculum, covering Units 7 to 12, which included themes such as Television, Sports and Games, Cities of the World, Our Houses in the Future, Our Greener World, and Robots Students were encouraged to brainstorm potential project topics related to these themes.

During the second semester of the 2018-2019 school year, twelve-week projects were implemented, each lasting two weeks The intervention aimed to enhance students' learning autonomy through individual and cooperative learning methods By engaging in research, students expanded their vocabulary and background knowledge Additionally, the project work was designed to foster essential soft skills, including self-study, teamwork, and presentation abilities.

The implementation of project work was nearly the same in six projects

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills This approach encourages active participation, allowing students to take ownership of their learning experiences By engaging in collaborative projects, students enhance their critical thinking abilities and improve their communication skills Implementing project-based learning not only motivates students but also prepares them for real-world challenges, making education more relevant and impactful.

Every two weeks, the groups carried out their projects with six stages of project- based learning:

Stage 1- Selecting topics and setting objectives

In the initial phase, the researcher organized the class into ten groups of five students each, allowing them to form their own teams The groups collaboratively selected their topics and established their objectives, with the teacher providing observation and support as needed.

Stage 2- Planning and language generation

Students collaborated in groups to create a project plan, determining the appropriate language for each topic They engaged in discussions to divide tasks effectively among themselves Subsequently, the groups consulted with their teacher to ensure their plans aligned with the project objectives.

Stage 3- Searching + Collecting information / details Learners found out then gathered required data and information from a number of sources They could read books, interview people, collect pictures and illustrations, record audio or video, surf the Internet, watch TV, etc After that they synthesized and summarized information to put it in the poster

Stage 4- Writing the script and designing poster

After gathering essential information and ideas, learners individually crafted their presentation scripts and collaborated in groups to design posters Once both tasks were completed, they practiced their presentations effectively.

Stage 5- Presentation The goal of the whole project was reached when the learners working together to produce a report or do an activity as intended The learners here were asked to submit the poster to the teacher and make a presentation to the whole class in the lesson 7 Their final presentation must be informative, creative and persuasive to the teacher and other groups

Firstly, the learners reflected what they could get after doing the project They also reflected on whether they achieved the objectives or not, and assessed

In a secondary school in Hanoi, the development of students' learning autonomy is fostered through project work This approach allows students to identify their strengths and weaknesses while engaging in collaborative tasks Following the completion of projects, teachers provide valuable feedback and comments on both the content and performance, enhancing the overall learning experience and promoting independent learning skills.

This phase was the time for the researcher to analyze the data collected to evaluate the action plan

Following the implementation of the action plan, data were gathered over a twelve-week period to address the research questions In week 15, a second questionnaire was administered to students to assess their learning autonomy while managing the projects.

In weeks 15 and 16, ten carefully selected respondents participated in interviews that lasted approximately twenty minutes each Conducted in Vietnamese, these confidential interviews were recorded to ensure accuracy To alleviate any anxiety, the interviews were held in a relaxed and informal setting.

Instruments for data collection

According to Brown (2001), a questionnaire is defined as a written tool that presents respondents with a series of questions or statements for them to answer either in writing or by selecting from provided options There are four primary modes for administering a questionnaire: face-to-face, paper and pencil, computerized, and adaptive computerized Given that the research involves fifty participants, using the face-to-face method for each individual would be time-consuming.

This study focuses on enhancing students' learning autonomy through project work at a secondary school in Hanoi To gather data, a paper-and-pencil questionnaire was utilized, as administering it via email proved challenging The researcher provided direct instruction and support during the questionnaire completion process The questionnaire was administered both at the beginning and the end of the research to effectively address the primary research question.

Based on Holec‟s framework about characteristics of autonomous learners in

In 1981, the researcher developed two close-ended questionnaires, each consisting of twenty-one questions categorized into five distinct groups: setting objectives (5 questions), choosing content (2 questions), selecting methods and techniques (4 questions), monitoring the acquisition process (3 questions), and evaluating the acquired knowledge (7 questions) The following table outlines the five areas covered in the questionnaires along with the corresponding number of statements in each category.

Table 3.3: Overview of the questionnaires

Selecting methods and techniques to be used 8, 9, 10, 11 Monitoring acquisition procedure 12, 13, 14 Evaluating what has been acquired 15, 16, 17, 18, 19, 20, 21

(Full form of questionnaires: See in Appendices 1, 2) 3.6.2 Semi-structured interview

To address the selected-response questions in the questionnaire and answer the second research question, the researcher conducts interviews at the conclusion of the study Interviews are an effective method for understanding individuals' feelings and preferences (Cohen et al., 2000: 29) The interviews utilized in this research follow a semi-structured format, which, as noted by Mackey & Gass (2005: 173), involves the researcher using a predetermined list of questions to guide the discussion.

Developing students' learning autonomy through project work at a secondary school in Hanoi involves utilizing semi-structured interviews as a key research method This approach allows researchers to prepare core questions while also adapting to participants' responses to gather more in-depth information As noted by Bernard (1988), semi-structured interviewing is particularly effective when researchers have limited opportunities to interview subjects and when multiple interviewers are involved in data collection This methodology fosters a deeper understanding of how project work can enhance student autonomy in learning.

The interview in this research includes six open-ended questions (see in Appendix 5) for the purpose of confirming the results from the questionnaires and answering the second research question

This study analyzes students' diaries as written artifacts, which are unintended factors that can influence research outcomes, particularly those linked to the researcher or participants (Nugent, 2013) These artifacts serve as cultural symbols, offering insights into the beliefs, values, and behaviors of a group To accurately interpret their meaning, researchers should corroborate findings with observations and interviews In this research, each diary entry details project topics, individual roles within the group, assigned tasks, and the strengths and weaknesses encountered by students during group work, thereby validating the results of questionnaires and interviews.

To effectively address the research questions through qualitative analysis, a well-structured observation instrument is essential for accurately understanding the participants' natural environment without interference (Gay et al., 2009: 381) Unlike surveys and interviews, observation emphasizes the actual occurrences within and outside the classroom, free from participant bias, thereby enhancing the consistency and accuracy of the findings This study utilizes observational notes to document key insights.

The study focuses on developing students' learning autonomy through project work at a secondary school in Hanoi It examines students' attitudes, opinions, and reactions to their project experiences, providing insights into their engagement and motivation During each project session, notes are taken to document significant events, serving as a valuable memory aid for both students and educators This approach aims to enhance the overall learning experience and foster independent learning skills among students.

Developing students' learning autonomy through project work in a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills This approach encourages students to take ownership of their learning, engage in collaborative activities, and apply theoretical knowledge to real-world situations By integrating project-based learning, educators can enhance student motivation and prepare them for future academic and professional challenges Implementing such practices not only promotes critical thinking but also cultivates a sense of responsibility and self-direction among learners.

Data collection procedure

The researcher meticulously prepared all necessary materials, including pens and pencils for participants who might not have their own, along with well-structured questionnaire sheets These sheets featured a clear design with suitable font and word size, printed on high-quality white paper to enhance participant comfort during the questionnaire process.

The researcher provided an overview of the study, including the title, rationale, and purpose, and outlined the number and types of questions participants would encounter The questionnaires were translated into Vietnamese to ensure clarity Participants were encouraged to seek clarification on any details they found unclear However, throughout the process, no participants raised questions regarding the questionnaires.

Upon completion of the questionnaire by all participants, the researcher meticulously reviewed the fifty forms to ensure each question was answered Participants typically spent around ten minutes filling out the questionnaires All fifty distributed questionnaires were successfully returned, and the researcher expressed heartfelt gratitude to the participants for their valuable contributions.

The interviews commenced with a concise introduction from the interviewer, outlining the research topic and ensuring confidentiality while expressing gratitude for the participants' cooperation Following this, the researcher requested permission to record the interviews.

The researchers outlined the interview format and duration, which lasted approximately 20 minutes per session, focusing on key content areas Each question was posed individually, allowing ample time for thoughtful responses while maintaining neutrality to prevent personal biases from influencing the data This approach encouraged participants to provide detailed and comprehensive answers.

The study focuses on enhancing students' learning autonomy through project work at a secondary school in Hanoi To gather comprehensive insights, participants were asked additional questions, allowing for a deeper understanding of their experiences Vietnamese was utilized as the primary language during these discussions, ensuring that students felt comfortable sharing their thoughts, particularly if they found it challenging to express themselves in English.

After all the interviews had been conducted, the data collection process finished and the data were ready to be analyzed

The researcher instructed students to maintain a diary from the start of the first project, allowing them to write in either English or Vietnamese for convenience Students were encouraged to personalize their diaries creatively, and their entries were reviewed at the conclusion of each project to ensure regular writing Ultimately, the diaries were collected at the end of the study for assessment.

The researcher observed that the majority of participants maintained their diaries carelessly, providing detailed entries for the first two projects but reducing their documentation to just a few sentences for subsequent projects Consequently, the analysis focused exclusively on the high-quality diaries of seven selected participants.

The researcher conducted comprehensive observations throughout the study, ensuring no interference with students' work due to her dual role as the teacher Acknowledging that students often collaborated in break-out areas during breaks, observations were carried out both inside and outside the classroom Detailed notes were taken during each observation session, and once completed, the data was prepared for analysis.

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills By engaging in collaborative projects, students enhance their ability to take initiative, make decisions, and reflect on their learning processes This approach not only promotes deeper understanding of subject matter but also prepares students for real-world challenges Implementing project-based learning strategies encourages creativity and critical thinking, ultimately leading to more motivated and self-directed learners.

Data analysis procedure

In this study, the researcher employed inferential statistics to analyze data gathered from questionnaires To address the initial research question, the researcher compared mean scores related to students' learning autonomy in the English learning process and project work, utilizing a one-tailed test for analysis.

There are four steps in using one tailed test:

- Null hypothesis: H 0 : it is assumed to be correct unless shown otherwise: The result of test statistic is equal or not significantly different with the critical value

- Alternative hypothesis: H 1 : This is the conclusion that should be made if

H 0 is rejected: The result of test statistic significantly different with the critical value

Step 2: Determine significance level: The actual significance level is the probability of rejecting H 0 when it is in fact true ( = 5% = 0.05)

Critical region: The range of value which would lead H 0 to be rejected

- Degree of freedom: n 1 + n 2 - 2 = 50 + 50 – 2 = 98 (n: size of sample)

- Critical value for 5% (From t-table – See in Appendix 7: x = 1.663)

Step 4: Calculate “t” and determine conclusion: This is the statistic which is tested as the last part of the significance test ̅̅̅ ̅̅̅

𝑥 : mean score in English learning process

𝑥 ̅̅̅̅: mean score in project work s 1 : standard deviation score in English learning process

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills Engaging students in collaborative projects encourages them to take ownership of their learning, enhancing their motivation and critical thinking abilities By integrating project-based learning into the curriculum, educators can create a dynamic and interactive environment that supports student-driven exploration and creativity This approach not only prepares students for future academic challenges but also equips them with practical skills necessary for the modern workforce.

 If t < 1.663 or t > -1.663: There is no (significant) difference in students‟ learning autonomy before and after doing project wok => not enough evidence to reject H 0.

 If t > 1.663 or t < -1.663: There is a significant difference in students‟ learning autonomy before and after doing project wok => enough evidence to reject H 0 and accept

Figure 3.2: One tailed test distribution

When the null hypothesis H 0 is rejected, the alternative H 1 is used to write the conclusion

The results from statistical tests were analyzed using mean scores to assess the level of development in learners' autonomy across various areas, which will be illustrated in pie charts.

3.8.2 Data from the semi-structured interview

With the aim of this study, the researcher intended to gain five pieces of information from the interview, including:

 Reminding of what students had to do in the projects

 The teacher‟s role in the class

 Students‟ attitudes towards the projects

 Students‟ interests and difficulties when carrying out the projects

 Objectives that students achieved when doing the projects

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent learning skills Implementing project-based learning encourages students to take ownership of their educational journey, enhancing critical thinking and problem-solving abilities This approach not only promotes collaboration among peers but also prepares students for real-world challenges By engaging in meaningful projects, students become more motivated and confident in their learning, ultimately leading to improved academic performance and personal growth.

To find out all the information above, the interviewees had to answers the following questions respectively in Vietnamese:

 What did you have to do in the projects?

 What was your teacher‟s roles in the class?

 Do you like doing the projects that you were assigned in the English class?

 What did you like best when doing the projects?

 What difficulties did you face up with when doing the projects?

 What objectives did you achieve when doing the projects?

(See the interview questions in Appendix 5)

Besides, the researcher also determined the reliability of the answers based on interviewees‟ eye contact and facial expressions

The data from interview were analyzed in several steps, as proposed by Gay et al (2009: 386):

The researcher transcribed the interview recordings into written texts, a process that was time-consuming due to the approximately twenty-minute duration of each session.

The researcher analyzed the transcripts by reading and highlighting key responses, which allowed for the paraphrasing and summarization of the main ideas into concise statements.

The data were categorized according to Holec's 1981 criteria for learner autonomy, focusing on key themes identified in the responses This categorization resulted in five key areas of student learning autonomy: setting objectives, selecting content, choosing methods and techniques, monitoring the learning process, and evaluating the acquired knowledge.

 Finally, the interview was interpreted to clarify the first research question and answer the second research question

3.8.3 Data from the students’ diaries

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills This approach encourages active engagement and collaboration among students, allowing them to take ownership of their learning process By integrating project-based learning, educators can create a dynamic classroom environment that promotes critical thinking and creativity Ultimately, this method not only enhances academic performance but also prepares students for real-world challenges, making them more adaptable and self-reliant.

In the procedure of analyzing students‟ diaries, the researcher employed five steps: (Gay et al., 2009):

 Firstly, after collecting the students' diaries, the researcher chose the most high-quality diaries which had enough needful information of the seven participants and read carefully

 While reading, the researcher highlighted such kinds of words as “điểm mạnh”, “điểm yếu”, “làm tốt”, “làm chưa tốt” so as to find out the necessary data more easily

The researcher emphasized key information by underlining significant phrases in each sentence to extract the main ideas, such as "Task - Finding information," "Challenges in finding information," and "Preferred the presentation section."

The findings were categorized into five groups based on Holec's 1981 criteria for learner autonomy: setting objectives, choosing content, selecting methods and techniques, monitoring the learning process, and evaluating the acquired knowledge.

 Finally, the data were interpreted to clarify the first research question

The teacher conducted observations both inside and outside the classroom, with data supported by detailed notes Each session involved note-taking to gather insights into students' behaviors and attitudes while working on projects The analysis of the observational data followed a four-step process.

The researcher meticulously reviewed the notes, emphasizing key terms and phrases that reflect students' behaviors and attitudes while working on projects, aligning them with the research question Notable highlighted expressions included "do nothing," "shout at weak students," "angry," "excited," and "find information from books in the library."

 Secondly, all the words and phrases highlighted were divided into two

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills By engaging in collaborative projects, students enhance their ability to manage tasks, set goals, and reflect on their learning experiences This approach not only promotes active participation but also encourages creativity and critical thinking Implementing project-based learning in the curriculum can significantly improve students' motivation and academic performance, preparing them for future challenges in both academic and real-world contexts.

The data from the table were classified according to Holec's 1981 criteria for learner autonomy, which include determining objectives, selecting content, choosing methods and techniques, monitoring the acquisition process, and evaluating the outcomes.

 Last but not least, the data were interpreted to answer the second research question

In short, the data analytical method will be summarized in the hierarchy chart below:

After the data gains from questionnaires, diaries, observation and interview are analyzed, this study formulates the analysis results to draw conclusions and give recommendations

Developing learners' autonomy through project work

The extent of development of students' learning autonomy through project work

The students' evaluations of the impact of projects on developing their learning autonomy Interview

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills Project-based learning encourages students to take ownership of their education, enhancing engagement and motivation By collaborating on projects, students not only gain practical knowledge but also develop critical social skills This approach prepares them for real-world challenges, promoting lifelong learning and adaptability in an ever-changing environment Implementing project work in the curriculum can significantly impact students' academic success and personal growth.

FINDINGS AND DISCUSSIONS

The extent to which the students‟ learning autonomy can be enhanced through

The initial objective is achieved through data collected from questionnaires, interviews, and student diaries The questionnaire results highlight the changes in students' learning autonomy across five identified groups: setting objectives, selecting content, choosing methods and techniques, monitoring the learning process, and evaluating outcomes Subsequently, insights from interviews and student diaries are employed to validate the questionnaire findings and to gain deeper understanding of the reasons behind the shifts in participants' learning autonomy.

4.1.1 Findings from the questionnaires 4.1.1.1 The changes of the students’ learning autonomy after doing project work

Developing students' learning autonomy through project work is essential in secondary schools in Hanoi This approach encourages independent thinking and enhances problem-solving skills By engaging in collaborative projects, students take ownership of their learning, fostering creativity and critical analysis Implementing project-based learning not only aligns with educational goals but also prepares students for future challenges in a dynamic world.

Figure 4.1: Mean scores of students’ learning autonomy in English learning process and project work among the five groups

The analysis of students' learning autonomy reveals significant differences between the English learning process and project work, as illustrated in Figure 4.1 The bar chart indicates that students exhibit increased autonomy in four key areas during project work: setting objectives, selecting content, choosing methods and techniques, and evaluating their learning outcomes However, there is a notable decline in autonomy regarding the monitoring of acquisition procedures, suggesting a reduced ability for students to manage their time and environment effectively during projects The subsequent discussion will explore the impact of project work on these variations in learning autonomy across different areas.

Table 4.1: Statistical test result in determining objectives

Mean Standard Dev Statistical test

As can be seen from the table 4.1, in terms of determining objectives, the

Choosing contents Selecting methods and techniques to be used

Evaluating what has been acquiredEnglish learning process Project work

A study conducted at a secondary school in Hanoi revealed that the mean score for project work (13.44) was significantly higher than that of the English learning process (11.34) To determine the statistical significance of this improvement, a hypothesis test was performed, yielding a test statistic of 2.941, which exceeds the critical value of 1.663 This indicates a significant difference in learner autonomy when setting objectives during English learning compared to project work The findings suggest that project work enhances students' ability to define their learning objectives based on individual needs and proficiency levels Specifically, students can establish targets for vocabulary usage, grammar structures, and pronunciation, and they have the flexibility to adjust these goals as needed.

Table 4.2: Statistical test result in choosing contents

Mean Standard Dev Statistical test English learning process 4.1 1.63 ̅̅̅ ̅̅̅

The data in Table 4.2 reveals that students exhibit greater learning autonomy in project work, with a mean score of 6.12, compared to a lower mean score of 4.1 in the English learning process A statistical test yielded a result of 6.428, significantly surpassing the critical value of 1.663, leading to the rejection of the null hypothesis This suggests that project work significantly enhances students' ability to choose learning content and select materials from various sources.

Developing students' learning autonomy through project work is a significant focus in secondary schools in Hanoi This approach encourages students to take ownership of their learning, fostering critical thinking and problem-solving skills By engaging in collaborative projects, students enhance their ability to work independently while developing essential life skills The integration of project-based learning not only motivates students but also prepares them for future academic and career challenges Emphasizing autonomy in education is crucial for nurturing self-directed learners who can thrive in diverse environments.

 Selecting methods and techniques to be used

Table 4.3.: Statistical test result in selecting methods and techniques to be used

The data in Table 4.3 indicates that students exhibit greater autonomy in selecting learning methods during project work (mean score of 10.96) compared to English learning processes (mean score of 8.88) Although this suggests a positive impact of project work on learners' autonomy, statistical significance must be established The test statistic significantly exceeds the critical value (3.744 > 1.663), confirming that project work positively influences students' ability to choose effective methods and techniques for vocabulary acquisition, grammar improvement, pronunciation enhancement, and the development of teamwork and presentation skills.

Table 4.4: Statistical test result in monitoring acquisition procedure

Table 4.4 reveals a significant decline in learner autonomy in this field after project work, contrasting with other areas The mean score for the English learning process stands at 8.84, whereas it drops to 5.96 during project work, indicating a notable shift in engagement and independence among learners.

The study investigates the impact of project work on developing students' learning autonomy in a secondary school in Hanoi The findings indicate a significant decrease in learners' autonomy regarding the monitoring of their acquisition process, evidenced by a test result of -4.305, which is substantially lower than the critical value of -1.663 This suggests that project work may negatively affect students' ability to independently oversee their learning progress.

 Evaluating what has been acquired

Table 4.5: Statistical test result in evaluating what has been acquired

Table 4.5 reveals that students exhibit lower learning autonomy in evaluating their English learning process (mean score of 13.24) compared to project work (mean score of 16.38) However, mean scores alone do not indicate statistical significance, necessitating a hypothesis test The test statistic of 2.91 exceeds the critical value of 1.663, indicating that project work significantly enhances students' abilities to assess their achievement of objectives and to self-evaluate their strengths and weaknesses.

The study employed five statistical tests to assess the impact of project work on students' learning autonomy across five categories The findings indicate that project work enhances learners' autonomy in setting objectives, choosing learning content, selecting methods, and evaluating acquired knowledge However, there is a noted decline in students' autonomy regarding the monitoring of the learning process Detailed changes in students' learning autonomy across the five categories are outlined in section 4.1.1.2.

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and self-directed learning Engaging students in hands-on projects encourages critical thinking and collaboration, allowing them to take ownership of their educational journey By implementing project-based learning, educators can create a dynamic classroom environment that nurtures creativity and problem-solving skills This approach not only enhances academic performance but also prepares students for real-world challenges, making learning more relevant and impactful.

4.1.1.2 The extent of the changes of the students’ learning autonomy after doing the projects

Figure 4.2: The extent of the changes of students’ learning autonomy after doing the projects

The pie charts illustrate that following project completion, students' learning autonomy saw a slight increase of approximately 1% in setting objectives and selecting methods, and an increase of about 2.5% in content selection and evaluation of their learning However, there was a notable decline in autonomy regarding the monitoring of the acquisition process, which dropped from 19% to 11%.

To understand the unexpected changes revealed in the questionnaires, we will examine the insights gathered from interviews and students' diaries.

In order to know the reasons why there is a decrease in learners‟ autonomy in monitoring the acquisition procedure, the researcher conducted a face to face

In a study conducted at a secondary school in Hanoi, interviews with ten participants revealed that students had varying timetables, limiting their interactions to a shared English class and social science subjects This arrangement resulted in minimal overlapping free time, as students primarily used their breaks to complete personal homework and assignments Consequently, the lack of synchronized schedules made it challenging for them to collaborate effectively and find suitable spaces for group work.

The students‟ evaluations of the projects assigned to them to develop their learning

To address research question 2, the researcher conducted a comparative and contrastive data analysis using interviews and observations These data sources revealed insights into students' preferences, dislikes, and their behaviors and attitudes during project work.

In the next question of the interview, the researcher asked whether participants like doing the projects they were assigned in their learning process and

Developing students' learning autonomy through project work at a secondary school in Hanoi has proven highly effective Students reported feeling more comfortable and creative when engaging in project-based learning, as they collaborated more with peers than with teachers They enjoyed creating posters, PowerPoint presentations, and designing games that aligned with their interests This hands-on approach allowed them to acquire knowledge beyond textbooks by actively researching information for their projects The enthusiastic and immediate responses from participants indicated their genuine preference for project work over traditional learning methods, reflecting their authentic thoughts and feelings.

In a recent study, participants shared their preferences and challenges related to project work Four students favored information research, as it enhanced their knowledge retention and engagement with the topic Meanwhile, three students enjoyed designing posters, leveraging their artistic skills to boost creativity Others preferred presentations, relishing the opportunity to showcase their speaking abilities However, eight out of ten students reported difficulties in coordinating schedules and locations for group work, finding it easier to work alone Issues arose with unmotivated group members, leading to missed deadlines While some students thrived in presentations, others struggled due to a lack of confidence and preparation.

The research revealed that project work significantly enhanced students' group work skills, with all ten participants acknowledging improvements in collaboration, task cross-checking, and teamwork despite occasional conflicts Furthermore, half of the participants reported advancements in their presentation skills, while one individual highlighted the development of learner autonomy.

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills This approach encourages students to take ownership of their learning, enhancing their engagement and motivation By participating in collaborative projects, students can apply theoretical knowledge to real-world situations, promoting deeper understanding and retention Implementing project-based learning not only cultivates critical thinking but also prepares students for future academic and professional challenges.

The researcher gathered insights on students' attitudes toward project work, including their interests, challenges faced during projects, and the objectives they accomplished Additional findings will be presented based on observational data.

The observation of students' behavior during project work revealed that they particularly enjoyed the topic selection and poster design phases During these steps, participants engaged enthusiastically in group discussions, displaying positive facial expressions and demonstrating full commitment to their tasks.

With the teacher's permission, students accessed the school library to gather information from books Students with strong English skills easily found useful information, while those with weaker skills often struggled to understand the texts and ended up with irrelevant data Despite their discouragement, these students sought assistance from their peers to locate the correct information.

In group settings, proficient English students actively assisted their peers by correcting spelling and grammar errors, while many struggling students, regardless of gender, remained passive and relied on others for help This lack of participation frustrated group leaders, who expressed their anger towards these disengaged members.

Table 4.7: Students’ attitudes and behavior when doing the projects

Attitudes Behavior Students’ learning autonomy

Nice facial expression (happiness, excitement)

Discoraged face Find out information

Angry Design posters Selecting methods and techniques to be used

Dependent Cross-check spelling and grammar mistakes

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent learning skills This approach encourages students to take ownership of their educational journey, enhancing critical thinking and problem-solving abilities By engaging in collaborative projects, students not only gain practical knowledge but also develop essential soft skills such as teamwork and communication Implementing project-based learning in Hanoi's secondary schools can significantly improve student motivation and academic performance, preparing them for future challenges in a rapidly changing world.

Table 4.7 illustrates students' attitudes and behaviors during project work, highlighting that these projects significantly improved their learning autonomy by allowing them to choose content and select methods However, it's important to note that not all students have embraced a positive attitude towards project-based learning.

The findings from the interviews and observations reveal that students held a positive attitude towards project work, appreciating its role in developing essential skills such as teamwork and presentation abilities They particularly enjoyed activities like researching information, designing posters, and creating presentations, which encouraged them to engage actively in their learning without needing teacher prompts, thereby fostering their autonomy Nevertheless, challenges arose during the project process, including difficulties in coordinating time and space for collaboration, as well as issues with presentations, which could hinder the enhancement of their learning independence.

Discussion

This study confirms that project-based learning effectively fosters students' learning autonomy in a secondary school in Hanoi, aligning with previous research Data collected over one semester indicates a significant increase in students' ability to set objectives, choose content, select appropriate learning methods, and evaluate their progress Specifically, students enhanced their skills in defining and adjusting goals based on personal criteria, selecting relevant topics, and choosing effective strategies for learning vocabulary, grammar, and pronunciation Additionally, students gained the capability to self-assess their learning outcomes.

Developing students' learning autonomy through project work at a secondary school in Hanoi presents both opportunities and challenges While students expressed enthusiasm for engaging in collaborative projects and appreciated the freedom from direct teacher supervision, they encountered difficulties in managing time and coordinating schedules due to differing timetables This lack of prior experience with project-based learning contributed to their initial curiosity but also highlighted the need for better strategies in time management and group collaboration.

Autonomous learners excel in self-instruction, self-direction, self-access learning, and individual instruction, as highlighted in chapter 2 This article explores how project work can enhance students' learning autonomy by examining these four key concepts.

In a self-instruction environment, learners actively engage in setting objectives, selecting topics, and sourcing materials independently, demonstrating a strong adherence to self-directed learning principles They take charge of designing posters and practicing presentations both in and out of the classroom, with the teacher serving primarily as a guide, helper, and observer rather than a direct authority This approach fosters autonomy and enhances the learning experience.

Self-direction in learning involves learners taking full responsibility for their educational decisions, with approximately 75% of learners meeting this criterion These individuals actively engaged in projects, independently managing all related activities They established their own objectives and devised plans to reach them Additionally, the study revealed that most learners practiced self-evaluation, recognizing their strengths and weaknesses while striving to comprehend the reasons for their mistakes.

Self-access learning refers to situations in which learners make use of self-

Developing students' learning autonomy through project work at a secondary school in Hanoi emphasizes the importance of access to diverse teaching materials and instructional technology According to Dickinson (1987, as cited in Kumaravadivelu, 2003), students' ability to utilize various resources significantly varies Research indicates that students actively seek materials from a range of sources, including books, magazines, and online platforms like Google This aligns with Kim's findings (2014, as cited in Yuliani and Lengkanawati, 2017: 290), which suggest that leveraging technology and diverse resources effectively fosters learner autonomy among students.

Individualized instruction allows learners to tailor their learning processes to their unique characteristics, leading them to adopt various approaches to complete tasks effectively, such as researching online, exploring diverse materials, and seeking help from teachers and peers Despite their differing methods, they collaborate harmoniously, supporting findings by Ramírez (2014) that emphasize the positive impact of cooperative work on enhancing learner autonomy This collaborative approach empowers students to explore their preferences and make informed decisions about activities that align with their shared objectives, ultimately fostering greater independence in their learning journey.

Project work, as highlighted in the second chapter, offers numerous benefits for both the researcher and participants Through a semester of engaging in projects, the teacher gained valuable insights into her students' abilities and characteristics, facilitating stronger relationships and tailored learning activities For students, this approach led to increased attendance, enhanced self-reliance, and improved attitudes towards learning, while also fostering knowledge acquisition and the development of group work and presentation skills.

CONCLUSION

Major findings of the study

This research paper presents a comprehensive study on the learning autonomy of adolescent students, involving fifty participants from a secondary school in Hanoi Utilizing questionnaires, interviews, student diaries, and observations, the study uncovered significant findings related to the two primary research questions.

The data gathered from questionnaires, interviews, and students' diaries confirmed the first research question, highlighting the enhancement of students' learning autonomy through project work in a sixth-grade English class Participants demonstrated increased activity and independence while engaging in various project activities However, it was noted that none of the students achieved complete autonomy.

To explore students' attitudes toward project work, ten students were interviewed, and observations were conducted The findings revealed that students enjoyed researching information from various sources and creating posters or PowerPoint presentations, which enhanced their knowledge and creativity They appreciated the autonomy gained from engaging in these activities without constant teacher supervision Additionally, project work fostered the development of their teamwork and presentation skills However, many students also reported facing challenges during these projects.

Developing students' learning autonomy through project work at a secondary school in Hanoi presents several challenges, including difficulties in time management and collaboration Some students struggle with public speaking, while others face obstacles in information gathering due to unfamiliar vocabulary and structures Additionally, the presence of less motivated group members can hinder progress Despite these issues, the findings indicate that students generally hold positive attitudes towards project-based learning, with their autonomy influenced by individual interests and English proficiency levels.

Implication

Based on the findings from the interviews and observation sessions, the researcher aims to propose several personal strategies to address the challenges students face when completing projects, as outlined in the table below.

Table 5.1: Problems and solutions in doing project work

Being hard to share time and place together

- Use social network to discuss together and divide tasks

- Take use of time at the school to work together (After school time…)

Presentation (not good at speaking skill, lack of confidence when speaking in front of the class)

- Well-prepare for contents of presentation (understand what you are going to talk about.)

- Carefully rehearse before presentation (speaking individually in front of the mirror, speaking in front of close friends …)

Having a lot of new words and structures when searching for information

- Look up the meanings of new words and structures in the dictionary/ the Internet

- Ask friends/ teachers if necessary

Being hard to write scripts for presentation

- Use your own words and structures to write

- Look up the meanings of new words and structures you want to use carefully in the dictionary/ the Internet

- Ask friends/ teachers if necessary

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills Implementing project-based learning encourages students to take ownership of their education, enhancing their motivation and engagement By collaborating on real-world projects, students not only acquire knowledge but also develop critical life skills such as teamwork and communication This approach to education prepares students for future challenges and empowers them to become lifelong learners.

Having some lazy members in the group

- Tell them the consequence of missing the deadline (have low mark,…)

- Tell the teacher if necessary

The teacher plays a crucial role in fostering learner autonomy by creating a supportive learning environment that encourages students to take control of their education This includes facilitating peer and self-assessment opportunities, as well as collaborating with students to negotiate activities Initially, learners may struggle with understanding the concept of autonomy, necessitating the teacher to explain its significance and the skills needed to achieve it Many students may also find it challenging to set goals or plan their learning, so teachers can provide scaffolding by suggesting appropriate objectives and establishing timelines Additionally, since reflection is often not an innate skill for students, teachers can offer reflection training to enhance this ability As students gain confidence and skills, teacher support should be gradually reduced; however, it's essential to avoid withdrawing assistance too quickly to prevent demotivation among learners who may not yet be ready for complete independence.

Contribution of the study

This research highlights the positive impact of project work on student autonomy in a secondary school in Hanoi, Vietnam Recognizing that learning is a continuous journey, it is essential for students to understand and embrace learning autonomy Students can utilize the questionnaire scale to assess their own autonomy levels Additionally, educators can leverage the findings to implement curriculum changes and provide guidance that fosters the development of student autonomy.

The research offers a comprehensive analysis of the connection between students' learning autonomy and project work, particularly focusing on adolescents, as discussed in chapter 2.

Developing students' learning autonomy through project work in secondary schools in Hanoi is an essential area of research that has been largely overlooked in Vietnam This lack of attention highlights the need for a renewed focus on this issue, which could pave the way for a new era of educational studies By emphasizing project-based learning, educators can foster greater independence and critical thinking skills among students, ultimately enhancing their overall educational experience.

This study involved collaboration between teachers and students on six projects aimed at fostering student learning autonomy It is hoped that the findings will serve as a valuable framework or reference for other researchers interested in this area.

Limitations of the study

The study acknowledges certain limitations despite the researcher’s thorough methodology and data analysis One significant limitation is the timing of the research; conducting the study over a longer period could have revealed a stronger impact of project work on students' learning autonomy.

This study, conducted in a secondary school in Hanoi, Vietnam, has limitations in its generalizability to other contexts, both domestically and internationally Involving students from various grades and schools could have broadened the research context An increased number of participants would have allowed for more robust quantitative conclusions regarding the impact of project work on students' learning autonomy.

This study concentrated solely on information-data organizing projects, which limited students' ability to significantly enhance their learning autonomy If a wider variety of project types had been implemented, students could have improved not only their learning autonomy but also other forms of autonomy.

Suggestions for further studies

With the result shown in the previous chapter, the researchers would like to provide some suggestions for further studies

Firstly, this study is limited to investigate the effectiveness of project work to foster learner autonomy for students in a secondary school in Hanoi, Vietnam

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent learning skills This approach encourages students to take initiative and responsibility for their educational journey By engaging in project-based activities, students can enhance their critical thinking and problem-solving abilities Moreover, project work promotes collaboration and communication among peers, creating a dynamic learning environment Ultimately, this method not only improves academic performance but also prepares students for future challenges in their personal and professional lives.

Therefore, further studies can be conducted to extend the scope in terms of students, schools, and locations so that comprehensive and far-reaching results can be obtained

Future research should focus on exploring the impact of various project work types on students' learning autonomy in language acquisition over an extended timeframe Employing both quantitative and qualitative methods will enable researchers to effectively assess the changes in students' learning autonomy resulting from different project work approaches.

Summary

The final chapter summarizes the study's conclusions, highlighting key findings in the initial section to demonstrate their implications in the subsequent section While limitations were unavoidable, they serve as valuable recommendations for future research.

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills By engaging in collaborative projects, students enhance their critical thinking abilities and take ownership of their learning process This approach not only encourages creativity but also prepares students for real-world challenges Implementing project-based learning strategies can significantly improve student motivation and engagement, leading to better academic outcomes Ultimately, promoting learning autonomy through project work equips students with the necessary skills to thrive in their future endeavors.

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Developing students' learning autonomy through project work is essential in secondary education, particularly in Hanoi This approach fosters independent learning skills and encourages students to take responsibility for their educational journey By engaging in project-based activities, students can enhance their critical thinking and problem-solving abilities while collaborating with peers Implementing such strategies in the classroom not only promotes active learning but also prepares students for future academic and professional challenges.

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Developing students' learning autonomy through project work is essential in secondary schools in Hanoi This approach encourages students to take initiative and responsibility for their learning, fostering critical thinking and problem-solving skills By engaging in collaborative projects, students enhance their ability to work effectively in teams and apply theoretical knowledge to real-world situations Implementing project-based learning not only motivates students but also prepares them for future academic and professional challenges.

Holec, H (1981) Autonomy in foreign language learning Oxford: Pergamon Hopkins, D (1993) A teacher’ s guide to classroom research (2nd ed.) Buckingham: Open University

Jiménez Raya, M (1994) Student-centered learning: Development of foreign language learner's autonomy, 41-62

Joshi, K R (2011) Learner perceptions and teacher beliefs about learner autonomy in language learning Journal of NELTA, 16(1-2), 12-29

Kant, Immanuel Groundwork of the Metaphysics of Morals Translated and edited by Herbert James Paton New York: Harper and Row, 1956

Kemmis, S., & McTaggart, R (Eds.) (1988) The action research planner (3rd ed.) Geelong, Victoria: Deakin University Press

Kim, H J (2014) The use of technology for learner autonomy in language classroom ITBE Link- Fall 2014, 42(3)

Kumaravadivelu, B (2003) Beyond Methods: Macrostrategies for Language Teaching London: Yale University Press

Lamb, T (2008) Leaner autonomy and teacher autonomy: Synthesising an agenda

In T Lamb & H Reinders (Eds.), Learner and teacher autonomy: concepts, realities, and responses (pp vi, 286 p.) Amsterdam; Philadelphia: John Benjamins

Larmer, J., & Mergendoller, J R (2010) Essentials for project-based learning Educational leadership, 68(1), 34-37

Legutke, M & Thomas, H (1991) Process and Experience in the Language

Loi, N V (2017) Promoting learner autonomy: Lesson from using project work as a supplement in English skills courses

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McCarthy, C (2000) Learner training for learner autonomy on summer language courses Retrieved May 17, 2019 from

Developing students' learning autonomy through project work is a crucial educational approach in secondary schools in Hanoi This method encourages students to take initiative and responsibility for their learning, fostering critical thinking and problem-solving skills By engaging in collaborative projects, students enhance their ability to work independently while also benefiting from teamwork Implementing project-based learning not only boosts motivation but also prepares students for real-world challenges, making it an effective strategy for modern education For more detailed insights, refer to the full study available at [ERIC](http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/25/a6/94.pdf).

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Railsback, J (2002) Project-Based instruction: Creating excitement for learning

Sani, Ridwan Abdullah (2014) Pembelajaran Saintifik untuk Implementasi Kurikulum 2013 Jakarta: Bumi Aksara

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Stoller, F (2002) Project work: A means to promote language and content In J C Richards & W A Renandya (Eds.), Methodology in language teaching: An anthology of current practice (107-120) Cambridge, UK: Cambridge

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills This approach encourages active participation, collaboration, and critical analysis among students, enhancing their engagement and motivation Implementing project-based learning not only helps students acquire knowledge but also builds essential life skills, preparing them for future academic and career challenges By focusing on student-centered methodologies, educators can create a dynamic learning environment that supports the development of self-directed learners.

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Yuliani, Y., & Lengkanawati, N S (2017) Project-based learning in promoting learner autonomy in an EFL classroom Indonesian Journal of Applied

Developing students' learning autonomy through project work is an essential focus at a secondary school in Hanoi This approach encourages students to take charge of their learning process, fostering critical thinking and problem-solving skills By engaging in collaborative projects, students enhance their ability to work independently while gaining practical experience The integration of project-based learning not only boosts student motivation but also prepares them for future challenges in both academic and real-world settings This method ultimately cultivates a more self-directed and confident learner, essential for success in today's dynamic environment.

APPENDICES APPENDIX 1 QUESTIONNAIRE FOR ENGLISH LEARNING PROCESS

Nguyen Hong Nhung, a master's student at the Faculty of Graduate Studies at the University of Languages and International Studies, is researching the development of student learning autonomy through project work in a secondary school in Hanoi for her graduation paper.

The following statements describe some actions and feelings you might have experienced during English learning process Please select one number (0-4) that best fits your case

4= True of Myself 3= Mostly True of Myself 2= About Halfway True of Myself 1= Slightly True of Myself

0= Not At All True of Myself

1 I set my objectives for each unit

2 I alter the objectives if necessary

3 I will be able to use a wide range of vocabulary

4 I will be able to use correctly grammar structures

5 I will be able to pronounce correctly the words I use

6 I can decide my learning contents

7 I select learning contents from different available sources

8 I know the best way to complete my tasks and duties

9 I know how I can learn new vocabulary best

10 I know how I can learn grammar structures best

11 I know the best ways to improve my pronunciation

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills Engaging students in project-based activities encourages collaboration, creativity, and critical analysis This approach not only enhances academic performance but also prepares students for real-world challenges by promoting self-directed learning By implementing effective project work strategies, educators can significantly improve student motivation and engagement in their educational journey.

12 I can decide the most suitable time to learn

13 I can decide the most suitable place to learn

14 I know how much time I can focus on learning

15 I check whether I achieve my objectives after each unit

16 I check whether I use a wide range of vocabulary

17 I check whether I use correctly grammatical structures

18 I check whether I pronounce correctly the words I use

19 I check whether I achieve any intermediate objectives besides the final objectives

20 I can self-evaluate my strengths in my learning process

21 I can self-evaluate my weaknesses in my learning process

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills Engaging students in hands-on projects encourages collaboration, critical thinking, and self-directed learning By implementing project-based learning, educators can create a dynamic environment that promotes student engagement and motivation This approach not only enhances academic performance but also prepares students for real-world challenges, making them more adaptable and resourceful learners.

Vietnamese version Đánh dấu  vào ô phù hợp nhất cho mỗi câu

4= Hoàn toàn đúng 3= Hầu như đúng 2= Đúng một nửa

1= Đúng một phần 0= Hoàn toàn không đúng

1 Tôi đặt ra mục tiêu cho mỗi bài học

2 Tôi điều chỉnh mục tiêu nếu cần thiết trong quá trình học

3 Tôi đặt mục tiêu có thể sử dụng từ vựng một cách phong phú

4 Tôi đặt mục tiêu có thể sử dụng chính xác các cấu trúc ngữ pháp

5 Tôi đặt mục tiêu có thể phát âm chính xác các từ tôi sử dụng

6 Tôi có thể quyết định nội dung cho bài học của mình

7 Tôi lựa chọn nội dung cho bài học của mình từ các nguồn khác nhau

8 Tôi biết cách phù hợp nhất với mình để có thể hoàn thành các nhiệm vụ trong quá trình học

9 Tôi biết cách học từ vựng phù hợp nhất với mình

10 Tôi biết cách học ngữ pháp phù hợp nhất với mình

11 Tôi biết cách phù hợp nhất để cải thiện phát âm của mình

12 Tôi lựa chọn được thời gian học phù hợp nhất với mình

13 Tôi lựa chọn được địa điểm học phù hợp nhất với mình

14 Tôi biết được lượng thời gian mà mình có thể tập trung được khi học

15 Tôi kiểm tra xem mình có đạt được mục tiêu hay không sau khi kết thúc một bài học

16 Tôi kiểm tra xem mình có sử dụng từ vựng một cách phong phú hay không

17 Tôi kiểm tra xem mình có sử dụng chính xác các cấu trúc ngữ pháp hay không

18 Tôi kiểm tra xem mình có phát âm chính xác các từ mình sử

Developing students' learning autonomy through project work is a crucial educational approach at a secondary school in Hanoi This method encourages students to take initiative in their learning processes, fostering critical thinking and problem-solving skills By engaging in collaborative projects, students not only enhance their academic knowledge but also build essential life skills This approach aligns with modern educational practices that prioritize student-centered learning, ultimately preparing them for future challenges in both academic and professional settings.

19 Tôi kiểm tra xem mình có đạt được mục tiêu nào khác ngoài những mục tiêu đã đề ra hay không

20 Tôi có thể tự đánh giá điểm mạnh của mình trong quá trình học

21 Tôi có thể tự đánh giá điểm yếu của mình trong quá trình học

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills Engaging students in hands-on projects encourages them to take ownership of their learning and enhances their motivation By integrating project-based learning into the curriculum, educators can create a dynamic environment that promotes critical thinking and collaboration among students This approach not only prepares students for future academic challenges but also equips them with practical skills necessary for real-world applications Ultimately, project work serves as a powerful tool for enhancing educational outcomes and cultivating lifelong learners.

APPENDIX 2 QUESTIONNAIRE FOR PROJECT WORK

Nguyen Hong Nhung, a master's student at the Faculty of Graduate Studies, University of Languages and International Studies, is researching "Developing Student Learning Autonomy Through Project Work at a Secondary School in Hanoi" for her graduation paper.

The following statements describe some actions you might have experienced during doing projects Please select one number (0-4) that best fits your case

4= True of Myself 3= Mostly True of Myself 2= About Halfway True of Myself 1= Slightly True of Myself

0= Not At All True of Myself

1 I set my objectives for each project

2 I alter the objectives if necessary

3 I will be able to use a wide range of vocabulary

4 I will be able to use correctly grammar structures

5 I will be able to pronounce correctly the words I use

6 I can decide my project contents

7 I select project contents from different available sources

8 I know the best way to complete my tasks and duties

9 I know how I can learn new vocabulary best

10 I know how I can learn grammar structures best

11 I know the best ways to improve my pronunciation

12 I can decide the most suitable time to do projects

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills Engaging students in hands-on projects encourages them to take ownership of their learning process, enhancing their motivation and critical thinking abilities By integrating project-based learning into the curriculum, educators can create a more dynamic and interactive classroom environment that promotes collaboration and creativity This approach not only prepares students for future academic challenges but also equips them with the skills necessary for success in the modern workforce.

13 I can decide the most suitable place to do projects

14 I know how much time I can focus on doing projects

15 I check whether I achieve my objectives after each project

16 I check whether I use a wide range of vocabulary

17 I check whether I use correctly grammatical structures

18 I check whether I pronounce correctly the words I use

19 I check whether I achieve any intermediate objectives besides the final objectives

20 I can self-evaluate my strengths when doing projects

21 I can self-evaluate my weaknesses when doing projects

Developing students' learning autonomy through project work at a secondary school in Hanoi is essential for fostering independent thinking and problem-solving skills This approach encourages active participation and collaboration among students, allowing them to take ownership of their learning process By engaging in hands-on projects, students can enhance their critical thinking abilities and apply theoretical knowledge to real-world situations Ultimately, this method not only boosts academic performance but also prepares students for future challenges in their educational and professional journeys.

Vietnamese version Đánh dấu  vào ô phù hợp nhất cho mỗi câu

4= Hoàn toàn đúng 3= Hầu như đúng 2= Đúng một nửa

1= Đúng một phần 0= Hoàn toàn không đúng

1 Tôi đặt ra mục tiêu cho mỗi dự án

2 Tôi điều chỉnh mục tiêu nếu cần thiết trong khi làm dự án

3 Tôi đặt mục tiêu có thể sử dụng từ vựng một cách phong phú

4 Tôi đặt mục tiêu có thể sử dụng chính xác các cấu trúc ngữ pháp

5 Tôi đặt mục tiêu có thể phát âm chính xác các từ tôi sử dụng

6 Tôi có thể quyết định nội dung cho dự án của mình

7 Tôi lựa chọn nội dung cho dự án của mình từ các nguồn khác nhau

8 Tôi biết cách phù hợp nhất để có thể hoàn thành các nhiệm vụ của mình

9 Tôi biết cách học từ vựng phù hợp nhất với mình

10 Tôi biết cách học ngữ pháp phù hợp nhất với mình

11 Tôi biết cách phù hợp nhất để cải thiện phát âm của mình

12 Tôi lựa chọn được thời gian phù hợp nhất với mình để làm dự án

13 Tôi lựa chọn được địa điểm phù hợp nhất với mình để làm dự án

14 Tôi biết được lượng thời gian mà mình có thể tập trung để làm dự án

15 Tôi kiểm tra xem mình có đạt được mục tiêu hay không sau khi kết thúc một dự án

16 Tôi kiểm tra xem mình có sử dụng từ vựng một cách phong phú hay không

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