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Trang 1 THAI NGUYNE UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES –––––––––––––––––––––––––––– NGUYEN VIET ANH APPLYING LANGUAGE LOG ASSIGNMENTS TO IMPROVE HIGH SCHOOL STUDENTS'''' A
THAI NGUYNE UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES –––––––––––––––––––––––––––– NGUYEN VIET ANH APPLYING LANGUAGE LOG ASSIGNMENTS TO IMPROVE HIGH SCHOOL STUDENTS' AUTONOMY ON ONLINE ENGLISH LEARNING AT HA LONG FOREIGN LANGUAGE CENTER MASTER'S THESIS OF SCIENCE IN EDUCATION THAI NGUYEN - 2022 THAI NGUYNE UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES –––––––––––––––––––––––– NGUYEN VIET ANH APPLYING LANGUAGE LOG ASSIGNMENTS TO IMPROVE HIGH SCHOOL STUDENTS' AUTONOMY ON ONLINE ENGLISH LEARNING AT HA LONG FOREIGN LANGUAGE CENTER (Áp dụng bài tập nhật ký ngôn ngữ để cải thiện khả năng học tự chủ trong học tiếng Anh trực tuyến của học sinh cấp 3 ở trung tâm Hạ Long English language teaching methodology Code: 8.14.01.11 MASTER'S THESIS OF SCIENCE IN EDUCATION Supervisor: : Ph.D NGUYEN THI THANH HONG THAI NGUYEN - 2022 THE CANDIDATE’S STATEMENT I hereby declare that this thesis is based on my own original work except for quotations and citation that have been duly acknowledged I also declare that it has not been previously submitted for any other courses/degrees at Thai Nguyen University or other institutions Thai Nguyen, 20 May 2022 Nguyen Viet Anh i ACKNOWLEDGEMENT I would like to express my deep thanks to people who have assisted me when I carried out the research I would like to express my sincere appreciation to my supervisor, PhD Nguyen Thi Thanh Hong, for her encouragement and guidance throughout the research I also wish to thank all my teachers at the Thai Nguyen University for supporting me with a lot of knowledge and giving me the best environment to fulfill my thesis I would like to acknowledge and express my appreciation to the students at Ha Long foreign language center who have helped me to collect the data Finally, I am deeply indebted for all the support and encouragement that my family has so lovingly offered me Nguyen Viet Anh ii ABSTRACT The study aims at identifying the effectiveness of using intalk log assignment in enhancing students‟ autonomy in online learning at Ha Long foreign language center as well as students‟ attitude toward language log assignment A study using the steps of an action research was conducted to evaluate the effectiveness of using language log assignments The subject of the study was 40 high school students at an English center in Ha Long Questionnaires were used as one of the key data collecting tools in this study and two sets of questionnaires were delivered for students After being collected, data from the questionnaire were analyzed by SPSS 18.0 by descriptive data The research proved that language log assignment enhanced high school students‟ autonomy in online English learning in Ha Long foreign language center Furthermore, the results pointed out that students had a positive attitude toward language log assignment in online English learning on Ha Long foreign language center Key words: High school, Ha Long, learning autonomy, log assignments, online learning iii TABLE OF CONTENTS THE CANDIDATE‟S STATEMENT i ACKNOWLEDGEMENT ii ABSTRACT iii LIST OF TABLES v LIST OF FIGURES vi CHAPTER I: INTRODUCTION 1 1.1 Rationale 1 1.2 Aim and Objectives 4 1.3 Scope of the study 4 1.4 Research questions 4 1.5 Definition of Terms 5 1.6 Signification of the study 5 1.7 Organization of the study 5 CHAPTER II: LITERATURE REVIEW 6 2.1 Learner autonomy 6 2.1.1 The definitions of learner autonomy 6 2.1.2 Autonomy in language learning 7 2.1.3 The roles of Learner Autonomy in English Language learning .8 2.1.4 The definitions of autonomous learning 8 2.1.5 Autonomous out-of-class language learning 10 2.1.6 Leaner Autonomy Models .10 2.1.7 Pedagogical perspectives of learner autonomy .11 2.2 Role of Technology in Autonomous Language Learning .12 iv 2.3 The role of welog assignments in enhancing EFL students‟ English language learning 15 2.4 Log assignment as an autonomous learning and assessment tool 15 2.4.1 The definitions of Log assignment 15 2.4.2 Log assignment as an autonomous learning and assessment tool 15 2.5 Student‟s attitude in language learning: 17 2.5.1 Definition of attitude: .17 2.5.2 Importance of attitude in language learning: 18 2.6 Previous studies .18 2.7 Summary: 20 CHAPTER III: METHODOLOGY 22 3.1 Research design .22 3.2 Subjects and locale of the study 24 3.3 Data collection instruments 25 3.4 Data collection procedure 26 3.5 Data analytical method 27 3.6 Summary 27 CHAPTER IV: FINDINGS AND DISCUSSION 28 4.1 Data collected before action plan 28 4.2 Description of the action plan .33 4.3 Data collected after the intervention .34 4.4 Data collected in questionnaire 2 40 4.5 Discussion 54 4.5.1 Achieved objectives .55 4.5.2 Unachieved objectives 58 v 4.6 Summary 59 CHAPTER V: CONCLUSION 60 5.1 Conclusion .60 5.2 Implication 61 5.3 Limitations 62 5.4 Recommendations 63 REFERENCES .64 APPENDICES vi LIST OF TABLES Table 4.1 Descriptive statistics of students‟ autonomy before action plan 28 Table 4.2 Level of students‟ autonomy before action plan 30 Table 4.3 Descriptive statistics of students‟ autonomy after action plan 35 Table 4.4 Level of students‟ autonomy after action plan .35 Table 4.5 Paired Samples Test 39 Table 4.6 Students‟ Perceptions of Blog Assignments in Relation to Learner Autonomy 40 Table 4.7 Using blogs gave me more freedom and control of my own learning 43 Table 4.8 I often developed a plan and found the best way for me to complete blog tasks 44 Table 4.9 I was able to monitor my own progress by revisiting my own blog and made changes based on the instructor‟s feedback .45 Table 4.10 Blogging allowed me to actively engage in the process of reflection on my writing about cross-cultural observations 46 Table 4.11 By regularly writing reflective blogs, I was able to understand, generate and analyze cross-cultural issues 47 Table 4.12 Reading others‟ postings helped me gain diverse cultural perspectives and reflect further about my own beliefs .48 Table 4.13 Social networking via blogs was an effective way to share knowledge and exchange ideas with others 49 Table 4.14 I found peer comments interesting and informative 50 Table 4.15 I gained intercultural knowledge and communication skills through working with my peers and native speakers 51 Table 4.16 I found blog assignments stimulating and meaningful .52 Table 4.17 I felt comfortable sharing my ideas and interacting with my peers and native speaker partners via blogging 53 Table 4.18 Using blogs was a motivational tool for me to learn about the English culture and people 54 v LIST OF FIGURE Figure 3.1 Ferrance‟s AR cycle 23 vi