Investigating Learner Autonomy Among Fpt Students In Learning English Listening Skills.pdf

GRADUATION THESISINVESTIGATING LEARNER AUTONOMY AMONG FPT STUDENTS IN LEARNING ENGLISH LISTENING SKILLS Students: Nguyễn Hoàng Anh - HA150010 Nguyễn Phương Anh - HA150109 Tạ Trần Minh

GRADUATION THESIS

INVESTIGATING LEARNER AUTONOMY AMONG FPT STUDENTS IN LEARNING ENGLISH LISTENING SKILLS

Students: Nguyễn Hoàng Anh - HA150010

Nguyễn Phương Anh - HA150109

Tạ Trần Minh Huy - HA150038 Phạm Hoàng Quang Huy - HA153066

Supervisor: Dr Pham Thi Phuong Ha Course: Graduation Thesis (ELT492)

A thesis submitted in partial fulfilment of the requirements for the degree of

Bachelor of English Language

FPT UniversityApril 2023

English is one of the most used languages in the world, and it is used by one-fourth of theworld’s population (Eberhard, Gary & Charles, 2022) Global communication is at an all timehigh in the twenty-first century and monolingual people have many disadvantages compared tomultilingual people In language learning, without being able to understand input correctly,learners will not be able to improve (Renukadevi, 2014) One way to improve input, includinglistening, is through autonomous learning Autonomous learning has been identified as a criticalfactor in improving listening skills in language learning (Vandergrift, 2013) Research has shownthat learners who engage in autonomous learning are more likely to develop better listeningskills than those who rely solely on classroom instruction (Little, 1991) Given its benefits toimproving listening skills, it is significant to investigate autonomous learning

This study examines how autonomous learning is practised among FPT students towardimproving their listening skills By investigating the level of learner autonomy among FPTstudents in learning English listening skills, this study aims to provide insights into the currentstate of learner autonomy and identify areas where improvements can be made to supportstudents in becoming more autonomous learners To achieve this aim, survey questionnaireswere used Data of the survey were analysed by quantitative and qualitative methods Three mostimportant findings of our research include, first, most of the students were aware of theimportance of autonomous learning in general, of its importance to improving English listeningskills in particular Second, motivation, time constraints, access to resources and personallearning styles were the factors that had the most negative impacts on participants’ autonomouslearning Third, some students suggested that setting specific goals can be helpful, while otherssuggested that choosing the right strategies that are effective for each individual, is the best way

to maximise output from autonomous learning To boost autonomous learning at FPT University,teachers and the institution can encourage self-directed learning, utilise technology, and foster aculture of collaboration Providing opportunities to explore interests, utilising online resources,and promoting peer-to-peer learning can enhance student learning

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DECLARATIONS BY AUTHORS

We declare that this thesis titled “Investigating learner autonomy among FPT students in learningEnglish listening skills” represents our original work, and has not been previously submitted forany other degrees or qualifications

We confirm that the research presented in this thesis was conducted ethically and in compliancewith relevant regulations and guidelines All participants in the study gave informed consent toparticipate, and the study was approved by Dr Pham Thi Phuong Ha We took all necessary steps

to ensure confidentiality and anonymity of the participants, and no identifying information wasincluded in the thesis

We confirm that all authors have made significant contributions to the research, and that there are

no conflicts of interest

The data used in this study are available upon request from the authors, subject to any conditions

or limitations imposed We declare that all data used in this thesis are accurate, and we take fullresponsibility for the analysis and interpretation of the data presented

We hold the copyright for this thesis We confirm that all third-party materials used in this thesisare appropriately cited and credited, and we have obtained permission to use any copyrightedmaterials

All sources used in this thesis are appropriately cited and credited, and we have complied withthe referencing requirements of our institution

We declare that the content of this thesis is our own work and that all sources used have beenacknowledged We understand that any breach of academic integrity may result in severeconsequences, including the revocation of my degree

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Before coming up with this thesis title “Investigating learner autonomy among FPT students inlearning english listening skills”, we had spent two weeks brainstorming and asked forsuggestions from alumni and our former lecturers We would like to express our appreciation toall of the FPT students and lecturers whose suggestions, support, and participation contributed agreat deal in helping us successfully complete this thesis

Four years studying in FPT University was a wonderful time In spite of studying online because

of Covid - 19 for over a year, we felt supported all the way through Our sincere thanks,therefore, extend to the lecturers and staff members at FPT University Our special thanks go toour families and friends who have always encouraged and supported us Their encouragementhas given us the strength to conquer all of the challenges that we encountered during our study aswell as in the process of writing this graduation thesis

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2.3 Research in autonomous learning and English listening skills 32.3.1 The important role of autonomous learning in English listening skills 32.3.2 Autonomous learning and its effects on the learning of English listening skills 3

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4.2.3 RQ3: Factors influencing learner autonomy among FPT students in

developing their English listening skills

LIST OF TABLES

Table 3.1: An Overview of Research Questions, Research Methods, and Data

Analysis

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Table 3.3: Percent Agreement across Multiple Data Collectors on Question 6 12Table 4.1: Percentage of Students Participants by Year University Study 16

Table 4.3: Reasons for Engaging Autonomous Learning to Study English Listening

Table 4.4: How do You overcome these challenges in autonomous learning of

English listening skills?

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LIST OF FIGURES

Figure 4.2: Percentage of Familiarity of Autonomous Learning in FPT Students 18Figure 4.3: Students’ Perception of Autonomous Learning and its Importance in

Improving their Listening Skills

Listening Skills

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Figure 4.10: FPT University could do to Encourage Students' Autonomous Learning 28Figure 4.11: FPT's English Teachers could Encourage Students' Autonomous

Learning

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CHAPTER 1: INTRODUCTION

Autonomous learning is one of the most important topics in education Even though it hasattracted research in other contexts, autonomous learning has remained largely underexplored inVietnam Essentially, autonomous learning is about learners being in control of their ownlearning It has been found that learner autonomy plays a very important role in improvinglearning and engagement, which can help improve one’s performance in academic and personallives Throughout history, it was also widely known that many geniuses, including AlbertEinstein and Thomas Edison could not have obtained their success if they had not learnedautonomously Foreign language learners should aim to master one of communication skills, that

is listening, which makes teachers concerned about students’ capability and students as secondlanguage learners have to develop their listening skill both inside and outside the classroom(Agung, 2019)

Learner autonomy plays a crucial role in language learning as it empowers learners to takecontrol of their own learning process and drives their motivation to achieve greater success.Autonomy leads to motivation, which in turn leads to greater success in language learning (Sprat

& Chan, 2002) As Little (2007) notes, “the development of learner autonomy and the growth oftarget language proficiency are mutually supporting and fully integrated with each other” (p 14).When learners are given the opportunity to make decisions and take responsibility for their ownlearning, they feel more invested and engaged in the process, leading to higher levels ofmotivation This increased motivation leads to greater success as learners become more focused,persistent, and self-directed, which are all key factors for successful language acquisition.Ultimately, learner autonomy promotes effective and efficient language learning, leading to long-term language retention and fluency

Nowadays, thanks to technological advances, students can learn English by themselves throughdifferent kinds of media, for example, films, music, literature, or podcasts Many of theseresources are free, easy to access, and convenient Students only need a device, such as a laptop,

a tablet, or a smartphone to study They can also study from almost anywhere, for example, inthe library, at a cafeteria, or even on the bus, and almost anytime while cooking or running on atreadmill, for instance Because of these technological affordances mentioned above, languagelearners nowadays have more opportunities to develop and practise learner autonomy

Despite the importance and potential of learner autonomy, not many studies have investigatedhow autonomous learning can be effective in enhancing English listening skills Those that haveonly involved a small number of participants, which might not be enough to provide thoroughinsights Since there had not been much research about this kind conducted with a large number

of participants and in the context of FPT University, the study was expected to suggest potentialsolutions to enhance the student’s ability in autonomous learning in dealing with Englishlistening skills

The purpose of this study is to investigate learner autonomy, also known as autonomouslearning, among FPT students in learning English listening skills, to identify the factors thatcontribute to it and some suggestions on how to improve learner autonomy in listening skills.The findings of this study will contribute to our understanding of learner autonomy and itsimpact on language learning, and inform the development of instructional strategies andresources to support learner autonomy in English listening skills

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CHAPTER 2: LITERATURE REVIEW

2.1 Autonomous learning: A definition

In order to identify autonomous learning, it is essential that the term autonomous be clearlydefined The word ‘autonomous’ is the adjective form of ‘autonomy’, which is etymologically alegal-political term It is from the Greek ‘autonomia’, itself derived from autonomos, where automeans ‘self’ and nomos means ‘law’ (Uswatun, 2013) It is therefore, can be seen that autonomy

is a key characteristic of autonomous learning

Yurdakul (2017) defined autonomous learning as a form of learning where the learner activelyseeks out resources, sets their own goals and targets, and evaluates their progress, withoutrelying on external direction or guidance In other words, in autonomous learning, students takecontrol and responsibility for their learning, both in terms of what they learn and how they learn

it Littlewood (1999) defined autonomous learning as “involving students’ capacity to use theirlearning independently of teachers,” and “a capacity to communicate autonomously.Autonomous learning can take place in a variety of settings, including formal educationalsettings, the workplace, or in personal and hobby-related pursuits (Kurata, 2018) Other terms arealso found in the literature, such as self-driven learning, self-regulated learning, and the umbrellaterm is ‘learner autonomy’ In this research, we will use ‘autonomous learning’ and ‘learnerautonomy’ interchangeably

2.2 Research in autonomous learning in education

Autonomous learning in education has become an increasingly popular topic of research due toits potential to promote self-directed and lifelong learning Autonomous learning in education is

a student-centred approach to learning that emphasises individual responsibility and motivation Teachers and students perceive autonomy from different perspectives (Benson,2008) Teachers tend to evaluate autonomy within institutional and classroom learningarrangements From the teachers’ perspective, learners do not question the underlying legitimacy.Teachers focus on institutional learning, learners tend to associate autonomy with learning and

self-“its relationship to their lives beyond the classroom" (Bekleyen & Selimoglu, 2016)

The goal is to help students develop the skills and attitudes necessary for lifelong learning, such

as critical thinking, problem-solving, and self-reflection This can include setting learning goals,choosing the resources and materials they use, and evaluating their progress This approach can

be especially beneficial for students who are highly motivated and self-directed, as it gives themthe freedom to explore their interests and pursue their passions (Hase & Kenyon,2000).Activities in the learner autonomous classroom can be varied and usually, there is something thatcaters to the interest of every learner A good activity for an autonomous classroom should berelevant, teachers should learn from it, and it should not be too easy or too difficult It needs tocater to individual learners’ interests and needs and be appropriate for cooperation It should beopen-ended and entail differentiated processes as well as products (Uswatun, 2013)

Also, autonomous learning has become increasingly popular as technology makes moreresources available to students, and as there is a growing recognition of the importance ofdeveloping self-directed learners The development and diffusion of software for producing,uploading, downloading, and playing digital audio files (i.e., podcasts) make the flexible use of awide range of audio material easier than ever for language learners (Warschauer, 2011) This

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The majority of participants feel motivated by the desire to advance in their careers or somethingrelated to their job requirements in the future that they have to listen to foreigners.

Theme 3: Personal interest

In the survey, the participants said that the motivator for autonomous learning in Englishlistening skills are personal interest Student 172 wrote in the survey that they wanted to: “Watch

a movie without subtitles” and student 80 also wrote: “Watch movies on Netflix withoutwatching subtitles” This activity not only provides an enjoyable experience but also offers participants the opportunity to immerse themselves in the language and culture Whenparticipants understand the lyrics or dialogue, they are more likely to retain the language anddevelop better listening skills Others said that it is a personal interest in English-languagemedia Student number 18 wrote:

A potential motivator could be a personal interest in English-language media such asmusic, movies, or podcasts, which could serve as an enjoyable and engaging learningresource

When the motivation comes from personal interest, the learner is more likely to be invested andengaged in the learning process By taking ownership of their learning, learners can tailor theirlearning experience to their specific needs and preferences, making it more enjoyable andeffective

4.2.4 RQ4: What are some suggestions to improve learner autonomy in listening skills?

Quantitative results

Figure 4.10 visualises the results of question 17 in the survey This question asked participants toevaluate the effectiveness of some measures that FPT could do to encourage autonomouslearning As shown in the figure, 113 participants chose to provide students with access to anetwork of autonomous-minded learners to help each other with the most effective suggestion.The second highest is to organise a training session or a workshop on self-study every monthwith 112 raters And finally, the less effective and least effective way is to apply more self-studysubjects like Coursera and higher requirements must be placed on the Coursera Course coming at

93 and 82 participants

Figure 4.10

FPT University could do to Encourage Students' Autonomous Learning

Question 18 surveyed students’ opinions about the effectiveness of some measures that teacherscould do to enhance autonomous learning The results of this question are displayed in Figure

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