VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES wlles PROMOTING LEARNER AUTONOMY BY USING BASED LEARNING: AN ACTION RE
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Aims and objectives of the StUYy - c1 1H SH HH ng ng 2 1.3 Research ion
By conducting this study, the researcher aims at investigating to what extent project-based learning (PBL) affects levels of learner autonomy This overall aim was specified into the following objectives: e To find out the effects of PBL on the students’ autonomy. e To find out the learners’ attitudes towards the application of PBL.
To achieve the aim and objectives established above, the process of researching is guided by the following main research questions: e To what extent does project-based learning affect the levels of learner autonomy? e What are the attitudes of students at a Hai Phong lower secondary school towards the application of project-based learning to promote autonomy?
This study was carried out in a non-English majored class 7 at a lower secondary school in Hai Phong during eleven weeks The participants of the study included forty-one students in that class The study is conducted to investigate what extent PBL affects the levels of learner autonomy and their attitude towards the application of PBL In detail, learner autonomy is responsible for their own study;nevertheless, the scope of this study focuses on the abilities of learners to select project topics, set goals, choose appropriate materials and techniques, and assess both peers and themselves Therefore, this does not cover other aspects of learner autonomy.
The design of this study is embedded mixed-method which focuses on collecting, analyzing quantitative and qualitative data These data were collected during single study and they were purposed to answer two different research questions The qualitative data collected before, during, and after the intervention, were used to identify how PBL affects learner autonomy Questionnaires were used to collected quantitative data while teacher’s diaries and interview were used to collect the qualitative data.
The research pays its contributions to both theoretical and practical aspects.
This research contributes significantly to the growing body of knowledge on PBL learning strategies and learner autonomy By implementing PBL in a lower secondary school setting, the study provides practical insights into the implementation of PBL The research highlights the benefits of learner autonomy for both students and teachers, emphasizing the importance of student-centered learning and responsibility for individual progress Additionally, it fosters autonomous learning among teachers, enhancing their understanding of the advantages and applications of learner autonomy in English language teaching through PBL The research's findings have influenced the perceptions of both teachers and students regarding autonomous learning, contributing to a broader understanding of its relevance and effectiveness in PBL contexts.
The study consists of five chapters:
Chapter 1 - Introduction - provides the general introduction of the study with the rationale, the aims and objectives, the research questions, the scope, the methods,the significance and the organization of the study.
Chapter 2 - Literature review - gives a critical review of some previous studies relating to learner autonomy, PBL, presents the theoretical framework related to definitions, major features, stages, and advantages of PBL.
Chapter 3 - Methodology - presents restatement of research questions, the context, the research approach, the research procedure, data collection instruments, data analysis.
Chapter 4 - Data analysis - describes the detailed analysis of the collected data from which some findings, explanation and interpretation of the findings are presented.
Chapter 5 - Conclusion - summarizes the summary of the main issues and concluding remarks of the study The limitations as well as some recommendations for further studies are also discussed in this part.
Method of the study 0 eee ceccsecesecseeeseeesesesecsesssesssesseesseeesessaesseseaeseaesseee 3 1.6 Significance of the research eee 61x 3 9 9 1T TH TH HH nh nh nh nh 3 1.7 Organization Of the SfUY G1 TH HH 3
The design of this study is embedded mixed-method which focuses on collecting, analyzing quantitative and qualitative data These data were collected during single study and they were purposed to answer two different research questions The qualitative data collected before, during, and after the intervention, were used to identify how PBL affects learner autonomy Questionnaires were used to collected quantitative data while teacher’s diaries and interview were used to collect the qualitative data.
The research pays its contributions to both theoretical and practical aspects.
This study contributes to the increasing need for PBL learning strategies by offering insights into learner autonomy levels Practically, it showcases PBL implementation in lower secondary education, benefiting students by fostering learner-centeredness and self-directed learning Additionally, it promotes teacher autonomy by enabling educators to understand the advantages of learner autonomy and its effectiveness in English language teaching through PBL The research has influenced the perceptions of both teachers and students towards autonomous learning.
The study consists of five chapters:
Chapter 1 - Introduction - provides the general introduction of the study with the rationale, the aims and objectives, the research questions, the scope, the methods,the significance and the organization of the study.
Chapter 2 - Literature review - gives a critical review of some previous studies relating to learner autonomy, PBL, presents the theoretical framework related to definitions, major features, stages, and advantages of PBL.
Chapter 3 - Methodology - presents restatement of research questions, the context, the research approach, the research procedure, data collection instruments, data analysis.
Chapter 4 - Data analysis - describes the detailed analysis of the collected data from which some findings, explanation and interpretation of the findings are presented.
Chapter 5 - Conclusion - summarizes the summary of the main issues and concluding remarks of the study The limitations as well as some recommendations for further studies are also discussed in this part.
LITERATURE REVIEẨW nen HH HH Hiệp 5 2.1 Learner autOnOMy DỤ 4
Characteristics Of aUfOTOIV .- SG HH HH ng 6 2.2 Project-based ẽearn1nE .- - c1 119119111 TH HH kg 7 2.2.1 Definitions of project-based ẽearnIng - ô+ kg ng rưy 7 2.2.2 Benefits of project-based learning in teaching English as a foreign language 9 2.2.3 Steps of implementing project-based ẽlearning - - ‹- ss++ssx++sex+seeess 11 2.3 The relationship between project-based learning and learner autonomy
Self-confident individuals exhibit composure and trust in their abilities They possess a belief in their actions and outcomes In academic settings, self-control manifests as active self-awareness, homework initiative, enthusiastic self-study, and seizing opportunities for personal growth Similarly, in professional environments, autonomy is demonstrated through efficient task completion, independent thinking, offering perspectives, and maintaining composure amidst challenges to find optimal solutions.
People with self-control also manifest themselves in knowing how to self- regulate their behavior, knowing when they are wrong to admit mistakes and correct mistakes It is a necessary job, sometimes when it is said that it is not right, it is easy to offend others, but if you know how to admit your behavior is wrong and have the right way to correct it, all mistakes will be ignored There’s a saying “Hit the runner, beat the runner”.
Recognizing wrongdoing empowers individuals to rectify their actions External counsel can often provide valuable insights, fostering a recognition for the present and the importance of self-correction Through this process, individuals gain a deeper appreciation for their surroundings and the lessons they offer in shaping a more positive trajectory.
Self-assessment and self-examination are also manifestations of self-control. Self-assessment is when you understand yourself better, understand what you are lacking, and need to add skills and factors Test yourself by the results you have achieved, only self-control will help you have the courage to evaluate your quality, no one does not want to be perfect, but to be perfect, it is necessary to be perfect time and persistence However, the autonomy manifested in learning is that young people can self-assess their knowledge and demonstrate that ability perfectly as well as self- assess their capacity in work to be able to claim Ask about your rights so that it’s worth the effort you put in.
Expression of self-control is also expressed in behavior in the external life environment, from ingenuity in speech and language used in communication to the expression of handling situations encountered gently but the effect brings high satisfaction.
2.2.1 Definitions of project-based learning
Writers have characterized PBL in a variety of ways As its name suggests, PBL is an educational strategy that focuses learning activities on projects.
By giving students tasks to do or goods to create, Moss and Van Duzer
(1998) characterize it as an educational strategy that contextualizes learning PBL is an approach that centers learning around projects that are difficult assignments with tough questions or problems at their core Students engage in design, problem- solving, investigative, or decision-making activities; they are given the chance to work independently for extended periods of time; and the projects ultimately result in realistic products or presentations PBL is a dynamic approach to teaching where students investigate topics, problems, and challenges from the real world They are motivated to learn more about the subjects they are learning, and they are more likely to remember the knowledge they have learned as a result of this method PBL aims to develop students’ capacity for lifelong learning by contextualizing their education through the assignment of problems to solve and/or artifacts to create In the process, students’ enthusiasm and motivation, their problem-solving skills, their research abilities, their sense of teamwork, their ability to manage resources, their desire for communication and information sharing, and their awareness of language use become increasingly apparent More importantly, however, is that this process of working on various project levels may benefit from their life experiences PBL is a versatile approach to language learning that enables the development of several abilities in a cohesive, purposeful, continuous activity.
Furthermore, according to Beckett (2002), projects are typically viewed as lengthy (a few weeks) activities that are a component of an educational strategy that encourages the concurrent learning of language, material, and skills Easily understood output is a primary objective of PBL, and it usually happens throughout the project as well as in the finished result The PBL features are a result of the diversity of conceptions As to the Buck Institute for Education (BIE), which has been promoting PBL for the past 10 years, PBL classrooms are significantly different from traditional classrooms since they do not prioritize discrete, teacher- centered, content-based units According to Solomon (2003) and Thomas (2000), learning in a PBL environment does, in fact, prioritize real, learner-centered activities with long-term objectives that inspire students to collect, evaluate, and discuss data while working with peers on a venture In order to create genuine goods or presentations, students can have some liberty to collaborate with their peers over an extended period of time while having their professors oversee and assist them with their projects They might produce initiatives that are valuable and practical if they have strong working and teamwork abilities PBL projects are complex assignments designed to get students involved in planning and creating, problem-solving, decision-making, research, and creative activities Information gathering, expert interviews, experimentation, data analysis, and reporting are typical components of PBL activities (Katz & Chard, 1992) Because PBL involves students actively pursuing information in real-world scenarios, it makes such activities possible According to Thomas (2000:3-4), PBL has five key characteristics as follows: e A question that "drives" or directs students to the target contents must be linked to difficulties, questions, or themes that the students need to work on. e To develop new knowledge or skills connected to the goal material, students should be able to research the topic or problem through constructive investigative projects This may be achieved by planning, preparing, investigating, making decisions, solving problems, and reporting the results. e Autonomy PBL projects should give students a significant amount of independent work time With their teacher's guidance, students are in charge of finishing their assignments. e PBL that focuses on autonomy should provide students with plenty of time to work independently Under the guidance of their teacher, students are in charge of finishing their assignments. e Projects with a real-world application must include subjects, assignments, goods, or performances that students may utilize or encounter in real-world settings.
In summary, PBL’s foundational principle is that as students absorb and use new information in a _ framework of problem-solving, real-world situations, stimulate their curiosity and encourage thoughtful consideration.
2.2.2 Benefits of project-based learning in teaching English as a foreign language
In Vietnam, English language instruction has traditionally focused on foreign language acquisition However, the incorporation of Problem-Based Learning (PBL) in this context has been limited despite its proven benefits in second and foreign language teaching.
According to Fried-Booth (2002), learners have the opportunity to develop confidence and independence during the process of completing a project The students demonstrate enhanced attitudes toward learning and higher levels of confidence.
Skehan (1998) claims that this procedure can support the development of students' autonomy, particularly when they actively participate in project preparation (e.g., subject selection) In a similar vein, Levine (2004) states that PBL can help with language skills development The students work together to accomplish real-world tasks that need authentic language usage through intentional communication They thus have the opportunity to engage in beneficial activities that require the use of appropriate language and to use language in a situation that is comparatively natural With the use of real-world activities, students may investigate the task from several perspectives, enhance their collaborative and critical skills, and provide a range of outcomes and alternative solutions.
According to Stoller (2008), a further advantage of project work is that students experience increased motivation, engagement, and enjoyment since it is tailored to their interests and the particular setting Authentic activities in projects provide students a greater sense of purpose, which in turn boosts their drive to engage and learn Since they are fully immersed in the learning process, PBL is considered to encourage pupils The fact that classroom language is flexible and contingent upon the nature of the assignment contributes to both enjoyment and drive By using relevant methods, individuals, and procedures, a project may be linked to actual professions Through online channels or working with professionals and community members, real-world linkages can also be developed with the world outside of the classroom PBL thereby enhances a learner’s life and experiences by forcing him to make connections with people outside of his usual network of contacts.
Furthermore, PBL may help students acquire a variety of useful skills. Coleman (1992) emphasizes the advantage of learners having better social, cooperative, and cohesive group abilities Using PBL projects in the classroom also supports the development of team members' social skills PBL improves cooperation among students, between students and the instructor, and between students and other community members As a result, PBL gives students the chance to develop collaborative abilities including depending on peers' work and giving considerate comments to peers In order to promote collaboration, knowledge sharing, and increased conversation among students, it is usual practice in foreign language teaching to assign students actual tasks to do in pairs and groups.
The advantages of PBL for the growth of problem-solving and higher order critical thinking abilities are discussed by Allen (2004) Due of their lifetime nature and ability to be applied in contexts other than the classroom, these abilities are extremely valuable A PBL project is typically completed in groups, which helps students hone their leadership and collective decision-making abilities While PBL projects require students to make several critical decisions on their own, including choosing from a variety of alternatives available to each team member and decisions on design, production, and presentation, participation in these projects
10 helps to optimize students' initiative and decision-making skills Because PBL frequently includes work done outside of the classroom, these activities offer connections to life outside of the classroom As a result, PBL addresses practical challenges and helps in the development of skills that students can employ outside of the classroom Employers often look for a variety of abilities, and PBL develops many of these, including a strong sense of collaboration, the capacity to work effectively and get along with people, and the ability to make wise judgments, take responsibility and solve issues in the real world Students would have suitable time to plan, rewrite, and focus on their learning if they had enough time to complete the PBL work These activities lead to information acquisition that is relevant Through reflective learning, students consolidate their own learning accomplishments and become more conscious of their weaknesses and possible solutions This suggests that PBL is an innovative method that is used to promoting learner autonomy such as determining the target, making decisions of solutions, methods, collaborating in group work, negotiating to find out the most efficient solutions, developing critical thinkings, giving judgements, self-assessments, confidence when presenting and reflecting.
In summary, learners regularly assess themselves and adjust the ways to complete the projects when using the PBL technique It is believed that assessment is a continuous, diverse, and frequent process that includes reflection, self-, peer-, and instructor evaluation PBL is highly advantageous for students’ autonomous learning in learning in general and in learning English language in particular.
2.2.3 Steps of implementing project-based learning
Review of the previous Studies .- G5 1n 14
There have been many studies conducted on the applying of PBL on teaching.
Alacapinar (2008) collected data via video, interviews, and cognitive instruments for a quasi-experimental, qualitative study on the impact of PBL on students’ mental, emotional, and cognitive accomplishments Pupils 1n the experimental group demonstrated improvements in the cognitive and psychomotor
14 areas as well as accomplishment The project work was enjoyed by the students, who also mentioned how their confidence, inventiveness, planning, and idea- generation skills, problem-solving ability, and understanding of the benefits of group collaboration had all improved.
Beneke and Ostrosky (2008) conducted a survey among teachers to gather their perspectives on the ways in which project-based education impacted various learners in certain preschool classrooms The findings demonstrated that the projects’ real-world emphasis allowed students, who often performed poorly in academic conversations, to share their expertise regarding easily understood subject matter The study's findings also showed that, mostly as a result of higher student participation, there was less need for disciplinary measures during PBL.
Furthermore, it has been reported by several studies (Mergendoller & Maxwell, 2006; Tal, Krajcik, and Blumenfeld, 2006) that PBL has positive educational advantages for low- to middle-level pupils According to data from Thitivesa and Essien’s (2013) study, “The use of project to increase student teachers’ writing skills in a Rajabhat University”, English major students’ writing abilities improved The group's achievement mean for sentence-level grammatical accuracy was 28.6053 out of 40 total points, with a standard deviation of 3.1153 points Significant differences were seen at 0.05 (t1.699, P-value=0.000) when compared to the 80% accomplishment objective.
A study by Mergendoller & Maxwell (2006) suggested that Problem-Based Learning (PBL) may enhance student achievement in social studies for twelfth graders While the overall statistical significance was modest, students with lower initial reading comprehension (scoring in the mid to low tiles on the Quick Word Test) experienced substantial content learning gains These gains, though not significant at the group level, translated to individual improvements equivalent to approximately a half-grade difference.
Additionally, it was shown that PBL increased interest in the topic matter somewhat The application of project-based learning in a high school ESL class in Canada was studied by Beckett (1999) Examining ESL instructors’ goals for PBL and how they and their students felt about project-based learning was the primary aim of the research According to the data gathered from subject interviews and observations, PBL is highly regarded by ESL teachers since it enables them to teach language in an integrated manner The subjects confirmed to the fact that PBL enabled them to develop students’ analytical and problem-solving abilities as well as their capacity for both autonomous and collaborative learning They also considered that project-based learning provided students with circumstances in which to learn English effectively, which is why they gave it a positive evaluation The teachers appreciated that project-based learning may result in unexpected insights.
Project-based learning (PBL) has gained recognition as a valuable approach in language education, particularly in English teaching and learning While widely implemented in countries with advanced education systems, PBL is an emerging methodology in Vietnam, introduced through new English textbooks This study explores the significance of PBL in English instruction for high school students, highlighting its benefits and challenges faced by educators and learners alike By examining the application of PBL in the Vietnamese context, the study aims to elucidate its potential and provide educational implications for effective PBL implementation in English language teaching.
The topic of study for Nguyen & Chung (2021) was "Integrating project work into English proficiency courses for pre-service teachers’ training”. Investigating the benefits of incorporating project work into English skills courses for pre-service teacher training courses in English teaching is the goal of this
16 research Two instructors and fifty Vietnamese student teachers who used the project component in their course instruction across two semesters made up the participants The students were given three projects to complete as an extra assignment for three courses: Basic Reading and Writing, Grammar, and English for International Communication Pre- and post-tests on English proficiency were utilized to evaluate the student's progress in the language, and interviews with students and teacher educators were conducted to provide supporting data about the perceived benefits of project-related activities After a year of instruction, 90% of the students improved their English ability by at least one level, according to the statistics Additionally, they reported having a good outlook, discovering the benefits of project work in creating a real language learning environment, and improving their motivation and abilities to study both independently and collaboratively.
Gap of research Overall, the research discussed in the literature review shows that scholars and educators in Vietnam and throughout the world are becoming more interested in implementing PBL for promoting learner autonomy PBL is seen as a successful teaching strategy because it fosters learner autonomy, which helps students become more responsible and independent learners The researcher is aware of the need of adopting PBL to foster learners’ autonomy in foreign language acquisition, given the current state of teaching and learning Actually, not much PBL research has been done in Vietnam, particularly when it comes to lower secondary school The importance of implementing PBL to assist learners become more responsible and autonomous in the process of learning English as well as the gaps in research on the use of PBL to improve learners' autonomy in learning English The researcher was inspired to carry out this study by the significance of English language acquisition for teaching and learning in Hai Phong, particularly in the context of lower secondary school The study aims to investigate whether or not PBL can help students become more autonomous learners and their attitude towards the application of this method.
Chapter summary Chapter 2 covers the theoretical background for the study Initially, the theoretical issues of PBL, and English teaching and learning have been mentioned. Then this chapter also reviewed several related studies on the employment of project-based learning to teach English.
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The researcher selected a class of forty-one students In this class, there are twenty-one boys and twenty girls with an average age of 13-14 years Most of them live in the countryside and they have been studying English since they were in grade 3 However, they only focus on vocabulary, grammar and some practical skills at lower secondary level In addition, most students do not have a clear purpose of learning English, but follow the training program, some are allowed to study at an English center by their parents with the desire to have better job later in foreign companies Most students focus on grammar rather than listening and speaking, so they can do well on tests and exams In fact, almost of the students do not use English after school or in the real life situation Therefore, it is often difficult for them to understand social English as well as in conversations with teachers or friends who are foreigners That’s why many of them have a low average level of English.
The reason the author chooses lower secondary school students as the research object is because the author finds that they are very interested in participating in new methods In addition, the researcher’s selection is based on the belief PBL is an
26 effective method to improve learner autonomy such as self-study, self-assessments,critical thinking, group-work,
Data collection too] G3 HH HH TH Hiện 27
The research uses the following tools: teacher’s diaries, questionnaires and interviews to clarify and answer the above two research questions.
Observing and evaluating oneself is regarded asa practice in teaching diaries The researcher in this study serves as the students’ instructor The researcher could thoroughly examine what occurred in the classroom, how students self- assessed their work, set objectives, wrote reflections, selected learning resources, and picked approaches by having them write teaching diaries The impact that writing exercises for reflection have on learner autonomy might potentially be studied by the investigator.
The author adapted the teacher’s diaries based on criteria from the British Council (2004) The diary consisted of three main parts: objectives, procedures and activities and remarks Four teaching diaries were written during the research process: one diary at the beginning of the first project and other three ones at the end of three projects (see Appendix 4).
If the goals of the projects were met, then the choice of appropriate materials/techniques were used successfully in the educational process. Additionally, the researcher might investigate how students find out the problems and give solutions to deal with them, and how they self-assess, give peer- assessment Taking brief notes regarding research methodologies allowed the researcher to examine and pinpoint their beliefs and viewpoints Information about the pedagogical effects of using PBL to improve learner autonomy was included in the notes.
According to Dửrnyei (2003), the questionnaire can provide three types of 32 information including factual or demographic information such as background,
27 experience of the interviewee; information about their behavior or actions; information about their attitudes or opinions, beliefs, preferences, and values. Another helpful tool for getting responses from a lot of people quickly is a questionnaire Furthermore, the participants did not need to write their names so they could answer the questions modestly and this reinforced the reliability of the results In this study, the participants were forty-one 7" graders, so the researcher could not interview this large number of students Hence, the questionnaire is a suitable study instrument for gathering information to examine students’ perspectives on PBL's application to learning autonomy.
Questionnaires were designed with simplicity in mind, enabling students to answer them easily Questions were adapted from prior studies and presented in a five-point Likert scale To ensure comprehension, all items were translated into Vietnamese while maintaining the original meaning and using language familiar to the students.
A pilot study assessed the validity and reliability of a research instrument It involved 5 lower secondary school students completing a questionnaire, with feedback collected to inform revisions This iterative process resulted in several changes to the questionnaire's items, ensuring its accuracy and effectiveness for the intended larger sample.
The questionnaire includes 15 questions that were divided into 5 sub- categories to investigate the student’s abilities to make decisions, set the goals, choose materials/ techniques, give self-/peer-assess, their attitude towards the application of PBL In the first category, questions from 1 to 3 are designed to determine the learners’ ability to make decisions Questions from 4 to 6 are used to
28 find out learners’ ability to set the goals Questions from 7 to 9 are designed to investigate students’ ability to choose materials/techniques to complete the projects Questions from 10 to 12 are used to understand students’ ability to evaluate themselves and their team members The researcher was able to design these last three questions related to students’ attitude towards the implementation of PBL. Finally, the final question presents whether the student would like more project activities in the future.
To clarify the multiple-choice questions in the questionnaire, the researcher conducted a follow-up interview For the interview, this research tool is very effective in helping the author clarify the selected answers in the questionnaire As stated by Kvale (1996; 2003), he believed that interviews allow researchers to investigate people's views more deeply Cohen et al (2007) add that interviewing is a useful technique for investigating how meaning is arranged and constructed in natural context With the same point of view, Berg (2007) thought that the interview will give the participants the opportunity to speak for themselves and to express their own thoughts and feelings.
To ensure feasibility and capture diverse perspectives, a small cohort of experimental class students was selected for interviews in Vietnamese The choice of participants was deliberate, with two students demonstrating significant improvement in learning autonomy, two exhibiting moderate improvement, and two expressing low learning autonomy Interviews lasted approximately 10 minutes each and were conducted with participant consent to foster open dialogue.
In general, there were three questions in the interviews It aimed at exploring
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Data Collection Process c1 HH HH rưy 30 3.8 Data analysis methods 8n
The research is chronological Data collection was conducted for eleven weeks.
First, the author spoke with the school board and principal about intention to conduct a study on the use of PBL to promote learner autonomy and ask for their permission (see Appendix 8) After receiving all the approval of the school administration and all participants (see Appendix 9), the author began to conduct research in class 7 After students completed two projects, they were asked to complete a pre-questionnaire to investigate their abilities to make a decision, set goals, choose appropriate materials/techniques, give assessment themselves and their teammates, and also show their attitude towards the implementation of PBL.
Second, after implementing the two projects, the post-questionnaire was also administered to assess the students’ learning autonomy and their attitude towards the use of PBL again They have twenty minutes to complete the questionnaire. They were also told that their answers were kept confidential and did not affect their score on the test so that they could feel free to complete the questionnaire.
Six students were purposefully selected for interviews, where they answered three predetermined questions as outlined in the interview protocol The interview sessions were meticulously recorded to facilitate data collection and subsequent analysis for the study.
Collected data is sorted, analyzed to draw conclusions and implications for further research.
Utilizing a Likert Scale, the researcher surveyed students to assess their perspectives on a range of statements related to learner autonomy The data from the pre- and post-questionnaires was analyzed using Excel to determine the proportion of responses for each statement The results were summarized in tables and figures for comparison and contrast The analysis aimed to determine the extent to which Problem-Based Learning (PBL) promoted learner autonomy, comparing the pre- and post-questionnaire data to identify any significant changes.
- Qualitative analysis methods are considered the most reliable for assessing data because they allow researchers to confirm and follow the analysis's conclusions.- The six phases of qualitative data analysis involve: assembling and preparing data, reading all the information, coding, searching for patterns, writing memos and creating a final report.
31 e Data encryption This entails placing labels on data segments that represent concepts, topics, classifications, etc. e Write a paragraph describing the scene, characters, and research object Using code, one can create a comprehensive picture of the case or event being examined and pinpoint key themes or patterns visible in the data. e Outline the ideas and descriptions that will be included in the qualitative narrative This is about choosing the most effective way to present results to an audience, such as through the use of stories, tables and images. e Evaluate the information Making sense of the results, connecting them to the study objectives and literature, and going over their limits and implications are all part of this process.
First, in looking closely at the transcripts, the author recorded her first impressions of the interview data and came up with important insights.
Student 1 said: “How to say if I believe it's excellent, I can do it, even if there are moments when I doubt my ability to do it Learning in an innovative method is an interesting thing I hope to have more projects like this in the coming lessons and I can improve my English competencies.” She expressed her interest in PBL and hoped to continue learning with this method.
Second, some key phrases or terms such as “strengths, weaknesses, goal setting, tracking errors, problems, plans, observing progress, ” have been carefully labeled and classified into different concepts or topics These qualitative data can fit into the important theme “self-assessment”, which is reflected in the ability of students to recognize their strengths and weaknesses, remember their mistakes or problems and see their own progress This positive comment can be used to support research question 2:
“What are the attitudes of students at a Hai Phong lower secondary school towards the application of project-based learning to promote autonomy?”
In summary, in this chapter, the writer has presented very briefly about the description of the research method, the research process and the description of the
The research delves into the teaching and learning context within a lower secondary school in Hai Phong, Vietnam It meticulously outlines the details of the study, including the participants, data collection tools employed (teacher's diaries, questionnaires, and interviews), the data collection procedure, and the methodology used for data analysis.
FINDINGS AND DISCUSSION cà 34 4.1 Data analysis of teacher’s diaries - 5 + 2s 1v ng HH ng ng gưkp 34 4.1.1 The increase in learners’ ability of making dec1SIONS - 5++5+++++ 34 4.1.2 The increase in learners’ ability of choosing materials/ techniques
In chapter 4, the research paper mainly focuses on presenting the data analysis and drawing conclusions about the research results Specifically, in which, I will analyze the information and data collected from teacher’s diaries, questionnaires and interviews.
4.1 Data analysis of teacher’s diaries
Thanks to the teacher’s diaries, the researcher achieved the valuable data to answer the two research questions.
According to Elliot (1991), diaries are regarded as an important research instrument as they can include the observations, emotions, responses, interpretations, thoughts, and justifications of teachers and students The primary benefit of using a diary for this study is that it forces the researcher to reflect on and document the students’ learning process methodically and deliberately The researcher may be able to review each project's events, including how students selected the subjects, established objectives, provided resources, and provided assessments, by maintaining a journal The researcher will then be able to determine what needs to be changed to utilize PBL fully The second advantage is that, since the researcher is the only one who experienced during the projects, she may write frankly about what occurred in the classroom without feeling pressured to reveal anything With PBL, perhaps, solutions to boost student autonomy may be found fast when there is openness and truthfulness.
4.1.1 The increase in learners’ ability of making decisions
From the teacher’s diaries, it can be seen that during the first project, all students were delivered “A project team work plan template” (see Appendix 2) and
“Self and peer assessment rubric” (see Appendix 3), and they participated in the discussion of choosing the project’s topic Teacher observed that students were quite active in making decisions of topic and dividing tasks for group members. About 30% of students were able to clearly define the project's first objectives at the beginning, including how to arrange an exhibition poster, talk about the movie they
34 would like to make, choose which details to write, and choose which images to use as illustrations 36% of students could complete the second project and meet the project's objective The third project showed a notable shift: 51% of students were able to complete it, up from 20% of those who started with the first project The most striking finding is that, compared to the first project, nearly twice as many students (70%) were able to define and meet goals in the fourth project Based on the teacher’s diaries following four projects, it was determined that the information gathered from pre- and post-questionnaires showed consistent findings about how well students were able to choose the goals of the projects.
4.1.2 The increase in learners’ ability of choosing materials/ techniques
The data from teacher’s diaries revealed that students were more autonomous in selecting materials and strategies during four projects The number of students were able to choose appropriate materials During the discussion of the first project, most of them choose to surf the information on the Internet (35%), other students choose pictures from magazines or books The learners’ ability to choose suitable materials increased slightly from 35% to 40% in comparison to two first projects. From teacher’s diary 3 and 4 (see Appendix 4), there were 70% of students who could select appropriate materials and techniques to complete the project 4. Obviously, they were more active and able to select sources from various sources like Internet, books, magazines, apps, etc They were autonomous in searching information for their projects Comparing this change to the first project, the difference was greater than 40% It is evident from the teacher diaries that students’ ability to select appropriate resources and methods was much boosted.
4.1.3 The increase in learner’s ability of self-assessment and peer-self
At the beginning of the first project, many students were not confident when commenting others, they were sitting quite silently However, when doing project 2, 34% of students were more able to evaluate what they have done and have not done and other groups’ presentations compared to the first project, there was a slight change in the ability of assessing classmates After completing the next two projects, they were more confident when assess their classmates as well as
35 themselves According to the teacher's diary 1, many students were too passive to raise their voices and lacked confidence while commenting on others Gradually, though, things changed in the following project, and the last one, 65% of students were able to assess both themselves and their peers, besides, they also determine their strengths and weaknesses It is better if projects encourage students to evaluate themselves, their teammates and peers’ performance.
Thanks to the results collected from the pre- and post-questionnaires that consisted of 15 items based on learner autonomy characteristics, these assisted the author in understanding how students promote their learning autonomy during the project process and their attitude towards the implementation of PBL in the course.
The items were scored using a Likert scale with values ranging from 1 to 5, with the options being strongly agree (5), agree (4), neutral (3), disagree (2), and strongly disagree (1) The results of students’ questionnaire are presented below:
4.2.1 Learners’ ability to make decisions
Table 4.1: Learners’ ability to make decisions
Pre | Post | Pre | Post | Pre | Post | Pre | Post Pre Post Pre Post
1 I am able to choose the topic l 24 | 49 | 5% | 36 56 15 10 | 0% 5% 0% | 100% | 100% and forms of presentation myself.
2 I am active and responsible in | 11 21 6 14 20 4 2 2 2 0 41 41 making decisions of choosing | 27 Sl | 14% | 35 49 10 | 5% | 2% 5% 0% | 100% | 100% methods to complete the project % % % % %
3 I can find out problems and | 13 26 5 9 18 6 4 0 1 0 41 41 give solutions myself during the | 32 64 | 12% | 22 | 44 14 10 | 0% 2% 0% | 100% | 100% project % % % % % %
Table 4.1 demonstrated an improvement in learners' decision-making capabilities regarding project topics, product formats, materials, techniques, and problem-solving skills This suggests that the implemented teaching strategies effectively enhanced learners' abilities to plan and execute projects, select appropriate materials and techniques, and identify and address challenges.
36 appropriate solutions It was evident that students made significant growth in their capacity to make choices on their topics, as evidenced by the fact that the overall proportion of positive responses was greater than negative remarks They could determine what topics they wanted to choose in their projects (85% in the post- questionnaire chose strongly agree and agree, compared to 29% before applying
PBL significantly enhanced students' problem-solving abilities, with 86% of respondents agreeing or strongly agreeing to improved issue identification and resolution skills post-implementation Notably, student engagement and responsibility also increased, with 64% of respondents strongly agreeing to becoming more engaged and responsible learners after the PBL implementation, compared to only 32% before the project began.
Additionally, 22% of respondents a much greater percentage than the 12% of students who completed the pre-questionnaire chosen to agree that they are actively involved in and accountable for making decisions regarding their learning experience.
In the post-questionnaire, the proportion of students who selected “disagree” and “strongly disagree” decreased marginally, while the proportion of respondents who selected the neutral option fell drastically from 44% to 14% It is evident that they were able to examine their issues and modify their approaches in order to become more proactive and accountable in their decision-making Before receiving assistance from the teacher, they would like to solve their own difficulties.
4.2.2 Learners’ ability to set the goal
Table 4.2: Learners’ ability to set the goal
Pre | Post | Pre | Post | Pre | Post | Pre | Post | Pre | Post | Pre | Post
4 Iam able to determine and set 2 5 ny 25 ay 10 z Ị 2 0 aa 4 the oal of the projects myself 7% 12 25 61 49 25 12 | 2% | 7% | 0% | 100 | 100 s Prod ys % | % | % | % | % | % % | %
5 I have clear goals for | 3 6 11 20 15 7 10 0 2 1 4I 4I improving English skills 7% 15 27 49 37 17 24 | 0% | 5% | 2% | 100 | 100
It can be clearly seen from Table 4.2 that learners had abilities in determining and set the goals of the projects themselves After using PBL, 73% learners confirmed that they could determine and set the goal for each project, in comparison to pre-questionnaire 32% The number of students chose neutral, disagree and strongly disagree in setting the goal decreased sharply from 49% to 25%, from 12% to 2%, from 7% to 0% respectively pre- and post-questionnaire.
