Luận văn thạc sĩ Phương pháp giảng dạy tiếng Anh: Using reading portfolios as a learning activity to develop learner autonomy of 10th - grade students at a high school in Hanoi

I, Pham Thi Ha, hereby declare that the thesis entitled "Using reading portfolios as a learning activity to develop learner autonomy of 10th-grade students at a high school in Hanoi," is

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

PHAM THI HA

USING READING PORTFOLIOS AS A LEARNING ACTIVITY TO DEVELOP LEARNER AUTONOMY OF 10°!

- GRADE STUDENTS AT A HIGH SCHOOL IN HANOI

(Sử dung portfolio đọc như là một hoạt động học tập dé phat

pho thông ở Hà Nội)

M.A Minor Programme Thesis

: English Teaching Methodology

: 8140231.01

HANOI - 2024

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

PHAM THI HA

USING READING PORTFOLIOS AS A LEARNING ACTIVITY TO DEVELOP LEARNER AUTONOMY OF 10°!

- GRADE STUDENTS AT A HIGH SCHOOL IN HANOI

(Sử dung portfolio đọc như là một hoạt động học tập dé phat

pho thông ở Hà Nội)

M.A Minor Programme Thesis

Field : English Teaching Methodology

Code : 8140231.01

Supervisor : Dr Huynh Anh Tuan

HANOI - 2024

I, Pham Thi Ha, hereby declare that the thesis entitled "Using reading portfolios as a learning activity to develop learner autonomy of 10th-grade students at a high school in Hanoi," is my original work and has not been submitted for any

other academic degree or diploma.

I acknowledge that I have received guidance and support from my supervisor throughout the research and writing process The sources used in this thesis have been appropriately cited and referenced Any opinions, findings, conclusions, or

recommendations expressed in this thesis are solely those of the author and do not necessarily reflect the views of the supervisors, institution, or any other organization.

I confirm that the data collected and analyzed in this study are authentic and

reliable I have taken appropriate measures to ensure confidentiality, privacy, and anonymity of participants involved in the study.

Furthermore, I affirm that this thesis follows all the ethical guidelines and standards set by my institution and other regulatory bodies related to research involving human subjects.

Hanoi, 2024 Student’s signature

Pham Thi Ha

Approved by SUPERVISOR

Dr Huynh Anh Tuan

I would like to express my heartfelt gratitude to all those who have

contributed to the completion of this thesis, "Using reading portfolios as a learning activity to develop learner autonomy of 10th-grade students at a high school in

Hanoi."

First and foremost, I am deeply grateful to my supervisor Huynh Anh Tuan for his continuous guidance, support, and valuable insights throughout the research process His expertise and encouragement played a vital role in shaping the

direction and quality of this thesis.

I would also like to extend my sincere appreciation to the faculty members and staff at Post-Graduate Department for creating a conducive environment for

academic growth, providing access to resources, and fostering an atmosphere of

continuous learning.

I am indebted to the 10th-grade students and their parents at Thuong Tin high

school who willingly participated in this study Their cooperation, enthusiasm, and

valuable feedback provided invaluable data and insights that contributed to the depth and validity of this research.

Last but not least, I would like to thank my friends and colleagues for their

unwavering support, helpful discussions, and constructive feedback, which

significantly enhanced the overall quality of this work.

To all those mentioned above and anyone else who has directly or indirectly

contributed to the completion of this thesis, I am sincerely grateful for your support,

encouragement, and assistance Your contributions have been instrumental in

making this research possible.

il

The present study aimed to investigate the effectiveness of using reading

portfolios as a learning activity to develop learner autonomy among 10th-grade students at a high school in Hanoi Learner autonomy, defined as the ability to take

responsibility for one's own learning and make informed decisions about learning

goals and strategies, is crucial for students' academic success and lifelong learning However, traditional classroom settings often limit opportunities for students to develop their autonomy As such, this study sought to explore an alternative

approach by introducing reading portfolios as a tool to promote learner autonomy.

A mixed-methods research design was employed, involving both quantitative and qualitative data collection and analysis methods The participants included 30 10th- grade students from the high school in Hanoi who voluntarily participated in a

fifteen-week intervention period During this period, students were given the

opportunity to create reading portfolios, which involved selecting and reflecting on their reading materials, setting personal reading goals, and monitoring their progress.

The quantitative results indicated a significant improvement in students'

self-perceived autonomy, as measured by the Learner Autonomy Profile Scale Moreover, there was a positive correlation between the use of reading portfolios and students' engagement with their reading materials These findings suggest that the

implementation of reading portfolios as a learning activity can enhance students’ sense of autonomy and motivation towards reading The qualitative findings

provided further insights into the process and impact of using reading portfolios Students reported feeling more involved in their learning, as they were able to

choose texts that aligned with their interests and goals They also expressed an increased awareness of their learning strategies and a stronger sense of ownership

over their reading progress Additionally, students indicated that reading portfolios helped them develop critical thinking skills and deepen their understanding of the

texts they read Overall, this study highlights the potential benefits of using reading portfolios as a means to develop learner autonomy among 10th-grade students The

findings suggest that such an approach can effectively empower students to become more self-directed learners, fostering a lifelong love for reading and enhancing their

overall academic achievements These results have important implications for

educators and curriculum developers seeking innovative ways to promote learner autonomy in the classroom.

1H

TABLE OF CONTENTS

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2.1 Learner AUtOnOMY 1n 6

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4.1 Data Analysis of the Students’ Survey Questionnaire before the

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4.2.1 Students’ Attitudes towards the Reading Portƒolios - 4142.2 Students’ Preferences for Tasks Requirements on Reading

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4.3.1 The Impact of Teacher’s Immediate Feedbqck -« «+ 494.3.2 Students’ Views on their Self- assessment Skill$ s«-s 504.3.3 The Role of Reading Portfolio as a Learning TooÏ 514.3.4 The Role of Reading Portfolio in Promoting Learner Autonomy 52

4.4 Data Analysis of Students’ Final Reflection for Reading Portfolio ProJect 53

4.4.1 Reading Portfolios as a Learning Tool to Improve Language Ability 534.4.2 Reading Portfolio as a Learning Activity to Develop Learners’

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APPENDIX 5: PRE-PORTFOLIOS QUESTIONNAIRE XI QUESTIONNAIRE FOR STUDENTS BEFORE USING READING

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APPENDIX 6: POST-PORTFOLIOS QUESTIONNAIRE - XIV QUESTIONNAIRE FOR STUDENTS AFTER USING READING PORTFOLIOS 11177 XIV APPENDIX 7: POST-PORTFOLIOS QUESTIONNAIRE XVI STUDENTS’ PERCEPTION OF IMPACT OF READING PORTFOLIO ON IB5.9:905)©.106//9)/9) 0801117 XVII APPENDIX 8: STUDENTS’ REFLECTIONS c-cc+c<ecces XIX

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LIST OF TABLES AND CHARTS TABLES

Table 1: The impact of teacher’s immediate feedback «+ 48

Table 2: Students’ views on their self-assessment skiÏÌs ‹- 50

Table 3: The role of reading portfolio as a learning acfIVIfy - 51

Table 4: The role of reading portfolio in promoting the learner autonomy 52

CHARTSChart 1 Action Research CWyCÌÏ€§ - 6+ 3+ * + **EEEeeeeererserrrrrrrrrvee 21Chart 2 The Students’ Motivation in Studying English - 35

Chart 3 The Student’s Frequency of Reading English - 5: 37Chart 4 The Students’ Self-studying Materials in the Reading SKIll 38

Chart 5 Reasons for Difficulty in Reading English Texts - - 39

Chart 6 The Students’ Knowledge of Reading Portfolios - 40

Chart 7 Students’ Awareness of the Importance of Reading Portfolios 42

Chart 8 Students’ General Assessment of the Reading Portfolio Contents 42

Chart 9 Students’ Preferences for the Benefits of Reading Portfolios inLearners’ AUtonOMy 10077 6ö 43

Chart 10 Students’ Most Gained Knowledge through Reading Portfolios 44

Chart 11 Students’ Preferences for Task Requirements on the ReadingPOrtfOllOS TaaaaaitẨiiiiaiaii3ẦẢ - 45

Chart 12 Students' Preferences for Contents of the Reading Portfolios 46

Chart 13 Students’ Difficulties in Implementing the Reading Portfolio 47Chart 14 Students’ Suggestions to Improve the Reading Portfolio Contents 48

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CHAPTER 1 INTRODUCTION

This chapter provides an introduction to the concept of using readingportfolios as a learning activity to promote learner autonomy among 10th-grade students in a high school in Hanoi It outlines the significance ofdeveloping learner autonomy and the potential impact of reading portfolios onenhancing independent learning skills The chapter also discusses rationale for

choosing this student group and context for the research Overall, it presents

an overview of the thesis as well as scope and limitation

1.1 Rationale of the Study

The rationale of the study lies in the growing importance of learner

autonomy in education Autonomy refers to a learner's ability to take controlof their own learning process, make informed decisions, and becomeindependent learners

In high school, fostering learner autonomy becomes crucial as studentsstart preparing for higher education or entering the workforce Reading is afundamental skill that plays a vital role in academic success and lifelonglearning However, many students struggle with developing effective reading

strategies, choosing appropriate reading materials, and reflecting on their

reading experiences

Reading portfolios have gained attention as a potential tool to enhancelearner autonomy in the context of reading A reading portfolio is a collectionof documents, such as reading logs, book reviews, reading goals, and

reflections, that documents a student's reading journey By engaging in

activities related to creating and maintaining a reading portfolio, students cantake ownership of their reading process, set goals, monitor their progress, andreflect on their learning experiences

Despite the potential benefits of using reading portfolios as a learningactivity, there is limited research on their effectiveness in promoting learnerautonomy among 10th-grade high school students Therefore, this study aimsto fill this gap in the literature by investigating the impact of using reading

portfolios on students' development of autonomy in reading

1.2 Significance of the Study

The findings of this study contribute to the existing body of knowledge

on learner autonomy and provide practical insights for educators

Understanding how reading portfolios can enhance autonomy will informpedagogical practices and help teachers design more effective readinginstruction Ultimately, empowering students to become autonomous readerscan lead to improved reading skills, increased motivation, and a lifelong lovefor learning

1.3 Aim and Objectives of the Study

The aim of this thesis is to explore the impact of using readingportfolios as a learning activity on enhancing learner autonomy among l0th-grade students at a high school in Hanoi By investigating the effectiveness ofreading portfolios in promoting independent learning and self-regulation skills,

this study seeks to contribute to the existing literature on learner autonomy

development Furthermore, it aims to provide insights and practicalrecommendations for educators and policymakers on utilizing readingportfolios as an effective pedagogical approach to foster autonomy in

language learning contexts The objectives of the study are as follows:

1 To investigate the impact of using reading portfolios as a learning

activity on the development of learners' autonomy in reading among grade students

10th-2 To assess how 10th-grade students perceive using reading portfolios

as a learning activity in terms of their engagement, motivation, and sense ofautonomy in reading.

3 To identify the challenges and benefits of using reading portfolios asa learning activity from the perspective of 10th-grade students

By addressing these objectives, the study aims to contribute to theunderstanding of how reading portfolios can be utilized as a learning activityto enhance students’ autonomy in reading The findings of this research will

provide valuable insights and practical suggestions for educators and

curriculum developers to promote learner autonomy in the context of highschool education

1.4 Research Questions

The research questions guide the study in exploring the effectivenessof using reading portfolios as a tool to foster autonomy in reading among10th-grade students in high school The study aims to provide insights into thepotential benefits and limitations of using reading portfolios as a learning

activity and offer recommendations for effective implementation

1 What is the impact of using reading portfolios as a learning activityon 10th-grade students' development of autonomy in reading?

2 How do 10th-grade students perceive using reading portfolios as a

learning activity, in terms of their engagement, motivation, andautonomy in reading?

3 What are the challenges and benefits of using reading portfolios as alearning activity, from the perspective of 10th-grade students?

1.5 Scope and Limitations

The scope of the study includes 10th-grade students in one high school.The study focuses on the use of reading portfolios as a learning activity topromote learner autonomy in reading The study involves both qualitative and

quantitative research methods, such as surveys, interviews, and observations,to gather data from students and teachers.

However, there are some limitations to this study Firstly, the studymay be limited by the sample size, and generalization of findings may not be

possible Secondly, the study is focused only on 10th-grade students in high

school, so the results may not be applicable to other age groups or educationalcontexts Thirdly, the study relies on self-reported student data, which may be

subject to social desirability bias Lastly, the study is limited by the time

frame and resources available for data collection and analysis

1.6 Overview of the Thesis

The study aims to explore the effectiveness of utilizing reading

portfolios as a learning tool to promote learner autonomy among 10th-gradestudents in high school

Chapter 1: Introduction The thesis begins by providing anintroduction to the concept of learner autonomy and its importance in

education It highlights the need for students to take an active role in their

learning and develop skills such as critical thinking, self-reflection, andindependent decision-making Next, the thesis establishes the research

objectives, which are to examine the impact of reading portfolios on students'

autonomy, explore students' attitudes towards reading portfolios, andinvestigate the role of teachers in supporting learner autonomy through thisactivity

Chapter 2: Theoretical Background and Literature Review This

chapter's objective is to offer a thorough grasp of the principles and theories

implementing of reading portfolios to enhance independent learning abilities

Furthermore, it examines the current literature on this subject, investigatingpast research, methodologies, and discoveries concerning reading portfolios

and learner self-sufficiency By exploring of the theoretical framework andliterature review, readers establish a solid base for understanding and

examining the subsequent sections of the thesis.

Chapter 3: Research Methodology The methodology chapteroutlines the research design, including selecting participants from one highschool It explains the data collection methods, such as surveys, interviews,and observations The thesis also discusses the ethical considerations andlimitations that may arise during the study

Chapter 4: Data Analysis The chapter delves into the comprehensive

examination and interpretation of the data collected during the research study By employing appropriate analytical techniques, it provides an opportunity to

delve into the rich data set gathered through carefully designed researchinstruments and methodologies A deeper understanding of the relationshipbetween reading portfolios and learner autonomy is achieved throughmeticulous and interpretation of the collected data

Chapter 5 Findings and Discussions This chapter presents the

results of the research, analyzing the data collected from students and teachers.It explores the changes in students' autonomy levels before and after using

reading portfolios and describes their perceptions of the activity The role of

teachers in fostering learner autonomy is also examined

Chapter 6 Conclusion In the conclusion, the thesis summarizes themain findings, discusses their implications, and provides recommendationsfor educators and policymakers It emphasizes the potential benefits of

incorporating reading portfolios as a learning activity to enhance learnerautonomy among 10th-grade students in high school Overall, this thesis aimsto contribute to the existing body of knowledge on learner autonomy andprovide practical insights for educators seeking to foster self-directed learners

CHAPTER 2 THEORETICAL BACKGROUND AND

LITERATURE REVIEW

The chapter aims to provide a comprehensive understanding of the conceptsand theories that underpin the use of reading portfolios in promotingindependent learning skills Additionally, it reviews the existing body ofliterature on the topic, exploring previous research studies, approaches, andfindings related to reading portfolios and learner autonomy By delving intothe theoretical background and literature review, readers gain a strongfoundation to comprehend and analyze the subsequent chapters of the thesis

2.1 Learner Autonomy 2.1.1 Definitions of the Concept of Learner Autonomy

Learner autonomy is a widely discussed concept in the field of education,specifically about language learning and teaching This section provides a

literature review of learner autonomy, exploring its definition, theoreticalperspectives, and practical implications

Various scholars have defined learner autonomy in different ways Little(1991) describes it as "the capacity to take control of one's own learning" (p 4),emphasizing learners’ ability to independently manage and direct their learning

process Benson (2001) expands on this definition, stating that learner autonomy

involves "the ability to take charge of one's own learning" (p 3), encompassinglearners’ responsibility for their learning choices and actions

Theoretical perspectives on learner autonomy highlight 1smultidimensional nature Dam and Legenhausen (2017) propose a frameworkthat includes cognitive, affective, and social dimensions of autonomy Theyargue that learners need not only cognitive skills, such as self-regulation andgoal-setting, but also emotional readiness and social interaction to be truly

autonomous.

Several strategies have been suggested to promote learner autonomy.Task-based language teaching (Willis, 2007) encourages learners to make

decisions and choices about their learning tasks, fostering autonomy through

engagement and ownership Self-access centers (Benson, 2013) provide learnerswith resources and support to take responsibility for their learning outside the

classroom

However, promoting learner autonomy can pose challenges Motivation isoften highlighted as a crucial factor influencing autonomy (Dam & Legenhausen,2017) Lack of motivation may hinder learners from taking initiative andactively engaging in the learning process Moreover, cultural and educationaldifferences can impact learners' understanding and acceptance of autonomy

(Dam & Legenhausen, 2017).

Despite the challenges, research has shown numerous benefits ofpromoting learner autonomy Lai (2011) found that learner autonomy positively

influences motivation, engagement, and achievement in language learning Pengand Luo (2020) also confirmed the positive impact of learner autonomy onChinese EFL learners' English proficiency Murphey and Jin (2019) observed

that autonomous learners possess effective time management and goal-setting

skills, enhancing learning outcomes

Learner autonomy is a vital component of language learning and teaching.It entails empowering learners to take control of their learning process, makeinformed decisions, and actively engage in the learning experience Althoughchallenges exist, research highlights the benefits of promoting autonomy,including increased motivation, engagement, and achievement Educators mustcontinue exploring effective strategies to foster learner autonomy

2.1.2 Importance of Developing Autonomy in Education

Developing autonomy in education has been widely recognized andemphasized in various educational contexts This literature review provides an

7

overview of the key reasons why autonomy is considered crucial in education,its benefits for learners, and its implications for educational practice.

Empowering learners with autonomy in education offers numerous

benefits Firstly, it increases learner motivation, engagement, and ownershipover the learning process When learners have a sense of agency and control,they are more likely to be actively involved in their education and findmeaning in their learning activities (Ryan & Deci, 2000)

Secondly, developing autonomy fosters the development of transferable

skills, such as problem-solving, decision-making, and critical thinking By

taking responsibility for their learning, learners develop the ability to adapt,

innovate, and apply their knowledge and skills in real-world situations (Dam,

1995)

Thirdly, autonomy promotes lifelong learning by instilling a sense ofcuriosity, self-reflection, and a growth mindset Learners who are autonomousbecome independent seekers of knowledge and are more likely to engage in

continuous learning beyond formal education (Boud, 1991)

Several implications arise from the importance of developing autonomyin education Firstly, educators need to adopt a learner-centered approach,

creating a supportive and inclusive environment that encourages learners to

take responsibility for their learning This involves providing opportunities forlearners to set goals, make choices, and engage in self-assessment andreflection (Dam, 1995)

Secondly, curriculum design should incorporate activities and

assessments that promote autonomy, such as project-based learning, solving tasks, and open-ended assignments These approaches encourage

problem-learners to take initiative, think critically, and collaborate with others,fostering autonomy (Little, 1999)

Moreover, teacher training and professional development shouldemphasize autonomy-supportive teaching strategies Educators need to beequipped with the knowledge and skills to effectively guide, mentor, andprovide constructive feedback while promoting learner independence and

self-directed learning (Holec, 1981)

The importance of developing autonomy in education cannot beunderestimated By empowering learners with autonomy, education becomesmore meaningful, engaging, and effective Learners who take charge of their

learning experience increased motivation, develop transferable skills, andcultivate a lifelong love of learning To facilitate autonomy, educators must

adopt learner-centered approaches, implement autonomy-enhancing activities,

and provide ongoing professional development focused on supportive pedagogies

autonomy-2.2 Portfolio 2.2.1 Definition of Portfolio

The earliest definition may belong to Paulson, Paulson and Meyer(1991, p.60) According to these authors,

“A portfolio is a purposeful collection of student work that exhibits the student’s effort, progress, and achievements in one or more areas The collection must include student participation in selecting contents, the criteria for selection, the criteria for judging merit, and evidence of student self- reflection.”

Portfolios have become increasingly popular in educational settings asa means of assessing student learning and growth Portfolios are

comprehensive collections of students' work that provide evidence of theirachievements and progress over time They consist of a wide range ofartifacts, including written assignments, projects, artwork, reflections, andassessments, which showcase students' skills, knowledge, and growth invarious areas (Barrett, 2010) Portfolios can be both physical, typically

9

consisting of physical artifacts stored in a folder or binder, or digital, wherematerials are stored electronically (Green, 2003).

The primary purpose of portfolios is to promote authentic assessment,

emphasizing students' abilities to apply knowledge and skills in real-worldcontexts By collecting and organizing evidence of students' work, portfoliosencourage students to take responsibility for their own learning and reflect ontheir progress (Brown, 2004) Portfolios also provide a more comprehensive

view of students' abilities and understanding compared to traditional

assessment methods, allowing teachers to gain deeper insights into students'development and tailor instruction accordingly (Paulson et al., 1991)

Several key elements contribute to the success of portfolios ineducational settings Firstly, clear criteria and guidelines for portfoliodevelopment and assessment need to be established Teachers need to provideexplicit instructions on what should be included in the portfolio, how it shouldbe organized, and how it will be evaluated (Champagne, 2004)

Secondly, portfolios should incorporate multiple types of evidence that

demonstrate students' learning and growth This can include samples ofstudents' work from different subjects or disciplines, as well as examples oftheir problem-solving abilities, critical thinking skills, creativity, and

collaboration (McEwen et al., 2017)

Thirdly, portfolios should encourage student reflection and assessment Students should have opportunities to analyze their work, setgoals for improvement, and provide written reflections on their learningexperiences (Bortolot, 2017) This promotes metacognitive awareness and

self-allows students to take ownership of their learning process

Finally, effective feedback and assessment practices are crucial for

supporting portfolio development Teachers should provide timely and

10

constructive feedback to guide students' reflection and growth, focusing onstrengths, areas for improvement, and specific action steps (Dunlap &Schmuck, 1993).

2.2.2 Types of Portfolio

Portfolios come in different types and formats, each serving a specificpurpose in assessing student learning This literature review provides an

overview of the various types of portfolios commonly used in educational

settings, their characteristics, and their benefits and limitations

1 Showcase or Display Portfolios: These portfolios highlight students'best work and accomplishments They typically include polished and finished

products that demonstrate mastery in specific subject areas or skills

Showcase portfolios are often used for public presentations, collegeapplications, or job interviews (Mertler, 2018)

2 Process or Working Portfolios: Process portfolios document students'progress and growth over time They include drafts, rough sketches, andpreliminary work, allowing teachers and students to track improvements anddevelopment The emphasis is on the learning process rather than on finaloutcomes (Wolf, 1991)

3 Assessment or Evaluation Portfolios: Assessment portfolios serve as

tools for evaluating students' performance, providing evidence of theirachievements and competencies They typically include a collection ofstudent work, accompanied by rubrics or scoring guides that assess specificlearning outcomes (Arter & Spandel, 1992)

4 Learning or Growth Portfolios: Learning portfolios focus ondocumenting and reflecting on students' learning journey They include a

range of artifacts that represent different aspects of student learning, such assamples of work, self-reflections, goals, and feedback received (Barrett, 2000)

II

Learning portfolios encourage students to take ownership of their learning,identify strengths and areas for improvement, and set goals for future growth.

Each type of portfolio offers unique benefits and limitations Showcaseportfolios can enhance students' self-esteem and provide opportunities forpublic recognition However, they may not capture the full picture of students'growth and can be limited in demonstrating the learning process Processportfolios, on the other hand, offer a more comprehensive view of students'

progress but may lack the polish and refinement found in showcase portfolios

Assessment portfolios provide concrete evidence of students’achievements and help inform grading decisions However, they may be

limited in capturing students' creativity, critical thinking, and problem-solving

abilities Learning portfolios promote metacognition and reflection, fosteringdeeper understanding and self-directed learning However, they requirecareful scaffolding and guidance to ensure effective reflection and goal-setting (Bartscher et al., 2015)

2.2.3 Characteristics of a PortfolioWhile various types of portfolios exist, all portfolios share commoncharacteristics that are critical for their effectiveness

1 Purpose: A portfolio should have a clear purpose and be aligned with

the learning goals and objectives of the course or program The purposeshould also be communicated clearly to students, so they understand why theyare creating the portfolio and what is expected of them (Barrett, 2000)

2 Contents: A portfolio should include a range of artifacts that

demonstrate students' learning and growth These artifacts may include

written work, projects, multimedia presentations, self-reflections, and

feedback received The contents should be carefully selected to showcase the

diversity of student learning and highlight students’ strengths and areas for

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improvement (Arter & Spandel, 1992).

3 Format: A portfolio can take many different formats, depending onthe purpose and intended audience Some portfolios may be paper-based,while others may be digital The format should be accessible and user-friendly,

allowing students to navigate and organize their materials effectively(Bartscher et al., 2015)

4 Assessment: A portfolio should be assessed using clear and

consistent criteria that align with the learning goals and objectives Rubrics or

scoring guides can be used to evaluate the quality and completeness of theportfolio Students should also be involved in the assessment process,reflecting on their own growth and progress (Wolf, 1991)

The characteristics of a portfolio offer several benefits to both studentsand teachers Portfolios provide a comprehensive view of student learning,allowing teachers to assess multiple indicators of performance They alsoenable students to take ownership of their learning and reflect on their growth

and progress However, portfolios can be time-consuming to create and assess,

requiring careful planning and organization Portfolios may also be subject to

bias if not assessed consistently and objectively (Mertler, 2018)

2.3 Reading Portfolio

2.3.1 Reading portfolio as a Learning Activity

The use of reading portfolios as a learning activity has gainedsignificant attention in the field of education Reading portfolios providestudents with a structured and purposeful way to engage with texts, develop

reading skills, and reflect on their learning

Characteristics of Reading Portfolios:1 Selection of Texts: Reading portfolios involve the selection of a

variety of texts, including fiction, non-fiction, poetry, and articles, to expose

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students to different genres and subject matter The texts should be carefullychosen to align with the students' reading level and interests, allowing for

meaningful engagement (Bean & Steenwyk, 2004).

2 Reflection and Response: A key characteristic of reading portfoliosis the incorporation of reflective writing and response activities Students areencouraged to respond to the texts they read by writing journal entries,summaries, personal connections, and analytical reflections These responses

provide opportunities for students to think critically about the texts and

deepen their understanding (Lundstrom et al., 2013)

3 Organization and Documentation: Reading portfolios require

students to organize and document their reading experiences This can be

done through the use of graphic organizers, reading logs, or digital tools.Students may also include artifacts such as annotations, bookmarks, and self-assessments to demonstrate their engagement and growth as readers (Short &Burke, 1991)

Benefits of Reading Portfolios:1 Increased Reading Comprehension: Reading portfolios promoteactive reading and comprehension Through reflection and response activities,

students develop higher-level thinking skills, such as making predictions,

summarizing, analyzing, and making connections These practices enhancestudents' comprehension and interpretation of texts (Rinehart & Gruber-Miller,2015)

2 Personalized Learning: Reading portfolios offer students theopportunity to personalize their reading experiences Students can choosetexts that align with their interests and learning goals, increasing their

motivation and engagement in reading Additionally, the reflectioncomponent allows students to make personal connections and apply their

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learning to real-life situations (Newell et al., 2007).

3 Assessment and Feedback: Reading portfolios provide a valuableformative assessment tool for teachers Teachers can review students'reflections and responses to gain insights into their reading progress, strengths,

and areas for improvement This facilitates targeted instruction andindividualized feedback to support students' growth as readers (Short & Burke,

1991).

4 Ownership and Self-reflection: Reading portfolios empower students

to take ownership of their learning By reflecting on their reading experiences,setting goals, and monitoring their progress, students develop metacognitive

skills and become more self-directed learners They learn to identify their

reading strengths and weaknesses and develop strategies for improvement(Lundstrom et al., 2013)

2.3.2 Benefits of Reading Portfolio for Learner Autonomy

Learner autonomy has become a key concept in education, emphasizing

the importance of students taking ownership of their learning The use of

reading portfolios as a tool to promote learner autonomy has been a subject ofinterest and research in the field of language learning and literacy This

literature review explores the benefits of reading portfolios in fostering

learner autonomy among students

Development of Autonomy Through Reading Portfolios:Reading portfolios serve as a platform for students to takeresponsibility for their own reading and learning experiences By allowing

students to select and engage with texts of their choice, reading portfoliosempower learners to make decisions about their reading preferences, interests,and goals (Benson, 2011) Students have the freedom to explore diversegenres and topics, which contributes to the development of their autonomy as

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independent readers (Cotterall, 1995).

Self-Regulated Learning and Goal Setting:The process of creating and maintaining a reading portfolio encouragesstudents to engage in self-regulated learning Students are involved in settingreading goals, tracking their progress, and reflecting on their readingexperiences Through this process, students learn to monitor their ownlearning, make adjustments to their reading habits, and develop a sense of

accountability for their academic growth (Zimmerman, 2002) Reading

portfolios provide a structured framework for students to set personal readingtargets, thus promoting autonomy in decision-making and self-assessment

(Reinders & Lazaro, 2007).

Metacognitive Awareness and Reflective Practice:The reflective nature of reading portfolios prompts students to engagein metacognitive processes, such as planning, monitoring, and evaluating theirreading strategies and comprehension Students gain insight into their

strengths and weaknesses as readers, enabling them to adapt and refine their

approaches to reading Through ongoing reflection on their readingexperiences, students develop metacognitive awareness, which is integral to

the development of learner autonomy (Vandergrift, 2005) The act of

critically evaluating their reading portfolio entries fosters a habit of reflectivepractice, enhancing students’ capacity for self-directed learning (Scharle &

Szabo, 2000)

Promotion of Intrinsic Motivation and Engagement:

Reading portfolios contribute to the cultivation of intrinsic motivation

and sustained engagement with reading As students exercise agency inselecting texts and responding to their readings, they are more likely to beintrinsically motivated to participate in reading activities This heightened

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sense of ownership and autonomy over their reading choices enhances

students' enjoyment of reading, thereby supporting their long-term

commitment to literacy development (Deci & Ryan, 2008)

Reading portfolios offer multifaceted benefits for the promotion oflearner autonomy Through the facilitation of self-regulated learning,

metacognitive awareness, goal setting, and intrinsic motivation, reading

portfolios empower students to become autonomous learners who activelycontribute to their own educational journey Educators can leverage readingportfolios as a means to nurture students' autonomy, independence, and

lifelong love for reading

2.4 Related Studies

This literature review presents an overview of related studiesexamining the use of reading portfolios as a learning activity to foster learnerautonomy among 10th-grade students in high school settings, specifically inHanoi The reviewed studies shed light on the benefits, challenges, andeffective strategies associated with using reading portfolios for promotinglearner autonomy

Benefits of Using Reading Portfolios for Developing Learner

Autonomy:

Several studies have highlighted the positive outcomes of

implementing reading portfolios to enhance learner autonomy For instance,

Nguyen (2018) conducted a study with 10th-grade students in Vietnam,demonstrating that the use of reading portfolios increased students' autonomyin selecting and analyzing texts, setting individual reading goals, andreflecting on their reading experiences The findings indicated that readingportfolios provided students with opportunities to take ownership of their

learning and develop self-regulation skills

In a similar vein, Tran (2019) investigated the effects of reading

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portfolios on learner autonomy among 10th-grade students in a high school in

Hanoi The study found that reading portfolios contributed to the students'

self-directed learning by allowing them to choose and engage with textsaccording to their interests and needs Through regular reflection and self-

assessment, students were able to monitor their progress, set personal reading

goals, and make adjustments to their reading strategies

Challenges and Strategies for Implementing Reading Portfolios:

While the benefits of reading portfolios are evident, researchers have

also identified challenges associated with their implementation For instance,

Pham (2020) explored the challenges faced by English teachers when

introducing reading portfolios to 10th-grade students in Vietnamese high

schools The study revealed that some students initially struggled withselecting appropriate texts and lacked confidence in their reading abilities.However, through scaffolding techniques, such as providing guidance in

choosing suitable texts and modeling effective reading strategies, teachers

were able to support students in overcoming these challenges and fostering

their autonomy as readers

Furthermore, Dang (2017) investigated the impact of teacher feedback

on students' development of learner autonomy through reading portfolios The

findings showed that timely and constructive feedback from teachers played acrucial role in guiding students’ reflection and self-evaluation processes.Teachers who provided personalized feedback and encouraged students to setachievable reading goals experienced greater success in nurturing learners'

charge of their own reading experiences, setting goals, and reflecting on theirprogress, reading portfolios empower students to become independent andself-regulated learners However, challenges related to text selection,confidence, and feedback must be addressed through scaffolding techniquesand personalized support from teachers By implementing strategies toaddress these challenges, educators can leverage reading portfolios toeffectively develop learner autonomy among 10th-grade students in Hanoi

and beyond

Research Gaps:

1 Limited research on the specific use of reading portfolios as a

learning activity to develop learner autonomy in 10th-grade students: While

there is existing research on learner autonomy and the use of portfolios ineducation, there is a gap in research specifically focusing on the use ofreading portfolios as a tool to promote learner autonomy in 10th-grade

students at high schools in Hanoi

2 Lack of research examining the impact of reading portfolios onvarious aspects of learner autonomy: Although the thesis aims to explore theeffectiveness of reading portfolios in developing learner autonomy, thereseems to be a gap in investigating the specific impact of reading portfolios ondifferent dimensions of autonomy, such as critical thinking, self-reflection,and independent decision-making skills

3 Insufficient research on student attitudes and perceptions towards usingreading portfolios for developing learner autonomy: The thesis intends to

explore student attitudes towards reading portfolios, but there is a need forfurther research on how students perceive this learning activity and how it affectstheir motivation, engagement, and sense of ownership in their learning process

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CHAPTER 3 METHODOLOGY In this chapter, methodology applied to conduct the research is to be

clarified Most important is information about the course in which the studywas carried out, the participants, and adjustments made to tailor a suitablereading portfolio for those participants Data collection and data analysis

instruments are also presented

3.1 Research QuestionsThe research questions of the study are as follows:

1 What is the impact of using reading portfolios as a learning activityon 10th-grade students' development of autonomy in reading?

2 How do 10th-grade students perceive the use of reading portfolios asa learning activity, in terms of their engagement, motivation, and autonomy inreading?

3 What are the challenges and benefits of using reading portfolios as alearning activity, from the perspective of 10th-grade students?

These research questions guide the study in exploring the effectivenessof using reading portfolios as a tool to foster autonomy in reading among

10th-grade students in high school The study aims to provide insights into the

potential benefits and limitations of using reading portfolios as a learningactivity and offer recommendations for effective implementation

3.2 Research Approach: Action Research

Action research is a participatory and collaborative approach to inquirythat aims to bring about meaningful change within a specific context orsetting It involves identifying an issue or problem, conducting systematic

research to understand its causes and potential solutions, and taking action toimplement and evaluate those solutions The central focus of action research

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is on active participation, with practitioners engaging in a continuous cycle ofreflection, planning, action, and evaluation to improve their practice or

address complex problems This dynamic and iterative process promotes

learning, empowerment, and positive transformation within organizations and

communities Notable references for further exploration of action research

include the seminal works of Kurt Lewin, such as "Action Research andMinority Problems," and the influential writings of Stephen Kemmis and

Robin McTaggart, particularly "The Action Research Planner." Thesefoundational texts provide valuable insights into the principles, methods, andapplications of action research

Chart 1Action Research Cycles

As shown in Chart 1, in Mills' (2014) model of action research, theprocess is often depicted as a series of interconnected circles These circlesrepresent the cyclical and iterative nature of action research, emphasizing the

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ongoing reflection, planning, action, and observation that occurs throughout

the research process The first circle typically represents the initial planningstage, followed by subsequent circles representing the cycles of action,reflection, and evaluation As the research progresses, these cycles continue,allowing for continuous improvement and adaptation based on the findingsand insights gained from each iteration This cyclical approach is central tothe action research methodology, encouraging a dynamic and responsive

approach to addressing complex problems in real-world settings (Mills, 2014)

The teacher devised a set of steps for reading portfolio assessments inthis study, which were based on the models proposed by Johnson, Mins-Cox,

and Doyle-Nichols (2009) as well as Delett, Barnardt, and Kevorkian (2001)

These instructions are provided in a systematic manner below:

Step 1: Planning the reading portfolioThis step is of utmost importance as it has a significant impact on theachievement of the reading portfolio project The planning stage of the

reading portfolio assessment involved four sub-steps: determining the purpose,

outlining the content of the reading portfolio, defining assessment criteria, anddeveloping classroom procedures

The initial phase involved establishing a clear objective (refer toAppendix 1) for this project Its primary goal was to enhance students'proficiency in five specific reading skills, namely identifying main ideas,locating specific information, summarizing, comprehending vocabulary incontext, and making inferences Additionally, the project aimed to foster self-

assessment skills, encourage independent study, and promote active learningamong students By engaging in the process of finding relevant materials, it wasanticipated that students would develop strong material-searching abilities

The next stage involved defining the content for the reading portfolio

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(refer to Appendix 1) During this step, decisions were made regarding what

should be included in the portfolio and how the information should bestructured The reading portfolio consisted of five entries focusing on thespecific reading skills targeted for the second semester Typically, each

portfolio entry needed to encompass the following elements:

(i) One sample of text chosen by students(ii) Lists of new-words and idioms, phrase verbs that found out bystudents

(111) Summarizing paragraph

(iv) Teacher’s assessment and feedback

A students’ final feedback indicating their reactions towards the whole

reading portfolio project and advantages and disadvantages of readingportfolio assessment was attached in the final students’ reflection

Step 2: Introducing the reading portfolio to the learnersDuring the initial week of the second semester, the teacher, acting as a

researcher, met with the students to discuss the reading portfolio This

discussion covered the objectives and expectations of the portfolio, theassessment process, and the procedures to be followed in the classroom

Various samples and handouts, containing all the essential elements for

portfolio design, were provided to the students One such sample included anarticle related to the weekly topic, along with a table featuring three columnscontaining new words, phrases, and idioms, as well as a concise summary ofthe article's content Additionally, the teacher's assessment was also sharedwith the learners

Step 3: Implementing reading portfolio as a learning activity

Once all the preparations were complete, the teacher, acting as theresearcher, put the reading portfolio project into action based on the design

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previously established The students completed the assigned tasks andsubmitted their reading portfolio entries as planned The teacher closelymonitored the progress of the reading portfolio completion and providedongoing assessment through conferences or group meetings with the students,as well as through evaluating their individual works This was done to ensurethat the students were on the right track and making progress accordingly.

Step 4: Evaluating the reading portfolio process

As the concluding phase of the reading portfolio assessment, students

were required to present their portfolios and showcase their work in thefifteenth week of the project This provided an opportunity for the teacher,

acting as the researcher, to review the entire reading portfolio process and

assess its effectiveness The reasons for both success and failure wereidentified in order to inform future improvements

3.3 Research Setting 3.3.1 Participants

The research took place from March 2023 to June 2023 in a high school

classroom located in Hanoi Thirty 15-year-old students from rural areasparticipated in the study On the whole, they have been studying English for

more than 7 years Nonetheless, their language proficiency is not high, as

evidenced by their low scores on entrance examinations, and their learningapproach tends to be passive Furthermore, they have struggled to developeffective reading skills, particularly when dealing with lengthy and intricatetexts Consequently, upon entering high school, they were essentiallybeginners in reading comprehension

Following a semester at this high school, the students' languageproficiency in listening, speaking, reading, and writing showed gradualimprovement Specifically, in terms of reading skills, students became

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familiar with fundamental techniques such as identifying main ideas, locating

specific information, understanding text structures, and summarizing Theyalso had ample opportunities to practice and develop these skills

Moreover, the researcher functions as the instructor in this study and iscertified to teach English, with two years of experience in English language

education

3.3.2 The Course

In order to comprehend the participants' English learning background,

it is important to provide a brief overview of the overall time dedicated to

English language instruction at my school, as well as the specific course in

which the study was carried out

During the research, the students had recently completed their firstsemester and were about to begin the second semester In the second semester,the reading instruction for the students had to meet the minimumrequirements outlined in the syllabus According to the reading syllabus,

students had three 45-minute reading lessons per week for a total of 15 weeks

This amounted to approximately 33.8 hours of classroom learning, which wasnot enough for students to reach the desired level of proficiency To improvetheir reading skills and comprehension, it was necessary for students toengage in additional extensive reading outside of the classroom activities Asa result, a supplementary program was needed to support and encouragestudents' reading abilities

The primary textbook utilized at my school is Global Success 10,

which aims to enhance and cultivate four language skills among learners This

particular book is employed for students in both the first and second semesters

The Global Success 10 textbook is divided into ten units that covervarious fundamental reading skills such as predicting the content of a text,

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identifying main ideas, recognizing titles and paragraph topics, understanding

the structure of a passage, comprehending explicitly stated information, andoverall reading comprehension These units include reading texts on familiarsubjects like family life, the environment, music, community, inventions,gender equality, Vietnam and international organizations, methods of learning,and ecotourism The main objective of this section is to allow students toapply the English skills they have acquired while also providing them with

ample valuable information to enhance their linguistic ability and background

knowledge.

The aim of the units in the second semester is to further develop

students' existing reading abilities from the first semester Additionally, two

more advanced reading skills are introduced and put into practice Thelanguage used in the reading texts in this section is more intricate Thecomprehension questions following each text not only assess students'comprehension of the text but also offer them additional knowledge about the

world, complex language structures, and vocabulary

In Global Success, there are a total of five reading skills that arespecifically focused on in this document These skills include:

- Finding main ideas

- Reading for specific information- Understanding vocabulary from context- Summarizing

- Making inferencesFive skills have been identified as the primary focus in this course, and

there are three reasons for selecting them Firstly, these skills are commonlyencountered in reading Secondly, based on the researcher's experiences, theseskills, particularly understanding vocabulary from context and making

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inferences, are often challenging for students Finally, these skills are crucialfor readers to develop, as highlighted by Alderson (2000, p.1).

3.4 Data CollectionIn order to accomplish the research goals, two primary tools forcollecting data are utilized

3.4.1 Survey Questionnaires

Three different questionnaires are administered to students: one before

the reading portfolio process, another after the process, and the third one

specifically focuses on assessing the impact of the reading portfolio on theautonomy of students

* The pre- reading portfolio questionnaire consists of 5 questions andaims at exploring:

1 Students’ learning experiences2 Students’ motivation and interests in learning the reading skill

3 Students’ knowledge of reading portfolios* The post- reading portfolio questionnaire consists of 8 questions andfocused on:

1 Students’ attitudes towards the use of reading portfolios2 Students’ preferences for working arrangement

3 Students’ preferences for task requirement on reading portfolios4 Students’ difficulties in reading portfolio process

5 Students’ suggestions to improve the reading portfolio contents* The students’ perception of reading portfolio on learner autonomy

questionnaire includes twenty — four statements related to:

1 The impact of teacher’s immediate feedback

2 Students’ view on their self- assessment skills.3 The role of reading portfolio as a learning activity

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4 The role of reading portfolio activity in promoting learner autonomy They are multiple choice questions to which the participants can choose

more than one option and if necessary can supply other choices

3.4.2 Students’ Reflections

The students wrote their reflections in a free-form style As part of thereading portfolio process, the students' reflections were required to besubmitted after the final project for assessment by the teacher These

reflections served as a valuable source of information for the teacher (the

researcher) to evaluate the students' progress and gain a better understandingof their attitudes towards using the reading portfolio as a learning activity toenhance learner autonomy

Each reflection should reflect the thought about the following features:

e The impact of using reading portfolios on their English language level e The impact of using reading portfolios on changing learner

The study was conducted during the second semester of the 2022-2023school year At the start of the semester, the teacher, who was acting as theresearcher, selected participants for the study

Initially, the reading portfolio procedures were executed over a periodof 15 weeks Prior to commencing the reading portfolio, the teacher provided

students with a pre-reading portfolio questionnaire to gather background

information

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Next, in the first week, the reading portfolio plan, including its goals,materials, classroom process, homework assignments, and assessmentapproaches, was clearly outlined for the students Subsequently, from week 2 to

14, the reading portfolio evaluation project took place Throughout the project,the teacher gathered, read, and analyzed the students' portfolio entries

Furthermore, in the final week of the semester, students were given thepost-reading portfolio questionnaire and asked to engage in self-reflection as

part of the reading portfolio project This was done to gather their

perspectives on the impact of the reading portfolio on their English language

skills and autonomy.

3.5.1 Pre — reading Portfolio QuestionnaireThe pre-questionnaires provided to the students in the first weekprimarily aimed to gather general information about the participants'backgrounds, as well as their understanding and opinions on key conceptssuch as reading skill and reading portfolio This information was essential forgaining insight into the participants and making necessary adjustments tocreate a suitable reading portfolio for 10th-grade students

3.5.2 Post- reading Portfolio Questionnaire

The post-questionnaires provided to the students at the conclusion of

the portfolio process were designed to explore their views on how the readingportfolio had impacted their learning and English language skills Theanalyzed data from the questionnaires yielded valuable information relevantto the research questions

3.5.3 The Students’ Perception of Reading Portfolio on Learners’Autonomy Questionnaire

This questionnaire is administered to students concurrently with thepost-reading portfolio questionnaire, which centers on examining the impact

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of the reading portfolio in promoting self-study through self-assessment skillsvia teacher feedback and the practice of creating portfolios The data gatheredplayed a crucial role in addressing the research questions effectively.

3.5.4 Students’ Reflections

The reflections, which were integral to the reading portfolio assessmentproject, provided valuable information for the researcher to evaluate students'progress and the benefits they derived from the project They also served as a

tool to gain a deeper understanding of students' attitudes towards using the

reading portfolio as a tool for learning and assessment, ultimately fosteringstudents' autonomy

3.6 Data analysis methods

3.6.1 Quantitative analysis

For the first research question, "What is the impact of using readingportfolios as a learning activity on 10th-grade students' development of

autonomy in reading?", quantitative analysis will be performed using charts,

percentages, frequencies, and tables derived from the responses to the

questionnaires The data collected from the questionnaires will be tabulatedand presented in a format that allows for easy interpretation and comparison

Charts: Bar charts or pie charts can be used to visually represent the

percentage of students who reported an increase, decrease, or no change intheir autonomy in reading after the implementation of reading portfolios

Percentage Analysis: The percentage of students showing differentlevels of autonomy in reading before and after using reading portfolios will be

calculated and presented in tables or charts This will provide a clear

understanding of the impact of reading portfolios on autonomy in reading

Frequency Distribution: A frequency distribution table can be createdto display the distribution of responses to specific questions related to

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