the effects of self regulated learning strategy on oral communication performance of non english majors at bach viet college

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY THE EFFECTS OF SELF-REGULATED LEARNING STRATEGY ON ORAL COMMUNICATION PERFORMANCE OF NON-ENGLISH MAJORS AT BACH VIET COLLEGE A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in TESOL Submitted by LE THI THU DAN Supervisor: TRAN THI MINH PHUONG, Ph.D HO CHI MINH City October, 2015 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY LE THI THU DAN THE EFFECTS OF SELF-REGULATED LEARNING STRATEGY ON ORAL COMMUNICATION PERFORMANCE OF NON-ENGLISH MAJORS AT BACH VIET COLLEGE Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES Major code: 1286014100010 MASTER OF ARTS IN TESOL Supervisor: TRAN THI MINH PHUONG, Ph.D HO CHI MINH City, 2015 ABSTRACT The ultimate aim of language learning is communication and self-regulated learning has displayed strong impacts on learners’ oral communication In fact, few studies on selfregulated strategy and its impacts on students’ oral communication performance was conducted, or those studies did focus on motivational aspects rather than metacognitive and cognitive strategies whose focal roles have been recognized Thus, the study on ‘The Effects of Self-regulated Learning Strategy on Non-English Majors’ Oral Communication Performance’ was satisfactorily carried out The sample size consisted of 86 preintermediate non-English majors, 43 each in experimental and control groups The study involved qualitative and quantitative methods using pre-and-post oral tests with the same formats to the two groups Basically, communicative language teaching was applied to the control group and communicative language teaching plus self-regulated learning strategy was implemented to the experimental group The study finds that self-regulated learning strategy can be operationalized by directly or indirectly infusing metacognitive and cognitive strategies into the lessons Remarkably, positive impacts of the self-regulated learning strategy on students’ oral communication are explored in this study In addition, students’ positive attitudes towards self-regulated strategy have been revealed through the questionnaire and interviews Furthermore, the study highlights self-regulated strategy need to be put into consideration for future research to to enhance students’oral communication and to facilitate their lifelong learning i TABLES OF CONTENTS ABSTRACT I STATEMENT OF AUTHORSHIP II ACKNOWLEDGEMENT III TABLES OF CONTENTS IV LIST OF FIGURES AND TABLES V LIST OF ABRREVIATIONS VII CHAPTER INTRODUCTION 1.1 BACKGROUND OF THE STUDY 1.1.1 Self-regulated learning in Vietnam 1.1.2 The school context 1.2 PURPOSES OF THE STUDY 1.3 RESEARCH QUESTIONS 1.4 SIGNIFICANCE OF THE STUDY 1.5 ORGANIZATION OF THE STUDY CHAPTER LITERATURE REVIEW 2.1 THEORETICAL GROUNDING 2.2 SELF-REGULATED LEARNING 2.2.1 Definitions of self-regulated learning 2.2.2 Instruments to measure self-regulated learning 11 2.2.3 Challenges to foster self-regulated learning in classroom 13 2.3 RELATIONSHIP BETWEEN SELF-REGULATED LEARNING, SELF-DIRECTED LEARNING AND AUTONOMY 13 2.4 SELF-REGULATED LEARNING STRATEGIES 15 2.4.1 Overview of language learning strategy 15 2.4.2 Self-regulated learning strategy in language learning 15 2.5 SELF-REGULATED LEARNING STRATEGY AND ORAL COMMUNICATION IN LANGUAGE LEARNING 16 iv 2.6 CHARACTERISTICS OF SELF-REGULATED LEARNERS 17 2.7 THE FRAMEWORK OF THE STUDY 19 2.7.1 Metacognitive strategies in language learning 20 2.7.2 Cognitive strategies in language learning 21 2.7.3 Metacognitive and cognitive strategies in language learning 22 2.8 INSTRUCTIONAL APPROACHES TO DEVELOP SELF-REGULATED LEARNING 25 2.9 PROCEDURES TO IMPLEMENT SELF-REGULATED LEARNING STRATEGIES 28 2.9.1 Forethought and planning phase 29 2.9.2 Monitoring phase 29 2.9.3 Reflection phase 30 2.10 TEACHER’S ROLES IN DEVELOPING SELF-REGULATED LEARNING STRATEGIES 32 2.11 BACHMAN’S FRAMEWORK OF ORAL COMMUNICATION COMPETENCE 33 CHAPTER RESEARCH METHODOLOGY 35 3.1 RESEARCH QUESTIONS 35 3.2 DESIGN OF THE STUDY 35 3.2.1 The two chosen classes 37 3.2.2 The procedures of a typical Communicative Language Teaching lesson plan 38 3.2.3 Procedures of self-regulated learning strategy lesson plan 40 3.3 MEASUREMENT INSTRUMENT 44 3.3.1 Tests 44 3.3.2 Interviews 44 3.3.3 Questionnaire 45 3.3.4 Classroom observations 47 3.4 VALIDITY AND RELIABILITY OF THE STUDY 47 CHAPTER DATA ANALYSIS AND DISCUSSIONS OF RESULTS 49 4.1 ANALYZING DATA AND INTERPRETATION 49 v 4.1.1 Comparisons in students’ oral communication performance in the pre-tests and post-tests 49 4.1.2 Reliability statistics of the questionnaire 53 4.1.3 Descriptive analysis of the questionnaire 53 4.1.4 Students’ level use of SRLS 61 4.1.5 The relationship between students’ level use of self-regulated learning strategy and their oral test results 63 4.1.6 Students’ attitudes towards self-regulated learning strategies 65 4.2 DISCUSSIONS OF THE FINDINGS 66 4.2.1 Finding from statistic analysis 66 4.2.2 Finding from teacher’s observations and interviews with students 67 4.2.3 Summary of the findings of the research 71 CHAPTER CONCLUSIONS, IMPLICATIONS AND RECOMMENDATION 74 5.1 MAJOR CONCLUSIONS 74 5.2 LIMITATIONS 76 5.3 IMPLICATIONS 77 5.4 RECOMMENDATIONS 79 REFERENCES 81 APPENDIXES 98 vi LIST OF FIGURES AND TABLES FIGURES Figure 2.1: The directive process of self- regulated learning and achievement 11 Figure 2.2: A cyclic model of self regulatory learning 31 TABLES Table 1: The distribution scale of oral test of Bach Viet College Table 2: Self-regulated learning strategies 23 Table 3.1: The structure of experimental design 36 Table 3.2: The design of the study 36 Table 3.3: Communication in the Modern Language Classroom 38 Table 3.4: Summary of the a typical CLT lesson plan 39 Table 3.5: The schedule of the intervention 41 Table 3.6: Summary of the main procedures of the SRLS lesson plans 42 Table 3.7: The aims of the items in the questionnaire 46 Table 4.1: Summary of the pre-test resultof the EG and CG 49 Table 4.2: Summary of the pre-and-post-oral test results of the CG 50 Table 4.3: Summary of the pre-and-post-oral test results of the EG 51 Table 4.4: Summary of the post-test results of the EG and CG 52 Table 4.5: The descriptive statistics of Metacognitive items 54 Table 4.6: Summary of Item-total statistics of Metacognitive items 56 Table 4.7: The descriptive statistics of Cognitive items 56 Table 4.8: Summary of Item-total statistics of Cognitive items 58 Table 4.9: The descriptive statistics of Attitude items 59 Table 4.10: Summary of Item-total statistics of Attitudes items 60 Table 4.11: The level use of Metacognitive strategies 61 Table 4.12: The level use of Cognitive strategies 62 Table 4.13: The of level use of Metacognitive and Cognitive strategies 63 vii Table 4.14: The ANOVA regression 63 Table 4.15: Model summary 64 Table 4.16: The coefficients in SPSS regression 64 Table 4.17: Students’ attitudes towards SRLS 65 viii LIST OF ABBREVIATIONS CG: Control Group CLT: CommunicativeLanguage Teaching EFL: English as a Foreign Language EG: Experimental Group SRL: Self-regulated Learning SRLS: Self-regulated Learning Strategy Sig (2- tailed): Significance (two-tailed) SPSS: Statistical Package for the Social Sciences ix CHAPTER INTRODUCTION This chapter deals with the overall picture of the study In this part, current language learning and teaching of Vietnamese settings in general and Bach Viet College in particular are figured out Together with possible instruments used to measure self-regulated learning strategies, challenges to implement self-regulated learning strategiesin classrooms are presented Especially, research aims, research questions and significance of the study are shed the light on in this chapter 1.1 BACKGROUND OF THE STUDY 1.1.1 Self-regulated learning in Vietnam The idea of the current study originated from multiple folds The first and foremost reason to carry out the study is the researcher’s extreme concern to foster self-regulated learning since self-regulated learning strategy is believed to have positive impacts on students’ oral communication performance (Cohen, Weaver and Li 1998; Lam, 2009; Qi Wu, 2012; Bekele 2013; Aregu, 2013) Second, a bunch of research has proved strong correlations between selfregulated learning strategy (SRLS) and students’ language achievement; however, whether or not self-regulated learning (SRL) positively impacts students’ oral communication are still in vague, and SRL research, especially under quasi-experiment, is completely absent from the literature in Vietnam Third, previous studies on SRLS did focus on motivational beliefs rather than actual strategies, namely metacognitive and cognitive strategies though the two strategies can significantly enhance students’ speaking achievement (Cohen, 2010) Next, it is said that Vietnamese students have ranked the fifth in the extra learning and teaching in the world (Người lao động, 2014), which 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Vietnam, to the researcher’s knowledge, implementing self- regulated strategies to enhance students’ oral communication performance at a tertiary level Thus, to fill in the gap in the literature, the study was implemented to test the effects of metacognitive and cognitive strategies on oral communication performance of non- English major students at Bach Viet College 2.6 CHARACTERISTICS OF SELF- REGULATED LEARNERS... school context has already been analyzed, which highlights the setting where the study was conducted At first, it is necessary to state the purposes of the study 1.2 PURPOSES OF THE STUDY The current study aims to examine the effects of SRLS on the oral communication performance among non- English major students at Bach Viet College using mixed methods It also checks the hypothesis of that whether students... the purposes of the study 2.2 SELF- REGULATED LEARNING 2.2.1 Definitions of self- regulated learning There have been numerous definitions of self- regulated learning, which makes it difficult to adopt the best one Since 1990s, the formation of self- regulation has been named “selfcontrolled”, self- instructed”, or self- reinforced” (Zimmerman,1986) to explain learners’ capacity to learn on their own and... terms of oral assessment, based on criteria of Language Testing by Alderson (1991) with some adaptation to suit the current level of students and the objectives of the course, oral 4 tests are used to assess students’ oral communication Students’ oral assessment is based on the distribution Scale of Oral Test, designed by the school as follows: Table 1: The distribution scale of oral test of Bach Viet College. .. do the self- regulated learning strategies enhance students’ achievement regarding their oral communication performance? 2 What are students’ attitudes towards the self- regulated learning strategies? In fact, the first research question aims to explore the extent to which self- regulated learning strategies, namely meta-cognitive including goal setting and planning, self- evaluation and cognitive strategies... out the results, analysis and discussions of the findings of the study Along with recommendations, suggestions for further research on SRLS, major conclusions, contributions and limitations of the study are included in chapter five To sum up, chapter one draws out the whole picture of the study as it encompasses the rationales to conduct the research, school context, possible instruments to measure the. .. learning as a component of “autonomy” As Benson (2011) remarks: Self- regulated learning is somewhat narrower than autonomy and it has exercised strong influence on North American research on learning strategies than it has on the theory of autonomy However, the literature review on self- regulated learning is a potentially rich source of insights into the cognitive aspects over learning which deserves... to measure the variables, purposes of the research, research questions and significance and organization of the study In other words, it is not only an orientation for the coming parts but also the cornerstone of every aspect of the study 7 CHAPTER 2 LITERATURE REVIEW The study is conducted to examine the effects of SRLS on students’ oral communication performance at a tertiary level In this SRLS model,... Nakatani, Yasuo; Goh, Christine, 2007) Later, Bekele (2013) examines the effects of enhancing self- regulated learning in the teaching of spoken communication among the second year students in the College of Business and Economics of Bahir Dar University The result displays the experimental group surpasses the control group in both speaking efficacy and performances However, there are no studies in Vietnam,... Zimmerman, 2000) It means that self- regulated learners possess strong volition, motivation and ability strategies to handle with tasks In other words, self- regulated learning in this sense is learners’ motivation for their continuous learning Besides, self- regulated learning is viewed as self- regulated thoughts, feelings and behaviors that 9 are oriented and “cyclically adapted” to attain the pre-set goals (Zimmerman, ... recognized Thus, the study on The Effects of Self- regulated Learning Strategy on Non- English Majors Oral Communication Performance was satisfactorily carried out The sample size consisted of 86 preintermediate... strategies on oral communication performance of non- English major students at Bach Viet College 2.6 CHARACTERISTICS OF SELF- REGULATED LEARNERS Self- regulation is neither a long term measure of. .. ABSTRACT The ultimate aim of language learning is communication and self- regulated learning has displayed strong impacts on learners’ oral communication In fact, few studies on selfregulated strategy