Sử dụng portfolio đọc như là một hoạt động học tập và đánh giá để phát triển khả năng tự học cho sinh viên năm nhấ

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES LÊ THỊ BÍCH LIÊN USING READING PORTFOLIOS AS AN ASSESSMENT AND LEARNING ACTIVITY TO DEVELOP LEARNERS’ AUTONOMY OF FRESHMEN IN A COLLEGE IN HANOI (Sử dụng portfolio đọc hoạt động học tập đánh giá để phát triển khả tự học cho sinh viên năm trường cao đẳng Hà nội) M.A Minor Programme Thesis Field : English Teaching Methodology Code : 8140231.01 HANOI- 2018 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES LÊ THỊ BÍCH LIÊN USING READING PORTFOLIOS AS AN ASSESSMENT AND LEARNING ACTIVITY TO DEVELOP LEARNERS’ AUTONOMY OF FRESHMEN IN A COLLEGE IN HANOI (Sử dụng portfolio đọc hoạt động học tập đánh giá để phát triển khả tự học cho sinh viên năm trường cao đẳng Hà nội) M.A Minor Programme Thesis Field : English Teaching Methodology Code : 8140231.01 Supervisor : Dr Tran Thanh Nhan HANOI- 2018 DECLARATION I hereby certify that the thesis entitled “Using reading portfolios as an assessment and learning activity to develop learners‟ autonomy of freshmen in the college in Hanoi” is the result of my own research for the Degree of Master of Arts at University of Languages and International Studies, Vietnam National University, and that I accept the requirements of the University relating to the retention and use of Master‟s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the library for the care, loan or reproduction of the paper Signature Le Thi Bich Lien Date: i ACKNOWLEDGEMENTS I would like to express my sincere gratitude to my supervisor, Dr Tran Thanh Nhan for her helpful guidance, critical comments, valuable suggestions and contributions in the preparation and completion of this minor M.A thesis I hereby formally express my debt of gratitude to all staff members of the Post-Graduate Department for their valuable lectures, which laid the foundation of this thesis I also owe my special thanks to English teaching staff and students at HaTay Teacher Training College for their kind help and great contribution to my study Last but not least, my heart-felt thanks go to my family and close friends whose support and encouragement has been especially significant to the success of my thesis ii ABSTRACT The purpose of this study is to explore first-year students‟ attitudes toward the effects of the reading portfolios The participants of the study are 30 first-year students of Ha Tay Teacher Training College The data were gathered through survey questionnaires, their reflections and analysis of the students‟ reading portfolios The analysis of the data indicated that the reading portfolios have improved the students‟ reading skill, learning awareness, as well as self-study skill when adjustments to create relevant content were made and the students were provided with adequate support, As for the teacher, the greatest gains are better teaching results and the learners‟ appreciation However, all participants share difficulties created by heavy workload and limited timeframe A more focused content and greater space for the learners‟ autonomy were suggested to achieve better teaching and learning results iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES viii LIST OF CHARTS ix PART I: INTRODUCTION 1.1 Rationale of the study 1.2 Objectives of the study 1.3 Scope of the study 1.4 Methods of the study 1.5 Design of the thesis PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Assessment 1.1.1 Definitions of the concept of assessment 1.1.2 Functions of assessment 1.1.3 Characteristics of self- assessment 1.2 Learners‟ autonomy 1.2.1 Definition of learners’ autonomy 1.2.2 The roles of learners’ autonomy 1.3 Reading portfolio 10 1.3.1 Definition of portfolio 10 1.3.2 Types of portfolio 11 1.3.3 Characteristics of a portfolio 12 1.3.4 Reading portfolio 14 iv 1.3.5 Using reading portfolio as an assessment tool to improve learners’ autonomy 15 CHAPTER 2: METHODOLOGY 17 2.1 Participants 17 2.2 The course 17 2.3 Using reading portfolios as assessment tool in the college 20 2.4 Research Questions 22 2.5 Data Collection 22 2.5.1 Survey questionnaires 22 2.5.2 Students’ reflections 23 2.6 Research Procedures 24 2.7 Data Analysis 24 2.7.1 Pre – reading portfolio questionnaire 24 2.7.2.Post- reading portfolio questionnaire 25 2.7.3 The students’ perception of reading portfolio on learners’ autonomy questionnaire 25 2.7.4 Students’ reflections 25 CHAPTER 3: DATA ANALYSIS 26 3.1 Data analysis of the students‟ survey questionnaire before the reading portfolio process 26 3.1.1 Students’ motivation in studying English 26 3.1.2 Students’ learning experience 28 3.2 Data analysis of the students‟ survey questionnaire after the reading portfolio process 31 3.2.1 Students’ attitudes towards the reading portfolios 31 3.2.2 Students’ preferences for tasks requirements on reading portfolios 35 3.2.3 Students’ difficulties in the reading portfolios process 37 3.2.4 Students’ suggestions to improve the reading portfolios contents 38 v 3.3 Data analysis of students‟ perception of impact of reading portfolio on learners‟ autonomy questionnaire 39 3.3.1 The impact of teacher’s immediate feedback 39 3.3.2 Students’ views on their self- assessment skills 40 3.3.3 The role of reading portfolio as a learning and assessment tool 41 3.3.4 The role of reading portfolio assessment in promoting learner autonomy 42 3.4 Data analysis of students‟ final reflection for reading portfolio project 43 3.4.1 Reading portfolios as a learning tool to improve language ability 43 3.4.2 Reading portfolio as an assessment to develop learners’ autonomy 45 3.4.3 Difficulties in reading portfolio process 45 3.4.4 Suggestions in reading portfolio project 46 CHAPTER 4: MAJOR FINDINGS AND SUGGESTIONS 47 4.1 Major findings and discussions 47 4.1.2 Students’ attitudes towards the effects of the reading portfolio activity 47 4.1.3 Students’ difficulties in implementing the reading portfolios 49 4.1.4 Students’ suggestions to improve the self- learning portfolio 49 4.2 Suggestions for applying the reading portfolio 49 4.2.1 Suggestion for the teachers 49 4.2.2 Suggestions for the students 51 4.3 Summary 52 PART III: CONCLUSION 53 Summary of the study 53 Limitations of the study 54 Suggestions for further studies 54 REFERENCES 56 APPENDICES I vi APPENDIX DESIGN OF READING PORTFOLIO ASSESSMENT I APPENDIX A WEEK PLAN FOR READING PORTFOLIO CLASSROOM PROCEDURES III APPENDIX SAMPLES FOR WEEKLY DESIGNED READING PORTFOLIO IX APPENDIX SUGGESTED QUESTIONS FOR STUDENTS‟ REFLECTIONS X APPENDIX 5: PRE-PORTFOLIOS QUESTIONNAIRE QUESTIONNAIRE FOR STUDENTS BEFORE USING READING PORTFOLIOS XI APPENDIX 6: POST-PORTFOLIOS QUESTIONNAIRE QUESTIONNAIRE FOR STUDENTS AFTER USING READING PORTFOLIOS XIV APPENDIX 7: POST-PORTFOLIOS QUESTIONNAIRE STUDENTS‟ PERCEPTION OF IMPACT OF READING PORTFOLIO ON LEARNERS‟ AUTONOMY XVII APPENDIX 8: STUDENTS‟ REFLECTIONS XX vii LIST OF TABLES Table 1: The impact of teacher‟s immediate feedback 39 Table 2: Students‟ views on their self-assessment skills 40 Table 3: The role of reading portfolio as a learning and assessment tool 41 Table 4: The role of reading portfolio in promoting the learners‟ autonomy 42 viii APPENDIX SAMPLES FOR WEEKLY DESIGNED READING PORTFOLIO IX APPENDIX SUGGESTED QUESTIONS FOR STUDENTS’ REFLECTIONS What did you learn from reading portfolio? What did you make your own reading portfolio? What did I well? How I feel about my performance? What were the problem areas? What you want to change in reading portfolio? X APPENDIX 5: PRE-PORTFOLIOS QUESTIONNAIRE QUESTIONNAIRE FOR STUDENTS BEFORE USING READING PORTFOLIOS This questionnaire is designed to collect ideas of freshmen of English major class in Ha Tay Teacher Training College on reading activities Please answer the following questions carefully based on your own experience in reading activities You could be confident that you will not be identified in any discussion of this data Thank you very much for your cooperation Survey conductor : Lê Thị Bích Liên A.Personal information Name: Ages: Your year(s) of learning English:……………… years B Questionnaires In your opinion, English is A.Very important B Important C Not very important D.Not important at all Why you learning English? A.To get well- prepared for future jobs B To get high score in this compulsory skill at university C To make successful communication in English D.Favorite subject E Other purposes: Do you take any extra English course? XI A.Yes B No If yes, is reading skill included in the course? A.Yes B No Order four language skills basing on their importance to you- from the most important (1) to the least important (4) …………….listening ………… speaking …………….reading ………… writing How often you read English materials outside the class? A Very often B Often C Rarely D Never What kind(s) of English materials you often read? ( You can choose more than one answer.) A.Reading texts in the English coursebook B Articles in newspapers C Entertaining texts from the Internet D.English books on a specific subjects E Others: In your opinion, reading skill is A.Very difficult B Difficult C Easy D.Very easy XII If reading English texts is difficult for you, reason(s) for the difficulty is/are: (You can choose more than one answer.) A.Many new words, phrases, and idioms B Lack of reading strategies C Difficult contents D.Boring topics E Slow reading speed F Others: How much you know about reading portfolios? A.Very well B Well C Not much D.Nothing XIII APPENDIX 6: POST-PORTFOLIOS QUESTIONNAIRE QUESTIONNAIRE FOR STUDENTS AFTER USING READING PORTFOLIOS This questionnaire is designed to collect ideas of freshmen of English major class in Ha Tay Teacher Training College on reading activities Please answer the following questions carefully based on your own experience in reading activities You could be confident that you will not be identified in any discussion of this data Thank you very much for your cooperation Survey conductor : Lê Thị Bích Liên A.Personal information Name: Ages: Your year(s) of learning English:……………… years B Questionnaires According to you, how important is the reading portfolio to learning English? A Very important B Important C Not very important D Not important What is your assessment of reading portfolio contents? A.Interesting B Boring C Useful D.Not useful E Easy F Difficult XIV What benefits reading portfolios gain for learners? (You can choose more than one answer.) A.Building a habit of practicing reading regularly B Helping learners improve their language skills C Improving your autonomy in learning English D.Assessing learners‟ effort in learning E Getting involved in a new teaching and learning method F Others:……………………………………………………………… … What did you gain most during the process of compiling your reading portfolio? A.Useful authentic/ real-life phrases and expressions B Background knowledge for specific topics C Improvement of using reading strategies D.Broader glossary E Improvement in other skills What task requirement(s you prefer to in a reading portfolio (You can choose more than one answer.) A.Summarising the texts or articles B Looking for the meanings of new words C Guessing the meanings of phrases and idioms D.Writing a reflective paragraph about reading portfolios What kind of texts you find interesting? ( You can choose more than one answer.) A.Reading texts of general contents B Economic texts C Articles that help you update information XV D.Relaxing short reading texts E Other kinds of texts:………………………………………………… What difficulties you have when you compile the reading portfolio? (You can choose more than one answer.) A.Time consuming B Difficult in finding suitable materials for portfolios C Uninteresting and difficult topics D.Lack of reading strategies E Compiling the portfolio is costly What you think your teacher should to improve your own reading portfolios? (You can choose more than one answer.) A.Designing more suitable portfolio tasks B Providing clearly guidelines for the reading portfolios C Giving more comments in writing for students E Recommending reliable resources and interesting topics F Making students more aware of the importance of self- study In your opinion, the learners should work on their own reading portfolios regularly? Yes / No XVI APPENDIX 7: POST-PORTFOLIOS QUESTIONNAIRE STUDENTS’ PERCEPTION OF IMPACT OF READING PORTFOLIO ON LEARNERS’ AUTONOMY This questionnaire is designed to collect ideas of freshmen of English major class in Ha Tay Teacher Training College on reading activities Please answer the following questions carefully based on your own experience in reading activities You could be confident that you will not be identified in any discussion of this data Thank you very much for your cooperation Survey conductor : Lê Thị Bích Liên A.Personal information Name: Ages: Your year(s) of learning English:……………… years B Questionnaires Please put a cross (X) in the column that best shows your level of agreement and disagreement SA: Strongly agree A: Agree DA: Disagree SD: Strongly disagree Statements SA Teacher‟s immediate feedback helps me understand my strengths and weaknesses Teacher‟s immediate feedback helps me correct my common mistakes Teacher‟s immediate feedback helps me to XVII A DA SD avoid the previously mistakes Teacher‟s immediate feedback helps me learn structures and vocabulary more exactly and easily Teacher‟s immediate feedback helps me the next exercises and tests better I can self- aware of my strengths and weaknesses I can self- evaluate my reading ability after each reading I can self- improve my vocabulary widely I can self- gain more ideas for specific topics 10 I can self- learn more expressions, difficult structures, useful phrases and idioms 11 I can self- write a paragraph fluently 12 I can learn to control my time 13 My speed of reading has improved 14 My reading skills and strategies are enhanced 15 I feel that portfolio assessment is more reliable than traditional testing 16 I feel that portfolio assessment can both assess and assist my learning 17 I prefer to be evaluated by portfolios 18 I am more motivated in reading English texts 19 Portfolio make me to work harder 20 I am more interested in doing reading at home than in class XVIII 21 Portfolios allows me to choose suitable reading text level 22 Portfolios allows me to choose comfortable and interesting texts 23 Portfolios allows me to exercises in my suitable time 24 Portfolios make me build my own habit in learning English naturally XIX APPENDIX 8: STUDENTS’ REFLECTIONS XX XXI XXII XXIII ... READING PORTFOLIOS AS AN ASSESSMENT AND LEARNING ACTIVITY TO DEVELOP LEARNERS’ AUTONOMY OF FRESHMEN IN A COLLEGE IN HANOI (Sử dụng portfolio đọc hoạt động học tập đánh giá để phát triển khả tự học cho. .. 1.3 Reading portfolio 10 1.3.1 Definition of portfolio 10 1.3.2 Types of portfolio 11 1.3.3 Characteristics of a portfolio 12 1.3.4 Reading portfolio ... objectives Venn (2000) groups portfolios into two types: product portfolio and process portfolio The product portfolio is used to document accomplishment while the process portfolio documents the stages