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VIETNAM NATIONAL UNIVERSITY –HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE  THE EFFECTS OF EFL LISTENING-SPEAKING PORTFOLIOS ON STUDENTS’ LEARNING OF EFL LISTENING, SPEAKING SKILLS AND THEIR PERCEPTION TOWARDS LEARNER AUTONOMY A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By PHÙNG THANH LOAN Supervised by ĐẶNG TẤN TÍN Ph.D HO CHI MINH CITY, SEPTEMBER 2016 VIETNAM NATIONAL UNIVERSITY –HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE  THE EFFECTS OF EFL LISTENING-SPEAKING PORTFOLIOS ON STUDENTS’ LEARNING OF EFL LISTENING, SPEAKING SKILLS AND THEIR PERCEPTION TOWARDS LEARNER AUTONOMY A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By PHÙNG THANH LOAN Supervised by ĐẶNG TẤN TÍN Ph.D HO CHI MINH CITY, SEPTEMBER 2016 ACKNOWLEDGEMENTS The process of writing this thesis has been one of the most challenging but valuable experiences in my life Even though this is my individual work, it has involved many other people whose kindness and support earned them my deep gratitude I would first like to thank my thesis supervisor – Dr Đặng Tấn Tín of the Faculty of Foreign Languages, Ho Chi Minh City University of Technology and Education He has been consistently supportive to me from the beginning to the completing stage of doing this thesis In spite of allowing this thesis to be my own work, he always steered me in the right direction when he thought I needed it Besides, his expertise, strong work ethic, and enthusiasm have always inspired me to take on commitment to fulfill the thesis no matter how many challenges I encountered along the process I would also like to thank the instructors of the Master program at the Faculty of English Linguistics and Literature, and Informatics and IT center, University of Social Sciences and Humanities Their devoted and enthusiastic teaching and guidance in the constituent courses have provided me with profound knowledge and essential academic skills to carry out this study My special thanks also go to my colleagues, especially Ms Hoàng Ngọc Trang of the Faculty of Foreign Languages, Ho Chi Minh City University of Technology and Education and Ms Nguyễn Thu Hồng of Faculty of Fundamental Sciences, PetroVietnam University Without their discussion and encouragement, I may not have been able to overcome occasional trouble spots when doing this research I would also like to acknowledge my students who eagerly participated in the two investigated Speaking classes Even though they were unaware of the experiment, their committed learning helped me gain sufficient and reliable data for the study i Finally, I must express my gratitude to my family for their unconditional love, sympathy, support, and encouragement throughout the years of study and the process of doing and writing this thesis This accomplishment would not have been possible without them ii STATEMENT OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: THE EFFECTS OF EFL LISTENING-SPEAKING PORTFOLIOS ON STUDENTS’ LEARNING OF EFL LISTENING, SPEAKING SKILLS AND THEIR PERCEPTION TOWARDS LEARNER AUTONOMY In terms of the statement of the requirements for the Thesis in Master’s Program issued by the Higher Degree Committee This thesis has not been submitted for the award of any degree or diploma in other institution Ho Chi Minh City, September 2016 PHÙNG THANH LOAN iii RETENTION OF USE I hereby state that I, Phùng Thanh Loan, being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master’s Thesis deposited in the library In terms of these conditions, I agree that the original of my thesis deposited in the library should be accessible for the purpose of study and research, in accordance with the normal conditions established by the library for the care, loan or reproduction of theses Ho Chi Minh City, September 2016 iv TABLE OF CONTENTS ACKNOWLEDGMENTS i STATEMENT OF ORIGINALITY iii RETENTION OF USE iv TABLE OF CONTENTS v LIST OF ABBREVIATIONS viii LIST OF TABLES ix LIST OF FIGURES x ABSTRACT xi CHAPTER 1: INTRODUCTION 1.1 Context of the study 1.1.1 The general context of the study 1.1.2 The specific context of the study 1.2 Aims of the study 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 10 1.6 Organization of the study 10 CHAPTER 2: LITERATURE REVIEW 12 2.1 E-portfolios in language education 12 2.1.1 Definition of e-portfolios 12 2.1.2 Classification of e-portfolios 13 2.1.3 Components of e-portfolios 15 2.1.4 Speaking e-portfolios 16 2.1.5 Challenges of using e-portfolios 22 2.1.6 Benefits of using e-portfolios………………………………………… 23 2.2 Learner Autonomy 31 2.2.1 Definition of learner autonomy 31 2.2.2 Versions of learner autonomy 32 2.2.3 Learner autonomy promoting principles in the current study 36 v 2.2.4 Conceptual framework of the study 38 Chapter Summary 41 CHAPTER 3: METHODOLOGY 42 3.1 Research questions 42 3.2 Research design 42 3.3 Context of the study 44 3.4 Participants 45 3.5 Platform and Development Process of SEP for TG 48 3.6 Speaking Assignments for Both Groups 50 3.7 Instruments 52 3.7.1 Questionnaire 52 3.7.2 Speaking pre-test and post-test 54 3.7.3 Validity and Reliability 55 3.8 Data Collection Procedure 57 3.8.1 Questionnaire 57 3.8.2 Speaking pre-test and post-test 57 3.9 Framework of data analysis 58 3.9.1 Statistical method for the questionnaire 59 3.9.2 Statistical methods for students’ speaking pre-test and post-test 59 Chapter Summary 60 CHAPTER 4: RESULTS AND DISCUSSION 61 4.1 Analysis of data 61 4.1.1 Distribution of the questionnaire data 61 4.1.2 Reliability of the questionnaire 62 4.1.3 Inter-rater reliability of TG and CG students’ scores rated by two scorers in speaking pre-test and post-test 66 4.1.4 The extent to which SEP improved learner autonomy dimensions 67 4.1.5 The impact of SEP on students’ achievement in learning speaking skills 74 4.2 Discussion 78 vi 4.2.1 The extent to which learner autonomy dimensions were promoted by SEP 78 4.2.2 The impact of SEP on students’ achievement in the speaking course 83 4.2.3 The impact of SEP on learner autonomy dimensions and students’ speaking achievement 90 Chapter summary 92 CHAPTER 5: CONCLUSION 93 5.1 Summary of the study 93 5.2 Recommendations 96 5.3 Limitations 98 5.4 Contributions of the study 99 5.5 Suggestions for future research 101 REFERENCES 102 APPENDIX 3A: Guidelines for Peer-reflection on Speaking Assignments 112 APPENDIX 3B: Guidelines for Self-reflection on Speaking Assignments 114 APPENDIX 3C: Guidelines for Conference Reflection 117 APPENDIX 3D: Course Description 118 APPENDIX 3E: Congruence of the Course Schedule and SEP Speaking Assignments 121 APPENDIX 3F: Questionnaire – English Version 124 APPENDIX 3G: Questionnaire – Vietnamese Version 126 APPENDIX 3H: Speaking Pre-test 131 APPENDIX 3I: Speaking Post-test 133 APPENDIX 3J: Marking Scheme for Speaking Pre-test 135 APPENDIX 3K: Marking Scheme for Speaking Post-test 136 APPENDIX 4A: Output of Normal Distribution Test 137 APPENDIX 4B: Output of Cronbach’s Alpa Computation 158 vii LIST OF ABBREVIATIONS EFL: English as a Foreign Language ELP: European Language Portfolio SEP: Speaking e-portfolio TG: Treatment group CG: Control group viii Std Deviation 852 Minimum Maximum Range Interquartile Range Skewness Kurtosis Mean 030 456 -.505 887 2.50 139 95% Confidence Interval for Lower Bound 2.21 Mean Upper Bound 2.79 5% Trimmed Mean 2.49 Increase English use by Median 2.00 thinking in English when Variance 500 listening to my peer's Std Deviation 707 spoken English reflection on Minimum my speech Maximum Range Interquartile Range Skewness Kurtosis Mean Increase English use by thinking in English about my plan for improving my performance next time 368 456 -.014 887 2.50 114 95% Confidence Interval for Lower Bound 2.26 Mean Upper Bound 2.74 5% Trimmed Mean 2.46 Median 2.00 Variance 340 Std Deviation 583 Minimum Maximum Range Interquartile Range Skewness Kurtosis Mean 656 456 -.481 887 3.27 219 95% Confidence Interval for Lower Bound 2.82 Mean Upper Bound 3.72 Reflect on my plan for my 5% Trimmed Mean 3.29 performance Median 3.50 Variance 1.245 Std Deviation 1.116 Minimum Appendix 4A P a g e | 153 Maximum Range Interquartile Range Skewness -.207 456 Kurtosis -.951 887 3.35 183 Mean Reflect on my monitoring of my performance 95% Confidence Interval for Lower Bound 2.97 Mean Upper Bound 3.72 5% Trimmed Mean 3.33 Median 3.50 Variance 875 Std Deviation 936 Minimum Maximum Range Interquartile Range Skewness -.148 456 Kurtosis -.955 887 3.04 188 Mean Reflect on my evaluation of my performance 95% Confidence Interval for Lower Bound 2.65 Mean Upper Bound 3.43 5% Trimmed Mean 3.09 Median 3.00 Variance 918 Std Deviation 958 Minimum Maximum Range Interquartile Range Skewness Kurtosis Mean -.377 456 -1.227 887 3.12 178 95% Confidence Interval for Lower Bound 2.75 Mean Upper Bound 3.48 5% Trimmed Mean 3.13 Reflect on my reflection on Median 3.00 my peer's performance Variance 826 Std Deviation 909 Appendix 4A Minimum Maximum Range P a g e | 154 Interquartile Range Skewness -.242 456 Kurtosis -.022 887 3.12 187 Mean 95% Confidence Interval for Lower Bound 2.73 Mean Upper Bound 3.50 5% Trimmed Mean 3.13 Median 3.00 Reflect on my plan for Variance 906 improving my performance Std Deviation 952 next time Minimum Maximum Range Interquartile Range Skewness -.245 456 Kurtosis -.458 887 3.50 217 Mean 95% Confidence Interval for Lower Bound 3.05 Mean Upper Bound 3.95 5% Trimmed Mean 3.50 Median 4.00 Reflect on new vocabulary Variance 1.220 learnt from doing the Std Deviation 1.105 speaking task Minimum Maximum Range Interquartile Range Skewness Kurtosis Mean -.193 456 -1.291 887 3.54 209 95% Confidence Interval for Lower Bound 3.11 Mean Upper Bound 3.97 5% Trimmed Mean 3.59 Reflect on new grammar Median 4.00 use learnt from doing the Variance 1.138 speaking task Std Deviation 1.067 Appendix 4A Minimum Maximum Range Interquartile Range P a g e | 155 Skewness -.643 456 Kurtosis -.133 887 3.35 192 Mean Reflect on skills for 95% Confidence Interval for Lower Bound 2.95 Mean Upper Bound 3.74 5% Trimmed Mean 3.33 Median 3.00 Variance 955 developing ideas learnt from Std Deviation doing the speaking task 977 Minimum Maximum Range Interquartile Range Skewness Kurtosis Mean Reflect on skills for controlling pronunciation learnt from doing the speaking task 052 456 -.950 887 3.23 217 95% Confidence Interval for Lower Bound 2.78 Mean Upper Bound 3.68 5% Trimmed Mean 3.26 Median 3.50 Variance 1.225 Std Deviation 1.107 Minimum Maximum Range Interquartile Range Skewness -.496 456 Kurtosis -.532 887 3.12 250 Mean 95% Confidence Interval for Lower Bound 2.60 Mean Upper Bound 3.63 5% Trimmed Mean 3.13 Reflect on skills for Median 3.50 maintaining fluency learnt Variance 1.626 from doing the speaking Std Deviation 1.275 task Minimum Maximum Range Interquartile Range Skewness Appendix 4A -.232 456 P a g e | 156 Kurtosis Appendix 4A -1.187 887 P a g e | 157 APPENDIX 4B Output of Cronbach’s Alpa Computation (Alpha scores of the items will be rearranged in ascending order to clearly examine which item should be deleted.) RELIABILITY TEST STATEMENT GROUP 1: LEARENER INVOLMENT (PLANNING) Doing extra speaking exercises helped me INVENTORY THE TASK ****** Method (space saver) will be used for this analysis ****** _ R E L I A B I L I T Y I1 I2 I3 I7 I1 I2 I3 I7 Statistics for SCALE Mean 10.0667 Item-total Statistics Scale Mean if Item Deleted I3 I2 I1 I7 7.3000 7.3000 8.2667 7.3333 A N A L Y S I S S C A L E (A L P H A) Preview requirements of the task Preview requirements of the task outcome Set goals for the speaking task Recognize frequent difficulties in speak Mean Std Dev Cases 1.8000 2.7667 2.7667 2.7333 8052 8976 9353 1.2015 30.0 30.0 30.0 30.0 N of Variables Variance 8.4782 Std Dev 2.9117 Scale Variance if Item Deleted Corrected ItemTotal Correlation 4.8379 4.9759 6.2023 4.7126 Alpha if Item Deleted 6722 6734 4058 4451 6016 6057 7444 7588 Reliability Coefficients N of Cases = Alpha = 30.0 N of Items = 7401  Delete I7 so that the scale can achieve the highest possible Alpha Appendix 4B P a g e | 158 STATEMENT GROUP 2: LEARNER INVOLMENT (PLANNING) Doing extra speaking exercises helped me PREPARE MY PERFORMANCE ****** Method (space saver) will be used for this analysis ****** _ R E L I A B I L I T Y A N A L Y S I S S C A L E (A L P H A) 4 I4 I5 I6 I8 Prepare necessary vocabulary for the tas Prepare grammar for the task Prepare ideas for the task Think of how to overcome difficulties in I4 I5 I6 I8 Statistics for SCALE Mean 9.4333 Mean Std Dev Cases 2.2000 2.4333 1.7333 3.0667 9248 7739 7849 1.0483 30.0 30.0 30.0 30.0 N of Variables Variance 6.6678 Std Dev 2.5822 Scale Variance if Item Deleted 4.2759 3.9092 4.3552 3.9644 Corrected ItemTotal Correlation 5603 5205 5179 3844 Item-total Statistics Scale Mean if Item Deleted 7.0000 7.2333 7.7000 6.3667 I5 I4 I6 I8 Alpha if Item Deleted 5984 6122 6207 7167 Reliability Coefficients N of Cases = Alpha = 30.0 N of Items = 6996  Delete I8 so that the scale can achieve the highest possible Alpha Appendix 4B P a g e | 159 STATEMENT GROUP 3: LEARNER INVOLMENT (MONITOR) Doing extra speaking exercises helped me CHECK MY PERFORMANCE WHILE SPEAKING ****** Method (space saver) will be used for this analysis ****** _ R E L I A B I L I T Y 6 I9 I10 I11 I12 I13 I14 A N A L Y S I S - S C A L E (A L P H A) Check idea development while speaking Check vocabulary used while speaking Check pronunciation while speaking Check grammar use while speaking Check fluency while speaking Identify difficulties in speaking during I9 I10 I11 I12 I13 I14 Statistics for SCALE Mean 16.7667 Mean Std Dev Cases 2.9333 2.7667 2.6667 2.9000 2.8000 2.7000 9072 8584 8841 8847 9248 1.0875 30.0 30.0 30.0 30.0 30.0 30.0 N of Variables Variance 17.9092 Std Dev 4.2319 Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected ItemTotal Correlation 13.8333 13.9667 14.1000 14.0000 13.8667 14.0667 12.1437 12.1023 13.0586 13.2414 13.5678 12.6851 Item-total Statistics I9 I13 I11 I10 I12 I14 7817 7696 6368 6293 5460 5217 Alpha if Item Deleted 8034 8052 8307 8322 8465 8579 Reliability Coefficients N of Cases = Alpha = 30.0 N of Items = 8541  Delete I14 so that the scale can achieve the highest possible Alpha Appendix 4B P a g e | 160 STATEMENT GROUP 4: LEARNER INVOLVEMENT (MONITOR) Doing extra speaking exercises helped me CONTROL AND MODIDY MY PERFORMANCE WHILE SPEAKING ****** Method (space saver) will be used for this analysis ****** _ R E L I A B I L I T Y 6 I15 I16 I17 I18 I19 I20 A N A L Y S I S - S C A L E (A L P H A) Modify the inappropriately developed ide Correct the wrong vocabulary while speak Correct myself when mispronouncing words Correct my grammatical mistakes while sp Maintain fluency while speaking Manage to overcome difficulties in speak I15 I16 I17 I18 I19 I20 Statistics for SCALE Mean 17.9667 Mean Std Dev Cases 2.9333 2.9000 3.1333 2.9333 2.9667 3.1000 8683 8847 9732 7849 1.0334 1.1552 30.0 30.0 30.0 30.0 30.0 30.0 N of Variables Variance 18.7920 Std Dev 4.3350 Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected ItemTotal Correlation 14.8667 14.8333 15.0000 15.0333 15.0667 15.0333 11.6368 13.1782 13.1034 14.4471 14.0644 14.2402 Item-total Statistics I20 I17 I19 I18 I16 I15 Alpha if Item Deleted 7385 6605 6176 6249 5945 5795 8023 8179 8270 8272 8305 8332 Reliability Coefficients N of Cases = Alpha = 30.0 N of Items = 8486 Appendix 4B P a g e | 161 STATEMENT GROUP 5: LEARNER INVOLVEMENT (EVALUATING) Doing extra speaking exercises helped me EVALUATE MY PERFORMANCE ****** Method (space saver) will be used for this analysis ****** _ R E L I A B I L I T Y 6 I21 I22 I23 I24 I25 I26 A N A L Y S I S Evaluate Evaluate Evaluate Evaluate Evaluate Evaluate I21 I22 I23 I24 I25 I26 Statistics for SCALE Mean 16.4000 - S C A L E (A L P H A) idea development in my speech vocabulary use in my speech pronunciation in my speech grammar use in my speech fluency of my speech the usefulness of the way I ove Mean Std Dev Cases 2.7000 2.7667 2.8333 2.6000 2.5667 2.9333 1.0222 9714 8339 1.0372 1.0063 1.0807 30.0 30.0 30.0 30.0 30.0 30.0 N of Variables Variance 16.4552 Std Dev 4.0565 Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected ItemTotal Correlation 13.4667 13.6333 13.8333 13.5667 13.8000 13.7000 10.3954 11.5506 11.5920 13.1506 12.4414 12.6310 Item-total Statistics I26 I22 I25 I23 I24 I21 Alpha if Item Deleted 7020 5999 5619 4314 4015 3825 6761 7093 7186 7515 7613 7655 Reliability Coefficients N of Cases = Alpha = 30.0 N of Items = 7668 Appendix 4B P a g e | 162 STATEMENT GROUP 6: INCREASE ENGLISH USE Doing extra speaking exercises helped me INCREASE SPOKEN ENGLISH USE ****** Method (space saver) will be used for this analysis ****** _ R E L I A B I L I T Y I27 I28 I29 I30 A N A L Y S I S Increase Increase Increase Increase Mean I27 I28 I29 I30 1.8000 3.0667 3.0000 2.6000 Statistics for SCALE Mean 10.4667 English English English English - S C A L E use use use use by by by by (A L P H A) practicing speak reflecting in sp listening to my having English d Std Dev Cases 9248 9444 9469 1.1919 30.0 30.0 30.0 30.0 N of Variables Variance 9.9816 Std Dev 3.1594 Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected ItemTotal Correlation 7.4667 7.4000 7.8667 8.6667 5.6368 5.9724 5.1540 7.2644 Item-total Statistics C29 C28 C30 C27 Alpha if Item Deleted 7670 6753 6295 3735 6570 7032 7306 8373 Reliability Coefficients N of Cases = Alpha = 30.0 N of Items = 7904  Delete I27 so that the scale can achieve the highest possible Alpha Appendix 4B P a g e | 163 STATEMENT GROUP 7: INCREASE ENGLISH USE Doing extra speaking exercises helped me INCREASE WRITTEN LANGUAGE USE ****** Method (space saver) will be used for this analysis ****** _ R E L I A B I L I T Y A N A L Y S I S - S C A L E (A L P H A) 5 I31 I32 I33 I34 I35 Increase Increase Increase Increase Increase I31 I32 I33 I34 I35 Statistics for SCALE Mean 13.5862 English English English English English use use use use use by by by by by taking taking taking taking taking English English English English English Mean Std Dev Cases 1.9310 2.7241 3.0690 3.0000 2.8621 8422 8408 9611 9258 9151 29.0 29.0 29.0 29.0 29.0 p e r n p N of Variables Variance 8.0369 Std Dev 2.8350 Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected ItemTotal Correlation 10.5862 10.8621 10.7241 10.5172 11.6552 5.1084 5.5517 4.9212 4.9015 7.6626 Item-total Statistics C34 C32 C35 C33 C31 Alpha if Item Deleted 4950 4488 5611 5198 -.0718 5040 5342 4671 4871 7547 Reliability Coefficients N of Cases = Alpha = 29.0 N of Items = 6225  Delete I31 so that the scale can achieve the highest possible Alpha Appendix 4B P a g e | 164 STATEMENT GROUP 8: INCREASE ENGLISH USE Doing extra speaking tasks helped me INCREASE THE USE OF ENGLISH AS A LANGUAGE OF THOUGHT ****** Method (space saver) will be used for this analysis ****** _ R E L I A B I L I T Y 6 I36 I37 I38 I39 I40 I41 A N A L Y S I S Increase Increase Increase Increase Increase Increase I36 I37 I38 I39 I40 I41 Statistics for SCALE Mean 21.0370 English English English English English English - S C A L E (A L P H A) use use use use use use by by by by by by in in in in in in thinking thinking thinking thinking thinking thinking Mean Std Dev Cases 3.2963 3.7037 3.3333 3.6296 3.5926 3.4815 7753 7240 6794 6877 6360 7000 27.0 27.0 27.0 27.0 27.0 27.0 Engl Engl Engl Engl Engl Engl N of Variables Variance 10.5755 Std Dev 3.2520 Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected ItemTotal Correlation 17.3333 17.7037 17.5556 17.4444 17.7407 17.4074 7.0769 7.3704 7.3333 7.8718 7.4302 8.1738 Item-total Statistics I37 I38 I41 I40 I36 I39 Alpha if Item Deleted 7721 7438 7259 6442 6019 4905 8208 8272 8299 8451 8541 8705 Reliability Coefficients N of Cases = Alpha = 27.0 N of Items = 8648  Delete I39 so that the scale can achieve the highest possible Alpha Appendix 4B P a g e | 165 STATEMENT GROUP 9: LEARNER REFLECTION Doing extra speaking exercises helped me REFLECT ON MY LEARNING PROCESS ****** Method (space saver) will be used for this analysis ****** _ R E L I A B I L I T Y 5 I42 I43 I44 I45 I46 A N A L Y S I S Reflect Reflect Reflect Reflect Reflect I42 I43 I44 I45 I46 Statistics for SCALE Mean 14.4000 on on on on on my my my my my - S C A L E (A L P H A) plan for my performance monitoring of my performan evaluation of my performan reflection on my peer's pe plan for improving my perf Mean Std Dev Cases 2.5667 3.0333 2.9000 2.9667 2.9333 9353 1.1290 9229 8899 8683 30.0 30.0 30.0 30.0 30.0 N of Variables Variance 15.9724 Std Dev 3.9966 Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected ItemTotal Correlation 11.4667 11.8333 11.3667 11.4333 11.5000 10.4644 10.5575 9.4126 11.0126 11.0172 Item-total Statistics I46 I42 I43 I45 I44 Alpha if Item Deleted 8462 7470 7629 7056 6698 8500 8695 8698 8787 8861 Reliability Coefficients N of Cases = Alpha = 30.0 N of Items = 8941 Appendix 4B P a g e | 166 STATEMENT GROUP 10: LEARNER REFLECTION Doing extra speaking exercises helped me REFLECT ON WHAT I LEARNT FROM THE ASSIGNMENT ****** Method (space saver) will be used for this analysis ****** _ R E L I A B I L I T Y 5 I47 I48 I49 I50 I51 A N A L Y S I S Reflect Reflect Reflect Reflect Reflect I47 I48 I49 I50 I51 Statistics for SCALE Mean 13.8000 on on on on on - S C A L E (A L P H A) new vocabulary learnt from new grammar use learnt from d skills for developing ideas l skills for controlling pronun skills for maintaining fluenc Mean Std Dev Cases 2.5667 2.6333 2.8333 2.9333 2.8333 1.1043 1.0334 1.1769 1.1725 1.1769 30.0 30.0 30.0 30.0 30.0 N of Variables Variance 26.1655 Std Dev 5.1152 Scale Mean if Item Deleted Scale Variance if Item Deleted Corrected ItemTotal Correlation 11.1667 11.2333 10.9667 10.8667 10.9667 17.2471 17.0816 16.5851 16.8092 17.2057 Item-total Statistics I48 I47 I51 I50 I49 Alpha if Item Deleted 9147 8615 8550 8302 7758 9186 9265 9276 9322 9422 Reliability Coefficients N of Cases = Alpha = 30.0 N of Items = 9427 Appendix 4B P a g e | 167 ... look at the immediate, not long-term impact of speaking e -portfolios on learner autonomy and speaking achievement Also, beside investigating the improvement of learner autonomy dimensions, the. .. LEARNING OF EFL LISTENING, SPEAKING SKILLS AND THEIR PERCEPTION TOWARDS LEARNER AUTONOMY A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s... performance in terms of content, organization and accuracy As for learner autonomy measurement, a Learner Autonomy Scale was developed by synthesizing autonomous learner characteristics from previous