(Luận văn thạc sĩ) efl teachers’ and students’ perceptions and practices regarding learner autonomy an exploratory study at a vietnamese university in the mekong delta

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES LE THANH NGUYET ANH EFL TEACHERS’ AND STUDENTS’ PERCEPTIONS AND PRACTICES REGARDING LEARNER AUTONOMY: AN EXPLORATORY STUDY AT A VIETNAMESE UNIVERSITY IN THE MEKONG DELTA DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2019 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES LE THANH NGUYET ANH EFL TEACHERS’ AND STUDENTS’ PERCEPTIONS AND PRACTICES REGARDING LEARNER AUTONOMY: AN EXPLORATORY STUDY AT A VIETNAMESE UNIVERSITY IN THE MEKONG DELTA DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 14 01 11 SUPERVISORS: Dr TRUONG BACH LE Assoc Prof Dr DO MINH HUNG HUE, 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ LÊ THANH NGUYỆT ANH NGHIÊN CỨU THĂM DÒ Ý KIẾN TỪ GIẢNG VIÊN VÀ SINH VIÊN TIẾNG ANH VỀ NHẬN THỨC VÀ THỰC HIỆN DẠY HỌC TỰ CHỦ ĐỐI VỚI SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH TẠI MỘT TRƯỜNG ĐẠI HỌC Ở ĐỒNG BẰNG SÔNG CỬU LONG LUẬN ÁN TIẾN SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH HUẾ, NĂM 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ LÊ THANH NGUYỆT ANH NGHIÊN CỨU THĂM DÒ Ý KIẾN TỪ GIẢNG VIÊN VÀ SINH VIÊN TIẾNG ANH VỀ NHẬN THỨC VÀ THỰC HIỆN DẠY HỌC TỰ CHỦ ĐỐI VỚI SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH TẠI MỘT TRƯỜNG ĐẠI HỌC Ở ĐỒNG BẰNG SÔNG CỬU LONG LUẬN ÁN TIẾN SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 14 01 11 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRƯƠNG BẠCH LÊ PGS.TS ĐỖ MINH HÙNG HUẾ, NĂM 2019 STATEMENT OF AUTHORSHIP I hereby declare that I am the sole author of this doctoral dissertation and that I have not used any sources other than those listed in the bibliography and identified as references I further declare that I have not submitted this dissertation at any other institution in other to obtain a degree Place: Hue, Vietnam Date: July 15th, 2019 Signature: i ACKNOWLEDGEMENTS I have learnt, and experienced to become an autonomous learner throughout my PhD course I believe that this precious experience will help me with my teaching process Without my supervisors‟, lecturers‟, colleagues‟, students‟, friends‟ and family‟s help, encouragements, and suggestions, the present thesis would not have succeeded First of all, I would like to express my deeply sincere gratitude to my two supervisors: Dr Trương Bạch Lê and Assoc Prof Dr Đỗ Minh Hùng for their early suggestion of the topic, invaluable guidance, support and sincere advice throughout my PhD journey Both of them have supplied a large amount of their expert knowledge to me and helped me to change track completely to finish my thesis I am also heavy in debt to the staff of Hue University of Foreign Languages: Assoc Prof Dr Trần Văn Phước, Dr Bảo Khâm, Assoc Prof Dr Phạm Thị Hồng Nhung, Assoc Prof Dr Trương Viên, Assoc Prof Dr Lê Phạm Hoài Hương, Dr Tôn Nữ Như Hương who provided me with critical, useful feedback to help me conduct my thesis better I would also like to thank Assoc Prof Dr Lê Văn Canh for his early advice and suggestion of the title I also gratefully acknowledge my colleagues as well as my students in the Faculty of Foreign Language Education at Dong Thap University, who assisted, understood, and supported me through my thesis Finally, I would like to thank my Mum, my husband, my brothers‟ family, and my friends for their love, encouragement, and being with me along my PhD course ii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iii LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES ix ABSTRACT x Chapter One INTRODUCTION .1 1.1 Background of the research .1 1.2 Aims of the research 1.3 Research questions .7 1.4 Research significance 1.5 Organization of the thesis Chapter Two LITERATURE REVIEW 2.1 Learner autonomy 2.1.1 Definitions of learner autonomy 2.1.2 Roles of learner autonomy 2.1.2.1 Learner autonomy in Asian EFL higher education 10 2.1.2.2 Learner autonomy in Vietnamese EFL higher education 11 2.1.3 Learner autonomy in foreign language education .12 2.1.3.1 Learner autonomy as ability .12 2.1.3.2 Learner autonomy as responsibility 13 2.1.3.3 Learner autonomy as cognitive processes 15 2.1.3.4 Learner autonomy in lifelong learning 16 2.1.3.5 Learner autonomy as cultural challenge 16 2.1.3.6 Learner autonomy in this study 20 2.1.4 Aspects of learner autonomy .20 2.1.4.1 Technical aspect of learner autonomy 21 2.1.4.2 Psychological aspect of learner autonomy 21 2.1.4.3 Political aspect of learner autonomy 22 2.1.4.4 Sociocultural aspect of learner autonomy 23 iii 2.2 Perceptions and practices of learner autonomy 24 2.2.1 Perceptions 24 2.2.2 Practices .26 2.2.3 Relationship between perception and practice of learner autonomy 30 2.3 Assessment as learning in learner autonomy 31 2.3.1 Assessment as learning as an indispensable segment of LA .31 2.3.2 Teachers‟ role 33 2.3.3 Learners‟ role 34 2.4 Previous studies on EFL teachers‟ and students‟ perceptions and practices of learner autonomy 35 2.5 Summary 41 Chapter Three RESEARCH METHODOLOGY 43 3.1 Research approach: Mixed methods research 43 3.2 Research participants .46 3.2.1 Teacher participants 46 3.2.2 Student participants 46 3.3 Data collection methods 47 3.3.1 Interviews 48 3.3.1.1 In-depth interviews 49 3.3.1.2 Group interview 50 3.3.1.3 Interview for teachers .51 3.3.1.4 Interview for students .52 3.3.2 Questionnaire .52 3.4 Research procedure 57 3.4.1 Pilot study 57 3.4.2 Main study 57 3.4.3 Coding questionnaire and interview data 59 3.5 Data analysis 59 3.5.1 Qualitative data analysis 59 3.5.1.1 Transcribing data 59 3.5.1.2 Translating data 60 3.5.1.3 Data analysis and reconcilement 60 3.5.2 Quantitative data analysis 61 iv 3.6 Research reliability and validity 61 3.7 Ethical considerations 62 3.8 Summary 63 Chapter Four FINDINGS AND DISCUSSION 64 4.1 Teachers‟ perceptions and practices of learner autonomy .64 4.1.1 Teachers‟ perceptions of the concept of learner autonomy 64 4.1.2 Teachers‟ perceptions of the role of learner autonomy .66 4.1.3 Teachers‟ self-report of practices to promote learner autonomy among learners .68 4.1.3.1 Teachers‟ stories of organizing learner autonomy activities .69 4.1.3.2 Teachers‟ achievements of organization and instruction of students‟ LA activities 73 4.1.3.3 Teachers‟ difficulties of organization and instruction of students‟ LA activities 73 4.1.3.4 Teachers‟ assessment of their students‟ LA ability 74 4.1.3.5 Teachers‟ self-assessment about their organization and instruction of students‟ LA activities 75 4.2 Students‟ perceptions and practices of learner autonomy .76 4.2.1 Students‟ perceptions of the concept of learner autonomy .77 4.2.2 Students‟ perceptions of the role of learner autonomy .80 4.2.3 Students‟ self-report of practices of learner autonomy .84 4.2.3.1 Students‟ special LA stories .84 4.2.3.2 Students‟ achievements of practicing LA activities 90 4.2.3.3 Students‟ difficulties of practicing LA activities .91 4.2.3.4 Setting goals .92 4.2.3.5 Study plan 93 4.2.3.6 Learner autonomy activities .93 4.2.3.7 Time management 95 4.2.3.8 Learning resources .95 4.2.3.9 Metacognition in learning language 96 4.2.3.10 Students‟ self-assessment of learner autonomy .98 4.3 Relationships between teachers‟ and students‟ perceptions and practices 100 4.3.1 Relationship between teachers‟ perceptions and practices .100 v 4.3.2 Relationship between students‟ perceptions and practices .101 4.3.3 Relationship between teachers‟ and students‟ perceptions .103 4.3.4 Relationship between teachers‟ and students‟ practices 104 4.4 Discussion 105 4.4.1 Teachers‟ perceptions and practices of learner autonomy 105 4.4.1.1 Teachers‟ perceptions of learner autonomy .105 4.4.1.2 Teachers‟ practices of learner autonomy 106 4.4.2 Students‟ perceptions and practices of learner autonomy .109 4.4.2.1 Students‟ perceptions of learner autonomy 109 4.4.3 Relationships between teachers‟ and students‟ perceptions and practices 115 4.4.3.1 Relationship between teachers‟ perceptions and practices 115 4.4.3.2 Relationship between students‟ perceptions and practices 117 4.4.3.3 Relationship between teachers‟ and students‟ perceptions 118 4.4.3.4 Relationship between teachers‟ and students‟ practices 119 4.4.3.5 The influential factors in the relationships between teachers‟ and students‟ perceptions and practices of learner autonomy 119 4.5 Summary 124 Chapter Five CONCLUSION AND IMPLICATIONS 126 5.1 Summary 126 5.2 Contributions of the study .127 5.2.1 Theoretical contributions 127 5.2.2 Methodological contributions 128 5.2.3 Pedagogical contributions and implications for the future of TESOL in Vietnam 130 5.3 Limitations .131 5.4 Further research .132 5.5 Conclusion .132 PUBLICATIONS INTEGRATED IN THE THESIS REFERENCES APPENDICES .1 vi ... stages, including qualitative data in the first stage and quantitative data in the second stage The findings disclosed that most of the teachers and students had positive understandings in related... Qualitative data analysis 59 3.5.1.1 Transcribing data 59 3.5.1.2 Translating data 60 3.5.1.3 Data analysis and reconcilement 60 3.5.2 Quantitative data analysis...MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES LE THANH NGUYET ANH EFL TEACHERS’ AND STUDENTS’ PERCEPTIONS AND PRACTICES REGARDING LEARNER AUTONOMY: AN EXPLORATORY