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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES PHẠM THỊ LỆ TUYẾT TEACHERS’ ROLES IN ENHANCING LEARNER AUTONOMY - A CASE STUDY IN SPEAKING AND LISTENING CLASSES AT FELTE, VNU-ULIS Vai trò Giáo viên việc thúc đẩy tính tự học sinh viên - Một nghiên cứu tình lớp học kỹ nghe nói khoa Sư phạm tiếng Anh - ĐHNN - ĐHQG Hà Nội Minor Thesis Field: Theory and Methodology in Teaching English Code : 60140111 HÀ NỘI - 2017 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES PHẠM THỊ LỆ TUYẾT TEACHERS’ ROLES IN ENHANCING LEARNER AUTONOMY - A CASE STUDY IN SPEAKING AND LISTENING CLASSES AT FELTE, VNU-ULIS Vai trò Giáo viên việc thúc đẩy tính tự học sinh viên - Một nghiên cứu tình lớp học kỹ nghe nói khoa Sư phạm tiếng Anh - ĐHNN - ĐHQG Hà Nội Minor Thesis Field: Theory and Methodology in Teaching English Code : 60140111 Supervisor: Mai Ngoc Khoi, Ph.D HÀ NỘI - 2017 ACCEPTANCE PAGE I hereby state that I (Pham Thi Le Tuyet, QH2014), being a candidate for the degree of Master of Arts (TESOL) accept the requirements of the University‟s relating to the retention and use of Master‟s Minor Thesis 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 librarian for the care, loan or reproduction of the paper Signature i ACKNOWLEDGEMENT This minor thesis may not be completed without the invaluable help and unconditional support from a number of people Firstly, I would like to express my deepest gratitude to my supervisor, Mr Mai Ngoc Khoi for his stimulating suggestions, critical comments and endless support from the initial to the final stage, which motivated me to continue the hard work Secondly, I owe my heartfelt thanks to 107 first-year mainstream students and 11 teachers of speaking and listening skills at Faculty of English Language Teacher Education, University of Languages and International Studies, Vietnam National University, Hanoi (FELTE, VNU-ULIS), who have enthusiastically helped me to carry out the study with ease Thirdly, it would be an omission without mentioning the great encouragement from my parents, my friends Van, Tuyet, Thao, Huong, who gave me tremendous support in any circumstances Lastly, I also express my blessings to all of those who supported me in any respect during the completion of the study ii ABSTRACT In the recent decades, the concept of learner autonomy has drawn attention from many researchers and educators In attempt to explore students‟ and teachers‟ perspectives on teachers‟ roles in enhancing leaner autonomy and the strategies teachers used to promote learner autonomy in speaking and listening lessons at English Division 1, Faculty of English Teacher Education, VNU-ULIS, this paper includes five parts in which theoretical background related to the two key terms “learner autonomy” and “teachers‟ roles in fostering learner autonomy”, the research methodology as well as major findings and pedagogical implication basing on the data gathered will be fully clarified To be more specific, the investigation involving the participation of 11 teachers and 107 students was pursued with three research instruments, classroom observations, questionnaires and interviews The analysis of the collected data focused on student‟s and teachers‟ perceptions on the roles of teachers in the process of developing autonomous learning, and teachers‟ strategies to foster self-learning in the aforementioned context as perceived by both groups of participants In the process of data analysis, mismatches in teachers‟ and students‟ responses were mainly utilised to add into discussions Afterwards, the issues raised in the discussions were explained in the light of theoretical framework to draw significant implications which are expected to help better application of learner autonomy in improving students listening and speaking skills and other skills in the future iii TABLE OF CONTENTS ACCEPTANCE PAGE i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES, FIGURES AND ABBREVIATIONS vii LIST OF ABBREVIATIONS viii CHAPTER 1: INTRODUCTION .1 1.1 Research problem, theoretical background and rationale 1.2 Research aims and research questions 1.3 Significance of the study .3 1.4 Scope of the study .4 1.5 Methods of the study 1.6 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Learner autonomy in language learning 2.1.1 Definitions 2.1.2 Dimensions of learner autonomy 2.1.3 Levels of learner autonomy 10 2.1.4 Components and assessment of learner autonomy 11 2.1.5 Approaches to support learner autonomy .12 2.2 Teacher‟s Roles in Fostering Learner Autonomy .13 2.2.1 Teacher‟s Roles and Autonomous Learning 13 2.2.2 Related studies on the roles of teacher in fostering learner autonomy 14 CHAPTER 3: METHODOLOGY 22 3.1 Research questions 22 3.2 Research Context .22 3.3 Research Design 24 3.3.1 Case study .24 iv 3.3.2 Participants .24 3.4 Data collection instruments .26 3.4.1 Questionnaires 26 3.4.2 Interviews .30 3.4.3 Classroom observation 31 3.5 Data collection procedure 33 3.5.1 Step - Design research instruments .33 3.5.2 Step - Conduct observations in the participating classes 33 3.5.3 Step - Distribute questionnaires to the participants .33 3.5.4 Step - Conduct interviews with the participants 34 3.6 Data analysis methods and procedure .35 CHAPTER 4: RESULTS AND MAJOR FINDINGS 37 4.1 Results and findings from survey questionnaires 37 4.2 Results and findings from interviews 40 4.2.1 Results and findings from teachers‟ interviews 40 4.2.2 Results and findings from students‟ interviews 49 4.3 Results from classroom observations 57 CHAPTER 5: DISCUSSION AND CONCLUSION .60 5.1 Major findings of the study .60 5.1.1 Research question 1: What are teachers‟ roles in enhancing learner autonomy in speaking and listening classes as perceived by teachers and students? 60 5.1.2 Research question 2: What strategies have teachers used to promote learner autonomy in speaking and listening lessons? 60 5.2 Pedagogical implications 61 5.3 Limitations of the study .62 5.4 Suggestions for further studies 63 APPENDIX 1A I APPENDIX 1B III APPENDIX 2A V v APPENDIX 2B VI APPENDIX VII APPENDIX 3.A1 VIII APPENDIX 3.A2 X APPENDIX 3.A3 XI APPENDIX 3.B1 XII APPENDIX 3.B2 XIII APPENDIX 3.B3 XIV APPENDIX 3.C3 XV APPENDIX 3.C2 XVII APPENDIX 3.C3 XVIII APPENDIX 3.D1 XIX APPENDIX 3.D2 XX APPENDIX 3.D3 XXI APPENDIX 4A XXII APPENDIX 4B XXII APPENDIX 5A XXIX APPENDIX 5B XXIX vi LIST OF TABLES, FIGURES AND ABBREVIATIONS LIST OF TABLES Table 2.1: The levels of learner autonomy (Nunan, 1997, p.192-203) Table 2.2: Teacher‟ roles in developing learner autonomy from students‟ perspectives (Xu & Xu, 2004 as cited in Ligang, 2014) Table 3.1: The process of selecting participants Table 3.2: Question items categorised in different teacher‟ roles to foster learner autonomy 10 16 25 27 Table 3.3: Classroom observations schedule 27 Table 3.4: Teacher‟ roles and descriptions (adapted from Xu & Xu, 2014) 31 Table 4.1: Teachers‟ strategies to promote learner autonomy 32 Table 4.2: Students‟ perspectives of teachers‟ roles in fostering learner autonomy in speaking and listening lessons Table 4.3: Teachers‟ roles in the classroom 45 52 LIST OF FIGURES Figure 4.1: Role mean scores of teachers‟ and students‟ responses vii 38 LIST OF ABBREVIATIONS FELTE Faculty of English Language Teacher Education ULIS University of Languages and International Studies VNU Vietnam National University, Hanoi ESL English as a Second Language viii ... STUDIES PHẠM THỊ LỆ TUYẾT TEACHERS’ ROLES IN ENHANCING LEARNER AUTONOMY - A CASE STUDY IN SPEAKING AND LISTENING CLASSES AT FELTE, VNU-ULIS Vai trò Giáo viên việc thúc đẩy tính tự học sinh viên - Một. .. VNU-ULIS Vai trò Giáo viên việc thúc đẩy tính tự học sinh viên - Một nghiên cứu tình lớp học kỹ nghe nói khoa Sư phạm tiếng Anh - ĐHNN - ĐHQG Hà Nội Minor Thesis Field: Theory and Methodology
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