MINISTRY OF EDUCATION AND TRAINING BA RIA-VUNG TAU UNIVERSITY DUONG HUY THE USE OF AUTONOMOUS TECHNOLOGY- BASED LANGUAGE LEARNING STRATEGIES AMONG NON-ENGLISH MAJORS AT DALAT UNIVERSITY Submitted in fulfilment of the requirements for the degree of Master of TESOL SUPERVISOR: TRAN QUOC THAO, Ph. D Ba Ria - Vung Tau, March , 2021 The thesis entitled THE USE OF AUTONOMOUS TECHNOLOGY-BASED LANGUAGE LEARNING THE STRATEGIES AMONG NON-ENGLISH MAJORS AT DA LAT UNIVERSITY was successfully defended and approved on March 13, 2021 at Ba Ria - Vung Tau University (BVU). Academic supervisor: Dr. Trần Quốc Thao Examination Committee 1.
Phạm Hữu Đức: Chair 2. Nguyễn Hoàng Tuấn: Reader 1 3. Phan Thế Hưng: Reader 2 4. Dương Mỹ Thẩm : Member 5.
Lê Lan Phương: Secretary Member On behalf of the Examination Committee Chair Assoc. Phạm Hữu Đức i MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY Ba Ria - Vung Tau, 13th March 2021 MASTER’S THESIS REPORT Student name: DUONG HUY Sex: Male Date of birth: 15 November 1977 Place of birth: Lam Dong Major: Teaching English to Speakers of Other Languages (TESOL) Student code: 18110090 I- Thesis title: The use of autonomous technology-based language learning strategies among non-English majored students at Dalat University. II- Objectives and contents: This study aims to scrutinize non-English majors’ strategies towards autonomous technology-based language learning (ATLL) at the context of Da Lat University. The research objectives are as follows: - To explore non-English majors’ attitudes towards the use of autonomous technology-based language learning (ATLL) at the context of Da Lat University.
- To investigate the use of autonomous technology-based language learning strategies among non-English majored students at Dalat University. This study was conducted at the context of Da Lat University, there are many technology-based facilities such as Electronic library, multimedia rooms, LAB, I-class, smart classrooms, self-study rooms with Wi-Fi internet aiming to help students to study English. As such, students are required to take responsibility to learn independently. The participants were non-English majored students who were studying at Tourism Services and Tour Management, Economics and Business Administration, Information Technology and International Studies faculty.
In order to gain the results, this study applied the mixed-method: quantitative and qualitative, two instruments were utilized: questionnaire and semi-structured interview so as to collect the data. III- Starting date: September 1st 2020 ii IV- Completing date: March 1st 2020 V- Academic supervisor: Tran Quoc Thao, Ph. ACADEMIC SUPERVISOR FACULTY DEAN iii CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: “THE USE OF AUTONOMOUS TECHNOLOGY-BASED LANGUAGE LEARNING STRATEGIES AMONG NON-ENGLISH MAJORS AT DA LAT UNIVERSITY” Ba Ria - Vung Tau, March, 2021 DUONG HUY iv RETENTION AND USE OF THE THESIS I hereby state that I, DUONG HUY, being a candidate for the degree of Master of TESOL accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library. In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses.
Ba Ria Vung Tau, March, 2021 v ACKNOWLEDGEMENTS First and foremost, I would like to express my gratitude to my supervisor, Dr. Tran Quoc Thao for his professional guidance, efforts and support he gave me throughout the different phases of writing my Master Thesis. I was very lucky to work on my research under his supervision and patience which inspired me to greater efforts. I would also like to take the opportunity to thank examiners for reading my proposal for their in- depth comments and suggesting future steps they gave during the thesis defense.
I am also deeply grateful for the support of teachers and students at Dalat University, the enthusiastic participation of the students and teachers in this research project. This study would not have been possible without the valuable data they provided. Last but not least, I owe my family wholehearted thanks for the everlasting support and encouragement I received. I might not have gone that far on my academic path without them.
vi ABSTRACT Technology has emerged as an indispensable part in education in general and in English language education in particular. Accordingly, the use of technology for autonomous English language learning should be imperative. This study, therefore, aims to scrutinize the use of autonomous technology-based language learning strategies among non -English majors at the context of the Dalat University. The research participants were 425 non-English majors conveniently sampled answering the closed-ended questionnaires, and 25 of whom were invited for semi-structured interviews.
The quantitative data from questionnaires were processed by SPSS, while the qualitative data from interviews were analyzed using the content analysis approach. The findings unraveled that the research participants had positive attitudes and effective strategies toward autonomous technology-based language learning. Among three components of attitudes, it was found out that research participants were highly aware of the roles of technology in autonomous language learning (cognitive attitudes), they had positive feelings towards the use of technology in autonomous language learning (affective attitudes), and they had different activities for using technology for autonomous language learning (behavioral attitudes). The findings also showed that most of research participants became more autonomous for their language learning and applied more autonomous technology-based language learning strategies beyond the classroom.
Such preliminary findings are hoped to shed light on the enhancement of learner autonomy by integrating technology into autonomous English language teaching and learning. Keywords: attitude; autonomy; non-English major; strategies; technology; language learning vii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled:. iv RETENTION AND USE OF THE THESIS. vii LIST OF FIGURES .1 Background to the study.
Statement of the Problem. Aims of the Study. Scope of the Study. Significance of the Study.
Definitions of the Terms. Organization of the thesis .1 Definitions of learner autonomy .2 Characteristics of learner autonomy .3 The use of technology in English language learning .4 Autonomous language learning strategies .1 Classification of autonomous language learning strategies .2 Autonomous technology-based language learning strategies .1 Definitions of attitudes .2 The components of attitudes .1: the ABC model of attitude .7 Conceptual Framework in this Study .1: The conceptual framework for Autonomous Technology-based Language Learning strategies .1: Sequential explanatory design (Creswell, 2009, p.4 Sample and sampling procedures .1: Participants’ general information .2 Semi-structured interview .6 Data collection procedures .7 Data analysis procedures. Validity and Reliability. Cronbach’s Alpha of the questionnaire items.
47 RESULTS AND DISCUSSIONS. Non-English majored students’ attitudes towards Autonomous Technology- based Language Learning (ATLL). Non-English majored Students’ attitudes towards ATLL. Non-English majored students’ affective attitudes towards ATLL.
Non-English majored students’ behavioural attitudes towards ATLL. Non-English majored students’ cognitive attitudes towards ATLL. Non-English majored students’ Autonomous Technology-based Language Learning Strategies (ATLLS) .5 Non-English majored students’ memory strategies .6 Non-English majored students’ cognitive strategies. Non-English majored students’ metacognitive strategies .8 Non-English majored students’ social strategies .1 Non-English majored students’ attitudes towards ATLL.
Non-English majored students’ Autonomous Technology-based Language Learning Strategies (ATLLS). 66 CONCLUSIONS AND RECOMMENDATIONS. The Implications of the Research. Limitations of the Research.
Recommendation for Further Research. 82 x LIST OF TABLES Table 4. Non-English majored Students’ attitudes towards ATLL. Non-English majored students’ affective attitudes towards ATLL.
Non-English majored students’ behavioural attitudes towards ATLL. Non-English majored students ‘cognitive attitudes towards ATLL .5 Non-English majored students’ memory strategies .6 Non-English majored students’ cognitive strategies. Non-English majored students’ metacognitive strategies .8 Non-English majored students’ social strategies. 61 xi LIST OF FIGURES Figure 1.1: the ABC model of attitude .1: The conceptual framework for Autonomous Technology-based Language Learning strategies .1: Sequential explanatory design (Creswell, 2009, p.
36 xii LIST OF ABREVIATIONS ATLLS Autonomous Technology-based Language Learning Strategies ATLL Autonomous Technology-based Language Learning CALL Computer-Assisted Language Learning DLU Dalat University CMC Computer Mediated Communication ICT Information and Communication Technology LA: Learner autonomy L1 First Language L2 Second Language MALL Mobile-Assisted Language Learning TELL Technology-Enhanced Language Learning xiii CHAPTER 1 INTRODUCTION 1.1 Background to the study An ever changing and diversified society requires ceaseless learning to maintain high standards of quality in careers and highly satisfying daily lives. It is rapid diffusion of information and communication technology (ICT) that accelerates instability of employment and requires everyone to renew professional knowledge and competence, often as his/her responsibility. Responsibility accepted by learners is what all teachers dream about. The responsible learner is willing to cooperate with the teacher and others in the learning group for everyone’s benefit.
The responsible learner is the one who accepts the idea that their own efforts are crucial to progress in learning, and behave accordingly. Autonomous learning capabilities are thus highly valued. However, as Scharle (2000) said, most language teachers have experienced the frustration of investing endless amounts of energy in their study and getting very little response. There are always some students who never do their homework, who are reluctant to use the target language in pair own group work, who do not learn from their mistakes, who do not listen to each other, who do not use opportunities to learn outside of the classroom, etc.
The evidence is that students are used to the teacher- centered teaching model; they may not be able to accept the student-centered teaching model because sometimes they are so lost that they do not know what to do or learn. As one saying goes “you can lead a horse to water, but you cannot make him drink.” In language teaching, teachers can provide all the necessary circumstances and input, but learning can only happen if learners are willing to contribute. Their passive presence will not suffice, just as a horse would remain thirsty if he stood still by the river. And in other for the learners to be actively involved in learning process, they first need realize and accept that success in learning depends as much on themselves as on the teacher.
That is, they must accept the fact that they share responsibility for the learning outcomes. In other words, “success in learning very much depends on learners taking responsibility” (Scharle, 2000, p. Therefore, some degree of autonomy is essential to successful language learning. No matter how much students learn through lessons, there is always plenty more need to learn by practice on their own.
Also, the changing needs of learners will 1 require them to go back to learning several times in their lives: then again, they will need to be able to study on their own. The best way to prepare students for the task of being a long-life learner is to help them become more autonomous in their learning strategies (Scharle, 2000). Like some other Asian countries, Vietnamese education is also struggling to renovate the teaching style from cramming knowledge to activating curiosity and interest for students to explore knowledge and express themselves. Thus, the learner- centered approach is adopted to replace that of the teacher-centered approach.
In the learner-centered approach, the teacher’s main job is as a facilitator; with the expectation that the students will become independent learners. However, for most Asian students, including Vietnamese, the tendency is to favor a dependent learning style (Liu & Littlewood, 1997). According to Hershberger et al. (1986), Japanese and Korean students are often quiet, shy and reticent in a language classroom.
Chinese students likewise name “listening to teacher” as their most frequent activity in senior school English class (Liu & Littlewood, 1997). In addition, Vietnamese students are not an exception to the case. It is their personality traits, preferred learning styles, and cultural attitudes that set limits to the development of autonomic learning strategies.
