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 như là một hoạt động học tập và đánh giá để phát triển khả năng tự học cho sinh viên năm nhất tại một trường cao đẳng ở Hà nội) M. Minor Programme Thesis Field : English Teaching Methodology Code : 8140231.01 HANOI- 2018 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 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 như là một hoạt động học tập và đánh giá để phát triển khả năng tự học cho sinh viên năm nhất tại một trường cao đẳng ở Hà nội) M. Minor Programme Thesis Field : English Teaching Methodology Code : 8140231. Tran Thanh Nhan HANOI- 2018 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 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 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 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. 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 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 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 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENTS DECLARATION. iii TABLE OF CONTENTS. iv LIST OF TABLES. viii LIST OF CHARTS.
ix PART I: INTRODUCTION. Rationale of the study. Objectives of the study. Scope of the study.
Methods of the study. Design of the thesis. 4 PART II: DEVELOPMENT. 6 CHAPTER 1: LITERATURE REVIEW.
Definitions of the concept of assessment. Functions of assessment. Characteristics of self- assessment. Definition of learners’ autonomy.
The roles of learners’ autonomy. Definition of portfolio. Types of portfolio. Characteristics of a portfolio.
14 iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Using reading portfolio as an assessment tool to improve learners’ autonomy. Using reading portfolios as assessment tool in the college. Pre – reading portfolio questionnaire .Post- reading portfolio questionnaire.
The students’ perception of reading portfolio on learners’ autonomy questionnaire. 25 CHAPTER 3: DATA ANALYSIS .1 Data analysis of the students‟ survey questionnaire before the reading portfolio process. Students’ motivation in studying English. Students’ learning experience.2 Data analysis of the students‟ survey questionnaire after the reading portfolio process.
Students’ attitudes towards the reading portfolios. Students’ preferences for tasks requirements on reading portfolios. Students’ difficulties in the reading portfolios process. Students’ suggestions to improve the reading portfolios contents.
38 v LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Data analysis of students‟ perception of impact of reading portfolio on learners‟ autonomy questionnaire. The impact of teacher’s immediate feedback. Students’ views on their self- assessment skills.
The role of reading portfolio as a learning and assessment tool. The role of reading portfolio assessment in promoting learner autonomy. Data analysis of students‟ final reflection for reading portfolio project.1 Reading portfolios as a learning tool to improve language ability. Reading portfolio as an assessment to develop learners’ autonomy.
Difficulties in reading portfolio process. Suggestions in reading portfolio project. 46 CHAPTER 4: MAJOR FINDINGS AND SUGGESTIONS. Major findings and discussions.
Students’ attitudes towards the effects of the reading portfolio activity. Students’ difficulties in implementing the reading portfolios. Students’ suggestions to improve the self- learning portfolio. Suggestions for applying the reading portfolio.
Suggestion for the teachers. Suggestions for the students. 52 PART III: CONCLUSION. Summary of the study.
Limitations of the study. Suggestions for further studies. I vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail. DESIGN OF READING PORTFOLIO ASSESSMENT.
A WEEK PLAN FOR READING PORTFOLIO CLASSROOM PROCEDURES. SAMPLES FOR WEEKLY DESIGNED READING PORTFOLIO. 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 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 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 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF CHARTS Chart 1.
The students‟ motivation in studying English. The student‟s frequency of reading English. The students‟ self-studying materials in the reading skill. Reasons for difficulty in reading English texts.
The students‟ knowledge of reading portfolios. Students‟ awareness of the importance of reading portfolios. Students‟ general assessment of the reading portfolio contents. Students‟ preferences for the benefits of reading portfolios in learners‟ autonomy.
Students‟ most gained knowledge through reading portfolios. Students‟ preferences for task requirements on the reading portfolios. Students' preferences for contents of the reading portfolios. Students‟ difficulties in implementing the reading portfolio.
Students‟ suggestions to improve the reading portfolio contents. 38 ix LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART I: INTRODUCTION 1. Rationale of the study Not only recently, teacher and learners in advanced education have complained about serious shortcomings of traditional learning and testing, in which learning is only conceived as the accumulation of stimulus-response association. Moreover, most testing systems used in Vietnamese universities consist of only written tests, and mainly focus on checking students‟ memorization of rules or concrete items of knowledge rather than assessing their effort, real understanding or ability to apply knowledge in real situations.
Meanwhile, the modern society and the labour market are requiring graduates to acquire higher-order cognitive skills such as problem solving, critical thinking, analyzing data, and being able to present facts and opinions orally or in written form (Dochy,2001; as cited in Birgin & Bakin, 2007). Those are particular skills that help employees fulfill their increasingly demanding jobs in a competitive environment. In short, there seems to be a gap between what the society requires and what the educational system offers. To bridge the gap mentioned above, it is necessary for university education to provide learners with realistic knowledge and practical skills.
Furthermore, assessment is required to measure both on–going efforts and learning outcomes. More importantly, training students to be active and independent learners should be the ultimate educational aim. In order to do so, the only way is letting students take responsibility for their own learning, design their own learning plan, seek out additional learning materials, assess their own progress, and cooperate with others in learning. In this regard, portfolio is claimed to be a teaching and learning tool that creates such activeness and autonomy in learners.
1 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com In the world, various kinds of portfolio have been used since early of 1990s in teaching foreign languages and have shown promising results. In Vietnam, portfolio has gradually become a favourable teaching tool at many universities as it combines both instruction and assessment. Moreover, portfolio focuses on various language and learning skill not just concrete language items. However, this tool has been mainly applied to English major students as it requires much time, effort and higher- order cognitive skills.
For the above-mentioned reasons, the researcher would like to carry out the following research: “Using reading portfolios as an assessment and learning activity to develop learners’ autonomy of freshmen in a college in Hanoi”. Objectives of the study This study aims at investigating the implementation of reading portfolio and examining its effects on developing learners‟ autonomy of English-major freshmen in a college in Hanoi. It is hoped to build up a feasible portfolio model and offer suggestions for teaching and learning English language. Specifically, answers to the following research questions are sought: 1.
What are the effects of reading portfolio on improving learners‟ autonomy? 2. What problems may emerge in the implementation process? 3. What are possible adjustments to tailor the common reading portfolio design and make it more suitable to English major freshmen? 1. Scope of the study Portfolio, especially reading portfolio, can be used for various reasons- assessing learners‟ performance, teaching concrete language item, or assisting learners in improving their autonomy.
Within the scope of this study, reading portfolio is manipulated mainly as teaching and assessment tool to help 2 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com students build up and enhance their awareness of developing learners‟ autonomy in university education. As mentioned above, it has become common to apply reading portfolios to students of English major freshmen. Consequently, the study selects a class of 30 English-major freshmen in Ha Tay teacher training college as the tentative subjects to examine the effectiveness of applying reading portfolio as a learning and assessment tool to develop the learners‟ autonomy. They can be altered to match specific teaching and learning conditions.
Selection of those adjustments is decided according to pedagogical theories of specialists and teaching experience of the writer of this thesis. Methods of the study The study is carried out in form of an action research, conducted by the writer herself as a practitioner in EFL teaching and concurrent with the teaching and learning process. Both quantitative and qualitative data are collected in order to get a full view of the effects that the designed reading portfolio brings to learners‟ autonomy. To collect desired data, two research instruments are made use of, namely survey questionnaire and portfolio analysis.