VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES PHAM THI HA USING READING PORTFOLIOS AS A LEARNING ACTIVITY TO DEVELOP LEARNER AUTONOMY OF 10°! - GRADE STUDENTS AT A HIGH SCHOOL IN HANOI (Sử dung portfolio đọc như là một hoạt động học tập dé phat pho thông ở Hà Nội) M. Minor Programme Thesis : English Teaching Methodology : 8140231.01 HANOI - 2024 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES PHAM THI HA USING READING PORTFOLIOS AS A LEARNING ACTIVITY TO DEVELOP LEARNER AUTONOMY OF 10°! - GRADE STUDENTS AT A HIGH SCHOOL IN HANOI (Sử dung portfolio đọc như là một hoạt động học tập dé phat pho thông ở Hà Nội) M. Minor Programme Thesis Field : English Teaching Methodology Code : 8140231. Huynh Anh Tuan HANOI - 2024 DECLARATION I, Pham Thi Ha, hereby declare that the thesis entitled "Using reading portfolios as a learning activity to develop learner autonomy of 10th-grade students at a high school in Hanoi," is my original work and has not been submitted for any other academic degree or diploma.
I acknowledge that I have received guidance and support from my supervisor throughout the research and writing process. The sources used in this thesis have been appropriately cited and referenced. Any opinions, findings, conclusions, or recommendations expressed in this thesis are solely those of the author and do not necessarily reflect the views of the supervisors, institution, or any other organization. I confirm that the data collected and analyzed in this study are authentic and reliable.
I have taken appropriate measures to ensure confidentiality, privacy, and anonymity of participants involved in the study. Furthermore, I affirm that this thesis follows all the ethical guidelines and standards set by my institution and other regulatory bodies related to research involving human subjects. Hanoi, 2024 Student’s signature Pham Thi Ha Approved by SUPERVISOR Dr. Huynh Anh Tuan ACKNOWLEDGEMENTS I would like to express my heartfelt gratitude to all those who have contributed to the completion of this thesis, "Using reading portfolios as a learning activity to develop learner autonomy of 10th-grade students at a high school in Hanoi." First and foremost, I am deeply grateful to my supervisor Huynh Anh Tuan for his continuous guidance, support, and valuable insights throughout the research process.
His expertise and encouragement played a vital role in shaping the direction and quality of this thesis. I would also like to extend my sincere appreciation to the faculty members and staff at Post-Graduate Department for creating a conducive environment for academic growth, providing access to resources, and fostering an atmosphere of continuous learning. I am indebted to the 10th-grade students and their parents at Thuong Tin high school who willingly participated in this study. Their cooperation, enthusiasm, and valuable feedback provided invaluable data and insights that contributed to the depth and validity of this research.
Last but not least, I would like to thank my friends and colleagues for their unwavering support, helpful discussions, and constructive feedback, which significantly enhanced the overall quality of this work. To all those mentioned above and anyone else who has directly or indirectly contributed to the completion of this thesis, I am sincerely grateful for your support, encouragement, and assistance. Your contributions have been instrumental in making this research possible. il ABSTRACT The present study aimed to investigate the effectiveness of using reading portfolios as a learning activity to develop learner autonomy among 10th-grade students at a high school in Hanoi.
Learner autonomy, defined as the ability to take responsibility for one's own learning and make informed decisions about learning goals and strategies, is crucial for students' academic success and lifelong learning. However, traditional classroom settings often limit opportunities for students to develop their autonomy. As such, this study sought to explore an alternative approach by introducing reading portfolios as a tool to promote learner autonomy. A mixed-methods research design was employed, involving both quantitative and qualitative data collection and analysis methods.
The participants included 30 10th- grade students from the high school in Hanoi who voluntarily participated in a fifteen-week intervention period. During this period, students were given the opportunity to create reading portfolios, which involved selecting and reflecting on their reading materials, setting personal reading goals, and monitoring their progress. The quantitative results indicated a significant improvement in students' self- perceived autonomy, as measured by the Learner Autonomy Profile Scale. Moreover, there was a positive correlation between the use of reading portfolios and students' engagement with their reading materials.
These findings suggest that the implementation of reading portfolios as a learning activity can enhance students’ sense of autonomy and motivation towards reading. The qualitative findings provided further insights into the process and impact of using reading portfolios. Students reported feeling more involved in their learning, as they were able to choose texts that aligned with their interests and goals. They also expressed an increased awareness of their learning strategies and a stronger sense of ownership over their reading progress.
Additionally, students indicated that reading portfolios helped them develop critical thinking skills and deepen their understanding of the texts they read. Overall, this study highlights the potential benefits of using reading portfolios as a means to develop learner autonomy among 10th-grade students. The findings suggest that such an approach can effectively empower students to become more self-directed learners, fostering a lifelong love for reading and enhancing their overall academic achievements. These results have important implications for educators and curriculum developers seeking innovative ways to promote learner autonomy in the classroom.
1H TABLE OF CONTENTS M5 008. TH HH HH TH HH tiệt ii ABSTRACToon. IV LIST OF TABLES AND CHARTS. --- G2: tS + St re vill CHAPTER 1: INTRODUCTION1.
Rationale of the Sfudy. Significance of the SŠfUdỈy. vn ng ng ng net 2 1. Aim and Objectives of the Study.
Scope and LImIfAfIOTNS. Overview Of the “THh€SI1S.-- -ó- G1 S119 9 1 kg ng HH ni, 4 CHAPTER 2: THEORETICAL BACKGROUND AND LITERATURE 01412001115 AO. Definitions of the Concept ofLearner ẢMfOHOIV. Importance of Developing Autonomy in EducafiOH.
Definition Of POTtfOLiIO Ta. Characteristics Of A POT̓OÏlO. Reading portfolio as a Learning ÁCfiVÏfV. Benefits of Reading Portfolio for Learner ufOnHOIWV.
Related SfUd1es.- ch TH Hàn nh HH nh 17 CHAPTER 3: METHODOLOOYYỶ. SG St HH Hit 20 IV 3. Research QQues(IOTS. Research Approach: Action Research.-- --cc + ng TH HH ng nếp 24 3.
Data Collection Ïntrun€nifS,. SurV€V QQH€SÍÏOHHITFC. <1 kh ng ry 27 3. Students’ Reflections nnn.
Research PrOC€CUTCS.- --- 6 s91 nh TH HH nh nàn 28 3. Pre — reading Porfƒolio QQU€SfÏOHIIQÏT€. Post- reading Portfolio QU€SfÏOHđÌT€. The Students’ Perception of Reading Portfolio on Learners’ AULONOMY QUESTIONNGILE.
Data Analysis Methods. 29 CHAPTER 4: DATA ANALYSIS.- tk ng re 33 4. Data Analysis of the Students’ Survey Questionnaire before the Reading Portfolio POC€SS. Students’ Motivation in Studying English.
Students’ Learning EXPerience. Students’ Knowledge ofReading Portfolio .2 Data Analysis of the Students’ Survey Questionnaire after the Reading Portfolio Process. Students’ Attitudes towards the Reading Portƒolios. Students’ Preferences for Tasks Requirements on Reading [2247/21/12 220000n0n0n8858.
Students’ Difficulties in the Reading Portfolios Process. Students’ Suggestions to Improve the Reading Portfolios Contents48 4. Data Analysis of Students’ Perception of Impact of Reading Portfolio on Learners’ Autonomy Questionnaire. The Impact of Teacher’s Immediate Feedbqck.
Students’ Views on their Self- assessment Skill$. The Role of Reading Portfolio as a Learning TooÏ. The Role of Reading Portfolio 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 a Learning Activity to Develop Learners’ AULONOMY. Difficulties in Reading Portfolio ProCeSS. Suggestions in Reading Portfolio PrOj€CI.--c5s««<<s++<s+2 56 CHAPTER 5: FINDINGS AND DISCUSSIONS. Students’ Previous Motivation and Learning Experiences in Learning as well as in the Use of Reading POTƒOÏiOS.
Students’ Attitudes towards the Effects of the Reading Portfolio [27100 P1ẼẺẼ58®A. Students’ Difficulties in Implementing the Reading Portfolios. Students’ Suggestions to Improve the Self- learning Portfolio. Suggestion for the Teaches.
Suggestions for the Students .- SH HH TH HH rkt 67 6. Summary of the SfUdy. Limitations of the SfUdy.- --- c1 3213 11 vnrrrr re rey 65 6. Suggestions for Further SŠfU(1S.
I DESIGN OF READING PORTFOLIO ASSESSMENITT. ceeeecceeeeeseeseeseeeseeseescseeseesesaeeeceeeaeeacseeaesaeeaceesseeaeeaeeeseesaeeaseneets IH A WEEK PLAN FOR READING PORTFOLIO CLASSROOM PROCEDURES. --- Án TT HT HT TH HT TT HT nh TH II APPENDIX 3.- Làn TH TH TH TH TH HH nh TH HT TH TH IX SAMPLES FOR WEEKLY DESIGNED READING PORTEOLIO. x SUGGESTED QUESTIONS FOR STUDENTS’ REFLECTIONS.
X APPENDIX 5: PRE-PORTFOLIOS QUESTIONNAIRE. XI QUESTIONNAIRE FOR STUDENTS BEFORE USING READING PORTFOLIOS 111157. XI APPENDIX 6: POST-PORTFOLIOS QUESTIONNAIRE.- XIV QUESTIONNAIRE FOR STUDENTS AFTER USING READING PORTFOLIOS 11177. XIV APPENDIX 7: POST-PORTFOLIOS QUESTIONNAIRE.
XVI STUDENTS’ PERCEPTION OF IMPACT OF READING PORTFOLIO ON IB5. XVII APPENDIX 8: STUDENTS’ REFLECTIONS.c-cc+c<ecces XIX vil LIST OF TABLES AND CHARTS TABLES Table 1: The impact of teacher’s immediate feedback.-- ---- «+ 48 Table 2: Students’ views on their self-assessment skiÏÌs. --‹- 50 Table 3: The role of reading portfolio as a learning acfIVIfy. --- -- 51 Table 4: The role of reading portfolio in promoting the learner autonomy.
52 CHARTS Chart 1 Action Research CWyCÌÏ€§.- -- -- 6+ 3+ * + **EEEeeeeererserrrrrrrrrvee 21 Chart 2 The Students’ Motivation in Studying English.-- ----- 35 Chart 3 The Student’s Frequency of Reading English.-- ------ 5: 37 Chart 4 The Students’ Self-studying Materials in the Reading SKIll. 38 Chart 5 Reasons for Difficulty in Reading English Texts. - --- 39 Chart 6 The Students’ Knowledge of Reading Portfolios.-- --- -- 40 Chart 7 Students’ Awareness of the Importance of Reading Portfolios. 42 Chart 8 Students’ General Assessment of the Reading Portfolio Contents.42 Chart 9 Students’ Preferences for the Benefits of Reading Portfolios in Learners’ AUtonOMy 10077 6ö.
43 Chart 10 Students’ Most Gained Knowledge through Reading Portfolios.44 Chart 11 Students’ Preferences for Task Requirements on the Reading POrtfOllOS TaaaaaitẨiiiiaiaii3ẦẢ. 45 Chart 12 Students' Preferences for Contents of the Reading Portfolios. 46 Chart 13 Students’ Difficulties in Implementing the Reading Portfolio. 47 Chart 14 Students’ Suggestions to Improve the Reading Portfolio Contents .48 Vili CHAPTER 1 INTRODUCTION This chapter provides an introduction to the concept of using reading portfolios as a learning activity to promote learner autonomy among 10th- grade students in a high school in Hanoi.
It outlines the significance of developing learner autonomy and the potential impact of reading portfolios on enhancing independent learning skills. The chapter also discusses rationale for choosing this student group and context for the research. Overall, it presents an overview of the thesis as well as scope and limitation. Rationale of the Study The rationale of the study lies in the growing importance of learner autonomy in education.
Autonomy refers to a learner's ability to take control of their own learning process, make informed decisions, and become independent learners. In high school, fostering learner autonomy becomes crucial as students start preparing for higher education or entering the workforce. Reading is a fundamental skill that plays a vital role in academic success and lifelong learning. However, many students struggle with developing effective reading strategies, choosing appropriate reading materials, and reflecting on their reading experiences.
Reading portfolios have gained attention as a potential tool to enhance learner autonomy in the context of reading. A reading portfolio is a collection of documents, such as reading logs, book reviews, reading goals, and reflections, that documents a student's reading journey. By engaging in activities related to creating and maintaining a reading portfolio, students can take ownership of their reading process, set goals, monitor their progress, and reflect on their learning experiences. Despite the potential benefits of using reading portfolios as a learning activity, there is limited research on their effectiveness in promoting learner autonomy among 10th-grade high school students.