'VIETNAM NATTIONAT, UNTVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIS FACULTY OF POST — GRADUATE STUDIES. VY tt th Y H Ế MỜ NGUYEN TH] PHƯƠNG ANH. DEVELOPING LEARNER ACTONOMY THROUGH ACTION PROJECTS (Phát triển tỉnh tự học của học sinh thông qua các dự ân thực tiễn) M.A MINOR PROGRAMME TIIESIS Field: English Teaching Methodology Code: 8140251.01 TIANOI - 2019 VIETNAM NATIONAT, UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATLONAL STUDIES FACULTY OF POST — GRADUATE STUDIES, TQ QẠCNNgg NGUYÊN TL PHƯƠNG ANH DEVEI.OPTNG LEARNER AUTONOMY THROUGH ACTTION PRO.IECTS (Phát triển tỉnh tự học của hục sình thông qua các dự án thực tiễn) Field : English Teaching Methadulogy Code : 8140231. Huỳnh Anh Tuấn TLANOI — 2019 DECLARATION 1, Nguyễn Thị Phương Anh, declare that this thesis and the work presented it arc my own and has been generated by me as the result of my own original research.
It has not been submitted to any other university or institution wholly or partially. Hanoi, August 2019 Nguyễn Thị Phương Anh LIST OF ABBREVIATIONS EKL English as a Foreign Language TA Leamer autonoxy PBL Project-based Learning vi ABSTRACT Project-based learning is one of the approaches which is assumed to promote leamer autonomy. Since its implementation has not been effective, this study is aimed at investigating the current issues of how Project-based learning promotes learner autonomy in an KEL classroom. Employing descriptive qualitative research design 25 parlicipanis who were grade 7 of a secondary school in Hanoi.
The dala collected through questionnaires and observation were chosen as the imformation of the study. ‘The results of data analysis led to the conchision that project-based learning has promoted leamer autanomy, which covers the criteria of self-instruetion, self-direction, self-access learning and individualized instruction in each stage of project-based activity, namely the planning process, the implementation process and the monitaring process. Thre are also some imporlant findings. Firstly, there is a linear relationship between leamers* achievement and learner autonomy through popular and effective projects.
Secondly, the result showed students’ attitudes toward action projects. But if the teachers select suitable projects, learner aulonomy is gradually improved. It is worth noting that no one becomes one hundred percent autonomous. Among the stages of the Project-based activity, the learners gain the highest degree of learner autonomy in the implementation process.
‘here are still constraints in enhancing leamer autonomy. Due to the constraints, this study recommends that promoting leamer autonomy needs support in some specific areas, especially the professional treatment of the teachers and institutions. iit TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS. LIST OF ABBREVIATIONS.
CHAPTER I - INTRODUCTION BS. Aims and ebjectives of the research.2, Aethods oƒ the SiMẩY. Scope of the study 1. Significance of the research.
Structure of the thesis. CHAPTER 2 - LITERATURE REVIEW.3, Projeol-based loarring E1.2, The projectas a process.4, Promoting learner autonomy by Project-based leaming. Studies related 10 learner autonomy and projecl-based learnmg 13 2. Procedures of the study.
Data collection instruments. - - - 26 iv peers and the student. Assessment of learning, by all three groups, will also be important. Working with others in this way can be difficult for some students, who may nol be used to viewing learning as a social activity, and the autonomous learner therefore needs to develop social skills such as empathy, tolerance and understanding of difference, as well as the ability to explain, discuss and uegotiale with the teacher and other leamers.
In short, developing learner autonomy means developing a wide range of academic, intellectual, personal and interpersonal skills, requiring engagement with cognitive, metacognitive, effective and social dimensions In Viet Nam many students seemed to follow the methods applied from primary schools Lo secondary schools. Some students had lo do heavier and more difficult homework than their real levels because some parents expect their children to learn excellently in any subjects and any areas. However, they mostly depended on teachers al schools and tutors al home. Nowadays, (hings are changing, students are encouraged.
to learn autonomously inside and outside classes. Ilowever, to evaluate the effective fearing through autonomous learning, it needs lo carry oul a study im a concrete object. ‘his study planned to carry out with one class in grade 7 at a secondary school in Ila Noi, Students are controlled by teachers and parents through fixed syllabus and curriculum applied all over (he country. These seemed to lead (hem to the situation thal they cannot sometimes do anything without teacher’s instruction that makes them change their learning style during Secondary school.
Ilolec (1981) confirms that some learners still largely see the teacher as an authority figure in the classroom to take mosh of the responsibilities and make most of the decisions about their learning in the classroom context. This might be considered as the reason why some students cannot show autonomous behaviors positively and independently iu the elassroom BAL QQHESÍOHHRỨE. uc nh nh hieu 3. Summary 28 CHAPTER 4 - FINDINGS AND DISCUSSION.
The extent to which the action projcel improves the students’ autonomy 29 4.1 Students’ autonomy before project Work uecvssessisensensnevestnoimvinen 4. Students’ autonomy after project work. The students" attitudes towards the projects canied out regarding the đevelopment of the learner autonomy. óc con họ hưng man mrimirre 5.
LimitaHion of the researcH. Suggestion for ñrther studies. TEACHER’S OBSERVATION JOURNALS. APPENDIX 2: PRE-PROJECT SURVEY QUESTIONAIRE.
PRE-PROJECT QUESTIONNAIRE (VIETNAMESE). APPENDIX 3: POST-PROJECT SURVEY QUESTIONAIRE. POST-PROJECT SURVEY QUESTIONNAIRE (VIETNAMESE). RESPONSE TO PRE-PROJECT SURVEY QUESTIONNAIRE.
RESPONSE TO POST- PROJECT SURVEY QUESTIONNATRE. BAL QQHESÍOHHRỨE. uc nh nh hieu 3. Summary 28 CHAPTER 4 - FINDINGS AND DISCUSSION.
The extent to which the action projcel improves the students’ autonomy 29 4.1 Students’ autonomy before project Work uecvssessisensensnevestnoimvinen 4. Students’ autonomy after project work. The students" attitudes towards the projects canied out regarding the đevelopment of the learner autonomy. óc con họ hưng man mrimirre 5.
LimitaHion of the researcH. Suggestion for ñrther studies. TEACHER’S OBSERVATION JOURNALS. APPENDIX 2: PRE-PROJECT SURVEY QUESTIONAIRE.
PRE-PROJECT QUESTIONNAIRE (VIETNAMESE). APPENDIX 3: POST-PROJECT SURVEY QUESTIONAIRE. POST-PROJECT SURVEY QUESTIONNAIRE (VIETNAMESE). RESPONSE TO PRE-PROJECT SURVEY QUESTIONNAIRE.
RESPONSE TO POST- PROJECT SURVEY QUESTIONNATRE. peers and the student. Assessment of learning, by all three groups, will also be important. Working with others in this way can be difficult for some students, who may nol be used to viewing learning as a social activity, and the autonomous learner therefore needs to develop social skills such as empathy, tolerance and understanding of difference, as well as the ability to explain, discuss and uegotiale with the teacher and other leamers.
In short, developing learner autonomy means developing a wide range of academic, intellectual, personal and interpersonal skills, requiring engagement with cognitive, metacognitive, effective and social dimensions In Viet Nam many students seemed to follow the methods applied from primary schools Lo secondary schools. Some students had lo do heavier and more difficult homework than their real levels because some parents expect their children to learn excellently in any subjects and any areas. However, they mostly depended on teachers al schools and tutors al home. Nowadays, (hings are changing, students are encouraged.
to learn autonomously inside and outside classes. Ilowever, to evaluate the effective fearing through autonomous learning, it needs lo carry oul a study im a concrete object. ‘his study planned to carry out with one class in grade 7 at a secondary school in Ila Noi, Students are controlled by teachers and parents through fixed syllabus and curriculum applied all over (he country. These seemed to lead (hem to the situation thal they cannot sometimes do anything without teacher’s instruction that makes them change their learning style during Secondary school.
Ilolec (1981) confirms that some learners still largely see the teacher as an authority figure in the classroom to take mosh of the responsibilities and make most of the decisions about their learning in the classroom context. This might be considered as the reason why some students cannot show autonomous behaviors positively and independently iu the elassroom ACKNOWLEDGEMENTS I would first like to express my deep gratitude to my supervisor Dr. Huynh Anh Tuan - Vietnam National University, Hanoi — University of Languages and International Studies who gave me a lol of valuable guidance, encouragemonts, criticisms and vorrection throughout my thesis writing. ‘The door of Dr.
Huynh Anh ‘Tuan’s office was always open whenever I ran into a trouble spot. or had a question abou. my research or wriing. He consistently allowed this paper to be my own work, but stecred me in the right direction whenever he thought | needed it.
1 would also like to thank twenty-five 7 grade students at secondary school in Ha Noi. Without their passionate participation and input, the validation survey could not have been suc fully conducted, My sincere thanks go to my family, my colleagues and my friends for their cncouragement and support that help me to complete my work. 1 LIST OF ABBREVIATIONS EKL English as a Foreign Language TA Leamer autonoxy PBL Project-based Learning vi TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS. LIST OF ABBREVIATIONS.
CHAPTER I - INTRODUCTION BS. Aims and ebjectives of the research.2, Aethods oƒ the SiMẩY. Scope of the study 1. Significance of the research.
Structure of the thesis. CHAPTER 2 - LITERATURE REVIEW.3, Projeol-based loarring E1.2, The projectas a process.4, Promoting learner autonomy by Project-based leaming. Studies related 10 learner autonomy and projecl-based learnmg 13 2. Procedures of the study.
Data collection instruments. - - - 26 iv BAL QQHESÍOHHRỨE. uc nh nh hieu 3. Summary 28 CHAPTER 4 - FINDINGS AND DISCUSSION.
The extent to which the action projcel improves the students’ autonomy 29 4.1 Students’ autonomy before project Work uecvssessisensensnevestnoimvinen 4. Students’ autonomy after project work. The students" attitudes towards the projects canied out regarding the đevelopment of the learner autonomy. óc con họ hưng man mrimirre 5.
LimitaHion of the researcH. Suggestion for ñrther studies. TEACHER’S OBSERVATION JOURNALS. APPENDIX 2: PRE-PROJECT SURVEY QUESTIONAIRE.
PRE-PROJECT QUESTIONNAIRE (VIETNAMESE). APPENDIX 3: POST-PROJECT SURVEY QUESTIONAIRE. POST-PROJECT SURVEY QUESTIONNAIRE (VIETNAMESE). RESPONSE TO PRE-PROJECT SURVEY QUESTIONNAIRE.
RESPONSE TO POST- PROJECT SURVEY QUESTIONNATRE. peers and the student. Assessment of learning, by all three groups, will also be important. Working with others in this way can be difficult for some students, who may nol be used to viewing learning as a social activity, and the autonomous learner therefore needs to develop social skills such as empathy, tolerance and understanding of difference, as well as the ability to explain, discuss and uegotiale with the teacher and other leamers.
In short, developing learner autonomy means developing a wide range of academic, intellectual, personal and interpersonal skills, requiring engagement with cognitive, metacognitive, effective and social dimensions In Viet Nam many students seemed to follow the methods applied from primary schools Lo secondary schools. Some students had lo do heavier and more difficult homework than their real levels because some parents expect their children to learn excellently in any subjects and any areas. However, they mostly depended on teachers al schools and tutors al home. Nowadays, (hings are changing, students are encouraged.
to learn autonomously inside and outside classes. Ilowever, to evaluate the effective fearing through autonomous learning, it needs lo carry oul a study im a concrete object. ‘his study planned to carry out with one class in grade 7 at a secondary school in Ila Noi, Students are controlled by teachers and parents through fixed syllabus and curriculum applied all over (he country. These seemed to lead (hem to the situation thal they cannot sometimes do anything without teacher’s instruction that makes them change their learning style during Secondary school.
Ilolec (1981) confirms that some learners still largely see the teacher as an authority figure in the classroom to take mosh of the responsibilities and make most of the decisions about their learning in the classroom context. This might be considered as the reason why some students cannot show autonomous behaviors positively and independently iu the elassroom ACKNOWLEDGEMENTS I would first like to express my deep gratitude to my supervisor Dr.
