INITIATIVE TOPIC PROMOTING AUTONOMY AND SELF-STUDY CAPACITY SPEAKING SKILL OF 11TH STUDENTS AT QUYNH LUU 4 HIGH SCHOOL THROUGH SELF-ASSESSMENT AND REFLECTION Lĩnh vực: Tiếng Anh SỞ GIÁO DỤC & ĐÀO TẠO NGHỆ AN TRƯỜNG THPT QUỲNH LƯU 4 ===***=== INITIATIVE TOPIC PROMOTING AUTONOMY AND SELF-STUDY CAPACITY SPEAKING SKILL OF 11TH STUDENTS AT QUYNH LUU 4 HIGH SCHOOL THROUGH SELF-ASSESSMENT AND REFLECTION Lĩnh vực: Tiếng Anh Tên tác giả: Đậu Thị Linh Nguyễn Thị Nghĩa Nguyễn Thị Thanh Số điện thoại: 0975459777 Tổ: Ngoại Ngữ Năm học: 2024 CONTENTS PART 1.The reasons for choosing topic. Object and scope of the study.1 Object of the study.2 Scope of the study. The Novelty and contribution of the topic. THEORETICAL AND PRACTICAL BACKGROUND.Outline of research problem.
Autonomous capacity and self-study capacity. What is capacity?. Self study capacity. Self-assessment and reflection.
Develop speaking capabilities for Students. The current situation in conducting autonomy and self-study in English subject among high school students.The current status of self-assessment and reflection in English subject among high school students. The current situation of English teachers exploiting and using some self- assessment and reflection to promote students' spirit of autonomy and self- study. Common issues in developing students autonomy and self-learning abilities through self-assessıment and reflection.
the purpose of develoing students' autonomy and self-learning abilities through self-assessiment and reflection. Advantages and disadvantages of out carrying out self-assessment and reflection activities in promoting autonomy and self-study speaking. EXPLOITATION AND USE OF SOME SELF- ASSESSMENT AND REFLECTION ACTIVITIES IN ENGLISH SPEAKING TEACHING TO DEVELOP AUTONOMY AND SELF- STUDY CAPACITY FOR HIGH SCHOOL STUDENTS. Some speaking activities to develop students' autonomy and self-study in scope through self-assessment and reflection .2 Record and Review.3 Debates and discustions.4 Public Speaking clubs or Toastmasters.1 Solutions to enhance the effectiveness of carrying out self-assessment and reflection in promoting autonomy and self-study speaking skill among students at Quynh Luu 4 High School.2 Techniques for Practice.3 Time for conducting.
Organizing self-assessment and reflection in promoting autonomy and self-study speaking. The pre and post- assement scores. Survey the urgency and feasibility of proposed solutions. Survey content and methods.
Survey methods and rating scales. Survey results on the urgency and feasibility of the proposed solutions. The urgency of the proposed solutions. Feasibility of proposed solutions.
PART III, CONCLUSIONS AND RECOMMENDATIONS……………… 1.The reasons of selecting the topic Effective communication skills are essential for students' language development and future success. By fostering these skills, students can articulate ideas, engage in critical thinking, and excel in public speaking, positioning themselves for future success and advancement. However, many high school students struggle with expressing themselves effectively. Various factors contribute to this challenge, including insufficient time dedicated to learning, lack of motivation, and limited support from educational institutions.
Additionally, passive learning habits and reluctance to engage in lectures hinder learning quality (Nguyen, Fehring & Warren,2014). The main issues in education focus on imparting knowledge rather than teaching students how to learn actively. We aim to overcome language teaching obstacles by helping students understand language forms without hindering their learning process. Students' success in language learning depends less on specific books or teachers and more on their ability to learn autonomously and reflect on their progress.
Developing autonomy leads to better language learning and fosters responsible community members. With the demand of society, autonomy and self-study is a legitimate and desirable goal of language education. The concept of autonomy and self-study is grounded in a natural tendency for learners to take control over their learning. Autonomous learning is more effective than non-autonomous learning.
In other words, the development of autonomy and self-study in speaking a language through self-assessment and reflection implies better language learning. Additionally, self-assessment and reflection learning promotes students’ 21st century skills that will be valuable for young people to have in today world such as problem solving, critical thinking, collaboration, communication, creation and high-tech utilization. If students, in a self-assessment and reflection learning class, are required and mentored by an experienced teacher, they will become responsible for their own speaking language and to control their learning process. Finally, self-assessment and reflection is a new method of teaching which is far from the traditional method as passive learning.
Therefore, many self- assessment and reflection lessons are not highly appreciated and even be ignored by some subjective reasons which deprive school children of accessing authentic problems, deeper understanding or self-expression. That is the reason why we would like to work out some possible self-assessment and reflection work so as to enhance the autonomy and self- study of learners. From all of the above reasons, as experienced English teachers, we are always concerned about our students having a positive and authentic English practice environment. In addition, according to the regulations in Official Dispatch 2182/SGDDT-GDCN-GDTX dated October 2020 of the Department of Education and Training on directing and guiding teachers to create experiential initiatives to 1 improve the quality of teaching at high schools in general, and Quynh Luu 4 High school in particular, the Authors decided to choose the topic "Promoting autonomy and self-study capacity speaking skill of 11th grade students at Quynh Luu 4 High school through self-assessment and reflection" as our teaching experience.
Research purposes The purpose of this study is for students to explore the potential of working independently outside the classroom and to assess their own skills with the ultimate aim of increasing their speaking performance. The study aims at answering the following questions: 1. Are there any differences in students' achievement scores in speaking ability between the experimental and the control groups? 2. To what extent do students, under the influence of promoting autonomy and self-study capacity speaking through self-assessment and reflection, improve communication skill within speech? 3.
To what extent does promoting autonomy and self-study capacity speaking through self-assessment and reflection improve students’ performance in using English in communication? 4. To what extent does promoting autonomy and self-study capacity speaking through self-assessment and reflection help improve students' performance in using fluently gramatical and vocabular accuracy? 3. Research mission This study aims at applying self-assessment and reflection to promote autonomy and self-study capacity speaking skill. - Research some self-assessment and reflection activities that can be used in teaching speaking to train students' self-control and self-study ability.
- Propose some options to effectively deploy and apply self-assessment and reflection activities. - Conduct pedagogical experiments to evaluate the effectiveness of options. Object and scope of the study The research was scheduled to take place at Quynh Luu 4 High School, involving students from both the 11A3 and 11B3 grades. They are in fairly good and medium students from all 11 grade and we would apply this method in promoting autonomy and self-study capacity speaking through self-assessment and reflection to develop their communication skill and the possible solutions; school year 2023 - 2024.
Research Methods The study employed an experimental approach to examine the effectiveness of utilizing self-assessment and reflection to enhance autonomy and self-study capacity in improving students' speaking skills. Research methods involved analyzing documents related to students' autonomy and self-study capacity, as well as those pertaining to self-assessment and reflection. 2 Investigation methods included assessing students' autonomy and self- studying abilities, evaluating teachers' utilization of self-assessment and reflection for enhancing students' self-learning abilities, and examining the effectiveness of these practices. Additionally, expert consultation with experienced colleagues and pedagogical experimentation were conducted to gain theoretical and practical insights.
Mathematical statistical methods, facilitated by tools, were employed to compile and analyze survey data before and after implementing the teaching method. The Novelty and Contribution of the Topic 6.1 The Novelty of the Topic - Promoting autonomy and self-study skills: Through self-assessment and reflection, students gain control over their learning, fostering independence and accountability. - Utilizing self-assessment and reflection: This study fills that gap by providing practical insights into implementing self-assessment and reflection to enhance speaking skills in high school students. - Offering a full framework for boosting autonomy in language learning: this approach blends theory with practical strategies to empower educators.
Beyond enhancing speaking skills, it sets the stage for lifelong learning and skill development beyond the classroom.2 Contribution of the topic - Theoretical aspect: Contributes to clarifying the theoretical basis for developing students' autonomy and self-studying capacity in teaching English speaking when using self-assessment and reflection. - Practical aspect: Providing resources to help teachers easily select and apply in teaching to develop students' autonomy and self-study capacity; contributing to improving the effectiveness of teaching English speaking in high schools.0 Time Content product - Identify the 7/2023- - Research documents activities that 1 8/2023 - Determine the topic needs to be implemented 8/2023- - Choose a topic - Register the 2 9/2023 - Register the topic topic 3 - Survey data - Deploy and apply pre-assessment speaking test testing - Outline of 9/2023- 3 experience 10/2023 - Exchange and learn experiences from initiatives. colleagues - Synthesize data 11/2023- - Students’ 4 - Applied testing 12/2023 activities - Write experience initiatives - Implement 12/2023- - Synthesize data through 5 02/2024 - Write experience initiatives educational activities - Conduct post-assessment speaking test - The completed 03/2024- 6 - Compare and analyze data Experience 04/2024 - Complete Experience Initiative Initiative PART II. THEORETICAL AND PRACTICAL BACKGROUND 1.
Overall view In recent years, global changes have prompted a need for education to train adaptable and sustainable workforces. Our country's current educational reform emphasizes shifting from knowledge acquisition to developing learners' capacities and qualities comprehensively. Circular 32/2018/TT-BGDDT promulgating the overall general education program as well as the general education program in English has identified 5 qualities and 10 core competencies that need to be developed for students. Qualities and abilities are very important, including the ability to be autonomous and self-study is one of the abilities that need to be formed and developed for students.
Lately, educators are prioritizing students' self-reliance skills, emphasizing principles like student-centered learning and collaborative learning. Several authors have researched students' autonomy and self-learning abilities. we aim to explore and enhance students' autonomy and self-study capacity in high school English teaching using specific self-assessment and reflection forms. Autonomous capacity and self-study capacity 4 2.
What is capacity? Capacity encompasses skills, knowledge, and adaptability acquired through learning and experience. It's the ability to perform tasks and achieve goals. According to Collins dictionary, it's the ability to do something or the amount one can do. In addition, Lusthaus et al.
(1995) define it as enhancing abilities within dynamic contexts for increased performance sustainably. The 2018 General Education Program sees it as a personal attribute formed through learning and training, allowing people to mobilize knowledge and skills to achieve desired results. The World Bank (1998) defines it as the combination of people, institutions, and practices enabling countries to reach development goals. Autonomy capacity Autonomy means making independent decisions and acting without external influence, fostering self-governance and self-reliance.
In education, it empowers students to lead their learning, set goals, and regulate their processes. Autonomy is one of the good virtues that must be practiced to improve oneself for all individuals in today's society. This good virtue is increasingly appreciated, especially in the current period of strong formation and development. Autonomy is mastery of oneself, understood specifically, it means doing something oneself, controlling one's own behavior and thinking, and at the same time making one's own opinion.
In the simplest terms, autonomy is the ability to make wise decisions on your own, without being influenced or forced by anyone. It is expressed through one's own actions, words, thoughts, feelings or emotions in all circumstances. Self- study capacity Self-study capacity, or self-directed learning, is the ability to take charge of learning without direct supervision, involving goal-setting, organization, time management, and independent progress evaluation. Strong self-study skills promote autonomy, adaptability, and lifelong learning, valued in modern education for cultivating proactive and resourceful learners.
Self-studying capacity involves voluntarily setting learning tasks and goals, implementing effective methods, and seeking support when needed. While innate, it requires regular training through practical activities for full development.