Nghiên cứu thăm dò ý kiến từ giảng viên và sinh viên tiếng anh về nhận thức và thực hiện dạy học tự chủ

199 10 0
  • Loading ...
1/199 trang
Tải xuống

Thông tin tài liệu

Ngày đăng: 01/08/2019, 05:28

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES LE THANH NGUYET ANH EFL TEACHERS’ AND STUDENTS’ PERCEPTIONS AND PRACTICES REGARDING LEARNER AUTONOMY: AN EXPLORATORY STUDY AT A VIETNAMESE UNIVERSITY IN THE MEKONG DELTA DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2019 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES LE THANH NGUYET ANH EFL TEACHERS’ AND STUDENTS’ PERCEPTIONS AND PRACTICES REGARDING LEARNER AUTONOMY: AN EXPLORATORY STUDY AT A VIETNAMESE UNIVERSITY IN THE MEKONG DELTA DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 14 01 11 SUPERVISORS: 1.Dr TRUONG BACH LE 2.Assoc Prof Dr DO MINH HUNG HUE, 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ LÊ THANH NGUYỆT ANH NGHIÊN CỨU THĂM DÒ Ý KIẾN TỪ GIẢNG VIÊN VÀ SINH VIÊN TIẾNG ANH VỀ NHẬN THỨC VÀ THỰC HIỆN DẠY HỌC TỰ CHỦ ĐỐI VỚI SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH TẠI MỘT TRƯỜNG ĐẠI HỌC Ở ĐỒNG BẰNG SÔNG CỬU LONG LUẬN ÁN TIẾN SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH HUẾ, NĂM 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ LÊ THANH NGUYỆT ANH NGHIÊN CỨU THĂM DÒ Ý KIẾN TỪ GIẢNG VIÊN VÀ SINH VIÊN TIẾNG ANH VỀ NHẬN THỨC VÀ THỰC HIỆN DẠY HỌC TỰ CHỦ ĐỐI VỚI SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH TẠI MỘT TRƯỜNG ĐẠI HỌC Ở ĐỒNG BẰNG SÔNG CỬU LONG LUẬN ÁN TIẾN SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 14 01 11 NGƯỜI HƯỚNG DẪN KHOA HỌC: 1.TS TRƯƠNG BẠCH LÊ 2.PGS.TS ĐỖ MINH HÙNG HUẾ, NĂM 2019 ACKNOWLEDGEMENTS I have learnt, and experienced to become an autonomous learner throughout my PhD course I believe that this precious experience will help me with my teaching process Without my supervisors’, lecturers’, colleagues’, students’, friends’ and family’s help, encouragements, and suggestions, the present thesis would not have succeeded First of all, I would like to express my deeply sincere gratitude to my two supervisors: Dr Trương Bạch Lê and Assoc Prof Dr Đỗ Minh Hùng for their early suggestion of the topic, invaluable guidance, support and sincere advice throughout my PhD journey Both of them have supplied a large amount of their expert knowledge to me and have helped me to change track completely to finish my thesis I am also heavily in debt to the staff of Hue University of Foreign Languages: Assoc Prof Dr Trần Văn Phước, Dr Bảo Khâm, Assoc Prof Dr Phạm Thị Hồng Nhung, Assoc Prof Dr Trương Viên, Assoc Prof Dr Lê Phạm Hồi Hương, Dr Tơn Nữ Như Hương who provided me with critical, useful feedback to help me conduct my thesis better I would also like to thank Assoc Prof Dr Lê Văn Canh for his early advice and early suggestion of the title I also gratefully acknowledge my colleagues as well as my students in the Faculty of Foreign Language Education at Dong Thap University who assisted, understood, and supported me through my thesis My special thanks to my Mum, my husband, my brothers’ family, and my friends for their love, encouragement, and being with me along my PhD course i TABLE OF CONTENTS ACKNOWLEDGEMENTS TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF TABLES LIST OF FIGURES ABSTRACT Chapter One INTRODUCTION 1.1 Background of the research 1.2 Aims of the research 1.3 Research questions 1.4 Research significance 1.5 Organization of the thesis Chapter Two LITERATURE REVIEW 2.1 Learner autonomy 2.1.1 Definition of learner autonomy 2.1.2 Roles of learner autonomy 2.1.2.1 Learner autonomy in Asian EFL higher education 2.1.2.2 Learner autonomy in Vietnamese EFL higher education 2.2 Learner autonomy in foreign language education 2.2.1 Learner autonomy as ability 2.2.2 Learner autonomy as responsibility 2.2.3 Learner autonomy as cognitive processes 2.2.4 Learner autonomy in lifelong learning 2.2.5 Learner autonomy as cultural challenge 2.2.6 Learner autonomy in this study ii 2.3 Aspects of learner autonomy 2.3.1Technical aspect of learner autonomy 2.3.2Psychological aspect of learner autonomy 2.3.3Political aspect of learner autonomy 2.3.4Sociocultural aspect of learner autonomy 2.4 Perceptions and practices 2.4.1Perceptions 2.4.2Practices 2.4.3Relationship between perception and practi 2.5 Assessment as learning in learner autonomy 2.5.1Assessment as learning as an indispensable 2.5.2Teachers’ role 2.5.3Learners’ role 2.6 Previous studies on EFL teachers’ and students’ perceptions and practices of learner autonomy 2.7 Summary Chapter Three RESEARCH DESIGN AND METHODOLOGY 3.1 Research approach: Mixed methods research 3.2 Research participants 3.2.1Teacher participants 3.2.2Student participants 3.3 Data collection methods 3.3.1Interviews 3.3.1.1 In-depth interview 3.3.1.2 Group interviews 3.3.1.3 Interview for teachers 3.3.1.4 Interview for students 3.3.2Questionnaire 3.4 Research procedure iii 3.4.1 Pilot study 57 3.4.2 Main study 58 3.4.3 Coding questionnaire and interview data 59 3.5 Data analysis 59 3.5.1 Qualitative data analysis 59 3.5.1.1 Transcribing data 59 3.5.1.2 Translating data 59 3.5.1.3 Data analysis and reconcilement 60 3.5.2 Quantitative data analysis 61 3.6 Research reliability and validity 61 3.7 Ethical considerations 62 3.8 Summary 63 Chapter Four FINDINGS AND DISCUSSION 64 4.1 Teachers’ perceptions and practices of learner autonomy 64 4.1.1 Teachers’ perceptions of the concept of learner autonomy 64 4.1.2 Teachers’ perceptions of the role of learner autonomy 66 4.1.3 Teachers’ self-report of their practices of learner autonomy 68 4.1.3.1 Teachers’ stories of organizing learner autonomy activities 69 4.1.3.2 Teachers’ achievements of organization and instruction of students’ LA activities 73 4.1.3.3 Teachers’ difficulties of organization and instruction of students’ LA activities 73 4.1.3.4 Teachers’ assessment of their students’ LA a bility 74 4.1.3.5 Teachers’ self-assessment about their organization and instruction of students’ LA activities 75 4.2 Students’ perceptions and practices of learner autonomy 76 4.2.1 Students’ perceptions of the concept of learner autonomy 77 4.2.2 Students’ perceptions of the role of learner autonomy 80 4.2.3 Students’ self-report of practices of learner autonomy 84 iv 4.2.3.1 Students’ special LA stories 84 4.2.3.2 Students’ achievements of practicing LA activities 90 4.2.3.3 Students’ difficulties of practicing LA activities 91 4.2.3.4 Setting goals 92 4.2.3.5 Study plan 93 4.2.3.6 Learner autonomy activities 93 4.2.3.7 Time management 95 4.2.3.8 Learning resources 95 4.2.3.9 Metacognition in learning language 96 4.2.3.10 Students’ self-assessment of learner autonomy 98 4.3 Relationships between teachers’ and students’ perceptions and practices 100 4.3.1 Relationship between teachers’ perceptions and practices 100 4.3.2 Relationship between students’ perceptions and practices 101 4.3.3 Relationship between teachers’ and students’ perceptions 103 4.3.4 Relationship between teachers’ and students’ practices 104 4.4 Discussion 105 4.4.1 Teachers’ perceptions and practices of learner autonomy 105 4.4.1.1 Teachers’ perceptions of learner autonomy 105 4.4.1.2 Teachers’ practices of learner autonomy 106 4.4.2 Students’ perceptions and practices of learner autonomy 109 4.4.2.1 Students’ perceptions of learner autonomy 109 4.4.2.2 Students’ practices of learner autonomy 110 4.4.3 Relationships between teachers’ and students’ perceptions and practices 115 4.4.3.1 Relationship between teachers’ perceptions and practices 115 4.4.3.2 Relationshi p between students’ perceptions and practices 117 4.4.3.3 Relationship between teachers’ and students’ perceptions 118 4.4.3.4 Relationship between teachers’ and students’ practices 119 4.4.3.5 The influential factors in relationship between teachers’ and students’ perceptions and practices of learner autonomy 119 4.5 Summary 124 v Chapter Five CONCLUSION AND IMPLICATIONS 126 5.1 Summary 126 5.2 Contributions of the study 127 5.2.1 Theoretical contributions 127 5.2.2 Methodological contributions 128 5.2.3 Pedagogical contributions and implications for the future of TESOL in Vietnam 130 5.2.4 Learner autonomy in local context 131 5.3 Limitations 131 5.4 Further research 131 5.5 Conclusion 132 PUBLICATIONS INTEGRATED IN THE THESIS REFERENCES APPENDICES vi 19 I set appropriate learning goals for speaking English at the beginning of attending university Tôi đặt mục tiêu phù hợp cho kỹ Nói tiếng Anh từ lúc bắt đầu vào học đại học 20 I set appropriate learning goals for reading English at the beginning of attending university Tôi đặt mục tiêu phù hợp cho kỹ Nghe tiếng Anh từ lúc bắt đầu vào học đại học 21 I set appropriate learning goals for listening to English at the beginning of attending university Tôi đặt mục tiêu phù hợp cho kỹ Đọc tiếng Anh từ lúc bắt đầu vào học đại học 22 I set appropriate learning goals for writing English at the beginning of attending university Tôi đặt mục tiêu phù hợp cho kỹ Viết tiếng Anh từ lúc bắt đầu vào học đại học Planning study/Lên kế hoạch học tập 23 I have designed my English study plans well at the beginning of attending university Tôi lập kế hoạch học tập tốt tiếng Anh từ lúc bắt đầu vào học đại học 24 I plan how to achieve my English study objectives Tôi lập kế hoạch làm để đạt mục tiêu học tập đề 25 I maximize my strengths of English study Tôi khai thác điểm mạnh học tiếng Anh 26 I step by step minimize my weaknesses of English study Tôi bước khắc phục điểm yếu học tiếng Anh LA activities/ hoạt động tự học 27 I non-compulsory assignments Tôi chủ động thực tất tập GV không giao không bắt buộc 28 I practice using English with my friends Tôi thực hành sử dụng tiếng Anh với bạn bè học lớp 29 I English self-study in a group Tôi tự học tiếng Anh với nhóm bạn 30 I talk to foreigners in English outside the classroom Ngoài học lớp, tơi nói tiếng Anh với người nước ngồi 31 I write a diary in English Tôi viết nhật ký tiếng Anh 32 I exchange e-mails in English Tôi viết thư điện tử tiếng Anh 33 I watch English programs on TV or the Internet Tôi xem chương trình tiếng Anh tivi Internet 34 I listen to English songs Tôi nghe hát tiếng Anh 35 I listen to English news on TV or the Internet (e.g CNN, BBC, VOA, etc.) Tôi nghe tin tức tiếng Anh tivi Internet (ví dụ: kênh BBC, CNN, VOA, v.v ) 36 I English grammar exercises on my own Tôi tự làm tập ngữ pháp tiếng Anh 37 I revision not required by the teacher Tôi tự ôn cũ mà khơng chờ GV dặn dò hay nhắc nhở 38 I go to see my teachers so as to discuss my work Tôi gặp GV để hỏi vấn đề thắc mắc 39 I try my best to solve English learning problems before seeking assistance Tôi cố gắng tìm tài liệu để tự giải đáp vấn đề chưa hiểu học tiếng Anh Nếu khơng hiểu, tơi tìm người khác để hỏi, tìm hiểu thơng tin ( GV, bạn bè, người quen mạng xã hội, v.v ) 40 I watch English movies on TV or the Internet Tôi xem phim tiếng Anh tivi Internet 41 I learn English through Youtube Tôi học tiếng Anh Youtobe 42 I read English news on online newspapers Tôi đọc tin tức tiếng Anh báo điện tử 43 I learn English through Facebook Tôi học tiếng Anh Facebook 44 I take part in English Clubs at university Tôi tham gia câu lạc tiếng Anh trường đại học 45 I take part in extra activities of Faculty of foreign languages Education Tôi tham gia hoạt động ngoại khóa Khoa Sư phạm Ngoại ngữ 46 I learn new words through videos or pictures focusing on teaching vocabulary on the Internet Tôi học từ video hình ảnh chuyên dạy từ vựng Internet 47 I learn new words incidentally in reading passages Tôi học từ đọc đoạn văn 48 I learn structures in reading passages Tôi học cấu trúc câu đọc đoạn văn/bài khóa 49 I choose topics to write English at home Ở nhà, tự nghĩ chọn đề để luyện kỹ viết tiếng Anh 50 I read English stories to practice reading skills, learn vocabulary and structures Tôi đọc câu chuyện tiếng Anh để luyện kỹ đọc, học từ vựng cấu trúc câu 51 I prepare new lessons before English classes Tôi chuẩn bị trước đến lớp Time and life management 52 I arrange my time for my English study and my daily activities reasonably Tôi xếp thời gian hợp lý cho việc học tiếng Anh hoạt động sinh hoạt ngày 53 I avoid stress in my English study Tôi tránh căng thẳng học tiếng Anh 54 I avoid feeling bored about learning English Tôi làm cho không chán nản học tiếng Anh Materials and resources 55 I use available English materials to learn effectively Tôi học tiếng Anh hiệu qua tài liệu tiếng Anh có sẵn 56 I use English dictionaries well Tôi sử dụng tốt từ điển tiếng Anh 57 I use English reference books Tơi có đọc sách tham khảo tiếng Anh 58 I find English materials on Facebook Tơi tìm tài liệu tiếng Anh Facebook 59 I find English materials from my friends Tơi tìm tài liệu tiếng Anh từ bạn bè 60 I use English library books Tôi có sử dụng sách thư viện trường 61 I surf the Internet for finding English learning resources effectively Tôi biết cách hiệu để tìm tài liệu học tiếng Anh Internet 62 I find English materials from my EFL teachers Tơi tìm tài liệu tiếng Anh từ GV Khoa Sư phạm Ngoại ngữ 63 I choose English books, English exercises which suit me Tôi tự chọn sách, tập tiếng Anh phù hợp với trình độ Self-assessment 64 I appraise my objectives of English study after each semester Tôi tự đánh giá mục tiêu học tập tiếng Anh đạt sau học kỳ 65 I assess the quality of English language I have got Tôi đánh giá chất lượng, mức độ học tiếng Anh đạt 66 I assess the quantity of English language I have acquired Tôi đánh giá khối lượng kiến thức tiếng Anh đạt 67 I expect the teacher to be responsible for evaluating how much I have learnt in the English class Tôi mong đợi phần GV đánh giá học lực lớp học tiếng Anh 68 I make self-exam with the English exam papers chosen by myself Tôi tự làm thi thử tiếng Anh 69 I self-assess my carrying out study plan of English after each semester Tôi tự đánh giá việc thực kế hoạch học tập tiếng Anh sau học kỳ Metacognition in learning language 70 I consciously select learning ways to overcome problems I encounter in English Tôi có ý thức lựa chọn cách học để vượt qua khó khăn tơi gặp phải học tiếng Anh 71 I preview the English lessons to get general ideas of what they are about, how they are organized, and how they relate to what I already know Tôi xem lại tiếng Anh học lớp để nắm ý chính, cấu trúc học, có kiến thức mà tơi biết trước 72 When someone is speaking English, I try to concentrate on what the person is saying and I don’t think anything else Khi nghe nói tiếng Anh, tơi cố gắng tập trung lắng nghe người nói khơng nghĩ chuyện khác 73 I decide in advance to pay special attention t o specific English aspects; for example, while watching a film I focus on the way native speakers pronounce certain English sounds Tôi biết cách tập trung ý vào đặc điểm cụ thể tiếng Anh Chẳng hạn như, xem phim, ý lắng nghe người xứ phát âm tiếng Anh 74 I try to find out all I can about how to be a better English learner by reading books or articles, or by talking to others about how to learn Tơi cố gắng tìm tất cách mà tơi học tiếng Anh tốt đọc sách, báo, hỏi người khác phương pháp học hiệu 75 I arrange my schedule to study and practice English consistently, not just when there is th e pressure of a test Tôi xếp lịch học thực hành tiếng Anh cố định, học hồn tồn áp lực thi cử 76 I arrange my physical environment to promote learning English; for instance, I find a quiet, comfortable place to review Tôi xếp môi trường học phù hợp để thúc đẩy việc học tiếng Anh tơi Ví dụ tơi tìm nơi yên tĩnh, thoải mái để ôn 77 I organize my English notebook to record important English information Tôi xếp “sổ tay tiếng Anh” thành hệ thống để ghi thông tin tiếng Anh quan trọng 78 I plan what I am going to accomplish in learning English each day or each week Tơi lập kế hoạch làm để hoàn thành việc học tiếng Anh ngày tuần 79 I prepare for an upcoming English task (such as making an oral presentation in English) b y considering the nature of the task, what I have to know, and my current English skills Tôi chuẩn bị tiếng Anh s ắp học (ví dụ làm thuyết trình tiếng Anh) cách xem kỹ có nội dung gì, tơi phải biết kỹ tiếng Anh tơi có 80 I clearly identify the purpose of the language activity; for instance, if the purpose of a class activity requires specific listening, I recognize it Tôi nhận rõ mục đích hoạt động ngơn ngữ học Ví dụ, mục đích hoạt động nghe tìm ý chi tiết, tơi nhận 81 I take responsibility for finding opportunities to practice English Tôi ý thức phải tự tìm hội cho thân để thực hành tiếng Anh 82 I actively look for people to whom I can spea k English Tơi chủ động tìm người để tơi thực hành nói tiếng Anh 83 I try to notice my language errors and find out the reasons for them Tôi cố gắng ý lỗi làm sai học tiếng Anh tìm hiểu ngun nhân tơi sai 84 I learn from my mistakes in using English Tôi học tập, rút khinh nghiệm từ lỗi sai trình sử dụng tiếng Anh 85 I evaluate the general progress I have made in learning English Tôi đánh giá tiến đạt học tiếng Anh 86 I prepare for proficiency tests such as IELTS, C1, etc Tôi chuẩn bị cho kỳ thi lực tiếng Anh IELTS, C1, v.v Thank you for your help! Chân thành cảm ơn cộng tác bạn! Appendix D Summary of LA perception-practice relationship items No I know clearly what I study programs university I learning goals and clearly I learning goals and clearly I can learning plan in details and effectively I teachers’ on what to I English learn autonomously I believe LA helps me make learning resources and 14 facilities can can I practice English classroom every day I learning daily reasonably I should autonomously prepare new English lessons before going to class I or the 10 what understand 11 I believe LA helps 12 develop my potentials, especially my strengths I believe LA helps me should keep up with progress in science and technology 13 I believe LA helps me be self-confident in learning 15 I think LA lays the foundation of lifelong learning for me know, and my current English skills Q80: I clearly identify the purpose of the language activity; for instance, if the purpose of a class activity requires specific listening, I recognize it Q81: I take responsibility for finding opportunities to practice English Q82: I actively look for people to whom I can speak English Q83: I try to notice my language errors and find out the reasons for them Q84: I learn from my mistakes in using English Q85: I evaluate the general progress I have made in learning English Q86: I prepare for proficiency tests such as IELTS, C1, etc 13 Appendix E TWO EXCERPTS OF THE INTERVIEW TRANSCRIPTS Interview transcript with Student 27 Consent form explanation I: Interviewer S: Student I: How you understand the term “learner autonomy” in case of EFL students? S: I think EFL students who have LA ability is when teachers give a topic for whole class to study, they dare to say their ideas in front of the class I: What you think about the role of learner autonomy to English majored students at Dong Thap University in the integrated time today and when you are employed to be English teachers or officers in the future? S: In my opinion, LA is more important than learning in the classroom After the first year and nearly finishing the third semester, I recognize that if we carry out LA at home well or successfully as we self-assess, we only need to discuss something we don’t know or want to widen our knowledge with teachers in classes because we have limited time in the classroom and there are many students in a class If we don’t read lessons at home or learn them autonomously before going to classes or we have some problems both on textbooks and out of textbooks, our teachers can’t explain all of them to us in classes I think that we need to have our own autonomous learning methods We can learn autonomous learning methods from our friends, our teachers, or our supervisor to find out our most suitable, effective autonomous learning method to apply After we graduate from DTU, LA stimulates our passion for our job because when we are teachers of English, our students ask us some problems in class which we don’t know, so we must explore them autonomously at home From that, we are formed many skills or characteristics For example, when we read articles or field of education relating to informatics, we find materials to study that field This makes a chain, and we have knowledge of many fields and are formed our patience to find out knowledge long-lifely I: Could you share what and how you have learned English autonomously in details? How much time you spend on learning English every day out of class? How often? S: I often learn English autonomously spontaneously It means that before I begin learning, I write down the order and how many minutes of subjects I intend to learn on that day But my learning is interrupted by many factors For example, after having dinner, it’s time for LA and I tell myself that I want to watch TV a few minutes; therefore, I LA late and my timetable for LA is not carried out exactly So, when I have free time, I learn autonomously I don’t like to watch English movies or listen to English music because I think that those forms are to entertain I know that when I see phrases on the screen of TV I can memorize, but for me, LA is true learning as in class Therefore, I tests in some books such as a series of 14 IELTS tests shared on the Internet I can practice listening and reading well, but speaking and writing are not After writing papers, I need someone to correct them to help me know where I am wrong, but I have no one Maybe I think my papers are good but when people read my papers perhaps dislike them because they are bad For speaking, I only train pronunciation and intonation When I listen to any paragraph, I imitate their voice I learn vocabulary through reading and listening These new words in practice test books, so they are rather difficult When I listened to them in the first time, my grade is bad Therefore, when I them again, I check vocabulary After finishing a reading test, I look up new words, write them down in a notebook as S26, and learn them However, when learning new words, I memorize them But when I write essays, I don’t remember them to use, so I am angry When making outline of an essay, I also think of many ideas and select main ones put into body paragraphs, but when I write I only use words I have already known are old After that I open my notebook and see that I wrote good words but I can’t apply them There are some ways to learn vocabulary autonomously shown For example, when we learn a new word, we make an example sentence with it I also like that but I still forget them when I write essays I think my memory is not bad, and I don’t know why it is So, I am so angry at myself, and have no solution to this problem I spend the most hours on some days On some other days, I spend 30 minutes when I task I have a headache because it is too difficult I learn English autonomously about or days a week I: Have you set your goals in learning English? How? When? S: Yes, at the beginning of the first semester, my goal is to get 6.5 points for IELTS or C1 and after that I think again I should increase my goal getting 7.5 points for IELTS However, now I am afraid I can’t that I learn Teaching methodology in this semester and see it abstractly But when I read it carefully, I see that it is interesting If we want to be a teacher of English, we should master this subjec t Therefore, my short-term goal of this semester is not to fail Teaching Methodology, and try to get 3.6 points for final result I had no goal for the first semester My goal in the second semester was to get 3.6 or over I: Have you planned your English study? How? When? S: I have learning plans for each subject For example, I am fair at that subject and I only improve it more I am weak at that subject, so I should find more other materials about it to enhance my knowledge I: Can you arrange reasonable time for your English study and your life? How? S: Sometimes, it is not yet At first, I think after dinner, I can learn from p.m to 10 p.m., but when I learn, there are many factors affecting me such as doing housework I: How can you search English materials for your study? S: I follow some links on Facebook which share some materials of skills of learning English I also download update materials I: How you revise your old English lessons before every test/exam? And when? S: Truly, I accumulate knowledge during my autonomous learning process I only revise non-major subjects For major subjects, because we learn skills of learning 15 English, if we exercises more and more, our level will increase Before the exam, my friends often revise vocabulary, structures learnt or old lessons I think it is not important The important thing is while we are learning we understand them carefully When taking the exams, we should be comfortable and we just see tips again For example, for Reading, we need to read in how many minutes and divide how many minutes for reading comprehension as well as filling the blanks and think again the method to it I: Which advantages you meet when learning English autonomously? Give reasons S: My friends just talked about LA in textbooks For me, I mention to LA of materials out of class When I practice LA I see that what knowledge I lack I can self-support or fill in it When teachers give us any topics or assignments in class, I support them in different ways by myself and then see them again We learn skills of learning English, so if we practice LA on them regularly, our skills can be increased very fast Specially, near the exam if we are suddenly hard-working to practice listening, reading, doing exercises, etc continuously, when we take exams we the tests faster because we are familiar with looking at them before I think LA which should be practiced regularly is effective After the exams, I have relaxed for a week, and then learn autonomously again, my feeling for LA is limited, unsame as the time before the exams Therefore, I am not keen on LA in the new semester I: Which disadvantages you meet when learning English autonomously? Give reasons S: I am not satisfied with myself For example, after finishing a test, looking at answer keys, I see its points are rather low and think when I can increase my level, and then I am bored I am angry with this because before doing a test, I am highly determined but while doing it I have some problems which I must solve by myself, I am stuck I wonder how much I learn and how much I try to get good level in English I feel I learn much but why I can’t apply them in tests or exams Although no one says I am bad, I am angry at myself and bored I haven’t improved this I: You self-assess your LA in which level: poor, average, good, or excellent S: I self-assess my LA that is average Interview transcript with Teacher Consent form explanation I: T: Interviewer Teacher I: How you understand the term “learner autonomy” in case of EFL students? T: EFL students having LA ability are that when they attend DTU they must know the requirements of English major as well as curriculum and set up their learning objectives at the beginning of the course Besides, they have to know certificates of 16 their outcome standard clearly They must actively ask their teachers, their supervisor, and officers in Faculty of Foreign Languages Education and Office of Academic Affairs to know their curriculum major including the number of units, subjects, and credits Basing on those, they themselves have to arrange their time to learn and have strategy for each semester in which they will register which subjects Parallelly, they must design their specific learning plan for each subject I: What you think about the role of learner autonomy to English majored students at Dong Thap University in the integrated time today and when they are employed to be teachers of English or officers in the future? T: LA plays a crucial role for EFL students because if they are active in learning, they will know what they should learn, which skills they should practice, what they are lacking to find materials or ask their teachers’ or their friends’ support to interact each other to gain their objective of subjects Their LA ability will affect both their work and their life positively in the future While they actively design and have measures to carry out their learning plan at university, it forms their life skills and work skills They will work with their plan and have strategies to obtain their objectives Moreover, they will work well after graduating For example, for teacher students, if they have LA ability, they know to design a plan for each work, the ways to fulfil it, arrange their time reasonably, and as a result, they can share their LA experience with their students, hold and manage their class very effectively Similarly, non-teacher students know the ways to work well I: How long have you taught English? Which majors subjects you often teach? Have you ever implemented autonomously learning activities for your EFL students? If yes, what LA activities have you ever organized in each English subject in details? Inside or outside classroom? How often? T: I have been a teacher of English for 28 years I usually teach Speaking, Listening, Teaching Methodology, Pedagogic professional competence training, and Translation Due to learning autonomously when I was young, I always ask my students to learn autonomously very much in any subjects I think LA is like people’s instinct for survival, anything they know originates from LA Therefore, students who learn in my classes have to have their consciousness of increasing their LA If they don’t learn autonomously, they are hard to obtain my subject’s objectives I gave them clear rules of my subject, share my experience and content of subject, told them my requirements as well as the problems they would meet in that subject, and what they had to to get good result in the first class In addition, I instructed them step by step to help them be familiar with learning method in a few following classes, and after that they had to learn autonomously by themselves For Speaking, my students prepared their LA at home At first, I gave them a handout of exercises and requirements, but later I used information technology such as Google drive For example, the topic for the next lesson was Hometown, and they had to find vocabulary relating to it When they expressed their ideas, they had to use vocabulary in collocations, so they had to find collocations To have ideas to write, they found some questions about Hometown They could find those on the 17 Internet, were not asked to find how many words, and then shared what they found with each other through Google drive They were force to that because without it, they could not have anything to talk in class In speaking class, I usually asked them to discuss face to face, interview, etc so if they prepared lesson at home already, they could work with me and their friends Similarly, in translation, before each class, I gave them an assignment, and they used reading skill and underlined difficult words or phrases to look up When they learned new words, they had to explain them by their definitions or explanations and they needed to look up them in monodictionary That was one way of LA to help them increase their vocabulary and form their resource of the number of new words This helped them in communication or taking reading exam Also, they translated structures into Vietnamese After that, they translated assignments, and posted on their folder in Google drive They could see their friends’ assignments I also asked them not to copy their friends’ assignments and if they had, I would give them mark Besides, I divided class into groups and gave them a list of topics Each group discussed to choose some topics to translate into Vietnamese at home and then divided duty for each member They did the same steps as above, and then edited their work for other people to be able to understand They evaluated their group’s members’ work In class, four groups would evaluate each other; for example, group and group evaluated group 1, and to that, they had to see other groups’ work on Google drive They evaluate d the organization, using words effectively or not, compared with English version, editing or not, and then gave marks After that, group which was evaluated could said their ideas to two groups examiners that they agreed with these but disagreed with those and they explained That made an argument in class and they could learn autonomously from each other too much Even they had to say they disagreed or not with their marks and explained why honestly For example, this group gave them 7,5 points and that group gave them points However, the group evaluated were willing to accept 7.5 points and showed the reasons they received that mark I think this way helped them increase their LA ability, activeness, honesty, responsibility for learning For Teaching Methodology, I didn’t have much time, so I only divided them into groups to practice teaching skills in Pedagogic professional competence training and In Pedagogic professional competence training 5, they were given marks for whole group In this subject, my aim was that they knew procedure of each kind of skill lesson and language focus one I often asked each group to choose a type of skill lesson and language focus one first to design lesson plans and posted them on Google drive to adjust A representative of a group demoed their group’s lesson for whole class in class After that, they discussed their friend’s presentation, gave ideas, and suggested some exercises for that lesson Next, each group’s members chose different lessons in different grades at high school or A2 or B1 programs to discuss, design, and practice teaching outside the classroom During their time of designing lesson plan, they could discuss on Facebook, etc Then, they had to practice teaching their lesson and took photos to show me that they worked in groups They could post their lesson plans on google drive to discuss and then 18 brought the final ones to teach in class I gave marks for whole group but it didn’t mean that every member in a group had the same marks Then they evaluated and gave mark for each member of their group based on my marks Who worked effectively got higher marks, and who didn’t work could get mark After they worked in groups, taught in class, they self-assessed their work in a form; for example, they were satisfied or unsatisfied with which points and what and how they needed to change and submitted it to me I wanted to make sure that they worked effectively or not Besides, they took notes every class when they observed their friends’ teaching to evaluate and give their opinion If they don’t know how to learn autonomously, I have to instruct them too much I had some forms for them to fill and instruct them step by step I: How can you check or evaluate whether your students have carried out those or not? T: The easiest way to know some of students who were lazy was to look at their observation sheets I asked them to try to write some paragraphs Some students wrote their observation as an interesting essay However, some students only listed some dashes to write simple things I: Which advantages and disadvantages you meet when organizing autonomously learning activities for your EFL students? T: When they were familiar with my teaching methods, they were active, so at that time I had many advantages and just looked at their work They felt too much pressure when learning with me because I asked them to work perfectly Also, I had to instruct them too much because they weren’t familiar with my teaching methods For example, when teaching translation subject, I gave them my subject’s requirements and some sample texts and they had to choose their own texts, translate, and edit but they didn’t know format of word text, so I had to show them Most of them didn’t pay attention to my instructions, so I had to remind them a lot Lazy students’ friends would share their ideas to them in groups I also commented my opinions on their work I: You evaluate which level of LA ability EFL students at Dong Thap University get: poor, average, good, or excellent? Why? T: I assess EFL students’ LA ability that is average because they carried out LA activities following teacher’s requirements while LA is more than that For instance, in my translation subject, they only translated exercises which I gave In those exercises, there were some terms they had to learn autonomously more deeply to be able translate but they couldn’t For example, when taking about Tram Chim Ramsar, I asked them what Ramsar meant and they didn’t know, so I had to instructed them that when they learned autonomously, they saw Ramsar they should have put a question why it was called Tram Chim National Park before instead of Tram Chim Ramsar now I: How you self-assess your instruction of LA activities for EFL students? T: I self-assess my instructions of students’ LA activities that are good However, I haven’t had enough time to check their LA carefully 19 ... DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ LÊ THANH NGUYỆT ANH NGHIÊN CỨU THĂM DÒ Ý KIẾN TỪ GIẢNG VIÊN VÀ SINH VIÊN TIẾNG ANH VỀ NHẬN THỨC VÀ THỰC HIỆN DẠY HỌC TỰ CHỦ ĐỐI VỚI SINH VIÊN... NGỮ LÊ THANH NGUYỆT ANH NGHIÊN CỨU THĂM DÒ Ý KIẾN TỪ GIẢNG VIÊN VÀ SINH VIÊN TIẾNG ANH VỀ NHẬN THỨC VÀ THỰC HIỆN DẠY HỌC TỰ CHỦ ĐỐI VỚI SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH TẠI MỘT TRƯỜNG ĐẠI HỌC Ở... NGÀNH TIẾNG ANH TẠI MỘT TRƯỜNG ĐẠI HỌC Ở ĐỒNG BẰNG SÔNG CỬU LONG LUẬN ÁN TIẾN SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH HUẾ, NĂM 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC
- Xem thêm -

Xem thêm: Nghiên cứu thăm dò ý kiến từ giảng viên và sinh viên tiếng anh về nhận thức và thực hiện dạy học tự chủ, Nghiên cứu thăm dò ý kiến từ giảng viên và sinh viên tiếng anh về nhận thức và thực hiện dạy học tự chủ

Gợi ý tài liệu liên quan cho bạn