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FIELD: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHINGCode: 60140111MASTER THESIS IN EDUCATION Vinh UniverstiyThis document is about the short cut version of thesis master which is presented in powerpoint
MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - o0o - DƯƠNG THỊ THANH MI-BASED TEACHING AND ITS EFFECT ON EFL HIGH SCHOOL STUDENTS’ AUTONOMY FIELD: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING Code: 60140111 MASTER THESIS IN EDUCATION Supervisor: Dr Trần Thị Ngọc Yến Rationale OUTLINE Aims of the Study Research Questions Literature Review Research Design and Methodology Findings Conclusion RATIONALE One of the most important ways to improve learners’ autonomy An Students’ effective low way to autonomy explore students’ own potentials Ineffective traditional teaching method AIMS OF THE STUDY To find out whether MIbased teaching is more effective than the traditional way of teaching lessons To explore whether students can improve their autonomy through MIbased lessons To examine the impacts of MI teaching on learners’ autonomy and EFL high school students’ English proficiency RESEARCH QUESTIONS Will MI-based teaching help to develop EFL high school students' autonomy? How does MIbased teaching affect EFL high school students’ English proficiency? LITERATURE REVIEW 4.1.1 Definitions 4.1 Multiple Intelligences 4.1.2 MI quizzes 4.1.3 MI in education 4.1.4 MI in teaching and learning English 4.2.1 Definitions 4.2 Autonomy 4.3 MI and learner autonomy 4.2.2 The roles of autonomy in learning 4.2.3 Principles of autonomy 4.2.4 Accessing autonomy 4.2.5 Developing learner autonomy LITERATURE REVIEW 4.1 Definitions of MI Gadner (1999) : Barrington, Kornhaber (2004) et al LITERATURE REVIEW 4.2 Definitions of autonomy Holec (1981) (Oxford advanced learners dictionary, 8th edition) RESEARCH DESIGN AND METHODOLOGY Research methods Instruments for data collection -Experimental - Pre and Post tests methods - Pre and Post treatment autonomy tests Participants 54 students at 10th grade Effect of MI-based teaching on students’ autonomy Findings Effect of MI-based teaching on English proficiency FINDINGS 6.1 Effect of MI-based teaching on students’ autonomy Some considerable improvements in students’ autonomy after applying MI-based lessons FINDINGS Mean and SD of two groups Items Control group Experimental group PrePostPrePosttreatmen treatmen treatmen treatmen t t t t autonom autonom autonom autonom y test y test y test y test Mean 157.6 162.11 153.6 181.63 SD 65.34 62.15 68.17 48.34 FINDINGS 6.2 Effect of MI-based teaching on English proficiency Increase of scores in English proficiency after applying MI-based lessons 6 FINDINGS Mean and SD of two groups Items Control group Pre-test Post-test Experimental group Pre-test Post-test Mean 32.11 31.8 33.37 36.7 SD 5.78 5.79 4.78 2.35 CONCLUSION 7.1 conclusions MI-based teaching is an effective technique in teaching lessons to students MI-based teaching has strongly impacted on students’ autonomy 7 CONCLUSION 7.2 Implications may be used effectively with high school students at any classes be prepared carefully and interestingly so that students’ strengths will be certainly explored more productively design more MI-based lessons being suitable to the students’ innate intelligences CONCLUSION 7.3 Limitations lack of materials short period of time small population of participants CONCLUSION 7.4 suggestions be carried out with a large number of participants with a longer experimental time use more than six MI-based lesson plans to increase the reliability in the treatment process