INTRODUCTION
Rationale of the study
Over the past thirty years, learner autonomy has become a key focus in educational discussions, marking a significant shift from traditional teacher-centered approaches to more personalized and participative learning experiences This transformation in mainstream education has influenced trends in language teaching, emphasizing the importance of learner self-reliance in English as a Foreign Language (EFL) contexts The push for greater autonomy is supported by both practical and pedagogical reasons, aiming to create more flexible timetables and syllabi while enhancing motivation and efficiency in the learning process.
According to Benson and Voller (1997), active participation, taking responsibility for their learning and for making the decisions in the learning process makes learning more effective
Enhancing students' autonomous learning is a significant concern for both researchers and high schools in Nam Dinh, Vietnam, where traditional teaching methods often lead to passive learning among students Recognizing that ER portfolios can effectively promote autonomous learning, this study was inspired to explore their potential in enhancing learners' autonomy.
Aims, objectives and research questions
This study focuses on improving the learning autonomy (LA) of high school students in Nam Dinh province through the implementation of English reading (ER) portfolios It seeks to assess how effectively the use of ER portfolios contributes to enhancing students' autonomy in their learning process Furthermore, the research aims to uncover the specific outcomes of this implementation on student engagement and independence in learning.
The study examines students' attitudes towards the use of electronic portfolios (ER portfolios) in the classroom, focusing on their effectiveness and the challenges encountered during implementation Key research questions guide the investigation into these aspects, aiming to understand both the benefits and obstacles associated with ER portfolios in educational settings.
1 To what extent does the implementation of extensive reading portfolios help to enhance the students’ learner autonomy?
2 What are the students’ opinions of implementing extensive reading portfolios with a view to their learner autonomy enhancement?
3 What are the teacher and students’ difficulties emerging in the implementation process?
Significance of the study
Upon completion, the study aims to significantly benefit high school students, English teachers, and policymakers It will provide valuable insights that can guide policymakers and educators in the integration of extensive reading (ER) portfolios into the curriculum, enhancing the learning experience for students.
The researcher aims to enhance students' awareness of their challenges and perceptions regarding the benefits of Learning Activities (LA) in their English learning journey, especially in Extensive Reading (ER) Ultimately, students are pivotal to their success in mastering English and improving their reading skills.
Methods of the study
This action research project utilizes both qualitative and quantitative methods for data collection and analysis The focus is on the 11th-grade class that the researcher is currently teaching.
Incorporating extensive reading (ER) portfolios into the existing syllabus for half a semester, this study utilized questionnaires, interviews, and teaching journals to gather data The research aimed to explore three key areas: the development of learner autonomy (LA) among students, their perceptions of how ER portfolios influenced their LA, and the challenges encountered during the implementation process.
Structure of the thesis
The thesis, titled “Applying Extensive Reading Portfolios to Enhance Learner Autonomy Among 11th-Grade Students in Nam Dinh Province,” is structured into five key chapters: Introduction, Literature Review, Methodology, Data Analysis and Findings, and Conclusion, accompanied by a List of References.
This chapter provides a general background and clarifies the rationale of this research Research aim and objectives as well as research questions are also specified
This chapter defines key terms such as Learning Analytics (LA), Educational Resources (ER), and portfolios by reviewing existing literature Additionally, it highlights previous research conducted by other scholars in the field.
The research process is demonstrated in details through each stage Apparently, the research, research approach, were discussed Additionally, the choice of participants and data collection methods is also justified
Chapter 4: Data analysis and Findings and Discussions
After data collection process, the findings from analysing collected data are introduced in this chapter These data are analysed to answer the research questions
Additionally, the result comparison to the previous studies is given in the Findings
This concluding chapter encapsulates the findings from previous analyses and offers recommendations for future research, while also acknowledging potential limitations associated with the study's outcomes.
This chapter highlights the significance of Learning Analytics (LA) in the educational process, establishing the foundation for the study through three key research questions Additionally, it outlines the research methods employed and underscores the overall importance of the study.
LITERATURE REVIEW
Learner autonomy
The concept of Learner Autonomy (LA) prioritizes the learner's role over the teacher's, emphasizing the importance of the learning process over the final product It encourages learners to establish their own learning goals and view education as a lifelong journey (Jacobs and Farrell, 2001) Teachers are tasked with fostering an environment that promotes independent learning, allowing students to take responsibility for their educational choices This approach emerged in language teaching during the late 1960s, with early autonomous language learning initiatives developed under the Council of Europe's Modern Languages Project in the 1970s.
Holec 1(1981: 3) defined LA as the “ability to take charge of one’s own learning
Autonomous learning is a skill that must be developed through natural experiences or formal education, rather than being an innate ability It involves taking responsibility for all aspects of the learning process, including setting objectives, defining content, choosing methods, monitoring progress, and evaluating outcomes Autonomous learners are aware of their learning purposes, actively participate in goal-setting, initiate and plan their learning activities, and consistently review and assess the effectiveness of their learning efforts.
Students must take responsibility for their own learning by owning aspects traditionally managed by teachers, including setting learning objectives, choosing methods, and assessing their progress As autonomy is a fundamental human trait that develops over time, educators should foster an autonomous learning environment that encourages students to cultivate their lifelong learning skills independently.
According to Dickinson (1987), autonomy in learning refers to a scenario where learners take full responsibility for all decisions related to their education, including planning, organizing, and evaluating their learning This implies that learners should actively engage in assessing the value of their work and even recommending the grades for their own output.
According to Richards and Schmidt (2010:297), the concept emphasizes that learners should be motivated to take full responsibility for their own learning process, including both the content they learn and the methods they use to learn it.
According to Nunan (1997), a fully autonomous learner operates independently of external resources such as teachers and textbooks In contrast, Palfreyman (2003) emphasizes that learner autonomy (LA) involves recognizing and utilizing available sources of help rather than avoiding them For instance, relying on a teacher for explanations of new vocabulary indicates teacher dependence However, when a student seeks validation from the teacher after independently researching synonyms using a dictionary and other resources, it reflects true learner autonomy In this scenario, the student effectively integrates the teacher into their learning process, demonstrating a proactive approach to education.
Learning autonomy (LA) is fundamentally about how learners psychologically engage with the learning process and content It involves developing skills such as detachment, critical reflection, decision-making, and independent action Unlike traditional teaching methods, LA is not imposed on learners; instead, it emphasizes their active participation and ownership in the learning journey.
Autonomy in learning, as defined by Benson (2006), refers to individuals gaining greater control over their educational experiences both inside and outside the classroom In the context of language learning, it emphasizes learners taking charge of their motivations and methods for acquiring new languages Benson (2011) further describes autonomy as the ability to manage one's own learning process, highlighting that it encompasses a range of skills and attitudes that can be cultivated to varying extents.
In conclusion, although definitions of LA have varied, the very earliest definition on LA by Holec (1981) is partly agreed among various other researchers later
However, some modifications have been made with “capacity” replacing “ability” and
In this research, learner autonomy (LA) is defined as the willingness and ability of students to take responsibility for their own learning This includes making plans, implementing them, and evaluating their progress, all while engaging in discussions and receiving support from their teachers By replacing phrases like "take charge of" with "take responsibility for" or "take control of," and incorporating terms such as "independently" and "psychological," the focus is placed on the importance of active participation in the learning process.
2.1.2 The importance of learner autonomy in language learning
Learner autonomy (LA) is a key component of the learner-centered approach, recognized for its innovative and effective contributions to second language acquisition Research highlights that fostering autonomy in learners enhances motivation, collaboration, and responsibility in their educational journey, resulting in more effective learning outcomes When students develop autonomy within the school curriculum, they naturally transition to independent learning in other areas of their lives, promoting lifelong learning Ultimately, even with optimal teaching conditions, learning cannot occur if students are not willing to engage in the process.
According to Szabo (2000, p.4), a responsible attitude is crucial for success in learning, particularly in language acquisition Language learning is a lifelong process, and relying solely on formal lessons is insufficient for effective communication in complex life and work situations Therefore, it is essential for learners to engage in self-directed study to enhance their language skills.
7 way to prepare them for that is to “help them become more autonomous” (Scharle and Szabo, 2000, p.4)
According to Holec (1981), learner autonomy (LA) consists of four key components: recognizing the purpose of learning, participating in the establishment of learning goals, taking initiative in planning and executing learning activities, and consistently reviewing and evaluating the effectiveness of their learning.
According to Sinclair (2000:5), learner autonomy encompasses five key aspects: it is a developed ability rather than an instinct, reflects learners' willingness to take responsibility for their own education, and exists in two fluctuating degrees Furthermore, autonomy can be fostered both in and out of the classroom and includes both social and individual dimensions.
According to Benson (2011), language acquisition (LA) encompasses three interdependent dimensions: learning management, learning strategies, and learning content Learning management involves observable behaviors related to the planning, organization, and evaluation of the learning process Learning strategies refer to the cognitive and metacognitive processes employed by learners Lastly, learning content addresses the fundamental aspects of what is learned and the reasons behind language learning.
This study would measure LA enhancement through ER portfolio implementation based on the three dimensions (Benson,2011): control over learning management, learning strategies and learning content
This aspect of Learning Autonomy (LA) encompasses the cognitive and attitudinal elements essential for effective planning, organization, and assessment Students are encouraged to actively participate in strategizing and sourcing resources to achieve their goals while ensuring they adhere to deadlines Self-assessment is crucial for extracting valuable experiences from their processes During the pre-planning stage, learners clarify their objectives and outline the methods to reach them, recognizing that planning can also continue throughout the task execution.
Extensive reading portfolio
A portfolio is defined as a purposeful collection of student work that showcases their efforts, progress, and achievements across various areas This definition, attributed to Paulson, Paulson, and Meyer (1991), emphasizes the importance of student involvement in selecting the contents, establishing criteria for selection and merit judgment, and providing evidence of self-reflection.
According to Simon and Forgette - Giroux (2000, p.36), a portfolio is defined as a continuous collection of selected entries, which are evaluated and commented on by students, teachers, or peers, to assess the student's progress in developing a specific competency.
In the article “The Use of Portfolio to Assess Student’s Performance,” Birgin and Baki (2007) explore multiple definitions of portfolios Their summary highlights contributions from various authors, including Arter and Spanel (1991), Collins (1992), and De Fina, emphasizing the diverse perspectives on portfolio assessment in education.
In 1992, Paulson and Meyer defined a portfolio as a purposeful collection of learners' work that showcases their educational efforts Grace (1992) expanded on this by viewing portfolios as tools for understanding the overall learning process of students Similarly, Winsor and Ellefson (1995) emphasized that portfolios not only document the learning journey but also highlight learners' language production capabilities Additionally, Yang (2003) described portfolios as collections of student activities that capture their efforts, progress, and reflections on learning materials.
Portfolios serve as valuable tools in education, offering clear definitions that highlight their significance and benefits Both educators and students benefit from portfolios, which enhance the teaching-learning process and provide an effective means of assessment.
Portfolios serve various purposes and can be categorized based on their content and intent Columba and Dolgos (1995) identify three main types of portfolios for classroom use: Showcase, Teacher-Student, and Teacher Alternative Assessment Portfolios Showcase portfolios highlight a learner's best work, showcasing their highest achievements Teacher-Student Portfolios, also known as "working portfolios," facilitate communication between teachers and students, with content mutually agreed upon Lastly, Teacher Alternative Assessment Portfolios consist of items that are scored or evaluated, allowing teachers to use individual student portfolios as assessment tools Additionally, Epstein (2005) suggests that portfolios can be classified into two main categories: Process-oriented and others.
Portfolios in education are primarily categorized into two types: Process-oriented Portfolios, which document a student's growth over time, and Product-oriented Portfolios, showcasing a student's best work While both types are utilized across all grade levels, Process-oriented Portfolios are more prevalent in elementary education, focusing on individual progress rather than specific performance levels In contrast, Product-oriented Portfolios are better suited for advanced students, who possess the critical thinking skills necessary for selecting their top work and engaging in meaningful self-reflection (Sweet, 1993; Epstein, 2005).
Portfolios can be categorized in multiple ways to fulfill specific objectives Depending on the instructional goals, educators can choose the most suitable type of portfolio for their needs This study focused on assessing the advancement of student autonomy through the implementation of an experiential reflection (ER) portfolio.
ER portfolios belong to showcase ones
According to Paulson, Paulson, and Meyer (1991), a portfolio is a multifaceted concept shaped by the creator, the learner, and the classroom environment Despite these variations, portfolios share several common characteristics Here are three key features that define a portfolio.
Hamps-Lyons (1994; as cited in Chen, 2006) views portfolios as valuable tools for both assessment and instruction, providing teachers with a diverse range of evaluation techniques This approach allows learners to feel more at ease, offering them multiple opportunities to demonstrate their efforts and enhance their final scores However, effective teacher guidance and instruction are essential to prevent confusion among learners.
- Focusing on learners’ learning effort and progress: Chen (2006) quotes Dudley
The primary purpose of a portfolio is to showcase learners' efforts and progress, fostering a sense of achievement rather than merely assessing their performance To maximize its benefits, portfolios should be viewed as learning tools rather than assessment tools Furthermore, assessment criteria should promote collaboration among students to establish suitable benchmarks for evaluation.
15 clear and easy to understand Normally, they are in form of rubrics with detailed explanation
A student-centered portfolio empowers learners by allowing them to select components, contribute to assessment criteria, and self-assess their work, as emphasized by Birgin and Baki (2007) In this approach, teachers act as facilitators, providing guidance and choices instead of dictating priorities, which contrasts with traditional teaching methods.
Barton and Collins (1997, as cited in Birgin and Bakin, 2007) emphasize that effective portfolios must be multi-sourced, flexible in assessment, and explicitly purposeful They should align with both the course objectives and real-world applications while fostering a sense of ownership among learners.
Lynch and Shaw (2005) identify seven essential features that all types of portfolios should exhibit, emphasizing the importance of a thorough evaluation process This process involves assessing both the final product and the methods used to create the portfolio Additionally, the evaluation should be multi-dimensional, incorporating feedback from multiple sources such as teachers, peers, and self-assessments.
To maximize teaching and learning efficiency, it is essential for teachers to maintain key features of portfolios, while also allowing students the opportunity to express their opinions on how to create their own portfolios.
The use of extensive reading portfolios in enhancing learner autonomy
An effective ER portfolio aims to foster an environment where students actively reflect on, evaluate, and manage their reading development in alignment with program objectives This process requires a collaborative effort between educators and learners, with teachers providing essential guidance to help students create, establish, and implement their ER portfolios.
Students who take responsibility for their own portfolios in a collaborative classroom environment are more likely to engage actively in the learning process This personal and collective learning approach fosters critical thinking skills Through the use of ER portfolios, students engage in diverse activities such as reading, writing, discussing, and interacting with various materials, which enhances their critical thinking abilities By questioning, guessing, confirming, and evaluating their readings, students develop greater autonomy, particularly by the conclusion of the ER portfolio implementation.
Review of related studies
Research on portfolio and learner autonomy (LA) highlights several key factors that contribute to effective learning Scharle and Szabo (2000) identify seven critical elements, including motivation, self-confidence, monitoring and evaluation, learning strategies, cooperation, teacher-student information sharing, and learner involvement in decision-making They propose a three-stage process to enhance LA: "raising awareness," "raising attitudes," and "transferring roles," with the final stage being the most challenging as it shifts class management from teacher to learner Similarly, Nation (2001) emphasizes three factors of autonomy: attitude, awareness, and capacity, where attitude reflects a learner's desire for control and responsibility, awareness aligns with metacognition, and capacity refers to the learner's ability to engage in the learning process effectively.
According to Nation (2001), the essential difference between two perspectives on learner autonomy is the diminished role of the teacher Rather than being a central figure in fostering autonomy, the teacher's responsibility is to enhance students' awareness, motivation, and abilities by training them in effective learning principles and strategies This approach emphasizes the importance of equipping learners with the necessary skills and knowledge to become self-sufficient.
Numerous studies have explored the impact of portfolios on learning autonomy in language education Khodadady and Khodabakhshzade (2010) conducted experimental research demonstrating that portfolio assessment and self-assessment significantly enhance both students' writing skills and their learning autonomy.
In Vietnam, portfolios have garnered significant interest from researchers, despite many BA and MA graduation papers remaining unpublished due to various reasons These papers hold practical value for educators and individuals engaged in research discussions The author has reviewed numerous studies on the topic, with a predominant focus on the effectiveness of writing portfolios as assessment tools for developing language acquisition (LA) and writing skills, as well as reading portfolios aimed at enhancing reading abilities For instance, Doan T N M (2019) explored fostering autonomy in first-year English majors at a university in Vinh through the use of writing portfolios.
The application of portfolios has shown potential in enhancing the writing skills of 11th-grade students in Lang Son province, as highlighted by Hoa T L Additionally, the use of reading portfolios as both an assessment tool and a learning activity has been explored to foster learner autonomy among freshmen in a college in Ha Noi, as noted by Hoa T T (2017) However, there remains a significant gap in research regarding the impact of extensive reading (ER) portfolios on student development.
LA This action research will examine the effects of ER portfolios on students’ learning autonomy at a high school in Nam Dinh where the students’ LA is still low
This chapter establishes the theoretical framework for the study by defining key terms and offering essential background information on learner autonomy, extensive reading, portfolios, and action research A critical review of the components of learner autonomy is presented, serving as criteria for comparing the actual experiences of grade 11 students to assess the impact of extensive reading portfolios on enhancing learner autonomy Ultimately, the chapter identifies the gap that the researcher aims to address through this study.
RESEARCH METHODOLOGY
Research questions
The author wants to repeat the research questions as following:
1 To what extent does the implementation of ER portfolios help to enhance the students’ LA?
2 What are the students’ opinions of implementing ER portfolios with a view to their
3 What are the teacher and students’ difficulties emerging in the implementation process?
The first research question in the action research project aims to explore the enhancement of Learning Achievement (LA) through the implementation of Extensive Reading (ER) portfolios The second question seeks to uncover students' opinions on the application of ER portfolios, providing valuable feedback for the researcher Lastly, the third research question addresses the challenges faced by both students and the teacher during the implementation process, guiding the researcher in making future improvements.
To answer the research questions, the author employs the below research approach:
Research approach
This action research study investigates the impact of an English reading (ER) portfolio on students' learning autonomy The research focuses on the independent variable, which is the portfolio ER, and the dependent variable, students' learning autonomy Action research is also referred to by various terms, such as participatory research, collaborative inquiry, emancipatory research, action learning, and contextual action research.
Action research, as described by Kemmis & McTaggert (1988), aims to address immediate practical concerns while advancing social science objectives It emphasizes a dual commitment to both studying and collaboratively transforming a system in a mutually agreed-upon positive direction Achieving this requires active collaboration between researchers and participants, highlighting co-learning as a fundamental aspect of the research process.
Stephen Kemmis has developed a simple model of the cyclical nature of the typical action research process (Figure 1) Each cycle has four steps: plan, act, observe, and reflect
Chart 1: Simple Action Research Model
Gerald Susman (1983) outlines five distinct phases within each research cycle, as detailed by MacIsaac (1995) The process begins with the identification of a problem, followed by the collection of data to facilitate a comprehensive diagnosis.
The process involves gathering 25 collective proposals to develop and implement a single action plan Results from the intervention are collected and analyzed, with findings evaluated based on the success of the action taken After this assessment, the problem is re-evaluated, initiating another cycle of the process This iterative approach continues until the problem is successfully resolved.
Chart 2: Detailed Action Research Model
Researchers, including Burns (2010), agree that the primary goal of action research is to identify and address issues within the teaching and learning process, employing specific strategies to enhance overall productivity.
Action research is favored for several reasons: it is conducted from a teacher's perspective within a real teaching context, allowing for practical solutions and implementations Additionally, action research operates as a cyclical process, enabling revisions and re-planning to achieve improved outcomes Furthermore, it fosters collaboration and participation among both teachers and students in English reading classes, enhancing the overall learning experience.
The study utilizes MacIssac's research model (1995) as the ideal framework, enabling the teacher-researcher to identify challenges and develop effective solutions This approach aims to enhance the current teaching and learning environment, ultimately leading to significant improvements in student performance.
The research employs a mixed-methods approach, utilizing quantitative and qualitative techniques such as questionnaires, interviews, and teaching journals Throughout the implementation of Extensive Reading (ER) portfolios, the researcher documented weekly observations, which facilitated necessary adjustments and identified challenges faced during the process After completing the ER portfolio course, participants will complete questionnaires and partake in interviews, which will be systematically coded and categorized for comparative analysis with data gathered from the questionnaires and teaching journals.
Research procedure
The researcher identified a significant issue with the low level of learning autonomy among high school students, particularly in the 11th grade To address this, they implemented extensive reading (ER) portfolios as a trial activity within the existing reading program The primary goal was to evaluate the impact of these portfolios on students' learning autonomy and determine whether they provide meaningful benefits to enhance their educational experience.
To effectively implement Extensive Reading (ER) portfolios in the classroom, a clear action plan was developed, outlining portfolio objectives, requirements, and instructions The general objectives and instructions are designed to be straightforward, ensuring students can easily understand the ER portfolio process The theme-based topics primarily derive from suggested material in the textbook, with some modifications made to better align with the context of Vietnam and cater to the students' needs and interests.
The timeline for the ER portfolio will be established, integrating it into the existing curriculum as a home-assigned task.
Week 1 Introduction to the course
Portfolio ER: Free ER topic
- Read the article and underline new words, structures, idioms and guess the meaning
- Find the main idea, summarize the article
- Read the article and underline new words, structures, idioms and guess the meaning
- Find the main idea, summarize the article
- Prepare the presentation on the ways to reduce the generation gap in the family
- Read the article and underline new words, structures, idioms and guess the meaning
- Find the main idea, summarize the article
- Prepare the presentation on where conflicts come from
Family trend - Read the article and underline new words, structures, idioms and guess the meaning
- Find the main idea, summarize the article
- Prepare the presentation on what are the reasons for this trend
Relationships - Read the article and underline new words, structures, idioms and guess the meaning
- Find the main idea, summarize the article Week 6
- Read the article and underline new words, structures, idioms and guess the meaning
- Find the main idea, summarize the article
- Read the article and underline new words, structures, idioms and guess the meaning
- Find the main idea, summarize the article
- Prepare the presentation the advantages of the kind of dating you like most
Figure 2: The topics of each week in the ER portfolio course
Each week, students are required to find and submit a 350-400 word article on a designated topic to their teacher for verification of its authenticity and quality.
At the start of each lesson, students received reminders and learning outcomes to enhance their focus and clarify their objectives for the session.
The teacher allocated 5 minutes during each lesson to assess students' progress and performance by randomly selecting some students' ER portfolios for review and feedback Additionally, students were occasionally encouraged to exchange their work with a peer class to receive constructive comments from their classmates.
To discover what a portfolio of the students look like, see appendix 5, p XIV
The researcher monitored the implementation of the Extensive Reading (ER) portfolio and its impact on student autonomy Weekly teaching journals were maintained to reflect on the ER portfolio process, highlighting common challenges faced by both the teacher and students, as well as students' attitudes towards the implementation This reflection aimed to enhance learning autonomy within the classroom Following the mid-term test, a survey questionnaire was distributed to students, and three days later, semi-structured interviews were conducted to gather further insights.
29 out in Vietnamese, which enabled the students to easily express themselves and what they concerned about Notably, during the interviews, additional questions might be asked to gather more information
In the final stage, the gathered data will be processed, with interviews transcribed and translated into English for reference The analysis will focus on three dimensions of Learning Autonomy (LA) identified in the literature review: management of learning, learning strategies, and learning content Furthermore, the effectiveness of Extensive Reading (ER) portfolios will be assessed to determine their impact on fostering learning autonomy The study will highlight students' attitudes and challenges, leading to recommendations for improving ER portfolios to enhance students' learning autonomy.
Research context
Located in Nam Dinh, Northern Vietnam, this high school conducted research during the first semester of the 2020-2021 academic year, following the school calendar The findings revealed that most students exhibit low levels of engagement in their learning, primarily following teacher instructions without seeking clarifications or utilizing online resources Students tend to absorb knowledge passively through lectures, with a predominant teaching method focused on the teacher delivering content while students take notes This approach results in a lack of learning autonomy among students As a teacher at this institution, the researcher aims to implement Extensive Reading (ER) portfolios to foster greater learning autonomy among students.
The study involved 30 11th-grade students from the researcher's class, all of whom had no prior experience in creating portfolios The researcher aimed to consider these factors before initiating the research.
Many students lack awareness of their responsibility in the learning process, leading to a dependence on teacher instructions and a lack of autonomy in their studies While they may sit attentively, their reluctance to answer questions stems from a fear of providing incorrect responses.
Data collection instruments
The study employed a mixed sequential approach, utilizing the researcher’s teaching journals alongside questionnaires and interviews to collect both quantitative and qualitative data, ensuring the reliability and validity of the findings.
The study employed a questionnaire consisting of 20 close-ended questions aimed at assessing the enhancement of language acquisition (LA) among students, their views on the implementation of ER portfolios for LA improvement, and the challenges faced during this process Each question provided five response options: strongly agree, agree, no opinion, disagree, and strongly disagree This method was selected for its efficiency in gathering substantial data quickly, as well as the ease of processing the results (Gillham, 2000, cited in Hoang & Nguyen, 2007:18) The use of multiple-choice questions also encouraged participation from less motivated students The questionnaire was distributed during the final week of the course, and the researcher took a few minutes to clarify its purpose, ensure participant confidentiality, and explain any potentially confusing terminology After completion, the students' responses were collected in class.
As mentioned in Literature Review, the study adopts the view of Benson (2011) on
Kieran Donaghy (2016) designed a questionnaire consisting of 20 items to assess students' language awareness (LA) enhancement Specifically, 16 of these items were utilized to evaluate three key dimensions of LA: learning management, learning strategies, and learning content, as outlined by Benson (2011) The remaining three items focused on additional aspects of the research.
The study utilized items 17 to 19 from Kieran Donaghy (2016) to assess students' opinions on the implementation of an Extensive Reading (ER) portfolio Additionally, item 20, inspired by the work of Renandya, Hidayati, and Ivone (2021) and Brown (2001), aimed to identify any challenges faced by students during the implementation process.
To enhance the depth and validity of the research findings, the researcher supplemented the multiple-choice questionnaire with semi-structured interviews This approach addressed the limitations of the questionnaire by providing more detailed insights into the issue at hand, thereby increasing the reliability of the outcomes and conclusions.
In contrast to surveys, the interviews employed open-ended questions and a semi-structured format, allowing interviewees to maintain "power and control" while providing the interviewer with significant flexibility (Hoang & Nguyen, 2007:52) This approach facilitates a comprehensive comparison between the survey data and interview insights, thereby addressing the research question in detail As previously mentioned, a qualitative method will be applied to analyze the gathered data effectively.
Interviews were conducted with five randomly selected students in the week following the course's conclusion To ensure clarity and prevent misunderstandings, the interviews were held in Vietnamese, allowing students to articulate their opinions more effectively in their native language.
The researcher developed interview questions grounded in the theoretical framework from the Literature Review on Learner Autonomy (Benson, 2011; Kieran Donaghy, 2016; Renandya et al., 2021; Brown, 2001) The first research question sought to gather student feedback to evaluate the enhancement of learner autonomy and the perceived usefulness of the course, as well as students' interest in continuing to use extensive reading portfolios in the future The second question aimed to identify challenges encountered during the implementation process and to determine student preferences regarding the activity Additionally, the third and fifth questions were designed to facilitate comparisons related to these themes.
The study assessed the contrasting scheduling abilities and time-management skills of students both during and after the course to evaluate their improvement Additionally, it explored students' self-evaluation capabilities and the learning strategies they employed throughout the course For detailed interview questions, please refer to Appendix 2, page IV.
Reflective journals play a crucial role in helping teachers evaluate their teaching practices and generate valuable feedback for improvement (Zulfikar et al., 2018) A teaching journal serves as a written account of teaching experiences, capturing insights while they are still fresh in the teacher's mind By documenting reflections and observations from each class session, educators can develop a critical perspective on their teaching methods (Bailey, 1990; Jeffrey & Hadley, 2002).
Throughout each lesson, the researcher conducted observations and recorded notes to assess students' attitudes toward the use of electronic portfolios and to identify the challenges encountered during the implementation process.
Data analysis
The data will be categorized based on the three dimensions of Learning Analytics (LA) Subsequently, the number of students selecting each response option—“strongly disagree,” “disagree,” “no opinion,” “agree,” and “strongly agree”—will be quantified The findings will be presented in a tabular format for clarity.
Furthermore, the average mean of each question would be calculated
The mean of each item would be the quotient of the sum of all options divided by 5
The interviews will be transcribed and categorized according to the three dimensions of Learning Analytics (LA) Additionally, the detailed responses from the students during the interviews will be compared with the results obtained from the questionnaire.
The teaching journals were written weekly in free style through observing the implementation process of the teacher and the students These journals considered
33 valuable source of information helped the researcher find out the students’ opinions of using ER portfolios and difficulties during ER portfolio application
The data collected from the questionnaires were analyzed using SPSS 10.0, with findings presented in tables The quantitative analysis aimed to determine improvements in students' learning autonomy, gather student feedback on the teacher's use of an extensive reading portfolio, and identify challenges faced by both students and teachers during the implementation process Once all questionnaires were returned, the results were consolidated and displayed in tables and figures using Excel.
The data obtained from the journals were quantitatively analyzed using thematic analysis, a widely recognized method in qualitative data analysis (Rudolph Tere, 2006) This approach focuses on identifying, analyzing, and interpreting themes that emerge as patterns of meaning within qualitative data (Clarke & Braun).
In a 2013 study utilizing thematic analysis, researchers aimed to uncover insights into individuals' perspectives and experiences through qualitative data Following Braun and Clarke's six-step guide, the process began with the researcher familiarizing herself with the data corpus derived from teaching journals, making notes on initial impressions Early reflections highlighted challenges such as the time-consuming nature of correcting portfolios and the effort required to enhance student motivation Subsequently, the researcher proceeded to generate initial codes to further analyze the data.
Because I was concerned much with the aim of analyzing the qualitative data which
To address the third research question, I employed theoretical thematic analysis, focusing on coding segments of data relevant to my research inquiries rather than coding every text element As I progressed, I developed and modified codes, creating new ones as needed; for instance, the recurring mention of time and effort in weekly journals led me to establish a specific code for this item I then searched for themes by examining the codes, identifying that several aligned into the overarching theme of "time and effort-consuming," derived from repeated phrases like "struggled," "took effort," and "took time." Following this, I reviewed and refined the themes to ensure accuracy, defining them to clarify their implications I also compared these themes with the obstacles discussed in Chapter 2 to differentiate between anticipated and unexpected difficulties encountered during the course The final step involved writing up the thematic analysis to present my findings.
After analyzing the qualitative data, I identified two primary categories: the challenges faced by the teacher during implementation and the various difficulties experienced by students throughout the learning process.
In summary, this chapter highlights the key aspects of the course, including the participants and the tools used for data collection and analysis By utilizing these instruments with the selected participants, the researcher uncovered significant findings that will be explored in the subsequent chapter.
FINDINGS AND DISCUSSIONS
The extent to which the implementation of ER portfolios help to
ER portfolios help to enhance the students’ LA
The students’ opinions of implementing ER portfolios with a view to
opinions of implementing ER portfolios with a view to their LA enhancement
4.2.1 Students’ opinions of the effects of the ER portfolios
4.2.2 Students’ opinions of the application of ER portfolios in the next academic year
Difficulties emerging in the implementation process
4.1 The extent to which the implementation of ER portfolios help to enhance the students’ LA
The study aimed to determine the impact of implementing ER portfolios on enhancing students' learning autonomy (LA) Data gathered from questionnaires and interviews were analyzed across three key dimensions of LA: learning management, learning strategies, and learning content, as outlined in Chapter 2.
4.1.1 Effects of ER portfolios on the students’ learning management
As mentioned in the Literature review, the learning management in LA includes observable behaviors involved in the planning, organization and evaluation of learning
4.1.1.1 Effects of ER portfolios on students’ planning and organizing
At the start of the semester, the researcher outlined the course's general objectives, requirements, and the essential skills students are expected to develop through the ER portfolio course This study identified five key targeted skills: (1) identifying main ideas, (2) reading for specific information, (3) understanding vocabulary, phrases, and idioms in context, (4) summarizing content, and (5) making inferences.
The course focuses on five essential reading skills for three key reasons Firstly, these skills are among the most frequently encountered in reading Secondly, based on the researcher’s experience, students often find skills such as understanding vocabulary from context and making inferences particularly challenging Lastly, these skills are vital for effective reading comprehension.
“typically need to develop” (Alderson, 2000, p.1)
Students were tasked with outlining their personal goals for the course and were encouraged to adhere to them They also needed to create a timetable and were reminded of the importance of submitting their ER portfolio punctually Insights from the post-course questionnaire and interviews highlighted significant shifts in the students' habits and their understanding of goal-setting and planning As noted in Chapter 3, the questionnaire utilized a Likert scale format.
Item SA A NO D SD Mean
1 ER portfolios can help me establish my own study goals based on the requirements of the curriculum
2 ER portfolios allows me to do exercise in my suitable time (set up my schedule/ timetable for ER portfolio)
3 During the process of completing the portfolio each week, I keep up with my predetermined schedule
4 ER portfolios help me make a practical plan for my study
Figure 3: Students’ opinions on the effect of ER portfolios on planning and organizing their learning
The data presented in the table indicates that a significant majority of students selected responses that align with agreement on the question scale, reflecting a generally positive sentiment towards the surveyed topics.
As can be seen in the table, most of the participants found that ER portfolios during the course helped them a lot in improving their planning and organizing skills
A significant majority of students reported feeling empowered to establish their own goals based on course requirements, with nearly double the percentage agreeing compared to those who disagreed Student A expressed a transformative experience, stating, “I have never participated in discussing or making goals in my study before I am not accustomed to setting goals I just did what my teacher told me But since I studied here, after making goals, I felt I better control my study and clearly know what I need to do to reach the targets I really become more goal-oriented.” This sentiment was echoed by other students, who acknowledged a tendency to set broad objectives like “learning English well” and “getting good scores.”
The researcher emphasized the importance of setting specific goals that align with the curriculum's objectives Participants who established clear goals demonstrated a better understanding of how to achieve their aims, leading to enhanced focus and engagement in their study plans As a result, these individuals not only became more active learners but also achieved higher scores.
In terms of scheduling (Item 2), the collected data showed a surprising outcome
The survey results indicate that the number of students who "Strongly agree" or "Agree" about their study habits is equal to those who "Strongly disagree" or "Disagree." However, when asked about adherence to their timetables, only 30% of students reported successfully following their initial plans All interview participants acknowledged facing challenges in time management While two students managed to stick to their schedule until the fifth week, the others consistently struggled to complete their ER portfolios, which involved tasks such as sourcing materials, submitting texts for review, identifying main ideas, and summarizing content.
Many students initially feel energized and motivated at the beginning of the semester, with fewer assignments allowing them to focus on their ER portfolios However, as the midterm exam approaches and the workload increases, poor time management and an overload of assignments lead to challenges in maintaining their study plans One interview participant noted she managed to keep up until nearly midterms but ultimately gave up due to these pressures As a result, students often find themselves distracted and unable to adhere to their original schedules.
In recent interviews, Student B expressed frustration over the overwhelming amount of homework and constant testing leading up to exams, which ultimately caused him to delay submitting his portfolio and eventually give up In contrast, Student D acknowledged the heavy workload during exam periods but demonstrated effective prioritization skills, allowing him to submit his portfolio on time.
Half of the students expressed confidence in their planning skills, believing they could create more practical study plans as they adapted to the increased workload of upper secondary education However, the other half felt uncertain about their ability to develop effective learning habits, often missing deadlines and feeling discouraged Despite these challenges, most students recognized the need for better time management to complete tasks on time For instance, Student C addressed her procrastination by blocking distracting websites during study sessions, which improved her focus and motivation for future assignments Similarly, Student D adopted a holistic approach to planning by assessing his overall study commitments, creating a deadline chart, and prioritizing tasks based on their urgency.
The researcher observed that while many students effectively managed their schedules, some struggled with time management and frequently missed deadlines To address this issue, these students began implementing solutions such as blocking social media and prioritizing their learning tasks.
4.1.1.2 Effects of portfolio on the students’ learning evaluation
In the Literature Review, it is highlighted that a crucial aspect of Learning Analytics (LA) involves students evaluating the effectiveness of their learning efforts (Wenden, 1998:28) This emphasizes the importance of students developing the ability to assess their own progress in the learning process.
Item SA A NO D SD Mean
5 I am able to realize my own mistakes and correct them now thanks to the teacher’s immediate feedback
6 ER portfolios help me learn structures, vocabulary more exactly and easily
7 I achieved the goals set in the reading course
Figure 4 : Students’ opinions on the effect of ER portfolios on evaluating their learning
The table shows that most of the students chose the “agreement” side of the scales
ER portfolios not only provide immediate feedback from teachers but also empower students to recognize and correct their own mistakes, including identifying main ideas, making inferences, and deducing word meanings in context According to the questionnaire results, over half of the participants acknowledged the effectiveness of ER portfolios in promoting self-correction.
Less than 40% of students felt they could self-correct their errors after the implementation of the ER portfolio, despite many emphasizing the development of self-correction habits Student D highlighted the importance of this habit in enhancing their learning experience.