INTRODUCTION
Statement of the problem and rationale for the study
Vietnamese traditional pedagogy, influenced by Confucianism, prioritizes memorization over practical application of knowledge, leading to passive learning environments where teachers hold authority and students are expected to comply Standardized examinations, mandated by the Department of Education and Training, dictate classroom dynamics and limit interactions, resulting in a lack of collaboration and independent learning opportunities Consequently, the concept of learning autonomy—defined as a student's responsibility for their learning decisions—remains relatively unfamiliar to Vietnamese learners and educators, despite its significance in fostering successful learners in a globalized world.
To enhance learning autonomy among Vietnamese students, implementing project work in the educational process is a promising solution Ramírez (2014) emphasizes that project work encourages students to take active roles, allowing them to engage in authentic and engaging tasks aimed at achieving common goals through collaboration This approach not only fosters teamwork but also provides opportunities for students to improve their language skills, facilitating effective communication.
Despite extensive research on promoting learner autonomy through project work, there is limited exploration of this topic among adolescent learners, particularly in Vietnam This study aims to fill that gap by examining how engaging in project work enhances students' awareness of their responsibility in managing their own learning process.
Aims, objectives, and research questions of the study
This action research investigates the potential for secondary school students to enhance their learning autonomy through engagement in project work To accomplish this goal, the study focuses on two key objectives.
- Investigate the extent to which the students‟ learning autonomy can be enhanced through their participation in project work
- Explore the students‟ evaluations of the projects assigned to them to develop their learning autonomy
In accordance with these two objectives, the research tries to answer the following research questions:
1 To what extent does project work enhance the students‟ learning autonomy?
2 What are the students‟ evaluations of the projects in view of the impact of the projects on developing their learning autonomy?
Significance of the study
Recent research on learner autonomy has been conducted globally, including in some Asian countries, but studies in the Vietnamese context remain limited While the Vietnamese English as a Foreign Language classroom shares similarities with those in China and Japan, it possesses a unique educational environment Notably, there is a lack of comprehensive studies addressing the development of learning autonomy through project work among Vietnamese adolescents This study aims to enhance the understanding of learner autonomy in education within this specific context.
Secondary school teachers and students are encouraged to draw valuable insights from the study's findings, particularly those interested in incorporating project work as an alternative approach in their English teaching and learning practices.
Scope of the study
The research conducted over eighteen weeks during the second semester of the 2018-2019 school year, from December 25 to May 24, focuses on the impact of project work on students' learning autonomy It specifically examines students' evaluations of how project work contributes to their development of learning autonomy The study involves a limited sample size of fifty sixth-grade students.
The findings of this study, which focuses on a single teacher and class within one school, may not be applicable to other contexts However, it can serve as a valuable resource for in-depth information and may help generate hypotheses for future research.
Methods of the study
The study employs an action research approach, which is widely recognized as a prevalent research method (Ferrance, 2000) This methodology utilizes various instruments such as questionnaires, artifacts, observations, and interviews to conduct an in-depth investigation of the subject matter.
Organization of the thesis
This research consists of five chapters:
This chapter aims at stating the research problems, the significance, the aims, the scope, and the methods of the study
This provides elaboration of key definitions as well as the review on related studies
This chapter issues the description of research approach, research participants, data collection methods and data analysis methods
In this chapter, research findings and discussions are presented Besides, discussion on the comparison between the findings and reviewed literature is also drawn
This chapter includes the summary of the research, the implication, the limitation of the study and suggestion for further research.
Summary
This chapter outlines the rationale for the study, emphasizing the need to determine if project work can improve students' learning autonomy It clearly defines the research framework, including two key research questions and a well-defined scope The detailed explanations provided not only justify the study's main content and structure but also serve as essential guidelines for the remainder of the paper.
LITERATURE REVIEW
Learning autonomy
Interest in learning autonomy has significantly increased over the past few decades, leading to various interpretations of the term According to Holec (1981), learning autonomy is defined as "the ability to take charge of one’s own direct learning." This concept encompasses activities that empower learners to set their own objectives, choose lesson content, select methods and techniques, monitor their learning process, and evaluate their achievements.
Bergen (1990: 102) emphasizes that learning autonomy involves a proactive approach to managing one's own educational journey to meet personal needs and goals This concept encompasses both the ability and willingness to work independently, as well as collaboratively with others, reflecting a commitment to social responsibility.
Learning autonomy, as described by Higgs (1988: 41), is a process in which learners engage in tasks and activities with a significant degree of independence from the teacher In this model, the teacher's role shifts to that of a manager of the learning program and a resource person, facilitating the learners' journey towards self-directed education.
Joshi (2011) defines an autonomous learner as someone capable of independently making and implementing choices that influence their actions When autonomy is fostered in the classroom, students assume greater responsibility and have more input in their learning decisions, while still benefiting from the guidance and support of their teachers.
Learner autonomy encompasses both individual and collaborative elements, highlighting that it is not solely an individualistic endeavor Instead, it is a process that thrives on interdependence, emphasizing the importance of cooperation in achieving independent learning.
Autonomy, as defined by the Oxford dictionary, refers to the right to self-govern or the ability to act based on objective morality rather than personal desires In moral and political philosophy, it serves as a foundational principle for assessing moral responsibility for actions This concept extends beyond philosophy, finding relevance in fields such as education, medicine, and psychology, where it is refined to establish specific criteria for its application.
Kant (1956) introduced the concept of moral autonomy, emphasizing that it represents a moral agent's ability to freely and rationally adopt ethical principles He argued that an individual's moral guidelines stem from the exercise of reason, serving as an internal authority that governs their actions While people encounter various moral principles, they must reject any that do not align with their own enactment of universal law Ultimately, autonomous moral principles are self-imposed laws that rational beings consciously identify with and choose to follow.
In political ethics, autonomy is crucial for defining inalienable rights such as personal liberty, freedom of speech, and property ownership, which should be guaranteed to all citizens This concept indicates that these rights remain protected unless an individual voluntarily forfeits them through unlawful actions or by choosing to relinquish some liberty for other benefits Ultimately, autonomy underscores the importance of respecting each person's capacity to make decisions about their own life and to face the consequences of those choices.
Promoting personal autonomy is a key objective in educational philosophy, emphasizing the importance of providing students with diverse choices and experiences This approach equips students with rational tools to evaluate their options thoughtfully, allowing them to face the consequences of their decisions with minimal interference By broadening their awareness and exposing them to new possibilities, education fosters active thought and exploration rather than passive acceptance of information Ultimately, students who experience autonomy are empowered to experiment with innovative ideas while also taking responsibility for the value of their contributions.
Autonomy in psychology, as defined by Frankfurt (1971), is the ability to act based on one's authentic self rather than external influences, emphasizing the importance of conscious intention and personal responsibility Central to self-determination theory, autonomy is linked to the idea of "autonomy support versus control," suggesting that supportive environments enhance self-determined motivation and healthy development Two key conditions for autonomy are "competency," which encompasses rational thought, self-control, and a clear self-perception, and "authenticity," which involves the ability to reflect on and consciously accept or reject one's desires.
This study emphasizes the importance of learning autonomy in education, allowing students to make choices and engage in experiential learning By encouraging active thinking and exploration during projects, students feel empowered to experiment with new ideas while also being responsible for ensuring their contributions are meaningful.
Autonomous learners exhibit a range of key characteristics that enhance their learning experience According to Candy (1991), these individuals are methodical, disciplined, and possess strong logical and analytical skills They are reflective and self-aware, demonstrating curiosity and a high level of motivation Additionally, autonomous learners are flexible, interdependent, and adept in interpersonal skills They show persistence and responsibility, while also being venturesome and creative Furthermore, they are self-sufficient information seekers, knowledgeable about the learning process, and skilled critical thinkers.
According to Dickinson (1993), autonomous learners possess the ability to recognize what has been taught in class, allowing them to collaboratively formulate their own learning objectives alongside their teacher They consciously select and implement suitable learning strategies while actively monitoring their effectiveness Furthermore, self-assessment is crucial for these learners, as highlighted by Cotterall (1995), who emphasizes that the ability to evaluate their learning quality is vital for understanding their progress and effectively utilizing their acquired skills.
Autonomous learners, as defined by Holec (1981: 3), are individuals who take responsibility for their own learning process They possess an awareness of their personal and educational needs, allowing them to set their own learning objectives and goals These learners effectively connect what they need to learn with the appropriate learning strategies and available resources They cultivate the ability to define their learning content, choose suitable methods and techniques, monitor their learning progress, and evaluate their achievements.
Briefly, as defined by different researchers, there are many characteristics of an autonomous learner After all, stated by Holec in 1981, learners who are autonomous will be able to:
In self-directed learning, learners establish their own learning objectives through personal analysis and subjective criteria When focusing on communicative competence, they define goals related to vocabulary, grammar, and phonology, enabling them to navigate various communicative situations effectively.
The objectives will not necessarily be fixed for all time, the learner may look at them again as his learning continues and alter them
Changes occurring in the external situation forming the learning environment:
Professional or vocational situation: where the motive for learning is professional or vocational, any change in language needs connected with such occupation will involve a change of objective
Project work
Project work is defined as a student-centered experience that fosters creativity and enriches learners' interests (Jiménez Raya, 1994) It serves as a versatile tool for integrating language and content learning (Stoller, 1997), allowing students to engage in meaningful experiences beyond traditional classroom boundaries This approach encourages collaboration between learners and teachers to tailor projects to their specific contexts and needs Ultimately, project work empowers students to take charge of their learning, enhances intrinsic motivation, and cultivates positive attitudes, while promoting responsibility, decision-making, autonomy, and interdisciplinary cooperation.
Project work is a comprehensive inquiry process where students collaboratively explore complex questions or challenges, building on their classroom learning This approach involves teamwork, planning, and organizing to develop solutions or products, emphasizing interaction, critical thinking, and problem-solving Key components identified by Larner and Mergendoller (2010) include significant content, a driving question, student choice, and essential 21st-century skills such as collaboration and communication The process also incorporates inquiry, innovation, and the importance of feedback and revision, culminating in a publicly presented report.
Projects serve as comprehensive explorations of significant real-world topics and issues that are essential for students to grasp These can include a variety of creative endeavors such as reading and writing projects, data organization tasks, extensive investigations, design initiatives, problem-solving exercises, argumentative projects, and authentic learning experiences Engaging in these seven types of projects promotes powerful learning and deep understanding among students.
Students engage with various literary forms, including books, novels, plays, and poems, often centered around specific themes They may read assigned texts or choose their own, showcasing their comprehension and interpretative skills through reading and writing projects These projects typically involve class discussions addressing dilemmas presented in the literature, as well as the creation of interpretive essays, poems, stories, and plays inspired by the readings.
Information-data organizing projects aim to engage students in collecting, sorting, and summarizing data from various sources, including textbooks and both fiction and non-fiction texts Through these projects, students can synthesize articles, analyze surveys, and present their findings in diverse formats such as graphs, charts, artwork, crafts, and music This approach is particularly beneficial when exploring specific topics or questions, as it encourages students to utilize multiple resources beyond traditional textbooks, enhancing their research and analytical skills.
Major investigation projects empower students to formulate their own questions on a specific topic, facilitating the collection, organization, and evaluation of information Through these projects, students can draw conclusions and present their findings in various formats, such as written papers, artwork, oral presentations, audio and video productions, photographic essays, simulations, or theatrical performances.
Students often choose research project topics based on personal interests, while other times, projects align with specific academic subjects covered in class In certain senior project formats, students have the freedom to select any topic that intrigues them for their investigative work.
Although major investigation projects are typically viewed as long-term endeavors, certain projects can be completed in a shorter timeframe if sufficient daily time is allocated to them.
Students engage in innovative projects by inventing products, designing technology, or creating artwork and models For instance, they may be tasked with applying scientific principles to develop an object that descends slowly from a specific height, utilizing artistic principles to create compelling artwork, or employing advanced technological software to design a modern house.
Students engage in problem-solving and decision-making by tackling specific situations and complex issues, such as pollution, world events, health care, poverty, and economic challenges These relevant topics not only captivate students' interest but also provide valuable opportunities for learning about pressing current and future issues By utilizing creative problem-solving techniques, students can explore complex mathematical problems and participate in decision-making projects that simulate historical and contemporary scenarios, enhancing their understanding and skills in addressing multifaceted problems.
After extensive research and discussions on a specific issue, students craft a persuasive essay or position paper that articulates their viewpoint, supported by reasons and evidence Additionally, some argumentation projects may incorporate debates or simulations to enhance the learning experience.
Students gain valuable opportunities through projects that connect them to personal growth and the broader community Engaging in initiatives that foster personal development, community service, and multicultural experiences in real-world contexts enhances their understanding of various careers and career paths Additionally, cooperative work experiences and internships focused on health issues yield significant benefits, equipping students to thrive in an ever-evolving world.
In summary, considering the school's conditions, the students' proficiency, and the goal of promoting learning autonomy, the teacher selects an information-data organizing project This project involves students collecting, sorting, and summarizing data on a specific topic, which they then present using posters or PowerPoint presentations.
In recent decades, numerous studies on project work have highlighted growing concerns regarding its implementation According to the Northwest Regional Educational Laboratory Report by Railsback (2002: 7), key characteristics of effective project work have been identified through comprehensive research.
A definite beginning, middle and end
Content meaningful to students; directly observable in their environment
Real-world questions and problems
Sensitivity to local culture and culturally appropriate
Specific goals related to curriculum and school, district, or state standards
A tangible product that can be shared with the intended audience
Connections among academic life and work skills
Opportunity for feedback and assessments from expert sources
Opportunity for reflective thinking and student self-assessment
Authentic assessments (portfolios, journals, etc.)
Sani (2014: 173-174) also shares the characteristics of effective project work, they are hereunder:
It should direct students to investigate idea and essential question
It is as inquiry process
It links the need and interest of students
It is students centered by creating a product and presenting to public
It uses creative and critical thinking to search information in doing investigation, making conclusion and releasing a product
It links with real problems and authentic issues
This research highlights that the projects incorporate essential features such as student-centered learning, the application of creative and critical thinking for information gathering, firsthand investigations, curriculum-related goals, and opportunities for reflective thinking and student self-assessment.
Related studies in promoting students‟ learning autonomy through project work
In 2017, Yuliani and Lengkanawati conducted a case study on project-based learning aimed at enhancing learner autonomy in an English classroom at a secondary school Utilizing a descriptive qualitative research design with six ninth-grade participants, the study revealed that project-based learning effectively fosters learner autonomy This was evident across various criteria, including self-instruction, self-direction, self-access learning, and individualized instruction, throughout the stages of project-based activities: planning, implementation, and monitoring.
Loi (2017) conducted a case study on enhancing learner autonomy through project work at a university, involving fifty second-year English teaching majors over two semesters The study utilized a self-assessment questionnaire and two group interviews to evaluate learner autonomy Findings indicated that students experienced a significant increase in learner autonomy, primarily attributed to improved self-decision-making in their learning processes However, other dimensions of learner autonomy, including self-regulated learning actions, self-responsibility, and attitudes toward social interaction, showed no notable changes.
In her 2014 action research titled “Developing Learner Autonomy Through Project Work in an ESP Class,” Ramirez investigated the development of learner autonomy among environmental engineering undergraduates at a regional public university Utilizing various data collection methods, including field notes, semi-structured interviews, questionnaires, students' artifacts, and video recordings, the study found that cooperative work significantly fosters learner autonomy by promoting common interests and mutual support Additionally, students exhibited self-regulation when confronting challenges through effective learning strategies The research highlighted that intrinsic motivation plays a crucial role in driving students' desire for achievement and knowledge, ultimately helping them meet their learning objectives.
Guven (2014) emphasized the significance of project-based learning in fostering learner autonomy through a study of English private school students at the School of Foreign Languages in Turkey during the 2011-2012 academic year Utilizing a descriptive qualitative case study approach, the research involved fifty randomly selected students who participated voluntarily Data collection included face-to-face interviews and a semi-structured questionnaire with six open-ended questions The findings indicated that project-based learning effectively guides learners toward autonomous learning, highlighting the importance of formative assessment in the educational environment, as it enables students to recognize their strengths and weaknesses.
Ying (2012) conducted a study at a university that explored the promotion of autonomous learning through research projects Utilizing both quantitative and qualitative methods, the research assessed whether learners had control over their learning processes and evaluated the outcomes The findings revealed that a flexible syllabus, engaging research topics, and a supportive network environment empowered learners to take responsibility for their learning, demonstrating that these projects are an effective approach to fostering autonomous training.
In their 2004 action research, Villa and Armstrong explored the implementation of project work as a strategy in an undergraduate foreign language teaching program at a prominent public university They aimed to demonstrate that project work effectively fosters learner autonomy by interviewing students who participated in the projects and analyzing their responses through the frameworks established by Benson (1997, 2001) on autonomous learning and Legutke and Thomas (1991) on project work The authors highlighted key aspects of the students' experiences, including the stages of project development, the defining characteristics of project work, and its significance in promoting learner autonomy.
Despite extensive research on learner autonomy, studies have predominantly concentrated on higher education, leaving a gap in understanding at the lower secondary level, particularly in Vietnam Limited research has explored effective strategies to enhance learning autonomy among sixth-grade students This study aims to investigate the potential positive impact of project work on fostering students' learning autonomy.
Summary
This chapter establishes the theoretical foundation for the paper by thoroughly examining key concepts related to students' learning autonomy and project work A review of various significant studies highlights a research gap that this study aims to address.
RESEARCH METHODOLOGY
Research approach: Action research
Action research serves as a vital link between researchers and educators, fostering a collaborative environment that encourages teachers to take an investigative approach to their classroom practices By promoting this reflective methodology, educators can enhance their teaching effectiveness and contribute to the broader educational research landscape.
While various detailed frameworks for action research have been suggested by authors such as Burns (1999), Cohen, Manion, and Morrison (2000), Hopkins (1993), and McNiff (1988), the most recognized model remains the one established by these foundational texts.
Develop a plan of critically informed action to improve what is already happening
Act to implement the plan
Observe the effects of the critically informed action in the context in which it occurs
Reflect on these effects as the basis for further planning, subsequent critically informed action and so on, through a succession of stages
Among the ways that action research has been oriented towards various purposes of teacher education in the second language teaching field are the following:
To address and find solutions to particular problems in a specific teaching or learning situation
To underpin and investigate curriculum innovation and to understand the processes that occur as part of educational
To provide a vehicle for reducing gaps between academic research findings and practical classroom
To facilitate the professional development of reflective teachers
To acquaint teachers with research skills and to enhance their knowledge of conducting research
To enhance the development of teachers‟ personal practical theories
This study is designed as action research for three key reasons: it focuses on problem-solving rather than merely collecting and analyzing data; it is conducted by a practitioner, specifically a classroom teacher, in collaboration with other practitioners to enhance students' learning autonomy; and it aims to bridge the gap between research and practice by achieving both actionable change and deeper understanding Consequently, action research emerges as a prevalent and optimal choice for this study.
Research questions
1 To what extent does project work enhance the students‟ learning autonomy?
2 What are the students‟ evaluations of the projects in view of the impact of the projects on developing their learning autonomy?
This study seeks to explore the impact of project work on enhancing learner autonomy, with the first research question focusing on the extent of this change The second research question investigates the challenges and engaging aspects students encounter during project execution The insights gained from these inquiries will guide the researcher in identifying effective strategies for implementing projects that actively promote student learning autonomy.
Participants
The study is carried out in the second semester (from December 24 th to May
In the 2018-2019 school year, a secondary school in Hanoi, Vietnam, had fifty sixth-grade students organized into three types of classes: Home-room (H), Math (M), and English (E) Math and English classes are formed based on students' levels and abilities, allowing those in the same Math class to study natural science subjects together, while students in the same English class focus on social science subjects Other subjects, such as life skills, music, and art, are taught in the home-room class.
The research focuses on a targeted population of fifty students from an English class, who, despite being of the same age, exhibit varying levels of English proficiency In the first semester, 36% of these students scored between 8.0 and 8.5, classifying them as good at English, while 60% scored between 6.5 and 7.9, and only 2 students scored between 5.0 and 6.4, with none falling below an average score of 5.0 This suggests that the majority of the students possess a solid grasp of the English language Additionally, it is noteworthy that these students lack experience in project work.
Promoting learner autonomy is applicable to individuals of all ages, as noted by Dam (2011: 41) Consequently, the participants in this study were conveniently selected from the researcher's own teaching group, and they willingly accepted the invitation to participate.
The research focuses on a small population, leading the researcher to select all individuals as participants for the questionnaires This approach ensures that the entire population is represented in the study, treating every member as a sample for comprehensive analysis.
Selecting participants for the interview can be time-consuming, especially when dealing with a larger group of fifty students To streamline the process, the researcher chooses ten students who represent various English proficiency levels across different groups.
English textbook, English syllabus and the projects used in the study
In Vietnam, nearly all schools, including the one involved in this study, utilize English textbooks published by the Vietnam Education Publishing House The focus of the research is on English Book 6 (Part 2), which encompasses two main themes: "Our World" and "Visions of the Future," each containing three distinct topics.
(units) In other words, there are six units in the English Book 6 (Part 2), including
Television, Sports and Games, Cities of the world, Our houses in the future, Our greener world and Robots
In English textbook of grade six, there are seven lessons in each unit Lesson
This article provides a structured overview of an English learning curriculum, beginning with an introduction that outlines the topic and objectives The first lesson, "Getting Started," sets the stage for what students will learn Subsequent lessons delve deeper into essential language components, with Lesson 2 focusing on Vocabulary and Pronunciation, and Lesson 3 addressing Grammar Lesson 4 emphasizes Communication skills, while Lessons 5 and 6 concentrate on developing the four fundamental English skills: reading, writing, listening, and speaking Finally, Lesson 7, "Looking Back," allows students to review their learning and engage in a project to reinforce their understanding of the unit.
In Lesson 7, particularly in the "Looking Back" section, the Project component offers only general clues and instructions, making it challenging for students to significantly develop their learning autonomy This research aims to adapt the textbook projects to enhance student autonomy across five key areas: defining objectives, selecting content, choosing appropriate methods and techniques, monitoring the learning process, and evaluating the outcomes.
The English course spans thirty-six weeks and includes one hundred and five periods Each week, students attend three forty-five minute lessons, with each period corresponding to a lesson in the textbook Additionally, students benefit from two extra periods each week to reinforce and expand their understanding of the material covered.
The study was conducted over thirty-four extra periods and twelve lessons from the English syllabus, resulting in the creation of six projects aligned with the textbook's unit topics Students collaborated in groups over two weeks to complete each project, totaling six two-week projects throughout the semester.
Table 3.1: The project used in the study
- Use and pronounce correctly words about
TV programmes, people and things
- Use conjunction: and, but, so, because, although
- Guide students when setting objectives, making outline and synthesizing
When preparing for a presentation, it's essential to select appropriate methods and techniques that align with your topic Begin by choosing relevant content, setting clear objectives, and gathering necessary information Thorough preparation is key to delivering an effective presentation in front of your class Finally, engage in self-evaluation to identify your strengths and weaknesses for continuous improvement.
- Listen to their presentation, and giving comments and feedback objectives
- Divide tasks and roles in each group
- Self- evaluate their strengths and weaknesses objectives
- Select methods and techniques to be used
- Select methods and techniques to be used
- Evaluate what has been acquired
- Use and pronounce correctly words about sports and games
- Use past simple and imperatives
- Practice to choose the topic, set objectives, search and collect needful information, well-prepare for presentation, present in front of the class, and self-evaluate strengths and weaknesses
3 A city in the world that you want to visit
- Use and pronounce correctly words about continents, countries, cities and landmarks
- Use present perfect and superlatives of long adjectives
- Practice to choose the topic, set objectives, search and collect needful information, well-prepare for presentation, present in front of the class, and self-evaluate strengths and weaknesses
4 Your dream house in the future
- Use and pronounce correctly words about types of houses and appliances
- Use will and might to talk about the future
- Practice to choose the topic, set objectives, search and collect needful information, well-prepare for presentation, present in front of the class, and self-evaluate strengths and weaknesses
5 An environ- mental problem and solutions
- Use and pronounce correctly words about environmental problems and their effects and solutions
- Practice to choose the topic, set objectives, search and collect needful information, well-prepare for presentation, present in front of the class, and self-evaluate strengths and weaknesses
6 A type of robot that you want to own in the future
- Use and pronounce correctly words about robots and daily activities
- Use could and will be able to
- Practice to choose the topic, set objectives, search and collect needful information, well-prepare for presentation, present in front of the class, and self-evaluate strengths and weaknesses.
Procedure of the study
eighteen weeks during the second semester of the 6 th grader at a secondary school in Hanoi The action plan was done as follows:
Table 3.2: Procedure of the study
Time Phases of action research Instruments
Students did a questionnaire about their learning autonomy in studying English
Students did the first project about their favorite TV programs
At the end of week 2: Teacher checked students‟ diaries
Week 3+4 Students did the second project about their favorite sports/games
At the end of week 4: Teacher checked students‟ diaries
Week 5+6 Students did the third project about their favorite cities in foreign countries
At the end of week 6: Teacher checked students‟ diaries
Week 7+8 Revision, 45-minute test, mid-term test
Students did the fourth project about designing a type of house for their future life
At the end of week 10: Teacher checked students‟ diaries
Students did the fifth project about one problem and solutions for this problem to make the environment greener
At the end of week 12: Teacher checked students‟ diaries
Students did the last project about making a robot for their future life
At the end of week 14: Teacher checked students‟ diaries
Reflecting Students did a questionnaire about their learning autonomy in project work Students‟ diaries were collected Ten students were interviewed the action plan
Revision, 45-minute test, end-term test
In this phase of the study, essential materials were developed, including a questionnaire, interview format, and observation checklist for teachers, alongside a students' diary The researcher conducted a survey before the first week to evaluate the current level of students' learning autonomy Additionally, course syllabi and lesson plans were created to align with the expected learning outcomes In summary, the researcher prepared teaching materials, designed lesson plans, and implemented assessment instruments to measure learners' autonomy prior to the intervention.
During this phase, the researcher implemented a step-by-step project-based learning approach over twelve weeks, focusing on optional periods and lesson 7 in each unit Students actively engaged in project work, which included presentations and reflective diary writing about their roles, contributions, and the strengths and weaknesses encountered during group collaboration.
At the start of the second semester, the researcher presented a list of project topics aligned with the "Tiếng Anh 6" curriculum, covering themes such as Television, Sports and Games, Cities of the World, Our Houses in the Future, Our Greener World, and Robots, allowing students to brainstorm potential project ideas.
During the second semester of the 2018-2019 school year, projects were conducted over twelve weeks, with each project spanning two weeks The primary goal of this intervention was to enhance students' learning autonomy through individual and cooperative learning methods Engaging in research allowed students to expand their vocabulary and background knowledge Additionally, the project work aimed to foster essential soft skills such as self-study, teamwork, and presentation abilities.
The implementation of project work was nearly the same in six projects
Every two weeks, the groups carried out their projects with six stages of project- based learning:
Stage 1- Selecting topics and setting objectives
During the initial phase of the project, the researcher organized the entire class into ten groups, each consisting of five students The students were encouraged to form their own teams, allowing them to collaboratively select their topics and establish their objectives Throughout this process, the teacher provided observation and support as needed.
Stage 2- Planning and language generation
Students collaborated in groups to create a project plan, determining the appropriate language for each topic They engaged in discussions to divide tasks effectively among themselves Subsequently, the groups consulted with their teacher to ensure their plans aligned with the educational objectives.
Stage 3- Searching + Collecting information / details
Learners gathered essential data and information from various sources, including books, interviews, images, audio or video recordings, internet research, and television They then synthesized and summarized this information to create an informative poster.
Stage 4- Writing the script and designing poster
After gathering essential information and ideas, the learners individually crafted their presentation scripts and collaborated as a group to design a poster Once both tasks were completed, they practiced their presentations.
The project's objective was successfully achieved when learners collaborated to create a report and engage in activities as planned In Lesson 7, they were required to submit a poster to the teacher and present it to the entire class Their final presentations needed to be informative, creative, and persuasive to both the teacher and their peers.
Learners evaluated their outcomes after completing the project, considering whether they met their objectives and identifying their strengths and weaknesses during the process Subsequently, the teacher provided constructive feedback and comments on their work and performance.
This phase was the time for the researcher to analyze the data collected to evaluate the action plan
Following the execution of the action plan, data collection took place over a twelve-week period to address the research questions In week 15, a second questionnaire was administered to students to assess their learning autonomy while managing the projects.
In weeks 15 and 16, ten respondents were intentionally selected for interviews, which were communicated to students as lasting approximately twenty minutes, conducted in Vietnamese, and kept confidential Participants were informed that the interviews would be recorded, and to reduce anxiety, the interviews were held in a relaxed and informal setting.
The data gathered from student diaries, teacher observations, questionnaires, and interviews during the action implementation weeks were analyzed to draw conclusions, propose solutions within the action plan, and provide recommendations.
Instruments for data collection
According to Brown's definition (2001: 6), a questionnaire is a written tool that presents respondents with a series of questions or statements for them to answer either in writing or by selecting from provided options There are four primary modes of administering a questionnaire: face-to-face, paper and pencil, computerized, and adaptive computerized Given that this research involves fifty participants, face-to-face administration would be time-consuming, and administering the questionnaire via email poses challenges Therefore, this study employs a paper-and-pencil method, supplemented by direct instruction and guidance from the researcher while participants complete the questionnaire The questionnaire is administered at both the beginning and the end of the research to address the first research question.
Based on Holec‟s framework about characteristics of autonomous learners in
In 1981, the researcher developed two questionnaires consisting of twenty-one close-ended questions, categorized into five distinct groups: 1) Setting the objectives (5 questions), 2) Choosing the contents (2 questions), 3) Selecting methods and techniques (4 questions), 4) Monitoring the acquisition process (3 questions), and 5) Evaluating what has been acquired (7 questions) The following table outlines these five areas along with the corresponding number of statements in each category.
Table 3.3: Overview of the questionnaires
Selecting methods and techniques to be used 8, 9, 10, 11
Evaluating what has been acquired 15, 16, 17, 18, 19, 20, 21
(Full form of questionnaires: See in Appendices 1, 2)
To address the selected-response questions in the questionnaire and answer the second research question, the researcher conducts a semi-structured interview at the conclusion of the study Interviews are effective for understanding individuals' feelings and preferences (Cohen et al., 2000) This research employs a semi-structured format, where the researcher uses a core list of questions while remaining flexible to add additional queries based on participants' responses, allowing for deeper insights (Mackey & Gass, 2005) This approach is particularly beneficial when there is only one opportunity to interview a participant and when multiple interviewers are involved in data collection (Bernard, 1988, cited in Cohen & Crabtree, 2006).
The interview in this research includes six open-ended questions (see in Appendix 5) for the purpose of confirming the results from the questionnaires and answering the second research question
This study analyzes students' written artifacts, specifically diaries, which serve as valuable tools in research Artifacts can unintentionally influence research outcomes, reflecting both the researcher’s and participants’ perspectives (Nugent, 2013) They symbolize cultural beliefs, values, and behaviors, aiding in a deeper understanding of the group being studied To accurately interpret these artifacts, it is essential to corroborate findings with observations and interviews In this research, diary entries detailing project topics, individual roles, tasks, and personal strengths and weaknesses are utilized to validate the results obtained from questionnaires and interviews.
To effectively address the qualitative research questions, a well-structured observation instrument is essential for accurately understanding the participants' natural environment without interference (Gay et al., 2009: 381) Unlike surveys and interviews, observation provides an unfiltered view of classroom dynamics, allowing for a more authentic assessment of students' attitudes, opinions, and reactions related to their project work This method ensures the reliability and validity of the data collected, enabling a thorough response to the second research question During each project session, detailed notes are taken to document significant events, serving as a valuable memory aid.
Data collection procedure
The researcher gathered all necessary materials, including pens and pencils for participants who might not have their own, along with well-structured questionnaire sheets These sheets were designed with a clear layout, using an appropriate font and size, and printed on high-quality white paper to enhance participant comfort during the questionnaire process.
The researcher provided an overview of the research, including the title, rationale, and purpose, before outlining the number and types of questions along with the method for participants The questionnaires were translated into Vietnamese, and participants were encouraged to ask for clarification if needed However, throughout the procedure, no participants raised any questions regarding the questionnaires.
After collecting and reviewing the fifty completed questionnaires, the researcher ensured that all participants had answered every question Each questionnaire took approximately ten minutes to complete, and all fifty were successfully retrieved The researcher expressed heartfelt gratitude to the participants for their valuable contributions.
The interviews commenced with a brief introduction by the interviewer, outlining the research topic and ensuring the confidentiality of participants' responses The researcher expressed gratitude for the cooperation of the participants and subsequently sought permission to record the interviews.
The researchers outlined the interview format, which lasted approximately 20 minutes, and detailed the main content covered Each question was posed individually, allowing participants ample time to respond without feeling rushed To maintain neutrality, the researchers ensured their personal opinions did not influence the information gathered Participants were encouraged to provide thorough answers, with additional questions posed to elicit deeper insights Interviews were conducted in Vietnamese to facilitate open communication, particularly for students who may struggle to express their thoughts in English.
After all the interviews had been conducted, the data collection process finished and the data were ready to be analyzed
The researcher, acting as the teacher, instructed each student to maintain a diary at the start of the first project Students were guided on what to include in their entries, allowing them to write in either English or Vietnamese for their convenience They were encouraged to personalize and decorate their diaries to enhance their appeal At the conclusion of each project, the diaries were reviewed to assess the students' writing consistency and were subsequently collected at the end of the study.
The researcher observed that the majority of participants maintained their diaries with little attention, providing detailed entries only for the initial two projects However, from the third project onward, their entries dwindled to just three or four sentences per project Consequently, the analysis focused exclusively on the highest-quality diaries from seven selected participants.
The researcher conducted comprehensive observations throughout the study, ensuring minimal interference with students' work as she also served as their teacher Recognizing that students often collaborated in break-out areas during break time (10 a.m - 10:45 a.m.), observations were carried out both inside the classroom and in these designated spaces Detailed notes were taken during each observation session, and once completed, the collected data was prepared for analysis.
Data analysis procedure
In this study, inferential statistics were utilized as the primary method for analyzing data gathered from questionnaires The researcher aimed to address the first research question by comparing mean scores related to students' learning autonomy in the English learning process and project work, employing a one-tailed test for analysis.
There are four steps in using one tailed test:
- Null hypothesis: H 0 : it is assumed to be correct unless shown otherwise: The result of test statistic is equal or not significantly different with the critical value
- Alternative hypothesis: H 1 : This is the conclusion that should be made if
H 0 is rejected: The result of test statistic significantly different with the critical value
Step 2: Determine significance level: The actual significance level is the probability of rejecting H 0 when it is in fact true ( = 5% = 0.05)
Critical region: The range of value which would lead H 0 to be rejected
- Degree of freedom: n 1 + n 2 - 2 = 50 + 50 – 2 = 98 (n: size of sample)
- Critical value for 5% (From t-table – See in Appendix 7: x = 1.663)
Step 4: Calculate “t” and determine conclusion: This is the statistic which is tested as the last part of the significance test ̅̅̅ ̅̅̅
𝑥 : mean score in English learning process
𝑥 ̅̅̅̅: mean score in project work s 1 : standard deviation score in English learning process
If t < 1.663 or t > -1.663: There is no (significant) difference in students‟ learning autonomy before and after doing project wok => not enough evidence to reject H 0
If t > 1.663 or t < -1.663: There is a significant difference in students‟ learning autonomy before and after doing project wok => enough evidence to reject H 0 and accept
Figure 3.2: One tailed test distribution
When the null hypothesis H 0 is rejected, the alternative H 1 is used to write the conclusion
The results from statistical tests indicated varying levels of development in learners' autonomy across different areas, which will be illustrated using pie charts to visually represent the mean scores.
3.8.2 Data from the semi-structured interview
With the aim of this study, the researcher intended to gain five pieces of information from the interview, including:
Reminding of what students had to do in the projects
The teacher‟s role in the class
Students‟ attitudes towards the projects
Students‟ interests and difficulties when carrying out the projects
Objectives that students achieved when doing the projects
To find out all the information above, the interviewees had to answers the following questions respectively in Vietnamese:
What did you have to do in the projects?
What was your teacher‟s roles in the class?
Do you like doing the projects that you were assigned in the English class?
What did you like best when doing the projects?
What difficulties did you face up with when doing the projects?
What objectives did you achieve when doing the projects?
(See the interview questions in Appendix 5)
Besides, the researcher also determined the reliability of the answers based on interviewees‟ eye contact and facial expressions
The data from interview were analyzed in several steps, as proposed by
The researcher meticulously transcribed the recorded interviews into written text, a process that was time-consuming due to the approximately twenty-minute duration of each session.
The researcher carefully reviewed the transcripts, highlighting and underlining key responses to distill the main ideas into concise statements This process involved paraphrasing and abstracting the content to ensure clarity and focus on the essential themes.
The data were classified according to Holec's 1981 criteria for learner autonomy, which encompasses five key areas: setting objectives, selecting content, choosing methods and techniques, monitoring the learning process, and evaluating the acquired knowledge.
Finally, the interview was interpreted to clarify the first research question and answer the second research question
3.8.3 Data from the students’ diaries
In the procedure of analyzing students‟ diaries, the researcher employed five steps: (Gay et al., 2009):
Firstly, after collecting the students' diaries, the researcher chose the most high-quality diaries which had enough needful information of the seven participants and read carefully
While reading, the researcher highlighted such kinds of words as “điểm mạnh”, “điểm yếu”, “làm tốt”, “làm chưa tốt” so as to find out the necessary data more easily
The researcher emphasized key information by underlining significant phrases in each sentence to capture the main ideas, such as "Task - Find information," "challenges in information retrieval," and "most enjoyed the presentation section."
The findings were categorized into five groups based on Holec's 1981 criteria for learner autonomy: setting objectives, selecting content, choosing appropriate methods and techniques, monitoring the learning process, and evaluating acquired knowledge.
Finally, the data were interpreted to clarify the first research question
The researcher, acting as the teacher, conducted observations both inside and outside the classroom, with data supported by detailed notes These notes captured students' behaviors and attitudes while engaging in projects The analysis of the observational data followed a structured four-step process.
The researcher meticulously reviewed the notes, highlighting key words and phrases that reflect students' behaviors and attitudes while working on projects, ensuring alignment with the research question Notable terms included "do nothing," "shout at weak students," "angry," "excited," and "find information from books in the library."
Secondly, all the words and phrases highlighted were divided into two
The data from the table were organized according to Holec's 1981 criteria for learner autonomy, which include setting objectives, selecting content, choosing appropriate methods and techniques, monitoring the acquisition process, and evaluating the knowledge gained.
Last but not least, the data were interpreted to answer the second research question
In short, the data analytical method will be summarized in the hierarchy chart below:
After the data gains from questionnaires, diaries, observation and interview are analyzed, this study formulates the analysis results to draw conclusions and give recommendations
Developing learners' autonomy through project work
The extent of development of students' learning autonomy through project work
The students' evaluations of the impact of projects on developing their learning autonomy Interview
Summary
In this chapter, the researcher justifies the study's methodology, utilizing questionnaires, students' diaries, observations, and interviews as data collection instruments These tools were specifically designed to address two research questions: the questionnaires, interviews, and diaries focused on the first question, while the remaining interviews and observations targeted the second question The data analysis employed quantitative statistics and content analysis, with results to be presented in the following chapter.