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 comply Standardized examinations, administered by the Department of Education and Training, dictate classroom interactions and procedures, limiting opportunities for negotiation and collaboration among students and teachers This system restricts learners' independence and hinders the development of learning autonomy, which is crucial for success in a globalized world The concept of learning autonomy, defined as the responsibility for one's own learning decisions, is becoming increasingly relevant for Vietnamese students.
Enhancing learning autonomy among Vietnamese students can be effectively achieved through the implementation of project work in the educational process As noted by Ramírez (2014: 56), project work encourages students to take active roles, allowing them to participate in engaging and authentic tasks aimed at achieving shared goals This collaborative approach not only fosters teamwork but also provides students with valuable opportunities to enhance their language skills for successful communication.
Despite extensive research on fostering learner autonomy through project work, there is limited exploration of this topic among adolescent learners, particularly in Vietnam This study aims to address this gap by examining how project work enhances students' awareness and responsibility in managing their own learning processes.
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 Asian countries, but there is a lack of substantial studies in the Vietnamese context While Vietnamese English as a foreign language classrooms share similarities with those in China and Japan, they have unique educational characteristics Notably, there has been no comprehensive study exploring the development of learning autonomy through project work among Vietnamese adolescents This study aims to enhance understanding of learner autonomy in education within this specific context.
Secondary school teachers and students can gain valuable insights from the study's findings, particularly for those considering 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 also examines students' evaluations regarding the development of their learning autonomy through this method The study involves a small sample size of fifty sixth-grade students.
The findings of this study, which focuses on a single teacher and class at 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 recognized by Ferrance (2000) as one of the most prevalent research methods in contemporary educational settings This method facilitates effective data collection, enabling researchers to gain valuable insights into educational practices.
4 instruments including questionnaires, artifacts, observation, and interview are used in order to have a deep investigation into what is being studied.
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 confirm if project work can enhance students' learning autonomy It clearly defines the research framework, including two key research questions and the study's scope Additionally, the elaborations presented not only justify the main content and structure of the study but also serve as essential guidelines for the remainder of the paper.
LITERATURE REVIEW
Learning autonomy
In recent decades, interest in learning autonomy has significantly increased, leading to various interpretations of the concept According to Holec (1981: 3), 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 appropriate methods and techniques, monitor their learning process, and evaluate their acquired knowledge.
Bergen (1990: 102) emphasizes that learning autonomy involves a proactive approach to one's education, aligning it with personal needs and goals This concept encompasses both the ability and willingness to learn independently while also collaborating with others, highlighting the importance of social responsibility in the learning process.
Learning autonomy, as described by Higgs (1988: 41), is a process in which learners engage in tasks and activities with minimal dependence on the teacher, who primarily serves as a manager of the learning program and a resource provider.
In addition, Joshi (2011: 14), defines an autonomous learner as “one who has capacity to make and carry out the choices which govern his or her actions
Encouraging autonomy in the classroom empowers learners to assume greater responsibility and make informed choices about their education, while still benefiting from the guidance and support of their teachers (Joshi, 2011: 14).
Learner autonomy encompasses both individual and collaborative elements, highlighting that it is not solely an individualistic journey but one that is fostered through interdependence.
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 foundation for assessing moral responsibility for actions This concept extends beyond philosophy, influencing fields such as education, medicine, and psychology, where it is tailored to establish specific criteria.
Kant (1956) emphasized the concept of moral autonomy, defining it as a moral agent's ability to freely and rationally adopt ethical principles He argued that moral principles originate from the exercise of reason, serving as an internal authority that guides actions Individuals are presented with various principles but must reject those that do not align with the universal law they enact Ultimately, autonomous moral principles are those that rational beings impose upon themselves by consciously identifying with them.
In political ethics, autonomy is crucial for defining inalienable rights, including personal liberty, freedom of speech, and property ownership, which must be guaranteed to all citizens This concept asserts that these rights remain protected unless a citizen voluntarily relinquishes them through unlawful actions.
Autonomy is rooted in the respect for each individual's capacity to make decisions regarding their own life and to accept the consequences of those choices This concept may involve the acceptance of punishment or the voluntary relinquishment of certain freedoms in pursuit of greater benefits.
Promoting personal autonomy is a key goal of educational philosophy, emphasizing the importance of providing students with diverse choices and experiences while equipping them with the rational tools to evaluate these options Upholding student autonomy allows them to face the consequences of their decisions with minimal interference, fostering an environment where guidance broadens their awareness and presents additional choices This approach encourages active thought and exploration, moving beyond passive acceptance of information Ultimately, students who embrace autonomy feel empowered to experiment with new ideas while also recognizing their responsibility to contribute meaningfully.
In psychology, autonomy, as defined by Frankfurt (1971), is the ability to act based on one's authentic self, driven by personal considerations and desires rather than external impositions This concept emphasizes the importance of conscious intention and accountability for one's actions Within self-determination theory, autonomy is linked to supportive social environments that foster self-determined motivation and healthy development To fully understand autonomy, two essential conditions are identified: competency, which encompasses rational thought, self-control, and clarity of perception, and authenticity, which reflects the alignment of actions with one's true self.
8 self "Authenticity" conditions involve the capacity to reflect upon one‟s desires and consciously endorse or reject them
This study emphasizes learning autonomy in education, allowing students to make choices and engage in experiences By encouraging active thinking and exploration during projects, students feel empowered to experiment with new ideas while also taking responsibility for ensuring their contributions are meaningful.
Researchers have identified several key characteristics of autonomous learners, as highlighted by Candy (1991) These learners are methodical, disciplined, and possess strong logical and analytical skills They are reflective, self-aware, and demonstrate curiosity and high motivation Additionally, they are flexible, interdependent, and interpersonally competent, showcasing persistence and responsibility Autonomous learners are also venturesome, creative, self-sufficient, and adept at seeking information, making them knowledgeable and skillful critical thinkers in the learning process.
Autonomous learners possess the ability to recognize what has been taught in their classes, allowing them to collaboratively establish their own learning objectives alongside their teachers They consciously select and implement effective learning strategies while also monitoring their application Furthermore, self-assessment plays a crucial role in their learning process, as emphasized by Cotterall (1995), who asserts that learners must evaluate the quality of their learning to appreciate their abilities, track their progress, and utilize their acquired skills effectively for efficient learning.
Autonomous learners, as defined by Holec (1981: 3), are individuals who actively take control of their own learning process They possess an understanding of their personal and educational needs, enabling them to set their own objectives and goals for effective learning.
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 integrated language and content learning (Stoller, 1997), encouraging students to engage in meaningful experiences beyond traditional classroom boundaries This approach allows learners and teachers to collaboratively design projects tailored to their specific needs Consequently, project work empowers students to take charge of their learning, enhancing intrinsic motivation and fostering positive attitudes It also promotes responsibility, participation in decision-making, gradual autonomy, language use, and encourages interdisciplinary and cooperative efforts among students.
Project work is an in-depth inquiry process where students collaboratively investigate complex questions or challenges, building on their classroom learning This approach involves teamwork, planning, organizing, and negotiating to develop a product or solve a problem, emphasizing critical thinking, problem-solving, and collaboration Key components identified by Larner and Mergendoller (2010) include significant content, a driving question, student voice and choice, essential 21st-century skills, and the importance of inquiry, innovation, feedback, and public presentation of results.
Projects serve as comprehensive explorations of significant real-world topics and issues that are essential for student understanding They encompass a variety of creative endeavors, including reading and writing projects, data organization tasks, major investigations, design initiatives, problem-solving challenges, argumentation exercises, and authentic projects These seven types of projects promote impactful learning experiences for students.
Students engage with various literary forms, such as books, novels, plays, and poems, often centered around specific themes They may be assigned readings or choose their own Through reading and writing projects, students showcase their comprehension and interpretive skills These projects frequently involve class discussions about the dilemmas presented in the texts, as well as writing interpretive essays, poems, and stories inspired by their readings.
Information-data organizing projects aim to help teachers guide students in collecting, sorting, and summarizing data on a specific topic from diverse sources, including textbooks and various texts By synthesizing articles, analyzing surveys, and exploring interviews, students learn to present information in multiple formats, such as graphs, charts, artwork, crafts, and music These projects are particularly beneficial for in-depth study, as they encourage students to utilize a range of resources beyond traditional textbooks, enhancing their research and analytical skills.
Major investigation projects empower students to formulate their own questions on a specific topic, allowing them to gather, organize, and assess information effectively 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 their interests, but they may also focus on specific academic subjects covered in class In certain senior project formats, they have the freedom to select any topic that intrigues them for their investigation.
Investigation projects are typically viewed as long-term endeavors; however, certain projects can be completed in shorter time frames if sufficient daily effort is dedicated to them.
Students engage in innovative projects by inventing products, designing technology, or creating artwork and models For instance, they may apply scientific principles to develop an object that descends slowly from a specific height, utilize artistic techniques to craft unique artwork, or employ advanced software to design modern houses.
Students engage in problem-solving and decision-making by tackling specific situations and complex challenges Topics like pollution, global events, healthcare, poverty, and economic issues offer intriguing areas for study, allowing students to explore current and future complexities while applying creative problem-solving techniques Additionally, complex mathematical problems serve as another valuable resource for enhancing problem-solving skills.
17 projects Decision- making projects through simulations of both historical and present-day decisions are worthwhile projects
After extensive research and discussion on a specific issue, students craft a persuasive essay or position paper that articulates their viewpoint, supported by compelling reasons and evidence Additionally, some argumentation projects involve engaging debates or simulations to further explore these perspectives.
Students benefit from engaging in projects that offer direct connections and potential rewards, both personally and for the broader community Such initiatives foster personal growth, encourage community service, and promote multicultural experiences in real-world contexts They also provide insights into various career paths, facilitate cooperative work experiences and internships, and address important health issues, all of which yield significant advantages for students in an evolving world.
In conclusion, considering the school's conditions, 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, ultimately presenting their findings through posters or PowerPoint presentations.
Recent studies over the past few decades have highlighted growing concerns regarding project work According to the Northwest Regional Educational Laboratory Report by Railsback (2002: 7), key research findings identify the common characteristics of effective project work.
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 encompass nearly all essential features, such as student-centered learning, the application of creative and critical thinking for information gathering, firsthand investigations, curriculum-aligned goals, and opportunities for reflective thinking and self-assessment among students.
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 a secondary English classroom Utilizing a descriptive qualitative research design, the study involved six ninth-grade participants The analysis revealed that project-based learning effectively promoted learner autonomy, addressing key criteria such as self-instruction, self-direction, self-access learning, and individualized instruction throughout the various stages of the project, including planning, implementation, and monitoring.
In a study by Loi (2017), the promotion of learner autonomy through project work was explored with fifty second-year English teaching majors over two semesters The research utilized two assessment instruments to evaluate the students' levels of learner autonomy.
A study involving a self-assessment questionnaire and two group interviews revealed that students experienced a significant increase in learner autonomy following their participation in project work, primarily attributed to enhanced 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 explored the enhancement of learner autonomy among environmental engineering undergraduates at a regional public university Utilizing various data collection methods, including field notes, semi-structured interviews, questionnaires, student artifacts, and video recordings, the study found that cooperative work significantly fosters learner autonomy by promoting shared interests and mutual support Additionally, students exhibited self-regulation in overcoming failures through effective learning strategies, while intrinsic motivation was identified as a key factor driving their desire for achievement and knowledge in pursuit of learning goals.
Guven (2014) highlighted the significance of project-based learning in fostering learner autonomy through a study conducted among 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 voluntarily selected students who provided insights through face-to-face interviews and a semi-structured questionnaire featuring six open-ended questions The findings indicated that project-based learning effectively promotes autonomous learning among students Additionally, the study emphasized the importance of formative assessment, suggesting that engaging learners in their own assessment processes can enhance their understanding of personal strengths and weaknesses.
Similarly, Ying (2012) conducted research which focused on how the research projects promoted autonomous learning through a small-scale study in a
A study conducted at a university utilized both quantitative and qualitative methods to assess learner autonomy in projects The findings revealed that the combination of a flexible syllabus, engaging research topics, and a supportive network-assisted environment empowered learners to take charge of their learning process Consequently, the projects demonstrated significant potential for fostering autonomous training among students.
In their 2004 action research at a prominent public university, Villa and Armstrong explored the implementation of project work as a strategy in an undergraduate foreign language teaching program They aimed to demonstrate that project work effectively fosters learner autonomy by interviewing students who participated in such projects and analyzing their responses through the frameworks established by Benson on autonomous learning and Legutke and Thomas on project work The authors highlighted key issues based on students' experiences, including the stages of project development, the defining characteristics of project work, and its significance in promoting learner autonomy.
Research on learners' autonomy has predominantly focused on higher education, with limited studies addressing lower secondary school students, particularly in Vietnam Notably, there is a lack of research aimed at improving learning autonomy for grade 6 students This study aims to explore the potential benefits of project work in enhancing students' learning autonomy.
Summary
This chapter offers a theoretical foundation for the paper by thoroughly examining key concepts related to students' learning autonomy and project work A review of relevant 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 collaboration and understanding (Brindley, 1990; Edge, 2001) It empowers teachers to take an investigative approach to their classroom practices, promoting continuous improvement and professional development (Gebhard, 2005).
While various detailed frameworks for action research have been suggested (e.g., Burns 1999; Cohen, Manion, and Morrison 2000: 226; Hopkins 1993; McNiff 1988), the most recognized model remains the one commonly referenced in educational settings.
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
Based on the definition and features above, the research was designed as action research because of three reasons Firstly, this study intends to be more of an
Action research is a multifaceted approach to problem-solving that emphasizes collaboration between practitioners and researchers, particularly in educational settings Conducted by classroom teachers, this method aims to enhance students' learning autonomy while fostering meaningful change By bridging the gap between research and practical application, action research serves as an effective strategy for both understanding and improving educational practices As a result, it has become a prevalent and optimal choice for addressing challenges in the classroom.
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 research explores the impact of project work on enhancing learner autonomy, while also identifying the challenges and interests students encounter during these projects By addressing these key questions, the study aims to uncover effective methods 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, hosted fifty sixth-grade students divided into three types of classes: Home-room (H), Math (M), and English (E) Math and English classes are organized according to students' levels and abilities, with those in the same Math class studying natural science subjects together, while students in the same English class focus on social science subjects Other subjects, including life skills, music, and art, are taught in the home-room class.
The fifty students from an English class are selected as the targeted population of the research They join the same English class but different home-
In a recent assessment of 34 students in a math and English class, it was found that 36% achieved good proficiency in English, with scores between 8.0 and 8.5 Meanwhile, 60% of the students scored between 6.5 and 7.9, and only 2 students had scores ranging from 5.0 to 6.4, indicating that none fell below average Overall, this suggests that most students demonstrated a solid understanding of English Additionally, it is noteworthy that these students lacked prior experience in project work.
Promoting learner autonomy is not limited by age, as noted by Dam (2011: 41), allowing for its implementation across all age groups Consequently, participants for this study were conveniently selected from the researcher's own class, and they willingly agreed to take part in the research.
Due to the small size of the research population, the researcher opted to include all individuals as participants in the questionnaires, effectively treating the entire population as a representative sample.
Selecting interview participants from a pool of fifty students can be time-consuming; therefore, the researcher has chosen ten students who represent varying English proficiency levels across different groups.
English textbook, English syllabus and the projects used in the study
Nearly all educational institutions in Vietnam rely on English textbooks published by the Vietnam Education Publishing House, including the school involved in this study The participants in the research specifically use English Book 6 (Part 2), which encompasses two main themes: "Our World" and "Visions of the Future," with each theme featuring 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
1 is Getting started, which helps students have an overview of the topic and
In this article, readers will explore a comprehensive learning journey through seven lessons Lesson 2 delves into Vocabulary and Pronunciation, while Lesson 3 emphasizes Grammar Lesson 4 focuses on effective Communication, and Lessons 5 and 6 cover the four essential skills of English Finally, Lesson 7 provides an opportunity for students to reflect on their learning and complete a Project, reinforcing the knowledge gained throughout the unit.
In Lesson 7, specifically in the Project section, the general guidelines provided may hinder students' ability to develop their learning autonomy This research aims to adapt the textbook projects to better support students in enhancing their learning autonomy across five key areas: setting 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, with teachers conducting three forty-five minute lessons each week Each lesson corresponds directly to a chapter in the textbook Additionally, students benefit from two extra periods weekly to reinforce and expand upon the knowledge acquired from the textbook.
The study was conducted over thirty-four extra periods and twelve lessons from the English syllabus, involving the creation of six projects aligned with the textbook's unit topics Students collaborated in groups over two weeks to complete each project, resulting in a total of 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 information
- Selecting methods and techniques to be used -Choosing contents
36 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
- 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
- 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
As illustrated in following table, the study was carried out in the period of
38 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 Teacher analyzed data to evaluate
Revision, 45-minute test, end-term test
In this phase of the study, the researcher prepared essential materials, including a questionnaire, interview format, teacher observation checklist, and student diaries Prior to the first week, a survey was administered to assess the current level of students' learning autonomy Additionally, course syllabi and lesson plans were developed to align with the expected outcomes Overall, the researcher created teaching materials, designed lesson plans, and implemented assessment tools to evaluate learners' autonomy before the intervention.
During this phase, the researcher implemented a step-by-step project-based learning approach in the teaching and learning process over twelve weeks, focusing on optional periods and lesson 7 in each unit Students engaged in various projects and delivered presentations, while also maintaining diaries to reflect on their roles within the group, documenting their activities, and analyzing the strengths and weaknesses encountered during the project execution and group collaboration.
At the start of the second semester, the researcher presented a list of project topics derived from the "Tiếng Anh 6" school curriculum, covering Units 7 to 12 The topics included 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 a twelve-week period, with each project spanning two weeks The primary objective of these interventions was to enhance students' learning autonomy through both individual and cooperative learning methods Engaging in research allowed students to expand their vocabulary and background knowledge while also fostering the development of 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
In the initial phase of the project, the researcher organized the entire class into ten groups, each consisting of five students The students had the autonomy to form their own teams, engage in discussions, 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 and dividing tasks among themselves They then consulted with their teacher to ensure their plans aligned with the 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 a cohesive poster.
Stage 4- Writing the script and designing poster
After gathering essential information and ideas, the learners individually crafted scripts for their presentations and collaborated in groups to design posters Once both tasks were completed, they practiced their presentations effectively.
The project's objective was achieved when learners collaborated to create a report and engage in activities as planned In Lesson 7, students were required to submit a poster to the teacher and deliver a presentation to the entire class Their final presentations needed to be informative, creative, and persuasive, aimed at both the teacher and their peers.
Firstly, the learners reflected what they could get after doing the project They also reflected on whether they achieved the objectives or not, and assessed
41 their strengths and weaknesses when carrying out the project Then the teacher gave them comments and feedback on their contents and performance
This phase was the time for the researcher to analyze the data collected to evaluate the action plan
Following the implementation of the action plan, data was gathered 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 conducted in Vietnamese and lasted approximately twenty minutes each Participants were assured of confidentiality and informed that the sessions would be recorded 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 phase were analyzed to draw conclusions, propose solutions within the action plan, and provide recommendations.
Instruments for data collection
According to Brown (2001), a questionnaire is a written tool consisting of questions or statements for respondents to answer There are four primary administration modes: face-to-face, paper and pencil, computerized, and adaptive computerized Given the research involves fifty participants, face-to-face administration would be time-consuming, and the computerized method is impractical due to insufficient technological support.
In this research, the questionnaire is administered exclusively through paper-and-pencil methods, along with direct guidance from the researcher, to ensure accurate responses from participants This approach is employed at both the beginning and end of the study to effectively address the first research question.
Based on Holec‟s framework about characteristics of autonomous learners in
In 1981, the researcher designed two close-ended questionnaires, each containing twenty-one questions divided into five key areas: setting objectives (5 questions), choosing content (2 questions), selecting methods and techniques (4 questions), monitoring the acquisition process (3 questions), and evaluating what has been acquired (7 questions) The structure of these questionnaires emphasizes a comprehensive approach to assessing educational strategies across these critical domains.
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 and answer the second research question, the researcher conducts a semi-structured interview at the conclusion of the study Interviews are an effective method for uncovering individual feelings and preferences (Cohen et al., 2000: 29) This research employs a semi-structured interview format, which allows the researcher to utilize a prepared list of questions while also encouraging open dialogue (Mackey & Gass, 2005: 173).
In semi-structured interviews, researchers typically rely on a core set of 43 questions while remaining flexible to add additional inquiries based on participants' responses This method is particularly effective when researchers have a single opportunity to interview a subject and when multiple interviewers are gathering data in the field, as noted by Bernard (1988) 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 utilizes students' diaries as written artifacts to explore the impact of extraneous factors on research outcomes, particularly those related to the researcher and participants Artifacts serve as cultural symbols, providing insights into the beliefs, values, and behaviors of a group To accurately interpret these artifacts, corroboration through observations and interviews is essential Each diary entry captures project topics, individual roles, assigned tasks, and the strengths and weaknesses encountered during group work, thereby validating the findings from questionnaires and interviews.
To effectively address the qualitative research questions, a well-structured observation instrument is essential for accurately observing and understanding participants' natural environments without interference (Gay et al., 2009: 381) Unlike surveys and interviews, observation emphasizes the actual events occurring both inside and outside the classroom, free from the influence of participants' opinions, thereby enhancing the consistency and accuracy of the results In this study, detailed notes are taken during observations to capture key insights.
In order to address the second research question, the attitudes, opinions, and reactions of 44 students towards their project work were analyzed During each project session, notes were taken to document significant events, serving as a valuable memory aid.
Data collection procedure
The researcher meticulously gathered all necessary materials, including pens and pencils for participants who might not have their own, as well as clearly structured questionnaire sheets These sheets were designed with an appropriate font and size, printed on high-quality white paper to ensure participant comfort during the questionnaire process.
The researcher provided an overview of the study, including the title, rationale, and purpose, before detailing the number and types of questions participants would encounter and the method to follow The questionnaires were translated into Vietnamese to ensure understanding Participants were encouraged to ask for clarification on any aspect of the questionnaire However, throughout the process, no questions were raised by the participants regarding the questionnaires.
After all participants completed the questionnaire, the researcher meticulously reviewed the fifty forms to ensure every question was answered On average, participants took approximately ten minutes to finish the questionnaires, and all fifty were successfully collected The researcher expressed sincere gratitude to the participants for their valuable contributions.
The interviews commenced with a short introduction from the interviewer, outlining the research topic and ensuring participants about the confidentiality of their responses The researcher expressed gratitude for the participants' cooperation and subsequently sought their permission to record the interviews.
The researchers outlined the interview format, which lasted approximately 20 minutes per session, and detailed the key topics covered Each question was posed individually, allowing ample time for thoughtful responses To ensure the integrity of the information gathered, the researchers maintained neutrality, avoiding any personal biases Participants were encouraged to provide comprehensive answers, fostering a rich dialogue throughout the interview process.
To gather comprehensive insights from participants, 46 additional questions were formulated, utilizing Vietnamese to ensure students felt comfortable sharing their thoughts, especially if they struggled with expressing themselves in English.
After all the interviews had been conducted, the data collection process finished and the data were ready to be analyzed
The researcher instructed each student to maintain a diary for their first project, allowing them to write in either English or Vietnamese for convenience Students were encouraged to decorate their diaries creatively, and their entries were reviewed at the end of each project to assess regularity Ultimately, the diaries were collected at the conclusion of the study.
The researcher observed that many participants maintained their diaries carelessly, recording detailed entries only for the first two projects By the third project, entries diminished to just three to four sentences Consequently, the analysis focused on the highest-quality diaries from seven participants.
The study involved continuous observation from start to finish, with the researcher, who also served as the class teacher, ensuring minimal interference in students' work during the observation Recognizing that students often collaborated in break-out areas during break times (10 a.m - 10:45 a.m.), observations were conducted both inside and outside the classroom Detailed notes were taken during each observation session, and once completed, the collected data was prepared for analysis.
Data analysis procedure
In this study, the researcher employed inferential statistics as the primary method for analyzing data obtained from questionnaires To address the first research question, the researcher compared mean scores related to students' learning autonomy in the English learning process and project work, utilizing a one-tailed test.
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 s 2: standard deviation in project work n 1 , n 2 : size of sample (P)
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 the mean scores, which were utilized to assess the level of development in learners' autonomy across various areas, and these findings will be illustrated through pie charts.
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
After conducting interviews, the researcher transcribed the audio recordings into written text, a process that was time-consuming due to the approximately twenty-minute duration of each session.
The researcher meticulously reviewed the transcripts, highlighting and underlining relevant responses to distill the core ideas into concise statements.
The data were organized according to Holec's 1981 criteria for learner autonomy, categorizing student responses into five key areas: setting objectives, selecting content, choosing methods and techniques, monitoring the learning process, and evaluating 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 identified key information by underlining significant phrases in each sentence, such as "Task - Find information," "challenges in finding information," 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 methods and techniques, monitoring the learning process, and evaluating the acquired knowledge.
Finally, the data were interpreted to clarify the first research question
The teacher conducted observations both inside and outside the classroom, supported by detailed notes to gather insights on students' behavior and attitudes during project work The analysis of the observational data involved four systematic steps, ensuring a comprehensive understanding of the students' engagement and responses.
The researcher meticulously reviewed the notes, highlighting key words and phrases that reflect student behavior and attitudes during project work, aligning them 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 groups: behavior and attitudes and presented in a table
The data from the table were classified according to Holec's 1981 criteria for learner autonomy, which includes determining objectives, selecting content, choosing methods and techniques, monitoring the acquisition process, and evaluating what has been learned.
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 for data collection These instruments were specifically designed to address the two research questions, with questionnaires, interviews, and diaries focusing on the first question, while the remaining interviews and observations addressed the second The data analysis employed quantitative statistics and content analysis, with results to be presented in the following chapter.