Rationale for the study
Learner autonomy, a concept emphasized by Holec (1981) and others in European language education, has gained significant attention over the past two decades, focusing more on the acquisition process than the final outcomes Historical figures like Galileo, Rousseau, Dewey, and others have underscored the importance of autonomy in education through their diverse ideas and contributions (Balcikanli, 2008).
Students who engage in self-directed learning for speaking skills tend to achieve greater academic success and motivation compared to those lacking effective self-learning strategies (Holec, 1981) Although learner autonomy is a global topic, it remains relatively unfamiliar in Vietnam, raising questions about its development and implementation in local schools Given the limited classroom time dedicated to pronunciation, it is crucial to equip students with effective learning strategies for their self-study Ultimately, the success of learning English speaking heavily relies on how effectively and independently students practice on their own.
This study focuses on student autonomy in English speaking at Global International School (GIS) in Hanoi, highlighting the challenges faced in promoting learner independence in Vietnam's upper secondary education Despite efforts to foster autonomy, students, including those proficient in English, show a lack of responsibility in their learning process During speaking lessons, they tend to prepare extensively on their own before engaging in communication and often hesitate to ask questions or share their opinions with teachers.
A recent discussion with Vietnamese students revealed that their lack of autonomy in learning stems from psychological, social, and personal factors Key issues identified include misleading beliefs, low self-confidence, limited knowledge, and past learning experiences, which contribute to their passive learning style The beliefs and attitudes students possess significantly impact their learning behaviors Consequently, it is crucial to support students in developing greater autonomy, particularly in enhancing their speaking skills.
This research aims to support students in their second language acquisition and lifelong learning, recognizing that fostering autonomy in language learners is a complex challenge While limited studies in Vietnam have explored ways to enhance student engagement in speaking, numerous international studies have demonstrated positive outcomes in promoting learner autonomy through methods such as awareness-raising activities, portfolios, self-assessment, and structured assignments This paper seeks to review existing research and develop a targeted action plan for English gifted students with average learning autonomy, with the goal of enhancing their sense of autonomy in language learning, improving their speaking skills, and delivering more effective speaking lessons.
Aims and objectives of the study
- identifying the current grade 10 (GIS) English gifted students‘ autonomy in speaking skill
- working out the appropriate scheme of actions to improve the situation
- finding out the effectiveness of the selected activities in the action plan
In particular, it is conducted to ascertain the following objectives:
What scaffolding strategies can be used to develop students’ autonomy in speaking lessons?
What are the attitudes of the students towards autonomy in learning English speaking?
How do the students improve throughout the application of scaffolding in teaching speaking?
This action research addresses the issue of low learner autonomy among grade 10 English gifted students at GIS The intervention was implemented in two stages: the first stage involved awareness-raising activities, including contract signing and essential speaking-strategies training, aimed at increasing students' awareness of their challenges and building their confidence in speaking The second stage focused on practicing these skills through home assignments and in-class activities to promote habitual speaking practice and active engagement Following the intervention, feedback was collected through questionnaires, interviews, and classroom observations to evaluate the effectiveness of the activities and to assess whether students exhibited increased autonomy in their learning.
Learner autonomy is a significant aspect of second language acquisition, particularly in developing speaking skills This study focuses on fostering autonomy in speaking among grade 10 students who are gifted in English, as they often demonstrate lower levels of self-directed learning While existing literature outlines various strategies to promote self-directed learning, this research adopts specific activities tailored to the context of GIS and the limited time and proficiency levels of the students involved.
This paper is organized into three main parts as follows:
This part presents the rationale, the aim, scope, method and design of the study
This article is structured into several chapters, beginning with Chapter 1, which provides the theoretical framework and essential concepts for the study Chapter 2 offers an overview of the teaching and learning environment within the English group at GIS Chapter 3 outlines the study's methodology, including the subjects involved and the data collection procedures Finally, Chapter 4 presents the findings and analysis derived from the collected data.
This concluding section summarizes the key findings of the study while offering suggestions to enhance students' autonomy in developing their speaking skills Additionally, it outlines potential avenues for future research in this area.
PART B DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
This chapter provides a comprehensive review of the literature on learner autonomy in relation to pronunciation learning and teaching Each section defines key terms and presents relevant global studies, highlighting the importance of fostering learner independence in pronunciation skills development.
The concept of "learner autonomy" was formally introduced by Henri Holec in 1981 in his work "Autonomy and Foreign Language Learning," where he defined it as "the ability to take charge of one's own learning." Scharie and Szabo (2000) further explored this idea by analyzing the relationship between autonomy and responsibility, defining autonomy as "the freedom and ability to manage one's own affairs" while viewing responsibility as "being in charge of something and dealing with the consequences of one's actions." They emphasize that both autonomy and responsibility are interconnected and necessitate active involvement from learners.
Benson (2001: 47), however, stated that it is preferable to define autonomy as the capacity to take control of one‘s own learning, largely because the construct of
―control‖ appears to be more open to investigation than the constructs of ―charge‖ or
To foster learning autonomy, it is essential for learners to exercise control at three key levels: learning management, cognitive processes, and learning content As Benson (2001) emphasizes, a comprehensive understanding of autonomy in language learning must acknowledge these levels of learner control to effectively promote independent learning.
Henri Holec defines learner autonomy as the "ability to take charge of their own learning," highlighting the essence of autonomy in education This definition emphasizes that autonomous learners not only take responsibility for their learning but are also conscious of this responsibility In the context of second language acquisition, learner autonomy is a dynamic and multifaceted concept that involves both attitudes and behaviors It serves as both a process and a goal within language learning and broader educational experiences To foster learner autonomy, it is crucial to encourage students to reflect on their actions, promoting personal awareness, process awareness, situational awareness, and task awareness.
Learner autonomy, a key component of the learner-centered approach, plays a significant role in second language acquisition Research indicates that fostering autonomy in learners enhances motivation, cooperation, and responsibility, ultimately leading to more effective learning outcomes (Deci, 1995, p.2) Moreover, the benefits of autonomy extend beyond the classroom; once students develop autonomous learning skills within the school curriculum, they can seamlessly apply these skills to various activities outside of class This evolution into autonomous learners promotes lifelong learning, empowering them to shape their own experiences and environments.
Many scholars concur that learner autonomy involves active reflection in the processes of planning, implementing, monitoring, and evaluating learning Additionally, various researchers may identify further characteristics that enhance these fundamental aspects of learner autonomy.
According to Scharle and Szabo (2000), autonomous learners develop four essential components: motivation and self-confidence, monitoring and evaluation, learning strategies, and cooperation and group cohesion Motivation and self-confidence highlight the importance of intrinsic motivation and personal responsibility in learning, while cooperation and group cohesion emphasize the value of collaboration among learners Monitoring skills focus on the learning process rather than the end product, leading to effective self-evaluation where learners assess their work objectively, recognizing their strengths and weaknesses.
1.1.4 Teacher’s roles in learner autonomy
Autonomous learning should be a key trait developed in students, supported by active teacher involvement Educators play a crucial role in guiding and managing the learning process, rather than simply placing students in front of computers and expecting them to learn independently.
Teachers are shifting from being mere transmitters of knowledge to becoming facilitators of learning By relinquishing control, they offer essential guidance that fosters autonomous learning, purposefulness, and creativity (Dickinson, 1995) This approach allows teachers to supervise students as they discover their learning preferences and creates opportunities for enriching experiences.
Autonomous learning presents various challenges, with students facing unique obstacles that require support Teachers play a dual role as facilitators and counselors, offering both psychological and technical assistance While facilitators typically work with groups, counselors focus on individual needs According to Riley (1988), effective counseling involves gathering information about students' goals and needs, aiding in planning, suggesting resources, engaging in interactions, providing feedback, and maintaining a positive and supportive environment.
Facilitating and counseling learners involves not only guiding them but also providing motivation, behavioral support, and emotional assistance Teachers play a crucial role in encouraging students to develop learning independence and language skills Achieving autonomy requires an awareness of the learning process, strategies, and styles, making learner strategies essential for fostering autonomy (Weden, 1998) Students can effectively manage their own learning when they mature and apply appropriate strategies Therefore, it is vital for teachers to help learners understand the significance of learning strategies in promoting autonomous learning.