Khóa Luận Tốt Nghiệp Đề Tài An Investigation Into The Autonomy Of Research Methodology Students At Hust-Sofl

An Investigation into the Autonomy of Research Methodology Students at HUST SOFL CONTENTS RESEARCHER’S AND TOPIC BACKGROUND PURPOSE OF THE STUDY CONCEPTUAL FRAMEWORK RESEARCH QUESTIONS RESEARCH DESIGN[.]

An Investigation into the Autonomy of

Research Methodology Students at

HUST-SOFL

DATA ANALYSIS AND FINDINGS

IMPLICATIONS AND CONCLUSION

RESEARCHER’S AND TOPIC BACKGROUND

• Senior Students – K58

• Concern about the autonomy in learning

• Research the fact of HUST-SOFL students

• Focus on Research Methodology subject

PURPOSE OF THE STUDY

• Understand learner autonomy more clearly

• Understand importance of learner autonomy in language learning

• Investigate the characteristics of autonomous learner

• Recommend solutions to promote learner autonomy

CONCEPTUAL FRAMEWORK

 Definition of learner autonomy:

- Holec (1981): Philosophical background

- Benson (1997): Theoretical background

- Fener and Newby (2000): Pedagogical background (as cited in Çakici, 2015)

 Characteristics of autonomous learners:

- Dickinson (1993): four main characteristics (as cited in Çakici, 2015)

- Chan (2001): eleven characteristics

- Borg and Al-Busaidi (2012): six characteristics

RESEARCH QUESTIONS

●What qualities have autonomous Research Methodology

students at HUST-SOFL had?

●How autonomously have Research Methodology students at HUST-SOFL performed?

RESEARCH DESIGN Research Methodology

Natural setting

Researcher as key

instrument Multiple-source data

Emergent design

Qualitative research

method

RESEARCH DESIGN

Data Sources

Participants

Data collectio

n

Data recordin

g

Data analysis

Step 3

 Semi-structured interview : controllers must cover and

order the questions and topic (Harrell & Bradley, 2009).

 Focus group: the leader has to direct conversations,

raise spirit of interviewees.

organization Reading data

Theme-based coding

Interpretatio

n data

Analysis Process

FINDINGS

DATA ANALYSIS AND FINDINGS

Behavioral features of autonomous Research

Methodology students at HUST-SOFL (Theme 1)

Monitoring step-by-step the workload

in their teams

Autonomous Research Methodology (RM) students should be well- organized

DATA ANALYSIS AND FINDINGS

Behavioral features of autonomous Research

Methodology students at HUST-SOFL (Theme 1)

Hang got some troubles in writing the final report

Oanh’s team seemed to be

more independent than other

Responsible

for a mission or a

task

Hoa, Phuong made plans for meetings with their lecturers

Oanh looks for references on the Internet to deal with her difficulties

Hoang Son, Hong Son chatted to discuss before consulting their supervisors

DATA ANALYSIS AND FINDINGS

Behavioral features of autonomous Research

Methodology students at HUST-SOFL (Theme 1)

• Hong Son, Hoang Son express how and where they find

• Rest of interviewees mentioned but in general

resources for learning

• Only Hoang Son

Understand the contents

and tasks

• 5 interviewees had that except Hoa

Meet the demand of the

tasks

Autonomous Research Methodology students should

be well-managed

DATA ANALYSIS AND FINDINGS

Behavioral features of autonomous Research

Methodology students at HUST-SOFL (Theme 1)

• 6 interviewees were clear about the purposes of learning RM

• Oanh stated that in detail

Indentifying

long-term

vision

• All gave necessary steps to complete LR

• Hong Son knew how to control timeline to get the goal

• Interviewees knew basic steps to have Proposal and Final Report

Setting smaller objectives

Autonomous Research Methodology students should be goal-oriented

DATA ANALYSIS AND FINDINGS

Performances of autonomous Research Methodology students at HUST-SOFL (Theme 2)

Based on evidence (Appendix G) to prove Theme 1

• Divided the tasks into smaller parts, made plan

• Finished the tasks

• Connected with their group to deal with problems

Hong Son,

Oanh, Hoa

• Did not remember box chat

• Discussed on Skype without taking notes

• Lost the files

Hoang Son, Phuong,

Hang

Autonomous learners

Not autonomous learners

DATA ANALYSIS AND FINDINGS

Performances of autonomous Research Methodology students at HUST-SOFL (Theme 2)

IMPLICATIONS AND CONCLUSION

Implications for learner Implications for teacher Implications for syllabus designer

IMPLICATIONS AND CONCLUSION

Implications for learner

Build and apply 3 main skills as goal-oriented skill,

well-managed skill and well-organized skill in flexible way

Have co-operative learning in class

Store documents, book, other references related to Research Methodology to support for Graduation Thesis

IMPLICATIONS AND CONCLUSION

Implication for teacher

Create an autonomy-supportive language teaching

environment to provide: better conceptual learning, more creativity and more positive effects.

(Black & Deci, 2000, as cited in Ali, 2010)

Support for the students both in inside or outside class

IMPLICATIONS AND CONCLUSION

Implication for syllabus designer

Should design an appropriate and detailed syllabus

The course outline is presented with the objectives, the requirements, the evaluation of the program, and some books or websites to refer

 Syllabus designer should design the organized book

IMPLICATIONS AND CONCLUSION

Contributions

Contributions

Know the demanded skills for an autonomous learner and how the skills are applied flexibly

Very useful for the students

(having this course in next

semester or doing research

in the future)

Teamwork, time-management and soft skills to get best result

Understand more about learner autonomy and its role in studying, everyday life or even future career

IMPLICATIONS AND CONCLUSION

Limitations

Limitations

Focus-group interview through video call in Facebook: computer, network connection, headphone or webcam

Difficult to invite SOFL senior students to go

HUST-to university for the interview

The number of students achieving B to A grades are not many

IMPLICATIONS AND CONCLUSION

Suggestions of further study

Researches for

New features of autonomous

learners Useful strategies to motivate learner autonomy

• Researcher’s and topic background

• Purpose of the study

• Conceptual framework

• Research questions

• Research design

• Data analysis and findings

• Implications and conclusion

REFERENCES

• Benson, P (2007) Autonomy in language teaching and learning Language Teaching,

40, pp 21-40 doi:10.1017/S0261444806003958

• Borg , S., & Al-Busaidi, S (2012) Learner autonomy: English language teachers’

beliefs and practices London: British Council

• Chan, V (2001) Readiness for learner autonomy: What do learner beliefs? Teaching in

Higher Education , 505-518

• Holec, H (1981) Autonomy and Foreign Language Learning Oxford: Pergamon Press

• Ali , D (2010) Practical Tips on How to Promote Learner Autonomy in Foreign

www.academia.edu/2287726/Practical_Tips_on_How_to_Promote_Learner_Autonomy _in_Foreign_Language_Classrooms

• Çakici, D (2015) Autonomy in language teaching and learning process Journal of the

Facuty of Education, Inuno University, 16(1), 31-42 DOI: 10.17679/iuefd.16168538