INTRODUCTION
Reasons of the study
Learner autonomy (LA) is increasingly recognized as a vital objective in education, particularly in language learning, where it enhances motivation and facilitates better language acquisition Promoting student autonomy in language learning is essential, with a focus on activities that encourage authentic language use outside the classroom Engaging in out-of-class activities significantly benefits EFL learners by fostering self-directed and purposeful language use beyond formal settings As learners become more autonomous, their language proficiency continues to grow.
Many Vietnamese students struggle to enhance their English skills outside the classroom due to a lack of motivation, resources, and a conducive learning environment The limited exposure to English in their daily lives hinders their ability to practice the language effectively To address this, out-of-class activities can help students recognize the presence of English around them and encourage active engagement with the language Understanding the context of learning is crucial for success, and exploring autonomous English learning activities can shed light on the practices of high school students in Vietnam as they strive to improve their English proficiency beyond formal education.
Purpose of the study
The aim of this study is threefold The first aim is to examine the students‟ learning activities to promote EFL LA The second aim is to explore motivational
Two key factors influencing autonomous English learning (EFL LA) among high school students are identified, alongside the obstacles that hinder its promotion A comprehensive quantitative and qualitative study reveals the prevalent autonomous English learning activities among students, while also examining motivational and detrimental factors The findings aim to enhance students' awareness of the significance of EFL LA, encouraging them to utilize available learning resources effectively and overcome challenges to achieve their educational objectives.
Research questions
The research questions for this study are:
1 What EFL LA activities have Quoc Hoc High School students carried out?
2 What motivational factors influence the students‟ EFL LA?
3 What are the obstacles to promoting the students‟ EFL LA?
Scope of the study
This study explores the perception and practice of language awareness (LA) in English as a Foreign Language (EFL) learning among high school students in Hue City, Vietnam It focuses on the activities of tenth, eleventh, and twelfth graders at a public high school that promote their language awareness and examines the factors influencing these activities.
Organization of the study
The thesis consists of five chapters
Chapter 1 presents the rationale and purpose of the study Research questions and scope of the study are also introduced in the first chapter
Chapter 2 reviews fundamental ideas and theories related to LA in both general education and language education Specifically, the chapter deals with activities to promote EFL LA including self-access, computer-assisted language learning (CALL), and out-of-class learning The chapter then examines factors influencing EFL LA concerning learner‟s perceptions and beliefs, learner motivation and Vietnamese cultural context A few previous related studies are also selected to be reviewed in this chapter
Chapter 3 discusses the research design of the study It starts with methodology orientation, followed by a description of participants and instruments
It then presents the procedure for data collection and analysis
Chapter 4 provides comprehensive information collected from the three phases of the study Data analyses and detailed discussions on the findings are presented in this chapter
Chapter 5 summarises the contributions this study has made to the field of EFL LA Finally, it lists the limitations of the study and gives directions for future research
LITERATURE REVIEW
EFL LA
LA has been defined and described in a variety of ways with different terms in literature
Learner autonomy (LA) refers to the ability of individuals to take control of their own learning processes, including making decisions and initiating actions that lead to effective learning outcomes (Benson, 2005) This capacity for self-regulation is fundamental to autonomy in education (Benson, 2001) As a result, LA has become a primary objective in various educational projects and courses, emphasizing the importance of learners managing their own learning strategies, cognitive processes, and content (Scharle & Szabó).
Learning autonomy (LA) is defined as the capacity for detachment, critical reflection, decision-making, and independent action (Little, 1991) It involves students reflecting on their learning and recognizing effective opportunities (Wenden, 1999) Freire (1996) emphasizes LA as the ability of learners to construct and reconstruct knowledge, allowing them to create and recreate learning situations Ur (1996) identifies LA as a crucial stage in skill acquisition, where learners progress through verbalization, automation, and ultimately autonomy, leading to proficiency and creativity in their skill use.
According to Benson (2001), advocates for language acquisition (LA) emphasize the importance of effective learning in achieving personal goals Autonomous learners recognize that their efforts are essential for their progress and act in accordance with this understanding (Scharle & Szabó, 2000).
Considering these ideas, LA is an increasingly important aspect of education because it meets the needs of developing life-long, autonomous learners Dam
In promoting learner autonomy (LA), it is essential to focus on students' willingness and capacity to learn, as highlighted by research in 2010 Developing LA involves enhancing learners' abilities and willingness alongside their knowledge, skills, motivation, and confidence, as noted by Benson (2001) and Youssef (2006).
Language autonomy (LA) in education emphasizes self-management in learning and self-reliance in language use (Little, 2000) It prioritizes the interests of language learners over the demands of those who require their skills Additionally, LA highlights learner characteristics and individual differences, as noted by Cohen and Dürnyei (2002).
Success in learning a foreign or second language depends on various factors, and the characteristics of the language learner are especially important
Language learning is inherently personal, leading learners to take charge of their own educational journey According to Benson (2005), autonomous learning is more effective than traditional methods, suggesting that fostering learner autonomy can enhance language acquisition.
Autonomous learning involves not only conscious efforts but also essential metacognitive strategies like planning, organizing, and reflecting on language acquisition Research on individual learner differences indicates that effective language learning thrives when learners have the freedom to choose methods that align with their personal preferences.
Practices of EFL LA
Self-access centers are aimed at supporting independent learning (Morrison,
Self-access centers offer essential materials that empower learners to pursue their education independently The advancement of technology has enhanced these centers' connectivity with global resources, allowing students to tailor their learning experiences to their individual needs and interests These centers foster learner autonomy, enabling the application of diverse approaches to knowledge acquisition Furthermore, as learner autonomy (LA) becomes increasingly integrated into language teaching, the connection between formal courses and self-access learning continues to strengthen.
Cotterall and Reinders (2001) studied learners' perceptions of self-access language learning at the University of Victoria in Wellington (VUW), revealing that more than two-thirds of the students engaged in activities they were interested in This positive attitude towards self-access centers highlights their significance in fostering independent and confident learners.
2.2.2 Computer-assisted language learning (CALL)
Computers and internet technology have significantly transformed the learning landscape, with Computer-Assisted Language Learning (CALL) emerging as a key tool for fostering autonomous learning This innovative program enables learners to engage in independent study using computers, enhancing their educational experience.
1) defined CALL more succinctly and more broadly as "the search for and study of applications of the computer in language teaching and learning" Fischer (2007) is one of few using computer-based tracking to monitor what learners actually do as they use CALL, and has discovered that users often use CALL in unexpected ways which have implications for curriculum design The current philosophy of CALL puts a strong emphasis on student-centred materials that allow learners to work on their own Such materials may be structured or unstructured, but they normally embody two important features: interactive learning and individualised learning The ability to direct one's own language learning in a technology environment
Computer literacy and specific skills such as goal setting, study scheduling, record keeping, and progress evaluation are essential for success in Computer-Assisted Language Learning (CALL), as emphasized by Smith (2010) Effective learner training, the quality of technology, and the application of learned skills significantly contribute to autonomous learning in CALL Additionally, CALL inherently supports learner autonomy, aligning with the optimal language learning conditions identified by Egbert, Chao, and Hanson-Smith (2007).
Out-of-class learning involves practicing and using a language in real-world contexts, which enhances learners' abilities to apply their knowledge in authentic situations According to Crabbe (1993), the effectiveness of language acquisition hinges on how learners utilize opportunities for practice both inside and outside the classroom Shen et al (2005) define out-of-class English learning activities as those that encompass listening, speaking, reading, writing, vocabulary, and grammar enhancement beyond the classroom environment Engaging in activities such as reading, listening, and conversing in the foreign language allows learners to maximize their exposure to it Social activities, including watching television, going to the cinema, listening to music, and interacting with native speakers, significantly contribute to developing English conversation skills, as noted by researchers like Brooks (1992) and Hyland (2004) These interactions can occur in various settings, such as speaking with family members, communicating in stores, or attending meetings, all of which foster language development outside traditional learning environments.
Out-of-class activities play a crucial role in enhancing students' English language experience by exposing them to various opportunities in their everyday environments Engaging in activities such as watching movies, listening to music, and surfing the internet has been shown to boost students' confidence and motivation in using English outside the classroom Research by Chan, Spratt, and Humphreys (2002) indicates that Hong Kong tertiary students favor combining study with entertainment, which aids in effective language acquisition Similarly, Yap (1998) found that secondary school students in Hong Kong actively participated in English-oriented activities, demonstrating a strong motivation to use the language beyond academic settings The findings suggest that learners are more engaged in receptive activities than productive ones, highlighting the positive attitudes towards these experiences Overall, participation in these English-focused activities significantly contributes to language skill development, underscoring the importance of autonomous learning in successful language acquisition.
It is clear that out-of-class activities are linked with real life applications; this connection is key to fostering more authentic language use and LA (Pearson, 2004).
Factors influencing EFL LA
Fundamental to the development of LA are the beliefs about and perspectives on roles and responsibilities in learning held by learners Learners‟ improved
9 positive attitude towards language learning and their willingness to take more responsibility for learning were preliminary signs of LA
Autonomous learners actively reflect on their own learning and embrace collaboration, taking greater responsibility for their education, especially in decision-making and problem-solving contexts They seek opportunities to learn beyond traditional classroom environments, often creating their own learning settings independent of teacher guidance Ultimately, the success of these learners is heavily influenced by their responsible attitude towards education.
In brief, LA exists in degrees and learners should be trained to develop their capabilities to reach the status of full autonomy in learning (Nunan, 1996, 1997)
Motivation plays a crucial role in determining learners' readiness for autonomous learning, as highlighted by Spratt, Humphreys, and Chan (2002) It not only drives the desire to learn but also shapes the direction of autonomous learning, as noted by Xu, Peng, and Wu (2004) Researchers have differing views on the relationship between motivation and learner autonomy (LA), with Benson (2001) asserting that taking control of their learning helps learners develop motivational patterns that enhance learning effectiveness Conversely, Dửrnyei (2001) suggests that LA can also foster motivation Moreover, students with higher motivation levels tend to be more vigilant in monitoring and assessing their learning strategies compared to their less motivated peers.
Motivation can be categorized into two primary types: intrinsic and extrinsic Intrinsic motivation refers to a learner's internal desire to learn, driven by factors such as interest, enjoyment, and personal satisfaction In contrast, extrinsic motivation, akin to instrumental motivation, involves external influences that encourage learning According to Ryan and Deci (2000), learners who are intrinsically motivated regulate their behaviors based on their internal processes, highlighting the importance of fostering intrinsic motivation in educational settings.
Intrinsic motivation plays a crucial role in the learning process, as it fosters personal control and autonomy among students Those with a genuine interest in learning English actively assess their methods and seek opportunities to practice, prioritizing the learning experience over mere outcomes Research indicates that intrinsic motivation is associated with higher achievement levels (Soenens & Vansteenkiste, 2005) For intrinsic motivation to flourish, individuals must feel empowered, capable, and able to connect their learning to broader life contexts In contrast, extrinsic motivation involves engaging in activities for external rewards or outcomes, such as pursuing tasks for their practical benefits rather than personal interest.
In conclusion, learning motivation plays important roles in language learners‟ autonomous learning ability
The cultural background of learners is frequently seen as a barrier to promoting learner autonomy (LA) (Palfreyman, 2004) Research by Sinclair (2007) and Lamb (2009) highlights that the learning environment, particularly its traditional and cultural elements, significantly influences students' learning experiences and autonomy Additionally, Littlewood (1999) identifies three key sources of influence that many educators and researchers believe impact students' learning approaches in East Asia.
East Asian societies are characterized by a collectivist orientation that values relationships grounded in power and authority, emphasizing the belief that success is attainable through hard work as well as inherent talent.
(p 71) Dang (2010) revealed that being strongly considered part of the Eastern culture, the popular philosophy of educational practices in Vietnam is more
The English learning environment in Vietnamese classrooms is often likened to a "cultural island" where teachers primarily serve as knowledge providers (Le, 2000) This traditional approach emphasizes absorption and memorization over experimentation and production of knowledge Consequently, students struggle to develop autonomy in their learning, as they are not encouraged to be creative, responsible, or collaborative As a result, many learners remain entrenched in rote learning methods, lacking ownership of their educational journey.
Although LA is constructed, nurtured, and developed during one's interactions with the environment, it is a personal ability which is produced and performed by each individual in a certain context.
Previous studies on EFL LA
Research on out-of-class learning activities highlights the preferences and motivations of students in various contexts Pickard (1996) found that German students studying English favored receptive skills like reading and listening, influenced by their interest in the activities Yap (1998) noted that Hong Kong secondary students enjoyed using English outside the classroom, which enhanced their communication skills Cotterall and Reinders (2001) focused on self-access language learning, revealing effective strategies for autonomy in English learning Similarly, Chan, Spratt, and Humphreys (2002) emphasized the benefits of out-of-class English usage among Hong Kong tertiary students Hyland (2004) further explored this by using questionnaires, interviews, and learner diaries, discovering that many students dedicated significant time to studying and practicing English outside formal settings.
12 outside the classroom, much of this time was spent on more receptive activities such as listening and reading, rather than speaking Shen, Tseng, Kuo, Su and Chen
In 2005, a study examined the out-of-class English learning activities of 316 EFL college students, highlighting the influence of gender, grades, and independent study hours on their learning difficulties Benson (2007) explored the emergence of autonomy in language education, addressing both its advocates and critics, as well as its application in and beyond the classroom Ariza (2008) reported on Colombian university students' perceptions of autonomy, revealing that they viewed it as a crucial element for learning outside traditional settings Zhong (2008) emphasized the role of Internet-based autonomous English learning in enhancing language proficiency while identifying various factors that affect this learning mode ĩstỹnlỹoglu (2009) investigated university students' and teachers' views on the responsibilities and skills associated with autonomous learning activities inside and outside the classroom Guo (2011) engaged students in observing and discussing written English, finding that this activity significantly increased their language awareness and autonomy Lastly, Joshi (2011) surveyed autonomous learning practices among Master’s level English Education students at Tribhuvan University in Nepal, contributing to the understanding of autonomous learning in diverse educational contexts.
It also explored their perceptions on their own roles and their teachers‟ roles, and how it has been looked at from the teachers‟ viewpoint
A number of studies have been conducted to examine EFL LA in the Vietnamese context Dang (2010) adopted socio-cultural perspective to localize the
In Vietnam's higher education, the exploration of learner autonomy (LA) in English as a Foreign Language (EFL) has been significant Phan (2012) examined the perspectives of English teachers and students at a Vietnamese university regarding teacher autonomy and its connection to LA Additionally, Nguyen (2009) studied LA within the Vietnamese EFL context, revealing its impact on language learning outcomes The research highlighted variations in LA among students across different academic years and between two types of tertiary institutions in Vietnam.
Previous research has emphasized the significance of autonomy and metacognitive knowledge in fostering autonomous learning and responsibility awareness While these studies have proposed pedagogical strategies to enhance learner autonomy, they often overlook the specific factors influencing autonomous language learning and primarily focus on tertiary education rather than high school contexts This study aims to investigate autonomous English learning activities and the factors that enhance English as a Foreign Language (EFL) learner autonomy, potentially providing new insights into this area of study.
In summary, this chapter explored key perspectives on English as a Foreign Language (EFL) learner autonomy, including its definitions, practices, and the factors that influence it By examining these significant themes in the literature, I was able to better understand the field and formulate my own perspective on learner autonomy in the context of English language learning.
METHODOLOGY
Methodology orientation
To ensure reliable results in the study on promoting EFL learner autonomy in high schools, both quantitative and qualitative methods were employed The quantitative approach enables the researcher to formulate explanations and predictions that can be generalized across different contexts, thereby enhancing the study's reliability and validity, as noted by Glense and Peshkin.
Quantitative methods, as noted in 1992, are typically favored by positivists within the scientific paradigm, emphasizing the importance of observable and measurable facts However, qualitative methods are equally essential, as they allow researchers to gain insights into the diverse perspectives, perceptions, and experiences of participants, ultimately enriching the study's findings Bryman (2008, p 377) elaborates on this by outlining four evaluative criteria for qualitative research, highlighting its significance in achieving depth and understanding in research outcomes.
1 Credibility (as paralleled with internal validity): How believable are the findings?
2 Transferability (as paralleled with external validity and generalisability): Do the findings apply to other contexts?
3 Dependability (as paralleled with reliability): Are the findings likely to apply at other times?
4 Confirmability (as paralleled with objectivity): Has the investigator allowed his or her values to intrude to a higher degree?
The role of quantitative and qualitative methods fits the definition of mixed methods research, which is defined as:
Mixed-methods research involves the integration of qualitative and quantitative approaches by researchers to enhance understanding and validation This methodology combines diverse perspectives, data collection methods, and analytical techniques to achieve both comprehensive insights and detailed corroboration.
Participants
This study involved 240 students from Quoc Hoc High School in Hue City, all of whom have been learning English as a foreign language since at least the 6th grade The participants, evenly split between male and female, were randomly selected from grades 10, 11, and 12, with 80 students from each grade The school was chosen for its accessibility, as the researcher is a teacher there The students exhibit a high rate of academic achievement and positive attitudes towards learning English However, the unique characteristics of this specific context may limit the generalizability of the findings.
Data collection instruments
The data were collected through questionnaire, interviews and diary entries Questionnaire was chosen as the first device for data collection for the following reasons:
- It can provide researcher with quicker scoring of answers from participants in reality
- It can save a lot of time for both the researcher and participants
- It can bring relatively exact and reliable information from reality
Participants are given ample time to contemplate and provide thoughtful, reliable answers; however, the questionnaire has drawbacks, as it relies on respondents' willingness and truthfulness, which can vary To address these limitations, interviews and diary entries were also conducted.
Student interviews serve to validate questionnaire results and are effective tools for exploring popular autonomous English learning activities, motivational influences, and obstacles to learner autonomy Direct interviews enable students to share insights beneficial to the study Additionally, diary entries facilitate students in tracking their daily self-directed learning activities, offering them valuable reflections on their learning process Consequently, these diary entries provide researchers with critical information that enhances the reliability of both questionnaires and interviews.
Utilizing a combination of questionnaires, interviews, and diaries significantly enhances reliability by minimizing inconsistencies that may arise when relying solely on one method.
A structured questionnaire developed and revised by the researcher on EFL
The initial draft of a questionnaire containing 44 items was distributed to colleagues at Quoc Hoc High School for feedback to clarify any ambiguities Based on their suggestions, the researcher revised the questionnaire, which is structured into four sections: students' awareness of the significance of language awareness (LA) in language learning, activities to enhance English as a Foreign Language (EFL) LA, motivational factors affecting EFL LA, and challenges in promoting EFL LA The final questionnaire includes a mix of closed-ended and partially open-ended questions, featuring Likert scale responses.
To ensure reliable results, the questionnaire was meticulously translated into Vietnamese prior to distribution among participants The researcher sought feedback from colleagues and five students to proofread the translation, ensuring clarity and comprehension for readers.
To address any misunderstandings in the questionnaire data, twenty-five students were interviewed in their native language, with responses translated into English by a bilingual researcher The interview questions were designed based on questionnaire findings to gather both qualitative and quantitative data Each ten-minute interview was recorded, allowing respondents to provide deeper insights The information gleaned from these interviews illuminated potential solutions to the study's concerns and established a solid foundation for generalizing the findings Furthermore, the interviews enhanced the researcher's understanding and validity, offering concrete information that may not have been captured through the questionnaire alone.
Fifteen students in the sample group maintained diaries documenting their weekly activities, including efforts to enhance their English as a Foreign Language (EFL) learning autonomy and reflections on these experiences This practice provided valuable insights into their autonomous language learning, motivational factors, and challenges faced in promoting their EFL learning autonomy According to Rubin (2003), diaries are effective tools for fostering learners' awareness of their learning processes and enabling them to monitor their progress.
From March 1st to April 25th, learners maintained weekly diary entries, which were collected by the researcher These entries were primarily written in English, with occasional use of their mother tongue for specific words or to clarify ideas The diaries were not corrected, emphasizing the importance of the learners' expression over grammatical or lexical accuracy.
Data collection procedures and analysis
The data collection process can be divided into three phases
Phase One aimed to gather quantitative data on students' awareness of the importance of Language Awareness (LA) in language learning, as well as activities that encourage English as a Foreign Language (EFL) LA, motivational factors affecting EFL LA, and challenges in promoting it The insights gained from this phase established a foundational baseline for the study and enhanced the overall understanding of EFL.
A total of 240 questionnaires were distributed to tenth, eleventh, and twelfth graders at Quoc Hoc High School, with students given approximately fifteen minutes to complete them in their classrooms Following the collection of all completed questionnaires, a thorough examination ensured that respondents had answered every item The survey process was efficient, resulting in the return of all 240 completed questionnaires Subsequent analysis utilized descriptive statistics to identify patterns within the data.
Phase Two focused on gathering qualitative data to enhance the quantitative findings from Phase One During this phase, interviews were conducted with twenty-five students from the sample group, using questions prepared in Vietnamese to ensure clarity and relevance.
19 the participants‟ convenience They were carried out at a room on the school campus
After conducting the interviews, the researcher translated the collected data from Vietnamese to English using a single translation method To ensure clarity for average readers, an American proofreader was then hired to review the translations and suggest necessary corrections.
This session enabled the researcher to delve deeper into participants' perspectives regarding the findings from the quantitative data Follow-up interviews clarified any missing or unclear information from the questionnaire Each theme was assigned codes based on predetermined categories, and the coded data underwent thorough content analysis.
Phase Three focused on qualitative data gathered from fifteen students within the sample group, who submitted their learning diaries to the researcher To maintain anonymity, each student's identity was coded, with a unique pseudonym assigned to their diary For instance, a diary labeled "Learning Diary – Vy – Week 2" signifies the data provided by the student using the pseudonym Vy during the second week of the eight-week study period.
Following the conclusion of data collection, individual student data was independently analyzed, leading to the creation of informal narrative interpretations that validated or refuted initial findings related to the research questions Key terms, actions, behaviors, critical incidents, and pivotal events were identified through microanalysis The resulting conceptual elements were organized into preliminary categories, and a coding system was developed to integrate emerging themes with existing ones.
Based on thorough research, coded categories were meticulously reviewed for consistency, leading to the discovery and testing of data patterns that resulted in several assertions Key themes were clustered, and preliminary assertions were developed The trustworthiness of these assertions was validated by confirming and dismissing evidence within the data, resulting in the abandonment of some assertions and the incorporation of new ones Ultimately, the final assertions were organized around the essential features of EFL LA promoting activities.
Summary
In summary, the study utilized questionnaires, interviews, and learning diaries to gather data, leveraging the unique strengths of each method The combination of quantitative and qualitative approaches provided valid and reliable insights, effectively addressing the research questions outlined in Chapter 1 The use of mixed methods research was essential to the study's design, as integrating multiple sources and techniques enhances the quality and validity of the findings, as noted by Hamilton (2011).
All these analyses will be clearly presented and discussed in chapter 4 of the study – Findings and Discussion
FINDINGS AND DISCUSSION
Findings and discussion of the questionnaire
The data collected in the forty four-item questionnaire will be presented, analyzed and discussed with the aim of answering the research questions
A total of 240 respondents participated in the study, with nearly all having studied English for five to ten years Each individual engaged in autonomous learning, dedicating four to six hours per week to their English studies.
The questionnaire assessed participants' awareness of the importance of Language Awareness (LA) in language learning The findings regarding participants' perceptions are illustrated in Table 4.1 and Figure 4.1.
(1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree)
No % No % No % No % No %
M ea n sc o re s fro m Qu estio n n aire (5 p o in ts)
Figure 4.1 Mean scores of awareness of LA
Items of Table 4.1 and Figure 4.1
2 Language learning involves a lot of self-study
3 The learner‟s own effort plays an important role in successful language learning
4 Using English outside the classroom is important for developing good language skills
The majority of students recognized the significance of EFL self-study, with strong agreement on the importance of learner autonomy (LA), personal effort, and using English outside the classroom, reflected in agreement rates of 95.8%, 93.3%, and 98.3%, respectively LA plays a crucial role in fostering independent and confident learners, as language skills require consistent effort and cannot improve overnight Students' dedication to enhancing their language abilities is essential for their success, highlighting that classroom practice alone is insufficient Therefore, students should actively engage with English beyond the classroom to achieve proficiency, with all items receiving mean scores above 4.9, while item 2 received a mean score of 4.07, with over 92% of respondents agreeing on its relevance.
The connection between language learning and self-study is crucial, as students cannot enhance their language skills without engaging in autonomous learning The participants' responses highlight that a strong awareness of the importance of self-study in English as a Foreign Language (EFL) is a significant factor in their success.
4.1.2 Activities to promote EFL LA
The survey results on autonomous English learning activities revealed that participants engaged in their learning practices at varying frequency levels Detailed findings concerning students' learning activities can be found in Table 4.2 and Figure 4.2.
Table 4.2 Activities to promote EFL LA (N$0)
(1=never, 2=rarely, 3=sometimes, 4=often, 5=always)
No % No % No % No % No %
M e a n s c o re s fr o m Q u e st io n n a ir e ( 5 p o in ts )
Figure 4.2 Mean scores of activities to promote EFL LA
Items of Table 4.2 and Figure 4.2
5 Using a dictionary to find information about new words
6 Preparing for lessons in advance
7 Doing extra revision not required by the teacher
9 Asking for help in learning English when I need it
10 Keeping portfolios of what I have learnt to monitor my progress
11 Studying English in a group of my classmates or friends
12 Using online English-learning programs to study English
13 Doing independent study in a library/self-learning centre
14 Reading reference books (grammar, vocabulary, skills) on my own
15 Reading books, newspapers or magazines in English
16 Surfing the Internet in English
18 Listening to English radio (BBC, VOA, etc.)
19 Watching English TV programs or movies
20 Speaking English to any foreigner I meet
21 Voice chat with English speaking people (via Skype or any other applications)
22 Writing in English (emails, blogs, etc.)
23 Going to English-speaking clubs (held at my school or elsewhere)
24 Doing part-time jobs or volunteer work that requires me to speak English
Many respondents reported enjoying English self-study activities such as listening to songs and watching TV programs or movies, highlighting a preference for combining study with entertainment This approach allows students to learn the language effortlessly and effectively Furthermore, the accessibility of these activities today creates a favorable environment for enhancing English learning.
17 and 19 have the highest mean scores (4.99 and 4.96 respectively)
Students exhibit effective learning habits, such as using dictionaries to look up new words, with 219 respondents affirming this practice The convenience of electronic dictionaries on mobile devices enhances their English learning experience Additionally, 210 students reported engaging in conversations with foreigners, providing valuable opportunities for real-world practice and fluency development A significant number, 206 out of 240, enjoy surfing the Internet in English, which not only improves their language skills but also expands their knowledge base Over 80% of respondents frequently read reference books for grammar and vocabulary, which are essential for their progress Other self-study activities include preparing for lessons and optional revision, both crucial for comprehension and active participation in class Furthermore, more than 80% of students occasionally utilize online English-learning programs, which offer a variety of exercises tailored to different skill levels Lastly, 165 respondents read English books, newspapers, or magazines, further supporting their language acquisition.
English books and newspapers, available in both paper and electronic formats, provide authentic resources for studying the language, exposing students to a rich vocabulary that aids comprehension and expression While 44.6% of students occasionally listen to English radio, such as BBC and VOA, the frequency of this activity has declined, with only 3.7% listening regularly compared to 96.3% who watch English TV programs or movies Additionally, four-fifths of students engage in conversations with English speakers through platforms like Skype, facilitating global communication Furthermore, 94.2% of respondents write emails and blogs in English, boosting their confidence in self-expression Overall, the mean scores for these learning activities, excluding radio listening, indicate a positive trend in English language engagement.
A significant majority of students, 199 out of 240, rarely engaged in optional assignments, likely due to their heavy workload Additionally, 86.3% of respondents seldom sought help for learning English when needed, indicating a reluctance to pursue extra academic support.
Many students struggle to seek help, often feeling they have no one to turn to, which may contribute to their reluctance to ask for assistance Additionally, the data reveals a significant disinterest in group study and social interaction among students, as indicated by their responses to specific survey items.
240 students infrequently studied English in a group of their classmates or friends (item 11) and 200 out of 240 students rarely went to English-speaking clubs (item
The ineffectiveness of group activities may contribute to their insignificance, as over 90% of participants rarely engaged in independent study at libraries or self-learning centers This suggests that students struggle with concentration, leading them to find studying English in these environments ineffective The mean scores for the five learning activities discussed ranged from 1.95 to 2.10, indicating a low level of effectiveness.
A significant majority of students, 233 out of 240, do not maintain portfolios to track their learning progress, indicating a lack of habit or patience for such practices Additionally, very few students engage in part-time or volunteer work that requires English communication skills, suggesting a scarcity of available opportunities for Hue students or their busy schedules Among the twenty learning activities assessed, both keeping portfolios and participating in part-time or volunteer work received the lowest average scores, at 1.03 and 1.01, respectively.
4.1.3 Motivational factors influencing EFL LA
Participants evaluated how frequently their English learning was positively influenced, with Table 4.3 summarizing their responses to five motivational items The mean scores for these items are illustrated in Figure 4.3.
Table 4.3 Motivational factors influencing EFL LA (N$0)
(1=never, 2=rarely, 3=sometimes, 4=often, 5=always)
No % No % No % No % No %
M e a n s c o re s fr o m Q u e st io n n a ir e ( 5 p o in ts )
Figure 4.3 Mean scores of motivational factors influencing EFL LA
Items of Table 4.3 and Figure 4.3
Table 4.3 reveals that over 95% of students are motivated to learn English primarily for future job opportunities, with this factor receiving the highest mean score of 4.95 The increasing demand for English in the job market serves as a significant incentive, as students recognize that proficiency in English can lead to well-paid positions.
Responses to item 26 indicated that 208 respondents enjoy learning English, highlighting the importance of this motivation in transforming students into highly motivated individuals capable of achieving satisfactory results, particularly in passing compulsory exams.
Findings and discussion of the interviews
To clarify potential misunderstandings in the questionnaires, twenty-five students from Quoc Hoc High School were interviewed, comprising eight tenth graders, eight eleventh graders, and nine twelfth graders The selected participants represented a diverse range of abilities and included thirteen male and twelve female students.
The interviews utilized open-ended questions aligned with the research objectives and included follow-up inquiries based on questionnaire responses The discussions were recorded, and selected excerpts were transcribed for subsequent analysis.
The process of interview data analysis yielded three main themes:
1 The most popular activities to promote EFL LA
2 Major motivational factors influencing EFL LA
3 Major obstacles to promoting EFL LA
4.2.1 The most popular activities to promote EFL LA
Question 1: The questionnaire findings showed that there were six outstanding learning practices In your opinion, what are the six most popular autonomous English learning activities among students? In what way do these activities help you improve your English?
Table 4.5 Activities to promote EFL LA (N%)
S No Activities No of students
2 Watching English TV programs or movies 19
3 Using a dictionary to find information about new words 15
4 Surfing the Internet in English 10
5 Reading reference books (grammar, vocabulary, skills) 8
6 Writing emails, blogs, etc in English 7
Receptive activities, particularly those designed for entertainment such as listening to English songs or watching movies and television, are notably more popular among audiences.
The benefits of listening to English songs were pointed out by twenty-two students, as expressed in the following extracts
Listening to English songs is an effective and engaging method for learning the language, as it helps with vocabulary retention and grammar comprehension through the lyrics Additionally, this practice can enhance pronunciation skills.
It’s a fun way of learning The expressions are easy to keep in mind and not easily forgotten I don’t learn much by listening to music though, I think I do unconsciously
Watching English movies and TV programs significantly enhances students' language skills, making it a popular choice for English learning In interviews, nineteen participants highlighted this activity as one of their favorites, with one student specifically noting its effectiveness in improving their grasp of the language.
Watching movies is a fantastic way to get used to hearing different voices, and in different scenarios It’s just like real life!
Dictionaries are essential resources in various aspects of modern life, offering both paper and electronic formats to suit different preferences A survey revealed that 15 out of 25 students support the importance of dictionaries, highlighting their relevance in today's society.
A dictionary is a great companion for me When I come across a new word, a dictionary helps define the word and gives me examples of its use
Besides the activities above, surfing the Internet in English was often carried out by ten students
I like surfing the Internet in English, instead of in my mother tongue I read a lot of information in English on the web and I am exposed to the language
The comment exemplified how students‟ reading skills and vocabulary can be enhanced by surfing the Internet in English
In addition to the previously mentioned learning activities, eight students regularly engaged in reading reference books This suggests that increased practice with English exercises correlates with improved language proficiency among students.
I often do exercises in reference books on grammar, vocabulary and multiple choice tests These exercises help me enhance my English because those in textbooks are insufficient
In the extract above, the students claimed that by doing extra exercises, they can see steady improvement in their English
Seven students highlighted that writing emails and blogs in English is a key learning activity It's common for students to find writing tedious, which makes the preference for shorter forms of expression understandable By focusing on writing emails and blogs instead of lengthy essays, students can enhance their writing skills while engaging more enjoyably with the language.
Question 2: Please list any learning activities you recommend to other students to encourage them to learn autonomously
This section is concerned with a number of activities recommended to students to help them promote their language learning autonomy
When you encounter a new word, be sure to jot it down for future reference Utilize your free time to practice and reinforce your vocabulary With the convenience of mobile apps, you can easily review and learn without the need for a physical notebook.
The learning activities focused on vocabulary are a key priority for students, as they are both efficient and effective methods for enhancing vocabulary skills.
The following idea which was recommended by four students indicated that English can be unconsciously learnt
If you turn your Facebook, Twitter and smartphone settings to English, you can continue to learn the language while you’re communicating with your friends
4.2.2 Major motivational factors influencing EFL LA
Question 3: According to the questionnaire responses, among the five listed motivational factors, three of which were considered the most influential ones In your opinion, what are the three main motivational factors in the autonomous language learning? Do you think these factors are influential enough to make you strive to study English well?
Table 4.6 Motivational factors influencing EFL LA (N%)
S No Motivational factors No of students
As shown from the interview findings, the three main motivational factors in EFL self-study were future career choices, enjoyment in learning, and passing compulsory exams
In today's job market, strong English communication skills are essential for applicants, as many positions demand effective speaking and writing abilities to convey messages clearly Most students recognize the significance of English proficiency for their future careers, understanding that lacking these skills could hinder their employment opportunities.
I like learning English because it is an international language English is very important for my career in the future
I learn English because it offers me a wide range of jobs for my future career
These comments reflected students‟ high appreciation of the vital role of English in their future prospects
A significant motivation for students to learn English is to successfully pass essential exams, with 72% of students indicating they study diligently to avoid failing.
My primary goal of learning English is to do well in school exams English is a compulsory subject and I spend time studying the language so that I can get good results
Students are driven by extrinsic motivation, as they recognize the instrumental value of learning English, which significantly enhances their performance in English exams.
Findings and discussion of the diary entries
The analysis of students' learning diaries provided insights into their English as a Foreign Language (EFL) Learning Activities (LA), highlighting key motivational factors and obstacles they faced Beyond the statistical data, examining the diary entries of fifteen students offers a deeper understanding of the effectiveness of their EFL LA activities.
4.3.1 Activities to promote EFL LA
This section discusses twelve English learning activities which were mentioned in the students‟ diaries entries The activities were ranked in descending order of the number of mentions
Table 4.8 Activities to promote EFL LA (N)
No Activities No of students No of mentions
2 Watching English TV programs or movies 15 28
4 Surfing the Internet in English 8 14
5 Using dictionaries to look up new words 7 13
6 Reading books, newspapers or magazines in English 6 11
8 Chatting with English speaking people via
9 Preparing for lessons in advance 3 3
12 Going to English-speaking clubs 1 2
From the table above, it can be seen that the two most mentioned type of activities used to promote autonomous learning are “listening to English songs” and
Engaging with English TV programs and movies is a popular method for language learning, as indicated by 32 and 28 mentions in the learning diary entries All respondents demonstrated a clear understanding of the specific goals associated with these enjoyable learning activities.
I listened to the song “Lost stars” three times today I think listening to music is a great way to improve English I learn a lot by listening to English songs
I watched two great English movies last week I can improve my pronunciation by repeating what the characters say
In Week 5 of the Learning Diary, it was evident that students showed a strong interest in engaging with English songs, TV programs, and movies This high frequency of comments highlights how these enjoyable activities not only captivate students but also serve as effective tools for enhancing their English language skills.
The third most mentioned type of LA activities is reading reference books One particular example was as follows:
I did four preposition exercises in a reference book yesterday I find reading reference materials very useful I usually get high marks in the tests
It is not surprising that ten out of fifteen students selected this activity, resulting in seventeen comments, as reference books are invaluable resources for studying These books provide students with numerous exercises and activities that enhance their English language practice.
The fourth most common type of language activity reported is surfing the Internet in English, with fourteen mentions from eight respondents expressing their enjoyment of this activity This highlights how students find pleasure in browsing online content.
I have fun learning by surfing the Internet in English for shopping, cooking, culture, etc I read two articles on Indian history and learnt many useful words this morning
(Learning Diary – Bi – Week 3) Such browsing or exploration can lead to incidental learning For students, the Internet offers a world of information available at the touch of a button
Dictionaries play a crucial role in vocabulary acquisition, as highlighted by their mention in 13 out of 133 diary entries For self-learners, they are invaluable tools that offer significant advantages over other vocabulary learning methods By enabling students to learn independently beyond the classroom, dictionaries empower learners and enhance their everyday language skills.
Six students engaged in reading English books, newspapers, and magazines, contributing a total of eleven comments on their experiences.
I chose one of my favourite English stories to read yesterday afternoon This is my motto: “Read intensively, study, and extensively, explore.”
Students should choose reading materials that interest them from the diverse options available Engaging in reading not only enhances their reading skills but also broadens their understanding of the world.
Four students actively engaged in conversations with foreigners to practice their English, while another four utilized Skype and other applications for chatting with English speakers Research indicates that students' motivation to learn English increases when they are exposed to authentic language used by native speakers, allowing them to adapt to real conversational styles Additionally, as language and culture are deeply interconnected, gaining insight into the culture associated with the target language significantly enhances overall language comprehension.
Only a modest number of opinions mentioned the activity of preparation for lessons in advance and optional revision This point is clarified in the following extract:
I spent fifteen minutes reading my lesson before going to class this morning Preparing for lessons in advance enabled me to keep up with lectures
Effective lesson preparation, while often seen as time-consuming, offers significant benefits for students By employing effective revision techniques, students can enhance their knowledge retention and achieve consistent progress in their learning journey.
Studying in groups and going to English-speaking clubs were the least popular
The respondents reported limited participation in LA activities, with only two mentioning involvement in group study and another two in English-speaking clubs This low frequency suggests that students may perceive these activities as ineffective, likely due to a lack of focus on their academic studies.
Students recognized the objectives of learning activities, understanding how these contribute to skill development and knowledge enhancement This awareness empowered them to choose appropriate and effective learning strategies.
4.3.2 Motivational factors influencing EFL LA
Table 4.9 Motivational factors influencing EFL LA (N)
S No Motivational factors No of students No of mentions
The data indicates that a significant majority of students (28 out of 83 mentions) pursue English studies primarily to secure well-paid employment One student shared her perspective on this trend.
I need a good command of English to find a well-paid job later on I think those with strong English skills will become employable faster than others
A significant number of students are motivated to learn English due to the extensive job opportunities it provides in the future Additionally, enjoyment in the process of learning English emerged as the second most common motivational factor, with 23 mentions out of 83 This highlights the importance of both career prospects and personal enjoyment in driving students' desire to master the language.
I am better at English than other subjects so I take English as my main subject to learn English lessons are always interesting to me
The students tended to enjoy learning the subjects they are good at Their pleasure in learning English motivates them to put more effort into achieving their goals
Students reported that the requirement of compulsory exams significantly motivated them to practice their English skills, highlighting their perception of learning the language as an essential part of their education.
I study only when it is close to exams I had to read all and to memorize lots of things so that I did not fail my last exam
(Learning Diary – Thao – Week 5) This indicates that the students do not learn English as a foreign language; they do just for getting good results in their exams
Summary of the findings and discussion
The findings indicate that nearly all students exhibit a strong awareness of autonomous English learning, aligning with previous research that highlights the positive attitude of Asian students, particularly those from Vietnam, towards the significance of English as a Foreign Language (EFL).
The study highlights the significant role of learner autonomy (LA) in effective language learning, a perspective supported by various researchers who assert that autonomous learning habits contribute to successful language acquisition Participants overwhelmingly agree on the importance of using English outside the classroom to develop strong language skills These findings align with existing literature, indicating that engagement in out-of-class learning activities enhances learners' language development.
4.4.1 EFL LA activities carried out by Quoc Hoc High School students
According to data gathered from questionnaires, the six most popular learning activities among students include listening to English songs, watching English TV shows or movies, utilizing dictionaries to learn new vocabulary, browsing the Internet in English, conversing with foreigners in English, and reading reference materials such as grammar and vocabulary books.
The six learning activities evaluated received mean scores between 3.79 and 4.99, indicating their popularity among students Interviews revealed that students favored these activities; however, they did not view "speaking English to foreigners" as a common interest Instead, they expressed a strong preference for "writing emails, blogs, etc in English" as a valuable skill.
The study identified 52 effective methods for improving English skills, with students' learning diaries indicating that most respondents engaged in the six most popular learning activities However, one notable exception was the activity of "speaking English to foreigners," which was less frequently practiced according to the questionnaire results.
As an alternative, they often read English books, newspapers or magazines
Receptive activities, particularly those aimed at entertainment such as listening to music or watching movies and television, have proven to be more popular among students This finding aligns with previous research conducted by Spratt et al (2002), Kocak (2003), Monica (2005), Ariza (2008), and Nguyen (2009), all of which emphasize the widespread engagement of students in similar leisure activities.
4.4.2 Motivational factors influencing Quoc Hoc High School students’ EFL LA
Language learning is significantly influenced by personal motivation, with research indicating that job prospects are the primary factor driving students' language acquisition Following this, enjoyment in learning English and the necessity of passing compulsory exams also play crucial roles in motivating students.
The findings indicate that most students recognize the significance of English for their future careers, with a mean score of 4.95, likely reflecting their awareness of job market competition This aligns with previous research conducted by Kocak (2003) and Shen et al (2005).
Students' feedback from three data sources revealed that their enjoyment of learning English significantly motivated them to improve their language skills, with a mean score of 3.94 This finding aligns with Shen et al (2005), who noted that personal interest drives most students to study English When the learning experience is enjoyable, students are more committed to enhancing their English proficiency and feel a stronger sense of motivation Ultimately, fostering intrinsic motivation aims to promote greater autonomy in language learning.
The third incentive for students to achieve proficiency in English was the requirement of passing compulsory exams, with an average importance rating of 3.50 Many students expressed that the feeling of success and accomplishment significantly motivated them to enhance their language skills.
In addition to the primary motivational factors, cultural interests, a desire to engage with English speakers, and the benefits of achieving proficiency in English emerged as significant themes in interviews and learning diaries Regardless of whether students view English as beneficial in the short or long term, motivation remains a crucial element in their willingness to learn It is clear that motivation and autonomy can enhance each other, reinforcing the overall learning experience.
4.4.3 Major obstacles to promoting Quoc Hoc High School students’ EFL LA
Respondents across three data sources unanimously identified heavy workloads from other subjects as a significant barrier to learning English, with a mean agreement score of 4.94 To mitigate the challenges posed by overwhelming assignments and tests, students interviewed proposed effective strategies for learning English, such as placing new vocabulary on walls and learning words from signboards These methods allow students to enhance their English skills, even with limited time for dedicated study.
A significant barrier to students' autonomous learning is the limited opportunities to practice English outside the classroom, with over 80% of participants reporting this challenge (mean = 4.59) Qualitative feedback from interviews and learning diaries indicates that more than half of the students are concerned about their minimal exposure to authentic English This aligns with Hyland's (2004) findings, which highlight that Hong Kong students struggle to enhance their oral skills due to a lack of practice opportunities However, this obstacle can be addressed if students proactively engage in conversations with foreign visitors, connect with native speakers, and participate in volunteer activities.
54 and participating in club activities and social events can provide valuable opportunities for students to improve their English
The third most significant barrier to language enhancement, with a mean score of 3.79, is the "lack of a sense of urgency." This challenge was highlighted ten times by nine students in their learning diaries To foster a sense of urgency in developing language skills, it is crucial for students to establish clear goals for improving their English proficiency and to take ownership of their learning journey.
Many students faced challenges in selecting appropriate learning resources, which significantly hindered their academic progress, as indicated by a mean score of 3.78 This issue was frequently noted in their learning diaries, highlighting the importance of accessible and suitable educational materials for enhancing student learning experiences.