Skkn cấp tỉnh promoting autonomy and self study capacity speaking skill of 11th students at quynh luu 4 high school through self assessment and reflection

INITIATIVE TOPIC PROMOTING AUTONOMY AND SELF-STUDY CAPACITY SPEAKING SKILL OF 11 TH STUDENTS AT QUYNH LUU 4 HIGH SCHOOL THROUGH SELF-ASSESSMENT AND REFLECTION Lĩnh vực: Tiếng Anh...

INITIATIVE TOPIC PROMOTING AUTONOMY AND SELF-STUDY CAPACITY

SPEAKING SKILL OF 11 TH STUDENTS AT QUYNH LUU 4

HIGH SCHOOL THROUGH SELF-ASSESSMENT AND

REFLECTION

Lĩnh vực: Tiếng Anh

SỞ GIÁO DỤC & ĐÀO TẠO NGHỆ AN

TRƯỜNG THPT QUỲNH LƯU 4

===***===

INITIATIVE TOPIC PROMOTING AUTONOMY AND SELF-STUDY CAPACITY

SPEAKING SKILL OF 11 TH STUDENTS AT QUYNH LUU 4 HIGH SCHOOL THROUGH SELF-ASSESSMENT AND REFLECTION

Lĩnh vực: Tiếng Anh Tên tác giả: Đậu Thị Linh

Nguyễn Thị Nghĩa Nguyễn Thị Thanh

Số điện thoại: 0975459777 Tổ: Ngoại Ngữ

Năm học: 2024

CONTENTS

PART 1 INTRODUCTION

1.The reasons for choosing topic

2 Research purposes

3 Research mission

4 Object and scope of the study

4.1 Object of the study

4.2 Scope of the study

5 Research Methods

6 The Novelty and contribution of the topic

7 Plan

PART II CONTENT

CHAPTER 1 THEORETICAL AND PRACTICAL BACKGROUND

1.Outline of research problem

2 Theoretical background

2.1 Autonomous capacity and self-study capacity

2.1.1 What is capacity?

2.1.2 Autonomy capacity

2.1.3 Self study capacity

2.2 Self-assessment and reflection

2.2.1 Self-assessment

2.2.2 Reflection

2.2.3 Develop speaking capabilities for Students

2.3 Speaking Rubric

3 Practical bacground

3.1 The current situation in conducting autonomy and self-study in English subject among high school students

3 2.The current status of self-assessment and reflection in English subject among high school students

3.3 The current situation of English teachers exploiting and using some assessment and reflection to promote students' spirit of autonomy and

self-study

4 Common issues in developing students autonomy and self-learning abilities through self-assessıment and reflection

4.1 the purpose of develoing students' autonomy and self-learning abilities through self-assessiment and reflection

4.2 Advantages and disadvantages of out carrying out self-assessment and reflection activities in promoting autonomy and self-study speaking

4.2.1 Advantages

4.2.2 Disadvantages

CHAPTER 2 EXPLOITATION AND USE OF SOME SELF-ASSESSMENT AND REFLECTION ACTIVITIES IN ENGLISH SPEAKING TEACHING TO DEVELOP AUTONOMY AND SELF-STUDY CAPACITY FOR HIGH SCHOOL STUDENTS

1 Some notes

2 Some speaking activities to develop students' autonomy and self-study in scope through self-assessment and reflection

2 1 Role-playing

2.2 Record and Review

2.3 Debates and discustions

2.4 Public Speaking clubs or Toastmasters

2.5 Interview

3 Methodology

3.1 Solutions to enhance the effectiveness of carrying out self-assessment and reflection in promoting autonomy and self-study speaking skill among students at Quynh Luu 4 High School

3.2 Techniques for Practice

3.3 Time for conducting

4 Practice stages

4.1 Organizing self-assessment and reflection in promoting autonomy and self-study speaking

4.2 The pre and post- assement scores

5 Survey the urgency and feasibility of proposed solutions

5 1 Survey purpose

5.2 Survey content and methods

5.2.1 Survey content

5.2.2 Survey methods and rating scales

5.3 Research Correspondents

5.4 Survey results on the urgency and feasibility of the proposed solutions

5.4.1 The urgency of the proposed solutions

5.4.2 Feasibility of proposed solutions

CHAPTER 3 PEDAGOGICAL EXPERIENCE

1 Experimental purpose

2 Experimental object

3 Experimental content

4 Experimental method

5 Experimental results

5.1 Qualitative assessment

5.2 Quantitative assessment

PART III, CONCLUSIONS AND RECOMMENDATIONS………

1 Conclusion

2 Recommendations

APENDIX

1

PART 1 INTRODUCTION

1.The reasons of selecting the topic

Effective communication skills are essential for students' language development and future success By fostering these skills, students can articulate ideas, engage in critical thinking, and excel in public speaking, positioning themselves for future success and advancement

However, many high school students struggle with expressing themselves effectively Various factors contribute to this challenge, including insufficient time dedicated to learning, lack of motivation, and limited support from educational institutions Additionally, passive learning habits and reluctance to engage in lectures hinder learning quality (Nguyen, Fehring & Warren,2014)

The main issues in education focus on imparting knowledge rather than teaching students how to learn actively We aim to overcome language teaching obstacles by helping students understand language forms without hindering their learning process Students' success in language learning depends less on specific books or teachers and more on their ability to learn autonomously and reflect on their progress Developing autonomy leads to better language learning and fosters responsible community members

With the demand of society, autonomy and self-study is a legitimate and desirable goal of language education The concept of autonomy and self-study is grounded in a natural tendency for learners to take control over their learning Autonomous learning is more effective than non-autonomous learning In other words, the development of autonomy and self-study in speaking a language through self-assessment and reflection implies better language learning

Additionally, self-assessment and reflection learning promotes students’ 21st century skills that will be valuable for young people to have in today world such as problem solving, critical thinking, collaboration, communication, creation and high-tech utilization If students, in a self-assessment and reflection learning class, are required and mentored by an experienced teacher, they will become responsible for their own speaking language and to control their learning process

Finally, self-assessment and reflection is a new method of teaching which is far from the traditional method as passive learning Therefore, many self-assessment and reflection lessons are not highly appreciated and even be ignored

by some subjective reasons which deprive school children of accessing authentic problems, deeper understanding or self-expression That is the reason why we would like to work out some possible self-assessment and reflection work so as to enhance the autonomy and self- study of learners

From all of the above reasons, as experienced English teachers, we are always concerned about our students having a positive and authentic English practice

environment In addition, according to the regulations in Official Dispatch 2182/SGDDT-GDCN-GDTX dated October 2020 of the Department of Education

and Training on directing and guiding teachers to create experiential initiatives to

1 Are there any differences in students' achievement scores in speaking ability between the experimental and the control groups?

2 To what extent do students, under the influence of promoting autonomy and self-study capacity speaking through self-assessment and reflection,

improve communication skill within speech?

3 To what extent does promoting autonomy and self-study capacity speaking

through self-assessment and reflection improve students’ performance in

using English in communication?

4 To what extent does promoting autonomy and self-study capacity speaking through self-assessment and reflection help improve students' performance in

using fluently gramatical and vocabular accuracy?

3 Research mission

This study aims at applying self-assessment and reflection to promote

autonomy and self-study capacity speaking skill

- Research some self-assessment and reflection activities that can be used in

teaching speaking to train students' self-control and self-study ability

- Propose some options to effectively deploy and apply self-assessment and reflection activities

- Conduct pedagogical experiments to evaluate the effectiveness of options

4 Object and scope of the study

The research was scheduled to take place at Quynh Luu 4 High School, involving students from both the 11A3 and 11B3 grades They are in fairly good and medium students from all 11 grade and we would apply this method in promoting autonomy and self-study capacity speaking through self-assessment and reflection to develop their communication skill and the possible solutions; school year 2023 - 2024

5 Research Methods

The study employed an experimental approach to examine the effectiveness

of utilizing self-assessment and reflection to enhance autonomy and self-study capacity in improving students' speaking skills Research methods involved analyzing documents related to students' autonomy and self-study capacity, as well

as those pertaining to self-assessment and reflection

3

Investigation methods included assessing students' autonomy and studying abilities, evaluating teachers' utilization of self-assessment and reflection for enhancing students' self-learning abilities, and examining the effectiveness of these practices

self-Additionally, expert consultation with experienced colleagues and pedagogical experimentation were conducted to gain theoretical and practical insights Mathematical statistical methods, facilitated by tools, were employed to compile and analyze survey data before and after implementing the teaching method

6 The Novelty and Contribution of the Topic

6.1 The Novelty of the Topic

- Promoting autonomy and self-study skills: Through self-assessment and

reflection, students gain control over their learning, fostering independence and accountability

- Utilizing self-assessment and reflection: This study fills that gap by

providing practical insights into implementing self-assessment and reflection to enhance speaking skills in high school students

- Offering a full framework for boosting autonomy in language learning:

this approach blends theory with practical strategies to empower educators Beyond enhancing speaking skills, it sets the stage for lifelong learning and skill development beyond the classroom

6.2 Contribution of the topic

- Theoretical aspect: Contributes to clarifying the theoretical basis for developing

students' autonomy and self-studying capacity in teaching English speaking when using self-assessment and reflection

- Practical aspect: Providing resources to help teachers easily select and apply in

teaching to develop students' autonomy and self-study capacity; contributing to improving the effectiveness of teaching English speaking in high schools

6 03/2024-

04/2024

- Conduct post-assessment speaking test

- Compare and analyze data

- Complete Experience Initiative

- The completed Experience Initiative

PART II CONTENT

CHAPTER 1 THEORETICAL AND PRACTICAL BACKGROUND

1 Overall view

In recent years, global changes have prompted a need for education to train adaptable and sustainable workforces Our country's current educational reform emphasizes shifting from knowledge acquisition to developing learners' capacities and qualities comprehensively

Circular 32/2018/TT-BGDDT promulgating the overall general education program as well as the general education program in English has identified 5 qualities and 10 core competencies that need to be developed for students Qualities and abilities are very important, including the ability to be autonomous and self-study is one of the abilities that need to be formed and developed for students

Lately, educators are prioritizing students' self-reliance skills, emphasizing principles like student-centered learning and collaborative learning Several authors have researched students' autonomy and self-learning abilities we aim to explore and enhance students' autonomy and self-study capacity in high school English teaching using specific self-assessment and reflection forms

2 Theoretical background

2.1 Autonomous capacity and self-study capacity

The 2018 General Education Program sees it as a personal attribute formed through learning and training, allowing people to mobilize knowledge and skills to achieve desired results

The World Bank (1998) defines it as the combination of people, institutions, and practices enabling countries to reach development goals

2.1.2 Autonomy capacity

Autonomy means making independent decisions and acting without external influence, fostering self-governance and self-reliance In education, it empowers students to lead their learning, set goals, and regulate their processes

Autonomy is one of the good virtues that must be practiced to improve oneself for all individuals in today's society This good virtue is increasingly appreciated, especially in the current period of strong formation and development Autonomy is mastery of oneself, understood specifically, it means doing something oneself, controlling one's own behavior and thinking, and at the same time making one's own opinion

In the simplest terms, autonomy is the ability to make wise decisions on your own, without being influenced or forced by anyone It is expressed through one's own actions, words, thoughts, feelings or emotions in all circumstances

2.1.3 Self- study capacity

Self-study capacity, or self-directed learning, is the ability to take charge of learning without direct supervision, involving goal-setting, organization, time management, and independent progress evaluation Strong self-study skills promote autonomy, adaptability, and lifelong learning, valued in modern education for cultivating proactive and resourceful learners

Self-studying capacity involves voluntarily setting learning tasks and goals, implementing effective methods, and seeking support when needed While innate,

it requires regular training through practical activities for full development

Benson and Voller (1997) summarize four meanings: autonomous learning, self-orientation skills, learner responsibility, and the right to decide about learning

Manifestations of autonomy capacity:

✓ Independent Decision-Making ✓ Critical Thinking

2

✓ Self-Reflection

✓ Self-Regulation

✓ Respect for Others' Autonomy

✓ Goal Setting and Pursuit

➢ Forms of self-learning: In an article Nguyen Xuan Truong et al

(2020) showed that there are two forms of self-learning:

+ Self-learning without guidance (through practice)

+ Self-directed learning

2.2 Self-assessment and reflection

2.2.1 Self-assessment

➣ What is self-assessment?

Self-assessment is when individuals evaluate their own performance,

strengths, weaknesses, and progress in a subject or task It can take forms like reflection or self-evaluation, often using criteria to measure success

self-Earl and Katz (2006) define self-assessment as students setting criteria and judging their work against them, stressing students' active involvement

Nicol sees self-assessment as students reflecting on their learning, identifying areas to improve, and setting goals He highlights its role in fostering student

autonomy and self-regulated learning

According to James H McMillan and Jessica Hearn, Self-assessment helps students identify areas for improvement and adapt their learning methods It involves self-monitoring, self-evaluation, and adjusting strategies to enhance academic performance in a continuous cycle, promoting effective progress towards educational goals (see Figure 1)

In education, self-assessment promotes metacognition and independent learning It helps students understand their learning process, focus efforts, and take ownership

It also cultivates critical thinking, self-regulation, and self-awareness, crucial for growth

2.2.2 Reflection

➣ What is reflection?

2

Reflection is deeply thinking about an experience to gain insight or learning

It involves examining thoughts, feelings, and actions related to an event,

considering impacts on beliefs or behavior Reflection includes questioning,

analyzing outcomes, considering perspectives, and identifying lessons or areas for improvement

Dewey, an influential educational philosopher, saw reflection as vital in

experiential learning in "How We Think" (1910) He viewed it as actively

reconstructing experiences and linking theory with practice

Rolfe, Freshwater, & Jasper describe reflection as a window for practitioners

to confront, understand, and resolve contradictions in their practice within the context of their lived experience (Rolfe, Freshwater, & Jasper, 2001)

Reflection is vital for learning and personal growth, enabling individuals to understand experiences, integrate knowledge, and make informed decisions In education, it's a tool to deepen learning, foster critical thinking, and enhance self-awareness, taking forms like journaling or group discussions

➣ What does “Self-assessment and reflection” include?

Self-assessment and reflection involve introspection and evaluation to gain insight into one's thoughts, feelings, behaviors, and experiences, fostering personal growth, self-awareness, and continuous learning They typically include:

✓ Assessing Strengths and

Weaknesses

✓ Evaluating Goals and Progress

✓ Reflecting on Past Experiences

✓ Exploring Motivations and Goals

2.2.3 Develop speaking capabilities for Students

➢ How to develop self-study and autonomy in speaking lessons:

Developing self-studying skills and autonomy involves empowering yourself to take control of your learning process, set goals, and manage your educational

journey independently Here are steps to help students develop self-study and autonomy:

✓ Set Clear Goals

✓ Practice Self-Assessment and

Reflection

✓ Set Aside Time for Reflection

and Goal Review

✓ Seek Feedback

✓ Stay Motivated and Persistent

✓ Embrace Lifelong Learning

✓ Reflect on Your Learning Process

➢ How to develop self-assessment and reflection in speaking lessons

2

Developing self-assessment and reflection skills in a speaking lesson can

significantly enhance language learning and communication abilities Here's how you can incorporate self-assessment and reflection into speaking lessons:

✓ Set Clear Learning Objectives

✓ Introduce Assessment Criteria

✓ Encourage Peer Feedback

✓ Use Self-Assessment Tools

✓ Promote Goal Setting:

✓ Monitor Progress Over Time

✓ Encourage Continuous Improvement

2.3 Speaking rubric

A speaking rubric evaluates oral communication skills like proficiency, pronunciation, fluency, and vocabulary usage It includes criteria and performance levels to score a speaker's performance in tasks like presentations or discussions, used in various educational settings

✓ Overall Comments or Feedback

➣ For practice: Students can evaluate their own speaking skills by using some

criteria like pronunciation, fluency, vocabulary usage, coherence, organization, and overall presentation effectiveness

➣ For Pedagogy:

✓ The content is in line with the current educational curriculum

✓ It models difficult and abstract concepts

✓ The content reinforces teaching objectives, motivates learning, and allows students to self-assess and correct errors, enhancing their learning process

✓ Lesson plans can be structured with various levels (recognition,

comprehension, application, advanced application), crucial for supporting students’ self-learning and autonomy

2

Google Forms, and obtained the following results:

➣ Students' perception of the role of self-study

The data provided shows that

students value autonomy and

self-study activities in their learning

journey The majority recognize

autonomy and self-study as crucial,

with 29.1% considering it essential,

and 58.3% seeing it as very necessary

This totals to 87.4% of students acknowledging the importance of autonomy and self-study Understanding its significance helps students strengthen their autonomy and skills, enhancing learning efficiency and transitioning education into self-education

➣ The proactive attitude of

students towards autonomy and

self-study

Despite recognizing the

significance of self-learning, most

students remain passive in their studies

Only 8.7% show high levels of

proactivity, while 18.1% exhibit moderate levels This means a substantial 73.2%

of students are still not taking proactive approaches to their learning

➣ Time for autonomy and

self-study

The data from the figure reveals

that students' daily allocation of time

for self-study is notably limited

compared to the extensive knowledge

required at the high school level

Merely 3.94% of students dedicate over 3 hours per day to self-study, while a considerable 59.8% allocate less than 1 hour daily Consequently, only a minute proportion of students effectively invest ample time in self-study and research before class, significantly impacting teaching methods and class preparation, given the majority's lack of advance self-

study or lesson preparation

➣ Forms for autonomy and

self-study

The pie chart shows that students

mostly self-study and do internet

3

research Group discussions, individual plans, and evaluating learning are less common Nowadays, students have many resources to explore topics before class, like online materials and study groups These methods help absorb knowledge quickly and improve self-learning skills

3.2 The current status of self-assessment and reflection in English subject among high school students

➢ Students' perception of the role of self-assessment and reflection

According to the data

provided in the pie chart,

students demonstrate a strong

awareness of the significance

of self-assessment and

reflection activities in the

learning process The

majority view these activities as essential for individual learning, with 53.1% considering them very necessary A small percentage of students do not see them as necessary Overall, 91.4% of students highly value the importance of assessment and reflection activities in the learning process

➢ The proactive attitude of students towards self-assessment and

reflection

importance of self-assessment

and reflection, most students

remain passive in their studies

Only 8.6% demonstrate high

levels of proactivity, while 43%

exhibit moderate levels Consequently, a significant 85.2% of students are still not taking proactive approaches to their learning

➢ Time for self-assessment and reflection

According to the data presented

in the figure, students dedicate

relatively limited time to

self-study each day compared to the

extensive knowledge required in

high school Only 7.8% of

students consistently spend time

on self-study daily, while a

significant 58.6% is rare Consequently, a significant 82% of students typically

do not integrate self-assessment and reflection into their learning process

4

➢ Ways of self-assessment and reflection

As per the data shown in the adjacent

pie chart, students commonly utilize

reflective journals, peer feedback,

and recording and listening for

self-assessment and reflection However,

activities like group discussions,

developing individual learning plans,

and evaluating the learning process

are less prevalent In reality, students have numerous avenues to explore and research subjects before each class Some exemplary learners have established study groups to collaboratively research, comprehend, and share study materials

3.3 The current situation of English teachers exploiting and using some assessment and reflection to promote students' spirit of autonomy and self- study

Recently, English teachers have emphasized integrating autonomy and study into teaching to spark students' interest in exploring new lessons However, despite these efforts, many teachers still rarely use these methods To assess the implementation of self-assessment and reflection in fostering autonomy and self-study at Quynh Luu 4 High School, we conducted a survey Here are the results:

self-➣ Regarding awareness of the importance of using self-assessment and reflection in teaching

Through the statistical data on

the side, we can see that up to

97.3% of teachers consider the

application of self-assessment and

reflection in teaching, using

self-assessment and reflection in

teaching to be an important issue

However, a small number of older

or slower-to-adapt teachers have not fully recognized its importance

➣ Regarding the frequency of using self-assessment and reflection in teachers' teaching processes

Thus, we observe a reality

where, despite recognizing the

importance of self-assessment and

reflection in teaching, the number of

teachers who regularly apply it in

their teaching is still very low Only

about nearly 7.3 % of teachers

5

regularly use self-assessment and reflection in teaching Therefore, it is necessary

to promote, encourage, especially to provide methods to support teachers facing difficulties when initially applying self-assessment and reflection in teaching

➣ Regarding teachers' abilities to apply and understand self-assessment and reflection

According to the figures, the

majority of teachers have basic

knowledge in using self-assessment

and reflection, as well as acces(over

90%) However, only slightly more

than 50% of teachers know how to

apply and understand self-assessment

and reflection during teaching This means that teachers only reach the level of

basic self-assessment and reflection, but they do not know how to adjust or modify them in exactly ways

➣ Some self-assessment and reflection activities in speaking lessons for students develop autonomy and self-

study

Survey data shows that up to

58.4% of teachers use mostly

reflective journal to assign learning

tasks The second is recording and

listening However, the use of some

other speaking activities is few

4 Common issues in developing students’ autonomy and self-study capacities through self-assessment and reflection

4.1 The purpose of developing students’ autonomy and self-learning capacities through self-assessment and reflection

Surveys indicate that most students spend minimal time studying at home and seldom utilize library resources To address these issues, leveraging new teaching methods, especially in English language education, to support self-learning is vital Implementing learning through assessment and reflection encourages proactive time and space management, fosters positive learning attitudes, enhances self-awareness, and enables structured learning paths, thereby increasing students' interest in learning

4.2 Advantages and disadvantages of out carrying out self-assessment and reflection activities in promoting autonomy and self-study speaking

4.2.1 Advantages

6

- Empowerment: Self-assessment and reflection empower students to take

ownership of their learning process, fostering independence and accountability,

- Customization: Students can tailor self-assessment and reflection activities

to their individual learning needs, allowing for personalized skill development

- Awareness: Engaging in assessment and reflection cultivates

self-awareness, helping students identify strengths and areas for improvement in their

speaking skills

- Continuous Improvement: Regular self-assessment and reflection facilitate

ongoing improvement by enabling students to track their progress over time and

set realistic goals

- Critical Thinking: Reflective practices encourage critical thinking as

students analyze their speaking performance, evaluate strategies, and consider alternative approaches

4.2.2 Disadvantages

- Subjectivity: Self-assessment may be subjective, as students' perceptions of

their speaking abilities may differ from objective evaluations by teachers or peers

- Lack of Guidance: Without proper guidance, students may struggle to

accurately assess their speaking skills or effectively reflect on their performance

- Time-consuming: Incorporating self-assessment and reflection activities

into the curriculum requires dedicated time and resources, potentially competing with other instructional priorities

- Motivation: Some students may lack the motivation or discipline to engage

meaningfully in self-assessment and reflection activities, diminishing their effectiveness

- Over-reliance: Students may become overly reliant on self-assessment and

reflection, neglecting opportunities for external feedback and collaborative learning experiences

CHAPTER 2 EXPLOITATION AND USE OF SOME

SPEAKING TEACHING TO DEVELOP AUTONOMY AND SELF-STUDY CAPACITY FOR HIGH SCHOOL STUDENTS

1 Some notes

Speaking teaching offers a plethora of options for tasks, simplifying assignment and guidance Prior to task execution, careful student guidance is essential to mitigate potential difficulties Here's a structured approach

Step 1: Introduce topics and tasks briefly

7

Step 2: Navigate students through activity types: individual and group

Step 3: Assist in setting goals aligned with speaking rubrics

Step 4: Provide guidance for task completion and presentation

➢ For effective teaching speaking:

- Define lesson objectives and content, selecting suitable learning materials

- Tailor speaking activities to match lesson goals

- Encourage self-assessment of strengths and weaknesses post-presentation, incorporating feedback from peers and teachers

2 Some speaking activities to develop students' autonomy and self-study in scope through self-assessment and reflection

✓ Role-playing

✓ Debates and Discustions

✓ Public Speaking clubs or Toastmasters

✓ Interview

3 Methodology

3.1 Solutions to enhance the effectiveness of carrying out self-assessment and reflection in promoting autonomy and self-study speaking skill among students at Quynh Luu 4 High School

Measure 1: Build a process and forms of self-assessment and reflection for

each specific step and stage

Measure 2: Determine the right content and form of conducting

self-assessment and reflection in promoting autonomy and self-study speaking skill suitable to the practical requirements of students, schools and localities in each specific time and period

Measure 3: Engaging with work-related tasks provides learners with insights

into task requirements and their progress (Ackerman & Wolman, 2007) Tools like checklists, questionnaires, and diaries offer structure for reflection activities Checklists tailored to individual learning goals help learners self-monitor completed tasks, pending tasks, and competency attainment (Gawande, 2010)

Measure 4: Designate a department or individual to oversee the implementation and management of self-assessment and reflection activities aimed

at fostering autonomy and self-study in speaking skills

Measure 5: Regularly organize training to improve professional skills,

organizational capacity and sense of responsibility for the department in charge of operations

Measure 6: Regularly fostering, raising awareness and self-discipline for

students when conducting self-assessment and reflection in promoting autonomy and self-study speaking skill

19

Measure 7: Providing students with validated questionnaires helps them reflect on their motivation and learning efforts Additionally, research indicates that maintaining open or semi-structured learning diaries regarding motivation and learning strategies encourages self-monitoring

Measure 8: Increase mobilization of general resources, build foundations and

conditions, and fulfill the central role of the school in coordinating forces to promote autonomy and self-study speaking skill

Measure 9: Design a framework of feasible, realistic competencies that

match the learning reality Learners should collaborate with their supervisors and others to develop, fine-tune, and discuss the competency standards and the way these are interpreted

Measure 10: help students address how and to what extent they progress in

relation to competency standards

Measure 11: Apply forms of emulation and commendation to increase the

effectiveness of activities

3.2 Techniques for Practice Stages:

Implementing effective techniques for practice stages is essential to facilitate meaningful self-assessment and reflection activities and promote autonomy and self-study speaking skills among students at Quynh Luu 4 High School The

following techniques are recommended for each stage of the practice process:

3.3 Time for conducting

(1-5)

Fluency Ability to speak smoothly and without hesitation

Accuracy Correctness of grammar, vocabulary, and pronunciation

Pronunciation Clarity and correctness of pronunciation

Vocabulary Range and appropriateness of vocabulary used

Coherence Organization and coherence of ideas

20

Self-assessment and reflection for promoting autonomy and self-study in speaking skills is a year-long program guided by the English teacher It occurs at the start of the school year and continues throughout, with sessions held for each unit

For effective self-assessment and reflection promoting autonomy and self-study, teachers must plan ahead at the school year's start, aligning with the official curriculum Each of the 10 units, spanning two weeks each, requires timely and thorough preparation Balancing professional training with complementary activities is crucial for fostering students' communicative abilities in a vibrant, welcoming environment With 10 topics across 9 months, speaking lessons can be divided into two semesters, ensuring thorough coverage Careful preparation of stages and active participation from all students, including collaboration in groups, are essential for successful activities

Notes: This checklist/rubric provides specific criteria for students to assess

their own performance and that of their peers when delivering exercise instructions It encourages students to reflect on various aspects of their speaking skills, such as clarity, organization, language use, engagement, pronunciation, and time management Additionally, there is space for students to provide comments or feedback on each criterion, allowing for detailed self-assessment and constructive peer feedback

➢ Delivery Checklist - Criteria:

Clarity of Instructions:

Organization:

Use of Appropriate Language:

Demonstration or Visualization:

Engagement and Interaction:

Clarity of Pronunciation and Intonation:

Time Management:

➢ Scoring:

5: Excellent - The criterion is fully met with exceptional proficiency

4: Good - The criterion is mostly met with proficiency

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3: Fair - The criterion is partially met with some room for improvement 2: Needs Improvement - The criterion is not adequately met, requiring

significant improvement

1: N/A: Not applicable - The criterion does not apply to the task

➢ Conducting pre- assessment speaking test at the beginning of the school year

➢ Organizing self-assessment and reflection to promote autonomy and self-studying (English 11 - global success)

Unit 1: A long and healthy life:

Giving instructions for an exercise routine

o Acknowledge and follow instructions for an exercise routine;

o Discuss the steps involved in giving instructions for an exercise routine;

o Learn language expressions related to exercise routines;

o Improve self-study skills

* Mission:

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o Ask Students to discover the lesson “giving instructions for an exercise

routine” in advance

o Analyze the lesson content to know the structures and vocabularies that can

be used (Teacher assigns and divides tasks to pairs or groups)

* Lesson process:

❖ Introduction and Preparation

o Introduce the topic and discuss the importance of regular exercise in

maintaining good health and longevity

❖ Performance:

o Divide the class into pairs or small groups

o Take turns instructing the others on an exercise routine and emphasize the importance of clear and concise instructions, using appropriate vocabulary and grammar structures

❖ Self-Assessment:

o Allow time for self-assessment after groups have delivered their instructions

o Provide students with a checklist or rubric outlining criteria

Evidences

❖ Peer Feedback and teacher feedback:

o Wrap up the lesson with a reflection activity

o Identify strengths, weaknesses and improvement for effective self-learning Reflection journals

❖ Homework:

o Assign homework tasks that reinforce lesson objectives

o Review and draw experience; Practice speaking again at home

o Prepare new lesson

speaking at home, recode and have refection on the next period (groups or individual)

1

https://youtu.be/mEA0KFUuyPQ?si=TxoyzbMZ-0YX0Mdj

2 Viêt Anh 11A3

https://youtu.be/64voVj4hKb0?si=bsw6-VVIdZ-HPif5

o Acknowledge and discuss different generations;

o Develop self-study skills;

o Actively participate in class activities;

o Start conversations about different family generations;

o Learn language expressions related to generations;

o Enhance presentation skills

* Mission:

• Ask Students to discover the lesson “Talk about different generations” in advance

• Analyze the lesson content to know the structures and vocabularies that can

be used (Teacher assigns and divides tasks to pairs or groups)

* Lesson process:

❖ Introduction and Preparation:

o Introduce the concept of the generation gap and discuss the significance of understanding and bridging the generation

o Encourage students to share anecdotes and insights on communication

styles, cultural values, technology use, and lifestyle preferences across

generations

❖ Performance:

o Assign each group a specific aspect of the generation gap to discuss

o Assign roles to students and encourage them to discuss and talk about the generation gap

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❖ Self-Assessment

o Provide students with a self-assessment checklist related to their speaking skills

o Encourage students to assess their participation, communication

effectiveness, and contributions to group activities when talking about

generation differences

❖ Peer Feedback and teacher feedback:

o Provide constructive feedback to their peers based on the self-assessment criteria

o Share observations and commendations on their peers' speaking skills, active listening, and contributions to group discussions

❖ Reflection:

❖ Homework or Extended Practice:

o Assign homework tasks that encourage further exploration

o Encourage students to reflect on their homework experiences and insights gained, and to share their reflections in the next class session or record the video

* Products: (apendix- video): Students’ autonomy and self-study in speaking

at home, recode and have refection on the next period (groups or individual)

UNIT 3: CITIES OF THE FUTURE Lesson 4: Speaking – Discussing cities of the future

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- Develop self-study skills;

- Be collaborative and supportive in pair work and teamwork;

- Develop presentation skills;

- Gain an overview about how to discuss different features of future cities;

- Memorize vocabulary to talk about different features of future cities

* Mission:

- Ask Students to discover the lesson “Discussing cities of the future” in advance

- Analyze the lesson content to know the structures and vocabularies that can

be used (Teacher assigns and divides tasks to pairs or groups)

* Lesson process:

❖ Introduction and Preparation:

o Introduce the topic of "Cities of the Future" and why it is relevant and

important; Discuss emerging trends such as urbanization, sustainability, technology, and design that are shaping the future of cities

❖ Performance:

o Divide class into small groups; Assign each group a future city aspect

(transportation, energy, etc.); Encourage them to show how a city in the future they want to live

❖ Self-Assessment:

o Provide students with a self-assessment checklist or reflection prompts

related to their speaking skills

o Encourage students to reflect on their contributions, communication

effectiveness, and ability to articulate their ideas coherently

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❖ Peer Feedback and teacher feedback:

o Encourage audience engagement through questions and feedback Facilitate

a constructive feedback session where students offer praise and suggestions for improvement to their peers

❖ Reflection:

o Prompt students to identify strengths and areas for improvement in their speaking skills and collaborative work

Reflection journals

❖ Homework or Extended Practice:

o Assign homework tasks that encourage further exploration

o Encourage students to reflect on their homework experiences and insights gained, and to share their reflections in the next class session or through written assignments or recode video at home

* Products: (apendix- video): Students’ autonomy and self-study in speaking

at home, recode and have refection on the next period (groups or individual)

1 Linh 11B3

https://youtube.com/shorts/T3gC1vk0eec?si=RUINX5g-b-02vyO4

2 Nguyen Thi Hue 11B3

- Gain an overview about necessary skills and experience to join a programme

- Gain some language expressions to ask for and give opinions

- Talk about the steps to ask for and give opinions

- Be collaborative and supportive in pair work and teamwork;

- Develop presentation skills;

* Mission:

- Ask Students to discover the lesson “Discussing necessary qualifications for joining a programme” in advance

- Analyze the lesson content to know the structures and vocabularies that can

be used (Teacher assigns and divides tasks to pairs or groups)

* Lesson process:

❖ Introduction and Preparation

o Begin by providing an overview of ASEAN (Association of Southeast Asian Nations) and its significance in regional cooperation and integration

o Introduce Vietnam's role within ASEAN and its involvement in various regional programs and initiatives

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❖ Self-Assessment:

o Provide students with a self-assessment rubric or checklist focusing on

speaking skills, content delivery, and participation in the discussion

❖ Peer Feedback and teacher feedback:

o After each presentation, facilitate a peer feedback session where students provide constructive feedback to their classmates based on the self-

❖ Homework or Extended Practice:

o Assign homework tasks that encourage further exploration

o Encourage students to reflect on their homework experiences and insights gained, and to share their reflections in the next class session or through written assignments or recode video at home

* Products: (apendix- video): Students’ autonomy and self-study in speaking

- Have responsibility for protecting the environment

- Develop self-study skills

- Be collaborative and supportive in pair work and teamwork

- Develop presentation skills

- Present ideas clearly in a discussion

- Talk about human activities and global warming

* Mission:

- Ask Students to discover the lesson “Human activities and global warming” in advance

- Analyze the lesson content to know the structures and vocabularies that can

be used (Teacher assigns and divides tasks to pairs or groups)

* Lesson process:

❖ Introduction and Preparation

o Begin by providing an overview of global warming, explaining its causes, effects, and implications for the planet

o Introduce the concept of human activities

❖ Performance:

o Provide students with a self-assessment rubric or checklist focusing on

speaking skills, content delivery, and participation in the discussion

o

❖ Peer Feedback and Teacher feedback:

o After each presentation, facilitate a peer feedback session where students provide constructive feedback to their classmates

o Encourage students to assess their peers' speaking skills, content delivery, and clarity of explanation

❖ Reflection:

o After the presentations and discussions, Conclude the lesson with a

reflection activity where students write a brief reflection on what they have learned about human activities and global warming

o Identify areas of strength and areas for improvement

Reflection journal