--- ∞0∞--- TRINH THI THU NGA EXPLORING THE IMPACTS OF EXTENSIVE READING E-PORTFOLIOS ON FIRST-YEAR STUDENTS’ AUTONOMY AT A COLLEGE IN NHA TRANG MASTER OF ARTS IN TESOL HO CHI MINH C
INTRODUCTION
Background to the study
Learner autonomy (LA) plays a crucial role in foreign language acquisition, as it enhances critical thinking and responsibility in learning, making it essential for success (Benson & Lor, 1998, cited in Yildiz & Hur, 2020) English proficiency is vital for overcoming intercultural communication challenges in a globalized world, and in Vietnam, students begin learning English at an early age to achieve academic and career success Reading skills are fundamental to English competence, and extensive reading (ER) significantly improves various language abilities (Ningsih, 2018) Therefore, fostering learner autonomy through enhanced English skills effectively addresses both language development and personal growth for students.
At the college in Nha Trang, students enrolled in the vocational high school system participate in a 90-class hour course that includes 8 units of General English, utilizing a course book provided by the Directorate of Vocational Education.
Education and Training of Ministry of Labour - Invalids and Social Affairs (MOLISA), in which reading skill is spent approximate 30 minutes in total nearly
In the college system, students complete 12 units, including 8 core units and 4 additional ones, with each unit consisting of 405 minutes of instruction The reading component requires students to fulfill specific tasks that assess their understanding of vocabulary and grammar Teachers support students by clarifying any difficulties with new words, making this approach a form of intensive reading, a traditional language teaching method Despite its proven effectiveness in both theory and practice, Huynh (2014, p.3) argues that intensive reading alone is insufficient for enhancing reading comprehension and motivating students to engage with reading.
E-portfolios significantly enhance learner autonomy, leading to increased motivation in studying English and fostering self-directed learning skills such as goal-setting, evaluation, and problem-solving (Kiffer et al., 2021; Nguyen & Pham, 2022).
Research from 2017 demonstrates that extensive reading (ER) positively influences students' reading skills and fosters self-motivation Additionally, Pham (2021) highlights that ER portfolios significantly enhance students' learning autonomy Therefore, the integration of extensive reading and e-portfolios serves as an effective strategy to promote learning autonomy (LA) among English as a Foreign Language (EFL) students across all proficiency levels, particularly benefiting vocational students at colleges in Nha Trang.
Statement of the problem
The significance of learner autonomy in education has garnered attention for decades, highlighting its crucial role in student success Since the 1970s, the Communicative Language Teaching (CLT) approach has shifted the focus from teacher-centered to student-centered learning, particularly in English as a Foreign Language (EFL) contexts This shift promotes greater learner self-reliance, allowing for more flexible timetables and syllabi, which enhances motivation and efficiency in learning (Dickinson, 1987) According to Benson and Voller (1997), active participation and taking responsibility for one's learning lead to more effective educational outcomes Furthermore, learner autonomy is essential for fostering lifelong learning, a concept emphasized by UNESCO and incorporated into Vietnamese education laws The COVID-19 pandemic has further underscored the importance of learner autonomy, as students in Vietnam adapted to online learning and increasingly relied on the Internet for educational support In today's 4.0 era, the integration of Information and Communication Technology (ICT) in English teaching is vital for enhancing learning experiences.
In Nha Trang and across Vietnamese vocational training schools, many students who could not enter university due to low high school graduation exam scores exhibit a significant deficiency in English proficiency, which shows little improvement during their time at college This issue largely stems from their lack of autonomy in learning, highlighting a critical need for enhanced self-directed learning strategies Consequently, fostering independent learning among vocational students has become a priority for researchers and educational institutions, as these students often remain passive in their educational pursuits.
According to Kiffer et al (2021), portfolios play a significant role in general education, vocational training, and professional development by promoting learner autonomy In the 4.0 era, e-portfolios are increasingly utilized in teaching and learning, particularly in language education This study is motivated by the potential of extensive reading e-portfolios to enhance students' autonomous learning The research aims to explore how extensive reading e-portfolios can improve learner autonomy.
Purpose of the study
This study investigates the impact of Extensive Reading (ER) e-portfolios on first-year students' learning autonomy at a vocational college in Nha Trang It aims to assess how effectively these e-portfolios foster student independence in learning Additionally, the research examines both teachers' and students' attitudes towards the use of ER e-portfolios, focusing on their effectiveness and the challenges encountered during implementation Based on the findings, the researcher will propose strategies to optimize the use of ER e-portfolios to further enhance student autonomy.
Research questions
The following research questions are addressed in this study in an effort to fulfill the objectives mentioned above:
1 How does the implementation of extensive reading e-portfolios impact students' autonomy development?
2 What are the students’ attitudes on the implementing extensive reading e- portfolios on learner autonomy?
Contributions of the study
The study's findings will significantly benefit English teachers and college policymakers in Nha Trang by providing valuable insights for developing extensive reading (ER) e-portfolios in the curriculum This information will aid in enhancing educational strategies and resources for students.
The researcher aims to enhance students' awareness of the advantages of Learning Analytics (LA) in their English learning journey and to understand their challenges and perceptions regarding the implementation of extensive reading (ER) e-portfolios Ultimately, the study emphasizes that students are pivotal to their own success in reading and mastering the English language.
Scopes of the study
The study focused on first-year General English students at a Vocational College in Nha Trang, all of whom were beginner-level learners Participants were selected from the classes taught by the researcher during the study period.
Chapter summary
This chapter provides an overview of the study on learner autonomy (LA) in Vietnamese EFL contexts, highlighting the limitations of traditional reading methods and the benefits of integrating extensive reading (ER) with e-portfolios to foster LA among students It identifies the research problem of low English proficiency and insufficient self-directed learning strategies among first-year students, which prompts an investigation into the effectiveness of ER e-portfolios in enhancing their autonomy The main objective is to improve learning autonomy for first-year students through the implementation of ER e-portfolios Additionally, the chapter outlines the study's contributions to English teachers, policymakers, and students, while defining its scope within a vocational college setting and identifying first-year students as participants.
CHAPTER 2: LITERATURE REVIEW
This chapter lays the groundwork for the study's progression by reviewing pertinent literature and providing essential background information on key terms, including learner autonomy, extensive reading, portfolio, e-portfolio, and learners' attitudes By defining these concepts, the review enhances the understanding of the research issues and highlights the existing research gap, underscoring the importance of conducting this investigation.
This section introduces key concepts related to learner autonomy (LA) in language learning, highlighting its significance and essential components It emphasizes the importance of learner autonomy, which includes management of learning, cognitive processes, and content control Additionally, it outlines effective strategies to enhance learner autonomy in educational settings.
Learner Autonomy (LA) prioritizes the learner's role over the teacher's, emphasizing a process-oriented approach that encourages individuals to set personal educational goals and recognize learning as a lifelong journey (Jacobs and Farrell, 2001) Teachers are tasked with fostering an environment that empowers learners to take charge of their education by making informed decisions This concept was first introduced in language teaching during the late 1960s, with early autonomous language learning initiatives emerging from the Council of Europe’s Modern Languages Project in the 1970s Various definitions of LA exist, reflecting its multifaceted nature.
Learner autonomy (LA) is defined as "the ability to take charge of one's own learning" (Holec, 1981), emphasizing the importance of students taking responsibility for their educational journey This entails learners assuming control over tasks traditionally managed by teachers, such as setting goals, selecting methods, and assessing their progress Since autonomy is a fundamental human trait that develops over time, educators must foster an autonomous learning environment that encourages students to engage in lifelong learning independently.
According to Little (1991), autonomy in learning is not solely about the organization of learning but rather involves the learner's psychological relationship with the learning process and content This perspective emphasizes the importance of taking responsibility for one's own learning, focusing on the control over cognitive processes that facilitate effective self-management of learning.
Benson (2013) critiques Holec’s and Little’s definitions of learner autonomy (LA) for lacking emphasis on the crucial aspect of control over learning content He defines LA as "the capacity to take control of one’s own learning," highlighting that the concept of "control" is more amenable to empirical investigation than "charge" or "responsibility." This definition allows for a coexistence of differing emphases and makes the constructs of LA both describable and researchable Consequently, autonomy is viewed as a multidimensional capacity that manifests uniquely for individuals and can vary across different contexts and times.
In summary, the concept of learner autonomy (LA) has evolved since Holec's original definition in 1981, which is still partially endorsed by subsequent researchers Key modifications include the substitution of "capacity" for "ability" and the phrases "take responsibility for" or "take control of" in place of "take charge of." Additionally, the term "independently" and the more specific word "psychological" have been introduced This research defines LA as a learner's capacity to manage their own learning across three dimensions: learning management, cognitive processes, and learning content, aligning with Benson's perspective.
2.1.2 The importance of learner autonomy in language learning
Learner autonomy (LA) is rooted in a learner-centered approach to second language acquisition, reflecting a growing interest evidenced by approximately 4.55 million Google Scholar results for "autonomy in language learning." Esteemed researchers like Holec, Dickinson, and Benson have significantly contributed to the field, highlighting the myriad benefits of fostering learner autonomy, such as enhanced motivation, collaboration, and responsibility among students These factors are crucial for effective language learning and lifelong education, as student engagement is essential for successful outcomes Moreover, once students achieve autonomy in language learning, they can apply these skills in various life areas In a global context, the emphasis on individual identity in language education aligns with the need for autonomy in vocational training, which is seen as vital for countries facing economic challenges due to globalization Ultimately, learner autonomy is crucial not only in language acquisition but also in broader life contexts.
There are many researchers pointing out the components of learner autonomy differently based on variable categories Benson (2013) compared the definitions of
Learning Activities (LA) can be compared to the various ways of cutting a cake, as outlined by Holec (1981, p.3) The five essential components of LA include: (1) establishing clear objectives, (2) defining the content and its progression, (3) selecting appropriate methods and techniques, (4) effectively monitoring the acquisition process, which encompasses rhythm, timing, and location.
Evaluating what has been acquired is essential in learning management, as highlighted by Benson (2013), who emphasizes the importance of control over this process Sinclair (2000) further identifies five key aspects of learner autonomy: first, autonomy is a developed ability rather than an instinct; second, it reflects learners' willingness to take responsibility for their own learning; third, autonomy exists in two degrees that are unstable and changeable; and fourth, it can be cultivated both inside and outside the classroom.
(5) autonomy includes both social and individual dimension
This research adopts Benson's (2013) definition of learner autonomy (LA), as it is widely recognized and applicable to this study According to Benson, LA encompasses three interdependent dimensions: control over learning management, cognitive processes, and learning content Control over learning management involves observable behaviors related to planning, organizing, and evaluating learning Control over cognitive processes includes attention, reflection, and metacognitive knowledge, while control over learning content addresses the what and why of language learning These dimensions will be explored in detail in the following sections.
In Los Angeles, cognitive skills play a crucial role in shaping behaviors and attitudes associated with effective planning, organization, and evaluation Students are motivated to engage in strategic thinking and resource identification to achieve their goals while adhering to deadlines Furthermore, self-assessment is emphasized, allowing students to reflect on their processes and gain valuable experience.
In psychology, this dimension of Learning Agency (LA) can be referred to as cognitive control, which involves managing cognitive processes essential for effective learning (Benson, 2013) Key domains within this dimension include attention, reflection, and metacognitive knowledge, highlighting the importance of self-regulation in the learning process.
The last dimension of LA is controlling over learning content, which refers to the
“what” and “why” of learning In Benson’s view (2013, p.115), controlling over the language content has social and political aspects:
Teachers and education authorities must foster environments that prioritize and reward diversity, as this is crucial for learner autonomy To achieve this, students need to develop skills for social interaction about their learning and engage in negotiations that influence their educational direction This empowerment allows students to have a say in what and how they learn, a process often dominated by policymakers and teachers in formal settings Consequently, enhancing student autonomy presents a significant challenge for educators.
In summary, understanding the three dimensions of Learning Agility (LA) and their manifestations provided the theoretical foundation for developing the questionnaire and interview questions aimed at assessing LA enhancement among students.
2.1.4 How to enhance learner autonomy
CHAPTER 3: METHODOLOGY
This chapter outlines the research methodology utilized in the study, detailing the rationale behind the selected methods It clearly presents the research design, the site of the research, the participants involved, and the instruments used for data collection.
This study employs action research to examine the impact of extensive reading e-portfolios on students' learning autonomy, with the e-portfolios as the independent variable and learning autonomy as the dependent variable Action research, also known as participatory research, critical participatory action research, and collaborative action research, focuses on addressing immediate practical concerns while advancing social science goals According to Kemmis and McTaggart (1988), action research emphasizes the dual commitment to understanding a system and collaborating with its members to enact positive change, highlighting the significance of co-learning in the research process.
Kemmis and McTaggert (1988) have developed a model of the cyclical nature of the typical action research process (Chart 3.1) Each cycle has four steps: plan, action, observe, and reflect
Chart 3.1 Simple Action Research Model
Gerald Susman (1983) outlines a comprehensive research cycle consisting of five phases Initially, a problem is identified, and data is collected for thorough diagnosis Following this, multiple potential solutions are proposed, leading to the selection and implementation of a single action plan The results of the intervention are then gathered and analyzed, with findings interpreted to assess the action's success At this point, the problem is re-evaluated, prompting the cycle to restart until the issue is effectively resolved.
Chart 3.2 Detailed Action Research Model
Researchers, including Burns (2010), agree that the primary aim of action research is to identify and address issues within the teaching and learning process, ultimately leading to a more effective educational experience.
Action research is favored for several reasons Firstly, it is conducted from the teacher's perspective, allowing for real solutions and implementations within the actual teaching context Secondly, action research operates as a cycle, enabling revisions and re-planning to achieve improved outcomes Lastly, it promotes active participation and collaboration between teachers and students in English reading classes.
The study utilizes Kemmis and McTaggart’s research model (1988) as the ideal framework, enabling the teacher-researcher to identify challenges and formulate effective solutions This approach aims to enhance the current teaching and learning environment, ultimately leading to significant improvements in student performance.
The research employs a mixed-methods approach, utilizing both quantitative and qualitative techniques such as questionnaires, interviews, and reflective practices Students engaged in extensive reading through e-portfolios are tasked with writing reflections based on directed and open-ended questions Following the e-portfolio activity, the researcher analyzes these reflections, while a Likert-scale questionnaire consisting of 26 questions is distributed via Google Form to assess students' perceptions of how e-portfolios enhance their learner autonomy This questionnaire is structured around three key dimensions of learner autonomy identified in the literature: management of learning, cognitive process control, and content regulation Additionally, interviews are coded and categorized to provide a comparative analysis with the questionnaire data and student reflections.
The first cycle was conducted in the first four weeks with four steps as follows:
In a college in Nha Trang, the researcher identified a need to improve students' learning autonomy and implemented extensive reading e-portfolios as a trial activity within the reading program The study evaluated the impact of these e-portfolios to determine whether they effectively enhance students' learning autonomy and provide additional benefits.
Developing a comprehensive action plan for the extensive reading (ER) e-portfolio involves clear objectives, requirements, and instructions tailored for classroom implementation The concise nature of these guidelines ensures that students can easily understand the entire process of creating their ER e-portfolio The researcher has designed an e-portfolio that includes various ER materials and free resources, such as https://www.er-central.com, https://www.pearson.com, and http://eltreadinggroup.weebly.com/short-stories.html Additionally, a structured timeline spanning 12 weeks has been established for the completion of the extensive reading e-portfolio.
The e-portfolio of extensive reading was an integrated task into the current curriculum
It was considered as a home-assigned task
Each week, students select appropriate reading materials from the site, ensuring they read at least 500 words They then complete quizzes or reading reports based on the Example Reading Report from robwaring.org to assess their understanding Students upload their chosen materials and reading reports to their Google site, creating e-portfolios that they share with teachers and peers for feedback At the start of each lesson, students receive reminders and learning outcomes to enhance their focus on extensive reading (ER) and clarify their objectives for the session.
The researcher closely monitors the implementation of an extensive reading e-portfolio to assess its impact on student autonomy Following each week, the researcher maintains a teaching journal to reflect on the experiences and insights gained from integrating the e-portfolio into the course.
The researcher identified common challenges faced by students in improving their learning autonomy within the classroom To support this process, students were tasked with writing reflections on their e-portfolio sites after each lesson, providing valuable insights for the researcher Following the initial cycle, the researcher sought alternative solutions to address any difficulties students encountered while implementing e-portfolios, aiming to further enhance their learning autonomy.
Cycle two commenced with modifications in Step 1 (Planning) to enhance the usability of ER e-portfolios for students, while the subsequent three steps were implemented similarly to Cycle 1.
After 12 weeks, in the last step (step 4: Reflection of cycle 2), the collected data was processed The survey questionnaire was sent to the students by Google form; the interviews with semi-structure were carried out in Vietnamese, which enabled the students to easily express themselves and what they concern about Notably, during the interviews, additional questions may be asked to gather more information
The interviews were transcribed and translated into English to provide a reference for the survey outcomes The data analysis focused on three dimensions of learner autonomy from the literature review: control over learning management, cognitive processes, and learning content Furthermore, the evaluation of the e-portfolio extensive reading assessed its effectiveness in fostering learner autonomy The study identified both teachers’ and students’ attitudes and obstacles, leading to recommendations for improving the effectiveness of e-portfolio extensive reading in enhancing learner autonomy.
The study was conducted in the second semester of the academic year 2022-
CHAPTER 4: FINDINGS AND DISCUSSION
This chapter aims to clarify, analyze, interpret, compare, and discuss data gathered from questionnaires, interviews, and teaching journals, presenting the research findings in a cyclical format, starting from Cycle.
1 to Cycle 2 It consists of the data findings and the discussion of the research to answer the research questions that have been set
After four weeks of utilizing the ER e-portfolio, participants completed a series of questionnaires and some engaged in interviews The collected data was then analyzed and detailed in the following results.
4.1.1.1 Students’ control over learning management
Participants were surveyed regarding their control over learning management, focusing on three key factors: planning, organizing, and assessing The questionnaire comprised ten items that explored these aspects, and the results were systematically collected and analyzed.
The students demonstrated effective planning skills in their learning process, as indicated by mean scores above 3.5 in their responses Notably, 76.4% of students confirmed they set clear reading objectives before engaging with texts, achieving a mean score of 4.3 Additionally, 70.6% of students activated prior knowledge, while 73.53% created reading schedules, with mean scores of 4.14 and 4.08, respectively, highlighting the importance of pre-reading strategies in their academic success.
Table 4.1 Descriptive Statistics of Students' Process of Planning in Cycle 1
Deviation Before reading, I carefully set my reading objectives in advance
Before I read, I thought about what I already knew about the topic, which helped me understand the story better
I have set a reading schedule before reading
Figure 4.1 Students' Process of Planning in Cycle 1
In Cycle 1 of the study, a significant 67.64% of students (M=4.14) successfully adhered to their pre-established reading schedules, while 32.37% struggled to do so Additionally, 67.65% of participants (M=4.05) reported maintaining study records, and 41.18% strongly agreed that ER e-portfolios helped them develop natural English learning habits (M=3.85) Overall, these findings indicate that the students demonstrated a commendable ability to organize their learning effectively.
Table 4.2 Descriptive Statistics of Students' Pcronbackrocess of Organizing in Cycle 1
I am able to follow the reading schedule that I have set beforehand
ER e-portfolios make me build my own habit in learning
I keep a record of my study, such as keeping a diary, writing a review, etc
Figure 4.2 Students' Process of Organizing in Cycle 1
The last factor affecting students’ control over learning management was the process of assessing
According to Table 4.3 and Figure 4.3, 67.65% of participants assessed their understanding through follow-up exercises or story summarization (M=4.02) In contrast, 82.35% of students reported awareness of their learning strengths and weaknesses (M=4.29), while only 17.64% expressed uncertainty about their self-awareness.
A significant majority of participants (M=4.52) reported that immediate feedback from the teacher enabled them to correct their mistakes, with 76.47% strongly agreeing and 8.84% agreeing Additionally, 67.65% of participants (M=4.02) confirmed they assessed their reading objectives post-reading, with 50% strongly agreeing and 17.65% agreeing Consequently, the findings indicate a high level of autonomy among participants regarding their learning and self-assessment in the initial cycle of the study.
Table 4.3 Descriptive Statistics of Students' Process of Assessing in Cycle 1
I check my understanding by doing the follow-up exercise or summarizing the story
I know my weaknesses and strengths in my learning
I am able to correct my mistakes thanks to the teacher’s immediate feedback
After reading, I check whether I accomplished my reading objectives, such as finishing the reading in time
Figure 4.3 Students' Process of Assessing in Cycle 1
4.1.1.2 Students’ control over cognitive processes
The eight questions in the second construct of the questionnaire were about the participants’ controlling over cognitive processes The results were statistically and graphically described as follows
The analysis of learners' attention, as illustrated in Table 4.4 and Figure 4.4, reveals that student attention levels during learning varied from 1 (strongly disagree) to 5 (strongly agree) Notably, all mean scores exceeded 3.5, indicating that while some students struggled with attention, a significant portion remained focused on the lessons.
A significant majority of participants reported that ER e-portfolios enhanced their focus on learning, with an average rating of 3.97, where 47.06% strongly agreed and 26.47% agreed Additionally, 67.64% of participants indicated they remained on task during study sessions, achieving an average score of 4.11, with 58.82% strongly agreeing and 8.82% agreeing Furthermore, an impressive 79.41% of participants stated they could study without distractions, reflected by an average score of 4.29, with 58.82% strongly agreeing and 20.59% agreeing.
It can be concluded that in the first cycle of the study when doing activities with ER-e-portfolios, the students had pretty high attention during their learning
Table 4.4 Descriptive Statistics of Students' Attention in Cycle 1
ER e-portfolios help me to improve my ability to stay focused on my learning
I stay on task during my study sessions
I am able to focus on my study without distraction
Figure 4.4 Students' Attention in Cycle 1
The second domain regarding students' control over cognitive processes is their reflection As illustrated in Table 4.5 and Figure 4.5, students rated their reflection on a scale from 1 (strongly disagree) to 5 (strongly agree) While a small number of students either did not reflect or were uncertain about their reflection during learning, the majority demonstrated a high level of reflection, with a mean score of 4.0.
In a study on the effectiveness of ER e-portfolios, 67.65% of students reported that these tools significantly aided them in identifying effective reading strategies, with a mean score of 4.0 Additionally, 70.6% of participants indicated that they utilized their reflections to enhance their learning, also achieving a mean score of 4.0 Overall, the findings suggest that during Cycle 1, a majority of students engaged in meaningful reflections on their learning experiences.
Table 4.5 Descriptive Statistics of Students' Reflection in Cycle 1
ER e-portfolios help me to figure out suitable strategies for me to read
I use my reflection to make changes to my learning
Figure 4.5 Students' Reflection in Cycle 1
The last domain when investigating students’ control over cognitive processes was their metacognitive knowledge The results are presented in Table 4.6 and Figure 4.6 as follows
Table 4.6 Descriptive Statistics of Students' Metacognitive Knowledge in Cycle 1
I realize that I’m the one who is responsible for my own learning
I know what I am supposed to do when my goals are not achieved
I can find appropriate learning methods for myself
Figure 4.6 Students' Metacognitive Knowledge in Cycle 1
Students' responses regarding their metacognitive knowledge showed a strong positive trend, with mean scores exceeding 4.0 on a scale from 1 (strongly disagree) to 5 (strongly agree) While a small percentage of students expressed uncertainty or lack of awareness about their learning, the majority demonstrated a solid understanding and awareness of their own learning processes.
Statistics reveal that a substantial 79.41% of students acknowledged their responsibility for their own learning, with a mean score of 4.29, where 61.76% strongly agreed and 17.65% agreed Furthermore, 82.35% of participants indicated they understood the necessary steps to take when their goals were not met, reflected in a mean score of 4.32, with 55.88% strongly agreeing and 26.47% agreeing Additionally, a significant majority, 70.59% strongly agreed and 14.71% agreed, demonstrating that most students are capable of identifying suitable learning methods for themselves.
4.1.1.3 Students’ controlling over learning content
Three questions in the third construct of the questionnaire were used to investigate students’ control over learning content when engaging in activities with
ER e-portfolios The results were collected and described in Table 4.7 and Figure 4.7 below
Table 4.7 Descriptive Statistics of Students' Controlling over Learning Content in Cycle 1
ER e-portfolios allow me to choose a suitable reading text level
ER e-portfolios allow me to choose interesting reading texts
I am able to evaluate the quality of reading materials after ER e-portfolios
Figure 4.7 Students' Controlling over Learning Content in Cycle 1
The students' feedback on their control over learning content varied from 1 (strongly disagree) to 5 (strongly agree), with all average scores exceeding 3.5 While some students expressed neutral or negative feelings about their control during activities involving ER e-portfolios, the majority demonstrated a strong ability to manage their learning content effectively.
The questionnaire results revealed that 67.64% of participants felt that ER e-portfolios enabled them to select appropriate reading text levels, with a mean score of 3.9, where 35.29% strongly agreed and 32.35% agreed Furthermore, 76.48% acknowledged that these e-portfolios helped them choose engaging reading materials, reflected by a mean score of 3.94, with 38.24% strongly agreeing and another 38.24% agreeing Additionally, a notable number of students reported an ability to assess the quality of reading materials after using ER e-portfolios, achieving a mean score of 3.85, where 41.18% strongly agreed and 26.47% agreed Consequently, during Cycle 1, students exhibited a high level of autonomy in managing their learning content.
CHAPTER 5: CONCLUSION AND RECOMMENDATIONS
This study explored the effects of extensive reading e-portfolios on the autonomy of first-year students, highlighting their effectiveness and the learners' attitudes towards autonomous learning Chapter 5 summarizes the key findings, discusses their implications, acknowledges the study's limitations, and suggests areas for future research.
The thesis titled “Exploring the Impacts of Extensive Reading E-Portfolios on First-Year Students’ Autonomy at a College in Nha Trang” investigates the effects of extensive reading e-portfolios on students' autonomy The study addresses two key research questions: (1) the impact of implementing extensive reading e-portfolios on the development of students' autonomy, and (2) the students’ attitudes towards the use of extensive reading e-portfolios in fostering learner autonomy.
The study revealed that the implementation of ER e-portfolios significantly enhances students' autonomy Initially, students faced numerous challenges, including limited access to computers, time constraints, low English proficiency, insufficient ICT skills, lack of confidence, game addiction, distractions, and laziness However, with teacher support, students began to recognize the beneficial impact of ER e-portfolios on their language proficiency and personal autonomy.
The research encountered multiple limitations, such as inadequate technological resources for learners, the researcher's insufficient tech proficiency, and a constrained timeframe Many students depended on shared devices or smartphones due to a lack of personal computers, which negatively impacted their practice and performance Furthermore, the teacher's limited ICT skills hindered the effective integration of technology and the range of ICT applications The short duration of the study also restricted the depth of findings and the ability to observe long-term effects on both student skills and teacher capabilities.
In terms of practical implications, the outcomes of the investigation suggest that
ER e-portfolios are valuable educational tools in the English classroom, especially in the context of teacher-researcher initiatives They serve as effective pedagogical resources that enhance language acquisition and development.
The findings support the need for educators and practitioners to critically evaluate the use of ER e-portfolios in higher education, particularly in colleges and universities This approach has the potential to improve teaching practices and language learning strategies, ultimately enriching the academic discussion surrounding second language research in Vietnam.
To enhance the integration of technology in education, it is essential for the Board of Principals and college administrators to improve facilities, ensuring access to necessary technological resources for both teachers and students Additionally, organizing training sessions and workshops will empower educators to refine their skills in utilizing technology effectively in their teaching practices, thereby facilitating the seamless incorporation of technological tools into instructional methods.
Teachers are essential for effectively integrating technology in education, making it vital for them to stay informed about the latest developments in Information and Communication Technology (ICT) By engaging in continuous learning, educators can enhance their proficiency and confidence in utilizing technology in their teaching practices Additionally, sharing knowledge and experiences with colleagues fosters a collaborative atmosphere, facilitating the broader adoption of technological innovations within educational institutions.
To enhance the robustness of future research findings, it is recommended that studies utilize random sampling methods across various learning contexts instead of being limited to a single institution, which will yield more generalizable results Additionally, longitudinal data collection on students' e-portfolios throughout the entire class period is essential for a comprehensive analysis of technology's impact on learning over time Implementing these recommendations necessitates collaboration among administrators, teachers, and researchers to improve facilities, provide professional development, and adopt rigorous research methods, ultimately leading to enhanced integration of technology in education and improved teaching and learning outcomes.
The conclusion chapter summarizes the key findings of the research and is divided into four sections: the overall conclusion, study limitations, implications of the findings, and recommendations for future research.
REFERENCES 88 APPENDICES I APPENDIX 1: CONSENT FORM I APPENDIX 2: QUESTIONNAIRE IV APPENDIX 3: INTERVIEW QUESTIONS XI APPENDIX 4: INTERVIEWS (English version)
Ajzen, I (1991) The theory of planned behavior Organizational Behavior and
Al-Hidabi, D A., Kabilan, M K., & Shakfa, M D (2020) Benefits and challenges in utilizing e-portfolio among UCAS students’ EFL classes in Palestine
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(1), 523-530
Barrett, H., & Carney, J (2005) Conflicting paradigms and competing purposes in electronic portfolio development TaskStream, 295-314
Bamford, J., & Day, R R (1998) Teaching reading Annual Review of Applied
Benson, P (2013) Teaching and researching: Autonomy in language learning Routledge
Benson, P., & Voller, P (1997) Autonomy and independence in language learning Longman
Benson, P., & Voller, P (2014) Autonomy and independence in language learning Routledge
Cohen, L., Manion, L., & Morrison, K (2002) Research methods in education Routledge
Columba, L., & Dolgos, A (1995) Portfolio assessment in mathematics Reading
Cook, V (1993) Linguistics and second language acquisition Macmillan
Creswell, J W (2012) Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.) Pearson
Day, R., & Prentice, N (2016) Extensive reading, revised edition – Into the classroom Oxford University Press
Davis, C (1995) Extensive reading: An expensive extravagance? ELT Journal,
Dickinson, L (1987) Self-instruction in language learning Cambridge University Press
Donaghy, K (2016, August 25) Seven benefits of extensive reading for English language students Retrieved December 9, 2022, from https://kierandonaghy.com/seven-benefits-extensive-reading-english- language-students/
Dửrnyei, Z (2005) The psychology of the language learner: Individual differences in second language acquisition Lawrence Erlbaum
Dửrnyei, Z., & Ushioda, E (2021) Teaching and researching motivation: New directions for language learning Routledge
Do, H., & Dinh, H (2020) Extensive reading and its impact on learner autonomy:
A study on 1st-year English majors at a Vietnamese university Journal of
Science Educational Science, 65(12), 3–12 https://doi.org/10.18173/2354-
Farrell, O (2020) From portafoglio to e-portfolio: The evolution of portfolio in higher education Journal of Interactive Media in Education
Gardner, R C (1985) Social psychology and second language learning: The role of attitudes and motivation Edward Arnold
Gillham, B (2000) Case study research methods Continuum
Grace, C (1992) The portfolio and its use: Developmentally appropriate assessment of young children ERIC Digest
Hieu, H (2014) Effects of extensive reading on students’ reading comprehension and attitudes at Dong Thap Vocational College TESOL Thesis, Open
University Ho Chi Minh City
Hoang, T., & Nguyen, T (2007) Research methodology Vietnam National
Holec, H (1981) Autonomy and foreign language learning Pergamon (Original work published 1979, Strasbourg: Council of Europe)
Huang, H T D., & Hung, S T A (2010) Effects of electronic portfolios on EFL oral performance Asian EFL Journal, 12(2), 192-212
Ivanova, O V (2017) The use of e-portfolio to develop English language learners' autonomy and independence Інформаційні технології і засоби навчання,
Jacobs, G M., & Renandya, W A (2015) Making extensive reading even more student-centered Online Submission, 4(2), 102-112
Kalyaniwala, C., & Ciekanski, M (2021) Autonomy CALLing: A systematic review of 22 years of publications in learner autonomy and CALL Language
Kemmis, S., McTaggart, R., & Nixon, R (2019) Critical participatory action research https://doi.org/10.1108/978-1-78769-537-520191016
Kiffer, S., Eneau, J., Gilliot, J M., & Lameul, G (2021) Enhancing learners’ autonomy with e-portfolios and open learner models: A literature review
Lamb, T (2000) Learner autonomy, teacher autonomy: Future directions In B Sinclair & I McGrath (Eds.), Learner autonomy, teacher autonomy: Future directions (pp 15-26) Longman
Lawrence, S (2016) Extensive reading in English as a foreign language/English as a second language contexts Kyoto Bunkyo University, 9, 69-85
Lê, T B L (2018) Using reading portfolios as an assessment and learning activity to develop learners’ autonomy of freshmen in a college in Hanoi [Doctoral dissertation] Vietnam National University
Liu, S., Liu, M., & Shi, Y (2018) Promoting autonomous learning through extensive reading e-portfolios Computer Assisted Language Learning, 31(5-
Lorenzo, G., & Ittelson, J (2005) An overview of e-portfolios Educause Learning
LuatVietnam (2019) Luật giáo dục 2019, số 43/2019/QH14 Retrieved December
3, 2021, from https://luatvietnam.vn/giao-duc/luat-giao-duc-2019-175003- d1.html
Maley, A (2008) Extensive reading: Maid in waiting In B Tomlinson (Ed.),
English language learning materials: A critical review (pp 133-156)
Maley, A (2009) Extensive reading: Why it is good for our students… and for us
Mgarbi, H., Chkouri, M Y., & Tahiri, A (2021) Towards a new construction of digital identity based on the e-portfolio approach International Journal of
Minh, N T., & Anh, P H (2022) The implementation of e-portfolios to support self-directed English learning for secondary students TNU Journal of Science and Technology, 227(06), 64-72 https://doi.org/10.34238/tnu-jst.5861
Nation, I S P (2001) Learning vocabulary in another language (Vol 10)
Ng, Q R., Renandya, W A., & Chong, M Y C (2019) Extensive reading: Theory, research and implementation TEFLIN Journal: A Publication on the Teaching
Ningsih, S (2018) Developing students' level of autonomy through extensive reading activity in EFL context
Ningsih, S (2019) Developing students' level of autonomy through extensive reading activity in EFL context In Proceedings of the Second Conference on
Language, Literature, Education, and Culture (ICOLLITE 2018)
Nguyen, T N., & Nguyen, M T (2020) Using e-portfolio to assess teenage learners’ autonomy in writing classes Retrieved from https://opentesol.ou.edu.vn/2020/conference
Oxford, R (1990) Language learning strategies: What every teacher should know Newbury House
Park, J (2015) Implementing extensive reading in university EAP writing classes (Doctoral dissertation, University of Hawaii at Manoa)
Paulson, F L., Paulson, P R., & Meyer, C A (1991) What makes a portfolio a portfolio? Educational Leadership, 46(5), 60-63
In her 2021 master's thesis, Phạm T H explores the use of extensive reading portfolios to boost learner autonomy among 11th-grade students at a high school in Nam Dinh province This action research project conducted at Vietnam National University in Hanoi highlights the positive impact of portfolio-based reading strategies on student engagement and self-directed learning By integrating extensive reading into the curriculum, the study demonstrates how such initiatives can foster independence and enhance overall educational outcomes for high school learners.
Pongsatornpipat, W (2021) Interactive group in extensive reading to enhance reading ability of Thai undergraduate students LEARN Journal: Language
Education and Acquisition Research Network, 14(2), 342-371
Prowse, P (2002) Top ten principles for teaching extensive reading: A response Retrieved from https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/b372722b- 976b-4f8e-ba1d-453cb31856b0/content
Scharle, A., & Szabo, A (2000) Learner autonomy: A guide to developing learner responsibility Cambridge University Press
Sinclair, B (2000) Learner autonomy: The next phase In B Sinclair, I McGrath,
& T Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp 4-12) Longman
Susman, G I (1983) Action research: A sociotechnical systems perspective In G Morgan (Ed.), Beyond method: Strategies for social research (pp 95-113) Sage
Sweet, D., & Zimmermann, J (1993) Student portfolios: Classroom uses
Trần, T P T (2014) A study on the impact of using portfolio assessment on
English reading comprehension ability of the first-year English major students at Ha Nam Teachers’ Training College (Doctoral dissertation, University of Languages and International Studies, Vietnam National University, Hanoi)
Winsor, P J., & Ellefson, B A (1995) Professional portfolios in teacher education:
An exploration of their value and potential The Teacher Educator, 31(1), 68-
Zingraf, M., Meij, A., Galez, C., Tabourot, L., Siret, V., Ianosi, A., & Stan, D
(2021) Competency portfolio assessment guidelines (Doctoral dissertation, Hochschule Kaiserslautern-University of Applied Sciences; Université Savoie Mont Blanc; Technical University of Cluj-Napoca)
Zuber-Skerritt, O., & Wood, L (Eds.) (2019) Action learning and action research:
Genres and approaches Emerald Publishing
Zulfikar, T., & Mujiburrahman (2017) Understanding own teaching becoming reflective teachers through reflective journals https://doi.org/10.1080/14623943.2017.1295933
United Nations Educational, Scientific, and Cultural Organization (2015)
Transforming teaching and learning in Asia and the Pacific: Case studies from seven countries United Nations Educational, Scientific and Cultural
Wenden (1991, 1998) emphasizes the importance of learner strategies in fostering learner autonomy, highlighting that effective self-directed learning can significantly enhance educational outcomes Additionally, Zhang and Tur (2022) provide a comprehensive overview of educational e-portfolios, suggesting that they serve as valuable tools for reflecting on past experiences while aspiring for future growth in education.
Title of Research Project: EXPLORING THE IMPACTS OF EXTENSIVE READING E-PORTFOLIOS ON FIRST-YEAR STUDENTS’ AUTONOMY AT
Name of Principal Investigator: TRINH THI THU NGA
Email of Principal Investigator: ngattt.198t@ou.edu.vn
Phone number of Principal Investigator: 0905068146
Mrs Trinh Thi Thu Nga is researching the integration of extensive reading (ER) with e-portfolios to improve learner autonomy among first-year vocational college students in Vietnam Your participation in this study aims to assess the effects of ER e-portfolios on student autonomy You have been chosen as a potential participant because you are a first-year student currently enrolled in a vocational college.
If you agree to participate in this research study, the following will occur:
1 Answer the questionnaire about extensive reading e-portfolios
2 Practice creating ER e-portfolios with assignments during 12 weeks
3 Be interviewed after doing ER e-portfolios
All the information is frequently recorded and noted down during conducting the study
It may be uncomfortable and embarrassing when being interviewed
This study prioritizes confidentiality, ensuring that individual identities remain anonymous in all reports and publications Participants' responses and e-portfolios will be coded and stored separately from any identifying information Research data will be securely kept in locked files, accessible only to authorized personnel with a legitimate need for identification Upon completion of the study, all collected data will be permanently destroyed.
Participating in this research study will not provide you with direct benefits; however, your involvement will significantly contribute to the field of education by enhancing teachers' and administrators' understanding of the effectiveness of ER e-portfolios in teaching and learning, including the challenges faced and potential solutions.
Participation in this study is entirely voluntary, and your choice will not impact your relationship with the researcher or the college If you decide to take part, you have the right to withdraw your consent and stop your participation at any time without any negative consequences.
If you have any questions about the study, please contact Mrs.Nga by calling
0905068146 You can also contact via email: ngattt.198t@ou.edu.vn with any questions about the rights of research participants or research related concerns
YOU ARE MAKING A DECISION WHETHER OR NOT TO PARTICIPATE IN
By signing below, you confirm your participation in the research study, indicating that you have thoroughly read and understood the provided information You acknowledge that all your questions have been answered and that you have received a copy of this form for your records.
Việc tạo hồ sơ điện tử có ảnh hưởng đáng kể đến phương pháp đọc mở rộng, góp phần nâng cao khả năng tự học của sinh viên năm nhất tại trường cao đẳng ở Nha Trang Hồ sơ điện tử không chỉ giúp sinh viên dễ dàng tiếp cận tài liệu học tập mà còn tạo điều kiện thuận lợi cho việc quản lý thông tin học tập Sự kết hợp giữa công nghệ và phương pháp học tập truyền thống giúp sinh viên phát triển kỹ năng tự học hiệu quả hơn, từ đó nâng cao kết quả học tập.
Các bạn sinh viên thân mến!
Tôi đang thực hiện một nghiên cứu về ảnh hưởng của việc sử dụng e-portfolios đến khả năng tự học của sinh viên năm nhất tại Cao Đẳng Nha Trang Mong bạn dành chút thời gian để hoàn thành bảng câu hỏi dưới đây Tất cả câu trả lời của bạn sẽ được sử dụng cho mục đích nghiên cứu và được bảo mật hoàn toàn.
Phần 1: Thông tin cá nhân
1 Tên của bạn là gì? ………
3 Bạn học tiếng Anh bao lâu rồi? ………
4 Bạn đã từng sử dụng e-portfolios trước đó chưa? Có Không 󠄊 Nếu có thì vui lòng trả lời tiếp câu số 4
5 Bạn đã từng sử dụng e-portfolios trong việc học đọc chưa?
Phần 2: Sự ảnh hưởng của ER e-portfolios đối với việc tự học
Trước khi tham gia bảng câu hỏi, bạn hãy đọc kỹ hướng dẫn sau: Bảng câu hỏi này không nhằm mục đích kiểm tra, do đó, câu trả lời sẽ không được chấm là đúng hay sai Vui lòng đánh dấu “X” bên dưới những câu hỏi thành phần.
Giải thích từ viết tắt:
SD: Hoàn toàn đồng ý, D: không đồng ý, N: Trung lập, A: đồng ý, SA: Hoàn toàn đồng ý
ER e-portfolios: được biết đến như bộ sưu tập hồ sơ điện tử cho phương pháp đọc mở rộng - những tài liệu đọc không có trong chương trình học
1 Trước khi đọc, tôi cẩn thận đặt mục tiêu đọc trước
Before reading, I carefully set my reading objectives in advance
2 Trước khi đọc, tôi nghĩ về việc chủ đề mà tôi đã biết trước, điều đó giúp tôi hiểu câu chuyện dễ hơn
Before I read, I thought about what
I already knew about the topic, which helped me understand the story better
3 Tôi thường lên lịch trình trước khi đọc
I have set a reading schedule before reading
4 Tôi có thể theo kế hoạch đọc mà tôi đã đặt ra trước đó
I am able to follow the reading schedule that I have set beforehand
5 ER e-portfolios giúp tôi xây được thói quen học tiếng Anh một cách tự nhiên
ER e-portfolios make me build my own habit in learning English naturally
6 Tôi vẫn giữ việc ghi lại việc học của tôi, ví dụ như là viết nhật kí, viết đoạn ý kiến, v.v
I keep a record of my study, such as keeping a diary, writing a review, etc
7 Tôi tự kiểm tra phần hiểu của mình bằng cách làm những bài tập kèm theo hoặc viết tóm tắt câu chuyện
I check my understanding by doing the follow-up exercise or summarizing the story
8 Tôi nhận biết được điểm mạnh và điểm yếu của tôi trong việc học
I know my weaknesses and strengths in my learning
9 Tôi có thể tự sửa lỗi của tôi nhờ vào sự phản hồi tức thời của giáo viên
I am able to correct my mistakes thanks to the teacher’s immediate feedback
10 Sau khi đọc, tôi tự kiểm tra tôi có thể hoàn thành mục tiêu bài đọc hay không, ví dụ như hoàn thành việc đọc đúng giờ
After reading, I check whether I accomplished my reading objectives, such as finishing the reading in time
11 ER e-portfolios giúp tôi cải thiện khả năng tập trung trong việc học
ER e-portfolios help me to improve my ability to stay focused on my learning
12 Tôi theo được nhiệm vụ trong suốt quá trình học tập của tôi
I stay on task during my study sessions
13 Tôi có thể tập trung vào việc học mà không bị xao nhãng
I am able to focus on my study without distraction
14 ER e-portfolios giúp tôi chọn ra được cách đọc phù hợp
ER e-portfolios help me to figure out suitable strategies for me to read
15 Tôi tự phản ánh để có sự thay đổi trong việc học
I use my reflection to make changes to my learning
16 Tôi nhận ra rằng tôi là người tự chịu trách nhiệm về việc học của mình
I realize that I’m the one who is responsible for my own learning
17 Tôi biết tôi cần phải làm gì nếu như tôi chưa đạt được mục tiêu đã đề ra
I know what I am supposed to do when my goals are not achieved
18 Tôi có thể tìm ra phương pháp học phù hợp cho bản thân
I can find appropriate learning methods for myself
19 ER e-portfolios cho phép tôi chọn cấp độ bài đọc phù hợp
ER e-portfolios allow me to choose suitable reading text level
20 ER e-portfolios cho phép tôi chọn những bài đọc thú vị
ER e-portfolios allow me to choose interesting reading texts
21 Tôi có thể đánh giá được chất lượng của tài liệu đọc sau khi sử dụng e-portfolios trong việc đọc mở rộng
I am able to evaluate the quality of reading materials after ER e- portfolios
22 Tôi cho rằng đọc mở rộng cải thiện kĩ năng đọc của tôi
I think ER e-portfolios improve my reading skills
23 Tôi gặp vài khó khăn khi tạo e- portfolios
I have some difficulties making my
24 Tôi nghĩ rằng đọc mở rộng tăng sự tự tin kĩ năng đọc của tôi
I think ER e-portfolios have increased my confidence to read
25 Sau khi tạo hồ sơ đọc mở rộng, tôi biết cách học ngôn ngữ
After ER e-portfolios, I know how to manage my language learning
26 Tôi mong giảng viên của tôi sẽ tiếp tục sử dụng hồ sơ đọc mở rộng trong tương lai
I would like my teacher to keep using ER e-portfolios in the future
1 Your difficulties in using ER e-portfolios
(Những khó khăn của bạn khi thực hiện ER e-portfolios):
2 Your expectations to help students make ER e-portfolios better
(Mong đợi của bạn để giúp sinh viên làm ER e-portfolios tốt hơn): a For your teacher
(Đối với giảng viên môn học):
* Adapted from (Paweena, 2012) and Benson (2013)
Thank you for your cooperation!
1 What do you think about ER e-portfolios in general? What do you like and dislike about it?
2 What difficulties did you often have in ER e-portfolios?
3 How did you manage the schedule for ER e-portfolios? (set up schedule and follow it; How often do you spend time for ER e-portfolios? Or How long a day?)
4 Can you share some of your weaknesses and strengths?
5 What did you do to achieve the requirement of ER e-portfolios? Do you want to make changes to the goals?
6 Is it easy for you to find suitable reading materials with your level and interest?
7 After taking ER class applying e-portfolio, in which way/to what extent do you find yourself become better?
1 What do you think about ER e-portfolios in general? What do you like and dislike about it?
Creating my Google site has been an incredibly exciting homework experience During the first week, I dedicated all my free time to learning how to build the site and discovering relevant reading materials Although I read extensively, I only uploaded one piece to my site This process has significantly deepened my knowledge of my favorite topic, expanded my vocabulary, and enhanced my ability to use words and expressions in specific contexts.
I appreciate the ER e-portfolio for its vast array of reading materials and the ability to create a personalized page where I can share my interests This platform allows my teacher, friends, and classmates to easily view my page and provide feedback, enabling me to enhance and refine my content effectively.
What I don't like is that sometimes there are too many reading materials so I don't know which ones to choose I have to use a dictionary to look up words if I cannot understand, so it takes a bit of time
2 What difficulties did you often have in ER e-portfolios?
Creating an ER e-portfolio requires the use of a computer, as initial instructions were designed for desktop use Although I initially struggled without a computer, my teacher and classmates helped me switch to computer mode on my phone for convenience However, I find that working on a phone is less efficient than on a computer, and carrying a computer around can be cumbersome Therefore, I primarily use my computer at home for creating a Google site and uploading articles.
The process of completing homework often leads to distractions when searching for reading materials online I frequently find myself sidetracked by various other content, causing me to lose sight of my initial goal.