a study on beliefs of teachers of english at duong xa high school gia lam hanoi about leaner autonomy

ABSTRACT This research investigated the extent to which high school teachers of English in Vietnam understood the concept of learner autonomy and their beliefs about this concept.. Despi

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NGUYỄN THỊ TOÀN

A STUDY ON BELIEFS OF TEACHERS OF ENGLISH

AT DUONG XA HIGH SCHOOL, GIA LAM, HA NOI

ABOUT LEANER AUTONOMY

(Nghiên cứu về niềm tin của giáo viên tiếng anh tại trường THPT Dương Xá, Gia Lâm, Hà Nội về tính tự chủ của người học)

M.A MINOR PROGRAMME THESIS

Field: English Language Teaching Methodology

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NGUYỄN THỊ TOÀN

A STUDY ON BELIEFS OF TEACHERS OF ENGLISH

AT DUONG XA HIGH SCHOOL, GIA LAM, HA NOI

ABOUT LEANER AUTONOMY

(Nghiên cứu về niềm tin của giáo viên tiếng anh tại trường THPT Dương Xá, Gia Lâm, Hà Nội về tính tự chủ của người học)

M.A MINOR PROGRAMME THESIS

Field: English Language Teaching Methodology

Supervisor: Mai Thi Loan, Ph.D

Hanoi, 2015

DECLARATION

The material contained in this dissertation is all my own work When the work of others has been adopted/paraphrased (e.g books, articles, handouts, conference reports, questionnaires, interview questions, etc), it has been acknowledged according to appropriate academic convention Sources of direct quotations are clearly identified I have read and understood the University‟s statement concerning plagiarism and collusion

Hanoi 2015

Nguyễn Thị Toàn

ACKNOWLEDGEMENTS

I would like to express my deepest thanks to my supervisor, Mrs Mai Thi Loan, for her generous assistance and guidance while I was doing this project I am really grateful for her precious advice and constant support

I would also like to send my sincere thanks to the teachers of English in Duong Xa High School for their participation

I am also in debt to my lecturers, my friends, my classmates as well as my colleagues for their invaluable comments and criticism

Last but not least, I would like to express my deepest gratitude to my beloved people, my parents, my sister, my brother who have always encouraged me to complete this study

ABSTRACT

This research investigated the extent to which high school teachers of English in Vietnam understood the concept of learner autonomy and their beliefs about this concept Despite the fact that learner autonomy is gaining momentum as an educational phenomenon and various research has sought to create solutions for fostering learner autonomy in Asian countries, there is very little research on how high school teachers‟ beliefs have been conducted, especially in Vietnamese context Data were collected through two phases of the study, utilizing both quantitative methods (questionnaire) and qualitative methods (interviews) This study found that, due to many obstacles, teachers generally do not fully understand about learner autonomy The findings of this study will provide teachers and policy-makers new insights into learner autonomy against the backdrop of educational reforms in Vietnam

TABLE OF CONTENTS

ACKNOWLEDGEMENTS i

DECLARATION ii

ABSTRACT iii

TABLES OF CONTENT iv

LISTS OF ABBREVIATIONS vii

LIST OF TABLES viii

PART A INTRODUCTION 1

1 Rationale 1

2 Aims and objectives of the study 1

3 Research questions 2

4 Scope of the study 2

5 Significance of the study 2

6 Method of the study 3

7 Design of the study 3

PART B DEVELOPMENT 5

Chapter I LITERATURE REVIEW 5

1.1 Leaner autonomy 5

1.1.1 Definitions of learner autonomy 5

1.1.2 Principle of learner autonomy 9

1.1.3 Characteristic of autonomous leaners 10

1.1.4 Characteristic of autonomous classroom 11

1.1.5 Approaches to fostering learner autonomy 13

1.1.5.1 Resource-based approaches 13

1.1.5.2 Technology-based approaches 14

1.1.5.3 Curriculum-based approaches 14

1.1.5.4 Teacher-based approaches 15

1.1.5.5 Classroom-based approaches 15

1.1.5.6 Learner-based approaches 16

1.2 The learners‟ roles / teachers‟ roles in developing learner autonomy 17

1.2.1 The learner‟s roles 17

1.2.2 The teachers‟ roles 18

1.3 Teachers‟ beliefs 20

1.3.1 Definition of teachers‟ beliefs 20

1.3.2 Teachers‟ beliefs about learner autonomy 20

1.3.3 Factors affecting teachers‟ beliefs about learner autonomy 22

1.4 Review of related studies 23

1.5 Summary 28

CHAPTER II: METHODOLOGY 29

2.1 Setting of the study 29

2.1.1 The school 29

2.1.2 Teachers background information 29

2.2 Instruments 32

2.2.1 Interviews 32

2.2.2 Class observations 33

2.3 Data collection procedure 34

2.3.1 Interviews 34

2.3.2 Class observation 35

2.4 Data analysis procedure 35

2.5 Summary 36

CHAPTER III DATA ANALYSIS AND FINDINGS 37

3.1 Restatement of the question 37

3.2 Data analysis of interviews for teachers 37

3.2.1 High school teachers‟ beliefs about learner autonomy 37

3.2.1.1 High school teachers‟ understandings of learner autonomy 37

3.2.1.2 Teachers beliefs about teachers‟ responsibilities in autonomous classroom 42

3.2.1.3 Teachers‟ beliefs about students‟ ability to become autonomous 45

3.2.1.4 Teachers‟ attitude to practicality of learner autonomy 47

3.2.2 Suggestions to improve leaner autonomy at high school 48

3.2.2.1 Factors affecting the implementation of learner autonomy in high school context 48

3.2.2.2 Solution to foster learner autonomy at DXHS 51

3.3 Data analysis from Class observation - Teachers‟ actual teaching practice 52

3.4 Discussion of the findings 58

3.4.1 Teachers‟ understanding of learner autonomy 58

3.4.2 Teachers‟ roles in fostering learner autonomy 58

3.4.3 Ability student become autonomous 59

3.4.4 The degree of alignment between teachers‟ beliefs and practices 60

3.4.5 Suggestion to developing learner autonomy at high school context 61

3.5 Summary 62

PART C: CONCLUSION 63

4.1 Recapitulation 63

4.2 Pedagogical contributions 63

4.3 Limitations 65

4.4 Suggestions for further study 66

4.5 Conclusion 66

LIST OF REFERENCES 68 APPENDIX I APPENDIX A1 I APPENDIX A2 II APPENDIX A3 III

APPENDIX B XIX APPENDIX C XXI

LISTS OF ABBREVIATIONS

DXHS: Duong Xa High School

LA: Learner autonomy

AL: Autonomous learner

ELT: English Language Teaching

ESL: English as Second Language

IQ: Interview question

LIST OF TABLE

Table 1: Participants‟ profile 30

Table 2: Participants‟ understanding of leaner autonomy 38

Table 2.1: Grouping participants‟ understanding of leaner autonomy 40

Table 2.2: Teacher beliefs about autonomous learner 41

Table 3.1:Teachers‟ beliefs about person in charge of fostering learner

autonomy 43

Table 3.2: Participants‟ beliefs towards teachers‟ responsibilities in

autonomous classroom 44

Table 4: Participants‟ belief towards students‟ ability to become autonomous45 Table 5: Participants‟ beliefs towards developing learner autonomy 47

Table 6: Factors impacting the extent of learner autonomy implementation 48

Table 7: Solution to fostering learner autonomy at DXHS 51

Table 8: Teachers – students exchanging learning procedure and objectives 53

Table 9: Teachers‟ instructional behaviors 53

Table 10: Teachers‟ monitoring strategies 55

Table 11: Teachers‟ instructional tools 56

Table 12: Teachers‟ assessment 57

(Thomson, 1996:78) Regarding to this, learner autonomy has become an important issue in teaching and learning English recently In the last forty years, the idea that learners need to be able to take control over their own learning to be successful not just in class, but also to learn independently without a teacher outside the class, has become widely accepted in mainstream language teaching (Benson, 2001)

Along with this, the role of teachers in developing learner autonomy is recognized more widely For teachers, to foster learner autonomy, they should have

an understanding of the concept and an understanding of what strategies would be effective for them to use to foster the development of learner autonomy Furthermore, teachers must have a belief that learner autonomy is worth incorporating into their pedagogy

In context of Vietnam, while there have been many researches investing on learner autonomy under perspective of students; teachers‟ voices have, however, been largely absent from such analyses, and little is actually known about what learner autonomy means to language teachers This study addressed this gap by examining what learner autonomy means to English language teachers in Vietnam

2 Aims and objectives of the study

Being aware of the necessity of learner autonomy in quality of learning English and the significant role of teachers of English on promoting autonomy in learners, this research is conducted with the aim of finding out teachers‟ beliefs on leaner autonomy in high school context The aim is fulfilled with three objectives: a) Investigate high school teachers‟ beliefs about learner autonomy

b) Find out how high school teachers of English promote leaner autonomy among their students

c, Find out constraints to promoting leaner autonomy at high school context and solutions to these obstacles

4 Scope of the study

Firstly, the scope of this research is confined in its population; only eight Vietnamese high school teachers will be investigated Data collection and analysis focus on only that small number of high school teachers of English which were selected to yield the most information for the research questions Although unique

in their own ways, the participating teachers are all considered highly proficient teachers and almost all of them have got master degree or are pursuing them This study may help to build knowledge and understanding of teachers‟ beliefs on leaner autonomy, but it is unable to generalize the research results to the variety of high schools The purpose of this study is only of the benefit of learner autonomy at a specific high school, so the results may be unable to be applied universally

Secondly, this research studies about learner autonomy from the view of teachers only Opinions of students on aspects of this theory are neglected in this work

5 Significance of the study

Theoretically, this thesis will be a small contribution to the theory of ELT on the learner autonomy under the perspective of high school English teachers For the actual situation, information obtained from this study will help educational planners

in deciding what priorities and strategies/principles are needed to apply to promote leaner autonomy Its findings may also imply materials for in-service training for

high school English teachers in creating autonomous class Lastly, the author hopes

to draw up changes in curriculum and framework in teaching and learning English

at high school

6 Method of the study

This study was carried out through the steps below

First, personal interviews with eight teachers were conducted with the purposes of:

- Investigating teachers‟ understandings on concept of learner autonomy

- Fingering out teachers‟ beliefs on their responsibilities in promoting learner autonomy

- Determining teachers‟ difficulties in developing learner autonomy

- Finding out their suggestions to develop learner autonomy

Second, class observations were made to study teachers‟ teaching method regarding to developing learner autonomy as well as their difficulties in enhancing learner autonomy in their classrooms

After the data were collected, sorted and analyzed, realistic results were obtained

To end with, pedagogical implications for enhancing learner autonomy at high school context were proposed based on the results found from all data collections instruments

7 Design of the study

The research consists of three main parts: Introduction, Development and Conclusion

The first part – Introduction presents the rationale, the aims and objectives, the scope, the significance of the study, and the overview on the method and design

of the study

The second part - Development is sub-divided into three chapters Chapter one, Literature review, provides a thorough review of the research and literature about learner autonomy, the role of teacher and learner in developing learner

autonomy as well as teachers‟ beliefs and practices in relation to learner autonomy

In addition, previous related studies are summarized in brief

Chapter two, Methodology, explains the methodology used in the study including the participants‟ information, instrumentation, data collection and data analysis

Chapter three presents the main content with findings and discussions basing

on the results from class observations and interviews

The last part - Conclusion offers a summary of the findings and further implication for fostering learner autonomy in Vietnam high school

PART B DEVELOPMENT Chapter I LITERATURE REVIEW

This chapter reviews literature on topics relating to learner autonomy, teachers‟ beliefs about learner autonomy and how teachers‟ beliefs are manifest in classroom practices to support learner autonomy The chapter begins with a comprehensive definition of learner autonomy which outlines the nature of learner autonomy, as well as the characteristics of autonomous learners and autonomous classroom Following is a description of the different approaches and perspectives

to foster and develop learner autonomy This is followed by a discussion about the application of learner autonomy in Vietnam which highlights the role of teacher in fostering learner autonomy The subsequent section is devoted to the discussion

of teachers‟ beliefs about learner autonomy A working definition of beliefs is provided, which outlines the roles of beliefs in teaching in general and fostering learner autonomy in particular The next section provides a discussion of teaching behaviors in relation to fostering learner autonomy, which explores the association between teachers‟ beliefs about learner autonomy and their teaching practices

to foster learner autonomy Reviews of related studies will be presented in the last sections

1.1 Leaner autonomy

1.1.1 Definitions of learner autonomy

Learner autonomy in learning English as a foreign language education has received great interest from researchers, there are a number of definitions of learner autonomy exist in education generally and in second language learning in particular This section describes the different terms employed in the field Holec‟s seminal work provided a definition of learner autonomy as the “ability to take charge of one‟s own learning” (Holec,1981:3) He stated that being an autonomous learner means that one is able to take the responsibility in deciding all aspects of his/her learning, i.e determining the objectives; defining the contents and progressions; selecting methods and techniques to be used; monitoring the

procedures of acquisition properly speaking (rhythm, time, place, etc.); evaluating what has been acquired.”

There are four characteristics in Holec‟s definition First, autonomy are skills that students acquired to take responsibility of their own learning which means learner autonomy is an attribute of learner, not the process Second, this attribute is not innate or in-born but necessarily is acquired through systematic and purposeful learning process Third, it describes a potential capacity to act in a learning situation, and not the actual behavior of an individual in that situation In other words, learner autonomy cannot be identified as one single simple behavior

in a particular learning situation The fourth feature is related to learners‟ ability to take control of their learning by becoming responsible for the decisions made in all the aspects of the learning process This definition highlights responsibility and capacity as key features of learner autonomy From this broad definition, many definitions of learner autonomy have followed

In other definitions of learner autonomy, the words “ability” and “take charge of” employed in Holec‟s definition have often been replaced by „capacity‟ and „take responsibility for‟ respectively (Đặng, 2012:35) Đàm (1995) defined autonomous learners as people who are able to take charge of their learning,

act independently, and are motivated in the learning process In another example,

Littlewood (1996:427-428) described the notion of autonomy as learners‟ ability and willingness to make choices independently He argued that this capacity depends on two main components: ability and willingness These two components are interdependent and are divided into subcomponents According to Littlewood (1996), ability depends on knowledge about the alternative choices and skills available for carrying out appropriate choices Willingness depends on the motivation and confidence a person must have to take responsibility for necessary choices In order to obtain success in acting autonomously, Littlewood suggested that a person needs to have four subcomponents: knowledge, skills, motivation, and confidence He suggested that these components be honored in the development

With the psychological perspective, some researchers (Benson, 2001,

2007; Holec, 1981; Little, 1995) take learners‟ „ability‟ or „capacity‟ into account Little‟s definition (1995) involves an element of awareness in that capacity Benson (2001) considered learner autonomy as a capacity consisting of two interrelated elements, namely behavioral and cognitive These two elements allow learners to initiate, monitor, and evaluate their learning processes This perspective fits closely with Oxford‟s (2003:83) that stated psychological perspective of the learners, who are considered as individuals of a sociocultural group, are checked through their mental and emotional characteristics

Littlewood (1999:75) classified learner autonomy into two levels: proactive autonomy and reactive autonomy Proactive autonomy is where learners are able to plan, monitor, and access their learning In this way, learners establish their own personal learning agenda and their own directions for learning This level

of autonomy is often seen as the autonomy generally attributed to students in Western cultures, such as Australia However, in education in general and in language education in particular, Littlewood argued that it is necessary to mention and pay attention to the second level called reactive autonomy Reactive autonomy does not create learning directions, but learners use initiated direction to organize their resources autonomously to reach their goal Reactive autonomy is seen as lower order autonomy than proactive and is considered a preliminary step towards proactive autonomy It can be inferred that with reactive autonomy, the

level of decision making in class merely complements rather than challenges the traditional structures of knowledge and authority This classification is worth attention in Asian educational contexts where the concept of learner autonomy is only recently being explored and where one must consider cultural and social constraints that are different to those of Western cultures (Benson, 2000; Little, 1997; Littlewood, 1999; Smith, 2008) It is not known at present how Vietnamese teachers understand the concept of learner autonomy However, as it is now mandated by government to be included in pedagogy, it is important to study teachers‟ understanding about the notion of learner autonomy in education, focus

on English language learning How this understanding can be applied to their teaching practices, besides, need studying

Although there are different definitions of learner autonomy in the world, Sinclair (2000:5) pointed out some common characteristics of learner autonomy which are generally agreed These include five aspects as follow Autonomy is an ability that is not instinctive but created Autonomy indicates learners‟ willingness to be responsible for their own learning Autonomy consists of two degrees which are unstable and changeable Autonomy can develop inside and outside the classroom Autonomy includes both social and individual dimension Lastly, promotion of autonomy requires conscious awareness of the learning process

In this research, learner autonomy is defined as: learner‟ willingness and ability to take responsibility, to plan, implement and evaluate his/her learning with

tasks that are constructed in negotiation with and support from the teacher For

teachers, helping students develop learner autonomy requires attention paid to the negotiation and support of their students In order to foster learner autonomy, the autonomous learners must be willing to be involved in their learning This means that they must be motivated and active towards their studies

1.1.2 Principle of learner autonomy

To define the learner autonomy accurately, it is necessary to name clearly its principles Same as with the definition, the most widely recognized set of principles and traits of autonomy was created by Holec (1981) He details that for developing autonomy, the students need to take responsibility for the decisions concerning all the aspects of their learning In other words, they should be able to determine the objectives, define the contents and progressions, select methods and techniques to

be used, monitor the procedures of acquisition and evaluate what has been acquired

in the course of their studies Benson (2001) narrows those parts of the learning process into three areas at which learner control may be exercised They are named

as control over learning management, control over cognitive process and control over learning content

Apple (2009) claims that the learner‟s progress to autonomy include five steps: setting goals, determining learning content, choosing appropriate methods, monitoring learning progress and reflecting on what has been learned Dafei (2007:6) paraphrases and summarizes the various sets of principles and states there

is an agreement that the practice of learner autonomy requires insight, a positive attitude, a capacity for reflection, and a readiness to be proactive in self-management and in interaction with others

While Lamb (2009) confesses that scientists know relatively little about development of learner autonomy, Paran and Sercu (2010:85) mentions that autonomy requires a capacity and willingness to act independently and in cooperation with others as an individual of a society Likewise, Fenner and Newby (2000:79) emphasized the fact that autonomy is not a solitary matter to be achieved independently and without some assistance from others It is a complex process that

is not natural but needs learning However, holding opposite view, Wenden (1987:4) defines autonomy as a natural occurrence which is innate to every person and just needs to be shown, not forced or trained by anyone

Though, there are many ideas about principles of learner autonomy, the researcher of this study is favor of the theory of Holec that to achieve learner autonomy students need to show their activeness and willingness to take responsible for all the aspects of their learning Learner autonomy needs to be practiced and trained gradually

1.1.3 Characteristic of autonomous leaners

The difficulty of defining learner autonomy in terms of its most important components has also been expressed by two assumptions: the degrees of learner autonomy and the behaviours of autonomous learners (Nunan: 1997: 192-203)

Though Wenden (1987:8) does not state a definition for autonomy itself, she describes the autonomous language learners as those who, in the course of their studies, become not only more efficient at learning and using their second language but also more capable of self-directing these endeavors Holec (1981:147), speaking

of autonomous learners, characterizes them as “learners who are capable of assuming the role of manager of their learning They know how to make all the decisions involved In other words, they know how to learn” Dam (1995:102) identified an autonomous learner as an active learner in the learning processes of classroom context These learners interpret actively new information basing on what they know uniquely Then, they know how to learn and apply their knowledge in any learning situations they may encounter at any stage in their life Little (1995) stated that autonomous learners are motivated learners Motivated autonomous learners are able to apply their knowledge and abilities further In the context of English language learning, autonomous learners can freely apply their language and skills outside the immediate context of learning

Wenden (1987:9) emphasized the importance of learner training in how to learn He stated that to be willing to learn, it is important for learners to understand the tasks they have been given to do, which calls on the importance of the teacher in the process Second, when they are willing to learn, it is important to know how to learn and how to take the responsibility He suggested even successful, expert or

intelligent learners have learned how to become autonomous All learners have to acquire effective learning strategies, knowledge about learning, attitudes that enable them to use their skills and knowledge confidently, flexibly, appropriately and independently of a teacher When they can do this, they are autonomous learners In another words, if learners are willing to learn and have strategies to take control, they will become autonomous

students‟ ability to take responsibility of learning with teachers‟ orientation Autonomous learners, with the support of teachers, know how to learn and have their responsibility for their learning as well as make effort in their improvement

1.1.4 Characteristic of autonomous classroom

Autonomous classroom is defined as one important factor in training students become autonomous Dam (2000:20) and Lacey (2007:5) defined autonomous classrooms as an environment when students take the ownership of their learning In that classroom, learners are able to be consciously involved in their own learning They are made aware of the various elements involved in the learning process by being expected to be actively engaged in their own The teacher

no longer sets standard answers, meaning that communication in the EFL classroom becomes authentic and the language becomes the means, as well as the goal

Dam (2000) points out some of the prerequisites for establishing such an environment, which are:

- A willingness on the part of the teacher to let go, and on the part of the learners to take hold;

- An understanding of what to do and why and how it should be done, this applies to teachers as well as learners;

- An experience-based insight into the learning process for both teachers and learners;

- An atmosphere of security, trust and respect;

Camilleri (1999) shares the same view with two authors above when she expresses that student may manage learners‟ learning process when the teacher negotiates with them the course content and methodology At the same time, the learners are informed of the learning process and discuss it The learner forms his own conclusions about learning and is respected for his individual points of view This process starts at the beginning of each school year and continues throughout It

is a continuous cycle of learning; each step leads to the next Learners negotiate a project, and decide upon both material and process The outcome is discussed and reflected upon; the next step is a consequence of the one taken before

Little & Dam (1998: 18-37) call autonomous classrooms a learning community and the target language is one of the principal tools with which the collaborative process is shaped Little, Ridley& Ushioda (2003), in their work, express one of the characteristics of autonomous classroom is that target language becomes a channel for learning, and a tool for reflection The teaching is not steered

by the textbook, but the needs and experiences of the learners

One of the things that characterize the autonomous classroom is a strong emphasis on pair and group work as means to develop learner autonomy Jacobs & Farrell (2001) and Lacey (2007) share the same opinion Following their idea, pair and group work help learners become less dependent on the teacher by learning to collaborate with their peers Group activities play a large part in this because learners acquire a lot of learning strategies when collaborating with, and receiving support from their peers and not just the teacher The learners form groups basing

on their interests or other criteria chosen by them The differences between able and low ability learners are less obvious because the learners work on self-assigned tasks as a part of a class and not a divided one

These types of collaborative group work and autonomous learning environment call for different communication skills The use of the target language, more learner-learner interaction and communication due to group work as well as general discussion, opens up a whole new world of speaking exercises and peer

scaffolding Learners also learn to work with different people and gain communicative skills

From these theories, it is believed that, autonomous classroom would be an environment where teacher and students co-operate friendly and respectfully with each other Students take charge of their learning under the support and orientation

of the teachers

1.1.5 Approaches to fostering learner autonomy

Understanding the characteristics of students who are autonomous in their learning is important; however, it is equally important to understand how teachers can foster learner autonomy in their classrooms The following section describes the six approaches to promote autonomy classified by Benson (2001) These approaches are resource-based, technology-based, curriculum-based, teacher-based,

classroom-based, and learner-based

1.1.5.1 Resource-based approaches

Resource-based approaches denote the ability of students to use learning materials independently The strength of resource-based approaches lies in the provision of opportunities for self-directed learning However, opportunities alone

do not lead to improved LA Neither do they result in learners‟ enhanced language proficiency The two key issues remain the lack of authentic interaction and the learners‟ withdrawal from the collective and social process of learning (Benson 2001) Research has mainly focused on how the approaches can be implemented Still there has not been sufficient evidence on the effectiveness of these approaches in the promote ion of LA and language learning except for some study counselling For greater effectiveness, the following points should be taken into consideration:

- learner training and support mechanism

- appropriate use of technology

- self-access systems to support self-direction

- teacher and learner involvement

- integration of self-access centers with the curriculum

Similar to resource-based approaches, technology-based approaches also assume the usefulness of learner opportunities made available by diverse forms of technology However, apart from the offering of opportunities for self-directed learning, some forms of technology can provide opportunities for collaboration which self-access learning often fails to achieve Both teachers and learners have started integrating the use of multimedia and interactive technologies to promote language learning However, very little research evidence is available in support of the usefulness of technology-based approaches and the development of learner autonomy

1.1.5.3 Curriculum-based approaches

The focus of curriculum-based approaches is positioned in the negotiation between teachers and learners This is aimed at enhancing learners‟ participation in making decisions on learning content, activities, and tasks as well as at evaluating learning These approaches are characterized by learners exercising their autonomy

at different levels and degrees of responsibility

The effectiveness of curriculum-based approaches depends on the scaffolding and support learners receive from their teachers Research has so far focused on understanding teacher and learner responsibility, beliefs and attitudes to

behaviors learners have gained as a result of the implementation of either the weak

or the strong version of curriculum-based approaches In order to judge the effectiveness of curriculum-based approaches, much more empirically data-driven research is needed

1.1.5.4 Teacher-based approaches

The focus of teacher-based approaches is on teacher professional development and teacher education These approaches have been developed on the assumption that changing teachers‟ beliefs about autonomy, building their commitment to autonomy, and encouraging practices to support learner autonomy will result in classroom changes, which are in favor of learner autonomy To put it differently, learner autonomy is dependent on teacher autonomy Little (1995) argues that learner autonomy depends on teacher autonomy for two reasons Firstly, teachers themselves must be autonomous if they expect their students to exercise autonomy Secondly, teachers must be able to make the most of their professional skills autonomously

The effectiveness of teacher-based approaches to the development of learner autonomy depends on teachers‟ commitment to autonomy and their professional skills So far research has merely focused on understanding the concept of teacher autonomy and on working out principles to foster it Little is known about the dependence of the achievement of learner autonomy on the promotion of teacher autonomy

1.1.5.5 Classroom-based approaches

Classroom-based approaches assume that learners will be able to develop learner autonomy through the management of their learning within the classroom context where they can collaborate with peers and make use of support from teachers Classroom-based approaches emphasize changing the relationships and classroom practices The changes enable teachers to transfer responsibility and control over learning goals, learning process, and assessment of learning outcomes

to learners Studies designed to encourage learners to actively engage in planning

applied classroom-based approaches, several empirical studies have displayed a close connection between the development of learner autonomy and language learning results Attempts have been made to demonstrate the attraction of classroom-based approaches However, much more research needs to be undertaken to arrive at more convincing conclusions about the efficacy of these approaches

1.1.5.6 Learner-based approaches

The learner-based approaches place emphasis on changing learners‟ learning behaviors by providing them with necessary skills and thereby enhancing their autonomy and improving their language learning Learner strategy training or learner training is the main form of these approaches Compared with other approaches, learner-based approaches with a focus on training learners in metacognitive skills are the most efficient in terms of improving learners‟ learning results This leads

to a belief that learner autonomy would be best promoted through incorporating learning strategies into the lessons

Among six approaches, resource-base, technology-based, curriculum-based, and classroom-based approaches are concerned with the provision of opportunities for learners to actively engage in their learning and to exercise control over their learning, it is the learner-based approaches that equip them with specific skills and strategies which enable them to take up the learning opportunities For this reason, learning skills and strategies should be acknowledged as necessary tools for the development and enhancement of learner autonomy

In an EFL context such as Vietnam where the decision on what students learn in class still rests with the school and the teachers, it is believed that providing students with strategy training would be useful It is argued that the learner-based approaches would be the most effective method to enhance autonomy and to improve language learning results In addition, following the learner-based approaches will well accord with the operationalized definition of autonomy proposed by this study In this regard, the development of autonomy depends on both learners‟ self-initiation and self-regulation While the volition and

the will of learners are less teachable, it is definitely possible to teach learners the self-regulation skills of planning, monitoring, and evaluating These metacognitive strategies are essential to the achievement of autonomy

1.2 The learners’ roles / teachers’ roles in developing learner autonomy

1.2.1 The learner’s roles

In many studies that characterize the roles of learner in developing learner autonomy, many researchers have same opinion that learners are no longer passive receivers Lowes & Target (1999) state one of the learners‟ role is to take charge of their own learning Little and Dam (2002) shared the same idea when he characterized learner autonomy by a readiness to take charge of one‟s own learning

in the service of one‟s needs and purposes Autonomous learners are those who understand why they are learning specific topics, accept responsibility for their learning, take the initiative in planning and executing learning activities and are willing to assess their own learning Learners‟ active participation in and responsibility for their own learning process are essential in the field of foreign language teaching The learner needs to be willing to act independently and in co-operation with others, as a socially responsible person (Dam, 1995)

With the same opinion, Little, Ridley,& Ushioda (2003) divides holder role

of learners follow all aspects of the learning process: planning, implementation (monitoring) and assessment The autonomy grows as students become conscious of the process of learning

From above scholars‟ theories, it is undeniable that a factor that is vital to learner autonomy is self-monitoring and self-assessment Learners need to build up their own personal criteria for the quality of their work and develop independence from the teacher as the sole judge of their weaknesses and strengths This helps the learners make informed decisions about their next steps in the learning process and removes the dependence on the teacher They do not have to wait for him to tell them what to do next and how well they are doing Even though the teacher remains

the more knowledgeable and experienced person in the classroom, the goal is for learners to increase their knowledge and level of competence

1.2.2 The teachers’ roles

The role of teachers in in autonomous classroom has been researched in many studies In these studies, most of researchers agree that teachers take many parts in the theater of autonomous classroom Ehrman states the roles of teachers as director, prompter, coach, scriptwriter, audience and also the actor (Ehrman and Dornyei, 1998:222-223) Wringt (1991:51) classifies teachers‟ role in the classroom

as manager, resource provider, guide, evaluator, and organizer and divides them into two major roles: the first one is to create the conditions under which learning can take place: the social side of teaching The second one is to impact, by a variety

of means, knowledge to their learners: the task-oriented side of teaching

Sharing opinion about the roles of teachers in developing learner autonomy, Dam (2000) stated that teachers are not the autocrat in class any more What they should do is becoming instructors who give learners awareness of how they think and how they learn that help them understanding of themselves and thus increase their self-esteem Lacey (2007) also has the same view when stated that teacher should “make the choice of relinquishing control and sharing it with the learners”

Nunan (2003) and Lowes & Target (1999) consider teachers as counselors in the autonomous classroom They need to inform learners and make them capable of choosing the best learning strategies Learners have to be able to make informed choices This means knowing the rationale behind the strategies and having time to experiment to find which suits best for each occasion Teachers must, however, be careful not to guide the learners implicitly to the strategies they themselves prefer Fostering autonomy in the classroom is done by providing learners with

“opportunities to make significant choices and decisions about their learning” in an informed way (Nunan, 2003:290) That means the learners have a say in what and how they learn, and the teacher encourages this by giving the learners opportunities and tools to make informed decisions regarding their learning This applies both to

choosing appropriate material and learning strategies Lowes & Target (1999) emphasize the role of teacher on the aspect of giving choices to the learners by taking into consideration their age and how much responsibility they are used to Teachers also support learners by exposing them to the language and providing opportunities for them to practice the new language in class as well as at home

Camilleri (1999), Tomlinson (2003) & Menntamálaráðuneytið (2007) have the same view when expressing idea on the role of teachers as a facilitator who manage the activities in the classroom and help learners plan their learning both for long and short term They have to design the lessons according to learners‟ needs and differences in the classroom In a differentiated classroom, it should be taken into consideration that learners have different abilities, skills and backgrounds (Tomlinson, 2003) A big part of implementing autonomy in the classroom is to teach diverse learning strategies, and assist the learners in finding the methods that best suit them The learners have to be given the tools they need to become more self-sufficient and independent (Menntamálaráðuneytið (2007) A learner autonomous classroom is a place where learners and teachers have constructive interaction with each other and learn from each other The teacher is responsible for helping learners become aware of alternative strategies and learning styles The teacher gives praise and feedback but this is also supplied by the other learners when group work and product is jointly assessed after projects are finished A teacher that intends to foster his learners‟ autonomy should not only introduce various learning strategies but also give his learners ample opportunity to try them out in different circumstances It is necessary to build up an atmosphere in the classroom that invites such experiments and lets learners feel comfortable sharing their findings with their teacher and their classmates Interaction in the classroom directly influences the learners‟ learning processes (Camilleri, 1999)

By and large, authors agree that, teachers are not the one who takes responsibility of learners‟ learning anymore They play many parts in autonomous

classroom All of these roles are to develop the ability of becoming autonomy in students

1.3 Teachers’ beliefs

1.3.1 Definition of teachers’ beliefs

Belief, as stated in Borg (2001), is a metal state which has as its contents a proposition that is accepted as true by people holding it and that belief will “dispose

or guide people‟s thinking and action” In the same work, Borg defined teacher‟s belief as pedagogic beliefs or teaching belief that an individual holds Brunning et al (2004) believed that teachers hold many beliefs and attitudes that affect their attitudes and behavior in the classroom; these also impact upon their teaching plans and actions

The influence of teachers‟ pedagogic belief in their classroom behavior was studied by Wood (1996) and Borg (1998) in his work The influence of teachers‟ beliefs in both pre-service and in-service teaching has also been paid much attention Breen (2001), in a research with eighteen English teachers in Australia, found that teachers‟ beliefs comprise a set of guiding principles It, in turn, appeared

to derive from underlying beliefs or personal theories the teachers held regarding the nature of the broader educational process, the nature of language Beliefs about knowledge are directly related to beliefs about learning and teaching

In this research, the author considers teacher‟s belief as pedagogic beliefs that affect teachers‟ attitudes and behaviors in the classroom, their teaching plans and actions

1.3.2 Teachers’ beliefs about learner autonomy

Teachers hold different beliefs about various issues in education; and teachers‟ beliefs have an important influence on their teaching Some researchers Balcikanli (2010); Borg & Al-Busaidi (2012) have explored teachers‟ beliefs and perceptions in promoting learner autonomy Although, the researchers have used the common term “teachers‟ beliefs about learner autonomy”, they explore different aspects or fields within this broad term Chan (2003: 48-49), for example, provided

“a rich source of information on Hong Kong university teachers‟ perspectives and their language teaching practices regarding learner autonomy” The framework to investigate teachers‟ beliefs about learner autonomy included teachers‟ perceptions

of their roles and responsibility, their perceptions of their students‟ abilities in decision making, the impact of learner autonomy on teachers‟ teaching; the teachers‟ and students‟ attitudes towards learner autonomy as well as the actual activities that teachers ask their students to take up both inside and outside the classroom The study‟s results showed that all the surveyed teachers had positive attitudes and awareness of learner autonomy; however, they had a well-defined view of their own role and responsibilities They also indicated that students were able to make some decisions in the classrooms; however teachers preferred the responsibilities for these activities to be mainly taken by themselves, rather handed over to the students The author indicated some limitations of the study such as in order to have an insight of teachers‟ beliefs, it is necessary to observe their activities

in classroom or their actual teaching practices to see whether there is a mismatch between their autonomous beliefs and behaviors The current study takes

up this point for its research design

Al-Shaqsi (2009) examined teachers‟ beliefs about learner autonomy based

on two main areas: teachers‟ perception of the characteristics of autonomous learners, and teachers‟ assessment of their learners‟ autonomy A clear finding from this study was that overall the teachers had positive views about the extent to which their learners were autonomous However, the study did not explore the extent to which teachers‟ positive views about learner autonomy were justified

Balcikanli (2010:98) investigated prospective teachers‟ beliefs about learner autonomy in the Turkish educational contexts The researcher explored learner autonomy in areas such as the involvement of students in classroom management, homework tasks, assessment from the perspective of teachers The study‟s results showed that teachers had positive attitudes and a clear view of learner autonomy and the involvement of students in the learning process They would

probably feel ready to pass onto their future students some responsibilities and

choices The study also suggested some constraining factors to the development of

learner autonomy in the Turkish educational contexts, including: the

teacher-centered approach to teaching in which the traditional teaching methods are widely

utilized; the fixed time and place of any course; and the high authority of the

teachers in the teaching and learning process Previous studies have one important

thing in common, the researchers assumed that the investigated teachers

understood the term learner autonomy; therefore, they focused on discovering the

attitudes and perceptions of a particular aspect of learner autonomy All showed the

general findings, the teachers had positive attitudes towards learner autonomy These studies did not investigate teachers‟ beliefs about learner autonomy in-depth,

including the factors influencing their beliefs and perceptions on learner autonomy

or the effects of beliefs on teachers‟ actual teaching practices These factors have

been absent from the research The current researcher does not assume an

understanding of teachers‟ beliefs about learner autonomy in the Vietnamese

educational contexts because this term is quite a new one in Vietnam The current

study begins its focus by exploring the deeper beliefs Vietnamese teachers have

about learner autonomy It then explores how these beliefs have an effect on the

level of learner autonomy in the classroom that is fostered by these teachers

1.3.3 Factors affecting teachers’ beliefs about learner autonomy

Researchers do not have direct information about how beliefs come into

being or how they are strengthened or weakened However, several researchers

have mentioned some factors that affect teachers‟ beliefs Bandura (1986) triadic

reciprocity theory shows the reciprocal interrelationship between beliefs, behaviors,

and environment Bandura‟s idea on the interactions between individuals and the environment can be useful in understanding the evolution of the beliefs

that teachers hold In this theory, Bandura suggested that environment, behavior,

and beliefs have reciprocal relationships This means teachers‟ beliefs have an

influence on behavior and environments and that behavior and environment have

an effect on teachers‟ beliefs Thus, the researcher of the current study believes that Bandura‟s (Bandura, 1995) theory is suitable for the current research in order

to explore the factors affecting the translation of teachers‟ beliefs into teaching behaviors

Ernest‟s study (1989) mentioned two factors affecting teachers‟ beliefs: the social context and the level of teachers‟ thought First of all, the social context has a powerful impact on teachers‟ beliefs Social context includes the expectations of parents, students, fellow teachers and supervisors, curriculum, and the educational system as a whole Teachers may have to compromise and negotiate internally all of these expectations and requirements in relation to their teaching However, it happens that teachers in the same school often adopt similar classroom practices even if they hold different beliefs The current research will explore this notion in relation to learner autonomy with Vietnamese teachers The second factor is teachers‟ level of consciousness about their own beliefs which are reflected in their instructional practices Ernest listed key elements in teachers‟ thinking and their relationship to practice including awareness of having adopted specific views and assumptions as to the nature of the subject matter or issue; the ability to justify these views and assumptions These two factors can either constrain or provide opportunities that impact teachers‟ beliefs and their actual teaching In the Vietnamese educational contexts where the social cultural factors pose great influence on the teaching- learning process, Ernest‟s factors will be taken into consideration in the current research

1.4 Review of related studies

Among numerous of researchers about learner autonomy under perspective

of students and contexts, the researcher focuses on studies that conducted in Vietnam context, which are useful for her research

The first one is by Nguyen Thanh Nga (2012): “Let students take control!” Fostering learner autonomy in language learning: An experiment This experiment research, conducted in semester 1 of the school year 2009-2010, explored

actual teaching practices relating to learner autonomy in order to gain a better understanding of teacher‟s roles in fostering learner autonomy in language teaching and learning in Vietnam In this research, the author came to conclusions that: students‟ ability to behave autonomously depends on their teacher who is responsible to create an autonomous learning culture Teacher‟s understanding of the curriculum allowed her to make appropriate changes to promote learner autonomy without compromising the set syllabus for teaching and learning

The second one was conducted by Dang Tan Tin (2010): “Learner Autonomy

in EFL Studies in Vietnam: A Discussion from Sociocultural Perspective” This study aimed at exploring possible situational constraints that produce conflicts with the prerequisite notional conditions for learner autonomy It also proposed suggestions for fostering learner autonomy in the local context to achieve part of the national curriculum objectives and meet the labor market requirements Employing the socio-cultural theory lenses, the paper discussed some advantages and disadvantages of learner autonomy promotion in Vietnamese EFL education and suggestions for its implementation Its finding showed that while it was difficult for lecturers to negotiate with the educational authorities, negotiation with students was in lecturers‟ power A student could become passive if he/she was framed in a locally so-called well-disciplined environment; however, he/she could become active and more involved in a learning process if he/she was adequately encouraged to participate in It would take much time for these explicitly dialogic negotiations and interactive activities to demonstrate effects in teaching and learning practices, especially when both students and teachers in the local context needed to change some of their traditional learning routines and perspective on learning philosophy Therefore, the lecturers should be able to determine their students‟ level of learner autonomy and have an appropriate course design to facilitate their engagement

These are several papers that investigate English teachers‟ belief in different context in the world that the researcher finds useful for her thesis

The first one is a survey research of Al-Shaqsi (2009) “Teachers‟ beliefs about learner autonomy” This was conducted with 120 teachers of English in state schools in Oman Questionnaire used in this study to investigate on (a) the characteristics of autonomous learners (b) their learners‟ ability to carry out a number of tasks (each of which was assumed to be an indicator of learner autonomy – e.g deciding when to use a dictionary or identifying their own weaknesses) and (c) how learner autonomy might be promoted The three characteristics of autonomous learners most often identified by teachers were that they could use computers to find information, use a dictionary and ask the teacher to explain when they did not understand The teachers in this study also assessed their learners positively on all of the indicators of learner autonomy they were presented with This research stated several suggestions proposed by teachers for promoting learner autonomy What was interesting about these is that in several cases the connection between the pedagogical activity being proposed and learner autonomy was not evident; for example, teachers suggested that they could use different types of quizzes and challenging tasks, increase learner talking time or reward learners for good performance Interviews would have been useful in this study to explore the connections that teachers felt there were between such activities and the development of learner autonomy

The second research is from Francesco Barillaro (2011) “Teacher perspectives of learner autonomy in language learning” This project is an investigation into teachers‟ perspectives of learner autonomy in language learning Research was carried out with English language teachers and the Director

of Studies at a private ESL (English as a second language) school in Vancouver, Canada The report focuses on teachers‟ beliefs in five areas: (1) teacher/student roles and responsibilities, (2) opinions and evidence of students‟ autonomous learning, (3) autonomous learning activities inside and outside the classroom, (4) interpretations of learner autonomy and (5) learner autonomy and the curriculum A mixed methods approach was employed which consisted of a

questionnaire survey, in which all teachers had the opportunity to take part, followed by semi-structured interviews with a small sample of teachers Findings show that teachers feel mainly responsible for most teaching and language related decisions inside the classroom Student learning and progress outside the class is generally believed to be the responsibility of the student The majority of teachers

do not view their students as very autonomous, a belief also shared by the Director

of Studies Teachers had very positive attitudes towards autonomous learning activities both inside and outside the classroom They believed using English outside the classroom is essential in the learning process; however, they feel that many students did not use opportunities to learn English outside class time Teachers had a clear understanding of the concept of learner autonomy and feel it is important in language learning There were concerns, however, that constraints within the school system such as time pressures, frequent class changes, and increased class sizes may hinder the development of learner autonomy Some teachers felt specific courses within the school curriculum offer more opportunities for autonomous learning, others feel developing learner autonomy does not depend

on the curriculum, but is rather teacher dependent

Another interesting research on this field was conducted by Simon Borg (2012), “Learner Autonomy: English Language Teachers‟ Beliefs and Practices” This research used survey questionnaire and interview as collection data tool to investigate on teaching belief of 200 teachers of over 25 nationalities who teach English to around 3,500 Omani students preparing for undergraduate study at the university This study addressed on the influence that teachers‟ beliefs have on how they teach, and, of particular interest here, on whether and how they seek to promote learner autonomy by examining what learner autonomy means to language teachers in a large university English language center in Oman The majority of the teachers believed that they promoted learner autonomy in their teaching Their descriptions of how they did so highlight a range of pedagogical strategies from advocacy and awareness-raising to independent out of class language learning

activities

They also highlighted a range of factors which limited the extent to which they felt they were able to promote learner autonomy There was a significant gap between the extent to which teachers felt it was desirable to involve learners in a range of decisions about their learning and teachers‟ beliefs about the feasibility of doing so, particularly in relation to objectives, assessment and materials A gap between the extent to which teachers felt it was desirable for their learners to develop a range of abilities associated with autonomy and their beliefs about the feasibility of doing so was also found

The last reviewed one is conducted by AbdulRahman Al Asmari (2013)

“Practices and Prospects of Learner Autonomy: Teachers‟ Perceptions” The research was a survey-based study on practices and prospects of learner autonomy

in English language teaching at university level Data were gathered through a questionnaire having 30 items on a five-point scale of agreement The study focused

on the teachers‟ notion of learner autonomy, its practices and prospects in Saudi Arabian context Findings stress that it is important to provide learner training together with the studies and make it an integral part of the teaching process

so as to help learners become autonomous Findings confirmed the assumption that the autonomous learner takes a proactive role in the learning process, generating ideas and availing himself/herself of learning opportunities, rather than simply reacting to various stimuli of the teacher Also, the teachers expect learners to work independently and take responsibility of their learning Learners are, therefore, challenged to manage their language studies in a variety of ways like reflecting on their own thinking process, evaluate their performance and make important decisions regarding their studies The teacher is no longer the knowledge supplier but also a manager, resource person and counselor Teachers‟ concerns regarding learner autonomy need to be addressed before autonomous learning initiatives are initiated in the classroom The teacher should involve learners in their own learning, giving them ownership of learning objectives

and the learning process and getting the learners to reflect about learning and about the target language

1.5 Summary

In this chapter, the literature on learner autonomy is reviewed Various aspects of learner autonomy such as the definition, the principles of learner autonomy, characteristics of learner autonomy and approaches to develop learner autonomy are discussed The importance of understanding teachers‟ roles and learners‟ roles in promoting learner autonomy is also presented in this chapter In addition, aspects of teachers‟ beliefs relating to learner autonomy are taken under consideration in this chapter

The review and discussion in this chapter suggests that teachers‟ beliefs must

be considered as the foremost factor to foster learner autonomy in the Vietnamese context The review of the literature also shows that in order to discover and understand teachers‟ beliefs about learner autonomy, there is a requirement to examine what teachers say, intend, and do, in relation to facilitating learner

CHAPTER II: METHODOLOGY

This chapter is to present research methodology that researcher chooses to achieve the aims and objectives of the study

2.1 Setting of the study

2.1.1 The school

Duong Xa High School is located in Gia Lam, a suburb district of Hanoi with the number 1564 students That number of students is divided into 32 classes of

class, which seem to be similar in comparison with other high schools

The facility of the school is in the same level in comparison with others in the district There are ten cassettes used for English classes However, the number

of projectors used for presentation is only five and not sufficient for all classes There is no language laboratory in this school

The text books, curriculum, tests, exams in this school strictly follow the regulation of Ministry of Education and Training

2.1.2 Teachers background information

Teachers of English at DXHS are various in ages and experiences; the most senior among teachers is 25 years teaching Most of them have been doing the MA course in applied linguistics and English teaching methodology With the number of

13, they are in charge of teaching all 32 classes

Among thirteen teachers of English at DXHS, eight of them were selected for the interviews The participants selected based on the following relevant attributes: young and open-minded in responding to questions of the interview, confident enough in their teaching to be observed in the classroom, professionally motivated to take part in the study, cognizant of the study‟s demands and willing to participate on that basis Table 1 below will provide a brief contextual background about high school teachers involved in the study

Table 1: Participants’ profile

experiences

charge

master course majoring in English in

methodology

12

of English translation from Hanoi National University of education

She finished her master course of ELT methodology 3 years ago

10 & 12

of English for education from College of Foreign Languages, Vietnam National University, Hanoi Now she is also writing her thesis for the master course of ELT methodology

10&11

who has just graduated her bachelor course of English for education from College of Foreign Languages, Vietnam National University, Hanoi for 1 years

10

English for education from College

of Foreign Languages, Vietnam

12