Innovation research proposal pham hoa

Main Contents Rationale for the research  Introduction of the Context... Rationale  Importance of learner autonomy “Learner autonomy is a key concept in the modern teaching and learni

Research ProposalPham Thi Hoa

Lead-in

Learner Autonomy through

Writing Portfolios

Main Contents

 Rationale for the research

 Introduction of the Context

Rationale

 Importance of learner autonomy

“Learner autonomy is a key concept in the modern teaching and learning theory.” (Ozcan, 2007)

 Negative attitudes in writing classes

“When it comes to writing in the second languages the

students’ hardship and pain are worse.” (Gilmore, 2009)

 Advantages of Portfolios

They allow Ts & Ss to track progress, give feedbacks, and make improvements over a period of time (Baird & Northfield, 1992)

Main Contents

 Rationale for the research

 Introduction of the Context

Main Contents

 Rationale for the research

 Introduction of the Context

Research Question

What changes in learner autonomy do portfolios bring about in TOEFL iBT preparation courses?

Main Contents

 Rationale for the research

 Introduction of the Context

Learner Autonomy

Learner Autonomy is…

the capacity of taking charge of one’s own learning

(Holec, 1981)

 essentially a matter of the learner's psychological

relation to the process and content of learning and

depends on the exercise and development of a capacity

for detachment, critical reflection, decision-making, and independent action (Little, 1991)

the capacity of the learner towards taking control of the language learning process and assuming responsibility

for the process (Dam, 1990)

Learner Autonomy

Learner autonomy is the ability to take charge of one’s own learning by developing and exercising the capacity for detachment, critical reflection, decision making and independent action

Autonomous Learners

 Breen & Mann (1997): 7 indicators

 Omaggio (1978): 7 indicators – learning

strategies, learning styles & learning approaches

 Chan (2001): 5 indicators

 Holec (1981): An autonomous learner assumes

responsibility for determining the purpose,

content, rhythm and method of their learning,

monitoring its progress and evaluating its

outcomes

A portfolio is defined as a collection of samples of

a student’s work and self-reflection that helps to show the whole student The process of collecting, selecting and reflecting upon learning is a systematic, dynamic, and meaningful process, particularly in creating a writing portfolio

(Rotta & Huser, 1995)

*Ref: Brown & Hudson (1998); Venn (2000); Mueller (2008)

to identify their own strengths and weaknesses;

 “Portfolio projects” that include work mainly designed for students to put into their portfolios.

Crockett (1998)

Portfolios  Autonomy

ELP (European Language Portfolios) - 2001

 Passport: Linguistic Identity & Self-assessment

 Biography: On-going process of learning

 Dossier: Language proficiency & intercultural

experiences

 A tool to promote learner autonomy (Little, 2005)

Related Studies

 Duong (2008): awareness towards learner

autonomy + university setting

 Trinh (2005): designing curriculum  promote

learner autonomy

 Nguyen (2008), Nguyen (2005) & Ta (2005):

portfolios as an assessment tool

 Extension: portfolios to promote learner autonomy + intensive test prep courses

Main Contents

 Rationale for the research

 Introduction of the Context

Methodology – Case study

Learner Autonomy is hard to measure

“even autonomous learners are not autonomous all

the time.” (Mynard, 2006)

variables such as their attitude towards the subject

temperature or time of day all effect students’ levels of autonomy in any given time.” (Sinclair, 2000)

Methodology – Case Study

 Case study allows researchers to “investigate the

uniqueness of a context according to participants’ thoughts and perceptions so that interpretations can be offered” (Earnest, 1994)

 Small-scaled research

Main Contents

 Rationale for the research

 Introduction of the Context

Data Collection

 Learner Journals

 Dam (2000): how students in Denmark reflected

on their learning process through semi-guided journals

 Guidance (English & Vietnamese) + collection of journals after each writing lesson

Data Collection

 Participant Observation

 Researcher actively gets involved: deep knowledge of the situation and the normality of his/her presence in the context (UEA, 1994)

 Lack of impartiality  recording

Data Collection

 Personal Diaries

Informal & quick record: impressions, important observation, ideas

Data Analysis

 Interviews & Recordings  transcribed & classified; key quotations  noted down

 Students’ journals  classified

 Compared w/ researcher’s diaries

Main Contents

 Rationale for the research

 Introduction of the Context

Learner Autonomy through

Writing Portfolios

 Rationale for the research

 Introduction of the Context

Thank you for your attention!