MIbased teaching and its effects on EFL high school students autonomy (short cut version master thesis)

FIELD: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHINGCode: 60140111MASTER THESIS IN EDUCATION Vinh UniverstiyThis document is about the short cut version of thesis master which is presented in powerpoint

MINISTRY OF EDUCATION AND TRAINING

VINH UNIVERSITY

o0o

-DƯƠNG THỊ THANH

MI-BASED TEACHING AND ITS EFFECT ON EFL HIGH SCHOOL

STUDENTS’ AUTONOMY

FIELD: THEORY AND METHODOLOGY OF ENGLISH

LANGUAGE TEACHING

Code: 60140111

   MASTER THESIS IN EDUCATION   Supervisor: Dr Trần Thị Ngọc Yến

1 Rationale

2 Aims of the Study

3 Research Questions

4 Literature Review

5 Research Design and Methodology

6 Findings

7 Conclusion

1 RATIONALE

One of the

most

important

ways to

improve

learners’

autonomy

An effective way to explore students’

own potentials

Students’

low autonomy

Ineffective traditional teaching method

2 AIMS OF THE STUDY

To find out

whether

MI-based

teaching is

more effective

than the

traditional way

of teaching

lessons

To explore whether

students can improve their autonomy

through MI-based lessons

To examine the impacts of MI teaching on learners’

autonomy and EFL high school students’

English proficiency

3 RESEARCH QUESTIONS

1 Will MI-based

teaching help

to develop EFL

high school

students'

autonomy?

2 How does MI-based teaching affect EFL high school

students’

English proficiency?

W 4.1 Multiple

Intelligences

4.2 Autonomy

4.3 MI and learner

autonomy

4.1.1 Definitions 4.1.2 MI quizzes 4.1.3 MI in education 4.1.4 MI in teaching and learning English

4.2.1 Definitions

4.2.2 The roles of autonomy in learning

4.2.3 Principles of autonomy

4.2.4 Accessing autonomy

4.2.5 Developing learner autonomy

LITERATURE REVIEW 4.1 Definitions of MI

Gadner (1999) : Barrington,

Kornhaber (2004)

et al

4.2 Definitions of a utonomy 4.2 Definitions of a utonomy

learners dictionary, 8 th

edition)

LITERATURE REVIEW

Research methods Instruments for data collection

-Experimental methods

- Pre and Post tests

- Pre and Post treatment autonomy tests

Participants

5 RESEARCH DESIGN AND

METHODOLOGY

5 RESEARCH DESIGN AND

METHODOLOGY

6

Findings

Effect of MI-based teaching on students’

autonomy

Effect of MI-based teaching on English

proficiency

6 FINDINGS

6.1 Effect of MI-based teaching on students’ autonomy

6.1 Effect of MI-based teaching on students’ autonomy

Some considerable improvements in students’

autonomy after applying MI-based lessons

Some considerable improvements in students’

autonomy after applying MI-based lessons

Mean and SD of two groups

6 FINDINGS

Pre-treatmen

t autonomy

test

Post-treatmen

t autonomy

test

Pre-treatmen

t autonomy

test

Post-treatmen

t autonomy

test

6 FINDINGS

6.2 Effect of MI-based teaching on English

proficiency

6.2 Effect of MI-based teaching on English

proficiency

Increase of scores in English proficiency after applying MI-based lessons.

Increase of scores in English proficiency after applying MI-based lessons.

Mean and SD of two groups

6 FINDINGS

Pre-test Post-test Pre-test Post-test

7 CONCLUSION

1 MI-based teaching

is an effective

technique in

teaching lessons to

students.

2 MI-based teaching

has strongly impacted on students’

autonomy

7.1 conclusions

7 CONCLUSION

1 may be

used

effectively

with high

school

students at

any classes

3 design more MI-based

lessons being suitable to the students’

innate intelligences

7.2 Implications

2 be prepared carefully

and interestingly

so that students’

strengths will be certainly explored more productively

7 CONCLUSION

1 lack of

of participants

7.3 Limitations

2 short period of time

7 CONCLUSION

1. be carried out

with a large

number of

participants with

a longer

experimental

time

2 use more than six MI-based

lesson plans to increase the

reliability in the treatment process

7.4 suggestions