Tài liệu The use of autonomous technology based language learning strategies among non english majors at da lat university master of tesol

MINISTRY OF EDUCATION AND TRAINING BA RIA-VUNG TAU UNIVERSITY DUONG HUY THE USE OF AUTONOMOUS TECHNOLOGYBASED LANGUAGE LEARNING STRATEGIES AMONG NON-ENGLISH MAJORS AT DALAT UNIVERSITY Submitted in fulfilment of the requirements for the degree of Master of TESOL SUPERVISOR: TRAN QUOC THAO, Ph. D Ba Ria - Vung Tau, March , 2021 The thesis entitled THE USE OF AUTONOMOUS TECHNOLOGY-BASED LANGUAGE LEARNING THE STRATEGIES AMONG NON-ENGLISH MAJORS AT DA LAT UNIVERSITY was successfully defended and approved on March 13, 2021 at Ba Ria - Vung Tau University (BVU). Academic supervisor: Dr. Trần Quốc Thao Examination Committee 1. Assoc. Prof. Dr. Phạm Hữu Đức: Chair 2. Dr. Nguyễn Hoàng Tuấn: Reader 1 3. Dr. Phan Thế Hưng: Reader 2 4. Dr. Dương Mỹ Thẩm : Member 5. Dr. Lê Lan Phương: Secretary Member On behalf of the Examination Committee Chair Assoc. Prof. Dr. Phạm Hữu Đức i MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY Ba Ria - Vung Tau, 13th March 2021 MASTER’S THESIS REPORT Student name: DUONG HUY Sex: Male Date of birth: 15 November 1977 Place of birth: Lam Dong Major: Teaching English to Speakers of Other Languages (TESOL) Student code: 18110090 I- Thesis title: The use of autonomous technology-based language learning strategies among non-English majored students at Dalat University. II- Objectives and contents: This study aims to scrutinize non-English majors’ strategies towards autonomous technology-based language learning (ATLL) at the context of Da Lat University. The research objectives are as follows: - To explore non-English majors’ attitudes towards the use of autonomous technology-based language learning (ATLL) at the context of Da Lat University. - To investigate the use of autonomous technology-based language learning strategies among non-English majored students at Dalat University. This study was conducted at the context of Da Lat University, there are many technology-based facilities such as Electronic library, multimedia rooms, LAB, I-class, smart classrooms, self-study rooms with Wi-Fi internet aiming to help students to study English. As such, students are required to take responsibility to learn independently. The participants were non-English majored students who were studying at Tourism Services and Tour Management, Economics and Business Administration, Information Technology and International Studies faculty. In order to gain the results, this study applied the mixed-method: quantitative and qualitative, two instruments were utilized: questionnaire and semi-structured interview so as to collect the data. III- Starting date: September 1st 2020 ii IV- Completing date: March 1st 2020 V- Academic supervisor: Tran Quoc Thao, Ph. D. ACADEMIC SUPERVISOR FACULTY DEAN iii CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: “THE USE OF AUTONOMOUS TECHNOLOGY-BASED LANGUAGE LEARNING STRATEGIES AMONG NON-ENGLISH MAJORS AT DA LAT UNIVERSITY” Ba Ria - Vung Tau, March, 2021 DUONG HUY iv RETENTION AND USE OF THE THESIS I hereby state that I, DUONG HUY, being a candidate for the degree of Master of TESOL accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library. In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses. Ba Ria Vung Tau, March, 2021 v ACKNOWLEDGEMENTS First and foremost, I would like to express my gratitude to my supervisor, Dr. Tran Quoc Thao for his professional guidance, efforts and support he gave me throughout the different phases of writing my Master Thesis. I was very lucky to work on my research under his supervision and patience which inspired me to greater efforts. I would also like to take the opportunity to thank examiners for reading my proposal for their in- depth comments and suggesting future steps they gave during the thesis defense. I am also deeply grateful for the support of teachers and students at Dalat University, the enthusiastic participation of the students and teachers in this research project. This study would not have been possible without the valuable data they provided. Last but not least, I owe my family wholehearted thanks for the everlasting support and encouragement I received. I might not have gone that far on my academic path without them. vi ABSTRACT Technology has emerged as an indispensable part in education in general and in English language education in particular. Accordingly, the use of technology for autonomous English language learning should be imperative. This study, therefore, aims to scrutinize the use of autonomous technology-based language learning strategies among non -English majors at the context of the Dalat University. The research participants were 425 non-English majors conveniently sampled answering the closed-ended questionnaires, and 25 of whom were invited for semi-structured interviews. The quantitative data from questionnaires were processed by SPSS, while the qualitative data from interviews were analyzed using the content analysis approach. The findings unraveled that the research participants had positive attitudes and effective strategies toward autonomous technology-based language learning. Among three components of attitudes, it was found out that research participants were highly aware of the roles of technology in autonomous language learning (cognitive attitudes), they had positive feelings towards the use of technology in autonomous language learning (affective attitudes), and they had different activities for using technology for autonomous language learning (behavioral attitudes). The findings also showed that most of research participants became more autonomous for their language learning and applied more autonomous technology-based language learning strategies beyond the classroom. Such preliminary findings are hoped to shed light on the enhancement of learner autonomy by integrating technology into autonomous English language teaching and learning. Keywords: attitude; autonomy; non-English major; strategies; technology; language learning vii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: ........................................................................................... iv RETENTION AND USE OF THE THESIS .............................................................. v ACKNOWLEDGEMENTS ...................................................................................... vi ABSTRACT ............................................................................................................. vii LIST OF FIGURES .................................................................................................. xii CHAPTER 1 ............................................................................................................... 1 INTRODUCTION ...................................................................................................... 1 1.1 Background to the study ....................................................................................... 1 1.2. Statement of the Problem .................................................................................... 3 1.3. Aims of the Study ............................................................................................... 4 1.4 Research Questions .............................................................................................. 4 1.5. Scope of the Study .............................................................................................. 4 1.6. Significance of the Study.................................................................................... 5 1.7. Definitions of the Terms ..................................................................................... 5 1.8. Organization of the thesis .................................................................................... 6 CHAPTER 2 ............................................................................................................... 8 LITERATURE REVIEW ........................................................................................... 8 2.1 Introduction .......................................................................................................... 8 2.2 Learner autonomy ................................................................................................. 8 2.2.1 Definitions of learner autonomy .................................................................... 8 2.2.2 Characteristics of learner autonomy ............................................................ 11 2.3 The use of technology in English language learning ......................................... 14 2.4 Autonomous language learning strategies .......................................................... 16 2.4.1 Classification of autonomous language learning strategies ........................ 16 2.4.2 Autonomous technology-based language learning strategies ..................... 18 2.5.1 Definitions of attitudes ................................................................................ 23 2.5.2 The components of attitudes ........................................................................ 23 Figure 1.1: the ABC model of attitude ..................................................................... 24 2.6 Previous studies .................................................................................................. 26 2.7 Conceptual Framework in this Study ................................................................. 32 viii Figure 2.1: The conceptual framework for Autonomous Technology-based Language Learning strategies .................................................................................................... 32 2.8 Chapter summary................................................................................................ 33 CHAPTER 3 ............................................................................................................. 34 RESEARCH METHODOLOGY ............................................................................. 34 3.1. Introduction ....................................................................................................... 34 3.2. Research Site ..................................................................................................... 34 3.3. Research design ................................................................................................. 35 Figure 3.1: Sequential explanatory design (Creswell, 2009, p. 209) ....................... 36 3.4 Sample and sampling procedures ....................................................................... 36 Table 3.1: Participants’ general information ............................................................ 39 3.5 Research instruments .......................................................................................... 39 3.5.1 Questionnaire ............................................................................................... 39 3.5.2 Semi-structured interview ........................................................................... 41 3.6 Data collection procedures ................................................................................. 41 3.7 Data analysis procedures .................................................................................... 42 3.8. Validity and Reliability ..................................................................................... 43 Table 3.2. Cronbach’s Alpha of the questionnaire items ......................................... 44 CHAPTER 4 ............................................................................................................. 47 RESULTS AND DISCUSSIONS ............................................................................ 47 4.1. Introduction ....................................................................................................... 47 4.2. Results ............................................................................................................... 47 4.2.1. Non-English majored students’ attitudes towards Autonomous Technologybased Language Learning (ATLL) ....................................................................... 47 Table 4.1. Non-English majored Students’ attitudes towards ATLL ....................... 48 Table 4.2. Non-English majored students’ affective attitudes towards ATLL ........ 49 Table 4.3. Non-English majored students’ behavioural attitudes towards ATLL ... 51 Table 4.4. Non-English majored students’ cognitive attitudes towards ATLL ....... 52 4.2.2. Non-English majored students’ Autonomous Technology-based Language Learning Strategies (ATLLS) ............................................................................... 53 Table 4.5 Non-English majored students’ memory strategies ................................. 55 Table 4.6 Non-English majored students’ cognitive strategies ................................ 56 ix Table 4.7. Non-English majored students’ metacognitive strategies ....................... 58 Table 4.8 Non-English majored students’ social strategies ..................................... 61 4.3 Discussions ......................................................................................................... 62 4.3.1 Non-English majored students’ attitudes towards ATLL............................ 62 4.3.2. Non-English majored students’ Autonomous Technology-based Language Learning Strategies (ATLLS) ............................................................................... 63 CHAPTER 5 ............................................................................................................. 66 CONCLUSIONS AND RECOMMENDATIONS ................................................... 66 5.1. Introduction ....................................................................................................... 66 5.2. Conclusions ....................................................................................................... 66 5.3. The Implications of the Research ...................................................................... 67 5.4. Limitations of the Research ............................................................................... 69 5.5. Recommendation for Further Research ............................................................. 69 REFERENCES ......................................................................................................... 71 APPENDICES .......................................................................................................... 82 x LIST OF TABLES Table 4.1. Non-English majored Students’ attitudes towards ATLL ....................... 48 Table 4.2. Non-English majored students’ affective attitudes towards ATLL ........ 49 Table 4.3. Non-English majored students’ behavioural attitudes towards ATLL ... 51 Table 4.4. Non-English majored students ‘cognitive attitudes towards ATLL ....... 52 Table 4.5 Non-English majored students’ memory strategies ................................. 55 Table 4.6 Non-English majored students’ cognitive strategies ................................ 56 Table 4.7. Non-English majored students’ metacognitive strategies ....................... 58 Table 4.8 Non-English majored students’ social strategies ..................................... 61 xi LIST OF FIGURES Figure 1.1: the ABC model of attitude ..................................................................... 24 Figure 2.1: The conceptual framework for Autonomous Technology-based Language Learning strategies .................................................................................................... 32 Figure 3.1: Sequential explanatory design (Creswell, 2009, p. 209) ....................... 36 xii LIST OF ABREVIATIONS ATLLS Autonomous Technology-based Language Learning Strategies ATLL Autonomous Technology-based Language Learning CALL Computer-Assisted Language Learning DLU Dalat University CMC Computer Mediated Communication ICT Information and Communication Technology LA: Learner autonomy L1 First Language L2 Second Language MALL Mobile-Assisted Language Learning TELL Technology-Enhanced Language Learning xiii CHAPTER 1 INTRODUCTION 1.1 Background to the study An ever changing and diversified society requires ceaseless learning to maintain high standards of quality in careers and highly satisfying daily lives. It is rapid diffusion of information and communication technology (ICT) that accelerates instability of employment and requires everyone to renew professional knowledge and competence, often as his/her responsibility. Responsibility accepted by learners is what all teachers dream about. The responsible learner is willing to cooperate with the teacher and others in the learning group for everyone’s benefit. The responsible learner is the one who accepts the idea that their own efforts are crucial to progress in learning, and behave accordingly. Autonomous learning capabilities are thus highly valued. However, as Scharle (2000) said, most language teachers have experienced the frustration of investing endless amounts of energy in their study and getting very little response. There are always some students who never do their homework, who are reluctant to use the target language in pair own group work, who do not learn from their mistakes, who do not listen to each other, who do not use opportunities to learn outside of the classroom, etc. The evidence is that students are used to the teachercentered teaching model; they may not be able to accept the student-centered teaching model because sometimes they are so lost that they do not know what to do or learn. As one saying goes “you can lead a horse to water, but you cannot make him drink.” In language teaching, teachers can provide all the necessary circumstances and input, but learning can only happen if learners are willing to contribute. Their passive presence will not suffice, just as a horse would remain thirsty if he stood still by the river. And in other for the learners to be actively involved in learning process, they first need realize and accept that success in learning depends as much on themselves as on the teacher. That is, they must accept the fact that they share responsibility for the learning outcomes. In other words, “success in learning very much depends on learners taking responsibility” (Scharle, 2000, p.4). Therefore, some degree of autonomy is essential to successful language learning. No matter how much students learn through lessons, there is always plenty more need to learn by practice on their own. Also, the changing needs of learners will 1 require them to go back to learning several times in their lives: then again, they will need to be able to study on their own. The best way to prepare students for the task of being a long-life learner is to help them become more autonomous in their learning strategies (Scharle, 2000). Like some other Asian countries, Vietnamese education is also struggling to renovate the teaching style from cramming knowledge to activating curiosity and interest for students to explore knowledge and express themselves. Thus, the learnercentered approach is adopted to replace that of the teacher-centered approach. In the learner-centered approach, the teacher’s main job is as a facilitator; with the expectation that the students will become independent learners. However, for most Asian students, including Vietnamese, the tendency is to favor a dependent learning style (Liu & Littlewood, 1997). According to Hershberger et al. (1986), Japanese and Korean students are often quiet, shy and reticent in a language classroom. Chinese students likewise name “listening to teacher” as their most frequent activity in senior school English class (Liu & Littlewood, 1997). In addition, Vietnamese students are not an exception to the case. It is their personality traits, preferred learning styles, and cultural attitudes that set limits to the development of autonomic learning strategies. As Scharle (2000) points out, individual students or the community where they come from may have a strong aversion to individualism and a preference for collectivism, so they may be unwilling to take personal initiative. One of the challenges for an ESL teacher is to get their students to use all of the opportunities that they have and to assume greater responsibility for their own learning. While learning is a dynamic action, Vietnamese students are known to be passive in the learning process. Instead of going out and discovering things for themselves, Vietnamese students tend to expect their teachers to give them knowledge. While the communicative approach and learning-centeredness are being introduced and applied into pedagogy of institutions in Vietnam as well as in some other Asian countries, little attention is paid to the idea of raising the learner’s awareness of a more independent learning style through the use of technology. Technology will give learners new opportunities for the learning of the language; it secures a life-long learning process for those who know how to take advantage of all that is brought about by technology. 2 There is much literature discussing how technology is integrated into language teaching and learning, its great effectiveness on English teaching and also its positive impact on student learning and student autonomous learning. The truth is that technology has become a primary “globalizing force” that should be considered as a significant tool in the process of education. It could make learning more motivational and help students get better results. Additionally, the most important is that technology can help boost learner autonomy. In the context of Vietnam, technology has been used to teach English in several high schools and universities in recent years. The development and application of Information and Communication Technology (ICT) had a considerable impact on language learner autonomy in Vietnam. The increasing use of ICT in Vietnam has clearly changed the English learning methodologies. Through using technology to learn English language better and faster, English learners in Vietnam can control their own learning process and access to many useful information such as English online resources, English study software, online dictionaries. At the context of Da Lat University, there are many students who use these tools of Da Lat University outside classroom in frequent time; their English language proficiency has remarkable improvement. However, in order to know its real effectiveness, it is necessary to have a serious study to see the pictures and then to provide solutions for DLU and the students to integrate into the training program and learning plan better and better. 1.2. Statement of the Problem At the context of Da Lat University, there are many technology-based facilities such as Electronic library, multimedia rooms, LAB, I-class, smart classrooms, selfstudy rooms with Wi-Fi internet aiming to help students to study English. As such, students are required to take responsibility to learn independently. It is observed that, nonetheless, students, especially non-English majors, still have a low level of English proficiency and learner autonomy due to a number of reasons. Firstly, non-English majors may not like using technology in their English language learning. Secondly, they may not be autonomous English learners by themselves. Thirdly, they may encounter different obstacles to English language learning. Fourthly, they may not be able to utilize technology-based tools to learn English effectively. Therefore, in order 3 to seek for the plausible answers to such problems, this study, within the delimitation of this paper, endeavors to scrutinize non-English majors’ attitudes and strategies towards autonomous technology-based language learning (ATLL) at the context of Da Lat University. 1.3. Aims of the Study This study aims at exploring how non-English majors employ autonomous technology-based language learning strategies (ATLLS) in English language learning at the context of DLU. • To explore non-English majors’ attitudes towards the autonomous use of technology for English language learning at DLU; • To find out non-English majors use of ATLLS in their English language learning at DLU; • To examine the significant differences in non-English majors’ attitudes towards the autonomous use of technology for English language learning and their use of ATLLS at DLU in terms of majors. 1.4 Research Questions In order to achieve the aforementioned objectives, the following research questions must be addressed: 1. What are the attitudes towards the autonomous use of technology for English language learning of non-English majors at DLU? 2. How do non-English majors at DLU use ATLLS in their English language learning? 1.5. Scope of the Study The main focus of this study was the design of using efficient ATLLS of nonEnglish majors at DLU in their English language learning. The present study aims to explore non-English majors’ use of significantly differently at DLU. To achieve this, the present study attempts to apply a mixed methods design. The present study incorporates the collection of four hundred non-English majors from four majors: Economics and Business Administration, International studies, Tourism Services and Tour Management and Information Technology. Research instruments in this research are questionnaire and semi-structured interview. The SPSS and content analysis were applied to analyze quantitative and qualitative data respectively. 4 1.6. Significance of the Study The findings of this study may reveal to what extent non-English majors are being trained as autonomous in using of ATTLS among non-English majors at DLU. In addition, the instructors can become more aware of their own assumptions and practices in the classroom concerning learner autonomy. Similarly, this study may raise non-English majors’ awareness about the concept of autonomy and its importance in learning English. Finally, all this may help to foster using of technology-based autonomous language learning strategies further not only in DLU but also in other universities in Vietnam. The study can also help English teachers to implement ICT in their teaching by supporting the provision of facilities and conducting professional development autonomous language learning courses in DLU. The study can also help students and stakeholders in DLU to promote perceptions and to develop necessary qualities and skills needed for applying technology-based autonomous language learning strategies out of their classroom 1.7. Definitions of the Terms For the purpose of this study, many terms must be defined to provide a specific perspective on the issues discussed. • Autonomous language learning strategies refer to important aspects that support and contribute learners in language learning. • Non-English majored students are those who major in other specialist areas varying from English specialty such as students who major in International studies, Information Technology, Tourism or Law studies. English is a compulsory subject at the basic level before graduation. • Technology- based tools are effective tools including CALL, ICT, MALL, web-based … to support non-English majored students for language learning in DLU. • Self-regulation is ‘a process in which people organize and manage their learning, including control of their time, thoughts, emotions, behaviors, and environment.’ (Zhou & Wei, 2018) 5 • Autonomous technology-based language learning strategy (ATLLS) refers to strategies for autonomous language learning assisted by technology which non-English majored students employ in English language learning. • Strategies: Brown (2001, p.124) describes the strategies as ‘the specific attacks that we make on a given problem’ 1.8. Organization of the thesis This thesis includes 5 chapters as follows: Chapter 1: Introduction - This chapter gives an initial overview of the thesis, which set the general context of the research. Eight sections are concluded in this chapter, namely “Background to the study”, “Statement of the problem”, “Research objectives of the study”, “Research questions”, “Scope of the study”, “Significance of the study”, “Definitions of the key terms” and “Organization of the thesis”. Chapter 2: Literature review - This chapter presents the theoretical background of some previous studies and it is composed of 2 main sections: theoretical foundation of learner autonomy and previous studies relating to the use of autonomous technology-based language learning strategies. Chapter 3: Research Methodology - This chapter presents the research methods that were employed to conduct this study. This chapter accesses that were employed to conduct this study. This chapter accesses that were employed to conduct this study. This chapter accesses that were employed to conduct this study. This chapter accesses that were employed to conduct this study. This chapter accesses that were employed to conduct this study. This chapter accesses that were employed to conduct this study. This chapter accesses the designed methods of collecting, analyzing, and illustrating the data to answer the research questions. The major research instruments are the questionnaires. This chapter includes sections Research design, Instruments, Data collection and analysis procedure. Chapter 4: Results and Discussions - This chapter reveals the findings and discussions of the findings of the study. The findings are presented according to the research questions. The findings of research question 1 are presented first, and then those of research questions 2 and 3 are presented. After that, discussions of the findings are provided. 6