Research Proposal

Pham Thi Hoa

Lead-in
Learner Autonomy through
Writing Portfolios
 Main Contents
 Rationale for the research

 Introduction of the Context

 Research Question

 Literature Review & Proposed Extension

 Methodology

 Methods of Data Collection & Data Analysis

 Ethical Issues
 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

 Research Question

 Literature Review & Proposed Extension

 Methodology

 Methods of Data Collection & Data Analysis

 Ethical Issues
 Context
 TOEFL iBT Preparation - Writing course
 Number of students: 10-15
 Students’ level: intermediate to high-intermediate
 Age: 16-25
 Duration: 2 months
 Lesson/week: 1
 Number of lessons: 11
 Content: TOEFL writing (independent & integrated)
 Main Contents
 Rationale for the research

 Introduction of the Context

 Research Question

 Literature Review & Proposed Extension

 Methodology

 Methods of Data Collection & Data Analysis

 Ethical Issues
 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

 Research Question

 Literature Review & Proposed Extension

 Methodology

 Methods of Data Collection & Data Analysis

 Ethical Issues
 Literature Review
 Learner Autonomy

 Definition

 Indications of Autonomous Learners

 Portfolios

 Definition

 Components

 Portfolios as a means to boost learner autonomy

 Related Studies
 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
 Portfolios
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)

 Components of Portfolios
 Samples that are considered class assignment
requirements
 “Processed samples” that were “previously graded by
the teacher”;
 “Revisions of student work” that are “graded and then
revised, edited, and rewritten”;
 Reflections that are associated with the “processed
samples,” and these reflections give students
opportunities 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

 Research Question

 Literature Review & Proposed Extension

 Methodology

 Methods of Data Collection & Data Analysis

 Ethical Issues
 Methodology – Case study
Learner Autonomy is hard to measure.

“even autonomous learners are not autonomous all

the time.” (Mynard, 2006)

“Affective factors such as mood, psychological

factors such as tiredness or hunger, motivational
variables such as their attitude towards the subject
matter and environmental factors such as noise,
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

 Research Question

 Literature Review & Proposed Extension

 Methodology

 Methods of Data Collection & Data Analysis

 Ethical Issues
 Data Collection
 Semi-structured interviews

 Interviews = getting the story behind a

participant’s experiences + in-depth info. (Hoang
& Nguyen, 2006)

 Semi-constructed interviews = flexibility +

adequate power and control (Vu, 2007)

 Key concepts provided + Vietnamese + informal

context + small presents
 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

 Research Question

 Literature Review & Proposed Extension

 Methodology

 Methods of Data Collection & Data Analysis

 Ethical Issues
 Ethical Issues
 Permission: Head of Academic Department &
class  nature, purpose, procedure

 Students: choice of withdrawal at any time. 

oral & informal

 Students: informed about recorder.

 Learner Autonomy through
Writing Portfolios
 Rationale for the research

 Introduction of the Context

 Research Question

 Literature Review & Proposed Extension

 Methodology

 Methods of Data Collection & Data Analysis

 Ethical Issues
Thank you for your attention!