Phát triển tính tự học của học sinh thông qua các dự án thực tiễn

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*********************

NGUYỄN THỊ PHƢƠNG ANH

DEVELOPING LEARNER AUTONOMY THROUGH ACTION PROJECTS
(Phát triển tính tự học của học sinh thông qua các dự án thực tiễn)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 8140231.01

HANOI - 2019


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*********************

NGUYỄN THỊ PHƢƠNG ANH

DEVELOPING LEARNER AUTONOMY THROUGH ACTION PROJECTS
(Phát triển tính tự học của học sinh thông qua các dự án thực tiễn)

Field

: English Teaching Methodology

Code

: 8140231.01

Supervisor : Dr. Huỳnh Anh Tuấn

HANOI – 2019


DECLARATION
I, Nguyễn Thị Phương Anh, declare that this thesis and the work presented it are my
own and has been generated by me as the result of my own original research. It has not
been submitted to any other university or institution wholly or partially.

Hanoi, August 2019

Nguyễn Thị Phƣơng Anh

i


ACKNOWLEDGEMENTS
I would first like to express my deep gratitude to my supervisor Dr. Huynh Anh Tuan Vietnam National University, Hanoi – University of Languages and International Studies
who gave me a lot of valuable guidance, encouragements, criticisms and correction
throughout my thesis writing. The door of Dr. Huynh Anh Tuan‘s office was always
open whenever I ran into a trouble spot or had a question about my research or writing.
He consistently allowed this paper to be my own work, but steered me in the right
direction whenever he thought I needed it.
I would also like to thank twenty-five 7th grade students at secondary school in Ha Noi.

Without their passionate participation and input, the validation survey could not have
been successfully conducted.
My sincere thanks go to my family, my colleagues and my friends for their
encouragement and support that help me to complete my work.

ii


ABSTRACT
Project-based learning is one of the approaches which is assumed to promote learner
autonomy. Since its implementation has not been effective, this study is aimed at
investigating the current issues of how Project-based learning promotes learner
autonomy in an EFL classroom. Employing descriptive qualitative research design 25
participants who were grade 7 of a secondary school in Hanoi. The data collected
through questionnaires and observation were chosen as the information of the study.
The results of data analysis led to the conclusion that project-based learning has
promoted learner autonomy, which covers the criteria of self-instruction, self-direction,
self-access learning and individualized instruction in each stage of project-based
activity, namely the planning process, the implementation process and the monitoring
process. There are also some important findings. Firstly, there is a linear relationship
between learners‘ achievement and learner autonomy through popular and effective
projects. Secondly, the result showed students‘ attitudes toward action projects. But if
the teachers select suitable projects, learner autonomy is gradually improved. It is
worth noting that no one becomes one hundred percent autonomous. Among the stages
of the Project-based activity, the learners gain the highest degree of learner autonomy
in the implementation process. There are still constraints in enhancing learner
autonomy. Due to the constraints, this study recommends that promoting learner
autonomy needs support in some specific areas, especially the professional treatment of
the teachers and institutions.

iii


TABLE OF CONTENTS
DECLARATION ................................................................................................................ i
ACKNOWLEDGEMENTS .............................................................................................. ii
ABSTRACT ...................................................................................................................... iii
LIST OF ABBREVIATIONS.......................................................................................... vi
CHAPTER I - INTRODUCTION ................................................................................... 1
1.1. Rationale ................................................................................................................... 1
1.2. Aims and objectives of the research ......................................................................... 3
1.3. Research method ....................................................................................................... 5
1.3.1.

Research questions ...................................................................................... 5

1.3.2.

Methods of the study .................................................................................... 5

1.4. Scope of the study ..................................................................................................... 6
1.5. Significance of the research ...................................................................................... 6
1.6. Structure of the thesis ................................................................................................ 6
CHAPTER 2 - LITERATURE REVIEW ....................................................................... 8
2.1. Autonomy.................................................................................................................. 8
2.2. Learner autonomy ..................................................................................................... 9
2.3. Project-based learning ............................................................................................. 10
2.3.1. Definitions ..................................................................................................... 10
2.3.2. The project as a process ................................................................................ 12
2.4. Promoting learner autonomy by Project-based learning......................................... 13

2.5. Studies related to learner autonomy and project-based learning ............................ 13
2.6. Summary ................................................................................................................. 14
CHAPTER 3 METHODOLOGY .................................................................................. 16
3.1. Research Approach ................................................................................................. 16
3.2. Research design....................................................................................................... 17
3.3. Procedures of the study ........................................................................................... 18
3.4. Data collection instruments..................................................................................... 26
iv


3.4.1.

Questionnaire............................................................................................. 26

3.4.2.

Teacher Observation.................................................................................. 27

3.5. Data analysis ........................................................................................................... 27
3.6. Summary ................................................................................................................. 28
CHAPTER 4 - FINDINGS AND DISCUSSION .......................................................... 29
4.1. The extent to which the action project improves the students‘ autonomy ............. 29
4.1.1.

Students’ autonomy before project work ................................................... 29

4.1.2.

Students’ autonomy after project work ...................................................... 32

4.2. The students‘ attitudes towards the projects carried out regarding the
development of the learner autonomy ........................................................................... 40
4.3. Summary ................................................................................................................. 43
CHAPTER 5 – CONCLUSION ..................................................................................... 44
5.1. Recapitulation ......................................................................................................... 44
5.2. Implication .............................................................................................................. 46
5.3. Limitation of the research ....................................................................................... 49
5.4. Suggestion for further studies ................................................................................. 49
REFERENCES ................................................................................................................ 50
APPENDICES .................................................................................................................... I
APPENDIX 1. TEACHER’S OBSERVATION JOURNALS ....................................... I
APPENDIX 2: PRE-PROJECT SURVEY QUESTIONAIRE ................................... III
PRE-PROJECT QUESTIONNAIRE (VIETNAMESE) ............................................. VI
APPENDIX 3: POST-PROJECT SURVEY QUESTIONAIRE................................. IX
POST-PROJECT SURVEY QUESTIONNAIRE (VIETNAMESE) ....................... XII
RESPONSE TO PRE-PROJECT SURVEY QUESTIONNAIRE .......................... XVI
RESPONSE TO POST- PROJECT SURVEY QUESTIONNAIRE ....................... XIX

v


LIST OF ABBREVIATIONS

EFL

: English as a Foreign Language

LA

: Learner autonomy

PBL

: Project-based Learning

vi


CHAPTER I - INTRODUCTION
1.1.

Rationale

Nobody can deny that English is not only an international language, but it is also seen
as a vital tool for any global citizen. In Vietnam, English is considered a foreign
language (EFL) and all learners, parents, teachers, educators, leaders as well as
politicians are interested in how learners are able to learn English independently and
effectively. In Vietnam, learner autonomy has been studied in many studies on the
global scale over the last decades, but the application of this approach to teaching
English as a foreign language in Vietnam is still not popular.
Nowadays, how to help students learn effectively is one the most important interests of
learners, parents as well as teachers; especially in English foreign language
environment as in Vietnam. However, the most important factor is learners autonomy
(LA). If a learner can raise his awareness about finding the best ways to learn English
himself, what he can gain is much better than the ways he learns as guided. There are
four main advantages to becoming an autonomous learner. Firstly, learners may not
always have the support of their teacher, and they therefore need to be able to learn by
themselves. Secondly, autonomous learners are likely to be more efficient in their
learning, because the learning is more personal and focused. Thirdly, the skills required
in autonomous learning are ones which is needed in future working. Finally, since

autonomous learners are more proactive in their learning, they will usually succeed
even though they may not always feel positive towards their learning or may
sometimes lack motivation.
Developing learner autonomy involves learning how to learn, and is a gradual and
sometimes difficult process. In order to become autonomous, learners need to be
exposed to a range of useful learning activities, and have the opportunity to evaluate
and reflect on these. This will be achieved by a combination of efforts by the teacher,

1


peers and the student. Assessment of learning, by all three groups, will also be
important. Working with others in this way can be difficult for some students, who
may not be used to viewing learning as a social activity, and the autonomous learner
therefore needs to develop social skills such as empathy, tolerance and understanding
of difference, as well as the ability to explain, discuss and negotiate with the teacher
and other learners. In short, developing learner autonomy means developing a wide
range of academic, intellectual, personal and interpersonal skills, requiring engagement
with cognitive, metacognitive, effective and social dimensions.
In Viet Nam many students seemed to follow the methods applied from primary
schools to secondary schools. Some students had to do heavier and more difficult
homework than their real levels because some parents expect their children to learn
excellently in any subjects and any areas. However, they mostly depended on teachers
at schools and tutors at home. Nowadays, things are changing, students are encouraged
to learn autonomously inside and outside classes. However, to evaluate the effective
learning through autonomous learning, it needs to carry out a study in a concrete
object. This study planned to carry out with one class in grade 7 at a secondary school
in Ha Noi. Students are controlled by teachers and parents through fixed syllabus and
curriculum applied all over the country. These seemed to lead them to the situation that
they cannot sometimes do anything without teacher‘s instruction that makes them

change their learning style during Secondary school.
Holec (1981) confirms that some learners still largely see the teacher as an authority
figure in the classroom to take most of the responsibilities and make most of the
decisions about their learning in the classroom context. This might be considered as the
reason why some students cannot show autonomous behaviors positively and
independently in the classroom.

2


Little (1991) also shows that some teachers still use traditional methods in teaching
English in EFL contexts to make their teaching safer. Therefore, they sometimes do not
motivate their learners self-study. Teachers with an autonomy-supportive style rely on
different instructional behaviors to motivate their students than do teachers with a
controlling style.
The role of teachers is not meaningful for transmitting knowledge, but for creating
proper conditions for the construction of knowledge. In addition, Vietnam educational
system seeks to promote proficient learners in language skills as well as to enhance
their cognitive and intercultural development, but suitable conditions to meet this
requirement do not exist widely in public education system. That is why there is a high
risk that formal education may affect learners' autonomy (making their own learning
decisions) due to the fact that some students tend to be passive, that is, they just do
what they are required to do without judging what teachers implement in classes.
Nowadays, many secondary students are familiar with projects in their textbooks.
Projects are the most important part to shape students into a responsible student.
However, all projects in textbooks are not enough for helping them to be autonomous
learners. Giving students more addition action projects is giving them a chance to
become responsible for their own learning in school and in life. It is obvious that
teaching is not only providing students a good knowledge but also teaching them to
develop the sense of responsibility and self-motivation through projects. Autonomous

learning plays an important role in English learning process to achieve their short and
long goals. Meanwhile, how to exploit and encourage learners autonomously needs the
efforts from learners, teachers and learning environment.
1.2.

Aims and objectives of the research

To evaluate whether learner autonomy could be improved through action projects
effectively, it needs to carry out a study to determine the real performance of

3


supportive-learning extra action research in class in a term. The author decided to
conduct this study in a class of a secondary school. Particularly, this research would
seek to identify how action projects help students improve their autonomy, learners‘
attitude and problems linked to these projects. Through this research, it seeks to
identify problem areas and further make recommendations for providing supportivelearning extra action projects.
There were 4 projects designed for learners to take part in. These projects were divided
equally for group work.
By highlighting some available projects, study‘s goal is to shape students‘ awareness
about these projects and gain access to a resource that can improve their autonomy.
Using actual situations involving projects in a class and comparing it to the
corresponding learners‘ attitudes, this research would raise practical recommendations
that could be used to enhance learner autonomy. Through this study, it was referred
that other secondary school teachers interested in doing project-based learning in a
language classroom and how learners react to learning with action projects and if
whether it affected their language learning and performance.
This action research is conducted with the aim of discovering whether students can
improve their autonomy through project-based learning. Specifically, the study trying

to affair the following objectives:
-

To investigate the improvement of secondary students‘ autonomy in learning
English before and after doing projects.

-

To identify students‘ attitudes toward the projects carried out regarding the
development of the learner autonomy.

4


1.3.

Research method

1.3.1. Research questions
There was now a considerable body of evidence to emphasize that learner autonomy
and education are highly influenced by their beliefs about teaching and learning
through action projects, which in turn were defined by their personal history and
learning experiences in classrooms. However, little has been said about the possible
effect of such beliefs and experiences on practicing teachers. To address this gap, the
present paper set out to investigate what action projects are and whether those could be
effectively in teaching and learning to determine to what extent their current beliefs are
influenced by their prior language learning experiences, their teacher education
courses, and their teaching experiences. Analyses of data were drawn from a semistructured survey of 25 students from the classes at secondary school in Hanoi.
The study addressed to accomplish the following research questions:
1. To what extent does an action project improve secondary students’ autonomy in

learning English?
2. What are the students’ attitudes towards the projects carried out regarding the
development of the learner autonomy?
1.3.2. Methods of the study
The results were analyzed quantitatively and qualitatively.
About the quantitative data, the analysis was carried out right after 25 learners did the
post-questionnaire at the end of the project. Students‘ scores of the two tests – preproject questionnaire and post- project questionnaire were categorized and then
analyzed with the support of certain tools. The results of both pre-project questionnaire
and post- project questionnaire were analyzed to figure out to what extent the activities
based on learner autonomy theory contribute to learners‘ results. The researcher took a
close look at the descriptive statistics among three different levels of young learners to
5


see which group made better progress. With qualitative data, the researcher based on
the observational data to make comment on students‘ progress during and after the
intervening program. The researcher focused on the students‘ improvement in terms of
group work process.
1.4.

Scope of the study

Due to time constraints, the research is carried out in twelve weeks of the second term
in the academic year 2018-2019 (from February 13th to May 8th). The study limits
itself to the investigation of the impacts of action projects on the students‘ autonomy as
well as their attitudes towards the project-based approach. The number of participants
of the study is quite small – only twenty-five students of class 7. These participants are
fairly good at English. Therefore, no generalization is intended in this study.
1.5.

Significance of the research

The research provides teachers in secondary school with practical insights into action
projects so that they can better and more efficiently design and apply useful projects
during teaching. The result of this research would give teachers practical ideas in
designing projects that enhance students‘ autonomy to become more active and
independent in acquiring new knowledge. Moreover, students can take charge of their
own learning and what they are doing in the future as well.
1.6.

Structure of the thesis

The study consists of five chapters as follows:
Chapter 1: Introduction – includes the rationale, aims, scope, significance and
methodology of the study.
Chapter 2: Literature review – presents literature related to the study including
Autonomy theory, the definition of learner autonomy and project-based learning,
promoting learner autonomy by project-based learning and Studies related to learner
autonomy and project-based learning.
6


Chapter 3: Methodology – presents the approach, the background of participants as
well as data collection instruments and procedures for carrying on the research
including pre-post-questionnaire, teacher observation journals and interview.
Chapter 4: Findings and Discussion – reports the main findings obtained from the data
collection and discusses the prominent aspects.
Chapter 5: Conclusion – summarizes the main research points, points out the
limitation of the study and makes suggestions for further studies.
References and Appendixes come at the end of the study

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CHAPTER 2 - LITERATURE REVIEW
This chapter is intended to present the background theory underlying the issue,
including the definition and the relevant knowledge around core concepts, followed by
a review of related studies in the same field.
2.1.

Autonomy

Autonomy is the capacity of an agent to act in accordance with objective morality
rather than under the influence of desires (David 1997). That means learners recognize
that learning is a mission and it helps them widen knowledge in achieving what they
plan in short or long term themselves.

According to Holec (1981), autonomy is

independence or freedom, as of the will or self-government or the right of selfgovernment in learning. It is obviously that if learners know the more they discover the
world through learning, the better their knowledge they gain.
Allwright (1990) confirms that autonomy is the capacity to self -direct learners‘‘ own
learning, to develop their ability to know how to learn. Self-knowledge is important to
become good language learners. However, excessive students are dependence on the
teacher while study at classes are not enough, and they lack of confidence and
frustration. Therefore, how to encourage learners to study autonomously plays a vital
part in their learning process.
During his own study, Aoki (2002) refers autonomy as a concept found in linguistics.
Within the context, it is the capacity of a rational individual to make an informed, uncoerced decision. "The freedom to make one's own choices, and independence of
persons". It is the right of self governed; and individual's capacity for selfdetermination. Hence, autonomy is an individual‘s capacity for self-determination or

self- governance in study.

8


2.2.

Learner autonomy

Learner autonomy leads to the belief that learners should take a greatest amount of
responsibility for what they learn and how they learn it (Benson & Voller 1997). They
should be concerned in decisions including setting objectives for learning, determining
ways and means of learning, and reflecting on and assessing what they have learned.
Autonomous learning is said to make learning more personal and focused and
consequently achieve better learning outcomes since learning is based on learners‘
needs and preferences. It contrasts with the traditional teacher-led approach in which
most decisions are made by the teacher, The use of self-directed learning in a selfaccess centre is one application of this approach.
Learner autonomy as the ―ability to take charge of one‘s own learning‖, noting that this
ability ―is not inborn but must be acquired either by ‗natural‘ means or (as most often
happens) by formal learning, i.e. in a systematic, deliberate way‖, and pointing out that
―To take charge of one‘s learning is to have the responsibility for all the decisions
concerning all aspects of this learning (Dickinson 1994).
Learner autonomy is that students should take responsibility for their own learning,
rather than be dependent on the teacher. The autonomous learner is one that constructs
knowledge from direct experience, rather than one who responds to someone‘s
instruction‖ (Fisher, Hafner, & Young 2006). Characteristics of learning autonomy are
concepts based on the natural tendency for learners to take control of their learning.
Autonomy may be illustrated in different ways and to different degrees depending on
each learner and learning situation. Learners who lack autonomy are able of developing
given appropriate conditions and preparation. Autonomous learning is more effective

than non-autonomous learning.
The performance of learning a language outside the framework of an educational
system and without the intervention of a teacher is the capacity which allows learners

9


to take more responsibility for their own learning The conditions that allow learners to
control the process and content of learning as well as the institutional context within
which learning takes place The ability to interact and collaborate with others (Lamb
&Reinders 2006).
2.3.

Project-based learning

2.3.1. Definitions
N.T.V. Lam (2011) defines that project-based learning (PBL) is a learning method
which focuses on the learner; the teacher acts mainly as a facilitator and motivator.
PBL emphasizes learning activities that are learner-centered and usually integrated
with real world concerns. With a view to achieving great successes in teaching and
learning under the credit-hour system, training workers of the twenty-first century
standard, PBL is a beneficial approach to be applied at schools in Vietnam.
Teachers are incorporating more and more projects into their curriculum, allowing for
much greater levels of collaboration and responsibility for students at all levels.
Project- based learning is a popular trend, and even teachers who don‘t necessarily
follow that approach still see the benefit to using projects to advance their students‘
learning (Krajcik 2006). Projects can be wonderful teaching tools. They can allow for a
more student - centred environment, where teachers can guide students in their learning
instead of using lectures to provide them with information.
As Moss (1998) confirms, project-based learning is an instructional approach designed

to give students the opportunity to develop knowledge and skills through engaging
projects set around challenges and problems they may face in the real world. Projectbased learning, is more than just projects. PBL students "investigate and respond to an
authentic, engaging, and complex problem, or challenge" with deep and sustained
attention that shows "learning by doing." It is an instructional methodology that
encourages students to learn and apply knowledge and skills through an engaging

10


experience. PBL presents opportunities for deeper learning in-context and for the
development of important skills tied to college and career readiness. Applying PBL is a
multidisciplinary

pedagogical

approach

that

provides

meaningful

learning

opportunities. While project-based learning can certainly be content-specific, it also
provides a vehicle for integrating multiple subjects. PBL encourages students to make
meaningful connections across content areas, rather than thinking about each subject
area in isolation.
PBL provides opportunities to engage students in real-world learning. PBL is a great

opportunity to engage students in authentic projects and/or performance tasks tied to
real-world careers and experiences. Real-world tasks give students a deeper
understanding of concepts through relevant and authentic learning experiences (Torres
2015). Project Based Learning is a teaching method in which students gain knowledge
and skills by working for an extended period of time to investigate and respond to an
engaging and complex question, problem, or challenge. Torres (2015) also refers PBL
is a student- centered pedagogy that involves a dynamic classroom approach in which
students acquire a deeper knowledge through active exploration of real-world
challenges and problems. Students learn about a subject by working for an extended
period of time to investigate and respond to a complex question, challenge, or problem.
It is illustrated that PBL is a style of active learning and inquiry-based learning. PBL
contrasts with paper-based, rote memorization, or teacher-led instruction that simply
presents established facts or portrays a smooth path to knowledge by instead posing
questions, problems or scenarios. Students learn knowledge and elements of the core
curriculum, but also apply what they know to solve authentic problems and produce
results that matter. PBL refocuses education on the student, not the curriculum. These
cannot be taught out of a textbook, but must be activated through experience."

11


2.3.2. The project as a process
The division of stages in a project varies from researcher to researcher. Kurt Lewin, a
German social psychologist, has been credited with the development of ide of action
research. He first found that experimental methods, in many cases, were inadequate
and unsatisfactory. He then tried to seek for a method that based on people‘s real world
experience. From that time on, action research has entered the world of researchers.
According to Kurt Lewin, action research is ―a comparative research on the conditions
and effects of various forms of social action and research leading to social action‖. This
type of research uses ―a spriral step‖ each of which is ―composed of a circle of

planning, action and fact-finding about the result of the action‖. ―Lewin developed the
classic model of action research that proceeds four-step repeating spiral of planning,
acting, observing and reflecting can be considered the basis for many of more modern
definitions of action research‖ Meyer(1993).
Planning
The planning stage consists of the following four steps:
-

Identifying and limiting the topic

-

Gathering information

-

Reviewing the related literature

-

Developing a research plan
Acting

The acting stage consists of the following two steps:
-

Implementing the plan and collecting data

-

Analyzing the data
Observing

The Observing stage consists of the following steps
-

Observing the process
Reflecting

The reflecting stage consists of the following steps:
12


2.4.

Sharing and communicating
Promoting learner autonomy by Project-based learning

Project-based learning is one of the methods, which is supposed to improve learner
autonomy. Since its implementation has not been effective, the purpose of this study is
to investigate the current issue of how project-based learning increases Learner
autonomy in an EFL Classroom (Dam 1990). It engages descriptive qualitative
research design at six participants of Junior High School students, grade nine. The
qualitative data gathered through report analysis, observation and interview were
analyzed qualitatively. The results of data analysis reached to the conclusion that
project-based learning has improved learner autonomy, which covers the principles of
self-instruction, self-direction, self-access learning and individualized guidance in each
stage of Project-based Activity, particularly the planning process, the implementation
process and the monitoring process. There are also six vital findings. Firstly, learner
autonomy differs among learners. Secondly, there is a continuing relationship between

learners‘ accomplishment and learner autonomy. Thirdly, learner autonomy needs
process, and the process shows irregular pattern. Fourthly, it is worthy remarked that
no one is one hundred percent autonomy. Fifthly, among the three stages of the projectbased activity, the learners gain the highest degree of learner autonomy in the
implementation process. Sixthly, there are still constraints in enhancing learner
autonomy. Due to the constraints above, this study suggests that promoting learner
autonomy needs assistance in some specific areas, especially the professional approach
of the teachers and schools.
2.5.

Studies related to learner autonomy and project-based learning

Dam (1990) shared three research projects in German classrooms, in that study it is
essential to mention only one called "English just around the corner: The classroom as
a place of encounter." The study was conducted with a team using 11 and 12-year-old
students who did an interview project at an airport. These students interviewed
13


different people of different nationalities and chose the best interviews to type their
transcriptions and construct texts using computers while others created a wall chart
about a portrait of an interesting traveler at the airport. Students then shared what they
had done with their parents (creating action zones to present their productions). The
main contribution of this study was to analyze how it was possible for learners to make
decisions to achieve common interests such as writing articles and designing their own
magazines to be launched at the end of the project.
Mozzon-McPherson (2000) carried out a study to reflect on the use of project work and
the importance of students' needs. Petersen analyzed teachers' and students'
perspectives and the use of project-based learning (PBL) at two ESL schools with
diverse student populations. Petersen stated that "teachers must first consider the
backgrounds and needs of the students in order to have lessons and activities which suit

them and their daily language learning needs" (p. 116).
Another study concentrated on shifting teaching from teacher-centered instruction to
student-centered instruction and applying action research "to validate the project's
effectiveness by measuring both the performance of teachers and children" (Cho 2004).
This study is useful to get a better understanding of how feasible it is to have a studentcentered classroom in which learners make decisions and delegate responsibilities
among the members of a group.
Trebbi (2006) analyzed what collaborative writing through project work told us about
students' academic writing development at a private university in Bogotá. The main
contribution of this study emerged from the need to apply a pedagogical intervention in
order to support students with their low proficiency level in contrast to their wishes
about learning. Students were beginners, but they decided to design and write their own
magazines creating editorial groups to support each other.
2.6.

Summary

14


There have been many studies and researches about learner autonomy and projectbased learning and the results show that project-based learning plays an essential role
in promoting learner autonomy. Based on these findings, this study carried out to find
out whether action projects are able to improve learner autonomy in EFL contexts. If
that is maintained, learners have insights into their learning styles and strategies and
take an active approach to the learning task at hand. They would also be willing to take
risks as good guessers to concentrate on content. The awareness of importance on
accuracy as well as appropriate in language is developed to orient the target language
for learners, and they are willing to revise and reject hypotheses as well as rules that
help to approach to the target language.

15

CHAPTER 3 METHODOLOGY
This chapter focuses on describing the research implementation. Starting with the
current situation of teaching and learning English and the teaching program and
material at the local school, the study continues with research questions, the details of
participants as well as provides background information about action research and
presents a detailed description of how research was carried out. After that, the methods
applied are also clearly indicated along with the reasons for choosing these approaches.
In addition, how the data was collected and data analysis will be displayed
systematically and concisely.
3.1.

Research Approach

Action research design was selected in this study. According to Mettetal (2001),
Classroom Action Research is a research designed to assist teachers in figuring out
what is happening in his or her classroom, and then make use of that information to
make changes for the future. The selection of action research may have a significant
contribution to improving students‘ performance and even suggest open-ended
outcomes. Moreover, action research can promote ―teachers' growth as an empowered
professional‖, ―teachers' confidence in their teaching ability‖, and their ―problemsolving skills as well‖ (Briscoe and Wells, 2002: 429). In particular, when being
engaged in action research, teachers can be more aware of the gaps between their
beliefs and practices and of what their pupils are thinking, feeling, and learning.
An action research was applied to this current study with the teacher as the researcher.
Action research is a suitable chosen research method for the study for some reasons.
First, improving learners‘ autonomy have noticeably concerned both educational
people and students. Moreover, besides many other teaching methods, action projects
can be a useful approach for meeting the expectation to what extent. Second, action
research is often carried out both outside the classroom and inside the classroom.

16


Hence, that is very suitable for the current setting of the study. Third, action research is
aimed at changing things as well as suggests a reference source for other research.
This study was carried out at a Secondary school as planned. Based on the collected
data, the researcher analyzed to get objective results. This study applied the framework
of Kurt Lewin (1946) with the following steps:

Figure 3.1. Action Research Model (Source: Lewin, 1946)
3.2.

Research design.

The design of this study adopted was mainly qualitative and quantitative that focused
on what teachers in real classrooms did in guiding and helping learners autonomously
in using action projects and that examined the thinking underlying these observed
practices. Survey on responds in applying project-based learning of teachers and
students‘ was also carried out to find out whether what the teachers thought or believed
before and after teaching practice process. It examined if there is a fit between what the
teacher know, believe and think and what they do in the classroom in using action
projects to improve learner autonomy. The study was carried out at a Secondary school
in Hanoi where English language is taught as a foreign language in a 2020 national
foreign project.

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