TESOL-major students’ perceptions and practices on group autonomy at Dong Thap University
Nội dung chính của bài viết
Tóm tắt
For decades, researchers around the world have expressed concern about group autonomy outside the classroom. However, this topic has received little attention in the Mekong Delta of Vietnam. To address this gap, a study was conducted with 107 first-year TESOL-major students in the Foreign Languages Faculty at Dong Thap University. They were invited to complete a set of questionnaires to explore their perceptions and practices regarding group autonomy behind class. The findings revealed that the majority of students understood the importance and role of group autonomy in their learning process. However, the results also indicated that just half of them could learn autonomously without teacher requirements, and group work frequency was quite low. This study provides valuable insights into the literature on autonomous learning in the local context.
Chi tiết bài viết
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Từ khóa
Group autonomy, perception, practice, TESOL-major students.
Tài liệu tham khảo
Alhaysony, M. (2016). An investigation of EFL teachers’ beliefs and practices of learner autonomy. International Journal on Studies in English Language and Literature, 4(12), 45-59. http://dx.doi.org/10.20431/2347-3134.0412009.
Al-Husban, N., & Tawalbeh, M. (2023). EFL Teachers' Practices and Perspectives on Learner Autonomy in Virtual Language Learning Environments in Jordan. International Journal of Language Education, 7(1), 1-12.
Balçıkanlı, C. (2010). Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education, 35(1), 90-103.
Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. Journal Learning Science, 9, 403-436.
Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40 (1), 21-40. https://doi.org/ 10.1017/S0261444806003958.
Benson, P. (2011). What’s new in autonomy? The Language Teacher, 35(4), 15. https://doi.org/10.37546/JALTTLT35.4-4.
Borg, S. (2006). Teacher Cognition and Language Education: Research and Practice. London: Continuum.
Borg, S., & Al-Busaidi, S. (2012a). Teachers’ beliefs and practices regarding learner autonomy. ELT Journal 66(3), 283-292. http://dx.doi.org/10.1093/elt/ccr065.
Chan, V., Spratt, M., & Humphreys, G. (2002). Autonomous language learning: Hong Kong tertiary students’ attitudes and behaviours. Evaluation and Research in Education, 16(1), 1-18.
Chowdhury, T. A. (2021). Fostering Learner Autonomy through Cooperative and Collaborative Learning. Shanlax International Journal of Education, 10(1), 89-95. https://doi.org/10.34293/ education.v10i1.4347.
Dang, T. T. (2012). Learner Autonomy Perception and Performance: A Study on Vietnamese Students in Online and Offline Learning Environments. Ph.D. thesis, La Trobe University.
Dang, T. M. D., & Nguyen, N. T. (2023). Learners’ attitudes towards the project works in promoting English learner autonomy: A case study at Foreign Trade University - Ho Chi Minh City Campus. Thu Dau Mot University Journal of Science, 5(3), 294-312. https://doi.org/10.37550/tdmu.EJS/2023.03.458.
Doğan, G., & Mirici, İ. H. (2017). EFL Instructors’ perception and practices on learner autonomy in some Turkish universities. Journal of Language and Linguistic Studies, 13(1), 166-193.
Feick, D. (2018). Social autonomy and decision making in L2 group work. Studies in Self-Access Learning Journal, 9(3), 280-305. https://doi.org/10.37237/090304.
Feri, Z. O., & Erlinda, R. (2014). Building students’ learning autonomy through collaborative learning to develop their language awareness. Proceedings of ISELT FBS Universitas Negeri Padang, 2, 518-523.
Goodsell, A. et al. (1992) (Eds). Collaborative Learning: A Sourcebook for Higher Education. University Park, PA: NCTLA.
Haji-Othman, A. N., & Wood, K. (2016). Perceptions of learner autonomy in English language education in Brunei Darussalam. In Barnard, R., & Li, J. (Eds.). Language Learner Autonomy: Teachers’ Beliefs and Practices in Asian Contexts (pp. 79-95). Cambodia: IDP Education (Cambodia) Ltd.
Holec, H. (1981). Autonomy and foreign language learning. Pergamon.
Johnson, D. W., Johnson, R. T., & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19, 15-29. https://doi.org/10.1007/s10648-006-9038-8.
Joshi, K. (2011). Learner perceptions and teacher beliefs about learner autonomy in language learning. Journal of NELTA, 16(12), 13-29.
Le, X. Q. (2013). Fostering Learner Autonomy in Language Learning in Tertiary Education: An Intervention Study of University Students in Hochiminh City, Vietnam. Ph.D. thesis, Nottingham University.
Le, T.N. A. (2019). EFL Teachers’ and Students’ Perceptions and Practices regarding Learner Autonomy: An Exploratory Study at a Vietnamese University in The Mekong Delta. Ph.D. thesis, Univeristy of Foreign Languages - Hue University.
Lin, S. F. (2019). Students’ attitudes towards learning English vocabulary through collaborative group work versus individual work. Journal of Education and Learning, 8(4), 93-111. http://doi.org/ 10.5539/jel.v8n4p93.
Linton, D. L., Farmer, J. K., & Peterson, E. (2014). Is peer interaction necessary for optimal active learning? CBE Life Sciences Education, 13(2), 243-252. http://doi.org/10.1187/cbe.13-10-0201.
Little, D. (2000). Learner autonomy and human interdependence: Some theoretical and practical consequences of a social-interactive view of cognition, learning and language. In Sinclair, B., McGrath, I., & Lamb, T.(Eds.). Learner autonomy, teacher autonomy: Future directions (p. 15-23). Longman/Pearson Education.
Little, D. (2007). Introduction: Reconstructing learner and teacher autonomy in language education. In Barfield, A., & Brown, S. H. (Eds.). Reconstructing autonomy in language education: Inquiry and innovation (p. 1-12). Palgrave Macmillan. https://doi.org/10.1057/9780230596443_1.
Loi, N. V. (2017). Promoting learner autonomy: Lesson from using project work as a supplement in English skills courses. Can Tho University Journal of Science, 7, 118-125.
Lynch, J. K., & Orr, A. M. (2016). Using group roles to promote autonomy in the university classroom. Journal of Teacher Action Research, 2(2), 114-127.
Keuk, N. C., & Heng, V. (2016). Cambodian ELT teachers’ beliefs and practices regarding language learner autonomy. In Barnard, R. & Li, J. (Eds.). Language Learner Autonomy: Teachers’ Beliefs and Practices in Asian Contexts (p. 62-78). Cambodia: IDP Education (Cambodia) Ltd.
Nguyen, V. L. (2016). Learner Autonomy in Vietnam: Insights from English language teachers’ beliefs and practices. In Barnard, R. & Li, J. (Eds.). Language Learner Autonomy: Teachers’ Beliefs and Practices in Asian Contexts (p. 1-22). Cambodia: IDP Education (Cambodia) Ltd.
Palfreyman, D. (2018). Learner autonomy and groups. In book: Autonomy in Language Learning and Teaching, p.51-72. http://doi.org/10.1057/978-1-137-52998-5_4.
Oxford, R. L. (2003). Toward a more systematic model of L2 learner autonomy. In
Palfreyman, D. & Smith, R. C. (Eds.). Learner autonomy across cultures: Language
education perspectives (p. 75-91). New York: Palgrave Macmillan.
Scager, K., Boonstra, J., Peeters, T., Vulperhorst, J., & Wiegant, F. (2016). Collaborative learning in higher education: Evoking positive interdependence. CBE Life Sciences Education, 15(4), 1-9. doi: 10.1187/cbe.16-07-0219.
Slavin, R. E. (1980). Cooperative Learning. Review of educational research, 50(2), 315-342.
Tuan, D. M. (2021). Learner autonomy in English language learning: Vietnamese EFL students’ perceptions and practices. Indonesian Journal of Applied Linguistics, 11(2), 307-317. https://doi.org/10.17509/ijal.v11i2.29605.
Visschers‐Pleijers, A. J., Dolmans, D. H., De Leng, B. A., Wolfhagen, I. H., & Van Der Vleuten, C. P. (2006). Analysis of verbal interactions in tutorial groups: a process study. Medical Education, 40(2), 129-137.
Webb, N. M., & Palinscar, A. S. (1996). Group processes in the classroom. In: Berliner, D., Calfee, R., & Editors. Handbook of Educational Psychology. New York: Macmillan. p. 841–873.
Yasmin, M., & Naseem, F. (2019). Collaborative learning and learner autonomy: Beliefs, practices and prospects in Pakistani engineering universities. IEEE Access, 7, 71493-71499. http://doi.org/10.1109/ACCESS.2019.2918756.
Al-Husban, N., & Tawalbeh, M. (2023). EFL Teachers' Practices and Perspectives on Learner Autonomy in Virtual Language Learning Environments in Jordan. International Journal of Language Education, 7(1), 1-12.
Balçıkanlı, C. (2010). Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education, 35(1), 90-103.
Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. Journal Learning Science, 9, 403-436.
Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40 (1), 21-40. https://doi.org/ 10.1017/S0261444806003958.
Benson, P. (2011). What’s new in autonomy? The Language Teacher, 35(4), 15. https://doi.org/10.37546/JALTTLT35.4-4.
Borg, S. (2006). Teacher Cognition and Language Education: Research and Practice. London: Continuum.
Borg, S., & Al-Busaidi, S. (2012a). Teachers’ beliefs and practices regarding learner autonomy. ELT Journal 66(3), 283-292. http://dx.doi.org/10.1093/elt/ccr065.
Chan, V., Spratt, M., & Humphreys, G. (2002). Autonomous language learning: Hong Kong tertiary students’ attitudes and behaviours. Evaluation and Research in Education, 16(1), 1-18.
Chowdhury, T. A. (2021). Fostering Learner Autonomy through Cooperative and Collaborative Learning. Shanlax International Journal of Education, 10(1), 89-95. https://doi.org/10.34293/ education.v10i1.4347.
Dang, T. T. (2012). Learner Autonomy Perception and Performance: A Study on Vietnamese Students in Online and Offline Learning Environments. Ph.D. thesis, La Trobe University.
Dang, T. M. D., & Nguyen, N. T. (2023). Learners’ attitudes towards the project works in promoting English learner autonomy: A case study at Foreign Trade University - Ho Chi Minh City Campus. Thu Dau Mot University Journal of Science, 5(3), 294-312. https://doi.org/10.37550/tdmu.EJS/2023.03.458.
Doğan, G., & Mirici, İ. H. (2017). EFL Instructors’ perception and practices on learner autonomy in some Turkish universities. Journal of Language and Linguistic Studies, 13(1), 166-193.
Feick, D. (2018). Social autonomy and decision making in L2 group work. Studies in Self-Access Learning Journal, 9(3), 280-305. https://doi.org/10.37237/090304.
Feri, Z. O., & Erlinda, R. (2014). Building students’ learning autonomy through collaborative learning to develop their language awareness. Proceedings of ISELT FBS Universitas Negeri Padang, 2, 518-523.
Goodsell, A. et al. (1992) (Eds). Collaborative Learning: A Sourcebook for Higher Education. University Park, PA: NCTLA.
Haji-Othman, A. N., & Wood, K. (2016). Perceptions of learner autonomy in English language education in Brunei Darussalam. In Barnard, R., & Li, J. (Eds.). Language Learner Autonomy: Teachers’ Beliefs and Practices in Asian Contexts (pp. 79-95). Cambodia: IDP Education (Cambodia) Ltd.
Holec, H. (1981). Autonomy and foreign language learning. Pergamon.
Johnson, D. W., Johnson, R. T., & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19, 15-29. https://doi.org/10.1007/s10648-006-9038-8.
Joshi, K. (2011). Learner perceptions and teacher beliefs about learner autonomy in language learning. Journal of NELTA, 16(12), 13-29.
Le, X. Q. (2013). Fostering Learner Autonomy in Language Learning in Tertiary Education: An Intervention Study of University Students in Hochiminh City, Vietnam. Ph.D. thesis, Nottingham University.
Le, T.N. A. (2019). EFL Teachers’ and Students’ Perceptions and Practices regarding Learner Autonomy: An Exploratory Study at a Vietnamese University in The Mekong Delta. Ph.D. thesis, Univeristy of Foreign Languages - Hue University.
Lin, S. F. (2019). Students’ attitudes towards learning English vocabulary through collaborative group work versus individual work. Journal of Education and Learning, 8(4), 93-111. http://doi.org/ 10.5539/jel.v8n4p93.
Linton, D. L., Farmer, J. K., & Peterson, E. (2014). Is peer interaction necessary for optimal active learning? CBE Life Sciences Education, 13(2), 243-252. http://doi.org/10.1187/cbe.13-10-0201.
Little, D. (2000). Learner autonomy and human interdependence: Some theoretical and practical consequences of a social-interactive view of cognition, learning and language. In Sinclair, B., McGrath, I., & Lamb, T.(Eds.). Learner autonomy, teacher autonomy: Future directions (p. 15-23). Longman/Pearson Education.
Little, D. (2007). Introduction: Reconstructing learner and teacher autonomy in language education. In Barfield, A., & Brown, S. H. (Eds.). Reconstructing autonomy in language education: Inquiry and innovation (p. 1-12). Palgrave Macmillan. https://doi.org/10.1057/9780230596443_1.
Loi, N. V. (2017). Promoting learner autonomy: Lesson from using project work as a supplement in English skills courses. Can Tho University Journal of Science, 7, 118-125.
Lynch, J. K., & Orr, A. M. (2016). Using group roles to promote autonomy in the university classroom. Journal of Teacher Action Research, 2(2), 114-127.
Keuk, N. C., & Heng, V. (2016). Cambodian ELT teachers’ beliefs and practices regarding language learner autonomy. In Barnard, R. & Li, J. (Eds.). Language Learner Autonomy: Teachers’ Beliefs and Practices in Asian Contexts (p. 62-78). Cambodia: IDP Education (Cambodia) Ltd.
Nguyen, V. L. (2016). Learner Autonomy in Vietnam: Insights from English language teachers’ beliefs and practices. In Barnard, R. & Li, J. (Eds.). Language Learner Autonomy: Teachers’ Beliefs and Practices in Asian Contexts (p. 1-22). Cambodia: IDP Education (Cambodia) Ltd.
Palfreyman, D. (2018). Learner autonomy and groups. In book: Autonomy in Language Learning and Teaching, p.51-72. http://doi.org/10.1057/978-1-137-52998-5_4.
Oxford, R. L. (2003). Toward a more systematic model of L2 learner autonomy. In
Palfreyman, D. & Smith, R. C. (Eds.). Learner autonomy across cultures: Language
education perspectives (p. 75-91). New York: Palgrave Macmillan.
Scager, K., Boonstra, J., Peeters, T., Vulperhorst, J., & Wiegant, F. (2016). Collaborative learning in higher education: Evoking positive interdependence. CBE Life Sciences Education, 15(4), 1-9. doi: 10.1187/cbe.16-07-0219.
Slavin, R. E. (1980). Cooperative Learning. Review of educational research, 50(2), 315-342.
Tuan, D. M. (2021). Learner autonomy in English language learning: Vietnamese EFL students’ perceptions and practices. Indonesian Journal of Applied Linguistics, 11(2), 307-317. https://doi.org/10.17509/ijal.v11i2.29605.
Visschers‐Pleijers, A. J., Dolmans, D. H., De Leng, B. A., Wolfhagen, I. H., & Van Der Vleuten, C. P. (2006). Analysis of verbal interactions in tutorial groups: a process study. Medical Education, 40(2), 129-137.
Webb, N. M., & Palinscar, A. S. (1996). Group processes in the classroom. In: Berliner, D., Calfee, R., & Editors. Handbook of Educational Psychology. New York: Macmillan. p. 841–873.
Yasmin, M., & Naseem, F. (2019). Collaborative learning and learner autonomy: Beliefs, practices and prospects in Pakistani engineering universities. IEEE Access, 7, 71493-71499. http://doi.org/10.1109/ACCESS.2019.2918756.