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Learner Autonomy Perception and Performance: a Study on Vietnamese Students in Online and Offline Learning Environments

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Learner Autonomy Perception and Performance: a Study on Vietnamese Students in Online and Offline Learning Environments LEARNER AUTONOMY PERCEPTION AND PERFORMANCE: A STUDY ON VIETNAMESE STUDENTS IN ONLINE AND OFFLINE LEARNING ENVIRONMENTS Submitted by Dang Tan Tin B.A., M.A. in TESOL A thesis submitted in total fulfillment of the requirements for the degree of Doctor of Philosophy Faculty of Education La Trobe University Bundoora, Victoria 3086 Australia March, 2012 STATEMENT OF AUTHORSHIP This thesis integrates the publications authored by me or with my supervisor during my candidature. Most of them, as included in the end of this page, are modified where appropriate to fit into the structure of the thesis. Other than that, except where reference is made in the text of the thesis, this thesis contains no materials published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma. No other person’s work has been used without due acknowledgement in the main text of this thesis. This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution. All research procedures reported in the thesis were approved by the Human Research Ethics Committee, La Trobe University. Dang Tan Tin Date: 16/03/2012 Publications integrated in the thesis Dang, T. T. (2010). Learner autonomy in EFL studies in Vietnam: A discussion from socio- cultural perspective. English Language Teaching, 3(2), 3-9. Dang, T. T., & Robertson, M. (2009). Online communications: Students’ habits and community formation. Paper presented at the AARE 2009 Conference: Inspiring Innovative Research in Education, Canberra. Dang, T. T., & Robertson, M. (2010a). E-behaviors and E-community Formation: An Investigation on Vietnamese EFL Students. Asian EFL Journal. Professional Teaching Articles, 46, 4-27. Dang, T. T., & Robertson, M. (2010b). Impacts of Learning Management System on Learner Autonomy in EFL Learning. International Education Studies, 3(3), 3-11. Dang, T. T., & Robertson, M. (2010c). Pedagogical lessons from students’ participation in Web 2.0. TESOL in Context, 20(2), 5-26. Dang, T. T., & Robertson, M. (2010d). Responses to learning management system: A case study in higher education in Vietnam. Paper presented at the ACEC2010: Digital Diversity Conference, Melbourne. i ACKNOWLEDGEMENTS I highly appreciate the invaluable advice, guidance and suggestions that my principal supervisor Professor Margaret Robertson provided throughout this study. Her dedicated supervision, various detailed comments and encouragement from the research group initiative helped me a lot to get the thesis in shape. Professor Robertson’s supervision was also significantly important for helping me turn part of my thesis into publications in academic journals and conference presentations. In addition, I would like to acknowledge the important guidance and dedicated supervision of Dr. Alan Williams, my co-supervisor, during the first phase of this study. I also acknowledge the much appreciated assistance and consultations of Professor Ramon Lewis on statistical procedures conducted in this study. Professor Lewis’ professional support is extremely valuable for the reliability and validity of the study. I would like to express my sincere thank to Dr. Howard Nicolas, Dr. Christine Brew, Associate Professor Wan Ng, Dr. Keith Simkin, and Dr. Ria Hanewald, who patiently listened to my research interest and commented on my research focus. I am further indebted to the cooperation of colleagues and students from five universities in Vietnam for participating in this study. This thesis would have never been possible without the financial sponsorship of La Trobe University Postgraduate Research Scholarship and Endeavour International Postgraduate Research Scholarship. Finally, I would like to thank my family members, officemates, friends, colleagues, the family research group, the Vietnamese research group, the Q-research group, and the Qualitative research group, who saved time to comment on my study and encouraged me during this academic journey. ii TABLE OF CONTENTS Statement of Authorship i Acknowledgements ii Table of Contents iii List of Tables vii List of Figures ix List of Appendices x Abstract xi Chapter One INTRODUCTION 1. General context of the study 2 1.1. The centralised mechanism of the national education system and its features 3 1.2. The national education objectives from 1945 to 2015 3 1.3. The national investments in education 5 1.4. The Vietnamese philosophy in education 6 2. Specific context of the study 7 2.1. General issues of EFL education in Vietnam 8 2.2. General description of University of Social Sciences and Humanities 9 2.3. General description of the EFL program 10 2.4. General description of the first year EFL students 11 3. A problem of the context 12 4. Objectives of the study 14 5. Research questions 15 6. Significance of the study 16 7. Limitations of the study 18 8. Definition of terms 18 9. Thesis organization 19 10. Summary 21 Chapter Two LITERATURE REVIEW 1. Introduction 23 2. Learner autonomy in foreign/second language education 24 2.1. Definition of learner autonomy 24 2.2. Roles of learner autonomy 25 3. Conceptualization of learner autonomy 28 3.1. Learner autonomy as an attribute of the learner 28 3.2. Learner autonomy as a reflection of the learning situation 31 3.3. Learner autonomy as an outcome of the learner’s interactions 34 3.4. Learner autonomy as a desire for more access, agency, and power 35 3.5. Establishing the perspective adopted in this study 36 4. Models of learner autonomy 38 4.1. Models of learner autonomy regarding stages of development 38 4.2. Models of learner autonomy regarding areas of control 40 4.3. Discussion on the models 42 4.4. Summary 42 5. Perceptions of learner autonomy 43 6. Performance of learner autonomy 45 6.1. Learner autonomy promoting practices in traditional classrooms 45 6.1.1. Using classroom activities to foster learner autonomy 45 iii 6.1.2. Innovating teaching methods to foster learner autonomy 47 6.1.3. Modifying curriculum to foster learner autonomy 49 6.1.4. Summary 49 6.2. Learner autonomy promoting practices with ICT support 50 6.2.1. Using ICT-supported activities in face-to-face classroom 50 6.2.2. Using ICT-supported activities outside of the class 51 6.2.3. Summary 54 7. Conceptual framework of learner autonomy adopted in the current study 55 7.1. Dimensions of learner autonomy 55 7.2. Mediating factors of learner autonomy 58 7.3. Conceptual overview of learner autonomy 59 8. Conclusion 60 9. Summary 61 Chapter Three METHODOLOGY 1. Research worldview 64 2. Research design 65 3. Study One 67 3.1. Objectives and hypotheses 67 3.2. Participants 68 3.3. Instrument development 69 3.4. Procedures 72 3.5. Results 72 4. Study Two 73 4.1. Objectives and hypotheses 73 4.2. Participants 74 4.3. Course design 75 4.3.1. Course structure 75 4.3.2. Course assessment method 76 4.3.3. LMS design 77 4.3.3.1. Theoretical framework of the LMS design 77 4.3.3.2. Design procedure and structure of the LMS 79 5. Instruments 81 5.1. Measuring students’ perceptions of learner autonomy 81 5.2. Investigating students’ LMS engagement 84 5.3. Investigating mediating factors on students’ learner autonomy 84 6. Procedures 86 6.1. LMS introduction and log generation 86 6.2. Questionnaire administration 88 6.3. Interview protocol 88 7. Issues of validity and reliability 89 7.1. Reliability 89 7.2 Validity 90 8. Ethical considerations 93 9. Summary 96 Chapter Four RESULTS 1. Results of Study One 97 1.1. Perceptions of learner autonomy 100 1.2. Similarities and differences in learner autonomy perceptions 106 iv 1.2.1. Similarities and differences among the four dimensions 106 1.2.2. Effect of gender, living place, and computer proficiency 108 1.3. Summary 111 2. Results of Study Two 111 2.1. General description of the sample 112 2.2. Reliability of the questionnaire instrument 116 2.3. Revisiting the similarities and differences in students’ perceptions 120 2.4. Relationship between learner autonomy perception and performance 125 2.5. Changes in the relationships between perception and performance 129 2.6. Mediating factors of learner autonomy performance 133 2.6.1. Effect of gender, computer proficiency, and teaching 134 2.6.2. Effect of other mediating factors on learner autonomy performance 139 2.6.2.1. Descriptions of students’ engagement in the LMS 140 2.6.2.2. Mediating factors in offline learning environments 145 Effect of preference on learner autonomy performance 145 Effect of motivation on learner autonomy performance 150 Effect of attitude on learner autonomy performance 154 Summary 156 2.6.2.3. Mediating factors in online learning environments 157 Effects of technological competence 158 Effects of attitude on learner autonomy performance 159 Effects of goal orientation on learner autonomy performance 161 3. Summary 163 Chapter Five DISCUSSION 1. Perceptions of learner autonomy 166 1.1. Overview of the four-dimension model of learner autonomy 166 1.2. Items in the four dimensions of learner autonomy 169 1.3. Analysis of the four-dimension model of learner autonomy 175 2. Similarities and differences in learner autonomy perceptions 178 2.1. Similarities and differences among the four dimensions 178 2.2. Effect of gender, living place, and computer proficiency 181 3. Relationship between learner autonomy perception and performance 183 4. Changes in the relationships between perception and performance 185 5. Mediating factors of learner autonomy performance 188 5.1. In the offline learning environment 188 5.1.1. Effect of gender, computer proficiency, and teaching practice 189 5.1.2. Effects of preference 191 5.1.3. Effects of motivation 194 5.1.4. Effects of attitude 196 5.2.
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