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An Investigation into the Autonomy of Research Methodology Students at HUST SOFL CONTENTS RESEARCHER’S AND TOPIC BACKGROUND PURPOSE OF THE STUDY CONCEPTUAL FRAMEWORK RESEARCH QUESTIONS RESEARCH DESIGN[.]
An Investigation into the Autonomy of Research Methodology Students at HUST-SOFL CONTENTS RESEARCHER’S AND TOPIC BACKGROUND PURPOSE OF THE STUDY CONCEPTUAL FRAMEWORK RESEARCH QUESTIONS RESEARCH DESIGN DATA ANALYSIS AND FINDINGS IMPLICATIONS AND CONCLUSION RESEARCHER’S AND TOPIC BACKGROUND • Senior Students – K58 • Concern about the autonomy in learning • Research the fact of HUST-SOFL students • Focus on Research Methodology subject PURPOSE OF THE STUDY • Understand learner autonomy more clearly • Understand importance of learner autonomy in language learning • Investigate the characteristics of autonomous learner • Recommend solutions to promote learner autonomy CONCEPTUAL FRAMEWORK Definition of learner autonomy: - Holec (1981): Philosophical background - Benson (1997): Theoretical background - Fener and Newby (2000): Pedagogical background (as cited in Çakici, 2015) Characteristics of autonomous learners: - Dickinson (1993): four main characteristics (as cited in Çakici, 2015) - Chan (2001): eleven characteristics - Borg and Al-Busaidi (2012): six characteristics wellorganized Autonomous Learners wellmanaged goaloriented RESEARCH QUESTIONS ● What qualities have autonomous Research Methodology students at HUST-SOFL had? ● How autonomously have Research Methodology students at HUST-SOFL performed? RESEARCH DESIGN Research Methodology Natural setting Qualitative research method Researcher as key instrument Multiple-source data Emergent design RESEARCH DESIGN Data Sources Data recordin g Data Data collectio analysis n Participants RESEARCH DESIGN Participant No Names Gender (M/F) Grade Hoang Son M B Hong Son M A Oanh FM B+ Hang FM B Hoa FM B Phuong FM B DATA ANALYSIS AND FINDINGS Behavioral features of autonomous Research Methodology students at HUST-SOFL (Theme 1) Active in learning Know how to identify related material resources for learning Understand the contents and tasks Meet the demand of the tasks • Hong Son, Hoang Son express how and where they find • Rest of interviewees mentioned but in general • Hoang Son, Hong Son, Oanh, Phuong in detail • Hang in general • Only Hoang Son • interviewees had that except Hoa Autonomous Research Methodology students should be well-managed DATA ANALYSIS AND FINDINGS Behavioral features of autonomous Research Methodology students at HUST-SOFL (Theme 1) Indentifying long-term vision Setting smaller objectives • interviewees were clear about the purposes of learning RM • Oanh stated that in detail • All gave necessary steps to complete LR • Hong Son knew how to control timeline to get the goal • Interviewees knew basic steps to have Proposal and Final Report Autonomous Research Methodology students should be goal-oriented DATA ANALYSIS AND FINDINGS Performances of autonomous Research Methodology students at HUST-SOFL (Theme 2) Based on evidence (Appendix G) to prove Theme Hong Son, Oanh, Hoa Hoang Son, Phuong, Hang • Divided the tasks into smaller parts, made plan • Finished the tasks • Connected with their group to deal with problems • Did not remember box chat • Discussed on Skype without taking notes • Lost the files Autonomous learners Not autonomous learners DATA ANALYSIS AND FINDINGS Performances of autonomous Research Methodology students at HUST-SOFL (Theme 2) New features Interaction with supervisors or other students Timeline is broken down when the deadline is coming Using social networks Ways to process the data and use them for the research IMPLICATIONS AND CONCLUSION Implications for learner Implications for teacher Implications for syllabus designer IMPLICATIONS AND CONCLUSION Implications for learner Build and apply main skills as goal-oriented skill, wellmanaged skill and well-organized skill in flexible way Have co-operative learning in class Store documents, book, other references related to Research Methodology to support for Graduation Thesis