TẬP HỒ SƠ ĐIỆN TỬ: MỘT CÔNG CỤ TIỀM NĂNG ĐỂ TĂNG NĂNG LỰC HỌC TẬP TỰ CHỦ CHO NGƯỜI HỌC TRONG LỚP HỌC NÓI TIẾNG ANH
Nội dung chính của bài viết
Tóm tắt
Nghiên cứu này nhằm tìm hiểu nhận thức của 20 học viên tại một trung tâm ngoại ngữ ở Thành phố Hồ Chí Minh về năng lực học tập tự chủ. Những học viên này đã sử dụng tập hồ sơ điện tử như một công cụ học tập trong khoá học nói tiếng Anh. Nghiên cứu hỗn hợp với thiết kế khám phá sử dụng phỏng vấn bán cấu trúc và bảng câu hỏi kín để thu thập dữ liệu. Trước tiên, các cuộc phỏng vấn được thực hiện và được xử lý. Sau đó, dữ liệu định lượng thông qua bảng câu hỏi được thu thập để hỗ trợ giải thích cho kết quả định tính. Kết quả chỉ ra rằng học viên nhận định tích cực về năng lực học tập tự chủ của họ, bao gồm khả năng chịu trách nhiệm, khả năng tự điều chỉnh, khả năng tự đánh giá. Ngoài ra, bài báo còn đưa ra một số khuyến nghị nhằm nâng cao việc dạy và học tiếng Anh khi sử dụng tập hồ sơ điện tử.
Chi tiết bài viết
Từ khóa
năng lực học tập tự chủ, tập hồ sơ điện tử, kỹ năng nói tiếng Anh
Tài liệu tham khảo
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Phan, T. T. T. (2021). Self-assessment and language learner autonomy: An exploratory study in a Vietnamese university. Vietnam Journal of Education, 5(3), 72–83. https://doi.org/10.52296/vje.2021.88
Safari, M., & Koosha, M. (2016). Instructional efficacy of portfolio for assessing Iranian EFL learners’ speaking ability. English Language Teaching, 9(3), 102–116.
Schunk, D., & Zimmerman, B. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32, 195–208.
Tonbul, E. B. (2009). A suggested e-portfolio model for ELT students at Gazi University [Master’s thesis, Gazi University]. Gazi Üniversitesi Akademik Veri Yönetim Sistemi.
Tran, T. Q., & Duong, T. M. (2018). EFL learners’ perceptions of factors influencing learner autonomy development. Kasetsart Journal of Social Sciences, 41(1), 194–199.
Wang, C. (2004). Self-regulated learning strategies and self-efficacy beliefs of children learning English as a second language [Doctoral dissertation, The Ohio State University].
Yastıbaş, A. E. (2013). The application of e-portfolio in speaking assessment and its contribution to students’ attitudes towards speaking [Master’s thesis, Çağ University, Institute of Social Sciences, Mersin].
Aydın, S. (2010). EFL writers’ perceptions of portfolio keeping. Assessing Writing, 15(3), 194–203.
Benson, P. (2001). Teaching and researching autonomy in language learning. Longman.
Bovens, M. (2005). Public accountability. In E. Ferlie, L. Lynne & C. Pollitt (Eds.), The Oxford handbook of public management (pp.182–208). Oxford University Press.
Dickinson, L. (1995). Autonomy and motivation: A literature review. System, 23(2), 165–174.
Duong, T. M. (2021). English majors’ perceptions of autonomous learning skills and their writing performance in an e-portfolio-based writing course. VNU Journal of Social Sciences and Humanities, 7(5), 577–590.
Egel, I. P. (2009). Learner autonomy in the language classroom: From teacher dependency to learner independency. Procedia – Social and Behavioral Sciences, 1(1), 2023-2026.
Erice, D. (2008). The impact of e-portfolio on the writing skills of foreign language learners studying at Abant Izzet Baysal University basic English program [PhD thesis, Gazi University].
Garita, C. O., & Elizondo, L. B. (2016). Pragmatics in EFL teaching: Building meaning beyond words through the use of videos. Revista de Lenguas Modernas, 25, 223–236.
Gholami, H. (2016). Self-assessment and learner autonomy. Theory and Practice in Language Studies, 6(1), 46–51. http://dx.doi.org/10.17507/tpls.0601.06
Given, L. M. (2008). The SAGE Encyclopedia of qualitative research methods. SAGE Publications.
Gray, W. D. (2008). Cognitive modeling for cognitive engineering. In R. Sun (Ed.), The Cambridge handbook of computational psychology (pp. 565–588). Cambridge University Press.
Gülbahar, Y., & Tinmaz, H. (2006). Implementing project-based learning and e-portfolio assessment in an undergraduate course. International Society for Technology in Education, 38(3), 309–327.
Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Issues for research, theory and practice. Hampton Press.
Hati, G. M., Yunita, W., & Dewi, A. C. S. (2021). Self-assessment for higher language learners’ autonomy. Journal of Applied Linguistics and Literature, 6(2), 264–276. https://doi.org/10.33369/joall.v6i2.15418
Huynh, D. T. T., & Bui, Q. T. T. (2019). The impacts of writing portfolios on teenagers’ EFL writing skills and their perceptions towards learner autonomy. In Ho Chi Minh City University of Technology and Education (Eds.), Proceeding of the international conference on language teaching and learning today 2019 (pp. 77–101). Vietnam National University – Ho Chi Minh City Press.
Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publications.
Klenowski, V. (2010). Are Australian assessment reforms fit for purpose? Lessons from home and abroad. Queensland Teachers Union Professional Magazine, 25, 10–15.
Little, D. (2004). Democracy, discourse and learner autonomy in the foreign language classroom. Utbildning & Demokrati, 13(3), 105–126.
Ngo, T. T. (2019). Promoting learner autonomy through self-assessment and reflection. VNU Journal of Foreign Studies, 35(6), 146–153. https://doi.org/10.25073/2525-2445/vnufs.4483
Nguyen, T. C. (2011). Impacts of socio-culture on the development of autonomous learning: A lens of Vietnamese context. Journal of Studies in Education, 1(1), 1–10.
Oxenden, C., Latham-Koenig, C., & Seligson, P. (2008). New English file elementary. Oxford University Press.
Phan, T. T. T. (2021). Self-assessment and language learner autonomy: An exploratory study in a Vietnamese university. Vietnam Journal of Education, 5(3), 72–83. https://doi.org/10.52296/vje.2021.88
Safari, M., & Koosha, M. (2016). Instructional efficacy of portfolio for assessing Iranian EFL learners’ speaking ability. English Language Teaching, 9(3), 102–116.
Schunk, D., & Zimmerman, B. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32, 195–208.
Tonbul, E. B. (2009). A suggested e-portfolio model for ELT students at Gazi University [Master’s thesis, Gazi University]. Gazi Üniversitesi Akademik Veri Yönetim Sistemi.
Tran, T. Q., & Duong, T. M. (2018). EFL learners’ perceptions of factors influencing learner autonomy development. Kasetsart Journal of Social Sciences, 41(1), 194–199.
Wang, C. (2004). Self-regulated learning strategies and self-efficacy beliefs of children learning English as a second language [Doctoral dissertation, The Ohio State University].
Yastıbaş, A. E. (2013). The application of e-portfolio in speaking assessment and its contribution to students’ attitudes towards speaking [Master’s thesis, Çağ University, Institute of Social Sciences, Mersin].