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

0 Người đánh giá. Xếp hạng trung bình 0

Tác giả: Mỹ Thẩm Dương, Lệ Trinh Nguyễn

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2023

Mô tả vật lý: tr.148-159

Bộ sưu tập: Metadata

ID: 340571

Thêm vào giỏ Liên kết toàn văn

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.This study aims to explore autonomous learning competencies perceived by twenty EFL learners who took part in an English speaking course in which an e-portfolio was utilized as a learning tool in a Ho Chi Minh City-based language center. The exploratory sequential mixed-methods research employed semi-structured interviews and a closed-ended questionnaire for data collection, i.e., the qualitative data from the semi-structured interviews were initially gathered, and the quantitative data were then collected to confirm the qualitative results. The findings indicated the participants’ positive perceptions of autonomy-related competencies in an e-portfolio-based speaking course, consisting of accountability closely related to sense of responsibility, self-regulation referring to an ability to monitor their learning process, and self-assessment involving the process of discovering their identity and reflecting on their academic performance. The paper also highlights some pedagogical implications in a bid to enhance the effectiveness of English language teaching and learning in terms of the e-portfolio application.

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