Upload
syazalinah
View
74
Download
1
Embed Size (px)
Citation preview
Research Methodology TITLE: UNDERSTANDING THE
RELATIONSHIP BETWEEN LEARNING STRATEGIES AND LEARNER AUTONOMY
TOWARDS STUDENT’S ACADEMIC ACHIEVEMENT IN LANGUAGE LEARNING
AT KOLEJ-POLYTECH MARA KUALA LUMPUR
SYAZALINAH BINTI WASLI
INTRODUCTION
Learner autonomy has become a “central concern” in a way of learning foreign language (Fumin, F. (2012). Teachers' Roles in Promoting Students' Learner Autonomy in China. English Language Teaching, 51-56)
It shows a positive influence to the growth of target language when learner autonomy is executed in the learning process (Little, D. (2008). Knowledge about language and learner autonomy. In J. C. (Eds), Encyclopedia of Language and Education (pp. 247-258). New York: Springer Science)
Language Learning Strategies (LLSs) have emerged not only as integral components of various theoretical models of language proficiency (Bialystok, 1978; Canale and Swain, 1980; Ellis, 1985; Bachman and Palmer, 1996)
but also as a means of achieving learners’ autonomy in the process of language learning (Oxford, 1990; Benson and Voller, 1997)
BACKGROUND OF THE RESEARCH
Meaningful learning is where the learner chooses conscientiously to integrate new knowledge to knowledge that the learner already possesses (Novak J. , 2002)
Learner who are autonomous have locus of control in learning; an individual’s belief system regarding the causes of his or her experience and the factors to which that person attributes success or failure (Barzegar, 2011)
The feasibility of helping students become more effective language learners is by teaching them learning strategies (Chamot, A. U. Issues in Language Learning Strategy Research and Teaching. Electronic Journal of Foreign Language Teaching. 2004, 1: 14−26)
Previous research:
Personal Goal-setting and Autonomy in Language Learning by TOMOKO KODA-DALLOW AND MOIRA HOBBS, 2005
Relationship Between Learner Autonomy and English Language Proficiency of Japanese Learners by Shien Sakai and Akiko Takagi, 2009
Learner Autonomy and the Use of Language Learning Strategies in a Taiwanese Junior High School by Hsiang-I Chen (Corresponding author) and Hung-Hsi Pan , 2015
PROBLEM STATEMENT
Issue: Not many research done in Malaysian context on enhancing learner autonomy and learning strategies in language learning.
Less effort made by the students in terms of learning the English language autonomously
Target Population: KPTM Kuala Lumpur Students
Why we need to overcome this problem?
To encourage students to learn according to their needs
To enhance life-long learning in their life
To nurture learner autonomy in every student
RESEARCH OBJECTIVE
The research objectives of this research are as follows:
i. To see what is the level of learner autonomy among KPTM students.
ii. To find out whether there are any individual differences in learner autonomy between high and low achievers in language learning.
iii. To find out whether there are any correlation between student’s learning strategies (group discussions) and the level of learner autonomy.
iv. To find out whether learner autonomy can help KPTM’s students to improve their academic achievement in language learning.
RESEARCH QUESTION
The research questions of this study are as follows:
i. What is the level of learner autonomy among KPTM students?
ii. Are there any individual differences in learner autonomy between high and low achievers in language learning?
iii. Is there any correlation between student’s learning strategies (group discussions) and the level of learner autonomy?
iv. How can learner autonomy help to improve KPTM students’ academic achievement in language learning?
CONCEPTUAL FRAMEWORK
Learner Autonomy
Students’ Learning
Strategies (group discussions)
High student’s
achievement
Low student’s
achievement
RESEARCH DESIGN
Quantitative Research Designs
Correlational Research (investigator use correlation statistical technique to describe and
measure the degree of association {or relationship} between two or more variables or sets of scores) The Explanatory Design
To see the correlational between learning strategies and learner autonomy.
To establish possible correlation between learner autonomy and student’s academic achievement (high & low achiever)
Sample: Stratified Sampling (stratify the population on some specific characteristic [high & low achiever] )
RESEARCH INSTRUMENT
RESEARCH QUESTION INTRUMENTS
i. What is the level of learner autonomy among KPTM students?
Questionnaire
ii. Are there any individual differences in learner autonomy between high and low achievers in language learning?
Questionnaire
iii. Is there any correlation between student’s learning strategies (group discussions) and the level of learner autonomy?
Questionnaire
iv. How can learner autonomy help to improve KPTM students’ academic achievement in language learning?
Questionnaire(open-ended questions)
There tool that will be used in this research:
DATA ANALYSISRESEARCH QUESTION INTRUMENTS ANALYSIS
i. What is the level of learner autonomy among KPTM students?
Questionnaire -Data is analyzed to the frequency (percentage), mean and standard deviation for each item
ii. Are there any individual differences in learner autonomy between high and low achievers in language learning?
Questionnaire -Data is analyzed to the frequency (percentage), mean and standard deviation for each item
-Content analysis
iii. Is there any correlation between student’s learning strategies (group discussions) and the level of learner autonomy?
Questionnaire -Data is analyzed to the frequency (percentage), mean and standard deviation for each item
iv. How can learner autonomy help to improve KPTM students’ academic achievement in language learning?
Questionnaire(open-ended questions)
-Data is analyzed to the frequency (percentage), mean and standard deviation for each item