VIETNAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POSTGRADUATE STUDIES
***
PHẠM THỊ PHƯỢNG DEVELOPING LEARNER AUTONOMY IN LEARNING
SPEAKING SKILL FOR THE FIRST YEAR ENGLISH-
MAJOR STUDENTS AT THE UNIVERSITY OF
COMMERCE: AN ACTION RESEARCH

(Phát huy tính tự chủ đối với kỹ năng nói cho sinh viên chuyên ngữ năm
thứ nhất tại trường Đại học Thương mại: Nghiên cứu áp dụng)

M.A. MINOR THESIS
Field : English Methodology
Code : 60 14 10 Hanoi, 2010

Hanoi, 2010
iv

TABLE OF CONTENTS
DECLARATION i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
LIST OF TABLES AND FIGURES vi
PART A: INTRODUCTION 1
1. Rationale for the study 1
2. Aims of the study 2
4. Scope of the study 3
5. Structure of the study 3
PART B. DEVELOPMENT 4
CHAPTER 1: LITERATURE REVIEW 4
1.1. Learner autonomy 4
1.1.1. Definition of autonomy 4
1.1.2. Roles of autonomy 5
1.1.3. Characteristics of learner autonomy 7
1.1.4. Teacher‟s roles in learner autonomy 9
1.1.5. Ways to develop autonomy 10
1.2. Speaking skill 13
1.2.1. The nature of speaking and characteristics of an effective speaking lesson 13
1.2.2. Autonomy in speaking skill 14
CHAPTER 2. AN OVERVIEW OF TEACHING AND LEARNING SITUATION
AT ENGLISH DEPARTMENT, UNIVERSITY OF COMMERCE (VUC) 17
2.1. English department at VUC 17
2.2. The teaching syllabus for speaking skill 17
2.3. The opportunities and constraints of the context 19
2.3.1. The opportunities of the context 19
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LIST OF TABLES AND FIGURES

Table 1: Characteristics of independent learning 8
Table 2: Students‟ attitudes and performance during the project 27
Table 3: The benefits of the projects to the students 29
Table 4: Students‟ self-evaluation of their speaking skill 32

Figure 1: The Learner Independence Continuum 8
Figure 2: Students‟ opinions on the continuity of a similar project 30
Figure 3: Level of students‟ involvement during the project 31
Figure 4: Students‟ changes in their perception of learner autonomy 34
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PART A: INTRODUCTION
1. Rationale for the study
Over the last three decades, learner autonomy in language learning has been a “buzz-word” in
the field of second language education. In fact, few teachers will disagree with the importance
of helping language learners become more self-directed. It is so robust that there are
numerous books and articles (Holec, 1981; Dickinson 1987; Riley 1988; Little, 1991; Little,
1999; Littlewood, 1999; Tudor, 1996, etc.) and the proliferation of researches on the theme
(Kavaliauskiene, 2003; Ali, 2000; Coombe, 2001; Barrett & Daborn, 2001; Malcolm, 2001;
Luchini & Rosello, 2007, etc.).
Despite the concerted effort made to implant learner autonomy, it is still at a low level in the
university setting in Vietnam. The students in University of Commerce are of no exception.
Even the students who major in English exhibit low responsibility in their English - learning
process. The students are lukewarm and lack of determination and self-discipline to learn

learners generate a sense of autonomy in language learning, elevate the students‟ speaking
skill as well as render effective speaking lessons.
2. Aims of the study
This research aims at
- identifying the current VUC English – major freshmen‟s autonomy in speaking skill
- working out the appropriate scheme of actions to improve the situation
- finding out the effectiveness of the selected activities in the action plan
- reflecting the results of the study
From the outcomes, some implications will be suggested for handling and applying classroom
activities to promote the students‟ autonomy in learning speaking.
In particular, it is conducted to ascertain the answer to the following question:
Can raising students' awareness of the importance of learner autonomy and application of
selected activities help improve autonomy in learning speaking skill for first year English-
major students at the University of Commerce ?
3. Methods of study
As mentioned above, this is an action research to solve the problem of low level of learner
autonomy at English Department, VUC. To reach the goal, a project is launched into the
classroom environment. It is divided into two modules, the former consists of selected
awareness-raising activities, learner contract signing, and essential speaking-strategies
training activities to raise students‟ awareness of the problem as well as equip them with
necessary skills to acquire more confidence in speaking skill. The latter pertains to the
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practice of such skills in doing their home assignments and in-class activities to habituate
their speaking practice and active engagement. Besides, public appearance is deferred to the
final stage, when students have become more experienced. Specifically, students practice
working in pairs before having public speaking to amplify their self-reliance progressively.
After the action, questionnaires, interviews and classroom observations are conducted to get
the feedback. The data aims at getting the students evaluation on the activities and more
remarkably, to examine whether they become more autonomous.

ways to develop learner autonomy receive more details and attention as to find out an efficient
learner autonomy enhancing process.
1.1. Learner autonomy
1.1.1. Definition of autonomy
Nowadays, the language teaching has become more and more communication-oriented,
pushing the traditional classroom teaching to a situation of big challenge. The learner-
centered ones are replacing the traditional classrooms where teachers play the role of
knowledge transmission. This learner-centered approach in EFL has brought out the notion of
leaner autonomy in learning EFL.
Among the scholars in this field, Holec, one of the earliest advocates of autonomy in language
teaching Holec began by defining learner autonomy as the “ability to take charge of one‟s
own learning” (1981, p. 3). He endorses that this ability “is not inborn but must be acquired
either by “natural” means or by formal learning, i.e. in a systematic, deliberate way”, and
stresses the idea of man as “producer of his society” but not “product of his society” (Holec
1981, p.1). His definition remains the basis for many researchers. Nevertheless, there is no
consensus as to what the term “autonomy” really is. For Little (1999), autonomy is “a
capacity for a certain range of highly explicit behavior that embraces both the process and the
content of learning” (p. 11). Littlewood (1999, p. 73) regards autonomy in educational terms
as “involving students‟ capacity to use their learning independently of teachers.” Scharle and
Szabo (2000, p. 4) holds that autonomy means “the freedom and ability to manage one‟s own
affairs, which entails the right to make decisions as well.”
Although definitions of learner autonomy have varied, they all agree that students should take
responsibility for their own learning. Taking responsibility involves learners in taking
ownership (partial or total) of processes which have traditionally belonged to the teacher, such
as deciding on learning objectives, selecting learning methods and assessing progress.
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Since it is acknowledged that none of us can escape entirely from the cultural assumptions
and practices that have shaped us, the concept of learner autonomy has shifted from individual
to situational view. As Riley (1988, p. 17) and Tudor (1996, pp. 141-142) suggest, the ideas

process of language learning and use, the nature of the target language and language use
strategies (Dickinson, 1987; Holec, 1981; Wenden & Rubin, 1987). Hence, this novel
approach underpins the individualization of instruction, the focus on the process of learning,
not on the product itself.
In reality, there is an overriding need to take more responsibilities in studying a foreign
language. The current syllabus and program evince the reduction in classroom time and the
current Vietnamese context cannot offer many opportunities to use a language outside class. It
is misleading to assume that reducing the number of class meetings means reducing students‟
workload. Instead, the shift to credit program in university curricula necessitates more
students‟ control and responsibility over their own learning. They must continue learning on
their own after leaving the language course. This self-study evidently helps enrich the input
and skills (Deci, 1995).
The situation current reinforces the need to cultivate and foster learner autonomy. Evidently,
there are a great number of researches in the field which have proved the values of learner
autonomy development, showing the intertwined relationship between autonomy and
motivation. When learners are proactively committed to their learning, the problem of
motivation is testified to be solved. In Deci‟s words, “autonomy is nourished by, but in turn
nourishes our intrinsic motivation, our proactive interest in the world around us” (1995, p. 2).
This relationship works in both directions with different phases in a learner‟s learning
progress. Although we cannot assume that the relationship between autonomy and motivation
is always one in which autonomy leads to motivation, we can conclude undoubtedly that
developing autonomy helps students get better results (Deci, 1995).
Learner autonomy can be regarded as an offspring of learner-centered approach, which is an
innovative and effective one in the literature of second language learning. The benefits of
cultivating autonomy in learners have been disclosed by a variety of researchers and
practitioners. Learner autonomy can lead to increase in motivation and cooperation as well as
responsibilities in their studying process, which means more effective learning. Furthermore,
the concept of autonomy is not restricted in school aspect. Once students acquire autonomy in
learning in the school curriculum, they slip easily into autonomy for other activities outside
class. In other words, autonomous learners evolve life-long learning and hereby they are

Dickinson, 1987; Little, 1991; Broady & Kenning, 1996; Barnett, 1993).
DEPENDENT LEANERS
INDEPENDENT LEARNERS
1. do not set learning goals
2. only work when extrinsic motivators such
1. plan their learning and set goals
2. are intrinsically motivated by making
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as grades or rewards are offered
3. do not reflect on how well they are learning
and stick to the fixed hypotheses.
4. cannot make decisions about their learning
5. do not know their own strengths and
weaknesses
6. do not know their learning styles and
different strategies for learning
7. make mistakes or not knowing is shameful.
8. rely heavily on teachers and think teachers
is wholly responsible for their learning
9. study, translate and memorize knowledge.
10. do not connect classroom learning with the
real world
progress in learning
3. often reflect on the learning process and
progress, reject hypotheses that do not apply
4. can make well-informed learning decisions
5. are aware of their strengths and
weaknesses
6. have insights into their learning styles

Relinquishing teacher‟s control is parallel with providing sufficient guidance to smooth
learners‟ way into autonomous learning, and into developing purposefulness and creativity in
doing so (Dickinson, 1995). Teachers supervise students in their own learning-preference
discovery and create opportunities for their experience.
Autonomous learning magnitude necessarily entails difficulties in many aspects, and different
students may have problems in different ways. To that end, teachers are also the counselors
helping students with individual obstacles. Both facilitators and counselors provide
psychology-social and technical supports, the difference between the two is that while the
former mainly works with groups, the latter in one-to-one situations (Voller, 1997).
According to Riley (1988), counseling involves a great deal of work such as eliciting
information about aims, needs and wishes, helping with planning, suggesting materials and
sources, taking part in interaction, offering alternatives, listening and responding, interpreting
information, giving feedback on self-assessment, and being positive and supportive, etc.
Facilitating and counseling learners is not just a matter of pointing them in the right direction
- it is also to do with motivation, behaviors, and practical and emotional support. Teachers,
therefore, should motivate students in acquiring learning independence as well as language
skills. Beside stimulating factors, autonomy requires a conscious awareness of the learning
process, strategies and styles. Learner strategies are a key to and “prerequisite” for learner
autonomy (Weden, 1998). Learners can take care of their own learning only when he has
become more mature and made use of the pertinent strategies. Thus, teachers have to expedite
learners to know what learning strategy is and how imperative it is in enhancing autonomous
learning.
To recap, the teacher‟s function should become less dominant, but not less important. Instead
of absolving themselves of all responsibility teachers, they play more roles than before as
facilitators, counselors, motivators, awareness raisers as well as resources in this development.
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This implies the “reappraisal of teachers and learners‟ roles” (Lynch 2001, p. 394). Autonomy
inevitably involves a change in power relationships and in both teachers‟ attitudes.
However, this change cannot occur effortlessly. It is a process and it should be characterized

cooperation, which reduces the dominance of learner-teacher interaction, encourages students
to rely on each other and on themselves, and spreads responsibility for the achievement of a
task more evenly among students. To achieve the openness (allowing more room for learner
imitativeness), negotiation activities are often the best options. However, it takes time to
change someone‟s belief and habit, especially when it is the deeply-rooted one. Accordingly,
repeatability in doing these activities are momentous to shape and consolidate new beliefs and
habits.
The last and simultaneously effort-intensive phase is transferring roles as the result of a
considerable change in classroom management. Transferring roles is decisive in that “For one,
learners can only assume responsibility for their learning if they have some control over the
learning process. For the other, increasing independence may evoke and reinforce
responsibility and autonomous attitudes” (Scharle & Szabo, 2000, p. 80). Teachers handle
over roles that are traditionally held by themselves. However, these loosely structured
activities do not entail teacher‟s freedom of charge. It is crucial for the teacher to establish a
good relationship providing a harmonious supportive environment, facilitating the process of
reorientation and personal discovery (Kelly, 1996, cited in Lee, 1998). Furthermore, peer
support in this environment is weightier pushing learners in acquiring “a capacity and
willingness to act independently and in cooperation with others, as a socially responsible
person.” (Dam, 1995, p. 1, cited in Lee, 1998).
Sharle and Szabo (2000) hold that this three-phase process should be seen as a smooth process
where one stage develops into the next. The activities they provide in their book should be
considered as suggestive ones since “autonomy has to be adapted to different cultural
contexts” (Holec, 1981) and accordance with students‟ level of autonomy at different stages.
Different classroom cultures may entail different teachers‟ responsibilities and students‟ roles,
which means the borderline between the suggested activities in changing awareness and
transferring attitudes are vague. In other words, to cultivate learner autonomy, learners should
first have the right attitude towards learning and knowledge of strategies in second language
learning. Secondly, they must involve in the learning process themselves as “language
learning depends vitally on language use” (Deci, 1995). Practitioners, researchers have
suggested a number of activities for learners‟ involvement. They have reported on the

are required to do. Like other researchers investigating the realm of learner autonomy, the
researcher also uses assignments to boost learner responsibility, but in other forms to suit her
own teaching lieu. As they have never learn speaking before, they must be well-equipped by
having chances to practice functional language and speaking techniques. Thus, the
intervention starts first with raising matter awareness and subject awareness then and regular
assignment to implant the independent learning style in the students.
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1.2. Speaking skill
1.2.1. The nature of speaking and characteristics of an effective speaking lesson
Speaking skill has been placed more weight in comparison with other skills as it is the first
step to identify language ability. Knowing a language means being able to speak the language
(Pattison, 1987). It is the vehicle to establish and maintain social relationships as well as
achieve professional advancement. In particular, speaking has two principal functions:
transactional function and interactional function. While the former is primarily concerned
with the transfer of information, the latter involves the maintenance of social relationships.
Moreover, only by speaking a language can we ever hope to learn it. In order to acquire the
skills, communicative activities must be applied in class to aid students to obtain not only
accuracy but also fluency in their speech.
Pertaining to characteristics of an effective speaking lesson, Penny Ur (1996) has a
comprehensive look at the issue. In her viewpoint, there are four characteristics to determine
whether the speaking lesson is fruitful or not as follows:
 Learners keep talking in most of the time allowed for the activity in which the learners
are the centre of the activity and the interference by the teacher is little.
 Participation is evenly distributed among learners.
 All group members are motivated in the activities thanks to an interesting topic or
their desire to achieve the task objective.
 Language use is appropriate, easy to understand and quite accurate.
The focal point in assessing a speaking lesson is students‟ active participation. It cannot be a
speaking lesson if the students do not speak the target language, let alone managing effective

means.
 Accuracy: being quick at detecting and rejecting errors
 Anticipation: thinking and planning ahead
 Reliability: being versatile, i.e. performing a range of different speaking tasks range of
different topic, and being reliable even adverse conditions
This autonomy is partly due to the increased automaticity of his language production, what he
experienced as “feeling fluent”. As we have seen, the ability to automatize the more
mechanical elements of a task so as to free attention for higher-level activities. The autonomy
in speaking increases in proportion to the automaticity of his language production. This is the
ability to automatize the more mechanical elements to situational and functional elements of a
task. Besides, learners need to be able to “marshal their newly acquired skills and deploy them
unassisted and under what are called real operating conditions” (Thornbury, 2006, p. 89).
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Along similar line, Rubin and Thompson (1994, p. 75) gives several techniques which
autonomous students often use in speaking skill:
 Rehearsal: rehearsing the situation in their heads to make sure they can do it or
rehearsing with another students
 Automatic use: imagining what they would say in the foreign language in different
situations (when they are in a store or restaurant, etc.)
 Paraphrasing: trying to say something in another way
 Topic changing: switching to the topic they know to maintain interaction in the target
language.
In socio-cultural perspective, autonomy is defined as the capacity to self-regulate performance
as a result of gaining control over skills that were formerly other-regulated. In classroom one,
this is learners need to be given opportunities to talk freely about subjects of their own choice.
Like autonomy development in other skills, autonomy development in speaking includes three
previously mentioned phases. Specifically, it commences with awareness-raising activities in
which learners learn features of spoken language. This is followed by appropriate activities to
aid them to gain control of these features, before reaping full autonomy as independent

major ones who are the target population of this study.
2.1. English department at VUC
With the increasing demand of English-competent workforce, English Department was
established at VUC in 2007. The objective of this institution is to provide students with a
command of English to use it fruitfully in their future workplace, particularly in enterprises.
The English major students aged 18-20 come from various regions in Vietnam. They must
take examinations in English, literature and math to get entrance to VUC. The model of
English examination is multiple-choice questions (MCQ) with the focus on grammar and
reading proficiency. Each year, over 200 students enroll in the department.
There are thirty- five teachers aged 25-57 at the English Department of VUC. Young teachers
take large percentage (80%) and the number is always on the rise. The majority of young
teachers possess a bachelor degree in English language teaching and the rest are taking an MA
or MBA courses. A small percentage of the senior teachers (aged 40-57) were trained in in-
service program. In general, the teaching staff is always eager for knowledge, energetic and
willing to apply better ways to fortify their teaching quality.
2.2. The teaching syllabus for speaking skill
The English major students enjoy a whole language approach and integrated activities. The
program consists of 141 credits for all the Business English subjects in the six semesters
(macro skills, micro skills and others related to business). Of the total 141 credits, 72 are
allotted to the development of 4 language skills and 36 credits for other English courses
(phonetics, semantics, literature, business, translation, etc.). The rest are rationed to the
general subjects applied for all of the VUC students (taught in Vietnamese).
The textbook used for developing students‟ four skills is “The business” series (Pre-
intermediate, Intermediate, and Upper-intermediate) by Karen Richardson, Marie Kavangh,
John Sydes and Paul Emmerson. They adhere to communicative approach. Each unit
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comprises six sections: Reading and listening, speaking, writing and a case study. The four
skills are taught integratedly throughout the syllabus.
With reference to assessment, 10% of the total mark goes for participation and attendance,

Interrupting in meetings
7
The stock markets
Negotiators – making offers, agreeing deadlines
8
Going global
Presentations – handling questions
Every four units will be taught at one semester, and each semester comprises two stages. Each
stage is taught with two units and three credits. Each stage‟s duration is in 6 weeks (12
periods a week). Therefore, this action research is launched when students is on stage two of
the syllabus, learning unit 3 and 4. As revealed above, there are limited speaking techniques
taught. In reality, this problem is exaggerated when the students‟ level of speaking is mostly
elementary; more extra materials need to be designed by teachers to ease students‟ hardships
in the learning process.
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2.3. The opportunities and constraints of the context
2.3.1. The opportunities of the context
The context offers several opportunities for the teaching and learning at the English
Department, VUC. Firstly, students come from different areas around Vietnam; they bring
with them a diversification of background knowledge as well as identities and characters.
Secondly, most of the teachers in the department are young and active; they are enthusiastic
and ready to change for the better. However, diverse limitations exist leading to the
unfavorable learning and teaching results.
2.3.2. The constraints of the context
Constraints come from all people of concern in the program. Firstly, although almost students
are both intrinsically and extrinsically motivated, their investment appears not to suffice for
the subject. Their fast satisfaction of their success in winning a position at a university and
the deeply-rooted dependent attitudes deprive them of time and efforts for English learning.
To put it another way, good result cannot be expected with low commitment to the target

experience undue stress when expected to participate actively and become dependent in the
learning process. This stress is often caused by their extensive teaching culture at primary and
secondary schools where students raising their voices without any permission from teachers
are considered to be discourteous. Furthermore, they are prone to the environments in which
the teacher gives them each direction with corresponding available materials to accomplish
each step. This may account for the fact that students misunderstand or even lose respect for a
teacher who expects them to work collaboratively with other students and study
independently rather than takes on the traditional role of teacher as the main source of
knowledge. Thus, giving empowerment to students must be parallel with changing their
attitudes towards this process. The newcomers making the transition from secondary school to
university need help in organizing themselves as autonomous students. These freshmen
should be properly primed for directing their own learning process, setting as a good foothold
for the next coming school years and in the long run for their life-long study.
3.3. Research design
Action research involves the researcher in questioning their own practice to find ways to
improve that practice (McNiff, 2002). It furnishes the researcher and participants with the
opportunity to scrutinize existing practices, and modify them in the search for refinement of