VNU Journal 0Í Science, Foreign Languages 24 (2008) 246-253
Self-regulated sữategy development as a means to foster learner autonomy m a writing course
N g u y e n M i n h H u e *
D epartm ent o f English - Am erican Language and C ulture, College o f Foreign Languages, Vietnam National U niversity, Hanoi, Pham Van D ong Street, Cau d a y , H a n o i Vietnam
R e c e iv e d Od M a y 2008
A b s t r a c t T h is p a p e r a im s to p r o p o s e a p o s s ib le s o lu tio n to a roal'World c u r r ic u lu m problem o f h o w to f o s te r le a r n e r a u to n o m y m a n E n g lis h a c a d c m ic w r i t i n g class a t C o lle g e 0Í F o re ig n L a n g u d g e S 'V ic tn a m N a tio n a l U n iv e r s ity w h e r e a g e n e r a lly ]o w le v e l o f le a r n e r a u to n o m y is p e r c e iv e d . It b e g in s b y d e f in in g r e le v a n t t e r m s a n d r e p r e s e n tin g th e p r o b le m . T h c n c c , Ih c r a tio n a le f o r t h e p r o p o s e d s o lu U o n a n d a p l a n fo r im p lc m e n lin g it a r e d i s c u s s c d . T h e fin a l s c c tio n s u g g e s ts a p l a n fo r e v a lu a tin g th u e ffo c tiv e n e s s o f t h e p r o b ỉc m - s o ỉv in g ta s k .
1. In tro d u c tio n
T h e im p o rta n c e of lea rn e r a u to n o m y in la n g u a g e learn in g hâs b een w ell estab lish ed in th e literatu re. T he p u rp o s e of th is p a p e r is to p ro p o se a p o ssib le so lu tio n to a real-w o rld c u rric u lu m p ro b lem of h o w to fo ster learn er a u to n o m y in an English acad em ic w ritin g class a t C ollege o f Foreign L anguages- V ietn am N atio n al U n iv ersity w h e re a g en erally low level o f le a rn e r a u to n o m y is p erceiv ed . It w ill b eg in w ith d efin itio n s of re le v a n t term s. T h en th e p ro b le m w ill b e re p re se n te d . N ext, th e ra tio n a le for the p ro p o se d so lu tio n a n d a p la n for im p lem en tin g it w ill b e d iscu ssed . T he final section w ill su g g est a p lan for e v a lu atin g the effectiveness of th e p ro b lem -so lv in g task.
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E*m ai]: b c n g a m t a ^ d h o o . c o m
2. D e fín itío n s o f te rm s
It w o u ld b e h elp fu l to d efin e a theoretical fram ew o rk for each of the m ajor term s th a t a re g o in g to b e u se d in th is p a p e r. D efinitions 0Í learn er a u to n o m y have been varied (L ittlew o o d Ị1Ị). H o w ev er, th e basis of a u to n o m y h a s a lw a y s t>ei*n th e ability to tdke resp o n sib ility for (or take co n lro l/ch arg c of) o n e 's o w n lea rn in g {Cotỉerall [2]; D ickinson (3J; Little [4]; L ittlew o o d ịl]; B enson [5Ị; Little I6Ị). A cco rd in g to Perry^ N o rd b y , and V a n d eK am p [7]), th e term seỉf-regulũted is u se d to d escrib e m eỉâcognitìve, intrinsically m o tiv ated , an d strategic learners. Z im m erm an [8] defines self^regulatioii as "self-generated ữioughỉs, feelings^ an d behaviors that are oriented to attairdng goals".
A stro n g lin k h a s been fo u n d betw een le a rn e r a u to n o m y an d self-regulation.
A cco rd in g to W e n d e n [9] "in the cognitive lite ra tu re on le a rn in g a n d instruction^
a u to n o m o u s le arn in g is referred to as self
246
N*ỊUì^en Mitih Hue / VNU Ịounial o f Sdetìce, foreign UinỊỊuages 24 (2008) 246-253 247
reg u latio n ". T he M i ỉ t y to take rcspoĩĩsíbỉlitỊ//or learning often refers to learn ers' o w n e rsh ip of m a n y learn in g processes tra d itio n ally o w n ed by teachers such as sotting goals; choosing le arn in g m eth o d s, m aterials a n d tasks;
m o n ito rin g a n d e v a lu atin g pro g ress (H o an d C rookall [10]; C otterail [2]; L iltlew o o d [1];
Benson [5Ị). These strateg ies h av e b e e n used in th e literatu re to d escrib e b o th a u to n o m o u s a n d self-regulated learn ers (e.g. W o n d en [9];
Lee (11Ị; G raham , H a rris a n d Troia (121).
3. T h e c u rric u lu m p ro b le m
The present au th o r is asked to leach EÍT- academ ic w riting to a group of V ietnam ese second year stu d en ts m ajoring in TESOL at a university in H anoi. In response to the university's dem and for teaching innovations, the teacher has been required to develop a w ritm g curriculum that can foster learner autonom y, a w eak area in the university's traditional w riting curriculum . In o rd er to define the problem, the teachcr needs to gaUier further inform ation ab o u t various aspects of ỉhe curriculum . The inform otion will holp \hp teacher m the problem -solving process.
lacks (C rabbe [13]). A cco rd in g to the te a ch e r's o b serv atio n a n d an aly sis of the u n d e rg ra d u a te p ro g ra m , th e ir m o st im m e d ia te n e ed s are to la k e u p w ritin g o p p o rtu n itie s available in th is c o u rse a n d its assessm ent. In y e a r 3 a n d 4, they a re g o in g to ta k e o th e r academ ic c o u rse s e.g. teaching m eth o d o lo g y , research m e th o d s, etc for w h ich they need to w rite essays, a ssig n m en ts, a n d reports. A fte r g ra d u a tio n , th e s tu d e n ts w ill have v a rio u s n e ed s to w rite academ ically a n d pro fessio n ally . S om e will s ta rt g ra d u a te stu d ie s w h ic h h av e high d e m a n d s for acadcm ic w riH ng. O th e rs w ill g e t jobs such as teaching, tra n slatin g ; creativ e w ritin g a n d so o n of w h ic h w ritin g is an im p o rta n t p art. G enerally, g re a ie r a u to n o m y is req u ired as Ihey p ro g re ss th ro u g h d ifferen t levels of needs.
Besides, a n o th e r sec tio n of the s tu d e n t q u estio n n aire is aim ed to fin d o u t w h a t the stu d e n ts cxp cct from th e co u rsc. A d iag n o stic ỉesl is also a d m in iste re d to collect info rm atio n a b o u t the .stu d en ts' proiiciency levels a n d w ritin g ability.
3.3. C urrent teacher (ììỉd ỉca m cr roỉcs 3.1. The ìcamers
A s tu d e n t q u e sỉio n n a ire w ill b e carried o u t d u rin g th e o rie n ta tio n w eek. A p a rt of it will collect in fo rm atio n a b o u t learn ers' age, lan g u ag e learn in g experience, ed u catio n al background, beliefs a b o u t la n g u a g e learning, beliefs a b o u t learn er au to n o m y in general and self-regulation strateg ics in p articular.
3.2. Leaniers' needs
A need analysis is co n d u cted to iin d o u t the stu d e n ts' ta rg e t needs, expectations, an d
A ccording to the a u th o r's general observation, som e classroom s of ú \e English D epartm ent are still teacher-centered. Goals have been set by the tcachcrs an d /o r curriculum designers a n d stu d e n ts' personal goals have n o t been encouraged and considered. T he teaching-learning en v iro n m e n t has not been e n c o u ra g in g e n o u g h for th e m to actively fin d th e ir o w n m e a n s to achieve learn in g goals. T herefore, p a ssiv e s tu d e n ts rely on th e teach ers in d e c id in g w h a t a n d h o w th ey s h o u ld learn. W h e n th ey leave the classroom , m a n y find it d ifficu lt to self- reg u late th eir o w n le a rn in g . A d d itio n ally ,
248 NfỊuycĩi M iuh Hue / V N U lour m ỉ o f Sàcỉicc, Forei)Ịtí Ijitiguages 24 (2(H)S) 246-253
som e teachers hold com plelo a u lh o rity in ev alu atin g learn in g p ro g ress a n d outcom e.
Self-assessm ent htis n o t b een o p en ly discussod a n d en co u rag ed in th e classroom an d n o i u se d in form al assessm ent. In general, th e teachcrs h av e been h o ld in g
a u t h o r i t c i t i v e r o l o s i n d e c i d i n g b o t h t h e
m eans an d th e e n d s of learning.
However, the discussion of toachcr and learner roles above is only the au th o r's subjective view based on personal observation.
Although it is true in m an y classroom s, it cannot be confirm ed as tru e in all classroom s and the class concerned. Therefore, a pari o f Ihc stu d en t questionnaire gathers m ore valid inform ation ab o u t the roles of the previous tcachers a n d Ihc stu d e n ts so that inform ed decisions are m ade. This inform ation is also collectcd from a teacher quesHonnaire.
3.4. Social context
• O w n ers: B oth th e te a c h e r a n d le a rn e rs are o w n ers o f th e p ro b lem . T ho p ro b le m solving w ill d ra w o n ih c re so u rc e s p ro v id e d by bo th parties.
• E n v iro n m cn ial co n strain ts: Ihc b ig g est c o n strain t is th e ex istin g trndilionnl
e n v i r o n m e n t w h e r e s o m e o t h e r t e a c h e r s sH lI
excrcise control o v e r s tu d e n ts ' learning-
3.5, V ic m atcnals
T he m aterial for th is c o u rsc is a textbook of academ ic w ritin g co m p iled by a g ro u p of teachers a t th e D ep n rtm cn t. T h e m aterial is u sed as a reso u rce ra th e r th a n a script. Tho te a c h e r is g o in g to e x a m in e it to SCO w h n t learn in g o p p o rtu n itie s it p ro v id e s an d d esig n a c u rricu lu m th a t can ddd v a lu e to the tasks p ro v id e d in th e m ateria l {Crabbe [14]).
O p p o rtu n itie s for lenrning a w a re n e ss will be p aid special a tte n tio n to.
Given Uiat developing g reater learner autonom y is the desiriibte change, Chcckland and Scholes' (1990); cited in C rabbe [13])
C A T W O E m o d o l if. a d o p t e d t o c o U c c t
inform ation for defining the social conỉcxt of the problem.
- C ustom ers: The beneficiaries of the change are prim arily the learners. O lhcr bcncficieries are the university an d prospective employers.
• A ctors: T h e teacher a n d s tu d e n ts play principal ro les in b rin g in g a b o u t th e changc.
• T ran sio rm atio n : T he s tu d e n ts becom e m ore a u to n o m o u s learners.
• W eltanschauung: The teacher strongly believes th at autonom y helps learning and that learner train in g can contribuie to p rom oting Icam cr au to n o m y . Iniorm ation ab o u t loam er beliefs a b o u t language leam ingr learner autonom y a n d seli*regulation w ill be collected through the questionnaire.
4. A p ro p o se d s o lu tio n : S eU -rcg u lated s tra te g y d e v e lo p m e n t (SRSD )
4.1. R ationak
SRSD h as been p ro p o se d as a possible so lu tio n to th e p ro b lem of h o w to fosier learn er a u to n o m y in th e co n ỉex t for tw o mnin reasons. F irs t m a n y a u to n o m y exports su g g e st it as a n o p tio n to ap p ro ach the p ro b lem . A cco rd in g to Little [15Ị, studcnLs a re n o t a u to m a tica lly a u to n o m o u s in the form al classroom . T h e te a c h e r's jo b is ỈO e q u ip ihem w ith " a p p ro p ria io tools <ind o p p o rtu n itie s to p ractice u sin g them " (p.l76).
O n e of th e m o st su g g e ste d w ay s in the lite ra tu re h a s b e e n learn er tra in in g (e.g.
G rah am a n d H a rris [16]; Rees-M illcr Ị17j;
LilHe [15]; H arris, G rah am , M ason, an d S a d d le r [18]), of w h ic h SRSD is o n e typt?.
Nguyeĩi M inh Hue / VNU lủurnal o f Science, Foreign Languages 24 (2008) 246-255 249
Sccond, a c c o rd in g to G rah am an d H arris [16], SRSD can fo ste r le a rn e rs' a u to n o m y because it p ro v id e s thorn w ith scaffolding in u sin g stra te g ie s th a t th ey co u ld n o t p re v io u sly d o w ith o u t assistan ce a n d self-regulation skills necessary to u se th e strateg ies tactically.
M ore im p o rta n tly , Ihis is o n e of th e m o st su ta b le so lu tio n s for the c u rre n t context b ecau se th e s tu d e n ts ' lack of self-regulation stra te g ie s a p p e a rs to b e th e m ajor cause of th eir low a u to n o m y . This so lu tio n is also feasible in th e social co n tex t of the problem .
4.2. Goals o f S R S D
The m ajo r g o a ls of SRSD are h elp in g the stu d e n ts to (1) m aster cognitive an d m otacognitivc stra te g ie s in w ritin g academ ic essays an d (2) d e v e lo p a u to n o m o u s, self
reg u lated u se of th e strategies.
4.3. Procedure o f S R S D
To achieve th e goals, a 6-stage p ro ced u re for SRSD is a d a p te d fro m th e lite ra tu re on SRSD (e.g. G ra h a m a n d H arris fl91; M ason.
H arris an d G ra h a m |18j; H arris, G rah am and M ason [20]; C halk; H ag an -B u rk e a n d Burke
|21|). In fo rm atio n collcctcd at th e earlier siage w ill be a n a ly z e d an d tak en in to account w hen th e in stru c tio n is im p lem en ted . As detailed in stru c tio n p la n is h a rd ly possible before the in fo rm a tio n bccom es available; the stages arc b rie fly ex p lain ed a s follows:
Sta^^e Ĩ: D evelop a n d activate background knowledge:
This sta g e activ a te s an d d e v e lo p s the p re
skills an d th e s tu d e n ts ' b ack g ro u n d know ledge a b o u t the topic an d ta sk type need ed for th e w ritin g task. A tten tio n is paid to task k n o w le d g e w h ich includes know ledge a b o u t task p u rp o se , th e n a tu re of
th e ia sk a n d the k n o w led g e a n d strategies th ey need to accom plish the task. A t this stag e, tw o self-regulation p ro ce d u re s, goal- s e ttin g a n d self-m oniloring, are also in tro d u c e d a n d initiated.
Stage 2: D iscuss it:
D e p e n d in g on the strateg ies identified by th e stu d e n ts a t sta g e I an d inform aH on ab o u t th e s tu d e n ts ' c u rren t p erfo rm an ce level, the teach er m ay in tro d u c e a d d itio n a l strateg ies to be learn t. T h e ỉcacher a n d stu d en ts estab lish th e significance of the vvritìng an d self-reg u latio n strategics. H o w a n d w hen th e se strateg ies can b e used for the p resen t ta sk an d fu tu re ones a n d o p p o rtu n itie s to use ih em in n ew tasks are d iscu sscd . T he goals of le a rn in g the strateg ies are ex p lain ed and s tu d e n ts ' co m m itm en t lo lữarn them is o b tained.
Síứ^e3: M odel it:
T he ỉeacher or â p eer m o d els the task- specific stra teg ie s and acco m p an y in g self
re g u latio n strateg ies natu rally . T y p es of self- in stru c tio n s e.g. problem -definition, p lan n in g , self-statem ents, self-evaluation, self-rorrt'cH nn can bo in tro d u o 'H . It is im p o rta n t th a t sclf-instruciions b e selectively in tro d u c e d a n d m odeled.
4: M em orize it:
This stag e is to m ako s u re lhat the s tu d e n ts m em o rize the strateg ics involved in c o m p o sin g an d self-rcgulating, any a cco m p an y in g m nem onics an d self- statem en ts. S om e stu d en ts m ay need this stage, so m e m ay not.
Stage 5: Support it:
A s s tu d e n ts actually com pose, the teacher scaffolds th e ir u se of the in stru c te d strateg ies a n d can in tro d u ce m o re self-regulation strategies. T h e teacher a tten d s to in d iv id u al goals, n eed s, a n d paces th ro u g h p rom pts, in teractio n , a n d guidance. She m ay w rite
250 Nguyen M inh H ue / V N U Journal of Science, Foreign Umguaị^es 24 (2008) 246'255
collab o rativ ely w ith so m e s tu d e n ts if n eed ed . T h ro u g h o u t th is stage, th e te a c h e r an d s tu d e n ts c o n tin u e th e p lan fo r a n d in itiatio n of g e n e ra liza tio n a n d m a in te n a n c e o f the strateg ies. C o v e rt se lf-in stru c tio n s o r self- sta te m e n ts a re en co u rag ed .
S ta < Ịe 6: i n d e p e n d e n c e p e r f o r m a n c e :
S tu d e n ts a re h ig h ly e n c o u ra g e d to use co v ert self-in stru ctio n s b e c a u se th e y are m o v in g on to u sin g stra te g ie s in d e p e n d e n tly . T he teach er m o n ito rs Ih eir in d e p e n d e n t use of th e stra te g ie s a lre a d y ta u g h t. S trateg y g e n eraliz a tio n a n d m a in te n a n c e c o n tin u e to b e p lan n e d . T he tea c h e r a n d stu d e n ts e v a lu a te th e effectiveness o f s tra te g y u se and p erfo rm an ce co llab o rativ ely . R e v isio n s can b e m a d e w h e re n ecessar)\
T hese a re th e six re c o m m e n d e d sta g e s for SRSD. It s h o u ld b e n o te d th a t th e sta g e s do n o t n e e d to b e in stru c te d in th e p re se n te d o rd e r. S om e stag e s can b e s k ip p e d if the s tu d e n ts are read y , so m e c an b e co m bined.
A cco rd in g to G ra h a m a n d H a r ris [16], SRSD s h o u ld b e in te g ra te d in to th e re g u la r w ritin g c u rric u lu m in stea d of re p la c in g it. T h is w ay, th e s tu d e n ts w ill learn a n d a p p ly the
ũ l r â l c g i c s i n t h e r e a l w r i t i n g t a s k a n d th o
chan ce th a t th ey a re g o in g to m em o rize, g en eralize, a n d m a in ta in th e m is in creased .
A p p ro ach : T h e objectives m o d e l a p p ro a c h is follow ed to e v a lu a te to w h a t e x te n t th e p re -se t goals o f th e task h a v e been ach iev ed . A ttem p ts are also m a d e to u n d e rs ta n d h o w effectively the ta sk g en erally w o rk s for s tu d e n ts a n d teacher.
- P u rp o ses: The e v a lu a tio n is c arried o u t for acco u n tab ility p u rp o se (d id the task fulfill the goals?) a n d d e v e lo p m e n t p u rp o se (how m ig h t th e ta sk be im p ro v ed ?)
- Focus: T he e v a lu a tio n focuses o n the effectiv en ess of th e task-
- Scope: T he e v a lu atio n is in tern a l, i.e.
e v a lu a tin g the task ag a in st th e sta te d objectives/goals.
' E v alu ato rs: The tea c h e r an d Ihe s tu d e n ts direcU y in v o lv e in e v a lu a tin g the task.
- T im ing; The e v a lu a tio n will take place bo th d u r in g an d after tho task,
- T ype of inform ation: In íoư nation about stu d e n ts' use and sclf-rcgưlatìon of cognitive an d m etacognitíve strategies in w riting w ill be collected th ro u g h th e teacher's classroom observation an d stu d e n ts' w ritm g portfolios.
The d etailed actìon p lan will be discussed
h o i a w .
5.1. Classroom obserơation
5. A plan for evaluating the effectiveness of the proposed solution
T h is p a rt p ro p o se s a p la n fo r e v a lu a tin g th e effectiveness o f th e p ro b le m so lu tio n . C o n sid e rin g so lv in g th e c u r re n t c u rric u lu m p ro b le m as a " ta sk " (a lth o u g h it is b ig g er th a n ih e co m m u n ic a tiv e ta sk s d isc u sse d by Ellis [22], it sh a re s m o re c o m m o n featu res w ith m icro -task s th a n w ith m a c ro p ro g ra m s o r projects), th e a u th o r a d a p ts th e seco n d ste p in E llis's [22] p ro c e d u re to p la n fo r the ev a lu atio n . T he p la n is sp e cifie d a s follow .
A cc o rd in g ÌỒ H arris e t al [20], th e teacher n e e d s to look for ev id en ce in s tu d e n ts ' p ro cess a n d p ro d u c t of w ritin g to see if they are ac tu a lly u sin g th e strateg ies in w ritin g a n d re g u la tin g their stra te g y use. T he teacher also n e e d s to o b serv e ch an g es in the s tu d e n ts ' behaviors, a ttitu d e s a n d beliefs a b o u t w ritin g (M ason e t al [23]) w h ich can be in d ic a tio n of th eir a u to n o m y d e v e lo p m e n t
W h ile observ in g s tu d e n ts ' perform ance, the te a c h e r engages th e m in th e evaluation (H arris e l al [18]; H a rris e l al [20]). They are e n c o u ra g e d to d iscu ss w ith p e e rs a n d teacher
Nguỵen M inh Hue / VNU Ịourrưil o f Scừnce, Foreign Languages 24 (2008) 246‘253 251
w h ic h p a rt o f Ihe in stru ctio n is m o st helpful a n d w hich n e e d s im p ro v in g . S tu d e n ts are also inv ited to self-reflect ir\ p air o r g ro u p s d u rin g o r a fter each w ritin g task o n th eir stra teg y use. T h e ir reflections can g iv e the to ach er in fo rm atio n a b o u t ch an g es in iheir level of self-reg u latio n or a u to n o m y as â re su lt of SRSD.
5.2. W riting portfolios
W ritin g po rtfo lio s have b een stro n g ly reco m m en d ed for collecting in fo rm a tio n to e v a lu a te th e effectiv en ess of SRSD (M ason et al [23]; H arris c t al [20]). Portfolios create a g ood context for stu d en ts to gcncralừ e, m ainỉain, an d expand the instructed strategies.
T h e y also offer o p p o rtjn itie s for stu d en ts to en ter interaction an d co llaboration w ith the tcach er an d p r e rs a n d receive feed b ack an d scaffolding for th eir strateg y use. M eanw hile;
the tcacher can collect in fo rm atio n ab o u t th eir w ritin g a n d self-regulation stra te g y use o n an on-g o in g basis a n d p ro v id e s u p p o rt p ro m p tly . P articu larly , the s tu d e n ts ' self- reflections and self-afise^sment, w h irh are im p o rta n t c o m p o n e n ts of th e portfolios, not only help track th eir use of the in stru c te d strategies o v e r tim e inside an d o u tsid e of classroom ; b u t in terestin g ly they are also m ean s to acq u ire a u to n o m y (G rabe an d K aplan [24]; M u ller-V erw ey en [25); H irvela an d Pierson [26]; W eigle [27]).
For the a b o v e reasons, the p ro g ress portfolio (W eigle [27]), w h ich co n tain s b o th d ra fts an d final p ro d u cts, is im p lem en ted . Each portfolio in c lu d e s 4 e n trie s w ritte n in 4 different g enres of acad em ic essays. F or each entry, th e s tu d e n ts arc ask ed to in c lu d e at least 3 d ra fts a n d the final p ro d u c t th a t best show their d e v e lo p m e n t o v er tim e. The en trie s can b e rev ised m*class essay s or in d e p e n d e n t w o rk s o u tsid e th e class.
M o st im p o rta n tly , io r ea c h e n try the s tu d e n ts w rite a p a r a g ra p h reflecting on the p ro cess th a l th e y h a v e g o n e th ro u g h in m a k in g th a t e n try a n d a ssessin g their o w n w o rk . T h ey a re in stru c te d to w rite a b o u t th eir stre n g th s a n d w ea k n e sse s, th e ir p ro b le m s a n d h o w th e y so lv ed th em . T h e y are also g u id e d to c o m m e n t o n th e h e lp fu ln e ss of the strateg ies. T h e se are h e lp fu l in fo rm atio n for e v a lu a tin g th e effectiv en ess of SRSD, H o w ev er, as self-asse ssm en t a n d reflection m ig h t b e d ifficu lt for so m e s tu d e n ts to w rite, esp ecially in L2, th e tc a c h e r n eed to p ro v id e carefu l tra in in g in th is a re a (C oom be an d B arlow [28]; N u n e s [29])- A cco rd in g Ỉ0 N u n es, a t an e a rly stag e, self-reflection can take th e fo rm of q u e stio n n a ire s.
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Nâng cao tính độc lập tự chủ
CIO người học kỹ năng viết thông qua việc phct triển các chiến lược làm chủ quá trình học
N g u y ễ n M in h I l u ệ
Khoa Nịịôn n g ữ và Văn hoá A n h “ M ỹ , T nrờng Đọi học NịỊoại nịỊĨr, Đại h c Qmổc gia H à Nội, D ường Phạm Văn Dong, Cău Giếỵ, Hà Nội, Việt N am
T ín h độc lập tự chủ ciiâ n g ư ò i học có m ộ t vai trò hê’t sứ c q u an trọ n g tro n g học lậ p nói ch u n g và học ngoại ngi nói riêng. T u y nhiên, th eo q u a n sá t củ a tác g iả thì k h ả n ă n g n à y còn yẻii đ ô ì với rấ t n h iểu sinh vèn n ăm ih ứ h ai học m ô n viẽ't tiến g A nh tại K hoa N g ô n n g ử v à V ăn h ỏ a A nh - Mỹ, T rư ờ n g Đ ậihọc N goại n g ữ , Đại học Q u ố c gia H à N ội. Vì vậy, bài viêt n ày n h ằ m gợi ý m ột g iải p h á p n â n g QO tin h đ ộ c lậ p tự c h ù cùa n h ó m s in h v iê n n ày : p h á t triế n các c h iè h lư ợ c làm chú q u ả trìn h học ch) sinh viỏn. Bài viet bắt đ ầu với việc đ ịn h nghĩa các th u ậ t n g ừ đ ư ợ c d ù n g trong bài. T iếp đỏ, b à i/iế ỉ m iêu tả th ự c trạ n g của v ấn đ ẽ thiêu tín h độc lập lự chú c ù a sin h viên và đ ư a ra m ộ t kê hoạcl th u Ihập th e m th ỏ n g tin có liên q u a n d ê h vấn đ ế này. Lý d o và q u y trìn h áp d ụ n g giải p h áp King cao tín h đ ộ c lập tự chù của sinh viên đư ợc đ ư a ra ở p h ẫ n tiôp th eo cùa bài v iễ\. C u ô ì cùng, )hi vict gợi ý m ộ t k ế h o ạ c h đ á n h giá hiộu q u ả cúa viộc áp d ụ n g giải p h á p này.
hJĩỉỊfOì Mùìh Hue / VNU lournal of Scieĩìce, Foreign ỈMììguữịỊes 24 (2008) 246'253 253
