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