Navotas Polytechnic CollegeEducation Department

Bachelor of Secondary Education major in EnglishEnglish 107: The Second Language Research

A Mini-Research of Learner Autonomy of 2nd Year BSE, English Major Students at Navotas Polytechnic College

Submitted to: Prof. Marco Meduranda

Submitted by:

Arbolado, Kevin

Clavero, Lucille

Junco, Emie

Lerona, Argentina

Mendoza, Noreen

Sese, Shela Mae

October 20, 2012

Levels of Learner Autonomy

If we cannot now end our differences, at least we can help make the

world safe for diversity.

--John F. Kennedy

I. INTRODUCTION

A. BACKGROUND OF THE STUDY

Approximately there are 9 billion people around the world. Each of them is

identified by their uniqueness. There are no two persons in this world with the same

finger print. And none of these 9 billion people is same capability as to other. The

natural capacity of every organism to adapt to its environment is the reason of its

existence. Scientifically speaking, human or Homo Sapiens are born also according to

its adaptation to the environment. That’s why human was able to survive for thousands

of years. In the field of Sacred Theology and Philosophy, man is born according to

Devine’s image, therefore, unique among the other creations. Individual differences

serve as our identity to one another. Thus, promotes uniqueness among people of the

globe. But there is one question lies within these differences. What is individual

differences and how it affects to autonomy of a student/pupil learning ability?

Psychology has its own definition; it is the Differential Psychology, studies the

ways in which individuals differ in their behavior*. It is a truly remarkable way of nature,

to have everyone in this world its own distinctive characteristic. Each one differs in

many different ways. Our body structure, height, weight, comprehension, ability, talent,

personality, motivation, intelligence, ability, IQ, interests, values, self-concept, self-

efficacy, and self-esteem (to name just a few). In the field of Pedagogy and Normal

Institution, we are most concern not only to what is/are the differences of every

students/pupils to one another. But, how do their differences affect that acquisition of

lesson and the learning of the subject. The peculiarities of every student in learning

might be one of the most effective ways to catch the attention of students. Many of

these differences might affect both intrinsic and extrinsic, students’ capabilities of

learning; most especially in language.

In every lesson plan there should be at least three objectives, which cover each

domain, namely cognitive, affective, and psychomotor. Teachers should develop

students’ talents to adopt in every situation. Thus, by promoting a student centered

class room environment, the latest trend in 21st century, students will developed not only

peculiarities but also their initiative in learning and cooperation; through respect of the

individual differences. Education is looking forward to developed many strategies,

methodologies and techniques to ensure student learning. But, one’s development lies

within its prerogative. With many researches and studies that makes our 21st century

unique from other. Student’s capacity to learn and to know is depending to its

autonomy- willingness to acquire every thought.

B. THEORETICAL UNDERPINNINGS

I Learning Styles

We accepted the mere fact that every human exist in this world is differ from one

another, as stated in the introduction. In this last theory, learning styles differ from every

individual as Howard Garner’s multiple intelligences and Individual differences

according to pedagogy and psychology. Learning styles differ to every individual as per

what charter is dominated. Moreover, if the individual autonomy to learn is developed, it

will not be beneficial to the student but also lift its self esteem. The following are the

learning style to be developed among individual according to the website:

http://www.learning-styles-online.com/overview/

[ The Seven Learning Styles

Visual (spatial): You prefer using pictures, images, and spatial

understanding.

Aural (auditory-musical): You prefer using sound and music.

Verbal (linguistic): You prefer using words, both in speech and writing.

Physical (kinesthetic): You prefer using your body, hands and sense of

touch.

Logical (mathematical): You prefer using logic, reasoning and systems.

Social (interpersonal): You prefer to learn in groups or with other

people.

Solitary (intrapersonal): You prefer to work alone and use self-study.

Why Learning Styles? Understand the basis of learning styles

Your learning styles have more influence than you may realize. Your

preferred styles guide the way you learn. They also change the way

you internally represent experiences, the way you recall

information, and even the words you choose. We explore more of

these features in this chapter.

Research shows us that each learning style uses different parts of

the brain. By involving more of the brain during learning, we

remember more of what we learn. Researchers using brain-imaging

technologies have been able to find out the key areas of the brain

responsible for each learning style. ]

[ Memletic Learning style is composed of:

Social – conscious

Solitary – subconscious (subtle)

Learning style to developed are:

o Aural together with Verbal

o Visual

o Logical

o Physical ]

Theory of Multiple Intelligences ( Interpersonal intelligence and Intrapersonal

Intelligence ) by Howard Garner

Among 9 intelligences (Existential, Naturalistic, Intrapersonal, Interpersonal,

Musical, Bodily-kinesthetic, Linguistic, Spatial, Logical-mathematical) the most

applicable to learners’ autonomy are Interpersonal intelligence and Intrapersonal

intelligence. Intrapersonal intelligence entails the capacity to understand oneself, to

appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves

having an effective working model of ourselves, and to be able to use such information

to regulate our lives. And Interpersonal intelligence is concerned with the capacity to

understand the intentions, motivations and desires of other people. It allows people to

work effectively with others. Educators, salespeople, religious and political leaders and

counselors all need a well-developed interpersonal intelligence.

If an individual be able to cooperate with others, he/she can use effectively the

interpersonal intelligence. Some might think that learners’ autonomy is more ego centric

in nature. However, we have to understand as well that even though we are promoting

the holistic development of an individual. Interpersonal intelligence is still applicable

because an individual with well developed autonomy can still adapt to its environment to

facilitate what is happening. An individual who can cooperate itself to the environment is

an effective individual who can adjust. Because the developed character of is well

applicable to any environment.

SocietyEnvironment

Individual(inborn capacity to adapt)

Institution (School, country etc.)

Likewise, we cannot disregard the fact that intrapersonal intelligence is the

most important among other intelligences, if we talked about learners’ autonomy. It is

because this is the intelligence concerning about one’s natural ability to its self. It is a

fact that according to many definitions Intrapersonal defined as understands one's own

interests, goals. These learners tend to shy away from others. They're in tune with

their inner feelings; they have wisdom, intuition and motivation, as well as a strong will,

confidence and opinions. They can be taught through independent study and

introspection. Tools include books, creative materials, diaries, privacy and time. They

are the most independent of the learners.

It is like developing a person for whom and what they are. It is developing the

individual’s learning capacity by knowing himself and its strength and weakness. It is

further developed if an individual learn how to integrate everything about him. Also it is

very important to help the student to have internal realization because this intelligence is

important for a learner in order to initiate its individual character towards autonomy in

learning.

Individuals’

Character Talent and self reflection/

realization

(Subtle state)

Can be developed only if the teacher helps the students to integrate these two separate being of an individual

Individual

(conscious state)

However, extrinsic motivation still needs to be integrated by the individual in

order to understand that it real purpose which is competent, related and autonomous.

Without these purpose these external factors may contribute and regarded as negative

implication to ones holistic development. These should be regulated in order to set the

autonomy among individual, and also for them to facilitate the said characteristic. In

order to find meaningful purpose and under lying positive rewards of these factors that

will lead to their strength. Along with their natural capacity, consist of external and

internal well motivated as individual of new century.

A Priori Knowledge

Recollection reincarnation Recollection

A priori knowledge is independent of all particular experiences. According

to the Plato, humans are born with their knowledge from the Supreme

Being. Because of the continuous complex process of reincarnation, this

knowledge is subject for forgetting. Thus, the only to retrieve this given

knowledge is through recollection. In order to promote students autonomy

God

Man

in acquiring knowledge, teachers of 21st can be use this ancient

philosophy. Introducing to students the recollection can be helpful as well

not only to promote students learning but also to promote a positive

attitude towards real life experiences i.e. “working with grace under

pressure”.

This process of recollection needs the proper guidelines and supervision of the

authority in order to come up with the meaningful results. This might cause a

misunderstanding among students and the facilitator without the guidelines from people

in authority.

This idea is the oldest documentation of students’ autonomy, most especially in

the field of education. Engaging the student in deep meditation it will help students’

realize the life’s purpose and existence. Through this simple activity the maturity of

students mind is promoted. Thus, autonomy of students integrated. This ancient

philosophy together with A Posteriori is the root of other studies and researches in the

field pedagogy as form of arts and sciences.

Self-Determination Theory –Motivations and Orientations

One of the theories that can associate with students’ autonomy is The Self-

Determination Theory. Actually as what is stated in the frame work, autonomy is just

one of other factors affecting the Self-Determination Theory. There are just some

important factors that Self-determination Theory has which can give high regards to

Autonomy as one of the factors affecting the Self-Determination Theory. The following

are elements of autonomy that fulfill the SDT namely, Motivations and Orientations.

Motivations generally define as a force, stimulus, or influence to encourage being

motivated. There are two kinds of motivation, namely intrinsic and extrinsic motivation.

Intrinsic motivation seeks out new possibilities and changes it is closely related to

cognitive and social development of a student. This is also the urge of a learner to seek

for the growth and maturity. Form of motivation can be attained only if there is

realization from an individual in order to cope with environment. This is usually

happened when there is a treat that is outside the environment of an individual.

However, this motivation would be only use full if the student is clear for what he really

want to attain. Also, this is only effective when the external factor will not be considered

by the individual as demotivating factor. Therefore, teachers’ support is necessary.

Competition, opportunities, environmental factors etc. are some external factors that

affect students. Likewise, internal factors such psychological and physiological problem

etc. is internal factors that can affect intrinsic motivation.

In contrast to intrinsic motivation, the extrinsic motivations are external factors

that force an individual to reach a goal. According to Wikipedia.com, external motivation

still needs to internalize in order to integrate to individual’s goal. There are four types of

extrinsic motivation according to the article Self-determination Theory of Wikipedia

(http://en.wikipedia.org/wiki/Self-determination_theory).

1. Externally regulated behavior: Is the least autonomous, it is performed

because of external demand or possible reward. Such actions can be seen to

have an externally perceived locus of control.

2. Introjected regulation of behavior: describes taking on regulations to behavior

but not fully accepting said regulations as your own. Deci and Ryan claim such

behavior normally represents regulation by contingent self-esteem, citing ego

involvement as a classic form of introjections. This is the kind of behavior where

people feel motivated to demonstrate ability to maintain self-worth. While this is

Competition Environmental Factors

Opportunities

Individual’s Intrinsic Motivation

Psychological and Physiological etc.

internally driven Deci and Ryan say introjected behavior is on an externally

perceived locus of control because they aren’t perceived as part of self.

3. Regulation through identification: Is a more autonomy driven form of extrinsic

motivation. It involves consciously valuing a goal or regulation so that said action

is accepted as personally important.

4. Integrated Regulation: Is the most autonomous kind of extrinsic motivation.

Occurring when regulations are fully assimilated with self so they are included in

a person's self evaluations and beliefs on personal needs. Because of this,

integrated motivations share qualities with intrinsic motivation but are still

classified as extrinsic because the goals that are trying to be achieved are for

reasons extrinsic to the self, rather than the inherent enjoyment or interest in the

task.

Introjected regulation of behavior

(Showing talents to individuals’ peers and get their respect and attention and regards)

Externally regulated behavior

(Having high score in test of a student because of luck or because considering a teacher is good)

Individual

Integrated Regulation

(Vow to sectarian rules and morals because of the punishment or rewards according to doctrine)

Regulation through identification

(Following rules and regulation that will serve as their identification, in order to accept by others, e.g. racial

identifications )

C. OBJECTIVES

This research aims to answer the following queries:

1. To further understand the meaning and essence of these differences that lead

to student’s autonomy of learning.

2. To offer solution, if there is a problem to student’s autonomy of learning.

3. To know the different learning strategies of students that lead to their

autonomy.

4. To see different perspective to students understanding to their autonomy.

5. To let students know their ideas and causes of learning autonomy.

D. SIGNIFICANCE OF THE STUDY

In effect, successful or expert or intelligent learners have learned how

to learn. They have acquired the learning strategies, the knowledge about

learning and the attitudes that enable them to use these skills and

knowledge confidently, flexibly, appropriately and independently of a

teacher. Therefore, they are autonomous. --Wenden (1991)

1. Students

Learners will accept the idea that their own efforts are crucial to

progress in learning, thus behave accordingly.

Learners will be conscious in monitoring their won progress and

make an effort to use available opportunities to their benefit,.

2. Language Teachers

“Students’ willingness to act independently depends on the level

of their motivation and confidence; students’ ability to act

independently depends on the level of their knowledge and

skills”. Teacher’s can incorporate strategy practice into their

techniques especially if the teacher wants to train his/her

learners to become autonomous, it is very important to know

something about students’ interests, motivations, and learning

styles.

To foster learner autonomy, teachers clearly need to develop a

sense of responsibility and also, encourage learners to take an

active part in making decisions about their learning to prepare

them for tasks and help them become more autonomous.

3. School Administrator and Curriculum Planners

A major goal of the education is the development of the student as

an independent, self-directed life-long learner. In other words, to help

students develop as autonomous learners, with the appropriate skills,

concepts, and attitudes necessary for their journeys is to promote

learner autonomy through the curriculum and make it an important and

explicit goal of a learning programme and to integrate the principles of

autonomy into: the learning goal; the learning process; tasks; learner

strategies; and reflection on learning.

E. SCOPE AND LIMITATION

The scopes of this research are the 2nd Year BSE, English Major Students

of Navotas Polytechnic College. The limitations of this research are only

those students that are currently enrolled at NPC and is having the prescribe

study load for a given semester. Only those undergraduate students are

allowed to participate in the research.

II. METHODOLOGY

A. RESEARCH DESIGN

1. Descriptive Research, also known as statistical research, describes

characteristics about the population or phenomenon being studied and gives

factual, accurate and systematic data. However, it does not answer questions

about eg: how/when/why the characteristics occurred, which is done under

analytic research.

Can involve collecting quantitative data that describe events and then

organizes, tabulates, depicts, and describes the data into patterns that

emerge during analysis. 

Can describe categories of qualitative research which has the aim of

description, and researchers may follow-up with examinations of why the

observations exist and what the implications of the findings are.

Uses description as a tool to organize. Often uses visual aids such as

graphs and charts to aid the reader.

2. Surveys represent one of the most common types of quantitative, social science

research. In survey research, the researcher selects a sample of respondents

from a population and administers a standardized questionnaire to them. The

questionnaire, or survey, can be a written document that is completed by the

person being surveyed, an online questionnaire, a face-to-face interview, or a

telephone interview. Using surveys, it is possible to collect data from large or

small populations (sometimes referred to as the universe of a study).

Different types of surveys are actually composed of several research techniques,

developed by a variety of disciplines. For instance, interview began as a tool

primarily for psychologists and anthropologists, while sampling got its start in the

field of agricultural economics (Angus and Katona, 1953, p. 15).

Survey research does not belong to any one field and it can be employed by

almost any discipline. According to Angus and Katona, "It is this capacity for wide

application and broad coverage which gives the survey technique its great

usefulness

B. INSTRUMENT

Learner Autonomy Questionnaire provided by Mr. Marco Meduranda.

C. SETTING AND PARTICIPANTS OF THE STUDY

2nd Year BSE, English Major Students at Navotas Polytechnic College

D. STATISTICAL ANALYSIS

GIAPEL LEARNING STYLE TEST

Result of GIAPEL LEARNING STYLE TEST

No. of cases. (N) = 17 students

To get the percentage:

Formula: X/17= ( _% )

While

studying

the

grammar of

a language,

it is better…

I identify

myself

with the

following

statements

If I have to

make an

activity to

learn a

language,

If I have to write

a text in a

foreign

language, I

identify myself

with the

following

statements

To study a grammatical topic and

to put it in a practices by writing

sentences or text.

8 (47%)

To study a grammatical topic and

to carry out the exercises given by

7 (41%)

the professor

To study the same structure in

different texts and to extract the

rule

7 (41%)

To have a source book (grammar)

and consult when I (need) want

6 (35%)

That the professor should give me

the rule and many examples

5 (29%)

That the professor should give me

many examples and I try to

discover the rule

4 (24%)

I don’t like the grammar 1 (0.06%)

The grammar should be amusing

like a puzzle

4 (24%)

If it necessary to study

grammatical rule, I prefer to do

quick exercises of application of

that rule

10 (59%)

I prefer to learn the grammar with

simple sentences that are example

of that rule

11 (65%)

I prefer to learn the grammar by

using real texts

4 (24%)

If it necessary to study

grammatical rule, I prefer to be

allowed to guess and to prove if I

have understood the rule though I

can make a mistake

7 (41%)

I want it to be brief 4 (24%)

I want to know the result of my

performance at once (whether I did

well or bad)

8 (47%)

I want it to be complex and to be

allowed to guess the answers

3 (18%)

I want to have been given all the

information from the beginning to

do the activity

10 (59%)

I want to have access to all the

information that I need

8 (47%)

I don’t care that the activity is long,

what is important it interests me

2 (12%)

To spend half an hour for the same

activity tires me

0 (0%)

I want it to arouse interest in the

reader

7 (41%)

I feel myself uncomfortable when

my peers see my writings

2 (12%)

After writing the text, I read it to

assess my performance

6 (35%)

I need constant approval from the

professor while writing the text

4 (24%)

I take risk by trying out newly

learned structures and vocabulary

3 (18%)

I get bored when I revise my

writings

0 (0%)

To write better texts, I need to be

in collaboration with others (sees

writing as a collaborative work)

3 (18%)

I believe that I need external

feedback to shape progress

5 (29%)

I believe that I would be

overwhelmed working on the same

text

1(0.06%)

Interpretation of the Gathered Data

Out of 17 respondents, the 2nd Year BSE, English major students of Navotas

Polytechnic College prefers the following:

1. While studying the grammar of a language, it is better…

Rank 1. (47 %) To study a grammatical topic and to put it in a practices by writing sentences or text

Rank 2. (41 %) To study a grammatical topic and to carry out the exercises given by the professor

Rank 2. (41 %) To study the same structure in different texts and to extract the rule

Rank 3. (35 %) To have a source book (grammar) and consult when I (need) want

Rank 4. (29 %) That the professor should give me the rule and many examples

Rank 5. (24 %) That the professor should give me many examples and I try to discover the rule

2. I identify myself with the following statements

Rank 1. (65 %) I prefer to learn the grammar with simple sentences that are example of that rule

Rank 2. (59 %) If it is necessary to study grammatical rule, I prefer to do quick exercises of application

of that rule

Rank 3. (41%) If it is necessary to study grammatical rule, I prefer to be allowed to guess and to prove

if I have understood the rule though I can make a mistake

Rank 4. (24 %) The grammar should be amusing like a puzzle

Rank 4. (24 %) I prefer to learn the grammar by using real texts

Rank 5. (0.06%) I don’t like the grammar

3. If I have to make an activity to learn a language

Rank 1. (59 %) I want to have been given all the information from the beginning to do the activity

Rank 2. (47 %) I want to know the result of my performance at once (whether I did well or bad)

Rank 2. (47 %) I want to have access to all the information that I need

Rank 3. (24%) I want it to be brief

Rank 4. (18 %) I want it to be complex and to be allowed to guess the answers

Rank 5. (12 %) I don’t care that the activity is long, what is important it interests me

Rank 6. (0 %) To spend half an hour for the same activity tires me

4. If I have to write a text in a foreign language, I identify myself with the following

statements

Rank 1. (41 %) I want it to arouse interest in the reader

Rank 2. (35 %) After writing the text, I read it to assess my performance

Rank 3. (29 %) I believe that I need external feedback to shape progress

Rank 4. (24 %) I need constant approval from the professor while writing the text

Rank 5. (18 %) I take risk by trying out newly learned structures and vocabulary

Rank 5. (18 %) To write better texts, I need to be in collaboration with others (sees writing as a

collaborative work)

Rank 6. (12 %) I feel myself uncomfortable when my peers see my writings

Rank 7. (0.06 %) I believe that I would be overwhelmed working on the same text

Rank 8. (0 %) I get bored when I revise my writings

III. ANALYSIS AND DISCUSSION

Features of Dependent and Autonomous Learner

Dependent learners Autonomous learners

rely heavily on the teacher

cannot make decisions about

their learning

do not know their own

strengths and weaknesses

do not connect classroom

learning with the real world

think that the teacher is

wholly responsible for their

learning

do not possess metacognitive

and metalinguistic awareness

are not able to plan their

learning

need extrinsic motivators

are self-reliant

can make informed decisions

about their learning

are aware of their strengths and

weaknesses

are able to transfer classroom

learning with the real world

take responsibility for their own

learning

possess and metalinguistic

awareness

plan their learning and set goals

are intrinsically motivated by

making progress

often reflect on the learning

such as grades or rewards

do not reflect on how well

they are learning and the

reasons

are not able to assess their

learning

process and their own progress

possess the ability to self-assess