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Dr. Dilafruz Sarimsakova,
PhD, EFL Teacher, Namangan State University
Uzbekistan

Subject area: EAP for PreSETT students.
My teaching context in detailed through the link below

https://docs.google.com/document/d/1G-cfogFHKPRnJeUKA29LOr9ZhuttFVjf2XxARo4Ui1U/edit?usp=sharing

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I have faced some big challenges with this group of students in my teaching :

-majority of my students were passive participants during the classroom activities;
- most students didn't keep target language.
-one student used to take a nap three times in my classes;

-most students were careless for home assignments;

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Без названия

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3. Research Topic: motivating students to develop their autonomy 

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3. Research Topic: motivating students to develop their autonomy 

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My own perceptions:  Why do I think my students should be more autonomous in their learning?
Others' perceptions: What are my colleagues’ perceptions of learner autonomy?
What are my students' perceptions of autonomous learning?
Behaviour: What do they do when I give them activities or assignments that require self-regulated learning? (onsite/offsite)

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Reflections on my own perceptions

Informal discussion with some of my colleagues

Two types of different questionnaires: in the form of students’ reports and (a) follow-up interviews (b).

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5.1. Exploratory Level Findings: My perceptions

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5.1. Exploratory Level Findings: My perceptions

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Because I want my students:

become active learners in their learning, set goals, be aware of learning styles, self-assessor, keep lifelong learning.

work on their languages skills, use language appropriately, self-correction, join common interest groups.

be able to work independently due to teacher’s instructions

be able to use the skills, 21 century skills (communication, collaboration, creativity, critical thinking, ect) in social settings

See my perceptions in detailed through the link...

https://docs.google.com/document/d/1A0AWD_Ospu3AHFxwQHGyYPphMJy3Nl07/edit?usp=sharing&ouid=101627420137065362052&rtpof=true&sd=true

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5. 2. Exploratory Level Findings: Colleagues' perceptions

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5. 2. Exploratory Level Findings: Colleagues' perceptions

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Key points of informal discussion :

Autonomous learners take control one's own learning.

be able to make decisions.

able to identify weak and strong sides of his learning.

self-assessment.

be able to work independently under the guidance of their instructor.

be able to set goals.

will develop independent thinking.

will develop 21st century skills (communication, critical thinking, creativity, collaboration)

self-disciplined

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5.3. Exploratory Level Findings:  Questionnaire 

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5.3. Exploratory Level Findings:  Questionnaire 

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See students' responses through the link

https://docs.google.com/spreadsheets/d/1fsTWcHs_EG9UkObk7KCaqiU3DpFKdiBoRAhRQCeZwKY/edit?usp=sharing

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5. 5. Exploratory Level Findings: Behaviour

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5. 5. Exploratory Level Findings: Behaviour

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Main points of my colleagues' observation
-Pair interview activity helped them to communicate collaboratively.

-Ss are motivated in working in pairs

-But, some did not keep their target language, used mother tongue.

- Some Ss didn’t share the key points of the interview.

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5.4.Exploratory Level Findings: Follow-up interview with students

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5.4.Exploratory Level Findings: Follow-up interview with students

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*Main points of follow-up interviews:

individual, pair or group tasks

projects based on small research findings

reading logs

real life tasks (travelling brochure, advertisements, job interview, survey, create grammar/vocabulary tasks, evaluate course-book, record micro teaching)

reviews on films, cartoon, songs, authentic materials

role plays, interactive games,

to participate in extracurricular activities such as contests, clubs

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Steps of Action Level:

1. Select autonomy building activities (seatwork: individual/pair/group; self-assessment/pair/group assessment) short-term projects, extracurricular activities (extensive reading, public speech contest) according to the needs of my students.

2. Implement activities in order to increase students’ active participation and use rubrics after each task.

3. Organize a Public Speaking Contest to promote autonomy offsite

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Data collection of  AR

1. My reflective notes on the activities I have implemented

2. Rubrics (self-assessment/pair assessment/group work evaulation forms) to students

3. Discussions with students about their opinion on autonomy building activities

4. Observation of my colleague on my students` behaviour

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8. Findings of Action Level: My perceptions

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8. Findings of Action Level: My perceptions

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Main points of my reflections:

I feel that I have changed students’ attitude towards responsibility for assigned tasks.

I noticed that students are keeping target language (regardless few mistakes) during whole class

I noticed that they are motivated to work collaboratively in pair/group work

Students are accustomed to evaluate their own performance/ peer/group work assessments during, at the end of class

My students still remind me that I was the first teacher who asked for their needs, interests which urge me to pay more attention to their concerns

I noticed my student who used to take a nap is not sleeping during the classes, now she is interested in learning/ integrating and performing well.

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8.1. Findings of Action Level: Students' perceptions

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8.1. Findings of Action Level: Students' perceptions

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Main points of students perceptions:

Students found interesting working/learning individually, in pair and group works.

They are keeping English

They feel more independent at their learning

They feel comfortable in working/discussion in pair/group work projects

they feel they have developed their independent study skills

they feel they are autonomous learners

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8.2. Findings of Action Level: Students' performance

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8.2. Findings of Action Level: Students' performance

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-Students have performed well in pair/group discussions,

-wrote reflective essays,reading logs, reviews

-presented solutions to case studies

--evaluated each other’s presentations, project works, role plays, interviews, survey results using rubrics

-developed their autonomy by doing autonomy building tasks (seatwork: individual.pair/group,short/long term projects, homework)

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8.3.Findings of Action Level: Students' performance in Public Speaking Contest

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8.3.Findings of Action Level: Students' performance in Public Speaking Contest

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Key point of self-assessment rubric:

100% of the contest participants feel that the contest helped them to develop their independent study skills/ feel autonomous learners.

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8.4. Findings of Action Level: Behaviour

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8.4. Findings of Action Level: Behaviour

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Main points of my colleague’s observation

-students’ attitude for attending the lessons have changed (from passive to active learning)
-almost 95% students are active/ keeping target language during the lesson
-using rubrics
-Ss have developed independent study skills/ autonomy

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1. Autonomy building activities (onsite/offsite) are important for students due to various beneficial effects such as more engagement in learning process, better concentration on studies, feel progress/assessing by rubrics. (The change in my reflection)

2. Most students feel more independent/autonomous in their learning  (The change in students` perception)

3. Students became more active/feel independent in individual/pair/group work tasks, keep target language (regardless with mistakes) (The change in students` behaviour)