1

Learner Autonomy's Impact on Task Performance in Task-Based Speaking

Classes: Insights from a Hue City Context

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 CHAPTER 1: INTRODUCTION
1.1. Research background and rationale

In the context of second language learning and teaching, evolving pedagogical

approaches have brought about significant changes aimed at enhancing learner
outcomes. Among these approaches, Task-Based Language Teaching (TBLT) and
learner autonomy have emerged as fundamental concepts. TBLT prioritizes real-life
communication and learner engagement by centering instructional goals around
communicative language teaching and authentic tasks. Learner autonomy, on the other
hand, empowers learners to take control of their own learning journey, involving
aspects such as effective learning strategies, self-management, and self-assessment.
This study delves into the intersection of these two pivotal concepts within the
multicultural community of Hue City, Vietnam, with a specific focus on their impact
on task performance in task-based speaking classes.

Task-Based Language Teaching (TBLT): TBLT, a process-oriented language

teaching approach, has gained significant attention in language education over the past
three decades. It advocates for a departure from traditional grammar and vocabulary
memorization toward language acquisition through real-world communication tasks,
promoting a deeper connection between learners and language within context.

Learner Autonomy: Defined by Holec as "the ability to take charge of one's

own directed learning," learner autonomy encompasses various areas of focus. These
include learner training, where effective learning strategies and self-assessment skills
are cultivated; self-access, allowing learners to choose what and how they learn; and
classroom practice, emphasizing collaboration and independence between teachers and
learners. The overarching principle is that when learners actively participate in
decisions about their learning, they are more engaged, motivated, and likely to achieve
positive outcomes.

TBLT and Learner Autonomy in Hue City: Hue City's educational landscape,
traditionally characterized by teacher-centered approaches, provides a unique backdrop
for this study. As the city grapples with global shifts in education and the potential
benefits of methodologies like TBLT, understanding the role of learner autonomy in
this transition becomes paramount.
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 While both TBLT and learner autonomy have been subjects of extensive
research, their synergy, particularly within culturally diverse settings such as Hue City,
remains largely unexplored. This study posits that unraveling the dynamics of TBLT
and learner autonomy can offer valuable insights for optimizing language teaching
approaches. Moreover, by focusing on Hue City, it seeks to illuminate how global
educational trends manifest in specific cultural contexts, potentially serving as a model
for future investigations in similar settings. In a society where effective
communication holds significant importance, recognizing the interplay between TBLT
and learner autonomy could have far-reaching implications for language teaching
strategies.

To effectively implement TBLT and foster learner autonomy in Hue City, it

may be necessary to tailor these insights to the local environment. This could involve
adapting contextually relevant interpretations of TBLT and learner autonomy,
implementing adaptable language-in-education policies, and establishing collaborative
learning communities within and beyond the classroom.

1.2. Research aims and questions

1.2.1. Research Aims:

To investigate the influence of learner autonomy on students' engagement and

task performance in task-based speaking classes, aiming to identify how learners' self-
directed learning impacts their active participation and task outcomes.

To explore learners' perceptions regarding the significance of learner autonomy

in task-based speaking classes, seeking to understand how students view the role of
autonomy in shaping their language learning experiences and outcomes.

1.2.2. Research Questions:

To achieve those main aims, the study is carried out to answer three research

questions as follows:

(1) How does learner autonomy influence the engagement and task performance
of students in task-based speaking classes?
(2) What are the learners' perceptions of the role of learner autonomy in task-
based speaking classes?

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1.3. Research significance

This research holds several significant implications for language teaching and
learning in the Vietnamese context. Firstly, by investigating the relationship between
learner autonomy and task performance within the specific context of Hue City, this
study addresses a significant gap in the literature regarding how global educational
trends, such as task-based language teaching (TBLT), materialize and influence
learners' autonomy in culturally diverse settings.

Secondly, the findings of this research can offer valuable insights into the
effectiveness of TBLT in promoting learner autonomy, which is essential in preparing
students for real-life communication and interactions. Understanding how learner
autonomy impacts task performance can guide educators in Hue City and beyond in
optimizing their language teaching approaches.

Additionally, the study's results can provide educators with practical strategies
to enhance learner autonomy in task-based speaking classes. By identifying the factors
and practices that influence learner autonomy positively, teachers can adapt their
pedagogical methods to foster greater autonomy among their students, ultimately
improving language proficiency and task performance.

Furthermore, this research contributes to the broader field of language

education by shedding light on the nuanced relationship between learner autonomy
and task performance in a specific cultural and educational context. It can serve as a
model for similar investigations in other regions, fostering a better understanding of
how learner autonomy can be effectively integrated into language teaching practices.

In conclusion, this research has the potential to benefit educators, students, and
researchers by providing insights into the role of learner autonomy in task-based
language teaching within the unique context of Hue City. By deepening our
understanding of these dynamics, this study aims to enhance language teaching
practices and contribute to the broader discourse on language education.

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 CHAPTER 2: LITERATURE REVIEW
Task-Based Language Teaching (TBLT) has emerged as a prominent
pedagogical approach in the realm of language education, offering an alternative to
traditional methods that often prioritize rote memorization and grammatical accuracy
over meaningful communication. As a response to the limitations of such methods,
TBLT places communication at the heart of language learning, emphasizing the
importance of language use in authentic contexts. In this literature review, we will
delve into the foundations, principles, practices, and challenges of Task-Based
Language Teaching, examining its evolution, theoretical underpinnings, classroom
application, assessment strategies, and potential for addressing diverse linguistic and
cultural contexts.

2.1. An overview of Task-Based Language Teaching

For the past two decades, the spotlight has been on task-based language
teaching (TBLT), captivating the attention of scholars in second language acquisition
(SLA), curriculum designers, educators, teacher trainers, and language instructors
worldwide. The incorporation of TBLT into language education has predominantly
been a "top-down" progression. Coined and shaped by SLA scholars and language
educators, it was largely a response to observed instances of teacher-centric, form-
focused practices prevailing in second language classrooms (Long & Norris, 2000, as
noted by Van Den Branden (2006)). Pioneering works by Long (1985) and Prabhu
(1987), as highlighted by Van Den Branden (2006), among others, endorsed a
pedagogical approach that empowers students with functional tasks, urging them to
concentrate on exchanging meaning and applying language for practical, real-world
purposes. Now, after two decades, we find ourselves at a juncture where
comprehensive compendia are emerging, consolidating our understanding of how
TBLT can foster language acquisition (Bygate et al., 2001; Ellis, 2003; Lee, 2000;
Nunan, 2005) as noted by Van Den Branden (2006).

2.2. Theoretical framework of Task-Based Language Teaching

2.2.1. Definitions of “a task”

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 In the pursuit of comprehensive research endeavors, the initial step often
involves a clear explication of essential terminologies. This holds true for the
examination of 'Task-Based Learning,' where the foundational clarification of the
concept of 'task' takes on a central role (Oxford, 2006). Within this context, a 'task' is
best understood as a purposeful undertaking aimed at accomplishing a distinct
objective. Crucially, such endeavors inherently demand the active use of language,
solidifying language as an indispensable element in the process (Van Den Branden,
2006). This notion aligns with Nunan's (2004) definition, which characterizes a
pedagogical task as a classroom activity engaging learners in comprehending,
manipulating, producing, or interacting in the target language while focusing on
mobilizing their grammatical knowledge to convey meaning. Importantly, a task
possesses a sense of completeness, capable of autonomously constituting a
communicative act with a discernible beginning, middle, and end. In essence, this
collective understanding underscores the centrality of 'tasks' in Task-Based Learning,
serving as purpose-driven language activities that bridge form and meaning
seamlessly.

Furthermore, within the framework of task-based language teaching, the 'task'

assumes a central position as the basic unit of analysis across multiple dimensions,
encompassing goals ('syllabus'), educational activities ('methodology'), and
assessment. This approach, as elucidated by Van Den Branden (2006), is termed 'task-
based' due to several key facets. Firstly, it is rooted in the notion that the overarching
goals of a second language course should predominantly stem from a thorough
analysis of why individuals are motivated to learn the second language and what
specific functional purposes they intend to utilize it for. These purposes are often
encapsulated as 'target tasks.' Secondly, learners are believed to acquire language
proficiency primarily by engaging in attempts to perform these 'target tasks' or
analogous tasks termed 'pedagogical tasks.' In this process, learners are not only
encouraged but also motivated to actively use the language, while receiving valuable
interactional support. Lastly, in evaluating learners' language proficiency, the most
direct and meaningful approach lies in assessing the extent to which they can
effectively carry out the 'target tasks,' or even intermediate tasks known as 'assessment
tasks.' In essence, this amalgamation of perspectives underscores the centrality of

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'tasks' in task-based language teaching, where language acquisition and assessment are
intimately tied to purposeful undertakings, solidifying the concept of 'task' as a
cornerstone in this pedagogical approach.

2.2.2. Approaches to task-based language teaching

In accordance with the insights presented by Hismanoglu and Hismanoglu

(2011), Task-Based Language Teaching (TBLT) encompasses three principal
approaches, notably those outlined by Long (1985), Skehan (1998), and Ellis (2003).
In a comprehensive examination offered by Ellis (2009), these three TBLT approaches
have been systematically classified based on five distinctive characteristics: (1) the
facilitation of authentic language usage opportunities, (2) a strong emphasis on
learner-centeredness, (3) a focus on linguistic form, (4) the nature of the tasks
employed, and (5) a deliberate departure from conventional language teaching
methodologies, including the traditional PPP (Presentation, Practice, Production)
model.

Bygate (2015), as cited by Ahmadian (2016), identifies three pivotal approaches

within the TBLT framework. The task-supported approach involves the integration of
tasks to complement existing language teaching methodologies. Conversely, the task-
referenced approach employs tasks to delineate language proficiency goals for
learners. Most notably, the task-based approach, as elucidated by Bygate, centers
around curriculum development structured around a sequence of tasks, with teaching
and learning processes directly derived from these tasks rather than pre-established
language priorities. Bygate further elucidates key components of task-based
approaches, including the critical role of needs analysis, the three-phase instructional
framework (pre-task, on-task, and post-task), the promotion of discovery-based
learning, and the intrinsic project-based nature of TBLT. This multifaceted approach
aligns with the learner-centered, communicative, and experiential ethos of TBLT,
underpinning its effectiveness in language acquisition.

2.2.3. Characteristics of task-based language teaching

Task-Based Language Teaching (TBLT) is a learner-centered and experiential

approach that emphasizes practical language use in second and foreign language (L2)
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classrooms through meaningful tasks, as highlighted by Swan (2005). This approach
finds consensus in key characteristics, favoring instructed language learning grounded
in natural or naturalistic language use, with a focus on activities closely tied to
meaning rather than exclusive language form. Learner-centeredness takes precedence
over teacher-centeredness in instructional methods, recognizing the need for active
learner engagement to internalize formal linguistic elements while preserving the
benefits of a naturalistic approach. Striking a balance between meaning and form is
optimally achieved by periodically allowing learners to naturally focus on linguistic
components within lessons primarily centered on meaning and communication.
Communicative tasks are identified as effective tools for implementing this approach,
and supplementing the process with formal language study before or after tasks can
enhance familiarity with formal language features during communicative interactions,
facilitating internalization. In contrast, traditional approaches that require passive,
isolated formal instruction and practice, disconnected from communicative work, are
viewed as unproductive and ill-suited for the goals of TBLT (Hismanoglu &
Hismanoglu, 2011).

TBLT is both an innovative language teaching method and a dynamic area of

study within the field of second language acquisition (SLA), according to Ahmadian
(2016). It relies on tasks driven by learners' authentic needs and the resulting linguistic
expressions as the foundation for language curricula, syllabi, instruction, and
evaluation (Bryfonski, 2020). This approach stands in contrast to traditional language
teaching, which often centers on discrete grammatical forms, vocabulary, or structures,
typically following a predetermined sequence outlined by a textbook (Bryfonski,
2020). Overall, TBLT underscores the importance of engaging learners through
experiential and practical language use, aligning with its learner-centered,
communicative, and experiential ethos, as well as its divergence from traditional
language teaching methodologies.

2.2.4. Task-based language teaching: general principles

In the realm of language teaching, the application of experiential learning finds

its most eloquent advocate in Kohonen (1992), as referenced by Nunan (2004).
Kohonen's model serves as a foundational theoretical framework that, in many
respects, lays the groundwork for Task-Based Language Teaching (TBLT). Derived
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from his work, a set of guiding principles for effective pedagogy emerges, offering a
theoretical blueprint closely aligned with TBLT. These principles, as articulated,
encourage a paradigm shift from the mere transmission of knowledge by teachers to
the transformation of knowledge within learners. Actively engaging students in small,
collaborative groups is promoted, with an acknowledgment that while group and pair
work are essential, they may present challenges in contexts with larger class sizes.
Kohonen's model also advocates for a holistic approach to subject matter, emphasizing
dynamism over static, atomistic, and hierarchical views. It underscores the
significance of focusing on the learning process itself rather than fixating solely on the
end product, fostering skills such as self-inquiry, social interaction, and
communication. Moreover, it champions self-directed learning over teacher-directed
approaches and places intrinsic motivation at the forefront, transcending extrinsic
incentives.

Building upon this foundation, Oxford (2006) highlights the profound impact of
Task-Based Language Teaching on pedagogical principles and practices. This
approach places paramount importance on customizing content selection to align with
the unique needs of learners. Central to its philosophy is the cultivation of language
acquisition through dynamic, interactive communication within the target language.
Authentic texts seamlessly permeate the learning environment, enriching the
educational experience by bridging theory with real-world applications. Task-based
teaching goes beyond language itself, providing opportunities for learners not only to
engage with linguistic elements but also to foster metacognitive awareness by
reflecting on the learning process. Additionally, it recognizes the invaluable role of
learners' personal experiences in contributing to the overall classroom learning
journey. Crucially, Task-Based Language Teaching establishes vital connections
between classroom language instruction and practical language usage in real-world
contexts, promoting a pedagogical approach that is learner-centric, communicative,
and grounded in experiential learning principles.

2.2.5. Teacher roles in task-based language teaching

In the realm of Task-Based Language Teaching (TBLT), the roles of both the
language teacher and the language learner are pivotal components.

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 According to Hismanoglu and Hismanoglu (2011), the implementation of Task-
Based Language Teaching (TBLT) in the foreign language classroom assigns the
language teacher three central roles: task selector and sequencer, preparer of learners
for tasks, and facilitator of consciousness-raising. Simultaneously, Van den Branden
(2016) sheds light on the multifaceted role of the teacher in TBLT, delineating it from
three distinct perspectives. Firstly, the teacher serves as a mediator in students'
language development, thereby enhancing the effectiveness of TBLT as a pedagogical
approach in second language education. Secondly, the teacher acts as a crucial agent in
the execution of TBLT, driving innovation in second language education practices.
Lastly, the teacher assumes the role of a researcher, actively contributing to the
advancement and ongoing refinement of TBLT as a pedagogical approach under
scrutiny.

2.2.6. Learner roles in task-based language teaching

Within the framework of task-based language teaching (TBLT), the roles that
learners undertake are multifaceted and diverse, as articulated by both Van den
Branden et al.'s (2009) and Hismanoglu & Hismanoglu (2011), aligning with and Ellis
& Shintani's (2014) perspectives. As cited in Steendam (2021), Van den Branden et al.
(2009) emphasize learners' capacity to act as collaborators, researchers, problem
solvers, evaluators, and autonomists, demonstrating their dynamic involvement in
TBLT. Learners function as collaborators when they join forces to accomplish tasks,
exchange information, provide feedback, and collaboratively construct knowledge and
language. This collaborative dimension fosters cooperation, critical thinking, and
communication skills. Alternatively, learners may adopt the role of researchers,
exploring topics of personal interest, collecting and analyzing data, and presenting
their findings through task-based activities. This research-oriented role enhances
learners' investigative and analytical skills.

Additionally, learners can act as problem solvers within TBLT, identifying,

defining, and addressing challenges, evaluating possible solutions, and closely
monitoring outcomes. This role encourages learners to employ creative and critical
thinking while honing their strategic competence. As evaluators, learners critically
assess their task performance and the performance of their peers, employing criteria to
gauge the quality of their work. This evaluative capacity nurtures learners'
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metacognition, critical reflection, and self-regulation. Lastly, learners can serve as
autonomists, taking charge of their own learning journey by setting goals, selecting
tasks, and managing their learning processes. This role promotes learner autonomy,
responsibility, and self-regulated learning.

On the other hand, Hismanoglu & Hismanoglu (2011) and Ellis & Shintani
(2014) stress three core roles that learners often embody in TBLT: group participant,
monitor, and risk-taker. These roles underscore active participation and a readiness to
engage with language learning challenges. Learners, as group participants, interact
collaboratively, negotiate meaning, and utilize communication strategies, fostering
cooperation and interactive language use. Furthermore, learners willingly embrace
risk-taking, viewing unfamiliar tasks as opportunities for language experimentation
and growth, thereby promoting language development and fluency.

Simultaneously, learners function as attentive listeners and articulate speakers,

striking a balance between comprehending input from interlocutors and providing
task-relevant output. They also employ storytelling skills, utilizing cohesive and
temporal markers to narrate events and sustain listener interest, showcasing their
narrative and discourse competence. Furthermore, learners engage in reflective
practices, setting goals and strategizing for future tasks, effectively taking on the role
of sequencers. This reflective aspect underscores the development of metacognitive
skills and a proactive approach to language learning.

In summary, both perspectives highlight the dynamic nature of learners' roles in

TBLT, with Van den Branden et al. (2009) presenting a broader range of roles
encompassing collaboration, research, problem-solving, evaluation, and autonomy,
while Hismanoglu & Hismanoglu (2011) and Ellis & Shintani (2014) focus on group
participation, monitoring, risk-taking, storytelling, and sequencer roles, emphasizing
active engagement and language experimentation. Both viewpoints underline the
pivotal role of learners as active agents in their language learning process within the
TBLT framework, fostering diverse language skills, critical thinking, cooperation,
autonomy, and metacognition.

2.3. Theoretical framework of Learner Autonomy

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 Learner autonomy has emerged as a central concept in the field of education,
reflecting a shift towards more student-centered learning approaches. It is a
multifaceted construct that encompasses the capacity of learners to take control of their
learning processes, make decisions, and become self-regulated, active participants in
their educational journeys. This literature review aims to provide a comprehensive
overview of the concept of learner autonomy, its theoretical underpinnings,
educational implications, and the challenges it poses.

2.3.1. Theoretical Foundations of Learner Autonomy

The concept of learner autonomy, extensively explored in the realm of language

education, pertains to learners' capacity and inclination to assume control over their
learning endeavors. It involves setting individual learning objectives, selecting
appropriate methods and materials, self-monitoring and assessing progress, as well as
actively seeking learning opportunities both inside and beyond the classroom
(Palfreyman, 2020, citing Holec, 1981; Benson, 2011). Learner autonomy stands not
only as an admirable outcome of language acquisition but also as a potent means to
bolster the language learning process itself. Autonomous learners exhibit heightened
motivation, engagement, and efficacy in acquiring and utilizing the target language
(Steendam, 2021, citing Van den Branden et al., 2009).

However, learner autonomy is not a fixed or innate trait that learners either have
or do not have. Rather, it is a dynamic and context-dependent process that can be
influenced by various factors, such as learners’ beliefs, attitudes, strategies, skills,
needs, preferences, identities, and emotions. Moreover, learner autonomy is not an
individualistic or isolated phenomenon that learners can achieve on their own. Rather,
it is a social and collaborative process that involves interaction and negotiation with
others, such as teachers, peers, and experts. Therefore, learner autonomy requires both
psychological and sociocultural support from the learning environment (Benson 2011).

The study conducted by Hu and Zhang (2017) drew upon the concepts of
learner autonomy and the self-determination theory (SDT) to establish a theoretical
foundation for promoting EFL learner autonomy. It is important to note that the term
"autonomy" in learner autonomy differed from its usage within the SDT framework. In

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this context, learner autonomy was defined as the capability to assume control over
one's own learning, as per Holec (1981) (as cited in Hu & Zhang, 2017). Conversely,
autonomy within the SDT context denoted the sense of self-determined volition and
self-endorsement of one's actions, drawing from the works of Ryan and Deci (2006,
2000) (as cited in Hu & Zhang, 2017).

SDT, or the self-determination theory, is a comprehensive theory of human

motivation that postulates the existence of three fundamental psychological needs:
autonomy, competence, and relatedness. Autonomy pertains to the desire to act in
alignment with one's personal interests and values. Competence relates to the
aspiration to master challenges and attain objectives. Relatedness encompasses the
yearning for social connections and interactions with individuals who appreciate and
respect one's autonomy. According to SDT, the fulfillment of these needs leads to
heightened intrinsic motivation, self-regulation, overall well-being, and optimal
performance. Conversely, when these needs are obstructed or unmet, individuals are
more likely to experience increased extrinsic motivation, external regulation, anxiety,
and difficulties in adaptation (Deci and Ryan, 1985, 2000, as cited in Hu & Zhang,
2017).

SDT has found applications in various facets of human endeavors, including the
field of education as a whole and language learning in particular. Concerning language
learning, SDT proposes that learners' autonomy can be bolstered by affording them
opportunities to fulfill their autonomy, competence, and relatedness needs. This can be
accomplished through engaging and meaningful tasks that enable learners to express
their preferences, make choices, take calculated risks, collaborate with peers, receive
constructive feedback, tackle challenges, assess outcomes, and contemplate their
learning journey (Hu and Zhang, 2017). These experiences, in turn, facilitate the
development of more self-driven motivation and the adoption of self-regulated
learning strategies, ultimately aiding learners in reaching their language acquisition
objectives.

2.3.2. Dimensions of Learner Autonomy

Learner autonomy is a multifaceted concept with dimensions that vary based on

context, goals, and perspectives. Benson (2011) proposes four dimensions: political

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(relating to learner control), technical (concerning learning strategies), psychological
(related to attitudes and beliefs), and sociocultural (influenced by social and cultural
factors). Alternatively, the self-determination theory (SDT) suggests autonomy,
competence, and relatedness as key needs (Deci and Ryan, 1985, 2000, as cited in Hu
& Zhang, 2017). When met, these needs foster intrinsic motivation, self-regulation,
well-being, and optimal functioning. Conversely, Bouchard (2003) identifies four
areas of learner control: conative (motivation), algorithmic (learning processes),
semantic (symbolic platforms), and economic (cost-benefit decisions). These
dimensions are not exclusive, providing a comprehensive framework to comprehend
learner autonomy across various contexts and situations.

2.3.3. Models for Learner Autonomy

As mentioned in Dang (2012), six distinct models of learner autonomy have

been identified, categorized into two types based on stages of development and areas
of control. The first type focuses on developmental stages of autonomy, while the
second type emphasizes the domains where autonomy is exercised.

Models of Learner Autonomy Based on Stages of Development

Nunan's Model: Nunan (1997) proposed a model comprising five degrees of

learner autonomy: awareness, involvement, intervention, creation, and transcendence.
These stages reflect a sequential progression where learners become aware of learning
goals, adopt their objectives and tasks, and eventually modify and design their learning
path. However, the linear nature of this model may not apply universally across
different contexts.

Littlewood's Model: Littlewood (1999) introduced the concept of reactive and

proactive autonomy. Reactive autonomy involves learners organizing their resources
autonomously to reach their goals, whereas proactive autonomy extends to setting
directions independently. This distinction offers valuable insights into autonomy
nurturing but is relatively broad.

Scharle and Szabo's Model: Scharle and Szabo (2000) presented a three-stage
model consisting of raising awareness, changing attitudes, and transferring roles.
These stages involve cognitive processes enabling learners to define objectives,

15
transition to new learning behaviors, and ultimately have full control over their
learning process. This model closely aligns with Nunan's stages.

Models of Learner Autonomy Based on Areas of Control

Littlewood's Communicator-Learner-Person Model: Littlewood (1996)

classified autonomy into three roles: autonomy as a communicator, learner, and
person. These roles correspond to different dimensions of learners' contexts, such as
language acquisition, learning approach, and personal development. These roles are
interrelated, contributing to learners' overall autonomy.

Macaro's Model: Macaro (1997, 2008) introduced three aspects of autonomy:

language competence, learning competence, and choice and action autonomy. These
aspects cover different skill sets, but they are not necessarily hierarchical, and they can
overlap.

Benson's Three-Area Model: Benson (2001) proposed a model with three

broader areas of control: learning management, cognitive processes, and learning
content. These areas are interdependent and linked to learning behaviors, the
psychology of learning, and the learning situation. Effective control in one area can
support performance in the others, and this model aligns with various perspectives.

In summary, these models provide insights into learner autonomy's

developmental stages and the domains where autonomy is exercised. While they offer
valuable frameworks for understanding autonomy, there is a degree of overlap and
interrelation between these models, highlighting the complex and interconnected
nature of learner autonomy. Researchers and educators should consider these models
within the context of their specific educational settings and learner needs.

2.3.4. Educational Implications of Learner Autonomy

Learner autonomy encompasses the ability to self-regulate learning, involving

goal-setting, progress monitoring, outcome evaluation, and strategy adjustment
(Zimmerman, 2002). Self-regulated learners tend to excel in complex settings, and
technology can aid this by offering feedback, scaffolding, and guidance, such as
quizzes and peer assessments in MOOCs (Liyanagunawardena et al., 2013). These

16
digital platforms also foster a sense of community, enhancing motivation and
engagement through interaction and collaboration (Liyanagunawardena et al., 2013).

In the context of language education, learner autonomy reflects the capacity and
willingness to take control of one's learning, set goals, choose methods and materials,
self-monitor, and seek learning opportunities beyond the classroom (Holec, 1981, as
cited in Hu & Zhang, 2017; Benson, 2011). It not only serves as an ideal outcome but
also a catalyst for effective language learning, boosting motivation, engagement, and
efficacy (Steendam, 2021, citing Van den Branden et al., 2009). The implications of
learner autonomy are profound. Learners develop critical skills like critical thinking,
creativity, cooperation, self-regulation, and metacognition. For educators, it
necessitates a shift toward learner-centered and task-based methods, encouraging
facilitation over control and providing support for autonomy development. Curriculum
designers and policymakers must consider learners' needs, preferences, and goals,
offering flexibility, choice, and resources beyond the classroom. Learner autonomy is
dynamic and context-dependent, influenced by factors like beliefs, attitudes, strategies,
skills, needs, preferences, identities, and emotions. It's also inherently social, involving
interaction and negotiation with teachers, peers, and experts, demanding psychological
and sociocultural support from the learning environment (Benson, 2011).

2.3.5. Challenges of Learner Autonomy

Despite its significance, learner autonomy is not without its share of challenges
and criticisms. The following issues have been raised in the discourse on learner
autonomy:

Definitional Ambiguity and Scope: A lack of consensus exists regarding the

precise definition and parameters of learner autonomy. Interpretations and
expectations of learner autonomy can differ markedly based on theoretical
perspectives, cultural backgrounds, educational contexts, and personal experiences.
Furthermore, learner autonomy is not a static, uniform concept but rather a dynamic,
multifaceted process that varies over time, across contexts, and in response to different
situations (Benson, 2011).

Feasibility and Desirability: Critics contend that learner autonomy may not be
feasible or desirable for all learners, teachers, or learning environments. Some argue

17
that it could be unrealistic or unsuitable for learners who lack the necessary skills,
strategies, resources, or motivation to manage their own learning. Additionally, it may
not align with teachers facing institutional constraints, curriculum demands, or
assessment pressures that restrict their autonomy. Furthermore, learner autonomy
might not be relevant or conducive in contexts that prioritize social conformity,
collective responsibility, or teacher authority over individual choice, self-direction, or
learner empowerment (Littlewood, 1999; Holliday, 2003).

Implementation and Support Challenges: Practical difficulties and dilemmas

emerge when attempting to implement and support learner autonomy in the classroom.
Questions arise, such as how teachers can strike a balance between facilitating and
instructing, providing guidance without imposing control, and fostering collaboration
while preserving individuality. Equally challenging is how learners can acquire the
skills to plan, monitor, and evaluate their learning, navigate obstacles, and cope with
uncertainty. Moreover, curriculum designers and policymakers grapple with providing
opportunities and resources for learners to access and utilize the target language
beyond the classroom (Benson, 2001; Dam & Legenhausen, 2010, as cited in
Tassinari, 2012).

These challenges and critiques do not diminish the importance or validity of

learner autonomy as a concept or goal in language education. Instead, they underscore
the intricate and diverse nature of learner autonomy as both a process and a practice.
Addressing these challenges necessitates critical reflection, contextual adaptation, and
collaborative negotiation among all stakeholders involved (Benson & Cooker, 2013, as
referenced in Dang, 2012).

2.4. Previous studies:

2.4.1. Previous studies on the relationship between Learner Autonomy and Task-
Based Language Teaching

Numerous studies have delved into the relationship between learner autonomy
and task performance. Littlewood (2004) and Ashurova and Ssali (2014) both
underscored the positive influence of learner autonomy on task engagement and
performance. They found that learners who exhibited higher levels of autonomy
demonstrated increased interest, motivation, and ownership in tasks, resulting in more

18
favorable learning outcomes. Tuan's (2021) work further accentuated the significance
of learner autonomy by highlighting its role in enabling learners to set goals, make
informed decisions, monitor progress, and engage in self-reflection—all crucial skills
for effective task performance. The studies mentioned provide valuable insights into
the relationship between learner autonomy and task performance, but they may not
account for the potential impact of varying cultural, educational, or institutional
contexts. The extent to which learner autonomy affects task performance could differ
significantly in different settings, and these contextual nuances are not explored.

2.4.2. Previous studies on the relationship between Learner Autonomy and

Speaking Skills

Several studies have explored the intricate relationship between learner

autonomy and its impact on speaking skills among English as a Foreign Language
(EFL) learners. These studies collectively shed light on how autonomy manifests and
influences the development of speaking proficiency, offering both commonalities and
differences in their findings.

Rahimi and Katal (2012) delved into the connection between learner autonomy,
strategy use, and speaking proficiency in Iranian EFL learners. Their research revealed
a positive correlation between learner autonomy and both strategy utilization and
speaking proficiency. Furthermore, they found that strategy use mediated the effect of
learner autonomy on speaking proficiency. This suggests that learners who exhibit
autonomy tend to employ effective learning strategies, contributing to improved
speaking skills.

In a related vein, Mohammadipour and Rashid (2015) explored the impact of

strategy-based instruction on EFL learners' speaking skills and autonomy
development. Their findings showed that this instructional approach not only enhanced
learners' use of cognitive, metacognitive, and social strategies for speaking but also
elevated their autonomy levels and speaking proficiency. This suggests that targeted
strategy-based instruction can foster both effective speaking skills and learner
autonomy.

Qamar's study in 2016 further emphasized the positive outcomes of learner

autonomy on various aspects of speaking skills, including accent, pronunciation,

19
vocabulary, fluency, and accuracy. Learners who exhibited autonomy demonstrated
remarkable improvements in these areas, with their autonomy attributed to their
engagement in learner-centered classrooms. In contrast, students placed in teacher-
centered classrooms appeared to lag behind in developing their speaking abilities.

Additionally, Dewi's study in 2020 explored the influence of teaching methods

on speaking skills and the role of learner autonomy. The results indicated that project-
based learning significantly benefited students with high learner autonomy, leading to
improved speaking skills compared to those taught conventionally. However, students
with low learner autonomy did not show significant differences in speaking skills
between the two teaching methods.

Le Nguyen's research in 2008 emphasized that learner autonomy correlates with

various aspects of EFL proficiency, including speaking skills. Learners with intrinsic
interest in English, who made diligent efforts to use English outside of class, and who
possessed effective self-regulation skills tended to excel in speaking.

In summary, these studies collectively underscore the positive impact of learner

autonomy on the development of speaking skills among EFL learners. Learner
autonomy is associated with effective strategy use, reflective learning approaches, and
improved speaking proficiency.

2.4.3. Conclusion

The existing body of research has made substantial contributions to our

understanding of learner autonomy and its impact on various aspects of language
learning, including task performance and speaking skills. However, there remain
significant gaps and areas of significance that warrant further exploration.

Firstly, while the studies discussed above provide valuable insights into the
relationship between learner autonomy and task performance or speaking skills, they
often lack a deep exploration of the nuanced contextual factors that may influence this
relationship. The potential impact of varying cultural, educational, or institutional
contexts on the extent to which learner autonomy affects task performance or speaking
skills remains underexplored. Understanding how these contextual nuances interact
with learner autonomy in specific settings, such as Hue City, can provide valuable

20
insights into the effectiveness of learner autonomy in diverse language learning
environments.

Furthermore, the existing studies predominantly emphasize the benefits of

learner autonomy for high-autonomy learners. However, there is a notable gap in
understanding how to effectively support and scaffold learner autonomy for students
with lower autonomy levels. In the context of Hue City or similar contexts, where
learners may exhibit a wide range of autonomy, exploring strategies and interventions
to enhance learner autonomy for all students can be of significant pedagogical
importance.

Additionally, the reviewed studies largely focus on the positive aspects of

learner autonomy and its impact on task performance or speaking skills. Future
research in the Hue City context should consider both the advantages and potential
challenges associated with learner autonomy. Investigating how learners perceive and
navigate the process of becoming more autonomous in their learning can provide a
more comprehensive understanding of its implications.

21
 CHAPTER 3: RESEARCH METHODOLOGY
This chapter presents and justifies the research methodology planned in this
study, namely, research approach, participants, data collection and analysis, and
reliability and validity.

3.1. Introduction

This study explores the influence of learner autonomy on task performance in

task-based speaking classes. Learner autonomy is a dynamic process in which learners
take charge of their own learning by planning, implementing, monitoring, and
evaluating it. Task-based language teaching (TBLT), which emphasizes the
significance of engaging learners’ innate language acquisition abilities through task
performance that draws attention to form, is the approach used in these classes. The
impact of this teaching method on learner autonomy is the primary focus of this
investigation.

3.2. Research approach

This study will use a mixed-methods approach to investigate the impact of

learner autonomy on task performance in task-based speaking classes.

The quantitative method will involve collecting data through pre- and post-test
measures of learners’ autonomy using a standardized questionnaire. The questionnaire,
designed to assess learners’ autonomy, will be distributed to all 60 participants and
may include closed-ended questions such as “On a scale of 1-5, how confident do you
feel in completing language tasks independently?” or “How often do you seek help
when completing language tasks? (1 - Always, 5 - Never)”. The data will be analyzed
using descriptive and inferential statistics to determine any changes in learners’
autonomy over the course of the study. For example, a paired t-test might be used to
compare the pre- and post-test scores of the participants.

This study will use a qualitative method to investigate the impact of learner
autonomy on task performance in task-based speaking classes. Qualitative research
deals with words and meanings, allowing for a detailed exploration of concepts and
experiences. Qualitative data will be collected through classroom observations and
interviews with participants. Trained observers will use a standardized observation
protocol to observe and record instances of autonomous behavior among students
22
during task-based speaking activities. For example, observers might note instances
where students independently seek out resources to complete a speaking task or where
they self-correct their language use during speaking activities. A subset of participants
will be selected for semi-structured interviews conducted by trained interviewers.
These interviews will delve deeper into the students’ experiences with task-based
language teaching and their perceptions of their own autonomy in speaking classes.
For example, interview questions might include “Can you describe a time when you
were able to complete a speaking task on your own?” or “How do you feel when you
are asked to complete a speaking task independently?”. The qualitative data from
classroom observations and interviews will be analyzed using thematic analysis to
identify common themes and patterns related to learners’ autonomy and TBLT in task-
based speaking classes.

3.3. Research participants

The participants in this study will be 60 language learners enrolled in a task-

based speaking class that uses TBLT as its primary teaching method. This means that
the study will focus on a specific group of language learners who are currently being
taught using the TBLT approach in a speaking class. The number of participants, 60, is
a reasonable sample size for a study of this nature.

Participants will be selected through convenience sampling, a type of non-

probability sampling where participants are selected based on their availability and
willingness to participate in the study. This means that the researchers will recruit
participants from among the language learners who are currently enrolled in a TBLT
speaking course and who are willing to participate in the study.

While convenience sampling has its limitations, such as the potential for
selection bias, it is a commonly used sampling method in educational research due to
its practicality and ease of implementation. In this case, selecting participants from
among language learners enrolled in a TBLT speaking course ensures that the study
focuses on a relevant and specific population.

3.3. Data collection tools

3.3.1. Pre- and post-test measures

23
 In this study, data collection will involve pre- and post-test measures to assess
changes in learners’ autonomy as a result of task-based language teaching (TBLT) in
task-based speaking classes. Pre- and post-test measures are a common method used in
research to assess changes in a particular variable over time. A standardized
questionnaire designed to assess learners’ autonomy will be administered to
participants before and after the TBLT intervention. This questionnaire will include
questions that measure various aspects of learners’ autonomy, such as their ability to
set their own language learning goals, their confidence in completing speaking tasks
independently, and their ability to self-assess their language progress. By comparing
participants’ responses on the pre- and post-test questionnaires, researchers will be
able to assess any changes in learners’ autonomy that may have occurred as a result of
the TBLT intervention in task-based speaking classes. This can provide valuable
insights into the effectiveness of TBLT in promoting learners’ autonomy in speaking
classes.

3.3.2. Classroom observations

In this study, classroom observations will be used to gather data on learners’

autonomous behavior during task-based speaking activities. Classroom observations
are a research method that involves trained observers using a standardized observation
protocol to observe and record instances of behavior in the classroom. During
classroom observations, trained observers will be present in the classroom to observe
and record instances of autonomous behavior among the students. These observations
will be guided by a standardized observation protocol, which outlines the specific
behaviors and actions that the observers should be looking for. For example, the
observation protocol might instruct observers to look for instances where students
independently seek out resources to complete a speaking task or where they self-
correct their language use during speaking activities. By observing learners’ behavior
during task-based speaking activities, researchers can gather valuable data on how
TBLT impacts learners’ autonomy in the classroom. This data can provide insights
into how learners exercise their autonomy during speaking tasks and how TBLT
supports the development of autonomous behavior in task-based speaking classes.

3.3.3. Interviews

24
 In this study, interviews with participants will be used to gather more detailed
information about learners’ experiences with task-based language teaching (TBLT)
and their perceptions of their own autonomy in task-based speaking classes. Interviews
are a research method that involves trained interviewers conducting semi-structured
interviews with participants to gather more in-depth information about their
experiences and perceptions. During the interviews, trained interviewers will ask
participants a series of open-ended questions designed to elicit detailed information
about their experiences with TBLT and their perceptions of their own autonomy in
speaking classes. These questions might include prompts such as “Can you describe a
time when you felt particularly autonomous during a speaking task?” or “How has
your approach to language learning changed since starting the TBLT speaking
course?”. By conducting these interviews, researchers can gather valuable insights into
how TBLT impacts learners’ autonomy in speaking classes from the learners’
perspective. This data can provide a more nuanced understanding of the relationship
between TBLT and learners’ autonomy in speaking classes, and can help to inform the
development of more effective language teaching practices.

3.4. Data analysis

In this study, data analysis will involve both quantitative and qualitative
methods to determine any changes in learners’ autonomy over the course of the study
in task-based speaking classes. Quantitative data will be analyzed using descriptive
and inferential statistics. Descriptive statistics are used to summarize and describe the
main features of a dataset, while inferential statistics are used to make inferences about
a population based on a sample of data. In this study, descriptive statistics might be
used to calculate measures such as the mean, median, and standard deviation of
learners’ autonomy scores in speaking classes, while inferential statistics might be
used to test whether there are any statistically significant changes in learners’
autonomy over time. Qualitative data from classroom observations and interviews will
be analyzed using thematic analysis to identify common themes and patterns related to
learners’ autonomy and TBLT in task-based speaking classes. This might involve
coding the data, identifying recurring patterns or themes, and interpreting the findings
in relation to the research question.

3.5. Timetable
25
 Week 1: Preparation

Week 1 of the research is dedicated to preparation. During this week, several

important tasks will be completed to lay the groundwork for the rest of the study. First,
the research design and methodology will be finalized. This involves making decisions
about the overall approach to the research, including the research questions,
hypotheses, and objectives. The methodology will outline the specific methods that
will be used to collect and analyze data, such as pre- and post-test measures, classroom
observations, and interviews with participants in task-based speaking classes. Next, a
standardized questionnaire for pre- and post-test measures will be developed and
piloted. This questionnaire will be used to assess learners’ autonomy before and after
the task-based language teaching (TBLT) intervention in task-based speaking classes.
The questionnaire will be carefully designed to ensure that it accurately measures the
aspects of learners’ autonomy that are relevant to the study. Once the questionnaire has
been developed, it will be piloted with a small group of participants to ensure that it is
clear, understandable, and effective. A standardized observation protocol for
classroom observations in task-based speaking classes will also be developed during
Week 1. This protocol will provide guidance to trained observers on what to look for
and record during classroom observations. The protocol will be designed to ensure that
the observations are systematic, consistent, and focused on the behaviors and actions
that are relevant to the study. Finally, observers and interviewers will be recruited and
trained. These individuals will play a crucial role in collecting data for the study, so it
is important that they are carefully selected and properly trained. Observers will be
trained on how to use the standardized observation protocol in task-based speaking
classes, while interviewers will be trained on how to conduct effective semi-structured
interviews with participants in task-based speaking classes.

Week 2: Participant Recruitment

During this week, the researchers will identify and recruit 60 language learners
enrolled in a task-based speaking class that uses TBLT as its primary teaching method.
To do this, the researchers will first need to identify a suitable speaking class that uses
TBLT as its primary teaching method. Once a suitable class has been identified, the
researchers will approach the instructor or administrator of the class to request their
assistance in recruiting participants for the study. The researchers will then provide
26
information about the study to the students enrolled in the speaking class, explaining
its purpose, methods, and potential benefits. Students who are interested in
participating in the study will be asked to provide their informed consent. This
involves signing a consent form that outlines the details of the study, including what
participation involves, any potential risks or benefits, and how participants’ data will
be used and protected. Once 60 participants have been recruited and have provided
their informed consent, they will be enrolled in the study and will begin participating
in the pre-test measures in task-based speaking classes.

Week 3: Pre-test

Week 3 of the research on “Learner Autonomy’s Impact on Task Performance

in Task-Based Speaking Classes” is dedicated to administering the pre-test
questionnaire to all 60 participants. The purpose of this pre-test is to assess the
baseline levels of autonomy among the participants before the task-based speaking
classes begin.

During this week, all 60 participants will be asked to complete a standardized

questionnaire designed to assess their autonomy in task performance during speaking
classes. This questionnaire will include questions that measure various aspects of
learners’ autonomy, such as their ability to set their own language learning goals, their
confidence in completing speaking tasks independently, and their ability to self-assess
their language progress in speaking tasks.

The pre-test questionnaire will be administered in a controlled environment,

such as a classroom or computer lab, to ensure that all participants complete it under
similar conditions. Participants will be given a set amount of time to complete the
questionnaire, and their responses will be collected and recorded for later analysis.

By administering this pre-test questionnaire, researchers will be able to

establish a baseline measure of learners’ autonomy in task performance during
speaking classes. This will provide a point of comparison for assessing any changes in
learners’ autonomy that may occur as a result of the task-based speaking classes.

Week 4-8: Intervention and Data Collection

27
 During weeks 4-8 of the research on “Learner Autonomy’s Impact on Task
Performance in Task-Based Speaking Classes,” the focus will be on the intervention
and data collection phase. This will involve conducting classroom observations to
collect data on how learners exhibit autonomous behavior while engaging in task-
based speaking activities. Additionally, a subset of participants will be interviewed to
gain more in-depth information about their experiences with TBLT and their
perceptions of their own autonomy in task performance during speaking classes.

Trained observers will use a standardized observation protocol to record

instances of autonomous behavior among students during task-based speaking
activities. For instance, they may note when students independently find resources to
complete a speaking task or when they correct their own language use during speaking
activities. These observations can provide valuable insights into how TBLT affects
learners’ autonomy in task performance during speaking classes.

Furthermore, semi-structured interviews will be conducted with a subset of

participants to gather more detailed information about their experiences with TBLT
and their perceptions of their own autonomy in task performance during speaking
classes. These interviews will allow participants to share their thoughts and
experiences in their own words. Interview questions may include prompts such as
“Can you recall a time when you felt particularly autonomous while completing a
speaking task?” or “How has your approach to language learning changed since
beginning the TBLT speaking course?”.

Week 9: Post-test

During this week, all 60 participants will be asked to complete the same
standardized questionnaire that was used for the pre-test. This questionnaire will
include questions that measure various aspects of learners’ autonomy in task
performance during task-based speaking classes, such as their ability to set their own
language learning goals, their confidence in completing speaking tasks independently,
and their ability to self-assess their language progress in speaking tasks.

The post-test questionnaire will be administered in a controlled environment,

such as a classroom or computer lab, to ensure that all participants complete it under

28
similar conditions. Participants will be given a set amount of time to complete the
questionnaire, and their responses will be collected and recorded for later analysis.

By administering this post-test questionnaire, researchers will be able to assess

any changes in learners’ autonomy in task performance during speaking classes that
may have occurred as a result of the TBLT intervention. This can provide valuable
insights into the effectiveness of TBLT in promoting learners’ autonomy in task
performance during speaking classes.

Week 10-12: Data Analysis

During this time, the researchers will analyze the quantitative data collected
from the pre- and post-test questionnaires using descriptive and inferential statistics, as
well as the qualitative data collected from classroom observations and interviews using
thematic analysis. Descriptive statistics will be used to summarize and describe the
main features of the quantitative data, such as the mean, median, and standard
deviation of learners’ autonomy scores in task performance during task-based speaking
classes. Inferential statistics will be used to make inferences about the population
based on the sample data, such as testing whether there are any statistically significant
changes in learners’ autonomy in task performance during speaking classes over time.
Thematic analysis will be used to analyze the qualitative data collected from classroom
observations and interviews. This involves identifying, analyzing, and reporting
patterns or themes within the data. The researchers will code the data, identify
recurring patterns or themes related to learners’ autonomy and TBLT in task
performance during speaking classes, and interpret the findings in relation to the
research question.

Timeline: Main Steps from Week 1 to Week 14 (Starting October 2023)

Week Date Main Steps

1 October Preparation: finalize research design and

2023 methodology, develop and pilot standardized
questionnaire, develop standardized observation

29
 protocol, recruit and train observers and interviewers

2 October Recruitment: identify and recruit 60 language

2023 learners enrolled in a task-based speaking class that
uses TBLT as its primary teaching method

3 November Pre-test: administer pre-test questionnaire to all 60

2023 participants to assess baseline levels of autonomy

4-8 November- Intervention and data collection: conduct classroom

December observations to collect data on learners’ autonomous
2023 behavior during task-based speaking activities,
conduct interviews with a subset of participants to
gather more detailed information about their
experiences with TBLT and their perceptions of their
own autonomy

9 December Post-test: administer post-test questionnaire to all 60

2023 participants to assess any changes in learners’
autonomy as a result of the TBLT intervention

10-13 January- Data analysis: analyze quantitative data using

February descriptive and inferential statistics, analyze
2024 qualitative data using thematic analysis

3.6. Ethical Considerations

30
 Informed Consent: One of the key ethical considerations in any research study
is obtaining informed consent from participants. This involves providing participants
with clear and detailed information about the study, including its purpose, methods,
potential risks and benefits, and how their data will be used and protected. Participants
must be given the opportunity to ask questions and have their concerns addressed
before deciding whether to participate in the study. Informed consent must be obtained
in writing, and participants must be free to withdraw from the study at any time
without penalty.

Confidentiality and Data Protection: Another important ethical consideration is

ensuring the confidentiality and protection of participants’ data. This involves taking
steps to ensure that participants’ personal information and data are kept confidential
and secure. Data must be stored in a secure location, such as a password-protected
computer or locked filing cabinet, and access to the data must be restricted to
authorized personnel only. Any data that is shared or published must be anonymized to
protect participants’ identities.

Risk of Harm: Researchers must also consider the potential risks of harm to
participants and take steps to minimize these risks. In the case of this study on task
performance in task-based speaking classes, the risks are likely to be minimal, as the
study involves non-invasive methods such as questionnaires, classroom observations,
and interviews. However, researchers must still take steps to ensure that participants
are not harmed or distressed as a result of their participation in the study. This might
involve providing participants with support or resources if they experience any distress
or discomfort during the study.

Research Integrity: Finally, researchers must uphold high standards of research

integrity. This involves conducting the research in an ethical and responsible manner,
avoiding conflicts of interest, and being transparent about their methods and findings.
Researchers must also ensure that their research is conducted in accordance with
relevant ethical guidelines and regulations.

Overall, these are some of the key ethical considerations that must be taken into
account when conducting research on “Learner Autonomy’s Impact on Task
Performance in Task-Based Speaking Classes”. By adhering to these principles,

31
researchers can ensure that their study is conducted in an ethical and responsible
manner.

32
 EXPECTED FINDINGS
It is expected that this study on “Learner Autonomy’s Impact on Task
Performance in Task-Based Speaking Classes” will provide insights into the role of
learner autonomy in TBLT in Hue City. The findings may have implications for
language teaching practice and materials development in task-based speaking classes.

Increased understanding of the relationship between TBLT and learners’

autonomy: One of the main expected outcomes of this research is an increased
understanding of the relationship between task-based language teaching (TBLT) and
learners’ autonomy in task performance during speaking classes. By collecting and
analyzing data from pre- and post-test measures, classroom observations, and
interviews with participants, researchers hope to gain insights into how TBLT impacts
learners’ autonomy in task performance during speaking classes, and what factors may
influence this relationship.

Identification of effective TBLT practices for promoting learners’ autonomy:

Another expected outcome of this research is the identification of effective TBLT
practices for promoting learners’ autonomy in task performance during speaking
classes. By analyzing data from classroom observations and interviews with
participants, researchers hope to identify specific teaching practices and strategies that
are effective in supporting the development of autonomous behavior among language
learners in task-based speaking classes.

Development of recommendations for language teaching practice: Based on the

findings of this research, researchers hope to develop recommendations for language
teaching practice that can help to promote learners’ autonomy in task performance
during speaking classes. These recommendations may include suggestions for how
language teachers can incorporate TBLT into their teaching practice in speaking
classes, as well as guidance on how to support the development of autonomous
behavior among language learners.

Contribution to the academic literature: Finally, this research is expected to

make a significant contribution to the academic literature on TBLT and learners’
autonomy in task performance during speaking classes. By publishing their findings in
academic journals or conference proceedings, the researchers hope to share their
33
insights with other researchers and practitioners in the field, and to stimulate further
research and discussion on this topic.

In conclusion, these are some of the key expected outcomes of the research on
“Learner Autonomy’s Impact on Task Performance in Task-Based Speaking Classes”.
By achieving these outcomes, researchers hope to advance our understanding of the
relationship between TBLT and learners’ autonomy in task performance during
speaking classes, and to inform the development of more effective language teaching
practices.

34
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