Enhancing Personalized English Language Learning Strategies to Promote Learner Autonomy (10th-Grade Students at Tan Trao High School, Hai Phong)

Abstract

This study investigates the effectiveness of personalized language learning strategies to foster self-directed study skills in English among 10th-grade students at Tan Trao High School. The study employed a mixed-methods design utilizing both quantitative and qualitative research. A group of 10th-grade students participated in a personalized language learning program that supported autonomous learning. Data from the study consisted of pre- and post-intervention questionnaires, learning diaries and qualitative interviews. Analytical techniques for the quantitative portion of the data included descriptive statistics and t-tests; the qualitative portion was analyzed for thematic patterns to gain greater insight into students' learning experiences. The results showed that personalized language learning methods contributed positively to self-study skills, motivation, and learning autonomy among students. The findings indicate that personalized learning, when supported by teacher-provided strategies, has the potential to develop the self-study ability for English learners. The results offers practical insights for English teachers and education administrators interested in implementing personalized learning in situations similar to those studied in this research.