Autonomy in KS2

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Author(s)
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An evaluation of the design of ELT textbooks used in Hong Kong

primary schools : do authors integrate principles of learner
autonomy into textbooks?
Kong, Po-ping;
Kong, P. []. (2014). An evaluation of the design of ELT
textbooks used in Hong Kong primary schools : do authors
integrate principles of learner autonomy into textbooks?.
(Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.
Retrieved from http://dx.doi.org/10.5353/th_b5325514.
2014
http://hdl.handle.net/10722/207133
The author retains all proprietary rights, (such as patent rights)

and the right to use in future works.
Abstract of dissertation entitled
An evaluation of the design of ELT textbooks used in Hong Kong primary schools:
Do authors integrate principles of learner autonomy into textbooks?
Submitted by
Kong Po Ping
For the degree of Master of Arts in Applied Linguistics

at The University of Hong Kong
in August 2014
This study investigates whether principles of learner autonomy are integrated into
ELT textbooks used in Hong Kong primary schools. Primary quantitative data were
generated through an analysis of textbooks, and the supporting qualitative data came
from interviews with teachers and lesson observations. Two sets with a total of twelve
English language textbooks published for Primary Four, Primary Five and Primary Six
students by Oxford University Press (China) Ltd. and Pearson Hong Kong were
evaluated. Five teachers participated in the interviews while lesson observations were
conducted with three of them. The results show that principles of learner autonomy
are included in the textbooks to some extent. Out of the five key principles of learner
autonomy, only self-assessment is achieved fully. The other key principles are partly
achieved (i.e. self-selecting learning strategies, self-selecting materials and classroom
activities) or not achieved (i.e. self-setting goals and self-reflection). There is currently
not enough attention given in these primary ELT textbooks to promoting learner
autonomy. In addition, it is found that there is no great difference in the degree of
i
learner autonomy promoted across educational levels. The findings also suggest that
different authors have different levels of awareness of promoting learner autonomy.
This study concludes that a set of guidelines about the incorporation of principles
relating to learner autonomy would facilitate authors and publishers in designing
textbooks.
(Words Count: 221)
ii
An evaluation of the design of ELT textbooks used in Hong Kong primary schools:
Do authors integrate principles of learner autonomy into textbooks?
by
Kong Po Ping
B.Ed (Hons), HKIEd
A dissertation submitted in partial fulfillment of the requirements

for the Degree of Master of Arts in Applied Linguistics
at The University of Hong Kong
August 2014
iii
Declaration
I declare that this dissertation represents my own work, except where due
acknowledgement is made, and that it has not been previously included in a thesis,
dissertation or report submitted to this University or to any other institution for a
degree, diploma or other qualifications.
Signed:
iv
Acknowledgements
I would like to thank Dr. David Gardner, my supervisor, for his enlightening advice,
continuous support and patient guidance throughout my research process. Writing the
dissertation under his supervision has been a pleasure and positive learning experience
for me.
I am also grateful to my colleagues who kindly agreed to participate in the research.

This dissertation might have never been completed without their invaluable comments
about the topic of learner autonomy.
I would also like to thank all the teachers and classmates in the 2012-2014 M.A. class,
who have all been there to make my learning in this course a memorable experience.
Last but not least, I especially thank my family for their love and unconditional care.
Without their support, this work would have never been completed.
Table of Contents
Declaration
iv
Acknowledgements
Table of Contents
vi
List of Abbreviations
ix
List of Tables
List of Appendices
xii
Chapter One: Introduction

1.1 Background of the study
1.2 The purpose of the present study
1.3 Overview of the dissertation
Chapter Two: Literature Review

2.1 Introduction and overview
2.2 Learner autonomy at primary school level
2.3 The role of textbooks in fostering learner autonomy
2.4 Key principles in promoting learner autonomy
2.4.1
Self-setting goals
2.4.2
Self-selecting learning strategies
10
2.4.3
Self-selecting materials and classroom activities
11
2.4.4
Self-assessment
14
2.4.5
Self-reflection
14
2.4.6
Section summary
15
2.5 Empirical studies on textbook evaluation in relation to learner autonomy

2.6 Chapter summary
vi
16
17
Chapter Three: Methodology

18
3.2 Research Questions
18
3.3 Participants
18
3.4 Research instruments
19
3.4.1
Textbook analysis
19
3.4.2
Interviews with teachers
22
3.4.3
Lesson observations
23
3.5 Data analysis

3.5.1
24
Quantitative data analysis
24
3.5.1.1
Textbook analysis
24
3.5.1.2
Using the list of principles of learner autonomy
24
3.5.1.3
3.5.2
Making judgments about the integration of

principles of learner autonomy
Qualitative data analysis
25
3.5.2.1
Interview data
29
3.5.2.2
Lesson observation data
29
29
Chapter Four: Results and Discussion

31
4.2 The extent to which principles of learner autonomy are included in

primary ELT textbooks
31
4.2.1
Self-setting goals
32
4.2.2
35
4.2.3
38
4.2.4
Self-assessment
44
4.2.5
Self-reflection
46
4.2.6
Section summary
47
vii
4.3 The strengths and weaknesses of the selected textbooks in providing
47
practice for fostering learner autonomy

4.3.1
Strengths
48
4.3.2
Weaknesses
49
4.3.3
Section summary
51
4.4 The degree of learner autonomy promoted in textbooks at different

educational levels
51
4.4.1
Self-setting goals
52
4.4.2
53
4.4.3
54
4.4.4
Self-assessment
59
4.4.5
Self-reflection
60
4.4.6
Section summary
61
4.5 Chapter summary
61
Chapter Five: Conclusions

63
5.2 Summary of the major findings
63
5.3 Pedagogical implications
63
5.4 Limitations of the present study and suggestions for future studies
64
References
66
Appendices
72
viii
List of Abbreviations
Abbreviations
Full Forms
CDC
The Curriculum Development Council
EC
The Education Commission
EDB
The Education Bureau
ELT
English Language Teaching
NM
New Magic (textbook series)
PLE
Primary Longman Elect (textbook series)
ix
List of Tables
Table 1
The profile of the participants
19
Table 2
2013-2014 school year textbooks used in Hong Kong primary 20

schools
Table 3
Details of the selected textbooks
21
Table 4
Making judgments about the integration of principles of learner

autonomy
26
Table 5
Textbooks analysis results: Learners are aware of their own

objectives & Learners determine their own level
34
Table 6
Textbooks analysis results: Raise awareness of learning strategies
36
Table 7
Textbooks analysis results: Learners choose their own learning

strategies
37
Table 8
Textbooks analysis results: Learners choose content of learning
39
Table 9
Textbooks analysis results: Learners produce their own materials
40
Table 10
Textbooks analysis results: Learners express their own feelings
42
Table 11
Textbooks analysis results: Learners make use of additional

resources for gathering information
43
Table 12
Textbooks analysis results: Learners develop social aspects of
44
learning by group work or pair work

Table 13
Textbooks analysis results: Learners assess their own learning

progress
45
Table 14
Textbooks analysis results: Learners reflect on their choices &
46
Learners reflect on their learning

Table 15
Textbooks analysis results: Examples of personalized activities
48
Table 16
The strengths and weaknesses of the selected sets of textbooks
51
Table 17
Textbooks analysis results: Learners are aware of their own

objectives & Learners determine their own level (across
educational levels)
52
Table 18
Textbooks analysis results: Raising awareness of learning strategies 53

(across educational levels)
Table 19
Textbooks analysis results: Learners choose their own learning

strategies (across educational levels)
54
Table 20
Textbooks analysis results: Learners choose content of learning

55
Table 21
Textbooks analysis results: Learners produce their own materials

56
Table 22
Textbooks analysis results: Learners express their own feelings

57
Table 23
Textbooks analysis results: Learners make use of additional

resources for gathering information (across educational levels)
58
Table 24
Textbooks analysis results: Learners develop social aspects of

learning by group work or pair work (across educational levels)
59
Table 25
Textbooks analysis results: Learners assess their own learning

progress (across educational levels)
60
Table 26
Textbooks analysis results: Learners reflect on their choices &

Learners reflect on their learning (across educational levels)
60
xi
List of Appendices
Appendix 1
List of principles of learner autonomy drawn up in the
72
St. Petersburg workshop
Appendix 2
Checklists used for analyzing textbook data
74
Appendix 3
Summary of textbook analysis results
79
Appendix 4
Teacher interview guide
85
Appendix 5
Coding system for analyzing teacher interview data
86
Appendix 6
Coded teacher interview transcripts
87
Appendix 7
Fieldnote sheet used for lesson observations
124
xii
Chapter One: Introduction
1.1 Background of the study

Learner autonomy has been widely discussed in the past few decades and its value in
language learning has been highlighted (see, for example, Allford & Pachler, 2007;
Allwright & Hanks, 2009; Benson, 2007; Drnyei & Ushioda, 2010; Lamb &
Reinders, 2008; Natri, 2007). Learner autonomy is considered as an important goal of
education (Benson, 2001). Being able to process large amounts of information
autonomously is a necessary skill that all learners are required to possess in todays
knowledge-based society so as to keep up with needs of society in the 21st century.
Although the term learner autonomy is not explicitly mentioned, learner autonomy
can be seen as one of the most important aims of education for the 21st century in
Hong Kong because such ideas as independent learning and life-long learning, all of
which are key elements of learner autonomy, are emphasized on the Education
Commissions (ECs) Report on Learning for Life, Learning through Life - Reform
Proposal for the Education System in Hong Kong (EC, 2000). In Learning to Learn The Way Forward in Curriculum Development published by the Curriculum
Development Council (CDC), it is highlighted that the overarching principle is to
help students learn to learn, which involves developing their independent learning
capabilities leading to whole-person development and life-long learning (CDC, 2001,
p.10). According to the recommendation made in English Language Curriculum
Guide (Primary 1-6), the English Language curriculum in primary schools aims to
help learners lay a good foundation in learning English, paving the way for
independent and lifelong learning and effective communication of knowledge, ideas,
values, attitudes and experience (CDC, 2004, p.4). It is clear that learner autonomy
1
can be seen as an important goal of education in Hong Kong.
Well-designed textbooks can be a useful tool in promoting learner autonomy (Fenner,

2000) because they serve as the basis for much of the language practice that occurs in
the classroom (Richards, 2001); they help students to achieve learning targets and
objectives, consolidate what they have learned, and extend their personal knowledge
(CDC, 2001, p.91); and they can include an explicit focus on learning strategies and
encourage students to reflect on their progress (Reinders & Balcikanli, 2011). In this
way, textbooks do play an important potential role in the development of learner
autonomy.
However, it is unclear the extent to which authors and publishers adhere to principles
of learner autonomy in textbooks, that is, whether they integrate principles of learner
autonomy into textbooks. Evaluating textbooks would, therefore, help teachers
understand more about the design of textbooks in relation to the promotion of learner
autonomy and help them in selecting suitable textbooks for their students.
While studies have been carried out to investigate the integration of principles of
learner autonomy in textbooks (e.g. Reinders & Balcikanli, 2011; Wu, 2005), they are
situated in the university and secondary school context. ELT textbooks for primary
students still have not been studied much in Hong Kong. To fill this research gap, the
present study aims to investigate whether authors integrate principles of learner
autonomy into ELT textbooks used in primary schools in Hong Kong.
1.2 The purpose of the present study

The aim of the present study is to examine whether authors integrate principles of
learner autonomy into ELT textbooks used in Hong Kong primary schools. English
textbooks, but not textbooks for other subjects, were chosen because English is one of
the major subjects in Hong Kong primary schools and students have at least one
English lesson (of about 30-40 minutes) every day. Textbooks are the basic learning
materials used to support learning and teaching in most of the primary English
classrooms (CDC, 2004, p.211). It is fairly natural that the most likely context in
which learners come into contact with the concept of autonomy is by the textbooks
used in class. Therefore, it is worth investigating the extent to which principles of
learner autonomy are included in primary ELT textbooks, finding out the strengths
and weaknesses of the textbooks in relation to the promotion of learner autonomy and
also examining whether the degree of learner autonomy promoted varies at different
educational levels. As the promotion of learner autonomy through primary ELT
textbooks has not been studied much in Hong Kong, the present study aims at
providing an in-depth analysis of the issue, which is why both quantitative and
qualitative method were chosen for this study. The data was collected from three
sources including an analysis of textbooks, interviews with teachers and lesson
observations. The data from interviews and lesson observations then compared with
the findings from the analysis of textbooks to look for similarities and differences in
order to enhance more effective triangulation.
The outcome of the current study will enhance the understanding of the design of
primary ELT textbooks in relation to the promotion of learner autonomy and reveal
whether authors and publishers correspond to the aims of the English Language
curriculum recommended by the CDC. The findings of the study also arouse the
3
attention of the potential value of textbooks in promoting learner autonomy to Hong

Kong primary students. Practically, the results of this study can be used as a reference
for teachers when selecting textbooks for their students with the aim of fostering
learner autonomy.
1.3 Overview of the dissertation

In this chapter, the background of the study and justification of this study have been
presented. Chapter 2 reviews literature concerning the description of learner autonomy
at primary school level, the role of textbooks in fostering learner autonomy, the key
principles in promoting learner autonomy and textbook studies about learner
autonomy to provide a better understanding of the research area. In Chapter 3 the
methods used to collect and analyze the data in this study will be described. The
results and discussion will be summarized in Chapter 4. Pedagogical implications and
insights for future studies will be presented in the last chapter.
Chapter Two: Literature Review

This chapter begins by discussing learner autonomy at primary school level to clarify
the research direction. The role of textbooks in fostering learner autonomy will be
discussed, followed by an outline of the key principles in promoting learner autonomy.
A review of previous studies on evaluating the promotion of learner autonomy through
textbooks will then follow.
2.2 Learner autonomy at primary school level

A widely accepted definition of autonomy is the ability to take charge of ones own
learning (Holec, 1981, p.3). Holec (1981) argues that this ability is not inborn but
must be acquired either by natural means or by formal learning (p.3). Autonomous
learners hold the responsibility for all the decisions in the following aspects of
learning: determining the objectives, defining the contents and progressions,
selecting methods and techniques to be used, monitoring the procedure of
acquisition and evaluating what has been acquired (Holec, 1981, p.3). Children
when they enter primary schools are neither expected nor indeed able to become
autonomous learners automatically (Leeck, 2012). It is important to guide and help
primary school learners develop towards more autonomy gradually.
Similarly, Nunan (1997) suggests that most learners do not know what is best for them
from the very beginning, and therefore informed decisions about their own learning
cannot be expected from young learners. Nunan (1997) proposes five levels for
encouraging learner autonomy. The implementation of learner autonomy begins by
making learners aware of the goals, content and materials they are using. Then
5
learners are allowed to involve and intervene in goal-setting procedures, after which
they can create their own goals and materials and, eventually, apply classroom content
in the world beyond. He stresses that learner autonomy is best fostered through
gradual intervention.
Dam (1995) demonstrates that learner autonomy can be introduced to young learners
by means of the scaffolding of learning tasks. In the account of her own practices
for developing learner autonomy with a class of 11-year-old learners of English in a
Danish middle school (Dam, 1995), it was demonstrated that through scaffolding
teenagers are able to take responsibility for the major decisions in their language
learning including planning, monitoring and evaluating their own learning. Johnson,
Pardesi, and Paine (1990) reported similar results that primary school children are able
to make significant decisions about their language learning.
Primary school learners can be helped to develop towards more autonomy by raising
their awareness about language and language learning (Lennon, 2012). Pinter (2006)
suggests that attention can be paid to giving children space to develop social and
collaborative skills, reflection skills and planning skills. Brewster, Ellis, and Girard
(2002) agree that the knowledge about learning strategies, individual ways of learning
and preferred methods and materials can draw primary school learners awareness of
their learning process and this helps them develop as independent learners.
In this paper, learner autonomy refers to learners awareness of their learning and
how they take responsibility for their own learning. Learners need to experience
various activities so as to become aware of what and why and how to learn and they
also need to be involved in decision-making and finally take responsibility for their
6
own learning (Dam, 2003). In other words, learners are encouraged to participate in
setting goals, determining the contents, selecting materials and strategies as well as
assessing progress (Cotterall, 2000).
2.3 The role of textbooks in fostering learner autonomy

Although learner autonomy has caught the attention of many scholars and researchers
in the past few decades, surprisingly the degree of learner autonomy promoted in
textbooks has not been studied much. It may probably due to the controversy of the
use of textbooks in facilitating learner autonomy. Green (2000) criticizes that
textbooks are potential obstacles to the development of learner autonomy. It seems
that the whole concept of developing autonomy may be difficult to coincide with the
use of textbooks because most textbooks determine the learning progression and
therefore may not fulfill the individual needs of all learners.
However, Cohen (2003) disputes this argument and makes clear that textbooks do
have the potential to foster autonomy in a number of ways even if the progression of
learning is largely fixed. He points out that using textbooks with explicit learning
skills and strategy training, learners are encouraged to continue applying them in their
future learning. Fenner (2000) demonstrates that textbooks can assist in and promote
self-directed learning. Nunan (1997) illustrates how principles of learner autonomy
can be incorporated into learning materials. He gives examples on ways to modify
materials in terms of experiential content and learning procedures so that they can
assist in the development of learner autonomy. Textbooks can include tasks focusing
on the learning process and encourage learners to reflect on their learning progress
(Reinders & Balcikanli, 2011). Inclusions of such tasks in textbooks make learners
less dependent on the teacher, and gradually help them develop as independent
7
learners. It can be said that the concept of developing autonomy and the use of
textbooks are not mutually incompatible. Therefore, textbooks do have a potential
value in the development of learner autonomy.
In Hong Kong, textbooks are the major teaching materials in most primary English
classrooms (CDC, 2004). According to the Guiding Principles for Quality Printed
Textbooks, textbooks are not only teaching materials for teachers, but also students
self-directed learning materials for preparation and revision purposes (EDB, 2014a,
p.1). In a study conducted by Chien and Young (2007) with two teachers and one
principal from a local primary school, it was reported that textbooks are the primary
sources of teaching materials. Therefore, it can be said that textbooks are the most
likely way in which learners will come into contact with the concept of autonomy.
This is why the present study aims to investigate whether authors integrate principles
of learner autonomy into ELT textbooks used in Hong Kong primary schools.
2.4 Key principles in promoting learner autonomy

In a workshop held in St. Petersburg in September 1997 under the joint auspices of the
European Centre for Modern Languages, Graz and the International Centre for
Educational Innovation of the Herzen State Pedagogical University, St. Petersburg
(Fenner & Newby, 2000), a list of principles of learner autonomy was proposed. It
concerns how the concept of learner autonomy can be implemented in the design of
materials in European textbooks. The proposed principles focus on six aspects:
objectives and levels, learning styles and strategies, materials and classroom activities,
evaluating learning, reflection and external resources (Fenner, 2000).
2.4.1
Self-setting goals
Goal-setting is one of the most important principles in developing learner autonomy.

As Reinders (2010) suggests, goal-setting helps learners to be specific about the
outcomes they are aiming for (p.47). Autonomous learning means learners are able to
set their own goals according to their needs (Holec, 1981).
Make learners aware of their own goals

Nunan (1997) sets out a scheme proposing five levels for encouraging learner
autonomy in relation to the use of learning materials and he suggests that making
learners aware of the instructional goals is the first step of promoting learner
autonomy. He believes that making the pedagogical agenda explicit can be done with
young learners and this prepares them to be involved in setting their own goals and
content (Nunan, 2003). In a study conducted by Balcikanli (2010) to examine the
views about learner autonomy of 112 student teachers of English in Turkey, it was
found that student teachers are positive about involving students in planning
objectives and they commented that goal-setting is essential to learner autonomy as it
makes learning process more meaningful.
Allow learners to determine their own level

Fenner (2000) emphasizes the importance of giving learners opportunities to
determine their own objectives. She suggests that a choice of levels should be
provided in textbooks which can be done by placing adapted and simplified versions
of texts alongside the original versions so that learners are allowed to decide and
choose the versions they want to read. By determining the appropriate level they can
achieve, rather than being decided by teachers, learners can reflect on their own
abilities and goals, ultimately, taking charge of their own learning.
9
With the importance of allowing learners to be aware of and determine their

objectives and goals in the development of learner autonomy, investigation on
opportunities for goal-setting is worthwhile because they may show whether ELT
textbooks used in Hong Kong primary schools assist in the development of leaner
autonomy.
2.4.2
The ability to use a wide range of strategies and to choose appropriate strategies and
methods is crucial for autonomous learners (Holec, 1981).
Raise awareness of learning strategies

Learners should be provided with chances to decide how they learn and this can be
begun with raising their awareness of the strategies underlying the tasks (Cotterall &
Reinders, 2004; Nunan, 1995, 1997, 2003). Advice on how to apply various strategies
should be offered through examples, modelling as well as practice and in this way
learners are encouraged to apply those strategies they consider appropriate to their
own learning (Cotterall & Reinders, 2004).
Allow learners to choose their own preferred strategies

Simply raising awareness of strategies is not enough, learners need opportunities to try
them out in order to find out which methods and strategies suit their learning purposes
(Cotterall & Reinders, 2004; Fenner, 2000). Both effective and ineffective learners,
should be encouraged to develop a greater range of strategies and to activate their
language outside of the classroom, thereby they can take more responsibility for their
learning (Wong & Nunan, 2011). Training learners to identify and choose their own
learning strategies is an important step in promoting learner autonomy (Nunan, 2003).
10
Given that developing learning strategies can help learners develop as autonomous
learners, it would be interesting to examine whether there is focus on learning
strategies in ELT textbooks used in Hong Kong primary schools.
2.4.3
Self-selecting materials and classroom activities is a key principle in promoting

learner autonomy. Encouraging learners to take responsibility for the selection of
materials and tasks can help learners develop as autonomous learners (Little, 2009).
Allow learners to choose content of learning

Dam (2011) stresses the importance of choice in the development of learner autonomy,
having a choice requires reflection, which raising the awareness of learning and giving
responsibility for learning. Lennon (2012) suggests that learner autonomy with young
learners can be promoted by giving choices concerning content. Children can be
offered choices among suitable tasks selected by teachers or given alternatives, and
they can choose one or the other according to their interests. To demonstrate how
learner autonomy can be introduced to young learners by means of the scaffolding
of learning tasks, Dam and Gabrielsen (1988) conducted a study with a class of
learners from the age of 11 to 17. The results indicated that even young learners are
capable of making decisions about the content and process of their own learning.
Careful guidance in small steps towards more learner autonomy is important (Chan,
2001). It is preferable to engage young learners in a relatively modest level of
decision-making and grant them freedom gradually. Given that offering choices is a
crucial means to help learners develop as autonomous learners, it would be interesting
to examine whether ELT textbooks used in Hong Kong primary schools give learners
opportunities to make their own choices.
11
Allow learners to produce their own materials

Nunan (2003) has suggestions for helping learners develop greater autonomy by
asking them to modify the content and also generate their own materials. He
demonstrates that this can be done by providing learners with a text but not the
questions in a reading comprehension task and asking them, in small groups, to write
their own questions, after which they can then exchange these questions with another
group to answer them. A study set out by Assinder (1991), who gave students the
opportunity of developing video-based materials which are then used for teaching
their peers, illustrates that providing opportunities for learners to present their own
materials and teach their peers can help them involve greatly in lesson planning.
Worgan (2010) suggests that even children as young as ten years old are able to take
over the teachers role for part of a lesson by asking them to present materials in a
way they prefer or get the class to learn in the way they choose. Learner involvement
is a key element in developing learner autonomy because learners are brought to
engage with their learning and take responsibility for key decisions (Little, 2009, p.7).
Therefore, investigation on the opportunities for learners to produce their own
materials may show whether ELT textbooks used in Hong Kong primary schools
assist in the development of leaner autonomy.
Allow learners to make use of additional resources for gathering information

Cornwall (1988) stresses that when promoting learner autonomy, support must be
provided to learners when their abilities are still developing (p.247). Fenner (2000)
makes clear that textbooks can provide support by suggesting resources such as
Internet, dictionary as well as encyclopedia to encourage learners to go beyond the
textbooks to search for more materials so that they can take an active role in learning.
Therefore, it is worth exploring whether there are opportunities for learners to make
12
use of additional resources for gathering information in ELT textbooks used in Hong
Kong primary schools.
Allow learners to express their own feelings

Siegel (2014) highlights the importance of authenticity and usefulness of textbook
topics since they facilitate learners willingness to communicate and she recommends
that incorporating topics which are realistic and practical for learners into classrooms
can engage them in their leaning. Wolf (2013) agrees that it is more sensible to have
learners select their own topics for discussion (p.60). Therefore a textbook that is
designed to develop learner autonomy should attempt to personalize the learning
process by getting learners to relate topics and texts to their own lives, views and
feelings (Fenner, 2000).
Allow learners to develop social aspects of learning by group work or pair work
Benson (2001) stresses that autonomy does not mean learners work in isolation, but
rather learners socially construct knowledge by actively engaging in the process of
learning. In other words, learners can acquire information and skills through social
interaction. Working in small groups or with a partner makes learners feel comfortable
and reduces the anxiety related to using the target language (Hill & Flynn, 2006). In
this way, learner autonomy is fostered because learners are provided with the freedom
to explore their own interests and to organize group activities (Richards, 2006).
Therefore, interaction and collaboration are crucial to the development of autonomy
(Reinders, 2010). A textbook that is designed to develop learner autonomy should
provide learners with sufficient opportunities for student-student interaction (Fenner,
2000).
13
2.4.4
Self-assessment
Self-assessment is crucial for the development of autonomy (Little, 2005). It can be

defined as the independent judgment of the learner on their own competencies or
achievements on the basis of self-determined criteria (Kleppin, 2005 as cited in
Tassinari, 2012, p.27). Gardner (2000) shows that self-assessment is an important
tool in the toolkit of autonomous language learners (p.49). He adds that it can be
used as a device for personal self-monitoring, which provides learners with
personalized feedback on the effectiveness of their learning strategies, specific
learning methods and learning materials (p.52). Dam and Legenhausen (2011)
emphasize that assessments contribute to evaluation, decision-making and planning
because they can provide learners with an evidence of their learning progress
(p.183). Self-assessment can be done with young learners by ticking off or marking on
a scale of I can statements, which will then prepare them to be able to write their
own I can statements in reflective journals (Worgan, 2010). Given that
self-assessment can help learners to be aware of what they have already learned and
identify their own strengths and weaknesses, it is worth investigating whether there
are opportunities for self-assessment in ELT textbooks used in Hong Kong primary
schools.
2.4.5
Self-reflection
Critical reflection is a crucial component in autonomous learning (Benson, 2001)

since learners can think critically about the process and content of their learning
(Little, 2007, p.7). Reflection is a process that involves thinking about previous
valued experiences in search of significant discoveries or insights about oneself, ones
behaviors, ones values, or knowledge gained (Desjarlais & Smith, 2011, p.3). In a
study conducted by Kolb (2007) to investigate the beliefs about language learning
14
with forty-three young learners aged 8-9, it was found that reflective activities can be
used with children and they do have ideas about how language are learned. Reinders
(2010) stresses the final reflection after monitoring progress and assessing is
important because it links accomplishments with future work through a revision of
goals and plans (p.50). In other words, reflection helps learners develop as
self-reliant and independent learners as they are encouraged to assess their past
learning and plan for their future learning. Dam and Legenhausen (2011) share the
same view and emphasize that learners reflections on their learning experiences allow
them to develop a high degree of awareness, which will then enable them to engage
in informed decision-making and further planning (p.185). Therefore, it is important
for learners to use the textbooks in such a way that they are encouraged to reflect on
their learning. It is worth exploring whether there are opportunities for self-reflection
in ELT textbooks used in Hong Kong primary schools.
2.4.6
Section summary
Section 2.4 has used the literature to identify the key principles involved in promoting
autonomous learning. These principles, namely self-setting goals, self-selecting
learning strategies, self-selecting materials and classroom activities, self-assessment
and self-reflection are the basis of the checklists in the current study because they are
the aspects that need to be taken into account when evaluating textbooks for learner
autonomy. This will be discussed in greater detail in Section 3.5.1.
15
2.5 Empirical studies on textbook evaluation in relation to learner autonomy

Studies paying particular attention to the place of learner autonomy in textbooks have
been carried out. In order to investigate if or how textbooks provide practice in
promoting learner autonomy, Reinders and Balcikanli (2011) drew on a framework,
which consists of eight stages in the self-directed learning process, including
identifying needs, setting goals, planning learning, selecting resources,
selecting learning strategies , practice, monitoring progress and assessment
and revision. Five popular English language textbooks at the intermediate level
commonly used in classrooms worldwide were investigated in terms of the occurrence
or absence of these eight stages using the framework. The results of their study
reported that out of the nine skills, only selecting learning strategies and monitoring
progress were covered, and only in some of the textbooks.
In Hong Kong, Wu (2005) evaluated a total of twelve English language textbooks

published for Form One, Form Two and Form Three students by Oxford and
Longman to determine the extent of coverage of learner autonomy in ELT textbooks
used in Hong Kong secondary schools. The results of his study showed that the
concept of learner autonomy had been incorporated into the textbooks published in
Hong Kong. However, he clarified that the type of autonomous learning introduced in
the textbooks took place under a heavily guided and controlled environment because
learners were not involved in the initial stage of planning and all the goal-setting was
done by the authors and publishers. He concluded that Hong Kong learners may
continue to play a passive and dependent role in tasks found in textbooks.
16
2.6 Chapter summary

This chapter has provided a discussion of learner autonomy at primary school level
and the important role of textbooks in promoting learner autonomy. It also identifies
the key principles involved in promoting autonomous learning, namely self-setting
goals, self-selecting strategies, self-selecting materials and classroom activities,
self-assessment and self-reflection. Studies investigating the place of learner
autonomy in textbooks have reiterated the importance of addressing these principles,
however, they are in the university and secondary context only and the promotion of
learner autonomy in ELT textbooks for primary students in Hong Kong remains
relatively under researched. Therefore, the current study aims to explore whether
authors integrate principles of learner autonomy into ELT textbooks used in Hong
Kong primary schools.
17
Chapter Three: Methodology

This chapter describes the methodology adopted to carry out the present study. It
begins with presenting the research questions. Then it describes the participants of the
study, the research instruments and how the data analysis was carried out.
3.2 Research Questions

The study aims to investigate whether authors integrate principles of learner autonomy
into ELT textbooks used in Hong Kong primary schools. Based on the discussion of
previous studies examining learner autonomy in Chapter 2, specific research questions
are set as follows:
1.
To what extent are the principles of learner autonomy included in primary

ELT textbooks?
2.
What are the strengths and weaknesses of the selected textbooks in

providing practice for fostering learner autonomy?
3.
Does the degree of learner autonomy promoted in textbooks vary at

different educational levels? Do the tasks designed for Primary 6 students
give more or less responsibility than those for Primary 4 students?
3.3 Participants
The participants in this study are 5 English language teachers all working in a single
government funded primary school in Hong Kong. They teach upper primary level
classes (e.g. Primary 4 to Primary 6). Their teaching experience varies considerably
(Table 1). Participation in this study was voluntary.
18
Table 1 The profile of the participants

Teaching experience
% of teachers
(no. of teachers)
less than 5 years
20%
(1)
5 to 10 years
40%
(2)
more than 10 years
40%
(2)
3.4 Research instruments

This study adopted both quantitative and qualitative approaches to examine whether
authors integrate principles of learner autonomy into primary ELT textbooks. To
answer the three research questions, data were collected from three sources, including:
(1) an analysis of textbooks; (2) interviews with teachers; and (3) lesson observations
to cross-check findings with all participants in the study. Interviews with teachers and
lesson observations were chosen as instruments in the collection of data because
teachers are the parties involved in using the textbooks. Their experience and
comments in promoting learner autonomy with textbooks can complement the
analysis of textbooks. In this way, the findings from the analysis of textbooks would
be more objective and convincing.
3.4.1
Textbook analysis
With an aim to examine whether authors integrate principles of learner autonomy into
textbooks, ELT textbooks currently used in upper primary schools in Hong Kong were
collected, reviewed and analyzed.
Selection of textbooks
To justify the selection of textbooks for analysis, a search was conducted for the
textbook lists for the school year 2013-2014 that used in Hong Kong primary schools.
19
Subsequently, 53 textbook lists from local primary schools in different districts in

Hong Kong were found randomly through the search engine Google and Yahoo
during March in 2014 (Table 2). The chosen sets of textbooks for this study include
New Magic and Primary Longman Elect, which are published by Oxford University
Press (China) Ltd and Pearson Hong Kong respectively. These two sets of textbooks
were selected because they were the most commonly used in primary schools in Hong
Kong at the time of the study (Table 2). Both sets of selected textbooks indicate that
they are designed to support schools in following the English Language Curriculum
Guide (Primary 1-6) recommended by the CDC (CDC, 2004). They are selected from
the List of Recommended Upper Primary School Textbooks in English subject:
English Language published by the Education Bureau (EDB) (2014b). That means
they are approved by the appropriate Reviewing Panels of the Bureaus Textbook
Committee and are recommended for use in schools. They have been vetted as
acceptable in terms of coverage, content, sequence, exercises, language, illustration
and format (EDB, 2014b).
Table 2
2013-2014 school year textbooks used in Hong Kong primary schools
Textbook Series
Publisher
No. of schools (%)

using this textbook
Primary Longman Elect Pearson Hong Kong
27 (50.9%)
New Magic
Oxford University Press (China)

Ltd
11 (20.8%)
My Pals are Here!

English for Hong Kong
Educational Publishing House Ltd

& Marshall Cavendish International
(Singapore) Pte Ltd
6 (11.3%)
English to Enjoy
4 (7.5%)
Step Up
3 (5.7%)
Pop Up Now
(Hong Kong Edition)
Stanford House Publications (HK)

Ltd. & MM Publications
2 (3.8%)
Total: 53 (100%)
20
Selection of data
Data collection focused on textbooks written for Primary 4 to Primary 6 students
because they represent the beginning and end of the years of upper primary study.
Textbooks are used at upper primary levels more often than at junior primary levels.
The selected sets of textbooks, New Magic and Primary Longman Elect consist of two
volumes (Volume A and Volume B) for Primary 4 to Primary 6 and each volume
consists of 6 chapters and 7 chapters respectively. Therefore, 12 textbooks with 78
chapters were included. Table 3 displays details of the selected textbooks.
Table 3 Details of the selected textbooks

Title
New Magic
Primary Longman Elect
Subtitle
4A 4B
5A 5B
6A 6B
4A 4B
5A 5B
6A 6B
Educational level
P4
P5
P6
P4
P5
P6
Publisher
P4
P5
P6
P4
P5
P6
Oxford University Press

Pearson Hong Kong
(China) Ltd
Year of Publication
2008
2009
Author(s)
Chris Gray, Rachel Jones,

Alison Wilson, Thomas
Gordon (P4 - P5)
Wendy Arnold
Chris Gray, Rachel Jones, Ella

Hall, Thomas Gordon (P6)
No. of Chapters
No. of Pages
80
80
80
80
80
80
80
84
84
84
84
84
21
In this study, only the core textbooks of each series were analyzed and chosen as the
main sources of data for analysis because they contain a wide range of learning
activities and tasks that have the best potential to foster learner autonomy. The
supplementary materials and resources (e.g. workbooks, grammar books, listening and
speaking books) were excluded because of the limited learning activities offered and
because they mainly provide extra drilling exercises for students to practise the target
language taught in each chapter. The inclusion of such supplementary materials in the
study would have been to erroneously amplify whatever patterns exist in the data from
the core textbooks simply because of the related nature of core and supplementary
materials. The textbook sections on: Reading, Vocabulary, Grammar (in New
Magic), Language focus (in Primary Longman Elect), Text type, Phonics,
Activity (in Primary Longman Elect only) and Main task were analyzed.
3.4.2
Interviews with teachers
Interviews with teachers were carried out to find out how textbooks are used to
support the development of learner autonomy in actual practice. The purpose of the
interviews was to gain deeper data on investigating whether authors integrate
principles of learner autonomy into the textbooks and to complement the analysis of
textbooks.
An interview guide was used (Appendix 4) and the interviews were semi-structured,
which were designed to allow teachers to express their views freely on how they
promote learner autonomy through the use of textbooks. While the questions in the
guide served as the basis for the interviews, additional questions were also raised to
further enrich the data collected in the interviews. With the focus of the interviews on
what the interviewees actually do to promote learner autonomy through using
22
textbooks, interviewees were asked to bring textbooks and were encouraged to refer to
them during the interviews so as to ensure that the responses given by the interviewees
can be justified by examples from the textbooks. Their comments complemented the
analysis of textbooks and also reduced the subjectivity of the textbook analysis results,
which may be influenced by the researchers personal interpretation.
The interviews lasted for around 30 to 45 minutes each. With the consent of the
participants, audio-recording were made. The interviews were conducted in Cantonese,
the interviewees L1, to facilitate communication and to elicit more in-depth responses.
The interview data were then translated and transcribed to facilitate further analysis.
3.4.3
Lesson observations
To gain more in-depth understanding of how the use of textbooks supports the
development of learner autonomy in actual practice, teachers who participated in the
interviews were asked to be observed by the researcher in a lesson conducted by them.
The purpose of the lesson observations was to crosscheck the responses the
participants provided in the interviews.
All teachers who participated in the interviews volunteered to take part in the lesson
observations. However, because of the limited time available for conducting this study,
only 3 observations were conducted. Lesson observations conducted in early April
2014. Each observation lasted for around 30 minutes. With the consent of the
participants, audio-recording were made. Participants were asked to use a clip-on
microphone which was attached to their clothing.
23
During the observations, the researcher paid particular attention to how teachers
promote learner autonomy through using existing textbooks. Fieldnote sheets were
filled in and then elaborated for data analysis (Appendix 7). The focus of the
observations was only on what teachers said. Therefore, students voice and responses
were not noted, audio or video-recorded for the research data. The data were then
compared with the findings from the analysis of textbooks and the interviews to look
for similarities and differences in order to enhance more effective triangulation.
3.5 Data Analysis

Both quantitative and qualitative data were collected and were then analyzed in
different ways.
3.5.1
Quantitative data analysis
3.5.1.1
Textbook analysis
In this study, a checklist-based approach is used. Checklists with different categories

and focuses were used to analyze data collected from the textbooks. Section 3.5.1.2
describes the list of principles of learner autonomy drawn up in the St. Petersburg
workshop (Fenner & Newby, 2000) and how it was adapted and used in the present
study to investigate whether authors integrate principles of learner autonomy into
upper primary ELT textbooks used in Hong Kong, while Section 3.5.1.3 discusses
how judgments were made about the integration of principles of learner autonomy.
3.5.1.2
Using the list of principles of learner autonomy
The textbooks were analyzed using the list of principles of learner autonomy drawn up
in the St. Petersburg workshop (Fenner & Newby, 2000). In the workshop, a list of
principles of learner autonomy was drawn up by 50 textbook authors and publishers
24
from 25 different European countries after examining a wide range of textbooks. It

was agreed that these principles could be taken into consideration by authors before
they publish textbooks (Appendix 1). This list of principles of learner autonomy is
adapted and used in the present study.
In this study, Checklist 1-5 (Appendix 2) adapted from the list of principles of learner
autonomy described above were used to explore whether authors integrate principles
of learner autonomy into upper primary ELT textbooks used in Hong Kong. The
checklists focus on five areas, including:
I.
Self-setting goals
II.
III. Self-selecting materials and classroom activities

IV. Self-assessment
V.
Self-reflection
The textbooks were analyzed in terms of the five aspects mentioned above. The
number of chapters that include the appearance of principles of learner autonomy was
recorded in Checklist 1-5 (Appendix 2). This would help the researcher to determine
whether authors integrate principles of learner autonomy into textbooks. Section
3.5.1.3 shows examples of how judgments were made about the integration of
principles of learner autonomy in the textbooks.
3.5.1.3 Making judgments about the integration of principles of learner

autonomy
The textbooks were examined and the analysis was done by looking for key words and
concepts connected with learner autonomy. For instance, in the case of the subsection
25
Learners determine their own level, a task should involve learners in deciding and
choosing appropriate level of texts to read rather than being decided by teachers, thus,
learners can discover their own goals. Textbooks can help learners take greater control
over their learning by allowing learners to choose between an easy version and an
original version of a text. Similarly, in the case of the subsection Learners choose
content of learning, textbooks can suggest a variety of options related to the topic and
offer opportunities for learners to make their own decisions. These tasks, therefore,
could be judged as demonstrating principles of learner autonomy. Table 4 shows how
judgments about the integration of principles of learner autonomy were made in detail.
Table 4 Making judgments about the integration of principles of learner autonomy
Principles
Illustrative examples
Rationale for judgment
Principle 1 : Self-setting goals

Learners are
What do you feel more
The textbook allows
aware of their
confident about?
learners to realise their
own objectives
What do you want to improve?
needs and helps them
Make a note of your goals.
determine their objectives

and plan their learning.
Learners
There are two versions of this
Learners are allowed to
determine their
text. This is the easier one. If
decide and choose whether
own level
you want to read the original
to read a simpler or more
version you will find it on page
difficult text. This enables
XX.
learners to decide the

appropriate level they can
achieve and then discover
their goals.
26
Principle 2 : Self-selecting learning strategies

Raise
Tips for drawing a mind map:
Learners are given advice
awareness of
1. XXX
on how to apply various
learning
2. XXX
strategies.
Learners
To improve your writing, you
Various methods and
choose their
can:
strategies are offered.
own learning
1. XXX
Learners can choose among
strategies
2.XXX
a wide range of strategies
Choose the ways which suits
which suit their needs.
strategies
you best.
Principle 3 : Self-selecting materials and classroom activities
Learners
You may choose or find your
Various options related to
choose content
own topic related to this
the topic are suggested and
of learning
chapter.
learners can choose any of

these or find their own topic
they what to explore.
Learners
Produce your own poster to
The textbook provides
produce their
suggest ways to solve the
information on certain
own materials
pollution problem. Present it to
topics and proposes an
the class.
activity to let learners

produce their own materials.
Learners are encouraged to
take an active role in lesson
planning.
27
Learners
Have you ever .?
express their
How would you describe the
express their own feelings.
own feelings
incident?
Personalised activities help

learners engage more in
their learning.
Learners make
Find out more about XXX in
Instead of providing
use of
an encyclopedia or have a
necessary information, the
additional
search on Internet.
textbook suggests resources
resources for
(e.g. Internet, encyclopedia)
gathering
that learners may make use
information
of. Learners are encouraged

to take an active role in
learning.
Learners
Write about your favourite
Working in groups or pairs
develop social
activities with your group
shifts the responsibility
aspects of
members.
from teachers to learners,
learning by
Did you enjoy watching the
This encourages learners to
group work or
dolphin shows? In pairs,
take initiative and builds
pair work
discuss with your partner.
opportunities for decisionmaking.
Principle 4: Self-assessment
Learners assess
For self-assessment, fill in the
There are checklists to
their own
table on page 62.
encourage learners to assess
learning
their learning.
progress
28
Principle 5: Self-reflection
Learners reflect
What did I enjoy most in this
on their choices chapter? Why?
The textbook contains

activities that encourage
Did I make the right choice of
learners to reflect on their
task? Why? Why not?
choices. This allows

learners to discover their
needs and decide what to do
next to improve their
learning.
Learners reflect
What tasks have I done so far?
on their
How can I improve my writing
reflect on previous work,
learning
skill?
which will prepare them to

plan for future learning.
3.5.2
Qualitative data analysis
3.5.2.1
Interview data
The interviews were conducted in Cantonese and translated into English before
analysis through a process of categorizing (Appendix 5). The interview data were
categorized into different principles of learner autonomy as described in Checklist 1-5,
and then the data relating to the same principles in different interviews were compared
to see if any patterns existed. The coded interview transcripts of Teachers A, B, C, D
and E can be found in Appendix 6.
3.5.2.2
Lesson observation data
The particular events and instructions of teachers from the lesson observations were
recorded in the fieldnote sheets. The data were coded and categorized into different
29
principles of learner autonomy as described in Checklist 1-5. The researcher then

compared the data in different lessons to see if any patterns existed.
The procedure of data collection and data analysis were described in this chapter. In
the following chapter, the results of the study will be presented and discussed with
supporting examples.
30
Chapter Four: Results and Discussion

This chapter reports the findings and analyzes the results obtained through an analysis
of two sets of textbooks, interviews with teachers and lesson observations. Following
a framework based on the three research questions, the chapter begins by discussing
the extent to which principles of learner autonomy are included in the textbooks. It
then outlines the strengths and weaknesses of the textbooks in relation to the
promotion of learner autonomy. It finally discusses whether the degree of learner
autonomy promoted varies at different educational levels.
4.2 The extent to which principles of learner autonomy are included in primary
ELT textbooks
This section focuses on answering the first research question: To what extent are the
principles of learner autonomy included in primary ELT textbooks? The approach to
answering this question has been through a careful analysis of the content of the
textbooks which was then corroborated with the interviews with teachers and the
observations of teacher practice.
A total of 12 textbooks with 36 chapters in New Magic (NM) and 42 chapters in

Primary Longman Elect (PLE) were examined. The summary of the textbook analysis
results is in Appendix 3. The number of chapters that include the appearance of
principles of learner autonomy was recorded. For instance, in the case of the
subsection Raise awareness of learning strategies of NM 4A, the number 6 means
the principle appears in 6 different chapters; while in the case of the subsection
Learners determine their own level of PLE 6A, the number 0 means the principle
31
is not found in any chapters. The integration of principles of learner autonomy

pertains to the percentage of chapters including the appearance of the principles out of
the total number of chapters throughout the whole series. The interview transcripts are
in Appendix 6 and throughout this chapter they are referred to as numbers in
parentheses when reporting excerpts. For example, (1:35) means entries 35 in
interview 1 while (3:50) means entries 50 in interview 3. This section is organized in a
principle-based framework consisting of: self-setting goals, self-selecting learning
strategies, self-selecting materials and classroom activities, self-assessment and
self-reflection.
4.2.1
Self-setting goals
As mentioned in the literature review, goal-setting is the first stage of the development
of learner autonomy, and should be encouraged in textbooks. However, this principle
is not totally reflected in the textbooks examined in the study. From examining 36
chapters in NM and 42 chapters in PLE, it is found that the principle of allowing
learners to be aware of their own objectives do not appear in any chapters (0%). Also,
the opportunities for learners to determine their own level are not provided in the two
series of textbooks (0%) (see Table 5). In both sets of textbooks, the authors set and
determine the objectives for learners. Throughout the whole series, NM tries to raise
learners awareness on the objectives set by the textbooks through a section You will
learn, displaying all the content of the chapter under some categories such as Text
types, Vocabulary and Grammar. Similarly, PLE makes the objectives clear to
learners by including a module page which clearly shows learners what they are going
to learn and what they are expected to do at the end of the module. The following are
examples which show how the authors help learners recognize the objectives of the
chapters set by the textbooks.
32
Example 1:
You will learn:
Text types: stories, email, riddles, poems, instructions
Vocabulary: festival activities and food in Hong Kong
Grammar: use at to talk about festivals (NM 5B, p.53)
Example 2:
Module: Caring for others
Task: writing a letter to the principal about raising money for charity
Language focus: use very little /very few to talk about quantities. (PLE 6A, p.19)
Instead of considering the examples above as opportunities for making learners aware
of their goals, the researcher interprets that as making learners aware of the goals
which are imposed on them by the textbooks. It can be said that learners are not given
chances to be aware of their own goals and they have no idea of their learning needs.
Neither NM nor PLE allows learners to set their own goals, which may suggest a
failure in the development of learner autonomy. Therefore, it would be helpful if the
authors let learners to think about what they want to achieve by asking some questions
like What do you feel more confident about? and What do you feel you could
make improvement?, that is considered as encouraging learners to understand their
strengths and weaknesses and prepares them to set their own goals. The lack of
opportunities for self-setting goals and determining own level may imply that learners
do not have a chance to take charge of their own learning. Therefore, it can be said
that the principle is not achieved.
33
Table 5 Textbook analysis results: Learners are aware of their own objectives &
Learners determine their own level
Principle
Learners are aware of

their own objectives
Learners determine their

own level
Textbook
(total no. of chapters)
% of chapters
(no. of chapters)
% of chapters
(no. of chapters)
NM (36)
PLE (42)
0% (0)
0% (0)
0% (0)
0% (0)
All of the interviewees reported that their students did not have any power to set or
modify the objectives of the tasks. Two teachers explained that the constraints
attributed to the syllabus make it difficult to allow learners to set their own goals.
Teacher A said what students needed to learn has been set in the syllabus and she
taught according to syllabus requirements (1:04). Teacher B said the syllabus is
very tight and she had to cover everything in the syllabus (2:08).
A similar situation was observed in the lesson observations. It is revealed that the
teachers show no attempt to allow learners to set their goals. Teachers simply
informed learners what to do in the lessons. This may imply that learners do not take
an active role in setting goals for the tasks in the textbooks because these are done by
the authors and publishers. Similar to Wus (2005) study on Hong Kong secondary
ELT textbooks, it seems likely that the textbooks in the present study do not
encourage teachers to help learners set their goals. Having few chances to create their
own goals, learners are not encouraged to take responsibility for their own learning.
34
4.2.2
The findings reveal that the principle of self-selecting learning strategies is partially
achieved because the authors just simply provide learners with awareness-raising
activities without training them to choose their own preferred strategies from a range
of options.

A total of 36 chapters in NM were examined, of which 18 of them (50%) include the
principle of raising awareness of learning strategies. From examining 42 chapters in
PLE, it is found that this principle appears in 17 chapters (40.5%) (see Table 6). The
results show that tasks emphasizing on raising awareness of learning strategies are
provided by both textbooks, although, as we shall see later (Table 18) there are
variations across educational levels.
There are tasks to make learners aware of the cognitive strategies such as concept
mapping (e.g. PLE 4A, p.16-17), classifying (e.g. NM 4A, p.40) and taking notes
(e.g. PLE 5B, p.34). Here are the examples from the textbooks:
Example 3:
Writing tips: How to draw a mind map:

Write ME in a brown circle in the middle.
Write the different topics in red, green and blue circles.
What can you write about each topic? Write your ideas in other
circles.
If you want to add details about each idea, draw more circles!
Practice: Help John finish his personal description using his mind map.
Your turn: Write about yourself. (PLE 4A, p.16-17)
Example 4:
What must or mustnt you do? Complete the table. (NM 4A, p.40)
35
Example 5:
Brainstorm questions about the pictures and complete the notes in the
story map. Here are some tips to help you. (PLE 5B, p.34)
It can be said from Example 3 to 5 that the authors of both sets of textbooks attempt to
raise learners awareness of learning strategies. Also, in Example 3, learners are given
advice on how to use mind map to brainstorm ideas. A section Practice is followed,
which serves as a pre-task exercise, helping learners to understand what they have to
do in Your turn section where they will produce their own product. In addition,
learners are helped to develop metacognitive strategies as they are allowed to plan and
monitor the tasks. Here is an example:
Example 6:
Write a diary entry using your own ideas. Use the tips in the checklist
to help you improve your writing. (PLE 5B, p.52-52)
Socio-affective strategies are also fostered as learners need to listen to one another and
share ideas. Here is an example:
Example 7:
Do a survey on what your classmates want to be when they grow up.

Interview your classmates. What do you think about your classmates
choices? Tell your classmates your suggestions. (NM 6A, p.50-51)
Table 6 Textbook analysis results: Raise awareness of learning strategies

Textbook (total no. of chapters)
% of chapters (no. of
chapters)
NM (36)
PLE (42)
50% (18)
40.5% (17)
Learners choose their own learning strategies

There is some difference between the two textbooks in providing opportunities for
learners to choose their own learning strategies. As shown in Table 7, only PLE
encourages learners to choose their own learning strategies, which appear in 3
different chapters (7.1%). It is more surprising to discover that this principle is not
36
found in NM (0%). These findings may imply that learners are not given opportunities
to choose their own learning strategies which suit their needs. The findings are
different from a previous study conducted by Reinders & Balcikanli (2011) which
observed that the principle of selecting learning strategies were covered when
evaluating five popular English language textbooks used in classrooms worldwide.
The above discussion about learning strategies may carry the implication that different
authors have different levels of awareness of promoting learner autonomy. While
some authors start to be aware of the importance of training learners to identify their
own learning strategies, some authors still emphasize teacher models and instructions.
Table 7 Textbook analysis results: Learners choose their own learning strategies
chapters)
NM (36)
PLE (42)
0% (0)
7.1% (3)
The findings in the interviews reveal that teachers opinions are varying. Teacher A
said she encouraged learners to use different ways to present their own ideas and
allowed them to choose to write or draw (1:34). Similarly, Teacher B and D
suggested that they encouraged learners to use their own ways to collect information
(2:28-2:30; 4:22). The comments from these interviewees are verified in their lessons.
Teacher B asked learners to choose to collect information in different ways in a
writing class, for example, some surf the Net, some talk with others and some look up
the dictionaries. Therefore learners can choose their own strategies to learn. However,
Teacher C and E said that it was difficult to let learners choose their own learning
strategies in class (3:28-3:30; 5:14). Teacher C explained that learners have to do the
37
tasks in the same way according to the textbook but she clarified that I still
introduce different learning strategies to them and encourage them to use the one they
prefer to learn in the future (3:28).
In light of these findings, participants seem to be in a dilemma. On the one hand they
know it is important to give learners chances to choose their own learning strategies so
as to allow them take responsibility for their learning; on the other hand, their
reluctance to give such chances because of the limited time and restriction of the
textbooks. It seems likely that the textbooks do not encourage teachers to help learners
to choose their own strategies. These findings echo the comments from Wus (2005)
study, which argued that the procedures of the tasks had been decided for learners.
4.2.3
The findings show that the principle of self-selecting materials and activities is
covered in both sets of textbooks, although, as we shall see later in Section 4.4.3 there
are considerable variations across educational levels.
Learners choose content of learning

The findings show that in both sets of textbooks, the authors attempt to provide
opportunities for learners to choose content of learning based on their interests and
needs. For example:
Example 8:
What about you? In pairs, choose a dish with your partner and discuss
what you need to make a dish. (NM 5A, p.41)
Example 9:
Read the story again. Change the prince into one of the characters
below or think of a new character. (PLE 4B, p.52)
38
It can be said from Example 8 and 9 that learner autonomy is promoted in textbooks
because learners can make decisions on what to do based on their interests and
preferences.
Although opportunities for making choices of content are found in both sets of
textbooks, the number of the appearance of the opportunities is quite different. As
shown in Table 8, the principle of allowing learners to choose content of learning
appears in 28 chapters (77.8 %) in NM whereas only 13 chapters (31.0%) in PLE are
found to include the principle. This shows that different authors have different levels
of awareness of promoting learner autonomy. While some authors still choose the
learning content for learners, others start to be aware of involving young learners in
decision-making to help them develop as autonomous learners gradually.
Table 8 Textbook analysis results: Learners choose content of learning

chapters)
NM (36)
PLE (42)
77.8% (28)
31.0% (13)
Learners produce their own materials

The findings reveal that both sets of textbooks attempt to provide opportunities for
learners to produce their own materials. For example:
Example 10: Now design a leaflet to tell your schoolmates how to prevent illnesses.
(NM 4B, p.51)
Example 11: Make a poster to advertise your favourite film. (PLE 6A, p.44)
Table 9 shows the percentage of chapters that include the appearance of the principle
39
of allowing learners to produce their own materials. A total of 36 chapters in NM were

examined, of which 32 of them (88.9%) include this principle. On the other hand,
from examining 42 chapters in PLE, it is found that this principle appears in 26
chapters only (61.9%). It seems that the authors of NM have a slightly higher level of
awareness of promoting learner autonomy than the authors of PLE in the aspect of
providing opportunities for learners to produce their own materials.
Table 9 Textbook analysis results: Learners produce their own materials

chapters)
NM (36)
PLE (42)
88.9% (32)
61.9% (26)
The opportunities for learners to produce their own materials were also discussed in
the interviews. Teacher A suggested that she encouraged learners to create a poster in
groups and they were allowed to think about their own topic (1:18). Teacher B
reported that she asked learners to write an ending for a play and they were
encouraged to bring their own props and costumes and then acted out in front of the
whole class (2:18). Teacher D said that she asked learners to make a poster about
Hong Kong tourist spots and allowed them to choose their favourite places to
introduce to their classmates (4:18). Teacher E reported that she asked learners to
make a scrapbook about protecting the Earth and encouraged them to find information
and tell ways to protect the Earth (5:10).
Data from the lesson observations also show that learners are encouraged to take an
active role in producing their own materials. Teacher B asked learners to produce their
own writing after introducing the model writing in the textbooks. They were
40
encouraged to share their writings with others and they were asked to find out the
good and bad things of their partners writings. This may reflect the awareness of
promoting learner autonomy in textbooks.
Learners express their own feelings

A high percentage of the appearance of the principle of allowing learners to express
their own feelings is shown in Table 10. From the analysis, it is found that both sets of
textbooks attempt to personalize the learning process by letting learners to relate
topics to their lives and feelings, with 94.4% in NM which is slightly higher than that
of PLE (90.5%). Here are some examples in the textbooks:
Example 12: Do you think the children won the race in the end? Why/ Why not?
(PLE 5B, p. 29)
Example 13: Have you ever learned anything during your summer holidays?
(NM 5B, p.49)
Example 14: It is almost time to leave your primary school. How do you feel? Use
words and icon to describe your feelings. (NM 6B, p. 53)
It can be said from Examples 12 to 14 that there is an awareness of promoting learner
autonomy in textbooks because the authors try to engage learners with the topics by
means of personalized and open-ended questions.
In the lesson observations, the teachers attempted to involve learners in the lessons by
giving them opportunities to express their feelings. Teacher B encouraged learners to
bring some photos and asked them to share their unforgettable experiences when
talked about the topic memorable experiences in the textbooks. It can be said that
the textbooks encourage teachers to allow learners to express their feelings through
personalized activities.
41
Table 10 Textbook analysis results: Learners express their own feelings

chapters)
NM (36)
PLE (42)
94.4% (34)
90.5% (38)
Learners make use of additional resources for gathering information

The principle of encouraging learners to make use of additional resources for
gathering information is found in the textbooks. In PLE, there is a section Find out
more. The authors of PLE suggest resources such as Internet and provide weblinks to
encourage learners to find out more about a topic by doing a search based on the key
words suggested. Likewise, in NM, the authors propose activities to encourage
learners to make use of additional resources for gathering information. For example:
Example 15: Think of what you should or should not do to prevent you from getting
sick. You can also find out more from the Internet. (NM 4B p. 51)
Example 16: Read a book. Write some words you do not know. Look them up in a
dictionary. Then write down their meanings. (NM 6A, p.20)
As illustrated in the above examples, learners are asked to find out more information
using additional resources on their own instead of being provided with necessary
information to carry out the tasks. Although opportunities of using additional
resources for gathering information are found in both sets of textbooks, there are only
a limited number of them (Table 11). Also, it is interesting to note the difference
between the two sets of textbooks. Table 11 shows that the principle appears in 11
chapters in PLE whereas only 3 chapters in NM include the principle. It seems that
learners of NM are not always encouraged to use additional resources for gathering
information with the percentage significantly lower than that of PLE (NM: 8.3% vs.
PLE: 26.2%).
42
Table 11 Textbook analysis results: Learners make use of additional resources for
gathering information
chapters)
NM (36)
PLE (42)
8.3% (3)
26.2% (11)
Contrary to the limited opportunities of using additional resources found in textbooks,

teachers are aware of the need to provide more activities which encourage learners to
collect information. Three of the interviewees reported they encouraged learners to
collect information (1:16; 2:16; 4:18-20). Teacher D suggested that students could use
their own ways to collect information, they can collect information through books,
magazines, Internet or even go the tourist centres or community centres (4:22).
Teacher A criticized that the textbooks just provide some basic information, but they
do not encourage students to find additional resources (1:45). These findings may
imply that there is not enough attention given in the textbooks in developing learner
autonomy. Teachers need to adapt or complement classroom materials to include a
focus on learner autonomy.
Learners develop social aspects of learning by group work or pair work

Similar to the findings from Wus (2005) study, the textbooks in the present study
encourage learners to work in groups or pairs. The number of chapters that include the
principle of encouraging pair work and group work in the two series of textbooks is
summarized in Table 12. The findings show that the tasks in NM and PLE have
provided learners with lots of chances to discuss with their partners or group members,
with 97.2 % and 95.2 % respectively. Here are some examples from the textbooks:
43
Example 17: Compare what you and your group members had. How can you and
your group members have a healthy diet? Discuss with them. (NM 5A,
p. 31)
Example 18: Get into groups. Write a story about the pictures. (PLE 6B, p.16)
Table 12 Textbook analysis results: Learners develop social aspects of learning by
group work or pair work
chapters)
NM (36)
PLE (42)
97.2% (35)
95.2% (40)
Similar results are found in the interviews. Most teachers reported that they asked
learners to work and discuss with others (1:18; 2:16-20; 4:22-28; 5:10). The
comments from the interviewees are verified in the lesson observations. In the lessons,
Teacher E asked learners to do the writing tasks in textbooks and they were
encouraged to work in groups and discuss with others to brainstorm ideas for their
writing. Therefore, the findings suggest that the authors have an awareness of
promoting learner autonomy by giving learners freedom to share ideas and explore
their own interests through student-student interaction.
4.2.4
Self-assessment
Table 13 shows that the opportunities for self-assessment are found in all chapters
(100 %) in both sets of textbooks examined. The findings reveal that the textbooks in
the present study place great emphasis on self-assessment. In NM, a one-page
self-assessment section appears at the end of the textbooks. There is a table made up
of I can statements and learners can assess what they have already learned in each
chapter. Likewise, in PLE, the authors have included a self-assessment checklist at the
44
end of every two chapters. The first part of the self-assessment checklist with I can
statements encourages learners to assess what they can do at the end of the chapter.
The second part of the checklist focuses on assessing their achievements on the tasks
which have been done. In addition, the authors of PLE encourage learners to monitor
and assess their learning through a section My word bank in each chapter. Learners
are encouraged to build up their vocabulary and record new words. For example:
Example 19: Can you think of some more adjectives for describing people? (PLE 6A,
p.13)
The findings mirrors Worgans (2010) view that self-assessment can be done with
young learners by ticking off or marking on a scale of I can statements. Learners
can assess their achievement based on criteria set out in advance. The use of
self-assessment checklists shows the authors seem to have an awareness of promoting
learner autonomy in textbooks.
Table 13 Textbook analysis results: Learners assess their own learning progress
chapters)
NM (36)
PLE (42)
100% (36)
100% (42)
The use of self-assessment checklists was mentioned by an interviewee. Teacher B

demonstrated that she asked learners to assess their writing using the checklist
provided in the textbooks, they can tick in the checklist to see whether they use the
correct tenses, whether they use connectives in their writing, whether they can write in
paragraphs and whether they can use adjectives in their own piece of writing and so
on (2:32). This suggests that the textbooks attempt to promote learner autonomy by
encouraging learners to assess their own learning using self-assessment checklists.
45
4.2.5
Self-reflection
While critical reflection is as a crucial component in autonomous learning, it is

surprising that no reflective activities are found in the textbooks examined in the
present study. Table 14 demonstrates that neither NM nor PLE provides opportunities
for learners to reflect on their choices or learning (0%). The findings suggest that
learners are not encouraged to have final reflection after monitoring progress and
assessing.
Table 14 Textbook analysis results: Learners reflect on their choices & Learners
reflect on their learning
Principle
Learners reflect on their

choices

learning
Textbook
(total no. of chapters)
% of chapters
(no. of chapters)
% of chapters
(no. of chapters)
NM (36)
PLE (42)
0% (0)
0% (0)
0% (0)
0% (0)
However, the opportunities for self-reflection were discussed by the interviewees.

Teacher A suggested that she asked learners which activities in the lessons they like
most or which part they could remember (1:41). Teacher B reported that after the task
she invited students to share what they like, dislike, what they have learned and how
they feel about the task (2:44). Teacher C mentioned that she always asked learners to
reflect on their own performance in a speaking task (3:40-3:42). Similarly, Teacher D
reported that she asked learners to think about the strengths and weaknesses of the
work they did (4:33-36). Teacher E commented that she usually asked learners to talk
about their feelings (5:26-28).
46
In the lesson observations, Teacher B tried to ask learners to reflect on their likes and
dislikes by holding up the coloured cards given by the teacher, therefore, learners
were provided with opportunities to reflect how they feel about the tasks. These
findings imply that although there is little attention given in the textbooks in
developing autonomy, teachers are aware of the problem and they adapt the classroom
materials to include a focus on learner autonomy. It seems that given teachers
preference for encouraging their students to reflect on their learning, it would be
helpful if future versions of the textbooks contained activities that encourage learners
to reflect on their learning in a way that gradually develop their learning awareness.
4.2.6
Section summary
Section 4.2 has discussed the extent to which principles of learner autonomy are
included in textbooks. It is revealed that there is still much room for improvement in
the promotion of learner autonomy in the recent textbooks used by primary students in
Hong Kong, although the authors have shown awareness of learner autonomy to some
extent. Out of the five key principles of learner autonomy, only self-assessment is
achieved. The other key principles are partly achieved (e.g. self-selecting learning
strategies, self-selecting materials and classroom activities) or not achieved (e.g.
self-setting goals and self-reflection). In other words, there is currently not enough
attention given in these primary ELT textbooks to developing learner autonomy.
4.3 The strengths and weaknesses of the selected textbooks in providing practice
for fostering learner autonomy
This section discusses the strengths and weaknesses of the textbooks in relation to the
promotion of learner autonomy, aiming to answer the second research questions.
47
4.3.1
Strengths
Providing opportunities for learners to express themselves

One of the strengths of the two sets of textbooks is the availability of sufficient
personalized activities. The authors produce tasks to encourage learners to express
their own feelings and opinions. Learners are challenged to think about the topics in
life experience. This involves learners greatly in their learning. Here are some
examples from the textbooks:
Table 15 Textbook analysis results: Examples of personalized activities

Topic
Textbook (Chapter)
Examples
One you admire
NM4A (2)
Think about who you admire and why.
Food fair
NM4B (4)
What about you? What food would you

like for your party?
When I was little PLE4A (6)
What is your funniest memory? What

do think about these stories? Do you
have similar memories?
What do you have in your lunchbox
Healthy eating
PLE4B (3)
today? Do you follow the Smart lunch

3 2 1 rule?
A fun place to
go
NM5A (5)
What do you do at the weekend? Think

of some indoor and outdoor activities
you usually do at the weekend.
Summer fun!
NM5B (5)
What activities do you like? How long

have you done these activities?
Be nice to others PLE5A(2)
Do you think Mary is a good sister?

Why/ Why not? How about you-are you
a good brother or sister?
Getting around
Hong Kong
Which type of transport do you like

PLE5B (3)
best? Why? Which type do you use

most often?
The best job for

PLE 6B (2)
me
Do you want to be a dolphin trainer

when you grow up? Why / Why not?
48
Providing opportunities for self-assessment

Both sets of textbooks assist in promoting learner autonomy by providing a
self-assessment checklist at the end of each chapter. The self-assessment checklists are
well-designed. They make it easy for learners to assess their performance based on
given criteria, serving as good materials for learners to monitor their learning progress
and to improve their learning.
4.3.2
Weaknesses
Lack of opportunities for self-setting goals

The textbooks fail to provide opportunities for learners to set their personal goals. All
the objectives are determined by the authors and publishers. The findings show that
the textbooks do not allow learners to choose their own level. Two interviewees
reported that they needed to complement the textbooks by providing some reading
materials with different levels of difficulty (4:12-14; 5:30). There are not sufficient
varieties of texts of different levels for learners to choose. Adapted and simplified
versions of texts are found in Teachers book for teachers reference only. If the
authors place the texts of different levels alongside the original versions in Students
book, students can have the chance to choose and decide the appropriate text to read
according to their needs. This allows them to take charge of their own learning and
become less dependent on teachers.
Lack of opportunities for self-selecting learning strategies

The textbooks fail to provide sufficient methods for learners to experience and they
are instructed on what to do and how to do it in the textbooks. Interviewees
commented that it was difficult to help learners to identify their own strategies in the
textbooks (3:28-30; 5:14). It seems that the textbooks show no attempt to help learners
49
identify their preferred strategies in the tasks. The selection of strategies is limited by
the authors and publishers. Therefore, it would be helpful if the tasks in the textbooks
provide learners with various strategies so that they can try them out to choose which
strategies suit their learning purposes.
Lack of opportunities for self-reflection

The findings show that the lack of opportunities for self-reflection is one of the major
weaknesses of the textbooks. The importance of self-reflection in helping learners
develop learning awareness was discussed by the interviewees in the interviews.
Teacher A suggested that they can have a chance to think about what they have
learned and what they have not achieved and she explained that this helps them to
be aware of their weaknesses or difficulties and they may then try to find ways to
solve them (1:43). Teacher B expressed learning is more meaningful when it
coordinate with their feelings and more meaningful when they can talk about their
feelings (2:46). Teacher C mentioned that she always encouraged learners to
appreciate others work and learn from others, after which they should reflect on their
work (3:36). Similarly, Teacher D reported that through self-reflection, students will
learn something and this helps them make improvement (4:36). In the lesson
observations, all teachers tried to ask learners to think about what they have learned
and how they felt about their tasks by including a round up activity in their
lessons.The results indicate that the textbooks are not being conductive in promoting
learner autonomy because they do not provide opportunities for self-reflection. It is
important for authors and publishers to be aware of the importance of containing
reflective activities that ask learners to review what they have learned and reflect on
their learning, giving learners chances to take responsibility for their learning.
50
4.3.3
Section summary
Section 4.3 has discussed the strengths and weaknesses of the selected textbooks in
providing practice for fostering learner autonomy. A summary of the strengths and
weaknesses appears in Table 16. It can be said that the recent sets of textbooks used by
primary students in Hong Kong are not very effective in promoting learner autonomy,
although the authors has attempted to involve learners in their learning. The type of
autonomous learning introduced in the textbooks is by no means the same as the
theories suggested in the literature review because learners are not involved in making
decisions in their learning including determining the objectives, selecting strategies or
reflecting on their learning.
Table 16 The strengths and weaknesses of the selected sets of textbooks

Strengths
Weaknesses
There are personalized activities
The learning goals are determined
which encourage expressions of
by the authors and publishers.
personal feelings.
Learning
There is a self-assessment checklist
self-selected by learners.
at the end of each chapter.
There are no opportunities for
strategies
are
not
self-reflection.
4.4 The degree of learner autonomy promoted in textbooks at different

educational levels
This section discusses whether the degree of learner autonomy promoted in textbooks
varies at different educational levels based on the data collected from an analysis of
two sets of textbooks, interviews with teachers and observations of teacher practice,
aiming to answer the third research question. The key principles of learner autonomy
51
discussed in Section 4.2, namely self-setting goals, self-selecting learning strategies,

self-selecting materials and classroom activities, self-assessment and self-reflection
are under detailed analysis in this section. The summary of the variations across
educational levels is in Appendix 3.
4.4.1
Self-setting goals
Table 17 shows that the principle of allowing learners to be aware of their own
objectives is not found in any chapters across the range of textbooks (0%). Also,
opportunities for learners to determine their own level are not provided at all
educational levels investigated (0%). This shows that Primary 4 to 6 students are not
given opportunities to determine their own objectives and goals according to their
needs. The lack of opportunities for goal-setting may imply that learners do not have a
chance to take responsibility for their own learning.
Table 17 Textbook analysis results: Learners are aware of their own objectives &
Learners determine their own level (across educational levels)
Principle

Textbook
(total no. of chapters---at each
educational level)
NM (12)
Educational level
PLE (14)

own level
NM (12)
PLE (14)
% of chapters (no. of chapters)
Primary 4
0 % (0)
0% (0)
0 % (0)
0% (0)
Primary 5
0 % (0)
0% (0)
0 % (0)
0% (0)
Primary 6
0 % (0)
0% (0)
0 % (0)
0% (0)
52
4.4.2
The analysis of textbooks shows that authors of different sets of textbooks pay
different levels of attention to developing learners learning strategies across
educational levels.

The variations on the appearance of the principle of raising awareness of learning
strategies across educational levels are shown in Table 18. The results indicate that the
appearance of the principle of raising awareness of learning strategies in NM is
slightly higher than that in PLE across educational levels (P4: 58.3% vs. 42.9%; P5:
41.7% vs.35.7%; P6: 50% vs.42.9%). The findings suggest that the textbooks attempt
to raise learners awareness of learning strategies. This shows that Primary 4 to 6
students are helped to see the importance of using learning strategies.
Table 18 Textbook analysis results: Raising awareness of learning strategies (across
educational levels)
Textbook
(total no. of chapters --- at each educational level)
Educational level
NM (12)
PLE (14)
Primary 4
58.3 % (7)
42.9% (6)
Primary 5
41.7 % (5)
35.7% (5)
Primary 6
50 % (6)
42.9% (6)

From examining a total of 36 chapters in NM and 42 chapters in PLE, it is found that
only PLE allows learners to choose their own learning strategies, which appear in 2
chapters (14.3 %) at the level of Primary 5 and 1 chapter (7.1%) at the level of
53
Primary 6 respectively (Table 19). The results indicate that Primary 4 to 6 students are
not given enough opportunities to choose their preferred learning strategies in the
textbooks. This implies that the selection of learning strategies may be limited by the
authors and publishers.
However, the interviewees pointed out the need of allowing learners, especially those
at the level of Primary 6, who are going to transit to secondary school, to try out
different learning strategies and make decisions about their own learning in order to
help them develop as independent learners. Teacher A commented that Primary 6
students are older and mature and they have their own thinking (1:57). Teacher E
suggested that Primary 6 students need to learn to plan their work, monitor and
reflect on their work (5:34). The results reveal that teachers see the importance of
giving opportunities for choosing preferred strategies, to students, especially to
Primary 6 students who are going to transit to junior secondary school.
Table 19 Textbook analysis results: Learners choose their own learning strategies
Textbook
Educational level
NM (12)
PLE (14)
Primary 4
0 % (0)
0% (0)
Primary 5
0 % (0)
14.3% (2)
Primary 6
0% (0)
7.1% (1)
4.4.3
The variations on the appearance of the principle of self-selecting materials and

classroom activities across educational levels are shown below.
54

As shown in Table 20, the opportunities for learners to choose content of learning in
NM are nearly double those in PLE across educational levels (P4: 83.3% vs. 35.7%;
P5: 83.3% vs. 42.9%; P6: 66.7% vs. 14.3%), meaning while some authors start to be
aware of involving primary students in making choices for content, the practice of
making decisions for primary learners is still rooted deeply in some authors minds.
Table 20 also demonstrates that the appearance of the opportunities for making
choices of content tends to change with levels. In both textbooks, there are fewer tasks
designed for Primary 6 students to make decisions on content than those for Primary 4
and 5 students.
However, data from the lesson observations reveal that teachers give Primary 6
students more opportunities to make decisions on their own learning. In the writing
lesson with a class of Primary 6, Teacher B suggested a variety of options related to
the topic and allowed students to choose any of those or find their topic to write about.
In the lesson with a class of Primary 4, Teacher C suggested a topic for students and
gave them freedom to write some vocabulary items about the topic. Compared to
Primary 6 students who can choose their topic from a range of choices, Primary 4
students are given limited freedom as the topic of the task is selected by the teacher.
Table 20 Textbook analysis results: Learners choose content of learning (across
educational levels)
Textbook
NM (12)
PLE (14)

Educational level
Primary 4
83.3% (10)
35.7% (5)
Primary 5
83.3% (10)
42.9% (6)
Primary 6
66.7% (8)
14.3% (2)
55

The percentage of chapters that include the principle of allowing learners to produce
their own materials in NM is slightly higher than that in PLE across educational levels
(P4: 100% vs. 71.4%, P5: 66.7% vs. 57.1%; P6: 100% vs. 57.1%) as shown in Table
21. It also shows that the appearance of the principle tends to change with levels. In
the NM series, the principle is found in all chapters at the level of Primary 4 and 6
(100%) and the principle appears in 8 chapters at the level of Primary 5 (66.7%). The
authors of NM provide information on a topic and propose an activity in which
learners take an active role in producing their materials through a section Main task.
In the PLE series, authors provide more chances of producing own materials for
Primary 4 students (71.4%) than Primary 5 and 6 students (57.1%). The authors of
PLE encourage learners to produce their own materials through a section Your turn
in every two chapters. The findings indicate that authors of different sets of textbooks
pay different levels of awareness of developing learner autonomy across educational
levels.
Table 21 Textbook analysis results: Learners produce their own materials (across
educational levels)
Textbook
Educational level
NM (12)
PLE (14)
Primary 4
100% (12)
71.4% (10)
Primary 5
66.7% (8)
57.1% (8)
Primary 6
100% (12)
57.1% (8)
Learners are given opportunities to express their own feelings

Table 22 shows there are no great variations across educational levels in the
appearance of the principle of encouraging learners to express feelings. In NM, this
56
principle is found in nearly all chapters across educational levels (P4: 91.7%; P5:
91.7%; P6: 100%). In PLE, the principle appears in 12 chapters (85.7%) at the level of
Primary 4 and 13 chapters (92.9%) at the level of Primary 5 and 6. It can be said that
Primary 4 to 6 students are given mostly the same opportunities for expressing
feelings. The authors of the NM series design a section Think and say in the
pre-reading and post-reading section to encourage learners to express their ideas.
Similarly, the authors of the PLE series include open-ended questions after the reading
texts to guide learners to further explore their personal lives and express their feelings
based on the topics discussed in the chapters. This design helps learners to use the
target language to think and express their own thoughts, which is a way to raise
awareness of their learning.
Table 22 Textbook analysis results: Learners express their own feelings (across
educational levels)
Textbook
Educational level
NM (12)
PLE (14)
Primary 4
91.7% (11)
85.7% (12)
Primary 5
91.7% (11)
92.9% (13)
Primary 6
100% (12)
92.9% (13)

As shown in Table 23, the opportunities for learners to make use of additional
resources for gathering information in NM are lower than those in PLE across
educational levels (P4: 16.7% vs. 28.6% ; P5: 0% vs. 28.6%; P6: 8.3% vs. 21.4%). In
the NM series, the principle is only found in 2 chapters (16.7%) at the level of Primary
4 and 1 chapter (8.3%) at the level of Primary 6 respectively. It is more surprising that
the principle is not found in any chapters at the level of Primary 5 (0%). In the PLE
57
series, the authors provide the same number of chances of making use of additional
resources for gathering information for Primary 4 and 5 students (28.6%) whereas the
opportunities given for Primary 6 students are slightly lower (21.4%). The findings
suggest that Primary 6 students may be given fewer opportunities to go beyond the
textbooks to search for information than Primary 4 students.
Contrary to the findings from the analysis of textbooks, teachers in the interviews
demonstrate that Primary 6 students should be given more opportunities to go beyond
the textbooks to search for more information. Teacher D commented that Primary 6
students were better cognitively developed (4:44). Teacher E described them as
having higher ability (5:34). This implies that Primary 6 students are trusted to take
more responsibility for their learning.
Table 23 Textbook analysis results: Learners make use of additional resources for
gathering information (across educational levels)
Textbook
Educational level
NM (12)
PLE (14)
Primary 4
16.7% (2)
28.6% (4)
Primary 5
0% (0)
28.6% (4)
Primary 6
8.3% (1)
21.4% (3)

The results show a high percentage of the appearance of the principle of allowing
learners to work in pairs or groups across all educational levels investigated (Table
24). The principle appears in all chapters (100%) at the level of Primary 5 and 6 and
11 chapters (91.7%) at the level of Primary 4 in NM. In PLE, the principle is found in
58
all chapters (100%) at the level of Primary 4 and nearly all chapters at the level of
Primary 5 and 6 (92.9%). The results indicate that Primary 4 to 6 students are given
mostly the same opportunities for developing social aspects of learning by group work
or pair work in the textbooks.
Table 24 Textbook analysis results: Learners develop social aspects of learning by
group work or pair work (across educational levels)
Textbook
Educational level
NM (12)
PLE (14)
Primary 4
91.7% (11)
100% (14)
Primary 5
100% (12)
92.9% (13)
Primary 6
100% (12)
92.9% (13)
4.4.4
Self-assessment
The opportunities for self-assessment are found in all chapters across the range of
textbooks (100%) (see Table 25). This indicates that Primary 4 to 6 students are
helped to develop self-assessment skills. A possible account of the fully achievement
of this principle is ground on the fact that self-assessment is less difficult to reconcile
with the examination system in Hong Kong in contrast to the other key principles of
learner autonomy. Compared to the other key principles of learner autonomy such as
self-setting goals and self-selecting learning strategies which tend to focus on
individual choices in what to learn and how to learn, self-assessment based on criteria
set out in advance is less difficult to reconcile with the examination system and has
the potential benefit of making learners aware of what they have already learned.
59
Table 25 Textbook analysis results: Learners assess their own learning progress
Textbook
Educational level
NM (12)
PLE (14)
Primary 4
100% (12)
100% (14)
Primary 5
100% (12)
100% (14)
Primary 6
100% (12)
100% (14)
4.4.5
Self-reflection
The analysis of textbooks shows that no reflective activities are found across the range
of textbooks (0%) (see Table 26). This shows that Primary 4 to 6 students are not
helped to develop the abilities to reflect on their choices or learning. The lack of
attention on the principle of self-reflection may possibly due to the fact that the
authors are unaware of the importance of advocating self-reflection when they prepare
the materials and they simply structure the textbooks in a way that they consider best
for learning.
Table 26
Textbook analysis results: Learners reflect on their choices &

Learners reflect on their learning (across educational levels)
Principle
Textbook
(total no. of chapters---at each
educational level)
Learners reflect on
their choices
NM (12)
Educational level
PLE (14)

learning
NM (12)
PLE (14)
Primary 4
0 % (0)
0% (0)
0 % (0)
0% (0)
Primary 5
0 % (0)
0% (0)
0 % (0)
0% (0)
Primary 6
0 % (0)
0% (0)
0 % (0)
0% (0)
60
4.4.6
Section summary
Section 4.4 has discussed whether the degree of learner autonomy in textbooks varies
at different educational levels. The results obtained from an analysis of two sets of
textbooks show that the number of appearance of principles of learner autonomy
varies slightly, but in general there is no great difference in the degree of learner
autonomy promoted across educational levels. The tasks in textbooks designed for
Primary 6 students give mostly the same responsibility as Primary 4 and 5 students.
However, evidence from interviews with teachers and from lesson observations
reveals that teachers are aware of the need to encourage Primary 6 students, who are
going to transit from primary school to secondary school, to take more responsibility
for their learning so that they can develop as autonomous learners and have a greater
probability of succeeding in junior secondary school.
4.5 Chapter summary

The discussion of data and findings in this chapter, which is based on an analysis of
two sets of textbooks, interviews with teachers and observations of teacher practice,
reveals the following key points:
1. The principles of learner autonomy are included in primary ELT textbooks to some
extent.
2. Out of the five key principles of learner autonomy, only self-assessment is achieved
fully. The other key principles are partly achieved (i.e. self-selecting learning
strategies, self-selecting materials and classroom activities) or not achieved (i.e.
self-setting goals and self-reflection).
61
3. One of the strengths of the textbooks is the inclusion of personalized activities

which encourage learners to share their feelings. Also, the textbooks do well in
providing opportunities for learners to self-assess their own learning.
4. The textbooks do not provide opportunities for learners to set their personal goals.
All the objectives and goals are determined by the authors and publishers. The
textbooks fail to provide learners with varieties of suggestions or ways of developing
their own learning strategies. The lack of opportunities for learners to reflect on their
learning is one of the major weaknesses of the textbooks.
5. The number of appearance of principles of learner autonomy varies slightly, but in

general there is no great difference in the degree of learner autonomy promoted across
educational levels. The tasks in textbooks designed for Primary 6 students give mostly
the same responsibility as Primary 4 and 5 students.
6. Although the textbooks include more than one of the principles of learner autonomy,
these are not covered in a structural way. It can be said that the textbooks fail to draw
learners awareness to their learning in a way that gradually allows them to take more
responsibility for their own learning. In other words, there is not enough attention
given to promoting learner autonomy in the most recent sets of textbooks popularly
used by primary students in Hong Kong.
62
Chapter Five: Conclusions

This chapter first summarizes the major findings of the present study, followed by a
discussion of the pedagogical implications of these findings. It then points out the
limitations of the present study and the suggestions for future studies will then follow.
5.2 Summary of the major findings

Although learner autonomy has received an increasing amount of attention in recent
years, the findings in the current study suggest that the attention has not translated into
a focus on developing learners abilities for autonomous learning in the recent sets of
textbooks commonly used by upper primary students in Hong Kong. Based on the
results obtained from an analysis of two sets of textbooks, it is found that the authors
and publishers do not place great emphasis on developing learner autonomy in
textbooks. However, evidence from interviews with teachers and from lesson
observations shows that some teachers are aware of the weaknesses of the textbooks
and try to adapt them to include a focus on learner autonomy, attempting to give
learners more responsibility for their own learning gradually.
5.3 Pedagogical implications

The results from the present study reveal that the design of the textbooks is not
consistent with the recommendation made by the CDC in relation to the promotion of
autonomous learning. According to the recommendation made in the English
Language Curriculum Guide (Primary 1-6), during Key Stage Two (Primary 4 to 6),
learners are expected to develop study skills and are encouraged to plan, manage
and evaluate ones own learning because they enable learners to become motivated,
63
independent and responsible for their own learning (CDC, 2004, p.59). This carries
an implication to which the EDB needs to pay attention. More extensive guidelines
which are developed particularly for the Hong Kong context on developing learner
autonomy should be issued. These guidelines can contain descriptions about principles
of fostering learner autonomy such as self-setting goals, self-selecting learning
strategies, self-selecting materials and classroom activities, self-assessment and
self-reflection. With specific guidelines offered, authors and publishers will have clear
instructions to follow when designing textbooks. These guidelines can also be used as
a reference for teachers when selecting textbooks for students with the aim of
fostering learner autonomy.
In light of the findings that there is little emphasis placed on developing learner
autonomy in the textbooks, it is probable that students will remain dependent.
Therefore, there is clearly a need for authors and publishers to reflect on and modify
the design of the textbooks so that they can foster the development of learner
autonomy. The textbooks should avoid directing learners learning. It is crucial that
the textbooks should contain activities which allow learners to set their own goals, to
monitor their own learning progress and to reflect on what and how they have learned
so as to encourage them to take greater charge of their learning.
5.4 Limitations of the present study and suggestions for future studies
Although the selected textbooks are representative, the results of this study could not
be generalized to all ELT textbooks used by upper primary students in Hong Kong.
On the Recommended Textbook List published by the EDB (2014b), there are
presently 10 sets with a total of 57 English language textbooks, but in this study only
2 sets with a total of 12 textbooks were investigated. The selected textbooks which
64
involve only two publishers and a few authors can in no way be said to represent all
ELT textbooks used by upper primary students in Hong Kong. A larger scale study
which involves numerous textbooks and authors to investigate the integration of
learner autonomy in ELT textbooks may help obtain more significant findings. In
addition, it would be interesting to interview authors to find out the rationale behind
the design of their textbooks. The data obtained from the interviews may help to
further explain the findings from the analysis of textbooks.
Furthermore, future studies can be approached from the learners perspective. It is

crucial to incorporate an awareness of learners responses as they are the parties
involved in using the textbooks. Lesson observations would record how learners
actually perform the learning tasks published in the textbooks. Surveys and interviews
may also be conducted to gather views from learners regarding learner autonomy
promoted in their textbooks. It would be interesting to see whether the older learners
view the promotion of learner autonomy in the textbooks differently from the younger
learners. A study focusing on learners reactions and opinions towards their textbooks
may help authors and teachers understand learners needs. This understanding may
help them take into account the individual differences among learners and adjust the
materials accordingly, establishing a situation that materials are not producer-centred
but consumer-centred (Bruthiaux, 2010, p.368).
65
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71
Appendix 1: List of principles of learner autonomy drawn up from the St. Petersburg workshop
The following is a list drawn up from the St. Petersburg workshop.
Source: Fenner, A. (2000). Learner Autonomy. In A. Fenner & D. Newby (Eds.), Approaches to Materials Design in European Textbooks:
Implementing Principles of Authenticity, Learner Autonomy, Cultural Awareness (pp. 86-87). Austria: European Centre for Modern
Languages.
Reflection
1. Students reflect on their choices
2. Students reflect on learning
Objectives/levels
3. Students are aware of their own short and long-term objectives
4. Students determine their own level (internal differentiation)
Learning styles and strategies

11. Students monitor their own learning strategies
12. Students choose their own learning strategies
13. Students systematise and summarise information
14. Students develop examination skills and strategies
5. Students establish their own rate of learning

Evaluating learning
6. Students correct their own errors
7. Students assess their own learning progress
(retrospective/checklist)
8. Students monitor their own learning (ongoing)
9. Students plan, develop learning strategies
10. Students monitor their own language and that of other students
72
Materials and classroom activities

15. Students choose content of learning, based on interests and
needs (what materials)
16. Students choose their own tools for learning means, materials
(dictation, grammar etc)
External resources
28. Students use dictionaries, grammar books
29. Students use self-access materials
30. Students use information technology
17. Students set or choose their own learning tasks

18. Students evaluate their own learning materials
19. Language use across the school curriculum
20. Students bring their own materials into class
21. Students are aware of a variety of approaches
22. Students are aware of the rationale underlying different
approaches
23. Students choose (and reject) activity types/texts
24. Students decide on the quantity of activities
25. Students are given every opportunity to make use of their
knowledge of the world
26. Personalization in exercises and activities
27. Students develop social aspects of learning by group work etc.
73
Appendix 2: Checklists used for analyzing textbook data

Checklist 1: Self-setting goals
Title
New Magic (NM)
Primary Longman Elect (PLE)
Subtitle
4A
4B
5A
5B
6A
6B
4A
4B
5A
5B
6A
6B
Educational level
P4
P4
P5
P5
P6
P6
P4
P4
P5
P5
P6
P6
No. of chapters
Principle
No. of chapters including the appearance of the principle
Learners are aware of their

own objectives

own level
74
Checklist 2: Self-selecting learning strategies

Title
New Magic (NM)
Subtitle
4A
4B
5A
5B
6A
6B
4A
4B
5A
5B
6A
6B
Educational level
P4
P4
P5
P5
P6
P6
P4
P4
P5
P5
P6
P6
No. of chapters
Principle
Raise awareness of
learning strategies
Learners choose their own

learning strategies
75
Checklist 3: Self-selecting materials and classroom activities

Title
New Magic (NM)
Subtitle
4A
4B
5A
5B
6A
6B
4A
4B
5A
5B
6A
6B
Educational level
P4
P4
P5
P5
P6
P6
P4
P4
P5
P5
P6
P6
No. of chapters
Principle
Learners choose content of

learning
Learners produce their
own materials
Learners express their own
feelings
Learners make use of
additional resources for
Learners develop social
aspects of learning by
group work or pair work
76
Checklist 4: Self-assessment
Title
New Magic (NM)
Subtitle
4A
4B
5A
5B
6A
6B
4A
4B
5A
5B
6A
6B
Educational level
P4
P4
P5
P5
P6
P6
P4
P4
P5
P5
P6
P6
No. of chapters
Principle
Learners assess their own

learning progress
77
Checklist 5: Self-reflection
Title
New Magic (NM)
Subtitle
4A
4B
5A
5B
6A
6B
4A
4B
5A
5B
6A
6B
Educational level
P4
P4
P5
P5
P6
P6
P4
P4
P5
P5
P6
P6
No. of chapters
Principle

choices

learning
78
Appendix 3: Summary of textbook analysis results

Principle 1: Self-setting goals
Title
Subtitle
New Magic (NM)

4A
Educational level
No. of chapters
4B
5A
P4
5B
Total (Book A+B)

Learners determine
their own level
Total (Book A+B)
6A
P5
6B
Total
100%
(36)
P6
Principle
4A
4B
5A
P4
5B
6A
Total
100%
(42)
0%
(0)
0%
(0)
0%
(0)
0%
(0)
P5
6B
P6
% of chapters
( no. of chapters including the appearance of the principle )
0%
(0)
0%
(0)
0% (0)
0%
(0)
0%
(0)
0% (0)
0%
(0)
0%
(0)
0% (0)
0%
(0)
0%
(0)
0% (0)
0%
(0)
0%
(0)
0%
(0)
0% (0)
0%
(0)
0%
(0)
0%
(0)
0% (0)
0%
(0)
0% (0)
0%
(0)
0%
(0)
0%
(0)
0% (0)
79
0%
(0)
0% (0)
0%
(0)
0%
(0)
0% (0)
0% (0)
0%
(0)
0%
(0)
0% (0)
0%
(0)
Principle 2: Self-selecting learning strategies

Title
Subtitle
New Magic (NM)

4A
Educational level
No. of chapters
4B
5A
P4
5B
6B
P6
Total
100%
(36)
4A
4B
5A
P4
5B
6A
P5
6B
P6
42.9%
(3)
28.6%
(2)
Total
100%
(42)
% of chapters
100%
(6)
16.7%
(1)
50%
(3)
33.3%
(2)
Total (Book A+B)
58.3 % (7)
41.7 % (5)
Learners choose their

own learning strategies
0%
(0)
0%
(0)
Total (Book A+B)
6A
P5
Principle
Raise awareness of
learning strategies
0%
(0)
0% (0)
0%
(0)
0% (0)
33.3%
(2)
66.7%
(4)
50%
(18)
50% (6)
0%
(0)
42.9%
(3)
42.9%
(3)
42.9% (6)
0%
(0)
0% (0)
0%
(0)
0%
(0)
0%
(0)
0% (0)
80
28.6%
(2)
35.7% (5)
0%
(0)
28.6%
(2)
14.3% (2)
57.1% 40.5%
(4)
(17)
42.9% (6)
14.3%
(1)
0%
(0)
7.1% (1)
7.1%
(3)
Principle 3: Self-selecting materials and classroom activities

Title
Subtitle
New Magic (NM)

4A
Educational level
No. of chapters
4B
5A
P4
6
5B
6A
P5
6

6B
P6
Principle
Total
100%
(36)
4A
4B
5A
P4
7
5B
6A
P5
7
6B
P6
57.1%
(4)
14.3%
(1)
Total
100%
(42)
% of chapters
Learners choose
content of learning
Total (Book A+B)
Learners produce their
83.3%
(5)
83.3%
(5)
83.3% (10)
83.3%
(5)
83.3%
(5)
83.3% (10)
83.3%
(5)
50%
(3)
66.7% (8)
100%
100%
66.7%
66.7%
100%
100%
own materials
(6)
(6)
(4)
(4)
(6)
(6)
Total (Book A+B)
100% (12)
Learners express their

own feelings
Total (Book A+B)
83.3%
(5)
100%
(6)
91.7% (11)
66.7% (8)
100%
(6)
83.3%
(5)
91.7% (11)
100% (12)
100%
(6)
100%
(6)
100% (12)
81
77.8% 14.3%
(1)
(28)
57.1%
(4)
35.7% (5)
88.9% 71.4%
(5)
(32)
42.9% (6)
71.4%
42.9%
57.1%
(5)
(5)
(3)
(4)
85.7%
(6)
85.7% (12)
57.1% (8)
85.7%
(6)
100%
(7)
92.9% (13)
14.3% 31.0%
(1)
(13)
14.3% (2)
71.4%
71.4% (10)
94.4% 85.7%
(6)
(34)
28.6%
(2)
57.1% 61.9%
(4)
(26)
57.1% (8)
100%
(7)
85.7% 90.5%
(6)
(38)
92.9% (13)
Principle 3: Self-selecting materials and classroom activities

Title
Subtitle
New Magic (NM)

4A
Educational level
No. of chapters
4B
5A
P4
6
5B
6B
P6
Total
100%
(36)
4A
4B
5A
P4
7
5B
6A
Total
100%
(42)
42.9%
(3)
0%
(0)
42.9%
(3)
26.2%
(11)
P5
7
6B
P6
% of chapters
Learners make use of

16.7%
additional resources for
(1)
16.7%
(1)
16.7% (2)
Learners develop social 83.3%

aspects of learning by
(5)
group work or pair
work
Total (Book A+B)
6A
P5
Principle
Total (Book A+B)
100%
(6)
91.7% (11)
0%
(0)
0%
(0)
0% (0)
100%
(6)
100%
(6)
100% (12)
16.7%
(1)
0%
(0)
8.3%
(3)
8.3% (1)
100%
(6)
14.3%
(1)
42.9%
(3)
28.6% (4)
100%
(6)
100% (12)
82
97.2%
(35)
100%
(7)
100%
(7)
100% (14)
14.3%
(1)
28.6% (4)
85.7%
(6)
100%
(7)
92.9% (13)
21.4% (3)
85.7%
(6)
100%
(7)
92.9% (13)
95.2%
(40)
Principle 4: Self-assessment
Title
Subtitle
New Magic (NM)

4A
Educational level
No. of chapters
4B
5A
P4
6
5B
Total (Book A+B)
6B
P6
Principle
Learners assess their
own learning progress
6A
P5
6
Total
100%
(36)
4A
4B
5A
P4
7
5B
6A
Total
100%
(42)
100%
(7)
100%
(7)
100%
(7)
100%
(42)
P5
7
6B
P6
% of chapters
100%
(6)
100%
(6)
100% (12)
100%
(6)
100%
(6)
100% (12)
100%
(6)
100%
(6)
100% (12)
83
100%
(36)
100%
(7)
100%
(7)
100% (14)
100%
(7)
100% (14)
100% (14)
Principle 5: Self-reflection
Title
Subtitle
New Magic (NM)

4A
Educational level
No. of chapters
4B
5A
P4
5B
Total (Book A+B)

Learners reflect on
their learning
Total (Book A+B)
6A
P5
6B
P6
Principle
Learners reflect on
their choices
Total
100%
(36)
4A
4B
5A
P4
5B
6A
Total
100%
(42)
0%
(0)
0%
(0)
0%
(0)
0%
(0)
P5
6B
P6
% of chapters
0%
(0)
0%
(0)
0% (0)
0%
(0)
0%
(0)
0% (0)
0%
(0)
0%
(0)
0% (0)
0%
(0)
0%
(0)
0% (0)
0%
(0)
0%
(0)
0%
(0)
0% (0)
0%
(0)
0%
(0)
0%
(0)
0% (0)
0%
(0)
0% (0)
0%
(0)
0%
(0)
0%
(0)
0% (0)
84
0%
(0)
0% (0)
0%
(0)
0%
(0)
0% (0)
0% (0)
0%
(0)
0%
(0)
0% (0)
0%
(0)
Appendix 4: Teacher interview guide

1. Do your students have any power to set or modify the goals and objectives of the tasks?
2. Do you give opportunities for students to choose content of learning, based on interests and needs?
3. Do your students have any power to choose their activity types?
4. Do your students have any chances to make decisions on the execution aspects of the tasks such as brainstorming ideas, the planning of
working steps and collection of information?
5. Do you encourage your students to bring their own materials into class?
6. Do you allow your students to choose and monitor their own learning strategies?
7. Do you allow your students to monitor and assess their own learning progress?
8. Do you ask your students to correct their own errors?
9. Do you encourage learners to reflect on their choices of the tasks?
10. Do you think the tasks in the textbooks can help to promote learner autonomy? How effective do you think they are?
11. Which level of students you would like to allow them to take more responsibility? Primary 6, Primary 5 or Primary 4 students? Why?
12. What do you think is the best way to encourage students to learn English independently?
85
Appendix 5: Coding system for analyzing teacher interview data

Principle 1
A.
B.
Self-setting goals
Learners are aware of their own objectives
Learners determine their own level
Principle 2
A.
B.
Principle 3
A.
B.
C.
D.
E.

Learners express their own feelings
Principle 4
A.
Self-assessment
Learners assess their own learning progress
Principle 5
Self-reflection
A.
B.
Learners reflect on their choices

Learners reflect on their learning
86
Appendix 6: Coded teacher interview transcripts

Entry (Interview Number: Entry Number)
R Researcher
I Interviewee
Transcript 1 Teacher A
Entry Speaker
Text
1:01
Thank you for having interview with me. Lets get started.
1:02
OK.
1:03
Do your students have any power to set or modify the goals and objectives of the tasks?
1:04
Actually, they do not have such power. Because I have to follow the syllabus and what students need to
learn has been set in the syllabus. So I teach according to syllabus requirements. They do not have the
chances to set the goals of what to learn.
1:05
How about content of learning? Do you give opportunities for students to choose content of learning, based
on interests and needs?
87
Code
Principle 1-A
1:06
Basically the same case. But sometimes students can do something beyond the textbook.
1:07
Can you give me some examples?
1:08
For example, once we talked about the topic about weekly activities and there are only five activities
Principle 3-A
Principle 3-A
suggested in the textbook. But it is still possible that students can talk and write about other activities they
are interested in. So it is not restricted to those from the textbook. I sometimes teach some vocabulary items
beyond the textbook.
1:09
Do your students have any power to choose their activity types?
1:10
Normally no. They do not have any chances to choose.
1:11
Then, do you allow them to talk about or express their opinions about what they want to do?
1:12
I have not allowed them to do so. But sometimes I may let them to choose the order of doing the activities
Principle 3-A
Principle 3-A
that I planned. They may choose to do the activity that day or the next day. I will see which one more
students prefer. Try to follow their needs and their preferences.
1:13
So they can choose the order of doing different activities.
1:14
Yes, only the order. But they are not allowed to decide to do or refuse to do them.
1:15
Do your students have any chances to make decisions on the execution aspects of the tasks such as
88
Principle 3-A
brainstorming ideas, the planning of working steps and collection of information?

1:16
Yes. Sometimes I may ask them to collect some information about the topic I talk about. First I remind
Principle 3-D
them how to do it then they collect information by themselves when they go home.
1:17
Any examples?
1:18
Once I asked them to design a poster in groups. I allowed them to create their own. First they talked about
Principle 3-B
the topic, drew pictures and finally wrote about it. They have the power to make decisions on the execution
Principle 3-E
of the tasks.
1:19
So they did it in groups. They designed the poster based on the same theme.
1:20
Yes, based on the same theme. But they could choose to present it in different ways. They could write
Principle 3-B
sentences or draw pictures.

1:21
Do you encourage your students to bring their own materials into class?
1:22
Seldom. I seldom do so because its difficult to suit the theme in the textbook.
1:23
Do you allow your students to monitor and assess their own learning progress?
1:24
Yes. After they do some exercises in the textbook, I always ask them to check their answers. They can
correct their own mistakes and think about whether they understand or not.
89
Principle 3-B
Principle 4
1:25
Will you give them a checklist to assess their work? Will you ask them to check their work with their
partners? How do you ask students to monitor their work?
1:26
For example, in a writing task. I usually remind and tell students what they need to pay attention to before
Principle 4
handing in their work. If the writing task is about using the future tense, I will ask them to check their
sentences to see if they are grammatically correct such as whether using the correct tenses or correct
punctuation.
1:27
So you tell them what the criteria are verbally, instead of providing them a checklist?
1:28
Yes, verbally most of the time.
1:29
Then do you ask them to check their work in groups?
1:30
Yes, I have tried. But I think that is not very effective. Because they are too young, some may not know
Principle 4
Principle 4
how to check the work for others and some may mark the others work wrongly.
1:31
Is it because their ability makes it difficult to do so?
Principle 4
1:32
Yes, I think so. Therefore I tell them they have to make judgment on others comments. I always tell them
Principle 5
to think about whether the feedbacks or suggestions from others are suitable for you. So I prefer students to
check their own work rather than exchanging their work with their partners.
90
1:33
Do you allow your students to choose and monitor their own learning strategies?
1:34
Yes. Sometimes I allow them to use different ways to present their own ideas. For example, they can choose Principle 2-B
to write or draw.
1:35
OK.
1:36
You allow your students to correct their own errors, right?
1:37
Yes. Sometimes I underline the mistakes and then ask them to do corrections.
1:38
In writing?
1:39
Seldom in writing. But in workbook most of the time. If they cannot do it, I will talk to them again
Principle 4
Principle 4
individually.
1:40
Do you encourage learners to reflect on their choices?
1:41
Yes. I always ask them which activities in the lessons they like most or which part they can remember. And
Principle 5
they are willing to tell me.

1:42
Do you think doing reflective activities is useful to their future learning?
1:43
Yes, they have a chance to think about what they have learned and what they have not achieved. This helps
91
Principle 5
them to be aware of their weaknesses or difficulties. They may then try to find ways to solve them.
1:44
Do you think tasks in the textbooks can help to promote learner autonomy?
1:45
I think the textbooks are not enough to help to promote learner autonomy. They just provide some basic
Principle 3-D
information but they do not encourage students to find additional resources.

1:46
What do think are the strengths of the textbooks?
1:47
The tasks in the textbooks are related to the objectives of each unit. However some topics are not related to
Principle 3-A
students daily lives. They are not interested in it.

1:48
Then do you revise or adapt the tasks in the textbooks?
1:49
Yes, sometimes. But there is not enough time. It is difficult to revise all the tasks in the textbooks. Most of
Principle 3-A
the time, I just teach according to what the textbooks suggested. I just teach what the books covered, if not,
the parents may complain about it. Most parents would like teachers to cover everything in the textbooks
because they think they have paid for it.
1:50
Anything else?
1:51
Sometimes if I find something interesting, I will add it to the tasks.
1:52
Because you want to provide more activities for students?
92
Principle 3-A
1:53
Yes.
1:54
So the main problem is lack of time. In addition, as parents have paid for the textbooks, they would like
teachers to teach according to the textbooks.
1:55
To be honest, it is unreasonable not to use the textbooks as they are there.
1:56
Which level of students you would like to allow them to take more responsibility? Primary 6, Primary 5 or
Primary 4 students?
1:57
Primary 6. Because they are older and mature. They have their own thinking. They should have more
responsibility for their own learning.
1:58
As I know, Primary 6 students are facing the public examination and they need to do more practice on exam
skills. Will this situation reduce the opportunities for them to choose what they learn?
1:59
Yes. Not only constrained by the examinations, sometimes, the constraints attributed to the school policies.
I have to finish what have been set by the school panel chair and so I often just teach what are covered in
the textbooks.
1:60
What do you think is the best way to help students to learn English?
1:61
I think motivation is the most important. To do it, I think we need to provide something that students are
93
interested in. If they are interested in learning, they will learn better. But it is not easy to find something that
all students like.
1:62
Right. As you said, students like different things, is it possible to allow them to do the activities in class
according to their own interests?
1:63
Yes. Sometimes. For example, I remember once I talked about transport. Some students like the transport on Principle 3-A
land, some like transport in the sky or the sea. I asked them to do a search according to their own interests.
They could choose whatever types of transport they like.
1:64
Thats all for the interview. Anything you want to say?
1:65
No, thank you.
1:66
Thank you for having interview with me.
1:67
Youre welcome.
94
Principle 3-D
Transcript 2 Teacher B
Entry Speaker
Text
2:01
Thank you for having interview with me. Shall we start?
2:02
Sure.
2:03
2:04
I am afraid not.
2:05
Code
Principle 1-A

2:06
Usually no.
Principle 3-A
2:07
Why not?
2:08
Because the syllabus is very tight and we have to cover everything in the syllabus. I am afraid there is no Principle 1-A
space for students to set their goals or choose their content of learning.
2:09
So you mean there is not enough time?
95
Principle 3-A
2:10
Yes.
2:11
2:12
There is not our usual practice.
2:13
So you decide what they have to do?
2:14
Yes. Teachers have co-planning before teaching a module or a chapter. So during the co-planning, we have Principle 3-A
Principle 3
decided everything already.

2:15
2:16
Yes. Sometimes. For example, I remember once I talked about the topic of endangered animals. I asked my Principle 3-B
students to do a task in groups. First, they had to brainstorm ideas and chose the animal they want to Principle 3-D
investigate. Then, they had to collect information from the Net. After that, they discussed and chose the Principle 3-E
information they needed. Finally, they presented the information by themselves in groups.
2:17
Anymore examples?
2:18
Another example is that I asked the students to write an ending for a play. So they had to discuss in groups. Principle 3-B
They brainstormed ideas, they found information at home and they brought their own props and costumes Principle 3-D
96
and then acted out in front of the whole class.
Principle 3-E
2:19
So they can make decisions of the tasks in groups?
2:20
Yes.
2:21
2:22
Yes, of course. For example, in the case I talked about just now, I encouraged students to bring photos about Principle 3-B
endangered animals to class. From the photos, they can see hunters and fishermen killing these animals for Principle 3-D
their body parts. Then students may have a deeper understanding about the topic.
2:23
Right. What else?
2:24
I remembered once when taught about the pollution problem in the world. I asked students to bring Principle 3-B
environmental-friendly products to show in the class.
2:25
Do you think it is useful to ask them to bring materials in class?
2:26
Yes, sure.
2:27
2:28
Yes, but not very often. For example, in the case I talked about just now, the topic about pollution. I asked Principle 2-B
them to choose a pollution problem to investigate. First of all, they needed to choose a problem and then
97
they worked in groups in class. One group could go to the computer to surf the Net to find some Principle 3-A
information. Another group could talk with others to brainstorm ideas and some of them could bring news Principle 3-D
article to class to share with others. Some of them could bring photos to share in class with others. So they Principle 3-E
could choose their own strategies to learn and they could choose to work in groups or independently.
2:29
So they could learn from their classmates and joined any groups they like?
2:30
They worked in the same group all the time but they could share ideas or they could get some ideas from Principle 2-B
the others. They could choose the ways to get information.
Principle 3-E
2:31
2:32
Yes, sometimes. For example, after a writing task, I may give them a checklist. They can tick boxes in the Principle 4
checklist to see whether they use the correct tenses, whether they use connectives in their writing, whether
they can write in paragraphs or whether they can use adjectives in their own piece of writing and so on.
2:33
So they read their own writing and then they fill in the checklist by themselves. Will they exchange their
writing with their partners or ask their partners to check it for them?
2:34
Probably not. Because we may not have enough time. After filling in the checklist, they may be able to Principle 4
know how well they learned.
98
2:35
Are there any follow-up activities after filling in the checklist?
2:36
I always ask students who think they have done well to share their own writing in class.
2:37
This can help them to increase their motivation too.
2:38
Right.
2:39
Do you ask your students to correct their own errors?
2:40
Yes. Before checking the answers with the whole class, I ask students to check their answers in groups and Principle 4
Principle 5
discuss.
2:41
So this skill can be applied to writing tasks?
2:42
Yes, any aspects.
2:43
Do you encourage learners to reflect on their choices of the tasks?
2:44
Yes. For example, after completing a task, I always invite students to share what they like, dislike, what Principle 5
they have learned and how they feel about the task.
2:45
So they can share their feelings with their partners or in front of the class.
2:46
Yes, I think learning is more meaningful when it coordinate with their feelings and more meaningful when Principle 5
they can talk about their feelings.
99
2:47
Do you think the tasks in the textbooks can help to promote learner autonomy?
2:48
Yes. Because it provides opportunities for students to look for information and knowledge. It also helps to Principle 3-D
develop students creativity. However, I think the design of the tasks is quite controlled.
2:49
You think the tasks in the textbooks are quite controlled. Will you change or adapt the information in the
textbooks?
2:50
Yes, sometimes. We decide it in co-planning meetings.
2:51
So you change it into a less-controlled way?
2:52
A little bit.
2:53
A little bit?
2:54
Yes. Because of the tight syllabus.
2:55
Primary 4 students?
2:56
Of course I allow Primary 6 students to take more responsibility than Primary 4 and 5 students because they
are older and they have higher proficiency of English. They are also more able to collect information, solve
problems, work together and present themselves in an organized way.
100
2:57
They are more mature and they can do things independently?
2:58
Right.
2:59
Do you think the syllabus is constrained by their examinations such as Attainment Test? Do students need to
spend more time on practicing for exam skills? Do you think it will affect the chances given for them to
develop learner autonomy?
2:60
It depends. Some students may learn better under pressure but some students may find doing practice for
exams is boring.
2:61
The last question. What do you think is the best way to help students to learn English?
2:62
I think the best way is to help them build up their confidence and motivation in learning English. If they
have motivation and interests to learn, they will make use of every opportunity to learn by themselves.
2:63
Can you suggest one way to motivate learners to learn English?
2:64
I may introduce them to watch some interesting English movies and programmes and we may listen to some Principle 1-A
songs in class. Many children like songs. They may listen to the songs again and again when they are free.
They will look for the songs they like on the Net.
2:65
101
2:65
No, thank you.
2:67
2:68
Youre welcome.
102
Transcript 3 Teacher C
Entry
Speaker
Text
Code
3:01
Thank you for having interview with me. Lets get started.
3:02
OK.
3:03
3:04
Actually, they do not have such power. Because they are young and their low proficiency of English make it Principle -A
hard for them to do it in English lessons.
3:05
So you think it is hard for them because of their low proficiency of English?
3:06
Yes. I think it is possible for them to set their goals in those lessons using their first language.
3:07
Principle 1-A

3:08
Yes, but not in the syllabus. For example, when doing book reports, they can choose the books they like to
read.
3:09
Only outside the syllabus, not in daily lessons?
103
Principle 3-A
3:10
Yes, it is not possible.
3:11
Then, do your students have any power to choose their activity types?
3:12
There are not many opportunities for that. Only when there is enough time, especially the week after exams,
Principle 3-A
students can choose the activities they like.

3:13
3:14
There are not many chances. I usually guide and teach them gradually. As they cannot express their ideas
Principle 3-A
fluently in the second language, some students, especially those with lower ability, may find it not easy to
discuss with others. It makes them hard to make decisions. So at the level of Primary 4, I always teach and
guide them step by step to prepare them for learner autonomy at higher levels.
3:15
Do you think the design of the tasks in textbooks can prepare them for leaner autonomy?
3:16
I think because of the constraints attributed to the examinations, the tasks in the textbooks are quite
controlled.
3:17
The main obstacle is examination?
3:18
Yes.
104
Principle 3
3:19
3:20
Yes. Very often. I ask them to do bring their own materials according to the topic. This can raise their
Principle 3-B
interests in learning. But sometimes, they still talk about something the same as the textbooks.
3:21
You mean they bring something the same as the textbooks?
3:22
Yes. When they share, some of them just follow what is suggested in the textbooks and seldom have other
creative ideas.
3:23
But you still let them to bring their own materials into class? And they feel happy about that?
3:24
Yes, they like it. I remembered I asked them to write their dairy which was not assessed. They were happy
Principle 3-B
to do it.
3:25
Is it because they have more freedom to do it?
3:26
Yes, they can write or draw anything they like.
3:27
3:28
Yes. Sometimes it is difficult to let them choose their own preferences in class as they have to do the tasks
Principle 2-A
in the same way according to the textbook. But I still introduce different learning strategies to them and
Principle 2-B
Principle 3-B
encourage them to choose the one they prefer to learn in the future.
105
3:29
So they can use their own learning strategies outside the classrooms. But not in class?
3:30
Yes I usually ask them to use the same strategies in class. For example, I teach them how to take notes and
Principle 2-A
they have to do it together in class.

3:31
3:32
Yes. However they do not get used to it.
3:33
Then how do you encourage them to monitor and assess their own learning progress?
3:34
There is an assessment for students at the end of each chapter. It is about the language focus of each
Principle 4
chapter. The purpose is to help students assess what have learned in each chapter. Also, there is a
Principle 5
pre-writing activity. It aims to provide more for input for students to prepare for the main writing task. After
the wring task, there is a post-writing activity. Students read some of their writings and discuss the common
mistakes of their work. The purpose is to encourage them to appreciate others work and learn from others.
It also encourages them to check their own errors. The play the role as a teacher to find out and correct the
common errors. Through these activities, it is hoped that they learn how to assess themselves and correct
their own errors.
3:35
So it is hoped that students know how to correct their own errors after discussing pieces of writings in class,
106
Principle 4
right?
3:36
Yes. I asked them to exchange their work with their partners and read it quietly. Some students were able to
Principle 3-E
find out the errors and told their partners. So, it can be seen that they are able to do evaluation and give
Principle 4
feedback to their peers. I always tell them the importance of appreciating others work and learning from
others, after which they should reflect on their work.
3:37
Right, it is a good way for them to find out their own errors.
3:38
Yes, the most important thing is to encourage them to reflect their own work. Self-reflection is important.
3:39
Do you encourage learners to reflect on what their choices of the tasks?
3:40
Yes. For example, in a speaking task, first I ask them to assess their peers performance. It is hoped that
Principle 5
Principle 5
Principle 5
they can also reflect on their own performance after learning from others.
3:41
Anymore examples?
3:42
Yes. In oral examination, the daily performance of students is assessed. First I ask them to do a
self-assessment of their daily performance. Then I will assess them. The purpose is to help them to assess
and reflect on their performance.
3:43
Yes, it is a good way to encourage them to assess their performance.
107
Principle 4
3:44
Yes. Most of them can do the self-assessment even they are primary students.
3:45
3:46
It is ok. One of the strengths is that the themes and topics are related to students daily lives and students are Principle 3-A
quite interested in it. Also, there are enough opportunities for students to express and share their own
Principle 4
Principle 3-C
feelings and ideas. I think the tasks are suitable for them and not too difficult. Students can follow the steps
gradually to finish the tasks.
3:47
But do you think it may be too controlled if they have to follow the steps in the tasks?
3:48
I think it is ok. Especially in a writing task, it is necessary to have a model writing for them so that they
Principle 3-B
have an idea of the expected product. Therefore, I usually ask them to refer to the model writing in the
textbooks first before doing their own writing. But when they create their own one, I allow them to add their
own ideas.
3:49
How about the weaknesses of the textbooks?
3:50
I think the degree of learner autonomy promoted is limited. The goals are set and students have to follow
Principle 1-A
the instructions. Most of time they do not have a chance to choose what to learn.
Principle 3-A
3:51
So what do you do to complement the textbooks?
108
3:52
3:53
Sometimes, students can still have the chance to choose when they do a big project. They can plan their
Principle 1-A
project, set their goals and choose what to learn. But it takes a long time to do it.
Principle 3-A
As you can see there are some weaknesses of the textbooks, will you try to revise or adapt the materials in
the textbook?
3:54
Only when it is a project. I allow them to have more freedom in doing the tasks.
3:55
Can you give me some examples?
3:56
Yes. For example, writing about friends. Instead of writing simple sentences following what they learned in
textbooks, I allowed them to use their creativity and think about what animal is their friend like and then
describe their friends in detail. They were interested in doing it and felt happy. However, it took a long time
to do the activity. Especially with those of lower abilities, more time is needed.
3:57
Primary 4 students?
3:58
Primary 6 students. Because they are more mature and have higher ability so they should take responsibility
than Primary 4 and 5 students.
3:59
As you said that there is not enough time, do you think this problem is more serious for primary six students
109
Principle 3-B
because they are facing the examinations?

3:60
Yes.
3:61
Will it affect the opportunities for them to take responsibility for their learning?
3:62
Yes. But I cannot help.
3:63
Do you think it will be better if there is enough time?
3:64
Yes, if there is enough time, students can have more chances to make decisions on their tasks.
3:65
3:66
I think they need to learn how to appreciate others. When they read a poem aloud, they should be highly
Principle 5
engaged in the poem.
Principle 3-C
3:67
They read the same poem but they can have different ways to express it?
3:68
Yes. The most important is that they can appropriate others and have a chance to express their feelings.
3:69
3:70
No, thank you.
3:71
3:72
Youre welcome.
110
Principle 3
Principle 3-C
Transcript 4 Teacher D
Entry
Speaker
Text
4:01
4:02
Yes.
4:03
4:04
Let me tell you the background of our school first. In our school, we do not place great emphasis in
Code
promoting learner autonomy. For me, I think learner autonomy means students take the initiative to learn by
themselves. This doesnt mean teachers do not help, instead the guidance of teachers is important and they
should help students to achieve the learning objectives. In our school, promoting learner autonomy is not Principle 1-A
the main development focus these years so we do not have a systematically planning for this. So you asked
whether students have any power to set or modify the goals and objectives of the tasks, I think they do not
have such power in English lessons. But maybe only in Visual Arts lessons.
4:05
Only Visual Arts lessons?
111
4:06
I think primary education is an important stage and as English is the second language it is time for students
to acquire some basic knowledge of language. So the objectives are mainly set by teachers.
4:07
Principle 1-A
4:08
We are a government funded school. We use the textbook recommended by the EDB. Most of the time we Principle 3-A
follow the textbooks. Sometimes we try to revise and amend the content according to the interests and
abilities of students.
4:09
But the content is still teacher-directed?
4:10
Yes.
4:11
4:12
As the objectives are set by teachers, most activities are also chosen by teachers. For reading materials, Principle 1-B
instead of allowing students to choose or reject the text to read, we try to provide students more texts and let
them to choose to read more or not. For the first step, all students read the same text. After that, especially
those with higher ability, they can choose to read more challenging texts.
4:13
So they can choose to read more or not.
112
4:14
Yes. For example, we try to provide two sets of materials for students with lower abilities and higher Principle 1-B
abilities. The students with higher ability can learn more such as group work languages and conversation
skills.
4:15
But the content of the conversations is still designed by teachers?
4:16
Right.
4:17
Principle 3-A

4:18
Yes. For example, I asked students to make a poster about Hong Kong tourist spots. First I gave them some
input knowledge such as 3 to 4 examples of tourist spots in Hong Kong and the features of those places. Principle 3-A
Then they were encouraged to search for more information on the Internet. After that they showed what Principle 3-B
information they collected in the poster. I think by doing this task, leaner autonomy is promoted as students Principle 3-D
can choose their favourite places to introduce to their classmates.
But of course, I first guided them by telling them what necessary information needed to find such as the
opening hours of the place and the venue. For higher ability students, they could find more information.
4:19
113
4:20
Yes. In the example I just mentioned, I provided them with some resources such as some drawing paper and Principle 3-B
colour pens to students. I encouraged them to bring more materials in class such as some photos of different Principle 3-D
tourists spot. So they can choose their own materials.
4:21
4:22
In the same case, students could use their own ways to collect information. They could collect information Principle 2-B
through books, magazines, Internet or even go the tourist centres or community centres. How to summarise Principle 3-D
the information, the time they spend on designing the task, how they work with their group members are all Principle 3-E
decided by the students.
4:23
So it is a group work, not an individual work?
4:24
Yes, group work.
4:25
Is there any individual work?
4:26
Yes. As students have different learning styles, I allowed them to choose to do it individually if they want.
4:27
So they can choose to do it individually or in group?
4:28
Yes. But I encourage them to do it in groups as they can learn how to cooperate with others.
4:29
Principle 3-E
114
Principle 2
Principle 3-E
4:30
Yes, I suggested them to make a schedule for their tasks. I think it can help them to monitor their learning Principle 4
process. If they cannot finish it within the scheduled time, they need to figure out their problems.
4:31
4:32
Sometimes. After a writing task, we have post-writing activity. I will summarize some common errors made Principle 4
by students. Then I ask them to find out their own errors. We discuss the errors in class.
4:33
4:34
I ask them to reflect using PMI rule. P stands for Plus, M stands for Minus, I stands for Principle 5
Interest. Plus means strengths, Minus means weaknesses. Interest means some interesting things. As in
the previous example, after they finished the poster, I put them on the wall. Then I asked them to discuss the
strengths and weaknesses of all the work they did. After evaluating the products, they had time to reflect on
their own work and think about whether they agreed or not the feedbacks given by their classmates and
gave their reasons.
4:35
So they evaluate others work and then did self-reflection.
4:36
Yes. I think though self-reflection, students will learn something and this helps them make improvement. Principle 5
They can also learn through others feedbacks.
115
4:37
4:38
I think it depend on how teachers use the materials in textbooks. Textbooks provide some ideas for teaches, Principle 1-B
but it is important for teachers to revise and amend the materials in order to promote learner autonomy. For
example, there is a chapter about Target and plans. Students with lower ability may think about one target
and one plan only. For students with higher ability, they may think of more than one target and more than
one plan for each target. So I think it depends on how teachers use the materials. If the teacher follows the
textbooks directly, it is difficult to promote learner autonomy. Therefore the role of teacher is very
important.
4:39
Do you think the tasks in the textbooks are well-designed? What are the strengths and weaknesses?
4:40
To be honest, we need to amend a lot to suit the needs of our students. But it is understandable it is hard to
publish a textbook that is suitable for all students in Hong Kong. So I can say textbooks just provide some
insights for teachers and we need to make judgments on the materials.
4:41
So how will you amend the materials in textbooks?
4:42
We do it through co-planning.
4:43
116
Primary 4 students?
4:44
I think it is more suitable to promote learner autonomy at secondary school level. But if talk about primary
school level, Primary 6 students should take more responsibility than Primary 4 and 5 students. They are
more mature in the aspects of knowledge, skills and attitude. But I think it is still possible for helping
Primary 4 and 5 students to develop as autonomous learners and we can set some simpler tasks for them.
4:45
4:46
I think motivation is the most important. To increase students motivation, it is necessary for teachers to set Principle 1-A
an achievable target for them according to their abilities. In addition, the learning content should be Principle 3-A
something they are interested in. Therefore, the objectives and content of learning is very important.
4:47
Right. These are very important. But will it be difficult for teachers to choose something that is suitable for
all students as they may have different interests and different abilities?
4:48
Practically, it is impossible to choose something that is suitable for all students. But under limited resources,
we try to choose something that is suitable for most students. Teachers can pay attention to what are related
to students lives and what are popular among them. I think it is not difficult to find suitable materials.
Teachers can also match it with the themes of the textbooks.
117
4:49
It can be said that teachers should try the best to design materials that suit the needs of most students. But
students may not have the chance to set their objectives and content.
4:50
Yes, I think primary school is the basic learning stage. It is better for teachers to set the goals for them.
4:51
4:52
No, thank you.
4:53
4:54
Youre welcome.
118
Principle 1-A
Transcript 5 Teacher E
Entry
Speaker
Text
5:01
5:02
Sure.
5:03
5:04
I think they do not have power to set or modify the goals and objectives.
5:05
Code
Principle 1-A

5:06
Seldom. There are not many opportunities. Because what students learn and what I teach is constrained by Principle 3-A
the use of textbooks. To cope with examinations, the content in the textbooks needed to be covered and
taught in lessons. Therefore, there are not many opportunities for them to choose content of learning. But
sometimes, in some activities, they are allowed to bring some materials such as toys and then share them in Principle 3-B
class.
119
5:07
5:08
In the lessons, they do not have any power to choose and teachers make decisions for them. But sometimes
Principle 3-A
when they do a book report, the have the chances to choose the book they like.
5:09
5:10
It depends on the design of the tasks. For example, once students were asked to make a scrapbook. The
Principle 3-B
topic was protecting the Earth. They had to find some information about how to save the Earth. For these
Principle 3-D
types of project, I usually give them a theme, such as endangered animals. They need to discuss and decide
what to do and then find information. Finally, they are encouraged to present their work.
5:11
5:12
Yes. For example, I remembered once after reading a book about telescope in the lessons, I asked students
Principle 3-E
Principle 3-B
to bring some materials to class. Then I taught them how to do a telescope using the materials they brought.
5:13
5:14
There are not many chances.
5:15
Principle 2-B
120
5:16
Yes. We have a formative assessment in each chapter. Teachers mark their assessment and give them a Principle 4
score. Students can know how well they learned through the assessment.
5:17
Through the score, they can know how well they learned?
5:18
Yes, or grade.
5:19
Any self-assessment?
5:20
Sometimes. After students do a presentation, their peers can assess their performance and give feedbacks.
5:21
That is peer-assessment.
5:22
Right.
5:23
5:24
Sometimes. After doing a writing task, there is a post-writing activity. Students are shown a piece of
writing, and they have to find out the errors.
5:25
5:26
Yes. When they finish a project, they need to present their work. After that, I usually ask them to talk about
Principle 3-C
their feelings and they can also give feedbacks to their peers.
Principle 5
5:27
Do you think the reflective activities are useful to their learning in the future?
121
5:28
Yes, they can get some feedbacks from others.
Principle 5
5:29
5:30
The tasks in the textbooks are not difficult to follow but they are too controlled. There are not much
elements of leaner autonomy in the textbooks. On the other hand, teachers prepare a lot of worksheets to
complement the textbooks. For example, we prepare two sets of supplementary worksheets for students. If
Principle 1-B
some students would like to try more challenging work, they can choose the difficult one. We also
Principle 3-D
encourage them to find more new words that are not from the textbooks.
5:31
So you think the textbooks are too controlled and teachers need to amend them?
5:32
Yes. We try to include more open-ended activities and questions. They are encouraged to find more
Principle 3-D
information by themselves. This can motive them to learn and develop as autonomous learners.
5:33
Primary 4 students?
5:34
Primary 6. They have higher ability and are able to present their ideas. As they are going to transit to Principle 2-B
secondary school, it is necessary for them to develop the ability of taking charge of their own learning. For
example, they need to learn to plan their work, monitor and reflect on their work.
122
Principle 5
5:35
Primary 6 students are busy with preparing the examinations. Will it affect their opportunities for learner
autonomy in the lessons?
5:36
I think it will not. Although the syllabus is tight in Primary6, they are more mature than Primary 4 and they
can learn faster. So I think they can cope with it and are able to take more responsibility for their learning.
5:36
So the last question. What do you think is the best way to help students to learn English?
5:38
I think needs is the most important thing. They are motivated to learn if they can find the needs of it.
Also, the environment is also important. The rich exposure to English can also help them to learn better.
5:39
5:40
No, thank you.
5:41
123
Principle 1-A
Appendix 7: Fieldnote sheet used for lesson observations

Observation No: 1 2 3 4 5
Date: _______________________________________________
Participants: _________________________________________
Class: _______________________________________________
Time: ______________________________________________
Location: ___________________________________________
Topic: ______________________________________________
Observer: ____________________________________________
Event observed
Description of the event
My interpretations / Comments
124

Autonomy in KS2

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Title

An evaluation of the design of ELT textbooks used in Hong Kong

The author retains all proprietary rights, (such as patent rights)

Abstract of dissertation entitled

For the degree of Master of Arts in Applied Linguistics

B.Ed (Hons), HKIEd

A dissertation submitted in partial fulfillment of the requirements

I am also grateful to my colleagues who kindly agreed to participate in the research.

Chapter One: Introduction

1.2 The purpose of the present study

1.3 Overview of the dissertation

Chapter Two: Literature Review

2.2 Learner autonomy at primary school level

2.3 The role of textbooks in fostering learner autonomy

2.4 Key principles in promoting learner autonomy

Self-selecting learning strategies

Self-selecting materials and classroom activities

2.5 Empirical studies on textbook evaluation in relation to learner autonomy

Chapter Three: Methodology

3.2 Research Questions

3.4 Research instruments

Interviews with teachers

3.5 Data analysis

Quantitative data analysis

Using the list of principles of learner autonomy

Making judgments about the integration of

Lesson observation data

Chapter Four: Results and Discussion

4.2 The extent to which principles of learner autonomy are included in

Self-selecting learning strategies

Self-selecting materials and classroom activities

4.3 The strengths and weaknesses of the selected textbooks in providing

practice for fostering learner autonomy

4.4 The degree of learner autonomy promoted in textbooks at different

Self-selecting learning strategies

Self-selecting materials and classroom activities

4.5 Chapter summary

Chapter Five: Conclusions

5.2 Summary of the major findings

5.3 Pedagogical implications

The Curriculum Development Council

The Education Commission

The Education Bureau

English Language Teaching

New Magic (textbook series)

Primary Longman Elect (textbook series)

The profile of the participants

2013-2014 school year textbooks used in Hong Kong primary 20

Details of the selected textbooks

Making judgments about the integration of principles of learner

Textbooks analysis results: Learners are aware of their own

Textbooks analysis results: Raise awareness of learning strategies

Textbooks analysis results: Learners choose their own learning

Textbooks analysis results: Learners choose content of learning

Textbooks analysis results: Learners produce their own materials

Textbooks analysis results: Learners express their own feelings

Textbooks analysis results: Learners make use of additional

Textbooks analysis results: Learners develop social aspects of

learning by group work or pair work

Textbooks analysis results: Learners assess their own learning

Textbooks analysis results: Learners reflect on their choices &

Learners reflect on their learning

Textbooks analysis results: Examples of personalized activities