VIETNAM NATIONAL UNIVERSITY

UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES

FACULTY OF GRADUATE AND POSTGRADUATE STUDIES

LEARNER AUTONOMY AND INDIVIDUALIZATION IN LANGUAGE

TEACHINGL

FINAL ASSIGNMENT

Lecturer: Ta Thi Thanh Hoa, PhD

Student: Pham Anh Thu

Class: QH2022D2

Student’s ID: 22045280

Hanoi, 2024
Introduction

Creating effective language learning activities demands a deep

understanding of how students develop autonomy and progress in their learning
journey. Lev Vygotsky's Zone of Proximal Development (ZPD) is a key theoretical
model that informs this process. ZPD highlights the importance of social
interaction and structured guidance in helping learners accomplish tasks beyond
their independent abilities which can be achieved with support. By crafting well-
thought-out activities, teachers can assist students in moving from dependence on
external assistance toward independent learning.

With this framework in mind, this lesson plan focuses on enhancing learner
autonomy and individualization by designing training and support activities that
align with the students' unique needs and abilities. These activities aim to build
students' confidence, strengthen their language skills, and foster a collaborative
learning environment where peer support is essential. This approach ensures that
learners advance at their own pace, benefiting from tailored scaffolding while
gradually decreasing the level of teacher involvement.

By integrating ZPD principles into the lesson, students will engage in activities that
promote active learning, enhance their communication skills in listening, speaking,
reading, and writing, and encourage cooperation among peers. As their proficiency
grows, they will increasingly take responsibility for their learning, developing the
capacity for self-assessment and independent progress.

I. An Overview of the Zone of Proximal Development (ZPD)

The Zone of Proximal Development (ZPD), formulated by psychologist

Lev Vygotsky, emphasizes the critical role of social interaction and structured
support in the learning process. ZPD represents the difference between what a
learner can achieve independently and what they can accomplish with guidance.
This approach not only fosters cognitive growth through social engagement but
also facilitates individualization by allowing tailored support that meets each
learner’s specific needs. As a result, learners receive assistance that matches their
unique learning capabilities, promoting progress at their own pace.

A, Core Objectives of ZPD

The application of the Zone of Proximal Development (ZPD) in educational

settings is centered around several key objectives that aim to support and enhance
the learning process. These objectives guide the transition from dependence on
external support to fostering learner autonomy and are critical in shaping a
personalized, interactive learning experience. The core objectives of ZPD are
outlined below.
The application of ZPD in educational settings serves several core objectives. The
first key objective is to promote independent learning and self-assessment. ZPD
emphasizes guiding learners from dependence on external assistance towards self-
sufficiency (Vygotsky, 1978; Aljaafreh & Lantolf, 1994). As students grow more
adept, they begin to take control of their learning journey, developing the ability to
evaluate their own progress and direct their future efforts accordingly.

Another significant aim is to strengthen communication skills across listening,

speaking, reading, and writing. Within the framework of ZPD, language skills are
sharpened through structured activities where interaction plays a central role
(Swain, Brooks, & Tocalli-Beller, 2002). Learners engage in speaking, listening,
reading, and writing exercises, receiving valuable feedback that helps them refine
their abilities in each area.

Encouraging cooperative learning and peer support is also a central tenet of ZPD.
Collaborative learning allows peers to assist each other, sharing insights and
knowledge (Chen, 2016; Taguchi & Kim, 2016). This cooperative dynamic not
only enhances individual learning but also nurtures a collective spirit of teamwork
and progress.

Over time, the gradual reduction of teacher support is another core objective.
Initially, the teacher plays an active role, but this role transitions to that of a
facilitator as students take on more responsibility (Bruner, 1985; Takimoto, 2012).
This gradual withdrawal of direct support fosters greater self-reliance, allowing
learners to gain confidence and autonomy.

Finally, ZPD allows for individualized learning by tailoring support to meet the
unique needs of each student. Each learner operates within their own ZPD, and the
level of assistance can be adjusted based on their specific abilities and pace of
learning, ensuring tasks remain challenging yet achievable (Khatib & Ahmadi
Safa, 2011). This prevents learners from becoming either bored or overwhelmed.

B, Key Elements of ZPD in Education

Several Key Elements of ZPD framework in Education contribute to effective

learning. These components work together to ensure that learners receive the
support they need to progress while fostering independence and cognitive
development. Each element plays a distinct role in shaping the learning experience,
as outlined below:

Social interaction plays a pivotal role in the learning process, as learners engage
effectively with teachers, peers, or mentors. Vygotsky (1978) emphasized that
social interactions enable cognitive development through immediate feedback and
guidance, helping learners clarify misunderstandings and deepen their grasp of new
concepts (Chen, 2016; Taguchi & Kim, 2016).

Scaffolding, as introduced by Bruner (1985), refers to temporary, tailored support

provided to learners for tasks beyond their current abilities. This support allows
learners to progress steadily at their own pace, with gradual withdrawal as they
grow more capable, ultimately allowing independent task completion (Takimoto,
2012; Khatib & Ahmadi Safa, 2011).

Language as a cognitive tool within the Zone of Proximal Development (ZPD)

serves as both a medium for communication and a tool for thinking and learning.
Vygotsky (1978) proposed that language helps learners organize thoughts, solve
problems, and interact with new material. Researchers like Swain, Brooks, and
Tocalli-Beller (2002) stress the role of discussion and dialogue in internalizing
complex ideas and enhancing individual learning (Chen, 2016).

The transition to autonomy is a key objective within ZPD, emphasizing the shift
from guided to independent learning. Vygotsky’s framework underscores how
learners begin with external assistance, then gradually assume responsibility for
completing tasks independently, which fosters self-regulation and lifelong learning
skills (Aljaafreh & Lantolf, 1994).

Finally, ZPD's facilitation of individualization allows teachers to adjust support

based on each learner’s needs, ensuring an appropriately challenging experience.
This individualization supports diverse learners effectively, allowing them to
progress at their own pace and making learning both personal and impactful
(Khatib & Ahmadi Safa, 2011).

II. An English lesson plan

1. Teaching context:

I am currently teaching English at the secondary level, with students ranging from
11 to 14 years old, most of whom are at the beginner level. My students have three
English lessons per week, each lasting 45 minutes. In one semester, there are six
units, and each unit is broken down into seven lessons. The first lesson introduces
the topic and grammar through a dialogue. The second lesson is dedicated to
vocabulary building, while the third focuses on a grammar point. The next two
lessons are skill-based, combining Reading with Speaking, and Listening with
Writing. The final lesson of each unit provides a summary of the entire unit, giving
students the opportunity to work on a project.
With class sizes ranging from 45 to 54 students, time constraints and the large
number of learners make it difficult to ensure every student can practice all
language skills in class. Moreover, organizing activities that require movement
around the classroom is often impractical. Therefore, students are encouraged to
prepare certain tasks, such as brainstorming for writing or speaking assignments, at
home.

2. Lesson

For this lesson, I have chosen Lesson 2 from Unit 1: Leisure Time in . Since leisure
activities are an integral part of students' everyday lives, the topic is likely to
capture their interest. The vocabulary in this lesson covers various activities that
students often do with their families, making the content both relatable and
practical for their use.

Key vocabulary includes terms related to leisure activities and expressions about
likes and dislikes. Additionally, students will focus on the usage of verbs of
liking/disliking in combination with gerunds and to-infinitives. As part of the
pronunciation practice, learners will work on distinguishing between the /ʌ/ and
/u:/ sounds, which are important for clear communication.

3. Students

This lesson plan is tailored for a class of 46 eighth-grade students with diverse language
abilities and varying learning styles. While some students are enthusiastic and actively
participate in classroom activities, others may feel less confident speaking in front of
their peers and struggle with motivation. Additionally, some students have shorter
attention spans. However, many of them enjoy physical activities and have a strong sense
of competition.
4. The Lesson Plan

Activity Rationale
- Activates students' prior knowledge of
Warm-up (5 minutes): Teacher divides the class into 4 teams. the topic.
Each team is tasked with completing a crossword puzzle that - Engages students in a competitive and
includes leisure activities. Words like read books, play soccer, fun environment, promoting motivation.
watch TV, and go swimming are used. Each correct answer
earns points, and the team with the highest score wins a small - Encourages collaboration and
reward. introduces the topic in an interactive
way.
Teacher introduces the lesson (3 minutes): The teacher
explains the lesson’s objectives and outlines the vocabulary - Provides a clear understanding of what
and grammar focus. The main topic is leisure activities, and the the students will learn and what is
grammar point covers verbs of liking/disliking used with expected of them during the lesson.
gerunds and to-infinitives.
Activity 1: Vocabulary presentation (10 minutes): The
- Visual aids and physical actions help
teacher introduces key vocabulary related to leisure activities
students understand and remember new
through pictures, actions, and definitions. Words such as play
words.
games, ride a bike, hang out with friends, play guitar, go
- Repetition reinforces the correct
shopping are demonstrated. The teacher asks students to repeat
pronunciation and builds word
after them for pronunciation practice, focusing on the /ʌ/
recognition.
and /u:/ sounds.
Activity 2: Vocabulary matching (10 minutes): Students are
- Reinforces vocabulary learning
given a worksheet with images of various leisure activities and
through visual association.
a list of words. They must match the images to the correct
- Provides peer support and reinforces
words. Afterward, they work in pairs to check each other's
understanding.
answers.
Activity 3: Listening practice (8 minutes): The teacher plays - Improves students' ability to listen for
an audio clip where different people talk about their leisure specific information in the context of
activities. Students are given a worksheet with specific leisure activities.
Activity Rationale
- Helps reinforce vocabulary usage in a
real-world context.
Application of ZPD theory:
- In this activity, scaffolding is
provided by the teacher through the
use of guiding questions and
structured tasks. This helps students
listen for key details, even when they
might struggle to do so
independently.
questions about the audio, such as What is Jenny’s favorite - The activity encourages social
activity?, What does Tim like to do on weekends? They listen interaction, as learners discuss their
and fill in the answers. answers afterward, allowing them to
clarify misunderstandings and receive
peer feedback. This promotes
cognitive development through
interaction.
- As students become more confident
with listening tasks, the level of teacher
support is gradually reduced,
encouraging learners to work more
independently, which aligns with ZPD
principles.
Activity 4: Pair speaking practice (10 minutes): In pairs, - Encourages the use of the target
students take turns asking each other questions about their language in a natural conversational
leisure activities using the new vocabulary. For example, What context.
do you like to do on weekends? or Do you enjoy watching - Builds confidence in speaking and
movies? They must also respond using verbs of liking/disliking reinforces the vocabulary and grammar
(e.g., I enjoy playing football, but I dislike swimming.) point.
Activity Rationale
Activity 5: Grammar practice (10 minutes): The teacher
- Reinforces the grammar point in a
gives out a worksheet where students must fill in the blanks
controlled practice environment, helping
with the correct form of verbs (gerund or to-infinitive) after
students recognize patterns in usage.
verbs of liking/disliking. Example sentences include: I love
- Provides structured practice before
___ (go) swimming, She enjoys ___ (read) books. Students
freer activities.
work individually and then compare answers with a partner.
Activity 6: Role-play (12 minutes): Students are placed in - Provides an opportunity for students to
small groups and asked to create a short dialogue where they use the language in a more creative,
talk about their favorite and least favorite leisure activities. communicative context.
They must include at least three vocabulary words from the - Encourages teamwork and speaking
lesson and use the target grammar structure. After preparation, confidence in front of peers.
each group performs their dialogue for the class. Application of ZPD theory:
- Through social interaction with
peers, learners receive immediate
feedback and guidance, allowing
them to clarify and enhance their
language use, which accelerates
cognitive development.
- Scaffolding is provided through
group work and teacher support,
enabling students to practice language
skills that might be slightly beyond
their individual capabilities. As they
gain confidence, the teacher gradually
reduces guidance, promoting
independent learning.
- Encourages students to move from
supported interaction to more
autonomous communication, aligning
with the ZPD framework, where
Activity Rationale
learners perform tasks they can achieve
with help but will eventually manage
independently.
Activity 7: Pronunciation practice (5 minutes): The teacher
leads a short pronunciation drill focusing on the /ʌ/ and /u:/ - Helps students become more aware of
sounds. The teacher gives minimal pairs like fun vs. food and important sound distinctions in English,
sun vs. soon, and students repeat after the teacher, focusing on improving their overall pronunciation.
the correct pronunciation.
Wrap-up (5 minutes): The teacher asks students to summarize
what they have learned about leisure activities, focusing on - Reinforces key lesson takeaways.
both vocabulary and grammar. The teacher also encourages - Allows students to reflect on their
students to reflect on how they might use these new words in learning and gives the teacher a chance
their everyday lives. A brief quiz with 5 questions about leisure to assess comprehension before
activities and grammar is given to review key points from the concluding the lesson.
lesson.

CONCLUSION

Incorporating Lev Vygotsky's Zone of Proximal Development (ZPD) into language

learning activities provides a powerful framework for fostering learner autonomy
and individualized support. The ZPD's focus on social interaction, scaffolding, and
the gradual reduction of teacher guidance encourages students to transition from
dependence on external assistance to becoming independent, self-directed learners.
This lesson plan introduces students to new vocabulary and grammar while
actively engaging them in listening, speaking, reading, and writing tasks that
enhance real-world communication. By balancing structured support with
collaborative opportunities and self-assessment, the plan addresses the diverse
needs of students, helping them build confidence and take ownership of their
learning. As learners gain proficiency, they not only improve their communication
skills but also develop critical life skills such as collaboration, self-reliance, and
adaptability—key to lifelong learning. Ultimately, the ZPD approach ensures that
each student receives tailored guidance that aligns with their developmental level,
enhancing both academic and personal growth. Through well-designed activities,
educators can create an environment that supports students’ progress at their own
pace while promoting overall growth and independence.

Reference:

Eisenmann, M. (Year). Teaching English: Differentiation and Individualisation.

utb.

Benson, P. (Year). Teaching and researching autonomy (2nd ed.). Applied

Linguistics in Action Series.

Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's zone of proximal
development: Instructional implications and teachers' professional
development. English Language Teaching, 3(4), 237-248.
https://doi.org/10.5539/elt.v3n4p237

Margolis, A. (2020). Zone of proximal development, scaffolding and teaching

practice. Cultural-Historical Psychology, 16(3), 15–26.
https://www.researchgate.net/publication/346281849_Zone_of_Proximal_Deve
lopment_Scaffolding_and_Teaching_Practice
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second
language learning in the zone of proximal development. The Modern Language
Journal, 78(4), 465–483. https://doi.org/10.2307/328585

Bruner, J. S. (1985). Vygotsky: A historical and conceptual perspective. In J.

Wertsch (Ed.), Culture, Communication, and Cognition: Vygotskian
Perspectives (pp. 21–34). Cambridge University Press.

Chen, L. (2016). Effects of collaborative dialogue on the acquisition of L2

pragmatics: A case study. Journal of Language Teaching Research, 8(1), 45–61.

Khatib, M., & Ahmadi Safa, M. (2011). The efficacy of different types of
scaffolding in the acquisition of L2 speech acts. Iranian Journal of Language
Teaching Research, 8(1), 45-61.

Swain, M., Brooks, L., & Tocalli-Beller, A. (2002). Peer–peer dialogue as a means
of second language learning. Annual Review of Applied Linguistics, 22, 171–
185. https://doi.org/10.1017/S0267190502000090

Taguchi, N., & Kim, Y. (2016). Collaborative dialogue in language learning:

Pragmatics focus. Language Teaching Research, 20(3), 323–335.

Takimoto, M. (2012). Metapragmatic awareness and pragmatic production in L2.

System, 40(1), 35–47. https://doi.org/10.1016/j.system.2012.01.007

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological

processes. Harvard University Press.