PERCEPTIONS OF LEARNER AUTONOMY IN ENGLISH LANGUAGE LEARNING AMONG VIETNAMESE NON-ENGLISH MAJORS FROM DIVERSE ETHNIC BACKGROUNDS
Keywords
DOI:
https://doi.org/10.34238/tnu-jst.15928Abstract
Learner autonomy known as autonomous learning or self-directed learning, plays a crucial role in language learning in general, and in English language learning, as it enables learners to develop their language skills. This study aimed to investigate Vietnamese non-English majors’ perceptions of learner autonomy in English language learning from diverse ethnic backgrounds. Data were collected using a questionnaire administered to 138 non-English major students at a university in Vietnam. Four dimensions of learner autonomy namely abilities, responsibility to make decisions, motivation, and actual activities were examined in terms of students’ perceptions. The finding revealed that students’ overall perception of learner autonomy in English Language learning was at a moderate level. Among the ethnic groups, Mong, Dao, Tay, and Kinh students had higher mean scores than other ethnicities. These students demonstrated a higher level of perceived ability and responsibility in managing their English learning. However, they lacked motivation to learn English, and sufficient learning activities inside and outside the classroom to improve their English proficiency. The study also suggests several recommendations to enhance students’ learner autonomy in English language learning.Downloads
References
H. Holec, Autonomy and Foreign Language Learning. Oxford: Pergamon, 1981.
L. Dickinson, “Autonomy and motivation: A literature review,” System, vol. 23, no. 2, pp. 165–174, 1987.
W. Littlewood, “Defining and developing learner autonomy in East Asian contexts,” Applied Linguistics, vol. 20, no. 1, pp. 71–94, 1999.
S. W. Chong and H. Reinders, “Autonomy of English language learners: A scoping review of research and practice,” Language Teaching Research, vol. 29, pp. 607–632, 2022.
F. Teng, Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language. Singapore: Springer Nature, 2019.
M. Chan, “Language learner autonomy and learning contract: A case study of language majors of a university in Hong Kong,” Open Journal of Modern Linguistics, vol. 5, no. 2, pp. 147–180, 2015.
H. Tran, “English language learner autonomy in the Vietnamese higher education context: Enabling factors and barriers arising from assessment practice,” PhD thesis, The University of Adelaide, 2019.
T. T. Pham, “An investigation into learner’s autonomy at an institution in Vietnam,” International Journal of Social Science and Human Research, vol. 4, no. 10, pp. 2895–2904, 2018.
J. Pyo and C. H. Lee, “Developing learner autonomy and EFL listening skills through mobile-assisted blended learning,” Innovation in Language Learning and Teaching, vol. 19, no. 5, pp. 465-480, 2025.
T. Phan, “Self-assessment and language learner autonomy: An exploratory study in a Vietnamese university,” Vietnam Journal of Education, vol. 5, pp. 72–83, 2021.
T. K. T. Tran, Sociological Investigation Method. Hanoi, Vietnam: National Economics University Publishing House (NEUPH), 2012.
S. V. Nguyen and A. Habók, “Non-English major students' perceptions of aspects of their autonomous language learning,” Language Learning in Higher Education, vol. 12, pp. 231–253, 2022.
D. George and P. Mallery, SPSS for Windows Step by Step: A Simple Guide and Reference, 4th ed. Boston, MA, USA: Allyn & Bacon, 2003.
M. T. Duong, “Learner autonomy in English language learning: Vietnamese EFL students’ perceptions and practices,” Indonesian Journal of Applied Linguistics, vol. 11, no. 2, pp. 307–317, 2021.
T. N. H. Nguyen, “Non-English major students’ perceptions of their autonomy in English language learning,” Viet Nam Journal of Educational Sciences, vol. 17, no. 2, pp. 88–100, 2021.
N. Boonma and R. Swatevacharkul, “The effect of the autonomous learning process on learner autonomy of English public speaking students,” Indonesian Journal of Applied Linguistics, vol. 10, no. 1, pp. 194–205, 2020.
