INTRODUCTION
Background to the study
In recent years, the language learning and teaching field has increasingly shifted from traditional methods to a learner-centered approach, emphasizing collaboration between teachers and students This approach aims to engage learners in decision-making regarding curriculum content and teaching methods, addressing the need to reduce student passiveness in the learning process, particularly in Asian countries The learner-centered approach also encourages research into learner autonomy, a key concept in English Language Teaching (ELT) discourse since the 20th century, which involves shifting responsibility from teachers to learners to enhance effective learning outcomes.
Learner autonomy plays a crucial role in language teaching and learning, emphasizing the importance of fostering this autonomy for lifelong learning that extends beyond formal education (Elsen & St John, 2007) Supporting learners to actively direct and regulate their own learning is essential (Elsen & St John, 2007) The significance of learner autonomy is evident as it enhances learners' awareness of their learning strategies and options (Council of Europe, 2001) Benson (2011) highlights that autonomy is a prerequisite for effective learning By developing autonomy, learners not only improve their language skills but also become more responsible and critical members of society.
Learner autonomy is crucial in the educational process, as it encourages students to engage in independent work outside the classroom and to merge in-class learning with self-directed study (Benson, 2011) Its significance lies in fostering a more effective and personalized learning experience.
Many educators strive to enhance their students' autonomy both in and out of the classroom, as highlighted by various studies (Benson, 2007; Sharma & Barrett, 2007; Benson & Reinders, 2011; Blidi, 2017) However, effectively promoting learner autonomy can be challenging for teachers without a clear understanding of their students' learning needs.
The Vietnam Ministry of Education and Training (MOET) has implemented a credit-based curriculum aimed at promoting autonomous learning in educational institutions, reflecting a significant shift in the country's educational approach (MoET, 2012).
Developing learner autonomy in educational settings is challenging, particularly for students accustomed to a long-term passive learning approach (Pham, N T., 2010, as cited in Dang, T T., 2012a) Nguyen, T V (2011) highlights a common issue in universities: students often rely on teachers for knowledge rather than actively constructing it themselves Additionally, many students struggle to manage their out-of-class learning time effectively (Nguyen, T S C., 2016) Consequently, when teachers introduce extracurricular activities, students may experience frustration (Dang, T T., 2010, p 5) Therefore, identifying effective strategies to promote learner autonomy is increasingly necessary in universities and colleges.
To foster greater independence in student learning, course design should emphasize learner autonomy (Harmer, 2007) At the People’s Security University (PSU) in Vietnam, the implementation of a credit-based curriculum encourages students to engage in self-study, aiming for increased autonomy in program construction (Betts & Smith, 1998) Over the past five years, PSU has adhered to the Ministry of Education and Training (MOET) requirements, necessitating that students prepare lessons and complete additional exercises at home to reinforce their knowledge While students must cover the same learning content, they spend less time in class However, the concept of learner autonomy can be unfamiliar to students accustomed to passive learning styles, highlighting the need for teachers to actively guide and support their students in this transition.
Becoming autonomous in learning plays a crucial role in students' educational journeys, particularly in English classes where self-study guides are provided However, many students struggle to effectively engage in self-study due to a lack of understanding of learner autonomy and its significance This lack of comprehension often leads to diminished motivation to practice autonomy To address this issue, it is essential to raise students' awareness about the importance of learner autonomy, as this is a vital first step in encouraging them to actively practice and develop their autonomy in the classroom.
In order to find an appropriate way to raise the awareness of students, it is initially necessary to explore their perceptions of learner autonomy.
Aims of the study
This study aimed to enhance awareness of learner autonomy among PSU's non-English major students to align with university curriculum requirements Specifically, it explored students' readiness for learner autonomy by examining their perceptions of (i) taking responsibility for their own learning and (ii) collaborating with their teachers and peers.
Based on the above-mentioned objectives, the study attempts to answer the following question:
1 How do the PSU’s EFL students perceive learner autonomy in terms of taking responsibility for their own learning?
2 How do the students perceive learner autonomy in collaboration with their teachers and peers?
Significance of the study
The current study is significant owing to the following reasons
This research offers a comprehensive review of theories surrounding learner autonomy, aiming to enhance the understanding of this concept The findings will contribute to the development of a theoretical framework that further explores learner autonomy and its implications for education.
The findings of this study are crucial for both teachers and students at PSU, as they emphasize the significance of learner autonomy within the credit-based curriculum It is anticipated that students will gain a deeper understanding of learner autonomy and learn effective ways to practice it Additionally, teachers will gain insights into their students' needs, enabling them to implement effective strategies that foster student independence in learning.
Scope of the study
The study focuses on 162 out of 208 second-year university students enrolled in their first English module during the 2019-2020 academic year These non-English major students, assumed to have a pre-intermediate level of English proficiency, were required to undertake this module The primary concern of the thesis is to explore their perceptions of learner autonomy, while the influence of learner autonomy on academic achievement is not addressed in this research.
Organization of thesis chapters
This current report includes 5 chapters
Chapter 1 offers the introduction of the study The chapter begins with the study background Then, the aims of the study and research questions are stated The chapter ends with the scope and outline of the thesis
Chapter 2 reviews theories relevant to the study focus This chapter starts with the definition of learner autonomy, concept of control over the learning process and interdependence in learner autonomy, interpretations of learner autonomy are presented in this chapter, some factors that influence learner autonomy development, and processes of developing learner autonomy are introduced Then, learner autonomy beyond the classroom is discussed in this chapter Some previous studies related to learner autonomy are also presented in this part of the thesis The chapter ends with a conceptual framework developed for this study
Chapter 3 describes precisely the research design of a mixed methods research, research site, research participants, research instruments, data collection precedure, and data analysis procedure
Chapter 4 depicts the results of the questionnaires and interviews Discussion of the results and major findings were demonstrated in this chapter
Chapter 5 concludes the major points in the thesis, suggest some pedagogical implications, present some limitations and then suggest useful recommendations further studies related to learner autonomy
LITERATURE REVIEW
Definition of learner autonomy
Learner autonomy is a complex concept that has been defined in various ways over time Initially introduced by Holec in 1981 as "the ability to take charge of one’s own learning," this definition has become a cornerstone in studies on learner autonomy (Benson, 2011b) Holec emphasized that learner autonomy involves taking responsibility for all aspects of the learning experience, including setting objectives, selecting content, choosing learning methods, and evaluating progress He argued that learners possess the capacity to control their own learning, a skill that can be cultivated through the learning process and enhanced by engaging in self-directed learning.
In addition to the cognitive aspect highlighted in Holec’s definition, Little (1991) underscored the psychological elements of learner autonomy, describing it as the "capacity for detachment, critical reflection, decision making, and independent action." This indicates that learner autonomy encompasses both effective and metacognitive dimensions (Little, 1995).
According to Littlewood (1996), an autonomous individual possesses the independent ability to make and implement choices that direct their actions, highlighting the importance of a proactive approach to planning, monitoring, and evaluating their decisions.
7 learning” (Little, 2010) on the one hand and well-developed metacognitive skills on the other
Learner autonomy is often examined through sociocultural perspectives, highlighting that while learners assume greater responsibility and make more choices in their education, teachers play a crucial role as mediators in the development of this autonomy (Oxford, 2003; Oxford, 2015; Gao, 2018, p 30).
Benson (2011b) redefined learner autonomy as the "capacity to control one’s own learning," building on Holec’s definition He replaced the terms ‘ability’ and ‘take charge of’ with ‘capacity’ and ‘control,’ emphasizing that while ‘control,’ ‘take charge,’ and ‘take responsibility’ are similar in meaning, ‘control’ is preferred for its empirical investigation potential This study adopts Benson's definition as its foundation, concentrating on the responsibility students have for their own learning.
Dimensions of learning control
Before exploring examples of how students can take charge of their learning, it is essential to define the concept of control and its various dimensions Control refers to the "power to make choices and decisions and act on them" (Teng).
To become an autonomous learner, students must develop the ability to make informed choices and decisions regarding their learning processes According to Benson (2011b), this involves managing their learning, selecting relevant content, and engaging in cognitive processing Learning management encompasses planning, organizing, and evaluating educational activities Schwienhorst (2003) defines an autonomous learner as one who actively plans, monitors, and assesses their learning outcomes while taking responsibility for their educational decisions This includes setting objectives, determining content and progress, selecting appropriate learning methods, tracking the acquisition process, particularly in speaking, and evaluating their overall learning achievements.
Control of learning content is a crucial element of learning management, emphasizing the significance of what and why individuals learn a language rather than the methods or contexts of their learning According to Holec (1981), this focus on content is essential for fostering authentic self-directed learning Benson (2011) argues that if learners concentrate solely on the methodologies—such as when, where, and how—they may miss the opportunity for genuine autonomy in their language acquisition.
When students are encouraged to take responsibility for their learning, they often prioritize methodological aspects over content, influenced by the social and political dynamics present in their educational environments This shift can lead to inevitable conflicts between students and teachers or institutions, especially when students seek greater control over their learning materials.
Control over cognitive processing plays a crucial role in managing learning and content, encompassing attention, reflection, and metacognitive knowledge Attention is essential for language acquisition, while reflection is identified as a vital psychological element of autonomy, as highlighted by Little (1997).
Wenden (1995, as cited in Benson, 2011b) identifies three types of metacognitive knowledge: person, strategic, and task knowledge, with a particular emphasis on task knowledge due to its relevance to controlling the learning process Task knowledge refers to metacognitive awareness specific to the current task, influencing decisions about aspects such as content, progression, pace, location, and timing of learning, as well as the selection and application of cognitive strategies and evaluative criteria (Benson, 2011b).
Cooker (2015) identified learner control as a key component of her comprehensive model of learner autonomy, as illustrated in Table 2.1 Alongside similar elements outlined by Holec and Benson—such as defining needs, setting objectives, managing time, and selecting suitable materials—Cooker emphasized the importance of students taking responsibility for their learning beyond the classroom This highlights the necessity for learners to engage actively in their educational journey.
9 continuing organizationally regulated learning activities outside the scheduled, supervised class hours (Palfreyman, p 84)
Table 2.1 Categories and Elements of Learner Autonomy (adopted from Cooker, 2015)
Learner control Ability to analyze/ define needs
Ability to set achievable objectives Ability to manage time
Ability to choose appropriate materials Ability to negotiate learning
Ability to select partners for pair/group work Ability to work on one own
Ability to make choices how work will be assessed Ability to assess discrete aspects of one’s own work Ability to assess the work of peers
Ability to take responsibility for one’s own learning outside the classroom
Ability to monitor one’s own learning progress over time Critical reflection Critical understanding of the roles of teacher and students
Critical awareness of different teaching and learning approaches Critical awareness of the variations in quality of different teaching and learning inputs
This study emphasizes the importance of student autonomy in managing their learning process, including planning, organizing, and evaluating their educational content It highlights the need for students to take responsibility for their learning, extending their engagement beyond the classroom environment.
Interdependence and learner autonomy
Over the past three decades, there has been a growing focus on learner autonomy in foreign language education, emerging shortly after the communicative revolution This concept is frequently viewed as a fundamentally learner-centered approach to language learning.
2008, p 16) The turn of the 20th century was marked by a considerably growing interest in autonomy (Benson, 2006, p 21) Learner autonomy has become an
10 influential concept in language education in a variety of contexts in recent years, and
‘culture’ has often been mentioned as a significant variable in connection with its appropriateness and/or practicality (Blidi, 2017, p.10)
Learner autonomy in language learning refers to the ability of learners to take control of their own education, as highlighted by Holec (1981) and others However, this autonomy develops through social interactions with peers and teachers, emphasizing the importance of collaboration and interdependence in the learning process (Murray, 2014) These elements are particularly significant in specific contexts, such as in Asia (Palfreyman, 2018) Interdependence is crucial for fostering autonomy, as it encourages learners to collaborate for mutual benefit and share responsibility for their learning (Voller, 1997; Palfreyman, 2003) This collaborative approach is seen as a more advanced stage of autonomy compared to mere independence, as it allows learners to exercise their freedom in a supportive environment (Boud, 1981) Positive freedom is achieved when learners control their learning with the guidance of teachers, contrasting with negative freedom, which involves unregulated learning without constraints.
Everhard (2015) introduced a three-stage model of autonomy in learning The initial stage, termed heteronomy, occurs when learners rely entirely on external support The second stage, interdependence, involves learners benefiting from both collaborative self-support and external assistance The final stage is autonomy, where learners take charge of their own learning process.
Everhard's study revealed that varying degrees of autonomy are reflected in differences in power dynamics, learner engagement, teacher involvement, the nature of knowledge, motivation levels, and assessment methods.
11 current study, of these dimensions, the first former elements are discussed, as displayed in Table 2.2 below
Table 2.2 Approaches to Teaching and Learning and their Impact on Autonomy (based on Brody & Hill, 1991; Kohonen, 1992; Berry & Shalberg, 1996; Nunan, 1997, 2000;
Everhard, 2013, as cited in Everhard, 2015, p 19)
Institution or teacher determine syllabus as well as pace, mode and style of instruction
Student-centered; shared control; cooperation among peers; scaffolding
Community of learners; emphasis on learners who establish own goals and targets and choose own materials and pace of learning
Passive recipient of information; transfer of knowledge from teacher to learners; focus on the content and product
Negotiation with teacher and other learners; shared ownership, responsibility and development of learning plan
Active participation in co-operative groups; emphasis on process: learning skills, self- inquiry, strategic learning social and communication skills; meaning-making
Emphasis on teacher’s authority; providing mainly fontal instruction; professionalism as individual autonomy
Shared ownership and responsibility; scaffolding provided when needed; collaborative development and construction of meaning
Teacher as facilitator and learner among learners; facilitator of learning; collaborative professionalism
The table outlines three approaches to learning and teaching that influence learner autonomy, highlighting various dimensions such as control, learners, and teaching methods The first approach, heteronomy, illustrates a scenario where teachers or institutions exert full control over classroom activities In this model, students must adhere to a predetermined syllabus and follow the teaching pace and style set by the instructor Consequently, students acquire knowledge in a passive manner, with an emphasis primarily on content delivery.
The interdependence stage emphasizes a student-centered approach where learners collaborate with their peers and share responsibilities with their teacher Ultimately, the autonomy stage is achieved when students can set their own goals, select learning materials, and determine their pace, while the teacher acts as a facilitator in the classroom.
Interpretations of learner autonomy in language learning
Learner autonomy is a multifaceted concept that varies among individuals and can change depending on the context or time, as highlighted by Benson (2011b) This variability leads to diverse interpretations of learner autonomy, influenced by specific political, social, and contemporary circumstances (Smith, 2003b; Dang, T T., 2010).
Littlewood (1996) categorized learner autonomy into three key domains: autonomy as a communicator, autonomy as a learner, and autonomy as a person This classification is based on individuals' abilities and willingness to make choices in specific tasks and in life overall.
Smith (2003c) distinguishes between 'weak' and 'strong' versions of pedagogy for learner autonomy The 'weak version' posits that autonomy is a capacity that students currently lack, emphasizing that it is not an inherent ability but rather one that must be developed through the learning process (Holec, 1981) In this view, autonomy is considered a "deferred goal and a product of instruction" (Smith, p 130) Conversely, the 'strong version' suggests that students are inherently autonomous and possess the capability to exercise this autonomy, although the degree of autonomy varies among individuals This degree can be enhanced by creating optimal environments that encourage students to practice their autonomy.
Meanwhile, Oxford (2003) developed a model of learner autonomy with four main perspectives, namely technical perspective, psychological perspective, sociocultural perspective, and political-critical perspective (pp 78-91)
Among them, the technical perspective “focuses on situational conditions” (p
81) where learner autonomy may be fostered These conditions are initially generated
13 by the others, not the students themselves, maybe the physical, literal surroundings where students can be given “full responsibility for their learning” (p 82)
Not all students can take full responsibility for their learning due to individual characteristics, highlighting the need to consider both external and internal conditions for developing learner autonomy The psychological perspective emphasizes the mental and emotional traits of learners, identifying seven key descriptors of autonomous learners: self-regulated, emotionally intelligent, resilient, psychologically engaged, self-determined, existentially free, and effective An autonomous learner must be self-regulated, meaning they should manage their beliefs, emotions, and learning strategies effectively Confidence in their ability to learn a relevant language, along with positive emotions, enhances their learning experience Additionally, managing learning strategies is crucial for fostering autonomy Emotional intelligence aids in reducing negative feelings such as anxiety and shame, while resilience helps learners overcome challenges Intrinsic motivation is essential, as it promotes a sense of autonomy, competence, and enjoyment in language learning Cultivating habits of mind enables learners to better manage their emotions, strategies, and social relationships.
The current study emphasizes the concept of the existentially free learner, highlighting that autonomy in language learning is crucial According to Oxford, learners can enhance their independence by embracing the freedom and responsibility that make their education personally meaningful To achieve this autonomy, learners should develop effective learning strategies, boost intrinsic motivation, and cultivate a positive mindset, allowing them to thrive even in challenging situations.
14 relationships She underlined that “autonomy in language learning can influence autonomy in personal affairs and vice versa”
Table 2.3 Descriptors and Key Points in the Psychological Perspective on the
Psychologically self-regulation involves management of beliefs, emotions and strategies
Emotionally intelligence requires knowing/ managing emotions, motivating oneself, understanding other’s emotions, and managing relationships
3 Resilient learner Resilience is springing back from adversity with the help of personal and/or social factors
Engagement occurs with meaningful tasks and materials flow and inspired consciousness are advanced examples of engagement
Intrinsic motivation involves autonomy, competence, and relatedness
Existentially free learners show autonomy and have responsibility to create meaning
7 Effective learner Habits of mind lead to effectiveness can be viewed as strategies
The sociocultural perspective emphasizes "socially mediated learning" (Oxford, 2003, p 85), highlighting the importance of interactions between learners and figures such as parents and teachers in fostering self-regulatory skills Oxford identifies six key descriptors of the mediated learner: cognitively apprentice learner, socio-culturally strategic learner, invested learner, sociopolitical free learner, and self-efficacious learner, as detailed in Table 2.4.
Learners can enhance their self-regulation skills with the guidance of more knowledgeable individuals, including teachers, parents, or peers By engaging in activities such as observation and imitation within a community of practice, they can internalize expert performance As they progress, these apprentices gradually become central figures in their learning communities To strategically develop self-regulation, learners should employ sociocultural-interactive strategies, such as collaborating with others, seeking assistance, maintaining conversations despite knowledge gaps, and fostering connections.
15 and maintaining relationships, etc” The ways students invest in learning a language also indicate their level of learner autonomy The degree of investment is affected by
Individuals' desires and self-beliefs significantly influence their engagement with sociocultural dynamics When learners perceive their environments as supportive, they are more likely to invest in language acquisition, viewing their efforts as rewarding Additionally, the extent of their investment is closely tied to their confidence in successfully completing tasks and reaching objectives, reflecting their autonomy as learners.
Table 2.4 Descriptors and Key Points in the Sociocultural Perspective on the
1 Mediated learner Learner moves from social speech to inner speech with mediation by the more capable other and thus develops self- regulation
The learner is apprenticed to an expert and moves from peripheral participation to more central participation in a community of practice
Use of sociocultural-interactive (social) strategies helps to develop strategic self-regulation in sociocultural settings
Investment signifies autonomy under certain sociocultural situations, but in other situations resistance signifies autonomy
The learner actively pursues freedom and uses it responsibly in relationships
Self-efficacy is the socially learned belief that one can successfully do a specific task or attain a particular goal
From a psychological standpoint, the term "socio-politically free learner" is crucial for this study Autonomous language learners seek freedom and exercise it responsibly, engaging in meaningful interactions where they are regarded as emerging critical thinkers, equal to their teachers.
The political-critical perspective emphasizes the significance of power, access, and ideology in education Autonomous learners are empowered individuals who can govern their own learning processes, make informed decisions regarding their educational activities, and remain unencumbered by oppressive influences (Oxford, 2003) Nevertheless, the aspiration to engage with power structures is often complex and multifaceted.
16 the same for all individuals or groups” (Dang, T T., 2012b, p 35) due to differences in
“locations, spaces, situations, communities and by individual characteristics such as age, gender, belief, religion, and culture” (Pennycook, 1997, as cited in Dang, T T., 2012b, p 36).
Factors influencing learner autonomy development
Blidi (2017) has pointed out five factors that may affect the development of learner autonomy, which are named voluntariness, learner choice, flexibility, teacher’s role, and peer support
Voluntariness plays a crucial role in shaping learners' perceptions and attitudes toward autonomy in language learning When students are motivated and eager to learn, their autonomy flourishes compared to situations where learning is compulsory However, in some cases, initial compulsion may be essential to help students overcome cultural and psychological barriers, including shyness, hesitation, and a lack of self-confidence (Blidi, 2017, p 13).
Learners can enhance their ability to manage their own education when they are both motivated and empowered by the social and psychological factors influencing them (Teng, 2019) Therefore, it is essential to grant learners the freedom to make choices regarding their learning objectives, content, progression, methods, monitoring processes, and evaluation of outcomes (Holec).
1981), which is considered as “central in directing students towards embracing learner autonomy” (Blidi, 2017, p 13)
Freedom, along with ability and desire, plays a crucial role in defining learner autonomy (Huang & Benson, 2013; Teng, 2019) Huang and Benson (2013) describe freedom as the degree to which learners can take control of their learning experiences, highlighting the importance of situational freedom in the educational process (Benson, 2008) To foster autonomy, learners must be liberated from external direction and control, whether from specific agents or the learning environments they encounter (Benson, 2011a).
Autonomy in language learning can be fostered by shifting the dynamics of power and control within the classroom (Benson, p 15) Ability encompasses the necessary skills and knowledge for language acquisition, which is defined as a learner's competencies in both study and language domains (Huang and Benson, 2013; Teng, 2019) Additionally, desire reflects a learner's intention to engage in language learning tasks with a specific purpose Ultimately, a learner can cultivate autonomy when they possess the desire, the acceptance to pursue their goals, and the requisite skills and knowledge.
Creating a supportive learning environment is essential for fostering student independence (Lee, 1998) Flexibility is a key criterion for establishing this environment, as highlighted in the competencies associated with autonomy (Candy, 1991, as cited in Benson, 2011b) This flexibility allows students to adjust their learning objectives, content, progression, and methods based on their individual needs and interests As students progress in their learning journey, they may need to modify their choices to align with their evolving demands and realities, emphasizing the importance of providing them with options that best suit their learning preferences.
With the evolution of sociocultural perspectives, teachers have emerged as pivotal figures in promoting learner autonomy (Lamb & Reinders, 2008; Oxford, 2015; Gao, 2018) Their support and guidance are essential in encouraging students to develop the willingness and readiness to become autonomous learners (Blidi, p.13) Consequently, teachers are now expected to embrace multiple roles, including that of a learning facilitator, learner developer, and counselor, in addition to their traditional responsibilities in delivering English lessons (Gao).
In the educational landscape, teachers serve as facilitators and counselors, guiding students in clarifying their goals, providing constructive feedback, and offering encouragement throughout the learning process (Voller, 1997; Blidi, 2017) It's important to note that while counselors can perform all the functions of facilitators, their role typically involves one-on-one interactions with learners (Voller, p 104) This highlights the multifaceted role of teachers in fostering an effective learning environment.
Benson (2011b) highlights the teacher's vital role in fostering learner autonomy by guiding students in effectively utilizing resources The teacher acts as a mediator of language learning concepts, serving not only as a facilitator and counselor but also as a consultant, coordinator, adviser, and knowledgeable resource for students.
In Little's (2004) framework, three key pedagogical principles of learner autonomy are identified: learner empowerment, learner reflection, and appropriate target language use Learner empowerment emphasizes the necessity for students to take responsibility for their own learning and manage their learning processes, with the teacher's role being to initiate, support, and guide them Learner reflection involves students critically evaluating their learning experiences, which helps them recognize their strengths, weaknesses, and achievements, thereby fostering self-assessment Lastly, appropriate target language use requires teachers to facilitate classroom interactions that encourage students to engage in meaningful communication using the target language from the outset These principles are interrelated and collectively enhance the learning experience.
To foster learner autonomy, it is essential for students to engage in autonomous learning collaboratively with both their teachers and peers Peer support significantly contributes to the development of learner autonomy, particularly through Peer Scaffolding in a collaborative learning environment, aligning with Vygotsky’s concept of the Zone of Proximal Development (ZPD).
2007, as cited in Malcolm, 2011) The ZPD represents the difference between the learner’s performance without and with the assistance of more capable other people (Oxford, 2003, p 86).
The development process of learner autonomy
Nunan (1997, p 195) pointed out the process of five levels to develop learner autonomy, consisting of awareness, involvement, intervention, creation, and
At the initial stage of learning, students are guided to understand the goals, content, and strategies through the materials they use Progressing to the next level, they transition from mere awareness to active participation in their learning by selecting from various content and procedural options The subsequent phase encourages learners to modify and adapt their goals, content, and tasks to better suit their needs As they advance, learners gain the ability to set their own objectives, choose their content, and create personalized learning tasks Ultimately, fully autonomous learners transcend traditional learning environments, such as classrooms or tutorials, and independently develop their own learning materials using community resources.
Scharle & Szabó (2000) outline three key phases to help educators cultivate learner autonomy The first phase emphasizes the importance of raising students' awareness about autonomy and its significance in their educational journey By understanding the value of being autonomous, learners are likely to shift their attitudes and embrace new roles in their learning process.
Dang (2012b) outlined a three-step process for developing learner autonomy, which consists of initiating, monitoring, and evaluating The initial step focuses on the learner's characteristics that are pertinent to this development.
Understanding personal learning preferences is crucial for determining goals, designing effective study plans, and seizing opportunities throughout the learning journey Monitoring the learning process helps anticipate engagement and maintenance attributes, while evaluating outcomes focuses on assessing the results of learning efforts These three processes—understanding, monitoring, and evaluating—can operate either sequentially or simultaneously, often overlapping during the learning experience.
Table 2.5 Index of Learner Autonomy Attributes in Three Processes (Dang,T T., 2012b)
To enhance learning outcomes, it is essential to establish clear learning goals and develop effective strategies, which include identifying objectives, creating structured plans, and sourcing appropriate resources Maintaining an organized agenda allows learners to track their progress while employing suitable strategies and selecting relevant materials tailored to their needs Flexibility in monitoring and regulating one's learning is crucial, as is the ability to implement plans and focus on the learning process Collaboration with peers fosters interaction, encourages the exchange of ideas, and supports critical reflection, ultimately leading to a more personalized and effective learning experience.
Evaluating evaluating learning outcomes correcting mistakes
The three processes share the same idea, the initial and crucial stage in developing learner autonomy is to raise the students’ awareness of learner autonomy.
Learner autonomy beyond the classroom
Students learn a language most effectively when they integrate out-of-class learning with classroom instruction, giving equal attention to both methods (Reinders, 2011; Benson, 2011b) Teachers should emphasize two types of beyond-the-class activities: out-of-class learning, where students independently engage in non-prescribed activities to enhance their subject knowledge, and extracurricular learning, which supplements classroom education (Benson, 2011b) Out-of-class learning is successful when it meets three essential conditions: motivation, learning resources, and learning skills; the absence of any of these elements can disrupt the learning process (Baily, 2011, p 129) However, not all students are equipped to find or develop these necessary components.
21 elements in their learning environment As a result, the teacher should be the one who guides their learners to develop these conditions themselves.
Perceptions of learner autonomy
Pomerantz (2006) defines perceptions as the process through which we organize and interpret sensory information about our surroundings This allows us to meaningfully see and hear the world, enabling us to recognize objects and events with specific locations in both space and time.
Perception is influenced by various factors such as motivation, beliefs, expectations, and life experiences (Lumen Learning, 2019) According to the Cambridge Dictionary, perception is defined as “a belief or opinion, often held by many people and based on how things seem,” as well as “the quality of being aware of things through the physical senses.” Understanding how individuals perceive things, places, or events is essential, as it is shaped by their beliefs, expectations, and experiences Blidi (2017, p 26) emphasizes this connection in his research.
Learners' perceptions of control over their learning activities and opportunities significantly impact their readiness to embrace learner autonomy Understanding how students view this concept allows educators to implement strategies that enhance awareness of the importance of learner autonomy This awareness is a crucial first step in fostering autonomy among students.
This research investigates students' perceptions of interdependence in learner autonomy, emphasizing their responsibility in planning, organizing, evaluating, and selecting learning content in collaboration with teachers and peers.
Previous studies
In the context of English as a Foreign Language (EFL) in Vietnam, there has been a growing recognition of the significance of learner autonomy Several studies have explored this concept, primarily emphasizing specific strategies and practices aimed at fostering autonomy among learners These strategies include the use of diaries, alternative assessments, learning contracts, and speaking e-portfolios, all of which have been implemented to enhance learner independence and engagement in their educational journey.
Recent studies have explored students' perceptions of learner autonomy, particularly in relation to their responsibilities, abilities, and activities (Nguyen, T V., 2011; Huynh, T T D., 2016; Ho, B N., 2019) However, most of this research has employed quantitative methods, leaving a gap in understanding students' expectations and readiness to take responsibility for their own learning Recognizing these factors is essential for enhancing students' awareness of learner autonomy, which is a crucial step in promoting their independent learning skills.
A study by Chan, Spratt, and Gillian (2002) explored the perceptions of learner autonomy among Hong Kong tertiary students, focusing on their attitudes towards English language learning The research assessed students' views on their responsibilities, decision-making abilities, motivation levels, and the language learning activities they engaged in both inside and outside the classroom Data was collected through a questionnaire administered to 508 undergraduate students at the Hong Kong Polytechnic University, along with interviews from a selected group The findings revealed that students largely viewed teachers as responsible for course planning and classroom management, attributing this perception to their belief that it was the teacher's role and their own lack of experience Consequently, students expressed a desire for greater support from their teachers in their autonomous learning journey.
V (2011) carried out a research on perceptions of language learners and teachers relating to learner autonomy The author adopted Chan, Spratt, and Gillian’s questionnaire in her study which was conducted on 631 non-English majored students of 24 universities and colleges in Vietnam and 47 English teachers in these educational settings The results show that students desired to decide aims, content, and assessment themselves But they do not know the method to do so they “end up surrendering the responsibility to the teacher right away” with the intention to wait for the teacher to stir up study motivation as well as select learning materials and activities (p 45) Furthermore, students tend to use only things that are readily available to them in their
A study on the daily lives of students reveals that while they express a desire to change their approach to learning English, their motivation to take responsibility for their education is lacking Consequently, they do not actively pursue changes to their learning habits, such as engaging more with homework, TV programs, and music in English Additionally, teachers have not prioritized fostering student autonomy in learning, highlighting the need to integrate autonomous learning into the curriculum to encourage responsible learning practices.
Sakai, Takagi, and Chu (2010) explored the perceptions of learner autonomy in English language learning among Japanese and Taiwanese university students through a two-phase study The first phase involved a quantitative survey of 902 students using a revised questionnaire to assess their sense of responsibility in learning English and to identify any gender differences in their attitudes The second phase included qualitative research with a survey of 73 students to gain deeper insights into their experiences and perceptions regarding English language learning.
In Phase One, a questionnaire was administered to 902 students to gain deeper insights and identify strategies for enhancing student involvement in classroom management The findings revealed that students possess a strong desire to learn English and actively participate in various classroom activities Phase Two results indicate that East Asian students can progress toward becoming autonomous learners when teachers provide support in fostering their independence through diverse approaches.
Conceptual framework
The current study develops a conceptual framework aimed at understanding learners' perceptions of autonomy at PSU, as illustrated in Figure 2.1 The research emphasizes the interdependence of learner autonomy, highlighting that students must take responsibility for their own learning (Holec, 1981; Benson, 2011b) Additionally, effective collaboration with teachers and peers is essential for fostering autonomy (Oxford, 2003; Benson, 2011b; Dang, T T., 2012b; Oxford, 2015; Everhard, 2015) Ultimately, learners are encouraged to embrace their responsibilities in the learning process.
Effective learning involves careful planning, organization, and evaluation, both in and outside the classroom (Benson, 2011b; Cooker, 2015) This study examines learners' perceptions of shared responsibility for their education (Palfreyman, 2003) and their collaborative interactions with teachers and peers, highlighting the importance of teamwork in the learning process.
METHODOLOGY
Research questions
This study attempts to answer the two following questions mentioned in Chapter 1:
1 How do the PSU’s EFL students perceive learner autonomy in terms of taking responsibility for their own learning?
2 How do the students perceive learner autonomy in collaboration with their teachers and peers?
Research design
This study utilized a mixed methods research approach, integrating both qualitative and quantitative techniques to enhance understanding of the research problem According to Creswell (2011), this combination offers a more comprehensive insight than either method alone, while Lodico et al (2006) emphasize that it allows for an in-depth examination of context and processes alongside accurate measurement of attitudes and outcomes.
The research made full use of the explanatory sequential mixed methods designed to have quantitative data received “the greatest emphasis in the study” and
In a mixed-methods research design, the qualitative phase serves to clarify and enhance the initial quantitative findings (Podesva & Sharma, 2013) As illustrated in Figure 3.1, Creswell (2011) emphasized that the quantitative data is prioritized, while qualitative data is utilized subsequently to refine and enrich the results derived from the quantitative analysis.
Figure 3.1 Explanatory Sequential Design (adopted from Creswell, 2011, p 541)
Research site
This research investigates learner autonomy among sophomore students at People's Security University in Thu Duc District, Ho Chi Minh City The university's English curriculum includes five modules: four General English classes and one English for Specific Purposes class, each lasting approximately three months and following a credit-based system mandated by the Ministry of Education and Training General English courses utilize the American English File 2B and 3 textbooks, employing an eclectic teaching method that emphasizes adapting to specific teaching contexts rather than adhering strictly to a single methodology (Hummel, 2014, p 117) Students are expected to complete 51 hours of face-to-face instruction and 90 hours of self-study each semester.
Participants
The study focused on non-English majored sophomore students at People's Security University, who began their first English semester in their second year The participants included both second- and third-year students enrolled in full-time English classes, with the latter group nearing the completion of their coursework The research specifically targeted the second-year students, as they had just completed their initial English course, allowing the teacher to effectively influence their learner autonomy from the outset of their English education.
University students are required to complete two years of English language study, encompassing five semesters in total The initial four semesters focus on general English skills, while the final semester is dedicated to vocational English This curriculum is designed based on placement results to ensure students receive appropriate instruction tailored to their language proficiency levels.
In a study involving 208 second-year university students, participants were divided into 10 classes based on their proficiency levels: level 1, level 2, and level 3 Before classes commenced, all students received the course syllabus, materials, and a self-study guide; however, many found the self-study requirements confusing To address this issue, a questionnaire was distributed to 162 students, as a pilot study included 25 participants and others were unable to participate due to administrative constraints The student demographics relevant to the questionnaire are detailed in the accompanying table.
Table 3.1 Demographic Characteristics of Student Respondents
Total number of student respondents
The data reveals a significant gender disparity among students, with male students outnumbering female students The majority of the student population falls within the age range of 21 to 25 years, which aligns with typical university demographics Regarding English learning experience, 71.6% of the 162 students have studied English for over 5 years but less than 10 years Additionally, 25.9% have dedicated 11 to 15 years to English studies, while only 1.9% have studied for 5 years and a mere 0.6% for more than 16 years Notably, over 97% of students began their English education in higher education settings.
The research involved conducting official questionnaires and interviews with students, ensuring that all responses remain confidential and are solely utilized for educational purposes.
In this report, the sample comprises 162 out of 208 second-year students at PSU, while 46 students were excluded from the thesis piloted study due to administrative constraints.
Research instruments
There are two sets of instruments employed in this study, consisting of one questionnaire with close-ended questions and semi-structured interview questions
The questionnaire ( Appendix A ) was adapted from Chan, Spatt and Humphreys
In a study conducted by Sakai, Takagi, and Chu (2010), data was gathered on students' perceptions of learner autonomy, focusing on two key areas: their responsibility for their own learning and their collaboration with teachers and peers The research employed a questionnaire designed to analyze trends in student responses, as noted by Creswell (p.376), and aimed to generalize these perceptions The questionnaire consists of five distinct sections that explore these themes in detail.
Section A required participants to give their personal information
Section B focused on learners' perceptions of their responsibility for their own learning, divided into two parts with 10 items each, using dichotomous Yes or No questions The first part assessed students' past learning experiences, while the second evaluated their expectations for future English classes Some items were removed compared to the original version by Sakai, Takagi, and Chu, as university students are required to adhere to specific textbooks, topics, class activities, and assessment processes.
Section C required participants to rank the frequency of doing some autonomous activities outside classes Of these items, there were 13 items of extra activities (C19-
31) listed as Likert-scale questions to ask how often the students participated in these activities Due to circumstances that there is an English - Informatics club at the PSU, the researcher added two items (C31 and 44) to this part of the questionnaire selected
29 from the third part of the version of Chan, Spatt and Humphreys (2002) Additionally, the students’ favor in doing these activities in the future was measured through items C32-44
Section D explores students' perceptions of shared responsibility with their teachers in university English classes It includes eight groups of Likert-scale items (D45-52) designed to assess students' views on their own responsibilities (Part a) and those of their teachers (Part b) This section of the questionnaire is adapted from the initial part of the Chan, Spatt, and Humphreys (2002) version.
Section E of the study focuses on participants ranking the frequency of collaborative activities with teachers and peers, utilizing a Likert scale for four specific activities (E53-56) Given the presence of an English-Informatics club at PSU, the researcher included two additional items (E56 and 60) from Chan, Spatt, and Humphreys' 2002 version Furthermore, students' preferences for engaging in these activities in the future were assessed through items F57-60.
The research questionnaire items for each research question were summarized in the following table
Table 3.2 The brief summary of main research questionnaire items for research questions
B1 to B18 Students’ perceptions of taking responsibility for their learning C19 to C44 Students’ perceptions of taking responsibility for learning beyond class Research question 2
D45 to D52 Students’ perceptions of taking shared responsibility with their teachers E53 to E60 Students’ perceptions of collaboration with teachers and peers
Interview questions for students were designed to find out the answers for students’ perceptions of learner autonomy through (i) their perceptions of taking
30 responsibility for their own learning (ii) their perceptions of collaborating with their teacher and peers
Following the analysis of questionnaire data, 10 students were initially selected for interviews to obtain specific information for comparison (Dawson, p 28) Participants were chosen from each class based on a student list; however, due to administrative constraints, only 5 were able to participate in a focus group interview The author opted for this method due to its advantages, as it allows the researcher to quickly gather common impressions and a wide range of information through participant interaction (Mertens, 2010, p 352; Creswell).
Data collection procedure
The questionnaire was translated into Vietnamese and distributed to 162 second-year university students Initially, a pilot test was conducted with 25 students to ensure the questionnaire's effectiveness Following this, the researcher provided clear instructions to participants to clarify any uncertainties regarding the questions The completed questionnaires were collected immediately after the participants finished.
Interviews with students were conducted in Vietnamese and recorded in the department staff room using a smartphone app, with participants' consent The recordings were transcribed into text and subsequently coded into a thematic network The coded data were then translated into English for analysis.
Data analysis scheme
IBM SPSS Statistics 20 program was used to analyze the quantitative data acquired from the questionnaire with the description of Number of participants (N),
The study utilized the Cronbach's alpha coefficient to assess the reliability of responses to Likert-scale questions, while the Kuder-Richardson 20 (KR-20) test was employed to evaluate the internal consistency of dichotomous question responses Additionally, the Cronbach's alpha if item deleted test was conducted to further improve the internal consistency of the measurement scales.
To analyze qualitative data from interviews, researchers utilized NVivo software to transcribe, translate, and organize the information into a thematic network, enabling a deeper understanding of the research problem Additionally, select quotations from the interviews were incorporated to reinforce the findings gathered from the questionnaires.
Reliability and validity
The study utilized Cronbach’s alpha coefficient to assess the reliability of responses to Likert-scale questions and employed the Kuder-Richardson 20 (KR-20) test for dichotomous questions To enhance the internal consistency of each scale, the analysis included a Cronbach's alpha if item deleted test Detailed methodology and results of this process are thoroughly discussed in Chapter 4 of the study.
This section outlines the methods used to establish validity in the current study, focusing on three key types: content validity, face validity, and semantic validity.
Content validity is the primary concern when assessing the effectiveness of a questionnaire The items included in the questionnaire comprehensively represent the literature on learner autonomy Additionally, the questionnaire was adapted from the works of Chan, Spatt, and Humphreys (2002) as well as Sakai, Takagi, and Chu.
The second concern addresses face validity, which was assessed through a pilot study involving 25 students This study aimed to identify any confusing elements in the questionnaire before data collection The interview questions were then presented to the participants.
5 of these students to confirm if they understood clearly the content of the questions given
The last one is the semantic validity The translation quality of the questionnaire and interview questions are cross-checked by two experts in translation.
Chapter summary
This chapter outlines the research design of the thesis, employing a mixed methods approach to gather both quantitative and qualitative data It details the sampling method used, specifically convenient sampling, and describes the instruments and procedures for data collection and analysis Additionally, the chapter addresses the reliability and validity checks of the data The findings from the data analysis will be presented and discussed in the subsequent chapter.
RESULTS AND DISCUSSION
Analysis of data
This section outlines the analysis of data gathered from questionnaires and interviews, presenting the reliability statistics for each scale within Chapter 4 The findings reveal significant insights into students' perceptions of learner autonomy based on the analyzed information.
In Chapter 3, the reliability of the questionnaire data was assessed using the Cronbach’s alpha coefficient and Kuder-Richardson 20 (KR-20) tests As noted by Cortina (1993, as cited in Taber, 2017), an alpha value of 0.70 is necessary for an instrument to demonstrate an acceptable level of self-consistency.
Table 4.1 Reliability Statistics of 9 Items Regarding Students’ Taking
Responsibility for Their English Learning
Cronbach’s Alpha: 728 Items Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted
Despite the Corrected Item-Total Correlation value of B5 being below 0.3, it was retained for further analysis because the Cronbach’s alpha if Item Deleted remained below the acceptable threshold of 0.728 Consequently, all nine items were included in the subsequent analysis.
Table 4.2 Reliability Statistics of 9 Items Regarding Students’ Expectations for
Taking Responsibility for Their English Learning
Cronbach’s Alpha: 782 Items Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted
Table 4.2 indicates that the Cronbach’s alpha value of 782 demonstrates a strong internal consistency, with all Corrected Item-Total Correlation values exceeding 0.3 Therefore, the data gathered from the nine items is deemed reliable for subsequent analysis.
Table 4.3 Reliability Statistics of other Groups of Data
Groups of data Items Cronbach’s Alpha
13 items regarding students’ frequency of doing activities outside class
13 items regarding students’ expectations for doing activities outside class
8 items regarding students’ perceptions of taking their own responsibilities for their english learning
8 items regarding students’ perceptions of their teacher’s responsibilities for their english learning
4 items regarding students’ frequency of interacting with teachers and peers
4 items regarding students’ expectations for interacting with teachers and peers
The data in Table 4.3 reveals that the Cronbach's alpha values for all groups range from 746 to 960, indicating a strong internal consistency Notably, the Cronbach’s alpha for group C32-44 exceeds 90, suggesting excessive inter-relations and data redundancy, which implies that the scale should be condensed for clarity.
The value of 906 presented in Table 4.3 is slightly above the acceptable threshold, while all values in the Corrected Item-Total Correlation column exceed 0.3 (refer to Appendix G) Therefore, the data gathered from all groups is deemed reliable for subsequent analysis.
In sum, after conducting a reliability check for the questionnaire, all of the questions in the questionnaire were kept for the next analysis step
The chapter progresses to analyze data gathered from both the questionnaire and interviews, aiming to address the research questions outlined in Chapters 1 and 3 This analysis is organized into thematic groups corresponding to each question, with both quantitative and qualitative data evaluated concurrently Initially, the quantitative data is presented, followed by qualitative insights highlighted in italicized quotation marks The questionnaire items focus on central tendency measures, such as means (M), and variability measures, including standard deviations.
The arithmetical average of a set of scores represents the mean, while the standard deviation (S.D.) reflects the average distance of each score from the mean According to Mackey and Grass (2005), a smaller S.D indicates a more homogeneous group regarding a specific behavior, whereas a larger S.D suggests greater variability within the group.
4.1.2 Students’ perceptions of learner autonomy in terms of taking responsibility for their learning
4.1.2.1 Students’ perceptions of taking responsibility for their own learning
Dichotomous questions were employed to assess students' engagement in activities that promote their autonomy and their future intentions to participate in these activities Participants responded with a simple scale of 1 (Yes) or 0 (No) Higher percentages of "Yes" responses indicate greater student involvement in these activities and a stronger desire to continue them in the future.
Table 4.4 Students’ Perceptions of Taking Responsibility for Their Learning English
B1 Decide your goal of study in one semester
B3 Decide your class’s goal of study in one semester
B5 Check how much progress you make
B7 Keep record of your studies such as assignments and test scores
B9 Decide the pace of the lesson in one lesson
B11 Decide the type of classroom activities, such as individual, pair and group work
B13 Decide the amount, type and frequency of homework
According to Table 4.4, over two-thirds of students have set their study goals for each semester and actively monitor their progress, with 80.2% and 75.3% respectively Additionally, nearly 90% of students express their intention to continue these practices in the future.
All students interviewed emphasized the significance of goal-setting in their English modules, stating that having clear targets helps them monitor their progress and identify areas for improvement They acknowledged that tracking their achievements motivates them to put in more effort in subsequent modules, highlighting the importance of self-assessment in their learning journey.
37 any progress during your learning By keeping track of myself, I know whether or not I am on the right track As a result, I can adjust my direction.”
A significant majority of respondents, 65.4% and 59.9%, reported that they consistently kept records of their studies each semester and had the opportunity to choose between working individually, in pairs, or in groups during class Additionally, four-fifths of participants expressed confidence that they would continue to engage in these practices in their future studies.
In the interviews, the reasons were given as follows:
I can enhance my understanding of lessons at home by reviewing tests and homework that my teacher has corrected This practice allows me to grasp the material more clearly Additionally, I can borrow notes from high-achieving classmates to compare their approaches to assignments, which provides valuable insights into effective study techniques.
When a teacher returns a test and permits a student to save it, the student gains a valuable opportunity to recognize and understand their mistakes, fostering personal growth and improvement This process emphasizes the importance of learning from errors to enhance future performance.
Participating in the selection of classroom activities enhances my enthusiasm for lessons, fostering an engaging environment This approach not only energizes our class but also promotes the development of essential soft skills, including presentation, teamwork, and communication.
Meanwhile, only a substantial minority of students (percentages of 38.3% and 43.2%) confirmed that they had a chance to decide the pace of the lesson; the amount, type, and frequency of homework
Discussion
In general, the results of this study are argumentatively valuable because the respondents of the survey were authentic students who were experiencing the credit- based curriculum requiring learner autonomy
4.2.1 Students’ perceptions of learner autonomy in terms of taking responsibility for their learning
The study reveals that students exhibit greater learner autonomy in English learning than previously thought, challenging the perception of them as passive learners (Pham & Ngo, 2008, as cited in Dang, T T., 2012a, p 167) Specifically, students actively set their study goals each semester, monitor their progress, and maintain records of their learning They prefer to choose whether to work individually, in pairs, or in groups, demonstrating a willingness to take responsibility for various aspects of their English education This includes ensuring improvement through lessons, working diligently, and determining both their course objectives and additional learning outside the classroom Furthermore, students express a strong desire to continue these practices in their future studies, viewing them as essential guidelines for reflecting on their academic progress.
Students often lack the opportunity to influence key aspects of their learning experience, such as lesson pacing, homework type and frequency, course evaluation, and study goals This limitation aligns with previous research on assessment, suggesting that one reason students may feel unprepared for evaluations is their exclusion from the assessment process.
Current research aligns with previous studies regarding students' perceptions of their responsibilities in methodological areas related to course planning and classroom management This includes selecting additional materials for English lessons, fostering interest in learning, and evaluating their own progress Researchers Chan, Spratt, and Humphreys suggest that students view learner autonomy passively because they trust teachers to handle these tasks competently Similarly, Nguyen (2011) found that while students wish to have a say in content and assessment, they often lack the knowledge to do so and rely on teachers to manage these aspects.
Students express a desire to take greater responsibility for their out-of-class learning and wish to engage more frequently in extracurricular activities compared to the past; however, their expected frequency remains low This aligns with Nguyen's (2011) findings, which indicate that while students want to change their approach to learning English, their motivation is insufficient Preferred activities tend to focus on study-related tasks, such as listening to English songs, noting new vocabulary, completing non-compulsory assignments, and reviewing lessons independently In contrast, less common practices include writing to pen pals, reading English newspapers and books, practicing English with peers, group self-study, consulting teachers about their learning, and participating in English clubs at the university.
4.2.2 Students’ perceptions of learner autonomy in collaboration with teachers and peers
Students are increasingly focused on developing their learner autonomy in partnership with teachers and peers, emphasizing a shared responsibility in the learning process In this collaborative environment, students take on primary roles while teachers act as facilitators or supporters This approach contrasts with earlier studies, which indicated that students often relinquish responsibility to teachers immediately (Nguyen, 2011, p 45).
Students exhibit a more positive attitude towards collaborating with their teachers and peers, often feeling more comfortable discussing topics with friends rather than teachers While they do seek clarification from teachers on confusing subjects, they tend to invest minimal effort in suggesting improvements due to their traditional classroom experiences (Chan, Spratt, and Humphreys, p.11) Despite expressing a desire for more opportunities to practice their speaking skills, many students feel intimidated when it comes to speaking in English.
Summary of major findings
The study reveals that students demonstrated greater learner autonomy than anticipated, particularly in course planning and classroom management However, their involvement in the evaluation process and content selection was less pronounced Additionally, while students expressed a desire to alter their English learning methods outside the classroom, this wish was not sufficiently strong.
Students recognized the importance of developing their learner autonomy through collaboration with both teachers and classmates They understood that responsibility for learning should be shared, with students taking the lead while teachers act as facilitators Additionally, students showed a strong willingness to engage with their peers during the learning process, demonstrating a more positive attitude towards collaboration with classmates than with teachers.
Chapter summary
This chapter presents a comprehensive analysis of the data collected through both quantitative and qualitative methods The findings derived from this analysis address the research questions posed Consequently, the subsequent chapter will outline the study's conclusions, discuss pedagogical implications, acknowledge the limitations of the current research, and offer recommendations for future studies.