INTRODUCTION
Research problem, theoretical background and rationale
Learner autonomy has emerged as a significant area of research and an educational objective, attracting the interest of numerous scholars in recent decades This concept gained prominence in English Language teaching during the late 19th and early 20th centuries, particularly when Henry Holec, often referred to as the "father" of learner autonomy, introduced the term in his 1981 book, "Autonomy and Foreign Language Learning." In this seminal work, Holec emphasized the critical role of autonomy in fostering individuals' freedom by equipping them with the skills necessary to take greater responsibility for their societal affairs.
The importance of autonomy in education has been emphasized by many influential thinkers and educators throughout history This growing focus on autonomy is vital as it enhances learners' abilities and motivation to learn Consequently, developing the skill of "learning how to learn" has become essential for ensuring the overall effectiveness of the educational process.
Despite extensive research on learner autonomy in Vietnam and globally, the role of teachers in promoting this skill remains an emerging area of study Most existing research in Vietnam involves large-scale projects that include diverse samples from various universities, primarily examining the perspectives of both teachers and students.
Research indicates that beliefs about enhancing learner autonomy vary, particularly within the context of the Faculty of English Language Teacher Education at Vietnam National University, Hanoi (FELTE, VNU - ULIS) For many freshmen at FELTE, both the researcher and personal experiences reveal that developing listening and speaking skills is often more challenging than acquiring reading or writing skills This complexity largely stems from insufficient teaching and practice of these skills in earlier education Additionally, an overwhelming focus on mastering English grammar for exams has adversely affected students' confidence and overall development of their English abilities.
The researcher has a strong interest in learner autonomy, recognizing its importance in motivating students of various ages to take responsibility for their own learning With limited class hours, significant progress is often unattainable, making the teacher's role crucial in facilitating and guiding students' self-study efforts.
In conclusion, this study highlights the crucial role of learner autonomy in enhancing language learning, while addressing the lack of research on teachers' contributions to fostering this autonomy The researcher’s personal interest, alongside the challenges faced by first-year mainstream students in developing listening and speaking skills, motivated an investigation into teachers' roles in promoting autonomous learning This includes an analysis of the strategies employed by educators and the connection between their beliefs in learner autonomy and their teaching practices.
Research aims and research questions
The study was conducted with the aims to investigate teachers‟ responsibilities in developing their learners‟ autonomous learning in listening and
This article explores three key speaking lessons from the perspectives of both students and teachers, emphasizing the similarities and differences in their responses to highlight implications for teaching and learning these skills Additionally, it examines the strategies employed by teachers to foster learner autonomy, drawing insights from various research instruments used in gathering responses from both groups.
Briefly, the objectives of the study can be summarised into two research questions:
1) What are teachers’ roles in enhancing leaner autonomy in speaking and listening classes as perceived by teachers and students?
2) What strategies have teachers used to promote learner autonomy in speaking and listening lessons?
Significance of the study
This study aims to provide valuable insights for students and teachers, specifically within Division 1 and more broadly for the FELTE community at ULIS, VNU.
Research empowers teachers to recognize their vital role in fostering learner autonomy and guiding students toward effective learning strategies By examining the actual practices of their students in self-directed listening and speaking, educators can identify areas for improvement in their teaching methods.
This study highlights the significance of learner autonomy for students and outlines actionable strategies teachers can implement to empower students in taking greater control of their own learning.
The role of teachers in promoting learner autonomy remains a promising area for research in English Language Teaching This paper aims to serve as a valuable reference for future studies in this field.
Scope of the study
This study examines the varying perspectives among scholars regarding learner autonomy and the role of teachers in promoting autonomous learning It highlights participants' insights into teachers' roles and evaluates the effectiveness of strategies employed by educators to cultivate independent learners The research involved a carefully selected, limited sample of participants, representing a typical demographic within the population.
Methods of the study
The study was conducted with both qualitative and quantitative approaches
The study commenced with questionnaires distributed to 11 teachers responsible for the speaking and listening components of the English for Social Purposes 2 course Following the analysis, four teachers consented to participate in a second phase, which involved classroom observations during three designated weeks (weeks 5, 10, and 15) At the conclusion of the course in week 15, student perspectives on their speaking and listening instructors were collected through surveys Additionally, 20 selected students and their four teachers were invited for interviews The data gathered from these sources was meticulously analyzed and compared to highlight the differences and similarities between the responses of teachers and students, contributing to the results and findings of the study.
Organization of the study
The study includes five chapters:
Chapter 1: Introduction discusses Rationale, Aims of the Study and Research Questions, Significance, Scope, Methods, and Overview of the Study
Chapter 2: Literature Review provides the theoretical foundation for the study by focusing on Definition of Key Terms and Research Gap
Chapter 3: Methodology summaries the used methods, the procedures and the process of conducting those methods
Chapter 4: Results and Major findings were utilised to find the students‟ and teachers‟ perception of teachers‟ roles in fostering learner autonomy, in combination with the strategies the teachers employed to orient the students‟ autonomous learning Furthermore, implications providing possible solutions will also be added
Chapter 5: Discussion and Conclusion ends the study by summarising the main points, revealing the limitations, and suggesting further studies
This chapter provides an overview of the research, detailing its rationale, aims, scope, significance, and organization The following chapter will delve into two key terms and explore related studies.
LITERATURE REVIEW
Learner autonomy in language learning
Since its introduction in the 1971 Council of Europe’s Modern Languages Project, the concept of "autonomy" in language teaching has sparked significant debate regarding its interpretation, creating challenges for scholars and theorists alike This research specifically focuses on autonomy in language learning and its associated issues as central themes.
Holec's interpretation of learner autonomy, highlighted in his project report to the Council of Europe, is regarded as a foundational document in language learning autonomy (Benson, 2001, p 9) He defines autonomy as "the ability to take charge of one’s own learning," which encompasses the responsibility for decisions related to setting objectives, defining content and progression, and selecting appropriate methods and techniques (Benson, 2011, p 58) This definition emphasizes the learner's capacity to understand learning objectives, plan and facilitate their own learning, and engage in regular self-assessment.
7 evaluating what they have learned (Holec, 1981) As mentioned, Holec‟s understanding has secured other scholars‟ approval such as Nunan (2000), Benson
From this general idea, many variants of autonomy were provided with detailed and focused definitions Dickinson (1987), Richards & Schmidt (2002, p
297) replaced the phrase “take charge of” by the word “responsibility” or
The concept of autonomy in learning emphasizes the learner's ability to make informed decisions regarding their educational journey According to Little (1991), autonomy involves critical reflection, decision-making, and independent action (as cited in McCarthy, 1998) Similarly, Thanasoulas (2000) and Benson (2006) describe an autonomous learner as someone who independently identifies their learning objectives, selects appropriate materials and methods, and establishes criteria for assessment, thus taking charge of their own learning process.
Constructivism, a significant theory in twentieth-century educational development, has transformed contemporary perspectives on learning Introduced by Jean Piaget, this approach emphasizes individual human development and the personal processes involved in acquiring knowledge, rather than the influence of others in the learning journey.
Knowledge is not an independent entity but is actively constructed through social interactions and individual experiences Cognitive constructivism, as developed by Lev Vygotsky, emphasizes that learning is a learner-centered process, where meaning is derived from engaging with others in a shared environment Thus, knowledge is not merely transmitted from one person to another; instead, it is discovered and constructed through personal and social contexts.
8 a result of social interaction (Vygotsky, 1978), which has also been posed by many other educational philosophers, social scientists including Freire (1970), Illich
(1971), Giroux (1988) and Simon (1987) and other scholars such as Benson (1997,
The ongoing debate over the definition of learner autonomy is influenced by various educational contexts and scholarly interpretations In this study, learner autonomy is defined as the responsibility for one's own learning, emphasizing that it is not a solitary endeavor Instead, learners must collaborate with teachers, peers, and the educational framework they inhabit This comprehensive definition serves as a foundation for further exploration, allowing the researcher to examine the topic from multiple perspectives Key elements such as the learner's willingness, responsibility, and ability to manage their learning, along with their interactions with others, are crucial for evaluating learner autonomy.
Benson (1997) identifies three types of learner autonomy: technical, psychological, and political Technical autonomy involves learning a language independently of formal education and teacher oversight, equipping learners with essential strategies for effective learning management both inside and outside the classroom (Hamilton, 2013) This type of autonomy allows students to thrive in alternative learning environments, such as self-access centers or computer labs, by utilizing their autonomous learning skills The second dimension, psychological autonomy, emphasizes an individual's ability to take charge of their learning and foster internal growth.
The latest version emphasizes the dual aspects of autonomy in learning, highlighting both internal and external implications It illustrates how becoming an autonomous learner empowers students to take charge of their learning process and content, while also considering the institutional context that influences their educational experience.
Recent research by Benson (2011) highlights the usefulness of introducing various forms of autonomy, emphasizing that these often reflect differing emphases within approaches to learning management, cognitive processes, and content Building on Benson's earlier work, Oxford (2003) offers a more systematic and comprehensive theoretical model of learner autonomy, which includes four key dimensions: technical autonomy, which focuses on learning management in physical contexts; psychological autonomy, which examines learner characteristics; political-critical autonomy, addressing ideologies and power structures; and social-cultural autonomy, which emphasizes collaboration and interaction This innovative model reconstructs the understanding of autonomy by illustrating the interdependence of these four perspectives, moving beyond a narrow focus where sub-types are viewed as isolated.
Benson (1997) was a pioneer in identifying various dimensions of autonomy, evolving his concept from three distinct perspectives to four interconnected ones Numerous scholars, including Ribe (2003), Holliday (2003), and Smith (2003), have proposed different frameworks for understanding learner autonomy However, given the focus of this study on first-year students' listening and speaking skills, it is essential to address all four categories of learner autonomy for effective research and assessment.
The levels of autonomy in education progress from recognizing pedagogical goals and comprehending the materials used, to selecting, adapting, and establishing attainable objectives, ultimately connecting the content of these materials to real-world contexts (Nunan, 1997, p.192-203).
Nunan (1997) highlights the strong connection between learner autonomy and second language achievement, providing a framework for teachers and students to develop autonomy in language learning To cultivate autonomous learners, it is essential to foster awareness and a positive attitude towards language acquisition, followed by the selection and adaptation of personal learning goals Ultimately, at the highest level of autonomy, learners can integrate knowledge gained from the external environment However, it is important to recognize that the journey toward promoting learner autonomy should be a gradual process.
“we only see the benefits of such training towards the end of the learning process” (Nunan, 2000, p.5)
Table 2.1: The levels of learner autonomy (Nunan, 1997, p.192-203)
Level Learner action Content Process
Learner are made aware of pedagogical goals and content of the materials they are using
Learners identify strategy implications of pedagogical tasks and identify their own preferred styles/ strategies
Learner are involved in selecting their own goals from a range of alternatives
Learners make choices among a range of options
3 Intervention Learners are involved in modifying and adapting the
Learner modify and adapt tasks
Level Learner action Content Process goals and content of the learning program
4 Creation Learners create their own goals and objectives
Learners create their own learning tasks
Learners go beyond the classroom and make links between the contents of classroom learning and the world beyond the classroom
Learners becomes teachers and researchers
2.1.4 Components and assessment of learner autonomy
Learner autonomy encompasses various definitions and components, with scholars like Benson (2001) and Oxford (1990) highlighting the critical role of learning attitudes and strategies in fostering autonomy (Tran, 2005, p 11) Learning attitudes refer to the motivations, beliefs, and evaluations that influence how learners approach their studies (Wenden, 1991, p 52) Most researchers agree that positive learning attitudes are essential for successful learning Nunan (1999, p 157) stresses the importance of helping learners recognize the impact of their attitudes on their learning process and adjust them as needed Additionally, learning strategies are defined as methods to develop linguistic and sociological skills in language acquisition (Claus and Kasper, 1983, p 67) These strategies serve as tools for active, self-directed engagement, crucial for enhancing communicative competence, leading to increased self-confidence and more effective learning (Oxford, 1990; Littlewood, 1996, p 52).
97) focused on analyzing two main components of learner autonomy: ability and
Willingness encompasses various components, each consisting of smaller elements To possess "ability," one must combine knowledge with essential skills to effectively choose among different options.
Willingness, motivation, and confidence are crucial factors that empower learners to take responsibility for their choices Researchers such as Benson (2001), Oxford (1990), and Littlewood (1996) emphasize the importance of attitudes, motivation, and particularly strategies as key components of learner autonomy.
Teacher‟s Roles in Fostering Learner Autonomy
2.2.1 Teacher’s Roles and Autonomous Learning
In the past twenty years, teaching methods have evolved towards a communicative, learner-centered approach that prioritizes the development of learner autonomy as a key educational goal However, the concept of autonomous learning has faced criticism from traditional teaching perspectives since its inception.
Many teachers struggle to adapt to their evolving roles in autonomous learning environments due to their long-standing reliance on traditional teaching methods This transition often leads to confusion regarding the balance between autonomous learning and the responsibilities of educators, raising questions about whether students can effectively learn independently or if teachers still play a crucial role in guiding their learning journey.
Autonomous learners do not learn in isolation; rather, teachers play a crucial role in facilitating their self-realization and providing essential guidance (Boud, 1988; Benson & Voller, 1997) While the shift towards autonomous learning redefines the roles of both teachers and students, it does not diminish the necessity for teachers, whose responsibilities evolve to better support learners This approach empowers educators by increasing expectations and requirements, necessitating more efficient classroom organization Additionally, since autonomy levels vary among students, ongoing support and guidance from teachers are vital for fostering learner independence and enhancing autonomous learning skills.
2.2.2 Related studies on the roles of teacher in fostering learner autonomy
As concern for learner autonomy in education grows, teachers must adapt and embrace diverse roles to foster students' independent learning The significance of teachers in promoting autonomous learning has been recognized since the inception of the concept Knowles (1975, as cited in Han, 2014, p.24) emphasized the importance of this transformation in enhancing the language learning process.
Teachers play a crucial role as facilitators, helpers, and consultants in the learning process, as highlighted by Nunan (1993) and Voller (1997) They are responsible for closely monitoring student progress, providing guidance, and fostering a supportive learning environment Higgs (1988) further emphasizes that teachers act as managers who not only challenge learners to reach their potential but also help them understand institutional requirements and expectations related to their field of study.
Numerous empirical studies, primarily by Asian researchers, particularly from China, have explored teachers' roles in promoting learner autonomy, especially following the Chinese Ministry of Education's push for a shift from traditional teaching methods to those that encourage autonomous learning in the early 2000s Chan (2001) conducted research at Hong Kong University, indicating that enhancing students' awareness and utilizing flexible teaching methods are crucial for fostering learner autonomy Her study involved twenty students who completed a questionnaire assessing their motivations for language learning, perceptions of teacher and learner roles, learning preferences, and views on autonomous learning The findings revealed that participants recognized the distinction between their roles and those of their teachers, demonstrated various ways to learn autonomously, and maintained positive attitudes toward learner autonomy Notably, engaging students in the teaching process and creating motivating activities significantly contribute to the advancement of their autonomous learning.
The study employs a quantitative approach to explore the critical role of teachers in fostering autonomous learning, emphasizing the necessity for a deeper understanding of their perspectives on this issue.
Xu & Xu (2004) investigate the crucial roles teachers play in promoting learner autonomy, a concept that has since been referenced in numerous theoretical and empirical studies regarding perceptions of autonomy among teachers and students They emphasize that teachers must adopt various roles, including guide, facilitator, assessor, psychological coordinator, peer co-operator, information source, learner, and researcher, to effectively support autonomous learning These multifaceted roles are summarized in a detailed table.
Table 2.2: Teachers‟ roles in developing learner autonomy from students‟ perspectives (Xu & Xu, 2004 as cited in Ligang, 2014)
Teachers’ roles in LA Descriptions
Teaching English learning strategies and methods: teaching effective ways of learning English autonomously; developing students' skills in listening and speaking as well as communicative competence
Facilitator (Helper) Offering necessary enlightenment and assistance; helping students to make English learning plans and objectives
Organizing some communicative activities to get students to have more chances to practice English
Co-operator (Peer partner, Friend,
Making friends with students; able to offer correct suggestions; willing to communicate with students about their English learning; working with students to solve their learning problems
Stimulating students' interest and enthusiasm in English learning: encouraging students to use English; motivating
Teachers’ roles in LA Descriptions students to participate in communicative activities; encouraging students to do more speaking in English
Monitor & Evaluator Providing students with feedback of their performance in the process of English learning as well as some guidance
Imparting knowledge; providing some references and materials for English learning: introducing some Internet resources
Atmosphere creator Creating harmonious and active class atmosphere to facilitate students‟ English studies
Xu & Xu's research offers an in-depth analysis of teachers' roles, emphasizing their practical application based on student needs for developing learner autonomy (Ligang, 2014) However, the study has limitations, as it relies solely on questionnaire findings, similar to Chan's (2001) research, which lacks qualitative data Additionally, while the focus is on teachers' roles, there is a need to analyze the impact of these roles on students' learning strategies and motivation To address these gaps, this thesis will explore teachers' roles from the perspectives of both teachers and students, particularly in the context of Vietnam.
Fang & Zhang (2012) conducted significant quantitative research examining the impact of Chinese teachers at the tertiary level on enhancing English language learners' autonomy This study highlights the crucial roles that educators play in fostering student independence in language learning.
18 the teachers actually play and which roles would receive heavy emphasis In order to answer these two research questions, a 24 - item questionnaire was delivered to
A study involving 2,685 non-English majors from eight universities in China focused on four key teacher roles: learning regulator, resource facilitator, classroom organizer, and study guide, as assessed through a questionnaire utilizing a five-point Likert scale The findings indicate that English teachers are expected to adopt multiple and challenging roles, including providing diverse learning resources, encouraging material utilization, designing engaging classroom activities, guiding students in setting practical learning goals, and assisting in performance evaluation through varied assessment methods Notably, the "learning regulator" role significantly enhances students' autonomous learning, while the "classroom organizer" role is less impactful Although the use of a robust questionnaire was effective, incorporating qualitative elements could further enrich the study by offering deeper insights into teachers' influence on student learning objectives.
In Vietnam, autonomous learning has emerged as a relatively new concept, particularly following the introduction of the credit-based system in universities, as mandated by the Vietnamese Ministry of Education and Training’s Decision 43/2007/QD-BGD&DT This shift aims to grant students greater freedom in their learning processes, leading to increased interest among researchers in studying students' experiences and approaches to autonomous learning.
Research highlights the perspectives of 19 teachers on their responsibilities in promoting learner autonomy (Dang, 2010; Nguyen, 2011; Le, 2013; Nguyen, 2014) However, there is a notable lack of studies focusing specifically on the roles teachers play in facilitating this process.
In a study conducted in 2011, researchers examined the perceptions of responsibilities and abilities related to autonomous learning among 631 non-English major undergraduate and graduate students from 24 Vietnamese universities utilizing a credit-based system The study utilized a 42-item questionnaire, adapted from Ustunluoglu (2009), to assess students' views on their responsibilities, abilities, and engagement in both classroom and extracurricular activities Data analysis through T-Test and Chi-square revealed that, despite students' desire to change their learning strategies, they demonstrated a lack of motivation to take responsibility for their own learning Additionally, teachers have not prioritized promoting learner autonomy, opting to retain most responsibilities themselves This dynamic raises concerns about students' potential to become lifelong learners if they remain unaware of their responsibilities Therefore, it is crucial for educators to share the responsibility of fostering autonomous learning with students to effectively cultivate their development as independent learners.
Le (2013) aligns with Nguyen (2011) in emphasizing the significant impact teachers have in the classroom His research at a private university focuses on enhancing learner autonomy among Vietnamese university students through targeted pedagogical interventions, aimed at empowering them to take control of their own learning process.
METHODOLOGY
Research questions
This case study explored the understanding of teachers and students regarding the roles of educators and the effectiveness of strategies employed to promote autonomous learning The research focused on two primary questions to assess these dynamics.
Question 1: What are teachers’ roles in enhancing leaner autonomy in speaking and listening classes as perceived by teachers and students?
Question 2: What strategies have teachers used to promote learner autonomy in speaking and listening lessons?
This article explores teachers' and students' perceptions of the roles teachers play in fostering learner autonomy, particularly in speaking and listening classes It examines whether there is a shared understanding among participants regarding these roles Additionally, the research investigates the methods teachers employ to enhance student autonomy Ultimately, the study aims to provide a comprehensive overview of how teachers contribute to the development of learner autonomy.
Research Context
The research was carried out at the University of Languages and International Studies, part of Vietnam National University in Hanoi, which is recognized as the premier institution for foreign language teacher training and specialist education in Vietnam The Faculty of English Language Teacher Education (FELTE), where the researcher completed her undergraduate studies, is the largest department within this university.
The research focuses on English Division 1, which comprises 23 hundred lecturers and around 20,000 students enrolled in various linguistic subjects Specifically, it examines freshmen in their second semester, who are expected to be more acclimated to university life and teaching styles The study targets the English 2A course, chosen for its diverse range of lecturers with varying levels of experience, contrasting with the more experienced instructors of English 2B English 2A is an integrated course aimed at enhancing students' language skills through familiar themes like Life, Work, and Great Minds, with the objective of advancing students from A2 to B1 on the Common European Framework of Reference (CEFR) Central to the course are partner and group work, which facilitate language skill development and content learning through scaffolding and theme-based activities, while encouraging students to take responsibility for their progress through various assessment methods and both in-class and out-of-class activities.
15 meetings in the course and each meeting focuses on one theme Besides, week 5,
10 and 15 are for revision, and students are required to finish and submit two assignments in relation to their speaking and listening classes - Listening Quiz and Pronunciation Showcase
The Listening Quiz aims to enhance students' skills in overall comprehension and attention to detail Students are required to revisit 1-2 short passages from their homework and complete the quizzes assigned for week 5.
The Role Play assignment, which accounts for 15% of the final grade, is designed to help students enhance their pronunciation and intonation skills For this task, students are required to transcribe one or two brief conversations, allowing them to practice and improve their spoken language abilities.
24 submit the scripts to their teachers for comments and use these scripts to rehearse for their pronunciation showcases held in review weeks (week 5, 10 and 15).
Research Design
Case study research, as defined by Gall et al (2003), involves an in-depth examination of phenomena within their natural context, emphasizing the perspectives of those involved This study focuses on the perceptions of teachers and students in the English Division 1 at FELTE, VNU-ULIS regarding teachers' roles in promoting learner autonomy in integrated skills classes By employing a case study approach, the research aims to analyze the strategies used by teachers to foster autonomous learning and identify similarities and differences in perceptions among various groups To gather reliable and comprehensive data, the study utilizes diverse methods of data collection, including observation, surveys, and interviews, which allow for a thorough exploration of how teachers enhance learner autonomy in their speaking and listening lessons The subsequent sections will detail the sampling and data analysis processes.
To identify suitable participants for the study, the researcher employs a multistage sampling process, with a detailed summary of the selection method outlined in Table 3.1.
Table 3.1: The process of selecting participants Stage 1: Survey 11 teachers of 2A listening and speaking
3 senior teachers (over 6 years of experience)
24 years old 22 years old 31 years old 27 years old Master degree Bachelor degree Master degree Master degree 1-year experience 1- year experience 10-year experience 6-year experience
Focus group 1 Focus group 2 Focus group 3 Focus group 4
Phuong, Tam, Huyen, Lan, Thuy
Minh, Van, Trang, Loan, Nam
Linh, Thao, Hien, Thu, Quan
19 years old 19 years old 19 - 20 years old 19 years old
Initially, questionnaires were distributed to eleven teachers responsible for the speaking and listening lessons in the English for Social Purposes 2 course Following the analysis of the survey results, four teachers with varying years of experience were selected for the second phase, divided into two focus groups: senior teachers with over five years of experience and junior teachers with nearly a year at FELTE Additionally, 107 students from the teachers' classes were invited to participate, leading to the selection of 20 students to form four focus groups for further study.
In the final phase of the data collection process, 26 participants, along with their four teachers, took part in interviews To ensure confidentiality, each participant was assigned a pseudonym: “Anh” for the first junior teacher and her Group 1, “Thuong” for the second junior teacher and her Group 2, “Binh” for the first senior teacher and her Group 3, and “Tham” for the second senior teacher and her Group 4 Additionally, the students' names were also pseudonyms, chosen randomly to protect their identities.
Data collection instruments
Questionnaires, interviews, and observations serve as the primary tools for data collection, utilizing methodology triangulation to effectively gather and validate both quantitative and qualitative data A comprehensive plan and design for each data collection instrument will be outlined in the following sections.
In this study, the primary data collection method was chosen for its ease of construction, versatility, and unique ability to quickly gather substantial amounts of information in a readily processable format (Dornyei).
In 2003, two questionnaires were developed—one for students and another for teachers—to assess their views on the role of educators in promoting autonomous learning (see Appendix 1a and 1b) These surveys were administered at the end of the course (week 15) and began with personal information regarding the participants' experience in learning or teaching English Each questionnaire comprised 20 statements based on key issues from Le's (2013) Readiness for Learner Autonomy questionnaire, along with a final yes/no question to gather additional insights on the roles teachers play Special adaptations were made to ensure the questions effectively captured relevant data on how teachers can enhance student autonomy, particularly in listening and speaking lessons.
27 were categorised into dissimilar functions (see Table 3.2.) basing on the relevant studies discussed in Xu & Xu (2014)
Table 3.2: Question items categorised in different teachers‟ roles to foster learner autonomy
Items from the Questionnaire (adapted from Le, 2013)
Teaching English learning strategies and methods: teaching effective ways of learning English autonomously; developing students' skills in listening and speaking as well as communicative competence
4 explain why students are doing an activity
16 raise students‟ awareness of self - study and confidence in improving their English listening and speaking skills
18 introduce students strategies to self - study speaking and listening more effectively
Offering necessary enlightenment and assistance; helping students to make English learning plans and objectives
5 set learning goals for students from the beginning of the course 11.help students make progress during lessons
12 help students make progress outside class
Organizing some communicative activities to get students to have more chances to practice English
2 create opportunities for students to practice speaking and listening in class
Items from the Questionnaire (adapted from Le, 2013)
3 decide how long students spend on in- class activities
14 decide what students should learn in English lessons
15 choose activities for students to practice speaking and listening skills
Making friends with students; able to offer correct suggestions; willing to communicate with students about their English learning; working with students to solve their learning problems
8 provide answers to all students‟ questions
9 provide students common expressions/ language function
10 explain new grammar and vocabulary
Stimulating students' interest and enthusiasm in English learning: encouraging students to use English; motivating students to participate in communicative activities; encouraging students to do more speaking in English
13 stimulate students‟ interest in learning speaking and listening skills
19 create and maintain a relaxing and supportive learning environment for students to practice speaking skills in class
20 encourage students to use English frequently
Items from the Questionnaire (adapted from Le, 2013) to communicate during speaking and listening lessons
Providing students with feedback of their performance in the process of English learning as well as some guidance
1 Motivate students to work harder
6 give students regular tests to evaluate students‟ speaking and listening skills
7 help students evaluate their speaking and listening skills by giving immediate and appropriate feedback
Imparting knowledge; providing some references and materials for English learning: introducing some Internet resources
17 provide students different resources to practice speaking and listening skills
The role of "atmosphere creator" was integrated into the "inspirator" category, emphasizing that a positive and engaging classroom environment significantly enhances student interest and motivation The survey utilized a 5-point Likert scale for participants to express their level of agreement with various statements However, upon analyzing the collected data, the researcher identified a limitation: the questionnaire exclusively reflected positive perceptions of teachers' roles, potentially influencing the participants' responses.
30 reliability of the questionnaire However, as there are other kinds of data collection instruments, this minor limitation would not significantly affect the final results of the research
Interviews serve as a valuable tool for uncovering insights that are not directly observable, allowing researchers to gain a deeper understanding of participants' perspectives (Patton, 1990) They are particularly effective for eliciting in-depth information and experiences, making them a common follow-up method after administering survey questionnaires (McNamara, 1999) Additionally, interviews can effectively address gaps in responses, providing an alternative means of gathering data from participants who may feel uncomfortable with other response formats (Mackey and Gass, 2005).
This study utilized semi-structured interviews to maximize the effectiveness of the research method The researcher prepared two distinct sets of written questions—one for students and another for teachers—to guide interactions with participants, allowing for flexibility in exploring deeper insights The teacher-focused questions began by assessing their views on learner autonomy, recognizing that a lack of understanding in this area could undermine their roles in promoting it Additional questions were included to clarify ambiguous data from questionnaires, specifically regarding teachers' perceptions of their responsibilities in encouraging autonomous learning and the actions they have taken to support this goal.
The interviews were conducted as informal and relaxed recorded discussions, utilizing open-ended questions to allow interviewees to express their views on the roles of teachers in English education.
31 classrooms The languages used were both Vietnamese and English to avoid misunderstandings and create congenial atmosphere during the interview
The researcher selected observation as a primary instrument for the study due to its effectiveness in capturing the authentic dynamics of speaking and listening classes Over a three-week period, the researcher served as a passive observer, refraining from participating in the activities and instead closely monitoring four selected classes from the initial stage, as outlined in Table 3.3.
An observation checklist was utilized to identify the key roles of teachers in the classroom, focusing on lesson objectives, teacher instructions, classroom activities, and student reactions This practical tool allows for an investigation into the actual actions of teachers and the responses of students to organized activities The checklist includes essential information such as the observation date, teacher's name, class observed, lesson name, and number of students, with most statements derived from descriptions of the teachers' roles.
In their 2004 study, Xu and Xu emphasized the need for adjustments to better assess in-class teaching dynamics and student-teacher interactions Key modifications included adding classroom-specific descriptions to the checklist and refining the item related to teachers' roles in promoting autonomous English listening and speaking practices These adjustments leverage relevant theories on teacher functions in enhancing learner autonomy The checklist exclusively featured observable classroom behaviors, allowing the researcher to mark the presence of each role during lessons and document specific teacher instructions for later analysis A summary of each role is presented in Table 3.4.
Table 3.4: Teacher‟ roles and descriptions (adapted from Xu & Xu, 2014)
1 The teacher teaches English learning strategies and methods
2 The teacher introduces effective ways of practising English listening and speaking autonomously
Facilitator 3 The teacher offers assistance during the lesson
Organiser 4 The teacher organises some communicative activities to get students more chances to practice English
Inspirator 5 The teacher encourages students to use English in class
Evaluator 6 The teacher provides students with feedback of their performance and some guidance to improve it
7 The teacher provides some references and materials for English learning
Inspirator 8 The teacher creates harmonious and active class atmosphere to facilitate students‟ English studies
During the lesson, the researcher meticulously observed the teachers to determine their roles based on specific evidence They noted the teachers' instructions and actions that contributed to identifying these roles effectively.
Data collection procedure
The data collection procedure consisted of three main steps as follows:
The initial preparation steps involve designing questionnaires and interview questions, soliciting feedback from the supervisor on these tools, making necessary adaptations, and finalizing them Following this, it is essential to reach out to participants and plan the data collection schedule.
3.5.2 Step 2 - Conduct observations in the participating classes
From weeks 9 to 11, observations were conducted in four classes using an observation checklist to document teachers' classroom performances and instructional methods Additional notes were recorded and reviewed after each lesson to enhance the quality of subsequent observations, ensuring they were better structured and more informative.
3.5.3 Step 3 - Distribute questionnaires to the participants
To accommodate the rigid schedules of the teachers, the questionnaires were distributed in both digital (via email) and physical formats at the end of the course Participants had the flexibility to choose their preferred method and were required to return the completed surveys to the researcher within one week.
In week 15, after three weeks of observations, questionnaires were distributed to students at the start of class, allowing them to complete the survey during break times The researcher provided a brief overview of the study's purpose and emphasized the importance of the students' responses To encourage honest feedback, confidentiality was assured, and students were invited to ask any clarifying questions.
34 be given The last open-ended question could be responded in Vietnamese to encourage students to share their viewpoints
3.5.4 Step 4 - Conduct interviews with the participants
Following the data collection, 20 students from four classes were invited for interviews to elaborate on their questionnaire responses Selection was based on unique answers and their consent after completing the survey, with students grouped into pairs of five from the same class Additionally, four teachers participated in separate interviews Participants received a blank consent form detailing the project and indicated their willingness to participate They were also given time to review the interview questions and ask about any unclear terms.
The teacher interviews began with a brief overview of the format, duration, and key topics A casual conversation followed to revisit the teachers' questionnaire responses, allowing for clarifying questions Permission to record the interviews was obtained Each question was posed individually, and the semi-structured format allowed for additional questions to explore unexpected answers more thoroughly Reorientation techniques were employed to maintain focus on the areas of investigation.
The procedure for conducting student interviews differed from that of teachers After completing the sampling of student participants, their personal information and contact details were collected through questionnaires Subsequently, the researcher reached out to 20 selected students via telephone or email to schedule interviews at times convenient for them.
In a study involving 35 students interviewed in groups of five from the same class, participants were encouraged to share their personal opinions on the roles they believe teachers should play, particularly in teaching listening and speaking skills Each student's perspective was valued, even if it differed from others, as long as they could provide supporting evidence for their views The interview process mirrored that of the teachers' interviews, ensuring consistency in data collection.
Data analysis methods and procedure
The data collected from questionnaires was imported into a Microsoft Excel spreadsheet for statistical analysis A 5-item Likert scale was coded as follows: Strongly disagree = 1, Disagree = 2, Neutral = 3, Agree = 4, Strongly agree = 5 Using Excel functions, the researcher calculated the item mean, role mean, overall mean, item standard deviation, role standard deviation, and overall standard deviation This analysis allows for a comparison of teachers' and students' perceptions regarding teachers' roles in promoting autonomous learning, highlighting both similarities and differences.
Following the completion of interviews with teachers and students, the recorded files were transcribed and returned to the participants for accuracy verification The data was subsequently analyzed using the qualitative content analysis method outlined by Creswell.
In 2013, the transcript was meticulously analyzed to identify key sentences reflecting the participants' perspectives on various issues These viewpoints were systematically organized based on the interview questions Notably, for certain questions, like questions 1 and 2 from the student interviews (refer to Appendix 4B), overlapping information was present, prompting the researcher to revisit the material for clarity.
To enhance clarity, the responses were organized by role, allowing for effective comparison and contrast in subsequent analyses The transcripts were meticulously reviewed to ensure that all relevant information contributing to the answers was included.
The study analyzed observation checklists to identify the most common roles teachers assume during lessons with varying objectives, interpreting these roles based on teachers' instructions and requirements The findings were organized into tables, detailing the frequency of each role's employment, which served as a form of data triangulation to validate the results (Merriam, 1998, p.96) By integrating data from questionnaires and interviews, the researcher gained insights into teachers' and students' perceptions of the teacher's role in fostering learner autonomy, as well as their teaching strategies in speaking and listening lessons Additionally, classroom observation data provided further context to address the two primary research questions.
This chapter outlines the participant recruitment process and the analysis of data gathered from three instruments: class observations, questionnaires, and interviews A total of 107 first-year mainstream students from four distinct classes, along with their four English speaking and listening teachers, participated in the data collection The collected data was meticulously interpreted to address the research questions.
RESULTS AND MAJOR FINDINGS
Results and findings from survey questionnaires
Surveys administered to both teachers and students aimed to gather essential data for analysis, focusing on their beliefs regarding the teachers' roles in fostering learner autonomy This approach facilitated the formulation of clear answers to the first research question To ensure comprehensive insights, it is advisable to distinguish the findings based on the perspectives of students and teachers, utilizing two distinct versions of the questionnaire.
Figure 4.1 illustrates the average scores for various roles, revealing that teachers scored higher on their questionnaire (4.33) compared to students (4.07) This suggests that while both groups acknowledge the importance of teachers in fostering learner autonomy, teachers possess a greater awareness of the diverse roles they fulfill.
When it comes to the idea of which roles are the most significant as perceived by teacher and student respondents, it is necessary to take a look at the
In a comparative analysis of teacher and student perceptions, the role of "inspirator" emerged as the highest-rated role, with teachers scoring an average of 4.7 and students 4.29 Additionally, teachers identified themselves as valuable "resource suppliers" with a mean score of 4.55 and effective "guides" with a score of 4.48, highlighting their significant contributions to the learning process.
“facilitator” (with mean score of 4.3) Meanwhile, students believed that “monitor
Teachers play crucial roles in fostering autonomous learning among students, acting as evaluators (mean = 4.29) by providing performance feedback and guidance, resource suppliers (mean = 4.2) by offering diverse materials for practicing speaking and listening skills, and cooperators (mean = 4.01) by addressing inquiries related to grammar, vocabulary, and language functions Notably, teachers generally perceive their roles as more significant than students do, with all mean scores exceeding 3.0, indicating that both teachers and students maintain high expectations regarding teachers' responsibilities in English language classes.
Figure 4.1: Role mean scores of teachers‟ and students responses
Teachers and students share similar views on the most influential strategies for promoting learner autonomy, highlighting key items from their top ten lists.
The study highlights three key roles of teachers in enhancing English communication skills among students: as Inspirators, with a high mean score of 4.82 for encouraging English use during lessons; as Organisers/Designers, scoring 4.64 for creating practice opportunities; and as Evaluators, also at 4.64 for providing immediate feedback on speaking and listening skills These roles received significant agreement from participants, with many selecting "Agree" or "Strongly agree." However, students expressed a need for more teacher support in addressing their questions, reflected in a mean score of 3.76, while teachers rated their responsibility for this support lower, at 3.55.
The findings reveal two key conclusions regarding teachers' roles in fostering student autonomy Firstly, teacher participants recognize the importance of adopting multiple roles in the classroom, as indicated by their high ratings across various responsibilities Secondly, there are notable similarities and differences between students' and teachers' beliefs about these roles Teachers identify crucial roles such as being an inspirator who motivates students to speak English, a resource supplier offering materials for self-study, a guide who raises awareness and introduces strategies for autonomous learning, and a facilitator who sets learning goals and supports progress Conversely, teachers feel that the role of co-operator, which involves answering all students' questions or explaining new vocabulary and grammar, is no longer their primary responsibility.
Students often share the expectation that teachers should motivate them and provide essential learning materials and knowledge However, they place a high value on teachers who can offer immediate and constructive feedback and engage as collaborators by addressing their questions This significant discrepancy may stem from a misunderstanding between teachers and students regarding their roles While the traditional view of teachers as mere resource suppliers is prevalent, it is crucial to evaluate the impact of feedback and collaboration before making further assessments.
Results and findings from interviews
Interviews were conducted to gain a deeper understanding of the experiences of both teachers and students regarding learner autonomy Guided questions were provided to explore their beliefs about autonomy, the roles teachers play, and the strategies implemented in the classroom to foster independent learning, as perceived by both parties.
4.2.1 Results and findings from teachers’ interviews
4.2.1.1 Teachers’ perspectives on learner autonomy
In exploring teachers' perspectives on learner autonomy, four interviewees provided diverse insights Anh emphasized that autonomous learning is fundamentally an "individual learning process," enabling students to independently seek answers and enhance their skills through various resources He also noted a close relationship between hard work and autonomy, stating that both involve significant time and effort, suggesting that diligence in learning is synonymous with being an autonomous learner.
Students often seek information online or ask for assistance from teachers and friends, but to truly enhance their skills, it is essential for them to engage in individual work.
Binh emphasized that autonomous learners take responsibility for their own education, both in and out of the classroom, without relying solely on guidance from teachers She clarified that learning independently does not equate to working alone; instead, students must create their own learning plans and strategies to achieve their goals.
Learning doesn't have to be a solitary journey; it can involve collaboration with others However, it's essential to be aware of your learning objectives, understand what you need to learn, and have a clear plan for achieving your goals.
Tham, an experienced teacher, echoed Binh's perspective on learner autonomy, emphasizing its definition as the capacity to initiate and regulate one's own learning She highlighted the importance of learners recognizing their needs and developing strategies to reach their goals Furthermore, Tham affirmed that autonomous learners are capable of learning independently or collaboratively, as long as they have a clear objective in mind.
The young and new teacher, Thuong, mentioned “desire” and
Learner autonomy is defined as the desire to learn and the recognition of personal learning processes and improvements It can manifest in both individual and collaborative efforts, highlighting the importance of self-directed learning in educational environments.
…sometimes needs to be individual, but sometimes the students need to cooperate with their friends or the teachers’ instructions (Thuong - Q1)
In conclusion, four teachers shared varying perspectives on learner autonomy Anh defined it as the ability to independently seek answers, while Thuong linked it to desire and acknowledgment Binh described it as the capability to work without guidance, both inside and outside the classroom, and Tham characterized it as the ability to initiate, regulate, and set personal learning goals Most teachers agreed that autonomous learning can occur with or without assistance, although Anh noted that autonomous learners often work individually These differing viewpoints are expected to influence teachers' perceptions of their roles, which will be explored in the following section.
4.2.1.2 Teachers’ roles in fostering learner autonomy
In a recent interview, Anh, a teacher with one year of experience at the university, identified three key roles in promoting autonomous learning: instructor/guide, evaluator, and resource supplier He emphasized the importance of creating an English-speaking environment to enhance students' listening and speaking skills, which are often under-practiced Additionally, he highlighted the significance of providing feedback, which he believes greatly supports students' ability to learn independently While Anh acknowledged the possibility of other roles he might fulfill, he viewed them as mere duties and did not specify them.
While I believe I have taken on various roles in my class, I struggle to identify them and don't view them as significant enough to classify as my roles.
Thuong demonstrates a clear understanding of her role in promoting autonomous learning and actively supporting her students She employs various strategies to motivate her students and facilitate their journey towards becoming independent learners, drawing on relevant educational theories to enhance her approach.
According to Xu & Xu (2014), the researcher identifies her roles in the educational process as multifaceted Firstly, she serves as an inspirator, emphasizing her primary responsibility to instill a love for learning English in her students Additionally, she acts as a guide by providing essential information about the English language and its learning processes Furthermore, she functions as a facilitator, creating opportunities for students to practice English As a cooperator, she shares personal stories to connect with her students, and as a resource supplier, she recommends books and films to enhance their learning experience These roles are further detailed in Extract 4.3.
Sometimes I share with them my own experience in learning English, tell them stories related to the topic we are working on I often introduce some book titles, films, songs, and suggest them going to Sword Lake to talk with foreigners…
Binh and Tham, experienced teachers at FELTE, VNU-ULIS, view their primary roles as instructors and facilitators Binh emphasizes that they often serve as both, while Tham elaborates on the importance of providing guidance and organizing activities to help students stay engaged and on track Their commitment to these responsibilities reflects their dedication to effective teaching.
Binh and Tham serve as vital companions for students, offering support in navigating challenges and sharing effective solutions Binh emphasizes her role as an evaluator, providing immediate feedback to enhance learning, while Tham acts as an inspirator, helping students understand the importance of learning English to motivate their efforts.
44 and facilitators who enforce students‟ discipline (see Extract 4.5) However, these responsibilities are relatively less dominant than the two first ones
Results from classroom observations
Teachers‟ roles from observation checklists are compiled in the following table
Table 4.3: Teachers‟ roles in the classroom
Roles Anh Thuong Binh Tham
In the observed lessons, teachers assumed various roles, primarily guiding, facilitating, and organizing activities, particularly during lectures in weeks 9 and 11 They introduced learning strategies to enhance students' knowledge and skills while also providing assistance with new vocabulary and grammar Additionally, teachers organized group, pair, and whole-class activities to improve speaking and listening skills Although some teachers occasionally took on the roles of inspirator or resource supplier, these were less common During the revision session in week 10, their focus shifted to evaluating student performance, fostering an active classroom atmosphere, and offering support in vocabulary, while also reminding students of their roles in role-plays.
Despite the limited number of observation sessions, the findings provide valuable insights into teachers' classroom practices Most teachers effectively fulfilled roles such as guiding, facilitating, and organizing, aligning with their interview responses However, the role of inspirator was infrequently demonstrated, suggesting it has a lesser impact compared to guiding and facilitating.
The data collected from three instruments has been researched meticulously
Teachers and students agree that the primary roles of educators in fostering learner autonomy are to inspire and provide resources While students strongly advocate for the responsibilities of evaluators and cooperators, teachers tend to overlook these roles Additionally, although teachers view inspiring students as a crucial aspect of their job, they often struggle to prioritize it effectively.
Teachers play a crucial role as guides and facilitators in enhancing autonomous learning, although disagreements among students persist While students can identify many of the roles their teachers fulfill, educators often struggle to remember all the techniques they have implemented To promote learner autonomy, teachers primarily utilize classroom-based, learner-centered, and resource-oriented strategies to help students achieve their goals.