scholarly journals Learner Autonomy in English Language Learning: Vietnamese EFL Learners’ Perceptions and Practices

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Duong Minh Tuan
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Mekong Delta ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Language Instruction ◽  
Autonomous Learning ◽  
Positive Effects ◽  
Efl Students

Learner autonomy has been regarded as an important value which is expected to be present in any English language students as it can have positive effects on their learning. In Vietnam, the notion of learner autonomy has attracted more attention, and various studies have been conducted on teacher beliefs and practices regarding learner autonomy over the last decade. Nevertheless, not much evidence has been provided on how EFL students perceive and practise autonomous learning, especially at a time when there has been a shift towards student-centered instruction. To contribute to bridging this gap, this study is aimed to report on an investigation into Vietnamese EFL students’ perceptions and practices of autonomous learning. Data were collected from 50 English-majored students at a university in the Mekong Delta of Vietnam by using a questionnaire and a semi-structured interview. It was found that the students had an agreement on the importance of learner autonomy in their language learning. However, their perceived level of abilities to act autonomously was just above average. This result was the same as that found on their frequency scale of reported practices of autonomous activities inside and outside the classroom. Therefore, it is suggested that, to better enhance learner autonomy in teaching and learning English in Vietnam, it should be integrated into English language instruction by making it an integral part of EFL curricula.

scholarly journals Language Learner Autonomy: The Beliefs of English Language Students

2020 ◽  
Vol 6 (2) ◽  
pp. 133-142
Author(s):  
Istanti Hermagustiana ◽  
Dian Anggriyani
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Dominant Role ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
Classroom Context ◽  
Efl Students ◽  
Language Students

ABSTRACTThis study aims at investigating: (1) levels of autonomous learning from three groups of students with different periods of study, (2) EFL students’ beliefs towards learner autonomy and their lecturers’ roles in promoting learner autonomy. The participants of this study were three groups of EFL students at English Department in their second, fourth, and sixth semesters. The data were obtained through questionnaire surveying Autonomous Learning Scale to find out the students’ levels of autonomy and interview to figure out their beliefs about learner autonomy and the roles of lecturers to promote autonomous learning. This study revealed that all group of students were classified as being in the mediate level of autonomy. From the interviews conducted to nine participants representing each group, it was found that to become autonomous, learners need to develop the ability to evaluate their own learning. Moreover, out-of-class activities were believed to enhance learner autonomy since the activities will provide students with self-responsibility to manage the tasks. Last, in terms of the lecturers’ roles in the classroom, most participants perceived that the lecturers still had a dominant role in controlling teaching and learning, particularly in the classroom context. This dominant role eventually led students to become less autonomous circumstances, both inside and outside classrooms.ABSTRAKPenelitian ini bertujuan untuk mengetahui: (1) tingkat pembelajaran mandiri dari tiga kelompok mahasiswa Bahasa Inggris dengan periode studi yang berbeda, dan (2) keyakinan mahasiswa Bahasa Inggris terhadap pembelajaran mandiri dan peran para dosen pengajar dalam mendukung pembelajaran mandiri di kelas. Para partisipan penelitian ini adalah tiga kelompok mahasiswa yang belajar di Jurusan Pendidikan Bahasa Inggris di semester kedua, keempat, dan keenam. Data diperoleh melalui angket survei Autonomous Learning Scale untuk mengetahui tingkat pembelajaran mandiri mahasiswa dan melalui wawancara untuk mengetahui pandangan mereka tentang pembelajaran mandiri dan peran dosen pengajar untuk mempromosikan pembelajaran mandiri. Hasil yang didapat dari penelitian ini adalah bahwa semua kelompok siswa dari tiga periode studi yang berbeda diklasifikasikan dalam pembelajaran mandiri tingkat menengah. Dari wawancara yang dilakukan kepada sembilan peserta yang mewakili setiap kelompok, diketahui bahwa untuk menjadi mandiri, mahasiswa perlu mengembangkan kemampuan untuk mengevaluasi pembelajaran mereka sendiri. Selain itu, kegiatan di luar kelas diyakini dapat meningkatkan pembelajaran mandiri karena kegiatan tersebut akan mengembangkan tanggung jawab dalam mengelola tugas. Begitu pun dalam hal peran dosen di ruang kelas, sebagian besar mahasiswa merasa bahwa dosen masih memiliki peran dominan dalam mengendalikan proses belajar mengajar, terutama di dalam kelas. Peran dominan dosen ini pada akhirnya menyebabkan mahasiswa menjadi kurang mandiri baik di dalam maupun di luar kelas.How to Cite: Hermagustiana, I., Anggriyani, D. (2019). Language Learner Autonomy: The Beliefs of English Language Students. IJEE (Indonesian Journal of English Education), 6(2), 133-142. doi:10.15408/ijee.v6i2.15467

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

Learner Autonomy and Vocabulary Development for Saudi University Female EFL Learners: Students’ Perspectives

2019 ◽  
Vol 11 (1) ◽  
pp. 166
Author(s):  
Norah Mansour Almusharraf
Keyword(s):  
English Language Learners ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Sense Of Self ◽  
Vocabulary Development ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Face To Face ◽  
Efl Students

This qualitative case study examined how female English language learners in the Kingdom of Saudi Arabia (KSA) realize learner autonomy, especially in the context of the learner’s meaning development via purposeful vocabulary acquisition. EFL students’ perceptions and applications of autonomous learning strategies for the purpose of English vocabulary development were investigated, as well as their adapted methods for learning English. Data collection included face-to-face semistructured interviews of 8 students from two different classrooms, classroom observations, participants’ reflections on specific English coursework, and English learning autobiographies. The findings revealed the students’ appreciation of the English language and showed how various autonomous learning methods developed their sense of self-possession.

scholarly journals Affective Factors in Learner Autonomy

Relay Journal ◽  
2018 ◽  
pp. 128-132
Author(s):  
Phillip A. Bennett
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Social Intelligence ◽  
Peer Assessment ◽  
Age Groups ◽  
Learner Autonomy ◽  
Pedagogical Practices ◽  
Learning Theories ◽  
Affective Factors ◽  
Positive Effects

“The myth that emotions are only a minor part of learning is one of the most amazing confabulations of all time” –––Rebecca L. Oxford, 2013 p. 67 Learning a second language can invoke feelings of enjoyment, stress, accomplishment, failure, excitement, and discouragement. These affective factors have an interdependent relationship with cognition (Damasio, 2000) which can enhance or impede language learning, however, the affectional aspect of the learning process is a largely neglected dimension of language teaching and learning theories (Damasio, 2000; MacIntyre, 2002; Oxford, 2013). Ryan and Deci (2017, p. 351) state that, “Substantial evidence shows that autonomy-supportive versus controlling teaching strategies foster more autonomous forms of motivation in students and the higher quality engagement, performance, and the positive experience associated with it.” They go on to say that the positive effects of autonomy-supportive strategies permeate through all age groups and cultures. Therefore, if language teachers aim to foster an environment where learners have the capacity and desire to take control of their learning, i.e., promote learner autonomy, (Benson, 2011), teachers must not only be aware of the relationship between affect and language learning but also take action by implementing effective affective strategies in our pedagogical practices. This can be accomplished by assisting learners to be aware of their emotions and the meta-affective and affective strategies they can implement in order to better manage them (Oxford, 2011). Such strategies are paying attention to affect, planning for affect, monitoring affect, etc. (Oxford, 2011). Another facet educators must be aware of in the classroom is how autonomy can be socially mediated (Murray, 2014), e.g., mentoring, cooperation, and peer-assessment. Further, being aware and taking appropriate actions also requires educators to exercise their emotional intelligence, which Salovey and Mayer (1990, p. 189) define as “a type of social intelligence that involves the ability to monitor one’s own and others’ emotions, to discriminate among them, and to use the information to guide one’s thinking and actions.” Thus teachers must play an important role by being partners as well as independent learner-practitioners when interacting with students (O’Leary, 2014).

scholarly journals UNRAVELING PARENTS' PERCEPTIONS OF ENGLISH LANGUAGE LEARNING

2020 ◽  
Vol 8 (2) ◽  
pp. 193-204
Author(s):  
Claudio Diaz ◽  
Nicolas Acuña ◽  
Barbara Ravanal ◽  
Ignacio Riffo
Keyword(s):  
Preservice Teachers ◽  
Qualitative Study ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Assessment ◽  
Structured Interview ◽  
English Language Learning ◽  
Positive Perception ◽  
Teachers And Students

Purpose of the study: This research aims to analyze parents’ perceptions towards the learning of English and the ways they help their children deal with English and language assessment. Methodology: This qualitative study addresses 74 Chilean parents’ perceptions of English teaching and learning. A semi-structured interview was conducted to capture the participants’ perceptions. The data were categorized using content and frequency analysis and the principles of metaphoric analysis. Main findings: The findings suggest that parents hold a positive perception of the English language and believe it is useful for their children’s lives even though they might find the learning of the language difficult. Social implications/Originality: Participants can produce metaphors that regard English as an ability and metaphors that focus on the process of learning the language. The findings of this research are useful for university stakeholders, teachers, preservice teachers, and students. Novelty/Originality of this study: In this study parents, stakeholders who have usually left aside from the language teaching and learning process, are interviewed to unfold their perceptions of what they see and believe when their children learn English.

scholarly journals Reflections by Some Jordanian EFL Lecturers on Salmon’s Five-Stage E-Learning Model and Its Possible Application to Teaching English in Jordan

2020 ◽  
Vol 10 (2) ◽  
pp. 229
Author(s):  
Ahmad Alkhawaldeh
Keyword(s):  
Language Learning ◽  
English Language ◽  
Structured Interview ◽  
Learning Model ◽  
Language Instruction ◽  
Face To Face ◽  
Stage Of Development ◽  
English Language Instruction ◽  
E Learning ◽  
Collaborative Language

This study attempted to evaluate Gilly Salmon’s Five-stage e-learning Model and its possible contribution to learning English language skills by surveying the related literature and obtaining perspectives of some EFL lecturers in Jordan during the 1st semester, 2018–2019. A convenient sample of twenty EFL lecturers participated in a semi-structured interview to reflect on the contribution of the five-stage model to English language instruction. The study revealed some strengths and drawbacks of the above model. While acknowledging the existence of several positive attributes of this model such as exhibiting coherence and being structural and developmental and featuring the engagement of learners via collaborative language learning, this model, according to some EFL specialists, demands further improvement to highlight, for instance, face-to-face mode of language instruction and to be more spiral and bi-directional. The study called for integrating assessment into the model to monitor learner’s learning progress. It also called for achieving independent language learning and enabling learners to transfer their learning beyond the model’s final stage of development. It was suggested that the above model should be modified to account more adequately for online English language learning.

scholarly journals Portfolio-Based Assessment in English Language Learning: Highlighting the Students’ Perceptions

2021 ◽  
Vol 8 (1) ◽  
pp. 1-11
Author(s):  
Ahmad Syamsul Ma'arif ◽  
Fuad Abdullah ◽  
Asri Siti Fatimah ◽  
Arini Nurul Hidayati
Keyword(s):  
Language Learning ◽  
English Language ◽  
Structured Interview ◽  
Self Monitoring ◽  
Efl Context ◽  
Self Confidence ◽  
Learning Attitudes ◽  
Process Outcomes ◽  
Teachers And Students ◽  
Efl Students

Portfolio-based Assessment (hereafter, PBA) plays an indispensable role in language assessment. PBA represents the development of the students’ learning process outcomes, trains autonomous learning, and stimulates metacognitive awareness. Conversely, a few investigative attempts, addressed the students’ perceptions of PBA in the Indonesian EFL Context. Therefore, this study aimed to decipher the perceptions of EFL students in Indonesia on PBA use in the English subject. Empirically speaking, two female students were involved as the participants in this study. The data were collected through a semi-structured interview and analyzed with Thematic Analysis (TA) (Braun & Clarke, 2006). The findings revealed that students articulated their perceptions in three major themes, namely developing self-monitoring from the students’ learning processes, generating discipline, responsible and autonomous language learning attitudes, and mitigating perceptual mismatches among teachers and students. Pedagogically speaking, this study indicates that PBA employment can provide opportunities for students to monitor their learning progress, and enhance their self-confidence and learning motivation.

scholarly journals EFL students’ attitudes towards learner autonomy in English vocabulary learning

2020 ◽  
Vol 3 (2) ◽  
pp. 86
Author(s):  
Thao Quoc Tran
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Learner Autonomy ◽  
Structured Interviews ◽  
Efl Learners ◽  
Higher Institution ◽  
Efl Students ◽  
Students Attitudes ◽  
Shed Light

Whether EFL learners can use English well or not depends much on vocabulary they possess. Learner autonomy (LA), however, plays a pivotal role in amassing EFL learners’ vocabulary. This study endeavored to explore students’ attitudes towards LA in English vocabulary learning. Two hundred English majors from a Ho Chi Minh City based higher institution, Vietnam got involved in answering the closed-ended questionnaire, and ten students took part in semi-structured interviews. The findings indicated that participants were cognitively aware of the importance of LA in English vocabulary learning, but affectively and behaviorally they showed low interest in LA in English vocabulary learning. Such findings may shed light on how to improve the teaching and learning of the English language in general and English vocabulary in particular at the research context and other similar EFL contexts.

scholarly journals The English-Majored Sophomores’ Self-Perception of Autonomous Language Learning

2019 ◽  
Vol 12 (12) ◽  
pp. 119
Author(s):  
Truong Minh Hoa ◽  
Nguyen Thi Thu Thuy ◽  
Luu Thi Huyen Tran
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Mixed Methods Research ◽  
Language Education ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Autonomous Learning ◽  
Main Concern ◽  
Self Perception ◽  
Roles And Responsibilities

Learner autonomy, which places the great emphasis on the learners’ independent roles and responsibilities in their learning process, has become the main concern of language education for over three past decades. It is important to investigate the language learners’ self-perception of their autonomous responsibilities, their possession of autonomous abilities, and their enactment of autonomous in-class and out-of-class behaviors. Thereby, the current study adopted features of a mixed-methods research design to examine these autonomous dimensions as perceived by university learners. A sample of eighty English-majored sophomores from Hung Vuong University, Vietnam was recruited for the current study. Their self-perception of autonomous language learning was elicited through two instruments of a thirty-two-item questionnaire and a nine-question semi-structured interview. Then the questionnaire data were quantitatively analyzed and the interview data were qualitatively analyzed. The results of this study indicated that the majority of the participants positively acknowledged the importance of learner autonomy, discerned their gained autonomous learning responsibilities, recognized their existing autonomous abilities, and unveiled some enacted autonomous learning behaviors inside and outside class.

scholarly journals Learner Perceptions and Teacher Beliefs about Learner Autonomy in Language Learning

1970 ◽  
Vol 16 (1-2) ◽  
pp. 12-29 ◽  
Author(s):  
Khem Raj Joshi
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
English Education ◽  
Focal Point ◽  
Good Practice ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Autonomous Learning ◽  
Learner Perceptions ◽  
Master Level

Learner autonomy is one of the intriguing phenomena in the field of SLA. This has become the focal point for many scholars and researchers these days. The present study was carried out to make a survey of autonomous learning activities of the Master level students, majoring in English Education, Tribhuvan University, Nepal. It also explored their perceptions on the roles of their own and their teachers’ roles, and how it has been looked at from the teachers’ viewpoint. Adopting a mixed methodological design and analyzing the data collected through questionnaire and semi-structured interview, it was found that the learners make a good practice of autonomous activities. They view their role as an important factor in learning. The teachers have also suggested the learners to be autonomous. The teachers as well as the learners were found highly positive towards autonomous learning. DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6126 NELTA 2011; 16(1-2): 13-29

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