TAILIEUCHUNG - EFL teachers’ perceptions and practices regarding learner autonomy at Dong Thap University, Vietnam

The present study was conducted with 20 English-asa-foreign-language (EFL) teachers at Dong Thap University, Vietnam through interviews. The findings showed that the teachers had positive understandingsof the related aspects and levels of learner autonomy. In practice, they made significant attempts to cultivate students’ autonomy. | EFL teachers’ perceptions and practices regarding learner autonomy at Dong Thap University, Vietnam Hue University Journal of Social Science and Humanities ISSN 2588-1213 Vol. 127, No. 6B, 2018, Tr. 05-17; EFL TEACHERS’ PERCEPTIONS AND PRACTICES REGARDING LEARNER AUTONOMY AT DONG THAP UNIVERSITY, VIETNAM Le Thanh Nguyet Anh* College of Foreign Languages, Hue University 57 Nguyen Khoa Chiem, Hue City, Vietnam Abstract. Learner autonomy is currently one of the central themes in language education. Autonomous learning plays an important role not only in university life but also throughout the life of learners. Explor- ing teachers’ perceptions and practices regarding learner autonomy (LA) is necessary, especially in the local contexts, to provide more insights intothe field. The present study was conducted with 20 English-as- a-foreign-language (EFL) teachers at Dong Thap University, Vietnam through interviews. The findings showed that the teachers had positive understandingsof the related aspects and levels of learner autono- my. In practice, they made significant attempts to cultivate students’ autonomy. However, they faced cer- tain common problems as shared by EFL teachers at other universities in Vietnam. On the basis of the findings a number of implications have been made. Keywords. learner autonomy, teacher, student, EFL, perception, practice. 1. Introduction In the context of the informative technological development these days and the changing situa- tion of English language teaching in the 21st century, autonomy is considered as a crucial goal in the teaching and learning process. Therefore, the Ministry of Education and Training (MOET)of Vietnam has practiced the Law of Higher Education to promote the quality of the higher educa- tive system approaching international standards in the 21stcentury. Up to 2017, MOET had tried to integrate and develop .

• Kỹ năng đọc tiếng Anh
• Learner autonomy
• EFL teachers’
• English asa foreign language
• Cultivate students’ autonomy
• Learning English
• Teacher autonomy
• Vietnamese tertiary level
• Fostering learner autonomy
• Challenges encountered by EFL teachers
• Encourage learner English autonomy are suggested
• Learner autonomy during learning
• English learning is not quite positive
• The learner autonomy
• Teaching process at the university
• Promoting learner autonomy through self assessment and reflection
• Promoting learner autonomy
• Self assessment and reflection
• Inner strength of working independently outside
• Self assess their own skills
• Schoology facilitates EFL learner autonomy
• Writing practice
• EFL learner autonomy
• Practicing writing skill
• Learning process
• Promote learner autonomy
• Foreign language
• Teaching and learning English
• Curriculum based approaches
• Technology based approaches
• Student centered learning
• Learner involvement
• Learner engagement
• Learning design
• Pedagogical ​implication
• ESL/EFL education
• Language classes
• Second language acquisition
• Journal of science
• EFL students’ voices on learner autonomy
• University in the Mekong delta
• English as a Foreign Language
• Investigate students’ learner autonomy
• VNU Journal of Science
• Foster learner autonomy in country studies
• Faculty of English
• Hanoi National University of Education
• English proficiency
• Non English major students
• Concept of learner autonomy
• Non English majored students
• Flipped learning
• Teacher’s roles
• Develop learner autonomy
• Teachers’ beliefs
• Teacher centered model
• Learner center model
• Blended learning
• Technological platforms
• EFL class
• Promoting learner self efficacy
• Online learning technology
• School management learning system
• Digital era
• Genuine autonomy
• Exploiting technology
• Autonomous learners
• Promoting learning autonomy
• Control learning
• Language teaching
• English classes
• Language learners’ and teachers’ perceptions relating to learner autonomy
• Are they ready for autonomous language learning
• The students’ language curriculum
• Non English majored
• Developing learner autonomy based foreign language proficiency enhancement model
• Foreign language proficiency enhancement model
• Vietnam’s public officials
• Civil servants and public employees
• Foreign languages at work effectively
• Language learning processes
• Language learner autonomy
• Language learning opportunities inside
• Outside classroom
• Different contexts of learning
• Extensive reading
• Non English majored students
• Hanoi Pedagogical University No 2
• Questionnaire data indicate
• Master thesis
• Master thesis English teaching methodology
• English teaching methodology
• Developing learner autonomy
• Action projects
• E Learning
• Learners’ ability to self control
• Self regulated learning tasks
• Virtual learning environment
• Language education
• Multidimensional construct
• Several models
• Self organization
• Communication strategies
• Motivational strategies in the language classroom
• Language classroom
• Motivation sensitive teaching practice
• Basic motivational conditions
• Creating learner autonomy
• Doctor of philosophy thesis
• Theory and methodology of English language teaching
• EFL teachers
• Students’ perceptions
• Practices regarding learner autonomy