TAILIEUCHUNG - Learner autonomy: Practices used and challenges encountered by EFL teachers in fostering learner autonomy at tertiary level

It is undoubted that teacher autonomy (TA) and learner autonomy (LA) are among the factors that affect the effectiveness of English teaching and learning in non-native English speaking contexts like Vietnam. Investigating how teachers and students perceive TA and LA may be considered a valuable addition to the literature. This study, therefore, aimed to explore students’ perceptions of teachers’ practices used to foster LA and teachers’ perceptions of challenges they may encounter in fostering LA in EFL classes at Ho Chi Minh City University of Technology (HUTECH)-Vietnam. Two instruments were employed to collect both qualitative and quantitative data, namely the questionnaire and interview with the participation of 12 EFL teachers and 160 first-year English majored students. The findings of the study revealed that most of the EFL teachers who taught the first-year students used practices through responsibility-informing and in-class activities to foster LA. However, the findings also indicated that the teachers encountered several challenges related to students, teachers and the context. It is expected that the findings of the study would partly contribute to the enhancement of TA and LA in English language education at HUTECH in particular and at the Vietnamese tertiary level in general. | Learner autonomy: Practices used and challenges encountered by EFL teachers in fostering learner autonomy at tertiary level

• Giáo dục học
• Learner autonomy
• 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
• EFL teachers’
• English asa foreign language
• Cultivate students’ autonomy
• Learning English
• 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