TAILIEUCHUNG - A brief analysis of the relationship between teacher autonomy and learner autonomy in ESL/EFL education

This paper aims to analyze the relationship between TA and LA. Through the examination and analysis of the concept of TA and LA, definitions, characteristics and relationships, some insight to TA and LA is offered; and recommendations for ESL/EFL teachers to foster LA are provided in the hope that EFL teachers have more understanding about their roles and responsibilities in promoting LA in their language classes. | A BRIEF ANALYSIS OF THE RELATIONSHIP BETWEEN TEACHER AUTONOMY AND LEARNER AUTONOMY IN ESL EFL EDUCATION Le Van Tuyen Faculty of English Language Ho Chi Minh City University of Technology HUTECH ABSTRACT Learner autonomy LA has increasingly become an important element in second language acquisition. Meanwhile teacher autonomy TA is considered as a new concept which needs to be paid more attention to. This paper aims to analyze the relationship between TA and LA. Through the examination and analysis of the concept of TA and LA definitions characteristics and relationships some insight to TA and LA is offered and recommendations for ESL EFL teachers to foster LA are provided in the hope that EFL teachers have more understanding about their roles and responsibilities in promoting LA in their language classes. Keywords Teacher autonomy learner autonomy analysis definitions relationship. 1. INTRODUCTION There is an assumption that traditional teacher education programs in the past which were mostly based on lecturing and transmitting knowledge from educators to pre-service teachers might fail to prepare prospective teachers for new demands of the classroom 8 . Recently the idea of autonomy in language learning has developed. This idea is represented as a learner-centered idea 3 . It has increasingly impacted the field of language education especially foreign language education in contexts where traditional methods and teacher-centered paradigm had been the focus for long and where it is assumed that now TA and LA play the most important role in the process of teaching and learning. The shift from teacher-centered paradigm to student-centered one has put much pressure on both teachers and students. To promote LA it is required that teachers and students change their role in the teaching and learning process. No longer do teachers only play the role of a knowledge conveyer. Instead autonomous teaching requires language teachers to employ different strategies and play .

• Giáo dục học
• Teacher autonomy
• Learner autonomy
• ESL/EFL education
• Language classes
• Second language acquisition
• Vietnamese tertiary level
• Fostering learner autonomy
• Challenges encountered by EFL teachers
• Non English majored students
• Flipped learning
• Teacher’s roles
• Develop learner autonomy
• Control learning
• Language teaching
• English classes
• Teachers’ beliefs
• Teacher centered model
• Learner center model
• Blended learning
• Language acquisition
• Target language
• Examine its roles
• Language education
• Language environment
• Teaching methods
• Learning strategies
• Cognitive factors in second language acquisition
• The english language faculty
• Ba Ria Vung Tau university
• Language learning strategies
• Cognitive factors namely Intelligence
• Vocabulary learning strategy
• Vocabulary acquisition
• Incidental vocabulary learning
• Intentional vocabulary learning
• Extensive reading
• Social sciences
• Theoretical perspectives
• Language learning and acquisition
• Second language learning
• Social psychology
• Language learning
• Second language achievement
• Focus on the parent
• Focus on the major issues
• Automatic Acquisition
• English Topic Signatures
• a Second Language
• báo cáo khoa học
• mô hình ngôn ngữ
• xử lý ngôn ngữ tự nhiên
• Theories of second language acquisition
• Bài giảng Ngôn ngữ học
• Từ loại trong Tiếng Việt
• Học Tiếng Việt
• Krashen’s input hypothesis
• Two cognitive models
• Influential factors
• Definitions of input
• Concluding remarks
• Learners’ external factors
• Journal of science
• Oral corrective feedback in efl esl classrooms
• Oral corrective feedback
• Perception assimilation model
• Second language perception
• Vietnamese vowels
• Perception of English listeners
• Instructional programs
• World language education programs
• Bilingual individuals
• Supporting communities
• Definition
• Word or expression
• Sample sentence
• Equivalent in my language
• practise some
• Intercultural competence
• Language teaching and learning
• Northstar textbook series to enhanceintercultural competence
• Cultural elements in Northstar textbook series
• Syntactic complexity
• Nominalization in EMI student writing
• A longitudinal perspective
• ESL student writing development
• Vocabulary instruction
• Pedagogical implication
• Vocabulary teaching strategies
• Improve English vocabulary teaching
• English grammar teaching
• Teaching approach
• Vietnam tertiary context
• Common grammar teaching methods