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DC FieldValueLanguage
dc.contributor.authorLe, Van Tuyen-
dc.contributor.authorHuynh, Thi An-
dc.date.accessioned2019-09-18T03:24:12Z-
dc.date.available2019-09-18T03:24:12Z-
dc.date.issued2019-
dc.identifier.citationLe, V. T., Huynh, T. A. (2019). Learner autonomy: Practices used and challenges encountered by EFL teachers in fostering learner autonomy at tertiary level. VNU Journal of Foreign Studies, Vol.35, No.4 (2019) 130-152vi
dc.identifier.issn2525-2445-
dc.identifier.urihttp://repository.vnu.edu.vn/handle/VNU_123/67214-
dc.description.abstractIt 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 frst-year English majored students. The fndings of the study revealed that most of the EFL teachers who taught the frst-year students used practices through responsibility-informing and in-class activities to foster LA. However, the fndings also indicated that the teachers encountered several challenges related to students, teachers and the context. It is expected that the fndings 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.vi
dc.language.isoenvi
dc.publisherH. : ĐHQGHNvi
dc.relation.ispartofseriesVNU Journal of Foreign Studies;-
dc.subjectTeacher autonomyvi
dc.subjectLearner autonomyvi
dc.subjectPracticesvi
dc.subjectVietnamese tertiary levelvi
dc.subjectChallengesvi
dc.titleLearner autonomy: Practices used and challenges encountered by EFL teachers in fostering learner autonomy at tertiary levelvi
dc.title.alternativeTính tự chủ của sinh viên: Những biện pháp giáo viên tiếng Anh sử dụng và những thách thức họ gặp trong việc thúc đẩy tính tự chủ của sinh viên đại họcvi
dc.typeArticlevi
dc.identifier.doihttps://doi.org/10.25073/2525-2445/vnufs.4402-
Appears in Collections:Foreign Studies


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  • Full metadata record
    DC FieldValueLanguage
    dc.contributor.authorLe, Van Tuyen-
    dc.contributor.authorHuynh, Thi An-
    dc.date.accessioned2019-09-18T03:24:12Z-
    dc.date.available2019-09-18T03:24:12Z-
    dc.date.issued2019-
    dc.identifier.citationLe, V. T., Huynh, T. A. (2019). Learner autonomy: Practices used and challenges encountered by EFL teachers in fostering learner autonomy at tertiary level. VNU Journal of Foreign Studies, Vol.35, No.4 (2019) 130-152vi
    dc.identifier.issn2525-2445-
    dc.identifier.urihttp://repository.vnu.edu.vn/handle/VNU_123/67214-
    dc.description.abstractIt 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 frst-year English majored students. The fndings of the study revealed that most of the EFL teachers who taught the frst-year students used practices through responsibility-informing and in-class activities to foster LA. However, the fndings also indicated that the teachers encountered several challenges related to students, teachers and the context. It is expected that the fndings 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.vi
    dc.language.isoenvi
    dc.publisherH. : ĐHQGHNvi
    dc.relation.ispartofseriesVNU Journal of Foreign Studies;-
    dc.subjectTeacher autonomyvi
    dc.subjectLearner autonomyvi
    dc.subjectPracticesvi
    dc.subjectVietnamese tertiary levelvi
    dc.subjectChallengesvi
    dc.titleLearner autonomy: Practices used and challenges encountered by EFL teachers in fostering learner autonomy at tertiary levelvi
    dc.title.alternativeTính tự chủ của sinh viên: Những biện pháp giáo viên tiếng Anh sử dụng và những thách thức họ gặp trong việc thúc đẩy tính tự chủ của sinh viên đại họcvi
    dc.typeArticlevi
    dc.identifier.doihttps://doi.org/10.25073/2525-2445/vnufs.4402-
    Appears in Collections:Foreign Studies


  • LEARNER AUTONOMY PRACTICES USED AND CHALLENGES ENCOUNTERE...
    • Size : 358,38 kB

    • Format : Adobe PDF

    • View : 
    • Download :