Rationale
English has become the dominant language in various social, political, and educational contexts worldwide, serving as a crucial factor for university admissions and high-paying jobs in the commercial sector With a growing number of English learners globally, diverse teaching methods have been introduced to enhance the effectiveness of English education In Vietnam, English's role has significantly increased, becoming a key subject in the curriculum of gifted schools and universities The integration of authentic materials such as films, radio, and television has long been utilized, and advancements in technology have successfully transformed traditional teaching methods, further supporting English language acquisition.
Information technology (IT) significantly transforms the learning landscape by integrating computers into educational processes While the definition of IT varies among individuals, it broadly encompasses the diverse methods through which technology enhances learning experiences, both in classrooms and beyond Ultimately, IT serves as a multifaceted term that reflects the evolving relationship between technology and education.
Information Technology (IT) plays a crucial role in our rapidly evolving society, making it essential to adopt an informed perspective on its influence While instruction can occur independently of IT, the integration of technology can significantly enhance the teaching process Technology encompasses a wide range of tools, not limited to electronic devices, aimed at simplifying tasks and improving efficiency A comprehensive definition of technology includes the systematic application of scientific knowledge to practical challenges, emphasizing its purpose to ease daily life (Moursund & Bielefeldt, 1999).
Educational technology involves the ethical application of technology to enhance learning and performance It focuses on the creation, utilization, and management of effective technological processes and resources to facilitate education.
The integration of technology in education has proven to be highly effective, particularly for language learners and literature studies Today, technology plays a crucial role in our daily lives, enhancing the learning experience With the advent of web-based technologies and robust internet connectivity, educational technology has expanded significantly English, as a global lingua franca, has gained immense popularity, largely due to globalization Consequently, learners now acquire language skills more efficiently and effectively, making English proficiency an essential requirement in today's world.
With the spread and development of English around the world, English is used as a foreign and second language in most of the countries of the world.
English holds significant prestige globally, with its role and status at an all-time high as a vital medium of instruction and curriculum The growing number of English learners has led to the implementation of various teaching methods to enhance educational effectiveness The use of authentic materials such as films, radio, and television has long been a part of this evolution, demonstrating success in transforming traditional teaching approaches.
Around the globe, numerous learners and educators are leveraging the Internet and computer-assisted technologies to enhance skills such as listening, speaking, reading, writing, vocabulary, grammar, literature, and cultural understanding in English as a Foreign Language (EFL) instruction However, in various regions, the integration of technology in higher education EFL programs remains limited due to factors like inadequate funding, insufficient personal computers, poor internet connectivity, and a lack of trained instructors and administrative support Additionally, some educators may lack experience in creating Computer-Assisted Language Learning (CALL) materials, resist using technologies that demand extra preparation, and feel intimidated by technological advancements Furthermore, computer specialists often lack the necessary expertise to effectively develop and manage CALL resources and software.
In Vietnam, the Ministry of Education oversees the teaching of English as a foreign language (EFL) in public schools from seventh grade and in private schools from first grade Despite the emphasis on a learner-centered approach that encourages autonomy and accommodates various learning styles, many English teachers still rely on traditional methods, particularly the grammar translation method This often results in a monotonous teaching style where students are treated as passive recipients of knowledge, leading to frustration and boredom among learners.
Vietnamese EFL learners typically rely on textbooks and cassette tape players for their studies, resulting in limited interaction with teachers and peers in English Traditional language teaching often emphasizes classroom interaction, but opportunities for practice are scarce due to time constraints However, there is a rising interest in modern teaching methods that integrate technology, particularly computers, to enhance the learning experience and provide EFL students with access to higher-quality materials.
Technology learning is crucial for Vietnamese learners, as it equips them with essential 21st-century skills necessary for personal and professional growth Beyond teaching computer and internet skills, it enhances core teaching methodologies in high schools, preparing students for the workforce and enabling them to contribute to Vietnam's development as a stable democracy Moreover, technology fosters societal advancement through training, advisory, and research services provided by skilled administrative and academic staff By facilitating access to a wealth of information, technology empowers students to understand global challenges, ultimately nurturing a generation of skilled individuals ready to navigate the complexities of the modern world.
Information technology plays a crucial role in enhancing the educational experience, making learning more accessible and engaging for students This active learning process, while often chaotic, benefits both learners and educators by facilitating quick access to course materials through online libraries and resources The integration of technology in educational curricula has proven essential for students in schools, colleges, and universities, helping them solidify their understanding of subjects and enabling parents to monitor their children's academic performance through online grading systems Modern technologies, including mobile phones, tablets, and laptops, are now integral to language learning across all educational levels, providing effective tools for students to improve their English skills However, many students are still unfamiliar with utilizing these devices for educational purposes and may struggle to find appropriate resources for learning English as a second language Therefore, it is imperative for educators, particularly at Long An Teachers Training College, to guide students in leveraging their IT devices to enhance their English learning effectively.
Aims of the study
This research focuses on enhancing the autonomy of English major students at Long An Teachers Training College and high school students through the application of information technology in English learning Autonomy is essential for student progress, and while students may struggle to complete self-study activities, they often display a positive attitude toward learning when integrated with their entertainment preferences The objective of this paper is to promote effective strategies and motivation that encourage students to improve their self-study habits and foster a more positive attitude toward their education.
Scope of the study
The initial plan for a formal research study focused on exploring various motivational techniques to enhance self-study among students, utilizing information technology The primary researcher conducted experiments both inside and outside the classroom, comparing the outcomes of students who engaged with these techniques against those who did not The findings informed the analysis presented in this paper, ultimately leading to an evaluation of the effective motivational strategies employed in the classroom This research operated within an action research framework, allowing for continuous improvement of educational practices based on the results obtained.
Method
In this research, the teacher utilized an experimental method to systematically apply a scientific approach, manipulating one or more variables while controlling and measuring changes in other variables.
Communicative language teaching (CLT)
2.1.1 CLT in the 20th century
In the 1970s, a shift in language teaching emerged as traditional methods like Audiolingualism and Situational Language Teaching became less popular This change prompted a reevaluation of the role of grammar, highlighting that language ability encompasses more than just grammatical competence While understanding grammar is essential for constructing correct sentences, the focus transitioned to communicative competence, which involves using language effectively for various purposes such as making requests and giving advice This broader concept includes knowing how to communicate appropriately based on context, participants, and their intentions Unfortunately, traditional teaching methods often overlooked this crucial aspect, assuming that such knowledge would be acquired informally.
The concept of communicative competence emerged from sociolinguistics, emphasizing that language teaching should prioritize communicative skills over mere grammatical knowledge This shift prompted educators to rethink language syllabuses and teaching methodologies, leading to the development of Communicative Language Teaching (CLT) in the 1970s and 1980s CLT generated significant enthusiasm among language teachers and institutions worldwide, prompting a reevaluation of teaching practices and materials Consequently, grammar was no longer the focal point in course planning, necessitating innovative approaches to language instruction.
To enhance learners' communicative competence, a syllabus should go beyond merely outlining necessary grammar and vocabulary It must also identify key aspects of language use that contribute to effective communication.
1 as detailed a consideration as possible of the purposes for which the learner wishes to acquire the target language For example, using English for business purposes, in the hotel industry, or for travel.
2 some idea of the setting in which they will want to use the target language For example, in an office, on an airplane, or in a store.
3 the socially defined role the learners will assume in the target language, as well as the role of their interlocutors For example, as a traveler, as a salesperson talking to clients, or as a student in a school setting.
4 the communicative events in which the learners will participate: everyday situations, vocational or professional situations, academic situations, and so on For example: making telephone calls, engaging in casual conversation, or taking part in a meeting.
5 the language functions involved in those events, or what the learner will be able to do with or through the language For example: making introductions, giving explanations, or describing plans.
6 the notions or concepts involved, or what the learner will need to be able to talk about For example: leisure, finance, history, religion.
7 the skills involved in the “knitting together” of discourse: discourse and rhetorical skills For example: storytelling, giving an effective business presentation.
8 the variety or varieties of the target language that will be needed, such as American, Australian, or British English, and the levels in the spoken and written language which the learners will need to reach:
9 the grammatical content that will be needed
10.the lexical content or vocabulary that will be needed
This led to two important new directions in the 1970s and 1980s – proposals for a communicative syllabus, and the ESP movement.
A communicative syllabus differs from a traditional language syllabus by focusing on practical language use rather than just vocabulary and grammar mastery It emphasizes real-life communication skills, prioritizing the ability to interact effectively in various contexts Instead of strictly graded levels, a communicative syllabus encourages learners to engage in meaningful conversations, fostering fluency and comprehension through authentic language experiences.
Several new syllabus types were proposed by advocates of CLT These included:
A skills-based syllabus emphasizes the development of the four essential language skills: reading, writing, listening, and speaking Each of these skills is dissected into specific micro skills to enhance learning outcomes For instance, the listening skill can be detailed through various micro skills, allowing learners to grasp the intricacies of effective communication This approach not only fosters a comprehensive understanding of each skill but also facilitates targeted practice and improvement.
• Recognizing key words in conversations
• Recognizing the topic of a conversation
• Recognizing speakers’ attitude towards a topic
• Recognizing time reference of an utterance
• Following speech at different rates of speed
• Identifying key information in a passage
Proponents of Communicative Language Teaching (CLT) emphasize the importance of an integrated-skills approach in language education They argue that since language skills are often used simultaneously in real-life situations, it is essential to teach these skills in a connected manner.
A functional syllabus is designed to help learners master essential communication functions in English, such as expressing preferences, making apologies, introducing others, and providing explanations This approach emphasizes communicative competence, focusing on the ability to navigate various situations effectively Vocabulary and grammar are selected based on the specific functions being taught, and a structured sequence of activities, akin to the Presentation-Practice-Production (PPP) lesson cycle, is employed to reinforce these functions Functional syllabuses are particularly beneficial for developing speaking and listening skills in language courses.
During this period, various syllabus types emerged, including the notional syllabus, which focused on the content and concepts necessary for learners to express themselves, and the task syllabus, which outlined specific classroom activities It became evident that an effective syllabus must encompass all essential language components This led to the development of the Threshold Level syllabus, widely adopted within the framework of communicative language teaching (CLT) by van Ek and Alexander in 1980 The Threshold syllabus delineates the proficiency level required for learners to engage in meaningful communication, specifying key topics, functions, notions, situations, grammar, and vocabulary.
Advocates of Communicative Language Teaching (CLT) recognize that many learners require English for specific occupational or educational contexts To address this need, it is more effective to teach targeted language and communication skills relevant to particular roles, such as nursing, engineering, or aviation, rather than focusing solely on general English This approach has led to the development of needs analysis, which employs methods like observation, surveys, interviews, and language sample analysis to identify the communication skills necessary for specific roles The primary goal of needs analysis is to understand the unique language characteristics required in specialized settings, highlighting the differences between language use for specific purposes versus general communication.
• Differences in the kinds of texts commonly occurring
• Differences in the need for particular skills
ESP courses soon began to appear addressing the language needs of university students, nurses, engineers, restaurant staff, doctors, hotel staff, airline pilots, and so on.
The new communicative approach to teaching has led to a reevaluation of classroom methodologies, emphasizing that learners acquire a language more effectively through meaningful communication rather than traditional grammar-based methods This shift highlights the importance of engaging learners in authentic interactions, which enhances their language acquisition and overall learning experience The key principles of communicative language teaching methodology focus on fostering effective communication skills in a meaningful context.
• make real communication the focus of language learning
• provide opportunities for learners to experiment and try out what they know
• be tolerant of learners’ errors as they indicate that the learner is building up his or her communicative competence
• provide opportunities for learners to develop both accuracy and fluency
• link the different skills such as speaking, reading and listening together, since they usually occur so in the real world
• let students induce or discover grammar rules
Blended learning
2.2.1 Technology of teaching in applying information technology
Teaching technology encompasses systematically designed instructional strategies that employ clear objectives and precise procedures tailored to student learning tasks These methods involve carefully sequenced small instructional units, active teacher engagement, significant student participation, frequent reinforcement, and diligent monitoring of student performance.
Instructional procedures that incorporate effective teaching principles include methods such as direct instruction, applied behavior analysis, learning strategies, and response prompting While the implementation of these teaching technologies typically does not require machines or equipment, there are instances where such tools can be utilized to enhance the learning experience.
Media devices play a crucial role in language learning across all educational levels, from primary education to adult learning These devices, including mobile phones, iPads, iPods, laptops, and computers, are widely used by students globally in their daily lives While primarily seen as tools for entertainment, their application in learning English is increasingly recognized as effective To enhance English learning at Long An Teachers Training College, it is essential to integrate these popular media devices into the educational process, transforming them from mere entertainment into powerful learning tools.
Blended learning is an educational approach that combines various delivery methods, teaching models, and learning styles to create an engaging and interactive learning environment.
Blended learning is essential for educators in the vocational education and training sector, as it highlights the advantages of integrating technology to enhance learner support Collaborating with Digital Champions, participants will engage with teaching professionals who recognize the practical challenges of implementing blended learning Understanding the significance of incorporating digital methods into instruction is crucial, as these approaches prepare learners for the digital workplaces they will enter.
2.2.4.1 Teaching or learning resources online (Websites)
Utilizing websites is a simple and effective way to integrate technology into the classroom The internet offers a vast and ever-growing selection of resources that cater to various educational levels and subjects Educators can access authentic materials designed for general internet users or specialized English Language Teaching (ELT) sites created by and for teachers Additionally, resources are available in monolingual or multilingual formats, featuring multimedia elements or straightforward text for users with slower internet connections.
The web serves as an extensive source of authentic content, offering a valuable window into the wider world beyond the classroom This vast repository provides teachers and students with access to a wealth of materials that were previously difficult to obtain, enhancing the learning experience significantly.
Teachers and students can find materials for studying English on the Internet through these links about all skills and grammar attached in the index.
E-mail, a form of asynchronous computer-mediated communication, has been called "the mother of all Internet applications" (Warschauer, Shetzer, and Meloni, 2000, p.3) Since the evolution of networks, computers can offer foreign language (FL) learners more than drills: "they can be a medium of real communication in the target language, including composing and exchanging messages with other students in the classroom or around the world" (Oxford,
Since 1990, foreign language (FL) teachers have started to recognize the significant influence that digital media has on their profession By thoughtfully analyzing and creatively incorporating this tool into their classrooms, educators are beginning to understand its potential benefits for language instruction.
In the past decade, numerous innovative applications of e-mail in foreign language (FL) classrooms have emerged, making it challenging to track their benefits for language learners This article offers a comprehensive overview of these e-mail uses in FL education Initially, we highlight the advantages identified in existing literature regarding e-mail's role in enhancing language learning experiences Subsequently, we explore various contexts and opportunities for communicative interaction via e-mail, both within and outside the FL classroom, as discussed in scholarly works.
Despite being viewed as a "low-tech" medium, email offers significant advantages for learning a foreign language Its greatest benefit lies in providing learners with enhanced opportunities for meaningful communication in the target language, surpassing the interactions typically available in traditional classroom settings.
E-mail Interaction within the Class
Utilizing email communication within a single class allows teachers to seamlessly link communicative tasks to the current topic, enhancing students' engagement and interaction with the material Educators can create email assignments as pre-class, post-class, or additional activities to further enrich the learning experience.
Email facilitates instant communication across distances, allowing teachers to utilize it for interactive exchanges among learners beyond their immediate language learning environments, including connections with students from other universities, cities, or even countries This approach fosters the sharing of ideas with diverse audiences and emphasizes effective communication In this section, we will spotlight collaborative projects that unite classes from various locations.
2.2.2.3 Independent Groups Outside of One's Class
Students can engage in group email projects that extend beyond typical class activities, promoting independent exploration of language and topics These email lists facilitate connections with native speakers and fellow learners, enriching their learning experience with diverse input from various sources.
One-on-one E-mail Interaction
One-on-one email exchanges can significantly enhance language learning, offering a more personal and time-intensive experience compared to group interactions This section provides valuable suggestions for engaging in such exchanges with three potential partners: a teacher, another language learner, and a native speaker of the target language.
E-mail Between the Teacher and the Foreign Language Learner
Issues in using IT in teaching and learning English
2.3.1 What are the kinds of technology?
When we think of technology, we often envision complex devices like computers, smartphones, and advanced machinery, shaped by our experiences with media, science fiction, and everyday tools such as cars and ATMs.
The emphasis on technology in education has been prominent since the introduction of the first teaching machine by Pressey in 1926 Educators, much like the general population, have increasingly prioritized the integration of devices and machines in the classroom This focus has led to the widespread adoption of various technological tools in public schools and higher education, including film projectors, audio and video tape recorders, overhead projectors, and computers, enhancing the learning experience.
Since the early 1960s, a significant shift in the perception of technology in education has emerged, with educators recognizing the broader concept of instructional technology The Congressional Commission on Instructional Technology (1970) determined that technology encompasses more than just hardware; it also includes a systematic approach to designing and delivering instruction effectively.
The latter part of the 20th century has seen a significant evolution in technology due to advancements in microcomputer technology, research in instructional procedures, and the development of new devices for individuals with health issues, physical disabilities, and sensory impairments Today, six categories of technology are acknowledged: teaching technology, instructional technology, assistive technology, medical technology, productivity tools, and information technology (Blackhurst & Edyburn, 2000).
2.3.2 What are the benefits of using technology in learning English?
The modern teacher faces new challenges and responsibilities in an era transformed by technology, which has significantly altered traditional English teaching methods With numerous tools at their disposal, educators can enhance engagement and productivity in the classroom As Graddol (1997:16) notes, technology is a key driver of social and linguistic change, playing a crucial role in the globalization process that impacts education, work, and culture.
Incorporating multimedia in English Language Teaching (ELT) creates engaging learning environments that resonate with students' interests This effective approach leverages technology to enhance modern teaching styles, appealing to both visual and auditory learners As English continues to expand globally, it has become increasingly essential, with David Graddol highlighting its pivotal role in scientific, technological, and cultural advancements.
In today’s educational world, the availability of technology for the classroom provides our teachers with the capability to substantially enhance their pupils’ cognitive and language building skills.
Many ESL classrooms fail to utilize available technology effectively, and when it is used, it often lacks proper implementation To enhance the integration of technology in language learning, additional training is essential to provide effective models and promote its efficient use.
Educators should understand that if they employ technology in their classroom that is similar to the technology students use at home, their teaching job will be easier
Many ESL teachers continue to rely on traditional lecture-based methods and paper materials, reminiscent of pre-digital education It is essential for schools and universities to understand that integrating technology into the ESL classroom enhances learning experiences and actively engages students.
Using technology in the classroom, we engage the students' attention by allowing them to simulate real-world experiences as well as gain relevant knowledge through visual learning (Saundz)
This captures and holds students' attention in every aspect of learning.
Modern learning institutions must embrace current technologies to enhance students' computer skills, preparing them effectively for their future careers.
Technology plays a crucial role in modern classrooms, yet ESL educators often dedicate insufficient time to teaching students how to effectively use various technological tools To address this issue, it is essential for teachers to adopt a dual role, acting not only as facilitators of learning but also as co-learners alongside their students.
The rise of social media has transformed the traditional educational model, where the teacher is seen as the sole expert and the student merely a learner This shift emphasizes a more collaborative approach to knowledge sharing, enabling students to engage actively in their learning process.
In the rapidly changing landscape of technology, everyone in the classroom is both a learner and a teacher Recognizing this dynamic allows educators to feel more comfortable and effective in tech-driven environments When teachers embrace the dual role of guide and learner, they can gain new knowledge and skills alongside their students, leading to greater success in the classroom.
2.3.3 Disadvantages in using IT in teaching and learning English
Beside the good points of IT in learning and teaching English, there are also a couple of problems arising from Application of Multimedia technology in English language teaching:
2.3.3.1 Major means Replaced by the assisting one
The use of multimedia technology in education can enhance teaching effectiveness, but over-reliance on these tools may undermine the teacher's role and disrupt student engagement Many educators find themselves more focused on technology than traditional methods, leading to a lack of eye contact and interaction with students Consequently, both teachers and students can become overly dependent on computers, which can stifle creativity and personalized teaching approaches It is crucial to recognize that modern educational techniques should serve as supportive tools rather than dominate the classroom experience Teachers must leverage multimedia to enrich the curriculum while ensuring that the essence of traditional teaching methods is preserved, promoting a balanced approach that fosters student initiative and originality.
The debate surrounding English classes emphasizes the importance of teaching solely in English to enhance students' comprehension, pronunciation, and oral expression While multimedia technology, including audio and visual aids, can engage students and cater to their learning needs, it often hinders effective communication between teachers and students The reliance on computer-generated sounds can obscure clarity, and the use of visual images limits students' opportunities for verbal interaction Consequently, the enriching environment fostered by active teacher-student dialogue diminishes, transforming English classes into passive experiences where students become mere spectators rather than active participants in their learning.
Language teaching differs from other subjects as it relies on dynamic interactions between teachers and students rather than rigid, step-by-step demonstrations Effective language instruction fosters a tense and orderly environment through real-time questions that encourage students to think critically and develop problem-solving skills Overemphasis on structured teaching can hinder students' engagement and appreciation for the beauty of language, neglecting the importance of a free and joyful learning atmosphere While multimedia can enhance learning by stimulating thought and creativity, it should not replace the essential processes of thinking, analyzing, and exploring Ultimately, the primary goal of language education should be to cultivate students' thinking abilities, with teachers guiding and facilitating effective learning rather than dominating the classroom with pre-arranged content.
2.3.3.4 Theoretical Thinking Replaced by Imaginable Thinking
Learner autonomy
2.4.1 What is learner autonomy in learning?
‘Autonomy is your capacity to take responsibility for, and control of, your own learning, whether in an institutionalized context, or completely independent of a teacher or institution.’ (Thornbury, 2006: 22)
Autonomous learning differs significantly from traditional 'lockstep learning' by allowing individuals to take charge of their own educational journey Unlike the conventional approach, where all learners engage in identical activities simultaneously and are expected to achieve similar outcomes, autonomous learning recognizes each person's unique potential and encourages them to assume responsibility for their learning process.
Since the 1980s, the concept of autonomous learning has become increasingly popular, shifting the decision-making power regarding learners' actions and methods from authority figures, such as teachers and education departments, to the learners themselves.
Learning a new language can be a lengthy process, and many learners may not have the time or ability to commit to an extended teaching program This situation also presents an opportunity for institutions, as it allows for language acquisition to occur even in the absence of a physical teacher, tutor, or facilitator during the learning experience.
Learner autonomy empowers individuals to take greater responsibility for their education, leading to more effective learning outcomes According to Swift, autonomous learners are less dependent on teachers, which enhances their ability to engage with the learning process This self-directed approach fosters a deeper understanding and retention of knowledge, ultimately benefiting their educational journey.
‘Autonomous learning is more effective than non-autonomous learning.’ (Lowry)
2.4.1.2 What do learners need to become autonomous?
The belief that they can learn independently of the teacher and the classroom setup Some cultures have authoritarian learning systems that produce very dependent learners.
A willingness to undertake independent learning i.e to take on the responsibility in terms of goal setting, time management, selecting materials and conducting self/peer assessment.
A realistic and positive attitude to language learning (sometimes this may be undermined by previous learning experiences, requiring coaching from the teacher).
Teachers play a crucial role in guiding aspiring learners towards autonomy, emphasizing that this independence requires training and does not develop instantly It is important to note that autonomy does not mean working in isolation; rather, the teacher, the classroom, and the school continue to be integral components of the learner's environment.
2.4.1.3 Doesn’t fostering learner autonomy remove the teacher from the learning process?
Many learners enter language classes with a background in authoritative teaching, which often leads to a dependence on the teacher for approval, direction, and learning strategies It is unrealistic to expect these students to be autonomous from the start; therefore, fostering learner autonomy in the classroom is essential Over time, students can learn to manage their ongoing education independently and assess their progress It is crucial for learners to recognize the teacher as a facilitator and resource rather than an unquestionable authority figure.
Furthermore, although a learner may develop skills of autonomous learning, this doesn’t preclude them from participating in language classroom lessons.
2.4.1.4 Which skills does the teacher need to foster to develop learner autonomy?
The degree of independence you envision for your students significantly influences their learning journey Teachers can initially foster essential skills by guiding students in accessing and utilizing resources like websites and online journals through homework activities Over time, this approach empowers students to cultivate their own abilities in setting objectives, planning their self-study, and conducting self-assessments.
It’s important to acknowledge that autonomy is a matter of degree, not
Nunan emphasizes that the learning process unfolds in stages, beginning with an awareness of learning goals and the materials used, and evolving into a 'transcendence' where learners connect classroom content to the real world The depth of this development is influenced by the teacher, the learner, and the available resources.
2.4.1.5 How do we foster learner autonomy?
Teachers can cultivate awareness of essential learning skills by demonstrating effective learning strategies through thoughtfully planned activities This approach helps students grasp the reasoning behind various teaching methodologies, including the concept of learning through discovery.
Various learning strategies can be introduced to learners through texts, questionnaires, surveys, and discussions, enabling them to assess their personal effectiveness and choose which strategies to further develop.
Teachers can enhance students' awareness and confidence in decision-making by gradually allowing them to take on more choices in their learning process For instance, using pyramid discussions enables learners to express their preferences for scheduling various skill activities and types of exercises.
2.4.2 The role of autonomy in learning English
2.4.2.1 Factors Limiting students’ attitude in learning English
Many students, particularly those majoring in non-English subjects, exhibit a lack of interest in learning English, primarily motivated by extrinsic factors This disinterest stems from a misunderstanding of the value of English as a global means of communication, compounded by poor learning conditions and traditional teaching methods Additionally, anxiety surrounding the subject contributes to a lack of motivation among students, especially in fields like mathematics, science, and computing Despite long-term English instruction, many students remain disengaged, leading to disappointing outcomes As an English teacher at Long An Teachers’ Training College, I am deeply concerned about fostering greater enthusiasm and involvement in English learning, making research on motivation in language education particularly significant for my teaching practice.
Maslow's Hierarchy of Needs, as outlined in 1987, emphasizes self-actualization as the pinnacle of human motivation, where individuals seek to realize their full potential after meeting basic needs Herzberg's motivation theory, introduced in 1968, highlights the impact of motivation in the workplace, which parallels the academic achievements of university students The distinction between Herzberg's two factors lies in their levels of satisfaction and dissatisfaction, directly linked to Maslow's needs Students are more motivated to learn when they find joy and relevance in their subjects, particularly in learning English as a second language, as it aligns with their career aspirations Both intrinsic and extrinsic motivators influence students' engagement, with hygiene factors such as peer relationships and learning conditions being crucial in educational settings Dornyei's concept of external influences underscores the importance of teachers and the learning environment Furthermore, intrinsic motivators are connected to self-esteem and self-determination, as noted by Ryan and Deci Research by Noels et al (1999) indicates that teachers who support student autonomy and provide constructive feedback enhance both intrinsic and extrinsic motivation Studies by Williams and Burden (1997) and Pearse and Davies (2000) confirm that teachers’ feedback significantly boosts students' motivation, particularly when they recognize their progress However, if teachers are perceived as controlling, it can diminish students' intrinsic motivation Thus, teachers play a crucial role in fostering both intrinsic and extrinsic motivation among students.
2.4.2.2 Factors effecting students’ autonomy in learning English
Teaching English to non-English majors at the university level requires a focus on adult education principles, particularly the humanistic approach According to Knowles et al (2011), andragogy, the theory of adult learning, emphasizes six key principles: the learner's need to know, self-concept, prior experience, readiness to learn, orientation to learning, and motivation Grace (1996) notes that andragogy primarily focuses on individual intrinsic motivation while often overlooking external influences on adult learners' goals and learning orientations Social interactions and environmental factors can significantly impact motivation, as many adult learners are inspired by the support of their society, friends, and family While students are encouraged to set personal academic goals based on their interests, it is essential to integrate humanistic approaches with andragogy and provide constructive feedback to enhance self-confidence and autonomy By fostering a positive self-concept, learners can take greater responsibility for their educational journey, ultimately leading to more effective learning outcomes.
In 1994, it was emphasized that teachers' openness and empathy play a crucial role in fostering student learning and development Teachers act as facilitators, allowing students to take center stage in their own journey of self-actualization and determination Self-actualization serves as a fundamental human motivator, and when this drive is hindered, it can lead to significant physical and mental imbalances in individuals.