Mẫu bìa Đề cương luận văn 1 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY EFL TEACHERS’ AND STUDENTS’ READINESS FOR PROMOTING LEARNER AUTONOMY AT KENT INTERNATIONAL COLL[.]
Background to the study
English has become an essential global language, facilitating access to international job markets, travel, and cross-cultural communication, making it vital for students' success Self-study is increasingly recognized as a key component of effective language learning, supported by modern social and educational reforms in Vietnam, especially in English language teaching (ELT) The rapid growth of information technology and social media platforms like Facebook, Zalo, Instagram, YouTube, Google, and Twitter offers students valuable opportunities for personal development, academic achievement, and independent learning.
The Vietnamese Government has significantly promoted English Language Teaching (ELT) through policy initiatives and increased budget allocation (Le Van Canh, 2007; Nguyen Ngan, 2012) The rise of global communication and easy internet access provide students with abundant authentic materials, enhancing their learning opportunities Vietnam’s education system has employed various teaching methods, such as the Direct Method, Grammar-Translation Method, Audio-lingual Method, Communicative Language Teaching (CLT), The Natural Approach, and Task-Based Language Learning, with the effectiveness of these approaches depending largely on learners, contexts, and goals As ELT continues to evolve, the concept of learner autonomy, as emphasized by Holec, has become increasingly important in shaping effective language learning strategies.
Learner autonomy is defined as the ability to take charge of one's own learning, emphasizing that students are responsible for their educational journey (Holec, 1981) This concept is vital for effective learning, particularly in mastering the English language, as learners need to recognize their responsibility in achieving their goals They must actively exert self-effort to improve and develop their skills, highlighting the importance of independence and self-motivation in language learning (Lengkanawati, 2014; Holec, 1981).
Teachers are vital in fostering learner autonomy by creating diverse learning activities that encourage student independence, as emphasized by Dickinson (1995) and Little (2007) While educators can guide and motivate students, ultimately, learners must take responsibility for planning, executing, and assessing their own learning processes, aligning with the idea that “you can bring the horse to water, but you can't make it drink” (Scharle and Szabử, 2000) This dynamic underscores that true autonomy in language learning requires students to actively engage and study independently to achieve success.
Kent International College (KIC) graduates over a hundred non-English major students annually, many of whom aim to study abroad, making learner autonomy a vital part of their language learning journey Teachers at KIC employ diverse teaching methods, such as Grammar-Translation for understanding grammatical rules and Communicative Language Teaching for real-life application, each with their own strengths and weaknesses Task-based language teaching is notably used to boost students’ speaking skills and confidence in communicating with foreigners Given that students primarily study English to prepare for abroad studies and living, teachers must adapt their approaches based on lesson objectives, student characteristics, and needs Despite the variety of effective methods, independent self-study remains the key to achieving optimal learning outcomes, highlighting the importance of researching learner autonomy to support student success.
In conclusion, learner autonomy has a pivotal role in English language learning Many researchers argue the significance of autonomy and appreciate its role in teaching English.
Statement of the problem
Many Vietnamese students, despite studying English for at least seven years in high school, struggle to effectively engage in self-regulated learning due to difficulties in initiating and managing their own language practice English is a compulsory subject in most Vietnamese universities, yet learners often find it confusing and hesitant when it comes to creating independent learning opportunities, feeling unprepared to take responsibility for their language development Developing autonomous learning skills involves more than choosing what and how to learn; it requires the ability to set objectives, select appropriate materials and methods, monitor progress, and evaluate outcomes—tasks that many students find daunting As a result, achieving true self-directed learning remains challenging, requiring considerable time and practice to master.
Students at Kent International College face significant challenges in independently acquiring English language skills, as many struggle to understand and develop their learner autonomy Despite being required to produce research-based presentations and prepare for lessons, they often lack the skills to effectively search for information, select suitable resources, and manage their own learning processes Limited time, confidence, and awareness hinder their ability to practice independently, with some students displaying reticence or anxiety when required to showcase understanding outside the classroom While teachers provide guidance and resources, only a few students benefit from these interventions, leading to ongoing difficulties in fostering active engagement and autonomous learning These issues collectively impede the development of learner autonomy at KIC, affecting students’ overall English proficiency and self-directed learning capabilities.
Research on learner autonomy has primarily focused on teachers' and students' beliefs and classroom practices, but gaps remain due to the contextual nature of language learning Different learning environments can produce varied results influenced by multiple factors Notably, there is a lack of research on this topic at Kent International College This thesis aims to explore the readiness of EFL students and teachers at KIC to promote learner autonomy.
Aims and objectives of the study
This research aimed to assess the readiness of teachers and students at Kent International College to promote learner autonomy, with the goal of enhancing students’ self-directed learning skills The findings offer valuable insights and practical implications for educators and learners to foster greater independence and improve overall academic performance.
The objectives of this study were as follows:
• To find out students’ readiness for promoting learner autonomy at KIC
• To determine teachers’ readiness for promoting learner autonomy at KIC.
Research questions
In order to identify the previously mentioned objectives, the primary research questions driving this study are:
1 To what extent are EFL students ready to promote learner autonomy at KIC?
2 To what extent are EFL teachers ready to promote learner autonomy at KIC?
Scope of the study
This study examines the readiness of teachers and students at Kent International College in Ho Chi Minh City to promote learner autonomy, focusing primarily on their perceptions rather than actual practices Due to time constraints, the research surveyed 134 students and 25 teachers, with interviews conducted with five teachers, involving participants from the English Department of first- and second-year students Kent International College was selected as the research site because it is a prominent international institution in Vietnam, making it a suitable setting for this investigation Data collection involved administering questionnaires to all respondents, providing insights into the college’s educational environment and the preparedness of its faculty and students for fostering learner autonomy.
5 lecturers joined the interview to share their opinions on this topic.
Significance of the study
Since the 1980s, there has been a significant and ongoing increase in research on learner autonomy, highlighting its growing importance in language education Scholars such as Benson (2001), Dickinson (1987), Holec (1981), Le Xuan Quynh (2013), and Tran Quoc Thao & Duong My Tham have consistently emphasized the rising academic focus and recognition of learner autonomy as a crucial component of effective language learning and teaching.
Despite extensive research on learner autonomy, further studies are needed to deepen understanding in this area This thesis serves as a valuable reference for future researchers, emphasizing that educational reform aims to enhance learners’ autonomy capabilities It offers policymakers and educators critical insights into improving education quality, highlighting recommendations to promote learner independence Additionally, the study provides practical suggestions for administrators, teachers, and students to implement in their teaching and learning practices, fostering greater learner autonomy.
This thesis emphasizes enhancing teaching quality at KIC by focusing on teacher and student readiness to foster autonomous learning According to Nguyen Quang Kinh and Nguyen Quoc Chi (2008), developing students’ autonomy enables them to become active societal contributors Autonomous learners with high adaptability can adjust their behavior to diverse situations and keep pace with global changes, preparing them for future challenges.
KIC’s culture, rooted in the values of an international educational organization, significantly influences student behavior by shaping their expectations in line with Kent's performance culture Changes in the cultural environment—whether initiated by KIC or its teachers—lead to shifts in student conduct, highlighting the importance of fostering learner autonomy within this international setting Promoting awareness among both teachers and students about learner autonomy is crucial for encouraging lifelong learning and preparing students for future academic pursuits The findings of this study offer valuable pedagogical insights and strategies to enhance student autonomy, serving as meaningful references for future research on similar topics in diverse contexts.
Definition of key terms
Learner autonomy is the capacity to take responsibility for one's own learning
Non-English majors are first-year students, second-year students of different majors (i.e Business, Marketing, Hospitality, Aviation, Multimedia) at KIC
Teachers’ readiness for learner autonomy is that teachers have self- awareness, knowledge, and encouragement of building learner autonomy
Students’ readiness for learner autonomy is that students have self-awareness of learning, positive attitudes, beliefs for their self-efficacy, and motivation for their autonomous learning.
The organization of the thesis
This thesis consists of five chapters
Chapter 1 introduces the background information, the focus of the research and provides an overview of the purposes of the study on learner autonomy topic The scope of this study and its significance are also emphasized in this part The last one is organization
Chapter 2 provides the literature review, theoretical background, previous studies in this teaching and learning context and the conceptual framework
Chapter 3 provides brief information on the set of methods and procedures of this thesis It includes the research design, research site and the descriptions of participants, sample and sampling procedures, research instruments, data collection, and analysis procedures Validity and reliability of the research instrument are also mentioned in this part
Chapter 4 provides a presentation of the results collected from questionnaires and interview, discussion of data, and the discussion of findings
Chapter 5 presents conclusion, implications, limitation, and recommendations for further research.
Learner autonomy
Learner autonomy is a critical aspect of English language education, emphasizing the learner’s ability to independently manage their own learning process As defined by Holec (1981), it is “an ability to take charge of one’s own learning,” making it a foundational concept recognized by many researchers Benson (2007) appreciates Holec's influential definition, highlighting its significance in promoting self-directed language learning Understanding learner autonomy can enhance teaching strategies and empower students to become more effective, independent learners.
The most widely cited definition in the field underscores the importance of student responsibility in the learning process, including goal setting, selecting methods and materials, and evaluating outcomes A positive attitude, strong reflection skills, and a proactive approach to self-study are essential qualities students should develop to succeed.
Learner autonomy, a vital concept in language education, has been interpreted through various scholarly lenses Dickinson (1987) describes autonomy as a learning mode where individuals are responsible for all decisions related to their learning process and actively implement these choices Similarly, Littlewood (1996) emphasizes the importance of autonomous learners taking control of their learning journey, highlighting the role of self-direction and decision-making in achieving effective language mastery.
Learners’ ability and willingness to make independent choices are key components of their overall competence, with their capacity to select appropriately relying heavily on their background knowledge and skills This dual aspect emphasizes that effective decision-making in students is influenced both by their inherent abilities and their motivation to choose independently, highlighting the importance of fostering both elements in educational settings.
Learner autonomy is fundamentally about empowering learners with the ability and right to discover new methods of learning independently (Smith, 2007) It emphasizes their control over the learning process, fostering independence and self-determination Similarly, Lakoff (1990) describes autonomy as the community’s capacity for independence and self-governance in both internal and external relations, highlighting the importance of self-directed learning and agency in educational development.
During self-directed study, students should focus on setting clear learning outcomes, selecting appropriate learning materials, and employing suitable techniques and methods Autonomous learners enjoy the freedom and openness to manage their own learning process independently, without external restraints, enabling a personalized and effective educational experience.
Student motivation and confidence are key factors influencing their willingness to learn, emphasizing the importance of learners taking responsibility for their own education According to Rivers and Golonka (2009), learner autonomy involves the active and independent management of learning, where students set or control their goals, curriculum, pedagogical methods, or content This capacity enables students to make essential decisions that help them achieve their learning objectives, fostering greater independence and effectiveness in their educational journey.
Autonomy in education, as defined by the Longman Dictionary (2009), is the ability or opportunity for learners to make their own decisions without external control, highlighting the importance of learners' decision-making and independence Duong My Tham (2015) emphasizes that autonomous learning enables students to take control of their education, fostering independent communication and study skills Additionally, Thanasoulas (2000) suggests that learner autonomy not only promotes individual development but also encourages shared responsibility and mutual reliance among learners, underscoring the vital role of students in the autonomous learning process.
Learner autonomy, as defined by Benson (2001), refers to the capacity to take control of one's own learning, encompassing three interconnected aspects: learning management, cognitive processes, and learning content Learning management involves students' abilities to plan, design, select strategies, and evaluate their self-study efforts The cognitive process pertains to students' perceptions, reactions, and metacognitive knowledge related to their learning Lastly, learning content relates to the context in which learners independently direct their learning journey.
An autonomous learner is someone who effectively manages their learning process by setting clear goals and taking control of their study activities They independently choose and regulate their learning content, demonstrating self-direction and responsibility in achieving their educational objectives Developing autonomy in learning enhances overall engagement and fosters more personalized educational experiences.
2.1.2 The importance of learner autonomy in English language learning and teaching
In the 21st century, learner autonomy has emerged as a key focus in English language learning and teaching, serving not only as an educational goal at the tertiary level but also as a strategic component for national development Recent research highlights a growing interest in fostering learner independence across diverse teaching contexts, emphasizing its vital role in enhancing self-education and lifelong learning According to Vygotsky (1934), “What the learner can do with help today, will be able to do independently tomorrow,” underscoring the importance of learner autonomy in empowering students to become self-reliant learners Developing learner autonomy enables students to improve their overall learning process and daily life skills, promoting independence and lifelong learning.
Learner autonomy, as described by Barnard (2012), refers to students' freedom to choose strategies in their learning and life, fostering independence Psychologically, when students take responsibility for their learning, they tend to learn more effectively through the development of cognitive, social, and affective skills (Dickinson, 1987) This independence also promotes self-management and motivation, leading to increased optimism and confidence in their autonomous abilities (Little, 2006) As a result, autonomous learners typically experience more efficient and effective learning outcomes.
According to Ciekanski (2007, p.112), autonomy can be considered as
Emancipatory practice enhances both individual growth and societal development by empowering individuals to self-study and manage their learning and lives effectively According to Benson (2001), developing self-management skills in learning is highly beneficial for personal progress Umeda (2010) emphasizes that autonomy in language learning is vital for fostering lifelong adaptability to social changes, promoting learners' individuality, and increasing diversity within educational and cultural contexts These aspects underscore the importance of cultivating learner autonomy to contribute positively to society.
Learner autonomy is a vital concept for lifelong learning and societal development, offering numerous advantages for effective education By fostering self-awareness and a proactive attitude toward learning, students become more prepared to take control of their educational journeys Emphasizing learner autonomy enhances not only individual growth but also contributes to the evolution of a knowledgeable, adaptive society.
Littlewood (1999) distinguishes two types of learner autonomy, with the first being proactive autonomy Proactive learners are characterized by their responsibility-taking and clear perception of their own learning processes, regardless of external factors such as genetics, circumstances, or conditioning, which do not influence their behavior.
Readiness for learner autonomy
2.2.1 Students’ readiness in fostering learner autonomy
In 1981, Holec's seminal work "Autonomy in Foreign Language Learning" introduced the concept of the "deconditioning process," a crucial psychological step that prepares learners for autonomy This process involves helping students shed their assumptions and prejudices about their roles in language learning, such as believing only teachers can assist them or that skills from other subjects cannot be transferred to language acquisition Addressing these misconceptions is essential for fostering positive attitudes and beliefs that support autonomous learning.
Readiness for learner autonomy extends beyond self-awareness and beliefs to include a high level of metacognitive awareness, as highlighted by Sinclair (2000a) Metacognitive knowledge encompasses learners’ psychological factors, such as hobbies and individual differences, as well as language awareness and the broader learning context, including cultural, political, social, and environmental aspects Ultimately, the foundation of learner autonomy lies in a certain degree of awareness about one's own learning process.
According to Littlewood’s (1996) framework of autonomy, motivation plays a vital role alongside knowledge in fostering learner independence Readiness for learner autonomy can be understood through two key aspects: psychological, where positive attitudes and beliefs enhance students’ willingness to self-study, and metacognitive, which involves possessing the necessary knowledge and skills to facilitate autonomous learning.
In brief, readiness for learner autonomy is that students have self-awareness of learning, beliefs for their self-efficacy, and motivation for their autonomous learning
2.2.2 Teachers’ readiness in fostering learner autonomy
Teachers’ readiness is regarding as the most essential in promoting learner autonomy Many researchers have suggested that teachers’ readiness is key in nurturing learner autonomy (Benson, 2008; Coterall, 1995; Little, 1990; Oxford,
Teachers play a central role in facilitating student learning and integrating technology, relying heavily on their personal qualities to support educational growth They are responsible for fostering autonomous learners by guiding students through planning, monitoring, developing, and evaluating their learning processes Without effective instruction and encouragement from teachers, students may lack motivation, struggle to become independent learners, and experience confusion Therefore, understanding and embracing their multifaceted roles in the classroom is essential for teachers to promote effective, self-directed learning.
Teachers play three key roles in fostering learner autonomy: they act as facilitators by assisting students in goal setting, material selection, and self-assessment; as counselors by offering guidance and advice to motivate effective study habits; and as resource providers by offering access to online learning tools, relevant materials, and useful information To fulfill these roles effectively, teachers must demonstrate a positive attitude and strong English proficiency, reflecting their willingness and knowledge—where willingness indicates readiness and a proactive mindset, as described by Allport (1935) Additionally, a teacher’s subject knowledge significantly impacts lesson quality and student engagement; well-informed teachers create dynamic lessons that activate students’ learning potential According to Stronge et al (2008), classroom management is crucial for supporting student success, emphasizing that effective teachers with deep content knowledge can inspire and facilitate meaningful learning experiences.
Creating an engaging and supportive learning environment is essential for fostering learner autonomy and boosting motivation, as highlighted by Dam (1995), Dickinson (1995), Little (2007), and Smith (2008) Teachers can enhance learner autonomy by designing stimulating activities, providing ample support, and encouraging open discussions Recognizing the emotional aspect of learners is crucial, as it significantly impacts language learning success or failure (Oxford, 1990) According to Krashen (1982), motivation, confidence, and anxiety are key factors influencing second language acquisition, underscoring the importance of teacher encouragement and inspiration in the classroom.
Teacher readiness is primarily evaluated based on their attitude, knowledge, and ability to encourage and inspire students Effective teachers foster student awareness, guide them to assume greater responsibility, and motivate their learning journey They also provide clear explanations and essential information to support student success.
Previous studies
2.3.1 Promoting learner autonomy in contexts
This report focuses on learner autonomy within the context of Ho Chi Minh City, Vietnam, highlighting the need to clarify its conceptual understanding in the Asian and Vietnamese settings Citing Asian authors is particularly relevant due to cultural similarities and the limited research on learner autonomy in Vietnam Additionally, comparing the development of learner autonomy in Vietnam with other global contexts provides valuable insights into its promotion and challenges across different educational environments.
Promoting learner autonomy in Asian contexts
Littlewood (1999) emphasizes that learner autonomy must consider students' characteristics and cultural demands, questioning how Asian cultural backgrounds influence learning behaviors and how these influences can be adjusted He identifies that Asian cultures prioritize tradition, harmony, and group cohesion over Western values of individualism and self-expression According to Littlewood, East Asian learners tend to see themselves as dependent on others, are aware of status differences in the classroom, and show a strong desire to achieve their goals while taking responsibility for their learning This perspective highlights the importance of understanding the traditional hierarchical relationship in Asian education, where teachers are respected authority figures, a concern echoed by researchers like Benson (2003) and Dang Tan Tin (2010).
Learner autonomy in education is significantly influenced by cultural traditions and sociocultural factors in Asian countries According to Dang Tan Tin (2010), many students rely heavily on teachers, showing a lack of initiative and independence in their learning process This tendency aligns with the traditional Asian view of authority, where teachers hold dominant power and exercise full control in the classroom setting.
Ho and Crookall (1995) highlight that in the Chinese educational context, protecting others' self-image and feelings is a cultural priority, which influences learner autonomy Chinese students are expected to demonstrate respect towards teachers, avoiding actions that may cause embarrassment or confront their authority, such as expressing contrasting opinions Autonomous learners, who share their ideas freely even when differing from teachers, may risk losing face, explaining why autonomy can feel uncomfortable both emotionally and intellectually for Chinese students.
In order to solve this problem, many researchers provide a large set of significant recommendations in promoting learner autonomy in the Asian context
Research by Ho and Crookall (1995) reveals that while certain elements of Chinese culture may hinder learner autonomy, effective teaching strategies can still foster independence among students In particular, the cases of Chik and Lim, Asian English learners, demonstrate how tailored instructional approaches can overcome cultural barriers Benson, Chik, and Lim, as cited in Palfreyman, highlight that adaptive methods enable teachers to promote learner autonomy despite cultural challenges.
D & Smith, R.,2003) found that it is necessary here to clarify the development of autonomy in the relation to the social-cultural process in the Asian education context
Using a narrative approach, this article highlights how cultural backgrounds intricately influence English learning, yet students’ motivation and effort transcend these cultural barriers Their proactive pursuit of knowledge exemplifies how learner autonomy fosters independence, allowing learners to step beyond cultural and social constraints in mastering English The study underscores that developing a strong sense of individual agency is key to promoting autonomous learning, emphasizing the critical role learners play in shaping their language acquisition journey.
Asian learners can develop autonomy when provided with suitable support and a conducive environment, as highlighted by Little (1995), Littlewood (1999), and Aoki (2008) However, the concept of learner autonomy and its effectiveness must be adapted to fit the cultural context to ensure meaningful and sustainable development.
Promoting learner autonomy in Vietnamese contexts
In Vietnamese traditional classrooms, limited resources and scarce practice opportunities outside the classroom significantly hinder learner autonomy Large class sizes, an overburdened curriculum, rigorous testing systems, and an obsession with academic achievement further impact English language learning and teaching Recently, the concept of learner autonomy has gained increasing attention within Vietnam’s applied linguistics community, reflecting a growing recognition of its importance in enhancing language education.
Vietnamese context, several studies have been investigated in order to find out methods in fostering autonomous learner
Taking responsibility in learning, or autonomy, positions students as the central agents in the educational process, reflecting an essential aspect of Asian learning philosophy that values internal mental effort over external actions (Le Xuan Quynh, 2013; Cortazzi & Jin, 1996; Usuki, 2007) When students develop a strong awareness of personal growth and achievement, they are more likely to succeed regardless of socio-cultural or environmental challenges, emphasizing the importance of internal motivation in educational success.
Research by Dang Tan Tin (2010) emphasizes that promoting learner autonomy requires providing students with valuable resources, adapting lesson plans and materials, and considering local socio-cultural contexts to tailor effective facilitation Diversifying classroom activities and encouraging students to seek knowledge beyond textbooks are essential strategies Dang Van Hung (2006) highlights that a learner-centered approach fosters a democratic classroom environment where all students actively participate, significantly enhancing their growth and achievement, and remains effective within the Vietnamese educational system Nguyen Van Loi (2017) suggests that project work boosts motivation among autonomous learners, positively influencing their attitudes, behaviors, and skills, and fostering greater responsibility for their learning Furthermore, Tran Quoc Thao (2018) points out that educational technologies play a crucial role in advancing learner autonomy; teachers should incorporate and promote the use of technology-based tools, such as mobile applications and web resources, to motivate students and develop their technological skills essential for independent learning.
Many English learners, even after years of study, struggle to develop self-regulated learning skills and often encounter difficulties in assessing their own progress As a result, there has been significant focus on strategies to support autonomous learners in mastering English more effectively.
Recent research highlights a growing focus on developing autonomous learners, with numerous strategies being explored to enhance learner readiness Experts are actively investigating effective methods and recommending solutions to promote learner autonomy, aiming to empower students to take control of their own learning processes.
Joshi (2011) found that students engaged effectively in autonomous language learning activities and recognized their roles in this process, while teachers encouraged optimism and fostered positive attitudes towards learner autonomy The study employed questionnaires and semi-structured interviews involving 80 postgraduate students and 6 teachers from Tribhuvan University’s Department of English Education, highlighting the importance of supportive teacher practices in promoting learner independence The research recommends enhancing autonomous learning through tailored strategies and teacher encouragement to improve language acquisition outcomes.
Learners with limited or no autonomy should focus on expanding their knowledge through self-exploration and sharing insights with classmates Developing problem-solving skills, consulting diverse resources, and building strong relationships with teachers and peers are essential strategies for fostering autonomous learning.
Autonomous learners should persist in their efforts by continuously exploring new strategies, sharing insights with classmates, and actively engaging with lecturers They also play a vital role in supporting less autonomous peers, fostering an environment of collaborative learning that encourages overall student independence.
Conceptual framework
Based on the literature review, teachers’ readiness and students’ readiness for promoting learner autonomy were considered In terms of students’ readiness, Holec
Learner autonomy involves students' psychological preparation, emphasizing self-awareness of their roles in language learning (1981) Sinclair (2000) highlights that students' self-efficacy forms the foundation of readiness for autonomous learning According to Littlewood’s (1996) framework, motivation is also a vital component, alongside self-awareness and knowledge In essence, students are prepared for autonomy when they possess self-awareness, belief in their self-efficacy, and motivation On the other hand, teacher readiness also plays a crucial role, with researchers like Benson (2008), Little (1990), and Dam (2003) emphasizing the importance of teachers adopting positive attitudes to foster autonomous learners.
Certainly! Here's a concise, SEO-friendly paragraph summarizing the key points:Teacher subject knowledge is essential for effective instruction, as without mastery in their field, teachers cannot adequately support student learning Building an engaging learning environment and developing interesting activities are crucial strategies to foster learner autonomy and boost student motivation Ultimately, a teacher’s readiness—reflecting their attitude, expertise, encouragement, and ability to inspire—plays a vital role in student success and engagement.
Summary
Learner autonomy plays a vital role in English language learning and teaching, emphasizing the importance of students taking control of their own learning process The concept encompasses both proactive and reactive autonomy, highlighting students' readiness to engage independently Teachers' preparedness to foster learner autonomy is also crucial, with various approaches available to promote student independence Additionally, existing research offers a systematic overview of the literature on learner autonomy, including studies that examine readiness for autonomous learning in real educational contexts.
Teachers’ readiness for promoting learner autonomy
Students’ readiness for promoting learner autonomy
Research design
This thesis applied a mixed-methods approach As defined by Johnson et al
Mixed methods research, as defined in 2007, involves a combined use of qualitative and quantitative approaches—spanning data collection, analysis, and inference techniques—to achieve both comprehensive understanding and validation Donmoyer (2006) highlights that integrating multiple perspectives can serve diverse research purposes, offering broader awareness of various options Creswell and Clark emphasize that utilizing both qualitative and quantitative viewpoints enhances the depth and breadth of research insights, making mixed methods a valuable approach for thorough investigation.
Mixed methods research, combining both quantitative and qualitative approaches, is a distinctive strategy in educational research In this study, questionnaires and interviews were used to gather comprehensive data; questionnaires assessed teachers' and students' readiness to promote learner autonomy, while in-depth teacher interviews explored their attitudes and classroom practices This approach allows for a thorough understanding of the research topic by integrating numerical data from questionnaires with detailed insights from interviews, enhancing the depth and validity of the findings.
Research site
The study was carried out at Kent International College, in Ho Chi Minh city, in the second semester of the academic year
Kent International College was established in Vietnam in 2003 Over the past
Kent International College (KIC) has successfully enrolled over 10,000 students over 14 years, including those in short courses and more than 2,500 students in international degree programs All students are immersed in English language learning through instruction from two Vietnamese and two foreign teachers, utilizing IELTS textbooks in their first academic year In the subsequent years, students focus on major-specific subjects such as Marketing, Business, Aviation, Hospitality, and Media Design The English program is structured into six levels—A1, A2, B1, IELTS 4.5, IELTS 5.0, and IELTS 5.5—starting with foundation students in A1, who must pass midterm and final exams to progress To graduate, students need a minimum IELTS band of 5.5 The English materials include Top Notch and Mindset for IELTS, with the foundational levels using Top Notch by Longman Pearson and the higher levels using Mindset for IELTS by Cambridge The English Foundation Program spans 24 weeks per level (8 credits each), totaling 24 credits, while the IELTS program lasts 22.5 weeks per level with 6 credits each, totaling 18 credits Overall, EFL students complete these English programs within approximately one year.
Participants
The participants of this study included 134 non- English majored students and
The study involved 25 lecturers from the English Faculty of Kent International College, with all students and teachers across the English courses selected as participants due to their accessibility and ease of reach This approach ensures comprehensive insights into the English learning environment at KIC, making the findings relevant and representative.
The study involved 134 students, comprising 45% males and 55% females Among those who specified their majors, 47% studied Business, 42% Hospitality, 5% Marketing, 4% Aviation, and 2% Multimedia English learning duration varied from under 7 years to over 10 years, with approximately 70% of students learning English for less than 7 years, 16% for 7-10 years, and 14% for over 10 years Regarding English proficiency levels, 16% of students were at an Advanced level, 48% at Intermediate, and 24% at Pre-intermediate.
The sample comprised 44% male and 56% female teachers Regarding educational qualifications, 48% held a Master’s degree while 52% had a Bachelor’s degree Teaching experience varied from under 4 years to over 9 years, with 32% of participants having 4 years or less, 40% with 4-9 years, and 28% with 9 or more years of experience Most teachers (96%) had less than 4 years of experience as KICs' teachers, with only one teacher (4%) possessing 4-10 years of experience The teachers’ awareness of learner autonomy predominantly stemmed from personal interest (88%), with a smaller portion (8%) citing coursework as their source of knowledge.
Business 63 47 Marketing 7 5 Hospitality 56 42 Aviation 5 4 Multimedia 3 2
3 Studying learning English time Under 7 years 94 70
Advanced 21 16 Intermediate 65 48 Pre- intermediate 32 24 Elementary 8 6 Beginner 8 6
3 Years of experience as an
Under 4 years 8 32 4-9 years 10 40 Over 9 years 7 28
4 Years of experience as an
English language teacher at KIC
Under 4 years 24 96 4-10 years 1 4 Over 10 years 0
Among 25 teachers participating in the questionnaire, the author selected 5 teachers for in-depth interviews to find out their readiness in developing learner autonomy They were teachers of English who were teaching at KIC for over 2 years They were 1 male and 4 females Their highest qualification was Master’s degree They had the background on learner autonomy by personal interest.
Sample and sampling procedures
This study involved 134 non-English major students and 25 lecturers from the English Faculty of Kent International College The student participants, in their first and second years, volunteered to provide self-perception data over a one-month period, using adapted questionnaires distributed via convenience sampling, ensuring each student had an equal chance of participation (Cohen, Manion & Morrison, 2000) Among the 32 teachers working this semester, 25 were invited to answer a specialized questionnaire; six teachers could not participate due to personal reasons, while five teachers with at least two years of experience teaching English at KIC were selected for in-depth interviews, given their valuable insights into learner autonomy.
Leveraging her position as a program manager at Kent International College, the author benefits from an "insider" perspective within this specific academic environment (Burke & Kirton, 2006) Over four years in the English Department, she gained valuable insights by collaborating with diverse teachers and students, which informed her research approach Consequently, she chose convenience sampling to gather data, focusing on teachers and students who were readily accessible and willing to participate in the study (Onwuegbuzie & Collins, 2007).
Research instruments
To ensure the validity and reliability of the study, a mixed-methods approach was employed, integrating both quantitative and qualitative data Quantitative data were collected via two questionnaires, one targeting teachers and the other students, providing measurable insights Additionally, qualitative insights were obtained through interviews with teachers, enriching the data with in-depth perspectives.
The questionnaire which consists of two sections (i.e., background information and readiness for learner autonomy) were adapted from those used in previous studies by Joshi (2011), Duong My Tham (2014), Bozkurt & Arslan
The initial section of the student questionnaire consists of closed-ended questions gathering personal information, including gender, major, years of study, and details about taking the international English exam.
The second section focuses on readiness for learner autonomy, encompassing four key components: self-awareness, self-efficacy, motivation, and metacognitive knowledge It employs close-ended questions rated on a five-point Likert scale, ranging from "Strongly Disagree" to "Strongly Agree," to assess learners' willingness and confidence The evaluation criteria include eight questions derived from existing literature, designed to measure learners’ attitudes and their perceived competence in autonomous learning.
The questionnaire questions, including questions 1 to 3, 4, 5, 6, 7, and 8, were adapted from various sources to ensure relevance and accuracy Questions 1 to 3 and 8 were derived from the literature review, while questions 4 and 5 were adapted from Le Xuan Quynh’s student questionnaire (questions 39 and 6) Questions 6 and 7 were modified from Joshi’s student questionnaire (questions 3 and 5), reflecting the pertinent research factors The self-efficacy and motivation sections of the questionnaire were entirely adapted from Le Xuan Quynh’s instrument, chosen for their conceptual alignment To enhance comprehension, the questionnaire was translated into Vietnamese, facilitating better understanding among students.
Table 3.2: The adaption of the students’ questionnaire
1-3 Self-constructed 4-5 Le Xuan Quynh's (2013) student questionnaire 6-7 Khem Rai Joshi's (2011) student questionnaire
8 Self-constructed Self-efficacy 9-16 Le Xuan Quynh's (2013) student questionnaire Motivation 17-25 Le Xuan Quynh's (2013) student questionnaire
502 Bad GatewayUnable to reach the origin service The service may be down or it may not be responding to traffic from cloudflared
Table 3.3: The adaptation of the teachers’ questionnaire
Knowledge 8-16 Duong My Tham's (2014) questionnaire
Le Xuan Quynh's (2013) student questionnaire
502 Bad GatewayUnable to reach the origin service The service may be down or it may not be responding to traffic from cloudflared
2009) The interview questions for teachers were developed from that used by
502 Bad GatewayUnable to reach the origin service The service may be down or it may not be responding to traffic from cloudflared
This thesis utilized individual interviews recorded via cellphone to gather detailed insights from educators The author transcribed the recordings into Word documents, identified contextual keywords, and coded each interviewee (e.g., Teacher 1 as T1) to ensure clarity Face-to-face interviews enabled the collection of comprehensive opinions and perspectives from teachers regarding learner autonomy, providing valuable qualitative data for the study.
Data collection and analysis procedures
In October 2019, the researcher visited all English classes at KIC to administer student questionnaires, which were subsequently translated into Vietnamese Around mid-October, questionnaires were also distributed to 25 teachers Additionally, five interviews were conducted at KIC, with the data collection process concluding at the end of the month.
The study involved designing questionnaires and interview questions to gather relevant data Prior contact was made with the college administrator to confirm access permissions The questionnaires, estimated to take approximately 20 minutes to complete, were distributed to students, with all items mandatory except for names A 5-point Likert scale was employed to measure willingness and metacognitive knowledge competence, ranging from 1 (Strongly disagree) to 5 (Agree).
5 Strongly agree The participants were those who were conveniently available and eager as well as volunteered to join in the study It is given and administered to both EFL teachers and students in the first semester of 2019-2020 academic year This step took six days The author asked for the help of teachers to get into their classrooms and simply explain the purpose of the study, questionnaire as well as five-point Likert scale's indication so that students known how to rate items Teachers’ questionnaire applied the same procedures and amount of time
The researcher employed interviews alongside questionnaires to explore teachers' perceptions and beliefs regarding their teaching practices related to fostering learner autonomy Each interview lasted approximately 20 minutes, during which teachers responded to translated Vietnamese questions, with the researcher providing detailed explanations beforehand to prevent misunderstandings The interviews were recorded to ensure accurate data collection.
This study employed both questionnaires and interviews to gather qualitative and quantitative data simultaneously, enhancing the overall reliability of the results Data analysis was conducted using SPSS, with quantitative data summarized through mean (M) and standard deviation (SD) The five-point Likert scale responses were mapped onto specific ranges to facilitate interpretation and comparison of participants’ perceptions.
Qualitative data were analyzed through content analysis, focusing on lecturers' interview responses collected post-interview Raw data were segmented into meaningful units from various teachers to facilitate thorough examination To address the research questions, the data were systematically organized into categories, with redundancy minimized through a process of constant comparison, ensuring clarity and precision in the findings.
Table 3.4 Data analysis procedures in relation to research questions and instrument
Validity and Reliability of the research instrument
In quantitative research, it is important to identify the concepts of validity and reliability
Validity refers to the extent to which a researcher accurately measures what they intend to, ensuring the results are meaningful (Smith, 1991; Field, 2005) In this context, four key types of validity are considered: face validity, which assesses whether the test appears effective; content validity, ensuring the measurement covers all relevant aspects; construct validity, confirming the tool accurately measures the theoretical concept; and cultural validity, which guarantees the relevance and appropriateness across diverse cultural contexts.
Research questions Instrument Data analysis
1.To what extent are EFL students ready to promote learner autonomy at
2.To what extent are EFL teachers ready to promote learner autonomy at
Design questionnaires and interview questions
Contact the college administrator Week 4-Semester 1-2019
Deliver questionnaire for students Week 5-Semester 1-2019
Deliver questionnaire for teachers Week 5-Semester 1-2019 Interview teachers
Face validity of a test indicates how well the test content appears appropriate to the participants In this study, the questionnaire was tailored to be relevant for both teachers and students, ensuring it was feasible, readable, and consistent in style and formatting Clear and understandable language was used to facilitate easy comprehension, allowing respondents to confidently follow and accurately answer the questions.
Content validity, as defined by Straub and Boudreau et al (2004), refers to the extent to which an instrument's items accurately reflect the entire content domain it aims to measure Ensuring content validity involves questions that comprehensively and fairly cover relevant aspects of the targeted domain (Cohen et al., 2007) In this study, the questionnaire and interview questions were designed to thoroughly explore key facets of teachers' and students' readiness for learner autonomy, aligning with literature review findings Additionally, the questions were carefully crafted to be of practical length, minimizing participant fatigue and enhancing the reliability of responses.
Construct validity is the most crucial type of validity, as it pertains to the accuracy of the constructs underlying the research instruments (Cohen et al., 2007) In developing the questionnaire, factors such as proactive versus reactive autonomy, approaches to fostering learner autonomy, and insights from previous studies served as foundational elements, ensuring the instrument accurately reflects the theoretical framework Therefore, the construct validity of this study is strongly supported by relevant literature and conceptual foundations.
Cultural validity refers to the extent to which research methods are suitable for the cultural context in which a study is conducted (Joy, 2003) In this thesis, cultural validity is crucial because the researcher adapted items from similar studies in Japan, Thailand, and China, ensuring relevance across these settings Additionally, the researcher modified and developed new items to better fit the specific context of KIC, while meticulously checking the translation of the questionnaire to ensure it was culturally appropriate and meaningful for participants To finalize the instrument, the researcher also conducted a pilot test to verify that the questionnaire and interview questions functioned effectively within the target population.
Reliability measures the stability and consistency of a phenomenon's measurement, with repeatability being a key aspect, as defined by Carmines and Zeller (1979) The Cronbach’s Alpha coefficient is widely used to assess internal consistency, with Likert scales often regarded as effective tools for measuring reliability (Whitley, 2002; Robinson, 2009) In this study, Cronbach’s Alpha was applied to evaluate the questionnaire’s reliability, ensuring its consistency and stability To enhance overall reliability, some adverse items were removed during data analysis, and the researcher provided immediate clarification to participants during data collection to minimize confusion The design and piloting of the questionnaire considered crucial criteria such as environmental fidelity, context-specificity, authenticity, comprehensiveness, and meaningfulness to participants, aligning with best practices outlined by Cohen et al (2007).
The author translated two questionnaires and interview questions into Vietnamese, which were then carefully proofread by two faculty members from the English department with over three years of experience at KIC and more than five years of teaching English This cross-checking process ensured the accuracy and quality of the translation, emphasizing interrater reliability to maintain consistency in the translated materials.
To ensure the reliability of the interview data, an English teacher was asked to review the recorded interviews alongside the raw data and written transcripts The author and the teacher then collaboratively listened to the recordings to cross-verify and validate the accuracy of the final transcript, enhancing data credibility.
Reliability is a crucial concept in quantitative research, reflecting the consistency of an author's approach In this study, the reliability of Likert-scale surveys was assessed using SPSS scale reliability analysis, ensuring the robustness and dependability of the data collected.
Table 3.5: The reliability of the students’ questionnaire
No Content Number of items α
1 Self-awareness towards learner autonomy 8 88
2 Self-efficacy towards learner autonomy 8 93
Students’ readiness for learner autonomy 25 96
Table 3.6: The reliability of the teachers’ questionnaire
No Content Number of items α
1 Attitudes of promoting learner autonomy 7 74
2 Knowledge to promote learner autonomy 9 75
3 Encouragement and inspiration to promote learner autonomy 10 87
Teachers’ readiness for learner autonomy 26 92
The questionnaires for both students and teachers demonstrate high reliability, with Cronbach’s α coefficients of 96 and 92 respectively, both exceeding the generally accepted threshold of 70, as shown in Tables 3.5 and 3.6.
Reliability analysis of the elements indicated that all coefficients surpassed the adequate threshold of 0.70, demonstrating strong internal consistency Specifically, self-awareness (α = 0.88), self-efficacy (α = 0.93), and motivation (α = 0.92) toward learner autonomy showed excellent reliability Additionally, the analysis of other factors such as attitudes promoting learner autonomy (α = 0.74) and knowledge to facilitate learner autonomy also exceeded the acceptable level, underscoring the robustness of these measurement components.
=.75); Encouragement and inspiration to promote learner autonomy (α =.87)
Therefore, it can be concluded that the reliability of the two questionnaires was used in this thesis was very high
Pilot testing instruments is essential to ensure their effectiveness In this study, the researcher validated the quality of questionnaires and interview questions by sharing them with a small group of participants—five students and three teachers—before full deployment The Vietnamese version of the questionnaire was sent to students, and preliminary feedback was sought by allowing participants to review and complete the survey Participants were encouraged to ask questions about any unclear or confusing information, helping to refine the instruments for better clarity and accuracy.
Ethical issues
Ethical considerations are vital in research practices to ensure the protection of participants’ rights and values (Cohen et al., 2007) This thesis prioritized three core ethical principles: avoiding harm to participants, securing voluntary informed consent, and maintaining the confidentiality of all subjects throughout the research process.
The researcher sought participants’ opinions by clearly explaining the purpose of the study, outlining how their data would be used, and assuring them of the confidentiality of their identities, ensuring transparency and trust throughout the process.
Ensure transparency and fairness in research by reassuring students and teachers that participation is voluntary and non-coercive, emphasizing that they will be treated equitably regardless of their decision to participate.
The researcher obtained approval from the college manager for all research activities and reported data collection procedures and findings to the academic manager, ensuring transparency and accountability Throughout the study, the researcher adhered strictly to the ethical guidelines established by HUTECH, demonstrating a commitment to ethical research practices.
Summary
This chapter outlines the research design, site, participants, sample selection, and sampling procedures, detailing the methods and instruments used for data collection It also provides an overview of the data analysis process, emphasizing the validity and reliability of the research tools Additionally, ethical considerations pertinent to the study were addressed to ensure compliance and integrity throughout the research process.