UNDERGRADUATE THESISTHE REALITY OF THE FRESHMEN ENGLISH MAJORS’ AUTONOMOUS LANGUAGE LEARNING IN AN GIANG UNIVERSITY SUPERVISOR... ABSTRACT Autonomous language learning is a modern lear
INTRODUCTION
R ATIONALE
For decades, classroom-based, teacher-directed language learning has been the prevailing method in language education However, the concept of independent, autonomous learners is not new to language instructors These two approaches to language learning have evolved separately, with efforts to incorporate self-access language learning into school curricula only emerging in the late 1980s (e.g., Dam & Gabrielsen, 1988; Hall & Kenny, 1988; Karlsson, Kjisik & Nordlund, 1997).
According to Lightbown & Spada (2006, pp 1), “language acquisition is one of the most impressive and fascinating aspects of human development” Ellis
Second language acquisition, as defined in 1985, is a multifaceted process shaped by various interrelated factors Learners in diverse contexts approach L2 learning differently, indicating that the acquisition of a second language is influenced by numerous elements, whether in a classroom environment or through naturalistic experiences.
Autonomous language learning, a modern constructivist theory introduced by Holec in 1981, empowers students to take control of their own learning by developing personalized learning plans based on their individual needs This student-centered model emphasizes the importance of the learning environment and cooperative learning Following Holec's foundational work in "Autonomy and Foreign Language Learning," numerous scholars, including Lee (1998), Littlewood (2000), and Garden and Miller (2002), have further explored and contributed to the understanding of autonomous language learning.
At An Giang University (AGU), English is taught as a foreign language; however, the journey to effectively teach English to AGU students presents significant challenges, as the language courses offered primarily focus on basic skills.
In today's fast-paced environment, students must embrace autonomous learning to enhance their language skills, relying on self-study, peers, books, and online resources However, many students in Foreign Language Faculties (FFL) may not fully understand what autonomous language learning entails or how to effectively engage in it While they attend traditional classes and complete assignments, it raises the question of whether their efforts truly reflect autonomous learning and if these methods are sufficient for mastering English This paper investigates the reality of learner autonomy among freshmen English majors at AGU, highlighting the significance of autonomous learning and exploring students' perceptions of its impact on their English language acquisition.
R ESEARCH AIMS AND QUESTIONS
This study is carried out aims to investigate the reality of the autonomous English learning of freshmen English majors in AGU and their comprehension toward autonomous English learning
The questions that have been addressed in this paper as of central importance are given below:
1 What is the freshmen English majors' comprehension of learner autonomy?
2 Do the freshmen English majors learn autonomously?
3 How do the freshmen English majors do autonomous learning?
S COPE OF THE STUDY
Autonomy is a trending and multifaceted topic, particularly relevant in today's educational landscape This study focuses specifically on the autonomy of university freshmen majoring in English, exploring various dimensions of their independent learning experiences.
The study focuses on the serious learning habits of freshmen English majors at AGU, while acknowledging that some related factors can be discussed generally without delving too deeply to maintain topic relevance.
The study focuses on the removal of students who are frequently absent and disengaged from their major, specifically examining autonomous language learning from the students' perspective It targets freshmen English majors at AGU and aims to explore their autonomy in out-of-class English learning, emphasizing their ability to independently manage their own language acquisition and expand their knowledge of the target language.
S IGNIFICANCE
The research investigates freshmen English majors' understanding of learner autonomy and their perceptions of its impact on English learning It highlights the current state of autonomous language learning among freshmen at AGU, emphasizing the significance of autonomy in education The findings aim to enhance students' awareness of effective autonomous learning methods and encourage the university to prioritize student autonomy, fostering an environment conducive to independent learning Ultimately, this study seeks to benefit both teachers and students by maximizing the advantages of autonomous language learning and providing valuable data for future research on autonomy at AGU.
L IMITATIONS
This study has several limitations Firstly, as a first-time researcher, the author lacks the necessary knowledge and experience Secondly, a two-month internship has resulted in significant time constraints Additionally, the noncooperation of some teachers has hindered the data collection process Furthermore, the study primarily focuses on students' perspectives, omitting teachers' opinions on student autonomy Lastly, the regular absence of students has also impacted the research outcomes.
The study primarily focuses on examining the reality of students' autonomous English learning outside the classroom, while other related aspects will be addressed without extensive analysis.
O RGANIZATION OF THE THESIS
The study is organized into five main chapters:
Chapter 1 – INTRODUCTION outlines the rationale behind the study, detailing its research aims and questions, highlighting its significance, addressing limitations, and providing essential information about the study's organization.
Chapter 2 – LITERATURE REVIEW – focuses on the theoretical background of the study
Chapter 3 – METHODOLOGY – describes how the data and information are analyzed and selected
Chapter 4 – FINDINGS AND DISCUSSIONS – provides the results of the collected data, analyzes the findings of the study via statistics in the graphs and tables, and discusses the results
Chapter 5 – CONCLUSIONS – restates the discussion result and a general view of the study and gives the implications as well as the recommendations for further research
LITERATURE REVIEW
D EFINITION OF AUTONOMY
Since the 1980s, the concept of learner autonomy has been a topic of discussion among scholars and practitioners, yet a consensus on its definition remains elusive Benson (2003) raises critical questions regarding the true meaning of autonomy in the learning process.
Autonomy in language learning is a complex concept that elicits subjective interpretations Gardner and Miller (1999) highlight the challenge of defining autonomy, noting that various authors have offered differing definitions This variability underscores the multifaceted nature of autonomy in the context of language acquisition.
Autonomous language learning involves the ability and willingness to act independently while also collaborating with others, reflecting a responsible social attitude (Dam et al., 1990) It encompasses a learner's readiness to take responsibility for their own education (Dickinson, 1987) Additionally, it includes skills such as detachment, critical reflection, decision-making, and independent action (Little, 1991).
According to Chan (2001), autonomous learners possess key characteristics including high motivation, goal orientation, strong organizational skills, a diligent work ethic, initiative, enthusiasm for learning, flexibility, active engagement, a willingness to ask questions, and the ability to seize opportunities for enhancing their education.
Autonomy in learning is crucial for empowering learners to take control of their educational journey Holmes and Ramos (1991, cited in James & Garrett, 1991, pp 198) emphasize the importance of helping learners recognize and identify their existing and potential learning strategies Additionally, Holec (1981) defines autonomy as the ability to manage one's own learning, highlighting the significance of self-directed education.
(1991, pp 4) also state autonomy is essentially a matter of the learner's psychological relation to the process and content of learning According to
Autonomy in learning, as defined by Dickinson (1987), refers to the complete responsibility of the learner for their educational decisions and the execution of those choices Additionally, Phil Benson emphasizes that autonomy acknowledges the rights of learners within educational frameworks.
Autonomy in learning emphasizes the importance of learners taking control of their educational journey beyond the classroom, encompassing aspects such as learning management, cognitive processes, and content (Benson, 2001) According to Benson (2003), while autonomy can be nurtured, it cannot be directly taught Similarly, Broady and Kenning (1996) suggest that learner autonomy is not something that can be imparted in a conventional manner, but rather developed through supportive practices.
Autonomy in learning is a multifaceted concept that extends beyond individual responsibility and is not solely determined by teaching methods or educators (Paiva, 2006) Researchers like Benson (1997), Sheerin (1997), and Breen and Mann (1997) have recognized its complexity, highlighting the need for a deeper understanding of autonomy in educational contexts.
In conclusion, autonomous learning empowers individuals to identify their own learning needs, set personal goals, and evaluate their progress, while still valuing the role of classroom instruction and lecturers Students engaged in autonomous learning act as "active learning managers," with educators serving as facilitators who create an environment conducive to self-directed learning The emotional intelligence, particularly self-control, plays a crucial role in this process, highlighting the importance of lecturers in supporting and enhancing autonomous learning experiences.
W HY DOES LEARNER LEARN AUTONOMOUSLY ?
Currently, there is a growing interest in autonomy across various educational sectors Learner autonomy fosters independence and creativity, which are crucial for effective learning According to Harmer (2007), to overcome the constraints of classroom time and improve language learning outcomes, it is essential to encourage learners to develop their own strategies, enabling them to become more autonomous in their educational journey.
Autonomous learners enhance their competence by reflecting on their successes and failures (Crabbe, 1999) Umeda (2000, cited in Onozawa, 2010) highlights three key reasons for the significance of autonomy in education: it cultivates a lifelong ability to adapt to rapid social changes, nurtures individual learner identity, and embraces the diversity of educational and cultural backgrounds Additionally, Benson (2001) emphasizes that fostering the ability to take control of one's own learning is always beneficial.
Learner autonomy plays a crucial role in acquiring a new language, as it is more effective to immerse oneself in the language rather than merely memorizing tense patterns Neo-Vygotskian psychology, as referenced by Little (2003), emphasizes that the development of students' learning skills is intrinsically linked to the content they engage with, highlighting the unique nature of language learning compared to other subjects Therefore, it is essential for students to explore the language independently, with minimal guidance from teachers, to achieve a deeper understanding.
Hurd & Lewi (2008) emphasize the growing significance of independence, autonomy, and control over learning experiences in language education They argue that students will eventually become self-reliant, making the development of autonomy and self-sufficiency essential goals in education (Dickinson, 1994) This shift aligns with communicative language teaching methodologies that prioritize learner independence.
In communicative language teaching, learners are encouraged to take greater responsibility for their own education, as highlighted by Richards (2006) Teachers act as facilitators, guiding students in defining their learning goals and providing them with choices regarding content, processes, self-assessment, and learning strategies This approach fosters learner autonomy, leading to intrinsic motivation and proactive engagement in the learning process Furthermore, autonomous learners are better equipped to apply their knowledge effectively.
C HARACTERISTICS OF THE SUCCESSFUL AUTONOMOUS LEARNER
David Nunan (2000) identifies key traits of individuals who significantly enhance their language skills through autonomous learning, including a diverse skill set, passion, and enjoyment for their subject Successful learners adopt a focused and proactive approach, embracing the challenges of learning despite potential failures and public criticism While many learners hesitate to take such risks, Nunan shares inspiring success stories from Hong Kong, highlighting students who took charge of their education and achieved remarkable results.
Autonomous learners are characterized by their clear understanding of their learning objectives, a strong sense of responsibility for their educational journey, active participation in goal-setting, initiative in planning and executing learning activities, and a commitment to regularly reviewing and evaluating the effectiveness of their learning processes.
Autonomous learners are defined as individuals who actively engage in their learning process, possessing the ability to set and adjust their own goals based on personal interests and needs They effectively utilize various learning strategies and are capable of self-monitoring their progress Additionally, metacognitive learning strategies play a crucial role in enhancing the effectiveness of autonomous learners.
Autonomous learners actively engage in their education by consciously managing their learning processes This includes planning and monitoring their strategies, correcting mistakes, and reflecting on the effectiveness of their approaches By making necessary adjustments to their learning behaviors, they demonstrate a strong ability to take charge of their own educational journey (Benson).
2001) Holec (1988) points out that the learner will make use of his ability to self- direct his learning only if he so wishes
Buvoltz et al (2008) found that autonomous learning is closely linked to emotional intelligence Key components of emotional intelligence, such as emotional regulation, optimism, confidence, adaptability, achievement drive, effective communication, conflict resolution, and collaboration, are crucial for fostering autonomous learning.
A UTONOMOUS OUT - OF - CLASS LANGUAGE LEARNING
Autonomy manifests in various forms, as different learners interpret it uniquely, leading to diverse types of autonomy suited for specific contexts (Benson, 2011) One significant context is learner autonomy outside the classroom, which encompasses practices such as self-access, Computer Assisted Language Learning (CALL), distance learning, tandem learning, study abroad, out-of-class learning, and self-instruction (Benson, 2007).
Out-of-class learning, as defined by Lamb (2004), involves learners seeking language learning opportunities beyond the classroom, which, along with classroom knowledge, contributes to language learning success (Crabbe, 1993) Pickard's (1995) study of three German learners of English identified preferred out-of-class activities such as obtaining Scottish society membership, corresponding with pen-friends, reading novels and newspapers, and listening to the radio to enhance language exposure Additionally, Pickard's (1996) research with 20 secondary school learners highlighted that participants primarily focused on similar out-of-class engagement to improve their language skills.
Many learners prioritize reading and listening over speaking and writing as their primary productive skills They often develop their own independent strategies based on their perceived needs, rather than seeking guidance from teachers.
Out-of-class learning encompasses various modes of education that occur outside traditional classroom settings, as defined by Benson (2013) This type of learning includes self-instruction, where learners engage in independent study with minimal interaction with teachers, and naturalistic learning, which involves direct communication with native speakers Self-directed naturalistic learning allows learners to create their own immersive language experiences, focusing on communication rather than solely on language acquisition Examples of self-instruction include studying phonetics and vocabulary independently, while naturalistic learning activities involve writing emails, conversing with foreigners, and engaging with English media such as songs, newspapers, and films These activities foster authentic interactions and help learners develop their language skills in a more natural context.
Both self-instruction activities and self-directed naturalistic learning activities may involve independent or interdependent learning due to
Effective communication is essential during the learning process, as naturalistic learning activities are interdependent This interdependence fosters collaboration among peers and encourages support from teachers, enhancing the overall educational experience.
Learners have access to various resources for out-of-class learning, including libraries, bookstores, online platforms, and language teachers Learner autonomy empowers individuals to take charge of their education, making them responsible for their learning behaviors By selecting materials and employing metacognitive strategies—such as planning, choosing methods, and evaluating outcomes—learners engage with different attitudes, motivations, and confidence levels This independent or collaborative participation in language learning fosters autonomous learning, allowing learners to develop their autonomy while actively engaging in out-of-class activities.
L EARNER ATTITUDES AND MOTIVATION
Language learning transcends cognitive tasks, as it is influenced by learners' attitudes towards the world and their self-perception Success in language acquisition is linked to a learner's desire to learn and their overall approach, which significantly shapes learning outcomes (Benson & Voller, 1997; Candy, 1991) Additionally, mastering a foreign language's grammar involves not only cognitive understanding but also emotional engagement, highlighting the effective component of learning (Rinvolucri, 1984).
Affective variables, as defined by 12 and MacIntyre (1993), are the emotional characteristics that impact an individual's responses to various situations Among these, self-esteem and the desire to learn are identified as key factors influencing a learner's ability to navigate setbacks in acquiring a second language (Tarone & Yule, 1989) Therefore, understanding learner attitudes and motivation is essential.
Wenden (1998) defines attitudes as learned motivations and beliefs that influence how individuals approach learning She emphasizes two key types of attitudes: those related to learners' perceptions of their roles in the learning process and their self-efficacy as learners These attitudes can be seen as a form of metacognitive knowledge, shaped by learners' beliefs about themselves For instance, if learners believe that certain personality types are incapable of learning a foreign language and identify with that type, they may feel they are destined to fail in their language learning efforts Additionally, misconceptions about the context in which learning is successful can further hinder their progress.
In a traditional classroom setting, the teacher takes on a directive role, managing the learning process while students are expected to follow their lead This approach can create resistance to learner-centered strategies that promote autonomy, ultimately hindering student success.
Attitudes significantly influence an individual's self-perception, perceptions of others, and their cultural context, as noted by Brown (1987) Positive attitudes enhance motivation, while negative attitudes can diminish it Understanding the impact of motivation is essential in this context.
The term 'motivation' is commonly referenced in education, yet experts often disagree on its precise definition However, there is a consensus among scholars that motivation plays a crucial role in the learning process.
Motivation plays a crucial role in the rate and success of second or foreign language (L2) learning It serves as the primary catalyst for starting the learning journey and remains the driving force that sustains learners through the often lengthy and challenging process.
1998, pp 117) According to Gardner and MacIntyre (1993, pp 3), motivation is comprised of three components: “desire to achieve a goal, effort extended in this direction, and satisfaction with the task”
Language learning motivation varies among individuals, with some learners favoring grammar and memorization, while others prefer speaking, role-playing, reading, or writing The process of learning a foreign language significantly influences a learner's self-image and social behaviors, highlighting the distinction between instrumental and integrative motivation Instrumental learners view the language primarily as a tool for career advancement, seeing it as a 'monetary incentive' for achieving professional goals.
Learners with an integrative orientation are motivated by a desire to understand and become part of the target language's culture and community While this approach to motivation has its limitations, it remains a crucial factor in predicting language achievement, as supported by various studies.
M ERITS AND DRAWBACKS OF AUTONOMY LEARNING
Autonomy learning has merits if it is compared to a traditional class According to some studies by Long, PaoNan, and Wei-Fan (Francis & Flanigan,
2012), autonomy learning shows a positive correlation with students‟ achievement The advantages of autonomy learning are (1) giving the same opportunities for different level of students, (2) encouraging students‟ confidence
14 and responsibility, and (3) focusing the students‟ attention These strengths focus on individual learning
While autonomous learning offers benefits, it also presents several drawbacks Firstly, the interaction between students and teachers tends to be less intensive, as this approach emphasizes individual learning Secondly, both teachers and learners may feel uncomfortable due to differing learning strategies Additionally, managing the varying achievements of each learner can be challenging Ultimately, all components of the learning process require extra effort to meet the initial goals set.
METHODOLOGY
R ESEARCH D ESIGN
This cross-sectional study investigates the autonomous language learning of 105 randomly selected freshmen in FFL It aims to determine the extent of their autonomous learning and their understanding of the concept Utilizing both quantitative and qualitative approaches, the research employs two primary data collection instruments: questionnaires for English majors from DH19AV, DH19TA1, and DH19TA2, and informal interviews with 10 students from the same groups The study is meticulously conducted in six main steps to ensure valid results.
P ARTICIPANTS
This study targets a population of 140 university freshmen English majors at AGU, specifically from three classes: DH19AV, DH19TA1, and DH19TA2.
Freshmen at university are beginning their academic journey and establishing their learning routines During this critical time, autonomous language learning becomes vital, as it encourages students to take an active role and responsibility for their education The researcher aims for this study and future related research to enhance students' autonomy and improve their learning habits.
In 1960, Slovin developed a sample size formula, often referred to as Slovin's formula, which guided the selection of 105 students from three classes for this study Here, \( n \) represents the sample size.
N = population size, and e = error margin
A questionnaire was administered to 105 students to gather data on their understanding of learner autonomy and their experiences with autonomous learning Additionally, 10 students from three different classes will be randomly selected for informal interviews to further explore their comprehension of learner autonomy.
I NSTRUMENTS
This section outlines the data collection instruments, which consist of a questionnaire and informal interviews conducted with students from three classes: DH19AV, DH19TA1, and DH19TA2.
The questionnaire is designed to collect reliable and valid data for the research from 105 students of three classes DH19AV, DH19TA1, and DH19TA2
The online questionnaire was created using Google Forms and developed with the assistance of two experts, Nguyen Thi Anh Nguyet and Ngo Ngoc Hoa Additionally, a pilot study was conducted with 10 students from the classes, which, along with feedback from the teachers, enhanced the clarity and comprehensibility of the questionnaire for the respondents.
The questionnaire is divided into three key sections: personal information, autonomous language learning, and the actual experiences of students in autonomous language learning The first section features two questions focused on gathering personal data.
The study examines students' backgrounds regarding their attitudes toward English learning The first question assesses the number of students who completed the questionnaire in each class, while the second question seeks to understand their perspectives on learning English This approach allows for a reliable discussion of the research findings.
In the second section, there are 8 questions in total from question 3 to question
10 In which question 4, question 5 and question 6 are used to investigate the students‟ attitude toward autonomy; question 3, question 7, question 8 and question 9 are proposed to seek out the understanding of the students toward autonomy Question 10 is posed to know how many students learn autonomously, which plays an important role to decide which part in the third section will be shown The third section includes two parts, the first part has 10 questions from question 11 to question 20 which help the researcher to find out the reality of student‟s autonomy; the second part has only 1 question posed to find out the reasons why some students do not learn autonomy If the answer to question 10 is
„yes‟, then they will do only the first part in the third section, in contrast, if the answer is „no‟, students have to do only the second part
The study involves informal interviews with 10 randomly selected students from three classes: DH19AV, DH19TA1, and DH19TA2, aimed at assessing their understanding of learner autonomy Conducted in quiet settings with a recorder, the interviews ensure accurate capture of participants' ideas The researcher fosters a friendly atmosphere to encourage comfort and cooperation, which is essential for obtaining reliable and valid data The interview comprises two parts, with the first part featuring five specific questions.
1 Do you interest in autonomous language learning?
2 Do you think autonomy is important?
3 Do you think autonomy is boring?
4 In your opinion, is autonomy popular among students?
In the second part, if the answer to question number 5 is „Yes‟, then the participants will continue to answer these following questions:
Why do you learn autonomously?
Do you plan your autonomy?
Where do you usually learn autonomously? Why?
When do you usually learn autonomously? Why?
How does your autonomy affect your study result at university?
What can you do to increase your autonomy's effectiveness?
What do you think can motivate autonomy?
In case the answer to question number 5 is „No‟, then the participants will continue to answer these following questions:
Why do not you learn autonomously?
What do you do in order to improve your English?
D ATA COLLECTION PROCEDURES
The researcher develops a questionnaire and interview questions to assess participants' learning autonomy, their understanding of autonomous language learning, and their perceptions of its effects The questionnaire focuses on evaluating the reality of their learning autonomy, while the interview seeks to delve deeper into their comprehension of autonomous language learning.
The pilot study is conducted to ensure the clarity and comprehensibility of the questionnaire Following this, the researcher will refine the questionnaire and interview questions by incorporating feedback from the pilot study and discussions with the supervisor.
The survey will be conducted by providing the monitors of three classes—DH19AV, DH19TA1, and DH19TA2—with a link to an online questionnaire, streamlining data collection and saving participants' time If any participants are unable to complete the online questionnaire, the researcher will visit each class to assist in filling out the questionnaires.
Finally, the researcher will contact with the monitor of three classes DH19AV, DH19TA1, and DH19TA2 to select randomly 10 students to do the
The researcher will conduct 19 informal interviews in a quiet setting at the university, such as the library or learning rooms To ensure accurate data collection, a recorder will be used to capture participants' responses as needed.
D ATA ANALYSIS
The researcher will summarize and analyze the collected data to address the research questions Google Forms will automatically generate clear charts and tables from the questionnaires, facilitating the discussion of the findings Additionally, the interview responses will be compared and analyzed to further explore the research questions Ultimately, the researcher will discuss the results to uncover insights into the participants' learning autonomy, their understanding of autonomous language learning, and their perceptions of the effects of autonomy.
The researcher will summarize the conclusions and implications of the study by analyzing the collected data and comparing the findings with the questionnaires Additionally, recommendations for future research will be provided for both students and teachers regarding autonomous language learning at AGU.
FINDINGS AND DISCUSSION
D EMOGRAPHIC DATA OF THE PARTICIPANTS
The study faced challenges in identifying the research population, determining the sample size, and collecting data Students are organized into numerous small classes, and frequent absences hinder the researcher's ability to reach all students Despite visiting three small classes, not all students could be met, and some teachers were uncooperative, restricting access to certain classes Consequently, the researcher established a population size of 140 students and selected a sample of 105 to investigate the autonomous language learning experiences of freshmen English majors at An Giang University.
A total of 105 students participated in the study, comprising 38 students (36.2%) from class DH19AV, 28 students (26.7%) from class DH19TA1, and 39 students from class DH19TA2, which collectively accounted for 37.1% of the participants The distribution of these students is illustrated in Figure 1.
DH19AVDH19TA1DH19TA2
Figure 2 Do you like learning English?
The questionnaire reveals that a significant majority of participants (98.1%) enjoy learning English, providing valuable insights into their attitudes towards autonomous language learning However, the 1.9% of freshmen English majors who dislike learning the language may face challenges in their academic performance and future job prospects if their motivation remains low.
A random selection of 10 students participated in both an interview and a questionnaire, revealing that 98.1% of the students enjoy learning English The group comprised 3 students from class DH19AV, 3 from class DH19TA1, and 4 from class DH19TA2 To save time and minimize embarrassment, the interviews were conducted in groups of three and four.
F RESHMEN ‟ S COMPREHENSION TOWARD AUTONOMOUS LANGUAGE LEARNING
Students' attitudes toward learning autonomy significantly influence their engagement in autonomous activities and the outcomes of those activities To assess their interest in autonomy, three key questions were posed: whether they find autonomy appealing, if they regard it as important, or if they perceive it as boring The responses to these questions will be illustrated in the subsequent figures.
Figure 3 You think autonomy is interesting
Figure 3 illustrates the responses of participants regarding the interest in autonomous language learning Notably, 70.5% of respondents agreed that it is interesting, while 19% strongly agreed Conversely, 9.5% were uncertain about its appeal, and only 1% strongly disagreed This indicates that nearly 90% of students express interest in autonomous language learning, reflecting a positive trend among freshmen in the Faculty of Foreign Languages at AGU.
In interviews, 80% of students expressed a strong interest in autonomy in their learning, believing it could be engaging through activities like watching favorite English videos, listening to popular songs, and studying with like-minded friends However, 20% found autonomy boring and challenging, primarily due to a lack of effective learning strategies and an inability to see the potential for collaborative learning These students are dissatisfied with their results and need to understand the significance of autonomous language learning to shift their perspectives.
Figure 4 You think autonomy is important
A study was conducted to assess the significance of autonomy among students, revealing that 44.8% of participants strongly agree on its importance, while 51.4% agree Only 1% of respondents are unaware of its significance, another 1% do not consider it important, and 1.9% strongly disagree Overall, an impressive 96.2% of participants recognize the value of autonomy in their educational experience.
Nine interviewees recognize the significance of autonomy, stating that it influences their current academic performance and future work effectiveness They believe that autonomy fosters initiative and organizational skills, which are essential for securing a desirable job in the future.
A small percentage of students, specifically 3.9%, along with one interviewee, believe that autonomy in learning is not essential They feel that attending lectures is sufficient for graduation, as fulfilling their instructors' requirements is their primary focus Additionally, one individual expressed that collaborating with teachers and peers provides adequate skill practice, negating the need to seek out independent learning resources.
Figure 5 You think autonomy is boring
A survey revealed that 66.7% of students feel confident in their ability to learn autonomously, with 10.5% strongly disagreeing and 56.2% disagreeing that autonomy is boring However, 12.4% of students struggle with self-motivation and need to explore various autonomous learning methods to enhance their comfort and enjoyment Additionally, 8.6% of students experience confusion regarding autonomy, showing fluctuating interest due to a lack of innovation in their learning processes.
In a recent interview, three participants shared their views on autonomy in learning Two expressed a lack of interest, citing a dislike for paper exercises and a tendency to feel sleepy while reading In contrast, one participant initially found autonomy engaging but later found it tedious Overall, while many students find autonomy exciting, others struggle to implement effective autonomous learning strategies.
In a recent interview, students expressed a unanimous belief that autonomy is highly popular among their peers, regardless of their own learning styles They noted that many students become accustomed to autonomous learning during secondary and high school, as it significantly contributes to achieving better academic results.
Many university students recognize the significance of autonomy in their learning process However, they often mistakenly associate autonomy solely with studying alone While independent study does require active engagement and self-direction, it represents only a portion of what autonomous language learning entails To foster true autonomy, students must cultivate patience and consider collaborative learning as a valuable approach.
4.2.2 The understanding of autonomous language learning
The previous section revealed that 96% of students exhibit a positive attitude toward autonomy In this segment, the researcher aims to explore freshmen's understanding of autonomous language learning, utilizing the following data to address this inquiry.
Figure 6 What is autonomous language learning?
A survey on students' understanding of autonomous language learning revealed that 73.3% associate it with having a specific learning plan Additionally, 61% view autonomy as learning independently, while 59% prefer completing homework as part of their learning process Online learning is favored by 58.1% of students, and 52.4% enjoy studying with friends However, 39% perceive autonomous learning as challenging Overall, the data indicates that a significant majority of students recognize the importance of structured planning in autonomous language learning.
Autonomous learning methods play a crucial role in the educational process, with over 8.6% of students perceiving it as learning independently without assistance Additionally, 11.4% of students associate autonomous learning with their experiences in school Ultimately, autonomous learners must take responsibility for their education by developing and implementing specific learning strategies tailored to their needs.
Over 70% of students who engage in structured learning plans understand the concept of autonomy and effectively utilize various autonomous learning methods to enhance their interest in learning.
Figure 7 You think autonomy can advance your English
Figure 7 shows that 24.8% of the students strongly agreed with the statement that autonomy could advance their English, 60% also agreed, whereas
A significant 84.8% of students employed effective methods that yielded positive results in advancing their English skills In contrast, 9.5% were uncertain about the effectiveness of their methods, while 2.9% disagreed and another 2.9% strongly disagreed with the statement regarding their learning outcomes Additionally, 5.8% of students who disagreed did not engage in autonomous learning, indicating a gap in effective learning strategies.
T HE REALITY OF FRESHMEN E NGLISH MAJORS ‟ AUTONOMOUS LANGUAGE LEARNING
4.3.1 Do the freshmen English majors actually learn autonomously?
This question is one of three main questions of the study and its answer will be shown in the figure below
Figure 10 Do you learn autonomously?
According to Figure 10, 97.1% of students engage in autonomous learning In comparison, Figure 2 indicates that 98.1% of students enjoy learning English, suggesting that for every 100 students who like English, approximately 99 learn autonomously This statistic is commendable; however, autonomous learning differs from self-learning in that it requires learners to take responsibility for their own educational planning Notably, Figure 16 reveals that 11.8% of respondents lack a learning plan, indicating that among 100 students who love learning English, only 87 are truly engaged in autonomous learning.
Autonomous learners believe that traditional classrooms often fail to meet the demands of modern life, particularly for English majors, making self-directed learning essential This autonomy enhances critical thinking and productivity, facilitates easier comprehension of lessons, and promotes longer retention of knowledge Additionally, it fosters a sense of responsibility and proactivity among students These insights highlight the numerous benefits of learning autonomy and demonstrate students' strong understanding of its importance.
Figure 11 Why do not you learn autonomously?
Among the participants, 2.9% reported a lack of autonomous learning Of these, 66.7% found the concept of autonomy to be uninteresting, while 33.3% indicated they lacked friends to study with Additionally, another 33.3% felt that traditional classrooms offered sufficient knowledge, reducing their motivation to pursue further learning.
In the interview, 2 interviewees said that they did not learn autonomously
Many students find autonomy in learning to be tedious and challenging, believing that the knowledge provided by lecturers suffices Instead of pursuing independent study, they prefer engaging in classroom exercises, listening to English music, and reading English books Additionally, they participate in volunteer groups that host foreign guests at AGU, which offers them opportunities to practice their English While these activities contribute to their language improvement, a more structured and proactive approach to self-learning could yield even greater benefits.
4.3.2 How do the freshmen English majors do autonomy learning?
This section explores how freshmen English majors engage in autonomous learning of the language The study utilizes 10 figures to analyze the data on autonomy among these students, aiming to uncover insights into their learning processes.
I don't know how to learn autonomously
I don't have friends to learn with
Traditional classrooms provide enough knowledge, I don't need to…
I don't have time to learn
Figure 12 How much time per week do you spend in your autonomy?
Figure 12 illustrates the weekly time commitment of freshmen English majors to autonomous language learning Notably, 44.1% of these students dedicate 1 to 4 hours per week, averaging around 30 minutes of study each day Additionally, 29.4% of the students invest 4 to 7 hours in their independent learning efforts.
Students dedicated an average of 7 hours per week to their studies, with 22.5% of them learning between 7 to 10 hours weekly, translating to about 1 to 2 hours each day Notably, 3.9% of students committed over 10 hours a week, averaging more than 1.5 hours of autonomous learning daily.
In a recent interview, 6 out of 8 participants indicated that they dedicate time to learning whenever possible, with some days allowing for up to 4 hours of study This suggests a balance between study and relaxation Conversely, the remaining participants follow the schedules of their external courses, often spending 1 to 2 hours on homework While the overall time spent on learning may not be remarkable, it highlights that students are beginning to recognize the importance of autonomous learning, marking a positive start for freshmen.
Figure 13 When do you usually learn autonomously?
The optimal time for autonomous learning varies among individuals According to Figure 13, a significant 76.5% of students prefer studying at night, while 12.7% choose the evening In contrast, only 6.9% typically learn in the morning, and 3.9% do so in the afternoon Additionally, 16.7% of students engage in learning whenever they have free time.
The researcher identified several reasons why students prefer different times for learning Many students favor morning study sessions due to heightened alertness and energy levels Evening learning is popular as it coincides with their free time and a relaxed atmosphere Additionally, nighttime study is common among students who appreciate the quiet environment, which enhances focus and attention Ultimately, some students emphasized that the key factor in effective learning is maintaining a consistent daily study routine, regardless of the time of day.
In the morning In the afternoon
In the evening At night Whenever I have free time
Figure 14 How many people do you usually autonomously learn with?
Autonomous learning can take many forms, and the most effective method varies based on individual circumstances and activities A significant 73.5% of freshmen English majors prefer to learn independently, leading to a common misconception that autonomy equates to self-learning In contrast, 10.8% favor studying with a familiar partner to enhance their learning experience, while 15.7% believe that group learning is the most effective approach, as it allows for easier problem-solving Additionally, many students adopt flexible learning strategies, alternating between solo, paired, and group study sessions Ultimately, the best learning method is the one that suits an individual's unique needs and preferences.
Figure 15 Where do you usually learn autonomously?
According to Figure 15, a significant majority of students, 78.4%, reported that they typically engage in autonomous learning at home In contrast, 16.7% prefer studying in coffee shops, while 9.8% utilize school facilities, particularly libraries, for their learning Only 1% of students indicated that they learn at an Internet center.
In interviews, students expressed varied preferences for their learning environments Many favored studying at home due to the quiet atmosphere and comfort it provided for improving their listening and speaking skills Conversely, some students preferred libraries, appreciating the extensive resources and internet access available, although they noted that libraries often lacked the necessary quietness Coffee shops and milk-tea shops emerged as popular alternatives, yet finding a conducive coffee shop for studying proved challenging.
At school At home At the Internet center
Figure 16 How do you plan your autonomy?
Learning strategy is essential for fostering learning autonomy, as autonomous learners must create their own learning plans Notably, 11.8% of students without a plan failed to achieve autonomy Setting specific goals is crucial, with 62.7% of students establishing clear objectives to guide their learning Additionally, 41.2% meticulously outlined their tasks and completed them sequentially, while 37.3% concentrated on one primary language skill to enhance their autonomy Furthermore, 28.4% of autonomous learners based their strategies on classroom study processes to better grasp knowledge Among them, 19.6% utilized online courses, integrating these into their learning strategies, and 15.7% engaged in discussions with peers and teachers to develop effective autonomous learning plans.
In a recent interview, 6 out of 8 students reported that they actively planned their autonomy in learning The majority set specific goals and rewarded themselves upon achieving these goals to boost their motivation Additionally, one student utilized an online course, developing a strategy aligned with the course schedule while revisiting exercises to reinforce their understanding.
I plan base on the study process in class
I focus on 1 main language skill
I access online lessons and apply their plan
I discuss with my friends and teachers
Figure 17 When learning Listening autonomously, how do you learn?