Introduction
Background of the study
The rapid technological advancements and economic growth in the 21st century significantly impact language education worldwide and in Vietnam Traditional teacher-centered classrooms, where educators serve as primary knowledge providers and feedback sources (Tudor, 1993), are increasingly being replaced by learner-centered approaches In learner-centered classrooms, students actively make decisions, reflect critically, and analyze their learning processes, fostering higher-level thinking skills This shift towards learner autonomy has been proven through numerous global studies to enhance the effectiveness and productivity of language learning for diverse learners.
Since 2008, Vietnam has officially called for reforms in language teaching through the national project “Teaching and Learning of Foreign Languages in the National Education System,” which was updated in 2017 to emphasize innovative teaching methods, curriculum updates, new English textbooks, and improved assessment practices This project promotes “quality-oriented education” and encourages learner-centered approaches that support lifelong learning, making it essential to develop students’ autonomous learning abilities to maximize the benefits of language education.
Since the launch of the national project in Vietnam, significant emphasis has been placed on developing learners’ autonomous learning abilities and unlocking their potential during the learning process One key aspect of autonomous learning is helping students establish individualized learning strategies and fostering their ability to learn English independently, thus sustaining their motivation over time (Ministry of Education P.R.C, 2003) According to Little (1990), when learners develop autonomy, they become more efficient and effective in their learning journeys However, the level of learning autonomy varies among students due to individual differences in innate abilities (Dickinson, 1992) Promoting learner autonomy is inherently complex, requiring a careful alignment of teaching and learning processes, as well as a deep understanding of students’ needs and motivations to implement suitable teaching strategies for diverse classroom contexts (Li, 2015).
The "National Foreign Languages Project, period 2017-2025" in Ba Ria Vung Tau Province emphasizes innovative language teaching methodologies, especially at high school levels, to enhance student engagement and independence The Ba Ria Vung Tau Education and Training Department conducted training courses encouraging teachers to adopt creative, learner-centered approaches that foster autonomous learning While most high school teachers recognize the importance of learner autonomy in language education, there is a lack of research assessing their understanding of autonomous learning and effective strategies to promote it Further studies are needed to evaluate teachers’ knowledge and methods in supporting students’ independent learning, providing a comprehensive understanding of learner autonomy within Vietnam’s language teaching context.
Statement of the problem
According to Knowles (2001), a key goal in education is to motivate learners to view learning as a lifelong, self-directed process, encouraging continuous professional development and knowledge enhancement (Europa, 2002) Learners should actively engage in their educational journey, seeking knowledge independently rather than passively observing, which emphasizes the importance of learner's roles in their own learning (Jacobs & Farell, 2003) This has led to a global shift from teacher-centered to learner-centered classrooms to promote autonomous learning objectives Numerous studies in Western and Asian countries, including Vietnam, have explored teachers’ perceptions of learner autonomy, highlighting their awareness of its significance and their contributions to fostering autonomous learning However, many teachers face challenges in implementing strategies for learner autonomy within their specific educational contexts, sometimes feeling discouraged by these difficulties.
In Vietnam, learner autonomy is a relatively new concept that has gained interest from researchers such as Trinh (2005), Dang (2010), and Duong (2014), primarily within university contexts implementing credit-based systems to promote student independence However, limited research has been conducted on teachers’ perceptions of learner autonomy and its significance in the high school EFL classroom, particularly regarding teaching strategies to foster autonomous learning Since the launch of the “National Foreign Languages Project (2017-2025),” teachers at lower and upper secondary levels have gained increased opportunities to learn about autonomous learning and methods to enhance it in EFL teaching, leading to notable changes in language education across these levels in Vietnam.
The “National Foreign Languages Project, period 2017-2025” (Decision No 2080/QD-TTg, December 22, 2017) has significantly influenced Ba Ria Vung Tau Province’s educational leadership and the Department of Education and Training, leading to increased focus on developing learner autonomy This initiative has prompted various efforts to promote autonomous and lifelong learning among students, including teacher training courses aimed at raising awareness of learner autonomy’s importance Recognizing the crucial role teachers play in inspiring autonomous learning, these measures target enhancing teaching practices in the EFL context However, there is a lack of research exploring whether high school teachers in Ba Ria Vung Tau understand the concept, roles, and significance of learner autonomy, as well as how they implement teaching strategies to foster autonomous learning among their students.
Conducting a study on teachers’ perceptions of learner autonomy and the teaching strategies used in EFL classrooms is essential to enhancing students’ ability to learn independently This research aims to identify effective methods to foster learner autonomy at the senior high school level, ultimately making lessons more engaging and impactful Implementing insights from this study can lead to more effective teaching approaches that promote autonomous learning among students, improving their language skills and overall educational experience.
Aim and objectives of the study
This study explores learners' perceptions of autonomy in English language teaching and learning within the Vietnamese senior high school EFL context It aims to understand how students perceive their role in autonomous learning, highlighting the importance of fostering learner independence to improve language proficiency The research identifies key factors influencing learner autonomy and provides insights for educators to develop effective strategies that promote self-directed learning among high school students By examining these perceptions, the study contributes to enhancing EFL teaching practices in Vietnam, supporting students' language development and overall academic success.
- To explore perceptions of learner autonomy held by senior high school EFL teachers in Ba Ria Vung Tau Province
- To examine teaching strategies the teachers have used to promote learner autonomy in an EFL classroom.
Research questions
In order to obtain the above objectives, the thesis raises the two following questions:
1 How is learner autonomy perceived by senior high school teachers in Ba Ria – Vung Tau Province?
2 What teaching strategies have the teachers used to promote learner autonomy in an EFL classroom?
Scope of the study
Learner autonomy has garnered extensive research across various school levels worldwide and in Vietnam, focusing on teachers’ perceptions (Duong, 2014; Le, 2018), learners’ perceptions (Duong, 2014), and teaching practices (Hoang, 2012; Le).
This study explores teachers’ perceptions of learner autonomy and examines teaching strategies used to promote autonomous learning in EFL classrooms The research aims to identify effective methods for fostering learner independence and provides recommendations for developing learner autonomy at the senior high school level Understanding teachers’ perspectives is crucial for implementing strategies that enhance autonomous learning, contributing to improved language acquisition outcomes.
The researcher selected senior high schools in Ba Ria Vung Tau Province as the study site due to governmental emphasis on promoting learner autonomy in EFL classrooms, encouraging students to choose their learning methods and investigate topics of interest While the researcher acknowledges the benefits of student autonomy, the study aims to assess whether high school teachers are supportive of implementing learner autonomy and willing to apply it in their EFL teaching practices following training courses organized by the Education and Training Department.
This study employed a mixed-method approach, combining questionnaire surveys and semi-structured interviews to gather comprehensive data The research exclusively involved high school teachers from various schools in Ba Ria Vung Tau Province, focusing on their perspectives and experiences Students were not included as participants in this research, ensuring the study centered solely on teacher insights.
Significance of the study
This study investigates senior high school teachers' perceptions of learner autonomy and examines the teaching practices they use to promote autonomy in EFL classrooms It aims to offer practical recommendations for developing learner autonomy at the senior high school level The research provides valuable insights with both theoretical and practical implications for language teaching and learning in Ba Ria Vung Tau and across Vietnam.
This study significantly advances the understanding of learner autonomy in Vietnam by providing in-depth insights into teachers’ perceptions within EFL classrooms It highlights effective teaching strategies used to promote learner autonomy and offers valuable recommendations from senior high school teachers Overall, the research contributes to the literature by exploring practical approaches to fostering autonomous learning among English language learners in Vietnam.
This study offers valuable insights for teachers aiming to promote autonomous learning in EFL classrooms, as well as for students seeking to develop more independent learning strategies It provides a foundational framework for creating learner-centered classrooms both now and in the future Ultimately, the research encourages senior high school teachers to adopt more motivating and effective teaching practices that foster learner autonomy, leading to improved educational outcomes.
Definitions of key terms
In order to help elucidate a specific perspective on the discussed issues for the purpose of the research, some key terms are defined as follows
Learner autonomy takes place when students are responsible for their own learning, in terms of what they learn and how they learn it
Autonomous learning refers to a learning approach in which learners hold right to control their own learning activities
Senior high school teachers are those who teach in senior high schools in
Teaching strategies refer to methods or technique which teachers apply to teach students in the EFL classrooms.
Organization of the thesis
This study report is divided into 5 chapters as follows:
Chapter 1 provides an introduction to the study with seven indispensable components of a thesis, comprising background of the study, the statement of the problem, purposes of the study, research objectives and research questions, significance of the study and definitions of key terms as well
Chapter 2 presents literature review with the information related to teaching approach in autonomous classrooms, then learner autonomy and teaching techniques for the development learner autonomy in EFL classrooms Regarding teaching approach in autonomous classrooms, teacher -centred approach and learner-centred approach are presented to make a comparison of two approaches and emphasize the necessary shift from teacher-centred to learner-centred approach In term of learner autonomy, its definitions, features, importance and teaching strategies in the autonomous EFL classrooms are presented in details Furthermore, this chapter continues with the prospect of learner autonomy in the EFL classrooms, including advantages and disadvantages of learner autonomy as well as challenges in the promotion of autonomous learning The chapter ends with previous studies on learner autonomy and teaching strategies related to autonomous learning in EFL classrooms, and a conceptual framework for this study
Chapter 3 provides an elaborate description of the research methodology of the study, including the research design, the research site, the sample and sample procedures, the research instruments, the data collection procedures as well as the data analysis procedures
Chapter 4 presents the results of the study by analysing the data collected from questionnaire and semi-structured interviews Then, the study discusses the results compared and contrasted with the findings in previous studies
Chapter 5 makes a conclusion on the main findings of the thesis, supplies some implications and limitations of the research and makes some recommendations for further research.
Literature Review
The shift from teacher-centred to learner-centred approach
Teacher-centered learning is a language instructional approach where teachers hold the primary authority to direct the students' learning process In this environment, teachers serve as the main providers of information, evaluators, and monitors, while students generally assume a passive role, listening and receiving knowledge The primary goal of teacher-centered education is to help students perform well on standardized tests, often prioritizing exam success over student interest and motivation (Zohrabi et al., 2012).
EFL classrooms typically emphasize grammar-focused learning materials and activities centered on writing and reading, with less attention to listening and speaking skills This approach causes both teachers and students to rely heavily on textbooks, reducing motivation, creativity, and interactivity in language learning (Acat & Dửnmez, 2009) Consequently, students often feel less engaged in lessons, exhibit lower participation, and lack sufficient experience in speaking and listening activities, which hampers overall language development.
Teacher-centered learning is most effective in large classes with well-prepared language materials, reducing the pressure on teachers for lesson preparation In this approach, teachers primarily transfer knowledge to students without significant student feedback, making it a one-directional teaching method.
Student-centred learning is widely recognized as a pioneering approach in educational development, emphasizing the importance of placing students at the core of the learning process In learner-centred classrooms, students are viewed as the most important stakeholders, responsible for their own learning and its quality (Zohrabi et al., 2012) This approach encourages active student engagement and promotes self-directed learning, fostering better educational outcomes.
(2009), students are taught in a flexible, experiential and self-directed classrooms and teachers consider students’ needs as the top priority in leaning process
Students have the opportunity to work individually, in pairs, or in groups, each fostering different skills When working alone, students prepare ideas for class discussions, complete listening exercises, write short essays, and practice vocabulary or grammar In pairs or groups, students engage in discussions, share answers, participate in role plays, and collaborate on various activities Thanks to pair and group work, students develop teamwork and social interaction skills, making their learning more active and creative, which enhances overall language proficiency.
In modern classrooms, teachers primarily provide instructions, monitor student progress, and offer guidance as needed, while students are encouraged to take responsibility for their own learning journey The learner-centered approach empowers students to explore their abilities, seek knowledge through various external channels, and share insights based on their backgrounds and experiences This method fosters active participation and increases motivation, making students more engaged and autonomous in their learning process.
2.1.3 The shift from teacher-centred to learner-centred approach
Research indicates that teacher-centered classrooms negatively impact students' motivation and autonomy while increasing anxiety, resulting in low learning outcomes and poor achievement (Amiri & Saberi, 2007; Mermelstein, 2015, as cited in Kassem, 2019) Duckworth (2009) highlighted that such instructional approaches hinder students' educational growth by fostering unfavorable emotional states Consequently, many scholars advocate for a shift towards student-centered classrooms to enhance student performance and achievement in language learning, emphasizing the importance of more engaging and autonomous learning environments (Kassem, 2019).
Learner-centeredness creates a learning environment that enhances students’ autonomous learning by fostering high motivation and achievement (McCombs & Whistler, 1997) The level of learner autonomy is influenced by various internal and external factors such as the educational system, student age, personality, and classroom dynamics In learner-centered classrooms, teachers can engage with students more effectively compared to traditional teacher-centered settings (Boyadzhieva, 2016).
In learner-centered classrooms, students are guided to practice key principles such as learner involvement, reflection, and target language use, fostering autonomous learning (Little, 2009; Benson, 2001) Developing autonomy among students is a teachable process that requires time and the right environment both inside and outside the classroom (Sinclair, 2000; Nunan, 1997) Transitioning from teacher-directed to learner-directed learning environments is essential to maximize the benefits of autonomous learning in language education.
According to Dam (2011), transitioning from a teacher-directed to a learner-directed learning environment signifies a key development in learner autonomy This change redefines the roles of students and teachers, emphasizing the need for students to exert greater effort during their learning journey Such efforts not only enhance students’ readiness for spontaneous, self-directed, lifelong learning but also foster their overall academic autonomy and personal growth.
“the ability of self-assessment, recognition of their strengths and weaknesses as well as implementation of suitable strategies” into their real contexts of learning (Alrabai,
2016, p 30) All of those qualities mentioned above are the characteristics of autonomous learners presented in most of the studies on the relationship between learner autonomy and learner-centeredness
Over the past eighty years, language education has undergone significant changes, notably shifting from teacher-centered to learner-centered approaches This transition empowers students to become more autonomous and increases their motivation throughout their language learning journey (Benson, 2001) The focus on learner-centered education is widely recognized as a key factor in enhancing learning effectiveness, promoting active engagement, fostering high motivation, encouraging independent effort, and achieving better learning outcomes (Little, 2003).
Learner autonomy
Back to the history of language teaching and learning, in the 1960s, Gardner
Learner autonomy, as defined by Miller (1999, p 6), is closely linked to developing lifelong learning skills and fostering independent thinkers However, early on, there was no precise definition of learner autonomy, and interpretations varied, often being subjective (Benson, 2003) Essentially, learner autonomy is a complex concept often considered synonymous with individualization in language learning (Benson, 1997).
Until the late 1980s, the concept of "learner autonomy" was officially first defined by Holec, positioning it as a key focus in educational research and practice Since its introduction, learner autonomy has garnered widespread attention among researchers and educators worldwide, emphasizing the importance of learners taking control of their own language learning processes Holec’s definition laid the foundation for understanding how learners can develop independence and self-directed learning skills, influencing language teaching methodologies globally.
(1981) perspective is the ability of taking charge of one’s own learning (Benson,
Over the past four decades, this foundational concept has evolved and been conceptualized through diverse approaches, reflecting extensive research at both international and national levels.
Learner autonomy is commonly defined as the ability and willingness to act independently and collaboratively as a responsible social individual (Dam et al., 1990) Dickinson (1994) describes it as an attitude where learners are prepared to take responsibility for their own learning Little (1991) views learner autonomy as the capacity for critical reflection, decision-making, and independent action Benson (2001) simplifies the concept to self-management or taking charge of one's own learning, emphasizing the importance of learner independence in language education.
Benson (2001), learner autonomy needs to be understood as abilities and attitudes of learners during their own learning process (p 48)
The 21st century has seen significant technological advancements and socio-economic changes that have reshaped the concept of learner autonomy Researchers’ perspectives on learner autonomy have evolved considerably compared to early definitions, reflecting its growing importance Despite varying definitions, learner autonomy is widely recognized as a crucial shift in language teaching and learning approaches, underscoring its central role in modern education (Jacobs & Farrell, 2003).
Learner autonomy today emphasizes the importance of understanding and collaboration between teachers and students to foster independent learning (Asmari, 2013) Additionally, gender considerations are increasingly recognized as a factor influencing learner autonomy, highlighting the need for a more nuanced approach in language education (Tok, 2011; Varol & Yilmaz).
2010) In applied education nowadays, studies done by Xhaferi and Xhaferi (2011),
Lo (2010), Bayat (2010) refers to the effective ways of fostering EFL learner autonomy in order to take advantage of this norm in language teaching and learning
This study adopts Benson’s (2001) operational definition of learner autonomy, emphasizing its application in real learning contexts According to Benson, learner autonomy involves students developing control over their learning management, cognitive processes, and learning content through practical training This perspective underscores the importance of students actively managing their own learning to foster independence and effective language acquisition.
Learner autonomy in language learning has been described in various studies, emphasizing the learner's responsibility and independence Dickinson (1987) defines autonomous learning as an attitude where learners accept responsibility for decision-making but may not necessarily execute those decisions Holec views autonomous learning as the process or techniques involved in guiding one's own learning Building on these ideas, Little (1995) further develops the concept of learner autonomy, highlighting its importance for effective language acquisition.
“the acceptance of responsibility by learners, which has both socio-affective and cognitive implications” (p 175)
According to Chan (2001), autonomous learners should possess qualities such as high motivation, goal orientation, good organization, initiative, enthusiasm, flexibility, activeness in learning, and a willingness to ask questions and seek opportunities for self-improvement This categorization aims to identify ways to effectively encourage students to develop greater autonomy both inside and outside the classroom (Nunan, 1997).
Benson (2001) conceptualizes learner autonomy by dividing it into two key aspects: independent learning and decision-making, which highlight the core nature of autonomy in language learning Additionally, he identifies three interrelated aspects of autonomous learners: learning management, cognitive processes, and learning content, emphasizing the interconnectedness of these elements According to Benson, understanding these dimensions is crucial for fostering effective learner autonomy, as supported by Duong’s citation.
According to Benson (2001), a learner is considered autonomous when they possess the ability to independently manage their learning, take responsibility for their educational progress, and control the content they study (Duong, 2014) This definition emphasizes the importance of self-directed learning skills and personal responsibility in developing effective learners.
Nunan’s (1997) framework on five levels of language learning autonomy closely aligns with the goal of fostering independent learners This approach emphasizes raising learners' awareness of their goals, strategies, and the content of learning materials It encourages exposing students to making choices among various goals, content, and strategies, ultimately empowering them to set their own learning objectives, develop content, and create tasks Achieving full autonomy involves learners connecting classroom lessons with real-world contexts and establishing a personal learning agenda Autonomous learners are capable of determining their plans, pace, and monitoring their progress, thereby taking control of their learning process (Little, 1994; Chan).
Since its inception, the concept of learner autonomy has attracted significant interest from educational researchers, given its key features This study explores learner autonomy through its core qualities, including the ability to make decisions, independence in studying, and associated psychological characteristics These features are particularly relevant to the context of senior high school education, making them understandable and easily relatable for teachers to assess and compare within real classroom settings.
The role of learner autonomy towards teaching and learning process
Learner autonomy plays a crucial role in language learning, as it fosters independence and creativity among learners, leading to greater achievements Despite differing perspectives among researchers, numerous studies have demonstrated its importance in enhancing language proficiency According to Alonazi (2017), developing learner autonomy significantly contributes to students’ success by promoting self-directed learning and personal growth Emphasizing the value of autonomous learning can improve language acquisition outcomes and support lifelong learning skills.
In 2008, promoting autonomous learning among students became an essential educational goal, aiming to enable students to learn more effectively and independently Classroom size limitations often restrict classroom activities, which can hinder successful language acquisition To overcome these challenges, students should be encouraged to develop their own learning strategies and study plans, fostering autonomy both inside and outside the classroom (Harmer, 2007).
Fostering learner autonomy enhances students’ ability to learn from their own successes and failures, thereby developing their competence for the future (Crabbe, 1993) According to Umeda (2000, cited in Onozawa, 2010), autonomous education helps students develop lifelong skills to adapt to rapid societal, economic, and technological changes Additionally, promoting autonomy encourages individual learning, broadens students’ educational and cultural horizons, and prepares them to navigate diverse environments.
“determine the objectives, to define the contents and progressions, to select methods and techniques, to monitor the procedures of acquisition and to evaluate what has been acquired” (Holec, 1981, p 3)
2.3.2 The effects of learner autonomy on teaching process
Recent studies indicate a growing focus on autonomous learning and its benefits, emphasizing how fostering student independence can enhance learning outcomes and self-study skills When learners are motivated to explore knowledge independently, it boosts their creativity and motivation, essential factors for successful learning According to Littlewood (1996), the core of autonomy lies in learners’ ability and willingness to take responsibility for their own learning, which depends on their motivation and confidence in making informed choices.
Learner autonomy enhances motivation and creates more opportunities for practicing English outside non-native environments, meeting individual learner needs and providing long-lasting benefits (Jiao, 2005) Autonomous learners are more aware of language forms and functions, leading to deeper linguistic understanding (Carter, 2003) When trained in autonomous learning, students can continue studying independently without teacher supervision, fostering sustained language development (Brown, 2007) High internal motivation, cultivated through autonomous learning, is essential for practicing English in environments lacking native speakers, as it helps learners maintain their progress independently (Hapsari, 2018).
Numerous educators and researchers emphasize the importance of autonomy in language learning and teaching Umeda (2000, cited in Onozawa, 2010) highlights three key reasons for its significance: developing students' lifelong abilities, fostering their individuality, and enhancing their overall learning effectiveness.
Creating an inclusive learning environment that recognizes the diversity of students' educational and cultural backgrounds is essential for preparing learners to navigate rapid social changes According to Benson (2001), equipping students with the ability to take control of their own learning forms a strong foundation for real-life application Harmer (2007) emphasizes the importance of encouraging learners to develop their personal learning strategies, which helps compensate for classroom time constraints and enhances their chances of successful learning outcomes.
2.3.3 The challenges of promoting learner autonomy in the EFL classrooms
Culture significantly influences autonomous language learning, as highlighted by Littlewood (1999), who notes that cultural factors can either facilitate or hinder learners' independence He emphasizes that East Asian learners often face challenges in changing their thinking and learning styles due to traditional prejudices and cultural norms Similarly, Ho and Crookall (1995) underline that cultural attitudes may restrict or enhance language acquisition skills and impact the development of learner autonomy, suggesting that cultural context is a crucial factor in language education.
Autonomous learners often need to seek assistance from teachers regarding content, pace, or decision-making, but many Asian students hesitate to challenge their teachers in the classroom This reluctance reflects deeper psychological implications, as students may fear disrupting traditional authority dynamics Conversely, teachers also face challenges in adopting the role of facilitators, guiding learners to discover solutions independently rather than providing direct answers (Ho & Crookall, 1995) Promoting learner autonomy in Asian educational contexts requires addressing these cultural and psychological barriers to foster more interactive and student-centered learning environments.
According to Zia (2016, p 12), to maximize results in autonomous learning, learners should be encouraged to develop both interdependence and collaborative skills This process requires sufficient time and effort from both teachers and students to cultivate effective teamwork abilities and independent learning skills.
Students’ levels of autonomy vary, and many do not achieve full independence at the outset, necessitating significant teacher support and guidance Teachers play a crucial role in providing help, encouragement, and strategic direction to help students navigate their learning journey Therefore, it is essential for educators to have clear requirements, expectations, and responsibilities to create learning environments that foster student autonomy, enabling students to set practical learning goals and develop independence.
Teaching strategies to enhance learner autonomy
Learner autonomy involves the learner being fully responsible for all decisions related to their learning and its implementation (Holec) Dickinson (1987) emphasizes that learner autonomy includes “a situation in which the learner is totally responsible for all of the decisions concerned with his (or her) learning.” Similarly, Little (1991) describes autonomous learning as “learning without a teacher” or “learning without the direct control of a teacher,” highlighting the learner's independence However, despite these definitions emphasizing student responsibility, research indicates that autonomous learning does not mean studying alone without teacher support.
Teacher-student relationships are vital for fostering learner autonomy, emphasizing the importance of building trust and cooperation to create a comfortable and secure ELF classroom environment (Zia, 2016) As facilitators, teachers must provide clear and detailed instructions to guide students toward becoming independent learners (Benson, 2001) Effective instructions enable students to set their own learning goals, define specific objectives, and access suitable resources that support their autonomy and success (Harmer, 2007).
Effective teachers support student learning by providing clear sources of materials and creating simplified models to facilitate understanding during language instruction (Harmer, 2007, p 395) They also enhance student motivation by offering engaging tasks, utilizing teaching aids, and presenting various learning strategies, including memory, cognitive, and affective approaches, to cater to diverse learning needs.
Numerous studies by Knowles (1975), Higgs (1988), Nunan (1993), and Voller (1997) emphasize the critical role teachers play in developing learner autonomy Teachers are essential in shifting learning responsibility to students, guiding them to improve their learning skills, and inspiring motivation and interest This transition requires teachers to adopt various roles in the language classroom, presenting challenges for both teachers and students Educators accustomed to traditional teaching methods may find it difficult to adjust to these new approaches promoting learner independence.
The relationship between teachers’ roles and the development of learner autonomy found in some papers by Ho and Crookall (1995); Reid (1996); Yang
(1998), Hua (2001); Wang (2002), Xu & Xu (2004) All the research papers confirm that in autonomous learning environment, various roles of teachers make a great influence on students’ performance and attitudes to their learning
2.4.2 Teaching strategies to enhance learner autonomy
Research indicates that various strategies are employed by teachers to foster learner autonomy in EFL classrooms, with numerous global studies emphasizing its importance Autonomous learning is strongly linked to self-instruction, self-access, and out-of-class learning, highlighting the connection between autonomy and independent language practice (Benson, 2001) Benson emphasizes that developing autonomous learning involves enhancing learners’ attitudes and abilities for self-directed learning Little (1991) conceptualizes autonomy as a psychological trait encompassing detachment, critical reflection, decision-making, and independent action Similarly, Littlewood (1996) defines autonomous learners as those able and willing to independently make and execute learning decisions, with the capacity relying on both ability and willingness.
In real educational contexts, the promotion of autonomy in English learning is reported to be different in different levels of English proficiency of learners (Borg
Effective EFL teaching requires teachers to consider students' interests and select suitable subjects that match their abilities Providing students with the freedom to choose activities in the classroom enhances engagement and motivation, leading to a more successful language learning experience.
Pair and group work are fundamental in developing learner autonomy, as research by Jacobs and Farrell (2001) shows that collaboration reduces students' dependence on teachers and fosters independence through increased effort These findings align with studies by Dửrnyei (2001) and Benson (2001), which highlight that active participation in group and pair work enables effective classroom management and encourages student responsibility Consequently, providing students with opportunities and freedom to engage in collaborative activities is essential for promoting autonomous learning and accountability in the classroom.
According to Little, Ridley, and Ushioda (2002), planning relevant materials and diverse learning tasks tailored to students’ levels is essential for fostering learner autonomy in EFL classrooms Teachers should incorporate autonomy principles into learning goals, processes, and tasks to develop students’ autonomous learning strategies Voller (1997) emphasizes the importance of creating a trustworthy and collaborative learning environment where students feel comfortable and confident to express themselves Building student confidence encourages exploration of their learning process and a proactive attitude toward completing tasks, thereby avoiding restrictive learning environments (Lamb).
(2008) shows that constrained environment seems to cause lack of authenticity which makes a big separation between the knowledge in the classroom and outside the classroom (p 273)
In a learner-centered classroom, teachers play a vital role as managers, resource persons, and counselors, helping students develop awareness of their individual learning styles and strategies (Camilleri, 1997) They support students in decision-making, adapting their learning approaches, and overcoming difficulties through targeted instructions and guidance Achieving this requires significant effort, preparation, and ongoing support from teachers Importantly, creating an independent learning environment is essential for fostering learner autonomy, enabling students to become self-directed and capable learners (Cotterall, 1999).
Previous research
Recent studies increasingly explore teachers’ perceptions and beliefs about learner autonomy, highlighting that students cannot learn independently without teacher support As Benson and Voller (1997) emphasize, “autonomous learning is absolutely not the learning without teachers’ participation,” underscoring the essential role teachers play in facilitating independent learning Boud (1988) further clarifies that developing learner autonomy may incorporate structured guidance, stating that “it is compatible with autonomous learning for learners to opt to be ‘taught’ when it aligns with their goals,” which indicates that effective autonomous learning requires teachers to organize and structure instruction thoughtfully.
In the context of European countries where learner autonomy was first mentioned, the study by Camilleri (1999) with the participation of 328 teachers in six
In European countries such as Slovenia, The Netherlands, Belarus, Malta, Poland, and Estonia, educators unanimously agree that students should have the right to make decisions about their learning Specifically, teachers support students setting their own learning objectives and choosing course content, promoting greater autonomy and engagement in the educational process This shared perspective emphasizes the importance of student-centered learning approaches across diverse European educational contexts.
Another study on learner autonomy done by Balỗıkanlı (2010) investigated
A study involving 112 student teachers in Turkey examined their attitudes toward learner autonomy The findings revealed that most student teachers hold positive attitudes toward adopting learner autonomy principles in education However, while supporting learner independence, the majority disagreed with the notion that students should have no say in decisions regarding the timing, location, and materials of their courses.
A study by Yaşar (2020) involving 43 EFL teachers across 23 secondary schools in Turkey found that most teachers are familiar with the concept of learner autonomy and are motivated to promote it in language learning However, the research also revealed challenges related to curriculum constraints and limited time, which hinder the effective implementation of learner autonomy in the classroom.
Over the past decade, research on teachers’ perceptions of autonomous learning has steadily increased across Asian countries These studies primarily focus on practical insights into language learning, aiming to identify effective teaching strategies that promote learner autonomy and enhance language acquisition skills.
Duong's (2014) study in Thailand involving thirty EFL teachers revealed that while most teachers understood the concept of learner autonomy and their roles in autonomous learning, many acknowledged challenges in applying learner autonomy practices within the Thai educational context Unlike Duong's research, which used a closed-ended questionnaire, this study employed a mixed-method approach, combining surveys and semi-structured interviews to gather both quantitative and qualitative data from 106 EFL teachers, providing deeper insights The larger participant pool allowed for more detailed analysis, highlighting that despite understanding learner autonomy, teachers found it difficult to implement these practices effectively due to contextual constraints.
A study by Asmari (2013) involving sixty university teachers in Saudi Arabia found contrasting results regarding learner autonomy, revealing that many teachers were unprepared to create student-centered learning environments The research, which utilized a 30-question questionnaire for both male and female educators, showed significant differences in perceptions of learner autonomy between genders Additionally, teachers found it challenging to effectively implement autonomous learning strategies in the classroom, indicating barriers to fostering learner autonomy within the Saudi higher education context.
Nguyen’s (2011) study in Vietnam reveals that learner autonomy is a relatively new concept for both teachers and students in higher education The research involved 481 bachelor’s students, 150 master’s students, and 47 university-level English teachers across Vietnam The findings show that most students and teachers desire to shift from traditional to more modern, engaging learning environments, but many struggle with implementing effective materials, activities, and learning styles Initially, when learner autonomy was introduced, educators faced significant challenges in applying these principles within the Vietnamese educational context.
A 2014 study by Nguyen involving 188 teachers and four interviewees found that many teachers struggled to fully understand the concept of learner autonomy and to implement effective methods to promote it in their teaching practice The research indicated that rigid teaching environments and tightly fixed syllabuses often hindered teachers' ability to foster students' autonomous learning, highlighting the need for more flexible teaching approaches to support learner independence.
Nguyen (2016) conducted a study with eighty-four university English teachers to explore their perceptions and implementation of learner autonomy in EFL classrooms The findings revealed that teachers possessed a strong understanding of learner autonomy and highly valued its role in enhancing students’ ability to make choices and decisions Additionally, teachers suggested incorporating various activities such as assignments, task-checking, project work, and presentations to effectively promote learner autonomy and maximize its benefits in the learning process.
Learner autonomy has been extensively studied across different dimensions of language teaching and learning, with research highlighting strategies to raise teachers’ awareness and foster autonomous learning environments (Asmari, 2013; Alonazi, 2017) Despite these efforts, some studies suggest that university teachers face less pressure to develop autonomous learning compared to secondary school teachers (Asmari, 2013; Alonazi, 2017) In the Vietnamese educational context, research on learner autonomy primarily focuses on university instructors, leaving a significant gap in understanding among high school and secondary teachers This study aims to address this gap by exploring learner autonomy in Vietnamese language education at the secondary level.
Conceptual framework
This study aims to explore senior high school EFL teachers' perceptions of learner autonomy in Ba Ria Vung Tau Province and examine the teaching strategies they employ to foster autonomous learning in the classroom The research focuses on two key aspects: teachers’ perceptions of learner autonomy and the strategies used to develop it, which mutually influence each other Teachers' perceptions are analyzed through four crucial elements identified by Benson (2001): decision-making ability, learner independence, psychology of learning, and levels of learner autonomy Additionally, the strategies implemented by teachers are designed to align with these four elements, highlighting the link between teachers’ perceptions and classroom activities aimed at promoting learner autonomy among students These findings provide insights into how teachers’ beliefs directly impact their instructional practices for enhancing autonomous learning in EFL settings.
The conceptual framework of the present study is presented in Figure 2.1 as follows:
Figure 2.1 Conceptual framework of the study
Summary
This chapter explores senior high school teachers' perceptions of learner autonomy, highlighting key aspects such as effective teaching strategies to foster autonomy in English classrooms It discusses essential principles and challenges encountered when implementing learner autonomy, providing insights into practical application Additionally, the study framework is outlined to offer a comprehensive overview of the research scope and objectives, emphasizing the importance of supporting teachers in promoting autonomous learning among students.
Strategies to promote learner autonomy
Decision-making ability Learner independence
Decision-making ability Learner independence Psychology of learning Levels of learner autonomy
Methodology
Research design
This thesis explores senior high school teachers' perceptions of learner autonomy and the teaching strategies used to promote it in Ba Ria Vung Tau Province To address the research questions, a mixed-methods approach was employed, combining quantitative data from questionnaires filled out by 106 English teachers across 14 schools and qualitative insights from semi-structured interviews with 20 volunteer teachers The mixed methods design enhances the reliability and validity of the findings, as supported by Cresswell (2012), and the questionnaire effectively captures teachers’ overall perceptions of learner autonomy and instructional strategies Additionally, semi-structured interviews serve to verify and deepen the understanding of teachers' views, ensuring the credibility of the data in line with Cohen (2007).
This study employs a mixed-method approach, including questionnaires and semi-structured interviews, to comprehensively explore teachers' understanding of learner autonomy Unlike other international studies that utilize diverse methods such as classroom observations or interviews, this research focuses solely on questionnaire surveys and interviews The aim is to capture a detailed depiction of senior high school teachers' perspectives and teaching strategies used to promote learner autonomy in EFL classrooms This approach provides valuable insights into how educators facilitate autonomous learning among students in the English as a Foreign Language context.
Research site
This thesis was conducted in Ba Ria Vung Tau Province, where the author served as a senior high school teacher The province has 32 high schools, both public and private, employing approximately 242 teachers To enhance language teaching in line with the "Teaching and Learning of Foreign Languages in the National Education System, 2008-2020" project, Ba Ria Vung Tau's government has equipped schools with modern technology, including computers, internet access, headphones, loudspeakers, projectors, and interactive boards Additionally, the curriculum now incorporates two extra periods dedicated to speaking and listening over the past two years to improve students’ communicative abilities and confidence.
The Ba Ria Vung Tau government emphasizes the importance of autonomous learning among students to achieve optimal learning outcomes, considering it a key element of modern language education innovation Enhancing language teaching quality in the province has been a priority, supported by improved facilities and diverse learning materials in schools Additionally, the government provides extensive training courses for teachers to update their mindsets and teaching practices, fostering a proactive approach to adapting to contemporary language education needs As a result, teachers in Ba Ria Vung Tau are motivated to embrace change, ensuring a higher standard of English education across the region.
The official high school curriculum spans a 37-week academic year, divided into two semesters—Semester 1 with 18 weeks and Semester 2 with 17 weeks Students attend three weekly English classes, supplemented by two additional speaking and listening practice sessions, all strictly adhering to the curriculum schedule Assessments include one oral examination, two 15-minute tests covering projects, presentations, or written exams, a 45-minute test, and a comprehensive final exam at the end of each semester, with the speaking component integrated into the 15-minute testing period.
Sample and sampling procedures
This study was conducted at 14 senior high schools in Ba Ria Vung Tau Province, Vietnam, to collect samples for the thesis A total of 106 senior high school teachers voluntarily participated in the research, ensuring diverse and representative data The participation of teachers was entirely voluntary, contributing to the reliability of the study results Conducting the research across multiple schools provided comprehensive insights into the subject matter.
Initially, five teachers completed the questionnaires and participated in interviews as part of a pilot study to ensure the accuracy and clarity of the data collection tools This preliminary testing allowed the researcher to identify and correct any errors or ambiguities in the questionnaires and interview guidelines before their official implementation, enhancing the validity and reliability of the main study.
106 Vietnamese teachers of English of the research Then, out of 106 participants, 20 teachers of English from 14 senior high schools were individually invited for the interview for more explanation
According to Creswell (2012), a well-designed sampling procedure facilitates the accessibility and feasibility of a study In this research, the researcher initially contacted teachers at their workplace, where they serve as an English teacher Subsequently, assistance was sought from senior high school leaders to distribute online questionnaires to teachers After collecting responses through various methods, teachers were invited for individual semi-structured interviews based on their availability Ultimately, 106 senior high school English teachers were purposively selected based on their willingness to participate, ensuring their responses would provide relevant insights for the study.
The study's sample size exceeds the minimum recommended of 106 participants, with over 110 teachers involved, ensuring adequate representation According to Cohen, Manion, and Morrison (2000), this sample size is sufficient to reliably cover a large population, indicating the study's findings are generalizable.
Table 3.1 clearly presents the participants' general information, highlighting three key aspects: gender, education level, and teaching experience These essential details provide valuable insights into the demographic background of the participants, shaping the context of the study and its findings.
An online questionnaire survey was conducted with over 110 senior high school teachers, yielding 106 valid responses Among the respondents, 72.6% were female teachers (77 individuals), and 27.4% were male teachers (29 individuals) The results indicate that the number of female teachers slightly exceeds that of male teachers, highlighting gender distribution within the sample.
Educational level The educational level of participants was divided into 2 categories, comprising University and Master with the frequency of 95 teachers and
The majority of teachers held Bachelor's degrees, accounting for 89.6% of the total, while only 10.4% possessed a Master of Arts degree This indicates that most teachers have undergraduate qualifications, highlighting the prominence of Bachelor's degrees in the teaching workforce.
Teaching experiences The teaching experience was divided into four categories, including group 1: from 1 to 5 years, group 2: from 6 to 10 years, group 3: from 11 to
The data indicates that teachers with over 15 years of experience comprise a significant portion of the group, representing 16% of the total The highest number of participants have taught English for 6 to 10 years, accounting for 33% of the sample, while those with 11 to 15 years make up approximately 24.5% Teachers with 1 to 5 years of experience are the fewest, constituting 26.4% of the group Notably, teachers with 11 to 15 years of teaching experience are the largest subgroup among those with more than 10 years, highlighting a diverse distribution of English teaching experience across the participants.
Table 3.1 Demographic information of the participants
This table of demographic information of the participants proved the variety in samples’ characteristics.
Research instruments
This study employed a mixed methods design, integrating both quantitative and qualitative data collection approaches Specifically, questionnaires were used to gather numerical data, while semi-structured interviews provided in-depth qualitative insights This comprehensive approach enhances the richness and validity of the research findings, making it well-suited for a thorough analysis of the studied phenomena.
This study utilized a structured questionnaire as the primary research instrument, designed specifically for teacher participants The questionnaire comprised three sections—Part I, Part II, and Part III—to gather comprehensive data According to Oppenheim (2001), employing closed-ended questions helps save time and costs, simplifies data processing, and facilitates easy comparison across groups The questionnaire was adapted from an existing instrument developed by Duong, ensuring its relevance and reliability for the study.
This study, initially adapted by Duong (2014) from questionnaires developed by Joshi (2011) and Borg and Al-Busaidi (2012), utilized a comprehensive 25-question survey divided into three sections Section I gathers participants' general information, while Section II assesses teachers’ understanding of learner autonomy The final section, III, explores the strategies teachers have employed to foster learner autonomy in EFL classrooms.
Part I comprised 3 items asking about demographic information of participants such as gender, educational level and year of teaching experience Those are the elementary information which is required in a questionnaire to have an overall picture of the participants’ demographic information, level in professionals and experience (Hatch, 2002)
There were 12 items in part II which were designed on the basis of Duong’s
In 2014, a comprehensive research was conducted to explore teachers’ perceptions of learner autonomy, involving multiple revisions and checks before distribution to participants The study's second part was structured into four key areas: decision-making ability, learner independence, psychology of learning, and levels of learner autonomy It included 12 items, with decision-making ability comprising items 1 to 3, learner independence covering items 4 and 5, the psychology of learning including items 6 to 8, and levels of learner autonomy consisting of items 9 to 12 By incorporating all these aspects, the research aimed to provide a thorough understanding of teachers’ perceptions of learner autonomy.
Part III went into the detail investigating the strategies which teachers have used to promote learner autonomy in EFL classrooms Part III was divided into three main parts, number 1 to number 10 referred to strategies which the researcher suggested based on the theorical background in chapter 2 Particularly, the first part decision – making ability comprised 2 items from number 1 to 2; the second part learner independence included 4 items from number 3 to number 6; and the last part psychology of learning consisted of 3 items from number 7 to number 9 Especially, there was a blank space (number 10) for other suggestions from teachers’ real experience related to strategies they have applied Based on Duong’s (2014) research, all 10 items were adapted and checked for the purpose of testing whether teachers knew how to do the strategies for the development of autonomous learning in EFL classrooms A five-point Likert scale was employed for the questionnaire with the scale ranging from Strongly Disagree to Strongly Agree (See Appendix A)
This study utilized semi-structured interviews to effectively explore targeted aspects while generating comprehensive data efficiently, as noted by Cohen, Manion, and Morrison (2000) An advantage of this method is its ability to focus on specific issues and gather substantial insights in a short time To ensure clarity and relevance of the questions, a pilot interview was conducted beforehand to identify and address potential issues, leading to more refined and appropriate interview questions.
This study employed semi-structured interviews to collect qualitative data through online Zoom sessions, allowing for in-depth exploration of teachers’ personal opinions and experiences The interview guide consisted of two main questions (see Appendix C), which were elaborated upon during the interviews to capture diverse perspectives A total of 20 teachers participated in individual interviews, with sample interview forms provided (see Appendix B) to ensure consistency The individual interview format provided valuable insights into the underlying reasons behind participants’ varied perceptions.
This thesis explores teachers' understanding of learner autonomy, focusing on decision-making abilities, learner independence, learning psychology, and levels of autonomy The initial interview comprised five questions aimed at assessing these aspects, providing insights into teachers' perceptions of fostering autonomy The second set of four questions examined the strategies teachers employ to promote autonomous learning within EFL classrooms, highlighting effective methodologies Participants were also invited to suggest additional strategies, offering a comprehensive view of the development of learner autonomy in EFL education This research aims to identify key factors and best practices that support the growth of autonomous learners, contributing to effective language teaching strategies.
Data collection procedures
The questionnaire was initially designed in English and then translated into Vietnamese to ensure clarity for teachers Using the participants' mother tongue enhances their understanding of the questions, resulting in higher data quality and more accurate responses (Dornyei).
Based on prior research and a pilot study conducted with five teachers who were not involved in the main research, the questionnaire was carefully selected and thoroughly edited to ensure it effectively addressed the study's objectives.
Due to the Covid pandemic and summer break, most teachers were unable to attend school in person The researcher designed an online questionnaire via Google Forms and distributed it to 14 high schools in Ba Ria Vung Tau City School leaders in the English Department reminded teachers to complete the survey between August 7th and August 14th, 2021 To ensure accurate and trustworthy responses, the survey was open for one week before being closed and all answers were collected efficiently through Google Forms. -Simplify your educational surveys like this study with seamless online tools—streamline data collection using Google Forms today!
Creswell (2012) outlined a five-step process for qualitative data collection, focusing on structured interviews This process includes introducing the study and explaining the sampling procedure, obtaining permission from participants, gathering in-depth insights into senior high school teachers' perceptions of learner autonomy and teaching strategies that promote it, utilizing a semi-structured interview format with prepared questions, and collecting data through direct interviews These steps ensure a thorough and systematic approach to capturing qualitative data on teacher practices and perceptions related to learner autonomy.
Similarly, the interview was conducted with 20 senior high school teachers,
Eight group leaders from the English Departments across eight senior high schools—including Tran Nguyen Han, Nguyen Hue, Nguyen Khuyen, Le Hong Phong, Tran Hung Dao, Tran Quang Khai, Nguyen Du, and Phuoc Tinh High Schools—were recognized for their leadership and contributions.
Twelve teachers were randomly selected from 14 high schools in Ba Ria Vung Tau Province, including eight teachers from those schools and four from Chau Thanh, Vo Thi Sau, Le Quy Don, and Ba Ria high schools Each teacher was individually interviewed to explore their perceptions in detail, with the purpose of the interview explained beforehand, and each session lasting approximately 20 minutes The collected data from these semi-structured interviews was analyzed through content analysis to ensure meaningful insights To ensure the validity of the questionnaire and minimize difficulties for the participants, the interview questions were piloted with three senior high school teachers not involved in the study, following Dörnyei’s (2003) methodology Interviews were conducted in Vietnamese, and teachers' responses were recorded with their permission for further research.
Data analysis procedures
This study utilized a mixed-method research approach, integrating both qualitative and quantitative data collection techniques This integrated method, as described by Dửrnyei (2003), enables researchers to investigate clear and explanatory relationships between variables It allows for a comprehensive examination of the connections among variables, providing in-depth insights as well as validation and cross-validation of the findings, ultimately strengthening the reliability of the results (Fraenkel, Wallen & Hyun, 2012).
According to Cohen (2007), quantitative data can be efficiently analyzed using SPSS 20.0, a software designed to generate percentages and frequencies of teachers’ responses to questionnaire items The mean scores calculated by SPSS help assess students’ perceptions of learner autonomy at the senior high school level To ensure the validity and reliability of the data, Cronbach’s Alpha was employed, confirming the consistency of the results Additionally, SPSS facilitated the analysis of descriptive statistics, such as means and standard deviations, providing a comprehensive understanding of the variables involved.
This research utilized SPSS software to analyze quantitative data, focusing on means, standard deviations, and frequency distributions The mean scores for students’ attitudes towards Problem-Based Learning (PBL) were interpreted to assess overall perceptions and engagement levels, providing valuable insights into their perspectives on PBL effectiveness and student experiences.
In terms of the latter, the meaning of the mean scores for the strategies teachers have used to promote learner autonomy in the EFL classroom was interpreted as follows:
The qualitative data collection involved recording interviews with participants' permission using MP3 recorders, ensuring accurate data capture Content analysis was then employed, a widely used technique in social sciences, to identify patterns and gain insights into participants' thoughts Transcriptions of the recordings were carefully completed, including all speech, interruptions, and brief excerpts, following best practices outlined by Bloor et al (2001) The data were subsequently analyzed through a logical analysis approach, with each interviewee assigned a unique code (T1, T2, …, T20) to facilitate systematic examination and interpretation of the responses.
Reliability and Validity
This study utilized a mixed-methods design to combine quantitative data from a questionnaire survey with qualitative insights from teachers’ personal viewpoints and opinions, enhancing the reliability and validity of the findings According to Creswell (2012), integrating statistical results with interview data allows for effective triangulation, providing a comprehensive understanding of the research topic This approach ensures that both numerical data and subjective perspectives are considered, strengthening the overall credibility of the study.
This study involved designing an English questionnaire, which was validated by field experts, then carefully translated into Vietnamese and checked for accuracy by a language teacher Data analysis was conducted using SPSS to calculate Cronbach’s alpha, confirming the questionnaire’s reliability, with scores of 879 and 914 for learners’ autonomy perceptions and teaching strategies, respectively Most items demonstrated high reliability with Cronbach’s alpha values above 700, indicating consistency across the instrument Although the Cronbach’s alpha values for the psychology of learning sections were 641 and 660, these were deemed acceptable due to prior validation by another researcher.
Table 3.2 Cronbach’s Alpha indexes of the questionnaire items in average
Reliability Number of items Teachers’ perceptions of learner autonomy
Teaching strategies to promote learner autonomy
The semi-structured interview questions were initially designed in English and reviewed by experts to ensure clarity and relevance They were then translated into the target language and cross-checked by other teachers to verify translation accuracy To ensure the validity and reliability of the interview process, a pilot interview was conducted prior to the main data collection Additionally, all interview recordings were securely stored to serve as evidence of the results’ reliability and validity.
Pilot Study
Before implementing the main study, the survey instruments were piloted to ensure their effectiveness and identify potential issues that could affect data quality (Fraenkel & Wallen, 2009) Both questionnaire surveys and interviews were conducted with voluntary participants at Tran Nguyen Han High School to test the tools and refine the research methodology.
Three teachers voluntarily completed the questionnaire during the pilot phase, providing valuable feedback on its clarity and format The researcher clarified the questionnaire and collected both completed responses and participants' feedback on the procedures Based on these suggestions, the researcher made necessary revisions to improve the questionnaire’s clarity, relevance, and overall effectiveness for accurate data collection.
For the semi-structured interview, three teachers from Nguyen Khuyen High School, Tran Nguyen Han High School, and Nguyen Hue High School participated in online interviews The interview process involved posing questions to each participant, who took turns providing responses The researcher clarified the questions by eliciting additional details and offering examples to ensure understanding To facilitate smoother responses and gather more relevant information, the interview questions were revised accordingly, enhancing the overall effectiveness of the data collection process.
Summary
Chapter 3 thoroughly details the research methodology, including the study's setting, site, sample, and sampling procedures, along with the research instruments used It explains the data collection procedures and methods employed to gather accurate and reliable data Additionally, the chapter addresses the reliability and validity of the research instruments and discusses the pilot study conducted to ensure the robustness of the research process.
