Rationale
Since Vietnam's accession to the WTO in 2007, both the economy and education have undergone significant transformations This integration has provided learners and educators with greater access to new technologies and environments, while also presenting challenges The process has led to the globalization and socialization of knowledge, compelling Vietnamese education to adapt to the growing demands for knowledge and to align educational outcomes with the requirements of a competitive labor market (Vu, 2007) Consequently, students must not only acquire knowledge but also develop essential skills such as creativity, flexibility, responsibility, and problem-solving abilities However, an evaluation of Vietnam's education system revealed that the curriculum and teaching methodologies have evolved slowly, remaining overly theoretical and focused on examinations (Nguyen & Meier, 2010) This highlights the gap between educational objectives and actual practices To bridge this gap, educators are actively seeking innovative approaches to address these challenges.
Thanks to this awareness and desire, teachers and educators have made
The teaching methodology in language education has evolved significantly, emphasizing a learner-centered approach (Marckwardt, 1972, cited in Brown, 2007) Despite the objective of equipping students with basic communication skills in English—encompassing listening, speaking, reading, and writing (Hoang et al., 2007)—many graduates struggle to communicate effectively This shortfall can be attributed to the insufficient practice time, with only fourteen minutes per class dedicated to skill development Furthermore, for numerous students, English serves primarily as a means to gain university admission rather than a practical communication tool.
Classroom lessons often fall short of preparing students for entrance examinations, leading to stress among teachers who struggle to bridge the gap between their teaching aspirations and actual outcomes Students, on the other hand, remain passive due to a lack of confidence stemming from limited learning strategies To enhance communication skills and succeed in exams, students must move beyond textbook knowledge and adopt self-directed learning approaches This involves tackling problems from easy to difficult levels, taking charge of their own education, and developing strategies for learner autonomy (Brown, 2007, p.130).
Learner autonomy can significantly contribute to learners' success by fostering focused and purposeful learning, as highlighted by Little (1991) When learners participate in setting their course goals, they engage in a more effective learning process both in the short and long term Additionally, by placing responsibility for learning within the hands of the learners, the traditional barriers between education and real-life experiences are reduced This seamless integration allows learners to transfer their autonomous behaviors to various aspects of their lives, ultimately making them more valuable members of society and active participants in the democratic process.
I chose to investigate teachers' perceptions and the implementation of classroom activities aimed at fostering student learner autonomy in select high schools in Thua Thien Hue province.
In my MA thesis, I emphasize the wisdom of the proverb, “Give a man a fish and he eats for a day; teach him how to fish and he eats for a lifetime.” This principle underscores the importance of empowering learners to take charge of their own education, akin to teaching them how to fish By fostering self-directed learning, students can navigate their academic journeys independently and effectively throughout their lives.
The beliefs of students and teachers regarding classroom responsibilities remain problematic, particularly among East Asian students, including those in Vietnam, who often expect teachers to manage the class (Sakai, Takagi, & Chu, 2010) As an educator, I aim to shift students' awareness so they can understand the importance of learning English By addressing their questions about the necessity of English, I believe students will develop a genuine interest in the language Additionally, teaching in remote areas has highlighted the challenges of connecting with students outside of school, emphasizing the need for guidance activities to be conducted in the classroom Consequently, I have decided to focus on familiar classroom activities that enhance learner autonomy for both teachers and students.
Research objectives
The objectives of the study are:
To explore the perceptions of teachers towards learner autonomy
To explore the perceptions and use of classroom activities by teachers to promote learner autonomy
To find out what kinds of those activities can be carried out in the contexts of English classes at some high schools in Thua Thien Hue province
To provide the suggestions of teachers about using those activities to promote students’ learner autonomy in Thua Thien Hue province.
Research questions
The research is going to cast light onto the following questions:
What are the perceptions of teachers towards classroom activities to enhance learner autonomy?
How do teachers use classroom activities to promote learner autonomy?
What difficulties do teachers face in using classroom activities to promote learner autonomy?
Research significance
This study emphasizes classroom activities designed to enhance learner autonomy, providing teachers with insights into fostering this independence Additionally, it offers practical recommendations for selecting suitable activities that effectively promote learner autonomy in the classroom.
Scope of the study
This research focuses on classroom activities that promote learner autonomy, emphasizing the shift from teacher-centered to learner-centered approaches, particularly through task-based teaching This transition requires teachers to explore and identify effective activities that foster learner autonomy By understanding suitable classroom activities, educators can develop methodologies that create a more learner-centered environment.
This study was conducted in various high schools across Thua Thien Hue province, encompassing both urban and rural institutions to ensure representative findings The primary focus of the research was on high school English teachers.
Structure of the study
Chapter one serves as the introduction, providing essential background information and outlining the rationale behind the study It defines the research objectives, significance, and scope, while also presenting the key research questions that will guide the investigation.
Chapter two, literature review, is for theoretical background, which mentions definitions of key terms, involved matters and previous studies in this topic
Chapter three, methodology, will make it clear how this research will be implemented, including information about context, participants and procedures instrumentation and data collection
Chapter four, findings and discussions, will present findings and discuss the results found
Chapter five, conclusions and implications, will give conclusions of the key findings and present practical suggestions
Introduction
This section reviews the literature pertinent to the investigation of teachers' perceptions and their use of classroom activities aimed at fostering learner autonomy It is essential to explore the concepts of learner autonomy and the roles of teachers, along with other relevant issues Additionally, this chapter presents previous studies related to this field of research.
Definitions of perception
Perceptions are defined as the views or opinions formed by individuals based on their experiences and external influences (Susuwele-Banda, 2005, p.13) This concept encompasses our responses to information, highlighting perception as a process through which we absorb sensory data from our surroundings and utilize that information to engage with our environment effectively.
A lot of research have been done to investigate teachers’ perceptions in many different aspects of teaching Chester and Quilter (1998, cited in Susuwele-Banda,
Studying teachers' perceptions of learner autonomy is crucial as it highlights the effectiveness and potential misuse of various autonomy forms, guiding improvements in educational practices Research by Bielenberg (1993) indicates that a teacher's beliefs significantly influence their classroom approach, as demonstrated in a case study of a science teacher Additionally, Diene's (1993) investigation into teacher change revealed that educators' beliefs and practices are deeply interconnected with broader contexts, including personal experiences and social influences.
It can be concluded from the study that once teachers have perception of learner autonomy, they can take the sensory information in and make it into something meaningful.
Definitions of learner autonomy
In recent decades, learner autonomy has emerged as a key concept in foreign language education, emphasizing the importance of life-long learning This shift towards more communicative and learner-centered approaches has garnered significant attention in language learning Consequently, extensive research and discussions have arisen to enhance the effectiveness of language teaching and learning.
Holec (1981) is recognized as a pioneer in defining learner autonomy, emphasizing that learners must possess the ability and take responsibility for their own learning decisions He identifies five key areas essential for practicing autonomy: determining objectives, defining content and progressions, selecting appropriate methods and techniques, monitoring the acquisition process, and evaluating outcomes.
Various definitions of learner autonomy have emerged, with Little (1991) emphasizing the independence of learners in the learning process He described autonomous learning as a 'capacity' encompassing detachment, critical reflection, decision-making, and independent action, highlighting the ability of learners to actively engage in their learning This perspective is supported by Holec (1981) and further echoed by Voller and Benson (1997), who defined learner autonomy as the "capacity to take charge of, or take responsibility or control over one’s life."
In 1995, Dam clarified this definition by focusing on the goal for learners’ purchase in learning process Then, he asserted the willingness for taking charge of
Learner autonomy is essential for success, as it involves both the ability and willingness to take responsibility for one's own learning This concept emphasizes that learning should serve individual needs and purposes To thrive, learners must be prepared and aware of their role in the learning process.
In his 2007 book on language learning and teaching principles, Brown emphasizes the interconnectedness of autonomy, awareness, and action in learner development He defines autonomy as the necessity for learners to recognize their own learning processes By understanding their positions, styles, strengths, and weaknesses, learners can take effective actions toward achieving success This comprehensive definition has gained widespread acceptance among contemporary researchers.
Defining learner autonomy is challenging, as various well-known authors provide differing perspectives, each contributing uniquely to the concept Despite the diversity of definitions, they all emphasize a learner-centered approach, highlighting the importance of students actively taking responsibility for their own learning Collectively, these definitions illuminate the essential elements needed to encourage students to embrace accountability in their educational journey, outlining both the methods and processes involved in fostering this autonomy.
Despite understanding the definition of learner autonomy, confusion remains regarding its precise application Historical research reveals several related terms often used interchangeably with learner autonomy, including 'self-instruction', 'self-access', 'self-study', 'self-education', and 'self-directed learning'.
In his definition, Holec defined learner autonomy as an attribute of learners than the ways and degrees students learn themselves (Holec, 1981, cited in Benson,
In 2006, a distinction was made between autonomous learning and commonly misunderstood concepts, highlighting that learner autonomy encompasses both abilities and attitudes, while other terms focus on various methods to achieve it Phan (2009) explored the connection between autonomy and self-assessment, concluding that autonomy involves taking charge of one's learning, with self-assessment serving as a supportive tool for those capable of doing so Furthermore, she emphasized that learning independently does not equate to possessing the ability to learn autonomously Ultimately, learner autonomy pertains to the process of learning, while other terms describe the effective delivery of that process.
To clarify the concept of learner autonomy in various contexts, it is important to reference the guidelines provided by Benson and Voller (1997, p.2), who identified five distinct ways in which the term can be applied.
for situation in which learners study entirely on their own
for a set of skills which can be learned and applied in self-directed learning
for an inborn capacity which is suppressed by institutional education
for the exercise of learners’ responsibility for their own learning
and for the right of learners to determine the direction of their own learning
The classification suggests that there is no absolute right or wrong in word choice; rather, the key is to ensure clarity in how individuals utilize the term.
In conclusion, learner autonomy remains a debated concept For the purposes of this research paper, the author defines it as the capacity of learners to take charge of their learning process This involves their willingness, motivation, and right to actively engage in determining objectives, defining content and progressions, selecting methods and techniques, monitoring their acquisition procedures, and evaluating their outcomes.
The roles of teachers in promoting learner autonomy
Teachers have long been central to the classroom dynamic, particularly in a teacher-centered educational model where they are viewed as the primary decision-makers regarding student learning This approach positions teachers as authoritative figures, reinforcing traditional beliefs about their role in education, as encapsulated in the saying: "Teachers hold the key to knowledge."
“Không thầy đố mày làm nên”
(Suggested translation: You, the learner, can do nothing without the help of the teacher.)
Then, there is no room for learner autonomy or learner independence Without teachers, learners have no knowledge to acquire
What is more, the teacher-centered approach appreciates lectures, mechanical memories and grammar focus, while integrated skills are ignored This approach was shortly defined by Chaudhury (2011):
Traditional language teaching often emphasizes discrete grammar and phonology lessons, prioritizing formal language features over practical usage This approach relies heavily on repetitive practice, mechanical drills, and memorization of grammar rules, which are considered essential components of effective language instruction (Chaudhury, 2011, p.34, cited in Van, H., 2013, p.18).
Students are expected to follow teachers' instructions and complete assigned tasks, likening the learning process to gathering beams from a bag The objective is to "collect" knowledge from teachers, with the most successful students being those who gather more beams quickly Knowledge is perceived as limited to what is provided by teachers, and any deviation from this norm is discouraged by educators, parents, and society Consequently, students are primarily focused on pleasing their teachers and replicating their teachings, while teacher evaluations hinge on students' performance in tests This dynamic ultimately stifles learners' development and motivation.
Students become passive in their own learning and hardly acquire knowledge naturally
2.4.2 Roles of teachers in learner-centered approach
The landscape of education has evolved significantly, necessitating a fresh perspective on beliefs and expectations Teachers are no longer the sole source of knowledge for students; their role now encompasses imparting essential skills and effective learning strategies This transformation in formal education is aptly highlighted by Little's insights.
We aim to educate children to transform their behavior by reshaping their worldview Our goal is not to impose our own purposes on them, but to empower them to develop their own objectives and understand their worth.
In order to achieve this overall objective, both teachers and learners have to redefine their roles by reference to this focusing on learners and their learning process
The current guidance for high school teachers from the Ministry of Education and Training emphasizes two key trends in language teaching: the learner-centered approach and the communicative approach, particularly through task-based learning In this framework, students actively engage in the learning process through individual, pair, or group activities Teachers are expected to go beyond simply imparting knowledge; they should act as facilitators, consolers, and sources of support, guiding students throughout their learning journey This shift positions teachers not as controllers or authorities, but as motivators who inspire and encourage student learning (Hoang et al., 2007).
Teachers must adapt their roles in the classroom, shifting from controllers to advisors, instructors to guides, and evaluators to researchers, as noted by Ramos (2006) This transformation in teaching roles is closely linked to the evolving roles of students.
According to Chaudhury (2011), teachers should transition from traditional roles of authority and organization to that of facilitators in a learner-centered approach, empowering students with greater initiative and responsibility.
A teacher serves as a supportive guide and advisor, assessing students' strengths and weaknesses to provide tailored guidance They are responsible for planning future tasks and enhancing learners' intellect by introducing new language concepts and motivating students effectively.
Little (1991) emphasized the teacher's role as a "facilitator of learning," highlighting that their responsibilities extend beyond traditional teaching In addition to instructing, teachers also fulfill various sub-roles that contribute to the overall learning experience.
“classroom manager”, “consultant”, “adviser”, “co-communicator”
2.4.3 Roles of teachers in promoting learner autonomy
In a learner-centered approach, teachers assume various roles; however, to enhance students' abilities in critical reflection, decision-making, and independent action, they must strategically choose which roles to adopt.
Learner autonomy, as defined by Little (1991, p.4), refers to "students’ capacity to use their learning independently of the teacher." This definition has sparked debate regarding the role of teachers in promoting learner autonomy While some argue that teachers become redundant in this process, Nunan (1997) counters this perspective, emphasizing the essential contributions teachers make in facilitating autonomous learning.
Autonomy in learning is not an absolute concept, and achieving full autonomy is rare and ideal Most learners enter language learning situations without the necessary knowledge and skills to effectively determine their own content and processes, which limits the development of autonomy due to personal, interpersonal, institutional, and cultural factors To foster autonomy, a collaborative relationship between learners and teachers, or peers, is essential.
Teachers play a crucial role in fostering learner autonomy by gradually transferring responsibility for the learning process to students This approach redefines the instructor's role as a facilitator, guiding learners to take charge of their educational journey (Cotteral, cited in Alsop, 2006) In this context, the emphasis is on shifting the dynamic between teachers and students, particularly in terms of accountability and responsibility for learning outcomes.
To effectively motivate students in autonomous learning, teachers must translate their awareness of roles into actionable strategies Mariani (1997) proposed that fostering student autonomy involves two key approaches: challenging and supporting students By presenting challenges, teachers address students' need for autonomy, while providing support meets their need for independence These approaches are closely linked to how tasks are selected, set, and managed, as well as how interactions are facilitated within the classroom.
Also on the purpose to give the hints for teachers to develop learner autonomy, Holec (1981, p.24) suggested that teachers have to help learners develop their ability to:
define contents and progressions to be made
evaluate what he has acquired in his learning process
Factors to develop learner autonomy
After choosing which roles to perform, teachers also should consider what factors affect learner autonomy Thanasoulas (2000) recommended three conditions for learner autonomy: learner strategies and learner attitudes and motivation
Learning strategies, as defined by O'Malley and Chamot (1990), are specific thoughts or behaviors that individuals employ to enhance their comprehension, learning, or retention of new information.
To a greater or lesser degree, the strategies and learning styles that someone adopts “may partly reflect personal preference rather than innate endowment” (Skehan, 1998, p 237, cited in Thanasoulas, 2000)
Learning strategies play a crucial role in enhancing language competence, as highlighted by Scharle and Szabó (2000) When students become aware of these strategies, they are more likely to take responsibility for their learning By understanding their learning processes and gaining control over them, learners can actively engage in their education It is essential to introduce a variety of strategies to students, guiding them to discover what works best for them and how to effectively implement these strategies This approach not only fosters responsibility but also encourages learners to explore and expand their abilities.
There are two areas of learning strategies that Thanasoulas (2000) believes teachers should discover: cognitive strategies and meta-cognitive strategies
According to O'Malley and Chamot (1990, p.44, cited in Thanasoulas, 2000), cognitive strategies “operate directly on incoming information, manipulating it in
15 ways that enhance learning” Learners may use any or all of the following cognitive strategies (see Cook, 1993, p 114-115, cited in Wenden, 1998):
repetition, when imitating others' speech;
resourcing, i.e., having recourse to dictionaries and other materials;
translation, that is, using their mother tongue as a basis for understanding and/or producing the target language;
deduction, i.e., conscious application of L2 rules;
contextualization, when embedding a word or phrase in a meaningful sequence;
transfer, that is, using knowledge acquired in the L1 to remember and understand facts and sequences in the L2;
inferencing, when matching an unfamiliar word against available information (a new word etc.);
questions for clarification, when asking the teacher to explain, etc
The strategies outlined above establish a foundational understanding for learners regarding their responsibilities in the learning process Additionally, these essential skills help to build learners' self-confidence, which is crucial for fostering motivation, as will be discussed in the following section.
Meta-cognitive knowledge encompasses the understanding learners have about their cognitive processes in acquiring knowledge and skills across different contexts (Wenden, 1998) Meta-cognitive strategies, which focus on planning, monitoring, and evaluating learning activities, are distinct from the learning strategies themselves (Cook, 1993, as cited in Wenden, 1998).
directed attention, when deciding in advance to concentrate on general aspects of a task;
selective attention, paying attention to specific aspects of a task;
self-monitoring, i.e., checking one's performance as one speaks;
self-evaluation, i.e., appraising one's performance in relation to one's own standards;
self-reinforcement, rewarding oneself for success
Cognitive strategies serve as the foundation for learner autonomy, while meta-cognitive strategies act as the essential materials, akin to concrete and bricks, necessary for construction These strategies are crucial tools for fostering and enhancing learner autonomy The quality of materials used directly influences the speed and effectiveness of the learning process.
Stem (1983, cited in Mlstar, 2000) identifies effective language learners' strategies, emphasizing their autonomy in the learning process This classification is divided into four distinct categories.
Active planning is essential for effective language learning, as it empowers learners to set their own goals, engage actively in the learning process, and track their progress.
Academic Learning Strategy: By this strategy good language learners are willing to attend to features of the language, learn and practice them, and monitor their performance
The Social Learning Strategy involves proactive efforts by effective language learners to engage with users of the target language, utilizing communication strategies to navigate and overcome challenges they face in the learning process.
Effective language learners actively manage their emotional challenges, such as language shock and stress, during the learning process They cultivate a positive self-image as learners and foster an optimistic outlook towards their learning tasks and the culture of the native speakers of the foreign language they are studying.
Holec (1981) emphasizes that taking charge of one's own learning involves assuming responsibility for all learning decisions This includes setting objectives, defining content and progression, selecting appropriate methods and techniques, monitoring the learning process, and evaluating the knowledge gained.
It is crucial to recognize that no one is born with an innate understanding of what or how to learn The first step is to make learners aware of their roles and shift their attitudes towards learning Little (1999) emphasized that learners must develop their own reasons and goals for learning to become fully engaged in formal education Additionally, as Scharle and Szabó (2000) pointed out, while teachers can provide resources, students must be willing to engage with them for effective learning In formal educational settings, fostering reflectivity and self-awareness leads to improved learning outcomes.
Motivation is essential for learning and developing responsibility, as highlighted by Scharle and Szabó (2000) Encouraging intrinsic motivation, which stems from the learners' inner drive and interests, is crucial Intrinsically motivated learners are more likely to connect with their learning goals, leading to a greater willingness to take responsibility for their outcomes This relationship indicates that motivation and responsibility can mutually reinforce each other, enhancing the overall learning experience.
Steps to develop a degree of autonomy
Learner autonomy is a gradual process that requires the collaboration of both teachers and students Nunan (1997) connects learner autonomy in language learning to the communicative approach, emphasizing that when learners are empowered to exercise their autonomy, second language acquisition becomes more effective This theoretical relationship between autonomy and the communicative approach is well-established Nunan identifies various steps in developing learner independence, ranging from the lowest to the highest levels of autonomy.
Level Learner action Content Process
Level 1 Awareness Learners are made aware of the pedagogical goals and content of materials they are using
Learners identify strategy implications of pedagogical tasks and identify their own preferred styles/strategies
Level 2 Involvement Learners are involved in Learners make choices
The autonomy process in education begins with awareness, where students identify the implications of pedagogical tasks and their preferred learning strategies As they gain awareness, they progress from basic involvement in selecting tasks to advanced levels, such as creating their own learning activities or taking on roles as teachers and researchers Developing autonomy requires learners to acquire specific skills to manage their own learning effectively However, most learners do not inherently possess these skills and require explicit instruction to cultivate them; without proper training for autonomy, simply providing resources will not enable them to select their own goals from various options.
Level 3 Intervention Learners are involved in modifying and adapting the goals and content of the learning program
Learners are modify and adapt tasks
Level 4 Creation Learners create their own goals and objectives
Learners create their own learning tasks
Level 5 Transcendence Learners go beyond the classroom and make links between the content of classroom learning and the world beyond the classroom and are functioning as a fully autonomous learners
Learners become teachers and researchers
20 active involvement and conscious choice, although it might appear to do so” (Hurd,
In 1998, it was highlighted that autonomy in education does not imply that teachers relinquish all control to students Instead, learners require collaboration with teachers to develop their autonomy Consequently, teachers play a crucial role in guiding and fostering students' independence.
Another classification is suggested in the guide to develop learning responsibility by Scharle and Szabó (2000, p.9) with three stages The first is
The process of fostering learner autonomy begins with "raising awareness," where activities are structured and controlled by teachers, reflecting the assumption that learners need guidance The next step, "changing attitudes," involves repeated activities to develop new habits, requiring patience from both teachers and learners Once these habits are established, the focus shifts to "transferring roles," the most challenging phase that demands significant changes in classroom management, allowing learners greater freedom in their learning process This stage sets the groundwork for ongoing development of learner autonomy, as increasingly challenging activities encourage students to take responsibility for their own learning Kavaliauskiene (2002) supports this perspective, highlighting that the progression includes raising language awareness, changing learning strategies, and ultimately enabling learners to assume responsibility for their education by taking on traditional teacher roles.
Developing learner autonomy is a gradual process that can be divided into three or five stages, emphasizing that both teachers and learners must collaborate for success While challenges may arise in adopting this approach, the significant rewards make the effort worthwhile (Little, 1999).
Promoting learner autonomy through classroom activities
Regular classroom activities can be repurposed to foster autonomy in language learning, as highlighted by Chuk (2004) By designing these activities to promote conscious reflection, both teachers and learners gain a deeper understanding of their classroom experiences This method, validated through Exploratory Practice, involves adapting activities like group discussions, oral presentations, storytelling, and diary records to enhance metacognitive awareness These adapted activities are integrated into courses to elicit feedback and discussions on their effective implementation Ultimately, while the activities themselves remain unchanged, the focus and awareness surrounding them evolve.
Kavaliauskiene (2002) has significantly contributed to adapting classroom activities to enhance student engagement He proposed various effective strategies, including homework checking, student-created tests, crossword sessions, grammar exercises, and translation tasks These activities encourage students to actively participate, create classroom materials, and provide feedback, while teachers monitor their performance Teacher intervention is essential when students encounter challenging questions and struggle to find correct answers.
Son (2008) emphasized the importance of web-based activities in enhancing language skills within a technology-driven learning environment His research demonstrated that these activities effectively foster learner autonomy, as evidenced by positive feedback from students By utilizing teacher-created web activities—such as quizzes, gap-fill exercises, and matching tasks—educators can align language exercises with classroom lessons, adapting to the evolving syllabus Incorporating engaging language games like crosswords and quizzes allows students to practice and assess their skills in a fun and interactive manner, serving as a valuable extension of their learning experience.
Previous studies
There has been considerable emphasis in recent times on learner autonomy Below are some examples of selected studies on the topic
It can be said that Holec is the one who had a lot of contribution in the completion of the term learner autonomy In a long time, Holec (1979, cited in Ngo,
In 2008, Holec provided a comprehensive overview of autonomous foreign language learning, emphasizing the role of institutions, advisors, and teachers in fostering and training autonomous learners Nine years later, he reaffirmed his findings with a program statement that explored how autonomy can be supported in resource centers, which are open learning environments equipped with materials and advisors In 1996, two additional studies focused on training for self-directed foreign language learning and offered guidelines for developing learner autonomy in open learning centers These foundational studies paved the way for subsequent research in the field.
One of the noticeable studies is done by Little (1999) Concerning developing learner autonomy in the foreign language classroom, Little (1999)
Research emphasizes the importance of a social-interactive view of learning, highlighting that understanding this perspective is crucial for effective language acquisition The study outlines three fundamental pedagogical principles essential for maximizing the effectiveness of formal language learning It concludes that to become autonomous learners and proficient in a target language, individuals must actively engage with written forms of the language as cognitive tools Recognizing the significance of social interaction in learning fosters a community of learners who are all actively using their target language.
Murphey and Jacobs (2000) emphasized the importance of peer collaboration in promoting learner autonomy, highlighting a shift towards learner-centered approaches They explored how students benefit from collaborative efforts, the role of cooperative learning in enhancing collaboration, and the synergy between collaboration and learner autonomy Additionally, they discussed how teachers can support autonomy and the significance of critical components that complement both collaboration and autonomy They referenced Bateson (1994), stating that "participation precede[d] learning," and advocated for engaging students in increasingly intensive participation to foster critical examination and improvement within their learning communities, ultimately leading to a developmental trajectory towards critical collaborative autonomy.
Using Exploratory Practice as a foundation, Chuk (2004) did a case study of promoting learner autonomy in the EFL classroom Evidences from this study
Research indicates that students enhanced their metacognitive awareness, encompassing learner, language, learning process, and social awareness, albeit to varying degrees (Ellis 1999, Sinclair 1999, cited by Chuk, 2004) This growth in awareness led to increased autonomy for both learners and teachers, ultimately improving classroom quality Given the interdependence of learner and teacher autonomy, it is essential for future teacher education programs to equip trainee teachers with the skills necessary to foster autonomy in students.
There are other famous researchers concerning this subjects such as Dam
Numerous scholars, including Nunan (1997), Thanasoulas (2000), Benson (2001), and Chan (2001), have highlighted the importance of fostering learner autonomy as a significant and contemporary educational concern Their contributions inspire the author of this paper to pursue further research in this area.
Research from international scholars has inspired studies on learner autonomy in Vietnam, garnering significant attention from educators and researchers A notable pioneer in this field is Le Khanh Bang, who, in his 1999 paper, emphasized that fostering positivity in language learning requires learners to take responsibility for their educational journey through active engagement with teachers He identified essential skills for learners, including orientation, planning, implementation, and self-evaluation of their learning processes To cultivate these skills, teachers must shift from traditional teacher-centered approaches to more student-centered methods This study highlights two critical components: "responsibility" and "skills," which are vital for enhancing learner autonomy.
Trinh Quoc Lap (2005) conducted a study on curriculum innovation in Vietnam, focusing on enhancing students' autonomy and communicative competence His research aimed to create a new curriculum that encourages students to take responsibility for their learning and fosters their development as independent language learners The study incorporated choices and interactions in the target language during task completion, emphasizing a broader perspective on autonomy through curriculum changes that provided clear guidance for both educators and students.
Nguyen Minh Hue (2008) explored self-regulated strategy development as a solution to enhance learner autonomy in an English academic writing course at the College of Foreign Languages, Vietnam National University, where low levels of learner autonomy are prevalent This approach aims to address the curriculum challenge of fostering autonomy among students, proposing self-regulated strategy development as an effective method for improving their independent learning skills.
The article emphasizes the importance of providing learners with suitable tools and opportunities for practice, along with scaffolding to help them utilize strategies they previously could not manage independently Additionally, it highlights the need for self-regulation skills to effectively employ these strategies in a tactical manner.
Dang Tan Tin (2010) emphasizes the importance of considering learner autonomy from a socio-cultural perspective in the context of EFL learning in higher education in Vietnam He argues that understanding students' levels of learner autonomy requires educators to consider local socio-cultural characteristics Additionally, he notes that the same supportive attributes may impact the development of learner autonomy differently among various individuals within the same context.
26 autonomy-promoting teaching practices need to provide learners wider opportunities for negotiations and choices to help them find their own learning path
Nguyen Thanh Van (2011) questions the readiness of learners and teachers for autonomous language learning His analysis centers on four key areas: the types of students and their perceptions, the perceptions of responsibility held by both students and teachers, their views on abilities, and their perceptions of activities The paper ultimately compares the differing perceptions of teachers and students regarding these aspects.
Phan Thi Thanh Thao (2012) explores the concept of teacher autonomy and its connection to learner autonomy, particularly in the East Asian context, where teacher autonomy is often overlooked She argues that fostering teacher autonomy is crucial for enhancing learner autonomy, especially during the initial negotiation between teachers and students regarding project themes, outcomes, and structures This negotiation process allows learners to take responsibility, recognizing that both teachers and students can learn and teach from one another (Little, 1995, as cited by Phan, 2012) Consequently, negotiation skills emerge as vital for teacher autonomy, necessitating professional development for teachers to cultivate effective classroom negotiation abilities (Breen & Littlejohn, 2000, as cited by Phan).
Nguyen Thanh Nga's 2012 research delves into teaching practices that promote learner autonomy, highlighting the critical role of teachers in enhancing language learning in Vietnam This study provides valuable insights into effective strategies for fostering independent learning among students.
The project "Let Students Take Control!" aimed to enhance students' interest in learning English and promote independent learning through peer-teaching Results showed that increased student involvement in class decision-making led to greater engagement and motivation, resulting in improved teaching and learning quality.
Learner autonomy has emerged as a crucial element for educational growth, prompting teachers to seek effective strategies to foster it Literature reveals various approaches, from defining concepts and raising awareness to implementing specific methodologies like peer teaching and feedback discussions While numerous studies highlight the benefits of promoting learner autonomy, there remains a gap in research focused on classroom activities that facilitate this development This research paper aims to encourage teachers to reflect on innovative strategies to enhance students' sense of learning responsibility and engage them actively in classroom discussions, addressing the challenges educators encounter in this transformative process.
Chapter summary
The chapter has discussed the theoretical issues relating to the key term
Learner autonomy is defined from multiple perspectives, highlighting its significance in education The article explores the evolving roles of teachers, transitioning from traditional methods to contemporary approaches that foster learner independence Additionally, the literature review clarifies the essential conditions necessary for promoting learner autonomy effectively.
This article outlines 28 essential steps to foster learner autonomy, highlighting a significant gap in existing literature based on various studies conducted both internationally and in Vietnam The subsequent chapter will delve into the research methodology employed in this study.
Introduction
This chapter outlines the research methodology employed to gather data aimed at addressing the three research questions It encompasses the research approach, the research site, the participants involved, and the instruments used for data collection and analysis procedures.
Research approach
This research employs a mixed-methods approach, integrating both qualitative and quantitative methodologies to enhance validity by addressing the limitations of each technique Condelli and Wrigley (2004) emphasize that the most effective research design combines these methods, starting with a robust quantitative framework and enriched by qualitative insights into key processes and outcomes.
Initially, a quantitative methodology was employed, involving data collection through a set of questionnaires The collected data was coded and analyzed to understand the perceptions of teachers and students regarding learner autonomy, as well as teachers' views on classroom activities that promote this autonomy Both open and closed questionnaires were utilized to gather teachers' opinions on the types of activities that can be implemented in their English classes and their suggestions for effectively integrating these activities into the curriculum.
After gathering data from questionnaires, a qualitative approach was employed to gain deeper insights into teachers' attitudes and beliefs regarding the use of classroom activities to foster learner autonomy Interviews were conducted in the presence of select teachers, offering several advantages, including the opportunity for in-depth exploration of their perspectives.
This study explores teachers' responses in Thua Thien Hue province, focusing on their insights and emotions regarding the benefits and challenges of implementing classroom activities that foster student learner autonomy.
To conclude, using both these techniques gave us a better result outcome and we were able to evaluate these accordingly and get a solid conclusion (Patton,
The findings of the study, conducted in 1987, reveal insights into the attitudes and experiences of students and teachers regarding activities designed to enhance learner autonomy, primarily derived from data analysis.
Participants
The research involved 62 randomly selected teachers from 8 high schools across various urban and rural areas of Thua Thien Hue province, ensuring objectivity Participants, aged between 25 and 45 with teaching experience ranging from 2 to 22 years, completed a questionnaire designed to gather their opinions, experiences, and suggestions on using classroom activities to enhance student learner autonomy.
The research involved the participation of 8 randomly selected English teachers from Thua Thien Hue high schools, who were interviewed to ensure their comfort and willingness to share their insights Their opinions, experiences, and suggestions regarding classroom activities aimed at promoting student learner autonomy were crucial in enriching the study This qualitative data not only reaffirmed the findings from the questionnaire but also provided deeper insights into the topic, enhancing the overall quality of the research.
Data collection tools
The current study utilized a questionnaire to efficiently gather data from a large number of participants, as it allows for quick and easy creation, coding, and interpretation (Mc Millan & Schumacher, 1993) This method also respects the privacy of teachers who may feel uncomfortable answering questions directly To address the challenge of examining complex issues, the questionnaire included both close-ended and open-ended items, with a majority of close-ended questions to ensure specific and consistent responses, minimizing unexpected answers (Colosi, 2006) Open-ended questions provided space for respondents to express their thoughts more freely To ensure clarity, clear instructions were given at the beginning of the questionnaire, and a pilot test was conducted with 10 participants from two schools to refine the research design based on their feedback Ultimately, the questionnaire aimed to capture participants’ perceptions of using classroom activities to promote learner autonomy, drawing from the researcher’s knowledge, observations, and experiences.
32 which were designed in English with 22 questions (See Appendix 1A) 80 copies of the questionnaire were made
The researcher conducted interviews with eight high school English teachers in Thua Thien Hue Province to gather additional insights for the study Utilizing an interview checklist of eight open-ended questions, the researcher opted for both face-to-face and email interviews due to the geographical distance between schools Face-to-face interactions allowed for immediate clarification, fostering a comfortable environment for participants to share their experiences Conducted in English, the interviews aimed to ensure clarity, as certain concepts are more familiar to teachers in English than in Vietnamese, which can lead to misunderstandings Participants received the questions three days in advance to prepare their thoughts, and the interviews were recorded and transcribed to capture the depth of the discussions This approach enabled the research to delve deeper into the subject matter, confirming key elements of the study.
The data were collected from the 22 questions in the questionnaire and were analyzed quantitatively through tables and charts according to statistical frequency
The study analyzed data through numerical results and charts, while also incorporating qualitative insights from interviews with eight teachers to enhance the overall findings.
Data procedure
The researcher piloted the questionnaires with 10 teachers to assess the instrument's reliability before distributing 80 copies to 8 high schools in Thua Thien Hue province Due to varying distances, the researcher employed two delivery methods: direct distribution to the English departments of Quoc Hoc, Nguyen Hue, Vinh Loc, and Phu Loc high schools, and Mail Express for the remaining schools Ultimately, 62 out of 80 questionnaires were returned due to time constraints and working conditions Additionally, 8 teachers were interviewed either face-to-face or via email.
Chapter summary
This research utilized both quantitative and qualitative methods to enhance data validity and reliability A combination of open-ended and close-ended questions was employed to optimize the advantages and reduce the limitations of each question type The data collected from questionnaires were analyzed using statistical frequency and percentages, and presented in tables and charts, while the information obtained from interviews was qualitatively processed and quoted.
Perceptions of teachers towards using classroom activities to enhance learner
4.1.1 Teachers’ understanding of the concept of learner autonomy
The study emphasizes the significance of assessing teachers' comprehension of learner autonomy and its related aspects Data collected through a questionnaire, represented in Figures 4.1 to 4.5 and Table 4.1, offers a comprehensive overview of teachers' perceptions regarding this concept.
Voller and Benson (1997) describe learner autonomy as the ability to take responsibility for one's own life In the context of classroom teaching, it's crucial for educators to recognize the degree of independence necessary for students to develop autonomy Figure 4.1 illustrates teachers' perspectives on this important issue.
The chart (Figure 4.1) indicates that 50% of respondents view learner autonomy as the ability to learn independently with assistance, while 44% of teachers emphasize the importance of student independence in learning These figures align with scholarly debates regarding the varying degrees of student independence in learner autonomy Nunan (1997, p.194) highlights that “autonomy is not an absolute concept” and that achieving complete autonomy is unattainable Consequently, student independence in learner autonomy should be considered alongside peer support Despite the ambiguity surrounding the extent of freedom in the learning process, the findings underscore that the key aspect of learner autonomy is the necessity for students to take responsibility for their learning.
Six percent of participants disagreed with the notion that learners can effectively learn with the assistance of others, suggesting potential issues in the current educational environment where students heavily rely on teachers for every aspect of their learning.
In fact, to achieve the goal of fostering learner autonomy, teachers should also master the elements affecting the learning process Thanasoulas (2000)
The capacity of learners to engage in self-directed learning is crucial, as it allows them to acquire knowledge independently Additionally, the ability to learn with the assistance of others enhances their educational experience By combining self-learning with collaborative support, learners can achieve a more comprehensive understanding of the material.
Figure 4.1: Teachers' understanding of students' independence in learner autonomy (nb)
To achieve learner autonomy, it is essential to focus on 36 recommended strategies, attitudes, and motivation According to Figure 4.2, the questionnaire results reveal teachers' perspectives on various factors influencing learner autonomy.
According to Figure 4.2, 33% and 35% of teachers identified the willingness and motivation to learn as essential factors for fostering learner autonomy This aligns with Little's (1999) assertion that developing personal reasons for learning and setting individual goals are crucial for full engagement in formal education Therefore, it is imperative for students to be reflective and self-aware of their learning processes, as motivation and a positive attitude are vital for achieving their educational objectives.
Scharle and Szabó (2000) emphasized that learner strategies are essential tools for enhancing language competence The current study supports this view, as 24% of the 62 teachers surveyed believe that students require learning strategies to achieve autonomy The data indicates that teachers place significant importance on strategies, learner attitudes, and motivation in promoting learner autonomy, demonstrating their awareness of the critical factors that foster student independence in learning.
Adding to the opinions above, the right of students to learn has also been right evaluated with 7% of the teachers choosing this option This shows that some
40 willingness to learn motivation to learn the right to learn strategies to learn others
Figure 4.2 Teachers' opinions about factors affecting learner autonomy (nb)
A group of 37 teachers emphasized that students must be granted the right to learn and make decisions regarding their education before they can effectively learn independently By fostering this right, along with students' motivation, willingness, and strategies, supported by teachers, learners can successfully attain autonomy in their educational journey.
Also the result from the questionnaire reflected in Figure 4.3 gives us a general idea of how much the teachers understand about stages of learner autonomy
Holec (1981) emphasized that self-directed learning involves taking full responsibility for decisions related to all aspects of education, including setting objectives, defining content and progression, choosing methods and techniques, monitoring the learning process, and evaluating outcomes This concept allows students to engage at various stages of the teaching and learning process The findings illustrated in Figure 4.3 reveal diverse perspectives among teachers regarding the stages at which students should assume responsibility for their learning.
The findings reveal that the two most emphasized stages in the teaching and learning process are 'learning and doing tasks' and 'evaluating learning performance,' with 28% of teachers advocating for student involvement in the former and 21% in the latter The remaining stages received equal attention, ranging from 4% to 9%, demonstrating teachers' awareness of the various stages students can engage in Notably, 'learning and doing tasks' remains the most recognized stage at 28%, while the increasing acknowledgment of students' roles in the evaluation stage, at 21%, reflects a positive shift in teachers' perceptions.
To gather insights from teachers regarding student participation in specific teaching aspects like lesson planning and material selection, a questionnaire was distributed The data collected indicate a generally positive response, as illustrated in Figures 4.4 and 4.5.
Figure 4.3 Stages of students' involvement in the teaching and learning process (nb)
Figure 4.4 illustrates teachers' perspectives on involving students in the creation of teaching plans A mere 11% of teachers 'strongly agree' with this collaborative approach, while 29% express a moderate agreement Additionally, 20% remain neutral, but 26% oppose student involvement, with 3% strongly disagreeing Some educators argue that the process is time-consuming and doubt students' capability to contribute effectively, asserting that lesson plan design is fundamentally a teacher's responsibility This indicates a significant reluctance among teachers to embrace student collaboration in lesson planning.
Despite the majority of teachers demonstrating a strong understanding of learner autonomy, many struggled to embrace significant changes in their teaching methods While they effectively incorporated diverse activities into their lesson plans to enhance students' learning skills, they hesitated to fully relinquish control over the teaching process.
Agree Neutral Disagree Strongly disagree
Pe rc en ta ge (% )
Figure 4.4 Students' involvement in designing teaching plans together with teachers (nb)
The findings from Figure 4.5 reinforce the conclusions drawn in Figure 4.4, showing unanimous agreement among teachers regarding their role in selecting learning materials A total of 100% of participants indicated that materials should be chosen either solely by teachers, mostly by teachers, or collaboratively with students However, there is a clear disagreement on student involvement at this stage, as no teacher believed that material selection should be predominantly or exclusively handled by students Specifically, 41% of participants felt that the process should be led mostly by teachers, with only 3% advocating for exclusive teacher control In contrast, when it comes to collaborating on lesson plan design, over half of the respondents (56%) supported the idea of shared decision-making between teachers and students regarding what to learn.
The use of classroom activities to promote learner autonomy
4.2.1 Realities of the use of classroom activities
The data gathered from Questions 12 and 13 of the questionnaire provide insights into the various activities and classroom arrangements reported by teachers The findings are presented in Table 4.1 and Table 4.2.
Table 4.1 Frequency of using classroom activities to foster learner autonomy
Agree Neutral Disagree Strongly disagree
Figure 4.11 Teachers' key role in learner autonomy is to hand over responsibility from teachers to learners (nb)
Percentage (%),(nb) Activities never seldom occasionally Often always
I stimulate students’ interest in learning English with games 0 0 26 58 16
I help students make study plans 10 19 29 32 10
I ask students to identify their weaknesses and strengths in learning English
Before the English course, I often ask my students to pick out the most important points and make diagrams or tables for themselves
When I teach a new grammar rule, I encourage students to think about its relationship to the rules they have learned
When teaching vocabulary, I teach the meaning of a word by dividing it into parts that students can understand
I recommend useful websites about English study 0 19 49 16 16
I design the teacher-made web 78 13 3 0 6
49 activities and ask students to do tasks on the website
I get students to evaluate their progress in learning English 16 26 32 23 3
I ask students to explain the reasons of the mistakes they have made in English
English presentations on a particular topic after class and present them in class
I communicate with students and learns about their difficulties in learning English
Table 4.1 presents a wide range of activities that the teachers reported to use in classroom These activities as the suggestion of Chuk (2004), Kavaliauskiene
(2002) and Son (2008) can also be used to develop learner autonomy in different stages The data in the table show that most of activities were done rather ‘often’ or
Teachers frequently engage in activities that range from 26% to 58%, indicating a strong familiarity with fostering learner autonomy This suggests that educators possess a solid foundation to support and encourage independent learning among their students.
The data reveals that a significant portion of teachers rarely encourage students to identify key points and create diagrams or tables independently, with 19% stating they 'never' do so, 23% 'seldom' engage in this practice, and 26% 'occasionally' implement it.
‘often’ and 6% said ‘always’ This means that this activity is still new for teachers to do
Especially, even though there is a high number of the teachers ‘often’
Many teachers struggle to create engaging web-based activities for English study, with 77% admitting they "never" design such tasks and 13% saying they do so "seldom." This indicates a significant challenge, as effective implementation requires not only technological skills from both teachers and students but also adequate facilities, effort, and time Consequently, there is a pressing need to recommend useful websites that can enhance English learning for students.
Table 4.2 Frequency of using different kinds of classroom arrangement
Classroom arrangement never seldom occasionally Often Always individual work 0 0 23 54 23 pair work 0 0 0 61 39 group work 0 0 16 65 19 teacher – whole class 0 3 13 45 39 teacher – individual 6 6 23 46 19
Teachers implement flexible classroom activities to promote student autonomy, utilizing a mix of individual, pair, group, and whole-class arrangements According to Table 4.2, approximately 50% of the 62 teachers frequently use these methods, with individual work at 54%, pair work at 61%, group work at 65%, teacher-whole class at 45%, and teacher-individual at 46% Additionally, pair work and whole-class instruction are favored, as 39% of teachers reported using them 'always' in their classroom arrangements.
This variety in classroom gives students chance to take responsibility and express themselves in learning process It is also beneficial for their autonomy
Teachers possess an understanding of their classroom responsibilities and frequently incorporate various activities into their daily lessons However, the crucial question remains: are teachers fully aware of the effectiveness of these activities in fostering learner autonomy? This inquiry will be addressed in the following section.
4.2.2 The possibility and the ways the teachers use classroom activities to promote learner autonomy
Figures 4.12 to 4.15 illustrate the data gathered from the questionnaire, specifically addressing Questions 14, 15, 16, and 17 The responses indicate various methods employed by teachers to enhance learner autonomy through classroom activities.
A significant majority of teachers, specifically 65%, strongly believe in the effectiveness of classroom activities to enhance learner autonomy, as indicated by their affirmative responses Conversely, 26% of teachers expressed a different perspective on this approach.
Figure 4.12 Possibility of using classroom activities to promote students’ learner autonomy(nb)
Figure 4.13 Experience in using classroom activities to promote students’ learner autonomy (nb)
A total of 52 participants expressed uncertainty about fostering learner autonomy, with 3% of teachers lacking familiarity with the concept, possibly due to limited experience or consideration of its implementation in the classroom Additionally, 6% of teachers offered alternative perspectives, with one stating that learner autonomy primarily occurs at home, where teachers merely guide students on tasks to enhance their learning Another teacher noted that while classroom activities can contribute to student autonomy, the impact is minimal.
Figure 4.13 highlights the skepticism among teachers regarding the effectiveness of classroom activities in promoting learner autonomy, with 26% stating they never utilize such methods Despite having experience with various classroom arrangements that could foster autonomy, these teachers do not consciously aim to develop this skill Additionally, 19% of teachers expressed uncertainty about whether their activities genuinely promote learner autonomy Only 10% provided examples of activities they believed contributed, such as assigning homework or encouraging students to seek out relevant materials One teacher noted that many suggested activities occur outside the classroom, leading to confusion about their classification This uncertainty indicates a lack of clear understanding of learner autonomy among teachers, aligning with Kavaliauskiene's (2002) perspective on adapting classroom activities to support autonomy.
Classroom activities play a crucial role in student engagement and learning outcomes Teachers are responsible for producing and utilizing classroom materials effectively, while also providing feedback to enhance the learning experience The success of these activities largely depends on how teachers facilitate opportunities for students to demonstrate their understanding and skills in class.
The analysis reveals that while many teachers understand the definitions and roles necessary for fostering learner autonomy, their implementation of classroom activities aimed at transferring responsibility to students remains limited Although 45% of teachers acknowledged having engaged in such activities, over half expressed uncertainty about whether these methods effectively promote learner autonomy.
Figure 4.14 illustrates the use of classroom activities to foster learner autonomy, with 45% of teachers implementing such activities Additionally, 84% of educators reported frequently adapting standard classroom activities to enhance autonomy awareness Teacher C from Vinh Loc High School emphasized this approach during the interview.
Regular classroom activities are used with no change.
Regular classroom activities are adapted with the aim to raise autonomy awareness.
Use the totally new teacher-made activities.
No classroom activities can help to promote students’ learner autonomy
Figure 4.14 Ways to use classroom activities to help to promote students’ learner autonomy (nb)
The activities should be adapted depending on different levels of students
We should also create tasks and activities usefully and interestingly
Teacher G from Phu Loc High School added:
Using classrooms activities properly can promote learner autonomy of students However, we should give interesting and practical issues
Most teachers utilizing classroom activities to foster learner autonomy believe that these activities must be tailored to enhance student interest and motivation Adapting these activities is essential for promoting student autonomy effectively.
In a recent survey, 11% of teachers reported creating entirely new activities to foster learner autonomy, while only 5% believed that standard classroom activities sufficed for this goal This indicates a positive trend, as the majority of educators recognize the importance of effectively utilizing activities to address various teaching objectives and support students' needs for autonomy.
Very helpful Helpful Rather helpful
Figure 4.15 Effectiveness of activities to promote students’ learner autonomy (nb)
Difficulties in using classroom activities to promote learner autonomy
The effectiveness of activities aimed at promoting learner autonomy in the classroom is not entirely successful, as various obstacles hinder this effort Figures 4.16 and 4.17 illustrate teachers' responses from a questionnaire regarding the difficulties they face in fostering student autonomy through classroom activities, along with specific challenges encountered in their teaching practices Additionally, insights from interviews further elaborate on the questionnaire results.
According to the data presented in Figure 4.16, a significant majority of teachers faced challenges during this stage, with 90% affirming their difficulties, while only 10% reported having none The nature of these challenges may vary across different levels of teaching.
Figure 4.17 shows the findings of specific difficulties encountered by the teachers in promoting learner autonomy in classroom
Figure 4.16 Having difficulties in promoting students’ learner autonomy
As we can see, the biggest difficulty that 87% of respondents met is
‘students’ weakness’ The interviewed teachers explained more about this difficulty
Teacher A from Tran Van Ky High School complained:
The students’ ability is not good enough Just a few of them can meet the requirement of the activities given
Teacher C from Phan Dang Luu High School added:
To encourage student motivation and foster autonomy in learning, I frequently implement engaging activities like games and role-playing tasks However, many students struggle to participate due to their limited skills in completing these tasks.
Figure IV.17 Difficulties in promoting students’ learner autonomy (nb)
The answers revealed that to make students become more learner autonomous, teachers have to deal with different levels of students
A significant challenge identified by 68% of respondents was the reluctance of students to engage in activities, highlighting the crucial role of motivation in fostering learner autonomy To effectively empower students in their learning journey, teachers must first inspire their interest in the target language.
A study by Duong and Seepho (2014) found that students' English proficiency is influenced by their level and characteristics The research indicated that students preferred teacher-directed instruction over independent learning and exhibited low motivation to pursue their goals, resulting in a generally unmotivated and passive learning attitude.
A significant challenge faced by teachers in promoting learner autonomy is the lack of time, with 39% reporting this issue Teacher E from Vinh Loc High School highlighted this concern, emphasizing the difficulties it creates in effectively delivering activities.
I am eager to explore new activities that can inspire students to learn English and foster their independence However, explaining these activities often proves challenging due to the limited time available.
In the same line with trying new methods, we, teachers also have to follow the curriculum of the school
In addition to the aforementioned issues, 32% of teachers reported challenges related to inadequate facilities The lack of modern resources significantly hampers their ability to effectively conduct activities Thus, collaboration with other organizations is essential for teachers to address this pressing concern.
Nineteen percent of teachers reported feeling a lack of encouragement and support from both students and colleagues, while ten percent expressed that teachers' understanding of classroom management contributes to their difficulties.
59 promote student autonomy Explaining for this reason, Teacher F from Nguyen Hue High School said when interviewed:
I think it is difficult to find suitable activities to promote student autonomy Especially, finding activities in process is even more difficult
To add for the reasons of difficulties teachers confronted, Teacher G from Phu Loc High School told a story
The Hue Department of Education and Training has introduced a program called 'Connected School', aimed at providing students with the opportunity to learn online through assigned tasks on various websites, facilitating interaction between teachers and students via the internet While I believe this program is fantastic in theory, its practical implementation raises concerns.
In practice, I doubted how it can be delivered when in my class, only 3 students have computer at home
This story reminded teachers to choose the activities suitable with the facilities available at the school
Adopting new teaching methods often presents challenges, which can vary among educators By recognizing the obstacles that hinder the promotion of learner autonomy, teachers can develop strategies to address these issues, ultimately enhancing the effectiveness of their instructional activities.
A recent survey of 62 teachers revealed insights into overcoming challenges in using classroom activities to foster learner autonomy Notably, 38% of teachers reported frequently seeking assistance from colleagues, highlighting a strong spirit of collaboration in addressing teaching difficulties This cooperative approach may stem from a shared teaching context among educators In contrast, 32% of participants preferred to tackle problems independently Teacher H from Quoc Hoc High School further elaborated on strategies for managing these challenges during an interview.
My success stems from my relentless commitment to helping students grasp the benefits of autonomy Additionally, self-reflection after each lesson has been instrumental in my growth While not every activity I implemented was successful initially, I diligently note the challenges encountered and make necessary adjustments for future lessons.
Seventeen percent of respondents preferred to seek assistance from students, highlighting their confidence in the educational process and students' capabilities in teaching and learning This inclination signifies a form of autonomy in self-evaluation Teacher F from Nguyen Hue High School endorsed this perspective, emphasizing the value of student involvement in education.
Figure IV.18 Solutions to deal with difficulties (nb)
I frequently solicit feedback from students regarding the effectiveness of the activities they participate in The insights I receive are surprisingly valuable and practical, significantly aiding me in refining and enhancing these activities.
Chapter summary
This chapter discusses the research findings on teachers' perceptions of activities aimed at fostering student learner autonomy in high schools within Thua Thien Hue province The results indicate that teachers possess a comprehensive understanding of the definitions, stages, and their roles in promoting learner autonomy However, they also acknowledge the challenges they face in implementing these strategies The chapter explores the solutions proposed by teachers to overcome these difficulties Building on these findings, the subsequent chapter will provide recommendations for teachers and organizations to enhance effectiveness and mitigate the challenges encountered in promoting learner autonomy.