INTRODUCTION
Background of the study
In today's globalized and industrialized Vietnam, a qualified workforce is essential for economic development The education sector must focus on training high-quality human resources to align with the country's evolving needs A key evaluation criterion in this effort is English proficiency, which remains a significant area of concern, as many Vietnamese students currently struggle with their English skills.
In the 2020 English proficiency survey conducted by the EF Education Organization, Vietnam ranked 65th out of 100 countries, highlighting a significant decline in language skills compared to other Southeast Asian nations like Malaysia and the Philippines.
Studies by Nguyen (2008) and Phan (2015) reveal that students' lack of English competence stems from not meeting the requirements of the training program, primarily due to a curriculum that prioritizes quantity over quality (Pham, 2011) In response, the Project 2020 initiative is driving innovations in the education sector to foster student creativity and engagement, aiming to cultivate a new generation of qualified individuals Consequently, Vietnam's education system is evolving to focus on learners' capabilities, shifting from a traditional knowledge-based approach to one that emphasizes the development of skills and practical application of knowledge This transition is crucial for achieving the goal of enhancing learners' skills and capacities.
Autonomy is a crucial competency that students must develop to thrive in life, and educators have long recognized its importance Recent research highlights the role of technology in fostering student autonomy, especially in an era where the vast increase in available information from various sources—such as books, the Internet, tapes, and CDs—demands that learners take initiative in their education As the landscape of science and technology evolves rapidly, promoting autonomy becomes essential for personal success, allowing students to leverage diverse knowledge resources effectively.
Smith (2003) emphasized the importance of autonomy as a crucial skill that students need to develop, highlighting the necessity of incorporating autonomous activities into the language learning process for it to be meaningful and effective This underscores the importance of fostering learner autonomy, which involves providing students with essential tools to self-direct their studies (Kumaravadivelu, 1994) Additionally, Little (2020) defined 'language LA' as a dynamic teaching and learning approach where learners actively participate in planning, implementing, monitoring, and evaluating their own learning processes.
Statement of the problem
Teaching and learning English in vocational colleges today face significant challenges, particularly for students in Buon Ma Thuot City, who often graduate with limited English communication skills Many students, influenced by their mindset, either choose to avoid learning English or only learn to cope This reality underscores the urgent need to enhance the quality of foreign language instruction in vocational education, especially in the context of globalization Moreover, the limited time allocated for English study, as outlined in Circular No 03/2019/TT-BLTBXH, which permits only 90 periods for General English courses during the first semester, exacerbates the issue Consequently, the interruption of English learning in subsequent semesters, when students focus solely on vocational subjects, further hampers their ability to become proficient in English.
Consistent engagement with a language is essential for successful language acquisition, as highlighted by Hummel (2014) The effectiveness of language learning largely relies on learners' efforts and self-perception, emphasizing that language learning is a lifelong journey (Najeeb, 2013) Confidence and personal perception play a pivotal role in achieving optimal learning outcomes (Horwitz, 1987) Bozkurt and Yalcin Arslan (2018) note that these perceptions shape learners' behaviors, indicating their willingness and fostering language autonomy Orawiwatnakul and Wichadee (2017) assert that autonomy is vital for students, especially those learning a foreign language in real contexts Effective learning occurs when students actively engage in the process (Balỗkanl, 2010), making the development of student autonomy more important than dependence on teachers and classroom time.
The author, a researcher and training program manager, aims to enhance the English learning process for VoSts by fostering their autonomy, ultimately improving their communication skills in real-world situations during a time of global integration This focus on student autonomy also provides the author with a fresh perspective on their role as a training program manager and the active role of learners in the educational process.
Autonomy is essential in the language classroom, and this research aims to significantly enhance the learning environment by fostering learner independence.
This research aims to explore the factors influencing students' perceptions of autonomy in English studies at Central Highlands Technology College, with the goal of empowering students who have limited time for English language learning.
Purpose of the study
This thesis investigates learner autonomy among students at Central Highlands Technology College, specifically examining the factors that influence the autonomy of vocational students in their English learning process Additionally, the study seeks to identify the characteristics of autonomous learners within this student population.
Research questions
In light of the aforementioned objectives, the paper sought answers to the following questions:
1) What characteristics of an autonomous learner in learning English do the students at Central Highland Technology College have?
2) What are the factors that influence vocational students’ learner autonomy in learning English at Central Highlands Technology College?
Significance of the study
Current research at Central Highlands Technology College aims to clarify students' perceptions of autonomy and identify factors influencing learner autonomy (LA) in English education The findings will assist program developers and administrators in creating a coherent and practical curriculum to enhance students' LA Additionally, teachers can adjust their teaching methods to improve students' English proficiency Ultimately, the researcher aspires to foster positive changes that promote student autonomy at Central Highlands Technology College.
Over the past two years, the COVID-19 pandemic has significantly impacted education in Vietnam, leading to prolonged school closures and a shift from traditional classroom learning to online education This transition has highlighted the need for increased learner autonomy among both teachers and students The findings of this study aim to enhance the effectiveness of online learning and offer strategies to improve students' self-study practices.
The research findings aim to enhance the field of Learning Analytics (LA) in English language education By utilizing the data, educators can develop effective, sustainable strategies to improve current teaching and learning practices.
The rationale of the study
The low level of English proficiency among Vocational Students (VoSts) and the factors that promote their independence in English learning remain largely unexplored, attracting minimal attention from researchers Additionally, the concept of learner autonomy in English language acquisition for VoSts has been under-researched, despite its crucial role in influencing both the learning process and outcomes This thesis aims to investigate VoSts' perceptions of learner autonomy in their English studies and identify the factors that affect it, ultimately providing recommendations for English teaching and learning at Central Highlands Technology College (CHTC) The study specifically targets first-year students enrolled in a General English course, which comprises a total of 90 hours, conducted during the first semester of the academic year.
Overview of the chapters
The thesis consists of five chapters
Chapter One introduces the research background, outlining the study's statement, purpose, and significance It also presents the key research questions and rationale, providing a comprehensive overview of the thesis.
Chapter Two describes the theories relevant to LA in terms of definition, characteristics of autonomous learner, and factors affecting language learners’ LA
Chapter Three reviews the research methodologies This chapter demonstrates the research design, the participants, the instruments, the procedures, and the data analysis
Chapter Four discusses the findings, analyses, and data discusses
Finally, Chapter Five summarizes the conclusions related to the study, limitations, and recommendations.
LITERATURE REVIEW
Theoretical background
Autonomy is perceived differently across various contexts, with Bordages (1989) identifying it as a fundamental ethical principle in the medical field, emphasizing patient autonomy In social contexts, Raz (1986) defines autonomy as the significance of individual actions that reflect personal goals, preferences, and values Ultimately, autonomy encompasses the capacity to make decisions freely, without external coercion.
Autonomy in education is a multifaceted concept, defined by the Longman Dictionary of Contemporary English (2009) as the individual's freedom to make decisions without external control Wermke and Salokangas (2015) highlight the complexity of autonomy, which can pertain to learners, teachers, or educators This raises important questions about who possesses autonomy and its practical implications The current study specifically explores learner autonomy (LA) and how learners perceive it.
2.1.2 Definition of autonomy in language learning
Learner autonomy, rooted in Western ideology, has evolved from the broader concept of autonomy (Little, 1999) This concept encompasses various aspects of language learning and is examined from multiple perspectives Benson (2012) identifies three distinct forms of autonomy in the context of language learning: (i) language learner autonomy, which refers to autonomy in language acquisition, (ii) learner autonomy, emphasizing autonomy in the learning process, and (iii) personal autonomy, relating to autonomy in life choices In contemporary research, the term learner autonomy is frequently used as a shorthand expression.
The thesis centers on "language learner autonomy" (LA), specifically examining the perspectives of both teachers and learners regarding its significance in language education As noted by Little (1991), LA has gained prominence in foreign language teaching, prompting numerous researchers to investigate and analyze various approaches and methods for implementing LA across diverse educational settings.
Language Acquisition (LA) has consistently drawn the attention of researchers in the field of education, particularly in language education Various synonyms for LA, including independent learning, autonomous learning, self-directed learning, learning to learn, and self-guidance, highlight its multifaceted nature While these terms may vary linguistically, their core meaning remains consistent.
In the literature, the term "learner autonomy" (LA) emerged in the early 1970s, highlighting a student's capacity to take responsibility for their own learning (Holec, 1981) LA is not an innate skill; rather, it can be developed throughout the learning process As emphasized by Holec (1981), it is essential for learners to cultivate this ability to enhance their educational experience.
To effectively enhance learner autonomy, it is essential to establish clear objectives, define content and progression, choose appropriate methods and techniques, monitor the acquisition process, and evaluate the outcomes (p.3) Sinclair (2000) further emphasized that autonomy is cultivated through learners' understanding of their own learning processes.
Sharing the perceiving of learner’s capacity in independent learning, Dickinson
In 1995, it was argued that learner autonomy (LA) consists of two key factors: an attitude towards learning and the capacity for independent learning This attitude reflects a learner's willingness to take responsibility for their educational decisions, while autonomy allows students to determine their own tasks (Dickinson, 1987) Littlewood (1996) further emphasized that LA involves both the ability to make decisions and the willingness to engage in learning activities Thus, the primary components of LA are the learner's ability and willingness, where one may possess the capacity to make independent choices without the desire to do so, or vice versa Willingness, which encompasses intrinsic motivation, attitudes, and beliefs, is a critical element of LA (Hsu, 2005) The "Bergen definition," established by leading researchers during a workshop in Norway, encapsulates this concept: LA is characterized by a readiness to take charge of one's learning to meet personal needs and goals, involving both the capacity and willingness to act independently and collaboratively as a socially responsible individual (Dam, 1995).
Littlewood (1996) highlighted the importance of content and the learning process in developing learner autonomy (LA), emphasizing that learners must cultivate an individual awareness of their responsibilities to enhance their educational outcomes He argued that LA involves intentionality, where learners take charge of their learning journey Similarly, Little (1991) noted that learners should independently determine what, how, and why they learn, while acknowledging that teachers play a crucial role in guiding this process Benson (2001) further asserted that learners have the freedom to define their goals and purposes, enabling them to adapt to societal and educational changes LA is recognized as a predictor of academic performance (Benson & Voller, 2014) and is characterized as a dynamic, multi-component, and multi-level construct that encompasses not only knowledge and skills but also beliefs, values, and social responsibility, reflected in the learners' willingness to engage in their learning environments and society.
Learning autonomy (LA) can be expressed in various ways depending on the learning context, highlighting the ability to effectively solve tasks A learner's capacity to take responsibility for their education is linked to their involvement in decisions regarding learning objectives, which are essential for planning, executing, and assessing their learning journey This sense of responsibility is reflected in the learner's awareness and acceptance of their goals, influencing their commitment to their educational process Additionally, it is crucial for learners to understand how to apply their knowledge effectively when tackling learning tasks and addressing real-life challenges.
2.1.3 Learner autonomy in this study
This thesis is grounded in the Bergen definition, which serves as the conceptual framework for the research It encompasses three key aspects that inform the theoretical foundation and direction of the subsequent chapters Established in 1989, the Bergen definition aligns with Holec’s perspective from 1981, emphasizing that learning autonomy (LA) is the ability to take control of one's own learning process.
The Bergen definition of autonomy encompasses a learner's metacognitive self-awareness, subject matter knowledge, contextual factors, and learning strategies, highlighting the necessity for learners to take responsibility for their education This willingness to accept responsibility is crucial for enhancing learner autonomy (LA), which is further explored in the upcoming Chapter 4 of this research Additionally, the definition underscores the significance of social interaction in developing LA, indicating that effective learning involves collaboration rather than isolation Consequently, this thesis emphasizes the role of teachers and the learning environment in fostering LA, particularly within vocational education settings.
2.1.4 The role of autonomy in language learning
Little (2007) emphasized that language autonomy (LA) emerges from an interactive learning process, highlighting its significance in classroom settings Learners must recognize LA as both the capacity and willingness to engage in independent and collaborative study, embodying social responsibility (Dam, 1995) Furthermore, autonomy in language learning reflects the ability to act independently and communicate effectively in real-world situations (Yildiz & Yucedal, 2020) Ultimately, the goal of autonomy is to foster a learner-centered approach, enabling students to take charge of their language learning journey.
The development of learner autonomy significantly enhances language learning outcomes Research, including a study by Zhang and Li (2004), reveals a strong correlation between autonomy and effective language acquisition, indicating that autonomous learners tend to achieve higher scores on language assessments compared to their peers.
A study by d’Ailly (2003) found a significant relationship between student autonomy and learning outcomes, highlighting that students with a strong sense of autonomy are better equipped to manage their learning processes Additionally, language acquisition is affected by factors related to learner autonomy, as noted by Corno and Mandinach (1983) Balỗıkanlı also explored student teachers' beliefs regarding the importance of student autonomy in education.
LA was a crucial component of their teaching and learning (2010) In short, LA is a crucial element that has a direct impact on the learning process and learning outcomes of learner
Factors affecting LA in language learning
This section reviews key factors influencing autonomy in language learning, building on the definition and characteristics of autonomous learners previously outlined It examines psychological, contextual, and technological factors that affect learners' independence and motivation in their language acquisition journey.
In the language learning process, learners play a crucial role in fostering their own autonomy, as their success largely hinges on their perception of responsibility in their studies (Joshi, 2011) Active participation and awareness of their responsibilities are essential for effective learning (Scharle & Szabo, 2000) To cultivate autonomy, learners must take ownership of their decisions and the paths they choose in their educational journey (UK Essays, 2017) According to Littlewood (1996), learners have the capacity to make informed choices and decisions that help them achieve their learning objectives, including selecting materials and assignments Moreover, it is vital for learners to shape their learning environments and engage independently in contexts they find meaningful.
A study conducted by Yigit and Yildirim (2018) revealed that students in Turkey recognize the importance of teacher support in language learning Similarly, Tanyeli and Kuter explored this topic further, highlighting the critical role educators play in enhancing students' language acquisition experiences.
Learners recognize the importance of self-responsibility in their education, with teachers acting as supportive guides in this process (2013) They aspire to become more independent and autonomous in their studies (Leathwood, 2006), acknowledging their role as active participants in language learning Encouraging self-directed learning can enhance students' effectiveness (Ningsih, 2019) However, teachers often fear losing control in the classroom (ĩstỹnoğlu, 2009), highlighting the necessity for student support and encouragement To foster a positive perception of autonomy among students, it is crucial to address and eliminate negative attitudes towards independence (Bozkurt & Yalcin Arslan, 2018).
Beliefs are personal perceptions of how one learns and does things (Lester,1990) With regards to its relationship with language acquisition, Huang
In 1997, language learning beliefs were defined as learners' perceptions regarding the tasks involved in acquiring a target language Benson and Lor (1999) identified three primary categories of these beliefs: those related to the language learning process itself, personal factors influencing learning, and the learning environment.
Research indicates a strong positive correlation between language learner beliefs and learner autonomy (LA) Melisa et al (2014) found that students who hold positive beliefs about language learning exhibit higher levels of LA, a finding supported by Orawiwatnakul and Wichadee (2017), who noted that college students' confidence in learning English correlates with autonomous learning behaviors outside the classroom Conversely, students with weaker language learning beliefs tend to demonstrate lower levels of LA Language learning beliefs serve as a crucial driving force behind behaviors aimed at achieving educational autonomy (Khonamri et al., 2020) Furthermore, Barcelos (2003) and Wenden (2001) highlighted the importance of understanding and defining these beliefs to foster self-regulation in learning.
Research has established a connection between language learning beliefs and language acquisition (LA) Therefore, it is crucial to highlight the importance of these beliefs, as they significantly influence the development of LA, both directly and indirectly.
Language learning anxiety is a significant topic in second language acquisition research, as highlighted by Horwitz (2000), who noted that it disrupts learning and performance Spielberg (1983) defines anxiety as a subjective experience characterized by tension, uncertainty, and worry, linked to nervous system activation Hardacre and Güvendir (2020) categorize anxiety into two types: debilitating and facilitative Understanding these distinctions is crucial, as debilitating anxiety can negatively affect academic performance, while facilitative anxiety can motivate learners to work harder towards their goals.
Anxiety significantly impacts students' emotional responses to language acquisition, leading to negative experiences in the learning process (Horwitz, 2001) This phenomenon, known as language learning anxiety, contributes to adverse emotional reactions among learners (Hardacre and Güvendir, 2020) Recent research has increasingly focused on the connection between language learning anxiety and language acquisition, highlighting its importance in educational settings (Peng, 2009; Sanadgol).
Language learning anxiety negatively impacts learners' language acquisition (LA), making them less willing to participate in language activities both in and out of the classroom (Abdolmanafi-Rokni, 2015; Liu, 2012) To foster LA, English teachers are crucial in helping students manage and control their anxiety, enabling them to engage more effectively in the language learning process.
Farmer (2006) suggested the teacher's role in managing the learning process did not deprive students of LA but also provided the professional support learners need
Research highlights that learner autonomy (LA) is essential for students to take responsibility for their learning, significantly impacting language learning success While LA is crucial, the support of teachers is equally important A study by Mardjuki (2018) reveals that most students recognize the significant role teachers play in their LA development Amirian and Noughabi (2017) emphasize the need for ongoing professional development for educators to enhance LA skills, fostering a collaborative learning environment Furthermore, Chan (2010) underscores the critical influence of teachers in promoting student autonomy, demonstrating that effective guidance from instructors is vital for student success.
Teacher guidance plays a crucial role in motivating students to achieve autonomy in their learning, as noted by Lengkanawati (2017) To foster this autonomy, teachers should encourage students to establish personal learning goals, share their strengths and weaknesses in language acquisition, and engage in discussions with peers about their learning tasks (Çakici, 2005) Ahmadianzadeh et al (2018) emphasize the importance of teachers in promoting learner autonomy, highlighting that achieving true autonomy is challenging without strong collaboration between EFL teachers and students Thus, enhancing the teacher-learner connection is vital, as students require teachers' support and encouragement to develop their autonomy (Arshiyan & Pishkar, 2015).
A teacher serves as an organizer and facilitator, providing assessment and encouragement to students while creating positive learning environments both inside and outside the classroom Essentially, a teacher plays a dual role as an instructor and initiator in the learning process.
Collentine and Freed (2004) emphasized the importance of learning context in fostering proficiency in a foreign language, highlighting that the learning environment plays a crucial role in second language acquisition Wang (2009) described a foreign language learning environment as one that promotes authentic learning, which involves learners engaging in meaningful communication activities that provide practical experience (Nikitina).
Incorporating diverse learning environments is essential for effective language acquisition, as both classroom and external settings provide valuable opportunities for learners According to Benson (2017), language learning extends beyond traditional classroom boundaries, enabling access to a wide range of materials and resources that enhance the learning experience (Yen et al., 2019).
Previous studies
Recent studies globally highlight an increasing interest in autonomy in language learning This article reviews various completed research efforts to showcase diverse approaches to learner autonomy (LA) and demonstrate that my research aligns with a regional trend in this field.
In a study by Yigit and Yildirim (2018), researchers investigated participants' definitions of learner autonomy (LA) and their perceptions of responsibility, abilities, and activities associated with it Conducting interviews with 20 Turkish-speaking participants, the findings revealed that learners' perceptions of LA are closely tied to their experiences in language learning The students acknowledged the necessity of taking responsibility for being proactive in their English language education, emphasizing the importance of being eager to learn and making efforts in their studies Ultimately, this process fosters independence in learners as they take charge of their own learning journey (p 79).
Melvina et al (2021) investigated the academic autonomy of undergraduate EFL students at an Indonesian public institution, aiming to assess their understanding and level of autonomy Through questionnaires and interviews, the study gathered both qualitative and quantitative data, revealing that students exhibited a moderate level of learning autonomy (LA) The research also highlighted students’ perceptions of LA, with most defining it as independent learning, whether supported by lecturers or not, and recognizing their responsibility for their own learning Additionally, students viewed LA as a means of self-realization in discovering effective learning strategies and collaborating with peers.
Numerous studies have investigated factors influencing learner autonomy (LA), including Chan's (2001) research on Hong Kong tertiary students, which focused on their attitudes towards LA, perceptions of teacher and student roles, and learning interests The findings underscored the importance of incorporating students' perspectives in selecting and implementing autonomous learning activities in language classrooms A questionnaire administered to 30 freshmen in an English course revealed positive attitudes and cooperation towards LA Additionally, a comparative analysis of beliefs among students from private and public schools in Lahore indicated a strong commitment to learning foreign languages, with findings suggesting that children are more adept at acquiring new languages than adults, highlighting their eagerness to learn from an early age (Lodhi et al., 2017).
Chiu (2005) explored the evolving role of teachers in fostering learner autonomy (LA) in Taiwan's online English classes, revealing that the traditional teaching role is shifting towards a counseling approach that supports learner independence Similarly, Fumin and Li (2012) highlighted the critical responsibilities of English teachers in China, who act as learning guides, class organizers, resource facilitators, and learning modifiers in autonomous environments In Japan, Gamble and Wilkins (2015) found that high school English teachers often dictate classroom activities, limiting students' opportunities to exercise autonomy This teacher-centered approach can hinder students' ability to develop LA, as noted by Sakai et al (2008), emphasizing the need for a balance between guidance and student independence in the learning process.
In the 21st century, teachers are increasingly integrating technology into their teaching practices to enhance creativity and authenticity in classroom activities (Fitriah, 2018) This integration not only provides a fresh perspective on teaching and learning but also helps students develop essential skills (Insani et al., 2018) Acknowledging the advantages of technology in education, Melvina et al emphasize its importance in modern pedagogy.
A 2021 survey investigated the integration of technology to enhance language acquisition (LA) in English classes across Indonesia The findings revealed that English as a Foreign Language (EFL) teachers in Indonesia hold a positive attitude towards using technology to support LA Participants reported utilizing applications like Quizlet, Grammarly, and Padlet to enrich their lessons, leading to increased student engagement and active participation in classroom activities Although both teachers and students faced challenges in incorporating technology into English classes, they recognized its importance in enhancing students' learning experiences Furthermore, students were able to explore and develop new knowledge independently through various media formats, including audio, video, images, animations, and text.
A study conducted by Evita et al (2021) at Negeri Malang University in Indonesia examined the correlation between ICT usage and language autonomy (LA) among nearly 100 English faculty students The results indicated a significant positive relationship, suggesting that students engage in more autonomous learning when utilizing ICT tools The research highlighted that students primarily use ICT for communication with peers to exchange ideas and course materials However, it also revealed a disparity, as students exhibited high self-awareness but low self-confidence, indicating a need for ICT to enhance their language learning autonomy.
Students in Asian countries often exhibit passivity and a strong reliance on their lecturers, largely due to traditional teaching methods that center the teacher as the primary authority in classroom management and oversight.
The concept of Learning Autonomy (LA), historically rooted in Western countries, faces unique challenges in the Asian cultural context, particularly in Vietnam, where dependence and hierarchy often overshadow independence and equality As a result, students in this region tend to exhibit passivity and reliance on their teachers, rather than actively participating in or making decisions regarding their learning activities This article will further explore previous studies on Learning Autonomy within the Vietnamese educational landscape.
The Government of Vietnam has set ambitious goals for foreign language education within its national education system, as outlined in the foreign language development project for 2017-2025 (Decision No 2080/QD-TTg) Recognizing foreign language education as a key factor in enhancing labor competitiveness during economic integration, the government aims to establish a foundation for universal general education by 2025 Consequently, researchers and educators are focusing on improving the quality of foreign language learning, particularly through fostering learner autonomy, which is crucial for successful language acquisition (Le, 2013) Chan (2001) emphasized that developing learner autonomy is a primary educational goal, underscoring the importance of encouraging students to take responsibility for their own learning Thus, assessing and understanding students' learner autonomy is essential in the current educational landscape, as it serves as a vital indicator of the learning process's success.
A study by Thai (2015) revealed that many university students in Vietnam lack confidence in their self-study abilities Additionally, it highlighted that traditional learning styles serve as external factors that negatively impact students' learning autonomy (LA), ultimately restricting LA within the classroom environment.
In 2008, it was suggested that equipping Vietnamese learners with Language Awareness (LA) would enable them to adapt to global changes and contribute effectively to a dynamic workforce that aligns with labor market demands However, the lack of a clear definition of LA within the Vietnamese context has resulted in challenges and varying interpretations in its practical application.
A study by Nguyen (2014) surveyed 188 EFL teachers at universities in Vietnam, revealing a significant lack of knowledge about learner autonomy (LA) among educators Additionally, Phan (2012) found that both teachers and students demonstrated a limited understanding of the concept of autonomy in their perceptions.
A study by Le (2013) found that providing learners with essential components such as learning strategies, responsibility, and encouragement fosters the development of learner autonomy (LA) However, in Vietnam, students often depend on traditional teaching methods and their teachers for guidance (Dang, 2010) Despite the shift towards student-centered learning, research by Nguyen (2009) revealed that teachers still feel responsible for managing all classroom activities Interestingly, students displayed a positive attitude towards autonomous activities, especially those that sparked their interest, indicating their capability for independent learning Nguyen suggested that this reliance on teachers is a significant factor hindering autonomy in Vietnamese education Furthermore, research indicates a strong positive relationship between LA and language proficiency, with tertiary-level Vietnamese students becoming more autonomous with appropriate guidance (Humphreys and Wyatt, 2013) Similarly, Ngoc and Ishawita (2012) found that while Vietnamese learners desire autonomy, they also appreciate receiving guidance from their teachers.
Research gap
Research on autonomy has garnered significant attention from scholars, particularly in the context of Vietnamese universities Notable studies by Trinh (2005), Luu (2011), and Le (2013) have explored various aspects of autonomy within this educational framework.
Despite existing studies (Humphreys and Wyatt, 2013; Anh, 2018), the concept of autonomy in vocational schools remains underexplored This gap highlights the necessity for research at Central Highlands Technology College (CHTC) Furthermore, the challenges faced by vocational students at CHTC, outlined in chapter one, have motivated the researcher to investigate learner autonomy in this context.
Limited research exists on the effects of technology adoption on language acquisition (LA) in Vietnam However, several studies indicate that technology positively influences language learning (Paola Torres Maldonado et al., 2011) Therefore, this thesis aims to re-evaluate the impact of technology on enhancing LA among vocational students.
Research framework
The research framework developed in this thesis illustrates the relationship between autonomous learners and learning autonomy (LA), as shown in Figure 1 It suggests that students' LA is influenced by three main groups of factors: psychological factors, which include student responsibilities, beliefs about positive learning outcomes, and anxiety regarding those outcomes; contextual factors, which encompass the teacher's role, classroom environment, and autonomous learning activities; and technological factors, which consist of current trends and the physical conditions of the learning spaces.
Summary
Chapter 2 drew a theoretical framework for the present thesis This chapter first reviewed the concept of LA from different view-points; the characteristics of autonomous learner Furthermore, the main factors affecting LA, consisting of psychological factors, contextual factors, and technological factors Some previous studies linked to the present research were evaluated Finally, the research was developed based on the theoretical foundation.
METHODOLOGY
Research design
This study outlines the methods and timing for data collection and evaluation to address the research questions presented in the introduction To explore factors influencing CHTC students' perceptions of LA, the author employed both qualitative and quantitative approaches Creswell (2012) emphasizes that combining these methodologies leverages their strengths to enhance problem-solving and research quality The qualitative data provides in-depth insights into participants' perspectives, while the quantitative data captures a broader range of views from a larger population, showcasing the diversity of opinions.
2012) As a result, the data from both methods can provide a complete analysis of the research problems.
Research site and sampling
The study was carried out at Central Highlands Technology College (CHTC) in Buon Ma Thuot, Daklak, which serves approximately 1,250 vocational students across various professions CHTC is equipped with modern facilities and resources designed to enhance both academic and practical training for its students This research was conducted during the 2021-2022 academic year, with an average of 30 students per class.
In research, a sample is defined as a subset from which information is gathered, while the population represents the larger group to which the findings are intended to apply (Fraenkel & Wallen, 2012) In this study, the population consisted of approximately 300 VoSts, with participants selected from five faculties of CHTC Employing an effective sampling strategy is crucial, as researchers often cannot collect data from the entire population, particularly when it is large (Kumar et al., 2013) According to Krejcie & Morgan's (1970) KMT on Determining Sample Size for a Finite Population, a sample size of 169 is appropriate for a population of around 300 units.
Due to time and budget constraints, the author recalculated the sample size using statistical software, determining that a sample of 123 participants was necessary for an 85% confidence level with a ± 5% margin of error Given the structure of the vocational program, first-year students were organized into approximately ten classes for English instruction The study employed random sampling, resulting in a final sample size of 123 for the survey Additionally, all vocational English teachers were invited to participate in the interview phase, which included three teachers.
Participants
In a recent study, the researcher organized two participant groups: the first group comprised 123 VoSts who completed a questionnaire survey, while the second group included three English teachers who took part in interviews.
The research involved first-year VoSt students from five faculties, focusing on newcomers for several reasons The General English (GE) course is offered only in the first semester and consists of just 90 periods, while VoSts must balance two concurrent training programs: a vocational training course and a continuing education course This limited classroom time underscores the importance of fostering autonomous learning habits from the outset Additionally, as GE is not a mandatory subject for graduation, senior students lack motivation to invest time in studying English Therefore, first-year students are the ideal candidates for developing autonomy in foreign language learning.
At CHTC, there are currently three English teachers, all of whom were individually invited for interviews Their direct teaching experience with students makes their insights invaluable to the research thesis.
Research instruments
In order to collect data, questionnaires and interviews were used as research instruments in this thesis
Mackeys and Grass (2005) describe the questionnaire as a valuable tool for researchers to collect pertinent information from students It consists of items designed to gather responses, either through written answers or selected choices (Brown, 2001) The advantages of using questionnaires are evident, prompting the researcher to utilize this method to address the research questions in the current thesis The questionnaire focuses on the autonomous learner characteristics of VoSts and the factors influencing their language acquisition (LA).
There are three sections in the questionnaire
The initial section aims to equip the researcher with essential details regarding the study participants This includes gathering personal information about the students, such as their gender, age, and duration of English language learning.
The second section of the study includes questions designed to assess the characteristics of autonomous learners among the participating students The questionnaires focus on key aspects of autonomous learning, such as student responsibilities, independence, motivation levels, and learning strategies To better align with the specific context of the research, the researcher modified several original questions Additionally, the frequency question from Joshi (2011) and Cheng (2019) was simplified to a Yes/No format to enhance clarity and ease of response for the students.
The third section explores the factors influencing students' Language Acquisition (LA) Initially, it examines psychological factors, including responsibilities, beliefs about language learning, and anxiety related to language acquisition Following this, it assesses contextual elements, such as the teacher's role, classroom activities, and the overall classroom atmosphere Finally, it addresses the impact of technology on language learning.
The questions for this study were based on previous research by Joshi (2011), Dang (2012), Cheng (2019), and Gopal et al (2021) Participants selected their preferred responses using Likert scales, and the questionnaires were available in both English and Vietnamese To enhance comfort and minimize confusion, participants were instructed to respond solely in the Vietnamese version.
The interview served as a critical instrument following the questionnaire and at the conclusion of the GE course, aimed at gathering in-depth data (Berg, 2007) It was specifically designed to explore participants' experiences and the factors influencing Learning Activities (LA) The interviewer had the flexibility to probe deeper into relevant topics and add questions as needed, ensuring a comprehensive understanding of the participants' perspectives To foster comfort and clarity, participants were allowed to conduct the interview in Vietnamese A tape recorder was utilized to accurately capture the teachers' responses, with open-ended questions facilitating the collection of detailed insights and ideas.
The interviews conducted with teachers focused on their English teaching experiences, their awareness of Learning Autonomy (LA), and the factors they believed contributed to enhancing LA Initial questions aimed to gauge teachers' perceptions and thoughts regarding students' LA The insights gathered will enable the researcher to offer recommendations for improving LA and boosting student performance in the future, while also identifying key factors that influence this process.
The study explored the impact of psychological elements and contextual conditions on learners' autonomy (LA), focusing on teachers' assessments of technology's influence on English learning It examined the current use of technology in classrooms, potential challenges in adopting these tools, perspectives on online teaching, and suggestions for enhancing students' LA Interview questions were developed based on previous research by Chan (2003), Joshi (2011), and Nguyen and Habók (2020), as well as theories outlined in Chapter Two to enrich the quantitative data gathered from the questionnaire.
Data collection and data analysis procedure
To ensure the validity and reliability of the information gathered from the questionnaires, the researcher conducted pilot surveys with three randomly selected students who did not participate in the actual surveys This pilot test, conducted one week prior to the main surveys, allowed the researcher to identify and improve any inaccurate or inappropriate items in the instruments Feedback from the pilot participants facilitated the refinement of the research tools, ensuring they were thoroughly vetted before being distributed to all participants Following this process, the actual surveys were carried out.
3.5.1.2 Administering the questionnaires for students
In the academic year 2021-2022, VoSts at CHTC learned online due to the impact of the COVID-19 outbreak
For the first time, the researcher utilized Google Forms for a survey instead of traditional paper questionnaires, finding it to be a convenient method for participants However, many student responses were incorrect due to the lack of direct guidance during the survey and the unfamiliarity of some students from remote areas with online forms These issues impacted the quality of the collected data Fortunately, as the pandemic has been controlled and students have returned to school, the researcher shifted back to using traditional paper questionnaires for more accurate data collection.
In March 2022, following students' return to school, questionnaires were distributed in selected classes to gather data The researcher emphasized the study's purpose to the students prior to administering the survey, highlighting the importance of clarity in research objectives for effective participation.
The researcher provided clear instructions to help students understand and accurately complete the questionnaire while ensuring their anonymity for more honest responses To enhance the accuracy of the data collected, the researcher was available to clarify any questions during the survey process After expressing gratitude to the class, the researcher conducted the survey in subsequent sessions, collecting all completed questionnaires within a week.
3.5.1.2 Administering the interviews with teachers
After conducting a survey with questionnaires, the researcher invited all English teachers at CHTC for interviews, ultimately engaging three teachers Prior to the interviews, the researcher clarified the study's objectives and obtained permission to record the sessions for data analysis To ensure a smooth process, interviews were scheduled during the teachers' free time, each lasting approximately 13 minutes The interviews were conducted in Vietnamese to create a comfortable atmosphere and minimize confusion for the participants.
This section details the procedures for collecting and evaluating data derived from questionnaires and interviews, focusing on the time, manner, and tools used After collecting the questionnaires, the researcher ensured all items were complete Both qualitative and quantitative methods were employed for data analysis, with questionnaire data represented through numerical metrics, while interview insights were conveyed in descriptive language.
In the current study, the author outlines the research process, beginning with the recruitment of first-year students at Central Highlands Technology College Permission was obtained from students willing to participate in the survey (Onwuegbuzise and Collins, 2007) Due to time and budget constraints, the sample size was limited to 123 participants, selected randomly from four out of ten classes at the institution To streamline the selection process, the author coded all ten classes beforehand.
The author distributed questionnaires to 123 participants through handouts, collecting data for research after students completed their responses Once the surveys were finished, the researcher compiled and scrutinized the answers to eliminate irrelevant responses The cleaned data was then aggregated in an Excel file and analyzed using descriptive statistics in SPSS, with results presented in tables that illustrate frequency distribution This distribution indicates the number of participants who responded similarly, utilizing measures such as frequency, percentage, and mean in the analysis (Brown, 1988).
The study utilized a questionnaire to conduct quantitative analysis on the characteristics of autonomous learners and the factors influencing their learning autonomy (LA) Data collection involved Yes/No questions, while the second section employed a five-point Likert scale to gather more nuanced feedback on participants' opinions This approach, based on Albaum's (1997) insights, not only enriches the data but also ensures that the research remains focused and avoids overly broad questions that could confuse respondents Ultimately, the Likert scale serves as a valuable tool for uncovering the specific factors that drive students' learning autonomy.
For the interview, the author scheduled the time and location after compiling a list of participants, ensuring that the questionnaires and interviews were conducted in Vietnamese to enhance comfort and clarity Individual interviews with teachers focused on gathering their insights regarding students' learning autonomy (LA), identifying factors that influence LA among Vietnamese students (VoSts), and obtaining suggestions for improving LA The researcher utilized content analysis, first transcribing the recorded interviews and then performing a preliminary analysis to gain an overall understanding of the data, ultimately interpreting the findings to extract key themes from the lecturers' responses.
Validity and reliability
Validity, as defined by Crewell (2012), refers to the individual scores of an instrument that enable researchers to deduce results from a sample population In this study, Vietnamese questionnaires and interviews were administered to participants, with the researcher clearly outlining the survey's purpose and the questionnaire format beforehand This Vietnamese translation, along with detailed explanations, aimed to reduce misunderstandings and ensure that learners comprehended the questions correctly, allowing for accurate and positive responses Additionally, to foster a comfortable environment, participants were not required to disclose their identities while completing the questionnaires, encouraging them to express their personal views freely.
Reliability refers to the stability and consistency of an instrument's scores (Creswell, 2012) This study utilizes Cronbach's Alpha to assess the internal consistency of the test items As presented in Table 1, the reliability of the questionnaires is quantified through the Cronbach’s Alpha values.
Table 1: Cronbach’s Alpha Level of Reliability
Cronbach’s Alpha Internal consistency α ≥ 0.9 Excellent
Table 2: Cronbach's Alpha test results
Set learning objectives and learning plans 623
Grasp learning strategies and learning styles 555
During the interviews, participants received a Vietnamese version of the questions to ensure clear understanding and accurate expression of their opinions Conducted privately, the interviews minimized third-party involvement to help participants focus and alleviate anxiety Prior to the sessions, researchers obtained permission to record audio for comprehensive data collection Additionally, a pilot test was administered to select VoSTs not participating in the study to ensure that all questions were clear and easily understandable.
Summary
Chapter Three outlines the research methodology, utilizing questionnaires and interviews as the primary tools for data collection A pilot study was conducted to ensure the accuracy of the data gathered The research employed quantitative analysis for survey data and qualitative analysis for coding the information obtained from interviews.