A study on Non-English Major Students’ Learner Autonomy: Difficulties and Solutions

Authors

DOI:

https://doi.org/10.54855/ijte.222313

Keywords:

learner autonomy, non-English major students, promoting learner autonomy, difficulties

Abstract

Learning is no longer confined to the four walls of the classroom but can happen at any time and place as learners wish. Thus, promoting learner autonomy – the ability of learners to navigate their own learning - has been regarded as the focus of education because it promises successful lifelong learning. However, students' level of learner autonomy, their difficulties when regulating their own learning, and solutions for those problems are the factors that educators usually believe are out of their control. In order to promote non-English major students' learner autonomy, the current research explores those often neglected concerns. The collected quantitative data from the survey answers of 279 non-English majors at a public university in Ho Chi Minh City was analyzed using descriptive statistics and content analysis. The findings showed that the students are not very confident with their learner autonomy, and they have a lot of difficulties when conducting their learning on their own outside the classroom. The solutions to promote learner autonomy from their perspectives are improving their self-regulating skills, strengthening their interactions with teachers and friends, and receiving more support from society. These findings present some pedagogical implications to help students study more effectively outside the classroom.

Author Biographies

Le Ha To Quyen, Saigon University, Ho Chi Minh City, Vietnam

Quyen Le is currently a PhD student at HCMC Open University. Her main interest goes with how to support students to become more autonomous on their language learning journey.

Nguyen Thi Ha, Saigon University, Ho Chi Minh City, Vietnam

Ha Nguyen has been working as an English lecturer at Department of Foreign Language at Sai Gon University. She is interested in doing research related to learner autonomy, learning motivation. She is known as an enthusiastic and hardworking lecturer and always want to make her students more actively and independently in their study.

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Published

17-06-2022

How to Cite

Le, H. T. Q., & Nguyen, T. H. (2022). A study on Non-English Major Students’ Learner Autonomy: Difficulties and Solutions. International Journal of TESOL & Education, 2(3), 197–207. https://doi.org/10.54855/ijte.222313