Factors Affecting Learner Autonomy in Tertiary Level English Learning: A Study at Van Lang University





EFL students, English-majored students, learner autonomy, influencing factors


In the era of the Industrial Revolution, learning is acknowledged as a continuous process, with learner autonomy as one of its most crucial elements. Numerous studies have found that independent language learners benefit more than learners who study passively. Consequently, it is vital to comprehend the aspects that drive learner autonomy. The objective of this study was to identify the factors that both foster and impede the growth of learner autonomy. Data was collected from 233 English majors at the Faculty of Foreign Languages, Van Lang University, using qualitative and quantitative methods (VLU). The findings revealed that there are a number of elements that both help and hinder students' capacity to study English independently. The study also found that learners can learn independently with the support of their surroundings, intrinsic motivation, learning preferences, and technology advancements. Teachers' viewpoints on issues impacting learner autonomy are urged to be taken into account.

Author Biographies

Tran Thi Bich Tram, Faculty of Foreign Languages, Van Lang University, Vietnam

Mrs. Tran Thi Bich Tram is currently a full-time lecturer of English at Van Lang University. She got a master's degree in Business Administration at the University of Bolton in 2012. She earned her Master's Degree in the English Language at the Ho Chi Minh City University of Technology in July 2019. She is into academic areas such as TESOL methodology, language skills, and Business English.

Vuong Tuyet Kha, Faculty of Foreign Languages, Van Lang University, Vietnam

Ms. Vuong Tuyet Kha is currently a full-time lecturer of English at Van Lang University. She has a Bachelor's degree in International Business Administration at the Foreign Trade University HCM and a Master's degree in TESOL at the University of Huddersfield, UK. She has a particular interest in teaching language skills, academic writing, and English for Specific Purposes.


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How to Cite

Tran, T. B. T., & Vuong, T. K. (2022). Factors Affecting Learner Autonomy in Tertiary Level English Learning: A Study at Van Lang University. International Journal of TESOL & Education, 3(1), 1–18. https://doi.org/10.54855/ijte.23311