Factors Affecting Learner Autonomy in Tertiary Level English Learning: A Study at Van Lang University
DOI:
https://doi.org/10.54855/ijte.23311Keywords:
EFL students, English-majored students, learner autonomy, influencing factorsAbstract
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.
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