NGHIÊN CỨU ỨNG DỰNG II ENHANCE STUDENT AUTONOMY IN LEARNING FOREIGN LANGUAGES IN THE ACADEMY OF JOURNALISM AND COMMUNICATION Phạm Thu Giang * ABSTRACT Students who can learn autonomously have advantages over their peers in achieving sustainable academic results and pursuing their further study Learner autonomy is particularly important in learning a foreign language because language learning is a life-long endeavor This article presents the theoretical basis of learner autonomy and some important implications for foreign language education in the Academy of Journalism and Communication Though autonomous learners assume main responsibilities for their learning process, the teacher plays a vital role to be a learning guide and incorporate learning autonomy into the classroom Keywords: Autonomy, learner autonomy, language proficiency Received:08/3/2022; Accepted:10/3/2022; Published: 14/3/2022 Introduction In the increasingly globalised market, university graduates with foreign language competences have greater access to good job opportunities In order to prepare students for their future careers, the Academy of Journalism and Communication (AJC) have made a determined effort to strengthen their foreign language courses with English regarded as top priority Students in their final years have to attain either Bl or B2 English proficiency level depending on the requirements of their faculties (These compulsory English proficiency tests have Iproven to be a tough challenge for the AJC students pecause just over 50% of the final year students massed the tests in the last academic year Many students have sit the tests several times without success The absence of English courses during the last two years of the undergraduate programmes i s partly to blame for prevalent failure on the tests among the final year students If students not work continuously towards improving their linguistic performance after the end of the compulsory foreign language courses, their language capability will obviously degrade by the time they take the tests A big question for English teachers is how to teach students to learn without their regular aids and supervision In other words, the AJC students nped to develop their autonomy and independence * Ths Học viện Báo chí & Tuyên truyền in learning foreign languages Students must be aware of and understand that language learning is an ongoing process Teachers should facilitate learners’ smooth transition from classroom-based context to their independent study This writing will focus on some theoretical perspectives on learner autonomy and draw several important implications for foreign language education in the AJC Research contents 2.1 Theoretical perspectives in learner autonomy 2.1.1 Definition of learner autonomy Autonomous learning was first mentioned and discussed in the publication of Holec (1981) for the Council of Europe’s Modem Language Project In his report (1981, p.3), Elolec defines “autonomy” as “the ability to take charge of one’s own learning” He argues that autonomous learning is a double process in which the learners learn the foreign language and learn how to learn Concurring with Holec, Dickinson (1987) emphasizes the learners’ responsibility as a prerequisite for the learning process to take place Dickinson believes that learners need to assume responsibility for their learning decisions and their performance He states that autonomous learning is particularly important for university students who are expected to be self-reliant learners University students need to be capable of reflecting on their learning process, understanding their strength and weakness and taking a proactive learning approach TẠP CHÍ THIẾT BỊ GIÁO DỤC - số 261 KỲ - 3/2022.47 II NGHIÊN CỨU ỨNG DỰNG Autonomous learning doesn’t mean learners just learn on their own Both Allwright (1990) and Little (1991) argue that autonomous learners are not only able to study independently but are also willing to work in interaction with others Through collaboration, they can share their knowledge and learning experiences Social interaction can improve learners’ motivation and help the learners to achieve greater understandings Through discussion, they can organize their thoughts better and find gaps in their knowledge Classroom communication help them to develop positive attitudes which affect their independent and dynamic learning process in the long term 2.1.2 Factors involving learner autonomy Language curricula and methodology The practice of autonomy lead to the restructuring and reshaping of language curricula and methodology According to Allwright (1988, p.35), the idea of learner autonomy involves “the rejection of the traditional classroom and the introduction of wholly new ways of working” However, Nunan (1997, p.201) argues that “autonomy can be a normal, everyday addition to regular instruction.” He proposes an autonomy model of five levels including “learner action - awareness”, “involvement”, “intervention”, “creation” and “transcendence” Remarkably, at the transcendence level, learners can go beyond classrooms and apply what they have learned in the world outside The teacher plays an important role in creating opportunities and environments for learners to make decisions on their own learning process The teacher should acknowledge and appreciate the learners’ independent efforts instead of simply imparting knowledge and imposing rigid methods on students Role of motivation While showing agreement with other theorists, Dickinson (1995) mentions the role of motivation in autonomous learning He asserts that increased motivation leads to learners’ readiness to take charge of their own learning Motivated students make greater efforts to find out the answer to a question and feel greater satisfaction in their learning, while unmotivated students are likely to give up if they encounter challenges in their study Intrinsic motivation enhance learners’ problem solving skills and critical thinking skills which facilitate learners’ independent learning in the long run Autonomy and individual differences Benson (2005) analyses the link between autonomy and individual differences Individual learning styles are different according to a wide range of factors such as age, cognitive style, attitude, personality and gender Psychological and social influences should be taken into consideration in each individual’s learning process The teacher should avoid “one size fits all” approach in class which is likely to demotivate students which have different abilities and interests Students have different strengths and weaknesses, have different learning styles and come from varying family and educational backgrounds Internet technologies Internet technologies have played an increasingly vital role in education and opened up tremendous opportunities for autonomous learners The introduction of Internet in classrooms have brought valuable learning and teaching experiences Researchers have frequently emphasized the importance of CALL (computer-assisted language learning) as a valuable addition to learners’ independent learning (Blin 1999; Benson 2005) CALL enables learners to find the answers and information they need for themselves through online research The Internet with a myriad of applications and various ready-access information websites enables learners to control their learning process and explore effective learning methods The Internet provides a stimulating environment which promote students’ autonomous learning experiences outside traditional classrooms A clear consensus has been seen in the above research studies about the importance of autonomy in educational fields Autonomy is reflected through learners’ active involvement in all aspects of the learning process The idea of autonomy also implies the fact that individual language learners prefer different learning styles Teachers should support students’ learning preferences and give them relevant assistance Autonomous learning methods need to be added to the traditional learning approach so that learners can work effectively and efficiently whether they are in formal educational contexts or not 2.2 Implicationsforforeign language education in the Academy ofJournalism and Education Create a supportive learning environment First of all, teachers should foster a supportive learning environment in which all students are able to get actively engaged in learning activities Teachers 48 TẠP CHÍ THIẾT BỊ GIÁO DỤC - số 261 KỲ - 3/2022 NGHIÊN CỨU ỨNG DỤNG should make students feel secure and comfortable despite their differences in learning pace and learning preferences This task can prove challenging for the teachers of the AJC as the average size of a foreign language class is as many as 40 students Teachers have to work hard not only to manage a big group of students but also to create positive learning experiences for each individual Thus, it is doubtful whether the traditional approach of language teaching in which the whole class follow the same instruction based on the same textbook is relevant Differentiated instruction replacing “one size fits all” approach has been an exciting trend in the 21s1 century education It has been embedded in many Western culture educational environments to promote equity and quality for mixed ability groups Teachers should apply differentiated instruction techniques to meet individual student needs and support them to work at their own pace Students will feel more sense of achievement if they can fulfill their learning tasks at an appropriate difficulty level Promote students’ independent learning Teachers should promote students’ independent thinking and working in every aspect of the learning process The integration of autonomous learning into the traditional approach can be an inspiring model for AJC students Students need to be able to set their own goals, follow their learning strategies and monitor their progress These young adults will assume more responsibility if they are supported to plan and direct their own learning Therefore, teachers should play the role as a facilitator and provide assistance when necessary Students need to be told how to ỄC different kinds of dictionary, how many ways to iprove their vocabulary, how to remember grammar les most effectively, what language materials are ilpful, which websites can facilitate their learning id what interesting clubs to join for their language practice On the other hand, students can also share their own discoveries in learning tools and methods if appropriate discussion platforms are created Create a healthy communicative environment In addition, a collaborative learning environment ill enhance learner autonomy Language is primarily a tool of communication and interaction Group working and peer supports should be significant parts of classroom activities While a single teacher can hardly pay enough attention to each individual and keep track of students’ performance in a large class, students assisting each other can be an important J II contributing factor to effectiveness of the class The teacher’s workload can be reduced if individuals and divided groups are able to work independently As there are no English courses available for the third and fourth year students in the AJC, students should be supported to form an association of their own which they can rely on for their ongoing active practice Conclusion Teachers should help their students to adapt to autonomous learning and accept their responsibility for their own progress Helping students take ownership of learning need to be a major focus of foreign language instruction Teachers should not merely impart knowledge to their students but need to positively influence students’ attitudes towards their responsibility of learning Students should be equipped with learning tools and strategies to build up their confidence and readiness in their self-study Students’ enhanced autonomy can also helps ease the burden on the teaching staff of the AJC where the student-teacher ratio is quite high Skills for students to work autonomously beyond classrooms are also those valuable for their future job prospects References Allwright, D (1990) Autonomy in language pedagogy in CR1LE Working Paper Centre for Research in Education Lancashier: University of Lancaster Benson, p (2005) (Auto)biography and learner diversity (pp.4-21.) In Benson & Nunan (eds.), Learners’ stories: Difference and diversity in language learning Cambridge: Cambridge University Press., Blin, F (1999) CALL and the development of learner autonomy In Debski & Levy (eds.), (pp.133149.) WORLDCALL: Global perspectives on computer-assisted language learning Lisse: Swets & Zeitlinger Dickinson, L (1995) Autonomy and motivation: A literature review System 23.2, (pp 165-174) Holec H (1981) Autonomy in Foreign Language Learning Oxford: Pergamon Little, D (1991) Learner Autonomyl: Definitions, Issues and Problems Dublin: Authentik Nunan, D (1997) Designing and adapting materials to encourage learner autonomy In Benson & Voller (eds.) Autonomy and independence in language learning (pp 192-203) London: Longman TẠP CHÍ THĨÉt BỊ GIÁO DỤC - số 261 KỲ - 3/2022.49 ... in which all students are able to get actively engaged in learning activities Teachers 48 TẠP CHÍ THIẾT BỊ GIÁO DỤC - số 261 KỲ - 3/2022 NGHIÊN CỨU ỨNG DỤNG should make students feel secure... & Voller (eds.) Autonomy and independence in language learning (pp 192-203) London: Longman TẠP CHÍ THĨÉt BỊ GIÁO DỤC - số 261 KỲ - 3/2022.49