Autonomy in learning english of first year non english majors at a university in hanoi

Rationale

English has emerged as a dominant global language, particularly in the context of the information age and increasing globalization It plays a crucial role in various fields, including business, education, politics, and entertainment As a result, mastering the English language has become a key aspiration for many across different generations.

Tocompetein the globalization process, the Vietnamese Government hasfocusedondeveloping English language education and implementedmany educationalreforms.It canbelisted some Governmental policies related tothis issues asfollowings:

The project "Teaching and Learning Foreign Languages in the National Education System for the Period 2008-2020" was approved by the Prime Minister of the Vietnamese Government in 2008 Its primary goal is to comprehensively reform the teaching and learning of foreign languages within the National Education System.

On December 22, 2017, the Prime Minister of Vietnam issued Decision No 2080/QĐ-TTg, which focuses on adjusting and supplementing the project for teaching and learning foreign languages within the National Education System for the period of 2017-2025 This initiative aims to enhance foreign language education in Vietnam, ensuring that students are equipped with essential language skills to meet global communication demands.

On July 23, 2018, the Minister of the Vietnam Ministry of Education and Training issued Decision No 2658/QĐ-BGDĐT, outlining the plan for implementing the project on teaching and learning foreign languages within the national education system from 2017 to 2025 This initiative aims to enhance foreign language education across Vietnam's educational institutions during this designated period.

Learner autonomy has become an essential component of higher education reforms in Vietnam Additionally, the implementation of a credit-based system in most Vietnamese universities emphasizes the importance of students taking responsibility for their own learning.

Learner autonomy has become an essential requirement for individuals, organizations, and countries alike, as highlighted in various official documents and discussions across schools, universities, and companies This emphasis aims to enhance work effectiveness and improve the overall learning experience, particularly within Vietnam's National Education System Numerous studies have explored learner autonomy in English language acquisition at the university level, revealing significant benefits for both learners and teachers.

To implement the National Foreign Languages Project, Vietnamese universities must create detailed plans that promote diverse activities aimed at fostering students' autonomy in learning English Despite this, many students struggle to use English effectively for communication and research in their academic and daily lives While numerous studies have explored the autonomy of foreign language learning among tertiary students, there is a lack of research specifically focused on learner autonomy within multidisciplinary institutions like Hanoi University of Natural Resources and Environment (HUNRE) Consequently, to fill this research gap, the study titled “Autonomy in Learning English of First-Year Non-English Majors at a University in Hanoi” is essential for investigation.

Aims and objectives of the study

1.2.1 The aim of the research

Enhancing English learning quality for non-English major students at HUNRE involves analyzing collected data to better understand the development of learner autonomy in their English studies This approach aims to foster greater independence and motivation among students, ultimately improving their language skills and overall academic performance.

1.2.2 The objectives of the research

The objectives ofthisstudy are asfollows:

(1) To identify the situation of learner autonomyin Englishamong first- yearnon-English major studentsat HUNRE currently.

(2) To explore the mainfactors affecting learner autonomy in English of first-year non-English majors at HUNRE, then propose some solutions to promote students’learner autonomy.

A survey was conducted to assess learner autonomy in English learning among 208 first-year non-English major students at HUNRE The study focused on various aspects of learner autonomy, including students' understanding of its importance, their motivations for learning English at university, their ability to engage in autonomous learning, and their learning activities both in and out of the classroom The survey consisted of 65 questions designed to explore these factors in depth.

A semi-structured questionnaire was employed to assess the level of learner autonomy in English language learning among first-year non-English major students at Hanoi University of Natural Resources and Environment The study involved interviews with three English teachers who directly instruct these students.

Research questions

Forthe objectives mentioned above, the research questions below arc addressed:

- What is the situation on autonomy in learning Englishfor first-year non-English majors at Hanoi University of Natural Resources and Environment?

- What arc the factors affecting the autonomy in learning English for first-yearnon-English majorsat HUNRE?

Method of the study

Mixed methods research, which integrates quantitative and qualitative approaches, has gained popularity in social and human studies (Creswell, 2009) This study utilizes an explanatory sequential design, prioritizing quantitative data while employing qualitative data to enhance understanding and provide a comprehensive overview of learner autonomy among first-year non-English major students at HUNRE.

This study begins with the collection and analysis of quantitative data, followed by the gathering of qualitative data Although these two data types differ, they are interconnected The findings from in-person interviews with English teachers are utilized to validate the results of the quantitative analysis.

Scope of the study

A study was conducted at HUNRE involving 208 first-year non-English majors from various faculties, representing seven different majors The distribution of students participating in the questionnaire survey was proportionate to the total number of new first-year students enrolled in each of the selected training programs.

This thesis focuses on first-year students as research subjects, as they are entering a large university environment for the first time This new setting features diverse professions and a student body numbering in the tens of thousands, presenting unfamiliar teaching and learning methods Most importantly, each student must take personal responsibility for their own learning journey.

In the interview segment, three English teachers were engaged to reassess the findings regarding students' learner autonomy and to provide additional recommendations for enhancing learner autonomy in English language learning for HƯNRE students.

Significance of the study

Learner autonomy has been extensively researched by scientists globally, including in Vietnam, revealing diverse findings across various contexts.

This study enhances existing literature by exploring the perceptions and implementation of learner autonomy among Vietnamese tertiary students majoring in fields other than English Additionally, it identifies the challenges faced by first-year non-English major students in Vietnam in fostering learner autonomy in their English language studies.

This research provides valuable insights and recommendations for English teachers and educational managers aiming to enhance learner autonomy among non-English majors in Vietnamese multidisciplinary universities Additionally, the findings are beneficial for educational policymakers and administrators involved in developing training programs and reforming teaching methods to implement effective interventions in today's globalized context.

Structure of the study

This study consists of five chapters, including introduction, literature review, research methodology, findings and discussion, conclusion and recommendation,respectively.

The first chapter presents the reasonsfor choosing the research subject

“learner autonomy” for this study, its aims and objectives, the research siteand participants, the research questions and the frame of the study.

The second chapter examines prior research on learner autonomy, focusing specifically on tertiary students, as explored by both Vietnamese and international scholars It outlines definitions and characteristics of learner autonomy, while also introducing the various levels and dimensions identified by linguistic experts Additionally, the chapter discusses the factors influencing learner autonomy and offers suggestions for its effective implementation.

Chapter three details the research methodology employed in this study, utilizing mixed methods and semi-structured interviews alongside tools such as questionnaires, Excel, and SPSS software It identifies participants who completed the questionnaire survey and presents findings based on data analysis and interpretation Additionally, the chapter discusses strategies to enhance learner autonomy among HUNR.E students The study concludes in chapter five, offering recommendations for future research, with appendices included at the end.

LITERATURE REVIEW 6 2.1 Review of previous studies

Studies conducted by Vietnamese researchers

Recent studies on the learner autonomy of Vietnamese students have highlighted the theoretical foundations for developing autonomous learning abilities While many analyses have been conducted, there is a lack of research providing specific practical measures for applying these theories across various educational levels, including primary, secondary, high school, and higher education.

This study highlights various works by Vietnamese authors that focus on learning autonomy, aiming to elucidate the landscape of autonomous learning among students amid international economic integration and the era of Industry 4.0.

In his 2010 study, Dang Tan Tin explored learner autonomy within the socio-cultural context of Vietnamese English Foreign Language (EFL) education, identifying key limitations that hinder its effectiveness, such as inadequate materials, advanced equipment, and personal characteristics He emphasized the necessity of suitable conditions and proactive environmental contributions to shift students' behavior from passive to active learning To enhance learner autonomy, he recommended that course content should reflect local socio-cultural features and advocated for creating ample opportunities for students to engage in practical learning both inside and outside the classroom, thereby fostering their authentic learning methods.

Nguyen Thanh Van (2011) examined the perspectives of non-English majors, including undergraduates and graduates, on learner autonomy within a credit-based system, involving 631 students from 24 Vietnamese universities and 47 English teachers The findings revealed a lack of clarity regarding learner autonomy among both teachers and students, with students expressing a desire for input in selecting learning materials and voicing their opinions in class, yet struggling to have their needs met While many students felt capable of engaging in autonomous activities, their actual participation in tasks such as reading English materials or communicating with foreigners was limited Overall, the study indicated that tertiary students aspire to be autonomous learners, but their commitment to achieving this goal is insufficient Additionally, the study highlighted the need for more engaging and specific teacher involvement in changing learning methods and emphasized the importance of revising the training curriculum to foster autonomy.

A study by Phan Thi Anh Thao (2012) explored action research involving three English teachers and their students at a private university in Vietnam The research was conducted in three phases: interviews, an intervention, and follow-up interviews The results indicated that "language project work" significantly enhanced the autonomy of both lecturers and students, highlighting the importance of discussions between teachers and learners regarding project topics, activities, outcomes, and processes.

In her 2013 Master's thesis, Le Xuan Quynh explored the readiness, motivations, and roles of learner autonomy, along with the influencing factors such as training programs, learners' attitudes, and performance, in private universities in Vietnam The research employed a case study approach, utilizing various methods for data collection, including surveys, interviews, focus groups, learning diaries, and learning contracts.

A study by Nguyen Van Loi (2017) examined how project-based learning can enhance learner autonomy among tertiary students Conducted with fifty second-year students at Can Tho University over two academic terms, the research demonstrated that integrating project work significantly improved learner autonomy Students showed high levels of interest and engagement in the project, leading to benefits such as enhanced self-regulation, responsibility for their learning, and improved group collaboration skills The findings suggest that project work should be considered an essential component of English training programs and integrated into university curricula to foster learner autonomy within the Vietnamese educational context.

An overview of research on learner autonomy in the context of Vietnamese education from2006to2017 was reportedbyDinhThi Hong Thu

In 2017, the study highlighted significant insights regarding research methods, subjects, and objectives It revealed that while students' awareness of learner autonomy had improved, this understanding had not translated into active participation in university activities The research identified barriers such as students' limited comprehension of the learning environment, unclear study goals, and difficulties in discovering effective learning strategies.

In a study conducted by Lc Thanh Nguyct Anh (2018) at Dong Thap University, perceptions of learner autonomy among sixty English-major students revealed its significant impact on their learning process The majority of respondents acknowledged the importance of three key factors—ability, responsibility, and attitude—highlighting their contributions to both current academic success and future career prospects, particularly in learning English Additionally, engaging in learner autonomy activities both inside and outside the classroom was found to enhance their English language skills.

A study by Phuong HoangYen et al (2019) examined various factors influencing English language learners, categorizing them into three main groups: learner-related factors, teacher-related factors, and context-related factors Learner-related factors include motivation, attitude, and learning strategies, while teacher-related factors encompass teacher quality, pedagogical knowledge, instructional strategies, and feedback methods Context-related factors involve socioeconomic background and learning environment Ultimately, students must recognize their role as independent learners, actively seeking ways to enhance their motivation and adopt a positive attitude toward their learning journey to improve their English proficiency.

Nguyen Thi Cam Ngoc and Nguyen Thi Tu (2020) conducted a survey involving 285 non-language major students at Ho Chi Minh City University of Education to investigate English learning autonomy and the roles of teachers and learners in promoting this autonomy The research findings highlighted the significance of both teacher support and student initiative in enhancing learner autonomy in English language learning.

Many students initially found the concept of "learning autonomy" unfamiliar, yet they grasped its meaning Some survey respondents admitted to rarely utilizing their free time for English practice and seldom preparing or reviewing lessons However, most students acknowledged that their teachers played a crucial role in enhancing their English learning autonomy, as lecturers not only imparted knowledge but also provided guidance on effective study strategies.

In a study conducted by Duong Minh Tuan (2021), fifty second-year English-major students, who had been learning English for ten years, were surveyed about their understanding and practices of learner autonomy in both classroom and extracurricular settings The findings revealed that most students recognized the significance of learner autonomy for their English learning However, while over half felt capable of engaging in autonomous learning activities with teacher support, only a third could do so independently outside the classroom, indicating a lack of confidence in their autonomous learning abilities Additionally, the results showed that the implementation of autonomous learning activities was similarly average Tuan's conclusions echoed Van's (2011) recommendations, suggesting the integration of learner autonomy into English language training programs to foster autonomy among tertiary students.

A recent study by Le Ha To Quyen and Do Thi Ha (2022) examined the challenges of learner autonomy among second-year non-English major students, involving 279 participants The findings revealed that students faced difficulties in self-regulation, peer and teacher reciprocity, and taking responsibility for their learning Many students lacked confidence in their self-regulation skills due to limited practice and understanding of the concept They preferred seeking help from peers over teachers and seldom inquired about learning needs The study proposed several solutions to enhance learner autonomy, including increasing awareness of self-regulation through seminars, fostering closer interactions between students and teachers, and involving students in the selection of training materials to encourage decision-making in their learning process.

The article "Proposing a Framework of Learning Autonomy Competency of Tertiary Students" by Nguyen Truong Son and Trinh Thanh Hai (2022) clarifies the concept of learning autonomy capacity within Vietnam's credit-based higher education model It outlines five fundamental component capacities, detailed through thirteen criteria, and identifies behaviors across four levels of learning autonomy This framework enables the measurement and assessment of students' learning autonomy capacity effectively.

Theoretical background

2.2.1 Autonomy and language learner autonomy (learner autonomy)

The concept of "autonomy" is explored across multiple disciplines, including philosophy, psychology, sociology, and artificial intelligence, each offering distinct interpretations and emphases This article provides a concise overview of how "autonomy" is understood from these diverse perspectives.

Autonomy is a central theme in philosophy, particularly in ethics and moral philosophy Immanuel Kant, an influential eighteenth-century German philosopher, emphasized the importance of autonomy in making moral judgments He argued that individuals could make morally sound decisions independently of external influences or desires According to Louise Campbell (2017), Kant's concept of autonomy revolves around self-governance and the ability to act according to one's rational standards.

Autonomy plays a crucial role in psychology, particularly in understanding human motivation and development The Self-Determination Theory (SDT), formulated by Edward Deci and Richard Ryan, examines the extent to which human behavior is driven by self-motivation and self-determination.

According to Self-Determination Theory (SDT), autonomy is one of the three essential psychological needs that support intrinsic motivation and overall psychological well-being, alongside competence and relatedness When individuals' need for autonomy is fulfilled, they experience greater satisfaction and personal growth.

In sociology, the exploration of social institutions and systems is crucial for understanding autonomy Individual agency, defined as a person's capacity to make decisions and act freely within social frameworks, is often central to discussions on autonomy Theories by prominent sociologists like Pierre Bourdieu and Anthony Giddens highlight the interplay between social institutions, cultural practices, and individual autonomy, emphasizing how these elements interact to shape human behavior (Jenkins, 1982).

Autonomy in artificial intelligence (AI) refers to an intelligent system's capability to make decisions and execute tasks independently of human intervention This concept is explored through the creation of algorithms, control architectures, and learning techniques that enable agents or robots to adapt to new environments, plan their actions, and reason about their behavior while learning from experiences Key concepts in AI autonomy include self-adaptation, self-organization, and self-awareness.

In this study, the concept of learner autonomy is examined through a sociological lens According to Holec (1981), learner autonomy is defined as "the ability to take charge of one's own learning," emphasizing that becoming an autonomous learner involves the capacity to manage and direct one's own educational process.

To effectively manage the learning process, it is essential to take full responsibility for all decisions, including setting objectives, defining content and progression, selecting appropriate methods and techniques, monitoring acquisition procedures such as rhythm, time, and place, and evaluating the outcomes of what has been learned.

Learner autonomy emphasizes the importance of individuals taking full responsibility for their own learning This involves setting clear objectives, selecting appropriate methods and techniques, actively monitoring the learning process, and evaluating the outcomes Ultimately, fostering learner autonomy creates a more engaged and self-directed educational experience.

According to Dickinson (1994), autonomy in learning is fundamentally about one's attitude towards learning, highlighting that an autonomous learner takes responsibility for their own education He emphasizes that learning autonomy is a goal of education rather than merely a procedure or method This definition clearly outlines the key characteristics of learner autonomy, which include both ability and attitude, and acknowledges that this learning process can evolve over time Similarly, Littlewood (1996) defines autonomy as the learners' ability and willingness to make independent choices.

The capacity for learner autonomy relies on two key components: ability and willingness, which encompass four essential subcomponents: knowledge, skills, motivation, and confidence Ability is shaped by knowledge and skills, while willingness is influenced by the learner's motivation and confidence These subcomponents interact closely, enabling individuals to take responsibility and make informed choices To successfully achieve autonomy, learners must develop all four subcomponents Littlewood emphasizes the importance of integrating and focusing on these elements collectively to enhance learner autonomy effectively.

Benson (2001) defines learner autonomy as "the capacity" to take control and responsibility for one's own learning, rather than merely the ability to do so This concept can manifest in various forms throughout different stages of the learning process Consequently, learner autonomy encompasses the attitudes and skills of learners, highlighting that it is fundamentally distinct from self-study.

With many definitions of “learner autonomy” given by linguistic scientists all over theworld that were mentioned above, in thescope ofthis thesis, learner autonomy was defined asfollows:

"Learner autonomy is a person’s readiness and ability to take responsibility for their learning process, including planning, developing, checking and acting (PDCA) with thesupport of the teachers ”

Learner autonomy refers to students' abilities to engage in independent learning by creating and implementing learning plans, monitoring their progress, and taking responsibility for their outcomes However, it is important to note that learner autonomy does not equate to complete independence; students still require the support of teachers as mentors and facilitators To ensure a productive and safe learning environment, specific boundaries must be established and respected within and outside of educational institutions.

2.2.2 The characteristics of learner autonomy

Holcc defines learner autonomy as having two key characteristics: capacity and responsibility The "ability to take charge of one’s own learning" indicates that learner autonomy is not an inherent trait but rather a skill developed through purposeful and structured learning processes Additionally, to "hold the responsibility for all decisions concerning all aspects of this learning" emphasizes the necessity for learners to create comprehensive learning plans and to actively initiate, monitor, and evaluate their study outcomes.

According to Dickison (1994), a key aspect of learner autonomy is fostering a positive attitude towards learning To enhance learner autonomy, he suggests promoting independence, encouraging self-directed learning, and teaching students effective study strategies Additionally, he emphasizes that achieving strong learner autonomy requires a shared responsibility between teachers and students in both teaching and learning activities.

Chapter summary

This chapter hasprovided areview of the literature on learnerautonomy of undergraduate studentsindifferentuniversities both in Vietnam and other countries allover the world, and introduced thetheoretical framework on which

I developed my conceptualisation oflearner autonomy This chapter also discussedmajor perspectivesoflearnerautonomyin terms ofits definitions, characteristics, levels, and the affectingfactors.

The literature review highlights a significant gap in research concerning Vietnamese credit-based training, particularly regarding the current status of first-year non-students Addressing this gap is essential for advancing understanding in this area.

This study focuses on enhancing learner autonomy among English major students at multidisciplinary universities in Vietnam, specifically targeting freshmen at HUNRE Recognizing the significance of learner autonomy in foreign language acquisition, the research aims to identify both the limitations and benefits experienced by students at the onset of their studies By investigating these challenges, the thesis seeks to propose effective strategies to foster learner autonomy in English language learning, ultimately aiming to improve the overall effectiveness of English education for first-year non-English majors at HUNRE.

METHODOLOGY 28 3.1 Research orientations

Research methods

This research employs a mixed-method approach to explore learner autonomy in English language learning among first-year non-English major students at HUNRE, along with the influencing factors The study integrates both quantitative and qualitative research elements, beginning with the analysis of quantitative data collected through structured questionnaires completed by students This data was then classified using computational techniques Subsequently, qualitative data gathered from interviews with English teachers was utilized to provide insights and explanations for the quantitative findings.

To investigate the current status about learner autonomyoffirst-year non-Englishmajorstudents at HƯNRE

A total of 210 students were selected from approximately 2,500 first-year non-English majors at HUNRE for a questionnaire survey, using a purposive sampling method to enhance representativeness Among the 23 training programs offered, seven were included in the sample The distribution of students by major was as follows: Information Technology (39 students, 18.6%), Marketing (37 students, 17.6%), Natural Resources and Environmental Management (36 students, 18.1%), Land Administration (34 students, 16.2%), Law (30 students, 14.3%), Water Resources Management (17 students, 8.1%), and Surveying and Mapping (15 students, 7.1%) Table 3.1 provides a detailed description of the participants.

Table 3.1 The allocation of participants taking part in the survey

No Training majors No of students Percentage

The study aimed to assess HUNRE students' learner autonomy in English learning through a five-point Likert scale questionnaire, designed to gauge their levels of agreement or disagreement with various statements Each response option, numbered from 1 to 5, represented a spectrum from negative to positive feelings about their learning experiences.

Thetotal of seven (07)questionnaires including sixty-five (65) questions that arerelatedto differentcomponents of autonomous language learningare designed to get students’ response, including:

+) Students’ view on the importance of learner autonomy,

+) Students’ ability to carry out autonomous learning skills in English +)The purposeof learning English atuniversity time,

+)English learning activities inside the classroom ofstudents,

+) English learning activities beyond the classroom ofstudents, +)Teachers’role in students’ learning English,

The questionnaire items were derived from various sources, including the research of Duong Minh Tuan (2021), Nguyen Thanh Van (2011), Le Xuan Quynh (2013), Khem Raj Joshi (2011), Mary Spattet et al (2002), and Sara Cotterall (1995), alongside questions specifically designed by the study's author Additionally, six criteria and four levels of learning autonomy from Nguyen Truong Son's study (2022) were incorporated.

To ensure the accuracy and appropriateness of language in questionnaires, conducting a trial survey is essential This pilot survey was executed twice with the involvement of 25 freshmen non-English major students, in groups of ten and fifteen Prior to the trial, two English teachers reviewed the 65 closed-ended and 10 open-ended questions to enhance clarity, conciseness, and alignment with the survey's objectives.

Workedwith the Deanoffaculty where his students participated in the survey, explainedthe purposeof that activity and got permission.

Over a span of four days, we conducted a survey during morning and afternoon English classes, distributing 210 questionnaires directly to students We clearly communicated the purpose of the survey and provided guidance on how to complete it, including translations for any challenging statements Students dedicated approximately thirty minutes to fill out the questionnaire.

Out of the two hundred and ten (210) questionnaire sheets collected from students, two hundred and eight (208) were deemed valid, resulting in an impressive response rate of 99%.

Imported the resultsof the survey into Excel;

Exported thedata into SPSS (Statistical Package for theSocial Sciences) software(version20);

Began analyzing data using SPSS software with the specificfeatures: Number ofitems (N); Minimum(Min); Maximum(Max); Mean: an average value (M);Standard deviation (Std deviation)

This study employed descriptive analysis to provide a comprehensive overview of the data from the key contents of the questionnaire, facilitating further analysis to address the research questions The survey results were systematically analyzed, revealing essential insights.

The number ofanswersfrom participants was calculatedas a percentage

The analysis utilized SPSS software to calculate the average values of participants' assessments, employing a "mean" indicator To effectively evaluate participants' responses for each question, five indicators were established to enhance the accuracy of the questionnaire results The average scores on a 5-point Likert scale were categorized into specific ranges: scores from 1.00 to 1.49 indicated the lowest assessment (strongly disagree/very poor/never), 1.50 to 2.49 represented low assessment (disagree/poor/rarely), 2.50 to 3.49 signified medium assessment (undecided/fair/sometimes), 3.50 to 4.49 indicated high assessment (agree/good/often), and scores from 4.50 to 5.00 represented the highest assessment (strongly agree/excellent/always).

This survey seeks to clarify the current state of learner autonomy among first-year non-English majors at Hanoi University of Natural Resources and Environment (HUNRE) Additionally, it aims to gather recommendations for enhancing learner autonomy in English language learning for HUNRE students through semi-structured in-depth interviews.

Three purposive teachers of English in the department of English languageat HUNRE participated inthis interviewby providing the answersfor some designed questions The content of those interviews wasrecorded clearly.

In alignment with the research questions, the author developed a set of ten relevant questions for the quantitative survey, tailored to the interviewees and the specific objectives of this research methodology.

3.2.2.4 Qualitative data collection procedureand analysis

Invitedthreeteachers ofEnglishwho are teaching the Englishsubject for freshmen non-English major studentsand have rich experience in teaching English at tertiary level.

Discussed the waytoconduct the interview; arranged thesuitable time; and the contentof the interview.

Prepared a list of guiding questions and a good record (if needed); Arranged the comfortable space for the interview.

The interviews took placeat theHUNRE library whichis acomfortable environment and in a friendlymannerand they happened outof working time These interviews were audio recorded, and allparticipants agreed to answer in English.

The resultof the interview was summarized with the aim toclarify and consolidate the results of quantitative data analysis for every component.

Chapter summary

This chapter outlines the study's methodology, beginning with the choice of descriptive research and the explanation of a sequential explanatory mixed methods design It provides a comprehensive overview of the quantitative and qualitative surveys, detailing their objectives, participants, instrument development, data collection procedures, and analysis The research's two steps work in tandem to offer valuable insights into the autonomy of HUNRE first-year non-English major students in learning English Key areas explored include students' perceptions of language autonomy, their motivations for learning English, their ability to engage in autonomous learning activities, and their thoughts on the roles of teachers and the learning environment, supported by quantitative data Additionally, qualitative data helps to clarify and enrich the findings from the quantitative survey.

The findings of the research

4 1 1 The situation of learning autonomy in learning English for first- year non-English major students at HUNRE according to students ' views 4.1.1.1 Learner autonomy’s importance in learning English

A significant majority of first-year non-English major students (95.2%, M = 4.17) recognized the importance of learner autonomy in their English learning, with 76.0% expressing strong agreement Furthermore, 92.3% (M = 4.50) confirmed that learner autonomy enabled them to create detailed learning plans Additionally, 91.4% (M = 4.34) reported that it facilitated self-monitoring and regulation of their learning activities The students also noted that learner autonomy helped them identify relevant learning activities (89.4%, M = 4.33) and assess their learning processes (88%, M = 4.34) Overall, the findings indicate that these students (N = 208) have a clear understanding of learner autonomy's critical role, with 54.2% strongly agreeing and 37.0% agreeing They recognized that learner autonomy involves setting learning goals, planning, engaging in learning activities, and evaluating outcomes Detailed results are available in Table 4.1.

Table 4.1 The importance of learner autonomy under student's opinion

SD (1): Strongly Disagree, D (2): Disagree, Un (3): Undecided,

1 Learner autonomy plays an important role in learning English

2 Learner autonomy helps me make a detailed plan for my learning English

The result of survey through analyzing by SPSS

3 Learner autonomy helps me determine English learning activities according to my plan obviously.

4 Learner autonomy helps me check, monitor and self - regulate my plan and learning activities during learning process

5 Learner autonomy helps me assess the results of my English learning process.

4.1.1.2 The students'abilitiestocany out autonomous learning skills

Among the ten abilities assessed in the questionnaires, students demonstrated a strong readiness to work in groups and accept feedback, achieving a high score of 87% (M = 4.33), with 57.7% of respondents identifying as excellent and 29.3% as good Additionally, 62.1% of freshmen students expressed their willingness to embrace challenges (M = 3.46), indicating their readiness to tackle difficult tasks assigned by teachers These abilities are interconnected, as students' willingness to collaborate with peers and educators enhances their capacity to face challenges and foster personal development.

A recent analysis of first-year non-English major students revealed significant challenges in their abilities to effectively engage in various aspects of learning English The findings indicated that 65% to 82% of students struggled with identifying learning objectives, creating learning plans, selecting appropriate methods and materials, and evaluating their learning outcomes Notably, the ability to implement learning plans autonomously and to self-regulate was particularly weak, with approximately 83% and 80% of students, respectively, reporting difficulties In contrast, the ability to identify personal strengths and weaknesses in English and to select relevant learning activities was more evenly divided, with 44.3% of students demonstrating proficiency in recognizing their strengths and weaknesses, while 41.8% did not Similarly, 42.7% of students felt they were not adept at selecting learning activities, compared to 41.8% who believed they were capable These results highlight a pressing need for targeted support in developing essential learning skills among students.

Table 4.2 Students’ abilities to autonomous learning skills

VP (1): Very Poor, p (2): Poor, F (3): fair, G (4): Good, Ex (5): Excellent

6 Identify your objectives for learning English during university.

7 Make plans of learning English for an academic school year or a semester.

8 Identify your strengths, weaknesses, and necessary factors for learning English.

9 Adapt learning methods, materials, and self-regularity to achieve the learning objectives.

10 Select the learning activities inside and outside of the English class, including with and without the support of the teachers.

1 1 Carry out the English learning plan autonomously based on the identified learning activities.

12 Decide how long to spend on inside and outside learning activities in the

13 Assess the results based on the determined learning objectives.

14 Be willing to accept complex assignments for self improvement.

15 Be able to work in groups and listen to recommendations,

The result of survey through analyzing by SPSS

(5) suggestions from teachers, and friends.

Items N Min Max Mean Std.D

4.1.1.3 The students’purposesof learning English

A recent analysis of first-year non-English undergraduates revealed that nearly 98% of students have clearly defined their purpose for learning English The primary motivation identified among these students is to successfully pass all examinations related to English subjects.

A significant 97.6% of students prioritize securing well-paid jobs after graduation, while 93.8% aim to obtain the HUNRE scholarship, reflecting their most pressing needs during their university experience.

Many university students are motivated to learn English for various reasons, including a desire to explore new aspects of England, with 82.2% approval (M=3.88), the enjoyment of English-language movies and songs, which garnered 65.9% approval (M=3.79), and the ability to communicate with foreigners, receiving a 71.6% approval rating (M=3.82).

In response to item 16 regarding the purpose of studying English, 75.0% of students expressed disagreement, indicating a mean score of 2.25 Additionally, purposes related to understanding globalization trends, such as gaining confidence to participate in major international events, also lacked strong support, with 60.6% of students disagreeing on items 20 and 21.

A significant 68.7% of students expressed disagreement with the statement regarding obtaining academic scholarships to study overseas, with 42.3% strongly opposing it While many freshmen have set clear goals for learning English at university, approximately 7.7% remain uncertain about their purpose for studying the language These findings are detailed in Table 4.3.

Table 4.3 Students’ purposes of learning English

SD (1): Strongly Disagree, D (2): Disagree, Un (3): Undecided,

16 Like the English language and want to continue my good

(culture, landscape, people, stc ) of

18 Communicate with foreigners and understand what they say.

19 Enjoy movies, songs, ect, in English without subtitles.

The result of survey through analyzing by SPSS

20 Make me more confident to enter the period of globalization.

21 Participate in big international events and speak confidently in front of people.

23 Get academic scholarships to study overseas.

24 Own the HUNRE scholarship by gaining high study results.

25 Get well-paid jobs after graduating from university.

Items N Min Max Mean Std.D

4.1.1.4 The students’ learningactivities in the Englishclasses

A recent survey revealed that a significant number of freshmen non-English majors rarely engage in key learning activities during English classes, with 56.8% to 89.4% indicating they seldom or never participate in four out of eight selected activities Specifically, 56.8% of students reported rarely applying new methods and strategies in their learning, while only 4.8% consistently utilized these approaches Additionally, regarding opportunities to practice English, 37.5% of students admitted to rarely seizing such chances, and 26% stated they never attempted to engage in learning activities Conversely, only 10% of students claimed they consistently took advantage of opportunities to practice English, resulting in a mean score of 2.51.

A notable finding from the study revealed that over 89% of students reported rarely or never bringing non-compulsory documents or books to English classes, with a mean score of 1.64 Furthermore, no students indicated that they engaged in this practice regularly In response to item 31, 76.9% of participants (mean score of 2.03) indicated they rarely or never completed tasks independently without teacher support, with only 5.3% consistently working on assignments alone However, a significant portion of first-year non-English major students, approximately 42.3% (mean score of 2.89), reported occasionally participating in classroom activities like note-taking and summarizing lessons, while around 44.7% engaged in evaluating their outcomes before seeking teacher feedback.

In English classes, approximately 81.7% of students frequently ask their teachers for clarification on topics they do not understand, with 34.6% doing so very often, while only 5.3% never seek help Additionally, 42.3% of freshmen students often discuss tasks with their classmates, and 27.4% do this regularly, with just 9.6% claiming they rarely or never engage in such discussions These findings are detailed in Table 4.4.

Table 4.4 The students’ learning activities in the English classes

26 Trying to use every chance to take part in the learning activities (i.e. speaking).

27 Asking the teachers when you did not understand something in the

28 Making special notes and summarizing the content of each lesson.

29 Bringing extra documents, books, ect that were not on the syllabus required by teachers.

30 Discussing assignments with your classmates.

31 Doing the tasks required independently

The result of survey through analyzing by SPSS

(5) without the support of teachers.

32 Being good at applying new ways and strategies into the learning process.

33 Evaluating the outcomes before finding feedback from teachers.

Items N Min Max Mean Std.D

4.1.1.5 The students’ learning activities outside ofthe Englishclasses

A survey was conducted to assess the frequency of English learning activities outside the classroom among first-year non-English majors, focusing on nine selected activities The results revealed significant variability in these activities, leading to their classification into different categories based on student responses Notably, there is a considerable disparity between the outdoor learning activities that first-year students frequently engage in and those they rarely or never participate in, highlighting an area that requires further clarification.

It is stressed that a large number of the freshmen students never or rarely did many outside learning activities,includingitems 34, 35, 36, 39,40,and 42.

A study on first-year non-English major undergraduates revealed a lack of engagement in non-compulsory assignments, with 79.4% never or rarely participating (38.5% never, 40.9% rarely) and an average score of 2.05 indicating a negative attitude towards these tasks Similarly, 71.6% of students reported rarely proposing ideas or discussing them with teachers, yielding an average score of 2.13 Regarding extracurricular English practice, 76.9% and 71.1% of participants indicated they never or rarely attended English clubs or engaged in conversations with foreigners, with average scores of 2.00 and 2.18, respectively Furthermore, 64.9% of students admitted to never or rarely preparing lessons before class (M = 2.25), while 60.6% and 54.3% reported not systematizing knowledge or noting down new vocabulary after class The average scores for these activities were 2.41 and 2.6 However, a positive trend was observed in item 41, where 88.5% of students engaged in practicing English through music, movies, and reading, although 6.7% did so rarely and 4.8% only sometimes.

A survey revealed that freshmen students generally responded positively to outdoor learning activities, with an average score of 4.28 Additionally, group work for solving complex problems and completing significant projects also received favorable feedback, achieving a mean response value of 3.84 Notably, 72.1% of students reported consistently collaborating with classmates on assignments, while only 9.1% indicated they did not engage in such teamwork, as detailed in Table 4.5.

Table 4.5 The students’ learning activities outside of the English classes

34 Preparing content, materials, references carefully before the class (i.e see summary, lessons etc.)

35 Doing assignments that were not compulsory.

36 Systematizing knowledge after each lesson and each unit that was not required by teachers.

37 Noting down new words, new phrase words with their meanings and their usage; making sentences with them.

38 Working in groups to solve difficult problems or complete big projects that were

The result of survey through analyzing by SPSS

39 Being active in proposing ideas or discussing them with teachers.

40 Practicing English skills through attending English clubs, seminars, international conferences hosted by HUNRE, or training courses given by foreign experts.

41 Practicing English skills through listening to music, watching movies, reading books and newspapers in

42 Practicing English speaking involves communicating with other people

(foreigners, friends) in English and recording the voice regularly.

Items N Min Max Mean Std.D

Items N Min Max Mean Std.D

A study conducted on students' perceptions of their teachers' roles in learning English at university revealed that first-year students consider their teachers to be a vital component of their educational experience All participants (100%) acknowledged the importance of teachers in their learning process, with an average rating of 4.13 A significant majority (93.3%) agreed that teachers consistently provided assistance when needed, and 88% expressed agreement regarding the clarity of teachers' explanations about class requirements Additionally, a high percentage of students strongly agreed that teachers effectively encouraged their English learning both inside and outside the classroom, with 97.4% supporting the importance of careful explanations and 83.7% valuing stimulation in practice Only a small minority (4.3%) disagreed with these statements.

The solutions to foster learner autonomy in English

A detailed analysis reveals that first-year non-English major students at Hanoi University of Natural Resources and Environment exhibit a significant level of learner autonomy This positive situation is attributed to several key factors.

First-year non-English major students transitioning to a new learning environment often encounter significant challenges as they struggle to adapt from high school habits Many continue to rely on the guidance of teachers and family, leaving them unsure about how to take charge of their university studies Consequently, a majority of these students experience confusion and anxiety regarding their academic journey.

The shift in teaching methods for lecturers and learning approaches for students has been significant, with many struggling to adapt to the new credit-based training that emphasizes self-study This transition poses challenges for students, who must move from passive learning to a more active engagement with their education.

At the university level, educators serve more as guides and companions than traditional teachers Students often lack autonomous learning skills, merely understanding concepts without applying them Transforming this awareness into action necessitates significant effort from the students, supported by their instructors and various academic resources.

Many non-English major students struggle with a lack of intrinsic motivation to learn English, viewing it as a challenging subject Survey responses indicate that only a few students genuinely enjoy studying English, as most are compelled to take it due to curriculum requirements Their primary objectives for learning the language revolve around passing the course, achieving high scores for scholarships, and securing good jobs post-graduation Aspirations such as studying abroad or engaging in international events remain distant and unfamiliar to them.

Many first-year students struggle with effectively managing their time for learning activities, often viewing learner autonomy merely as completing assigned homework This misunderstanding leads to a passive approach to their education, where they rely heavily on teachers’ instructions and fail to take initiative in their own learning process As a result, they may not fully achieve their learning goals, becoming dependent on external guidance rather than developing the skills needed for independent study.

This study analyzes survey data from students and interviews with teachers to identify key factors contributing to the low effectiveness of learner autonomy among first-year non-English major students at Hanoi University of Natural Resources and Environment It proposes several solutions to enhance learner autonomy, particularly within the framework of credit-based training.

4.3.1 Focusing on the learner factor

The learner factor plays a crucial role in promoting learner autonomy at the university level, emphasizing the importance of students in both classroom and extracurricular activities First-year students should focus on enhancing their understanding of learner autonomy by connecting theory with practice to improve their learning effectiveness Additionally, it is essential for them to recognize that knowledge becomes truly theirs only through active engagement Furthermore, gradually building motivation to learn English is vital, as motivation significantly contributes to fostering students' autonomy in their learning journey.

At the start of the academic year, it is essential for university students to identify their long-term objectives for learning English, rather than focusing solely on short-term goals This approach fosters a strong commitment to mastering the language, encouraging students to dedicate more time and energy to their English studies both in and out of the classroom Additionally, students should develop autonomous learning skills, progressing from basic to advanced levels to enhance their language proficiency.

Finally, the studentsalways have a senseofresponsibility fortheir own learning because only when this is implementeddoes the student's autonomy become more effective, and asa result, their learningresults will be better.

4.3.2 Concentrating the role of the teacher factor

Teachers play a crucial role in fostering learner autonomy among first-year students While these students can take initiative in their learning, they require guidance and support from educators It is essential for teachers to gradually introduce effective teaching methods, position students as central figures in the learning process, and equip them with both directional and general knowledge to enhance their educational experience.

In teaching foreign languages, especially English, first-year non-English students benefit from teachers who take on multiple roles These educators serve as facilitators, maximizing available time for students, helping them set learning goals, and developing flexible teaching plans tailored to individual needs They also act as learning advisors, guiding students in achieving their goals, recommending appropriate materials, and providing reliable resources Additionally, teachers function as collaborators, engaging in English learning activities alongside students, discussing tasks, and fostering a mutual learning environment.

Diversifying English learning activities is essential for teachers to enhance student engagement and autonomy This can be achieved through organizing competitions in speaking, acting, singing, and writing, as well as forming English clubs that foster interaction between students and teachers or foreign volunteers Additionally, outdoor learning experiences like watching English movies and attending seminars can enrich students' language skills Assignments such as creating English videos, presenting lessons, and conducting interviews encourage self-directed learning Ultimately, these varied activities empower students to take responsibility for their educational journey and self-assess their progress.

Diversifying teaching methods is essential for enhancing learner autonomy and improving the quality of English education, while also equipping students with skills for international integration Teachers can implement innovative approaches such as project-based and cooperative learning, which encourage students to practice English both in and out of the classroom The learner-centered teaching method is increasingly popular across all educational levels, including universities, where it fosters self-study and independent research, allowing students to seek learning resources with minimal teacher support.

By employing these teaching methods, students enhance their learning autonomy, actively establish learning goals and study plans, select relevant content, and engage in self-assessment, ultimately striving for exceptional learning outcomes.

4.3.3 For Hanoi University of Natural Resources and Environment

Updating infrastructure and acquiring new equipment will significantly enhance the learning environment for both students and teachers, particularly in credit-based training contexts This modernization will foster greater learner autonomy among students and increase their demand for accessible materials and information Consequently, universities must improve their facilities, including classrooms, laboratories, and libraries, to effectively support these evolving learning activities.

Chapter summary

This chapter presents the findings from both the quantitative and qualitative phases of the study, focusing on the learner autonomy (LA) of first-year non-English major students at HUNRE The quantitative phase aimed to assess students' perceptions of LA, their autonomous learning activities, and their views on the role of teachers and factors influencing their independent English learning Key results indicate the current status of learner autonomy among these students in their English studies.

HƯNRE students demonstrated a positive perception of Los Angeles and recognized its advantages for enhancing their English language skills They established clear short-term goals for their English learning at university, including passing exams, securing scholarships, and obtaining well-paying jobs post-graduation Additionally, they frequently engaged in group work and collaborated effectively to tackle challenging assignments.

The motivation for learning English among first-year non-English major students at TheHUNRE is lacking, as it does not stem from personal interests or hobbies Their long-term goals for learning the language fail to engage them, and their skills in autonomous learning are insufficient As a result, these students exhibit passivity in both classroom and extracurricular activities, focusing solely on the requirements set by their teachers.

Level of learner autonomy of HUNRE first-year non-English majorsis

"involvement” -at the beginning ofsecondlevel withinfivelevels by Nunan. b) With regards to affecting factors to learner autonomy in learning Englishof HUNRE first-yearnon-Englishmajors

Three key factors influencing learner autonomy (L.A.) in English language acquisition include the learners themselves, the teachers, and the learning environment Learners must cultivate motivation, readiness, and an active attitude to enhance their L.A Teachers play a crucial role by fostering motivation and supporting the development of learner autonomy among students Additionally, the learning environment significantly impacts students' emotional engagement and overall experience To promote learner autonomy among first-year non-English major students at HUNRE, targeted solutions must be implemented that address these factors effectively.

- Increasingtheknowledge on learner autonomy; movingfrom thought to action stepbystep.

- Creating motivation for learning English and improvinglearningskills by using the bestopportunities to be able to practice English.

- Identifyingboth short-term and long-term goals for learning English at university.

- Beingresponsible for their learning results.

* ) Concentrating the role of the teacher factor

- Updating existing infrastructure, purchasing new equipment and modernizing learningenvironment;

- Thesource of scientific materials including digital materials needs to beprovidedregularly.

- Training syllabuses need to be selected along with the level of knowledgeofstudents.

- Improving the role of the President Board.

CONCLUSION AND RECOMMENDATIONS 72 5.1 Recapitulation

Concluding remarks

For tertiary students learning foreign languages, particularly English, learner autonomy has become increasingly vital In addition to engaging with teachers, students must collaborate with peers and others, set personal learning goals, develop effective learning plans, and manage their time wisely They should also regularly assess their progress and identify strategies to address weaknesses while enhancing their strengths Furthermore, students are encouraged to proactively seek out the most effective learning methods to foster their autonomy during their university experience.

Thisstudy already shows the main research contents, with the aim of answering two research questions and achieving theobjectives of the thesis These arcincluded as follows:

The author conducted a comprehensive survey comprising sixty-five questions, targeting over two hundred first-year non-English major students at various faculties of HUNRE to assess their current level of learner autonomy in English learning Additionally, three interviews were held with English teachers to gain insights into the students' learner autonomy from the educators' perspectives.

This study highlights key issues regarding learner autonomy among first-year non-English major students Firstly, while students recognize the importance of learner autonomy in their English learning process, they primarily focus on short-term objectives and lack clarity on long-term goals Secondly, their ability to engage in autonomous learning is inadequate, with many feeling confused about how to begin, and only a few demonstrating proficiency in these skills Thirdly, the implementation of learning activities, both inside and outside the classroom, is at a low level compared to David Nunan's five-level model Lastly, the factors influencing learner autonomy include the students themselves, teachers, and the learning environment, all of which play a crucial role in fostering independence in learning.

To havea multidirectional view onfirst-year students' learner autonomy, the recommendations and solutions from the teachers ofEnglish through interviews are also cited asuseful information for this study.

The current state of learner autonomy among first-year non-English major students is clearly assessed, leading to proposed solutions for enhancing their English learning experience These solutions include prioritizing the learner's role, highlighting the significant impact of teachers, and enhancing the overall learning environment.

Limitation of the research

Every research study has its limitations, and this one is no exception A key limitation is the generalizability of the findings, which are based on the responses of around two hundred first-year non-English major students at HUNR.E, along with feedback from three English teachers As a result, the conclusions drawn may not apply to other educational contexts, such as different teachers and students in other Vietnamese universities.

The second limitation pertains to the research focus on student learner autonomy in English To enhance the effectiveness of English learning and teaching, it is essential to improve both learners and teachers.

This study focused on one of the two universities under the Ministry of Natural Resources and Environment, employing a mixed-method approach that included questionnaires and semi-structured interviews To enhance the research, it is essential to conduct a similar study at the other university using different methodologies.

Recommendations for further research

The study focuses specifically on the learner autonomy of first-year non-English major students at HUNRE and cannot be generalized to the entire student population Future research is necessary to examine learner autonomy among all students at HUNRE, including both non-English and English majors.

Learner autonomyplays a significant role in every sectorofsociety, so not only learners but also teachers needtopractice and improve regularly Next studies should be focusedoninvestigating the teachers’ learnerautonomy at universities.

This study explores the learner autonomy of first-year non-English major students, highlighting the importance of conducting similar research at various universities, such as HUNRE Additionally, comparing the levels of student learning autonomy across different institutions can provide valuable insights.

Finally,it would be helpful to carryout experimental research regarding teachers’role in improving learner autonomy in universities under theMinistry ofNatural Resources and Environment.

In 2008, the Prime Minister of Vietnam introduced a project aimed at enhancing the teaching and learning of foreign languages within the national education system for the period of 2008-2020 This initiative focuses on improving language proficiency among students to better prepare them for global communication and integration The project outlines strategies to strengthen foreign language education across various levels of schooling, ensuring that learners acquire essential skills for their future careers and personal development.

Prime Minister of Vietnam Government (2017) Điều chinh,ho sung Đe án dạy và họcngoạingữtrong hệ thonggiáodục quốc dân giai đoạn2017-2025

[Adjusting and supplementing the project on teaching and learning foreign language in the National Education System for the period 2017- 2025]

Vietnam Ministry of Education and Training (2018) Ke hoạch triểnkhai Đồ án dạyvàhọc ngoạingữtrong hệ thônggiáo dục quôc dân giai đoạn2017-

2025 [Plan to implement the project on teaching and learning foreign language in the National Education System for the period 2017-2025]

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(for freshmen non-English major students at HUNRE)

We value your opinions on the following questions and statements, and participation in this survey is entirely voluntary You may withdraw at any time, and we assure you that your privacy will be protected, as the information gathered will solely be used for this study.

Your full name: Your faculty:

Please read the following statements carefully and tick (V) in one column that represents your opinion.

How do you think about the importance of learner autonomy in learning English?

1 Learner autonomy plays an important role in learning

2 Learner autonomy helps me make a detailed plan for my learning English

3 Learner autonomy helps me determine English learning activities according to my plan obviously.

4 Learner autonomy helps me check, monitor and self

- regulate my plan and learning activities during learning process

5 Learner autonomy helps me assess the results of my

Please read the following statements carefully and tick ( a /) in one column that represents your opinion.

How welt do you do with these abilities?

6 Identify your objectives for learning English during university time.

7 Make plans to learning English for an academic school year or a semester.

8 Identify your strengths, weaknesses, and necessary factors for learning English.

9 Adapt learning methods, materials, and self-regularity to achieve the learning objectives.

10 Select the learning activities inside and outside of the

English class, including with and without the support of the teachers.

11 Carry out the English learning plan autonomously based on the identified learning activities.

12 Decide how long to spend on inside and outside learning activities in the English class.

13 Assess the results based on the determined learning objectives.

14 Be willing to accept complex assignments for self improvement.

15 Be able to work in groups and listen to recommendations, suggestions from teachers, friends.

Please read the following statements carefully and tick (V) in one column that represents your opinion.

Disagree Un (*) Agree Strongly agree

How do you think about the purpose of learning English at HUN RE?

16 Like the English language and want to continue your good English in high school.

(culture, landscape, people, stc ) of England.

18 Communicate with foreigners and understand what they said.

19 Enjoy movies, songs, ect, in English without subtitle.

20 Make me more confident to enter the period of globalization.

21 Participate in big international events and speak confidently in front of people.

22 Pass all exams on English subject at university.

23 Get academic scholarships to study overseas.

24 Own the HUNRE scholarship by gaining high study results.

25 Get well-paid jobs after graduating from universiy.

Please read the following statements carefully and tick (V) in one column that represents your opinion.

Never Rarely Sometimes Often Always

How often do you do these below-listed English learning activities in English classes?

26 Trying to use every chance to take part in the learning activities (i.e speaking).

27 Asking the teachers when you did not understand something in the English class.

28 Making special notes and summarizing the content of each lesson.

29 Bringing extra documents, books, ect that were not on the syllabus required by teachers.

30 Discussing assignments with your classmates.

31 Doing the tasks required independently without the support of teachers.

32 Being good at applying new ways and strategies into the learning process.

33 Evaluating the outcomes before finding feedback from teachers.

Please read the following statements carefully and tick (y) in one column that represents your opinion.

Never Rarely Sometimes Often Always

How often do you do the below English learning activities outside of classes?

34 Preparing content, materials, references carefully before the class (i.c see summary, lessons etc.)

35 Doing assignments that were not compulsory.

36 Systematizing knowledge after each lesson and each unit that was not required by teachers.

37 Noting down new words, new phrase words with their meanings and their usage; making sentences with them.

38 Working in groups to solve difficult problems or complete big projects that were required by teachers.

39 Being active in proposing ideas or discussing them with teachers.

40 Practicing English skills through attending English clubs, seminars, international conferences hosted by HUNRE, or training courses given by foreign experts.

41 Practicing English skills through listening to music, watching movies, reading books and newspapers in

42 Practicing English speaking involves communicating with other people

English and recording the voice regularly.

Please read the following statements carefully and tick (x) in one column that represents your opinion.

Disagree Un.(*) Agree Strongly agree

What do you think about teachers ’ role in your learning English at HUNRE?

43 Play an essential role in my learning process and progress as well.

44 Always have available time for me if 1 need the help

45 Point out the weaknesses and strengths of my English.

I need to do in the class.

47 Help me a lot in setting the goals of my learning English

48 Stimulate my interest in learning and practicing

English inside and outside of the class.

49 Allow me to choose the ways to learn as long as 1 could meet the learning requirements.

50 Help me to choose books, reference materials that are necesssary for my study

51 Give me many opportunities to work with classmates and communicate in English.

52 Always decide what I need to learn and how I need to do it inside and outside of the classroom.

53 Always decide on learning activities with and without the teachers.

Please read the following statements carefully and tick ('V) in one column that represents your opinion.

Disagree Un.(*) Agree Strongly agree

Your statement on these things at Hanoi University of Natural Resources and Environment

54 Available facilities (i.e., space, light, tables, chairs, noise, etc,) are suitable for the English learning process.

55 Internet access and advanced equipment are strong enough for the learning process.

56 The learning program is very flexible, including lessons both in and out of class.

57 Fifty (50) minutes sitting in the class is enough for each English lesson.

58 The syllabus and reference books used are interesting and easy to follow and use.

59 The regular tests have appropriate content for students.

60 Different sources of information and knowledge can be found in the

61 Learning methods are selected by learners depending on teachers’ requirements.

62 The atmosphere of English classes is often friendly and happy for all students.

63 The evaluation of learning results by teachers is always fair and right for every student.

64 Teamwork is always applied in almost all English learning projects.

English is available at HUNRE.

THE ENDThank you so much for your answers!

I am conducting research on learner autonomy in English language acquisition, specifically targeting first-year non-English major students I appreciate your willingness to participate in this interview, and I assure you that the information shared will solely be utilized for this research purpose.

Question 1: Do you think, learner autonomy bring many benefits to our students?

Question 2: What kinds of benefits learner autonomy bring to the students, according to your opinion?

Question 3: Do you think that our first-year non-English majors are autonomous in their learning English?

Question 4: What abilities of carry out autonomous learning skills do you sec our students can do well according to your observation in class and from your assessment?

Question 5: What do you do as a teacher to create learner autonomy for students and make them more autonomous?

Question 6: Have you ever dicided what students have to learn inside & outside of the classes?

Question 7: Have you ever asked your students to do the task independently without your assisstance?

Question 8: Do your students prefer inside-class learning activities to outside- class learning activities?

Question 9: What factors affect learner autonomy of the first-year non-English majors in learning English?

Question 10: With the given picture on students’ learner autonomy, could you please kindly propose some ways to forter it?

TRƯỜNG ĐẠỊ HỌC MỞ HÀ NỘI CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM HỘI ĐÒNG ĐÁNH GIÁ LUẶN VĂN Đôc lập - Tự do - Hạnh phúc

QUYÉT NGHỊ CỦA HỘI ĐÒNG ĐANH GIÁ LUẬN VÀN THẠC sĩ

Theo Quyết định số 2731/QĐ-ĐHM, ngày 09 tháng 08 năm 2023, Hiệu trưởng Trường Đại học Mở Hà Nội đã thành lập Hội đồng đánh giá luận văn thạc sĩ cho học viên cao học Vũ Thị Thủy Ngân.

Tên đề tài luận văn: Autonomy in learning English of the first year non-English majors at a university in Hanoi

Hội đồng đánh giá luận văn thạc sĩ (theo hình thức trực tiếp) đã họp hồi // giờ

• Ậ phút, ngày £.57tháng ỹ năm 2ồ2ỷ tại Trường Đại học Mở Hà Nội.

Sau khi học viên trình bày tóm tắt luận văn thạc sĩ, Hội đồng đã lắng nghe các phản biện đưa ra nhận xét và học viên đã trả lời các câu hỏi Tiếp đó, Hội đồng tiến hành họp, trao đổi ý kiến và thống nhất quyết nghị về kết quả luận văn.

- Những điểm học viên cần chình sửa

Quyết nghị này được tất cả các thành viên có mặt trong Hội đồng nhất trí thông qua.

(Chữ ký,họ và tên)

(Chữ kỷ, họ và tên)

PGS.TS Hồ Ngọc Trung

TS Trần Thị Lệ Dung

Name of Examiner: Lê Phuong Thảo, PhD

Present Employer: Hanoi Open University

Name of student: Vũ Thị Thủy Ngân

Thesis Title: Autonomy in learning English of first-year non-English majors at a university in Hanoi

On examining the dissertation, I have the following comments:

1 Having carefully read the study, I realized that the dissertation has been done with great effort It has presented new points which have not been mentioned in the previous studies.

2 The current thesis is necessary to be conducted to add more theoretical and practical aspects to the area.

3 The research topic, language corpus, findings, and conclusions presented in the thesis are original and do not replicate those of any previous publications or dissertations.

4 The citations and references ensure integrity, clarity, and completeness.

5 The contents of the thesis accurately reflect the title of the dissertation and are fully aligned with the code of English Language 8220201.

6 The literature review is an attempt to provide the review of previous studies in Vietnam^X}//" overseas and theoretical framework for the study It covers key concepts of autonomy/ TRÙ language learner autonomy, characteristics of learner autonomy, levels of learner, Đ Ạ'H autonomy, and factors affecting learner autonomy \ r '

7 The mixed design of qualitative and quantitative approaches used in combination with the analytical framework are well-suited to address the research questions of the thesis.

8 The Findings and Discussions are in line with research questions and objectives The findings relating to the learner autonomy of the first-year non-English majors including the importance of learner autonomy for their learning English progress; learners’ objectives of learning English at universities, factors affecting the learners’ autonomy are also explored.

9 The present study findings and discussion show the author’s academic seriousness, accuracy, and research potential.

The thesis, however, has several points for considerations as follows:

1 The Abbreviation list should be provided;

2 The Abstract should be rewritten and shortened (not more than 300 words) including the research problem, objectives, methods, and results of the study.

3 The rationale of the study should be shortened and straight to the point Its aim is to spark interests and show why this is a timely or important topic.

4 The writer should avoid beating about the bush by writing about the importance of

5 Some arguments require quotations from previous scholars to support the author’ s opinions.

6 Some citations mentioned in Literature Review does not follow the APA style (pages 13,14,15,16).

7 It’s better if the author can discuss, compare and contrast the findings and results from different groups being surveyed.

8 Many works cited in chapter 2 are not listed in References For example: Works of Myriam Luna Cortes and Diana K Sanchez Lujan (2005), Khulaifiyah, Widiati u., Anugrahwati M., and Suryati N (2021) on pages 13, 16 etc.

9 A summary for each chapter (2,3,4) should be provided.

10 Several clerical errors are found throughout the manuscript It is a pity W'hen a well - written thesis is spoiled by irritating grammatical and typographic eiTors.

Overall, the student has made great effort in completing the thesis My recommendatiofy is that the thesis be subject to further assessment and decision of the Examination Board.c MƠ °

Question: Can you give ajustifiablereasonfor using both quantitative and qualfmtifi^J.

", ’ , ozZ approaches for your research in Chapter3 (Methodology)! * IS

Hà Nội, ngày ô2.1 thỏng s năm 20c2Ẳ

Examiner: Phạm Thi Thanh Thùy, Ph.D National Economics University

Title: AUTONOMY IN LEARNING ENGLISH OF FIRST-YEAR

NON-ENGLISH MAJORS AT A UNIVERSITY IN HANOI

By: Vu Thi Thuy Ngan

1 The study suggests that Ms Ngan’s work is well located in the field of English Language, and to the best of my knowledge, represents a piece of original research

Ms Ngan demonstrates strong research skills and the capability to conduct independent studies Her submission reflects significant effort and time investment, resulting in meaningful outcomes.

2 Ms Ngan has clear aims and objectives of the investigation Her discussion of the methodology is detailed There is a logical movement from the theoretical background to the detailed descriptions of the issues relating to autonomy in learning English The research surely contributes to assisting policy-makers, lecturers in providing appropriate teaching approaches to address students; and helping students to improve their autonomy in learning English.

3 The literature review chapter was presented logically and clearly literature on previous studies relating to autonomy including characteristics of learner autonomy, levels of autonomy and factors affecting learner autonomy, which shows her great efforts in carrying out her research However, because the second research question is about factors affecting students’ autonomy, the second part of literature review should be provided with richer information, and the author should provide a framework with clearer factor groups The framework will be a base for later findings.

4 It is suggested that the real situation of students’ learning autonomy should be divided into (i) attitude in learning autonomy (in class and outside the classroom); and (ii) autonomy action (in class and outside the classroom) Then the author can compare and contrast the differences between what students aware of learning autonomy (part 4.2.1) and what students do to realize their thought (part 4.2.2).