A comparison of non english major students’ perceptions of learner autonomy in english language learning by different ethnicities at a university in viet nam

Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI TUYET A COMPARISON OF NON-ENGLISH MAJOR STUDENTS’ PERCEPTIONS OF LEARNER AUTONOMY IN ENGLISH LANGUAGE LEARNING BY DI

INTRODUCTION

Rationale

It is said that English has become a widely accepted dominant language It plays an important role in the need for socio-economic development, integration, and cooperation between our country and the world For the young generation and students, fluency in the English language is a key to success in life They can find many job opportunities and have chances to study abroad as well as get a scholarship Moreover, they can discover rich sources of knowledge in all fields, such as technology, music, science, education, culture, and so forth In Vietnamese education, English is the most widely taught at all levels and majors English has been included in the training program as a compulsory subject from primary school to higher education in the Vietnamese educational system for many years English language teaching in recent decades has faced many innovations in terms of both language teaching methodology and the roles of learners and teachers (Nguyen,

2018) The aim of developing the communicative competence of learners has led to the development of the concept of a learner-centered approach, which is the idea that learners are responsible for their learning including all aspects of language learning (cited in Pham, 2018), and this has revealed the notion of learner autonomy

Learner autonomy (hereinafter LA) is a learning concept that appeared in the 1960s of the 20th century in Western countries One of the first people to introduce the definition of LA was Henri Holec (1981) He defined LA as the “ability to take charge of one’s learning, the responsibility for all the decisions concerning all aspects of this learning” In the mid-1970s (Chan, 2015), LA became an interesting topic for researchers, educators, and learners in language education as it empowered learners and fostered a deeper understanding of the language Especially, the interest in learner autonomy within the context of English language learning in higher education is evident in the growing number of academic publications that discuss developments and research findings related to this field in the world as well as in Viet Nam

In Viet Nam Higher Education, English language learning was a compulsory subject for non-major students When students entered university, they might be accustomed to the traditional way of learning, which had often emphasized rote memorization, reliance on teachers, and passive learning, but they were not familiar with the credit-based system, which required increased LA from students (Tran,

2019) Moreover, the students who graduated from university had to achieve the English language proficiency standard of B1 Consequently, it was widely accepted that fostering LA among non-English majors is difficult

At Thai Nguyen University of Sciences (TNUS), the students came from many different ethnic groups with different socio-economic conditions and academic backgrounds The current status of English subject results at TNUS showed that English average scores for ethnicities ranged from 5,4 to 6,4 points (Nguyen, 2018)

To achieve English language proficiency at the B1 level and use English to support a student's career prospects, it was implied that the learner should contribute as much as they gain and require much time and effort in English learning, as well as autonomy in English language learning Due to the importance of LA in tertiary education in Viet Nam in general and at TNUS in particular, it was necessary to learn how students perceive LA Although different aspects of LA in English language learning had been examined, there was a paucity of research that mentions the comparison of students’ autonomy by different ethnicities Thus, to fill this gap, this study was conducted with the title “A comparison of non-English major students’ perceptions of learner autonomy in English language learning by different ethnicities at a university in Viet Nam ” The study investigated several aspects of LA, including students’ perceptions of abilities, responsibilities, motivation level, autonomous English language learning activities, and exploring the differences between ethnic groups in their perceptions of LA in English language learning.

Aims of the study

There were two aims to be achieved

The primary aim of this study was to find out the non-English major students’ perceptions of learner autonomy in English language learning at TNUS

The secondary aim of the study was to identify whether there was a significant difference in the students’ perception of learner autonomy in English language learning between ethnicities

From the above-mentioned aims, two main research questions were:

1 What are the non-English major students’ perceptions of learner autonomy in English language learning at TNUS?

2 Is there any significant difference in the students’ perception of learner autonomy in English language learning between ethnicities?

Scope of the study

The study investigated the non-English major students’ perceptions of four aspects of LA in English language learning, namely non-English major students’ perceptions of their abilities, responsibilities, motivation level, and activities regarding LA in English language learning The study identified a difference in the students’ perceptions of learner autonomy in English language learning between ethnicities

The study was conducted at Thai Nguyen University of Science (TNUS) in the academic year 2022-2023 with 138 first-year non-English major students (C20) of majors (Law, Travel and Tourism Management, and Management Science) as the participants.

Significance of the study

The study was of significant importance to gain a deeper understanding of the learner autonomy of Vietnamese students and the level of their capacity to conduct independently, as well as the autonomous learning activities in which they are involved The research is also significant importance for local teachers and educators in fostering students’ autonomy Its results are expected to be valuable sources for researchers who want to investigate students’ perceptions of LA and the relationship between the students’ characteristics and LA in English language learning.

LITERATURE REVIEW

Learner autonomy (LA)

2.1.1 The concept of learner autonomy (LA)

This section started by defining and explaining the concept of learner autonomy This likely involves clarifying what learner autonomy means in the context of language learning and education

Learner autonomy (hereinafter LA) is known as autonomous learning or self- directed learning There are numerous definitions of learner autonomy However, one of the definitions that is widely cited is Henri Holec’s (1981), the father of the concept He defined LA as the “ability to take charge of one’s learning and responsibility for all the decisions concerning all aspects of the learning”

Following Henri Holec, there have been several different views in the literature, such as Dickinson (1987), Cotterall (1995), and Littlewood (1999)

According to Dickinson (1987), LA has been viewed as a situation in which

“the learners make all the decisions for their learning” This view refers to a situation in which the learner is self-instructed without the guidance of their teachers

Cotterall (1995) elucidated that “LA is the level of the learner in the ability to use techniques to identify goals, choose assignments and activities, schedule practice opportunities, and keep track of and assess one's learning.”

According to Littlewood (1999), LA entailed that “learners should be fully in charge of their learning” This view indicated that the learners need to develop the ability to learn by themselves and need to be responsible for many processes that were previously part of the teacher domain such as making a decision on learning goals, choosing learning methods, and evaluating processes

From the definitions given above, it could be seen that the ability and responsibility to make decisions were considered key characteristics of LA and were the emphasis for many other definitions of LA in English language learning (ELT)

2.1.2 Learner autonomy in language learning

This section likely explored how the concept of learner autonomy specifically applies to language learning by discussing the characteristics of LA, which are emphasized in many definitions of LA

In the field of higher education, learner autonomy is particularly important, and language learning is an ongoing process that requires students to be able to explore the language on their own to fully comprehend it In a language classroom, students must study both inside and outside of the classroom to develop their language skills Therefore, independent learning is important for language learners According to Benson and Voller (1997) and Wright (2005) (cited in Nguyen, 2021),

“independent language learning may refer to an environment or setting for language learning in which students often, but not always, acquire skills in the target language on their own”

As noted in Section 2.1.1, which characterizes the ability and responsibility to make decisions about one’s learning, this is the emphasis for many other definitions of LA in language learning For example, Hsu (2005) contended that

“originally, the concept of autonomy in language learning was defined as a capacity” Lê (2013) claimed that “LA is conceptualized as a combination of the

“capacity” and “willingness” to take responsibility for their learning, then extended to include other constructs, such as responsibility, decision-making, control, readiness, beliefs, attitudes, and motivation From this view, autonomy in language learning means taking responsibility To take responsibility for learning, learners will need the capacity or ability to make informed decisions about their learning and the willingness to do so Lengkanawati (2017) perceived “autonomous learning as a learner’s capacity to control their learning” From this view, autonomous learners can make their own decisions on determining learning objectives, learning contents and progressions, learning methods and techniques, monitoring acquisition learning procedures, and evaluating the outcomes of learning

The conceptualization and definition of LA have been viewed in many different ways and expanded, considering additional components and dimensions For instance:

Little (1991) stated that “learner autonomy is not the same as self- instruction” Learner autonomy means the learner works individually or with other students without the control of their teachers during the learning process Pennycook (1997), and Young (1986) (cited in Nguyen, 2021) concluded that LA is related to “learners’ freedom” in showing personal styles, approaches, and activities in their learning However, this freedom is thought to be limited, and it is not identical with autonomy (Benson, 2007)

According to Benson (1997, cited in Dương 2021), three major dimensions (components) of autonomy in language education were suggested, namely,

“technical”, “psychological”, and “political” Oxford (2003, cited in Dương, 2021) developed Benson's (1997) model with four dimensions, namely, “technical”,

“psychological”, “political”, and “sociocultural” (see Figure 2.1) Each of them is briefly described as follows:

Technical: Focus on learning skills, strategies, or learning activities that can be applied in autonomous learning without the intervention of a teacher

Psychological: Emphasize the abilities of students to take responsibility for their learning

Political: Underline conditions in which students exert control over the content and process of their learning

Sociocultural: Point out the roles of interaction in students’ learning processes

Four elements relating to learners are fundamental to conceptions of learner autonomy, namely “cognitive factors, affective factors, metacognitive factors, and social factors” (Trịnh, 2005) (see Figure 2.2) Macdougall (2008) stated, “LA is a type of learning that is described by personalization, self-directedness, and less reliance on the teacher” “LA is the transfer of responsibility from educators to students through a redeployment of power among them” (Banerjee, 2011) This point of view is understood as LA being the learners’ ability to plan, organize, and monitor their learning without the assistance of an educator The learners are required to take on duties requiring them to determine learning objectives, select learning procedures and strategies, and define their own learning needs (Paudel, 2019)

Figure 2.1 Model of learner autonomy (Benson, 1997; Oxford, 2003)

Nguyen and Habok (2020) shared the same viewpoint as Lê (2013) Accordingly, LA requires both the willingness and capacity to take on the responsibility for learning Willingness includes motivation and beliefs about the teacher’s role Capacity consists of ability, which refers to metacognitive

Political Psychological knowledge and metacognitive skills, desire, and freedom The author combined metacognitive knowledge and metacognitive skills into metacognition in language learning as one component of LA (see Figure 2.2)

Nguyen and Habok (2022) and Razeq (2014) added noteworthy aspect to consider is that students’ actual activities both within the classroom and beyond, can be understood as autonomous language learning behaviors These researchers examined whether students’ abilities, responsibilities, and motivations can be translated into actual behaviors

In short, sections 2.1.1 and 2.1.2 highlighted the multifaceted nature of learner autonomy in the context of education Learner autonomy is characterized by a variety of facets and qualities that contribute to a comprehensive understanding of this concept Some of the key characteristics and dimensions of learner autonomy include:

Ability and Responsibility to Make Decisions: Learner autonomy entails the capacity to make informed decisions about various aspects of the learning process, including choosing learning materials, setting goals, and selecting strategies

Figure 2.2 Model of learner autonomy (Trinh, 2005; Nguyen and Habok, 2020)

Self-Directedness: Autonomous learners are capable of directing their own learning without constant external guidance

Capacity and Willingness: Learners possess both the capability and the willingness to take charge of their learning They actively seek opportunities to learn and develop their skills

Freedom of Choice: Learner autonomy grants individuals the freedom to choose how, what, and when to learn This empowerment encourages a sense of ownership over the learning process

Personalization: Autonomous learners customize their learning experiences to match their preferences, interests, and goals They have the agency to tailor their learning journey

Self-Regulation: Autonomous learners can monitor their progress, adjust their strategies based on feedback, and self-assess their performance This self- regulation is essential for effective autonomous learning

Beliefs about teacher's role: Learners need to understand the roles and responsibilities of their teachers It's equally important for learners to be aware of their own roles in the learning process because their beliefs as regards their role may strongly influence their exercise of responsibility in or out of class and their readiness

Motivation: Motivation plays a crucial role in driving learners to engage in metacognitive skills Autonomous learners are motivated, which results in optimizing their learning experiences

Metacognitive knowledge: Learner autonomy involves identifying strengths and weaknesses, understanding the tasks, and adjusting strategies that can help them undertake such tasks

Study skills: refer to planning, monitoring, and evaluating Without them, students essentially lack direction and the capacity to keep track of their development, accomplishments, and future courses Autonomous learners are motivated, which results in optimizing their learning experiences

Perceptions of autonomous language learning

Understanding students' perceptions about autonomy, language learning, and autonomous language learning is essential before implementing a language autonomy (LA) program This is because these perceptions can significantly influence their autonomous language learning behaviors (either a positive or negative impact) In this section, the study concentrated on Nguyen and Habok's

(2022) analysis of learners' perspectives of autonomous English learning as ways to measure a learners’ autonomous level because they provided a useful framework for the researcher to carry out this study These components were analyzed in the study as follows

This is one aspect of learners' autonomous beliefs Nguyen and Habok (2022) emphasized that the students’ perceptions of LA involve:

* Perceptions of their own role : At the heart of autonomous learning there is the student’s perception of their own role as a learner Perceptions of their roles involve learners’ perceptions of who should take responsibility for their learning For example, the students are responsible for their own progress during lessons, their own progress outside class, and their own interest in learning English Besides, learners’ perceptions of LA concern learners’ ability to take the responsibility to make all decisions For example, students rate their ability to choose learning activities, objectives, and materials in and outside of class If they believe they have an active role to play in their learning, they are more likely to adopt appropriate learning behaviors By investigating learners' autonomous perceptions, it is possible to discover the internal factors that contribute to their willingness and motivation to engage in self-directed learning The researcher also found this point of view expressed by authors such as Razeq (2014), Nguyen (2011), and Dương (2021)

* Perception of the motivation level: The motivation level is a crucial factor for successful autonomous learning Nguyen and Habok (2022) likely emphasized the importance of learner motivation in their work How learners view their roles and responsibilities in the learning process and how their motivation levels impact their ability to engage in autonomous learning activities They showed this view is also consistent in previous studies, including those by Hsu (2005), and Le (2013), which found evidence that motivation serves as a precursor to autonomous learning This suggests that learners who are motivated are more likely to engage in self- directed learning, take ownership of their learning goals, and effectively manage their learning process It is also important to indicate that autonomous learning is linked to the level of motivation (Spratt et al 2002)

The actual activities, both inside and outside the classroom, demonstrated by learners can be understood as learners’ autonomous behaviors Nguyen (2011) stated that “it seems logical to look at learners’ autonomous behaviors after investigating their autonomous beliefs to make sure a certain level of autonomy is attained” Nguyen and Habok (2022) examined whether students’ abilities, responsibilities, and motivations can necessarily be translated into actual behaviors Activities conducted in and off class, such as completing non-compulsory assignments in English, writing down new words and their meanings, reading newspapers or magazines in English, etc., are some of the items that have been taken into account This is an interesting and important aspect of LA Many studies, including Razeq (2014), Nguyen (2011), Lin and Reinders (2019), and Dương

(2021), provide support for this point.

Factors affecting students’ autonomy in language learning

There have been several different views on the factors that can influence the development of learner autonomy in language learning, such as Sinclair (2000), Begum and Chowdhury (2016), and Vuong and Tran (2022) Firstly, this section points out the variety of factors reported in these studies and then this section presents about ethnic factor which was considered the theoretical knowledge of this study

Sinclair (2000, cited in Le, 2013) mentioned the factors under four areas of metacognitive knowledge These are (1) the knowledge of oneself as a learner (learner factors) such as learning style, beliefs, attitudes, motivation, personality, age, gender, etc, (2) Understanding of the learning context (external factors) such as culture, politics, society, religion, ethnicity, environment, etc, (3) Language awareness (knowledge of the language system and use) such as phonetics, syntax, semantics, pragmatics, skills, etc, and (4) Language learning processes (language learning strategies), such as metacognitive strategies, cognitive strategies, etc

Begum and Chowdhury (2016) mentioned that autonomy is accomplished by fulfilling criteria such as cognitive and metacognitive learning strategies, self- esteem, motivation, and attitudes

According to Vuong and Tran (2022), the factors affecting students’ autonomy in English language learning are divided into two categories: internal factors and external factors Internal factors include psychological aspects, learning habits and learning strategies, positivism, constructivism, critical theory, cognitive strategies, metacognitive strategies, and developed skills and awareness External factors include the teachers, the tasks, and the environment

Among the factors mentioned above, the consideration of ethnicity factor provides better understanding of the learning context of learner Ethnicity, as an identity, represents an individual's sense of belonging to a particular ethnic group, rooted in shared ancestry and genealogy People within the same ethnic group typically exhibit similarities in language, lifestyle, beliefs, and values Moreover, ethnicity can be seen as an affiliation among a group of individuals who share common cultural traditions, religious convictions, and social characteristics that distinguish them from others (Cornell and Hartmann, 2007, cited in Parangan and Buslon, 2020)

According to Sinclair (2000, cited in Le, 2013), ethnicity is the external factor affecting students’ autonomy in language learning Differences in autonomy in learning English may exist between different ethnic groups In many cases, individuals from different ethnic backgrounds may exhibit similar or quite comparable levels of autonomy in learning English However, research investigating the relationship between ethnicity and autonomy in learning English is still relatively scarce and it may depend on student characteristics such as personality, educational background, individual competence, gender, geographical location, learning environments, cultural and social factors, etc For example, Ya and Zeng-Yan (2017) researched the autonomous learning awareness and behavior of ethnic preparatory students based on family backgrounds and academic achievements The researcher concluded that learning autonomy is subtly and covertly influenced by family backgrounds The autonomous learning ability of students and their academic achievement exhibit a bidirectional causal relationship, where they mutually strengthen one another In the context of ethnic preparatory students, there is no statistically significant correlation between gender, major of study, and autonomous learning awareness and behavior

Overall, many distinct factors have had an impact on students’ autonomy in language learning Based on Sinclair (2000), this study mentioned the factor

“learners' autonomous perception” (belonging to the internal factor), and factor

“ethnicity” (belonging to the external factor) to identify whether there are differences in perceptions between students of different ethnicities and whether this discrepancy is influenced by three characteristics of students: major, gender, and English achievement.

Previous studies on students’ perceptions of LA in English language learning at

There have been many relatively recent studies of LA in language learning in general However, in this section, the researcher only summarized and focused on existing studies that have investigated students' perceptions of learner autonomy in the context of English language learning at the higher education level, both globally and specifically in Vietnam The researcher reviewed a total of seven studies, which were retrieved from journal articles, covering a timeframe from 2011 to the present (see Table 2.1)

Table 2.1 A brief review of previous studies

EFL learning at a university in the Palestinian Territory

First-year English-major students (n = 140)

Questionnaire (adapted from Chan et al

Beijing, China Ethnic preparatory undergraduates and postgraduates (n = 822)

Seven universities in Anhui, China

Two questionnaires (close and open- ended questions

EFL students (n = 312) range from first-year students to fourth-year students

24 universities and colleges across Vietnam

Non-English major undergraduate and graduate students (n 631)

A private university in the Mekong Delta of Vietnam

English-majored (nP) Their ages ranged from

A large public technical university in Hanoi, Vietnam

First and second-year non-English major students learning English (n = 300)

Razeq (2014) investigated the readiness of university students for autonomous learning of English across three dimensions: (1) learners’ perceptions of their educational responsibilities; (2) learners’ abilities related to autonomous learning; and (3) the actual autonomous English activities The results of the study suggested that learners perceived their teachers as responsible for their success in learning English Participants had a positive view of their ability to work autonomously while learning English if allowed to do so There is no difference in autonomous learning ability between male and female students or the participants’ levels of achievement in English proficiency Nevertheless, there is a significant difference in the practice of autonomous activities due to gender The study concluded with recommendations and implications for training autonomous learners

The study conducted by Ya and Zeng (2017) aims to investigate the awareness and behavior of autonomous learning among students from different ethnic backgrounds The study also examines how various factors, such as schooling backgrounds, family backgrounds, and academic achievements, may influence students' autonomy The study's results indicated that there are significant differences in autonomous learning ability among ethnic preparatory students The study identified schooling backgrounds, family backgrounds, and academic achievements, as factors that correlate positively with students' autonomous learning abilities This suggested that students with certain educational and family contexts, as well as higher academic achievements, may exhibit a higher degree of autonomous learning behavior The study concludes that there is a need for further research in different contexts to validate and compare these findings

Lin and Reinders (2019) investigated students’ and teachers’ beliefs, practices, and readiness for autonomy in the context of the colleague English course This article found that students exhibited psychological readiness but lacked the necessary technical skills and behavioral preparedness for autonomous language learning While they had positive perceptions of their roles in the learning process, their actual readiness for autonomous learning behaviors and abilities was lower This means that while students might have believed they were mentally prepared for autonomous learning, their actions and behavior didn't agree with this opinion This finding emphasizes the importance of addressing not only the psychological aspects of readiness but also the technical and behavioral aspects when preparing students for autonomous learning, especially in the context of language acquisition Lin and Reinders also concluded with implications for educators to enhance the integration of autonomy development into the curriculum

Khreisat and Mugableh (2021) discussed the importance of promoting autonomous learning among Saudi EFL students The results of the study revealed that students tend to see their teachers as primarily responsible for a significant portion of their learning practices Only a small percentage (25%) of the learning practices were viewed by the students as their own responsibility The quantitative analysis also indicated that students have some level of experience with autonomous learning at their current educational institution In light of the findings, the author suggested practical strategies that educators can implement to encourage autonomous learning among students The ultimate goal of implementing these strategies is to help students develop into self-independent, lifelong learners

It's interesting to see that the concept of autonomous learning has gained significance in Vietnam's educational context, particularly with the implementation of credit-based systems in colleges and universities This shift towards a credit- based system often emphasizes individual learning and self-direction, which aligns with the principles of autonomous learning As a result, several studies have been conducted to investigate students' perceptions of autonomy, specifically in English - language classrooms

Nguyen (2011) investigated the perception and practice of non-English major undergraduate and graduate students in universities and colleges related to students' willingness to take responsibility for their own learning, as well as the role of teachers in fostering autonomy The study found that students and teachers are not familiar with the concept of learner autonomy Some students may not be eager to take on the responsibility for their learning The teachers might not be fully promoting students towards becoming responsible and autonomous learners The study suggested incorporating autonomous learning into the student's language curriculum

Dương (2021) aimed to report on an investigation into Vietnamese EFL students’ perceptions and practices of autonomous learning The study found that the students shared a common belief in the importance of learner autonomy in their language learning process While the students acknowledged the significance of learner autonomy, their perceived level of ability to engage in autonomous learning practices was rated slightly above average The study's findings also indicated that the students reported engaging in autonomous learning activities both inside and outside the classroom The was a lack of ability to learn autonomously, and students are not capable of learner autonomy It could be concluded that students can become more autonomous when they are exposed to a learning environment that requires them to do so The study concluded that students need to be not only aware of the importance of autonomous activities but also actively engage in them

Nguyen and Habok (2022) examined three main aspects: students' perceptions of their responsibilities in autonomous language learning, their perceived ability and motivation to learn English autonomously, and autonomous activities within and outside of class The analysis of the data suggests that students tend to prefer shared responsibilities in their autonomous language learning The study likely explored students' perceived ability and motivation to learn English autonomously The results revealed that students engaged in autonomous language learning activities irregularly Some pedagogical implications were also extracted from its findings

Overall, from the previous studies presented above, three themes emerged based on the studies they examined

The first theme was that all the studies not only used questionnaires but also incorporated interview data to elaborate on the findings Combining questionnaire- based quantitative data with qualitative interview data can provide a more comprehensive understanding of the research topic While questionnaires can efficiently gather information from a large number of participants and provide valuable insights into participants' attitudes, perceptions, and experiences, interviews allow researchers to gather in-depth insights, explanations, and personal perspectives from a smaller group of participants

Second, there was a lack of consistency in the results of the studies due to variability in participant characteristics (such as age, background, education level, language proficiency, or cultural context); differences in research methodologies (such as the design of questionnaires, interview protocols, or data analysis techniques); the specific context (such as location or time); sample sizes; and the complexity of the topic (relationships between different aspects of ALL and variables such as gender)

Thirdly, the research findings indicated a significant lack of awareness among students regarding the concept of learning autonomy Many students appear to hold the belief that their English language learning journey is entirely dependent on their instructors However, students still recognize the importance of autonomy in English learning at the higher education level and hold a positive attitude toward this ability The studies highlighted the significance of students' readiness for LA in the context of pedagogy and curriculum planning To address this situation, universities and colleges can implement various strategies to foster students' autonomy while providing the necessary instructor support

From reviewing the previous studies related to students' perceptions of learner autonomy in English language learning, the researcher identified three significant gaps in the existing literature, which form the basis for conducting this study at TNUS

First, the absence of research at TNUS was a significant issue Despite considerable research on learner autonomy in English language learning conducted in various contexts, it was highlighted that there was no paper specifically addressing this matter at TNUS This lack of research at TNUS served as a key motivation for this study By conducting this study at TNUS, the researcher aimed to contribute to the literature by examining learner autonomy perceptions within this specific environment

Second, there was inconsistency in the perceptions of LA in the Vietnamese context The results of studies conducted in Vietnam showed inconsistency in perceptions about LA (Duong, 2021) This suggested that there was a gap in understanding what learner autonomy means to Vietnamese students specifically This was another reason for this study to be conducted The results could help explain the variations seen in the existing research

Summary of the chapter

To sum up, the chapter has described the theoretical background of this present study, including the definition of LA, conceptualization, and consideration of additional components of LA, students’ perspectives of autonomous English learning, and ethnic factors affecting students’ autonomy in language learning It also critically reviewed the relevant literature on the students’ perceptions of autonomous language learning This chapter has shown three gaps in prior studies that call for further research into (1) Examining the perception of LA in English language learning for Vietnamese students to extend their knowledge in this field;

(2) Exploring the diversity of students’ characteristics to obtain deeper insights into

LA These three gaps provide context for the current study and identify areas where it can make meaningful contributions to the existing literature on LA The following chapter describes the methodology of this study.

RESEARCH METHODOLOGY

Research Design

The study used both a mixed-methods (quantitative and qualitative) This is the design that has been widely accepted in previous research because it helps the researcher enhance the study’s quality as well as address many aspects of research questions (Nguyen and Habok, 2022) Survey questionnaires and semi-structured interviews were chosen as data collection instruments to find out the non-English major students’ perceptions of aspects of LA in English language learning and to identify how learner autonomy is affected by ethnicities at TNUS The survey questionnaires provided us with numeric data on the opinions of a population (Creswell, 2014) The interviews gave us the flexibility to add questions as well as get more information about LA as perceived by students (Miller and Brewer, 2003) Data were explained and evaluated to comprehend the students’ perceptions of aspects of LA in English language learning and to identify whether there is a significant difference in the students’ perceptions of LA in English language learning between ethnicities.

Subjects and locale of the study

In this current study, the C20 first-year students of three majors (Management Science, Law, Travel, and Tourism Management) were selected based on the following criteria:

(1) They were non-English majors

(2) They have the largest number, and English is a compulsory subject

(3) They may have been used to learning English in a university environment, which is reflected in the fact that they have completed English 1 in the first semester of year 1 and English 2 in the second semester of year 2 (the school year 2022-2023)

(4) Students were also found to have a low English score, which was confirmed by the score of English 2

Slovin's formula (cited in Tran, 2012) was used to calculate the sample size (n) given the population size (N) and a margin of error (e) as follows: n = N / (1+Ne 2 ) Whereas: n = number of samples; N = total population; e = error margin or margin of error In this study, N ≈ 210 and e = 0.05, n = 138 samplings

To ensure ethical concerns regarding participant voluntarism, confidentiality, and anonymity in the study, the researcher first sought permission from the university’s Rector Subsequently, the researcher obtained the necessary approvals from the relevant faculty where students took part in the survey The participants were also clearly informed of their right to withdraw from the study at any point without the need to provide a specific reason The individual identities related to the participants were kept confidential and anonymous

The study was conducted at a state university in the northern midland and mountain of Vietnam It is a multi-level and multi-disciplined university that aims to train and foster human resources with an entrepreneurial spirit and international integration based on innovation, technology, and knowledge transfer This is aimed at driving sustainable development across economic, social, cultural, and environmental aspects in the northern midland and mountainous regions as well as the entire country The university offers various courses in natural sciences such as mathematics, physics, chemistry, biology, environmental and resource management, and the fields of social sciences such as Law, Management Science, Tourism and travel management, English language, Korean Studies, and Chinese studies English language learning is a compulsory subject for non-major students (except for students majoring in Korean Studies, and Chinese Studies) The university designed the English program, which includes different three subjects: English: English 1, English 2, and English 3 Each subject of English corresponds to a specific semester of study, and the subjects are designed to gradually increase in difficulty and complexity At the end of this module, students are required to gain the language ability necessary to meet the requirements of the university's output standards equivalent to the B1 level of the Common European Framework of Reference (CEFR) and the need for the social communication before their graduation (see Table 3.1 for details)

Table 3.1 Summary of the information of the English program (in the academic year 2022-2023)

Credit Aim of the course Skill Focus

4 credits (equivalent to 60 teaching periods)

Help students practice and strengthen the skills and knowledge equivalent to A1-A2 -

All three subjects (English 1, English

- Emphasize the development of four English language skills: listening, speaking, reading, and writing

- Provide students with vocabulary, pronunciation, and grammar items necessary for effective communication in English on basic daily topics

3 credits (equivalent to 45 teaching periods

Help students practice and strengthen the skills and knowledge equivalent to A2 + English

3 credits (equivalent to 45 teaching periods)

Meet the requirements of the university’s output standards equivalent to B1 (CEFR)

At a multi-disciplined state university, many students come from many different ethnicities According to the statistical results for the academic year 2022-

2023, the students are from 21 different ethnic groups, of which the Kinh ethnic group is the majority with 50.02% of total students, followed by Tay (15.11%), Nung (10.42%), Mong (5.14%), Dao (2.47%), and Thai (2.27%) The rest are the ethnic minorities, including Cao Lan, Giay, Ha Nhi, Han, Hoa, Kho Mu, La Hu, Lo

Lo, Muong, Ngan, Phu La, San Cha, San Chi, San Diu, and Si La

In this current study, this site was selected to conduct the study because of the following reasons First, the students came from many different ethnic groups with different socio-economic conditions and academic backgrounds They were found to have poor English proficiency, which was reflected in their low English average scores (as presented in chapter 4) Their low English average scores may be related to student autonomy in English language learning Second, to date, there had been no research conducted on students’ perception of LA in English language learning Furthermore, the researcher had been working there for a long time This provide for present study with a network of connections and resources that could be beneficial for successfully collecting useful data.

Research Instruments

The data was collected from the questionnaire using Likert-scale items (a five-point scale ranging from 1 to 5) that aimed to measure non-English major students’ perceptions of LA in English language learning that had been in previous research The survey questionnaire was adopted from Nguyen and Habok (2022, see Appendix 1) who researched non-English major students’ perceptions of learner autonomy in English language learning in the Viet Nam context Besides, a Vietnamese version of the questionnaire was generated and sent the questionnaire to the instructor, language teachers, and some other experts In Nguyen and Habok’s research (2022), the proposed LA research model included four aspects and it was the basis for designing used to design the survey questionnaire Four aspects of model were:

(1) Non-English major students’ perceptions of non-English major students’ perception of their abilities regarding LA in English language learning

(2) Non-English major students’ perceptions of their responsibilities regarding LA in English language learning

(3) Non-English major students’ perception of their motivation level as English language learners

(4) Non-English major students’ perceptions of activities relating to autonomous learning

The survey questionnaire included 40 observed variables (40 items) They are evaluated by Cronbach’s coefficient alpha (Cronbach’s coefficient alpha = 0.96) The values indicated a highly reliable survey (George and Mallery, 2003) The variables seeking to describe students’ perceptions of learner autonomy in English language learning included abilities, responsibilities, motivation level, and activities relating to autonomous English learning of students from different ethnic groups The survey questionnaire has two parts In the first part, the participant’s demographic information, including their name, gender, ethnic group, majors, etc., was collected by checking items and filling in information The second part was comprised of four sections The following list contains the names of each scale in each section of the survey

Section 1: consisted of 12 items on a 5-point Likert scale (1 = “Very bad”, 2 “Bad”, 3 = “OK”, 4 =Good, and 5 = “Very good”) that reflected non - English major students’ perceptions of their abilities regarding LA in English language learning Example: How would you rate your ability to choose learning activities in class?

Section 2: consisted of 11 items on a 5-point Likert scale (1 = “Not at all”, 2

= “A little”, 3 = “Some”, 4 = “Mainly”, and 5 = “Completely”) that reflected non-English major students’ perceptions of their responsibilities regarding LA in

English language learning, such as to what extent do you think the students are responsible for students’ progress during lessons?

Section 3: consisted of 1 item on a 5-point Likert scale (1 = “Not at all motivated”, 2 = “Slightly motivated”, 3 = “Motivated”, 4 = “Well-Motivated”, and

5 = “Highly Motivated”) that reflected non-English major students’ perceptions of their motivation level Example: Describe your motivation level as an English language learner

Section 4: consisted of 16 items on a 5-point Likert scale (1 = “Never”, 2 “Seldom”, 3 = “Sometimes”, 4 = “Usually”, and 5 = “Always”) that reflected non- major students’ perceptions of activities relating to autonomous learning Example: How often do you complete non-compulsory assignments in English?

To gain further information about students’ viewpoints on the issues brought up in the survey, semi-structured interviews were undertaken Interpreting the qualitative data using extensive description information gathered from interview participants In this study, semi-structured interviews were employed to collect data for research question 1 The questions were framed based on the ideas of previous researchers (see Appendix 2) followed by suggestions by Nguyen and Habok (2022) There were four prepared questions in the interview that centered on how the non-English major students perceived LA in English language learning The interview questions aimed to collect data related to the students’ perceptions of aspects of LA, including abilities to act autonomously, responsibilities, motivation levels, and autonomous activities in and outside the classroom The Information about interview students is presented in Table 3.2

Table 3.2 Information about interview students

Firstly, the interview was conducted face-to-face during the class activities hours of each specialized class Secondly, the total number of interviewees was 14 students They were randomly chosen in this phase of data collection The distribution ratios of ethnicities, genders, majors, and English achievement levels

(based on English 2 average scores were selected purposefully They were divided into three groups to interview Group 1 included four students majoring in Management Science Group 2 included six students majoring in Law Group 3 included four students majoring in Travel and Tourism management Thirdly, all interviews were conducted in the Vietnamese language and interviewed on a one- on-one basis During the interviews, many questions arose, subject to the conditions in each interview The interviews were recoded by mobile phone by asking participants’ permission for recording Finally, student’s responses were translated into English to serve as an interpretation of the data obtained from the survey.

Data Gathering Procedure

The study conducted a data collection procedure with the following steps:

Step 1: Adopt the questionnaire from previously validated questionnaires The study adopted items from Nguyen and Habok (2022), which ran reliability, and omitted or reworded unreliable items

Step 2: Translate the questionnaire into Vietnamese so that all the students could understand the content of the questionnaire

Step 3: Send the questionnaire to the instructor, language teachers, and some other experts who had expertise in English language teaching for comments

Step 4: Generate a Vietnamese version of the questionnaire (see Figure 3.3)

Step 5 Give the pilot survey to some students who participated in the study to ensure that it was not difficult for them to understand the survey

Step 6 Use the questionnaire officially The Vietnamese version of the questionnaire was personally delivered to the first-year students of C20 in three majors (Management Science, Law, Travel, and Tourism management) Before the participants completed the survey, all students were informed of the study’s aims, significance, methods, and ethical issues Altogether, the survey questionnaire was selected purposefully to 138 non-major students at TNUS in May 2023 The researcher received 138 valid questionnaire papers

Step 7 Interview with the student’s permission

Step 8 Analyze and evaluate the data All these completed questionnaires were computer-coded, and then SPSS 20 was used.

Data analytical method

After the administration of the survey, to assess the students’ perceptions of learner autonomy and compare the differences between ethnicities, the researcher used the Software Package of Statistics for the Social Science (SPSS 20) to analyze the data Specifically, the Descriptive Statistics Test and the ANOVA test were calculated to observe the quantitative results of the study The data was presented in tables and figures

* A descriptive statistics test was applied

To describe the demographic information of the participants, such as ethnic distribution, gender distribution, and major distribution, the frequency and percentage of the categories were counted in the descriptive statistics

To answer Research Question 1:(What are the non-English major students’ perceptions of learner autonomy in English language learning at TNUS?), the mean scores of the items and variables were counted in the descriptive statistics The Comparison of Means based on Oxford’s (1990) classification of means method was used to evaluate students’ perceptions of autonomous English learning Mean scores that range between 1.0 and 2.4 are considered “low” Mean scores that range between 2.5 and 3.4 are regarded as “medium” Mean scores that range between 3.5 and 5.0 are regarded as “high” (Razeq, 2014; Pham, 2021) Pearson correlation analysis was used to discover the correlation between students’ abilities, responsibilities, motivation levels, and activities

To analyze the participants’ responses to the survey items on autonomous English learning and answer Research Question 2 (Is there any significant difference in the students’ perception of learner autonomy in English language learning between ethnicities?)

* Moreover, the result of the data analysis from the semi-structured interviews aided the researcher in understanding a situation more fully.

Summary of the chapter

The chapter presents the study's design, research context, and participants It discusses the justifications for the employment of this design to examine the research questions and emphasizes the trustworthiness of the study Ethical aspects, such as participant voluntarism, confidentiality, and anonymity, are also addressed Furthermore, the methods for collecting and analyzing data are also described and justified, and it is followed by the research procedure The following chapter presents the research findings and leads into discussions.

RESULTS AND DISCUSSION

Results

Data collected from the survey questionnaire was analyzed to (1) provide participants’ background, (2) assess the students’ perceptions of learner autonomy in English language learning (answering question 1), and (3) compare the differences between ethnic student groups (answering question 2) The results were presented below

The participants of the current study were 138 students K20 first-year students of three majors (Management Science, Law, Travel, and Tourism Management) All participants were under the general programs Most of the students in the sample had not taken any exams to get English certificates The demographic information of the participants showed gender distribution, ethnic group distribution, major distribution, and English score distribution, etc., (see Table 4.1 and Figure 4.1)

* Ethnic distribution : As can be been seen in Table 4.1 and in Figure 4.1 (a),

Obviously, a variety of ethnic groups from different backgrounds participate in the bachelor’s degree program at TNUS The participants are from seven different ethnic groups in the northern mountainous area of Vietnam They include Kinh, Dao, Tay, Nung, Mong, Thai, and others Particularly, the number of students from Kinh was considered the dominant ethnic group of Viet Nam, with 47.8% of the total participants, followed by Tay (15.9%), Mong (9.4%), Nung (8%), Dao (5.8%), and

Thai (3.6%), and the rest are from different ethnic minority groups, including San Chi, San Dia, Ha Nhi, and Muong, which counts for 9.4% of the total participants

Table 4.1 The demographic information of the participants

Characteristics Total number (N) Percentage (%) Gender

Students’interest in learning English

Strongly disagree (very dislike it) 2 1.4

Strongly agree (very like it) 16 11.6

The frequency of learning English

Figure 4.1 The proportion of distribution of ethic groups, gender, majors, and English 2 scores

(a) Distribution of ethnic groups (b) Gender distribution of different ethnic groups

(c) Major distribution of different ethnic groups

Kinh Dao Tay Nung Mong Thai Others

Gender distribution of different ethnic groups

Kinh Dao Tay Nung Mong Thai Others

Majors distribution of different ethnic groups

Management Science Law Travel and Tourism management

Kinh Others Dao Tay Mong Nung Thai

The result of the information gathered showed that gender contributed to 37 male students and 101 female students As for Management Science major students, the researcher conducted a survey questionnaire in one class, 43 learners, 3 male and 40 female, responded to the survey questionnaire In selecting the Law major students, the researcher selected two classes A total of 56 students, 27 of whom were male and 28 female, responded to the survey questionnaire In selecting the Travel and Tourism Management major students, the researcher selected one class The participating 39 students were male and 30 females responded to the survey questionnaire

The gender distribution in each ethnic group is different Figure 4.1 (b) illustrates the proportion of males and females from different ethnic groups who participated in this survey The proportion of females in Kinh, Dao, Tay, Nung, Thai, and other students was much bigger than the proportion of males, taking 72.7%, 75%, 90.9%, 60%, and 92.3%, respectively, while males from the Mong group overlook females with a proportion of 61.5%

* Major distribution : Management Science, Law, and Travel and Tourism

Management were chosen in this study to gather data from various social backgrounds All students in the first year of their tertiary education who were studying English were asked to fill out the questionnaire A total of 138 students responded to survey questionnaires, 40.6% of them were Law students, 31.2% were Management Science students, and 28.3% were Travel and Tourism management students The major distribution of different ethnic groups is presented in Figure 4.1 (c) The percentage of majors in each ethnic group, arranged from largest to smallest is as follows:

- Kinh students: Law (40.9%), Travel and Tourism management (30.3%), and Management Science (28.8%)

- Dao students: Travel and Tourism management (62.5%) and Management Science (37.5%)

- Tay students: Law (40.9%), Management Science (50%), and Travel and Tourism management (9.1%)

- Nung students: Law (45.5%), Management Science (27.%), and Travel and Tourism management (27.2%)

- Mong students: Law (53.8%) and Travel and Tourism management (46.2%)

- Thai students: Law (80%) and Management Science (20%)

- Others: Management Science (46.2%), Law (30.8), and Travel and Tourism management (23.1%)

In English 2, students are required to take the final test with four skills, in which each skill takes 25% of the total score Thus, data were collected on English

2 scores in the 2022-2-2023 academic year As can be seen in Table 4.1, grade C (equivalent in the range from 5.5 to 6.9) accounts for the highest percentage (31.2%), followed by grades D and B with 26.8% and 23.9%, respectively Grades

F and A account for the lowest ones with 9.4% and 8.7%, respectively

As can be seen in Figure 4.1 (d), overall, there were slight differences among the English 2 score of different ethnic groups However, Kinh ethnic students exhibited the Enlish 2 score compared with other ethnicities, 6.23 points per 10 Following this, the “Others” category closely trails with an average score of 6.12 The Dao ethnic group follows with a relatively respectable average of 6.06 Subsequently, the English 2 average score for students from Tay was 5.55, whereas the Mong and Nung ethnic groups record comparably lower averages, standing at 5.38 and 4.91, respectively Thai ethnic students manifested the lowest score with 4.1 points

* Students’ interest in learning English and the frequency of learning English

As can be seen in Table 4.1, of the 138 students who responded to the survey questionnaires, the majority, 65.2%, felt neutral about learning English On the positive side, 31.2% answered that they liked to study English (19.6%) and really liked learning English (11.6%) A very small percentage, only 1.4%, strongly disliked the idea A bit more, 2.2%, somewhat disliked it In summary, most students were neutral about learning English, but there was a significant portion who either liked it or strongly enjoyed it Only a small number disliked or strongly disliked learning English

The data in Table 4.1 also provided us with insights into how often students learn English A small portion of 3.6% of students never took part in English learning activities In comparison, 14.5% rarely got involved in such activities The majority, which made up 63.8% of the students, learned English occasionally Similarly, another 14.5% of students frequently engaged in learning English, indicating a regular pattern Lastly, 3.6% of students consistently learned English

To sum up, the data showed a diverse range of English learning frequencies among students Most tended to learn occasionally, while smaller percentages consistently or rarely participated

4.1.1.2 Non-English major students’ perceptions of LA in English language learning

The primary aim of this study was to find out the non-English major students’ perceptions of learner autonomy in English language learning at TNUS In this part, the researcher focused on the results of non-English major students’ perceptions of LA in English language learning The summary statistics of autonomous English learning by TNUS students of K20 Management Science, Law and Tourism, and Travel Management are presented in table 4.1 below To interpret the mean scores, the study utilized the comparison of means based on Oxford’s (1990) classification of means method (as shown in section 3.5, chapter 3) The survey-item response mean score for

LA was 2.99 The minimum level was 1.18, and the maximum level was 4.73

Table 4.2 Descriptive statistics of autonomous English learning

Legend: Mean scores (M): 1.0 - 2.4 = “low”, 2.5 - 3.4 = “medium”, 3.5 - 5.0 = “high”

The results of the aspects of LA, including students’ perceptions of their abilities, their responsibilities, motivation levels, and activities regarding autonomous learning, were presented in detail below a Non-English major students’ perception of their abilities regarding autonomous English learning

In Section 1 of the questionnaire, the degree to which the participants’ ability to act autonomously was measured based on their responses to the 12 items The Descriptive Statistics test was used to determine the mean score of the participants' perceptions of their abilities regarding autonomous English learning As shown in Table 4.3, the mean score of non-English students’ perceptions of their abilities in autonomous English learning was 3.03 It could be concluded that the participants rated themselves as being able to learn independently at the average level

A detailed look at Table 4.4, the statement “choose learning objectives in class” (M = 3.22), set learning goals (M = 3.14), choose learning objectives outside of class (M = 3.12), and choose learning materials in class” (M = 3.10) received higher mean scores than others from all students Nevertheless, the participants claimed that they had little ability to plan their learning activities (M = 2.85), evaluate their learning (M

= 2.89), and identify their weaknesses in English (M = 2.92)

Table 4.3 Descriptive statistics of non-English major students’ perceptions of their abilities

Variable Min Max M SD Interpetation

Non-English major students’ perception of their abilities regarding autonomous learning

Legend: Mean scores (M): 1.0 - 2.4 = “low”, 2.5 - 3.4 = “medium”, 3.5 - 5.0 = “high”

Table 4.4 Analysis of compare means for their abilities to act autonomously while learning English

1 Choose learning activities in class 3.06

2 Choose learning activities outside of class 2.95

3 Choose learning objectives in class 3.22

4 Choose learning objectives outside of class 3.12

5 Choose learning materials in class 3.10

6 Choose learning materials outside of class 3.03

7 Decide what should be learned next in your English lessons 3.05

8 Decide how long to spend on each activity 2.96

9 Identify your weaknesses in English 2.93

Note: All numbers are rounded to the second decimal points

The result of students’ responses according to the “Likert scale” was presented in Figure 4.2 The result showed that the category “OK” has a significantly higher percentage of responses (60.4%) compared to other categories The ratings were distributed as follows across different categories: 19.6% for “Bad”, 17.76% for “Good”, 3.66% for “Very good”, and 1.2% for “Very bad”

Discussion

In this part, the findings of the study are first briefly summarized and then compared and contrasted with previous studies in the literature (as shown in Section 2.2) to examine the similarities and differences related to students’ perceptions of

LA in English language learning

4.2.1 Non-English major students’ perceptions of LA in English language learning

First and foremost, the researcher found that the perceptions of C20 students majoring in Management Science, Law, and Travel and Tourism management from seven ethnic groups about the aspect of LA was assessed at an average level

Referring to the perception of ability, the mean score was 3.03, and a significantly higher percentage of responses (60.4%) were clustered under the OK category than under other categories This showed that the students tend to rate their abilities as average level Students' perceptions of their abilities suggested that they possessed a reasonable level of confidence in their language learning capabilities This confidence can be a driving force behind their motivation to learn and improve in English Especially, the result of the semi-structured study also found that students held positive perceptions towards their abilities to choose learning objectives, set learning goals, and choose learning materials in class They clearly defined their goals of learning English because they indicated that “English was very necessary for their work, communicating, and completing the English proficiency standards.” They can choose learning materials in class because they indicated that “the teacher provided and guided in finding the necessary materials for the subject.” However, they held negative perceptions of their abilities to plan their learning activities, evaluate their learning, and identify their weaknesses in English The students indicated that they “did not determine the time to have a clear learning plan.” They did not have the ability to evaluate their learning; only

“the teacher will be the one to evaluate students’ learning through formative tests and exams.” They also indicated that they did not have the ability to identify their weaknesses in English They “can talk to English teachers and others who are better than them to know their weaknesses in English.”

Thus, these abilities should be given precedence in training Accordingly, EFL teachers and experts can identify and foster these skills through learner training This finding matched those of previous studies (Nguyen, 2011; Dương, 2021; Nguyen and Hanbok, 2022) which were researched in the Vietnam context When compared with Razeq’s study (2014) in the Palestinian context, the researcher found a contrast that the students had a high perception of their ability to choose English learning materials outside class, identify weaknesses in English, and evaluate the learning of English

Referring to the perception of responsibility, the mean score was 3.21 This showed that the students generally rated their responsibilities as average level This is a positive sign, as it indicated that students generally felt accountable for their progress in learning English When students perceive themselves as responsible, they tend to be more committed to their studies and may take ownership of their learning journey In this present, the result of a semi-structured study found that the students remained aware of their own responsibility in setting learning goals for their English course, identifying students’ weaknesses in English, and students’ progress lessons The teacher was considered to be responsible for evaluating the students’ learning and employing teaching approaches that spark students' enthusiasm for learning English, motivate them to exert effort, and assist them in establishing their learning objectives The teachers and others “who are better than them to know their weaknesses in English” For the remaining aspects, they preferred responsibilities to be shared between the teachers and themselves This result was in line with that of Nguyen and Hanbok (2022), and it differs from the study conducted by Razeq (2014) and Duong (2021), which found that the students were much more reliant on their teachers The teachers were the main responsible for most of the areas related to their learning Razeq (2014) explained this as follows “This is not surprising at all considering the spoon-feeding and teacher- centered instructional practices that have overwhelmed the Palestinian education system for a long time” Duong (2021) explained that “Due to the impact of traditional teaching methods, students were not granted the right to decide their learning” In the current study, it was evident that the respondents exhibited a sense of responsibility in the autonomous language learning process, while they did not deny the roles of teachers This could be explicated in the TNUS context The university has embraced a student-centered approach for several years now A student-centered approach in education typically emphasizes the importance of putting students at the forefront of their own learning experiences It encourages students to take responsibility for their learning, make choices, and actively engage in their educational journey

Regardless of their motivation level, most students (86.2%) were slightly motivated to be motivated because they thought that learning English was challenging The most intriguing finding was that students' motivation levels received the lowest mean score (M = 2.55) It is different from those of Lin and Reinders (2019) and Nguyen and Hanbok (2022), which revealed that the participants had moderate to high motivation levels to learn English because they believed that English is highly valuable in the global job market and for effective communication The result of the interview showed that motivated students in learning English were those who recognized the importance of the language Meanwhile, those with low motivation “would be interested in stuyding additional languages, such as Chinese or Korean.” Low motivation can be a significant challenge in language learning It can lead to disinterest and reduced effort, which may ultimately hinder language acquisition As a result, this leads to a decrease in autonomy in English language learning Understanding the factors contributing to this low motivation is critical

When it comes to the students’ practices of autonomous activities, students' perceptions of their activities (M = 2.85) scored slightly lower It was found in this study that their overall practice level was average It indicated that the students had not various activities toward autonomy This result is in line with those of previous research (e.g., Razeq, 2014; Khreisat and Mugableh, 2021; Dương, 2021; Nguyen and Hanbok, 2022; Dương, 2021), which reported that students engaged in autonomous learning activities at low to moderate levels of frequency of activities Khreisat and Mugableh explained that “this is a normal sense because they have just been introduced to this concept and have never had any prior exposure to autonomous learning in their past educational experiences, especially within school context” Nguyen and Hanbok (2022), researching in the Vietnamese context, explained that “there were two main reasons for this First, the absence of an English-speaking community Second, the activities were not introduced and implemented in the curriculum during the student training” In this study, it was explained that while students may have an interest in improving their English skills through various activities, they tend to focus on certain English learning activities such as listening to English songs, watching English programs, and discussing learning-related issues with classmates The result of the interview indicated that the students were interested in listening to English songs, and watching English programs because “listening to English songs motivated learning English, and discussing with friends supported each other while studying.” However, they may not always prioritize them consistently due to a desire for leisure and relaxation, which is a common challenge when it comes to maintaining a regular study routine Other activities were seldom or rarely undertaken, such as visiting teachers to inquire about tasks related to learning English, making suggestions to the English teacher, and conversing with foreigners in English because of the limited frequency of interactions with foreigners and the shyness of students.

Second, equally noteworthy was the positive correlation identified among students' abilities, responsibilities, motivation, and autonomous activities in English language learning This suggested that these factors were interlinked Contrary to Dương’s (2021) research, which revealed that there was a difference between students’ perceptions and practices of autonomous learning However, this result was to some extent in line with Nguyen and Hanbok’s (2022) research, which revealed that the more the students were able to act autonomously, the more frequently the autonomous language learning activities were performed When students perceive themselves as responsible and capable, they are more likely to be motivated, which, in turn, may drive them to engage in autonomous activities This correlation underscored the importance of fostering a positive and empowering learning environment where students feel responsible for their progress and are motivated to actively participate in their learning

Overall, from summarizing the results and discussing with previous studies in the literature, the perceptions of non-English major students regarding LA in the context of English language learning were generally found to be at an intermediate level This outcome aligned with the findings of several previous studies When examining various aspects such as abilities, responsibilities, motivation, and activities, the results exhibited both similarities and differences in comparison to previous research

4.2.2 The difference in the student 's perception of autonomous English learning between ethnicities

As the results of research question 2 presented above, the researcher discussed some of the findings as follows:

There were minor differences in students’ perceptions of LA, particularly when examining different ethnic student groups Notably, the Mong, Dao, Tay, and Kinh students tended to report higher mean scores (M) on various aspects of LA when compared to other ethnic groups While this difference was observed, it is important to note that these disparities did not reach statistical significance when evaluating students’ perceptions of LA among different ethnicities One reason seen to explain this is that as indicated in the results outlined in section 4.1.1.1 (English 2 scores distribution), students from the Mong, Dao, Tay, and Kinh ethnicities consistently demonstrated higher scores in English 2 compared to other ethnic groups, and as highlighted in section 4.1.1.1 (b), those students who achieved higher scores in English 2 also exhibited a correspondingly elevated mean score (M) across various aspects of (LA) than others Students achieving high English scores have similar intentions in learning the language What are the other reasons should be investigaged in later studies because this finding raises a few important points for discussion Firstly, the higher mean scores among Mong, Dao, Tay, and Kinh students indicated that they perceived themselves more positively in terms of LA, including responsibilities, abilities, activities, and motivation This could be indicative of several factors, such as the effectiveness of educational approaches within these specific ethnic communities, cultural values placed on language learning, or other social and environmental factors that may influence students’ perspectives On the other hand, the lack of statistical significance in the differences between ethnic groups suggested that while there were these minor variations, they might not be substantial enough to draw concrete conclusions about how ethnicity directly impacts students’ perceptions of LA Other factors may play a more prominent role in shaping these perceptions than ethnicity itself It is also worth noting that these results can provide a starting point for further research Investigating the reasons behind the lack of statistical significance in these differences could shed light on the complex interplay of factors affecting students’ perceptions of LA

As described in section 2.3 (chapter 2), the relationship between ethnicity and autonomy may depend on student characteristics The result of this study is as follows:

Regarding the major and ethnicity in the perception of LA, there was no significant difference in the perception of LA among students from different ethnic groups when considering their major This finding suggested that regardless of ethnic background, students pursuing similar academic interests tended to experience LA similarly This result is in line with Ya and Zeng (2017)’s research which revealed that in the context of ethnic preparatory students, there is no statistically significant correlation between major of study, and autonomous learning awareness and behavior However, in this present study, there was a slight difference in LA perceptions Travel and Tourism Management students reported the highest mean score of LA perception, followed by Law students, while Management Science students had the lowest mean score This difference could be attributed to the need to learn English for these majors For instance, Travel and Tourism Management students stated that English is indispensable in their work, especially communication skills

Regarding English achievement and ethnicity in the perception of LA, the result indicated that high achievers (those who have a high English 2 score) had higher mean scores of LA perception than low achievers However, this difference in perception between high-achievement students and low-achievement students was not significant This result contrasted with Ya and Zeng (2017)’s research which revealed that the autonomous English learning of students and their academic achievement exhibited a bidirectional causal relationship, where they mutually strengthened one another

Regarding gender and ethnicity in the perception of LA, in general, the result of this present study matches those of previous studies in the literature review (e.g, Razeq, 2014; Khreisat and Mugableh, 2021; Nguyen and Habok, 2022) when considering the differences in perceptions of LA due to gender The result was that no significant difference appeared in any aspect of LA between genders When considering gender and ethnicity in the perception of LA, it is noteworthy that a significant difference in LA perceptions existed between students of different ethnic groups based on their gender Specifically, this significant difference was observed among male students of various ethnicities The male students of the Dao, Kinh, Tay, and Mong ethnic groups had higher LA perceptions than the remaining ethnic groups Based on this finding, it might not be attributed to conclude that male students from different ethnic groups inherently had a better perception of LA in English language learning compared to female students As mentioned in section 3.3.2.2 of this paper, only 26.8% of students were males Another reason might be that the results on perceptions of LA between students with different ethnic groups based on ethnic background were limited in the previous study Within the constraints of the researcher's search capabilities, it is nearly impossible to find studies addressing the influence of ethnicity on students' autonomy in language learning, as such research is exceptionally scarce As presented in section 2.4.1, the researcher only cited research conducted by Ya and Zeng (2017) in investigating the awareness and behavior of autonomous English learning among students from different ethnic backgrounds including schooling backgrounds, family backgrounds, and academic achievements However, Ya and Zeng (2017) did not investigate gender-related factors Indeed, examining the relationship between gender and ethnicity in the perception of LA serves as a valuable starting point for further research in this area

Overall, from discussing previous studies in the literature, the finding of the difference in the students’ perceptions of autonomous English learning between ethnicities has shown that there were minor differences in students' perceptions of

Summary of the chapter

This chapter has provided the findings collected through the survey questionnaire and in-depth focus group interviews to answer two questions Research question 1 has been answered with data collected through a survey questionnaire and interviews The results have shown that the students’ perceptions of learner autonomy in English language learning were assessed at an average level for all aspects of LA The data from the interviews has also advocated the findings of the survey questionnaire Research question 2 has been answered with data collected through a survey questionnaire The results have shown that the students’ perceptions did not have a significant difference between different ethnic student groups

The study results have also been discussed in the context of relevant prior research While the findings have supported several previous studies, they have also contradicted others within the same field These contrasts and similarities have been elucidated regarding the existing literature.

CONCLUSIONS AND IMPLICATIONS

Conclusion

The study aimed to (1) find out the non-English major students’ perceptions of learner autonomy in English language learning at TNUS and (2) identify whether there is a significant difference in the students’ perception of learner autonomy in English language learning between ethnicities The data collected from the survey and interview were analyzed in light of two research questions

From the findings presented in Chapter 4, two conclusions regarding the two research questions could be stated as follows:

Related to the first question, the finding revealed that the perception of C20 students majoring in Management Science, Law, and Travel and Tourism management about the aspect of LA in this study was assessed at an average level The students’ low self-perceived abilities included planning their learning activities, evaluating their learning, and identifying their weaknesses in English The students were relatively aware of their perception of their responsibility related to autonomous English learning The students preferred shared responsibilities They had motivation to learn English but the motivation was not high enough to be autonomous in learning English Thus, they did not vary their activities toward autonomous English learning The activities in which they were more likely to engage were taking notes while studying, listening to English songs, and discussing learning problems with classmates Interestingly, the finding showed that there was a positive correlation between students’ abilities, responsibilities, motivation, and autonomous activities in English language learning This means that the more the students were able to act autonomously, the more frequently the autonomous language learning activities were performed

Regarding the second question, the result indicated that there was no significant difference in the perception of LA between students of different ethnic groups However, there are minor differences in the results Among the different ethnic student groups, the Mong, Dao, Tay, and Kinh students had higher mean scores on perceived aspects of LA than other ethnic groups There was a significant difference between male students of different ethnicities The highest in order were male students of the Dao, Kinh, Tay, and Mong ethnic groups, and the lowest were Nung, Thai, and other ethnic groups.

Implications of the study

It's important to strike a balance between shared responsibilities and the guidance provided by teachers When done effectively, sharing responsibilities in education can lead to more engaged and motivated students who take ownership of their learning journey (Nguyen, 2011) Teachers have ways to share responsibilities with students to stimulate their learning Some of the ways include:

Teachers promote active participation from students in classroom discussions They create an environment where students where students feel comfortable expressing themselves, making mistakes, and managing language anxiety

Teachers encourage group work and collaborative projects to boost social interaction and language practice Allowing students to make choices in topics, materials, and projects can heighten their motivation and engagement This shift in focus transforms the classroom from being teacher-centered to being student-centered

Teachers motivate students to establish academic goals that align with their interests and requirements They instruct students on assessing their progress, recognizing their strengths, identifying strengths, and setting improvement targets

Teachers offer students a degree of flexibility in choosing their homework assignments, among other things

Teachers must demonstrate a readiness to adapt and modify their teaching methods to align with the changing needs and preferences of their students

It is advisable for teachers to regularly introduce LA to students and implement diverse strategies for fostering autonomy in language learning with a particular focus on learner training and motivation (Nguyen & Anita, 2022) This proactive approach can help students recognize and manage LA, empowering them to become more independent and self-assured language learners

The students themselves should recognize the importance of engaging in autonomous activities both inside and outside the classroom This awareness can enable them to become more autonomous not only in their perceptions but also in their actual practices (Boonma and Swatevacharkul, 2020; Duong, 2021) One of the most common and effective ways for students to develop autonomy in their language learning is by finding motivation (Nguyen, 2021; Nguyen and Habok,

2022) Motivation plays a crucial role in driving students to take ownership of their learning journey When students are motivated, they are more likely to set meaningful goals, actively seek learning opportunities and resources, persist through challenges, engage in language learning activities, personalize their learning experience, reflect on their progress, and enjoy the learning process Cultivating and sustaining motivation is key to fostering autonomy in language learning, as motivated students are more inclined to take charge of their learning and make significant progress

Incorporating autonomous learning into the curriculum is deemed essential to raising awareness among stakeholders, including leaders, teachers, students, and parents (Nguyen, 2011; Nguyen and Habok, 2022) Research conducted by Boonma and Swatevacharkul in 2020 concluded that implementing autonomous learning within an English as a Foreign Language (EFL) course significantly enhances students' learner autonomy

Another crucial aspect to consider is the inclusion of specialized LA courses within teacher education programs This ensures that prospective teachers become acquainted with the concept and can apply it in their future teaching endeavors (Mai and Pham, 2018 cited in Nguyen and Habok, 2022).

Limitations of the study

Similar to other studies, the present study has certain limitations in terms of its scope and research methodology These limitations indicate potential areas for future research in the field of listening strategies

The first limitation is that the present study focuses only on C20 students of three majors at one site in Viet Nam It restricts the generalizability of the study’s findings to a broad population of English learners of different majors and courses

The second limitation of the study comes from the scope of the research content The present study focuses on four aspects of LA: abilities, responsibilities, motivation levels, and activities, based on available studies at other sites in Viet Nam This choice allows the researcher to easily access

The third limitation is that the study’s data collection to address question 1 primarily relied on self-reported information obtained from surveys and group interviews It’s important to acknowledge that participants’ beliefs and statements may not always align perfectly with their actual behaviors in reality (Brown, 2007).

Suggestions for further research

In light of the previously mentioned limitations, the researcher has put forward several recommendations for future studies These limitations have uncovered various gaps in the current research, which present opportunities for further exploration and refinement Firstly, future studies should consider expanding the participants with more different majors and courses Secondly, further studies could investigate the perception of LA in English language learning at various student backgrounds, such as schooling, family, hometown backgrounds, etc Finally, there is a call for future studies that can explore the diversity of other aspects of student autonomy in English language learning

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APPENDICES APPENDIX 1 Sample of Survey original

NON-ENGLISH MAJOR STUDENTS’ PERCEPTION OF LEARNER AUTONOMY IN ENGLISH LANGUAGE LEARNING QUESTIONNAIRE Dear students, I am currently researching Students’ perception of learner autonomy in English language learning Following is a survey and I do hope that you can spend time helping me complete it in an honest way to reflect your own perception Your view will help me describe how students perceive learner autonomy in English language learning Thank you so much

Class ……… Major ……… Ethnicity group:……… Address Telephone number What is your English average score? English 1 English 2:

Do you enjoy learning English?

Do you study English per day?

Have you taken any international English tests? If yes, what was your score?

Please check () answer you choose

I Section 1 Non-English Major Students’ Perception of Their Abilities Regarding Learner Autonomy in English Language Learning

Items Very bad Bad OK Good Very good How would you rate your ability to

1 Choose learning activities in class     

2 choose learning activities outside of class     

3 Choose learning objectives in class     

4 Choose learning objectives outside of class     

5 Choose learning materials in class     

6 Choose learning materials outside of class     

7 Decide what should be learned next in your

8 Decide how long to spend on each activity     

9 Identify your weaknesses in English     

II Section 2 Non-English Major Students’ Perceptions of Their Responsibilities Regarding Learner Autonomy in English Language Learning

To what extent do you think the students are responsible for …:

15 Students’ interest in learning English     

18 Setting learning goals for students for their English course     

19 Establishing concepts for learning in

21 Deciding on a timeframe for each activity in class     

23 Deciding what students learn outside class     

III Section 3 Non-English major students’ perception of their motivation level as English language learners

24 Describe your motivation level as an English language learner     

IV Section 4 Non-English major students’ perception of activities relating to autonomous learning in English learning

Never Seldom Sometimes Usually Always How often do you do the following activities outside and inside class?

25 Complete non-compulsory assignments in English     

26 Write down new words and their meanings     

27 Read newspapers or magazines in English     

28 Read grammar books on your own     

31 Review not required by your teachers     

33 Take opportunities to speak in

scores

34 Ask the teacher questions when you do not understand     

35 Visit teachers to inquire about tasks related to learning English     

36 Make suggestions to the English teacher     

37 Discuss learning problems with classmates     

38 Practice conversational English with friends     

40 Engage in group studies in

Thái nguyên, ngày tháng năm 20

Người tham gia khảo sát

(Ký và ghi rõ họ tên)

PHIẾU KHẢO SÁT (bản tiếng Việt) Nhận thức của sinh viên không chuyên tiếng Anh về tính tự chủ của người học trong việc học tiếng Anh Các bạn sinh viên thân mến!

Tôi hiện đang thực hiện một nghiên cứu về “Nhận thức của sinh viên về tính tự chủ của người học trong việc học tiếng Anh” Tính tự chủ của người học được định nghĩa bởi nhà giáo dục Henri Holec (1981): “ Tự chủ của người học là khả năng người học chịu trách nhiệm về việc học của chính mình” Chịu trách nhiệm học tập của một người học là phải có và chịu trách nhiệm cho tất cả các quyết định liên quan đến tất cả các khía cạnh học, bao gồm cả việc xác định mục tiêu, xác định nội dung và tiến trình, lựa chọn phương pháp học, giám sát và đánh giá quá trình học Các hoạt động thực tế của sinh viên được thực hiện trong và ngoài lớp học có thể được coi là biểu hiện của hành vi học ngoại ngữ tự chủ

Dưới đây là một cuộc khảo sát và tôi hy vọng rằng các bạn sinh viên có thể dành thời gian giúp tôi hoàn thành nó một cách trung thực để phản ánh việc nhận thức của chính bạn Quan điểm của bạn sẽ giúp tôi rất nhiều trong việc mô tả nhận thức của sinh viên về tính tự chủ của người học trong việc học tiếng Anh Cảm ơn bạn rất nhiều!

PHẦN 1: THÔNG TIN CÁ NHÂN

Lớp ……… Ngành/chuyên ngành……… Dân tộc:……… Địa chỉ nhà ở

Số điện thoại Điểm số tính theo hệ 10 và hệ 4 của môn tiếng Anh 1 và tiếng anh 2 (ví dụ điểm hệ số 10 tiếng Anh là 8 và hệ số 4 là tích B) Tiếng Anh 1 Tiếng Anh 2

Bạn có thích học tiếng Anh không?

Rất không thích Không thích Bình thường Thích Rất thích Bạn có học tiếng Anh mỗi ngày không?

Không bao giờ Hiếm khi

Bạn đã từng thi chứng chỉ tiếng Anh quốc tế nào chưa? Có Không

Nếu có, xin cho biết tên chứng chỉ và điểm số của bạn)

PHẦN 2: NỘI DUNG KHẢO SÁT

I Nhận thức của sinh viên không chuyên tiếng Anh về KHẢ NĂNG của sinh viên liên quan đến tính tự chủ trong việc học tiếng Anh

Vui lòng tích () vào câu trả lời bạn chọn

Rất kém Kém Được Tốt Rất

Bạn đánh giá khả năng của mình như thế nào tốt trong việc:

1 Chọn hoạt đông học tập trong lớp     

2 Chọn hoạt động học tập ngoài lớp     

3 Chọn mục tiêu học tập trong lớp     

4 Chọn mục tiêu học tập ngoài lớp     

5 Chọn tài liệu học tập trong lớp     

6 Chọn tài liệu học tập ngoài lớp     

7 Quyết định nội dung sẽ học trong bài học tiếng

8 Quyết định thời gian cho các hoạt động học tốt tiếng Anh     

9 Xác định điểm yếu của mình trong tiếng Anh     

10 Lên kế hoạch cho các hoạt động học tập     

11 Đánh giá việc học của mình     

12 Xác định mục tiêu học tập     

II Nhận thức của sinh viên không chuyên tiếng Anh về TRÁCH NHIỆM của sinh viên liên quan đến tính tự chủ trong việc học tiếng Anh

Vui lòng tích () vào câu trả lời bạn chọn

Bạn nghĩ thế nào về mức độ trách nhiệm của sinh viên đối với:

13 Sự tiến bộ trong lớp của sinh viên     

14 Sự tiến bộ ngoài lớp của sinh viên     

15 Cảm hứng học tiếng Anh của sinh viên     

16 Việc sinh viên học chăm hơn     

17 Xác định điểm yếu của sinh viên trong việc học tiếng Anh     

18 Đưa ra mục tiêu học tập cho sinh viên trong môn học tiếng Anh     

19 Củng cố các khái niệm trong các bài học tiếng Anh     

20 Lựa chọn các hoạt động cho việc học tiếng

21 Quyết định khung thời gian cho mỗi hoạt động trong lớp     

22 Đánh giá kết quả học tập của sinh viên     

23 Quyết định sinh viên nên học gì ngoài lớp     

III Nhận thức của sinh viên không chuyên tiếng Anh về MỨC ĐỘ ĐỘNG LỰC của sinh viên khi học tiếng Anh

Vui lòng tích () vào câu trả lời bạn chọn

Items Không có động lực

Có động lực Động lực tốt Động lực cao

24 Mô tả mức độ động lực khi học tiếng Anh của sinh viên

IV Nhận thức của sinh viên không chuyên tiếng Anh về CÁC HOẠT ĐỘNG của sinh viên liên quan đến tính tự chủ trong việc học tiếng Anh

Vui lòng tích () vào câu trả lời bạn chọn

Bạn có thường xuyên thực hiện các hoạt động học tiếng Anh trong và ngoài lớp sau đây không?

25 Hoàn thành các bài tập tiếng Anh không bắt buộc     

26 Viết từ mới và ý nghĩa của từ     

27 Đọc báo hoặc tạp chí tiếng Anh     

28 Tự đọc sách ngữ pháp tiếng Anh     

29 Xem các chương trình tiếng Anh     

30 Nghe các bài hát tiếng Anh     

31 Tự ôn tập mà không có sự yêu cầu của giáo viên     

32 Ghi chép lại trong khi học     

33 Tận dụng cơ hội để nói tiếng Anh     

34 Đặt câu hỏi đối với giáo viên khi không hiểu bài     

35 Gặp giáo viên để hỏi về các nhiệm vụ liên quan đến học tiếng Anh     

36 Góp ý cho giáo viên tiếng Anh     

37 Thảo luận các vấn đề học tập với các bạn cùng lớp     

38 Luyện giao tiếp bằng tiếng Anh với bạn     

39 Giao tiếp bằng tiếng Anh với người nước ngoài     

40 Tham gia học nhóm tiếng Anh     

Thái nguyên, ngày tháng năm 20

Người tham gia khảo sát

(Ký và ghi rõ họ tên)

1 How would you assess your ability in the items mentioned in the survey?

2 What responsibilities do you have in an EFL class?

3 How motivated are you to learn English? Why?

4 What activities do you practice to enable you to learn English inside and outside class?

Câu hỏi phỏng vấn (bản tiếng Việt)

1 Em đánh giá khả năng tự chủ của mình trong việc học tiếng Anh như thế nào?

2 Em có trách nhiệm gì trong lớp học tiếng Anh ở trường như thế nào?

3 Em có động lực học tiếng Anh như thế nào? Tại sao?

4 Em thực hành những hoạt động nào để có thể học tiếng Anh trong và ngoài lớp học?

Sample of Interview Transcription (Group 1)

Reseacher: Cảm ơn các em đã tham gia buổi phỏng vấn ngày hôm nay! Mục đích của buổi phỏng vấn này là cô muốn lắng nghe quan điểm, suy nghĩ, đánh giá của các em về nhận thức tính tự chủ của sinh viên trong việc học tiếng Anh mà cô sẽ hỏi trong từng câu hỏi cụ thể sau đây Cô sẽ ghi âm cuộc phỏng vấn này Cô là người duy nhất có thể tiếp cận những thông tin này, và sẽ cất giữ chúng an toàn cho đến lúc có thể xóa bỏ chúng Các em đã sẵn sàng tham gia phỏng vấn và được ghi âm chưa? OK, cô đã bắt đầu ghi âm rồi Buổi phỏng vấn hôm nay cô có 4 câu hỏi có liên quan đến nội dung phiếu khảo sát các em đã tham gia trả lời Cô xin phép bắt đầu các câu hỏi nhé

Câu hỏi 1: Em đánh giá khả năng tự chủ của mình trong việc học tiếng Anh như thế nào?

- ST1: Em thưa cô, em thấy khả năng của mình là xác định được mục tiêu học tập vì em là một sinh viên Du lịch Tuy nhiên, khả năng chọn các hoạt động ngoài lớp của em thấy tốt hơn là em học tập trên lớp vì em có khả năng tự học ngoài lớp ạ

- Reseacher: Cám ơn em! Cô mời em ST2 nào?

- ST2: Em thưa cô, em xác định được mục tiêu học tập tiếng Anh của em là để giao tiếp và nói chuyện với người nước ngoài và tìm kiếm được nhiều cơ hội trao đổi thực tập Tiếng Anh là ngôn ngữ phổ biến nên em muốn học tốt nó

Em cảm thấy khả năng chọn mục tiêu học tập ngoài lớp là tốt hơn ạ Khả năng lên kế hoạch cho các hoạt động học tập là còn rất kém vì e chưa thực sự đạt hiệu quả học tiếng Anh cao nhất như em mong muốn

- Reseacher: Cám ơn em! Cô mời em ST3 chia sẻ nào?

- ST3: Em thưa cô, em cảm thấy khả năng xác định mục tiêu học tập ngoài lớp là tốt hơn vì nó giúp em phát triển bản thân hơn, khơi dậy hứng thú học tập hơn

- ST4: Em thưa cô, em nhận thấy tiếng Anh là môn học bắt buộc và rất quan trọng cho nên mục tiêu của em là học tiếng Anh thật tốt ạ Trong các mục trong phiếu khảo sát thì em có thể chọn tài liệu học tập trong lớp vì giáo viên tiếng Anh đã cung cấp và hướng dẫn lớp tìm tài liệu cần thiết cho môn học Tuy nhiên, em bị hạn chế trong việc lựa chọn tài liệu học ngoài giờ học vì có quá nhiều tài liệu và em không biết tài liệu nào phù hợp và đáng tin cậy ạ

- ST5: Dạ, em cũng cùng ý kiến với các bạn ạ

Câu hỏi 2: Em có trách nhiệm gì trong lớp học tiếng Anh ở trường như thế nào?

- ST1: Em thưa cô, em cho rằng mỗi bản thân sinh viên phải là người chịu trách nhiệm tự chủ trong việc học của chính mình như trong việc đưa ra mục tiêu học tập, sự tiến bộ của bản thân mình trong lớp và ngoài lớp ạ

- Reseacher: Thế còn các mục khác trong phiếu khảo sát về khía cạnh trách nhiệm thì em nghĩ sao?

- ST1: Em thưa cô, em còn thấy xác định điểm yếu của bản thân là trách nhiệm của mình vì chỉ khi mình nhận thấy điểm yếu thì mình mới cải thiện được ạ

- Reseacher: Cảm ơn em! Em cho rằng em sẽ chịu trách nhiệm việc tự chủ trong việc học của chính mình Thế em đánh giá trách nhiệm của giáo viên đối với khía cạnh này là như thế nào?

- ST1: Dạ, em cho rằng, trách nhiệm này không chỉ thuộc bản thân SV mà còn có cả trách nhiệm của thầy cô nữa ạ

- Reseacher: Cám ơn em! Nào cô xin ý kiến của e ST2 nào?

- ST2: Em thưa cô, em cũng đồng ý với ý kiến của bạn ST1 ạ Em cũng nhận thấy sự tiến bộ ngoài lớp và trong lớp học phải là do bản thân em Còn, đánh giá kết quả học tập là giáo viên đã đánh giá

- Reseacher: Thế còn các mục khác trong phiếu khảo sát, theo em trách nhiệm thuộc về chỉ bản thân sinh viên hay thuộc về ai nữa không?

- ST2: Em thưa cô, thầy cô cần giúp sinh viên, tạo hứng thụ cho mỗi bài học và tính tự giác học tập cho sinh viên

- Reseacher: Cám ơn em! Cô xin mời em ST3 chia sẻ nào?

- ST3 Em thưa cô, em nhận thấy mình có trách nhiệm Tuy nhiên, thầy cô cũng cần giúp chúng em để chúng em tiến bộ hơn thông qua việc khơi gợi được cảm hứng học cho chúng em ạ Riêng mục đánh giá kết kết quả học tập của sinh viên là trách nhiệm của nhà trường ạ

- Reseacher: Cám ơn em! Cô xin mời em ST4 cho ý kiến